What Makes A Movie Great?

What Makes A Movie Great? With thousands of films released each and every year and so few succeeding either commercially or financially, one has to pose the question: what is it, exactly, that makes a film great? From an audiences perspective, people watch movies to be entertained: they are looking, above all else, to hear a good story that will allow them to share experiences with the characters and with their friends; to see spectacles; to visit other worlds to which they could never otherwise travel; and to escape the boredom of their day-to-day routines. Outstanding films are able to accomplish all of this with skill and artistry. But even in spite of the battery of statistical tests put forward by leading psychologists to unearth the formula for cinematic success (Simonton, 2011), there are many who believe that the quality of a film is impossible to define, being utterly contingent upon personal interpretation. I intend to dig deeper to investigate this issue, looking in detail at the specific tools and techniques a filmmaker has at their disposal to entertain an audience. Before we can truly address the issue of what constitutes entertainment, I would like to take a moment to consider why it is that anyone does anything. According to Anthony Robbins, Everything you and I do, we do either out of our need to avoid pain or our desire to gain pleasure (Robbins, 1992: 53). With this in mind, why is it that tension and conflict, both of which are painful in and of themselves, are widely regarded as two of the central tenants of an engaging story? I would suggest that watching a character learning to avoid pain is a learning experience in which the viewer, too, is able to learn how to avoid pain. Comparable in many ways to the experience of working hard for a greatly desirable objective, this in itself can be a pleasurable thing to observe; we, in such a situation, are able to cherish the end result all the more thanks to our appreciation of what went into achieving it. This is precisely the kind of pleasure provided by most films, and is known specifically as delayed or deferred gratification (Kim, 2006). Generally speaking, then, audiences watch films to have an emotionally satisfying experience. So how can a film be made more emotional? Arguably the most important step we can take towards answering this question is to understand that the viewer is not simply passive when watching a film; in fact, if Elkins definition of simply looking as in fact pertaining to hoping, desiring, never just taking in light, never merely collecting patterns and data (Elkins, 1996: 22) is assumed to be correct, they will begin to manifest their own expectations about what they may see even before the movie begins. It is the therefore the responsibility of the filmmaker to show and tell the viewer the story in such a way as to meet, and exceed, these expectations. There are as many different models that can be used to create exciting stories as there are stories themselves, but, in the simplest possible form, a story can be described as the narration of a chain of events pertaining to a character who wants something (Johnson, 1995). The aim is to organise that story into a structure that allows it to be narrated clearly and dramatically. But what is story structure? In broader terms, structure refers to the relationship between the parts of something, or can otherwise function as the support for something. Whereas the human body relies on a skeletal structure of bones to support itself, the parts of a film story are comprised first and foremost of a series of narrative questions, along with the delays and answers to those questions. The structure is simply how the questions and answers that make up that story are presented, which shots are chosen and in what order, and it is this structuring of events that can make the difference between a sim ple narrative and one that is unforgettable and emotionally profound. The relationship between form and content has been studied extensively by many film writers. David Bordwell, for instance, refers to the terms used by the Russian Formalists, relying heavily upon the terms fabula and syuzhet. The former, according to Bordwell, is a pattern which perceivers of narratives create through assumptions and inferences (Bordwell, 1985: 49). In other words, the fabula comprises the cues and perceptions the viewer receives from the film, and is liable to change from viewer to viewer if the work is complex. The syuzhet, on the other hand, refers to The actual arrangement and presentation of the fabula in the film (Ibid: 50); it is the plot, or structure, of the narrative. Bob Foss instead uses the terms plane of events and plane of discourse, or The what and how of film narrative (Foss, 1992: 2). Regardless of the terms used, virtually all film theorists are agreed on the importance of plot in relation to the creation of engaging cinema, as Seymour Chatman articulates with his suggestion that narrative structure in fact communicates meaning in its own right, over and above the paraphrase-able contents of its story (Chatman, 1980: 23). According to Vogler (2007: 6), some Hollywood executives were concerned so much with this paradigm that they would look only at scripts which were either a fish-out-of-water tale or about an unholy alliance, and it was not until the publication of The Hero with a Thousand Faces before executives were given an additional way of analysing stories. The Heros Journey was originally described by mythology professor Joseph Campbell as a journey of self-discovery and self-transcendence (Campbell, 2008: 17), and seemed to encompass a variety of different types of narratives that might otherwise have been disregarded. More specifically, The Heros Journey acted as the paradigm for all stories. Having studied myths, fables, and folktales from all time periods all over the globe, Campbell discovered that there was a common structure that underlined the journey each and every protagonist would take. There was a good reason for this: at its most fundamental level, the Heros Journey addresses the key psychological principle of what Milton Erickson refers to as life junctures; defined as moments of transition from one stage of life to another, Erickson demonstrates that most people become psychologically trapped at such moments (Erickson, 1977). The parallel with Campbells work becomes more evident when we consider that Erickson also suggests that the most common reason for this stasis is the inappropriate generalisation of fear from an earlier trauma to other situations; unsure of how to cope with new demands placed upon them, they keep trying to use old methods that are no longer functional at this new level. Broadly speaking, it is precisely such moments of stasis at which the majority of film characters are introduced to the viewer. In this regard, the Heros Journey exists as the story of human growth placed into a dramatized form, which is another way of saying that the story is externalised in visible action. It is because these heroes solve their inner conflicts that they can win the external conflicts, and the audience gets reborn along with the heroes. But what separates the visible action of a film from the structure of the narrative, and why is it that the audience does not consciously notice the latter? The classical Hollywood style asks that form be rendered invisible; that the viewer see only the presence of actors in an unfolding story that seems to be existing on its own (Hill and Gibson, 1998: 16). It does not take too much in the way of imagination to see this concept in practise, such that, if you were to watch the first few minutes of a film and then walk away from it, it should be relatively easy to give a simple account of the plot and the motivations of the characters therein. But would you hear the background music? Would you notice the shot sizes and framing, or the cutting up of time and space? Most likely you would be too busy working out what was happening and what it meant to let your attention wander to such a structural level. It is not that these things are invisible, but simply that they drop below the viewe rs threshold of attention. Any part of the structure can in fact cross that threshold; as long as the world of the film is seamless and doesnt break the spell by calling attention to itself, however, the viewer will not be paying attention to the acting, cinematography or editing, but watching real people facing overwhelming obstacles in their struggle to achieve their dreams. It is therefore the job of the filmmaker to direct the audiences attention towards these events through careful attention to narrative structure. The Heros Journey provides a means of doing just this; given its popularity to this day throughout Hollywood, however, there is a danger that the stories created using it might appear similar. When that happens, it bursts through the threshold of conscious attention and the audience is taken out of the story. Just as there are several problems that can arise when we speak, however, the most common types of speaking problems also have a filmic equivalent: whereas verbally, for example, we talk about one thing at a time, one of the main issues when telling a story with pictures arises from the simple truth that pictures can say too much. This conflicts with the theory of selective attention, which states that the conscious mind can only pay attention to one thing at a time (Dewey, 2007). The attention of the human mind is a precious commodity, and it is important to recognise that the viewers ability to concentrate on the material they are being presented with is affected by a great number of factors including fatigue, interest and general state of mind. When we multitask, for instance, we feel like we are accomplishing a great deal of work, whereas in reality the brain is juggling attention very quickly between multiple items. This is why drivers talking on a phone or talking to a passenger are statistically more likely to be involved in an accident, as their attention is split even though they think they are focused on driving (Myers, 2008: 87). Theories of Neuro-Linguistic Programming state that one of the functions of the brain is to act as a filter, continually deleting, generalising and distorting the information we receive about the world so as to protect us from information overload (Burton and Ready: 65). In other words, we dont pay attention to a lot of inf ormation we are exposed to, but instead delete it. When the film is racing past at twenty-five frames per second, which part of the image will the audience be looking at? Suppose they see the wrong part, and thus miss the thread of the storytelling entirely? In order to prevent this, a filmmaker must have the ability to control their images to ensure that they are able to communicate the desired message to their audience; this is where design, composition, perspective and lighting each come into play. Without these, the viewer would not be able to see exactly what was happening onscreen and would be unable to follow the story. Filmmakers have developed a great variety of specific techniques to solve these types of problems; instead of showing two things at a time, for instance, the camera can pan from one to the other, a cut can be made between two shots, or focus can be racked, or shifted, between the objects in the frame. Though all of these solutions have become commonplace in mainstream cinema, they all serve to simplify what to look at for the viewers sake by presenting only one thing at a time. Arguably even stronger than this, however, is the human minds reliance on stereotypes and clichà ©s, often demonstrating a strong tendency to distort those things that do not fit into our worldview as a way of dealing with the overwhelming amount of information it receives. Specifically, the brain constantly seeks to organise this data into patterns; though the most obvious patterns exist as visual designs, patterns exist everywhere: in music, in the way people speak, and even in traffic and weather. As we have already explored, narrating a story is little more than organising information into a pattern, or structure. But how does this work on the micro level of filmmaking? How, for instance, are we able to make the protagonist stand out in the middle of a crowded scene? Grouping, by definition, applies to things that are alike in some way, which could include proximity; by this logic, we could dress the main characters differently, or have them stand some way apart from the rest of the crowd. With all other characters wearing muted colours and the hero dressed in black and white, the mind will perceive the crowd as a group and the protagonist will automatically stand out. This is an example of one of the ways in which gestalt principles can be a useful tool for applying the speaking metaphor of telling the viewer only one thing at a time; a German word meaning shape or form, gestalt refers to an organised whole that is more than just the sum of its parts, and functions as a reasonably accurate description of the way in which the human mind organises our experiences of life. In this example, objects that are either similar or close together are grouped, leaving the mind to pick out individual things on which to focus while the rest fades into the background. This is why, when reading, we perceive each word, or clusters of words, as opposed to individual letters, and do not notice that the remainder of the page simply recedes from our conscious awareness. Far from mere abstraction, gestalt principles have been proven to work at almost every level of the viewing experience, including perception of images, understanding and comprehension of narrative, the me, and even sound. Another key concept of gestalt perception lies in the minds tendency to fill in the blanks, or seek closure: if we listen to a familiar musical theme where the final part is omitted, the mind will fill in that missing section itself. Similarly, on a visual level, a tension will be created in the viewers head that wants to close the shape if parts of a figure are cut out. This refers to the gestalt principle of good continuity, which states that we will assume things to be continuing; pictorially, lines are perceived to carry on even if another object obscures part of them from view. The implications of this are profound even on the most basic levels of filmmaking theory. Firstly, when the audience sees a close-up of a characters head, it is assumed to be connected to a body. Filmic cuts also work based entirely on the principle that, if the viewer witnesses one action and the action is seen to be continuing from a different angle, it is assuming to exist as part of the same action. The most important realisation, however, is that closure works not just on the perceptual level, but also on the level of story. In any story, the hypothesis What ifà ¢Ã¢â€š ¬Ã‚ ¦? is presented to be true. The writer is, for all intents and purposes, a masterful liar, offering a wealth of supporting details with which to flesh out a world in which the action unfolds that is believable and seamless enough to remain below the audiences conscious threshold of attention. When a narrative question is introduced, the brain begins searching in an attempt to make sense of the question, and the cortex generates answers that imbue that question with meaning from what is known of the story thus far. The crucial point is that the viewer demands that these questions be answered, so much so that the cortex will continue to generate answers even when the questions do not make logical sense: if we were to ask ourselves why the moon is made of cheese, for instance, our brains will attempt to present us with a logical solution. Pratkanis and Aronson suggest that, Given our finite ability to process information, we attempt to simplify complex problems to the extent that we will mindlessly accept a conclusion or proposition not for any good reason but because it is accompanied by a simplistic persuasion device (2002: 38). As long as the questions are sufficiently engaging, the viewer will, without closure in the narrative, exist in an anxious state of suspense. It is this need for closure that drives us to continue reading, listening to or watching stories of all kinds, as answers to the questions raised are found by watching the film and thus relieve the viewers lack of knowledge. Only by tying up all of the narrative threads can the storyteller dissipate this tension, and in this sense, the power of suggestion could easily be considered a filmmakers greatest ally. It is regrettable that the vast majority of modern horror filmmaking appears to have forgotten this fact entirely. Essentially, there are two distinct approaches to creating a horror film: those that choose to show all of the gory details, and those that instead choose to suggest what might happen. Though each type of film has its place, I personally believe the latter to be infinitely more evocative, for the very reason that the filmmaker is able to use the viewers fears against them. Taking the filmmakers clues, they will automatically fill in the blanks themselves from their own experiences and associations, making the experience more meaningful for each individual. When we consider that this power is not under the viewers conscious control, the director of a film could, provided an awareness of the minds infinite capacity to create in the presence of interesting suggestions, be likened to a hypnotist. Continuing along this train of thought, I believe that other types of entertainment artists can shed a lot of insight onto the problem of directing the audiences attention. Magician and conjurer Nathaniel Schiffman, for instance, poses a particularly interesting question: What is magicà ¢Ã¢â€š ¬Ã‚ ¦ really? We know magic is fake. We know it relies on all sorts of deceptions, but why is it that some deceptions work while others do not? Why are some fakes plausible while others stand out like a sore thumb? For instance, a cartoon is fake-mere drawings on paper, thats pretty obvious. A sculpture is a fake made of rock. But when we observe the fakeness of magic, we dont interpret it as fake. We see it as very real. Even when we know in our hearts that a person cannot fly, that a silver sword cannot penetrate a body and come out blood-less, even when our eyes betray our common sense, we see magical illusions as real. Why is that? What is this stuff that magic is made of that is fake and yet real at the same time? (Schiffman, 1997: 77) Schiffman could easily have been talking about movies: when watching a film, the viewer knows that what they are watching is not real, yet often goes along for the ride even to the point of being moved to tears and laughter by them. How is it that films can be simultaneously fake yet real? The answer lies in the unconscious minds inability to differentiate between real world and imagined experiences. Even though we rationally know that a film is fake, our body and our emotions physically respond just as they would in real life: we experience excitement, feel the powerful release of laughter and shed real tears from being touched. Physiologically, our heart rate increases, our palms sweat and we experience a rush of adrenaline. This is the case as long as the film engages the viewers conscious mind in addition to their body. In other words, a film can involve elements of extreme fantasy as long as it remains logically plausible. It is the job of the filmmaker to establish rules for th e world of the film and play within those rules, otherwise the audience will feel that they have been cheated and withdraw consciously from the story. In many regards, any film is in its entirety little more than a magic trick, consisting of a patchwork of fragments which never existed in reality. This illusion is furthered by the minds predisposition to link up all aspects of the experience, even though in reality no such connection may exist. Magicians also use the same kind of structuring as storytellers, narrating a story about magical properties known as patter. Patter can be considered akin to the magicians script, with words used to introduce an illusion, enhancing the performance with a fanciful story. This is often achieved by painting a scene of childhood nostalgia, or by inducing some other emotion in the listener. Words, essentially, are used to misdirect and direct, and can often provide the additional shove that allows peoples minds to accept one imagined reality over another. ADD BACK STUFF ABOUT PRESUPPOSITIONS. Magic wands and gestures serve much the same function: the magician must ensure that his or her gestures read clearly for the audience. Often, they will be directing the viewers attention away from something else, perhaps some common mechanical mechanism hidden from view, in much the same way as telling stories of high adventure while in fact teaching moral lessons. The relationship between a magicians stage patter and the trick itself are similar to that of story events and structure in a film, wherein patter can be considered the story of the illusion whilst the trick itself is the thing that remains hidden and makes it work. The filmmakers trick is simply that of juxtaposing otherwise unconnected images to make a story, using images to implicitly suggest questions and then delaying the answers, thus generating a tension that engages the audience in stories about characters on a quest to achieve a specific goal. Provided the audience is able to read these images, the brain will automatically construct the story, using gestalt to connect characters and objects in action into meaningful wholes greater than the sum of their constituent parts. The gestalt principle of good continuity will ensure that connections are created between shots, and presuppositions and assumptions will allow an individual version of the story to be constructed in the viewers head that is meaningful for them. Tongues Blood Does Not Run Dry by Assia Djebar | Review Tongues Blood Does Not Run Dry by Assia Djebar | Review Assia Djebar is an Algerian writer, translator and moviemaker. She is one of North Africas best-known and most widely celebrated writers and has in print poems, plays, and short stories, and has produced a couple of movies. In her manuscripts, Djebar has covered the harangue for social liberation and the Muslim womans world in its intricacies. Numerous of her works deal with the effect of the warfare on womens psyche. Djebars impressive feminist posturing has earned her much admiration also substantial antagonism and derision from pro-autonomy critics in Algeria.In this collection of stories, Djebar attempts to tell tales to emancipate her Algerian sisters. Recalling the horrifying nights in the annals of Algerian independence in the early sixties, she pens her work between France and her native country, in the echoes of women who have dual loyalties and who are multi-lingual. Oran, Dead Language commences the tales of horror when Algeria attained autonomy from colonialists. Oran, in Algeria boasted the elevated concentrations of pied-noirs, Settlers who fled the country for Europe and particularly France upon independence. The narrator recalls the tearful night when her parents were killed, and how she fled her home city for France at the age of eighteen. She is forced to retreat to Algeria three decades laterthough she feels just like many other storyline characters that Algeria is the forgettable past. In the story, Djebar motions at the oscillations of Europeans from their settlements to France and back to Algeria years later. Civil unrest particularly plays the catalytic agent of movement, and forces humans to look for areas of safety. Mentally the characters deny relationship with Algeria preferring to label it as â€Å"over†. In Algeria, the narrator expresses displeasure. Oran is a place where you forget. â€Å"Forget and forget more†. A city that has been swabbed, recollections blanched. A whole decade after it attained independence the centre of the city was left abandoned, apart from a few offices, the headquarters of two or three organizations. In the captivating story, Felicies Body, a young man documents his mothers life when she comes back to France for treatment from Algeria. He tries to recall his mothers life taking us through her mothers personal journey in respect to marriage to his Algerian father. The young man looks at his dual life analyzing which aspect of his dual to identify with and adopt and which one to disown. Young citizens are faced with oscillations in their mental and physical status just like the young man experiences when faced with an identity crisis. The mother traveling from Algeria to France to seek treatment is also an indication of a repeated pattern where Algerians with connections to France have to keep moving from Algeria to France when they seek better conditions of life like better medicine and health facilities. His mother Felice Marie Germaine has eight children, eight of whom still live in Algeria. Ever since his father died and was buried at Beni-Rached the young man, Karim decides he is done with Oran and all of Algeria and tells the mother who is better ridden with a not so promising health condition. The scene at the hospital gives a moving picture of the contrast of the lifestyles the two countries offer and the reason for the oscillations; people are always on the move to find a better life. In Annie and Fatima, the narrator tells the story of her sisters friend. The narrators sister met the friend while they were having Barber classes. On a night, when the friend is staying with her, she tells her story of Algiers. In the scene, she mentally travels to Algiers, recalling how it is a peaceful capital, dotted with a craze of mushrooming political parties and with newspapers launched. It is for a moment that she wonders how better the country would be if democratic reforms were constituted. The rise of political parties gives her hope that the political dispensation would be for the better. The development of newspapers would also open up the free media and the democratic space. Algeria at the time they were leaving as a young person was not free and fully liberated. Although not physically traveled, fear of Algerian life is legitimized inside demotic culture by a custom of the use of aggression as a legitimate means of getting economic wealth that goes back to pre-colonia l days.   Consequently, monetary activity in tangential areas of urban settlement is therefore dominated by violence that is decorous  by its appeal to an Islamist style, though, in reality, it is merely related to fiscal benefit. Despite indistinct sentiment in Algeria pertaining its colonial power, France has thrashed a historically preferential leaning in Algerian foreign association. Algeria went through a high level of reliance on France in the initial years after the revolution and a contradictory want to be free of that dependency. Problems abide for the Algerians living in France and they spend time fantasizing about what their country (Algeria) could have been. References Djebar, A. Raleigh, T. (2006). The tongues blood does not run dry: Algerian stories. NY: Seven Stories Press

How health and saftey is moniterd and maintained Essay

Assessment Criteria The learner can: 1. Describe the factors to take into account when planning healthy and safe indoor and outdoor environments and services. There are many factors to consider when planning a healthy and safe indoor or outdoor activity. Such as: How old is the child What abilities has the child, do they have any special needs The function and purpose of the service to the child The duty of care to the child The desire outcomes for the child Specific risks to individuals, such as pregnancy, sensory impairments Lines of responsibility and accountability It is important when an activity is planned that you choose the best environment for it to take place. E.G. if I planning a bike riding activity: The appropriate place for this to take place would be outside, not indoors due to lack of space etc. I would also need to be aware of weather because it is an outdoor activity and rain or fine, hot or cold need different considerations and equipment sometimes resulting in the activity being changed or alternative given. I would consider the age and abilities of the child and male sure the correct bike was chosen checking it was in good safe working order. I would check that the area that was going to be ridden on was and even surface suitable for bike riding and free from obstacles including passing cars and vehicles that might interfere with a safe ride. I would check the child understood that they could only ride in agreed area where i can observe them at all times. I would ensure that there was constant supervision of the child throughout the activity, making sure enough staff were available to meet these needs. That the child has the correct safety equipment (gloves, helmet etc†¦) I would evaluate and consider every risk and avoid them as far a possible but be aware that it is not always possible to control certain risk. 2. Explain how health and safety is monitored and maintained and how people in the work setting are made aware of risks and hazards and encouraged to work safely Health and safety is monitored and maintained by: Routine health and safety checks and assessments to be completed by all appropriate members off staff. Staff completing their assessment/and or checklist for all activities,inside,outside, during visits, trips and outings All staff receive good tanning in health and safety and are aware off company policies and procedures. All staff understand how to complete risk assessments and record accurately as well as being able to record + report accidents and incidents. Checking that police and procedures are reviewed regularly Making sure everyone in the setting are aware off risk + hazards, this could be by induction training of staff, also buy further training to staff. By making sure that children receive safety education in a way that their age and ability understand There should be a designated h&s officer in your workplace The officer should make regular checks of your work place If and risk are seen and there are concerns, we have a communication book, intranet and team meetings to discuss. Put up warning signs if needed 3. Understand how to support children and young people to assess and manage risk for themselves. Any activity a child does involes some sort of risk, but if well organized and planned, and risked considered then risk of accident or injury should be greatly reduced. It is really important when thinking about risk assessments not to over protect a child. To give a child life skills they have to learn to manage some risks by themselves and need to know their own limitations and boundaries. It is therefore necessary for staff etc not to over protect a child, but allow them as safely as possible to release and understand specific risks and giving them the ability to recognize risk and choose for themselves without guidance. Every child is an individual with their own age, set of specific needs and abilities. All of this must always be considered in anything to do with the child including activates. The different needs of families and careers must be considered Make sure it is understood why you are using the environment chosen, what the child might expect from the activity. You must always have the child’s safety and welfare considered first when  arranging an activity. It is a legal obligation for you to provide a duty of care to the child. Outcomes from the activity such as skills learnt, pleasure and enjoyment and independence, must be weighed up against risk, and these aims and objectives identified as being suitable for the child concerned. How long the child is going to be at the setting Which areas of the setting they have access to Risk assesses activities and the environment, making sure it is suitable for the all the children involved and take extra care when a child has a disability and also with new activities. 4. Explain how current health and safety legislation, policies and procedures are implemented In own work setting or service. All staff follow the standards of the Health and Safety at work Act 1974. It is the employer’s responsibility to put policies and procedures into place that meet these standards. It is the employees responsibility to follow and work by these policies and procedures By making sure: All staff have CRB checks, induction training, regular training sessions and supervisions. All equipment is stored appropriately and regularly checked to make sure it is safe and fit for purpose. The needs and abilities of all children are met through maintaining adequate facilities and environment Hazards materials and equipment is locked away and COSHH procedures followed. Gloves are used when dealing with body fluid to prevent cross infection Systems are in place to ensure safety of children at all times i.e. fire, accidents and illness procedures including reporting and recording. Staff are trained in first aid and able to deal with minor injuries There are adequate first aid boxes and fire extinguishers in correct place Staff are given guidance and training on how to protect themselves, including manual handling and restraint Staff attend regular mandatory courses on health and safety, food hygiene, first aid administering medication and restraint (team teach). Staff attend regular staff meetings to keep up with any safety issues and updates Regular risks assessments are carried out and updated

Purchasing Which Type of Essay Organization Places General Topics in No Specific Order

Purchasing Which Type of Essay Organization Places General Topics in No Specific Order They all tend to have some particular qualities. The contrast is frequently used to underline the distinctive qualities of an object or phenomenon. Don't be afraid, many essay types look like others and should you cope with some most important essay variations, you will receive a valuable experience to compose an essay in an important way. Generally, there are over 20 essay types and subtypes, however, it's more likely, you might have to write only a number of them. It's important to understand about types of essays to be the very best writer you are able to. If one will be the ideal essay writing they can be, they will need to have the extensive comprehension of essay types. No doubts, you've already dealt with various essay types in school. There are lots of subjects that students will need to compose essays for. 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The Advantag es of Which Type of Essay Organization Places General Topics in No Specific Order There are a lot of different kinds of training we can utilize to engage an employee. In all circumstances, an assortment of training types will be used, based on the form of job. As you will notice from the forms of training below, no 1 type would be sufficient for the jobs we do. The majority of the moment, skills training is provided in-house and can incorporate the usage of a mentor. Quality Training In a production-focused organization, quality training is very important. Technical training is a sort of training intended to teach the new employee the technological facets of the job. Safety Training Safety training is a form of training that occurs to ensure employees are safeguarded from injuries brought on by work-related accidents. Skills Training Skills training, the third sort of training, includes proficiencies necessary to really execute the job. 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Analysis Of Walt Whitman s Poetry - 1034 Words

Walt Whitman changed poetry in the United States and all around the world. Walt Whitman did not follow the normal tradition of poetry. Walt Whitman started writing in free verse. Free verse is an open form of poetry. It does not use meter patterns or rhyme. Free verse lets poets talk with freedom. Although, Walt Whitman wrote many poems, but his â€Å"Song of Myself† interested me. This piece of poetry consists of different small poems that describe different circumstances from a life. For example, topics like death, birth, childhood, and adulthood. â€Å"Song of Myself† consist of fifty-two different poems, but poem six made sense to me. In poem six, Walt Whitman writes about death and different situations about death. In poem six grass represents death. In poem six Walt Whitman relates grass to death in a few different ways. First, Walt Whitman writes about how nobody understand death well. In the beginning of poem six Walt Whitman writes about a child who ask him, â €Å"What is the grass.† Although, this question talks about grass, the child references to death. Walt Whitman answers with, â€Å"How could I answer the child? I do not know what it is any more than he.† This statement says that he does not know any more about death than the child. The child knows that death consist of dying, a burial, and possibly an afterlife. Walt Whitman says he only knows death consist of dying, burial, and an afterlife. Nobody knows a lot about death. Secondly, Walt Whitman writes about how deathShow MoreRelatedAllen Ginsberg, A Supermarket in California Literary Analysis1669 Words   |  7 PagesJasamyn Wimmer English 1B Professor Kleinman 5 March 2013 Brief Literary Analysis Lost America: An analysis of â€Å"A Supermarket in California† Allen Ginsberg; philosopher, activist, poet, a man highly revered as a groundbreaking figure between the 1950’s Beat Poetry Generation and the counter-cultural revolution of the 1960’s (poetryarchive.org). Ginsberg’s first book â€Å"Howl and Other Poems,† was published in 1955, his work was involved in an illustrious obscenity trial because of the use ofRead MoreDeath Is Death And The Idea Of Death1290 Words   |  6 Pagespoem â€Å"Annabel Lee†, the narrator sleeps by the graveside (Poe s Poetry suggested question ). In Poe’s poem â€Å"The Raven†, Death is a final dreadful sentence for mankind and dooms the human race. Some of Poe’s characters in his poems feel that death isn’t the final event in life. 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During this time, Hughes began to write poetry. One of his teachers introduced him to the poetry of Carl Sandburg and Walt Whitman, both who m Hughes would later cite as primary influences. By the time Hughes was enrolled at Columbia University in New York, he had already launched his literary career with his poem â€Å"The Negro Speaks of