Ancient and Modern Elements in Julie Taymors Adaptation of Shakespeare

Ancient and Modern Elements in Julie Taymor's Adaptation of Shakespeare's Titus Andronicus Roman coliseum . . . Formica kitchen Armored warrior . . . Armored tank Gregorian Chant . . . Hard Rock White toga . . . Metallic business suit Ancient Rome . . . Modern America At first glance, these categories appear entirely incompatible, unable to exist together. However, in Julie Taymor's adaptation of Shakespeare's Titus Andronicus, we find that they are compatible after all. With elaborate sets, stunning costumes, and a remarkable film score, Taymor blurs the boundaries that divide them and creates a world that accommodates both ancient Rome and modern America. The film soundtrack was an important element in creating the juxtaposed world that Taymor desired. Taymor selected Elliot Goldenfall, a veteran composer for the stage and screen whom she had known for twenty years, to head the scoring. Their long association served them well in this endeavor - the final film score was both stunning and effective in combining ancient and modern musical elements. Goldenfall manipulated four main musical styles to score the film (symphonic, jazz, hard rock, and aria), and each style represented particular emotions. The opening scene in the coliseum is a particularly potent display of Taymor and Goldenfall's artistic creativity. Warriors covered in gray armor, stoic faces smeared with a bluish-gray paste, march resolutely into the coliseum. As they move into formation, Goldenfall uses the powerful sounds of symphonic music to instill a feeling of triumph. Horns blare victoriously. Footsteps are marched in a steady andante, matched with heavy drums. A strong male chorus joins the music, the singing reminiscent of modal G... ...us, and various dignitaries enter the dining room, Goldenfall inserts a muted Italian aria, like one heard in a fine Italian restaurant. Considering the nature of the scene and the audience's knowledge of what is to be served, the aria serves to increase audience disgust. And as the beautiful music wafts through the background of the scene and Tamora eats the flesh of her own sons, the revulsion is intensified. It is almost a relief when the scene erupts into violence. It is not an easy task to fuse modern society with that of ancient Rome. However, under Taymor's direction the sets, costumes, and film score accomplish just that. In particular, by combining modern and archaic music styles, Goldenfall successfully augments the effects Taymor strives for. The result is a high-powered film that takes Shakespeare's classic to levels it has not previously been taken.

Application Form Template (Sainsburys)

|Application Form | |THE INFORMATION YOU SUPPLY ON THIS FORM WILL BE TREATED IN CONFIDENCE. | |Please note that the closing date for this job vacancy is Monday 30th April 2013. apply for this post please accompany this | |application form with your curriculum vitae and a cover letter. | |We will require you to be available on 1st May 2013 for interviews. | |Section 1 Personal details | Title: | |Last Name: | | |First Names: | | |Address: | | | | | | | | Postcode: | | | | |Home Telephone Number: | | |Mobile Telephone Number: | | |E-mail address: | | |Are you eligible to work in the UK? Yes | |No | | |Do you hold a full UK driving licence? |Yes | |No | | | | |If yes, Do you have any points or convictions etc? : | | | | | | |Section 2 Rehabilitation of Offenders Act | |Have you ever been convicted of a criminal offence? |Yes | |No | | |Have you any prosecutions pending? |Yes | |No | | If yes, please give details / dates of offence(s) and sentence: | | | |Section 3 Health | |Nu mber of days absent in the last 2 years: | | |Please state number of times in the last 2 years: | | | |Are you registered disabled? |YES No | |If yes please provide your disability number and details: | | | | | |Section 4 Education | Date From |Date To |Name of School |Examinations taken and Qualifications Gained (Specify Grades) | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Section 5 Employment Record |Please list chronologically, starting with current or last employer |Name and Address of Employer |Date From: |Date To: |Job Title/Job Function/ Responsibilities: |Salary and Reason for | | | | | |Leaving | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Section 6 References | Please give the names and addresses of your two most recent employers (if applicable). If you are unable to do this, please clearly outline who your referees are. | |(NB. References will only be taken if you commence employment with us) | |Reference 1 | |Reference 2 | |Name: | |Name: | | Their Position (job | |Their Position (job title): | | |title): | | | | |Work Relationship: | |Work Relationship: | | |Organisation: | |Organisation: | | |Dates Employed: |From: |To: |Dates Employed: |From: |To: | Address: | |Address: | | | | | | | | | | | | | | | | | |Postcode | |Postcode | | |Telephone No: | |Telephone No: | | |E-mail: | |E-mail: | | Section 7 Declaration | | | |I confirm that the information provided in this application and within my Curriculum Vitae is both truthful and accurate. I have omitted no facts that could affect | |my employment. I u nderstand that any false misleading statements could place any subsequent employment in jeopardy. I understand that any employment entered into is| |subject to documentary evidence of my right to work in the UK and satisfactory references. I expressly consent to personal data contained within this form being | |recorded for the purposes of assessing suitability for the post and may form the basis of any subsequent personnel file. | |Signed: | |Date: | | | | | |White Rose undertakes that it will treat any personal information that you provide to us, or that we obtain from you, in accordance with the requirements of the | |Data Protection Act 1998. After initial assessment, White Rose may keep your details on file pending suitable opportunities that may arise in the future. Please | |tick if you do not wish us to hold your details. | |Section 8 Recruitment Monitoring Form | | | |This sheet will be separated from your application form upon receipt and does not form part of the selec tion process.It will be retained by the Human Resources | |purely for monitoring purposes. | |Application for the post of: | | |To help us ensure that our Equal Opportunities Policy is fully and fairly implemented please COMPLETE THIS SECTION OF THE APPLICATION FORM. | |What is your Ethnic Group? | |Choose ONE section from A to E, and then tick the appropriate box to indicate your cultural background. | |A. White | |D. Black or Black British | | |White UK | |Black Caribbean | |Irish | |Black African | | |White non-UK | |Any other Black background | | | | |(please give details): | | |Any other White background | | | | |(please give details): | | | | | | |B. Mixed | |E.Chinese or other ethnic group | | |White & Black Caribbean | |Chinese | | |White & Black African | |Vietnamese | | |White & Asian | |Any other ethnic background | | | | |(please give details): | | |Any other Mixed background | | | | |(please give details): | | | | | | |C. Asian or Asian British | | I do not w ish to provide this | | | | |information | | |Indian | | |Pakistani | | |Bangladeshi | |Any other Asian background | | |(please give details): | | | | |Section 8 Recruitment Monitoring Form continued | |Gender | |Male | |Female | | |Disability | |Disability is defined as â€Å"physical or mental impairment, which has a substantial and long term adverse effect on a person’s ability to carry out normal day to day | |activities†. | |Do you consider yourself disabled? |Yes | |No | | If yes, please give details: | | | |Age Group | |16-25 | |26-35 | |36-45 | | |46-55 | |56-65 | |66-70 | | |Over 70 | | |Media | |Please state where you saw this post advertised | | |

Social Media: Positive or Negative?

Social Media: Positive or Negative? By: Michele Dean Facebook, Twitter, Pinterest and You Tube have become the fashionable way of communicating with the masses. It seems that you are not somebody until everybody knows about you. Actors, athletes and reality television stars use social media to connect with fans. As society becomes more interested in gossip, social media will become more popular. But, is this a positive step forward or could this fascination have negative consequences? A couple of years ago a Bulgarian diplomat was fired from his job for playing FarmVille on Facebook during budget meetings.Dimitar Kerin had been warned about playing the game while at work but he failed to pay heed to his superiors. When he was let go from his position, Dimitar stated that he wasn’t the only member of the committee to play the game. Dimitar pointed out that he was only level 40 whereas other committee members were level 46. (Bosker, 2010) In 2009 an employee of the Philadelphia Eagles Football Team was fired because of a post he placed on his Facebook page. The employee, Dan Leone, was upset that the team traded a player he liked. Dan decided to take to his Facebook page and let his friends know how he felt.He used a curse word and called his employers retarded. A short time later, Dan decided that his post was not professional and he deleted it. But, it was too late. Someone from the office had seen the post. Dan was fired a few days later. He had worked for the company for six years and never had any issues. He apologized profusely but the words fell on deaf ears. (ESPN News Services, 2009) Aside from employers tracking your use of social networking while on the clock, they are starting to use these sites to assist in the selection of new employees.In January of 2012 the job search website Career Builder hired Harris Interactive to find out how many companies searched social networking sites for information on prospective employees. The study found that 37% of the companies polled currently looked at the social media pages of applicants while another 11% stated that they would be starting that practice soon. The companies polled stated that they looked mainly for references to substance abuse, posts of inappropriate pictures, bad grammar and negative comments about former employers.One third of the companies polled admitted that they had passed on hiring someone based on what information they’d found. (Richard, 2012) So, what does this mean for those of us seeking employment in a future where nearly fifty percent of the employers we give our resumes to will be scouring Facebook, Twitter and You Tube for dirt on us? It means that privacy is of the utmost importance. Make sure that the information you share is only available to your friends. Be sure to update your privacy settings on a regular basis.Let your friends know what is acceptable to post about you and what isn’t. Remember, they can snap a picture of you and po st it on their own accounts. Basically, you should look at anything and everything that you do or say on any social network and assume that you are shouting it to the entire world. Eventually, someone important will see that information. So be careful. The Internet is not as anonymous as it used to be. References Bosker, B. (2010, May 30). Politician Dimitar Kerin Fired For Playing Farmville On The Job.Retrieved November 24, 2012, from The Huffington Post: http://www. huffingtonpost. com/2010/03/30/dimitar-kerin-fired-over-_n_518635. html ESPN News Services. (2009, March 9). Facebook post gets worker firec. Retrieved November 24, 2012, from ESPN. com: http://sports. espn. go. com/nfl/news/story? id=3965039 Richard, J. (2012, April 20). 37 Percent Of Employers Use Facebook To Pre-Screen Applicants, New Study Says. Retrieved November 24, 2012, from The Huffington Post: http://www. huffingtonpost. com/2012/04/20/employers-use-facebook-to-pre-screen-applicants_n_1441289. html

Using Más in Spanish as an Adverb, Noun, or Pronoun

Using Ms in Spanish as an Adverb, Noun, or Pronoun Ms is the word most commonly used in Spanish as the equivalent of more and sometimes most. It typically functions as an adverb but sometimes as an adjective or pronoun. Here is a guide to its usage: Using Ms to Mean ‘More’ or ‘Most’ In its most simple use, ms can come before an adjective or adverb to mean more or most, depending on the context. In the same way, ms is often the equivalent of the English suffix -er or -est.  ¿Cul es el idioma ms fcil para aprender? (What is the easiest language to learn?)Es ms difà ­cil vivir en el à ©xito. (It is more difficult to live with success.) ¿Si me baà ±o en cloro serà © ms blanco? (If I bathe in chlorine, will I be whiter?)La propulsià ³n warp de Star Trek se usa para viajar ms rpido que la luz. (Star Treks warp propulsion is used to travel faster than light.)El monte Fujiyama es conocido como la ms hermosa montaà ±a en la Tierra. (Mount Fujiyama is known as the most beautiful mountain on Earth.) When it comes before a noun, ms can function as a masculine or feminine adjective and also be translated as more. Its use as an adjective to mean most is possible but uncommon. Hay ms felicidad en dar que en recibir. (There is more happiness in giving than in receiving.)Puedes enviar una invitacià ³n por correo electrà ³nico a dos o ms personas a la vez. (You can send an invitation by email to two or more people at a time.) ¿Causa la contaminacià ³n del aire ms muertes extra al aà ±o que el tabaco? (Does air pollution cause more additional deaths each year than tobacco?) Ms can also function as a pronoun in the same way where it substitutes for ms noun: Tengo ms que tà º. (I have more than you.)Compramos ms cuando tenemos hambre. (We are buying more when we are hungry.)Lo ms que puedes lograr es ser nà ºmero dos. (The most you can accomplish is to be number two.) Ms Que vs. Ms De The phrase more than is nearly always translated as ms de or ms que. However, the two phrases are used in different ways, arent interchangeable, and should not be confused with each other. Ms de is used with numbers and quantities: Las olas, de ms de siete metros de altura, hicieron estragos. (The waves, more than 7 meters high, created havoc.)Habà ­a ms de un mil espectadores. (There were more than 1,000 spectators.)Es importante beber ms de dos litros de agua al dà ­a. (It is important to drink more than two liters of water per day.) Ms que is used otherwise. As in the second example below, an adjective or adverb can come between the ms and the que. Hoy te amo ms que ayer. (I love you more today than yesterday.)La paz es ms difà ­cil que la guerra. (Peace is more difficult than war.)Somos mucho ms que amigos. (We are much more than friends.) Using Ms With Verbs Although ms is often translated as more when used as an adverb following a verb, often it is better to let the context suggest a different translation:  ¡No puedo vivir ms con mis padres! (I cant live any longer with my parents!)Pienso ms cuando no hay distracciones. (I think better when there arent any distractions.)Esta pilas recargables duran ms. (These rechargeable batteries last longer.) Using Ms in Arithmetic In mathematical formulas, ms is the equivalent of plus: Dos ms dos es igual a cuatro. (Two plus two equals four.)La suma de cero ms cualquier nà ºmero da dicho nà ºmero. (The sum of zero plus any number gives that number.) Ms vs. Mas Ms should not be confused with mas, even though the two words sound alike and come from the same origin. Mas is a preposition meaning but. You wont hear it used very often- mas has a mostly literary use and in real life the word choice for but is pero. Centuries ago, ms and mas started out as the same word, with the former eventually getting the accent because it would get the stress as its more and but meanings diverged. Key Takeaways Ms is usually used as an adverb to mean more or most.Ms can also be used as an adjective or pronoun meaning more.Ms and mas are not the same word; the latter is a literary word meaning but.

Réaliser - to Realize - French Verb Conjugations

Rà ©aliser - to Realize - French Verb Conjugations The  French verb  rà ©aliser means to achieve or fulfill or to realize. See the tables below for simple conjugations of  rà ©aliser. Conjugations for Rà ©aliser Present Future Imperfect Present participle je ralise raliserai ralisais ralisant tu ralises raliseras ralisais il ralise ralisera ralisait nous ralisons raliserons ralisions vous ralisez raliserez ralisiez ils ralisent raliseront ralisaient Pass compos Auxiliary verb avoir Past participle ralis Subjunctive Conditional Pass simple Imperfect subjunctive je ralise raliserais ralisai ralisasse tu ralises raliserais ralisas ralisasses il ralise raliserait ralisa ralist nous ralisions raliserions ralismes ralisassions vous ralisiez raliseriez ralistes ralisassiez ils ralisent raliseraient ralisrent ralisassent Imperative tu ralise nous ralisons vous ralisez Verb conjugation patternRà ©aliser  is a  regular -ER verb

Thesis Ideas

Thesis Ideas Thesis Ideas Thesis Ideas One of the best ways to learn about writing is to start write, to re-read and to edit your work in accordance to the required style and specified thesis format. Sometimes, a supervisor can seem to be a real pest in exhorting students to 'write it down'. But this is often the best advice. Start by writing your thesis ideas down, and ask yourself whether there is a logical flow of ideas in your writing. There is something about transferring knowledge or information from its mental repository or from some conceptual domain on to a page that tends to clarify thought and build coherence. We think a couple of basic tools are needed: an open mind; a dictionary; a thesaurus and/or style guide. If you possess these, you are in a good position to gather thesis ideas! Thesis Dissertation Writing Your writing will determine whether people understand what you have to say, and whether they agree with it and remember your conclusions. This brings us to the hard reality of who you are writing your thesis for. If you think huge hoards of fellow scholars are going to fall over themselves to borrow your thesis from a library - forget it! In reality, very few people will read your thesis, but many more will (you hope) read subsequent articles, chapters and/or even book derived from your thesis ideas. Your thesis will usually be read only by your supervisor and your examiners. The examiners, your most important audience, are also likely to read the thesis in a short period of time. Thesis Writing Consider this analogy: writing a chapter is like watching the news on television. You turn on the evening news, and what do they tell you? The answer is simple: they tell you the headlines, then they tell the news in detail, then they sum up the highlights. Formal academic writing is much the same: the entire thesis and each chapter should contain some form of introduction, a body and a conclusion. The main ideas or arguments should be captured within the introduction in order to focus the reader's attention on the main theme and motivate them to continue reading. The various sections comprising the body of your project should then continue in a logical format. The conclusion should summarize what has been written in the thesis, and link this summary with the original argument outlined in the introduction. There should always be a coherent, logical and consistent thread woven through each section, through each chapter and throughout the thesis. offers you an opportunity to order professional thesis writing assistance.   We will help you thesis ideas, writing, and editing. Do not miss this chance to ease your academic struggles!

English Essay Example | Topics and Well Written Essays - 4750 words

English - Essay Example American foreign policy has transformed to one that shifted from the traditional conservatism, to a modern liberalism that takes a keen interest in world affairs. It is also vital to note that, as a global superpower, it would be questionable for the USA to take a back seat at what is happening on the global scene... Introduction United States of America has come a long way from dealing with internal issues to one that is now a global superpower. This power is in terms of its advancement in technology, political ideology, military, culture, and society in general. Any sober mind would observe that all these were advancement the US earned after a bitter struggle by scientists, technologists, men and women in uniform and every sector of the United States. Hard work, dedication, vision and the desire to be the very best were some of the values that laid the foundation for such impressive achievements (Brooks et al., 2003). Accordingly, such advancements accelerated the shift from an iso lationist foreign policy to the current global force that the federation has earned. The years immediately after the 1865 were probably the foundation years in which unfolding events of the world put the country’s military capability to test (Arthur et al., 2007). Pockets of war that ensued after the 1865 civil war were Japan conflicts, Colombia hostilities, Uruguay conflicts, Formosa conflicts, Nicaragua and China conflicts (Arthur et al., 2007). The US responded with military action, in many cases, to protect her interests in the conflicting countries. Such conflicts were particular of smaller magnitude given that a lot of military involvement later followed that redefined the strength of the US in newer terms. Most importantly, it appears that the engagement of wars that followed later were what actually defined the position of the US in the global map in as a military power and as a leading global ideologist. These wars were the First World War, the Second World War, the Cold War, the Vietnam War, Eastern Europe wars, the Gulf war and the Middle East wars. Entering all of these wars was a test for what the United States believed in in terms of right of nations to liberty, free determination of the masses, playing neutral in external aggressions and foreign policy of non-interference with European affair. Without knowing, such wars were silently laying the foundation for a change from Isolationist policy to a new one where the United States had to be worried about the forces that surrounded her in the larger volatile world. In essence, wars and political ideologies resulted in the transition from an isolationist foreign policy, in America, to one in which the nation is now a global superpower (Arthur et al., 2007). The United States embarked on this course staring with her involvement in the WWI after the Zimmerman telegram and German’s blatant disrespect to neutral shipping (Winkler, 2000). The Road to Global Superpower When the WWI broke out in 1914, the United States policy of non-interference with European affairs kept her at bay. The war began with factions such as the Triple Entente and Triple Alliance. Fought on Europe soil predominantly, the war saw Britain, France and Russia rise in arms against offensive from German, Austria-Hungary and Italy. The US