What is the evidence re: Otitis Media and its effect on language development?

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Otitis Media with Effusion (OME) is recognised as one of the most prevalent childhood illnesses. OME is described as an inflammation in the middle ear that is usually associated with a build-up of fluid. When this occurs several times a year, it is referred to as recurrent otitis media (ROM) (Casby, 001).

There is extensive and emerging research surrounding the connection between ROM (with associated hearing loss) and speech-language development. Although multitudes of research findings and explanations exist, a consensus about the impact of ROM on speech-language development has not yet been reached.

Although the evidence base in the literature is inconclusive, there is a general consensus that hearing is the primary avenue for language learning, social communication and interaction, and education. Almost any hearing loss has a negative impact on language learning and academic development (Madell, 18, p.). Therefore if hearing loss occurs within the first years of a child¡¦s life (during the period of pre- and early verbal development) it is likely to effect auditory processing, later communication development skills and academic achievement and hence place the child at risk for lowered speech-language outcomes (Boswell, 1).

Numerous studies are prospective and hence considered the optimal design for studies. However, with the exception of a few, most present variable results and are less conclusive about the relationship between ROM and language development. In contrast, others are restricted by their retrospective nature presenting methodological flaws, yet provide conclusive evidence that OME has a marked negative effect on speech-language development. It is noted that many studies vary considerably due to a number of factors (sample size, socio-economic status (SES), lack of valid and reliable measures of hearing.

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The following studies provide evidence of a relationship between ROM and speech-language development;

„h Friel-Patti & Finitzo (10) (prospective study) „³ relationship between OME and language is mediated by hearing.

„h Shriberg, L., Friel-Patti, S. Flipsen, P., & Brown, R. (000) „³ ¡§OME and associated elevated hearing levels increase the risk for lowered speech-language outcomes at years of age¡¨ (Shriberg et al., 000)

„h Groenen, P. Crul, T,. Maassen, B. & Van Bon, W. (16) „³ ¡§children with OME experience demonstrate a greater mean ¡§just noticeable difference¡¨ (JND) than children without early OME experience.¡¨ (p.4)

„h Paradise. J, et al. (000) „³ persistent early-life MEE causes slight impairments of receptive language and verbal aspects of cognition.

„h Shriberg, L., Kertoy, M.K., Katcher, M.L., & Block, M.G. (000) „³ study supports a positive relationship between ROM and speech development

In contrast, the following found a negative correlation between ROM and speech-language development;

„h Paul, R., Lynn, F. & Lohr-Flanders, M. 1 „³ no differences in expressive language outcomes in either group that could be firmly attributed to a history of ROM.

„h Grievink, E. Peters, S, Van Bon, W, & Schilder. A. (1). „³ a history of OME was present amongst - 4 year-old children, but did not have a negative consequence for language performance at 7 years of age.

It is evident that the current literature on ROM and language development is overflowing with reports of inconclusive findings. Therefore, the argument still remains unpersuasive as to whether ROM (with associated hearing loss) has long-term consequences on speech-language development.

Possible implications of this evidence for Speech Pathologists

The possibility of ROM and its associated hearing loss introduces new responsibilities for health professionals, particularly Speech Pathologists (SP). The SP may be the first point of contact and although they may be unable to provide caregivers with conclusive evidence regarding the impact that ROM has on speech-language development, they are able to contribute in the areas of;

„h Diagnosis and referrals,

„h information provision (emphasise to the family the importance of hearing for communication and increase awareness and education)

„h monitoring (changes in responsiveness to sounds) (Boswell, 1, p.15)

If the SP ensures hearing is tested it can be accepted / eliminated as a contributing factor to speech-language development.

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Women's Rights

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Women's Rights

"Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it's the only thing that ever has," commented Margaret Mead after a lifetime of observing diversity in cultures from around the world. After 150 years of fighting for equality among the sexes, people today have no idea of the struggle that women went through so that women of future generations could have the same privileges as men. Seven generations have come since the women's rights movement and the women of these generations have different opportunities in family life, religion, government, employment, and education that women fought for. The Women's Rights Movement began with a small group of people that questioned why human lives, especially those of women, were unfairly constricted. These women also worked deliberately to create a better world.

The movement marks it's beginning as July 1, 1848. This movement didn't just happen because someone thought that it was time for women to have the same rights as men, women of all ages came together at the start of it in order to fight for equality among the sexes. Women have affected changes in laws and human nature by holding meetings, petition drives, lobbying, public speaking, and also by demonstrating nonviolent resistance. Leaders of the movement fought for freedom in family life, government, religion, employment, and education. Over the years, they have successfully gained access to these freedoms and luxuries because a group of women never gave up and fought for the things that they believed in.

As a leader of the Women's Rights Movement, Elizabeth Cady Stanton drafted the "Declaration of Sentiments" which drew its inspiration form the Declaration of Independence. Through this declaration, Stanton enumerated areas of life where women were treated unjustly compared to the treatment of men. By using this writing, Stanton campaigned for women's rights by paralleling them to the "American Symbol of Liberty." The most famous arguments from the writing that are heard over and over again throughout the duration of the movement was "We hold these truths to be self- evident by their Creator with certain inalienable rights that among these are life, liberty, a and the pursuit of happiness."

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"The history of mankind is a history of repeated injuries and usurpations on the part of man toward woman, having indirect object the establishment of an absolute tyranny over her. To prove this, let facts be submitted to candid word," said Stanton of the abuses of women. After having said this, she went into the specific abuses. The offenses included married women were legally dead in the eyes of the law, women were not allowed to vote, women had to submit to laws when thber had no voice in the in their formation, married women had no property rights, husbands had legal power over women and responsibility for their wives to the extent that they could imprison or beat them with impunity, divorces and child custody favored men and gave no rights to women, women has to pay property taxes even though they could not have any access to property ownership, most occupancies were closed to women but the women who worked earned a fraction of the salary of men, women were not allowed to enter professions, women had no right to and education after high school, women could very rarely partake in any church function, and finally, women were robbed of their self-confidence and self-respect, therefore making them completely dependent on men.

Upon introducing those offenses to other women, Stanton and other leaders of the movement began planning the first Women's Rights International Convention that was to be held in Seneca Falls, New York, July 1-0, 1848. During the two-days of discussion at the convention, the Declaration of Sentiments and twelve other resolutions received unanimous endorsement. The only resolution that did not pass was the call for women's enfranchisement. To most, the idea that women should have the right to vote was inconceivable and unheard of.

The suffrage victory drew near in 11. Around this time, the National American Woman Suffrage Association was in the process of reconfiguring itself into the League of Women Voters. Through this league, members would ensure that women would take their hard-won vote seriously. They would also make sure that women used the privilege wisely.

Shortly after the formation of the League of Women Voters, the Women's Bureau of the Department of Labor began in 10. The purpose for establishing the Bureau was to gather information about the situation of women at work. It also advocated for changes that it saw necessary to society. Many women voters also became actively involved by lobbying for legislation to protect women workers from abuse and unsafe working conditions.

The Women's Bureau of the Department of Labor served as inspiration for Alice Paul, a Women's Rights Movement leader, to draft the Equal Rights Amendment in 1. She thought that this would be the wisest step in the fight for equality among the sexes. This Amendment would guarantee that women would be granted the same rights as men. Basically, women would be guaranteed employment of their choice and a higher education if they so desired, regardless of their location.

After women had won the fight for basic freedoms and privileges, a second-wave of the Women's Rights Movement began rapidly approaching in the sixties. This part of the movement was called the "Birth Control Movement." A public health nurse, Margaret Sanger, initiated this part of the Women's Rights Movement. In her opinion, if women had the right to vote and other privileges, then they should have the right to control their own body, especially when it came to their own reproduction and their own sexuality. The goal of this wave was to allow women the privilege of deciding whether they would become mothers or not and if so, when that would happen

Throughout this time, women began to advocate for women's reproductive rights and surrogate motherhood. They also began to fight for protection from pornography and sexual harassment. In the fight for women's reproductive rights, women fought for the right to terminate pregnancy through abortion or prevent pregnancy through birth control pills. For the surrogate motherhood issue, some women argued that it was the free right of women to "rent" out their womb. In other words, they thought that it was their right to have children for the women who couldn't bare children. In the struggle for protection from pornography, women argued that it could be potentially dangerous for women and that it was degrading to them. Some women also said that pornography was a free speech issue and that women could choose for themselves what they wanted because of the First Amendment. In the debate over sexual harassment, women wanted more protection and punishment from sex offenders because of the trauma that rape puts women through. In their defense, it also causes oftentimes-serious medical problems as well as emotional trauma. In the fight for reproductive rights, sexual harassment also alluded towards abortion. One of the topics brought up was that if a woman was raped and she got pregnant from the offender, she should have the right to abort the pregnancy because it was unwanted. Thus, these topics brought about the most serious and controversial issue that is still being debated over today abortion.

Abortion is often considered one of the most controversial issues of the post-suffrage movement. Abortion is a surgical procedure in which the fetus is killed in many different ways. The most "popular" form is by partial- birth abortion in which the doctor delivers almost the entire unborn baby except for the head. Once the body is out, the doctor then drills a hole in the baby's head and sticks a catheter inside the baby to suction out the brain. This cause the baby's heads to collapse and in turn kills the baby.

The issue of abortion was first brought up in front of the Supreme Court in 17 when t6he Roe vs. Wade case was introduced. This case legalized all abortions. The courts decided that it was the right of women to decide whether they wanted to have a child if they were to get pregnant.

Although abortion is a very emotional and controversial subject, it is also something that women have to decide for themselves. Many of the rights that women have won because of the Women's Rights Movement are based on opinions. Women can either take advantage of their freedoms and privileges, or they can just not do anything about it. For instance, it is basically up to a woman if she decides to vote or not.

The women's rights controversy does not only exist in the United States. In many other parts of the world, such as India, women suffer from discrimination because of their gender. They suffer from many grievances that women from previous generations suffered from before they started the Women's rights Movement.

"Women and men will enjoy, in practice, equal rights, equal access to and control over productive resources, education, health, land, other forms of property, shelter, credit, information, knowledge, skills, technology and markets by adoption of affirmative action wherever necessary, and by the removing identified impediments." This was an excerpt from India's country paper at the Fourth United Nations Conference that dealt with women's rights. Many of the inequalities that women suffer from in India are rooted in the traditions of its communities and are both social and cultural in nature.

Under the Convention on the Elimination of Discrimination Against Women, India is legally obligated to protect women's rights. Also, the International Covenant on Civil and Political Rights guarantees that women's political and civil rights will be protected by the Indian government. Both of these state that all states parties will take all appropriate measures that will eliminate discrimination against women in all aspects of Indian culture. The CEDAW also ensures that parties will modify all social and cultural patterns in the conduct of men and women. In doing this, superiority will not be placed on men and will be shared equally among men and women.

In India, women are looked down on because they are supposedly not as capable as men. In some cases, abortions are performed in India once the mother and father find out whether their unborn baby is supposed to be a girl or boy. Mothers choose to do this because girls are not considered to be as fit as boys. They also do this to avoid paying large dowries on the marriage of their daughter. The beliefs that girls are not as fit as boys have to do with the social and cultural beliefs. In India, having a girl means many different things from bad luck to financial ruin and extreme hardship.

Women in India also have to worry about the threat of rape. Rape is often targeted more towards women belonging to lower castes and tribal women. This is because women of lower castes and tribal women are very rarely acknowledged because of social and cultural norms. As in other countries all over the world, rape is extremely common in India.

Regardless of where you live, what country you go to visit, there is going to be discriminations placed on women because of gender. Unfortunately, in some countries, women would be arrested for standing up for what they believe in. Women in the United States stood up for what they believed in without being punished for it in most cases because of the First Amendment. Women in other countries are often sometimes afraid to voice their opinions because of the consequences of doing so. In some countries, the standard for criminal offenses are very different from that of the United States and the punishment terms are often very different.

So in conclusion, regardless of where you go, equality among the sexes is an ongoing battle for women. They fight for the basic rights of humans while fighting against traditions and social and cultural norms. Women today are faced with so many more opportunities than women of previous generations. However, many women are held back from these opportunities because of the belief of men that they are superior to women. Basically, no matter what women do, there will always be discrimination against women whether it is for employment opportunities or educational opportunities. In today's world, women have won many more privileges because of how much times have changed since the start of the Women's Rights Movement. As stated before, the struggle is an ongoing battle that will most likely never end.

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Goodnight Moon Thematic Purpose

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In Margaret Wise Brown's Goodnight Moon, the character and dialogue of the child bunny, and also the use of rhyme and repetition throughout the book, has been influential for distinguishing a thematic truth. These ways help the author to prove that love and self-worth are two of the greatest gifts one can posses.

The child bunny in this story shows throughout this book, the use of rhyme, and repetition to show the truths about how children of that age (6 or 7) feel, and the importance of their feelings. At such a young age, children often feel most sure of themselves when they are around the things that make them comfortable. Goodnight Moon illustrates how one child explores his self worth by reminding himself of the things with which he is most familiar with so that he knows no matter what these things are real. Such as when he says "Goodnight Room", you see that the young rabbit is comfortable and familiar with his room and gives him a greater sense of self-worth.

The book also explores the deep emotions of children. When a child falls asleep, they often feel that they are losing a sense of reality. At that young age a sense of reality helps to develop ones mind and sense of stability. This is why most children are scared of the dark; they lose their sense of reality. But one way to overcome that, as shown in the book, is to remind ones self about the things they are most familiar with. When the bunny says "Goodnight Mittens and Goodnight Kittens", and other things, the writer uses rhyming to illustrate the familiarity between the rabbit and things that make him comfortable, and to remind of the stability in life.

The book focuses a lot on love. As many know, love is one of, if not the most, important trait that should be in a child. Throughout the book, the repetition of the word "Goodnight" shows that the young bunny cares for these things, and that they are important to him. The book creates sort of a serene perspective of life, based on the many examples. One such is the two young kittens and the mouse, both of which the bunny says Goodnight to, and if you notice the mouse is right behind the kittens, but there is no sense of hostility, thus showing the loving that love is key to the life of a child.

Life is only temporary. It is the greatest gift we have, and everyone should spend his or her time wisely. To live life to the fullest, one must understand and posses these all-important traits, Love and Self-Worth, as the young bunny in Goodnight Moon possessed.

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Che Gueveara: Man or Myth

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Ernesto Guevara Man or Myth?

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Imagine trekking through the dense jungles of Bolivia with terrible asthma, fighting to liberate the oppressed poor of the nation. Now imagine being captured by the Bolivian army. Imagine being interrogated, tortured and then executed. Ernesto Guevara faced these conditions throughout his entire time as a guerilla fighter. Many people have mixed views on this man. Has he become more of a myth than a talented revolutionary? Neither "Che" nor his use of guerilla was tactics were vital to the Cuban revolution.

Many events in Guevara's early life inspired him to be the person he became. Ernesto "Che" Guevara was born on June 14, 18 in Rosario, Argentina. His parents, Celia de la Serna and Ernesto Lynch, were known to be very militant to the dictator of the time, Juan Peron. To say the least, Guevara found himself in a very politicized environment. By the age of two "Che" was suffering from severe asthma. This only made Che a more active child. "Playing games such as cops and robbers and trench warfare" (Anderson 14).

In his late teen's Guevara went on a motorcycle trip throughout South and Central America. During his trip "Che" encountered many injustices done to the masses. Some would say that this voyage shaped many of his political views. In 157, "Che" joined Fidel Castro in Mexico City. Ten years later "Che" was working towards the liberation of Bolivia and was captured by the Bolivian army. On October 8, 167 Guevara was executed in Vallegrande, Bolivia. His hands were cut off so his body could not be identified, and his corpse was thrown in a mass grave along with many of his comrade's.

Many people would argue that Guevara was a major component of the Cuban revolution. His theories were well known and he had many published works on the subject of guerilla warfare. Others would say that his image has become more of his claim to fame than what he did for the revolution. It is as if Che has become god- like.

There are numerous arguments that have risen concerning Che's real participation in the Cuban revolution. First, "Che served as a compelling symbol of the dedicated revolutionary whose actions were always consistent and in harmony with his moral ideals" (107). Many would also argue that Guevara was a tactical genius, which was made obvious when he published Guerilla warfare and invented his "foco" theory. Some would comment that Che's major success was his direct participation in the Cuban revolution. And that, "without Ernesto Guevara, Fidel might never have become a communist. Without Fidel Castro, Ernesto Guevara might never have become more than a Marxist theorist, an intellectual idealist" (5).

To say that Che Guevara was a necessity to the Cuban revolution would be a lie. This man was dedicated only to being "An effective, violent, selective and cold killing machine" (106). While Guevara was commended by some for his writings on guerilla warfare others thought they were ludicrous. He stated that a group of 0 dedicated revolutionaries could topple an entire regime. To add to this, Che's "foco" theory was discredited after his capture and execution in 167. Throughout the years Guevara has been connected with the strategic aspects of the revolution. In reality, "Decisions regarding tactics; strategy; resource allocation and political ties… were made by lesser known individuals from the underground movement, not Che Guevara" (Sweig ). Che Guevara was not a communist the first time he met with Fidel. Before Guevara met Castro in 157, he considered himself nothing more than "a non conformist with a keen sense of social justice" (4).

Ernesto Guevara has become more known for his image, than as a man whose guerilla tactics were vital to the revolution. He has become a legend in the minds of many. "Che was transformed into a symbol of revolutionary commitment and heroism". Many Americans consider him to be a mere relic of the revolutionary 160's. In European nations, especially among the youth he has emerged as a pop icon with no real grounding in world history. Many of our nation's teens wear t-shirts adorned with his likeness. Yet they neither know who he was or what he stood for. Still, in Cuba, Che

remains as a symbol of hope and perseverance among the masses of people. It has been

4

said that "he brought to mind the image of Christ" (106).

I have come to the conclusion that although Ernesto Guevara was not as vital to the Cuban revolution as many have thought. Che has become a symbol. For some he was a revolutionary fighting for the masses. For others he was merely an early terrorist who had impossible dreams of liberating south America. Either way Guevara has become a myth, a legend. A man that lived his life for others yet never trusted anyone. Che Guevara will always be remembered as something. Be it a revolutionary or a god.

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The Armenian Genocide

If you order your research paper from our custom writing service you will receive a perfectly written assignment on The Armenian Genocide. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality The Armenian Genocide paper right on time.

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Most people don't even know about the Armenian Genocide, some chose to

forget it. The Turks are still till this day in denial. The Armenian population was

almost completely abolished. How could anybody not know about this incident?

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What happened to the Armenians was tragic. No body really knows why the

Armenians were targeted. Many questions evolved in my mind while conducting

this research. And this is what I've found.

The ottoman Empire decided to carry out a genocide against the Armenians.

Not only did Turkish soldiers carry out the genocide order but so did regular

citizens. They found it to be a opportunity for rape, kidnapping, and plunder.

Many people say that the Armenians were targeted because they were wealthy

and they had a reputation of having a higher education level. The Turks were

green with envy.

As world war one raged the Turkish government (ruler of the ottoman

empire.) Decided to exterminate the male Armenian population as for the rest,

woman, children, and the elderly were sent on a death march. The marches

consisted of extreme violence and starvation and deprivation- the leading

deaths of the initial gendercide.

The international community condemned the Armenian genocide. In May

115, Great Britain, France, and Russia advised the Young Turk leaders that

they would be held personally responsible for this huge crime of extermination

against humanity. In the United States there was also a huge outcry against the

mistreatment of the Armenians. At the end of the war the Allied powers

demanded that the Ottoman Empire kill the Yong Turks accused of wartime

crimes. Dispute the morale outrage there were no actions taken against the

Ottoman Empire. There were no punshiments for the people who were

resonsible for this massive bloodshed. There were trials but no one ever thought

of a punishment. They never spent time in jail. So for almost completly

estingising and whole ethnic and generations to come there are no lasting effects

of this genocide.

here are many similarities between this genocide and the Holocaust. The

Armenians were sent on a death march and departed from their loved ones.

The Armenians were brutally murdered so were many in the Holocaust.

Many also died form starvation. The only real difference was who did and when

it all happened. The Armenian genocide was so gruesome, I feel horrible

that more people aren't aware and more educated about what happened to

an entire culture.

Please note that this sample paper on The Armenian Genocide is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on The Armenian Genocide, we are here to assist you. Your persuasive essayon The Armenian Genocide will be written from scratch, so you do not have to worry about its originality.

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Stanley Kubric's use of montage and mise-en-scene in A Clockwork Orange

If you order your cheap term paper from our custom writing service you will receive a perfectly written assignment on Stanley Kubric's use of montage and mise-en-scene in A Clockwork Orange. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Stanley Kubric's use of montage and mise-en-scene in A Clockwork Orange paper right on time.

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ʑStanley Kubrick is a director notorious throughout Hollywood for his unconventional,

and often morose, films. He is a perfect example of a director who uses montage and mise-en-

scene to his advantage to create a certain mood and reinforce the themes of a film. Clockwork

Orange is a story which takes place in the future and tracks the leader of a gang of hoodlums

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particularly fond of committing acts of "ultra-violence." The same themes which are prevalent

in Kubrick's other movies appear here as well (the downward spiral of humanity, death,

destruction, and mayhem.)

The plot of Clockwork Orange is conveyed mostly by Kubrick's brilliant use of montage.

The first cut in the movie comes after a blood red screen and features the main character, Alex,

and his "rouges" looking sinister and drinking milk. From the film's outset we are tied to Alex,

the group's leader, in the eeriest possible manner, which sets us up for what is to come. There is

also an element of foreshadowing in the first shot of a red screen, which seems to suggest the

violence which ensues.

There are also numerous point-of-view shots which create a connection between Alex and

the audience. However, Alex is not exactly a person we want ourselves to identify with, but due

to the manner in which the film is shot, we end up sympathizing with him in spite of ourselves.

We follow the story through his eyes and therefore develop a strange love-hate relationship with

him.

There are also numerous examples of Kubrick using montage to create transition so that

the story goes along smoothly. However, Kubrick is far from the archetype Hollywood film-

maker and therefore does so in a subtler, more symbolic manner than the classic continuity style.

One such symbolic cut is seen early on in the film when he cuts from the gang beating a

homeless man to a close up of an elegant looking stage with artwork and fantastic detail. To

further create a serene atmosphere, classical music is playing, but this is in conflict with the

action that is taking place. The viewer is tricked by the initial cut, but when the shot opens up to

include the big picture, we hear screams of a naked woman who is struggling with four or five

young men who intend to rape her. There are undercurrents of theme echoing throughout this cut

and many others that allow the unsettling story to unfold by making the viewer uncomfortable.

Later on, after Alex has gone to jail and undergone a "treatment" which makes him sick

at the thought of violence, other shots occur which create transition and also convey a deeper

meaning than simply letting the story unfold on its own. After he has been beaten by his old

comrades and left in the wilderness, Kubrick cuts from a shot of Alex screaming in pain, to one

of lightning, to one of a sign that reads "home." In these three simple, successive pictures we

have ascertained that Alex is feeling completely alone, helpless, and scared and that "home" is

where he desires to be more than any other place at that moment in time. As if the viewer and

narrator had not already been through enough emotional distress, Kubrick then cuts to a shot of

an old man at his typewriter. This is the exact same cut we see in the beginning of the film

because, ironically, Alex has ended up at the exact same house his gang forced itself into years

ago to rape the exact same man's wife.

After the old man has given Alex shelter and medical attention, Alex takes a bath and

gets a little too comfortable. He begins to boisterously sing "Singing in the Rain," the same song

he sung years ago while performing the old "in and out" on the old man's wife. Kubric cuts from

a shot of Alex, feeling warm and safe in his bath, to one of the old man gripped by terror at the

most disturbing camera angle so that the audience can watch him convulse and see the whites of

his eyes. Again there is contrast between Alex's comfort and the old man's trepidation.

Lastly, Kubric also uses montage as a device for transition, such as when Alex jumps out

of a window to escape the torment of having to listen to Beethoven's Ninth symphony. Once he

jumps there is a shot of him falling and then a cut to a black screen. Not only is this another

point-of-view shot, but it also creates a small pause in the action. We know Alex cannot be dead

because he's the narrator (which he so kindly sums up for us in the next scene in case we were in

doubt.) So the shot conveys a change and prepares us for the fact that something about Alex will

be drastically different when we return to the action (and in fact when we do, he's "cured.")

The last point on the subject of montage is that it is used to convey the movie's theme. In

Clockwork Orange Kubrick cuts to images of very powerful allusions to convey the theme of

destruction. One such allusion is a cut of the Third Reich which is shown to Alex during

"treatment." Another very powerful image is that of Jesus which is used more than once in the

film. Early on, when Alex settles down in his room after a late night of "ultra violence," Kubric

cuts to shots of a statue of Jesus, but in a manner that makes it appear as if Jesus were dancing to

the music which is playing. Such an affront to religion makes very clear the type of world the

story takes place in, and that traditional values of righteousness have lost all validity. Jesus is

alluded to again later on, when Kubrick cuts to a re-creation of him carrying the cross. This is

supposed to give us a glimpse into Alex's mind and we are tricked into believing for a second

that he might have changed his ways. However, when the shot becomes wider we are horrified to

see that Alex is in the scene, driving Jesus forward with a whip. This simply reinforces the fact

that the world has become a cold, loveless place.

The last two powerful cuts occur towards the end of the film and in the last scene. First,

after Alex is drugged and locked in a room where Beethoven's Ninth Symphony is booming,

Kubric cuts to a shot of the old man rejoicing in Alex's agony. His expression and the fact that

there is complete silence dramatize the cycle of violence. The last example is the last shot in the

movie, where Kubrick cuts to a shot of sex and violence in the clouds (what's going on in Alex's

demented mind) and the movie ends that abruptly, completely contrary to the lofty moral

expectations of the typical Hollywood film-goer.

Mise-en-scene is the other stylistic device Kubrick uses to convey the themes of

Clockwork Orange. The set design is one example of how the film visually conveys its deeper

meaning. Throughout most of the movie, the sets are almost completely barren, have

disconcerting angles, or are filled with trash. This evokes an unsettling feeling in the viewer and

communicates the fact that humans have literally trashed their emotional environment. This

theme can even be seen in the landscape. For example, when Alex and his "rouges" flee the

scene of a crime and are driving down the road, there aren't even leaves on the trees. There is

absolutely nothing comforting in their world. Furthermore, when Alex's gang breaks into a

home, the dominant color in it is white in order to represent the victim's innocence and the

senselessness of their crime.

The set design is also used to enhance the plot of the film. When Alex is in jail, the

exercise yard looks like a shoe box with the inmates as little miniature people trapped inside of it.

There are no windows or pictures, but simply four brick walls. This amplifies Alex's feelings of

frustration and captivity. In contrast to the set of the jailhouse, the treatment center is primarily

made of glass, to show the proximity of the outside world (a destination Alex is desperate to

reach.) Once Alex has arrived home from treatment, his colorful (yet still not warm and inviting)

apartment is no longer his home and the shot cuts to him walking down by the river where almost

everything is tinted blue to exemplify his loneliness. When Alex is bathing in the old man's

bathroom, there are plants on the windowsill. This is not characteristic of the decor but makes

the viewer feel more comfortable and thus convey's Alex's feelings of contentment. Later on,

the old man tells Alex to "Try the wine..." and it looks a great deal like blood. This foreshadows

his revenge. When the old man has friends over who "sympathize" with Alex, there are big,

disturbing bright lights behind them which suggest that something is askew and that he is being

interrogated. Lastly, when the old man is torturing Alex, the set design is the most commonplace

that we see throughout the movie, which is contrary to the fact that Alex feels most

uncomfortable there.

In several instances Kubrick uses the shot to convey the film's themes. For example,

when the doctors are "treating" or in actuality torturing Alex, the light shines on them so they

look almost saintly. This suggests that pain and suffering are prevalent in the culture and are not

particular to the criminals. Again light is used when the government tries to boast about the

success of Alex's treatment. The shots are filmed from behind so that light shines on the people

on stage, making them appear saintly when, in fact, they represent sex and violence. Thus the

desire to be good is replaced by the temptation of evil. .

Kubrick's shots are also used to strengthen the plot of Clockwork Orange. In the

beginning, the shadows of the gang as they approach a victim are formidably long to convey their

power and brutality. The eerily long shots of Alex's face are another reason we identify with him

from the beginning. In support of the auteur theory, Kolker describes Kubrick's affinity for long

shots when discussing 001 A Space Odyssey. When Alex is being interrogated after getting

caught, the scene is shot in the corner of a small room to emphasize the feeling that he is trapped.

At the treatment center we always see Alex as diminished with the doctors looming over him, his

head is small and vulnerable with crazy gadgets holding his eyes open. Once Alex returns home,

the shots of him are closer and more intimate than with any other character, so again we

empathize with him. When Alex meets the homeless man he attacked at the film's outset, he is

accosted in a tunnel where he looks trapped and vulnerable. Lastly, when the official who

recommended Alex for "the treatment" visits, the shot displays his guilty feelings by juxtaposing

Alex dressed in white with the official dressed in black and enveloped in darkness.

Finally, the camera angles are elements of the mise-en-scene used to reinforce the

movie's plot. First, when Alex is in control of the gang, he is always the dominant figure, the

others sit or lean while he stands. When he is challenged by another member of the group, they

come face to face. This routine changes, however, when he is being interrogated by the police.

Then the camera is constantly looking down on him to highlight his vulnerability. Later on the

same trend occurs when he meets two old gang members who have become policemen. When

the two take him out to the woods, there is a shot held for an incredibly long period of time of

just their backs. Since we cannot see their faces we are in suspense and curious about what will

become of Alex. Lastly, when there is a shot of the old man, the camera, for the first time since

Alex's arrest, is again looking down. This suggests that there might be a ray of hope for the

narrator. However, when he realizes that Alex is the same man who raped his wife the camera

angle changes and there is a close-up where the camera is looking up into his face.

There are many examples of how montage and mise-en-scene can reinforce the plot and

themes of a movie, especially when executed by a skilled director. Within these two categories,

there are subcategories such as set design, shot, and camera angle. Examining these elements is

integral because all too often we view films simply for entertainment purposes when there is a

reason behind every decision in film making that we should pay close attention to.

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