Movie Analysis The Movie The Film - 2659 Words

One day in class we watched one of those god awful behaviour videos produced a decade old. All the youngsters in these educational doldrums had fluffy feathered mullets and strong cockney accents, film locations were churlish high-rise council blocks that surmounted concrete doom in its infrastructure. And a cast of dreadful actors so utterly depressing to look at you had to wonder where their future in acting ended up. We had to view these insipid films on a geriatric Sony trinitron, snuggled in a cardigan of wood, volume exceedingly loud you could hear a margin of white noise and lastly, hatred for the continuous disappointing VCR for never aborting the tapes as they were playing in her ethical conundrum belly. The film was about a bully whose life was truly dreadful on account of his step parent, and took his frustrations out on a poor kid with an exiguous amount of muscle, and ever so slightly strabismic. Realises that coming to a teacher for help is the sole answer, thus fixes everything quite unconvincingly. After viewing the film we had to get ourselves in groups of four for re-enactment. The roles were, bully, victim, step parent and teacher. Barry and his greedy posse were in this lesson so they migrated with ease, whereas I, was the commiserate prize for the group that couldn t negotiate a fourth. I ended up in a group that consisted of one girl, Lucy (a Jehovah s Witness,) and two boys. They all thought it would be absurd if I played the bully; soShow MoreRelatedMovie Analysis : Movie Of A Film 2032 Words   |  9 Pagesthe auteur category of films, we went from films having a clear plot, ending, and meaning, to films having endings, plots, and meanings the audience had to actually sit and think about to find to find out what exactly the director was trying to portray. This is caused by directors that are considered auteurs. These directors wanted their viewers to be able to come up with their own meaning instead of just giving it to them. They want the audience to think as they watch the movie, instead of sittingRead MoreMovie Analysis : Film Analysis Of The Movie The Help796 Words   |  4 Pagesâ€Å"The Help† Analysis Paper During the 1960’s , americans underwent an era of critical issues in the United States. Throughout this time, the United States was in a stage of racial issues where racism was still openly accepted of society. The struggle by African-Americans to achieve rights equal to those that white people received was also known as the Civil Rights Movement. That included having an opportunity in employment, voting rights, having access to public facilities, education andRead MoreMovie Analysis : The Movie The Film 2766 Words   |  12 PagesWhen deconstructing the aspects that render someone a human being, a logical conclusion that one would arrive to is the concept of love. The film Her is a vivid portrayal of the possible intimate relationship between humans and machines because it evaluates the idea of love and the emotions associated with it as being not just exclusive to humans but is really an intangible, and universal force between two parties. A depiction of a manâ₠¬â„¢s relationship with an artificially intelligent being, on theRead MoreMovie Analysis : Film And Film1109 Words   |  5 PagesEver since I could remember, I have been interesting in films and film memorabilia. It didn’t even have to be like legit props that were used on set of the films either, tie in products tickled my itch also. I vividly remember in 2007, having my mom drive me an hour away just so that I could get my hands on a box of Krusty-O’s that were a 7-11 exclusive cereal to promote The Simpsons Movie. I still have the box sitting on my shelf of important trinkets in my room, next to my Burger King exclusiveRead MoreAnalysis Of The Movie The Film 1099 Words   |  5 Pagesother videos because it discussed different qualities the city has. I believe that Third Ward is a city where many of its residents are over looked by people in the city next to it, Houston. This video was produced by Andrew Garrison in 2007. In the film the director does an amazin g job of highlighting the main problems of Third Ward TX. He also does a good job of highlighting the good things about it. They show the poor part of Texas where they have taken the old houses and renovated them. They madeRead MoreAnalysis Of The Movie The Film 1715 Words   |  7 PagesMichael Hughes Romero (the movie) is a biopic movie released in 1989 American biopic which depicts the life and death of the Salvadoran Archbishop Oscar Romero, who led peaceful protests against a violent military regime and made sure the people knew the truth, even though this ended up costing him his life. He is portrayed in the movie by Raul Julia. Óscar Arnulfo Romero y Galdà ¡mez was born in 1917 and died March 24 1980. Romero was a high ranking member of the Catholic Church, who served asRead MoreMovie Analysis : Film 1250 Words   |  5 PagesThe film I chose to analyze is Need for Speed. This film portrays two different characters who play on opposite sides of morality. One, Dino, is a character who is selfish, lack morals, and is an a-typical jerk. He does not accept consequences, and puts his own needs and wants above anyone else, no matter the ramifications. The other is the character of Toby who is a direct contrast. While Toby may be spurred by justice throughout the film, he is consistently focused his morals, who constantly isRead MoreAnalysis Of The Movie The Film 862 Words   |  4 Pagesnot planning on reviewing this before it aired, but after screening it, I was so utterly impressed with this movie--seriously, it is one of the best Hallmark films I have seen in a long time. And I don t say that glibly b y any means. I know I am known for my positive reviews, but this one goes far beyond that. I never once had to remind myself to concentrate on the positive aspects of the film. The acting, the story, and the message were one of the finest Hallmark has featured in some time. Not toRead MoreFilm Analysis : Movie Of A Film 1233 Words   |  5 PagesFor anyone who has ever watched a film is a critic in some form. They judge various aspects based on personal feelings or attitudes, then state them for anybody to hear. I, the writer, am guilty of this type of film analysis. I based my ‘review’ of a film solely on how I felt the narrative evolved or how well the acting was done. I never considered why the rhetor of film choose certain details or what might have influenced the rhetor in the first place. However, through this course I was exposedRead MoreFilm Analysis Of 300 Movie1428 Words   |  6 PagesRichardson History 101 26 September 2017 300 Film Analysis The 300 is a spectacular movie designed to provide the viewer with a sense of excitement and anticipation. The movie is loosely based on past events with Sparta and their conflict with Persia, back in 480 BC. And while the movie is founded on a historical event, there are many historical inaccuracies throughout the film. These inaccuracies are created to add depth and new excitement to the movie, but also gives the viewer a false understanding

The Way Up to Heaven Free Essays

apprehension : anixiety bland : showing no strong emotions foible : little weekness or strange habit bustling : very busy butler : main,male servant yearing : strong desire diminutive : small and thin dapper : man dressed nicely hazy : not clear flabby : unattrective,soft,loose cable : telegraf shrill : very high and unpleasant sound tinkling : a light ringing sound pantry: a small room in a house where foods is kept appressive : a situation that makes you unhappy,worried glimmer: a small sign of sth trifle : modas? gecmis onemsiz CHARACTERS Mrs. Foster: she is the main character. ut she has no giving name or age. We will write a custom essay sample on The Way Up to Heaven or any similar topic only for you Order Now She is just her husband’s wife. She is modest,faithful ,neurotic,disiplined,suffuring. She changes,when she arrives Paris,she feels wonderful,strong,purposeful,cool and calm. And when she arrives back to New York she feels satisfied. Mr. Foster: he is 70 years old,rich,insensitive,diminutive but quite dapper,and he shows no love for his family and he has a few friends. He is a static,flat character. CLIMAX The main turning point is he moment when Mrs. Foster freezes in front door to listen to a sound which is coming from the house. CONFLICTS External conflict: between the mrs. Foster and mr foster. Although she knows that her husban torments her on purpose,she does say anything about it. Internal conflict: between the mrs. foster and herself. Although she wants tol ive with her grandchildren she also thinks that it is wrong because her husband is still alive and she is a loyal wife. *** Mrs. Foster has an almost pathological fear of being late. And her husband knows she will be hysterical if he is late. So he always late on purpose. And he watch her to see if the tiny muscle by her eye starts twitching. She is begining to realize that her husbant is tormenting her. How to cite The Way Up to Heaven, Essay examples

Business Ethics Responsibility of Business Firms

Question: Discuss about the Business Ethics for Responsibility of Business Firms. Answer: Introduction The practice of engaging in business activities that benefits society as a whole is a major responsibility of business firms. This corporate social responsibility poses new challenges for business organization as the demand is also to apply sustainable principles in the business process. Sustainable social responsibility means companies are expected to consider both social and environment risk in business operations regularly. This is essential because firm needs to be good corporate citizen too and they must face challenges by maintaining corporate social responsibility too. A carefully planned strategy may help in meeting both organization objectives and fulfilling corporate social responsibility (Chandler and Werther 2013). Corporate social responsibility promotes attachment with the community and making companies ware that they are not just responsible for isolated financial benefit but they have the responsibility towards the welfare of the community too. Some of the factors tha t enhance CSR include the demand for corporate disclosure from consumers and key stakeholders, generating consumer interest by ethical ways of business, ethical concerns of investors and demand for skilled employees. The positive outcome for business forms includes not just improved financial performance, but also increases customer loyalty and enhances the reputation of the company (Servaes and Tamayo 2013) .This report will look into the ethical and social responsible action taken by the New Belgium Brewing Company located in Fort Collins, Colorado. It will explain the environmental issues faced by the company and what strategies they have taken to address the issues. It will critically analyze the actions taken by the company to gain competitive advantage in business. Finally, it will provide justification on whether New Belgiums action is a symbol of socially responsible organization or not. 1.0 Strategic approach taken by New Belgium Brewery to address environmental issues Brief background of the company The New Belgium Brewing Company was established in 1991 after Jeff Lebesch acquired the strain of yeast best suitable for brewing Belgian style ales. The brewery along with laboratory for quality assurance and technological advancement made it famous as an organization with environmental efficiency. They also continuously make efforts to produce new variety of brews. NBB is committed to making an impact on not just key stakeholders but on the planet too. They work to address environmental issues like cost involved in energy to reduce impact on environment, create environment friendly technology to reduce waste and ways to reduce hazardous gas emissions (Newbelgium.com 2016). Approach taken to address environmental issues As mentioned in New Belgiums core values and beliefs, they have environmental goals in business such as reducing resource consumed, enhancing energy efficiency and recycling product during the production of brews. These values are also reflected in their action. They have worked to improve energy efficiency by investing in energy saving technologies such as the wind turbine. This was a unique initiative by the company as NBB was the only brewery company to utilize wind power in the United States. Other activities that illustrated their commitment to conserve energy in their business process include the grid installation and communicating with electric suppliers to identify redundant operations that are consuming unnecessary electricity. In such cases, NBB takes action to save power by shutting down those operations. They have also invested a lot of money in energy saving technologies like brew kettle, 20-kilowatt photovoltaic array, sun tubes, steam condenser and many others. While t he brew kettle conserved energy by heating the wort sheets only instead of whole kettle surface, the sun tubes allowed access to natural lighting throughout the brewery (Sarason and Hanley 2013). A very innovative investment towards maximizing energy efficiency was taken by approaches like extracting methane from waste water. This also helped in meeting other power needs of the brewery. As part of environmental responsibility, they also supported the Clean Water Act and ensured that their beer was also manufactured with quality water. For their environmental stewardness goal of recycling, their strategic approach was to recycle all possible products in the brewery such as packaging boxes, beer glasses, caps and other materials. They also made sustainable efforts to enhance environment by distributing used barley and grains too farmers to feed cattle (Bamforth and Cabras 2016). They were also serious about reducing pollution and took actions to encourage more employees to buy recycles products and guided them to use environment friendly transport service. These actions indicate that they were really serious about advocating business process that promotes safety of environment. Their exceptional work towards environmental responsibility was also recognized when they were included as member of Business for Innovative Climate and Energy Policy (BICEP) and they signed declaration to address and regulate climate changes (Pandey et al. 2013). To reduce impact on environment, the New Belgium Brewery has always introduced green technologies in each of their breweries. They have always paid attention to finding new methods and technology to reuse, conserve or extract energy. Hence, NBB has achieved a lot in their quest for environmental sustainability and this much efforts has not been taken other brewery company in the United States. They have achieved a lot compared to other countries which in evident from certain activities. For example their aim is to produce 1 gallon beer by using 3.5 gallons water and this figure is less compared to other companys consumption of of water for producing beers. They have taken exaggerated steps to achieve perfection in environmental goals because they have been able to recycle almost 99% of waste products and get 100% of its power from renewable resource. This means they have taken their best approach possible to reduce environmental hazards. They are still not planning to stop and their latest goal is to reduce carbon emission from products by at least 25%. This is an impressive figure and they have been able to sustain the efforts by the guidelines for sustainable business practice. It enable them to maintain environmental sustainability by supporting eco-friendly suppliers, analyzing the power consumers on packaging products from starting to ending and constantly updating technologies to save energy cost (Fish 2015). Justification for strong steps to address environmental issues They have created a positive image by their smart decision to making to reduce environmental hazards in business operations and now they act as role model for other companies to achieve environment goals of business. They have taken such strong initiative because they are aware of the association of carbon footprint with each business activity. They are clearly aware of the consequences of environmental issues and so they have taken strong initiative to build trust and creative image with their suppliers as well as with brewery industries. They are of climate changes due to greenhouse gas emission and so they try to identify areas where their brewery is releasing more greenhouse gases. They have detailed estimates of total emission and they constantly identify ways to reduce the emission (Newbelgium.com 2016). New Belgiums approach to social responsibilities View regarding key competition gained by social strategy New Belgium Brewing Company is also aware of its social responsibilities and they have taken steps to enhance deprived community lives through philanthropic activities like charities and fund raisers. This initiative can give competitive advantage to the company when consumers see that the company is serious about its corporate social responsibility in business. This will be good for their business too as they can build trust with customers and build positive image in the community. They have also earned rich dividends for their efforts by loyal followers and visitor. This report will first discuss philanthropic activities of the company and then decide its competitive advantage gained by NBB. The consumers can get insight into the social responsibility undertaken by the company by their different philanthropic activities. Since the foundation of the company, NBB has spent about seven million dollar in social cause. They also take out the profit earned from each barrel of bear to con tribute for human welfare. They recognize the corporate responsibility towards the community and they distribute funds in each state according to the average sale in the state (Stead and Stead 2016). By this approach, they try to support the community that consumes their beer. They are also a member of a social network called One Percent for the Planet. Detail on social strategy of New Belgium In case of distressed people who are homeless or have lost their houses in natural disaster or fire, NBB have taken the initiative to provide a shelter for those families. They have a specialized community for philanthropic activities and they take decision on allocation of funds. Some employees in the brewery are the members of the Philanthropy Committee. In order to execute social responsibility in an efficient manner, they get linked with non-profit organization that provides innovative solution to social cause and meeting social objectives. The Committee also supports those groups which focus on community involvement in their business operations (Lynch 2016). NBB regularly post community activities and propose any new philanthropic events that they are going to organize. They also take feedback from employees to identify opportunities of providing a helping hand to the company. In this non-profit organization also get a chance highlight their community activities. For raising funds or grants easily, NBB has also created a website where interested organization can easily apply for grants or donate funds. Their concern for social cause is also demonstrated from reports where they mainly focus on sustainable agriculture, water conservation, energy conservation and many others. They are also focused on preventing damage to the environment and support those events that cause minimum damage to the environment. Another example of social activity is the event called Tour de Fat, where NBB sponsors environmental and social non-profit organization. Sustainable transportation was promoted by this event by showing to the world people exchanging cars with commuter bike. The company was found to be a common supporter in all such events or festivals in United States (Reid and Gatrell 2015). Other evidence of their philanthropic activities suggest that they have donated upto 8 million dollar in 2015 and their employees also volunteer to take their time out for fund programs. An example of their philanthropy program is the local grant program whre they inspire their consumers and the community to enhance their health of the planet and embrace sustainable choices in life. They had also taken the initiative to educate youth from diverse range of background about the link between nature and human and how they can make safe choices for the safety of environment. NBB also agrees that as beer comes from natural products, a vibrant ecosystem is necessary to produce high quality beers. Hence, they have planned to protect the ecosystem and encourage sustainable and regenerative agriculture in their premise (Newbelgium.com 2016). Inference from the approach to social responsibility Hence, from the above philanthropic activities, one can conclude that NBB has gained competitive advantage by making their own unique brand image. This has been possible because of its high quality products as well as commitment towards a sustainable and safe environment. The company has a large number of suppliers and high demand for their philanthropic events. Consumers have more trust on the company due to value of their products and their role in social environment. Unlike other companies, they have not just focused on their own profit, but also taken steps to reduce impact on environment through investment in energy saving technology. They reflect an adequate example of a corporate brand which is driven by innovation, quality and social responsibility. For their success in sustainable social responsibility, they also have been awarded with Ethic Award for their role in promoting environmental excellence through their innovative technology. In different beer festivals also, their brews have been awarded medals. Hence this form of accolade is also a proof of their competitive advantage in the brewing industry. Through their efforts, they have created a positive image with their customers. There is a normal notion that an alcohol producing company can never think about the welfare about the community, but NBB had managed to go beyond that notion and prove that their best to contribute the safety of the community. Despite commendable actions towards achieving social excellence, they still have scope for enormous improvement and get recognized as a corporate citizen (Pullman et al. 2015). View regarding indication of New Belgium as a socially responsible corporation Certain groups of people in the society think that an alcohol or tobacco producing company can never become a socially responsible organization. However, New Belgium Brewery have proved the people wrong by taking strong action to curb environmental hazards and contribute to the cause of mankind. I believe that New Belgium is an epitome of a socially responsible corporation due to their best possible action taken to enhance the environment. A range of examples of their activities for the cause of the environment and human welfare will prove the fact true (Lock and Seele 2016). Evidence regarding New Belgiums action Firstly, they have promoted environmental friendliness by finding alternative methods of brewing beers that is cost-efficient and saves energy too. The brewery had purchased a number of energy-savings technologies like sun tubes, steam condenser, grid installation, photovoltaic array installation and many other technologies. The purpose of all this technology was mainly to save energy through these innovative technologies. Secondly they also realize the importance of clean water and supported the Clean Water Act and also ensured that their beers are produced from safe and clean water. NBB had promoted environmental sustainability by taking strategies for recycling waste. They do not waste a single by-product in the brewery. While the spent grains are given to farmers for cattle feeding, they utilize bacteria from waste water to convert it into a high protein food for fish. Hence through their environmental stewardship of reducing, reusing and recycling products, they prove that they are a socially responsible corporation (Servaes and Tamayo 2013). The sustainability report about the company suggests they have been contributing to green building techniques from a long time. It is because of their concern for environment and use of energy saving technologies only they have found place as a member of BICEP. Their approach towards the achievement of sustainability is an inspirational achievement and no other company from the same industry has managed to achieve what NBB had achieved. They also recognize the fact clean water is a basic human right and since they utilize maximum water for making beers, they identify ways to reduce water consumption as far as possible. They make sure that they do not use any cleaning agent that is toxic for the environment. Therefore, this activity suggest that as corporate citizen, they respect and support water conservation policy. They are concerned about the prosperity of their coworkers and have encouraged smart growth practices in the organization by supporting environment and social friendly systems. By various funding projects, NBB officials have seized the opportunity to protect natural resource and make people embrace environment friendly transportation too. For a vibrant future of the earth, NBB has used tools to collaborate sustainable business practice. As a socially corporate citizen, the staffs at NBB have established a group that sponsors events to help needy co-employees or other community members. The staffs themselves will to become a scout and arrange food and funds for needy people. Normally business entities are involved in their own financial objective, but NBBs great efforts to advocate social responsibility is a source of inspiration for many other corporate organizations (Aguinis and Glavas 2013). Their advocacy for humanity is seen by the effort of the philanthropy committee and various fund raising events. In these events they have appreciated those groups that incorporate environmental and social sustainability in their business operations. They want to inculcate the social advocacy in each staff at NBB that is why they regularly maintain a bulletin board to make employees aware about their community welfare activities. Different awards and recognition is also indicative of their success as a socially responsible corporation. They have been able to build a brand image for their brews and also built a positive image with their consumers (Sarason and Hanley 2015). They have gained a lot through this venture too. For their efficient ethical, social and environmental responsibilities, NBB was awarded the Environmental Protection Agencys regional Environment Achievement Award. This form of recognition has further motivated them to work for social cause of the community. Despite their image a socially corporate citizen, they can still take measure to improve their business operations. For example, although NBB mainly use renewable resource for energy consumption, they are also heating up the brewery with natural gas. Secondly, through expansion of their units in different branches, cost of fossil fuel has increased. So they can take steps to open units at a close distance to the existing brewery units. They will also face challenges to regularly keep up with the reputation as corporate citizen. Hence their actions have motivated many other companies to display social advocacy and think about the welfare of the society too. Conclusion From the critical analysis of the case study on New Belgiums engagement in sustainable social responsibility, one can get an idea of the ethical and social responsibilities of a business firm. The whole case on New Belgium Brewery is centered on the theme of sustainable social responsibility and the company is an ideal example of how to execute this responsibility in real world practice. The sustainability and corporate social responsibility principles make a company more innovative, trustworthy and competitive. This can be achieved by efficient integration of financial, environmental and social goals of the company. The activities of NBB is an example of environmental protection, respecting human rights, following ethics, engaging in philanthropic activities, incorporating safe and efficient business practices and building stakeholder relationship. This report gave an idea about the history of New Belgium Brewery and analyzed its effort to carry out corporate social responsibility. Through their investment in energy saving technologies, recycling strategies and green technology, it can be said that NBB has given their best to reduce the impact on environment through their overall operations. The report also gives detail on their level of social concern for the community and the action they have taken to address social issues. This was evident by their philanthropic events and funding events to support the need people in the community. Finally the report also gives justification on why NBB can be considered as a socially responsible organization and provides evidence to consider it as an organization that promotes social and environmental excellence through their business operations. Reference Aguinis, H. and Glavas, A., 2013. What corporate environmental sustainability can do for industrial-organizational psychology.Green organizations: Driving change with IO psychology, pp.379-392. Bamforth, C.W. and Cabras, I., 2016. Interesting Times: Changes for Brewing. InBrewing, Beer and Pubs(pp. 15-33). Palgrave Macmillan UK. Chandler, D. and Werther Jr, W.B., 2013.Strategic corporate social responsibility: Stakeholders, globalization, and sustainable value creation. Sage Publications. Fish, H., 2015. Effects of the Craft Beer Boom in Virginia: How Breweries, Regulators, and the Public Can Collaborate to Mitigate Environmental Impacts.Wm. Mary Envtl. L. Pol'y Rev.,40, p.273. Lock, I. and Seele, P., 2016. Deliberative Lobbying? Toward a Noncontradiction of Corporate Political Activities and Corporate Social Responsibility?.Journal of Management Inquiry, p.1056492616640379. Lynch, S.L., 2016. Business Case Studies in Sustainability Practices. Newbelgium.com. (2016).About the brewery | Take a brewery tour | Our history. [online] Available at: https://www.newbelgium.com/brewery [Accessed 25 Sep. 2016]. Newbelgium.com. (2016).Philanthropy. [online] Available at: https://www.newbelgium.com/sustainability/Community/Philanthropy [Accessed 25 Sep. 2016]. Pandey, N., Rupp, D.E. and Thornton, M.A., 2013. The morality of corporate environmental sustainability: A psychological and philosophical perspective.Green organizations: Driving change with IO psychology, pp.69-92. Pullman, M.E., Greene, J., Liebmann, D., Ho, N. and Pedisich, X., 2015. Hopworks Urban Brewery: A Case of Sustainable Beer. Reid, N. and Gatrell, J.D., 2015. brewing growth.Economic Development Journal,14(4), p.5. Sarason, Y. and Hanley, G., 2013. Embedded Corporate Social Responsibility: Can't We Do Better Than GE, Intel, and IBM? How About a Benefit Corporation?.Industrial and Organizational Psychology,6(4), pp.354-358. Sarason, Y. and Hanley, G., 2015. 10. Social ventures: exploring entrepreneurial exit strategies with a structuration lens.Research Handbook of Entrepreneurial Exit, p.214. Servaes, H. and Tamayo, A., 2013. The impact of corporate social responsibility on firm value: The role of customer awareness.Management Science,59(5), pp.1045-1061. Stead, J.G. and Stead, W.E., 2016. Spiritual Capabilities: Keys to Successful Sustainable Strategic Management. InSpirituality and Sustainability(pp. 89-103). Springer International Publishing.

Tips for New College Users

Welcome to , College Students! As you transition from high school student to college student in real life, you should do the same on . Here are our tips on what to include, how to increase profile views, and get more commission with your College Profile! 1. Create/Convert Your Account. Hope youve found helpful during your high school years and through the application process. Since you already have an account, you do not have to make another account to create your profile. Convert your account here.If youve never had an account before, welcome! Were excited to have you join our community of students helping students through the application process. 2. Create/Update Your username. College applications can contain a lot of personal and intimate information about an individual. We highly encourage users to create usernames that don’t include full names to protect your privacy. If you already have an account, you can change your username under Account Settings. 3. Upload a profile picture. Use a photo that represents you. It doesn’t have to be a headshot. It can be a photo of you in the distance or you with a group of friends! Including a photo helps high school users connect with your profile and know there’s a real person behind a web page. 4. Have your student ID handy. We have to verify that you’re a student accepted at the school you say you’re attending. Make sure you have on hand a copy of your student ID, enrollment receipt, or transcript. Simply snap and upload a photo of your verification document. Don’t worry - once your profile is verified, we remove this from our database for security reasons. 5. Download your Common App PDF. Save yourself some time! If you still have your Common App account, log in and download the PDF version of your Common App. Instead of filling out each individual page, all you have to do is upload the PDF and we autofill your profile for you! Then, all thats left for you to do is to choose the advice questions you want to answer. 6. Gather all your application materials (essays, SAT scores, transcripts). If you applied to a non-Common App school, gather all your application materials so you can get through the profile entry process in one go. You should grab your personal statement, supplemental essays, SAT scores, high school transcripts, and extracurricular and work resumes. 7. Respond to advice prompts. Finally, share some lessons youve learned through your college application journey. What would you change about the process? How did you formulate your college list? Did you go on any college tours? On top of that, answer a few school-specific questions to help future applicants learn more about your school! How would you describe a typical student at your school? What do you love about your campus? Once you’ve verified your profile, uploaded a full essay, and responded to 5 advice prompts, you’ll be ready to go! With that done, get into back-to-school mode and wait for the views to roll in and your earnings to start piling up.

Rosewood Marketing Case Study Essay Example

Rosewood Marketing Case Study Essay Example Rosewood Marketing Case Study Paper Rosewood Marketing Case Study Paper Uniting individual properties under one strong corporate Rosewood brand is more value generating path. It opens Rosewood hotels to larger and more profitable customer segment. Projected additional annual marketing budget will be repaid within 1 year. Understanding a Rosewood Customer Customers in Hotel industry can be broadly classified as high purchasing power luxury seeking, mid spending high service quality seeking and low spending quality independent customers. Historically Rosewood has served very specific high end customers. Rosewood identified its customers as higher purchasing power individuals with rich tastes. Rosewood’s current customers prefer luxury customized service which enables them to experience the culture of local heritage. These customers are very sophisticated who value the exclusive feel of the individual properties. These customers are loyal to individual property and thus some of Rosewood’s properties see high end of scale return ratio (40%). Current customers of Rosewood brand across different properties are of superior taste. Table 1 outlines Rosewood’s current customer base value expectation and Rosewood’s proposed value under corporate branding. Rosewood’s current customers do not associate themselves with the Rosewood brand but with individual property brand. This customer segment spends a superior amount in comparison with the industry average in luxury corporate brand hotel market and expects a higher return in terms of functional and psychological values. They take pride in being a loyal customer to the individual property and functionally value the local customization of the properties. The individual properties in Rosewood’s portfolio has highly adapted to local culture. From the welcome greeting to menu card, every element in the hotel provides the customers a sense of place they are visiting. Rosewood brand is very small in these properties and the customers are indifferent to it. They value the experience they get out of these individual properties more than the value they get from their association with a corporate brand. There are significant differences outlined in table 1 between the value expectation by current customers and value envisioned by Rosewood. It is evident that if Rosewood takes the path of corporate branding and unites all its individual properties under one name, its target customer base will change. Taking the corporate branding route, Rosewood will be exposed to a larger customer base with different value expectations. With corporate branding strategy Rosewood runs a risk of turning away some of their loyal guests at properties that a brand in themselves. On the other hand, they will attract a larger customer segment that values brand loyalty and seeks physiological values from the brand experience. Rosewood target customer under the corporate brand strategy will highly value consistent service at any Rosewood property they visit. These customers, although need consistent service, value sense of place experience that individual Rosewood properties have to offer. They will be similar to loyal customers of other exotic brands that offer consistent experiences in different settings. These customers would want to attach their hotel stay purchase with a luxury brand name. By creating a unified brand, Rosewood is also providing the opportunity to its target customer to not look for alternatives at locations where other Rosewood properties exists. This can prove to be highly beneficial economically for both customers and travel agents. Market Assessment (Competition) Rosewood is a collection of highly sophisticated rich experience properties. Its customers value the luxurious sense of local culture it provides in an exotic setting. These properties are highly customized based on local culture and compared to its large corporate like chain hotels, Rosewood hotels provide an authentic experience of the location. Although these locations adapted experiences are similar in nature to value provided by small individual hotels, Rosewood hotels have the means that are available to corporate brands and they utilized those means to enrich their guest’s experiences. Major advantage that Rosewood has over small individual hotels is their large customer database which automatically gathers data through its central reservation system. Through availability of this extensive database Rosewood can create specific guest preference profiles and adapt their services across whole of Rosewood brand. With a consolidated corporate brand Rosewood will enter a new market with very strong advantages of adaptability to local culture with the information and economic resources of a corporate luxury brand. Rose will make both individual and corporate hotel market more competitive with their experience in providing customized services to a larger customer base with higher than present cross property usage. Impact on the Bottom Line (Company) Rosewood’s hotel managers take pride in their own individuality. For them their hotel’s brand has more value than the Rosewood brand itself. Some of the managers feel the threat of loss of autonomy in their workspace. To bring a cultural shift in any business is a big change and such apprehensions are not uncommon. Past the initial threshold, a consolidated brand will a sense of common goal and unity among the management at different sites. The information sharing that a corporate brand culture brings will benefit all the individual hotels. Major chunk of cost projected is the $1 Million per year marketing cost, however there are other costs to be considered too. Rosewood would have to standardize its utilities and services and doing so comes at a cost. Training of staff and managers for adherence to brand standards will take time, cost and effort. Some undesirable costs in terms to letting go of change averse employees and hiring more forward seeking employees should be expected too. Financial Considerations There are two routes that Rosewood hotels can take. First is to stick with being a low key brand and promote their individual properties instead. Other is to come out in the corporate market with a unified luxury corporate brand. Aside from different functional and physiological values that both options present financial implication of both options should be considered too. Assuming that the customers we will lose while adopting the corporate branding path will be offset by the new customers acquired, the number of customers has been kept constant at 115,000. Base year is considered as year 2003. % yearly growth in ADR and 3% growth in annual marketing expenditure is assumed. Detailed calculated can be referred from table 3a and 3b. It is evident that average CLV with corporate branding customer segment ($378) is significantly higher than that of individual branding customer segment ($461). The marketing budget of $1 Million for 5 years will equal to $5 Million, which will be highly compensated by the gain of about $9 Million gain over these 5 years. In my recommendation, Rosewood can adopt the Corporate branding strategy and consolidate its individually unique properties into uniform service experiences. Recommendation: Rosewood hotels has a great potential in its unique properties. By consolidating these valuable hotels under one strong corporate brand, Rosewood will target a new customer base. This customer base is larger with greater potential for repeat stays and cross property usage. This larger customer base values consistency in service and association with strong brands. Being exposed to this market, Rosewood has a potential to increase its cross property usage from 5% to industry average of 10-15%. At the same time Rosewood has the opportunity to stay at the high end of customer return rate of 40% by providing them authentic sense of locale. This customer segment is catered by highly competitive market and in this market Rosewood can leverage its advantage of information and adaptability to make its mark. The case of Corporate branding is supported by financial implications too. The extra $1 million marketing budget that Rosewood has to spend every year will be repaid by more than $9 million within 5 years.

Actuar Conjugation in Spanish, Translation and Examples

Actuar Conjugation in Spanish, Translation and Examples Actuar is a common Spanish verb that means to act in most senses of the English verb, such as to take an action, to behave, and to perform a role. It can be used in a wide variety of contexts. Actuar Conjugation Actuar is conjugated the same way as other -ar verbs,  but with a twist: When a regular conjugation of actuar would end up putting the accent on the first syllable, the u gets an accent mark to shift the accent to the second syllable. Under the rules of strong and weak vowels, placing the accent on the à º makes the vowel into a separate syllable. So, I act becomes actà ºo,  and is pronounced ahk-TOO-oh. The accent is required on some of the indicative present, subjunctive present, and imperative forms. The other forms- indicative preterite, indicative, and future; the imperfect subjunctive; the gerund; and the past participle- are unaffected. About two dozen verbs ending in -uar are conjugated the same way. Among the most common are continuar (to continue), evaluar (to evaluate), fluctuar (to fluctuate), situar (to situate), and valuar (to value). Present Indicative Tense of Actuar Yo acto I act Yo acto con impunidad. T actas You act T actas en la pelcula de terror. Usted/l/ella acta You/he/she acts Ella acta como una dictadora. Nosotros actuamos We act Nosotros actuamos para prevenir una emergencia. Vosotros actuis You act Vosotros actuis con violencia innecesaria. Ustedes/ellos/ellas actan You/they act Ellos actan con entusiasmo. Actuar Preterite The preterite is a past tense that is used for actions that concluded at a definite time. It contrasts with the imperfect tense, which is used for background actions or actions that didnt have a definite ending. Yo actu I acted Yo actu con impunidad. T actuaste You acted T actuaste en la pelcula de terror. Usted/l/ella actu You/he/she acted Ella actu como una dictadora. Nosotros actuamos We acted Nosotros actuamos para prevenir una emergencia. Vosotros actuasteis You acted Vosotros actuasteis con violencia innecesaria. Ustedes/ellos/ellas actuaron You/they acted Ellos actuaron con entusiasmo. Imperfect Indicative Form of Actuar The imperfect indicative in Spanish is equivalent to  the used to verb or was/were verb -ing forms in English. Yo actuaba I was acting Yo actuaba con impunidad. T actuabas You were acting T actuabas en la pelcula de terror. Usted/l/ella actuaba You/he/she was acting Ella actuaba como una dictadora. Nosotros actubamos We were acting Nosotros actubamos para prevenir una emergencia. Vosotros actuabais You were acting Vosotros actuabais con violencia innecesaria. Ustedes/ellos/ellas actuaban You/they were acting Ellos actuaban con entusiasmo. Actuar Future Tense Yo actuar I will act Yo actuar con impunidad. T actuars You will act T actuars en la pelcula de terror. Usted/l/ella actuar You/he/she will act Ella actuar como una dictadora. Nosotros actuaremos We will act Nosotros actuaremos para prevenir una emergencia. Vosotros actuaris You will act Vosotros actuaris con violencia innecesaria. Ustedes/ellos/ellas actuarn You/they will act Ellos actuarn con entusiasmo. Periphrastic Future of Actuar Although it is colloquial, the periphrastic future has become so common that it  has come close to replacing the simple future tense in everyday speech in some regions. It is formed by using the indicative present of ir followed by a and an infinitive. Yo voy a actuar I am going to act Yo voy a actuar con impunidad. T vas a actuar You are going to act T vas a actuar en la pelcula de terror. Usted/l/ella va a actuar You/he/she are/is going to act Ella va a actuar como una dictadora. Nosotros vamos a actuar We are going to act Nosotros vamos a actuar pronto para prevenir una emergencia. Vosotros vais a actuar You are going to act Vosotros vais a actuar con violencia innecesaria. Ustedes/ellos/ellas van a actuar You/they are going to act Ellos van a actuar con entusiasmo. Present Progressive/Gerund Form of Actuar The gerund is used in the progressive or continuous tenses to emphasize  the ongoing nature of an action. Gerund:  actuando  (acting) Ella est actuando como una dictadora.   Past Participle of Actuar The past participle is used with haber to form the perfect tenses. Participle:  actuado  (acted) Ella ha actuado como una dictadura.   Conditional Form of Actuar The  conditional tense, sometimes known as the hypothetical future, is used for actions that would take place if some other condition is met. Yo actuara I would act Yo actuara con impunidad si no tuviera conciencia. T actuaras You would act T actuaras en la pelcula de terror si no tuvieras miedo a las serpientes. Usted/l/ella actuara You/he/she would act Ella actuara como una dictadora, pero es demasiado agradable. Nosotros actuaramos We would act Nosotros actuaramos si hubiera una emergencia. Vosotros actuarais You would act Vosotros actuarais con violencia innecesaria si no fuera peligroso. Ustedes/ellos/ellas actuaran You/they would act Ellos actuaran con entusiasmo si tuvieran buenos papeles. Present Subjunctive of Actuar Que yo acte That I act La corte no permite que yo acte con impunidad. Que t actes That you act El director quiere que t actes en la pelcula de terror. Que usted/l/ella acte That you/he/she act Es lamentable que ella acte como una dictadora. Que nosotros actuemos That we act La alcaldesa quiere que nosotros actuemos para prevenir una emergencia. Que vosotros actuis That you act Es triste que vosotros actuis con violencia innecesaria. Que ustedes/ellos/ellas acten That you/they act Samantha quiere que ellos acten con entusiasmo. Imperfect Subjunctive Forms of Actuar Either of these forms of the imperfect subjunctive can be used without a difference in meaning. The first option is used more often. Option 1 Que yo actuara That I acted La corte no permita que yo actuara con impunidad. Que t actuaras That you acted El director quera que t actuaras en la pelcula de terror. Que usted/l/ella actuara That you/he/she acted Era lamentable que ella actuara como una dictadora. Que nosotros acturamos That we acted La alcaldesa quera que nosotros acturamos para prevenir una emergencia. Que vosotros actuarais That you acted Es triste que vosotros actuarais con violencia innecesaria. Que ustedes/ellos/ellas actuaran That you/they acted Samantha quera que ellos actuaran con entusiasmo. Option 2 Que yo actuase That I acted La corte no permita que yo actuase con impunidad. Que t actuases That you acted El director quera que t actuases en la pelcula de terror. Que usted/l/ella actuase That you/he/she acted Era lamentable que ella actuase como una dictadora. Que nosotros actusemos That we acted La alcaldesa quera que nosotros actusemos para prevenir una emergencia. Que vosotros actuaseis That you acted Era triste que vosotros actuaseis con violencia innecesaria. Que ustedes/ellos/ellas actuasen That you/they acted Samantha quera que ellos actuasen con entusiasmo. Imperative Forms of Actuar Imperative (Positive Command) T acta Act! Acta en la pelcula de terror! Usted acte Act! Acte como una dictadora! Nosotros actuemos Lets act! Actuemos para prevenir una emergencia! Vosotros actuad Act! Actuad con violencia innecesaria! Ustedes acten Act! Acten con entusiasmo! Imperative (Negative Command) T no actes Dont act! No actes en la pelcula de terror! Usted no acte Dont act! No acte como una dictadora! Nosotros no actuemos Lets not act! No actuemos para prevenir una emergencia! Vosotros no actuis Dont act! No actuis con violencia innecesaria! Ustedes no acten Dont act! No acten con entusiasmo!

Context of Advanced Practice Essay Example | Topics and Well Written Essays - 1000 words

Context of Advanced Practice - Essay Example h Authority), Greater Manchester, and Cumbria and Lancashire to focus on the learning curve at a professional level while achieving academic skills (Advanced Practice Framework, 2005). This is a part of the NHS plan to create a patient led NHS aiming toward client focus and their choice of primary care (Cross et al. 2004). North West NHS has developed a workforce strategy to ensure a sufficient workforce capacity in all health organizations by shifting the current roles of the workforce (Advanced Nursing Practice, 2009). The role of the advanced practice nurses especially is undergoing a lot of changes due to the increased rules and regulations of NHS and NMC (Geest et al. 2008). A measure for efficiency has been developed called productive time which measures the time spent by professionals and nurses on core activities of advanced practices (Cross et al. 2004). By implementing such strategy the Department of Health and the NHS is expected to achieve  £6.5bn by 2008 out of which à ‚ £3.8bn is due to productive time (Burgess, 2007). Still enormous progress needs to be made that can make the service more improved (The future: A mini Prospectus, 2002). The HPC is also stepping in to regulate the practice and training of the professionals and to protect the people (HPC, 2007; Guthrie, 2009). On the national level, the European Working Time Directive (EWTD) driver has been seen to create different reactions from medical professionals (Little & Bluck, 2006). The main problem that arises is due to the work hour limit defined by the EWTD (Bates & Slade, 2007). The shift in the time limit from the previous 58 hour per week to 48 hour per week is been felt severely by the education and training medical institutions as well as in the delivery of service (Little & Bluck, 2006). The most effect is on the training of new juniors. According to Bates and Slade (2007), the time constraint has had many implications on the operative experience of the surgical trainees making the level

Initial public offering (federal express) session long project module Essay

Initial public offering (federal express) session long project module 1 - Essay Example The main reason for choosing this company is to due to the size and extent of the company. The company operates worldwide which provides a vaster and larger possibility to learn about the company and the various developments that it entails. The other reasons why this company has been chosen include the fact that the company holds a major share in the market, and the company has developed its business to such a great extent that it is recognized worldwide. FedEx not only provides express delivery business but also provides small package ground delivery as well. The company also provides a wide range of document related as well other business services. One other reason to choose this company is the type of IPO that they used. The company went in for an IPO to become public and to be listed in the New York Stock Exchange. This makes it a better company to study and allows a more focused view on how the company expands and improves the overall business. An initial public offering plays a major role in every business. In the case of FedEx, the company had its IPO on 12th April 1978 and the share price was $24 per share. The company has been trading on the NYSE since 28th December 1978 and uses the symbol of FDX. The company went in for a public offering in 1978 to raise enough capital and to also be listed in the New York Stock Exchange. The company used the IPO to set up the stock price. In 1978 when the company decided to go public, they used the IPO to distribute the shares of the company to public. Here once FedEx registered with the SEC, the company worked with investment banks to sign the contract and to be able to sell the shares of the company (Stock Market Investors, 2010). The contractors would need to provide an agreement which shows that they agree to underwrite the distribution of the shares (Chechile, 2004). Once the two parties had

Word Mapping and Language Development Essay Example for Free

Word Mapping and Language Development Essay This paper aims to discuss word mapping processes during the child development, explore the concepts of Fast and Slow mapping, discuss the application and acquisition of word associations and definitions in the context of word mapping, and conclude by demonstrating that the process of elaboration through which childrens meanings of words grow to include categorical semantic relations between words requires slow mapping. ? Fast Mapping For a child being inundated with new vocabulary from moment to moment, clues to any one particular words meaning may be few and far between, yet somehow a child manages to take these limited exposures to new words, derive meaning from them, and maintain representations of them for future use. Carey and Bartlett (1978) have termed this speedy process of inferring relatively correct and complete initial meanings of novel words given a limited number of exposures to the words fast mapping (Behrend, Scofield, Kleinknecht, 2001). It is widely assumed that children must possess an innate mechanism of specialized constraints specific to word learning to account for their precocious abilities to infer novel word meanings (Deak Wagner, 2003, p. 318), and fast mapping is the label applied to this system (Behrend et al. , 2001). Fast mapping was first demonstrated in an experiment done by Carey and Bartlett (1978), in which 14 children, ages three to four years old, were initially presented with a novel color word in a neutral context without first being explicitly taught its meaning, and later tested on their knowledge of the new term. All of the children had begun mapping color words to corresponding colors, and 13 of the 14 children were able to comprehend and generate six to eleven names for corresponding colors. The children were therefore familiar with the property and concept of color, which allowed the researchers to see how learning a new color would restructure the childs existing lexical and conceptual color domains (Carey, 1978, p. 271). Prior to the introduction of the children to the novel color word, each child received a production test in which he was asked to name the color of each of a number of different colored chips including an olive colored one. Most children called the olive color green, while others called it brown, but none of the children referred to the olive chip as olive. Carey and Bartlett (1978) chose to introduce the children to the novel color olive (a color the children were unfamiliar with), but instead of referring to it as olive (a word that some children might be familiar with) they chose to call the olive color chromium. The researchers painted one cup and one tray in the childrens nursery school classroom olive, while an identical cup remained red, and an identical tray remained blue. The researchers asked the childrens teacher to introduce the new color word individually to each child in a normal everyday context, such as preparing for snack time. The teacher avoided explicitly presenting the new color word either by asking the child to Bring me the chromium tray, not the blue one, the chromium one, or to Bring me the chromium cup, not the red one, the chromium one (Carey, 1978, p. 271). The phrase not the blue/red one provided enough information for the child to bring the correct tray or cup. As a result, the child was implicitly provided with lexical, syntactic, and contextual cues adequate to the full mapping (Carey, 1978, p. 272) of chromium, while not being forced to rely on the new color word to provide any additional information necessary for the completion of the task. All except one of the children chose the correct tray/cup upon first exposure to the new word. And even though they did not need to rely on the new word to make the correct choice, the majority of the children attended to the fact that they had just heard a new word, and either repeated it aloud or sought approval for the selection they had just made. One week later the children took part in a second teaching task in which a group of six different colors (including olive) was presented to each child, and the children were each asked to map these different colors to their specific corresponding color words (including chromium). This task had been designed to serve as a comprehension task in determining whether or not the children had learned to correctly map the color name chromium to the olive color. However, since olive was the only color for which the children had not previously demonstrated having a name, and since a control group (with no previous exposure to the olive/chromium mapping) performed the task at the same level as the experimental group, the researchers determined that the task was not truly a comprehension task, but rather another teaching task. The children therefore experienced two teaching tasks prior to being tested. Five weeks after the second teaching task, the children were given a second production test just like the one they received prior to the introducing event. However, unlike the first production test, in which the majority of the children called the olive colored chip either green or brown, eight of the fourteen children now either said that they did not know what color name to use to refer to the chip or began referring to the olive chip using one of the color names that they knew but had not mapped stably to any one particular color. Fast mapping is evident in that after only two brief exposures to the chromium color word/olive color pairing, the child had learned and retained for over a month that olive is not called green; in searching his lexicon for a name to call it, he found another color word with no stable referent which was more highly accessible than the new word chromium. Thus for these eight children at least, the process of restructuring the conceptual and lexical domains had already begun (Carey, 1978, p. 273). The children had demonstrated their ability to infer meaning (as to which color the word chromium referred to) by relying solely on the situation and the context in which they encountered the word. In the previous example the children’s retention would be limited- although not inhibited entirely- if exposed to a great variety of colors that had never been introduced to them before. This assertion illustrates the importance of scope to proper establishment of the context. Studies have found that as the factors increase in number or property, subjects of all ages are more likely to disorient and produce ambiguous definitions (Patson, 2010). Precise, mutually exclusive terms are the most conducive to a clear and complete understanding of a word. A study examined the potentiality of mutual exclusivity by first asking if the part pointed to was the trachea and then further challenging the student by requiring them to specify whether the whole area or one specific part was the trachea. When the subject area is previously known it is normal for children to favor an inclusive definition, i. e. accepting craniofacial instead of accepting cranial and facial as two, separate, specific, mutually-exclusive terminologies (Hansen, 2009). The correction of such errors is atypical to fast mapping, where the concept is simply understood. Fast mapping provides a seemingly quick and efficient way for children to initially acquire correct partial meanings that are specific to the contexts in which new words are heard. However, acquiring a complete definition for any one word generally requires the integration of a number of partial mappings derived from specific encounters with the word in everyday life. Fast mapping is merely the beginning of a longer more gradual elaboration and reorganization process called slow mapping that results in a more complete definition (Carey, 1978; Johnson Anglin, 1995; McGregor, Friedman, Reilly, Newman, 2002). Slow Mapping Slow mapping is a prolonged period during which the child must hold a fragile new representation in lexical memory, distinguish it from many other fragile representations, continue to hypothesize about the meaning of the word, and update the representation as a result of those hypotheses (McGregor et al, 2002, p. 332). The partial meanings of words acquired during fast mapping are retained in memory while meanings derived from new encounters with words provide additional information and allow connections both between and within new and existing knowledge to be created, eliminated, and reworked. Slow mapping is the term applied to this process in which information provided through both old and new encounters with words is slowly integrated and evolves into increasingly accurate and complete definitions. Whereas fast mapping has been experimentally captured (e. g. Carey Bartlett, 1978), and shown to be replicable (Deak Wagner, 2003, p. 318), the protracted timeline and more elusive nature of slow mapping have made it difficult to pinpoint, study, and understand the process. It appears that much speculation surrounds the true nature of slow mapping. Johnson and Anglin (1995) comment this elaboration process is not yet well understood, but it appears that children somehow develop additional meaning relations among the new word and others within the same semantic field and increasingly incorporate contextual restrictions, distributional properties, and syntactic privileges of occurrence (p. 614). Carey (1978) admits, I have gone much further than available data license (p. 292) in summarizing her hypothesis on the nature of slow mapping following a description of her fast mapping study. Deak and Wagner (2003) attempted to access the process of slow mapping in the learning of categorical semantic relations between words by introducing children aged four to seven years old to made-up words with invented meanings and semantic relationships to one another (introduced as an alien language) and later testing their comprehension and production of these new words. Children were taught basic categorical semantic relations of exclusion (no overlap between word referents), inclusion (referents of one label are a subset of the referents of another label), and overlap (the sets of referents of two labels intersect) during two separate play sessions in which each of four labels for newly contrived categories were presented (along with defining information) a minimum of twenty times. The semantic relations were either explicitly expressed or implicitly derived by the children during the play sessions. The older children of the group (six- and seven-year-olds) were able to learn more semantic relations and word definitions than the younger children (four- and five-year-olds), and exclusion was the categorical semantic relation most readily learned in both age groups. The principle finding of the study was that although all of the children were able to learn new categorical semantic relations between words equally well whether the relations were explicitly stated or implicitly derived, the children were not able to fast map these categorical semantic relations as they were able to do with basic word meanings. Whereas children were able to infer relatively correct meanings of the novel words almost immediately, for example, they could correctly point out exemplars, they were unable to fast map categorical semantic relations even when these relations were explicitly stated. Deak and Wagner (2003) conclude, when word learning is measured at a surface level, children show a grasp of new words, but this grasp is weak. It is unlikely to include knowledge of meaning relations, or incorporation into a differentiated semantic network, even after many unambiguous exposures to the new words (p. 323). Thus, it appears that fast mapping describes childrens ability to quickly associate words to referents, but does not capture the process of elaboration through which childrens meanings of words grow to include categorical semantic relations between words. Slow mapping is the route through which the incomplete initial word meanings obtained through fast mapping expand to include more information about the meanings of words including semantic relations between words. Penno, Wilkinson, and Moore (2002) have also attempted to access the process of slow mapping, albeit using a different procedure, by presenting children aged five to eight years old with new words through the context of storybook reading. Children were read a storybook once a week for three consecutive weeks in small groups, and were given a multiple-choice vocabulary test both prior to the first reading and after the last reading. The multiple-choice vocabulary test included 15 words present in the storybook that were assumed to be unknown to the children. In addition, following each reading of the storybook, the children were asked to complete a retelling task in which they retold the story they had just heard to the best of their ability to the researcher. After the entire process had been completed for the first storybook, children were read a second storybook following the same procedure. The children received an explanation for each of the fifteen new words (every time one of the words was encountered) during every reading of one of the two storybooks. For the remaining storybook, no explanation was supplied for unknown words. The main objective of this study was to examine the effects of repeated exposure to a story and the additive effects of explanation of the meaning of target words on students vocabulary (Penno et al. , 2002, p. 23). Both repeated exposure and explanation of meaning were indeed significant contributors to vocabulary growth. The process of slow mapping was displayed through the linear improvement in the accuracy of use of the target words across the three retellings of the stories (Penno et al. , 2002, p. 31). After being read a storybook for the first time, the children were able to retell the story in a manner that demonstrated their fast mapping ability in that they were able to provide some indication of a basic understanding of the new words meanings. However, the second and third readings and retellings of a storybook revealed the slow mapping process, as the children used the new words with ever increasing accuracy through each subsequent storybook retelling. Accuracy and depth of word knowledge was measured incrementally through a coding system containing six categories ranging from category zero (indicating no knowledge or use of the target word) to category five (indicating generalized knowledge of the target word) (Penno et al. , 2002, p. 26). For example, the coding system might determine a childs accuracy and depth of word knowledge as progressing from category two (Developing knowledge: the target word is used, but inappropriately) at the first storybook retelling, to category three (Synonym: a synonymous phrase or word is used for the target word) at the second storybook, up to category four (Accurate knowledge: the target word is used accurately and more frequently than a synonym) by the third storybook retelling (Penno et al. , 2002, p. 26). Children also benefited from receiving explanations for unknown words, displaying greater gains in vocabulary when provided with explanations than when not, suggesting that the explanation may have provided useful experience with the meaning of the unknown words. One of the challenges of word mapping research area is finding word knowledge assessment methods that go beyond measures of childrens ability to identify the correct referent of a word or to use a word in an appropriate context. In 2009 the effect of the cultural, linguistic differences between mainstream English and African American English was measured. An equal number of African American English speakers and mainstream (mostly Caucasian, Hispanic, and African American) respondents were given a series of syntactical questions. This result was that native speakers of English who were African American were predisposed to have more difficulty with the grammatical structure of formal English (Johnson, 2009). In addition to the methods described in the previous three studies, childrens word definitions may serve as a source of information on the process of mapping (Hughes, Woodcock, Funnell, 2005; Johnson Anglin, 1995; McGregor et al, 2002). Childrens word definitions have also been found to change with age. These changes may reflect, in part, increased understanding of the words meanings. Another source of information on word mapping may be childrens word associations. Word Definitions Word learning, commencing at around age of one year, progresses at the rate of approximately ten new words every day (Bloom, 2000), or about one per every waking hour (Carey, 1978). Werner and Kaplan (1950) describe the acquisition of the meanings of words as occurring in two ways. One way a child learns a word is by explicit reference either verbal or objective (p. 3), in which a word is verbally defined or an object is directly named for the child. The second way a child learns a word is through implicit or contextual reference (p. 3), in which a word is inferred from the context of a conversation. Up until around two years of age, a child may learn a great many words through explicit reference, as adults will often repeat common phrases and names of objects and provide definitions for unknown words in an effort to teach a child new vocabulary (Carey, 1978; Werner Kaplan, 1950). However, as children grow older, they receive this vocabulary coaching less and less and they must rely primarily on implicit or contextual reference to acquire the majority of vocabulary. Children learn the majority of their words from hearing how others use them in day-to-day life. In doing so, they must rely solely on the linguistic context in which the word occurs and the situation in which it is used (Carey, 1978, p. 265) to derive meaning for new words. Researchers recognize the ability to produce quality word definitions as a metalinguistic skill (Watson, 1985), as individuals must not only consider their knowledge of the to-be-defined word and determine what characteristics should be included in the definition but they should also know how to organize information into conventional definitional form (Skwarchuk Anglin, 1997, p. 298). An individuals mastery of the form and content of word definitions is imperative in producing quality definitions (Watson, 1985), and there are a number of well-established trends concerning the development of both. The definitions provided by young (roughly preschool) children tend to be comprised primarily of functional information, e. g. a knife is to cut with (Litowitz, 1977), but they also include (to a lesser degree) perceptual features, e. g. a kitten is furry (Hughes et al. , 2005). Young childrens definitions also tend to include information that is personally relevant, such as I have a friendly rabbit named Hoppy (Watson, 1985) and are often concrete, simple, and context bound (Skwarchuk Anglin, 1997). As a child grows older, a transition occurs in the content included in a definition, suggesting a conceptual shift from the individually experienced to the socially shared (Litowitz, 1977, p. 289), and definitions become more abstract, complex, and precise in nature (Skwarchuk Anglin, 1997). However, the accurate acquisition of a definition is dependent on the individual skills of the child and of the clarity of the context in which the new conceptual definition is presented (Nicoladis, 2010). Namely, the listener must recognize the probable intention of the statement through the interpretation of nonverbal cues. This is done through the rapid analysis of the word usage, the verbal tone, the context, and the previous experiences of the listener (de Ruiter, 2010). A child’s inferential attributions to a word are also built upon their personal skills. In the Sally Ann task, the children are asked to conceptualize the thoughts of others and are measured by their success at that task, their ability to concede that the other’s thoughts are not necessarily correct, and to form a hypothetical, mental frame of context through which to examine the probable thoughts and actions which inform that person’s decisions (Jary, 2010). The ability to successful integrate the representational theory of mind tested by the Sally Ann task has been proven to aid in the conceptualization of both grammatical structure and definition (Jary, 2010). Both form and content develop and change over time, but these changes do not necessarily occur simultaneously, and children are generally able to express semantic content more successfully than they are able to use correct Aristotelian definitional form (Johnson Anglin, 1995). Since form and content of childrens definitions change as their knowledge of and experience with words increases it seems logical that studying the elaboration and refinement of word definitions in children over time would allow us to better understand the process of slow mapping (McGregor, 2002). The interpretations of the ambiguities of language, such as the use of the finite â€Å"that† for an infinite pool of possible contexts, are key contributors to the accuracy of slow mapping in the inferred or abstract definition of words (Jary, 2010). In a study designed to capture the slow mapping process of word meaning development, McGregor et al. (2002) offer some evidence that childrens definitions may indeed provide an accurate representation of the semantic knowledge possessed by a child. McGregor et al. have shown that a childs abilities to provide a name for and draw a picture of each of a series of objects correspond reliably with one another and are also consistent with a childs ability to provide definitions for those objects. The study suggests that the three tasks (naming, drawing, and defining) access a common semantic representation and therefore validates the use of the defining task in providing a window into the slow mapping of word meaning. Word Associations Childrens word associations also change as word knowledge changes over time. Consequently, studying childrens word associations may provide an additional opportunity to capture the slow mapping process of word meaning development. Petrey (1977) draws attention to the development of word associations as shifting from episodic (or schematic) to semantic (or taxonomic) as childrens word knowledge grows. She comments, Whereas adults responses are grouped primarily by semantic memory of words internal content, childrens responses display mainly episodic memories of external context (p. 69). For example, if the stimulus word were rabbit, a child is likely to provide an episodic response like carrot, and an adult is more likely to provide a semantic response like squirrel. Petreys research suggested that the shift from episodic to semantic association responses occurs by around third grade. Researchers have also attempted to explain changing word associations as reflecting a syntagmatic-paradigmatic shift. Syntagmatic refers to words being syntactically related, that is, likely to occur together in the same sentence, like a verb response to a noun, whereas paradigmatic refers to words being in the same syntactic class, like a noun response to a noun (Nelson, 1977). This description has proven to be less well supported than the episodic-semantic (or schematic-taxonomic) shift. Another explanation refers to the cultural influences of the child’s caretaker(s). Because as the child ages there is less need and ability to define the abstract concepts, there is an increased reliance on word attribution (de Ruiter, 2010). Bilingual children favor the grammatical structure and the customary usage of their stronger language (Nicoladis, 2010). In Blewitt and Toppinos study, superordinate responses in the word association task became increasingly frequent with age (as is the case in word definition tasks), suggesting that the word association task may indeed be a useful tool to implement in future work aimed at capturing the slow-mapping process. The increasing use of superordinate terms provided both in the word definition task and the word association task suggest that the two tasks may be measuring the common underlying process of elaboration and completion of word meaning over time that is slow mapping. Summary Conventional estimates suggest that by age 17 the vocabulary of an average English-speaking individual comprises more than 60,000 words (Bloom, 2000). In order for this monumental task to be achieved, word learning, commencing at around age of one year, must progress at the rate of approximately ten new words every day (Bloom, 2000), or about one per every waking hour (Carey, 1978). Werner and Kaplan (1950) describe the acquisition of the meanings of words as occurring in two ways. One way a child learns a word is by explicit reference either verbal or objective (p. 3), in which a word is verbally defined or an object is directly named for the child. The second way a child learns a word is through implicit or contextual reference (p.3), in which a word is inferred from the context of a conversation. Up until around two years of age, a child may learn a great many words through explicit reference, as adults will often repeat common phrases and names of objects and provide definitions for unknown words in an effort to teach a child new vocabulary (Carey, 1978; Werner Kaplan, 1950). These two methods for accessing developmental change in childrens word knowledge have both been found to change with increasing age and understanding of words, and appear to provide access to slow mapping in children. In general, knowledge about familiar words is slowly acquired. Children both increase their understanding of the semantic relations among words, and learn about the details of the objects labeled by the words. Children are unable to fast map categorical semantic relations even when these relations were explicitly stated. Conclusively, the process of elaboration through which childrens meanings of words grow to include categorical semantic relations between words requires slow mapping. The ability children possess to infer initial meanings for novel words given a limited number of exposures to the words fast mapping. Fast mapping provides a seemingly quick and efficient way for children to acquire initial meanings of novel words, but the meanings children gain through fast mapping are often incomplete, especially requiring a longer more gradual elaboration and reorganization process called slow mapping in order to become complete definitions. Slow mapping allows the connections both between and within new and existing knowledge to be created, eliminated, and reworked, as increasingly complete and accurate definitions evolve. Slow mapping, a much slower and more elusive process than fast mapping, has not been experimentally captured, and much speculation continues to surround its true nature. Attempts to access slow mapping by researchers have provided some insight into the nature of that process. However, research studies have not accessed childrens word understanding beyond an initial, superficial level. References Behrend, D. A. , Scofield, J. , Kleinknecht, E. E. (2001). Beyond fast mapping: Young childrens extensions of novel words and novel facts. Developmental Psychology, 37, 698-705. Blewitt, P. , Toppino, T. C. (1991). The development of taxonomic structure in lexical memory. Journal of Experimental Child Psychology, 51, 296-319. Bloom, P. (2000). How children learn the meanings of words. Cambridge, MA: MIT Press. Carey, S. Bartlett, E. (1978). Acquiring a single new word. Papers and Reports on Child Language Development, 15, 17-29. Carey, S. (1978). The child as word learner. In M. Halle, J. Bresnan, G. A. Miller (Eds. ), Linguistic theory and psychological reality (pp. 264-297). Cambridge, MA: MIT Press. de Ruiter, J. , Noordzij, M. , Newman-Norlund, S., Newman-Norlund, R. , Hagoort, P. , Levinson, S. , et al. (2010). Exploring the cognitive infrastructure of communication. Interaction Studies, 11(1), 51-77. doi:10. 1075/is. 11. 1. 05rui. Deak, G. O. , Wagner, J. H. (2003). Slow mapping in childrens learning of semantic relations. Proceedings of the Annual Conference of the Cognitive Science Society, 25, 318-323. Hansen, M. , Markman, E. (2009). Childrens use of mutual exclusivity to learn labels for parts of objects. Developmental Psychology, 45(2), 592-596. doi:10. 1037/a0014838. Hughes, D. , Woodcock, J., Funnell, E. (2005). Conceptions of objects across categories: Childhood patterns resemble those of adults. British Journal of Psychology, 96, 1-19. Jary, M. (2010). Assertion and false-belief attribution. Pragmatics Cognition, 18(1), 17-39. doi:10. 1075/pc. 18. 1. 02jar. Johnson, C. J. , Anglin, J. M. (1995). Qualitative developments in the content and form of childrens definitions. Journal of Speech and Hearing Research, 38, 612-629. Johnson, V. , de Villiers, J. (2009). Syntactic Frames in Fast Mapping Verbs: Effect of Age, Dialect, and Clinical Status. Journal of Speech, Language Hearing Research, 52(3), 610-622. Retrieved from Academic Search Complete database. Litowitz, B. (1977). Learning to make definitions. The Journal of Child Language, 4, 289-304. McGregor, K. K. , Friedman, R. M. , Reilly, R. M. , Newman, R. M. (2002). Semantic representation and naming in young children. Journal of Speech, Language, and Hearing Research, 45, 332-346. Nelson, K. (1977). The syntagmatic-paradigmatic shift revisited. A review of research and theory. Psychological Bulletin, 84, 93-116. Nicoladis, E. , Rose, A. , Foursha-Stevenson, C. (2010). Thinking for speaking and cross-linguistic transfer in preschool bilingual children. International Journal of Bilingual Education Bilingualism, 13(3), 345-370. doi:10. 1080/13670050903243043. Patson, N. , Warren, T. (2010). Evidence for Distributivity Effects in Comprehension. Journal of Experimental Psychology / Learning, Memory Cognition, 36(3), 782-789. doi:10. 1037/a0018783. Penno, J. F. , Wilkinson, I. A. G. , Moore, D. W. (2002). Vocabulary acquisition from teacher explanation and repeated listening to stories: Do they overcome the matthew effect? Journal of Educational Psychology, 94, 23-33. Petrey, S. (1977). Word associations and the development of lexical memory. Cognition, 5, 57-71. Skwarchuk, S. , Anglin, J. M. (1997). Expression of superordinates in childrens word definitions. Journal of Educational Psychology, 89, 298-308. Watson, R. (1985). Towards a theory of definition. Journal of Child Language, 12, 181-197. Werner, H. , Kaplan, E. (1950). The acquisition of word meanings: A developmental study. Monographs of the Society for Research in Child Development, 15(1, Serial No. 51).

Socially Constructed Reality and Meaning in Notes from Underground Essa

Socially Constructed Reality and Meaning in Notes from Underground Just as the hands in M.C. Escher’s â€Å"Drawing Hands† both create and are created by each other, the identity of man and society are mutually interdependent. According to the model described in The Sacred Canopy, Peter Berger believes that man externalizes or creates a social reality that is in turn objectified, or accepted by him as real. This sociological model creates a useful framework for understanding the narrator’s rejection of ultimate reality or truth in Fyodor Dostoevsky’s Notes from Underground. The reality in which the narrator tries to live in part II, and the reality that he rejects in part I, are both created and, as such, are ultimately meaningless. The underground man’s refusal to objectify social reality causes a feeling of meaninglessness and raises a fundamental question of purpose that confronts people of all dispositions. Berger’s theory is based on a dialectical relationship between man and society. To explain his theory he defines three terms. â€Å"Externalization is the ongoing outpouring of human being into the world. Objectivation, the attainment by the products of this activity of a reality that confronts its original producers as a facticity external to and other than themselves. Internalization is the reappropriation by men of this same reality, transforming into structures of the subjective consciousness,† (Berger 4). He believes that society is a wholly human invention created by man’s tendency to externalize. This created entity is then objectified by man, giving society and its features the appearance of true reality. His newly created reality then acts upon and shapes man through internalization. Man, his identity... ...fulfills his societal roles. Chernyshevsky’s utilitarian is happy when individual needs are met. The man of consciousness can be happy, even if his happiness comes from the rejection of happiness altogether. There is no superior happiness; there is no superior type of fulfillment. The individual achieves these ends by acting individually. No hand can avoid drawing, and man finds completeness when he fulfills the purpose that he has drawn for himself. Works Cited Berger, Peter L. The Sacred Canopy: Elements of a Sociological Theory of Religion. New York: Anchor Books, 1990. Escher, M.C. â€Å"Drawing Hands.† Cover of Norton edition of Notes from Underground. Katz, Michael R., ed. Notes from Underground. New York: W.W. Norton & Company, 2001. Chernyshevsky, Nikolai. â€Å"What Is to Be Done?† Katz 104-123. Dostoevsky, Fyodor. â€Å"Notes from Underground.† Katz 3-91

The Perils of Obedience by Stanley Milgram

In â€Å"The Perils of Obedience† by Stanley Milgram, Milgram explains that obedience is a natural occurring behavior, which acts on instinct ignoring a persons ethics, sympathy, and moral conduct (Milgram 343). In this experiment two people come into the laboratory where they are told they will be taking part in a study of memory and learning. One subject is the â€Å"teacher† and the other is the â€Å"learner†. The teacher is ask to read a list of simple word pairs. If the learner does not remember the word pair the teacher was instructed to send out electric shocks of increasing intensity as punishment to the learner. Whereas, â€Å"The Stanford Prison Experiment† by Philip Zimbardo is an essay which explains why society has a need to â€Å"learn† to become compliant and authoritarian (Zimbardo 363). Zimbardo created a mock prison setting consisting of ten prisoners and eleven guards. They were instructed to take over the role of guards and prisoners. Zimbardo wanted to test the effect that prison has on guards and prisoners. Milgram and Zimbardo were both interested in how people obey under authoritative circumstances, using â€Å"fake† settings to test obedience; however the writers differ in the seriousness of the fight for individuality and the use of reality. Under any given circumstance people tend to obey authority differently. Milgram tested this theory out by putting his volunteers into a laboratory setting and having them pressing a button shocking the other person for a wrong answer. The majority of Milgram’s volunteers went through the experiment, not wanting to disobey the authority figure. Milgram stated, † The essence of obedience is that a person comes to view himself as the instrument for carrying out another person’s wishes, and he therefore no longer regards himself as responsible for his actions (Milgram 354). † With Zimbardo’s volunteers they sought out to dispense order and receive orders. Since Zimbardo’s volunteers knew that they would be able to leave the prison and that it was not real, the experiment had no true effect. Real prisoners know that they are in for a long time and not just 14 days. However, in just six days and six nights their experiment was ended. The experiment got away from dealing with the intellectual exercise and started dealing with the psychological mishaps. â€Å"If normal, young, healthy, educated men could so radically transformed under†¦ a â€Å"prison environment†Ã¢â‚¬ ¦ in so short of a time,†¦ then one can shudder to imagine what society is doing both to the actual guards and prisoners†¦ (Zimbardo 374). † Milgram’s experiment was in a fake setting because the subjects were not likely to act in that behavior since the setting was not a reality situation. Being in a laboratory trying to test out obedience is not normal. Humans tend to act differently out in the real world. â€Å"The studies of obedience cannot meaningfully be carried out in a laboratory setting, since obedience occurred in a context where it is appropriate. (Milgram 362) Take for instance the Adolf Hitler era. Testing done other than by natural observation is merely a reflection of what is expected to happen. Zimbardo’s prison setting was not ideal to a real prison nor real criminals. â€Å"†¦ t is impossible to separate what each individual brings into the prison from what the prison brings out in each person. Zimbardo 365) Volunteers knew that would be set free after a given date. The volunteers in Milgram’s experiment were fighting their subconscious minds. The person had complete power over the other individual, whom he could punish whenever he saw fit. The subject had to decide if what they where doing was right (causing pain to another). They were not fighting for their own individuality because they still had that. Zimbardo’s prisoners were fighting for their individuality. Subjects were taken from the streets and thrown into a prison where all their fights as citizens were taken away.

My Dad: My Mentor and Guide

Commemorative Speech Good morning every one I want to start by asking you this What is your definition of a great man? Is it a man that goes above and beyond to provide for his family and loved ones? Or is it a man that teaches u invaluable lessons in life every chance that he gets, Or is it a man that faces difficulties and always manage to light a smile on your face and prove to you that there’s in fact a silver lining in behind dark clouds? I think all these traits make up a great man and I have the honor to call one of them my father, Venancio Ang.He was born in the Southern Part of the Philippines, Davao City. His mom was that of a Spanish Descendant and His dad was Chinese, which makes him a Chinoy. â€Å"Which means Chinese Filipino† My dad has taught me great lessons in life, and I am here because I want to share with you about all the lessons in life he has taught me and the most valuable which I kept with me and the type of inspiration he gave my family. I wan t to start of with the lessons in life, like I said there were many of them but the one that really stuck to me was hard work, and family.Hard work, without hard work you don’t reach your goals, and that/s something my dad would always tell me. My dad was all about using this and using these. And he would do it on a constant basis, all day every day 24/7. And he taught my brother and I what it is to really work hard for what you want in life and how good you feel after you see the fruits of your labor. And finally, Family. I’m grateful to be brought up in such a kind and loving family. Growing up my dad used to always tell me that a family is where home is.Which is very true, because when I go through life’s challenges the first thing I think of is them. He has taught me how important foundation is in order to keep me grounded. My dad always used to say, â€Å"Twirly, remember at the end of the day it all comes down to family. † This world isn’t ea sy. And our lives are defined by how we respond in adversity. The greatest among us overcome trials and seek to learn from them. Without family I wouldn’t be the person I am today.My dad, a God fearing man who has taught me so many more lessons in life that I wish I could share with you if there was given time. He is my backbone and friend. He has taught me the value of working hard and pursuing lasting significance over worldly success. I highly respect my father for who he is and what he stands for in life. He truly is a God given gift to my family and everybody else who’s lives he’s touched. I am grateful to be brought up by a father like him and he has truly set the kind of example a father should have.

Electrochemical Process of Anodizing Aluminum †Science Essay

Electrochemical Process of Anodizing Aluminum – Science Essay Free Online Research Papers Electrochemical Process of Anodizing Aluminum Science Essay In the 1920’s, aluminum quickly became one of the most important metals in the world due to its lightweight, strength, fabrication flexibility and durability. Shortly after, anodizing was developed to provide the alloy with an extremely hard, durable, corrosion resistant finish that was long lasting. After reading this paper, you will easily understand the anodizing process and why it makes for such a good finish on nearly all alloy metals. Anodizing also has many benefits with very few by-products and is very cost effective. You may ask yourself, what is anodizing and how is it accomplished? To simplify the process, anodizing is nothing more than an electrochemical process by which aluminum is converted into and aluminum oxide on the surface of a part. The process is fairly simple involving of an anodizing solution usually made of sulfuric acid. A cathode is placed to the negative terminal of a voltage source and placed in the solution, while an aluminum piece is connected to the positive voltage source and placed in the acidic solution. When the circuit is turned on, the oxygen in the acidic solution will be removed from the water molecules and combine with the aluminum on the part to form an aluminum oxide coating. The resultant finish increases corrosion resistance; increases wear resistance, can be colored through dying, and is also an excellent base for primer or other secondary coatings. Over the last few decades, many different types of anodizing processes have been developed, but there are three main variations used in aluminum anodizing. Chromic anodizing uses a chromic acid electrolyte to yield the thinnest coating out of the three main types of anodizing ranging from .05 to .1 millimeters thick. Chromic anodizing also reduces the fatigue strength of the aluminum less than the other three methods. Sulfuric anodizing produces a coating under 1 millimeter thick that is also more durable than a chromic finish. Sulfuric finishes produce excellent results from dyeing yielding deep and rich colors. The third common process is known as hard coat anodizing. An alloy with a hard coat finish will be the most resistant to wear and usually used in high wear situations. Anodizing is one of the few finishes that satisfy nearly all of the factors that should be considered when considering an aluminum finish. On of the most important factors is durability. Anodized products have an extremely long life span and require very little maintenance. Scars and wear marks from fabrication and handling are almost non-existent and a simple cleaning with mild soap and water usually returns the finish to its original condition. Another reason anodizing has become so popular is because of the many different ways and vibrant colors available to coat an alloy with. Coloring is typically obtained through two different methods. The first method is known as electrolytic coloring and is a two step method. After the alloy is anodized, the metal is immersed in a bath containing inorganic metal salt. Current is applied which deposits the metal salt in the base of the pores. The resultant color is dependant on the material used and the processing conditions. Commonly used metals include tin, cobalt, nickel, and copper. This process is the most versatile and the most technically advanced coloring quality. The second method, known as integral coloring, combines anodizing and coloring to simultaneously form and color the oxide cell. Integral coloring is the most expensive process since it requires significantly more electrical power to produce the same finish. Color coatings are very stable to ultraviolet rays and do not chip or peel. Currently, there are many color options and styles available with anodizing. However, anodizing offers the alloy to retain its metallic appearance unlike painting or powder coating. At first glance, anodizing may appear to be a very dangerous process. However, anodizing is very environmental friendly and relatively safe for human contact. Anodizing uses simple water-based chemicals that can be easily treated and release no harmful by-products. The liquid by-products are recycled and returned to the anodizing process. Solid by-products are separated and extracted for use in the manufacturing of aluminum, baking powder, cosmetics, newsprint, fertilizer, and water purification systems. The main by-product caused from the anodizing process composed primarily of aluminum hydroxide, some aluminum sulfate, and water. However, this by-product is harmless because it contains no significant amounts of heavy metals. Anodizing plants must be well ventilated and workers are carefully trained for acidic material use. Minimal protective equipment is needed and no expensive, heavy, safety equipment is required. Through many decades of work, anodizing has evolved into one of the best finishes available for alloy metals. It may be the durability of the finish, the unmatched adhesion, the vibrant colors, the extreme resistance to corrosion and wear, or the environmentally safe process used to obtain the finish. All of these qualities make anodizing the premier finish and sets the bar to which all other alloy finishes should be compared to. 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