The Star System in Hollywood Essay Sample

The Star System in Hollywood Essay Sample The Star System in Hollywood Essay Example The Star System in Hollywood Essay Example Hollywood is well-known for both massive and successful production of different motion pictures. It always seemed to be a place where dreams come true for millions of young boys and girls who went there in pursuit of their happiness and glory. Many of those who arrived to film production companies were really talented, but only some particular people, usually very good-looking or with something special in their appearance, became stars. In the 1930s-1940s of the 20th century, the tendency became more popular. In the scope of the Hollywood studio system, which included five major film production companies, the â€Å"star system† started to increase and dominate in almost all movies. The viewers had a possibility to enjoy films with the actors they know very well from other pictures. Therefore, the star system was the primary orientation in the process of classical Hollywood moviemaking, which, without doubt, affected the movies produced at that time and the American society tha t was a consumer of the films. However, despite the popularity and wide use, the system declined with the time flow. The Star System in Hollywood in the 20th Century The star system is usually regarded as a method used for creation and the subsequent exploitation and promotion of film stars. Mark Tooms claims that the star system was once among â€Å"the key components of the Hollywood studio system† (as well as for many companies these days) (Tooms). As soon as producers or other people from the crew liked anyone, they tried to do their best to change this person according to the desires of the general public, i.e. make them special, attractive, stunning and unforgettable. Since the right person was discovered and checked for the perception of the audience, they became actively involved in the filmmaking industry. Ndalianis and Henry claim that the star system means much to Hollywood film production as it was, and is, the major device that brings success to the film production companies in Hollywood (xi). The authors state that the actors as major stars are now replaced by directors such as Steven Spielberg, Francis Ford Coppola, Martin S corsese, George Lucas, and others. Moreover, they claim that the main privilege directors have is that they do not have to quit filmmaking as they get older, less attractive and when new producers appear on stage. The only things they need are to have enough stamina to embody their talent and remain original so that no one could do what they do in such a good manner. Many critics talk about the star system as a notion that is still operating in the United States. As Hollywood produces stars as it did 50 or 60 years ago, it can be assumed that the star system declined but did not disappear completely. McDonald claims that adherence to the star system dogmas is the use of some particular mechanisms for constructing and promoting new works and making them consumed by the audience (1). Though stardom is directed to the massive commercialization and making money, McDonald states that â€Å"the star system deals in individualism† (1) since every celebrity is differentiated without being perceived as part of a large group of famous people. They are not regarded as people with certain characteristics but as the separately taken individuals. The perception by the audience and the representation of celebrities in films make the main difference between the present-day star system and that at the beginning of the 20th century. It is possible to assume that present-day filmmaking is not absolutely centered on actors; the stardom did not disappear as it is represented by the estimation of producers’ work. Many people think that the films produced by Steven Spielberg, George Lucas, Walt Disney, or Martin Scorsese cannot be boring, conventional and unsuccessful. Therefore, one may conclude that after the peak of the star system in Hollywood and the following decline, the stars still exist. The major thing is that the focus is different. There is not much orientation on the image created by the famous actor or actress in the modern Hollywood but on the celebrity as an individual. Thus, the star system is used in a different manner and with a different purpose. There are different ideas of what the star system is. The most accurate and close to the reality definition is provided by Ndalianis and Henry that said that the star system is â€Å"a system that has always relied on expanding fascination with its products by developing public interest in individuals who majestically encapsulate the media form they represent† (x). Hayward states that the star system is usually regarded as something that occurred in Hollywood (349). The reality is that at the time the orientation on stardom appeared in the United States, it was already actively used in France (usually in comedy series and ‘film d’art productions’) since 1908 (Hayward 349). When filmmakers understood that some actors were perceived better by the audience, they started employing people that were liked by the moviegoers more often. Richard de Cordova claims that the American star system appeared in the early years of the 20th century and insists that â€Å"th e star system has been central to the functioning of the American cinema as a social institution† (as quoted in Schmid 107). Powdermaker claims that despite the fact that the star system played some role in filmmaking, it was not created by the companies (228). At the beginning of the 20th century, there were no names of actors provided before or after the film since the producers did not think them needed. The moviegoers started writing letters to learn who their beloved actors are. At first, produces refused to provide such information because they assumed that the actors will understand that they are popular and will demand higher payment. Nevertheless, they changed their mind, starting exploiting actors’ fame no matter what the actors would have requested as more people tended to watch movies with the actors they adored. That was a small beginning of the system that very soon enabled manipulation by the society (Powdermaker 228). Hayward admits that by 1919 there had been the establishment of the star system (349). The first star in the United States became Florence Lawrence who played the Biograph girl in 1910, though in reality, she was not the first. Mary Pickford (more known as â€Å"little Mary†) is claimed to be named a star earlier than Lawrence. Charlie Chaplin was the next person in the row. The author of the book insists that the film production companies received much profit when they started shooting stars (Hayward 349) and called this type of business â€Å"by no means a one-way exchange† since the stars earned money till the company got the profit. Obviously, there had been a prototype of the typical Hollywood star that was generally liked by the audience. The stars now and then have some distinct features that are not very important. Since the focus of the film production companies is not the same, the celebrities are formed in a bit different way and are more independent than in the period of the Hollywood studio system (the star system was a method of getting profit by the studio system). Overall, it is possible to assume that the star at the beginning of the 20th century had some particular features. Thus, both male and female actors were usually good-looking. Women were represented as ladies and men were depicted as gentlemen. The star system in filmmaking did not exist on its own. As the films were produced by certain companies, they applied the method to their practice and had some benefit from it. At the beginning of the 20th century, there were a considerably smaller number of film production companies than today. At that time, the American cinematography was directed by five major studios (companies). Some of them, according to Dirks, originated as the rebels against the MPPA (Motion Picture Patents Company). Moreover, they struggled among themselves to gain recognition, attract the bigger audience and, therefore, make more money. These five studios that together comprised the Hollywood studio system were 20th Century Fox (appeared in 1935), MGM (Metro-Goldwyn-Mayer), Paramount, Warner Brothers, and RKO Radio (Dirks). Three more studios that completed the list of all film production companies were Columbia Pictures, Universal Pictures, and United Artists (Dirks). Together they produced films that made that time period memorable as a Golden Age of cinematography. The first studio that appeared earlier, had already gained some recognition and, therefore, had more chances to survive the competition, was Paramount Pictures. It was founded by Adolph Zukor in 1912 (â€Å"History†). The article about the history of the company provided at the official website of Paramount states that the company is â€Å"the longest operating and only major studio remaining in Hollywood† (â€Å"History†). Since the company was founded at the beginning of the 20th century, it had to overcome all stages of the development, come through all the challenges that the filmmaking industry had on its way and survive despite all failures. When the star system was in vogue and became regarded as an essential part of the success in filmmaking business, Paramount Company started following the same scheme with the actors loved by people as well. Though the star system came to its decline or, rather, transformed, the studio did not stop using the images of the stars as a means to draw attention of the audience. During the whole course of its functioning, the company cooperated with many film celebrities such as Marlene Dietrich, Gary Cooper, Cecil B. DeMille, Alfred Hitchcock, Rudolf Valentino, D.W. Griffith, the Marx Brothers, Bob Hope, Elvis Presley, Audrey Hepburn and others (â€Å"History†). There is evidence that the Paramount Pictures managed to overcome the crisis that appeared after the star system decline as it was using the changed stardom strategy. In more recent years, the company cooperated with such stars as Harrison Ford, Tom Cruise, Steven Spielberg, Angelina Jolie, Meryl Streep, and others. The film makers and celebrities that are now working together at Paramount are reported to put their experience, strength, talent, passion and desire to produce the films that are admired by millions of people and can be easily called artistic works. In the early 20th century, the stars played a crucial role not only in the filmmaking process but also in the formation of the celebrity system, which, in its turn, influenced public opinion, in general (Tooms). The society was much affected by the people they saw on the screens. Many of them became role models and the embodiment of courage, sexuality, beauty, smartness, originality and passion and were admired not only by the representatives of the opposite sex but also by those of their own gender as they served as an example to them. Such stars were Clark Gable, Marlene Dietrich, Greta Garbo and others. The stardom had a bit negative effect on the film production as the studios became more profit-oriented. Therefore, there was a big rivalry between major film production companies, which led to more quantitative and artificial production of movies and deliberate exploitations of the stars. As film production became more successful, the orientation on the images suggested by the movies was very strong. The actors were the examples of gentleman behavior patterns, courage and strength, while actresses were teaching female part of the audience how to look good and be sexual, stylish, passionate, simple, mysterious, glamorous, unforgettable and successful. Women who watched movies at that time tried to follow in the heroines’ footsteps and copied their hairstyles, clothing, conduct and even manner of speech. The society became â€Å"television-oriented† as they learned from it. People watched movies produced by well-known film production companies and performed by famous actors. The Hollywood studio system did not need those actors that once were stars but due to their age, lost beauty or substitution by some people that were considered more interesting for the viewers were not that popular as before. These actors were often neglected and forgotten. The actress considered to be the first Hollywood star (Florence Lawrence) died at the age of 52, committing suicide since she could not bear the burden of live in the shadows, being absolutely forgotten and not having chance to earn her living by means of what she did before (â€Å"100 years of movie stars: 1910-1929†). It is also reported that 28 years earlier, the producer Carl Laemmle died. The triggering cause of his death was being one renowned and forgotten later. These two cases, along with many others, show the wrong direction in which filmmaking was going to manipulate the audience and make money. It is stated that the incidents like these and the orientation on marketing matters with stardom expl oitation had â€Å"a lasting effect on Western culture† (â€Å"100 years of movie stars: 1910-1929†). At that time, actor’s career did not last for long. Marlene Dietrich, an actress who was world-famous for her stunning beauty and â€Å"unspeakable† sexuality, did not lose her talent but just became older and was substituted by those actresses that showed potential to be loved by the audience. Gledhill states that her exotic accent and foreign elusive manner was substituted by an image of a hometown girl, namely the heroine represented by Doris Day or Judy Holliday (286). The situation described is one more proof that Hollywood filmmaking was not a form of art but the marketing element created to make money by entertaining the audience. It is probably one of the reasons (but not major one) that served for the following decline of the whole star system and image orientation. It is inevitable that the star system came to a decline one day. The reasons were exploitation of the stars, abandoning them when they did not bring anything new to the images developed for them, and artificial creation of the celebrity’s artistic face without the slightest regard to their individual peculiarities could not last for long. Hayward reports that there is an official date when the star system was over (350). The author claims that the star system stopped to be used by the 1950s as the Hollywood studio system collapsed (Hayward 350). It is also stated that there was still a rivalry between Hollywood and Europe in the sphere of filmmaking business. For instance, Europe presented the world such â€Å"sex-goddess†, as Hayward names (350) them, as Shirley Ann Field, Brigitte Bardot, and Sophia Loren, whereas Hollywood tried to keep up with such divas in their films as Marilyn Monroe, Jayne Mansfield, and Ava Gardner (Hayward 350). Hayward admits that the collaps e of the Hollywood studio system did not mean the end of the star system. The stars were being produced at that time as well but in the smaller amount. With the flow of time, the celebrities and the images they represented changed to more nasty, determined and malevolent (Hayward 350). The star system is a method of exploitation and promotion of film stars developed to increase the interest of the audience to the film. The technique was actively used at the beginning of the 20th century (originated in 1919). The typical image of a woman comprised the features of a lady. The attributes of the man’s image were gentleman’s characteristics. The major company that occurred at the same time as the star system was Paramount Pictures. Founded in 1912, it managed to overcome all obstacles on its way and saved the leading position till today. The company used the star system as well, cooperating with many celebrities. By the 1950s the system started to decline as the artificial creation of images that are already familiar to the audience and exploitation of the stars was not as efficient as at the very beginning. Finally, the star system changed. The images became different and the individual features of the stars started to be more valued. Nevertheless, the st ar system contributed to the development of film industry and created the masterpieces that are still valued by moviegoers all over the world.

Using the Spanish Verb Traer

Using the Spanish Verb Traer Although the very common Spanish verb traer is the one most often used to translate the English verb to bring, it is also used in a wide variety of other situations. Keep in Mind Traer most commonly conveys the idea of bringing, either literally or figuratively.Traer can refer to causing a result. It can also mean the wearing of clothing.Traer is irregularly conjugated. Traer Meaning 'To Bring' Here are some examples of traer meaning bring: El cartero me trajo el iPad. (The letter carrier brought me the iPad.)Hoy te traemos la à ºltimas noticias de la guerra. (Today we are bringing you the latest news about the war.)Cada semana Pablo me trae flores. (Pablo brings me flowers every week).Trigame un cafà © sin leche. (Bring me a coffee without milk.) Often, traer carries a meaning similar to bring but is best translated in another way: Por ese motivo te traigo algunos consejos. (That is why Im giving you some advice.)Esta cmara no trae flash. (This camera doesnt have flash.)El libro trae los mapas ms actualizados de Argentina. (The book has the most current maps of Argentina.)Esto me trae felicidad en el ms profundo sentido. (This makes me happy in the deepest sense.)La meditacià ³n diaria te traer paz y claridad. (Daily meditation will give you peace and clarity.)Una tarde lluviosa nos traerà ­a recuerdos de infancia. (A afternoon rain had us reminiuscing about our childhood.) Traer With Other Meanings As sometimes does the word bring, traer can also mean to cause, especially when referring to difficulties: Beber en exceso me trae muchos problemas. (Drinking too much causes me many problems.)El asma trae dificultad para respirar. (Asthma causes difficulty in breathing.)Todo esa situacià ³n me he traà ­do una enfermedad gastrointestinal. (This whole situation has given me a gastrointestinal illness.) When used with articles of clothing and similar personal effects, traer can mean to wear:  ¿Por quà © Mickey Mouse no trae camisa? (Why doesnt Mickey Mouse wear a shirt?)A veces traigo lentes tipo motociclista. (Sometimes I wear motorcycle goggles.)No me gusta traer los zapatos sin calcetines. (I dont like wearing shoes without socks.) Using the Reflexive Traerse Finally, in the reflexive form, traerse sometimes indicates what is happening with the subject of the verb:  ¿Quà © se trae tu familia? (Whats going on with your family? Whats your family up to?)Me parece que Netflix no funciona.  ¿Quà © se traer? (It appears to me that Netflix isnt working. What could be going on?) Phrases Using Traer Traer is used in numerous phrases and idioms. Here are some of the most common: traà ©rsela floja (to be indifferent) - Me la trae floja a todos aquellos que me bloqueen. (I couldnt care less about all of those who block me.)traer a colacià ³n (to bring up a subject) - Este caso trajo a colacià ³n la importancia de verificar los aviones antes de ser abordados. (The case brought up the importance of testing the planes before they are boarded.)traer a la luz (to reveal or bring to light) - El caso trajo a la luz un problema que tiene profundas raà ­ces en la polà ­tica mexicana. (The case brought to light a problem that has deep roots in Mexican politics.)trael al caso (to bear or keep in mind) - Traigamos al caso las palabras de nuestros padres. (Lets keep in mind the words of our parents.)traer de cabeza (to figuratively cause a headache) - Esta tableta es atractiva, pero va a traer de cabeza a la hora de repararlo. (This tablet is attractive, but it will cause a headache when it needs to be repaired.)traer loco (to drive crazy) -  ¡Esta computadora me trae loco! (This computer is driving me crazy!) traer prisa (to be in a hurry) - Por favor, trata de llegar lo ms rpido que puedas. Traigo prisa. (Please, try to arrive as soon as you can. Im in a hurry.)   Conjugation of Traer Like nearly all of the most-used verbs, traer is irregularly conjugated. In many cases, a g or j is used in the ending. Some of the most common irregular forms are: I bring is traigo.The present participle or gerund is trayendo.The past participle is traà ­do.The present subjunctive follows the pattern traigas, traiga, traiga, etc.The preterite follows the pattern traje, trajiste, trajo, etc.Imperative forms include traiga usted and traigan ustedes.

Memo assignment Example | Topics and Well Written Essays - 250 words

Memo - Assignment Example In an economy that is suffering from economic crisis, austerity is not an option for the managers of that economy. However, even as austerity is chosen as a way to bring the economy back to its feet, it must be considered that that some aspects of austerity may actually lead to more dangerous outcomes for the economy. This is what Bank of Spain Governor Luis Linde is arguing in his speech to the parliament is trying to explain (Jonathan, 2012). If for instance, the government reduces pension to pensioners, the ripple effect in the economy would be increased inflation and decreased market confidence by both local and foreign investors. For this reason, it is increasingly important that the government know exactly what to do in order to avoid making a bad situating even worse. Linde argued that for budget for the coming year will have to be optimistic as this is the only way to recreate confidence. This is true, considering that what the economy is looking for in investor confidence to allow increased economic growth. Jonathan, House. Spain Central Bank Chief Warns on Budget Targets . 04 October 2012. 08 October 2012

Accounting i a subjective subject Essay Example | Topics and Well Written Essays - 1500 words

Accounting i a subjective subject - Essay Example A theory'Ã'• Ã'•ucceÃ'•Ã'• aÃ'• a theory dependÃ'• on itÃ'• value to uÃ'•erÃ'• in explaining and predicting eventÃ'•.AÃ'• of now there iÃ'• not one theory in accounting that can be called "The Accounting Theory," aÃ'• no one theory can currently explain and/or Ã'•ucceÃ'•Ã'•fully predict all accounting phenomena. However, the paper doeÃ'• take into account the potential value of the poÃ'•itive theory of accounting and itÃ'• limitationÃ'•. Finally, the paper attemptÃ'• to aÃ'•Ã'•eÃ'•Ã'• the need for an accounting theory and to determine whether we need one.If it iÃ'• to be comprehenÃ'•ible and reliable, accounting muÃ'•t be uÃ'•ed in accordance with Ã'•pecific ruleÃ'• and regulationÃ'•. It would be chaoÃ'• of Babylonian proportionÃ'• if each perÃ'•on uÃ'•ed hiÃ'• own grammar and vocabulary - nobody would underÃ'•tand anybody elÃ'•e. LikewiÃ'•e, it iÃ'• eÃ'•Ã'•ential that accounting iÃ'• uÃ'•ed acc ording to generally accepted ruleÃ'•. (ThomaÃ'• , 2003, 10)The hiÃ'•tory of accounting iÃ'• aÃ'• old aÃ'• civilization, key to important phaÃ'•eÃ'• of hiÃ'•tory, among the moÃ'•t important profeÃ'•Ã'•ionÃ'• in economicÃ'• and buÃ'•ineÃ'•Ã'•, and faÃ'•cinating. AccountantÃ'• participated in the development of citieÃ'•, trade, and the conceptÃ'• of wealth and numberÃ'•. AccountantÃ'• invented writing, participated in the development of money and banking, invented double entry bookkeeping that fueled the Italian RenaiÃ'•Ã'•ance, Ã'•aved many InduÃ'•trial Revolution inventorÃ'• and entrepreneurÃ'• from bankruptcy, helped develop the confidence in capital marketÃ'• neceÃ'•Ã'•ary for weÃ'•tern capitaliÃ'•m, and are central to the information revolution... Big buine required capital market that depended on accurate and ueful information. Thi wa upplied by the expanding accounting profeion. Today, a global real-time integrated information ytem i a near reality, uggeting new accounting paradigm. Undertanding hitory i needed to develop the linkage to predict thi future. The firt prerequiite i that accounting hould agree or conform with the baic truth according to which our economic ytem function; the current economic and buine practice and the applicable law a embodied in legilative regulation or common law. Conequently, it i important that uniformity i maintained in accounting practice; in other word, a pecific et of circumtance, wherever it may be encountered mut be dealt with by everyone in exactly the ame way within the accounting proce. Accounting theory create a framework that enure that accounting practice complie with the requirement of conformity and uniformity. Thi theory i embodied in a et of principle, policie, method, procedure and convention. The continuouly increaing cope and complexity of our economic ytem require a correponding proce of adaptation in accounting in order that the relevant information regarding economic activitie may be recorded. It i eential that everyone involved in accounting hould undertand thi proce of adaptation; moreover, a prerequiite for uch undertanding i a grap of not only the theory of accounting, but alo the tructure of that theory. (Thoma , 2003, 10) Accounting theory i baed on a et of baic economic truth that are of a dual nature. Firt, accounting theory i baed on propoition generally accepted in the economic order of a particular ociety. For example, conider the

Profanity! THE PHENOMENON Essay Example for Free

Profanity! THE PHENOMENON Essay Introduction Language is the most important aspect in the life of all beings. We use language to express inner thoughts and emotions, make sense of complex and abstract thought, to learn to communicate with others, to fulfill our wants and needs, as well as to establish rules and maintain our culture. Language can be defined as verbal, physical, biologically innate, and a basic form of communication. We can define language as a system of communication using sounds or symbols that enables us to express our feelings, thoughts, ideas, and experiences. (E. Bruce Goldstein, Cognitive Psychology: Connecting Mind, Research, and Everyday Experience, 2nd ed. Thomson, 2008) Humans express their feelings in many different ways physically, mentally or verbally. Vulgar words, also known as swearing or cursing exists in all human languages that perform certain functions. One study found that swearing is not merely a common reaction to pain; it actually functions as a pain reliever where psychologist would advise people to swear than to hurt someone or yourself. However, the overuse of swear words tends to diminish their beneficial effect and will result in bad moral attitude. Swearing is a widespread but underappreciated anger management technique. (Mapà ºa Institute of Technology, â€Å"Vulgarized Filipino Identity: Development of Filipino Profanity†, 2011) Swear words have manyaliases: bad words, curse words, cuss words, dirty words, four-letter words, expletives, epithets, obscenities, profanity, blasphemy, bawdy language, foul language, rude language, vulgar language, or taboo language. This long but nonetheless non-exhaustive list of descriptors gives an indication both of the wide range of alternate labels that exist, and of the kind of words or language these labels denote. Most people have  at the very least a general idea of what such words or language use these descriptors refer to, if not an intimate knowledge of or even personal affinity for some particular examples. One definitive setof words encompassed by these labels is nonetheless elusive, due in part to the subjectivity of defining swearing. In very basic terms, swearing refers to the use of words which have the potential to be offensive, inappropriate, objectionable, or unacceptable in any given social context. The fact that there are so many labels for such words or language use is testimony to the variable nature of swearing. (Who’s Swearing Now? The Social Aspects of Conversational Swearing By Kristy Beers Fà ¤gersten) Swearing is prevalent in almost every culture around the world, with each having its own profanities. The practice of swearing is unique in that even though its thought of as taboo in most cultures, its still done by most people. In fact, in America, about 74 percent of 18- to 34-year-olds and about 48 percent of those over the age of 55 admit to swearing in public [source: YgoY]. And linguistics experts agree that young children learn swear words and begin to grasp their power long before theyre capable of understanding what they mean [source: Angier]. (http://curiosity.discovery.com) Children are such a large part of the society and as human at this point in time of their lives they now start to explore different things, most especially on words or languages to say. As we know, children are the most innocent beings, capable of saying such sweet and cute words or languages. We all know how they are fond of experiencing new things through exploration, learning through observing their elders. Sometimes the most unexpected things are the ones children end up copying not knowing if it is a good thing or bad thing. We’re all aware of that quality in kids. Everyone in their immediate surrounding is a role model to them and this comes with certain consequences. Our actions and choice of words have a clear effect on how a child behaves, as it’s perceived as appropriate. But what if it begins to get out of hand, considering they might not know the real meaning or  definition of profanity they learn from others? Word is the wave vibration, which has the power, as the creative and destructive. And the destructive words are profane words. Using swear words influence bad on young generation. Nowadays many adults use cursing words and it is bad for young generation, of course. Every man nowadays use taboo words, and it is difficult to re-educate them to not use them. To support my opinion further it is important to mention that children are hearing swearing in the movies and on TV, and in the music they listen to that they have become desensitized to it. (Valerie Strauss, 12.04.2005). So swearing get more popular and parents forget about that they influence bad on their children. (http://www.ih.kz/InternationalPress) Let’s take women in our society. Traditionally, women were the caregivers and homemakers. They refrain from using bad words at home. According to the article by Pamela Stewart (03.2011) statistics to 2010 year, â€Å"there has been an increase in the number of women using taboo words. In 2006, 45 percent of females were reported to swear in public.† So women cannot imagine that they learned their children use these cursing words. Fortunately, kids do not understand the meaning of these words, but happily reproduce the bad phrases shocking others. Agree, to hear such â€Å"bad words† from your child it is very awful. â€Å"Most mothers still scold their children for using taboo language or swearing† said Pamela Stewart, eHow Contributor. But how they can scold their children, if the cause of using taboo words among children it is their parents. Words, especially from those we consider leaders, can guide us or deceive us, make us knowledgeable or ignorant, violent or peaceful, sad or joyful, wise or foolish. Words or languages can be good or bad. Words can comfort when were feeling sad, inspire us to take action, acknowledge us for a job well done, humiliate us, and make us laugh, stimulate our thoughts, educate us, or incite violence. A poster on a school notice board declares: What we habitually say in our  heads, we usually end up saying with our lips, which ultimately direct our feet. Words are powerful. From others they often influence or direct our decisions and behaviour while our own words act to elicit responses from those who receive them. (http://timesofindia.indiatimes.com/life-style/ ) According to Maureen Gill, an educator, author, blogger, and public speaker known for her insightful historical analyses, biting political commentaries and riveting fiction said that, she doubted the saying that says â€Å"the eyes are the window to soul† and didn’t doubt for a moment, however, she added that, the words we speak or write convey the inner workings of our minds and hearts. There is no better way to know a person than to listen to him/her speak, to know what they read, to understand whom they admire and if you know this, you know everything that is truly important to know about a person. Words, spoken and written, not only indicate whether a person is educated, cultured, kind or venal, they also demonstrate if thoughts are ordered and cognition is intact or impaired. The choice of words and their arrangement are used by physicians and other health experts to evaluate emotional as well as organic pathologies, Maureen Gill added. â€Å"Profane† is defined as irreverence, obloquy, or contempt (something sacred); Treat as not sacred: desecrate,, pollute; to debase by a wrong, unworthy, or vulgar use: abuse, defile, vulgarize (Webster’s Third New International Dictionary, ). Thats just language learning. These words have no special status as taboo words, says Paul Bloom, Ph.D. Learning theyre taboo words is a later step. Bloom explains that children are using words to communicate instinctively. They dont yet have the judgment to take a step back and think about whether a word is appropriate in a given situation. Paul Bloom is a Professor of Psychology and Cognitive Science at Yale University. His research explores how children and adults understand the physical and social world, with special focus on language, morality, religion, fiction, and art. (http://www.npr.org/templates/story/story.) In an article by Valerie Strauss, Washington Post Staff Writer, entitled â€Å"More and More, Kids Say the Foulest Things† said that, Profanity, in the large sense, is defined as words that others consider offensive, although it originally was restricted to words that were blasphemous. Once heard mostly in whispers, today it is inescapable. I never thought I would say this once being a hard-core anti-music censor but I understand why [young people] are doing this: You almost cant find a song, video game, television show, anything, without a curse word, said Laura Lee Cox, a seventh-grade teacher at Cedartown (Ga.) Middle School. Author David Riesman said, Words not only affect us temporarilythey change us. In the current generation, it is becoming more common for young children to use profane languages or â€Å"bad words† in a daily basis. It could be because of their parents, peers, or an incident that made them start using these profane languages we all know well. Sometimes children hear these words from other children, brothers or sisters, parents, or on TV. The child may repeat what she heard without knowing what the words mean. When an adult hears a young child talk like this, they usually either laugh or are shocked. Some children really enjoy the reaction they get from others, so they will continue using these words. (http://www.betterkidcare.psu.edu/TIPS/TIPS48.pdf) But according to Harvard Psychologist, Steven Pinker, Children are far more influenced by peers, says Pinker. Thats why kids of immigrants end up with the accent of their peer group rather than their parents. Particularly once theyve entered elementary school. Steven Pinker is a Canadian-born experimental psychologist, cognitive scientist, linguist and popular science author. (http://www.npr.org/templates/story/story.php?storyId=89127830) â€Å"Their peers are the ones who affect and influence a child the most due to the amount of time they spend with them as classmates and/or friends.  Parents can influence their child too, for they may be unaware of their children listening to them when they happen to use profanity in a conversation with another person†, added by Steven Pinker Communication relationship defined as the verbal or non-verbal interaction. Communication involves almost every aspect of our interactions with others; for this reason, communication and relationships are inseparably connected. You can’t have a relationship with someone without communicating with them. Communication involves how we express our thoughts, ideas, and feelings to others, including what we say and how we say it. But when we communicate with others, we also communicate attitudes, values, priorities, and beliefs. No matter what we actually say to other people in words, we also send messages about what we think of them, what we think of ourselves, and whether or not we’re sincere and genuine in what we say. Verbal communication is those vocal or spoken languages while our non-verbal communication those things we don’t say with words, but with gestures, our facial expressions, and our attitude – speak volumes. (Rich, 1999) An interview with Ms.Dalisay O. Balagbagan, a guidance counselor from the Polytechnic University of the Philippines, said that the status living of the family really affects language/words the child uses and also those children living in slum areas are more prone to be influenced by the people around them and used profane language/words habitually. â€Å"Yung mgabata ,yungunanilangnatututunan ay kung anoyungunanilangnakikita, nai-imitate kasinila. Kung anoyungnakikitanila – facial expressions, gestures, yunyungina-adopt nila.† Ms. Dalisay added. The reasons why children use swear words this often is because they’re exploring language. They might be testing a new word, perhaps to understand its meaning. They might also be trying to express a feeling such as frustration. Or they might simply be saying the word because it sounds funny or gets a reaction. Children might also be imitating others when they swear. (http://raisingchildren.net.au) The situation of children using profane language can be considered as an important issue in our country in terms of respecting and communicating properly. So, as the researchersgo on with this study, this will be a way or an instrument to understand and approach children regarding their use of profane language. This research is specifically important to the following: To the Academe This study will help them to conduct studies and researches regarding the appropriate way to communicate and to understand those children who use profane language. This study could also catch the eye of communication specialists and psychologists. To the Students This study would give them a larger view of understanding on how to deal with children engaged to profane language and could be also a guide for them to help themselves regarding the matter of using profane language. This could also help them with their family and other relatives to communicate and approach with them the right way. To the Parents The study could give them knowledge about their children who are possibly using or will be using profane language without them knowing. This could help them open up a conversation with their children regarding the matter, and could possibly help them stop or prevent their children who use profane language. The purpose of this study is to understand the children and how other people respond or communicate with those people who use profane language,and to instill awareness to the people about the usage of profanity among children in our society today. PROBLEM STATEMENT Children can easily adapt on every action and most especially about words/languages they hear from older people at this time. They did it on  their own way and they did not mind to know the real meaning of what they were trying to copy or have copied from someone ï€ ­ even if it’s good or bad. Children of today’s generation are engaged in profane languages since they were exposed early on streets and with their friends. This leads the researchers to conduct a study regarding children that engaged in profane language. This study aims to answer the question, â€Å"How does the use of profane language among children affect their communication relationship with others?† OBJECTIVES The objective of the study is to know how the use of the profane language among children affects their communication relationship. 1)To present the profile of the participants in terms of age/gender/educational attainment (age range: 10-17years old). 2)To identify the different profane language /terms the participants use and discern its meaning according to the participants understanding. 3)To know the reason why the participants use such language. 4)To know what/who influenced the participants in using profane languages. 5)To describe situations where the participants usually use profane language. 6)To know the perspective of participants on the image they project due to their use of profane language. 7)To know how profane language affects the participants communication relationship with the following: a)Family b)Peers c)Other people in the society THEORETICAL FRAMEWORK Children learn how to communicate through what they hear and see from others. They learn to interact with the different people in their society and begin to pick up what they have learned since society has taught them that it is something acceptable. The way a child sees himself when he learns to use profane language changes over time, and this also affects his communication relationship with his family and peers for they may have a different point of view from them. Thus, the researchers used the Symbolic Interactionism Theory by George Herbert Mead to know the interpretation and understanding of the child about the usage of profane language and how it affects the child’s communication relationship with his family, peers, and other people in the society. It is the way we learn to interpret and give meaning to the world through our interactions with others. The Symbolic Interactionism Theory by George Herbert Mead (which was continued by Herbert Blumer) is based on the idea that social structures and meanings are created and maintained in social interaction. The Symbolic Interaction perspective is based on how humans develop a complex set of symbols to give meaning to the world (LaRossa and Reitzes, 1993). The theory focuses attention on the way people interact through symbols, and these are words, gestures, rules, and roles. Barbara BallisLal summarizes the premises of this movement. †¢People make decisions and act in accordance with their subjective understandings of the situations in which they find themselves. †¢Social life consists of interaction processes rather than structures and is therefore constantly changing. †¢People understand their experience through the meanings found in symbols of their primary groups, and language is an essential part of social life. †¢The world is made up of social objects that are named and have socially determined meanings. †¢Peoples actions are based on their interpretations, in which the relevant objects and actions in  the situation are taken into account and defined. †¢Ones self is a significant object and like all social objects is defined through social interaction with others. Symbolic Interactionism has changed significantly since its early years, as Gary Fine suggests. It has expanded by adopting insights from other theoretical areas and has increasingly contributed to the work of other areas of social science. Today, according to Fine, symbolic interactionism has incorporated the study of how groups coordinate their actions, how emotions are understood and controlled, how reality is constructed, how self is created, how large social structures get established, and how public policy can be influenced. (Theories of Human Communication, Stephen W. Littlejohn, 2002, Seventh Edition) The three cardinal concepts in Meads theory are the society, self, and mind. These categories are different aspects of the same general process, the social act. The social act is an umbrella concept under which nearly all other psychological and social processes fall. Society consists of the cooperative behaviors of societys members. Human cooperation requires that we understand others intentions. Cooperation consists of reading other peoples actions and intentions and responding in an appropriate way. We use meanings to interpret the happenings around us. Society is made possible by significant symbols. The interplay between responding to others and responding to self is an important concept in Meads theory, and provides a good transition to his second concept the self. You have a self because you can respond to yourself as an object. You sometimes react favorably to yourself and feel pride, happiness, and encouragement. The primary way you come to see yourself as others see you is through rule taking or assuming the perspective of others, and this is what leads to have a self-concept. Another term is generalized other, which is the way others see you. The self has two facets, each serving an essential function. The Iis the impulsive, unorganized, unpredictable part of you. The me is the generalized other, made up of the organized and consistent patterns shared with others. The last process is the mind, which is a process. It is nothing more than interacting with one self. There are three core principles: meaning, language, and thought or minding. The Meaning itself is not inherent in objects for human beings act toward things on the basis of the meanings that they have assigned to them. The meaning arises in the process of interaction between people. It takes place in the context of relationships whether with the family or community. The Language is what human beings use to interact and it is the unique ability to name things. As children interact with family, peers and others, they learn the language and they also learn the social meanings attached to certain words (Language being the source of meaning). In Mead’s view, social life and communication between people are possible only when we understand and can use a common language, (Wood, 1997) The Thought is an inner conversation with oneself. It is a reflective pause through which we modify our interpretation of symbols. CONCEPTUAL FRAMEWORK The study aims to know how the use of profane language among children affects their communication relationship. Children work their relationships with everyone through interaction in their everyday lives. Unknowingly, they learn to adapt the language or behaviour these people use. The study is premised on the theory that the child’s relationship is built through the way he communicates with his family, peers and other people in the society, and vice versa. Basically, a child hears a certain profane language, whether it is towards him or to another person, and the child will immediately process in his mind that repeating the same word is okay because an adult said it. It is either he will feel closer to his peers who taught or whom he imitated the words from, or he will be more distant to his family, or he will be more intact with others in his surroundings. There are  many instances that cause children to use profanity. The child may also have a change in self-image whenever he uses the language, seeing how it makes others treat him. The Symbolic Interactionism Theory explains the way a child’s actions in the society, learning, and mind moves and changes. He has his own self-concept and how others see him, and the way he has adapted the profane language. The symbols they developed gave meaning to what we now know as profane language, for the society knows it but they do not fully understand the meaning behind these words. The children then use these words with a different meaningand understanding in mind, and since the older people know its meaning, they seem to either encourage the child to further use it or prevent themselves from doing so. The framework shown below explains how the usage of profane language among children affects their communication relationshipwith others. Figure 1.0 RESEARCH POSTULATES 1.The participants are children from a low type of environment and are exposed early to profane languages. 2.Some profane languages/terms that a child uses are: â€Å"Gago†, which is used to tell or show a person hatred and â€Å"Walanghiya†, which used to tell a person that he/she is shameless. The child does not fully know or understand the real meaning behind these words. 3.Children use profane language as part of their communication to express people how they feel, whether they’re happy or angry. They also use profane language to â€Å"fit in† in the society. 4.Children are influenced by their parents, friends, and even the society that they live in. 5.Examples of a situation when a child uses profane language is when they are playing around with their friends, when having a debate with someone, or having a conversation with a friend. They either use it unconsciously or to make themselves feel comfortable around others who use it as well. 6.Children think that using profane language is just a way of expressing their feelings. They don’t mind what other people would think of them. 7.Family becomes more aware and more cautious when they hear their child use profane language. Some friends will have a stronger communication relationship because they too use profane language. As for other people in the society, they distance themselves when encountering children using profane language. DEFINITION OF TERMS To be able to understand more this study the researcher had some up selected words to help and provide appropriate knowledge for the readers. These words are defined based on this study: Profane – it is characterized as curse, abusive, vulgar, or irreverent language often used with other verbs to indicate forcefulness, intensity, and enthusiasm to express oneself. Innocent- free from moral wrong; without sin; pure: innocent children. Language- a body of words and a system for their use of common to a people who are of the same community or nation, the same geographical area, or the same cultural tradition. Imitate- To copy the actions, appearance, mannerisms, or speech, act like or follow a pattern or style set by another. Instinctively rising from impulse; spontaneous and unthinking; instinctual behaviour. Behavior is the range of actions and mannerisms made by organisms, systems, or artificial entities in conjunction with their environment, which includes the other systems or organisms around as well as the physical environment. Communication Relationship the process that we use to communicate our ideas, thoughts, and feelings to another person. Rhetoric The art or study of using language effectively and persuasively. aims to improve the capability of writers or speakers that attempt to inform, persuade, or motivate particular audiences in specific situations. Symbolic interactionism the way we learn to interpret and give meaning to the world though our interactions with others. Identities the self-meaning in a role. Roles refer to â€Å"collections of expectations that define regularized patterns of behaviour within family life† Influence the capacity or power of persons or things to be a compelling force on or produce effects on the actions, behavior, opinions, etc., of others. Taboo – forbidden to profane use or contact because of what are held to be dangerous supernatural powers; banned on grounds of morality or taste; banned as constituting, a risk. Cuss – alteration of curse. Blasphemy – the act of insulting or showing contempt, or lack of reverence for God.

greek comedy :: essays research papers fc

Tommy Coleman Intro to Theater Process Kimmika Williams-Whitherspoon Greek Comedy and The Process of Putting on a Show   Ã‚  Ã‚  Ã‚  Ã‚  In The Poetics, comedy is defined as â€Å"a representation of an action that is laughable, lacking in magnitude, complete, [in embellished speech,] with each of its parts used separately in the various elements of the play; represented by people acting and not by narration.† (Aristotle, pg. 43) Therefore a play that does not adhere to this definition is not considered funny, nor does it produce laughter, which is highly essential to the genre. ***   Ã‚  Ã‚  Ã‚  Ã‚  When Kimmika told me that I was going to be doing a Satyr piece, I was devastated. I was so confident that I would be doing a musical piece in some shape or form. I would’ve even enjoyed opera, but not Satyr (of all genres) to do a project on. I was intimidated by the genre for my lack of knowledge about it. I was also fearful that my production would not add up to the caliber of the one I saw last spring semester, which followed all the rules, it seemed, of what a Greek comedy was supposed to be. With such anxiety eating at my psyche, it was difficult to move forward confidently with this project. On top of that, I was in the middle of rehearsals for Jitney, so I was not sure that I would pull my weight for the project. What is funny is that for the most part, my fear should’ve been the same fear as my partners who did not do as much as I did for this project at all.   Ã‚  Ã‚  Ã‚  Ã‚  Firstly, as far as meeting with my group members was concerned, that idea was cute in the beginning. Abbey, Phuong and I met during classes and discussed ideas for a possible Greek play. Then we suggested ways to come up with concepts and bring them back to each other. However not too long into the duration of the project, communication became non-existent. The only time I talked to my group members was during class time in Theater 011. Outside of class, there were no meetings. There was an attempt at one, but we got our times scheduled wrong. For me, it was impossible to meet during the evenings due to rehearsal for â€Å"Jitney† by August Wilson, performances of â€Å"Jitney†, and then rehearsals for a fashion show that I was a part of.

Morning in the Burned House

Morning in the Burned House Margaret Atwood â€Å"Bare child’s feet on the scorched floorboards (I can almost see) In my burning clothes, the thin green shorts And grubby yellow T-shirt Holding my cindery, non-existent, Radiant flesh. Incandescent. † Morning in the Burned House by Margaret Atwood is a poem describing the mind of a burned house and of how it is tormented by pain and evil; and yet, in the midst of this darkness, there is light to guide the soul of the house to safety and into a world of peace and forgiveness.The two stanzas chosen for this analysis are the final two stanzas, in which pain and peace are both shown in different perspectives. â€Å"Bare child’s feet on the scorched floorboards† is metaphorically showing how the house’s soul’s past is connected to the present, how it’s first memories are still in its mind, though everything else is gone. The only thing connecting the house to its past are the footprints on t he floorboards. The â€Å"scorched floorboards† represent the darkness in its life; how darkness has taken over everything in the house’s life and mind.The child’s footprints are also a symbol of guidance; they guide the mind of the house to safety and protection through evil and danger. â€Å"(I can almost see)† describes how the darkness is very thick, the hatred and anger almost hides the light of happiness. The darkness nearly blinds the house’s soul in despair and pain, yet it can faintly see the light of hope on the other side, see that all was well before the tragedy had happened. In my burning clothes, the thin green shorts and grubby yellow T-shirt† is giving the reader a small image of the house itself, of how it is burned to its skeleton, the green shorts being the lawn, the yellow T-shirt being the paint on the walls and the outside of the house. The colors portray the image of happiness and calm, but the word â€Å"grubby† gives it another image. â€Å"Grubby† now tells of how the house, even though it looks fine from a faraway distance, as you move closer, you see there are many flaws, that the house is not as perfect as you imagined.The house is attempting to show its happiness and get over the pain of being burnt and left behind, and yet, in its â€Å"protective shell† there are cracks that grow into crevices over time. â€Å"Holding my cindery, non-existent, radiant flesh† The house’s soul is explaining how these bright colors, though just the outer layer of this house, it holds the real â€Å"house† together, just like the other parts of the house mentioned in the poem such as the spoon, the dishes, and the kettle hold the house together, to keep the house’s mind from collapse and defeat.The flesh is radiant means the core of the house; the â€Å"mind† of the house is still safe, still pure and unsoiled by evil. â€Å"Incandescent† This fin al word of the poem summarizes the whole poem into one word. This one word describes all the positive thoughts, hopes, memories, and wishes of this devastated house, how even at the worst moments and after the tragedy, there is still something good within the house. It represents the goodness of this house, and what it has learned from suffering. But, the word incandescent also represents evil and suffering, because the fire that ruined this house was bright and hot.The fire showed all what pain had done to this house, showed its true feelings. Therefore, incandescent is what completes this poem; it shows both sides of the house’s mind and soul, how it is tortured, and yet, it is still protected by hope. Without incandescence, there would be no fire, and without fire, this poem would never have started, because fire was what caused the house’s soul to discover happiness and learn from pain. The theme of this poem is protection and weakness. Weakness because of torture and consequences, but protection because of hope, belief, and desperation.Most of the poem talks of light or dark, each side representing how the house feels. In the beginning of this poem, you see the bare skeleton of the house, the nakedness without safety. As you read on, and especially into the last stanzas, you feel a sense of protection, as if the house has something more than just its skeleton standing. The final two stanzas (those I have chosen) summarize the house’s feelings, how protection and destruction are linked together, and how one cannot be anything without the other. The last two stanzas also show the character maturing and growing, as they learn to survive.

“A Dream Deferred” by Langston Hughes Essay

The poem A Dream Deferred by Langston Hughes basically describes what happens to dreams when they are put on hold. The speaker in the poem originally entitled it Harlem, which is the capital of African-American life in the United States. The title was changed to accommodate all dreams in general, and what happens when people postpone making them come true. The speakers attitude toward the poem is an advice-giving attitude. The poet doesnt want people to postpone getting what they want. The poem is written in an informative/caring tone to help people live the lives they dream of having. In the opening of the poem, the poet uses a visual image, which is a simile, to compare a deferred dream to a raisin. The speaker asks the question Does it dry up/like a raisin in the sun? (2-3) This phrase creates the image of a raisin that used to be a firm, moist, and healthy-looking grape that has become shriveled up into a raisin. The speaker doesnt emphasize the appearance of the raisin, so it isnt as good of an image as the simile. This image gives an emotional effect of a dream deferred shriveling up and turning dark because the sun has baked it. The words and phrases, Or fester like a sore(4), and Or crust and sugar over(7) are both symbolic of the hard manual labor that African-Americans had during the early 1900s. Maybe it just sags / like a heavy load(9-10) is a great picture of a dream that sits within a person and weighs there making everything else one does never enough. As the reader puts all of these illusions together, ones own dreams and ideals are brought to the surface just as Hughes brings his poem to a close with style. Or does it explode (11) is the most powerful line of the poem. It is separated from the other lines of the poem and italicized, adding emphasis to it visually. The concept of a dream exploding is a powerful conclusion of what could happen to the poet’s or reader’s dreams if they are pushed aside or unable to be pursued. All in all, this poem is a very universal poem as far as advocating for all types of people. This poem uses no forms of rhyme or meter, but it does use one form of a sound effect. The one example is the line Or does it explode? (11), in which the word explode gives a strong meaning of sound. The sound affects the  sense of the poem by showing that it could all end in a big disastrous bang. The elements that are most important to the poem are the quotes Does it dry up/like a raisin in the sun? (2-3) and Or fester like a sore(4). The elements that contribute least to the poems effectiveness are the quotes And then run? (5) and like a heavy load (10). The poems title means that people have dreams that they would like to pursue, but obstacles make them keep procrastinating and/or putting them off. The poem means that many people, no matter what race, all have dreams that they would like to have come true, but they just linger around in the back of their minds. I responded to it by agreeing to the whole concept. I have many dreams that I would like to of had come true, but there have been certain obstacles that have gotten in the way. It doesnt remind me of anything in particular, but there are some instances that are similar, such as wanting to drive when I turned 16, but because I took drivers training late, I couldnt. This poem tells me to pursue the dreams that I have if at all possible. A Dream DeferredBy: Langston HughesWhat happens to a dream deferred?Does it dry uplike a raisin in the sun?Or fester like a sore–And then run?Does it stink like rotten meat?Or crust and sugar over–like a syrupy sweet?Maybe it just sagslike a heavy load. Or does it explode? â€Å"A Dream Deferred by Langston Hughes.† CSWNET. 25 June 1996. 25 April 2008 .

How to Analyze Data Graphics on SAT Reading and Writing

How to Analyze Data Graphics on SAT Reading and Writing SAT / ACT Prep Online Guides and Tips On both the Reading and Writing sections of the SAT, there are questions that incorporate graphs, charts, and tables. On the Reading section, the Official SAT Study Guide refers to these questions as "interpreting data presented in informational graphics." On the Writing section, they're referred to as "drawing connections between words and data." Both question types contribute to your Command of Evidence subscore. For the purposes of brevity and clarity, I'll call the Reading and Writing questions that use data and graphics quantitative questions. In this article, I'll explain the different types of quantitative questions on Reading and Writing. Furthermore, I'll give you example questions and strategies to help you correctly answer quantitative questions on the SAT. Quantitative Questions on the SAT There are quantitative questions on both the Reading and Writing sections of the SAT. Typically, there will be about 3-6 quantitative questions on Reading and 1-2 on Writing. If you understand the different types of quantitative questions and practice understanding how data is presented on the SAT, you should be able to correctly answer these questions. I'll walk you through the three major types of quantitative questions on Reading and Writing, and I’ll provide a step-by-step approach for answering each type of question. Type #1: Data Questions These are direct questions that test you on whether you can read the information that’s presented. They're the most straightforward quantitative questions. I’ll provide examples and guidance for how to answer these questions. On these types of questions, the first step is to carefully read the graph. Make sure you understand what it's showing and how the information is being displayed. Then, determine what the question is asking. These questions are fairly basic, so you're most likely to make a mistake by either misinterpreting the graph or the question. Finally, you need to refer back to the graph to locate the answer. The information on the graph will directly support your answer choice. Let's take a look at a couple of examples of these types of questions. SAT Examples Follow the steps I provided to answer this data question from a practice SAT. Before attempting to answer the question, familiarize yourself with the graph. You’re most likely to make a mistake by rushing or being careless and reading the graph incorrectly. Make sure you understand each component of the graph. The graph is comparing regular coffee profits to fair trade coffee profits over time. The top line with the unshaded circles is graphing the profits of fair trade coffee. The bottom line with the shaded circles is graphing the profits of regular coffee. The X-axis, or horizontal line, shows the year and the Y-axis, or vertical line, is the amount of profit in US cents per pound. Next, let’s look at the question and determine what it’s asking. The question is asking us to identify the time period when the difference between profits from fair trade and those from regular coffee was largest. Refer back to the graph to find the answer. On the graph, the period when the difference between the profits was largest corresponds with the points on the graph where the distance between the top line and the bottom line is the largest. Quickly, you can see that the largest difference between the profits occurred during 2002-2004. The correct answer is B. If you didn’t realize the distance between the lines corresponded with the difference between the profits, you could have identified the profits for fair trade and regular coffee from the graph for each answer choice and calculated the difference between them. This would be a longer process, but you would still arrive at the correct answer. Here's another example of this type of question. Remember to follow all the necessary steps to answer the question. Again, let’s take a look at the graph first. The graph is showing changes in the depth of isotherms over a 24- hour period. The X-axis is the time of day, and the Y-axis is the depth below the surface in meters. The top line in the graph represents the isotherm of 13 degrees Celsius. The lines below represent the isotherms of , 10, and 9 degrees. Now, we’ll determine what the question is asking. We have to identify the isotherm that shows an increase in depth during the period 19:12 to 20:24. At this point, we’ll refer back to the graph to find our answer. If you take a look at the Y-axis, you’ll notice that a lower point on the Y-axis corresponds with a greater depth below the surface. Therefore, to answer our question, we need to find the isotherm in which its line moves down from 19:12 to 20:24. The only isotherm that shows a downward trajectory from 19:12 to 20:24 is 13 degrees Celsius. The correct answer is D. Steven Depolo/Flickr Type #2: Interpreting Data These questions require you to draw a conclusion or support a statement based on the data. You have to be able to determine what the information means. For these questions, it's easiest to go through the answer choices to determine which one is accurate based on the data. First, again, make sure you know what the question is asking. After you understand the question, look through the answer choices. For each answer choice, refer to the data to conclude whether or not the graphical information supports the answer choice. If the data doesn't support the statement in the answer choice, eliminate that choice. Continue to eliminate answers until you find the correct one. Follow these steps on the following SAT example questions. SAT Examples Check out this interpreting data question from the Reading section. We have to use the information from the graph to determine which statement is true. Again, for these questions, it’s easiest to go through the answer choices to determine which one is supported by the data. Let’s start with answer choice A and refer to the first figure. We have to determine if the number of students using public transportation is greater than the number of retirees using public transportation. From the pie graph, we can see that 10.7% of passengers are students and only 6.7% are retirees. The figure does support answer choice A. We can quickly go through the other choices to ensure that A is correct. For answer choice B, employed people are 72% and unemployed people are only 6.4% of passengers; therefore B is untrue. For answer choice C, homemakers are only 2% of passengers and those employed outside the home are 72%, so C is untrue. For answer choice D, in the figure, there is no mention of how often various groups use public transportation. The figure graphs the occupations of the passengers, but it says nothing about the frequency with which they use public transportation. Therefore, D is not supported by Figure 1, and the correct answer is A. Let’s try one more interpreting data question from the Writing section: Based on the sentence from the passage, we have to determine what happens when Empire apples are treated with 1-MCP. The dark bars represent apples that were treated with 1-MCP. Let’s go through the answer choices to see which one is true based on the data in the graph. For each answer choice, we'll refer back to the graph to see if the statement is an accurate interpretation of the data in the graph. Answer choice A is wrong because the graph shows that Empire apples experience almost 50% browning after being treated with 1-MCP and placed immediately in a controlled atmosphere. Answer choice B appears to be true. The data indicate that roughly 50% of the apple flesh browned with 1-MCP treated apples placed in the open air and those immediately placed in a controlled atmosphere. The dark bar on the right is a little more than 50%, and the dark bar on the left is a little less than 50%. Answer choice C is incorrect because both dark bars show that there is browning. Answer choice D is wrong because there is more browning with 1-MCP apples that are stored in the open air than there is with apples that weren’t treated with 1-MCP and stored in the open air. The correct answer is B. Side Stage Collective/Flickr Type #3: Combining Data With Information From the Passage These questions require you to understand the data and what’s written in the passage. You have to decide if the data supports information in the passage and vice versa. Often, you can answer these questions with just the data or only a basic understanding of the passage. Like all quantitative questions, first make sure that you comprehend the passage. Then, similar to the interpreting data questions, you have to go through the answer choices to determine if the data support the answer choice. Finally, you may have to refer to the passage to ensure that both the data and the passage reflect an answer choice before you make your selection. Check out these examples from practice SATs. SAT Examples Here’s an example from the Writing section: First, we must determine what the question is asking. Based on the map, we must figure out which term is heard in the middle and western portions of the US, which term is used in the south, and which term is used in the northeastern and southwestern US. The terms should be placed in order: middle and western US first, south next, and then northeastern and southwestern US. Next, let’s look at the map to determine which terms are used in the different regions. In the middle and west, â€Å"pop† is the popular term. The dark shaded color in that area corresponds with use of the word â€Å"pop.† In the south,â€Å"coke† is the term of choice. The diagonal lines in that area correspond with using the word â€Å"coke.† Finally, in the northeastern and southwestern US, â€Å"soda† is the word commonly used as indicated by the lightly shaded area. Therefore, the answer should be â€Å"pop,† â€Å"coke,† â€Å"soda." Look at the answer choices to find the correct answer. The correct answer is C.Here's one more example from the Reading section: Because the correct answer has to be supported by the passage and the graph, we can first eliminate the answer choices that are not supported by the graph.Answer choice A can be eliminated because the graph doesn’t provide any information about salinity. Based on the graph alone, you may not know which layers of water are denser, so for now, we’ll leave answer choice B. Answer choice C can be eliminated, because the graph indicates that the colder bands are lower.Based on the graph, answer choice D is correct. None of the waves go above 0 meters. We’re left with B and D. Now we can go to the passage to see which choice is supported by the passage. Let’s start with B. This is taken directly from the passage: The passage states that colder water is denser, and the graph shows that the colder water is below the warmer water. Therefore, B can’t be correct. Now let’s confirm that D is the right answer. These are the first 3 sentences of the passage: The passage clearly states that internal waves are underwater, and the graph shows that the internal waves never rise above 0 meters. The correct answer is D. Strategies for Quantitative Questions on Reading and Writing Here are some tips to keep in mind that will help you with the quantitative questions on Reading and Writing. Ignore the Data in the Passage Until You’re Answering the Related Questions If you see a graph or chart in a passage, disregard it until you attempt to answer the questions based on the data. You’ll have to refer back to the graph or chart when you’re answering the questions, so you don’t have to waste time looking at the data beforehand. Familiarize Yourself With the Data Before Answering the Question Before selecting an answer to a quantitative question, understand each component of the graph or chart. Know what’s being measured and exactly how it’s being measured. Make sure to read the labels and scales. If you incorrectly identify what's being measured on the x-axis or y-axis of a graph, then you're likely to get the question wrong. Similarly, if you don't correctly determine what each bar or line is measuring in a graph, you'll have difficulty correctly answering the quantitative questions. When Answering Questions That Ask You to Interpret the Data, Go Through the Answer Choices to Determine the Correct Answer For questions that ask you to identify which statement is true based on the data, go through each statement to see if it’s supported by the data. If one of the answer choices makes a claim that is either proven incorrect by the data or can't be directly supported by the data, then you should eliminate that answer choice. The correct answer will be the only one that is definitively proven by the graphical information. Oftentimes, there will be an answer that seems plausible, but it can only be the correct answer if it's supported by the evidence. Only Refer Back to the Passage if Necessary For most quantitative questions, you can rely solely on the data to answer the question. If you have to go back to the passage to confirm your answer choice, do as much as you can with the just the data to eliminate answer choices before referring to the passage. This will save you time. What's Next? Quantitative questions first appeared on the SAT in March of 2016. Find out how the Reading and Writing sections have changed. Also, you may want to learn how to excel on the SAT essay. Finally, learn from a perfect scorer how to get a 1600 on the SAT. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Writing and grammar lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

The Most Powerful Body of the United Nations

The Most Powerful Body of the United Nations The United Nations Security Council is the most powerful body of the United Nations. The Security Council can authorize the deployment of troops from United Nations member countries, mandate cease-fire during conflict  and can impose economic penalties on countries. The United Nations Security Council is composed of representatives from fifteen countries. Five of the Security Council members are permanent members. The original five permanent members were the United States, United Kingdom, Republic of China (Taiwan), Union of Soviet Socialist Republics, and France. These five countries were the primary victorious countries of World War II. In 1973, Taiwan  was replaced by the Peoples Republic of China on the Security Council and after the fall of the USSR in 1991, the USSRs spot was occupied by Russia. Thus, the current five permanent members of the United Nations Security Council are United States, United Kingdom, China, Russia, and France. Each of the five permanent members of the Security Council has veto power over any matter voted upon by the Security Council. This means that all five permanent members of the Security Council must agree to endorse any measure for it to pass. Nonetheless, the Security Council has passed more than 1700 resolutions since its founding in 1946. Regional Groupings of UN Member Countries The remaining ten non-permanent members of the total membership of fifteen countries are chosen based on various regions of the world. Almost every United Nations member country is a member of a regional grouping. The regional groupings include: The Western European and Others GroupThe Eastern European GroupLatin American and Caribbean GroupThe Asian GroupThe African Group Interestingly, the United States and Kiribati are the two countries which are not members of any group. Australia, Canada, Israel, and New Zealand are all part of the Western European and Others Group. Non-Permanent Members The ten non-permanent members serve two-year terms and half are replaced each year in annual elections. Each region votes for its own representatives and the United Nations General Assembly approves the selections. The division among the ten non-permanent members is as follows: Africa – three members, Western Europe and Others – two members, Latin America and ​the  Caribbean – two members, Asia – two members, and Eastern Europe – one member. Membership Structure Current members of the United Nations Security Council can be found on this listing of Security Council Members. There has been controversy over the composition of the permanent members and the veto power for decades. Brazil, Germany, Japan and India all seek inclusion as permanent members of the Security Council and recommend enlargement of the Security Council to twenty-five members. Any proposal to modify the organization of the Security Council would require the approval of two-thirds of the United Nations General Assembly (193 UN member countries as of 2012). The presidency of the United Nations Security Council rotates on a monthly basis alphabetically among all of the members based on their English name. Since the United Nations Security Council must be able to act quickly during times of international emergency, a representative from each Security Council member country must be present at all times at the United Nations Headquarters in New York City.

Green Tailing (Retail Innovation) Term Paper Example | Topics and Well Written Essays - 2000 words

Green Tailing (Retail Innovation) - Term Paper Example Green tailing also focuses on achieving low cost the customers, thus, they are able to achieve greater savings. However, innovations in green tailing focus not only on price, but also on exploiting fashion, providing outstanding services, offering expanded range of products, and selling high quality merchandise (Stern & Ander, 2008). Since some retailers lose while others win, all retailers must adapt to -Est Theory. The –Est theory states that a retailer must be the best by being superior to all others at one core proposition that is important to specific customers. Most green retailers achieve this through communicating their -Est position to the customers, executing it relentlessly at the store level and orienting their staff to that position. Additionally, their day-to-day operational decisions and strategies are based on that position. The world of retailing is changing faster and more dramatically than ever before, hence, it is always advantageous for a retailer or suppl ier who gets to that position first. Before, most green retails’ life cycles looked like a typical bell curve. ... In essence, green tailing is a crucial element of the future of retail. Therefore, it holds the key to understanding a seismic shift in consumer behavior that shifts the balance away from price to other factors that will require businesses to rethink their basic models. Types of green retail stores There are various types of stores that are considered as environmental friendly, which sell green products. Consumers have now become more enlightened; most are beginning to look for sustainable, green, and organic products (Radcliff, 2011). Hence, they are looking for stores and suppliers who embrace eco-friendly methods and green aspects in their operations. These stores include Clothing and Apparel that sell clothing products from sustainable organic materials such as bamboo fiber, hemp, cotton and other recycled fabrics. There is also increased demand for peace silk or vegan silk that is extracted from hatched silkworm castings; hence, no silkworms are harmed in the extraction. Additio nally, eco-friendly clothing is made with natural and organic dyes in accordance with green specifications. Secondly, there are green furniture stores that sell furniture made from natural materials such as teak wood, bamboo, natural fibers and reclaimed sustainable materials. More so, in finishing, this furniture use natural dyes, water and soya-based finishes, natural oils and waxes (Radcliff, 2011). Thirdly, there are organic foods grown through strict observance of green principles without use of any artificial chemicals and fertilizers. Lastly, there are personal care and household cleaning products that are made from natural and organic ingredients that are raised up with adherence to green