List of Jewish Schools in New Jersey

List of Jewish Schools in New Jersey Here is a list of Jewish schools in New Jersey, organized alphabetically by town. Adelphia Talmudical Academy of New Jersey Route 524, P.O. Box 7, Adelphia, NJ 07710732 431 1600Grades 9-12, All Boys Asbury Park Hillel Yeshiva High School 1027 Deal Road, Asbury Park, NJ 07712732-493-0420Grades 9-12, Coed Bayonne Yeshiva Gedolah of Bayonne 735 Avenue C, Bayonne, NJ 07002201 339 7258Grades 9-12, All Boys Bergenfield Yeshivat Noam School 139 South Washington Avenue, Bergenfield, NJ 07621201 439 1919Nursery School Summer Camp Bridgewater The Preschool Place Kindergarten N Bridge Street, Box 6007, Bridgewater, NJ 08807908 722 0101PKK Cherry Hill Congregation Mkor Shalom Preschool 850 Eversham Rd NJ 08003856 424 7339 Delaware Valley Torah Institute 31 Maple Avenue NJ 08002856 482 8230Grades 9-11, All Boys Katz Jewish Community Center E 1301 Springdale Rd NJ 08003856 424 4444 Politz Day School 720 Cooper Landing Road NJ 08002856 667 1013 Temple Beth Sholom 1901 Kresson At Croppwell NJ 08003856 751 0994 Clifton Clifton Ym Ywha 199 Scoles Avenue NJ 07012973 779 2980PK K Mesivta of Clifton 338 Delawanna Ave, Clifton, NJ 07014973-779-4800Grades 10-12, All Boys Deal Park The Center Play Sch Jewish 100 Grant Ave NJ 07723732 531 9100 East Brunswick Solomon Schechter Day School 511 Ryders Lane NJ 08816732 238 7971 Temple Bnai Shalom Po Box 957 NJ 08816732-251-4300 East Windsor Morris Namias Shalom Torah Acd 639 Abbington Drive, East Windsor, NJ 08520609 443 4877 Edison Rabbi Jacob Joseph Yeshiva 1 Plainfield Avenue, Edison, NJ 08817732 985 6533Grades 9-12, All Boys Rabbi Pesach Raymon Yeshiva 2 Harrison Street NJ 08817732 572 5052 Egg Harbor Township Trocki Hebrew Academy of Alant 6814 Black Horse Pike NJ08234 609 383 8484 Elberon Ilan High School 250 Park Avenue NJ 07740732 870 2800 Elizabeth Bruriah High School For Girls 35 North Avenue NJ 07208908 355 4850 Jewish Educational Center 330 Elmora Ave NJ 072089083534446 Englewood Moriah School of Englewood 53 South Woodland Street NJ 07631201 567 0208 Yeshiva Ohr Hatalmud of Englewood 101 West Forest Avenue, Englewood, NJ 07631201 816 1800Grades 9-12, All Boys Fairlawn Helen Troum Nurery School Kindergarten 4-10 Fair Lawn Ave 25 NJ 07410201 797 2865 Franklin Lakes Barnert Temple Preschool 747 Route 208 South NJ 07417201 848 1027 Highland Park Atid Po Box 1503 NJ 089047329856378 Reenas Bais Yaakov 1131 Raritan Ave, Highland Park, NJ 08904732-985-5646Grades 10-12, All Girls Ym-ywha of Raritan Valley 2 South Adelaide Avenue NJ 08904732 249 2221 Hillsborough Temple Beth El School 67 Us 206 NJ 08844908 704 1712 Howell Solomon Schechter Academy 395 Kent Road NJ 07731 732 370 1767 Lakewood Bais Faiga Park Avenue Campus 100 Park Ave NJ 08701732 367 6708 Bais Kaila Torah Preparatory High School for Girls Po Box 952, Lakewood, NJ 08701732 370 4300Grades 9-12, All Girls Bais Rivka Rochel School 285 River Avenue NJ 08701732 367 4855Grades K-8, Coed Bais Shaindel High School For Girls 299 Monmouth Avenue, Lakewood, NJ 08701732 363 7074Grades 9-12, All Girls Bais Tova Inc. 961 E County Line Rd NJ 08701732 901 3913 Bais Yaakov Bnos Chayil School 124 Gudz Road NJ 08701732 886 5100 Bais Yaakov Bnos Rivka 1501 Canterbury Road NJ 08701732 370 0100 Bnos Bais Yaakov Tzipa Grumet High School 155 Oberlin Ave N, Lakewood, NJ 08701732-363-0329Grades 9-12, All Girls Bais Yaakov High School of Lakewood 277 James st., Lakewood, NJ 08701732-370-8200Grades 9-12, All Girls Bezal-el Yeshiva 419 5th St NJ 08701732 363 1748 Bnos Brocha 763 River Ave, Lakewood, NJ 08701732-905-3030Grades K-6, All Girls Bnos Devora 243 Prospect St., Lakewood, NJ 08701732-905-4455Grades K-2, All Girls Bnos Yaakon Elementary School 2 Kent Road, Lakewood, NJ 08701732 363 1400Grades KG-8, All Girls Cheder Toras Zev 108 Chateau Drive, Lakewood, NJ 08701732-901-5060Grades K-2, All Boys Jewish Education for Girls 1050 Tuxedo Ter, Lakewood, NJ 08701 Lakewood Cheder School for Boys 901 Madison Ave Po Box 838 NJ 08701732 364 1552 Lakewood Cheder School for Girls 350 Courtney Road NJ 08701732 363 5070 Mesivta Keser Torah 455 14th Street, Lakewood, NJ 08701732 681 5656Grades 9-12, All Boys Mesivta of Lakewood 415 6th Street NJ 08701732 367 7345 Mesivta Nachlas Yisroel 1441 Oakwood Ave, Lakewood, NJ 08701914-261-8445Grades 9-12, Coed Mesivta Pe’er Hatorah 501 Prospect St., Lakewood, NJ 08701732-370-2362Grades 9-12, All Boys Mikor Hatorah 7 Sequoia St, Lakewood, NJ 08701732-370-0570Grades 9-12, All Boys NJ Center For Judaic Study 801 West Kennedy Blvd NJ 08701732 363 9817 Ohr Chodosh 1015 Park Avenue NJ 08701732 364 7062 Oros Bais Yakov 50 Lapsley Lane, Lakewood, NJ 08701732-370-6049Grades 9-12, All Girls Talmud Torah Ohr Elchonon 805 Cross St. Ste 1, Lakewood, NJ 08701732 730 2820Grades 1-8, 191 Students, All Boys Tashbar of Lakewood 655 Princeton Ave NJ 08701732 905 1111 Tiferes Bais Yaakov 170 Oberlin Ave N #8 NJ 08701732 364 0466 Torah Institute of Lakewood 327 Carey Street NJ 08701732 905 9830 Toras Imecha 1 E 13th St NJ 08701732 730 1259 Yeshiva Bais Aharon 1430 14th Street, Lakewood, NJ 08701732-367-7604Grades 9-12, All Boys Yeshiva Bais Pinchos 1951 New Central Ave, Lakewood, NJ 08701732-367-2880Grades 9-12, All Boys Yeshiva Bais Yisroel High School 423 6th St, Lakewood, NJ 08701732-691-2907Grades 10-12, All Boys Yeshiva Birchas Chaim 960 West Kennedy Blvd NJ 08701732 370 2182Grades 9-12, All Boys Yeshiva Chayei Olam 14 E 11th St, Lakewood, NJ 08701732-363-1267Grades 9-12, All Boys Yeshiva Ktana of Lakewood 120 2nd St, Lakewood, NJ 08701732 363 0303Grades KG-12, All Boys Yeshiva Gedolah Meor Hatorah 66 Tova Dr., Lakewood, NJ 08701732-367-7590Grades 9-12, All Boys Yeshiva Gedola of Woodlake Village PO Box 974, Lakewood, NJ 08701732-730-2808Grades 10-12, All Boys Yeshiva Keter Torah 209 2nd Street NJ 08701732 961 9731 Yeshiva Masoras Avos 23 Congress St NJ 08701732 942 7522 Yeshiva Orchos Chaim 410 Oberlin Avenue South NJ 08701732 370 0799 Yeshiva Shaarei Orah 685 8th St, Lakewood, NJ 08701732-995-6701Grades 9-11, All Boys Yeshiva Tiferes Torah 75 East End Avenue Po Box 420 NJ 08701732 370 9889 Yeshiva Toras Aron 500 Summer Ave, Lakewood, NJ 08701732-360-9980Grades KG-6, All Boys Yeshiva Toras Chaim PO Box 16, Lakewood, NJ 08701732-414-2834Grades 9-12, All Boys Yeshiva Yesodei Hatorah 708 Princeton Ave, Lakewood, NJ 08701732-370-3360Grades 10-11, All Boys Yeshivas Emek Hatorah 12 Sharon Ct, Lakewood, NJ 08701Grades 10-11, All Boys Yeshivas Ohr Yissochor 300 Cross St., Lakewood, NJ 08701732-901-7608Grades 9-12, All Boys Zecher Yochanan 123 Delaware Trl, Lakewood, NJ 08701732-942-4852Grades K-3, Coed Livingston Joseph Kushner Hebrew Academy 110 S Orange Ave NJ 07039973 597 1115 Kushner Yeshiva High School 110 S Orange Ave NJ 07039973 597 1115 Sinai Special Needs Institute 110 S Orange Ave NJ 07039973 597 0770 Manalapan Congregation Sons of Israel Nu Po Box 369 NJ 07726732 446 4924 Temple Beth Shalom 108 Freehold Rd NJ 07726732 446 1224 Temple Shaari Emeth Early Po Box 360 NJ 07726732 462 3264 Marlboro Marlboro Jewish Center Nursery 103 School Road West NJ 07746732 536 2303 Solomon Schechter Day School P O Box 203 NJ 07746732 431 5525 Morganville Shalom Torah Academy 70 Amboy Road NJ 07751732 4462121 Morristown Cheder Lubavitch 226 Sussex Avenue NJ 07960973 4550168 New Milford Solomon Schecter Day School of Bergen County 275 Mckinley Avenue NJ 07646201 2629898 Oakland Gerrard Berman Day School 45 Spruce St NJ 07436201 337 1111 Ocean Deal Yeshiva - Boys Division 1515 Logan Rd NJ 07712732 663 1717 Hillel High School 1027 Deal Road NJ 07712732 493 0420 Hillel Yeshiva School 1025 Deal Road, Ocean, NJ 07712732 493 9300Grades PK-12, Coed Ilan High School 120 Roseld Ave, Ocean, NJ 07712732-517-111Grades 9-12, All Girls Paramus The Frisch School 120 West Century Road, Paramus, NJ 07652201-267-9100Grades 9-12, Coed Frisch Yeshiva High School 243 Frisch Court NJ 07652201 845 0555 Yavneh Academy 155 N Farview Ave NJ 07652201 262 8494 Passaic Bais Yaakov of Passaic High School 181 Pennington NJ 07055973 365 0100 Mesivta Tiferes Rav Zvi Aryeh Zemel 15 Temple Place, Passaic, NJ 07055973 594 9001Grades 9-12, All Boys Ybh of Passaic 565 Broadway NJ 07055973 777 0735 Yeshiva Ktana of Passaic 249 Terhune Ave NJ 07055973 365 0100 Piscataway Yeshina Shaarei Tzion 51 Park Avenue NJ 08854732 235 0042 Yeshiva Shaarei Tzion Boys 120a Ethel Rd W NJ 08854732 777 0029 Randolph Hebrew Academy of Morris County 146 Dover Chester Road NJ 07869973 584 5530 River Edge Yeshiva of North Jersey 666 Kinderkamack Road NJ 07661201 986 1414 Rockaway White Meadow Temple School 153 White Meadow Road NJ 07866973 627 2511 Scotch Plains Nursery School-Jewish Community 1391 Martine Avenue NJ 07076908 889 8800 Short Hills Bnai Jeshurun Ecc 1025 S Orange Ave NJ 07078973 379 1555 South Orange Beth El Preschool Kindergarten 222 Irvington Ave NJ 07079973 763 0113 Mickey Fried Nursery School 170 Scotland Road NJ 07079973 762 7069 South River Moshe Aaron Yeshiva High Sch 34 Charles St NJ 08882732 613 7460 Springfield Temple Beth Ahm Preschool K 60 Temple Dr NJ 07081973 376 0539 Teaneck Maayanot Yeshiva High School for Girls 1650 Palisade Avenue, Teaneck, NJ 07666201 833 4307Grades 9-12, All Girls Sinai Schools - Special Education School 1485 Teaneck Rd, Suite 304, Teaneck, NJ 07666201-833-1134Grades 1-12, Coed Sinai Special Needs Institute 1650 Palisade Avenue NJ 07666201 833 9220 Sinai High School for Boys Special Needs Institute 1600 Queen Anne Rd, Teaneck, NJ 07666201 833 9220Grades 9-12, All Boys Torah Academy of Bergen 1600 Queen Anne Rd NJ 07666201 837 7696 Trenton Ring Kindergarten 999 Lower Ferry Road NJ 08628609 883 9550 Union City Mesivta Sanz 3400 New York Ave NJ 07087201 867 8690 Vineland Early Learning Center 1015 E Park Ave NJ 08360856 691 0811 Voorhees Early Childhood Center of Cong 8000 Main Street NJ 08043856 675 1162 Kellman Brown Academy 1007 Laurel Oak Road, Voorhees, NJ 08043856-697-2929Grades PK-8, Coed Warren Mountain Top Preschool Kindergarten 104 Mt. Horeb Road NJ 07059 732 748 9800 West Long Branch Deal Yeshiva 200 Wall Street Po Box 98 NJ 07764732 229 1717 Ma’or Yeshiva High School for Boys PO Box 254, West Long Branch, NJ 07764 West Orange Golda Och Academy (formerly Solomon Schechter Day School of Essex Union) 1418 Pleasant Valley, West Orange, NJ 07052973-602-3601Grades PK-12, Coed Jewish Comm Cnt Metro West 760 Northfield Avenue NJ 07052973 736 3200 Whippany Jewish Comm Cnt Metro West 901 Route 10-east NJ 07981973 929 2920 Wyckoff Beth Rishon Nursery School 585 Russell Avenue NJ 07481201 891 6074 Updated by Stacy Jagodowski  - See updates that need to be made? Tweet me stacyjago

Compair the thnen and christaller theory Essay Example | Topics and Well Written Essays - 1000 words

Compair the thnen and christaller theory - Essay Example The desire to make geography more scientific, or at least more intellectually acceptable as a discipline, led to the adoption of statistical methods as a primary research technique. Location (or spatial) analysis, as this new aspect of geography is called, seeks to analyze and explain the factors that control humankind's spatial organization, specifically by statistical methods and models. Mathematically constructed models became tools useful to the geographer in coping with rapidly accumulating knowledge, and they could also be used to predict future trends or spatial patterns. This was not the first time statistics had been used for geographic research. As early as the 1920s and '30s, Torsten Hgerstrand in Sweden and Walter Christaller in Germany had used statistical techniques. Only in the 1960s, however, did significant growth in statistical methodology occur. Johann Heinrich von Thnen was born on June 24, 1783, was a German agriculturist. In 1826 he wrote Der isolierte Staat (The Isolated State), in which he proposed his theoretical model showing concentric belts of agricultural production surrounding a market center and demonstrating the relationship of commodity transportation costs to production location. Thnen laid the foundations of contemporary spatial theory. (Larry, 2004) This non-linear reformulation of the von Thnen model... model explicitly allows for input substitution and provides for the rate of production intensities to be determines endogenously by the profit maximizing behavior of the individual farmers. If the transport rate is constant and production occurs with constant returns to scale, then the rent function, under bid rent tenancy, or owner occupied farming, is indeed nonlinear and strictly convex to the origin. It is also possible to determine the spatial distribution of labor density as well as levels of crop yield in accordance with this basic model. It is not surprising that these results confirm the Dunn-Isard conjecture as the bid rent functions so determined assume a strictly convex form, and the intensity of cultivation does, in fact, increase toward the market center. Now the nonlinear von Thnen model can be formulated to conform to the logistics of industrial production in order to derive a non-agricultural rent function, also based on constant-returns-to-scale technologies. Firms in the urban sector go to the market center to obtain their raw materials, which were previously delivered there from the agricultural sector. Some firms specialize in the production of various intermediate goods which are also delivered to the market, where other firms purchase them for incorporation in their own products. Final goods are then delivered to the market for sale to the general public. Capital is introduced as a production input, the amount of which is explicitly governed by the price ratio of labor and capital. This "augmented" model ultimately generates comparable results with regard to the shape of the resulting rent function as well as the spatial distribution of levels of production and employment and therefore the densities of capital and labor. Although based on

Make up your own topic Essay Example | Topics and Well Written Essays - 500 words

Make up your own topic - Essay Example In this regard, the article would be critiqued focusing on logical presentation of contentions in the most balanced and objective way. The essay hereby aims to proffer the effectiveness of the author’s discourse using appropriate critical analysis techniques, as required. To analyze the essay in a logical form, one needs to clearly set the meaning of a critical analysis. One’s academic background and learning from various modules on critical thinking recognizes the involvement of rational and logical thinking skills in closely evaluating the effectiveness of a discourse to determine if the specified objective is achieved. Using these explanations, the article initially started with an introductory paragraph that provided some background information on the author’s rationale for pursuing music as an academic major. However, introductory paragraphs need to establish the general overview of the discourse and stipulate the author’s aim and thesis statement as well. In this article, the introductory paragraph did not contain the author’s purpose nor the thesis statement, as required; thereby failing to comply with the general requirement of an academic essay. The author proceeded with a narrative discourse of how people wrongly perceived music courses, in general. While indicating that the perceptions are false, the author did not support the statement but instead, diverted the discussion to presenting some approach to seek respite from the demands of the course. Further, the structure and arguments that are supposed to prove that music is not an easier path was not effectively and logically presented. For example, the paragraph that is supposed to discuss that long hours of practice cut homework time in core and other courses did not support this contention in any way; but instead, opted to discuss the challenges posed by taking a diction course for vocal performance majors. The general arguments that

Response Paper Essay Example for Free

Response Paper Essay The authors main argument is that the underclass ideology which says that the black underclass is a worthless, unwise, indiscriminate reproductive source of   an unproductive poor class of America as against the   affluent white American society, is actually a â€Å"distraction from the fact that poor urban African Americans are the ones who cannot find jobs , cannot attend good schools and   have nowhere to live† (Williams 360) because the white counterpart citizens exploit their poverty for their own welfare and selfish gains through Government Authorities and Banks under the guise of Credit Cards, Equity and Mortgage loans and the Federal Reserve Board Regulations. The argument is aimed The Americans and the Research Bodies of the underclass ideology who make such false claims. The author’s audience is the American citizen, Government Authorities who support these ideologies and the Mass media who promote it to misguide the masses against the underclass of African Americans and other minority communities in USA. The argument of the author proves the relevance of the underclass ideology to the discipline of anthropology as it exposes how the black African American community has been a victim of mock welfare and plastic partners- namely the credit cards and Banks.   The debt and poverty image of such people is as much the result of their deprivation of basic facilities by the Government as also by the fact that their spending habits are governed by their social, cultural, interpersonal relationships and attitudes which is the subject of Anthropology.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Works Cited Sanjek, R. Gregory, S. et al. â€Å"The Reproductive Underclass†. New Brunswick, H5, Rutgus University Press, 1994.

The Debate Over Euthanasia Essay -- Euthanasia Death Argumentative Ess

The Debate Over Euthanasia The controversy over euthanasia has recently become highly publicized. However, this issue is not a new debate. Society has voiced its opinions on the subject for hundreds of years. Euthanasia, which is Greek for "good death", refers to the act of ending another person’s life in order to end their suffering and pain.1 Two forms, passive and active euthanasia, categorize the actions taken to end the person’s life. Passive euthanasia involves removing a patient’s life support, withholding food and water, and discontinuing medical treatments. Active euthanasia includes any direct action taken to cause the death of the person, such as administrating a lethal drug.2 The debate over this issue stems from moral, ethical, and religious beliefs. All of these standpoints either side with the patient dying a natural death or from an accelerated death by euthanasia. History Throughout history, euthanasia has been used as a way to relieve a patient from an incurable illness or from living a life of unbearable pain. Many cultures, such as the ancient Greek and Roman civilizations, did not oppose one’s decision to end his life rather than living with agonizing pain.3 During this time period, this choice was commonplace. A few ancient philosophers, who believed that the ending of a human life belonged to the gods only, met it with objection. When the Christian era began, the subject was rarely discussed or practiced because of the strong trust and faith held in God and his divine command. It was not until the eighteenth century Enlightenment period that new ideas favoring euthanasia were put forth by philosophers and other prominent figures such as Samuel Williams and David Hume.4 By the close of the 1800’s... .... - "Euthanasia: Answers to Frequently Asked Questions," International Anti-Euthanasia Task Force, 2 March 1999, http://iaetf.org/index.htm (8 March 1999). - Euthanasia and Physician Assisted Suicide: All Sides of the Issues, 3 March 1999, http://www.religioustolerance.org/euthanas.htm(4 March 1999). - Green, James T. The Effects of Chemotherapy, 22 January 1999, http://www.databaun.com/jamez/writing/chemo.html(2 March 1999). - "Interview With Timothy Quill M.D.," Frontline/WGBH Educational Foundation, 1998, http://www2.pbs.org/wgbh/pages/frontline/kevorkian/medicine/quill2.html(4 March 1999). - Larue, Gerald, Th.D. Playing God: Fifty Religions Views on Your Right to Die Wakefield, NJ: Moyer Bell, 1996. - Manning, Michael M.D. Euthanasia and Physician Assisted Suicide. Mahwah, NJ: Paulist Press, 1998.

Shadow of a Vampire, Post Modernism

Vampire Essay The text Dracula was written in a time long before post-modernism, when Victorian values were considered important and issues relating gender were established. Nosferatu was also written in the time of modernism, where there was a sense in that western culture had lost its values. Shadow of a Vampire is a recent, post-modern text that focuses on the filming methods and techniques used to film Nosferatu. Using post-modern techniques that are comparable to satire in some scenes, Shadow of a Vampire combines the two gothic texts into a new text, using a film within a film technique.As previously noted, Dracula, Nosferatu and Shadow of a Vampire all incorporate a gothic sense as in they involve; a castle, shadows, a beam of moonlight in the blackness and the only source of light failing (a candle blown out or an electric failure). All these are used in the three texts to use imagery on black and white as good and evil, for example Christian values are good and promiscuous w oman are bad in Dracula. Shadow of a Vampire contradicts this by making the text set in Berlin during a time of massive drug use (particular morphine which gives you an effect quite like Draculas bite) and promiscuous activity was large.Shadow of a Vampire uses pastiche to imitate the filming of the original Nosferatu text, but normally adds its own twist to the stereotypical vampire story. Such as the scene in the night, after the building of the makeshift ship on the set count Orlak sneaks up on the two film producers, making the audience think that he is about to attack and kill them. He ends up drinking and getting drunk with them, and even eating a vampire bat in front them. A symbolic factor in all vampire stories is the bat but Orlak shows he has no care for the traditional modernist view in this scene.When Orlak is asked about how he feels about the book this triggers a text within a text within a text, being a movie based on Nosferatu making a mention on Dracula. The consta nt attempt by the film industry to portray real life events and make them timeless is completed through Murnau’s quote during the time he is filming a real life vampire killing people, only for a good shot. â€Å"Time will no longer be a dark spot on our lungs. They will no longer say ‘you had to have been there', because the fact is, Albin, we were. An example of this is the scene where Count Orlak asked for make-up before his scene, this is ironic because Orlak wants make-up to increase the illusion that he is a vampire to the audience when he actually is a vampire. The parallel between the film world and the vampire world is portrayed through various quotes which foreshadow and depict how the film industry is similar to a vampire. Greta says, when describing the film industry to the theatre acting life â€Å"the audience gives me life! This thing *pointing at camera* takes it away from me. This foreshadows how in the end scene she is killed by count Orlak as a sacr ifice for a perfect scene, in the film industry. The camera taking the life away from her parallels a vampire sucking the blood from her. The parallel between the film world and the vampire world is practiced when the timelessness of film gives immortality in Shadow of a Vampire and Dracula representing immortality in the book Dracula. The timelessness of film is shown in the scene in which Murnau promises count Orlak â€Å"everlasting life† in exchange for playing the part in the movie.Everlasting life is through filming, it is always shown in Christianity as a reward but this time it is promised through the medium of filming. This scene relates back to the strong religious views found in the time setting in Dracula and is a great example of the transformation techniques used in Shadow of a Vampire. The end scene of the Shadow of a Vampire where Murnau puts morphine into Greta’s system to put her into a dreamy state mirrors the bite of Dracula in the original book.Thi s is another example that the dominant character is in-fact the director and not the vampire. This is another example of the parallel between the characters and situations in the vampire and film world. All these factors have contributed to the transformation nature of Shadow of a Vampire in combining the three texts. The conjunction of themes of the gothic and the use of pastiche to imitate, the parallel between the film and vampire world while still maintaining a post-modern view are easily displayed in the film Shadow of a Vampire.Arguments * Parallel between Film and Vampire world * Pastiche to imitate a film, filming a story based on a book. The constant attempt to portray real life events * Gothic mode used in all three texts, in Dracula to represent Christian values and science as good and evil and in Shadow of a Vampire this is contradicted in the setting of the text where excessive drug use and sex is acted on frequently

The Role Of Social Work Essay - 2319 Words

The main goal of Social Work practice is the psychosocial improvement of the individuals within a system and the system where they operate. Social Work has three different concentrations: Micro practice, Mezzo practice and Macro practice. Micro Practice focuses on individuals and small groups such as; couples, families and groups. This practice is direct or face to face intervention. Mezzo practice focuses on medium communities, it can be face to face or indirect practice. And Macro practice focuses on larger systems such as; organizations, institutions, regions and countries. In this paper I will compare the role of Social Work intervention in Jose’s situation, young Hispanic LGBT, and the current situation of the Youth Hispanic LBGT community from the Micro and Macro practice perspective In recent years the LGBT community has caused a stir in society. Throughout history homosexuality has been a taboo topic. This community has been one of the most oppressed by society. Thanks to different social movements and advocates for the equal rights and treatment of the LGBT community several laws have been implemented. These goal of these laws is to promote LGBT community welfare. However, this has not been enough. Nowadays, members of the LGBT community still remain victims of discrimination and oppression. Some of the issues they still face are employment discrimination, social rejection, legal rights and lack of access to quality health services. Direct Social WorkShow MoreRelatedThe Social Work Role753 Words   |  3 Pagesidentify mental health symptoms. The rise in health issues in both children and adults (Australian Institute of Health and Welfare, 2013) the resulting increasing financial cost of medical treatment (Colagiuri et al., 2010) and increased time off work as a consequence of obesity (Australian Safety and Compensation Council, 2008) may cause individuals who seek help to struggle financially. 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