Taxation Assignment Example | Topics and Well Written Essays - 750 words

Taxation - Assignment Example 129). The anti-abuse rule introduced by HMRC strikes down the tax avoidance schemes, regardless of whether they are technically sound. It is possible to implement the law correctly if the avoidance scheme is abusive. HMRC could view the situation as a violation in case the gain was not disclosed. One of the professional requirements of a member would be to ensure that he does not assist a client to arrange or commit an offence since it is unlawful (Chartered Institute of Taxation, 2011, p. 20). From an ethical viewpoint, the most appropriate thing to do would be to advise Henry to avoid such a consideration since it is not legal. It would be vital to give Henry appropriate advice since he continues to act for him as a client. After the expiry of an initial period of an official enquiry, the Tax Management Act (section 29) provided a mechanism that would assist in the assessment of an individual’s income tax. The mechanism also assists in the assessment of capital gains in the following four years. Such assessments might take place regardless of whether they are in support or whether they are the consequences of an enquiry. The power to make the assessment is triggered when an HMRC officer makes a discovery that complies with the rules specified in Section 29. In Henry’s case, the discovery relates to the development of an insufficiency in an assessment. The self-assessment process provides HMRC with a straightforward system that assists in the mitigation of uncertainty. HMRC has the power to correct the glaring omissions, which is one of the ways through which the revenue can require additional tax liabilities. Conversely, the corrections can impose excessive reliefs under section 29. If the tax agent fails to provide information requested by HMRC, the body will investigate the agency to determine the possibility of dishonest conduct. In the case of a failure to supply information required, HMRC will charge the agent with civil penalties. Subsequently,

How One Film Demonstrates Features Which Can Be Considered as Post-Modern Essay Example for Free

How One Film Demonstrates Features Which Can Be Considered as Post-Modern Essay Film within the post-modern genre simply illustrates the ideas of postmodernism through expressive art. Postmodern can be defined as a â€Å"genre of art and literature†¦ in reaction against principles and practices of established modernism† In this essay I will be outlining the key concepts as well as characteristics that can be found in a post modern film. Postmodern cinema contradicts the typical principle of narrative structure and the portrayal of the characters. One film I believe illustrates these ideologies is Quentin Tarantino’s film Pulp Fiction. Released when postmodern films were at its peek. Pulp Fiction has to be one of cinemas most iconic films of all time. Due to the uncertainty of the characters and the stylised yet ambiguous nature of the plot, Pulp fiction is not only to be branded intriguing but also a great example of postmodern. Work by theorists such as Fredric Jameson, will be looked at to help with the analysis of the chosen film. By doing so this helps prove that key concepts which are present within the film such as pastiche, irony, fragmentation and parody are perceptions that together make up a postmodern film proving that pulp fiction is a good illustration. The use of pastiche is present throughout the film. Pastiche allows the emergence of differing techniques to form together in order to create a new structure. Replications of renowned film makers work has been used in order for an updated equally creative film to be produced. Anything from words, phrases, visual, and musical patterns can be used, by doing so it demonstrates that postmodern film is a combination of a variety of texts, styles and skills. Many theorists have spoken openly about their disproval of pastiche. Theorist Fredric Jameson for example even goes as far as to refer to pastiche as a â€Å"dead language†. In the book Postmodern Culture Fredric Jameson writes about the decline of new art, he writes â€Å"in a world in which stylistic innovation is no longer possible, all that is left is to imitate dead styles† (Jameson,1995 ) Even though â€Å"plagiarism of older plots†(Jameson, 1995) occurs in some films it can be argued that by this technique being used it allows an ingenious reinvention of a classic, to be made. One of the first indications of pastiche in Pulp Fiction takes place in the third scene where Vincent (John Travolta) and Jules (Samuel L. Jackson) enter the house. When Vincent is directed to the place where the brief case is, and opens it he is to be met by a bright glow, the scenes shows similar replication to a 1950s film in the film noir genre; called kiss me deadly. Where in both films the characters gaze adoringly in to the case, in Pulp Fiction the question of what it could possibly be is asked, considering the 666 (the mark of the anti-Christ) had to be entered into the case in order for it to be opened. Referencing to the 1950s is evident in the film, Marcellous’s wife Mia is associated with the 1950s quite a lot. The dialogue between Vincent and Mia is reminiscent to what would be said in a 1950s film. This idea is highlighted again when she chooses to go to a 1950s themed restaurant. The language and the setting break’s away from the usual formatting of the film which up until now consisted of violence. Mia being so much associated with the 1950s is rather ironic as you automatically associate the 1950s and women to be calm and innocent. We soon find this not to be the case as she is soon after shown taking drugs in the bathroom. Another example of pastiche within the film would be when Marcellous got raped. After his traumatic experience he tells Butch that he’s going to get his men to work on Zed with a â€Å"pair of pliers and a blow torch†. A line that was famously taken from the film Charley Varrick. The use of parody is another postmodern feature that is evident in pulp fiction. Like pastiche parody is also the imitation of a person’s previous work. Even though they may seem the same, the two techniques in fact contrast one another. Parody imitates film through cynicism whilst pastiche emulates true form. According to Jameson the use of parody emphasises a films distinctiveness through mockery, he rightly declares â€Å"now parody capitalises the uniqueness of these styles and seizes on their idiosyncrasies and eccentricities to produce a imitation which mocks the original† (Jameson,1995 ) The sarcastic tone to situations that can be considered to be serious are ridiculed whilst random partially irrelevant scenes are present at times. This technique easily can be seen as an attack on history however it also can be perceived as a humorous take on a scene or situation of something of importance. According to Linda Hutcheon â€Å"pastiche usually has to remain within the same genre as its model, whereas parody allows for adaptation† (Hutcheon1989). Parody allows the script to differentiate away from the original and become a voice and vision of its own, helping create a new meaning to the scene. Parody allows the script to differentiate away from the original and become a voice and vision of its own, helping create a new meaning to the scene. An example of parody is shown in the film is in the scene where Butch is a young boy. He receives a visit from a friend of his father who died at war. On first appearances you as the audience not only are intrigued but curious to find out what is going on. What seems to be something of importance is soon dismissed as the soldier goes on to talk about how Butch’s birth right was hidden up his and Butch’s fathers â€Å"ass† for seven years. Another element which is evident is the exploitation of words and situations being used in order to suggest the opposite of their intended meaning. Pulp Fiction explores this feature in the form of irony. The three types of irony used are: irony of fate, verbal irony and dramatic irony. Together the three different varieties of irony merge collectively providing a witty script. The scene where the two men in suits (Samuel L. Jackson and John Travolta) approach the door and enters, is a prime example of dramatic irony. This is due to fact that we know something bad is going to take place. The audience knows more than the characters in the film, making us to wonder what will happen next. The sarcastic tone in the conversation Jules is having with one of the victims, too adds to the suspense as his tone is not serious â€Å"do you mind if I have some of your tasty beverage to wash this down? The dialogue is rather confusing as you immediately think that your interpretation of events must be wrong and once again are left not knowing what is going to happen next. Before killing the victim Jules recites a biblical verse â€Å"The path of the righteous man is beset on all sides by the iniquities of the selfish and the tyranny of evil men. Blessed is he who in the name of charity and goodwill shepherds the weak through the valley of darkness, for he is truly his brothers keeper and the finder of lost children. And I will trike down upon thee with great vengeance and furious anger those who attempt to poison and destroy my brothers. And you will know my name is the Lord when I lay my vengeance upon thee† (Ezekiel 25:17). The irony behind this is that he associates God with assignation. His act has now become justified in a deluded way. Whereas before God was associated with negativity in regards to Jules in the end it was the â€Å"divine intervention† of God that also saved him from the life of violence. Jules’ epiphany came when he was close to death it was this same epiphany that saved the thieves in the diner at the end. An example of irony of fate would have to be when Butch runs into Marcellous at the traffic lights. This is ironic as Butch escapes being killed due to Marcellous putting out a warrant for him. The scene continues to show irony as the two of them end up being put in a compromising situation in which they end up needing the help of the other for their own survival. Marvin’s death in the car is an additional case of irony of fate. He ends up being shot accidentally minutes after his life was spared. This is tragic as in Marvin’s case he was killed due to being at the wrong place at the wrong time. The complex nature of the film means that pulp fiction contains multiple storylines making it a story within a story. This fragmented form â€Å"deliberately discontinuous narratives†¦to suggest the fragmentation and breaks-up of formerly accepted systems of thought and belief† (Tim Woods, 1999). This particular feature is vital and takes place through out. The mergence from one thing into the next forces those watching to construct and figure out the story for themselves. Fragmentation has a real role of importance in Pulp fiction as the distorted storyline enables the audience to have empathy for the characters. The beginning of the film which we later find out is in fact the end, starts off with a mid way conversation between a man and a women. Only seconds into the movie and already the audience is left unsure of what it is they are talking about and what is going on in the scene. After a confusing dialogue between the two people which lasts only a few minutes the scene ends with a frozen image of the two of them. Not knowing what is going on is a theme which is explored throughout the film. Like in the first scene the scene following, too starts off with a conversation which has already started â€Å"okay so tell me again bout the hash bar† by doing so again the audience are unaware of what is taking place and feel the need to construct the story for themselves. A different example in the scene â€Å"Vincent Vega and Marsellus Wallace’s wife† introduces another character which the film later reveals is one of three protagonist characters Butch. Like the formatting of the other scenes a conversation is already taking place when the scene begins. The scene continues and Vincent and Jules randomly enter wearing t-shirts and shorts. It is only nearer to the end of the film that we find out why they are wearing what they are wearing. As the film draws to an end the first scene in the diner is explained in the last scene. The audience later find out that both Vincent and Jules are in fact present at the robbery. With his new morally correct path in which Jules wants to pursue he spares them their lives even though they had a gun pointed in his face. After an extensive look into postmodern film and the role in which it plays in the formation of film, it is evident that it is these features that make the films what they are, despite it contrasting the conventions of typical film. Borrowing plot lines from other well known sources, the use of sarcasm when imitating art, irony and perplexity are just a few descriptions, you could find within this genre. Even though at times these features have been questioned as well as criticised, in the end the final product at times are fascinating, a good example of this theory defiantly lies in the film pulp fiction. Pulp fiction forces the audience not to conform to the conventional ideas of film but instead consider a new way of understanding and acknowledge film. The concepts effectively add a new type of understanding to a collective of ideologies, allowing the reader to witness many different transitions that occurs within life through the characters. The relation between postmodernism and film has been openly criticised yet applauded by theorists. The lack of originality is the main focal point in regards to the subject with some theorist even referring it to plagiarism. Quentin Tarantino disproves this theory as his work is a prime example of originality and uniqueness that can come out of postmodern film in spite of pastiche, parody, irony and fragmentation being used.

To Kill a Mockingbird by Harper Lee - jem scout and dills childhood :: To Kill a Mockingbird Essays

To Kill A Mockingbird. The characters Dill, Scout, and Jem in the book â€Å" To Kill A Mockingbird† by Harper Lee live a somewhat diverse childhood as they become aware of the prejudice in their hometown Maycomb and â€Å"learn to climb into other people’s skin and walk around in it†. In the story the children behave as a child would at their time, but their childhood evolves from playful innocence to realizing the pressures of living in a timeframe where prejudice is all around them. Scout, a 6-year-old tom boy, Jem, Scout’s older brother, and Dill a friend, ignore the prejudice issues currently happening in Maycomb until Scout‘s father, Atticus, is assigned to defend Tom Robinson, a black man accused of raping a white woman. Before this incident the children grow unaware of Atticus’ role as their father and his role in the community. Even as Miss Maudie supports Atticus and tells Scout that â€Å"Atticus is someone who does other people‘s unpleasant jobs for them,† the children are not conscious of their own prejudist ways towards Boo Radley, a â€Å"malevolent phantom† that went outside at night when the moon was down, and peeped in windows and when people’s azaleas froze in a cold snap, it was because he breathed on them. At a point Dill is attracted by this monster to the degree where his curiosity cannot be satisfied and spreads among Scout and Jem. As the children grow up, their view of the world around them is changed by the events that occur in Maycomb. Scout is teased at school because her father is defending a black person. Children at school call Atticus a â€Å"nigger-lover†. Scout does not think twice before beating anybody up and standing up for her father until Atticus asks Scout to ignore all the gossip about them and to â€Å"stop beating up kids at school.† Scout decides to listen to Atticus because Atticus rarely ever asked anything from them. This is when Scout starts to learn how to be a lady and Jem grows up to be a man. Aunt Alexandra’s stay with the Finch’s influences Scout and Jem to be well behaved people of their own fine breeding and higher social status. Jem and Scout suffer a traumatic event that could have ended both of their lives. They were attacked by Bob Ewell, but were saved by Boo Radley when Boo killed Bob and carried Jem to the Finch house because Jem was unconscious and had a broken arm.

Jaded sullenness Essay

Louisa is described as â€Å"struggling through the dissatisfaction of her face, there was a light with nothing to rest upon, a fire with nothing to burn, a starved imagination keeping life in itself somehow† this shows that because she has not been sang nursery rhymes or told fairy tales etc. that she has been mentally affected and a part of her is dying, and crying out to be ‘fed. ‘ The theme of fire is quite common, she has been described as fire a few times so far, the dying embers of fire represent her dying hopes of happiness, and the fires of Coketown chimneys that are frequently hidden beneath smoke represent her inward passions, and her emotions which she hides beneath a passive fai ade. Louisa was brought up on her father’s â€Å"facts† scheme. She was taught nothing but facts because her father did not think she needed imagination or fancy. This has made her unable to express her emotions and ignorant of how to act in relationships, she seems almost dead inside and is described as having â€Å"Jaded sullenness. † Dickens also states that she â€Å"Would have been self- willed†¦ but for her upbringing† which I think is how Dickens generally tries to bring her across throughout the book and that her upbringing had a huge impact on her and affected her very strongly. When we are first introduced to Louisa she is peeking in at the circus, â€Å"what did he behold but his own metallurgical Louisa, peeping with all her might through a hole in the deal board. † this is symbolic and shows that she is longing to experience more than just facts and science that she has been brought up with. Her father believes in teaching children â€Å"Nothing but facts† because he figures that you will never need fancy or imagination in the real world. She instinctively seeks out fun and fancy whenever she can, Dickens brings her across as a model reason why her father’s â€Å"facts facts, facts! † idea is not a good one. After she is caught peeking into the circus her father repeats, â€Å"What would Mr Bounderby say?† this affects Louisa and makes you wonder who Mr Bounderby is. Mr Bounderby is a powerful citizen of Coketown, he is a greedy capitalist and his name is slang for ‘cad’ which is what he is. He is attracted to Louisa and wants to marry her. He repulses Louisa and when he kissed her she looked away and rubbed her cheek for 5 minutes, when her brother, Tom says â€Å"You’ll rub a hole in yo ur face† she says that if he cut it out with a penknife, she wouldn’t cry.

Abstract Art Development

If you take a look at the paintings, you will see that they are abstract. In fact, they are painted in a style that is sometimes referred to as â€Å"Abstract Expressionism†. Many people have trouble understanding and appreciating this type of art. The purpose of this essay is to explain how, over time, art has evolved to become more and more abstract, and why this is important. My intention is to explain the goals of abstract art, and to help you learn how to enjoy it. To begin, I'd like to introduce you to the idea that, broadly speaking, there are two types of paintings: representational and abstract.We call a painting â€Å"representational† if it portrays specific, recognizable physical objects. In some cases, the representational paintings look true to life, almost like a photograph. For example, consider the following painting by Rembrandt van Rijn (Dutch, 1606-1669). This painting is called â€Å"The Anatomy Lecture of Dr. Nicolaes Tulp†, and was painted in 1632. â€Å"The Anatomy Lecture of Dr. Nicolaes Tulp† [1632] by Rembrandt van Rijn. Display a larger picture of this painting. When you look at this painting, it is easy to recognize what you are looking at.There are eight men wearing funny-looking clothing (actually, the style of clothing worn in 17th century Holland), and on a table in front of the men lies a dead man, whose arm is being dissected. It is easy to identify all the objects in the painting, as well as the overall meaning of the painting. (You are looking at an anatomy demonstration. ) Not all representational paintings are so realistic. For example, Paul Cezanne (French, 1839-1906) created some beautiful paintings of fruit. Take a look at this one, â€Å"Apples, Peaches, Pears, and Grapes†, which Cezanne painted from 1879-1880 Apples, Peaches, Pears and Grapes† [1879-1880] by Paul Cezanne. Display a larger picture of this painting. Obviously, this painting is more abstract than the previous one. Still, what you are looking at is representational. The objects in the Cezanne painting may not be as realistic as the ones in the Rembrandt — there is no way you would mistake the Cezanne painting for a photograph — but it is easy to recognize that you are looking at various types of fruit in a bowl. When you look at a representational painting, you get an immediate feeling as to whether or not you like the painting.For example, take another look at the previous two paintings and compare what you feel when you look at the anatomy lesson with what you feel when you look at the bowl of fruit. Abstract paintings are different. They have designs, shapes or colors that do not look like specific physical objects. As such, abstract paintings are a lot harder to understand than representational paintings. Indeed, when you look at an abstract painting, you often have no idea what it is you are actually seeing. Let's see if we can make sense out of this.In general, there are t wo types of abstract paintings. The first type of abstract painting portrays objects that have been â€Å"abstracted† (taken) from nature. Although what you see may not look realistic, it is close enough that you can, at least, get an idea of what you are looking at. If you have ever seen any of the paintings of Claude Monet (French, 1840-1926), you will know what I mean. In 1899, Monet began to paint a series of paintings called â€Å"Water Lilies†. These paintings depict the garden at his house in Giverny, Normandy (in France).Although the objects in the paintings don't really look like lilies, or water, or clouds, they are close enough that you can get a feeling for what you are seeing. To see what I mean, take a look at this painting, â€Å"Water Lilies (The Clouds)†, which Monet painted in 1903. â€Å"Water Lilies (The Clouds)† [1903] by Claude Monet. Display a larger picture of this painting. A second type of abstract painting, sometimes referred to as â€Å"pure† abstract art, is even more obtuse. Such paintings do not reflect any form of conventional reality: all you see are shapes, colors, lines, patterns, and so on.Here, for example, is one of my paintings, entitled â€Å"Blue #1†, which I painted in 2000. â€Å"Blue #1† [2000] by Harley Hahn. Display a larger picture of this painting. As you can see, nothing in this painting is recognizable. There are no people, fruit or even water lilies. When you look at such art, it is natural to wonder why anyone would bother to create such paintings in the first place. What could the artist possibly have in mind? In some cases, the design itself might be pleasing to the eye, and we might look upon the painting as nothing more than a decoration.Most of the time, however, this is not the case. Indeed, a great deal of abstract art is not particularly pleasing to the eye. Moreover, why would an artist spend so much time creating a mere decoration? There must be somet hing more to it. The truth is, yes, there is a lot more to abstract art than what meets the eye, and to see why, we have to consider the basic purpose of art. To truly appreciate a work of art, you need to see it as more than a single, isolated creation: there must be context. This is because art is not timeless.Every painting is created within a particular environment, and if you do not understand that environment, you will never be able to appreciate what the artist has to offer you. This is why, when you study the work of a particular artist, it makes sense to learn something about his life and the culture in which he lived. Although the qualities of a painting depend on the skill and desires of the artist, a great deal of what you see on the canvas reflects the environment in which the art was created. As an example, take a look at the following two paintings.The painting on the right, the well-known Mona Lisa, was painted from 1503-1506 by Leonardo da Vinci (Italian, 1452-1519) . The painting on the left, a picture of Princess Diana, was painted in 1982 by Andy Warhol (American, 1928-1987). Both are portraits of a woman, and both were produced by highly skilled artists who used similar poses — but notice the striking differences in style. â€Å"Princess Diana† [1982] by Andy Warhol. Display a larger picture of this painting. â€Å"Mona Lisa† [1503-1506] by Leonardo da Vinci. Display a larger picture of this painting.If you study the lives of da Vinci and Warhol, you will find that there were — as you might well imagine — significant personal differences between the two men. These differences, however, do not account for the vast dissimilarity in painting styles. When you compare these two paintings, what you are seeing, more than anything else, are cultural differences. When an artist creates, he is strongly influenced by the times in which he lives and, no matter how innovative he might be as a person, he cannot complete ly escape the boundaries of his culture.As you study the history of art, you see that, at any particular place and time, there is always a dominant â€Å"school† of art that defines the prevailing artistic culture. Most artists of the time work within the norms of that culture. A few artists, however — the visionaries and the experimenters — break new ground and, as they do, they encounter tremendous resistance from people who don't understand the â€Å"new† style of art. However, it is from the work of these innovators that art evolves. So how does this pertain to abstract art? Until the end of the 19th century, virtually all painting was representational.Artists painted pictures that were straightforward, and people looked at those paintings for one reason: to see the particular images that were depicted. At first, this idea sounds so obvious as to hardly be worth stating. Why else would you look at paintings, if not to see the images? However, as I wil l explain, there are other, more compelling reasons to look at a painting. Indeed, it is possible to experience a painting in such a way that you go beyond what you see, in order to find out what you might feel. In the early 1870s, a movement arose in France that began to introduce abstraction into serious art.This movement, called Impressionism, produced works of art that, for the first time, did not consist wholly of realistic images. The original goal of the Impressionists was conceptually simple: they wanted to depict nature as it really existed. In particular, they labored to capture the ever-changing effects of light, as it changed throughout the day and from season to season. For example, the French painter Monet, whom I mentioned above, spent a lot of time creating series of paintings in which he painted the same subject at different times of the day.His goal was to show how the color and form of the subject changed from one hour to the next. Take a look at this painting of haystacks, created by Monet in 1890-1891. His goal was not to paint a simple image of a stack of hay, but rather to show the color and form of the haystacks at a particular time of day at the end of the summer. From Monet's point of view (I imagine), the painting was more of an exercise than a work of art. â€Å"Wheatstacks (End of Summer)† [1890-1891] by Claude Monet. Display a larger picture of this painting. Around the same time, another school of art, Neo-Impressionism, arose from the influence of Impressionism.The Neo-Impressionists used many small side-by-side dots to build up various shapes and colors. You can see this technique — which is known as â€Å"pointillism† — in the following painting, â€Å"A Sunday Afternoon on the Island of La Grande Jatte†, created in 1884-1886 by Georges Seurat (French, 1859-1891). â€Å"A Sunday Afternoon on the Island of La Grande Jatte† [1884-1886] by Georges Seurat. Display a larger picture of this painting. Finally, in the 1880s and 1890s, a disparate group of artists sought to move beyond Impressionism and its obsession with the changing effects of light.These artists, collectively known as the Post-Impressionists, created a wide range of striking and innovative paintings. Among the most important Post-Impressionists were Paul Cezanne (French, 1839-1906), whom I mentioned earlier, Paul Gauguin (French, 1848-1903) and Vincent van Gogh (Dutch, 1853-1890). When you look at Impressionist paintings, you will notice that, although they are generally soothing to the eye and calming to the spirit, they are, as a whole, quite boring. This is not the case with the Post-Impressionsts, as you can see by looking at the following two paintings. First, here is â€Å"Where Do We Come From?What Are We? Where Are We Going? â€Å", painted in 1897 by Gauguin. â€Å"Where Do We Come From? What Are We? Where Are We Going? † [1897] by Paul Gauguin. Display a larger picture of this painti ng. Next, take a look at â€Å"Irises†, painted in 1889 by van Gogh. â€Å"Irises† [1889] by Vincent van Gogh. Display a larger picture of this painting. The last three decades of the 19th century were a time of two important — and distinct — transitions. First, as I have mentioned, there was a gradual change from representational art to abstract art. You can see this in the work of the Impressionists and Neo-Impressionists.The second change was more subtle, but far more important. With the work of the Post- Impressionists, the purpose of art itself had begun to change. For most of history, the primary purpose of painting had been to portray images, rather than to evoke feelings and emotions. Starting with the Post-Impressionists, however, the emphasis began to shift. For the first time, unconscious feelings began to find their way into mainstream art. What allowed this to happen was that the Impressionists had loosened the bonds, giving permission for pa inters to stray from their representational roots and become more abstract.To be sure, the Post-Impressionists were still quite literal in their work: when you look at the work of Cezanne or Gauguin or van Gogh, you do know what you are looking at. Indeed, at the beginning of this essay, I used one of Cezanne's paintings (â€Å"Apples, Peaches, Pears, and Grapes†) as an example of representational work. Still, the gradual shift to abstraction and the capturing of deep-seated emotion was real and far-reaching. The reason that this is so important is that most of human life exists unconsciously, below the surface of perception and beyond the reach of voluntary, purposeful thinking.Within this netherworld, lies the strong, untamed and irrational forces that give life to our being and definition to what it means to be human. Until the 20th century, artists had to be content with merely grazing the surface of consciousness. Try as they might, their ability to penetrate to the hear t of what it means to be human was limited by their tools. When the brain processes a recognizable image, a mental barrier is erected that prevents significant entry into the processes of the unconscious.Thus, representational art, by its very nature, imposes limits on how deeply an artist is able to insinuate him- or herself into the unconscious processes of the observer. However, with the coming of abstraction, artists had, for the first time, a powerful tool that would allow them to bypass literal perception and reach into this otherwise impenetrable world of unconscious emotion. This was possible because, the more abstract a work of art, the less preconceptions it evokes in the mind of the beholder. In the hands of a skillful practitioner, abstract art can be an extremely powerful tool.However, as I will explain in a moment, such tools require more than the skill of the artist, they require the cooperation of the observer. Before I get to this point, however, I'd like to continu e with a bit of history. By the beginning of the 20th century, the move towards abstraction had generated enormous possibility. Previously, painters — restricted by the conventions of representational art — had confined themselves to either imitating nature or telling stories. Now, for the first time, artists were able to enter a realm in which unbounded imagination was, not only possible, but desirable.Between 1910 and 1920, a new movement towards abstract art, both in painting and sculpture, arose in Europe and in North America. The first important abstract artist was Wassily Kandinsky (Russian, 1866-1944). During the years 1910 to 1914, Kandinsky created a series of paintings which he called â€Å"Improvisations and Compositions†. Even today, almost a century later, Kandinsky's work is striking in its ability to bypass our consciousness and stir our inner feelings. Take a look, for example, at one of my favorites, â€Å"Improvisation 7†, which Kandinsk y painted in 1910. â€Å"Improvisation 7† [1910] by Wassily Kandinsky.Display a larger picture of this painting. The work of Kandinsky was extremely influential, and helped to usher in an age in which a number of abstract movements were established, one after another: Cubism, Futurism, Vorticism, Neoplasticism, Dadaism, Surrealism, and so on. Rather than describe each of these movements in detail, I'd like to jump to what I consider to be the defining point of 20th century art: Abstract Expressionism. What we now call Abstract Expressionism emerged in New York in the early 1940s. It was not so much a well-defined school of art, as a way of thinking.The Abstract Expressionists made the final break from the rigid conventions of the past, by redefining what it meant to be an artist. In essence, they rebelled against what the rest of the art world judged to be acceptable. Although the idea of abstraction had been around for some time, the Abstract Expressionists went a lot furthe r. They began to emphasize, not only the finished product, but the actual process of painting. They experimented in how they interacted with the paint, the canvas, and their tools; and they paid attention to the physical qualities of the paint itself, its texture, color and shape.I realize this sounds vague and pretentious, so I will explain to you what it all means. Before I do, though, let's take a look at an Abstract Expressionist painting, so you can at least get a feeling for what I am talking about. The following painting was created in 1950 by Jackson Pollock (American, 1912-1956), a pioneer of what came to be called â€Å"action painting†. The painting was originally called â€Å"Number 1, 1950†, but at the suggestion of an art critic named Clement Greenberg, the painting was renamed â€Å"Lavender Mist† (although, there is actually no lavender in it). Lavender Mist† [1950] by Jackson Pollock. Display a larger picture of this painting. The name â⠂¬Å"action painting† was coined to describe the techniques used by Pollock. He would fasten large canvases to the floor of his studio, and then drip, fling, and spill paint on them. He often used regular house paint, because he preferred the way it flowed. Now, I understand that the first time you look at a picture like â€Å"Lavender Mist† you may see nothing more than a confusing array of disorganized lines and spots. â€Å"What,† I hear you say, â€Å"is this supposed to mean?How could anything so primitive and crude be considered to be great art? It looks like something a bored kid would do if he was left alone in an art studio with no supervision. † Before I explain why â€Å"Lavender Mist† is, indeed, great art, let me tell you a quick story. A few years ago, I decided to visit Washington, D. C. by myself. It was the middle of winter, and the city had been hit by a huge snowstorm. I was all alone, so I decided to walk to the National Gallery o f Art. The streets were virtually empty, and as I entered the museum, I could see that it too was empty.I asked the information person if they had anything by Jackson Pollock. She said yes, and gave me directions to the room in which his paintings and drawings were hung. I had heard of Pollock and seen photographs of his work, but I had never seen any of the paintings in person. I still remember the feeling I had when I descended the stairs, turned the corner, and looked at the wall. I was alone in a large room and, there on the far wall, was â€Å"Lavender Mist†. The effect it had on me was completely unexpected. It was the only time in my life when I can remember a painting, literally, taking my breath away.I know this will sound a bit sappy, but seeing that painting changed me forever. Looking at a Jackson Pollock painting for the first time. How could this be the case? You just looked at a picture of the same painting, and I doubt you felt as if you had been changed forev er. First, I should explain that the actual canvas is large, nearly 10 feet (3 meters) long. It is quite imposing when you see it in person, especially in a large empty room, where the painting seems to reach out, grab you and pull you towards it.Second, what you see in the picture above is nothing like the real thing. Not only is the picture on your screen much smaller than the actual painting, but the colors you see on a computer monitor are muted and inexact. Moreover, on a computer screen, you do not get a sense of the texture of the paint and the canvas. All of this you understand, I am sure. Everyone knows that viewing a real painting is a lot different from looking at a picture of the painting on a computer monitor (or on a projection screen in an art history class, for that matter).However, there is another reason why I was so moved by â€Å"Lavender Mist†, and it has to do with the very purpose of art. To discuss this, we have to consider the question, Why do we crea te art? There are a number of straightforward reasons why human beings create art: to make a decoration, to tell a story, to capture or preserve an image, or to illustrate an idea. However, there is another, more subtle, but far more important reason why art is important to us. The need to reach inside ourselves and manipulate our unconscious feelings is universal.We all do it to some degree, although most of the time we are blind to what we are doing. That is where art comes in. As I explained earlier, one of the purposes of art is to allow us indirect access to our inner psyche. Great art affords a way to get in touch with the unconscious part of our existence, even if we don't realize what we are doing. In this sense, the role of the artist is to create something that, when viewed by an observer, evokes unconscious feelings and emotions.The reason abstract art has the potential to be so powerful is that it keeps the conscious distractions to a minimum. When you look at, say, the apples and pears of Cezanne, your mental energy mostly goes to processing the images: the fruit, the plate, the table, and the background. However, when you look at â€Å"Lavender Mist†, you are not distracted by meaningful images, so virtually all of your brain power is devoted to feeling. You can open yourself, let in the energy and spirit of the painting, and allow it to dance with your psyche.Of course, this only works if you cooperate with the artist. His job is to create a painting that is rendered so skillfully that, when you look at it, what you see actually changes what you feel at an unconscious level. Your job is to clear your conscious mind of thoughts and preconceptions in order to allow yourself to be influenced by what you are seeing. This means that, if you are to truly appreciate a work of art, you must be willing to let yourself go, to put yourself in the hands of the artist, so to speak, and let him take you wherever he wants.Much of the time, this partners hip fails, sometimes because the artist is simply not skillful enough; often because the person looking at the painting does not know how to truly appreciate it. Now you can see why the advent of Abstract Expressionism was so important. For the first time in history, artists were creating abstract art so skillfully that it was able to penetrate quickly and powerfully into people's subconscious (at least some people, some of the time). Thus, it is possible to view the history of painting as a long evolutionary process, starting with the slow, labored development of tools and techniques.Eventually, after centuries of representationalism, the Impressionists began to shake off the long- standing restrictions, which led to the development of various schools of abstract art, culminating, in the 1940s, with Abstract Expressionism, the beginning of a new age of creation and human achievement. I'd like to introduce to you a few of the Abstract Expressionists, painters whose work was importan t to the evolutionary process that redefined what it meant to be an artist. One thing that you will see is that work of these painters varies greatly.This is because, as I have mentioned, Abstract Expressionism is not so much a school of painting as a way of approaching and experiencing the act of creation. I have already shown you â€Å"Lavender Mist† (1950) by Jackson Pollock. Here is one of Pollack's earlier paintings, â€Å"The Key†, which he created in 1946. â€Å"The Key† [1946] by Jackson Pollock. Display a larger picture of this painting. Next, I'd like to show you a painting by Arshile Gorky (Armenian-American, 1904-1948), whose work had significant influence at the time that Abstract Expressionism was emerging.This painting, called â€Å"One Year the Milkweed†, was created in 1944. â€Å"One Year the Milkweed† [1944] by Arshile Gorky. Display a larger picture of this painting. When you are just getting used to abstract art, you might wond er, just how good are these artists anyway? It doesn't look all that hard to fill a canvas with lines, and smears, and splotches. I can assure you that the best abstract painters are all highly skilled artists in their own right. For example, here is a charcoal sketch done by Gorky in 1938, called â€Å"The Artist's Mother†. It is actually an idealization of his mother, inspired by an old photograph. ) â€Å"The Artist's Mother† [1938] by Arshile Gorky. The next painting is by Franz Kline (American, 1910-1962). It is called â€Å"Painting Number 2†, and was created in 1954. â€Å"Painting Number 2† [1954] by Franz Kline. Display a larger picture of this painting. Finally, here is a painting by Mark Rothko (Russian-American, 1903-1970), entitled â€Å"White Center† and created in 1950. This painting is an example of what is called â€Å"Color Field† painting: an abstract image with large areas of undiluted color. â€Å"White Center† [1 950] by Mark Rothko.

Oedipus the Great Essays

Oedipus the Great Essays Oedipus the Great Essay Oedipus the Great Essay ? Sophocles once said, â€Å"The keenest sorrow is to recognize ourselves as the sole cause of all our adversities.† Everyone person has many defining qualities, both positive and negative. At times, seemingly positive characteristics can reveal to be both a blessing and a curse that leads to one’s downfall, qualities that the Greek’s called one’s hamartias or ‘tragic flaws’. Some of the first examples of tragic heroes can be found in Ancient Greek plays in which a character’s traits that led them to greatness will also cause their downfall. This concept is clearly illustrated in Sophocles’ Oedipus the King, a story about the king of Thebes, an admirable leader who possesses negative qualities that ultimately lead him to his own demise. King Oedipus is notably compassionate and determined, and known for his sense of justice, his honesty, and how swift he is to take action. Aside from his admirable qualitie s, he is also quite short-tempered, arrogant, and reactive. As the mystery unravels and the truth reveals itself, the combination of these positive and negative qualities will lead him to his eventual tragic fate. Oedipus’ determination is shown many times throughout the play and is fueled by his need for justice and his compassionate nature. An example of this is at beginning of the play when Oedipus is speaking with the priest about the problems Thebes is facing. Oedipus expresses his genuine grief for his suffering people, â€Å"my soul mourns/for me and for you, too, and for the city,† (Sophocles 63-64) conveying his genuine desire to be a good king to his people. The genuine empathy he has for his city and his people is also prominent during his conversation with Creon. Oedipus insists upon allowing all his subjects to hear what news the oracles had given his brother-in-law, despite Creon’s suggestion to speak in private: â€Å"Speak out to all! The grief that burdens me concerns these men more than it does my life.?

Can My Indie Book Be Discovered

Can My Indie Book Be Discovered You have an indie book out there, but youd love to call yourself a traditionally-published author. What does it take for an agent or press to WANT to sign your book.or sign with you? Remember, theres the book, and then theres you. Some authors bring attention to themselves. Some books take off and garner attention all THE BOOK A CATCH 22 Whether or not the agent/publisher wants your indie book is often decided agent/publisher has to determine if it has saturated the market or not. It may have already peaked and reached the readers its targeted for, and the agent/publisher may see theres nothing left in it for them. On the flip side, it may not have done well, which is interpreted as the book isnt made well, isnt written well, or isnt about a good topic. So why would they want it? Theres a small sweet spot in there to make an indie book palatable to the traditional market. There has to be enough spark left in it for the agent to capitalize upon. THE AUTHOR ANOTHER CATCH 22 If your book does well, often the agent/publisher may take a deeper look at the author. How does he market himself? What impact did the author have in the success of the book? What kind of website/blog? How Google-able is he? That type of author can pitch a second book and have great odds of being accepted. But the question is . . . why would he if hes successful as an indie author where the royalties are SO much greater? We have actually reached the point in publishing that you can make as much or more as an indie author as you can as a traditional author. Youll still have to market yourself hard VERY hard. You get no relief traditionally in that department. Your books will be more readily available in libraries and bookstores (though IngramSpark is closing that gap), but in reality, you can often get your books placed in bookstores But if that credibility factor still keeps you awake at night, and you just want that traditional accolade checked off your bucket list, pitch traditional to start with. Be very, very patient at the time it takes to work that system. Or if you arent that patient, work hard as an indie author, knowing that you can pitch subsequent books  later to the traditional world, and your success will often depend  upon the success of your first book youre selling on your own.   Chip MacGregor of MacGregor Literary Agency talks about what it takes for an agent to pick up your indie book. Its honest and very informative. Regardless of the road you take, realize that the professional credibility you seek is completely in your hands. Study the successful in the business, indie or traditional or hybrid of the two, and see what you can do to find success in your world. macgregorliterary.com/blog/ask-agent-transition-self-published-traditionally-published/

5 Splendid Essay Writing Guides to Upgrade Academic Skills

5 Splendid Essay Writing Guides to Upgrade Academic Skills 5 Splendid Essay Writing Guides to Upgrade Academic Skills When you set out to write an essay, it is important to try and expound upon your skill-set whenever possible. This is best done by using essay writing books for college students. These books are all designed to help students improve their current level of mastery over literary writing and analyses. They each bring different qualities and benefits as well. Below are 5 splendid guides you can use to upgrade your academic skills: Essay Writing for High School Students: A Step-by-Step Guide by Newsweek Education This guide is really designed to help high school students prepare for the writing they will need to complete in school, and in college. It is perfect for students who want step-by-step instructions on the different writing styles, various types of essays and papers, and what they need to do in order to complete them well. Writing Clear Essays (3rd Edition) by R.B. Donald, Betty Richmond Morrow, Lillian Griffith Wargetz, and Kathleen Werner This book is designed to offer clearer guidance for students who want to get to the point with their writing. Students might understand the nuts and bolts of writing but not necessarily how to make a clear argument or write with purpose. That is where this guide comes into play. The College Guide to Essay Writing by Jill Rossiter For students who are heading to college, this particular guide is a great thing to have because it offers information and tips on writing at a college level, something that might be vastly different compared to the requirements faced in school right now. It is something that students can keep by their side while they work, as a reference, to which they can turn when new tasks are assigned. Schaum’s Quick Guide to Writing Great Essays by Molly McClain, Jacqueline Roth, and Molly McClain This great guide is written by some experts in the field of writing and helps students to understand the mechanics of essay writing, and specifically how they can write better. This is a guide full of tips on writing clearly, effectively, and covering any form of an academic essay you might face while in school. The Nuts and Bolts of College Writing by Michael Harvey This particular guide is one which really breaks down each component and layer of college level writing which students might face once they reach their college classes. Such a guide is designed to give students a comprehensive breakdown not only of what components there are to each type of college level paper, but what background work is required or how to craft a great thesis for a paper. In order to improve with regard to your college level essay writing, it is best to use essay writing guides which can help you to learn new styles, new ways to evaluate yourself, and new creative writing tasks. With guides like those listed above, you can learn invaluable skills and apply them to your classes with great results.

Corporate accounting Assignment Example | Topics and Well Written Essays - 2500 words

Corporate accounting - Assignment Example CSL Behring has its operations spread over several countries like Australia, US, Germany and Switzerland. The company has around 10000 employees spread across 27 countries all over the world. BioCSL carries out operation from Melbourne and caters medical solutions to customers all over the world. The group accounts also reveal that CSL Limited carries out research and development to support its global operations. CSL Behring carries out activities of developing and marketing blood plasma derivative and recombined medical solution, bio-therapies for its customers all over the globe. The bio-therapies of the company provides solutions in developing immune systems against diseases like haemophilia, hereditary syndromes, von Willebrand, angioedema etc. The therapy solution developed by the companies also used for treating heart diseases, burns and shocks, transplantation of organs and also for treatment of newly born babies. BioCSL is another subsidiary that carries out the function of developing anti-influenza vaccines, anti-venom and diagnostic reagents to the global markets like Papua New Guinea, New Zealand, Asia-Pacific, etc. The research and development wing of the company is dedicated to support the bio-pharmaceutical business by developing protein-based medicines which are sold in licensed versions. The company is focussed on developing the existing products as well as developing break-t hrough solutions through use of DNA technologies. The research and development wing is also looking at improving their capabilities in the area of haemophilia, blood coagulation, etc. The non-controlling interests of CSL Limited could be understood from the following table as given below. The percentage of shareholding of the company by the various shareholders has been given in the following table. The percentage of shareholdings of the shareholders has been depicted in descending form. Since CSL

Business analysis of a restaurant Essay Example | Topics and Well Written Essays - 750 words

Business analysis of a restaurant - Essay Example The foods offered at the Straits Cafe are described in the elegant menus that are split according to meals, which include breakfast, dinner, brunch and dessert. The variety of foods served at the cafe ensure that the needs of all customers are met leading to customer satisfaction and loyalty, which transforms into high profits for the company (Yu 12). Location of the Restaurant The Straits Cafe is located in the heart of downtown. The mall in which the hotel operates is known as the Westfield San Francisco Centre. The Westfield San Francisco Centre is an urban shopping mall located in San Francisco, California (Roy 19). The mall is run by Westfielf Group and jointly owned by Forest City Enterprises. The businesses that surround the mall include Century Theatres, Bristol Farms grocery and San Francisco State Univerity. The Westfield San Francisco Centre operates between 10:00 am to 8:30 p.m. from Monday to Saturday, but closes at 7:00 pm on Sunday; however, the operation time for rest aurants and bars may differ (Roy 22). The Westfield San Francisco Centre attracts and retains major customers who find their way into the restaurant. The mall attracts more than twenty million tourists from across the world during all the four seasons (Roy 10). The mall offers a range of accommodations that meet all travellers’ needs. ... The Straits Cafe management team has witnessed additional visitors seeking accommodation in the restaurant. This has forced the hotel managers to hire an extra hall on the third floor of the mall that presently accommodates thirty-five customers. Competitors Stiff competition is one of the greatest challenges facing the Straits Cafe. There are several restaurants and cafes offering similar services in the Westfield San Francisco Centre (Roy 6). These include Hotel Palomar, Hotel Diva, Union Square Hotel, the Four Seasons San Francisco and Chinatown Hotel. Chinatown Hotel is just next to the Strait Cafe, and it offers almost similar products to Straits Cafe. Chinatown Hotel, however, has limited capacity; this factor gives the Straits Cafe a competitive advantage over Chinatown Hotel. This competition has led to the management introducing semi-private rooms and private rooms that attract customers who intend to hold private parties (Yu 16). Scale and Decoration The Straits Cafe occupi es a floor space of three hundred square meters. The kitchen and the bar alone occupy sixty and twenty square meters respectively. The interior of the restaurant has enough space and capacity to accommodate one hundred and twenty guests. The floor space is large enough to place thirty tables and leave passages between the sitting tables. The sitting arrangement is strategically planned by the management to avoid long waiting lists when customers place orders. The walls of the restaurant are beautifully decorated. The restaurant is equipped with high tech facilities that provide comfortable services to the customers. Adequate kitchen space enables the customers to pass through the cooking place and inspect the sanitation of the kitchen (Yu 22). This

Second Networking Group Essay Example | Topics and Well Written Essays - 500 words

Second Networking Group - Essay Example The Tiger was better and large enough to support my objectives. They had required numbers of knowledge personnel, teamworking, and experience in marketing the product. This helped in encountering competitors in the market, the plans we laid on how to reach the set goals, by minimizing costs both on efficient and effective ways. The second group had smart objectives to bulldoze competitors in the market The group also showed greater signs of growth. They also established business roots on the ground, this anchored the group. By an improved customer, margins meant the profits margins had a greater potential of increasing. The team had vital marketing skills needed to facilitate smooth marketing operation of commodities. With proper infrastructure in line with the group goals, the road to promotion was easier than before. It also had expertise and knowledge to the service to serve the entire market. Communication was effective with customers in market segmentation, this aided much in understanding customers needs, tastes and preferences. The group was able to dispatch products according to consumers needs, this meant supply could fit the current demand figures in the market. Enabling products would reach consumers at the exact place, time, and quantities. Different marketing strategies helped the production and distribution department to balance the exact items to be produced and availed to the market. The group decided to use undifferentiated marketing strategy, where the salespeople and markers appealed to one large market segment with single marketing strategies.  Ã‚  

Warfare Case Study Example | Topics and Well Written Essays - 500 words

Warfare - Case Study Example The shift of US foreign policy in 1948 from containment to pre-emptive war as emphasized in the Truman Doctrine, led to the establishment of US military hegemony and global economic domination. As the most powerful country in the world, the use saw the need to protect societies all over the world whenever they were threatened especially by the Soviet Union’s support for rebel groups that were fighting to establish socialism in many parts of the world. The USA saw these wars as a justified course since it was being waged to protect civilians against the Soviet Union sponsored aggression on sovereign nations (Crawford, 2003). Among the US- led wars during the cold war period that raise moral questions based on the principles of Jus in Bello is the Yugoslav War. Although the war passed the test of proportionality given that there were no excessive use of force, the element of discrimination which calls for restricting the war to military targets. The decision to use air strikes and no ground troops or low flying aircrafts limited the ability to be accurate when identifying targets therefore risking the lives of many unarmed civilians and increasing collateral damage during the war (Crawford, 2003). Issues raised on the basis of comparative justice in the Yugoslav War were also not conserved in the war as it failed to weigh competing visions of justice, opposing versions of history and litany of victimization. There are divergent views of the war with the Serbs asserting that Kosovo Liberation Army had links to the Mafia drug dealing among other atrocities while the Serbs disapproved the blatant aggression against their sovereign state by US-led intervention given that they had not attacked any other nation (Crawford, 2003). The justifications for the U.S. invasion of Iraq were based on two critical points that

William Faulkner "A Rose for Emily" Research Paper

William Faulkner "A Rose for Emily" - Research Paper Example She decided to purchase arsenic poison which she used to kill Homer. It is evident that she wanted to control the life of Homer, the man who attempted to abandon her. Furthermore, in the final section of the story, it is revealed hat Emily is a necrophiliac. In a deeper sense, this further illustrates how Emily wanted to control others. Her attraction to dead bodies simply means that she had the powerful desire to be in total control of others. The secretive side of Emily is also clear. In her analysis of the story, Renne Curry (1994) argues that Emily was unavailable even to the narrator. Curry notes that there was limited knowledge of Emily, and her life remained a mystery. There was an â€Å"extended period of limited knowledge† (Curry, 391). Indeed, in the story, the narrator says that the front door to Emily’s house remained closed for much of her life. In addition, Emily refused to state the reason for buying the arsenic poison, further illustrating her secretive nature. Emily is also a character who lives in denial. She is reluctant to accept the reality. She is some kind of ‘avatar’ because she does not believe in death (Davis, 35). For instance, when her father died, she refused to admit this fact and went ahead and kept his body. In addition, it can be argued that after she killed Homer, she continued to live in denial by keeping Homer’s body. She is portrayed as a woman who not only resists the passage of time but also resists change (Davis, 38). For example, when numbers were being attached to houses, she did not allow the authorities to attach a number to her house. This is an illustration of how she refused to accept change. Curry, Renee R.   â€Å"Gender and authorial limitation in Faulkner’s ‘ A Rose for Emily.’  (Special Issue: William Faulkner)."  The Mississippi Quarterly  47.3 (1994): 391+.  Academic OneFile. Web. 15 Feb. 2013. Davis, William V.  Ã¢â‚¬Å" Another Flower for Faulkner’s Bouquet: Theme and Structure in

Art, Music, Religion Essay Example | Topics and Well Written Essays - 1500 words

Art, Music, Religion - Essay Example This can be through word art or poetry, sculptures, a beautiful painting among others. Consequently, it is the greatest illusion imposed on the wills of mankind as an alternate reality. Hence, it is suffice to say that art has a profound and immeasurable impact on the lives of human beings. Foremost, art is the expression of life and consequently enhances our awareness and appreciation of nature and the gift of life. The artistic visual impression of nature’s scenery such as the sun, rivers and wild animals, enhance the intrinsic value of life and elucidate a sense of nurturing and care by human beings. Second, art is a tool for communication that is used to convey special messages of a social, economic or religious connotation. Hence, it is the voice that reaches beyond the canvass, provokes thought and shapes the perception of people pertaining to the message conveyed. Third, art impacts on the moods of people by eliciting both positive and negative emotions. For example, vi sual or musical art can stir positive emotions such as happiness, optimism or peace of mind. While some darker form of art, such as those expressing war or hunger, can provoke negative emotions such as depression, anxiety or anger. Consequently, these emotions can affect the daily life of a person in a positive or negative way. Furthermore, art contributes in the building of local and global relations. This is because art is a universal language since the information being conveyed is the same all over. Moreover, the participation in art calls for interaction as people meet in experiencing it or developing it. Consequently it results in the building of interpersonal relations. 2. Art in Puerto Rico Graffiti is a form of street art that involves scratching or scribbling and is derivative of the Italian word graffiato (DeAngels, 2010). It is used to convey messages to the wider public, through the artistic writings or paintings, via public and private surfaces such as buildings and st reets. Historically, evidence shows that graffiti existed in ancient civilizations in the form of figure sketches and inscriptions. These were evident from the ruined walls of sepulchers in places such as Pompelli and Catacombs. In the modern period, the use of graffiti in the early 1970s was associated with youth in New York from the Puerto Rican and black communities. These youth incorporated the use of tags by spray painting public city buildings, subway trains and buses. However, the famous revolutionary graffiti artist referred to as the, â€Å"father of controversial graffiti†, was Jean-Michel Basquiat. He was the son of a Puerto Rican mother and Haitian father who inspired the spread and growth of graffiti to Puerto Rico. The messages conveyed by his art at the time by the graffiti related to issues such as wealth inequalities, racial segregation and discrimination among others. Consequently, Jean-Michel Basuaiat’s art work cast graffiti into international recog nition and inspired the youthful generation in Puerto Rico. Presently, graffiti is used in Puerto Rico as a creative tool for expressing thoughts, ideas and opinions of a political meaning or otherwise. Moreover, the graffiti in Puerto Rican cities such as Old San Juan and Santurce, display beauty and angst that have formed played a part in its culture. The government on its part can control graffiti by distinguishing it from the illegal version of it known as tagging and reigning in on the culprits. The tagging form of art is mostly gang related and driven by the motive of vandalism, controversy to public value and vulgarity. This is opposed to the creativity and beauty in expression in expression of graffiti that the

William Faulkner "A Rose for Emily" Research Paper

William Faulkner "A Rose for Emily" - Research Paper Example She decided to purchase arsenic poison which she used to kill Homer. It is evident that she wanted to control the life of Homer, the man who attempted to abandon her. Furthermore, in the final section of the story, it is revealed hat Emily is a necrophiliac. In a deeper sense, this further illustrates how Emily wanted to control others. Her attraction to dead bodies simply means that she had the powerful desire to be in total control of others. The secretive side of Emily is also clear. In her analysis of the story, Renne Curry (1994) argues that Emily was unavailable even to the narrator. Curry notes that there was limited knowledge of Emily, and her life remained a mystery. There was an â€Å"extended period of limited knowledge† (Curry, 391). Indeed, in the story, the narrator says that the front door to Emily’s house remained closed for much of her life. In addition, Emily refused to state the reason for buying the arsenic poison, further illustrating her secretive nature. Emily is also a character who lives in denial. She is reluctant to accept the reality. She is some kind of ‘avatar’ because she does not believe in death (Davis, 35). For instance, when her father died, she refused to admit this fact and went ahead and kept his body. In addition, it can be argued that after she killed Homer, she continued to live in denial by keeping Homer’s body. She is portrayed as a woman who not only resists the passage of time but also resists change (Davis, 38). For example, when numbers were being attached to houses, she did not allow the authorities to attach a number to her house. This is an illustration of how she refused to accept change. Curry, Renee R.   â€Å"Gender and authorial limitation in Faulkner’s ‘ A Rose for Emily.’  (Special Issue: William Faulkner)."  The Mississippi Quarterly  47.3 (1994): 391+.  Academic OneFile. Web. 15 Feb. 2013. Davis, William V.  Ã¢â‚¬Å" Another Flower for Faulkner’s Bouquet: Theme and Structure in

Management Journals Essay Example | Topics and Well Written Essays - 2500 words

Management Journals - Essay Example According to the first hypothesis, managers’ beliefs about vision clarity, appropriateness and execution are positively correlated with job satisfaction and organizational commitment and negatively correlated with turnover intentions and role ambiguity. According to the second hypothesis, individual sentiments towards vision clarity, appropriateness and execution will interact to influence job satisfaction, organizational commitment, turnover intentions and role ambiguity. The researchers administered the survey instrument to a Fortune 500 company which was undergoing a transformation process. The survey was applied to 245 respondents inclusive of officers, directors and managers. The authors have mentioned the common method bias as being one of the limitations. According to the findings, a three way interaction between vision clarity, appropriateness and execution can impact upon job satisfaction, turnover intentions and role ambiguity. These findings confirm predictions abou t such interactions. For example, if the organizational change is perceived to be appropriate and well-executed, it increases job satisfaction. In this manner the findings have linked the three change sentiments of vision, appropriateness and execution with the four affective outcomes of job satisfaction, organizational commitment, turnover intentions and role ambiguity. ... The research sample consisted of upper and middle level managers who were involved in a large-scale organizational change initiative. The study has a considerable level of practical implications for managers in the present day business environment which is characterized by a fast pace of change both in terms of technology and management techniques. Therefore change management has become one of the key success factors of operating in the present day business environment. The findings of the study will help managers in creating an organizational culture the building blocks of which are necessarily change sentiments and their affective outcomes. An organizational culture that is based upon the interaction effects of change attitudes upon key job-related outcomes will have a more successful experience of organizational change. Organizational change is a complex process which to be successful should incorporate inputs from managers and employees at all levels of the organizational hierarc hy. This study will help management understand how the three change sentiments can affect the success of organizational change. The interaction effects of vision clarity, appropriateness and executive can impact upon job satisfaction, turnover intentions and role ambiguity. These three affective outcomes must be taken into account in successfully conducting organizational change. According to the study, organizational change has clear implications for individual change attitudes. By taking these interactions into account, today’s organizations can have a more effective change management framework which is a key success factor. Mathisen, G. E. and Einarsen, S., 2010. A review of instruments assessing creative and innovative environments within

Communication and professional relationships with children, young people and adults Essay Example for Free

Communication and professional relationships with children, young people and adults Essay Explain how you use effective communication in developing positive relationships with children, young people and adults. Why is this important? 1. 1 In developing positive relationships we use effective communication in several ways. We use it to: †¢help us better understand a situation or person which can help to determine our approach when engaging with them. †¢build trust and respect. If individuals feel comfortable speaking with us and feel they can approach us at any time on any subject, they are more likely to co-operate and look favourably on any suggestions made. †¢show that we care about the welfare and future of an individual and will do our best to aid in their success †¢ensure that all parties are agreed upon the same goal, making sure that everyone is clear about the final aim and how it will be achieved. †¢build and maintain a positive working environment where creativity and learning can flourish. It is important to do this because poor communication can lead to misunderstandings, lack of trust and conflict. Without a positive relationship you are unlikely to gain support and co-operation and find it challenging to achieve a good outcome from any situation. Explain the principles of relationship building with children, young people and adults 1. 2 When trying to develop positive relationships there are several principles to follow. Firstly effective communication is essential. You must be clear in what you say and ensure you have been understood correctly. At the end of a communication you can reiterate your key points and if necessary outline responsibilities and actions. Also be sure to use language appropriate to the person with whom you are communicating. When speaking with young children keep key points to a minimum and ask them to repeat what you have said. Secondly, take time to listen to others and try to understand their point of view. Use active listening techniques to show that you are interested in what they are saying and respond appropriately. Also make sure that, if you tell someone you will get back to them, you do get back to them. This will help engender a sense of trust and respect. It is also essential that you show respect for the person with whom you are communicating. Remember their name and details of how they like to be addressed and issues which are personal to them. Recalling details of their lives adds to the feeling that you are genuinely interested in them and their welfare. When communicating be sure to acknowledge the individual. Accommodate any religious and cultural beliefs and show that you value these differences. Be considerate of the person’s situation trying to understand and accommodate any issues which may influence their feelings, actions and responses. Finally, remain positive and retain a sense of humour. Laughter is a good way to break the ice and relieve tension in a stressful situation. Explain how different social, professional and cultural contexts may affect relationships and the way people communicate 1. 3 There are several ways in which social, professional and cultural contexts may affect our relationships and the way we communicate. We must remember that communication is not just verbal and context will influence the way we act, what we wear, how we communicate and what we say. In a social setting our actions, language and dress may be less formal. If we have colleagues and parents from school as friends outside of school, then we might perhaps greet them with a hug and a wave. Our language might incorporate slang and jokes and conversation might be more generic and less serious. We might be more casual in our attire and the situation would suggest whether this is acceptable. For example, you would not be expected to attend a party wearing your best suit. The manner in which we communicate socially is also likely to be different from a professional setting. As well as telephone and face to face conversations we might also engage via text message, email and social media sites and we would be unlikely to write a letter to someone we might see daily. Communications might, for example, utilise text speak and jargon and not necessarily demand an immediate response if any at all. In a professional context you would be expected to act, speak and dress more formally. Your actions language and clothing should match the severity of the issue which you will address and show appropriate respect for the location and people with whom you are meeting. If participating in a parent/ teacher meeting at school for example the same people you greeted with a hug the night before would be better greeted with perhaps a handshake to highlight the position you hold in this scenario. Our language would be more formal and depending who was present we might try to eliminate jargon to ensure clarity and minimise misunderstandings. Similarly again our clothing would be more formal to identify the position we hold and show respect for those involved in any meeting. When contacting people professionally the use of social media sites would not be appropriate to discuss any matters relating to school, pupils or staff. Text messages might be appropriate to inform parents/carers of a school social event for example but to arrange a meeting or discuss an important matter it would be more appropriate to speak with a parent/carer or write a letter if the contact needs to be documented. When working with outside agencies email, for ease of use and speed, has become the standard form of communication but again when broaching a sensitive or important issue, a phone call or face to face meeting might be preferred. Emails can easily be misread which can lead to misunderstanding and conflict. When speaking we can use tone of voice to help ensure a point is understood correctly and face to face we can use body language in the same way. The timeframe in which we contact someone or reply to a communication can also affect relationships. When someone has taken the time to contact you they will expect a response to show that you value their contact and it should be made in the same manner or more personally. Responding to a phone call with an email, for example, could be seen as rude and deter future contact. Similarly, delaying a response could suggest that you do not value the input of the individual or consider them or their issue to be important and bring about the same result. Finally, we need to consider the cultural differences of those with whom we interact. Different cultures may also have different standards in terms of behaviour, dress, communication and contact. Actions could be misinterpreted and cause offence leading to the breakdown of a relationship. If you are meeting with someone from a different culture it may be worth doing some research and asking their preferred form of contact etc. to show that you value their beliefs. However, whilst it may be detrimental not to account for cultural differences you could see the same consequences if you assume differences because of background or race when actually there are none. What skills do you need to communicate with children and young people 2. 1 Communication is still a relatively new thing for children and young people and they may not be used to asking questions and holding conversations. One skill required to communicate effectively is giving children and young people opportunities to speak. As adults we are inclined to think that we know what children are thinking and feeling and try to tell them this or fill the gaps in their speech. Whilst we should continue to try and communicate with children as often as possible we should ensure it is a two-way conversation and not a one-way stream of instructions. We should remain patient and allow children time to organise their thoughts and formulate their sentences. When a child is relaxed and at ease they will be more forthcoming. Children may be shy and reluctant to say more than a few words if they feel you are not interested in what they have to say. Using positive body language we can encourage children to speak out. We should come down to the child’s level, face them and maintain eye contact. Remaining focussed on the child rather than continuing with another task will confirm your interest and appropriate facial expressions will show that you are listening and have understood what they are saying. Active listening is another key skill. Be interested and make appropriate responses whilst the child is speaking to confirm that you are really listening. Add to this by repeating back what the child has said to ensure your understanding is correct and by giving positive comments when they have finished. Asking open questions will extend the conversation giving the child more practice, boost the child’s confidence so they are encouraged to communicate more and model a real conversation for them to learn from. Finally, we must also ensure that communication is appropriate for the child or young person and be able to adapt the style we use. Depending on the age and ability of the child we may be able to simply converse or might need to incorporate visual support or play into the communication. We should not assume children and young people will not understand but instead make our communication clear, use vocabulary which is appropriate to their age and encourage questioning. Give a detailed explanation of how you adapt communication with children and young people for: 2. 2 aThe age of the child or young person When communicating with younger children you should try choose a setting which is familiar to the child and where they are more confident – their favourite area of the classroom for example. Get down to the level of the child perhaps sitting on the carpet and use body language to make them feel more comfortable – ensure you are facing the child, smile, nod, turn toward them, keep your arms open and remove any barriers between you. Younger children will require more reassurance and perhaps more physical contact. They may feel more confident holding your hand or sitting close together. Vocabulary should be kept simple and sentences short, broken down into easy steps. The same point may need to be repeated several times in different ways and it is helpful to provide examples based around their own experiences. If a child is very reluctant to communicate you may want to use puppets to speak through, include pictures or props to help them engage or perhaps incorporate your communication into a favourite game. The attention span of younger children is very short and you must also account for this. Monitor the length of time you spend together and include attention switches to maintain their interest: change your method of communication, switch speakers, move location, ask questions etc. Older children and young people will still need to feel comfortable in your company but are more independent and will require less reassurance and physical contact. They are more familiar with the school environment so will find it easier communicate in different settings but will more comfortable in a setting they have used before. Older children often view themselves as grown up and will appreciate being treated accordingly. Positive body language will still be beneficial in encouraging a child to speak but it will no longer be necessary to sit on the floor. Language and vocabulary should be more mature and sentences can be more complex. It may also not be necessary to repeat a point so often unless it is something new and above that person’s ability level. Examples can be drawn from a variety of sources as their experiences are wider and additional materials should be more sophisticated such as written texts or †you tube† clips. Older children are more aware of themselves and can be easily embarrassed. They will benefit from confidence boosting reminders of how well they are progressing and positive re-enforcement. They will, however, withdraw and react negatively if patronised, preferring to be treated with respect and spoken to honestly. With age attention span also increases so it is still necessary to include attention switches to maintain focus but not as frequently. bthe context of the communication We will encounter children in a variety of situations at school and it will be necessary to adapt our communication accordingly. Primarily our contact will be made inside school during a learning activity. In this case we need to remain quite formal, be directive and model the behaviour we require through our own actions. Ground rules should be laid down in clear, concise Instructions and the learning objectives highlighted to ensure all children fully understand what we expect and are trying to achieve from the lesson. There will be other children in the same area working on separate activities so we need to make our lesson interesting to retain the attention of our group but not distract the others. We can do this through tone of voice, choice of vocabulary and supplementary resources but must be wary not to overexcite the group because of the other learners present. If your activity is away from other learners then it may be possible to incorporate physical activity and allow greater expression. Distractions will be plentiful and we will need to encourage and focus our learners through positive re-enforcement and challenges. If appropriate to the task we should encourage discussion through questioning but keep discussion restricted to the subject at hand. In a more social setting, for example the playground, we can be less formal and more relaxed in our approach. This would be reflected in our body language, tone of voice and vocabulary. These times can be used as opportunities to build relationships and get to know the children better. Children can be encouraged to discuss outside interests and we might share our own experiences to help form a bond. Whilst it may be necessary to give little reminders of school rules to avoid bad behaviour it should not be necessary to outline them in full and they can be made in a more playful and conspiratorial manner – a helpful friend rather than a figure of authority. Although conversation might be more light hearted we must still remember to maintain the relationship of teacher and pupil. A school trip, however, is a more social event, but still a learning activity and the degree of formality should remain on a similar level to the classroom. The formality of the pupil teacher relationship should remain so the children understand that you â€Å"are in charge†. Children will need to be reminded often of their objectives but communication might be more light hearted and children allowed to speak more freely, discussing outside interests highlighted by the current situation. Outside the school environment they will be excited and more forgetful of their code of conduct. It will not always be possible to speak with the whole group when on a trip so we should communicate through our own behaviour, modelling what we expect from the children: remaining focussed, respectful, and responsible.

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By the looks of these starling statistics we can all optically discern sex inculcation is greatly needed. When children are still adolescent their brains are like sponges and it’s more facile for them to obtain information and it’s consequential for us to learn things early. Adolescence is a paramount duration with regard to sexual development considering hormonal changes increase sex drive, change appearance and amend the likelihood of reproduction. The stages of sexuality largely depend on perception but conventionally commence with autoerotic deportment, which translates into authentic sexual activity with another person (Steinberg, 2011), Even though adolescent sexual demeanor is by all accounts mundane, the implicative insinuations cognate to the utilization of contraception are concerning. For instance, â€Å"one worrisome finding suggests that most adolescents report verbalizing about contraception after they first have intercourse, rather than before† (as cited in Steinberg, 2011, p. 342-343). Due to the prevalence of sexual intercourse during adolescence efforts to edify the youth perpetuate to be a top priority of the inculcative system and regime. Nonetheless, these efforts have done little to solve the current crisis in our community with regard to adolescent sexual deportment. A report published by the U.S Department of Health and Human Accommodations â€Å"suggests that as many as 50% of all adolescents are sexually active† (White, 2008, p. 349). A portion of those are puerile women who will become pregnant, adolescent men who will contract a sexually transmitted disease (STD) and teenagers who will suffer from emotional distress and regret. Albeit the majority concurs inculcation is the solution to this dilemma, one q... ...cer and infertility (Steinberg, 2011). Thus, the biological perils cognate to sexual activity incline to be the primary focus when edifying teens; however, the psychological and societal implicative insinuations may be the most consequential. Although a pregnant adolescent faces many stressors, which can translate into sundry psychological quandaries such as melancholy, the most consequential effects may pertain to the child. According to Steinberg (2011) children of adolescent mothers â€Å"are at a more preponderant risk of developing a variety of psychological and gregarious problems†; largely, due to being raised in a poor environment and/or a single parent household (p. 363). Psychological issues can additionally arise due to puerile parents interacting with their infant less often, which have a consequential effect on the child’s development (Steinberg, 2011).

The Ones Who Walk Away from Omelas :: Ones Who Walk Away from Omelas Essays

The Ones Who Walk Away from Omelas "Perhaps it would be best if you imagined it as your fancy bids, assuming it will rise to the occasion, for certainly I cannot suit you all." This is an open invitation for you, the reader, in the short story "The Ones Who Walk Away From Omelas." Ursula K. Le Guin is simply inviting you to become her main character. How might you accept or deny this malicious request? It is quite simple, really. To accept it is to read on, and to deny it is to disembark in the endeavor. The city of joy, your own Omelas, is developing continuously in your head. How sweet it is. The image of the bay surrounded by the mountains with Ursula's white-gold fire enchanting the air. Oh, and one cannot forget the tantalizing orgy custom fit to your most personal delights. Can you even begin to imagine the mere possibility of an association between religion and sexual pleasure without the possible deviance of human authority? It all seems nearly ovenvhelming. The fascination continues with every mom ent of lustful anticipation. One cannot deny their own perversion long enough to stop engaging in a plot that might encourage it. But there is a catch of course, for there is always a catch. This particular one is quite deviant really, for this city is a complete deception. It is a place of lamentation and punishment. It is a prison that simply provokes the archaic smiles described within the sentences. How best can one describe the goal of such a story? I believe I shall attempt to do so by describing the main character, you of course! You are presented with three stages and then you are given three questions. In the end, it will be your duty to determine the final event. Create-a-meal, no my friend, instead you are given the tools to create-a-setting. You are presented with brilliant horses and jubilant music, bright colors and beautiful scenery, a blissful introduction, indeed. Shockingly enough, in the second paragraph it is quickly taken away from you. A dagger penetrates your balloon image. You are told that the smiles and happiness of the city are not genuine. Ursula K.

Robert M Lafollette

Vocation: Politician- was youngest member of United States House of Representatives at age 29 in 1884, Senator of Wisconsin, Progressive party representative candidate (1912), one-time presidential candidate (1924). Lawyer- district attorney in Wisconsin; ran a successful legal firm in Wisconsin. Background: †¢Family: Born into a poor but respectable family in Dane County, Wisconsin. Father died eight months after Robert’s birth. Mother worked extremely hard to support her four children.Married Belle Case LaFollette and had 4 children including Robert M. LaFollette Jr. , and Philip Fox La Follette, both of whom followed Robert Sr. into politics. A gifted speaker, he considered pursuing a career in acting, but was instead driven to law by need to support family. †¢Education: Attended University of Wisconsin-Madison and University of Wisconsin Law School. He supported himself by teaching school and editing the school periodical at university. †¢Legal Life: Admitte d as an attorney into the Wisconsin bar in 1880.Within a year he had been elected district attorney of Dane County, Wisconsin. Was in United States House of Representatives for three terms, from 1884-1890. After tenure there, he returned to work at his prosperous legal firm. Become governor of Wisconsin in 1900. Moved from governor to United States Senate in 1906, where he served as an active member of the progressive division of the Republican Party until death in 1925. Disliked by many members of the Senate due to his non-conforming ways and fiercely honest manner.Defining Moment: A few months after his failure to earn re-election into Congress, LaFollette was approached by another state Republican leader who offered him a bribe to fix a court case against several former state officials (LaFollette did not accept). Contributions: As governor, he created corporate tax and implemented â€Å"The Wisconsin Idea†, a plan to use government as an agent of social and political refo rm. LaFollette worked on reforming taxes, railroads, banking, conservation, insurance, public service, and industrial problems.When Woodrow Wilson won the election in 1912, he adopted many of LaFollette’s political ideas. They worked together to create the Department of Labor and the Federal Trade Commission. LaFollette fought for higher work wages and better working conditions. He also advocated women’s suffrage and civil rights for ethnic minorities. His ideas impacted entire 20th century. They led to laws benefiting the working class and even larger changes during presidential tenures of Franklin Roosevelt, Harry Truman, and Lyndon B. Johnson.

Attitude Toward Quality Of Community Health And Social Care Essay

This chapter presents the design and research methodological analysis that was implemented to look into attitudes toward quality of community pharmaceutics services of consumer position in London. It is besides included research doctrines, research attacks, research designs, research method and informations aggregation. Finally, this chapter describes the instruments for informations aggregation and informations analysis process.3.2 RESEARCH PHILOSOPHYResearch doctrine can be defined as the development of the research background, research cognition and its nature ( Saunders and Thornhill, 2007 ) . Research doctrine defined with the aid of research paradigm. Research doctrine guides how the research is to be conducted ( Gliner and Morgan, 2000:17 ) Figure 3.1 The research onion M05NF001 Beginning: The research procedure ‘onion ‘ ( Saunders et al. , 2009 ) In direction research which province of Saunder et Al ( 2009 ) There are four research doctrines which are positivism, pragmatism, interpretivism and pragmatism ( see Figure 3.1 ) .3.2.1 PositivismThe Positivism construct is straight associated with objectivism which are collapsible shelters to roll up general information and information from a big sample of societal alternatively of concentrating on research inside informations. Ester-by-smith et Al 2006, province Positivism attack to roll up the informations chiefly related to observations and experiment. It is a free position which has a certain valued place which could be somewhat biased3.2.2 RealismRealism doctrine chiefly belief of world that are already bing in the environment. There are two chief attacks in pragmatism, which believing direct and critical pragmatism that what we sense are in direct relation to our esthesiss, it is lone portion of a bigger image.3.2.3 InterpretivismIn the field of direction research interpretiv ism can be referred as the societal constructionism. This philosophical attack research gives importance to their beliefs and value to give equal justification for a research job. Some writers use the term phenomenological instead than inter pretivist but a term of philosophical do some people confuse with a methodological analysis known as phenomenology ( Collis and Hussey, 2003 p. 47 )3.2.4 PragmatismPragmatism usage in any research can non find that which one doctrine should be used or which is better. Pragmatism is a assorted methods ( Saunder, 2009:110 ) . Harmonizing to Tashakkori and Teddie ( 1998 ) pragmatism contend the base on experiencing instead than facts or cogent evidence approaching.3.2.4 Research Philosophy JustificationFor this research, â€Å" Positivism â€Å" paradigm is the best tantrum to research job because it investigates the attitude toward quality of community pharmaceutics service of consumer position in London. Base on the Gallic Philosopher August Co mte, province that positivism paradigm agencies of understanding human behaviors.3.3 RESEARCH APPROACHResearch attack means the manner in which the research worker will form their research in effectual manner base on two attacks as shown in the given figure 3.2 Figure 3.2 Deductive and Inductive ApproachTax write-offInitiationBeginning: Create by the writer, 2013 adopted from Wyk ( PowerPoint research design and methods part1 )3.3.1 Deductive attackHussey and Hussey ( 1997:19 ) have explained the deductive attack as survey of theoretical and conceptual construction. It tested by empirical observation. Deductive attack stairss are theory, hypothesis, observation and verification informations ( see figure 3.2 ) .3.3.2 Inductive attackInductive attack is a survey of developed from the observation of empirical world to bring forth of Torahs or general form ( Hussey and Hussey, 1997 ; 13 ) . The measure of the inductive attack are observation, forms and create theory. Some research can unite utilize both inductive and deductive attacks. ( Convaye1996 ; 236 ) which the research worker can derive several advantages.3.3.3 Research Approach JustificationThis research uses the deductive attack because the survey is based on upon the bing theory with respect to measuring and experimental the attitude of the consumer or patient. This research is related to the positivism paradigm because the deductive attack is used to give acceptable concluding for a the fact and base on bing ordinances, regulation and jurisprudence ( Crowther and Lancaster, 2009 )RESEARCH DESIGNResearch design is the procedure to bespeak what type of survey was undertaken to supply acceptable answer the research inquiry. Research design needs to stipulate the beginning of the informations aggregation and demo the right ground for taking the design. There are three types of research design ; explorative research, explanatory research and descriptive research ( Saunder et al, 2009 ) ( se e figure 3.3 ) . Figure 3.3 The categorization of research intent. Beginning: Created by writer,2013 adopted from Saunders et al,2009 Exploratory research Exploratory research helps to ease the job. It is widely used in the direction research. If any information occur, the research can set or alter into the new way. The manner to carry on explorative research for illustration a hunt of literature, carry oning focal point group interviews and to interview experts. Explanation research Explanation research is a survey of the relationship between variable ( Saunder et al, 2009 ) , to propose to alter and give grounds for events ( Hart, 2006 ) 3.4.3 Descriptive research Descriptive surveies report aim to depict a common and uncommon phenomenon by detecting the the elements and study frequences, mean and per centum. ( Glatthorn and Joyner, 2005 ; 43 ) ( Hart, 2006 )3.4.4 Research design justificationThe the type of research which is the most appropriate for this research is explanatory, due to the fact that this research is evaluated of client ‘s position in community pharmaceutics services.3.5 RESEARCH METHODResearch Method is specific techniques use to roll up informations with regard to the research job. In direction research is divided into two types as figure 3.4 Figure 3.4 Types of research method Beginning: Create by the writer, 2013 adopted from Saunders et Al, 2009 3.5.1 Quantitative derives from a rationalist epistemology, which holds that there is an nonsubjective. Typically, the quantitative research emphasizes surveies the that are experimenting and hunt for a relationship. If a survey has used a quantitative position † variable, controls, dependability, hypothesis, statistically important. 3.5.2 Qualitative is a systematic, subjective attack usage to depict life experience and state of affairs and give them intending ( Munhall, 2007 ) . Qualitative research emphasizes a phenomenological position in which research of single It â€Å" embraces the position that every bit far as peoples ‘ position are concerned, there is on one individual truth â€Å" ( Hurtley and Muhit 2003 ; 103-104 ) . In other word, different people interpret things otherwise, in different topographic points at different times.3.5.3 Research Method justificationFor this survey will follow a â€Å" Quantitative â€Å" research as it intends to research consumer ‘s position in service of community pharmaceutics in London. Hence, the writer has chosen quantitative research as it the lone method that seeks to happen the reply to research inquiries related to people ‘s attitudes and beliefs, in giving contextual scene by utilizing an unfastened – terminal questionnaire3.6 RESE ARCH STRATEGIESTypically, research scheme picks will be conducted by nonsubjective and research inquiries, clip, cognition, and handiness of resource ( Saunder et al, 2009 ) . There are many research schemes that can be used in research such as Experiment ( which normally use in pure scientific research ) Action research ( normally in field experiment ) Grounded theory ( which help to explicate and foretell behavior by constructing through deductive and inductive ) Case survey ( which try to understand the existent life context and utilize a assorted of informations ) Archival research ( which focus on the past papers and administrative records ) Ethnography ( usually use with a phenomenological methodological analysis to detect of human activity forms ) Survey ( normally use with quantitative methods and big volumes of informations ) . The study scheme normally uses in concern and direction research with deductive attack. The study scheme allows the research worker to roll up quantitative informations. The research worker demand to guarantee that the sample represent the population, design and pilot instrument for roll uping the information will supply a good responds rate. ( Saunder et al, 2009 ) . There are many types of studies such as Personal Interview Surveys, Telephone studies, Mail studies and On-line studies. Figure 3.5 Comparative advantage/disadvantage of mail, telephone, interview and online study Beginning: create by the writer, 2013 adopted signifier www.zeepedia.com3.6.1 Research Strategy justificationThis research survey is influenced by a positivism paradigm, therefore, a study would be used to accomplish the aim of research in quantitative method. The study type that research worker usage is online and manus bringing aggregation.3.7 DATA COLLECTION METHODIs a specific technique usage to roll up informations with related to the research job. It depends on what type of information that needed to analyze in the research. In this research, the writer selects chiefly two methods. Fist informations aggregation method is a questionnaire for roll uping a primary information to construe and analyze determination by doing a critical analysis, mentioning to the theory and pattern. Questionnaire study is less time-consuming and cheaper than interviews, extra it is a popular for roll uping informations ( Collis and Hussey, 2003:174 ) . The 2nd research method is an observation on the medical service diary and client outlook has been done in order to organize the inquiries by looking at type of service, merchandise and criterion of druggist competencies in community pharmaceutics that are offered or need to be fitting demand of The Royal Pharmaceutical Society of Great Britain ( RPSGB ) . The writer has conducted the study by utilizing self-administered questionnaires which are closed inquiries. Harmonizing to Collis and Hussey ( 2003 ) close inquiry should be used in positive attack. There are assorted ways to roll up data.These include postal studies which can be used to roll up informations when the questionnaire are easy to understand and reply ( Holt,1997 ) .Another drawback of this method is one of the lowest response rates ( Tan,2002 ) .The postal study was non adopted in this research.Personal interview was non used because the limited dependability and repeatability of research survey and this method demand trained skill interviewers. ( Tan,2002 ) .For information aggregation method of this survey manus delivered and online questionnaires conducted at different location in cardinal of London from 25th January 2013 to 9th February 2013. This on-line study was conducted by utilizing the SurveyMonkey which provides package to roll up informations. The questionnaire on-line will direct to the participant through Facebook or Twitter fan page, electronic mailing study and Web link ( SurveyMonkey, 2012 )3.7.1 Questionnaire designThe questionnaires divided into two subdivisions. The subdivision one was designed with comprised statements sing the quality of community services. The 2nd subdivision required the respondents to supply information about their background and demographics for case gender, age, income, cultural beginning, instruction, etc. A transcript of the questionnaire is shown in Appendix ASection 1. Question about Attitude toward quality of community pharmaceutics services.The inquiry will be divided into three constructs objective of the rating on measuring quality which identifies by Donabedian ‘s Theory of Quality wellness attention ; construction, procedure and result. It consisted of 24 inquiries a nd one inquiry ask about How do they normally use their pharmaceutics.The contents of the quality: constructionStaffsA specialized druggist is present at the pharmaceutics Sufficient staffs are availableFacilitiesdegree Celsius ) The waiting countries are comfy and convenience for the services vitamin D ) Consultation room is provided for a private treatment3. Topographic pointsvitamin E ) The pharmaceutics is clean degree Fahrenheit ) The pharmaceutics layout is clear and good organized4. Merchandisesg ) The medical specialties or contraptions are in stock H ) Many picks of wellness merchandise such as a nutritionary addendum, milk pulverization, medical supply, etc. are availableThe contents of quality: ProcedureGeneral servicesa ) Polite and take the clip to listen to what you want B ) Answer any questions you may hold2. Essential servicesdegree Celsiuss ) Provide advice on a current wellness the job or a long- term wellness status vitamin D ) Provide general advice on healthy life styles vitamin E ) Keep patient medicine records efficaciously H ) Provide clear label of medical specialties I ) Dispose of the medical specialties that the patients no longer necessitate3. Complementary wellness servicesdegree Fahrenheit ) Offer services such as blood force per unit area measuring or cholesterin testing, etc. g ) Offer complementary wellness service such as stylostixis, needle exchange strategies, influenza inoculation, etc.The content of quality: ResultClinical resultIncrease benefit of the medicine usage Reduce the hazard of safety of medicine usage Better your understanding about medical specialty Better your quality of lifeCostProvide medical specialties with the sensible monetary valueSatisfactionSupply an efficient service Supply a satisfactory service The questionnaire consisted close-ended inquiries and were constructed utilizing the Likert graduated table. Harmonizing to Collis and Hussey, ( 2003:184 ) the advantage of Likert graduated table is easy for the respondent to finish the statement by bespeaking their degree of sentiment and easy for the research worker to analyze the information or cryptography. The Numberss were imputed to each ground tackle, for a statistical analysis intent. The ground tackles use in Section one were: Strongly agree ( = 5 ) ; Agree ( = 4 ) ; Undecided ( = 3 ) ; Disagree ( =2 ) ; Strongly disagree ( =1 ) .Section 2. Participant itemThe socio- demographic inquiry is about gender, age, cultural beginning, business, education income and how long the participant has been populating in the UK.3.7.2 Survey bundleA screen missive for presenting the aim and the subject of the survey was delivered to each of the questionnaires ( see Appendix B ) . The missive provided an option for the participant to hold a transcript of the survey consequences and voluntary for replying the question.The participants were asked to return the completed questionnaire by research worker collection every bit early as possible.3.7.3 Pilot trialHarmonizing to Offredy and Vickes ( 2010 ) The ground of running pilot trial is that to prove the informations aggregation instruments including method and sampling in order to work out the job before the chief survey was implement.The questionnaire was pre-tested by 5 participants in order to evaluated possible barriers and to guarantee that it is comprehendible and coherent.There are remarks on the questionnaire were that some inquiry were hard to understand, some inquiry were repetitive.The statement of inquiry were reworded to better upon the pre-test questionnaires.Some participants besides suggested to do it shorter and more appealing by rearranging the questionnaire layout.3.7.4 CogencyThe content of questionnaire cogency was checked by in Pharmacy Practice. The cogency was revised before and after carry oning the pilot trial.3.8 Sampling TechniqueThere are two different ways can be used in the sampling techniques ( Saunders et al ; 2009 ) : chance and non-probability Figure 3.6 Sampling techniques. C07NF002 Beginning: Create by Saunder et Al, 20093.8.1 Probability SamplingTypically, usage for survey-based experimental research schemes ( Saunders et al ; 2009 ) . The population in chance sampling can be classified to random sampling, stratified random sampling and bunch sampling.3.8.2 Non- chance samplingThis alternate technique that selects the sample base on research subjective opinion ( Saunders et Al ; 2009 ) . This technique is easier to generated and less cost ( Jackson ; 2012 ) . Rubin and Babbie ( 2001 ) stat that it is normally used in qualitative research.The non-probability sampling can be used in research that follows mix method, quantitative and qualitative research designs.The drawback of non-probability techniques is an unequal opportunity of being included in the sample ( Fox and Bayat ( 2007:59 ) . The most popular non- chance trying such as convenience or handiness sampling, purposive sampling, self-selective sampling, quota sampling and sweet sand verbena sampling.3.8. 3 Justification of sample techniqueThe most appropriate for this research is non-probability techniques and used a convenient sampling of grownup work forces and adult females who live in London.3.9 SAMPLE SIZEThe choice of the sample for this study was based on non-probability sampling, utilizing an inadvertent sampling technique or sometime call convenience trying technique or haphazard sampling. Harmonizing to Saunder et Al ( 2009 ) there are no regulation for all non-probability sampling technique except for quota sample. In peculiar, the sample size is depending on research aim and inquiries what will be suited for the research survey within available resource ( Patton 2002 ) . Creswell ( 2007 ) recommends that, expected interviews which undertaken for general survey is between 25 and 30 interviews. There are many expressions for ciphering the require sample size.According to Anderson et Al. ( 2009 ) determined the expression as Figure 3.7 Figure 3.7 Sample size for an Interval Estimate of Population Proportion expression formula2.jpg Beginning: Created by Andeson et al.,2009Calculation for minimal sample sizeNs = 1.96 2 * ( .5 ) * ( 1-.5 ) 0.1 2 n = 96 In 2011, London population about 8.2 million with approximative 3.2 million people lived interior London and 4.9 million were staying in outer London ( London poorness profile, 2012 ) . Due to restriction of this survey with time-limited, the research worker could non attempt big figure of sample size.The sample size of this survey approximates 100 samples3.10 Data processing of questionnaire studyOnce the informations have been collected and checked, analyzing of the informations will be arranged.They were coded and entered into the Statistical Package for Social Sciences ( SPSS 17.0 ) . Socio-demographic informations: gender, ages, cultural beginning, instruction, income were selected for independent variables. In order to find the socio- demographic information for this research, descriptive statistic such as frequence and per centum was calculated. Attitudes toward quality of community pharmaceutics were coded strongly agree = 5, agree = 4, undecided = 3, disagree = 2 and strongly differ = 1 ) . Descriptive statistic such as mean, frequence, per centum and criterion variable was calculated. The association between socio-demographic features ( independent variable ) and attitude toward quality of community pharmaceutics services ( dependent variable ) was assessed for statistical significance utilizing the chi-square trial of association harmonizing to the aim of this research.3.11 EthicThe writer should be cognizant about ethical concerns when the the research was undertaken ( Diedericks,2012 & A ; Saunder et al.,2009 ) .The questionnaire were conducted a clear history of intent, utilizing appropriate linguistic communication that is simple to understand by participants. All informations collected will stay anon. and confidential.All paper informations roll uping usage will be destroyed by chopped paper machine. Every participant has right to retreat at any clip while finishing the questionnaires. The participant no demand to make full their names or identifiers were on the questionnaires. All informations are safely stored in a password-protected computing machine.3.12 DecisionThis chapter explains the research methodological analysis which is used in this research.In sum-up, the overall methodological analysis is based on positivism philosophy.It is more subjective instead than nonsubjective and deductive attack in footings of theory testing is implemented.Quantitative method employs the attitude questions.Data sampling and informations collection and analysis method besides reference and presented in the Figure 3.8 Figure 3.8 Represents the research procedure for this research Beginning: Created by the writer, 2013