Transcendentalism Essays (910 words) - Lecturers, Mystics

Transcendentalism Transcendentalism revealed itself in the beginning of the 19th century with talented writers such as Ralph Waldo Emerson, Henry David Thoreau, and Walt Whitman. These well-educated men brought such ideas as individualism, imagination, and nature to life through their works. Many writers in the transcendentalism period included such characteristics in their pieces. Some of the characteristics are spiritual well being, individualism, nature, and imagination. There are some that make these characteristics more evident than others are such as, Walden by Henry David Thoreau, I Sit and Look Out by Walt Whitman, and I Hear America Singing also by Walt Whitman. Walden by Henry David Thoreau, was a well-written piece and thoroughly explains and describes nature and the spiritual utopia that comes with it. " The bullfrogs trump to usher in the night," this explains the likeness of nature's bullfrogs to musical beauty and song. " What sort of space is that which separates a man from his fellows and makes him solitary? I have found that no exertion of the legs can bring two minds much nearer to one another..." In response to the men who frequently pester him about loneliness he says this and it clarifies that when one is alone in the wilderness or just solitary in general, far away from the cities, fellow humans, and busy life, he isn't farther away because of the distance there is between he and the other. He insinuates that the mind could distance one from any other more or less than the exertion of one's legs, and that a journey far from civilization could bring two people closer together mentally than ever before. " Like the marmots in the surrounding hills, it closes its eyelids and becomes dormant for three months or more." Here, Thoreau describes the pond in the winter. He describes it as once lively and busy in the fall and summer, now is dormant and still, like a picture. The fish don't scurry about as they did in the frisky winter, but now they just float and are motionless, like the waves that were once evident in the summer months. This work of Thoreau's just describes nature, one of the characteristics that make up transcendentalism. Walt Whitman was a man who could write about a subject in two opposing ways, but still is the same story in a different perspective. I Hear America Singing is about a man watching, hearing the sounds of the people and their many contributions to society. The song of everyone merrily doing their job and liking it, getting things done with a smile on their face and having an incredible outlook on life. " The delicious singing of the mother, or of the young wife at work, or of the girl sewing or washing." This states that each person who is being mentioned is singing, rejoicing to what is his or hers, whether it be their duties as an individual, or life in general. " The day what belongs to the day?at night the party of young fellows, robust, friendly, singing with open mouths their strong melodious songs." This says that the night is filled with young men singing of their lives, robust and loud with open mouths singing their full, euphonic song of life. This is a piece of a happier outlook on the life of the people all around and of the positive attitudes of many. Illustrating individualism and showing what one can make of their lives by being themselves and enjoying their own life. I Sit and Look Out is of complete contrast to I Hear America Singing. I Sit and Look Out describes a dark, sad, corrupted, sorrowful world. Whereas I Hear America Singing depicts a brighter and more upbeat society. Walt Whitman uses sad words describing emotion, and just all sorts of corruption imaginable. " I see the wife misused by her husband, I see the treacherous seducer of women," Here he paints the picture of the ignored, badly treated wife by her husband, and the wicked, devious, womanizer/ seducer of innocent women. "I see the workings of battle, pestilence, tyranny, I see the martyrs and prisoners." He observes the evil of war, and plague, of famine and tyranny, of helpless prisoners and sufferers. But chooses to be silent, to watch and be silent still. Individualism is illustrated here by him being only that of an individual and not able to put an end to all the sorrow. In conclusion, the transcendentalism period was one of great literary works. Bringing nature, imagination, and individualism to

The Fundamentals of Nouns

The Fundamentals of Nouns The Fundamentals of Nouns The Fundamentals of Nouns By Mark Nichol Parts of speech serve our communication needs with hardly a conscious thought on our part, but they operate according to a complex, interdependent set of rules and procedures. Here are the basic principles of the noun. A noun was traditionally described (at least, in the US public school system I oh so slowly passed through and briefly taught in) as a person, a place, or a thing, though some resources extend the definition to apply to intangible things ideas such as peace and qualities such as fear as separate categories. Nouns are also subdivided into proper nouns and common nouns. Proper nouns refer to a specifically named entity such as, for example, a person named Mark, a place called California, a thing called a Mac, and an idea or quality personified as Perfection. Common nouns, by contrast, are generic: man, state, computer, perfection. Three other classifications to distinguish nouns include countable and uncountable nouns, collective nouns, and concrete and abstract nouns. Countable nouns can be pluralized (word, words), can be accompanied by numbers or quantifiers (â€Å"Did he say, ‘Seven words’ or ‘several words’?), and can appear after an indefinite article (â€Å"In a word, yes†). Uncountable nouns (also called mass nouns and noncount nouns) share none of these qualities; examples include anger, geology, and weather. (Anger cannot be pluralized to angers, one would not say â€Å"seven geologies,† and weather would be preceded by a only if it is used as an adjective, as in â€Å"a weather system†). Collective nouns are those denoting a single entity consisting of multiple components, such as team. Concrete nouns are those that name a physical entity or something experienced by operation of one or more senses (computer, article), while abstract ones refer to concepts or ideas (democracy, liberty). Some nouns have both concrete and abstract senses; for example, dance refers to physical movement usually performed to music as well as a social event at which such activity occurs (and has a figurative meaning of â€Å"a careful interaction,† as in â€Å"The two superpowers exchanged messages in a delicate diplomatic dance†), but the word also denotes an art form involving often rhythmic and patterned physical movement. A noun serves one of three syntactical functions in a sentence, all of which are demonstrated in the first clause of this sentence: the subject of a clause (â€Å"A noun†), the object of a verb (â€Å"serves . . . functions†), or the object of a preposition (â€Å"in a sentence†). Nouns, in English, are marked by their association with an article (a, an, the, and sometimes some), such as in the phrase â€Å"an article† here, or with one or more attributive adjectives. (In the preceding phrase and a few words farther along in this sentence attributive itself is an attributive adjective for adjective.) A noun is also distinguished as the head, or key word, of a noun phrase; in this clause, clause is the head of the noun phrase â€Å"in this clause† and head is the head of the phrase â€Å"the head of the noun phrase†; note that that phrase has two nouns (head and phrase), but the latter is subordinate to the former. Some grammar theories hold that a single word can constitute a noun phrase and it doesn’t have to be a noun; consider the function of it in â€Å"It is true.† A noun consisting of an adjective used in noun form is known as a nominalization; the last word in the phrase â€Å"a word to the wise† is an example. Nouns are not essential to isolated sentences â€Å"Yes,† for example, can constitute a sentence but they are integral to communication. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:50 Handy Expressions About HandsBest Websites to Learn EnglishHonorary vs. Honourary

Adverse Effects Of Technology On Student Learning

Adverse Effects Of Technology On Student Learning As I was sitting in my room one night reading through articles on technology and its effect on education, a single idea sparked my interest in the topic: how students in my generation were being seen as negatively affected in the academic sphere by the advent of the iPhone, iPads, and constant television streaming. This idea got me thinking about my own life and use of technology both inside and outside the walls of my high school. It is hard for me to imagine a life without my devices, but the concerns by teachers across America are almost impossible to ignore. In today’s society, technology is a huge part of the lives of the current generation of high school students and will be even more ingrained in the lives of younger generations. The use of technology in schools will not slow down in the future, it will only grow more rapidly each year. Technology in education has caused students to lose focus in the classroom and become less analytical problem-solvers in regards to cri tical thinking questions. Clearly, the use of technological devices in the niche of education hampers the learning ability of students in the classroom. Initially, technology use in educational settings impedes students’ focus on scholastic tasks. Obviously, students do not always regard school as entertaining. Historically, students that were uninterested in a subject or lesson would often not have a way to escape from listening to the teacher; however, in today’s culture, students can turn to a tiny, pocket-sized treasure chest of games on their cell phone when they get bored in class. As technological advances have evolved, cell phones have made it easier and more accessible for students to become distracted from learning. Writer for the New York Times, Matt Richtel, in his article for the Times, â€Å"Technology Changing How Students Learn, Teachers Say†, published in the New York Times on November 1, 2012, addresses the topic of technology in education and argues that students have minimized the ability to focus on schoolwork since the technological boom. He supports this claim by examining one large-scale survey conducted by the Pew Internet Project, a branch of the Pew Research group, then analyzing another large-scale survey conducted by Vicky Rideout of Common Sense Media, a non-profit, San Francisco-based organization which counsels parents on childhood media use, and finally he uses interviews from teachers who spend time daily observing students in their classrooms. Richtel’s purpose is to show that students of the current generation have shifted dramatically in their approaches to learning and how the impact of technology has made it more difficult for students to keep attention on their responsibilities in school in order to help educators and parents rethink the amount of use of technology their student should be allowed to use. From the article, Richtel claims that, â€Å"There is a widespread belief among teachers that students’ constant use of digital technology is hampering their attention spans,† and this quote is spot-on in the culture of our soci ety. In Richtel’s quote, he illuminates how teachers, the people spending almost eight hours a day with students, have been seeing a noticeable decline in their students’ ability to focus on specific tasks in academia. If teachers, given their extensive time spent with students, have all had a similar experience with students’ waning attention spans, it is hard to discount that evidence against students. Evidently, teachers have been noticing as obvious degeneration in students’ ability to focus since the introduction of technological devices in student possession. Likewise, in the New York Times article, â€Å"Growing Up Digital, Wired for Distraction† (2010), author Matt Richtel, writer for the New York Times, asserts that the attention spans of contemporary students has diminished and suggests that technology is to blame for the decline. He backs up this claim by doing the following: first, he begins the article as the story of seventeen-year-old Vishal, a once bright and attentive student who’s grades have plummeted since he discovered technology in seventh grade, next, he uses research done by a Duke University professor and The Kaiser Family Foundation to supplement his thesis, last, he includes more stories of students and how they feel their use of technology has impacted their academic life. In this article, Richtel states, that â€Å"Several recent studies show that young people tend to use home computers for entertainment, not learning, and that this can hurt school performance, particularly in low-income families.â €  This quote is significant because, Richtel explains how studies that have been done in the recent past have supported the thesis of home computers being used by students for purposes other than those that are educational. For example, students at home may use their computers for social networking sites like Facebook, Twitter, and Instagram or video streaming sites like YouTube instead of using the computer to play learning-centered games, read e-books, or work on homework. Furthermore, students are also apt to spend more time on these non-educational sites than on sites which could help them study for quizzes and tests or further their knowledge on subjects that they are not strong in and thus, hindering academic performance. It is well-defined that it is tremendously easy for students to lose focus on academic subjects while distracted by technology. Additionally, technology in education has also been shown to lessen the amount of critical thinking done by students in complex problems. Matt Richtel also discusses the topic of reduced problem-solving skills in his article â€Å"Technology Changing How Students Learn, Teachers Say†. In this article, Richtel states, â€Å"Lisa Baldwin, 48, a high school teacher in Great Barrington, Mass., [who] said students’ ability to focus and fight through academic challenges was suffering an ‘exponential decline’.† He goes on further to say that, â€Å"She said she was the decline most sharply in students whose parents allowed unfettered access to television, phones, iPads and video games.† Clearly, teachers have taken notice of the decline of students’ critical thinking skills in recent years. Whether it be in math, science, English, or any other subject, there will always be challenges to students that they may not be necessarily confident on how to solve the anticipated problem. As technology advances, students will be more enabled to use the internet to find the answers to such complicated problems instead of learning how to work through them, which will in turn, cause them to slowly lose the critical thinking skills necessary to adulthood. As in the quote from Ms. Baldwin, the â€Å"academic challenges† that are proposed to students will not just go away with the evolution of technology, and students will have to become more skilled problem-solvers than they currently are in order to succeed academically. The importance of preserving problem-solving skills in future generations is unimaginable, and it is recognizably a problem that many teachers, including Ms. Baldwin, are experiencing. Moreover, the ability of students to solve multifaceted problems has also been recognized by students to be a clear issue in education due to the use of technology. Matt Richtel also discusses the topic of the weakening ability of students to solve complex problems in his article â€Å"Growing Up Digital, Wired for Distraction†. In his article, Richtel observes the class of teacher Marcia Blondel, an expert teacher, who has been forced to resort to reading aloud in a senior English class because students have lacked the ability to read the assigned passages at home. Ms. Blondel states, â€Å"You can’t become a good writer by watching YouTube, texting and e-mailing a bunch of abbreviations.† This quote shows how teachers like Ms. Blondel are particularly alert to the fact that student learning capacities have taken a considerable shift from students being proactive to barely reading an assigned group of pages in a senior English class. It is more than understand able for an elementary-level English class to verbally read passages in class to bolster comprehension, but in a high school-level class, verbal reading is almost non-existent. The claim made by Ms. Blondel is not uncommon, technology has taken over aspects of students’ lives that were once filled by semi-meaningful actions. Discernibly, the use of technology has significantly hampered students’ ability to solve intricate problems. Conclusively, technology in education has huge implications on student achievement. The use of digital devices in educational settings has impeded on this culture’s students’ ability to focus and maintain attention in the classroom, as well as technology diminishing the ability of students to solve complex mental problems presented in classroom situations. Clearly, the use of technology in education has had a negative impact on today’s society’s students in the areas of focus and problem-solving. This thesis is bad for our culture because unless a restriction is placed on technology use by students, the dependency on technology will only grow and the problems proposed in the thesis will only become exacerbated by future generations of students. As thousands of students enter the school system each scholastic year, it is necessary to understand the true impact that iPhones, iPads, television, and video games have on developing minds. It is up to educators and parents to change this growing trend.

Kennedy v. Louisiana Case Study Example | Topics and Well Written Essays - 750 words

Kennedy v. Louisiana - Case Study Example uries were the most severe he had seen from a sexual assault in his four years of practice.† (Supreme Court of the United States, Patrick Kennedy, Petitioner v. Louisiana, 2008) The brutality of the way in which the crime was committed forced the US supreme court to declare maximum punishment for the accused. Kennedy denied the charges and he accused that the two neighboring boys were the actual culprits. The main issue in this case is about the validity of death sentence given to the accused. The Courts ruling failed to consider the federal law in the military justice system regarding the death penalty. â€Å"The Eighth Amendment bars Louisiana from imposing the death penalty for the rape of a child where the crime did not result, and was not intended to result, in the victims death† (KENNEDY v. LOUISIANA, 2008) .The Court’s Division bench who heard this case was not unanimous about their judgment. Only 5 out of the 9 judges written in favor of the death sentenced while 4 of them strongly opposed the death sentence. Most of the people in various states have opposed the capital punishment. The court cannot act based on the consensus among the public. The court needs to look into the constitution and the law for delivering their verdicts. If the capital punishment is against the public will, then it is the duty of the government to change the constitutional law regarding capital punishment. The law regarding the death sentence is included in the â€Å"Eighth Amendment — Death Penalty — Punishment for Child Rape†. (Harvard Law Review, p.296) Even this law allow death sentence to a criminal only if the victim was killed. So in unusual circumstances only the death sentence is imposed. These unusual circumstances may be perceived differently by different people. years, lack of knowledge of the victims age shall not be a defence.† (KENNEDY v. LOUISIANA, 2008) In a rape case nobody can argue that they were not aware of the victim’s age. Since the rape itself

Legal Environment of Business - BLAW-3400-004 Essay

Legal Environment of Business - BLAW-3400-004 - Essay Example A qualified workers right to Family and Medical Leave started on August 5, 1993. For every leave taken prior to that date is not considered t as FMLA leave (Rossin†Slater, et. al,. 224). Nevertheless, measures succeeding under the legislation of FMLA leave intends, for instance, the child birth happening before 5 of August 1993, still permit qualified workers to the benefits of Female Medical Legislation on and after 5, of August 1993. The law contains a number of provisions linking to employer coverage as well as all government agencies; worker qualification for legislation benefits; preservation of health benefits for the period of leave, entitlement to leave and work reinstatement ; notice and certification of leave; and, safeguarding of workers who apply or get FMLA leave. Moreover, the legislation comprises certain employer recorded information (Post, Robert and Siegel, 2032). The Family Medical Leave permits workers to balance family life and their work by taking rational unpaid leave for a given reasons. The FMLA is proposed to balance the needs of families with demands of the place of work, to encourage the economic security and stability of families, and to support national interests in protecting family integrity (Waldfogel and Jane, 17). The FMLA tries to achieve these rationales in a manner that put up with the legal interests of bosses, and which reduces the possibility of employment favoritism on the basis of gender, while encouraging equal employment chances for women and men. The ratification of the Family Medical Leave was constituted on two primary distresses – the needs of America employees and the improvement of high-performance institutions (Gerstel, Naomi, and Katherine, 520). Gradually more American children and rising numbers of the aged are reliant on family members who are employed to spend lengthy hours on the work (Post, Robert and

How Charles Dickens shows Miss Havisham change over the novel Essay Example for Free

How Charles Dickens shows Miss Havisham change over the novel Essay How does Dickens show the change in Miss Havisham over the course of the novel?  Great Expectation is about a young boy named Pip and follows him throughout his life. Pip meets Miss Havisham a lady with a broken heart who has an adopted daughter named Estella, Estella is a pretty young girl that pip falls in love with. A close analysis of the novel reveals Miss Havisham is not the person she is perceived to be. The bitter and vengeful Miss Havisham is one of the main characters in Dickens novel Great Expectations. She is central to the novel and holds the plot together. Dickens waits until Chapter 8 to introduce the character to the reader, like Pip we are scared and frightened when we meet her for the first time. I should have cried out, if I could. This shows that Miss Havisham intimidates Pip; and as a result, we fear for Pip; and are also uncomfortable as readers. Also, the word haunting is associated when we think of Miss Havisham. This is because of her ghostly appearance, her disturbed state of mind, and the way she haunts Pip. If we are to say haunting is when someone/something has a lasting, negative effect on something, it is evidently shown that Miss Havisham is a gothic, disturbing, melancholic character. Dickens uses descriptive writing to describe Miss Havisham as a wealthy, well dressed woman in rich materials satins, and lace, and silk. Dickens uses imagery of luxury and opulence to give a clear picture in the readers mind about how Miss Havisham is dressed. Dickens also uses a simile withered like the dress to show how Miss Havisham has been trapped in time and grown old and decayed along with her white wedding dress, also reflecting her mental state. Dickens presents her to be a living dead, waxwork and skeleton as there is nothing healthy in her. She has allowed herself to get wasted and now she looks more dead than alive. Both Miss Havisham and her adopted daughter Estella, manipulate Pip for their own sick fancys. Miss Havisham states to Pip that her heart has been broken and she wants diversion. She also has had enough of men and women therefore, enclosing herself in her house. Miss Havisham was jolted at the altar by the man she thought she loved. As a result of her heartache and pain, she stopped the clocks at twenty to nine, and left the house and herself exactly the way it was on that day; never seen the sun since you were born. In addition, Miss Havisham uses Estella as a ploy, to seek revenge on all males. Estella is a young lady, who is very pretty. Estella is very rude and patronises Pip. She calls him by the name of boy which makes us feel sorry for Pip and dislike Estella. Estella known to be a beautiful, self possessed, scornful young lady makes Pip aware of his common working class background. He is powerfully attractive to the mysterious ways of Satis House and Estella. He accepts her cruelty as he truly loves her, he follows her taunting and harshness and wishes to become a rich gentlemen; to please Estella and to stop her name calling and for her not see him as coarse, rough boy. This is when Pip wants to higher his social class, starting the course of Great Expectations. Miss Havisham is the feeder to the way Pip thinks and manipulates him into thinking that she is the benefactor for him becoming a gentleman living in London. She leads him to believe this by slyly hinting that she knows more. Mr Jaggers is your guardian I understand? This makes pip believe that it is her that is helping him to becoming a gentleman. Although in the end we find out it is a convicted he helped when he was younger. Satis House, the reflection of Miss Havishams state of mind in every crevice; decaying. She has enclosed herself within the walls of Satis House letting no outside world in. The only way you can get in is through the front gate which is guarded at all times. The house remains to be the exact same as when she left it. The garden with trees fluctuated everywhere, grass in every crevice. This shows that its hasnt been cared for, just like Miss Havisham hasnt. The interior is also decaying. In Chapter 11, Pip goes into her room and sees a A bride-cake. Mine! that was seeming to grow. It is as if it is a part of her, a part of her past and past happiness that has gone. This makes the reader feel sorry for her, as she is truly heartbroken. Miss Havisham has been presented by Dickens as a cold, heartless character, only thinking about herself. Dickens makes us believe this by the way Estella is treated by her; the way Miss Havisham uses her to break all males hearts. Love her, love her, love her! Miss Havisham tells pip with passionate eagerness whatever Estella does he will love her. She curses him like a evil persuasive witch doing a spell. This shows that she focuses on one thing and must live up to a target; it is an unhealthy love its like obsession. Estella now cant love; she doesnt know how to love. Estella cant even love her Miss Havisham. This all changes in chapters 38 and 49 Miss Havisham feels guilty for making Estella becomes a cold heartless person. However, when Estella rebels to her adopted mother, Miss Havisham is truly sorry for her harsh actions what have I done? She says this repeated several times, truly sorry. As she has no idea what she has done wrong. Miss Havisham cant die without knowing she is forgiven. Dickens has shown he unmarried contradictory character Miss Havisham, has gone through many changes throughout the novel. Although Great Expectation is a novel about Pips life, it includes Terror, love, drama, and excitement; these factors of the novel are part of how Miss Havisham has changed.Towards the end of the novel in chapter 49 Dickens use of ominous language prepares the reader the Miss Havishams death. Funeral music, the cathedral chimes All these quotes prepare the reader for something to go wrong, like a death is going to occur. Dickens also explains when he walks pasted the priory garden, seemed to call to me that the place was changed this shows the future will change by a death. Miss Havishams death made a big difference to the novel. In chapter 49 Miss Havisham dies after server burns from an accidental fire. Her death is very painful. She was shrieking, with a whirl of fire blazing all about her, this death in some ways seems to release her from all her hurt and pain. The fire is symbolic; pip dragged the heap of rottenness in the midst, and all the ugly things that sheltered there. This shows it dragged all the decay and the living death away. The fire ended it all.   In conclusion to this Miss Havisham has changed from an evil witch who only thinks about herself to a woman who feels guilty for all the things she has done.

Vertigo Essay -- essays papers

Vertigo The Alfred Hitchcock film; Vertigo is a narrative film that is a perfect example of a Hollywood Classical Film. I will be examining the following characteristics of the film Vertigo: 1)individual characters who act as casual agents, the main characters in Vertigo, 2)desire to reach to goals, 3)conflicts, 4)appointments, 5)deadlines, 6)James Stewart’s focus shifts and 7)Kim Novak’s characters drives the action in the film. Most of the film is viewed in the 3rd person, except for the reaction shots (point of view shot) which are seen through the eyes of the main character.(1st person) The film has a strong closure and uses continuity editing(180 degree rule). The stylistic (technical) film form of Vertigo makes the film much more enjoyable. The stylistic film form includes camera movements, editing, sound, mise-en-scene and props. Vertigo is an Alfred Hitchcock film that was made in 1958. It stars James Stewart as Detective John Ferguson and Kim Novak as Madeleine Ellester and Judy Barden. In Vertigo, John Ferguson has a fear of heights that results in the death of his partner. Due to this situation, he leaves the police force and became a Private Investigator. Ferguson is contact by Gavin Ellester an old college buddy. Gavin asks Ferguson to follow his wife who he believes has gone mad. Gavin believes his wife Madeleine is being possessed by her great grandmother Corlata Valdez. He explains why he has come to this conclusion and fills John Ferguson in on all the details of the case. Mr. Ferguson questions the integrity of the story, but still accepts the case. When he starts to spy on Madeleine, he begins to notice changes in her personality and similarities to Corlata Valdez's past. One day when John Ferguson was following Madeleine, he saw her jump into San Francisco Bay. After he rescued her, he brought her back to his house and cared for her. Afterwards he and Madeleine started to spend time together. They began to fall in love and Madeleine became more insane. She started to see images from Corlata's past. Madeleine started to live the life of Corlata Valdez and had visions from her life. One day John and Madeleine went to an old Spanish missionary outside San Francisco, which Madeleine had seen in one of her images. When they arrived at their destination Madeleine began to remember things from Corlata's early life and became hyster... ... the mise-en-scene are the from the beginning of the film. Throughout the film I was aware of the locations. The San Francisco setting was presented to the viewer in the beginning and that made the audience more aware of the film's environment. The monastery and other locations of Corlata's past gave me a better understanding of Madeleine’s problem. The make-up and costume play an important part in the recreation scenes, while the props assisted the audience and John Ferguson in piecing the puzzle together and figuring out Gain’s plan. The lighting enhanced many scenes in the film. The parts that impressed me were the following: the recreation of Madeleine scene, John's dream sequence, the monastery scenes, Judy's guilt trip and the scenes involving John's fear of heights. In conclusion, all these factors made Vertigo a great film and made it much more enjoyable for the audience. All the Hollywood Classical Film characteristics that are used in the film enhance the power of Vertigo. Everyone should see Vertigo, since it is a perfect example of a Hollywood Classical Film. In my opinion Alfred Hitchcock was a genius and Vertigo is one of the greatest Hollywood films ever created.