The use of beauty in Disney movies free essay sample

Growing up nowadays most children in the US are brought up watching mostly Walt Disney movies. The Millennial generation was raised with the Disney renaissance film era, and the newer Generation Z is also being raised with the classic Disney films and the newer films like Tangled and The Princess and the Frog. As kids grow up, they begin to relate many of the stories and characters that they were so fond of to everyday things, whether it is their toys or Halloween costumes. Along with this is a clear placed biased view on behalf of the Disney corporation that most of the characters that are physically attractive or appealing to look at are going to be the â€Å"good guys†, while the less attractive characters are typically the â€Å"bad guys†. With this influence over children, it has led to greater stereotyping, body image problems, an ageism debate, and created greed to want to have Disney related memorabilia. We will write a custom essay sample on The use of beauty in Disney movies or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page These animated children/family based films have caused more controversy than ever expected. In the majority of the Disney films with the main exceptions of The Hunchback of Notre Dame and Beauty and the Beast, there is a clear and definite difference between good and evil within the characters simply by their appearances. In 2010, the University of North Carolina and Appalachian State University carried out a study analyzing twenty-one Disney films made since 1938, and asked the participants to rate 163 characters on a scale of one to ten in terms of â€Å"goodness†. They were asked to also score them on their attractiveness, intelligence, aggressiveness, romantic involvement, and their life outcome aka their â€Å"happily ever after† (Leach). In almost every movie, the â€Å"good† characters were the more attractive, more intelligent and less aggressive. Some of the characters that exemplified these ideals were Cinderella, Prince Charming, Princess Aurora, and the Blue Fairy from Pinocchio. This study appeared in the Journal of Applied Social Psychology concluded that, â€Å"as ratings of beauty increased, so did ratings of friendliness, goodness, intelligence, favorability of the character’s outcome, and romantic involvement†. (Leach) Using this study as reference, researchers then set out to determine how much the idea of beauty is good and ugly is bad, is based off of a specific film. Forty-two children between the ages of six to twelve were put in a different study and had them watch either Cinderella or The Hunchback of Notre Dame. Those two films have both characters that are beautiful and good natured, and also an unconventional hero that is less attractive to the eye. From that researchers then showed the children photographer of other children and were asked what they thought of that person from their looks, and whether they would want to ever to friends with them (Jacobs). Doris Bazzini, Lisa Curtin, Serena Joslin, Shilpa Regan and Denise Martz were the people behind this extensive project. Bazzini and her colleagues were able to conclude that it didn’t matter which film the child watched, their answers were all pretty consistent to each other. The researchers were able to pull that the children all had a greater desire to befriend or talk to an attractive peer, rated them as being more desirable to be friends with, less likely to get into any form of trouble, and were seen as being the better person compared to an unattractive peer. These thoughts were not just applied on human characters but also animal ones as well. (Jacobs) Bazzini stated in response to this project, â€Å"It may seem heartening to many parents that a single movie viewing did not induce greater use of the beauty is good stereotype. However, this may be due to the fact that the stereotype [has] inconsistent depictions of the low-beauty bias film are simply not potent enough to unravel a steadily developing propensity to judge attractiveness positively, especially when such stereotypes involve females†. The researchers then decided to suggest to parents that these movies should be used in aiding the parents as they teach them valuable life lessons in their young age rather than just letting them watch those movies with no dialogue about what they just watched. (Bazzini) Even though these films are animation and not live action, they have created these images of the human body which have led to people striving to look like people who do not exist in real life. The Disney characters are drawn to look and coincide with their roles within the movie; this has led to the Disney Princess Effect. The Walt Disney film corporation has rendered the female leads of their animated motion pictures as archetypes of the perfect female figure. (Travali) This gender/image construction in Disney films is so important because of the messages to sends to the main audience: children. The messages that these characters give to children are how to act, look, and interact with others. While this can be good, the looks part can lead to high expectations and lower realities. (May) The Disney animators have created the heroines to be perfect in their physique. Almost every Disney heroine has a perfect waistline, a perfectly proportioned face, skin tight or even revealing clothing, and those ever so desirable curves that make them wanted by the male characters, or their Prince Charming. These images have become a prime factor in teenage eating disorders and depression because just like Barbie dolls, these unrealistic perfect bodies cannot be actually attained in real life. (Travali) Young girls feel such pressure from the media to look like perfect Barbie dolls, and with the media Disney is a large part since the female heroines all have these perfect bodies. According to the South Carolina Department of Mental Health, anorexia is the third most common chronic illness among girls between the ages of 12 to 25. And even sadder is that the mortality rate associated with anorexia is twelve times higher than the average death rate for young girls for all causes of death. (Growing) Young girls buy outfits to look like their favorite Disney characters, whether it is for Halloween or to wear for fun, and they strive to look just like them. Even young boys feel the need to look like the heroes or Prince Charming, being physically fit and handsome. (Travali) These body image problems start at a young age thanks to the Disney franchise. A vast majority of children with body image problems start young with their exposure to Disney princesses and their perfect bodies, then over time as they see more media and media begins to mold their ideals for the perfect body. (B. P) This has negatively impacted the self-confidence of today’s youth. Growing up on Disney films has created a stereotype of attractive ideals that most youth have come to expect from society and it often lowers their own confidence when they cannot look like the animated characters or cannot find their â€Å"Prince Charming’s†. (B. P) The Disney Princess franchise has molded many youth throughout the years and never received criticism about ethnic diversity until recently. And even since The Princess and the Frog was released in 2009, there is still criticism about the lack of diversity or from the other end of the spectrum, the bias that an African American princess is not a true Disney Princess. (May) Tiana is much different from the other princesses as she is more independent and has future job orientated goals, but of course has the Disney wish for a prince charming. Tiana was the first new princess since the Disney renaissance of the 90s and the first since Mulan was released in 1998. Disney has tried to create Disney princesses that would reach out to a greater racial audience. Creating princesses like Mulan, Pocahontas, and Tiana, has shown how the Disney Corporation has branched out to fill ethnic diversity. (May) But the Disney franchise is never safe from criticism, they have called out for making the ethnic diverse characters carry too many of the stereotypical features that are associated with their races. From Dumbo’s crows to the ear cutting barbarians in Aladdin to the savages in Pocahontas, Disney combined racial stereotyping into their characters. (Bartyzel) Another cause of controversy within the Disney Princess franchise has been transforming old characters into newer, sexier ones. Figure’s One and Two show the changes that the corporation has implemented. Figure One shows the changes made to characters Mulan and Pocahontas, and Figure Two shows the most controversial change with Merida from the movie Brave. Merida from the movie Brave was a character specifically designed to challenge the Disney princess stereotype, but instead of sticking with this endured hero and her making the movie the eighth top grossing film of 2012, Disney decided to give her the â€Å"princess makeover† and officially coronate her into a Disney Princess. The fiery, rebellious Scottish girl that audiences fell in love with was turned from her wild hair and conservative dress into a hardly recognizable character. Her hair was tamed, her breasts enlarged, a smaller waist, and a more form fitting and revealing dress was part of her becoming a certified Disney princess (Bartyzel). And from this transformation, Disney then decided to give all the princesses a new sexier makeover. In Figure One there is the original Mulan in the center top frame, and on either side of her is the new version. She has gone from a young Chinese woman to a girl with regular features, the only Asian aspects are that her skin is pale and the animators gave her Asian eyes. Pocahontas received lighter skin, an elongated face, larger eyes, and more makeup. But these changes did not go unnoticed by the public. In fact especially over Merida, there was a massive public outrage to the point that Disney released a statement that Merida’s makeover was not an official redesign but more of a one-time thing to go with her coronation. Disney was not expecting such a public outcry to these changes and has even lightened Mulan’s transformation having her wearing less makeup and the corporation has made no other references to doing any like that again (Bartyzel). Disney princesses can positively affect children in terms of mentality. Minus the body image problems, the more attractive characters are most of the time the bravest characters and great role models for children. While there are the negative aspects of these super attractive, unrealistic characters, they usually are the good guys and were actually transformed role models for the youth. (Klein) Princesses like Mulan, Merida, and Pocahontas are the heroes in their stories. Mulan showed young girls that they could have strength and protect their families and not be seen as the weaker sex. Merida showed girls that they did not have to conform to the princess ideals and instead be a fierce warrior. And Pocahontas showed there should be peace between people of other cultures and to take time to understand other customs that may be unfamiliar. (Bartyzel) The appearance of the characters affects children more so than adults. Studies about the attractiveness/unattractiveness of animated cartoon characters have shown that with a broad audience including children and adults, that the younger audience is more affected by the physical appearance of said characters in relation to their actions. (Klein) Beautiful people are more superior to those who are not. Psychologists in the early 1970s first thought that, â€Å"highly attractive people were smarter, more socially adept and generally superior to the rest of us, and they tend to live happier lives† (Jacobs). This harsh stereotype based on looks learned at an early age, impacts peer interaction. Kids begin to associate good looking people as being the good guys, and less attractive people as being the bad guys. The concept of judging a book by its cover. (Bazzini) Disney movies and the media go hand in hand with the ideals of beauty are good. While the media does not constantly showcase â€Å"beauty is good†, â€Å"ugly is bad†, in most advertisements, the idea is that sex sells. (Bazzini) The more attractive characters are happier and more apt to live ‘happily ever after’. This creates an ideal for youth that the more attractive they are, the more likely they are to find romance and have their own fairy tale endings. The more attractive a character is, the more likely they are to be loving. While there is a clear exception with this with Snow White and the Seven Dwarfs and The Hunchback of Notre Dame, this is an accurate portrayal of most characters. (Klein) Research with kids has shown that they will lean more towards an attractive person. Consistent outcomes have shown that kids have â€Å"an overall greater desire to befriend an attractive peer, rate the child as more likely to be desired as a friend by other children, less likely to get into trouble and as nicer relative to an unattractive peer† (Jacobs). The beauty is good, ugly is bad stereotype is not only limited to the human animations. Studies show that kids even will view the cute, good animal like Flounder in Little Mermaid as the good guy rather than the big, bulky, mean Gantu in Lilo Stich. (Bazzini) The good is beauty and evil is ugly debate also brings ageism into light. In many Disney movies the older characters are portrayed as being more dependent on others or they are not present whatsoever in some films. (Jamieson) The media does not always support the less attractive characters, even if they are the good guys. Disney’s Pixar’s film Up, was turned down by investors and toy manufacturers because the main character was a grumpy 78 year old man, who by media standards was not commercially attractive. (Jamieson) Disney portrays characters in a one dimensional manner, and leaving out older characters affects children. In a 2007 study at Brigham Young University at Provo, found that animations could be a leading cause to ageism. The persistent portrayal of elders could lead to children forming the wrong impression of their seniors. (Leach) From the study at Brigham Young University, it looked at 93 characters that appeared to be by definition elderly in 43 Disney films going from Snow White to The Lion King. While the majority of these characters were actually good guys in the movies, the more memorable characters were the bad guys. Characters like the Wicked Queen and Cruella de Vil have been accused of creating a negative image for older people as in numerous films they are the villains. Cruella de Vil is seen as one of Disney’s most evil character. She is ominous with an unhealthy and frightening interest in the puppies, and has an obsession with their fur in 101 Dalmatians. (Womack) While the movies have good stories of triumph and moral battles, it creates greed. Part of the Disney franchise is to make sure their merchandise sells, and mostly their film merchandise, the need for movie novelties creates greed with young kids. To need to have more and more. (Wynne-Jones) A clear example of this is Bibbidi Bobbidi Boutique at the Disneyland resorts, where girls can be transformed into princesses and boys into princes/knights. This shows the need to look like the film characters and the extremes that the parents will allow their children to go through by paying vast amounts of money to become â€Å"pretty†. Parents anywhere up to almost two hundred dollars for their daughter to be turned a Disney princess. These princess packages include anything from simple makeup to an elaborate, fully detailed princess outfit and getting to meet a Disney princess. (Disneyland) The need for Disney related propaganda has sparked discussion of whether Disney is â€Å"exploiting spirituality† to sell its products according to Christopher Jamison, the Abbot of Worth in West Sussex. He brings the point that while the stories in the movies do have a moral message to take away from; it has in turn created an even more materialistic culture. Fr Jamison believes that stories have messages showing good triumphing over evil; he reasons that it is a ruse to convince people that they should buy Disney related products to be like those stories and characters in the films. Films like Sleeping Beauty and 101 Dalmatians have strong moral struggles, and they are also popular in terms of merchandise (Wynne-Jones). Fr Jamison strongly criticizes the Walt Disney Company for their selling tactics of their movie and character products to the public, â€Å"The message behind every movie and book, behind every theme park and T-shirt is that our children’s work needs Disney†. The Walt Disney Company was founded in 1923 and has grown into one of the world’s biggest entertainment companies. To date it owns eleven theme parks around the world, and several television networks. They own networks like ABC, ABC Family, ESPN, ESPN2, and the numerous Disney channels. In addition they have their Hollywood studios that have produced more than two hundred feature films, and have recently purchased Lucasfilm. (Wynne-Jones) While they are entertainment powerhouses, they are now seen as faces of many everyday household items. Disney related items include children foodstuffs like cereal or fruit snacks, to the ever popular Disney related clothing. Almost anything related to infant merchandise has some sort of Disney character on it whether it is clothing to diapers to pacifiers. The public is completely surrounded by the Disney franchise without even realizing it and it has become an engrained part of culture. People will say that these films are a major part of culture and that people are simply reading too far into these films. While this makes sense that it is just people simply overanalyzing these family oriented family films, but these films have truly affected the public in many different ways. The Disney films offer an escape from reality and open the door for imagination for the viewers. But even then the films carry such strong messages that can be taken too literally like to be a princess, one must have their Prince Charming otherwise they won’t be happy in life. This has led to children having these unrealistic expectations of how their life is going to play out like a fairytale. The Walt Disney Company started out so small in 1923 and has since turned into a multi-billion dollar global franchise. Who would have ever thought that a man making simple animation would turn into a global faucet? The Disney movies and franchise need to be careful and start taking into consideration the criticism about their role in media, society and the lives of the growing generations. They are the future, and they are filled with racial stereotyping, unrealistic body images, ageism, and the firm grip on society of a powerful, global corporation.

Identifying Granitoids and Other Granite Rocks

Identifying Granitoids and Other Granite Rocks Granite rock has become so common in homes and buildings that anyone these days can name it when they see it in the field. But what most people would call granite, geologists prefer to call granitoid until they can get it into the laboratory. Thats because relatively few granite rocks out there are truly petrologically granite. How does a geologist make sense of granitoids? Heres a simplified explanation. The Granitoid Criterion A granitoid meets two criteria: (1) it is a plutonic rock that (2) has between 20 percent and 60 percent quartz. Plutonic rocks cooled at depth very slowly from a hot, fluid state. A sure sign is well-developed, visible grains of various minerals mixed in a random pattern  as if they had been baked in a pan in the oven. They look clean, and they dont have strong layers or strings of minerals like those in sedimentary and metamorphic rocks.​As for the quartz, a rock with less quartz than 20 percent is called something else, and a rock with more than 60 percent quartz is called quartz-rich granitoid (a remarkably simple answer in igneous petrology). Geologists can assess both of these criteria (plutonic, abundant quartz) with a moments inspection. The Feldspar Continuum OK, we have abundant quartz. Next, the geologist evaluates the feldspar minerals. Feldspar is always present in plutonic rocks whenever theres quartz. Thats because feldspar always forms before quartz. Feldspar is mainly silica (silicon oxide), but it also includes aluminum, calcium, sodium, and potassium. Quartz- pure silica- wont start forming until one of those feldspar ingredients runs out. There are two types of feldspar: alkali feldspar and plagioclase. The balance of the two feldspars is the key to sorting out the granitoids into five named classes: Granitoid with only (90%) alkali feldspar is alkali-feldspar graniteGranitoid with mostly (at least 65%) alkali feldspar is syenograniteGranitoid with a rough balance of both feldspars is monzograniteGranitoid with mostly (at least 65%) plagioclase is granodioriteGranitoid with only (90%) plagioclase is tonalite True granite corresponds to the first three classes. Petrologists call them by their long names, but they also call them all granite. The other two granitoid classes arent granites, although granodiorite and tonalite in certain cases can be called a name very much like granite (see the next section). If you have followed all this, then you will readily understand the QAP diagram that shows it graphically. And you can study the gallery of granite pictures and assign at least some of them exact names. The Felsic Dimension OK, weve dealt with the quartz and the feldspars. Granitoids also have dark minerals, sometimes quite a lot and sometimes hardly any. Usually, feldspar-plus-quartz dominates, and geologists call granitoids felsic rocks in recognition of this. A true granite can be rather dark, but if you ignore the dark minerals and assess only the felsic component, it can still be properly classified. Granites may be especially light-colored and nearly pure feldspar-plus-quartz- that is, they may be very highly felsic. That qualifies them for the prefix leuco, meaning light-colored. Leucogranites may also be given the special name aplite, and leuco alkali feldspar granite is called alaskite. Leuco granodiorite and leuco tonalite are called plagiogranite (making them honorary granites). The Mafic Correlative Dark minerals in granitoids are rich in magnesium and iron, which dont fit in felsic minerals and are called the mafic (MAY-fic or MAFF-ic) component. An especially mafic granitoid may have the prefix mela, meaning dark-colored. The most common dark minerals in granitoids are hornblende and biotite. But in some rocks pyroxene, which is even more mafic, appears instead. This is unusual enough that some pyroxene granitoids have their own names: Pyroxene granites are called charnockite, and pyroxene monzogranite is mangerite. Still more mafic a mineral is olivine. Normally olivine and quartz never appear together, but in exceptionally sodium-rich granite the iron-bearing variety of olivine, fayalite, is compatible. The granite of Pikes Peak in Colorado is an example of such a fayalite granite. A granite can never be too light, but it can be too dark. What stone dealers call black granite is not a granite at all  Ã¢â‚¬â€¹because it has little or no quartz in it. Its not even a granitoid (although it is a true commercial granite). Its usually gabbro, but thats a subject for another day.

Culture Essay Example | Topics and Well Written Essays - 750 words - 8

Culture - Essay Example ricans maintain extended families that are not just limited to the blood relatives, but also extend beyond them to include distant relatives and friends whether or not they are blood related. â€Å"Family is the most important value that unifies the Latino community† (old.diocesephoenix.org, n.d., p. 6). The Hispanic American families include sponsors and godparents that love the children like their own even when they are actually not. The Hispanic American families believe in male supremacy. Men earn bread for the family while women are expected to stay at home and look after the children and the husband. Women are expected to submit themselves to their men. Men prefer not to let the women work, though the trend is changing and many Hispanic American women have entered the workforce, which has challenged the machismo of men and is the fundamental cause of distress in many families. The Hispanic American families give a lot of importance to the individualistic rights of each family member. Every individual is deemed worthy and important. Elders in the Hispanic American families are respected by the younger ones. The young seek advice from the elders. Every family member is given the right to have individualized close personal relationships. Communication in the Hispanic American families is governed by the concept of respecto. During communication, men and elders are prioritized over women and children. There are well-defined rules for members of both genders which they follow during communication. Hispanic Americans do not accept anger and aggression while communicating with one another. They deem it disrespectful to disagree over matters. It becomes problematic for them to agree over certain issues that they disagree with, but still they do not express negative emotions. Before this assignment, there were certain stereotypes about the Hispanic American culture in my mind that have changed now. For example, I did not know that the Hispanic Americans believe in

Strong communities sharing similar needs can be a critical resource Dissertation

Strong communities sharing similar needs can be a critical resource for children, supporting and, where necessary, overcoming - Dissertation Example What are communities and how do they function? A community is described as social network of family and friends. The use of term ‘community’ by M.K.Smith is , ‘associated with the hope and the wish of reviving once more the closer, warmer, more harmonious type of bonds between people’ ( M. K Smith, 2001). Community has been explored in three different ways, ‘Place, Territory, place or locality where people have something in common and share element is understood geographically. Interest: They are linked together by factors such as religious beliefs, sexual orientation, occupation or ethnic origin. Communion: attachment with a place.’ (Willmott, 1986; Lee and Newby, 1983; and Crow and Allen, 1995) as cited in M.K.Smith 2001. According to Sarason, in psychological sense a community is ‘the perception of similarity to others, an acknowledged interdependence with others, a willingness to maintain this interdependence by giving to or doing for others what one expects from them, and the feeling that one is part of a larger dependable and stable structure’( Sarason 1974, p. 157). ... Communities thus strive on solidarity, commitment, mutuality and trust and they come together for greater cause. Social communities are more dynamic functional unit and are into educating people, youth care, child development and humanitarian services, stress management and helping distressed people and providing assistance. Communities work on Social systems according to Social Psychology; there are certain theories on which social systems run. One of the theories is the family theory system. The Family Theory System finds its origin from the work of Ludwig Von Bertalanffy on General Systems Theory that the organisms are complex, organised and interactive. It explains the way the components of a system interrelate with each other to form a single unit. Similarly, the families sharing a common history show some degree of emotional bonding and thus forming a group in a community. Family systems theory allows one to understand the organisational intricacies of the families, and the pat tern that guide those intricacies. The family support system works on the assertion that the members of a family carry out the daily confrontations of a family this helps them in adjusting to their needs. In order to understand the family, one must concentrate on the family as a whole unit not at the individual members, the way they interact with each other and their collective history makes this study unique. The families organise themselves into various smaller units or sub-systems to accomplish any task or goal. The Family System Theory studies about the various approaches of working with the families, this study has led to understanding the impact of traumatic

Is Humor Persuasive Essay Example for Free

Is Humor Persuasive Essay Humor can be one of the most effective tools to use with persuasion, as it can provide many benefits with very little cost or drawback. Some of the benefits of using humor to communicate an argument include increased attention span, an overall more enjoyable reading experience, not to mention the comfortable environment comedy will give for the writer to communicate their ideas. Enter humor columnist Dave Barry and his essay, â€Å"Road Warrior,† which introduces the quality of road rage that is said affect the American public today, and he also sheds a humorous light on how easily people are angered. His use of various techniques in his writing makes his approach to the problem of road rage effective, because humor can make something that is tedious become interesting. The techniques he utilizes include the use of metaphors, rhetorical questions (a figure of speech in the form of a question without the expectation of a reply), capitalized words, sarcasm (a sharp, bitter, or cutting remark; or a bitter taunt), and labeling. Barry’s use of humor in his writing contributed greatly to the overall effectiveness of the essay. Through the use of humor, Barry not only contributes to the overall funny tone of the essay, but he sheds a humorous light on a rather tense subject. Road rage is a disease that has been affecting motorists since the time when horsepower compared the power of vehicles to that of the horse. People have been known to express anger towards various situations in many different ways, most commonly being â€Å"flipping the bird. † First, road rage can cause stress while someone travels, which would in turn create health problems. Secondly, road rage can be deadly whether a person is the victim or the offender, as some accidents are known to have been caused by chancy driving due to road rage. Essentially, road rage is an important quality to try to avoid in today’s society for those two very important reasons, and more. The first reason why Barry’s essay was effective is his use of metaphors. Barry uses metaphors throughout the essay to describe the various types of anger he experiences in daily life. For example, in paragraph four, Barry compares the size of Miami driver’s brains to cashews when he is introducing Miami as the Inappropriate Lane Driving Capital of the World,† due to â€Å"being tailgated and occasionally bumped from behind by testosterone driven youth. † Barry will also use a metaphor when he compares the speed that some motorists travel in the â€Å"fast lane† to that of diseased livestock when describing slower travelling Miami drivers who travel in the left hand lane or the â€Å"fast lane. † Another reason why Barry’s essay is effective is his use of rhetorical questions and capitalization of key words. During his description of â€Å"Parking Lot Rage,† he asks â€Å"What the hell are they doing in there? when describing the times that he would look for a parking spot, and wait for somebody to vacate theirs. He goes on to describe instances where â€Å"nobody ever  signals or yields, and people are constantly  cutting us off,† during his description of the problem of youth with aggressive driving habits he also asks â€Å"After a while we start to feel some rage, OK? You got a problem with that, mister news media opinion-maker? † These questions and capitalized words are Barryâ€℠¢s own way of putting emphasis on certain points, which contributes a unique touch to the essay. A third reason why Barry’s essay was effective is Barry’s use of sarcasm in his writing. His use of sarcasm gives a sense of playfulness, which skillfully keeps true to his underlying meaning. For example, in paragraph six, Barry refers to the left hand lane as a public recreational area when he is talking about drivers that will travel slowly in the left lane. Barry is also sarcastic while he is describing the driver training youth receive in Miami, stating â€Å"we are being tailgated and occasionally bumped from behind by testosterone driven youths who got their driver training from watching the space-fighter battle scenes in Star Wars. He is being sarcastic about the fact that youth in Miami get their driver training from watching space-fighter battle scenes in Star Wars. Lastly, another reason why Barry’s essay is effective is his coining of his own terms when labeling the various events that upset him in his daily life. Such as, in paragraph six, Barry labels Miami as the â€Å"Inappropriate Lane Driving Capital Of The World,† while speaking about the slower travelling motorists that stay in the left lane. Barry also comes up with a name for another upsetting occurrence he experiences, which he refers to as â€Å"way too many product choices rage† when describing the difficulty of having so many options to choose from when shopping for grocery items. In conclusion, Barry deftly uses various techniques to get his ideas across, including metaphors, rhetorical questions, capitalized words, sarcasm, labeling, and humor; which not only contributes to the overall funny tone of the essay, but he is able to shed a humorous light on a rather tense subject.

The Dance of The Body without Organs Essay -- Electronics Essays

The Dance of The Body without Organs My current project employs the concept of the Body w/o Organs as a model of artistic process to undermine social, scientific, and political hierarchies used in organizing our states of consciousness and embodiment. By arriving at a location of stillness, or â€Å"zero intensity† through this process of dislocating normative structures; new structures, configurations, and organizations will emerge that reflect local, emotional, or irrational consistencies. The project exists in several instantiations, including immersive virtual environments, networked art, 3-D modeling, and texts. Body w/o Organs, Deleuze and Guattari, Artaud, Virtual Reality, Virtual Environment, Irrationality, Surrealism, Visible Human Project 1.0 Situating Subjectivity â€Å"My mind became a place of refuge, an sanctuary, a room I could enter with no fear of invasion. My mind became a site of resistance.† (hooks, 1991) Located as a privileged subject relative to race and gender; I am at a transitional place regarding power relations. My upbringing as a white male of a middle class family in a line of Scottish farmers immigrating to the rural Midwestern US roots me in the blood-soaked soil of the Klu Klux Klan. I was born and raised 20 years after and 30 miles from Marion, Indiana, site of countless barbaric lynchings of African Americans. My sympathies betrayed the hegemonic classifications of my own body and color of flesh. I lined up with the victims, not with my kin. My desire to be done with the coding of the politics of identity in my flesh increased my sense of disembodiment. My own betrayal of skin and kin accompanied by the undeniable privilege afforded me by the embodied coding of race has created a ... ...cal and theoretical issues related to the technologies of immersive virtual reality, netart, and avatars; specifically with respect to issues of identity, embodiment, and human sentience. He has presented and exhibited his work in numerous international venues, including Ars Electronica, Invencao, Consciousness Reframed, Webs of Discourse, CADE, as well as museums, galleries, and alternative spaces. His essay, â€Å"A Manifesto for Avatars† was published in Intertexts in 1998. At present he is a visiting researcher at the Virtual Reality Centre at the University of Teesside, and at the CAVE Lab, New Media Center, The University of Michigan. He is a Visiting Assistant Professor of Computer Art/New Media at Bowling Green State University, and an Assistant Professor of Art at Kent State University. http://www.stark.kent.edu/~glittle http://www.oberlin.net/~glittle

First Time Going to the Principals Office Essay

Your first time going to the principals office can be kinda scary because sometimes you never know what your being called down there for. The first time i went to the principals office is a day i will never forget. It was when i was in the 5th grade Feburary 12th i was sitting in class doing my work when my teacher called me up to his desk and told me to grab my things im going down to the principals office. I was so nervous/scared and didnt know why i was being called down. When i got down there it was a lady sitting at the desk calling other students names to go back and see the principal. I walked up to the desk and gave her my pass. She took the pass & told me have a seat and get comfortable because I’ll be waiting a long time until my name gets called. After she said that i got even more scared. As i was sitting there waiting for my name to be called i started to think about everything i had done that week so when it was my turn to go back there it wouldnt be a surprised to why i was being called down there. About 15 minutes went by before she called my name. When she called my name and told me it was time to go back i didnt want to i really wanted to run out the door and go back to my class. When i walked into his office the look on his face was distasteful. He told me to have a seat and said he have a couple questions to ask me. I told him okay. The first following question he asked me was â€Å"whats going on? â€Å". i didnt really know how to respond to that so i said â€Å"nothing is going on†. He opened his mouth to say something else to me, im hoping that its about why im down here. Before he could say anything i hurried and opened my mouth to ask why i was down here. He looked at me and started smiling and said your not in trouble you were called down here because there was a fight that happened earlier this week envolving two girls that you know and were really good friends with, and im wondering do you know what could have started the fight . All that worrying about whether i was in trouble or not went away. I told him i didnt know what could have started the fight. He asked me do i think that it couldve started in the class room during any of the activities we were doing, I said no. He said okay thats all i wanted to know I’ll write you a pass back to class. As he handed me the pass he asked me one more question, The question was why was i so nervous when i came into his office. I told him it was because i thought i did something wrong and because it took a long time for my name to be called. He said it took so long because of my last name, they were calling people in alphabetical order.