Practical Project Assessment Essay Example | Topics and Well Written Essays - 1000 words

Practical Project Assessment - Essay Example The basic idea here is to explore the various elements that compose a horror film and how these ideas may have evolved into current film making practices. The current project starts out with a clear opening image that has been extracted as a long shot except that the image has been processed to provide a certain gloom. The image has been darkened on purpose to portray a large building that is surrounded by empty trees. The camera has been kept at a low angle to look into the building’s top to provide an overwhelming sensation. The contention here was to exaggerate the size of the building and to make it appear as dark as possible. The lower right hand corner of this image is particularly dark and portrays a sense of fear of the unknown. This can be compared with ease to the manner in which typical Hollywood horror films tend to open up – an overwhelming scene of darkness is portrayed that provides the viewer with an automated response that the current film is based on h orror (Carroll, 2010;; Bennett & Beirne, 2011). In addition, the title of the project â€Å"Roommate† has been displayed in the lower reaches of the screen using a contrasting colour and capital letter only. This is intended to provide a stark contrast to the dark and gloomy background to make the inscription prominent (Carroll, 2010; Davis, 2010). The project has been provided with a sinister audio track from the very beginning which is interrupted at 0:02 for a thunder sound effect. This is followed by an inversion of the screen’s colours at 0:06 and 0:07 to portray lightning. The inverted colour screen has a shadowy figure portrayed in all white at the lower right hand side of the screen depicting a ghost. This was meant to provide the audience with a clear idea that this project is a horror film woven around ghosts. However, there is a technical error in the manner in which the lightning and thunder have been portrayed. Typically, lightning is seen first and thunde r is heard later while in the current project this has been reversed. However, it could be argued that the use of lightning and thunder is a common technique used in films to introduce sinister objectives (Landau & White, 2000; Glick, 2011; Landau & White, 2000). Thunder and lightning have been used as early as Frankenstein (1937) right down to modern day classics such as Edward Scissorhands (1990) to portray sinister elements. Most horror films are woven around the concept of thunder and lightning that is also utilised to indicate accentuation as well as climaxes in these films (Mackendrick, 2005; Rosenthal, 1980). The current film is essentially a composition of images taken from the previous term that have been placed together sequentially. As the film opens up, the protagonist is shown walking into a dorm room with clear lightning that tends to reveal the mise en scene very clearly. The dorm room has been portrayed as realistically as possible keeping the element of scattered be longings and student clutter in place. The protagonist’s makeup has been kept minimal and the costume in use is a simple pyjama with a sweater to portray an average student lurking around in a dorm. The protagonist approaches a laptop placed on the table and the camera’s focus changes over to the laptop’s screen. The transition from the protagonist’s face to the laptop screen is a straight cut so that it resembles contemporary practice (Rosenthal, 1972). The other option was to

Information or Advice and Guidance Essay Example for Free

Information or Advice and Guidance Essay I work as Locality Co-ordinator for NALS, based at The Gatehouse in Hexham. My role is varied and no two days are the same, however predominantly I manage the building on a daily basis, dealing with the public, clients, tutors and any other persons who access the building. I ensure safe working practices/classrooms in accordance with Northumberland County Council policies as well as working closely with the Locality Manager to ensure the smooth running of centre/courses. I also deal with any issues as and when they should arise. I contribute to the development of the service and monitor client  attendance. I provide information, advice and guidance to clients enquiring about courses/finance as well as advising enrolled clients about choices for progression routes Where I am not able to help a client directly I can refer or signpost them for specialist help. I have provided information and advice to a support worker enquiring on the behalf of a client who is supported in the community, the client volunteers in a local charity shop but struggles with reading. I referred the client to the NALS brochure which she had with her at the time. I drew her attention to the free Functional Skills English class which takes place on a Tuesday with tutor Ged, which covers both reading and writing. I explained that an assessment would have to be carried out to ascertain the clients level. I arranged for a time and date on which the client could be assessed with a view to her potentially beginning the course. I have provided information and advice to a local employer regarding construction courses. I referred to the NALS website and read out brief descriptions of the courses on offer. I sent an e-mail to the client signposting him to Mike Smith who is the course leader. I also provided PDF documents of course descriptions. The clients who access The Gatehouse vary from 16-85 years old. The younger clients are those who did not gain any qualifications at school and whom work towards their Functional Skills (in ICT, Maths and English) parallel to the their chosen course e.g. Working with Children and Young People. Some clients study Access to Higher Education to gain entry into Further/Higher Education. Mature students enrol on a variety of courses whether this be a leisure course or certificated course in languages or ICT. Courses are advertised in brochures which are published three times throughout the year (Autumn, January and Summer.) Leaflets, posters are also displayed in the local job centre e.g. certificated courses such as ICT to help gain employment. NALS has a dedicated website describing courses as well as an electronic version of the brochure. Adverts are also placed in the local press (Hexham Courant.) I also post out information to clients, discuss courses over the telephone and e-mail. Some clients come to the centre and face a particular barrier such as disability. When supporting clients who have a hearing impairment I can either send information electronically or use an induction loop system if the client is in the centre. For visually impaired clients I produce information resources in large text and for ESOL clients information is provided in another language e.g. NALS brochure. I also use different colours of paper for dyslexia. I currently have a client who has impaired vision, for whom I produce all information materials in a large font onto A3 paper. Another client who has dyslexia has benefited from resources which I copy onto yellow paper. To meet the needs of clients who have limited mobility I organise the timetable so that their course is on the ground floor rather than on the first floor. I currently support a client on a language course whose health has deteriorated recently due to arthritis/operations. The class took place on the first floor and she was finding the stairs difficult (we do not have a lift). When this was brought to my attention, I met her needs by moving the class to the ground floor for ease of access. Prior to courses starting enrolment forms are completed by either myself or by clients and once clients commence their courses these forms are sent to Head Office and centrally stored. Enrolment forms that remain on-site are held in locked filing cabinets. Any data which is held electronically e.g. spreadsheet of students on current courses containing any personal details such as date of birth/contact details is password protected. This is all carried out in line with Data Protection Act 1988. Northumberland County Council holds a clean desk policy therefore any client information is locked away at the end of each day In the reception area of my centre a variety of leaflets are on display in racks covering topics such as course information and safeguarding. These can be accessed by clients at any time. In the line with the Equality Act 2010 I can contact Head Office to obtain leaflets in other languages. In my centre I have set up a spreadsheet which holds information on current students such as:- Name Postcode Contact Details Date of Birth Course Start/End date Payment method This is password protected and kept up to date and easily accessible. Head Office centrally hold all enrolment forms once clients have commenced a course, however the electronic system EBS is not always up to date (the front end of the database which we have access to) and sometimes it is difficult to retrieve information on current clients. If clients have a change of circumstance, I use online forms to notify Head Office of this e.g. should they move address, contact details, or withdraw from a course. Copies of any changes are also kept on file in office/within course registers. Online forms, once submitted now automate an acknowledgement that they have been received via e-mail. Copies of this e-mail are kept in folders within my e-mail i.e. Withdrawal confirmation as well as a paper copy of the submitted form. I monitor all information leaflets in the centre ensuring that they are up to date and re-order when necessary.

Battle of Hastings :: Harold Godwin William the Duke of Normandy

Why did the Normans win the battle of Hastings? The battle of Hastings took place on October 14th 1066. It was between Harold Godwin and William the Duke of Normandy. William won for a number of reasons but here are just two of them. William had more men as well as having more time to prepare. King Harold did not have time to prepare properly for the battle because he had to fight Harold Hadraada and his brother Tostig at Stamford Bridge. After the battle of Stamford Bridge, Harold Godwin heard some bad news. This was that William had invaded. Harold had to march his men south very quickly. Many of his men were exhausted so he had to leave so he had to leave them behind. Some of Harold’s best soldiers the housecarls had been injured or even killed in the battle so Harold had a weak army, which was mainly made up of farmers. On the other hand, William had more time for preparations. He had to wait a long time for Harold Godwin to arrive . . . As soon as William saw him the battle commenced. One of the main reasons is that the Normans had more cavalry and better weapons to fight with, also William won because Harold had to fought at Stamford bridge earlier so many his men were tired. With their leader dead, the English lost heart and fled. The end came when a score of William’s knights stormed the English position. in the south, during this time William could prepare and make up tactics for the battle. The Anglo-Saxons were over the moon so when the Normans started to walk away Harold’s men ran down Senlac Hill and started chasing them away but unfortunately William and his men turned around and started to kill, lots of the Anglo-Saxons were killed including Harold . In fact, some sources claim that Harold met his end at their hands, and was hacked to death, rather than the traditionally held view that he was hit with an arrow in the eye. After two whole weeks of waiting Harold Godwin eventually reached the south. The Normans won the battle of Hastings for a number of reasons many of which were linked.

How Far Is Odysseus Motivated by Nostos?

â€Å"Odysseus is motivated only by his desire to return home (nostos). † How far do you agree with this view? In your answer you should: * Consider how Odysseus behaves on his journey home; * Include an analysis of his motives; * Support your answer with evidence from The Odyssey. On his journey home, Odysseus encounters many obstacles which he attempts to overcome swiftly so that he may arrive home as soon as possible; however, it can be argued that nostos is not his only motive throughout his journey, though it may be the most significant.In Book 5, Homer presents Odysseus for the first time, and we find him weeping for his â€Å"lost home† and discover that he has been doing so for the past seven years every day. This shows how much he longs for his nostos and that this is his main aim in life. However, despite his apparent pain and homesickness, he has not yet attempted to leave the island, nor does he hate Calypso for keeping him here, as he sleeps with her every night and shows no aversion to eating and talking with her.Of course, if he did try to escape he would die immediately, so his motive for not doing so is self-preservation rather than nostos; on the other hand, if he died he would never achieve his nostos, so perhaps his sole motive is nostos. Furthermore, he declines Calypso’s offer of immortality as he claims his â€Å"never-failing wish† is to achieve his nostos. In Book 9, Odysseus tells the Phaeacians that he and his men raided Ismarus when they left Troy.Odysseus’ motive for this could either be a desire for booty (in which case he wants kleos rather than nostos) or a desire for supplies (in which case he does want to achieve nostos, and so is preparing himself for the journey). Also, he is anxious to leave Ismarus as soon as possible which shows a desire for nostos; however, he allows his men to overrule this decision, which either shows that his motive is to please his men, or that his desire for nostos is not very strong at this point.If it is the former, his sole motive his not nostos. (Incidentally, when he drags two of his men away from the Lotus-eaters, his motive is to please his men as well as to be a good leader, not nostos, which shows that his sole motive is not nostos at this point). In Book 9, Odysseus explains how he tried to escape the Cyclops’ cave as he and his men were in â€Å"mortal peril†; thus, his motive was self-preservation and good leadership (as he wanted to save his men as well).Furthermore, the reason they were trapped in the cave in the first place was because Odysseus desired booty; though his men tried to urge him away, he wanted â€Å"gifts† and would not leave without them. In addition to this, he called out his true name to the Cyclops as he wanted kleos and thus provoked the Cyclops to curse him (which hindered his nostos). At this point in his journey, he was motivated more by kleos than by nostos. In Book 10, we find out tha t Odysseus stays with Aeolus for an entire month, thus fulfilling the laws of xenia by not rushing away, so piety seems to take precedence over nostos here.When he has left Aeolia, however, he is certainly anxious to reach Ithaca swiftly and even takes complete control of the â€Å"sheet of the ship† in his â€Å"anxiety†. He does not relax until they are finally in sight of Ithaca. Furthermore, when the winds blow him back to Aeolia, he does not attempt to linger once more but immediately requests Aeolus to assist him in reaching Ithaca as soon as possible and feels â€Å"deep distress† when the request his denied, showing how important nostos is to him.In Book 10, Odysseus also relates how he stayed with Circe for a year simply finding â€Å"pleasure in living† and enjoying himself. He does not feel any pressing need to return to Ithaca, and it is his men who finally remind him that they need to go home. This shows that he is not motivated solely by nos tos on his journey. On the other hand, when his men urge him to leave Circe’s island, he is quick to agree and they leave the next day, showing his eagerness to return home – however, despite nostos being the significant motive it is clear that it is not the sole motive at this point.In Book 12, Odysseus encounters the Sirens, Scylla and Charybdis and the island of Thrinacie. Here it is very clear that his motive is not nostos; he listens to the Sirens rather than putting wax in his ears, motivated by kleos and curiosity; he attempts to kill Scylla rather than sailing swiftly past, again motivated by kleos; he easily gives in to his men and lands on Thrinacie despite knowing that their â€Å"deadliest peril† (and greatest obstacle to nostos) lies there, claiming his motive is that he cannot go against the majority vote.Although he does pray to the gods for a â€Å"way of escape† from Thrinacie, he can also be motivated by wanting supplies and self-preserv ation, so his sole motive is not nostos. On Scherie, Odysseus states that â€Å"All I seek now is my passage home†. The use of â€Å"all† shows that it is the only thing he wishes for and therefore his sole motive since he has left Calypso’s island. It can be argued, however, that it is only because Odysseus has achieved kleos (his name is known even in the heavens) and no longer has the responsibility of his men that his sole motive is now nostos.Also, he has now been away from home for twenty years, and is now truly homesick. Odysseus’ arrival in Ithaca is quite anti-climatic: although he is â€Å"overjoyed† and kisses the earth, Homer does not linger on the moment but relates how Athene and Odysseus proceed to make a plan. The killing of the Suitors is much more significant, as it is described in great detail and Books 14 – 23 concern mainly this matter.Then again, perhaps this is because Odysseus has not achieved his nostos simply by arr iving at Ithaca: he must regain his position as well, in which case the killing of the Suitors is far more significant. However, it can be argued that the killing of the Suitors is not solely motivated by nostos but also a desire for revenge, especially since Odysseus does not spare any of them and kills his disloyal servants as well, and would have killed the Suitors’ families if it had not been for Athene’s interference: it does not seem like the sole motive for all of this killing could have been nostos.In conclusion, Odysseus is motivated by many things throughout his journey, including kleos, revenge, curiosity, the desire to please his men, good leadership, leading a comfortable life and nostos. Before he lands on Calypso’s island, nostos is not the most significant; however, it becomes his sole motive for the rest of his journey. Once he lands in Ithaca, it can be argued that he is also motivated by revenge, but nostos is still a significant motive even i f it is not the sole motive.

Romeo and Juliet Comparrison Movie

The famous play, â€Å"Romeo and Juliet† by William Shakespeare, have been adapted into two movies. Zeffirelli directed a historical portrayal of the film, and Luhrmann directed a modern interpretation of the film. Both versions were portrayed in Shakespeare’s original text. Each movie had use a different approach when it came to setting, props and mood. In Zeffirelli’s version, the setting was a recreation of the 14th century, in the city of Verona, Italy along with ambience of classical music, traditional dancing, renaissance clothing and Shakespearean dialogue. Luhrman’s Hollywood remake called â€Å"Romeo+Juliet† had a combination of original Shakespearean dialogue with a modern twist. The ambience was in Verona beach in the 1990’s that included car chases, costume parties and gunfights. The twist of this version was to imagine the tragic storyline in a modern perspective and how it would fit into today’s society. The props in both movies were different. For instance in the Luhrman’s version, money was used instead of gold coins. This is shown when Romeo pays the apothecary for poison. In this version guns replaced swords. This is shown in the fighting scenes of the movie. Zeffirelli’s had kept the gold coins. An example can be when Romeo gives these coins. He had also kept the swords for the fighting scenes as well, so it can be relevant and historically accurate to Shakespeare’s time. The moods in each movie were very different. In Zeffeirelli’s version the film was very intense and the audience could feel the affection, grief, rage, and enmity of each character. An example can be when Mercutio is giving the famous Queen Mab speech. In this scene the audience can see that Mercutio not just a joker but he also has a dark side. On the other hand in Luhrmann’s version the mood was very comedic and less suspenseful. This was shown from the more humorous yet passionate actors. An example can at the party when Luhrmann dresses Paris in a spaceman suit to make him look ridiculous and uses him as comic relief. This symbolizes that Paris is not what Juliet wants in a man and knows that Romeo is her true love. The passing of time in Zeffeirelli’s version was slower than the faster paced modern version. In both films, a few scenes were left out, such as the fight with Paris at the Capulet’s tomb. In conclusion, Luhrmann and Zeffirelli both interpreted Shakespeare’s play, â€Å"Romeo and Juliet†, very well. One was presented with a modern-day twist and the other presented in the actual times of the original play. Personally, I enjoyed watching Zeffirelli’s version more because it portrayed the authentic work of Shakespeare and the past of Verona, Italy. There was also more suspense and one could feel the tension and emotions of the characters more.

Compare and Contrast assignment week Essays

Compare and Contrast assignment week Essays Compare and Contrast assignment week Essay Compare and Contrast assignment week Essay You want to look at the Week 5 Assignment, at the instructions for the final paper, which this assignment helps towards. Strategies for Selecting a Topic Complete the following table. Answer In the boxes below What two objects, people, subjects, or concepts are you going to compare and contrast in your Week 5 assignment? Once you choose the two, answer the questions below for those two only. I have decided to compare and contrast camping to leaping in a motel. What are three similarities between the two you have chosen? The three similarities should be adolescent from each other. The similarities between camping and sleeping in a motel are: 1. You can use linens such as blankets, sheets and pillows. 2. You can sleep in both places. 3. You can have privacy depending on where you camp or if you are in a tent. What are three differences between the two you have chosen? The three differences should be distinct from each other. The differences are: 1. In a motel you can control the climate with either heat or alarm conditioning and outdoors you typically are owning to be either hot or cold and you could be subjected to severe weather such as a storm. 2. In a motel you have your own shower verses while camping in a tent you are only going to have a shower if you are at a camp ground and in that case it will be a public shower. 3. Also in a motel you have the luxury of appliances such as a television, microwave and refrigerator. Are you going to focus on similarities, differences, or both? Explain your rationale. I believe my focus will be mostly on differences because there seem to be a lot more differences than similarities. I think it will be easier for me to contrast the two topics because there are so many differences. Who would benefit from reading your essay? In other who would be your audience? What do you want your audience to learn and understand after reading your essay? What is the purpose of your essay? I believe anyone that has never been camping or is trying to decide if they should camp or stay In a motel would benefit from my essay. My audience would be adult men and women that are thinking about camping verses staying In a motel. I would Like for my audience to learn what to expect when they go tent camping. The purpose of my say is to compare and contrast tent camping verses sleeping in a motel. What three parallel points of comparison or contrast will you address in your essay? For example, if you were going to compare and contrast two teachers, your three parallel points might be these: Each teachers homework policy Each teachers demeanor My parallel points of comparison and contrast will be each beds comfort level, each places climate, and each places luxuries. Explain why this is an appropriate and workable topic selection for the final assignment. I believe this topic is very workable for me because I love tent camping and have one a lot of it. I have also had the luxury of staying at a four star hotel. I think it would be considered appropriate. Rubric for Week 2 Individual Assignment Paper Section Possible You Scored Comments Content Two choices make sense 0. 4 Three similarities are logical and distinct 0. 9 Three distinct differences are logical and distinct Clear on what paper will focus on 0. 6 Clear on purpose and audience Clear on parallel points of comparison or contrast

Complete Comparison Charts SAT vs ACT

Complete Comparison Charts SAT vs ACT SAT / ACT Prep Online Guides and Tips The SAT and the ACT are both hard pills to swallow, but one might be easier for you than the other. If you're still trying to decide which test to take, these charts will give you direct comparisons between them in terms of format, timing, and content. Then you can figure out which one sounds like the right fit for you! Part 1: Logistics First, the nuts and bolts - how many sections are there, how long does it take, and how many questions are there? Test Format SAT ACT Number of Total Sections 10 4 (5 if you take it with Writing) Types of Sections Critical Reading, Math, and Writing (plus one Experimental Section that doesn't count towards your score) English, Math, Reading, and Science (plus Writing if you take that version) Time per Section Critical Reading - two 25 minute sections, one 20 minute section Math - two 25 minute sections, one 20 minute section Writing - 25 minutes for the essay, one 25 minute section, one 10 minute section Experimental Section - 25 minutes English - 45 minutes Math - 60 minutes Reading - 35 minutes Science - 35 minutes Optional Writing - 40 minute essay Order of Sections Essay, 6 randomly ordered 25 minute sections, two 20 minute sections (Critical Reading and Math), and the 10 minute Writing section English, Math, Reading, Science, optional Writing Total Time 3 hours and 45 minutes 2 hours and 55 minutes without Writing, 3 hours and 35 minutes with Writing SAT Timing Section Time Per Question Critical Reading 54 seconds Math 67 seconds Writing 43 seconds ACT Timing Section Time Per Question English 36 seconds Math 60 seconds Reading 53 seconds Science 53 seconds Part 2: Content Next, we'll look at the meat of the tests - what skills are tested in each section, and what do you have to know? Reading SAT ACT Number of Questions 67 multiple choice 40 multiple choice Format 3 sections, each section has sentence completion questions and passage-based questions; passages may be long, short, or paired 1 section, 4 long passages (one may be a set of paired passages), 10 questions about each passage Subject Matter Passages are in an unpredictable order and may deal with a wide variety of subject matter Passages are always in the same order in terms of subject matter: Prose Fiction/Literary Narrative, Social Science, Humanities, and Natural Science Important Skills Vocabulary knowledge for sentence completion questions, skimming passages, reading comprehension, understanding confusingly worded questions Skimming passages, reading comprehension Math SAT ACT Number of Questions 44 multiple choice, 10 grid-in student response 60 multiple choice Format 3 sections 1 section Subject Matter Pre-algebra, algebra, geometry, data analysis and probability Same topics as the SAT with the addition of trigonometry, matrices, complex numbers, and conic sections (but trigonometry is the only one that comes up really frequently) Important Skills Using formulas correctly (given to you at the beginning of each math section), algebra and geometry Math stamina and speed (60 math questions in one long section!), formula memorization (no formulas are given to you on the ACT), algebra and geometry, trigonometry SAT Writing/ACT English SAT ACT Number of Questions 49 multiple choice 75 multiple choice Format 2 sections, editing individual sentences (not sentences in a passage) as well as some questions based on short passages (Improving Paragraphs questions) 1 section, questions asked alongside 5 long passages Subject Matter Punctuation, number agreement, parallel sentence structure, correct tense, diction and word choice, improving paragraph structure Same as SAT but with more questions on rearranging sentences and paragraphs in passages for the best organization of thoughts Important Skills Grammar knowledge, logical organization of ideas in smaller context Grammar knowledge, logical organization of ideas in smaller and larger context Science SAT ACT Number of Questions No science section!! 40 multiple choice Format N/A 1 section, 7 passages - 3 data representation, 3 research summaries, 1 conflicting viewpoints Subject Matter N/A Biology, Earth science, chemisty, physics, very basic math Important Skills N/A Interpreting and making predictions based on graphs and data trends, comparing scientific opinions, understanding and interpreting the design of experiments Essays SAT ACT Overall Score Impact The essay is mandatory and accounts for a third of your Writing subscore The essay is optional and will not affect your composite score in any way Timing 25 minutes at the beginning of the test 40 minutes at the end of the test Subject Matter Wide range of prompt topics, not directly related to high school experiences All prompts usually boil down to the core question of "What do you think about the way the world is changing?" What's Next? Now the million dollar question - how do you decide whether to take the SAT or the ACT? Read about whether the ACT is easier than the SAT for you. Take an SAT practice test and an ACT practice test to see if you score higher on one test than the other - this is most foolproof way to figure out which test you should take for real. Read this guide for advice on choosing test dates and then take a look at the SAT and ACT dates for the upcoming school year to start planning! Want to improve your SAT score by 240 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: