Tuesday, August 6, 2019
Predictive Validity Results for Assessment Centers and Face to Face Interviews Essay Example for Free
Predictive Validity Results for Assessment Centers and Face to Face Interviews Essay Introduction:            One the greatest challenges for any Human Resources Department in any corporation lie in determining whether or not an interviewee is suitable for the job opening that is available. A lot of companies invest a large amount of capital to upgrade the selection and hiring procedures to ensure that the proper individuals are hired (Delery and Kacmar 1998). In line with these hiring procedures, many tests have been implemented to improve on the reliability of the HR processes that are involved (Delery and Kacmar 1998). Traditional methods of testing involved face to face interviews which were considered as reliable in determining whether or not a particular individual was well suited for a certain job or an organization (Arce-Ferrer 2003). More recently, however, more and more firms are basing their HR practices on more reliable tests and indicators such as the Predictive Validity of Assessment Centers. There has been a lot of controversy regarding the predictive validity results of assessment centers as opposed to face to face interviews. Much of this has been based around the findings that the Predictive Validity for Assessment Centers is much higher than that of Face to Face Interviews (Moruzi and Norman 2002). This short discourse will discuss the theory that the Predictive Validity for Assessment Centers is much greater than Face to Face Interviews. In order to arrive at a better understanding of this issue, it is important to first discuss the meaning of Predictive Validity. Predictive Validity:            Predictive validity, as understood in the field of psychometrics, is defined as the extent that a certain scale is able to predict the scores with regard to criterion measures. It is essentially a measurement of the degree of agreement among different results that have been collected through the use of direct and non-biased testing procedures (Arce-Ferrer 2003). This predictive validity is almost always quantified by the correlation coefficients taken between the two (2) sets of measurements that have been collected from a homogenous target population. Important to the understanding of predictive validity is the concept of correlation coefficient which is basically an indication of the level of linear relationship that exists between two (2) variables. The value of the correlation coefficient always lies between -1 and +1. A result of -1 means that there exists a perfect negative relationship, while a +1 value indicates the exact opposite, which is that a perfect positive linear relationship exists. 0 means that there is no linear relationship between the variables (Arce-Ferrer 2003).            A perfect example of the use of predictive validity is during job performance tests that are geared toward assessing the competency of a certain individual with respect to predetermined job tasks. In job recruiting instances such as these, a group of 100 applicants[1] are tested. After a certain span of time, an assessment comes out. This assessment is based on a quantitative scale that has been evaluated by their superiors and co-workers.            This results in 100 pairs of results – a single pair for every employee. The first set is the scores that are obtained prior to hiring and the second set is from the assessment of competent experts after a certain period of time. The reasonable quantitative measure of predictive validity is shown by the value of the correlation coefficient that has been obtained.            It has been said that predictive validity has certain similarities to other validity tests such as concurrent validity. Both of these tests measure the correlations between test results and a certain criteria measure. The reason why predictive validity is selected despite its similarities to other validity tests is because it is able to provide more beneficial information and data (Arce-Ferrer 2003). This is because predictive validity tests have been found to exhibit a greater fidelity in the context of real situations wherein the test is going to be utilized.            Like many other aspects of social sciences, the results obtained from the correlations in a predictive validity test are not exceptionally high. It has been found that the typical predictive validity data for certain employment tests only yield a correlation of approximately r=0.35 (Arce-Ferrer 2003). Nevertheless, such a result can still lead to substantial benefits for the companies who utilize such a test. Face to Face Interviews:            The utilization of Face to Face interviews has been cited as controversial in not only employment situations but also in other fields such as college admissions. It has been said that these interviews derail the selection process because of the lack of validity and for its lack of reliable evidence (Moruzi and Norman 2002). One of the reasons for this is that Face to Face interviews often yield a lower predictive validity value as compared to other tests such as the Assessment Centers.            Face to Face Interviews often involve a careful selection process among many applicants and potential employees. It usually consists of a very detailed conversation with regard to a set of predetermined issues that serve to identify certain abilities of the individual being interviewed (Delery and Kacmar 1998). In certain cases, in order to improve the accuracy of such a test, the participants are narrowed down to certain specifics to be able to reach an accurate representative of a certain population (Gehrlein, Dipboye and Shahani 1993).            The diverse amount of information that can be obtained from Face to Face Interviews makes it ideal in certain circumstances. This method has been found to be particularly useful in gathering information that is not typically ascertainable through other methods (Moruzi and Norman 2002). As such, the reliability of this type of test is compromised with regard to the predictive validity value because of the lack of objectivity that has been found to occur frequently during Face to Face Interviews. Assessment Centers:            Assessment centers are generally defined as a process by which a certain group of individuals are given a series of work related exercises and tests. The purpose of these tests is to enable the experts to determine the abilities, skills, traits and other character details of the participants (Delery and Kacmar 1998). The trained experts employed to conduct these tests are tasked with the evaluation of each individual against certain predetermined criteria.            There are many different methods of assessment that are currently used in practice today. These tests include interviews, in-tray exercises, presentations, group activities, work simulation tasks, group dynamics and at times even role-plays (Holling and Reiners 1995). While not all of the Assessment Centers conduct all of these tests, a great number have resorted to a combination of a majority of the aforementioned assessment practices.            As a method of selection and recruitment in companies, Assessment Centers are regularly utilized for its ability to provide consistent, unbiased and objective results.   The recognized downside to this, however, is the fact that assessment centers are very capital intensive for companies to maintain and therefore means that those who are subjected to assessments must already exhibit a great degree of potential for the company (Holling and Reiners 1995).            The broad range of methods used by Assessment Centers has made it suitable for use in selection, hiring and even promotion of personnel. A number of studies have consistently maintained that Assessment Centers are regularly able to meet such requirements as reliability, objectivity and predictive validity (Holling and Reiners 1995). With correlation coefficient values ranging from r=0.30 and r=0.40, the utility of Assessment Centers have allowed companies to come up with a reliable method for personnel management (Holling and Reiners 1995). This relatively high predictive validity value has been attributed to the fact that most of the indicators of future job performance are not made to depend upon a subjective assessment. Advantages and Disadvantages:            Before comparing Face to Face Interviews and Assessment Centers, it is important to first discuss the advantages and disadvantage of each of these methods as HR functions. This discussion will begin with the advantages and disadvantages of Face to Face Interviews and proceed to a discussion on the same topics with regard to Assessment Centers.            Advocates of Face to Face Interviews have often cited that this process has many beneficial applications for HR functions. One of the reasons given is that Face to Face Interviews often provide information about non-cognitive criteria that are usually regarded as crucial to success. The ability of Face to Face Interviews to provide information that is usually not obtained in other tests gives it a distinct advantage over objective methods design to elicit very specific criteria (Li, Canada and Lim 2000). Another important advantage of Face to Face Interviews comes from the fact that it allows for a systematic review of certain criteria or information that the individual has provided. The Face to Face Interview process means that there are more opportunities to tackle certain issues that cannot be raised in Assessment Center practices.            On the other hand, Face to Face Interviews have been criticized for the subjectivity factor that contributes to errors from multiple sources (Holling and Reiners 1995). This in turn affects the Predictive Validity of such a method. It has also been shown in studies that use the Face to Face Interview process in college admission programs that the predictive validity is widely unknown. Other have also criticized these Face to Face interviews for being less efficient and even more costly as compared to the other alternatives that exists such as standardized objective exams and the like.            Assessment Centers justify their relatively significant Predictive Validity ratings on the objectivity and reliability of the results obtained. A fairly great number of individual studies that have been conducted on the objectivity of Assessment Centers have shown that the Predictive Validity of Assessment Center Procedures studies lie within the range of r=0.30 to r=0.40 (Holling and Reiners 1995).        In addition to this, the â€Å"social validity†that assessment centers have has met the demand for the other qualities that are essential to the personnel selection process. In most Assessment Center practices, information on certain details with regard to the workplace and the company are made available to participants, while management, on the other hand, participates in the development and use of selection instruments (Holling and Reiners 1995).  This results in the implementation of processes and leads to conclusions that are transparent for both the participant and the management. The effect of this is that it leads to a relatively easier communication system for the parties involved. These advantages are what make Assessment Centers highly acceptable to both the participants and HR in relation to personnel selection within companies.            The greatest disadvantage to Assessment Centers as argued by critics lies in the finding that the objectivity of the methods are compromised due to the involvement of management and employees in the design of the Assessment Center procedures (Holling and Reiners 1995). As such, there can be no objectivity with regard to the results because the preconceived notions of the desired qualities for the applicants play heavily in the selection of potential employees as assessors.            Another issue is with regard to the performance criteria that are utilized in Assessment Centers. The Predictive Validity of the Assessment Center is subjected to influences in relation to the norms, values and preconceptions of management (Holling and Reiners 1995). This criterion contamination effect often leads to over estimates in Predictive Validity results (Holling and Reiners 1995). Link between Face to Face Interviews and Assessment Centers:            The link that exists between Face to Face Interviews and Assessment Centers revolves around the practicality of such practices in light of Human Resource Procedures for Corporations. The determination of the selection and hiring of individuals is often an expensive process for most companies (Cherwitz 2004, 2005). Due to this financial concern, a number of companies are torn between conducting face to face interviews and organizing assessment centers.            Clearly, the reliability that Assessment Centers provide makes it an ideal choice over Face to Face Interviews for most companies. The lack of objectivity of Face to Face Interviews, as shown in the previous section, makes it difficult to ascertain the reliability of such a test (Cherwitz 2004, 2005). Although it does offer additional information that cannot be obtained through other methods, the usefulness only lends partial viability for the utilization of this model.            Assessment Centers, on the other hand, allow the companies to have a more reliable view of the potential employee. This allows companies to predict to a more accurate degree whether or not a certain individual would be a perfect fit in the organization. It also allows companies to estimate to a reasonable degree the success of such person within the organization.            It must be noted, however, that a lot of the research done in this field has led to certain changes in HR functions. The ever growing reliance by management on verifiable statistics and tests has led to an adaptation of certain measures to improve the validity of such findings (Hough 1998). As such, while Assessment Centers are clearly shown here as more reliable given the greater Predictive Validity ratings that it consistently obtain, the presence of newer and more reliable techniques could tip the scales in other directions (Hough 1998). Conclusion: While face to face interviews can be incorporated in most Assessment Centers, the issue of reliability and objectivity still comes into play. As has been shown in the advantages and disadvantages section of this discussion, the benefits that a company can derive from organizing Assessment Centers far outweigh those of Face to Face Interviews. The only concern, however, is the financial burden that such a program can cause for a company. Given the benefits that can be acquired from the implementation of this HR function, however, it is clear that Assessment Centers yield more promise than Face to Face Interviews. In the advent of globalization and the presence of an ever competitive global market, the relevance of such a finding is crucial. Companies can effectively allocate the resources that they have to obtain results that are quantifiable and verifiable. The investment in sound personnel policies such as an Assessment Center ensures that the companies that employ such HR functions can remain competitive in the global markets of today.    References: Arce-Ferrer, A., Ketherer, J. (2003). The effect of scale tailoring for cross-cultural application on scale reliability and construct validity. Educational and Psychological Measurement, 63(3), 484-501. Cherwitz, R. (2004). Capitalizing on unintended consequences: Lessons on diversity from Texas. Peer Review, 6, 33-35. Cherwitz, R. (2005). Diversifying graduate education: The promise of intellectual entrepreneurship. Journal of Hispanic Higher Education, 4, 19-33. Delery, J., Kacmar, K. (1998). The influence of applicant and interviewer characteristics on the use of impression management. Journal of Applied Social Psychology, 28, 1649-1669. Gehrlein, T., Dipboye, R., Shahani, C. (1993). Nontraditional validity calculations and differential interviewer experience. Educational and Psychological Measurement, 53(2), 457-469. Hills, J. (1971). Use of measurement in selection and placement. In R. L. Thorndike (Ed.), Educational measurement (2nd ed., pp. 680-732). Washington, DC: American Council of Education. Holling, Heinz and Reiners, Wolfram (1995) Predicting Job Success with the Assessment Center: Validity or Artifact? Westfalische Wilhels-University Munster, Bundesrepublik Deutschland. Hough, L. M. (1998). Personality at work: Issues and evidence. In M. Hakel (Ed.), Beyond multiple choice: Evaluating alternatives to traditional testing for selection (pp. 131-166). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Li, C., Canada, R., Lim, M. (2000). A review of admission procedures of counselor education programs. The Alabama Counseling Association Journal, 26(2), 33-40. Moruzi, C., Norman, G. (2002). Validity of admission measures in predicting performance outcomes: The contribution of cognitive and non-cognitive dimensions. Teaching and Learning in Medicine, 14(1), 34-42. [1] For purposes of this discussion the figure 100 will be used. This does not signify that 100 is always the base number required for conducting predictive validity tests.
Monday, August 5, 2019
Nonmetric Analysis of Jawbones for Sex Determination
Nonmetric Analysis of Jawbones for Sex Determination ABSTRACT AIMS OBJECTIVES Mandible is the strongest, largest, hardest most durable bone of the skull which retains its shape better than other bones in forensic study and exhibiting high degree of sexual dimorphism. To study the nonmetric characteristics of mandible such as the variations of shape of chin, lower border of mandible and shape of coronoid process and to distinguish between males and females. MATERIALS AND METHODS: The material for this study comprised of 90 dry adult human mandibles of known sex which was obtained from Department of Anatomy. The characteristic feature that allowed the sexes to be distinguished was the contour of the lower border of mandible, shape of the chin and shape of coronoid process bilaterally. RESULTS: Rocker-shaped mandibles predominated in males (58.9%), whereas most females (41.1%) exhibited a straight mandible. The shape of the chin in most males was generally Bilobate (45.5%), Square (43.6%), whereas the chin in females was Pointed (71.4%).Shapes of coronoid process observed were Triangular (41.1%), Rounded (31.1%), and Hook in (27.8%) with p value CONCLUSION: The nonmetric analysis of mandible used in this study could be used for sex determination. Key words: Forensic anthropological, Mandible, Non metric characteristics sex determination. Introduction In forensic investigation identifying the human remains is thought to be a first step is crucial for futher analysis.1 The sex determination in human skeleton is usually the initial step in the identification process as subsequent methods for age and stature estimation are sex dependent. The accuracy of sex determination depends on the completeness of the remains and the degree of sexual dimorphism inherent in the population.2 When the complete adult skeleton is available for analysis sex can be determined up to hundred percent (100%) accuracy, but in cases of fragmented bones which are usually found in mass disasters, obtaining cent percent (100%) accuracy in sex determination is difficult and it largely depends on the available fragmented bones of skeleton.1, 2 As evident from the earlier studies, the most dimorphic and easily distinguish portion of skeleton among sexes after pelvis is skull, providing accuracy up to 92%.1 But in cases where intact skull is not found, in sex determination mandible may play a vital role, as it is the most durable, largest, strongest , and dimorphic bone of skull.1-4 Mandible is very durable part of skull bone due to the presence of a dense layer of compact bone, and hence remains well preserved than many other bones. The shape and size of mandible reflects the dimorphism characteristics.1 Female bones are generally smaller and less robust than male bones.2 This characteristic feature of mandible helps in sex and age determination in medico legal cases. In anthropological excavations, the morphometric features of the mandible aid to determine the sex, age, food habits and race of the population and also helps to understand the cave dweller / human evolution.5 The relative development such as size, strength, and angulation of the muscles of mastication is known to influence the expression of mandibular dimorphism as masticatory forces exerted are different for males and females.6 The shape of the mandible can vary according to the different lifestyles and chewing habits .7Therefore, the morphological characteristics of the mandible vary among different ethnic groups. There are several causes of differences in the shape of the mandible between the sexes8. The shape and size of the mandible appear to differ between the sexes from the development of the deciduous tooth. Also, the size of the masticatory muscles and mandible appear to differ between males and females before birth9. The size of the ramus differs between males and females according to the stage of mandibular development and muscle growth.10,11 Furthermore, the mandible have different rate of growth in males and females.12,13 Because puberty occurs earlier in females than in males, sexual differences may manifest themselves in the skull and jaws of females earlier than in the later and longer maturing males.14 For the determination of the of males and females mandible many attempts have been made wi th help of metric standards.15-17 However, metric methods have their disadvantages by their requirement of a complete mandible. Using nonmetric methods, Bass18 found that the shape of the chin could be used to distinguish between males and females. In addition, Loth and Henneberg 19 in his reported cases showed that there is a large difference in the à ¯Ã‚ ¬Ã¢â‚¬Å¡exure of the ramal posterior border during male and female Africans that can be used to differentiate the sexes with 99% reliability. In addition, it was reported that there are discrete differences in the gonial à ¯Ã‚ ¬Ã¢â‚¬Å¡aring of the mandible between the sexes20. In this study we investigated the criteria that can be used to differentiate between males and females by using the non-metric characteristics of mandible such as variation of contour of lower border of mandible, shape of the chin and variation in shape of coronoid process in mandibles. MATERIALS AND METHOD The present study was undertaken on 90 dry adult, complete, undamaged human mandibles of known sex from the collection of Anatomy department. Out of 90 mandibles 53 were of males and 37 of females and were examined for the variations shape of lower border, shape of the chin and shape of coronoid process of both the left and right side of the mandible. The shape of the chin was classified according to the thickness of the mandible in front of and beneath the chin, the proà ¯Ã‚ ¬Ã‚ le of the chin according to amount of protrusion of the chin observed from the side, the contour of the lower border of the mandible was classified according to the depth of the antegonial notch, variations in the shape of the coronoid process in right and left sides of adult bones of both sexes were noted and tabulated. The nonmetric items observed in this study is as follows: 1. The contour of the lower border of the mandible (fig 1) Straight/rocker/undulating 2. The shape of the chin (fig 1) Bilobate/square/pointed 3 Coronoid process of mandible (fig 1) Hooked, rounded and triangular INCULSION CRITERIA: well-formed mandible EXCULSION CRITERIA: Fractured, deformed, bony growths of Coronoid process [osteochondroma] were excluded from the study. Data were analyzed using a chi-square test p value of 0.05 was obtained which showed that this study was statistically significant. RESULTS: Rocker-shaped mandibles predominated in males (58.9%), whereas most females (41.1%) exhibited a straight mandible. The shape of the chin in most males was generally Bilobate (45.5%), Square (43.6%), and Pointed (10.9%), whereas the chin in females was either Square (8.6%) or Bilobated (20.0%) Pointed (71.4%).Shapes of coronoid process observed were Triangular (41.1%), Rounded (31.1%), and Hook in (27.8%) with p value Discussion Differentiating features of males from females and the differences in ethnic groups by analyzing the morphological characteristics of bone is important in the à ¯Ã‚ ¬Ã‚ eld of physical and forensic anthropology. Sound bone is difà ¯Ã‚ ¬Ã‚ cult to obtain because the quality of bone deteriorates over time due to factors such as environment-induced erosion. In sex determination examination of the pelvic bone is the most accurate means, but this bone is rarely found intact. Skull is most easily distinguishing portion of the skeleton as a part of the skull mandible shares its own characteristics. The mandible is the strongest and largest bone in the human body and persists in a well-preserved state longer than any other bone. Hence mandibular characteristics are significantly useful for determining sex and race. The shape of the chin and the lower border of the mandible had a different shape between males and females in the present study. The shape of the chin is used widely to distinguish between the sexes, because the male chin is usually bilobate /square whereas the female chin is more pointed. Similar observations were made in the present study; specifically, 90.7% of males had either a bilobate or square chin, whereas 72.2% of females had a pointed chin. However, while the shape of the chin is more distinctive in males than in females, sex determination based only on the shape of the chin is not sufà ¯Ã‚ ¬Ã‚ ciently reliable. The characteristic that was the most distinguishable between the sexes in this study was the shape of the lower border of the mandible. The lower borders of mandibles from males tended to be rocker shaped (58.9%), whereas lower borders of mandibles from females tended to be straight (41.1%) (Table1). Therefore, the shape of the lower border of the mandible may be used as a reliable index for sex determination. However, we believe that using only this characteristic is not sufà ¯Ã‚ ¬Ã‚ ciently reliable for sex determination; instead, evaluating both the shape of the chin and the shape of the lower border of the mandible improve the precision of sex determination. When these two items were combined, 90.7% of males exhibited the characteristics of male mandibles (a bilobate or square chin and a rocker-shaped lower border of the mandible), whereas 77.2% of females exhibited the characteristics of female mandibles (a pointed chin and a straight lower border of the mandible, (Table3). Fe w males (9.3%) had a pointed chin and a straight lower border, which are characteristics of females, while 27.7% of the females exhibited mandibular characteristics that were characteristic of males (Table 3). Therefore, the probability of assigning the incorrect sex to a mandible when examining both the shape of the chin and the shape of the lower border of the mandible is very low. Moreover, the shape of the chin is the most distinctive characteristic in males (90.7%), whereas the lower border of the mandible is the most distinctive characteristic in females (77.2%). Therefore, we can determine the sex using the following two-step approach. During the à ¯Ã‚ ¬Ã‚ rst step in determining sex based on the characteristics of the mandible, if the lower border of the mandible is rocker shaped, it is likely to be the mandible of a male, but if the lower border is straight, it is likely to be the mandible of a female; during the second step, if the chin of the mandible that has a straigh t lower border is bilobate/square, it is likely to be the mandible of a male whereas pointed and straight is likely to be of female. Shapes of coronoid process observed were Triangular (41.1%),Rounded (31.1%), and Hook in (27.8%) where Triangular and hook shape had slight male predilection and triangular and rounded had slight more of female predilection(Table 4).Issac B21reported in a study of 157 mandibles incidence of hook shaped was 27.4%, triangular 49% and rounded type 23.6%.He found the incidence of the rounded type almost equal in male and female mandibles, triangular type slightly more in the females, while hook type more in the male mandibles. Comparing with Issac B the incidence of hook type was closely similar to the present study, but triangular and rounded shape incidence observed was more in males and so the findings did not coincide with the author. CONCULSION The differences between the sexes and among ethnic groups the morphological characteristics of the mandible are determined by the environment and different growth patterns. Therefore, males and females can be distinguished based on the shapes of various parts of the mandible. We found that the simultaneous use of the shape of the lower border of the mandible and the shape of the chin is the best method of predicting sex with a rate of accuracy that is higher than 90% and the morphological variation of shapes of coronoid .Triangular shape of coronoid process is the most common presentation .Incidence of Triangular, Rounded and Hook shape were found more in the in male bones compared to female bones. The above findings could be of substantial significance for the anatomist, anthropologist and forensic researchers.
Creative Writing Example- Cinderella Story
Creative Writing Example- Cinderella Story 1st act (After mother death, Cinderella’s father did his second marriage. She has two daughters.) Father: My dear little daughter. Now this’s your mother and these are your sister’s. Go †¦Ã¢â‚¬ ¦. Get know them. (While smiling) Cinderella: Okay father (She was happily went near her sisters and said, let’s share my room all of us. She took them off the stage showing them love) Father: (While looking his new wife) I do hope that you will love and take care of my daughter like your own daughter. I grew up her like a flower. So, please take care of her after I leave. You understand? (She was smiling like make – believing) Step Mother: O key, Now I have not two but two children†¦I’ll take care of them, you. (To herself) Well lest see that after you leave, because I’m the one who ruling the house. Father:-Well, then I’m believing in you. My dear Cinderella†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (Cinderella entering to the stage with her two sisters from left side.) Cinderella: Yes†¦..Father†¦.. Father: My dear I’m leaving now. It’ll take even a One month to come back home. Be good with your step mother and sisters till I come. Okay†¦.. Cinderella: (With a pompous smile) Okay father†¦ Take care of yourself and come back soon. (After short silent of stage) Step Mother:- ( come nearby Cinderella and put her arm around her) Oh†¦.dear why are you crying†¦Ã¢â‚¬ ¦..? Don’t cry†¦..now we are here for you. He’ll be back soon. (Cinderella smiled bit) Father: (come nearby Cinderella and touched her head) Then, I’m leaving. Please take care (After short silent, he’s leaving stage from right side) (Two sisters were sitting on a bench, on stage) Elder sister: Hey†¦. Cinderella enough of crying†¦. Now come here†¦ Do and set aside our things properly. You understand? Younger sister: Yes, after that bring us tea†¦. (Even that Cinderella was silent at the right Conner on the stage) Elder sister: (Got up from the bench and come near Cinderella and Pulled from her shoulder) Can’t you hear†¦..? Go†¦Ã¢â‚¬ ¦ do what I said. (She was trying to leave the stage with sadness) Step mother: (To Cinderella) Hold it†¦Ã¢â‚¬ ¦ Can’t you hear Cinderella†¦Ã¢â‚¬ ¦. (Came near her and†¦..) We are not hear to pet you†¦ Keep it in your mind. Do what we are telling and don’t let us remind you twice†¦. Understand? Cinderella:- ( Slowly waved her head) Step Mother:- Okay†¦.. Now go bring tea for us. Go†¦.. (Cinderella leaving the stage silently) Step Mother:- ( Turn to her daughters and†¦.. ) We should not pet this lass. Elder Sister:- Yes Yes†¦ She thinks she’s a princess†¦. Hmmm†¦. Younger Sister:- Tell us mother†¦. Aren’t we pretty than her..? Step Mother:- Why not†¦. You two my daughters are the pretty ones. (After short silent) Cinderella†¦. Where are the tea? What are the tea? What are you doing out there†¦.. Still trying to pet by us? (Cinderella enters the stage with the tea) Step Mother:- Where have you been lass? What take this long to prepare tea? Now hurry up†¦ (Cinderella slowly preparing tea†¦. And a voice raised from back stage from back stage) A invitation from royal prince for all the young women for Royal ball ceremony. Today evening at the royal palace, all the young women are welcome by the Prince†¦ Step mother:- Hear that? Younger sister:- yes yes mother†¦.. Can we both also can go†¦.. Isn’t it..? Step Mother:- Yes why not†¦ You both also prettiest ones†¦. Let’s go†¦. Prepared each of yours best cloths.. Go†¦ prepare for the Evening†¦.. (Two daughter’s happily run away from stage) Cinderella:- I also like to be there†¦ Can I go also go the Evening†¦.? Step Mother:- What†¦.? What for you are going†¦? Hm†¦.Do you thinking that you’re pretty to be there..? See..You look like servant†¦ oh†¦ and you are one of.. at this place. Cinderella:- Please mother let me go†¦ Step Mother:- No†¦. You’re not going anywhere†¦ (She pulled Cinderella showing her ill hummer and left the stage) (Cinderella alone at the stage and crying. dropped down to the stage..end of the first act) 2nd act (Background of a room. One side there is a dressing table and two sisters in front of it. They are preparing for the ceremony. Their mother helping them. Cinderella was looking at them sadly) Elder sister:- Mother how is my hair Do you think it enough that I put flowers on my hair? Step mother:- No Its enough.. here.. Put same more powder to your face. Younger sister:- (loudly) Mother. there is a one broken thread come out from my frock.please take it off. Step mom:- Cinderellawhat are you doing.. Dont you have any other work except staring at us. come here and help this child. (Cinderella was silent for a while and come near here younger sister and cut the thread.) Elder sis:- Cinderella.. Where are my slippers. Where.? (She was silent) Where.? Where you kept it? Go. find it I think its in cuberd. (There is coberd corner of the stage, she went there and took those shoes and gave it to his sister.) Elder sis:- ohh. It is dirty. cant you seeclean it properly. (She is silently doing the work.) Younger sis:- Tell me.how do I lookAm I pretty? Step mom:- YesYou both are pretty my dear daughters. Younger sis:- (while looking at the mirror) Mother. Do you think that prince will like us? Elder sis:- (With angry face) No. prince will like meisnt it mother Myself pretty than her.Isnt it mother Younger sis:- (Giving a hit to her sisters solder) No. I think I am. Step mom:- O kay enough enough. Both of you look pretty Prince will like both of you. (Three of them are fashion their selves. In a dark corner of stage, Cinderella was watching them.) Step mom:- Hurry girls. Time to go Elder sis:- Wait Wait Younger sis: Oh lord Wait.. Step mom: see coach came come hurry up lets go (She led her daughters to the coach. They are leaving the stage. Cinderella was sad and looking around) Cinderella: (Its seems shes sad) Oh I wish that I can be there. (Cinderella is crying. Suddenly the fairy godmother appears to the stage with smoke) Godmother: Oh my dearwhy look very sad.. Cinderella: who are you? Godmother: (came nearby Cinderella) I came here to help youTell me.. Why you look sad? Cinderella: There is a Royal Ball at the royal palace..All the young ladies are going.. (She is thinking) God mother: So Cinderella: So.. My sisters and step mother went there..But they did not allow me to come.. Godmother:-Who? Cinderella: Step mother Godmother: But why..? Cinderella: (sadly) Shes telling that Im ugly. And look like servant. Godmother: (touched Cinderella’s head.) Oh poor I know you are diligent. No Youre the prettiest among them. They just jealous of you. Now. You dont worryIll send you to the ceremony Cinderella: (Surprisely) What.? How? Godmother: Can you bring one pumpkin from your garden..? Cinderella: A pumpkin.? Why.? Godmother: Bring quickly will you. (Cinderella left the stage form right side and come back with the pumpkin.) Godmother: Okkeep it from outside. Cinderella: why is that? Godmother: You do what I said dear (Cinderella took it away and kept outside. she left the stage from right side and came back to the stage.) Cinderella: OkayBut why did you ask me to do that.? Godmother: Just because.. (She was waving her magic staff) Cinderella: (With wondering face) Oh my lord Wow!! A coach wow Its wonderful. lots of horses Godmother: Thats for take you to the palace Cinderella:-For me? Godmother: Yes for you. Cinderella: (Sadly) But. (looking at her dress) Godmother: Why.? Cinderella: My dress is not matching for this occasion†¦ Godmother: Oh my†¦ I almost forgot†¦ wait (Again the fairy godmother waved her magic staff and places it into Cinderella’s hand) Now let’s go to your room†¦ come.. (Cinderella left the stage from left side and again returned back after few minutes†¦ Now she’s well-dressed prettily) Cinderella: (in astonishment happy face) Oh lord, what do I see†¦? A Beautiful dress and shoes for me†¦ you are so kind to me†¦ thank you.. Thank you very much. It’s perfect for me†¦ I’m so happy†¦ Godmother: My pleasure dear†¦ Now hurry up†¦ get into the coach†¦ they will take you to the Royal palace. (While Cinderella running to the coach) Godmother: Oh†¦ wait my dear†¦ Cinderella: Why..? What is it? Godmother: When it’s 12 o’clock you must be at home, dear†¦ Cinderella: But why †¦? Godmother: Otherwise your dress will disappear. Cinderella: (thought a little and) Okay†¦ Now I got it.. It’s clear. I’m leaving†¦ Thank you again for everything. Godmother: Okay my dear†¦ enjoy the Evening†¦ (Cinderella ran away from the stage. Curtain drops. End of the second act) 3rd act (At the King’s ball. The Queen and the King are opening the ball. The musicians are standing behind them with the musical instruments in their hands. When they play and sing the melody â€Å"Brother John†the guests will dance a polonaise.) (Lots of young ladies including Cinderella’s two sisters. They are waiting to move steps to the music) Prince: Minister†¦ did you invite all the young women of our region to the Ball†¦? Minister: Yes my Prince†¦ Prince: Do you think all of them came to the Ball today? Minister: Yes my Prince†¦ I do believe†¦ (From the other side of the stage) Elder Sister: Oh†¦ see the crown Prince.. Younger Sister: yes†¦ wow he looks fabulous†¦ isn’t it†¦? Elder Sister: hmmm (Prince walking around the stage and all the young ladies trying to take his attention) 1 Young Lady: Oh†¦ my dear prince†¦ (Waved her hand to the prince) 2 young Lady: My prince give me a chance to dance with you†¦ Elder Sister: My prince I’m the prettiest among them please take me†¦ (Rendering the royal horns to start the Royal Ball) Queen: (solemnly) the ball is on†¦ please dance and play! (All the young ladies trying to approach the Prince) 3 young Lady: Oh†¦ my prince Please take me take me†¦ 4 young Lady: Prince I’m the best one for you†¦ please choose me.. 5 young Lady: My prince I’ll do whatever you are ordering me to do†¦ please select me†¦ Royal Announcer: Listen†¦ Don’t rush the prince. Prince will select one of you to dance. And the selected one will be the Prince’s spouse. Now calm down†¦ 6 young Lady: please select me my prince (While that one young lady fainted down) Elder sister: My princes please, dance with me†¦ (Prince was laughing to himself) Prince: (secretly) Minister, where did you find these ladies†¦? Minister: Oh†¦ hmm (speechless) (Music and dancing Suddenly Cinderella appears from a corner and the music stops.) Queen: Who is that girl†¦? King: Oh†¦. She looks Beautiful†¦ (Prince was bored finding a girl to dance and suddenly Cinderella caught his eyes) Prince: Minister†¦ who is she She looks charming†¦ so elegant†¦ Minister: yes my price†¦ Ask her to dance with you.. Cinderella: (to herself) Oh.. It’s already begun†¦ (All the other young ladies are staring at Cinderella) Minister: Welcome to the Royal Ball†¦ come join with us†¦ Cinderella: Oh Thank you very much†¦ I thought I’m too late. (All the other young ladies are trying to approach the prince, but prince walk near Cinderella) Elder sister: Where she came from†¦? Younger sister: (irritated) I don’t know†¦ who is that? 1 young Lady: It seems prince going to select her†¦ 2 young Lady: Oh no†¦ (Prince was looking at Cinderella†¦ and she noticed that. She got blushed and turns her face to ground) Prince: Don’t be shy†¦ your fair face became blushed†¦ why†¦? Don’t you like to dance with me? Cinderella: No nothing like that†¦ Prince: Then what is it†¦? Cinderella: (Turned her head to ground with shyly) 1 Young Lady: (Irritated) She’s too much†¦ she’s giggling with the prince.. 2 Young Lady: Yes†¦ she’s trying to taming the prince†¦ Elder sister: Why the prince going to dance with her†¦ aren’t we also pretty†¦? Younger sister: true that†¦ Other Young ladies: (all buzzing together) hmmm†¦ Prince: May I dance with you†¦? What you say†¦? (Cinderella silently gave her hand to the prince) Prince: (with happy face) Let’s start†¦ (The prince and Cinderella started dancing polonaise to the music. They are moving their steps to the melody, romantically†¦ Other Men, Women are also dancing to the music) Prince: (looking at Cinderella’s face) what is your name†¦? Cinderella: Cinderella. Prince: Hmm†¦ it’s perfectly fits for such a pretty young woman like you†¦ Where do you live†¦? Cinderella: (shyly) in the same city†¦ Prince: -why are you shy†¦? Don’t look away†¦ (Prince moved her chin upwards) Look at me†¦ (She was very much blushed and again looked away) Elder sister: She’s trying to own the prince†¦ 1 Young Lady: I think prince also fell into her witchy spell†¦ Elder sister: Where did this witch came from†¦? 2 young Lady: But she’s so pretty†¦ Elder sister: I don’t think so†¦ 3 young Lady: You just jealous with her†¦ Elder sister: (Irritated) No†¦ She isn’t pretty†¦ that’s her witchy looks†¦ (The prince and Cinderella dancing perfectly to the music, also the prince trying to get Cinderella’s eye contact, but she’s still blushing) Prince: You are a dream of my heart now (Music again, they dance. Suddenly the music stops again, they dance. Suddenly the clock strikes 12 times.) Cinderella: It’s 12 o’clock and I have to run. Good-bye, I really had a great fun! (Her dress will disappear†¦ came to her mind†¦ Swiftly left prince hand and started to run impatiently.) Prince: (Astonished face) Cinderella†¦. What happened†¦? (She was like nowhere and ran away from the stage didn’t even answer the prince. While she was running dropped her one of shoes) Prince: (to himself) I cannot figure out†¦ what happened to her†¦ why she left me†¦ (Al the guests are buzzing about what happened) Prince: (falls on one knee) where have you run, the dream of my life†¦? I want to dance with you all night†¦ (He picks up the lost shoe and looks at it. End of the Third act) 4th act (Background of the King’s palace†¦ Prince was sitting on a chair, Cinderella’s shoe in his hand. It seems he’s still thinks about her) Minister: Oh†¦ Look at this†¦ he looks very sad about that incident†¦ May be of that pretty lady†¦ (to himself) I should talk to him†¦ My dear prince you didn’t have your meals properly†¦ What happened to you†¦? Why you look so sad†¦? Prince: (fetch a sigh) I want to find the owner of this shoe†¦ Cinderella†¦ Oh†¦ why she left me like that†¦ Minister: Oh†¦ My dear prince you fell in love with her†¦ Prince: (in a low voice) yes†¦ Minister: (to himself) hmmm†¦ So I have to find her†¦ Prince: Minister†¦ Minister: Yes my dear price†¦ Prince: We have to find her†¦ Because she’s the one who stole my heart. Minister: But how.. My dear prince†¦ There’re thousands of girls in our region†¦ Not only that there will be many girls named Cinderella†¦ Isn’t it my dear prince†¦ Prince: But she’s the one†¦ I need her†¦ It won’t be that difficult. Let’s try†¦ Minister: Hmmm.. (to himself) also won’t be easy†¦ Prince: (suddenly something came to prince’s mind†¦) Minister†¦ Take this shoe to each and every house and check who fits it perfectly†¦ I think we can find her†¦ take her to me†¦ Minister: Hmmm†¦ Okay my dear prince will try†¦ (Prince leaving the stage with lots of hopes and believability in his face†¦ End of the Fourth act) 5th act (Minister entering to the stage with his solders) Minister: This is impossible†¦ How it can be possible†¦ I think this prince is out of his mind†¦ But I’ve to answer him†¦ And he’s expecting a possible answer†¦ we searched half of the city†¦ (Turned to his solders) We’ve no any other option except searching more†¦ Let’s go One of solders: Minister didn’t search this part yet†¦ Minister: Okay then let’s search that way†¦ (The minister and solders are leaving the stage from Right side. Step mother and two sister’s approaches to the stage†¦) (The stepsisters and stepmother are talking. Cinderella is sitting aside, knitting something.) Elder sister: Mother it was a fantastic evening†¦ everything was perfect†¦ Younger sister: What use of that†¦ Step mother: WhyHow was the prince Heard that he’s the handsomest young man in the country†¦ Younger sister: Yes he was†¦ I couldn’t take my eye on him†¦ he’s that dashing†¦ Elder sister: I noticed that once he was looking at me†¦ Younger sister: No way†¦ He didn’t even notice you†¦ He smiled at me†¦ Elder sister: No he looked at me also†¦ (While the discussion Cinderella brought tea for them) Step mom: Oh.. Tea.. Keep it here and leave†¦ (Cinderella gave them tea and went to a corner of the stage and sat down on a bench and started thinking) Step mother: Tell me more†¦ what happened there†¦? Younger sister: What use of telling mother†¦ Step mother: why what happened? Elder sister: The prince was secretly looking at me†¦ but, suddenly one girl came into the Ball and destroyed everything†¦ Younger sister: His attention to me lost by that girl’s arrival†¦ (Sadly) But she’s pretty†¦ Elder sister: Not that pretty†¦ Younger sister: No†¦ she was the prettiest one among all of us†¦ So prince liked her in first sight†¦ Step mother: What†¦ (It seems Cinderella is still thinking) Elder sister: Yes mother†¦ Prince madly liked her†¦ Younger sister: He didn’t even look at us after her arrival†¦ Step mother: Then†¦? Younger sister: (sadly) He only danced with her†¦ Elder sister: Yes†¦ there were many good looking pretty ladies but he didn’t even pay attention to them†¦ (Cinderella was looking at them) Elder sister: Hey Cinderella†¦ what you are looking at†¦ Younger sister: I think she’s spying us†¦ listening to what we are talking†¦ Elder sister: Hey†¦ come here†¦ tell us what were u doing†¦? (Cinderella was silent and turned her head to ground) Cinderella: Nothing†¦ Step mother: Listen.. Listen†¦ someone is calling from outside†¦ Elder and Younger sisters together: Heralds from the Kings Palace†¦ Oh†¦ and Father†¦ Stepmother: But where are these heralds going..? (Heralds, the minister with his two solders enter the room accompanied by Cinderella’s father.) Minister: Please, try on this glass shoe. (Looking through the long list) We know you were at the ball. Elder sister: (trying the shoe on) oh†¦ It’s too small. This isn’t mine†¦ Younger sister: It’s small for me, too. What is the purpose of doing this†¦? Father: But look at my first daughter She has small feet†¦ Her name is Cinderella†¦ May be she’ll fit this.. O’†¦Cinderella†¦ Come here, my dear please take it and try it out will see whether it fits you or not.. (Gives her the shoe†¦ Cinderella was little scared and surprised) Father: Don’t worry dear†¦just try it out†¦ Step mother: But she didn’t go to the ball. She is Cinderella and that is all†¦ I don’t think that it’ll fit Cinderella†¦ Minister: Let’s see after she put it†¦ Cinderella: I want to try it on, Mother†¦. Besides, I’ve got another one of these†¦ (And suddenly she takes the other shoe out of the pocket in her apron) Elder sister: You were that wonderful pretty lady, I see now only I got the picture†¦ Oh†¦, Cinderella, pardon me. Younger sister: And me†¦ Step mother: And me†¦ Father: I knew it†¦ I knew it that one day you will be shine among all of them†¦ Oh†¦ Cinderella†¦ Best wishes to you, my dear daughter. Cinderella: Oh†¦ Father†¦ I love you†¦ Father: My dear you made your mother proud†¦ Even may be I wasn’t a perfect father for you†¦ Pardon me, too. I love you the most†¦ (Her father was crying and shading his tears) Father: But what could I do? Cinderella: No don’t say like that, father†¦ you were the only kindness to me†¦ don’t worry†¦ I am so happy today. Don’t cry father please Minister: Prince is desperately waiting for you dear†¦ you’ve to come with us now†¦ Cinderella: I forgive all of you. I didn’t mind anything. Good-bye father†¦ Good-bye all.. I’ve to go now! Minister: Be quick, let’s go†¦ He’s dying to see you. (All wave her good-bye. Cinderella leaves the room after the Minister and his two solders, also waving her hand.) The end.
Sunday, August 4, 2019
Maria Theresa :: History
Maria Theresa Birth Date and Birth Place Maria Theresa, the eldest daughter of the Holy Roman Emperor Charles VI and Elizabeth Brunswick-Wolfenbà ¼ttel, was born in Vienna on May 13, 1717. Early Life When the only son of Charles VI died and left no heir to the throne, Charles furthered the Pragmatic Sanction. The Pragmatic Sanction is a royal act, which allowed a female to inherit the territories of the Habsburg. In 1736 Maria Theresa married Francis Stephen of Lorraine. The marriage of Maria to Francis was one of love, which was very unlike many in that time. The French strongly opposed the marriage of Lorraine lands to the Habsburg lands and demanded that he give up his ancestral rights of Lorraine for the succession of Tuscany. Schooling Maria Theresa did not have much schooling in politics, so when her father died on October 17, 1740, she was ill prepared. She had never had book-learned education and was only taught the proper etiquette and court manners that the ladies of her time learned. Family Maria Theresa and Francis Stephen had sixteen children, only ten of them survived. Maria loved her children very much, even though they were rebellious and often irritated her greatly. After they moved away she still kept in tight correspondence, and gave them wise advise. Her children became famous well-known people such as, the later Emperors Joseph II, Leopold II, and the later queen of France, Marie-Antoinette. Maria’s favorite out of all her many children was Maria Christina, who was the only one allowed to marry for love to Prince Albert of Saxony-Teschen, and was showered with vast gifts of money. Accomplishments Maria Theresa Accomplished many things during her reign, she established a strong army, centralized the administration of the government, and initiated reforms in agriculture and education. She approved drastic changes in universities, such as the introduction of textbooks. She also managed to hook the University of Vienna’s medical school with the public Health service. She tried to improve the lives of the peasants and put an end to the cruelty of the landlords, she tried to abolish serfdom in Bohemia but met opposition from her husband who was getting complaints from the lord-holders. Hardships After Charles VI died, the war he had tried so hard to prevent broke out after Maria inherited the throne. Besides having to deal with the war, Maria found that Charles had left the Habsburg territories in a dire state of disrepair, along with an empty treasury.
Saturday, August 3, 2019
Seasons-Spring and Winter in Whistling of Birds by D. H. Lawrence Ess
â€Å"Whistling of Birds†by David Herbert Lawrence is a depiction of the vividness of his writings and his own artistic vision and thought. In this essay he has elucidated the change of seasons- change from winter to spring- in an impressive way by the use of images, similes and metaphors.. Winter, as he narrates, brings woe and causes wreck. The intense frost that sustained for several weeks caused the death of birds. The remnants of the beautiful bevy of birds – lapwings, starlets, thrushes, lied scattered in the fields. The â€Å"invisible beasts of prey†had wolfed the birds. The winter had massacred the song birds and their blood-soaked skins were spread all around. The beings that could not shield themselves against its rigours shivered with cold and were exposed to the fury of biting cold winds. Winter thus had brought a host of hardships to the poor souls who found it hard to face the vagaries of the weather. Oh, the long and dreary Winter! Oh, the cold and cruel Winter! – LONGFELLOW, Hiawatha Then sudden change appeared. The way wind began to blow depicted change of weather. The winds were warm and during the day shimmers sunlight could be seen. The birds began to chirp uncomfortably, without a pause. The doves were uttering strained coos as the influence of winter prevailed on them. Their attitude was queer. It was like a overlapping season. The surroundings were still snow carpeted. They kept on cooing with weakness. The breeze was still chilly enough to hurt. The subdued sunlight provoked the birds to chirrup in feeble tones. During the hard frost, deathly silence held sway. Then with the slight change of conditions, the whistling of birds appeared to be a peculiar act. It was extremely difficult to accept the change. The writer inquires for it, as the earth had been covered with the sheet of lacerated cadavers. The scene was quite frightening and alerting as the birds kept on tweeting and spreading their â€Å"silver†songs all around in the winter-effected sur roundings. The joy and defiance of the birds amazes and inspires him; it is the image of all brave rebirths. The birds were reconciling to the death of the other birds. They were forgetting the dead world in order to join the new bright one. â€Å"If winter comes, can spring be far behind.†–Shelley, Ode to the West Wind. If there comes a little thaw, Still the air is chill and raw, Here and there a patc... .... He continues with his whistling. Whistling affirms passionately the irrepressible renewal of life after death and destruction. The essay describes the renewal of the birds’ song after the long and dreary winter. The song is a metaphor for life that is chosen, willingly and deliberately. Lawrence is not alone in his determination to choose life. Many others have reached the same decision after grappling with the horror of death in their minds and souls. In Whistling, Lawrence celebrates the impulse to life that cannot be quenched--the hope that lives in all of us. He uses the metaphor of the whistling of birds for his depiction of this inextinguishable flame of life and hope in humans. Lawrence not only affirmed life but insisted on the inevitability of it: â€Å"Who can thwart the impulse that comes upon us? It comes from the unknown upon us,†Faith of life is generated in them; they have escaped from the dreadful shadows of death. It becomes essential for us to relocate from the zone of death to life. Thus the two seasons, spring and winter, have been clearly portrayed by the writer. The change that fascinated him has been explained in a vivid way that it enthralls the readers too.
Friday, August 2, 2019
College Comp
What did you learn about yourself as a writer? As a thinker? This term I learned as a writer, that I have to break the writer's block but Just free writing and getting all my ideas out there and going back to edit my work. As a thinker I learned how to think and us correct punctuation and to also think about what I am writing and does it make sense. This course has been very beneficial to me, and I will continue to use the skills I have retained throughout my college/professional career. 2)What did you learn about the process of writing?I learned that the process of writing is a Journey. You have to want to embark on the journey to accomplish it and complete the task at hand. Writing a good paper is more than Just throwing words on paper, it critically thinking and executing the process of writing 3)What skills did you develop that might help you in the future? One of the most important skills I have learned is outlining. This has helped me this term to complete my final project. I w ill use this in future writing classes and in my career when writing. 4)What did you take from the larger conversation with others?I learned for the conversation with my classmates how to give constructive criticism as well take the criticism and make the corrections and ensure the end result is great. 5)How did your feedback from peers and your instructor affect the revision of your blueprint, letter to the editor, and presentation? The feedback that I received from my class mated and professor were so helpful in my Journey through this course. They helped me take out UN-useful text, and gave me ideas of where to add text to give my final project the girth it needs to hold my audience's attention.
Thursday, August 1, 2019
Effect of Globalization on Media Essay
The globalization since it took over the whole world in its vintage has given new dimensions and shape to varying aspects of Media in its whole vicissitude. As transnational in character, media has crossed all the cultural and political boundaries to reach the world audience with depth in dimensions in the shape, style and pattern of various programs. These intercontinental and transnational media outlets have posed challenges to the boundaries, questioned the territorial integrity and given shape to the media spaces. When many of the media markets all over the world got saturated, the media companies began to look at the global market place to earn revenues for their own firms and industries and global audiences are kept in mind while generating media content. As the accounting and regulatory structures differ in different countries and there is no reliable global financial data, it presented challenge before the media economic researchers. The companies are competing in the global as well as in the domestic market to gain a maximum share of audience and advertisers revenue. The whole gamut of programs seems to be seen as the representation of commercial interests of the bureaucratic elite and rich at the expense of public opinion and democracy. Views and opinions of the people to create their influence on the masses diminish when large media players do not hold themselves accountable to the state regulations. In other words, globalization has become an issue of privatization. Big market players are using the media to gain their commercial endeavors in the form of advertisements. In his Preface to â€Å"The Codes of Advertising†Sut Jhally said, â€Å"The symbolic dimensions of needing and culture and the economic dynamic of capital accumulation are symbiotically intertwined in the new communication age of advanced capitalism. †(1990) Here the advertisements act as the modern mediators between the end consumers and big conglomerates. Shoemaker and Mayfield (1987), for instance, underlined the view that â€Å"Sources of finance like advertisers are generally strongly influential on all aspects of News production and that a funder’s ideology is likely to have an ultimate effect on editorial’s decisions relevant to this ideology. †(McQual 1992: 113) Most of the media content also depends on the advertisers will, their commercial propositions and their market position. The advertisers offer the contents, which are friendly to the audiences and cater to their taste and liking. For e. g. Television soap operas function as advertisements aiming at attracting audiences to stay in tune. The scriptwriters in soaps use the strategies in their writing to keep the viewers on hold. An advertising industry has come under heavy criticism among groups such as Adbursters who accused industry of becoming a powered engine of most complex economic production system. Suggestions are being forwarded by many public interest groups to tax advertisers for their continuous intrusion in the mental space of audiences. The advertisers too are indirectly dependent on the changes in the demographical set up and society in its various shape and magnitude creating tremendous impact on the way media industries capture the moods of the their audiences. â€Å"They have an insatiable appetite for media related content and services and as people live longer and obtain more discretionary income, spending on media will likely rise. These shifts in audience composition and makeup will present new pressures on media firms to develop content that will appeal to these unique and differing audiences. †(Downing, McQuail, Wartella & Schlesinger 2004: 299) Graham Murdock treats advertising more as a cultural and social phenomenon rather than economical. (Jhally, 1990: 3). But the social influence is only a smaller stroke in a big game of Media players. For the New York Times and other companies associated with Media, as said by Naom Chowsky, the products are audiences, and customers as corporate advertisers. The product of New York Times is the paper itself audiences buy and it becomes an information for advertisers and therefore for them, the audiences that buy the products themselves become products for advertisers and it is the advertisers that bring in revenue for the companies. (Shah 2008: online). It would be most appropriate to mention that advertising is a â€Å"Superstructural facade†(Jenks 2004: 299) as they just not only are the expressions of capitalism but also produces and reproduces it. Advertising has reduced the concept of public opinion to cherish the desire of acquiring capital rather than fulfillment of personal desire. In the words of Marx, â€Å"In bourgeois society the commodity-form of the product of labor – or the value-form of the commodity – is the economic cell-form. †(Jenks 2004: 299) Audiences too reciprocate the same way. A certain kind of close relationship is developed between audiences and advertisers. Advertisers have created an image a global way making social relation, as a form of commodity yet creating an incredible influence on the ideological perception of individualism and consumerism. And in this atmosphere, political economy too is opening only a new door on the old platform- a typical characteristic of capitalistic society, whereas the content of media is being modified to keep to the capitalist standard. There is a whole new concept of audience ratings, used by the media companies to make the plans of their programs schedule and for studying the success rate of programs and media products. Government agencies, Government authorities and public service media organizations act as basis for making adequate economic decisions, endorsing regulations, and controlling the mass communications. Audience ratings are merged with research and also used by advertisers as tools to identify their target audience and prepare media plan accordingly. But these rating systems are being criticized on the ground as said by Liina Puustinen in her working paper on â€Å"The Age of Consumer audience†that â€Å"they do not give an adequate image of the consumers and audiences, and they objectify people into numbers and faceless masses†. (Puustinen 2006: Online edition). Number of theories, like audience receptive theories have been propounded to reflect the attitude and perceiving nature of mass audiences, which are contradictory to the rating systems. The rating system only give information of how many people have watched any particular program or advertisement but not how they perceived the program and what value they give to it, therefore the theories rightly said that the rating systems do not accurately represent audience satisfaction. Hypodermic Needle Model states that the media players make the contents of any program, idea or information enter into the consciousness of the people. In other words, audiences are manipulated to the ideologies and thinking of the creator of media product. Hans Robert Jauss and Wolfgang Iser developed the Reception theory by studying the people’s attitude and their receptive tendencies toward programs. The theory delves on the way people adapt to various programs and play their role in actual analyzing of the text. Another theory Culmination theory too deepens down the audience approach on the sensitivity of the programs. If they watch too much of the violence, they would in the years to come make you less sensitive towards violence in the same way if violence towards women are watched on year to year basis then it would make you ultimately less insensitive towards the issue. The audience receptive theory deepens down to the study of the psychological patterns of the audiences and how they reciprocate and adopt the programs and how the media players mould the sensitivity of the audiences to receive what they show. Some critics state that these theories are only based on their preconceived notions and assumptions. For example in 1930’s one of the advertising executive said about radio audiences: â€Å"The typical listening audience for a radio program is a tired, bored, middle-aged man and woman whose lives are empty and who have exhausted their sources of outside amusement when they have taken a quick look at an evening paper†¦. Radio provides a vast source of delight and entertainment for the barren lives of the millions. †(Media studies: Online) It is not just about radio audiences, but we can hear about it for several soap operas or quiz shows. Every human being has his tastes, liking and his own way of perceiving the things. Some may be critical and some may be appreciative. In this scenario, it is the way media players reach their target audience becomes the whole crux of their strategies and plans of their programs. To hit the right audience at the right time, right moment and right situation is the motive of media players around which the whole of media content depends. And it is the only way advertisers are attracted to use the media content for their valuable business propositions for these right audiences. Number of programs like â€Å"Pop Idol†created by impressionist music maestro Simon Fuller became the most popular format for the first show on the European TV and also reached the other continents as well. The craze of the Pop idol carried Americans, Canadians and Australians as American Idol, Canadian Idol and Australian Idol followed by Spanish bonanza â€Å"Operacion Triunfo†, making the Latin and South Americans also to come under their sway. Ipod, a melodious device of new generation and a complete new innovation being carried by the young and old alike in Shanghai as well as Innsbruck rapidly transferred to the new generations across the borders. It is quite true that if digital home cinema has gained so popularity in Japan then why it shouldn’t reach the other continents? Well, it has reached the homes of other continents. (Reding 2005: Online Edition) More than the spread of news, the world of music has imbibed in itself international facets in its thematic expression and lyrical notes. Music has reached new dimensions in the technological advancement. According to Steiner, â€Å"The totally new fact is that today any music can be heard at any time and as domestic background music. †(Nesbitt 2006: 103). The other programs are now more of sensational, individualist and reductionist in nature as these programs touches the heart of audiences. Paul Lazarsfeld, Bernard Berelson, and Hazel Gaudet studied how the voters made the decision during 1940 presidential election campaign and got their results published in paper The People’s Choice. They found out that information did not directly reach the consciousness of the audiences rather modified and passed down by the opinion leaders, which was again passed over to lesser active associates. In 2002, Anthony Giddens, a sociologist in the radio national broadcast made the people feel the essence of Globalization. He said, â€Å"Globalization is like a code-word standing for the reconstruction of our social institutions, going all the way through from the family, gender, sexuality (because after all the changing position of women is surely a global phenomenon as much as any other one) through the economy, the restructuring of business organizations, a restructuring of the nation and government, through the restructuring of international organizations†. (O’Regan 2002: Online edition) The politics since last 2300 years have been influencing the communication processes in the state. But since last few centuries, the relationship between politics and media is being seen in much controversial light than it was seen in the past and it is due to the political influence and control over the content of media and thereby their indirectly control over the public opinion. The political control over media reciprocates the views of Marx who said that media is a product of ruling elite wherein there is no scope of any alternative ideas. In Marx’s own words, â€Å"The class, which has the means of material production at its disposal, has control at the same time over the means of mental production, so that thereby, generally speaking, the ideas of those who lack the means of mental production are subject to it†. (Chandler 2000: Online) Marx further stated that mass media brings to the people’s consciousness false notions and ideas making media as a product of expressions of the ruling class. Graham Murdock too emphasized that economic factors play a determining role in the domination of ruling elite over media messages. The political economists look at ideological messages as superior to the economic criteria. (Chandler 2000: Online). In the 1966 article, Stein Rokkan brought into focus the two ways of decision making in the media circle: corporate system and numerical. In 1996, the whole of media was under the control of one or the other political party. But in the last two to three decades, we have seen number of changes in the way politics is being related to Media. Globalization has touched every sphere of human commodity from increasing a sense of risk to creating uncertainty. Interconnectedness in the global sphere increased the value of the humanity as a whole and an awareness of deep understanding and tensions between Global Diaspora, national and local perception of shared identities. (Gillespie, 1995: 3). It is no doubt a global village and we are all now a part of this global village where not only individual’s perception is taken into account but the perceptions of the whole in all its shades and dimensions is considered as the most virtuous and commercial proposition. REFERENCES LIST Chandler, D. 2000.Media as means of production in Marxist Media Theory. [Online] Available: http://www. aber. ac. uk/media/Documents/marxism/marxism03. html [13 May 2008] Chandler, D. 2000. Media as amplifiers in Marxist Media Theory. [Online] Available: http://www. aber. ac. uk/media/Documents/marxism/marxism05. html [13 May 2008] Downing, J. , McQuail, D. , Wartella, E. & Schlesinger P. 2004. The SAGE Handbook of Media Studies. California, London & New Delhi: SAGE Gillespie, Marie. 1995. Television, Ethnicity and Cultural Change. Routledge. Hjarvard, S. 2003. News Media and the Globalization of the Public Sphere. [Online] Available: http://www. kommunikationsforum. dk/default. asp? articleid=10761 [13 May 2008] Jhally Sut, P. 1990. The Codes of Advertising. Routledge. Jenks Chris, P. 2004. Urban Culture. Routledge. Johnson, P. 2004. Are the media playing politics? USATODAY. com. [Online] Available: http://www. usatoday. com/life/columnist/mediamix/2004-10-10-media-mix_x. htm Media Studies. Audience (Adapted from Steve Baker’s Media Studies website) [Online] Available: http://www. northallertoncoll. org. uk/media/audience. htm McQuail, D. 1992. Media Performance: Mass Communication and the Public Interest. California, London & New Delhi: SAGE Nesbitt, T. 2006. Global Media and cultural change. China Media Research, Chang, et, al, Intercultural Symposium on Cultural Globalization, 2(3): 103. O’ Regan, Mick. 2002. Media and globalisation. The Media Report. [Online] Available: http://www. abc. net. au/rn/talks/8. 30/mediarpt/stories/s678261. htm [13 May 2008] Puustinen L. 2006. The Age of Consumer-Audience. [Online] Available: http://209. 85. 175. 104/search? q=cache:FsxLpxbPeeQJ:www. valt. helsinki. fi/comm/fi/english/WP5. pdf+The+audience+reception+theories+on+ratings+system&hl=en&ct=clnk&cd=5&gl=in&ie=UTF-8 [16 May 2008] Rantanen T. 2005. The Media and Globalization. 1st Edition. California, London & New Delhi: SAGE Reding, V. 2005. The Media and Globalisation. European Forum Alpbach [Online] Available: http://europa. eu/rapid/pressReleasesAction. do? reference=SPEECH/05/469&format=HTML&aged=0&language=EN&guiLanguage=en
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