7 Mistakes to Avoid When Emailing Professors

7 Mistakes to Avoid When Emailing Professors Much changes when you begin college- new friendships, a new living space, and new knowledge that will propel you into the career of your dreams. Among these changes, youll need to learn how to communicate effectively with your professors and its surprising how many university students dont know how to do this properly.Perhaps youve never needed to communicate much with your teachers throughout high school. Or perhaps your university experience includes a change in culture as well, as you study in America after spending significant time in another country. In both cases, understanding the proper way to email your university professor will help you have success in your academic experience, regardless of the obstacles you face.So, what should you avoid when emailing your professor? Read below to find out the top seven mistakes that most people make when communicating with their higher-ed teachers. Avoid these mistakes and youll be well on your way to successful communication and (hopefu lly) a well-earned college degree.Mistake #1: Being wordyProfessors are busy people. In between a certain number of classes that theyre required to teach, they must grade papers (sometimes hundreds per assignment), prepare lesson plans, and conduct research/write papers that are required by the university in order to keep their post. In addition to this, they have hundreds of other students besides you to teach. Somewhere in the middle of all of that, they have personal lives.Often, students forget that all of these other things are happening in a professors life when they email him or her. The result is long emails, full of unnecessary details or extended requests, assuming that the professor has all the time in the world to read them.When you email your professor, the best way to avoid this mistake is to imagine that every one of your fellow students in the class (sometimes this can be hundreds) is also sending an email. When you imagine this to be happening- and lets face it, it could very well be happening- youll keep your communication succinct, only when necessary, and to-the-point.This includes a subject line that is easy to organize based on the student (you) and the class. For example, if your email concerns a report in your American History class, your subject line might read: Question regarding report – American History 101 – [Your name]. This will help your professor sift through emails to determine which need attention first based on the purpose of the email.Mistake #2: Asking questions with answers that can be found elsewhereAs mentioned previously, professors are busy- sometimes extremely busy. This means that if you are emailing to ask a question with an answer that could be found elsewhere, youre wasting your professors time. And weve already established that extra time is not a commodity most professors have.So how do you avoid this common mistake? First, before you send an email asking a question, read through the syllabus and class webpage (if there is one) to see if you can find the answer to your question there first. Second, if neither of these resources provides the answer you seek, contact a fellow student in the class to see if they know the answer. Its always a good idea to get the contact information of other students in your class for this exact reason, especially if you are working in groups or on group assignments. Third, ask yourself if the question must be answered immediately, or if it can wait until the next time the class meets.If neither of these options provides answers for your question, or if your question cant wait for the next time youre in class, then (and only then) is it acceptable to email your professor to ask. Remember: keep it short and to the point when you do. And make sure the subject line offers your professor a good idea of the topic of your email.Keep your email communication with professors short and succinct, showing that you value their time. Photo by Tra Nguyen on U nsplashMistake #3: Being informalRegardless of how informal or easy-going your professor seems when teaching the class, never make the mistake of being informal in your email when communicating with him or her. This can be taken as a sign of disrespect and includes emails written to graduate assistants who might be helping your professor with the class projects, grading, and instruction procedures. The simple fact that they are teaching you and providing you with needed knowledge to pursue your life goals means they a) know more than you about the topic and b) should be granted respect.In many cultures, speaking informally to a teacher is considered highly disrespectful. Some even insist that a student should not look a teacher directly in the eye or address him or her in a demanding tone. While Americans arent as formal as many other cultures, it is still a sign of disrespect to address your professor by his or her first name (unless youre asked to do so) or make demands as if you were a peer. Your professor has a degree that you do not have (yet) and is imparting his or her wisdom to you so that you might earn your degree. For this simple reason, being informal is a sign of disrespect, and should never happen- in an email or otherwise.Mistake #4: Telling your life storyAs an editor, I have copyedited literally hundreds of emails that students have sent to me before sending it to their professor. In the process of doing so, I have run across emails that are pages long, detailing specific reasons why the student missed class, made a bad grade or needs to withdraw. In each of those situations, I made the same recommendation that I make here: Dont. Just†¦dont.If you have a unique life situation that compels you to miss multiple classes, fail tests, or miss assignments, an email is not the proper method to use to discuss this with your professor. Rather, you should request time to meet with him or her and discuss your personal situation in person- whether af ter class or during conference hours (which all professors will have posted and usually include on their syllabus).Obviously, there will be life situations that arise that bring challenges to your academic pursuits. You cant control these. Professors understand this and for the most part, are willing to work with you to resolve them while still allowing you to pass the course. However, since youll need to provide specific details, and since emails should never be overly wordy, dont use emails to communicate your need. If the situation is personal enough to request extended time to turn in assignments or excused absences, it is personal enough to discuss face-to-face with your professor.Mistake #5: Demanding grade changes or unique privilegesThis mistake goes along with mistakes #3 and #4. When you demand grade changes or unique privileges (such as freedom to miss class while others are penalized for it), you run the risks of informality and providing details in an email that should be discussed face-to-face. If the situation is important enough for you to request special privileges that other students dont get, then it is important enough for a private conversation with your teacher.Remember- a professor is not required to grant leniency to you based on your life situation or the challenges you run into that keep you from attending class and making passing grades. There are no rules at the university level that require faculty to make these exceptions for students. It is strictly granted on a case-by-case basis and at the professors discretion. In such, these are requests that you should ask for humbly and without expectation or assumption of privilege. In either case, neither request belongs in an email.Any situation that requires detailed explanation should be reserved for a face-to-face conversation with your professor. Photo by Charles 🇠µÃ°Å¸â€¡ ­ on UnsplashMistake #6: Grammar/spelling errorsWhen I mentioned previously that Ive copyedited many emai ls to professors, its because students understand that an email sent with excessive grammar or spelling errors will not be taken seriously. This is why if English is not your original language- or even if it is and youre not the best at communicating or spelling things correctly- get an editor.Even if you consider yourself to have excellent English writing skills, its still important to copyedit your email before sending it, as an additional precaution. If you cant hire a proofreader or copyeditor to do this for you, at least use the grammar tools available in many word processing programs or online.Mistake #7: Emoticons and all capsFinally, lets look at mistake #7, which is connected with the mistake of informality. Never use emoticons in an email to your professor, as these are considered to be informal communication. Even though many young adults use emoticons often due to smartphone technology and social media prevalence, they have no place in formal communication with your teac her.Additionally, using all caps is considered to be rude. It is the same as yelling at someone, except youre doing it in writing instead of in speech. While many people assume that all caps is a way to highlight words or a point, this is a false assumption. If you want to highlight a word or a point, use bold font or italic font. You can also use an exclamation point, although be careful of this, as excessive exclamation point usage is considered to be poor grammar (and poor taste). Whatever you do, avoid using all caps at all costs.

The Dos and Donts of Writing a Dissertation Conclusion

The Dos and Donts of Writing a Dissertation Conclusion The Dos and Don’ts of Writing a Dissertation Conclusion After years of hard work, dedicated research and sleepless nights, you’re finally close to finishing your dissertation. You’ve reviewed the literature, gathered and analyzed data, and reflected on the results. Well done. But what does it all mean? This is where the conclusion becomes crucial, as it allows you to summarize your work and its significance. Its therefore important that the conclusion to your dissertation is clear, concise and compelling. Here are a few â€Å"dos† and â€Å"don’ts† to keep in mind when writing your conclusion! DO†¦ 1. Summarize Your Argument A good conclusion will briefly restate your hypothesis, key findings and the implications of your research. This will help the reader to follow your argument as a whole, bringing together various elements raised during the discussion. 2. Put Your Work in Context The conclusion of your dissertation is a good place to restate the significance of your work. This might include how it contributes to existing knowledge in your field or its importance outside of academia. 3. Assess Limitations No study is perfect, not even yours! Sorry to break the bad news! On the plus side, you can discuss the limitations of your work at the end of your dissertation. Doing this will demonstrate your understanding of the research process. Issues you may want to consider include sample size and time constraints. 4. Identify Implications for Future Research Most dissertation conclusions include suggestions for how your work could inform future research. This could be a refinement of your own investigation, though it might also be a radical new idea suggested by your results! DON’T†¦ 1. Introduce New Material Although it’s fine to offer an opinion or reflection at the end of your dissertation, introducing new arguments or evidence at this point is forbidden. If something is important enough to include in the conclusion, it should be part of the main body of your paper. 2. Write Too Much Your conclusion should include a summary of what precedes it, but it isn’t necessary to go back over everything in depth. Try to make this chapter fairly snappy, relating what you have already read in an easily digestible way. 3. Keep Your Reader in Suspense Unlike an episode of Game of Thrones, you can’t finish your dissertation on a cliffhanger! In your research, you will have set out to answer certain questions. Make sure that you address these explicitly in your conclusion so that nothing is overlooked. If you follow these tips you should hopefully find writing that allimportant concluding chapter a much simpler process. But if you need any more support, the experts at Proofed will be happy to look over your work!

Welfare and Poverty in America Essay Example | Topics and Well Written Essays - 1250 words

Welfare and Poverty in America - Essay Example This is because of the particular socio political situation exists in that country. For an understanding of the welfare measures and poverty in America, we have to discuss the history of America from its existence. America was a land of large animals. Human beings entered this land for hunting these animals. The first people reached North America did not realized that they had crossed into a new continent. They had been following hunting entertainment which their ancestors had for thousands of years, along the Siberian coast and then across the land bridge. It takes thousands of years for North Americans to construct a new land which is now known as United States. Evidence of early life in North America continues to be found. Little of it, however, can be reliably dated before 12,000 B.C.; a recent discovery of a hunting lookout in northern Alaska, for example, may date from almost that time. So too may the finely crafted spear points and items found near Clovis, New Mexico. It is believed that life was established in North and South America prior to 10,000 BC. Slowly people started agricultural practices in this land. The Native Americans started cultivating corn, squash and beans in 8,000 BC in Central Mexico. Slowly this had spread to northern parts. Adenans are said to be the first Native American group. They construct shelter around 600 BC. Of late these Adenans were replaced by various groups called Hopewellians. There centre of activities were around Southern Ohio. These groups are considered to be traders and exchanged tools and materials in wide range of area. By A D 500, These Hopewellians disappeared and appeared Mississippians. They had expertise in hunting, foraging, trading, and agriculture for their food and supplies. Influenced by the thriving societies to the south, they evolved into complex hierarchical

Pros and Cons of Introduction of Information Technology Essay

Pros and Cons of Introduction of Information Technology - Essay Example Since economy, education, society, psychology, religion, education and science and technology are reciprocally interconnected, the change in one directly influence the change in other. In the current paper, the evolution of information technology and the affect of introduction of Information technology on various spheres of human life have been studied. The impact of information technology on some of the common features such as productivity, health and democracy has been studied. The advantages and disadvantages of introduction of information technology in these areas have also been discussed. Evolution of Information Technology: The invention of mechanical computer by Charles Babbage, an English mathematician in 1822 opened the door for modern computing. During 1840’s the electrochemical age made a steep progress and thus the conversion of information to electric impulse harnessed the computing and later Herman Hollerith made an electromechanical computer in the year 1880. Howard Aiken, a research scholar at Harvard University made first modern computer in 1942 that was 8 feet tall and 51 feet long and it is known as first generation computer (Kumar, 2003). In the year 1948, first high speed general computer called as ENIAC (Numerical integrator and computer) was developed by the researchers at United States. It was having many vacuum tubes and it was having large size. Transistors were developed in the year 1943 and these were later introduced in the computers during 1960s.

Teaching Without Joy and Learning Without Hope by Gandhi Essay Example for Free

Teaching Without Joy and Learning Without Hope by Gandhi Essay I would like to begin my sharing with this paragraph that I read from the book of Dr. Jesus Palma, on Curriculum Development System: â€Å"The teacher performs two very important functions in the educative process. One function is that of â€Å"character formation† which is caused out through modelling, counselling and the application of behaviour management or discipline. The second function of the teacher is that of â€Å"instruction† which consists of a set of experiences and resources that the teacher and learners utilize to achieve the learning objectives. The two aspects of instruction are â€Å"teaching† and â€Å"learning†. TEACHING is the responsibility of the teacher, a professional adult person trained for the job. It involves the intelligent arrangement of the environment and resources of learning that will evoke the right kind of response from the learners, a group of young maturing individuals under the care of the teacher. LEARNING is done by the learners by using optimally the learning resources and undergoing the planned learning experiences. The common concern of the teacher and the learners is that curricular requirements are met and standards of achievement attained so that learners develop according to the profile of the â€Å"IDEAL GRADUATE†. † Yes, indeed, learning is the top priority in our educational system and teaching or what the teacher does is important only insofar as it advances the intended learning outcomes to have an ideal graduates! I see teaching as a process of â€Å"helping† the learners learn or a process of â€Å"facilitating† learning. The word â€Å"help† and â€Å"facilitate† I think can only be possible with JOY. If learning is the top priority the teacher must not hold back on this so that he/she may able to show HOPE in learning. As I am reflecting, every day I am looking forward to feel the passion and joy to act in this profession though many times I feel it is tough and not easy. I believe that â€Å"teaching without joy† may lead towards â€Å"learning without hope†. Allow me to share with you the following daily reminders of joy and hope for a teacher to avoid these blunders and to keep the joy in teaching and so to advocate hope in learning 1.  Harness the virtue of patience inside me: it helps, however, it is much great indeed if I am showing by example how to hold my students with arms of love (hold my temper I guess ? ); 2. Be creative to use different options and utilize every â€Å"tool† (strategy and methodology) that I have. It is really a great help for the students to see from their teacher the effort of being creative, because in creativity there is joy; 3. Be wise not to teach everything that I know, never stops learning from as many sources as possible and not to bother learning what is unimportant to teach wisdom beyond knowledge; 4.  Seek always for serenity: I will not allow students to dictate my own mood or my stress level, as much as possible I will choose to stay calm and cool; 5. Learn to listen: we can also learn from our student’s point of view and actions. I am not in the classroom just to give my lecture but I am with them as their guide who willingly partakes in a give and take relationship of love and friendship; 6. Persevere: never give up on my students, continue to motivate, encourage them to turn their dreams into reality and make them realize that a goal is worth pursuing until it is reached; 7.  Be gracious in speech: thinking, â€Å"what was the last word I’ve said to my students? † of course it is important to express gratitude for their lives rather than irritation with their faults; 8. Doing what is best: with all sincerity, it is important also to ask God what He desires for my students and then I will line up my teaching efforts accordingly; 9. Radiate Sunshine: I will always remember that every class is a blessing and I shall not forget to light up the classroom with a sincere smile. I will teach with a happy heart; At the end of the day I think it is good to have, 0. A moment of reflection of what had happened in the whole day. If I find myself tired and empty, I will try to restore in me the joy. If I have lost enthusiasm for teaching, I will go back again with my mission statement, I will ask God to renew my vision and courage and recapture the essential meaning of â€Å"Why I became a teacher? † definitely, I am not a perfect teacher bu t I know in my heart I am trying to find my own purpose and meaning as I spend my time in the classroom each day of my life. In all humility, I am accepting this profession as my ministry more of as a job. I am praying that the Master of all Knowledge, the Almighty will give me strength to pursue and enlighten my whole being and so to desire always to give my best and passion in teaching. Teaching is just like a service, Gandhi said: â€Å"Service which rendered without joy helps neither the servant nor the served. But all other pleasures and possessions pale into nothingness before service which is rendered in a spirit of joy†.

Feminimity and Masculinity in Trifles by Susan Glaspell Essays -- Trif

Feminimity and Masculinity in Trifles by Susan Glaspell Works Cited Not Included Trifles, a one-act play, written by Susan Glaspell, has an interesting plot about an abusive husband?s murder at the hands of his abused wife on a secluded farm in the Midwest (Russell, pg. 1). The opening scene of the play gives us a great deal of information about the people of the play and their opinions. The play portrays the ways in which men treated women during this time period. The men in the reading reflected a male-oriented society, which caused the women feelings of repression and unappreciation. Throughout the play the actions of Mrs. Wright, Mrs. Hale, and Mrs. Peters resemble that of Greek mythology, where three sisters controlled the fate of men (Russell, pg. 1). The setting in which the majority of the action takes place is the kitchen. The room is described as ? a gloomy kitchen?-unwashed pans under the sink, a loaf of bread outside the bread-box, a dish-towel on the table-and other signs of uncompleted works?(Roberts and Jones, pg.1150). This description should alert the reader immediately that something is wrong. In the time when this play was taking place, the woman?s sole responsibility was to keep the house in order. Everything I have read from this time period has portrayed the house as a very clean and organized place for the man to come home to. It was supposed to be a place for rest and relaxation. The fact that Mrs. Wright?s kitchen was in such disarray, symbolizes that something was troubling her. In the paragraph describing the scene it is told that the people entered the kitchen in the order of the sheriff, the county attorney, and Hale. The sheriff?s wife and Mrs. Hale followed behind the men, entering last... ...h some of her own. ?Mrs. Hale symbolically claims her position as the person who spins the thread of life,? (Russell, pg. 1) relating back to Greek mythology. When the men continue to joke about Mrs. Wright?s intention ?to quilt or just knot? it evokes a defensive response in Mrs. Hale which seems to warn them not to tempt fate. The play ends with the women leaving the house without conveying what they had learned to the men. They felt justified in making a decision not to tell because of the condescending attitudes of the men. Their choice was to do what was legally right and report their findings, or to conceal the truth and vindicate all women (Kearns, pg. 1). Mrs. Hale snatches the box from Mrs. Peters and puts it in the pocket of her big coat to conceal it. The women have no intentions of revealing their finds, and seem to protect Mrs. Wright to the end.

Ethical Issues in Social Psychological Research

Running head: ETHICS IN RESEARCH Ethical Issues in Social Psychological Research Social psychological research has been conducted in response to many social concerns. Over the years the focus of research has changed greatly depending on the needs of society. However the main purpose has remained constant, which is to contribute to understanding individual thoughts, feelings, and behaviour in light of a broader social context. Social psychological research is done with both humans and animals. Therefore, researchers must adhere to certain codes of conduct in order to ensure that the participants are protected and not harmed in any way. The Canadian Psychological Association (CPA) (2000) has come up with four ethical principles that researchers ought to abide by in conducting research. The first principle which is â€Å"Respect for Dignity of Persons† is concerned with moral rights and should be given the highest weight out of all four principles (p. 2). The second principle which is â€Å"Responsible Caring† is concerned with competence and should be given the second highest weight (p. 2). The third principle which is â€Å"Integrity in Relationships†, this principle is concerned with honesty and should be given third highest weight (p. ). The fourth and last principle which is â€Å"Responsibility to Society† is concerned with the benefit to society; however, an individual should not suffer for the betterment of society (p. 2). Therefore, this principle should be given the lowest weight out of the four. The purpose of this paper is to raise awareness to the importance of adhering to the se ethical principles as a backbone to social psychological research. As well as not taking humans and societies for granted. In doing so, I will refer to two studies that have generated various ethical issues. The first study was conducted in 1963 by Stanley Milgram on destructive obedience. The second study was conducted in 1976 by Middlemist, Knowles, and Matter on the effects of invasions on personal space. In the beginning I will provide a summary of the ethical principles followed by a summary of the articles by Stanley Milgram, Diana Baumrind, Middlemist and authors, and Gerald P. Koocher. Finally, I will provide a critical analysis of the articles, explore the ethical concerns, and provide evidence on how the two studies entioned above have violated the ethical principles as stated by the Canadian Psychological Association (2000). I will also include a discussion of what could have been done in order to minimize the cost to participants in both studies. However, before proceeding I would like to note that the two studies were conducted in the 1960s and 1970s and for this reason the principles stated in the CPA may not have been available to the researchers then. Summary of Ethical P rinciples: Principle I: Respect for Dignity of Person Throughout their work, psychologists come into contact with many different individuals and groups. As part of their work psychologists accept the responsibility of respecting the dignity of all the persons whom they come into contact with. This means that they believe that each person should be treated â€Å"primarily as a person or an end in him/herself, not as an object or a means to an end† (p. 8). Specifically, psychologists show utmost duty to those persons in vulnerable positions. In addition, they hold moral rights to a high level of importance and acknowledge the differences in cultures and groups. Psychologists acknowledge persons rights to privacy, personal liberty, natural justice and self-determination. In practice psychologist apply procedures that promote these rights, such as obtaining informed consent, protecting confidentiality, and exercising fair treatment. Psychologists also bear in mind the differences in power which certain individuals posses within families and communities. Therefore, psychologists are responsible for seeking ethical advice in protecting the persons involved. In addition, psychologists are responsible for ensuring that all persons have the right to benefit from the contributions of psychology without discrimination. Moreover, psychologists have a greater responsibility to caring for members of society than do members of society have among themselves. Last but not least, psychologists have the responsibility of protecting their own moral rights. Principle II: Responsible Caring Psychologists are concerned for the benefitting and not harming those involved under their care. In addition, psychologists are required to pay special attention to the well fare of those who are most vulnerable or directly involved under their care. Obtaining informed consent is one way of guarantying that a persons well fare is protected. Psychologists are required to assess the potential harm and benefit and to continue only if the benefits prevail over the harm. In this case it is the psychologist’s responsibility to take all measures to decrease the harm and increase the benefits, as well as take all measures to correct any harmful effects. This requires that psychologists acknowledge the need for competence and self-knowledge. Therefore, psychologists only perform procedures that they are competent with and have or obtain sufficient knowledge. In addition psychologists engage in self-reflection so that they can differentiate between their own values and those persons involved under their care. Furthermore, psychologists assess harm in terms of both psychological and physical â€Å"dimensions† (p. 15). Therefore, psychologists are apprehensive about factors such as: â€Å"social, family, and community relationships; personal and cultural identity; feeling of self-worth, fear, humiliation, interpersonal trust, and cynicism; self-knowledge and general knowledge; and, such factors as physical safety comfort, pain, and injury† (p. 15). Therefore, psychologists are not only concerned with short term effects, but also long term effects. Similar to principle I, psychologists are responsible for recognizing the power differences within individuals of society and addressing them by protecting the well-being of persons involved. In addition, psychologists are responsible for caring for animals in a humane manner and avoiding unnecessary procedures, which may cause the animals â€Å"discomfort, pain, or disruption† (p. 16). Psychologists recognize that they have a greater responsibility toward members of society than members have amongst themselves. Lastly, psychologists have the right to protect their own well-being. Principle III: Integrity in Relationships Psychologists have the responsibility of meeting expectations such as: â€Å"accuracy and honesty; straightforwardness and openness, the maximization of objectivity and minimization of bias; and, avoidance of conflicts of interest† (p. 22), and also to reciprocate and encourage these expectations. Self-knowledge and critical analyses aids psychologists in meeting these expectations. Psychologists have their own values and therefore, they may bias in the questions they ask. Therefore, it is crucial or psychologists to understand how their own values may conflict with the values under study, and address them honestly and objectively. It is also the responsibility of psychologists to assess the use openness and straightforwardness, and to be sensitive to the cultural differences on the matter. In addition, their decision of not to be fully open must be endorsed â€Å"h igher-order† values and maintains informed consent procedures (p. 22). In the case where participants are misled by the experimenter for supposed benefits, it is the psychologist’s responsibility to consider the consequences and correct any resulting mistrust. In addition, if a conflict of interest arises, it is the psychologist responsibility to avoid and seek advice if encountered with it. Lastly, psychologists are required to uphold competence in areas in which they proclaim competence, regardless of their current practice, as well as abiding by the guidelines appointed by their discipline. Principle IV: Responsibility to Society Psychologists have responsibility towards members of their society. Psychologists have the freedom to enquire however in doing so they must abide by the ethical principles. In addition, psychologists must conduct research that has beneficial purposes, such as supporting the four ethical principles mentioned above. However, in case of research that is conducted in contrary, it is the psychologists responsibility to highlight and correct. In addition, psychologists are required to recognise that social structures took time to develop and therefore they must seek consensus before disrupting any of those social structures which took years in their formation. However, if structures or policies go against the four ethical principles it is the psychologist’s responsibility to address the issue and call for change. In addition, psychologists need to be flexible an accepting of criticisms in order to increase psychological knowledge. Nonetheless, psychologists need to decide the most beneficial way for using their talents as well as time. Summary of Articles: Article by Stanley Milgram In his article â€Å"Behavioural study of Obedience†, Stanley Milgram (1963) explores destructive obedience in the laboratory. He begins by mentioning that obedience is powerful and can lead to acts of â€Å"kindness† as well as â€Å"destruction† (p. 371). Milgram moves on to the experiment he devised in order to measure obedience. Milgram explains that a naive participant was instructed to administer electrical shocks to a learner. These shocks range in severity with the highest shock labelled as â€Å"Danger: Severe Shock† (p. 372). The participants were told that they were participating in an experiment that measured the effect of punishment on memory and learning. Milgram measured obedience by the maximum shock a participant was willing to administer before refusing to continue. Forty men aged between 20 and 50 participated. They were recruited from a news paper. They differed in their occupations and were paid $4. 50. However, they were told that the money belonged to them as long as they attended regardless of what happens after they arrive. The experiment was conducted in a way that the participant was always the teacher and the learner was always an accomplice of the experimenter. Each naive participant was given a sample shock at 45 volts to verify the authenticity of the generator. The participants were instructed to give a shock every time the learner gave are incorrect response and to go up a level. The participant was also instructed to announce the new voltage level. On the other side, the victim did not protest up until 300 volts was administered, at this point the victim pounds on the wall of the room. This can be heard by the participant. From this point onwards, the victims answers no longer appear. Therefore, the participants turn to the experimenter for guidance. The experimenter instructs them to consider no response as a wrong answer and to increase the voltage. The victims pounding is heard up until 315 volts and after that nothing is heard and no answers appear. If the participant indicated that he did not want to continue the experimenter used some statements to ensure that the participant would continue. Milgram measured obedience by the maximum shock that a participant was willing to administer before refusing to continue. A participant that administered all shocks was termed as an â€Å"obedient subject† (p. 374). Some pictures and unusual behaviour was recorded. In addition, the participants were interviewed after the experiment in order to ensure that they left in a state of well being. Moreover, 14 Yale students predicted that only a small number of participants would continue to the end. Milgram found that 26 out of 40 participants administered shocks till the end, and all 40 participants obeyed until 300 volts. However, many subjects showed signs of extreme tension and nervousness something which is â€Å"rarely seen in sociopsychological laboratory studies† (p. 375). Milgram concludes that the experiment resulted in two unexpected findings. First, he refers to the power of obedience. Milgram states that even though the experimenter had not authority and no punishment or material loss would ensue 26 participants complied all the way. Second, Milgram refers to the unexpected tension that participants experienced. Milgram finishes his article with providing reasons that might have influenced the participant’s obedience. Article by Diana Baumrind In her article â€Å"Some Thoughts on Ethics of Research: After Reading Milgram’s Behavioral Study of Obedience†, Diana Baumrind (1964) argues that Milgram did not consider the after effects of his experiment on his participants and did not take the appropriate measures to minimize if not eliminate the possible harm done. She begins her article by giving overviews of the reasons that people participate in experiments, as well as what they hope to gain from the experience. Baumrind also suggests that in a laboratory setting participants are more likely to behave in an obedient manner because of the anxiety they experience just by being in the laboratory. Therefore, she states that obedience should not be measured in such a setting. In addition, Baumrind refers to responsibility that the experimenter has in ensuring that the participants leave in a good state, and that they feel that the experimenter is genuinely concerned for their wellbeing and has the â€Å"professional skill† to convey that (p. 422). Baumrind indicates that this is not always the case and that many participants are ill treated. This leads her to bring Milgrams experiment on destructive obedience into question. She first includes the abstract from his study and then states that Milgram describes the emotional disturbance experienced by his participants objectively. Even though Milgram indicates that the efforts were made to reduce the tension experienced by the participants, Baumrind questions the procedures that could possibly eliminate the emotional disturbance. She also states Milgram’s claim that the participant’s tension was eliminated before they left the laboratory is â€Å"unconvincing† (p. 422). Baumrind then questions the reason given for such â€Å"indifference† (p. 422). She states that according to Milgram the victims’ suffering is presumed to be temporary while the scientific benefits are long-lasting. Baumrind adds that no matter how well an experiment is carried out and how much it adds to the scientific knowledge; there is no excuse for any harm done to its participants. Baumrind then speaks about the consequences of telling the participants the true nature of the experiment. She states that the participants may feel responsible as well as fooled. According to Baumrind this may result in a â€Å"loss of self-esteem† (p, 423). Baumrind then argues that there is no comparison between what happens in real life and Milgram’s laboratory experiment. She gives the example of Hitler’s Germany. Baumrind states that the difference between the two is that in Hitler’s Germany the victims were considered to be deserving of death, and the ones who are carrying out the orders think that they are doing the right thing. On the other hand, in Milgram’s experiment, the participants showed great concern for the victims but they also trusted the experimenter. Baumrind concludes that â€Å"from the subject’s point of view procedures which involve loss of dignity, self-esteem, and trust in rational authority are probably most harmful in the long run and require the most thoughtfully planned reparations, if engaged in at all† (p. 423). She expects that Milgram’s participants should have been informed of the dangers of the aftermath and that the techniques used in restoring their well being are proven to be effective. Article by Stanley Milgram In his article â€Å"Issues in the Study of Obedience: A Reply to Baumrind†, Stanley Milgram (1964) responds to Diana Baumrind’s article. Milgram begins by summarizing his experiment and then focuses on replying to Diana Baumrinds concerns. He first states that his initial article â€Å"Behavioral Study of Obedience† did not contain all the information and that Baumrind could have easily accessed this information through the footnotes and references (p. 848). Milgram states that Baumrind confuses between the procedure of the experiment and the unexpected results. He states that Baumrind speaks about the stress experienced by the participants as if it were intended. However, he argues that it was actually unexpected and that none of the colleagues predicted such behaviour when discussing the procedures of the experiment. In addition, Milgram argues that in contrary to what actually happened in the experiment, there was reason from him to believe that the participants would not obey the experimenter’s instruction once the victim protested. Milgram then acknowledges that he could have ended the experiment after a few subjects had demonstrated the capability to go all the way and had demonstrated signs of stress, but he argues that temporary excitement is different to harm. Therefore, he decided to continue the investigation since there did not seem to be â€Å"injurious effects† in the participants (p. 849). Milgram then moves on to discuss what measures were taken to ensure that participants left in a state of well-being. He explains that depending on each of the participant’s condition, each one was given an explanation to support their behaviour, in addition to a brief reconciliation with the victim and a discussion with the experimenter. In addition, Milgram states that each participant received a report on the procedures and results of the experiment. Moreover, participants received a questionnaire to assess their attitudes toward the experiment. Milgram reports that the majority of participants felt positively about the experiment. Milgram states that he does not believe that any of the participants were at risk of danger and if he had any reason to believe so he would have terminated the experiment. In response to Baumrind’s statement that once the participants had taken part in the experiment there is no way for them to justify their actions and therefore must take full blame. Milgram states that this is not the case, and that most of them end up justifying their actions by saying that they were just obeying the authority. In addition, he states that Baumrind concludes that the participants did not benefit from their participation, which he believes is not true. Milgram includes accounts from some of the participants which indicate that they have benefitted. He also refers to the report that he sent to his participants which was designed to â€Å"enhance the value of his [the participants] experience† (p. 850). Milgram indicates that this report indicates that he is not indifferent toward the value participants derived from the experiment as Baumrind had stated. In addition, he states that Baumrind not only discusses the treatment of participants but also the issues of conducting a study of obedience in a laboratory. Milgram states the Baumrind does not believe that obedience can be measured in the laboratory since it is a place which obedience is normally expected. Milgram replies by stating that this is the reason why a laboratory is a suitable place for conducting the experiment since it resembles social institutions, such as the Military, where obedience is also expected. With regards to the example given by Baumrind on Nazi Germany, Milgram states that the two incidents are actually very different and indicates three points. First, he argues that Baumrind â€Å"mistakes the background metaphor for the precise subject matter of investigation† (p. 851). Second, he states the laboratory is a rational place to measure a mans behaviour in response to orders given by a legitimate authority. Third, due to manipulation individuals do not hold themselves responsible for acts done against another individual. Milgram also argues that Baumrind states that it is not suitable to test obedience in a laboratory because of the nature of the set, but ignores the fact the some participants did disobey. In addition, Milgram states that according to Baumrind participants may walk away never being able to trust authority; however, he believes that this is not a just generalization on her behalf and concludes that the experiment on obedience is â€Å"potentially valuable experience insofar as it makes people aware of the problem of indiscriminate submission to authority† (p, 851). Article by Middlemist, Knowles and Matter: In their article, â€Å"Personal Space Invasions in the Lavatory: Suggestive Evidence for Arousal†, R. Dennis Middlemist, Eric S. Knowles, and Charles F. Matter (1976) , investigate the effect of invading personal space on arousal. Middlemist and his colleagues hypothesise that â€Å"if personal space invasions produce arousal, then subjects standing closest to others at lavatory urinals would show increases in the delay of onset of micturation and decrease in the persistence of micturation† (542). Therefore, the authors conduct a pilot study, in which they found a correlation between â€Å"interpersonal distance† and â€Å"micturation times† (p. 542). The authors measured micturation times by using a wristwatch. The observer took note of the urinal a potential subject selected. In addition, the observer recorded the time between when the person unzipped his fly and when the micturation actually started. The observer also recorded the time between the beginning and end of micturation. The observer relied on auditory cues to signal the beginning and end of micturation. However, according to the authors the field observation lacked control because of the participants self selection of the urinals. Since micturation times showed a correlation with personal space, the authors decided that micturation times would be used as a dependent measure in an experiment. Therefore, the authors decide to conduct an experiment, in which the independent variable was the interpersonal space the participant had and the dependent variable was the micturation times. The authors controlled the urinal selected by using signs which indicated that the urinal was not functioning in addition to positioning the confederate prior to the participant’s entrance. Therefore the participant would have no choice but to use a urinal specified by the experimenters. In order to record micturation times, the authors realised that due to the silence in urinals auditory cues could not be used and substituted it with visual cues. The authors used a periscope which would give the observer a view of the participants lower torso, but not the face. This allowed the observer to see the beginning and end of micturation. The observer stationed in a toilet stall directly next to the participants urinal had two stop watches. The first recorded the delay of micturation and the second recorded the persistence of micturation. As predicted, the results show that the decreases in interpersonal space led to increases in the onset of micturation and decreases in the persistence of micturation. This supports the hypothesis that â€Å"close interpersonal space distances are interpersonally stressful, increasing arousal and discomfort, and that it is this arousal that produces behavioural responses to invasions† (p. 545). Article by Koocher In his article, â€Å"Bathroom Behavior and Human Dignity†, Gerald P. Koocher (1977) responds to the study conducted by Middlemist, Knowles, and Matter. He raises some ethical issues that he expected experimenters as well as editors to acknowledge. He begins his article by explaining the experiment and the findings. He then moves to questioning the state of human dignity with regards to psychological research. Even though, he acknowledges the importance of freedom in scientific inquiry and publishing, he questions the conduct and judgement of experimenters along with editors. Koocher then moves on to some of the ethical issues that are raised in this experiment. Koocher states that according to APA guidelines an investigator will perform an experiment in private setting only when he/she has sought advice as well as considered the consequences of the experiment. According to this guideline, he states that the investigator should asses the cost and benefits to the individual and society. Koocher criticizes the experimenters (Middlemist, Knowles, and Matter) for their lack of including any justification of cost/benefit or how the significance of their study validates their need to invade the participants’ privacy. Koocher argues that the experimenters do not even consider the discomfort subjects may feel due to the close proximity of a confederate, nor do they offer explanation for why subjects discomfort may be considered unimportant. Koocher discusses that even if we assume that the experimenters did indeed assess cost/benefit, why is it that they have not included it in their article. Koocher then moves on to criticize the editors for accepting this article. He discusses how some people believe that it is essential to include informed consent in the methods section of any study conducted with human participants’. Koocher speculates about how experimenters whose articles have been rejected would feel to find that this article has been accepted while theirs have been rejected. He concludes by stating â€Å"by placing this article in such high-visibility position, we may certainly anticipate a veritable flood of bathroom research, to be followed by books of readings, and ultimately, by a review article† (Koocher, 1977, p. 121) Article by Middlemist, Knowles and Matter In their article â€Å"What to Do and What to Report: A Reply to Koocher†, Middlemist, Knowles, and Matter reply to Koocher’s article. They begin their article by summarizing Koocher’s article. The authors reply by stating their interpretation of the ethical principles as stated in APA concerning human participants’. The authors argue that from their understanding, the investigators need to pay attention to â€Å"considering, designing, and executing research† (p. 122). However, they point out that there is no mention of the need to report this information to the â€Å"scientific community† (p. 122). In addition, the authors refer to the Publication Manual of the American Psychological Association’s basic rule on reporting research. This rule indicates that the investigators need to include only the information that is needed in order for others to understand and be able to replicate the study. The authors believe that it is the Publication Manual that led them to stress the â€Å"procedures of their study† as oppose to the â€Å"ethical considerations† (p. 122). The authors then move on to reply to Koocher’s request for an assessment of the â€Å"cost/benefit ratio† (122). The authors provide the details of their pilot study. First, they mention that it is a field observation which occurred in a public bathroom, and that nothing out of the ordinary occurred except that somebody was recording the time of micturation for the participants. Following that, half the participants were interviewed in order to assess the affect of recording micturation. The participants did not seem to have much of a problem upon learning that somebody was observing and recording their micturation times. In addition, the authors state that all of the participants accepted that their data be included in the study. Moreover, the participants mentioned that invasion of personal space in a public lavatory was not unusual and that it did not cause them any discomfort or pain. The authors indicate that the interviews led to believe a general low level of concern towards being watched by the experimenters. However, the authors indicate that the pilot study has its drawbacks. They indicate that the participants were free to select their own personal space. Therefore, in deciding on whether they should conduct an experiment, the authors noted two points. The first being that men observing other men while urinating is not regarded as unusual or stressful. Second, changing the distance between the participant and the other user were also not uncommon. The authors indicate that they did seek alternatives, but realised that the only way to collect reliable data was to observe the participant micturating using a periscope. In order to minimize the possible costs to the participants the authors took the following steps: First, only the authors served as observers. Second, the participants could not be identified by the observer. Third, the confederate was informed of the ethical concerns and was instructed not to disclose the identity of the participants, to signal the termination of a trial if he has any reason to believe that it should not be included. As well as, to be sensitive to participants being suspicious so that they can be informed of the study and debriefed. Fourth, the participants were not informed of the observation. The authors state that in assessing the cost/benefit ratio, they find that their experiment has relevance to theories of spatial behaviour and adds to the literature on micturation and urinary continence. The authors conclude that the ethical guidelines are unclear on the â€Å"decision rules† that researchers as well as editors must practise with regards to ethics. In addition to, what ethical discussion should be included in â€Å"reports of research† (p. 124). Discussion: According to McBurney and White (2007) researchers are faced with two conflicting values. On one hand, psychologists have an obligation to increase our knowledge of behaviour with the hope of benefiting society at large. On the other hand, psychologists are also obliged to asses the costs of research on participants. This conflict is not easily resolved since one rule does not fit all cases. Therefore, researchers are continuously faced with the dilemma of either conducting research or protecting participants. Researchers who do not carefully asses the costs to participants may be held negligent toward society. From another perspective, researchers who do not carry out research because of being extra cautious may be considered falling short in their obligation to the same society. Milgram has been criticized by Diana Baumrind for not assessing the costs of research to participants. In addition, she criticizes Milgram’s debriefing procedures. Baumrind states that Milgram’s claim that participant’s tension was eliminated before they left seems â€Å"unconvincing† (p. 422). I find her claim to be just on her part. According to Milgram the tension experienced by the participants was actually unexpected, therefore, how is it possible for Milgram to have assessed the necessary debriefing procedures. His debriefing procedures were suitable for the predictions that most people would not continue to the end. Milgram had the choice of terminating the experiment even if only temporarily after a few subjects had demonstrated unexpected behaviour. That would have allowed him more time and thought to consider the effects of his experiment. It would have also allowed him to discuss the unexpected behaviour with other colleagues and asses the cost/benefit ratio before proceeding. In addition, Milgram conducted interviews in which he asked participants how they felt about the experiment. He uses their responses to argue that his participants left with positive feelings about the study. However, he ignores the fact that the participant’s response does not necessarily reflect their true opinion, as some participants tend to espond in a way that they think is expected of them or more socially desirable. For example, a participant that was obedient during the experiment may want to show the experimenter that he actually really appreciated the study by agreeing with the statement â€Å"I am very glad to have been in the experiment† (Milgram, 1964, p. 849). Evaluation apprehension which is the â€Å"tendency of the experi mental participants to alter their behaviour to appear as socially desirable as possible† could possibly have biased the participant’s responses (McBurney & White, 2007, p. 77). Milgram states that if he had any reason to believe that the participants were in danger he would have terminated the experiment. However, Baumrind emphasizes the emotional disturbance that participants may have suffered. Especially, because emotional harm is more difficult to asses in advance and that even though some people may benefit from the experience of participating in the experiment , others may suffer from â€Å"long-term loss of self-esteem† (Alcock, Carment & Sadava, 2005, p. 33). However, Milgram does make a point when he replies to Baumrind’s concern about conducting the experiment in the laboratory. According to Baumrind, obedience is expected in the laboratory and therefore, the laboratory is not an appropriate setting to measure obedience. On the other hand, Milgram’s study is a significant example of destructive obedience. It reflects how people behave in accordance to authority, even if it goes against their own values. The second study by Middlemist and authors has also been criticized for its ethical conduct. Koocher considers the study to have invaded the participant’s privacy. Middlemist and authors state that men watching men in urinals in not something unusual. In addition, the interviews they conducted after the pilot study indicated that the men did not have much of a problem with it. However, Middlemist and authors ignore the fact that once people have participated in something and then confronted there is a likelihood that they will want to remain cooperative. Nonetheless, the experiment they conducted is actually different to the pilot study. Namely, in the pilot study they resorted to auditory cues, on the other hand, in the experiment they used visual cues. These two methods are not similar and participants would not find them to be equal because of the manipulation involved which was not present in the pilot study. Why is it that Middlemist and authors decided not to inform the participants, like they did in the pilot study? Since men watching men is not unusual, informing them that somebody in the next stall was watching them should not have been a problem from their perspective. However, Middlemist and authors do make a point when they state that their interpretation of the Publication Manual led them to believe that they did not need to include the cost/benefit discussion. It is also possible to assume that the editors had a similar interpretation of the Publication Manual. In accordance with the ethical principles as stated by the CPA , both studies violated ethics in research. For example, Milgram does not obtain informed consent. That is Milgram, does not inform the participants of the consequences of their participation such as disturbance, anxiety, stress, and tension. This is necessary as it allows the participant the choice to partake in the experiment or not. In addition Milgram does not demonstrate responsible caring. Responsible caring is primarily concerned with the well-being of the participants and Milgram did not demonstrate that he took all the precautions to ensure that the participants would not suffer any harm. His participants experienced high levels of anxiety and tension. As explained by Milgram (1963), the levels of tension were not usually seen in sociopsychological laboratory studies. For example, Milgram explained that the participants were observed to â€Å"sweat, tremble, stutter, bite their lips, groan, and dig their fingernails into their flesh† (p. 375). In addition, Milgram could not justify through his arguments that the benefits are greater than the harm done to its participants. Milgram, also had the opportunity to terminate the investigation but he decided to continue. According to the CPA (2000), researchers are advised to â€Å"terminate an activity when it is clear that the activity carries more than minimal risk of harm and is found to be more harmful than beneficial† (p. 19). Middlemist and authors, also fail to obtain informed consent. In fact, in their experiment, they had invaded the privacy of participants, and had not even given the participants the option of accepting or refusing their data to be included in the study. Even more, participants did not even know that they were participants in a experiment. In addition, Middlemist and authors do not respect the right of research participants to safeguard their own dignity. Participants had no choice but to be participants in a study which they might not have accepted to partake in. In addition, in the study the participants were manipulated and observed in a way, which in reality does not treat the participants as humans. They were more like puppets to the experimenters. In both studies, the experimenters could have taken some measures that would have minimized the harm done to participants. For example, Milgram could have obtained informed consent. For example, he could have stated that electrical shocks will be administered in a memory learning task. Participants can be told that even though the shocks are very painful, tissue damage will not occur. In addition, participants can be informed that they may experience high levels of tension and that if this occurs the experimenter will follow up as soon as possible. This will inform the participants more about what they are participating in, as well as give them the opportunity to drop out. Moreover, Milgram could have conducted a pilot study. He could have measured obedience in terms of the participants willingness to administer shocks. The pilot study would have allowed Milgram to observe that contrary to predictions, it is possible that many participants would obey. Furthermore, Milgram would have been able to consider the effects obedience would have on the participants and would be more prepared in alleviating those effects. Middlemist and authors could have conducted interviews before conducting the experiment to assess the general opinion on this matter. In addition, they could have obtained informed consent. Also, they could have made use of other technologies, such as attaching sensitive recording devices instead of using visual cues. Moreover, Middlemist and authors could have given the participants the option of including their data. In conclusion, researchers have the responsibility of ensuring that all persons involved are not harmed in any way. They have a duty to take the necessary precautions and adhere to the principles of their discipline. In case of doubt, researchers should consult advice from persons who are competent to provide advice. References Alcock, J. E. , Carment, D. W. , Sadava, S. W. (2005). A textbook of social psychology (6th ed. ). Toronto: Pearson Prentice Hall. Baumrind, D. (1964). Some thoughts on ethics of research: After reading Milgram’s â€Å"Behavioural study of obedience. † American Psychologist, 19, 421-423. Canadian Psychological Association. (2000). Canadian code of ethics for psychologists (3rd ed. ). Ottawa Koocher, G. P. (1977). Bathroom behavior and human dignity. Journal of Personality and Social Psychology, 35, 120-121. McBurney, D. H. & White, T. L. (2007). Research methods (7th ed. ). California (CA): Thomson Wadsworth. Middlemist, R. D. , Knowles, E. S, & Matter, C. P. (1976). Personal space invasions in the lavatory: Suggestive evidence for arousal. Journal of Personality and Social Psychology, 35, 541-546. Middlemist, R. D. , Knowles, E. S, & Matter, C. P. (1977). What to do and what to report: A reply to Koocher. Journal of Personality and Social Psychology, 35, 122-124. Milgram, S. (1963). Behavioral study of obedience. Journal of Abnormal and Social Psychology, 67, 371-378.

Music and Film: Jaws (1975)

An opaque dorsal fin slices through the water. Camera-point-of-view on a young man splashing in the distance. The fin submerges. The sound track cranks up a notch: Dum- Dum – Dum – Dum – Dum – Dum..! Bubbles, white foam, glimpses of something large and foreboding thrashing in the waves. The music increases in its intensity: Dum-Dum-Dum-Dum-Dum-Dum-Dum..!   A red mist of blood that fogs the water. The audience in the movie theatre screams hysterically. A severed limb floats lazily to the ocean floor below. The music trails off. Dun-Dun-Dun-Dun-Dun-Dun.There have only been a handful of movies produced which contain a soundtrack that is not only instantly recognizable, but where the music also plays such an integral part in the film itself. Jaws (1975) is such a film. The movie successfully tapped into several human fears of the unknown and translated these phobias into a highly entertaining film that doesn’t talk down to its audience, nor uses viole nce gratuitously to get its point across.Commented Director Steven Spielberg:â€Å"†¦I think one of the reasons I made â€Å"Jaws† was because I was afraid of the water before I read the Peter Benchley book, and therefore I was the perfect candidate to direct this picture, because I have a tremendous amount of anxiety about the sea. Not so much about swimming pools or small ponds, but certainly about the eternal sea.I have a lot of anxiety, and my main anxiety stems from not being able to see my feet when I’m treading water. And what’s down there with me, and who’s nibbling on my toes. And I know how to express my fear cinematically. I’ve always been good at that, and I thought when â€Å"Jaws† came along, well, I   already have a tremendous fear of the ocean, and certainly a fear of sharks, and so I went to [producers] Dick Zanuck and David Brown and volunteered myself to direct the adaptation from the Benchley book†¦Ã¢â‚¬    (Excerpts from Steven Spielberg Interview)Composer John Williams — while no stranger to sound tracks for television and film (he’d already won an Oscar as music producer in 1971 for Fiddler on the Roof) — was just beginning to hit his stride on a musical odyssey that would see his movie soundtracks crack the Billboard music charts and sells millions. Almost unheard of for instrumental compositions, let alone for movie soundtracks.Williams saw something unique in the Spielberg rough-cut. He viewed the film as more  of an adventure and less as a traditional horror film. Recalled Williams in a conversation  with film producer Laurent Bouzereau:  Ã‚  Ã¢â‚¬Å"†¦This is like a pirate movie! I think we need  pirate music for this, because there’s something primal about it — but it’s also fun and  entertaining†¦Ã¢â‚¬  ( Lindahl, pg1 )As the legend goes, Williams was previewing proposed music for the film on his piano, playing t he basic structure for Spielberg and Bousereau and hammering out the now famous bars of impending doom on his piano keys. Spielberg thought Williams was kidding. â€Å"dum, dum, dum-dum, dum-dum, dum-dum†   The rest as they say, is history:At first I began to laugh, and I thought, â€Å"John  has a great sense of humor!† But he was  Ã‚  serious — that was the theme for Jaws. So he  Ã‚  played it again and again, and suddenly it  seemed right. Sometimes the best ideas are  Ã‚  the most simple ones and John had found a  signature for the entire score†¦Ã¢â‚¬ Ã‚  ( Lindahl, pg 1)Let it be said that the music in Jaws is effective because it’s not over used. By playing the Jaws theme only to foreshadow the presence of the shark, the music is much more effective. Several examples of this stand out. The music played in the scenes of families playing at the beach have an almost home town flavor to them. The music when the boats are setting out to capture the shark have a classical feel and one scene in particular – of a child playing in the water with a fake shark fin – has no music at all. Collectively, this contrast in musical styles plays to the audience’s advantage. They know in short order when they do hear the jaws theme that there’s no mistaking the fact that the shark is going to make an appearance.What is it about the movie Jaws and its music that sets it apart from so many other adventure and suspense films? Oddly enough, prior to the film’s premier there wasn’t a â€Å"genre’ for this type of film. Horror and suspense were considered â€Å"Category B or C†.In fact, after Jaws cracked 100 million dollars during its North American Box Office the genre of monster/animal/villain stalking its prey was firmly in place. Whose to say there’s not a little bit of Jaws in every film ranging from Rambo to Halloween? Certainly there are variations of John Willi ams film score in the above mentioned film and more.Stephen Spielberg has gone on record as saying that Jaws wouldn’t have been nearly as successful if it didn’t have the music it did. Plainly put, the music works. Would any other type of soundtrack so indelibly stamp an image on the subconscious of the  audience? Highly doubtful. The by-now famous â€Å"†¦dum, dum, dum-dum, dum-dum, dum-dum†¦Ã‚  Ã¢â‚¬Å"   creates an instant visual. But also serves as a metaphor for the shark’s excitement when it approaches its prey or when it approaches the boat of Robert Shaw.Critics can say what they will regarding John Williams score for Jaws. As a â€Å"piece of music† it is not the kind of score that allows for listening while lying down on the coach for example. It is music that conjures up images. There are several suites — if the term can be freely used – that showcase Williams versatility as a scorer of music and as a producer who kn ows how to grab his audience by the collar.When it comes to music that creates a sense of suspense and hysteria the loaded â€Å"Shark Cage Fugue† bears listening to more than once. Similar treatment is due â€Å"The Great Shark Chase† and the nearly five minutes long â€Å"Man Against Beast†, where renditions of the familiar theme appears and disappears, interwoven with the theme associated with the actual shark hunting.However, Williams’ use of Quint’s â€Å"sailor song† as a recurring theme is used to great effect as a vehicle to mark the captain's inner resolution and character. He sings it when he is in a good mood, or when he needs to conjure up his muse: â€Å"†¦Farewell and a-do to you fair Spanish ladies, farewell and a-do to you ladies in Spain†¦Ã¢â‚¬    Williams interweaves this ditty at crucial parts of the film. Most notably when his ship â€Å"The Orca† is floundering and ready to sink. The shark is waiting â€Å"out there† somewhere and Quint is running out of luck. The music again — in this case not even the theme — is used to great effect.On a more technical note, it would be impossible to discuss the impact of the Jaws soundtrack on the film, without exploring how the music itself was packaged and made available to the public as a marketing tool. Andrew Drannon provides a valuable perspective on the issued soundtrack for Jaws, as well as an astute track by track breakdown of the music on it’s latest re-issue. Drannon mentions that the original Jaws score exists in three recordings: The original LP and a 1992 CD re-issue feature about half an hour of music that Williams rearranged and re-recorded for the sole purposes of the album, and this was for a long time the only available music from the picture. Drannon delves further into the music, saying:â€Å"†¦Film score collectors have been historically  Ã‚   quite adamant in their demands for comple te releases of soundtracks, namely for the scores of John Williams, which so often leave out highlights of the music and place them into confusing suites.  To some, this may seem a bit unneeded, due to the fact that the original 35-minute LP album featured a great majority of the score, with a few of the shorter cues actually expanded into suites.Still, for the 25th anniversary of the film, Decca saw fit to rescue  the entire musical work, minus the album expansions for a 51-minute CD release. Fans will be elated due to the inclusion of almost 30 minutes of new material, including fantastic cues not used in the film, which make up for the loss of the infamous original album developments†¦Ã¢â‚¬  (Andrew Drannon pg 1)The final re-issue presents the jaws soundtrack into a more cohesive listening experience.Years after the film made its debut in theatres, after countless showings on television, after a Jaws Fest even, the music ha become an institution. There have been only a handful of films where the music has much such an impact: the James Bond franchise, Enrico Morricone with â€Å"The Good, The Bad and The Ugly, and possibly the Indiana Jones series. But none make the blood curl, create a knot in one’s stomach and send a chill up the spine like John Williams soundtrack for the original summer blockbuster, Jaws.References:Spielberg, Steven. Interview excerpts, Jaws 30th Anniversary Special EditionDVD linear notes, 2005Lindahl, Andreas. Scoreviews.Com. Internet article. pg 1 1998Ibid. pg 1Drannon, Andrew. Decca Music Group Sound Tracks Review: Jaws 25th Anniversary Edition. Internet article. pg 1. 2000

Electronic Commerce essays

Electronic Commerce essays Customer Relationship Management (CRM) is an integrated approach aimed at improving the customer's total experience. This holistic endeavor involves understanding and optimizing customer interactions across all touchpoints such as Web sites, retail outlets, call centers, help desks and kiosks, across all company divisions or departments such as sales, marketing, accounting, customer service, and purchasing, and across all stages of company interaction such as presales, product/service and post-sales experiences. The goal of CRM is not only to obtain new customers and to increase the likelihood of sales, but also to reduce costs through developing more efficient business processes, improving customer relationships and increasing customer loyalty. The value of a unified customer view is tremendous. First, it makes it easier to customers to conduct business because all company representatives have access to customer data across all channels. The benefit for customers is that they do not have to provide duplicate data for multiple transactions, saving time and improving data quality. And, the employee interacting with the customer can more quickly respond to the customer request by having a better understanding of the customer's history. With a complete picture of customer interactions, companies can greatly improve their ability to market to customers by providing personalized Web and email content and tailored services that the customer will value. It's also easier to reward loyalty with affinity and retention programs designed specifically to meet the customer's needs. In the world of electronic commerce, self service is a must-have feature. This requires an integrated view of all customer data and transactions such as credit card data, shipping and billing addresses, order status and invoices. Besides being more loyal, customers may be willing to pay more for th...

Make a Wax Paper Leaf Pressing

Make a Wax Paper Leaf Pressing Collecting and saving leaves  in scrapbooks and nature journals is a fun activity for families to do together, creating  reminders of memorable hikes, camping trips, or walks at your local  parks. Even with all the  tree leaf identification  resources available online today, you still cant beat using a real, preserved leaf to assist you in looking up different types of trees and plants.  Or you can document different colorings on the same trees from year to year in your own backyard, tracking how wet and hot the spring and summer were and noting the effect on the trees leaf colors that year. Pressing leaves using wax paper is an easy alternative to a building and using a plywood leaf press because the device is bulky and takes some time and effort to construct. Using wax paper captures some color, highlights a leafs structure, and the project is manageable from a time and materials standpoint. You likely have all the materials you need already, without needing a special shopping trip to hunt them down. Difficulty: Easy Time Required   10  minutes per leaf What You Need Wax paperWooden cutting boardThin towelWarmed ironLeaf Heres How Collect the leaf or several leaves that most represent an average-looking leaf of the tree species. Have a few samples of each kind you wish to preserve, in case one gets damaged. Inspect your specimens for fungus or insects before taking them with you.  Back at home, place a  collected leaf between two layers of wax paper  with plenty of room to trim and preserve the wax seal.  Open a towel on a  wooden cutting board. Put the wax paper leaf sandwich onto the towel and then fold it over the top of the specimen. A thin kitchen dish towel is preferable to a thick terrycloth  towel. You can even use paper towels.  Turn the iron on medium dry heat, and evenly iron over the towel. The heat will seal the leaf between the wax paper sheets. After a couple of minutes of ironing, flip over the folded towel and iron the specimen from the other side as well. The wax paper should get somewhat clearer as it melts around the leaf.When cool, trim the wax paper specimen to fit a piece o f white paper. Label the page, and insert it and the preserved leaf  into a  three-ring sheet protector. Keep your collection in a binder. Tips Depending on the tree species, a  green leaf may brown a bit. This is normal and should be considered when reviewing leaf color.Bring your collected leaves  home between the pages of a book or notebook, as they could get crumpled or torn in your pocket or bag. Warnings Children should not use a hot iron without adult supervision (or even may need adult help, depending on the age of the child).  Do not take leaves from national parks.Make sure your local state parks dont have any restrictions before picking leaves, such as not going off the marked trails, or not touching endangered species. Some parks may not allow the picking of any plants.Learn what poison ivy and poison oak look like, so you dont accidentally take leaves from those plants.

FIN Unit 4 DB SA FWP Essay Example | Topics and Well Written Essays - 250 words

FIN Unit 4 DB SA FWP - Essay Example Not only do the institution helps you to borrow capital, but also working with you to plan for the future as well as assure potential customers of the businesss steadiness and trustworthiness (Deshpande, 2004). Some banks offer incentives to keep a certain amount deposited besides others offer services to make the most of your profits, it might be wise to think through a bank that can offer those services (Deshpande, 2004). Certain institutions can even assist you collect financial information in your industry internationally. Or else, you would be wise to enlist a liberated financial advisor to identify your needs before choosing a global bank. Majority of those categories of banks provides the best tax rates which is less than the standard United States banks. Additionally, the interest rate charged on (for instance the Euro dollar deposits) depends on the bank’s lending rate, because the interest a bank earns on loans regulates its willingness as well as ability to pay interest on deposits, and finally on rates of return accessible on United States money market instruments (Massey, 2004). There is a wide range of investments policies capitalize on rewards not offered outside of an Investor’s home country. More frequently than not, there are no scarcities of money-markets as well as bond funds provided by banks out of the United States (Massey, 2004). The rewards of banking outside the U.S. also encourage a better investment atmosphere that appeals clients. An extra contribution to banking that way is the confidentiality that your money is safe (Stewart, 2011). However, the structured rules allow disclosures to prevent occurrence of money laundering and other unlawful activities. The Governments tend to be less harsh when regulating securities denominated in foreign currencies, since the bonds’ purchasers are generally more and most