Critical Introduction- Documentary Video Essay Example | Topics and Well Written Essays - 500 words

Critical Introduction- Documentary Video - Essay Example The music was played by the use of classic genre in order to create the new sounds. Karl Waugh and Chloe Wallace are the subjects behind the documentary and had a rhythmic relationship of the played music, of which they created. It is a passion for the Waugh to play his music. This is especially at the times he speaks, making the audience to have the personal feelings of the music after they view it. This is a norm, especially for the filmmakers in using a style of keeping the people who create the music in the limelight. In this case, they see no importance for any other alternative of this style since it is an understandable style to the audience and the artists. Furthermore, the team producing the documentary wanted to make the audience to distinguish the style of music used in this artwork and classifying it as the real music. In the introduction to the documentary, Bill Nichols explains that the filmmakers structured their film according to the interview of the Waugh since his words were forming the framework of the argument discussed in the documentary. The producers have the tasks of marketing the new music in Brighton as well as avoiding the critical debate of whether the type of the music can be classified as the real music. This aims at giving the audience the chance to have their own opinions on the documentary or their own feelings. The documentary also supports the spoken words and is supported by the images, which are shown in the film as discussed by Bill Nichols. This is because the visuals are traditionally important in the films and they are shown as shots in supporting the discussions of Waugh. The sounds, which were heard as being experimental were produced by the Zero Map and are used to encourage the artists in using shots that corresponds with their ideas. The team also believes that, showing the shots will make the audience to have better understandings of the

Relationship Between Sport Participation And Academic Achievement Psychology Essay

Relationship Between Sport Participation And Academic Achievement Psychology Essay Introduction This research is to identify if there any relationship between sport participation and academic achievement. In additions from thus study also it will show whether sport participation among student may affect their academic or not. The review of literature for this investigation focuses on three primary areas of concern. The research questions are: Is there any difference in academic performance between students who are participate in sport and student who are not participate in sport. Is there any difference in term of academic performance between male and female students athletes. To examine what are the benefits that students athletes get by participating in sport The first area represents the differences of academic performances between student who are participate in sport and student who are not participate in sport, which researcher want to investigate. The second part is to represent is focusing on the differences in academic performance between genders and as well toward on the benefit of participated in sport for academic achievement. Comparison between student that participated in sport and student not participated in sport. As we know, nowadays, a lot of student that involve in sport often make them hard to maintain their result but they can score during the examination (Shuman Michael, 2009). Besides, a lot of student success in their academic are usually active in sport, it will show if there are any differences between student that participated in sport and student that not participated in sport in their academic achievement (Shuman Michael, 2009). One of the first organizations who are concern to the question of the academic performance of student-athletes was the Carnegie Foundation. In its Twenty-Second Annual Report, published in 1927, the commission gave a detailed review of studies that had been complete about the relationship of athletics to scholastic attainment ( Twenty-Second Annual Report, 1927). According to sport participation and academic performance; proof from the National Longitudinal Study of Adolescent Health (2002) gives positive association between sports participation and academic performance. Besides that, based on Eccles, Barber, Stone, Hunt (2003), studies show that participation in athletic activities is to encourage a wide range of social, physical, and intellectual skills, which leading better in classroom performance. In fact there is fair quantity of proof to support this claim. As noted above, high school athletes on average perform better academically than non-athletes Solt, D.F. (1986). Moreover, Hindma has found that in the Colleges of Arts, Engineering, and Agriculture, the quarter grade point averages for athletes were higher. The average grade point average for non-athletes was 2.153 and 2.168 for athletes. In following these same students through the next four years, Hindman found that the degree attainment for athletes was better in every college and in total 37.2 percent of the athletes attained degrees compared to only 21.5 percent of non-athletes. Other than that, Eaton and Smith (1941) used the percentile grade ratings made on the American Council on Education Psychological Examination as an indication of aptitude and compared this with grade point average as an indication of achievement. Athletes were higher than compared with non-athletes. As been stated above, indicated that students who were involved in sport perform better in academic than those who were not. Besides, there are also possibility that those students who are involved in more sport are generally motivated than those who do not participate in sport. Furthermore, the majority of studies from the past, show those students involved in sport excel in the classroom. This also can be agreed by Ballantine (1981) showed that there is a positive connection between academic achievement and sport participation. Study by the U.S Department of Education (1997) revealed that students who participate in sport are three times more probable to have a grade point average or better (Mihoces, 1996). From this research show that student involve in sport are higher in the academic achievement than student that not participate in sport. Moreover, some previous research states that overall, student athletes graduate at higher rates than students in the general population. The most new graduation rates of 60% compared to 58% for the non-athlete population (Division I Athlete Graduation Rates, 2002). Differences in academic performance in athletes gender Refer to the past research carry out by Roger Whitley performed a study of North Carolina high school students stated that female athletes higher score in academic result. The students were divide into two groups, They were categorized as higher participant or low participant of sport according to the following rule. A student whose number of years in high school is better than their number of seasons participating in sport categorized as low participant (Stegman, 2000). A student whose number of seasons participating in sport is identical to or greater than their number of years in high school is categorized as high participants. This having a student who tried a sport or two as a freshman placed into the athlete category (Stegman, 2000). According from the past research state as below: Based on that, Mark Stegman says, I feel confident arguing that athletic participation does not hurt academic performance and it instills desirable qualities such as physical fitness, goal setting, teamwork, and self-discipline that help in all areas of students lives (Stegman 2000). The impact of sport participation on girls academic orientation was the focus of the number of studies. Feltz and Weiss (1984) found that socioeconomic level and extent of activity involvement were reason contributing to most of the differences between group, in which higher SES levels and higher levels of involvement were analytical of higher ACT scores. SES levels and extent of extracurricular involvement were influential other than students participation categories on females academic achievement. In another study, Synder and Spreitzer (1977) analyzed survey data on participation in sports as related to educational expectations among high school girls. The researcher found a positive relationship between both types of extracurricular participation and educational expectations. This study been showed that , sport for these high school girls may appear to a good result of academic achievement. Based on African-American male students, and presented mixed findings. Sport participation seems to have a positive effects on their educational aspirations (Braddock, 1980, 1981, ; Hanks, 1979; Picou Huang, 1982; Wells Picou, 1980), self-esteem (Braddock,1980, 1981 ; Hanks, 1979), college conscription and graduation (Braddock 1981), competitive orientation (Wells Picou, 1980), and adult earnings (Picou, McCarter, Howell, 1985). For this group of students, sport participation had mixed effect on their grades (Braddock, 1981; Wells Picou, 1980). Based on their investigation indicated that sport participation for these student was positively related to their aspirations to register in college preparatory programs in high school. Moreover, Marsh (1993) concluded from his study that sport participation may have an effect on academic achievement in that the participation where increase motivation. Hawkins and Mulkey (2005) suggested that sport participation created aspirations for African- American males to seriously consider attending college and act more suitably in school. For black female high school athletes, the literature presents a different picture. With respect to their participation in sport activities, we see mixed findings on their educational aspirations ( Hanks, 1979; Picou Huang, 1982), on support to attend college from parents, teachers, and peers (Hanks, 1979; Well Picou, 1980). Besides, Reith (1989) were analyzed through a survey of a large sample of these studies. The Hispanic high school female students who participated in sports were found to be more likely to score well on achievement tests, to stay in high schools and continue their education in colleges than their non-athletic peers. Regression result reveal that both male and female student athletes academic success is to some extent contingent upon the specific nature of their interaction with faculty (Fejgin 1994). The finding also showed that male and female student athletes have minimal differences in their various forms of contact with faculty. The implications of these findings are discussed among student athletes, faculty and advisors in order to improve their roles in establishing meaningful relationships with female and male student athletes inside and outside the classroom (Comeaux, 2005). The benefit of participated in sport. There are a lot benefit by participated in sport which indicated that participation in sports increased students overall interest and commitment to schooling as well as their engagement in more student-teacher contact, more positive attitudes about schooling, more parent-school contact (Crain, 1981; Trent Braddock, 1992). Moreover, Slavin and Madden (1979) found that sports could facilitate positive racial or ethnic relations as well as positive inter-group attitudes and behaviors among school. Crain (1981) reported similar findings. Furthermore, benefit of participated in sport could provide extrinsic rewards to students and help them form social bonds and relationships within school, (Crain, 1981; Slavin Madden, 1979); Trend Braddock, (1992), Besides, sport participation could create intrinsic values for students, according to Kavussanu and Mc Auley (1995). Based on this study, if highly student participated in sport they were significantly more optimistic and experienced greater self-efficacy than those non-athletes (Crain, 1981; Slavin Madden, 1979; Trend Braddock, 1992). Moreover, sport may provide a physical benefit to the student athletes and they can also facilitate the development of lifetime skills such as interpersonal and time management skills by working with a team of peers and coachers and also properly balancing between school work and practice. A number of benefits can be reaped from participation sports. Seaton etal (1965), Durojaie (1976), and John and Campbell (2001) note that participation in sports, which enhances physical fitness, contributes to good health. According to Ekperigin and Uti (1982), physical activity leads to good body posture, that is a balanced development of the whole body, the strength and fitness of all muscles. Sports being a physical activity help students to cooperate and work with others under the same rules and regulations towards a common goal while commenting on re-introduction of sports in Afghanistan Ekperigin and Uti (1982).Arnoldy (2005) observes that sports can be used as a vehicle for creating a safe space and an entrance into the public sphere. Besides that, Clarke (1977) contended that sports should gradually lead to a sense of order and self-control which make student able to control their selves in school or in competition. Furthermore, according from previous research, Weinberg and Gould (1995) athletes have better personality than non-athletes. In their research, they found out that those who play team sports as compared to non-athletes exhibit less abstract reasoning, more extroversion, more independent and less ego strength while those who play individual sports as compared to non-athletes display higher levels of objectivity, more dependency, less anxiety and less abstract reasoning. But, still other researcher have noted that athletes are more independent, more objective and less anxious than non-athletes (Cox, 1998). This showed that being an athletes give more benefit than non-athletes. As been stated above, it showed that sport participation are a lot give benefit to the student that involved in sport. Sport makes them healthier, more independent, gives motivation to them during the class and their training by Seaton etal (1965), Durojaie (1976), and John and Campbell (2001). Besides, sport participation are also make the student more discipline, hard working ethics and more focus in class and in their training by Seaton etal (1965), Durojaie (1976), and John and Campbell (2001). Moreover, sport participation give a good personality of the student where the student will increase their self-confidence, develop positive attitude and able to think professionally by Seaton (1965), Durojaie (1976), and John and Campbell (2001).

Film Analysis of High and Low Essay -- Film Analysis Movies High and L

Film Analysis of High and Low Film 1010 Mise en scene is a stylistic form of filming that is French for â€Å"staging the shot†, which is referring to everything in front of the camera. Director Kurosawa understood this style and used it in High and Low (Kurosawa, 1962). He used several Mise en scene techniques such as closed composition, space manipulation, and lighting to compliment the crime thriller story. Closed composition is one of the main themes that Kurosawa uses throughout the movie. He chooses to keep the scenes tight and in close quarters mostly. This is seen predominately in the first half on the movie. Here the action takes place in Mr. Gondo’s house on top of a hill. The viewer has very little idea that there is much of a world outside the house. This idea is supported when Mr. Gondo has to close all the drapes in the house to prevent the kidnapper from looking into the house. This gives a mood and feeling of anxiety from being enclosed. Also, shots of the house sitting on top of the hill give the feeling of loneliness. This feeling is repeated in the bullet train sequence where the quarters are much smaller. The viewer is somewhat relieved with the view of the outside, but because of the close quarters and the sense of a speeding train, it does not allow the viewer to enjoy the openness the windows provide. A scene that clearly shows the Mise en scene style is the next day comes and Mr. Gondo must now decide whether to pay the ransom or not. We see and hear the argument with Mr. Gondo and Mrs. Gondo, with Mr. Aoki crying to the far left of the scene. Soon the dialog ends and we see Mr. Aoki still to the far left, Mrs. Gondo with Jun in the middle, and Mr. Gondo to the far right. Clearly separating them are the detectives who are standing silently with their heads down. The placement of the detectives manipulates the space in the scene into thirds. It also helps in emphasizing the differences between the three characters regarding what should be done about getting Mr. Aoki’s son back from the kidnapper. In the scene where two of the detectives find the man and woman dead, we see the detectives enclosed in the window of the house where, we the viewers are looking in. This is the closed form composition, which is used to help focus the viewers’ attention on the characters. In doing so, the characters’ surprise reactions... ...arly being used as a separation between Mr. Gondo and the police. That, with the combination of the lack of furniture, along with the predominance of white created by the light in the house enforces the tone of emptiness and loneliness that the viewer feels. Finally, the last few scenes show desperation by the kidnapper. Mr. Gondo and the kidnapper are sitting across from each other in a closed off room. The room gives the feeling of being trapped along with the wire mesh and window separating them. Here the viewer can see the reflection of whom the character is talking to so that we can see the expression from what is being said. Plus by being in such a small room, the emotions seem to be increased as the kidnapper releases his own emotions to Mr. Gondo. We have seen that Kurosawa used many techniques of the mise en scene throughout High and Low. The use of the closed stylistic form along with the lighting and space manipulation of characters and objects help increase the intense emotion of the film as well as help the viewer focus on key points and characters. This ultimately moved the story forward and complimented the crime thriller categorization of the film.

Misogny in a Street Car Named Desire

Women and Misogyny and Fatalism in Tennessee Williams’ A Streetcar Named Desire Tennessee Williams wrote this critically acclaimed play during the 20th century when women and their place in society were greatly challenged. According to Boydston (2004) men were breadwinners and women resided in the home where they would raise children and maintain the home. As protector of the home, women exhibited characteristics such as piety, purity and domesticity. The notion of women entering the workforce, she continued, threatened the ideals of true womanhood and masculinity.In other words the woman’s foray into the man’s sphere violated the separation of roles between men and women because the ‘public sphere’ was reserved for men. It is this ideology that forms the basis for the misogynistic and fatalistic view of women in the play. Fatalism as defined by Abrams (2005) is the belief that all events are predetermined and are; therefore, inevitable. As a consequ ence, a submissive attitude to events results from such a belief.Through characterization and the choice of dramatic genre, The Streetcar Named Desire exposes the deleterious effects of misogyny on women and the dominance that men wield over subservient powerless women. The characterization of the dominant characters in the play develops the idea of misogyny and fatalism. Stanley the male dominant in the play is seen as an alpha male. True to the custom of Williams’ characterization of men from the North, Stanley is cast as a ‘brutish’ character who ‘sizes women up at a glance with sexual classifications’.Stanley does not regard women as being valuable apart from their worth in slaking his sexual desires. Stanley believes that women exist to serve his needs, respect him and obey him without question. This is in keeping with the era in which the play was written and the fact that men were seen as the stronger of the sexes. His language and behaviour a re laden with vulgar sexual overtones. Stanley Kowalski objectifies women as he values their physique; however, he ignores the innate needs and complexities of the women he claims as his.Stanley uses sex and his brute strength to subdue the women who fall into his circle. After physically abusing his wife he uses sex to substantiate his insincere apology. He also uses sex to comfort Stella after Blanche leaves and ultimately rapes Blanche in order to regain his sense of manliness and bring her down from the ‘columns’ she had built her life on which seemed superior to him. In scene one, Stanley forces a packet of met upon his wife; this symbolizes his male dominance in an increasingly patriarchal society. He acquires a feeling of superiority from this standpoint.Williams depicts Stanley receiving his wife's fondness with â€Å"lordly composure†; this insinuates that Stanley believes that he deserves his wife's respect and devotion without having to work for it in any way because he is a man; he believes that she should have these feelings towards him as a matter of automation. The statement: â€Å"Be comfortable is my motto,† is extremely true for Stanley as he does what he wishes and disregards the consequences. Through dialogue such as this, Williams asserts that Stanley inherently fails to take into account the repercussions his own requirements and desires have on others.He is in total control and the only person endowed with power; therefore the only person he takes into consideration – and the only person his wife is allowed to take into concern – is himself. The fatalistic view of women is evident in William’s characterization of Stanley’s misogynistic behaviour which is promulgated by his passive wife Stella. She accepts his crude behaviour and cleans up after him. Stella does not think for herself and as a result she fears life without her abusive husband. She depends totally on him for economic su rvival and for her sense of self.As a result she acquiesces to his every whim and fancy and accepts and blames herself for his physical and verbal abuse. She betrays her own thoughts and chooses her husband and places her sister in an asylum. By refusing to believe that Stanley raped her sister, she reconciles her decision to continue living with him. Williams’ depiction of Stella alludes to the idea that her future is linked to her submissive nature and the tenets of fatalism. She hardly speaks and when she does her speech is barely audible. Stella is presented as a flat character with no imagination or complexities.Additionally, Blanche is cast as a foil to the misogynistic Stanley and the polar opposite of her sister, Stella. From the first scene, Williams creates antagonism between Blanche and Stanley and this sets the stage for the descent and discord that runs from beginning to denouement in the play. The seeming purity and lofty air proffered by Blanche is only an atte mpt at sophistry to hide the shame of her promiscuous life. Her education allows her to play the part of the demure genteel lady, while being willing to seduce an unsuspecting newspaper boy.Blanche uses her sexuality to achieve things and although she may seem different from Stella in her vociferous opposition to Stanley’s physical abuse, the two sisters were very alike in that they found their own sense of self and value in their relationships with men. Williams underscores this with his discussion of Blanche’s promiscuity, the death of her homosexual husband, and her relationships with students at the school at which she taught. Blanche flirts and teases Stanley until she receives the onslaught of his overpowering primal animalistic behaviour, when she is raped.Through this ultimate transgression, Williams shows that the women of that era who tried to escape the prescribed roles assigned to them will be destroyed. Stanley’s outright disgrace of Blanche allows him to gain the transcendence and puts her effectually in her place. Blanche seems fated for this as she has built a fantasy world for herself where she is constantly pretending. One would think that as a result of her constant incredulous construction of reality other that what it is, Blanche was fated to the mental breakdown which she experienced at the end of the play.In addition to characterization, Williams also uses the dramatic genre to create the misogynistic and fatalistic view of women in the play. The play is written as a modern tragedy. Griffith (2006) describes a tragedy as a subgenre of drama that, according to Aristotle, contains conventions such as a larger-than-life hero whose flaw brings about a precipitous fall and whose fate inspires pity and fear in the audience. In the play, A Streetcar Named Desire, Blanche is this heroine whose actions grab the attention of the audience/reader.From her entrance her incongruity with Elysian Fields, is evident. She is from Bell e Reve, a place of â€Å"beautiful dreams†. Blanche’s great flaw is that she fails to accept the changes that are happening in the world. She tries to recapture her lost virtue and the respect she once had through pretense, deceit, self-aggrandizement and pride. Her fantastical ideas about what she deserves are exposed by her hypocrisy. Her vanity makes her rude and obnoxious as she believes that she was better than those with whom she had to share the ‘hovel’.Finally her lies cause her to lose the love she tries to gain and the sanity she tries to preserve. Her deceit and callous treatment of others, in an attempt to make herself seem superior, result in her final delusion and separation from reality. The men she loves disappoint her, and she, even in a delusive state, finds that she must depend on a man for sustenance. Blanche’s tragedy comes from her own vanity, duplicity and wantonness which she hides under her superior intellect and vocabulary.

History and Development of Mac Cosmetics

History and development of M. A. C It all started with two Canadians, a hair salon owner Frank Angelo and a makeup artist, named Frank Toskan, The two men started MAC in Toronto in 1984. They wanted to create cosmetic products that could withstand all the rigorous wear required to do photo shoot, such as the heat from bright lighting. Frank Toskan was the idea man in the company. Before he partnered with Angelo, he spent hours experimenting with formulas to try and create this â€Å"super makeup† with the help of chemist Victor Casale, who was also his brother-in-law.He then formed a business relationship with Frank Angelo since he was a skilled entrepreneur. Since they already had connections in the field of makeup and fashion, they spread the idea of MAC through their networks. The quality and durability of the cosmetics soon gave the company the boost it needed on the celebrity scene. This led to endorsements from celebrities such as Pamela Anderson, Boy George, Debbie Harr y and other big '80s stars.MAC opened its first stateside store in 1991 in New York City and opened its first European store in Paris in 1996. It also has a store in several more European countries as well as in China and distribution deals with several department stores in the U. S. A. such as Nordstrom's and Macy's. In 1994, they sold interests of their company to Estee Lauder, another prominent cosmetics company, four years later Estee Lauder took over the company completely.In 1997 Frank Angelo passed away and Frank Toskan quit MAC to devote his time to an AIDS charity. Estee Lauder kept the MAC name and continued some of the original owners' charity work, such as the MAC AIDS Fund. Although MAC is now available the average consumer, the company maintains its focus on professional makeup artists. The MAC brand continues to grow, and the line now consists of hundreds of products worldwide and the brand's reputation of quality remains intact.