Assertiveness is the ability to express your feelings, opinions, beliefs and needs directly

â€Å"Assertiveness is the ability to express your feelings, opinions, beliefs and needs directly, openly and honestly, while not violating the personal rights of others.†(Holland and Ward 1990) Corollary to which, being assertive entails knowing its limit because the right of a person ends where the right of another person begins.   Being assertive is an expression and protection of one’s right up to such an extent where one protects and respects the rights of others.â€Å"There's a kind of integrity that goes along with assertiveness — meaning what you say, when you say it, in the way that you say it.† (Davidson, J. 1997).   Thus, it is ultimately aimed at generation a resolution to problems that is amenable and beneficial to all, essential to maintain fairness and mutuality, which are the basic tenets of any form of human relationships.RightsIn legal parlance, a right is the legal entitlement to do or avoid doing something which is sanctioned by law or the provisions of a contract. However, everyone has rights that are inherently conferred to us by virtue of being humans, which is called human rights. (Gewirth, 1998) Human rights are universal, every person is entitled to it; equal, every person has the same rights; and entail a correlative duty, the bearer of which under international law is the state or the government to which a person had pledged allegiance to.(Clapham, 1993) Perhaps the most basic of these human rights which Immanuel Kant himself declared is freedom –nobody owns one’s life except oneself.   From which the following rights can be derived: the right to decide for oneself in terms of behavior, idea and emotion; the right to change the same, the right to be independent in the conduct of one’s life, to join and not to join, to act or not to act or the right to have a choice.However, in the exercise of these rights, people are prone to commit mistakes.     The right to commit mistakes therefore is in essence part of a person’s right to make decisions and to have choices.   In as much as a person has the right to commit mistakes, he/ she also has the responsibility for the consequences of his/ her choices and decisions.Assertiveness is the balance between two extreme behaviors: passiveness and aggressiveness.   Passiveness or being non assertive is the renunciation of one’s rights which involves turning down one’s opinions, allowing others to decide for one’s own fate, or not exercising one’s right because of guilt or anger.Aggressiveness or being too assertive is the abusive exercise of one’s rights which involves intimidating other people, coercing or manipulating others (lying) thereby not allowing them to decide for themselves or, exercising one’s right to an extent of exploiting other people’s rights.   (Lloyd, 2001)In other words, â€Å"people have a fundamental right as human beings to express t hemselves so long as doing so will not trample on the rights of others.† (Davidson, J. 1997) Such assertion becomes am aggressionBarriers to AssertivenessA big barrier to assertiveness is the over watchfulness or worrisome of people to be misinterpreted as being aggressive and offensive.   It may anger others or hurt their feelings and consequently engender a feeling of hatred, a perception of arrogance or selfishness or even stupidity against the assertive person.These misled conclusions are basically drawn from misconceptions about assertiveness which involved legitimate rights, a sense of concern towards others and a sense of responsibility for the consequences of one’ s decisions. (Paterson and Paterson, 2000)

Focus Group

INTRODUCTION Focus group is a qualitative technique used mostly in marketing research and also other areas of research. This technique is used to collect primary data. This document consists of information about focus group. The main objective of this assignment was to investigate how focus groups techniques are used to collect primary data about the phenomenon at hand in the real world. The research method used was Google scholar for academic journals.The campus library database was also used for more academic journals and textbooks from the Nelson Mandela Metropolitan University (NMMU) different libraries. The main problem experienced in the completion of this document was that most textbooks about this studied topic were outdated in the author’s campus. Hence, different campuses of NMMU were visited and the right textbooks were found. This document presents a review of the literature on focus groups. It continues with an empirical study on organisational corruption in secon dary schools.Also included, is the reference list of all cited sources as well as an annexure. 2 FOCUS GROUPS In the collection of primary data there are two research methods that can be of use, quantitative and qualitative methods, which can both be subdivided into idiosyncratic primary data collection methods. Because the main focus of this document is on focus groups, therefore only qualitative techniques will be mentioned which are in-depth interviews, projective techniques and focus groups. Seymour (2004:04) defines focus groups (F.G) as â€Å"group of interacting individuals having some common interest or characteristics, brought together by a moderator, who uses the group and its interactions as a way to gain information about a specific or focused issue†. This technique has been utilised in many fields to collect primary data as mentioned above and its characteristics are discussed in the following section. 2. 1 CHARACTERISTICS OF FOCUS GROUPS When F. G are considered to be used in a certain research study then there are characteristics which have to be taken into account, which are: group size, group composition, physical setting, moderator, recording tools and length f group discussion. Below it is a detailed review on each of the above mentioned characteristics of F. G. 2. 1. 1 Group size When determining to embark on F. G one has to think about the size (number) of that certain F. G. Despite the confusion that can be created by different sources stating a different number of possible group sizes. The research of F. G can be undertaken with a group of 4- 12 people (Tong, Sainsbury & Craig 2007:351). Large F. G group size can jeopardise the discussion as it may be difficult to handle the discussion, even so the group size depends on the complexity of the research study. . 1. 2 Group composition After the group size had been decided then the group composition must be considered as well. All participants taking part in a F. G must be homogen eous in the interest of the studied phenomenon (Malhotra & Birks 2006:160). Participants with similar characteristics, which the study is about, make the discussion easier and nicely flowing. 2. 1. 3 Physical setting When choosing the venue to carry out a F. G it is imperative that the chosen venue must also meet the aspects of the phenomenon at hand and of the participants.Daymon and Holloway (2002:194) state that â€Å"choosing the right environment for traditional focus groups plays a vital role as it can attract freely expressed opinions from the participants†. 2. 1. 4 Moderator In the success of F. G moderators play a vital role. It is of crucial role that moderators in F. G keep the environment safe so participants can freely express their opinions and most importantly must use probe questions; such requires a great experience from the moderator (Hague, P. , Hague, N. & Morgan 2004:53).Therefore, the moderator ought to possess skills such as creating chemistry w ith the participants, keep the flow of the discussion and analysing the data collected. 2. 1. 5 Recording tools No person can be able to cram exactly a discussion of over 20 minutes by his head; some points will certainly be missed. Wiid & Diggines (2009:90) express that â€Å"sessions should preferably be recorded (both visual and audio) so that the researcher can review the sessions later in order to gain further insights†.These tools therefore, assist to keep the already realised needed data and the data that the moderator was unaware of during the discussion. 2. 1. 6 Length of group discussion When planning F. G it is essential to plan the duration precisely as it may play an impact on the data collected. However, just like group sizes, length of F. G depends on the complexity of the issue at hand. The more complex of the issue is the more the duration of the discussion is required, but if so then breaks must be taken in between to let the participants to enliven and produce successful F. G (Malhotra & Birks 2006:161).While on the hand, Seymour (2004:05) being unambiguous reveals that â€Å"most focus groups encompass 90 minutes to three hours of discussion†. With the above discussed characteristics of F. G considered, then one has to scrutinise the advantages and disadvantages of F. G. The following section discusses the advantages and disadvantages of F. G. 2. 2 ADVANTAGES F. G has its own advantages which can attract this technique to be used. These advantages are discussed individually beneath. Cost- because discussions are done simultaneously then it reduces the cost (Wiid & Diggines 2009:91).Speed- because a number of individuals are being interviewed at the same time, data collection and analysis proceeds speedily (Gerber-Nel, Nel & Kotze 2003:104). Synergy- a discussion with a number of participants can also be of help by generating more information than one-on-one interviews (University of Toronto [UT] 2002:02). Snowb all- Malhotra & Birks (2006:162) state that â€Å"a bandwagon effect often operates in a group discussion in that one person’s comment triggers a chain reaction from the other respondents†.In elaboration, a comment from one of the participants may reveal an idea to some other participant(s). Scientific scrutiny- because the moderator is also in the venue of discussion with participants, it also gives the moderator the opportunity to also observe (Malhotra & Birks 2006:162). However, disadvantages investigated by the author are more than the mentioned above but the above mentioned are those anticipated as most important. 2. 3 DISADVANTAGES Focus groups have advantages which can jeopardise the collected data or the data collection process itself.These advantages are explained below. Misjudgement- Gerber-Nel et al (2003:104) utter that â€Å"results are misinterpreted due to bias†. Non representative sample- because of the small number of participants in to tal as compared to quantitative, therefore participants in F. G cannot represent any population (Wiid & Diggines 2009:91). Inconclusive results- the results of F. G only retort to ‘what’ but not ‘why’ which can sometimes make the narrow and create a need for a quantitative research study (Gerber-Nel et al 2003:104).Difficulty in analysing- this method mostly consists of words which make it more difficult to analyse (Grudens-Schuck, Allen & Larson 2004: ¶9). 2. 4 WHEN TO USE FOCUS GROUPS With the above discussed sections it is also vital for one to know when to utilise F. G. Focus groups are mostly used to discover behaviour, perceptions, attitudes and processes (Hague et al 2004:50). These traits that F. G are used to discover which responds to the question of ‘when to use focus groups? ’, which in respond will be, F.G can be used in; stand alone method, supplementary to a survey and as a part of multi method design (Daymon & Holl ower 2002:188). The following section will discuss the use of F. G in the study of organisational corruption in secondary schools in Turkey and the information provided is based on annexure A. 3 FOCUS GROUP STUDY ON ORGANISATIONAL CORRUPTION IN SECONDARY SCHOOLS IN ANKARA In Turkey after it was seen that the level of corruption in secondary schools is high, it was then seen important that a study on this problem should be undertaken.The moderator and his assistant decided to use F. G study to identify the perceptions of teachers in Ankara (a city in Turkey). The group sizes of the study were eight and nine respectively, which in total consisted of 17 participants (12 males and 5 females). These participants were chosen due to homogeneous attributes meeting the studied problem, because this study is about secondary schools therefore the participants were critically recruited due to their profession of teaching. Thereafter, the moderator and his assistant held the F. G in a cosmopolit an city of Turkey known by the name Ankara.Apaydin & Balci (2011:821) state that in the study â€Å"audio and video recordings were taken informed consent†. Which helped to later on even realise information shared which the researchers were not aware of. The duration of each focus group was 90 minutes, which the researchers felt the time it was the right time, for each group discussion. The fact that F. G were held made it less costly for this study than any other possible study because a large number of people participated in this study at a time which also made it quite quicker.Some points in this study were raised up by addition or revealing of another idea by some other participant’s comment. On the other hand, the researchers also saw that because at first the participants were suppose to represent secondary schools of Turkey as a nation then later converted to the cosmopolitan city Ankara but still the researchers saw that the number of total participants is quite diminutive to represent such large population. On the findings of this study it was seen of importance that further study should be carried out on different groups so the findings can be generalised. CONCLUSION This study has been a great study which can be improvised in a way. Such way is that the researchers must carry on with the focus groups and compare findings, if even after several discussions same findings are gathered then it would be a point where the findings can be generalised for the secondary schools in Ankara. REFERENCE LIST Apaydin, C. & Balci, A. 2011. Education. Organizational Corruption in Secondary Schools: A Focus Group Study, 131(4):818-829. Daymon, C. & Holloway, I. 2002.Qualitative research methods in public relations andmarketing communications. London: Routledge. Gerber-Nel, C. , Nel, D. & Kotze, T. 2003. Marketing research. Claremont: New African Books. Grudens-Schuck, N. , Allen, B. L. & Larson, K. 2004. Focus group fundamentals. Met hodology Brief: 9. Hague, P. , Hague, N. & Morgan, C. 2004. Marketing research in practice: A guide to the basics. London: Kogan Page. Malhotra, N. K. & Birks, D. F. 2006. Marketing research: An applied approach. 2nd rev ed. Harlow: Prentice Hall.Seymour, A. 2004. Focus groups. An Important Tool for Strategic Planning:1-32. Tong, A. , Sainsbury, P. & Craig, J. 2007. International journal for quality in health care. Consolidated Criteria for Reporting Qualitative Research (COREQ): a 32-item Checklist for Interviews and Focus Groups, 19(6):349-357. University of Toronto. 2002. The health communication unit. Using Focus Groups, 02:1-59. Wiid, J. & Diggines, C. 2009. Marketing research. Cape Town: Juta. ANNEXURE A: ORGANIZATIONAL CORRUPTION IN SECONDARY SCHOOLS: A FOCUS GROUP STUDY

SolutionstoBullying

GE problem for parents and teachers, because stopping bullying is a hard task and they often don't know t he best ways to go about it. There are three key elements to stopping bullying: educating the bullies, Punic sighing the bullies, and protecting the victim. The reason that bullies must be educated is that many of them are not aware of exactly how much they are hurting their victim.Most bullies wouldn't want their victim to become as sushi deal as they have made them. Bullying can come in all sorts Of forms and one that affects girls in particular I s a group of scalded friends excluding them from everything. In cases like these if the bullies understood t hat they had become bullies picking on a victim, they may think twice. The second way to deal with the bullies is to punish them. This could be the o only thing that works for incredibly bad people, because they will only care when it begins to affect the m.Bullying often isn't taken recourse enough, for example, if you punched a person in the middle of the s tree you would probably be arrested, but if it happens in a case of bullying, the perpetrator might only get a detention. The final main way to deal with bullying involves working with the victim. Victim ms of bullying need to their self worth so that they don't just let people bully them. All in all, there is no one is Engle solution for bullying, but it's not good enough to ignore it just because it's hard to deal with. But by SSI nag a combination of these three tactics we maybe able to stop it.

Interest rates and exchange rates (the details will be shown in Assignment

Interest rates and exchange rates (the details will be shown in instruction) - Assignment Example This is mainly because of the indifference of the investors. When the interest rate parity is covered, the interest rates and the forward exchange rate between two countries will be in equilibrium. This means that in such equilibrium, each unit return of home currency will be equal to the foreign currency. Thus, the covered interest rate parity states that the forward premium and the interest rate between two countries are equal and there will be no opportunity for arbitrage (Wang, 2009, pp.49-56). (Source: Dollery, University of Hull) The application of covered interest parity is that when it holds true, an investor will be indifferent of investment choice between two countries. For instance, if a French investor has the choice of either to invest or deposit in â‚ ¬ or $ then under CIRP, the investor will get same return irrespective of choice of currency. This is because in equilibrium the future value of investment or deposit will be same for both the currencies (Johann, 2008, p.10). Additionally, there will not be any scope for making profit due to the condition of no-arbitrage in CIRP (Gandolfo, 2002, pp.43-45). The covered interest rate parity is represented by the following equation: (1 + r$) = Ft/St x (1 + râ‚ ¬) Where, Ft = forward exchange rate during time‘t’; & the left hand side of the equation shows that dollar deposits return is equal to euro deposits the returns (Ullrich, 2009, pp.19-22). 2. Uncovered Interest Rate Parity (UIRP) – Investment in First Country The interest rate parity assumes that investors are willing to exchange foreign assets with domestic assets and vice-versa when there is opportunity of making profit from transactions. The theory also assumes that the assets are identical and hence perfect substitutes (Clark, 2002, pp.72-75). On the basis of this assumption it can be said that the investors will be willing to hold assets that yields superior returns irrespective of the origin country. This means that any random investor’s choice of investment decision will not be influenced by forward rates since the investor will earn equal returns on either option. This is because of the interest rate parity theory discussed earlier which assumes that there is no opportunity for arbitrage and the returns of domestic assets will be equal to that of foreign asset (Baillie and McMahon, 1990, pp.150-159). When the investor do not use the forward contract to hedge exchange rate fluctuations and the interest rate parity holds true (no opportunity for arbitrage), then the IRP is said to be uncovered (Harvey, 2008, p.90). The significance of uncovered interest rate parity is that it helps to determine the spot exchange rate by using the concept that expected changes in spot rate of two countries is equal to their interest rate differential (Melvin and Norrbin, 2012, p.115-119). a) Expected Exchange Rate Three Months from Birthday For the purpose of the study, the interest rates based on three month treasury bonds and changes in the interest rates were collected on daily basis. The exchange rates were extracted are the daily close price of exchange rates taken on the

Corporate Social Responsibility for Profit Article

Corporate Social Responsibility for Profit - Article Example â€Å"The Havas Media Lab underscores this transformation with a list based on a survey of 50,000 consumers worldwide who identified the companies they feel have the most ‘meaningful’ CSR† (Levick, 2012). Corporate Social Responsibility is being used as a strategic approach by many Fortune 500 companies. Corporate social responsibility connects to the well being of the customers. Some companies such as Nike are taking a straight on approach to CRS. The firm instead of using celebrities to send a message about the quality of the shoe, they design the shoes in a manner that using their running shoes will actually improve the running experience for their customers. Integrating quality into the products is an effective way to satisfy the needs of the customers. In the past many companies thought the CRS was a program that should be considered an expense. This view has changed a lot in the 21st century as companies are realizing that there is a lot of value associated with the implementation of corporate social responsibility programs. There are companies that have adapted their philanthropic efforts to extend it beyond donating money and merchandise. Many companies today, including Leroy Merlin, are volunteering the time of their employees to help out in social causes. Protecting the environment is a way to show corporate social responsibility. The use of recycling programs and energy savings initiatives is a great way to show a company cares about the well-being of our planet. An industry that has is outperforming others in terms of corporate social responsibility is the electronics industry. Three companies that top the chart in terms of its corporate responsibility programs are IBM, Hewlett Packard, and Texas Instrument. â€Å"These sector-leading companies have pushed hard to highlight their greater focus on enhanced sustainable design, manufacturing, distribution, use, and end-of-use management† (Levick, 2012). The utilization of CRS programs can help improve different aspects of a firm’s operations. The use of CRS programs can also help enhance a company’s customer retention rate. Application of CRS topic for class Corporate social responsibility is a topic that is very important to learn about due to the fact that CRS can be used as a focus strategy for marketers of corporations. Customers worldwide have become more aware than ever about the actions of companies in regards to social and environmental issues. Back in the late 1990’s Nike showed a complete disregard for human suffering when they got involved in a sweetshop scandal. That scandal cost the company over half its sales in 1998. The reason that people pay close attention to the actions of corporations is because the corporate world holds more wealth than the combined wealth of all the world’s countries. Whenever a company is involved in a good deed associated with corporate social responsibility it is the duty of the marke ting department to create awareness in the media about the efforts of the company. Green initiatives are a great way to win the hearts and support of the customers. There are tax incentives that can be used to lower the tax burden of the company. These tax shelters are available to companies that donate money or resources to good causes. In the United States customer expectation is higher than in other emerging economies. U.S. customers are more wiling

Although the United Nations Has Led the Way in Developing Essay

Although the United Nations Has Led the Way in Developing International Human Rights l - Essay Example In general, the two Covenants on Human Rights of 1966 for the United Nations human rights system really emphasise the assessment of the periodical reports that are filed by respective state parties at periodical time phases to the United Nations Human Rights Committee.(hitherto will be known as committee). In addition to this, the International Covenant of Civil and Political Rights (ICCPR) introduce oversight through controversial procedure in the guise of an inter-state complaint2.Further, the First Optional Protocol to this Covenant permits an individual to request for an assessment of a said infringement of the covenant3. However , the UN committee referred above is not toothed with adequate authority and hence , being criticised as â€Å" in no sense a court of law † which can be regarded as less competent as compared to the Inter-American or European Court4. One of the efficient ways of guaranteeing honour for human rights is to submit the said infringements or queries t o an international judicial setup. However, under international community, it is very arduous to implement such submission as international community is very vigilant about any sort of judicial review or statement5. It is to be noted that the mechanism for human rights protection not only existing on the international level but also on the regional level like the â€Å"American Convention on Human Rights and Fundamental Freedoms and the European Convention for the Protection of Human Rights and the African Charter on Human and People’s Rights.† The Inter-American Court and Commission and the European Court of Human Rights, have poignant authority to ensure the effective safeguard of the rights that are highlighted in the relevant conventions. Further, the verdicts made by these institutions are as effective as national court’s verdicts. As already seen, the UNHRC (the United Nations Human Rights Committee) created under the International Covenant on Civil and Po litical Rights (ICCPR) has the authority to look into complaints made by the individual on said human rights infringement. However, the UNHRC is in short of poignant authority to be as effective as the regional human rights courts in America and in Europe. This research paper evaluates the efficacy of the UNHRC through a comparative evaluation. The comparison between the regional and international human rights committee is being carried over on the following grounds; The visibleness of such courts ,particularly in the public domain To pursue interim steps to bar the frustration of such infringement The ability and fact finding calibre of the Court The implementation of final verdicts and the follow-ups thereto. Analysis It is to be noted that in spite of existence of statutory shortcomings of both the Covenant and the Optional Protocol, the UNCHR can function in an efficient way as that of regional human rights courts without amending these instruments. This can be reality if the co mmittee’s interim measure is given a binding status; further, through the reversal of burden of proof, the committee can surmount the lack of its autonomous fact-finding capacity. Further, the UNCHR should enhance its visibility and should give wide publicity of its verdicts, and the committee should see that compliances by states with its final, up-to-point binding verdicts.

Technical-rational approaches to organisation have little relevance to Coursework

Technical-rational approaches to organisation have little relevance to managers in the current business environment. Discuss - Coursework Example The technical-rational approach to organizations is the process of reducing actual practices to a set of particular competencies and revising and practicing them regularly for the purpose of learning and assessment. A technical-rational approach to organization identifies core competencies and then tries to build an environment supporting exchange of knowledge and a system that can measure performance and ensure quality. Technical-rational approach is a part of the classical school and scientific management and is often regarded as the bureaucratic organization studies. It is called so because people in organizations have a defined set of tasks and responsibilities. Moreover, organizations also have hierarchical structures of reporting in the classical approach, which means that employees report to one another and can also have management responsibilities. Each organization have their own set of rules and procedures for the completion of tasks, and the position of all the employees d epends on their abilities and are judged on merit. Another important aspect of technical-rational approach to organizational studies is that all the employees are supposed to act in an impartial and unemotional manner with the well-being and goal fulfilment acting as the motivation. The economic growth along with increasing number of organizations also resulted in increasing the technical-rational approaches towards organization. As organizations continued to grow and expand in all directions, the number of jobs also increased as well as the requirement for specialized people expert in a single particular area. While the technical-rational approach to organizations gained tremendous popularity, it also had a number of disadvantages with a major one being the fact that employees would not be as effective if they perceive the rules and procedures as

Power Distance in Saudi Arabia Essay Example | Topics and Well Written Essays - 250 words

Power Distance in Saudi Arabia - Essay Example Your residents have no strong political tone of voice, as well as the guidelines of the territory tends to be chose with the king and no one from the common people can interfere in the decision making or choosing the leader.. From the family members, the particular folks tend to be near the top of the particular picking order, while the youngsters as well as youth tend to be in the bottom. This is the system of Saudi Arabia where power is strictly with the king and family and is passed on to the children. There are different aspects of this power distance and very important one which is prominent in Saudi Arabia is gender difference. Being conservative country females are not given any major rights and power is restricted to men. Saudi Arabia is a very modern country if we talk about technology and resources but it scores really low when it comes to equality and power distribution so on the basis of social equality and justice Saudi Arabia is far

International Aspects Of Business Law Coursework - 1

International Aspects Of Business Law - Coursework Example One of the event was several boxes were dropped by the crane during loading of the consignment. It occurred due to overloading of the net through which the boxes were lifted. Secondly, the carrier during the course of voyage also encountered rough weather conditions. Now the matter of concern for the buyer namely, Nee Soon Wat was the extent of damage of materials in the dropped boxes. But after inspection of the dropped boxes he found that the objects were intact. So he formally accepted the goods and paid Sefton Toys for the consignment. But at the time of unloading of the consignment it was discovered that rest of the uninspected shipment got affected largely due to shifting during the rough weather of the voyage. The improperly stowed cargo was the reason for shifting of the boxes. Furthermore, some serious mistake in the date of the paper works related to bill of lading is also present. Some information regarding the shipping terms are also provided in this case study to resolve this problem. Those are: firstly, during this transaction shipping terms were under Incoterms 2000. Secondly, the contract made by them expressed to be subject to the UN Convention on Sales 1980 (Vienna Convention). Findings from the statements of law The contract between Sefton Toy’s and Nee Soon Wat was based on two contractual laws; Incoterms 2000 and UN Convention on Contracts for the International Sale of Goods. According to, UN Convention on Contracts for the International Sale of Goods the obligations of buyers and sellers are given below which will help to resolve this case. Obligations of the seller According to this Convention generally the obligations from seller’s end is the delivery of goods along with documents in conformity with the contract. This Convention also made supplementary rules which can be used in absence of agreement of contract. These rules states how, when and where the obligations should be performed by the sellers. It also provides numer ous rules about the seller’s obligations regarding quality of the commodities being sold. It suggests the seller must convey the commodities matching to the quality, quantity and description which are requisites of the buyer defined in the contract. The goods to be also packaged and marked according to the requisites of the buyer described in the contract. One significant rule which involve seller’s obligation is that the delivered merchandise should be free from third party rights or claims. There is another rule which is connected with the buyer’s obligation that is to inspect the goods. If any lack of conformity is discovered by the buyer in accord to the contract he must serve a notice within a rational period. It must be within 2 years from the delivery date of the consignment. (United Nations Convention on Contracts for the International, p.38) Obligations of the buyer According to this convention the obligations from the buyer’s end are making the payment for the goods and accepting the delivery in accordance to the contract. During making payment it also includes performance of duties

An appeal letter Essay Example | Topics and Well Written Essays - 250 words - 1

An appeal letter - Essay Example I have worked hard to become a better person; I went back to school and held various jobs: waiting tables, delivering goods and also as an assembly technician. I have given it my all to be accepted back into the society and it is very painful for me to realize that no matter what I do I will never be so accepted; whether it is an application for a job or health insurance, I am always turned down based on my conviction. Though I tell myself that the age old adage of there being a rainbow at the end of every storm is true to life, society will not have me believe in it. I do not want to give up even though the odds are against me; I believe I can still be a success, that I can still live the American dream. That is precisely why I hope that the Ethics and Standards Committee would allow me to take the exam, so that I can do something that I have the skill for. The permission would not only help me attain my goal of becoming a part of the society, but also enable me to contribute positively towards

Psychology and clinical psychology Essay Example for Free

Psychology and clinical psychology Essay Abnormal psychology and clinical psychology deals with the disorders of mental health. Anxiety disorders, cognitive disorders, depressive disorders, communication disorders, disruptive behavior disorders, mood disorders and personality disorders. All these disorders are abnormal which are reflections of a very serious and concerned situation. Q. 1. What happened to one’s mind when one is woken-up by a strange or scaring noise? Ans: A normal person whose sleep is disturbed by a scary or a strange noise, wakes up with in a disordered mood. First of all a good night sleep is disturbed and mind starts thinking to find out what is wrong in the vicinity and nearly in about less than five minutes, sleepy mood disappears and instead awakens one’s mind to find out what went wrong at that moment. Men seldom feel threatened by scary noises and instead are successful in finding the realities in that situation. This is again dependent on the mental health and physical tiredness of a person as to how one’s mind reacts to these strange noises. However, a common view is that strange noises certainly wake up people from sleep and generally minds search the cause and the place where from the strange noise is heard. Q. 2. How could panic or fear interfere or disrupt with normal decision making or thinking. Ans: Panic leads to anxiety disorder which makes a particular situation to go beyond control. For instance, all of a sudden, a lion enters a home, the owner is in great panic and is out of power in decision making. It takes time to regain normal thinking in order to make a plot to cage lion in home. Some of the symptoms of anxiety are faster heart beat, heavy perspiration, stammering, hands and feet turning cold, extreme discomfort and restlessness. In both the above instances, there is a severe symptom for nervous breakdown or any abnormal disorder which may be either psychological or physical. Q. 3. Does the reaction time differ when one if fully awake and awaken by strange noise or sound? How? A fully awake person immediately researches about the issue and considers necessary steps whereas for a person who awoke from sleep, reacts slowly to the problem. For instance, a brick from a construction apartment falls on a car which is parked nearby, makes a huge sound and car owner reacts immediately and files a case against contractor. The same incident takes place in the middle of the night, car owner awakes from the middle of the sleep and finds car is broken, it takes time to react and to verify the facts of incident. Therefore the reaction time varies between a person who is fully awake and the person who is awakened by strange noise. 4. How does the environment or circumstances affect our behaviors or the way of thinking? Thinking is often lead by environment that a person resides in. Thinking at home is quite relaxed, thinking in office is quite fast, thinking in a situation is quite stressful and thinking in bed is again in a relaxed mood by reading a magazine or a newspaper. The pattern of thinking differs. For instance, behavior and thinking pattern in trains and airplanes is different such that passengers are all seat-belted, relaxed and at times doze off to sleep until destinations are reached. In panic situations, pattern of behavior changes such that yelling in anxiety, scream when in danger and calling out for help and assistance are some of the abnormal behaviors that outbreak among people. 5. Is there any sort of training that you would recommend that would prepare staff mentally who might be sleeping during high cries at the middle of the night (e. g. crisis intervention or crisis management). For instance, military personnel improve their reaction time and decision making through training allowing them to be able to get ready within 5 minutes from sleep and be able to make sound judgment or decisions. How can we compare military person vs. a regular person? Training about crisis management is quite a practical approach to staff. For instance, a burglar enters apartment and is immediately caught by the residents who acted with great courage. The essential technique that can be practiced is to predict crisis and have a pre-designed plots to attack crisis or risk situation. For instance, diffusing an explosive is a technique and requires skill, similarly, to counter-attack any situation, one has to be prepared in advance going by the environment one is placed in. A military person can never afford to be in a relaxed mood whereas an analysis has to be made each time, about the positive threats that creep in from enemy or from any unlawful forces. By and large there is a huge difference between a military person’s sleep and a regular person’s sleep basing on the activity and exercise that varies between the two. A military person is constantly on a low or high degree of stress and tension whereas a regular person carries a minimum risk depending on the regular activity that is being performed as daily chore of office-going. Conclusion Everything is a matter of acceptance as to how one reacts to a situation, whether by self-management or by seeking the guidance and help of other sources. This depends on the status of mind that one has both during the awakening time and sleeping time. The degree of panic is initially high, a person always possesses enough capacity to react to the situation in order to control and handle the issue effectively. References Alan Carr Abnormal Psychology http://books. google. com/books? id=oJEeqztJbCsCpg=PR5lpg=PP1ots=oGW7hdXntJdq=abnormal+psychologyie=ISO-8859-1output=htmlsig=2LkIWZZY7o2cbp7M0bS7JRSpm7M Abnormal Psychology: An Integrative Approach By David H. Barlow, Vincent Mark Durand http://books. google. com/books? id=TFHmCOYKkgcCpg=PR11lpg=PR9dq=abnormal+psychologyie=ISO-8859-1output=htmlsig=hhIEwNgvnRWqpJN2MtNDwdut-GQ

Look at the beginning of act two Essay Example for Free

Look at the beginning of act two Essay And doesnt eat herself since she has presumably eaten with the children. In those times, (1692) wives were expected to stay at home, clean the house, cook the food, take care of the children, and obey their husbands. They were also expected to be good Christians, be calm, quiet etc. To express these qualities above, Elizabeth should probably dress in quite plain, conservative clothes, and walk straight, eyes slightly lowered, arms at the sides, and talk quietly. He then compliments her about the rabbit, Its well seasoned, and she receives it, blushing with pleasure. She then adds, that she took great care. Again, both are trying hard to be friendly to each other, to try to avoid argument. It is however; ironic that Proctor complimented her on the seasoning on the rabbit, since he seasoned it himself. After that, he talks about the farm and says with a grin I mean to please you Elizabeth. And she answers, I know it John. However, before she answers, she pauses, and finds it hard to say. This means that she might not think he honestly wants to please her, or make their marriage work. Since this is quite a dramatic moment, I think the lighting should focus on her at this point, and if present the orchestra should be silent to emphasize her hesitation. The author then repeats Elizabeths lack of love and coldness when John proctor gets up and kisses her, and then returns disappointed. This is so that if the audience misses the pause, thus showing her disbelief and distrust in him, they will see her total lack in passion and love when John is rejected from Elizabeth,. He then asks her for some cider, as gently as he can, since he feels she is hurt, and doesnt want to make her feel any worse. He then says, Its winter in here yet, which might be a hint for her to warm her heart and become more loving. Yet since her badly wants to be nice, he asks her on type of date, to walk across the farm. They both get up, and he walks to the door, and he seems quite happy. She however, isnt. He seems to notice this, and asks her if she is sad again. As they say these last lines, I think that the sense of their separation should be emphasised be lighting. Ie, the lights, which have been directed at both of them together so far, should split, a light on each character. This would subtly hint to the audience that although they are desperately striving to make their marriage work, it cant yet because there is a distance between them, and theyre not on the same wavelength. The audience can also see this when John seems deep in his thoughts about spring, flowers, and Massachusetts, while Elizabeth seems to worry about something. She answers to his question, Are you sad again and immediately justifies her answer when she says that she thought he had gone to Salem since he was back so late. This could show the audience that she thought he had gone to see Abigail, because they know Abigail lives in Salem from what they saw in act one. He knows that she thought of him going to see Abigail, so he says he has no business in Salem. This shows the audience, that although he is eager to let go of the past, (which is also shown in act one I will cut my hand off before I ever reach for you (Abigail) again. ) Elizabeth has not yet forgiven him, which he accuses her of later. You forgive nothing and forget nothin! She then admits to having let Mary go to Salem and this makes him quite angry. However, when she carries on he starts shouting at her holding back a full condemnation of her and says that she should control her servants better. Perhaps he also thinks that she should have controlled Abigail, so he wouldnt have had an affair with her. Basically, in this part of Act Two, the author shows that the strain in their relationship was caused by his affair with Abigail, which has resulted with her distrust. Miller also shows that Proctor quickly raises his temper, which could also strain a relationship. Proctor only seems to have raised his temper when Abigail and his affair with her are mentioned. This could be because he feels guilty. Knowing what parts of the act give hints to their difficult relationship helps tremendously when the play is performed, since the director knows what parts of the act he must emphasise. He can do that by using different lighting, sound effects, dramatic music from an orchestra, acting, and pauses. By Karina Wortelboer Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Arthur Miller section.

The Benefits of Ethnographic Research

The Benefits of Ethnographic Research To get to know your subject, one must be immersed with the subject in order to gain valuable information regarding the customs, culture, and systems of life from another culture other than your own. Immersing oneself can be a tedious project that lays ahead. But, if you are careful and well educated regarding the study of ethnography, then this task at hand should not be as tedious as one may think. Ethnography is the study of other cultures with clear and critical rules to engage interaction among non-Western societies. We will first describe the study of ethnography in this paper to form the basis of what ethnography really is as opposed to what the study could be. The study of ethnography has had three important changes in the formation of ethnography which will also be a focus in this discussion in this paper so that we can better understand and use the study of ethnography as anthropologists. There are similarities and differences between the three changes which will examined to fully gather the importance of the changes. We will also review an example of a real life ethnographic study to provide the discussion with evidence that the ethnographic study has clear rules and guidelines to describe other cultures. To add to our discussion, we will take an evaluation of ethnography whereby we will look at the pros and cons of using this method of inquiry. The purpose of this paper is to review the importance of learning the study of ethnography to do the best way to study other cultures other than our own which includes the participant observation method. The next section will define what ethnography is, how anthropologists use ethnography, and carefully discuss why anthropologists use ethnography when studying other cultures. The Study of Ethnography? We often take for granted the importance of learning about other cultures and peoples who live outside our communities, however, if there are efforts to learn about others, we can begin to understand the importance of similarities among human civilizations and societies. There is a study that studies the importance of other cultures as well as during the process we learn about ourselves. We come from a place of extravagance, where the modern world allows us Westerners to have everything at our disposal; therefore we must be cautious when we learn about other cultures especially from places with non-Western ways of doing things. There are however certain forms and guidelines that are used for this purpose specifically. These guidelines are developed by anthropologists who use these guidelines to study other peoples cultures in non-Western nations. Anthropologists determined that the study called ethnography would be the basis for studying other cultures than their own. Ethnography is the systematic study of other cultures by use of observation, participation- observation, and what I will coin the term, participation-observation-inclusion. Ethnography is mainly used to gather in a scientific manner the evidence to show that how and why groups of people chose to live as they do. Ethnography is more importantly used in purposes to perform a logical and laid out script to guide all ethnographic work. Some examples were provided in our textbook by Schultz. Ethnography is essentially the form of observation, whereby the anthropologist observes the actions, rituals, and customs of a society. Three Changes in Ethnography We have now examined and defined what ethnography is and why we use such a method of inquiry when studying other cultures that may differ vastly from our own ways. Early founding anthropologists used specifically observation to study cultures around the world which laid the foundation for learning about human culture, which lead to the first change in ethnography. The first change involved not being exclusively objective, rather they became aware of their biases. These early anthropologists knew that there were forms of subjective-ness in their works produced and published; therefore, partly tarnished. This first change also involved not being able to be completely invisible. The subjects were aware of the anthropologist studying them from afar (Schultz:2005). The second change come from the first change where the subjects were studied as above but the anthropologists also included participation of the subject. They were now aware of the benefits of asking questions in order to compare to the actually actions of the subjects. When we ask the participants, we are including the subjects with the research which is more sophisticated than just learning from a distance. Anthropologists using this method of inquiry became more susceptible to more information that helped them understand the similarities and differences of other cultures among ourselves. Lastly, the third major change in ethnography was the usage of multiple sites for locations of gathering information. Many anthropologists were unaware of the multiple sites of locations that participants participated in that this information of multiple sites may have been gathered when anthropologists asked participants questions of daily living. We have reviewed the three changes in ethnography and we can conclude that there are significant changes that led to the modern day ethnography that is still being perfected as we speak. Similarities and Differences of the Three Changes in Ethnography There are several similarities and differences among the changes of ethnography. The similarities are they all require the study of the subjects, they all still gather evidence to support their arguments, and the last similarity is that they all try their best to study the best way possible. The differences were lightly touched above but to get further in discussion, we can view the differences as ways of improving.   One major difference is that the first change and the second change came out of misleading society about other cultures.   The ramifications occurred due to the discriminatory practices from the outcome of the anthropologists.   Another difference is that the third change became more inclusive than the other previous two changes in ethnography. Both similarities and differences are important to outline to provide a critical overview of the topic of ethnography and its changes to improve the method of inquiry. Impacts of the Three Changes There were impacts of the three changes in the study of ethnography, which include having a more sound method of inquiry, more elaborate detailed descriptions of the societies they studied, and there is more sensitivity towards subjects.   The method of inquiry, participant observation, was improved with the three changes by ways of including participants themselves.   This allows the researcher/anthropologists to fully engulf their selves into the society they are studying. Previous anthropologists who laid the groundwork for anthropology were Malinowski and Varandeh (Classnotes:2010).   They both developed ethnographical fieldwork to better study the cultures they were interested in.   One major impact was the introduction to Reflexivity.   When an anthropologist is reflexive, they are more aware of their assumptions and position they are working and imposing on (Classnotes:2010).   An Example of Ethnography that should have utilized the Three Changes The anthropologist, Jean Briggs, studied the Utkuhikhalingmiut (Utku, for short) in northern Canada in efforts to gather ethnographic research (Schultz; 2005). She was inducted into the community however there was a misunderstanding that prevented her from proceeding with her ethnographic study.   The Utku were unable to fully communicate with the anthropologist and thus became frustrated with the anthropologists actions and misunderstandings.   In short the anthropologist had a very difficult time in gathering valuable information that she ended up seeking help from a local Utku who could help her with the communication process.   The anthropologist needed more than just the study of ethnography; Schultz suggests that there should be more work like this (2005).   The Utku is a great example of how the anthropologist should have utilized the three changes in ethnography, which are participant observation and multiple sites.   The example of the ethnographic study above was provided in this essay to provide a detailed explanation of how ethnography can still require improvements.   The use of sensitivity is critical to understand others regardless of different cultures or races.   The use of sensitivity allows researchers to understand that we are human beings with feelings, responses, and thoughts that the anthropologist would act very suspicious if there were no human effects of doing such research. For example, Briggs, the anthropologist discussed above, was not sensitive to the fact that these people of the north do speak a native language that would never have the same meanings in English.   So there should have been some sort of awareness of this prior to going out and doing fieldwork in ethnographic methods of inquiry.   Soon there will be educated native people performing ethnographical studies who enter into their own communities speaking their own languages that will make the ethnographic research more viable.   These three changes have had a great impact on ethnography. Critical Evaluation of Ethnography We have learned that there are three major changes in the way anthropologists conduct ethnographic research and that there must be an understanding from all areas of the research spectrum. Ethnography is the study of other cultures and there were significant changes in the way anthropologists perform observations of the other cultures.   These changes benefited mostly the society the anthropologists were studying but the anthropologists also gained a modified form of gathering information.   The impacts are important to study as well as the history of the ethnographic study whereby the impacts are also ways to improve the method of inquiry of other nations from the perspective of the anthropologist who happens to be subjected to Western ways of life.   The perspective of the anthropologist is now a function in the reflexive process.   Reflexive is the key to successful ethnographic research as now the research has a foundation to build on.   When the anthropologist includes their view of life and how it differs from the group they are studying, the work that is produced is more truthful.   Let me explain so that there is no confusion.   This is what we learned in other classes that there is a method called grounded approach.   The researcher goes back and forth between the researchers assumptions and the subjects evidence in order to compare and modify the results that are being recorded and published.   The grounded approach is a sensible way of conducting research by constantly checking and rechecking the data that is developed out of observation.   The grounded approach verifies information as it is being recorded, as there is no other way to take apart a cultures complex systems of living.   Overall, the ethnographic study of other cultures has many points that the evaluation of the three changes only proves that the study is improving. Conclusion   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This paper has examined the use and benefits of utilizing the study of ethnography to better understand the world we live in and the people who live in this world.   There were three major changes that occurred over the course of the period of the development of ethnography, which included participant observation and multiple sites for gathering data.   These three changes gave ethnography the substance to continue as a valuable and trustworthy method of inquiry that all anthropologists should be aware of these three changes.   For a final thought, we should ask the subjects themselves which is the best method to inquire learning about their culture.

Legalizing Medical Marijuana Essay -- Legal Issues, Drugs

Medical marijuana has more advantages than it does disadvantages. The reason I have chose to support medical marijuana is for one reason. My reason is because people have fear of abuse if it is legalized but in reality people are abusing it as I write this paper. A lot of states haven't legalized marijuana because it is classified as no medical use. If no medical use is found why would some states legalize it. Marijuana affects the lungs and can cause long term lung damage. Although marijuana can affect your lungs it can benefit someone way more than it can hurt them. People have done a lot of research on this topic because it is very important. Jean Charles Pariseau is a 30 year old man with AIDS. His doctor gave him three months to live, and he was taking thirty pills a day. He only weighed eighty-two pounds. His doctor recommended medical marijuana and he felt and looked like a new man. Imagine where he would be without medical marijuana. That is right dead. Hundreds of court case s and many laws about legalizing medical marijuana have been brought up. The government has had there own medical marijuana law where some patients were allowed to receive marijuana if they met the requirements. This is a very important topic because can help someone out tremendously in the medical field and it can take care or many side effects. Smoking medical marijuana may not be the difference of life or death but it will make someone feel more relaxed and better about themselves when they are going through a rough time with there particular illness. Marijuana is the term for dried leaves, flowers, or stems of the cannabis plant, known as cannabinoids. Of these cannabinoids the â€Å"most pharmacologically active is delta-9-tetrahydrocannabinol, also... ...! The cost of the marijuana would be up to the people who is buying it. It is grown out of the ground so if the government wanted to make profit from it they can go right ahead. I think the government should just legalize it for medical use only. The way they could do this is by having individuals buy it through their doctor or even the government themselves. I think that people should get a recommendation from their doctor first. Then they should have to run it by the health department and they should be fine. There is no way to stop the abuse of the drug, but if the government would legalize it throughout the country, people could actually get the medical uses out of it. Medical marijuana could be the answer to a lot of medical mysteries for people that don't now about it. If doctors could recommend marijuana I think it would be a lot easier on everyone.

Bipolar disorder Essay example -- essays research papers fc

The Bipolar Child – A New Emergence   Ã‚  Ã‚  Ã‚  Ã‚  The bipolar child is a relatively neglected childhood diagnosis that is the subject of great controversy in the fields of clinical and child psychiatry and psychology. Diagnosis and treatment of such a devastating disorder is very difficult due to several different factors, including, Childhood-onset Bipolar Disorder (COBPD) does not have its own criteria in the Diagnostic and Statistical Manual of Mental Disorders - Fourth Edition (DSM-IV), published by the American Psychiatric Association, Washington D.C., 1994, the main diagnostic reference of Mental Health professionals in the United States of America, a child shares the same criteria standards as an adult, plus there are several similarities in COBPD and Attention Deficit Hyperactivity Disorder (ADHD), causing some misdiagnosis, and the simple fact that there is little reference to the disorder in a medical and psychiatric field afraid to step into the world of childhood mood disorders.(Papolos NARSAD 2003, P opper 1989, NIMH 2000) Only until recently has more research and development been conducted on COPBD. According to the DSM-IV diagnostic criteria, a person must have at least five of the following symptoms during the same two week period to qualify as a major depressive episode: a depressed mood lasting most of the day for several days, a significant weight gain or weight loss, a loss of interest in activities, difficulty sleeping or an increased need for sleep, restlessness or slowed pace observable by others, daily fatigue, feelings of guilt or worthlessness, inability to concentrate, or recurrent thoughts of death. For a mixed episode, a person must display symptoms of depression and mania every day during at least a one-week period. A manic episode is described as elevated or abnormally irritable for at least one week, with a least three of the following: personal greatness, decreased need for sleep, extreme talkativeness, â€Å"racing† thoughts, distractibility or hypersexuality (excessive sexual activity, or sexual desire). The DSM-IV states that these symptoms must inte rfere with daily functioning and not be a result of the effects of drugs, medical condition, or temporary results from a traumatic event for all of these; depression, mixed state, and mania. The Child and Adolescent Bipolar Foundation lists four types of mood disor... ..., Anita Ph.D. About Bipolar Disorder (Manic Depression Illness). Kluger, Jeffrey and Song, Sora. Young and Bipolar Time.com. Time archive. August 19,2002. Letters Time.com. Time Archive. September 9,2002 Moyer, Paula. ADHD Kids May Have Bipolar Disorder, Too -Treating ADHD Alone May Worsen Bipolar Symptoms. WebMD Medical News. Oct. 29,2002. Papolos, Demitri F. M.D. Childhood-onset Bipolar Disorder: Under-diagnosed, Under-treated and Under Discussion, NARSAD Research. 2003. Papolos, Dimitri F. M.D. and Papolos, Janice. The Irrepressible Agenda of Children With Bipolar Disorder. The Bipolar Child Newsletter. October 2002. Vol.12. Popper, Charles M.D. Diagnosing Bipolar vs. ADHD. Journal of the American Academy of Child and Adolescent Psychiatry, Summer, 1989. Helping Children with Early-Onset Bipolar To Learn â€Å"A Guide for Teachers and Administrators† prepared by Parents of Children with Early-Onset Bipolar The BPParent Listserv. Owner/Founder S.M. Tomie Burke Weller EB, Weller RA, Fristad MA. Bipolar diagnosis in children: misdiagnosis, under diagnosis, and future directions. Journal of the American Academy of Child and Adolescent Psychiatry. 1995; 34(6); 709-714.

The Dangers of Objectification :: Philosophy essays

The Dangers of Objectification Consider for a moment the course typically taken in a class discussion. A person states that he is an egoist, or a relativist, or an absolutist. These various terms are used to classify an individual according to his moral philosophy. Nietzsche has an important objection to these simplistic definitions. "Shall we still speak this way today? May we do so?" (Nietzsche 463) There are difficulties in this simplistic approach to classifying an individual. The first is that an individual is not so easily crammed into a verbal box. Sartre would say that this is a way of objectifying the person under consideration. To say that I am an egoist, or that another student is an altruist, is to imply that egoism or altruism is the essential nature of the person, and that other considerations fade into the background and become unimportant under this veil of the person's ethical philosophy. It is to equate me with egoism, or to equate the other student with relativism. But I am more than Bob the egoist; I am also Bob the philosopher, I am Bob the student, I am Bob the coffee drinker. The name " Bob" points to a definition that is, of necessity, abbreviated. When a stranger asks me who I am, it is not possible for me to provide a complete description. But when I describe a few opinions, actions, and relationships, I do so hoping that she may view me beyond the narrow limits imposed by what I can tell her quickly. It may be convenient to say, "But for this discussion we consider only your ethical theory." But besides objectifying the individual, this is overly simplistic because it ignores the subtle shades of meaning which exist among these philosophies. I think of myself as an egoist because I believe that the very nature of an individual grants him certain rights and that these rights do not include claims on the rights of another. But to say that I am an egoist is to imply that I agree, completely or mostly, with the ethical theories of Hobbes, Rand, and every other egoist who has ever philosophized--none of which is overwhelmingly true, since I differ with all of the egoists I am acquainted with. For example, the popular conception of egoism implies that I think it is morally acceptable to perform any action to achieve my ends, regardless of the effect on others.

Sultan Abdul Samad Building

ASSIGNMENT 1 NAME:MUHAMMAD HAZIQ B. NOR KURNIA SHAH ID:01-201111-00642 SUBJECT:HISTORY OF ARCHITECTURE (ADA 133) SEMESTER:JANUARY 2013 HISTORY OF SULTAN ABDUL SAMAD BUILDING After the Sultanate of Selangor became a British Protectorate, the British Administration wanted to build a government office to govern the state efficiently. At that time, the Capital of Selangor, Klang is not a strategic location for administration as it is too far from the more developed area like Kuala Lumpur. The Sultan Abdul Samad who ruled from 1857 to 1898 later consent to change the State Capital from Klang to Kuala Lumpur.When Kuala Lumpur became the Capital of Selangor, it only consists of several streets of shop houses and several non-prominent government office buildings. Thus, the Resident of Selangor at that time, W. E Maxwell wanted the new government office to be a prominent landscape of Kuala Lumpur. The idea and architectural design has started as early in 1889, when Maxwell invited an English Architect Arthur Charles Alfred Norman as State Architect and C. E Spooner from Ceylon as State Engineer. The original plan of the building from Norman was adapting the Classical English Rennaisance concept.But, Spooner does not satisfy with the design. Later, a young architect named Bidwell has made a modification with Norman design, adapting the Mahometan style concept of Moor and Moghul design as the main architectural design of the building. The building construction was commissioned in 1894. On October 6, 1894, the ground breaking ceremony of the building was done by the Governor of Straits Settlements, Sir Charles B. H. Mitchell. The estimated cost of the construction was $152,000 and will take 2 years and 7 months to complete.After the construction fully completed on April 1897, the real expenses was $152,824. The building materials were delivered from masonry in Brickfield. The building was inaugurated by the Resident-General of the Federated Malay States, Sir Frank Swettenh am on April 4, 1897 and was known as the New Government Office. Among the offices that been located here were Government Secretariat Office, State Council Chamber, Post Office, Sanitary Board, Judicial Commissioner, Public Work Department and District Office.In 1948, when the Federation of Malaya was formed to replace Malayan Union, the building was renamed as Federal Secretariat. The building still retains its function after the independence of Malaya in 1957 and the formation of Malaysian in 1963. It is until 1974 where all of the State of Selangor Government offices were relocated to Shah Alam. The Federal Government also relocated its office to new building at Jalan Duta. And, for the first time, the building was renamed Bangunan Sultan Abdul Samad.A major renovation works takes place in 1978, takes 6 years to complete with an expenses of RM 17. 2 million. The roof was change into a new one, and the wooden dome was change with a copper dome. The Supreme Court, Appeal Court and M alaya High Court were placed here in 1978 before it had been relocated in 2007 at a new complex in Jalan Duta. The Ministry of Information, Communications and Culture of Malaysia currently occupied the building. KUALA LUMPUR ATTRACTIONS The Sultan Abdul Samad Building is among Kuala Lumpur’s earliest Moorish-style buildings.It is set to the east of Merdeka Square (Dataran Merdeka) and the Royal Selangor Club, across from Jalan Sultan Hishamuddin. It was built in 1897 and was named after the reigning sultan of Selangor at the time. The distinguished landmark originally served as the secretariat for the colonial British administration. Designed by AC Norman, the architect responsible for Masjid Jamek (Jamek Mosque), the historically-significant building used to house the superior courts of Malaysia: the Federal Court of Malaysia, the Court of Appeals and the High Court of Malaya, before they moved to Putrajaya.Sultan Abdul Samad Building’s Design Sultan Abdul Samad Build ing is now home to the Ministry of Information, Communications and Culture of Malaysia and sits beside the old KL Railway Station. Though it no longer serves an official purpose, it remains one of the city’s most important tourist attractions and a historical landmark in the city. Constructed entirely of brick, the building features strong gothic, western and Moorish-style influences with an imposing porch, graceful arches, curved colonnades topped with shiny copper cupolas and a domineering 41. m- high clock tower. It is frequently seen as the backdrop for Malaysia’s annual Independence Day parades (which take place past Dataran Merdeka). EVENT A historical event witness by the building is when Malaya achieving her independence from United Kingdom in 1957. This is the place where the Union Jack flag was replaced by Jalur Gemilang for the first time. It is also a venue of New Year Celebration every January 1 and Independence Parade every August 31. It is also the place of Trooping the Colour ceremony and Warriors Day Celebration.

Cake Making

The Event: The mixer beats the egg yolks in a spiral motion, as the sugar is being added to the eggs. Due to the fat content of the egg yolks, the yolks are isolated from the egg whites to avoid the deflation in the rising of the whites. Two separate batters consisting of the egg whites which were whisked until it became frothy and the egg yolks were then mixed together with butter using a spatula in folding motion. After which a sifter was used to add the flour and the cocoa powder into the mixture while it was being whisked in the mixer.The oven was pre-heated to a temperature of 175F. The combined batter was then poured into a buttered spring-form pan which had been smoothly brushed with butter to avoid having the batter stick to the pan. The batter slowly started to solidify and rise higher. The point at which the cake starts to become golden in color is the sign to get the cake out of oven, since it is completely baked. Alongside, the juice of the cherries was being drained and the whipped cream was mixed with the vanilla sugar to form the blobs on the surface of the cake.The chocolate was separately being melted to get the icing ready. The melted chocolate was allowed to cool down and then started the process of assembling the cake. The Process: The success of the cake depends on the measurements used for the ingredients. The measurements needed should be taken carefully to prevent flaws in the outcome of the cake. If for any reason there is a mistake in the measurement of one or more of the ingredients, this may result in batter being too parched or too soggy. In which case, the batter will not be able to bake properly.The perfect outcome of the sponge of the cake depends on the uniformity and width of the batter, which will only be precise if the ingredients are perfectly measured. It is preferable to melt the butter first and then pour the egg mixture into the pan because it becomes easier for the baker to smoothly fold the mixture with the other ingre dients or else the mixture could stick to the pan and negatively affect the rising of the cake. Using a sifter to add in the dry ingredients such as the flour and cocoa powder, will control the amount of air that is in the batter, which is crucial in order to achieve the lightness of the sponge.Also, to achieve the perfect golden color of the sponge and the lightness, the heat of the oven should be set at a perfect temperature. While preparing the batter, the oven must be pre-heated to a temperature of 175F. To be totally ascertained that the sponge has cooked completely, a knife is popped in the centre of the cake, if it comes out without any batter stuck to it that means the sponge is baked and ready to be decorated. The sponge is then cut into three layers. The bottom two layers are sprinkled with kirsch and whipped cream mixed with vanilla sugar.Dried cherries are evenly placed on the whipped cream. The side of the top layer of the cake is then covered with the whipped cream and the surface is coated with chocolate icing. Finally, the blobs of whipped cream are evenly placed on the icing and a cherry is placed on each blob. The Procedure: The baker must have all ingredients measured and ready prior to the baking to ease the process of making the cake. He will then melt the butter in a pan and add the egg mixtures to it by carefully folding it with a spatula to stop the negative effect on the rising of the sponge.The baker will then make use of a sifter to add in the flour and the cocoa powder into the batter and combine the above mentioned dry ingredients. Then, he will pour the combined mixture in a buttered spring-form pan. Then, he will place the pan in the oven, which has been preheated at a temperature of 175F. After the cake is done, the baker will take it out and insert a knife in the sponge to test whether or not the batter has baked thoroughly, if the knife comes out without any batter stuck to it, then the cake is ready to be decorated.The baker will then cut the sponge into three layers and then place kirsch on the bottom layer. Spread the whipped cream mixed with vanilla sugar and place cherries on it and repeat the process with the middle layer. The sides of the top layer are then covered with the whipped cream mix and the surface has chocolate icing applied on it. Then the whipped cream blobs with cherries on top are made on the surface to make it look pretty. The cake is then ready to be served. Ingredients: -butter -175 g sugar – 6 eggs – 145 g flour 40 g margarine – 35 g cocoa powder – 1 jar of cherries – 2 tbs potato starch – 3 tbs sugar – 7 tbs kirsch – 500 ml whipping cream – 100 g chocolate confetti – 75 g chocolate – 8 g vanilla sugar (1 packing) Instructions: 1. Preheat the oven at 175 Â °C. 2. Sift the flour together with the cocoa powder. 3. Stir the sugar and the eggs with a mixer. 4. Melt the butter in a little pan. Pour the butte r to the egg mixture and fold it softly with a spatula. Add the flour and fold it again until you get a smooth mixture.Pour the batter into a buttered spring-form pan. 5. Place the spring-form in the middle of the oven. 6. Bake the cake for 45 minutes. 7. Take it out of the oven, let it cool down and turn it around. 8. Cut the cake horizontally into three layers. 9. Sprinkle these layers with kirsch (6 tbs in total). Drain the cherries and keep the juice. Bring the juice to the boil. Add the potato starch and keep on stirring to mix it. Add 3 tbs sugar, the drained cherries and 1 tbs kirsch to the juice. 10. Beat the whipping cream with the vanilla sugar.Cover the lowest layer of the cake with half the cherries and one-third of the whipped cream. Add the second layer. Cover it with the remaining cherries and the whipped cream. Add the third layer. Spread the side of the cake with the remaining whipped cream. 11. Melt the chocolate on a low fire. Let it cool down. Reheat the chocolat e until 37Â °C (99Â °F). Top the cake with the chocolate icing. 12. Cover the side of the cake with chocolate confetti. 13. Put blobs of whipped cream on the cake and put a cherry on each blob.

Effects of Computer Technology as a Teaching Method

Effects of Using Instructional Technology in Colleges and Universities: What Controlled Evaluation Studies Say. This report and related issue briefs are available at:    © 2003 SRI International Early studies of effectiveness By 1991, this author’s research team at Michigan had carried out meta-analyses of findings from 121 controlled studies of teaching in colleges and universities (J. Kulik et al. , 1980; C.Kulik & Kulik, 1986; C. Kulik & Kulik, 1991). The studies contained results from a variety of computer applications in a number of different disciplines. Among the 121 studies were a substantial number on computer tutorials and computer simulations in science. The results from these early studies provide a good standard for gauging recent contributions of tutorials and simulations to science teaching, and are therefore reviewed here. Listed in the 1986 and 1991 reviews were achievement effect sizes from 37 studies of computer tutoring in college courses.Results of the se studies favored the computer-tutored students by a small amount. In 26 of the 37 studies, the tutorial group outperformed the control group; in the remaining 11 studies, the control group scores were higher. The effect sizes in the 37 studies were between –1. 20 and 1. 25. The median effect size was 0. 15. This effect is not large enough to be considered educationally meaningful. It suggests that computer-tutored students would perform at the 56th percentile on relevant achievement tests, whereas conventionally taught students would performat the 50th percentile.Results of computer tutoring in science courses were similar to results in nonscience areas. These reviews also contained findings from 13 studies of computer simulations in science. Results of these studies were favorable to the groups that worked with the computer simulations. In 11 of the 13 studies, the simulation group outperformed the control group, but in the remaining studies, the control group outscored th e simulation group. The effect sizes in the 13 studies were between –0. 14 and 1. 27. The median effect size was 0. 25. Effect sizes of 0. 25 and over are usually considered to be educationally meaningful.By this standard, the effects of computer simulations are just large enough to be judged as educationally meaningful. An effect size of 0. 25 suggests that students who worked with simulations would perform at the 60percentile on relevant achievement tests, whereas conventionally taught students would perform at the 50th percentile. Computer tutoring Seven studies of computer tutorials from the 1990s were identified for this literature review. The studies examined two kinds of instructional outcomes: student achievement and student attitudes (Table 7).Effects of computer tutorials on both outcomes were mixed. Large or moderate positive effects. The effects of computer tutoring were large and positive in two studies (Kitz & Thorpe, 1995; Vitale & Romance, 1992). Both of these studies examined effectiveness of videodisc software from Systems Impact Corporation. Conclusion It is clear that computers can contribute substantially to the improvement of college teaching. Evaluation studies of the past decade usually found that college courses taught with computer help were more effective than similar courses taught without such help.These recent studies produced far more favorable results than did studies of the 1960s, 1970s, and 1980s. In 119 studies carried out between 1967 and 1986, the median effect of instructional technology was to raise scores on examinations by 0. 30 standard deviations (C. Kulik & Kulik, 1986, 1991). In the 46 more recent studies reviewed in this report, the average effect of instructional technology was to raise student scores by 0. 46 standard deviations. Both gains are large enough to be considered educationally meaningful, but a gain of 0. 46 standard deviations on achievement tests is clearly a more important gain.There were clu es in the earlier reviews that computer applications were becoming increasingly effective as the years rolled on, but early reviewers did not chart the change in evaluation results over time (e. g. , C. Kulik & Kulik, 1986, 1991). Now, the time trend is impossible to ignore. Analysis of results in the earlier reviews shows that the median effect size was –0. 13 in 5 evaluation studies of instructional technology published during the 1960s, 0. 22 in 85 studies published during the 1970s, and 0. 35 in 35 studies published during the 1980s.This review found a median effect size of 0. 46 in 46 studies published during the 1990s. In other words, computer-based teaching was as likely to shortchange college students as to help them in the early years of the computer revolution, but today’s students are likely to gain substantial educational benefits when their teachers incorporate instructional technology into their courses. The effectiveness of computer applications in colle ge courses is not restricted to a single area. This review shows that computers have made significant contributions to a variety of instructional areas.Computer contributions were clear in mathematics courses, where computers are being used as algebra and calculus tools; in science courses, where older computer applications such as tutoring and simulation programs are being used along with such newer applications as computer animations; and in the field of language learning, where a diversity of computer approaches are now being tried. Of all the results reviewed in this report, the most notable came from studies of computer and calculator use in algebra and calculus courses. Twelve studies focused on this topic. Six of the 12 studies took place in algebra courses.The remaining six studies took place in calculus courses. In each of the studies, experimental group students used computers or graphing calculators while doing coursework, whereas control group students completed their co ursework without using such tools. In the typical study, computer and calculator use raised student scores on tests of conceptual understanding a total of 0. 88 standard deviations. This means that students who used computers and graphing calculators while studying algebra and calculus scored 0. 88 standard deviation units higher on conceptual tests than did students in the control group.If control group students scored at the 50th percentile on a conceptual test, scores of students using computers or calculators would be at the 80th percentile or above. Evaluations of educational innovations rarely report average effect sizes this high. 40 Results on computational exams, on the other hand, were strongly influenced by the conditions under which the exams were taken. In studies in which experimental group students were permitted to use computers or calculators on final exams, they outscored control group students by a large amount on computational items.In studies in which neither th e experimental group nor the control group was allowed to use computers and calculators on final exams, students in the experimental group performed computations about as well as students who learned in more traditional classes. Overall, these studies suggest that students who used calculators and computer tools when learning algebra and calculus did not suffer in their ability to solve computational problems with paper and pencil alone. Finally, a review of study results did not yield any definite conclusions about the effects of computer and calculator use on student attitudes toward mathematics.In two studies, mathematics attitudes were clearly higher in the experimental groups, but in three other studies, mathematics attitudes were not significantly different in the experimental and control groups. No definite conclusion about computer and calculator effects on attitudes can be drawn from such conflicting results. Studies of computer effects on science learning examined both old er and newer instructional approaches. The two older approaches still being evaluated during the 1990s were computer tutoring and computer simulations.The newer approach that was extensively evaluated during the 1990s was computer animation. Reviewed in this report were 7 studies of tutoring, 11 studies of simulations, and 9 studies of animations. The seven studies of tutorial instruction examined two kinds of instructional outcomes: student achievement and student attitudes. Effects of computer tutorials on student achievement were mixed. Four of the six studies of student learning reported significant positive effects of tutoring, and two studies reported trivial effects. The median effect size in the studies was 0. 33. Tutorial effects on attitudes were likewise mixed.One study reported strong positive effects of computer tutoring on student attitudes; one study reported a strong negative effect; and one study reported a nonsignificant positive effect. Eleven studies of computer simulations in science also presented a somewhat mixed picture of effectiveness. In 7 of the 11 studies, effects were large enough to be considered statistically significant and educationally meaningful, but in 2 other studies computer results were nonsignificant and in the remaining 2 studies results were significant and negative. Median effect size in the 11 studies from the past decade was 0. 9. While the most likely outcome of using simulations in teaching was an increase in student test performance, using simulations could also have a negative effect or no effect at all on student test scores. The studies suggest that computer simulations can be valuable tools for teachers, but teachers must use some care in deciding on how to use simulations and which simulations to use. Computer animation is the most recent addition to the science teacher’s toolkit, but this instructional innovation has already compiled a record of strong contributions to science instruction.In each of nine studies of computer animations, the group that viewed the animations outscored the control group, but the effects differed in size from small to large. In seven of the nine studies, the improvement was large enough to be considered educationally meaningful. The remaining two studies reported positive effects of animations, but the effects were not large enough to be considered practically important. The median effect of computer animations in the nine studies was to increase student scores on science tests by 0. 8 standard deviations. As a group, therefore, these studies suggest that animations can help students substantially in their attempts to understand scientific phenomena. Computer searches yielded a total of only seven controlled quantitative evaluations of computer-assisted language learning (CALL), and these studies were extremely varied in focus. 41 Each of the studies examined its own approach to improving language instruction with technology, and so the studies do not provide a sound basis for conclusions about CALL effects.Several years ago, Miech and his colleagues observed that the area of CALL lacks an agreedupon research agenda (Miech et al. , 1996). Their point seems to be as valid todayas it was when they first made it. Diverse though evaluations of CALL may be, they have yielded enough strong positive results to encourage CALL enthusiasts. In each of seven evaluations, CALL had at least a small positive effect on instructional outcomes, and in five of the seven studies, CALL effects were large enough to be considered educationally meaningful.The median effect of a CALL program in the seven studies was an increase in language test scores of 0. 60 standard deviations. This is a moderate to large improvement in student performance, equivalent to a jump in scores from the 50th to the 73rd percentile. These results suggest that a number of approaches to CALL may have positive results on student learning. Although the various approaches sti ll need in-depth examination, the future of CALL appears to be promising. Overall, computer-based teaching approaches have come a long way during the last four decades.Originally almost a hindrance to learning, computer-based instruction is now an important ingredient in many successful college courses. The growing effectiveness of instructional technology in college programs should not come as a great surprise. Computers have improved dramatically during the last three decades. They are faster, friendlier, and vastly more sophisticated in their operations than they were 35 years ago. In addition, many educators have become sophisticated designers of instructional software, and most college students have become proficient users of computing technology.Recent evaluation studies suggest that instructional technology can thrive in this climate and that computers—which have transformed society in so many ways—are also making college teaching more effective. The Effects of Computer Assisted Instructions in Teaching & Learning in Primary Education By Kara Schmidt, eHow Contributor Computer-assisted instruction provides another avenue to academic success. Computer-assisted instruction offers teachers and students another avenue to learn the required academic material. Educational computer programs are available online, at computer stores or through textbook companies.Stick with programs that are user-friendly and hold your students' attention. Make sure the programs are at the correct grade level. Decide if you want the computer program to supplement your lesson, practice basic skills, or assist in teaching a new concept and make sure it does just that. 1. Student Benefits Computer-assisted instruction provides differentiated lessons for varied levels of learning, including students with disabilities and gifted students. Students are able to work at their own pace while receiving instant feedback which enables them to self correct before moving on to th e next skill.If a student answers incorrectly, the computer programs will provide instructions to assist the student in correcting their work. The programs are interactive and students can work individually or in groups. This allows them to compete with their individual scores or the scores of the students within their group. Students also gain valuable computer skills which will continue to benefit them throughout life. 2. Teacher Benefits Teachers are better able to track their students' strengths and weaknesses through computer-assisted learning. Computer programs can enhance the essons and allow teachers to pick different levels of a program or different programs altogether for students who may be behind or students who are advanced. When students are learning and actively involved with learning, teachers will have less behavior problems in the classroom which in turn sets up a cycle for more learning to take place. Computer-assisted learning benefits teachers by allowing them t o work with small groups of children on a particular skill while the other students in the class are working on their computer program.The nature of the program allows the students to work independently; minimizing distraction to the teacher while she works with the other students. Disadvantages Computer programs can evaluate students' progress on many levels although it is the teacher's responsibility to make sure students develop critical thinking skills which are essential to solve problems encountered throughout life. Too much time spent learning through computer programs can also reduce time students spend interacting with each other and their teacher. This can result in less time for learning appropriate social skills.Computer-assisted learning can be a great asset to the classroom and curriculum as long as they are not overused. Too much of any mode of teaching can lead to boredom and frustration in the students. Use good judgment and find computer programs that enhance the l earning process. Sponsored Links * Bulk Email–Free Trialwww. iContact. com Email marketing to fit your needs. Start a Free 30-Day Trial Today. * Educational Technologywww. met. ubc. ca International Master's Program 100% Online – Apply Now * The Knowledge Engineerstheknowledgeengineers. om/ Leading digital training company, accelerate your digital knowledge * Search Cebu hotelsAgoda. com/Cebu_Hotels Instant confirmation. Trust Agoda. Save up to 75% Don't miss out! Related Searches: * Teaching Students * Teaching Career * Computer Technology * Video Teaching * Learning Online Read more:  The Effects of Computer Assisted Instructions in Teaching & Learning in Primary Education | eHow. com  http://www. ehow. com/list_7408273_effects-teaching-learning-primary-education. html#ixzz1qFW4xJoO Brief History of Computers in EducationComputers and related technologies are now in most of the schools in all around theworld. Advancements in technology are inevitably reflected in educational systems. In most of the developed countries education has been penetrated by informationtechnologies (IT); schools have computers, a large numbers of teachers usecomputers and new technologies while teaching, and more  over textbooks have someparts devoted to new  technologies. New technologies are integrated into disciplines and more disciplines are beinginfluenced by the new technologies in an integrated way.Most of the educators andresearchers try to use technologies in various subject matters, and this integrationchanges the nature, concepts and methods of work in each subject. For example, inmathematics education, the way of teaching and learning, the roles and functions of  the most concepts have changed with the use of  technology. 19Although the wide-spread interest in computers as an instructional tool did not occuruntil the 1980s, computers were first used in education and training at a much earlierdate.Much of the early work which computers introduced in education was done inthe 1950s by researchers at IBM, who developed the first Computer AssistedInstruction (CAI) author language and designed one of the first CAI programs to beused in public schools. Students followed the commands on the computer screenreceiving rewards for correct answers within the framework of behavioristapproaches. In 1959, PLATO, the first large-scale project for the use of computers ineducation was implemented by Donald Bitier at the University of Illinois (Carter,2003).Atkinson and Suppes’ (1959) work led to some earliest applications of  computers at both the public school and university levels during the 1960s. By theearly 1980s many educators were attracted to microcomputers because they wererelatively inexpensive, compact enough for desktop use, and could perform many of  the functions performed by the large computers that had preceded them. The dominant use of computer-based instruction in the 1980s was typified by theemploy of â€Å"beh avioral-based branching† software that based greatly on drill-andpractice to teach programmed content and/or skills.The  educational software that ranon the computers of the early 1980s were at first based on Skinner’s â€Å"methods of  branching†: first separating into small sections, rewarding combined responses, andteaching disconnected facts. Although the learning is passive where learners do notwork together with problems and content, research studies indicate that learner didadvantage from the technology when the learning objectives were behavioral. During the 1990s, computers eventually started to have a major impact oninstructional practices in schools.With the help of advances in technology andlearning, science researchers consider learning with technology as means forconstruction problem-solving skills and for achieving learner independence. Thecognitive approach to instructional technology emphasized â€Å"looking at how we knowrather than how we respond, and analyzing how we plan and strategize our thinking,remembering, understanding, and communicating† (Saettler, 1990, cited inhttp://www. ncrel. org/ tplan/cbtl/toc. htm,  2003). Besides,  students  would  also  tolearn through playing games and simple simulations with the help of cognitive 20school of thought.The worth of using a word processor has been discovered bywriting teachers and almost immediately students were using the advantages of wordprocessor by writing, deleting, formatting and revising with effortlessness. Othersubject matter teachers perceived the importance of the computer in creating a richlearning environment by using databases, spreadsheets, presentation, and researchtools. Since 1995, rapid advances in computer and other digital technology, as wellas the Internet, have led to a rapidly increasing interest in and use of these media forinstructional purposes (Reiser, 2001).Swiftly there was a volume of informationobtainable to students w ith a network of people all through the world that improvedcommunication and the exchange of thoughts. Additionally, distance educationcourses are offered and in this way students in geographically isolated schools haveextended learning opportunities in a diversity of  subject areas. For example in UnitedNations, Kalu (2006) states â€Å"the proportion of instructional rooms with Internetaccess increased from 51 percent in 1998 to 93 percent in 2003† (p. 3). Theoreticalexplanations could now be demonstrated and manipulated with the help of  technology innovations.A complete innovative learning environment becamepossible. Since the advent of the personal computers in the mid 1980s, computers have rapidlybecome one of the key instructional technologies used in both formal and informaleducation. The computer’s role has changed because of two factors: first, it canprovide rich learning experiences for students and secondly, computer givingstudents the power to manipula te depth and way of their learning. Furthermore,teachers can use the computer as an aid to manage classroom activities; it has amultitude of roles to play in the curriculum which can range from tutor to studenttools.

Retroactive: a Single Work of Art, with Many Faces

A Single Work of Art, With Many FacesBy: Logan Dodge Few works of art are able to perfectly capture a period of time as thoroughly as Paul Reassurances does with his masterpiece titled, Retroactive. He was one of the first artist who wanted to take mass media into the art studio, and break down the barriers between art and things like advertising, newspapers, and television. Retroactive is a brilliant collage of iconic images from the early ass's and it captured all of its political drama, scientific breakthrough, and the emotions that went along with that time period.It is a masterpiece, but it is a masterpiece that almost did not happen. In 1961, America led a failed invasion of the communist island of Cuba. This led to the Cuban missile crisis the following year and in 1963, a man sits in the back seat of a car with his wife. Both of them waving to the crowd gathered at the sides of the road. A few minutes later that very car would be racing away as the onlookers scattered in terr or. The president had been shot and killed in Dallas, and an artist decides to abandon a painting he had been working on.The death of President Kennedy left people in awe. The great man who had prevented doomsday, and who had stood up to the communist was now dead. And for Reassurances, continuing his work felt wrong. Reassurances thankfully did not completely abandon the work and instead approached it with a new goal and from another angle. He began working on Retroactive again with the goal of memorizing a dead hero. For Reassurances, with his goal of breaking down boundaries between mass media and art, Kennedy would be the perfect subject.Kennedy had become an idol and a martyr for the American people to look up to. So he restarted his work on Retroactive, Throwing out the idea of t being completely a painting he restarted his work. Instead, â€Å"Robert Reassurances reintroduced recognizable imagery into contemporary art, and preferred employing popular mass media, such as news papers, magazines and television, as his sources. Reassurances transferred these â€Å"found† media images to canvas, using commercially prepared bibliographic silk screens† (Headwords Athenian).Reassurance's use of disconnected pop culture images and putting them into the work shows a use of the collage method of art. His use of objects that are historically important also shows the theme of capturing history, and the human experience. Kennedy, the space race, and the use of color all come together to become a work that captures the emotion of an important time in history. The work would be finished in 1964. In his work titled Retroactive, The most prominent and central figure is that of President Kennedy.His image is in large proportion compared to the others that take up the remainder of the work. He is the central image because image from one of Kennedy's televised debates, showing him in a position of strength and confidence that defined his character as a leader. His hand is repeated in the OTTOMH left corner pointing as it is in the larger central picture of Kennedy, to show the authority of Kennedy, further reinforcing the character of the assassinated President.Kennedy is colored the cool color of blue to embody the sadness felt by the country after his assassination. Through the use of color to evoke emotion, and the central figure of Kennedy, Reassurances tries to make Kennedy into a metaphor for America, he tries to turn him into a symbol for what the great American is, and can be. Much of this painting can be interpreted in multiple ways. In Retroactive, There is a black cloud over Kennedy's head. This with the red and enlarged image by Gluon Mil, that was originally published in Time Magazine†(Andrew Graham-Dixon).Represents the black cloud hanging over Kennedy's head during and after his presidency in what is known now as The Cuban Missile Crisis. Red was the color that represented Communism around the world. The warm color of red is also used. It comes in contrast to the cool color of blue used to shade Kennedy's central image. Red is the color of blood, and the memories of when the world came so close to spilling the blood of everyone who inhabits this planet must have surely haunted Kennedy in the mind of Reassurances.As I said with the double meanings of certain aspects of this painting, if one wants to see Kennedy as a representation of the great American citizen, the black cloud would be the sadness of the American people, the black cloud that would hang over this country for many years after the assassination of its beloved President. The imagery that this evokes is astoundingly vivid. Each generation has a great sadness that occurs. One that shocks, surprises, and devastates, the populace. Reassurances knows how much his death meant, and explores the emotions that the assassination led much of America to feel.In the top left hand corner there is an image of an astronaut, angelically hanging in sp ace. His image represents the scientific advancements during the early ass's by the United States. It also represents Kennedy's ambitious goal of special exploration he announced to the American public in 1961. The astronaut could also represent an angel, hanging over the dead presidents head, or possibly the fact that it is above all the other images could possibly represent Reassurance's personal belief that Kennedy's triumph in his goal to explore space alongside the American people, will e what is most highly remembered after Kennedy's death.The oranges might represent the state of Florida. Kennedy's image between the oranges and the red picture in the bottom right corner of the work, further represents Kennedy's invaluable intervention in the Cuban Missile Crisis. The image could also represent the fertility and freshness that President Kennedy brought to the country. For all of Reassurance's use of symbolism through pop culture, and the double meanings he uses, I consider Retr oactive a work of art. It uses themes of collage through the gathering and connecting unrelated images into a cohesive work.His use of pop culture images and icons, familiar with the American public and the rest of the world as well, allows me to say that this is also a form of pop art. The pictures also hold significant importance in a historical sense and he uses these images to show what important events took place around the time that the primary figure of this image, narrative and cultural story telling. Reassurances uses colors both warm and cool to convey emotions and he enables the viewer to draw their own conclusions to the meanings of each image in connection with the other ones in the work.