Infectious Diseases and the Immune System Assignment

Infectious Diseases and the Immune System - Assignment Example Tracheal cytotoxin then leads to the paralysis of the ciliated cells. Finally, the adenylate cyclase initiates the infection and causes reduction of the phagocytic activity. Non-specific immunity: It includes a nonantigen-specific method of immunization that ensures immediate maximal response by the body. The vaccine provides the antigen to initiate antibodies against the bacteria. Symptoms include low fever, sneezing, slight cough, and later whooping. Diagnosis can be through physical and visual examination of the patient accompanied by a laboratory test to determine the bacteria. Treatment includes the use of antibiotics. Acellular vaccination includes one where there is the use of inactivated bacteria and one or less concentrated bacterial components. The Whole-cell vaccination is a mode of vaccination where the vaccines are administered with diphtheria and tetanus (DPT) and are more effective. Pearl was a scientist from Wheaton, Illinois, who has suffered from whooping cough and recovered. The respiratory illness had surfaced in different continents leading to various deaths due to its way of transmission. After surviving from the killer disease, she engaged in research and other scientific activities to ensure that there was a cure to prevent more deaths. Other French scientists namely Jules Border and Octave Genguo motivated her work. She used her experience on the disease’s symptoms to understand how the bacteria reacted during the incubation period. Consequently, she teamed up with other scientist and begun working towards establishing an antibiotic for the disease. The antibiotics were attained through laboratory tests on the bacteria’s trends. The process reduces the baby’s chances of contracting the disease due to the pre-determined vaccination schedule. Additionally, it saves on costs because the prevention of a disease is substantially cheaper than its

The Socio Demographic Profile Education Essay

The Socio Demographic Profile Education Essay Education is the process of nurturing and developing the skills, capacities and potentials of the students to prepare them to be successful in their chosen careers. From this point of view, education is serving primarily as an individual development function. Education is constant and ongoing. It is a never ending process. Formal education usually starts at the age four where children attend school for the purposes of specific guidance related to skills and competencies that society sees important. In the past, once a student finishes formal education in the tertiary level, the process was finished. However, in todays changing world, individuals do not only learn inside the four walls of the classroom and continue to learn throughout their working lives. In its broadest sense, education may be defined as a process developed to instill the knowledge, skills, talents and attitudes necessary to enable individuals to adjust and cope effectively with their environment. Its main purpose is to foster and promote the fullest self-realization for all individual. Achieving this goal requires understanding of commitment to the proposition that education is a primary tool or instrument for the advancement of human welfare both on social and economic aspect (Verma, 1990). Ramaswamy(1990), stated that we are in the generation where the world is becoming more and more competitive, performance and quality of work has become the key factor for personal progress and development. Every parents want the best and only the best for their children. They want their children to excel and to be on top. With this desire to excel and be on top, the pressure is not only with the students but with the teachers, the schools and in general the education system itself. In fact, it seems as if the whole educational system revolves around the students academic achievement, though other various outcomes are also expected from the school system. Thus the school exerts a lot of time, effort and resources in helping students to achieve better in their scholastic endeavors. The importance of academic and scholastic achievement gave rise to important questions for educational researchers. What factors contributes to the academic achievement of students? How do these different fa ctors contribute towards their academic achievement? Safaya, et al. (1963) mentioned that human life, which is the ultimate creation and gift of god to humankind, has got two aspects: The biological and sociological or cultural. While the former is maintained and transmitted by food and reproduction, the latter is preserved and transmitted by education. It is again through education that he promotes his intelligence and adds his knowledge with which he can move the world for good and for evil according to his wishes. Education in fact, is one of the major life processes of the human beings just as there are certain indispensable vital processes of life in a biological sense. So education may be considered a vital process in a social sense. Education is indispensable to normal living, without education the individual would be unqualified for group life. Every students academic achievement may be affected by various factors like intelligence, study habits, different aspects of their personality, attitudes of the students towards school, peers, socio economic status, demographic profile, the school system etc. The desire to be successful is derived from individuals concept of himself and in terms of the meaning of various incentives as they spell success and failure in the eye of others. Thus a child who sees himself to be on top, as scholars, as successful may set as his goal the attainment of the highest grade in the class. Nuthanap (2007) said that any modern society will not be able achieve its aim of cultural advancement, technical development and economic growth without cultivating and developing the talents of its citizens. One of the major purposes of education is to help children to develop their skills and those skills will help them have a better future. Teachers and counselors in educational institutions are often confronted with students who appear to have above average scholastic aptitude but are very poor in their studies. A recurring question that puzzles them is why some students succeed in their study while others do not. This question is sometimes considered to be closely related to learning than teaching. Jamuar (1974) stated that not only on good teaching methods but also good study attitude affects the students learning. Anwana and Cobbach (1989) are also of the view that there are other factors why students do badly academically other than low intellectual capacity. Tiwari and Bansa l (1994) also stated if that an individual has a high academic achievement he is likely to have a better opportunity in life and low achievers will have difficulty in landing a job after graduation. In our society academic achievement is considered a basis for an individuals potentials and capabilities. Hence academic achievement occupies a very important place in education as well as in the learning process. Academic achievement is defined by Crow and Crow (1969) as the extent to which a learner is profiting from instructions in a given area of learning i.e., achievement is reflected by the extent to which skill and knowledge has been imparted to him. Academic achievement also denotes the knowledge attained and skill developed in the school subject, usually designated by test scores. Achievement is influenced by personality, motivation, opportunities, education and training. There are several other factors also which influence the academic achievement of student like study habit, self-concept, socio economic status, intelligence etc. Study habits Other than low intellectual capacity, there are many factors why many students do badly academically. One factor is poor study habits, in which naturally intelligent students will have poor or low academic performance because they have bad study habits. Habits are true indicators of individuality in a person. So study habits may be defined as the behavior of an individual in relation to his studies. In the process of learning, learners habitual ways of exercising and practicing their abilities for learning are considered as study habits of learners. The pattern of behavior adopted by students in the pursuit of their studies is considered under the caption of their study habits. Study habits reveal students personality. Learners learning character is characterized by his study habits. Study habits serve as the vehicle of learning. It may be seen as both means and ends of learning. Study habits play a very important role in the life of students. Success or failure of each student depends upon his own study habits. Of course, study is an art and as such it requires practice. Some students study more but they fail to achieve more. Others study less but achieve more. Success of each student definitely depends upon ability, intelligence and effort of students. No doubt, regular study habits bring their own rewards in the sense of achievement of success. There are many types of disadvantaged students: physically, mentally, socially culturally, educationally and emotionally. The socially disadvantaged are not handicapped by genetic deficiency, but by the socio economic circumstances of their lives. The socio economic disadvantage prevents them from developing their basic and natural potentialities. The disadvantages are not with the individual, but with the society. Study habits refer to the activities carried out by learners during the learning process of improving learning. Study habits are intended to elicit and guide ones cognitive processes during learning. According to Patel (1976) study habits include. 1. Home environment and planning of work 2. Reading and note taking habits 3. Planning of subjects 4. Habits of concentration 5. Preparation for examination 6. General habits and attitudes 7. School environment The study habits are influenced by attitudes, personality traits, levels of aspirations, teaching methods adopted and material they are to learn. So, it is the effort of teachers to develop good study habits among students. Such habits are the best equipment with which they can live and lead their lives with confidence. If the habits are developed in the young age they will definitely cherish the joy of its fruits in the rest of their lives, because grown up children are already habituated to certain things. So they find it difficult it modify their habits and behavior. Therefore, it is better to develop study habits in secondary school students. It is the proper time and age to cultivate study habits. At this age students are quite matured. They are able to know what is good and what is bad. They can avoid bad things and invite good things with the help of teachers. Self-concept As a child grows and develops, he learns, not only about the world about him and his place in it, but also about himself. Each person lives with himself and hence, to some degree is always alone. No one can ever completely know the self-better than anyone else, although in the pursuit for understanding oneself and others there has developed much of human thought and philosophy, including psychology. Man has long held the hope of answering such questions as: who am I? How did I come to be this way? And their logical consequence, the search for purpose; why am I? (Nadalmani, 2001). The psychological construct, the self-concept is essentially private even though it is in part translated into action by the beliefs we express. Sidhu (1987) defined self-concept as those perceptions, beliefs, feelings, attitudes and values which the individual views on describing himself. Personality is not a specific quality of a person but a quality of his behavior. How he behaves depends upon how he feels about himself, about other people and about his relationship with them. These feelings make up his self-concept what he thinks about himself as a person. A persons self-concept is the fundamental core of his entire personality and determines the quality of behavior. It can be predicted that the poor self-concept implying lack of confidence in facing and mastering the environment, will accomplish his performance in school. In sum, the self-concept does appear to be related to school adjustment. Substantial evidence indicates that children and adults with poor self-concept when compared with those who have high self-concept are more anxious and less adjusted generally and less popular, are less effective in groups and are less honest about themselves. The pattern of parental rewards and punishments seems to affect the self-concept and quite certainly, the self-concept of bright but under achieving youngsters are less positive than those of children who are doing as well as can be expected in school. Incidentally children tend to mold their self-concept according to the way they think their teachers regarded them. Adolescence is a period of biosocial transition from childhood to adulthood. This period extends roughly from 12-19 years. Now a days puberty occurs earlier than it used to be, due to improvement in nutrition and health care. This has lengthened the transition from adolescence to adulthood. A dramatic biological change occurs in adolescents. In early adolescence, they experience a growth spurt. As a result they stop thinking of themselves as children and parents begin to expect matured behavior from them. Conflicts with parents, teachers, peers and society may arise over their demands and expectations along with this task of establishing a their own identity, which involves an understanding of self, of ones relationship with others and of ones values and roles in society. Erickson (1981) describes this as Identity crisis. Adolescents adopt many strategies to resolve this crisis by trying out different roles like good girl / boy, dutiful daughter / son, a rebel, athlete and so on. The world is becoming more and more competitive and parents desire that their children achieve high in academics. During this stage the influence of school far outweighs all others. So good schooling and effective teacher guidance are of utmost importance. Performance at school and experience in the larger world are related to the self-image of students. They have to strive hard to achieve better results academically. As a result, school and studies become major stressors. Hence, adolescents tend to give up and neglect recreational activities. This has resulted in the absence of physical and mental relaxation. The best type of relaxation is one in which the students learn the skill of relaxing. Schools should provide opportunities for regular physical and mental training like yoga which is a relaxation technique which will facilitate the enhancement of study habits, self-concept and academic performance (Erickson 1981). Teachers in school should become facilitators of learning. The i nfinite treasure with in every learner should be discovered and nurtured. For the purpose of improving learning, effective study skills have to be taught. Study skills may involve reference, reading, listening, study habits and learning strategies. Learning improves with planning of where, when and how much to study. Nayak et al. (2004) defined teaching as not about giving information, knowledge and skills to students, but it is about giving opportunities for students to mold their personality and develop their talents and skills. The primary purpose of teaching is to assist the individual to attain his and her full potential as well as to develop the necessary skills to cope up with the changing environment. The family, religious organizations and community also share primary responsibility in the educational process. Socio Demographic Profile Quality of education is mostly assessed on the basis of academic performance, and achievement scores are considered to be its primary indicators. However, achievement scores alone neither provide sufficient understanding of the causes of students success or failure, nor suggest the ways for improving the achievement. There is a need to identify and analyze the factors that can affect academic performance. The understanding of these factors can suggest some measures for improving the quality of education. Research on the academic achievement suggests that it has relationship with some demographic characteristics. For example, Jaeger Eagan (2007) and Cole Espinoza (2008) found gender differences in the academic performance of male and female students. Keith, et. al. (2006) found positive relationship between age and academic performance. However, Kaur, et. al. (2010) found that age does not significantly contribute to academic performance of university students in distance learning. Tuttle (2004) found that students academic performance correlates with the family household income and their place of residence. Davis-Kean (2005) found on his study that educational attainment of the parents and household income are strong predictors of academic achievement. Acharya and Joshi (2009) found that parents education can affect the achievement motivation in academic area. Yousefi, et. al. (2010) found that there is a relationship between family income and academic achievement of students. The above stated research studies indicate that some demographic factors may affect academic achievement of students. It was hypothesized that some demographic factors may be significant predictors of academic achievement of students. Locale Colegio de Sebastian, an educational institution that commits itself in academic excellence of the students is just a new school as compared to other big universities in Pampanga. As of to date there has been no research made about the students academic achievement. The researcher decided to conduct research in the school so as not only to help the students but also the school itself. Keeping in view the importance of study habits, self-concept, socio demographic status and academic achievement Colegio de Sebastian students was taken up with following specific objectives. _ To analyze the study habits of the students in Colegio de Sebastian. _ To study the self-concept of the students in Colegio de Sebastian. _ To determine the socio demographic profile of boys and male and female girls studying in Colegio de Sebastian. _ To know the influence of study habits, self-concept, socio demographic status on academic achievement. Research Problem At Colegio de Sebastian, where the research will be conducted, student applicants are selected based on specific academic criteria. Students should get a specific grade in the entrance exam in order to be admitted at Colegio de Sebastian. Despite these standards and the selection process, on average, 15% of all the students failed their math, science and English subjects. This is not a troubling number of failures, but it highlights the question, What factors beyond intelligence, are responsible for the variance in the academic achievement of students? What causes an intelligent student to either succeed or to fail in school? This is a question of great concern for many prospective and current students. It is also a concern for the faculty members who feel responsible for the students, and for the parents who have to pay the tuition fees. Myburgh, Grobler and Niehaus (1999) state that there is an increasing awareness that individual differences in intelligence alone cannot account for all, or even for the majority, of differences in academic achievement. One can conclude that besides intellectual ability, there have to be other factors that play a role in the learning and the academic achievement of students. Other important factors include the students interests and their involvement in various academic tasks, how they perceive their interactions with their teachers, and what they feel and think about themselves with regard to the execution of academic tasks (Sikhwari 2004:13). Also included here are the students attitude, their self-concept and motivation (Sikhwari 2004), self-determination (Mnyandu 2001), motivation, self-efficacy and perceived value (Nilsen 2009), stress and anxiety (Bester 2003), their socio-economic resources, parental involvement and family obligations (Areepattamannil Freeman 2008), and learning strategies (Rodriguez 2009). This study will focus on academic self-concept and study habits as factors that could influence and cause a variance in academic achievement. Research by McCoach and Siegle (2003) suggest that self-concept helps to predict academic achievement. They state that as much as one third of the variance in achievement can be accounted for by academic self-concept. Findings seem to lend support to the theory that consistent success or failure has an effect on self-concept, and that the level of academic achievement is influenced by an individuals self-concept of ability (Dambudzo 2009:6). The following highlights the importance of self-concept in academic achievement, when Mostert (1995:6) contends that a positive self-concept is one of the most vital elements for success, and because self-concept is both a personal and motivational variable, its overall contribution to the variance of academic achievement should be quite high; individuals seem to be motivated to perform in a manner consistent with their self-concept. Mwamwenda (in Dambudzo 2009:6) states that educators generally believe that an understanding of self-concept and what it involves is essential if education is to achieve its ultimate goal of developing the individuals highest possible potential. In addition, an awareness of the role self-concept plays in human behaviour and development will enable educators to deliberately introduce ways of maximizing self-concept as an integral part of whatever they do in their interactions with learners. Marsh (in Areepattamannil Freeman 2008:7.5) declares that a higher self-concept is associated with greater academic achievement among students. There is also evidence to the contrary, namely that humble self-assessments are more conducive to academic achievement, according to Ocshe (2003:67), Yoon, Eccles and Wigfield (1996) and Trusty, Watts and House (1996). Despite much research, there are no conclusive studies that clearly indicate the link that joins academic self-concept and academic achieve ment (Sanchez Roda 2003). Existing theory and research of Deci and Ryan (in Mnyandu 2001:1) have shown that self-determination (intrinsic motivation, extrinsic motivation and amotivation) plays a prominent role in the academic performance of learners. Kushmand, Sieber and Harold (in Broussard 2002) declare that a high level of motivation and engagement in learning has consistently been linked to a reduction in the number of drop-outs, and to increased levels of student success. In any academic setting, whether it be elementary, secondary or higher education, a students motivation for learning is generally regarded as one of the most important determinants, if not the premier determinant, of the success and quality of the learning outcome (Mitchell in Broussard 2001:7). However, the relationship between motivation and academic achievement remains complex (McCoach Siegle 2001:73). Mnyandu (2001:11) declares that both intrinsic and extrinsic motivation, are prerequisites for academic achievement. Mnyandu (2001: 11) considers it imperative that educators acquire a broad understanding of these different forms of motivation in order to help the learner to make use of the specific type of motivation that will facilitate his/her success in achieving the set goals. In the light of the above, the research question can be indicated as follows: How may the participants be described in terms of their Socio Demographic profile? age gender course family income number of members of the family How may the participants be described in terms of their Study Habits? How may participants be described in terms of their Academic Achievement? Can academic self-concept, study habits and socio demographic profile predict the level of academic achievement of students of Colegio de Sebastian? Hypothesis of the Study There is a significant relationship between the students Academic Self-concept and Academic Achievement There is no significant difference between the students Academic Self-concept and Academic Achievement There is a significant difference between the students Study Habits and Academic Achievement There is no significant difference between the students Study Habits and Academic Achievement There is a significant difference between the students Socio-demographic profile and Academic Achievement Academic self-concept, study habits and socio demographic status can be used to predict academic achievement. Academic self-concept, study habits and socio demographic status cannot be used to predict academic achievement. Significance of the Study Study habits, self-concept and socio economic status play a very important role in bringing about the better academic achievement. The study could bring to light the importance of academic self-concept, study habits and socio demographic profile which are the major contributors of academic achievement. Through this research, the counselor can come up with an intervention program that would help the low achievers. Students would also know the reason why they are getting low grades. Faculty members could also adjust their teaching methods for students with low academic performance. Delimitations of the Study The study will be confined to college students. Moreover, the study will be conducted only at Colegio de Sebastian. Academic achievement will only include English, Math and Science subjects.

Robert Frost - A Comparisson Of 3 Poems Essay -- essays research paper

Comparing Frost’s "Stopping by Woods on a Snowy Evening", "Birches", and "The Road Not taken" Robert Frost was an American poet that first became known after publishing a book in England. He soon came to be one of the best-known and loved American poets ever. He often wrote of the outdoors and the three poems that I will compare are of that "outdoorsy" type. There are several likenesses and differences in these poems. They each have their own meaning, each represent a separate thing and each tell a different story. However, they are all indicative of Frost’s love of the outdoors, his true enjoyment of nature and his wistfulness at growing old. He seems to look back at youth with a sad longing. Each of these three poems are alike in that they are all about woods and outdoors or an item in the woods. The word "wood" or "woods" is used in each of these poems, at least once. It is used to represent both literally t he tree or trees, and figuratively, they represent a journey to peace, a climb to "heaven". In "The Road Not Taken", the "wood" is merely the setting. It is described as a "yellow wood". This is obviously fall. I can see the orange, yellow and red leaves, lying all around. The gray/brown bark of the trees where the leaves are already fallen. The bright plumes where they have not. The trees also hide the road as it passes from sight around the bend. This symbolizes the uncertainty of the future. You can look ahead, but there is no way to know what is around the next bend. "Birches" is seems to be entirely about woods and trees. As the name implies, this is the main focus though the story. They are shown as an opponent for a boy that, once beaten, though very resilient, will never rise again. He describes them as being laden down with the results of an ice storm, but that he would like to think of them as being bent over by this boy. H is use of the ice storm and the boy seems to represent his wistfulness at growing old and his desire to be young again. This was written when he was about 45. About the time that he would have a mid-life crisis. He can see that he is no longer the young man that once he was, not able to climb the trees like he did nor able to p... ...an hear the ice falling now and again, and the cracking of the birches as they blow one against another. In "The Road Not Taken", the focus is not on the woods themselves, but on the road that passes through them. The woods are the setting and they hide the road after it curves, as time hides the future from our eyes. Outwardly, this poem is about two roads, one that is well traveled and one that is not. Though both are worn about the same. The author takes the road that had not been taken, the grass tall and the leaves still freshly fallen and not trod on. This also symbolizes the choices that we have to make in our lives. We can follow others like sheep or we can boldly go our own way. The author went his own way and "that has made all the difference"! As has been shown, Frost uses his love of the outdoors to pull the reader there as well. His style of writing tells us much of the poet. He is leery of growing old and he looks back on youth with wistfulness a nd longing for another, happy time. This is something that we all share with him and this shared experience helps us to enjoy his poetry all the more, as it seems to tell our own story too.

Mary Shelley’s Frankenstein Essay

This is of course in the most suspending parts. The other times music is used it is usually based upon the feeling that Frankenstein has at that particular time during the film. The music is often orchestrated giving a very gothic feel to the film. There are also different sound effects used to give dramatic affect throughout the film. Many of these would obviously never have been heard but they are put in to give the suspense. Such as his fathers wails when his mother has just died. They to don’t sound like human screams. This is done to give the affect that everyone has a dark side or a little monster in all of them. Throughout the film there is a lot of special effects. These include the Monster’s and Elizabeth’s look when they are created, the lightning, the fire, the breaking of the iceberg, the creation of the monster and Elizabeth, and the Laboratory. Like most special effects they are used to give the film better scenes and to carry out the story line in an affective and realistic way. Of course different SFX are used for different parts of the film, obviously for different affects. For example the fire is used a lot through the film. This is done to give the perception of fire to be an evil monstrous thing also to give the affect of revenge. Fire is always seen as something evil or bad, so making the characters start or cause fires gives the idea that something is evil about this character or the person they are trying to burn is evil. This is used effectively near the end of the film, where Elizabeth is turned into a monster and then kills herself and burns the house down. I believe that this is done effectively because it isn’t so much that she is burning herself because of what she has become but why she was revived. After she dies she is bought back to life not because Frankenstein believes she shouldn’t had died but because he wants her and doesn’t want to leave her. Frankenstein doesn’t want to bring her back to life for her sake, he is being selfish and bringing her back to life is to do so for his benefit only. The fire shows the evil of Frankenstein’s selfish ways. Another instance of SPX being used is the Lightning that I have already mentioned. Of course the most important part of any film is the acting. The acting in this film is very good. Most of the actors are not A list celebrities but they are very well known. The only truly well known celebrity is Robert DiNiro. So the acting in this film was expected to be high. Many of the characters are very believable. The two most believable characters are the main two, Frankenstein and the Monster. Kenneth Branagh gives a very good performance as an almost insane scientist wanting to further the scientific gain of the world and for himself. Robert DiNiro also gives a very good role as a monster. He shows the pain and anguish the monster must go through to try and fit into society. In the end it he gives up and seeks revenge after his creator. This is very effective acting between the two. Other secondary characters give extremely good performances as relations, friends and acquaintances of Frankenstein or the Monster. Such as Elizabeth who gives a believable role as truly caring about her future husband when she visits him. Frankenstein’s father who also shows the role of a proud father when Frankenstein becomes a Doctor and saves live, much like he once did. There are other key characters such as the family the Monster stays with. They aren’t greatly important characters that the characters must interact with them but they are key to the development of the Monsters character. It develops the monsters bitterness towards man. Of course there are other characters in the story but none are important and realistic as the main characters that interact with the lesser characters. The acting in this film is extremely believable and very good. The film wouldn’t be anything without any direction. Kenneth Branagh, who also played Viktor Frankenstein in the film, also directed it. Some people hinted that Kenneth Branagh was selfish to be directing the film and play the main role, but this could also be noticed as commitment. Branagh wanted to get the best version of Mary Shelly’s Chilling novel and to do this he believed he had to play Viktor Frankenstein himself. This was done simply to get the best adaptation of the book that was possible. Branagh used different effects to bring across the film. The structure of the film was seriously thought about in the directing. The position of key characters throughout the film is very important. For instance the position of Frankenstein when they are in the lecture hall, he is placed above the rest as if he was above the rest of the people there. The look of Elizabeth when she visits Frankenstein, the town is very dank and has no colour, where as Elizabeth is wearing a very colourful dress. As if there was life coming towards Frankenstein. This is done very effectively on Branagh’s part. Of course Elizabeth does stand out very dramatically and it is very easy to spot. The film is also structured so that it is told as a story from Frankenstein and the little dramatic affects are put in to give the story some integrity and to boost the storyline. Frankenstein or the monster is always in the centre of the screen, to keep the focus on them. Different locations give them different areas to excel at. The Monster has brilliant moments in the Ice landscapes because it shows the strength and power of the character. Where as putting Frankenstein in the lab with the lightning scenes give the perception that Frankenstein is in fact going very mad. The directing is done in different scenes to make sure the acting, locations, SFX and use of camera’s compliment each other so that the film fits together and so that storyline is told to perfection. Other things make sure that the film fits together correctly. The speed of the narrative is very important and also the use of flashbacks. The narrative starts very near the start but it doesn’t actually go back to the narrating until it reaches the end of the film. It is almost don e in a way to introduce ad close the film. The narrative is only explained through the story that almost presents itself during the film. The flashback system is only used once throughout the film. This is done when Frankenstein first starts his story about the deadliest mistake he ever made as a scientist. This is very affective and goes back to when the Frankenstein first get granted the degree to become a doctor. This gives the effect of showing us Frankenstein’s opinion and memory of events that have happened. Also it gives an actual perspective of person’s events on what happened. The flashback system is not over used in this film like many other films do. There is other important cinematography in this film. Camera angles, colours and symbols are used to get the point across. Many of these I have mentioned in other paragraphs. Such as the colour of Elizabeth’s dress and the position of Frankenstein in the Lecture Hall, symbols such as fire are used throughout, to symbolise death and tragedy. There is other cinematography used but nothing as good as these examples. The film also presents visual affects on the different classes of people and the way the monster fits into it. The classes between Frankenstein’s family and the town’s people are very easy to see. There are peasants and the upper class that are very easy to seals. The differences between the servants in the Frankenstein’s family are quite different as well. There are the very poor servants, which seem a lot like the towns people. The next class of servants are normally dressed as butlers or middle class. The next class of servants are almost friends, e. g. the Nanny they have working there who is later killed because of the monster. When the Frankenstein’s witness this death it is almost like losing a member of their family. The monster does not fit into any of these classes. He like Frankenstein is an outsider and doesn’t belong anywhere. This is very easy to see when he interacts with the town’s people. They treat him very differently because of they way he looks and acts. It is very easy to see that everyone in the late 19th Century were treated on how they appeared. I believe that this film is a good one because it has a good adaptation of the book. The film is done very convincingly as a gothic horror film. It shows the pain and suffering of the different classes of people. It also shows the burden of discovery and the horrible truth that no matter how hard we try, the book will always be judged by its cover. The film was an average film at the film theatres. It has had a number of bad reviews but in my opinion it is a good film and one of the best Frankenstein adaptations. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Mary Shelley section.

Effects of Terrorism in Africa Essay

Terrorism can be defined as the deliberate use of violence by persons or groups to attain certain goals through threatening a large audience, further than that of the immediate victim (cited in Crenshaw, 1994). Though the intentions of terrorists may contrast, their activities follow a regular pattern with terrorist cases occurring in a number of forms: suicide attacks, airplane hijackings, assassinations, kidnapping, bombings, and threats. Intentions of terrorist attacks are to put plenty of pressures to a government so that it can give political privileges (Davis, 2010, p.  43). Throughout history, terrorism occurrences have been rampant throughout the world. In Africa, terrorism attacks have rendered immense consequences. These consequences can assume a variety of forms ranging from casualties, a heightened worry level, destroyed buildings, and countless economic costs. Usually, African countries prone to terrorist attacks are; democratic in character or are in a wholly inefficient dictatorship (Crenshaw, 1994, p. 96). Terrorists time and again target to attack economic interests that are of figurative importance to the target system. This can cut state income flows and dispirit foreign investment, both of which deteriorate the government’s economic support base. Mostly, terrorists target tourism industries and hospitality sectors. These renders African states a huge blow economically though losses that trickle down to other industries e. g. the insurance industries incurs losses through immense insurance claims (Whittaker, 2003). Acts of terrorism have also potentially impacted negatively on freedom and human rights of Africans. These freedom and human rights are; rights to freedom of expression, security of individual, religion, opinion, demonstration, assembly and belief. Therefore, terrorism poses a threat to the political and social values that are in many ways associated with the full enjoyment of fundamental freedoms and human rights (Davis, 2010). In conclusion, all terrorism occurrences involve violence or the threat of violence. Violence can be committed by persons or groups. Terrorism not only weakens confidence in African governments, but it also generates panic amongst citizens of a state. References Crenshaw, M. (1994). Terrorism in Africa. New York: G. K. Hall. Davis, J. (2010). Terrorism in Africa: The evolving front in the War on Terror. Lanham, MEd: Lexington Books Whittaker, D. J. (2003). The terrorism reader. London: Rutledge