A Study On Sharing The Wealth Philosophy Essay

A Study On Sharing The Wealth Philosophy Essay There are numerous individuals on the planet who are at present living in horrendous conditions that incorporate ailing health, hunger, and dirtied drinking water. While these individuals are living in such awful conditions, I am carrying on with an agreeable life and have a propensity for exploiting certain extravagances that are accessible to me, yet not to somebody living in such awful conditions. On the off chance that a worldwide duty was instated trying to end hunger by contributing a unimportant one dollar seven days, at that point I would be more than ready to help this development. There are some other people who might consent to and bolster this expense, however there are additionally some who can't help contradicting this assessment. Various people who might have shifting feelings on this thought for a worldwide assessment are Thomas Pogge, John McMillian, Peter Singer, and Garrett Hardin. Thomas Pogge, as appeared in his paper, â€Å"World Poverty and Human Rights,† would appear to concur with the thought of a worldwide expense to help those out of luck. He composes that we have obligations, â€Å"not to open individuals to perilous neediness and obligations to shield them from hurts for which we would be effectively responsible† (Pogge 319). At the end of the day, he accepts that the individuals who live in wealthier countries ought not permit others to tumble to diseases on the off chance that they can bear the cost of not to. This would incorporate leaving individuals to simply starve when one can contribute a little segment of our assets to them. Pogge likewise examines the subject of how more extravagant nations, for example, the United States, strip these less fortunate territories of their own regular assets. He makes reference to that these nations to pay for it, yet there is an issue with this installment. â€Å"The installments we make for asset imports go to the leaders of the asset rich nations, with no worry about whether they are justly chosen or if nothing else negligibly mindful to the necessities to the individuals they rule† (Pogge 320). Despite the fact that the more extravagant countries might be paying for the assets they remove, they are paying to pioneers who may not share this installment decently with those that they rule. In view of this thought, maybe Pogge would be considerably increasingly steady of this worldwide assessment on the off chance that it could be ensured that the assets from the expense would be set in the right hands and the individuals who need it will really get it. Subside Singer is someone else who might consent to this thought of a worldwide tax†to a degree. In his article, â€Å"World Poverty and Hunger,† he expresses that, â€Å"I (Singer) start with the supposition that misery and demise from absence of food, sanctuary, and clinical consideration are bad† (Singer 332). It would be an undeniable end to come to from this that he would conc ur that each and every individual (who can bear to do as such) contributing something to individuals who are experiencing those things would be something to be thankful for. This is endorsed when he expresses that, â€Å"if it is in our capacity to keep something terrible from occurring, with-out along these lines yielding anything of similar good significance, we should, ethically, to do it† (Singer 332). Once more, this would prompt the end that he would be supportive of this assessment.

Reaction time of visual response

Response time of visual reaction Information Collection and Processing In this analysis, the response time of visual and material reaction has been examined by estimating how two hands responded when eyes were open and afterward when eyes were shut. For a superior correlation of the two, the midpoints have been looked at too. The rulers centimeters have been transformed into time included in seconds utilizing the recipe; Perceptions The material reactions where quicker to visual improvements introduced As time passed, the reflexes where turning out to be sensibly more slow, be that as it may, sooner or later, it was anything but difficult to expect when the other understudy would relinquish the ruler because of the numerous preliminaries. Utilizing the estimations acquired from the above tables, diagrams have been sorted out to more readily understand the results of this analysis. Perceptions; When all is said in done, the correct hand appears to have a quicker reaction to material incitement than visual one. A few qualities appear to not consent to the remainder of them, likely because of the presence of different variables influencing the result of the analysis. Perceptions; As a rule, the left hand appears to have a quicker reaction to visual incitement than material one. A few qualities appear to not consent again with the remainder of them, presumably because of the presence of different variables influencing the result of the examination. By and large, the material reactions appear to be quicker than the visual ones, subordinate by the by from elements, for example, left-handedness as well as right-handedness. Perceptions; The left hand had a quicker reaction to the visual improvements contrasted with the correct hand Perceptions; The correct hand had a quicker reaction to material upgrades than the left hand. Bearing the past perceptions into thought, a connection could be made between various pieces of preparing the upgrades (spinal line and mind) and the responses of every one of the hands and consequently the cerebrums working. From the charts, it becomes apparent that material reactions are quicker than the visual ones. Besides, from the midpoints, we can reason that the two hands a lot of differed in their exhibition of the visual and material reactions. It has additionally been seen that a portion of the qualities don't consent to the general propensity of different outcomes, in this way showing the presence of other, uncontrolled, factors influencing the outcomes. End and Evaluation As our abstract sources order, the fundamental capacity of our sensory system is the coordination of fast reactions to upgrades, including reflexes. An upgrade is an adjustment in nature which is distinguished by receptors. When seen by the creature, a specific reaction is evoked and an adjustment in the living being happens. In this test, we explored the speed of a people reaction to material and visual upgrades. The discoveries of this investigation consent to the way that our material reactions (performed with shut eyes) are significantly quicker from our visual reactions (performed with the eyes open). This happens on the grounds that the sign transmitted from the tangible neurons of our eyes is legitimately prepared by our cerebrum, while the sign got from our skin, as the sentiment of touch, is handled at the spinal rope and are associated with the nearby segmental reflexes. As the consequences of this examination consent to the general information given from different other scholarly sources, it very well may be described as solid. In spite of the numerous endeavors to control for the puzzling factors which may influence the very result of the trial, a few qualities have been seen to not agree to the general standard, produced by the remainder of them. Various variables could be answerable for this. So as to make the estimations of tallness, a ruler has been utilized, making the chance of blunder rise. The conceivable mistake that may have been included is that of a 0.05cm Now and again, the ruler was not gotten at all by the member and the preliminary was rehashed until a positive number was accomplished. It could be contended however that these occasions are significant also since the failure to respond quick could be thought of as a visual or material reaction. Outer components may have influenced the aftereffects of this trial. Despite the fact that it was led in a lab, commotion or interruption could have happened because of different schoolmates. Approaches to improve the strategy of the analysis A control of the outside perplexing factors, for example, clamor, could enable the investigation to gain increasingly engaged outcomes. A progressively exact ruler could have been utilized A second confirmation of the information would be useful to the better help of the outcomes found. It would likewise be acceptable if more members were utilized also. The members to this investigation ought not know about the hypothetical focuses in science, which would influence their presentation because of inclinations. Future work Proposed future work, identified with this investigation and its hypothetical focuses, could include the investigation of how quick a message is moved through the sensory system or by what means would this be able to speed be influenced by factors, for example, consideration and stress or other neurological conditions. In addition, people could be surveyed with visual and material upgrades in order to test the various reactions between the response time of their left and right hands, associating the outcomes to whether they are left-given, able to use both hands or right-gave.

The Well-Readheads Long Halftime Talk [The Best Books of 2012, So Far]

The Well-Readheads Long Halftime Talk [The Best Books of 2012, So Far] LH: Here’s a bit of craziness: We are already halfway through 2012. Isn’t that insane?! It seems like I was just perusing The Millions’ preview of the most anticipated books of 2012. And blink! it’s practically July and I’ve read almost 100 books. But what a bunch of books! Today we’re going to focus on our favorites of 2012 so far. I’m sure some of my titles will overlap with yours, because we’ve recommended books to one another. Note: we’re only discussing books that are available now. We’ll cover the rest at the end of the year. How awesome is it that we have another six months to cram books into our brains? So exciting! RJS: ZOMG, I just need a minute to take in the fact that you’ve read 100 books already! That’s almost twice what I’ve read. Mama, you’re a machine! I’ve been mixing a lot of backlist into my reading this yearand it’s been a nice change from all frontlist, all the timebut it means I don’t quite have ten arm-flail-worthy new books to rave about. S’okay, though. I like you, so I’mma let you go first. LH: I’ll start with The Age of Miracles by Karen Thompson Walker. This is a brilliant, creepy story idea, about what happens to the planet when the Earth’s rotation starts slowing down. I’m sure lots of hard science fiction books have covered this same idea, but this one is told through the eyes of an 11-year-old, which makes it sweet and less scientificky, more accessible to people who don’t like to read sci-fi. (Even if I can’t fathom such people existing.) RJS: On the subject of genre-y things that make genre more accessible, let’s take a minute for our boyfriend Nick Harkaway (I feel like we’ve earned the right to call him that, don’tcha think?) and the amazing Angelmaker. It has gangsters, a swashbuckling hero, mechanical bees that can end the world, a mix of noir and dieselpunk (whatever the hell that is, I just stole the term from a recent review), and is easily the most fun reading experience I’ve had this year. LH: Oh, hells yes, Nick Harkaway. I couldn’t count Angelmaker on this list, because I read it last year, but I never get tired of recommending him. I’ve also been telling everyone about Tell the Wolves I’m Home by Carol Rifka Brunt. It’s about a teenage girl whose uncle dies, and she discovers that he had a partner her parents never told her about. She starts meeting with him in secret, and learning more about her uncle and her family. On top of being a wildly impressive debut, this also has one of the best covers of the year. RJS: Arcadia by Lauren Groff also has a happy-making cover, and that’s just the beginning. Set on a commune in upstate New York, it follows one family through several decades of life, as they discover that the utopian society they wish for isn’t so simple to create. Groff’s writing is so gorgeous, and some of her sentences are so heartbreakingly perfect, that I took forever to finish the book, not wanting it to end. But when it does end? Amazing! Gutsy but restrained and so, so smart. LH: I loved Arcadia as well. And The Vanishers by Heidi Julavits also has an astounding cover, bright as hard candy. Julia is studying at a school for psychics when she comes under psychic attack by a jealous professor and has to leave the institute. She ends up in Europe, where she learns about her mother, who died when Julia was very young. This book is so strange and fantastic. RJS: Okay, now I wish I’d written “bright as hard candy” to describe Arcadia. Moving on! How about another from you? LH: From Two Dollar Radio, one of my favorite publishers: Radio Iris by Anne-Marie Kinney. Iris is an office worker leading a humdrum existence, until a new tenant moves in next door to her place of employment. She starts spying on him, transfixed by the strange sights and sounds that emanate from his office it’s the most interesting thing to happen to her in years. This novel pressed on my Calvino sweet spot. I love it. RJS: Contents May Have Shifted by Pam Houston hit my sweet spot so many times and in so many ways that I lost my head a little bit. The sentences! The globetrotting! The delightfully dizzying mix of memoir and short stories and long-form fiction! The painfully accurate insights about human nature! I swoon for her. (And I may have uttered the phrase, “Pam Houston is my weakness” on a podcast earlier this year. Embarrassing, but totally worth it.) LH: Then there’s Breasts by Florence WIlliams. Oh em gee I learned so much from this book! It is packed with information about the evolution and history and science side of breasts. Did you know that we carry chemicals in our bodies that we get from our parents and grandparents? True story! Our grandparents breathed DDT? Zip! We now have it in our systems, passed down just like the family nose and male pattern baldness. I couldn’t stop reading parts of this out loud to my friends. It’s fascinating. (And I first heard about it from you, muffinpants.) RJS: Breasts is so awesome. I never realized before that scientists don’t really know why humans have the kind of breasts we have or the great extent to which our environments impact breast health. Yes, I just re-read that sentence, and I know it makes this book sound like the driest, most science-y thing ever, but that’s the thingFloDub (that’s what I’ve decided to call her now) makes the educational stuff entertaining. Also: boobs! LH: Let’s hear it for the girls! And now for something completely different: Stay Awake by Dan Chaon. Why is there not an altar to Dan Chaon in Central Park?! Why has his face not been carved in the side of the mountain?! Dan Chaon is a fracking literary genius. He is such an amazing writer. Stay Awake is a collection of short stories and they’re wonderful, every last one. If this book isn’t at least nominated for a major literary award this year, I am going to get all howler monkey on someone. RJS: *scribbles Stay Awake onto summer reading list* Please don’t be mad that I haven’t read this yet! I did love Await Your Reply. LH: You wouldn’t like me when I’m monkey. Now here’s a great book for fans of Confederacy of Dunces: Handling Sin by Michael Malone. It involves wacky family dynamics and a crazy road trip to New Orleans. I had never heard of Handling Sin before and I’m so delighted it was introduced into my life. It’s one of the funniest books I’ve read. (It didn’t hurt that the man who recommended I read it is wildly attractive I’d have eaten the pages instead of reading them if he had suggested it.) RJS: The Legend of Pradeep Mathew by Shehan Karunatilaka is my sleeper hit of the year. I had never heard of it until our mutual friend and fellow Rioter Jenn started raving about it, and I was more than a little skeptical about a book about cricket and Sri Lankan politics. BUT it’s really about an alcoholic writer who is so obsessed with his work and his subjecta relatively unknown but amazing cricket playerthat he doesn’t quite see how it affects his family. There’s a bit of a whodunnit, a splash of gangster conspiracy theory, and a ton of really smart and infinitely quotable one-liners. Oh, and it’s funny. I loved this book with a thousand loves. LH: That does sound incredible! I have a copy somewhere in the book tower. I’ll have to dig it out. And speaking of books that people are raving about: Billy Lynn’s Long Halftime Walk by Ben Fountain. I first heard about this book on Twitter it seemed like I turned my computer on one day, and everyone was talking about it. And the hype is completely deserved it’s a stupendous, non-preachy, anti-war novel, about a troop of servicemen who are brought to a Dallas Cowboys game to be honored for their bravery in the Iraq War. I smell National Book Award. I know this one is going to make your list, too. RJS: Oh hell-to-the-yes. I don’t really know when I became a person who loves a good satirical war novel, but I’m glad it happened so I could fall for Billy Lynn. It’s no easy feat to criticize a warand actually, a whole culturewhile being funny and not so political that you become argumentative, and Ben Fountain pulls it off like it ain’t no thang. I want to jump this book’s bones. LH: Yes, agreed. I wouldn’t even make it buy me dinner first. So, Tin House has some great releases this year. One is Glaciers by Alexis M. Smith, a beautiful little novel about a young woman who works in a library, pines after a coworker, and shops in secondhand stores, all told in the span of a day. Glorious, glorious, glorious. Smith writes such crystalline sentences, you can see your reflection in them. RJS: If I didn’t know better, I’d swear you were trying to seduce me, writing phrases like “such crystalline sentences, you can see your reflection in them.” Tom Bissell has that skillthe crystalline sentences and the seductively good writingand it’s on full display in Magic Hours. I’m still working my way through this collection of essays about creativity, and it is making my brain tingle in really satisfying ways. Sure to be a favorite of 2012 and beyond. LH: Ahhhhh MUST. READ. This brings me to my last recommendation:  Afterlives of the Saints by Colin Dickey. 1. This is a book about saints. 2. It’s great. And now that we’ve gotten the important part out of the way, I want to tell you that Colin Dickey is so brilliant, it makes my eyes bleed. I try and imagine what the inside of his brain looks like, and all I can see is that scene in Bad Lieutenant when Harvey Keitel smokes crack and takes all his clothes off and cries. What I’m trying to say is Colin talks about things that never even register on most people’s radars. He speaks in a language only dogs can hear. And then translates it for the rest of us. And it’s awesome. I totally would have beaten him up in school for being so smart. Your turn, readers. What are your favorites of 2012 so far? Sign up to Unusual Suspects to receive news and recommendations for mystery/thriller readers.

Criminal Justice The United States - 891 Words

Criminal Justice Job Information Did you know that 3.2% of the United States population is under some sort of control by the criminal justice system? This percentage consists of any offender from small crimes all the way to very large crimes such as murders and federal crimes. The field of criminal justice is very important to our everyday lives. The field is growing and needs more workers to support it. To begin, with any officer in the field of criminal justice, knowledge is a factor that is extremely important. If an officer is not knowledgeable in a subject, it could come back to them later in the future in the form of a lawsuit. To make sure officers have the precise amount of training the POST program was in the 1950’s according to Schmallegar (184-186). In addition, many state and local agencies will contribute to an officer’s education as well. An ample amount of training is provided to make sure the officer’s training requirements are met. Schmallegar sa ys that â€Å"self-defense, human relations, firearms, legal aspects of policing, patrol, criminal investigations, administration, report writing, ethics computers and cultural diversity† are all-important parts of the training (184). Most jobs within a job involved in this field use on the job training to give the trainee more experience (Kazmi). Next, on the job training is a process that varies by the job within the criminal justice field. For example, a police officer in training may ride with another officer toShow MoreRelatedThe United States And The Criminal Justice System Essay1662 Words   |  7 PagesThe United States considers itself to be the best country in the world. This sense of nationalism is present because of the country’s history of opportunities and their emphasis on the power of their people. Safety is a crucial aspect that peopleconsider when choosing where to live. The United States provides their citizenswith national safety throughthe enforce ment of their criminal justice system.As a result of their intentions of maintaining a secure living environment, the United States has theRead MoreCriminal Justice System Of The United States1722 Words   |  7 Pages  Criminal justice is the system of practices and institutions of governments directed at upholding social control, deterring and mitigating crime, or sanctioning those who violate laws with criminal penalties and rehabilitation efforts. Those accused of crime have protections against abuse of investigatory and prosecution powers. Goals In the United States, criminal justice policy has been guided by the 1967 President s Commission on Law Enforcement and Administration of Justice, which issuedRead MoreThe Criminal Justice Systems And The United States1169 Words   |  5 PagesThe criminal justice systems in Bolivia and the United States have different structures with some similarities. I was born in La Paz Bolivia and we will be taking a look into Bolivia and the U.S’s governmental and criminal justice systems. Bolivia is a republic with a democratic government. The U.S. also has a democratic government. The Napoleonic code (civil code) and Spanish law compose Bolivia’s legal system, whereas the US is based on common law. The U.S. and Bolivia may have their similaritiesRead MoreThe United States Criminal Justice System Essay1132 Words   |  5 Pagespunished for a crime. The film focuses on racism in the United States’ criminal justice system. According to DuVernay, the part of the 13th Amen dment that says â€Å"unless you are being punished for a crime† is a loophole that has been used to allow slavery to continue in the early days during reconstruction and even now. This loophole coupled with the criminalization of the black man has led to mass incarceration of minorities. The United States which has only five percent of the world’s population butRead MoreThe United States Criminal Justice System1670 Words   |  7 PagesThe United States Criminal Justice System is an extremely complex, but yet extremely important part of the United States. The criminal justice system is defined as â€Å"the set of agencies and processes established by governments to control crime and impose penalties on those who violate laws). Although there are many different groups of people that make up the criminal justice system, the two main and most discussed the state division or the federal division. The state division of the criminal justiceRead MoreThe United States The C riminal Justice System856 Words   |  4 Pages In the United States the criminal justice system does not always create policies that affect everyone equally. There are many policies that seem to target a specific group of people, whether this is intentional or not is beside the point. The important thing is to change the criminal justice system in order to stop race disparities. Marc Mauer in his lecture speaks of the reason for the disparity between races when it comes to the incarceration rate, as well as steps that can be taken in orderRead MoreThe United States Criminal Justice System Essay1463 Words   |  6 PagesThe United States criminal justice system can be described as flawed in many ways. Some of these flaws have a larger impact on the people of this country than others. Two of the largest problems we have currently revolve around the issues of wrongful convictions and prosecutorial misconduct. The whole criminal justice system revolves around making sure people foll ow the laws put in place, and if they do not punish them for their wrongdoing. This system is also about affording the same rights to everyRead MoreCriminal Justice System And The United States2244 Words   |  9 PagesAbstract The United States has the highest incarceration rate in the world. Many failed policies have led us to the issues we have today. Policies such as America’s â€Å"get tough on crime† failed us and put us into a bigger hole than we already were in. Our criminal justice system needs to be evaluated and failed policies and procedures must be thrown out. It is a time for a reform for our criminal justice system. However, we must first address these policies and procedures that led us to where weRead MoreThe Criminal Justice System And The United States Essay1445 Words   |  6 PagesOvercrowding The Criminal Justice System has made many changes since it first started in the 17th Century. The Criminal Justice System first began in the United States during the colonial times, when the colonist had to follow the rules of the British. During the Colonial times, the Criminal Justices System was not as fair as our current system is today, which meant a lot of people did not have liberties and were ultimately treated unfairly. Times have definitely changed for the Criminal Justice System andRead MoreThe United States Criminal Justice System2824 Words   |  12 PagesThe United States criminal justice system is essential to the functioning of American society. A central component to the criminal justice system in our country is the U.S. courts. The U.S. courts uphold those rights guaranteed to U.S. citizens under the Constitution while also enforcing the laws and precedents set forth by the United States government. Over the course of the last several months I have been given th e opportunity to sit in and observe the workings and proceedings that take place

Essay on Fibromyalgia Fact or Fiction - 1684 Words

Fibromyalgia: Fact or Fiction Imagine waking up every morning stiff, all your muscles in your body soar, extremely tired and on the verge of exhaustion. The simple task of taking a shower and getting dressed makes you need to lay down for just a few minutes and rest. Your legs ache from a short walk up the stairs last night on your way to bed, as if you ran a marathon in your sleep, and your skin literally hurts to the touch of your clothes as they rub against you. Your blood pressure is up and you can feel the pain emanating from every part of your body. You can’t, for the life of you, find your keys as they hang from the keychain in your hand, because the pain and agitation you are feeling all over has clouded your mind. You are finding†¦show more content†¦In 1990 a way to diagnose fibromyalgia was being developed and written into guidelines by the American College of Rheumatology, the first guidelines for treating this diagnosis was published by the American pain society by 2005 and an actual prescription medication was approved for this disease in 2007 (Pfitzer). As you can see fibromyalgia has been around for quite some time, it just didn’t show much progress between 1820 and 1976, but the outlook for those suffering has never been better. Researchers are continuously making progress although it is a slow progress it is progress. Throughout the years of this age old disease there have been many myths about fibromyalgia such as â€Å"it’s a rare disease† and the truth is, it is not a rare disease, in fact it is quite common and is estimated that there are several million people in the United States alone that suffer from its effects. Some say â€Å"it is all in a person’s head†, that too is a myth. Studies have proven the pain is real thru imaging of the brain and control test show that a person with fibromyalgia feels pain more intensely than those without fibromyalgia. There are those that also claim tha t fibromyalgia is a â€Å"woman’s† disease, although about 80% of those who suffer are women it is not limited to women only, there are men and even children who have been diagnosed with fibromyalgia and is not restricted to any ethnic group.

A Study On Classroom Management Education Essay Free Essays

string(43) " jobs involve noncriminal pupil behaviour\." Classroom direction focal points on three major constituents: content direction, behavior direction, and covenant direction. Harmonizing to specializers in the field of instruction, school and schoolroom direction aims at promoting and set uping pupil self-denial through a procedure of advancing positive pupil accomplishment and behaviour. Therefore academic accomplishment, teacher efficaciousness, and teacher and student behaviour are straight linked with the construct of school and schoolroom direction. We will write a custom essay sample on A Study On Classroom Management Education Essay or any similar topic only for you Order Now Classroom direction accomplishments are an built-in portion of instructional rating of both the pupils and the instructors themselves. Actually, classroom direction schemes are a more toothsome name for schoolroom subject. This paper will discourse the indispensable constituents to do schoolroom direction effectual. Part I. BODY LANGUAGE Body linguistic communication is an of import portion of communicating, which can represent 50 % or more of what we are pass oning. If one wishes to pass on good, so it makes sense to understand how they can ( and can non ) use their organic structure to state what they mean. It comes in bunchs of signals and positions, depending on the internal emotions and mental provinces. Acknowledging a whole bunch is therefore far more dependable than seeking to construe single elements. Body linguistic communication is a term for communicating utilizing organic structure motions or gestures alternatively of, or in add-on to, sounds, verbal linguistic communication or other communicating. It forms portion of the class of paralinguistic communication, which describes all signifiers of human communicating that are non verbal linguistic communication. This includes the most elusive of motions that many people are non cognizant of, including blink and little motion of the superciliums. In add-on, organic structure linguistic communication can besides integrate the usage of facial looks. Although they are by and large non cognizant of it, many people send and receive non-verbal signals all the clip. These signals may bespeak what they are genuinely experiencing. The technique of reading people is used often. For illustration, the thought of mirroring organic structure linguistic communication to set people at easiness is normally used in interviews. It sets the individual being interviewed at easiness. Mirroring the organic structure linguistic communication of person else indicates that they are understood. Body linguistic communication signals may hold a end other than communicating. Both people would maintain this in head. Perceivers limit the weight they place on non-verbal cues. Signalers clarify their signals to bespeak the biological beginning of their actions. One of the most basic and powerful body-language signals is when a individual crosses his or her weaponries across the thorax. This can bespeak that a individual is seting up an unconscious barrier between themselves and others. It can besides bespeak that the individual ‘s weaponries are cold which would be clarified by rubbing the weaponries or huddling. When the overall state of affairs is amicable, it can intend that a individual is believing profoundly about what is being discussed. However, in a serious or confrontational state of affairs, it can intend that a individual is showing resistance. This is particularly so if the individual is tilting off from the talker. A harsh or clean facial look frequently indicates straight-out ill will. Such a individual is non an ally, and may be sing combative tactics. Consistent oculus contact can bespeak that a individual is believing positively of what the talker is stating. It can besides intend that the other individual does non swear the talker plenty to â€Å" take his or her eyes off † the talker. Lack of oculus contact can bespeak negativeness. On the other manus, persons with anxiousness upsets are frequently unable to do oculus contact without uncomfortableness. Eye contact is frequently a secondary and deceptive gesture because we are taught from an early age to do oculus contact when speech production. If a individual is looking at you but is doing the arms-across-chest signal, the oculus contact could be declarative that something is trouble oneselfing the individual, and that he or she wants to speak about it. Alternatively, if while doing direct oculus contact a individual is shirking with something, even while straight looking at you, it could bespeak the attending is elsewhere. Incredulity is frequently indicated by averted regard, or by touching the ear or rubing the mentum. So is eyestrain, or itching. When a individual is non being convinced by what person is stating, the attending constantly wanders, and the eyes will gaze away for an drawn-out period. Boredom is indicated by the caput leaning to one side, or by the eyes looking directly at the talker but going somewhat unfocused. A caput joust may besides bespeak a sore cervix, and unfocussed eyes may bespeak optic jobs in the hearer. Interest can be indicated through position or extended oculus contact. Deceit or the act of keep backing information can sometimes be indicated by touching the face during conversation. It should be noted that some people, with certain disablements, or those on the autistic spectrum, usage and understand organic structure linguistic communication otherwise, or non at all. Interpreting their gestures and facial looks, or deficiency thereof, in the context of normal organic structure linguistic communication normally leads to misinterpretations and misunderstandings, particularly if body linguistic communication is given precedence over spoken linguistic communication. It should besides be stated that people from different civilizations could construe organic structure linguistic communication in different ways. Part II. DISCUSS LEGAL ISSUES IN REGARDS TO SCHOOL DISCIPLINE School subject today would be a tougher job than of all time, even without all these alterations, because of the countrywide addition of troubled households and disorderly childs. Some schools, particularly those in interior metropoliss, have pupils who are literally violent criminals. School subject has two chief ends: ( 1 ) guarantee the safety of staff and pupils, and ( 2 ) create an environment conducive to larning. Serious pupil misconduct affecting violent or condemnable behaviour lickings these ends and frequently makes headlines in the procedure. However, the commonest subject jobs involve noncriminal pupil behaviour. You read "A Study On Classroom Management Education Essay" in category "Essay examples" These less dramatic jobs may non endanger personal safety, but they still negatively affect the acquisition environment. Disruptions interrupt lessons for all pupils, and riotous pupils lose even more learning clip. Research workers calculate that in many schools, pupils lost 7,932 instructional yearss ( 44 old ages ) in-school and out-of-school suspensions in a individual academic twelvemonth. The being of subject jobs in school may lend to an environment that facilitates school force and offense. On a day-to-day or hebdomadal happening, jobs such as pupil racial tensenesss, intimidation, sexual torment of other pupils, verbal maltreatment of instructors, widespread schoolroom upset, and Acts of the Apostless of discourtesy for instructors in public schools. The happening of unwanted pack and cult activities, and due to the terrible nature of these incidents, nowadayss all studies of pack and cult activities during the school twelvemonth. Secondary school principals across the United States revealed that most decision makers felt more strict due procedure processs should follow in subject instances than those required by federal ordinances and school policies. The principals besides tended to believe that bodily penalty should be permitted under certain fortunes and that both unequal instructor preparation refering subject and a deficiency of equal alternate plans for pupils were the major factors restricting schools ‘ abilities to keep order. However, today principals lack the tools they used to hold for covering even with the boisterous childs. Once, they could throw out such childs for good or direct them to particular schools for the hard-to-discipline. The particular schools have mostly vanished, and province instruction Torahs normally do non let for lasting ejection. So at best, a school might pull off to reassign a pupil criminal elsewhere in the same territory. Educators today besides find their custodies tied when covering with another disruptive and much larger group of pupils, those covered by the 1975 Persons with Disabilities Education Act ( IDEA ) . This jurisprudence, which mandates that schools provide a â€Å" free and appropriate instruction † for kids irrespective of disablement and supply it, furthermore, within regular schoolrooms whenever humanly possible efficaciously strips pedagogues of the authorization to reassign or to suspend for long periods any pupil classified as necessitating particular instruction. This would non count if particular instruction included chiefly the wheelchair-bound or deaf pupils whom we normally think of every bit handicapped. However, it does non. Over the past several decennaries, the figure of kids classified under the mistily defined disablement classs of â€Å" learning disablement † and â€Å" emotional perturbation † has exploded. Many of these childs are those one time merely called â€Å" unwieldy † or â€Å" antisocial † : portion of the legal definition of emotional perturbation is â€Å" an inability to construct or keep satisfactory interpersonal relationships with equals and instructors, â€Å" in other words, to be portion of an orderly community. Prosecutors indicates that disproportional Numberss of the juvenile felons they now see are particular instruction pupils. With IDEA limitations haltering them, school functionaries can non react forcefully when these childs get into battles, expletive instructors, or even put pupils and staff at serious hazard, as excessively frequently happens. One illustration captures the jurisprudence ‘s absurdness. School functionaries in Connecticut caught one pupil go throughing a gun to another on school premises. One, a regular pupil, received a yearlong suspension, as federal jurisprudence requires. The other, handicapped ( he stuttered ) , received merely a 45-day suspension and particular, individualised services, as IDEA requires. Most times, though, schools can non acquire even a 45-day reprieve from the pandemonium these childs can unleash. It is of import to maintain the ultimate end in head while working to better school subject. As instruction research worker ‘s points out, â€Å" the end of good behaviour is necessary, but non sufficient to guarantee academic growing. † Effective school subject schemes seek to promote responsible behaviour and to supply all pupils with a hearty school experience every bit good as to deter misconduct. Part III. CONVENANT AND CONDUCT MANAGEMENT Conduct direction is centered on one ‘s beliefs about the nature of people. By incorporating cognition about human diverseness ( and individualism, at the same clip ) into a peculiar instructional doctrine, instructors could pull off their schoolrooms in a better, more effectual manner. Research workers have pointed out the importance of helping pupils in positive behaviours. In be aftering schoolroom direction, instructors should see utilizing an self-asserting communicating manner and behaviour. In add-on, they should ever cognize what they want their pupils to make and affect them in the several acquisition activities, under the general conditions of clearly and explicitly stated school broad and schoolroom regulations. Harmonizing to Iverson and Froyen, behavior direction is indispensable to the creative activity of a foundation for â€Å" an orderly, task-oriented attack to learning and larning † , therefore taking to allowing pupil ‘s greater independency and liberty through socialisation. An effectual behavior direction program should besides mention to teacher control and disposal of effects. The undermentioned constituents of such a program are focused on in this sum-up: acknowledging responsible behaviours, rectifying irresponsible and inappropriate behaviour, disregarding, propinquity control, soft verbal rebukes, detaining, discriminatory seating, clip owed, time-out, presentment of parents/guardians, written behavioural contract, puting bounds outside the schoolroom, and reinforcement systems. All of these constituents are presented so they can be identified in illustrations of best instruction patterns. Covenant direction stresses the schoolroom group as a societal system. Teacher and pupil functions and outlooks shape the schoolroom into an environment conducive to larning. In other words, the civilization of any given school is alone to that school. However, it is straight influenced by the civilization of the larger community whose educational ends are to be met. A strong connexion between school and community must be invariably revised and modified harmonizing to the demands of social dynamism. As schools become really diverse, instructors and pupils should go cognizant of how to utilize diverseness to beef up the school/classroom societal group. Quality schools are defined by instructor effectivity and pupil accomplishment under the protections of edifice strong interpersonal accomplishments. In this visible radiation, instructor and pupil relationships are indispensable to guaranting a positive school and schoolroom atmosphere. Classroom direction subject jobs can be dealt with either on an single footing ( between instructor and pupil ) or by group job work outing ( category meetings ) . As common trust builds up between instructor and pupils, the latter are bit by bit released from teacher supervising by going separately responsible. This is how both â€Å" pedagogues and pupils become co-participants in the teaching-learning procedure, endeavoring to do the most of themselves and their corporate experience. † Part IV. CLASSROOM MANAGEMENT Plan Classroom direction and schoolroom organisation are intertwined. High school pupils possess sophisticated societal accomplishments and by and large experience that instructors need to gain their regard before they are to the full willing to collaborate. In order to acquire loath pupils on their side, instructors need to show a clear schoolroom direction program that creates a positive acquisition environment and exhibits consistence, lucidity, equity, foresight, and the sharing of a schoolroom direction program. Consistency is instructors tell pupils what to anticipate and so present. This applies to all facets of the high school schoolroom runing from placing trial yearss to presenting direction. Get downing every English category, for illustration, by presenting a inquiry for treatment or written response, helps set up a everyday that pupils can anticipate. Clarity is being clearly explicated their acquisition aims for the class every bit good their outlooks for pupil behaviour. Discuss these subjects with pupils during the first hebdomad of category and supply specific illustrations of what pupils are expected to carry through and how they are expected to act. Practicing schoolroom regulations is non entirely reserved for simple school. By exemplifying through role-play with pupils what is considered appropriate and inappropriate behaviour, instructors leave no room for pupil reading on these of import points. Fairness relates to handling pupils every bit, administrating both congratulations and effects based on behaviour non on the pupil. It besides applies to demoing regard for your pupils by puting realistic outlooks and offering counsel and support to assist pupils achieve those ends. A foresight map out categories in progress with pupils. Spend the first few yearss of category discoursing an overview of what you hope to carry through every bit far as content, accomplishment development, and pupil behaviour and category format. If a pupil does non stay by category outlooks, they know in progress what repercussions they will confront. The sharing of schoolroom direction program is to incarnate these features and high school instructors need to get the hang schoolroom organisation. By showing a elaborate schoolroom direction program in authorship, instructors set the tone for an organized high school schoolroom. A schoolroom direction program includes class aims, category outlooks, assignment calendar, and pupil information. Course Objectives identifies the general subjects your class will cover every bit good as accomplishments your pupils will develop over the class of a semester or school twelvemonth. Class Expectations, or category regulations, include coming to category prepared, turning in assignments on clip and behaving in a manner that Fosters student larning. Be specific in outlooks and be clear about the reverberations pupils will confront if they do non adhere to these regulations. Assignment Calendars should place subjects covered for one one-fourth. Important yearss such as debuts to new units, trials , assignment due day of the months and exam reappraisals should be clearly marked. School vacations and instructor working daies should be outlined every bit good. Student Information should be completed by pupils during the first hebdomad of school. In the event that you want to update parents on a major achievement or severe trouble their kid has encountered in your category, you will hold the necessary contact information available to hasten parent communicating. Part V. RESEARCH ARTICLE In a article written by Sherry H. Brown, School Discipline: What Works and What Does n’t, it does n’t take a batch of research to state us that school subject is different today than it was in the 1950s. This article discussed assorted surveies that showed pupils who misbehave in school express a assortment of grounds for making so: Some think that instructors do non care about them. Others do non desire to be in school at all. They do non see success in school of import anymore. Students are incognizant that bad behaviour will ensue in penalty they will non wish. Discipline hatchet mans have to travel through long processs of due procedure: hearings, specific charges, informants, and entreaties. I read this article to my category, despite these hurdlings ; pupils of Inkster High School agreed that subject is needed in schools. One pupil stated, â€Å" If there were no subject, the school would non be distinguished from the street. † This article pointed out countries that cause disciplinary jobs in school. †¢ Denial: In many schools, their pupils intimidate instructors. Out of fright of revenge, they fail to describe jobs or disregard them trusting that the pupils responsible will discontinue the bad behaviour by themselves. †¢ Troubled Students: State and Federal Torahs require that some particular needs pupils receive particular attending. Many grownups and school systems believe that â€Å" troubled pupils † are non responsible for their actions, therefore they are non punished every bit badly as other pupils are. †¢ Legal Procedures: Because of the raised consciousness of the civil rights of kids, the jurisprudence requires grownups to travel through expensive, time-consuming and confusing processs in respects to school subject. These legal processs do protect the rights of kids, but make it really hard to halt school subject jobs. †¢ Modeling: Many grownups fail to pattern the behaviours they want from pupils. Modeling the regulations that pupils are to follow should be required of all grownups. All grownups in a community, particularly parents and instructors, need to pattern unity, honestness, regard and self-denial. †¢ Enforcement ; Because of internal administrative jobs or deficiency of processs, many school functionaries fail to implement the regulations or punish pupils for misdemeanors. Some fear cases from parents ; others merely do non care, or they are â€Å" burned out. † †¢ Time-out and Detention: In-school suspensions, time-out and detainment have been antique solutions for troubled pupils. Yet today, many pupils do non mind detainment, preferring it to traveling place to an empty or opprobrious family. Many consider time-out a quiet topographic point to work. Detention lets them socialise after school. In add-on, both time-out and detainment get them attending from caring grownups. †¢ Fuzzy Rules: Surveies have shown that many regulations are non purely enforced. Many school and schoolroom regulations do non do sense to pupils. Some subject codifications are â€Å" fuzzed † and non clear on outlooks and penalties. Some riotous pupils are labeled with codifications like ADHD ( Attention Deficit/Hyperactivity Disorder ) or Emotional Damage. This leads some school staff assume that they can non implement positive behaviour and alternatively must fall back to inquiring parents to â€Å" medicate † them. †¢ Self Esteem: Many schools have emphasized self-pride over and above everything else. Some instructors are afraid to train or demand good behaviour because it will ache the kid ‘s self-pride. School subject has become lax over the old ages, as our relationships have weakened. Amalgamate school systems and mega schools have made the separation between household and school wider than of all time. These mega schools have mostly ignored the local community. In add-on, some parents have lost touch with their kids for many different grounds. For school subject to be successful, we need to reconstruct those relationships. Parents and schools need to work together to transfuse the importance of instruction into kids of all ages. Finding subject processs that work is a occupation for pupils, parents, and instructors to research together. In today ‘s society, working together within the school and community will assist learn kids that working as a squad can efficaciously work out the job. Part VI. Reference Cipani, Ennio: Classroom Management for All instructors: 12 Plans For Evidence-Base Practice. Pearson Custom Printing, 2003 Cohen, David ; Body Language, What You Need To Know, 2007 Froyen, L. A. , A ; Iverson, A. M. ; School-Wide and Classroom Management: The Brooding Educator-Leader ( 3rd Ed. ) . Upper Saddle River, NJ: Prentice-Hall. 1999 Iverson, Annette M. Building Competence in Classroom Management and Discipline. Pearson Custom Printing, 2003. Livingston, Drs. Sharon and Glen ; How to Use Body Language. Psy Tech Inc. , 2004 Brodinsky, Ben. Student Discipline: Problems and Solutions. American Association of School Administrators Critical Issues Report. Sacramento, California: Education News Service, 1980. Gram molecules, Oliver C. Strategies to Reduce Student Misbehavior. Washington, D.C. : Office of Educational Research and Improvement, U.S. Department of Education, 1989. Hymowitz, Kay S. : Who Killed School Discipline? City Journal, 2000 How to cite A Study On Classroom Management Education Essay, Essay examples

Congress European Accounting Association †Myassignmenthelp.Com

Question: Discuss About The Congress European Accounting Association? Answer: Introduction The GPFR objective and the qualitative characteristics of useful information will be dispensed. Abacus Property Group Stapled has been chosen to aid in the analysis of how it has complied with GPFR (OB1-OB21 together with QC1 QC39), AASB 116 disclosure (paragraph 73-79) and how it has satisfied fundamental as well as enhancing qualitative characteristics of useful info. A recommendation is then made for the company to improve based on its compliance with GPFR, and AASB in its reporting. The GPFRs Objective and Qualitative Characteristics of Useful Financial Information The foundation of the Conceptual Framework (CF) is the objective of the General Purpose Financial Reporting (GPFR). The qualitative characteristics of useful information also forms another key element of the Conceptual Framework as reflected in OB1. OB2 delves deep into the objective, usefulness as well as the limitation of the GPFR. The primary purpose of GPFR is the provision of financial information regarding reporting entity as outlined in OB2. Such information has to be useful to both current and potential investors, lenders as well as creditors. These stakeholders require this valuable information to make a decision relating to the provision of resources to the entity. Some of this decision relate to selling, buying, holding equity as well as debt instruments (Gis 2013). The decisions also involve the provision or settling liabilities as well as other types of credits. The qualitative characteristics of the useful financial information acknowledges the forms of the most likely useful information to the stakeholders mentioned above thus assisting them to make decision regarding reporting entity based on the financial information as reflected in QC1. The information regarding economic phenomena and explanatory information are useful. A useful financial information has to be relevant as well as faithfully denote what it purports to display as reflect in QC4 that requires such information to be verifiable, understandable, and timely as comparable (Majdalany and Manassian 2012). QC5 identifies relevance and faithful information as the key fundamental of qualitative characteristics. The relevance information as outlined in QC6-QC11 has to make a distinction in the decision arrived at by the stakeholders by being predictive in value, confirmatory value as well as both. Such information must show materiality and hence should not omit or misstate information but rather provide an entity-specific element of relevance anchored on the magnitude or nature or both of the items denoted by the information. The information has to be faithfully represented as outlined in QC12-QC16 that require that the economic phenomena has to be has to be faithfully represented for it to be useful. Extent to which Abacus Property Group Stapled Company Annual Report meets disclosure requirements for PPE as per AASB 116 The companys latest annual report complies with disclosure requirements for PPE as outlined in AASB 116 (par. 73-79). The companys financial statements has the requirements of disclose as outlined in paragraph 73(a to e). For instance, the measurement bases utilized when determining the gross carrying amount, methods of depreciation as well as useful lives as well as rates of depreciation have been disclosed. The firm has also disclosed the aggregated gross carrying amount and accumulated depreciation with the impairment loses at the start and the close of the trading period. A reconciliation of the carrying amount at the start and the end of the financial period have been disclosed clearly indicating additions classified as assets as sales entailed in the disposal category and acquisitions via business mergers. The Abacus Property Group Stapleds annual has also complied with the requirements of paragraph 74 (a to d) by disclosing the existence as well as amounts of limited on title as well as property, plant alongside equipment vouchsafed as liability security. The contractual commitment amount for acquiring the property, equipment as well as plant has been disclosed. Paragraph 75 (a and b) by disclosing depression as recognized in loss or profit as cost component of the asset during the trading period as well as the accumulated depreciation at the close of the financial year (Shil, Das and Pramanik 2009). Extent Disclosures on PPE Satisfies the Fundamental and Enhancing Qualitative Characteristics of Useful Financial Information The disclosure has satisfied the relevance and faithfulness of the items represented. Abacus Property Group Stapled has represented relevant economic phenomena information that is both relevant and faithful as required by QC17 and QC18 of GPFR. The company has, therefore, represented faithful information that helps the users to make rational decisions. The firm has also complied with the QC18 requirement on the application of the fundamental qualitative characteristics. The information disclosed shows economic phenomena with the potential to be useful to the stakeholders of the reporting entitys information. The disclosure has also complied with the enhancing qualitative characteristics as outlined in QC19. The information has met comparability which is the qualitative characteristics enhancing the usefulness of the information disclosed by Abacus Property Group Stapled (White 2010). For example, the information has complied with comparability as outlined in QC20- QC25. The Abacus Property Group Stapled has given useful information about since it can be compared with similar information regarding other companies listed on ASX 200 with similar information regarding Abacus Property Group Stapled for another period. Therefore, it is apparent from the information represented in Abacus Property Group Stapled financial report will help the stakeholders acknowledge as well as comprehend similarities in alongside variations among items. Disclosures on PPE Alignment with the GPFR Objective and Recommendation for Improvement The major GPFR objective is the adherence to qualitative characteristics for the provision of accurate and relevant info on performance alongside economic-resources of the organization. The general principal matter in accounting for the property, plant and equipment are the recognizing assets, determining their carrying amounts as well as depreciation charges besides impairment losses to be recognized with respect to them. The report recognizes the and initially measures the cost of an item of property, plant as well as equipment as an asset if, and only if: (a) it is likely that future economic benefits linked to the item shall flow to entity; and (b) the cost of such item is measurable reliably (Ferguson and Leech 2007). The report excludes the cost of day-to-day servicing of the asset in the carrying amount of asset but expensed when incurred. The report measures the item of property, plant and equipment which satisfies the criteria for recognition at a cost. The cost of item of the property, plant and equipment in the report entails (a) its purchase price; including taxes and duties, less trade rebates and discounts; (b) any costs attributable directly to bringing asset to location besides condition essential for it to be capable of operating in a way intended by management; and the original estimate of cost of dismantling as well as removing items alongside restoring site on which it is located, obligation for which the entity incurs either when item is acquired or as the consequence of having utilized item in the course of a given period for purposes except to produce inventories in the course of the period. The tangible PPE qualifies for recognition in the report as an asset and measurement at recognition at a cost using the cost model for each class of PPE or revaluation model of each class of PPE after recognition. The carrying value of PPE class is fair value at the date of revaluation minus consequent accumulated depreciation and accumulated impairment loss. Where the revaluation increase the carrying amount of the asset, it is directly recognized in other comprehensive income as well accumulated in equity under heading of Revaluation Surplus. Where revaluation decreases carrying value of the asset, PPE is recognized in profit or loss with an exception of case of reversing the past increase of similar asset past recognized in other comprehensive income. Abacus Property Group Stapled disclosure on PPE has aligned to the objective of GPFR as reflected in OB1-OB21 and QC1-QC39. The firm has provided the financial information regarding it which is useful to both existing as well as potential investors, other creditors and lenders in decision-making processes relating to the provision of resources to the firm. It has disclosed useful information regarding selling, buying and holding equity as well as debt instruments (AASB, 2004). The report has complied with OB12 since it clearly shows the financial position of Abacus Property Group Stapled regarding its economic phenomena alongside the information relating to the effects of transactions as well as other events which alter Abacus Property Group Stapleds economic phenomena (Kabalski 2009). Conclusion The GPFRs objective and the qualitative characteristics of useful information has been discussed. Abacus Property Group Stapled was chosen as the company listed in ASX 200 and its latest annual report analyzed and revealed that it has complied with GPFR (OB1-OB21 and QC1 QC39) and AASB 116 disclosure (paragraph 73-79). The company has further satisfied fundamental and enhancing qualitative characteristics of useful information. A recommendation is made for the firm to improve its reporting by stressing on verifiability, understandability as well as timelessness for useful and applicable financial information. References AASB, A. S., 2004. Presentation of Financial Statements. Balance Sheet, 68, 73. Ferguson, I., and Leech, J., 2007. Forest valuation and the AASB 141 accounting standard. Australian Forestry, 70(2), 125-133. Gis, C., 2013. Financial reporting quality and corporate governance: the Portuguese companies evidence. In Proceedings of the 32nd Annual Congress European Accounting Association. Kabalski, P., 2009. Comments on the objective of financial reporting in the proposed new conceptual framework. Eurasian Journal of Business and Economics 2009, 2 (4), 95, 111. Majdalany, G., and Manassian, A., 2012. April). Voluntary disclosure of intellectual assets and intellectual liabilities: a literature review. In European Conference on Intellectual Capital (p. 507). Academic Conferences International Limited. Property, Plant and Equipment AASB 116, (30 October 2009) by the staff of the Australian Accounting Standards Board. Shil, N. C., Das, B., and Pramanik, A. K., 2009. Harmonization of accounting standards through internationalization. International Business Research, 2(2), 194.

To an Unborn Pauper Chile free essay sample

Hardy considers the probable fate of a child soon to be born into poverty. This is a poem which grew from an incident that he probably witnessed in the Dorchester Magistrates Court but Hardys sincerity and compassion for the plight of human beings makes the incident of concern to us all. The poem begins startlingly with an opening line in which Hardy addresses the child as hid heart because it is as yet unborn in its mothers womb, and advises it not to be born to Breathe not and to cease silently. The rest of the verse gives Hardys reason for this advice. It is better to Sleep the long sleep because fate (The Doomsters) will bring the child troubles and difficulties (Travails and teens) in its life, and Time wraiths turn our songsingings to fear, that is our spontaneous feelings of joy and happiness in life are turned to fear by time. We will write a custom essay sample on To an Unborn Pauper Chile or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Time as usual in Hardys writings is seen as the enemy of man and the unusual conceptions of Fate as Doomsters and Time as Time-Wraiths (Spirits) suggests a conscious and deliberate process at work. STANZA 2 In the second stanza, Hardy develops the idea of the destructiveness of time urging the child to listen to how people sigh, and to note how all such natural positive values as laughter, hopes, faiths, affections and enthusiasms are destroyed by time. Set against these positive nouns are negative verbs suggesting this withering process: sigh, fail, die, dwindle, waste, numb. The verse concludes by stressing that the child cannot alter this process if it is born. In the third stanza, Hardy vows that if he were able to communicate with the unborn before their life on earth began, and if the child were able to choose whether to live or die, he would impart all his knowledge to the child and ask it if it would take life as it is. STANZA 4 Hardy immediately, and forcefully, rejects this as a futile vow, for he nor anyone can explain to the child what will happen to it when it is born (Lifes pending plan). The stanza contains weaknesses of style: the oddity of theeward and the awkward inversion Explain none can. But the last two lines present starkly the inevitability of birth in spite of the most dreadful events Life can bring. This ability to look unflinchingly at unpalatable reality is one of Hardys major strengths as a poet. Â  In contrast to the ending of the fourth stanza, the fifth one opens very gently. Hardy speaks directly and tenderly to the child, in simple monosyllables, wishing that he could find some secluded place (shut plot) in the world for it, where its life would be calm, unbroken by tear or qualm. But with tender simplicity, and the absence of any bitterness, Hardy recognises that I am weak as thou and bare he is unable to influence fate as the child. STANZA 6 The poem ends with the recognition that the child must come and live (bide) on earth, and the hope that in spite of the evidence it will find health, love and friends and joys seldom yet attained by people.

Time Management and Motivation Essay Example

Time Management and Motivation Essay Example Time Management and Motivation Essay Time Management and Motivation Essay Time Management and Motivation for Me the Student Idell Heiny GEN/200 March 14, 2011 Lisa Stepp A problem in my day-to-day life that I would like to work on is my time management. I would also like to find a way to stay motivated with school. Time management is a skill I lack and motivation is something I need. I need to learn how to fight management problems such as procrastination and bad habits. If I can only learn how to prioritize tasks and possibly categorize them it might help me with my time management. I seem to take on too much and don’t know how to say no. If I can learn to say no to things that waste time in my life I just might be able to learn how to use time management to my advantage. Sometimes I don’t realize just how much volunteer work I do. This keeps me from accomplishing the essentials. It’s often the little things and things that come up last minute, spur of the moment. It’s feels to me that other people in and around my life don’t know how to manage their time effectively always come to me, last minute of course and expect me to accomplish whatever the task at hand may be. If I could learn how to say no at those times to those people I just might be able to have better time management for myself. If I had extra time for me I just might be able to me motivated about school rather than feeling drained and exhausted by the time I get to school work and posting. When thinking about what I can do to help me better my time, I think about checking out books from my local library also checking with the library to see if they have any seminars or webinars regarding â€Å"time management†. Reading different books from different authors might help me to find a way to manage my time that best fits me and my life style. I’m sure there are plenty of different ways to manage time, but if it’s not something that I can add into my life and be able to use what’s the point. I would be willing to spend the time in researching out my options. I know what the outcome could be and I’m excited to have my time and day managed. This in return might just help me to stay motivated as well. Looking into the University of Phoenix, I could take an extra class that could teach me about time management. This would be a great time for me to do so just for that simple fact that I have my tax returns and I would financially be able to take an additional class. I could check with my student advisor and see what classes are offered how long the class is and what are the dates. If I were to lay this all out right I could possibly be able to take the class as an elective. I might also be able to find a workshop for a day as well to help me with the fundamentals. Again I could check with my local library and also the job center in town. I was lucky enough to start this process early on to do some searching for classes that I could take before this paper was due. To my luck I found a webinar that was offered online. I attended the 2 hour webinar that Jeff Cronk held, Cronk a professor at Stout University talked about solid project management practices such as creating, implementing, monitoring, controlling and delivering as promised to learning ways to get organized and break down the barriers to personal productivity. I took what I could in, what I understood, and what could be applied to my life. Such as creating a â€Å"to do† list writing things down each morning and crossing them off as I complete each task, this is something I can do in my life and will do. I will have a sense of accomplishment once I see what I have done for the day. This will motivate me to want to complete each list each day. If need be I could simply apply one or two things to the next days list as well. Being able to research some techniques it a great start but being able to apply tools and tasks to my life is amazing. I’m going to evaluate all the information that I have been given with the books and the webinar and figure out what works for me and what will not. By knowing my life style what I like and what I want to change will be the determining factor as to what info I will walk away with. Knowing that the ideas I have learned as far as setting goals with dates, creating to do lists and having my local library at my hand when needed will help me to manage my time. These were the little things that were skipped and looked over in my life and day to day routine. Cutting back on volunteer work is something that I will definitely do so that I can work every day on my â€Å"to do† list. I want to have this list as my bible. I will make it important and put it as a priority. Also from my findings in my reading, I will tackle my most complex task first. I will not be intimidated of any task and will tackle it head on!! Reference Brown, R. (2010, April 16). Ill do it tomorrow [Web]. Message posted to http://time-management. bestmanagementarticles. com/a-36902-i-ll-do-it-tomorrow. aspx Editorial Team B, B. (2010, April 13). Work life Balance [Web]. Message posted to http://time-management. bestmanagementarticles. com/a-37578-work-life-balance. aspx Susan Fritz F, (2005). Interpersonal skills for leadership (2nd ed. ). Upper Saddle River, New Jersey 07458: Pearson Education, Inc..

Macroeconomics and Microeconomics - Auction Theory Essay

Macroeconomics and Microeconomics - Auction Theory - Essay Example The first type of open auctions is called English or ascending bid auctions, where the auction is usually done in real time. In this case, the seller usually sets a low price as the beginning price, after which the price is increased gradually as the bidder offer their prices. The bidders drop out of the auction as their true values are exceeded until the last bidder gets the item at her intrinsic value. The second type of auction is called Dutch or descending bid auctions, where the seller starts the auction at a high price and then gradually drops until the first bidder states the price and takes the item at the stated price (Easley and KleinBerg, 2010). The main area of focus for this paper is sealed bid auctions, which are divided into two types; first-price sealed bid auctions and second-price sealed bid auctions. The first-price sealed bid auction is one where all the buyers submit simultaneous sealed bids to the seller, who opens them and sells the item to the highest bidder a t the stated price (Easley and KleinBerg, 2010). Conversely, second-price sealed bid auctions refer to a case where the buyers submit sealed bids to the seller, who opens them and sells the item to the highest bidder, but at the second highest price. This type of auction is also called Vickrey auctions (Koutsojannis and Sirmakessis, 2009). Informational asymmetry in auctions usually affects the bidding decisions of both the seller and the buyer (Koutsojannis and Sirmakessis, 2009). To describe seller monopoly, consider an auction where the seller attaches a price of x on the item, and the bidder attaches a price of y to the item. In this case, the surplus to the seller and the buyer is...This essay outlines key concepts of the auction theory and stresses the importance of the game theory advances in choosing the right bidding strategy. This paper mainly focuses on first-price and second-price sealed auctions. The types of auctions are usually dispersed between open and sealed auctions, both of which need different types of bidding strategies . The first type of open auctions is called English or ascending bid auctions, where the auction is usually done in real time. The second type of auction is called Dutch or descending bid auctions, where the seller starts the auction at a high price and then gradually drops until the first bidder states the price and takes the item at the stated price The first comparison is between descending bid auctions and first-price auctions, where we know that, in a descending bid auction, the seller lowers the price until the first bidder gets the item at the highest price. Conversely, second-price sealed bid auctions and ascending bid auctions are similar. In the case of first-price sealed bid auctions, the value of the bid affects both the winning fact and how much the winning bidder pays for the item. The game theory setting for this kind of bid is to set up the bidders as players, where a bidder i assigns a value v to the item and bids at a price b. The dominant strategy in the case of second-price sealed bids is a truthful strategy, where the bidder bids the price of her true value as assigned to the item, since deviations from the price does not increase the payoff earned

The Global Marketplace Essay Example | Topics and Well Written Essays - 750 words

The Global Marketplace - Essay Example They always put people before the product and this has ensured success for them locally as well as internationally. Even with suppliers they have a healthy relationship, this allows them to get quality coffee beans thus good coffee. They are also involved in corporate social responsibilities services like helping the farmers and protecting the environment by buying only from those suppliers who are socially responsible themselves. Looking at the price we see it high priced thus the target market is elite in Germany. 1 lb. of coffee costs approximately $11. Thus the rich Germans prefer to go there and since the coffee is made to their taste (altered according to German preferences that is they prefer more sweet coffee) the coffee is an instant hit. The decor of Starbucks is made to look cozy and intimate and also provides privacy to people, this gives people an incentive to spend time there. They have good music and thus create an ambiance of comfort. It can serve the purpose of a meeting place or a place to escape from problems and be alone. This feature remains to be constant in all outlets all over the world. The article, 'Ethical marketing for Competitive Advantage on the internet' deals with the very debatable question, what is invasion of privacy Its author Ashok Ranchod has weaved quiet interesting facts around this very question. It seems to him that the marketing done online is taking on an aggressive streak with pop ups, deceiving banners, hyperlinks etc being the majority of marketing techniques. The article takes a futuristic approach, with the author pointing out the fact that companies need to develop long term marketing plans, which would retain customers rather than short term plans. The short term plans might sell the product or service initially but in the end if ethical considerations have not been taken place then the company would end up losing their customer base. Therefore in order to survive in the market the future plans of a company should be more of long term nature. The situation that Ashok Ranchod looks upon is that of information acquiring on the Internet. According to his research many people hesitate from indulging in online purchases due to this factor. Cyber crimes, information thefts are becoming all too common these days. There have been many ethical boundaries drawn but only 20% of it is being implemented. The steps that can be taken to rectify this ethical concern is that each product be first analyzed on its harmfulness to the customers. The product should be well tested and should be harm free. Twisting the truth is another factor, with regards to which care should be taken. Then the third most important factor is individual autonomy. This is that companies should not attack customers with pop ups and deceptive links, instead the decision should be left on the customer. Kotler and Levy have written an interesting book, 'Corporate Social Responsibility'. Even they believe that through ethical considerations you can enhance company image, lower employee turnover, lower costs and easily attract investors thus giving you a competitive edge. REFERENCES 1. Starbucks official website. (22/july/2008) http://www.starbucks.com/ 2. Starbucks Germany (22/july/2008) http://www.starbucks.de/de-de/_Our+Stores/ 3. Ashok Ranchhod and Claire Gauzente. "Ethical Marketing for Competitive Advantage on the Internet." Ams Review. (2003)

The Bauhaus Movement: Characteristics and History

The Bauhaus Movement: Characteristics and History Introduction From the expression Bauhaus we still feel something fresh. In every day speech it is associated with the beginning of the modernism and it is invoking in us association with basic forms (square, triangle and circle), basic colours (red, yellow and blue), furniture from the metal, white architecture and functionalism. History of the small school that Bauhaus was, is a mixture of facts and interpretation from different sources. But Bauhaus was the phoenix that every generation understands differently. For us, Bauhaus is a symbol of rationalization and modernity of lifestyle, where we cannot find any unnecessary comfort. At the same time, it is an enemy for the conservative culture. We can say that Bauhaus has been connected with left wing all the time. For Nazi Germany Bauhaus was culturally Bolshevik, international and Jewish. But Nazis used the modern devices of the Bauhaus very often. Almost all members of the Bauhaus emigrated and lot of Jewish relatives were killed. In German Democratic republic, where the main school (Weimar and Dessau) was established, Bauhaus was denied till sixties. After that, they started to integrate it to their cultural heritage. On other hand, for the Federal Republic of Germany, Bauhaus was the main part of modernism. A Graphic design of Bauhaus acknowledges this historical concept and invites readers to take a fresh look at the facts about typography and advertising and printing workshop at the Bauhaus school. It is for the first time in ninety years after establishment of the most successful art academy of twentieth century, the Graphic design of Bauhaus, which brings together works of graphic design from three different schools of Bauhaus located in Weimar, Dessau and Berlin. The team has brought the numerous treasures of the collections of the masters such as Laszlo Moholy-Nagy, Joost Schmidt and Herbert Bayer. We wish that the readers will enjoy A Graphic design of Bauhaus and they will focus and concentrate on the creativity of the Bauhaus. Historical evolution When the Germany was established in 1871 it experienced change from the agrarian state into industrial. The reform artists of secession from Darmstadt, Munich and Dresden brought to Germany movement of Arts and Crafts from England, which was actually an opposition to industrialization. The new school that was set up in that period was characterised by different workshops, the most famous schools were Art school in Munich and Art and craft school in Weimar set up by Henry van de Velde in 1908. In 1907 Deutcher Werkbund (Union of German art), which conciliated between capitalism and culture was set up in Munich. In 1910, Walter Gropius became a member of Deutcher Werkbund, where he organized an exhibition of industrial works and during that time he gained a lot of experience for leading Bauhaus school. During the war, Gropius was very good leader and during that four-year period he was very quickly promoted to embarkation officer. After the war, in 1919, he continued his discussion with Velde about his succession. When he returned to Saxony, the School of art was closed and the only school that existed there was School of arts and crafts. He wanted to unite both schools and both schools accepted it. This was his first step for the Bauhaus school. Architects, painters, sculptors, we must all return to crafts! For there is no such thing as professional art. There is no essential difference between the artist and the craftsman. The artist is an exalted craftsman. By the grace of Heaven and in rare moments of inspiration which transcend the will, art may unconsciously blossom from the labour of his hand, but a base in handicrafts is essential to every artist. It is there that the original source of creativity lies. Let us therefore create a new guild of craftsmen without the class-distinctions that raise an arrogant barrier between craftsmen and artists! Let us desire, conceive, and create the new building of the future together. It will combine architecture, sculpture, and painting in a single form, and will one day rise towards the heavens from the hands of a million workers as the crystalline symbol of a new and coming faith. Walter Gropius Weimar (1919 1925) Walter Gropius wanted to create an architecture school that will reflect the time after the World War I. In 1919 he published manifesto of Bauhaus, which was focused against academic reform for art school. Main idea of the manifest was co-operation between craftsmen and artists. According to the other universities, Gropius reached back to the old model of craftsmans guilds. At the early age of Bauhaus was founded organization so study that was base of Bauhaus: the successful admissions examination, all students had to attend one year of preparation course called Vorkurs (primary course) a sort of trial semester, where they learned the sense for colours, materials, structures and they developed certain skills. After this preparation they were divided into workshops to earn a certificate of apprenticeship and simultaneously underwent artistic training. Between years 1919 and 1923 Bauhaus was strongly influenced by expressionism. After that, when Gropius talked about the school, he did not want to accept similarity of the De Stijl, the school he was very much against. In 1923, Bauhaus changed the direction and ideas. At that time, they were influenced by functionalism (they co-operated with Neue Sachlichkeit movement). In February 1924, social-democratic government, which has been supportive of Bauhaus, lost the main control in parliament to Nationalists. As the school was dependent on the government grants, and in 1925 Gropius signed less financing than was necessary for the schools budget, at the end of same year Bauhaus had to be closed in Weimar. Dessau (1925 1932) When the Bauhaus had to move out, under the pressure of conservatives and rightists, several cities offered to take it over. But the Bauhaus decided to move to Dessau, because they offered them to build a new school. At that time, school was entering a new era. The lessons officially started on April 1st 1925. The Bauhaus program was changed; what was important at that time, was connection between creativity and industry. In 1927 Walter Gropius called for Hannes Meyer, who became a leader of architecture department. In 1928 when Gropius resigned, Meyer became a director of the Bauhaus. This change was very important for Bauhaus because Meyer introduced the extension of the scientific basis of teaching methods and artworks became more scientific. For teaching the lectures at the school leading experts across the entire field of philosophy, psychology, and physics were invited. Now in the workshops, students began to produce standard products that became available for majority of population. Meyer raised the number of students to 200, what was not very good for school, because it has lost the elite character. Bauhaus had to be accessible to the proletariat. In 1930 Meyer was replaced by new director Mies van der Rohe, who kept the distance from any political stance. He wanted students to be primarily educated technically, artistically and in the crafts, so the education looked back to the Weimar basis. As director of Bauhaus, he had to face to lot of problems, school did not receive public construction contracts, and the city had reduced the its funding. He also had to face to the growing hostility towards Bauhaus in Dessau. Berlin (1932 1933) When the Nazi Party was becoming to the power, many of the members labelled the Bauhaus un-German and they accused the school from the Bolshevik subversive activities. Bauhaus was forced to move to Berlin in 1932, since when it was a private school only, but circumstances forced the director to close the school in April 1933. Political tension As the director of Bauhaus, Mies van der Rohe, had to face a lot of difficulties, which mainly occurred during financial crisis in 1929 and also the enemies to Bauhaus in Dessau. City reduced financial funding dedicated to Bauhaus. Budgets in years 1931 and 1932 were lower than spending appraised by Meyer. The similar public contracts, that Gropius and Meyer received; did not come. The space in Bauhaus building had to cleared for technical school that had more than 1400 students (meanwhile Bauhaus had only around 170 students), so the Bauhaus could use only one floor with seven ateliers. Strong student communistic party also existed at Bauhas. The last issue of their magazine was printed in Berlin in 1932, which was strongly supported by many students. Groups of students orientated to the right also existed there. In 1933, after school was closed, they made a petition for re-opening it. Mies van der Rohe aided also the spiritual sight of Bauhaus with lot of seminars. He invited philosophers such as Helmuth Plessner and Hans Freyer, who taught by anthropologies regularity. Preliminary course One of the most important innovations in teaching at Bauhaus was preliminary course. At the beginning, this course was only one semester long. but later it changed into two semesters and what was important about this course was the fact, that every student had to pass it. After that it had to be decided, if the student is able to study further or not. From 1919, the course was lead by Johannes Itten, who made some specific rules that were irrational, but from the winter semester 1920/21 they were obligatory. As Itten became the big opponent for Gropiuss new orientation for industry and productivity, in 1923 he decided to leave school. After that Gropius made a big revision of preliminary course. From 1924 the courses first semester was lead by Josef Albers and more practical than the second one lead by Laszlo Moholy-Nagy that had more theoretical aspects. Josef Albers lead the course as education of crafts and it was understood as creators education. Moholy-Nagy preliminary course was well known by its three major areas that it was focused on. The first one consisted on learning how to combine elements. The second one was focused on exercises to distinguish composition from construction. And the last one, probably the most famous, was focused on three dimensional study designs. The course was mainly about how to create objects from simple elements and materials. Hannes Meyer, the director of Bauhaus from the year 1928, the necessity of the preliminary course confirmed. From 1930 the course was changed into courses of Gestapsychology (psychology of form), sociology and social economy. In the same year the communistic students asked for (total) discontinuation of the preliminary course. In 1930, director Mies van der Rohe declared the preliminary course as voluntary. He introduced the exam at the end of all semesters, that declared who is able to continue study further or not. According to these exams, the preliminary course lost the meaning of choosing talented students, homogenization of students and education to creativity. But the Mies van der Rohe enlarged the preliminary course for the architects of free drawings without instruments, because he wanted to develop their visual abilities. Albers led this course as well. In 1938, the preliminary course was changed into visual training course that had to prepare students to vision in context. From todays point of view, the preliminary course was missing historical, nature and economic context. Workshops For Walter Gropius, the workshops were the most important part of education in Bauhaus. The first concept was, that after the passing preliminary course, the student should start studying to be an architect. This idea has never changed into reality, because at the time when Gropius was director on Bauhaus, the architect department existed just for one year from 1927 to 1928. So we can say, that during his time, Bauhaus had to reform education system of art and crafts. In Weimar Bauhaus these workshops existed: the ceramics, the weaving, the metal, joinery, the wall painting, the woodcarving and stone sculpture. Besides the workshops, theater group, graphic editions and printing workshop also existed there. In Dessau, some of the workshops were put together into one workshop, or the name had been changed, or it was discontinued. Finally, only seven workshops existed: the metal, joinery, woodcarving, wall painting, the printing and advertising, sculpture and the theatre. The teaching of architecture on Bauhaus existed from the year 1927, when three other workshops were formed. After that, it was easier to get the architecture education: the students needed just one year of experience in of the workshops. Lot of students abandoned Bauhaus with journeyman certificate or diploma and they never studied architecture. It mostly happened during the time when Hannes Mayer was the director of the Bauhaus. Hannes Mayer, as a new director, started with some of the changes. He grouped some of the workshops; he totally discontinued the woodcarving workshops, because the main teacher, Oskar Schlemmer, left the school in 1929. He set up a new workshop for photography, but he wanted to group this workshop with the printing and advertising workshop. So we can say, that during the period when he was in charge, Bauhaus was mainly education institution for designers and architectures. Everything changed when Mies van den Rohe became the director. After that it was possible to study architecture also without passing the preliminary course. At that time, Bauhaus was mainly orientated to the architecture. The biggest problem of workshops at that time was, that on one hand the workshop represented pedagogic principle but on other hand students had to gain some money by their works. From expressionism to constructivism The first years of Bauhaus, 1919 1921, were very expressionistic but Walter Gropius was strongly against De Stijl that was very similar to Bauhaus. In year 1923 Bauhaus was ruled by motto art and technique new unity that was characteristic till 1928. But the big change came in 1922, with the first sign being the change of the logo; expressionistic cachet of Bauhaus with star man from Karl Peter Rohl changed into constructivism head of man designed by Oskar Schlemmer. Expressionism, that was politicized after 1918 such as cathedral of socialism was now out and De Stijl movement became very popular, mainly because of painter and theoretic Theo van Doesburg. From April 1921, Doesburg lived in Weimar and intensively cooperated with Bauhaus. He strongly influenced not only students but also teachers. He talked about De Stijl mostly and he abhorred craft that was studied on Bauhaus and he asked to use modern technologies to create a modern life. He thought that artists shouldnt present their spiritual life or emotions but they should know their responsibility for creating the unity of the world. He did not allow all of the materials and he used just basic colours (red, blue and yellow) combining with no-colours (black, white and grey) but they could be combined in whole, rectangular areas. The creativity was balancing opposite meaning of the expressing tools: black and white, yellow and blue, horizontal with vertical, vacuum and matter. He attributed the creativity of space to the colour, that was popular in wall painting workshop. Doesburg theory was combination of variety of knowledge. Countervailing of opposites had to come to the achievement of true and beauty of universe. It was followed by belief in machines. The change from expressionism to constructivism started by group of Hungarian students. For them constructivism meant: constrictive, utilitarian, rational and international. Not only students changed their style but also teachers e.g. Kandinsky made geometrical their expressionistic art language. Composition of Paul Klee became more rationalistic; stroke of the brush and coating of colours was less personal, technical look. Schlemmer developed the theory of art, where he connected the basic human movements such as standing, swimming and walking with elementary ideas combining the basic ideas of De Stijl and constructivism. When Hungarian painter Laszlo Moholy-Nagy entered to Bauhaus in 1923, he changed his expressionistic past into constructivism art language. Until the year 1928 Bauhaus was influenced by different influence, that was not only from his own teacher but also from outside architects and designer suggestions. Alter Adolph Gropius (* 18. may, 1883, Berlin, German Empire †  5. July, 1969, Boston, USA) He was born into the architect family. He started studies to be an architect in 1903 in Munich and he finished in 1907 in Berlin. He cooperated with Mies van der Rohe, Dietrich, Le Corbusier, Arcks and Adolf Meyer. But his biggest carrier started when he became a director of Grand-Ducal Saxon School of Arts and Crafts in 1919. He transformed whole school into world famous Bauhaus. But under the pressure from conservative party he had to move from Weimar to Dessau in 1924, where he started to teach in more modern way. In Dessau he built the building for school, houses for masters and himself, everything built in a functionalism style. He also built habitation Torten in Dessau, where he created new urban concept, where houses were built in parallel and the main communication was connected to them perpendicular. He left the school in 1928, but he continued working as an architect. Between years 1929 and 1956 he was vice-president of CIAM (Congres International dArchitecture Moderne). In 1934 he had to immigrate to London but then he moved to the USA, where he became a professor at Harvard University, where he modernized education system. He built lot of famous building worldwide such as John. F Kennedy Federal Office Building in Boston; Pan Am Building in New York; University of Bagdad, etc. Ludwig Mies van den Rohe (* 27. march, 1886, Aachen †  19. august, 1969, Chicago) He got his first experience from his father who had his own stone-carving shop. In 1905 he moved to Berlin, where he got job by architect and furniture designer Bruno Paul. He designed his first work when he was just 21 years old. He set up his own office in 1912. We can see that he tried to connect architecture with techniques in his work. He was the first one to use flat roof and cubistic material. Between 1930 and 1933 he became director of Bauhaus, but he had to face very complicated situation, so in 1938 he immigrated to the USA. He was famous because of his sentence less is more and his Brno chair is so famous that is still produced nowadays. We can find his buildings worldwide e.g. villa Tugendhat in Brno, Seagram Building in New York, National Gallery in Berlin, etc. Laszlo Moholy-Nagy (July 20, 1895 November 24, 1946), chyba hviezdicka a krizik He was born into Jewish Hungarian family but he changed his German surname into Hungarian surname after his aunt and he added his second name after the city where he grew up. He studied law in Budapest and he met with constructivism in Vienna for the first time. In 1923 he came to Bauhaus where he started to teach preliminary course because Johannes Itten left the school. We can say, that it was the end of his expressionism carrier and as we know, the Bauhaus was well known school, because of versatility of artists and he was no exception. Later at the Bauhaus he focused on photography and typography, but his main passion was preliminary course, where he gave students very complicated tasks to solve. From 1925 to 1928 he cooperated with Herbert Bayer in printing workshop and his responsibility was graphic edition of almost all books printed by Bauhaus. Moholy-Nagy was against the typical photography and he tried to teach his students to see and present world by different perspective and he taught students to use the modernist techniques. He used different techniques such as montage, inversion of light values, double illumination, etc. Officially, the photography was learnt at the Bauhaus since 1929, but at that time, he was not more in school. In 1928 he moved to Berlin and after that he travelled through Europe and finally he moved in 1937 to Chicago where he lived till his death. Hannes Meyer (* 18. November 1889 †  19. July 1954) He was born in Switzerland and practised as an architect in different countries such as Switzerland, Belgium and Germany. Meyers design philosophy is reflected in the following quote: 1. sex life, 2. sleeping habits, 3. pets, 4. gardening, 5. personal hygiene, 6. weather protection, 7. hygiene in the home, 8. car maintenance, 9. cooking, 10. heating, 11. exposure to the sun, 12. services In 1926 he established his own company with his friend and during that time, he produced his two most famous projects for the Geneva League of Nations Building and Basel Petersschule. Unfortunately none was built. In 1927 he came to Bauhaus as a teacher of architecture and only one year later he became to be a director. A lot of changes to the education system came with him, the most important being enlargement of the theoretical scientist base of education. He was a good example of extreme functionalism and he was strongly against art part of architecture. During that time, many good teachers left the school e.g. Herbert Bayer and Macel Breuer. During the holidays in 1930, he had to leave Bauhaus, because of his strict communistic thinking. He moved to Moscow where he formed group Left Column. Consequently, he moved to Switzerland, Mexico and back to Switzerland where he died in 1954. Herbert Bayer (Hagg, Austria, 1900 Santa Bà ¡rbara, United States, 1985), chyba hviezdicka a krizik He was one of the students at the Bauhaus being taught by e.g. Wassily Kandinsky, Laszlo Moholy-Nagy and meno Gropius. After his studying, he was named to be a director of printing and advertising workshop. One of his characters was that he used only sans serif typefaces for almost all of the Bauhaus publications. In 1925 he created his own typeface called Universal today known as Bayer Universal. He left the school in 1928 and he moved to Berlin where he became to be the director for German magazine Vogue. Ten years later, he escaped from Nazi Germany to New York, where made carrier almost in every possible aspect of graphic art. He stayed in the USA till his death and he produced phonetic alphabet for English. It was basically again sans serif typeface but without capital letters. He became one of the most influential graphic designers of the twentieth century. Printing and advertising workshop During seven years of existence, 1925 1932, printing and advertising workshop changed completely. Each director had main role for this workshop. When Walter Gropius was the director of Bauhaus it was a production workshop in a small scale. The main product was advertising. When Hannes Mayer became director of Bauhaus everything changed. Joost Schmidt, the head of the workshop, developed the advertising, but in three-dimensional forms where quality of a graphic design was more important. Meanwhile in De Stijl and constructivism the art was more important than quality. When Schmidt dream became true, to create o professional printing and advertising workshop, everything changed again, new director, Mies van den Rohe, it was again only the teaching workshop and the result was that this workshop was closed before whole Bauhaus was closed. When Bayer became a head of the workshop, he gave it a new purpose by introducing the subject of advertising. The new teaching timetable of 1926 contained a summary of the content of its classes: the methods and construction of advertising and their effective application were to be investigated and, in future planning, standardization and advertising psychology were to be studied. In 1925, this workshop became a obligatory part of preliminary course and the Bauhaus was distinguished from other graphic schools that tried to train student to be a specialist in advertising. In first semester the students supposed to take undertake practical work after that it was combination of theoretical and practical. They studied the differentiation of advertising media and the most important was studying how to use photography and film in advertising. In forth semester they studied the structure and drafting of advertising plans. They had to focus on German industrial format and what was the most important for them, was the catch of the viewers eye. Bayer focused on design of advertising, rather than the placement, meanwhile when Joost Schmidt was head of printing and advertising workshop, he focused on visual rules of design. At the beginning the students had to experiment with geometric forms but it was almost forbidden to use free forms. For him, it was unsuitable to use collages, typeface exercises and photographs but the abstract form was the most important for advertising. Schmidt created a new kinetic model for exhibition according to Moholy-Nagy work. Meanwhile, students got the technique skills for advertising in typesetting and printing. A new workshop for photography directed by Peterhans was opened in 1929, but till that time Schmidt tried to teach students perspective drawing and painting. Between 1928 and 1930 they produced several exhibitions, for example in Berlin and Linz. But their financial situation went wrong and also Mies van der Rohe was very critically to Schmidt workshop so for the next exhibition he wanted to show his doubts about Schmidt. What was even worse was the fact that even the photography students had to distance from Schmidt teaching methods. Following year he was under big pressure and finally in 1932 he collapsed. Typography in Bauhaus In the first year of existence of Bauhaus school in Weimar, typography was not very well developed. There were just two calligraphers at school, Johannes Itten and Lothar Schreyer but for them, it was just expression of artistic meaning and at the beginning practical field of application was missing there. Development of typography started in 1923, when school poster with unique typeset and design was made. Year after that, it was changed to school emblem. The original one, that looked like masons mart, a spread-eagled figure carrying aloft a pyramid, was replaced by the new one designed by Oskar Schlemmer that looked like geometric profile of a head, which could be very simply reproduced. The typical characters for Bauhaus typography were rules and sans serif types, that somehow became a stereotype, but accepting the stereotype was the part of radical reform. In 1921 the Bauhaus master Johannes Itten tried to make reform, where he combine black letter (Fraktur) with heavy Victorian types, where we can see the combination of printers ornaments, dots and squares. He set up one of the first Bauhaus characteristics, which was geometrical feature of the page. The next step for Bauhaus typography was to solve the problems with German alphabet that was quite old according to the new machine age. They decided to write all nouns in German starting with capital letter. A footnote, which appeared on the Bauhaus letterhead designed by Herbert Bayer in 1925, stated the schools attitude uncompromisingly: Towards a simplified way of writing This is the way recommended by reforms of lettering as our future letterform, cf. the book sprache und schrift (speech and letterform) by dr. porstmann, union of German engineers publishers, Berlin 1920. In restricting ourselves to lower-case letters our type loses nothing, but becomes more easily read, more easily learned, substantially more economic Why is there for one sound, for example a, two signs A and a? one sound, one sign, why two alphabets for one word, why double the number of signs, when half would achieve the same? The main character for Bauhaus typography was geometrical base that was base for functionalism. At the Bauhaus, Josef Alberts and Joost Schmidt made a lot of alphabets, but it was Bayer, who was the main typographer there. His well known typeface Universal (1926) consisted of circles and straight lines of a constant thickness on a grid squares. They used upper and lower case, but they never combined them and they always combined them with vibrant colours. But situation has radically changed when Là ¡szlà ³ Moholy-Nagy entered the school in 1923. He introduced the ideas of New Typography. What he wanted, basically, was that the typography had to be communication medium and message should be clear. Since 1923 his influence was visible on advertising campaign for Bauhaus and after that when the Bauhaus moved to Dessau, he became co-editor of Bauhaus typography, where the Bayer was director of printing and advertising workshop. The typical characteristic of that period was that bold sans serif was used for heading and subheading for single words to interrupt the flow of lines. This innovation was technically complicated in metal type. From that time, the typography was very closely connected with corporate identity of school. It was clear, that type prints, the articulation and accentuation of pages through distinct symbols or typographic elements highlighted in colour, and finally direct information in a combination of text and photography were the main characteristics for Bauhaus typography. Herbert Bayer also designed letters that appeared on Bauhaus building in Dessau. He was responsible for all printing material for Bauhaus. Because the workshop was limited to narrow sans-serifs fonts some of them became very similar. He used vertical and horizontal rules and printed it on red and black and this became another stereotype of the Bauhaus. But it was very common for many avant-gardes. His most ambitious work was poster designed for Kandinsky sixteens birthday exhibition. It was printed on orange paper and again he printed it red and black and you can see strong rectangularity. Bauhaus, De Stijl and Vkhutemas Main characteristics of Bauhaus: The main colours that they used are blue, yellow and red and the characteristic shapes were triangle, square and circle. One of the most characteristic features for the Bauhaus was simplicity. The design was very simple in lines and shapes. They used straight lines or gentle, smooth curves. They werent afraid to use shapes. It wasnt so strict as in De Stijl. We can also see repetition of certain layers. They also used a row of identical cylinders of two, three corners that were out from the others to produce very simple but strong effect. Next strong feature was quality. The products they made were light and airy. They used new materials such as steel, aluminium, plastics and glass. Tables and chairs are another strong feature. Often they were focused on design some small pieces where they used materials such as plastics, class, chrome and other metals that could somehow highlight the materials themselves. The materials had to be cleaned by water easily and quick. We should also unde rstand the difference between the functionalism of Craftsman and Bauhaus design. The other typical feature was the Bauhaus material wasnt handcrafted pieces but it was made in mass production. They had to have the industrial look. Main characteristics of De Stijl: Same as in the Bauhaus the main colours for De Stijl were red, yellow and blue and supporting colours we can say that were black, white and grey. Every colour had some meaning for example the yellow meant expansive and vertical. On the other hand the blue one was opposite, soft, retiring and horizontal. The meaning of red was expressed the radiating movement of the life. Combining all three colours you will have green. But for example Analysis of the UK Confectionery Industry: Thorntons Analysis of the UK Confectionery Industry: Thorntons Confectionery Industry In The UK Contributes A Major Amount Of Revenue To The Countrys Economy Chapter 1: Introduction Confectionery industry in the UK contributes a major amount of revenue to the countrys economy. Repeated case studies have revealed that the confectionery industry is ever growing and the demand for creativity and innovation in the products in increasingly demanded by the consumers in the UK market. Alongside, the growth in the confectionery industry has also resulted in the stiff competition among the players in the market with many global competitors like Cadbury and Nestle. The growth of more focused and niche market targeting companies have also grown tremendously in the UK, which includes companies like Thorntons, Ferroro UK ltd, etc. The stiff competition in the market and the increased penetration of the big players into various market segments has further disturbed the position of companies like Thorntons. This report is focused on the analysis of the marketing strategies for Thorntons Plc and provides valuable suggestions for future expansion and strategies to gain competiti ve advantage in the UK chocolate market. The report aims to achieve the following objectives To effectively segment the target market for Thorntons and identify those segment(s) here the company can effectively develop its business. To identify the importance of buyer behaviour and establish that the effective deployment of buyer behaviour would help the company understand its target market in detail so as to gain market share. Provide recommendation for an appropriate short-term promotional campaign in the UK for increasing the awareness on the companys products in the target market. Devise a sales or promotion campaign for the company in order to increase its sales through focusing on establishing the brand of Thorntons in the market as a strong competitor. Present a critical analysis of the advertising strategy mentioned in the case study for Thorntons and device a new advertising strategy that would include a creative media based plan in order to increase the awareness among the customers in the target market Also device a critical structure for the direct marketing plans in order to reach the over 50 years segment of customers in the UK market. Chapter Overview Chapter 1: Introduction This is the current chapter that introduces the reader to the objectives of the report and the flow of the report text. Chapter 2: Market Segmentation and buyer behaviour This chapter first presents an analysis on the market segmentation and identifies those segments that the company should target upon for further market expansion. This is then followed by the overview of the buyer behaviour and the use of buyer behaviour by the company in order to gain competitive advantage in its target market. Chapter 3: Advertising and Promotion This chapter first presents a discussion on a short-term promotional campaign for the company in order to increase the awareness of the products in the existing target market. This is then followed by a detailed overview of the advertising plan incorporating creative plans in the media based advertising in order to promote the products of the company. This is then followed by a critical analysis on the direct marketing strategy for over 50 years segment of customers in the UK in order to effectively reach that segment of the market so as to increase the sales as well as the market share. Chapter 4: Conclusion The objectives of the chapter are reviewed against the research and analysis conducted in the previous chapters and then a conclusion is derived based on the results of the analysis. Chapter 2: Market Segmentation and Buyer Behaviour 2.1: Market Segmentation From the case study of the company it is evident that the major segments in the Chocolate market include Count lines Moulded Bars Boxed Chocolates Seasonal Products and Bagged Self lines It is also evident that the company under debate i.e. Thorntons Plc specialize in the manufacture and sale of Boxed continental chocolates in the UK and global market. Hence the market segment that the company primarily operates is under the sub sector of the Boxed chocolates in the Chocolates industry of the UK. A further segmentation of the Boxed Chocolates market in the UK based on the price and quality is presented below