Attachment Style Research Paper Example | Topics and Well Written Essays - 500 words

Attachment Style - Research Paper Example Further, the Close Relationships Questionnaire, as I see it, is quantitative than qualitative. It attempts to measure the emotion or feeling of a person towards his/her beloved/lover. My attachment style has been calculated: 4.38 for anxiety and 4.50 for avoidance. With this data, it seems that I am pessimistic to my relationship; that is not sophisticated. I know myself more than what the Close Relationships Questionnaire tells me. I cannot agree to the â€Å"findings† set by such questionnaire. It says that I am fearful-avoidant in relation to my attachment style. The questionnaire explains that â€Å"[t]hey [e.g., myself] tend to avoid becoming emotionally attached to others, and, even in cases in which they do enter a committed relationship.† Perhaps it is true, at certain extent that I tend to be emotionally unattached to my partner. By emotionally unattached, I mean I do not share or express explicitly to my partner what I feel to certain thing or event. Neverthel ess, I am sensitive to the emotion or feeling of my partner. If she shares something to me, I listen to her. In essence, I do not completely avoid emotional stuff between me and my partner. Sigmund Freud argues that the adult people’s character or behavior originates from, or is influenced by, his or her childhood years. Probably there is truth in that.

Literature Review - Marketing of luxury cars depending on affinity

- Marketing of luxury cars depending on affinity groups in America and The Middle East - Literature review Example In order to analyze the learning style, four vital tests have been used which are Myers-Briggs test, Belbin test, Honey & Mumford test and VARK analysis. From the analysis of Myers-Briggs test I have found that I possess the ENFJ learning style. The results of Belbin test depict that in team environment I act as plant, resource investigator and shaper. On the other hand, the Honey & Mumford test depict that I am activist and pragmatist learner. Finally outcome, of VARK analysis suggest that I prefer visual and kinaesthetic learning style. The assignment also describes about the transferrable skill I possess and how these skills can be used in my career. The discussion in Part B of the assignment elaborates on the current market trends witnessed in relation to the luxury car market around the world. Contextually, it argues that despite the rise in the demand of luxury cars across the globe, the American car market has witnessed significant fall in the production of luxury cars. Additionally, America is considered to be the home of diverse culture, owing to which, the luxury car market in the nation can be observed as significantly influenced by the Hispanic population. Hence, marketers of luxury cars have currently been involved in attracting reasonable Hispanic population towards their respective luxury car brands. On the other hand, luxury car markets in the Middle East have been flourishing at much greater speed due to the rise in the level of disposable income as well as due to the improvements in the roadway transportation facilities. The findings obtained through this study further reveals in this regard that the marketing str ategy related with luxury cars in America and the Middle East in years to come is quite likely to be strongly influenced by the affinity factor. Simultaneously, Customer Relationship Management (CRM) may also positively influence the marketing strategies of the luxury cars

Master Harold and the Boys Essay Example for Free

Master Harold and the Boys Essay â€Å"Master Harold† and the boys, by the white South African playwright Athol Fugard, is a naturalistic play set in a Tea Room in Port Elizabeth on a rainy day in 1950. Two black servants, Sam and Willie, and their white master’s son Hally (‘Master Harold’), have deep conversations about the good time they had together when Hally was young. In the beginning of the play, Sam and Willie, practice their dancing techniques and talk about an upcoming dance contest. Fugard has created first impressions of situation and characters in the opening of the play by using set design, stage directions, duologue as well as speech and tone. The opening of the play is interpreted as being up to Hally’s first entry. Firstly, the unprofessional and for the audience surprisingly casual and light-hearted situation is created by Fugard’s choice of set design, stage directions and duologue. Secondly, Sam and Willie’s relationship is proven of unequal status, yet intimate and deep, by the difference in speech and tone, and by the choice of topics in the duologue. Finally, initial perceptions of a childish and rude Willie and an intelligent and experienced Sam are constructed through mostly speech and tone. The unprofessional impression of the Tea Room and the carefree and easy going ambiance is created by set design and stage directions, and duologue. Firstly, the amateurish impression of the business is created by the blackboard on which an untrained hand has chalked up the prices of the items, and by the few sad ferns in pots in the room. Furthermore, the fact that Fugard has chosen to clear all tables to one side, suggests that the business is not doing well, because the Tea Room is not likely to be expecting any customers. Secondly, the audience notices immediately that the mood in the room is casual, by letting Willie start off with singing a song as he mops down the floor. This strong mood is then reinforced when Willie suddenly gets up and starts dancing, Sam eagerly encouraging and correcting Willie’s dance technique. The audience must have been surprised by this casual situation, because one must not forget that at the time of the performance, around 1982, apartheid in South Africa was considerably further developed than the setting of the play. The fact that two black men, obviously workers, are without supervision of a white person and that they are enjoying themselves during work must have raised a sense of unease from the spectators, unsure how to react. The relationship between Sam and Willie is profound, yet Sam seems to have a higher status compared to Willie, as suggested by Fugard’s choice of topic of conversation and by the contrast between the terms of address and physical position. To begin with, the way in which both men communicate is very informal. Willie uses plenty of swear words, like â€Å"fuckin’ whore† or â€Å"bitch†, whereas Sam uses a higher register, but is still joking around with Willie (â€Å"How’s your pillow with the quickstep?†). This use of language suggests that both men feel at ease and that they have known each other for a very long time already. A sense of intimate relationship is also created by the topics of conversation. Willie is very open with Sam about his relationship with Hilda Samuels, as when he talks about the problems buying food for their baby of which he isn’t even sure it is his son (â€Å"Only his hair looks like me.†); he shows no hesitation to discuss the matter with Sam. Sam even knows that Willie often beats up his girlfriend, suggesting that they have been living alongside for a long time. The audience realises that it is watching an intimate conversation, which makes them attentive, curious and involved in the discussion. Secondly, Sam’s higher social position is suggested by the contrast between the way Sam addresses Willie and vice versa, almost like a teacher-student relation. Sam suggests improvements for Willie’s dance technique, as â€Å"Don’t look down!† or â€Å"But you’re too stiff!†, as well as how he could be more successful in his relationships with girlfriends (â€Å"You hit her too much.†) and Willie reacts willingly to take up the advice. Also, Sam demonstrates the dance as it should be, suggesting that Sam is more experienced. Lastly, a subtle but symbolic detail is the physical positioning of Sam and Willie at the very beginning of the play: Willie is mopping down the floor on his knees, working, while Sam is flicking through a comic book, standing, and obviously not working. Fugard has visualised their relationship by the contrast between kneeling and sitting, and working and relaxing, and this can in fact be applied to the entire rest of the play. Sam is portrayed as a confident, intelligent and experienced character through his speech and tone. The way Sam guides Willie through the learning process of the quickstep, and even demonstrates a much more accomplished dance than Willie, indicates he is a skillful dancer himself. Fugard has made the audience feel sympathy towards Sam, as he encourages Willie, â€Å"Look happy, Willie! Relax Willie!†, although Willie is a hopeless dancer. Fugard represents Willie’s character as slightly vulnerable, unexperienced, and as a bad lover through his reactions to Sam’s teasing, the difficulties he has with learning the quickstep and through his description of his relationship with girlfriends. Willie is very quickly frustrated by Sam’s advice, like â€Å"Yesterday I’m not straight today I’m too stiff!† and â€Å"I try hard because it is hard.†. Willie’s incapability to cope with Sam’s teasing once even results in a small brawl between the two of them: â€Å"It’s finish between us.† Furthermore, Willie is clearly a bad love partner, confirmed when he describes his girlfriend as a â€Å"whore† and a â€Å"bitch†, but which is, quite ironically, provoked by himself hitting his girlfriend every once in a while. This, together with his vulgar choice of language, results in an aversion from the audience to Willie. To conclude, Fugard has managed to create strong first impressions in the opening of the play in terms of situation and characters. He has used set design, stage directions and duologue to create an unprofessional and casual ambience. In terms of characters, Fugard has succeeded in associating strong characteristic features to Sam and Willie, both intimate friends, yet separated in a way by an intellectual line.

Medical Device Regulations in the European Union

Medical Device Regulations in the European Union INTRODUCTION TO MEDICAL DEVICE REGULATIONS IN THE EUROPEAN UNION: A Medical Device under the jurisdiction of the European Union is defined as â€Å"an instrument, apparatus, appliance, material or other article, whether used alone or in combination, together with any software necessary for its proper application, which a) is intended by the manufacturer to be used for human beings for the purpose of i. diagnosis, prevention, monitoring, treatment or alleviation of disease, ii. diagnosis, monitoring, treatment, alleviation of or compensation for an injury or handicap, iii. investigation, replacement or modification of the anatomy or of a physiological process, or iv. control of conception; and b) does not achieve its principal intended action in or on the human body by pharmacological, immunological or metabolic means†.1 The clinical investigation and the subsequent introduction of a medical device in the European market is primarily regulated and governed by the MHRA (Medicines and Healthcare products Regulatory Agency) with the assistance of competent regulatory institutions called the Notified Bodies. â€Å"A Notified Body is a certification organization which the national authority (the Competent Authority) of a Member State designates to carry out one or more of the conformity assessment procedures described in the annexes of the Directives.†3 The MHRA regulates with the help of two sets of medical device regulations viz. the Statutory Instruments 2002 No.618 (Consolidated legislation) and 2003 No.1697. These legislations employ the three device directives issued by the competent authority into the european law. The directives help the manufacture in better understanding of the manufacturing and the requirments for inroduction into the market of the devices. These directives are: Directive 90/385/EEC: Active Implantable Medical Devices directive Directive 93/42/EEC: Medical Devices directive Directive 98/79/EC: In vitro Diagnostic Medical Device directive Directive 90/385/EEC: Active Implantable Medical Devices directive: This directive encompasses medical devices that are active(i.e powered) and implanted(i.e left in the human body). These include pacemakers, implantable defibrillators, implantable infusion pumps, cochlear implants and implantable neuromuscular stimulators etc. Regulations realizing the Directive came entirely into force in the United Kingdom on January 01 1995. Directive 93/42/EEC: Medical Devices directive: This directive covers an extensive array of devices from uncomplicated bandages to orthopaedic implants and high-end radiology apparatus. Regulations realizing the Directive came entirely into force in the United Kingdom on June 13 1998. Directive 98/79/EC: In vitro Diagnostic Medical Device directive: â€Å"This Directive covers any medical device, reagent, reagent product, kit, instrument, apparatus or system which is intended to be used for the invitro examination of substances derived from the human body, such as blood grouping reagents, pregnancy testing and Hepatitis B test kits. Regulations implementing the Directive came into force in the UK on 7th June 2000 with a transitional period until 7th December 2003. There is no clinical investigation system for in-vitro diagnostic medical devices. Performance evaluations of in vitro diagnostic devices that are performed outside the manufacturers premises should be notified to the UK Competent Authority in accordance with the Medical Devices Regulations 2002: Section 44.†2 The rationale backing these directives is to permit easy movement of the medical devices throughout the European Union whilst upholding high standards of device safety and up-to-the-mark quality. Classification of medical devices: Devices are classified purely based on risk associated with their use. Ranging from low risk to high risk, they are Class I, IIa, IIb and III. A classic example of a class III medical device is a cochlear implant, which is both active and implantable and thus comes under the purview of Directive 90/385/EEC: Active Implantable Medical Devices directive. Let us discuss in detail the regulatory requirments specified as per the MHRA to bring an active implantable cochlear implant into the market designated bt the European Union as the EFTA(European Free Trade Area). â€Å"Examples of AIMDs include: implantable cardiac pacemakers implantable defibrillators leads, electrodes, adaptors for 1) and 2) implantable nerve stimulators bladder stimulators sphincter stimulators diaphragm stimulators cochlear implants implantable active drug administration device catheters, sensors for 9) implantable active monitoring devices programmers, software, transmitters.†4 Cochlear Implants: â€Å"Cochlear implants are electronic hearing prostheses that bypass the damaged hearing components by providing electrical stimulation directly to the auditory nerve fibres in the cochlea. The electrical stimulation is interpreted by the brain as sound. Cochlear implants consist of an external microphone, speech processor and transmitter coil, and an internal stimulator (implanted under the skin just behind the ear) attached to a stimulation electrode which passes into the cochlea. A variation of the cochlear implant is the auditory brainstem implant where electrodes are implanted directly into the auditory area of the brainstem. This can be used in patients who do not have a functional auditory nerve.†5 The regulatory process of bringing a cochlear implant in the European market: It is mandated by law that the manufacturer who intends to bring the device into the EFTA abides by the Essential Requirments stated in the Directive 90/385/EEC: Active Implantable Medical Devices directive and demonstrate the compliance of the device with the safety and efficacy standards set forth in the directive. There are essentially two ways to do it viz. â€Å"either a compilation of the relevant scientific literature currently available on the intended purpose of the device and the techniques employed, together with, if appropriate, a written report containing a critical evaluation of the compilation; or the results and conclusions of a specifically designed clinical investigation†2 Product launch on the basis of evaluation and review of scientific literature can be considered as acceptable if equivalence can be scientifically demonstrated with a device existant in the market and routinely used in clinical practice. Equivalence has to be demonstrated w.r.t technology, critical performance, design, principles of operation, biological safety, population involved, conditions of use and clinical purpose. However, unless satisfactory evidence can be collected by means of scientific literature review, the use of a well-planned clinical trial/investigation should be considered as the best way to attest permissible levels of safety and efficacy. In case of scientific review or pre-clinical assessment, the following fees apply: Class I, IIa, or IIb other than implantable or long-term invasive:  £3,000 (Re-notification incase of objection by MHRA  £2,100). Class IIb implantable or long-term invasive, Class III, and active implantable:  £4,100 (Re-notification incase of objection by MHRA  £2,700). Applications for a proposed clinical investigation of the medical device should be made by filling the forms PCA1 and PCA2 along with the necessary information required by the clauses in the forms. Applications should be labeled clearly as â€Å"documentation only†. The use of English language is mandatory. Documentation should be clear and legible and remain so after reproduction. Electronic applications should be discussed with the MHRA. The manufacturer, for scrutiny by the MHRA should make a total of eight full submission copies available. The charges for the scrutiny of applications are laid out in the Medical Devices Regulations 2002: section 56. They are as follows: â€Å"Fees for Group A (low risk) devices are  £2,700 (initial application) or  £1,800 (resubmission). Increasing to  £3,000 and  £2,100 on 1st April 2008. Fees for Group B (high-risk) devices are  £3,800 (initial application) or  £2,400 (resubmission). Increasing to  £4,100 and  £2,700 on 1 st April 2008.†2 Applications should be forwarded to: Mrs Daniella Smolenska, Medicines Healthcare products Regulatory Agency (MHRA), European and Regulatory Affairs, Market Towers, 1 Nine Elms Lane, London, SW8 5NQ, Tel: 020 7084 3363, Email [emailprotected]. Approval from the MREC (Multi-centre Research Ethics Committee)/LREC (Local Research Ethics Committee) can be obtained along with the notification to the Competent Authority. However, a clinical investigation can begin only after approval has been obtained from the MREC/LREC and the Competent Authority has not raised an objection to the investigation within the 60 days time constraint period; or approval has been obtained from both the authoritative bodies. General Requirements: A well-defined clinical plan whose methodology and ethical considerations conforms to the standards set forth in the Medical Devices Regulations 2002: section 16 and section 29, the Active Implantable Medical Devices Directive, Annexes 6 and 7, and the Medical Devices Directive, Annexes VIII and X. Supplementary standards are set forth in Standard BS EN ISO 14155-1; 2002, â€Å"Clinical Investigation of Medical Devices for Human Subjects-part 1: General Requirements†, and BS EN ISO 14155-2:2002, â€Å"Clinical Investigation of Medical Devices for Human Subjects-part 2: Clinical Plan†. The CA should be notified incase of differences in the EU and non-EU protocols and the reasons for the same. â€Å"All applications must contain a statement (Active Implantable Medical Devices Directive: Annex 6,2.2; Medical Devices Directive: Annex VIII, 2.2): that the device in question conforms to the Essential Requirements except with regard to those aspects of the device that are to be investigated and that in respect of those aspects, every precaution has been taken to protect the health and safety of the patient. By signing this statement, the manufacturer is declaring that the device meets all of the relevant Essential Requirements, other than those subject to the investigation. Manufacturers must therefore ensure that at the time a notification is made to the Competent Authority, they have all documentation required to demonstrate conformity with the relevant Essential Requirements available for submission to the Competent Authority when requested.†2 Device information like name, model, materials used and sterilization standards etc must be provided as set forth in the directive. Pertinent information about the clinical investigation plan, investigation parameters and design, data collection and analysis methods etc. should be made available to the CA. It is strongly advised that Class III devices follow a well-designed post-marketing plan under the Medical Devices Vigilance. Extra care should be taken when labeling devices meant for clinical investigations. â€Å"All devices intended for clinical investigation must bear the wording exclusively for clinical investigation (Medical Devices Directive: annex 1, para 13.3(H) and the Active Implantable Medical Devices Directive: annex 1, 14.1).†2 Reporting of adverse incidents: â€Å"A serious adverse incident is one which: led to a death led to a serious deterioration in the health of the patient, user or others and includes: a life threatening illness or injury a permanent impairment to a body structure or function a condition requiring hospitalisation or increased length of existing hospitalisation a condition requiring otherwise unnecessary medical or surgical intervention and which might have led to death or serious deterioration in health had suitable action or intervention not taken place. This includes a malfunction of the device such that it has to be monitored more closely or temporarily or permanently taken out of service led to foetal distress, foetal death or a congenital abnormality or birth defect might have led to any of the above†2 All such incidents should be recorded and reported to the CA as set forth in the Regulation 16(10)(a) of the Medical Devices Regulations 2002 (SI 618) and Annex X of the Medical Devices Directive 93/42. Final written report: A report in conjunction with the Medical Devices Directive (Medical Devices Regulations 2002: Section 16(10) and Section 29(9)) should be submitted to the CA for devices undergoing investigation for a CE marking. However, Class III devices need to be highly regulated, before, after and during the clinical investigation. Owing to the high risks associated with their use, some say the risk can be quantified only as social and not scientific. â€Å"Risks, rather than being inherent within these implant devices, may be seen as socially derived, in processes of negotiation and conflict such as those in the case of hip and breast implants†¦.most recently, in the wake of the controversies surrounding breast implants and the 3M Capital hip, attention has been drawn to the uneven performance of notified bodies in the EU, which approve new products. This has led to the setting up of a new European Notified Bodies Operations Group (NEBOG) and calls by the MDA for all implants to be reclassified as high risk, Class III. A review of the operation of EU EMDD is also about to begin (MDA, 2001b). It thus appears that increased political scrutiny is being focused on this sector.†6 BIBLIOGRAPHY: THE MEDICAL DEVICES REGULATIONS: IMPLICATIONS ON HEALTHCARE AND OTHER RELATED ESTABLISHMENTS, BULLETIN No. 18, COMPETENT AUTHORITY (UK), Amended January 2006 EC MEDICAL DEVICES DIRECTIVES GUIDANCE FOR MANUFACTURERS ON CLINICAL INVESTIGATIONS TO BE CARRIED OUT IN THE UK, COMPETENT AUTHORITY (UK), Updated November 2007 THE NOTIFIED BODY, BULLETIN No. 6, COMPETENT AUTHORITY(UK), Amended January 2006 http://www.mhra.gov.uk/Howweregulate/Devices/ActiveImplantableMedicalDevicesDirective/index.htm, Last Date Accessed: April 08 2008 http://www.mhra.gov.uk/Safetyinformation/Generalsafetyinformationandadvice/Product-specificinformationandadvice/Cochlearimplants/index.htm, Last Date Accessed: April 08 2008 Kent, Julie and Faulkner, Alex (2002) Regulating human implant technologies in Europeunderstanding the new era in medical device regulation, Health, Risk Society, 4:2, 189 209 Medical Device Development: From Prototype to Regulatory Approval, Aaron V. Kaplan, Donald S. Baim, John J. Smith, David A. Feigal, Michael Simons, David Jefferys, Thomas J. Fogarty, Richard E. Kuntz and Martin B. Leon, 2004;109;3068-3072 Circulation, DOI: 10.1161/01.CIR.0000134695.65733.64,Circulation is published by the American Heart Association. 7272 Greenville Avenue, Dallas, TX, 72514, Copyright 2004 American Heart Association. All rights reserved. Print ISSN: 0009-7322. Online, ISSN: 1524-4539.

Biography of Emily Dickinson :: essays research papers

Biography Text One of the finest lyric poets in the English language, the American poet Emily Dickinson (1830-1886) was a keen observer of nature and a wise interpreter of human passion. Her family and friends published most of her work posthumously. American poetry in the 19th century was rich and varied, ranging from the symbolic fantasies of Edgar Allan Poe through the moralistic quatrains of Henry Wadsworth Longfellow to the revolutionary free verse of Walt Whitman. In the privacy of her study Emily Dickinson developed her own forms and pursued her own visions, oblivious of literary fashions and unconcerned with the changing national literature. If she was influenced at all by other writers, they were John Keats, Ralph Waldo Emerson, Robert and Elizabeth Barrett Browning, Isaac Watts (his hymns), and the biblical prophets. Dickinson was born on Dec. 10, 1830, in Amherst, Mass., the eldest daughter of Edward Dickinson, a successful lawyer, member of Congress, and for many years treasurer of..... Extended Biography Text To be a poet was the sole ambition of Emily Dickinson. She achieved what she called her immortality by total commitment to the task, allowing nothing to deter her or intervene. Contrary to the myth that she would not deign to publish her verse, she made herculean efforts to reach out to a world that was not ready for the poems she offered; her manner and form were fifty years ahead of her time. The lines from James Russell Lowell's poem "The First Snowfall" are typical of popular taste in Dickinson's time; compare them with ones immediately following by Dickinson on the same subject (poem 311): The snow had begun in the gloaming, Had been heaping field and highway With a silence deep and white. Every pine and fir and hemlock Wore ermine too dear for an earl, And the poorest twig on the elm-tree Was ridged inch deep with pearl. From sheds new-roofed with Carrara Came Chanticleer's muffled crow, The stiff rails were softened to swan's down, And still fluttered down the snow. 1 stood and watched by the window The noiseless work of the sky, And the sudden flurried of snow-birds,

Precision Guided Munitions :: Weapons Guns Gun Essays Reseach Papers

Precision Guided Munitions During the Persian Gulf War of 1991 a new class of weapons made its debut and presaged a revolution in military affairs. Although precision-guided munitions (PGMs), ranging from laser-guided bombs to Tomahawk cruise missiles, represented only a fraction of the total ordinance used in Iraq, the effect they had was electric. The television footage of a bomb dropped from more than 6 miles above descending onto its target and hitting with absolute precision was at once fascinating and jarring. The Gulf War demonstrated the power that precision aerial attacks possessed. The accuracy and lethality of air launched munitions during the Gulf war was in sharp contrast to the relative crudity of aerial bombing during World War II. In Iraq and later in Kosovo, precision-guided munitions (PGM) demonstrated their capabilities. The US waged a type of warfare in these campaigns that was markedly different from World War II, Korea, and Vietnam. The US is still coming to grips with the implications of the new type of warfare it has released. The development of accurate precision-guided munitions was not revolutionary, but an evolutionary process that took the course of half a century. Today most precision-guided munitions can be classified by their guidance or propulsion systems. Precision-guided munitions affect the military in three areas. First precision-guided munitions have challenged time-honored traditions of mass. Second, precision-guided munitions have unique information needs. Finally, the capabilities of precision-guided munitions have significant implications on acquisitions policy. Regardless of whether or not precision-guided munitions are part of a larger revolution in military, the implic ations of precision-guided munitions for the US military are significant. Historical Evolution of Accuracy Ever since man first threw stones at their fellow men, the elusive goal of killing one’s opponent from a distance, with absolute precision has been a holy grail of warfare. Weapons such as bows and arrows, rifles, and artillery, were all designed for increased lethality at longer distances, with less risk to the operator. PGMs provide just that capability; that is the capability to put ordinance on target with precision at long ranges. Precision has always played a role in warfare. Whether it was marksmanship with bow or rifle, the ability to place a projectile on target contributed greatly to victory. PGMs were designed with just that function in mind.

Disaster Movie

This movie will take place a few years from now. Global warming has increased rapidly throughout the years as more and more people contribute to the pollutions. It will focus on the occurrences within the United States, but also little pieces throughout the world as we see the different changes. We will watch one family before, during, and after the disaster transpires. This disaster takes place throughout the entire world but we focus on the family of four living on the coast in California. The movie starts out with a prologue; a scene later in the movie.However, it actually begins with a normal morning with the family. The father is up and ready to go to work just as the children are eating their breakfast. It is a Friday and the kids are looking forward to the weekend. As the father leaves we follow him to his work. He works at a facility that dedicates themselves to researching the climates of the earth, the changes, watching rising and falling water levels, and things of the sor t. We then switch to look at the ice caps up north, drastically melting. The animals let out cries of anxiety and fear.At the same time the father has just spotted something peculiar. The water levels have risen much more than they should have in the last few hours. Somewhat anxious, he runs off to grab other scientists to help him study and evaluate this situation. The kids are just getting out of school and are heading off to the beach with their friends to hang out. Once arriving they notice something strange, there aren’t any creatures around. No squawking seagulls, no cautious crabs, nothing. They go ahead and head toward the water, thinking nothing of it.Some of them decide to lie in the sand right where the waters crash into it. One falls asleep without realizing it and ends up waking in fits of coughing. The others had been worried; he had gone completely underneath the water. The waters had risen quite a bit. The sons run off toward home to tell their parents of this scary discovery. Their father is still at work, and he and his team have discerned something big. The waters were rising at a constant rate. They could only assume the ice caps were melting due to an overload of pollutions and gases creating more heat than there should be.Frantic, they realize they don’t have long before a Tsunami approaches the shores of the United States; the ice is melting too fast. They take their research to the director in an attempt to do something about this. Everyone on the shores must be evacuated. The father will play a crucial part in this movie. His role as the scientist that notices the rising waters is very important. His children, will play as victims to this catastrophe but survive. The mother will be the one that supports them all and in the end saves her children by sacrificing herself.The major scenes in the movie will be as follows. -There are loud sirens throughout the city as people below, on the streets, panic. Everyone has just been told to evacuate the cities/state they reside in due to increasing water levels and an approaching tsunami. There are various helicopters attempting to save what people they can with the time they have left. There are two kids running toward the shore; we see someone standing there gazing at the ocean.They approach with desperation in their voices. â€Å"Mother! There you are! Please come with us, they can save us! Dad sent a chopper for us, let’s go! The mother follows after them and once at the chopper, she climbs the ladder behind them. Stray, desperate people however cling to the helicopter, weighing it down. The mother, realizing what the situation has come to, decides to save her children. She cuts the rope ladder she is on to lessen the weight of all the people so that they can escape. As this happens, there is a flashback to a week ago before everything happened. This will be how everything began. -We watch the encounters in everyone’s lives throughout the wee k along with the research and eventual discovery of the severance of the ice caps melting.As they learn of this, they first try to tell the people they must leave the state but to no avail. Thus, they try to go to someone with authority. -The governor, however, does not believe them and sends them away; threatening them that they will otherwise be arrested. – Desperate, they take to the streets and once again try and shout that everyone must leave the shores and evacuate closer to the middle of the United States. That everything will go underwater and everyone will die if they don’t leave. -The people do not listen to them though. Instead, they shout retorts at them and make fun of them.They give up and go home to think of what they can do that will work. -While they are at home they notice a storm is beginning to brew, a dangerous one at that. The sky is dark and engulfed by foreboding clouds. Concerned, the father goes to check the weather on what might be approachin g them. -A worried subordinate of the governor asks about the building storm, inquiring if maybe those people before were right about the whole global warming thing. The governor gets angry and refuses to believe that what they said was true. Talks of how just a few years ago he was told it wouldn’t happen for at least another few decades.They argue a bit more, the subordinate eventually giving up due to an urgent call for the authority. -Down in Chile, in a town called Puenta Arenas there is a group of children playing futbol along the shores. They laugh and shout happily, until they hear screams. Confused, they turn and gaze at it; mouths agape, at the sight before them. A tsunami is heading their way. The children run, screaming for their mothers and fathers. People scatter, heading toward an underground shelter (that is actually higher in elevation from the shores) for safety.They take their children, belongings; whatever they can carry. The wave hits, and those above are engulfed in the sea. The audience would not know there actually is a shelter though. -Back in the states at California, things have gotten worse. The brewing storm before is now quite violent. The rain beats down, battling with the winds. People are gawking, whether standing outside or in their homes; they all look scared or worried. Never before have they seen something like this before. -There is a group of people outside of the governor’s home, demanding to know what is going on.They continue to shout and ignore the guards in determination to get their answer. As this continues the storm worsens, sounding angrier and angrier. Inside the building, the governor stands at his window looking through his curtains; he sighs. He walks over to his desk and picks up the phone, â€Å"Yes, get me the president please. † -The two sons of the researcher are standing on their front porch, gazing at the storm through the tumultuous rain and wind. Their father comes up behind them with a strange look on his face. â€Å"What’s wrong?Did you find out what’s happening? He looks at them with uncertainty in his face, â€Å"I think†¦ too much of the ice caps have melted, everyone is going to get hit by a tsunami; worse in some places than others. We won’t get it as bad as say South America or Canada†¦ but still pretty bad. We have to do something. † As they start to go outside they realize that their mother is gone. They run out in search of her while their father goes back to the governor. -Someone in a black suit rushes up to the president â€Å"Mr. President Sir, we have an urgent phone call from the governor of California. † Surprised, the president picks up the phone, â€Å"Hello? The governor speaks with urgency â€Å"We have a problem. We need everyone on the coasts to evacuate onto higher ground.The ice caps have melted much faster than anticipated and tsunamis will be hitting the coasts everywhere because of it. † The president is silent for a few moments as he thinks this over. â€Å"But†¦ how? How can this be? It wasn’t supposed to—† The governor interrupts, â€Å"I know, it wasn’t supposed to happen for another few decades at the least. Things change; WE have made the change Sir. We have caused too much pollution to the air†¦Ã¢â‚¬  Sighing, he responds â€Å"Alright. Go ahead and warn your state.I will warn everyone else, and have them pass the word on as well. We must do this quickly. † -The father is running through the streets, darting between people and cars. He is headed toward the governor’s home to try, once again, to convince him to evacuate the cities. On his way there the sirens start to go off, along with an announcement â€Å"Everyone must leave their homes and evacuate immediately. There is an approaching tsunami that will flood the coasts. Move to higher ground. I repeat, everyone must leave their homes and e vacuate immediately. There is an approaching tsunami that will flood the coasts.Move to higher ground. † Astounded, he rushes off to his office with hope in his heart. -Panicked people run through the streets, since the roads are blocked by massive amounts of cars, toward what they believe is safety. The sons of the researcher run between the people, calling out for their mother; trying to find her before it is too late. One of the boys’ cell phone rings, it is their father. Picking it up and answering it, he finds out that his father has sent a chopper to the shore. Apparently there is a woman standing there, which he believes is their mother.They run to the shores, hoping their mother is alright. -On a group of islands called Svalbard, off the coast of Norway, trouble brews. They were nearly caught off guard, by the tsunami, which just went rampant their islands about an hour ago or so. Luckily, most of the villagers were able to run to safety; others were not so fort unate. Those which survived help one another to gather their bearings and head to somewhere safe to take care of everyone. -The scene which appeared at the beginning takes place here. Where the two boys find their mother and get on the helicopter.She sacrifices herself due to lots of people gathering on the ropes of the helicopter, desperate to be saved from the approaching tsunami, for her children. One child is shocked, but remains somewhat calm; at least on the outside. The other child screams, trying to jump out of the helicopter to save her in desperation; he is held back by his brother however. They arrive at their father’s research facility, having recovered over the shock somewhat. They go inside and head downstairs into the underground rooms which will provide safety for them and anyone else.Thankfully they were able to beat the tsunami, not only because of their mother’s sacrifice but the buildings certainly slowed it down a bit. The building starts to shake and rumble as the lights begin to flicker. People in the room scream, covering their heads. After what seems like forever, the shaking stops and everything is quiet again. â€Å"Everyone stay here. I will go upstairs and check to see if the coast is clear, alright? † the father declares. The boys stand up and say, â€Å"We’ll go too dad. We have something important to tell you too†¦Ã¢â‚¬ Nodding at them, he goes up the stairs; his sons following him. The president sets down his phone, after making the last call. Sitting back he relaxes for a moment, thinking. He thinks of what he could possibly do to help the earth out to get rid of the global warming issue. Not all of the ice even melted, when more of it does more of the world will be engulfed in water. A man in a black suit appears â€Å"Mr. President Sir, we must take you to safety. The tsunami will arrive shortly. Sighing, he looks out the window before following the man out. â€Å"Have all the other citiz ens nearby been taken care of? † Continuing to walk, the man responds, â€Å"Yes sir.We did as you asked, and brought those closest to the building to a safe vicinity. † Nodding, he walks up the stairs to where a helicopter awaits. -The boys and their father reach the top of the stairs, carefully opening the door. The view is pristine, as if the world was washed clean and born anew. Cities have gone underneath the waters, but it looks beautiful. The father walks a little further, standing in front of the boys. â€Å"So, I take it you weren’t able to save your mother? † They both clench their fists, unsure of what to say at first. â€Å"Yeah†¦ she kinda saved us†¦ there was nothing we could do about it, Dad. He turns around and looks at his boys, his face flooding with tears. â€Å"Its okay, I understand. I think she would have wanted it to be this way. †-The movie ends with overviews on the places that got hit, damages and deaths left beh ind from the tsunami. It will show help that arrives to assist the survivors with food and shelter, along with treatment for their wounds. And lastly, with a news report of how many prominent cities are now underwater. Justification for the choice of disaster. The nature of such a disaster would be Global Warming reaching its peak, and causing a disaster such as this.While it would not naturally happen this fast, unless we really do pollute it highly within the next few years. The act of something like this happening would be Mother Nature’s way of cleansing the world of the pollutants we so carelessly provided. Global warming is something we all know and are concerned about, unless you’re one of the skeptics. Global warming is the cause of excessive pollutants in the air, the causes of which are car exhausts, aerosols, air planes, and more. Our earth’s atmosphere naturally keeps heat inside to protect and heat the earth from, what would be, subzero temperatures .However, with excessive amounts being added into the atmosphere the earth is warming at a constant rate. There have been multiple impacts due to Global Warming in the past. Severe atmospheric changes causing severe storms, droughts, higher spread of diseases, and more. One example would be Hurricane Katrina. â€Å"Hurricane Katrina, which wrecked New Orleans in 2005, focused the world’s attention on the way extreme weather events can overwhelm man’s defenses† (Brown, 2007, pg. 186). The hurricane had become more dangerous due to the excessive warmth in the oceans.Another example would be countries becoming drier than it should be. It may not sound all that bad, but when its countries that are already experiencing hard times that are getting hit by this; that’s not good whatsoever. Wulf Killmann, chair of the U. N. Food and Agriculture Organization’s climate-change group said, â€Å"Africa is our greatest worry. Many countries are already in diffi culties, and we see a pattern emerging. Southern Africa is definitely becoming drier† (Brown, 2007, pg. 195). These are just a few of the issues concerning Global Warming. Others will arise as the situation worsens.Global warming will be incorporated into the film as an idea to what could happen should we let things escalate out of control; a warning, per say. So that we know that we need to do something, about this issue, before we can do nothing about it anymore. Since people do not seem to really take in the severity of an issue until it’s too late. The best way this disaster can be represented would be with CGI. Existing footage tends to work well, however, if the quality is not on par with the movie quality it will stand out and lessen the value of the film. With CGI, you can make it give you want you are expecting and make it snazzy.It’s cool if the movie looks high tech and gives a threatening image in our minds about the future, that’s what we want . Especially when it’s a film about something that can possibly happen to us; it makes people pay more attention to their surroundings and want to do something about it. But the CGI has to be done right. I have seen movies with it, and you could tell they weren’t real. This problem would be overcome to make sure it looks much like reality. There are movies out there that don’t always describe what’s going on. We need reasons for why this is happening and why now. It makes it more realistic.The concept is still good, but the presentation could have used some improvement. The disaster that will occur in the movie should be the most important part of the movie, thus, it deserves a splendid introduction, no? Poor presentation is the same thing as a rushed story, it is not as great as one that has taken time to progress and reach the climax. People enjoy suspense, and that is a good thing to use until the main attraction appears. Another thing that would be av oided would be cutting corners. A movie should be the best it can be. As such, with the right ideas and right people, it can happen.