...Fashion and Its Multi-Cultural Facets Critical Issues Series Editors Dr Robert Fisher Lisa Howard Dr Ken Monteith Advisory Board Karl Spracklen Katarzyna Bronk Jo Chipperfield Ann-Marie Cook Peter Mario Kreuter S Ram Vemuri Simon Bacon Stephen Morris John Parry Ana Borlescu Peter Twohig Kenneth Wilson John Hochheimer A Critical Issues research and publications project. http://www.inter-disciplinary.net/critical-issues/ The Ethos Hub ‘Fashion’ 2014 Fashion and Its Multi-Cultural Facets Edited by Patricia Hunt-Hurst and Sabrina Ramsamy-Iranah Inter-Disciplinary Press Oxford, United Kingdom © Inter-Disciplinary Press 2014 http://www.inter-disciplinary.net/publishing/id-press/ The Inter-Disciplinary Press is part of Inter-Disciplinary.Net – a global network for research and publishing. The Inter-Disciplinary Press aims to promote and encourage the kind of work which is collaborative, innovative, imaginative, and which provides an exemplar for inter-disciplinary and multi-disciplinary publishing. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means without the prior permission of Inter-Disciplinary Press. Inter-Disciplinary Press, Priory House, 149B Wroslyn Road, Freeland, Oxfordshire. OX29 8HR, United Kingdom. +44 (0)1993 882087 ISBN: 978-1-84888-309-3 First published in the United Kingdom in eBook format in 2014. First Edition...
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...One day this spring, a psychiatrist named Dorothy Lewis got a call from her friend Betty, who works in New York City. Betty had just seen a Broadway play called "Frozen," written by the British playwright Bryony Lavery. "She said, 'Somehow it reminded me of you. You really ought to see it,'" Lewis recalled. Lewis asked Betty what the play was about, and Betty said that one of the characters was a psychiatrist who studied serial killers. "And I told her, 'I need to see that as much as I need to go to the moon.'" Lewis has studied serial killers for the past twenty-five years. With her collaborator, the neurologist Jonathan Pincus, she has published a great many research papers, showing that serial killers tend to suffer from predictable patterns of psychological, physical, and neurological dysfunction: that they were almost all the victims of harrowing physical and sexual abuse as children, and that almost all of them have suffered some kind of brain injury or mental illness. In 1998, she published a memoir of her life and work entitled "Guilty by Reason of Insanity." She was the last person to visit Ted Bundy before he went to the electric chair. Few people in the world have spent as much time thinking about serial killers as Dorothy Lewis, so when her friend Betty told her that she needed to see "Frozen" it struck her as a busman's holiday. But the calls kept coming. "Frozen" was winning raves on Broadway, and it had been nominated for a Tony. Whenever someone who knew Dorothy...
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...citations has three parts. ❑ The first part is the type of resource (for example, “Book, one author”). The BOLD Comic Sans font in 14 pt identifies this part of each citation. ❑ The second part is a template containing the components needed to cite the resource. The grey boxes identify the template in each citation. This part is in 12 pt Times New Roman. ❑ The third part provides an actual example of a resource found in a Lexington County District One Library Media Center. The red font in 12 pt Times New Roman, double-spaced lines and hanging indent identify this part of each citation. II. To use the citation template, highlight the template for the resource you need to cite, then copy and paste into your paper. 1st_Author's_LastName, 1st_Author's_FirstName, and 2nd_Author's_FirstName 2nd_Author's_LastName. Title. City_of_Publication: Publisher, Date_of_Publication. III. Select one of the grey boxes and type the correct information. As soon as you click on each grey box to select it, it is highlighted—do not delete the grey box—just start typing. Notice in the sample below, “Warhol” has replaced the grey box that said “1st_Author’s_LastName” in Step II above. Warhol, 1st_Author's_FirstName, and 2nd_Author's_FirstName 2nd_Author's_LastName. Title. City_of_Publication: Publisher, Date_of_Publication. IV. The punctuation, italics, and underlines will be inserted automatically as you type. Warhol, Tom, and Chris Reiter. Eagles. Tarrytown: Marshall...
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...Marketing Research and Strategic Marketing Plan Produced by Business Administration 126 Advanced Marketing (“West Coast Marketing”) Saint Mary’s College of California Professor Eric Kolhede December 14.2011 Students of Business Administration 126 Advanced Marketing (“West Coast Marketing”) Saint Mary’s College of California Abdul Malik Khan | Maria Ahlqvist | Alexandra Smith | Maria Orozco | Alisa Mosman | Matt Cardoza | Ally Short | Matt King | Amanda Minguillon | Melissa Queen | Anthony Costa | Nick Fong | Ben Rigel | Nick Tuttle | Betsy Serrano | Nicole Arce | Britany Linton | Nirbhik Trehan | Dawn Shipley | Priscilla Esparza | Dayna Best | Steven Dawson – Roberts | Elanor Pitts | Steven Vargas | Evan Schlinkert | Thomas Vo | James Palmer | Tommy Mohoric | John Howe | Tracy Vasquez* | Maddy Aliotti | | Professor Eric Kolhede*Coordinator | | Table of Contents I. Executive Summary 1 II. Research Problem 3 III. Situation (SWOT) Analysis 7 A. External Macro-environmental Forces 7 1) Demographic and Social/Cultural Trends Purpose 7 2) Economic Environment 16 3) Technological Dimension 21 4) Political Environment 27 5) Legal Environment 31 6) Cooperative Environment 33 7) Product Market Analysis 36 8) Competitive Analysis 50 B. Internal Environment 71 1) Introduction 71 2) Resources 75 3) Marketing Mix Program 77 4) Conclusion 77 IV. Primary Research 79 A. Focus Groups 79 B. Sampling Plan 93 1) Population 93 2) Sample Size 94 ...
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...G U I D E T E A C H E R’S A TEACHER’S GUIDE TO TWELVE YEARS A SLAVE BY SOLOMON NORTHUP bY Jeanne M. McGlInn anD JaMes e. McGlInn 2 A Teacher’s Guide to Twelve Years a Slave by Solomon Northup Table of Contents SYNOPSIS......................................................................................................................................3 ABOUT THE AUTHOR...............................................................................................................3 INTRODUCTION TO THE STUDY GUIDE............................................................................3 MEETING COMMON CORE STANDARDS.............................................................3 THE SLAVE NARRATIVE GENRE...............................................................................3 HISTORICAL OVERVIEW..........................................................................................................4 DURING READING.....................................................................................................................6 SYNTHESIZING DISCUSSION QUESTIONS.......................................................................9 ENRICHMENT ACTIVITIES.......................................................................................................9 ACTIVITIES FOR USING THE FILM ADAPTATION........................................................ 11 ADDITIONAL RESOURCES.....................................................................................
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...10000 quiz questions and answers www.cartiaz.ro 10000 general knowledge questions and answers 10000 general knowledge questions and answers www.cartiaz.ro No Questions Quiz 1 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 Carl and the Passions changed band name to what How many rings on the Olympic flag What colour is vermilion a shade of King Zog ruled which country What colour is Spock's blood Where in your body is your patella Where can you find London bridge today What spirit is mixed with ginger beer in a Moscow mule Who was the first man in space What would you do with a Yashmak Who betrayed Jesus to the Romans Which animal lays eggs On television what was Flipper Who's band was The Quarrymen Which was the most successful Grand National horse Who starred as the Six Million Dollar Man In the song Waltzing Matilda - What is a Jumbuck Who was Dan Dare's greatest enemy in the Eagle What is Dick Grayson better known as What was given on the fourth day of Christmas What was Skippy ( on TV ) What does a funambulist do What is the name of Dennis the Menace's dog What are bactrians and dromedaries Who played The Fugitive Who was the King of Swing Who was the first man to fly across the channel Who starred as Rocky Balboa In which war was the charge of the Light Brigade Who invented the television Who would use a mashie niblick In the song who killed Cock Robin What do deciduous...
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...INTRODUCTION The present course- paper is devoted to the comprehensive study of stylistic device – the epithet in the literary work “Jane Eyre” by Charlotte Bronte. The topicality of chosen by us theme lies in the fact that a human being perceives the reality by means of various images. These images exist everywhere: in art, in nature, in thoughts, and in speech in particular. Each of us at least ones created an image. We use different means (stylistic expressive means and devices) to achieve the aim. In our research we would like to concentrate our attention on “epithet”, a figure of speech which gives the opportunity to create the most expressive and vivid images. Despite the fact that there are many works devoted to the problem under analysis some important aspects such as structural - the lexical stylistic device the epithet as its component have not been fully investigated. This defines the actuality of the work and its theoretical value. The basic purpose of this course-paper is formulated as a research of linguistic nature of epithet, its types from the point of semantic, structural parameters and its informational significance in the text. The given aim predetermines the concrete tasks of the research. The course- paper pursues the following objectives: 1) to read the novel “Jane Eyre” and to find epithets; 2) to reveal the theoretical notion of the epithets and its categories; 3) to observe emotional, evaluative, expressive components of the lexical...
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...(c) Bedford/St. Martin's bedfordstmartins.com 1-457-62096-0 / 978-1-457-62096-6 SOUNDS AND IMAGES Movies and the Impact of Images 187 Early Technology and the Evolution of Movies 192 The Rise of the Hollywood Studio System 195 The Studio System’s Golden Age 205 The Transformation of the Studio System 209 The Economics of the Movie Business 215 Popular Movies and Democracy In every generation, a film is made that changes the movie industry. In 1941, that film was Orson Welles’s Citizen Kane. Welles produced, directed, wrote, and starred in the movie at age twenty-five, playing a newspaper magnate from a young man to old age. While the movie was not a commercial success initially (powerful newspaper publisher William Randolph Hearst, whose life was the inspiration for the movie, tried to suppress it), it was critically praised for its acting, story, and directing. Citizen Kane’s dramatic camera angles, striking film noir–style lighting, nonlinear storytelling, montages, and long deep-focus shots were considered technically innovative for the era. Over time, Citizen Kane became revered as a masterpiece, and in 1997 the American Film Institute named it the Greatest American Movie of All Time. “Citizen Kane is more than a great movie; it is a gathering of all the lessons of the emerging era of sound,” film critic Roger Ebert wrote.1 CHAPTER 6 ○ MOVIES 185 (c) Bedford/St. Martin's bedfordstmartins.com 1-457-62096-0 / 978-1-457-62096-6 MOVIES A generation later...
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...THE CONSEQUENCES OF MASS COMMUNICATION Cultural and Critical Perspectives on Mass Media and Society Kirk Hallahan ii For Jean and Jenna Copyright info to be set by McGraw-Hill. iii Foreward This book is a brief survey of contemporary ideas about the cultural impact of mass media on society. The use of consequences in the title reflects the fact that most cultural researchers prefer this term (instead of media effects) to describe media's influence on human experience. During the past 30 years, culture has emerged as a major theoretical framework in which to investigate media. Chapter I examines how media influence culture generally, as suggested by various contemporary media scholars and others. Chapter II then focuses on critical-cultural theories about the nature of media power and its potentially negative influence. This book can adopted as a supplementary text in introductory mass media courses along with a survey text such as Joseph R. Dominick's The Dynamics of Mass Communication (available from McGraw-Hill). It also can serve as a foundational text for other assigned readings in advanced courses dealing with mass media and society, communication theory, or cultural studies. Students are encouraged to focus thoughtfully on the main ideas, not attempt to merely memorize details. Important concepts and names appear in boldface and are defined in italics. The abridged Subject Index lists the page with the primary discussion of each topic. Sidebars throughout...
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...Shows the subject as the actor. (pages 73-74). Describes or limits a noun or pronoun. It answers “Which one? What kind? or How many?” Modifies or limits a verb, adjective or another adverb and answers “When? Where? Why? How much? How far? To what degree?” Conjunctive or Connective Adverb—transition words that often appears to connect clauses. Adverbs Antecedent Appositive Article Bibliography Noun, phrase or clause to which a pronoun refers or replaces. (pages 99100) Word, phrase or clause preceding or renaming a noun. Small set of words used with nouns to limit or give definiteness to the application. A list of books, articles and other works used in preparing a manuscript or other written product. (See “The Mechanics of Research,” pages 345347.) Any punctuation symbol used to emphasize specific items. (See “Display Dot” Punctuation Guidelines, pages 289-290.) Forms that nouns and pronouns take when they fit into...
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...AUGUST 2004 Communications and Information THE TONGUE AND QUILL COMMUNICATING IS A POWERFUL TOOL FOR THE TWENTY-FIRST CENTURY AIR FORCE The Tongue and Quill is dedicated to every man and woman in today’s Air Force who will ever sling ink at paper, pound a keyboard, give a briefing, or staff a package to support the mission. Currently, The Tongue and Quill is widely used by Air Force military and civilian members, professional military school educators and students, and civilian corporations around the United States. As United States Air Force employees, it is important we communicate clearly and effectively to carry out our mission. This handbook together with AFMAN 33-326, Preparing Official Communications, will provide the necessary information to ensure clear communications— written or spoken. The use of the name or mark of any specific manufacturer, commercial product, commodity, or service in this publication does not imply endorsement by the Air Force To all you enthusiastic users worldwide, keep up the good fight! SUMMARY OF REVISIONS This revision improved organization; rearranged layout; updated quotes, art and word lists; and added material on preparing to write and speak, writing with focus, communicating to persuade, research, meetings, briefings and listening; updated information on electronic communication and e-mail, and added information on Air Force writing products such as awards, decorations and performance reports. Supersedes AFH 33-337, 30 June 1997. OPR:...
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...THE B L A C K SWAN The HIGHLY I mpact IM of the PROBABLE Nassim Nicholas Taleb U.S.A. $26.95 Canada $34.95 is a highly improbable event with three principal characteristics: It is unpre dictable; it carries a massive impact; and, after the fact, we concoct an explanation that makes it appear less random, and more predictable, than it was. The astonishing success of Google was a black swan; so was 9 / 1 1 . For Nassim Nicholas Taleb, black swans underlie almost everything about our world, from the rise of religions to events in our own personal lives. A BLACK SWAN Why do we not acknowledge the phenomenon of black swans until after they occur? Part of the answer, according to Taleb, is that humans are hardwired to learn specifics when they should be focused on generalities. We concentrate on things we already know and time and time again fail to take into consideration what we don't know. We are, therefore, unable to truly estimate oppor tunities, too vulnerable to the impulse to simplify, narrate, and categorize, and not open enough to rewarding those who can imagine the "impossible." For years, Taleb has studied how we fool our selves into thinking we know more than we actually do. We restrict our thinking to the irrelevant and inconsequential, while large events continue to surprise us and shape our world. Now, in this reve latory book, Taleb explains everything we know about what we don't know. He offers...
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...500 IELTS Vocabulary (AWL,HK Univ.) 1 By examword.com The IELTS test AWL(Academic Word List) was rooted from a popular webpage of HONG KONG Univ. We re-organize it with new definitions and examples. In addition original Chinese explanation, more local language explanations are appended to help ESL people. This list is a proven short-cut to pass IELTS exam when your preparation is in a very narrow timeframe. abandon: /ə'bændən/ n. Syn. relinquish lacking restraint or control; feeling of extreme emotional intensity; unbounded enthusiasm With her parents out of town, Kelly danced all night with abandon. abstract: /'æbstrækt/ a. Syn. theoretical; abstruse theoretical; not concrete; not applied or practical; difficult to understand To him, hunger was an abstract concept; he had never missed a meal. academy: /ə'kædəmɪ/ n. school for special instruction; society of scholars, scientists, or artists The mission of our academy is actually to ensure the health and the well-being of all children. access: /'æksɛs/ n. Syn. approach approach; entry; entrance It remains to be seen whether the multinationals like Chevron, Exxon Mobil, and BP will give in to Mr Chavez's brinksmanship as they know he needs them as much as they need access to his oil. accommodate: /ə'kɒmədeɪt/ v. Syn. adapt; oblige do a favor or service for; provide for; supply with; make suitable; adapt; allow for As for the stage in the public auditorium, it can easily be adjusted to accommodate...
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...fear in general. Yet we may expect that a special core of feeling is present which justifies the use of a special conceptual term. One is curious to know what this common core is which allows us to distinguish as ‘uncanny’ certain things which lie within the field of what is frightening. As good as nothing is to be found upon this subject in comprehensive treatises on aesthetics, which in general prefer to concern themselves with what is beautiful, attractive and sublime - that is, with feelings of a positive nature - and with the circumstances and the objects that call them forth, rather than with the opposite feelings of repulsion and distress. I know of only one attempt in medico-psychological literature, a fertile but not exhaustive paper by Jentsch (1906). But I must confess that I have not made...
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...Media History Contents 1 Introduction 1.1 Mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.1 1.1.2 1.1.3 1.1.4 1.1.5 1.1.6 1.1.7 1.1.8 1.1.9 Issues with definition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Forms of mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Purposes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Professions involving mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Influence and sociology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ethical issues and criticism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . See also . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1 1 2 6 6 7 8 10 10 10 10 11 11 12 12 12 12 16 16 17 17 17 17 17 17 18 19 20 21 21 21 1.1.10 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.11 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.12 Further reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.13 External links . . . . . . . . ....
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