Traffick :: essays papers

Traffick This saga of the so-called "war" on drugs is a masterwork of superb performance, smart writing--and, most of all, the mark of a director who not only knows what he wants, but also exactly how to make his ambitious vision a glorious reality. Unlike most multicharacter pastiches, such as the ones made by Robert Altman, or Paul Thomas Anderson's Magnolia, the characters of Traffic's three tales don't constantly crisscross, nor are they all brought together by a big event. Intersections are rare in Traffic, and the junctions that do occur are often fleeting. Yet the stories are strongly linked by their greater thematic concern: to vividly illustrate how the drug problem touches all corners of the country, all walks of life, from people on the harsh urban streets to those in lavish upper-class neighborhoods. Soderbergh and writer Stephen Gaghan, working from the '80s British miniseries Traffik, steadfastly refuse to force easy, comforting conclusions from difficult and complex situat ions; as in real life, one is left to decide for oneself who or what is right, and what it all means. While Traffic is essentially about the war on drugs in America, the film's starting point is the almost-exclusively south-of-the-border (and nearly-completely Spanish-language) story of Javier Rodriguez (Benicio Del Toro, doing away with his annoying tics and delivering a career performance), an average Tijuana State policeman who is given the opportunity for greater prestige by working for General Salazar's (Tomas Milian) efforts against the drug cartels. Just north of the border in San Diego is the setting for another thread, in which very pregnant European à ©migrà © Helena Ayala (Catherine Zeta-Jones, her real-life condition adding a deeper layer to her role) learns that the pampered lifestyle provided by husband Carlos (Steven Bauer) comes from dabblings in drugs, not legit business ventures. The film also travels a bit northwest to Cincinnati, the third central locale, where Caroline (Erika Christensen), the teenage daughter of newly-appointed U.S. drug czar Robert Wakef ield (Michael Douglas), brings her father's enemy much closer to home than he could have ever imagined. Soderbergh effortlessly weaves the individual strands into a tapestry that is at once cohesive and characterized by its contrasting colors. The latter can be taken in a literal sense--Soderbergh, under the pseudonym "Peter Andrews" (his father's name), shot the film himself, and he gave each part of the film its own distinct look: grainy, washed-out yellow for Mexico; a solemn blue sheen for Cincinnati; sun-drenched full color for San Diego.

Conclusion and implication Essay

Failure to make use of available hazard-reduction information and measures of known effectiveness constitutes another general policy issue. It is one that assists to stimulate the ongoing UN-sponsored International Decade for Natural Disaster Reduction (Mitchell, 1988). In many places it would be potential to mitigate losses simply by putting what is known into effect. For instance, the value of warning and evacuation systems has been proven repeatedly; yet such systems are often underused. Likewise, hazard-mitigation schemes offer consistent paths toward reducing the long-term costs of disasters but they are often resisted in favour of instant post-disaster relief, insurance, and compensation programmes. Why do individuals and governments fail to make optimal use of available knowledge? There is no single answer to this question. A large number of factors are involved. Lack of agreement about definition and identification of problem; †¢ Lack of attentiveness of hazards; †¢ Misperception or misjudgement of risks; †¢ Lack of awareness of suitable responses; †¢ Lack of proficiency to make use of responses; †¢ Lack of money or resources to pay for responses; †¢ Lack of harmonization among institutions; †¢ Lack of attention to correlation between â€Å"disasters† and â€Å"development†; †¢ Failure to treat hazards as related problems whose components require simultaneous attention (i. e. reciprocity); †¢ Lack of access by affected populations to decision-making; †¢ Lack of public confidence in scientific knowledge; †¢ Conflicting goals among populations at risk; †¢ Fluctuating salience of hazards (competing priorities); †¢ Public opposition by negatively affected individuals and groups. Underlying all of these explicit reasons is a larger problem. It is this: society fails to take care of natural hazards as complex systems with several components that often require simultaneous attention. We tinker with one or another aspect of these systems when what are required are system-wide strategies. Perhaps even more significant, we fail to address the direct connection between natural hazard systems and economic investment decisions that drive the procedure of â€Å"development† and affect the potential for disasters. That such links subsist has been known for a very long time: If a man owes a debt, and the storm engulfs his field and carries away the produce, or if the grain has not grown in the field, in that year he shall not make any revisit to the creditor, he shall alter his contract and he shall not pay interest for that year. But mainly of the decisions that are taken to build new facilities or redevelop old ones, or to take on new production and distribution processes, or to develop new land, or to effectuate a myriad of other development goals are not currently very receptive to considerations of natural hazards. They must become so. And that is a task that will require a great deal of effort by natural hazard scientists to go beyond the laboratory and the research office or the field study site to obtain an understanding of how best to apply their expertise in public settings. It will also need the users of scientific information about hazards (architects, engineers, planners, banks and mortgage companies, international development agencies, and investment financiers) to foster a mutually interactive correlation with the scientists who are producers of that information. â€Å"Development† is only one of the main public issues that overlap with natural hazards reduction. Others include: environmental management; public health; security (personal, social, and national); and urbanization. All of them are major hitch sets in their own right, each patterned by philosophical and managerial disputes and unsettled issues. Efforts to work out commonly supportive policies and programmes raise entirely new sets of appropriate issues for hazards experts. References: †¢ Dombrowsky, Wolf R. 1995. â€Å"Again and Again: Is a Disaster What We Call ‘Disaster’? Some Conceptual Notes on Conceptualizing the Object of Disaster Sociology. † International Journal of mass Emergencies and Disasters (Nov. ), Vol. 13, No. 3, 241-254. †¢ Crozier, M. and Friedberg, E. (1979) Macht und Organisation, Berlin: Athenaum. (in German). †¢ IDNDR (International Decade for Natural Disaster Reduction). 1996. Cities at risk: Making cities safer †¦ before disaster strikes. Supplement to No. 28, Stop Disasters. Geneva: IDNDR. †¢ Maskrey, Andrew. 1989. Disaster mitigation: A community based approach. Development Guidelines No. 3. Oxford: Oxfam. †¢ Mitchell, James K. 1988. â€Å"Confronting natural disasters: An international decade for natural hazard reduction. † Environment 30(2): 25–29. †¢ Mitchell, James K. 1989. â€Å"Hazards research. † In Gary Gaile and Cort Willmott (eds. ), Geography in America. Columbus, OH: Merrill Publishing Company, pp. 410– 424. †¢ Mitchell, James K. 1993b. â€Å"Recent developments in hazards research: A geographer’s perspective. In E. L. Quarantelli and K. Popov (eds.), Proceedings of the United States–Former Soviet Union Seminar on Social Science Research on Mitigation for and Recovery from Disasters and Large Scale Hazards. Moscow, April 19– 26, 1993. Vol. I: The American participation. Newark: University of Delaware, Disaster Research Center, pp. 43–62. †¢ Mitchell, James K. and Neil Ericksen. 1992. â€Å"Effects of climate changes on weather-related disasters. † In Irving Mintzer (ed. ), Confronting climate change: Risks, implications and responses. Cambridge: Cambridge University Press, pp. 141–152. †¢ Mitchell, James K. , Neal Devine, and Kathleen Jagger.1989. â€Å"A contextual model of natural hazard. † Geographical Review 89(4): 391–409. †¢ Myers, Mary Fran and Gilbert F. White. 1993. â€Å"The challenge of the Mississippi flood. † Environment 35(10): 6–9, 25–35. †¢ Parker, D. J. and J. W. Handmer, eds. 1992. Hazard management and emergency planning: Perspectives on Britain. London: James & James. †¢ Showalter, Pamela S. and Mary F. Myers. 1994. â€Å"Natural disasters in the United States as release agents of oil, chemicals or radiological materials between 1980–1989: Analysis and recommendations. † Risk Analysis 14(2): 169–182. †¢ Setchell, C. A. 1995. â€Å"The growing environmental crisis in the world’s megacities: The case of Bangkok. † Third World Planning Review 17(1): 1–18. †¢ Wynne, Brian. 1992. â€Å"Uncertainty and environmental learning: Reconceiving science and policy in the preventive paradigm. † Global Environmental Change 2(2): 111– 127. †¢ Yath, A. Y. 1995. â€Å"On the expulsion of rural inmigrants from Greater Khartoum – The example of the Dinka in Suq el Markazi. † GeoJournal 36(1): 93–101. †¢ Zelinsky, W. and L. Kosinski, L. 1991. Emergency evacuation of cities. London: Unwin Hyman.

How Children Learn Language - 749 Words

. We go through a lot of things in our life and only in a year everything can change for us. Those changes can happened do to what we had or have learned and have want through in the past. It can also help us not to make the same mistake as we did in the past or we observer from what other have done. This paper is about applying the knowledge and application to long-term memories, classical conditioning, positive reinforcement and child learn language. Long-term memories are files that are stored in the folder area of our brains. We use these memories to learn from them, so we can safeguard against things that are similar to these experiences we had in the pasted. Every day that goes by each one of us is going to be learning something†¦show more content†¦It was developed by Ivan Pavlov to see how the dog would respond to a project that dog desired, which was food. For example, when a kids sees milk and then anything happens until he sees a chocolate chips cookies and he can not take his sees eyes out of the cookies, natural stimulus is the milk and there was no respond by the by the child and he let he see the cookie which unconditioned stimulus. Then the next time that kids sees milk that there is going to be cookies for him. Which mean unconditioned stimulus is the cookie and the response his eyes which is now the unconditioned response. After that the kids sees milk which is the conditioned stimulus and his eyes are the conditioned response. It’s interesting because you can tests it on an animal or a person to see what they would do for something they desired the most. It’s useful for people and animal because it can help with adapt to the environment, deal with dangerous situations and learn through observation. Positive reinforcement is the adding of an item to increase a certain behavior or response. If you give someone two dollars for every time you saw them smiley and they would smile every time they see you and that is positive r einforcement. It’s interesting to me because I can use it on my siblings to get them to read a book for just an hour and kids now a days just want to play video games or watch television all day. Positive reinforcement is useful because it canShow MoreRelatedHow Children Learn Language1986 Words   |  8 PagesHOW CHILDREN LEARN LANGUAGE By : Ahmadrawi The writer can be contacted at: scholars.assist@gmail.com 1. OVERVIEW The exact way in which millions of developing children get to the point where they can produce and understand millions of words and make sentences out of it is the subject of a heated debate in the psycholinguistic field. According to Saxton (2010,p.18), the study on how children learn language can be traced back to the German biologist, Tiedermann, in 1787. However, up untilRead MoreHow Children Learn Language Essay1075 Words   |  5 PagesHow Children Learn Language Language, the largest and most common way we communicate in this world. It could be Spanish, English, Chinese or Japanese; we learn and use it in our everyday life. It is not genetically encoded in our brain to speak yet, we are able to start speaking or using a language. Children are born with no knowledge of the world. Children are able to learn language through interactions brain development and part of human development. Their brain develops everyday; helping themRead MoreHow Do Small Children Learn Their First Language?1216 Words   |  5 PagesHow do small children learn their first language? Discuss some environmental factors and internal factors involved in language acquisition. â€Å"Children are extremely perceptive and absorb what goes on around them long before they can talk or even comprehend the language†. -Theodore Isaac Rubin, psychiatrist and author. But, have you ever thought about how children learn their first language. Do they certainly learn by absorbin g what they hear around them or is there more to that? Maybe we do not giveRead MoreHow Teachers Can Help Children Learn a Second Language Effectively by the Teaching Satrategies They Use in Class2209 Words   |  9 PagesINSTITUTO SUPERIOR DE FORMACIÓN DOCENTE Y TECNICA N º 55 PROFESORADO DE INGLES ENGLISH AND ITS TEACHING III Academic Paper HOW TEACHERS CAN HELP CHILDREN LEARN A SECOND LANGUAGE EFFECTIVELY BY THE TEACHING SATRATEGIES THEY USE IN CLASS Student: MONTANARI, JIMENA TEACHER: PROF. SARA RACKER 2010 Abstract Play, imagination and literature are considered essential for children’s whole development. 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Also, people may think that learning a foreign language leads to confusion and especially for children. Parents start being afraid that their children’s brains will get affected by learning another language, and they think that their brains will grow slowly by attempting to acquire a different language. However, being bilingual is helpful to improve the listeningRead MoreLearning A Second Language At A Young Age1243 Words   |  5 Pagesable to fluently speak two languages is a very demanding and competitive skill. The capability to articulate thoughts to people who may not speak the same primary language as you is very profitable not only in the work force, but also in everyday life. Learning a second language also helps to shorten cultural gaps between different countries. With the seemingly increased importance in learning a second language, schools nationwide have implemented learning a foreign language as a requirement, for graduationRead Mo reHow Human Beings Learn Languages1562 Words   |  7 PagesHow human beings learn languages is one of the most interesting processes that have been discussed by several scholars. The process through which human beings learn language is known as language acquisition, and it is a process that begins from the infancy stage. Different studies have been completed to highlight the process that human beings undergo to acquire language, specifically those who learn more than one language. These are the studies that this paper will analyze using the two articlesRead MoreLanguage Acquisition : Study Of How Humans Acquire A Set Of Semantic, Syntactic And Phonological Categories Essay1625 Words   |  7 PagesLanguage Acquisition Language acquisition is the study of how humans acquire a set of semantic, syntactic, morphological and phonological categories and rules that underlie their ability to speak and understand the language to which they are exposed. (Parker and Riley, 2005) Language is an understanding that truly makes us human. Yes, other species do communicate with an innate ability to produce a limited number of meaningful words, but there is no other species that can express sentences withRead MoreHuman Language Is A Wonderful Way With Communicate1420 Words   |  6 PagesHuman language is a wonderful way to communicate. Sometimes I think what this world would be like with any languages. It is even more wonderful that in three fast short years a child can hear, mimic, explore, practice, and, learn language. There is no genetic thing that leads a child to speak English or Spanish or any other language. Language is something person has be to learned. We are born with the capacity to make 40 sounds and our genetics allows our brain to make differences between sounds