On the new SAT essay, part I background

In the past, I haven’t posted much about the SAT essay. Even though my students always did well, teaching the SAT essay was never my favorite part of tutoring, in large part because I’m what most people would consider a natural writer (thanks in large part to the 5,000 or so books I consumed over the course of my childhood), and â€Å"naturals† don’t usually make the best teachers. Besides, teaching someone to write is essentially a question of teaching them to think, and that’s probably the only thing harder than teaching someone to read. The redesigned essay is a little different, first because it directly concerns the type of rhetorical analysis that so much of my work focuses on. In theory, I should like it a lot. At the same time, though, it embodies some of the most problematic aspects of the new SAT for me. Some of these issues recur throughout the test but seem particularly thorny here. I’ve been trying to elucidate my thoughts about the essay for a long time; for some reason, I’m finding it exceptionally difficult to disentangle them. Every point seems mixed up with a dozen other points, and every time I start to go in one direction, I inevitably get tugged off in a different one. For that reason, I’ve decided to devote multiple posts to this topic. That way, I can keep myself focused on a limited number of ideas at a time and avoid writing a post so long that no one can get more than halfway through! Before launching into an examination of the essay itself, some background. First, it is necessary to understand that the major driving force behind the essay change is the utter lack of correlation between factual accuracy and scores – that is, the rather embarrassing fact that students are free to invent examples (personal experiences, historical figures/battles/act, novels, etc.) without penalty. In particular, personal examples have been a particular target of David Coleman’s ire because they cannot be assessed â€Å"objectively.† The College Board simply could not withstand any more bad publicity for that particular shortcoming. As a result, it was necessary to devise a structure that would simultaneously require students to use â€Å"evidence† yet not require – or rather appear not to require – any outside knowledge whatsoever. As I’ve pointed out before, students have been – and still are – perfectly free to make up examples on the ACT essay, but for some mysterious reason, the ACT never seems to take the kind of flack that the SAT does. Again, marketing. My  feelings on this issue have evolved somewhat over the years; they’re sufficiently complex to merit an entire post, if not more, so for now I’ll leave my opinion out of this particular aspect of the discussion. Let’s start with the pre-2016 essay. Despite its very considerable shortcomings, the current SAT essay is as close as possible to a pure exercise in â€Å"using evidence† – or at least in supporting a claim with information consistent with that claim (information that may or may not be factually accurate), which is essentially the meaning of â€Å"evidence† that the College Board itself has chosen to adopt.  Ã‚   For all its pseudo-philosophical hokeyness, the current SAT essay does at least represents an attempt to be fair. The questions are deliberately constructed to be so broad that anyone, regardless of background, can potentially find something to say about them. (Are people’s lives the result of the choices they make? Can knowledge be a burden rather than a benefit?). Furthermore, students are free to support their arguments with examples from any area they choose – contrary to popular belief, there is ample room for creativity.   While students may, if they so choose, use personal examples, the top-scoring essays tend to use examples from literature, history, science, and current events. The example of a top-scoring essay in the Official Guide, if memory serves me correctly, is an analysis of the factors leading up to the stock market crash of 1929 – not exactly a personal narrative. In contrast, essays that rely on personal examples, particularly invented ones, tend to be vague, unconvincing, and immature. Yes, there are some students who can pull that type of fabrication off with aplomb, but in most cases, â€Å"can† does not mean â€Å"should.† Furthermore, students who make up facts to support other types of examples are rarely able to do so convincingly. The ones who can are, by definition, strong writers who understand how to bullshit effectively – a highly useful real-world skill, it should be pointed out. But in general, the best writers tend to have strong knowledge bases (both being the result of a good education) and thus the least need to make up facts. That is why the essay, formerly part of the Writing SAT II test, was relatively uncontroversial for most of its existence: only selective colleges required it, and so only the students who took it were students applying to selective college – a far, far smaller number than apply today. As prospective applicants to selective colleges, those-test takers were generally taking very rigorous classes and thus had very a solid academic base from which to draw. Remember that this was also in the days before work could be copied and pasted from Wikipedia, and when AP classes were still mostly restricted to very top students. While plenty of smart-alecks (including, I should confess, me) did of course invent examples, the phenomenon was considerably more limited than it became in 2005, when the essay was tacked on to the SAT-I. Based on what Ive witnessed, I suspect that the questionable veracity of many current essays is also a result of the reality that many students who attempt to write about books, historical events, scientific examples, etc. simply do not know enough facts to support their arguments effectively, either because they are not required to learn them at all in school (the acquisition of factual knowledge being dismissed as â€Å"rote memorization† or â€Å"mere facts†), or because information is presented in such a fragmentary, disorganized manner that they lack the sort of mental framework that would allow them to retain the facts they do learn. One of the unfortunate consequences of doing away with lectures, I would argue, is that students are not given the sort of coherent narratives that tend to facilitate the retention of factual information. (Yes, they can read or watch online lectures, but there’s no substitute for sitting in a room with a real, live person who can sense when a class is confused and back up or adjust an explanation accordingly.)   At any rate, when word got out about just how ridiculous some of those top-scoring essays were†¦ Well, the College Board had a public relations problem on its hands. The essay redesign was thus also prompted by the need to remove the factual knowledge component.   Now, here it gets interesting. As I forgot until recently, the GRE â€Å"analyze an argument† essay actually solves the College Board’s problem quite effectively. (The GMAT and LSAT also have similar essays.) Test-takers are presented with a brief argument, either in the form of a letter to an editor, a summary of research in a magazine or journal, or a pitch for a new business. While the exact prompt can vary slightly, it is usually something along the lines of this: Write a response in which you discuss what specific evidence is needed to evaluate the argument and explain how the evidence would weaken or strengthen the argument. The beauty of the assignment is that it has clearly defined parameters – there is effectively no way for students to go outside the bounds of the situation described – yet allows for considerable flexibility. The situations are also general and neutral enough that no specific outside knowledge, terminology, or coursework is necessary to evaluate arguments concerning them. In short, it is a solid, fair, well-designed task that reveals a considerable amount about students’ ability to think logically, present and organize their ideas in writing, evaluate claims/evidence, and â€Å"dialogue† with differing points of view while still maintaining a clear focus on their own argument. There is absolutely no reason this assignment could not have been adapted for younger students. It would have eliminated any temptation for students to invent (personal) examples while providing an excellent snapshot of analytical writing ability and remaining more or less universally accessible. It also would have been perfectly consistent with the redesigned exam’s focus on â€Å"evidence.† Instead, the College Board essentially created a diluted rhetorical strategy essay, taken from  the AP English Composition exam a very specific, subject-based essay  that many students will lack prior experience writing. Students are given 50 minutes (double the current 25) to read a passage of about 750 words in response to the following prompt: As you read the passage below, consider how the author uses evidence, such as facts or examples, to support claims. reasoning to develop ideas and to connect claims and evidence. stylistic or persuasive elements, such as word choice or appeals to emotion, to add power to the ideas expressed. Write an essay in which you explain how the author builds an argument to persuade his/her audience that xxx. In your essay, analyze how the author uses one or more of the features in the directions that precede the passage (or features of your own choice) to strengthen the logic and persuasiveness of his/her argument. Be sure that your analysis focuses on the most relevant features of the passage. Your essay should not explain whether you agree with the author’s claims, but rather explain how the author builds an argument to persuade his/her audience. Before I go any further, I want to make something clear: I am not in any way opposed to asking students to engage closely with texts, or to analyzing how authors construct their arguments, or to requiring the use of textual evidence to support one’s arguments. Most of my work is devoted to teaching people to do these very things. What I am opposed to is an assignment that directly contradicts claims of increased equity by testing skills only a small percentage of test-takers have been given the opportunity to acquire; that misrepresents the amount and type of knowledge needed to complete the assignment effectively; and that purports to reflect the type of work that students will do in college but that is actually very far removed from what the vast majority of actual college work entails. In my next post, I’ll start to look at these issues more closely.

Madness of Tell-Tale Heart - 1287 Words

Madness! Edgar Allen Poe once said, â€Å"Words have no power to impress the mind without the exquisite horror of their reality.† There are many breathtaking horror stories, but none of them influenced literature as much as â€Å"The Tell-Tale Heart.† Poe uses the character and theme to make â€Å"The Tell-Tale Heart† one of his near perfect tales. His works often explored the inner workings of the human mind; in particular its dark side (Bouchard). This story shows the terrible war of superego upon the id, the endless battle between conscience and impulse (Hoffman 226). These struggles, although always in disguise, are constantly enacted on Poe’s work. Poe explored the limits of human reality in stories shaped by both intuitive genius and literary†¦show more content†¦He never even thinks of the possibility that he might be mad and keeps stating he is not mad. You could say that he is a flat character because he is simply a mad man. We don’t hesita te whether he is a crazy or not, and the only thing in the story we are certain about him is that he is insane. But you can also say he is a round character because he describes his thought processes and the reasons for his actions. â€Å"I think it was his eye! yes, it was this! He had the eye of a vulture --a pale blue eye, with a film over it. Whenever it fell upon me, my blood ran cold; and so by degrees --very gradually --I made up my mind to take the life of the old man, and thus rid myself of the eye forever,† (Poe 121). This sentence gives us a reason for the murder, the old mans eye. Later in the story he tells us his clever process of hiding the body. He is not simply crazy, he is full of the praise of his own sagacity (Hoffman 230). In the other hand, he is also a dynamic character. We know this because he is not just narrating the story but he is also in it. By knowing he is the narrator and also in the protagonist of the story, we cant trust what he is saying bec ause he will want us see him as a good person. He would want to justify his own actions and that is just what he does. He justifies himself to why he killed a man and explains why he is not mad. To me he is a dynamic character because we have to see him in twoShow MoreRelated Madness in The Yellow Wallpaper and The Tell-Tale Heart1679 Words   |  7 PagesMadness in The Yellow Wallpaper and The Tell-Tale Heart Compare the portrayal and use of madness in The Yellow Wallpaper by Charlotte Perkins Gilman and The Tell-Tale Heart by Edgar Allan Poe. Which story did you prefer and why? The Yellow Wallpaper by Charlotte Perkins Gilman and the Tell-Tale Heart by Edgar Allen Poe both describe characters who in the opinion of other people are insane. The characters hysterical behaviour due to their insanity is depicted as the stories progress. 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Education Is A Key Role Of Human Development - 928 Words

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HR Promoting TQM Essay Sample free essay sample

TQM is chiefly an organisational scheme considered as a alteration programme to accomplish excellence and hence HR has an of import function to play in planing the intercessions to fix the people and the organisations for the coveted alteration. The function of the HR Department in bettering quality can be considerable. Broadly. it can: †¢ Assist in the preparation of the firm’s strategic way and demands. †¢ Identify the human resource doctrines or civilization consistent with the concern demands. †¢ Develop and implement policies and activities consistent with the civilization. †¢ Ensure that the quality betterment procedure is consistent with the other human resource activities. The HR section can play a important function in the alteration procedure by set uping a specific programme that is responsible for covering with the alteration. This programme can affect: †¢ Establishing a senior HR council and executive operating commission †¢ Naming a major enterprise that rallies all employees to the alteration †¢ Developing a leading programme that ensures that the alteration clearly includes the top direction [ a senior direction development programme ] . Additionally. within the HR section there can be farther division of functions and duties. This frequently involves clear uping the relationship between the corporate-level HR section and the concern unit – degree sections. Taking a proactive stance. the corporate-level section can: †¢ Assist senior directors in explicating alteration †¢ Become a theoretical account of alteration†¢ Develop and guide divisional human resource sections†¢ Change organizational construction†¢ Serve as a clearinghouse†¢ Serve as trainer for other HR staff†¢ Do benchmark analysis†¢ Develop HRIS [ Human Resource Information System ] capacity†¢ Audit competences Development of Total Quality Peoples:The first pillar of TQM is internal client satisfaction. Peoples involved in each procedure have to handle those following in the procedure as their client. In add-on to the external client. every activity in the mill has an internal client. The service to the internal client is the 1 which will assist pitch up the organisation to present eventually the needed service to the client. For illustration if Marketing dept. trades with external client. its committednesss are to be backed up by other sections for whom the selling dept. itself becomes a client. Therefore. all the sections and the people are to be oriented towards accomplishing entire quality and the attitude of † Help us to assist you better † must be developed on the doctrine of internal clients. Here lies the importance of HR in developing entire quality people i. e. people with positive attitude. values in consonant rhyme with organisational mission and alter the mentality so that the foundation becomes really strong. The HR attempt should be to convey in/foster existent spirit of TQM i. e. spirit of reciprocality in interactions and non simply the mechanics of it. The HR enterprise in TQM activity should be oriented to show the efficaciousness of Win-Win relationships as contrasted to Win-Lose or Lose-Lose relationships and thereby enabling effectual spirit of squad work. TrainingHR has besides to set about intensive preparation of forces in understanding the application of TQM methods A ; its tools. In Japan. this portion of using TQM methods A ; tools are really much broad spread A ; people at all degrees get downing from top to bottom are really much conversant with this and use in all domains of their activity. HR initiatives in this context have to turn to in preparation of forces in going â€Å"data minded than sentiment minded† . The mentality of † What is wrong† than † Who is wrong† to be generated A ; built up. Though it is a formidable undertaking. HR has to trip this thought in an organisation to gain thought revolution of TQM dimension. Employee Engagement:Further. HR has to originate employee engagement in TQM activity. Ultimately. quality is physically produced by the operator on the store floor. It is hence really of import that he understands the quality demands of his occupation. This is possible provided his engagement in the occupation is really high and he is a really committed and sceptered worker. It is in this context that Nipponese have introduced Quality Circles which have generated high degree of committedness of workers and eventually helped Japan to go as universe leader in the concern. Quality circles are based on the cardinal rules of coaction. engagement A ; authorization. HR has to ease the civilization of squad work either in the signifier of Quality Circles. Quality Teams. Task force. CFT. Suggestion schemes or any such others innovative employee engagement strategies for TQM activity. Education and communicating: Companies place great accent on this. through a assortment of vehicles – picture. briefing. magazines. newssheets. notice – boards. narrative boards and so on. so as to proclaim and reenforce the quality message. However its inadequate for senior direction to show their committedness entirely through pass oning vision and mission statements. Recruitment and Choice:TQM has an consequence on choice processs. Some companies have sophisticated enlisting and choice techniques. including psychometric and aptitude trials and appraisal centres to place squad workers or job convergent thinkers appropriate to choice civilization. Appraisal:Performance assessment is seen playing an of import function as a tool to pass on to directors whether quality criterions are being met. given the importance of the client rating of managerial public presentation in the overall assessment. Communication and acknowledgment:Puting so much accent on preparation requires that the company pass on on a regular basis with employees about the developmental chances being offered. These are more than merely communicating vehicles. They serve as a agency of worker acknowledgment. which the company takes earnestly. Other ways of acknowledging employees include: †¢ Recognition Day—An one-year jubilation at each location in which single employees and squads are recognized publically for their achievements †¢ Incentive Recognition Awards—An one-year pecuniary award for excellence above and beyond normal occupation responsibilities †¢ Seniority Recognition Program—A plan in which every employee receives a card and little gift on the day of remembrance of his or her day of the month of hire. Labor dealingss:One of the typical characteristics of human resources plan is that the plan makes no differentiations between exempt and taxable employees. The organisation studies brotherhood members about their sentiments right along with salaried employees. Union members participate in the employee-suggestion plan. and they can go to the Front-Line Leadership Training regardless of whether or non they have any supervisory duty. Job design:Employees are more likely to demo committedness when occupations are meaningful and affect important duty and where employees are able to acquire direct feedback on their public presentation. TQM accent on flexibleness and teamwork may besides necessitate a move off from detailed fixed occupation descriptions. Finally HR has to make TQM mindset by concentrating following three chief orientations: 1 ) The client orientation2 ) The procedure orientation3 ) The people orientation. There are five stages of HR intercession for TQM: Formulation:Hr professional could play a function in determining TQM enterprises at the preparation phase. They may be able to play a originative function in footings of doctrine behind TQM and its grade of interaction with current organizational pattern and moralss. Example: 1. Fixing and synthesising studies from other administrations that have experience of TQM 2. Helping with picks about TQM attacks.3. Designing and presenting senior direction development classs that createthe right clime for TQM. Execution Phase:At this phase. HR professionals can play a facilitating function in guaranting the TQM is introduced in most appropriate manner. The undermentioned activities may be undertaken: 1. Training of in-between directors and supervisors in how to develop TQM procedure within staff 2. Training facilitators wise mans and squad members in interpersonal accomplishments and how to pull off TQM 3. Coaching directors on behavior 4. Planing communicating events to publicise TQM. Care Phase:Having shaped and implemented the TQM enterprise. HR personal map can play an effectual portion in trying to keep and reenforce its place within the administration. Interventions in the 3rd country are designed to guarantee TQM continue to pull a high profile and does non lose drift. Contribution can be in following countries: 1. Introducing or upgrading the TQM constituent with initiation classs. 2. Guaranting that developing in tools. techniques. systems and processes continues to be provided within the administration. 3. helping quality betterment squads 4. Guaranting the methods of honoring success are established. Review Phase:HR may besides be able to do part to TQM at the reappraisal degree either on regular footing or portion of on-going process for measuring advancement. Such intercession could include: 1. Lending to taking the readying of one-year TQM studies. 2. Guaranting effectivity of TQM substructure 3. Fixing and administering employee attitude studies on TQM Application Phase:Finally and to some extent in concurrence with each of these phases. HR map can use to TQM to reexamine their ain activities along the lines of the undertaken by the internal contractors as analysed earlier. The precise list of patterns depends on administration and map involved. Some of them may be: 1. Fixing offer and contract letters within a specified clip. 2. Reding staff on their footings and status of employment 3. Measuring Training proviso on one-year footing. 4. Continual reappraisal of its activities utilizing the people related standards in EFQM theoretical account and MBNQA.

The Holocaust A German Historian Examines the Genocide

Table of Contents The author and the purpose of the book Historical context The target audience The significance of the book What readers can learn Recommendations for reading Reference List The author and the purpose of the book The Holocaust: A German Historian Examines the Genocide deals with one of the most debatable issues of the history of the twentieth century, i.e. Holocaust. In this book Benz depicts facts telling the â€Å"story with exactness and absolute candor† (ix). The uniqueness of the book is that it is one of the first books on â€Å"Jewish issue† written by a German scholar. Advertising We will write a custom report sample on The Holocaust: A German Historian Examines the Genocide specifically for you for only $16.05 $11/page Learn More Thus, there is no biased perception of the historical facts, since â€Å"Benz seeks only to provide the basic and incontrovertible facts† (ix). Of course, Benz pertains to the n ation which was involved in this conflict of humaneness and common sense. Nevertheless, being German Benz has an opportunity to make a deeper analysis of those distant events. He does not try to acquit Nazis or hush up some of their horrors. The book provides many facts which took place and had an impact on the history of two nations (Germans and Jewish people) and the whole world. Historical context Benz wrote his book more than 50 years after the events took place. This can be good evidence that the book uses only reliable and unbiased data. The book concisely reveals all the events which led to the â€Å"unique crime in the history of mankind† (p.152). For instance, Benz starts with depicting Wannsee Conference when Nazis revealed the first plans and inclinations concerning the â€Å"Jewish problem†. After this Benz considers the beginning of discrimination of the Jews which grew into anti-Semitism, massacre and genocide. Interestingly, the book tackles various is sues which others did not highlight. For instance, Benz dwells upon emigration of Jews. Admittedly, many people think that the most appropriate solution for Jews living in Germany in 1930-40s was to leave the country. Moreover, many people (especially youth) suppose that there could be no genocide if the Jews simply abandoned their homeland. Nevertheless, Benz gives quite substantial explanation why Jewish people had to stay in Germany and other countries in constant danger and fear. Benz mentions major factors which prevented Jews from emigration, one of which is as follows: â€Å"the confiscation of assets and the crippling fees limited the possibilities for emigration† since no â€Å"country accepting immigrants is interested in impoverished newcomers† (p. 34). Apart from highlighting difficult and controversial issues the book reveals many details which make the picture complete. Thus, Benz points out some facts which are known to Germans and those who live in Ge rmany (or lived there in 1930-40s). Creating such atmosphere Benz manages to make his narrative more illustrative and more persuasive. The reader can not only find out some facts but can understand how this or that could happen.Advertising Looking for report on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More The target audience The book in question is great historical narrative which can be a valuable source of knowledge on the issue. Nevertheless, I would like to point out that although the book contains bibliography where many reliable sources are mentioned, there are not footnotes in the text. Although there are many citations the reader cannot know the source of those quotations. This peculiarity makes the book quite inappropriate for using as a source for some substantial academic writing. However, the book can be used in schools sine it is very informative and illustrative. The book can be a really good source for young people since there are many precise facts and explanations of the most difficult issues. Moreover, the language of the book is not too sophisticated and will be understandable for many students. The significance of the book Of course, there are many different books about Holocaust. However, the exclusive significance of the book in question is that it does not reconsider the issue, but it simply provides comprehensive information about the events of that period. According to Hertzberg (1999) there are many â€Å"revisionist historians† who try to prove that there was no Holocaust and that â€Å"the gas ovens in Auschwitz were disposal units for the bodies of those who died in the cam from disease† (vii-viii). So, books like The Holocaust: A German Historian Examines the Genocide are very important since they reveal the real history without any â€Å"amendments†. The book makes the reader know the past of humanity which an enable people to build up their future withou t making the same mistakes. Apart from this, the book makes people think of many important or even essential issues. Many people can learn not only some historic facts but the basic values of humaneness. What readers can learn Thus, the reader can learn many details which became a basis for the obscure page of the human history. The reader will understand why many solutions which seem obvious now were inappropriate for people living in that period. What is more important, the reader will remember about the horrors which took place some decades ago. They will see that those massacres grew from quite abstract ideas. Initially, those abstract ideas could seem quite positive and patriotic but in some time they transformed into a plan of genocide. After reading the book, people will be able to feel the danger of some â€Å"positive ideas† emerging nowadays. Apart from this the reader will be able to learn that all people are equal and no nation or individual should decide who des erves to live and who does not. Finally, the reader can learn that Germans accept their past with its mistakes but they are ready to move on. They do not want to covert the deeds of their predecessors, but on the contrary, they want to reveal real historic facts which enable all people of the world know exactly what was happening in that difficult period.Advertising We will write a custom report sample on The Holocaust: A German Historian Examines the Genocide specifically for you for only $16.05 $11/page Learn More Recommendations for reading I would like to recommend the book to teachers and students. In the first place, teachers should know that there is such a book concerning Holocaust written by a German scholar. They should know that there is that particular viewpoint on the events of 1930-40s. This will definitely enlarge teachers’ horizons and enable them to provide their students with more comprehensive and at the same time more precise information. On the other hand, students should read the book since they need to know this part of the world history. They should be aware of those terrible things which took place in the world in the twentieth century so that they could never repeat those mistakes. Young people should read the book which will make them remember what can happen to the world if certain ideas win. In conclusion, I would like to stress that unbiased and comprehensive data provided in the book makes it one of the most valuable sources for students to learn about the Holocaust which took place in the twentieth century. Reference List Benz, W.  The Holocaust: A German Historian Examines the Genocide. (Sydenham-Kwiet, J., Trans.). New York, NY: Columbia University Press, 1999. This report on The Holocaust: A German Historian Examines the Genocide was written and submitted by user Davon Church to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Impact of the introduction of sound and style in classical Hollywood cinema

Impact of the introduction of sound and style in classical Hollywood cinema A good number of inventions noted that a sequence of individual immobile pictures set into movement created the delusion of motion. This concept came to be known as the persistence of vision. A British physician named Peter Mark Roget in the early years of the 1800s first noted the phenomenon1.Advertising We will write a custom essay sample on Impact of the introduction of sound and style in classical Hollywood cinema specifically for you for only $16.05 $11/page Learn More It was the revolutionary step in the growth of the cinema. Before this, many innovations related to motion and vision had been developed. These were the precursors to the origin of the motion picture industry. This essay outlines the history of the film industry through the centuries. A lot of emphasis will be paid to the era when sound was incorporated in the film industry. The impact of the introduction of sound to the film industry will also be discussed with specific reference to two Hollywood classic movies. As mentioned above, the infancy of the film industry was preceded by a number of technologies. One of them was the magic lantern. Athanisius Kircher in Rome invented this device in the 17th century. It could project images using a simple light source. In 1824, the Thaumatrope was invented. It was the most basic adaptation of an optical illusion toy that used the notion of persistence of vision. An English doctor called John Ayrton Paris invented the device2. In 1831, Michael Faraday, a British scientist, discovered the law of electromagnetic induction. This principle was deployed in the generation of electricity to power motors and other equipment including film machines. In the following year, Joseph Blaeau, a Belgian, invented the Fantascope, also referred to as the Phenakistiscope or, simply put, the spindle viewer. The device was used to reproduce sound. A succession of distinct depicting pictures stages of an action was set around the peripheries of a slotted disk. The spectator would view the pictures through slots3. Two years after this discovery, another stroboscopic device called the Daedalum or Zoetrope (as it came to be named in 1967) was invented. This was courtesy of a British inventor called William George Horner. The device was a hollow, rotating cylinder or drum. It had a crank with a strip having a series of pictures, drawings and paintings in progression. The images were in the interior surface. A spectator would view the pictures in ‘motion’ through slim slits. Five years following this discovery saw of yet another milestone invention in the film industry. This was the invention of still photography4.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More This was followed by the development of the pioneering commercially viable daguerreotype. The latter was a way of capturing pictures on silvered, copper-metal p lates. As the name suggests, the invention was courtesy of Frenchman Louis –Jacqueds-Mande Daguerre. This innovation was followed by that of the British inventor William Henry Fox Talbot. The latter was calotype, a process by which negative photographs would be printed on high-quality paper. In 1861, Philadelphian Coleman Sellers invented the Kinematoscope. This was an enhanced rotating needle paddle machine. It was used for viewing a sequence of stereoscopic immobile pictures on glass plates. After this invention, the film industry experience six years of silence in terms of new inventions and innovations5. However, John Wesley Hyatt broke this silence in 1869 when he developed the celluloid. This provided a basis for photographic film. In the following year, Henry Renno Heyll, a Philadelphian came up with the first exhibition of the Phansmotrope. The device was used to show a quick series of immobile or posed photographs of dancers, giving the chimera of movement. Seven yea rs later, Frenchman Charles Emile Reynaud invented the Praxinoscope. This projector equipment had a mirrored drum, which created the delusion of motion with picture strips hence serving as an improved edition of the Zoetrope. By the onset of the1890s, Reynaud’s Parisian Theatre Optique was making public shows with screenings of 15-minute ’movies’. This precursor era also saw the invention of the incandescent light bulb that was used for film projectors. This occurred in 1879 courtesy of Thomas Alva Edison6. As the 19th century ended, Eadweard Muybridge, a pioneering British photographer and inventor became renowned for his photographic locomotion studies. This is because, in 1870, he had experimented with recordings of a galloping horse at a Californian racetrack. In 1878, he conducted a chronophotography experiment by use of many cameras recording horse’s gallops. This ascertained that all the horse’s feet are off the ground at the same time. In 1 879, Muybridge invented the Zoopraxiscope, also referred to as the wheel of life. This was a primitive motion picture projector machine, which also created the delusion of motion by projecting images onto a screen from photos on a revolving glass disc7. All the developments discussed above only succeeded in providing eye-fooling animations. Genuine motion pictures were a phenomenon only possible with the development of the film. This supple and clear celluloid could record pictures at a very high speed. The pioneer in this field was a Parisian innovator and psychologist called Etienne-Jules Marey in the 1880s. This Parisian came up with a camera capable of taking many photographs at a go. Contrary to Muybridge’s device, this new equipment could many images on the same camera plate. His experiment is also associated with the coined terminology of ‘shooting a video’8.Advertising We will write a custom essay sample on Impact of the introduction of sound and style in classical Hollywood cinema specifically for you for only $16.05 $11/page Learn More The experiments of Muybridge and Marie laid the base for the development of the motion picture cameras, projectors and transparent celluloid film hence the cinema was born. In the last years of the 1880s, American inventor Thomas Alva Edison and his British assistant William Kennedy Laurie Dickson endeavored to create a device that could record movement on film and another for watching the film. In 1890, Dickson cake up with a primitive, camera able to take photographs of moving in motion. The device was named a Kinetograph. It captured motion with a harmonized shutter and sprocket system able to wind the film through the camera with the aid of an electric motor. This innovation led to the birth of the US cinema. The world’s first film production studio, the Black Maria was also developed from this invention9. Edison and Dickson innovations prompted a series of other inventions in the film industry. The most notably were from Charles Francis Jenkins. He endeavored to show pictures in motion to large groups of people. As such, he invented the first film projector called the Phantoscope10. Concurrently in France, two brothers, the Lumieres, invented the cinematograph. This was a portable camera, printer and projector. One striking characteristic of the films produced during this period was that they were very short. They were usually under a minute long and showed only a single scene. The scene was drawn from either authentic or staged representing every day life. Cinematique technique was less applied since there was even no editing11. Nevertheless, the progress was enough to catapult the industry to new heights for the century that followed. Before discussing the introduction of sound in film production, it is important to note that the first years into the 20th century were a silent era for the film industry. Nevertheless, a number of innovati ons in Cinematique techniques were developed during this silent era. These include animation, film continuity, crosscutting between parallel actions, and point of view shots. Others included reverse-angle cutting, intertitles and flashback12. Nevertheless, none of these developments could be paralleled to the impact that was brought in by the introduction of sound technology in the film industry.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More Although there were experiments on sound technology in the silent era, it was difficult to overcome the challenges of accurate synchronization and amplification at that time. The year 1926 saw the introduction of the Vitaphone system in Hollywood studio by Warner Brothers. This device added sound effects to film recordings. In the following year, Warner Bros released the first film, The Jazz Singer, having a synchronized dialogue and singing13. The Jazz Singer is one of the Hollywood classic films that will be used to show the impact brought about by the introduction of sound technology. Despite been a pioneer in the field, the idea of incorporating sound in film was not a new phenomenon. This is because Charles Taze Russell had attempted it in 1914 in his long film, The Photo-Drama of Creation. The film showed pictures in motion harmonized with sound14. Before embarking on the impact of sound technology, it would be paramount to note what had delayed the introduction of this much-n eeded innovation. The invention of the introduction of sound technology in film production was stalled by a number of factors. This led to motion pictures and sound recording parting ways for almost a generation. As hinted earlier, one of the major problems that delayed the introduction of sound technology was the synchronization challenge15. This was occasioned by the fact that pictures and sound were recorded and played back by two distinct devices. This made it difficult to start and sustain in cycle. Another challenge was the issue of adequate playback volume. This was stalled due to lack of amplification systems. The last barrier to the introduction of sound technology in the film industry was recording reliability. The primitive technologies produced low quality sound. This imposed boundaries on the kind of films that could be produced with live-recorded sound16. To counter the above challenges, and especially the synchronization huddle, cinematic innovators tried a number of ways. The prime one was the introduction of the sound-on-film technology to replace the sound-on-disc one that existed. The former was superior to the later in several ways. This is because sound-on-disc technology had a myriad of limitations. To begin with, due to the unreliability of their interlock system, sound would fall out of synch, a fact occasioned by disc skipping or small alterations in film speed. This, therefore, called for regular supervision and numerous manual adjustments. Another limitation of the sound-on-disc technology was the fact that discs could not be directly edited. This greatly limited the ability to make changes in the complementary films after the original release cut17. To add on, phonograph discs, increased expenses and complications in film production and, hence, were making the process dear and time consuming. Lastly, the discs needed replacement after a number of screenings due to tear and wear. Nevertheless, the first years of the introduction of s ound technology in films saw the sound-on-disc technology have an edge over its counterpart18. This was because it was relatively cheap to record music onto film. In addition, the central exhibition devices were easy to manufacture and acquire when compared to the sophisticated image-and-audio equipment, which was a prerequisite of the sound-on-film technology era. After the introduction of the sound-on-disc and sound-on-film technology, the innovation that followed was the fidelity electronic recording and amplification19. This was a blend of the two technologies. It was pioneered by AT T’S Western Electric manufacturing section. By 1925, the company rolled out a new sound system that had microphones and rubber-line recorders. There is no doubt that the introduction of sound technology had far-reaching implications to the art and production of films as well as to the industry at large. The impact was both short term and long term. In the short term, it led an increase in ea rnings for the movie houses. For instance, The Jazz Singer, Warner Bros released, on 6 October 1927, their premier talkie earning a total of $2.65 million in the US and elsewhere20. This was almost a million dollars higher than what the company had earned fro a preceding film in the silent era. Another film that shows that the sound technology brought good tidings to the industry was Lights of New York. The film, also produced by the same company, earned a gross of $ 1.2 million compared to a $23000 budget they spent in its production21. This kind of profits was occasioned by a surge in terms of sales as moviegoers. The introduction of sound technology in film production also affected other factors and in particular, labor. Those artists that did not have stage voices were dismissed as susceptible to the reception of the film. The contrary was also true. The latter case can be used to explain the success of The Jazz Trailer. Although the film was not sound synchronized, the few ins tances where Al Jason, who was already famous as one of the America’s biggest music stars, starred made the film a hit. As such, sound technology meant doom for those actors whose stage experience was not up to the Hollywood standards. This was the case to a number of stars like Norma Talmadge, Emil Jannings and John Gilbert22. In conclusion, though the introduction of sound technology may have seemed inevitable, it was not received warmheartedly from all corners. The innovation was perceived as a destruction of the initial purpose of art. In addition, the technology imposed a limitation to the deaf who felt separated fro the rest of the audience. Despite this criticism, there is more than meets the eye in the film industry today that has its origin in the silent era and the talkie’s era as well. If the number, of movie houses sprouting in every corner of the world is anything to go by, there is no doubt that the world owes much to the cinema innovators and especially those who came up with the incorporation of sound technology than blunt criticism. Bibliography Altman, R, Silent Film Sound, Columbia University Press, New York, 2005. Bordwell, D â€Å"The Introduction of Sound,† chap. in Bordwell, Janet Staiger, and Kristin T, The Classical Hollywood Cinema: Film Style Mode of Production to 1960, Columbia University Press, New York, 1985, pp.298-308. Braun, M, Picturing Time: The Work of Etienne-Jules Marey (1830–1904) University of Chicago Press, Chicago, 1992. Chapman, J, Cinemas of the World: Film and Society from 1895 to the Present. Reaktion Book, London, 2003. Cousins, M, The Story of Film: A Worldwide History, Thunders Mouth press, New York, 2006. Crafton, D, The Talkies: American Cinemas Transition to Sound, 1926–1931. New York: Charles Scribners Sons, 1997. Dirks, T. Filmsite. The history of Film.  https://www.filmsite.org/pre20sintro.html. Eyman, S The Speed of Sound: Hollywood and the Talkie Revolution 1926†“1930, Simon Schuster, New York, 1997. Finler, JW, The Hollywood Story, (3d ed) Wallflower, London and New York, 2003. Geduld, HM, The Birth of the Talkies: From Edison to Jolson. Indiana University Press, Bloomington, 1975. Gomery, D â€Å"The Coming of Sound: Technological Change in the American Film Industry, in Technology and Culture- The Film Reader (2005), ed. Andrew Utterson, pp. 53–67.: Routledge/Taylor Francis, Oxford and New York, 1985. Hirschhorn, C, The Warner Bros. Story. Crown, New York, 1979. King, G, New Hollywood Cinema: An Introduction, Columbia University Press, New York, 2002. Morton, D, Sound Recording, The Life Story of a Technology, Baltimore, 2006. Robertson, Film Facts, Billboard Books, New York, 2001. Robinson, D, From Peepshow to Palace: The Birth of American Film. Columbia University Press, New York, 1997. Sponable, EI Historical Development of Sound Films,† Journal of the Society of Motion Picture Engineers, vol. 48, nos. 4–5, Ap ril/May, 1947. Footnotes 1 P Robertson, 2001. Film Facts. (New York: Billboard Books).p.6. 2 T Dirks, Filmsite. The history of Film. 3 J Chapman, 2003, Cinemas of the World: Film and Society from 1895 to the Present. (London: Reaktion Book). p. 12. 4 Dicks, p.1 5 HM, Geduld, 1975, The Birth of the Talkies: From Edison to Jolson. (Bloomington: Indiana University Press) pp. 12-17 6 Geduld, p. 7 7 D, Bordwell, 1985, The Introduction of Sound,† chap. in Bordwell, Janet Staiger, and Kristin Thompson, The Classical Hollywood Cinema: Film Style Mode of Production to 1960, (Columbia University Press: New York) pp. 298-308 8 M, Braun (1992). Picturing Time: The Work of Etienne-Jules Marey (1830–1904) (Chicago: University of Chicago Press), p. 7 9 R, David ,1997, From Peepshow to Palace: The Birth of American Film.(New York: Columbia University Press) p. 23 10 David, p. 27 11 Ibid 12 R, Altman, 2005, Silent Film Sound, (New York: Columbia University Press) p.45 13 C, Hirschhorn, 1979, The Warner Bros. Story. (New York: Crown) p. 12 1414. EI, Sponable ,1947, Historical Development of Sound Films,† Journal of the Society of Motion Picture Engineers, vol. 48, nos.4–5, April/May 15 D, Morton, 2006, Sound Recording: The Life Story of a Technology. (Baltimore: Johns Hopkins University Press) pp. 32-35 16 D, Gomery, Douglas,1985, The Coming of Sound: Technological Change in the American Film Industry, in Technology and Culture- The Film Reader (2005), ed. Andrew Utterson, pp. 53–67.( Oxford and New York: Routledge/Taylor Francis) pp. 53-67 17 S, Eyman, 1997,The Speed of Sound: Hollywood and the Talkie Revolution 1926–1930.( New York: Simon Schuster) p. 67 18 Ibid 19 D, Bordwel,1985, The Introduction of Sound,† chap. in Bordwell, Janet Staiger, and Kristin Thompson, The Classical Hollywood Cinema: Film Style Mode of Production to 1960, ( New York: Columbia University Press) pp. 298-308 20 G, King, 2002, New Hollywood Cinema: An Introduction. (New York: Columbia University Press) p. 29 21 D, Crafton, 1997, The Talkies: American Cinemas Transition to Sound, 1926–1931. (New York: Charles Scribners Sons) p. 56 22 JW, Finler,2003, The Hollywood Story, 3d ed.(London and New York: Wallflower) p. 12

Research Methods Coursework Example | Topics and Well Written Essays - 1500 words

Research Methods - Coursework Example Since the alternative is of non-equality, the rejection zones will be in both ends of the distribution. Therefore the test will be two tailed. The p-value is 0.01070 using a significance level of 0.05 The alternative hypothesis is that the true coefficient is positive. So the rejection zone is on the right tail of the distribution and thus the test is right tailed. The computed t-value is 2.598522> 1.682 = the critical one sided 5% t value. Therefore, we reject the null hypothesis at 5% level of significance. Therefore, the test provides evidence of the fact that secondary enrollment has a significant positive impact on the growth of GDP. H0:?7=0 H1:?7>0 using a significance level of 0.1 Similar to the test conducted above, the alternative hypothesis is that the coefficient is positive. Therefore, the test will be right tailed once more. The computed t-value =1.50471< 2.418 = the critical 1% t-value. So, we fail to reject the null hypothesis at the 1% level. This implies there is no evidence of private credit ratio having any observable impact on the dependent variable, growth of GDP. Evidently a contradiction arises between the conclusions obtained in (i) and (ii). In (i), the test fails to reject the null hypothesis that all the coefficients are jointly zero. But in (ii), the null hypothesis that the coefficient on the 1990 percapita GDP is zero is rejected. So, (ii) accepts the hypothesis (null in (ii), alternative in (i)) that is rejected by (i). To reconcile between these contradictions, it should be noted that tests of joint significance may fail to reject the null of joint insignificance if majority of the explanatory variables included are found to be insignificant. Usually, such cases arise if the basic assumptions of OLS are violated. Certainly if the presence of outliers skews the distribution of errors, such contradictions should be anticipated. 3. Primary recommendation for the finance minister on the basis of results From the results of the OLS mo del in part 1, we find that the coefficient on secondary enrolment as well as private credit ratio is positive. The coefficient for secondary enrolment is 0.254 and that for private credit ratio is 0.212. Thus, these are quite close to one another although that for private credit ratio is slightly lower. But critically, it should be noted that only the coefficient of secondary enrolment is statistically significant. So, only secondary enrolment among our variables of interest seems to have any effect on growth of GDP. There is no evidence that private credit has any impact on growth GDP. Thus my recommendation will be to invest the entire sum of $2 Billion on the policy measures that will increase the country’s rate of enrolment in secondary education. 4. Diagnostics This section will evaluate the validity of the standard assumptions of