A comparison of two productions of Romeo and Juliet Essay Example

A comparison of two productions of Romeo and Juliet Essay In the opening scene of the Baz Luhrmann film the prologue is shown on a television screen and is read by a news reporter. Whereas in the Franco Zeffirrelli film the prologue is read by a voice over. After the prologue the Luhrmann film shows Sampson and Gregory at a petrol station, whilst they are re-fuelling the car, Abra (Abraham) and Balthazar turned up also to re-fuel, then Sampson and Gregory began to taunt them. Abra told Sampson and Gregory to take out their swords (these were guns but the brand name was sword) Tybalt arrived then a gunfight began. The scene ended with Sampson shooting a petrol pump and the station blowing up as the two cars sped off. In Zeffirrellis film they stick exactly to the script of Shakespeares play. Zeffarrellis film used 16th century costume. The music in his film was a piece of music taken from one of Shakespeares sonnets; the tune was slowed down for sad parts and sped up in happy parts. In Luhrmanns film the dress is modern and so is the music, love songs for sad parts and rock music for fight scenes and comedy scenes. The camera angles were very different, Luhrmann used lots of birds eye view shots, like in the tomb of Juliet where he shows the two lovers dead side by side. He also uses Angles in Juliets tomb from the eyes of Romeo. We will write a custom essay sample on A comparison of two productions of Romeo and Juliet specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on A comparison of two productions of Romeo and Juliet specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on A comparison of two productions of Romeo and Juliet specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Zeffirrelli on the other hand uses very basic angles but this is probably because of the basic equipment he uses compared to the equipment used by Luhrmann, as the film is older. Baz Luhrmann created tension very well. He showed Romeo being chased by the Princes authorities because he had broken the rules of his banishment from Verona by going to visit Juliets tomb. It shows police cars and helicopters chasing him. Romeo also takes a hostage before he goes into the tomb to make sure he is not shot. Zeffirrelli doesnt do this possibly because Romeo has already killed Tybalt and is not supposed to be a murderer or a villain but soft and gentle. Neither film shows Romeo killing Parise as he enters Juliets tomb this again is possibly to show Romeo is a hero not a murderer. As Romeo walks into the tomb of Juliet the mood in Luhrmanns film changes very quickly, it changes from loud and brash with gunfights to a very sombre mood, the music is slow and sad, the lighting is faded and as the camera shows Juliet through Romeos eyes it is blurred, I think this could be because Luhrmann is trying to show Romeo as being sorrowful and having tears in his eyes. Luhrmann also shows dramatic irony in this scene because he changes part of Shakespeares original script. He makes Juliet wake just before Romeo takes the poison. Juliet begins to stir and as she is doing this Romeo is looking away from her. Once Romeo takes the poison he looks back at Juliet, she is awake and puts her arms around him but it is too late he has swallowed the poison. Even though I knew that they both die in the end I still thought Dont die, you cant die!!! and as Juliet wakes and Romeo is looking in the opposite direction you want Romeo to turn around and see Juliet, before he takes the poison, but obviously he doesnt. In the Franco Zeffirrelli film it shows Romeo travelling from Mantua, but there is no chasing by authorities. It just shows Romeo going into the tomb, he shows the tomb as having lots of bodies, possibly all Capulets. First Romeo sees Juliet but then sees Tybalt laid beside her. Zeffirrelli only shows things that happen in Shakespeares script. He uses no special camera angles, just keeps it simple but it works well and makes it more suitable for older people. Baz Luhrmann changes the script and makes it more suitable for modern teenagers due its big and brash set-up. I personally prefer the Luhrmann film because it has more action and humour than the Zeffirrelli film. You could understand the film more the actors got into their characters more and the special effects were much better.

The Expert Guide to the Columbia Supplement

The Expert Guide to the Columbia Supplement SAT / ACT Prep Online Guides and Tips Only 6% of applicants are admitted to Columbia every year. Do you want to be one of them? If so, you’ll need to write amazing Columbia essays as part of your application. In this article, we’ll outline the different types of essays you need to write for your Columbia Supplement and teach you how to write an essay that will help you stand out from the thousands of other applicants. What Does the Columbia Supplement Include? Like many major colleges and universities, Columbia University requires its applicants to submit essays as part of their application for admission. Columbia requires that you write a total of three essays and answer five short answer questions. You’ll need to answer a prompt provided by the Common Application or Coalition Application, depending on which one you use to submit your Columbia application through. You’ll also need to respond to two Columbia-specific short essay questions. The Columbia essay prompts offer you plenty of opportunities to show off your qualifications as an applicant and wow the admissions committee. The first, and longest, essay that you’ll write for Columbia will be based on one of the essay prompts provided by the Common App or the Coalition App, depending on which application you use to apply to Columbia. If you want to learn how to write a great essay for the Common App or Coalition App, check out our dedicated blog posts on each topic. Columbia Essays, Analyzed In this section, we’ll be looking at both of the Columbia supplemental essays in depth. Remember, every applicant must answer both essay prompts, so you don’t get to choose which essay you would like to write. You’ll need to answer each essay prompt strongly if you want to be admitted to Columbia. Let’s take a look at each of the two Columbia supplement questions and see how to write something meaningful for each. Columbia Essay Prompt #1 Please tell us what you value most about Columbia and why. (300 words or fewer) This prompt is deceptively simple. While the question is brief, you should take care to answer it with specific information about Columbia and why it is the best university for you. The admissions committee is interested in learning about your curiosity inside and outside of the classroom, so don’t feel like you have to limit your expressed interest in Columbia to its academic resources. For instance- how are you planning to utilize Columbia’s location? That being said, remember that the most important thing here is to be specific. Although the fact that Columbia is in NYC can certainly be a draw, do not use "city life" as your topic- it’s too broad and will sound insincere. A better answer would be to talk about the partnerships Columbia has with the many companies that are in New York City or to discuss how certain Columbia classes integrate with the world-class museums nearby. The committee is looking for students who will take advantage of all that Columbia has to offer them as an institution- so be honest in your response, and do some research. Instead of simply saying that Columbia has great academics, go into detail about a professor you admire or a class you are excited to take. Maybe there is an internship or specific program that you only have access to through Columbia. Being specific is more powerful than speaking in generalized platitudes. Don’t feel limited to your potential major. You don’t have to write solely about your predicted course of study. In fact, this prompt is an opportunity to diversify your academic portfolio, so to speak, and show the committee that you’re curious and open to new ideas. Columbia Essay Prompt #2 The third essay that you’ll write for Columbia will depend on the college that you’re applying to. Columbia’s application has different prompts for Columbia College and The Fu Foundation School of Engineering And Applied Sciences. While the prompts are basically the same, the strategies will differ a bit based on the school to which you’re applying. Columbia houses different fields of study under each of the colleges. If you’re interested in the Arts, Life Earth Sciences and Humanities, you’ll apply to Columbia College. If you’re interested in Engineering, you’ll apply to the Fu Foundation School of Engineering and Applied Sciences. The colleges are not the same- each reviews its applicants separately and you’ll take different curriculum depending on the school that you’re accepted to. While you can have the freedom to talk about different academic interests in this prompt, you should make sure that you’re talking about experiences that are at related to the school you’re applying to. Don’t wax on about how you want to write like Keats if you’re applying to the engineering school. Columbia College Prompt If you are applying to Columbia College, tell us what from your current and past experiences (either academic or personal) attracts you specifically to the field or fields of study that you noted in the Member Questions section. If you are currently undecided, please write about any field or fields in which you may have an interest at this time. (300 words or fewer) Although this essay gives you a chance show yourself as a well-rounded person who has a variety of different interests and talents, make sure that you are describing a real, true experience from your life that inspired you to pursue your projected major in college. If you have absolutely no clue what you’re going to major in, it’s still crucial to describe an experience that inspired you to care about and study something. It can be simple, but it has to be genuine. Columbia’s committee is more likely to take notice of a real interest in something you actually care about than an exaggerated account of your experience serving soup at a shelter that one time with your school’s National Honors Society chapter. Essays are a great opportunity to present yourself as a well-rounded person. Don’t repeat information that the committee can find elsewhere on your application. Take the time to share fun, personal details about yourself. Be specific- the committee wants to get a real picture of you as a person. Don’t just say that you love to play video games, say exactly which video games you love and why. This essay is also a great time to show off your community- the friends, family, teammates, etc. who make up your current life. Since the prompt asks about personal experiences, you can talk about the deep bonds you have and how they have affected you. What the admissions committee mainly wants to see is that you’re an intellectually curious student. Whatever your passion is, elaborate on how it has become an intellectual pursuit. For instance, if you’re interested in studying Classics, you can talk about how you’ve researched the origins of different myths. If you care about studying journalism, talk about why you’re so passionate about an impartial press. Fu Foundation School of Engineering and Applied Science Prompt If you are applying to The Fu Foundation School of Engineering and Applied Science, please tell us what from your current and past experiences (either academic or personal) attracts you specifically to the field or fields of study that you noted in the Member Questions section. (300 words or fewer) This Columbia essay prompt is exactly the same as the prompt for Columbia College, with one big caveat: there’s no room for being undecided here. If you’re applying to The Fu Foundation School of Engineering and Applied Science, you’ll need to select a field or fields of study. Because you’re required to select your potential field of study, your essay needs to be related to that selection. You need to relate your course of study to your personal interests, not what you think the admissions committee wants to hear. Don’t say that you want to engineer an issue the world’s clean drinking water shortage just because you think it sounds good to the people reading your essay. That’s not to say you can’t talk about providing more people clean drinking water- you just have to have a personal connection to issue. Want to get into Columbia or your personal top choice college? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. Learn more about PrepScholar Admissions to maximize your chance of getting in. Columbia Short Answer Questions Analyzed In 150 words or fewer, please list a few words or phrases that describe your ideal college community. This question asks you to describe what you are looking for from your college community. The word "community" is key here- you’re not just talking about academic experience. You should also mention what you want from your peers and out-of-class life, too. The other key to this prompt is brevity- you need to cover a lot of ground in less than 150 words. You don’t want to waste words here. You’ll need to get your point across quickly and clearly. You should describe a community that reflects Columbia’s values: a place where academic curiosity and rigor are prioritized. That being said, you don’t want to sound trite or like you’re over exaggerating. Don’t say that you want to participate in endless literary salons just to sound smart. Instead, say things that actually ring true: e.g., you want a community where people are excited to create art or talk about what they’re learning in class. Don’t try to cover your entire college experience in less than 150 words. It’s better to paint a vivid picture of a small portion of your ideal college life than a blurry one of your entire experience. For the four list questions that follow, we ask that you list each individual response using commas or semicolons; the items do not have to be numbered or in any specific order. No narrative or explanatory text is needed. It is not necessary to italicize or underline titles of books or other publications. Author names may be included, but are not required. You do not need to fill the entire space or use the maximum number of words; there is no minimum word count in this section, so please respond to the extent that you feel is appropriate. Please list the following (150 words or fewer for each question): the titles of the required readings from courses during the school year or summer that you enjoyed most in the past year; the titles of books read for pleasure that you enjoyed most in the past year; the titles of print or electronic publications you read regularly; and the titles of the films, concerts, shows, exhibits, lectures and other entertainments you enjoyed most in the past year. This question can be intimidating! It’s normal to be nervous to share what you’re reading or enjoying outside of class. That being said, you should opt for honesty here, rather than impressiveness. Don’t feel like you need to say that enjoyed reading Hind Swaraj if you actually vastly preferred your English class’ foray into Tolkien. Be truthful and real. This question is also a great opportunity to share different interests that you have. If you love Miyazaki films, but also love documentaries about climate change, feel free to share! The more information you give, the more fleshed out you’ll be as a person. It’s important to note the directions here: don’t justify your responses or give any commentary. Simply list the works you’ve enjoyed and leave it at that. You can choose to list the works in a number of ways: alphabetically, chronologically, or in order of interest. I’d suggest going chronologically or in order of interest, but there’s not a right or wrong way to go here. How to Write a Great Columbia Essay: 3 Key Tips Regardless of which Columbia essay prompt you’re responding to, you should keep in mind the following tips for how to write a great Columbia essay. #1: Use Your Own Voice The point of a college essay is for the admissions committee to have the chance to get to know you beyond your test scores, grades, and honors. Your admissions essays are your opportunity to make yourself come alive for the essay readers and to present yourself as a fully fleshed out person. You should, then, make sure that the person you’re presenting in your college essays is yourself. Don’t try to emulate what you think the committee wants to hear or try to act like someone you’re not. If you lie or exaggerate, your essay will come across as insincere, which will diminish its effectiveness. Stick to telling real stories about the person you really are, not who you think Columbia wants you to be. #2: Avoid Cliches and Overused Phrases When writing your Columbia essays, try to avoid using cliches or overused quotes or phrases. These include quotations that have been quoted to death and phrases or idioms that are overused in daily life. The college admissions committee has probably seen numerous essays that state, â€Å"Be the change you want to see in the world.† Strive for originality. Similarly, avoid using cliches, which take away from the strength and sincerity of your work. Columbia’s admissions committee will see hundreds, if not thousands, of essays that talk about how much the applicant loves New York City. Saying that you want to study amongst the bright lights of the Big Apple is trite and overdone. If you are excited about going to school in New York City, make sure that you have a really specific reason that also ties to Columbia’s opportunities. #3: Check Your Work It should almost go without saying, but you want to make sure your Columbia essays are the strongest example of your work possible. Before you turn in your Columbia application, make sure to edit and proofread your essays. Your work should be free of spelling and grammar errors. Make sure to run your essays through a spelling and grammar check before you submit. It’s a good idea to have someone else read your Columbia essays, too. You can seek a second opinion on your work from a parent, teacher, or friend. Ask them whether your work represents you as a student and person. Have them check and make sure you haven’t missed any small writing errors. Having a second opinion will help your work be the best it possibly can be. Recap: Writing the Columbia Supplemental Essays Your Columbia essays cover a lot of ground! You'll have the opportunity to share why you want to attend Columbia, as well as about your academic interests and potential pursuits. You'll also get to talk about Columbia's community and the art and literature that interests you. Be honest and sincere in your Columbia essays. Make sure your essays are a great representation of who you are as a person, not just a What’s Next? Wondering how to excel on the "Why Columbia" essay?We break down this essay prompt and specific examples on our blog. You might be wondering what kind of test scores you need to get into Columbia and other similar schools. We tell you what good scores are for Ivy League schools plus MIT, Stanford, and UChicago here. Looking for a detailed guide on how to be one of the few students accepted to Ivy League level schools? Read PrepScholar co-founder Allen Cheng's reflections on his college application and tips for how you can get into Harvard and other Ivy League-level schools. Want to write the perfect college application essay? Get professional help from PrepScholar. Your dedicated PrepScholar Admissions counselor will craft your perfect college essay, from the ground up. We'll learn your background and interests, brainstorm essay topics, and walk you through the essay drafting process, step-by-step. At the end, you'll have a unique essay that you'll proudly submit to your top choice colleges. Don't leave your college application to chance. Find out more about PrepScholar Admissions now:

Individual property rights on Canadian Indian reserves Essay

Individual property rights on Canadian Indian reserves - Essay Example The aim of this review is to allow for all of this by critically reviewing the article in question, including facts and arguments that are presented by the author, counter arguments from others, as well as any and all other key and related issues in this regards. This is what will be dissertated in the following. The first thing to make note of is the actual title of this article, which is Individual Property Rights on Canadian Indian Reserves; from the title alone, we are able to get a rather detailed idea of what the article itself is going to be about. The title overtly specifies the topic as well as the main idea that is going to be represented within the article, and not only does the title itself rouse interest and create a wanting to read further on, but as well it does more than merely imply the subject, as we are told directly from the title of the article alone that we are going to be learning about the individual property rights in regards to the Canadian Indian reserves. ... Once we begin into the article, we can see that the main idea is basically stated within the first paragraph, as the first sentence of the entire article reads "Many Indian reserves in Canada, particularly but not only in the three prairie provinces, have no formalized individual property rights" (Alcantara & Flanagan, 2002: 5). Clearly, from this alone we can get at least a remote grasp on the matter of the article, as we can see that the authors are stating that most of the Indian reserves in Canada do not have any formalized individual property rights, and obviously this is - and in the future will be even more - incredibly problematic. The authors use various factual experiences and instances of different people in order to express the main point of their article, and the placement of their main idea creates much interest, because it compels you to wonder more about the individual property rights in regards to the Canadian Indian reserves, as well as the solutions - if any - whic h exist in this regards. One of the most poignant facts that the authors state within the first couple pages of the article is that of how "According to Joe v. Findlay (1981, 122 DLR 3d 377), interest in reserve land is held in common by the band as a whole and not by individual members (Nicola Band et al v Trans-Can Displays et al 2000 BCSC 1209, para 127). An individual can gain an interest in the land only under the procedures described in sections 20-29 of the Indian Act". (Alcantara & Flanagan, 2002: 5). Another one of the most major points that the authors make in this article is about how although the people living on the Canadian Indian reserves

Organization, timing and personal accountability Statement

Organization, timing and accountability - Personal Statement Example Lack of prioritizing will affect my career in business since I will not know when and where to concentrate my efforts. As such, this will be an obstacle in my career. Lack of priorities may make it hard for me to balance different aspects of my life. Be it social life, work life and even family life. I will end up wasting a lot of time on things that are not important and neglect the important things (like in this case where I forgot to hand in my syllabus contract). This will affect my work schedule and as such, I may be late in submitting critical projects, which may end up making me lose my job or worse of all, make me spoil my professional career. In order to make sure I do not repeat the same mistake twice, I will use the following strategies. I will make a â€Å"things to do list† that will enable me prioritize my tasks from the most important to the least important. This will help me avoid procrastination since I will include in the â€Å"to do list† when the tasks are due. I also plan to set my own personal goals. These will guide me in time management as well as give me a clear vision that I will work towards. My personal goal for this course will be to work extra hard and submit my assignments on time. I also want to have a clear strategy on how will manage distractions. Distractions make me lose a lot of time when performing tasks and affect my ability to concentrate. I will also be dividing large tasks into smaller tasks and avoid many commitments. I will also create a clear timeline of how I will be scheduling my tasks. This will help me manage time as I will be scheduling to complete the most important tasks when am energized and a lot of bonus time. I will also avoid procrastination, multitasking and ensure that I take a break when performing large tasks. Organization, personal accountability and timeliness can make a business successful. These pillars are important for any business and are the pillars of a successful business.

2010 Texas State Political Party Platforms Assignment

2010 Texas State Political Party Platforms - Assignment Example This is because the unborn child has a right to life that cannot be infringed. Consequently, those organizations including hospitals and abortion clinics that support and fund abortion should be abolished and prosecuted. In addition, I support the Texas state in regards to the reversal of Roe v. Wade and this is the reason they affirmed the appointment of judges who respect family values as well as the sanctity of innocent human life (CTC Texas Politics 117). The act of homosexuality is immoral and it is the reason I agree with the Republican Party that it is a felony to issue marriage license to couples of the same gender. Moreover, I believe that homosexuality is the biggest contributor of the breakdown of the family unit. Additionally, the practice has contributed to the spread of dangerous communicable disease and contradicts to the truth ordained by God. In my upbringing, I have always known that marriage should be between a man and a woman. This is the reason I agree with the Republican Party that no civil official should perform such marriage ceremonies. In addition, Texas State neither accepts nor support homosexuality and opposes the legal entities. They refuse to recognize, as well as give special privileges including and not limited to persons engaging in same sex marriages, protection of children by homosexuals, insurance and retirement benefits for homosexuals (CTC Texas Politics 117). This is the reason the state opposes an y criminal or civil penalties against those opposing the act out of faith. In addition, the state opposes homosexuals and other individuals convicted of child abuse should have the right to adopt or be a custodian of a minor. In my opinion, homosexuality should not be presented as a good thing to do or a lifestyle in any family setting. Lastly, I know that all children have a right to education. I also believe

The Reconstruction Era in the US (1865 to 1877)

The Reconstruction Era in the US (1865 to 1877) Can the period be evaluated as both a success and a failure? The Reconstruction Era occurred from around 1868 to 1877. Preceding the Civil War, the Souths industry and infrastructure was virtually left in ruins. It was in great need of help, and had to rely on the government that they had tried to stray away from. The Reconstruction can be evaluated as both a success and a failure of ideals chiefly because of the bills and laws that were passed, as well as the failures and step backs that were encountered. The restoration of all 11 ex-Confederate states to the Union, the Radical Republicans, and the Reconstruction Acts that were passed are all examples of accomplishments made during the time. The Black Codes, the belief in white supremacy, and the corruption in business and in government are among the many failures of the Reconstruction. Overall, the period was a time of corruption, greed, and discrimination. To begin with, one of the greatest accomplishments of the Reconstruction was the restoration of all 11 ex-Confederate states to the Union. This was accomplished during the Lincoln and Johnson administrations. By 1868, they were successful in the readmission of South Carolina, Florida, Alabama, Louisiana, Arkansas, North Carolina, and Tennessee into the Union; and by 1877 the readmission of Mississippi, Georgia, Texas, and Virginia (Doc H). Another accomplishment would be the creation of a new agency called the Freedmens Bureau. The Freedmens Bureau offered shelter, food, and medical attention to anybody in need of it after the war. Many criticized the agency and accused it of keep[ing] the negro in idleness at the expenses of the white man (Doc D). Under General Oliver Howard, it was successful in the establishment of some 3,000 schools for freed blacks, which included several black colleges. Soon after, the Fourteenth and Fifteenth Amendments were passed. The Fourteenth Amendment st ated that the first section prohibits the states from abridging the privileges and immunities of citizens of the United States, or unlawfully depriving them of life, liberty, or property, or denying to any person within their jurisdiction the equal protection of the laws (Doc C). Thaddeus Stevens, a Radical Republican, declared that the amendment allows Congress to correct the unjust legislation of the States, so far that the law operated upon one man shall operate equally upon all (Doc C). The supporters of the rights for freed blacks were called Radical Republicans. Among this group was a man named Benjamin Wade who endorsed the rights of women, northern blacks, and labor unions. African Americans were adjusting to their new freedom and branching out to do new things. Many joined Negro Baptist and African American Episcopal churches, and some migrated from the South to form new communities. A popular place they went was Kansas (Doc F). They also created colleges, like Howard and F isk, which trained black ministers and teachers. At the same time, many things were going wrong in the country. Sharecropping became very popular among freed African Americans trying to fulfill their dreams of owning their own farm and providing for their families. Unfortunately, the corrupt style in which these farms were run kept them in an unending cycle of debt. It was almost a new form of slavery. Meanwhile, Republican politicians in the South were beginning to take advantage of the kickbacks they received and took bribes. This illustrated a decline in peoples morals. Black Codes were another failure of the Reconstruction. They were created to restrict the rights of freed blacks. One code stated, Every laborer shall not be allowed to leave his place of employment until the fulfillment of his contract (Doc B). They restricted every right and movement of the freed blacks and subjected them to even more discrimination. Particularly corrupt was the idea of white supremacy that was growing in the South. Many men organized groups of secret societies to intimidate the freed African Americans and white reformers. One group in particular, the Ku Klux Klan (KKK), were especially famous for their burning of blacks buildings and the murder of many freedmen to keep them from voting. Simultaneously, there was the corruption in business and government that was distracting the North from the issues in the South. Spoilsmen, such as Conklin and Blaine, were politicians who unfairly displayed patronage on their supporters. The Credit Mobilier scandal was brought to the attention of the government. They had been giving stock to members of Congress so that they wouldnt investigate the profit they were making from government funding for the transcontinental railroad they were building. Another scandal involved Jay Gould and James Blaine who along with Grants brother-in-law attempted to corner the gold market. They were discovered but Blaine had already gotten away with his own profits. The Whiskey Ring involved federal agents conspiring with liquor companies to take millions of taxes from the government. One man, William Tweed, may have profited the most from the money he stole from taxpayers. He was the one behind many plans to help himself to large quantities of graft. He was successful until a cartoonist from the New York Times, Thomas Nast, exposed him and led to his arrest. In time, the new president, Rutherford B. Hayes, agreed to a compromise. The Compromise of 1877 was mainly to end the support for Republicans in the South and to build a transcontinental railroad. Eventually Hayes withdrew the troops that were protecting the freedmen, and the Supreme Court repealed the Reconstruction laws that protected the blacks from being discriminated against. In essence, the period can be evaluated as both a success and a failure of ideals. It just depends on how it is viewed. They did make many accomplishes in the rights for African Americans. They freed them, provided education for them, and allowed them to form black communities. On the whole, the Reconstruction was not a good thing. It was a failure, in a sense. Everything that had been accomplished were basically forgotten or taken back with the Compromise of 1877. It was a period of corruption in business, government, and in ethics. In the long run, the only thing that was a living accomplishment was the freedom of African Americans. More innovations were yet to come.

Comparing Enders Game and Fahrenheit 451 :: comparison compare contrast essays

Ender's Game and Fahrenheit 451 The novels Ender's Game and Fahrenheit 451 take place in the future; the futures that the authors' have created are troubled and the world is approaching a disastrous end. Initially, Colonel Graff invites Ender to Battle School and tells him how important it is that he participates in the war. " 'The buggers may seem like a game to you now, Ender, but they damn near wiped us out last time. They had us cold, outnumbered and outweaponed. The only thing that saved us was that we had the most brilliant military commander we ever found. Call it fate, call it God, call it damnfool luck, we had Mazer Rackham.' " (p. 25) The future seems dark because the humans are trailing in bugger war. If the military could get another commander like Mazer Rackham, then the future would be brighter; Ender Wiggins trains to be the next Mazer Rackham. In Fahrenheit 451, people wanting to be entertained all the time causes the future to be mind numbing, bleak, and burnt. "The sun burnt every da y. It burnt Time. The world rushed in a circle and turned on its axis and time was busy burning the years and the people anyway, without any help from him. So if he burnt things with the firemen and the sun burnt Time, that meant that everything burnt!" (p. 141) The futuristic setting is the author's way of saying that the future will be depressing if humans fail to recognize and appreciate literature. The world is doomed because all these people want to do is sit in front of wall televisions and be entertained. Another example, Ender and Peter play buggers and astronauts, which simulates the real war that is taking place. "When kids played in the corridors, whole troops of them, the buggers never won, and sometimes the games got mean." (p. 11) When Peter and Ender simulate the war, they are telling the reader that even children are aware of the terrible war. The author shows his message of a terrible future here through the everyday activities of children being affected by the events that are far from home. Lastly, Montag's wife tries to kill herself by taking an entire bottle of sleeping pills and some emergency workers come; they just go about their business like her suicidal tendencies are nothing.

Effect of Cultural Globalization in Intercultural Communication Essay

A. Background It’s almost always about international trade, foreign investment, capital flow and all the rest. But what about culture, identity, traditions and ways of life; do these things amount to anything? True, globalization has various manifestations. If viewed strictly from economic terms, then the debate delves into trade barriers, protectionism and tariffs. Powerful countries demand that smaller countries break down all trade barriers, while maintaining a level of protectionism over their own. Smaller countries, knowing that they cannot do much to hide from the hegemonic nature of globalization, form their own economic clubs, hoping to negotiate fairer deals. And the economic tug of war continues, between diplomacy and threats, dialogue and arm twisting. This is the side of globalization with which most of us are familiar. But there is another side of globalization, one that is similarly detrimental to some countries, and profitable to others: cultural globalization — not necessarily the domination of a specific culture, in this case Western culture, over all the rest — but rather the unbridgeable disadvantage of poorer countries, who lack the means to withstand the unmitigated takeover of their traditional ways of life by the dazzling, well-packaged and branded â€Å"culture† imparted upon them around the clock. What audiences watch, read and listen to in most countries outside the Western hemisphere is not truly Western culture in the strict definition of the term, of course. It’s a selective brand of a culture, a reductionist presentation of art, entertainment, news, and so on, as platforms to promote ideas that would ultimately sell products. For the dwarfed representation of Western culture, it’s all about things, tangible material values that can be obtained by that simple and final act of pulling out one’s credit card. To sell a product, however, media also sell ideas, often one-sided, and create unjustifiable fascinations with ways of life that hardly represent natural progression for many vanishing cultures and communities around the world. There is nothing wrong with exchanges of ideas, of course. Cultural interactions are historically responsible for much of the great advancements and evolution in art, science, language, even food and much more. But, prior to globalization, cultural influences were introduced at much slower speed. It allowed societies, big and small, to reflect, consider, and adjust to these unique notions over time. But the globalization of the media is unfair. It gives no chance for mulling anything over, for determining the benefits or the harms, for any sort of value analysis. News, music and even pornography are beamed directly to all sorts of screens and gadgets. This may sound like a harmless act, but the cultural contradictions eventually morph into conflicts and clashes, in figurative and real senses. Now days, globalization has spread out through all aspects of human live around the world. The globalization not only has been become a theory discussion but also the effect of it can change cultural identity and human perception. In this case we can know that globalization has changed our perception and our understanding about culture. In fact, culture is a fundamental reflections to do communication an any cases. Culture is also affect on our perception and our performance in our communication with other different culture, or we often call it Intercultural Communication. The impact of cultural globalization can be a virtue or fault in our communication. So, next, we also need to adapting in our behavior that we still have to open our mind and the cultural globalization can not hinder us in international or intercultural communication. B. Data Cultural globalization is the rapid traversing of ideas, attitudes and values across national borders. This sharing of ideas generally leads to an interconnectedness and interaction between peoples of diverse cultures and ways of life. The term â€Å"globalization† came to be widely used in the 1980s, but as early as the 1960s, Marshall McLuhan popularized the term â€Å"global village† to describe the effect that the ability to connect and exchange ideas instantaneously would bring to the world. Mass media and communication technologies are the primary instruments for cultural globalization. Global news services such as CNN disseminate the same events and issues across the world including some of the most remote locations in the world. A terrorist attack in a small village school in the Northern Caucasus can hold entire households in Kansas spellbound. This internationalization of news exposes countries to foreign ideas, practices, and lifestyles. The development of computer technology — with its social networking sites, video sharing ebsites, blogging sites and various other permutations — has served to accelerate cultural globalization as there are no boundaries on the World Wide Web. Advances in transportation have also facilitated physical travel to other countries, which in turn, has encouraged cross-cultural exchanges. Describing the relation between globalization and culture we can mention two intellectual currents that have been attempting to define it: the cultural universalism and the cultural particularism. These approaches try to identify a global identity. Here, where the paradox of Globalization relies. As I mentioned above (on reference to the usage of media and technology by indigenous people to spread their message), it seems that the more these people are trying to resist from what they call â€Å"Globalization†, the more that Gobalization invades them and confuses its reality with their reality, giving shape to a sort of incidental by-product of globalization: globalization itself. Globalization is not a recent process. Although it is now where its scope and force is more evident than ever, globalization might have existed since the very moment the cavern man first thought on humanity integration. I will summarize a historical overview of globalization as a concept on the following lines. Culture matters for globalisation in the obvious sense that it is an intrinsic aspect of the whole process of complex connectivity. However, it does not mean that culture is intrinsically more globalising on account of the ease of the ‘stretching’ of the relations involved and the inherent mobility of the cultural forms and products. Looking at the present phase of capitalist/imperialist globalisation all sorts of its dimensions are noticed. The impact of multinational corporations, the international division of labour, the increasing phenomenon of labour migration, financial and commodity trading, the significance of trading regulatory agreements, financial prescriptions at global level, and bodies such as the World Trade Organisation, World Bank and IMF – all testify to the globalisation of ‘material exchanges’ involved in economic relations. Obviously, there are lots of instances in which production, exchange and consumption of commodities do remain relatively local activities, but a trip around the neighbourhood will quickly reveal how much it is not a local produce. Software productions in India will cater to the markets in USA, UK and Australia, intensive banana production in Latin American continues to satisfy the needs of European and American markets and make year – round availability-show and these local based productions act as constitutive of the global process. Equally, in the cultural arena symbolic exchanges float free of material constraints – as books, CDs, celluloid, electronic flows on to TV screens and Videos and so forth constitute the cultural aspect of these globalising process. It does not mean that culture predominates in the globalisation process. One way is to think about the consequentiality of culture for globalisation, then is to grasp how culturally informed ‘local’ actions can have globalising consequences. A world of complex connectivity (a global market place, international fashion code, an international division of labour, a shared eco-system) links the myriad small everyday actions of millions with the fates of distant unknown others and even with possible fate of the planet. All these individual actions are undertaken within the culturally meaningful context of local mundane life worlds in which dress codes and the subtle differentiations of fashion establish personal and cultural identity. The way in which this ‘cultural actions’ become globally consequential is the prime sense in which culture matters for globalisation. To be sure, the complexity of the chain of consequences simultaneously entails the political, econ omic and technological dimensions of globalisation. But the point is that the ‘moment of culture’ is indispensable in interpreting complex connecticvity†6 . This is how a Western intellectual explains global consequentiality of ‘cultural actions’. Globalisation in its cultural dimension also discloses its essentially dialectical character in a particularly vivid way. There exists a cultural politics of the global arena which one can grasp by referring to the example of ecological consequences of local actions. The Green movement slogan ‘Think globally, act locally’ suggests a political strategy motivated by a clear collective cultural narrative of what the ‘good life’ entails. This strategy involves the mobilisation of agents – increasingly via sophisticated media campaigns – to achieve institutional changes at a global level. And if such a strategy is sometimes successful, it is because it draws on and appeals to very general cultural dispositions more than engagement with scientific-technical arguments over environmental problems. So culture also matters for globalisation in the sense that it makes out a symbolic terrain of meaning – construction as the arena for global political intervention. Cultural Imperialism? The Organisational Dimension of Cultural Globalisation Cultural globalisation as a dimension of this ongoing capitalist globalisation, or Fiedel Castro’s terminology – imperialist globalisation has the obvious object of dominating the national culture as also transform or pollute it to suit the imperialist design of exploitation and rendering the people frustrated and demoralised. Commercialisation of media and the cultural symbols and artefacts and the global tide driving for profit using ‘culture’ as a commodity, constitute the modus operandi of ‘cultural imperialism’. It is, however, unhelpful to focus exclusively on the conscious active agency of individuals and the local direct impact of artefacts and objects in describing the glolbalisation of culture. Of course, cultural practices can be and are actively imposed in places distant from their original site of production. Empires, in particular, stand as an important example of the extensive reach of new cultural ideas that are backed in their impact by the possibility of coercive force and the reality of political subordination. ’7 The process of the globalisation of culture is, however, more complex and varied in their forms and in the relationship between producers and receivers. Thus an important fact of this process is captured by reference to the notion of modes of interaction that is, the dominant ways in which cultural globalisation operates from imposition, through emulation to diffusion. The idea of ‘Cultural Imperialism’ is connected with a further element of the globalisation of culture – the establishment of the infrastructures of cultural production, transmission and reception, and the extent to which cultural flows and processes are institutionalised , that is regularised and embedded across time and space. As with any form of power, cultural power cannot be mobilised and displayed in the absence of organisations that create, transmit, reproduce and receive cultural messages or practices. These imply more than technologies, central as they are. For technologies must be displayed and operated by social organisations. Globalisation of culture, therefore, implies emergence of infrastructures and institutions of cultural transmission, reproduction and reception on a global C. Review on A Problem We can see from the theory, based on the data above, that globalization is a term of influence which came from ‘the first world’ and affect ‘the third world’ in all aspect.  Globalization of culture is the changing of imperialism that superior culture of western demolish culture of country fom ‘the third world’ gradually. It is done vey easy because the development of technologies and mass media spread out fast over world. These all cases affect on communication between each involved country. These are like a barrier of that communication. The cultural globalization will give many effects to that communication, or we often call it intercultural communication.

The Customer Journey Is Dead A Dawning Of Behavioral Data With Judd Marcello From Cheetah Digital [AMP 137] - CoSchedule Blog

The Customer Journey Is Dead A Dawning Of Behavioral Data With Judd Marcello From Cheetah Digital [AMP 137] Blog Marketers try to map and meticulously outline their customer’s journey to convert a lead into a paying customer. Instead, maybe they should focus on behavioral data to deliver the right message on the right channel at the right time.    Today, my guest is Judd Marcello, executive vice president of global marketing at Cheetah Digital. He believes the customer journey doesn’t exist. Instead, figure out why data is important and how to leverage it between brands and customers. Judd’s Career Journey: B2C to B2B martech firms; it’s all about your contacts and who you know As the number of channels increase, buyers jump around brands on their journey Fallacy of falling into trap of using phrases that become commonplace Consumers, not marketers now predict the path they take from researching to buying a product Marketers can still be proactive by using data to drive smart insights and technology from an AI perspective to provide a great customer experience Customers are going to do whatever they want to do; marketers should: Create unique, compelling, and consistent brand experience Deliver the right messaging Hyper personalize efforts    Create connection between your brand and customer Deliver personal and custom experience through data management Cheetah Digital’s Website revised to reflect how prospects look for information Indicators of Success: Team members, content, client summit; digital evolution What’s working and what’s not; prioritize performance to identify gaps Links: Judd Marcello on LinkedIn Judd Marcello’s Email Cheetah Digital ExactTarget Experian Friction by Roger Dooley Write a review on iTunes and send a screenshot of it to receive cool swag! If you liked today’s show, please subscribe on iTunes to The Actionable Content Marketing Podcast! The podcast is also available on SoundCloud, Stitcher, and Google Play. Quotes by Judd Marcello: â€Å"Consumers have more tools than they’ve ever had before to either research or access products or be influenced by other consumers.† â€Å"I don’t think it is a journey, I don’t think it is any one tool that can actually deliver on what a consumer wants. I actually think it’s a number of things.† â€Å"If you are a company that lives and breathes your purpose, your clients will feel that. They will want to be a bigger part of your overall offering or way forward.† This idea of unique value exchange and making that a personalized value exchange is really what our job is today, and why people are going to keep coming back to you or stay with you.

Stephen Jay Gould essays

Stephen Jay Gould essays Stephen Jay Gould is professor of Geology at Harvard University, where his field of interest centers on the special evolutionary problems related to species of Bahamian snails fortunately, thats not what his essay, Nonmoral Nature, is about. Gould has become well known for his essays on science; essays not only written with the clarity needed to explain complex concepts to a general audience, but also informed by a superb scientific understanding. His books have won both praise and prizes. Nonmoral Nature concerns itself with a supposedly highly controversial issue: the religious reading of natural events. Gould has frequently given testimony at legislative hearings in which creationists have insisted that the Bibles version of creation be taught in science courses as scientific fact. Gould opposes this position because he views the account of creation in Genesis as religious, not scientific. He points out that Charles Darwin, the scientist he most frequently praises, did not think there was conflict between his theories and religious beliefs; to add, Darwin was also trained as a minister. Goulds primary point in this selection is that the behavior of animals in nature with ruthless and efficient predators inflicting pain on an essentially helpless prey has presented theologians with very exacting problems; if God is good and if creation reveals his goodness, how does one account for the suffering of natures victims? As a person with different beliefs and faith I could dismiss this controversy in the blink of an eye; however, for the sake of understanding others positions and beliefs as well as taking admiration to Goulds rhetoric, lets investigate the works presented in Nonmoral Nature. ...

ISMG Essay Example | Topics and Well Written Essays - 750 words

ISMG - Essay Example On the other hand, type 3 involves the management of strategies and resources. Notably, the consultant's report rated Davies as a type 1 manager who is facing challenges to advance to type 2 of IT leadership (Austin et al 81). However, the report had faith in Davies to transit to the next level and thus chose to retain him with a view that it would take be challenging to find an effective replacement within a short time. However, Barton would transit to the next level with speed and hence his hiring. The consultants asserted that Davies earned respect from his IT staff but he equally had poor interrelationships in his job as a CIO where he always relied on IT to solve any problem (Austin et al 82). Again, the consultants recommended that sufficient training and counseling would solve this problem. As such, the report tells us that IT investments generate great value for the company and such investment resides in the IT experts that the company hires (Austin et al 81). However, the re port favors the significance of the ability to manage portfolio projects, play senior team leadership roles, and manage infrastructure. Indeed, it disregards individualism and advocates for teamwork in management, which leads to Davies' firing and Barton's hiring (Austin et al 81-82). ... More so, the benefits claimed from the success of a proposed project are the same benefits that IT would claim and hence assigning quantitative value to the return on an IT investment would amount to double claims of value (Austin et al 72). At the same time, where a business unit proposes an IT-enabled change, it would be difficult to allocate some or all the resultant benefits between the business units and IT (Austin et al 72). Response 3- Examples to Refute the "It Doesn't Matter" Contention Assuredly, IT plays a very significant part in any company. In fact, the adoption and success of IT in an organization derives a great competitive advantage. For example, Apple's invests in IT to produce classy, cool, entertaining, and multipurpose gadgets like iPods and iPad, which gives it a competitive edge over its main competitors. More so, Nestle collaborated with Google to reinforce its digital technology and online presence, which enable Nestle to take its products to a wider market a nd satisfy the customers’ preferences. As such, it is clear that IT investments can enable an organization derive capabilities that are not available to relevant competitors. Response 4-Where My firm Fall on the "Strategic Grid" Presented on pp. 77-78 The McFarlan’s Strategic Grid has the vertical and the horizontal axis. The vertical axis depicts the operational dependence of the organization on IT while the horizontal axis represents the competitive differentiation that a company derives from IT (Austin et al 77-78). My reference company is Accenture, which is a management consulting, technology services and outsourcing company. Ideally, Accenture is in the

The equality of American public education Essay

The equality of American public education - Essay Example On the other hand, schools which cater to the needs of the influential class students possess and provide abundant opportunities to the students regarding placement in advance courses. Although the immediate effect of such discrimination may not be evident; the long term consequences may be observed in the form of heightened professional success among the privileged students, since such courses prepare them in professional terms (Klugman   1).   Ã¢â‚¬ËœCulture’ as a tool to describe all problems related to achievement gap has become widely accepted among the vast majority of teachers who interact with students of color on daily basis. Although every individual, whether white or black possesses a cultural background; the notion of ‘culture’ is considered associated only with the deprived classes of the society. This may be considered an extension of the teacher’s self-esteem issue, since it is quite common for teachers to associate culture with everythin g that is non-white. So, instead of looking for the real explanation that lies behind the achievement gaps, white teachers are more inclined towards labelling it a ‘culture’ thing which therefore has either ‘no cure’ or needs a ‘prolonged therapy’. It has become extremely common to associate culture of poverty to the achievement gap that is evident among students. Although the reality that lies behind such gaps may be puzzling and in some cases difficult to determine, the common path chosen to explain such gaps is the over-simplistic approach.