Comparative Paper Play School and Hi-5 Essay Example for Free

Comparative Paper Play School and Hi-5 Essay Despite all the modern excitements that Network 9’s Hi-5 presents, the traditional and ABC’s Play School offers more for early learners. These two children shows are compared in the features of form, purpose, audience and social context. Hi-5 is contemporary and fast paced reflecting the modern culture whereas Play School maintains a sense of simplicity and the traditional elements which still fulfil the 21st century child. The importance of Hi-5 is to entertain whereas Play School educates effectively. The purpose of the opening credits is to draw out the wanted moods of the audience. Apparently, each calming episode of Play School begins with its symbolic, cheerful tune introducing the familiar characters. The opening animation is set in softer tones which attract an open gender audience with characters inviting them to, â€Å"come inside.† This sets up a comforting atmosphere where the children feel valued and safe, allowing learning to take place. Through the opening credits, Play School displays traditional, simple values which emphasize and develop their main purpose of education. Hi-5 is very much concerned with image, consumerism and technology, and as seen in the opening credits, it immediately reinforces the main purpose of entertainment. The vibrant colours which are almost glowing and the coloured patterns, female titled the audience into a state of joy, somewhat reproducing the scene at a disco. The opening credits heavily feature their Hi-5 logo, which in turn is a devious form of product placement. Overall, both shows’ opening credits are shown in a uniquely way. Play School is presented in a calm and a peaceful playful way, whereas, Hi-5 is shown in an upbeat and over exaggerated enjoyable, fun way. Whereas Hi-5’s priority is to create excitement and sell the product through setting and music, Play School’s aim is to provide education in an enjoyable way and helping the children’s intell igence and development. Play School is filmed in a studio resembling a house, in a safe, comfortable and calming surrounding encouraging learning. The realistic setting is provided with familiar, recognizable features such as house lights and colourful curtains. Many aspects of learning are taught through well-known songs sung in the traditional, common style to the simple supplement of a piano. The natural lighting adds to this sense of reality, and a controlled colour frame creates a calm, familiar mood for the audience. Hi-5 too, is shot in a studio, however, it is filmed with the presence of a live audience emphasising a concert setting, reinforcing its main purpose of entertainment. The vibrant lights blink like a performance, and the setting is spare with no familiar objects. This reflects modern popular culture, celebrity obsession and playful fun. Yet, while unfamiliar, Hi-5 is still very exciting, inspiring the children’s imagination forcing them to use their imagination. This creates a happy atmosphere emphasising an exciting and energetic mood reinforcing the main purpose of entertainment. Therefore, both television shows have different and similar ways to engage the audience and their emotions. The structure of these two shows is controlled by the film techniques and technology. Hi-5 relies on flashing disco, coloured effects and cameras, whereas, Play School relies on a more naive approach. The constant, linear panning and minimal editing present in Play School reinforces the slow, calming mood. The viewer’s point of view is enhanced through the use of camera angles and a balanced full range of shots. This reinforces closeness and a connection between viewer and presenter. The minimal use of technology in Play School is non-threatening; everyday objects are used to make craft which breaks down social barriers and encourages imagination. The toys used are familiar and old-fashioned, encouraging a sense of tradition. Hi-5 however uses modern filming techniques with multiple cameras and fast, complex editing. The camera angles and differing points of view are unusual adding to the excitement and overexcited emotions. Combined into Hi-5 is animation, using props and graphics which appeal to a slightly older audience who live in a technological world. The props used, increase the party image preventing children from using their imagination. The main purpose is to entertain, whereas the purpose of Play School is to educate. So therefore, the features used in both programmes differ in order to meet the intended purposes. Through the use of soothing and calm tones, Play School enables their viewers to feel safe, while engaging them in learning. Through repetition, questions, instructions, alliteration and rhyme, the presenters repeat that learning is easy and fun. The combination of languages like in the simple song, â€Å"Bravo Bravisimo,† and the inclusion of sign language, Play School highlights social acceptance and multiculturalism creating a stronger bond between the viewer and th e presenters, reinforcing the purpose of education. The light, good humour is also combined to fulfil their secondary purpose of entertainment. Hi-5 uses the sophisticated and complex humour of jokes and parodies. Through giggling for instance, an exaggerated and happy tone is created as the presenters attempt to reflect a child’s intelligence. This is further reinforced through the regular use of everyday language creating an overly friendly environment, whereas, the exaggerated body language reinforces entertainment and excitement. Through developing forms, purposes, audiences and social context Hi-5 and Play School contrast hugely. It is clear that the purpose of Play School is to educate whereas entertainment is the main purpose of Hi-5. Through aiming the intended emotions at their audience, both these programs achieve their intended purpose and social context.

Against Marijuana Legalization :: Marijuana Should NOT Be Legal

Against Marijuana Legalization Should Marijuana Be Legalized? In society today, many people look for a feeling of freedom. Many people go on vacation and spend money. The most common escape for people is drugs. Our American society is facing a tremendous drug problem. In order to eradicate the drug problem, a public debate is going on to find some solutions to this drug dilemma. It has become a highly controversial issue whether drugs such as marijuana should be legalized or not. Some people advocate this issue and believe that legalization is the only solution left for the nation while others oppose because it will increase the number of drug users and drug related crimes. Marijuana is a drug that is illegal in the United States. This drug as you know is bad and causes severe side effects to your brain and body. Scientist have found that smoking marijuana can cause you to loose your memory. Marijuana has many psychological and physical effects. People usually smoke marijuana in cigarettes or pipes, but it also can be mixed with food and beverages. Short-term effects of marijuana include both psychological and physical reactions. These reactions usually last for three to five hours after a person has smoked marijuana. The psychological reaction, known as a high consists of changes in the user ´s feelings and thoughts. Such changes are caused mainly by THC. The effects of a marijuana high vary from person to person and from one time to another in the same individual. In most cases, the high consists of a dreamy, relaxed state in which users seem more aware of their senses and feel that time is moving slowly. Sometimes, however, marijuana produces a feeling of panic and dread. The different reactions result partly from the concentration of THC in the marijuana. Other factors, such as the setting in which marijuana is used and the userÕs expectations, personality, and mood, also affect a personÕs reaction to the drug. Long-term effects of marijuana are not completely known, but studies have shown that some people have used marijuana regularly for several months or longer have develop serious long-term problems. Among males, marijuana use can reduce the production of sperm and of the male sex hormone testosterone. Among females, it can cause menstrual irregularity and reduced fertility. Extended use of marijuana also has a long-term psychological effect on many people. These individuals loose interest in everything.

Hamlet- Shakespeare dramatises the tension between Passion and Reason Essay

Acts of passion and acts of reason can be differentiated by a sense of underlying tension, Shakespeare’s ‘Hamlet’ published in 1601 explores these universal ideologies by dramatizing this underlying tension. ‘Hamlet’ presents challenging representations of the traditional values of passion and reason through their varying forms. The representation of these concepts coupled with dramatic tension conflicts with traditional plots of the Elizabethan era thus creating a sense of enduring value. The various depictions of dramatized tension that underpin the play, allows issues of passion and reason to flourish throughout as is the intention of Shakespeare. Tension emphasises how acts of passion must incorporate elements of reason in order to confirm that the act is in fact righteous. This is true to the philosophical outlook of Humanism, during Shakespearian times, a practice that emphasized reason and human fulfilment in the natural world often rejecting r eligious beliefs. Hamlet struggles with acting in accordance with his Humanist elements or reverting back to his traditional religious ways, Act One, Scene V, effectively introduces this link between passion and reason exacerbated through underlying tension. The device of the Ghost initially symbolises the disruption of the Great Chain of Being on which the Elizabethan society of the epoch was founded due to the tension created by the passionate crime of Claudius for the throne. The Ghost explicitly introduces these concepts through its initial contact with Hamlet and its repetitious, blunt language ‘So art thou to revenge, when thou shalt hear.’ Hamlet’s love for his father allows him to inherit this want to commit the passionate act, evident through his metaphorical language which depicts his submission to his father’s will ‘Haste me to know’t, that I with wings as swift as meditation or the thoughts of love may sweet to my revenge.’ Hamlet’s response is ironic and juxtaposes itself as notions of tension heighten his self-division to act with desire or intent. Though Hamlet wishes to act passionately, his religious beliefs which condemn ghosts along with his Humanist beliefs to not act without purpose lead to his state of inaction. The scene elucidates how reason has aided his prolonged struggle between his identity as a Renaissance Man of Thought and Chivalric Man of action. This representation of passion and reason dramatized by tension  allows the play to develop demonstrating how acts of these emotions are riddled with ardent desire that is plagued with logic of Shakespearian autonomy. According to conventions of Elizabethan Theatre braggart soldiers usually played the role of the protagonist, Shakespeare challenges this by employing an intellectual scholar as the lead. Through the character of Hamlet, Shakespeare crafts passion as a catalyst to act by the requests of the ghost, however portrays the intellectualisation of reason as an inhibitor of this will to act. Hamlet’s soliloquy in Act Two, Scene II, exhibits the dilemma of the human condition through his psychological tension between public and private duty caused by the love for King Hamlet. Hamlet ironically exclaims ‘O what a rogue and peasant slave I am!’, chiding and degrading his principals and stamina. Hamlet’s conflict is depicted through rhetorical questions which connote doubt and the direct address of images representative of hell, illuminating the confusion of definite morals as a product of reason ‘What’s Hecuba to him, or he to Hecuba, that he should weep for her?’. Hamlet’s repetition of Hecuba alludes to his questioning of Christianity and religious faith which reflects the Elizabethan society of the epoch. Hamlet evidently creates an argument against himself creating a distinguishable divide in thought process, indicated through the conjunction, ‘Yet I’. This product of contemplation is portrayed as the driving force of the conflicted soul of Hamlet. Recurring motifs of emptiness ‘And all for nothing?’, ‘And can say nothing’, and the repetition of nothing creates a cyclical tone in argument that reinforces contemplation as a form of procrastination from concluding the rivalry with Claudius, thus highlighting the dichotomy between action and inaction and subsequently passion and reason. Hamlet’s confliction is further exacerbated as he metaphorically states that he is ‘prompted to my revenge by heaven and hell, must like a whore unpack my heart with words.’ Consequently blurring the divide between moral and immoral actions as his revenge has been instigated by heaven in its war against the working of hell, visible in Claudiusâ⠂¬â„¢s achievements. This presents a challenging view of desire and motivation can be halted by reason. Hamlet’s characterisation as continually self-berating and his inaction are counter-acted by the concluding rhyming couplet ‘The play’s the thing where in I’ll catch the conscience of the King.’ The rhythm of the metaphor alters and gains momentum and speed as  Hamlet is presumably spurred into action emphasising the developing tension, presenting another challenging dimension to the concept of influence on moral and corrupt supremacy in the 17th century. The play captivates audiences as it presents the light and shade surrounding the complexities of passion and reason, as presented through the dramatized tension allowing the responder to question the values of the time. Order and Hierarchy were prevalent aspects in Elizabethan society, Shakespeare usurps this concept making it a key source of tension throughout the play. In ‘Hamlet’, Claudius’s passion for power causes him to commit regicide, an act regarded as sinful at the time and thus causes his emotions of remorse which challenge the nature of his Machiavellian character and defined distinctions of morals. In Act Three, Scene III, Claudius, uncharacteristically overcome by a deep sense of guilt soliloquises metaphorically confessing ‘Oh my offence is rank, it smells to heaven; and hath the primal eldest curse upon’t, a brother’s murder.’ The biblical allusion to Cain and Abel reinforces the religious undertones which contribute to C laudius’s realisation of his fatally flawed morality caused by his notions of reason and identity as a Machiavellian character. The combination of Christian and Pagan imagery further connotes the notion of tension, challengingly strengthening the passion for self and power as the cause of rivalry and self-division through reason. Through the alliterative comparative adjective ‘My stronger guilt defeats my strong intent, and like a man to double business bound’, Claudius’s internal struggle is revealed through the simile as he is trapped between the dichotomy of two alternatives which are driven by Hamlet’s intent to obtain revenge. The notion of defeat also suggests battle which connotes his enthrallment of his inner conflict produced by passion. These literary devices are thus used to emphasise the universality and value of the diverse perceptions of passion and reason presented. Furthermore, through the soliloquy of Claudius the valued ideologies which plague thought are depicted as a product of the passion of power. Claudius’s crime exemplifies the fundamentally corrupt nature of the Divine Right of King. The hyperbolic interplay of juxtaposing light and dark imagery in the metaphoric rhetorical question ‘What if this cursed hand were thicker than itself with brother’s blood, is there not rain enough in the sweet heavens to wash it white as snow?’ illustrates the irrevocable evil that Claudius  has committed in the murder of King Hamlet, an act of passion later questioned by notions of reason. It is additionally a mortal sin, biblically in all cultures and eras to commit murder, bestowing the play with its universality. Claudius concludes the soliloquy through the exploration of binary opposites and religious allusions ‘My words fly up, my thoughts remain below. Words without thought never to heaven go’, which reinf orce Claudius’s deliberate humanisation, contributing to the complexity which underpins the characterisation of all Shakespearean characters and reflective of the notions of reason present during the Elizabethan era. This complexity illuminates the challenging presentation of the traditional values of passion and rivalry. Hamlet is hence a universally valued text because of its diverse representation of traditional values which challenge the audience. Through the initial introduction to the Ghost the intertwining nature of passion and reason exposed through tension, challenges the notion of these concepts as separate values. The soliloquising of Hamlet in Act Two, depicts the over intellectualisation of passion as a product of reason, and its devastating consequences conveying a less idealised view of passion which challenges audiences. Moreover, the soliloquising of Claudius in Act Three further reveals an act of passion as a product of reason, presenting a diverse challenging perspective. These notions which oppose tradition bestow Hamlet with its value derived from its universality.

Analysis Of Fahrenheit 451 Satire Of Censorship - 982 Words

Analyzing Themes in Fahrenheit 451: Satire of Censorship Institution/ University Name Instructor Course Date Analyzing Themes in Fahrenheit 451: Satire of Censorship Fahrenheit 451 is a novel that has widely used satire of censorship to depict the situation in the real world whereby human beings use censorship to hide whatever they find not pleasant to expose to the masses. Due to the idea of hiding some issues from the masses, much important information and the truth is hidden from the society. This paper will discuss how people use censorship to omit to expose all the information that dissatisfy them. The thesis statement is that, in the novel, Fahrenheit 451, Bradbury has highlighted different issues, but the most controversial issue is the oppressing social media about entertainment, technology, minds and culture that uses censorship to leave the citizens into the allegory of the cave. The media in Bradbury’s novel is one characterized by much control. In Bradbury’s world, books were burned, and the public had access to very little information. The government was able to mask what they felt would dissatisfy them. Therefore, it means that history has been turned to be whatever the media wants it to be. Free media is given the same liberties with the American government thus enabling the American government to manipulate history and information. To be precise, the media of nowadays censor anything they feel like and is in line with the media of Bradbury’s world andShow MoreRelatedFahrenheit 451 By George Orwell1931 Words   |  8 Pages1950s, when society as a whole was threatened by the ideals of communism, censorship, and new invasive technology, authors were exploring a future when these specific fears came to pass. Related themes involving citizens losing certain freedoms were implemented into these novels which generated connections between these stories. In his novel, Fahrenheit 451, Ray Bradbury describes a distant world in which the idea of censorship was exaggerated to such an extent that it was illegal for any literature