The Relationship of Childhood Sexual Abuse to Teenage Pregnancy Free Essays

Running Head: RESEARCH ARTICLE REVIEW Research Article Review The Relationship of Childhood Sexual Abuse to Teenage Pregnancy Ashlee L. Glover Lindenwood University The Relationship of Childhood Sexual Abuse to Teenage Pregnancy I. Questions and Answers 1. We will compose a custom paper test on The Relationship of Childhood Sexual Abuse to Teenage Pregnancy or on the other hand any comparative theme just for you Request Now â€Å"The motivation behind this investigation was to look at the connection between youth sexual maltreatment and high school pregnancy† (Roosa, Tein, Reinholtz, Angelini, 1997). 2. â€Å"Three investigate questions guided this exertion. To start with, do ladies who were explicitly manhandled as kids and ladies who had adolescent pregnancy have comparative formative foundations (sociodemographic and hazard factor profiles)? Second, does the hazard for young pregnancy vary, in view of whether a lady was explicitly mishandled as a kid, explicitly intelligent, or both? Third, does youth sexual maltreatment add to an expanded danger of having a high school pregnancy after the impact of different elements identified with adolescent pregnancy (e. g. , social class) have been accounted for† (Roosa et al. 1997)? 3. â€Å"We anticipate that survivors of sexual maltreatment should have first willful intercourse prior, to be more averse to utilize contraception, to be bound to partake in high-hazard sexual practices (e. g. , sex with outsiders), and to have a higher number of sexual accomplices than their companions who were not explicitly abused† (Roosa et al. , 1997). 4. The factors being contemplated is sexual h istory, High-hazard sexual conduct, Sexual maltreatment, Sexual history pathways, youth physical maltreatment, and High-chance practices. Roosa et al. , 1997). 5. The members were 2,003 ladies, 18 to 22 years of age, living in Arizona. (Roosa et al. , 1997). 6. â€Å"Participants finished the poll alone or in gatherings. They recorded their reactions on PC scored answer sheets to ease information section and limit blunders. In the wake of finishing the poll, a member put her answer sheet in an envelope, fixed the envelope, and offered it to either the task administrator or office representative† (Roosa et al. , 1997). 7. We utilized chi-square and investigation of difference to think about sociodemographic and hazard factor profiles of (a) ladies who were explicitly mishandled as youngsters with their non-manhandled friends and (b) ladies who had adolescent pregnancy with the individuals who didn't. Next, we analyzed the rate of young pregnancy for five sexual history pathway s utilizing chi-square. At long last, we utilized strategic relapse to decide if encounters of youth sexual maltreatment added to hazard for high school pregnancy after the impacts of different factors had been accounted for† (Roosa et al. 1997). 8. â€Å"The consequences of our investigation don't bolster contentions that sexual maltreatment is a significant supporter of the hazard for young pregnancy† (Roosa et al. , 1997). 9. The significance of the discoveries is that youth sexual maltreatment contributed little to the probability of high school pregnancy. The seriousness of sexual maltreatment was not altogether identified with high school pregnancy. Sexual maltreatment followed by sexual giftedness was identified with a higher danger of adolescent pregnancy for a few. (Roosa et al. , 1997). 10. The outcomes were constrained by two methodological elements. To begin with, the example, albeit huge, was an example of accommodation from a solitary state, and members we re marginally more taught than the normal for this associate. Second, this was a cross-sectional examination that depended on the review of occasions that happened a few essential years before the survey† (Roosa et al. , 1997). 11. â€Å"It might be significant for future investigations to recognize factors that clarify the hazard related with sexual maltreatment for these subgroups† (Roosa et al. , 1997). It was likewise expressed that later on longitudinal investigations are important to set up causality. Roosa et al. , 1997). II. Rundown The United States has the most noteworthy pace of high school pregnancy with around 25 percent of all U. S. ladies having a pregnancy by the age of 18 (Roosa et al. , 1997). The motivation behind this examination was to decide whether youth sexual maltreatment is a factor related with an expanded hazard for high school pregnancies (Roosa et al. , 1997). Late investigations have detailed that sexual maltreatment is more typical among pregnant youngsters than as a rule populace and along these lines might be a significant supporter of high school pregnancy. Numerous instruments have been proposed to clarify the linkage between youth sexual maltreatment and young pregnancy. Roosa et al. , (1997) plot a few systems including (a) some adolescent pregnancies might be the immediate consequence of sexual maltreatment, (b) youth sexual maltreatment may mingle female casualties to accept that their motivation in life is to satisfy the sexual needs of others, (c) the brought down confidence of sexual maltreatment casualties may make them increasingly helpless against males’ lewd gestures, and (d) survivors of interbreeding may design pregnancies as a methods for getting away from their exploitation. Three research addresses guided this exertion: First, do ladies who were explicitly manhandled as youngsters and ladies who had high school pregnancy have comparable formative foundations (sociodemographic and hazard factor profiles)? Second, does the hazard for high school pregnancy vary, in light of whether a lady was explicitly manhandled as a kid, explicitly intelligent, or both? Also, for the individuals who experienced both maltreatment and giftedness, does the overall planning of these occasions have any kind of effect in chance for high school pregnancy? Third, does youth sexual maltreatment add to an expanded danger of having a high school pregnancy after the impact of different components identified with young pregnancy (e. g. , social class) have been represented? (Roosa et al. , 1997) The factors being contemplated are sexual history, high-chance sexual conduct, sexual maltreatment, sexual history pathways, youth physical maltreatment, and high-hazard practices. Sexual history was evaluated by getting some information about the respondent’s time of menarche, first coital experience, utilization of contraception, and pregnancy (Roosa et al. 1997). Any pregnancy happening before age 18 was named an adolescent pregnancy. High hazard sexual conduct was portrayed as any individual who had intercourse for liquor, medications, or cash; engaging in sexual relations with outsiders, having different sex accomplices, and not utilizing contraception (Roosa et al. , 1997). Roosa et al. , (1997) utilized five commonly sexual history pat hways to analyze the connection between youth sexual maltreatment and adolescent pregnancy: One pathway spoke to the individuals who detailed no gifted sexual action and no sexual maltreatment before the age of 18. A subsequent pathway spoke to ladies who were explicitly mishandled before age 18 with no gifted sexual movement. A third pathway spoke to the individuals who had been mishandled before their first intelligent sexual experience. A fourth pathway spoke to the individuals who had been mishandled before age 18 however after their first bright sexual experience. A fifth pathway spoke to members who had not encountered any sexual maltreatment before the age of 18 however who were explicitly intelligent. The last estimates utilized were youth physical maltreatment. Eight inquiries managing beating and hitting adjusted from the Conflict Tactics Scale (Roosa et al. , 1997). Members were 2,003 ladies, 18 to 22 years of age, living in Arizona (Roosa et al. , 1997). Cooperation was restricted to this age range to diminish detailing predisposition because of broadly changing time interims since sexual history occasions happened (Roosa et al. , 1997). The ladies were enlisted at 44 locales in urban and country territories all through Arizona (Roosa estimated time of arrival l. , 1997). Members finished the survey alone or in gatherings, with help from the venture administrator (Roosa et al. 1997). They recorded their reactions on PC scored answer sheets to ease information section and limit mistake (Roosa et al. , 1997). To investigate the outcomes chi-square and examination of difference were utilized to think about sociodemographic and hazard factor profiles of (a) ladies who were explicitly manhandled as kids with their non-mishandled friends and ( b) ladies who had a high school pregnancy with the individuals who didn't (Roosa et al. , 1997). Next, they analyzed the occurrence of young pregnancy for five sexual history pathways utilizing chi-square (Roosa et al. , 1997). At long last, they utilized calculated relapse to decide if encounters of youth sexual maltreatment added to the hazard for adolescent pregnancy after the impacts of different factors had been represented (Roosa et al. , 1997). Utilizing information from 2,003 ladies this examination adopted three strategies to analyze the connection between youth sexual maltreatment and the probability of high school pregnancy. The aftereffects of the examination didn't bolster the contention that sexual maltreatment is a significant supporter of the hazard for adolescent pregnancy (Roosa et al. , 1997). Youth sexual maltreatment contributed little to the probability of high school pregnancy in this example (Roosa et al. , 1997). As indicated by Roosa et al. , (1997), it might be significant for future investigations to recognize factors that clarify the hazard related with sexual maltreatment of various subgroups. Despite the qualities of affiliations found or the quantity of components statically controlled, it can't be resolved which connections might be easygoing and which might be fake (Roosa et al. , 1997). Longitudinal investigations are important to set up causality. Instructions to refer to The Relationship of Childhood Sexual Abuse to Teenage Pregnancy, Papers

Parent’s Guide to Freshman Orientation Everything You Need to Know

Parents often experience the same mix of excitement and anxiety as their children do when it comes to starting college. Its a big shift in the parent-child paradigm you have experienced so far, and you likely have a lot of questions regarding what your students life will be like while they are away. Luckily, many colleges and universities understand that parents are just as interested (if not more so) in getting information about what the future has in store. To help you get ready for the freshman orientation experience, here are some tips to prepare.RELATEDARTICLE:Students Guide to Freshman OrientationWhat Does Freshman Orientation Offer Parents?The college or university your child chooses to attend will play a big part in not just their lives, but the lives of their entire family. And it will do so for the next four years. Freshman orientation offers students and parents the chance to familiarize themselves with the campus, experience the schools culture, and gain a more accurate p icture of what life will be like while your child attends classes.Youll have a chance to learn the rules and policies that will govern much of your childs life as well as see how they will be living, especially if they are going to be staying on campus. Additionally, details regarding the academic calendar will be available, giving you a chance to plan if your child will be returning home for breaks.Another benefit freshman orientation offers parents is the chance to meet other parents who are standing in the exact same place as you. This can help build a sense of comradery, letting you know you arent the only one concerned about what your childs experience will be like.How Parents Need to Prepare for Freshman OrientationWhile most parents worry about what their child will need during orientation, it is also important to bring certain items along for your use as well.During the orientation process, you need to think both like a parent and like a student. Make sure you bring somethin g that allows you to take notes along the way. That way, you can track important details easily or write down questions you want to ask when given the opportunity. You can also record contact information for key officials or other individuals who will play a significant role in your childs life, including any contacts in the dorms who can help reach your child (or may reach out to you) in the case of an emergency.To make sure you are comfortable during the orientation, make sure to dress appropriately. Youll likely spend a significant amount of time on your feet touring the campus, certain facilities, and even the surrounding area, so choose shoes and clothes that will work during a relatively active day. Since a good part of the tour will be outside, you also need to consider the weather when you pick your attire.You may also want to bring beverages and snacks along, especially if the process will take up the majority of the day or longer. While meal breaks will be part of the sche dule, you dont want to be stuck without something to eat or drink and end up distracted during the orientation.If your child must present certain documents during the orientation, then it is best to discuss who will be responsible for them during the orientation. While it can be a great learning experience to have your student manage this task, it is also prudent to make sure they have everything ready before you head out for their freshman orientation, especially if the school isnt local.What You Will Do During Your Childs Freshman OrientationYour students freshman orientation will include a variety of sessions as well as tours of the most important buildings on campus. Typical sessions include the history of the institution, an introduction to key administrators and faculty members, discussions on school policies, as well as overviews on financial aid.Many of the sessions give parents and students a chance to ask questions if certain pieces of information arent covered during the presentations. Some potential questions to keep in mind include:How are move-in days coordinated?What types of transportation are available?Do most students bring cars?How can parents get updates on a students academic performance?How can students be reached by family members during an emergency?Are there any other financial aid opportunities (even if they are for future years)?During the freshman orientation process, it is also common for certain details to be finalized during the process, such as your childs class schedule and dorm assignment. When these activities are taking place, it is important to take a position as an observer in many of these instances. Many parents find it tempting to interject in certain areas, but it is important to remember that your child will be making many of these choices on their own in the very near future. However, dont be afraid to be available, as your student may want your input, especially as they work through the process for the first time.In some cases, universities actually separate you from your child, sending them along one path and sending parents down another. In this case, you may not be present while they select their schedule so you may want to talk it through with your child before orientation.Some topics to sort out regarding schedule:Early or late classes?Batch them together or spread them out?Are you going to study abroad? If so, they can save easy class requirements for that semester.How many classes can they handle while still meeting requirements to be a full-time student?If the orientation involves an overnight stay, students may have a chance to spend the night in the dorms, especially if they will eventually be living on campus. While you may prefer your child stay with you, it is actually a good idea to let them have this experience on their own.Consider getting a room at a nearby hotel, so you can be reached if necessary, but, otherwise, let them spread their wings and take this test flight solo. It can give them a chance to socialize with other students from their freshman class without the pressure of a parent being one step away. Then, get together for breakfast the next morning and have them tell you all about their experience.Its Really About ThemYes, your child going to college is a big change for you, but the experience is really all about them. They are going to be nervous and excited, often at the same time. This is the first step in their journey to adulthood, so do your best to be supportive and available, but give them a chance to grow, explore, and learn in a way that will make them comfortable.Get the information you need to feel good about how their first year as a college student will go and dont be afraid to gather some emergency contact information. Then, just sit back and smile. Your child is going to college, and that is an amazing moment in a parents life. Relish in the joy. You both earned it.We mentioned financial aid questions. While the university may not have more to offer at this point, there are scholarships deadlines as late as July for that fall semester. So once orientation is over, have your child kick it into high gear on those scholarship applications!If youd like help finding scholarships and learning how I secured over $126k for my education, join me on my next webinar! You can learn more at:thescholarshipsystem.com/freewebinarDid you see we created a Students Guide to College Orientation? You can check that out here: https://thescholarshipsystem.com/blog-for-students-families/a-student-guide-everything-you-need-to-know-about-freshman-orientationOther helpful articles:Students Guide to Freshman Orientation75 Ways to Save Money in College3 Scholarship Seasons: When Your Child Should Start Applying for ScholarshipsHow to Help Your Senior Finish the School Year with Enthusiasm (and Avoid Burnout)

Effects Of Smoking On Young People Essay - 2281 Words

Content †¢ Background †¢ Introduction †¢ The causes o Advertisements and marketing o Peer pressure o Parent or role models smoke o It’s cool †¢ Health and effects o Health diseases o Waste of money o Waste energy †¢ Possible solutions o Nicotine gum o Advertisement on risk of smoking o Age limits of purchasing cigarettes o Warning labels o Awareness campaigns †¢ Reasons for quitting o Smoking is addictive o Smoking kills o Smoking is expensive †¢ Benefits of quitting o General health improves o More energy o Save money o Sense of taste and smell improves o Set an example for young people †¢ Conclusion CAUSES OF SMOKING ON TEENAGERS Background information Tobacco intake one of the main source of death that could be avoided worldwide, taking lives of 6 million people yearly and to reach approximately 8 million death per year by 2020 globally. It is imperative to note that, tobacco smoking has never had a safe level and majorly increases the risk factor for utmost chronic illnesses including blood disease, stroke, protracted respiratory diseases and most of the cancer related diseases. Mass-produced of cigarettes have become most common type of tobacco consumed by many, with a daily sale of up to 15 billion cigarettes a day, other kinds (like chewing tobacco available in southern part of Africa, partly in Asia - known as Shisha and Middle East) most of them are common in particular areas. The study has shown that the life expectancy of a smoking person is always lessen by sevenShow MoreRelatedThe Effects Of Smoking Among Young People1270 Words   |  6 Pagesof smoking amongst young people The tobacco industry has lured young people to start smoking by its advertising; they are unaware of the harmful risks that come about from smoking and the complications that arise. 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Many years smoking has been proven to be harmful. Smoking takes control of your mind, body and physical appearance sometimes. Many smokers are starting to smoke now at a young age. Smoking isn’t only harmful to you but all the people around youRead MoreBans on Smoking in Public Areas1476 Words   |  6 Pages Imagine all of the people that die in accidents such as car crashes, fires, falls, and poisoning each year. If you add all of these together and then multiply that number by four, you get the number of people that die because of smoking each year! Smoking is the leadi ng preventable cause of death in the U.S. Each year more than 480,000 people die because of smoking. This is just one of the many reasons why I believe that cigarette smoking should be banned in public areas. I will argue this point

Hamlets Madness in William Shakespeares Hamlet Essay

Hamlets Madness in William Shakespeares Hamlet At any given moment during the play, the most accurate assessment of Hamlets state of mind probably lies somewhere between sanity and insanity. Hamlet certainly displays a high degree of mania and instability throughout much of the play, but his madness is perhaps too purposeful and pointed for us to conclude that he actually loses his mind. His language is erratic and wild, but beneath his mad-sounding words often lie acute observations that show the sane mind working bitterly beneath the surface. Most likely, Hamlets decision to feign madness is a sane one, taken to confuse his enemies and hide his intentions. On the other hand, Hamlet finds†¦show more content†¦Hamlet speaks these lines after enduring the unpleasant scene at Claudius and Gertrudes court, then being asked by his mother and stepfather not to return to his studies at Wittenberg but to remain in Denmark, presumably against his wishes. Here, Hamlet thinks for the first time about suicide (desiring his flesh to melt, and wishing that God had not made self-slaughter a sin), saying that the world is weary, stale, flat, and unprofitable. In other words, suicide seems like a desirable alternative to life in a painful world, but Hamlet feels that the option of suicide is closed to him because it is forbidden by religion. Hamlet then goes on to describe the causes of his pain, specifically his intense disgust at his mothers marriage to Claudius. He describes the haste of their marriage, noting that the shoes his mother wore to his fathers funeral were not worn out before her marriage to Claudius. He compares Claudius to his father (his father was so excellent a king while Claudius is a bestial satyr). 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The Loss Of Humanity In MacBeth Essay free essay sample

, Research Paper In Shakespeare # 8217 ; s play Macbeth the character Macbeth proves to be slightly dynamic in his human representation. He starts off as being really human ; he is really a war-hero. However the seed of alteration is planted right off when he meets the enchantresss and they tell him their prognostication of him going king. This makes Macbeth ambitious, and it leads to his death. Once he kills Duncan the alteration quickly begins to speed up. By the terminal of the drama, and Macbeth # 8217 ; s killing fling, his transmutation is complete and all of his homo ideas and feelings are gone. Macbeth alterations from being a great person to the focal point of everyone # 8217 ; s fright and choler, because he loses his human features of scruples and compunction. As the drama starts Macbeth is really human ; he has feelings and friends and he is a war- hero. As clip elapses, he begins to alter into a ruthless slayer, # 8220 ; a autocrat # 8221 ; . We will write a custom essay sample on The Loss Of Humanity In MacBeth Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Once he meets the enchantresss and learns he will go male monarch he begins to plot and believe murderously. When he arrived at a secret plan to kill Duncan, and told Lady Macbeth, he realized it was the lone manner. However, in making this he made a batch of people leery. This meant that more people would hold to be killed, and this included the male monarch # 8217 ; s boy who was following in line for the throne. At this point Macbeth experiences the first of a figure of dislocations, and he Begins to lose his human features. Macbeth begins to fall into a homicidal fury after killing Duncan. He thought this would unclutter his name, but it merely made things worse. Each individual he has killed consequences in another that needs to be killed. With each putting to death Macbeth makes he loses feelings. Macbeth # 8217 ; s scruples is shortly deteriorated to nil, and his violent deaths are legion. After killing Banquo and facing his shade Macbeth interruptions down for the last clip. At this point Macbeth # 8217 ; s last scintilla of compunction are about gone. His married woman dies and he hardly cares, and so he orders Macduff # 8217 ; s household to be killed. Macbeth is wholly brainsick at this point, and he begins to believe entirely in the enchantresss prophecy that he can non be killed by # 8220 ; a adult male of adult female born # 8221 ; . This belief finally consequences in his death. Macbeth kills a immature soldier on his manner to face Macduff, and he does non attention one spot. Here he has become nil but a inhuman slayer, non the least spot homo. Macbeth # 8217 ; s alteration from human to killer is his ain making. He allowed the immorality that is within everyone to overpower him. His aspiration and demand for power put him through a transmutation from hero to killer. Macbeth # 8217 ; s scruples and feelings seemed to go forth him. At foremost he needed Lady Macbeth to wheedle him into killing, and at the terminal he kills on urge. After a figure of mental dislocations, Macbeth merely loses it. At this point he Michigans stand foring anything human, and displays no human features.

The Mummy returns Essay Example

The Mummy returns Paper How does the opening sequence of your chosen film create meaning and atmosphere for the audience? I have chosen The Mummy Returns. Sound The narrator directly addresses the audience. It is used at the beginning to set the scene and describes what has happened up to the present day, so the audience understand what’s happening. Parallel sound is used throughout. Sound bridges happen throughout the sequence. For example, when the battles are taking place, and the scene cuts between different shots. This gives continuity to the film. The soundtrack uses many features to involve the audience, and create an atmosphere. For example, in the battle scene at the beginning, the drums and the chanting help to build an atmosphere of excitement, and the importance of the battle and the scorpion king. As the scene moves into the temple, the soundtrack uses eerie noises, and high pitched notes to unsettle the audience adding to a tense atmosphere. The soundtrack is also used to show relationships between characters. When Evelyn and Rick are alone in the temple the music becomes slow and romantic. Diegetic sound is used throughout the sequence to help get the scene. It is used in a lot of different places from swords clashing in battle scenes, to snakes hissing in the tomb, to water rushing through the tunnels. Lighting The film starts in the desert. The light used is a very high key top light. This represents the sun in the desert. It portrays a feeling of intense heat to the audience. It also creates different shadows on different parts of the scene, helping to give a sense of time. Inside the temple, lots of different effects are used to create different moods. We will write a custom essay sample on The Mummy returns specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Mummy returns specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Mummy returns specifically for you FOR ONLY $16.38 $13.9/page Hire Writer At the beginning a backlight is used on its own to create a clear silhouette of Rick, adding to the suspense. The lighting underground is low key because there is no natural light. It also creates deep distinct shadows adding to the feeling of fear and a scary atmosphere. Under lighting is used on the scorpions to give them long, deformed shadows making them seem bigger, unsettling the audience. Lit torches are used as the main source of light. His gives flickering shadows adding to a tense atmosphere. Under lighting is used on the faces of the three men. It gives shadows on their faces and makes them look sinister, therefore making the audience presume they are the ‘bad guys’. The opposite effect is used on Alex, using high key lighting, so the audience presume the opposite. Other effects such as spotlights are also used when the bracelet is in the frame, to show its importance. Darkness is used near the end of the scene to represent claustrophobic conditions when the water starts to come in. Framing The scene begins with a master shot of the entire place where the following scene takes place. It includes the whole background for reference to later in the film. An establishing shot is also used it shows all of both the armies. It helps to set the scene for the audience. As the battle takes place, mixtures of medium long shots and mid shots are used. This means all the action can be seen, while facial expressions can still be seen. High angles are used throughout increasing the audience’s sense of power over the army, involving them. In the desert, long shots are used to show the army in the desolate surrounding. It increases the feeling of desperation of the men. At the end of the desert scene a very high angle is used on the scorpion king so he looks small, making the audience almost pity him. Inside the temple, a lot of mid shots and close ups are used. This helps to increase the feel of the small tunnels. It also shows the characters are all important. Straight angled shots are used to put the audience on the same level as all the main characters. The audience do not need to feel sorry for, or to feel intimidated by any of the characters. Point of view shots are used to give a characters perspective of looking down a corridor, in the case of Rick when he is in the temple. It shows the fear the characters must be feeling appeals to the audience directly to emphasize with them. At the end of the scene, a lot of medium long shots are used to enable the audience to see all the action taking place as it builds to a climax. Camera movement As the sequence begins, the camera uses a lot of fast panning. This is to increase the tense mood and the feeling of the action. It pans across the army showing everyone waiting to fight. This effect sets the scene for the audience and shows the expanse of the army. The scorpion king is tracked to increase his important. It is fast which creates excitement. A steadicam is used a lot to show different aspects of the moving battle but to keep the shots smooth. A handheld camera is also used to convey an atmosphere of chaos to the audience and to involve the audience, making them feel as if they are actually there. When the sequence cuts to the section inside the temple the camera uses tracking to help the audience crate an emotional attachment with Rick. Zooming in is used when Rick and Evelyn meet. It gives the section a romantic feel and gives the audience a feeling of closeness increasing a relaxed atmosphere, which is then opposite to other scenes. A lot of panning is used throughout the rest of the scene, for example, when Alex runs across the temple floor. He is also tracked to show he is important in that particular scene, making the focus on him. It also involves the audience a lot more in the film. Zooming in is used when the bracelet is in this box in the vision. This shows it’s important and focus’s the audience’s attention on it. Zooming is also used when one of the three men says â€Å"we do not want to wake the Gods†. This gives greater importance to these words, making the audience take more notice them. The camera pans Evelyn and Rick as they run away from the water towards the end of the sequence. It also zooms into their facial expressions, appealing to the audience because they are slightly comical. Editing During the battle scene at the beginning of the sequence a lot of invisible editing it used. This is to be unobtrusive, so the audience’s attention is not taken away from the battle. Jump cuts are used to move from the battle to the desert, then back to another battle then to the inside of the temple. This is a common feature of their type of genre. Inside the temple a lot more variety of shot is used. Reaction shots are used a lot more frequently. For example, from Rick’s expression when he knocks Alex over, to Alex’s face, then back to Rick’s expression. Elliptical cuts are also used. For example, when Rick walks down a corridor, and then is with Evelyn after a jump cut. Invisible editing is used most frequently throughout which is common for this type of film. Mise-en-Scene The outside settings are mainly digitally created because they are too vast to create from scratch, and to detailed and precise to use a location which already exists. The inside setting is very detailed. The walls all have Egyptian markings on them, and are all covered with dirt and cobwebs. It’s also very dark. They all give an atmosphere a terror and mystery. The props used are typical of 1930’s, which is when the film is set. The types of guns and other weapons used indicate that the film is not set in modern times. The tools being used to dig with are not modern technology. The torches of fire are used as the main source of light while they are underground, which it would have been in 1933. It helps to set the scene. It also adds to the atmosphere because of the flickering shadows created. The costume is also typical of the 1930’s. The men wear shirts and trousers, with Alex wearing shorts and trousers. The costume also helps to portray heat of the desert. The three men, for example, wear head dresses and loose shirts. Other costume includes Indiana Jones styles exploring clothes Rick wears. The clothes are all in good condition, which represents they have a lot of money, which is proved later in the film, when they arrive home to their mansion. The important characters in the scene always stand in the foreground of the shot, often against a stationary background. However the characters are sometimes positioned all at one side this unsettles the audience, therefore involves them. Different emphasis is put a different bit of body language depending on the scene. When the battle is taking place outside medium long shots and long shots are used to include all the action so you don’t miss anything. Inside the temple close ups and mid shots are used to include important facial expressions, to help build the tension. Narrative structure The film doesn’t begin with equilibrium, but equilibrium is established quite early on in the sequence, when the scorpion king is killed. However two new incidents happen to complicate the story. The first being that the three men enter who have been sent to kill the O’Connell’s. The second being that taking the bracelet from its box causes the temple to collapse. A binary opposite of good Vs evil is made between the O’Connell’s and the three men is established as soon as they enter. The sequence is organised in a non-linear format. It makes use of flashbacks and visions. Genre The genre of this film is action/adventure. Generic conventions are used. For example, there’s a lot of action in a short space of time. Theres also a feeling of adventure when the characters are exploring in the temple. Fast paced loud music and guns and fighting are also generic conventions used in this sequence. There are some aspects however which are subverted. The idea of mummies is also fantasy possibly suggesting hybridisation. There are also some aspects of comic language. Characters We can tell from this sequence characters are going to be important. The scorpion king is talked about a lot and is shown using low angled shots for the majority of the time, which also increases his sense of importance. We can tell Evelyn, Rick and Alex are important because the whole sequence is based around what they are doing and why. The scorpion king is an important character. This is shown by actors such as his name, which h includes the word king giving him high status. His clothing is better than that of his army, which he also leads. He also wears lots of gold jewellery. Rick is shown to be a fighter. He is always carries guns and bullets with him and he creeps around at the beginning of the temple scene. He also likes to do things by brute force shown in the comments Evelyn says, such as â€Å"let’s do it your way† then he would bang down a door. Alex is shown to be clever. He knows a lot about ancient Egypt, because he talks to Rick about a statue, he also understand hieroglyphics, show later in the film. Vladimir Prop’s theory fits into this film in some aspects. The villain; impoteph, the donor; being Izzy who later on in the film helps them a lot, and the magical helper being Ardis who helps them throughout. Some characters do not fir in however, such as the father’s daughter.

Coordination Number Definition in Chemistry

Coordination Number Definition in Chemistry The coordination number of an atom in a molecule is the number of atoms bonded to the atom. In chemistry and crystallography, the coordination number describes the number of neighbor atoms with respect to a central atom. The term was originally defined in 1893 by Swiss chemist Alfred Werner (1866–1919). The value of the coordination number is determined differently for crystals and molecules. The coordination number can vary from as low as 2 to as high as 16. The value depends on the relative sizes of the central atom and ligands and by the charge from the electronic configuration of an ion. The coordination number of an atom in a molecule or polyatomic ion is found by counting the number of atoms bound to it (note, not by counting the number of chemical bonds). Its more difficult to determine chemical bonding in solid-state crystals, so the coordination number in crystals is found by counting the number of neighboring atoms. Most commonly, the coordination number looks at an atom in the interior of a lattice, with neighbors extending in all directions. However, in certain contexts crystal surfaces are important (e.g., heterogeneous catalysis and material science), where the coordination number for an interior atom is the bulk coordination number and the value for a surface atom is the surface coordination number. In coordination complexes, only the first (sigma) bond between the central atom and ligands counts. Pi bonds to the ligands are not included in the calculation. Coordination Number Examples Carbon has a coordination number of 4 in a methane (CH4) molecule since it has four hydrogen atoms bonded to it.In ethylene (H2CCH2), the coordination number of each carbon is 3, where each C is bonded to 2H 1C for a total of 3 atoms.The coordination number of diamond is 4, as each carbon atom rests at the center of a regular tetrahedron formed by four carbon atoms. Calculating the Coordination Number Here are the steps for identifying the coordination number of a coordination compound. Identify the central atom in the chemical formula. Usually, this is a transition metal.Locate the atom, molecule, or ion nearest the central metal atom. To do this, find the molecule or ion directly beside the metal symbol in the chemical formula of the coordination compound. If the central atom is in the middle of the formula, there will be neighboring atoms/molecules/ions on both sides.Add the number of atoms of the nearest atom/molecule/ions. The central atom may only be bonded to one other element, but you still need to note the number of atoms of that element in the formula. If the central atom is in the middle of the formula, youll need to add up the atoms in the entire molecule.Find the total number of nearest atoms. If the metal has two bonded atoms, add together both numbers, Coordination Number Geometry There are multiple possible geometric configurations for most coordination numbers. Coordination Number 2- linearCoordination Number 3- trigonal planar (e.g., CO32-), trigonal pyramid, T-shapedCoordination Number 4- tetrahedral, square planarCoordination Number 5- square pyramid (e.g., oxovanadium salts, vanadyl VO2), trigonal bipyramid,  Coordination Number 6- hexagonal planar, trigonal prism, octahedralCoordination Number 7- capped octahedron, capped trigonal prism, pentagonal bipyramidCoordination Number 8- dodecahedron, cube, square antiprism, hexagonal bipyramidCoordination Number 9- three-face centered trigonal prismCoordination Number 10- bicapped square antiprismCoordination Number 11- all-faced capped trigonal prismCoordination Number 12- cuboctahedron (e.g., Ceric ammonium nitrate -(NH4)2Ce(NO3)6)