National competitive advantage of technology

National competitive advantage of technology Is technology the basis of long-term national competitive advantage? Compare the differences in the innovation systems of leading economies, industries and firms? Kay (1993) describes â€Å"innovation† as a ‘distinctive capability that can help provide the foundation for competitive advantage. Technology has been shaping the world since the start of the human era. Even in the business world it has changed the way businesses works, it has changed the manner we perceive and even the way we manage business. There are three major forms of innovating; RD, imported technology and technological transfers.   So, to argue we will use porter and chandlers theories with comparing the three different tires of the Nation level, the Industry level and the Firm level to understand whether technology on itself or with factors leads to a National competitive advantage. And we will focus over the major five economies, which are USA, UK, Germany, Japan and China. Technological development and innovation is a quite vital for long-term national competitiveness and success. Porter (1998) defined the national competitive advantage as the capacity of nation to attract local and foreign firms to use a platform for conducting business and attaining economic success. Therefore, with better technology will bring in more options for business and will be more attractive. Porter stresses the importance of technological change as â€Å"The determinants of national innovative capacity†, 2002, by referring this as one of the principal drivers of competition, which is at the heart of economic growth and development. The major reasons which supports the argument of it being vital to competitive advantage is because of the way it leads to differentiation or lower costs from the competitors in product and service designs. Firms must broaden and extend the basis of their competitive advantage by innovation through technology development and update (Fitzge rald, 1994). Innovation through technological development can also lead to national comparative advantage. Even though technology is one of the primary determinants of national competitiveness, they are other factors. Moreover, distinguishing the â€Å"Invention† from â€Å"Innovation† is must and has been done by Schumpeter, in which the invention is just a scientific breakthrough and not necessarily a business one cause of the commercial viability, being unknown. However, the job of the research and development is more to bring in the commercial viability, which may turn out to be a competitive advantage. The phrase deemed â€Å"technological change† has altered the society and increased the national wealth through success of various governments, since the 19th century. One of the major contributors in the development of economies and technology are the large industrial enterprises, which earlier with their super-normal profits and evolving competition, embodied innovation in their processes and products. So the major factors that led to these technological enterprises were lower costs, better human resources inclusive of management, smooth flow of material and information with well-built distributing networks and a primary driver of technological advances, (Chandler, 1995) Metcalfe, (1995) defines National innovation systems as â€Å"set of distinct institutions which jointly and individually contribute to the development and diffusion of new technologies and which provides the framework within which governments form and implement policies to influence the innovation process. As such it is a system of interconnected institutions to create, store and transfer the knowledge, skills and arti facts which define new technologies.† As stated above, the major five economies have been analysed at the macro level amongst their National Innovation Systems. The resources for Japanese innovation are mostly through private firms, public research institutions and educational institutions; for the USA are mostly non-US firms and educational institutions (Buiges, 2009). While the UK, Germany and China share similar resources, which is mainly the government. So, to start we analyse the RD expenditure to the economic output of the countries. The USA has a stable expenditure share between 2.5 to 3% since 1996 (Dicken, 2003). While, Japan on the contrary has the highest share of expenditure for RD which has been more than 3% of the countrys output since 2007 and the percentage is increasing (Abe and Fitzgerald, 1995). U.K. and Germany have been steady with their RD expenditure ranging from 1.5 to 2% since 1996. The Chinese increased their input by 1% from 1996 to 2006. The second major consideration is the pool of scientists and engineers in which Japan overtakes the USA. Even though USA has a mighty infrastructure of education and research. One of the major origins of innovation in the USA is non-US firms, mostly related to Japan. Hence, Wright (1992) stated â€Å"following World War 2, USA was the worlds most productive economy by virtually any measure; however, this is no longer.† Students in Germany are not trained in school, while Chinese students are now trained occupationally in school to fill in the gap of the lacking of skilled and experienced work force in china mentioned by Buiges (2009). Hence we can see that to build innovation, the other investments like in financial, information, educational systems are required with government supporting policies and sometimes industry collectivity. The first industry we opt for in the pharmaceutical industry, as it has high relevance to innovation and RD, to contrast the national systems at an industry level. The â€Å"first mover† explained by (Chandler 1992), as a crucial role was done by Germany in the pharmaceutical industry for a stronger position. This national innovation system helps in explaining why German companies like Bayer and Salvesan are able to be at the upper hand. These companies R D investment started as early as in 1870s, which help them innovating aspirin and anti-syphilis drug. Sustaining the competitive advantage over first is not possible until it is cyclical (repetitive), after world war one, Germans lost to the Americans and the British. This happened after the US and UK were forced producing substitutes to those drugs from Germany, to which they lost supply, hence started focusing on developing the domestic industry (Owen 1999). The companies were like Burroughs welcome and May Baker in the UK and Eli Lilly in the US. Loosing out in the first mover, the dependencies of the UK had increased but to counter the affect and to create a national advantage, the National Health Service (NHS) was established in 1984. The NHS is referred as the â€Å"ultimate paymaster for the bulk of the industry sales.† (Owen 1999:371). Another exposure that the British gained for responding to the Germans was the presence of major multinationals which brought in mass capital from countries like US, Switzerland and France which acted as a stimulus rather than being a threat. Finally, government intervention as a supporter gave a platform to companies like SmithKline and Pfizer. As a result the British with its strong innovation index and its regulatory options attracted Research and development. To support this argument Nelson (1993:279), states, â€Å"Competitive success in pharmaceuticals depends on a domestic environment which encourages firms to invest in costly research and development programs.† The Ec onomist shows after the Nelson argument, expenditure on RD in the UK increased by a staggering 6% since 1995, (The Economist, March 2005). The major difference in NIS of US and the UK has been the government support, which was majorly lacking in the USA and enforced the pharmaceutical industry to heavily rely on the Market networks, to support stands Glaxo and La Roche as examples. Even the statistics show the dramatic rise of expenditure on marketing to 33% in comparison to the 19% investment on RD by Novartis. (The Economist, March 2005). Americas large domestic market has always been the excuse for super normal profits and then innovation and further by competitive advantage but there is a reason for the European counterparts to outsmart them even with lesser finances and resources was cause of the government support and culture. Even Owen supports the argument of having a domestic market is not the utmost reason for being more competitive. Due to lack of resources and government regulations about the usage of resources the Japanese were far behind in developing a NIS in the pharmaceutical industry and tend to follow the path of mergers and acquisitions to be competitive. A relevant instance was the takeover of La Roche over Chugai, a major innovator in Japans pharmaceutical industry. The second industry we opted for analysis is the semi-conductor industry. To start with USA the most competitive in this industry, where clusters have been the key to its NIS. Porter defines clusters, as a system of inter-related firms that are connected vertically and horizontally, with a value greater than its parts sum of its parts. The two major constituents of the American NIS are Route 128 and the â€Å"Silicon Valley†, which is the present core, (Dicken, 2004). The clusters have led to easier and much faster knowledge sharing which leads to an advantage. The use of clusters has also led to development of American FDI into Malaysia as another cluster for less expensive labour. The semi-conductor business being highly technical, educational system especially universities have been vital. The USA and Germany have provided with a better university network with close relationships between the firms and universities, facilitating with a stream of scientists and engineers with the skills to innovate, (Nelson 1993). The University of Stanford location around the Silicon Valley stands for a reason. This competitive NIS was firstly sheltered and supported by the government. A similar form of cluster evolved in Japan wit the five major semi-conductor producers, which are NEC, Fujitsu, Hitachi, Toshiba and Mitsubishi. The group was called MITI collaboration for research. The group was 40 % funded by the Japanese government leading the Japanese government to be a virtual part, (Dicken, 2004). As mentioned above the Americans protected the semi conductor industry, was because of Japans government support and restrictions on American semi-conductors with the supply of cheaper semi-conductors known as â€Å"Dump Chips† in the US. The Chinese followed the Japanese in making a hold in the international semi-conductor market, even though with their â€Å"open door policy†, they had generated FDI before like merging with Taiwanese company ACER Ltd. The major difference in innovation systems of the two late industrializing nations i.e. China and Japan and the rest three is that instead of being pioneers in the semi-conductor industry they choose innovation through â€Å"imitation.† In most cases the learned technology was diffused and made it into an easier adaptable version, following innovating the technology. The only price for them to pay was the license fee. Well, now the Asian countries have started to invest more in research and development for creating their own innovations. Japan is quite successful in implementing it and has been considered as the â€Å"powerhouse† in RD like the US. China is on the path and is using a techno hybrid technology, with FDI, technology transfer in it, they are evolving as a key player in the semi-conductor industry. (Fitzgerald Cirvagena, 2009) To conclude, Technology is important for a countrys national competitive advantage, but as this discussion has shown, technology is not the only factor that can stimulate a leading position in a particular industry and for the economy. As Dicken (2004) highlights â€Å"In an intensely competitive environment, the introduction of a continuous stream of new products is essential to a firms profitability and indeed survival†, which referred earlier a repetitive or cyclical innovation is must.   Furthermore, by analyzing the NIS of the todays five leading economies, we have seen that the role of the state, clusters, and corporate governance, education systems, culture, have been vital components. This discussion possibly asks us to consider which is the best NIS to gain a national competitive advantage. In reflection of the two industries that have been looked at, a blend of different factors can be identified and have been justified.   The challenging nature of the US pharmaceutical industry could be improved by following the UK NIS, which recently the Obama Administration in the USA had approved. The fact that the UK semiconductor industry is such a small player in this market could be due to a lack of RD investment, which its US counterparts achieved through clustering. It is clear that one single approach in NIS is not the key to a countrys national competitive advantage or industry. References Buiges, P Sekkat, K (2009). Industrial Policy in Europe, Japan and the USA. UK: Macmillan Publishers. p.180-220. Chandler, A, ‘Managerial Enterprise and Competitive Capabilities in Jones, G and Harvey, C. (1992) Organisational Capability and Competitive Advantage. London: Frank Cass. Chandler, A.D (1995). Strategy and structure: chapters in the history of the industrial enterprise. USA: MIT. p.1-20. Dicken, P. (2004) ‘Global Shift: Reshaping the Global Economic Map in the 21st Century London: Sage Dicken, P. (2003) Global Shift: Transforming the World Economy. E, Abe and R, Fitzgerald (1995) ‘Japanese Economic Success: timing, culture and organizational capability Fitzgerald, R Ciravgena, L. (2009) ‘Technological Innovation, MN 330 Lecture 10 Fitzgerald, R (1994). The Competitive Advantages of Far Eastern Business. Great Britain: Frank Cass Ltd. p. 1-16. Kay, J (1993). Innovation, technology and competitive strategy . USA: Economic and Social Research Council. 1-16. Metcalfe, S. (1995), â€Å"The Economic Foundations of Technology Policy: Equilibrium and Evolutionary Perspectives†, in P. Stoneman (ed.), Handbook of the Economics of Innovation and Technological Change, Blackwell Publishers, Oxford (UK)/Cambridge (US) Nelson, R.R (1993) ‘National Innovation Systems: A Comparative Context, Oxford: Oxford University Press Nelson, R.R.   Wright, G. (1992) ‘The rise and fall of American technological leadership: the post-war era in historical perspective, Journal of Economic Literature, Vol. 30. Owen, G. 1999. From empire to Europe. London: Harper Collins Porter, M. (1998). The competitive advantage of nations: with a new introduction. USA: Harvard Business Review. p.73-90 Porter, M. (2002). The determinants of national innovative capacity. Research Policy. 31 (6), p.899-933. Finefacts Team (2005) ‘RD scorecard Global top 1,000 Companies: US firms dominate, 86% of total RD comes from just 6 countries out of 36, Oct 24, 2005 The Economist (2005) ‘Prescriptions for change, A Survey of Pharmaceuticals, June 18th, 2005

PC Vs Mac Essay -- Compare Contrast Personal Computer Macintosh

When purchasing a personal computer, buyers used to grapple with the decision: a Macintosh from Apple Computer or a Microsoft-based PC? Microsoft effectively won that operating system debate years ago and claims more than 90% of the PC operating system market. But in the push to legally sell digital music, Apple and Microsoft, and their incompatible file formats, are at it again. Consumers are in the position of having to choose as hardware makers line up behind either Microsoft or Apple's software format. Hewlett-Packard's recent surprise decision to snub longtime PC partner Microsoft and offer Apple music software on its PCs shows how unpredictable this battle may be. "Microsoft lost the first round of the digital music war," says Phil Leigh, an analyst with research firm Inside Digital Media. Apple's iTunes software "was good enough to persuade (H-P) . . . to switch. That's huge." For now, Dell, which battles H-P for PC market share dominance, promotes music in Microsoft's Windows Media Audio (WMA) format on its computers -- as do most Windows-based PCs. Likewise, most portable music devices sold today -- with the exception of Apple's best-selling and acclaimed iPod -- use Microsoft's format. That means consumers who use portable music players and buy songs from Apple must use the iPod; consumers who purchase from non-Apple online music stores must use portable devices based on Microsoft's format. Adding to the digital disorder: Sony is set this summer to launch yet another music service, Connect, with songs that can be transferred only to Sony devices, such as mini-disc players. "There's a lot of confusion about different formats," says Mike McGuire, analyst with research firm GartnerG2. "But the dig... ...with Pepsi of 100 million songs from iTunes. Will other PC manufacturers follow in H-P's footsteps? Leigh thinks so; Apple wouldn't comment. Only time will tell. Consumers "will decide which format works, and whether that should be Apple's or Microsoft's," McGuire says. TEXT OF INFO BOX BEGINS HERE Dividing up digital music Apple and Microsoft have different formats for digital music. What plays where: Music service Plays on Apple's iTunes Music Apple iPod, Macs and Windows PCs with iTunes or RealPlayer version 10 software. Will soon play on H-P Windows PCs and branded iPods. Musicmatch, Bestbuy.com, Walmart.com, Napster, BuyMusic.com, MusicRebellion.com: PCs with Microsoft's Windows Media Player, Musicmatch, RealPlayer or Winamp software. Digital media players from Dell, Rio Audio, Creative Labs, Gateway, Samsung, iRiver; all Pocket PCs.

Culture in the Poem Blessing :: Imtiaz Dharker

The title of the poem is ''Blessing'' and the poet is called Imtiaz Dharker. In my essay I will be looking at how the poet describes a culture different from our own and explaining how the poet brings this culture to life through his use of poetic techniques. The poem is set in a third world country which is in desperate need for water. A municipal pipe bursts and suddenly there is a flurry of people rushing to get that much desired water. The title of the poem is very significant. The title penetratingly outlines how precious they view the water to be. He does this by titling the poem ''Blessing''. Water is something which most people take for granted, so by making this the title he emphasizes the value they place upon the water. The poet highlights how much value they place upon the water in the fourth stanza when the pipe bursts by using word choice. ''As their blessings sing'' is the quote from the poem and the effect of this is that it gives you a sense of harmony. The words sum up a peaceful ending for the last two stanzas where the mood of the poem changes from desperation to the contrast of greatfulness. The poet has chosen the phrase ''blessings sing'' as when put together it has conitations of bountful amounts of happiness which accuratly shows their joy and relief they would of felt in that moment of time. I think the poet has used this quote to symbolise the end of a struggle which turned into a celebratio n and the word ''sing'' to create the passion for the villagers in that moment. The poet uses examples of imagery in this poem. The poet uses a simile in the first line of the first stanza to start off the poem. The simile she uses is ''the skin cracks like a pod''. The opening of the poem gives a clear message that something is severely wrong. A pod cracks with barely any resistance so the comparison to the skin is a unreserved statement outlining how easily the skin is. There is obviously a drought or a vast undersupply of water. The opening surprises the reader and gives an indication of what is to come. The poet uses a short and abrupt line which is effective The poet uses a effective metaphor in the second stanza of the poem, ''a roar of tongus''. Culture in the Poem Blessing :: Imtiaz Dharker The title of the poem is ''Blessing'' and the poet is called Imtiaz Dharker. In my essay I will be looking at how the poet describes a culture different from our own and explaining how the poet brings this culture to life through his use of poetic techniques. The poem is set in a third world country which is in desperate need for water. A municipal pipe bursts and suddenly there is a flurry of people rushing to get that much desired water. The title of the poem is very significant. The title penetratingly outlines how precious they view the water to be. He does this by titling the poem ''Blessing''. Water is something which most people take for granted, so by making this the title he emphasizes the value they place upon the water. The poet highlights how much value they place upon the water in the fourth stanza when the pipe bursts by using word choice. ''As their blessings sing'' is the quote from the poem and the effect of this is that it gives you a sense of harmony. The words sum up a peaceful ending for the last two stanzas where the mood of the poem changes from desperation to the contrast of greatfulness. The poet has chosen the phrase ''blessings sing'' as when put together it has conitations of bountful amounts of happiness which accuratly shows their joy and relief they would of felt in that moment of time. I think the poet has used this quote to symbolise the end of a struggle which turned into a celebratio n and the word ''sing'' to create the passion for the villagers in that moment. The poet uses examples of imagery in this poem. The poet uses a simile in the first line of the first stanza to start off the poem. The simile she uses is ''the skin cracks like a pod''. The opening of the poem gives a clear message that something is severely wrong. A pod cracks with barely any resistance so the comparison to the skin is a unreserved statement outlining how easily the skin is. There is obviously a drought or a vast undersupply of water. The opening surprises the reader and gives an indication of what is to come. The poet uses a short and abrupt line which is effective The poet uses a effective metaphor in the second stanza of the poem, ''a roar of tongus''.

The Hunters: Moonsong Chapter One

Dear Diary, I'm so scared. My heart is pounding, my mouth is dry, and my hands are shaking. I've faced so much and survived: vampires, werewolves, phantoms. Things I never imagined were real. And now I'm terrified. Why? Simply because I'm leaving home. And I know that it's completely, insanely ridiculous. I'm barely leaving home, really. I'm going to college, only a few hours' drive from this darling house where I've lived since I was a baby. No, I'm not going to start crying again. I'll be sharing a room with Bonnie and Meredith, my two best friends in the whole world. In the same dorm, only a couple of floors away will be my beloved Stefan. My other best friend, Matt, will be just a short walk across campus. Even Damon will be in an apartment in the town nearby. Honestly, I couldn't stick any closer to home unless I never moved out of this house at all. I'm being such a wimp. But it seems like I just got my home back – my family, my life – after being exiled for so long, and now I suddenly have to leave again. I suppose I'm scared partly because these last few weeks of summer have been wonderful. We packed all the enjoyment we would have been having these past few months – if it hadn't been for fighting the kitsune, traveling to the Dark Dimension, battling the jealousy phantom, and all the other Extremely Not Fun things we've done – into three glorious weeks. We had picnics and sleepovers and went swimming and shopping. We took a trip to the county fair, where Matt won Bonnie a stuffed tiger and turned bright red when she squealed and leaped into his arms. Stefan even kissed me on the top of the Ferris wheel, just like any normal guy might kiss his girlfriend on a beautiful summer night. We were so happy. So normal in a way I thought we could never be again. That's what's frightening me, I guess. I'm scared that these few weeks have been a bright golden interlude and that now that things are changing, we'll be heading back into darkness and horror. It's like that poem we read in English class last fall says: Nothing gold can stay. Not for me. Even Damon†¦ The clatter of feet in the hal way downstairs distracted her, and Elena Gilbert's pen slowed. She glanced up at the last couple of boxes scattered around her room. Stefan and Damon must be here to pick her up. But she wanted to finish her thought, to express the last worry that had been nagging at her during these perfect weeks. She turned back to her diary, writing faster so that she could get her thoughts down before she had to leave. Damon has changed. Ever since we defeated the jealousy phantom, he's been †¦ kinder. Not just to me, not just to Bonnie, who he's always had a soft spot for, but even to Matt and Meredith. He can still be intensely irritating and unpredictable – he wouldn't be Damon without that – but he hasn't had that cruel edge to him. Not like he used to. He and Stefan seem to have come to an understanding. They know I love them both, and yet they haven't let jealousy come between them. They're close, acting like true brothers in a way I haven't seen before. There's this delicate balance between the three of us that's lasted through the end of the summer. And I worry that any misstep on my part will bring it crashing down and that like their first love, Katherine, I'll tear the brothers apart. And then we'll lose Damon forever. Aunt Judith cal ed up, sounding impatient, â€Å"Elena!† â€Å"Coming!† Elena replied. She quickly scribbled a few more sentences in her diary. Still, it's possible that this new life will be wonderful. Maybe I'll find everything I've been looking for. I can't hold on to high school, or to my life here at home, forever. And who knows? Maybe this time the gold will stay. â€Å"Elena! Your ride is waiting!† Aunt Judith was definitely getting stressed out now. She'd wanted to drive Elena up to school herself. But Elena knew she wouldn't be able to say good-bye to her family without crying, so she'd asked Stefan and Damon to drive her up instead. It would be less embarrassing to get emotional here at home than to weep al over Dalcrest's campus. Since Elena had decided to go up with the Salvatore brothers, Aunt Judith had been working herself up about every little detail, anxious that Elena's col ege career wouldn't start off perfectly without her there to supervise. It was al because Aunt Judith loved her, Elena knew. Elena slammed the blue-velvet-covered journal shut and dropped it into an open box. She climbed to her feet and headed for the door, but before she opened it, she turned to look at her room one last time. It was so empty, with her favorite posters missing from the wal s and half the books gone from her bookcase. Only a few clothes remained in her dresser and closet. The furniture was al stil in place. But now that the room was stripped of most of her possessions, it felt more like an impersonal hotel room than the cozy haven of her childhood. So much had happened here. Elena could remember cuddling up with her father on the window seat to read together when she was a little girl. She and Bonnie and Meredith – and Caroline, who had been her good friend, too, once – had spent at least a hundred nights here tel ing secrets, studying, dressing for dances, and just hanging out. Stefan had kissed her here, early in the morning, and disappeared quickly when Aunt Judith came to wake her. Elena remembered Damon's cruel, triumphant smile as she invited him in that first time, what felt like a mil ion years ago. And, not so long ago, her joy when he had appeared here one dark night, after they al thought he was dead. There was a quiet knock at the door, and it swung open. Stefan stood in the doorway, watching her. â€Å"About ready?† he said. â€Å"Your aunt is a little worried. She thinks you're not going to have time to unpack before orientation if we don't get going.† Elena stood and went over to wrap her arms around him. He smel ed clean and woodsy, and she nestled her head against his shoulder. â€Å"I'm coming,† she said. â€Å"It's just hard to say good-bye, you know? Everything's changing.† Stefan turned toward her and caught her mouth softly in a kiss. â€Å"I know,† he said when the kiss ended, and ran his finger gently along the curve of her bottom lip. â€Å"I'l take these boxes down and give you one more minute. Aunt Judith wil feel better if she sees the truck getting packed up.† â€Å"Okay. I'l be right down.† Stefan left the room with the boxes, and Elena sighed, looking around again. The blue flowered curtains her mother had made for her when Elena was nine stil hung over the windows. Elena remembered her mother hugging her, her eyes a little teary, when her baby girl told her she was too big for Winnie the Pooh curtains. Elena's own eyes fil ed with tears, and she tucked her hair behind her ears, mirroring the gesture her mother had used when she was thinking hard. Elena was so young when her parents died. Maybe if they'd lived, she and her mother would be friends now, would know each other as equals, not just as mother and daughter. Her parents had gone to Dalcrest Col ege, too. That's where they'd met, in fact. Downstairs on top of the piano sat a picture of them in their graduation robes on the sun-fil ed lawn in front of the Dalcrest library, laughing, impossibly young. Maybe going to Dalcrest would bring Elena closer to them. Maybe she'd learn more about the people they'd been, not just the mom and dad she'd known when she was little, and find her lost family among the neoclassical buildings and the sweeping green lawns of the col ege. She wasn't leaving, not real y. She was moving forward. Elena set her jaw firmly and headed out of her room, clicking off the light as she went. Downstairs, Aunt Judith, her husband, Robert, and Elena's five-year-old sister, Margaret, were gathered in the hal , waiting, watching Elena as she came down the stairs. Aunt Judith was fussing, of course. She couldn't keep stil ; her hands were twisting together, smoothing her hair, or fiddling with her earrings. â€Å"Elena,† she said, â€Å"are you sure you've packed everything you need? There's so much to remember.† She frowned. Her aunt's obvious anxiety made it easier for Elena to smile reassuringly and hug her. Aunt Judith held her tight, relaxing for a moment, and sniffed. â€Å"I'm going to miss you, sweetheart.† â€Å"I'l miss you, too,† Elena said, and squeezed Aunt Judith closer, feeling her own lips tremble. She gave a shaky laugh. â€Å"But I'l be back. If I forgot anything, or if I get homesick, I'l run right back for a weekend. I don't have to wait for Thanksgiving.† Next to them, Robert shifted from one foot to the other and cleared his throat. Elena let go of Aunt Judith and turned to him. â€Å"Now, I know col ege students have a lot of expenses,† he said. â€Å"And we don't want you to have to worry about money, so you've got an account at the student store, but†¦Ã¢â‚¬  He opened his wal et and handed Elena a fistful of bil s. â€Å"Just in case.† â€Å"Oh,† said Elena, touched and a little flustered. â€Å"Thank you so much, Robert, but you real y don't have to.† He patted her awkwardly on the shoulder. â€Å"We want you to have everything you need,† he said firmly. Elena smiled at him grateful y, folded the money, and put it in her pocket. Next to Robert, Margaret glared down obstinately at her shoes. Elena knelt before her and took her little sister's hands. â€Å"Margaret?† she prompted. Large blue eyes stared into her own. Margaret frowned and shook her head, her mouth a tight line. â€Å"I'm going to miss you so much, Meggie,† Elena said, pul ing her close, her eyes fil ing with tears again. Her little sister's dandelion-soft hair brushed against Elena's cheek. â€Å"But I'l be back for Thanksgiving, and maybe you can come visit me on campus. I'd love to show off my little sister to al my new friends.† Margaret swal owed. â€Å"I don't want you to go,† she said in a smal miserable voice. â€Å"You're always leaving.† â€Å"Oh, sweetie,† Elena said helplessly, cuddling her sister closer. â€Å"I always come back, don't I?† Elena shivered. Once again, she wondered how much Margaret remembered of what had really happened in Fel ‘s Church over the last year. The Guardians had promised to change everyone's memories of those dark months when vampires, werewolves, and kitsune had nearly destroyed the town – and when Elena herself had died and risen again – but there seemed to be exceptions. Caleb Smal wood remembered, and sometimes Margaret's innocent face looked strangely knowing. â€Å"Elena,† Aunt Judith said again, her voice thick and weepy, â€Å"you'd better get going.† Elena hugged her sister one more time before letting her go. â€Å"Okay,† she said, standing and picking up her bag. â€Å"I'l cal you tonight and let you know how I'm settling in.† Aunt Judith nodded, and Elena gave her another quick kiss before wiping her eyes and opening the front door. Outside, the sunlight was so bright she had to blink. Damon and Stefan were leaning against the truck Stefan had rented, her stuff packed into the back. As she stepped forward, they both glanced up and, at the same time, smiled at her. Oh. They were so beautiful, the two of them, that seeing them could stil leave her shaken after al this time. Stefan, her love Stefan, his leaf-green eyes shining at the sight of her, was gorgeous with his classical profile and that sweet little kissable curve to his bottom lip. And Damon – al luminescent pale skin, black velvety eyes, and silken hair – was graceful and deadly al at once. Damon's bril iant smile made something inside her stretch and purr like a panther recognizing its mate. Both pairs of eyes watched her lovingly, possessively. The Salvatore brothers were hers now. What was she going to do about it? The thought made her frown and made her shoulders hunch nervously. Then she consciously smoothed the wrinkles in her forehead away, relaxed, and smiled back at them. What would come, would come. â€Å"Time to go,† she said, and tilted her face up toward the sun.

Racism In Sports And Its Impact On Managers And Coaches

ABSTRACT This paper explores on racism in British sports. It will consider the extent to which racism in sports continues to prevail and the impact that racism may have on a sports coach or manager. This will include a brief review of the history of British sports, in particular, the presence of ethnic diversity in the British society and the involvement of this diversity in British sports. The paper will also examine the main currents of sociological thought which have informed research in this field. It will consider some of the common perceptions of sports in the discussion of racism in sports and argue against the notion of any one body of thought being viewed as universal. The paper will point out that Success in sports is a result of a complex interplay of factors including motivation and access to opportunities and that the physiological differences between races have very little bearing on the performance of the individual. INTRODUCTION Sport is often known to many people as a place where normal problems of the â€Å"real† world cease to exist. Many believe the sports world to be a model of race relations. Through display via the television and any other media coverage, it is seen by most fans that it doesn’t matter whether one is black or white, what matters in the playing field is one’s ability. Hence, sport is seen by many as a paradigm of how an integrated society should look (Bradley 2006). However, a closer look at sports reveals that this idyllic picture is misleading. Although majority of the players in professional sports are the African-Americans, this doesn’t imply absence of racism. For example, the African -Americans are underrepresented in administrative ranks and coaching (Jarvie & Reid 1997). Also some popular arguments serve to contribute to prejudices, myths and stereotypes about different racial groups hence leading to their discrimination. In this analysis we explore on the extent to which racism in sports continues to prevail and the impact that racism may have on a sports coach or manager. We shall begin our analysis by defining what we mean by racism and conduct a review of the history of British sports, in particular, the presence of ethnic diversity in the British society and the involvement this diversity in British sports WHAT IS RACISM? Racism is defined as any form of discrimination which may be in the form of restriction, distinction, exclusion or preference of a group of individuals based on their race, colour, descent and ethnic origin. This has the effect of impairing or nullifying enjoyment, recognition or exercise on the same footing of fundamental rights in various fields of public life (CRE 2004). HISTORICAL BACKGROUND The British society has long been characterized by ethnic diversity. This diversity is attributed to historical reasons such as invasion, expansion and the role of Britain as a haven for those fleeing from persecution (British council 2003). In order to understand the relationship between ethnicity and sport, we must first review the history of Black and Asian immigrants into the UK. The black presence in the UK can be traced back to the Roman times. During the 3rd century, a small group of the Roman army, an African division, was deployed at Hadrian’s Wall and the Blacks entering Britain were limited to a small number by the Elizabethan parliament (British council 2003). Till the mid-20th century, Immigration into ports like London, Bristol, Cardiff and Liverpool was limited to a small number blacks, Asians, and Chinese people (British council 2003). Blacks’ involvement in British sports was first noticed after America gained its independence (1775-1783) (British council 2003). In boxing, for example, Randolph Turpin who emerged as the world middleweight champion in 1951, following his victory over the great Sugar Ray Robinson was known to be the black boxer of the era (British council 2003). In athletics, the British Caribbean gave a name to their sprinters towards the end of the 19th century up to the late 1950’s. Cricketers too were there including Learie Constantine for Trinidad, who played between the wars in Lancashire (British council 2003). IMPACT OF POST-WAR IMMIGRATION (1945-70) After World War II, Britain experienced several waves of immigration, with 492 jamaicans migrating to Tilbury Docks in 1948 followed by the Asians and West Indians (British council 2003). By 1958, the number of West Indians and Asians in Britain were about 125000 and 55000 respectively (British council 2003). These immigrants were largely welcomed by the National Health Service, and the transport, textile and service industries in efforts to rebuild Britain’s shattered economy. A final major phase of immigration occurred during the periods between 1968 and 1974 which saw over 70,000 Kenyan and Ugandan Asians immigrating to Britain (British council 2003). By 1974, the number of Black and Asian immigrants in Britain was more than one million (British council 2003). Today, it is claimed that the official government figures for minority ethnic groups in the UK stands at around 3.3 million Britons, a figure just below 6% of the British population (British council 2003). RACIAL TENSIONS With new immigrants in Britain, accommodating them then became a major problem with most of them settling in poor and inner-city areas. Prejudice and discrimination then became a feature of the immigrant experience. With immigrants concentrated in the poor and inner-city areas, racial tensions then became a feature of the British society with areas such as Notting Hill and Nottingham having the worst riot experiences of 1958 (British council 2003). Subsequent racial tensions were later seen during the 1979 and 1985 in parts of Liverpool, Bristol, and London as well as in many poor inner-city areas (British council 2003). Up to date, verbal abuse, harassment and oppression are still features of experiences of some minorities in Britain. More insidious, are the stereotypes, racial comments and racist beliefs that continue to become prevalent in British sports. RACISM IN SPORTS Both the law and common morality require all citizens in the public sphere to be provided with equal opportunities regardless of the race, sex, gender, national origin, age, creed or disability; yet racism continue to remain a common feature of the day (Bauman 1997). Racism still remains prevalent in most fields of public life, sport is no exception. Common arguments have often suggested sports as producing prejudices, myths and stereotypes that lead to discrimination and under-representation of certain groups of individuals in sports. Racial stereotypes remain firmly rooted in sports with a popular notion that the Blacks are in general more masculine and athletic than the whites (McDonald & Birrell 1999). Their over-representation in certain sports is indicative of this and the media representation emphasizing their inherent physicality reinforces this perception. This has resulted in the view that the black and white are biologically different and that the dominance of the Blacks in certain sports is a result of their perceived genetic advantages, yet there is no convincing scientific proof of this (McDonald & Birrell 1999). These stereotypical notions do not recognize wide with-in group variations and falsely make fixed and unambiguous assumptions of biological divisions. SUBTLE RACISM IN SPORTS The tendency to providing an explanation of the success of Black in sports solely in terms of inherited factors, thereby devaluing their achievements, is indicative of subtle racism (Garland & Rowe 2001). The success of the Blacks in sports is often attributed to their physicality and a lack of cognitive endeavor while, on the other hand, the success of whites in sports is equated with dedication, intelligence, qualities of character, dependability and work ethics (Bradbury 2003). These apparent assumptions serve to reinforce some form of subtle racism in sports. REVERSE RACISM There is a general consensus that racism against the Blacks remains prevalent and that the white players rarely experience any form of racism in sports. This is however not true as there is a growing body of evidence that contradicts this belief. In fact, there are certain identity codes within the football culture that carry with it racial meanings. An illustrative example is the song â€Å"I’d rather be a paki than a scouse† which is often sung to Liverpool fans by fans from Manchester United, Chelsea and Arsenal (Back et.al. 2001). The song is directed at Merseyside fans with the intention of demoting the status of those that come from Merseyside from being a normal English society to one that is frowned upon (Back et.al. 2001). CRITICAL RACE THEORY Attempts have however been made to confront racial distinctions in the society. One of the frameworks established to challenge racism in the society is the Critical Race Theory (CRT). This framework has some utility for anti-racism in sport. CRT is an important theoretical tool that provides antiracists with a framework that challenges narrow race thinking, orthodoxies and under-theorized approaches in sport, hence strengthening their praxis in what critical race theorists view as a racist world (Hylton 2008). In simple terms, the CRT provides antiracists with a framework from which they can examine the prevalence of racism in the society where in the whites are privileged to the disadvantage of the blacks. It recognizes and acknowledges the voice of the blacks who are often marginalized in practice and mainstream policy (Hylton 2008). Two areas of convergence between anti-racists and critical race theorists are the focus on social justice and transformation. The CRT challenges institutional arrangements in sport, both present and past, that subjugate, racially discriminate and oppress (Hylton 2008). ETHNIC AND RACIAL DIVERSITY IN SPORTS As we have identified in the previous sections, there is the popular notion of the blacks as more inherently superior in physical ability than the whites. This is evident in their over-representation in high profile sports. For example, distance running is dominated by Kenyans and an African American is 28 times more likely than a white individual to reach NBA and 15 times to reach the NFL (Turner & Rasmussen 2003). The trend is also reflected within the contemporary British society where, despite accounting for less than 2% of the overall population, the Blacks dominate with at least 50% of the British athletic squad, boxing champions, and first division basketball players (Turner & Rasmussen 2003). Also, one in five professional soccer players is more likely to be an African American (Turner & Rasmussen 2003). Their overrepresentation is even more notable in athletics. Until the 1960s, most of the sprint champions came from the white group (Turner & Rasmussen 2003). Today, however, sprinting is dominated by the Blacks who hold 95% of the top times globally (Turner & Jones 2010). Majority of the gold winners at the Atlanta games of 1996 were the Blacks. Also, almost all of the runners who have broken the 10-second barrier for 100 metres have been the Blacks (Turner & Rasmussen 2003). On the contrary, however, they have underachieved in swimming relative to the whites. Inevitably, people draw conclusions from what they see, resulting in popular mythology and stereotypical views about the blacks. Research into group or individual differences have in general concentrated around the issue of nature vs nurture (Sugden & Bairner, 1999). That is, the extent to which difference between groups can be explained from the biological perspective or as a result of environmental conditions such as access and opportunity. Where emphasis is placed on the environmental factors, the assumption is that the difference can be modified. Where emphasis is on the biological factors, it is assumed that the differences are stable and unchangeable (Sugden & Bairner, 1999). However, actual evidence for genetic superiority in sports is scant and often flawed. The running superiority in Blacks has been speculated as a result of less subcutaneous fat and larger muscle mass (Daryl & David 2010). This has also been used to explain their lack of success in swimming due to buoyancy. However, had this theory of buoyancy been valid, then we would have more women superior to men, and endomorphs to ectomorphs (Daryl & David 2010). Clearly, this is not the case. In the actual sense, success can be attributed to the adaptive qualities resulting from strenuous training and cultural values (Roche 1998). There is need for an approach that recognizes that a range of factors must come into play including motivation and access to opportunities. The physiological differences between races have very little bearing on the performance of the individual. IMPACT OF RACISM ON SPORTS COACHES Racism in sports certainly creates insurmountable problems as they exert powerful influences on a person’s perception, sports coaches are no exception. For example, sports positional roles may be allocated depending on racial stereotypes. Racial stereotypes, within the sport dynamics, are apparent through stacking, a phenomenon where athletes are assigned certain playing positions by the coach based on the supposed racial attributes such as power and speed rather than actual achieved performance (Turner & Jones 2010). More often, the Blacks have been relegated to positions associated with physical rather than mental prowess, while the white athletes have been relegated leadership positions (Turner & Jones 2010). Research has shown that the stacking of the Black players to positions that emphasize physical rather than mental prowess, especially in games such as rugby and soccer, has become a common occurrence in the UK (Turner & Jones 2010). Public pronouncements of managers and coaches have tended to perpetuate crude racial stereotypes. For example, in 1993, Ron Noades-chairman of Crystal Palace at the time- made some racial remarks in an infamous television documentary about his football team which was predominantly black (Bose 1996). As quoted in Bose (1996: p.84), Ron stated that â€Å"when you are getting into midwinter in England, you need a few of the maybe hard white men to carry the artistic black players through†. While manager at Queens Park Rangers (QPR), Jim Smith was noted claiming that the black players used very little intelligence and that their success in sports was due to their sheer natural talent (Cashmore 2003). These stereotypes are further perpetuated by the media through their reporting that emphasizes on the physicality rather than qualities such as effort, courage, and intelligence. The most notable example can be seen when the tabloid press picked on Linford Christie’s photograph in a tight fitting shorts and ran a crude sexual reference to his anatomy, based on the stereotype that blacks were more masculine and physically fit than the whites (British council 2003). Racism in sports is also evident through the underrepresentation of blacks in management positions. Despite the large representation of blacks in British sports, it is apparent that management and leadership positions are rarely made available to them. Only a few of them hold management positions, for example John Barnes who was previously the Liverpool winger is now in charge of managing Celtic (British council 2003). Similarly, very few positions are made available to the Black and Asian referees, with an exception of Uriah Rennie, who is currently on the Football League list (British council 2003). CONCLUSION As identified above, racial stereotypes remain firmly rooted in sports with the popular notion that the Blacks are naturally athletic and more masculine than the whites. These stereotypical notions do not recognize wide with-in group variations and falsely make fixed and unambiguous assumptions of biological divisions. Moreover, these stereotypes are further perpetuated by the media through their reporting that emphasizes on physicality before qualities such as intelligence, courage and effort. In addition, public pronouncements of managers and coaches have tended to perpetuate crude racial stereotypes. More often, the Blacks have been relegated to positions associated with physical rather than mental prowess, while the white athletes have been relegated leadership positions. Also some popular arguments serve to contribute to prejudices, myths and stereotypes about different racial groups. Clearly, racism is still a feature of the British sports. REFERENCE Back, L., T. Crabbe and J. Solomos, 2001. The Changing Face of Football: Racism, Identity and Multiculture in the English Game. Oxford: Berg Bauman, Z., 1997. Postmodernity and its Discontents. Cambridge: Polity Bose, M., 1996. The sporting alien: English sport’s lost Camelot. Edinburgh: Mainstream. Bradbury, S, 2003. Racisms and Anti-Racism in English Football. Unpublished PhD thesis, University of Leicester Bradley, J.M., 2006. Sport and the Contestation of Ethnic Identity: Football and Irishness in Scotland. â€Å"Journal of Ethnic and Migration Studies†, Vol 32 (7), pp. 1189-1208. British Council, 2003. Ethnicity and sport. {Viewed on 23rd February 2012}. Available from http://www.pages.drexel.edu/~rosenl/sports%20Folder/Ethnicity%20and%20Sport.pdf Cashmore, E., 2003. Encyclopedia of race and ethnic studies. London: Routledge Commission for Racial Equality (CRE), 2004. Racial Equality in Football. CRE: London Daryl, A. and R. David, 2010. Beyond Boundaries‘Race’, ethnicity and identity in sport Garland, J. & M. Rowe, 2001. Racism and Anti-Racism in Football. London: Palgrave Hylton, K., 2008. Race and sport: Critical Race Theory. Routledge: Taylor & Francis Group Jarvie, G. and I. Reid, 1997. Race relations, sociology of sport and the new politics of race and racism. Stirling, Univesity of Stirling: E& FN Spon Turner, D. and I. Jones, False startUK sprint coaches and black/white stereotypes. Hatfield: University of Hertfordshire. {Viewed on 23rd February 2012} Available from https://uhra.herts.ac.uk/dspace/bitstream/2299/2407/1/900739.pdf Turner, D. and R. Rasmussen, 2003. On your marks, get stereotyped, go! Novice coaches and black stereotypes in sprinting. {Viewed on 22nd February 2012}. Available from https://uhra.herts.ac.uk/dspace/bitstream/2299/487/1/101603.pdf MacClancy. J. (ed.), 1996. Sport, Identity and Ethnicity. Oxford, Berg, pp.203. McDonald, M. and S. Birrell, 1999. ‘Reading sport critically: a methodology for interrogating Power’. Sociology of Sport Journal, 16, pp.283–300. Roche, M. (ed.), 1998. Sport, Popular Culture and Identity. Aachen, Meyer & Meyer Sport, pp.224 Sugden.J and A. Bairner (eds.), 1999. Sport in Divided Societies. Aachen, Meyer & Meyer Sport, pp.234

Death’s Marathon Shot0By-Shot Analysis

Shot-by-shot Analysis of â€Å"Death's Marathon† dir. D. W. Griffith. (1913) Shot 1(straight-on angle): †¢White text on black background written, † To find his friend before he losses all† (2 seconds). Cut to Shot 2 (medium long shot, slightly low angle): †¢Front of house, with stairs slightly to the right of shot and potted plant on either side of stairs. Friend (man) enters from right and walks up stairs (2 seconds). Cut to Shot 3 (medium shot, straight-on angle): †¢Interior of living room where foreground is pretty vacant but background has a study and a desk with a vase with flowers in it.There are three ladies standing: Two nurses on either side of the wife. wife asks maid on left something (1 second) then turns back towards camera (1 second) to ask maid on right also (2 second). Turns back to face camera (2 seconds). Then knock on door (presumably by friend) startles maids and wife and the maid on the left exits shot (3 seconds). Re-enter maid and friend from the left. Friend asks about husband with sharp hand movements (2 seconds). Cut to. Shot 4 (medium long shot, slightly high angle): interior of room with gambling table 3/4 shown on the bottom left corner of shot (foreground) and five men sitting around it gambling and doorman standing in background (2 seconds). Doorman turns to open door (1 second). Cut to Shot 5 (medium close-up, high angle): †¢Gambling table with chips and cards on table, and one player's hands (player to the left of husband) holding cards, places them down and takes all the chips in the centre of table(3 seconds). Cut to Shot 6 (same as shot 4) †¢(setting same as shot 4) and the man to the left of the husband swipes able and brings all his winnings to him and begin to stack up chips (2 seconds) then husband harshly throws two cards on the table, one at a time (2 seconds). Cut to. Shot 7 (medium long shot, straight-on angle) †¢friend on the left of shot, speaking with wife, on the ri ght of shot turned towards each other with their forearms elevated in foreground of shot. Two maids standing in the background (2 seconds). Then friend and maid standing on left exit shot to the left (1 second) and maid on the right exits to the right of shot, leaving wife to stand alone in the centre of shot (2 seconds).Cut to. Shot 8 (long shot, slightly low angle): †¢(setting like shot 2) friend walks down stair and out of house (2 seconds) Shot 9 (same as shot 4) †¢(setting same as shot – but without doorman) Player to the right of husband and husband place chips into the centre of table respectively (3 seconds). They both fold cards and player to the right of husband swipes all the chips in the centre of table towards him and laughs (5 seconds). Husband bangs fists on table and gets up and exits door in background while man sitting on the right of shot gets up to congratulate man on who won (5 seconds).Cut to. Shot 10 (long shot, straight-on angle): †¢ sho t of exterior of house with big pillars and stairs on left of screen. Husband walks down two steps, pauses, then continues walking and exits out from the right (5 seconds): Shot 11 (medium long shot, straight-on angle) †¢interior of room (like shot 3). Wife has back to camera and walks towards the background with worried expression (right hand clasped on face) and then turns to the left of shot (8 seconds). Cut to. Shot 12 (long shot, straight-on angle): exterior of house (like shot 10) car drives through and parks in front of stairs on the right of shot with friend in the car. Friend gets off, converses with driver then walks into the house (4 seconds). Cut to. Shot 13 (medium long shot, slightly high angle) †¢interior of house (like shot 9). Friend barges into room, and walks over to gambling table where game is going on. Presumably asks players and spectators where husband is, they reply and friends leaves the room (7 seconds). Cut to. Shot 14 (long shot, straight-on an gle) Friend runs out of house (same setting as shot 10) from left of shot, down stairs and into his car. His drivers drives him away, exit right of shot (4 seconds). Cut to. Shot 15 (medium long shot, straighten angle) †¢shot of husband walking on the street along shops, one which has â€Å"rokers† written on window on the left of screen. He walks towards the shop, pauses to stare at it and then walks in (4 seconds). Cut to. Shot 16 (medium shot, straight on) †¢ interior of ‘Rokers' shop. There is a desk with a telephone on it, and chair in the foreground.The background though is more cluttered with a study, stacks of books, a rocking chair and cabinets . Husband enters through door on the right of shot. inspects the space, takes his hat off then unbuttons his jacket, pulls a gun that he's been keeping in his pocket out and sits down on chair and is inspecting the gun (21 seconds). Cut to. Shot 17 (long shot, slightly high angle) †¢shot of exterior of hou se (like shot 2). Friend's car drives in from right of screen and parks in front of steps leading up to house front door. Friend gets off car and walks briskly into the house (5 seconds). Cut to.Shot 18 (medium long shot, slightly high angle): †¢interior of room (like shot 3), wife sitting on chair on the right side of the foreground. Then enters maid with friend. Cut to. Shot 19 (medium shot, straight on) †¢interior of room (like shot 16). Husband sitting on chair, leaning against table with telephone near his elbow. Husband looks at gun, chuckles then looks at telephone and picks it up (8 seconds). cut to. Shot 20 (medium shot, straight-on) †¢interior of room (like shot 3), friend and wife talking then phone rings and friend picks it up (5 seconds). cut to. Shot 21 (medium shot, straight-on) Interior of room (like shot 16), husband sitting on seat leaned against table speaking on telephone (4 seconds). Cut to. Shot 22 (medium shot, straight-on) †¢interior of ro om (like shot 3) friend laughs on phone then wife gets up looking relieved and happy (2 seconds). Cut to. Shot 23 (medium shot, straight on) †¢husband in same pose as in shot 21 continues to speak on the phone looking at his gun which is now pointed towards the ceiling (5 seconds). Cut to Shot 24 (title) †¢White text on black background that reads, â€Å"Determined upon suicide† (3 seconds) Shot 25 (medium shot, straight-on) friend and wife standing in the middle of interior of room (like shot 3), friend speaking on the phone and wife standing looking over shoulder (2 seconds). Cut to. Shot 26 (medium shot, straight-on) †¢interior of room (like shot 16) with husband in same position as shot 21, continues to laugh and talk; still pointing gun to ceiling (2 seconds). Cut to. Shot 27 (medium shot, straight-on) †¢friend and wife in same position as shot 25, friend getting angry, hands wife the telephone then exits to the left of shot. Wife speak on the phone w ith softer, happier expression (11 seconds).Cut to Shot 28 (Long shot, straight-on) †¢friend exits house, gets into car, then is briskly giving instructions to his driver pointing forward. The car drives off and exits to the right of the shot leaving a dust trail behind (3 seconds). Cut to. Shot 29 (Medium shot, straight on) †¢Husband sitting in same position as shot 21 and continues to speak on the phone and absentmindedly play with his gun (5 seconds). Cut to. Shot 30 (medium shot, straight-on) †¢interior of room (like shot 3), wife standing in the centre and continues to speak on the phone and occasionally smiling (5 seconds).Cut to. Shot 31 (long shot, straight on) †¢shows friend's car turning onto main road from left of shot and driving towards audience (3 seconds). Cut to. Shot 32 (medium shot, straight-on) †¢interior of house (like shot 3) with wife in same position as shot 30. Wife now looks worried and is accentuating the things she is saying over t he phone (6 seconds). Cut to Shot 33 (medium shot, straight-on) †¢setting and husband in same position as shot 21. Husband laughs once and looks at his gun (4 seconds). Cut to Shot 34 (medium shot, straight-on) wife in interior of room (like shot 30) and continues to look worried in and disagree into the phone, but after starts smiling and calming down slightly (13 seconds). Cut to. Shot 35 (medium shot, straight on) †¢same as shot 29 (2 seconds). Cut to Shot 36 (medium shot, straight-on) †¢wife in interior of room (like shot 3) and continues to speak on the phone worriedly. She then puts the phone down and moves off screen from the right (5 seconds). Cut to. Shot 37 (medium shot, straight on) †¢interior of room like shot 21, but the man stops speaking and puts the phone down (2 seconds). Cut to.Shot 38 (medium long shot, straight on) †¢interior like shot 3, wife frantically walking around room then moves off screen from the right (4 seconds). Cut to Shot 39 (medium long shot, straight-on) †¢interior of room which as a curtain on the right, a lot of empty space in the centre, a chair and a cabinet on the foreground to the right and a cabinet in the background on the left. The wife enters through the curtains on the left puts hand up and looks exhausted (3 seconds). Cut to. Shot 40 (medium shot, straight-on) †¢husband sitting on a chair in the same interior of room as shot 16.He looks straight at the camera and thinks then proceeds to write something down on (8 seconds). Cut to. Shot 41 (long shot, straight on) †¢car driving on windy road at fast speed (3 seconds). Cut to Shot 42 (medium shot, straight on) †¢husband sitting in same interior of room as shot 16 holding telephone in one hand and the gun in the other (gun pointing towards viewer). His eyes get droopy and he looks from the gun straight to the camera then smiles slightly (10 seconds). Cut to. Shot 43 (medium shot, straight-on) †¢same interior of room as shot 39, wife looks panicked, maid enters frame rom right side carrying baby and they all exit through the curtain on the left of the frame (3 seconds). Cut to Shot 44 (medium shot, straight-on) †¢wife and maid holding baby enters interior of room (like shot 3) from right. Wife picks up phone looking worried still and maid and baby stand to her left looking concerned (3 seconds). Cut to Shot 45 (medium shot, slightly high angle) †¢interior of room (like shot 16) husband is still sitting looking at his gun, then something on the telephone catches his attention and he puts it to his ear (3 seconds). ut to. Shot 50 (medium shot, straight on) †¢same setting and positioning as shot 44. Wife puts phone to baby's ear and tries to get him/her to speak (5 seconds). Cut to. Shot 51(medium shot, straight on) †¢same setting and positioning as shot 45, husbands looks more happy to hear the voice on the phone (3 seconds). Cut to Shot 52 (medium shot, straight-on) †¢sam e as shot 50 (2 seconds). Cut to. Shot 53 (medium shot, straight on) †¢same setting and position as shot 51, husband looks relieved but sad. (3 seconds). Cut to. Shot 54 (medium shot, straight on) same setting and shot as 44 wife tells maid and baby to leave, they exit to the left of the shot then wife continues to speak on the phone (3 seconds). Cut to Shot 56 (long shot, straight on) †¢shot of streets and car driving fast down in (2 seconds). Cut to. Shot 57 (medium shot, straight-on) †¢same setting as shot 44. Wife standing in the centre of shot continues to speak on the phone (2 seconds). Cut to. Shot 60 (medium shot, straight on) †¢same setting as shot 45, husband puts phone down and slowly brings gun up to temple (6 seconds). Cut to. Shot 61 (medium shot, straight on) Wife in same setting and position as shot 57. She continues to listen attentively to the phone, then has two shocks when she hears something on the phone. (12 seconds). Cut to. Shot 62 (medium shot, straight-on) †¢same setting and position as shot 60, husband takes fuming gun out of mouth slowly (2 seconds). Cut to . Shot 63 (medium shot, straight on) †¢same setting and positioning as shot 52. Wife now frantically speaking into phone (9 seconds). Cut to. Shot 64 (long shot, straight on) †¢Friend's car drives around the corner and parks in front of shop. He gets off quickly (3 seconds).Cut to. Shot 65 (medium long shot, straight on) †¢friend runs quickly through door at the background then exits through door on the left of screen (5 seconds). Cut to. Shot 66 (medium long shot) †¢friend walks into interior of room (like shot 16) then slowly picks up friend by the head and then places him back down (15 seconds). Cut to. Shot 67 (medium shot, straight-on) †¢wife standing in the same interior as shot 63 speechless (4 seconds). Cut to. Shot 68 (medium shot, straight on) †¢ same interior of room as shot 66 friend stares at dead husband and the n picks up telephone. Cut to.Shot 69 (medium shot, straight on) †¢Wife still speaking on the phone in interior of room like shot 63 (4 seconds). Cut to. Shot 70 (medium shot, straight on) †¢friend in same position as shot 68 speaking on the telephone (2 seconds). Cut to. Shot 71 (medium shot, straight on) †¢same as shot 69 (2 seconds). Cut to. Shot 72 (medium shot straight on) †¢same as shot 70 (2 seconds). Cut to. Shot 73 (medium Shot, Straight on) †¢same setting and position as shot 69, then wife puts telephone down and looks shocked and sad and exits to the right of the shot (13 seconds). Cut to. Shot 74 (long shot, straight on) same interior as shot 39, wife enters from right of shot, can see her profile, then she drops to the floor and her head is partially hidden between the cabinets in the background and foreground (12 seconds). Cut to. Shot 75 (title) †¢white writing on black background written, â€Å"The wife set free from her unfortunate alli ance† (6 seconds). Cut to. Shot 76 (medium long shot, slightly high angle) †¢interior of room, with lots of furniture, wife sitting on chair looking sad, friend enters from left of shot and give a huge bouquet of flower to wife, wife looks slightly happy and hopefully (32 seconds) Written Account of Death's Marathon† dir. D. W. Griffith. (1913) D. W. Griffith's â€Å"Death's Marathon† contain certain prominent stylist cinematic features which are evident through the repetitive use of mise-en-scene, specifically the setting and staging of each shot, editing, framing and the level and angle of each shot. Firstly, the mise-en-scene used in this extract of â€Å"Death's Marathon† are specific to the setting, props and movement of characters. In this clip, the settings evident mainly include the interior of rooms in houses or the landscape of the geographical location as evident with the long shots of the roads and town.These settings are used primarily to show that the story is focused around family and relationship issues as the problems that arise in the story include conflict between marital and business relations. Also, the each setting of the interior of rooms where shot with a short focal length (wide angle) which exaggerated the depth making the distance between the background and foreground seem greater. Apart from the setting, the props used help the viewers distinguish between each interior of the rooms. Also, in each setting there is a different alignment of chairs, desks etc. hich makes certain different props stand out; this allows for objects such as the telephone to become a motif prop. In regards to mise-en-scene, the movement of the character, or lack thereof, is another formal property which is largely evident in this extract because most of the movement is restricted to the small, central area of each shot creating an emphasis on the character's actions. Apart from being restrictive, the character's movement is als o The angle and distance of framing of the shot in this extract are all very imilar in the sense that most of the shots are either a straight on angle or has a slight hight angle. And the Apart from the miss-en-scene aspect of the extract, the specific editing used, combined with the shot length was another stylistic pattern that was evident. The extract did not have any use of transitions. It only cut from one shot to the next throughout. However, Griffith did use shot-reverse-shot technique when the characters were having a discussion over the telephone specifically when the wife was speaking with her husband leading up to his death.The build up to the climax (death of husband) used the shot-reverse-shot technique which includes using shots with shorter lengths (2 seconds each) to create a rhythmic beat, much like that of a heart beat. This slow shot length however is also balanced with longer shots (which lasted up to 12 seconds), more specifically evident after the death of the husband which mimicked the speechlessness of the wife. †¢ angle – straight on angle, medium + long shot (quite simple)

General Information and Cure for Alzheimer’s Disease

This research paper in general provides various details about the Alzheimer’s disease. The various symptoms and the various methods used to detect this disease. It also provides in general information about the methods that are used to cure the disease. Some of the natural techniques used to cure it. The various social and physiological issue faced by people suffering from this disease. Introduction Alzheimer's disease is an irreversible brain disorder which has no cure.This disease affects its victims slowly over a period of time and leaves them with no or very little control of their mind. Some of the affects of Alzheimer's disease are partial or total memory loss, they are not in control of their mind to make judgments, it leads to personality changes in the affected person and many a times they loose their control over their language skills. Alzheimer’s disease is one of the disease that affect its patients over a long span of time and with out a warning.The symptom s of Alzheimer’s disease are very similar to that of old age and are many times misinterpreted as old age and by the time people realize the actual problem it is too late. Some of the most common and early signs of Alzheimer’s disease is the loss of short term memory and this is one of the ignored by many and slowly and steadily becomes worse over a period of time. There are a number of organizations that have been started to find a cure for the disease and also to help the victims cope with the stigma faced by them in the general public.One of the major organizations started to help this cause is the Alzheimer's Disease Research (ADR) which was established way back in 1985 to provide funds to organizations performing research on Alzheimer's disease and also to educate the general public about the disease and raise awareness about the same. Alzheimer’s disease Alzheimer's disease was first detected by a German physiotherapist way back in 1901 when a patient was brought to him by her husband as he was not able to take care of her due to her ever diminishing mental health.He noticed that the patient was suffering from short term memory loss and cloud not remember a thing. He continued research on these symptoms for the next 5 years and presented the same at the 37th Assembly of Southwest German Psychiatrists. The name Alzheimer's disease became popular after it was written about by Emil Kraepelin in his book called â€Å"Textbook for Students and Doctors†. However in the whole 20th century this disease was assumed to affect only the people who were of age 60 and above.However in early 1980s it was realized that this disease could affect anyone in any age group and the name Alzheimer's disease was used to refer to all the patients who were contacted with this disease (Alzheimer’s Research Foundation). Alzheimer's disease stops the normal functioning of the brains and reduces its capabilities to perform normal everyday activities . The disease grows over a span of time and the affected persons control over his brain lessens as time passes. Alzheimer's disease is an irreversible disease which has no found cure.The person who is contacted with this has no or very little control his brain and is not able to think and understand things correctly. The patient many have short term memory loss and may forget his name and many a times it has been noted that the patient will walk away from home and wander around not knowing what is to be done. The first sign of Alzheimer's disease is the loss of short term memory. This is a sign which is ignored by many as a sign of old age and by the time one realizes the issue it is too late.Over a span of time the person looses his thinking abilities and finally it leads to a change in the personality of the person suffering from Alzheimer's disease. In the last stage the person become fully dependent on others for his day to day activity and has to be kept under supervision at al l times. The person may get infected by an infection which may eventually lead to his death. It is said that usually people over the age of 65 are contracted with this disease however one can come in contact with Alzheimer's disease at any age.However age is the key factor for people who suffer from this disease as it ahs been noted that the chances of a person having this disease increase as the person grows older (Wikipedia). Some of the common symptoms of Alzheimer's disease are as follows; Short term Memory loss (Cohen): There are a number of symptoms that will be noticed in a person who is suffering Alzheimer's disease, however the most common and one of the symptoms that can be noticed in all the patients is the loss of short term memory.All the patients suffering from Alzheimer's disease loose there short term memory and are known to become forgetful. Short term memory loss is considered to be one of the key symptoms of Alzheimer's disease. However many time patients avoid te lling this fact to people around them and are know to smartly hide this issue. This is done by them to avoid being made fun by their family members and friends. Confusion and Wandering: Memory loss is followed by problems related to confusion where the affected person finds it difficult to perform even their everyday work properly.They find it difficult to perform some easy everyday work like cooking, eating etc very difficult to do. It becomes very difficlut for them to remember the name of people and places. It worsens to such an extent that they forget the names of their own children and grandchildren. This further worsens and the patient looses track of direction and finds it difficult to find his way around the house and many a times once he goes away from the house, does not know the way back home and is then referred to as a wanderer.In the beinging the affected person will not realize the problem and as time passes things will worsen and the person will find it very difficul t to find his way back home. Personal Care: The personal hygiene of the person suffering from Alzheimer's disease will deteriorate over the span of time. A person who would really take care of his hygiene will start ignoring it. The person will not want to have bath or brush his hair everyday, will forget to brush their teeth etc.Many times the person will start having a weird sense of dressing and will start wearing inappropriate dressing. In this stage a personal care taker will be needed to take care of the everyday work of the person and the patient will require constant help in doing their everyday activities. Mood Swings: A patient suffering from Alzheimer's disease will have massive mood swings and the person will behave differently on a day to day basis. There will also be sudden and quick changes in the person; they might start laughing when they would have been crying only a minute back.They might even start having fights and arguments with themselves or a non living objec t like the floor or even the television. They will start fighting with anyone around and will always be restless. They might even start talking to themselves and mumbling. Sundowner Syndrome: During the stage when the person starts having mood swings, he also starts suffering from the Sundowner Syndrome where the sunset has a very bad affect on the patients brain and the person becomes every restless and becomes over active during the night and early morning hours (Richter & Richter).Diagnosis (Alzheimer's Disease): The diagnosis of a person Alzheimer's Disease is a long and lengthy process and is based on the observations made by the physician over a period of time. A series of tests to check the memory of the person are done over a period of weeks or months to asses the condition. The physician performs number of other tests too to rule out any other disease that the person might be facing. This is done only to check for the symptoms of other diseases, as no clinical test has been proven to diagnose Alzheimer's Disease completely.All the diagnosis is based on the experience and knowledge of a physician who specializes in memory related disorders. The only guaranteed way to detect the Alzheimer's Disease is to do a micro scopic examination of the tissues of the brain. Causes of Alzheimer's Disease (Cohen): There are a number for theories have been formed about the causes that lead to Alzheimer's Disease, many of these have been accepted universally and on some of the other theories research is still on.Some of the causes of Alzheimer's disease are as follow (Richter & Richter)s: Bacterial Infection: Bacterial infection is considered to be one of the major causes of Alzheimer's Disease. Chlamydia Pneumoniae is a virus that usually affect the lungs, nose and sinusus of the infected, however it has been noted that this virus is very prominentnt in the brains of people suffering from Alzheimer's Disease. In a research doen recently seventeen out of ninteen patien ts suffering from Alzheimer's Disease had the virus in their brains.Brain Damage or Head Injury: The chances of a person having Alzheimer's Disease become very high after a person has an head injury. The trauma that the brain has when a person has a head injury leaves traces of amyloid which is know to cause Alzheimer's Disease. Age Factor: Another major factor that increases the risk of Alzheimer's disease is the age of the person. It is said that the chances of Alzheimer's disease occurring increases after the age of 65 and every 5 years after that the risk increases by about 5 percent.Genetic Cause: It has not been scientifically proven that Alzheimer's Disease is a genetic disorder and people who have family memebers suffering from the diesease have a high risk of having the disease. However it has also been proven that genetic factors only increase the risk of Alzheimer's disease. Environmental Causes: There is also an argument about how high levels of aluminum in the environme nt increases the risk of Alzheimer's disease, however there is not scientific proof of this actually being a cause.Some of the steps to be taken to reduce the risk of Alzheimer's disease are as follows; Intellectual Stimulation: One of good ways to reduce the risks of Alzheimer's disease is by doing metal exercise and doing things that requires one to work their brain. This helps in keeping the brain healthy and in good shape. Regular exercise: Another good way to reduce the risk of Alzheimer's disease is by doing regular physical exercise. This helps reduces the amount of cholesterol in the body and also reduces the fat. This reduces the risk of Alzheimer's disease.Healthy Diet: The risk of Alzheimer's disease can be reduced by having food that is rich in vitamins and proteins. Also reducing the intake of fat also helps in reducing the risk of Alzheimer's disease. Lowering Cholesterol Levels: Reducing the levels of cholesterol in the blood also helps in reducing the chances of a pe rson having the disease. Many clinical trails are also on to check the risk factor. There is another study that has found that compounds found in marijuana known as cannabinoids helps in preventing Alzheimer's disease.However they have not been able to prove it for a fact or replicate the same. Some of the important facts about Alzheimer's disease are as follows (Alzheimer’s Research Foundation); 1. Over a 100 billion dollars are spent a year to do research and to find a cure for the disease. 2. Around 24 million people around the world suffer from Alzheimer's disease. 3. Around 5 million Americans are suffering from Alzheimer's disease. 4. It is estimated that over 81 million people around the world will be suffering from Alzheimer's disease by 2020.Conclusion It can be clearly understood the gravity of the disease and the problems faced by a person suffering from the disease. It is very important for a person to lead a healthy life and be careful if they have Alzheimer's di sease in their family as there are chances that they may have the disease themselves. It is also necessary that one does not ignore the symptoms of short term memory loss as this can be the beginning of the disease and if found at the right stage it is possible to slow down the process of it damaging your brain.Research is on to find out a cure for the disease and reduce the risks the disease. References Alzheimer’s Research Foundation. (n. d. ). Retrieved from http://www. alzinfo. org/alzheimers-disease-information. asp? mtc=google&kwd=alzheimer's_disease&gclid=CIuZgcqL34sCFQIFEAodcyncXg Alzheimer's Disease. (n. d. ). Retrieved from Wikipedia: http://en. wikipedia. org/wiki/Alzheimer's_disease#History Cohen, E. Alzheimer's Disease. Richter, W. R. , & Richter, B. Z. Alzheimer's Disease.