A banana Essay Example | Topics and Well Written Essays - 500 words

A banana - Essay Example Bananas come from the â€Å"genus Musa of the family Musaceae† (â€Å"banana†), and the seedless, edible ones come from the â€Å"species M. acuminata Colla or the hybrid M. X paradisiaca L.† (Morton 30). The different species of banana provide a clue to the fruit’s geographical origins, which is usually found in countries with tropical climates like Brazil, India, and Indonesia. Having various hybrids, meanwhile, further expands the fruit’s varieties and ensures continuous cultivation and propagation. Bananas are classified into major groups, such as Sucrier and Gros Michel, the Cavendish subgroup, and other cultivars (Morton 35). Mostly found in Colombia, the Philippines, and Burma, bananas from the Sucrier group are small in size, mostly sweet, and covered in thin skin (Morton 35). Due to their size and taste, bananas from this group are readily consumable and incorporated in dessert recipes. The Gros Michel group produces bananas that are larger from the ones in Sucrier group, yellow in color, and usually found in South America, Central Africa, and the Caribbean (Morton 36). The Cavendish subgroup, meanwhile, includes the Giant Cavendish, Dwarf Cavendish, and Bungulan (Morton 37). Medium-sized, thin-skinned, and delicate, the Dwarf Cavendish is usually found in China, East Africa, and South Africa. The Giant Cavendish is larger than Dwarf Cavendish, and closely resembles the Gros Michel (Morton 37). Riping unevenly during winter and prone to storage spoilage, Bungulan is mostl y used for cooking in Jamaica (Morton 38). Banana uses for food are as diverse as its varieties and hybrids. Eaten raw, a banana is peeled, sliced, or mixed with other fruits. Bursts of sweetness and undertones of tanginess are released from biting the soft, starchy flesh of a banana. Broiled or baked ripe bananas can be served with peanuts and brown sugar (Morton 41). When added in dessert recipes, a banana’s flavor and mushy

Management accounting Assignment Example | Topics and Well Written Essays - 1750 words

Management accounting - Assignment Example 235 Â   Fixed overhead volume efficiency 378 Â   Fixed overhead volume capacity 516 Â   Â   ----------- ----------- Â   Â   2129.1 325.5 Â   Â   (2129.1) Â   Â   ---------- Â   Â   (1803.6) Â   Â   Â   Â   Â   Â   ------------ Computation of the Unit Cost Units (Kg/Number of labour) Total cost (?) Per unit cost (?) Total Production (units) Units required for actual Standard production Units required for Standard Direct Material M3 1050 1680 1.6 2100 0.5 2130 1065 Direct Material M7 1470 2793 1.9 2100 0.7 2130 1491 Labour 525 3675 7 2100 0.25 2130 532.5 Variable production overhead 1260 2100 based on labour hours 2130 532.5 Fixed production overhead 4725 2100 based on labour hours 2130 532.5 Profit calculation of actual units: Sales (2100 x ?14.5) ? 30,450 Direct Material M3 (? 1,680) Direct Material M7 (? 2,793) Direct Labour (? 3,675) Variable production overhead (? 1,260) Fixed production overhead (? 4,725) Net Income 16,317 Profit calculation of budgeted profits: Sales (2130 x ?15) ? 31,950 Direct Material M3 (1065 x ?1.55) (? 1,650.75) Direct Material M7 (1491 x ?1.75) (? 2,609.25) Direct Labour (532.5 x ?7.2) (? 3,834) Variable production overhead (532.5 x ?2.1) (? 1,118.25) Fixed production overhead (532.5 x ?9) (? 47922.5) Net Income ? 17,945.25 From the detailed analysis of the computations of the operating statements and the information provided by the company, it is evident that the company is producing and selling units less than its budgeted figures show. The variance analysis is the most commonly used tool for evaluating the performance of a business by comparing its costs and revenues against the industry standards (Needles, Powers & Crosson, 2011) and ensure that right steps are taken for any kind of deviations or variances so that it can make necessary changes and reap...The main components of this statement are sales, cost of goods sold and expenses; the primary areas of focus are the revenue amount and expenses amount (Slater , 2012). Every organisation tries to keep a tight control on its expenses so that it can fulfil the requirements of its business effectively. Being a cost effective organisation allows the organisation to maintain a strong financial position and also with their savings they can work upon other business strategies such as expansion strategies and forming business units. For instance, if the equipment maintenance cost is increasing, then it can consider replacing it with a new one (Hansen, Mowen & Guan, 2009). Replacing with a new one may seem a heavy expense initially but when compared to the replacement costs on a constant mode, buying the new equipment would be a cost effective choice. In every business, there are two main classifications of costs or expenses i.e. variable and fixed costs and they need to be adequately monitored so that sufficient amount of profit can be earned (Tulvinschi, 2010). All costs and expenses in the business need to be carefully recorded and analysed so that further decision making is according to the current financial scenario of the business. In the manufacturing business like Ash PLC, the variable cost is of utmost importance as it has to ensure that it can produce the units according to the industry standards and within its budget range.

Risk Management in Healthcare

Risk Management in Healthcare Introduction Risk is anything that involves danger. Risk can be physical, emotional, health, or financial wealth. Life is full of risks and we all take risk in our lives in order to move forward. Risk can be big or small and can be taken intentionally or unintentionally. Riskassessmentrefers to the process by which the short and long-term adverse consequences to individuals or groups in a particular area resulting from the use of specific technology, chemical substance, or natural hazard are determined (Batterman, 2013). An example of intentional risk would be doing your assignment but not knowing that you will pass it or not and an example of unintentional risk is not doing the assignment because you did not know you had one. So in order to manage risk it is very important to have some kind of plan in place with can reduce the effect of any future risk, this is known as risk management. Therefore risk management is identification, assessment and prioritization of risks. There are two major ERM p rogrammes (ISO 31000 OR COSO) which could be used by any organization as a guideline to reduce risk. In this assignment I have used ISO 31000 because it is the most-latest one and easy to understand. Question one Risk management should be well organized in the enterprise for this to happen the risk manager needs to find out the objectives of the organization in order to make a proper plan. This can be done by talking with the owner or other staff members of the facility. For example one of the most important priorities for any health provider is the health and safety of its clients and workers. It is crucial to have friendly and safe environment for the employees. This can be done by doing regular health and safety audits and teaching the staff and the residents about the health and safety. This as a result will decrease the percentage of accidents that happen at work and make it safer both for clients and workers. This can lead to exposure to lose as they have to put more money and labour into teaching the staff about health and safety. This can also result in loss of life or a serious injury. For example there can be an injury at the work place if the clients are not transferred from bed to the couch using a hoist. Using a hoist can be more safe, time efficient and as a result will decrease the number of causalities at work. Like this there can be various other risks at the hospital so it is the duty of the risk manager to prioritize the highly likely and least likely risk for the enterprise and make the plan accordingly. For example hygiene is very important for the hospital, so it is important for the residents to have shower regularly. This risk cannot be tolerated as it will prevent spreading of diseases and cross contamination. This is one of the essential parts of hospital so risk manager should follow this first. Question two The model that I have used for this assignment is IOS-31000 to identify the high risk to health care business. It was introduced in 2009. It is a code of conduct which is followed by the organization to provide standardized care to the clients. This can be used by any organization regardless of its dimension, action and segment. This can help the organization to increase the chances of improving their techniques, achieving objectives, allocate and use resources. It also provides guidelines for both internal and external programs. This organization can also compare and contrast their risk management policies with an internationally recognized benchmark therefore providing good principles for effective and corporate governance. ISO31000can be applied to any type of riskwith a few provisos. Firstly, the new definition of risk is the effect of uncertainty on objectives. The notes to the definition include: Objectives can have different aspects, such as financial, health and safety, and environmental goals, and can apply at different levels such as strategic, organisation-wide, project, product, a nd process. Thus, an organisation must set objectives that are relevant to its risk profile (Peace, 2009). There are also other related standards some of them are IEC 31010 and COSO. A risk management technique focuses on risk management. Risk management also helps the organization to understand the risks and make the decisions accordingly so it could effectively meet the objectives. IEC 31010: 2009 also focuses on risk assessment concepts and selection of risk assessment techniques. Question three Risk management process contains five different processes which are firstly identify the hazard, secondly decide who might be harmed and how, thirdly evaluate the risks and decide on safety measure, fourthly record your finding and implement them and finally review your assessment and update if necessary (Five steps of risk assessment ). In identifying the hazard the risk manager should be able to identify the risks that are most likely to happen in the hospital. The two ways to identify risk are retrospective and prospective risk. Retrospective risks are the incidents that previously occurred, so they are easy to identify. This can be done by reviewing audit reports, costumer complaints. Prospective risks are those that have not happened before but might happen in the future. As compare to retrospective risk this is harder to identify. This can be done by brainstorming, researching and reviewing system designs. This can also be done by talking with the staff members or looking at the documentation of the hazards and make the plan accordingly. For examples if falls is one of the major cause of injury in the hospital then there should be a proper plan in place. This can be done by using wet floor sign, making sure floor is dry at all times and assisting the residents when going to the toilet and provide training if necessary to the staff. Secondly the risk manager needs to decide who might be harmed and how. This will help him to know which risk has greater impact than another. The three categories to determine risk levels are qualitative, semi-quantitative and quantitative. Qualitative refers to the images based on some based on some characteristics rather than quantity. It is the most effective method of analyzing risk. Semi-qualitative test is one that doesnt give you the absolute amount of analyses in a sample. Lastly quantitative is based on mathematical or numerical numbers and quantity rather than the characteristics. For example it does not mean differentiating everyone by their names, but identifying group of people. If you share your workplace, you will need to know your work affects other staff members or members of public and therefore identifying how they might be harmed. In the third process of risk assessment the risk is evaluated and safety measures are taken. The risk evaluation involves measuring and comparing level of risks found during analysis process. Once risk has been identified it is the duty of risk manager to decide what to do about them. He has to be lawful and do everything reasonably practicable to protect people from harm. For example there is an infection breakthrough in the facility. It is the risk manager’s duty to make sure all the residents and works get immunized, all the clothes and bed sheets are cleaned properly and make sure everyone is safe from the infection and how can they prevent it in future. This can be prevented by using hand sanitizers, washing hands regularly, wearing gloves and using other precautions when necessary. Fourthly recording and implementing the findings. It is about treating the risk that we not acceptable in the previous process of risk assessment. This step is used to either eliminate or reduce the effect of the risk. Monitoring and reviewing is a very essential step of the risk management process which will result in positive outcomes for the hospital. Risk needs to be monitored regularly so that new risks are captured in the process and are effectively managed. For example risk assessment does not need to be perfect but it must be suitable and sufficient. A proper check must be made; you need to ask who might be affected; you dealt with all the other significant hazards, also took into account the number of people who could be involved; the safety measures are reasonable, and the remaining risk is low; and you have also involved your staff or their representatives in the process. Lastly review the assessment and update if necessary. At work sooner or later, there will be new equipments and procedures that could lead to new hazards, so it makes very much sense to review them. Therefore all the risk management assessment parts are related to monitor and review. For example there is a new hoist at work which is more effective and fast but the workers do not quite know how to use it. So it is the duty of the risk manager to put a plan in place and teach all the workers how to use it and review it regularly. This as a result will prevent any future miss-happenings and make work more safe and efficient. Conclusion This concludes that it is very important for the organization big or small to have risk management program and team in place to minimize the risk and for the better growth of the business. It can save lives and money and can be extremely profitable for the enterprise and safe for the employs. References http://www.broadleaf.co.nz/graphos/iso31000/iso1.gif Batterman, S. (2013). Defination. Risk Assessment , 653-655. Five steps of risk assessment . (n.d.). Retrieved April 24, 2014, from Health and Safety Executive : http://www.hse.gov.uk/risk/fivesteps.htm Peace, C. (2009). ISO 31000. Standard and Deliver , 44-47.

Victim - Original Writing :: Papers

Victim - Original Writing Such odd patterns the rain made on the wet window. It had been pouring for nearly an hour now; Rachel found it quite relaxing. She sat on the couch watching some stupid talk show about people who had been victimized by con artists. She shook her head slightly, sighed, and stirred her tea. Rising while holding the mug perfectly still, she went into the kitchen to empty what remained of her Earl Grey. Upon her return, she remembered that she had left the window in her room open. Earlier that night, she had been sitting by that very window; the rain felt cool and clean on her rosy cheeks. Rachel cursed herself for leaving it partly open, which allowed water to cover a small portion of her bedspread. "Oh well. It will be dry in a while." She said, not to anyone in particular as she was alone in the house, after all. There was one person too many in the house when he sprang from the closet. The man really didn't look dangerous. His plain white shirt and black jeans did not appear threatening. His uncombed brown hair and lean build did not startle Rachel. Even his hazel eyes, empty as they were, did not alarm her. It was the butcher knife he gripped in his right hand that chilled her blood. "Little girls like yourself shouldn't be home alone. They might get hurt or killed or†¦.." He sprang at her with the deadly blade, forcing her to the ground. She screamed from both fear and sheer surprise. He held the knife to her throat with one hand and began to unbutton her cream-colored blouse with the other. Rachel struggled violently, yelling, "Get off of me, you sick weirdo!" He only grinned and continued. She clawed his right arm with her pointy nails, breaking the skin. He shrieked and dropped his weapon. Rachel quickly snatched it in her right hand while her attacker was briefly injured. She then sliced him across the hand, shoving him off

Should English Be the Medium of Instruction in Sri Lankan Universities

Should English be the medium of instruction in Sri Lankan Universities Medium of instruction is a language used in teaching. It may or may not be the official language of the country or territory. Where the first language of students is different from the official language, it may be used as the medium of instruction for part or all of schooling and universities Bilingual or multilingual education may involve the use of more than one language of instruction. UNESCO considers that â€Å"providing education in a child's mother tongue is indeed a critical issue†Native-language instruction is the practice of teaching schoolchildren in their native language instead of in the official language of their country of residence. An English medium education system is one that uses English as the primary medium of instruction – in particular where English is not the mother tongue of the students. Because a working knowledge of English is perceived as being valuable, many states thro ughout the world where English is not the predominant language encourage or mandate the use of English as the normal medium of instruction.Bilingual education involves teaching academic content in two languages, in a native and secondary language with varying amounts of each language used in accordance with the program model. There are two ways of Bilingual education. First one is Transitional Bilingual Education. This involves education in a child's native language, typically for no more than three years, to ensure that students do not fall behind in content areas like mathematics, science, and social studies while they are learning English.Research has shown that many of the skills learned in the native language can be transferred easily to the second language later. The goal is to help students transition to mainstream, English-only classrooms as quickly as possible, and the linguistic goal of such programs is English acquisition only. In a transitional bilingual program, the stu dent's primary language is used as a vehicle to develop literacy skills and acquire academic knowledge. It is used to develop literacy and academic skills in the primary language. Second one is â€Å"Two-Way† or Dual Language Immersion Bilingual Education.These programs are designed to help native and non-native English speakers become bilingual and bi-literate. The two-way bilingual immersion program has 90% of the instructions in grade 1 in minority language which is less supported by the broader society and 10% in the majority language . This proportion gradually changes in the majority language until the curriculum is equally divided in both the language by 5th grade. The two-way bilingual immersion program is based on the principle of clear curriculum separation of the two languages of instruction.Teachers do not repeat or translate the subject matter in second language but strengthen concepts taught in one language across the two languages in a spiral curriculum in orde r to provide cognitive challenge. The languages of instructions are alternated by theme or content area. This type of immersion is required to develop the dual language proficiency, as social language can be mastered in couple of years, but a higher level of competency is required to read social studies texts or solve mathematics word problems, roughly around 5 to 7 years.This essay attempts to take into account of divergent views to deal with â€Å"Should English be the medium of instruction in Sri Lankan Universities†. . The debate on English as a medium of instruction in tertiary level education was always carried out among the Sri Lankan society. Majority claims that â€Å"who can never speak English with the degree of adequacy or fluency is not survived in the job arena of the white collar’s. † Almost the private sector investors’ basic requirement is the employees should be able to communicate with the mediation language of the globe.When we conside r about trading with other countries, tourism, IT Sector and the other areas of high salary paying employment opportunities govern by the people with the command in English. Or at least they know how to deal with the language and the opportunity they involved with. And jobs in the private sector which require functioning knowledge of English have enabled migration across the globe. However, one can point out the flaw in the system which restricts the benefits of the migration to 8-10% English speaking elite and middle class of the total population in Sri Lanka.Some view English as an elitist urban cultural value, derived from the west, which is imposed on the nation. This argument sees English as a language left behind by the whites and claims that cultural and linguistic authenticity is tied to thinking, speaking and writing only in vernacular languages. The argument also suggests that if the academia shifts to English it might sound the death knell for native languages as there wi ll be fewer and fewer literary works in native languages.The general obsession with English and with the notion of â€Å"sophistication† attached to the language has been a major cause of increasing divisions and psychological distress among the youth. University drop out rates can potentially increase among the students with weaker English skills. The above arguments tend to draw their inspiration from the fact that countries like Japan have done remarkably well in spite of a resolute emphasis on retaining their native languages even among children of the internet age.However, most works of science and human studies have, unfortunately, not been documented in Sri Lankan national languages to place complete reliance on the local medium even if we were to agree with the above arguments to do away with English. Developing our languages to impart higher education is important but depriving people of the access to the knowledge systems in English is not correct. It is important t o invest in education in our country to create resources to impart the language skills required to fully utilize the educational opportunities offered in English.To take a pragmatic view, introduction of English at an early stage in children’s education is necessary without being overbearing on the native languages. Perhaps we should look to the European Union in this regard, to develop multilingual skills without compromising on the native character of individual nation. Some Sri lankans are firmly convinced that the only way to learn English properly is to learn everything else through English.This is contrary to logic and evidenced both in Sri lanka and around the world. Children in every country today learn English, but they learn it as a foreign language, and learn it well, in all countries where English is not the native tongue. Consider countries like Korea, Japan, Germany, Sweden, Russia, Brazil and China. They have economies that are better than most. Their schools t each English, but employ their own mother tongues as the medium of instruction. Korea's population is equal to Sri Lanka.The Scandinavian countries are comparable, less in population size, to Sri Lanka Their languages remain vibrant, they create new knowledge and literature in their own languages and produce Nobel prize winners and world-beating companies. Of course, they also learn English, the de facto world language. Except in colonized Sri Lanka, nowhere do people believe that unless they abandon their mother tongue and embrace English as the sole language of instruction, their future is doomed.

Factors Affecting Lexical Access Time Essay

Words are known as the building blocks of language, as they help us to understand both written and spoken language. Word recognition and lexical access are known to be bottom up processes, meaning that we can identify what something is by learning its parameters and building our ideas upwards. Lexical accessing is the act of accessing our mental lexicon and obtaining all information about a word, such as its meaning, sound and appearance (Harley, 2010). Lexical processing consists of 3 main components, identifying, naming, and understanding. Identifying a word consists of simply deciding if the letter string is or is not a word. Understanding a word is the ability to access a words meaning. Naming a word consists of accessing the sound of a word (Harley, 2010). Psycholinguists are very interested in investigating word processing, thus the lexical decision task was introduced. This task consists of timing how long a participant takes to identify whether a word is familiar or not when they are presented with a string of letters that may be a real word, an impossible non-words or a possible. Whereas real words are words of English that follow phonotactic constraints and have meaning, possible non-words obey phonotactic constraints but lack meaning, and impossible non-words violate phonotactic constraints and lack meaning. During this lexical decision process, many factors will affect how long the participant will take to identify if the letter string is a word or not. To name a few, the frequency effect states that the more common or frequently used a word is, the easier it is to recognize as a word (Harley, 2010). Age of acquisition, is an effect that states that the earlier in life that a word is acquired, that the word will be easily recognized (Harley, 2010). Lastly, word concreteness and imagery has an affect as abstract words evoke less imagery than concrete words, in turn, high imagery words have better memory recall (Howell, 2010). Method In the present experiment, the experimenter is simultaneously the participant. The participant was provided with two set lists of letter strings. Each list of letter strings consisted of 20 letter strings that were either words, non-words or arbitrary strings of letters, in which the participant was instructed to complete a lexical decision task based on these letter strings. First, the participant was instructed to read the first list of letter strings, and say aloud to themselves â€Å"yes† if they decided the letter string was a word, and â€Å"no† if they decided the letter string was not a word. The participant was instructed to time and record how long it took for them to complete the list. The first list of letter strings is the following: tlat, revery, voitle, chard, wefe, cratily, decoy, zner, raflot, oriole, voluble, boovle, mrock, awry, signet, trave, crock, cryptic, ewe, himpola. Next, the participant was instructed to perform the same task using the second set list of letter strings, also timing and recording how long it took to complete this list. The second list of words is the following: mulvow, clock, bank, tuglety, gare, relief, ruftily, history, pindle, develop, norve, busy, effort, garvola, match, sard, pleasant, coin, maisle. Results The participant completed the lexical decision task of list 1 in 28.3 seconds and completed list 2 in 23.7 seconds. The following table shows the decisions made by the participant for each word. List 1| List 2| tlat: norevery: novoitle: nochard: yeswefe: nocratily: nodecoy: yes| zner: noraflot: nooriole: yes voluble: yesboovle: nomrock: noawry: yes| signet: notrave: nocrock: no cryptic: yesewe: nohimpola: no| mulvow: noclock: yesbank: yestuglety: nogare: norelief: yesruftily: no| history: nopindle: nodevelop: yes gardot: nonorve: nobusy: yes effort: yes| garvola: nomatch: yessard: nopleasant: yescoin: yesmaisle: no| Discussion In evaluating the results of this experiment, many factors come into action that effect the participant’s lexical access. Firstly, it is key to note the differences between the two set lists of letter strings. List 1 consists of both words, possible non-words and impossible non-words, while list 2 only consists of words and possible non-words. Due to the fact that impossible non-words are easily recognizable as a string of letters that is not in the English language, list 1 automatically decreases its total decision time, as both â€Å"tlat† and â€Å"mrock† both violate phonotactic constraints of the English language. This is because it was noted that impossible non-words are rejected more quickly than possible non-words (Howell, 2012). Aside from these two impossible non-words, one can see both set lists of words contain all possible words of English, which then causes the participant to go beyond the identifying stage in lexical processing and advance to the n ext stage, understanding. In the understanding stage, the words meaning is attempted to be accessed to aid in determining whether the string of letters is or is not a word. The frequency effect comes into play in this stage, as frequent words have a much shorter reaction time in the lexical decision task because they are familiar. Therefore, words such as â€Å"decoy† and â€Å"cryptic† in list 1 and â€Å"clock†, â€Å"bank†, â€Å"relief†, â€Å"history†, â€Å"develop†, â€Å"effort†, â€Å"match†, â€Å"pleasant† and â€Å"coin† in list 2, which are frequent to the participant, are quickly decided as words. Due to the frequency effect ultimately because of the familiarity of the words, the meaning of these words does not need to be accessed. This is because high frequency words are accessed faster than low frequency words (Forster & Chambers, 1973). However, when possible non-words are at hand, the understanding stage is entered, to aid in this decision. When the participant does not immediately access a meaning for the letter string, the word deems to be given the status of â€Å"no†. Consequently, this causes a longer reaction time in determining whether a possible non-word is or is not a word. As one can see list 1 has many more possible words than list 2, which ultimately causes list 1 to take longer to complete in the decision task. The factor of age of acquisition is also seen as an effect in this experiment as when dealing with the real words, those that were acquired at a younger age such as â€Å"clock†, â€Å"coin†, and â€Å"bank† were also identified quicker than other real words such as â€Å"relief†, â€Å"pleasant† and â€Å"develop†. Along with this point, the separation between the words acquired at a younger age and those acquired later, is that the words acquired at a younger age are concrete words rather than the other words being abstract words. This is because abstract words evoke less imagery than concrete words do, and high imagery words actually have better memory recall, thus affecting the speed of lexical access (Howell, 2012). Conclusion In addressing the differences of performance between the two lists of word strings, it is clear that the participant took longer to decide if a possible word was a word or not due to the fact that it was necessary to advance to the next stage of lexical processing, understanding, to search their mental lexicon for a meaning. Highly frequent words as well as low frequent were easily recognized, as a meaning was instantly accessed, causing the participant to remain in the identification stage. While impossible words were also equally recognized and dismissed due to their obvious violation of the phonotactic constraints of English. After evaluating these factors that specifically affect the lexical access time, one can clearly see why the first word list would take the participant longer to complete due to it having more possible words than real words or impossible words. References Forster, K. & Chambers, S. (1973). Lexical access and naming time. Journal of Verbal Learning and Verbal Behaviour 12, 627-635 Harley, T.A. (2010). Talking the talk: Language, psychology, and science. Hove, England: Psychology Press. Howell, J. (oral communication, Lecture 5: Meaning. October 16th , 2012).

Four Little Girls essays

Four Little Girls essays When documentaries are filmed, produced, and then viewed, the audience is left with more knowledge and awareness than before having watched it. When I watch a National Geographic documentary on exploitation of indigenous peoples, I become aware of their situation and further understand the cruel world around me. Also, my emotions are stirred up. With the awareness that documentaries bring, also comes the waves of emotional buildup. This is why documentaries are most effective in grabbing an audiences attention on a subject matter having to do with exploitation, injustice, and racism; they show the cruelty and disrespect the victims are faced with. Four Little Girls, a documentary directed by Spike Lee, is an example of this. He interviews those that were involved or held knowledge of the bombing at 16th St. Baptist Church in Birmingham, Alabama in 1963. He speaks with officials and professionals, preachers, family members and childhood friends of the four girls killed at this incident. At the same time that these interviews are going on, there are clips from the 50s and 60s of black protesters, marches, and beatings relevant to the political and social crisis of the day. Also included are picture shots of the girls, including their gravestones. Lee incorporates the ongoing Civil Rights Movement with the story of the bombing incident and the four girls that The Civil Rights Movement becomes more real to us when the protagonists are also made real. The victims parents tell the audience through their words, stories, and pictures, of who the girls were and how they lived. They also display the girls badges, awards, certificates, and Bible that one had in her pocketbook the day she was in the church basement attending The white officials, who were more or less viewed as the antagonists, spoke of that same era from their point of view. Through intercuttin...