Computer Use and Copyright Policies and Regulations Research Paper

Computer Use and Copyright Policies and Regulations - Research Paper Example Every single organization, educational institutes and businesses using computers has introduced certain policies and regulatory measures to keep the computer usage under control. The computer usage policy ideally defines certain goals and principals of the organization with respect to the computer systems. The basic principles that the policies are based upon are essentially the beliefs of the organisation like ethics, morality, values and philosophy. Generally every organization has a written set of rules also known as the Acceptable Usage Policy (AUP). These form a core part of the information technology security procedures and define what a user must do or not. It also in clear and concise manner defines the penalties that might be implemented if a user does not comply with the rules. Regular audits within the organizations ensure the compliance of the AUPs. The most important segment in every AUP is the code of conduct that regulates and controls the behaviour of a user while at work. It defines how one should conduct oneself while using the internet, permissible languages, prevent activities that might cause harm to the organization or any colleague, and ensure that there is complete data security and privacy. (Office of Information Technology, 2010). The AUP also defines the consequences that one might face incase the policies are violated or not adhered to. Non-compliance to the policies can lead to termination, suspension, or dismissal from educational institutes. There is another important factor apart from the computer usage policy that is relevant to most organizations and educational institutes; that being the copyright policy. Copyright is defined as exclusive rights granted by the Government to the creator or builder of something original and unique. (Quarterman, 1986). It prohibits anyone else from copying, imitating or using the contents for any other purpose, other than for what it was created or conceived. Organizations and institutes using co mputer technology incorporate the copyright policy as well to protect their work, study material, thesis etc. It is the user’s responsibility to ensure that they comply with the copyright laws and restrictions while using resources on the internet, journals or accessing databases. The copyright policy prohibits users from making copies of copyrighted material or software, non-compliance of which can lead to fatal outcomes. Both policies are equally important in any organization or educational institutes to maintain sanctity of work and data privacy, while permitting the employees and students to perform their duties properly. Institutes incorporating Computer Usage Policy American University (AU) established at Washington in the early 18th century remains a prestigious university. Moving along with changing time and period, it has ensured it remained in sync with the modern technologies and along with everything else, has incorporated the computer usage policy. The policy res tricts individuals from accessing any account, file or software that they don’t have the authorization for. All staff and students are given network access privileges, with unique access codes, that allow them to access all resources like the library, research materials, systems, networks and registered software’

I need a professional CV and cover letter Essay Example | Topics and Well Written Essays - 750 words

I need a professional CV and cover letter - Essay Example time I have spent living in different places around the world, resulting in the invaluable work and personal experiences which I have had, I have been researching companies of interest that I feel would be a good fit for my professional interests. With my strong language skills in both English as well as Arabic and the working knowledge that I have of conversing in French, I am confident that these skills, along with my background in; sales, journalism, and theater work, that I have amassed a solid level of experience that would be of great benefit to the workplace. I realize you will need to know a bit more about me in order to consider me as suitable candidate; for this reason, I have enclosed my resume for your review as the first step in the application process. I trust you will find my early experience to be a strong indicator of what I would contribute as a skilled, hardworking addition to your work

Effect of Positive Emotions Induced by Music

Effect of Positive Emotions Induced by Music Do positive emotions induced by music broaden thought-action repertoires? Music has the potential to communicate emotions, and this presence can be considered to be part of our everyday experience. Music psychologist believes that it has the capability to invoke specific emotions when listeners tune in to a specific type of music. For example, a faster toned and pitch music will indicate a lighter and happier mood, whereas a slow tone and pitch will indicate a sad emotion. On the scale of mood, Fredrickson’s broaden-and-build theory suggests that positive emotions builds up our thought-action repertoire, explains that we should harness positive emotions into our daily lives in effort to enhance our coping skills. The fusion of music with the broaden-and-build theory is an attempt to prove that positive emotions do indeed broaden our momentary thought-action repertoire as proven in Fredrickson’s theory, but on a different scale. Such fusion can be proven to be worth of research as music exists in our everyday lives and if we incorporate and fo ster positive emotions into individual’s daily lives, most, if not everyone, would have increased thought-action repertoire, which would then lead to better coping skills in situations. The broaden-and-build theory suggests the function of a subset of positive emotions such as joy, love and contentment. Fredrickson (2004) proposed that positive emotions produce optimal functioning over time, which includes psychological well-being, as well as physical well-being. These positive emotions, where individuals experience joy, which in turn creates the urge to play, or interactions with a stranger which will in turn create a supportive relationship, will broaden an individual’s thought-action repertoire. This broaden mindset is in contrast with negative emotions, where it prompts immediate and narrow action tendencies such as fight or flight. Fredrickson also proposed that with broadening of an individual’s thought-action repertoire, it would in turn create and build into the individual’s personal resources, and these personal resources are thought to be long term which can help individuals cope with situations in future. For the support of her theori es, Fredrickson reviewed some of other researchers who worked on the effects of positive affect and cognition and pointed out that Kahn and Isen (1993) found that individuals experiencing positive affect report having increased preference for variety and accept a broader array of behavioural options. Subsequently, Ashby, Isen, and Turken (1999) found that positive affect produces effects linked to increases in brain dopamine levels, particularly in the prefrontal cortex and anterior cingulate, which are thought to underlie better cognitive performance. However, Isen’s work did not target specific positive emotions or thought-action repertoires per se, but it provides the strongest evidence that positive affect broadens cognition. As Fredrickson builds up on her theory which eventually became the broaden-and-build theory, Fredrickson and Joiner (2002) propose that positive emotions will elicit an upward spiral in the direction of enhanced emotional well-being. They assessed their prediction by testing whether positive affect and broad-minded coping reciprocally and prospectively predict one another. They made a conclusion that positive affect from a particular time will lead to enhancement of broad-minded coping at a later stipulated timing, and vice versa. It was also mentioned that positive affect at one particular time is able to predict the positive affect at a later time when changes in the broad-minded coping were controlled, and vice versa. Hence, it can be said that from this particular review, it has been found that positive affect and broad-minded coping are correlated and they mutually build on one another. However, later studies done by researchers such as Nickerson (2007) suggested that Fredrickso n and Joiner (2002)’s analysis tested within-occasion, across persons hypotheses, which are incoherent with Fredrickson’s broaden-and-build theory of emotions that is within person, across occasions. Nickerson changed their hypotheses so that the edited hypotheses would align with the broaden-and-build theory, in which Fredrickson subsequently tested the momentary broaden hypothesis, in which the efficacy was proven. Fredrickson (2005) made use of a Twenty Statement Test as a measure of thought-action repertoire when her participants were randomly assigned and exposed to videos which will induce a specific emotion. For example, participant A would be exposed to a video of some penguins, which would supposedly elicit the amusement emotion. The participant would then be required to fill in the Twenty Statement Test in which a higher number of statements filled in would indicate a larger thought-action repertoire, and this finding was consistent with their hypotheses. On another scale, Fredrickson conducted a qualitative analysis using the same data collected, and classified the responses collected from the participants into some categories. They found similar findings, for example, participants who viewed the amusement video are reported to have more frequent urges to play, have positive feelings or thoughts, and fewer urges to sleep or rest. Thus, the data presented by Fredrickson support 2 central aspects of the broaden hypothesis positive emotion broadens thought-action repertoires, as well as broadening effects emerge for 2 distinct types of positive emotion, namely amusement and contentment. Music can be thought to be a powerful tool in inducing specific mood states (Marin and Bhattacharya, 2010), and these moods refer to the states which feature a lower intensity than emotions, and this state tend to last much longer than emotions; these emotions denote the affective response that generally encompass some subcomponents – action tendency, as well as regulation. Although it is believed that there could be some correspondence between music induced emotion and mood, the two distinctions can be said as: music induced emotions are short lived, whereas music induced mood generally last longer. Various psychophysiological and psychological experiments such as emotion perception to emotion experiences have been proven by Thomas Baumgartner, Michaela Esslen, Lutz Ja ¨ncke (2006), where it was elucidated by their psychometric results that emotions can be evoked by pictures and classical music. There are a large number of empirical studies that reveal systematic relationsh ips between musical structures and emotional responses (Gabrielsson Lindstro ¨m, 2010). Lundqvist, Carlsson, Hilmersson and Juslin (2009) concluded in their study that self-composed music is effective in inducing specific emotions. For example, they explained that for a happy emotion to be induced, the happy music needs to feature fast tempo, high sound level, and major mode, while the sad music featuring slow tempo, low sound level, and minor mode. This was also proven in their research, as well as previous works, which gives the conclusion that music is able to produce specific emotions without contamination. Hence, it is of interest to study the interaction between how music is capable of inducing the emotions as required, and how the induced emotion can help in enhancing an individual’s coping skills, as well as building up their personal resources. The nature of the study is discovering whether positive emotions induced by music will broaden thought-action repertoire in a sample of Singaporean participants. The rationale of the hypothesis is to find out if the differences of cultures may pose a significant contributor to the difference in thought-action repertoire. Secondly, inspection can be done to see if cross-cultural differences may produce different results as compared to what Fredrickson originally done in her study, and lastly, findings may have possible implications of music to enhance psychological and physical well-being. Thus, the first hypothesis is that positive emotions will broaden momentary thought-action repertoire. Secondly, the emotion experienced in amusement will broaden momentary thought-action repertoire to a greater extent when compared to contentment. The third hypothesis is that negative emotions will narrow thought-action repertoire, and the last hypothesis is that object-focused negative emotions (e .g. anger) will narrow momentary thought-action repertoire to a greater extent when compared to object-less negative emotions (e.g. anxiety). This study is considered to be an advance over previous works; in the original broaden-and-build theory, Fredrickson made use of videos to induce emotions, and for modifications, the new experiment will use audio materials, which consists of self-composed audio clips; the rationale here is to identify if the usage of video and music clips will yield the same kind of findings. Additionally, two additional steps will be administered; before starting the experiment (measuring skin conductance level), and at the end of the experiment (performing relaxation techniques on participants). The first step ensures that each participant is at neutral emotional state (baseline) before we induce a particular emotion with the music clip. The second step ensures the momentary emotional well-being of participants as they do not leave the experiment with induce d emotions, but with neutral emotions (baseline). Method Participants 100 university students enrolled in an introductory psychology course received course credit for their participation. Only students who spoke English as their first language were eligible to participate. Some ethical issues to be considered are the initial screening before participation. It is required that the participants are mentally healthy, and it is essential to exclude those with history of mental and physical illnesses because of the emotional manipulation involved in the experiment; the confidentiality of the information provided by the participants will be ensured. Another ethical issue is that of informed consent: Participants will be informed of experimental procedure, the materials that will be used, and the rights to withdraw before the start of experiment; they also have the option of counselling services and exit interview at point of withdrawal. Questions from participants will be answered at all times of experiment. Finally, participants can be sure that their answe rs remain anonymous as the forms and tests that they filled in during the experiment do not require them to fill in their names, as well as undergoing a debrief of the original intent of the research. Design The nature of this research is considered to be a quasi-experiment, where the independent variable (IV) is emotions, which are induced by the respective music clips (Amusement, contentment, anger, anxiety, neutral), and the dependent variable (DV) is the thought-action repertoire, in which will be measured via two methods: quantitative and qualitative. Materials Participants will be selected at random to be exposed to audio clips which are intended to induce emotions. The audio clips that are exposed to the participants are: Amusement, contentment, anger, anxiety, as well as neutral. Skin conductance level (SCL). To ensure that the participants will not contaminate the data being collected, the SCL will be used to ensure that the participants will start off the experiment in a neutral state. This is done by attaching a node onto the participants’ hands, followed by measuring the skin resistance, which will be varied with the state of the sweat glands on the skin of their hands. Emotion Report Form. Ekman, Friesen, and Ancoli (1980) made use of the emotion report form to identify and test if the emotions induced by the experimenter are successfully manipulated by music clips. This is done by participants giving a rating of emotions felt on a Likert scale. Participants who rated the greatest amount felt of the emotions above on a 9-point Likert scale (0 = none, 8 = a great deal). Twenty Statements Test. Kuhn and McPartland (1954) constructed the Twenty Statements Test to measure the thought-action repertoire of individuals after they are exposed to audio clips. They are required to fill in 20 blank lines which began with â€Å"I would like to†¦Ã¢â‚¬  to their greatest extent possible after listening to the audio clip. A higher score is thought to indicate a larger thought-action repertoire. Procedure Before the participants begin the official experiment, they would be required to be put under the SCL test, which is to ensure that they start off the experiment on a neutral state. Participants would then be randomly exposed to one particular audio clip which elicits a single emotion, i.e. a faster tone and pitch audio clip would indicate the participants listening to a happy music. The next step would require the participants to describe the strongest emotion that they felt in a few words, and subsequently asked to complete the Twenty Statements Test. Before the participants finish the experiment, they would be required to complete the Emotion Report Form so that there is consistency in their emotions felt and the emotions written down onto the Twenty Statements Test. Lastly, participants would be given a mandatory relaxation session so that they can fall back to their baseline (neutral state). Results Statistical analysis can be done on various scales, which includes quantitative level, as well as qualitative level. For the quantitative level, analysis can be done for the self-reported emotions from the Emotion Report Form, where a 1-way ANOVA and Tukey pairwise comparisons to test if music clips altered emotional experiences as intended. Positive emotion music groups/Negative emotion music groups will be compared with neutral emotion music group to produce a less ambiguous result. Secondly, a 1-way ANOVA and Tukey pairwise comparisons can be conducted for the number of responses from Twenty Statements Test, and for the group differences in repertoire size, a 5 x 2 ANOVA, where the 5 groups are the audio clips exposed, and the two groups are the culture, which in this case is the Singaporean Culture compared with Foreign culture. On the qualitative level, analysis can be done via coding, where participants who responded in a certain manner will be classified into a category, and f or each participant, proportion scores for each activity was determined by dividing the tally for that activity by the total number of statements the participant generated. Discussion The expected results are that all hypotheses proposed are significant, that is to say that positive emotion will broaden momentary thought-action repertoire, and the amusement emotion will broaden momentary thought action repertoire to a greater degree when compared to contentment. Some of the limitations include the possibility of the individual’s desire to be socially desirable may cause contamination of the data as participants may not write their intended behaviours or thoughts as per the emotions they experience in the music clips. For instance, an individual may not write that he or she will hit someone even though he or she wants to. Future researchers can look into exploring the usage of recording the participants’ response instead of doing the Twenty Statements Test, as there is a possibility of identifying the emotions of the participants through the way they speak.

The Brave New World Essay -- Literary Analysis

Literature – as any bookworm will say – is not simply the art of writing. Literature is the Rembrandt of storytelling, the Einstein of language and the Clint Eastwood of action. Literature is not simply a story: literature is a great story. One of the most potent traits of great literature is applicability to the life of the reader. This quality is what sets Brave New World ¬ by Aldus Huxley apart from many others: applicability to human society – in the past, the present and the future. A great writer may write the perfect story, exhibiting pristine grammar, vocabulary and writing mechanics, however that story may not be literature. The title â€Å"literature† is awarded only to a select few stories, one of which is Brave New World by Aldus Huxley. The ingenious omniscient, neutral narrator allows the reader a view from each character’s perspective. Huxley’s ingenious command of the English language and futuristic insight make Brave New World a true piece of literature. In Brave New World ¬ Huxley uses the dystopic society to show many dysfunctions and hypocrisies present within every era from the 1930’s to the present. The use of genetic engineering, the social class system and the religious system in Brave New World ¬ reflect many issues in today’s society – eighty years after Brave New World was first published. Huxley’s predictions about the future, and how modern society can learn from Huxley’s eighty-year-old visions in the novel Brave New World by Aldus Huxley is a contributing factor why Brave New World is a masterpiece of literature. In recent years man’s knowledge of the biological processes of life has grown at a staggering rate. In 1856 an Austrain monk and scientist, Gregor Mendel, became enthralled with the new study... ...n distress she always has Soma to turn to. From an external perspective Lenina appears to have little control of the world around her, due to her addiction to Soma. The great question posed by Aldus Huxley is this: who is closer to self-actualization, John the Savage or Lenina Crowne? Works Cited American Public Media. Public Radio Works. APM, 2012. Web. 25 Mar. 2012. "Deciphering the Code." Microbiology Procedure. Web. 13 Apr. 2011. "History of GMOS." American RadioWorks from American Public Media. Web. 17 Apr. 2011. Huxley, Aldus. Brave New World. New York: HarperCollins, 2006. Print â€Å"Ian Pavlov.† Pbs.org. Public Broadcasting Service, n.d. Web. 25 Apr. 2012. Lautenheiser, Mindy. Ian Pavlov. Muskingham University, 1999. Web. 25 Apr. 2012 Parent, Richard. â€Å"Genetic Engineering.† Milford High School. Milford, New Hampshire. 1 Nov. 2011. Lecture.

A World Lit Only by Fire

A World Lit Only By Fire, a magnificent book written by William Manchester transform the way people saw the medieval and the renaissance times. He portraits a very vivid image of that time opening our eyes to what really happen to the people who lived that era. The book is divided into three parts: The Medieval Mind, The Shattering and the last part, One Man Alone. The first part of the book introduce us to a new perspective and understanding of what the author believe, thanks to his investigations, form and mold the medieval mind.The society of this time was one of indifference toward others, corruption, violence, and cruelty. Men of the church were blind by the power the Holy See gave them, and by the name of that same church, the one that was supposed to protect the interest of all the faithful Christian, was the one that cause thousands of innocent deaths. When you read things like this you think that it can’t get worse, but when you keep reading you realize that not even the sins where taken seriously and that corruption was worse than we thought but, the worst part of the situation were the diseases.Education was so ignored by the people that at some point as the people infected with the diseases try to reach for a doctor or a person that can cure them they find themselves without a good treatment just because the ignorance led them to became an illiterate society with a seriously lack of ethics, moral but more important, the base of success, the education.At the end of this part Manchester set very clearly that this society was so insignificant, they were like stock in time, fighting the impossible, the change, a revolution toward a new time fill with amazing thinkers and discoveries but with the same or worse characteristic that define this era, corruption and injustice. This new beginning is the Renaissance. With the re birth of an era the author begins the second part of the book The Shattering.Manchester goes more deeply in the corruption of t he church and the new intellectuals that emerged to expose to the world their ideas of what in their perspective was for example the way to obtain salvation. For example we have Erasmus and Martin Luther, two extraordinary humanists that fought basically against â€Å"The Invincible† the Catholic Church. Both of them spread their ideas of salvation and faith but at the same time they reveal the mistakes and corruption committed by church officials.The Church of that time was sick with the power it have. Especially, the one sick with this power was the head master, The Pope. He was the first to commit mortal sins like murders and incest. Thanks to all the corruption and indifference from the church, the faith of the fellows toward them began to decrease rapidly causing the church to lose a lot of the power they loved so much. The renaissance was an era of change, fighting, and unexpected discoveries made by extraordinary people.This lead us to the final part of the book, One M an Alone, basically concentrated in the trajectory, discoveries, and life of Ferdinand Magellan. He and his voyages will change completely and irrevocably the world as they know it. William Manchester as hi let us know in the note at the beginning of the book almost all of his sources are secondary. Most of these sources are documents and studies about the medieval and renaissance time, but he also uses some primary sources like Life on a Medieval Barony by William Stearns Davis.He pictures the medieval community and experiences very clearly. Another source Manchester uses is works from Dr. Timothy Joyner and James Boyden, both work help the author complete this book with real facts from historians who studied very deeply the medieval and renaissance era. In my honest opinion this is not the type of reading I actually expect to be reading in school. I was expecting something more monotonous, but never expect to find this reading so interesting.Maybe is the fact that most of the them es treated in the book are not new to me. Being this my first time reading from William Manchester I can really say I love his works but I can really tell that if all his books are like this one I will certainly enjoy them. A World Lit Only By Fire has opened the eyes of every single person that read it to the reality of that time it actually make me feel like I was living in that monstrous time but it was a really great experience.However this book is not for everybody the people how read it have to be open mind to the past and most important they have to know how interpret the point of view and critics of the author. Finally William Manchester is a great writer; he knows how to balance between his critics, point of view, and the reality of the facts. Reading this brightening book was worth my summer time and I hope that the books I will be assigned to read in the future are as good as this one.

An Analysis of the Contemporary Hollywood Film The Avengers Essay

In this analysis of The Avengers, a recent Marvel’s superhero blockbuster, we will be discussing a few of this films’ film narratives that are representative of contemporary Hollywood film. The Avengers is a 2012 American superhero film that was produced by Marvel Studios and distributed by Walt Disney Studios Motion Pictures. It is based on the Marvel Comics superhero team of the same name. The Avengers is the sixth installment in the Marvel Cinematic Universe. The film is directed by Joss Whedon and features an ensemble cast that includes Robert Downey Jr., Chris Evans, Mark Ruffalo, Chris Hemsworth, Scarlett Johansson, Jeremy Renner, Tom Hiddleston, Clark Gregg, Cobie Smulders, Stellan Skarsgà ¥rd and Samuel L. Jackson (Neumaier). In the film, Nick Fury, the director of the peacekeeping organization S.H.I.E.L.D., recruits Iron Man, Captain America, the Hulk, and Thor to form a team that must stop Thor’s adoptive brother Loki from defeating Earth in an alien invasion with the aid of a mystical alien cube weapon known as the tesseract. The team has to learn to work out their problems, both personal and within the group, and band together and save the world, which proves to be extremely difficult as the movie progresses. In this analysis of The Avengers I will be discussing the following film narratives of star actors; character driven stories; how the film takes place in a known, quintessential, American, real world setting; and how the film follows a specific genre formula. â€Å"For all the many strengths of â€Å"The Avengers,† there’s one important element that writer-director Joss Whedon can’t take credit for: the casting. Of the main characters, only one, Mark Ruffalo as Bruce Banner/The Hulk, hasn’t appeared in one of the previous five Marvel movies that have led to this point. Of course, for the most part, it’s to be expected: while there are a few newcomers in the mix, the principle cast have close to a century of experience in the movies between them, and countless great performances in their back catalogs† (Scott). The film narrative of star actors is a very prominent aspect in this movie. The Avengers is a movie with one of the biggest collections of star actors since the beginning of the contemporary Hollywood cinema era. Every main character  in this film can be and is considered a star actor. From Robert Downey Jr. who plays Iron Man, the rich, playboy, genius, to Scarlett Johansson who plays as The Black widow, a special ops spy, to Samuel L. Jackson, who plays as Dr. Nick Fury, the leader of the team. In a movie like this, having star actors is a crucial factor in the films success. By having these star actors in The Avengers, they achieved the fan bases of each individual actor on top of the fan base already revolving around the story line and the comics. Because of this, The Avengers has the third highest worldwide grosses made so far, coming in at $1,511,757,910 (Marvel’s). The only reason that this movie was such a success was due to it being a very character driven story. Each individual character had their own input in how the storyline progressed. They are all connected, yet also independent throughout the movie. In the beginning of this film the director made sure to focus on each individual character before intertwining them all. Due to Loki stealing the tesseract, Dr. Fury decides that its time to enact the Avengers program. So Phil contacts Natasha, aka The Black Widow, while she is working undercover, which introduces us to her character and some background information about her. He sends her to go find The Hulk in India, where he’s been hiding out, so that she can â€Å"recruit† him. This then introduces us to his story and starts the intertwinement between the individual characters. The next hero to be introduced is Captain America. Dr. Fury himself goes to â€Å"recruit† the captain and we are shown a preview of where he’s from and some of his backstory. The next character to be initiated is Tony Stark, aka Iron Man, and my personal favorite. The scene starts of with him and his girlfriend Pepper opening up the Stark tower with clean energy, when Phil comes to recruit him as well. All of the Hero’s, except for Thor, are introduced to each other when Loki attacks a crowd in Germany and they defeat and capture him. On the plane ride back to base, Thor captures Loki from the rest of the team, introducing his character and the relationship and background between the two brothers. The beginning of the movie is only one of the many examples of how this film is a character driven story. It goes into much further detail and continues to intertwine even more as the movie progresses. The next film narrative that was represented in The Avengers was how the film takes place in a known, quintessential, American, real world setting.  Ever since September 11th 2001, Hollywood has been portraying the United States being attacked again in many of their films, whether by terrorists or by alien invaders like in this movie. â€Å"These movies are reflecting a need to look back at why these other events started, to show American history in a more heroic light when it looks quite dark now† (Sà ¡nchez-Escalonilla). The last quarter of this movie is based in Manhattan, New York, one of the same cities as the 9/11 attacks. It revolves around an alien invasion destroying the city and killing hundreds of people, which can be representative of the 9/11 attacks. By the end of the movie, the Avengers, and specifically Iron man, save the city from both the alien attack and also from our own country bombing it with a nuke by guiding the nuke into space and destroying the invading alien army. Many people believe that these ending scenes are representative of the statement above how â€Å"American History is shown in a more heroic light† (Sà ¡nchez-Escalonilla), due to the heroic actions of the Avengers and the countless lives that they saved by protecting the city and eliminating the alien invaders. The last film narrative that I noticed in The Avengers was that this film follows a very specific genre formula of a classic, action filled Superhero movie. â€Å"Marvel’s The Avengers is awesomeness squared. It’s the apotheosis of the modern age of comic-book superhero movie, the epitome of everything that Iron Man, Hulk, Captain America and Thor were and were trying to be† (Greydanus). The Avengers is the first movie to combine all of the different Marvel’s Comic’s superheroes into one intense, action packed film. This movie was so well thought-out and planned that certain characters were mentioned and even appeared in other hero’s movies and at the end of each specific hero’s movie, there was a scene that connected them all to The Avengers. This movie is one of a kind and redefines the genre of the â€Å"superhero† film. â€Å"The Avengers makes superhero movies new again† (Neumaier). In conclusion, this film is a great representation of the contemporary Hollywood film of our time. The Avengers symbolizes all of the best film narratives of our era, such as Star Actors, like Robert Downey Jr., character driven stories, how the film takes place in a known, quintessential, American, real world setting, like New York, and how the film follows a specific genre formula of being a â€Å"Superhero movie.† This film is going to be considered a classic and a twenty-first century treasure, in the same way that Singing in the Rain, The Godfather, Grease  and The Wizard of Oz are considered of their film eras. Works Cited GREYDANUS, STEVEN D. â€Å"‘The Avengers’ Takes the Superhero Genre to Whole New Level.† NCRegister. EWTN News, n.d. Print. 08 May 2013. â€Å"Marvel’s The Avengers (2012) – Box Office Mojo.† Marvel’s The Avengers (2012) – Box Office Mojo. N.p., n.d. Web. 07 May 2013. . Neumaier, Joe. â€Å"Movie Review: ‘The Avengers'† Daily News [New York] 30 Apr. 2012: 16-17. Print. 08 May 2013. Sà ¡nchez-Escalonilla, Antonio. â€Å"Hollywood And The Rhetoric Of Panic: The Popular Genres Of Action And Fantasy In The Wake Of The 9/11 Attacks.† Journal Of Popular Film & Television 38.1 (2010): 10-20. Print. 08 May 2013. Scott, A. O. â€Å"Robert Downey Jr. in ‘The Avengers,’ Directed by Joss Whedon.† NYTimes.com. New York Times, 03 May 2012. Web. 07 May 2013. .