Home and Away

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THE ROLLER COASTER OF ADOLESCENCE


Purpose To explore the feelings of an adolescent as she rides the roller coaster of adolescents.


Audience Adults and Adolescents.


Adolescence. A time of trials, tribulations, happiness, sadness, excitement and most of all finding your personal identity. It’s a time of friendship blues, broken hearts and parent troubles. The best way to describe adolescents is a roller coaster.


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Being a child is so much easier than being an adolescent. It’s like riding a miniature roller coaster. The only ups and downs, which you may experience, are not being able to watch playschool. But when you’re an adolescent there’s much bigger fish to fry. (Or so they say).


When you join the long queue of people also waiting to come aboard the Roller coaster of adolescence, you see the look of terror on their faces. Some people are excited but there are only a select few. When you realise that you’re only a step away from riding the roller coaster you feel scared and nervous. You realise that you’re a step away from the best and worst times of your life.


Adolescence is about finding your personal identity. It’s as though you’re at the top of the queue to ride the roller coaster and you’re choosing where you’re going to sit. It’s as though you’re choosing your place in society. As well as choosing where you fit in, in society you also choose where you fit in around friends and peers. There comes a time in every girls life when she must break away from her comfort zone of friends and branch out to make new friendships. While doing this you try and work out where you fit in with all the other girls and also where they fit in around you.


After you have chosen a place in the roller coaster, the safety bars come down. These are a cold reminder that you’re locked into this and there’s no getting out. On the other hand it gives you a sense of safety as though it’s going to be there to support you along your journey. This safety bar is like your family and close friends. You know that whatever situations may arise there always going to be there for you no matter what. . As the roller coaster begins you feel anxious about what lies ahead of you .You wait as the roller coaster takes you up the first hill of your journey.


The hill is more like a problem. The problem… There’s a big party and you really want to go but your parents won’t let you .You argue and argue but still they don’t budge. You try persuasive language like “ I’ll clean my room” or “ I’ll be nice to you for ever and ever”. But still no go. You finally give up and you feel defeated. You truly believe that you’re the only girl in school who is not going, but as a matter of fact none of your friends are going. They two are not allowed to go. You feel the safety bar push your stomach. See it really does work. You realise that there will be another party. You also realise that at the top of the hill there must be something good awaiting you.


Something good does come from the bad. The cutest guy in the school has asked you to the formal. You can’t believe it. You’re the happiest that you’ve ever been. You convince yourself that you must be getting awarded for coming through a rough patch. You wonder how long all this happiness can last. You start feeling worried. Worried that it might end before you want it to.


Guess what. This happiness does end, and you realise that it was too good to be true. You are reminded that everything that goes up must come down and that happiness doesn’t last forever.


This time the thing that gets you down in the dumps and onto yet another hill is friendship problems. Your group of friends have divided and you have been left in the middle. You feel worthless. You feel as though your world has been turned upside down. It’s like you have come to a big loop in the roller coaster, where you are literally turned up side down. This loop or friendship problem makes you feel sick. You feel sick because your worried and you don’t know for sure exactly what’s going to happen with your friends. This loop or friendship problem seems to go on forever and you wonder if it’s ever going to end.


Luckily, the loop in the roller coaster ends and your friendship problems cease. When you come back down from the loop you feel proud. This is the same feeling that you have when you finally are sitting around in the schoolyard and you see all your friends sitting and talking together. You feel proud that you have come through yet another rough patch aboard this often-unforgiving roller coaster of adolescence.


As well as there being ups and downs on the Roller coaster there are also minor bumps along the way. Sometimes these bumps feel bigger than what they are because the whole adolescent thing can get you feeling stressed out and depressed. It’s as though your little brother walked passed you and poked his tongue out at you. On any other day you wouldn’t have made a big deal about it but today you we’re having a bad day. You had to stay in ten minutes after school because you we’re passing notes in class. These bumps can often be the ones that make you feel the worst. You must remember that on the roller coaster of adolescents it’s not always smooth sailing.


As you step off the roller coast of adolescence and begin your journey towards adulthood you feel a sense of pride and self-satisfaction. You feel proud because you have come through and survived the horrible and dreaded roller coaster of adolescents. As you walk back down past the still quite long queue of people waiting to take the same journey you did. You look, and see the same looks on their faces as you saw when you were in their position. This will be the same look on the millions of other boys and girls who ride the same roller coaster of adolescence .You just hope that like you they survive it.





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Diamler Chrysler

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Daimler-Benz Corporation and the Mercedes A-Class


This case covers the introduction of the Mercedes A-Class Automobile. The purpose of the A-Class vehicle was to create a new product by Mercedes, and aim at a new target market; the young, urban professional of singles and couples in their thirties.


Mercedes received positive feedback and comments on the A-Class. However, since Mercedes were targeting a new market, they decided to draft a five-year strategy. Launching the A-Class marketing and advertising campaigns a year prior to the vehicle’s launch.


The Mercedes A-Class problem arises when the “Moose Avoidance Test” on the A-Class failed. This test was compared, to the test that Scandinavian countries usually use, to avoid wandering animals and unforeseen obstacles. The test covered a double lane-change at 7 mph, consisting of swerving to avoid unforeseen obstacles and then making the intuitive to swerve back into the original lane to avoid oncoming traffic. This test caused the A-Class tire sidewall to collapse until the wheel flange touched the ground, causing the vehicle to flip, and injury to three passengers.


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Mercedes may now be facing issues on their brand image and reputation, behind this issue. Therefore, a functional-level strategy should be utilized, so management can focus on improving the effectiveness of operations within the company. Mercedes should then imply an effective control system to establish standards and targets for an effective solution, create measuring and monitoring systems, compare the actual performance against desired targets, and then evaluate the result and take the necessary action.


The next step for Mercedes is to identify and analyze their audience. Acknowledge that a problem aroused with the A-Class, during testing. Provide information on the action steps that was taken by Mercedes to correct that issue, and address additional questions and concerns about the A-Class.


My suggestion to Mr. Mangold, who is the Director of Services Division at Daimler-Benz, is to set up a face-to-face meeting in Sweden with all parties involved in the “moose avoidance test” to address the Swedish concerns and update them with the action steps that Mercedes has taken to enhance the safety of the new A-Class. At this point Mr. Mangold should bring up how much Mercedes appreciate their concern for safety.


Since, this test was not a public announcement; I also suggested that Mr. Mangold address the news media, with an interview, after the action plan has taken its course. Then provide the media with the corrective action step that Mercedes took to improve the quality of safety in their vehicle.


1) Suppose you are the Director of Corporate Communication, What strategy would you suggest for dealing with the failed safety test?


Utilize the functional level strategy to focus on improving the effectiveness of operations within Mercedes; R&D, Manufacturing, and Material Management.


) What are the critical issues facing Mercedes?


The critical issue that Mercedes face is damage to their brand image and reputation, “a reputation for safety and knowing exactly what they do”, Lydia Aydon.


) How should they respond to the news of the safety test?


Mercedes should focus on creating a corrective action step; establish standards and targets, create a measuring and monitoring system, compare the actual performance against the establish targets, and then evaluate the result and take action.


4) Who are the important audiences for Mangold’s team to address?


The Swedish team is the most important audience for Mangold’s team to address, because they brought the issue to attention, of how the A-Class vehicle failed the “Moose Avoidance Test” and how that is an important part of quality for safety.


Are different strategies and communication efforts needed for different audiences?


Mangold’s should address the Swedish team with calling a face-to-face meeting, addressing the concern and what actions their taking to increase the quality of safety in the A-Class.


After the action has taken place, then Mercedes should address the media and customers with how they have increased the quality of their safety standards for the new A-Class. Not to probe so much on how the A-Class vehicle failed the moose test, but how this test helped to guide them to create an higher quality standard for safety.


5) What should be said at this point, and to whom?


At this point Mangold’s team, give thanks and sincere appreciation to the Swedish team for contacting the Mercedes division in regards to this issue, and giving them the opportunity to take a corrective action step.


Then Mangold needs to report the conclusion of information back to the Director of Corporate Communication.


6) What, if any, peremptory measures could Mangold use to counter any confusion surrounding the news of the failed safety test. What communication strategy could be put in place?


Address any and all concerns; try to set up an interview meeting with one of the hottest magazines or news stations to summarize how the “Moose Avoidance Test” has increased the quality of Mercedes A-Class safety.


That last thing that I would suggest, is that the Swedish team become apart of Mercedes Safety Quality Insurance Team.


Written By Erica Woods





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Band

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I’ve been involved in the for four years and in those years I’ve learned so much more than how to play an instrument, spin a rifle and march around a football field or gym floor. I’ve learned multitude of life and leadership skills that properly prepared me for life in the real world. I owe so much to in the past four years of my high school career. When I look back at my time as a marching member the images that stand out the most in my mind are the looks on the faces of my fellow peers as we took the field at our last show at Riewer field. Knowing that we had just one more chance to pour our blood, sweat, and tears, in to our performance, or The sound the crowd As we took the field together .A crowd full of Family, friends and alumni that watched us grow, into not only strong individuals but also a family. I suppose that in many ways, I have moved on. I checked in my uniform, equipment, and heard the core play the show for the last time, and in the next few years, someone else will spin my flag, and someone else will march the drill spot that I marched so proudly. I will be graduating this year and will continue my Pageantry Experience at but I do know that if those future experiences are at least as pleasant as my past four years Im in for a treat. I am pretty sure of this however the Palmdale Falcon Pageantry core has taught me so much about people and about life that in some ways, I will never really move on, but just start another stage in my life. I have to admit there were times that I felt like I was wasting my time with the the more I try and find the negatives they are greatly out numbered by the positives. I remember a conversation that I had with Mr. Hixon my freshman year when I wasnt doing so well in my academic classes and I was skipping school and only go to practice surprisingly enough Mr.Hixon found out he the threatened me to kick me out of the core, well that was enough for me to get my act together and focus in my academics because that would be the only way I would have a successful career as a Colorguard designer and choreographer. To be honest it was the hardest goals I have ever set for myself. I have successfully completed the first part of my goal the other half is to be the first member in generations of my Family to to college .I plan to be an educator an hope to pass somemost importantly the


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Perfectionism in the Work Force

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Have you ever had to deal with a co-worker or even a boss who had to have everything perfect? Or are you one of those people who is just extreme that way. The following paragraphs will explain the problems with perfectionism. How it is used in the job force, and how we can relate it to human relations as well as in our own lives.


In the work force, being perfect may look good, but it is likely to bring down employees and companies all together. People don’t like to be perfect as much as they like to look good. Employees like to be put on a pedestal by other employees. It makes them feel good. They want to maintain their superhuman image by covering up their errors. You will find most perfectionists working in risky environments where employees must work together on mistakes to avoid distruction. A study by pilots showed that, “accidents and perfectionism often go hand-in-hand.”


Another problem of perfectionism in the work force is that it is hard for perfectionists to meet deadlines. There is too much time spent on useless details. More time is spent than is needed on specific projects. Then, as a result, the whole company suffers.


When perfection invades the culture of a business, disaster can happen. “The ability to make the distinction between what is achievable and what isn’t is highly associated with business effectiveness,” says Lafferty, of Human Synergistic International (Sherman, 8). For example, one company set itself up for a big fall by trying to set goals that they couldn’t meet. They did this for 16 years and each year failed to meet this goal. If anyone sets goals that are unrealistic, they are trying to be too perfect. This will do a good job of helping a company fail very rapidly.


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While working under the stressful environment of perfectionism, employees tend to suffer. But, the perfectionists themselves tend to suffer the most because of their self-induced stress. This stress leads to health problems such as depression and physical problems. Lafferty states his opinion of this. “Achievement acts as an insulation against physical illness, while perfectionism seems almost to conduct it” (Sherman, 8).


The down falls of perfectionism are useful to know when dealing with human relations. We have to deal with people every day, whether it be in the work force or at home. Becoming drastic in this perfect behavior can lead to stress and anger while dealing with people. This can cause a bad perception of a certain business. Perfectionism affects your attitude and plays a role in how successful you become and whether or not your goals are met.


Everyone falls in this perfectionism mode sometimes. I know that I do it all the time. I’m the oldest child, so I expect a lot from myself and other people. But, reading this article has helped me to recognize my weaknesses and will help me to correct them. This will help my future career in being a more realistic goal setter.


Source Note Sherman, Ken. “The Impossible Dream.” Psychology Today May/June 15 8.


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College Acceptance Letter

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Upon entering your college my credentials go as following. I have a 4. GPA and am an active member in the National Honnor Society as well as English, Social, Science and History Honor Society. I am actively involved in the community serving as a tutor and mentor to middle school and orphans in the community as well as being actively involved in church functions. I am x Varsity Letterman on the wrestling team as well as team Co-Captain, and a x Varsity Letterman on the Cross-Country team.


Besides my academic achievements I would be a good person to admit into your college because I am a hard working and dedicated indivudual who strives for perfection in not only myself but others around me. In order to be succseful you must want the best out of yourself but those around you. If every one were to try to make their friend a better person then we could live in a world where we are more accepting of other peoples ideals, and values.


Upon entering your university I plan to enroll in the honors courses and pursue a degree in bio-chemistry. Ever since taking chemistry in the 10th grade I have been in love with the chemistry and how it fits into our every day life. I will minor in organic chemistry because I feel that your minor should reflect what you plan to pursue in your major, and it should give you something to fall back on in your field of choice.


So with this in mind I belief that accepting me into your prestigious school would be a worthwhile and prosporous decision. I will make your school proud in striving for perfection and excellence.


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Barn Burning

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William Faulkners short story Barn Burning describes a typical relationship between wealthy people and poor people during the Civil War. The main character, Abner Snopes, sharecrops to make a living for his family. He despises wealthy people. Out of resentment for wealthy people, he goes and burns their bards to get revenge. Abners character over the course of the story is unchanging in that he is cold hearted, lawless, and violent.


First, Abners unchanging character shown his cold heartless. After being sentenced to leave the country for burning a mans barn, he shows no emotion to his family. During the story, there was not a time when he apologized or offered a work of encouragement to them. His tone of voice when talking to them is bitter and bossy, and he never said thank you. Later in the story after they had arrived at their next house, he orders his wife, her sister and his two daughters to unload the wagon. He walks with his son to DeSpains house where he entered without given permission, and proceeded to wipe his geet that was covered with horse manure, thus staining the rug. Abner moves through life with no regard for his fellow humans and with no respect for their right of material possessions (71). After being told to clean the rug, Abner took a rock and further ruined it. His coldness is shown when he demands his two daughters to clean the rug in pots of lye and then hanging it to dry. !


Later in the evening Abner calls his son to get to return the rug to DeSpain. When Abner returned to DeSpains house he threw the rug on the porch instead of knocking on the door and returning it to DeSpain property. Abner was later charged for the damages he did to the rug. This is enough to satisfy Anber yet again the social system only works on behalf of the rich, and he sets out that night to redress this wrong by burning DeSpains barn (855).


Abners unchanging character is evident not only in his role as being cold-hearted but also in his role as being lawless. Barn Burning makes an interesting case for Abner Snopes as the pitiable creation of the landed aristocracy, who seeks dignity and integrity for himself, although his only chance of achieving either would seem to lie in the democratic element of fire as the one defense available to all, regardless of social class(855). Abners act of breaking the law begins when he was supposed to be fighting in the Civil War, but instead he stole horses from both sides of the lines. When Abner returned home, he continued his act of breaking the law by committing arson. At the beginning of the story, Abner is in a makeshift courtroom where he is being tried for burning Mr. Harris barn. There was no evidence to rule against Abner so he was advised to leave the country. I aim to. I dont figure to stay in a country among people who... (17). After sly remarks of barn burn!


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er(18) from a group of people standing near, Abner tells his family to get in the wagon and get ready for travel. Abner and his family traveled to their next house where things got off to a bad start. Just a few days had gone by and Abner took Major DeSpain to court claiming his fine was to high for the damage he did to his rug. The court ruled in DeSpains favor fining him, to the amount of ten bushels of corn over and above your contract with him, to be paid to him out of your crop at gathering time (6), thus setting off Abners anger. As a result he set out that night and put DeSpains barn on fire.





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Motifs in The House on Mango Street.

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What makes a story into a great novel? There are many different factors that go into a story to turn it into a well known novel. One of these factors are motifs. A motif is a reoccuring theme throughout the story. The House on Mango Street, by Sandra Cisneros, had many different motifs that helped to make it a very popular story today. These motifs helped to give the reader a better sense of what was going on in the story and a better view of how the characters in the story felt. These are the reasons that motifs are important in any story; without them, it just wouldn’t be nearly as good. The three motifs that have the most significance in The House on Mango Street are shoes and feet, houses and homes, and names.


The first significant motif is shoes and feet. Throughout the story, shoes or feet are described to show someones status in the neighborhood. Two examples of this are when Esperanza is describing her family members’ feet. “His feet were fat and doughy like thick tomales” (Cisneros ). “Mother’s feet, plump and polite, descended like white pigeons from the sea of pillow” (Cisneros 40). By just describing their feet, the reader can get a sense of what they might look like as a whole. This is a unique way the author uses to describe a person. Another quote about shoes and feet are when Esperanza and her friends found some new shoes. “The lemon shoes for the red shoes, the red for the pair that were once white” (Cisneros 40). This quote was leading into the feet that shoes were used as a status symbol by the reactions that was presented to them from people around the neighborhood.


The motif of shoes and feet is very significant to this story. Sandy Cisneros at times used shoes or feet as a way of status. When she is describing Esperanza’s families’ feet, it gives the reader a sense of how they might act. It also lets the reader try to imagine what a person with those type of feet might look like. Another example of how she uses feet as a status symbol is when Esperanza and her friends find some shoes. By putting them on, they feel older. When they are walking in the shoes, they are even told not to wear them because of what it makes them out to be. Old bums in the neighborhood even spot these shoes on the young girls and get the wrong impression on them. These reasons are why shoes and feet make up an important motif in The House on Mango Street.


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The next significant motif in the story is houses and homes. Esperanza often refers to homes because it is something she dreams to achieve on her own. Two examples of this is when she is talking about her previous places of residence. “Before that we lived on Loomis on the third floor” (Cisneros ). “The house on Mango Street is ours” (Cisneros ). These two quotes are examples of how Esperanza has had to move in her lifetime and haven’t ever had a permanent home in her childhood. This is important because it shows a motive to try and achieve a permanent home. The last quote kind of shows how Esperanza always wanted a nice place to call her home. “They always told us that one day we would move into a house, a real house that would be ours forever” (Cisneros 4). This quote shows how the dream of a perfect house lives in Esperanza throughout the story.


The motif of houses and homes is very important to the story. Having moved in her childhood, Esperanza dreams of one day having the perfect home. It seems the story is somewhat based on just that fact. Throughout the story Esperanza describes many of the people she has come to know in the neighborhood’s homes. This lets the reader get a feel for what the neighborhood is like. All of these factor lead to Esperanza wanting to have a house of her own.


The last significant motif in The House on Mango Street is names. Names are a very common theme found in this story. Coming from a Mexican heritage, Esperanza’s name has a special story. The first quote is when Esperanza was talking about how she received it from her grandma. “I have inherited her name” (Cisneros 11). Then she tells what her name means. “But in Spanish my name is softer. Something like silver, not quite as thick as my sister’s name” (Cisneros). This quote shows some of the background Esperanza and her neighbors come from. Another quote that describes a name is; “Her name was Guadalupe and she was pretty like no other” (Cisneros).


The names motif was also very important to this story. Sandy Cisneros uses names to help give background information at times. The majority of the names said throughout the story come from a Spanish or Mexican background. This gives the reader a sense of what kind of people live in her neighborhood. Esperanza also recognizes the struggles that much of her people have had in the past. She struggles to try and over come her family’s history and become what she wants to become.


The House on Mango Street has three major motifs in it shoes and feet, houses and homes, and names. There are many other motifs in this story but these three are the most common and the most significant. The shoes and feet motif is significant because Sandy Cisneros uses them to represent status in Esperanza’s community. The houses and homes motif is significant because it shows some of Esperanza’s past, some of her present, and what she hopes to become of the future. Finally, the names motif is important because by just saying names give the reader background information on that person. All of these factors have combined into an extremely powerful and moving story by Sandy Cisneros. The motifs give a background of where the author comes from and the struggles she has had to over come.


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Less human than Monster

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“…I saw the dull yellow eye of the creature open; it breathed hard, and a convulsive motion agitated its limb.” (Shelley, 51) These are the words that came out of Victor Frankenstein, a man who is fascinated with science and philosophy. Mary Shelley’s Frankenstein takes place in Geneva, where Victor Frankenstein plays the role of God by creating life. Instead of being accepted by society, the monster is shunned because of monstrosity and deformity. The monster feels loneliness, hatred, and bitterness and seeks revenge on Frankenstein. Although there is a difference between the characters, Frankenstein and the monster, the similarities are more significant because both are human-like and isolated.


Frankenstein and the monster differ in a way. Victor Frankenstein is self-centered and greedy while the monster turns evil because of rejection. Frankenstein is greedy and cares only about himself. When he had the chance to prevent harm from his family and friends, he became more and more concerned with only himself. When he created the monster, he could have warned the family and stopped the death of innocent William. When Justine was accused of being the murderer of William, Frankenstein could have spoken up and proven her innocence. But instead, he let her die and swam in his own guilt. The monster threatens Victor. “It is well. I go; but remember, I shall be with you on your wedding-night.” (17) Victor is so worried about himself that he fails to see that the threat was for Elizabeth.


Greed is something that separates Victor Frankenstein and the monster apart. Victor’s intention of creating the monster was out of greed. He wanted to fulfill his need of seeking knowledge by creating life. By creating life, he was playing God and he became obsessed with it. “I ceased to fear or to bend before any being less almighty than that which had created and ruled the elements” (78). He was so consumed in his form that it did not matter that the monster was his first creation, just like Adam and Eve. When the monster came to life, he saw his monstrosity and hideousness that he abandoned his own creation.


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At first, the monster’s intentions were to only be accepted by society, but seeing that his own creator abandons him, he turns evil. When the monster left Geneva, he learned to survive on his own. He met a family that seemed kind and might accept him for who he is. Once again, he was shunned for his appearance. He was angered and infuriated with rage that he lashed out his frustration towards Victor’s younger brother, William. He wanted revenge on the inventor who left him and made him into a repulsive thing.


Even though they have a difference between them, they also share some similarities. Victor and his monster are both human-like. Usually, monsters have no emotions or remorse, but the monster shows compassion for the cottagers. He shows compassion, fear and a desire to be accepted by society. His display of care and compassion are more humane than most humans. He is like a child, innocent and naïve. The monsters only intention is to be accepted by society but in this case, he is not. He is judged solely on his appearance rather than his intelligence. A human characteristic the monster shows is his conscience. Towards the end of the novel, after Frankenstein dies, he tells Walton, “It is true that I am a wretch. I have murdered the lovely and the helpless; I have strangled the innocent as they slept...You hate me; but your abhorrence cannot equal that with which I regard myself”(155). He admits to Walton that he murdered the innocent but no one can feel the guilt he does.


Another similarity they both share is isolation and abandonment. The monster and Victor were abandoned at an early age. His mother died while attending Elizabeth when she caught the scarlet fever and Frankenstein is left without his mother. Frankenstein isolates himself from society. He is so consumed in his work that he pushed away anyone who tried to help him. He worked days and nights working on the monster. “Summer months passed while I was thus engaged, heart and soul, in one pursuit” () Elizabeth would write letters to Victor telling him to return to Geneva because of his health and mental state. Henry would try to persuade Victor to allow him go wherever he did. Then, he becomes isolated when the monster kills his loved ones. He is left with nobody in the end.


The monster, on the other hand, is rejected by Frankenstein’s abandonment. Obviously, he is ostracized as a hideous outcast of society. “Believe me, Frankenstein I was benevolent; my soul glowed with love and humanity but am I not alone, miserably alone?” (66). He is nothing but benevolent until society shuns him because of his deformities. We see the monster attempting to be accepted by society. Each time he tries, he fails. He receives nothing but angry villagers throwing rocks or sticks and stones. He receives the friendship of De Lacey, but once Felix, Safie and Agatha enter the house, they see the hideous ogre. He is struck violently with a stick. After that, he is once again isolated.


It is obvious that Victor Frankenstein and his creation are similar and different. Their similarities are more important than the difference. Victor’s ego in his search for god-like capabilities overpowers his humanity and he becomes so consumed in it that he isolates himself. The monster is more humane than his own creator because his wicked deeds are committed in response to society’s corruption while Frankenstein’s evil work comes from his own greed. His behavior affects everyone in the novel. He hurts everyone’s feelings, let the ones he love die, and he abandons his own creation. Not even the monster could commit such horrible crimes before the effects of society.





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Semotic Analysis of Forest Gump

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The Film Forest Gump, Directed by Robert Zemeckis in 14, takes us through the trail and tribulations of the character Forest Gump. Forest Gump is acted Tom Hanks, who does a wonderful job portraying the life of Forest Gump. We start the movie by seeing a feather fall from the skies to a man sitting on a park bench awaiting the # bus to come and get him. After the feather falls into his hand he then starts talking to the people next to him about his life stories. Although he seems to be mentally disabled in some form, he catches the hearts and souls of many of the people that come to sit around him, though there are a few that don’t believe in the stories that he tells. The stories include happenings of 0 years of Forest’s life in chronological order. Beginning when he was a child and gets his leg braces put on. This is where we notice two things. The first is that there is something “different” about Forest and the latter is just how caring Forest’s mother is for him. Forest Mother, portrayed by Shortly after he gets his new braces put on we are introduced to Forest’s best friend and love of his life, her name is a Jenny Curran. Jenny is acted out through the mind, body, and soul of Robin Wright. She is one of the few people that can truly accept Forest for what he is, over looking the fact that he is a little slow. We meet her on the bus to school after no one would let Forest sit with them, she offers the seat next to her, from this point on we, the audience, notice just how sweet and caring Jenny is for Forest. As Forest Grows up we see that, even though his body matures he still maintains the mind and soul of a child, not caring about being a star football player, the fame of receiving the congressional metal of honor, from the Army, or even the millions he makes from the Bubba Gump Shrimp Company. He maintains the values of that loving person that will put everybody before himself.


In the end of the movie we see the tragic scene where Forest is grieving to Jenny’s Grave after she dies of cancer. This is the scene that I have chosen to do my scene analysis on. First the over all setting of the scene is set up in “back flash” type of location, by this I mean a little ironic that we lay Jenny down to her final resting place where we first really got to know her as the person that she is, under the tree that her and forest used to climb to get away from life for a bit. Forest is there standing over Jenny’s grave and Forest is updating Jenny about what he and little forest have been up to since she has past.


First thing we notice is how the scene is setup itself, there is Forest and Jenny’s grave set in the center and right side of the scene with the tree that they used to play in on the left side. The back drop is a white horizon with very little going on, hence giving you the center of attention on forest and the grave. Shortly after this opening shot they cut to a personal shot at forest looking up almost from the ground putting you inside the grave looking up at Forest as he starts to update Jenny’s of the current happenings. After this we cut away to when Forest had her old house plowed down, and then back to forest and then back to her grave with a slight zoom during this last shot, showing us for the first time solid evidence that for sure it was Jenny who has passed. After this we start to hear about Forest new life with Little Forest, the scene cuts back and forth from Forest talking at the grave and shots of him and Little Forest doing what he says they have done. In these shots we see the camera move slowly almost as if someone was standing in the room watching over them as they did each activity moving ever so lighting as to not disturb them. The second to last shot of the sequence we see Forest saying his “last far-wells” to Jenny. In this shot we get to “talk” with Forest in a one on one setting with up being Jenny in her grave, the camera is still angled up at Forest and slowly zooms with a slight rock up and down almost like someone was breathing. Forest is looking and speaking directly to the camera and at the end of the zoom we have Forest in a facial shot. The final cut away from the scene is forest walking away for her grave and the camera opens to a much wider view giving us a much better view of the sky which has turned from a bright white to a beautifully colored sunset, which brings us to the use of color in the scene.


The colors of the scene, though simple, have a very powerful message to be heard. In the opening scene we have a contrast of dark and light colors. The lights being the white sky and the white of Jenny’s grave and the stone surrounding it. The white color signifies the relationship of where Jenny is, which is in heaven and the color that we usually associate with heaven is that white color. We also see the color white in the color of the house and the note that Little Forest left for her, showing that the color white is for Jenny alone. We also see “a little part of her” in the white stripes on both Forest and Little Forest’s shirts. The other colors that we see in the scene are natural dark greens and the blue of Forest’s shirt, which really help show who the scene, is focusing on, which is Jenny. The colors along with the camera shot really help us to see who Forest is talking to throughout the clip as well.


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The audio and acting aspects of the scene go hand in hand with one another, most all of the sounds we are come from Forest as he speaks to Jenny. There is very little sound used in the scene other then Forest’s voice. We see the bulldozer take down Jenny’s old house yet we hear very little noise from it. There is literally no background music in this scene that we notice. Near silence really sets the terms for this scene. It brings a very serious tone to his voice. As Forest speaks there is very little movement in his body and his facial expressions speak more words then we hear, you can see and hear the pain and lose that he feels now that she is gone. With the exception of when he enters the grave area to drop the note off and when he leaves from under the tree, he is almost like a statue when talking in reference to his body movement.


The scene is extremely important to the film itself, it shows that Forest still maintains the same “help others first” mentality when he says to Jenny’s grave “if you need anything I won’t be far”. And also it ties the whole story back to the present day. By that I mean we first meet Forest on a park bench waiting for a bus, then for the next two hours we have him tell the story of his life, occasionally cutting to the park bench to remind us of what is going on. Then all of a sudden we are back in real time we have finally found out what he was doing there and now the scene with Jenny dead kind of kills the whole sensation of the tradition happy ending, but then the director throws another twist. Showing just how happy and mature Forest really is with Little Forest. In all it’s a great scene that really sums up the story of forests life.





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Banking

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So Much for That Plan


More than 70% of commercial bank assets are held by organizations that are supervised by at least two federal agencies; almost half attract the attention of three or four. Banks devote on average about 14% of their non-interest expense to complying with rules (Anonymous 88). A fool can see that government waste has struck again. This tangled mess of regulation, among other things, increases costs and diffuses accountability for policy actions gone awry. The most effective remedy to correct this problem would be to consolidate most of the supervisory responsibilities of the regulatory agencies into one agency. This would reduce costs to both the government and the banks, and would allow the parts of the agencies not consolidated to concentrate on their primary tasks. One such plan was introduced by Treasury Secretary Lloyd Bentsen in March of 14. The plan called for folding, into a new independent federal agency (called the Banking Commission), the regulatory portions of the Office of the Comptroller of the Currency (OCC), the Federal Reserve Board, the Federal Deposit Insurance Corporation (FDIC), and the Office of Thrift Supervision (OTS). This plan would save the government $150 to $00 million a year. This would also allow the FDIC to concentrate on deposit insurance and the Fed to concentrate on monetary policy (Anonymous 88). Of course this is Washington, not The Land of Oz, so everyone cant be satisfied with this plan. Fed Chairman Alan Greenspan and FDIC Chairman Ricki R. Tigert have been vocal opponents of the plan. Greenspan has four major complaints about the plan. First, divorced from the banks, the Fed would find it harder to forestall and deal with financial crises. Second, monetary policy would suffer because the Fed would have less access to review the banks. Thirdly, a supervisor with no macroeconomic concerns might be too inclined to discourage banks from taking risks, slowing the economy down. Lastly, creating a single regulator would do away with important checks and balances, in the process damaging state bank regulation (Anonymous 88). To answer these criticisms it is necessary to make clear what the Feds job is. The Fed has three main responsibilities to ensure financial stability, to implement monetary policy, and to oversee a smoothly functioning payments system (delivering checks and transferring funds) (Syron ). The responsibilities of the Fed are linked to the banking system. For the Fed to carry out its job it must have detailed knowledge of the working of banks and financial markets. Central banks know from the experience of financial crises that regulatory and monetary policy directly influence each other. For example, a banking crises can disturb monetary policy, discouraging lending and destroying consumer confidence, they can also disrupt the ability to make or receive payments by check or to transfer funds. It is for these reasons that it is argued that the Fed must maintain a regulatory role with banks. The Treasury plan would leave the Fed some access to the review of banks. The Fed, which lends through its discount window and operates an interbank money transfer system, would have full access to bank examination data. Because regulatory policy affects monetary policy and systemic risk, it is necessary that the Fed have at least some jurisdiction. The Fed must be able to effectively deal with current policy concerns. The Banking Commission would be mainly concerned with the safety and stability of the banks. This would encourage conservative regulations, and could inhibit economic growth. The Fed clearly has a hands on knowledge of the banking system. The common indicators of monetary policy - the monetary aggregates, the federal funds rate, and the growth of loans - are all influenced by bank behavior and bank regulation. Understanding changes and taking action in a timely fashion can be achieved only by maintaining contact with examiners who are directly monitoring banks (Syron 7). The banking system is what ultimately determines monetary policy. It is only common sense to have personnel in the Fed that have a better understanding of the system other than just through financial statements and examination reports. The Fed also needs the authority to change bank behavior that is inconsistent with its established monetary policy and with financial stability. This requires both the responsibility for writing the regulations and the responsibility for enforcing those regulations through bank supervision. State banking charters have already started to be affected. Under the proposed plan, state chartered banks would be subject to two regulators. While the federal bank would have only one. Thus, making the state bank charter less attractive. However, an increasing number of banks are opting for state supervision. It turns out that many banks are afraid of losing existing freedoms, or of failing to gain new ones, if supervision is centralized. State regulators have given their banks more freedom than federal ones 17 now permit banks to sell insurance (and five to underwrite it, allow them to operate discount stockbrokers and a handful even let them run estate agencies (Anonymous 1). The FDIC has two main criticisms of the Treasurys plan. First, FDIC Chairman Tigert believes that it is very important that there be checks and balances in the system going forward (Cocheo 4). Second, Tigert believes that, since the FDIC is the one who writes the checks for bank failures, the FDIC should be allowed to keep its independence. It is necessary to maintain the checks and balances of different agencies. This separation is necessary because of the differences in examinations of the different regulatory agencies with respect to the same institutions. It is important that the independent [deposit] insurer have access to information thats available not only through reporting requirements, but also through on-site examinations (Cocheo 4). Tigert explains that the FDIC must keep backup examination authority. As well as maintain the ability to conduct on-site examinations of all institutions it insures, not just the state-chartered nonmember banks it supervises directly. She agrees with those who say there is no need for duplicative examinations, but insists FDIC must be able to look at institutions whose condition or activities have changed drastically enough to be of concern to the insurer. While consolidation of the bank supervisory process is overdue, issues of bank supervision and regulation affect the entire economy. There is no way to tell what is in store for banking regulation in the future. It is known, however, that we must beware that all the regulatory agencies in place now, are in place for a reason. Careful thought and debate must be undertaken before any reform is made. In the end, Americans seem no more inclined to tolerate concentration among regulators than they are among banks.







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Developing A Film

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Prepare developer, stop bath and fixer at 0°C


1. In total darkness, with 5mm film cut off the leader, snipping between perforations. Cut across the leading corners of the film at an angle, this makes it easier for the strip to slide into the reel. Load the film in the tank spirals. Put empty reel in as well at the top.


. Replace lid, turn on lights. Measure out developer in cylinder (0°C)


. Fill the tank with Film Developer in the cap (keep the tank at an angle) then tap it on flat surface to dislodge air bubbles. Start the timer at the same time (7 and half minutes time according to the film used see chart)


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4. Immediately start agitation of the developer, agitate continuously but gently for 0 seconds and then place the tank on the worktop. Then wait 5 seconds and the agitate the tank (upside down) for 5 seconds, replace tank on worktop, wait another 5 seconds and so on until there is only 0 seconds remaining. Do not agitate in the final 0 seconds. (NOTE if it took you 15 seconds to fill the tank initially, begin to empty it 15 seconds before the time is up)


5. Between times prepare the stop bath. When there are 10 -0 seconds left of development time begin to pour away the developer at a rate so that the tank is empty at the finished dev. time


6. Set timer to 0 secs for stop bath and then add the Stop Bath and start the timer at same time, agitate for 0 seconds


7. Pour away the stop bath and set timer for fixer to 4 minutes, add the Fixer and agitate continuously but gently for 0 seconds and then place the tank on the worktop. Then wait 5 seconds and the agitate the tank (upside down) for 5 seconds, replace tank on worktop, wait another 5 seconds and so on until there is only 0 seconds remaining. Do not agitate in the final 0 secs.


8. Pour away the fixer and wash the film for about 0 minutes in running water (0°C) letting the water go into the tank


. After 0 minutes take the lid off (can keep light on), remove film from spirals and hang it up to dry (using clips). Leave the room, close the door and go back in several hours (1-) when the film is completely dry


Measurement of solutions for film development


All solutions should be stirred so that the temperature is 0 °C


Film Developer = 50ml


Water = 450ml


Adds up to 500ml


Stop Bath = 1fl.oz


Water = 1fl.oz


Adds up to 0fl.oz


Fixer = 100ml


Water = 00ml


Adds up to 400ml


Making A Print


Cut up 5mm film into strips of 6 frames and measure out solutions ready in the dishes


1. Turn off room light and turn on safe light and enlarger


. Place a negative in the enlarger carrier glossy side up (dull side down)


. Crank the enlarger up to the desired magnification


4. Focus the image of the negative on the print easel of the enlarger (a bit bigger the size of paper)


5. Stop down the lens by at least stops from the maximum f-5.6 or f-8


6. Turn off safelight and enlarger


7. Place paper in print easel, sensitive (shiny) side up


8. Set timer to 4 seconds and expose paper. Turn off enlarger and room lights


. Turn on safelight and set timer to 5 seconds and place exposed print in the print developer


10. 10 seconds before 5 seconds, using developing tongs lift the paper from developer wiping excess off


11. Place paper into the stop bath and return tongs to developer. Agitate the stop bath dish for 10 seconds, then using the fixer tongs, transfer the paper into the fixer dish and keep the solution in motion for about 40 seconds


1. The white light may be turned on. Take finished print out of the fixer and wash under water (0°C) for about minutes


1. Hang print up to dry using clips


To straighten print if become curled up, hold the print diagonally over the edge of a table. Grasp the protruding corner firmly and pull downward while holding the face of the print flat with the palm of the hand. Repeat this for each corner and the print should then have a reverse curl that will straighten.


Measurement of solutions for print development


All solutions should be made at a temperature of 0 °C. Can re-use solutions in dishes for up to 6-8hours.


Print Developer = 50ml


Water = 450ml


Adds up to 500ml


Stop Bath = 1fl.oz


Water = 1fl.oz


Adds up to 0fl.oz


Fixer = 100ml


Water = 00ml


Adds up to 400ml


Do this twice if not enough solution.


When you are finished processing for the day, just pour your fixer into a plastic jug that you have labelled as working fixer. This solution can be used over and over before it will become exhausted and will last about 6 months in a half-full stoppered bottle.





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Outline Cold War

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Tues April 1st 00


Preliminary Research Factsheet


Which Side Was Responsible For The Cold War ?


Causes


Write your Outline Cold War research paper


· Difference in political systems.


Americas


Political system based on


-Democratic (People could vote for different political parties)


-Capitalism (Business and property could be owned by private individuals)


-Freedom (Individual rights were granted to the people)


Russias


Political system based on


-Dictatorship (People could only vote for communist parties)


-Communist (Business owned and managed by the government)


-Control (The State was more important than that of the individual, so individuals lives were controlled)


• Post World War II Conflicts.


-The ending of the Alliance (Britain, The United States of America, The Union of Soviet Socialist Republics)


led to an extreme conflict between non-communist and communist nations)


• Division of Germany.


-The Western Allies took West Germany and unified it under the German Federal Republic (GFR).


-The USSR Retaliated by placing a blockade on Berlin. The Russian Portion a.k.a East Germany became the German Democratic Republic (GDR).


• Spread of Communism


Events


See Timeline.


Key Figures


• Brezhnev, Leonid Liyich


- President of the Supreme Soviet successor of Nikita Krhushchev. Known for the establishment of the Brezhnev Doctrine. His Period of office was known for the growth of d�tente.


• Castro, Fidel


- Overthrew the police-state in Cuba in 15. His growing ties with the USSR based on land reform programs and nationalization led to conflicts with the US and Cuba.


• Dubcek, Alexander


- As first secretary of the Communist Party his reforms led to the Warsaw Pact. He relaxed censorship laws, pursued and independent foreign policy, and promised a democratization of Czech Political life.


• Eisenhower, Dwight D.


- Allied Supreme Commander in Europe during WWII lead the Normandy Invasion. Republican president of the United States from the early 50s to the early 60s. As president he was marked by two Civil Rights Acts, the passing of social security laws, and the efforts to achieve better understanding with the USSR while still supporting efforts to combat communism.


• Gorbachev, Mikhail Sergeevich


-Soviet leader form 185 - 11 known for embarking on issues such as political and social liberates and economic reform. In 187 he signed the Intermediate Nuclear Forces Treaty with president Reagan.


• Ho Chi Minh


- Led the fight for Vietnam’s independence from the Japanese during WWII, The French from 146-154. After his victory in north Vietnam he attempted to capture the south but would be faced with US intervention.


• Kennedy, John Fitzgerald


-USA president from 161- his death in 16. Foreign affairs led his administration ie Bay of Pigs fiasco, the Building of the Berlin Wall, the launching of the Peace Corps , Alliance for Progress, and the conclusion for the Nuclear Test Ban Treaty.


• Khrushchev, Nikita


- Soviet Union leader who denounced Stalin’s Policies. Signed the Nuclear Test Ban Treaty and promoted a policy with peaceful co-existence with the west.


• Nixon, Richard


- Nixon was the first United States President to resign from office because he was in danger of impeachment for his involvement in the Watergate affair.


• Stalin, Joseph


- Soviet Leader who gradually assumed complete power of the USSR after the death of Vladamir Lenin. He remained absolute ruler until his death in 15.


• Truman, Harry S.


- His decision to drop the atomic bomb ended WWII. He played a Major Role in the Development of Northen Atlantic Treaty Origination (NATO) and the United Nations (UN). He was Responsible for the Marshall Plan and altered US policy towards the USSR following the WWI Alliance.


• Walesa, Lech


- Leader of Solidarity, a widespread independent Polish trade union which would be banned in 181 but continue its operation underground until it was made legal and given a share in government. Noble Peace Prize Winner.


• Yeltsin, Boris


- Russia’s 1st post communism President. He was a Russian nationalist but did little to help the USSR from breakup in 11-1. He supported the creation of Commonwealth of Independent States (CIS) to replace the USSR.


Key Issues


• Cuban Missile Crisis


• Korean War


• Invasion of Afghanistan


• Boycott of Olympic Games in Moscow


• The creation, testing, and use of the following Atomic Bomb, Hydrogen Bomb


by the Super Powered Nations / Arms Race


• Disarmament


• Theory of Deterrence





Results


• Creation of Numerous Organizations


- North Atlantic Treaty Organization (NATO)


- The United Nations (UN)


- Southeast Asia Treaty Organization (SEATO)


- Communist Information Bureau (Cominform)


• Arms Race


- Between USA and USSR


• Treatise Signed


- Geneva Accords


- Paris Accords


- Salt 1


- Salt


Bibliography


Books


Experiencing History C old War; Victor A Zelinski


The Cold War Ideological Conflict or Power Struggle; Norman A. Graebner


Websites


The History Channel (UK)


The Cold War


http//www.thehistorychannel.co.uk/classroom/gcse/soviet.htm


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Sword Making

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There are four basic parts to a sword. The pommel is the nice, usually intricate knob on the end of a sword’s handle. The handle of the sword is called a hilt. The bar that protects your hand as well as making it easier to deflect and attack is the (Hilt) Guard. The blade is the ever famous business end of the sword. The blade itself consists of seven more parts. The tip, or the part capable of puncturing armor and the like, is much like a pinpoint, only oblong. The edge is the sharp part just like on a knife. The back is the opposite side of the edge, given the sword is not double edged in which case there is no back. This allowed for attack damage to work like a tennis swing, slice on the fore stroke and on the backstroke. The fuller or blood grooves. This was to cut down on metal and allow for the same or greater strength by creating more surface area. It was not meant to allow air to switch with the blood and allow the weapon to be removed more easily. The blood just happens to run down the fuller once the blade is removed. The flat is the side of the blade on which the fuller is located, it is not even supposed to be used for combat though an opponent could be incapacitated by a blow by the flat of a blade. The shoulder or place where the blade has material removed to fit into the hilt. The tang is the last piece of the blade. It is the actual part extruded from the end of the blade that extends through the hilt. There is one optional piece. The ricasso was designed so that a heavier weapon could be held by two hands even if it had a shorter hilt. This is the flat unsharpened portion just before the hilt found on some swords.


The newest method of sword making is by taking stock and removing material similar to that f our CNC projects, then grinding and buffing the rest of the way. Or they can be formed the old-fashioned way. Heat up some coal and get a bucket of water and a bucket of oil. The blade smith then takes his metal and inserts it into the flame until it glows orange. Then they will use one of his many tools (I would need to make a separate report on just those) to shape the metal. The first step is usually grabbing the metal with his rather large tongs and placing and holding the metal to his anvil then pounding on it with his sledge or hammer jack (a single-handed sledge). This is done until he gets the general shape he wants. Then he resorts to his throng of smaller tools, usually using everything from a ball hammer to a cross hammer. These smaller tools are used to shape the metal more specifically. They are used to edge the sword, curve the sword, or merely fold and shape the sword as the design calls for. By pounding more on one side of the blade it is possible to curve the blade slightly without having to use a bender. The whole time this is going on he will have to reheat the sword and keep the metal soft enough to work with. He will also have to anneal the sword as he goes on. This involves heating the sword to a glow and letting it cool by air. This makes the blade stronger because as the smith works the metal it shuffles the molecules of the weapon all over the place making the grain flow in all different directions. This process let the metal cool naturally allowing for decreased stress on the metal and therefore allowing the molecules to slide back into to place. These are the basics of forming the sword.


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Shakepeare

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The character Macbeth was a Scottish Nobleman from the play Macbeth by William Shakespeare. He was a self-driven tyrant who came to rule Scotland after the murder of King Duncan. Three traits that best describe his character are cowardly, ambitious, and superstitious. These three traits contributed to Macbeth’s character and provoked him to become a self-destructive man.


The first trait that illustrates Macbeth’s character is cowardly. Macbeth is a moral coward in three situations during the play. First, Macbeth is brave when it comes to action, but then hesitates and has to be convinced by his wife to stay on track. “We will proceed no further in this business he hath honour’d me of the late.” Next, Macbeth changes his mind six times before he finally decides to go through with the murder of King Duncan. “He’s here in double trust first, as I am his kinsman and his subject, strong both against the deed.” Finally, Macbeth fears Banquo because in him he recognizes moral courage which he lacks. “Our fears in Banquo stick deep, and in his royalty of nature reigns that which would be fear’d.”


The next trait that best describes Macbeth’s character is ambitious. Macbeth is an ambitious character in three different ways throughout the play. First, Macbeth’s success in battle serves to intensify his ambition and it seems that the thought of murder has already occurred to him. “My thought, whose murder yet is but fantastical.” Next, Macbeth wants to be king someday and when he hears the witch’s prophecies, he is intrigued by them, but after he hears that Malcolm will be heir to the throne he remembers the prophecies and decides to take matters into his own hands. “The Prince of Cumberland! That is a step on which I must fall down, or else o’er-leap, for in my way it lies.” Lastly, Macbeth himself confesses to having “vaulting ambition.” He states that ambition is his only true motive. “I have no spur to prick the sides of my intent, but only vaulting ambition, which o’er-leaps itself and falls on the other.”


The last and most prominent trait that portrays Macbeth’s character is superstitious. Macbeth is a very superstitious and imaginative man who believes many un-natural events throughout the play. First, Macbeth allows his wild imagination to roam uncontrolled, for his powerful imagination always creates present fears which are less than horrible imaginings. “My thought, whose murder yet is but fantastical, shakes so my single state of man that function is smother’d in surmise, and nothing is but what is not.” Next, Macbeth’s superstition is shown when he is under the influence of the witches, for it is his superstitious mind that allows him to accept the promises of the apparitions. “Bring me no more reports; let them fly all till Birnam Wood remove to Dunsinane I cannot taint with fear.” Lastly, his superstitious mind is also seen in the hallucination of the air-drawn dagger which he sees floating before him toward Duncan’s chamber. “Is this a dagger which I see before me; the handle toward my hand? Come, let me clutch thee.”


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In closing, Macbeth proved to be a self-destructive man and influenced by the wrong people. These three traits tie into the character that Macbeth allowed himself to become.





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Journeys Through My Mind

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I draw inside my mind,


Beautiful visions that I try to hold on to for as long as possible


Before it dissipates, becoming the warm gray mist that surrounds me.


My mind is an island of sanity in an insane world,


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Or a small piece of my own kind of insanity in an unforgiving reality.


My mind turns a dull experience into a moment to remember.


When the world grows cold, snow and ice covering the ground,


I focus all of my attention inside,


And memories of that special place to which only I have access.


I travel through some memories,


Around others.


Although only a few have had the insight and courage to journey through my mind,


None return without a fragment to keep and to remember.


This poem was written in a depressive time of my own life. I find that writing poems like this help me express my self.


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Beauty and the Beast of Advertising

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Through the course of Jean Kilbourne’s article “Beauty . . .and the Beast of Advertising,” she gives us an array of interesting facts, strong personal opinions, and possible dangers that stem from American advertisement. There were sections of her writing I highly enjoyed, but there were also parts that were too opinionated for my liking. However, all in all Kilbourne wrote an informative article, with a strong voice that keeps the reader interested and thinking. Therefore, I would recommend this article in a heartbeat, for it’s a thought-provoking piece that would be ideal for the new freshman seminar. I’m positive not all will enjoy the article, in fact some will even hate it. What I can promise you is that Ms. Kilbourne will at least get everyone to think about their own behavior. This is an easy promise to make because the article is written in such a way that keeps the reader reading and is on a topic that all people can relate to. When one combines these two elements into his or her writing it makes the reader sub consciencely think about their own views and mannerisms.


I tip my hat to Kilbourne, she successfully fulfilled the most important criterion on my list. (must make students think about their own views) She does this by using a writing style which incorporates facts and opinions all through her writing. For instance, she tells us “Advertising is an over 100$ billion a year industry and effects all of us throughout our lives. We are each exposed to over ,000 ads a day, constituting perhaps the most powerful educational force in society. The average adult will spend one and one-half years of his/her life watching television commercials.” She then goes on to say, “But the ads sell a great deal more than products. They sell values, images and concepts of success and worth, love and sexuality, popularity and normalcy. They tell us who we are and who we should be.” This kind of passage quickly gets my head ticking and I start to relate the topic into my personal experience and views. When one gives a reader interesting facts that surprise him/her and on top of that gives a strong opinion, it forces the reader to form their own opinion, or side with the writer. That decision you make is why this text is effective. The choice you’re forced to make isn’t possible without you thinking about the issue on your own personal level. This again is why I recommend this article.


I said earlier I thought parts of her writing were too opinionated, and it’s true I believe some sections are. But I don’t necessarily think that is a bad thing. I think that when someone reads a passage with a strong distinct tone, like “Advertising’s approach to sex is pornographic; it reduces people to objects and de-emphasizes human contact and individuality. This reduction of sexuality to a dirty joke and of people to object is the real obscenity of the culture.” It makes people examine and look even harder at the conveyed opinion, which pushes them to think that much more. Personally I know after I read that section I was struck by its negativity but quickly fell into thought on whether Kilbourne was right or not. This is a good example of how even when you read something you’re not that crazy about, it still will make you think. If an article, good or bad, can make you think about your own views it has done its job as effective text.


After reading the goals of this freshman seminar, there is no doubt in my mind Jean Kilbourne’s article will be beneficial for the course. “Beauty . . . and the Beast of Advertising,” is an article which will certainly make students reexamine how culture/social influences and factors shape attitudes, ways of thinking, and behaviors. It will give them a good idea of what cultural factors have influenced their ideas and mannerisms. Above all this piece of writing will make students think critically about how our culture has the power to shape our views of and expectations for identity and social interaction. I’d now like to leave you with Ms. Kilbourne’s closing statement


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“By remaining unaware of the profound seriousness of the ubiquitous influence, the redundant message and the subliminal impact of advertisements, we ignore one of the most powerful “educational” forces in the culture � one that greatly affects our self- images, our ability to relate to each other, and effectively destroys any awareness and action that might help to change the climate.”








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