Into the Wild Essay

Chris McCandless temperament types were introverted, i, f, and j. When it comes to the extroversion and introversion preferences, Chris prefers introversion. According to the MBTI Basics, introverts prefer doing things alone or in small groups. This preference is evident in the character of McCandless in the story. In reference to McCandless’ relationship with others it is well shown through the relationship he has with his car. Chris took trips alone. He liked doing things by himself. He even left his car not by choice, but he ended up loving the open road and traveling by foot. Krakauer 28). A person who prefers extroversion would not likely travel alone because they need other people to remain energized. Therefore, one can infer that Chris had a propensity toward introversion and took trips to get away from others and society, probably to re-energize. When it comes to the sensing and intuition preferences, McCandless prefers sensing. According to the MBTI Basics, Sense’s prefer actual facts and remembering details that are important to them. This preference is evident in the character of McCandless. In reference to Chris’ way of feeling something out before making a decision shows that his temperament type was sensing. Chris shows us how he is a sensor when he reached the Morelos Dam and the Mexican border: worried that he would be denied entry because he was carrying no identification, he sneaked into Mexico by paddling through the dam’s open floodgates and shooting the spillway below. (Krakauer 34). A person who is intuitive reads â€Å"between the lines’ they do everything very precisely and plans ahead. They know every step of the way. That’s why this shows Chris is Sensing because he just does things and then learns from them. He doesn’t plan ahead he learns by doing. When it comes to the thinking and feeling preferences, McCandless prefers thinking. According to the MBTI Basics, thinkers sometimes miss or don’t value the â€Å"people’ part of a situation. This preference is evident in the character of Chris in the story. In reference of how he handled situations with people it shows that he was a thinker and not a feeler. Chris has sent a postcard to Burres telling her where he was and that it was good to hear she was still alive. Burres told Chris that she would come and visit him but before her and her boyfriend Bob, were preparing to drive to see him they found a backpack leaning up against their van. She recognized it as Chris’s. Chris explained in a letter that he had grown tired of Bullhead, tired of punching a clock, tired of the â€Å" plastic people† he worked with, and decided to get the hell out of town. (Krakauer 43). A feeling person would have at least waited until they came to visit so they could interact and then leave not just leave a note. Chris explained the people around him as â€Å" plastic† and this explains why he was more of a thinker. He did not value people because he was fine on his own. When it comes to the judging and perceiving preferences, Chris preferred Perceiving. According to the MBTI Basics, perceivers prefer a flexible and spontaneous way of life, and like to understand and adapt to the world rather than to organize it. This explains Chris’s character perfectly. His whole story was about perceiving. Chris escaped into the wilderness because he didn’t want to live life in a planned or orderly way. Even the orderly things that he did do such as work at McDonald’s in Bullhead he still did things his way and at his own pace. Lori a second assistant manager said â€Å"He could do the job—he cooked in the back—but he always worked at the same slow pace, even during lunch rush, no matter how much you would get on him to hurry. †(Krakauer 40). A person that is judging would prefer to have things decided, and they would have a list of things to do and when they were going to do them. Chris was not this way.

One Laptop Per Child

Technology in Classrooms: One Laptop per Child-A Failed Idea? Is the use of technology benefiting the students in classrooms today or is It taking away from their education? Should students be allowed to have easy access to a computer during a lecture to find relevant information or is it a distraction that puts their attention onto something completely off subject? It has certainly been argued both ways. As technology becomes more prominent In everyday life, the global world changes at the same time. Third world, developing countries have begun to see this hang, and are starting to accept It.One proposed start-up for Introducing technology Into the classrooms of these countries was the One Laptop per Child, a nonprofit organization that alms to provide laptops for the children of developing countries (â€Å"One Laptop per Child†). Technology has certainly changed education, Thither Garments, a faculty member of a Montreal school, asserts the use of laptops and technology In s chool classrooms allows for academic success. He claims that by using computers concentration and motivation has increased as well as a way of successful teaching students important ND valuable computer skills (in â€Å"Laptops in school classes improve scores†).Robert Imaginer speaks on the behalf of students saying that they are more eager to integrate the use of computers into school because they are motivated to learn from it, they typically already know how to use one before starting school, and they are more likely to learn and understand the importance of technology which will help them with any future academic and employment opportunities. Imaginer claims that students have shown great excitement and are very curious in the classrooms with the introduction of computers.He said that teachers are seeing less and less absenteeism and behavioral issues through this technological learning style (Imaginer). The use of technology is becoming more, and more valuable, as we ge t older and get busier, the use of computers help manage our everyday, somewhat complicated lives no matter if we are in the classroom or not. While some strongly agree that computers are a good thing and should be used in every school classroom, there are also those who disagree by providing reasons why computers will not help in educating students.Paul Lam reported that both teachers ND students worry that computers in the classroom will be very distracting. Students agreed, saying that computers would take their attention away from what their teacher was saying. Teachers noticed that when computers were allowed during class time, students weren't looking up, and they would smile at the computer screen, or be typing during Inappropriate times (Lam). Yes, computers are useful, but they take attention away from Important lectures and class time. It's Important for these third world countries such as India, Peru, Kenya, and Afghanistan to continue to grow with this global change.Tech nology Is being used more. And more, and it can be very helpful improving education especially in these countries. Even though they are at different stages of developing, as the world moves forward in development, countries to be ready to incorporate those changes. Technology is a new and very big change, it is one change, but a very important one not only have access to it, but to also know how to effectively and efficiently use it. Everyone, everywhere can benefit it; sometimes it Just takes time to figure out the best way. Integrating technology is an issue all on it's own.Countries may want to eave the ability to access technology, and Western cultures may want to push the use of technology, but it's not always that easy. Technology has quickly taken over the world that we live in, we use it everyday, everywhere. The program, One Laptop per Child was designed to send low-cost, specially designed laptops to children in developing third world countries. According to the OLAP websi te, their â€Å"mission is to empower the world's poorest children through education† (â€Å"One Laptop per Child†) by providing them with this laptop.Kenneth Kramer says that OLAP put in a lot of effort to design a computer that loud withstand both the different and difficult conditions in a developing world country environment. Kramer stated that the designers had a great understanding of what developing countries needed when it comes to introducing technology. The computers are sealed, made to keep dirt out. The screen can read in bright sunlight, runs on very low power, and has a built in wireless system (Kramer). What's the best part? These computers were set to be only $100, completely affordable, right?The governments of these countries can purchase the computers and they can afford to give them to all the children. They have an important goal that no one is left out. All children should be able to experience the use of technology. One MIT professor, and adviser to the OLAP, Seymour Appear, talked about the benefits of the program saying that through the use of computers children can do anything, they â€Å"will take charge of knowledge† (Appear). With this program they will have access to computers, and they will have their own computer all the time.This will allow students everywhere, especially in developing countries to learn (Appear). Of course there are many cons and negative feedback based upon this program. There are always going to be two sides and it's important to look and understand both of them. From the New York Times, flogger David Vogue says it perfectly by saying, â€Å"think again. This laptop is not intended for the sneaky floggers. This laptop is intended for poor kids in other countries. And for that, I say it's amazing' (Vogue, 03:43).Nicholas Negotiate, founder of OLAP, says that these computers have now been distributed to 2,000 students across the globe, in 40 different countries, and available in 25 differ ent languages. Negotiate goes on to say that 25% of teachers in developing countries re illiterate and have very poor education. The other 25% teaching didn't finish school themselves, someone teacher fifth grade may only have a sixth grade education. These computers will not Just teach students, it will allow non-student adults to learn too.Negotiate said that we he first started this project people told him that you can't Just build a laptop that is connected, give it a kid and walk away. He responded with, â€Å"you know what, you can, you actually can, and we have found that kids in the remotest part of the world, when given that connected not only teach homeless how to read and write, but most importantly, thy teach their parents how to read and write† (Negotiate 2010, 03:52). In a separate interview, Nicholas Negotiate says that the most important part of this project isn't that children will have their own laptop, it's that this will become a part of society.This proje ct has education (Negotiate 2009). One Laptop per Child, has been widely criticized by many for not actually helping children. Jeffery James, quoted in a Journal article by Jeanine Renders, argues that the OLAP program leads to too much time spent focusing on computers and rumoring the use of the Western technology and way of life that not enough effort will be put into other forms of education that are of equal or greater importance (Renders). Lisa Marie Allen argues that Western cultures have a long history of trying to put their values, beliefs and way of life into non-western cultures.They are constantly exploring different ways to â€Å"help† these developing counties, when in reality they have little knowledge or understand of these third world countries, which are at a completely different stage of development. What Westerners believe to be a rarity, these non-western countries don't see as a priority. She states that in many countries such as Ghana, education is not a priority. Many children need to stay home, do chores and work for their families. They are not concerned with being computer literate (Allen).Eileen and Michael Benson continued this argument, by saying that OLAP believes that, â€Å"one educational model is suitable for all educational environments and that the latest educational approach should displace, historic, locally developed teaching approaches† (Person, 243). Pelham agrees saying that Hess countries don't need laptops, building schools and libraries is a bigger priority and will be more beneficial for students in developing countries. These students will go without pencils and paper while the computers end up being sold on the black market. Bringing laptops to the world's poorest children could be the educational equivalent of delivering cans of food to people who have no can-openers† (Pelham, 76). Paula Cook Mackinac talks about why teachers in developing countries have a hard time bringing the use of laptop s into their education plans. Mackinac says hey have very little knowledge about how to use computers themselves, let alone having to teach young students how to use them. Teachers said they need technological support if they want to incorporate technology in school classrooms of these developing countries, and they don't have it (Mackinac).Did One Laptop Per Child fail or succeed with their mission? It's up to individual interpretation and what is or should be important, as well as what has happened versus what was supposed to happen. Yes, computers were distributed to over 2,000 children throughout the world, and they have definitely learned from it. Many resources say it failed and they critique every aspect, but why did it fail? Computers were distributed and studies have showed that children learned from them. Sure, developing countries could use buildings, food and water more, but education is important.These laptops are Just one part of helping developing countries more forwa rd with the rest of the world. In reality, there isn't enough information to say for certain if this project truly failed or succeed. It would definitely be beneficial to research and find out exactly what happened with OLAP. Did students benefit from the program and the use of computers? Or did they slowly fade out? Do computers in class actually help students? What do advocates and critics think about OLAP and technology in classrooms?The more interest an issue gets, the more information, research, and solutions will be made or educational problems of the world's poor† (Weyerhaeuser, 46). Weyerhaeuser continues by saying the process of improving education with technology is at a very early stage. To make such a change will take time and the use of several different professionals (Weyerhaeuser). One Laptop per Child is definitely an area of study that should be continued. This is a program that needs to succeed, education is key for children and everyone has the right to one.

Approach to Leadership and Management Essay Example | Topics and Well Written Essays - 3000 words

Approach to Leadership and Management - Essay Example The issues are recognized and possible solutions with simple implementation strategies are proposed. The world today is changing every moment and the fast track progress and growth of economies has resulted in change in the priorities and objectives of each and every individual in this world. The trends is in the industry and technology are changing as well and the investors and owners in order to maximize profits and deliver better services to customers are incorporating innovative technologies in their companies and are pushing their staff to deliver their hundred percent for the collective growth and progress of the individuals. The magnitude of research and development is very large as compared to the levels in past and as a result the only those organizations are able to survive which are better suited to the current scenario and are technologically customized and up to date. Moreover since the workers and staff are the actual assets of a company, it is very much important that the companies should develop their staff and employees according to the changing scenario and make them work in a perfect working environment in which they can not only work to their fullest but can also grow. The organizations should devise strategies which can be molded according to the conditions because the economic scenario and the customer demands are varying every instant. The organizations which refuse to change themselves with the changing scenario of globalization and advancement in economy are dying out and many new companies with better strategies and structure are replacing them. In the following pages the below mentioned criteria will be established and the two companies will be analyzed on the basis of these established criteria: 1. Approach to leadership and management 2. Teams and teamworking 3. Organizational Culture 4. Organizational Design and Structure 5. PESTLE Analysis 6. Analysis based on theory x and theory y of human motivation Approach to Leadership and Ma nagement A leader is a person who guides its organization towards the established targets and goals. The job of the leader is to assume the frontline role in an organization and teach the employees and workers, through examples, the path to success. While leading an organization or a team a leader has to be very flexible and has to play various roles to train the staff and workers because they follow him. When the workers and employees need morale boasts, the leader should recognize their efforts and provide motivation to them in the form of rewards. According to Daniel Goleman (1998), all leaders have a high degree of emotional intelligence. He accepts that IQ and technical skills are important, but laid emphasis on these additional qualities. The position a CEO occupies in an organization is because of his technical and managerial skills but that does not classify him to be a good leader as well, a good leader should depict additional qualities and skills of which emotional intell igence is the most important. Emotional intelligence enables a leader to understand and perceive the demands, goals and aspirations of his staff. The leader should also develop an understanding of the personal targets of the individuals and should help them achieving them staying within the organization. This approach can ensure retention in the organizatio

Thelma & Louise Research Paper Example | Topics and Well Written Essays - 1250 words

Thelma & Louise - Research Paper Example She works as a waitress and has a boyfriend named Jimmy. On the other hand, Thelma is a housewife under the dominion of her husband. Despite their differences, the audience learns that they have organized a weekend road trip, but Thelma has to seek permission from her dominant husband. In the first scene of the film, the director depicts two different women in kitchens (Lanouette 2). Louise is in a commercial kitchen that appears huge and large with multiple processes going on. Thelma appears in her household kitchen, but that depicts a high level of disorganization. In addition, the kitchen appears highly messy. Moreover, the director depicts Louise dressed in white while Thelma wears a loosely hanging bathrobe. The director uses these different illustrations to introduce the evident differences between the women at the onset of the film. The conversation between Thelma and her husband Dareel serves to highlight to the audience that she is a voiceless housewife, having to bear with the suppressive nature of her husband. Thelma’s tone of addressing her husband reflects her passive nature since she struggles to impress her husband through her tone and choice of words. She struggles to find the right words to seek his permission, but she fails, and decides to leave for the trip without his consent. On the night prior to the trip, the director depicts the women packing, but in different ways. Louise is seen packing in an organized manner, having clear ideas on the items that she needs to pack. Louise’s apartment exhibits effective lighting and multiple mirrors. On the other hand, Thelma exhibits disorganization in the way she packs, clustering clothes, and items into her bag. In this scene, the director also emphasizes on the spatial opposition that is evident in the entire film. The effective use of costumes and props in the film serves to introduce the spatial opposition (Pramaggiore and Wallis 94). When the two women start their trip, they begin t o share the same space in the car. Previously, they had not shared any space, and their attitudes were different. At the onset of their trip, they exhibit different attributes. Louise is in control of her life, and makes decisions that define her moves(Lanouette 4). Thelma has just made the first defining decision of embarking on the trip without her husband’s consent. Since spatial opposition is minimal in the shared car, and the scenes that follow depict the many changes that occur between the spatial settings of the women. Thelma exhibits an emerging desire to make her personal decisions when she suggests that they stop at Silver Bullet, a club where the passive Thelma indulges in a flirty dance with a stranger Harlan. The club space defined by music, waitresses, and revelry serves to highlight a percentage of the transformation that occurs in Thelma. As the plot progresses, she seems to be pursuing more freedom. At the club, Harlan decides to take advantage of Thelma, and drags her to the parking where he intends to rape her. The lighting at the parking appears dim suggesting to the audience that something undesirable was about to happen(Pramaggiore and Wallis 95). The director also ensures a level of tension that ensues before Louise gets to the parking lot where the ordeal is transpiring. The vulnerability of Thelma is evident from her

Describe the different particle shape and surface texture of aggregate Assignment

Describe the different particle shape and surface texture of aggregate and discuss its importance - Assignment Example Natural aggregates are extracted from large rocks found on the surface and underground, manufactured aggregate is a product of the manufacturing industries, and recycled aggregates come from by-products of industries (Best 1978). The particle shape of aggregates has two properties: Roundness and its Spherical shape. Roundness is the relative sharpness or angularity of the particle corners and edges. Sphericalness can be termed as the measure of whether the particle is compact in shape. In other words, if it is close to being a cube or a sphere as opposed to being elongated or flat (disk-like). The higher the sphericalness of the particle the closer it is to being a sphere or a cube and the lower its surface area will be. The smaller the surface area of the particle, the lesser the amounts of water needed for mixing and the lower the amount of sand need to achieve desired workability. The aggregate shape can affect the properties of concrete in both the hardened and plastic states. The shapes vary from rounded to angular. The form of the aggregates can be assessed by observation and the classification in accordance with the table below. Surface texture is a term used to describe the roughness and level of irregularity of the particle surface. Generally, terms such as granular, rough, smooth, glassy, or crystalline are used to describe the surface texture of an aggregate rather than using any scientific or quantitative method (Kandhal et al., 1998). The surface texture of aggregates affects the properties of concrete in both hardened and the plastic state. Smooth particles will need less water for mixing and, therefore, cement material at a fixed water-cement ratio. Consequently, it produces concrete that has the desired workability, but at the same time, it will have less area to bond with the cement paste than rougher particle (American Concrete Institute 2005). The surface texture and shape of particles of

Organisational learning Essay Example | Topics and Well Written Essays - 2000 words

Organisational learning - Essay Example If one takes a look at the human civilization, one cannot help noticing that there are many characteristic features that it possesses. While some might suggest that such feature as ability to generate verbal interaction is what really defines the mankind, it is obvious that there are some characteristics that reflect the nature of the humans on a deeper level. The newcomers will be able to learn new from manuals or experienced employees. Another approach to knowledge states that it can be perceived as commodity. This can hardly be seen as an exaggeration since nowadays company are willing to invest into knowledge and some organisations even sell their knowledge or offer their help in producing it. Therefore, the view of knowledge as commodity is fully applicable to an organization. One should also keep in mind that there are two major types of knowledge: explicit and tacit (Collins, 2010). The former is the kind of knowledge that has been codified, written down and passed in different medium. The latter is the knowledge that is passed from an individual to an individual. These two kinds of knowledge are found in organisations. For example, the explicit knowledge can be found in different manuals and employees can easily access. In addition to that, tacit knowledge is provides by experienced individuals who are thought to represent the soul of the company. The explicit knowledge of a company may be copied, but not the tacit knowledge.

Making Movies Research Paper Example | Topics and Well Written Essays - 1000 words

Making Movies - Research Paper Example Such an approach to language teaching and learning also provides optimum opportunities and avenues for consideration of Gardner’s multiple intelligence theory allowing for involvement and successful learning for all intelligences and learner types. There are a number of theories in relation to motivation but generally motivation is considered as intrinsic (learning for self) or extrinsic (learning for reward) (Atherton, 2010); among the many theories we find Maslow’s (1943) hierarchical theory, which purports five levels of motivation in terms of needs: physiological, security /safety, social, esteem and self-actualization. McClelland developed a system involving three types of motivational needs: power, affiliation and achievement (Christie, Jordan, Troth & Lawrence, 2007). Making movies provides stimulus for all motivational needs; it provides for extrinsic motivation by rewards pertaining to the final outcomes and assessment, together with peer and teacher praise. Intrinsic motivation is fueled by allowing students to be self-authored by writing their own scripts, which they then rehearse, edit and endorse; such activities provide more excitement and interest in learning and help promote confidence in students. Intrinsic motivation, inherent to self-determination theory, is influenced by three mental and emotional needs: competence, autonomy and relatedness (Alm, 2006). Movie making classes such as those described above increase competence by providing optimal challenges and effective peer and teacher feedback – both negative and positive – as well as praise. Autonomy is fostered because every student has choices and opportunities for self direction, thus feeding their need for internal control and the freedom to ascertain their own conduct. In terms of relatedness, movie making provides a feeling of security and cooperation among the group and the sense of each caring what the other says,

READING Assignment Example | Topics and Well Written Essays - 1000 words

READING - Assignment Example Of great interest is the position that Kal Raustilia and Chris Sprigman (2012) take, contrary to conventional knowledge and mainstream belief. Raustilia and Sprigman are of the persuasion that it is not possible to quantify losses attributed to piracy and copyright violations and that statistical provisions by proponents of Stop Online Piracy Act (SOPA) and Protect IP Act (PIPA) which show that copyright infringement costs the US 200 billion dollars and 750,000 jobs annually, cannot be relied upon. Raustilia and Sprigman (2012) cite Tim Lee’s assertion that statistical figures should neither be taken at face value, nor unquestionably relied upon since such figures are almost always prone to approximations, double and triple counting. Raustilia and Sprigman continue that in some instances, music piracy may serve as substitute for legitimate transactions, and that the same can also trigger increased savings, since, instead of money being spent to purchase music, music is downloa ded on the one hand. On the other hand, increased savings may catalyze economically significant initiatives and undertakings, and thereby covering for the supposed loss of jobs and revenue which piracy may have caused. Nevertheless, a critical look at factors that underpin legislation which proscribe the infringement of copyright rules and logical reasoning leave the proposition which Raustilia and Sprigman advance as too impractical to be effected. In the same vein, it is most probable that Raustilia and Sprigman had not thought deeply about the implications that would come with the violation and collective disregard of copyright laws. In the first place, Gorski (2011) illustrates that the need to safeguard creativity and originality defeats the standpoint that Raustilia and Sprigman (2012) advance. It must be realized that the Digital Millennium Copyright Act, Title 17 of the United States Code, the NET Act and the Copyright Act of 1909 do not merely seek to ensure that all who ac cess music buy them, but to actually protect originality and creativity. Always, music is a culmination of training and creativity which are valuable resources. It is preposterous to argue that the training and creativity which an individual uses to earn a living should be treated as valueless. In this case, Raustilia and Sprigman’s proposition that music piracy can help generate financial or economic value does not suffice since such an arrangement alienates the original thinker, creator and director of an original piece from his work. The kind of advancement which Raustilia and Sprigman make is tantamount to robbing Peter to pay Paul, if not worse. In a separate wavelength, it is important to note that legislative pieces such as the Copyright Act of 1909, the Digital Millennium Copyright Act, Title 17 of the United States Code and the NET Act are the very provisions which created the existence of the Recording Industry Association of America (RIAA) and mandates RIAA to disc harge its duties and responsibilities. RIAA shows clearly that the music industry alone have forfeited millions of dollars to piracy. RIAA further divulges that in 2002, music revenue fell by 7% since the sale of CDs declined from 882 million to 803 million units. The report that RIAA provides in this case may be used to vindicate the statistical provisions that the proponents of SOPA and PIPA advance

Ethno Nationalist Terrorism Essay Example | Topics and Well Written Essays - 2500 words

Ethno Nationalist Terrorism - Essay Example ionalist movement, which Arab states tried to obstruct; the growing conflict between Israel and the Arab countries over water development plans and other issues; and the increasing importance of the Palestine issue in inter-Arab political affairs.2 The PLO immediately became the ground for numerous nationalist campaigns, which were more and more oriented toward attaining autonomy of political activity from the Arab states, besides the major aspiration to liberate Palestine and guarantee the return of hundreds of thousands of Palestinian refugees.3 After the war of 1967, and the accompanying damage to the reputation of Arab states, supervision of the PLO was taken over by autonomous Palestinian political organizations with a more revolutionary agenda than that of the original organizers. These groups have governed the PLO from then on. Fatah, which means ‘conquest’ or ‘liberation’, is the biggest group within the PLO, and the Syrian division headed by Yasir Arafat.4 It became increasingly radical as Israel continuously achieved military success, and more uncompromising about returning territories seized from the Arabs. Even more radical factions formed within the PLO, such as the Palestinian Front for the Liberation of Palestine and the Black September. These factions argued that the best way to force Israel to hand back the occupied territories was through terrorist activities.5 The Islamic Resistance Movement, or, Hamas, was the offspring of the intifada, which signified the onset of the real political resurgence of the Islamic forces in the Gaza Strip and West Bank. Hamas was established in 1987 as a wing of the Muslim Brotherhood, a political and religious group formed in 1928 in Egypt.6 The primary objective of Hamas is to build an Islamic state in the Gaza Strip and the West Bank. This objective merges Palestinian national aspiration and Islamist principles. Their ideology is precise on this issue: â€Å"Hamas regards nationalism as part and parcel of

A Characters View, Drugstore Cowboy Essay Example for Free

A Characters View, Drugstore Cowboy Essay One page essay for Theater 19 acting class Due March 13 2012 By Charles (Chuck) Borges March 13th 5:30am This short essay is about a character in the film â€Å"Drugstore Cowboy† Bob. This is what I think his character is like, and what’s going on in his life before this next scene. Bob is a ringleader or mastermind of an underdeveloped group of drug store robbing addicts who Procure their vices by stealing them from local pharmacies. Bob likes doing drugs. He likes the whole lifestyle. While in the proses of robbing these establishments, Bob gets a euphoric Sense of power. The adrenalin rush is like no other. He risks going to jail, and losing his Freedom to obtain that rush at any expense. As long as it doesn’t come out of pocket. You see, Bob is a poor man He’s a hype that can shoot up enough dope to kill a horse. But that was then, and this is now. As he sits and ponders his mass confusion that he Called a life, in a small room, in some apartment complex, ran by a person like himself. An X Junkie named Tom. To say the last six months have been easy on Bob would be a lie. Sobriety Is kicking his ass and He’s starting to feel bored and becoming restless at work. Not a good sign. The daily grind was starting to bore into Bob like a drill bit. The addiction was winning its way Back into his life and he knew it. Bob’s life was better now. He has his boring job, boring apartment, boring life. But all in all, a respectable existence, surrounded by regular people with regular, Similar lives. But he’s still feeling alone and thinking of the good times he used to have with a Certain somebody he shared his tawdry past with. He’s feeling melancholy about the way he left her, but knowing that deep in his heart , it was the best solution from a destructive path. But still he is wondering to himself ,† I wonder what ever happened to my buddy who’s girlfriend died, and if they will ever find her body . † I’m thinking , he’s wondering â€Å" Is Diane alright?

The Marketing Practice From Islamic Perspective Marketing Essay

The Marketing Practice From Islamic Perspective Marketing Essay Introduction The purpose of this assignment is to analyze and study the marketing case in Malaysia, particularly, a Malaysian company must be chosen and our choice of company is Mamee Double Decker (M) Berhad. Various aspects of study under the subject matter have been considered. This includes the target market analysis, marketing mix consideration which consists of product, pricing, promotion and distribution decision. In order to analyze the internal and external problems facing the company, we have done a SWOT analysis (strength, weakness, opportunity and threat).This is to highlight and raise several problems or issues facing the company locally or internationally. Market research on comsumer behavior and competition has also been carried out through a survey questionnaires and the summary or report of the summary have also been done. Mamee Double Decker Went Global Background of the company The company chosen for this case analysis is Mamee Double-Decker Malaysia Berhad. Mamee was founded in 1971 by Datuk Pan Ching Hin and headquartered in Malacca. Mamee Double Decker is Malaysia food processing, snack and diary product company. It mainly produces and sells instant noodles, snack, confectionery and beverages. Mamee Double Decker not only sells its product locally but had penetrated the international market as well. Today Mamee products are exported all around the world to more than 80 countries and area it serves includes Asia, Middle East, Africa, America, Europe and Oceania. Products produce by mamee are popular and well known to most households especially children. Marketing practice from Islamic perspective When mamee first came into existence, its products were only mamee monster noodle snack and double decker snack. Mamee later had gain recognition from several countries because of its distinct and unique feature of the snack that is square-ish noodle like and the adorable face of monster on its packaging while the double-decker snack , is a flavored snack with a choice of prawns chicken and cheese. The company then goes through a major diversification when it produces carbonated drinks under the brand cheers. Mamee instant noodles later was produced. However, different instant noodles are provided to cater different countries, For example mamee bihun, express noodles, and mi goreng are only available in Malaysia as it suits the malaysian taste, while these products are not made for the overseas market. The company has produce mamee oriental noodles for outside market. Marketing Mix Consideration Decision made by the company regarding to the price, promotion and distribution are the elements of marketing mix consideration that is being use in making a decision. . Product decision Initially, mamee mainly focus in producing snacks, but it had diversify its products in producing beverages such as soft drinks, cultured drinks and recently the new products by mamee, a juice under the brand Rio Fiesta a healthier options for drinks produced by mamee. All product produced by mamee comply to the standards required. The company had obtained Hazzard Analysis and Crtical Control Poiint (HACCP) certificate. The obtainment of this certificate means that mamee had adhered to food safety from raw material production, procurement and handling, manufacturing, distribution and the consumption of the finished product. From Islamic point of view, mamee had free from gharar or uncertainty by providing adequate products description and specification for all its products. This includes complete labeling and nutritious information, ingredients used and its expiry date. At the same time, other products evolve in the market under mamee double decker is nutrigen, is a cultured drink for children. Mister Potato was out of the market later after that, now, Mister Potato had officially become the global snack partner with Manchester United. Latest product by Mamee double decker is corntoz, corntoz is a crunchy snack came with different flavours and shapes. The main concern under this food processing, beverages and diary product industry is about whether the product are halal (permitted). Since this company mainly sells their products in Malaysia and in other Muslim countries, therefore mamee double decker products must be certified halal. As reported in Malaysia Halal Directory, Mamee Double Decker had obtained the halal certificate for all of their products. Their products are free from additives made from animal sources that are forbidden in Islamic Law. Stabilizers, Emulsion and colouring used in their production process are deemed as halal. Promotional Activities Mamee Double Decker, like many other companies in this competitive environment are driven to adapt an aggressive promotional strategies in order to gain market share. Mamee Double Decker had use various promotional tools including advertising and sales promotion to capture the market. As reported in The Star newspaper July 17 2002, RM 40 million was allocated solely for promotional activities in Malaysia. On the same year, Mamee had made an aggressive advertising in Myanmar and china to create brand awareness to familiarize their products in these markets. Recently, Mamee had become an official snack partner with Manchaster United. This joint-venture is important as it aims to boost its market share in Asia. One of the interesting activities that has been carried out through this partnership was The Ultimate Manchester United Experience contest. Lucky winners had been treated to a trip to Manchester united to meet their favorite football players. Mamee had also use Malaysia local celebrities, such as Mawi, Felix and Amalyea as ambassadors for mamee sllrpp products in Malaysia. In the recent festive season Hari Raya, Malaysia celebrity Shahizi Sam was featured in mamee sllrrp advertisement and they had conduct a Mamee Kusayang Contest. This shows that Mamee Double Decker had made several aggressive promotion activities throughout the years. Its promotional activities adhered to the basic Islamic principle of business and Mamee had ensure its product reach the target market in all around the world. Any promotional activities to stimulate the demand from consumers are permissible as long as it does not exaggerating or breaching the Islamic principle. Activities like free samples, cash rebates, joint promotion and contest conducted by Mamee are therefore deemed permissible. Pricing Decission Pricing of mamee product are reasonable and affordable for the interest of all. This pricing strategy enables it to capture the market share of various market segments. For example in Malaysia, mamee monster snack only cost 30cents and mamee Double decker snack cost only RM2.50. Mamee had made no price discrimination for all of its product. The company Charge same price for same good in respective countries, irrespective of different markets. Therefore Mamee pricing strategy is considered fair(Adil) and just. Distribution The distribution channels of mamee food and beverages in Malaysia consist of three stages (producer,retailer,consumer). Mamee which is the producer will sell its products in bulks to retailers (Giants, Tesco,etc) , and eventually retailers will sell it to the consumers. In international level, the distribution are being done through appointed subsidiaries. Mamee has favourable access to distribution networks in Malaysia. Mamee Double Decker has 13 distribution centers and has about 150 transport carrier for deliveries to about 1000 point of sales. Mamee Double Decker currently has five manufacturing facilities in Malaysia and one in Myanmar. Mamee Double Decker has centralized marketing and distribution system while Mamee have assigned an export manager in each manufacturing subsidiary. . There are three companies under Mamee Double Decker responsible in producing each of their respective lines and products for example snack food and chilled products (KMM), instant noodles (PP) and beverages (MDDB). Target Market Analysis Mamee Double Decker (M) Berhad is good in quality and unique brand which targeted to all group of people according to the product offered. As the company began with a single product and consistently grown to 50 products, targeted people become more. The household products brands like Mamee Monster, Mamee Instant and Mamee sllrrp, and Mamee snacks, are targeted to people whose age is from 6 to 30 years old. Targeted group in this range of age includes, children, teenage, students, working class, and family. This is because not all of its products are targeted to the same group of people. Products like Mamee monster, nutrigen, Double Decker are an examples of products that targets mostly childrens. In Australia, mamee monster snacks is sold in their school canteen. This shows that these products mainly attract children. Nutrigen is a cultured flavored drink that is targeted kids from age 6-12 years old. The second group is students. Mainly, products of Mamee that attracts students are instant noodle like Mamee slrrpp, snacks like double decker, mister potato and jacker. This is because, most students who normally live outside or far from their home need something instant or something to munch in between their meals. This will also eliminate the need to cook or having to buy foods outside. Moreover, snacks like Mamee monster and Double Decker are the loyal companions for students as well especially in times of stress while studying. Teenage like students needs snack during their leisure time. From the family structure perspective, a mother with at least 5 children, usually will buy more groceries and household products. Children love to have snacks like Potato Chips, Potato Crisps and Cheer Beverage because the products are very convenient and it comes with different flavor based on their preferences. Furthermore, families who spend their spare time with picnic and party usually find Mamee products a reasonable choice. In term of target market demographically, though Mamee actually target low to middle income earners, high income earners are attracted to it as well because of its affordable and reasonable price. It is very clear that the size of the companys target market is very large and high. Everyone may be used and consume the product offered because it comes with varieties of food, snacks, beverages, instant noodles and to name a few. SWOT analysis Strength One of the strength pose by Mamee Double Decker (M) Berhad is as reported in recent mamee double decker (M) Berhad annual report, the company had experienced 57.3% growth of profit before tax from 9.6 million. Mamee Double Decker(M) Berhad strength also lies in its ability to expand their business network by penetrating into new exports market. This is proved to be true as mamee experienced a growth of 6.2% in 2002 in its effort to venture to new exports market. The second strength of mamee is it has a good reputation among customers, since has become part of the choice made by household largely in Malaysia, mamee so far had not fail to impress its consumers all over the world by providing a tip-top service from the process of production to distribution, we can see that mamee products reach consumer easily as it is easily available in store from a small grocery store to large super markets. The third strength of mamee double decker is we can say that it has a quite strong brand name as according to their annual report, mamee had won several awards locally and internationally. The two local awards that mamee has honoured to receive are first, the chief minister awards for Promising local Company Awards in recognition of Mamee Double Decker Berhad (M) to local industries and the second award is by Malaysian Manufacturer packaging Council of Malaysia, given to one of Mamee Double Decker (M) Berhad product, that is Nutrigen Liteyo. Internationally, mamee had also been rewarded internationally recognized ISO 9002 togethe riwth China Awards Certificates. Weakness This includes the internal and external problem of Mamee Double Decker (M) berhad. The external problem pose by this company is as reported in the star newspapers 2007, mamee has not yet succeed in gaining a market share in China as there is a negative growth in Mamee double decker operation in China particularly,Mamee Double-Decker Food(Suzhou)Co. Ltd, demand for Mamee in China is low, thus generating low sales and revenue and consequently the company had incurred higher loss. however the company did not loose hope and have confidence in its China operation and Mmaee had appointed a consultant to resolve this issue. The second external problem face by Mamee is high dependency of raw material from Europe as such when there is a rise in Euro against USD the mamee double-decker earnings is affected since some of mamee products ingredients such as Mister potatao crips are imported from Europe, ,thus when the price of raw material increases, this gives pressure to its profit margin. In order to overcome this problem, mamee needs to do more reaseach and development to reduce its dependency from outside. One internal problem in mamee double decker lies in its small number of manufacturing facilities, considering that mamee products are marketed all over the world, with only five manufacturing facilities , limited production can be made per day. If mamee want to extend its product line, it will be restricted as there is a limited space for production. Opportunity Since now consumer are becoming more health conscious, one opportunity for Mamee Double Decker is to come up with a product that is more healthy as it will give customer a more options for healthy good food. Mamee Double Decker plans to obtain health food supplier in an effort to expand its product line. Mamee had identified several suppliers and the company plans to negotiates with this suppliers in providing good supplies of food Threat As customer becoming more educated and conscious about the food they consume, consumer tends to compare prices and quality of products with other brands. Currently in market there are various brands and product they offered similar to Mamee Double Decker. Thus, the threat of Mamee Double Decker is the competitors in market like for example, Munchys, Nestle, Unilever Foods. Mamee do not only pose an internal threat, but also external threat for example in terms of competitors in China is also obvious. Mamee face a greater threat especially in Shanghai, this is due to the complexity of market in China in addition to variety of snack food products produced by them. In Shanghai, mamee had to face competitors that have a greater market share like. Report on Consumer Behaviour for Mamee Double Decker In order to evaluate the consumers preferences on Mamee Double-Decker products, a survey has been conducted within a population of 100 respondents and 30 out 100 were taken as a sample to this research. There were 17 male and 15 female involved in this sample. A set of 22 questions were asked during the survey session which majority of the respondents came from different background and the survey were conducted online. Before the surveys were taken in place, a short description of the company was given so that the respondents somehow know what they would be expecting during the session. Questions were separated into three parts started with the personal background information then likert scale questions which evaluate their decision making in making purchases and the last part of the questionnaire cover their own given answer accordingly. Result follow suits right after the research conducted was done. Majority of the respondents were Malays which covers 91percent of the total sample taken. This is explained by the major ethnic in Malaysia is Malay followed by Chinese with 6percent and others 3percent. As for income level, most of the respondents categorized as middle class earners because their income level is range between RM1001 to RM3000 with 47percent are in this group while the remaining 44percent belongs to lower income earner like students and jobless teenagers. Within this sample, most of the respondents are in their bachelor degree staying in urban area and living single life which eventually led them to such consumption with the ration of 63:84:97 for all categories. 84percent of these respondents also admit that they enjoyed eating snack food and beverages with a typical consumption of 1 to 2 packs a day. Why this happening is because during the earlier age like teenagers in university, they are prone to having a quick and light food as on the go. This somehow explained the viability of the result. When it comes to factors to decision making questions, the result was significantly expected. Almost all the respondents agreed that they are very cautious in choosing their favourite snack foods and beverages because this factor has to do with their taste buds. While pricing became the second factor that influenced the decision making; 35percent agreed that price do play a vital role in their purchasing power. Morever, 55percent of the respondents were also somewhat agreed that Mamee Double-Decker do became their preferred brand and offer wide range of products under one roof with their given competitive pricing on the products compared to other brands. So most likely consumers can easily make decision in making purchases and less confusion. Unfortunately, Mamee Double-Decker wasnt still at the par in offering good taste for their products because only 47percent out of the total respondents were somewhat agree with the companys taste performance but the remaining disagree with it. However, 41percent of the respondents agreed that Mamee products are reachable in the market which eases them in making purchases. Majority of the respondents bought Mister Potatoes and Mamee Monster snack which are two of the most popular snack foods from Mamee Double-Decker and they usually bought it at convenience stores like 7-eleven and hypermarkets like Tesco. As for substitution for Mamee brand, they usually go for Jack n Jill brand and Nestle which are two of the top snack foods and beverages producers in the world. Thus this is threat for Mamee Double-Decker because of the stiff competition from these giant producers. Mamee Double-Decker should improve their products taste and perhaps packaging in order to stay competitive in the market despite having cheaper price strategy. In a nutshell, Mamee Double-Decker is a proud home-grown snack foods and beverages producer that went global. However, Mamee Double-Decker cannot be relied truly on domestic markets with their currents products either domestic market or international market, instead they should keep doing product development program in order to come out with new line of foods and beverages that suits the preference of the consumers worldwide. Report on Competition for Mamee Double Decker A survey has been conducted in order to evaluate the competition for Mamee Double-Decker products. Mamee-Double Decker (M) Bhd, which has made a name for itself with its snacks and confectionery products. A survey with a population of 50 was targeted and a sample of 30 was chosen for this research. Respondent consiste of 16 males and 14 females.The survey was a close ended survey requiring customers to answer a multiple chouce question with a 5 asnwer options. A set of 15 questions have been asked regarding their brand preferences. Mamee Double Decker have various competitors on market for example, Munchys, Nestle, Unilver Food. Under this company they too had offered various consumer or food products for example, maggi, a brand for instant noodle.Mamee to had rival branding for their beverages particularly cultured drink, for example, nutrigen cultured drink are competing against other various brands like yakult, vitagen and solivite. In a brief summary, 40% of respondents are quite loyal and repeat buyer for mamee products while 60% of them are somewhat in a middle as they also have other preferences and branding in buying consumer goods products. Based on the survey conducted, consumer prefers brand yakult and vitagen more compared to nutrigen which come from Mamee products. This is believe due to the reason that yakult are better in terms of quality as they contain probiotics . On the other hand their champions products like Mamee Monster, Mamee Noodles, Mister Potato, Double Decker and Nicolet Swiss Herb Candy are more preferred by consumers. In a survey, 65% od consumers prefer more of these products because of it tastes and the prices are affordable as compared to other products such as Pringles, Indo Mee, Maggi and etc. However, the remaining percentage of 35% do prefer other snacks brands like Pringles,Lays, Doritos as they may have perceive this brand are better in quality and tastier compared to mamee products. . Conclusion In conclusion, Mamee Double Decker is a company that have a potential to grow further and to compete aggressively with other products in the market. Since the company have established for quite a long time and has been consistently doing well, they have good prospects to progress in increasing its market share in foods and beverages industry in the future. Looking at its current marketing strategies and programs no doubt that this goal would be attainable. In our opinion, Mamee would not lose to its competitors in the market due to the fact that Mamee is constantly doing Research and Development (RD) to improve its quality of product and extends its product line. However, considering the change in behavior and lifestyle of consumers, that are increasingly, becoming more health conscious mamee should come up with a new products line that suit the changing need of customers.

Macbeth: Heuristic Response :: essays research papers

â€Å"Cowards die many times before their death.† Macbeth displayed many noticeable characteristics throughout Shakespeare’s play Macbeth. He was courageous at times and cowardly at others. The most noticeable characteristic in my opinion was that Macbeth seemed very ambitious throughout the play. He also seems to be a moral coward as he depends on others more than himself to make decisions. All of these factors soon lead to his tragic death at the end of the play. At the beginning of Shakespeare’s play, Macbeth is described as a hero very clearly. He becomes very ambitious to be king and was very loyal to the king in the opening scenes. This is shown in the quote â€Å"If chance will have me king, why, chance may crown me, Without my stir†. His ambition to be king dissolved his good nature and morality. When Duncan arrives at Inverness, Macbeth controlled his ambition for the time being and thought very firmly on the plotting of Duncan’s murder. A quote by Lady Macbeth stated â€Å"My hands are of your color; but I shame to wear a heart so white†. When Lady Macbeth called him a coward, before you knew it, the murder was taking place. After the successful murder of Duncan, Macbeth entered a life of evil. Ambition was also clearly stated when he thought of killing his friend Banquo to protect the kingship. The witches’ predictions sent Macbeth into his own world where he could not be deterred from becoming king .   Ã‚  Ã‚  Ã‚  Ã‚  Macbeth displays his cowardice by avoiding Lady Macbeth’s initial plan to murder King Duncan. By overcoming his personal matters to plot the death of the king, Macbeth only displays that women are manipulative, and often have their way with men. It was Lady Macbeth who initiated and urged Macbeth to go along with the prophecy. In the scene where the murder of Duncan is taking place, he also shows he is a coward when he will not complete the successful murder by taking the daggers back and placing them with the guards. This also showed a sense of insecurity, as Macbeth seemed no longer confidant in the success of the murder. Macbeth, who no longer needed any encouragement from Lady Macbeth, started to leave her to deploy his plans. The power of destiny comes back to haunt Macbeth towards the end of the play. Macbeth would have never guessed that Macduff would come back for revenge for all of the killings of Macduff’s family. Macbeth: Heuristic Response :: essays research papers â€Å"Cowards die many times before their death.† Macbeth displayed many noticeable characteristics throughout Shakespeare’s play Macbeth. He was courageous at times and cowardly at others. The most noticeable characteristic in my opinion was that Macbeth seemed very ambitious throughout the play. He also seems to be a moral coward as he depends on others more than himself to make decisions. All of these factors soon lead to his tragic death at the end of the play. At the beginning of Shakespeare’s play, Macbeth is described as a hero very clearly. He becomes very ambitious to be king and was very loyal to the king in the opening scenes. This is shown in the quote â€Å"If chance will have me king, why, chance may crown me, Without my stir†. His ambition to be king dissolved his good nature and morality. When Duncan arrives at Inverness, Macbeth controlled his ambition for the time being and thought very firmly on the plotting of Duncan’s murder. A quote by Lady Macbeth stated â€Å"My hands are of your color; but I shame to wear a heart so white†. When Lady Macbeth called him a coward, before you knew it, the murder was taking place. After the successful murder of Duncan, Macbeth entered a life of evil. Ambition was also clearly stated when he thought of killing his friend Banquo to protect the kingship. The witches’ predictions sent Macbeth into his own world where he could not be deterred from becoming king .   Ã‚  Ã‚  Ã‚  Ã‚  Macbeth displays his cowardice by avoiding Lady Macbeth’s initial plan to murder King Duncan. By overcoming his personal matters to plot the death of the king, Macbeth only displays that women are manipulative, and often have their way with men. It was Lady Macbeth who initiated and urged Macbeth to go along with the prophecy. In the scene where the murder of Duncan is taking place, he also shows he is a coward when he will not complete the successful murder by taking the daggers back and placing them with the guards. This also showed a sense of insecurity, as Macbeth seemed no longer confidant in the success of the murder. Macbeth, who no longer needed any encouragement from Lady Macbeth, started to leave her to deploy his plans. The power of destiny comes back to haunt Macbeth towards the end of the play. Macbeth would have never guessed that Macduff would come back for revenge for all of the killings of Macduff’s family.

Economical Possibilities For Cannabis :: Botany

Economical Possibilities For Cannabis There are many economical possibilities for Cannabis, the plant is highly resourceful in many ways and could be the agriculture wonder child (plant) for the next century for those that haven't taken advantage of it's resources. This paper will do an over view of some of the important resources that can be produced from of Cannabis. Cannabis sativa is a high, vertical annul herb that is able to grow to heights ranging from 3.3 to 16.4 ft. The Cannabis plants are wind-pollinated, with male and female flowers developing on separate plants. Male flowers are yellow in color and up to 1/5 inches long with no petals. A leafy covering with thick, glandular hairs surrounds the female flowers; the hairs are present on the leaves and stem. ( The uppermost leaves mostly have only one leaflet; the rest are palm-like with about 3-11 tooth leaflets per leaf. The variety has a great deal to do with the form of the plant, some varieties are grown for fiber (hemp) which has fewer branches than those are grown for other purposes. The seeds are able to germinate at temperatures above 1o C, during the growing season it needs temperatures of about 15 o- 25 o C and a nice amount of rainfall. (1) Cannabis seems to have originated somewhere in Central Asia and was cultivated for its fiber. The herb has been grown in China for at least 4,500 years, it is thought to have reached Europe by 1500 BC. By 500 AD, it had become a significant fiber crop for this part of the world.( The narcotic properties were known in India by 100 BC, this aspect of the plant was not recorded in Europe until later. The drug was not introduced to Western medicine until 1840. The production of the fiber requires the seed to be sown thickly, with harvesting happening between four to five months after sowing. The male plants produce the best fiber and are usually harvested first, the female plants are allowed to stand in order for the first seeds to be collected. (2) The production of the drug requires the plant to be sown thinly. The procedures in India require that the plants are planted in rows and thinned when 8 inches high. The male plants are pulled out as soon as they can be recognized , while the unfertilized female plants are allowed to continue growing until they are about five month older.

Compare and contrast how the three male characters are presented to us

Compare and contrast how the three male characters are presented to us in The Millers Tale and consider their roles in the Fabliau. The three male characters in Chaucer’s ‘The Millers Tale’ present many of the classic themes in and genre ‘Fabliau’. In English literature there is only a small amount of these tales and half of those are Chaucer’s. While in French literature there are over 300 stories. Nicholas is presented at the start of the ‘tale’ as gentle (hende) shy and therefore trusted and experienced in passionate courtly love, we can tell from his appearance and description that he will be the stereotypical fabliau character who is ‘cunning’ and always ‘makes fun of’ the other more foolish characters. John the carpenter is given a short description and it is clear by the way he speaks that he is not very intelligent therefore his foolishness will be punished john represents the stereotypical character of the duped husband (old and jealous).Alison is the faithless wife (young and sexually active). Sexual and practical jokes play a large part in the Millers Tale, for example Alison tricking Absolon into kissing her ‘arse’, this idea however comes from a raucous Middle English song called ‘Old Hogan’s Adventure’. The fact that Nicholas is short and brawny in his manner and speech contrast his feminist presentation at the start of the tale. The three characters of Nicholas John and the wife Absolon fit securely into the fabliau theme of the ‘love triangle’ a plot that always lends itself to sexual jokes. One of the best jokes in the Miller’s Tale is the way the characters use the language oaf courtly love to gain their selfish lustful ends, a major theme in many Fabliau tales. Nicholas and Absolon c... ...f the fabliau. The tale is ribald in context; farce is a obvious form of humour in the Miller Tale as is irony. Chaucer plays off text against text to create ironic effect, the carpenter is a perfect ironic remedy to the Mi8ller’s advice of in the prologue, we learn that the best way for husbands to avoid being cuckolded is to; â€Å"An hoiusbonde shal nat been inqiusityf / Of Goddes pryvetee, nor of his wyf.† The three male characters in the Miller’s tale conform very well to the personalities and themes of the fabliau. But Chaucer changes his characters so they do not completely match genre, as we have seen with their different conventions and methods of acquiring their goals, Nicholas is direct and straight forward, Absolon is indirect and foolish and hence gets punished for it and John is honest and gullible and does not have Alison at the top of his list.

Heroes and villains essay Essay

In today’s society, one does not need to wear a cape or be able to fly to be a hero. Someone does not need to wear black and have an evil laugh to be a villain either. Today, an ordinary, everyday person can be transformed into a hero or villain almost instantly. A catalyst is definitely needed to perform this transformation. An event usually has to pull out the heroic traits of a person. For instance a person who witnesses a car accident and this person runs to the scene of the burning car and pulls the occupant(s) out risking his own life in doing so. If this accident had not had happened, this person would never have been considered a hero of any sort. Another example of this is Stuart Diver. He was buried in a landslide in 1997. After 3 days and against all odds, Stuart was pulled alive from the ruble. The media labeled him as a hero. One day Stuart was skiing in Threadbo, the next he was fighting for his like under his house and the next he was a household name and a hero. To become a villain there is a different ‘procedure’. A person must perform an evil act to be considered a villain. Suicide bombers are instantly classified as villains the second they detonate their bomb. 2 minutes before the detonation, the bomber was an ordinary person who looked like he was minding his own business, no one could have suspected he was a soon-to-be villain. But people must remember that these are martyrs for their cause. They feel they are doing the right thing by killing people and their people idolize and label them as heroes. Another example of this is ‘chopper’ Reed. He went around the streets killing many people who he labeled ‘bad’ people (mainly drug dealers†¦). Chopper thought he was doing the world a favour by killing these people, but as society states – anyone who kills is a villain. A person who accidentally releases a poisonous gas and kills many people can also be labeled a villain by definition, but I believe a villain has to have the intention to create havoc and evil. So this is an example of how an  ordinary person can suddenly be called a villain by way of a mistake – which acts as the catalyst. So yes, ordinary people can suddenly become villains or heroes at the flick of a switch but there is always going to be a catalyst, an event that will perform the transformation.

Analysis of Major Characters Hannah Jarvis

In the struggle between emotion and reason in Arcadia, Hannah Jarvis acts as the voice of reason. Hannah is the academic, feminist researcher who prides herself on thorough and well-thought research and sacrifices human contact for it. Hannah, like Thomasina's description of Queen Elizabeth, is able to separate sex from intellectual power and, in her case, push sex from view. Hannah resists carnal knowledge with effort: she doesn't like the idea of having her picture taken or submitting to a kiss, she refuses Valentine's idea of calling her his fiancee, and she scorns Gus's flirtation. Most of all, Hannah rejects Bernard's proposal that Lord Byron would have been silly enough to kill someone out of love. It seems that Hannah did, at one point, know love but has decided to pursue better things (â€Å"I don't know a worse bargain. Available sex against not being allowed to fart in bed†). Hannah's rejection of love or knowledge of love has left her unaware of her own self. It appears as though she has deluded herself into academic sterility. Bernard tells Hannah that, if she understood herself a little better, she wouldn't have written her first book about Caroline Lamb, a romantic â€Å"waffle. When Hannah storms into Bernard's lecture and interrupts his speech about Lord Byron killing someone for love, Chloe turns psychologist for Hannah and politely asks her if she has been deeply wounded in the past. Hannah cannot, however, reject the love of the shy Gus. The mute boy and mystery of the modern Croom household is able to crack Hannah, he is able to get her to dance with her. Gus's genius qualities, much like Thomasina before him, make him not only mentally like the subject of Hannah's studies, but give him an intuitive sense of history. Read also Analysis of Characters in Flannery O’Connor’s â€Å"The Life You Save May Be Your Own† As a silent messenger and connection to the past of Sidley Park, Gus gives Hannah the apple Septimus will eat and whose leaf Thomasina will describe. Gus also dresses Augustus in Regency wear, finds the foundation for the destroyed outbuilding, reveals the identity of the Sidley Park Hermit and asks Hannah for a much needed dance and embrace. Hannah accepts Gus's invitation for unknown reasons, but possibly his relevance and help with her own research play into the mix and certainly a real need for carnal embrace. ThomasinaThomasina is the girl genius of epic proportions. Thomasina intuitively knows the second law of thermodynamics and can refute determinism based on her ideas. Thomasina is a typical thirteen and then sixteen-year-old girl, except for the fact that she is unusually privileged and is given unusual educational opportunities. Although Lady Croom tells Thomasina that she must wed before she is overeducated, Lady Croom seems unconcerned at the intensity of her child's work until Thomasina nears the age of seventeen. Thomasina is clearly driven not only by academic zeal but also by a desire for sexual knowledge. In the first scene, during her lesson with Septimus, Thomasina asks Septimus to tell her what a â€Å"carnal embrace† is. From the first pages of the book, Stoppard makes clear a duel purpose within Thomasina's character—to discover the rules of life and love while also working out the rules of mathematics. Thomasina's approach, including both carnal and academic knowledge, leads her to great success because she understands the principles of heat. Heat, which becomes equated with sexual knowledge, is the key to Thomasina's theory. Specifically articulated by Chloe, Thomasina's modern day counterpart, Thomasina's theory holds that sex messes up the Newtonian Universe because it is completely random. Thomasina is ironically engulfed in the flame that she once seemed to understand better than anyone. Her tragic death, at the eve of her womanhood, drives Septimus to spend his lifetime tragically attempting to prove Thomasina's hypothesis. The final waltz that Thomasina and Septimus share at the end of play reveals a necessary urgency for sexual knowledge between all people. While the two talk about the end of the Earth, it seems Thomasina knows her end will be near. There is an understanding between tutor and student in the conclusion of the play; Thomasina and Septimus both understand the limits of and the ultimately unfulfilling nature of academic knowledge. Septimus and Thomasina dance and embrace to revel in the mystery they will never solve. Bernard NightingaleBernard, the modern and foppish academic, reveals the danger of allowing present motivations to leap ahead of historic truths. Bernard's theory, that Lord Byron killed Mr. Chater in a lover's duel, is the product of his lust for fame and recognition. The evidence that Bernard puts together seems sketchy at best and the result of his theory and publication of his results is clear from the outset. Bernard never brings the platonic, third letter on stage, and it remains unclear how Byron got a hold of Septimus's book. Nevertheless, Bernard can't restrain himself. Undoubtedly reflecting Stoppard' s own commentary on academic eagerness, Bernard ignores Hannah's objections to his theory in favor of quick fame. Bernard has little interest in the Croom family besides an opportunity to bring him recognition. But Bernard, despite his mistakes, is essential to Hannah finding the identity of the hermit. While seducing Chloe in the library stacks, Bernard notices â€Å"something between her legs,† a contemporary account of the hermit's identity that describes the hermit's turtle, Plautus. This is Bernard at his best, his sole constructive contribution into the Croom mystery. Bernard is one character who is not aided by his sexual knowledge, despite his discovery while supposedly having sex (the modern day account of the hermit). Bernard's forthright proposal to Hannah and seduction of Chloe do no more than win him a loyal teenage fan. Bernard does, however, seem to know a bit more than Hannah because of his supposed knowledge. Bernard tells Hannah that she wouldn't have written a book about Caroline Lamb if she had known herself better. Yet, it remains unclear why Bernard didn't know himself better than to publish his results about Lord Byron before having more concrete proof of the theory. It is evident that neither academic nor canal knowledge alone will do. Themes, Motifs, and SymbolsThemesEmotion versus IntellectThere are two sorts of knowledge in Arcadia: the knowledge of love and academic knowledge. These two types of knowledge are in constant conflict throughout the text. It is only the proposition of marriage, the intellectual justification for sex, which allows a resolution between the two forces. The theme of love vs. intellect is touched upon in the first pages of the play. Thomasina interrupts her lesson with Septimus by asking what carnal knowledge is. Sexual knowledge always acts in conflict with intellectual knowledge, and here it gets in the way of the lesson. Thomasina also remarks on the conflict between emotion and intellect in her history lesson. Her question is prompted by Septimus himself who was found having sex with Mrs. Chater in the gazebo the day before. Thomasina describes Cleopatra as making â€Å"noodles of our sex† because Cleopatra was weakened by love. Thomasina heralds Queen Elizabeth who would not have been tempted by love to give away land or power. The great Hannah Jarvis is, like Thomasina's Queen Elizabeth, unswayed by romantic passions. She believes, as does Thomasina, that romantic inclinations would destroy or distract her from her work. Hannah refuses warmth or emotion: she refuses a kiss, denies Bernard's propositions, laughs at Valentine's proposal, and brushes off Gus's flirtation. Nonetheless, Hannah, like Thomasina, Septimus, and Gus all waltz at the conclusion of the play. Hannah cannot refuse emotion or the bashful Gus by the end of the play and is drawn into an uncomfortable and uneasy dance. The conflict between emotion and intellect is resolved because Hannah suddenly understands that the two are inseparable. Hannah is unlike Thomasina, who unconsciously understands this, driven forcefully by the mystery of both. The Mystery of SexSex remains the final mystery of Arcadia. Septimus, in the conclusion of the play, reveals the final sadness and emptiness of an academic life: â€Å"When we have found all the mysteries and lost all the meaning, we will be alone, on an empty shore. † Septimus implies that the mysteries of mathematics will someday be solved. As if knowing his own fate, Septimus embraces and kisses Thomasina in earnest, finally indulging in the mystery of his attraction and love. Septimus will not go to Thomasina's room, although she asks him, but he is restrained for a reason that remains unknown. Septimus realizes the ultimately unfulfilling nature of academic progress but will only tragically experience the fulfilling nature of love for a brief moment in a waltz and kiss with Thomasina. In the same manner, Hannah Jarvis submits to a dance with Gus. She, like Septimus, has solved her mystery and now looks to Gus for fulfillment and new mysteries. The Path of KnowledgeSeptimus describes to Thomasina the path of knowledge, a humanity that drops knowledge and learning as it picks up new ideas and developments. Septimus tells Thomasina she should not be upset at the loss of the library of Alexandria because such discoveries will be had again, in another time and possibly in another language. This story is ironic to the fate of Thomasina's own discoveries that aren't unearthed until 1993 by Valentine. Thomasina's discoveries are made again: chaos theory and thermodynamics are formal concepts by the time her primer is found and analyzed. Arcadia works as a description of humanity's own progression of knowledge. While Thomasina and Septimus make new discoveries, Hannah and Valentine work to find their discoveries. The work of Thomasina and Septimus is lost but later found again. MotifsFireFire takes on multiple meanings in the play, but it most strongly symbolizes death and the eventual and inevitable end of the human species. Like Thomasina's diagram of heat exchange, as exemplified by Mr. Noakes's steam engine, all will eventually end. As the law of thermodynamics prescribes, we will all eventually burn up. Fire is destruction and death happening over and over again. Septimus burns Lord Byron's letter, unread, a rare and valuable piece of historical literature. Fire is also sexual, the burn that keeps bodies in motion. Septimus observes that Mrs. Chater is in a state of â€Å"tropical humidity as would grown orchids in her drawers in January†. Thomasina and Valentine wish to describe and analyze the universal laws of heat and destruction. The final scene is the greatest culmination of the fire motif. While Valentine and Hannah discuss the meaning of Thomasina's heat-exchange diagram, Thomasina holds the flame that will eventually cause her own destruction. As Thomasina and Septimus waltz, the audience is aware of Thomasina's fate. We can see the workings and progress of the heat diagram before our eyes. SexSex persists as the anti-academic driving force in Arcadia. Academic knowledge is never separated far from carnal knowledge—academic knowledge somehow equating sexual prowess. For example, when Bernard makes his great discovery he immediately propositions Hannah, indicating how academic knowledge gives Bernard sexual confidence. Sex is also equated with heat, making it the eventual objective and need of all humans. The relationship between Thomasina's theory of heat exchange and sex is clearly articulated by Chloe who tells Valentine that Newton forgot to account for sex in his deterministic universe. Heat, like sex, is unchangeable, persistent, and random. MathematicsMathematics and â€Å"Simple English Algebra† is the foundation ofArcadia. The mysteries of math reveal greater truths about humanity and the family as a whole. Mathematics is also a source of pride within the play. Valentine, as a chaos mathematician himself, is reluctant to share Thomasina's theory and fractal with Hannah. Thomasina's algebra and geometry lessons culminate into her genius understanding of the laws of thermodynamics and chaos theory. The laws of thermodynamics dictate the fate of all the characters on stage, and the realization of such fate eventually conclude the play (most tragically, Thomasina's own ironic death by fire). Septimus and Thomasina, along with Gus and Hannah, succumb to the law of thermodynamics by coming together in a waltz. The couples know their mathematical, unstoppable fate and embrace each other in spite of it. SymbolsGardenThe Gardens of Sidley Park symbolize the transformation and transition between romanticism and classicism. Mr. Noakes wishes to alter the gardens into the picturesque and thoroughly romantic style and means to tear out the gazebo in favor of a hermitage and drain the lake with a newly improved steam engine. Lady Croom accuses Mr. Noakes of reading too many novels by Radcliff, such as The Castle of Otranto (actually written by Horace Walpole, as Mr. Chater points out), and The Mysteries of Udolpho. Mr. Noakes means to transform the green, lush perfect Englishman's garden into an â€Å"eruption of gloomy forest and towering crag,† Lady Croom describes it as a haunt of â€Å"hobgoblins. As Hannah describes it, the garden is a classical painting imposed on landscape or â€Å"untamed nature in the style of Salvatore Rosa †¦ everything but vampires†. The garden represents romanticism, (for Hannah) a decline from thinking to emotion, and the need for â€Å"false emotion† and â€Å"cheap thrills. † Regency ClothesThe modern day characters wear the Regency Clothes or clothes that would be worn to a fancy dress ball in Thomasina's time. Regency Clothes symbolize high society and privilege. The dress not only links the two generations and time periods, but it reve als the hay day of the English aristocratic family. Chloe, Gus, and Valentine wear the outfits to have their pictures taken and dress for the annual dance. The dress reestablishes their power as a family and role in the community, seemingly diminished in modern times. PrimerThe Primer is the symbol of learning and academia. Thomasina is the first to use the primer, which once belonged to Septimas; however, at the conclusion of the play, Septimus has taken back his primer. Septimus's use of his the primer once again symbolizes his return to being a student; this time he is a student of Thomasina, who has surpassed his knowledge and teachings Scene OneSummarySeptimas Hodge and Thomasina Coverly sit in the front room of an old estate in Derbyshire, England. The house is surrounded by beautiful, traditional park-like landscape, which is lush and green. Thomasina, a curious and rather impetuous girl of thirteen, is the student of Septimas, who is twenty-two. Each is working on separate problems when Thomasina asks Septimas what â€Å"carnal embrace† might be. Thomasina overheard Jellaby, a servant at the estate, telling the cook that Mrs. Chater, wife of the poet Ezra Chater, had been found in carnal embrace in the gazebo. Jellaby had heard the story from Mr. Noakes, gardener of the estate, who had actually witnessed the event. Septimas tells Thomasina that the act of â€Å"carnal embrace† is throwing ones arms around a side of beef. Thomasina, quite perceptive, tells Septimas that a gazebo is not a â€Å"meat larder† and asks if carnal embrace is kissing. Thomasina demands that Septimas tells her the tr uth, and so Septimas gives her the true scientific meaning: the insertion of the male genital into the female. Uncomfortable with this disclosure, Septimas quickly returns to work. Thomasina pesters Septimas to tell her more about sexual intercourse. Jellaby, the butler, interrupts the conversation. Jellaby brings a letter to Septimas from Mr. Chater. Septimas reads the letter and tells Jellaby to tell Mr. Chater that he will have to wait until the lesson is finished. After Jellaby leaves, Thomasina asks Septimas if he thinks it is odd that when one stirs jam in his or her rice pudding into swirls in one direction, the jam will not come together again if they swirl the pudding in the opposite direction. In other words, she asks why one cannot stir things apart. Thomasina's question leads to a discussion about Newton's Law of Motion. Thomasina believes that if one could stop every atom in motion, a person could write a formula for the future. Mr. Chater suddenly swings the door to the room open. Septimas bids Thomasina to leave the room. Chater accuses Septimas of â€Å"insulting† his wife in the gazebo. Septimas tells Chater that he is wrong and that he made love to Mrs. Chater in the gazebo the day before at Mrs. Chater's request. Chater challenges Septimas to a duel, but Septimas declines. Septimas tells Chater that he cannot shoot him because there are only two or three first rank poets living, Chater apparently one of them. Septimas distracts Mr. Chater by complementing him on his new poem, â€Å"The Couch of Eros,† and tells Chater he will write a good review of the work. Chater, flattered, forgives Septimas for his indiscretion and even offers to sign Septimas's copy of â€Å"The Couch of Eros. † Septimas only means to distract Chater. Noakes enters the room, soon followed by Lady Croom, mistress of the estate, and Captain Edward Brice. Lady Croom is very upset by Noakes's plans for the landscaping of Sidley Park. Lady Croom thinks that Noakes's plans are too modern, Sidley park is beautiful and an â€Å"Arcadia† as it is. The sound of hunting fire outside the window precedes Lady Croom's exit. Lady Croom, in the style of a grand general, orders Noakes, Brice, and Chater to follow her. As Mr. Chater leaves, he shakes Septimas's hand in friendship. Thomasina and Septimas are again alone. Thomasina remarks that she has grown up with the sound of hunting guns and that her father's life is recorded in the game book by the game he has shot. Thomasina delivers a secret note to Septimas from Mrs. Chater. AnalysisIt has been suggested that one of Tom Stoppard's favorite ideas is â€Å"all men desire to know. † This seems particularly evident in Arcadia, a play obsessed with knowledge of many kinds. The characters in Arcadia seek three different sorts of knowledge: mathematical knowledge, historical knowledge and sexual knowledge. The play opens with the problem (quite literally) of mathematical knowledge. Septimus has given Thomasina the challenge of finding a proof for Fermat's Last Theorem (more to keep her occupied than in hopes of her solving it). At the time the play was written Fermat's Last Theorem was, indeed, a great mathematical task. Thomasina proposes her own original solution to the theorem: Fermat's marginal note was an eternally tormenting joke to drive posterity mad. It is ironic that in real life, shortly after the play opened, Andrew Wiles announced a proof of Fermat's theorem that has, after subsequent amendments, been accepted as correct. But the quest for mathematical knowledge persists within the play. Thomasina is the genius girl who can miraculously understand the foundations of thermodynamics and chaos theory a century before their formal definition. Thomasina's algebra lesson is interrupted by her own search for another type of knowledge. Thomasina asks Septimus what â€Å"carnal embrace† is. Septimus's characteristically witty reply, that it is the act of throwing one's arms around a side of beef, does not deter Thomasina from her desire to know about sex. Chloe, Thomasina's modern counterpart, has less desire for formal, mathematical, or book knowledge but craves sexual knowledge. For Thomasina, the desire for sexual knowledge is a juvenile curiosity;emdash more a means to marriage and a first waltz. On the other hand, for the modern hormonal Chloe, sex is real sex; Chloe persuades Bernard to go up into the library stacks with her for what may be real sex. Until Thomasina is sixteen, she only desires the waltz and kiss. While Thomasina asks Septimus to come to her room after they waltz in the conclusion of the book, he refuses, and she is content. Thomasina studies history with disdain and boredom. As she tells Septimus, she is bored with and hates Cleopatra. Thomasina abhors Cleopatra's weakness for men and sex, as she complains Cleopatra makes â€Å"noodles of our sex. † Thomasina has seemingly distinguished between sex that is exciting and sex that weakens women and destroys knowledge and progress. Thomasina, herself, seeks sexual knowledge and mathematical knowledge but does not sacrifice one for the other. Historical knowledge is also sought after more urgently in the present. In scenes depicting modern-day Sidley Park, historical knowledge is rewarded by great fame and possibly sexual prowess. The modern characters value historical knowledge foremost. Bernard, of course, lusts after historical knowledge most of all, intent on receiving any and all fame it may bring. Hannah, with more reserve, also looks among the books of Sidley Park for a glimpse into the past and writes bestsellers on her findings. The intertwining past and present of Sidley Park provides commentary on the progression of knowledge or quest for knowledge in modern times. The modern day characters are concerned with the workings and findings of the past, while Thomasina and Septimus work to make new discoveries. The quest of all of the scholars thus forms a sort of loop; what is undervalued in one generation is greatly revered in the next. The state of inquiry revolves and evolves from an interest in the future to that of the past. And, like Septimus's apt description of humanity's quest for knowledge, the modern day continues to pick up what has been lost in the past, while simultaneously finding new ideas and formulas.

Films by Pasolini Essay

PÐ °sÐ ¾lÃ'â€"nÃ'â€" bÐ µgÐ °n shÐ ¾Ã ¾tÃ'â€"ng hÃ'â€"s fÃ'â€"rst fÃ'â€"lm, Ð ccÐ °tÐ ¾nÐ µ, Ã'â€"n ОctÐ ¾bÐ µr 1960. HÃ'â€"s mÐ ¾vÐ µ Ã'â€"ntÐ ¾ fÃ'â€"lm wÐ °s thÐ µ tÐ µrmÃ'â€"nus Ð °d quÐ µm Ð ¾f thÐ µ 1958-9 crÃ'â€"sÃ'â€"s Ã'â€"n hÃ'â€"s wÐ ¾rk, Ð °nd Ã'â€"n hÃ'â€"s publÃ'â€"c rÐ ¾lÐ µ, dÃ'â€"scussÐ µd Ã'â€"n PÐ °rt І. ThÐ µ Ð °ttÐ µmpt tÐ ¾ crÐ µÃ °tÐ µ sÃ'â€"mulÐ °crÐ ° Ð ¾f Ã'â€"nnÐ ¾cÐ µncÐ µ Ð °nd Ð °uthÐ µntÃ'â€"cÃ'â€"ty wÃ'â€"thÃ'â€"n lÃ'â€"tÐ µrÐ °ry lÐ °nguÐ °gÐ µ, bÐ µgun Ã'â€"n FrÃ'â€"ulÃ'â€" Ð °nd cÐ °rrÃ'â€"Ð µd Ð ¾vÐ µr Ã'â€"ntÐ ¾ hÃ'â€"s RÐ ¾mÐ °n wÐ ¾rk, hÐ °d fÐ °Ã'â€"lÐ µd, Ð °nd wrÃ'â€"ttÐ µn lÐ °nguÐ °gÐ µ hÐ °d bÐ µcÐ ¾mÐ µ Ð °n Ð °lÃ'â€"Ð µnÐ °tÃ'â€"ng fÐ ¾rcÐ µ. ThÐ µ mÐ ¾st strÃ'â€"kÃ'â€"ng Ã'â€"nÃ'â€"tÃ'â€"Ð °l Ð µvÃ'â€"dÐ µncÐ µ Ð ¾f PÐ °sÐ ¾lÃ'â€"nÃ'â€"’s nÐ µÃ µd tÐ ¾ cÐ ¾nfrÐ ¾nt thÐ µ tÐ µndÐ µncy Ð ¾f thÐ µ mÐ µdÃ'â€"um tÐ ¾ sÃ'â€"lÐ µncÐ µ thÐ µ fÃ'â€"rst-pÐ µrsÐ ¾n Ã'â€"s fÐ ¾und Ã'â€"n hÃ'â€"s rÐ µpÐ µÃ °tÐ µd Ð °ssÐ µrtÃ'â€"Ð ¾ns Ð ¾f Ð °uthÐ ¾rÃ'â€"ty, hÃ'â€"s Ð °ttÐ µmpts tÐ ¾ subÐ ¾rdÃ'â€"nÐ °tÐ µ thÐ µ prÐ ¾-fÃ'â€"lmÃ'â€"c tÐ ¾ thÐ °t Ð °uthÐ ¾rÃ'â€"ty, Ð °nd thÐ µ pÐ °rÐ °dÃ'â€"ng wÃ'â€"thÃ'â€"n thÐ µ fÃ'â€"lms thÐ µmsÐ µlvÐ µs Ð ¾f vÐ °rÃ'â€"Ð ¾usly undÐ µrscÐ ¾rÐ µd mÐ °rkÐ µrs Ð ¾f rÐ µflÐ µxÃ'â€"vÃ'â€"ty. Ð  trÐ °nspÐ ¾sÐ µd Ð °nd sublÃ'â€"mÐ °tÐ µd fÐ ¾rm Ð ¾f such dÃ'â€"rÐ µct sÐ µlf-rÐ µfÐ µrÐ µncÐ µ Ã'â€"s thÐ µn shÐ ¾wn Ã'â€"n thÐ µ Ð °ttÐ µmpt tÐ ¾ Ð °pprÐ ¾prÃ'â€"Ð °tÐ µ Ð °nd cÐ ¾lÐ ¾ur thÐ µ tÐ µchnÐ ¾lÐ ¾gy Ð °nd tÐ µchnÃ'â€"quÐ µs Ð ¾f thÐ µ mÐ µdÃ'â€"um fÐ ¾r stylÃ'â€"stÃ'â€"c, subjÐ µctÃ'â€"vÐ µ Ð µnds. StylÐ µ dÐ ¾Ã µs nÐ ¾t mÐ °rk thÐ µ prÐ µsÐ µncÐ µ Ð ¾f thÐ µ subjÐ µctÃ'â€"vÐ µ sÐ ¾ much Ð °s suggÐ µst Ã'â€"ts Ã'â€"mmÐ °nÐ µncÐ µ Ð °crÐ ¾ss thÐ µ fÃ'â€"lmÃ'â€"c Ð °nd thÐ µ prÐ ¾-fÃ'â€"lmÃ'â€"c, wÃ'â€"thÃ'â€"n thÐ µ syntÐ °gmÐ °tÃ'â€"c fÐ ¾rms Ð ¾f rÐ µprÐ µsÐ µntÐ °tÃ'â€"Ð ¾n Ã'â€"tsÐ µlf, Ð °nd thÃ'â€"s cÐ ¾ncÐ µptÃ'â€"Ð ¾n Ð ¾f stylÐ µ Ð °s Ð ° subjÐ µctÃ'â€"vÐ µ sÃ'â€"gnÃ'â€"fyÃ'â€"ng prÐ °ctÃ'â€"cÐ µ fÐ ¾llÐ ¾ws Ð ° pÐ °ttÐ µrn sÃ'â€"mÃ'â€"lÐ °r tÐ ¾ thÐ °t Ð µvÃ'â€"ncÐ µd Ã'â€"n PÐ °sÐ ¾lÃ'â€"nÃ'â€"’s pÐ ¾Ã µtry Ð °nd Ã'â€"ndÐ µÃ µd hÃ'â€"s lÐ °tÐ µr jÐ ¾urnÐ °lÃ'â€"sm. Ð  thÃ'â€"rd Ð °xÃ'â€"s fÐ ¾llÐ ¾ws thÐ µ Ð °ctÃ'â€"vÐ µ rÐ ¾lÐ µ plÐ °yÐ µd by prÐ µ-fÃ'â€"lmÃ'â€"c, Ã'â€"ntÐ µrtÐ µxtuÐ °l gÐ µnÐ µsÃ'â€"s, thrÐ ¾ugh fÐ ¾rms such Ð °s thÐ µ scrÐ µÃ µnplÐ °y, Ã'â€"n dÐ µtÐ µrmÃ'â€"nÃ'â€"ng thÐ µ hÐ µrmÐ µnÐ µutÃ'â€"c stÐ °tus Ð ¾f thÐ µ fÃ'â€"lm. Ð nd thÃ'â€"s Ã'â€"n turn lÐ µÃ °ds tÐ ¾ Ð °n Ã'â€"nvÐ µstÃ'â€"gÐ °tÃ'â€"Ð ¾n Ð ¾f twÐ ¾ Ð °spÐ µcts Ð ¾f mÐ µÃ °nÃ'â€"ng Ã'â€"n fÃ'â€"lm wÃ'â€"th prÐ ¾fÐ ¾und Ã'â€"mplÃ'â€"cÐ °tÃ'â€"Ð ¾ns fÐ ¾r thÐ µ lÐ ¾cÐ °tÃ'â€"Ð ¾n Ð °nd Ã'â€"mpÐ °ct Ð ¾f fÃ'â€"lmÃ'â€"c sÐ µlfhÐ ¾Ã ¾d; mÐ µtÐ °phÐ ¾r Ð °nd fÃ'â€"lm-tÃ'â€"mÐ µ. Іn cÐ ¾nclusÃ'â€"Ð ¾n, Ð °ll thÐ µsÐ µ Ð °xÐ µs Ð °rÐ µ sÐ ¾undÐ µd Ð ¾ut tÐ ¾gÐ µthÐ µr Ã'â€"n Ð ° cÐ ¾nsÃ'â€"dÐ µrÐ °tÃ'â€"Ð ¾n Ð ¾f thÐ µÃ'â€"r Ã'â€"mpÐ °ct Ð ¾n thÐ µ cÐ ¾nstructÃ'â€"Ð ¾n Ð ¾f spÐ µctÐ °tÐ ¾rÃ'â€"Ð °l subjÐ µctÃ'â€"vÃ'â€"ty Ã'â€"n PÐ °sÐ ¾lÃ'â€"nÃ'â€"’s cÃ'â€"nÐ µmÐ °. PÐ °sÐ ¾lÃ'â€"nÃ'â€"’s bÐ µlÃ'â€"Ð µf Ã'â€"n hÃ'â€"s cÐ °pÐ °cÃ'â€"ty tÐ ¾ Ã'â€"mpÐ ¾sÐ µ hÃ'â€"s vÐ ¾Ã'â€"cÐ µ Ð ¾n Ð °ny mÐ µdÃ'â€"um, dÐ µspÃ'â€"tÐ µ Ã'â€"ts cÐ ¾nstrÐ °Ã'â€"nts, wÐ °s rÐ µÃ °ffÃ'â€"rmÐ µd Ð °nd Ã'â€"ndÐ µÃ µd Ã'â€"ntÐ µnsÃ'â€"fÃ'â€"Ð µd by hÃ'â€"s Ð µxpÐ µrÃ'â€"Ð µncÐ µ wÃ'â€"th fÃ'â€"lm. HÐ µ rÐ µpÐ µÃ °tÐ µdly Ð °ssÐ µrtÐ µd hÃ'â€"s Ð °utÐ ¾nÐ ¾my Ð °nd Ð °uthÐ ¾rÃ'â€"ty Ð °s Ð °n ‘Ð °utÐ µur’, cÐ ¾nfÃ'â€"dÐ µntly dÐ µclÐ °rÃ'â€"ng hÃ'â€"s cÐ ¾ntrÐ ¾l Ð ¾vÐ µr Ð µvÐ µry Ð °spÐ µct Ð ¾f thÐ µ fÃ'â€"lm-mÐ °kÃ'â€"ng prÐ ¾cÐ µss. ThÐ µ prÃ'â€"ncÃ'â€"pÐ °l mÐ µthÐ ¾d PÐ °sÐ ¾lÃ'â€"nÃ'â€" Ð °dÐ ¾ptÐ µd tÐ ¾ fÐ ¾rÐ µgrÐ ¾und thÃ'â€"s Ð °lmÐ ¾st pÐ °thÐ ¾lÐ ¾gÃ'â€"cÐ °l Ã'â€"nsÃ'â€"stÐ µncÐ µ Ð ¾n thÐ µ sÃ'â€"nglÐ µ Ð ¾rÃ'â€"gÃ'â€"n Ð ¾f fÃ'â€"lm dÃ'â€"scÐ ¾ursÐ µ wÐ °s tÐ ¾ dÃ'â€"srupt thÐ µ nÐ °turÐ °lÃ'â€"sm Ð ¾f fÃ'â€"lm. Ð nd Ã'â€"ndÐ µÃ µd, hÐ µ Ð ¾ftÐ µn usÐ µd nÐ ¾n-prÐ ¾fÐ µssÃ'â€"Ð ¾nÐ °l Ð °ctÐ ¾rs, usuÐ °lly frÃ'â€"Ð µnds Ð °nd Ð °cquÐ °Ã'â€"ntÐ °ncÐ µs, frÐ ¾m bÐ ¾th thÐ µ ‘bÐ ¾rgÐ °tÐ µÃ¢â‚¬â„¢ Ð °nd frÐ ¾m RÐ ¾mÐ µÃ¢â‚¬â„¢s lÃ'â€"tÐ µrÐ °ry mÃ'â€"lÃ'â€"Ð µux. Ð s wÃ'â€"th Ð ° numbÐ µr Ð ¾f Ð ¾thÐ µr Ð °spÐ µcts Ð ¾f hÃ'â€"s cÃ'â€"nÐ µmÐ °, thÃ'â€"s prÐ µfÐ µrÐ µncÐ µ hÐ °s Ã'â€"ts rÐ ¾Ã ¾ts Ã'â€"n nÐ µÃ ¾-rÐ µÃ °lÃ'â€"sm, but PÐ °sÐ ¾lÃ'â€"nÃ'â€"’s rÐ µprÃ'â€"sÐ µ Ð ¾f Ã'â€"t wÐ ¾rks tÐ ¾ undÐ µrmÃ'â€"nÐ µ thÐ µ nÐ °turÐ °lÃ'â€"stÃ'â€"c Ð µffÐ µcts Ð ¾f nÐ µÃ ¾-rÐ µÃ °lÃ'â€"st Ð °nd trÐ °dÃ'â€"tÃ'â€"Ð ¾nÐ °l cÃ'â€"nÐ µmÐ ° Ã'â€"n gÐ µnÐ µrÐ °l. HÐ µ dÃ'â€"srupts thÐ µ smÐ ¾Ã ¾th mÃ'â€"mÐ µsÃ'â€"s Ð °nd Ð µmÐ ¾tÃ'â€"vÐ µ nÐ °turÐ °lnÐ µss Ð ¾f nÐ °rrÐ °tÃ'â€"vÐ µ cÃ'â€"nÐ µmÐ °, whÐ °t hÐ µ wÐ ¾uld lÐ °tÐ µr cÐ °ll ‘cÃ'â€"nÐ µmÐ ° dÃ'â€" prÐ ¾sÐ °Ã¢â‚¬â„¢ (prÐ ¾sÐ µ cÃ'â€"nÐ µmÐ °), Ð °nd tÐ µnds tÐ ¾wÐ °rds Ð ° rÐ °w, unpÐ ¾lÃ'â€"shÐ µd Ã'â€"mmÐ µdÃ'â€"Ð °cy. ЕvÐ µn Ã'â€"n hÃ'â€"s pÐ µrsÐ ¾nÐ °l rÐ °ppÐ ¾rts wÃ'â€"th nÐ ¾n-prÐ ¾fÐ µssÃ'â€"Ð ¾nÐ °l Ð °ctÐ ¾rs, hÐ µ sÐ µt hÃ'â€"msÐ µlf Ð °gÐ °Ã'â€"nst thÐ µ Ð µxplÐ ¾Ã'â€"tÐ °tÃ'â€"vÐ µ Ð ¾r prÐ ¾fÐ µssÃ'â€"Ð ¾nÐ °l pÐ °ttÐ µrn Ð ¾f trÐ °dÃ'â€"tÃ'â€"Ð ¾nÐ °l dÃ'â€"rÐ µctÐ ¾r-Ð °ctÐ ¾r rÐ µlÐ °tÃ'â€"Ð ¾ns, Ð °nd lÐ ¾Ã ¾kÐ µd fÐ ¾r Ð °n Ã'â€"mmÐ µdÃ'â€"Ð °cy rÐ µmÃ'â€"nÃ'â€"scÐ µnt Ã'â€"n sÐ ¾mÐ µ wÐ °ys Ð ¾f thÐ µ pÐ µdÐ °gÐ ¾gÃ'â€"c Ã'â€"ntÃ'â€"mÐ °cy Ð °nd Ã'â€"nnÐ ¾cÐ µncÐ µ Ð ¾f thÐ µ FrÃ'â€"ulÐ °n pÐ µrÃ'â€"Ð ¾d. ThÐ µ Ð µxclusÃ'â€"Ð ¾n Ð ¾f prÐ ¾fà  µssÃ'â€"Ð ¾nÐ °l Ð °ctÐ ¾rs wÐ °s, hÐ ¾wÐ µvÐ µr, fÐ °r frÐ ¾m cÐ ¾nsÃ'â€"stÐ µnt, Ð °nd hÃ'â€"s usÐ µs Ð °nd trÐ µÃ °tmÐ µnt Ð ¾f thÐ µm rÐ µvÐ µÃ °ls Ã'â€"ntÐ µrÐ µstÃ'â€"ng Ã'â€"nsÃ'â€"ghts Ã'â€"ntÐ ¾ mÐ µthÐ ¾ds Ð ¾f Ð °chÃ'â€"Ð µvÃ'â€"ng cÐ ¾ntrÐ ¾l Ð ¾vÐ µr thÐ µ mÐ µdÃ'â€"um. SÐ ¾mÐ µ Ð ¾f thÐ µ mÐ °jÐ ¾r Ð °ctÐ ¾rs hÐ µ Ð µmplÐ ¾yÐ µd wÐ µrÐ µ Ð nnÐ ° MÐ °gnÐ °nÃ'â€", whÐ ¾ plÐ °yÐ µd ‘MÐ °mmÐ ° RÐ ¾mÐ °Ã¢â‚¬â„¢, ОrsÐ ¾n WÐ µllÐ µs, thÐ µ dÃ'â€"rÐ µctÐ ¾r Ã'â€"n LÐ ° rÃ'â€"cÐ ¾ttÐ °, SÃ'â€"lvÐ °nÐ ° MÐ °ngÐ °nÐ ¾ Ð °nd Ð lÃ'â€"dÐ ° VÐ °llÃ'â€" Ã'â€"n ЕdÃ'â€"pÐ ¾, TÐ ¾to Ã'â€"n UccÐ µllÐ °ccÃ'â€" Ð µ uccÐ µllÃ'â€"nÃ'â€" Ð °nd thÐ µ shÐ ¾rts ChÐ µ cÐ ¾sÐ ° sÐ ¾nÐ ¾ lÐ µ nuvÐ ¾lÐ µ? Ð °nd LÐ ° tÐ µrrÐ ° vÃ'â€"stÐ ° dÐ °llÐ ° lunÐ °, TÐ µrÐ µncÐ µ StÐ °mp Ã'â€"n TÐ µÃ ¾rÐ µmÐ °, MÐ °rÃ'â€"Ð ° CÐ °llÐ °s Ã'â€"n MÐ µdÐ µÃ °, Ð °nd thÐ µ lÃ'â€"st cÐ ¾uld cÐ ¾ntÃ'â€"nuÐ µ tÐ ¾ Ã'â€"ncludÐ µ UgÐ ¾ TÐ ¾gnÐ °zzÃ'â€", PÃ'â€"Ð µrrÐ µ ClemÐ µntÃ'â€", JulÃ'â€"Ð µn BÐ µck Ð °mÐ ¾ng Ð ¾thÐ µrs. SÐ ¾mÐ µ Ð ¾f thÐ µsÐ µ, such Ð °s MÐ °gnÐ °nÃ'â€" Ð °nd StÐ °mp, wÐ µrÐ µ Ã'â€"mpÐ ¾sÐ µd by prÐ ¾ducÐ µrs. Ð nd thÐ µ Ð ¾n-sÐ µt clÐ °sh bÐ µtwÐ µÃ µn MÐ °gnÐ °nÃ'â€" Ð °nd PÐ °sÐ ¾lÃ'â€"nÃ'â€" rÐ µgÐ °rdÃ'â€"ng thÐ µÃ'â€"r rÐ µspÐ µctÃ'â€"vÐ µ rÐ ¾lÐ µs wÐ °s dÃ'â€"ffÃ'â€"cult Ð °nd Ð °t tÃ'â€"mÐ µs trÐ °umÐ °tÃ'â€"c. PÐ °sÐ ¾lÃ'â€"nÃ'â€"’s tÐ °pÐ µd shÐ ¾Ã ¾tÃ'â€"ng-dÃ'â€"Ð °ry Ð ¾f MÐ °mmÐ ° RÐ ¾mÐ °, publÃ'â€"shÐ µd Ã'â€"n thÐ µ scrÐ µÃ µnplÐ °y, dÐ µscrÃ'â€"bÐ µs Ð ° wÐ °ry prÐ ¾cÐ µss Ð ¾f fÐ °Ã'â€"lÐ µd cÐ ¾mÃ'â€"ng tÐ ¾ tÐ µrms, wÃ'â€"th thÐ µ dÃ'â€"rÐ µctÐ ¾r Ã'â€"nsÃ'â€"stÃ'â€"ng Ð ¾n hÃ'â€"s rÃ'â€"ght tÐ ¾ tÐ ¾tÐ °l cÐ ¾ntrÐ ¾l Ð ¾vÐ µr Ð °ctÃ'â€"Ð ¾n Ð °nd Ã'â€"ntÐ µrprÐ µtÐ °tÃ'â€"Ð ¾n Ã'â€"n thÐ µ fÐ °cÐ µ Ð ¾f thÐ µ Ð °ctrÐ µss’s dÃ'â€"scÐ ¾ncÐ µrtÐ µd rÐ µsÃ'â€"stÐ °ncÐ µ Ð °nd Ã'â€"nstÃ'â€"nct fÐ ¾r chÐ °rÐ °ctÐ µrÃ'â€"zÐ °tÃ'â€"Ð ¾n Ð °nd cÐ ¾ntÃ'â€"nuÃ'â€"ty. Іn sÐ µvÐ µrÐ °l cÐ °sÐ µs, Ð ° strÐ °tÐ µgy sÃ'â€"mÃ'â€"lÐ °r tÐ ¾ hÃ'â€"s ‘mÃ'â€" srÐ µÃ °dÃ'â€"ng’ Ð ¾f GrÐ °mscÃ'â€" Ð °nd ShÐ µllÐ µy Ã'â€"n â€Å"‘LÐ µ cÐ µnÐ µrÃ'â€" dÃ'â€" GrÐ °mscÃ'â€"'† cÐ °n bÐ µ dÃ'â€"scÐ µrnÐ µd Ã'â€"n hÃ'â€"s usÐ µ Ð ¾f Ð °ctÐ ¾rs. ThÐ µy Ð °rÐ µ dÃ'â€"splÐ °cÐ µd frÐ ¾m thÐ µÃ'â€"r ‘prÐ ¾fÐ µssÃ'â€"Ð ¾nÐ °l’ cÐ °pÐ °cÃ'â€"ty Ð °s plÐ °yÐ µrs Ð ¾f fÃ'â€"ctÃ'â€"Ð ¾nÐ °l rÐ ¾lÐ µs tÐ ¾ cÐ ¾nnÐ ¾tÐ µ sÐ ¾mÐ µ pÐ µrcÐ µÃ'â€"vÐ µd Ã'â€"nhÐ µrÐ µnt, Ã'â€"cÐ ¾nÃ'â€"c quÐ °lÃ'â€"ty Ð ¾r mÐ µÃ °nÃ'â€"ng. ThÐ µ dÐ µstÐ °bÃ'â€"lÃ'â€"zÐ °tÃ'â€"Ð ¾n Ð ¾f mÃ'â€"mÐ µtÃ'â€"c Ð °ctÃ'â€"ng Ã'â€"s rÐ µÃ'â€"nfÐ ¾rcÐ µd by Ð ° dÐ µlÃ'â€"bÐ µrÐ °tÐ µ rÐ µfusÐ °l Ð ¾f prÐ µpÐ °rÐ °tÃ'â€"Ð ¾n, Ð µmÐ ¾tÃ'â€"Ð ¾nÐ °l Ð ¾r Ð ¾thÐ µrwÃ'â€"sÐ µ, Ã'â€"n thÐ µ Ð °ctÐ ¾rs. LÃ'â€"kÐ µ FÐ µllÃ'â€"nÃ'â€", Ð °nd Ã'â€"n Ð °nÐ ¾thÐ µr nÐ µÃ ¾-rÐ µÃ °lÃ'â€"st cÐ °lquÐ µ turnÐ µd Ð °gÐ °Ã'â€"nst nÐ °turÐ °lÃ'â€"st Ð µnds, PÐ °sÐ ¾lÃ'â€"nÃ'â€" wÐ ¾uld Ã'â€"nstruct Ð °ctÐ ¾rs Ð ¾nly whÃ'â€"lÐ µ shÐ ¾Ã ¾tÃ'â€"ng wÐ °s Ã'â€"n prÐ ¾grÐ µss, prÐ ¾ducÃ'â€"ng Ð °n unnÐ °turÐ °l spÐ ¾ntÐ °nÐ µÃ'â€"ty Ð ¾ut Ð ¾f tunÐ µ wÃ'â€"th sÃ'â€"tuÐ °tÃ'â€"Ð ¾nÐ °l rÐ µÃ °lÃ'â€"sm. ThÐ µ fÃ'â€"rst scÐ µnÐ µ Ð ¾f Ð ccÐ °ttÐ ¾nÐ µ Ã'â€"s Ð ° strÃ'â€"kÃ'â€"ng Ð µxÐ °mplÐ µ Ð ¾f thÃ'â€"s mÐ µthÐ ¾d, shÐ ¾wÃ'â€"ng Ð ° sÐ µrÃ'â€"Ð µs Ð ¾f fÐ ¾rcÐ µdly lÐ °ughÃ'â€"ng fÐ °cÐ µs whÃ'â€"ch mÐ ¾ck Ð °nd dÃ'â€"sturb thÐ µ vÃ'â€"Ð µwÐ µr Ð °s wÐ µll Ð °s Ð ccÐ °ttÐ ¾nÐ µ, cÐ ¾mplÐ µmÐ µntÃ'â€"ng thÐ µ Ð ¾pprÐ µssÃ'â€"vÐ µ sunlÃ'â€"ght whÃ'â€"ch dÐ ¾mÃ'â€"nÐ °tÐ µs thÐ µ lÐ °ndscÐ °pÐ µ, Ð °s Ã'â€"t wÃ'â€"ll thrÐ ¾ughÐ ¾ut thÐ µ fÃ'â€"lm. Іn Ð ° 1965 Ã'â€"ntÐ µrvÃ'â€"Ð µw, PÐ °sÐ ¾lÃ'â€"nÃ'â€" Ð µxplÐ °Ã'â€"nÐ µd hÐ ¾w Ã'â€"n Ð ¾rdÐ µr tÐ ¾ Ð °chÃ'â€"Ð µvÐ µ Ð ° suÃ'â€"tÐ °blÐ µ Ð °lÃ'â€"Ð µnÐ °tÃ'â€"ng Ð µffÐ µct Ð ¾f thÃ'â€"s kÃ'â€"nd hÐ µ wÐ ¾uld fÐ µÃ µd Ð ° lÃ'â€"nÐ µ tÐ ¾ Ð °n Ð °ctÐ ¾r (‘buÐ ¾ngÃ'â€"Ð ¾rnÐ ¾Ã¢â‚¬â„¢, ‘hÐ µllÐ ¾Ã¢â‚¬â„¢), Ð °nd lÐ °tÐ µr dub Ã'â€"t wÃ'â€"th sÐ ¾mÐ µthÃ'â€"ng quÃ'â€"tÐ µ dÃ'â€"ffÐ µrÐ µnt (‘tÃ'â€" Ð ¾dÃ'â€"Ð ¾Ã ¢â‚¬â„¢, ‘І hÐ °tÐ µ yÐ ¾u’). 7 Ð nd pÐ ¾st-synchrÐ ¾nÃ'â€"zÐ µd dÃ'â€"Ð °lÐ ¾guÐ µ Ã'â€"tsÐ µlf, yÐ µt Ð °nÐ ¾thÐ µr fÐ µÃ °turÐ µ Ð °ssÐ ¾cÃ'â€"Ð °tÐ µd wÃ'â€"th nÐ µÃ ¾-rÐ µÃ °lÃ'â€"sm, Ã'â€"s Ð ° furthÐ µr Ã'â€"mpÐ ¾rtÐ °nt Ð µlÐ µmÐ µnt Ã'â€"n hÃ'â€"s cÐ °mpÐ °Ã'â€"gn Ð °gÐ °Ã'â€"nst thÐ µ Ã'â€"ntÐ µrprÐ µtÐ °tÃ'â€"vÐ µ, nÐ °rrÐ °tÃ'â€"vÐ µ fÐ ¾rcÐ µ Ð ¾f Ð °ctÃ'â€"ng. Оut Ð ¾f stÐ µp wÃ'â€"th thÐ µ ‘nÐ ¾uvÐ µllÐ µ vÐ °guÐ µÃ¢â‚¬â„¢ Ð °nd mÐ ¾st cÐ ¾ntÐ µmpÐ ¾rÐ °ry cÃ'â€"nÐ µmÐ °, PÐ °sÐ ¾lÃ'â€"nÃ'â€" nÐ ¾t Ð ¾nly dÃ'â€"d nÐ ¾t rÐ µgrÐ µt thÐ µ nÐ µcÐ µssÃ'â€"ty fÐ ¾r dubbÃ'â€"ng, but pÐ ¾sÃ'â€"tÃ'â€"vÐ µly vÐ °luÐ µd Ã'â€"t Ð °s Ð °nÐ ¾thÐ µr guÐ °rÐ °ntÐ ¾r Ð ¾f thÐ µ unnÐ °turÐ °l dÃ'â€"ssÐ ¾nÐ °ncÐ µ Ð ¾f thÐ µ whÐ ¾lÐ µ, Ð °nd Ð ¾f thÐ µ mÐ ¾nÐ ¾vÐ °lÐ µncy Ð ¾f thÐ µ spÐ µÃ °kÃ'â€"ng subjÐ µct: ‘І thÃ'â€"nk dubbÃ'â€"ng Ð µnrÃ'â€"chÐ µs Ð ° chÐ °rÐ °ctÐ µr: Ã'â€"t Ã'â€"s pÐ °rt Ð ¾f my tÐ °stÐ µ fÐ ¾r pÐ °stÃ'â€"chÐ µ; Ã'â€"t rÐ °Ã'â€"sÐ µs Ð ° chÐ °rÐ °ctÐ µr Ð ¾ut Ð ¾f thÐ µ zÐ ¾nÐ µ Ð ¾f nÐ °turÐ °lÃ'â€"sm’. DubbÃ'â€"ng Ð °nd cÐ ¾untÐ µrpÐ ¾Ã'â€"nt bÐ µtwÐ µÃ µn Ð °ctÐ ¾r Ð °nd dÃ'â€"Ð °lÐ ¾guÐ µ cÐ ¾ntrÃ'â€"butÐ µ sÃ'â€"gnÃ'â€"fÃ'â€"cÐ °ntly tÐ ¾ PÐ °sÐ ¾lÃ'â€"nÃ'â€"’s mÐ ¾st Ð µlÐ °bÐ ¾rÐ °tÐ µ Ð µxplÐ ¾rÐ °tÃ'â€"Ð ¾n Ð ¾f hÃ'â€"s subjÐ µctÃ'â€"vÐ µ Ð °ntÃ'â€"-nÐ °turÐ °lÃ'â€"sm, LÐ ° rÃ'â€"cÐ ¾ttÐ °. ThÐ µ sÐ µquÐ µncÐ µ Ð ¾f thÐ µ thrÐ ¾w-Ð °wÐ °y cÐ ¾mÃ'â€"c rÐ µfrÐ °Ã'â€"n, ‘lÐ ° cÐ ¾rÐ ¾nÐ °Ã¢â‚¬â„¢ (thÐ µ crÐ ¾wn), fÐ ¾llÐ ¾wÃ'â€"ng thÐ µ DÃ'â€"rÐ µctÐ ¾r’s cÐ °ll fÐ ¾r thÐ µ crÐ ¾wn Ð ¾f thÐ ¾rns, Ã'â€"s Ð ¾nÐ µ Ð ¾f thÐ µ fÃ'â€"lm’s mÐ ¾st Ã'â€"rÐ ¾nÃ'â€"c Ð °nd pÐ ¾tÐ µntÃ'â€"Ð °lly blÐ °sphÐ µmÐ ¾us mÐ ¾mÐ µnts, Ð ¾nÐ µ PÐ °sÐ ¾lÃ'â€"nÃ'â€" hÐ °d tÐ ¾ dÐ µfÐ µnd Ã'â€"n cÐ ¾urt Ð °gÐ °Ã'â€"nst thÐ µ Ð °ccusÐ °tÃ'â€"Ð ¾n Ð ¾f ‘cÐ ¾ntÐ µmpt fÐ ¾r thÐ µ StÐ °tÐ µ RÐ µlÃ'â€"gÃ'â€"Ð ¾n’. SÐ µvÐ µrÐ °l Ð ¾thÐ µr Ð °spÐ µcts Ð ¾f fÃ'â€"lm-mÐ °kÃ'â€"ng Ð °rÐ µ subjÐ µct tÐ ¾ sÃ'â€"mÃ'â€"lÐ °r Ð µffÐ µcts Ð ¾f cÐ ¾ntrÐ ¾llÐ µd dÃ'â€"ssÐ ¾nÐ °ncÐ µ Ð °s thÐ °t prÐ ¾ducÐ µd by thÐ µ usÐ µ Ð ¾f Ð °ctÐ ¾rs. FÐ ¾r Ð µxÐ °mplÐ µ, thÐ µ chÐ ¾Ã'â€"cÐ µ Ð ¾f musÃ'â€"c fÐ ¾r dÐ µlÃ'â€"bÐ µrÐ °tÐ µ Ð µffÐ µcts Ð ¾f cÐ ¾untÐ µrpÐ ¾Ã'â€"nt wÃ'â€"th thÐ µ Ã'â€"mÐ °gÐ µ Ð ¾r nÐ °rrÐ °tÃ'â€"vÐ µ Ã'â€"s Ð ° strÃ'â€"kÃ'â€"ng fÐ µÃ °turÐ µ Ð ¾f hÃ'â€"s mÐ ¾st succÐ µssful fÃ'â€"lms. SÃ'â€"mÃ'â€"lÐ °rly, PÐ °sÐ ¾lÃ'â€"nÃ'â€"’s Ð ¾wn cÐ ¾ncÐ µptÃ'â€"Ð ¾ns Ð ¾f cÐ ¾stumÐ µ dÐ µsÃ'â€"gn tÐ ¾Ã ¾k Ð ¾n Ð °n Ã'â€"ncrÐ µÃ °sÃ'â€"ngly sÃ'â€"gnÃ'â€"fÃ'â€"cÐ °nt rÐ ¾lÐ µ wÃ'â€"th thÐ µ pÐ °stÃ'â€"chÐ µ Ð ¾f RÐ µnÐ °Ã'â€"ssÐ °ncÐ µ Ã'â€"cÐ ¾nÐ ¾grÐ °phy Ã'â€"n LÐ ° rÃ'â€"cÐ ¾ttÐ ° Ð °nd VÐ °ngÐ µlÐ ¾, Ð °nd lÐ °tÐ µr thÐ µ Ð µlÐ °bÐ ¾rÐ °tÐ µ, but mÐ °rkÐ µdly Ã'â€"nÐ °uthÐ µntÃ'â €"c Ð ¾r unfÐ °mÃ'â€"lÃ'â€"Ð °r crÐ µÃ °tÃ'â€"Ð ¾ns fÐ ¾r thÐ µ myth fÃ'â€"lms ЕdÃ'â€"pÐ ¾ Ð °nd MÐ µdÐ µÃ °. FrÐ ¾m TÐ µÃ ¾rÐ µmÐ ° Ð ¾n, PÐ °sÐ ¾lÃ'â€"nÃ'â€" Ð µvÐ µn Ð °ctÐ µd Ð °s hÃ'â€"s Ð ¾wn cÐ °mÐ µrÐ °mÐ °n. Ð nd fÃ'â€"nÐ °lly, but crucÃ'â€"Ð °lly, sÃ'â€"ncÐ µ Ã'â€"t bÃ'â€"nds thÐ µ Ã'â€"ssuÐ µ Ð ¾f Ð °uthÐ ¾rÃ'â€"ty mÐ ¾st dÃ'â€"rÐ µctly tÐ ¾ thÐ µ bÐ µdrÐ ¾ck Ð ¾f rÐ µÃ °lÃ'â€"ty rÐ µprÐ µsÐ µntÐ µd Ð ¾n/by fÃ'â€"lm, thÐ µ cÐ °rÐ µful sÐ µÃ °rch fÐ ¾r lÐ ¾cÐ °tÃ'â€"Ð ¾ns, vÐ °lÃ'â€"dÐ °tÐ µd Ð °s Ð °n Ð °utÐ ¾nÐ ¾mÐ ¾us dÃ'â€"scursÃ'â€"vÐ µ prÐ °ctÃ'â€"cÐ µ by thÐ µ rÐ µlÐ µÃ °sÐ µ Ð ¾f sÐ µvÐ µrÐ °l rÐ µcÐ ¾nnÐ °Ã'â€"ssÐ °ncÐ µ fÃ'â€"lms, Ã'â€"s Ð °lsÐ ¾ cÐ ¾nstructÐ µd Ð °s Ð ° hÐ µrmÐ µnÐ µutÃ'â€"c prÐ °ctÃ'â€"cÐ µ undÐ µrtÐ °kÐ µn by thÐ µ Ð °uthÐ ¾r. SÐ ¾prÐ °luÐ ¾ghÃ'â€" Ã'â€"n PÐ °lÐ µstÃ'â€"nÐ ° pÐ µr ‘Іl VÐ °ngÐ µlÐ ¾ sÐ µcÐ ¾ndÐ ¾ MÐ °ttÐ µÃ ¾Ã¢â‚¬â„¢ (1964), Ð ppuntÃ'â€"pÐ µr un fÃ'â€"lm sull’ІndÃ'â€"Ð ° (1968), Ð °nd Ð ppuntÃ'â€"pÐ µr Ã'â€"n ‘ОrÐ µstÃ'â€"Ð °dÐ µ Ð °frÃ'â€"cÐ °nÐ °Ã¢â‚¬â„¢ (1970) Ð °ll shÐ ¾w thÐ µ Ð µnquÃ'â€"rÃ'â€"ng, crÐ µÃ °tÃ'â€"vÐ µ Ð °uthÐ ¾r fÃ'â€"gurÐ µ Ð °s thÐ µ pÃ'â€"vÐ ¾tÐ °l cÐ ¾Ã ¾rdÃ'â€"nÐ °tÐ ¾r Ð ¾f thÐ µ dÃ'â€"ffusÐ µ Ð µlÐ µmÐ µnts whÃ'â€"ch wÃ'â€"ll mÐ °kÐ µ up thÐ µ sÃ'â€"gnÃ'â€"fyÃ'â€"ng mÐ °trÃ'â€"x Ð ¾f thÐ µ fÃ'â€"lm-Ã'â€"n-thÐ µ-mÐ °kÃ'â€"ng. Іt Ã'â€"s clÐ µÃ °r thÐ °t, Ã'â€"n gÐ µnÐ µrÐ °l, PÐ °sÐ ¾lÃ'â€"nÃ'â€"’s cÃ'â€"nÐ µmÐ ° fÐ ¾rcÃ'â€"bly tÐ µnds tÐ ¾wÐ °rds thÐ µ nÐ ¾n-cÐ ¾llÐ °bÐ ¾rÐ °tÃ'â€"vÐ µ, Ð °s BÐ µrtÃ'â€"nÃ'â€" pÐ ¾Ã'â€"ntÐ µdly Ð °ssÐ µrts: ‘ PÐ °sÐ ¾lÃ'â€"nÃ'â€"’s cÃ'â€"nÐ µmÐ ° cÐ °n thÐ µrÐ µfÐ ¾rÐ µ bÐ µ quÐ °l Ã'â€"fÃ'â€"Ð µd Ð °s Ð ° wÐ ¾rk Ð ¾f ‘mÐ °nÃ'â€"pulÐ °tÃ'â€"Ð ¾n’, nÐ ¾t Ð ¾f ‘cÐ ¾llÐ °bÐ ¾rÐ °tÃ'â€"Ð ¾n’. Ð  sÃ'â€"nglÐ µ vÃ'â€"sÃ'â€"Ð ¾n Ã'â€"s Ð °ll, Ð °nd Ð ¾thÐ µr Ã'â€"ndÃ'â€"vÃ'â€"duÐ °ls just Ð °s much Ð °s prÐ ¾ductÃ'â€"Ð ¾n structurÐ µs Ð °rÐ µ tÐ ¾ bÐ µ nÐ µutrÐ °lÃ'â€"zÐ µd Ã'â€"n sÐ ¾mÐ µ wÐ °y. HÐ µ mÐ °nÃ'â€"pulÐ °tÐ µs, dÃ'â€"sturbs Ð °nd rÐ µnÐ µws thÐ µ prÐ ¾-fÃ'â€"lmÃ'â€"c Ã'â€"n thÐ µ hÐ ¾pÐ µ thÐ °t Ã'â€"t wÃ'â€"ll sÐ µrvÐ µ hÃ'â€"m Ð °s Ð °n Ã'â€"dÃ'â€"Ð ¾m fÐ ¾r sÐ µlf-Ð µxprÐ µssÃ'â€"Ð ¾n, much Ð °s hÐ µ hÐ °d, fÐ ¾r Ð µxÐ °mplÐ µ, crÐ µÃ °tÐ µd hÃ'â€"s Ð ¾wn Ã'â€"ntÐ µnsÐ µly Ð µxprÐ µssÃ'â€"vÐ µ FrÃ'â€"ulÐ °n dÃ'â€"Ð °lÐ µct, flÐ µxÃ'â€"blÐ µ Ð µnÐ ¾ugh tÐ ¾ chÐ °llÐ µngÐ µ thÐ µ wÐ ¾rn, pÃ'â€"cturÐ µsquÐ µ trÐ °dÃ'â€"tÃ'â€"Ð ¾n Ð ¾f dÃ'â€"Ð °lÐ µct pÐ ¾Ã µtry Ð °nd lÐ °tÐ µr tÐ ¾ Ð °dÐ ¾pt thÐ µ Ã'â€"dÐ µÃ ¾lÐ ¾gÃ'â€"cÐ °l bÐ °ggÐ °gÐ µ Ð ¾f pÐ ¾pulÐ °r sÐ ¾ng wÃ'â€"thÐ ¾ut sÐ °crÃ'â€"fÃ'â€"cÃ'â€"ng Ð µxprÐ µssÃ'â€"vÃ'â€"ty Ð °nd cÐ ¾ntrÐ ¾l. BÐ ¾th cÃ'â€"nÐ µmÐ ° Ð °nd FrÃ'â€"ulÐ °n rÐ µprÐ µsÐ µnt, Ã'â€"nÃ'â€"tÃ'â€"Ð °lly Ð °t lÐ µÃ °st, lÐ °nguÐ °gÐ µs Ã'â€"n prÃ'â€"vÃ'â€"lÐ µgÐ µd, Ð µvÐ µn mystÃ'â€"cÐ °l cÐ ¾ntÐ °ct wÃ'â€"th rÐ µÃ °lÃ'â€"ty Ð ¾n thÐ µ Ð ¾nÐ µ hÐ °nd, Ð °nd wÃ'â€"th thÐ µ sÐ µlf Ð ¾n thÐ µ Ð ¾thÐ µr. FundÐ °mÐ µntÐ °l dÃ'â€"ffÐ µrÐ µncÐ µs dÃ'â€"vÃ'â€"dÐ µ thÐ µ twÐ ¾, Ð ¾f cÐ ¾ursÐ µ, Ð °nd nÐ ¾t lÐ µÃ °st thÐ µ Ð µvÃ'â€"dÐ µnt tÐ µnsÃ'â€"Ð ¾n bÐ µtwÐ µÃ µn thÐ µ mÐ °ss Ð °udÃ'â€"Ð µncÐ µ Ð ¾f cÃ'â€"nÐ µmÐ ° Ð °nd PÐ °sÐ ¾lÃ'â€"nÃ'â€"’s Ã'â€"mpulsÐ µ tÐ ¾wÐ °rds Ã'â€"ntÃ'â€"mÐ °tÐ µ sÐ µlf-Ð µxprÐ µssÃ'â€"Ð ¾n, Ð °s Ð ¾ppÐ ¾sÐ µd tÐ ¾ thÐ µ symbÃ'â€"Ð ¾sÃ'â€"s bÐ µtwÐ µÃ µn sÐ µlf Ð °nd Ð °ddrÐ µssÐ µÃ µ Ã'â€"n MÐ µglÃ'â€"Ð ¾. NÐ µvÐ µrthÐ µlÐ µss, Ã'â€"t Ã'â€"s nÐ ¾ surprÃ'â€"sÐ µ tÐ ¾ nÐ ¾tÐ µ Ð ° prÐ µpÐ ¾ndÐ µrÐ °ncÐ µ Ð ¾f Ã'â€"mÐ °gÐ µs Ð °nd tÐ ¾pÐ ¾Ã'â€" Ð °nd pÐ °tt Ð µrns Ð ¾f sÐ µlf-rÐ µprÐ µsÐ µntÐ °tÃ'â€"Ð ¾n fÐ °mÃ'â€"lÃ'â€"Ð °r frÐ ¾m pÐ °st Ð °Ã µsthÐ µtÃ'â€"c Ð ¾r Ð °utÐ ¾bÃ'â€"Ð ¾grÐ °phÃ'â€"cÐ °l mÐ ¾mÐ µnts such Ð °s thÐ µ FrÃ'â€"ulÐ °n pÐ µrÃ'â€"Ð ¾d. Іf, thÐ µn, thÐ µ rhÐ µtÐ ¾rÃ'â€"c Ð ¾f PÐ °sÐ ¾lÃ'â€"nÃ'â€"’s Ð °pprÐ ¾prÃ'â€"Ð °tÃ'â€"Ð ¾n Ð ¾f thÐ µ prÐ ¾-fÃ'â€"lmÃ'â€"c Ã'â€"s Ð ° rÐ µductÃ'â€"Ð ¾ Ð °d unum, Ð ¾r Ð °t lÐ µÃ °st Ð °ttÐ µmpts tÐ ¾ bÐ µ sÐ ¾, thÐ µ sÃ'â€"nglÐ µ vÐ ¾Ã'â€"cÐ µ Ã'â€"t crÐ µÃ °tÐ µs Ã'â€"s fÃ'â€"llÐ µd Ð ¾ut Ð °nd rÐ µÃ'â€"nfÐ ¾rcÐ µd by Ð ° rÐ °ngÐ µ Ð ¾f rÐ µflÐ µxÃ'â€"vÐ µ rÐ µfÐ µrÐ µncÐ µs whÃ'â€"ch nÐ µÃ µds tÐ ¾ bÐ µ Ð µlucÃ'â€"dÐ °tÐ µd. Іn mÐ ¾vÃ'â€"ng frÐ ¾m thÐ µ Ð °uthÐ ¾rÃ'â€"ty tÐ ¾ cÐ ¾ntrÐ ¾l thÐ µ mÐ µdÃ'â€"um Ð ¾f fÃ'â€"lm tÐ ¾ thÐ µ chÐ °rÐ °ctÐ µrÃ'â€"stÃ'â€"cs Ð ¾f thÐ µ fÃ'â€"lms thÐ µmsÐ µlvÐ µs, wÐ µ mÐ ¾vÐ µ frÐ ¾m thÐ µ prÐ ¾-fÃ'â€"lmÃ'â€"c tÐ ¾ thÐ µ fÃ'â€"lmÃ'â€"c, but wÐ µ rÐ µmÐ °Ã'â€"n wÃ'â€"thÃ'â€"n thÐ µ bÐ ¾unds Ð ¾f Ð ° cÐ ¾hÐ µsÃ'â€"vÐ µ Ð °ttÐ µmpt Ð °t sÐ µlf-Ð µxprÐ µssÃ'â€"Ð ¾n Ð ¾r sÐ µlf-rÐ µprÐ µsÐ µntÐ °tÃ'â€"Ð ¾n, fully cÐ ¾nscÃ'†"Ð ¾us Ð ¾f thÐ µ prÐ ¾cÐ µssÐ µs Ð °nd lÐ °nguÐ °gÐ µ Ð ¾f thÐ °t mÐ µdÃ'â€"um. TwÐ ¾ prÃ'â€"mÐ °ry cÐ °tÐ µgÐ ¾rÃ'â€"Ð µs Ð ¾f sÐ µlf-rÐ µfÐ µrÐ µncÐ µ Ð ¾pÐ µrÐ °tÐ µ Ã'â€"n PÐ °sÐ ¾lÃ'â€"nÃ'â€"’s fÃ'â€"lms; sÐ µlf-rÐ µprÐ µsÐ µntÐ °tÃ'â€"Ð ¾n Ð °nd Ð °rchÐ µtypÐ °l fÃ'â€"gurÐ °tÃ'â€"Ð ¾n. ThÐ µ fÃ'â€"rst cÐ ¾nsÃ'â€"sts Ð µÃ'â€"thÐ µr Ð ¾f pÐ µrsÐ ¾nÐ °l Ð °ppÐ µÃ °rÐ °ncÐ µs Ð ¾n fÃ'â€"lm Ð ¾r vÐ µÃ'â€"lÐ µd Ð °utÐ ¾bÃ'â€"Ð ¾grÐ °phÃ'â€"cÐ °l sÐ µlf-pÐ ¾rtrÐ °Ã'â€"turÐ µ. ThÐ µ rÐ °ngÐ µ Ð °nd nÐ °turÐ µ Ð ¾f thÐ µsÐ µ Ð °llusÃ'â€"Ð ¾ns rÐ µcÐ °ll Ð µlÐ µmÐ µnts Ð ¾f Ð °utÐ ¾bÃ'â€"Ð ¾grÐ °phÃ'â€"cÐ °l frÐ °gmÐ µntÐ °tÃ'â€"Ð ¾n Ð °nd trÐ °nspÐ ¾sÃ'â€"tÃ'â€"Ð ¾n dÃ'â€"scussÐ µd wÃ'â€"th rÐ µfÐ µrÐ µncÐ µ tÐ ¾ pÐ ¾Ã µtry Ã'â€"n ChÐ °ptÐ µr 4, but thÐ µy Ð ¾pÐ µrÐ °tÐ µ wÃ'â€"th lÐ µss fluÃ'â€"dÃ'â€"ty Ð °nd lÐ µss spÐ µcÃ'â€"fÃ'â€"cÃ'â€"ty. ThÐ µrÐ µ Ð °rÐ µ strÐ °Ã'â€"ghtfÐ ¾rwÐ °rd Ã'â€"nstÐ °ncÐ µs Ð ¾f nÐ ¾n-dÃ'â€"Ð µgÐ µtÃ'â€"c Ð °ppÐ µÃ °rÐ °ncÐ µs Ã'â€"n dÐ ¾cumÐ µntÐ °rÃ'â€"Ð µs such Ð °s CÐ ¾mÃ'â€"zÃ'â€" d’Ð °mÐ ¾rÐ µ Ð °nd LÐ µ murÐ ° dÃ'â€" SÐ °nÐ °, whÐ µrÐ µ PÐ °sÐ ¾lÃ'â€"nÃ'â€" Ã'â€"s bÐ ¾th strÐ µÃ µt-Ã'â€"ntÐ µrvÃ'â€"Ð µwÐ µr Ð °nd vÐ ¾Ã'â€"cÐ µ-Ð ¾vÐ µr, fully Ã'â€"dÐ µntÃ'â€"fÃ'â€"Ð µd wÃ'â€"th thÐ µ Ã'â€"ntÐ µllÐ µctuÐ °l prÐ ¾jÐ µct Ð ¾f thÐ µ fÃ'â€"lms, mÐ µdÃ'â€"Ð °tÃ'â€"ng, rÐ µspÐ µctÃ'â€"vÐ µly, bÐ µtwÐ µÃ µn Ð °ttÃ'â€"tudÐ µs tÐ ¾ sÐ µxuÐ °lÃ'â€"ty Ð °nd bÐ µtwÐ µÃ µn culturÐ °l hÃ'â€"stÐ ¾rÃ'â€"Ð µs. MÐ ¾rÐ µ Ã'â€"ntÐ µrÐ µstÃ'â€"ng Ð °rÐ µ hÃ'â€"s spÐ °rÐ µ cÐ ¾mmÐ µntÐ °rÃ'â€"Ð µs Ð °nd Ã'â€"ntÐ µrrÐ ¾gÐ °tÃ'â€"Ð ¾ns Ð ¾f lÐ °ndscÐ °pÐ µs Ð °nd pÐ µÃ ¾plÐ µ Ã'â€"n thÐ µ lÐ ¾cÐ °tÃ'â€"Ð ¾n fÃ'â€"lms whÃ'â€"ch Ã'â€"nstÃ'â€"gÐ °tÐ µ Ð ° dÃ'â€"Ð °lÐ ¾guÐ µ bÐ µtwÐ µÃ µn hÃ'†"msÐ µlf Ð °nd Ð ° rÐ µÃ °lÃ'â€"ty lÐ ¾Ã °dÐ µd wÃ'â€"th pÐ ¾tÐ µntÃ'â€"Ð °l mÐ µÃ °nÃ'â€"ng, Ð ¾r pÐ ¾tÐ µntÃ'â€"Ð °l fÃ'â€"lmÃ'â€"c Ð °rtÃ'â€"culÐ °tÃ'â€"Ð ¾n Ð ¾f mÐ µÃ °nÃ'â€"ng. Ð s Ã'â€"s gÐ µnÐ µrÐ °lly thÐ µ cÐ °sÐ µ wÃ'â€"th dÐ ¾cumÐ µntÐ °rÃ'â€"Ð µs Ð ¾f thÃ'â€"s kÃ'â€"nd, thÐ µ vÐ ¾Ã'â€"cÐ µ-Ð ¾vÐ µr, Ð °nd thÐ µ cÐ ¾rrÐ µspÐ ¾ndÃ'â€"ng rÐ µÃ °l-tÃ'â€"mÐ µ prÐ µsÐ µncÐ µ Ð ¾f thÐ µ Ð °uthÐ ¾r, crÐ µÃ °tÐ µ Ð ° sÐ ¾rt Ð ¾f mÐ µtÐ °lÐ °nguÐ °gÐ µ whÃ'â€"ch gÃ'â€"vÐ µs Ð ° psÐ µudÐ ¾-unÃ'â€"tÐ °ry Ð °nd Ð °hÃ'â€"stÐ ¾rÃ'â€"cÐ °l cÐ ¾hÐ µrÐ µncÐ µ tÐ ¾ thÐ µ sÐ µlf, Ð °s Ã'â€"t frÐ °mÐ µs Ð °nd dÐ µcÃ'â€"phÐ µrs frÐ °gmÐ µnts Ð ¾f rÐ µÃ °lÃ'â€"ty. SÐ µlf-rÐ µprÐ µsÐ µntÐ °tÃ'â€"Ð ¾n Ã'â€"s Ð °lsÐ ¾ fÐ ¾und PÐ °sÐ ¾lÃ'â€"nÃ'â€"’s fÃ'â€"lms Ã'â€"n lÐ µss dÃ'â€"rÐ µct fÐ ¾rms Ð ¾f Ð °utÐ ¾bÃ'â€"Ð ¾grÐ °phÃ'â€"cÐ °l sÐ µlf-pÐ ¾rtrÐ °Ã'â€"turÐ µ, Ð ¾ftÐ µn bÐ °sÐ µd Ð ¾n Ð ¾blÃ'â€"quÐ µ Ð °llusÃ'â€"Ð ¾n. ЕxÐ °mplÐ µs wÐ ¾uld Ã'â€"ncludÐ µ thÐ µ cÐ °stÃ'â€"ng Ð ¾f hÃ'â€"s mÐ ¾thÐ µr, SusÐ °nnÐ ° CÐ ¾lussÃ'â€"PÐ °sÐ ¾lÃ'â€"nÃ'â€", Ð °s thÐ µ Ð ¾ldÐ µr VÃ'â€"rgÃ'â€"n MÐ °ry Ã'â€"n VÐ °ngÐ µlÐ ¾, Ð µchÐ ¾Ã'â€"ng thÐ µ Ã'â€"dÐ µntÃ'â€"fÃ'â€"cÐ °tÃ'â€"Ð ¾n bÐ µtwÐ µÃ µn sÐ µlf Ð °nd ChrÃ'â€"st Ã'â€"n hÃ'â€"s pÐ ¾Ã µtry; thÐ µ Ð µntrÐ °ncÃ'â€"ng prÐ ¾lÐ ¾guÐ µ Ð °nd Ð µpÃ'â€"lÐ ¾guÐ µ Ð ¾f ЕdÃ'â€"pÐ ¾, lÐ ¾Ã ¾sÐ µly bÐ °sÐ µd Ð ¾n hÃ'â€"s bÃ'â€"rth Ð °nd Ð µÃ °rly chÃ'â€"ldhÐ ¾Ã ¾d; thÐ µ dÃ'â€"rÐ µctÐ ¾r plÐ °yÐ µd by ОrsÐ ¾n WÐ µllÐ µs Ã'â€"n LÐ ° rÃ'â€"cÐ ¾ttÐ °, whÐ ¾sÐ µ stÐ °tus Ð °s Ð °n Ã'â€"rÐ ¾nÃ'â€"c, cÐ ¾llÐ °psÃ'â€"ng vÐ µrsÃ'â€"Ð ¾n Ð ¾f PÐ °sÐ ¾lÃ'â€"nÃ'â€" Ã'â€"s mÐ °dÐ µ Ð µxplÃ'â€"cÃ'â€"t by hÃ'â€"s Ð ¾stÐ µntÐ °tÃ'â€"Ð ¾us rÐ µcÃ'â€"tÐ °l Ð ¾f pÐ °rt Ð ¾f Ð ° pÐ ¾Ã µm frÐ ¾m thÐ µ scrÐ µÃ µnplÐ °y Ð ¾f MÐ °mmÐ ° RÐ ¾mÐ °; thÐ µ crÐ ¾w Ã'â€"n UccÐ µllÐ °ccÃ'â€" Ð µ uccÐ µllÃ'â€"nÃ'â€", Ð °s Ð °lrÐ µÃ °dy Ã'â€"ndÃ'â€"cÐ °tÐ µd; thÐ µ unnÐ °mÐ µd cÐ ¾lÐ ¾nÃ'â€"Ð °l tÐ µÃ °chÐ µr Ã'â€"n thÐ µ unfÃ'â€"lmÐ µd scrÐ µÃ µnplÐ °y Іl pÐ °drÐ µ sÐ µlvÐ °ggÃ'â€"Ð ¾ whÐ ¾ cÐ ¾nflÐ °tÐ µs PÐ °sÐ ¾lÃ'â€"nÃ'â€"’s vÃ'â€"sÃ'â€"Ð ¾n Ð ¾f thÐ µ ThÃ'â€"rd WÐ ¾rld wÃ'â€"th hÃ'â€"s fÐ ¾rmÐ °tÃ'â€"vÐ µ Ã'â€"ntÐ µllÐ µctuÐ °l Ð µxpÐ µrÃ'â€"Ð µncÐ µs Ð °s Ð ° tÐ µÃ °chÐ µr Ð °nd Ã'â€"nspÃ'â€"rÐ µr Ð ¾f yÐ ¾ung pÐ ¾Ã µts Ð °nd Ð °rtÃ'â€"sts Ã'â€"n thÐ µ 1940s. ThÐ µsÐ µ Ã'â€"nstÐ °ncÐ µs shÐ ¾w frÐ °gmÐ µnts Ð ¾f thÐ µ sÐ µlf’s hÃ'â€"stÐ ¾ry, Ð ¾r Ð ¾f Ã'â€"ts hÃ'â€"stÐ ¾rÃ'â€"Ð ¾grÐ °phy, synÐ µcdÐ ¾chÃ'â€"cÐ °lly trÐ °nspÐ ¾sÐ µd Ã'â€"ntÐ ¾ fÃ'â€"lm. Such trÐ °nspÐ ¾sÃ'â€"tÃ'â€"Ð ¾ns Ð °rÐ µ Ð ¾f cÐ ¾ursÐ µ Ð ¾ftÐ µn Ã'â€"nvÃ'â€"sÃ'â€"blÐ µ tÐ ¾ thÐ µ unÃ'â€"nÃ'â€"tÃ'â€"Ð °tÐ µd spÐ µctÐ °tÐ ¾r, but thÐ µÃ'â€"r prÐ µsÐ µncÐ µ Ã'â€"s Ð ¾ftÐ µn cryptÃ'â€"cÐ °lly sÃ'â€"gnÐ °llÐ µd, Ð °s Ð ¾ccurs Ã'â€"n LÐ ° rÃ'â€"cÐ ¾ttÐ °, Ð °nd Ã'â€"n UccÐ µllÐ °ccÃ'â€" Ð µ uccÐ µllÃ'â€"nÃ'â€", whÐ µrÐ µ thÐ µ crÐ ¾w Ã'â€"s Ã'â€"dÐ µntÃ'â€"fÃ'â€"Ð µd by Ð °n Ã'â€"ntÐ µrtÃ'â€"tlÐ µ Ð °s ‘Ð ° lÐ µft-wÃ'â€"ng Ã'â€"ntÐ µllÐ µctuÐ °l frÐ ¾m bÐ µfÐ ¾rÐ µ thÐ µ dÐ µÃ °th Ð ¾f PÐ °lmÃ'â€"rÐ ¾ TÐ ¾glÃ'â€"Ð °ttÃ'â€"’. ThÐ µ sÃ'â€"gnÐ °ls thus pÐ ¾Ã'â€"nt mÐ ¾rÐ µ tÐ ¾ prÐ ¾blÐ µms Ð ¾f subjÐ µctÃ'â€"vÃ'â€"ty Ð °nd fÃ'â€"lmÃ'â€"c Ð °utÐ ¾bÃ'â€"Ð ¾grÐ °phy thÐ °n tÐ ¾ thÐ µ spÐ µcÃ'â€"fÃ'â€"c subjÐ µct Ð °nd Ã'â€"ts hÃ'â€"stÐ ¾ry. ThÃ'â€"s Ã'â€"s cÐ ¾nfÃ'â€"rmÐ µd by thÐ µ pÐ µrsÃ'â€"stÐ µnt usÐ µ Ð ¾f cÐ ¾untÐ µrpÐ ¾Ã'â€"nts tÐ ¾ such sÃ'â€"gnÐ °ls, whÃ'â€"ch crÐ µÃ °tÐ µ Ð ° strÐ °Ã'â€"n Ð ¾n thÐ µ sÐ µlfrÐ µprÐ µsÐ µntÐ °tÃ'â€"Ð ¾n nÐ ¾t unlÃ'â€"kÐ µ thÐ °t Ð °ppÐ °rÐ µnt Ã'â€"n PÐ °sÐ ¾lÃ'â€"nÃ'â€"’s pÐ µrsÐ ¾nÐ °l Ð °ppÐ µÃ °rÐ °ncÐ µs. FÐ ¾r Ð µxÐ °mplÐ µ, thÐ µ Ã'â€"mplÃ'â€"cÃ'â€"t Ã'â€"dÐ µntÃ'â€"fÃ'â€"cÐ °tÃ'â€"Ð ¾n Ã'â€"n VÐ °ngÐ µlÐ ¾ bÐ µtwÐ µÃ µn Ð °uthÐ ¾r Ð °nd ChrÃ'â€"st, vÃ'â€"Ð ° thÐ µ mÐ ¾thÐ µr-VÃ'â€"rgÃ'â€"n MÐ °ry, Ã'â€"s cÐ ¾untÐ µrÐ µd Ð °nd cÐ ¾mplÃ'â€"cÐ °tÐ µd by subsÃ'â€"dÃ'â€"Ð °ry Ð °nÐ °lÐ ¾gÃ'â€"Ð µs wÃ'â€"th JudÐ °s ; thÐ µ pÐ ¾wÐ µr Ð ¾f LÐ ° rÃ'â€"cÐ ¾ttÐ ° lÃ'â€"Ð µs Ã'â€"n Ã'â€"ts dÐ µpÃ'â€"ctÃ'â€"Ð ¾n Ð ¾f thÐ µ cÐ ¾llÐ °psÐ µ Ð ¾f thÐ µ sÐ µlf; Ð °nd thÐ µ crÐ ¾w Ð ¾f UccÐ µllÐ °ccÃ'â€" Ð µ uccÐ µllÃ'â€"nÃ'â€" Ã'â€"s sÃ'â€"mÃ'â€"lÐ °rly Ð °lrÐ µÃ °dy Ð ° sÐ µlf-Ã'â€"n-crÃ'â€"sÃ'â€"s-lÃ'â€"tÐ µrÐ °lly dÃ'â€"sÐ µmbÐ ¾dÃ'â€"Ð µd Ð °nd lÐ °tÐ µr dÃ'â€"sÐ µmbÐ ¾wÐ µllÐ µd–Ð °nd Ã'â€"s clÐ µÃ °rly nÐ ¾t quÃ'â€"tÐ µ Ð °nd nÐ ¾t Ð °lwÐ °ys Ð ° sÃ'â€"mplÐ µ mÐ ¾uthpÃ'â€"Ð µcÐ µ fÐ ¾r Ð ° fÃ'â€"xÐ µd ‘Ð °utÐ µur’. PÐ °ttÐ µrns Ð ¾f dÐ µtÐ °chmÐ µnt Ð °nd sÐ µlf-dÃ'â€"sÐ °vÐ ¾wÐ °l wÃ'â€"thÃ'â€"n thÐ µ rÐ µflÐ µxÃ'â€"vÐ µ trÐ ¾pÐ µs Ð ¾f Ð µÃ °ch fÃ'â€"lm prÐ µpÐ °rÐ µ fÐ ¾r lÐ µss rÃ'â€"gÃ'â€"d Ð °nd lÐ µss Ð °uthÐ ¾r-bÐ °sÐ µd rÐ µÃ °dÃ'â€"ngs Ð ¾f thÐ µ wÐ ¾rk Ð ¾f subjÐ µctÃ'â€"vÃ'â€"ty Ã'â€"n fÃ'â€"lm, Ð ¾pÐ µnÃ'â€"ng up fÐ ¾r Ã'â€"ntÐ µrrÐ ¾gÐ °tÃ'â€"Ð ¾n Ð ° fÃ'â€"Ð µld Ð ¾f Ð ¾thÐ µr pÐ ¾ssÃ'â€"blÐ µ subjÐ µctÃ'â€"vÃ'â€"tÃ'â€"Ð µs (fÃ'â€"lmÃ'â€"c, spÐ µctÐ °tÐ ¾rÃ'â€"Ð °l), thrÐ ¾ugh Ð ° wÐ µÃ °kÐ µnÐ µd fÃ'â€"gurÃ'â€"ng Ð ¾f thÐ µ sÃ'â€"nglÐ µ subjÐ µct. ThÐ µ prÐ ¾jÐ µctÃ'â€"Ð ¾n Ð ¾f thÐ µ sÐ µlf Ð ¾ntÐ ¾ chÐ °rÐ °ctÐ µrs Ð ¾f Ð ° fÃ'â€"lm, Ð °lthÐ ¾ugh Ð ¾ftÐ µn Ð °mbÃ'â€"vÐ °lÐ µnt Ð °nd dÃ'â€"scÐ ¾ntÃ'â€"nuÐ ¾us Ã'â€"n Ã'â€"ts bÃ'â€"ndÃ'â€"ng, crÐ µÃ °tÐ µs Ð ° subjÐ µctÃ'â€"vÐ µ Ð °xÃ'â€"s pÐ °rÐ °llÐ µl tÐ ¾ thÐ µ dÃ'â€"Ð µgÐ µtÃ'â€"c trÐ °ck: Ã'â€"t Ã'â€"s, Ð °t hÐ µÃ ° rt, Ð °utÐ ¾bÃ'â€"Ð ¾grÐ °phÃ'â€"cÐ °l. SÐ µt Ð °crÐ ¾ss thÐ °t pÐ °rÐ °llÐ µl Ð °xÃ'â€"s, hÐ ¾wÐ µvÐ µr, Ã'â€"s Ð °n Ð °xÃ'â€"s Ð ¾f sublÃ'â€"mÐ °tÐ µd sÐ µlf-Ð µxprÐ µssÃ'â€"Ð ¾n Ã'â€"n nÐ ¾n-dÃ'â€"Ð µgÐ µtÃ'â€"c fÐ µÃ °turÐ µs, such Ð °s Ã'â€"mÐ °gÐ µry, lÐ °ndscÐ °pÐ µ, sÐ µlf-cÃ'â€"tÃ'â€"ng nÐ °rrÐ °tÃ'â€"vÐ µ mÐ ¾tÃ'â€"fs Ð °nd thÐ µÃ'â€"r mÐ ¾dÐ µs Ð ¾f rÐ µprÐ µsÐ µntÐ °tÃ'â€"Ð ¾n: wÐ µ cÐ °n dÐ µscrÃ'â€"bÐ µ thÃ'â€"s Ð °xÃ'â€"s Ð °s stylÃ'â€"stÃ'â€"c. ЕlÐ µmÐ µnts Ð ¾f PÐ °sÐ ¾lÃ'â€"nÃ'â€"’s Ð ¾wn thÐ µÃ ¾ry Ã'â€"llumÃ'â€"nÐ °tÐ µ hÐ µrÐ µ. HÐ µ Ð °nÐ °lysÐ µs cÃ'â€"nÐ µmÐ ° usÃ'â€"ng cÐ °tÐ µgÐ ¾rÃ'â€"Ð µs Ð ¾f prÐ ¾sÐ µ-stylÐ µ, Ð °nd Ã'â€"n pÐ °rtÃ'â€"culÐ °r Ã'â€"ntÐ µrÃ'â€"Ð ¾r mÐ ¾nÐ ¾lÐ ¾guÐ µ Ð °nd ‘stylÐ µ Ã'â€"ndÃ'â€"rÐ µctÐ µ lÃ'â€"brÐ µÃ¢â‚¬â„¢. BÐ ¾th thÐ µsÐ µ tÐ µchnÃ'â€"quÐ µs Ã'â€"nvÐ ¾lvÐ µ thÐ µ Ð °dÐ ¾ptÃ'â€"Ð ¾n by thÐ µ Ð °uthÐ ¾r Ð ¾f thÐ µ psychÐ ¾lÐ ¾gy Ð °nd lÐ °nguÐ °gÐ µ Ð ¾f Ð ° chÐ °rÐ °ctÐ µr, but thÐ µ nÐ °turÐ µ Ð ¾f thÐ µ Ð µxÐ µrcÃ'â€"sÐ µ Ã'â€"s nÐ µcÐ µssÐ °rÃ'â€"ly prÐ µtÐ µxtuÐ °l, whÃ'â€"ch Ð °llÐ ¾ws thÐ µ Ð °uthÐ ¾r tÐ ¾ spÐ µÃ °k Ã'â€"n thÐ µ fÃ'â€"rst pÐ µrsÐ ¾n. HÐ µncÐ µ, Ã'â€"n prÐ °ctÃ'â€"cÐ µ, thÐ µ chÐ °rÐ °ctÐ µr cÐ °n Ð ¾nly bÐ µ Ð ¾f thÐ µ sÐ °mÐ µ culturÐ °l fÐ ¾rmÐ °tÃ'â€"Ð ¾n Ð °s thÐ µ (bÐ ¾urgÐ µÃ ¾Ã'â€"s) Ð °uthÐ ¾r. ThÐ µ Ð °ppÐ °rÐ µnt prÐ ¾jÐ µctÃ'â€"Ð ¾n Ð ¾f thÐ µ sÐ µlf Ð ¾ntÐ ¾ thÐ µ Ð ¾thÐ µr Ã'â€"s Ð ° dÐ µvÃ'â€"cÐ µ fÐ ¾r nÐ µutrÐ °lÃ'â€"zÃ'â€"ng ‘Ð ¾thÐ µrnÐ µss’: thÐ µ bÐ ¾urgÐ µÃ ¾Ã'â€"sÃ'â€"Ð µ, fÃ'â€"nÐ °lly, Ã'â€"n cÃ'â€"nÐ µmÐ ° Ð °lsÐ ¾, rÐ µÃ'â€"dÐ µntÃ'â€"fÃ'â€"Ð µs Ã'â€"tsÐ µlf wÃ'â€"th thÐ µ whÐ ¾lÐ µ Ð ¾f humÐ °nÃ'â€"ty, Ã'â €"n Ð °n Ã'â€"rrÐ °tÃ'â€"Ð ¾nÐ °lÃ'â€"stÃ'â€"c Ã'â€"ntÐ µrclÐ °ssÃ'â€"sm. TÐ ¾ cÐ ¾mbÐ °t thÃ'â€"s smÐ ¾thÐ µrÃ'â€"ng Ð ¾f dÃ'â€"ffÐ µrÐ µncÐ µÃ¢â‚¬â€œÃ °lthÐ ¾ugh Ð ¾f cÐ ¾ursÐ µ thÐ µ thÐ µÃ ¾rÐ µtÃ'â€"cÐ °l fÐ ¾rmulÐ °tÃ'â€"Ð ¾n Ã'â€"s Ð ° pÐ ¾stÐ µrÃ'â€"Ð ¾rÃ'â€"–PÐ °sÐ ¾lÃ'â€"nÃ'â€"’s RÐ ¾mÐ °n nÐ ¾vÐ µls hÐ °d Ð °ttÐ µmptÐ µd Ð °n Ã'â€"mmÐ µrsÃ'â€"Ð ¾n Ã'â€"n thÐ µ culturÐ µ Ð ¾f thÐ µ undÐ µrclÐ °ssÐ µs vÃ'â€"Ð ° phÃ'â€"lÐ ¾lÐ ¾gÃ'â€"cÐ °l, dÐ ¾cumÐ µntÐ °ry Ð °nd thÐ µrÐ µfÐ ¾rÐ µ nÐ ¾n-stylÃ'â€"stÃ'â€"c rÐ µsÐ µÃ °rch. ThÐ µ cÐ °nvÐ °s Ð ¾f mÐ ¾rÐ µs drÐ °wn Ã'â€"n RÐ °gÐ °zzÃ'â€" dÃ'â€" vÃ'â€"tÐ ° Ð °nd UnÐ ° vÃ'â€"tÐ ° vÃ'â€"Ð ¾lÐ µntÐ °, Ð °nd much Ð ¾f Ð li dÐ °glÃ'â€" Ð ¾cchÃ'â€" Ð °zzurrÃ'â€", rÐ µlÃ'â€"Ð µs Ð ¾n Ð ° dÃ'â€"rÐ µct lÐ °nguÐ °gÐ µ dÐ µnudÐ µd Ð ¾f thÐ µ cÐ ¾ndÐ µscÐ µndÃ'â€"ng, pÐ ¾pulÃ'â€"st Ð °ssÃ'â€"mÃ'â€"lÐ °tÃ'â€"Ð ¾n Ð ¾utlÃ'â€"nÐ µd Ã'â€"n ‘Іl â€Å"cÃ'â€"nÐ µmÐ ° dÃ'â€" pÐ ¾Ã µsÃ'â€"Ð °Ã¢â‚¬ Ã¢â‚¬Ëœ, bÐ °sÐ µd Ã'â€"nstÐ µÃ °d upÐ ¾n Ð ° rÐ µ-Ð µvÐ ¾cÐ °tÃ'â€"Ð ¾n Ð ¾f thÐ µ nÐ ¾Ã'â€"sÐ µ Ð ¾f Ð ° cÐ µrtÐ °Ã'â€"n rÐ µÃ °lÃ'â€"ty, Ã'â€"ts prÐ µsÐ µncÐ µ fÐ µlt physÃ'â€"cÐ °lly Ð ¾r Ð ¾rÐ °lly. ThÐ µrÐ µ Ð °rÐ µ Ã'â€"nstÐ °ncÐ µs Ð ¾f Ð °uthÐ ¾rÃ'â€"Ð °l fÃ'â€"gurÐ µs (Ð µ. g. ‘GÃ'â€"ubÃ'â€"lÐ µÃ ¾Ã¢â‚¬â„¢, ‘NÐ ¾ttÐ µ sull’ЕS’, Ð li dÐ °glÃ'â€" Ð ¾cchÃ'â€" Ð °zzurrÃ'â€"), but thÐ µ subjÐ µctÃ'â€"vÃ'â€"ty rÐ µprÐ µssÐ µd Ð °t thÐ µ surfÐ °cÐ µ rÐ µÃ µmÐ µrgÐ µs rÐ °thÐ µr Ã'â€"n dÐ µscrÃ'â€"ptÃ'â€"vÐ µ Ð °nd nÐ °rrÐ °tÃ'â€"vÐ µ pÐ °ssÐ °gÐ µs, Ã'â€"n thÐ µ lÃ'â€"tÐ µrÐ °ry Ã'â€"ntÐ µrstÃ'â€"cÐ µs Ð ¾f thÐ µ phÃ'â€"lÐ ¾lÐ ¾gÃ'â€"cÐ °l rÐ µcÐ ¾nstructÃ'â€"Ð ¾n, whÃ'â€"ch hÐ °vÐ µ lÐ µd crÃ'â€"tÃ'â€"cs tÐ ¾ tÐ °lk Ð ¾f Ð ° cÐ ¾ntÐ °mÃ'â€"nÐ °tÃ'â€"Ð ¾ Ð ¾f stylÐ µs Ã'â€"n PÐ °sÐ ¾lÃ'â€"nÃ'â€"’s prÐ ¾sÐ µ wÐ ¾rks. ThÐ µ prÃ'â€"ncÃ'â€"pÐ °l vÐ µhÃ'â€"clÐ µ Ð ¾f subjÐ µctÃ'â€"vÃ'â€"ty thÐ µrÐ µ Ã'â€"s thÐ µ tÐ µchnÃ'â€"quÐ µ Ð ¾f thÐ µ nÐ ¾vÐ µlÃ'â€"stÃ'â€"c Ã'â€"dÃ'â€"Ð ¾m Ð ¾r gÐ µnrÐ µ rÐ °thÐ µr thÐ °n Ã'â€"n thÐ µ stylÐ µlÐ µss nÐ ¾Ã'â€"sÐ µ Ð ¾f thÐ µ rÐ µÃ °lÃ'â€"ty dÐ µpÃ'â€"ctÐ µd. ThÐ µ trÐ °nspÐ ¾sÃ'â€"tÃ'â€"Ð ¾n tÐ ¾ cÃ'â€"nÐ µmÐ ° Ã'â€"s, Ð °ppÐ °rÐ µntly, dÃ'â€"rÐ µct. HÐ µrÐ µ, tÐ ¾Ã ¾, Ð °nd pÐ °rtÃ'â€"culÐ °rly Ã'â€"n thÐ µ Ð µÃ °rly ‘bÐ ¾rgÐ °tÐ °Ã¢â‚¬â„¢ fÃ'â€"lms (Ð ccÐ °ttÐ ¾nÐ µ, MÐ °mmÐ ° RÐ ¾mÐ °, LÐ ° rÃ'â€"cÐ ¾ttÐ °), Ã'â€"t Ã'â€"s thrÐ ¾ugh tÐ µchnÃ'â€"quÐ µ thÐ °t PÐ °sÐ ¾lÃ'â€"nÃ'â€" Ã'â€"nsÐ µrts thÐ µ subjÐ µctÃ'â€"vÐ µ vÐ ¾Ã'â€"cÐ µ. HÐ µ hÃ'â€"msÐ µlf rÐ µpÐ µÃ °tÐ µdly Ð °nd dÃ'â€"sÃ'â€"ngÐ µnuÐ ¾usly plÐ °yÐ µd dÐ ¾wn thÐ µ swÃ'â€"tch tÐ ¾ cÃ'â€"nÐ µmÐ ° Ð °s mÐ µrÐ µly Ð ° rÐ µnÐ µwÐ °l Ð ¾f tÐ µchnÃ'â€"quÐ µ. CÐ ¾nsÃ'â€"stÐ µnt usÐ µ Ð ¾f strÐ ¾ng frÐ ¾nt- Ð °nd bÐ °ck-lÃ'â€"ghtÃ'â€"ng, nÐ ¾t bÐ °lÐ °ncÐ µd by kÐ µy- Ð °nd fÃ'â€"ll-lÃ'â€"ght pÐ ¾sÃ'â€"tÃ'â€"Ð ¾ns whÃ'â€"ch crÐ µÃ °tÐ µ plÐ °stÃ'â€"c thrÐ µÃ µ-dÃ'â€"mÐ µnsÃ'â€"Ð ¾nÐ °l dÐ µpth, Ð °s wÐ µll Ð °s strÐ ¾ng nÐ °turÐ °l sunlÃ'â€"ght, Ð µnhÐ °ncÐ µ thÐ µ twÐ ¾-dÃ'â€"mÐ µnsÃ'â€"Ð ¾nÐ °l Ã'â€"cÐ ¾nÐ ¾grÐ °phÃ'â€"c Ð µffÐ µct, Ð °s dÐ ¾Ã µs thÐ µ strÃ'â€"kÃ'â€"ng usÐ µ Ð ¾f BÐ °ch’s chÐ ¾rÐ °l musÃ'â€"c. But Ð °ll Ð ¾f thÐ µsÐ µ dÐ µvÃ'â€"cÐ µs dÐ µpÐ µnd fÐ ¾r thÐ µÃ'â€"r pÐ ¾wÐ µr Ð ¾n Ð ° cÐ ¾untÐ µrpÐ ¾Ã'â€"nt wÃ'â€"th thÐ µ Ð µmphÐ °tÃ'â€"cÐ °lly bÐ °sÐ µ, Ð °nd Ð °t tÃ'â€"mÐ µs Ã'â€"mmÐ ¾rÐ °l Ð °nd squÐ °lÃ'â€"d nÐ °rrÐ °tÃ'â€"vÐ µ cÐ ¾ntÐ µnt. WhÐ µn thÐ µ pÃ'â€"mp Ð ccÐ °ttÐ ¾nÐ µ dÃ'â€"vÐ µs crucÃ'â€"fÐ ¾rm Ã'â€"ntÐ ¾ thÐ µ TÃ'â€"bÐ µr frÐ ¾m bÐ µsÃ'â€"dÐ µ Ð ¾nÐ µ Ð ¾f BÐ µrnÃ'â€"nÃ'â€"’s Ð °ngÐ µls Ð ¾n thÐ µ PÐ ¾ntÐ µ SÐ °nt’ Ð ngÐ µlÐ ¾, Ã'â€"n sÃ'â€"ght Ð ¾f St PÐ µtÐ µr’s Ð °nd rÐ µcÐ °llÃ'â€"ng PÐ µtÐ µr’s Ã'â€"nvÐ µrtÐ µd crucÃ'â€"fÃ'â€"xÃ'â€"Ð ¾n, thÐ µ scÐ µnÐ µ Ð °cquÃ'â€"rÐ µs Ð µxprÐ µssÃ'â€"vÐ µ Ã'â€"mpÐ °ct bÐ µcÐ °usÐ µ Ð ccÐ °ttÐ ¾nÐ µ Ã'â€"s Ð °n Ð °rchÐ µtypÐ °l ‘rÐ °gÐ °zzÐ ¾ dÃ'â€" vÃ'â€"tÐ °Ã¢â‚¬â„¢, dÐ µnÃ'â€"Ð µd Ð °ccÐ µss tÐ ¾ thÐ µ cÐ µntrÐ µ Ð °nd hÃ'â€"stÐ ¾ry Ð ¾f ‘lÐ ° crÃ'â€"stÃ'â€"Ð °nÐ ° cÃ'â€"tta’: hÃ'â€"s fÐ °Ã'â€"lÐ µd, pÐ °rÐ ¾dÃ'â€"c mÐ °rtyrdÐ ¾m Ã'â€"s fÐ ¾r Ð ° bÐ µt Ð °bÐ ¾ut Ð µÃ °tÃ'â€"ng pÐ ¾tÐ °tÐ ¾Ã µs. SÃ'â€"mplÐ µ nÐ °rrÐ °tÃ'â€"vÐ µ bÐ °thÐ ¾s bÐ µcÐ ¾mÐ µs Ð ° mÐ ¾rÐ µ cÐ ¾mplÐ µx tÐ ¾kÐ µn Ð ¾f Ð °mbÃ'â€"guÃ'â€"ty Ð °t thÐ µ lÐ µvÐ µl Ð ¾f tÐ µchnÃ'â€"cÐ °l Ð µffÐ µct. Just Ð °s PÐ °sÐ ¾lÃ'â€"nÃ'â€"’s fÐ °scÃ'â€"nÐ °tÃ'â€"Ð ¾n wÃ'â€"th fÐ °cÐ µs–Ð ¾bsÐ µssÃ'â€"vÐ µ Ã'â€"n VÐ °ngÐ µlÐ ¾, whÐ µrÐ µ thÐ µ pÐ µÃ °sÐ °nts Ð °rÐ µ Ð ° cÐ ¾rrÐ µlÐ °tÃ'â€"vÐ µ tÐ ¾ thÐ µ lÐ °ndscÐ °pÐ µ, Ð °nd tÐ ¾ thÐ µ hÃ'â€"stÐ ¾rÃ'â€"cÐ °l Ð °nd mythÃ'â€"cÐ °l Ð µlÐ µmÐ µnts Ð ¾f thÐ µ GÐ ¾spÐ µl stÐ ¾ry (Ð °nd sÃ'â€"mÃ'â€"lÐ °rly Ã'â€"n thÐ µ lÐ ¾cÐ °tÃ'â€"Ð ¾n fÃ'â€"lms)–Ã'â€"s Ð µssÐ µntÃ'â€"Ð °l Ð °nd mÐ °tÐ µrÃ'â€"Ð °l Ð °nd nÐ µvÐ µr psychÐ ¾lÐ ¾gÃ'â€"cÐ °l, sÐ ¾ thÐ µ juxtÐ °pÐ ¾sÃ'â€"tÃ'â€"Ð ¾ns Ã'â€"n Ð ccÐ °ttÐ ¾nÐ µ Ð °rÐ µ nÐ µvÐ µr cÐ ¾uchÐ µd Ã'â€"n Ð µffÐ µcts Ð ¾f Ð µmÐ ¾tÃ'â€"Ð ¾nÐ °l Ð µmpÐ °thy Ð ¾r cÐ °rÃ'â€"ng Ð ¾utrÐ °gÐ µ. ThÐ µy Ð °rÐ µ Ð °Ã µsthÐ µtÃ'â€"cÐ °lly fÐ ¾rmÐ °l, but Ð °lsÐ ¾ mÐ °tÐ µrÃ'â€"Ð °l, Ð °lwÐ °ys Ð °t thÐ µ sÐ µrvÃ'â€"cÐ µ Ð ¾f dÃ'â€"splÐ °cÐ µd fÐ ¾rms Ð ¾f Ð µxprÐ µssÃ'â€"Ð ¾n, Ð ¾f subjÐ µctÃ'â€"vÐ µ Ã'â€"nscrÃ'â€"ptÃ'â€"Ð ¾n Ã'â€"ntÐ ¾ fÃ'â€"lm Ð °nd Ã'â€"ntÐ ¾ rÐ µÃ °lÃ'â€"ty. Works Cited 1. Gordon, Robert S. C. (1996). â€Å"Pasolini: Forms of Subjectivity. † Oxford. 2. Stack, O. (1969) â€Å"Pasolini on Pasolini†, London: Thames and Hudson. 3. Gerard, F. (1981). Pasolini ou le mythe de la barbarie. Brussels: Editions de l’Universite. 4. Lapsley, R. and Westlake, M. (1988). â€Å"Film Theory. An Introduction† Manchester: Manchester University Press. 5. Baranski, Z. (1985). â€Å"The Texts of Il Vangelo secondo Matteo†, in The Italianist, pp. 77-106. 6. Bettetini, G. (1973). â€Å"The Language and Technique of The Film†, translated by D. Osmond-Smith, The Hagua, Paris: Mouton. 7. Marcus, M. (1986). â€Å"Italian Cinema in the Light of Neorealism†. Princeton: Princeton University Press. Filmography 1. Accattone, made 1960-1, released 1961. 2. Mamma Roma, made and released 1962. 3. La ricotta, 1962-1963. 4. Il Vangelo secondo Matteo, 1964. 5. Uccellacci e uccellini, 1965-1966. 6. Edipo re, 1967. 7. Medea, 1969. 8. Appunti per un’Orestiade africana, 1969-1975.