Thursday, May 21, 2020
Wednesday, May 6, 2020
The second film technique Wilson Yip uses to bring out Ip ManÃ¢â¬â¢s honor is cinematography. Although cinematography might not seem like an obvious way to bring out honor, it does its part by emphasizing the honor already evident through the characterization and mis en scene. Cinematography in the Ip Man movies lets the audience focus on the elements of honor Wilson Yip is trying to convey. If it were not for very specific cinematic techniques used by Yip, most of the honor built up through characterization and mis en scene would be useless because the audience would be unable to focus on it. In the first movie, we can see the benefits of cinematography and editing in the same scene with the northern fighter.3 In this scene, Yip uses the close up shot and point of view shot to not only immerse the audience in the action, but also to help the audience relate Ip Man with honor through an especially expressive viewpoint. Many times after Ip Man hits the northern fighter, there is a f lury of close up shots of the northern fighterÃ¢â¬â¢s face from Ip ManÃ¢â¬â¢s point of view, including one just after he gets hit with a duster. The northern fighter wipes his face and then grimaces in pain. The reaction on his face indicates the ease of which Ip Man is defeating the him. In contrast, Ip Man is relatively unfazed by his competition and keeps a calm and collected expression. Through the sheer number of close up and point of view shots, there is a feeling that Ip Man is winning the fight by aShow MoreRelatedReed Supermarket Case32354 Words Ã |Ã 130 PagesDECISION-ORIENTED APPROACH Svend Hollensen Pearson Education Limited Edinburgh Gate Harlow Essex CM20 2JE England and Associated Companies throughout the world Visit us on the World Wide Web at: www.pearsoned.co.uk First published 1998 by Prentice Hall Second edition published 2001 by Pearson Education Limited Third edition published 2004 Fourth edition published 2007 Fifth edition published 2011 Ã © Prentice Hall Europe 1998 Ã © Pearson Education Limited 2001, 2011 The right of Svend Hollensen to be identiÃ¯ ¬ edRead MoreExploring Corporate Strategy - Case164366 Words Ã |Ã 658 PagesTO THE MAIN FOCUS OF CASES IN THE BOOK 601 PAGE NUMBER IN THE BOOK CASE Ekomate Ã¢â¬â an Indian company uses networks and relationships to internationalise. Eden Project (B) Ã¢â¬â latest developments in a successful tourist attraction. Brown Bag Films Ã¢â¬â strategy development and strategic choice for a small business in an international market ACME Ã¢â¬â innovation and entrepreneurship in the Indian mobile phone industry. Wimm-Bill-Dann Ã¢â¬â where from here for a high growth diversified Russian conglomerate
Tylynn Schaber Stress and Happiness Which sounds more fun, doing the dishes or playing a little Xbox? One would probably say playing their game and put the chores on the back burner because they could always do it later. This would be classified as procrastination. Procrastination may cause many negative effects including unnecessary stress and loss of oneÃ¢â¬â¢s happiness. We will write a custom essay sample on Stress and HappinessÃ¢â¬âCause and Effect or any similar topic only for you Order Now Procrastination is the practice of poor time management paired with lack of willpower. There are two different types of procrastination: behavioral and decisional. Behavioral procrastination is when one uses procrastination as an excuse to do poorly; for example, one may put off studying for an exam until last minute and blame a bad exam score on the procrastination. Another instant where one may have behavior tendencies is when one has low self-esteem or self-worth and believes that if he or she never finishes a task, he or she will not be judged. Those with decisional procrastination problems typically put off making a decision or choice; they typically are afraid of errors and are possibly perfectionists. Decisional procrastinators generally seek out other alternatives until they are made to make a decision, if they make a decision at all. 20% of the population is guilty of procrastination and recent studies show that it is on the rise. Everyone tends to procrastination, possibly not as often as most but definitely occasionally. One of the effects of procrastination is unnecessary stress. Everyone knows that stress has a very negative effect on oneself. Stress is a type of pressure or worry, usually unneeded. Stress has many effects in itself; it may take a toll on oneÃ¢â¬â¢s body, oneÃ¢â¬â¢s mood, and oneÃ¢â¬â¢s behavior. The tolls it can take on oneÃ¢â¬â¢s body include headaches, sleep problems, and stomach pains. It can affect oneÃ¢â¬â¢s body by possibly giving a person anxiety, sadness, or even depression. Stress can affect one behavior be making one go through social withdraws, angry outbursts, and drug and alcohol abuse. All of these additional symptoms of stress could lead to health problems, which are well worth avoiding. Upon all of the things that can come from stress, stress leads back to procrastination. So the more one procrastinates, the more stress one will get, so therefore the more they will procrastinate. Another effect of procrastination is the threat of oneÃ¢â¬â¢s happiness. Happiness is the state of being content or completely satisfied. Happiness is important in oneÃ¢â¬â¢s life because that is what gives one the motivation and will to wake up tomorrow and enjoy the little things of life that often go unnoticed, too. Without happiness, one will become depressed; depression has many, many additional negative symptoms. As you can see, by procrastinating, you can hurt more than just your grade. Procrastination can take effect on nearly every part of your life. It can lead to stress which in the end can take a toll on your health, which is scary. Procrastination may also take away oneÃ¢â¬â¢s happiness, which could lead to depression. One should note, it is much easier to do work that can be done today, today, and not put anything off for later. How to cite Stress and HappinessÃ¢â¬âCause and Effect, Essay examples
Sunday, April 26, 2020
Jane Eyre - Violence Jane Eyre - Violence Discuss Charlotte Bront's use of violence, in the text Jane Eyre, that captures the reader's attention in relation to scenes, settings and characterisations? The author of Jane Eyre, Charlotte Bront, uses depictions of mental, physical and natural violence throughout the text to interest the reader and create springboards towards more emotional and dramatic parts of the novel. By doing this, Bront not only uses violence to capture the reader's attention, but also leads the reader on an interesting journey throughout the book. This violence is raised through three particular things that include the following. Scenes, such as the burning down of Mr. Rochester's house by Bertha and the fight between Jane and her cousin John. Settings that include the Red Room in which Jane Eyre is locked in as a child and the Attic in which Bertha Mason is locked. Also Characterisations of Bertha, Mrs. Reed and to some extent Jane herself shed light on the use of violence. Charlotte Bront uses violence throughout the book to keep the reader interested and at the same time creating a springboard for emotional and dramatical scenes. The first instance of this occurs when Jane is very young and she quarrels physically and verbally with her cousin John. This leads to Jane being locked up in the Red Room, which her uncle died in, and her transfer to Lowood, which is an institution for orphaned children. Here Bront characterised violence through John by him attacking Jane, and Mrs. Reed by her locking Jane up in the Red Room. The room being red is also significant in the use of violence, as not only has someone died in it, but also the colour red is usually associated with violence and anger. John's violent dominance towards Jane, (pg. 17, Chapter 1, Volume 1), and Mrs. Reed locking her up in a room, (pg. 18, Chapter 1, Volume 1), thus causing her to faint through fear, is indeed a means of interesting readers. Through this violence, Jane then proceeds to Lowood. At Lowood she wins the friendship of everyone there, but her life is difficult because conditions are poor at the school. Dominated by Mr. Brocklehurst, Jane feels intimidated and the text begins to lose its violent nature, including its interest. Jane begins to make friends and the reader believes that there is no more violence throughout the book. All up until typhus kills many of the students. Here the violence of nature kills Jane's best friend at the school, Helen Burns, (pg. 96, Chapter 9, Volume 1),. Bront used this scene to make Jane stronger in the book, which is appropriate, as mentally strong people cope with violence in a more rational way. This opens a gateway into more dramatic scenes and Jane's acknowledgement of death and violence. As Jane grows up and passes the age of eighteen, she advertises herself as a governess and is hired to a place called Thornfield. It is here that the real violence of the story begins and the reader is entranced with scenes that use suspense to ensure the reader's enjoyment of the book. Obviously Bront knew that a thriller (violence that is not fully revealed till the latter part of the book) is a significant way to keep readers interested. So she writes a scene where someone (Mr. Mason) is mysteriously stabbed (pg. 236, Chapter 5, Volume 2), and doesn't enlighten the reader on who did it but does hint that someone else (Mr. Rochester) knows. There is no way of knowing why this happened, who does it, or if Mr. Mason is going to live or die. That is why Charlotte Bront used violence to create this kind of suspense. So a person would be interested enough in the novel to keep reading. The mystery is a mystery itself, there is a secret at Thornfield and Jane can sense this. Then there is the mystery of the person who committed this act of violence. Jane suspects who it might be, but she is not for sure. To find out the mystery of the house and the person who did it is a wise way to capture a reader's attention. As the story unfolds, the reader finds out about a lady named Bertha, who is Rochester's original wife, and a character that strives on violent acts. This is the part of the book that exclaims that every character has violence, and if read carefully how very close Jane is to Bertha. Jane describes Bertha as a ghost or a vampire after the wedding veil is torn (pg.
Wednesday, March 18, 2020
How to Craft Professional Book Reviews under Time Pressure How to Craft Professional Book Reviews under Time Pressure Different readers will always be keen on your thoughts about the books youve read if you follow the following advice in this article. When writing professional book reviews, you ought to have two objectives. First, to educate the reader about the content of the book, second, to present an assessment concerning the bookÃ¢â¬â¢s quality. Before You Begin Writing Start reading the book, from the title, considering the relevant information that can be revealed from the title, preface, and table of contents. As you read the whole book, make notes from the passages to cite in your review, as well as to clarify the following information: What is the book about? Does it fit its genre? What is the writerÃ¢â¬â¢s perspective? Do you agree with it? Who is your favorite character, and why? Did the story keep you guessing? What is your favorite part of the book, and why? Is there any part of the book you truly dislike? Which and why? As an audience, can you flow with the authors style, whether formal or informal? Does the authorÃ¢â¬â¢s conclusion convince you? What did the book achieve? Is more work required? Compare the book with others written by this author, or books in this genre by other writers Your opinion? If you could change something, what might it be? (If you wish you could change the ending, dont reveal it!) Writing Your Review Set the tone of the review. Hook the reader with your opening sentence, so they are keen on reading the rest of the review. Begin with a few sentences describing what the book is really about. Ensure your opening statements directly relate to your critical response to the book and keep them concise. Relevant information about the author including reputation, qualifications, and their previous work should be included in the introduction. The fundamental themes you want to discuss may also be mentioned, as this gives the readers an idea of the context of book analysis. Write a summary of the book. You can begin the overview of the themes and main points in the book after setting up your introduction. The summary needs to be kept short, to the point, and informative. Make use of quotes or paraphrases from the book to back up your summary without uncovering plot twists or giving any spoilers. The crux of the book is the critical analysis, and this is usually done after your summary of the bookÃ¢â¬â¢s themes end. You have to be clear and direct when writing this. Talk about what you specifically liked about the book, and point out anything you disliked about it. Try not to spend more than one-third of the paper summarizing the book. Avoid plagiarism and ensure your essay is based primarily on evidence drawn from a careful reading of the book. The objective is to give a coherent piece with a reasonable argument. Thus, review the book you read, not the book you wish the author wrote. Wrap up the review. Ã After you have argued your position on the book clearly, sum up your analysis of in few sentences, and this should naturally flow into your conclusion. Talk about questions, which were not covered, pay attention to unsettled points concerning the topic of the analyzed book, and problems that still need to be solved or require deeper analysis. Do not introduce new material at this point. You could suggest the kind of reader youd recommend the book to. For instance, youths, older people, fans of relationship drama/comedy/ mystery stories. Then give the readers your farewell statement, something to think about! Sometimes the best closing is a dilemma that will stick in readers minds. A starred or numerical rating is not a bad idea too. Consider these tips when writing your original book review and enjoy the result.
Monday, March 2, 2020
Definition and Examples of Sememes in English Definition In English grammar, morphology,Ã and semiotics, a sememe is a unit of meaning conveyed by a morpheme (i.e., a word or word element). As shown below, not all linguists interpret the concept of sememe in just the same way. The term sememe was coined by Swedish linguist Adolf Noreen in VÃ ¥rt SprÃ ¥k (Our Language), his unfinished grammar of the Swedish language (1904-1924). John McKay notes that Noreen described a sememe as a definite idea-content expressed in some linguistic form, e.g., triangle and three-sided straight-lined figure are the same sememe (Guide to Germanic Reference Grammars, 1984). The term was introduced into American linguistics in 1926 by Leonard Bloomfield. See Examples and Observations below. Also see: Grammatical CategoryHomonymyLexemeLexicalizationLexical Set Lexicology, Semantics, and Semiotics Polysemy Semantic Field and Semantic Field Analysis Examples and Observations: As a rough approximation, one may think of a sememe as an element of meaning.[W]e can say that a lexeme may be connected to more than one sememe; the lexeme table is an example. This relationship is often referred to by the term polysemy, which means multiple meaning.(Sydney Lamb, Lexicology and Semantics. Language and Reality: Selected Writings of Sydney Lamb, ed. by Jonathan J. Webster. Continuum, 2004) Semes and Sememes- [T]he basic or minimal unit of meaning, not further subdividable, is the seme, and . . . two or more semes existing together in a more complex unit of meaning comprise a sememe.(Louise Schleiner, Cultural Semiotics, Spenser, and the Captive Woman. Associated University Presses, 1995)- A sememe is the totality of semes that are actualized by a term within a given context. In [William] Blakes poetry the following sememe could be attached to the term city: industrial, black, crowded, poverty, pain, evil, filth, noise.(Bronwen Martin and Felizitas Ringham, Key Terms i n Semiotics. Continuum, 2006) Bloomfield on Sememes- According to [Leonard] Bloomfield (1933: 161 f.), a morpheme was composed of phonemes and had a meaning, the sememe. The sememe was a constant and definite unit of meaning which differed from all other meanings, including all other sememes. Thus, in Bloomfields view, the identification of a morpheme was based on the identification of a sequence of phonemes which could be assigned a meaning that was constant and different from all other meanings.(Gisa Rauh, Syntactic Categories: Their Identification and Description in Linguistic Theories. Oxford University Press, 2010)- In customary stratificationalist parlance . . ., one refers to the sememe as the realizate of a lexeme, or that piece of fragment of a network of mans cognitive knowledge that the given lexeme happens to realize. For technical and working purposes such a definition of the sememe is quite satisfactory and one need take no further issue with it. The evolution of the concept is fairly straight as w ell: in [Leonard] Bloomfields Language (1933) the term sememe refers to the meaning of a morpheme. Bloomfield offered no clear distinction between morpheme and lexeme, however, and this lack of clarification . . . meant foregoing the benefit of a powerful generalization. . . .The reason for this neglect of a most useful principle in linguistics arises from the fact that it is difficult to explain to linguists of other persuasions, to students, etc., just what it is that the stratificationalist means by the term sememe.(Adam Makkai, How Does a Sememe Mean? Essays in Honor of Charles F. Hockett, ed. by Frederick Browning Agard. Brill, 1983) The Meaning of a Simple WordWhat laity calls a simple word is probably a monomorphemic lexeme identifiable rather obviously with a major part of speech, as one is taught in traditional pedagogic grammars. What laity calls the meaning of a simple word is the semantically always-complex sememe that stands behind or sponsors a given lexeme. If such a lexeme is a common one- e.g., the meaning of father, mother, milk or sun, native speakers are not consciously aware of the definitional meaning of such a form, but they can, nevertheless, immediately translate such a form into another language they know, say German, and come up with Vater, Mutter, Milch or Sonne. If the word needed to express a fairly clear notion does not come to mind or is actually unknown, laity says, how shall I put it (the person has the notion but cannot find the word for it).(Adam Makkai, Luminous Loci in Lex-Eco-Memory: Toward a Pragmo-Ecological Resolution of the Metaphysical Debate Concerning the Reality or Ficti tiousness of Words. Functional Approaches to Language, Culture and Cognition, ed. by David G. Lockwood. John Benjamins, 2000) Sememes and Lexical Units[T]he introduction of the concept lexical unit (although within the restricted technical language of linguistics) is itself an illustration of the concept-forming power of the word. Many linguists . . . make a clear distinction between the seme (or semantic feature) and the sememe, defined as a complex or configuration of semes, which corresponds to a single sense of a lexeme. Sometimes the complete meaning of a lexeme is called a semanteme. However, up to [D. Alan] Cruse (1986) a precise term was missing in lexicology and lexical semantics for the combination of a specific form with a single sense, i.e. a full linguistic sign in Saussures sense. . . . Obviously, the introduction of the notion lexical unit has serious consequences for the distinction between homonymy and polysemy. It must be recognized, however, that paradigmatic as well as syntagmatic relations between words are a matter of lexical units, not lexemes.(Leonhard Lipka, English Lexicology: Lex ical Structure, Word Semantics and Word-Formation. Gunter Narr Verlag, 2002)
Saturday, February 15, 2020
TV Makes People Dumber - Essay Example This essay generally believes that TV is bad for the youth. TV makes people dumber because it teaches racial prejudice and discrimination, it may boost memory, but not critical thinking skills, and it may be too complex for their cognitive and emotional levels, thereby limiting their ability to maximize potential learning from it. TV shows, even those with complex narratives, contains ideas that promote racial prejudice. Steven Johnson, in his essay, Ã¢â¬Å"Watching TV Makes You Smarter,Ã¢â¬ maintains that TV is good for peopleÃ¢â¬â¢s brains because many shows, including bad ones, have complex narratives with multiple-occurring plots. The complexity of TV stories compels people to think deeply, and this thinking makes them smarter. This paper opposes this argument because 24 may have a complex narrative, but it promotes racial stereotypes about Arabs and Muslims. It turns race into a literal black-and-white plot of morality, disabling people from realizing that TV is just a stor y, not a valid generalization of racial identities. Furthermore, some reality TV shows suggest that racial prejudice is fun and entertaining. Scholastic Scope explores the dangers of watching reality TV shows in Ã¢â¬Å"Is Reality TV Making You Stupid?Ã¢â¬ ... ho are negatively portrayed on TV and movies, such as what Dana Stevens highlights in Ã¢â¬Å"Thinking outside the Idiot Box.Ã¢â¬ Teenagers might think that racism is nothing serious and become discriminatory to minorities. Moreover, Reality TV might be making people stupid because it portrays negative values and conduct. It teaches selfishness. Most shows are about Ã¢â¬Å"meÃ¢â¬ than about Ã¢â¬Å"we.Ã¢â¬ In addition, reality TV teaches materialism. Shows such as My Super Sweet 16 underscore the negative effects of TV on the young mind. They might learn that materialism is good for their lives. Aside from potentially forming negative conduct, TV may improve memory, but not critical thinking skills. Susan Smith presents some evidence that TV is good for the brain in Ã¢â¬Å"TV Makes You Smart.Ã¢â¬ She mentions a study which provides findings that watching TV, especially comedy, can enhance memory. Johnson agrees with Smith and says that TV is a memory-booster because people have to memorize plots and characters to understand what they are watching. However, this essay argues that comedy and complex dramatic narratives might be good for the memory, but they are not true cognitive workouts as Johnson claims. It may produce short-term memory enhancement, but it does not train young minds to challenge what they watch. Moreover, watching TV makes people want to watch more TV only because it captures attention. Stevens believe that instead of making people smarter, TV merely conditions people to watch more. Watching more TV, if it does not make people smarter and can even make them dumber, will only make matters worse for peopleÃ¢â¬â¢s ability to think critically. In addition, watching TV trains people to be sensitive to changing actions and social relationships, but not how to question these