Music Video Analysis free essay sample

Primary Audience The primary audience for this music video Is African American males. The second verse of the music video shows Jay-Z getting pulled over by a Caucasian policeman for something coming out from a discriminating heart-?he gets pulled over for driving fifty-five miles per hour in a fifty-four MPH zone. Feeling discriminated, Jay-Z raps about what happened and shows that this incident is Just one of the many incidents of which him and his race deal with In their daily lives. Driving one mile over the speed limit Is something that police would believe Is not worth wasting time r effort to pull one over.However, because Jay-Z Is from African decent. It Is Implied that Caucasians do not feel safe about African Americans driving around the streets -?Caucasians may believe that African Americans are dangerous, criminals, and/or a possible threat to the community. Another verse in the song refers to the court trial that Jay-Z faced in 1999. We will write a custom essay sample on Music Video Analysis or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page One day In Kit Kate Club, located In Times Square of New York City, Jay-Z was accused of stabbing record executive Lance On Riviera for Rivers bootlegging of Jay-Gs third record Life and Times of S. Carter (Wisped, Biography). This Incident led Jay-Z to court for a trial.In the end, the court ruled that Jay-Z can bail out for half off million dollars for what he had done. Although he stabbed a person, something that is immoral and almost unforgivable, Jay-Z complains in his song about spotting another sign of the governments discrimination against his race. Paying half a million dollar ball Is an Incredibly large amount of money, especially when the crime did not lead to death or can not be classified as attempted murder. If the criminal were from another race, per SE a Caucasian criminal, they may be able to bail out with approximately two thousand dollars.Due to the fact that Jay-Z is of African decent, the courts action implied that an African American criminal should pay more than any other criminals would pay-?once again, African American males seem to be threats and dangerous beings in white communities. From courts perspective, it Is beneficial to keep African Americans In Jail or only allowing them out at an expensive ball amount, for they are not trustworthy and may commit crime any time soon after release. To his audience, Jay-Z is trying to show the various problems he had to endure just for being who he is.Therefore, he created his video in this particular manner to show the injustice that the government is enforcing on African American males and to tell his race that this is not just anyones problem that they could care less about. One of them might go, or perhaps have gone, through the On the other hand, in a broader range, the secondary audiences are all males in general. By this time, it is clear that Jay-Z had gone through tough times throughout his career. He was caught selling drugs several times, was discriminated by the society, spent time in Jail, and has foes that want make sure his caskets loses (Verse 1, line 2).Metaphorically speaking, he had 99 problems which we re important landmarks and may have been major threats in his life. Going through all the conflicts, Jay-Z still survives and stands firm and takes a look at other males with their minor problems-?for example, having girl problems. In the chorus of his song, he says that he has 99 problems but a pitch anti one, if you are having girl problems I feel bad for you son(Chorus). The feeling bad part of the chorus is not the literal intention of what Jay-Z is trying to tell the males with girl problems.He is being racist and indirectly criticizing them for complaining for such little problems, compared to what Jay-Z went through. Here is Jay-Z who went through life or death problems looking at males who are complaining about little problems-?it is almost comical to see them complaining from Jay-Gs perspective. Through the music video, Jay-Z is sending a message to his audiences that we all have some kind of problems, big or small. He has gone through much worse than people who are dwelling on girl problems-?life is not easy, but we all have to deal with i t and move on. Informative Purpose that Directs to EthosIn 99 Problems, Jay-Z is literally talking about the major problems that he has gone through. For stabbing Lance Un Riviera, people who were associated with Riviera still has grudge against him today. In verse one of the song, Jay-Z raps about how foes want make sure his caskets closed (Verse One, line two) which means people want to kill him as a revenge for stabbing Riviera. Another set of fact that Jay-Z states is about a Caucasian cop pulling him over for speeding one mile over. The second verse of the lyrics he wrote are basically a conversation between the cop and Jay-Z.In the song, Jay-Z tries to imitate how the Caucasian cop spoke to him-?with a white accent and a walked-talkie voice. By using the imitation of cops language as part of his lyrics, it makes the song very informative and gives it more credibility. Since his lyrics contain information about what happened to Jay-Z, it supports the ethos of his music video. He talks about him going from rags-to-retches (Verse 1, Line 15) which is believable with his drug selling problem. Although it is illegal, Jay-Z, living in rags, had to sell drugs to survive.His experiences makes him very credible enabling us as he audience to believe in what he has to say about problems and ways of survival in the ghettos. What Jay-Z says would not be credible if someone who grew up rich were to sing this song-?for instance, Victoria Beckman who had a wealthy upbringing ever since she was born (Wisped, Biography). Jay-Z, who used to be poor from the beginning of his music career, struggled through all the problems and was able to achieve one of the highest positions in the music industry. Thus, what he says about the problems and his ghetto scenes in the music video are very likely to be credible. Further Purpose Although Jay-Z is talking about problems he faced throughout his career, it does not have to have such a negative feeling in the song. The message from the music video can be interpreted in a rather optimistic way to the audiences. By using his song as a tool to glorify himself-?for how he endured through tough situations without aid from anyone. Once again, he went through the most miserable times that anyone could ever be placed in-?stabbed someone, punished in Jail, sold drugs, discriminated, and much more. But who was there to help him fulfill hisAmerican Dream? No one. Jay-Z had endured everything all by himself. The only help Jay-Z had was a little bit of knowledge that he picked up on the streets about having individual rights. In the second verse, when Jay-Z was pulled over for speeding, the cops ask him to step out of the car to see if he is carrying a weapon on him and asks to search his car (Verse 2, line 13). Jay-Z did not back down but rather knew his rights so the cop is going to need a warrant (verse 2, line 19). When he knew his individual rights, he declared them. When he had to pay his bail amount, he id it.With his individual effort, he fought through everything. Now, he is using this music video as a tool to make people know what went on with him and to praise him for what he did. Jay-Z wants to show that he is that tough. This can also be a type of persuasive purpose for he is trying to promote admiration for himself and show his strong male identity that will appeal to his audience. American Dream: Conclusion In conclusion, Jay-Z obtained his American Dream at last; going from rags-to- riches. Interestingly, all the problems and steps that he took to reach the top could e referred to as American Nightmares.Jay-Z is giving a message to his audience that although it was really tough, he endured through the nightmares: accused, jailed, almost killed, discriminated, and etc. It was almost impossible to deal with them but he accomplished his American Dream. The admirable part is that he dealt with them all by himself. Because he was able to fulfill a difficult task, fulfilling American Dream in his given condition to start with, he is messaging to his audience that he is the man who should be respected and promoted for admiration.

Boiling Point Elevation Definition and Process

Boiling Point Elevation Definition and Process Boiling point elevation occurs when the boiling point of a solution becomes higher than the boiling point of a pure solvent. The temperature at which the solvent boils is increased by adding any non-volatile solute. A common example of boiling point elevation can be observed by adding salt to water. The boiling point of the water is increased (although in this case, not enough to affect the cooking rate of food). Boiling point elevation, like freezing point depression, is a colligative property of matter. This means it depends on the number of particles present in a solution and not on the type of particles or their mass. In other words, increasing the concentration of the particles increases the temperature at which the solution boils. How Boiling Point Elevation Works In a nutshell, boiling point increases because most of the solute particles remain in the liquid phase rather than enter the gas phase. In order for a liquid to boil, its vapor pressure needs to exceed ambient pressure, which is harder to achieve once you add a nonvolatile component. If you like, you could think of adding a solute as diluting the solvent. It doesnt matter whether the solute is an electrolyte or not. For example, boiling point elevation of water occurs whether you add salt (an electrolyte) or sugar (not an electrolyte). Boiling Point Elevation Equation The amount of boiling point elevation can be calculated using the Clausius-Clapeyron equation and Raoults law. For an ideal dilute solution: Boiling Pointtotal Boiling Pointsolvent ΔTb where ΔTb molality * Kb * i with Kb ebullioscopic constant (0.52Â °C kg/mol for water) and i Vant Hoff factor The equation is also commonly written as: ΔT Kbm The boiling point elevation constant depends on the solvent. For example, here are constants for some common solvents: Solvent Normal Boiling Point, oC Kb, oC m-1 water 100.0 0.512 benzene 80.1 2.53 chloroform 61.3 3.63 acetic acid 118.1 3.07 nitrobenzene 210.9 5.24

California Dreaming

California is a famous celebrity such as sunny, luxurious restaurants, expensive closet apartments, and a fascinating city with enchanting masters. In addition, there are many trendy communities struggling to try more new ways. The vibrancy of Californians includes musicians, actors, performers and other notorious fame admired for fifteen minutes of fame. When I first came to California, going to California has never meant to try dreaming through California, or self improvement, or any other cliche. I do not know what California  · dream is at the moment and I can not care about self-reform. I do not know much about California (there is no special psychological image). The genuine Californians are surprised and even seems to be offended. At least California must be the center of the psychological world of everyone. It is said that there are big cities called beaches, smoke, cars, Disneyland, and Los Angeles. I knew that the state capital was a Sacramento since high school, but I do not know where Sacramento is and I do not know the state's geography and culture at all. Why should I do this? In California, everything including dreams and tasks is big. One of the most innovative, busy and expensive places in the United States, how do you imagine California's new dream? Due to US financial pressure, housing, employment, education, and a rapidly changing future are formed. CatchLight is a California focused photographer and introduces works that are widely reflected in the life of California today. The explanation includes, but is not limited to race, environment, health, democracy, immigration, gender and identity Rolling Stones has just interviewed California Governor Jerry Brown. Jerry Brown's California Dream: Is this a more progressive blueprint for the United States? But the same week, CALMatters opened a very different column. The latest academic performance test highlighted California's educational crisis. The California state K - 12 Education is a highly focused $ 90 billion state - owned enterprise managed by the Governor - General and Congress. Regional school districts have little power on the key elements of the success of K - 12 education, such as term of office and faculty dismissal rules, or affordable pension payment levels, unless the state governor and state council consent. There are 6 million children in public schools in California. Some people think that Rolling Stones will ask the provincial governor to take charge of school guidance. California Dreaming California is a famous celebrity such as sunny, luxurious restaurants, expensive closet apartments, and a fascinating city with enchanting masters. In addition, there are many trendy communities struggling to try more new ways. The vibrancy of Californians includes musicians, actors, performers and other notorious fame admired for fifteen minutes of fame. When I first came to California, going to California has never meant to try dreaming through California, or self improvement, or any other cliche. I do not know what California  · dream is at the moment and I can not care about self-reform. I do not know much about California (there is no special psychological image). The genuine Californians are surprised and even seems to be offended. At least California must be the center of the psychological world of everyone. It is said that there are big cities called beaches, smoke, cars, Disneyland, and Los Angeles. I knew that the state capital was a Sacramento since high school, but I do not know where Sacramento is and I do not know the state's geography and culture at all. Why should I do this? In California, everything including dreams and tasks is big. One of the most innovative, busy and expensive places in the United States, how do you imagine California's new dream? Due to US financial pressure, housing, employment, education, and a rapidly changing future are formed. CatchLight is a California focused photographer and introduces works that are widely reflected in the life of California today. The explanation includes, but is not limited to race, environment, health, democracy, immigration, gender and identity Rolling Stones has just interviewed California Governor Jerry Brown. Jerry Brown's California Dream: Is this a more progressive blueprint for the United States? But the same week, CALMatters opened a very different column. The latest academic performance test highlighted California's educational crisis. The California state K - 12 Education is a highly focused $ 90 billion state - owned enterprise managed by the Governor - General and Congress. Regional school districts have little power on the key elements of the success of K - 12 education, such as term of office and faculty dismissal rules, or affordable pension payment levels, unless the state governor and state council consent. There are 6 million children in public schools in California. Some people think that Rolling Stones will ask the provincial governor to take charge of school guidance.

A Review of the book Packinghouse Daughter by Cheri Register Essay

A Review of the book Packinghouse Daughter by Cheri Register - Essay Example But she is only reflecting the 'beatnik' or 'hippy' point of view of the 1960's. Her hindsight at this stage of her life is evident in her work, but she does keep some childish perspective as she talks about her youth. Memories of her dad are that he talked about making knives at work and she called him a "millwright". It isn't until later that she speaks to the actual work he did butchering up animals. Like many kids who discover the reality of their parents' work world, she is not willing, or able, to give his real work the same dignity that she gives a millwright. But after describing the 'rich' kids at school, the white-collar suburban kids, she says that people from her town are "too moral" to do the things necessary to become rich, assuming that the only way to acquire money is to be dishonest. Another assumption is that they are all Republicans who would sell you out in a minute, unlike her Democratic roots. There is a pretty strong irony at the conclusion of the book where Register says that her parents end up living in the same assisted living facility as the former Governor and Mrs. Freeman. They bridge their social divide when Mr. Register shows the former Governor how to set the controls on his exercise bicycle and they have dinner together. In the second and thir... Unions are strong and important but are still aimed toward obtaining basic working conditions for union members. Being part of a union house holds its own merit. The strike at the plant lasts 109 days, about 3-1/2 months, which can be a long time for someone who has worked for years every day, and also for his family. Register doesn't write about her mother as much as she does her dad. The mother, maybe a typical housewife of the era, is in the background as a nice, supportive woman. Register does seem to have a lot of family and friends in Albert Lea. Friendships become strained as a result of the strike that threatens the economy of the area. Many people are opposed to it. But the strength of the union members' principles holds fast and after a violent patch, in which the Governor of Minnesota has to call in the National Guard and threatens to close the plant, they win their case and return to work. This memoir includes historical research and interviews with its personal memories. It crosses the lines that clarify what type of book it is this way. By doing this it sets itself apart from traditional memoirs or historical fiction. It won the American Book Award and the Minnesota Book Award for autobiography. Summary In the first chapter, The Blue Workshirt, Register relates how she wants to buy a blue work shirt from her hometown Montgomery Ward while on school break so that she can align herself with the campus radicals who, as Register puts it, "use fashion to decry fashion" (pp. 9-10). Register does not even want to call her folks 'parents' because she feels it is too "haughty" a word. After being in New York for the first semester of school,, she

Maths investigation Essay Example | Topics and Well Written Essays - 750 words

Maths investigation - Essay Example 1/3*1/3=1/9. Thus the number of sides is increased by 4 times i.e. 4*12=48. Length of the side is decreased by 3 times. The perimeter is calculated directly as number of sides in this stage multiplied by the length of the side in the same stage i.e.48*1/9. Now each side in the previous stage gives rise to one equilateral triangle in this stage with side 1/3 of the side in the previous stage i.e.1/9. Therefore the number of new triangles added in this stage is equal to the number of sides in the previous stage i.e. 12. Therefore the area in this stage is calculated as the area in the previous stage plus the sum of the areas of the newly developed triangles. In the above graph the stage number is taken on x-axis and the no. of sides are taken on y-axis. It shows that the no. of sides increases with the stage number. As n-> Nn ->, since in the limiting situation the fractal does not have an edge but is bound by a smooth curve. In general for any n>0 , Nn = 3*4n = N0*4n the graph shows that the length of side decreases with the stage no. and finally converges to 0. i.e. the limiting fractal will not have any edges but will be bound by a smooth curve. In general In = 1/3n The graph shows that the perimeter increases with the stage no. but it cannot tend to infinity as the area is bounded by 0.7 as can be seen from the subsequent graph. in general Pn = Nn*In Q7 part 2) The graph shows that area increases with stage number but it does not exceed 0.7 as the curve is tangential to the line y=0.7. in fact as n-> the area tends to 0.7. In general An = A0(1+3(k=0 to k=n-1, j=1 to j=n-1[4k*1/32*j])) = A0(1 + 3(40*1/32 + 41*1/34 + 42*1/36 +..+

Centralia No. 5 Essay Example for Free

Centralia No. 5 Essay The obvious problem with Centralia No. 5 is that an explosion killed 111 people. However, prior to the actual explosion, the problem is less obvious, especially since Centralia No. 5 was similar to so many mines that did not explode. In this analysis, I will examine the possible roles and responsibilities of Driscoll O. Scanlan, the mine inspector, given the corruption of modern administrative enterprises prior to the accident. From this perspective, the perspective of a public official in the field, the problem is that a potential danger exists and the regulatory machinery in place to address the danger is ineffective. As an expert, Scanlan recommended that the mine be dusted with non-explosive, pulverized stone to diminish the possibility of the coal dusts exploding. However, his expert advice alone was not enough to motivate a response. History The chronology of the case shows a progression of appropriate action within the existing law and according to organization or bureaucratic norms. On an organiza ¬tional level, the players include the State of Illinois, the U.S. Government, the Centralia Coal Company, the United Mine Workers of America, and the miners themselves, who could hardly be said to have been well represented by any of the others. Beginning in 1941, Scanlans reports of excessive coal dust in the Centralia No. 5 mine were sent to Robert Medill, the Director of the Department of Mines and Minerals, and handled as routine by Robert Weir, the Assistant to the Director. All three positions were appointed by the Governor, Dwight H. Green. Also in 1941, the U.S. Bureau of Mines began making inspections of mines. The first inspection of Centralia No. 5 was in September 1942. However, only the State of Illinois had any power to enforce compliance, and reports from the Bureau there ¬fore had primary significance as further documentation in the hands of the Department of Mines and Minerals and the Governor. Scanlans reports were forwarded to the Centralia Coal Company, owned by Bell Zoller, with a letter requesting that the Company comply with the inspectors recommendations. Needless to say, the Coal Company did not comply, which is predictable given the lack of any attempt to enforce the requests and the high demand during the war. The mine workers eventually began working  through Local Union No. 52, led by William Rowekamp, recording secretary. Throughout the course of events, the mine workers sent correspondence to the State of Illinois, at first to Medill and then directly to the Governor. The letters consistently and emphatically requested attention to the danger present in the mine as documented by Scanlans extensive reports. The seriousness of the situation seemed to fade within the bureaucratic and political routine within the Department of Mines and Minerals. Alternatives Scanlan was faced with several logistical alternatives, but the motivations behind action were of two sorts. As I said before, all of the players followed paths of appropriate action within the existing law and according to organizational or bureaucratic norms. The only exception, perhaps, was the Centralia Coal Company. But the coal company clearly recognized a difference between a routine infraction and a serious infraction, at least as it concerned the correspondence from the Department of Mines and Minerals, and they had no indication that Scanlans reports on Centralia No. 5 were anything unusual. Scanlans performance was no exception. He did precisely what was required of him by his position. Even the Department itself complied with the letter of the law. Because the Director of the Department of Mines and Minerals has some discretion, it is not a requirement of law that every technically enforceable infraction actually be enforced. This is a matter of judgment. Scanlan was clearly motivated by attention to law and bureaucratic norms, but he was also pulled by an obvious obligation to the public welfare, in this case the miners lives at Centralia No. 5. The problem confronting Scanlan was not so much a moral conflict as the need to recognize that compliance with his designated role was inadequate as a response, both as public official and as expert, to the greater responsibility to the public. And because Scanlans reports were extensive and thorough, including every infraction, he had a responsibility to make sure that the decision makers understood the gravity of the danger, perhaps by highlighting the more serious problems. However, given that the system failed to recognize the danger, there were two possible paths of action: (1) work within the system, possibly in ways beyond the designated role of mine inspector; or (2) work outside the system and mobilize public concern, through the union or otherwise. There is a sense in which staying  within the system would preserve Scanlans conformity with legal and organizational norms while still addressing the public welfare. However, there is ample evidence that the organizational players would be unresponsive or at least politically difficult. Solution I think that Scanlan could have effected a response within the system, although he would certainly have had to abandon a passive stance. First, the obligation to the general welfare clearly trumps any mere compliance with organizational norms and in this case the spirit of the law, never mind the letter of the law, is in the name of such general welfare. Second, the role of mine inspectors is to police the mine operators. This could be construed as a responsibility to report infractions and leave enforcement to the Director of the Department. However, because the Director allows his subordinates to handle so much of the routine, it seems reasonable to expect the inspectors to handle cases like Centralia No. 5 more pro-actively. Third, there is a responsibility left on Scanlans shoulders as an expert and a professional. His technical expertise allows him to distinguish apparent and real dangers. And because his role in the field puts him in close proximity to the mines, he is perhaps the only individual with such responsibility in a situation where serious problems are apparent. Costs/Benefits The costs for Scanlan are evident. Because his position is a political patronage job, any aggressive pursuit of his responsibilities runs the risk of getting him removed from his position. Of course, this is as much a matter of how one negotiates the political terrain as of what one is trying to accomplish. I have no doubt that interesting correspondence, emphasizing the prudence of avoiding deaths in the mines, could have been sent to Governor Green, with the assistance and political experience of the Director of the Department of Mines and Minerals, of course. Even if Scanlan loses his job, the clear benefits are 111 lives. There are hidden benefits as well, though. By generating a relationship with the Director and the Governor, Scanlan is creating a mechanism for handling this sort of issue—a sort of policy formation from below. Given that Centralia No. 5 appears no  different from the other mines, this may be the more pressing issue anyway.

Why Americas Veterans Should Be Honored :: Argumentative Essay

America’s veterans should be honored because they have suffered through so many hardships that others could not and have not survived, and they did it for their country that they loved and still love today. I believe that veterans are our nation’s bravest citizens. I also harbor a special adoration for them because my brother is in the Army and he has already served one tour in Iraq, and is currently on his second at the age of nineteen. My family is either very lucky or very blessed because my brother has yet to be injured in active duty. One day, I hope to join the Air Force and, in turn, become a veteran, as well. Veterans can remind us just how horrible war is, and, hopefully, prevent more wars in the future. Veterans have sacrificed so much so that we may have our rights, our leisures, our hopes, our dreams, and, most of all, our freedom. Everyone should honor the veterans of our nation at all times, not just on holidays like Veteran’s Day and Memorial Day during which we are constantly reminded of our forefathers whom gave their lives and so much more for our country. Many of us take things like going for a walk in the park, hanging out with friends, or going to the church of our choice for granted. I think we all need to take a step back and really look at the situations other countries are in right now and the dealings that they are going through. Then maybe we can look at our own country and really see what we have that others don’t, and consider all the lives, limbs, labors, and loves lost for every single aspect of freedom that we have. Our own men, women, and, at times, children have been sacrificed to feed the mouth of the beast that is poverty, oppression, depression, hunger, violence, and greed.

Betrayal: Rhetoric and Ethos Julius Caesar

To get credit for the collaboration activity, Betrayal 01, 02, 04, 05, and 06: A. ) Submit this attachment in A Collaboration Process. Then copy and paste the below information in the student comment area of A Collaboration Product and Betrayal 01, 04, and 05: 1. Date you attended the session. 2. At least 3 sentences explaining how Shakespeare’s story about Julius Caesar is different than what really (historically) happened in Caesar’s life. 3. Give examples of the three persuasive techniques from either Antony’s or Brutus’s speech. logos, pathos, and ethos) 4. Give an example of one traitor and one patriot with supporting examples from the play. 5. At least 3 sentences explaining what you did in the session so that someone who did not attend would have an understanding of it. 6. At least 3 sentences evaluating how well your group worked together to accomplish your task. B. ) Submit this in Betrayal 02: 1. Complete the Lesson 2 Quiz. For the essay question s, you may respond, â€Å"I attended the Betrayal Live Lesson on __________ (date). C. ) Schedule Betrayal 6 DBA as we still need to complete that on the phone. If you are an honors student, complete the honors assignment before the dba. D. ) If you are an honors student, complete lesson 8. Lesson 8 Assignment 1. ) Choose which character from â€Å"The Lay of the Were-Wolf† you would like to defend. 2. ) Analyze the story to find examples of logos, pathos, and ethos that support your character’s innocence. 3. ) Determine how to present your examples in a persuasive argument. 4. Write a three-paragraph â€Å"closing argument† for the trial that will persuade the jury that your character is not a monster. a. ) Paragraph #1 – logos b. ) Paragraph #2 – pathos c. ) Paragraph #3 – ethos Julius Caesar Recordings: a read-along for each act. Enjoy! Act I, Scenes i, ii, iii https://sas. elluminate. com/site/external/jwsdetect/playback. jnlp? psid=201 2-01-23. 1812. M. 18C7F05BEF4B1A91008CFEA56749A1. vcr&sid=679 Act II, Scenes i, ii, iii, iv https://sas. elluminate. com/site/external/jwsdetect/playback. jnlp? psid=2012-02-03. 107. M. 18C7F05BEF4B1A91008CFEA56749A1. vcr&sid=679 Act III, Scenes i, ii, iii https://sas. elluminate. com/p. jnlp? psid=2012-02-07. 0726. M. 18C7F05BEF4B1A91008CFEA56749A1. vcr&sid=679 Acts IV & V https://sas. elluminate. com/p. jnlp? psid=2012-02-07. 0817. M. 18C7F05BEF4B1A91008CFEA56749A1. vcr&sid=679 Brutus’s Funeral Speech: http://www. youtube. com/watch? v=ab68AjRMKmA Antony’s Funeral Speech: http://www. youtube. com/watch? v=Zd9BLib8448 Materials from Live Lesson and Play in original language: http://vimeo. com/41708712 Betrayal: Rhetoric and Ethos Julius Caesar To get credit for the collaboration activity, Betrayal 01, 02, 04, 05, and 06: A. ) Submit this attachment in A Collaboration Process. Then copy and paste the below information in the student comment area of A Collaboration Product and Betrayal 01, 04, and 05: 1. Date you attended the session. 2. At least 3 sentences explaining how Shakespeare’s story about Julius Caesar is different than what really (historically) happened in Caesar’s life. 3. Give examples of the three persuasive techniques from either Antony’s or Brutus’s speech. logos, pathos, and ethos) 4. Give an example of one traitor and one patriot with supporting examples from the play. 5. At least 3 sentences explaining what you did in the session so that someone who did not attend would have an understanding of it. 6. At least 3 sentences evaluating how well your group worked together to accomplish your task. B. ) Submit this in Betrayal 02: 1. Complete the Lesson 2 Quiz. For the essay question s, you may respond, â€Å"I attended the Betrayal Live Lesson on __________ (date). C. ) Schedule Betrayal 6 DBA as we still need to complete that on the phone. If you are an honors student, complete the honors assignment before the dba. D. ) If you are an honors student, complete lesson 8. Lesson 8 Assignment 1. ) Choose which character from â€Å"The Lay of the Were-Wolf† you would like to defend. 2. ) Analyze the story to find examples of logos, pathos, and ethos that support your character’s innocence. 3. ) Determine how to present your examples in a persuasive argument. 4. Write a three-paragraph â€Å"closing argument† for the trial that will persuade the jury that your character is not a monster. a. ) Paragraph #1 – logos b. ) Paragraph #2 – pathos c. ) Paragraph #3 – ethos Julius Caesar Recordings: a read-along for each act. Enjoy! Act I, Scenes i, ii, iii https://sas. elluminate. com/site/external/jwsdetect/playback. jnlp? psid=201 2-01-23. 1812. M. 18C7F05BEF4B1A91008CFEA56749A1. vcr&sid=679 Act II, Scenes i, ii, iii, iv https://sas. elluminate. com/site/external/jwsdetect/playback. jnlp? psid=2012-02-03. 107. M. 18C7F05BEF4B1A91008CFEA56749A1. vcr&sid=679 Act III, Scenes i, ii, iii https://sas. elluminate. com/p. jnlp? psid=2012-02-07. 0726. M. 18C7F05BEF4B1A91008CFEA56749A1. vcr&sid=679 Acts IV & V https://sas. elluminate. com/p. jnlp? psid=2012-02-07. 0817. M. 18C7F05BEF4B1A91008CFEA56749A1. vcr&sid=679 Brutus’s Funeral Speech: http://www. youtube. com/watch? v=ab68AjRMKmA Antony’s Funeral Speech: http://www. youtube. com/watch? v=Zd9BLib8448 Materials from Live Lesson and Play in original language: http://vimeo. com/41708712

Comparison Between Directed and Reported Speech

DIRECT SPEECH VS. REPORTED SPEECH There are two ways to report what someone says or thinks; 1. Direct speech shows a person’s exact words. Quotation marks (â€Å". . . †) are a sign that the words are the same words that a person used. For example: Madison: What do you want to eat for lunch? Jason: I think I will have hamburger. Direct speech: Maria asked, â€Å"What do you want to eat for lunch? † Jason replied, â€Å"I think I will have hamburger. † 2. Reported speech (Indirect speech) puts the speaker’s words or ideas into a sentence without quotation marks. Noun clauses are usually used.For example: Madison: What do you want to eat for lunch? Jason: I think I will have hamburger. Reported speech: Madison asked Jason What he wanted for lunch. Jason said that he was thinking of having hamburger for lunch. COMPASRISON BETWEEN DIRECT AND INDIRECT SPEECH 1. 0 VERB TENSE IN REPORTED SPEECH DIRECT SPEECH| REPORTED SPEECH| simple present past present pe rfect will can | simple past past perfectpast perfect wouldcould| Quotation Reported speech â€Å"I am hungry. † She stated that she was hungry. â€Å"The exam will be next week. † Dr. Jones said the exam will be next week 2. QUESTIONS IN REPORTED SPEECH a. Word order: The word order in a reported question is the same as in a statement. The subject comes before the verb. b. Punctuation: If the sentence is a statement, it end with a period (. ) even if it contains a reported question. c. To change a yes/no question to a noun clause in reported speech, introduce the noun clause with if or whether. Whether or not may also be used. d. To change an information question to a noun clause in reported speech, begin the noun clause with the question word,DIRECT SPEECH| REPORTED SPEECH| * Question: Are you ready? Statement: I am ready. * â€Å"Did you turn off the coffee pot? † * â€Å"Is supper ready? † * â€Å"Where do they live? † * â€Å"When did you cal l? † | * She wanted to know if I was ready. * I asked Amy if she had turned off the coffee. * Eli wanted to know whether supper was ready. * Abdul wanted to know where they live. * Sharon asked me when I had called. | 3. 0 PRONOUNS Since the person who is reporting what someone said is usually different from the person who made the original statement, pronouns in reported speech often change.DIRECT SPEECH| REPORTED SPEECH| * â€Å"I am hungry. † * â€Å"Where will you be? † | * George said he was hungry. * Bill wanted to know where I would be. | 4. 0 PLACE AND TIME Changes in place and time words depend on changes in the situation between direct and reported speech. DIRECT SPEECH| REPORTED SPEECH| * â€Å"I don’t like this book. † * â€Å"I’ll see you tomorrow. † (spoken on Thursday) | * Jaime said he didn’t like that book. * Michiko said she would see me today. (spoken on Friday) Michiko said she would see me yesterday. (spoken on Saturday)| 5. 0 INFINITIVES . Infinitives (to + the simple form of the verb) may sometimes be used instead of noun clauses. b. Commands can be reported two ways: 1. a noun clause with a modal (usually should) 2. an infinitive c. Requests for action or permission can be reported two ways: 1. a noun clause with if 2. an infinitive DIRECT SPEECH| REPORTED SPEECH| * â€Å"Call me when you get home. † * Action: â€Å"Will you carry the box for me? † * Permission: â€Å"Can I make an appointment? † | * -She said that we should call her when we get home. -She said to call her when we get home. -She asked me if I would carry the box for her. * -She asked me to carry the box for her. * -The student asked if he could make an appointment. -The student asked to make an appointment. | 6. 0 RECOMMEND AND SUGGEST The subjunctive, or base, form of the verb (no tense, without to) is used in reported speech when the main verb is recommend or suggest. DIRECT SPEECH| REPORTED S PEECH| * â€Å"You should arrive early. † * â€Å"Don’t wait to apply. † | * Jason recommended that we arrive early. * Anna recommended that I not wait to apply. |

Ibrahim Hassan Essays - Thought, Marxist Theory, Critical Theory

Ibrahim Hassan Essays - Thought, Marxist Theory, Critical Theory Ibrahim Hassan DAVID SKINNER COMN1000 16 October 2017 IDEOLOGY ideology which shows the concept of human motive and why humans take action. anyone that is born in society will have specific ideals of the worldview and other concepts. the concept of ideology has been here since the beginning of time and has been why the human race keeps on evolving. The word was created by combining two wordsidea, fromGreek (a sense similar to john Locke) and-logy, fromlogos which meant to study something or a branch of something .the word was created during the french revoultion which later on had different meanings.Ideology theOxford English Dictionarydefines the term "ideology" as "the science of ideas" or the "department of philosophy or psychology that deals with the origin and nature of ideas. Also, can be put as Ideologyis a comprehensive set ofnormativebeliefs,conscious andunconsciousideas, that drives an individual, group or society has. A more basic definition of the term ideology can be derived from Marx's idea that social beings are confined to an array of unconsciousness motive; such that "they do not know it, but they are doingit". Ideology is a very important element in today's media due to globalization where as more and different ideals are brought about and shared amongst people. these deals are which influence groups, movements and even society itself. Thesis statement What is the usefulness of ideology in media and communication studies. Ideology as its all known as views and perspective of a society or beliefs of an individual. To also understand the ideology and its usefulness in media we need to understand the importance of media and what media is Mediais the collectivecommunication outlets or tools that are used tostoreand deliverinformationordata. As defined Media is how different information is shared but what type of information is shared in media this is when ideology plays its part, it brings about the word "DIFFERENT". Information and data are always different people have different perspective about life which brings about different information and data. Media and ideology are not easy terms to separate and define, because each word helps to define another. Media ideologies are the "set of beliefs" that each individual user has when using media. These media ideologies are sometimes turned into idioms of practice when a community implicit ly or explicitly defines and adheres to certain rules of using media (DOMINANT IDEOLOGY). Dominant ideology tries to show how different people can still have some similarities or shows how different people can still have the same ideology for example how must people represent red as a color of danger or how roses and chocolates show a sign of love or how a good "American" family represents a husband wife, son and daughter (the Simpsons). These are what majority of people think and how the label or represent things because it's a social norm and has already been labelled in the back of our minds due to how media information is transferred from places e.g. Westernization, American ideology can be seen through different types of media outlets like television or radio. ideology and mass media are both concepts which are synonymous with the processes and perspectives of modernity. ANNOTATED BIBLOGRAHPHY Berger, Arthur Asa. Media and communication research methods: An introduction to qualitative and quantitative approaches. Sage Publication Both authors and researchers in this study used data of communication and media to examine the clusters that are patterned and normatively imbued in concepts and ideas of ideologies, the conceptual plan helps people in the society to navigate the complex situations in their political world and take claims in social justice and truth. Doctrine is a collection of specific contents and ideas which are usually motive. John Corner. Ideology' and media research. Published December 3, 2015 This commentary reviews the continuing discussion about the use of the concept of ideology' in media research, connecting back to earlier stages of the debate and the problems that developed around its varying usage. It engages with the attempt to reinstate the idea as an organizing concept in the analysis of power, looking at some of the ways in which the media's work in the brokering of power relations remains in need of further understanding. Thompson,John B. Ideology, and modern culture: Critical social theory in the era of mass communication. John Wiley

Directors liabilities and duties Essay Example | Topics and Well Written Essays - 10000 words

Directors liabilities and duties - Essay Example The liability of the directors for statements in reports has also been covered in the new regime. The objective of this study is to bring out the salient aspects of liabilities and duties of the directors as set out in the current regime of Company Law legislation. The objective of this chapter is to present an overview of the topic chosen for study as well as the aims and objectives of the research. The chapter also details the structure of the paper to have a comprehensive understanding of the text of the report. However it is not possible to limit the functions of the company only to the above as there are number of other areas to which the scope and application of the company law legislation can extend. Moreover these functions as well as any other functions have associated costs and benefits. Hence it can be stated that the role of the company law is to maximize the benefits while minimizing the costs of implementation of the various provisions. It is also necessary that these key policy choices are examined within the context of the relationships that might be formulated between the various parties with which the company law legislation deals with. Illustrations of these

Evidence Based Nursing Problem Essay Example | Topics and Well Written Essays - 750 words

Evidence Based Nursing Problem - Essay Example The nursing background is either vitally important since it serves as a firm basis for the nurses to perceive the new knowledge and create their vision toward the neuro/trauma inpatient patients and their feeling of pain. In its turn, it is called to make a vast contribution to the assistance to doctors in treating this sort of patients. In addition to this, this will help take care of the patients who have the diagnoses which fulfill this group of symptoms. Currently, there is wide a range of courses on pain management. These courses show the origins of pain, its nature, the ways to meet it, diagnose and determine. Furthermore, pain management courses as well as the communities which had been formed in order to promote the pain management policies have already made a great contribution to the development of the nurses' practice in the area and enriched the experience and knowledge the nurses had been expected to have before (Bell, 2007). As a consequence, the presence of the pain management courses produces a great impact upon the nurses and the nursing staff in general, since it creates an area of the total knowledge and the ability to share the experience. Furthermore, the nursing staff members who have completed the courses on pain management are able to perform their function to a great extent better. This serves as a tool for the nursing staff improvement. In order to investigate the further development of the issue solutions and the state of a problem, it is necessary to establish the two-way control.