Walt Disney Company Research Paper Example | Topics and Well Written Essays - 1250 words - 1

Walt Disney Company - Research Paper Example From Mickey Mouse series to Silly Symphony, Walt Disney, the founder, continued to foster a culture of creativity and innovation and his precision which lead the company to become one of the most successful and diversified corporations (The Walt Disney Company, 2012). From the success of animated cartoons, which won various Academy awards, the company soon developed related merchandise and initiated another stream of revenue that was followed by a new venture in action films including Treasure Islands and the television show during Christmas time. After the death of Walt, his vision was articulately carried on by his brother Roy, who carried out construction of the Disney land theme park as envisioned by his brother, on the 28,000 acres of land he had purchased in Florida and was later opened in Tokyo and Paris. After Roy’s death the company was then taken over by Card Walker, Donn Tatum and Ron Miller, all of which were initially trained by the Disney Brothers (DATAMONITOR, 2 011). The Disney Company then initiated its Disney channel in 1983 featured by Touchstone Pictures, its film label. The company remained under hostile pressures for takeover in early 1980s as its stocks remained undervalued and was eventually taken over by a new management. Soon after the Disney movies took a toll and collaborations with the filmmakers including George Lucas and Francis Ford Coppola resulted in the opening of Splash Mountain. The company then expanded further to include luxury resorts in its portfolio. Establishment of Hollywood Records, stage production with Beauty and Beast, cruise line business were some of the more developments that took place (The Walt Disney Company, 2012). One of the most prominent events was Disney’s $19 billion acquisition of Capital Cities (ABC Network). This acquisition, the second largest in the United States, not only resulted in 10 TV station, 7 daily newspapers and 21 radio stations but also enabled Disney to own positions in t he cable networks including Lifetime, History Chanel, A&E and ESPN, which alone is worth $19billion today. Another important acquisition came in 2006 when Robert Iger, the then CEO of the company, decided to acquire Pixar Animation, a creative powerhouse which became one of the most successful partnerships in Disney’s history. The intensive growth strategy of Disney continued in 2009 when it acquired Marvel Entertainment Inc. for $4.24 billion (The Walt Disney Company, 2012). Company Portfolio; Operations and Major Holdings The Walt Disney Company is the largest media conglomerate of the world, with extensive operations in more than 40 countries around the world with its headquarters in Burbank, California United States. In terms of its size, Walt Disney has been recognized as one of the largest companies of the world by Fortune 500 with a total number of employees amounting to 144,000 as per the year 2011. The stockholder’s equity amounted to a whopping $33,734 millio n (DATAMONITOR, 2011). Disney has a diversified portfolio and its major holdings have continued to increase over time. Walt Disney Motions Picture Group is one of flagship holdings that are also one of the best studios of Hollywood. It acquired ABC network along with its broadcasting television and radio stations. Walt

Romeo and Juliet Essay Example for Free

Romeo and Juliet Essay Romeo and Juliet is a famous and legendary play written by the William Shakespeare around 1595. Romeo and Juliet stands as a great play in its own right. This is a tragic play about a pair of star-crossed lovers Romeo and Juliet. They both pursue their love for each other even though they were related from two power families the Montagues and the Capulets who have been feuding with each other for years. Romeo knew a good thing that he saw it in Juliet. It was the love at first sight. Shakespeare created a tension in a play by gathering Romeo and Juliet and it increases, as the hatred between the Montagues and Capulets continues. Eventually the play turns to tragic end because both, Romeo and Juliet die at the end and it brings tears to the eyes of the audience. There are many ways in which Romeo and Juliet can be directed. Every production is a right interpretation by the director, the actors and the audience. The director plays an important role in making a movie he/she has to visualise the scene in order to decide how and when a certain scene should take place, also its directors job to instruct the actors on how to bring the script to life. He also has to figure out that what kind of setting would create an atmosphere most suited for a particular scene. As a director, I will decide to give film adaptation to Romeo and Juliet act 2 scene 2, instead of staging it in theatre because Shakespeare created the setting that were blowing in the Elizabethan audiences mind. They lived in an aural society where that needed little visual source to understand, whereas we live in a modern society where television and film visual impact is what appeal to a modern audience. Also by giving the film adaptation, I could express my ideas more clearly with the help of camera and will be able to give special effects such as lighting and background music. Before to act the scene, director has to decide that whether he/she wants to modernise the scene or not, and this is why I have decided to keep the original language and change setting into modernise setting. Also I have decided to change the location of the play from the original setting but the theme will be the same. I have chosen Lahore (one of the city of the Pakistan) for setting of this scene because Pakistan is famous for its different cultures, traditions, different ethnic groups and arranged marriages. All theses characteristics of Pakistan will connect to the play when Romeo and Juliet would come from different ethnic groups and Juliet will be forced to marry Paris. Another reason why I selected Lahore as my setting is because in Lahore, balconies are very common and the way they have built are very nice-looking and attractive and act 2 scene 2 is the famous Balcony scene of the most renowned in all of Shakespeare. Another reason of choosing Lahore is because there are beautiful gardens, fountains and the moon and stars sparks very bright at night, which would provide an excellent background for the balcony scene. I will change the costumes of the actors to make the scene even more motivating. I would like Juliet to wear white blossom robe, as it is a symbol of her virginity. I will also change the clothes of Montague and Capulet; Montague will wear white shirts with grey coats and grey trousers, whereas Capulet will wear red shirts with blue coat and blue trousers. This will make clear to audience that who relates from which family. I will give some romantic music when Romeo sees Juliet come to the window because it will have a great influence on the audiences mind and will realise the excitement that will be felt by the Romeo for his love. When Romeo will be leaving to Juliet, I will make this part of the scene very romantic by making Romeo to kiss Juliet, also I will be shown light on them, which will raise the importance of their separation. Also I will make use of the modern props such as machine guns, revolvers, tanks, latest cars instead of swords and horses because it would keep the audience active and would create the effect of the modern world. The language used by the Shakespeare is very passionate, romantic and sexual. For example It is my lady, O, it is my love! O, that she knew she were! It shows the Romeo love for Juliet is becoming very powerful. O, speak again, bright angel! for thou art As glorious to this night, being oer my head As a winged messenger of heaven Unto the white-upturned wondering eyes Of mortals that fall back to gaze on him When he bestrides the lazy puffing clouds And sails upon the bosom of the air Here Romeo really believes that Juliet is angelic. An angelic is the glorious to the night because it appears in a glory a halo surrounding and emitting from its body. The angel moves with the effortless ease, lighter than clouds, more graceful than ship sailing on the swelling bosom of the ocean. And Romeo speaks of all this as though he has actually seen an angel and is now looking upon another. O Romeo, Romeo! wherefore art thou Romeo? Deny thy father and refuse thy name; These phrases are spoken by the Juliet. Of course shes not actually speaking to Romeo (she has no idea that Romeo is here), but she is so much in love with him and she doesnt really mean him to reject his name, she only desires to be with him. Or, if thou wilt not, be but sworn my love, And Ill no longer be a Capulet Here Juliet is ready to sacrifice her family, if he will just swear loves her; she will give up the name of Capulet. Looking at the Shakespeares poetic, romantic, passionate language I have decided to keep the language same because it is very appealing to the audience and draws audience attention very rapidly. Act 2 Scene 2 illustrates the strength of the Romeo and Juliets love. In this scene they both express their love for each other and agreed to marry with each other. When they both agreed for married, Juliet was not even 14 years old but still she had an absolute quality of the language and thought. At that time, the head of the household was the sole ruler and decided where to marry his daughter or son. Many marriages were based on suitability, not on love. In conclusion, film is most attractive and romantic way to express the love of two younger, Romeo and Juliet. Romeo and Juliet tried so much to stay with each other but fate didnt allow them, and at the end they both died. This play is tragedy like others of Shakespeares such as Macbeth. Eventually after the death of two innocent lovers, two evil families Capulet and Montague decided not to fight ever.

Speech and Language Therapist (SLT) Role and Ethics

Speech and Language Therapist (SLT) Role and Ethics Role Investigation This essay will investigate a vocational role as a Speech and Language Therapist (SLT). It will cover the role, where the role may be needed and will operate, what qualifications are needed to become a SLT, and what psychological theories are used and applied when working as a SLT. The essay will then cover the ethics required of a SLT and the skills needed because of them. A SLT role requires working with people of all ages with various levels of speech language and communication problems. Such problems can occur when they have difficulties swallowing, drinking or eating. Typical clients they deal with have physical and learning disabilities, hearing loss/deafness, psychiatric disorders or dementia. They help by assessing and identifying the difficulties/disorders the client has and then create and implement a suitable treatment program. They will then continue to see the client on a one-to-one basis to assess the developments made. They will also teach the client’s family, social workers, and teachers on how to communicate effectively to help clients outside their therapy sessions (editors, 2012). The average salary for a SLT could range from  £21,176- £27,625 if they are part of the NHS, but you could go into a specialist role outside of the NHS and the salary range is  £25,528- £34,184. Another option is the work as a freelance SLT. SLTs work within schools, hospitals, health centres, day care centres, rehabilitation unit, client’s homes, prisons and young offender’s institutions. SLTs work typically 9-5, and they could work in several locations (editors, 2012). The training and qualification needed to be a SLT is a degree accredited by the Royal College of Speech and Language Therapists (RCSLT). A degree in Psychology will better the chances of getting onto the post-graduate 2 year course, which needs to be taken to get the accreditation. SLTs also need to be a registered member of Health care Professionals Council (HCPC) (AGCAS, 2012). Although a specialist speech and language therapist may require additional skills and training. For example a speech and language therapist in a special needs school may learn Makaton sign language because some children may not be able to communicate effectively. Using signs may help adults understand children which will relieve frustration and reduce anxiety which in turn should help facilitate communication (Enderby, et al., 2009). Speech and language is something quite unique to humans so a lot research has been done into the acquisition and the development of language (Pinker, 1995). Theories are constantly evolving and adapting and speech and language therapists must recognise these and adapt their strategies accordingly (Latham Miles, 2001). The behaviourist approach to language development is that it is learnt in response to a stimulus that gives a pleasant reward (Latham Miles, 2001). This is how a child will associate words with meanings and therefore reinforce the importance of communication and using words. For example Skinner proposed that a child will point and say â€Å"drink†, the child is then rewarded with the drink. The child then associates the word drink with getting a drink and will carry on using it whenever they want one (Skinner, 2014). This is supported by Sundberg, Micheal, Partingtin, Sundberg, (1995) who did a study on five children between two and four-years-old, four had moderate language delays and one typically developing child. They performed the targeted response, i.e. sound, word or phrase, after the conditioned reinforcement was established and then established new vocal responses. For example a subject wanted to be tickled (which was the reinforcement), so said the paired word â€Å"apple†, eventually she started saying â€Å"tickle†. However this study was only done on 5 subjects so its sample size is not relaible enough to generalise universally. Although speech and language therapists could use positive reinforcement as a technique in their sessions, it could be particuarly helpful when working with children. SLTs use games where when they win or complete the task they are intrinsically motivated. Extrinsic rewards do help however the child may get too excited by the reward and their attention turns to the reward rather than the task. Also they may find that the child doesn’t have reward outside the session therefore doesn’t use the communication skills learnt in session outside, in classrooms or at home (Boyle, McCartney, Forbes, OHare, 2007). Also it is important if a SLT is working with someone with mutism or selective mutism to reward every type of communication, no matter how small, whether it be verbal or head shaking. A SLT will talk to teachers and parents/carers to see these small signs of commmunication and how to positively respond to them (Aberdeenshire Council, 2013). This behaviourism technique is what allows children to associate words with meanings however if a child is impaired in this area a SLT may find other ways to allow a child to communicate. For example teaching Makaton signs or using symbols and pictures that they can point to (Roulstone, Wren, Bakopoulou, Goodlad, Lindsay, 2010). However Skinners approach was criticised because it does not explain how people come to put sentences together (Albery, et al., 2008). This point was made by Chomsky, he believed that language was a human instinct (Pinker, 1995) and that the sentence structure was very important in being understood and that a child through behaviourism alone could not learn all of the grammatical rules in his/her language (Chomsky, 1967). For example the sentence â€Å"the cat was on the basket† differs in meaning from â€Å"the basket was on the cat†, Chomsky believed that the order was essential to get a message across (Chomsky, 1967) (Latham Miles, 2001). Chomsky believed that children could understand grammatical rules through their Language Acquisition Device (LAD) and universal grammar. They hear the language, through the LAD, they then pick up on the grammatical rules of language in their universal grammar and then it is put forward to the LAD (cited by Albery, et al., 2008). Th is can explain how children overgeneralise grammar for example when they say â€Å"wented† or â€Å"goed† (Albery, et al., 2008). This can be supported by Berko, children were asked questions to find out whether they knew grammatical rules and could apply them to made-up words. For example they were showed a picture of a â€Å"wug† and asked what two were called. Instead of saying they didnt know because they have never been told, they called them â€Å"wugs†. However this study was done on only English native speakers so it does not prove if children have access to universal grammar rules, it may just suggest children listen and remember grammar rules of the languages they have been exposed to (Berko, 1958). Most people who have suffered from a stroke may know what single words mean but may struggle when it comes to putting sentences together. So its the SLT role to focus on tasks that will facilitate the patient’s ability to construct sentences. They could do this through arranging words on flash cards into sentences (Stroke Association, 2012) Another theory that SLTs use are the stages of language acquisition. At around 7 week’s babies a thought to start the â€Å"cooing† stage, this involves sounds that include vowels like â€Å"ooh† and â€Å"aaaa†. At 7 months children are believed to start the babbling stage such as ‘bodadda† (Albery, et al., 2008). SLTs will use this as guidelines to decide whether a child is developing their language normally. Latham Miles (2001) created a framework which is used to assess where a child is in their language development and interventions to help the child move onto the next band. For example band one the child can express themselves through vocalising, facial expressions, pointing and gestures. The interventions suggested at this stage are for an adult to respond to the child’s attempts of communication and actively play turn taking games with them. This should then help the child move onto band two. The SLTs job will be to continuously assess and evaluate the child’s progress and put in place interventions that parents and carers can do at home to help the child progress. This is a part of the SLTs ethics guide, they must ensure they are making fair and appropriate assessments, judgements, diagnosis and treatment interventions. They must ensure they put the client first and make decisions that would most benefit them based on knowledge and up-to-date research. They must also ensure they are keeping records of all the sessions they have with their clients so that there is a record of progression. It is important they maintain client confidentiality at all times. Above all they must protect their clients and themselves by maintaining a safe, appropriate, and professional environment and relationship (HCPC, 2014). The skills needed to be a SLT because of the type of role are efficiency, to ensure you are on top of all paper work and recent research. They must be able to work with and enjoy working with lots of different types of people, from children to the elderly, and have the patience to listen and help clients. And they must be good at problem solving and creating effective and inventive interventions that will work for specific individuals. In conclusion SLTs have a very diverse job which is changing all the time, from the types of people who require their service, the research behind the service given and what they can do to help their clients. They must constantly be on top of whether their treatments are working and change them accordingly, this means they must be on top of research and take into account both nurture and nature sides of language acquisition. However the role seems creative, rewarding and it seems that they could do something and work with somebody different every day. References Aberdeenshire Council. (2013). Supporting Children with Selective Mutism. Aberdeenshire: Aberdeenshire Council. AGCAS. (2012, December). Speech and Language therapist, entry requirements. Retrieved October 28, 2014, from Prospects: www.prospects.ac.uk/speech_and_language_therapist_entry_requirements.htm Albery, I. P., Chandler, C., Field, A., Jones, D., Messer, D., Simon, M., Sterling, C. (2008). Complete Psychology (2nd ed.). (G. Davey, Ed.) London: British Libuary Cataloguing in Publication Data. Berko, J. (1958). The Childs Learning of English Morphology. Word, 14, 150-177. Boyle, J., McCartney, E., Forbes, J., OHare, A. (2007). Language Therapy Manual: health technology assessment 2007. Strathclyde: University of Strathclyde. Chomsky, N. (1967). A Review of B.F. Skinners Verbal Behavior. Readings in the Psychology of Language, 142-143. editors, A. (2012, December). Speech and language therapist, job description. Retrieved October 28, 2014, from Prospects: www.prospects.ac.uk/speech_and_language_therapist_job_description.htm editors, A. (2012, December). Speech and language therapist, salary and conditions. Retrieved October 28, 2014, from Prospects: www.prosoects.ac.uk/speech_and_language_therapist_salary.htm Enderby, P., Pickstone, C., John, A., Fryer, K., Cantrell, A., Papaioannou, D. (2009). Resource Manual for Commissioning and Planning Services for SLCN. Royal College of Speech and Language Therapists. HCPC. (2014, June 11). Speech and Lanuage Therapists- Standards of Proficency. HCPC- health and care professions council. Retrieved January 21, 2015, from HCPC: Health Care Professions Council: www.hcp-uk.org/assets/documents/10000529Standards_of_Proficiency_SLTs.pdf Latham, C., Miles, A. (2001). Communication, Cirriculum and Classroom Practice. London: David Fulton Publishers Ltd. Pinker, S. (1995). The Language Instinct. London: Penguin Books. Roulstone, S., Wren, Y., Bakopoulou, I., Goodlad, S., Lindsay, G. (2010). Exploring interventions for children and yound people with speech, language and communication needs: A study of practice. Bristol: Department of Education. Skinner, B. (2014). Verbal Behavior. B.F. Skinner Foundation. Retrieved from store.behavior.org/resources/595.pdf Stroke Association. (2012, April). Communication Problems. Retrieved January 21, 2015, from Stroke: www.stroke.org.uk/factsheet/speech-and-language-therapy-after-stroke Sundberg, M. L., Micheal, J., Partingtin, J. W., Sundberg, C. A. (1995). The role of automatic reinforcement in early language acquisition. Analysis of Verbal Behavior, 13, 21-37.

Chaucer :: essays research papers

Although we can see some changes in types of characters, people today are relatively the same as they were during the Middle Ages. Some Chaucerian characters, such as the Parson, the Summoner, or even the Doctor, can relate characteristically to modern-day characters. When compared with the Chaucerian Doctor, the stereotypical, modern-day witch doctor relates similarly. With few exceptions, such as types of clothing, the Doctor and witch doctor are different The brightly colored, expensively made clothes (ll. 449-450) would be substituted for dark, black, flowing robes. The Doctor’s eyes full of strength and intellect. The witch, full of power and demon possession. Despite their differences, their likeness of their actions are greatly similar. They both make magic charms and effigies(l. 428) with their demon possessed hands. They create potions and supposed "magical" elixirs, manifested from cited chants passed down from other generations. They are perfect practicing physicians(l. 432), given that they know the cause of every malady and infliction the body can withstand(ll. 429,430). They appear to many as one to provide an extended hand to anyone in need. But there is a price to be paid for their services, and their eyes cannot oversee the wealth that is due to them. The Doctor then is the same as a witch doctor now, with their appearances different, but their intentions and thoughts the same. Stereotypes are seen only in the imagination. And it is in the imagination from which a television evangelist is characteristically similar to Geoffrey Chaucer’s Summoner. The evangelist is a deceiver to many. He quotes scripture of Biblical content, to put forth an act or display that he might appear unto others as a "man of God." The Summoner is much the same. When he is drunks, he babbles relentlessly of common Latin phrases that he had memorized from the Church services(ll. 655-659). The Summoner has been referred to be "as hot and lecherous as a sparrow(l. 640)," giving new meaning to the purpose of many great evangelists’ falling out from the ministry. Their reasons are those of lust and adultery. Both are deceivers of men in that they appear to be to many as being righteous men. It is only on the inside that reveals the evidence of deception. "Let God be true, and every man a liar." A tree can be determined by the fruit that it bears. The Parson, according to Chaucer, is that tree of which bears much fruit.

Dramatic Importance of Similar Themes Essay

A distinct art form like a poem, novel or play, a short story is a short piece of writing, having few characters, conflicts, a theme, a setting and a point of view, usually fewer than 10,000 words. Every detail contributes to the unity of effect. Most short stories can connect if they include similar elements, characteristics or qualities including character development and themes. In the short stories: A Deal in Ostriches, The Beautiful Suit, and The Triumphs of a Taxidermist, all written by H. G. Wells, there are similar features in the way the author writes about the theme of humans going through major changes in their lifetime, which shows how important this fundamental is in the plot development of a short story. Whether the change is positive or negative; all humans go through many changes that could as well be life altering. In A Deal in Ostriches, this theme is situated to play out a role, so the main character goes through a dramatic change from start to finish, ending with a twist to show the main characters true side. In The Beautiful suit, the main character goes through his major change at the end as well, starting off as a man boy, but dying happily in the end. In The triumphs of a Taxidermist, the taxidermist starts off as a man of an unintelligent nature, but concludes in the founding of an extinct species of a New Zealand bird, showing his true identity. These factors help prove that the consistency of having the same theme, helps plot development and structure greatly in short stories. In A Deal in Ostriches, the theme is showing that the main character goes through a vivid change in his life and role as the story progress to the finish. The main character Padishah, tends to be a loyal character who needs help finding his jewel. We believe he is against Potter, who is trying to steal his jewel for his own contentment. In the end we consider the fact that Padishah changes throughout the story and turns against everyone to be on Potters side. This story concludes with a bit of a twist, â€Å"A week or so after landing I was down Regent-street doing a bit of shopping, and who should I see arm-in-arm and having a purple time of it but Padishah and Potter. †(Wells 4) This shows that even if someone is reliable or trustworthy at the start, it does not mean they will never change. Padishah is a perfect example of how life situations will always change over time. In The Beautiful Suit, the main character is a little man, who goes through a major change at the end of the story, showing the theme of how life changes can occur in very little periods of time. He starts off as a sad man because his mother would never let him wear his favourite suit, but dies happily in the end. â€Å"But his face was a face of such happiness that, had you seen it, you would have understood indeed how that he had died happy. †(Wells 4) He is the one who changes his feelings; he decides to go out and live his life the way he wanted to. One night he decided he was going to do everything he ever wished to do, including wearing his suit. We find out that his negative attitude turned into a positive one just by changing the way he felt he should be doing things. This little man starts his life in a way he did not feel was right, so he took a chance to turn his life around, and he did. He died happily, just as he wished he would. This shows the theme of human life changing noticeably, and how it can also change in an encouraging way. In The triumphs of a Taxidermist, the main character who is a taxidermist starts off hiding who he truly is, but ends up showing how truly smart and sneaky he is in the end. The taxidermist does not tell or show anyone his uniqueness until the end of the story when he reveals that he found a species of a New Zealand bird which is extinct. One man questioned â€Å"Is it one of those big birds recently extinct in New Zealand? †(Wells 2) No one truly believed that the taxidermist actually founded this spices, but life is full of unexpected surprises. If you are gentle and composed, you can always change your ways in life and become a man of great power. The taxidermist showed that humans go through major changes or chose to make those changes themselves, sometime throughout their lifetime. In conclusion all three of these well written short stories by H. G Wells, brought me to the attention that similar themes, such as the theme of humans going through major changes, is very important in plot development of a short story. These short stories all include a main character that goes through dramatic changes from start to finish presenting its similarities. Everything has something in common; you just need to be imaginative to find it out.

effects of short term memory essays

effects of short term memory essays People have always wondered why they were able to remember certain things but forget others. After cramming for a test, why do you usually forget all the information over the next few days? When people cram for tests they have a tendency to use Type I rehearsal, which is repetition. Repetition is when you say the same thing over and over again until you memorize it. Type II rehearsal is elaboration. Elaboration is trying to connect what you are learning to something you already know. Elaboration is very effective. An example of Type II rehearsal would be the acronym of HOMES. HOMES could help a person remember the names of the Great Lakes - Huron, Ontario, Michigan, Erie, and Superior, by using the first letter of each of the great lakes name. Given the overall importance of Short Term Memory, there could be factors that cause certain people to have a better short term memory than others. An experiment was done by Ronald B. Gillam to see if specific Language Impairment Children had the same memory capacity of average 16 year olds. Gilliam asserted: each participant was tested at a level that was consistent with his or her auditory short term memory span. The study concluded that the specific Language Impairment Children have difficulty either retaining or using phonological codes and tests that require multiple mental operations (Gilliam et al, 1998, p.913). Proper information such as that given by Gillam could suggest that there are many complications concerning memory. Even after studies and experiments have been done, there are too many questions dealing with Short Term Memory; however these experiments and studies help us learn more about Short Term Memory. Short Term Memory is greatly complicated, but there are things to help improve memory. As stated before, you could use mnemonic devices like Homes. Another good way to ensure remembering pieces of information which is to study it long after you think ...