How does advertising treat convenience as necessity Research Paper

How does advertising treat convenience as necessity - Research Paper Example The major part of the revenue put aside for marketing is spent on popularizing the product through mass media ads. Print media ads and TV channel ads have emerged into internet and mobile ads in the past decade. Most of these commercials are created by extremely creative people, who are capable of creating non existing desires. Men have lived on this earth for millions of years. But, only after the advent of advertisements did he realize he cannot live without credit cards. Purpose of the study The purpose of this study is to analyze the subliminal messages some of the famous commercials give out. Our aim is to create awareness among the users about the dangers of uncontrolled consumerism. What seems like a simple pleasure might be a poisonous inject into the strong economic root of a country. And the most disturbing part is the governments, citizens and the entrepreneurs extend their full fledged support to this making convenience a necessity advertising policy, without any idea of the future consequences. Companies spend millions of dollars every year on such ads instead of improving the quality of their products and the lifestyle of their workmen. Even great companies which followed this strategy like Nokia have come to a standstill point where they don’t have any more to spend. They are trying hard to come out of debt now, wondering why they wasted so many millions on commercials instead of paying their debt interests on time. With problems galore, can Middle East survive another â€Å"catch bee with vinegar† type attack on its culture and economy? Literature Review Consumerism is a single word. When we analyze the roots of this practice, it reaches back to colonialism and the post world war period. Whether we like to agree or... This essay "How does advertising treat convenience as necessity?" outlines in detail how such a trance is created through visual media in an exceptional way, taking the Middle East Media as background. People who grew up in the Middle East will never forget the NIDO commercial with the tagline â€Å"NIDO - For The Golden Growing Years†. The divine mother-son sentiment was captured wonderfully in that half a minute commercial. However, the subliminal message it portrays is questionable. A luxurious milk supplement is shown as an important object of necessity which accompanies the child throughout its growth. What do such ads do? They inspire a mother to feed the baby with this product instead of the normal cow’s milk, a much cheaper and healthier product. Similarly there is the famous Close up ad featuring lemon and mint as two characters. The beauty and comical nature of the advertisement is mind blowing. The humorous romance ends with the note â€Å"love is sweet but Close up is sweeter†. This advertisement is every person’s heartthrob. The way it is portrayed lightens our mind, no matter how tensed we are. Again the subliminal message the ad portrays is the best example of how the advertising field transforms a simple paste into something as necessary as love. One Zain telecoms recent ad, features people from different countries of the Middle East like Egypt, Lebanon, Arabia and Dubai. The visuals are stunning, captured in HD camera showing the actions of various people in slow motion.

Grade Retention for Struggling Students Essay Example for Free

Grade Retention for Struggling Students Essay The use of ABA principles and techniques to treat people with Autism live happy and productive lives has grown quickly in recent years. According to information provided by the Autism Organization, ABA is used all over the world and is recognized as a safe and effective treatment. http://www.autismspeaks.org/whatisit/index.php There have been many studies done in a variety of settings all examining effects of ABA methods on social behaviors. Donald Baer completed the first published study on ABA in 1968 and there was another study by O. Ivar Lovaas done in 1987. These studies both took a look at using behavior modification interventions on Autistic children. The idea was to use early intervention to teach alternate, socially appropriate behaviors. In the study by Lovaas, subjects were assigned to one of two control groups, one that received 40 hours per week of one-to-one treatment, and the other 10 hours or less. Both treatment groups received treatment for at least two years. The follow up indicated the groups that received the additional treatment did much better in achieving normal intellectual and educational functioning (Lovaas, 1987). Much of the data I reviewed revealed great success in implementing applied behavior analysis in treating Autistic children in replacing or reducing inappropriate behaviors. According to many reports, ABA is considered by many researchers to be the most effective therapeutic approach in treating children with Autism, but in order for the program to be effective, both parents, educators, and other care providers need to be trained (http://autism.healingthresholds.com/therapy/applied-behavior-analysis-aba). How effective is ABA in reducing aggressive behaviors in Autistic students? There’s actually quite a bit of interest in ABA, an increase in demand for the service, and several universities across the United States are involved in studies on the use of ABA. In a THE FIVE W’S OF CULTURAL DIVERSITY 4 paper published just a decade ago, Tris Smith carefully studied outcome investigations of ABA programs and found convincing evidence that ABA treatment programs have increased adaptive behavior and reduced inappropriate behavior. He also mentioned that this program may raise IQ and other standardized scores, and even reducing the need for special services. Mr. Smith suggest research is needed to confirm results on IQ and test scores (Smith, 1999). The organization, Autism Speaks, has grown into the nations largest autism science and advocacy organization, dedicated to funding research into the causes, prevention, treatments and a cure for autism; increasing awareness of autism spectrum disorders. With several medical professionals with field experience in Autism and behavior intervention programs, they support the use of ABA with children of all ages, with and without disabilities, in many different settings (Green G, Brennan L., and Fein, D. 2002) Several studies have been done on the effectiveness of ABA. My particular interest is will ABA work with aggressive behavior in Autistic students and I found no study that targeted aggression specifically but targeted social behaviors in general. There is a gap in the literature because I found no study that focused specifically on aggressive behavior and provided the data to support that. I will use the data from the student records at my school to fill in the gap. Reviewing the Literature ABA is using what we know about behavior to bring about change; to increase or decrease a particular behavior, to improve the quality of a behavior, to stop an old behavior, or teach a new. The number of children being diagnosed with Autism Disorder each year has increased significantly over the past decade. These students’ social behaviors are affected in various THE FIVE W’S OF CULTURAL DIVERSITY 5 degrees from mild social awkwardness to extreme physical aggression towards themselves and others. It’s extremely important to find successful interventions which can help autistic students improve these socially significant behaviors which include Reading, Academics, Social skills, communication, and adaptive living skills. Keep in mind that adaptive living skills include things like fine and gross motor skills, eating and food preparation, toileting, dressing, personal self care, money and value, and the list goes on but these skills are detrimental to these students future success, not only in school, but in life. I will be using pre-existing data on students who have attended the school where I work. These student s have moved on but their records are still assessable. I will have to use fictitious names and delete personal information due to privacy. My plan is to use the correlational research method. I will gather the data from my students as well as looking at studies recorded at the Cambridge Center for Behavior Studies, The New Jersey Education Association, and a study published by McEachin S.J., Smith, T., and Lovaas, O.I. in the American Journal of Mental Retardation. Theory The theory behind ABA is that you can teach children with autism, as well as others, appropriate social behaviors with simplified instructional steps and consistent reinforcement. There are actually a number of techniques that follow the ABA principal. I suggest that we can use the same approach to reduce aggressive behaviors. Studies directly related I did find studies related to my question of what effect ABA has on aggressive behavior in Autistic students, even though aggression was not the focus of the study. These studies both used the same ABA principles but with some differences in technique. O. Ivar Lovaas was THE FIVE W’S OF CULTURAL DIVERSITY 6 interested in ABA and wanted to see if it was effective in treating children with Autism. Many autistic children show minimal emotional attachment, absent or abnormal speech, retarded 1Q, ritualistic behaviors, aggression, and self-injury. The prognosis is very poor, and medical therapies have not proven effective. (Lovaas, 1987) He wrote a detailed article about a study and provided a close look at how the study was conducted. In this study, intensive ABA treatment was provided to one control group of autistic children under the age of 4, but minimal treatment was provided to the other control group. A variety of ABA techniques were used to try and reduce self stimulatory and aggressive behaviors, building compliance to verbal requests, teaching imitation, and to begin teaching appropriate toy play in the first year. The study continued to address significant behaviors over a period of time. When the study was completed, a follow up assessment was conducted and the control group that received the intense treatment had better scores on their IQ tests had higher educational placement, with 47% of them completing normal first grade in a public first grade. Ann M. Baer, Trudylee Rowbury, Donald M. Baer did a similar study that uses a variation of an ABA. The subjects used in this study were not just Autistic but all students had behavior problems. These students were between the ages of 4 and 6. The study examined the possibility of instructional control over extremely non-compliant children. In this study, a token reward system was used to reinforce appropriate behaviors. The classroom was divided into two sections, one for pre-academic tasks where tokens can be earned, and the other section was a play area where students could exchange their tokens for free time. The students were allowed to choose the task they complete but earned more points or tokens for completing a task the teacher suggest. As a students’ compliance increases, time outs were introduced. When THE FIVE W’S OF CULTURAL DIVERSITY 7 this happened, compliance increased significantly. This study demonstrated two procedures that can be effective in increasing childrens compliance but keep in mind there are many variables that come into play. (Baer, Rowbury, Baer) Studies tangentially related All the studies I found were relevant to my question and were also based on the question of whether or not ABA methods were effective in improving behavior. Method The subjects in this study were students at my school. There were 9 total, 8 males and 1 female. Each of these students had been diagnosed with Autism. None of these students had received any type of behavior intervention prior to this study. The students were tracked for three months prior to receiving treatment (the first 3 months of school). We were measuring the number of aggressive behavior episodes each school day. After recording incidents in the students for 3 months, ABA treatment on all 9 students began. The treatment was provided at school by a teacher who was also a certified behavior specialist. The treatment began the 1st of December and we began measuring the behavior incidents two weeks after treatment started. Aggressive behavior was described as behavior that causes, or is intended to cause pain, harm, or damage to oneself, to another person, or to property. Aggressive behavior can be described as mental, verbal, or physical. Inappropriate behavior is when the student is not following rules, is loud or unruly, disruptive, offensive, refusing to complete work, not listening, not cooperating with authority figures, etc. Results The design I used was a One-Group Pretest-Posttest. I used a single group and measured THE FIVE W’S OF CULTURAL DIVERSITY 8 them before and after they received applied behavior analysis treatment. I used the T test and paired two samples for means and the results indicated a â€Å"t† statistic of 5.199 and a p value of .0004 which is less than 0.05. There is a significant difference between the two means. So what does all this mean to me and my research? It appears as though applying applied behavior analysis techniques may have a positive effect on reducing aggressive behaviors in students with Autism. Of course, there are many factors that can also affect the results such as whether or not students care providers receive in home training, what kind of training have the teachers had, and how many hours of treatment is each student receiving? The research I’ve done so far did suggest that by providing intense treatment over long periods of time, by ensuring that all care providers and teachers working with the students are highly trained, and these techniques are used consistently and appropriately, the number of behavior incidents will decrease significantly. As I was reading all the literature about ABA and how important it is for individuals implementing these techniques to receive specialized training, and how intense the training should be in order to achieve the optimal results, I became more interested. As I was recording the results after the treatment and in some students I saw really big changes, but in other students the changes were minimal. I also knew that some students care providers had received in-home training while others had not so I was not really surprised by the results. My data analysis findings are pretty much what I expected in some ways but surprising in others. Discussion Both studies done by Lovaas, and several others related to using ABA techniques for behavior intervention therapy, had more control over the variables. In the study done at my school, we did THE FIVE W’S OF CULTURAL DIVERSITY 9 not get to select our subjects based on any specific criteria other than their diagnosis of Autism and no previously recorded ABA treatments were received by the subject prior to our study. Many experts believe that parents and other care providers should receive intense training on ABA techniques in order for the treatment to help. Lovaas devoted an entire study on the importance of parental factors in the success of treatment. He noted that the role parents play is crucial in determining how much progress a child makes. I noticed in our study, the students who had a more significant change in the number of behavior incidents after treatment, also received in home training/treatment. Our district offered in home training to parents as well as treatment . Most of the parents refused the training. I’ve been working with the Autistic students this year and I noticed that at the beginning of the school year, they all have a lot of difficulty, and many have several behavior incidents. Autistic students need lots of structure and routine. As the students get settled into the routine of being in school, they get used to their new environment, and transitioning around campus, the incidents for most students decrease, even without a certified behavior therapist on site. It’s the more severe students who continue to show the least amount of progress. In Lovaas’s study, he began treatment very early in the child’s life. Even with the child find program, many times, we don’t get to start any type of behavior intervention until 5 or 6 years of age. Many behaviors are already in place by then. Most of my students came from single parent homes, and more than one child with a disability in the home. Most of our parents had little education and even less training on how to help a child with Autism. There are new studies being done every day in this area. I look forward to finding â€Å"easier ways† to teach these students. It is very challenging, frustrating, and extremely exhausting, but since the number of people being diagnosed in the Autism spectrum is growing THE FIVE W’S OF CULTURAL DIVERSITY 10 Baer, D.M., and Wolf, M.W., Some still current dimensions of Applied Behavior Analysis. Journal of Applied Behavior Analysis, 1987, 209, 313-327 Baer, A. M., Rowbury, T., and Baer, D. M. The development of instructional control over classroom activities of deviant preschool children. Journal of Applied Behavior Analysis, 1973, 61, 289-298 Green, G., Brennan, L., and Fein, D. Intensive behavioral treatment for a toddler at high risk for autism. Behavior Modification, Vol. 26 No. 1, January 2002, 69-102 Koegel, R. L., Russo D. C., and Rincover A., Assessing and Training Teachers in the Generalized use of Behavior Modification with Autistic Children. Journal of Applied Behavior Analysis, 1977, 10, 197-205 Lovaas, O. I., Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology, 1987, Vol 55, No. 1, 3-9 Lovaas, O. I., Koegel, R. L., Simmons, J. Q., and Stevens, J. Some generalization and follow up measures on autistic children in behavior therapy. Journal of Applied Behavior Analysis, (in press) Smith T. (1999). Outcome of early intervention for children with autism. Clinical Psychology: Research and practice, 6, 33-49

The Blue Hotel :: Blue Hotel Essays

The Blue Hotel As a recently published book on the works of Stephen Crane, it is rather disappointing to see some of the key moments left out of Stanley Wertheim's criticism in A Stephen Crane Encyclopedia about the short story "The Blue Hotel." Wertheim leaves out a key point in the characterization of the Swede and the plot of the story. This occurs at the point where Patrick Scully, in the story, persuades the Swede to stay in his hotel despite his fears and inhibitions about the Wild West by getting him to drink and not to worry. This by itself is a climatic event because the Swede believes that he is about to be killed or poisoned as Scully brings out the bottle. Another event comes later as Wertheim simply brushes over the murder of the Swede. Both of these events are based on extreme emotional feelings and actions that cause the reader to question the motive behind the Swede's actions as well as his characterization. Wertheim does a very good job at bringing out other points in the novel. The setting he states is "bleak prairie town in northern Nebraska" with the fictional appearance of a dangerous western environment. The blizzard that occurs later in the story, Wertheim continues, represents a "hostile manifestation of nature" that ironically does not kill the Swede. As Wertheim finishes his criticism with the final section of the story, he brings in several arguments about the fault of the Swedes death and the punishment of the gambler. He brings in the argument about the "affirmation of the Howellsian doctrine of complicity" and "the existential necessity for human brotherhood in a viable society.

Sef Gonzales Report

The law is both effective and ineffective throughout the entire criminal process in achieving justice in the murder case involving Sef Gonzales. The case â€Å"Regina vs Gonzales (2004) NSW SC 822† involved the triple murders of Gonzales’s mother, father and only sister The meaning of justice is that everyone is treated equally and fairly under the law. The law was effective in this case because justice was achieved, for the accused, for the victims and for society.Former Sydney student Sef Gonzales has been sentenced to life imprisonment for the triple murder of his parents, solicitor Ted Gonzales, Mary Loiva Gonzales and then 18-year old sister Clodine in their North Ryde home in Sydney’s north-west on July 10, 2001. Clodine Gonzales was the prisoner’s sister and his only sibling. She had had her eighteenth birthday on 9 July 2001, the day before the murders. Mary Loiva Josephine Gonzales was the prisoner’s mother and Teddy Gonzales was the prison er’s father.In order for a crime to occur, both elements of the crime, Actus Reus and mens rea must be present. Actus Reus and mens rea are legal terms used to define a crime. Both elements must be present for an accused to be found guilty of a crime (except for strict liability). Mens rea means that the person must have had a guilty mind at the time of committing the crime- that is they must have intended to commit the crime. According to this case, both elements were present.Mens rea occurred when Gonzales had planned the killing for a long time and also had the intention to kill each of the victims and had actually administered poison to his mother Actus reus was the actions of the accused which occurred in this case when Gonzales did the physical act of murdering his mother, sister and father. He killed the victims by stabbing them with a knife or, in the case of Clodine, striking her with a bat and strangling her, as well as stabbing her with a knife. There was a high de gree of violence in all of the murders.The law was effective in this case because these two elements were proven in the trial. Sef Gonzales decided to kill his parents for many reasons. There are four different factors that might lead to a criminal behaviour. These factors are social, economic, self-interest or genetic. In this cases, the factors are economic and self-interest. I find that the motives for the prisoner committing the murders were that he was fearful that, because of his poor performance in his university studies, his parents might take his car away from him and might withdraw other privileges which had been granted to him nd that he wished to succeed, without delay and as sole heir, to his parents’ property. He had also argued with his mother over a girlfriend of whom she disapproved, and his family had threatened to disinherit him. Sef wasn’t really happy with his parents decisions. The law was effective in this case by the prosecution proving beyond r easonable doubt these factors motivated the awful crimes. In this case the DDP was represented by Mark Tedeschi QC who alleged that Gonzales murdered his Mother, father and sister at the family home on 10th of July 2001.They said that the murders were within the worst class of cases of murder and that they were planned. Gonzales was found guilty beyond reasonable doubt by the jury of all three charges. The DPP was successful in arguing their case so justice was effectively achieved however it was ineffective because it took three years for the case to come to trial. In serious criminal matters such as murder, the accused will attend the Local Court for a committal hearing where the magistrate will determine whether a case, at first sight (prima-facie), exists.It was found in the Local Court that there was enough prima facie evidence to bring a case against Gonzales. The trial against Gonzales began in the Supreme Court on 27th of August 2004 in front of Justice Bruce James, Gonzales pleaded not guilty to the three charges of murder and one charge of threatening product contamination. The judgement was handed down on 17th September 2004 with a guilty verdict, Gonzales received three life imprisonment sentences to be served concurrently.The law was effective in achieving justice in this case but was ineffective because it took over 3 years to get a judgement. Gonzales pleaded not guilty to the offences of three counts of murder and one threatening product contamination even though he was told that the sentence would be lesser if he pleaded guilty. There are two factors which affect the sentencing decision. They are called migitating and aggravating factors.In this case, there are no facts migitating the objective seriousness of the murders. The aggravating factors in Gonzales’s case submitted by the crown were that Sef committed multiple murders who were his own family members. The murders were planned and premeditated. The prisoner has had it in mind to kill his parents from the time he began researching poisons on the internet some months before 10 July 2001. They were brutal and violent. Sef had also attempted to poison his mother.Gonzales showed no remorse. He gave the police false alibis and tried to frame others for the murders. Other false trails were the fabrication of an e-mail that implicated a business rival of Teddy in the murders, the fabrication of threatening e-mails, and the staging of an attempted burglary and an abduction. Sef also put a deposit on a $173,000 Lexus, telling the dealership he would be using his inheritance to pay for the vehicle, traded in his parent's car and pawned his mother's jewellery.The prisoner was not at the time of committing the offences suffering from any mental illness or mental disorder or any mental state which would migitate the criminality of his conduct The court is to impose a sentence of imprisonment for life on a person who is convicted of murder if the court is satisfied that t he level of culpability in the commission of the offence is so extreme that the community interest in retribution, punishment, community protection and deterrence can only be met through the imposition of that sentence†.Sef Gonzales has been sentenced to three concurrent life sentences for the crime, which the judge said fell into the worst category of murder ithout the possibility of parole for the murders of his parents, Teddy and Mary Loiva, and younger sister Clodine However, police investigating the murders began to believe that he was the perpetrator. In December, investigating police were able to disprove Gonzales' first alibi, when they were told of sightings of his car in the driveway at the time of the murders.Gonzales then constructed a second alibi, claiming he had visited a brothel at the time of the murders, but this was proven to be false by the prostitute who he claimed to be with at the time. On 20 May 2004 at the conclusion of a trial, the jury found the pris oner Sef Gonzales guilty of the three counts of murder with which he had been charged that on 10 July 2001 at North Ryde he had murdered Clodine Gonzales, Mary Loiva Josephine Gonzales and Teddy GonzalesThe Crown submitted, in effect, that the murders committed by the prisoner were objectively heinous, that they fell within the worst class of cases of murder at common law and also fell within s 61(1) of the Crimes (Sentencing Procedure) Act, that there was no circumstance mitigating the objective criminality of the offences and that, with the possible exception of the prisoner’s youth, there was no subjective feature which would mitigate the penalties which should be imposed. Consequently, subject possibly to the prisoner’s youth, maximum sentences of life imprisonment should be imposed.In support of these submissions the Crown said inter alia that the prisoner had committed three murders; that the victims were the prisoner’s parents and sister; that there had b een a high degree of brutality or violence in the commission of the murders; that the murders had been premeditated and planned; that, although the murders had been committed in one criminal episode, there had been distinct intervals of time between the commission of the first and second murders and the commission of the second and third murders; that the prisoner had made searches about poisons and had obtained poisonous seeds with the intention of poisoning his parents and had administered poison to his mother; that he had gone out with Sam Dacillo on the evening of 10 July as part of a plan to create an alibi for himself for at least the time he was with Sam Dacillo and that his going out with Sam Dacillo, so soon after he had committed the murders, demonstrated his callousness;that he had acted out of the base motives of ridding himself of threats to his way of life and of obtaining an inheritance from his parents; that he had raised false alibis and laid false trails with the i ntention of misleading police; that he had not pleaded guilty; that he had not shown any contrition; that he had not provided any assistance to law enforcement authorities, indeed, quite the contrary; that he did not have any excuse of having had a deprived background or upbringing; and that he did not suffer from any mental condition which might have mitigated his criminality. The Crown submitted that the only matter which might possibly mitigate the penalties which should be imposed was the prisoner’s young age.However, the Crown submitted, the present offences were so heinous that the young age of the prisoner should not result in any mitigation of penalty. The court is to impose a sentence of imprisonment for life on a person who is convicted of murder if the court is satisfied that the level of culpability in the commission of the offence is so extreme that the community interest in retribution, punishment, community protection and deterrence can only be met through the imposition of that sentence I do not make any finding that the prisoner has no prospects of rehabilitation. However, I consider that there is a risk of the prisoner re-offending and that there is a risk of future dangerousness.I base this conclusion on the following matters among others:- The objective facts of the offences; that the prisoner pleaded not guilty; that more than three years after having committed the offences the prisoner continues to maintain his innocence and has not demonstrated any insight into the enormity of the offences he committed or any acceptance of responsibility for the offences; and the high degree of unscrupulousness and duplicity shown by the prisoner in the raising of the false alibis and the laying of the false trails. I take into account the prisoner's young age at the time of committing the offences. He was twenty years old, approaching his twenty-first birthday, and he was in his third year as a university student. †¦ However, the conclusion I have reached is that the objective facts of the offences and the subjective circumstances of the prisoner are such that I should impose sentences of life imprisonment for the murders. †.

Fashion Film

Rules and Regulations As fashion film is a new addition to the fashion installment, there aren't any specific rules and regulations that the filmmakers have to follow because fashion is all about expressing opinions, feelings etc. However there are a few ethics that they should be aware of, with any film such as violence, drug abuse, discrimination etc. The filmmakers need to be aware of these ethics because the last thing you want the film to do is offend anyone because then the company, or in this case designer, could get a bad reputation and not become successful.Other things that should be considered when putting together a fashion show is the location because you want the show to be memorable to the audience and a unique location will help make it more memorable. The set is another important thing to think about because if there is a theme such as ‘nature' being carried out though the fashion then you'll want to back that up with a nature themed set; this will also make it more memorable to the audience.Seating should be considered because you want the audience to have a perfect view of the fashion and the film hat they will be seeing though out the show so that they can fully take in what they will be seeing. Lights are an important part of a fashion show because you want the catwalk to be lit up perfectly so the audience can see the clothes perfectly especially if there is any fine detail in the clothes.Music is something to consider because this can really add on to the theme of the show and create the sense of escapism that some audiences crave for; for example if there is a nature theme in your show then it could be a good idea to add some slow classic music with some wildlife sounds. The air and make up of the models is key to a fashion show because this can complete the look of the whole fashion show and really enhance the theme of the fashion show. One fashion show that really has been thought out to every detail is the Alexander Macaque show Homeowners SIS 10 in Paris.The title of the show was ‘Plat's Atlantis' and was inspired by concepts of environmental destruction, stem-cell technology, ‘mutation of the fittest' and the underwater kingdom of Atlantis. The location of this fashion show is unknown but it was performed in Paris during Fashion Week at the end of October 2010. I would hold my fashion show in Paris because it is considered the fashion capital of the world. Paris is a great place to hold a fashion show because the fashion history is so strong compared to other cities like London or Tokyo.The set of the fashion show consists of a very long, white, wide catwalk to represent a laboratory to expand the theme of Stem Cell Technology; there was also a 60 foot LED screen at the back to display the fashion film and two twenty foot robotic cameras along side of the catwalk where one of the cameras displayed the footage it was getting onto the giant screen. I really liked this set because it enhanced th e theme of a laboratory really well from the Petri dish like catwalk, the fashion on the models making them appear to be the experiments in the lab and the cameras acting like the scientists observing what was going on.The lighting used for this show was simple and even, this allowed the audience in the fashion show to see each outfit perfectly. This is a great way to install lights and I would defiantly use it in a fashion show because it doesn't take the attention of the viewers away from the fashion. The music for this fashion show sounds like it would e played in an opening scene for a blockbuster movie set underwater; it contains a lot of heavy synchs and long slow drums.I like this music and would use it in a fashion show because it adds to the theme of the show ‘Atlantis' and gives the audience a sense of escapism. To be able to broadcast my fashion film with music, I need to follow the rules set by The I-J Copyright Service. The law set by them states 1. Using the work of others If you use samples of music by other authors in your work, ensure that you get permission to use the work before you attempt to publish or sell your work. Similarly, f you use loops or samples available via sample collections etc. Ensure that these are licensed as free to use, or obtain permission first. 2. Obtaining permission If you need to get permission to use a piece of music, normally the best place to start is with the last know publisher for the work. They will certainly know how to get permission to use the work, (as they must have permission themselves), so they will certainly know who you would need to contact. If the work is by an U. S. Artist, you could contact the American Society of Composers, Authors and Publishers, IBM (Broadcast Music, IncBand members agreements Where music is written as a group effort, we recommend that you draw up an agreement to clarify issues, such as which rights belong to which member, and how royalties would be distributed in the event that members of your group leave. For successful commercial bands, incorporation is also an option. As with a normal incorporated company, the band members would own shares in the band/company. In this situation, a band member would typically sell his shares to the other members if he decided to leave. This states that I need to obtain permission by the DC/Producer that produced this song.

The Question of the Grotesque in the Film essays

The Question of the Grotesque in the Film essays By definition, the word grotesque refers to those distorted forms that are strange, ugly, bizarre, or fantastic in their appearance (Wikipedia 1). The grotesque also refers to aspects of life that repel, horrify, and cause strong feelings of disgust or repulsion. When watching Volker Schlondrffs film The Tin Drum, the viewer is forced to look at a number of images that can easily be described as grotesque in nature. These images are often linked to sexual and consumptive acts throughout the film, but no image is more grotesque than the fantastical protagonist Oskar Matzerath, the boy who consciously decides at age three to stop growing. As Oskar leads the viewer through his familys history with the backdrop of Germanys own history before, during, and after the Third Reich, he remains a character both sympathetic and repulsive to the audience. Indeed, the film itself estranges the viewer through its grotesqueness, while at the same time containing very basic, human elements in its sto rytelling. This use of the grotesque, specifically the fantastic figure of Oskar, promotes the themes of ambiguity and estrangement throughout the film. It also raises questions about the reality of those who lived under, and in the shadows of, the Third Reich. The film begins with a shot of a woman, Oskars grandmother, in a potato field, about to hide Oskars future grandfather under her skirts in order to prevent his imminent police capture. The protagonist Oskar, who also narrates, tells the viewer, ich beginne [die Geschichte] weit vor mir (Tin Drum). Though narrated by Oskar, the storys beginning comes even before the birth of its protagonist, with the bizarre and rape-like consummation of Oskars mother Agnes. The scene does not succeed in drawing the viewer into the story; rather, it is more effective in startling the viewer and c...

Abraham Lincolns 1838 Springfield Lyceum Address

Abraham Lincolns 1838 Springfield Lyceum Address More than 25 years before Abraham Lincoln would deliver his legendary Gettysburg Address, the 28-year-old novice politician delivered a lecture before a gathering of young men and women in his newly adopted hometown of Springfield, Illinois. On January 27, 1838, a Saturday night in the middle of winter, Lincoln spoke on what sounds like a fairly generic topic, The Perpetuation of Our Political Institutions. Yet Lincoln, a little-known lawyer serving as a state representative, indicated his ambition by delivering a substantial and timely  speech. Prompted by the murder of an abolitionist printer in Illinois two months earlier, Lincoln spoke about issues of great national importance, touching on slavery, mob violence, and the future of the nation itself. The speech, which has become known as the Lyceum Address, was published in a local newspaper within two weeks. It was Lincolns earliest published speech. The circumstances of its writing, delivery, and reception, provide a fascinating glimpse at how  Lincoln viewed the United States, and American politics, decades before he would lead the nation during the Civil War. Background of Abraham Lincolns Lyceum Address The American Lyceum Movement began when Josiah Holbrook, a teacher and amateur scientist, founded a volunteer educational organization in his town of Milbury, Massachusetts in 1826. Holbrooks idea caught on, and other towns in New England formed groups where local people could give lectures and debate ideas. By the mid-1830s more than 3,000 lyceums had been formed from New England to the South, and even as far west as Illinois. Josiah Holbrook traveled from Massachusetts to speak at the first lyceum organized in central Illinois, in the town of Jacksonville, in 1831. The organization which hosted Lincolns lecture in 1838, the Springfield Young Mens Lyceum, had probably been founded in 1835. It first held its meetings in a local schoolhouse, and by 1838 had moved its meeting place to a Baptist church. The lyceum meetings in Springfield were usually held on Saturday evenings. And while the membership comprised young men, females were invited to the meetings, which were intended to be both educational and social. The topic of Lincolns address, The Perpetuation of Our Political Institutions, seems like a typical subject for a lyceum address. But a shocking event that occurred less than three months earlier, and only about 85 miles from Springfield, surely inspired Lincoln. The Murder of Elijah Lovejoy Elijah Lovejoy was a New England abolitionist who settled in St. Louis and began publishing a stridently anti-slavery newspaper in the mid-1830s. He was essentially chased out of town in the summer of 1837, and crossed the Mississippi River and set up shop in Alton, Illinois. Though Illinois was a free state, Lovejoy soon found himself under attack again. And on November 7, 1837, a pro-slavery mob raided a warehouse where Lovejoy had stored his printing press. The mob wanted to destroy the printing press, and during a small riot the building was set on fire and Elijah Lovejoy was shot five times. He died within an hour. Elijah Lovejoys murder shocked the entire nation. Stories about his murder at the hands of a mob appeared in major cities. An abolitionist meeting held in New York City in December 1837 to mourn for Lovejoy was reported in newspapers throughout the East. Abraham Lincolns neighbors in Springfield, only 85 miles away from the site of Lovejoys murder, certainly would have been shocked by the outburst of mob violence in their own state. Lincoln Discussed Mob Violence In His Speech It is perhaps no surprise that when Abraham Lincoln spoke to the Young Mens Lyceum of Springfield that winter he made mention of mob violence in America. What may seem surprising is that Lincoln did not refer directly to Lovejoy, instead mentioning acts of mob violence generally: Accounts of outrages committed by mobs form the every-day news of the times. They have pervaded the country from New England to Louisiana; they are neither peculiar to the eternal snows of the former nor the burning suns of the latter; they are not the creature of climate, neither are they confined to the slave-holding or the non-slave-holding states. Alike they spring up among the pleasure-hunting masters of Southern slaves, and the order-loving citizens of the land of steady habits. Whatever, then, their cause may be, it is common to the whole country. The likely reason Lincoln did not mention the mobs murder of Elijah Lovejoy is simply because there was no need to bring it up. Anyone listening to Lincoln that night was entirely aware of the incident. And Lincoln saw fit to place the shocking act in a broader, national, context. Lincoln Expressed His Thoughts on the Future of America After noting the menace, and very real threat, of mob rule, Lincoln began to talk of laws, and how it is the duty of citizens to obey the law, even if they believe the law is unjust. By doing that, Lincoln was keeping himself apart from abolitionists like Lovejoy, who openly advocated violating the laws pertaining to slavery. And Lincoln did make a point of emphatically stating: I do mean to say that although bad laws, if they exist, should be repealed as soon as possible, still they continue in force, for the sake of example they should be religiously observed. Lincoln then turned his attention to what he believed would be a grave danger to America: a leader of great ambition who would attain power and corrupt the system. Lincoln expressed a fear that an Alexander, a Caesar, or a Napoleon would rise in America. In speaking about this hypothetical monstrous leader, essentially an American dictator, Lincoln wrote lines which would be quoted often by those analyzing the speech in future years: It thirsts and burns for distinction; and if possible, it will have it, whether at the expense of emancipating slaves or enslaving freemen. Is it unreasonable then, to expect that some man possessed of the loftiest genius, coupled with ambition sufficient to push it to its utmost stretch, will at some time spring up among us? It is remarkable, that Lincoln used the phrase emancipating slaves nearly 25 years before he would, from the White House, issue the Emancipation Proclamation. And some modern analysts have interpreted the Springfield Lyceum Address as Lincoln analyzing himself and what kind of leader he might be. What is apparent from the 1838 Lyceum Address is that Lincoln was ambitious. When given the opportunity to address a local group, he chose to comment on matters of national importance. And while the writing may not show the graceful and concise style he would later develop, it does demonstrate that he was a confident writer and speaker, even in his 20s. And it is noteworthy that some of the themes Lincoln spoke about, a few weeks before he turned 29, are the very same themes that would be discussed 20 years later, during the 1858 Lincoln-Douglas Debates that began his rise to national prominence.