Assesment-3 Essay Example | Topics and Well Written Essays - 2000 words

Assesment-3 - Essay Example For the purpose of recording a transaction an account is maintained like Cash A/C, Depreciation A/C etc. An â€Å"account† can be defined as the summarized record of the transactions. To obtain any information it is not possible to go through all the transactions. So, one can refer to the respective account and find out the details. An â€Å"account† is divided into two sides - debit and credit. The right hand side is the â€Å"credit† side and the left hand side is the â€Å"debit† side. The term â€Å"debit† represents all the expenses, losses etc. and â€Å"credit† all the incomes and gains. The net of the debit and the credit side gives the balance at the end of the year. At the end of the year, a statement ascertaining the profit and loss is prepared called the Profit and Loss A/c. It is prepared after closing all the accounts and posting the balances in the Profit and loss A/C. If the total of the credit side is more than the total of t he debit side there is a profit and if the debit side total is more than the credit side total there is a loss. An account is opened as follows – The process of allocation of the cost of the asset is called â€Å"depreciation†. In other words, the reduction in the value of assets over its useful life is called depreciation. It does not involve any cash outflow but is only a record in the books (National Productivity Council Of India, Pg no 1). In the books of account every year an amount is recorded as an expense and charged as depreciation in the statement of profit and loss. In accountancy, there are two aspects of recording a transaction – debit and credit. The debit side represents all the expenses, losses etc and the credit side represents the incomes, gains, etc. Depreciation is an expense to the firm and hence recorded on the debit side of the statement. This helps in finding out the true profit or loss of the business operations. The most

Philosophical View of High Noon Movie (Ethics) Essay

Philosophical View of High Noon Movie (Ethics) - Essay Example The difference is that in deontology, an act may not be beneficial to most of the people. With these views, we construct a dichotomy with Kane on one side and the townsfolk on the other. Ethically, we can view Kane’s insistence on staying through the lenses of deontology. He chose to stay because he considered it fit and proper to do what is right and that is to make sure that the criminal does not harm anybody. This he did even though he was not the Marshal anymore. One can argue that Kane was actually motivated by self preservation because he feared that Miller would pursue him and his wife unrelentingly. Therefore, he was not motivated by doing what is right as a civil officer but was forced to do so to save his own life. However, he could have run off and left the town under the mercy of a gun wielding crazy criminal but he did not. He chose to stand by his code of honor which is to protect the citizenry. Furthermore, the doctrine of deontology states that happiness is not the goal. For certain, Kane’s goal was not happiness for death was the only prospect facing him with a gun fight with four seasoned gunslingers. Knowing death is inevitable and s till having the right intentions characterized Kane’s actions. For the townsfolk part, we see their decision of not supporting Kane as characteristic of utilitarianism especially in the reasons they forwarded for not doing so. This was especially true in the Church scene where Kane did not get any support because they consider it bad for the development’s of the town’s economy. A gun battle would make the town look uncivilized and unfit for commercial trading. If they just boot Kane out of the town then they can avoid such an event from happening thereby ensuring prosperity for the town. One can see the act of townsfolk as a way of avoiding retribution from Miller’s gang. If they support Kane

The effects of technology on society

The effects of technology on society The effects of technology on society The term technology is derived from the Greek word technologia which means the practical application of knowledge, particularly in a specific discipline of study. It is worthwhile to note that technology is an abstract term that lacks a single universally acceptable concrete definition. Nevertheless, it can be defined as the usage and application of knowledge concerning tools, crafts, techniques, methods or systems of organization, or a material end product of these things, such as clothing. It is a word that is used collectively to portray or describe the advancements, undertakings, creations, abilities, views and knowledge of a distinct group of people (Basalla 14-15). On the other hand, a human society can be defined as a group of people who are delineated by their cultural identity, functional interdependence and social solidarity. A comprehensive definition of this term also takes into account the social status and roles of the people within society. By extension, a society may be taken to mean a group of people within a given region or country, or even the whole world in totality. As such, the meaning of society is closely linked to what is deemed to be social. It is also worth to note that members of any given society share some common characteristics, such as a common goal and a common interest or mutual concern (Jenkins 18-20). Throughout history, technologies have significantly affected human beings and other species of animals in their ability to control and acclimatize to their natural environment. Historically, human beings started applying the use of technology with the improvisation of the existing natural resources into simple tools and equipment. For instance, the realization of the capacity to control fire augmented the existing sources of food, while the invention of the wheel helped human beings to control their environment and enhance transport. On the other hand, modern technological advancements such as the telephone, the printing press and the internet have minimized physical hurdles of communication. They have also enabled human beings to interact rapidly and freely on a global scale by transforming the world into a global village. Nevertheless, it is quite clear that not all technologies have been used by human beings for peaceful purposes. For instance, technology has been used to construc t destructive weapons that range from clubs to nuclear weapons (Basalla 20-25). Human beings are divided in their opinions about the general impact of technology on society. Some people believe that technology has really helped human societies while others disagree with this claim. Nevertheless, technology has influenced different societies both positively and negatively in various ways. For instance, technology has helped many societies, especially in the contemporary world to improve their economies as well as allowing for the creation of a leisure class. In addition, technological processes have often led to pollution of the environment and exhaustion of natural resources, thus harming the earth and its environment. Different modes of technological implementation also influence the values of different societies and in many cases, arrival of new technologies often raise new ethical questions. For instance, technological advancements have led to an increase in the idea of efficiency with regard to human production, a term which was in the past only applied to m achines, and the challenge of conventional customs. This paper looks at how the use of machines has impacted on the capacity of workers, the effects of computer and the cell phone on society, and the general impacts of technology to the environment. In the contemporary world, machines continue to automate most of the critical industrial and household processes. For instance, machines have taken up, and are continuing to substitute human workers in most of the mundane jobs in industries. This is because of the evolvement of technology such that machines can even perform tasks which cannot be done by man. The application of advanced technologies, like artificial intelligence and robotics has proved to be more effective in performing life-threatening tasks such as space exploration and mining. Nevertheless, there is an increasing concern in many countries about the deteriorating position of the semi-skilled and unskilled workers due to improved technology. It is argued that technological advancements have made many of these menial jobs obsolete or poorly paid. This situation has been mainly augmented by the growing modern computing technologies. Technological advancements have also impacted greatly on the value of the skills of wor kers. Old workers usually find it very difficult to adapt to new and complex technologies, while young workers rapidly and readily acquire and employ skills that are tailored towards new technologies. As a result, such technologies increase the value of young workers, while they reduce the productivity of the old workers (Edward 53-65). Needless to say that computer technology has transformed the face of the world today (Edward 66). Computers are capable of storing, processing, managing and organizing large quantities of information and data. They have also given birth to the software industry, which is one of the most developed industries in the world. Internet technology seeded from the concepts of computer networking and has grown to be the most effective platform of communication in the world, with the largest information base that exists in the modern world. The internet infrastructure, through the worldwide web has made it possible for people to communicate through email, websites, downloads, media and file sharing, so transforming the world into a global village. The internet infrastructure has also made it possible for researchers, scholars and other people to share information across the globe almost instantly. The internet has also given rise to significant positive changes in the advertising and entertain ment industries. Advertisements can therefore reach out to the populations within very few seconds and consequently, this has promoted the entertainment industry which relies heavily on advertisement. Simply stated, the internet has made it possible for societies in modern times to link up and promote the sharing of information and globalization (Edward 67-70). Cellular communication has also transformed the communication industry and the larger society as a whole to a very great extent. One of the earliest technological advancements in communication was the invention of the conventional telephone which was followed by the telegraph. Mobile phones have expanded the horizons of communication in the modern world through their capacity to allow for expedient long distance communication. They have enhanced the communication process in society because they provide different ways through which people can use to communicate to others, such as through calling and sending text messages. Therefore, important information or message can reach the receiver in a few seconds. Mobile phones also help to develop and support communication, contact and communication processes within society. In spite of all of their advantages, they can also impact negatively on society. For instance, some teenagers share pornographic information and photos by sending them us ing their mobile phones and this has created a very serious concern. In general, inappropriate use of the internet and mobile phones for purposes such as pornography has really polluted the social culture of the modern world (Fox 89-92). Most of the modern technological processes lead to the production of excessive waste products commonly referred to as industrial waste, and pollution. These wastes can be classified as either toxic wastes, electronic wastes or radioactive wastes. Even though some of the produced material waste is recycled and used in other industrial processes, much of it is released to the environment and the result is environmental pollution, degradation and lack of sustainability. Very few technologies in the modern world are designed with the contemplation of the environment in mind. Most of the technological advancements are directed towards economic gain rather than on environmental sustainability and this has caused a lot of direct detrimental effect on the environment, such as the depreciation of the ozone layer which has led to global warming. Historically, many societies sought to maintain their environments since they were the sources of wealth for the people. However, in the contemporary world, societies have failed to maintain and manage their environments and this has greatly affected the whole universe. The more delicate and obvious impacts of technology on the environment include the exhaustion of the worlds non-renewable natural resources such as coal, ores and petroleum, and the pollution of water, air and land mostly by industrial wastes and disposal. Effects of these impacts include global warming, loss of coastal wetlands, destruction of natural habitats and deforestation. While organisms are capable of recycling the wastes of other organisms naturally, there is no such mechanism of recycling for technological wastes and therefore they remain harmful to the environment for long periods of time (Fox 98-102). In conclusion, the aforementioned are only but a few fields that can be influenced by technology. It is indeed not possible to enlist all the effects (both positive and negative) of technology on society. Even though technology is in overall beneficial to world societies, it is relatively clear that technological advancement may be accompanied by negative side effects and drawbacks. In fact, every new technology is accompanied by unwanted or unexpected side effects. Therefore, it is necessary for societies to adapt to technological advancements that have minimal side effects on them, the environment and future generations. Works Cited Basalla, George. The Evolution of Technology. New York: Longman Publishing Group, 1988. Edward, McClellan. Science and Technology in World History. Washington: John Hopkins University Press, 2006. Fox, Frank. Women, Gender and Technology. Illinois: University of Illinois Press, 2006. Jenkins, Reyes. Foundations of Sociology. London: Palgrave MacMillan, 2002.

Presidents :: essays research papers

With the United States economy in a state of recession from the empty promises brought forth by President George Bush, the country needed a change for the better. President Bush’s policies were not pulling through, and the American people were expecting results. Re-election was nearing for Bush and he really needed to get his act together if he wanted another term in office. Out of no where a former governor was leading the polls over Republican candidate, President George Bush. Clinton had focused a lot of his efforts towards the younger generation of 18 to 25 years. Bush was also behind because his programs created the present recession the nation was experiencing. Clinton spoke of new job opportunities and better wages, which appealed to the younger generation, because they were starting out in their lives and more jobs meant more options. Many people felt as though they were being betrayed by Bush, because of his empty "No New Taxes" policy. Another factor that swayed votes Clinton’s way, was the change in ideas of the "Reagan Democrats", who were registered Democrats which voted Republican. These voters realized that Bush was not following through with his promises and they wanted results. Families were being hurt because of unemployment and the "Reagan Democrats" needed to provide for their families. One major issue was the cultural conflict of welfare. Americans were becoming lazy and did not "need" jobs as long as they were on welfare. Bush just let this issue go, while Clinton made a plan stating that after two years of welfare, everyone capable of working would have to accept a job, or training for a job. This policy attracted voters of the working and middle class population. This policy also showed that the Democratic Party is a party of workers and doers as opposed to slackers. It says they will protect the workers of America. Because of all of these factors, Clinton has an astonishing lead over his opposing mate. This lead continues on and leads Clinton onto his election and the re-election. Clinton is a very well-liked president, as well as effective. Employment was steadily on the rise, and the inflation rate was lower than it had been in many years. Clinton was able to negotiate foreign policy, he was able to handle domestic affairs and he was liked by the people. He also looked good on camera which was another asset he had in his favor. Bill Clinton’s approval rating was very high and he was controlling the country with dignity and competence. The unthinkable then happened, he was caught having an affair with a White House intern, Monica Lewinski. This scandal plagued the White House for many months. Clinton was even put on trial, accused of perjury.

Child Rearing in the Us and Colombia Essay

Early care-giving is a major factor for a child to feel secure to explore the world around them (Carbonell, Alzate, Bustamente & Quiceno , 2002). How different is this early care-giving between two cultures such as the United States and Colombia? This is a look at the differences and similiaries of raising girls, both born in 1988, in Colombia and the United States. Both girls were raised in nuclear families, with one older sibling, close enough in age to be a major part of each girl’s daily life. One was raised in Colombia, although she moved to the United States at the age of eleven, while the other was raised completely in the United States. Both parents of each girl were interviewed as well as the girl herself. The basic stepping stones, the times that parents love to videotape, the â€Å"baby’s first† moments all seem to happen relatively similarly in both girls. Self-reported by Paulina, was that she walked around the age of ten months. Similarly, Jane walked at the age of ten months. Both were somewhat delayed in speech, enough so to be taken to doctors. In each case, the parents were told that the child would speak if the family stopped following the non-verbal directions from the child. Paulina’s first words were â€Å"eso,† Spanish for â€Å"that,† and â€Å"Ma. † Jane’s first word was â€Å"Ah-yah† which was meant to be â€Å"Alex,† her brother’s name. Paulina stood alone at the age of eight months (personal communication with subject), as did Jane (personal communication with subject). Punishment is something all parents must figure out. Hispanics tend to mollify children and be more lenient (Figueroa-Moseley, Ramey, Keltner & Lanzi, 2006). Hispanic parents tend to try to calm their child rather than work towards developmental goals, which tend to be more valued in the United States. Neither girl was punished in the form of â€Å"grounding,† but both were warned with simple looks from their parents, such as glaring and both girls were yelled at as well. Corporal punishment was used for each girl as well. Paulina was â€Å"smacked,† and Jane was occasionally spanked. Jane would be sent to her room or made to sit in a chair as in a â€Å"Time Out,† however Paulina never experienced a â€Å"Time Out† and recollects that such a thing was not common in Colombia. Both girls were raised to speak their mind, and not wait to be spoken to, as long as what was said was respectful. Questions were welcomed by both families, but the girls were expected to know the time and place in which to ask questions. Each girl was also allowed to pick out her own clothes, which has been shown to be good for children, as children see it is important for them to make some of their own decisions, and identify with the choices (Ardila-Rey, Killen, 2001). Paulina’s mother tried to teach her what matched, but eventually gave up trying when it, although Colombian mothers tend to worry about the outward appearance of their children (Carbonell et al, 2002). When asked what Jane would choose to wear, Jane’s mother replied, â€Å"Anything that didn’t match,† although she, too, tried to teach her daughter matching. No major restrictions were set upon either girl, except to be respectful. Respect was emphasized in both situations. As respect was emphasized from child to adult, so was it shown from adult to child. Both children were kept informed of what was happening in the family. Children were expected to be a part of dinner conversation and were allowed to participate in the adults’ lives. Also, both children were given reasoning behind decisions and had things explained? â€Å"because I said so† was used only when the situation would be later explained, and the consequences of an action were described rather than a mere â€Å"don’t do it. † Chores were a part of each girl’s life as well. Both were expected to do what was asked of them to help around the house– dusting, vacuuming, clearing the table, etc. Jane was expected to help with dinner, which included getting food from the refrigerator, carrying things to the table, loading the dishwasher, setting the table, and occasionally stirring. Jane was given an allowance of approximately five dollars a week, but this was never in exchange for doing her chores. Paulina, too, was not paid for doing her chores. She states, â€Å"I was part of the family and therefore I was expected to work in the house without any sort of reward (personal communication, April 10, 2007). † Colombia tends to be a collective society that looks to the benefit of the group, rather than the individual (Pilgrim, Reuda-Riedle, 2002), which applies to this situation in that Paulina was expected to help keep the house in order, without ? payment’ because it was for the greater good of the family, being part of the group is an important aspects of a collective culture. Family relationships and interdependence? a common bond between family members, working together for the benefit of the family? tend to be much more emphasized in Hispanic cultures (Carbonell et al, 2002). A major part of any culture is food and dining, and children are a part of that. Children often lose some of their appetite between ages two and six, and because parents worry, bad food habits are put into place. Sugary foods are offered if a child finishes a meal, and many foods have vitamins and nutrients added. However iron, zinc, and calcium are seen to be deficient because juices and sodas are replacing milk, and cereals and processed foods replace fresh fruits and vegetables (Berger, 2006). It is also hard to maintain good eating habits during this age, because children often need meals to be â€Å"just right. † Children have very determined ideas for what should be eaten, how it should be eaten, and the entire situation surrounding the meal. Often times the food â€Å"required† is not healthy food, but rather sugary or similar to fast-food, like chicken nuggets or French fries. Paulina ate dinner together with her family every night, generally at eight o’clock, as is customary in Colombia. Her mother did most of the cooking, and after dinner, either her mom would not clean up, or her mother would, but with the help of her daughters, while her father did other household things. On weekends, most meals were eaten together. Breakfast was generally around ten o’clock in the morning and lunch was around three o’clock in the afternoon. Very few times, her father would cook, although he cooks more now that they live in the United States. Food was as healthy and fresh as possible. Snacks were fresh fruits, and there were never packaged foods in the house. Jane would eat dinner with her family as well, often around seven o’clock in the evening, when her father came home. She would eat breakfast and lunch with her brother until this was no longer possible because of school. Jane’s mother did most of the cooking, and the children were expected to help. Snacks were often dry cereal like Cheerios, apples, crackers, or cheese. Paulina started learning numbers and how to read and write at the age of four, when she went to preschool. The debate of how children should be taught to read can be broken into two sides; phonetics and whole language (Berger, 2006). Phonetics looks at each sound of each letter, while whole language, encouraged by Piaget, says that concentrating on the goal of fluency and communication is more important than individual words (Berger, 2006). Jane also attended a preschool at the age of four, but it was not as much structured, formal schooling. Both were taken to a part-day day-care or nursery school for the opportunity to socialize with other children. While at nursery school, Paulina was mostly made to play with toys. Jane attended a Co-op nursery school at a Unitarian Universalist church. In a Co-op nursery school parents take turns coming into the school to help supervise stations and participate in the nursery school experience. Stations were set up, such as a Reading Corner, Snacks, and a daily feature, such as tracing bodies on large sheets of paper or crafts. Co-op nursery schools are not typical in the United States, but Jane’s parents thought it was important to be involved with their children when possible and for their children to have the socialization experience. Both were read to everyday. Jane was read to a two to three times a day, for about fifteen minutes each time, but also had labels, signs, and anything printed read to her during everyday life. Jane was occasionally, but not often spoken to in â€Å"Baby Talk,† while Paulina was never spoken to in â€Å"Baby Talk,† as her parents thought speaking to her regularly would help her learn to understand. Both parents acknowledge that their children were not raised in a way that is typical to their individual cultures, and that is evident looking at the two girls in adolescence and early adulthood. Both girls realize that because their parents were stricter when they were young, that as the girls grew older; their parents didn’t need to be as strict. Each girl knew what was expected of her and was therefore given more freedom as she matured. Many times this appeared to friends as though the girl could do what she pleased, although this was not the case. The girls knew the limits of what they could do without being told. Both sets of parents relied more on their trust in their daughter than blatantly telling her what she could or could not do. Obviously, there are some differences and some similarities between raising children in Colombia versus the United States. Developmentally, the children seem to be similar, and most of the parenting is more alike than different. References Ardila-Rey, A. & Killen, M. (2001). Middle class Colombian children’s evaluations of personal, moral, and social-conventional interactions in the classroom. International Journal of Behavioral Development, 25 (3), 246-255 Berger, K. (2006). The Developing Person: Through Childhood and Adolescence (7th ed. ). New York: Worth Publishers. Figueroa, C. , Ramey, C. , Keltner, B. , & Lanzi, R. (2006). Variations in Latino Parenting Practices and Their Effects on Child Cognitive Developmental Outcomes. Hispanic Journal of Behavioral Sciences, 28, 102-114. Pilgram, C. & Rueda-Riedle, A. (2002). The importance of social context in cross-cultural comparisions: First graders in Colombia and the United States. The Journal of Genetic Psychology, 163 (3), 283- 296. Posada, G. , Jacobs, A. , Richmond, M. , Carbonell, O. , Alzate, G. , Bustamante, M. , & Quiceno, J. (2002). Maternal Caregiving and Infant Security in Two Cultures. Developmental Psychology, 38 (1), 67-78.

Film Journal Essay

1. How does Hitchcock introduce us to the two principle characters? Where do the scenes take place and how is the camera placed? In the case of Alicia Huberman (Ingrid Bergman), her father’s prison sentence leaves her skeptical of others, yet longing for a new companion in her life. She has a reliance on alcohol to wash her troubles away. R. Devlin’s (Cary Grant) a stranger from the party, a very mystery man. The Party takes place at Miami, FL. The camera pans right across Cary Grant’s back and comes to rest behind his right shoulder. The camera is placed behind and to the right of Cary Grant who is sitting and facing away from the camera. In the immediate foreground masking out a small portion of the bottom left corner of the frame is the silhouette of Cary Grant’s right shoulder and part of his head. This establishes that it is a tacitly objective shot from the point of view of Cary Grant. As we move to the right though the frame in the foreground Ingrid Bergman is sitting facing towards Cary Grant and the camera at eye level. It is a medium shot from her navel up and she sits nearly in the center of the frame in front of Cary Grant. Their relation relative to each other is conclusive of a possible a romance and long lasting connection. In the background dividing the frame in half behind Ingrid Bergman is a couple dancing. Finally, in the foreground on the right side of the frame sits a man who is profiled and masks out about a third of the bottom half of the frame. The significance of the guests framed is they act as a sort of mask leading our eyes to Ingrid Bergman’s glances and expressions toward Cary Grant in the foreground of the frame. , the shot establishes Cary Grant’s role as a man of mystery and foreshadows an element of romance between Ingrid Bergman and Cary Grant. 2. How does Hitchcock get us to identify with and care about the two lead actors Carey Grant and Ingrid Bergman? One scene that illustrates the tensions in Alicia and Devlin’s relationship is when Alicia enters Dr. Barbosa’s office to ask the investigators for advice on marrying Sebastian. When Alicia enters the room is a long take. As the men stand up to greet her, their shadows eclipse most of the frame except for Alicia’s face. Moreover, the men’s bodies are cut off by the edges of the frame as they accommodate Alicia, while she stays in the middle  of the frame in bright light. These three elements emphasize that Alicia is the center of attention. Hitchcock is glorifying Alicia for Devlin to tease him because he cannot discuss his feelings for her. Even though all of the other men surround her, when Alicia says the word, â€Å"marry,† there is a cut to a shot of Devlin still standing by the window. The low key lighting allows the venetian blinds to create streaks of light over Devlin’s body. In this situation, these lines represent the entrapment of his emotions. During the interaction, the shots on Alicia and Devlin become tighter because they are expecting each other to be conflicted with her marriage to Sebastian. Neither, however, will admit their concerns, and they are both surprised. At the end of the scene, the camera pans with Devlin as he exits, giving the effect that he walks a large distance in a short period of time and emphasizes his discomfort. The shot then lingers on Alicia’s expression of disappointment while keeping the door in the corner of the frame. In addition, When the men are alerted to Ms. Huberman’s arrival, there is a close-up of the back of Devlin’s shoulders and head. Cary Grant quickly shifts his weight back and forth which conveys the nervousness that Devlin is feeling because he loves Alicia. However, for the sake of the mission, he must admit it. He also begins to turn around, but has to collect himself once more before joining the conversation to defend Alicia. The ensuing exchange of banter further divides Devlin from the others as they are portrayed in a wide three-shot, versus the close-up on Devlin’s upper body. This framing choice makes it clear that the sides of this argument are three against one, and that Beardsley and Prescott have lost some trust in Devlin, because they can tell that Devlin has feelings for Alicia. 3. How would you describe the mood or tone of the film in visual terms? Alfred Hitchcock incorporates multiple instances of point of view editing and cross-cutting to explore man’s intimate feeling of helplessness. He accomplishes this task by creating tense situations in which the viewer is more informed than the characters. However, the viewer’s omniscient range of narration is stifled by several occurrences of perceptual subjectivity, creating a momentary feeling of helplessness within the viewer. The first takes place after Alicia (Ingrid Bergman) has consumed a large amount of alcohol and has decided to drive a car with Devlin (Cary Grant).  At first, the camera is stationary and the car is seen rapidly approaching and swerving from a distance. The next shot is from the hood of the car and has both Alicia and Devlin within the frame. It is clear that Alicia is not fit to drive, but the stationary camera does not evoke an immediate response of fear. Hitchcock understands that the scene could be more terrifying and has Alicia bluntly ask Devlin if he is â€Å"scared†. Furthermore, Hitchcock is having Alicia ask the viewer if he is scared and follows up the direct line with a point of view shot from Alicia. It is only during this shot from the view of a drunken driver, along with masking the camera with uncontrolled hair that the viewer feels truly out of control and terrified. Although this shot seems like it doesn’t significantly contribute to the plot of the film, it is the first time that the viewer if allowed to peer through the eyes of a main character and demonstrates Hitchcock’s understanding of perceptual subjectivity. Hitchcock also adds suspense to the film by using cross-cutting to leave the viewer eagerly helpless within the limitations of time. The major scene that uses cross-cutting to compress time and space is during the large party that Sebastian hosts at his house. Before Devlin and Alicia break into the wine cellar, a sense of urgency is immediately generated as Alicia explains to Devlin that they must complete their task before Sebastian’s server has to replenish the wine supply. This line of dialogue creates pressure and sets up the opportunity to use crosscutting to indicate urgency. Hitchcock uses cross-cutting, or â€Å"alternate shots of two or more lines of action occurring in different places simultaneously’’ between Devlin and Alicia’s pursuit and the dwindling wine supply in order to make the viewer constantly aware of the overall situation. This is significant because only the viewer is allowed to see how much time Devlin and Alicia have before they get caught. By alternating between these two shots, Hitchcock also minimalizes the space between the two events. The viewer assumes that once the wine is gone, then Devlin and Alicia will be caught. The viewer is not show the space between the wine cellar and the table upstairs, but rather the immediate surroundings of the separate characters. Hitchcock uses this technique to directly infuse suspense into the viewer’s perception of a situation. 4. Describe a few of the most visually stunning shots? Hitchcock also uses point of view editing to define the relationships between characters. In the scene when Alicia wakes up after the midnight drive, there is a series of oblique shots of Devlin walking into the room. It is clear that this is the perceptual subjectivity of Alicia because one of the shots rotates to mimic her rotation in the bed. Oblique shots are typically used to show mental instability, which in this case, is caused by Alicia’s alcohol consumption. In these shots, Devlin is seen standing over the camera, which shows that he is protecting Alicia. Even though the two had met the previous night, this gesture allows Alicia to trust Devlin, and their relationship intensifies. Another stunning shot scene is when Sebastian searches his wine cellar. Since he was engaging in illicit activity, Sebastian could not trust Devlin after he sees Devlin kissing Alicia. He is suspicious that Devlin had stolen the key to steal a wine bottle. Though the cellar appears to be untouched, Sebastian is compelled to look back once more. A cut to a high angle shot of liquid in the sink is enough evidence to tell Sebastian that a bottle had been broken. For Sebastian, this shot reveals that Devlin is an American agent, and that Alicia is involved in his plot. At this moment, Sebastian learns that he cannot trust his wife, or Devlin. The hostility comes to a climax during the last scene when Devlin removes Alicia from Sebastian’s custody. Sebastian’s objection to this is enough let his associates know that he has jeopardized their cover. Alicia is poisoned is another example of perceptual subjectivity. She does not realize that Sebastian discovered her true loyalties, so she does not anticipate that Sebastian would harm her. After drinking the coffee, there are quick zooms on Alex Sebastian and Madame Sebastian (Leopoldine Konstantin). These show Alicia’s realization of their intentions and that they can no longer be trusted. In addition, there are several shots when the frame gets warped and the other actors become silhouettes. These images are accompanied by a chaotic score, which has an equally nauseating effect on the viewer as it does for Alicia. These point of view shots are the culmination of Alicia and Sebastian’s betrayal of one another which are very  interesting. 5. What are some of the things about the film that impressed you the most? In this move, each of the main character has difficulty in finding mutual trust with one another. Since each character has their own motive, they are only willing to open themselves up enough to achieve their goals. None of them admit to their true feelings until Devlin rescues Alicia, which finally implies that their trust and love are reciprocated. The range of narration, which is mostly omniscient, helps bring out the progression of each character. Alfred Hitchcock really did a good job uses mise en scene to convey the level of trust in each character’s relationships.

How to Meet People in College Without Being Creepy

How to Meet People in College Without Being Creepy Right, so this article is going to teach you how to mix and mingle with the best of’em without coming across like a creep. Below you’ll find 7 chunks of information that will put things in perspective and give you an edge. Dive in and take notes if you have to because these are some serious social gems! 1. Let Go Next time you’re at some sort of function, let go of any social anxiety/insecurity. Simply decide not to care what other people may or may not be thinking about you. Be like a child in that respect. This doesn’t mean you don’t care what you look like and how you act, it just means you won’t waste time around others being overly analytical or introspective. You know what, we all find that really attractive. You’ll naturally meet a fair amount of people. They’ll come up to you and want to know more about you because at the end of the day they’ll hope you rub some of that nonchalant attitude off on them. 2. Think Inbound For the next ten mornings, before you head out ask yourself this question and then be perfectly honest: â€Å"What can I do to make myself more meet-able?† And no, it doesn’t have much to do with looking perfect. I mean, why do you typically approach people, ask them their name and want to get to know them? If absolutely no one ever approaches you, ask yourself why. Typically it all comes down to your attitude. Part of being attractive, or compelling to others is not being Depressed Dennis or Negative Nancy. Be happy and wear a smile on your face! 3. Be Where the People Are Silly It’s hard to meet people when you spend 80% of your time alone in your room, and the other 20% either eating somewhere or in class. Furthermore, if this is your lifestyle you’re bound to have some â€Å"issues† with meeting people in person. Social awkwardness. Life isn’t a video game. If literally all of your friends only know you through the virtual realm†¦dude you need to get out more. Parties and sports games aren’t the only options in town. Check around, in most colleges on an average weekday TONS of stuff is going down. Get in on some of it. Get out and about! 4. Upon First Meeting Basic people skills are actually super easy. When you first meet someone new face to face, there’s two things you can do and they work literally every single time: practice being a good listener and be genuinely interested in the other person. Skadoosh! Don’t be scared. Don’t be intimidated. Don’t be unnatural. Ask them about the weather, classes, something relevant and then listen. Be interested in them and keep it upbeat. Make first meetings with you refreshing and interesting. And remember, there’s always people watching. We all want to talk to the person that makes people smile and laugh in a classy, not cheesy immature way†¦ 5. Take Leadership Roles Leaders aren’t born okay, they’re slowly crafted. You just got to do it. Success breeds success. If you stumble at first, so what? Whenever a potential leadership role comes up, whether it be in interpersonal relationships or the classroom, give it a go! Leaders meet a ton of people, much more so than followers and it’s not creepy. All you have to do is volunteer and then go with it. Sure, the first couple times it will be intimidating but then you’ll adapt. Now remember, being a leader means leading. It means making a choice when no one else will. Fortune favors the bold! 6. Eat Right Exercise Regularly It’s less about being pretty or sexy (although those don’t necessarily hurt your chances of meeting people) and more about being healthy. If you get ripped or shredded, great! Then it’s all a matter of how you wear it. When you eat right you ensure that your body and central nervous system are working properly. Or at least as well as can be expected. What, you don’t think eating junk food all day is influencing you psychologically? Exercise also helps us stay balanced. And, exercise is a great way to meet people. Joggers. Sports players. Cyclists. Gym rats. The list goes on and on. 7. Approaching that Certain Someone When you’ve got a target you want to meet, don’t be immature! Just walk right the hell up to them and introduce yourself. The longer you take and think about it the creepier you could come across when you finally work up the nerve. Never forget that 80% of human communication is unspoken. The sooner the better, believe me. Now it’s your turn to spit some knowledge. How do you typically end up meeting people in college without any creepy vibes going on?