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The theme is the heart of the movie. The theme is why people go to the movies. It is not because of the characters, story, plot, cinematography, or genre. All of these elements are regulated by the theme. They demonstrate how the theme is displayed, yet most people do not know or understand what the theme is when they go to see a movie and when they discuss the movie afterward.

The producer, who does the hiring and firing of employees and finds the money to make the movie, picks the theme. Once the producer picks the theme for a movie, he or she will hire a writer, to create the theme, and a director, to express the theme on film. Or, the producer can look through completed scripts to find a script that exemplifies his or her preferred theme.

By the end of the construction of the theme, the script will contain a story or action plus a plot. Both of these elements, combined, produce the character development, which yields or reflects the theme. Essentially, all aspects of the movie revert back to the theme.

The above elements of the story, plot, and character development give meaning to the theme. These elements, as well as being discussed with regard to the theme, will be discussed from different viewpoints in succeeding chapters.

The theme—or idea or premise—of a movie can be expressed in one sentence. It may seem unusual that the purpose of a multi-million-dollar movie project begins with one sentence, and it may seem unusual that, at the end of the project with the completed movie, it all boils down to one sentence, but it really does.

Which of the following statements about the theme of a movie are not correct?

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Many older faculty still pine for the good old days when they were students. Even in the 1960s, when the Robbins’ Commission recommended an expansion of universities in Britain, the Vice-Chancellors of the existing universities moaned ‘More means worse.’ However, for public universities, the Socratic ideal of a professor sharing their knowledge with a small group of devoted students under the linden tree no longer exists, except perhaps at graduate level, and is unlikely ever to return to public post-secondary institutions except perhaps in Britain, where the Cameron government seems to be dialling back the clock to the 1950s. The massification of higher education has, to the alarm of traditionalists, opened up the academy to the great unwashed. However, we have seen that this is being done as much for economic reasons as for social mobility.

The implications of these changes in the student body for university and college teaching are profound. At one time, German math professors used to pride themselves that only five to ten per cent of their students would succeed in their exams. The difficulty level was so high that only the very best passed. A tiny completion rate showed how rigorous their teaching was. It was the students’ responsibility, not the professors’, to reach the level required. That may still be the goal for top level research students, but we have seen that today universities and colleges have a somewhat different purpose, and that is to ensure, as far as possible, that as many students as possible leave university appropriately qualified for life in a knowledge-based society. We can’t afford to throw away the lives of 95 per cent of students, either ethically or economically. In any case, governments are increasingly using completion rates and degrees awarded as key performance indicators that influence funding.

Which of the following characterize the old days of university education?

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A roof garden can be distinguished from a green roof, although the two terms are often used interchangeably. The term roof garden is well suited to roof spaces that incorporate recreation, entertaining, and provide additional outdoor living space for the building's residents. It may include planters, plants, dining and lounging furniture, outdoor structures such as pergolas and sheds, and automated irrigation and lighting systems.

Although they may provide aesthetic and recreational benefits a green roof is not necessarily designed for this purpose. A green roof may not provide any recreational space and be constructed with an emphasis towards improving the insulation or improving the overall energy efficiency and reducing the cooling and heating costs within a building.

Green roofs may be extensive or intensive. The terms are used to describe the type of planting required. The panels that comprise a green roof are generally no more than a few inches up to a foot in depth, since weight is an important factor when covering an entire roof surface. The plants that go into a green roof are usually sedum or other shallow-rooted plants that will tolerate the hot, dry, windy conditions that prevail on most rooftop gardens. With a green roof, "the plants layer can shield off as much as 87% of solar radiation while a bare roof receives 100% direct exposure".

The planters on a roof garden may be designed for a variety of functions and vary greatly in depth to satisfy aesthetic and recreational purposes. These planters can hold a range of ornamental plants: anything from trees, shrubs, vines, or an assortment of flowers. As aesthetics and recreation are the priority, they may not provide the environmental and energy benefits of a green roof.

Which of the following is not a correct difference between a roof garden and a green roof?

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Before I start any writing in the classroom, I introduce a few concepts about the nature of nonfiction writing. Probably one of the most important things to note, and one of the first things I say to students, is that all writing in the class should be treated as public. This means that no writing should ever be considered for my eyes only. Each student should expect to share personal writing with classmates at some point.

This is important to note for a number of reasons. In treating every piece of writing as public, students become aware that they are talking about real people, the self included, and that they have an obligation to consider their writing and their audience carefully. This also helps students to become aware of what they are willing and not willing to explore when the interaction is more than the private back-and-forth with their teacher. It is an important first lesson in taking ownership of content and voice and considering a broader perspective, particularly one that is not giving them a grade.

Given the public nature of their writing for class, I emphasize that being mindful of feedback and commentary is very important, since all writing is about real people. I encourage students to be honest and specific in their feedback as readers and open and willing recipients of critique as writers. They need to make ethical choices about how they portray people, being mindful of the opinions of the subjects. This discussion sets a tone of respect and openness that will guide the rest of the course.

Which of the following is not a correct reason for why the instructor tell the students to treat every writing as public?

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However, there is a real danger in tying university, college and schools programs too closely to immediate labour market needs. Labour market demand can shift very rapidly, and in particular, in a knowledge-based society, it is impossible to judge what kinds of work, business or trades will emerge in the future. For instance, who would have predicted 20 years ago that one of the largest companies in the world in terms of stock market valuation would emerge from finding ways to rank people on beauty.

The focus on the skills needed in a digital age raises questions about the purpose of universities in particular, but also schools and two year community colleges to some extent. Is their purpose to provide ready-skilled employees for the work-force? Certainly the rapid expansion in higher education is largely driven by government, employers and parents wanting a work-force that is employable, competitive and if possible affluent. Indeed, preparing professional workers has always been one role for universities, which have a long tradition of training for the church, law and much later, government administration.

Secondly, focusing on the skills required for a knowledge-based society (often referred to as 21st century skills) merely reinforces the kind of learning, especially the development of intellectual skills, for which universities have taken great pride in the past. Indeed in this kind of labour market, it is critical to serve the learning needs of the individual rather than specific companies or employment sectors. To survive in the current labour market, learners need to be flexible and adaptable, and should be able to work just as much for themselves as for corporations that increasingly have a very short operational life. The challenge then is not re-purposing education, but making sure it meets that purpose more effectively.

Which of the following is not a true statement about the role of university education according to the passage?

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The study of families or kinship is essential to anthropology. Often the first thing an anthropologist does during fieldwork is start collecting information about families: who’s related to whom? How are they related—by birth or by marriage? Do marriage partners come from the same village or not? How do people set up residence after they are married? This information tells us a lot, not only about family structures, but also about how the larger society is organized, the economic obligations between people, and even how people acquire and maintain status in the larger society. Frequently there are religious and other traditions that explain and uphold ideals about kinship.

It is often assumed that in post-Industrial societies like the United States or Canada, kinship is less important than in the small-scale societies typically studied by anthropologists. Unlike people in traditional small-scale societies, most people in the United States or Canada are highly mobile; we often don’t live in the same town or city in which we grew up, much less the same area where our grandparents grew up. We are hard-pressed to identify distant cousins, or the generations of ancestors beyond our great-grandparents. But are ideas about kinship so different? Who is helping most students pay for college? Who do you look to when you need money? Who do you turn to if you are sick or feeling down and need emotional support? Despite distance, expense, and hassle, people go to great extremes to celebrate important days such as Thanksgiving, Christmas, Hanukkah, birthdays, and anniversaries with family members. In societies around the world, families provide economic and emotional support to its members.

Which of the following statements reflect author’s views about kinship in societies like United States and Canada?

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A transit map is a topological map or schematic diagram used to show the routes and stations in a public transport system. The main components are color-coded lines to indicate each line or service, with named icons to indicate stations. Maps may show only rapid transit or also include other modes of public transport. Transit maps can be found in transit vehicles, on platforms, elsewhere in stations, and in printed timetables. Maps help users understand the interconnections between different parts of the system; for example, they show the interchange stations where passengers can transfer between lines. Unlike conventional maps, transit maps are usually not geographically accurate, but emphasize the topological connections among the different stations. The graphic presentation may use straight lines and fixed angles, and often a fixed minimum distance between stations, to simplify the display of the transit network. Often this has the effect of compressing the distance between stations in the outer area of the system, and expanding distances between those close to the center.

Some systems assign unique alphanumeric codes to each of their stations to help commuters identify them, which briefly encodes information about the line it is on, and its position on the line. For example, on the Singapore MRT, Changi Airport MRT Station has the alphanumeric code CG2, indicating its position as the 2nd station on the Changi Airport branch of the East West Line. Interchange stations would have at least two codes, for example, Raffles Place MRT Station has two codes, NS26 and EW14, the 26th station on the North South Line and the 14th station on the East West Line.

Which of the following are not characteristics of a transit map?

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In order for the symptoms of withdrawal to occur, one must have first developed a form of drug dependence. This may occur as physical dependence, psychological dependence or both. Drug dependence develops from consuming one or more substances over a period of time. Dependence arises in a dose-dependent manner and produces withdrawal symptoms that vary with the type of drug that is consumed.

For example, prolonged use of an antidepressant medication is likely to cause a much different reaction when discontinued compared to discontinuation of an opioid, such as heroin. Withdrawal symptoms from opiates include anxiety, sweating, vomiting, and diarrhea. Alcohol withdrawal symptoms include irritability, fatigue, shaking, sweating, and nausea. Withdrawal from nicotine can cause irritability, fatigue, insomnia, headache, and difficulty concentrating. Many prescription and legal nonprescription substances can also cause withdrawal symptoms when individuals stop consuming them, even if they were taken as directed by a physician.

The route of administration, whether intravenous, intramuscular, oral or otherwise, can also play a role in determining the severity of withdrawal symptoms. There are different stages of withdrawal as well; generally, a person will start to feel bad, progress to feeling worse, hit a plateau, and then the symptoms begin to dissipate. However, withdrawal from certain drugs can be fatal. The term "cold turkey" is used to describe the sudden cessation use of a substance and the ensuing physiologic manifestations.

Which of the following is not true about the symptoms of withdrawal?

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“Music” is one of the most difficult terms to define, partially because beliefs about music have changed dramatically over time just in Western culture alone. If we look at music in different parts of the world, we find even more variations and ideas about what music is. Definitions range from practical and theoretical to quite philosophical (according to philosopher Jacques Attali, music is a sonoric event between noise and silence, and according to Heidegger, music is something in which truth has set itself to work). There are also the social aspects of music to consider. Some theorists even believe that there can be no universal definition of music because it is so culturally specific.

Although we may find it hard to imagine, many cultures, such as those found in the countries of Africa or among some indigenous groups, don’t have a word for music. Instead, the relationship of music and dance to everyday life is so close that the people have no need to conceptually separate the two. According to the ethnomusicologist Bruno Nettl, some North American Indian languages have no word for “music” as distinct from the word “song.” Flute melodies too are labeled as “songs.” The Hausa people of Nigeria have an extraordinarily rich vocabulary for discourse about music, but no single word for music. The Basongye of Zaire have a broad conception of what music is, but no corresponding term. To the Basongye, music is a purely and specifically human product. The Kpelle people of Liberia have one word, “sang,” to describe a movement that is danced well. Some cultures favor certain aspects of music. Indian classical music, for example, does not contain harmony, but only the three textures of a melody, rhythm, and a drone.

Why is it difficult to define music?

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We are used to thinking of the goliaths of the Internet age, such as Google, Amazon, and eBay, as unassailable leaders in their fields, but Chinese upstart Alibaba.com showed that eBay, for one, could be beaten to a massive opportunity, given a careful focus.

From the most humble resources—just $60,000 in capital and 18 poorly paid colleagues—the founder, Jack Ma, laid out a vision for what Alibaba could become. Although highly speculative, the vision was sufficiently promising to attract venture funding and some big-name advisers to his board.

The business focused on helping smaller Chinese firms that wanted to grow business globally but found existing options to be too expensive. The key proposition was to connect such companies to similarly small and midsized buyers around the world. In spite of the apparent potential and easier access to larger firms, Alibaba maintained this focus on small and medium-size enterprises (SMEs). It also stuck to offering the simple service of connecting buyers and sellers rather than getting involved in other complementary activities.

A critical issue right at the start was to get sellers and buyers to sign up. Not only did this mean offering the core service at no charge but also dealing with the fear of technology among this segment of target users by making the Web site ultrasimple to use. In 2000, the company started selling advertising space and research reports on its sellers, but revenues were still tiny, at just $1 million, and no profits were being made.

In 2001, Alibaba started charging for its services, though still at a low rate of $3,000 per year. However, by this time the service’s visibility and reputation were so strong that membership kept on climbing, passing the 1 million mark in 2002.

Which of the following contributed to the success of Alibaba?