Wind Turbine Systems- Research proposal

Question: Depict the venture, including an obviously expressed undertaking point and objectives.Give a short prologue to the theme region, recognize then cautiously examine three unique bits of pertinent literature.Identify a reasonable strategy for investigating (some portion of) this task, plainly distinguishing the sort of information that will be required, the examination method(s) picked and clarifying why this is the most appropriate. Answer: Objective The point of the current exploration report is to give a brief look at the breeze vitality potential and acquaint an examination strategy with assess a best design of the breeze turbine framework for the given states of the breeze asset and land conditions. The assessment put together evaluation is absolutely based with respect to factual review investigation and the outcomes ought to be promptly appropriate or can be inserted for the datum conditions. Brief Introduction Expanded utilization of traditional energizes for the everyday prerequisites of the individuals bringing about heightening costs of ordinary fills. Aside from the shortage and expanded costs, non-renewable energy sources additionally adding to the expanded contamination and other nursery impacts. Step by step sustainable power source assets are discovering increasingly more fame. Anyway the choice of a specific sustainable power source asset relies upon the area viable also different viewpoints like the patterns and the extent of the vitality request. All in all there is expanded mindfulness towards the helpful impacts of the sustainable power source and the national and worldwide organizations are approaching to support the sustainable power source based vitality ages by method of appropriations and other motivating force plans. The present review acquaints an examination system with assess best wind vitality answer for the given area and the breeze accessibility setup. The explorat ion is proposed to be founded on factual overview and appraisal dependent on assessment estimations. Foundation for the reliance on wind vitality Ozone harming substances discharge and ensuing climatic change and a worldwide temperature alteration are a portion of the genuine worries of the worldwide network. These are a portion of the fundamental reasons that made the reliance on the regular powers to die and the investigation for elective vitality assets picked up energy. Ongoing advances in the sun based and wind advances made number of nations to concentrate on for feasible vitality future and they are as of now associated with making unequivocal strategies to support sun powered and wind energies use. By method of appropriations just as with developing mindfulness towards the sustainable power source innovations, wind vitality based force plants have developed at high pace in the ongoing occasions. The evaluated yield, rotor width just as normal stature of the breeze turbines have consistently expanded in the ongoing occasions around the world. Anyway the normal size of the turbines just as normal limit of the breeze turb ines shifted from area to area over the globe. Aside from the overarching approaches there are a few different components like breeze speed and the air development in the area, stable condition, vitality request in the specific area and so forth are a portion of the key elements in choosing the rating of the chose breeze turbine framework in the locale considered. Normal turbine introduced in 2013 was 1.93MW, while the normal turbine introduced overall is 1.34MW considering all the turbines introduced up until this point. According to the desire and evaluations made by the Global vitality organizations, the absolute introduced wind turbine limit can be 2000GW by 2030. Despite the fact that there are provincial variety, as a rule the establishment expenses of the breeze turbine frameworks have diminished a great deal in the ongoing occasions and still they are diminishing. One of the significant explanations behind the abatement in the breeze turbine costs is the accessibility of inc reasingly number of comparative and same limit turbines from a few makers. Likewise the gracefully of the breeze turbines are growing a ton in the ongoing occasions which further lessening the expense of the breeze turbines. Wind vitality in Europe In 2013, United Kingdom and Germany turned into the universes biggest commercial centers for the breeze vitality. 1883MW and 3238MW are the individual limits of the Germany and Europe as new establishments. The breeze vitality industry is moving towards its objective of providing 14-16% of the complete Europe vitality request by wind vitality by method of introducing more current breeze vitality age gadgets all through Europe. In 2013 alone, a sum of 418 seaward turbines appeared in Europe, with complete breeze limit associated with the matrix with an ascent of about 34% over the earlier year. Before the finish of 2013, Total seaward wind turbines in Europe are around 2080 across 69 breeze ranches introduced and framework associated (Anon., n.d.). Future Expectations concerns criticalness of wind vitality research According to Global breeze vitality standpoint report, it is conceivable that the worldwide breeze force can arrive at 2000GW by 2030. Likewise it is normal that around 17-19% of the absolute universes power will be met by the breeze vitality by 2000. It is normal dependent on the current development rate just as the foreseen development rates that the absolute breeze force could be anyplace around 25-30% of the worldwide power by 2050 (Anon., n.d.). At present Global breeze vitality industry is endeavoring hard to cut down the absolute costs of the breeze vitality frameworks establishments. Aside from the cost decrease perspectives, different issues like successful help arrangements, inventive advances just as the industrialization of the gracefully chain are a portion of the few issues which the present worldwide idea pioneers of the breeze vitality industry are looking forward at (Anon., n.d.). Another similarly critical space is tapping of the seaward vitality. Seaward wind vitality do have enormous potential and is yet to get investigated. Expanding the portion of the seaward based breeze turbine framework is one of the systems to arrive at the objectives set before the worldwide breeze vitality monsters. Wind turbines framework is a key component in the general vitality tapping situation. The expense and other execution boundaries like limit usage do rely upon the breeze turbine framework. The proficiency of the breeze turbine framework is a key issue in choice of the equivalent. There are number of specialized boundaries assuming a key job in the choice for the vitality necessities of things to come. The current piece of the introduction do concentrate on the specialized issues of the breeze turbine framework. Wind turbine frameworks did existed preceding the lattice associated electrical frameworks, later with the progression in the matrix gracefully foundations, wind vitality frameworks utilization is died. Anyway with the expansion in the oil costs the breeze vitality frameworks again came into renaissance. From the mid 1980s there is sensational increment in the establishment of the breeze turbine frameworks for power age all through the world. Basically wind turbine frameworks work by accepting the breeze and changing over the vitality contained in the breeze to rotational vitality by bestowing it to the rotor and in this way utilizing the vitality conferred to rotor for power age in the generator. The vitality generator in the generator can be alternatively either can be changed over to other structure, can be put away or even can be lattice associated. Despite the fact that the vitality age from wind vitality is basic and the innovation is utilized a lot of minimal, the vulnerability in the breeze vitality accessibility, full scale and small scope impacts that influence the breeze accessibility in an area all made the trustworthiness just as an assistant wellspring of vitality. Generally the electrical vitality created from wind vitality are utilized as an extra vitality flexibly to the fundamental asset of the warm, atomic vitality age sources and so forth. Brief look at wind turbine frameworks innovations Considering the basic advances of the breeze turbine frameworks, the significant varieties existed in the breeze turbine frameworks as far as the generators utilized in. Direct drive generator kind of wind turbine frameworks are seen as more typical than the outfitted drive sort of generator frameworks for electrical vitality age. The yield and the dependability of the immediate drive sort of the breeze turbine frameworks is one of the significant explanations behind the thought of the immediate drive kind of wind turbine frameworks to the equipped breeze turbine generator units. Most definitely the immediate breeze age frameworks are more invaluable than the equipped sort of the breeze turbine framework. Aside from that different issues, for example, cost, size and even weight insightful the outfitted generator frameworks is accounted for to be profitable than the immediate drive generator frameworks in the writing. That too in the immediate drive sort of the breeze turbine framewor ks perpetual magnet kind of the breeze turbine frameworks are viewed as more mainstream and possible than different kinds. As opposed to electrically energized framework, the perpetual magnet sort of the generator frameworks are of less weight and are found to give most extreme vitality yield. Material for wind turbine frameworks: High quality fiber composite materials are presently a days being utilized usually in enormous and minimal effort cutting edges of the breeze turbine. With expanded flexibly and progression in the advancements, the expense of the force gadgets utilized really taking shape of the breeze turbines is descending. Variable speed activity of the electrical generators is utilized to catch the most extreme vitality and along these lines streamlining of the breeze turbine frameworks bringing about expanded utilization of the frameworks. The plant activities of the breeze turbine have developed more to push the accessibility to as high as 95%. The improvement in the innovation and the aggregation of the long periods of field experience is decreasing the per unit cost of age, expanding the extents of the creation frameworks too adding to the climb in the limit factors. Kinds of wind turbine frameworks There are number of elements utilized in to group the breeze turbine frameworks. Intensity of the breeze

A Generation Set Aside Essays - Demographics,

A Generation Set Aside Frequently we know about the age hole - that enormous span among parent and kid. Maybe it is an associate hole. Youngsters and grown-ups don't have any acquaintance with one another. The powerlessness to convey regularly enters the image. Now and again it is on the grounds that neither comprehends what the other is keen on. They live under a similar rooftop, however they infrequently observe each other, particularly after the high school years go along. The dad heads out to work before the youngsters are conscious. Mother may head to sleep in the wake of seeing the spouse off to work; or off to her own activity. Young people get themselves up and off to class without seeing either parent. At that point after school there is ball practice, band practice, or something different that expends their time; possibly a vocation that goes on until sleep time. Guardians have things that tie them up in the nighttimes; so the days travel every which way, and there is barely any opportunity spent together. A supper together is even an uncommon event. These exercises might be healthy and appropriate, yet at the same time the family endures on the grounds that there is so brief period spent together. This makes numerous kids settle on such a large number of choices all alone, thus regularly they will leave significant and critical issues out of their contemplations and plans. This age regularly gets named by the media and the more established individuals in the public arena as the youths who are destroying this nation. The truth is that we are a result of our parent's errors and stay to be misjudged. In the previous quite a long while we have seen a lot of media consideration concentrated on the age that followed the boomers, prevalently known as Generation X. Conceived between the mid-1960s and mid 1980s , this is the most mind boggling of the age, and by a wide margin the least comprehended notwithstanding its present VIP. This age can best be depicted as the Misconstrued Generation. They are the age that managed are as yet managing broken homes, chronic drug use, AIDS, and dreary prospects. A lot of the youngsters in this Misjudged Generation ponder the future or present issues. This age has dismissed long terms objectives and the possibility that difficult work pays off at long last. Rather, the individuals in this age concern themselves just with what will bring quick fulfillment and delight. This piece of society thinks just about cash and themselves, failing to think about the outcomes of their activities. The Misconstrued Generation feels overpowered with the possibility of a nation with a multi-trillion dollar shortfall, a high pace of destitution, and generally no occupations. The Misconstrued Generation needs less out of life. This age has developed from the youngsters that returned home from school to a vacant house since mother needed to return to work after the separation. This is the age that got its ethics from viewing T.V. after school and was parented by a more established sibling or sister. This is the age that has unpredictable ways and doesn't generally explanation behind them. They are dubious and need answers. They jab and nudge to discover what is lying ahead. They have noisy voices however are only from time to time heard. This is the age which has elevated requirements and are regularly disillusioned. I, just as the entirety of the others conceived in my age, were released into a consistently evolving world. The advances of today can without much of a stretch be old news tomorrow. Alongside this they, the individuals who have lived and controlled as of recently, have permitted the regard of the living to lessen without breaking a sweat of regular daily existence. Transportation starting with one point then onto the next can be the least complex of assignments. Correspondence with somebody in any distant land can be reached with simply the bit of a catch. What's more, access to practically all the data the world brings to the table is free for all with the utilization of the Internet. No other gathering of individuals have grown up with these things as being such the guidelines and necessities of life and living that they are today. We have never had a war in our nation. All of

Best Essay Writing Software For The Online Student

Best Essay Writing Software For The Online StudentAre you looking for the best essay writing software? There are many great products that can help to write a great academic paper but not all of them will work well with you. While some may be very useful, there are also others that are really just scams that won't help you.The easiest way to ensure that you do not get ripped off is to go online and read reviews of the programs that you are considering. These reviews will give you an unbiased view of the software products. You will also be able to find out if the product actually works for other customers as well. You will then be able to decide whether it will work for you or not.Once you have found a few programs that you like, it is important that you read the fine print of the product. This is because some of the best programs will require you to pay a fee upfront or will ask you to wait for a certain amount of time before you can use the program.If you want to avoid this then you should look for a program that doesn't have any requirements. That way you don't have to worry about spending money on something that you will later find out is not going to work for you. Remember, the point of buying the program is to make your life easier when writing academic papers.You will also want to read the reviews of the program. Make sure that you read the personal accounts of other students who have tried the program. You can learn a lot about the program by reading these reviews.Do not automatically assume that a program that has lots of negative reviews is a scam. Instead, you should try to find a review that gives a balanced review of the program. This way you will be able to tell whether the product actually works.One of the best ways to find out whether a program is going to work for you is to actually use it. You can use the program in class by completing your work ahead of time so that you will know what the performance levels are like.Since the best essay writing software is already present in your computer, you will only need to download it onto your computer and install it. This will save you a lot of time and money. You can get the most out of your writing experience by using a good software program.

The Art Of Reformation By Martin Luther - 985 Words

Analytical Paper: The Art of Reformation The year 1517 is claimed by Christianity to be the original spark of a reformation that changed the face of the most prevalent religion in the western world, beginning in Germany and soon enveloping the known world in an upheaval of beliefs and values. However, due to the fact that Protestant faiths became their own religious, social and political powers, the correct term for this movement would not be ‘reformation’ but in fact ‘revolution’. The so-called Protestant Reformation’s most credited catalyst was when a German monk nailed his â€Å"Ninety-Five Theses on the Power and Efficacy of Indulgences† to the front door of Castle Church in Wittenberg on the eve of All Saints’ Day. This event, though Martin Luther’s previous letters of complaint were clearly documented and the theology argued, was a clear and sympathetic outcry against corrupt church officials, not unlike the Bible’s own Pharisees, and garnered a following that even Luther could not have predicted. He gave voice to those who raged against the corrupt practices of granting indulgences (the forgiveness of sins for money), simony (the buying and selling of church offices), and the fact that the Pope seemed to be acting as a politician first and foremost, which was not an opinion so much as fact, and the church was the largest landowner in Europe. Aside from the common people who were denied what the wealthier among them coul d buy in heaven, German Princes jumped at theShow MoreRelatedReformation Dbq763 Words   |  4 PagesB2 September 25, 2011 Reformation DBQ During the Protestant Reformation in Germany around the 16th century chaos ensued. 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What dramatic event in 1517 brought about the Reformation? On October 31, 1517, a plump, young professor Augustinian monk named Martin Luther (1483-1546) tacked/nailed a list of 95 complaints about the Catholic Church on the doors of the Wittenberg Cathedral. Written in Latin, the complaints were mostly attacking the doctrine of indulgences. Indulgences were forgiveness of punishment for sins, usually obtained either through good works or prayers along with the payment of an appropriate sumRead MoreThe Reformation And How It Shaped Our Western World1226 Words   |  5 Pageson October 31st celebrates the 500th anniversary of the Reformation. It started in Germany but then spread all across Europe. The Reformation was needed to help modernize Christianity but it also created divides in the Protestant Movement. What is interesting is that there were other movements within the Catholic Church that predated 1517, so what made Martin Luther so special. 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The True Essence Of Being Great Essay - 6020 Words

ohermosa2493@gmail.com I. INTRODUCTION The true essence of being great is to be the servant of all, as what Jesus shared with his disciples in the story of the parable of the labourers in the vineyard and I quote: Even as the Son of man came not to be ministered unto, but to minister, and give His life a ransom for many. (Matthew 20:28). I am blessed to have been a part of the Superintendent’s Leadership Program (SLP) Batch 2 of the Department of Education in partnership with De La Salle University, the Philippines-Australia Human Resource and Organisational Development Facility (PAHRODF), Eugenio Lopez Center (ELC) and Knowledge Channel. According to Secretary Br. Armin A. Luistro, FSC, SLP is a journey with the generals expected to be the frontliners of the entire transformation initiative of the department. Eugenio Lopez Center is the place for that dream to transform the kind of education we have in the Philippines. 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The Transgender Community Is An Integral Part Of The Lgbt...

The transgender community is an integral part of the LGBT community, although there are slight differences. The purpose of this paper is to bring to highlight such differences and discrimination that the transgender community faces. The Merriam Webster’s dictionary defines being transgender as â€Å"of, relating to, or being a person (as a transsexual or transvestite) who identifies with or expresses a gender identity that differs from the one which corresponds to the person s sex at birth.† Typically, this is what it entails. To put it short, someone who is transgendered is someone who does not identify with the gender they were assigned to at birth. The transgenders community makes up about an estimated 2-5% of the population, with the number of people who undergo sex reassignment being smaller. That number, compared to the general population, is very small. So why is it that around 20% of incidents resulting in the murder of transgendered people and 40% of all police initiated violence has been against transgender people? These statistics also don’t cover the violence that occurs in silence, behind closed doors. Even in a report done to record transgender violence there was a lack of clarity regarding the numbers. Although the transgender community is growing in size, not much can be said about sympathy from its cisgender counterpart. Still to this day members of the transgender community are continuously discriminated against and turned away, their basic laws andShow MoreRelatedA Review Of Gaming s Lgbt Representation1115 Words   |  5 PagesReview of Gaming’s LGBT Representation â€Å"In Qunandar, Krem would be an Aqun-Athlok. That’s what we call someone born one gender but living like another,† says The Iron Bull. â€Å"And Qunari don’t treat those Aqun people any differently than a real man?† Krem asks. â€Å"They are real men. Just like you are.† The Iron Bull finishes. Above is a conversation between two characters in Bioware’s 2014 smash hit RPG, Dragon Age Inquisition. This conversation took the transgendered community by storm. Krem, second-in-commandRead MoreState University School Of Social Work Essay1436 Words   |  6 Pagesequality among transgender people by allowing the amendment of legal documents to reflect the current sex after undergoing surgical procedures to change one’s sex. 2. SCOPE OF THE PROBLEM – In Ohio the law doesn’t recognize transgender surgical procedures as a justifiable reason to make changes. If a transgender man or woman undergoes surgical procedure to change their sex, Ohio will not incorporate any form of correction of sex on birth certificates. 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The restaurant’s management is socially conservative and their customers tend to be traditional as well. The $2

Level of Satisfaction on Library Facilites and Services free essay sample

CHAPTER I The Problem and its Background INTRODUCTION A Library is more than a place, more than books, films and records. Basically a Library is a gathering of ideas or information put in order and shared. Different groups of people use Libraries like teachers and students, youngsters and elderly, policemen and plumbers and politicians. Each group, each person has a different Library needs. Because no one Library can handle all needs, there are different kinds of Libraries, and they share materials with each other. There are no two Libraries that are exactly alike. But some have more in common than others. Because the money to run a public Library comes from taxes, it is a free Library for the public, everyone who lives in a certain neighborhood, city, country, or province. Such a Library serves all ages and groups as an information center, as a reading, viewing and listening for pleasure Library. There were early types of public Libraries in ancient Greece and Rome. However, they did not lend materials freely as do the world’s public Libraries today. Throughout the school days, students and teachers in elementary and secondary school need school Libraries to work in. The modern school Library in many countries is a learning center designed for both group and independent study. Besides books, the Library may contain magazines, newspapers, maps, posters, charts, models, teaching machines, films and filmstrips and slides to look at, records and tapes to listen to, and the equipment to use these. There may be special study and listening areas, conference rooms, and even a recording or TV studio. Such a Library is called a material center or media center. A large secondary school Library may have separate resource center for science, social studies, and other subjects. An academic Library is found in a College or University. Like a school Library, this Library is a workshop for students and teachers, but it often has anywhere from 50,000 to millions of books and other materials covering many special subjects. That’s why Scholars from outside the College or University frequently use such Library for research. A University may include 50 or more Libraries in its many schools- a Far Eastern studies Library, a Fine Arts Library, An Engineering Library, and so on. There may be separate Libraries for undergraduates and for rare books and manuscripts. Because of the vast amount of materials they handle, some academic Libraries use computers to keep track of the collection. The medical Library of a Hospital is a special Library. So are the Libraries of a Law Office, a weather bureau, a labor union, a museum, an arboretum, or any encyclopedia publishing firm. A special Library is a part of a Hospital, Business, or other Organization, and it offers practical information to the workers or members. Such a Library is not generally open to the public. Usually it concentrates on a particular subject or subjects like Medicine, Law, Climate and Weather, Labor, and Art. A special Library may have few books, relying heavily instead on such materials as magazines, reports, and computer printouts. These enable the Library to keep up in fast-moving fields such as aerospace. National Libraries are the Super Libraries of the world, with upwards of 80 million books and other materials in the largest. Because a National Library serves the Government of a country, it’s a special Library. It’s also a research Library for Scholars. In addition, many national Libraries are public in that they are for the people of an entire country. Upon entering its 4th year of foundation, the Lyceum of the Philippines University Cavite Campus has a need for improvement of the campus facilities to continue giving a top class educational satisfaction that the students expect upon enrolling in this University. And one of the facilities that is most used and needed by the students is the University Library because it is the most resourceful place for them. The Library supports the needs of students for informational material such as books, periodicals, and other readable materials that can provide useful information for the students. And to support the growing population of this University, some improvements might be required for the University Library to make sure that it can satisfy all of the students and even the future students of this University. As of today, Lyceum of the Philippines University Cavite Campus is still in developmental stage of its Library services and facilities. We all know that our Library does not have enough space to support the facilities that is needed to accommodate all Lyceans. That is why we had decided to conduct a study to determine the satisfaction level of selected CITHM students on the Library services and facilities, and to help the Administration by giving useful information that can be used to improve the University Library. Together with the CITHM department, we would like to help the University Library to gain higher satisfaction rate from students who is using the Library facilities and services. Our goal is to assess the level of satisfaction of selected students from the CITHM department and to pin point some of the possible things that we can add to make sure that the University Library is satisfying the students of this University. On one hand, is assesses the students satisfaction over the quality of the University Library’s services and facilities. And on the other hand, there is also a need to check on some specific aspects that may be used as points of improvement for the Library services and facilities. In the process, this will help the University Library to enhance its services and facilities to become more flexible and dynamic that will suit the specific needs of different students while maintaining the rules and regulations of the University Library. STATEMENT OF THE PROBLEM The purpose of this study is to determine the Level of Satisfaction of Selected CITHM Students on the Library Services and Facilities. The following are some guide questions that can help us identify the possible improvements needed by the LPU-Cavite Library: †¢What is the Demographic Profile of the respondents in terms of: †¢Age †¢Gender †¢Course †¢What are the different facilities offered at the Library of LPU Cavite? †¢Do all students feel the comfort in staying inside the school Library for reading and searching materials? †¢Does the school Library provide easy access to different reading materials available whether books or on-line information? Do the school Library provides the students enough research materials that they need? †¢Does the school Library distributes books according to the courses or subjects equally? OBJECTIVES OF THE STUDY This study aims to identify the needs of students in using the school library. It focuses on the overall satisfaction that the University Library can provide to the students. The following are some specific objectives of the study: â⠂¬ ¢To find out if the LPU-Cavite Library has been satisfying the students by means of the facilities and services they offer. To identify possible improvements on the Library. SIGNIFICANCE OF THE STUDY This study seeks to help the University in improving the Library facilities and the services of LPU Cavite for the benefit of all the library users. It will be of most value to: †¢Professor – to provide them with enough teaching materials to aid instrument. †¢Alumni – to see the improvements of what they have researched about the LPU Cavite Library. †¢Future Researchers – to provide them other information and ideas in relation to their topic to be research. CONCEPTUAL FRAMEWORK Library Services Questionnaire/Survey and Facility Assessment for the students The diagram above shows how the study works. It shows where the information will come from by conducting survey, assessment by means of questionnaires to the target students about the Library services and Facility. The Data gathered will be use to identify the improvements needed by the Library. SCOPE AND LIMITATION The main focus of this study is to determine the Level of Satisfaction of Selected CITHM students on the library services and facilities. We also focus on â€Å"HOW? † CITHM students would be satisfied and â€Å"WHAT? † could the library do for the satisfaction of the CITHM students. Our research study time frame starts from JULY 2011 to OCTOBER 2011 and research study would be focusing at the LPU Cavite campus, with the respondents of selected CITHM and our data sources would also come from CITHM students, since we gather information from them. The research study would not be covering the library rules and regulations and some other things that tackle the Library safety and security.

Amethyst essays

Amethyst essays The name for the mineral amethyst comes from the Greek word amethustos which means not drunken. In the first century a famous Greek god wrote that amethyst was named for its color being nearly the same as the color of wine. Early Greeks believed that drinking wine from an amethyst cup would prevent intoxication, or getting drunk. Amethyst is a purple gemstone. Iron and manganese compounds or impurities cause this purple coloration. The purple color of amethyst is due to small amounts (approximately 40 parts per million) of iron (Fe4+) impurities at certain areas in the crystal structure of quartz. The difference between amethyst and citrine is only the Oxidation State of the iron impurities in the quartz. When heated, the iron impurities are reduced and the amethyst's purple color fades and becomes yellow to reddish-orange (citrine), green, or colorless depending on the area and the original oxidation state of the iron impurities currently and the amount and time of the heating. The amethystine color usually can come back by irradiation, which re-oxidizes the iron impurities. The process can be done in a laboratory, but not often and when done is very difficult to tell that the mineral is synthetic. The color can also come back by a natural process of decomposing of a nearby radioactive mineral. This is mostly a reversible process, but constant heating can change the distribution of the iron impurities at different sites within the quartz making it impossible to convert it back to amethyst by post irradiation. The heating process can occur naturally or synthetically. Its known to be one of the most valuable quartz stones and its also known to be high in price. Amethyst is readily available in all sizes and shapes. Amethyst is made out of crystalline quartz. Crystalline quartz is a dichroic crystal and if the quartz is heated it will change the color of the mineral into yellow, creating another gemstone or mineral called c...

Who Are Ghostwriters for Hire and Why Do You Need to Know That

Who Are Ghostwriters for Hire and Why Do You Need to Know That Who Are Ghostwriters for Hire and Why Do You Need to Know That? Ghostwriters for hire are professional writers who are there to help customers write something on their behalf. The way ghostwriting works is that the writer who is hired mirrors or mimics the writing style or voice of the client. This is usually done when a client sends over recordings of themselves speaking, interviews they gave, or papers they have published. Then the ghostwriter reviews all of that and produces a new report, essay, book, or any other form of writing as though they were the client. They write the content from the perspective of the client, in the voice of the client, and then the client publishes it as though they wrote it. The ghostwriters do not get any credit for the work they do. This type of service can be used by people who are pressed for time, unable or unwilling to write something themselves, or who lack the confidence to really write from the heart. That being said, ghostwriters can be hired by college students too for many tasks. They can: Work as Essay Writers too In fact, many writers have the flexibility and professionalism to help you write a great essay in your voice, because of the fact that ghostwriting uses the same skills. Write the Text for Your Future/Current Website When you start a website, whether for school or work purposes, you can turn to a ghostwriter to create all of the content you want to publish on the site and then you can credit it to yourself. Create White Papers for Your Future Company If you plan to start a company right out of school you can turn to a ghostwriter to craft a white paper for your future company, a business plan, or a marketing plan. Write an eBook for You on Any Topic You Want Ghostwriters can write an ebook on any topic students want, which means you can ask for a ghostwriter to give you an ebook covering creative writing, different citation methods, or research skills and then turn to that guide in the future. If there is something in your class with which you struggle, having a ghostwriter produce a short ebook on the subject will give you the background information you need. You might even be able to get a ghostwriter to produce an ebook on a topic you are going to write about for an upcoming essay, and then use the sources included in that ebook as a part of your research. Overall, ghostwriters are a great resource because of their natural ability to assume the voice and tone of someone else. They can do all of the research necessary to become familiar with someone’s way of speaking, their sentence structure, and how they often present ideas so that the finished product sounds just like something the client wrote. This is, again, perfect for students to keep as a resource both in school and beyond graduation.

Report Coursework Example | Topics and Well Written Essays - 1000 words - 3

Report - Coursework Example The period is deemed to be the duration taken for one complete oscillation. The frequency can be deemed to be the number of oscillations that the pendulum can make per unit time the inverse of which is the period i.e. f = 1/T. The amplitude is the longest distance that is traversed by the pendulum in reference to its equilibrium position. The displacement causes the exertion of force that tends to restore the pendulum to its equilibrium position (Nethercott & Walton 2013). The sum vector of the gravitational force of the mass of the pendulum (mg) and the tension force (T) shown in Figure 1. They constitute the restoring force whose magnitude depends on the displacement from the equilibrium position. Therefore, the restoring force F can be calculated as The negative sign is an indication that the restoring force is in the opposite direction of the displacement. For small amplitudes, ÃŽ ¸ is small and therefore ÃŽ ¸ can be used in place of sinÃŽ ¸. Therefore, the resulting equation is The aim of this experiment is to estimate the acceleration due to gravity using a pendulum. For purposes of this experiment, the independent variable is the length of the pendulum whereas the period is the dependent variable (Bolton and Bolton 2012). The table top stand with clamp was placed on a flat working surface. The string was then passed through the pendulum bob and knotted as appropriate to hold the bob in position. The string with the pendulum attached to one end was passed through the split cork, and the length of string adjusted to 0.85m before being clamped onto the retort stand. A Vernier calipers was used to measure the diameter. The length of the string was adjusted to about .8 m. Therefore, the length of the pendulum is l = ls + r .where r is the radius of the bob. The pendulum was then displaced approximately 5Â º from its equilibrium position and left to swing back and forth. The time taken for 6 complete oscillations was recorded

Point and Counterpoint Essay Example | Topics and Well Written Essays - 750 words

Point and Counterpoint - Essay Example Such a leader has the ability to influence others on a personal level and not just through exercising authority. Thus, great leaders are experts in their field, lead by example, are fair in their dealings, have a natural charisma, have good knowledge and insight, are good at communicating and influencing others. Leadership may therefore be defined â€Å"as the art of mobilizing others to want to struggle for shared aspirations† (Kouzes, 2002:30). It makes people â€Å"want to be part of the organization and not just work for the organization† (Covey, 2004:217). However, the nature of today’s globalisation also demands that leaders are not only adept in analytical and emotional intelligence but also in cultural intelligence. This is the leader’s â€Å"capability for successful adaptation to new cultural settings† (Earley, 2003) and the capability of influencing people of other cultures. These in turn requires a good â€Å"conceptual understanding of differences among cultures† (Wang, 2006), expertise in handling physical aspects of cultural differences such as greeting rituals, and emotional aspects such as appreciating the complex relationship dynamics in a diverse workforce. Global and multicultural organisations nowadays seek those who have good cultural intelligence. Whilst all the aforementioned qualities are perhaps universally accepted as essentials of good leadership, as Andrew Ma (2009) points out with respect to altruism, there can be important differences between cultures in the perception of leadership values. In a comparison of the Chinese concept of altruism based on Confucian teachings (ren) and the Western concept based on Christian teachings (agapao), the author notes, â€Å"the scope and nature of altruism is different in the two philosophies/religious traditions.† Whereas the Chinese value ‘graded love’ by loving their closer relations more dearly than others, Westerners (at least those who are more faithful to the Christian religion)

Timothy Treadwell Behavior Essay Example for Free

Timothy Treadwell Behavior Essay There’s a lot of awareness toward animal rights and animal cruelty in the United States, there are plenty of animal rights organizations that help us the public learn about what happens to animals when we don’t know or see. But some activist make the safety of animals their priority in life, even to the point to put them in danger to do what they think is correct. Timothy Treadwell, also known as Grizzly Man, did just that. Being a hardcore activist living with grizzlies in order to protect them from what he called â€Å"the evils of men†. According to Anthrozoologist like Hal Herzog, the author of â€Å"Some We Love, Some We Hate, Some We Eat†, Timothy Treadwell’s behavior can be explained by his past life struggles, his over love for bears, and his eagerness to take action. How does someone go from being an actor to a bear enthusiast? Treadwell’s occupation is stated as being an actor because that’s what he studied for, but it was something that he didn’t get lucky in and therefor became a frustrated actor. The truth about Treadwell is that before you found his â€Å"calling† he was a very lost and unhappy person, in some of his footage saying â€Å"Nobody friggin’ knew that there are times when my life has been on the precipice of death†. Treadwell after becoming alcoholic survived a near-fatal heroin overdose making him realize that he had to do something in his life that was meaningful and that’s where the grizzlies changed his life. Hal Herzog says â€Å"animal activism can give meaning and purpose to a person’s life† (Herzog 242), after hiding bottom Treadwell needed to figure out what else he had to do where he wouldn’t be judged, rejected, and ashamed by anyone. When Treadwell met his first bear, he found his calling, he found his meaning in life, he now knew what his purpose was and that was to live among the brown bears. Because of his past situations and disappointments, being alone in the wild with creatures that wouldn’t mind having him around and where curious about him made him feel safe. In the film Treadwell shares how he can’t wait to return to Alaska when he leaves, he enjoyed being out there because that was his safe zone in life away from all ‘evil’. That safe zone with the bears kept Treadwell at piece and gave him an identity, Hal Herzog giving an example of activist that are lost in the world and once they find something worth fighting for they find themselves and gain an identity. Treadwell’s identity was Grizzly Man, his identity gave him power and strength that helped him throughout the ears with living with bears for 13 summers. There’s a saying that states â€Å"love kills† and you could say that about Timothy Treadwell’s death, being attacked and eaten by the very animal that he love the most makes you wonder why anyone could pass logic and follow their heart. Throughout Werner Herzog’s film Treadwell shouts, cries, and expresses how much he loves grizzly bears, â€Å"I will die for these animals! I will die for these animals! I will die for these animals! † he said. Hal Herzog explains in a chapter that sometimes instead of following our heads we believe we should follow our hearts because that will lead us to happiness, â€Å"Our hearts are even more prone to error than our heads†(Herzog 260). Treadwell’s heart was bears and helping the bears, but because of the obsessive love he had turned into the willingness to go against his logic of living with wild animals. He believed that bears were his friends; he told them he loved them and even petted them, Treadwell didn’t care about anything else besides his friends in the wild whom he loved and was willing to die for them and did die because of one. His powering love that he had for these animals, the living things that had saved his life and brought so much happiness, was a reason why he decided to leave humans and life in solitude with bears. â€Å"I am the Lord’s humble servant. I am Allah’s disciple there has been an absolute miracle. It has rained 1. 65 inches of rain today† Treadwell said after a long drought affecting the animals. Treadwell’s love drove him to take action but his eagerness to go every summer and spend months alone, his ambition, desire, and anxiousness to be with bears was from his passion to return the favor. â€Å"The moral commitment of activists shows up in many different ways Sometimes the burden just gets too heavy† (Herzog 245), Treadwell felt like he owned his life to the bears that he had a commitment to them and was never to break it. After saving his internal and physical self he needed to protect them and he did as much as he could, he looked after the animals as if they were his family and when it got hard he just took it out on himself and never on the animals because Treadwell believed humans were the problem not the bears. Treadwell wanted to accomplish what no other person could do and that was to live within wild animals that had the strength to kill anyone, and his ambition drove him to take action, his love and commitment to the grizzly bears. Timothy Treadwell’s death was horrific and not shocking at all because most people did except that to happen, if you asked anyone what they thought of Treadwell decision to live with grizzlies they’d probably say he was crazy. But the truth is that he was crazy but crazy in love, in love with the animals that had given him a purpose in life and had saved him from his past. Timothy Treadwell didn’t want harm for anyone or for anything, he just wanted to express his gratitude and love to the animals that had changed his life forever.

Bankruptcy Essay -- essays research papers fc

Over the years, the process of declaring bankruptcy has become incredibly simple. Because of this change, the number of people declaring bankruptcy is at an all time high. Today, bankruptcy is a common thing among companies and individuals alike. The American bankruptcy law allows people to avoid paying their debts by offering the debtors a discharge without a harsh consequence. By not having repercussions for their actions, bankruptcy filers often plan future bankruptcies, allowing them to steal even more money from creditors with no punishment. There are 13 different chapters in the bankruptcy system with the principal chapters being 7,11, and 13. You can only file for bankruptcy under these three chapters, the others are there to explain how the system works. Under Chapter 7, a person’s debts are wiped away while under chapters 11 and 13, debts are frozen while the debtor figures out a way to repay them. The people filing Chapter 7 are stealing money from creditors who are trying to help them. It is one’s moral duty to pay back his debts and one should be disgraced and embarrassed if they borrowed money they cannot pay back. Over 1,400,000 people filed for bankruptcy in 1998 under Chapter 7, Chapter 11, and Chapter 13. 75% of them were under Chapter 7, leaving â€Å"retailers, bankers, and credit-card companies† with $40 billion in unpaid debts (Kopecki 5) (Pomykala 16). The use of different reforms could cut down on the number of Chapter 7 filings and put responsibility back on the debtor. Declaring Chapter 7 bankruptcy is ethically and morally wrong and through different reforms this current â€Å"right† would be considered a crime. Bankruptcy was slowly transformed through history from being a crime committed by debtors into a social welfare program. In the past, bankruptcy offenders were severely punished. â€Å"Before the mid-19th century, bankruptcy was a crime† (Pomykala 16). There were many ways to punish those who committed this heinous act. The Pennsylvania Bankruptcy Act of 1785 allowed the flogging of these offenders while their ear was nailed to a post and afterwards the ear was cut off. Similar to Hester Prynne’s punishment of wearing a scarlet â€Å"A† on her chest for â€Å"adulteryâ€Å", people who committed the act of bankruptcy were â€Å"branded on the thumb with a â€Å"T† for â€Å"thief† (Pomykala 17). Various punishments like these served as a warning to future violators. B... ...uer, and Robin Leonard. How to File for CHAPTER 7 BANKRUPTCY. Berkeley: Nolo 1999. Feltman, Peter. â€Å"Bankruptcy Bill Closer to Enactment.† Bankruptcy Debate Continues 12 Dec. 2001. . Hanson, Randall K., â€Å"A new chapter in bankruptcy reform.† Journal of Accountancy Feb. 1999. Irons, John S., â€Å"Private Debt: Two Views on Debt.† About.com 12 Dec 2001 Jasper, Margaret C., Bankruptcy Law for the Individual Debtor. New York: Oceana 1997. Kopecki, Dawn, †More American Debtors Turn to Chapters 7 & 13. (bankruptcy law makes discharging debt easy).† Insight on the News 22 Mar. 1999. Pearce, John A. II, Samuel A. DiLullo, â€Å"When a strategic plan includes bankruptcy.† Business Horizons Sept.-Oct. 1998. Pomykala, Joseph S., â€Å"BANKRUPTCY LAWS: The Need for Reform.† USA Today Nov. 1999 Pomykala, Joseph. BANKRUPTCY REFORM: Principals and Guidelines (Revised Edition) Regulation Vol. 20, No. 4, 1997. Warner, David, † Bills seek to slow bankruptcy filings. (Congress introduces legislation to make bankruptcy laws more strict).† Nation's Business Mar. 1999

Films by Pasolini Essay

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