How to Use the Command Line to Run Ruby Scripts

How to Use the Command Line to Run Ruby Scripts Before really starting to use Ruby, you need to have a basic understanding of the command line. Since most Ruby scripts wont have graphical user interfaces, youll be running them from the command line. Thus, youll need to know, at the very least, how to navigate the directory structure and how to use pipe characters (such as |,   and ) to redirect input and output. The commands in this tutorial are the same on Windows, Linux, and OS X. To start a command prompt on Windows, go to Start - Run. In the dialog that appears, enter cmd into the input box and press OK.To start a command prompt on Ubuntu Linux, go to Applications - Accessories - Terminal.To start a command prompt on OS X, go to Applications - Utilities - Terminal. Once youre at the command line, youll be presented with a prompt. Its often a single character such as $ or #. The prompt may also contain more information, such as your username or your current directory. To enter a command  all you need to do is type in the command and hit the enter key. The first command to learn is the cd command, which will be used to get to the directory where you keep your Ruby files. The command below will change directory to the \scripts directory. Note that on Windows systems, the backslash character is used to delimit directories but on Linux and OS X, the forward slash character is used. C:\rubycd \scripts Running Ruby Scripts Now that you know how to navigate to your Ruby scripts (or your rb files), its time to run them. Open your text editor and save the following program as  test.rb. #!/usr/bin/env ruby    print What is your name? name gets.chomp puts Hello #{name}! Open a command line window and navigate to your Ruby scripts directory using the  cd  command. Once there, you can list files, using the  dir  command on Windows or the  ls  command on Linux or OS X. Your Ruby files will all have the .rb file extension. To run the test.rb Ruby script, run the command  ruby test.rb. The script should ask you for your name and greet you. Alternatively, you can configure your script to run without using the Ruby command. On Windows, the  one-click installer  already set up a file association with the .rb file extension. Simply running the command  test.rb  will run the script. In Linux and OS X, for scripts to run automatically, two things must be in place: a shebang line and the file being marked as executable. The shebang line is already done for you; its the first line in the script starting with  #!. This tells the shell what type of file this is. In this case, its a Ruby file to be executed with the Ruby interpreter. To mark the file as executable, run the command  chmod x test.rb. This will set a file permission bit indicating that the file is a program and that it can be run. Now, to run the program, simply enter the command  ./test.rb. Whether you invoke the Ruby interpreter manually with the Ruby command or run the Ruby script directly is up to you. Functionally, they are the same thing. Use whichever method you feel most comfortable with. Using Pipe Characters Using the pipe characters is an important skill to master, as these characters will alter the input or output of a Ruby script. In this example, the  Ã‚  character is used to redirect the output of test.rb to  a text file  called test.txt instead of printing to the screen. If you open new test.txt file after you run the script, youll see the output of the test.rb Ruby script. Knowing how to save output to a .txt file can be very useful. It allows you to save program output for careful examination or to be used as input to another script at a later time. C:\scriptsruby example.rb test.txt Similarly, by using the  Ã‚  character instead of the  Ã‚  character you can redirect any input a Ruby script may read from the keyboard to read from a .txt file. Its helpful to think of these two characters as funnels; youre funneling output to files and input from files. C:\scriptsruby example.rb Then theres the pipe character,  |. This character will funnel the output from one script to the input of another script. Its the equivalent of funneling the output of a script to a file, then funneling the input of a second script from that file. It just shortens the process. The  |  character is useful in creating filter type programs, where one script generates unformatted output and another script formats the output to the desired format. Then the second script could be changed or replaced entirely without having to modify the first script at all. C:\scriptsruby example1.rb | ruby example2.rb The Interactive Ruby Prompt One of the great things about Ruby is that its test-driven. The interactive Ruby prompt provides an interface to the Ruby language for instant experimentation. This comes in handy while learning Ruby and experimenting with things like regular expressions. Ruby statements can be run and the output and return values can be examined immediately. If you make a mistake, you can go back and edit your previous Ruby statements to correct those mistakes. To start the IRB prompt, open your command-line and run the  irb  command. Youll be presented with the following prompt: irb(main):001:0 Type the  hello world  statement weve been using into the prompt and hit Enter. Youll see any output the statement generated as well as the return value of the statement before being returned to the prompt. In this case, the statement output Hello world! and it returned  nil. irb(main):001:0 puts Hello world! Hello world! nilf irb(main):002:0 To run this command again, simply press the up key on your keyboard to get to the statement you previously ran and press the Enter key. If you want to edit the statement before running it again, press the left and right arrow keys to move the cursor to the correct place in the statement. Make your edits and press Enter to run the new command. Pressing up or down additional times will allow you to examine more of statements youve run. The interactive Ruby tool should be used throughout learning Ruby. When you learn about a new feature or just want to try something, start up the interactive Ruby prompt and try it. See what the  statement  returns, pass  different parameters  to it and just do some general experimenting. Trying something yourself and seeing what it does can be a lot more valuable than just reading about it!

BUSN300 UNIT 2 IP Research Paper Example | Topics and Well Written Essays - 750 words - 1

BUSN300 UNIT 2 IP - Research Paper Example This paper will highlight the presentation of a new president of a local chamber of commerce in the United States addressing the expected GDP growth rate and give business leaders an idea of the outlook of business based on history and expected conditions. It will also highlight GDP trends, forecasts, statistics, determination and interpretation. Annual United States GDP in 2012 grew by 2.2 percent, as compared to a 1.8 percent increase posted in 2011 (BEA, 2012). The 2012 increase basically mirrored positive inputs from both residential and non residential fixed investments, expenditure on personal consumption and exports. Nevertheless, the GDP went down to 1.5 percent in the last quarter of 2012 as compared to the third quarter, denoting a decrease of 0.10 percent. According to the Bureau of Economic Analysis, GDP had gone up by 3.1 percent in quarter three (BEA, 2012). The fourth quarter’s drop in GDP was attributed to reduced contributions seen in exports, federal spending and private investment. However, increases in personal consumption expenditures, nonresidential fixed investments and reduced imports served to offset the drop in part. Business, educational, rental, financial and professional service account for a combined 40 percent of the United States GDP. Wholesale and retail businesses contribute 12 percen t. However, although the United States is a net food exporter because of using advanced technologies, agriculture only makes up for the GDP’s 1.5 percent. The economy’s total output can be determined in either of several ways available. The common ways include terms of income paid out, which sums up the different income forms that primary production factors receive (Michael & Alm, 1999). The other is in terms of subsequent expenditure arising from the income. In accounting for GDP, it is ensured that total production matches income which, in turn, matches expenditure. That implies that all goods produced within the economy

Labor Economics European Union labor migration Essay

Labor Economics European Union labor migration - Essay Example That is, it sets very comprehensive goals for itself, covering economic, political, social and regional and international security policy frameworks, in addition to future plans for the expansion of the Union. As a means of understanding the European Union's path and its goals, a brief overview of the evolution process of the Union will be helpful. This overview will provide the basis for a discursive analysis of the phenomenon of labor migration within the framework of the European Union. Labor migration, as the analysis shall highlight, has proven, despite some benefits, to be highly problematic especially since the Barcelona Declaration expanded the parameters of the stated to include migrant labor from within the larger EU neighborhood. In other words, labor migration within the EU is not confined to labor flows between member countries but has been expanded, and further complicated by the inward flow of labor from without the EU. Most people would date the roots of the European Union to the 1940s, yet W.T.M. Molle, traces the roots of European integrationist dreams much further back. Specifically, during the Napoleonic era, marked by the emergence of a modern economic system, as compared to the feudal one that had come before it, certain economic policies were established in order to ease trade between the nations of the European continent.1 From that moment onwards, one finds several policies that attempt to encourage trade within the continent and overcome specific obstacles to trade. When one looks at this fact, one can conclude that from the earliest history, the European countries were guided by the understanding that regional trade and economic links were important for the economies of the different countries and for the purpose of development. The current structure of the European Union, however, does not have its roots in the policies discussed above; those policies only indicate the historical understanding of the importance of regional economic cooperation. Instead, the roots of the current structure are to be found in three distinct treaties. These, as mentioned by Molle, are the "ECSC, the EEC and the EAECP.2 These three treaties are the foundations of the European Union that has emerged nowadays, despite the fact of their having been limited in terms of countries that had been involved and the treaties themselves. For instance, the ECSC was a steel trading treaty that involved only six European nations. This can not be compared in scope to the current structure of the Union but, the fact of the matter is that the success of the Union and the reason why it has emerged today as a model for deep integration is that it proceeded in a step by step manner, dealing with limited areas of economic cooperation and limited numb ers of countries so that they could stabilize each step and move safely to a new level of expanding integration.3 Even though the European Union sought to stabilize and fortify each step in the unification process before progression to the next step, problems inevitably arose. Among the more challenging of these problems directly pertains to the removal of restrictions on capital flow, included in which is labor. The comparatively unchecked labor movement between the variant member countries, on the one hand, and from the larger neighborhood, on

Phd propsal Research Proposal Example | Topics and Well Written Essays - 3250 words

Phd propsal - Research Proposal Example Research study about how human beings move is important in terms of allowing the animators to have a better understanding on how they can improve the quality of their animated drawings. As part of the research proposal, the purpose of the research study, problem statement, significance of the problem, definition of terms, and hypothesis or research question will first be identified. Before discussing the proposed research methodology, a literature review will be conducted to determine which part of the human anatomy is most used in terms of supporting human walks. Several academic books in Medicine, peer-reviewed journals and online articles will be utilized to identify which among the essential parts of the human body is most commonly used when walking. In line with this, the muscles and skeleton in the lower extremities and the curve on arms and legs will be examined in relation to the time, distance, and spacing. With regards to the use of simple lines in animation drawings, a literature review will be conducted to determine which part of an animation drawing a modern animator should draw and not draw based on the influence of Renaissance. In relation to speed, light, differences in sizes and shapes, and the number of required frames used in capturing human movements in 2-dimensional images, the proposed study will also examine how the human eyes and brain f unctions upon seeing a connected images move in animated drawings. In going through the proposed primary research methodology, the rationale behind the selected research approach and methods will be provided followed by justifying how the proposed research method will be accomplished by obtaining the required inputs. Prior to conclusion, a research schedule will be provided in this report. Learning more about the human movements is important in terms of allowing the modern animators have a better understanding and idea on how they can improve the quality of their

The appeal of TV police drama Essay Example for Free

The appeal of TV police drama Essay Discuss the appeal of TV police drama with particular reference to The Bill and In Deep The Bill, shown on ITV1 at around 8.00, and In Deep shown on BBC1 at around 9.00, and after the news, are both police dramas. Therefore, they both are targeted to police drama fans. However, there are differences between two. In The Bill, there are lots of different codes and conventions found in typical police dramas. For example, there is a police station, panda cars, uniformed and plain clothed police, who carry out everyday tasks, such as dealing with burglary, assault, and racial abuse. In In Deep, there are also lots of codes and conventions of police drama, but they are different to that found in The Bill. For example, the policemen are plain clothed undercover policemen, there is a secret operation, cover stories, involvement in drugs, and 24 hour surveillance on a potential bad guy, which gives the program more of a gangster police drama feel about it. In The Bill, the narrative structure is very different to that in In Deep. It has very quick scene changes, and lots of intertwining storylines, very like a soap opera, in that there are many storylines going on throughout the episode. This is probably the reason that it is put onto our screens at a primetime slot, and therefore appeals to audiences who prefer the soap genre. Because the episodes are on every week, the budget is lower, so thats why the mainly the same locations are used, and thats why it develops more of a soap formula, as they cannot do really big scenes. In Deep has the narrative structure of a film, rather than a soap. The storyline is focused around one main storyline, with lots of twists coincided with it. It also shows a lot more violence, and more brutal scenes, because it is a series, therefore has a higher budget to film and construct these scenes. The Bill and In Deep has lots of enigma codes. For example, in The Bill, whether a beaten up man will tell on the police man that beat him up, and is a suspect off work with somebody, or is she, likes she says, ill, and in In Deep, will the coppers covering as drug dealers killer the supplys wife. These enigma codes keep up the audience interest in watching to the end of the episode. There is also a fair representation of policemen in both. In The Bill, you get to see more of the policemens personal life, and the question on how much personal life should be brought into the work place. In In Deep, the question is whether them acting as criminals is any better then the actually criminals themselves. All these points keep the watcher interested, and keeps audiences coming back to watch other episodes.

Gender Language Acquisition And Language Use Psychology Essay

Gender Language Acquisition And Language Use Psychology Essay INTRODUCTION Over the last thirty years there has been a sharp increase of research on the differences between men and women, in particular the extent to which men and women use language differently. The purpose of this project is to identify the differences between male and female speech and how societys attitude towards gender has an impact on language acquisition and language use. Firstly this project will introduce the subject of sociolinguistics with a focus on stereotyping, language acquisition and the general differences in speech between males and females. Secondly, current opinions and attitudes will be discussed along with recent research that has been carried out examining if gender stereotyping exists and whether it has an impact on language acquisition and the way language is used. Lastly it will analyse findings from my own research of colour terms used by a sample of 10 children. Sociolinguistics is the study of the relationship between language and society, and how society influences or affects the way in which language is used by individuals or groups (Crystal, 2008). Gender Difference is a branch of sociolinguistics that focuses on how males and females communicate and what differences there are between the two sexes. Over the last 20 years research has been conducted to try and answer such questions as Do women really talk more than men? Do men swear more than women? and Do women gossip more than men. The main differences identified between the way men and women communicate are: mens language is more dominant, aggressive, assertive, confident and forceful and womens language is submissive, cooperative, emotional and sincere (Pearson, 1985). Research has been carried out to examine whether these differences are due to biological or social factors. LITERATURE REVIEW Early research examining the relationship between gender and language was first carried out by Lakoff in 1975 and published in her book Language and Womans Place. Lakoff identified several factors that make womans language different to mens. Womens language contains more: Hedge phrases: sort of, it seems like; Polite forms: would you mindà ¢Ã¢â€š ¬Ã‚ ¦; Tag questions: you are coming to dinner, arent you?; Standard English and tend to avoid using expletives. Lakoff stated that women are reluctant to force their views on another person which explains the use of hedge phrases. This view was supported by McMillan et al (1977). In relation to tag questions, Mulac Lundell (1986) found similar results with their research however studies by Dubois Crouch (1975) contradicts this as they found that men were more likely to use tag questions than women. Holmes (1984) also disagreed with Lakoffs suggestions of tag question and found that in most cases women used them to give the person being spoken to an opportunity to speak. Lakoffs research also found that women notice more detail than men causing women to be more perceptive; they notice things such as tone of voice, facial expression, and body language. She noted that women use a greater variety of descriptions when describing colours, (violet instead of purple or crimson rather than red. Glass (1992) carried out research to identify biological differences and found that in males the right hemisphere of the brain matures faster than the left where as the opposite occurs in females with the left hemisphere of the brain developing first. Therefore men are more adept at right hemisphere tasks such as solving mathematical problems while women are better with left hemisphere tasks such as developing language and vocabulary. Differences that arise due to social factors could be due to the fact that there is an element of sexism in language which instils gender stereotyping. Words that represent women or refer to women tend to have negative connotations (Romaine, 2008). If we look at the words that describe a single male (bachelor) and a single female (spinster), for many people the word bachelor would imply a young, single, professional male with prospects where as the word spinster would suggest a lonely, old female, yet they both mean the same for each gender. Nilsen (1977) carried out research using 500 dictionary words which had either male or female connotations. 385 were found to have male connotations compared to only 132 with female connotations. Nilsen looked at the words for negative connotations and found that the number of words with negative female connotations outweighed the number of male ones by 25%. There has been a lot of research examining whether the impact of gender stereotyping at an early age has had an influence in the use of language. Eisenberg et al (1985) found that parents will more often than not choose toys that are associated with their childs gender. Caldera (1989) looked at the type of toys children play with and the role they have in language development. He found that boys toys such as cars and trains have low levels of teaching and questioning and require little or no interaction with a parent. Boys will often mimic the sounds related to the toy (e.g. beep beep for a car or choo choo for a train) but the toy requires no conversation. In contrast, girls toys such as dolls and prams require a certain amount of role play that elicits constant verbal interaction with the toy with the child giving a step by step account of what will happen next (e.g. it is now time for your nap), which often leads to a parent becoming more involved making comments and questioning ( Caldera, 1989). By the end of a childs first year gender differences are already evident in the way they play and dress and the way adults interact and communicate with them. Parents will typically choose to dress a boy in blue or a girl in pink because that is what gender stereotyping dictates. Pearson Davilla (2001) found that baby boys are often described as strong, solid and independent where as baby girls are described as loving, cute and sweet thus reinforcing gender stereotypes. This type of gender stereotyping has also been found to occur in school textbooks with language often emphasising the ideas of males and females (Cameron, 2007). The use of terms like he, him and his, and men when referring to a person or people reinforces gender language with females made to look inferior to males. Males and females are typically represented in traditional gender roles with women as mothers and housewives, and men as professional breadwinners. Again women are portrayed in more submissive and inferior roles. This was more noticeable with reading schemes from the 1960s and 1970s. Males are also seen as having more opportunities than females as they are portrayed as being more adventurous and physically stronger than women. Females seem more caring and are seen as more interested in domestic matters taking a submissive role to allow male dominance. However Bradley (1981) and Weatherall (2002) have argued that there are no significant differences between male and female speech. METHODOLOGY In order to obtain comparable data I needed to ask a sample of children to look at a picture and give the name of each colour of a specific object within the picture. As this research was to be conducted during the Christmas season I used a sample of children who were attending a Christmas party. I devised a questionnaire which contained a colourful Christmas themed picture of Santa flying his sleigh along with five questions asking to name the colour of different objects within the picture (Appendix 1). The picture chosen had different shades of colour in order to allow a variety of answers for a particular object. The research was carried out on a small scale using a mixture of interpretive and positivist methods. A sample size of 10 children was used ranging from age 4 to 9 with an equal number of males and females to allow a more accurate comparison of data relating to gender. The children sampled were enjoying themselves at a Christmas party. Each child was sat down individually at a quiet table and asked to describe the colour of the various objects in each question. They were also asked their age. The time taken to answer the questions was an average of 4 minutes per child. FINDINGS I have analysed the findings for each question individually in order to compare the differences between genders. Q.1. What colour is Santas hat? In the picture, Santas hat is a standard red colour therefore it is not surprising that red was the answer given by 100% of the children. Q.2. What colour is the sky? The sky is a shade of blue which could be described as a light blue or sky blue. 80% of the boys gave the answer blue where as this answer was only given by 20% of the girls. Sky blue was the most popular answer which was given by 60% of the girls. Light blue was given by 20% of girls and 20% of boys. Q.3 What colour is Rudolph? Rudolph is a brown colour that could be described in a number of ways. 80% of boys answered brown compared to 40% of girls. Interestingly one girl (20%) gave the answer nutmeg while a second girl (20%) answered fawn and a third girl (20%) answering light brown. Fawn brown was also given by 20% of boys. Q.4. What colour is Rudolphs scarf? Rudolphs scarf is a dark shade of green. Green was the answer given by 80% of boys and 80% of girls. Only two other shades were given; moss green (20% boys) and sage (20% of girls). Q.5. What colour is Santas sleigh? Santas sleigh is red but it is a much darker shade of colour than his hat. Of the boys sampled, 80% gave the answer red with only one boy (20%) giving a different answer of burgundy. None of the girls gave the simple answer of red. 60% distinguished that is was a much darker red than Santas hat and therefore described it as dark red. One girl (20%) gave the answer maroon and another girl (20%) gave the answer burgundy. The table below shows the results along with each Childs gender and age: Response to Questions Child Gender Age Q.1 Q.2 Q.3 Q.4 Q.5 A M 8 Red Light Blue Fawn Brown Moss Green Burgundy B M 8 Red Blue Brown Green Red C M 9 Red Blue Brown Green Red D M 4 Red Blue Brown Green Red E M 7 Red Blue Brown Green Red F F 6 Red Sky Blue Nutmeg Sage Maroon G F 7 Red Light Blue Fawn Green Burgundy H F 5 Red Blue Brown Green Dark Red I F 6 Red Sky Blue Light Brown Green Dark Red J F 6 Red Sky Blue Brown Green Dark Red DISCUSSION/ANALYSIS The results show that females take more notice of details than males as the female children were more perceptive when looking at the picture and therefore gave a greater variety of colour descriptions. These results agree with Lakoffs research of Language and Womens Place. Lakoffs research was published more than thirty years ago and her specific claims about the way language is used by woman have been overturned as more recent research does not support them as the research was based on intuition. (Cameron, 2007). However, Lakoffs arguments that language-use, gender and power are all connected is still supported (Cameron, 2007). Individual differences may account for some of the variations in the results. Child A, a male child, gave colour terms of Red, Light Blue, Fawn Brown, Moss Green and Burgundy which suggests that other social factors besides gender stereotyping may have an influence. The way people use language is affected by the context of the situation they are in and to whom they are engaging in conversation with (Cameron, 2007). Holmes (1984) uses the analogy of a tightrope to explain: Women are obliged to walk a tightrope of impression management, continually demonstrating their professional competence while also making clear that they have not lost their femininity that they are not, for example, aggressive or uncaring (Cameron, 2007). Factors such as socio economic background, parent influence and other interests may have a direct effect on language acquisition and needs to be researched further. CONCLUSION The differences between males and females can be attributed to biological and social factors. Research by Glass (1992) shows that the brain develops differently in males and females which results in the two genders having a preference for tasks that are associated with that part of their brain that matures faster. Social factors such as gender stereotyping has a significant influence on language use as it helps to reinforce the roles that society dictates men and women should have. Gender stereotyping occurs from birth Females use language as a way to develop personal relationships where as men use language to assert independence and status. People adapt their language to different contexts therefore gender differences is a difficult area to study. Gender alone cannot account for differences in language use and as such other factors such as socio economic background, education and individual differences should be taken in to account. Much of the research carried out has identified what the differences are between male and female speech but with little suggestions as to why these differences occur. REFERENCE LIST Bradley, P. H. (1981) The Folk Linguistics of Womens Speech: An Empirical Examination. Communication Monographs. 48, pp73-90 Caldera, Y.M. (1989) Social interactions and play patterns of parents and toddlers with feminine, masculine and neutral toys. Child Development, 60, pp70-76. Cameron, D. (2007) The Myth of Mars and Venus. New York: Oxford University Press Crystal, David. (2003) The Cambridge Encyclopedia of the English Language. Second Edition. Cambridge: Cambridge University Press, p.298 Dubois, B. L., Crouch, I. (1975) The question of tag questions in womens speech: They dont really use more of them, do they? Language in Society, 4(3), pp.289-294. Eisenberg, A.R. et al (1985) Childrens Talk: Learning to use Language. New York: Norton. Glass, L. (1992) He Says, She Says. Closing the Communication Gap Between the Sexes. New York: G.P. Putnams Sons. Holmes, J. (1984) Hedging Your Bets and Sitting on the Fence: Some Evidence for Tag Questions as Support Structures. Te Reo, 27, pp.47-62. Lakoff, R. (1975) Language and Womans Place. New York: Harper Colophon Books. McMillan, J. R. et al (1977) Womens language: Uncertainty or interpersonal sensitivity and emotionality? Sex Roles, 3, pp.545-559. Mulac, A., Lundell, T. L. (1986) Linguistic contributors to the gender-linked language effect. Journal of Language Social Psychology, 5, pp.81-101. Nilsen, A. et al (1977)  Sexism and language. Illinois: National Council of Teachers of English, pp.161-179. Pearson, J. C. (1985) Gender and Communication. Iowa: W.N.C. Brown Publishers. Pearson, J. C., Davilla, R. (2001) The Gender Construct: Understanding Why Men and Women Communicate Differently. In Borisoff, D. Women and Men Communicating. Illinois: Waveland Press. Weatherall, A. (2002) Gender, Language and Discourse. London: Routledge

A Nightmare On Elm Street :: essays research papers fc

  Ã‚  Ã‚  Ã‚  Ã‚  At a time when the stalker movie had been exploited to all ends and the image of mute, staggering, vicious killers had been etched into society’s consciousness to the point of exhaustion, a new kid entered the block. The year was 1984 and it was time for a new villain to enter into the horror genre. A villain that was agile, intelligent, almost inviolable yet viscous, and by all means deadly. A Nightmare on Elm Street introduced the distinctive presence of Fred Krueger to the horror industry and to the audience. Freddy Krueger took the center stage and with him a new era of horror films began. This horribly scarred man who wore a ragged slouch hat, dirty red-and-green striped sweater, and a glove outfitted with knives at the fingers reinvented the stalker genre like no other film had. Fred Krueger breathed new life into the dying horror genre of the early 1980’s. Horror films are designed to frighten the audience and engage them in their worst fears, while captivating and entertaining at the same time. Horror films often center on the darker side of life, on what is forbidden and strange. These films play with society’s fears, its nightmare’s and vulnerability, the terror of the unknown, the fear of death, the loss of identity, and the fear of sexuality. Horror films are generally set in spooky old mansions, fog-ridden areas, or dark locales with unknown human, supernatural or grotesque creatures lurking about. These creatures can range from vampires, madmen, devils, unfriendly ghosts, monsters, mad scientists, demons, zombies, evil spirits, satanic villains, the possessed, werewolves and freaks to the unseen and even the mere presence of evil. Within the genre of horror films falls the sub-genre of teen slasher/stalker films. These teen slasher/stalker films take the horror genre film characteristics into account, however they add more to the formula. More violence, sadism, brutality, and graphic blood and gore are used to increase the terror factor. Sexuality and gratuitous nudity are also key characteristic of many of these films. Imitations and numerous sequels are also a common characteristic of teen slasher/stalker films as well. A Nightmare on Elm Street and all of the following six sequels fall into its own sub-genre of the teen slasher/stalker sub-genre as well, know as the Nightmare on Elm Street Series. This series of films adds a new dimension to the typical teen slasher/stalker film, depth of character and story.