How the Relation of the Camera to the Real is Problematized in The Thin

How the Relation of the Camera to the Real is Problematized in â€Å"The Thin Blue Line† and â€Å"Yuki Yukite Shingun† Documentary films can include every type of discourse about the real world. The accomplishments of nonfiction film are derived from more than the stereotypical edited interview segment, and recently have been a totality that is useful as much for showing reality as it is for expressing the creative visions of its director. It is possible for the most extrinsic implications to be presented in a way that reflects individual systemics and personal expression. The innovation of a nonfiction work can legitimize many techniques that were previously unused and will ultimately provide countless new ways of exploring social and historical issues. The examination of these issues using different visual styles leads to the methodical questioning of the degree of truth that surrounds each individual style. For nonfiction cinema, the epistemological virtue exists within the relation of what is filmed and what truly is real. In an inspection of The Thin Blue Line and Yuki Yukite Shingun, the relation between the camera and the real is problematized by both films’ intentional reversal of presentational truths, the awareness of the camera, the staging or reenacting of real events with actors, and the addition of graphical or aural stylistic elements. The Thin Blue Line was directed by Errol Morris in 1988. It is the retelling of a story of two men that meet by chance in Dallas, one of whom later kills a police officer. The facts are chronicled through a series of interview segments and supplemented by various reenactments, striking visual images, and a repetitive, captivating musical accompaniment. The images presen... ...ing of real events with actors, and the addition of graphical or aural stylistic elements. As presented in The Thin Blue Line and Yuki Yukite Shingun, these elements are important to the originality of their overall films and have the effect of problematizing the relation between the camera and what is real. Sources Cited Bruzzi, Stella. New Documentary: A Critical Introduction. New York, NY: Routledge Publishing, 2000. MacDonald, Scott. A Critical Cinema 3: Interviews with Independent Filmmakers. Los Angeles, CA: University of California Press, 1998. Plantinga, Carl R. Rhetoric and Representation in Nonfiction Film. Cambridge, UK: Cambridge University Press, 1997. Renov, Michael. Theorizing Documentary. New York, NY: Routledge Publishing, 1993. Ruoff, Kenneth. Filming at the Margins: The Documentaries of Hara Kazuo. Iconics 16 (Spring 1993): 115-126.

The Story of Evolution as a Utopia and the Evolution of the Story of Utopia :: Theory of Evolution Utopia Essays

The Story of Evolution as a Utopia and the Evolution of the Story of Utopia In my first semester I had the college seminar that focused on the idea of Utopia in fiction, politics, and philosophy. Our discussions and readings went through a process of evolution that begin as rather simplistic and then followed a steady path to much more involved. Honestly, a reason that I chose the class was because I had done many of the readings before, but once the work began I realized that myself, and all the others in the class, would be looking at works, such as Candide and 1984, in an entirely different fashion. Many of the stories we read were written a substantial amount of time in the past and it was interesting to see how their meaning changed and evolved over different generations. While reading the books on biological evolution I could not help but see aspects of a desired Utopia in the theory of evolution. In this paper I hope to explore the evolution of selected works from my class last semester and address my feelings on the idea that the theory of evolution is a utopian notion. One of the works we focused on a great deal was George Orwell's 1984. This counted as a utopian and distopian society because the higher powers in the book were able to control the underlings exactly as they wanted to; whereas the underlings who were suffering it all, lived in great fear and unhappiness. Orwell wrote the book in 1948 as a warning to what he felt the world may become. As we well know, his prophecies were not entirely fulfilled but the meaning of the story has evolved over time and still has relevance in today's society. When 1984 was written it was a lightly disguised reflection of the communism and capitalism. It also served as a warning for where the world might become if there came to power only a few dictators to reign over the entire world. My father read the book in 1983 on the suggestion of my mother and he said that, at the time he only felt like it was fiction but in the newspapers everyone was raving about how IBM and other up and coming corporations were tu rning into exactly what the book made them out to be. He then added that society today is more like the society in the book than ever before, especially with the war going on.

High School vs. College: The Contrast

After four grueling years in that beloved institution where we spend the free and happy days of our unraveling lives, the high school, we are directed to climb a higher level of education called college. However, with its very high college dropout rate, most of America’s youth never know the difference anymore.Nevertheless, there are several points of comparison and contrast between the two education levels. The identification of these contrasts can be a necessary tool to aid those who have decided to take on an extra mile by pursuing a degree (Breitspecher, 2006).Personal FreedomLet us start drawing contrasts between high school and college in the aspect of personal freedom. Basically, high school is compulsory because it is usually offered free of charge. We really have no choice but to pursue high school, if we want to be called normal. However, pursuing the next level, which is college, is a prerogative.This is especially true in the US, where the number of those who pursu e college is dwindling. A probable reason for this is the more difficult and serious nature of the college level, and the escalating costs that it requires of those who dream of it (Murray State University, 2006).Further, the two has a contrast in terms of personal freedom in the sense of management, be it in time, finances, and activities. In high school, we usually live with our parents, and are therefore subject to their rules and regulations, which may involve curfews.Our teachers and the school administration are also in control of our time as we are basically given time schedules, and we are supposed to merely follow suit. For whatever activities we may want to join in, we must first ask the permission of our parents, and the school asks for their permission if they are school-based activities. Along with joining any activity, the money we will be needing for finance must be asked from our parents, and in that way, we are restricted to their bidding (Murray State University, 2 006).In college, people usually move out and live on their own. Then, we are left to do as we choose to. However, this independence is accompanied by certain responsibilities, moral, and economic restrictions. For one, we are free to join any activity of our choice.However, we are also held responsible for the consequences of our choices. We are also left on our own to spend our money for whatever purposes, but we are also held responsible to pay for our bills and purchase our basic necessities (Murray State University, 2006).Essentially, these contrasts on personal freedom stem from the society’s growing expectations for us. In high school, we are deemed in need of guidance so our parents direct, and in that sense control, our everyday details. In college, we are expected to have learned from our high school experiences, and mature enough to act responsibly when left on our own.As quoted from the movie Spiderman, â€Å"with great power comes great responsibility.† Col lege sure endows us with some degree of power over our own lives, but a great deal of responsibility comes along with it (Murray State University, 2006).ClassesThe second aspect in which high school can be contrasted with college is in the conduct of the classes. In high school, we are given class schedules, which consists of consecutive classes with minimal break times. In a week, the hours we spend attending those classes sum up to 30 hours, and this extend to 26 weeks.Classes are often in terms of one whole school year, wherein the teacher will closely monitor attendance, and matters of delinquency must be settled. We typically have around 35 classmates to endure the entire year with. We are also usually given the books we will need, and we are only concerned with passing our subjects, not graduating from high school because it is almost a sure thing (Murray State University, 2006).In college, things take on a different twist. You usually decide which subject you will take when, and thereby design your own time schedule. Only around 12 to 16 hours are spent inside the classrooms, and they can be during the evenings, typically sandwiched between vacant hours. However, these improvements are to serve the purpose of lightening the heavy coursework that college requires.Classes also practically last only half of the academic year, as the academic year is divided into two semesters. Knowing your classmates will be difficult since a class usually consists of 75 to a hundred students. You will have to allocate your allowance well or find extra source of finances since you will be expected to provide your own books, which will usually cost a lot. Attendance is not usually monitored, but your mentors expect you to know everything that’s going on in class.You must also work your way through graduation and device ways and means on how to satisfy the graduation requirements of your degree, unlike in high school where everything is almost a given and all you had to do is wait for the graduation ball (Murray State University, 2006).   

Dependency Theory and Colonial Heritage Essay

Many have tried to draw upon the legacy of the colonial system to explain the reasons for underdevelopment in many areas of the world. Most areas that suffer from poverty today are former colonies the developed nations, for the most part, are former metropoles. The colonizers exploited their underlings in colonies, turning them into suppliers of cheap raw materials and restricting the infrastructure construction, leaving former colonies with only basic facilities. In many cases, when the colonizers departed, the nations were left with artificial boundaries that separated them from each other without regard for their historical development. This fuelled subsequent separatism and military conflicts, hampering economic progress. Thus, if one looks at straight-line boundaries in Africa which we are now learning in DS 202, it becomes obvious that those were artificially created. The colonizers, in particular the British Empire, were suppressing the industrial development in their colonies because they viewed them as sources of cheap imports and at the same time large markets for their industrial goods. An example of north-eastern Brazil that often surfaces in literature on underdevelopment, (Taylor 2001) claims that north eastern Brazil in the 19th century would have appeared to be an ideal place for a textile industry with its high quality cotton and existing demand for sugar bags cloth and slave clothing. However, to develop the textile industry, it would take years during which the industry should have been shielded from foreign competition with import tariffs and quotas. This was surely not something Britain would allow in its colony. As a result, the fledgling Brazilian textile enterprises proved unable to withstand the competition with Britain’s textile industry. Britain, like almost any metropole, was interested in selling to the colony, not de veloping industry inside it. As of 1822, when Brazil received independence, it was a larger export market for Britain than all the rest of Latin America combined (Taylor, 2001). Naturally, even as Brazil proclaimed independence, Britain did not want to lose this lucrative market and demanded a trade treaty with Britain which prohibited import substitution tariffs (Taylor, 2001). Brazil was forced into this treaty by its political weakness. In this way, former metropolitan powers keep control of their former colonies to varying extents, blocking their effective development. In newly independent nations of Latin America, for instance, the warfare that  often preceded proclamation of independence devastated regional and national economies (Kinsbruner 1994 pg 126). Although this perspective is not universally recognised, the IMF and the World Bank for imposing policies said to aggravate third world countries. The stated goals of both institutions are certainly to spearhead economic growth in nations they service with their financial programs. Critics , however , point out that loans from the World Bank and the IMF often come with conditions that block the road to sustainable development and make poverty even worse . The Structural Adjustment Policies (SAPs) imposed by the IMF as a prerequisite for qualifying for its loans often aggravate the deplorable condition of the third world nation. Thus, SAPs often call for reduction in government expenditures for health, education and other government services for the sake of debt repayment. In this way, third world nations are dragged into the quagmire of debt repayment, as their interest provides income for Wall Street banks and other financial institutions. IMF policies urge third world countries to increase their exports of raw materials and agricultural products in to cope with debt – an immediate concern. This, however, reduces the amount of food available to the poor inside the country and can lead to starvation second, does not create conditions for building processing industries that will increase value added inside the country. Besides, the IMF often demands for liberal market reforms that involve privatisation that, without proper prepa ration and evaluation of potential consequences, can lead to loss of jobs, aggravation of the social situation and civil unrest. Such measures lead to social discontent that can hamper the development of economies in developing countries. With respect to harmful policies imposed by the fund, Amin notes that the key to development is subordination of outside relations to the logic of internal development and not the reverse as it is happening when development policies are imposed by outside financial institutions (Amin, 1995 pg 10). The harmful role of the World Bank and the IMF in the development of poor nations is by no means indisputable. However, there are many criticisms aimed at the policies that accompany loans and the very idea of reaping interest income off the populations of the nations where starvation is a widely spread phenomenon. Political Aspects. Many regions of the world that demonstrate marked third world are characterised by overt concentration of power in the hands of a rich minority that uses this power to oppress the majority. For example, the North-eastern areas of Brazil that rely on sugar production as the primary source of income are seriously underdeveloped as compared to the rest of the nation. The property patterns in this region are the history of the dominant class manipulating social, political, and economic institutions so as to expropriate the maximum possible surplus from the rural workers (Taylor, 1978 pg 57). The economic interests of the land-owning class lay in extracting as much as possible from their plantations and workers as opposed to investing in the area. The result is miserable since an area that specialises in agricultural production cannot even feed its own citizens and has to import most of its agricultural produce from the rest of the nation. With a stagnant economic situation, the north-eastern Brazil has suffered from health education, and literacy standards that ended in a peasant revolt in the 1960s (Taylor, 1978 pg 157) Regional Inequalities. Many travellers to nations lik e China, India or the Caribbean are immediately impressed by the contrast between squalor of provincial areas and the apparent luxury of large cities and some ‘advanced’ areas. Regional inequalities contribute to underdevelopment, creating a situation when some areas are on their way toward modernisation, while others are forced into the backseat of social and economic progress. The importance of regional inequalities as source of underdevelopment is explored, for instance, in Andre Gunder Frank ‘s 1989 publication The Development of Underdevelopment (Frank 1989) challenges the view that third world nations are still going through the stages that more developed countries are done with. Instead, he asserts that problems of underdeveloped areas are the inevitable result of the capitalist system. The same, in his mind, is true of the regional disparities observed in the third world countries where the capital and larger cities often stand out as oases of advancement among the generally gloomy landscape around. The underdevelopment phenomena in the province are the products of the historical development of the capitalist system no less than are the seemin gly more modern or capitalist features of the national metropoles of the third world countries Frank (1989, pg 37). Education and Training. A well-trained and educated workforce is the necessary precondition for successful economic development. The presence of a large educated population contributes to India’s current rise as an outsourcing destination, although  it has so far failed to ensure overall prosperity in this nation. This problem, for instance, is addressed in Canadian programs targeting development of Aboriginal areas. The Indian entrepreneurship has to be supported with knowledgeable workforce that will attract capital flows to the areas. Although the fact that Native Americans missed the industrial revolution ‘ has its upside, as there is no need for re-training, integration of these people into the complex web of the global economy is a serious challenge (Kendall , 2001). Similar problems are experienced by many third world countries only in their case unlike the situation of Aboriginal populations in Canada, there is no strong nation to back them up in the efforts to increase their education. Cultural Factors. Culture, to some degree, can also adversely impact development or contribute to it. The modern world is patterned to a great extent after the Western cultures of the nations that have a dominant role in this world. Those that do not fit into these patterns will not achieve success as their development would ideally proceed along different lines. An example can be the case of Africa and Native Americans in Canada. Although living in a highly developed and prosperous nation, Native Americans, South Africa and even Zimbabwe, the Aboriginals fail to attain economic well-being. One reason that precludes their success is supposed to be their culture that envisages collective ownership and sharing of resources, as opposed to the idea of individual private rights that characterizes Western culture Kendall, (2001 pg 43). Industrial technology best develops in conditions that favour private ownership however, for these countries, it often means they have to abandon their cultural values which in most cases is not the case. CONCLUSION The difficulties of modernising and developing third world countries are multiple. More often than not different factors of third world countries will be present in areas affected by this problem, intertwined and perpetuating each other. Thus, the political situation marked by elite domination perpetuates economic inequalities that in their turn cause inadequacy of educational facilities and ensuing lack of local qualified specialists. Lack of medical services can lead to absence of effective family planning measures that in their turn lead to overpopulation and then to poverty as the national GDP struggles to catch up with economic growth.  Therefore, addressing a set of problems rather than separate issues is the cornerstone for building an effective development program.

Cultural Dimensions In Advertising

SCHOOL OF COMMUNICATION CMNS 323-4 (W)* (D100) Instructor:Brad KingSpring Semester 2012 Email: [email  protected] ca Burnaby Day Twitter: @btcking ————————————————- CULTURAL DIMENSIONS IN ADVERTISING Prerequisites: 60 units, including two of CMNS 220, 221, 223 or 226. CMNS 362 or 363 is strongly recommended. Overview: Advertising is everywhere in contemporary society. From television and the Internet, to newspapers and magazines, people are exposed to thousands of advertising ‘impressions’ every day.Beyond individual ads, media convergence, and the quest for ‘synergies’, has increasingly transformed all forms of culture into tools of marketing and promotion. What are the social, cultural, and political implications of these developments? How does advertising and ‘promotional culture’ affect the society in which we live, our value str uctures, belief systems, and our ideas about what constitutes ‘the good life’? Our primary objective is to critically explore contemporary advertising, as it connects to larger questions of society and culture.Our focus will NOT be on the ‘nuts and bolts’ of the advertising industry, nor will the course teach you how to create advertising campaigns, or how to design marketing strategies. Instead, we will draw upon different critical theories and empirical research methods, as a means of reflecting upon the broader social and cultural dimensions of advertising. We begin with a discussion of the relationship between advertising, promotional culture, and a social, economic, and cultural environment dominated by commodification.We then examine some of the dominant characteristics of post-modern advertising and promotional culture, using case studies of the representation of capitalism and the emerging phenomena of ‘green marketing’. In the latter h alf of the course, we broaden our focus beyond advertising texts to consider themes such as the marketing and promotion of pharmaceutical drugs, the commercialization of children’s culture, globalization, political advertising, consumer research and new media. _________________ This is a writing-intensive course. Students who began their degrees in Fall 2006 onwards must successfully complete at least two (W) courses, at least one of which must be upper division, preferably within the student’s discipline. It is strongly recommended that students take one (W) course as early as possible, preferably in their first 30 credits hours. Students are required to complete their first (W) course within their first 60 credit hours. †¦. over Course Format: The course is organized around a series of weekly themes that will be explored in lectures, readings and tutorial discussion.While there will be some overlap between the lectures, readings and tutorials, there will also be important material that is only covered in one or the other. In other words, you are expected to do the readings, attend the lectures and the tutorials to cover all the material that you will be tested upon and which you will have to draw upon in your research projects. Given that the course is writing-intensive, substantial tutorial time will be devoted to exercises and discussion designed to improve the writing skills of students.Participation in these exercises is a mandatory component of the course, thus students should be prepared to attend all tutorial meetings. The course is organized around a series of weekly themes that will be explored in lectures, readings and tutorial discussions. Required Readings: All course texts will be available on the course wiki. Grading: Grading is subject to confirmation in class. This is a tentative outline and subject to change. Creative Ad Project30% Final Paper55% Tutorial Participation15%The school expects that the grades awarded in this c ourse will bear some reasonable relation to established university-wide practices with respect to both levels and distribution of grades. In addition, The School will follow Policy S10. 01 with respect to Academic Integrity, and Policies S10. 02, S10. 03 and S10. 04 as regards Student Discipline (note: as of May 1, 2009 the previous T10 series of policies covering Intellectual Honesty (T10. 02) and Academic Discipline (T10. 03) have been replaced with the new S10 series of policies). Cultural Dimensions In Advertising SCHOOL OF COMMUNICATION CMNS 323-4 (W)* (D100) Instructor:Brad KingSpring Semester 2012 Email: [email  protected] ca Burnaby Day Twitter: @btcking ————————————————- CULTURAL DIMENSIONS IN ADVERTISING Prerequisites: 60 units, including two of CMNS 220, 221, 223 or 226. CMNS 362 or 363 is strongly recommended. Overview: Advertising is everywhere in contemporary society. From television and the Internet, to newspapers and magazines, people are exposed to thousands of advertising ‘impressions’ every day.Beyond individual ads, media convergence, and the quest for ‘synergies’, has increasingly transformed all forms of culture into tools of marketing and promotion. What are the social, cultural, and political implications of these developments? How does advertising and ‘promotional culture’ affect the society in which we live, our value str uctures, belief systems, and our ideas about what constitutes ‘the good life’? Our primary objective is to critically explore contemporary advertising, as it connects to larger questions of society and culture.Our focus will NOT be on the ‘nuts and bolts’ of the advertising industry, nor will the course teach you how to create advertising campaigns, or how to design marketing strategies. Instead, we will draw upon different critical theories and empirical research methods, as a means of reflecting upon the broader social and cultural dimensions of advertising. We begin with a discussion of the relationship between advertising, promotional culture, and a social, economic, and cultural environment dominated by commodification.We then examine some of the dominant characteristics of post-modern advertising and promotional culture, using case studies of the representation of capitalism and the emerging phenomena of ‘green marketing’. In the latter h alf of the course, we broaden our focus beyond advertising texts to consider themes such as the marketing and promotion of pharmaceutical drugs, the commercialization of children’s culture, globalization, political advertising, consumer research and new media. _________________ This is a writing-intensive course. Students who began their degrees in Fall 2006 onwards must successfully complete at least two (W) courses, at least one of which must be upper division, preferably within the student’s discipline. It is strongly recommended that students take one (W) course as early as possible, preferably in their first 30 credits hours. Students are required to complete their first (W) course within their first 60 credit hours. †¦. over Course Format: The course is organized around a series of weekly themes that will be explored in lectures, readings and tutorial discussion.While there will be some overlap between the lectures, readings and tutorials, there will also be important material that is only covered in one or the other. In other words, you are expected to do the readings, attend the lectures and the tutorials to cover all the material that you will be tested upon and which you will have to draw upon in your research projects. Given that the course is writing-intensive, substantial tutorial time will be devoted to exercises and discussion designed to improve the writing skills of students.Participation in these exercises is a mandatory component of the course, thus students should be prepared to attend all tutorial meetings. The course is organized around a series of weekly themes that will be explored in lectures, readings and tutorial discussions. Required Readings: All course texts will be available on the course wiki. Grading: Grading is subject to confirmation in class. This is a tentative outline and subject to change. Creative Ad Project30% Final Paper55% Tutorial Participation15%The school expects that the grades awarded in this c ourse will bear some reasonable relation to established university-wide practices with respect to both levels and distribution of grades. In addition, The School will follow Policy S10. 01 with respect to Academic Integrity, and Policies S10. 02, S10. 03 and S10. 04 as regards Student Discipline (note: as of May 1, 2009 the previous T10 series of policies covering Intellectual Honesty (T10. 02) and Academic Discipline (T10. 03) have been replaced with the new S10 series of policies).

Legal Memoradum Essay Example | Topics and Well Written Essays - 1500 words

Legal Memoradum - Essay Example First, the subsistence of the situational constraint (the contract) is expected to be predominantly significant, which makes a cause more likely to be professed as causal. Yes, Mr. Moran can claim damages from the two companies namely, Mining Inc and Irving Cooper, Mr. Moran just need to file the commenced actions in the State of New York because he signed the negotiation with Mining Inc in Manhattan, and at the same he also have to file for the commenced actions in Minnesota because the principal company of Coal is there. We just received a frantic telephone call from our client, Coal Corp.. (a Colorado corporation) with its principal place of business in Minnesota. In September, 2004 Coal entered into a written contract with Mining, Inc. (a Montana corporation with its principal place of business in Montana) and Irving Cooper (a private entrepreneur who resides in New Jersey) pursuant to which Mining and Mr. Cooper agreed to manufacture and install for Coal a large quantity of electronic mining equipment which Coal needs in Minnesota. Joseph Moran (who resides in Butte, Montana) executed a written guarantee in which he guaranteed the due and prompt performance by Mining and Cooper under the contract. Moran sent the guarantee to Mining in Minnesota and Mining delivered the guarantee to Coal at the time the contract was executed. Mining and Cooper manufactured some of the equipment in its Minnesota specialty plant and installed that equipment. Mining and Cooper, however, have failed to perform several of their material obligations under the contract. As a result of their breach Coal has sustained, in its estimation, more than $1,000,000 in damages. Mining and Coal negotiated the contract in Manhattan. The contract which Mining and Coal executed at Kennedy Airport provides that any action for breach must be commenced within two years from the date of the breach. Cooper executed the contract the same day in New Jersey and sent it to Coal in Minnesota. The guarantee has a similar clause requiring that an action on the guarantee he brought within two ears fi-om the date of any breach of the contract (Cheeseman, 2004). According to the preliminary information we received, the initial breach of contract occurred two years ago today. Moran claims that John Rich (who now resides in St. Paul but was an officer of Buffalo Trust Co., in Buffalo New York at the time it, Buffalo Trust, lent Mining Inc. $500,000 in early 2004) together with Cooper and Coal fraudulently induced him into signing the guarantee and defrauded him into purchasing certain assets from Mining. Discussion Contracts are frequently utilized to bind an agreement among parties in order to make sure that the agreement is fulfilled. The complexity with contracts is that they provide the transacting parties an opening to credit to their support to the contract rather than to each other's reasonable or decent intentions. Consequently, contracts may keep a tight rein on interacting parties' enthusiasm or facility to judge each other as being generous or possessing reliability, and fundamental confidence may

Compare and contrast Essay Example | Topics and Well Written Essays - 750 words - 4

Compare and contrast - Essay Example Some studies have argued that the nutritional value of both fresh and frozen food is the same, and in some cases, can be higher for frozen/canned foods. This is exactly what has been suggested by a research conducted in 1997 by the concerned department in one of the American universities. Furthermore, research has concluded that canned pumpkins may provide 540% of Vitamin A versus 26% for the same amount of fresh pumpkins (Squires, 1997). Similarly, canned poultry and fish, which are high in protein content, remain unaffected by heat and, therefore, possess the same nutritional value as that of their fresh counterparts. In fact, the canning process ensures higher calcium content in canned poultry and fish than otherwise. On the other hand, differences in nutritional value between fresh and canned produce have been observed. This is because of the time at which the food is picked. Fresh food (including fruits and vegetables) contains highest nutritional value when purchased in season. Grocery stores often indulge in the practice of picking fresh produce before it is fully ripe. On the contrary, food picked for canning is often fully ripe. Thereafter, the heating process during the canning process destroys the vitamins resulting is lower nutritional value (Rinzler, 2011). According to one study, the amount of carotenoids (convertible into Vitamin A by human body) is depleted by the heating process in canned foods (Edwards & Lee, 1986). Furthermore, the use of chemical preservatives to prolong the shelf life of canned foods can prove to be highly unhealthy, yet deceptive. This is because, while the food may â€Å"appear† to be fresh, it may have become toxic or stale by being kept that way for a long time. I have personally experienced this when using a can of mushrooms where the mushrooms ‘appeared’ fresh but gave me food poisoning the next day of consuming it. Next, there exists controversy related to the cost of canned vs. fresh food. Most p eople seem to believe that canned food is more costly than fresh food. This is true, to some extent, because canned food costs groceries more to purchase compared to fresh foods (Price, 2012). Therefore, these high costs of purchase may be passed on to customers as high prices. Furthermore, the higher costs of canned food reflect the added convenience that people purchase when they pay a higher price for such food. Canned food can technically be bought at any grocery store or supermarket and may be ready to consume, requiring no prior preparations. The lower costs of fresh food are attributed to the lower convenience attached to such food as fresh food, including fruits and vegetables, may have to be cleaned, washed or prepared prior to consuming it. Owing to the convenience (no prior preparation required) offered by canned foods, it is no wonder that the working class has been drawn towards them in their busy routines (Strasser, McGovern, & Judt, 1998). On the contrary, there are s ufficient reasons to suggest that fresh and organic food costs significantly more than canned food. The term â€Å"organic† has given a new meaning to what was previously known as ‘fresh’ food. This label has increased the cost of the food possessing the label as organic produce, unlike canned and processed food, is usually free from harmful chemical fertilizers and pesticides (Ricke, Loo, & Johnson, 2012). Most