12 Angry Men Essays - English-language Films, Legal Procedure

12 Angry Men This essay will compare & contrast the protagonist/antagonist's relationship with each other and the other jurors in the play and in the movie versions of Reginald Rose's 12 Angry Men. There aren't any changes made to the key part of the story but yet the minor changes made in making the movie adaptation produce a different picture than what one imagines when reading the drama in the form of a play. First off, the settings in the movie are a great deal more fleshed out. In the play, the scene begins with the jurors regarding the judge's final statements concerning the case in the courtroom and then walking out into the jury room. In the movie, the audience is placed in the role of the invisible casual observer, who for perhaps the first 5 minutes of the movie, walks throughout the court building passing other court rooms, lawyers, defendants, security officers, elevators, etc. Not able to remember much about this particular part of the movie, I believe this introductory scene's purpose was to either enhanced the realism of the setting by emphasizing the court building's efficient, business like manner or to provide a timeslot in which to roll the credits for producer, director, stars, etc. The settings aren't only built upon through use of scenery and extras in the movie. Invisible and distant in the play, we see in the movie the judge, bailiff, those witnessing the trial and mo st importantly of all- the defendant. This is an important change because in the play, we are free to come up with our own unbiased conclusions as to the nature and identity of the defendant, whom we only know to a be a 19 year boy from the slums. Seeing his haggard and worn face in the movie changes all of that, yet for better or worse, it engages the audience deeper into the trial as they surely will sympathize with him and can gain some insight into why, later, Juror 8 does so as well. Of final note in this summary of points concerning the differences in setting, the jurors all mention the heat wave affecting the city when they begin, and as it agitates them, it serves to heighten the tension between each other and their resentment or other feelings towards jury duty. Oh- also lastly, I think we can infer that the movie takes place in Manhattan, New York City. Which jurors are from which boroughs is easily obvious and yet I'm hesitant to say that the defendant could be from any o f them- slums were persistent in those times. Concerning the characterization of the cast and their conflicts with each other, the movie holds true to the play's guidelines. For the most part, each character I saw in the movie matched up with the picture my mind's eye had painted whilst I was reading the play. One thing irked me however: all the jurors seemed at least 10 years older that I had imagined them. For instance, I had seen Juror 8- the protagonist of the play and Juror 3- his rival, the antagonist as being perhaps 30-ish or so and spirited and vibrant in their arguments. While somewhat vibrant they were, their age made them seem to come across as being more stubborn and grumpy (at least in, Juror 3's case) than lively. Even Juror 2- the meek, weak and timid-spoken one, I thought would be so because of the age disparity between him and the older (and thus, supposedly- wiser) jurors. Yet he is portrayed as such a man but balding and smoking a pipe. His voice, however, fit nicely to its role. The conflicts in the movie, w hile also being more fleshed out than in the play, did match up essentially but there was one point- I thing just before Juror 8 asks for the diagram of the apartment- that the movie's directors took the liberty to take dialogue from later in the play and put it there, greatly confusing me and hampering my ability to follow along. In analyzing the differences in the antagonist's and protagonist's relationship with each other and the other jurors, it too held to the play's guidelines with the various alliances

5 Tips for Improving Reading Comprehension

5 Tips for Improving Reading Comprehension The idea that you either read for pleasure or for learning is misleading. It is, of course, possible to do both. Still, you shouldnt necessarily approach academic reading the same way you approach a beach read. In order to read and comprehend a book or article for school, you need to be much more intentional and strategic. Understand Genres and Themes In most reading tests, the student is asked to read a passage and predict what might happen next. Prediction is a common reading comprehension strategy. The purpose of this strategy is to make sure you’re able to infer information from the clues in the text. Here’s a passage to clarify this point: Clara gripped the handle of the heavy glass pitcher and lifted it from the refrigerator shelf. She didn’t understand why her mother thought she was too young to pour her own juice. As she backed away carefully, the rubber seal of the refrigerator door caught the lip of the glass pitcher, which caused the slippery handle to slip from her hand. As she watched the pitcher crash into a thousand pieces, she saw the figure of her mother appear in the kitchen doorway. What do you think will happen next? We could infer that Clara’s mother reacts angrily, or we might guess that the mother bursts into laughter. Either answer would be sufficient since we have so little information to go on. But if I told you that this passage was an excerpt from a thriller, that fact might impact your answer. Similarly, if I told you this passage came from a comedy, youd make a very different prediction. It is important to know something about the type of text youre reading, whether it is a nonfiction or a work of fiction. Understanding the genre of a book helps you make predictions about the action- which helps you comprehend it. Read With Tools Any time you read for the sake of learning, you should be reading actively.  To do this, youll need some extra tools. For example, you can use a pencil to make annotations in the margins of your text without doing any permanent damage to the book. Another good tool for active reading is a pack of sticky notes. Use your notes to jot down thoughts, impressions, predictions, and questions as you read. A highlighter, on the other hand, is usually not as effective. Highlighting is a relatively passive act when compared to note-taking even though it may seem like you are engaging with the text by highlighting it. However, highlighting during a first read can be a good way to mark  passages that you want to revisit. But if a passage impresses you enough to highlight it, you should always indicate  why it impresses you, whether on the first or second read.   Develop New Vocabulary   Its a no-brainer that you should take the time to look up new and unfamiliar words as you read. But its important to make a log book of those new words, and revisit them long after youve finished reading that book. The more we study a subject, the more it sinks in. Be sure to keep a log book of new words and visit it often. Analyze the Title (And Subtitles) The title is often the last thing to be adjusted once a writer has finished writing. Therefore, it may be a good idea to consider the title as a final step after reading.   A writer will labor hard and long on an article or book, and often the writer uses many of the same strategies that a good reader uses. Writers edit the text and identify themes, make predictions, and annotate.   Many writers are surprised by the twists and turns that come from the creative process.   Once a text is completed, the writer may reflect on the true message or purpose as a final step and come up with a new title. This means you can use the title as a clue to help you understand the message or purpose of your text, after youve had some time to soak it all in.

Discuss safe urinary catheterisation of a male patient defining the Essay

Discuss safe urinary catheterisation of a male patient defining the indications and contra indications and the potential complications that may arise - Essay Example es are verified, they should be positioned as comfortable as possible in order to reduce anxiety and also facilitate access to their anatomy (Michael 2012, p. 31). The proper type and size of catheter is selected and then the genital area cleansed thoroughly. In case of an uncircumcised patient, the foreskin should be retracted and the area cleansed with saline (Saint 2000, p. 804). This reduces chances of contamination and trauma to the urethra. The penile urethra is straightened by extending the penis at a 90 degree angle to the body to facilitate the administration of local anaesthetic gel. The gel, which requires approximately five minutes to take effect, will dilate, lubricate and anaesthetise the urethral passage (Bradsley, A 2005, p. 45). The catheter is then inserted approximately 20 centimetres into the urethra, at which point urine should flow. In case of resistance at the sphincter, gentle pressure should be applied on the catheter. It is then inflated to make sure it rema ins in situ and a suitable closed drainage unit attached. Before the foreskin is returned to its position, it must be dry and clean (Francis 2008, p. 69). Indications include acute urinary retention, hygienic care of patients who are bedridden and monitoring the output of urine. Traumatic injury of the urinary tract, such as a urethral tear, will contraindicate urinal catheterisation. Possible complications include infection, bladder spasm and trauma to the bladder neck or urethra (Stewart 1998, p. 124). Michael, S 2012, ‘A review of strategies to decrease the duration of indwelling urethral catheters and potentially reduce the incidence of catheter-associated urinary tract infections’, Urology Nursing, vol. 32, no. 1, pp.

Inclusive Science Education Essay Example | Topics and Well Written Essays - 500 words

Inclusive Science Education - Essay Example 5). People with physical impairments have long encountered barriers to pursuing careers in science. These barriers come in various forms, including historical, institutional, physical, attitudinal, and curricular hindrances. The CLASS Project uses professional development workshops to prepare educators for inclusive classrooms, thereby helping them do away with obstacles for their students. (Bargerhuff, 2004, p-319) The eventual objective of the project is to augment the depiction of individuals with disabilities pursuing careers in or related to science, technology, engineering, and mathematics. Persons having impairments have worked hard for decades to attain reasonable outcomes in all areas of their lives, employment, independent living, and education. Until the passage of the Education of All Handicapped Children Act (EHA) in 1975, many students with disabilities were regularly excluded from public school.

Professional Development and Differentiated Instruction Speech or Presentation

Professional Development and Differentiated Instruction - Speech or Presentation Example An introduction to the general theory of cultural competency. Members of staff take notes. Overhead projector Handout 35 Minutes PRESENTATION Underachieving students. Social- cultural, physical, and racial prejudices against underachieving students. The role of the curriculum in achieving cultural competency The application of differentiated instruction among students with varying learning capabilities Content Process- grouping of students according to readiness, needs, and interests. Product Use of a tiered lesson plan to meet different learner needs Discussion between the facilitator and the members of staff. Members of staff attempt to answer questions asked by the facilitator regarding the application of differentiated instruction. Members of staff begin to draft a sample tiered lesson plan. Overhead projector Handout 10 Minutes CONCLUSION Review of main points discussed Question and answer session Members of staff ask questions. The facilitator asks the members of staff to finis h up on the sample tiered lesson plan and use it in their respective lessons. Overhead projector Handout Agenda for members of staff - cultural competency session on professional development 5th July 2012 9: 00 a.m : Arrival of members of staff. 9: 00a.m – 9: 10 a.m : Introduction. ... These characteristics may involve customs, channels of communication, and beliefs. A culturally competent institution or organization should cater for the needs of each cultural group to ensure optimal outcomes. The education sector has incorporated the use of cultural competency to cater for those learners who have dismal learning outcomes. In a normal classroom, there are learners with different learning abilities. Some learners grasp concepts very quickly, others have the normal comprehension capacity, and others are slow learners. When the needs of each group of students are not met, the class ends up having a group of stereotyped as â€Å"underachievers†. In the U.S schooling system, there are those learners who are categorized in the underachievers group. Most teachers, according to Darlene (2007) view these students as lacking in motivation, lazy, high headed, or just indifferent towards academics. This notion, however, could not be further from the truth. Underachievin g students may have other issues outside their control that make them perform not so well in their academics. These may include: social-cultural, physical or ethnic disadvantages that inhibit their potential. The curriculum needs to provide avenues for the execution of cultural competency policies for all students. The curriculum should cater for all races and social-cultural groups, without victimization. A multidisciplinary curriculum according to Darlene (2007) should acknowledge cultural differences, while promoting inter-cultural development. The teacher should address the needs of differentiated students by promoting communication and involvement of each and every student in the lesson. All

Study On Busbecqs Letters History Essay

Study On Busbecqs Letters History Essay I would like to analyse some Western European descriptions of the Ottoman Empire from The Turkish Letters, written by Ogier Ghiselin de Busbecq, who described the Ottoman Empire in a series of letters that he wrote when he served Ferdinand I of Austria as the ambassador for the Holy Roman Empire to the Ottoman Empire from 1554 to 1562. Included in this paper is my analysis on parts of three of his letters which are concerned with in particular: the Turkish Army, the Turks openness or lack thereof in borrowing from other cultures, and Christian Slaves. Busbecq presents an absorbing eyewitness account of the Ottoman Empire from the perspective of a well educated Western observer at the time of the Ottomans greatest ever ruler: Sultan Suleiman The Magnificent. In the letters Busbecq describes some of the workings and details of the Turkish Army, including interesting information on The Janissaries. In another letter he talks about the Turks openness in adapting military manoeuvres and c ombat skills of the Europeans such as that of the Greeks, and their reluctance in adopting useful things such as public clocks and printing books. In the third letter he portrays some information on the Christian slaves of the Ottoman Empire. He details impressions on everything he saw and experienced in Turkey from the army, slavery, and other matters and does so with literary talent and though quite gripping there is a strong possibility that his depiction was slightly exaggerated because he was trying to bring about reform at home. Of particular significance is his account of the Turkish Army where goes into vivid detail about the campaigns. The Sultan when he sets out on a campaign, takes as many as 40,000 camels with him, and almost as many baggage-mulesà ¢Ã¢â€š ¬Ã‚ ¦ This is an explicit illustration of the organisation, might, and sheer size of the Sultans army. Busbecq further goes on to describe the Turks campaign into Persia, the way rations are used, and the importance of the soldiers health. He also makes note on the Sultans respect and willingness to help the soldiers whenever he could by assisting ill-fated soldiers who have come across bad luck in losing their horse or suffering from illness or injury. Suleiman the Magnificent is plausibly the most illustrious figure in Turkish history. For the Turks his status is legendary and his reign saw the greatest extension of Turkish power. His devotion to his own religion and his tolerance of other faiths, his charity and generosity, won him the loyalty of his subjects and the respect of his enemies. The Janissaries represented the well trained and adaptable soldiers for the Turkish army. They were well looked after and respected for their courage in battle, repeated victories, and experience in warfare; hence they were highly valued. They were a product of Suleimans progressive system. The Turks adopted from the Europeans many smooth military combat techniques and the use of canons to great effect in their battles, for example the shooting against the door which was formerly used by the Greeks and the Turks had adopted from them. Conversely at the same time the Turks were never able to bring themselves into accepting the use of public clocks or to print books. As Busbecq strongly puts it They hold that their scriptures, that is, their sacred books, would no longer be scriptures if they were printed; and if they established public clocks, they think that the authority of their muezzins and their ancient rights would suffer diminution. This I believe is an understandable stance considering their position and their culture. They did not want their culture to be diluted this is not to say they werent tolerant to other cultures but only to keep their own pure from western influence. The extract of the letter by Busbecq in Documents in World History on Christian slaves portrays completely bleak and miserable image for the slaves: Youths and men of advanced years were driven along in herds or else tied together with chainsà ¢Ã¢â€š ¬Ã‚ ¦..At the sight I could scarcely restrain my tears in pity for the wretched plight of the Christian populationà ¢Ã¢â€š ¬Ã‚ ¦. This particular document if read by someone not familiar with Busbecqs writings and general view of the Ottomans could be misleading. In his book The Turkish Letters Busbecq explains the advantages of Ottoman slavery and stipulates that it outweighs the drawbacks. For example, young male slaves had the opportunity to have a prestigious career and be trained as Janissaries or diplomats. Ogier Ghiselin de Busbecq wrote impressions on everything he saw and experienced in Turkey, including landscapes, plants, animals, Islam, ethnic groups, architecture, slavery, military, court practices, clothing, gender and domestic relations, the Sultan himself, and even plants and animals. I think his letters offer lessons in understanding and appreciating cultural differences. It is clear to me that he describes the Ottoman Empire as being powerful and admirable; he makes it obvious that he respects the Ottomans in many ways and almost even considers them as better than the great European nations. Nonetheless I suggest that he may have been exaggerating what he thought and knew about the Ottomans to an extent in an attempt to bring about reform in Western Europe. After all he was writing at or near the time when the Ottoman Empire was at the pinnacle of its power, and one of his aims could have been to frighten European rulers and governments into transformation and improvement. K eeping this in mind I would still consider The Turkish Letters a great source of insight and entertaining reading. The letters are a standard for understanding the Ottoman Empire written with frankness and in great detail by a noted diplomat with an established reputation.

The Ysera Realm of World of Warcraft :: Personal Narrative

The virtual worlds were good for doing what was impossible to do in the physical world rather than simply produce replicates of physical reality (Yee, 2009). This is why most people including myself, although a constant gamer, enjoy the experiences of the virtual world. The virtual world is an escape route from the actual realities of the world. This paper is going to describe my experience in The Ysera Realm of World of Warcraft MMORPG. Avatars are a key component of the virtual world and we rely on them a means of living digitally while fully inhabiting in the world (Taylor, 2002). When the chosen avatar Race (Night Elf) was announced a sense of disappointment ran through my mind, because I believed the Night elf Race was not going to be as physically attractive as the Human race or Blood Elf race which I have previously used in other realms. However, when I began customizing my avatar I was excited to begin the process, because it had to ability to create a unique identity which not only serve a personal function (individualization) but also a social function as other characters would be able to recognize me over time(Taylor, 2002). My Avatar â€Å"Elvinna† is a Level 6 Druid who has the role of a tanker, healer and damager, with the ability to shape shift into animal form. Elvinna also has the capability to use mana, rage or energy as a resource (World of Warcraft: Mists of Pandaria, 2012). I chose my avat ar name based on its sexiness, simplicity and how ancient it sounds. My avatar was created as a desired self-image of myself, her gender was chosen solely on my gender as a female in reality, her look is very fierce which is what I was going for an avatar that looks fierce but sexy. Her class was chosen due to my unawareness of the different class, if I had the option of redoing characters I would go for hunter, because they are a better representation of the desire self (physically). Her personality is graceful and achieving, she desires to the highest to reach the highest levels in the virtual world. Elvinna’s, (which desired representation of myself) character is different from mine in the sense that she is everything I desire to be looks and goals. When given tasks she is quick to execute them in order to ascend, which is a total opposite from myself.