Motivation Evaluation Essay

Motivation Evaluation Motivation has three major viewpoints consisting of psychoanalytic, humanistic, and diversity (McAdams, 2009). Another approach to human motivations is Henry Murray’s theory. These views can help a person understand the motivations of others. In the case of Ted Bundy, using these viewpoints can help understand the reasons behind his motives for becoming a serial killer. Psychoanalytic view At an early age, Ted Bundy became interested in disturbing objects such as knives (bio. True Story, 2013). This was only the beginning however. As a teenager Bundy began looking through people’s windows and stealing (bio. True Story, 2013). In an interview before his death, he told psychologist James C. Dobson that pornography especially those that depicted violent sexual relations fueled his reasons (interview, January 23, 1989). This fits into Freud’s view that motivation comes from our sexual and aggressive urges (McAdams, 2009). Humanistic view Humanists believe that people’s motives stem from wanting to better themselves (McAdams, 2009). While Bundy’s murderous crimes do not convey a person who is trying to better their self his academic and social life does. After Bundy learned his sister was actually his mother and the devastating break up between him and his girlfriend he threw himself into his studies and graduated with honors (bio, 2013). Bundy also became a republican campaigner for the governor of Washington who wrote him a letter of recommendation for law school (bio. True Story, 2013). Diversity view The diversity view believes that people are motivated by a number of things (McAdams, 2009). The reason for Bundy’s rampage on killing women falls under the diversity view because pornography is not believed to be his only reason. While in college he fell in love with a woman who did not reciprocate the feelings he did (bio, 2013). His victims during his killing spree shared her physical characteristics; it is possible this heart break  drove him to doing harm to women who resembled her (bio, 2013). Henry Murray’s Theory Another view of motivation comes from Henry Murray. He believes that a person’s motivation comes from time and its force includes needs, press, and thema (McAdams, 2009). Needs are constructs of the brain that deals with human thinking, perceiving, strivings, and feelings (McAdams, 2009). Press is, according to McAdams (2009) â€Å"various situational constraints and opportunities for need expression â€Å"(279). The repeated interaction between the two is called the thema (McAdams, 2009). Conclusion The psychoanalytic perspective believes that motivations come from our sexual and aggressive urges; the humanistic believes that these motives stem from wanting to better ourselves, and the diversity view states that there are numerous motives for individual actions (McAdams, 2009). Another view point is found from Henry Murray who discusses how a person’s needs motivate them. Ted Bundy was a serial killer who’s motives could be explained using each one of the viewpoints including how his ambitions to kill started and what could have possibly pushed him over his hypothetical ledge. Reference bio.. (2013). Ted Bundy Biography. Retrieved from http://www.thebiographychannel.co.uk/biographies/ted-bundy.html bio. True Story. (2013). Ted Bundy. biography. Retrieved from http://www.biography.com/people/ted-bundy-9231165?page=1 McAdams, D. P. (2009). The person: An introduction to the science of personality psychology (5th ed.). Hoboken, NJ: Wiley.

A history of violence

â€Å"A history of violence† is a film which presents a world of â€Å"monsters† that has a presence which is not felt until the â€Å"monsters† emerge into action. The film focuses on the necessity of violence and the manner in which it destroys and in the same time saves humanity. The whole film concentrates on the double identity of the world. It is the classic theme: a fight between good and evil.The question which Cronenberg’s film raised is whether or not â€Å"the violent instinct is necessarily an evil† (http://en.wikipedia.org/wiki/A_History_of_Violence_(film)). The main character from â€Å"A history of violence†, Tom Stall (actor Viggo Mortensen), is a tender family man, very in love with his wife. He is attacked in his dinner by two perpetrators which he eventually kills.He becomes a hero but in the same time his hidden past is starting to reveal. It is revealed that Tom ran away from the instinct of violence but this instinct fro m which he ran, in the end saved his life. He knew how to respond to violence with violence. This is a message to a world in witch violence seems most present and emphasizes that in this kind of world nobody can survive without the instinct of violence. Thus the human nature becomes dual; it is divided between love and hate.It is a history of violence because the movie presents: the past of Tom Stall who used to work for the mob, his name was Joey Cusack, but gave up because he didn’t want to be on that side of the society, then the present witch presents Tom as a peaceful, family guy who now fights to solve his past issues in order to protect his dear family, and the future which is predicted by Tom’s teenage sun Jack who is aggressed by bullies at school and he always avoided fighting them., this meaning that violence will never cease to be a real mean of surviving.Tom is a character who didn’t enjoy killing, in spite of this he is forced to kill. Violence is needed in order to keep on living. He hides his past from his family. He struggles to hide his violent side. Significant are the words uttered by a stranger regarding Tom: â€Å"you are trying so hard to be this other guy, it’s painful to watch†.No matter how much Tom tries to hide the inhuman side it arises when it is needed. His power to fight with the perpetrators emerges from somewhere deep and apparently can not be controlled. It is a question whether or not human monsters are born or trained to be violent.It is clear that humans are built from two parts: the violent one and peaceful one. History demonstrated that the violent part was not at all absent. It is a constant interior struggle to balance violence and peace. It can never be one without the other. Peace was always obtained with the help of violence, and tranquility was broken by violence.Tom is a character who hides his past. He became a family man after he escaped from the mob. These facts made him in th e eyes of his community a man with double identity.The community came to know a side of Toms’ that they were never aware of. During the plot Tom mutates, he turns from good to bad and vice versa. People are able to change, a different character is born, and new personality traits are formed as people grow up. A person identity is important because it places a person into society. Tom is Joey, Joey is Tom, they are one and the same person, one is from the past and one is the present, those two persons have to coexist in the end, it can not be one without the other because both are part of the same person.There is something dark and mysterious in every one of us. There are hidden parts of the human personality that can get revealed and shock everybody.There are various interpretations of David Cronenberg’s movie. It is a depiction of the long history of violence and its inheritance from generation to generation. Violence was and is used as a tool for settling disputes, i t’s a â€Å"Darwinian evolution† in which stronger organism replace the weaker once. (http://en.wikipedia.org/wiki/A_History_of_Violence_ (film)).BIBLIOGRAPHY:International Movie Database http://www.imdb.com/title/tt0399146/usercommentsWikipedia  Ã‚  Ã‚  Ã‚  Ã‚  

Exploratory Narrative Essay Example | Topics and Well Written Essays - 250 words

Exploratory Narrative - Essay Example They even use hidden cameras to see pin numbers as they are typed in by cardholders and then later on they steal wallets and withdraw cash from ATM machines (Safdar). The ease of robbing others is making this crime popular amongst individuals with criminal minds and intentions. This crime is on the rise and the loss of wealth can be significant if this crime goes undetected. I therefore strongly feel that we can all become the next target of such criminals. I feel that this crime must be stopped by card issuing companies by changing the design of information storage on cards, which is possible if they use small chips for storing information. Moreover, on individual basis we can take certain precautions to prevent criminals from getting access to our private information. When using the cash machine I will surely look out for any signs of glue, hidden cameras, and even cover my hand when I type in my pin code. Only this way I can avoid being robbed and loose my hard earned

German word order Essay Example | Topics and Well Written Essays - 750 words

German word order - Essay Example Verb final position is an older form, inherited from Indo-European, and Fagan explains that â€Å"Verb second or middle position is an innovation in OHG as in the other Germanic languages and is the norm in declarative sentences† (Fagan, p. 193). Fagan calls this the â€Å"verb-second constraint† because strictly speaking the norm in German does not necessarily include the subject in the first position. Many other items can take the first place, so long as the verb remains second, for example: 1) Seinem Sohn hat er das Elternhaus geschenkt. [poss. dative to his] [indir. obj son] [verb has] [sub, he] [def art acc the] [obj house] [verb inf given] 2) Sehr oft haben sie Sommersprossen. [adv very often] [verb have] [subj they] [obj freckles] 3) Fußball spielen wollte er. [obj football] [verb inf to play] [verb wanted] [subj he] (From Fagan p. 131) In these sentences an indirect object (to his son), an adjectival phrase (very often) and an object (football) are moved to first position in order to create emphasis on these items. The subject is moved back to a position later in the sentence, but the verb stays in the second position. Because German is an inflected language, which gives indication of subject, object, indirect object, etc, in the words themselves, word order does not need to indicate the function of each item in the sentence, and this allows more ordering flexibility in noun phrases and adjectival phrases.

What is the difference between trafficking and smuggling Essay

What is the difference between trafficking and smuggling - Essay Example Human smuggling involves bringing illegal aliens into a country, in addition to the illegal transportation and harboring of foreigners already in that country. On the other hand, human trafficking centers much on exploitation and is in most instances defined as sex trafficking whereby a commercial sex action gets stimulated by coercion, fraud or force or in which an individual forced to do such an action is a minor. It can also have the definition as the recruitment, transportation, harboring, obtaining and provision of an individual’s labor via coercion, fraud or force for the intention of subjection to forced servitude, debt bondage, slavery or peonage1. Generally, human trafficking and smuggling has become one of the greatest global problems and is considered to be among the world’s most degrading and shameful crimes, that impacts on the lives of several individuals around the globe and robbing such individuals their dignity. The traffickers and smugglers deceive women, children and even men from all sections of the globe and coerce or force them into daily exploitative situations. Globally, trafficking is considered much worse than smuggling and the most identifiable type of human trafficking is trafficking that intends to put a victim into sexual exploitation. Most people, however, do not know that this crime takes place with the intention of child begging, forced labor, removal of body organs, and domestic servitude2. In 2005, the ILO estimates indicated that, worldwide, there exist about 2.4 million human smuggling and trafficking victims at any given instance. A recent research study on the overall trends of forced labor however would propose that the extent of the crisis is much greater. In Asia, for instance, more than 140,000 victims are forced into violent and humiliating conditions because of sexual exploitation. Additionally, one out of seven of the prostitutes in the region most probably ended up forced

Digital multi-channel communication system Lab Report

Digital multi-channel communication system - Lab Report Example Immediately, the US embarked on a dominant move to out-compete the Russian mission and conquer the space. In a period of about ten years the exploration gathered the momentum. First; Alan shepherd went capricious in a Mercury shell while Genn John moved the globe 3 times in 1962 and finally Neil Armstrong set base on moon in 1969. Wilson S.K & Cioffi J (1991) Since this period, a mood of findings has been subdued over time, yet satellite has been relaying information from around the globe that has been termed as newsworthy. Satellite is an object that runs around a bigger object the reminiscent of a planet. The moon is a natural satellite, man on the extreme end has launched millions of satellites in space and they revolve around the Earth. The satellite consists of the broadcasting antenna, radio receivers as well as transmitters that enable the satellite to correspond with one or more opinion stations, known as control axis. Communications relayed to the satellite from a soil level are unlinked; messages transmitted from the outpost to Earth are down connected. Satellites have silver plates that recharge the power source stored in batteries. Some satellite uses fuel energy that changes compound energy into electricity. There are satellites that run on nuclear energy. Miniature propellers offer outlook, elevation, as well as forward mot ion parameters to develop and alleviate the satellite’s site in space. To supplement climate monopoly onboard, energy is needed. Specialized configurations accomplish the errands dispersed to the satellite. These mostly incorporate sensors competent of photographing a variety of signal lengths. Whereas ecological satellite demands optics, telecommunications satellites don’t. Ecological satellite remits statistics in binary format on a computer that translates the same numbers into geometric images. Gerven S.V and Compernolle D.V (2000) Communication satellite is a radio transmitter antenna that

Sustainable Management Futures Essay Example | Topics and Well Written Essays - 750 words - 1

Sustainable Management Futures - Essay Example However, they just hold a minimum of 12% of directorships and 22% of senior management positions. The report also shows that companies with more women workforce on the management outperform those with few women directors. This neglecting of the consideration of the women performance has led to the imposing of the quota on women representation in the top management jobs (D’Agostino and Levine, 2011). Contents of the Lord Davies report The Lord Davies report gives the recommendation of the minimum women requirement in the workforce. The report also contains the benefits that are accrued by the society, the economy and businesses that adapt to these recommendations. The recommendations are aimed to restore gender equality and productivity by considering the FTSE 250 companies and the FTS 100 companies. The requirement to achieve a 25% female representation in management positions by 2015 is also depicted. As at February 2012, the number of women representation in these companies had elevated to higher levels and thus showing a positive picture. The values have increased rapidly in FTSE 100 companies from 12.5% to 15.6% while in the FTSE 250, they rose from 7.8% to 9.6%. The report provides for the recommendations that are likely to impact positively on the workforce in 2013. To realise this, the report challenges the FTSE 350 companies to provide an effort aimed at increasing the number of the women in their companies. The progress of the initial reports are also depicted to test the viability of the initial recommendations. Contents of the Institute of Leadership and Management Report The report was prepared for the business intermediaries and the bodies that offer business advice and support. The report illustrates the arguments of the leadership, investment options and skills. It also depicts the current practice in UK and its relation to competitor nations. The benefits of good leadership and management practises are also depicted. The best management p ractises can result into a 23% increase in business performance. Effective management is also depicted to improve the level of performance of the organisation with time. The report also gives the reasons of the underperforming of the UK over other competitor nations. Shortages of labour, wrong skill application, ineffective training and relevance of training are the major issues depicted. The report is concluded by recommendations the employers can undertake to improve management capability. The three waves of feminism Feminism can be divided into three waves; first wave, second wave and third wave or post feminism. The first wave began in UK and USA in the 19th century. This movement was established to counter the inequalities based on gender. It advocated for the intelligence, dignity and the potential of the female sex. The second wave began in 1960s, and a variety of the minority groups formed civil rights and anti-war movements. Sexuality and reproductive issues were raised, an d it required social equality regardless of sex. The gender was differentiated from sex due to the fusion of neo Marxism and the psychoanalytical theory. The post feminism phase is involved in the postmodern thinking of the female gender. The identity and the beauty of the female being have defined the feminine beauty. The differences such as class, sexual orientation, and ethnicity are recognised as dynamic,

The most Important Legacy of Reformation for us Today Essay

The most Important Legacy of Reformation for us Today - Essay Example The protestant reformation started in Europe in the early sixteenth century1. The works of Martin Luther King’s activities that he carried out in the late fifteenth century informed the reforms. During such times, it was evident in the Roman Catholic Church that the pope had the powers to sale of penance letters to people following the fact that he was deficient of the authority to forgive sins. In those days, the priest was highly regarded more important than any other person. Therefore, anything that he did was highly regarded as of moral right and was subject to no rejection or question. In this regard, the Catholic Church considered priests more than other considered other people. Following the ever questionable issues noticed by Luther regarding the practice of the pope, Luther advocated for provision of the Bible to everyone to read for themselves. It is due to such ill beliefs and practice that forced Martin Luther to call an end to such practices. He gained many follow ers in various countries by inspiring many religious reformers to break away from the Catholic Church and develop their own ideas. ... The reformations led to various religious wars that was termed the Thirty Years War. Christians believe in the ability of God to forgive sins since he has the power to do so. However, the notion that a person can influence God to forgive another is misleading. It is the idea of forgiveness of sins as well as the massive power accorded to the pope that led to the call to reformation. Reformation is an important aspect of human life. It is of crucial importance to highlight that different reformation always follow quests of justice with regards to certain matters that affect humanity. As such, people may always engage in protests with the hope of correcting a wrong where necessary. Such issues that always bring notable protests that mark the beginnings of reformations always arise from several sources. A major factor that may push for reformation may involve political factors. This may be evident where certain issues are considered oppressive to the general wellbeing of humanity. In ad dition, several protests championing for reforms may follow differences in religious views. As such, several religious societies may collude and strongly oppose a wrongdoing that may be evident in the society. Major reformations in history came with regards to the Roman Catholic church. The church in earlier days had several provisions and guidelines hat majority of followers considered oppressive. Such did not marry well with their beliefs and the faith they had in Christianity. Majority of such issues were being steered forth by the people of high ranks in the church. Such issues were considered oppressive to the faith and beliefs that were maintained by the faithful. This brought forth major reforms in

Public Human Resource Management Essay Example for Free

Public Human Resource Management Essay Please respond to the following: * Analyze the topics discussed in Chapter 1, with the exception of the laws. Select two topics and discuss two positive effects and two challenges the topic poses for human resource departments in the public sector. Performance Managementfor human resource departments it is important; to utilize the skills, focus and provide incentives for employees that are based on performance to achieve the organization’s goal. Human resource departments need to provide training and programs that are accessible to help enhance members of the organization’s learning with constant changes in policies and procedures. Two challenges posed to human resource departments; the inability to provide essential information to access or evaluate an employee’s performance accurately, Failure to provide quality and satisfactory customers services to connect with a task group with the strategies and plans the organization has implemented. Improvement in Labor Managementfor human resource departments it mean networking and communicating with various industrials and labor force can be a way to improve relationships even though they may not agree on some issues. Implementing policies and strategic plans that will benefit the public and private globally as well as nationally is vital in society today. Challenges posed to human resource departments; a human resource department or union disputing and failing to negotiation and resolve an issue, Trends in the change or advancement of technology and the ability of human resource departments to deal with the change especially in a global labor market. The outsourcings of jobs and employees that perform their jobs without being in a traditional workplace can create challenges for human resource departments when there is less or no communication among staff. Two topics that have an effect for human resources are 1) Recruitment and 2) Training and development. Two positive effects for recruitment is that there is a need to  fill 300k positions annually, and their is a need to attract quality applicants. Two challenges for Recruitment are recruiting qualified applicants, and keeping up with the rapid pace to hire the most qualified applicants. Two positive effects for training and development is that it will allow employees to take advantage of gaining knowledge to increase their chances of getting promoted. It will also allow companies to attract the best employees. Two challenges would consist of the cost for setting up training and development, and the alloted time allowed for an employee to complete neccessary training. Week1-Dq2 Public Human Resource Management in the News Please respond to the following: * From the e-Activities, discuss the current event you reviewed from the selected agency and determine the cause of the issue, noting if the cause was due to neglected public bureaucracies from elected and appointed officials. Discuss at least two results of the issue. Using USA.gov, I chose to investigate the United States Postal Service (USPS) agency. I was aware that this group was in financial strain for some time, but I found it interesting to review some of the latest information regarding key problems and possible solutions. Currently, the USPS operates with about 650,000 unionized personnel. Employees sort, package, transport, and deliver the public mail. Although the organization charges for its services (postage rates, etc), as an agency, much of its budget is subsidized by public funds. In discussing the current situation, the Washington Post reported, â€Å"first-class mail volume [is] plummeti ng as Americans conduct more business and communications through the Internet.† Perhaps what is most important is the fact that this trend is continuing as the USPS reportedly lost $16 billion in the 2012 fiscal year. For this reason the USPS issue has been debated in Congress for years and has recently been one of several key debates for lawmakers during the â€Å"fiscal cliff† dilemma. In the past Congress has had difficulty deciding whether to adopt solutions such as suspending Saturday delivery and limiting other specialty services. Also, there is the question of how much public money should go to USPS employee retirement benefits and labor contracts. To many individuals, this is traditionally seen as a bureaucratic problem; however, personally I do not believe that the problem is purely the result of public  sector negligence. Like many government services, it is more likely that the answer lies in serious reform rather than complete suspension. Interestingly, I located an article about the nonprofit National Academy of Public Administration – that suggested a kind of public/private hybrid approach to fix the USPS’s difficulties. The concept entails â€Å"farming out† much of the behind the scenes process while a federal letter carrier would still handle front-line delivery services. What is apparent is that there are several significant results from this issue including the continuing postal rate increases, the reduction of service (e.g. limited post office hours), and continued legislative debate of whether this public service is vital enough to continue to ask taxpayers to subsidize what seems to be a failing business formula. http://www.usa.gov/directory/federal/us-postal-service.shtml http://www.washingtonpost.com/politics/think-tank-to-study-privatizing-most-postal-service-operations/2013/01/03/2adc0b08-55ed-11e2-8b9e-dd8773594efc_story.html http://about.usps.com/who-we-are/postal-history/universal-service-postal-monopoly-history.pdf http://www.gao.gov/assets/210/203772.pdf wk2dq1 Building HRM Capacity Please respond to the following: * Imagine you are the consultant for the agency you selected in the Week 1 e-Activity (you may choose from one of the e-Activities). Assume the selected agency is large but poorly performing in a highly visible public program which did not have performance measures for employees. The public program serves over two million citizens across the 52 states. Propose and provide a rationale for two change strategies to address the agency’s performance. * Propose two methods of performance measures for the department to meet within six months. Provide a rationale for each method. * In week one I selected to analyze the United States Postal Service (USPS). Over the past decade this agency has been under increasing scrutiny regarding operation costs, procedures and personnel. Since last week’s discussion I took a few minutes to speak to my postal carrier in order to gain some perspective on internal communication within the agency. It was  surprising to learn that the departments within the organization are isolated in such a way that – with exception to â€Å"water cooler† talk – most USPS workers have about the same understanding of the agency’s problem as the general public. * * After reading the â€Å"Instructor’s Insight† supplemental article, I started to consider how the USPS personnel might benefit from a more constitutional administrative approach. Like many, I have noticed that customer service (or just simple pride in the job) is severely lacking with many USPS employees. Considering today’s job market, one would assume that individuals would take their work and team management very seriously. One might also say that it appears that some postal workers are immune from accountability. * * This said, one of the strategies that I would implement would be to reform the organizational culture. It should be a privilege to be employed by and serve the American people, while also being trusted to process citizens’ personal property. I agree with Newbold’s (2010) article, in that, public personnel members should pledge to uphold the U.S. Constitution through their service. I also feel that department management should be given the authority to make certain that this new attitude sustains. A simple professional attitude change within the organization can lead to greater productivity, and it could be measured in 6-months via public reaction (exit surveys, media reports, increase in sales, etc). * * After reading Chapter 2 in the Riccucci (2012) book, it also became apparent to me that the method in which recruiting and managing personnel could also benefit from change. In the section regarding â€Å"Strengthening Teaching† Klinger (2012) writes, â€Å"†¦transition includes ethical competencies: the ability to balance conflicting expectations like employee rights and organizational effectiveness†¦ (p22)† Balancing job productivity and employee needs is a challenge in almost every industry. Perhaps another solution might be to focus not only on hiring quality personnel, but continually reassessing employee qualities and how it might best serve the organization. * * Individuals can be motivated by compensation; however, exceptional performance tends to stem from passion. My recommendation would be that 21st-century HRM has to be focused on the individual’s strengths and weaknesses and not what the worker’s union requires. This in my opinion is currently a shortcoming of the USPS. Therefore, I would offer a 6-month challenge that involves department managers communicating with each staff members every 2 to 4 weeks – and document at least one unique item that each staff person could offer that would benefit the USPS operation team. I believe that with a slow transition, personality can be infused into traditional staff procedure which will lead to empowerment and greater productivity.

Early Cells Essay Example for Free

Early Cells Essay 1 Hypothesis If you soak an egg in vinegar, then the shell will deteriorate and loose centimeters off of its circumference. Data and Observations Time (hrs) Observations Circumference (cm) 0 1. The egg is whole, and has not lost color. 2. The egg was immediately surrounded by bubbles. 3. 14 cm 4. 24 1. The egg appears to have a little bit of color missing. 2. The egg remains firm. 3. 15.5cm 4. 48 1. The eggs shell is beginning to disappear. 2. The shell of the egg is cracking all around. 3. 16 and  ¼cm 4. 72 1. The shell is completely gone, leaving a thin membrane that surrounds the yolk. 2. The egg itself looks flimsy and appears transparent. 3. 17cm Conclusion: Be sure to answer the following reflection questions in the conclusion of your lab report: 1. How much did the egg change in size? (answer should be in centimeter) The eggs size changed by 3 centimeters. 2. Was your hypothesis correct? Why or why not? My hypothesis proved to be correct because the eggs shell did, in fact, deteriorate. 3. Evaluate the lab and data collected. What type of transport occurred in this lab? Explain your answer, including evidence from your experiment to  support your explanation. The type of transport that took place in this lab was active. I believe this is true because the particles moved from an area of higher concentration (vinegar), to an area of lower concentration (the egg). 4. Consider how lettuce or spinach placed in water becomes firm and crisp. Use what you have learned about cell membranes to explain this observation. Lettuce and spinach become firm and crisp when placed in water because the cells absorb the water, and in turn makes the lettuce/spinach bloated with water. 5. If you were to continue this experiment by removing the egg from the water and covering it in syrup, what do you think would happen. Explain your prediction. (If you choose to test your prediction, be sure to allow at least 24 hours before making your observations. And, of course, handle the egg very carefully!) If I were to put the same egg in a syrup solution, I believe the thin membrane that remained would break because passive transport would take place.

Urosepsis With Subsequent Bacteremia Nursing Essay

Urosepsis With Subsequent Bacteremia Nursing Essay Sepsis is a clinical syndrome defined by a systemic, dysregulated inflammatory response to infection. Clinical features include either a culture-proven or visually identified infection along with two or more abnormalities in temperature, heart rate, respiration, or white blood count in the response to an infection. This case study will discuss the clinical presentation, diagnosis, and medical management of a patient with urosepsis and subsequent bacteremia in a 78-year-old male. KEY WORDS: Sepsis, abdominal pain, urinary tract infection, bacteremia INTRODUCTION: Sepsis is the clinical syndrome that results from a dysregulated inflammatory response to an infection. The definition of sepsis involves either a culture-proven or visually identified infection, along with two or more of the following: Temperature > 38.3Â °C or 90 beats/min Respiratory Rate >20 breaths/min or PaCO2 12,000 cells/mm3, 10 percent immature (band) forms (UPTODATE ARTICLE) Common sites of origin of sepsis include the following: Central nervous system: meningitis Lungs: pneumonia, empyema Abdomen: peritonitis, intraabdominal abscess, appendicitis, pancreatitis Genitourinary tract: indwelling catheters Skin and soft tissue: cellulitis, trauma, catheters (AM Journal of medicine: sepsis) Common bacteria causing sepsis are gram positive bacteria including staphylococci, streptococci, and enterococci, and gram negative bacteria including Escherichia coli, Proteus species, Pseudomonas, and Klebsiella species. (The American journal of medicine: SEPSIS) Predisposing factors of sepsis include trauma, burns, surgery (especially abdominal procedures), diabetes mellitus type 1 or type 2, chronic renal failure, immunosuppression (as with patients with AIDS, chronic steroid use, chemotherapy, neutropenia, post organ transplant), indwelling intravascular and urinary catheters, old age, infancy, and malnutrition. (first consult) To initiate appropriate supportive measures, it is important to identify the severity of the sepsis syndrome. The severity can be classified along a continuum of Systemic Inflammatory Response Syndrome (SIRS), sepsis, severe sepsis, or septic shock. Systemic Inflammatory Response Syndrome (SIRS) criteria involve a dysregulated inflammatory response to a noninfectious etiology. Possible noninfectious insults include autoimmune disorders, pancreatitis, thromboembolisms, or surgeries. These noninfectious processes must be present along with two or more of the abnormalities in temperature, heart rate, respiratory rate, and white blood count listed above. UPTODATE Sepsis, as mentioned above, is SIRS due to a suspected or confirmed infection (Sepsis The American journal of medicine). Two or more of the abnormalities mentioned above along with either a culture-proven or visually identified infection defines sepsis. UPTODATE Severe sepsis is sepsis with atleast one of the following signs of hypoperfusion, hypotension, or end organ dysfunction. Signs of end organ dysfunction include areas of mottled skin, delayed capillary refill of greater than 3 seconds, urine output of 2 mmol, change in mental status, abnormal electroencephalographic findings, platelet count 5mcg/kg per min, norepinephrine

The Princess Bride Screenplay Essay examples -- William Goldman essays

William Goldman made a number of changes in the development of The Princess Bride screenplay. The changes Goldman were not subtle, because when you transform a book into a movie there are major adaptations that must be made for a movie to be successful. The changes may affect the quality of the movie in comparison to the novel. This report is going explain the three most significant changes and how these affected our view and appreciation of the story. The most significant difference between the book and the movie, was that the narrative parts of the book which display the character's thoughts were removed. The book describes what the characters where feeling and thinking, which brought us closer to them. When we know what the character feels and thinks, the story becomes a three-dimens...

The Controversy of Standardized Testing Essays -- Standardized Testing

The Controversy of Standardized Testing â€Å"No issue in the U.S. Education is more controversial than (standardized) testing. Some people view it as the linchpin of serious reform and improvement, others as a menace to quality teaching and learning† (Phelps). A tool that educators use to learn about students and their learning capabilities is the standardized test. Standardized tests are designed to give a common measure of a student’s performance. Popular tests include the SAT, IQ tests, Regents Exams, and the ACT. â€Å"Three kinds of standardized tests are used frequently in schools: achievement, diagnostic, and aptitude† (Woolfolk 550). Achievement tests can be used to help a teacher assess a student’s strengths and weaknesses in a particular subject. Diagnostic tests are typically given to elementary school students when learning problems are suspected. Aptitude tests are designed to predict how a student will perform in the future. For example, the SAT predicts performance in the fi rst year of college. Standardized tests give educators a standard measure or â€Å"yardstick† because such a large number of students across the country take the same test. These tests are used to tell how well school programs are doing or to give a picture of the skills and abilities of students. Standardized tests; however, are problematic at all ages and levels of schooling. Standardized aptitude tests measure students’ abilities to learn in school, how well they are likely to succeed in future education. Rather than measuring knowledge of subjects taught in school, these tests measure a broad range of abilities or skills that are considered important to succeed in school. The classroom setting and teacher are the key to assessment. â€Å"Pressure to produce higher scores leads teachers to focus on material that will be covered by the tests and to exclude everything else. The curriculum is thereby narrowed, which means that some subjects are ignored. Within those that are taught, lower order thinking skills are emphasized. As a result, test scores get inflated while real learning suffers† (Phelps). Performance based assessment guarantees an increased understanding of the growth of individual child. Such understanding reduces the need for currently used standardized tests. Standards for Education and Psychological Testing (American Psychological Association) states the ... ... tests are counterproductive. Meaning that instead of leading to stronger academic achievement, it is said to interfere with teaching and learning. Teachers should use test results to improve their instruction, not to justify lower expectations or to stereotype students. Bibliography: Works Cited American Psychological Association. Standards for Educational and Psychological Testing. Washington, D.C.: American Psychological Association, 1985 Goodwin, W.L., and Driscoll, L.A. Handbook for Measurement and Evaluation in Education. San Fransisco: Jossey-Bass, 1980 Phelps, R.P. â€Å"Why Testing Experts Hate Testing.† Fordham Report, Jan. 1999: Available online: http://www.ed.excellence.net/library/phelps.htm Sacks, P. Standardized Minds: The High Price of America’s Testing Culture and What we Can do to Change it. Cambridge, Mass.: Perseus Books, Feb. 2000: Available online: http://www.fairtest.org.k12/psacks.html Wiseman, D.L., Cooner, D.D., and Knight, S.L. Becoming a Teacher in a Field-Based Setting: an Introduction to Education and Classrooms. Belmont, CA: Wadsworth Publishing Company, 1999 Woolfolk, A. Educational Psychology. Needham

Edexcel Maths Fp2 Paper

Paper Reference(s) 6667 Edexcel GCE Further Pure Mathematics FP1 Advanced Level Specimen Paper Time: 1 hour 30 minutes Materials required for examination Answer Book (AB16) Graph Paper (ASG2) Mathematical Formulae (Lilac) Items included with question papers Nil Candidates may use any calculator EXCEPT those with the facility for symbolic algebra, differentiation and/or integration. Thus candidates may NOT use calculators such as the Texas Instruments TI-89, TI-92, Casio CFX-9970G, Hewlett Packard HP 48G.Instructions to Candidates In the boxes on the answer book, write the name of the examining body (Edexcel), your centre number, com/geo-sba-cxc/" class="ilgen">candidate number, the unit title (Further Pure Mathematics FP1), the paper reference (6667), your surname, initials and signature. When a calculator is used, the answer should be given to an appropriate degree of accuracy. Information for Candidates A booklet ‘Mathematical Formulae and Statistical Tables’ is provid ed. Full marks may be obtained for answers to ALL questions. This paper has eight questions. Advice to Candidates You must ensure that your answers to parts of questions are clearly labelled.You must show sufficient working to make your methods clear to the Examiner. Answers without working may gain no credit. This publication may only be reproduced in accordance with London Qualifications Limited copyright policy. Edexcel Foundation is a registered charity.  ©2003 London Qualifications Limited 1. Prove that a (r r =1 n 2 – r -1 = ) 1 (n – 2)n(n + 2) . 3 (5) 2. 1 f ( x ) = ln x – 1 – . x (a) Show that the root a of the equation f(x) = 0 lies in the interval 3 < a < 4 . (2) (b) Taking 3. 6 as your starting value, apply the Newton-Raphson procedure once to f(x) to obtain a second approximation to a.Give your answer to 4 decimal places. (5) 3. Find the set of values of x for which 1 x > . x -3 x -2 (7) 4. f ( x ) ? 2 x 3 – 5 x 2 + px – 5, p I ?. The equation f (x) = 0 has (1 – 2i) as a root. Solve the equation and determine the value of p. (7) 5. (a) Obtain the general solution of the differential equation dS – 0. 1S = t. dt (6) (b) The differential equation in part (a) is used to model the assets, ? S million, of a bank t years after it was set up. Given that the initial assets of the bank were ? 200 million, use your answer to part (a) to estimate, to the nearest ? illion, the assets of the bank 10 years after it was set up. (4) 2 6. The curve C has polar equation r 2 = a 2 cos 2q , -p p ? q ? . 4 4 (a) Sketch the curve C. (2) (b)Find the polar coordinates of the points where tangents to C are parallel to the initial line. (6) (c) Find the area of the region bounded by C. (4) 7. Given that z = -3 + 4i and zw = -14 + 2i, find (a) w in the form p + iq where p and q are real, (4) (b) the modulus of z and the argument of z in radians to 2 decimal places (4) (c) the values of the real con stants m and n such that mz + nzw = -10 – 20i . (5) 3 Turn over 8. (a) Given that x = e t , show that (i) y dy = e -t , dx dt 2 dy o d2 y – 2t ? d y c 2 – ?. =e c 2 dt ? dx o e dt (ii) (5) (b) Use you answers to part (a) to show that the substitution x = e t transforms the differential equation d2 y dy x 2 2 – 2x + 2y = x3 dx dx into d2 y dy – 3 + 2 y = e 3t . 2 dt dt (3) (c) Hence find the general solution of x2 d2 y dy – 2x + 2y = x3. 2 dx dx (6) END 4 Paper Reference(s) 6668 Edexcel GCE Further Pure Mathematics FP2 Advanced Level Specimen Paper Time: 1 hour 30 minutes Materials required for examination Answer Book (AB16) Graph Paper (ASG2) Mathematical Formulae (Lilac) Items included with question papers NilCandidates may use any calculator EXCEPT those with the facility for symbolic algebra, differentiation and/or integration. Thus candidates may NOT use calculators such as the Texas Instruments TI 89, TI 92, Casio CFX-9970G, Hewlett Pac kard HP 48G. Instructions to Candidates In the boxes on the answer book, write the name of the examining body (Edexcel), your centre number, candidate number, the unit title (Further Pure Mathematics FP2), the paper reference (6668), your surname, initials and signature. When a calculator is used, the answer should be given to an appropriate degree of accuracy.Information for Candidates A booklet ‘Mathematical Formulae and Statistical Tables’ is provided. Full marks may be obtained for answers to ALL questions. This paper has eight questions. Advice to Candidates You must ensure that your answers to parts of questions are clearly labelled. You must show sufficient working to make your methods clear to the Examiner. Answers without working may gain no credit. This publication may only be reproduced in accordance with London Qualifications Limited copyright policy. Edexcel Foundation is a registered charity.  ©2003 London Qualifications Limited 1.The displacement x of a particle from a fixed point O at time t is given by x = sinh t. 4 At time T the displacement x = . 3 (a) Find cosh T . (2) (b) Hence find e T and T. (3) 2. Given that y = arcsin x prove that (a) dy = dx (1 – x ) 2 1 , (3) (b) (1 – x 2 ) d2 y dy -x = 0. 2 dx dx (4) Figure 1 3. y P(x, y) s A y O x Figure 1 shows the curve C with equation y = cosh x. The tangent at P makes an angle y with the x-axis and the arc length from A(0, 1) to P(x, y) is s. (a) Show that s = sinh x. (3) (a) By considering the gradient of the tangent at P show that the intrinsic equation of C is s = tan y. 2) (c) Find the radius of curvature r at the point where y = p . 4 (3) S 4. I n = o x n sin x dx. p 2 0 (a) Show that for n ? 2 ?p o I n = nc ? e 2o n -1 – n(n – 1)I n – 2 . (4) (4) (b) Hence obtain I 3 , giving your answers in terms of p. 5. (a) Find ? v(x2 + 4) dx. (7) The curve C has equation y 2 – x 2 = 4. (b) Use your answer to part (a) to find the area of the fin ite region bounded by C, the positive x-axis, the positive y-axis and the line x = 2, giving your answer in the form p + ln q where p and q are constants to be found. (4) Figure 2 6. y O 2pa x The parametric equations of the curve C shown in Fig. are x = a(t – sin t ), y = a(1 – cos t ), 0 ? t ? 2p . (a) Find, by using integration, the length of C. (6) The curve C is rotated through 2p about Ox. (b) Find the surface area of the solid generated. (5) 7 7. (a) Using the definitions of sinh x and cosh x in terms of exponential functions, express tanh x in terms of e x and e – x . (1) (b) Sketch the graph of y = tanh x. (2) 1 ? 1 + x o lnc ?. 2 e1 – x o (c) Prove that artanh x = (4) (d) Hence obtain d (artanh x) and use integration by parts to show that dx o artanh x dx = x artanh x + 1 ln 1 – x 2 + constant. 2 ( ) (5) 8.The hyperbola C has equation x2 y2 = 1. a2 b2 (a) Show that an equation of the normal to C at P(a sec q , b tan q ) is by + ax sin q = a 2 + b 2 tan q . (6) ( ) The normal at P cuts the coordinate axes at A and B. The mid-point of AB is M. (b) Find, in cartesian form, an equation of the locus of M as q varies. (7) END U Paper Reference(s) 6669 Edexcel GCE Further Pure Mathematics FP3 Advanced Level Specimen Paper Time: 1 hour 30 minutes Materials required for examination Answer Book (AB16) Graph Paper (ASG2) Mathematical Formulae (Lilac) Items included with question papers NilCandidates may use any calculator EXCEPT those with the facility for symbolic algebra, differentiation and/or integration. Thus candidates may NOT use calculators such as the Texas Instruments TI 89, TI 92, Casio CFX 9970G, Hewlett Packard HP 48G. Instructions to Candidates In the boxes on the answer book, write the name of the examining body (Edexcel), your centre number, candidate number, the unit title (Further Pure Mathematics FP3), the paper reference (6669), your surname, initials and signature. When a calculator is used, the answer sho uld be given to an appropriate degree of accuracy.Information for Candidates A booklet ‘Mathematical Formulae and Statistical Tables’ is provided. Full marks may be obtained for answers to ALL questions. This paper has eight questions. Advice to Candidates You must ensure that your answers to parts of questions are clearly labelled. You must show sufficient working to make your methods clear to the Examiner. Answers without working may gain no credit. This publication may only be reproduced in accordance with London Qualifications Limited copyright policy. Edexcel Foundation is a registered charity.  ©2003 London Qualifications Limited 1. y = x 2 – y, y = 1 at x = 0 . dx y – y0 ? dy o Use the approximation c ?  » 1 with a step length of 0. 1 to estimate the values of y h e dx o 0 at x = 0. 1 and x = 0. 2, giving your answers to 2 significant figures. (6) 2. (a) Show that the transformation w= z -i z +1 maps the circle z = 1 in the z-plane to the line w – 1 = w + i in the w-plane. (4) The region z ? 1 in the z-plane is mapped to the region R in the w-plane. (b) Shade the region R on an Argand diagram. (2) 3. Prove by induction that, all integers n, n ? 1 , ar > 2 n r =1 n 1 2 . (7) 4. dy d2 y dy +y = x, y = 0, = 2 at x = 1. 2 dx dx dxFind a series solution of the differential equation in ascending powers of (x – 1) up to and including the term in (x – 1)3. (7) 5. ? 7 6o A=c c 6 2? . ? e o (a) Find the eigenvalues of A. (4) (a) Obtain the corresponding normalised eigenvectors. (6) NM 6. The points A, B, C, and D have position vectors a = 2i + k , b = i + 3j, c = i + 3 j + 2k , d = 4 j + k respectively. (a) Find AB ? AC and hence find the area of triangle ABC. (7) (b) Find the volume of the tetrahedron ABCD. (2) (c) Find the perpendicular distance of D from the plane containing A, B and C. (3) 7. ? 1 x – 1o c ? 5 A( x) = c 3 0 2 ? , x ? 2 c1 1 0 ? e o (a) Calculate the inverse of A(x). (8) ? 1 3 â €“ 1o c ? B = c3 0 2 ? . c1 1 0 ? e o ? po c ? The image of the vector c q ? when transformed by B is cr? e o (b) Find the values of p, q and r. (4) ? 2o c ? c 3? . c 4? e o 11 8. (a) Given that z = e iq , show that zp + 1 = 2 cos pq , zp where p is a positive integer. (2) (b) Given that cos 4 q = A cos 4q + B cos 2q + C , find the values of the constants A, B and C. (7) The region R bounded by the curve with equation y = cos 2 x, rotated through 2p about the x-axis. (c) Find the volume of the solid generated. (6) p p ? x ? , and the x-axis is 2 2END NO EDEXCEL FURTHER PURE MATHEMATICS FP1 (6667) SPECIMEN PAPER MARK SCHEME Question number 1. Scheme Marks M1 B1 a (r r =1 n 2 – r -1 = a r2 – a r – a1 r =1 r =1 r =1 ) n n n ? n o c a1 = n ? e r =1 o = = = n (n + 1)(2n + 1) – ? 1 on(n + 1) – n c ? 6 e 2o n 2n 2 – 8 6 [ ] M1 A1 A1 (5) (5 marks) 1 n(n – 2 )(n + 2 ) 3 2. (a) f ( x) = ln x – 1 – 1 x f (3) = ln 3 – 1 à ¢â‚¬â€œ 1 = -0. 2347 3 f (4) = ln 4 – 1 – 1 = 0. 1363 4 f (3) and f (4) are of opposite sign and so f ( x ) has root in (3, 4) (b) x 0 = 3. 6 f ? (x ) = 1 1 + x x2 M1 A1 (2) M1 A1 f ? (3. 6 ) = 0. 354 381 f (3. 6) = 0. 003 156 04 Root  » 3. – f (3. 6) f ? (3. 6) M1 A1 ft A1 (5) (7 marks)  » 3. 5911 13 EDEXCEL FURTHER PURE MATHEMATICS FP1 (6667) SPECIMEN PAPER MARK SCHEME Question number 3. Scheme x x x 2 – 3x + 3 1 1 > ? >0 ? >0 x-3 x-2 x-3 x-2 (x – 3)(x – 2 ) Marks M1 A1 B1 B1 Numerator always positive Critical points of denominator x = 2, x = 3 x < 2 : den = (- ve)(- ve) = + ve 2 < x < 3 : den = (- ve)(+ ve) = – ve 3 < x : den = (+ ve)(+ ve) = + ve M1 A1 A1 (7) (7 marks) Set of values x < 2 and x > 3 {x : x < 2} E {x : x > 3} 4. If 1 – 2i is a root, then so is 1 + 2i B1 M1 A1 M1 A1 ft A1 A1 (7) x – 1 + 2i )(x – 1 – 2i ) are f actors of f(x) so x 2 – 2 x + 5 is a factor of f (x) f ( x ) = x 2 – 2 x + 5 (2 x – 1) Third root is 1 2 ( ) and p = 12 (7 marks) 5. (a) dS – (0. 1)S = t dt – ( 0. 1)dt Integrating factor e o = e -(0. 1)t M1 d Se – (0. 1)t = te – (0. 1)t dt Se – (0. 1)t = o te – (0. 1)t dt = -10te – (0. 1)t – 100e – (0. 1)t + C [ ] A1 A1 M1 A1 A1 (6) S = Ce (0. 1)t – 10t – 100 (b) S = 200 at t = 0 ? 200 = C – 100 i. e. C = 300 S = 300e (0. 1)t – 10t – 100 M1 A1 At t = 10, S = 300e – 100 – 100 = 615. 484 55 M1 A1 ft (4) (10 marks) Assets ? 615 million NQ EDEXCEL FURTHER PURE MATHEMATICS FP1 (6667)SPECIMEN PAPER MARK SCHEME Question number 6. (a) l Scheme Marks q B1 (Shape) B1 (Labels) (2) (b) Tangent parallel to initial line when y = r sin q is stationary Consider therefore d 2 a cos 2q sin 2 q dq ( ) M1 A1 = -2 sin 2q sin 2 q + cos 2q (2 sin q cos q ) =0 2 sin q [cos 2 q cos q – sin 2q sin q ] = 0 sin q ? 0 ? cos 3q = 0 ? q = p -p or 6 6 M1 A1 o ? ? o ? 1 p o? 1 -p Coordinates of the points c c a, ? c a, ? c 6 6 oe 2 e 2 A1 A1 (6) 1 o4 2 1 2o4 (c) Area = o r dq = a o cos 2q dq 2 o -p 2 o -p 4 4 p p M1 A1 a2 a2 1 2 e sin 2q u = a e = [1 – (- 1)] = 2 e 2 u -4p 4 2 u p 4 M1 A1 (4) (12 marks) 15EDEXCEL FURTHER PURE MATHEMATICS FP1 (6667) SPECIMEN PAPER MARK SCHEME Question number 7. (a) z = -3 + 4i, zw = -14 + 2i Scheme Marks w= = = – 14 + 2i (- 14 + 2i )(- 3 – 4i ) = (- 3 + 4i )(- 3 – 4i ) – 3 + 4i M1 A1 A1 A1 M1 A1 M1 A1 M1 A1 A1 M1 A1 (5) (13 marks) (4) (42 + 8) + i(- 6 + 56) 9 + 16 50 + 50i = 2 + 2i 25 (4) (b) z = (3 2 + 42 = 5 4 = 2. 21 3 ) arg z = p – arctan (c) Equating real and imaginary parts 3m + 14n = 10, 4m + 2n = -20 Solving to obtain m = -6, n = 2 NS EDEXCEL FURTHER PURE MATHEMATICS FP1 (6667) SPECIMEN PAPER MARK SCHEME Question number 8. (a)(i) x = et , dy dy dy dt = = e -t dt dx dt dxSch eme Marks M1 A1 ? dx t o c =e ? e dt o (ii) d 2 y dt d e – t dy u e = dt u dx 2 dx dt e u e M1 e dy d2 yu = e – t e – e -t + e -t 2 u dt dt u e e d 2 y dy u = e – 2t e 2 – u dt u e dt (b) x2 2t A1 A1 (5) d2 y dy – 2x + 2y = x3 2 dx dx – 2t e e e d 2 y dy u t – t dy + 2 y = e 3t e 2 – u, – 2e e dt u dt e dt M1 A1, A1 (3) d2 y dy – 3 + 2 y = e 3t 2 dt dt (c) Auxiliary equation m 2 – 3m + 2 = 0 (m – 1)(m – 2) = 0 Complementary function y = Ae t + Be 2t e 3t 1 Particular integral = 2 = e 3t 3 – (3 ? 3) + 2 2 General solution y = Ae t + Be 2t + 1 e 3t 2 = Ax + Bx 2 + 1 x 3 2 M1 A1 M1 A1 M1 A1 ft 6) (14 marks) 17 EDEXCEL FURTHER PURE MATHEMATICS FP2 (6668) SPECIMEN PAPER MARK SCHEME Question Number 1. cosh 2 T = 1 + sinh 2 T = 1 + 16 25 = 9 9 Scheme Marks M1 A1 (2) M1 A1 A1 ft (3) cosh T =  ± 5 5 = since cosh T > 1 3 3 4 5 + =3 3 3 e T = cosh T + sinh T = Hence T = ln 3 2. (5 marks) (a) y = arcsin x ? sin y = x M1 cos y dy =1 dx dy 1 1 = = dx cos y 1- x2 M1 A1 (3) (b) d2 y dx 2 = – 1 1- x2 2 ( ) -3 2 (- 2 x ) M1 A1 = x 1- x2 ( ) -3 2 (1 – x ) 2 d2 y dy -x = 1 – x2 x 1 – x2 2 dx dx ( )( ) -3 2 – x 1- ( 1 2 -2 x ) =0 M1 A1 (4) (7 marks) NU EDEXCEL FURTHER PURE MATHEMATICS FP2 (6668)SPECIMEN PAPER MARK SCHEME Question Number 3. Scheme x 0 Marks (a) s=o e ? dy o 2 u 2 e1 + c ? u dx e e dx o u u e dy = sinh x dx 1 y = cosh x, x B1 s = o 1 + sinh 2 x 2 dx 0 [ ] 1 = o cosh x dx = sinh x 0 x M1 A1 (3) (b) Gradient of tangent dy = tan y = sinh x = s dx s = tan y M1 A1 M1 A1 A1 (2) (c) r= ds = sec2 y dy At y = p , r = sec2 p = 2 4 4 (3) (8 marks) 19 EDEXCEL FURTHER PURE MATHEMATICS FP2 (6668) SPECIMEN PAPER MARK SCHEME Question Number 4. Scheme I n = o x n sin x dx = x n (- cos x ) p 2 0 Marks (a) [ ] p 2 0 – o 2 nx n -1 (- cos x )dx 0 p M1 A1 i i = 0 + ni x n -1 sin x i i [ -o 0 p 2 p 2 0 = n (p ) 2 [ n -1 – (n â⠂¬â€œ 1)I n -2 n -1 ] u i (n – 1)x n- 2 sin x dxy i ? A1 So I n = n(p ) 2 2 – n(n – 1)I n -2 A1 (4) (b) ?p o I 3 = 3c ? – 3. 2 I 1 e2o I 1 = o x sin x dx = [x(- cos x )] + o cos x dx 0 p 2 0 p 2 p 2 0 M1 = [sin x ] = 1 0 p 2 A1 3p ? p o I 3 = (3)c ? – 6 = -6 4 e 2o 2 2 M1 A1 (4) (8 marks) OM EDEXCEL FURTHER PURE MATHEMATICS FP2 (6668) SPECIMEN PAPER MARK SCHEME Question Number 5. Scheme x = 2 sinh t Marks B1 (a) (x 2 + 4 = 4 sinh 2 t + 4 ) ( 2 ) 1 2 = 2 cosh t dx = 2 cosh t dt I =o (x + 4 dx = 4 o cosh 2 t dt ) M1 A1 = 2 o (cosh 2t + 1) dt = sinh 2t + 2t + cM1 A1 M1 A1 ft (7) = 1 x 2 (x 2 2 ? xo + 4 + 2arsinh c ? + c e 2o 2 0 ) (b) Area = o y dx = o 0 (x ) 2 + 4 dx 2 ) M1 e1 =e x e2 = 2 ( xu u e x + 4 u + e 2arsinh u 2u0 u0 e 2 2 1 2 2 8 + 2arsinh (1) 2] = 2 2 + ln 3 + 2 A1 2 + 2 ln[1 + ( 2 ) M1 A1 (4) (11 marks) 21 EDEXCEL FURTHER PURE MATHEMATICS FP2 (6668) SPECIMEN PAPER MARK SCHEME Question Number 6. Scheme 2p 0 Marks (a) s=o e e x + y u dt e u e u  · 2 1  · u2 2 dy  · dx  · = x = a (1 – cos t ); = y = a sin t dt dt s=o 2p 0 M1 A1; A1 2p 0 a (1 – cos t ) + sin 2 t 2 dt = a o 2 p ? 2 sin c 0 2p [ ] 1 [2 – 2 cos t ]2 dt M1 A1, A1 ft (6) 1 = 2a o e ? t ou to ? t , = -4a ecosc ? u = 8a e 2o e e 2 ou 0 1 o2 (b) s = 2p o = 2p o 2p 0 ? yc x + y ? dt c ? e o 1 22 2p  · 2  · 2 2p 0 a 2 (1 – cos t ) 2 dt M1 A1 M1 3 = 8pa 2 o 0 2p 0 ?to sin 3 c ? dt e 2o = 8pa 2 o 2 e t 2 ? t ou e1 – cos c 2 ? u sin 2 dt e ou e 2p 64pa 2 t 2 e 3 t u = 8pa e – 2 cos + cos u = 2 3 2u0 3 e A1 A1 ft (5) (11 marks) OO EDEXCEL FURTHER PURE MATHEMATICS FP2 (6668) SPECIMEN PAPER MARK SCHEME Question Number 7. Scheme tanh x = sinh x e x – e – x = cosh x e x + e – x B1 Marks (1) (a) (b) 1 y 0 x -1 B1 B1 (2) (c) artanhx = z ? tanh z = x e z – e-z e z + e -z =x M1 A1 e z – e-z = x e z + e-z ( ) 1 – x )e z = (1 + x )e – z e2z = z= 1+ x 1- x 1 ? 1 + x o lnc ? = artanh x 2 e1- x o M1 A1 M1 A1 1 x dx (4) (d) dz 1 ? 1 1 o 1 = c + ? = dx 2 e 1 + x 1 – x o 1 – x 2 o artanh x dx = (x artanh x ) – o 1 – x = (x artanh x ) + 2 M1 A1 A1 (5) 1 ln 1 – x 2 + constant 2 ( ) (10 marks) 23 EDEXCEL FURTHER PURE MATHEMATICS FP2 (6668) SPECIMEN PAPER MARK SCHEME Question Number 8. Scheme x2 y2 =1 a2 b2 2 x 2 y dy =0 a 2 b 2 dx Marks (a) M1 A1 M1 A1 dy 2 x b 2 b 2 a sec q b = 2 = 2 = dx a 2 y a b tan q a sin q Gradient of normal is then a sin q b a Equation of normal: ( y – b tan q ) = – sin q (x – a sec q ) b x sin q + by = a 2 + b 2 tan q (b) M: A normal cuts x = 0 at y = B normal cuts y = 0 at x = ( ) M1 A1 (6) (a 2 + b2 tan q b ) M1 A1 (a = ( ) a2 + b2 tan q a sin q + b2 a cos q 2 ) A1 e a2 + b2 u a2 + b2 sec q , tan q u Hence M is e 2b e 2a u Eliminating q sec 2 q = 1 + tan 2 q 2 2 ( ) M1 M1 e 2aX u e 2bY u =1+ e 2 e u u ea2 + b2 u ea + b2 u A1 2 4a 2 X 2 – 4b 2Y 2 = a 2 + b 2 [ ] A1 (7) (15 marks) OQ EDEXCEL FURTHER MATHEMATICS FP3 (6669) SPECIMEN PAPER MARK SCHEME Question Number 1. Scheme Marks ? dy o x 0 = 0, y 0 = 1, c ? = 0 – 1 = -1 e dx o 0 ? dy o y1 – y 0 = hc ? ? y1 = 1 + (0. 1)(- 1) = 0. e dx o 0 ? dy o x1 = 0. 1, y1 = 0. 9, c ? e dx o 1 ? dy o y 2 = y1 + hc ? e dx o 1 = (0. 1) – 0. 9 2 B1 M1 A1 ft A1 = -0. 89 = 0. 9 + (0. 1)(- 0. 89) = 0. 811  » 0. 81 z -i ? w( z + 1) = ( z – i ) z +1 M1 A1 (6) (6 marks) 2. (a) w= z (w – 1) = -i – w z= -i-w w -1 -i-w =1 w -1 M1 A1 z =1? i. e. w – 1 = w + i (b) z ? 1? w + i ? w -1 M1 A1 (4) B1 (line) B1 (shading) (2) (6 marks) OR qiea=liEe EDEXCEL FURTHER PURE MATHEMATICS FP3 (6669) SPECIMEN PAPER MARK SCHEME Question Number 3. Scheme For n = 1, LHS =1, RHS = So result is true for n = 1 Assume true for n = k. Then k +1 r =1 Marks 1 2 M1 A1 r > 2 k2 + k +1 = = 1 2 1 k + 2k + 1 + 2 2 1 (k + 1)2 + 1 2 2 1 M1 A1 ( ) M1 A1 A1 (7) (7 marks) If true for k, true for k+1 So true for all positive integral n d2 y dy dy +y = x, y = 0, = 2 at x = 1 2 dx dx dx d2 y = 0 +1=1 dx 2 Differentiating with respect to x d 3 y ? dy o d2 y + c ? + y 2 =1 dx 3 e dx o dx 2 4. B1 M1 A1 d3 y dx 3 = -(2) + 0 + 1 = -3 2 A1 x =1 By Taylor’s Theorem y = 0 + 2(x – 1) + = 2(x – 1) + 1 1 2 3 1( x – 1) + (- 3)(x – 1) 3! 2! M1 A1 A1 (7) (7 marks) 1 (x – 1)2 – 1 (x – 1)3 2 2 OS EDEXCEL FURTHER MATHEMATICS FP3 (6669) SPECIMEN PAPER MARK SCHEME Question Number 5.Scheme A – lI = 0 Marks (a) (7 – l ) 6 6 =0 (2 – l ) M1 A1 (7 – l )(2 – l ) – 36 = 0 l2 – 9l + 14 – 36 = 0 l2 – 9l – 22 = 0 (l – 11)(l + 2) = 0 ? l1 = -2, l2 = 11 (b) l = -2 Eigenvector obtained from M1 A1 (4) 6 o ? x1 o ? 0 o ? 7 – (- 2) c ? c ? =c ? c 6 2 – (- 2)? c y 1 ? c 0 ? e oe o e o 3×1 + 2 y1 = 0 ? 2o 1 ? 2o c ? e. g. c ? normalised c – 3? c ? 13 e – 3o e o M1 A1 M1 A1 ft ? – 4 6 o ? x2 o ? 0o c ? c ? =c ? l = 11 c ? c ? c ? e 6 – 9o e y2 o e 0o – 2 x2 + 3 y 2 = 0 ? 3o 1 ? 3o c ? e. g. c ? normalised c 2? c ? 13 e 2 o e o A1 A1 ft (6) (10 marks) 27 EDEXCEL FURTHER PURE MATHEMATICS FP3 (6669)SPECIMEN PAPER MARK SCHEME Question Number 6. (a) AB = (- 1, 3, – 1) ; AC = (- 1, 3, 1) . i j k Scheme Marks M1 A1 AB ? AC = – 1 3 – 1 -1 3 1 = i (3 + 3) + j (1 + 1) + k (- 3 + 3) = 6i + 2 j M1 A1 A1 Area of D ABC = = 1 AB ? AC 2 1 36 + 4 = 10 square units 2 = = = 1 AD . AB ? AC 6 M1 A1 ft (7) (b) Volume of tetrahedron ( ) M1 A1 (2) 1 – 12 + 8 6 2 cubic units 3 ? ?  ® ? ? ® (c) Unit vector in direction AB ? AC i. e. perpendicular to plane containing A, B, and C is 1 n= (6i + 2 j) = 1 (3i + j) 10 40 M1 p = n ? AD = 1 10 (3i + j) ? (- 2i + 4 j) = 1 2 -6+4 = units. 10 10 M1 A1 (3) (12 marks) OUEDEXCEL FURTHER MATHEMATICS FP3 (6669) SPECIMEN PAPER MARK SCHEME Question Number Scheme ? 1 x – 1o c ? A( x ) = c 3 0 2 ? c1 1 0 ? e o 3 o ? – 2 2 c ? Cofactors c – 1 1 x – 1? c 2 x – 5 – 3x ? e o Determinant = 2 x – 3 – 2 = 2 x – 5 ? – 2 1 c A (x ) = c 2 2x – 5 c e 3 -1 Marks 7. (a) M1 A1 A1 A1 M1 A1 M1 A1 (8) -1 1 (x – 1) 2x o ? -5 ? – 3x ? o (b) ? 2o ? po ? – 2 – 1 6 o ? 2o c ? 1c c ? ?c ? -1 1 – 5? c 3? c q ? = B c 3? = c 2 c 4? 1 c 3 cr? 2 – 9? c 4? e o e o e oe o M1 A1 ft M1 A1 = (17, – 13, – 24 ) (4) (12 marks) 29 EDEXCEL FURTHER PURE MATHEMATICS FP3 (6669) SPECIMEN PAPER MARK SCHEME Question NumberScheme zp + Marks 8. (a) 1 1 = e ipq + ipq p z e = e ipq + e -ipq = 2 cos pq ( ) M1 A1 (2) (b) By De Moivre if z = e iq zp + 1 = 2 cos pq zp 4 1o ? 4 p = 1 : (2 cos q ) = c z + ? zo e M1 A1 M1 A1 1 1 1 1 = z 4 + 4 z 3 . + 6 z 2 2 + 4 z. 3 + 4 z z z z 1 o ? 1 o ? = c z 4 + 4 ? + 4c z 2 + 2 ? + 6 z o e z o e = 2 cos 4q + 8 cos 2q + 6 M1 A1 3 8 cos 4 q = 1 c os 4q + 1 cos 2q + 8 2 A1 ft (7) (c) V =p o p 2 p 2 p 2 p 2 y dx = p o 2 p 2 p 2 cos 4 x dx =p o 3o 1 ? 1 c cos 4q + cos 2q + ? dq 8o 2 e8 p M1 A1 ft 1 3 u 2 e1 = p e sin 4q + sin 2q + q u 4 8 u-p e 32 2 M1 A1 ft 3 = p2 8 M1 A1 (6) (15 marks) PM

Review of Schechner’s Performance Theory: Approach Essay

Schechner’s theory has been one of the most prominent bases of knowing performance theory (). From my acknowledgement, based on Schechner’s theory, in knowing to approach/perform, Cambridge Theory seems to be the main explanation of this chapter. This theory consists of shamanism and/or Greek rites that (in Schechner’s opinion) clearly relates to theater, in addition games, music, sports and theater are quite similar in terms of rules, time, space, objects and non-productivity. In assumption, the origin theater comes from the Greek. According to the Greek, they are the ones who establish theater. They make theater as a ‘primal ritual’ for their God, Dionysus. However, this statement has not been proven exactly. But in the other hand, Murray states vividly about how Greek states their rites as one of the primal ritual. It is called Sacer Ludus. In this ritual, it consists of the dithyramb, where the story develops into a tragedy. The other one is called phallic dances. It refers to comedy approach. As a result, this ritual connects with theater as well. â€Å"It is hardly an exaggeration to say that when we look back to the beginnings of European literature we find everywhere drama, and always drama derived from a religious ritual designed to ensure the rebirth of a dead world† (Murray 1961:9). As it is been told before, Schechner gathers several groups of performance. Firstly it is play, and then it comes to games, sports, theater and ritual. Each of them has several elements: time, object, non-productivity, rules and space. Each performance has its specific time. For instance, when a guy tells a girl that he likes her, normally the girl responds normally. But if the girl responds him longer, then it make the guy assume that the girl is in doubt. In addition, object is also an important element. Because it defines the setting and character visually, therefore the audience can tell what the play represents. For example, in a basketball game, the basketball is the important object in the game. If the basketball is located inside the apartment, the context would be different; therefore the ball isn’t valuable anymore. Non-productivity is also important because every play must be set in a budget. If not, there would be no performance. Also, theater applies rules, so does games, sports and ritual. For example, each team in soccer player must have 11 people, while in theater it must contain player/actor and audience. While space, it takes different structures of place to perform, whether it is a game, ritual, sports and theater. Each space is different. For example, when you want to make a blocking during play, we must know when to come and when to go, and we must know the distance between the other actors. Above the information, in this case, I personally agree on Murray’s statement, yet I as well disagree on the thought that theater comes from Greek. Because in my opinion ritual is a part of peoples’ daily lives. People seem to make ritual as a symbolization of human being. Therefore, in order to approach people, they make a primal ritual for Dionysus and each individual.

Fastrack Company Essay

Fastrack was launched in 1998 as a sub-brand of Titan. It was spun off as an independent brand of watches targeting the urban youth in 2005. Since then, it has carved a niche for itself with designs that were refreshingly different and affordable. During that time, Fastrack also extended its footprint into eye gear and in the last 4 years has quickly notched up the title of being the largest sunglass brand in the country. Fastrack has now chartered into newer categories – bags, belts, wallets and wrist bands – as part of its vision to become a complete fashion brand for the youth. With enough categories to fill up one cool store, Fastrack has ‘moved on’ to open its own stores for its young consumers. The store is positioned as a complete accessories destination with all Fastrack gear under one roof. The first store was opened in Pune in 2009. With a smart combination of edgy design and value pricing Titan’s Fastrack has managed to keep a firm grasp on the capricious youth market. Not many brands live by what they preach. Taglines are often born out of a creative team’s clever phrasing or a strategy team’s eye on a certain positioning. For Titan Industries’ Fastrack ‘Move on’ is a way of life. From a sub-brand with a fuzzy identity to a bonafide youth brand, Fastrack sure has moved on. The brand, which was conceived in 1998 as a flanker to fend off a competitor and insulate Titan from the fray, now contributes about 25 per cent to Titan Industries watch division’s profits, raking in close to Rs 500 crore. Initially called Titan Fastrack, it was meant to be a brand of cool watches; but it soon became clear that defining cool was far from easy. It started with funky packaging and then with steel bands to make the range look sharp. People into their first jobs were its targets. However, around the same time, Titan Industries was also contemporising the Titan range, with similar metals and communication. â€Å"Fastrack was then just a sub-brand of Titan. It was only in 2005-06 that the brand came into its own,† says Bijou Kurien, who left the company as chief operating officer in 2006, after 19 years with Titan Industries. He is now president (lifestyle) at Reliance Retail. Titan Industries had entered a joint venture with Timex Corporation, leading US fashion watch manufacturer, in 1992, which broke off in 1998. â€Å"Timex had been conceived as a young brand while Titan would focus on premium watch buyers. After the JV ended, there was an opportunity for Fastrack to be launched as the youth brand from Titan,† says Kurien. In 2004, another division called the Accessories and Licensing Business launched sunglasses under the brand name Fastrack. It had already been selling licensed eyewear by FCUK andTommy Hilfiger. But it was only in 2005 that Titan Industries took the decisive call to hive off Fastrack as a separate business unit. â€Å"In 2005, we saw the opportunity of bringing all the divisions under one umbrella,† says Ronnie Talati, vice-president and business head, Fastrack & New Brands. By then, there were all of 1,500 products carrying the Fastrack tag. The total turnover then was Rs 30 crore, from 1.5 lakh watches and 30,000-40,000 sunglasses being sold that year. Sunglasses accounted for about 25 per cent of the sales at that time. Making it happen Kurien recalls, â€Å"We started investing a lot more in the brand, we signed up John Abraham as the celebrity ambassador.† It started with defining the look (stress on design) and the price (introduced lower priced watches) of the products. The company put in place a separate distribution network for Fastrack rather than let the brand piggy ride on Titan’s network of stores and increased counter displays at all Titan showrooms. Then of course, there was the decision to enter other categories, inspired by its successful foray into sunglasses. â€Å"We weren’t willing to run out of options for the youth and wanted to move beyond being a watch brand,† says Kurien of Fastrack’s transition to a full-fledged youth brand. Titan put together dedicated teams for sourcing, marketing and sales for the products sold under the Fastrack umbrella. Talati says, â€Å"We even moved to a new office.† The first year of hiving off Fastrack as a separate busines s unit resulted in a 130 per cent increase in revenues, according to Talati. The brand now sells 3 million watches and 1 million sunglasses a year. Bags, belts and wallets are the latest in the range of accessories launched in 2010. These accessories together account for 40 per cent of Fastrack’s revenues on an average. The year 2005 also saw the brand beefing up its retail muscle. Stores with around 500 square feet of retail space each were added. These stores get half their revenues from accessories. Even though the bulk of Fastrack’s sales (60-70 per cent) still come from multi-brand outlets, the like for like growth in sales at the exclusive stores has been 100 per cent over the last year with a conversion rate of 75 per cent (the total walk-ins at the 63 stores stand at 3,000 per month). Streets near colleges and college towns such as Manipal have appeared on its store map along with high streets in metros and small cities such as Vizag and Kolhapur. Apart from Fastrack stores, each category is available in 1,000 to 3,000 multi-brand outlets. Marketing to the youth is no child’s play. Fastrack realised that when launching itself as an SBU (strategic business unit). It made the logo more energetic, removed the upfront mention of Titan (seen by youngsters as a serious brand) and stopped using the Mozart tune. Dheeraj Sinha, chief strategy officer at Bates 141, says youth brands need a single-minded effort rather than sit on the fence. â€Å"The biggest challenge to build a youth brand is to avoid the trap of defining the audience as between 25-35 years old,† says Sinha. â€Å"There are just too many young-looking brands that talk to them. A youth brand should bite the bullet and let go of such a wide definition. It should be able to exclude all other age groups and look at only young people, talk to them like a 20 year old and not a 35 year old. As a result, the brand might have to say and do things which might shock older generations,† he adds. According to Sinha, brands such as Fastrack, Virgin Mobile and Indian Killer Jeans have managed to stay rele vant to its target audience with edgy imagery. Having said that, Fastrack is now targeting a lower age group than when it started. Earlier the target audience was 25-35 year-olds while now the core group is 18-20 year old. â€Å"We are clear about our core target group. Our sense is that older people want to feel younger and the young want to feel older. We talk to people in their language,† says Ronnie Talati. The communication that followed in the wake of the rebranding in 2005 asked â€Å"How many you have?†. It referred to the urge for variety and constant change in accessories, including watches, among college students. It made way for the next campaign ‘Move On’ (to newer range of accessories) with couples swapping the watches and sunglasses they had gifted each other before breaking up. Next came the series featuring young icons, cricketer Virat Kohli and actor Genelia D’Souza. The campaign highlighted the range of bags Fastrack launched last year, taking a cheeky look at how young people flirted with the opposite gender. The current campaign, which features the same duo in racy ads in the next edition, gives us a take on why the world moved on to automatic contraptions such as auto-pilot, answering machines etc. Of the total ad budget of Rs 40 crore, Fastrack spends half on watches and the rest goes into sunglasses and the new accessories range. Rajiv Chatterjee, vice-president, Lowe Lintas, the agency handling the Fastrack account, says, â€Å"We were clear that we had to attract the young college-goers, and we knew that if we chased this objective, it could possibly get a few raised eyebrows from their parents. Both ‘How many†¦Ã¢â‚¬â„¢ and ‘Move on’ refer to their habits in accessories and also their outlook towards attraction and desirability. We did not want to sound judgmental or tell them what to do. We have said, ‘It is ok’ in a conversational tone that has got the youth to relate to Fastrack.† Staying on top Fastrack has stuck to its pegs of design and variety. Design boundaries have been pushed with different straps (made of denim, metal and synthetic materials), hands of the watches and cases. Themes have spanned bikes, army, beaches, outdoor sports and hip-hop music. â€Å"We need to keep reinventing for the youth. Over the last five years, we have changed our brand ambassadors to keep it fresh. The audience’s attention span is less and hence, we refresh our collections as well,† points out Talati. Sinha adds, â€Å"Fastrack has consistently leveraged the potent insight of young people’s aversion to commitment, be it relationships, jobs or the accessories they flaunt. What has also helped them is the fact that a majority of the Indian youth does not have a penchant for international brands like they do in other countries. They would relate to an interesting brand that is real rather than hanker after a knockoff of an international brand.† While Fastrack has successfully walked the marketing tightrope of speaking exclusively to teenagers, it has also walked the talk of a teen brand by keeping prices firmly in check. Its watches range between Rs 695 and Rs 3,500, sunglasses Rs 695-2,500, bags Rs 595-2,500 and belts Rs 195-1,095. Sinha says, â€Å"There has to be a sweet-spot of aspiration and affordability for the youth.† In effect, Fastrack has come to occupy the sub-Rs 1,500 slot in watches, with just 15-20 per cent of its range priced above it. By virtue of being a stylish but affordable brand in sunglasses, it has filled a gap between the RayBans of the world at the upper end and the unbranded flea-market bargains at the lower end. With bags, belts and wallets, it has eschewed leather goods for materials that help keep the costs low, weather rough use and also look good. Talati says, â€Å"We have kept a check on our costs by ensuring a lean team but one that means business. The average age in our office is 25-26 years. Having a young team helps us feel the youth’s pulse.† While Titan watches would have a strength of over 150 people, Fastrack has 60 people manning the var ious functions, with a brand manager for each category. At the retail front, only 10 stores are company-owned, the rest managed by franchisees. The production of the accessories is outsourced while watches are a mix of in-house and third-party manufacturing. Fastrack also ensures the materials used don’t add to the price of the products but lend themselves to innovative designs. Talati says the brand is the entry barrier for competition. â€Å"It will be difficult to beat the way youngsters relate to our brand,† he points out. â€Å"None of the other brands that operate in the accessories’ space are solely focused on accessories; accessories are just one part of a larger portfolio. So they end up concentrating more on their flagship products such as sports shoes, luggage etc. In contrast, we have separate ad budgets and teams to service these product categories.† Sinha points out a challenge for Fastrack: â€Å"The challenge for Fastrack is to sustain its message of Move On. It has taken one aspect and stuck to it for so long. But how long before its target audience finds it repetitive?† For its part, Fastrack is working on a new line of attack. Next up are helmets and fashion footwear. These could prove to be much more difficult to crack — with helmets offering little in terms of precedents and fashion footwear a problem of plenty. But then who said Fastrack was afraid of changing the rules of the game? Fastrack is a brand of watches from the house of Titan Industries Ltd which is the market leader in the watches category in India. Fastrack was launched in 1998 as a sub-brand of Titan. It was spun off as an independent brand of watches targeting the urban youth in 2005. Since then, it has infiltrated the lives of India’s youth with designs that were refreshingly different and affordable. During that time, Fastrack also jumped headlong into the sunglasses business and in the last 4 years has quickly notched up the title of being the largest sunglasses brand in the country. Fastrack has now pushed past the horizons into newer areas – bags, belts, wallets and wrist bands – as part of its mission to offer the youth everything they need to be cool! Executive Summary Moving over from outsourcing our social media initiative to an in-house program has allowed us to engage and really connect with our audience in typical Fastrack fashion and style. Having college-interns run this Fastrack initiative has been a great step in being able to speak the language of our customers/fans. The essence of the brand being communicated in real-time and in a manner that is acceptable and easily understood by our customers is our constant thought as we go through daily customer queries, feedback, comments, suggestions & brand announcements. Our initiative is focused around the experience we deliver to the fans and both current and potential, driving them toward a better, and more personalized connection with the brand. Background Fastrack is essentially a youth brand, and what better way to get in touch with our target audience of 15-25 year-olds (SEC A,B) than having a presence on the very platforms that they use daily? Social networking is a big part of today’s youth and we have made it a big part of us, extending all our online initiatives to incorporate our social networks and communities. With this step forward we worked on tapping the pulse of the youth by answering queries, getting feedback about the brand and our collections and campaigns, engagement, resolving complaints & doubts and interacting with ‘Fastrack Fans’ daily, 24/7.

Arthur Anderson Questionable Accounting Practices: Ethics And Advocacy Essay

1. Discuss how the issues with the Arthur Anderson case may have played out differently if the Sarbanes-Oxley Act had been enacted in 1999. The provisions of Sarbanes-Oxley Act help minimize the likelihood of auditor failing to identify accounting irregularities by the following requirements: 1). Improving the internal control. Auditors comment on the internal control of the firm should be reported. 2). Reinforcing supervision for financial irregularities. This act boosts to establish an independent the Public Company Accounting Oversight Board, which is responsible for overseeing the performance of the certified public accountants and the accounting firm. 3). Strengthening the independence of auditors. It means that the act restricts auditors to audit activities only. 4). Encouraging financial disclosure. It also provides whistle-blower protection. 5). Increasing the penalties of ethical and legal misconducts. There are severe monetary and criminal punishments imposed on those audit ors that give false statements. Further, the act lays down the quality of auditing required, the quality of control, and independence standards and rules. 2. Discuss how the issues with the Arthur Anderson case may have played out differently if the Sarbanes-Oxley Act had been enacted in 1999. One specific provision that could help greatly is Section 203, or Auditor Partner Rotation. This section calls for auditors to rotate partners assigned to clients, so that fresh eyes can review the work that has been done. This helps to prevent the â€Å"partner in crime† relationship that contributed to Andersen’s downfall. Finally, the provisions make the entire auditing process more transparent, so that people on the outside of the company such as shareholders, can easily see what is happening. 3. Determine and discuss which elements of the framework for ethical decision making in business (from Chapter 5) played the biggest role in the Anderson case. Arthur Andersen and partner Clarence DeLany founded Arthur Andersen LLP in Chicago in 1913. After 90 years of hard work, this accounting firm we become known as one of the Big Five largest accounting firms in the United States. Andersen set standards for the accounting profession and advanced new initiatives on the strength of its then undeniable integrity. By the 1980s, standards throughout the industry fell as accountancy firms struggled to balance their commitment to audit independence against the desire to grow their consultancy practices. Andersen rapidly expanded its consultancy practice to the point where the bulk of its revenues were derived from such engagements, while audit partners were continually encouraged to seek out opportunities for consulting fees from existing audit clients. By the late-1990s, Andersen had succeeded in tripling the per-share revenues of its partners. Arthur Andersen was constantly accused of wrong doing starting in 1998. Andersen struggled to balance the need to maintain its faithfulness to accounting standards with its clients’ desire to maximize profits, particularly in the era of quarterly earnings reports. Andersen has been alleged to have been involved in the fraudulent accounting and auditing of Sunbeam Product Waste Management, Baptist Foundation of Arizona, WorldCom and Enron. On June 15, 2002, Andersen was convicted of obstruction of justice for shredding documents related to its audit of Enron, resulting in the Enron scandal. Nancy Temple (Andersen Legal Dept.) and David Duncan (Lead Partner for the Enron account) were cited as the responsible managers in this scandal as they had given the order to shred relevant documents. Since the U.S. Securities and Exchange Commission does not allow convicted felons to audit public companies, the firm agreed to surrender its licenses and its right to practice before the SEC on August 31, 2002, effectively ending the company’s operations. The Andersen indictment also put a spotlight on its faulty audits of other companies, most notably Sunbeam and WorldCom. The subsequent bankruptcy of WorldCom, which quickly surpassed Enron as the biggest bankruptcy in history, led to a domino effect of accounting and like corporate scandals that continue to tarnish American business practices. On May 31, 2005, in the case Arthur Andersen LLP v. United States, the Supreme Court of the United States unanimously reversed Andersen’s conviction due to what it saw as serious flaws in the jury instructions 4. Discuss how the situation at Arthur Anderson may have played out differently if their senior management had displayed the habits of strong ethical leaders. Standards of any kind are a direct representation of its leadership. If organizational compliance exists, it will trickle down throughout the organization. Arthur Andersen’s ethical dilemma deals with greed. The firm became very greedy and sloppy. They no longer believed in rock solid accounting principles that had been instilled in earlier years. They were more into getting money whether illegally of legally. They felt like they were getting paid more to hide things than to audit. They tried to shred the Enron’s documents even after the court told them to stop all activities of such. Arthur Andersen somewhat helped Enron with their accounting scandal. Had Andersen done the job in an ethical manor, thousands of people would not be out of a job or even worst their retirement funds. One of many mistakes that condemned Arthur Andersen, was the shredding of those Enron documents. Even if the company was lying they could have gotten away with it. If they stopped shredding the documents the jury would not have found them guilty and ruin their reputation. The case did get reversed but the damage was already done. To take it further back than that, I would have maintained acceptable accounting principles like the founding fathers of the company situated. Andersen was doing perfectly fine, financially at least, before it crumbled due to bad decision making. References: www.sec.gov/about/laws.shtml – frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi?dbname=107 www.commondreams.org/views02/0712-02.htm bodurtha.georgetown.edu/†¦/Arthur%20Andersen’s%20Fall%20From%20Grace%20Is%20.. news.bbc.co.uk/2/hi/business/2047122.stm www.time.com/time/business/†¦/0,8599,216386,00.html topics.nytimes.com †º Times Topics †º People †º D – resources.bnet.com/topic/sunbeam+corp..html studentoffortune.com/†¦/Ethics-and-Fraud-at-Sunbeam-Corporation

Characteristics of the Classic Monster Movie

Fundamentally, certain genres lend to certain types of story arcs.   While the romantic comedy often follows a more character driven plot, where the characters find the meaning of true love, the monster movie follows a definable plot driven format.   And basically, in the plot driven movie, the overall story illustrates the efficiency of a town’s characters and how well they are able to stand up to the monster, before, either they are killed or the monster is finally neutralized or vanquished in a final, climax of a scene. To be honest, the end result of the town and its people doesn’t really matter, and any ending is entirely plausible.   But, the intrigue that makes a good monster movie is to be competently presented with the monster, the origin of the monster, and for the audience to discover what that monster wants out of the society they are terrorizing.   While the monster makes the lives of the characters in the story miserable, the audience is torn between wanting the characters to win, or actually feeling sympathy for the monster because of the conditions presented surrounding that monster’s origin. Moreover, monster movie plots have been known to fit into the plot categories and monster types to such a degree that a generator was actually created by David Neilsen.   Among the other completely hilarious and surprisingly useful generators to be had, the Monster Movie Pitch allows a user to create their own monster movie pitch by filling in the required fields.   Once filled in, the monster movie pitch is instantly created and a visitor can do what they want with the results. Because this generator actually serves to illuminate the points within this paper, a short detour will be taken.   With that said, the generator dictates that a male lead, female lead, and male sidekick are required, as well as a title.   Then the setting must be chosen: either a dark and forbidding forest, a sleepy little town, a mental institution, at sea, or ancient ruins.   Then the monster type must be selected: either the undead, extra-terrestrial, scientific abomination, creature of folklore/myth/legend, or nature gone bad.   And finally, the monster motive must be defined: revenge, to feed, to protect its young, its slumber has been disturbed, or it seeks to destroy humanity. Now, let’s see what fun can be had.   The selections have been made for the practice monster movie entitled, The Big Bad.   The rundown: heroic Zack and best buddy Trent, live in a sleepy little town and will come across an extra-terrestrial, leading lady Emily, and who seeks to destroy humanity.   Simple and sounds like a blockbuster.   Plugged into the generator, here’s the actual movie pitch: Critically acclaimed Egyptian filmmaker Aslad Assop brings his nightmare back to the screen with The Big Bad. This long awaited sequel to his international hit, Gong of Deviled Oxen, reunites aggressive shepherd Huche Ramman (Zack) with his holy guide Hammotep (Trent) in their biggest adventure yet. This time, Huche discovers messages in the entrails of his sheep and the trail leads to an extra-terrestrial temptress (Emily) who wishes to use sin to destroy all of humanity. Now the temptress is invading Huche’s Sleepy Little Town of Grozer, Egypt and only Huche’s faith can save the world! Sounds better than some of the monster movies out there.   Now, the purpose of the generator was not merely for amusement, though it was a bit of fun; however, it also serves to prove and illustrate the core, salient characteristics of the monster movie which are the type of monster, the psychological appeal of the monster, and the plot, or, motive of the monster. Because Neilsen states the monster types right out, it’s easy to realize, once they are presented in such a manner, that every monster movie (probably ever made) fits well into the categories, without even needing wriggle room.   To be precise, Neilsen states that there are five basic types of monster. The first type is the undead monster.   Now, the undead monster movie began in the 1930’s with Dracula and continued well into the freaky zombie thrillers of today like 28 Days Later and Resident Evil.   The undead category is not only chilling, but is perhaps the most used of all the monster types.   Even pop culture revolves around vampires, zombies, and the undead with shows like Buffy the Vampire Slayer, and Supernatural.   This type of monster has the greatest impact on an audience because of the psychological aspect and appeal behind that monster. Moreover, the second monster type is the extra-terrestrial and is evident in movies like Alien, War of the Worlds and Predator.   ET actually fits this category as well, though that alien is more cute and cuddly than frightening.   Now, this monster type usually has the same motive, that to destroy all of mankind, and is the least escapable of all the monster types because they take more to vanquish than simple guns and grenades.   Characters in these movies die rapidly and often, and do little but to illustrate the irk of the monster. The third monster type is known as the scientific abomination.   This is an interesting monster category because it actually encompasses many different sorts of monsters, from Frankenstein, to Dr. Jekyll and Mr. Hyde, to the Invisible Man.   In all cases, this type of monster is created, even purposefully manufactured, and the outcome is accidental and tragic.   The creator of the monster is often murdered, or lost to his darker evil side, and the characters again, serve only to be killed off as the mad scientist almost realizes his folly. The fourth type of monster is the creature from folklore/myth/legend.   This category encompasses monsters from The Mummy, to monsters in The Relic, Cerberus, and After Dark.   These monsters all have the same motive, and all, actually, seem to have become a plague to the characters because of that motive: being disturbed from their slumber, which serves to kill off most of the characters in the most violent and brutal method possible. Finally, the fifth monster type is nature gone bad.   This fits the Armageddon sort of flick, where birds, bats, plague, or impending asteroids kill off a good portion of the characters.   Movies like Stephen King’s The Birds, Armageddon, 10.5, and The Day After Tomorrow fit this category well.   The problem with this last monster type is that it differs the most dramatically from the genre because a great deal more time is spent on character growth than on the priorities of the monster, being nature, but in the end, nature usually wins out, despite how great the characterization is. Furthermore, Stuart Fischoff’s study commented on many things monster but one conclusion was striking, that â€Å"film monsters have proven to be such unforgettable characters that in many instances they have become part of our culture.†Ã‚   In fact, they are unforgettable to the degree that â€Å"most Americans would recognize a picture of Frankenstein, Dracula, King Kong, Godzilla or the Mummy before recognizing a Supreme Court Justice† (Fischoff). This conclusion is not only remarkable, it is entirely true.   John Rutledge is one of the most recently discussed Supreme Court Justices, but his name means nothing unless that person has been thoroughly engrossed in the newspaper for the past two years.   On the other hand, a person doesn’t even have to watch Godzilla to know that Godzilla is a dinosaur-like creature that wreaks havoc on Tokyo or that Dracula is a vampire with unconventional vampire powers. Additionally, the second core characteristic of monster movies is the psychological aspect and appeal of the monster.   This aspect can roughly be defined as not only the type of monster, but the character of that monster and what affect that monster has on an audience.   Fischoff’s study was also to survey a group of people and conclusively determine who the â€Å"King of Monsters† was. Turns out Dracula wins, though not because he is the most violent, nor is he the best killer among the monsters to choose from.   Freddy Krueger and Hannibal Lector obviously had the mass-slaying thing down, but they could never have the staying power that Dracula has because their nature is for violence and they lack the extreme psychological aspect that makes Dracula not only frightening, but also seductive. Monster movies are great to watch when the monster is a monster.   But, when man becomes a monster, as in the case of Hannibal Lector in Silence of the Lambs, for reasons pertaining to his youth and not some botched experiment, the movie experience becomes nearly transcendently frightful with the very real aspect that Hannibal could be a real person in a very real neighborhood.   Same with Freddy Krueger, though he at least has that whole dream-killing thing happening which makes him, in reality, a bit less plausible, though his deeds are no less terrifying. Fischoff offers some insight into this phenomena, stating that â€Å"it is believed to be the thrill of fright, the awe of the horrific, the experience of the dark and forbidden side of human behavior that lures people into the dark mouth of the theater to be spooked† (Fischoff).   Even though the man-monster takes off on a different path from the genre, hitting horror and the psychological aspect harder than ever before, people still flock to these movies in droves due to the need for fright, to experience the thrill without living the thrill (how scary would it be if Hannibal lived down the street?).   And, the best monster movies are able to produce at least that much. Moreover, according to Fischoff’s survey, the top ten monsters of all time, in order, are: Dracula, Freddy Krueger, Godzilla, Frankenstein, Chucky, Michael Myers (Halloween), King Kong, Hannibal Lector, Jason Voorhees (Friday 13th), and Alien.   It is interesting to notice when looking at this list that the monster to man-monster ratio is an exact split between the ten.   Five genuine monsters and five men-turned-monsters.   When it comes to monster movies, the best monster is obviously a cross between the most horrific and the most frightening. Furthermore, the third characteristic of monster movies is the use of plot as a device to form the movie around the monster.   Like Neilsen’s generator was helpful to suggest, there are five different plots that make up the monster movie genre, almost, in its entirety.   And, these plots all revolve around or are centered on, the motive of the monster. Basically, the monster can be out for revenge, need to feed, need to protect its young, their slumber has been disturbed, or they want to destroy humanity.   All movies created in the early black and white era actually follow this format, the most famous of them setting up the very archetype known as monster movies today. To begin with, Frankenstein (1931) demonstrates the classic revenge plot.   Dr. Henry Frankenstein wanted to make a man out of stolen body parts and actually managed to do so.   In fact, Dr. Frankenstein’s monster would have been a medical marvel if not for the criminal brain secured for his construction.   Because of that tiny little fatal flaw, the monster rises with a vendetta for Dr. Frankenstein.   And because Dr. Frankenstein screwed up, he becomes the obsession of his own creation. In Dracula (1931), Count Dracula, something of a real estate tycoon and upwardly rich aristocrat, preys on the people he comes across in Transylvania.   Dracula is different than the average monster because of his strikingly literal human nature.   He also has the enhanced ability to seduce his victims beyond their control, which makes him exceptionally difficult to properly vanquish.   The story also ends heroically as Van Helsing is proven right and is able to destroy Dracula.   Dracula’s main motive, besides amusement, is simply, to feed. King Kong (1933) differs from many monster movies because the character relationships are vitally important for the movie to progress.   There are two main relationships developed throughout, that of Ann and Jack and that of Ann and King Kong.   King Kong’s motive, once he falls for his new companion Ann, is to protect her from the evils in his jungle environment, and later, the evils he sees New York City.  Ã‚  Ã‚   One of the final lines in the movies, â€Å"it wasn’t the airplanes, it was beauty that killed the beast† strikes a cord in any heart and makes King Kong perhaps the most lovable of all movie monsters because of his human desire to protect Ann. In The Mummy (1932) a priest is resurrected accidentally by an unwitting team of archeologists and sets about seeking his lost love.   Bad things happen along the way, one of the archeologists is taken as a replacement for the mummy’s lost bride, but the mummy is vanquished in the end when the archeologists destroy the scroll that brought him back to life.   The mummy, Im-ho-tep, basically sends his wrath out on the world and spends the movie causing mass destruction because his slumber was disturbed.   Simple as that. Finally, in Godzilla (1954), Godzilla is a monster god (more like un-extinct dinosaur) that preys on the countryside of Tokyo and fits the classic monster out to destroy humanity plot.   The natives sacrifice virgins in an attempt to appease the monster, but Godzilla seems to enjoy wreaking as much destruction as possible.   The monster attacks every few scenes, with the people in a panic as to how to destroy him before they are all killed.   And, even though they manage to kill Godzilla in the end, the result is not joyful as the people still fear another Godzilla is just moments from rising from the sea. Overall, all movies follow a specific formula which can be calculated and defined based upon the genre they fall in to.   The monster movie is a cross between the horror film and the psychological thriller and has certain core, salient characteristics that define the monster movie as a genre.   Neilsen helps to illuminate the various forms of monster and monster motives with his monster movie pitch generator, and it can be said that, categorically, monster type, psychological aspect of the monster, and motive of the monster as demonstrated in the plot combine to form the core characteristics of the monster movie. Works Consulted. Fischoff, Stuart, et al.   â€Å"The Psychological Appeal of Your Favorite Movie Monsters.† International Scientific Communications, 2003. —-.   â€Å"The Psychological Appeal of Movie Monsters.†Ã‚   Journal of Media Psychology, 2005. LaBarbera, Michael.   â€Å"The Biology of B-Movie Monsters.†Ã‚   University of Chicago, 2003. http://fathom.lib.uchicago.edu/2/21701757/ Neilsen, David.   â€Å"Monster Pitch Generator.†Ã‚   Brunching Shuttlecocks, 2001. Waters, Cullen.   â€Å"The Plot Archetypes of Giant Monster Movies.†Ã‚   WordPress.com, 2005.   http://welltuncares.wordpress.com/2005/04/18/the-plot-archetypes-of-giant-monster-movies/ Zoombaba.   â€Å"Creature Feature: Monster Movie Roleplaying.†Ã‚   Accessed March 22, 2007. http://homepage.mac.com/zoombaba/RPG/CF.html Characteristics of the Classic Monster Movie Fundamentally, certain genres lend to certain types of story arcs.   While the romantic comedy often follows a more character driven plot, where the characters find the meaning of true love, the monster movie follows a definable plot driven format.   And basically, in the plot driven movie, the overall story illustrates the efficiency of a town’s characters and how well they are able to stand up to the monster, before, either they are killed or the monster is finally neutralized or vanquished in a final, climax of a scene. To be honest, the end result of the town and its people doesn’t really matter, and any ending is entirely plausible.   But, the intrigue that makes a good monster movie is to be competently presented with the monster, the origin of the monster, and for the audience to discover what that monster wants out of the society they are terrorizing.   While the monster makes the lives of the characters in the story miserable, the audience is torn between wanting the characters to win, or actually feeling sympathy for the monster because of the conditions presented surrounding that monster’s origin. Moreover, monster movie plots have been known to fit into the plot categories and monster types to such a degree that a generator was actually created by David Neilsen.   Among the other completely hilarious and surprisingly useful generators to be had, the Monster Movie Pitch allows a user to create their own monster movie pitch by filling in the required fields.   Once filled in, the monster movie pitch is instantly created and a visitor can do what they want with the results. Because this generator actually serves to illuminate the points within this paper, a short detour will be taken.   With that said, the generator dictates that a male lead, female lead, and male sidekick are required, as well as a title.   Then the setting must be chosen: either a dark and forbidding forest, a sleepy little town, a mental institution, at sea, or ancient ruins.   Then the monster type must be selected: either the undead, extra-terrestrial, scientific abomination, creature of folklore/myth/legend, or nature gone bad.   And finally, the monster motive must be defined: revenge, to feed, to protect its young, its slumber has been disturbed, or it seeks to destroy humanity. Now, let’s see what fun can be had.   The selections have been made for the practice monster movie entitled, The Big Bad.   The rundown: heroic Zack and best buddy Trent, live in a sleepy little town and will come across an extra-terrestrial, leading lady Emily, and who seeks to destroy humanity.   Simple and sounds like a blockbuster.   Plugged into the generator, here’s the actual movie pitch: Critically acclaimed Egyptian filmmaker Aslad Assop brings his nightmare back to the screen with The Big Bad. This long awaited sequel to his international hit, Gong of Deviled Oxen, reunites aggressive shepherd Huche Ramman (Zack) with his holy guide Hammotep (Trent) in their biggest adventure yet. This time, Huche discovers messages in the entrails of his sheep and the trail leads to an extra-terrestrial temptress (Emily) who wishes to use sin to destroy all of humanity. Now the temptress is invading Huche’s Sleepy Little Town of Grozer, Egypt and only Huche’s faith can save the world! Sounds better than some of the monster movies out there.   Now, the purpose of the generator was not merely for amusement, though it was a bit of fun; however, it also serves to prove and illustrate the core, salient characteristics of the monster movie which are the type of monster, the psychological appeal of the monster, and the plot, or, motive of the monster. Because Neilsen states the monster types right out, it’s easy to realize, once they are presented in such a manner, that every monster movie (probably ever made) fits well into the categories, without even needing wriggle room.   To be precise, Neilsen states that there are five basic types of monster. The first type is the undead monster.   Now, the undead monster movie began in the 1930’s with Dracula and continued well into the freaky zombie thrillers of today like 28 Days Later and Resident Evil.   The undead category is not only chilling, but is perhaps the most used of all the monster types.   Even pop culture revolves around vampires, zombies, and the undead with shows like Buffy the Vampire Slayer, and Supernatural.   This type of monster has the greatest impact on an audience because of the psychological aspect and appeal behind that monster. Moreover, the second monster type is the extra-terrestrial and is evident in movies like Alien, War of the Worlds and Predator.   ET actually fits this category as well, though that alien is more cute and cuddly than frightening.   Now, this monster type usually has the same motive, that to destroy all of mankind, and is the least escapable of all the monster types because they take more to vanquish than simple guns and grenades.   Characters in these movies die rapidly and often, and do little but to illustrate the irk of the monster. The third monster type is known as the scientific abomination.   This is an interesting monster category because it actually encompasses many different sorts of monsters, from Frankenstein, to Dr. Jekyll and Mr. Hyde, to the Invisible Man.   In all cases, this type of monster is created, even purposefully manufactured, and the outcome is accidental and tragic.   The creator of the monster is often murdered, or lost to his darker evil side, and the characters again, serve only to be killed off as the mad scientist almost realizes his folly. The fourth type of monster is the creature from folklore/myth/legend.   This category encompasses monsters from The Mummy, to monsters in The Relic, Cerberus, and After Dark.   These monsters all have the same motive, and all, actually, seem to have become a plague to the characters because of that motive: being disturbed from their slumber, which serves to kill off most of the characters in the most violent and brutal method possible. Finally, the fifth monster type is nature gone bad.   This fits the Armageddon sort of flick, where birds, bats, plague, or impending asteroids kill off a good portion of the characters.   Movies like Stephen King’s The Birds, Armageddon, 10.5, and The Day After Tomorrow fit this category well.   The problem with this last monster type is that it differs the most dramatically from the genre because a great deal more time is spent on character growth than on the priorities of the monster, being nature, but in the end, nature usually wins out, despite how great the characterization is. Furthermore, Stuart Fischoff’s study commented on many things monster but one conclusion was striking, that â€Å"film monsters have proven to be such unforgettable characters that in many instances they have become part of our culture.†Ã‚   In fact, they are unforgettable to the degree that â€Å"most Americans would recognize a picture of Frankenstein, Dracula, King Kong, Godzilla or the Mummy before recognizing a Supreme Court Justice† (Fischoff). This conclusion is not only remarkable, it is entirely true.   John Rutledge is one of the most recently discussed Supreme Court Justices, but his name means nothing unless that person has been thoroughly engrossed in the newspaper for the past two years.   On the other hand, a person doesn’t even have to watch Godzilla to know that Godzilla is a dinosaur-like creature that wreaks havoc on Tokyo or that Dracula is a vampire with unconventional vampire powers. Additionally, the second core characteristic of monster movies is the psychological aspect and appeal of the monster.   This aspect can roughly be defined as not only the type of monster, but the character of that monster and what affect that monster has on an audience.   Fischoff’s study was also to survey a group of people and conclusively determine who the â€Å"King of Monsters† was. Turns out Dracula wins, though not because he is the most violent, nor is he the best killer among the monsters to choose from.   Freddy Krueger and Hannibal Lector obviously had the mass-slaying thing down, but they could never have the staying power that Dracula has because their nature is for violence and they lack the extreme psychological aspect that makes Dracula not only frightening, but also seductive. Monster movies are great to watch when the monster is a monster.   But, when man becomes a monster, as in the case of Hannibal Lector in Silence of the Lambs, for reasons pertaining to his youth and not some botched experiment, the movie experience becomes nearly transcendently frightful with the very real aspect that Hannibal could be a real person in a very real neighborhood.   Same with Freddy Krueger, though he at least has that whole dream-killing thing happening which makes him, in reality, a bit less plausible, though his deeds are no less terrifying. Fischoff offers some insight into this phenomena, stating that â€Å"it is believed to be the thrill of fright, the awe of the horrific, the experience of the dark and forbidden side of human behavior that lures people into the dark mouth of the theater to be spooked† (Fischoff).   Even though the man-monster takes off on a different path from the genre, hitting horror and the psychological aspect harder than ever before, people still flock to these movies in droves due to the need for fright, to experience the thrill without living the thrill (how scary would it be if Hannibal lived down the street?).   And, the best monster movies are able to produce at least that much. Moreover, according to Fischoff’s survey, the top ten monsters of all time, in order, are: Dracula, Freddy Krueger, Godzilla, Frankenstein, Chucky, Michael Myers (Halloween), King Kong, Hannibal Lector, Jason Voorhees (Friday 13th), and Alien.   It is interesting to notice when looking at this list that the monster to man-monster ratio is an exact split between the ten.   Five genuine monsters and five men-turned-monsters.   When it comes to monster movies, the best monster is obviously a cross between the most horrific and the most frightening. Furthermore, the third characteristic of monster movies is the use of plot as a device to form the movie around the monster.   Like Neilsen’s generator was helpful to suggest, there are five different plots that make up the monster movie genre, almost, in its entirety.   And, these plots all revolve around or are centered on, the motive of the monster. Basically, the monster can be out for revenge, need to feed, need to protect its young, their slumber has been disturbed, or they want to destroy humanity.   All movies created in the early black and white era actually follow this format, the most famous of them setting up the very archetype known as monster movies today. To begin with, Frankenstein (1931) demonstrates the classic revenge plot.   Dr. Henry Frankenstein wanted to make a man out of stolen body parts and actually managed to do so.   In fact, Dr. Frankenstein’s monster would have been a medical marvel if not for the criminal brain secured for his construction.   Because of that tiny little fatal flaw, the monster rises with a vendetta for Dr. Frankenstein.   And because Dr. Frankenstein screwed up, he becomes the obsession of his own creation. In Dracula (1931), Count Dracula, something of a real estate tycoon and upwardly rich aristocrat, preys on the people he comes across in Transylvania.   Dracula is different than the average monster because of his strikingly literal human nature.   He also has the enhanced ability to seduce his victims beyond their control, which makes him exceptionally difficult to properly vanquish.   The story also ends heroically as Van Helsing is proven right and is able to destroy Dracula.   Dracula’s main motive, besides amusement, is simply, to feed. King Kong (1933) differs from many monster movies because the character relationships are vitally important for the movie to progress.   There are two main relationships developed throughout, that of Ann and Jack and that of Ann and King Kong.   King Kong’s motive, once he falls for his new companion Ann, is to protect her from the evils in his jungle environment, and later, the evils he sees New York City.  Ã‚  Ã‚   One of the final lines in the movies, â€Å"it wasn’t the airplanes, it was beauty that killed the beast† strikes a cord in any heart and makes King Kong perhaps the most lovable of all movie monsters because of his human desire to protect Ann. In The Mummy (1932) a priest is resurrected accidentally by an unwitting team of archeologists and sets about seeking his lost love.   Bad things happen along the way, one of the archeologists is taken as a replacement for the mummy’s lost bride, but the mummy is vanquished in the end when the archeologists destroy the scroll that brought him back to life.   The mummy, Im-ho-tep, basically sends his wrath out on the world and spends the movie causing mass destruction because his slumber was disturbed.   Simple as that. Finally, in Godzilla (1954), Godzilla is a monster god (more like un-extinct dinosaur) that preys on the countryside of Tokyo and fits the classic monster out to destroy humanity plot.   The natives sacrifice virgins in an attempt to appease the monster, but Godzilla seems to enjoy wreaking as much destruction as possible.   The monster attacks every few scenes, with the people in a panic as to how to destroy him before they are all killed.   And, even though they manage to kill Godzilla in the end, the result is not joyful as the people still fear another Godzilla is just moments from rising from the sea. Overall, all movies follow a specific formula which can be calculated and defined based upon the genre they fall in to.   The monster movie is a cross between the horror film and the psychological thriller and has certain core, salient characteristics that define the monster movie as a genre.   Neilsen helps to illuminate the various forms of monster and monster motives with his monster movie pitch generator, and it can be said that, categorically, monster type, psychological aspect of the monster, and motive of the monster as demonstrated in the plot combine to form the core characteristics of the monster movie. Works Consulted. Fischoff, Stuart, et al.   â€Å"The Psychological Appeal of Your Favorite Movie Monsters.† International Scientific Communications, 2003. —-.   â€Å"The Psychological Appeal of Movie Monsters.†Ã‚   Journal of Media Psychology, 2005. LaBarbera, Michael.   â€Å"The Biology of B-Movie Monsters.†Ã‚   University of Chicago, 2003. http://fathom.lib.uchicago.edu/2/21701757/ Neilsen, David.   â€Å"Monster Pitch Generator.†Ã‚   Brunching Shuttlecocks, 2001. Waters, Cullen.   â€Å"The Plot Archetypes of Giant Monster Movies.†Ã‚   WordPress.com, 2005.   http://welltuncares.wordpress.com/2005/04/18/the-plot-archetypes-of-giant-monster-movies/ Zoombaba.   â€Å"Creature Feature: Monster Movie Roleplaying.†Ã‚   Accessed March 22, 2007. http://homepage.mac.com/zoombaba/RPG/CF.html