Speech of Distinctively Visual Essay Example for Free

Speech of Distinctively Visual Essay Hi everyone Today, I would like to show you how distinctively visual elements in my chosen text such as: gesture, composition, emotion expression, color and lightning†¦ can be used by the composer to affect an audience’s response to these themes- Suffering Poverty Love The distinctively visual text I have chosen is one in a series of photographs of Agent Orange victims after the Vietnam War. This photograph was taken by an anonymous photographer which shows an Agent Orange affected child being bath by his mother. The photographer had purposely taken this photograph to illustrate lives of people who have got the affection of Agent Orange. The photographer has skillfully captured the emotional expression in the photo, and effectively used the color and lightning to suggest how much they must have suffered from Agent Orange. The photo is mainly in black and grey. These are colors of darkness and sadness to indicate their suffering present and future life. Lightning is also effectively used as light is focused on the mother and her child who draw the attention of the audiences. Most importantly, the photographer has captured the images of the frowning mother, the crying son which has leave strong impression to the audiences and make them aware of their suffer. These victims are not only suffering from Agent Orange but they also live in poverty. Through the composition in the photo, the poverty these people are living in has been successfully illustrated. In this photo, at the front of the house, where everything is exposed, the mother bathed her son in a basin and with only an old, big bucket to fill water. The house behind them is old, broken and rundown. Everything has shown a life of deprivation and misery. Those are completely what happen in their daily life and are not purposely arranged. This fact has help make the audiences understand and create the feelings of sympathy towards them. Even though their life is in poverty and full of suffer, they still love each other as a family. It is proven by their gesture in the photo. The mother uses her gentle hands to bath and also to embrace and comfort her son, who is crying in pain. By looking at this image, we can see how the mother love towards her son can help her overcome all of the obstacles in life, which will deeply move the audiences. It is clear that my text is contain harsh images about the consequences of Agent Orange though enlightening how much its victims suffered, their life in poverty as well as their love towards each other. The photographer’s use of distinctively visual textual elements has helped him successfully convey his ideas to the audiences.

Dress and Food During World War II :: essays research papers

Quite a range of fashion shifts occurred during and after World War II. Some of the major changes included: an increasing shift to casual dress, less elaborate fashions, and the disappearance of knickers. Short pants began to be worn as summer attire, and American boys stop wearing knee socks and long stockings. Short hairstyles become popular for boys in America after the War. Anything using vast amounts of cloth or thought unnecessary were not allowed, such as: leg-of-mutton sleeves, aprons, overskirts, decorative trim, patch pockets and petticoats. Men’s suits consisted of two-piece suits—a jacket and pants without cuffs, although before 1942 they consisted of four pieces—two pairs of pants, a vest and a double-breasted jacket. (Feldman)   Ã‚  Ã‚  Ã‚  Ã‚  The war, bringing on many civilian shortages, substitution became a way of life stateside, affecting daily life. Even though, powder, eye makeup and lipsticks were considered necessary for persevering wartime spirits, some ingredients were no longer available. Military and civilian provisions included the same manpower, facilities and fibers. The government wanted to conserve materials to prevent shortages and also keep the prices up, without harming standing industries. Private citizens had to adjust any new clothing to the conditions with very few exceptions. These were not the only changes being made. There were changes in the food supplies also. The Nazis made the living conditions in the Warsaw Ghetto as terrible as possible. There were curfews, and guards were put on duty at all times near the walls to make sure no Jews escaped from the ghetto. Many Jews suffered from unemployment and diseases. A typhus epidemic, which killed many Jews, broke out about a year after the ghetto was created. Due to low food rationing, many Jews starved to death. Some chose to kill themselves because they could not stand the physical and emotional pain anymore. From the moment that the Jews were isolated from the Polish society and were surrounded by a fence, their food distribution was entirely controlled by the Germans. A strict food rationing was in effect. A working person was given food rationing that was sufficient barely for one person. In order to feed the sick and the old, they were put on the list of the producing people and their relatives had to cover for them by working even longer hours and producing a larger quota. The quantity of allocated food was insufficient and many basic food items were non existent in the ghetto.

Hemingway Hero

Hemingway Hero? Old Man and the Sea â€Å"†¦ A very old man walking unsteadily but with dignity. † This excerpt is from Ernest Hemingway’s A Clean, Well-Lighted Place, but it could have easily been mistaken for, The Old Man and the Sea, also written by Hemingway. In both stories, the old man and Santiago, both become very unsteady at the end of the tale; but, they manage to maintain their dignity. For the old man, in A Clean, Well-Lighted Place, the reason he is so unsteady is because he is drunk. He likes to go to the cafe at night and drink his night away, and somehow, he manages to leave with all of his self worth. In The Old Man and the Sea, Santiago leaves the ocean in destruction, but also keeps his dignity; for, he believes he isn’t defeated. At the beginning of A Clean, Well-Lighted Place, the waiters mention that the old man had recently tried to kill himself. Santiago, the fisherman in The Old Man and the Sea, wouldn’t coward away from life like that. The waiters from the old man’s story said that he attempted to kill himself because he was in despair. Santiago had many reasons to be in despair, but not one time did he try to take his own life away. In both stories, both of the elderly men seem to be persistent. The old man in the cafe was told that he wasn’t going to be poured anymore alcohol. He insisted that the waiter should pour him some more. The first waiter did, but the next was more stubborn. Unfortunately, the second waiter won the battle, and the old man did not receive more brandy; but, he did not go down without a fight. Santiago was a very persistent old man as well. He was injured greatly, while fighting a battle with a great marlin; but he wouldn’t let the fish win without a fight. Eventually, Santiago killed the fish, but he was very persistent in his task. He too, would not go down without a fight. Hemingway Code Hero The old man, in A Clean, Well-Lighted Place, follows quite a few criterions to Hemingway’s Code Hero. The night seems to be equivalent to death, is disciplined, he expresses himself through actions. The waiters said that he old man comes to the cafe every night, and just drinks it away. Hemingway Hero’s stay up at night, or always have a light on, because the night is the same as death to them. The old man also seems to have much discipline, as a Code Hero should be, according to the standards. He is drunk, and yet he still manages to not spill and remain very clean; which must have taken a lot of discipline to not be a slob, even when you’re drunk. He also expresses himself through actions more than words. Granted, he is deaf, but he still knows how to talk; his actions definitely outweigh his words. He attempted suicide, which action screams louder than any words I have ever heard. This characteristic also follows the list of ideal traits a Hemingway hero should exhibit. The old man is a definite Hemingway Code hero.

No Child Left Behind Act - 1418 Words

The education system is deeply flawed. It does not fight social injustice, but rather exacerbates the issue. The majority of people in the U.S are blind to the fact that there are still inequities within the education system, much less everyday life. A system based on standardized test scores inadvertently oppresses poor people. The Governments decision to judge a schools success by its test scores evidently created a faucet of running water for systematic oppression. The flowing water of oppression floods poor schools; drowning students with dreams, and giving no mercy. The only ones safe from the water are the privileged, who are oblivious to the fact that it exists. George Bush s No Child Left Behind Act, which passed in 2002, mandated annual standardized testing in math and reading. If schools received insufficient scores, they were punished or shut down. This fueled the construed concept that a school is only doing well if the students have adequate test scores. Rachel Aviv s Wrong Answer dove deep into a cheating scandal at Parks Middle School in Atlanta, Georgia. It begins with Damany Lewis, he was a teacher at Parks Middle School. Through the reading it’s made abundantly clear that his life passion was teaching the kids. He was a phenomenal teacher, Aviv writes: He told students to dump their laundry into the back of his pickup truck, so that he could wash it for them, and encouraged them to sleep at his house when their mothers were absent or high. (FewShow MoreRelatedNo Child Left Behind Act1621 Words   |  7 Pages The support for the No Child Left Behind Act plummeted down shortly after the act passed. Many people supported the act at first simply because they supported the goals of the act, once they saw the results, their opinions changed. One of the biggest arguments towards No Child Left Behind is that it is unfair. People believed the resources of difference schools were unequal, and thought the Title 1 funding that the schools received should go to ensuring all schools had equal resources. Many peopleRead MoreThe No Child Left Behind Act1670 Words   |  7 Pages Literature Review: Every Student Succeeds Act Suzanne Hatton, BSW, LSW University of Kentucky-SW 630 Abstract This literature review seeks to explore the Every Student Succeeds Act (2015), a bipartisan reauthorization and revision to the No Child Left Behind Act (2002). The Every Student Succeeds Act (ESSA) is the first law passed in fourteen years to address Reneeded changes to the No Child Left Behind Act (NCLB). Considered progressive and innovative at the time of itsRead MoreThe No Child Left Behind Act875 Words   |  4 PagesThe No Child Left Behind Act â€Å"NCLB† was a bill passed by the Senate in 2001 and signed into law by President George W. Bush on January 8, 2002. It was a revision of the Elementary and Secondary Act â€Å"ESEA† of 1965 by President Lyndon Johnson. The NCLB was intended to help children in lower-income families achieve the same standard of education as children in higher income families. This was done by the federal government providing extra finances for Title I schools in exchange for a rise in academicRead MoreThe No Child Left Behind Act Ess ay921 Words   |  4 Pagesuccessful at it. (Source 7) Next, the â€Å"No Child left behind Act† it was signed by President George W. Bush and it passed with bipartisan support on Jan. 8, 2002. This Act states that there will be mandated annual testing in the subject reading and math and science. In the grades 3-8 and 10th grade. It shows the Adequate Yearly Progress of each school in the system of the United States. (source 1) The biggest point of this Act is that no child is â€Å"trapped in a failing school† (source 1). That eachRead MoreThe No Child Left Behind Act2120 Words   |  9 PagesWhen President George W. Bush signed the No Child Left Behind Act (NCLB) into law in 2002, the legislation had one goal-- to improve educational equity for all students in the United States by implementing standards for student achievement and school district and teacher performance. Before the No Child Left Behind Act, the program of study for most schools was developed and implemented by individual states and local communities†™ school boards. Proponents of the NCLB believed that lax oversightRead MoreThe No Child Left Behind Act1988 Words   |  8 PagesJanuary 8, 2002, George W. Bush signed the No Child Left Behind Act into law (also known as the NCLB). The No Child Left Behind Act was the latest reauthorization of the Elementary and Secondary Education Act of 1965, a federal education bill addressing the nation’s schools. At his signing ceremony, Bush stated, â€Å"There’s no greater challenge than to make sure that every child—and all of us on this stage mean every child, not just a few children—every single child, regardless of where they live, how they’reRead MoreThe No Child Left Behind Act1592 Words   |  7 PagesThe No Child Left Behind Act was the biggest educational step taken by president Bush and his administration. Its main goal included the increase of achievement in education and completely eliminate the gap between different racial and ethnic grou ps. Its strategies had a major focus on uplifting test scores in schools, hiring â€Å"highly qualified teachers† and deliver choices in education. Unluckily, the excessive demands of the law have not succeeded in achieving the goals that were set, and have causedRead MoreNo Child Left Behind Act1747 Words   |  7 PagesNo Child Left Behind Introduction The No Child Left Behind Act (NALB) was signed into law by the former President of the United States George Walker Bush on the 8th of January 2002. It was a congressional attempt to encourage student achievement through some reforms focused on elementary and secondary education programs in the United States. The NCLB requires that within a decade all students including those with disabilities to perform at a proficient level on their state academic evaluation testsRead MoreThe No Child Left Behind Act1124 Words   |  5 PagesChristian J. Green Dr. Shoulders NCLB and ESSA 28 February 2016 The No Child Left Behind Act (NCLB) was authorized by and signed into law in 2002. NCLB was a reauthorization of the Elementary and Secondary Education Act (ESEA) of 1965. NCLB was meant to hold schools to higher standards, enforce accountability, and close achievement gaps that had existed in education since ESEA was enacted. Nevertheless, the rigorous standards and goals set forth under NCLB were never attained. ESEA Flexibility couldRead MoreNo Child Left Behind Act1615 Words   |  7 PagesNo Child Left Behind Act (NCLB) was established to close student achievement gaps in academics by providing all children with equal or significant opportunities to obtain a high quality of education (Education, 2008). Under the NCLB Act, school administrators and teachers are required to meet adequate yearly progress goals (AYP) on the standardized state and national tests. These goals compare student achievement on standardized test from year to year. All students are expected to show improvement