Film Review Essay Example | Topics and Well Written Essays - 250 words

Film Review - Essay Example t and only movie I have seen to have shown the mindless portrayal of blonde people, only to have the blonde actually prove herself to all her detractors. This movie in effect, empowers the blondes to break out of the mold and show the world that the color of one’s hair does not define intellect or personality. Legally Blonde was first shown in cinemas in 2001 and starred Reese Witherspoon as Elle Woods, the titular blonde. Based on the novel by Amanda Brown, Director Robert Luketic helmed the picture that also starred Luke Wilson, Selma Blair, Victor Garber, Jennifer Coolidge, Holland Taylor, and Ali Larter. In the movie, Witherspoon plays Elle Woods, a typical blonde who seems to be an airhead but proves to be knowledgeable about more than just fashion once given a chance to shine in the courtroom. Although shot along the vein of Clueless, another dumb blonde triumphs movie, Legally Blonde stands alone in its genre as being the first movie of its kind to have pushed its female lead to succeed in order to prove a point to those who had been putting her down because of her hair color and its accompanying stigma. With the resurgence of female empowerment movies in our present day, it is important to note that Legally Blonde was not just trying to deliver the basic point that anything a man can do, a woman can do better. Instead, this film has proven to be intelligent in its own right. Not once does the film ever veer into sexual joke territory. Although the plot is ridiculous to most people, the comedic timing of those acting in the film is simply divine. Not a single joke ever fell flat nor lost its meaning. The movie dares to tackle serious issues relating to the trials and tribulations of people who do not fit into a certain social mold or opinion. Elle is the embodiment of every woman who has found herself in such a situation. Finding herself on the receiving end of bullying at Harvard Law School, Elle manages to teach a lesson along her way to discovering

Characteristics of Business Leadership Research Paper

Characteristics of Business Leadership - Research Paper Example It is after this that Steve struggle with the board for directors and left for NEXT Company which is, a computer plat-form development firm that specializes in higher education and business markets. Apple Computer Company was invented and established by Steven Jobs and Wozniak who formed it in his won garage since there was a challenge in raising more funds for its expansion compelling the company to look for more funds and resources for its expansion. Another challenge was insufficient competent personnel, and in this case, the Apple Two companies began looking for an experienced and a competent executive who could help them manage its expansion (Linzmayer, 2004). Therefore, the success and the growth of Apple Company at that time were met severely by insufficiency of both human and financial capital. As a consequent, Steven Jobs encountered a personality challenge of indiscipline and temperament which adversely affected the relationship between him, his workers and the general soci al environment within the company which incapacitated him on the daily running of the business. This led to a decline in the output of the company resulting to a slump in 1980s. Leadership Styles Used By Steve Jobs Steven Jobs throughout his life depicted an autocratic leadership style which realized especially because of him not making any assumptions and down to earth leader. Moreover, based on his leadership and managerial style, he was not boisterous and thus, he understood clearly the need for strong personal relations (Arnold, 2012). Steve Jobs were also identified as a transformational leader due to the fact that he is passionate and enthusiastic about his work. He is also known for creating visions and injects energy and motivation into his stream to ensure effective management. Apple Company developed a competitive culture especially at the work place, and this was as a result of jobs competency. Jobs control extended as far as the structure and design of the company bus an d necessities such as food served at the cafeteria. Within the company, Steven Jobs practiced and encouraged the concept of strictness that resulted into greater accountability into the entire organization. This was carried out through the frequent meetings especially on Mondays with various executives to set the main objectives for the week (Beahm, 2011). Similarly, to put this in place, the executives formed some agenda and at the same time the meetings also reviewed each and every product that was under development. This therefore, led to high out put in terms of quality and competence among the employees in the organization. Employees were recruited into the firm as specialists and were assigned duties based on their specific abilities and strengths, and this also helped in making feel motivated as they enjoyed whatever they were doing in the organization (Young & Simon, 2005). As a result of honesty accountability and transparency, the organization started to enjoy the global m arket. Steve jobs was also strict and encouraged competent work among his employees hence this created an environment for competent work, producing quality products that sell easily in the global market encouraging Jobs to exert all his control over every aspect of the business. As a Consequent, Steve jobs encouraged a working culture whereby there was a devoted employer-employee relationship and rapport in areas such as communication between the management and the employees, problem

The Reflection Of Reading And Writing Experiences English Literature Essay

The Reflection Of Reading And Writing Experiences English Literature Essay On the first day of my Freshman high school English, I entered the classroom with an extremely self-assured, even intermediate, sort of feeling. I signed in late and tiptoed to the last seat in the classroom, comfortably supporting my feet on the seat in front of me. Every year, English has been my worst subject and I failed at it. I had to work hard for every grade I earned in that class and thus far proved to be a real challenge in my mind. Every time I complete an assignment, I procrastinated and eventually end up writing ten page essays the night before or the day of and still would average an A- on all of them. This was definitely the worst thing I could do to improve my Reading and Writing, since I felt no confidence or remorse towards my actions. I would stay up late or wake up 2 hours in the morning, just to finish a paper that I loathed writing. This bad nature of staying up to finish a paper led me to believe that I was untouchable, when it came to writing that is. This asp ersion led me to ask the question, what is there that I dont already know? I thought I was an english god. Too bad I was in for a major eye-opener. One big problems that I found constant throughout all my writing pieces and projects was the difficulty answering the why is it important? question. When I wrote something, I knew exactly what my thoughts and ideas meant, but the problem was, I assumed that my audience did too. I also never clarified the common knowledge that I would find by researching. I would increasingly display vague information and would assume that my audience felt the same kind of sympathy towards say, my memoir, as I did. This problem still progresses in all of writings to this day, but its not in the worst phase it could possibly be in. As I had started my freshmen year in high school, my writing was unreadable because it had no intentions, no moral. I would finish the paper just to get the A I need, and nothing more. But all that has changed as I progressed through my junior and senior years. Besides my slight writing deformities, I have accomplished many pieces that has made me content of my writing. Such as my excellent introductions, that not only catch the readers attention, but also to get them hooked into reading my entire pieces. In all my pieces, the introduction, for me, is the most important part, so I make it very descriptive and inspiring. They force the audience into a phase of wonder, and make them research about a certain topic even after theyve reviewed my paper. I love to put big words and complex looking sentences, just to make my audience happy, excited, and even in disbelief right from the start. If it wasnt for the constant peer reviews and teacher conferences during my junior and senior year, I would have had never been made aware of my strengths and weaknesses. At first, I hated peer reviews. I felt like it was a waste of my time and effort. But soon after I got the gist of the whole thing, my essays always came back with a Good job! or a smiley face, demonstrating my writing accomplishments. Peer reviews helped me see what I can improve on and where exactly I make my paper sound awkward or just plain weird. After all the experience, I like to say, peer reviews, thanks for everything. When it comes to Reading, my journey just takes a new route every single year. Even when I entered high school, I wasnt much of a readerà ¢Ã¢â€š ¬Ã‚ ¦nope, not even one book that I would actually want to read during my pastime. I felt so jaded from any kinds of reading materials, whether it was a book, a magazines, or even the Sunday comics. I felt very detached because most of my years I spent watching TV was when I shouldve picked up a book and plowed through it, if not even the first page. Even summer reading! I was never motivated to read those lame pieces of writing because they were a waste of my time (as I thought). Peer pressure on books, like Harry Potter, never seemed to induce me into reading either. At this point I had no idea what my future would be like without reading. But just as I had lost hope, just as I was about to stop, I gained moral reason through a system I like to called read and reward. For every book I read, I was awarded with a little extra credit or a pi ece of a snicker bar (sophomore year). I felt as if I was in a contest, and the rewards were sweet! As a result, I started reading more and more books, especially during my junior year. Such as, Of mice and men, The Great Gatsby, and little excerpts from Moby Dick. I may not have loved all of them, but at least I felt like I earned the grade I received through hard work (through actual reading). From that point on, I started to read and most importantly, began to feel more confident. With every page I read, I would clinch my dictionary in one hand and would sit there, reading and searching for an elongated word that I could add to knowledge. That for me was like playing a video game; turn the page (press the buttons) and search (look for a win). Now I felt like I was spending my time in the best way possible. Not just improving my reading skills, but also fitting into the society today. As I progress throughout my senior year in high school, I will always remember the strategies I have learned and taken from previous years. Reading and Writing may not be my best subjects, but so far they have been my best improvements. Im proud to say that now I have truly accelerated in my Reading and Writing career and will further due so.

Misery of Sylvia Plath Essay -- Poetry

Sylvia Plath: Slanting the Scale of Misery It is often the dismal and gloomy poems that compel us as readers to wonder what was occurring in the poet’s mind, rather than the rhymes of flowers and sunshine. Poems about despair and sadness induce our own emotions and generate speculation as to how such negative thoughts transfer from one’s own mind to the paper, maintaining their sense of torment. Sylvia Plath’s inner suffering is effectively conveyed by way of her disturbing images and noticeable language. To communicate her private pain, she uses a mass event, the Holocaust, as her own expression and by doing so she is robbing the true victims of this historically tragic event for her personal representation. Plath is a Massachusetts native who sustained an exterior perfection throughout her childhood and into her early years at Smith College. However, the death of her father years before seemed to hold lasting distress upon her and a few years into her college career she attempted to commit suicide, which proved to be only the start of her emotional trepidations. After college, she married the English poet, Ted Hughes, with whom she moved back and forth from London to Massachusetts and eventually had two children. After suspicions of infidelity their unstable marriage came to an end. Plath remained in London with her children where she continued writing. Ultimately, during one of the coldest winters on record, her loneliness overcame her ambition and Sylvia Plath killed herself. It was a tragic end to an even more tragically forlorn life, but she left the world with admirable literary works to remember her by. (www.sylviaplath.info) Plath’s poems are recognized for their personally honest annotations of he... ...lved in the Holocaust. To say that Sylvia Plath is a Holocaust writer is incorrect. To say that she attempted to compare her sorrows to that of years of severe suffering by millions accurate. To say that Sylvia Plath’s comparison is shocking and offensive is correct. Works Cited Kutner, Bob. "Bob Kutner: Lamp Shade Made Out of Skin." Holocaust Memorial Day. 26 Nov. 2007 _kutner/lamp_shade_made_out_of_skin.htm>. Olidort, Shoshana. "Sylvia Plath and the Holocaust." The Commentator. 22 Nov. 2005. 26 Nov. 2007 Culture/Sylvia.Plath.And.The.Holocaust-1058400-page2.shtml>. Steinberg, Peter K. "A Celebration, This Is." Biography. 5 Nov. 2002. 26 Nov. 2007 .

Asiatic Society of Japan Essay

Japanology or the study of the Asiatic Society of Japan from 1853 was actually the records of the Expeditions sent by the American nation to negotiate with Japan to open their economy to international community. Although before the 1853, Perry Expedition, the Americans had attempted several times to establish economic relations with Japan but all the efforts failed as Japan maintained its Close-Door Policy to international community. As the United States earlier Expeditions suffered humiliation due to Japan’s refusal to their intentions, and because of reports about Japanese barbarous attitude heard from survivors of ship wreck in Japanese waters, the United States had gotten a keen interest in Japan sending a large expeditionary force under Commodore Matthew Perry in 1853 to force Japan to open their economy and to demand them kind treatment of the American castaways and shipwreck survivors. Thus, the Perry Expedition was rather business oriented than any other purpose though there were also others who joined for scientific exploration and still others for less noble purpose or for personal advancement. As this paper dig more on the many books about Asiatic Society of Japan, as well as into the Perry Expedition. The writer found out that most of the authors of those books talk about how Japan reacted on the forcible intrusion of United States ships merely to force Japan to open their economy and do business with the Americans and in the international arena. Thus, this paper discussed Japanology and the Asiatic Society of Japan based on the perspective of the majority of authors towards the subject. Though, it also provides information on the activities of the Western men while in Japan during this period, but it is quite brief due to limited sources. The main information would be on the effect of Perry and the American men on the Asiatic society of Japan and how Japan viewed the Western arrogance and intrusion on Japanese soil particularly the Perry Expedition. In the book ‘With Perry to Japan,’ William Heine disclosed that the purpose of the USS Columbus and the USS Vensennes of sailing half way around the world was to find answer whether Japan would end â€Å"two hundred years of isolation and become friends and begin trade† (p. 1). But these American sailors were pushed back with remarked from the authorities to â€Å"depart as quickly as possible, and not come anymore in Japan† (p. 1). But the stubborn Americans made more attempts to do business with Japan but Japan seemed to be determined to close its door to foreign relations. Heines puts it â€Å"Japan seemed determined to remain as it had been since 1638: shut† (p. 1). With much of rejection and humiliation, the United States sent a large force under Commodore Matthew Perry as a show of force to force them to open their economy in international community. Heine pointed out that the Americans â€Å"wanted exploration, surveys and charts, and protection for castaways and trade† (p. 2). But Perry’s show of force was quite a show of arrogance of the American nation as they would bring such armada of ships merely to compel Japan to open their economy. Heines noted that â€Å"Perry’s order was assertive and could be taken as pugnacious† (p. 3). Heines further said that Perry was instructed â€Å"to shoot his way out if it is needed† (p. 3). Because of such a large force comprising of eight ships, over two hundred cannon and heavy gun, and more than two thousand men, Japan was forced to comply and Perry’s expedition broke into Japanese Island forcing them into international arena (p. 4). In the eyes of Western countries, Japan’s attitude towards the West’s attempt to penetrated Japan with their social, cultural and religious and industrial influence was tyranny. Japan was accused of mistreating Americans and other foreigner and of insulting Christianity and so forth. Heines pointed out that the prevailing Western opinion that Japan halted â€Å"the advancement of science and hindered navigation by blocking exploration, preventing survey and refusing to exchange information† (p. 5). Japanese internal policies and actions were viewed as â€Å"unjust, as wrongs to right prima facie, and their own as right to be asserted de facto† (p. 5). Indeed, Japan was merely protecting itself from Western influence under the banner of nationalism. In the words of Heines, â€Å"a country sought to be left alone and bothered nobody unless bothered by somebody† (p. 5), was suddenly intruded by foreigner. Japan was dragged into international arena mainly because of one sided interest, that of America. Japan had to choose either to accept the American terms or risk their country of losing in battle. In the words of Heines, Japan carefully studied the terms and decided to â€Å"grant the request of those people to trade and communicate with them, learn their drills and tactics, and go abroad to prepare [themselves]† (p. 5). According to an article entitled ‘Transaction of the Asiatic Society of Japan’ revealed the American’s coming in Japan was through the invitation of a Japanese named Neriaki. The article said that Neriaki was able to send letter to a Japanese who managed to get away to American inviting Americans to come to Japan (p. 111). It was this letter that became the prelude to Commodore Dewey to make assertion to Japanese authorities of his coming in 1853. The letter indeed was in arrogant tune. William Gerald Beasley stated that although the American intention was to establish â€Å"friendship and intercourse between the people of two respective countries, yet it was a one-sided transaction. Beasley pointed out that the United States’ statement in the letter, â€Å"we desire to explain to you how great is the United States, and if you refuse to enter into an arrangement, we shall commence hostilities† (Beasley, p. 3). During this time Japan was living in peace and had no internal troubles as Beasley puts it, the â€Å"military class enjoyed a long peace and neglected military arts; they had given themselves up to luxury and pleasure, and there were very few who had put on armor for many years† (p. 3). Thus, the visit of the American ships intended to make peace and friendship brought troubles and confusion on a country living in peace and their citizens living in prosperity. The visit was indeed a little of short to be described as an aggression, because as Beasley described the nature of how the Americans made their entry. Beasley writes, â€Å"In the autumn of the year 1864, during the reign of the 122nd sovereign of the human dynasty, a disturbance took place at Kyto the like of which had not accord since the first origin of Japan. Arms were resorted to and bullets flew about the imperial palace; nay more than half of it was burnt in a conflagration which arose out of the fight. The fierce flames lighted up the heavens, and huge waves overwhelmed the earth† (p. 1). No wonder, the Japanese viewed both the Americans and the British Barbarians. Beasley noted the Japanese authorities were aware of the plunder made by the English Barbarians during the Opium War and the incursion of the US ships a warning and to avoid war, they hard better grant though Japan gave into American demand but in their mind â€Å"the Americans were watching their country with greedy eye for many years† (Beasley, p. 5). As Japan was drag into the international arena Japan was forced to abandon policies of seclusion. Marius B. Jansen noted that Japan was compelled to â€Å"enter the international order on terms defined by the West† (Jansen, p.294). Jansen pointed out that Japan struggled to regain its sovereignty and was forced to â€Å"embarked on policies of centralization and institutional innovation in order to build a modern nation-state and the basic restructuring of domestic society† (Jansen, p. 294). Jensen further said that as Japan moved on further in their new order of domestic reconstruction, what has began as defensive steps to head a perceived Western threat was soon followed by membership in that military and economic order that had first challenged them (Jansen, p. 294). Jansen also pointed out that in the course of Perry and Harry’s negation with the Shogunate of Japan to open their economy to the international community Tokugawa Nariaki which previously sent the letter to America inviting them to come to Japan, â€Å"played a prominent role in opposition to the way Japan responded to the demands of Perry and of Harries (Jansen, p. 295). As more developments taking place in Japan with the presence of the Western forces on the shore of Japan, the foreigners made more contributions to the demolition of Japan’s social and cultural values in the areas where they were to be found. Jansen said â€Å"Japanese entrepreneurs were not slow to set up places of amusements for sailors. And the prints Sadahide provide colorful documentation of partying in the Yokohama Genkiro and other brothels† (Jansen, p. 317). The Wild Wild West behavior of these foreigners not only puzzled ordinary Japanese by these self-confident outsiders but also disrupted moral order of the Japanese life. Jansen puts it, â€Å"no one can question the advisability of men’s providing themselves with pistols, but picnic excursions to islets in Edo Bay that ended with target shooting (p. 317), that even the bravest Samurai for all their courage were helpless to do anything and forced to accept the reality and humiliation that unconscionable behavior was an infuriating reminder of inferiority (Jansen, p. 317). Japanese thought that Westerners will destroy Japanese political structure through the â€Å"diffusion of Christianity, while others felt that these are desecrating sacred soil by their presence and they feared that tolerating their entry invited a form of colonialism. † Thus, during the Western’s first attempts, Japan treated them indifferently which was a normal and ordinary reaction but the US viewed it as tyranny.

Personality psychology Essay

Major Constructs in Jung’s Theory Libido (the psyche’s source of energy) Persona (the masks we wear in life) Personal Unconscious (much like Freud’s notion of the unconscious) Collective Unconscious (the inherited force behind our existence) Archetypes (forms for expressing portions of the content of the collective unconscious) 8/6/2009 Personality # 1 expresses the personal and the self (note small case â€Å"s† in self) Personality #2 is more in touch with the collective unconscious Examples of archetypes Shadow (the dark side of the conscious ego or persona) Anima (the feminine aspect of the male psyche) Animus (the masculine aspect of the female psyche) The Self (the â€Å"real deal† discussed at near the end of the lecture) Jung’s theory is a theory of oppositional forces Two fundamental â€Å"Attitudes† Extraversion Introversion 8/6/2009 Four Psychic Functions Thinking Feeling Sensation Intuition Psychological Types Myers-Briggs Type Indicator Go to http://www.humanmetrics.com/cgiwin/JTypes1.htm if you are interested in exploring the Myers-Briggs Type Indicator. You can take the test, read the result, and Look up what the results mean. No extra credit for doing that. Concepts pertaining to growth and development Equilibrium Free flow of energy across opposites Individuation Becoming familiar with and ability to use and synthesize all functions and other in-born capacities The Self The â€Å"mother† of all archetypes. The goal of personality development is the full realization of Self Mandala Major symbol of Self

Free Essays on Jorge Luis Borges

Jorge Luis Borges Jorge Luis Borges nacià ³ el 24 de agosto de 1899 en Buenos Aires, Argentina, en casa de su abuelo Isidoro Acevedo. Borges aprendià ³ a hablar y a leer en ingles antes que aprendià ³ a leer en castellano con la ayuda de su abuela que tenia origen ingles. Cuando Borges tenà ­a apenas seis aà ±os le dijo a su padre que querà ­a ser un escritor. Siendo un nià ±o de solo siete aà ±os, à ©l escribià ³ un resumen de la mitologà ­a griega. A los ocho anos escribià ³ ,†La Visera Fatal,† que fue inspirado por un episodio del Quijote. Cuando tenia nueve aà ±os, el traduzco al ingles,†El Prà ­ncipe Feliz† de Oscar Wilde. Cuando tenia nueve anos, el traduzco â€Å"El principe fleiz† de Oscar Wilde. a los nueve traduce del inglà ©s "El prà ­ncipe feliz" de Oscar Wilde. En 1914, y debido a su ceguera casi total, el padre se jubila y decide pasar una temporada con la familia en Europa. Debido a la guerra, se instalan en Ginebra donde Georgie escribir algunos poemas en francà ©s mientras estudia el bachillerato (1914-1918). Su primera publicacià ³n registrada es una reseà ±a de tres libros espaà ±oles escrita en francà ©s para ser publicada en un perià ³dico ginebrino. Pronto empezar a publicar poemas y manifiestos en la prensa literaria de Espaà ±a, donde reside desde 1919 hasta 1921, aà ±o en que los Borges regresan a Buenos Aires. El joven poeta redescubre su ciudad natal, sobre todo los suburbios del Sur, poblados de compadritos. Empieza a escribir poemas sobre este descubrimiento, publicando su primer libro de poemas, Fervor de Buenos Aires (1923). Instalado definitivamente en su ciudad natal a partir de 1924, publicar algunas revistas literarias y con dos libros ms, Luna de enfrente e Inquisiciones, establecer ya en 1925 su reputacià ³n de jefe de la ms joven vanguardia. En los treinta aà ±os siguientes, Georgie se transforma en Borges; es decir: en uno de los ms brillantes y ms polà ©micos escritores de nuestra Amà ©r... Free Essays on Jorge Luis Borges Free Essays on Jorge Luis Borges Jorge Luis Borges Jorge Luis Borges nacià ³ el 24 de agosto de 1899 en Buenos Aires, Argentina, en casa de su abuelo Isidoro Acevedo. Borges aprendià ³ a hablar y a leer en ingles antes que aprendià ³ a leer en castellano con la ayuda de su abuela que tenia origen ingles. Cuando Borges tenà ­a apenas seis aà ±os le dijo a su padre que querà ­a ser un escritor. Siendo un nià ±o de solo siete aà ±os, à ©l escribià ³ un resumen de la mitologà ­a griega. A los ocho anos escribià ³ ,†La Visera Fatal,† que fue inspirado por un episodio del Quijote. Cuando tenia nueve aà ±os, el traduzco al ingles,†El Prà ­ncipe Feliz† de Oscar Wilde. Cuando tenia nueve anos, el traduzco â€Å"El principe fleiz† de Oscar Wilde. a los nueve traduce del inglà ©s "El prà ­ncipe feliz" de Oscar Wilde. En 1914, y debido a su ceguera casi total, el padre se jubila y decide pasar una temporada con la familia en Europa. Debido a la guerra, se instalan en Ginebra donde Georgie escribir algunos poemas en francà ©s mientras estudia el bachillerato (1914-1918). Su primera publicacià ³n registrada es una reseà ±a de tres libros espaà ±oles escrita en francà ©s para ser publicada en un perià ³dico ginebrino. Pronto empezar a publicar poemas y manifiestos en la prensa literaria de Espaà ±a, donde reside desde 1919 hasta 1921, aà ±o en que los Borges regresan a Buenos Aires. El joven poeta redescubre su ciudad natal, sobre todo los suburbios del Sur, poblados de compadritos. Empieza a escribir poemas sobre este descubrimiento, publicando su primer libro de poemas, Fervor de Buenos Aires (1923). Instalado definitivamente en su ciudad natal a partir de 1924, publicar algunas revistas literarias y con dos libros ms, Luna de enfrente e Inquisiciones, establecer ya en 1925 su reputacià ³n de jefe de la ms joven vanguardia. En los treinta aà ±os siguientes, Georgie se transforma en Borges; es decir: en uno de los ms brillantes y ms polà ©micos escritores de nuestra Amà ©r...