Wednesday, 2 December 2015

Jon Jost, Independent Film-maker - Stagefright

Jon Jost, independent film-maker. The early films
9. Stagefright
‘Stagefright’ (1981) is very different from the other early Jost films. The reason for the difference is two-fold: firstly it was originally made (in shorter form) for German TV, and Jost has adapted his methods to suit the medium, and secondly the subject under examination, the theatre, is examined in close-up, rather than, as in the pervious two films, through its effect on society at large.
The film looks different because it is all shot in a studio with actors performing against a black background. The emphasis, therefore, in on expression through the human figure, which both suits the TV medium and reproduces the methods of the theatre. In fact, since we are made constantly aware that we are watching actors performing, and since the camera does not move, watching the film is almost as much like being at the theatre as like being at the cinema.
The film has no plot, and like 'l, 2, 3, Four’ and other early shorts, the sub-text is in essay form. The argument has four stages: an introduction, an exposition, a climax, and a conclusion. The introduction is a short history of human communication, and, like everything else in Jost’s films, it can be read on more than one level. Firstly we are made aware that the subject being illustrated is communication as part of the evolution of mankind. Secondly we are aware that the story is being illustrated by actors, and that developments in communication have also taken place in the theatre. And thirdly we are aware that what we are watching is a film, another area in which developments in communication have taken place.
The film opens with a dance representing birth. It can be seen as the birth of mankind, and, in the way the dancer communicates through the use of her body, as the birth of human communication, and of theatre. The following sequences illustrate, visually and aurally, the refinement of this process towards communication through language. First we see the human face, which communicates states of mind through its expressions, then we close in on the mouth, and the extraordinary range of sounds it is capable of making. Then comes the addition of vocal sounds, and finally, as the image cuts back to reveal the full-length naked figure, we hear the first word of the film: 'Human’.
The next sequence follows the development of language, first with a figure clad in a toga reading Latin from a book, illustrating the birth of Western civilisation, the written word, and costume, and then, as letters proliferate wildly on the screen, the arrival of printing. The latter scene is the first with no human figure in it, showing that language has now taken on a life of its own; and the power of this new medium of communication is shown in the next scene: we see a close-up of a text, and, as it is read aloud, drops of blood-red ink fall on the pages, eventually obscuring the words.
So far, other than “Human”, not a word of English has been spoken; we have been looking at forms of communication in relation to their source and raison d'ĂȘtre - the human being - without being distracted by meanings.
The next scene, in which a cabaret hostess welcomes us to the show, marks the beginning of the exposition. We have followed the evolution of language into an important arena of communication: the theatre; in other words, as we sit there watching the performance, into our immediate situation.
The film then takes us through a medley of theatrical entertainment, while at the same time entertaining us with a medley of trick photography. The emphasis in these scenes, in both form and content, is on trickery, illusion, and falseness, showing how, in the world of show business, actors are used to create characters and images which effectively prevent any real person-to-person communication from taking place.
In a scene commenting on cabaret we watch conjuring tricks, while the camera is performing its own conjuring tricks by showing two characters, one shot from a low angle, and one shot from a high angle, simultaneously.
In a scene commenting, perhaps, on psychological drama, we see a young actress, in full-face and profile simultaneously, standing dumbly and nervously as two men, perhaps the director and producer, smother her with advice and instructions. The actress has no voice of her own, she is being manipulated by others, and the only thing which is genuine about the whole scene is the thing they are trying to eliminate; her stagefright.
In a scene commenting on the theatrical performances of statesmen three actors don masks of politicians and act out the kind of hand-shaking routines we see in TV and newspaper pictures. This scene makes two points: it exposes the public image-making of statesmen as a branch of show business, and it shows actors having to act out roles imposed on them by people with political power.
Every now and then during these scenes an actor doing an absurdly exaggerated James Cagney impression walks across the screen saying: “No wonder there are so many casualties.” And every now and then a hand holding a camera reaches down from the top of the screen and takes a photograph of us, the audience in whose name the whole bag of tricks is being performed.
The film’s climax is a sequence in which the cheapest trick in show business, the custard pie in the face, is rendered grotesque and terrifying by being shown in extreme slow motion. We see every detail as the pie flies through the air, hits the actor in the face, and begins to fall away. This is a very long take and its effect is deeply disturbing.
The action which is normally supposed to make us laugh is now seen as a vicious and humiliating assault on an actor whose suffering is all-too apparent. He looks as if he is being injured, and, indeed, psychologically he is. As with the scenes of the exposition we are being asked to question the relationship between actors and ourselves. Who are actors? What is being done to them, and, through them, to us? Why are we sitting watching? And who is controlling it all?
Then suddenly the film cuts to the famous newsreel footage of a Vietnamese peasant being shot through the head. We see more of it than is usually shown on TV: the man falls to the ground and blood fountains from the wound. At the same time there is a scream on the sound-track, and the film jumps out of alignment, as if it is about to break. The effect creates a powerful shock, a shock which should make us think and force us into an awareness of the film’s message.

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MLA Format Works Cited Generator

Students can use an MLA format works cited generator to help format their research paper or essay. Writing an essay is a tough task for most university students, especially for those who are new to the environment. The fact is that every tiny detail will make a difference to the research paper. Professional professors pay complete attention to detail. If the students do not follow MLA rules while writing essays, then their final grades go down, and the essay face rejection.
As such, using a MLA format works cited generator is almost a must for such aspiring students. The MLA format generator will automatically generate the citations for the paper without any hassles. Instead of having to write everything carefully, all that students have to do is, go to a generator and insert personal sources. The citations will automatically be generated without any mistake by the generator.
These tools help to save time as well as to ensure the final work is free of errors. There are many websites that have MLA format works cited generator. The generator automatically generates citation, when the details including the book’s ISBN, the bibliography style, the content type, the author’s name, creator type and publisher details are typed inside it. It does not get any easier than this. After the data is inserted, students can export the citation and insert it on personal essay.
There are other MLA format works cited generator websites, which do the same, with the difference of having one or two extra tools. Tools like this are a student’s best friend especially when a student is late to deliver a work and finds citation writing as the hardest part. The huge demand of these cited tools makes people believe that the dependability on such tools has increased enormously.
Writing by using the MLA format works cited generator is crucial. Imagine if students had total freedom to do whatever one pleased on paper, the student would not create a masterpiece but instead a mediocre paper. Standards for parts of a paper like citations also ensure universal acceptance of the paper. The MLA format works cited generator is the key to quick success and as soon as the student learns how to apply it, the student will deliver the paper with ultimate quality. MLA editors can also help students who are struggling with how to document and cite their research papers.
The MLA format citation machine helps students to reference sources in the Modern Language Association (MLA) format easily. It ensures that each source is formatted according to MLA rules and guidelines. The citation machine allows you to select the nature of the source you intend to reference (whether print or electronic) and then takes you to a section where you fill out reference information on the source. An Internet URL is required for an electronic source that you did not read from an actual book.
One benefit of the MLA format citation machine is that it helps students to properly reference sources and thus, avoid plagiarism charges. Plagiarism results from copying a text directly from a source without ascribing credit to it. While plagiarism is a serious offense, one that many students do not consider is the similarity issue. This results when students paraphrase the ideas of someone else but still do not give credit for the idea origination to the author. Similarity issues are also a danger for students who write research papers. It is good to use the MLA format citation machine, even if you think you do not need it. Another benefit of the citation machine is that it allows students to remain independent in their research work. There are many students who take their papers to the campus writing center or hire a writing tutor to help them overcome their writing weaknesses. However, an MLA format citation machine prevents students from helplessly depending on writing centers and tutors. Students need not have to schedule long, extensive appointments with others when they can log on to the World Wide Web and run their sources through an Internet site to see if their paper references are done correctly or wrongly.

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Essays Made Easy with Software

Why use software to write?
The question should be…
Why NOT use software to write?
There are many smart people in the world that simply do not write well. They may have trouble organizing their thoughts or they may not understand the basic five paragraph format.
Essay writing software can help.
There was a recent review of an essay writing software program recently in the Writer’s Digest online concerning a software called the Instant Essay Creator…
Some writers have trouble organizing their thoughts into essay format, while others are clueless as to how to write a conclusion. Middle school and high school students often struggle to master the art of writing the standard five-paragraph essays that English teachers love to assign. While there isn’t a writing software program on the planet that can magically transform dull and uninspired writing into an enticing inspirational essay, a quality specialized writing software program such as the Instant Essay Creator is definitely helpful for generating, organizing and developing random thoughts and ideas into a fine essay.
The Instant Essay Creator does not work magic, but it does work hard. What this program does best is guide its user step-by-step through the essay writing process using a template-based program which breaks the essay writing process down into manageable tasks. Using this easy to install program is a breeze, and Sayles, who just happens to be a writer and public school teacher, includes plenty of helpful pointers for assembling, organizing and polishing the standard five-paragraph essay.
The organizational aspects of this program are pragmatic and accessible and will help even the most scattered and disorganized of writers become more focused and productive. Students will benefit greatly from the instructional text, which helps writers develop the critical elements of an essay, such as thesis and point-of-view, while more seasoned writers are certain to appreciate the structured templates, which assist the writer in shaping scattered thoughts into focused and structured sentences and paragraphs.
We’re not talking brain surgery here. What the software basically does is break down the art of essay writing into small steps so that the writer doesn’t feel overwhelmed or get off track. The Instant Essay Creator is not a sophisticated or complex software program, and it doesn’t contain fancy graphics or elaborate illustrations, but it definitely makes the essay writing process less cumbersome and infinitely more accessible.
It won’t instantly churn out elegant prose by the barrelful, but it will guide struggling students through problem areas and it’s a great tool for practicing essay writing. The Instant Essay Creator is a useful tool for battling writer’s block and for increasing overall productivity because it’s a bit like having a writing coach by your side, guiding you along and helping you move forward in the right direction.

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NYU Stern School of Business MBA Essay Tips

As the NYU Stern MBA website states, “we seek students with strong intellectual ability and superior interpersonal skills (IQ + EQ)” The individual components of your application will be academic ability, professional achievements and career aspirations, and personal characteristics. While your academics will be evaluated mainly through your GMAT and GPA, the essays are a crucial part of your application strategy.
NYU has traditionally required a personal expression essay, but this year allows you to choose between the options. Either essay will tie back to your fit with NYU Stern. Option A is a great choice if you want to discuss your drive and motivation, while Option B allows a more personal expression of who you are.
Essay 1: Professional Aspirations (750 word maximum)
Why pursue an MBA (or dual degree) at this point in your life?
What actions have you taken to determine that Stern is the best fit for your MBA experience?
What do you see yourself doing professionally upon graduation?
Why MBA, why now, is an important question to answer. While many people seek the degree, NYU wants to invest in those who can use it most effectively. Perhaps you’re seeking an MBA for networking or professional credibility, or maybe you want an MBA to learn specific skills to change careers. Whatever your own personal reasons may be, make sure you can point to specific aspects of the MBA education both generally and specifically at Stern that are necessary to achieve your goals.
Note that this question specifically asks about your interest in pursuing an MBA at this point in your life. Why is now the right time for you, both personally and professionally? What will an MBA add to your already successful career trajectory to get you to the next level? If you are an older applicant you will need to spend time carefully communicating that you realize what an MBA can and can’t do for you at your professional level, and that you have a plan to leverage the MBA professionally in your next job.
This essay also offers an opportunity to demonstrate your fit with NYU Stern and describe why NYU Stern is the right place for you to spend the next two years of your life. Certainly personal experience of the campus through visits or student touch points would be ideal, but even if you are halfway around the world you can illustrate the many ways in which you learned about the NYU Stern experience.
The activities that most excite you academically should be logically related to your career goals explained in essay 1. The activities you are involved with might be professional, or could be personal hobbies or interests. This essay is your opportunity to describe who you are outside of work, and discussing the hobbies and extracurricular interests you have pursued thus far will be an important data point.
Your post MBA goal should be both achievable and demonstrate the need for an MBA. An MBA from NYU Stern will open professional doors for you, and you should demonstrate that you are ready to take advantage of those opportunities. Think about a logical sequence that starts with your past work experience, then your MBA education and ends with your immediate post MBA goal. Ideally your goal pulls from both your current work experience and the skills you will gain in the NYU MBA program.
Essay 2: Choose Option A or Option B
Option A: Your Two Paths (500 word maximum)
The mission of the Stern School of Business is to develop people and ideas that transform the challenges of the 21st century into opportunities to create value for business and society. Given today’s ever-changing global landscape, Stern seeks and develops leaders who thrive in ambiguity, embrace a broad perspective and think creatively about the range of ways they can have impact.
Describe two different and distinct paths you could see your career taking long term. How do you see your two paths unfolding?
How do your paths tie to the mission of NYU Stern?
What factors will most determine which path you will take?
Option A asks you to exercise a thought exercise about your future career goals. After identifying your immediate post-MBA career goal in Essay 1, where can you see your long-term career evolving? Again, both trajectories should be logical. For example, if you worked as an analyst in finance prior to your MBA, and plan to work in private equity post MBA, perhaps you see yourself as a partner in your PE firm as your first path, or operating a company as your second path. Each could unfold depending upon the choices you make or opportunities you see as you engage actively with your career.
The second part of this question asks you to tie both paths to the NYU Stern mission, which is to “develop people and ideas that transform the challenges of the 21st century into opportunities to create value for business and society.” Almost any career goal can reflect this mission, though infusing an element of leadership into your plans can help maximize your impact beyond the career of one individual. Developing people who can transform challenges could multiply your impact and create tremendous value.

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Writing Essays - New View in Joyce's Short Story, Clay

James Joyce’s famous short story, “Clay,” was published in 1914 in his collection of short stories titled, Dubliners.
Like literally every other short story ever published, “Clay” makes a strong old view value statement early on and then shows a new view reversal of that old view at the end. Let me demonstrate a three-step method that helps you analyze any short story using those concepts and that will help you get started writing literary essays:
#1- EARLY ON, STRONG STATEMENT: At the beginning of a short story, a strong value statement, an old view, is given by or about the main character, asserting an evaluation or describing some characteristic, goal, or desire.
The very first sentence identifies a goal or desire of the main character:
The matron had given her leave to go out as soon as the women’s tea was over and Maria looked forward to her evening out.
In the description of Maria’s getting ready to go out for the evening, as she’s preparing and serving tea for the women of the Dublin by Lamplight laundry, two strong old view value statements are made about two important characteristics of Maria,
  • Maria, you are a veritable peace-maker!
  • Mamma is mamma but Maria is my proper mother.
Because of the strength of the first old view value statement, we are given expectations of finding out how Maria was a strong-willed, clever, resourceful peace-maker, one who could bring peace to any troubled situation. And we expect from the second one to find out how she was Joe’s proper mother in all the idealistic ways that the phrase suggests.
#2-IN MIDDLE, SUPPORTING/UNDERCUTTING: In the middle of a short story, the old view is supported or undercut with descriptions, conflicts, and resolutions that set up the new view at the end.
DESCRIPTION: Many descriptions occur throughout the story that undercut the old views, so we’ll have to zero in on those with the clearest impact on the old view - new view relationship in the story.
In the beginning of the story, there’s a mixture of short descriptions of Maria’s character, her past, her plan for her trip to Joe’s house that evening, her relationship to Joe and Alphy as their nursing maid and nanny, how Joe and Alphy got Maria her the job at the laundry, Joe and Alphy’s presently strained relationship, the happenings at tea time, and Maria’s thoughts while dressing to get ready for her evening out.
During the tea-time meal, Lizzie Fleming said Maria was sure to get the ring and, though Fleming had said that for so many Hallow Eves, Maria had to laugh and say she didn’t want any ring or man either; and when she laughed her grey-green eyes sparkled with disappointed shyness and the tip of her nose nearly met the tip of her chin.
Since Lizzie had said, Maria was sure to get the ring… for so many Hallow Eves, it is plain that Lizzie had long wanted for Maria to get the ring, get a man, and get married. So did Maria. Though Maria says she didn’t want any ring or man either, her laughing with disappointed shyness says otherwise. She always wanted to be a proper mother, to raise her own family, but she never quite got the chance of getting married, which would have made that possible.
And what’s up with the description of Maria’s laughing and the tip of her nose nearly met the tip of her chin, which occurs again two sentences later, as well as at Joe’s house, when she’s being blindfolded to play another fortunetelling game? It must be important, though it’s not clear how. Maybe it just emphasizes her disappointed shyness about her relationships with men and her feelings about wanting to get married.
Right after Lizzie Fleming’s prediction, Then Ginger Mooney lifted her mug of tea and proposed Maria’s health while all the other women clattered with their mugs on the table, and said she was sorry she hadn’t a sup of porter to drink it in.

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Essay Writers - 8 Ways to Squeeze Out Creative Juices

Essay writers are known to be artistic, inventive, and imaginative. But they’re humans too, they also experience idea block out. It can be due to a lot of different reasons - stress, uninspired, etc. Essay writing, unlike any kind of physical and mental activity, is way more demanding. It requires 100% concentration and 101% creativity.
But the problem lies on squeezing those needed creative juices. While some writers can come up with brilliant ideas in a snap, many struggles on fabricating thoughts to work on. Here are some tips to bringing out the ingenious side of essay writers:
1.Work in a comfortable place 
Having a comfortable environment is conducive for brainstorming. Essay writers tend to be more creative when surrounded with the same kind of people. It was also proven that hanging out with creative people can make one a creative person as well. Having such inspiring atmosphere contributes to thinking bright ideas.
2.Read and digest 
Reading is a great means to instigate creative ideas. It doesn’t matter what subject matter it is. Reading is intellectually stimulating. There are a lot of things to be learned in reading different kinds of materials. The more one gets to read, the more one gets to know. Reading introduces the essay writers to endless writing possibilities.
3.Try something new daily 
Experiencing new things opens the door for innovative writing ideas. These new experiences broaden essay writers’ perspectives. The more experience, the more room for learning and discovery.
4.Focus on an artistic activity everyday 
The idea is to stimulate the creative cells in the mind. Essay writing requires a fully-conditioned creative mind. Doing an artistic activity daily sharpens and hones skills. A regular exercise for the brain manifests its benefits during crunch time.
5.Let the imagination run wild 
In imagination, sky is the limit. Weird imagination triggers creative ideas. Exaggerating or the extremes are exciting take off for essay writers aspiring for catchy topics. Imagining is the ultimate brain exercise. Thinking outside the box is key to bring out the eccentric genius in any writer.
6.Practice a little discipline 
Many essay writers believe in the idea “write as the mood strikes”. But it’s not quite healthy. Whatever creative outlet it may be, it is beneficial to set a few minutes each day to continuously stimulate the mind. It doesn’t need to be something too major. Doodling is one good form of daily creative activity.
7.Allocate sufficient time 
Cramming is not a good way to outflow ideas. Forcing it out can lead to haphazardly written works. Having ample time to think and plan produces quality essay composition. Many essay writers do not work well under time pressure.
8.Ask other people 
Diversity is directly related to creativity. New ideas are acquired through new perspectives. As the saying goes, those who are afraid to ask are afraid to learn. Brainstorming can convert a raw idea into brilliant essay writing. Essay writers can draw out fresh writing styles and designs through talking to diverse people.

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Proof of a Creator - A Rejoinder to Theodore Schick, Jr

This essay is a rejoinder to a paper written by Theodore Schick, Jr., Professor of Philosophy, Muhlenberg College, Allentown, Pennsylvania. The 1998 paper is entitled *“The ‘Big Bang’ Argument for the Existence of God”* and is a rebuttal to the views held by Hugh Ross, noted astronomer and Christian apologist, as expressed within his book *The Creator and the Cosmos*. The paper was originally published in *Philo, the Journal of the Society of Humanist Philosophers*.
The impetus of Dr. Schick’s paper is to discredit Dr. Ross’s contention that the acceptance of the theory of the “big bang” as the beginning of the universe implies that it must have had a cause beyond the event itself, and Dr. Schick’s corollary contention that such an assertion is nothing but a scientifically updated variation of St. Thomas Aquinas’s “uncaused first cause” argument to prove the existence of God. As blasphemous as it might sound coming from a Catholic such as me, I acknowledge that Aquinas’s reasoning left something to be desired in this case. I don’t contest Dr. Schick’s views on this point.
As a Catholic high school student, I once had the effrontery to ask a priest in religion class, “If it is sufficient to assert that 'God always was, always is and always will be’ then why can’t we just say the same about the universe?” (The priest’s response was less than memorable.) In his paper, Dr. Schick echoes my youthful inquisitiveness:
“But if we’re willing to admit the existence of uncaused things, why not just admit that the universe is uncaused and cut out the middleman? David Hume wondered the same thing….”
The meat of Dr. Schick’s rebuttal to Dr. Ross’s views is that Dr. Ross positions a higher dimensional time, a time in which the spacetime that we know and live within was created: the creator’s time. Since the big bang is held to be the beginning of time, Dr. Ross argues, that implies it must have had a cause, as did the beginning of everything else. Since the big bang is the beginning of our time, then its cause cannot have been within our time (because an effect must follow its cause); rather, it must have been within the higher dimensional time of the creator that Dr. Ross positions.
Dr. Schick rebuts this argument as follows:
“This argument arrives at the conclusion that the universe has a beginning in time by assuming that the universe has a cause. But the big bang argument uses the premise that the universe has a beginning in time to arrive at the conclusion that the universe has a cause. So Ross is arguing in a circle. He is assuming that the universe has a cause to prove that the universe has a cause. Because Ross begs the question about whether the universe has a cause, he does not succeed in proving the existence of a higher dimensional time, let alone the existence of a transcendental god.”
Dr. Schick is correct. It is, therefore, my intention within this essay to attempt to provide the justification that Dr. Ross’s argument lacks to assume that the big bang (and, therefore, the universe) had a cause. For the benefit of my argument, I appeal to none other than perhaps the most venerated, self-professed atheist in scientific history, Albert Einstein himself! It is an understatement to judge it ironic that I perceive that such a renowned atheist proved, albeit unwittingly, the existence of God or, more precisely, a creator of at least some sort.
It was Hermann Minkowski, Dr. Einstein’s erstwhile math teacher, who first pointed out to him that his special theory of relativity implied a four-dimensional universe, now usually referred to as the “block universe.” In this scheme of reality, time is reduced to a mere fourth dimension, with the result being that the universe can no longer be viewed as being composed of space and time, but rather as an unified structure called “spacetime,” with all events within the universe (including particles seemingly being created without a cause via vacuum fluctuations) occurring at the confluence of four-dimensional points

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