Wednesday, July 31, 2019
Lower Drinking Age
Today we live in a country that prides itself on being free, although there are a number of people that feel they do not have as much freedom as they deserve, such as the freedom to drink at a younger age. The legal drinking age should be lowered to the age of 18, where in the eyes of the law you are seen as an adult. Many different opinions are opened as the subject of lowering the legal drinking age is brought up. For most, if not all, teenagers in high school a situation that has to do with consuming alcohol has been put in front of them.A lot of the time this type of situation leads to illegally drinking underage. At this point these minors know that what they are doing and that it is completely illegal. When knowing they cannot drink all the time and have an opportunity to they take the drinking up to the next level. This is when the paths of social drinkers and binge drinkers cross and can become very dangerous. When someone drinks too much other people around them realize and don’t want to be in trouble for underage drinking so they tend to leave that person so they don’t get hit by the consequences.That situation is exactly the reason there are so many deaths in result from underage drinking. People may fight for a lowered drinking age for that exact reason. This side of reasoning makes people want the drinking age lowered because teens won’t be scared to get in trouble when trying to get help for a friend or just a fellow partier. There are also many other reasons why the legal drinking age should be lower. Many people say a teen is not responsible enough to drink alcohol so they shouldn’t be allowed to.This argument gets completely erased with the fact that 18 year olds have the ability to serve in the military and can even vote for the countries leader. These two facts alone show that they are responsible enough to make their own decisions as to what the can and want to do. As the responsibility factor gets pushed to the s ide it is then said that someone that is 18 does not have the tolerance as someone that is 21 does. This fact is proven completely false because tolerance has nothing to do with your age.The best way that people gain tolerance is by experience so the more experience you have with something the more tolerance you have. If you start your experience at a younger age while you still have a watchful eye over you such as parents and guardians you may be less likely to mess up because you want to prove to them that you have the ability to live in the real world. With no one watching over you while beginning a new experience you are more likely to make a mistake and pay for it.With more supervision the number of alcohol related problems, as serious as deaths, will decrease. This is proven in other places around the world such as Italy, China and even Greece. In these places the legal drinking age is lower and so is the amount of alcohol related incidents. This fight is not only pushed by th e population of underage drinkers but also by the main places this crime is done, Colleges and Universities. Many presidents from major colleges want the age lowered because the current laws encourage dangerous binge drinking on campus.â€Å"This is a law that is routinely evaded,†said John McCardell, former president of Middlebury College in Vermont. â€Å"It is a law that the people at whom it is directed believe is unjust and unfair and discriminatory. †With a legal drinking age under 21 the regulation of alcohol in colleges and universities will be around. This will help them make sure that less students are getting overly intoxicated. As the colleges and universities keep the number of intoxicated students down with their supervision they also keep the possibility of injuries and deaths down as well.There are also many opinions that are on the side of keeping the legal drinking age at 21 years of age. One of the major and to some the only valid reason for states to keep the legal drinking age at 21 is the National Minimum Drinking Age Act. This act was put into place in 1984. â€Å"The 1984 National Minimum Drinking Age Act, [23 U. S. C.  § 158], requires that States prohibit persons under 21 years of age from purchasing or publicly possessing alcoholic beverages as a condition of receiving State highway funds.A Federal regulation that interprets the Act excludes from the definition of â€Å"public possession,†possession â€Å"for an established religious purpose; when accompanied by a parent, spouse or legal guardian age 21 or older; for medical purposes when prescribed or administered by a licensed physician, pharmacist, dentist, nurse, hospital or medical institution; in private clubs or establishments; or to the sale, handling, transport, or service in dispensing of any alcoholic beverage pursuant to lawful employment of a person under the age of twenty-one years by a duly licensed manufacturer, wholesaler, or retailer of a lcoholic beverages†, [23 C.F. R.  § 1208. 3]. †This act helped keeping the legal drinking age in all states at 21 by imposing a penalty if the age were to drop under 21. This penalty states that 10 percent of a state’s federal highway appropriation on any state setting its drinking age lower than 21 will be taken away. That is a lot of money needed by states to keep their roads in the best shape that they can for us driving on them. Another reason to keep alcohol illegal for minors is because of its association with destructive or violent behavior.These behaviors range through a variety of offenses from fighting to robbery to drunk driving. All of which have the ability to hurt or even kill someone without the intent to when first making these decisions. The legal drinking age will always be an ongoing debate in our country. This will be whether the age is lowered, kept the same or even a possibility of rising. People of all ages and backgrounds will fight for t heir honest opinion with this argument.
Jane Eyre and Social Class Essay
Life is made up of routines and patterns. Every human being has their own unique system of how they carry themselves through the day. These systems are how we survive, and they tend to become part of our subconscious. But there are those who get so caught up in their own conformity that daily life becomes much more demanding than it should be. The results of this perpetual routine can cause someone to forget who they are as a person, and what they are meant to do outside of daily life. Due to the foreboding repetition of their own daily lives, the protagonists in both Hamlet and Waiting for Godot neglect their true purpose, which suggests holding back can be destructive to oneself. In Waiting for Godot, Vladimir and Estragon experience each day as it passes without any happenings and with this transition comes their demise. The pair can be described as two interchangeable characters who share the same routine. Even from the beginning of the play, Vladimir and Estragon often argue back and forth. VLADIMIR. It hurts? ESTRAGON. Hurts? He wants to know if it hurts! VLADIMIR. No one ever suffers but you. I don’t count. I’d like to hear what you’d say if you had what I have. ESTRAGON. It hurts? VLADIMIR. It hurts! He wants to know if it hurts! (Beckett 3). Textual repetition between the two is already a sign of something repeating in the lives of our protagonists. Following the basic structure of all stories there is conflict, and with conflict comes the desire to leave. ESTRAGON. Let’s go. VLADIMIR. We can’t. ESTRAGON. Why not? VLADIMIR. We’re waiting for Godot. (Beckett 8). The act of waiting is redefined by the two men who do it day by day. There is no evidence of whom or what Godot is, or what he means to the men. We do not see that there are any physical barriers that are preventing Vladimir and Estragon from getting up and moving on with their lives. All that matters is that everything in the finite lives of these two men depends on the arrival of this mysterious figure. A radical version of Vladimir and Estragon is seen in the characters of Pozzo and Lucky, who have a daily reappearance in the lives of Vladimir and Estragon. Pozzo is the extreme version of Vladimir, since he is the impulsive, more right-brained one. Lucky is the extreme version of Estragon, since he is the left-brained, more intellectual of the two. However, they represent getting through life with someone else just like Estragon and Vladimir. Relating Pozzo and Lucky even more so to Vladimir and Estragon, Pozzo also has a moment of doubt as to whether or not he shall leave this place. â€Å"I don’t seem to be able†¦ (long hesitation)†¦ to depart.†(Beckett 50). The uncertainty of leaving anticipates the same way that Vladimir and Estragon are left waiting at the end of each act. Despite actually admitting that he can’t seem to leave, Pozzo actually does manage to leave, unlike Vladimir and Estragon who remain even as the curtain falls. In Pozzo and Lucky there is an extreme reflection of Vladimir and Estragon, while the messenger represents false hope. He comes only to tell the pair â€Å"Mr. Godot told me to tell you he won’t come this evening but certainly to-morrow.†(Beckett 55). After learning of this, Vladimir and Estragon acknowledge that they both want to leave. The dialogue of â€Å"We’re waiting for Godot†repeats, yet the fact that â€Å"Godot†is not coming tonight is still not strong enough for them to take any direct action. Instead they are left to wait upon their fate from someone or something else to act on. As Hamlet becomes more obsessed with avenging his father, he begins to see more of his own downfall as time passes. Seeing the ghost of his father raises Hamlet’s suspicions of the whole kingdom. Thinking that people will write it off as grief, Hamlet acts strangely, hoping that this will help him catch Cladius as the one who murdered his father. But all this acting and waiting takes up precious time that Hamlet simply does not have, especially as a prince who is not living up to all of his potential. At the same time, his lover, Ophelia, is forbidden to see him. Ophelia’s father Polonius takes notice of Hamlet’s apparent madness, and tells the king and queen â€Å"Your noble son is mad/ Mad I call it /for, to define true madness, / what is’t but to be nothing else but mad?†(II.ii.92-94). Now it is more about just Hamlet acting mad as a means of trying to catch Cladius, but his madness becomes so realistic that other people in the kingdom take n otice. When Cladius later inquires Hamlet about his state of mind, he replies that he is â€Å"Excellent, i’faith/of the chameleon’s dish/ I eat the air/ promise-crammed†(III.ii.84-86). Since it is not the typical response one would give when one is asked about how they are doing, it only serves to further confirm the fear that Hamlet is going mad. These outrageous acts only push Hamlet further away from his true self. The central point of Hamlet’s waiting and delaying of action is expressed with his â€Å"To be or not to be†soliloquy. A significant amount of time is passing, and Hamlet has thus seen the ghost of his father and knows what he must do. Yet he asks himself about suicide, and weighs the moral outcomes of living and dying. â€Å"Whether ’tis nobler in the mind to suffer/The slings and arrows of outrageous fortune,/ Or to take arms against a sea of troubles,/ And, by opposing, end them?†(HAM.III.i.58-61). Even when he considers suicide as a viable option, he questions what happens in the afterlife. If Hamlet therefore chooses to not commit suicide, is he delaying a possibly better life after he dies? He then turns to philosophy as a way to choose between killing Cladius or killing himself. But either path he chooses won’t end or solve his misery. â€Å"And enterprises of great pith and moment/With this regard their currents turn awry,/And lose the name of action.†(HAM. III.i.87-89). With Hamlet, it is evident that despite how miserable he is, he continually ignores any sort of action that can be taken to put an end to this misery. He forgets that he is still the prince and has a significant say it what can be done. The true Hamlet and his purpose are so far gone from his mind that he contemplates things such as suicide. He waits too long for an outside action to push him forward in the right direction, instead of taking the first step himself. In order to deal with the tasks of regular life, humans have been known to set up routines of how they believe they should go about their day. Each pattern is unique, and they nearly always consist of repetition. These systems become a part of us as we go on. But when routines become more than just something we follow and they become who a person is, life becomes a lot more difficult than it needs to be. In both Hamlet and Waiting for Godot, the protagonists become their routines, and in this they destroy themselves and lose sight of their true purpose. The product of their blindness to the outside contaminates their souls and leaves them trapped in their own destructive ways. Works Cited Beckett, Samuel. Waiting for Godot. New York: Grove, 1954. Print. Shakespeare, William. Hamlet. New York: Washington Square, 1992. Print. The New Folger Library Shakespeare. Due to the foreboding repetition of their own daily lives, the protagonists in both Hamlet and Waiting for Godot neglect their true purpose, which suggests holding back can be destructive to oneself. In Waiting for Godot, Vladimir and Estragon experience each day as it passes without any happenings and with this transition comes their demise. As Hamlet becomes more obsessed with avenging his father, he begins to see more of his own downfall as time passes. The product of their blindness to the outside contaminates their souls and leaves them trapped in their own destructive ways.
Tuesday, July 30, 2019
Pablo and Braque: Art after World War I Essay
World War I left a tremendously lasting impact all over the world. The economic, social and governmental devastation were immeasurable. The war begins in 1914 and lasted four years. Eight million people lost their lives many being civilians in what has been called the Great War.   Europe was left totally destroyed economically and socially. Europe fell due to how much the war cost and increased inflation forcing them to print more money (http://www.pvhs.chico.k12.ca.us/~bsilva/projects/great_war/effects.htm).  The bleak future caused many to slip into a depressive state because of the ugliness of the war. Europe was forcibly ushered into the industrial age. Those who enjoyed financial comfort before the war were now facing poverty (http://www.art-ww1.com/gb/present.html).             It is hard to imagine then the destructive nature a war could have on the artistic community of that time. Many artist including Braque joined the war leaving behind their talents to pursue battle on the military front. Fighting side by side with their countrymen some lost their lives or sustained major wounds. Other artist witness the effect the Great War had in their home county. However, all were left with a lasting impact that was conveyed through their art work.  Boccioni, Macke, and Marc among others lost their lives fighting or a result of the war. Artists like Picasso and Gris were not asked to enlist to fight because they were in neutral countries. However, many of the artists enlisted because of loyalty to their country or to be part of the drama of the war. Up until this period artists did not have to become part of the war (http://www.art-ww1.com/gb/present.html).            After the war, many artists relived the memories of the war through their sketches and drawings. Others were so depressed by what they saw took their artwork in an opposite direction. Paintings were mainly of city life. There was a hesitation to show the cruelty of the war. Many photographers would only print pictures that show bodies of the enemy, but later photographs of bodies of Germany and French soldiers were shown lying next to each other. (http://www.art-ww1.com/gb/present.html).            The Treaty of Versailles was only a symbolic end to the war. The after effects of the war were still sending shock waves long after the signing of the treaty. Governments became more liberal and Germany angered over the humiliation forcibly lead to the Second World War (http://www.pvhs.chico.k12.ca.us/~bsilva/projects/great_war/effects.htm).  The war had a tremendous impact on the artistic community during and after. Two notable artists of that time Braque and Picasso each reacted to the war through their artistic en devours. For one their faceted style was maintained after the war while the other was left temporarily unable to paint transcended into more still life and back brilliant colors perhaps to phase out the bleakness of the war. Braque’s and Picasso’s style differed after thee war due to the destruction left by the war, Braque’s injury sustained during the war, and notoriety of Picasso during and after the war.            World War I lasted from August 1914 to November 1919. It involved most of Europe and the United States. It was fought from every conceivable position-air, above ground, underground, on water, and under water. This was the first total war where countries used their total population and resources to fight. France lost a whole generation by taking the lives of millions of Frenchmen (Encarta 2005, World War I). The massive body count could not be conceived until the war had ended. The world had not had a war that impacted the entire world until this one. It was only referred to as World War I when World War II begins until then it was called the Great War. It begins with the assassination of Archduke of Ferdinand in 1914 and ended with the demised of three empires: Germany, Russia, and Austro-Hungary. The war sped up the revolution of Europe ushering the technological and scientific age. The war gave rise to the Soviet Union and the Nazi regime because of the humiliation felt by Germany. The face of central Europe was changed for the next twenty years. Painters of every conceivable kind were on the front lines fighting side by side their comrades. Several died during the war such as Boccioni, Macke, Marc and La Fresnaye. Neutral countries such a Spain the home to Picasso and Gris were not asked to fight. Artist s from every genre was asked to fight. Legar was a stretch-bearer, Kokoschka a cavalryman, and Beckmann a medic. They all wrote and painted about what they saw and did.   These artists left a heart wrenching account of the devastation of the war. Their artwork is a testimony.            Little research has been done or their artwork has been forgotten. This probably due to the painful memories associated with the war. Others who made it through chose not depict the drama of war and their style became totally different than before. (http://www.pvhs.chico.k12.ca.us/~bsilva /projects/great_war/effects.htm).            One such artist was George Braque who style after the war was different in color and subject matter. He was one of their own from France who fought in the war. He was born in Argenteuil-sur-Seine which was later the home of the impressionist movement. His father and grandfather were both house painters and young George followed in his father and grandfather footsteps. At age 15 Braque’s family moved to Le Haurve and George started taking courses at a local art school. He started his career as an interior decorator. Braque moved to Paris at age 17 to fully submerse himself in his passion for space and color. He enlisted into the military and in 1902 with the financial backing of his family he attended a private art school the vole des Beaux-Arts. He was inspired by African and Greek sculptures and often the visit the Lourve for ideas (http://www.mes.csuhayward.edu/~malek/Braque.html).            George Braque painting was influence greatly by the Fauves-Matisse and Derain. Their wild eclectic style was called Fauvism. Fauvism emphasized wild vivid colors like that of Van Gogh (Encarta 2005 Fauvism). Like some of the artist of the time Braque wanted to challenge the traditional themes in artwork. He wanted his paintings to evoke an emotion, a discussion, and a mood. He accomplished such a task with works like Antwerp and Landscape at La Ciotat of 1906. These paintings showed the vivid colors of Fauvism, but little line . After a year of Fauvism, Braque became impressed by the styles of Paul Cezanne call the father of â€Å"modern art†(Cezanne, Encarta 2005). Cezanne artwork was the opposite of Fauvism. It restored order to the style of the â€Å"wild beasts†of Matisse and Derain. This when the cubist style was formed. Braque admired the way Cezanne’s â€Å"distorted forms†led Braque to immolate that style (http://www.mes.csuhayward.edu/~malek/Braque.html). Cubism defies convention just like Fauvism, but unlike his early work everything-landscapes, houses, people-are reduced to geometric cubes. The colors were bland and the subjects were unemotional. Such as one of his earlier cubist work Little Harbor in Normandy of 1909.            Cubism can be broken into two genres: Analytical Cubism and Synthetic Cubism. It was then in 1909 when Braque formed a friendship with Pablo Picasso that together they revolutionized the Cubist movement. Analytical cubism lasted for roughly two years. From 1911 on synthetic cubism became known. In both genres geometric shapes were used, but now the subject was less fragmented and more recognizable (http://pablo-picasso.paintings.name/). Cubism originated from a rivalry between Picasso and Matisse. Matisse Blue Painting caused a scandal at the exhibit the Paris art show. This how Matisse and others received the title Les Fauves. At around the same time Picasso produced Desmoiselles and young artists that once followed Matisse now begin emulating the style of Picasso including Braque. This infuriated Matisse and others to the point of rejecting all of Braque’s work. Matisse tried to discredit Braque’s work by showing how it was made out of little cubes and that this artistic style was easy to replicate. The term cubism was born and catapulted Braque and Picasso. It marked the beginning of abstract art, even though the art form should dimensions of the subject being painted. Nonetheless, cubism owes it creation to notable artists (http://pablo-picasso.paintings.name/).            In the beginning Picasso’s and Braque’s work dealt with neutral colors and subdued subjects. Objects were shown from a 3-dimensional perspective (http://painting.about.com/). An early example of his work is the Violin and the Candlestick represented analytical cubism. The subdued colors along with the geometric shapes are seen. However, one can not called this artwork fully abstract as the subjects of the painting are still visible and the three dimensional sides are visible (http://images.google.com/imgres?imgurl=http). Braque and Picasso worked so closely together that at times their work was indistinguishable (http://www.safran-arts.com/42day/art/art4aug/art0831.html#cmc).  Both he and Picasso began experimenting with collage and would add bits of objects such as paper to their artwork (http//www.mcs.csuhayward.edu/~malek/Braque.html).            Pablo Ruiz y Picasso was born in Malaga, Spain. He can be called a genius in the art world and undoubtedly a brilliant painter. His father was an art professor so he was destine from birth to become one of the most immovable faces of art (http://www.biography.com/picasso). He moved to Paris where many friendships formed with other artists including George Braque. His work is labeled by different periods. The Blue period showed his use of the color and a representative of the mood of the time. His Rose period featured a more primitive style of art. However, it was the art form of Cubism that made Picasso famous. He shocks his fans and critics with Les Demoiselles d’Avignon (1907). In this work he used African themes with unemotional subjects painted with varying shades of color (http//www.mcs.csuhayward.edu/~malek/Braque.html).            The bond formed between Braque and Picasso was broken by the First World War. Braque like many artists enlisted into the French Army to show loyalty for his country. Braque served in the Great War for two years: 1914 to 1916. Braque entered the army as a sergeant. He was decorated twice for bravery. During the war he sustained a significant head wound in 1916 which left him temporarily blind. He spent several months recovering in a hospital. After, he was sent to a nursing home where he spent his time expressing quotes about life and art that start long before the war. A friend put together a book with all of Braque’s â€Å"aphorisms†.  Braque did not begin painting again until 1917. He rejoined the Cubist movement after the military which was now in the synthetic phase (http://www.free-termpapers.com/tp/5/ame43.shtml). Perhaps due to the cruelty of the war or the sever head wound he sustained while fighting, his artistic style quickly changed. Braque left the theme of traditional cubism and returned more to his original roots. He started using more â€Å"softer†drawings, brilliant color and more of an personal influence as in his work the 1919 Playing Cards (www.megaessays.com/ viewpaper/21985.html).. His paintings became more textured after moving to the coast of Normandy. He did not reflect the war in his work, perhaps not wanting to relieve the pain of the war. Braque along with painting also became an engraver, lithographer, and a sculptor. He along with Loewenfield turned his paintings into different images such as jewelry and books. Both had a love for precious stones which solidified their friendship. The idea of taking 2-dimensional objects and turning them into 3-dimensional objects allowed them to create over 100 different jewels. The Apollon Gallery featured their work in 1963 later that year Braque passed away at the age of 81 (www.genesisgallery.com/html/bios/373.html).            During the Great War, Picasso went to Rome where he met and married a Russian dancer named Olga Koklova. In Rome he worked with designer Sergey Diaghilev. He made several portraits of their son (Paulo as Harlequin, 1924) and of their friends. His work reflected neoclassical style showing voluptuous women (Women at the Spring, 1921) and mythological beings (The Pipes of the Pan, 1923). Picasso also picture strange creatures and crudely painted women (Sleeping Woman in Armchair, 1927) which may have indicate trouble in his first marriage (http://cgfa.sunsite.dk/picasso_bio.htm). After the war, went further in his exploration of his style. He emphasized color and dream-like images. Although it appears that Picasso’s artwork wasn’t greatly affected by the war like Braque. Picasso being a spanish citizen living in Paris was able to continue his work. However, he wasn’t without grief. The country was feeling the ill effects of the war and Picasso had to deal with the scrutiny of his friends not having to enlist. His paintings reflected the depressive mood of that time. Picasso had to also deal with the passing of his lady friend Eva Gouel (http://www.sparknotes.com/biography/ picasso/ section8.rhtml).            After the war he tried to stay close to cubism, but was also developing a unique style of his own. He returned to more traditional styles maybe in attempt to be recogzed for his own work and not be associated any longer with the cubist movement and his close friend Braque. It is not noted if their friendship continued after the war. Picasso struck up a friendship with a young poet and became involved with the Russian ballet (http://www.sparknotes.com/biography/ picasso/ section8.rhtml).            The War left major devastation in it is path. No one was left unaffected by the fighting especially the artistic community. Braque and Picasso were the 20 century most notable artists. Their style impacted not only the artistic community but all who enjoy art. However, the war seems to have left a permanent impact on George Braque as seen in his latter artwork. His style softened a contrast to the harshness of war. He focused on still life perhaps to view the world as calmer and beautiful. Picasso artwork changed very little. The notoriety he obtained probably shielded him from the devastation of the war. Perhaps, not being on the front lines allowed him to miss out on the cruelty that came from the war. Whatever the reason, both before, during and after the war, became two great artists emerging and remaining among the brilliance of the 20th century.    Bibliography            http://www.pvhs.chico.k12.ca.us/~bsilva/projects/great_war/effects.htm            http://www.art-ww1.com/gb/present.html.             World War I, 2005 Encarta Encyclopedia.             http://www.mes.csuhayward.edu/~malek/Braque.html            Fauvism, 2005 Encarta Encyclopedia.             http://pablo-picasso.paintings.name             http://painting.about.com/             http://images.google.com/imgres?imgurl=http             http://www.free-termpapers.com/tp/5/ame43.shtml             www.megaessays.com/ viewpaper/21985.html            www.genesisgallery.com/html/bios/373.htm             http://cgfa.sunsite.dk/picasso_bio.htm            Cezanne, 2005 Encarta Encyclopedia            (http://www.sparknotes.com/biography/ picasso/ section8.rhtml).             http://www.biography.com/picasso
Monday, July 29, 2019
YUManagers today must be able to manage change so that an organisation Essay
YUManagers today must be able to manage change so that an organisation can respond to the influences from external environments. Critically analyse this - Essay Example In this paper, reasons and factors associated with organizational change will be discussed in order to evaluate the manager’s role in administrating and implementing such organizational changes. As the society continues to change and evolve their demand, there is always need for variety of products and services, organization should be flexible enough, as they have to stay competitive. The businesses which survive for a long time and earn profits are the ones who accept the changes as they exist. There are two types of changes that occur in an organization that is planned and unplanned. Planned changes mean that an organization is bringing change deliberately by taking decisions, while, unplanned change is due to some unforeseen factors which can take place any time without informing. There are two factors which force organization to revaluate their operations, they are internal and external. Internal and external factors both can cause these changes (Oreg, Michel, and By, 2013). According to Smith (2013), Globalization affects organization as there are companies which operate in different country and each organization has their own culture which is because an organization cannot make a standard rules for every branch. Managers have to adapt a different culture when they are transferred to other branch and they should be flexible enough to do it. Entrance of a new competitor in the market brings lot of change as now organization becomes more serious about their product sales because they are in constant fear that their market will finish if competitor gets the market demand. So, the existing company try to change their work culture to stay dynamic (Cummings and Worley, 2014). A change in workforce diversity also brings change to a company. Previously, only men use to work in some company but now, women also work which changes the environment as the culture becomes more ethical and decent. Now a
Sunday, July 28, 2019
What does it mean to describe both the First World War and the Second Essay
What does it mean to describe both the First World War and the Second World War as total wars - Essay Example It is characterized by the calculated, methodical conflation of the civilian and military scopes of industrial warfare. From these definitions, describing the First and Second World Wars as total wars mean that the two wars entailed military conflict where the participants mobilized military and civilian resources to accomplish victory; they were wars of extremes. In both the wars, States had to mobilize all the intellectual, moral, and material resources of the civilians; everyone was legitimate to the wars. There were widespread deaths like no other. For instance, one can relate Act II of the Total War to explain the dramatic increase in civilian casualties. In the First World War, it was estimated that more than 6 million civilians and over 9 million soldiers lost their lives. Second World War on the other hand led to a loss of 45 million civilians and 15 million soldiers. These were extreme cases of life loss in the wars. In the first WWI, the Trench warfare, which was expected t o be fought peacefully and quickly, came to be a prolonged war, which caused too much harm. In the WWII, the war fought at sea resulted in extreme losses of arms and lives. Until the entry of Russia in 1942, British fought a naval war, with the support of several technologies such as aircrafts. The U.S navy was so big in size, with Britain’s seconding it. From 1940 to 1943, Germany fought with Britain over the Atlantic. Germany submarines strangled British trade and reinforcement of the Far East and the Mediterranean. With few vessels, but capable of breaking the British naval codes, German submarines attacked areas where groups would not be shielded by aircrafts. Consequently, submarines sank 2,000 British ships in 1941, with a total of 8 million tons. British trade was limited as compared to pre-war times. In the WWII, civilians were forced to do anything for the sake of the War. The Home front involved majorly of industrialization, where women were totally succumbed to har dships and suffering. In Germany, more than seven million forced workers were forced to provide labor at the point of a gun, while slaves were literally overworked to the extents of death. War posters were placed in open places, contradicting the portrayal of women. For example, women portraits showed Germany and Japan in America as destructive and bestial enemies who were to destroy the unique culture that maintained the well-liked sense of superiority. The two wars could also be described as â€Å"Total Wars,†when looked at in the perspective of the oppressive and powerful Nazi states. For instance, Hitler’s ideas of the Second World War utilized short campaigns where targeted nations would be conquered individually or in portions before they were well prepared. Hitler wished to sustain the living standards of the civilians. Even after the conflict before Moscow, he resisted huge changes in economic policies. The situation was not the same after the tragedies in Nor th Africa and Stalingrad, where Germany was defeated. Hitler feared being seen publicly. This led Goebbels, the propaganda minister to announce that Germany would fight a â€Å"total war.†This was in his long speech in 1943, and he demanded that German people make real sacrifices immediately the Allied Strategic Bombing campaign effected. Germans faced big armies and war efforts that Soviets, British, and Americans could muster. Just like Germany,
Saturday, July 27, 2019
Tesco in Indonesia Essay Example | Topics and Well Written Essays - 1500 words
Tesco in Indonesia - Essay Example 1). Due to their nature of co-operation and the willingness to share, competition is not very common, as it is viewed as a practice that benefits oneself. Nevertheless, business is evident in Indonesia with competitive industries from within and foreign; however, the government of Indonesia is very keen on how businesses operate such that, laws that ensure fair competition have been put in place. For instance, Law number 5 prohibits monopolistic practices and unfair business competition. The objectives of Indonesia competitive law include safeguarding the interests of the public by improving the economic efficiency. Secondly, it is geared towards creating a conducive business climate by ensuring fair business competition. Thirdly, the law prevents monopolistic practices, which may lead to unfair business practices, and finally, it ensures effectiveness and efficiency in business operations. In addition, Indonesia gives room from foreign businesses to operate in their country, as long as they abide to the rules and regulations governing business practices (Act number 5, p1). Historical background of Tesco Tesco started its operations in 1919, when its owner Jack Cohen started selling groceries in a stall, which was located in London, with only a ?1 on the first day. In 1924, Tesco become a brand after acquiring tea shipment and in 1930, Mr. Cohen built a warehouse in North London declaring Tesco a private company. Over the years, it bought rival shops, and by the 60s, the supermarket was already selling a variety of products. Tesco entered Guinness book of records as the largest store in Europe, and in the 70’s, Tesco had opened a petrol station, which was an independent retailer. In the 90’s, Tesco had already completed several takeovers, while in 1996, it introduced a 24-hour store (The telegraph Para. 10). Today, Tesco has grown to a giant supermarket, and it is visible globally. Its diversification is evident in the United States, Indonesia, La tin America, china, Scotland, china, Norway, Middle East and Mexico. In addition, Tesco is committed to corporate social responsibility such as charities for schools and communities. The company has incorporated technology and it encourages online shopping. In addition, the supermarket offers a range of products to meet the customer’s needs. Business culture and social preferences of Indonesia To operate successfully in Indonesia, a corporate requires understanding the business culture and laws governing businesses this country. Therefore, establishing of relationships is necessary; however, it takes time. Loyalty and trustworthiness are a necessity in maintaining a relationship, especially with the government officials. In this country, men are considered mature if they are over the age of 40 years; therefore, a foreign country may consider sending older executives rather than the young ones, especially in negotiations (Doing Business in Indonesia, p112). In addition, busine sses in Indonesia are required to develop their surrounding community; therefore, corporate social responsibility is encouraged. Firms are encouraged to recruit carefully for their positions, as unsatisfactory performance is not regarded enough reason to lay off an employee. Dismissal for misconduct is effective only after three warnings. Developing strong relationships with
Friday, July 26, 2019
Math and the Internet Essay Example | Topics and Well Written Essays - 500 words
Math and the Internet - Essay Example The most important question is: Is mathematics involved in such an important part of our everyday life The hardware is a main part of Internet - it is comprised of servers and personal computers. The information is represented electronically using different levels of voltages. For instance, a 0 could be represented by a 0 voltage and a 1 could be represented by a voltage of 3 volts. To avoid overheating the voltage levels must to be low which means that each piece of information on the computer can be represented with the values 1 or 0. The common language of arithmetic is the decimal number system. Normally we use a numbering system referred to as base 10. Digits in this system may take the values 0 through 9. In any base "n" (where n is a positive integer), digits may take values from 0 to "n-1"; so in base 2 (the binary system) the digits can have values 0 or 1. This is why the information on the computer can be represented only in binary and each piece of information is called 'bit' (from "BInary digiT). In the binary number system each number larger than 1 requires multiple bits and each consecutive place value is a power of two.
Operations Management Essay Example | Topics and Well Written Essays - 250 words - 3
Operations Management - Essay Example a. Find breakeven points, X p. Mass Customization: 1, 260, 000 + 60 X = 120 X → X p = 21, 000 Intermittent: Repetitive: 1, 625, 000 + 55 X = 120 X → X p = 25, 000 Continuous: b. 1, 000, 000 + 70 X = 120 X → X p = 20, 000 1,960, 000 + 50 X = 120 X → X p = 28, 000 Find least-cost process at X = 24, 000 units. Fixed cost VC Units Mass Customization: 1, 260, 000 + 60 ( 24, 000 ) = 2, 700, 000 Intermittent: Repetitive: 1, 000, 000 + 70 ( 24, 000 ) = 2, 680, 000 1, 625, 000 + 55 ( 24, 000 ) = 2,945, 000 Continuous: 1,960, 000 + 50 ( 24, 000 ) = 3,160, 000 The least-cost process: Intermittent Process. c. 24,000 > 20,000 Yes: Anticipated Production Volume Intermittent Process Breakeven Point Annual Profit Using Intermittent Process: $120 ( 24, 000 ) − 2, 680, 000 = $200, 000 Answer: The intermittent process will maximize annual profit. Annual Profit: $200,000 A-20 CHAPTER 8.1 CX ( 2, 000 )( 2.5) + ( 5, 000 )( 2.5) + (10, 000 )( 5.5 ) + ( 7, 000 )( 5.0 ) + (1 0, 000 )( 8.0 ) + ( 20, 000 )( 7.0 ) + (14, 000 )( 9.0 ) = 6.67 2, 000 + 5, 000 + 10, 000 + 7, 000 + 10, 000 + 20, 000 + 14, 000 ( 2, 000 )( 4.5 ) + ( 5,000 )( 2.5 ) + (10, 000 )( 4.5) + ( 7,000 )( 2.0 ) + (10, 000 )( 5.0 ) + ( 20,000 )( 2.0 ) + (14, 000 )( 2.5 ) Cy With a financial calculator, enter the following: N = 10; I = YTM = 9%; PMT = 0.08 ï‚ ´ 1,000 = 80; FV = 1000; PV = VB = ? PV = $935.82. Alternatively, VB = $80(PVIFA9%, 10) + $1,000(PVIF9%, 10) = $80(6.4177) + $1,000(0.4224) = $513.42 + $422.40 = $935.82.
Thursday, July 25, 2019
NSPCC is a charity organization aimed to protect children from abuse Essay
NSPCC is a charity organization aimed to protect children from abuse and family violence - Essay Example A charity like NSPCC operates in a complex environment influenced by political and social difficulties, family relations and laws. The vulnerability of the charity like NSPCC is determined by its degree of dependency on a resource and the external sources of this resource (i.e., the greater the dependency, the higher the potential for loss of autonomy). NSPCC depends upon resources and philanthropy (NSPCC Home Page 2008). 7 Ps model can be applied to NSPCC and its activities. The main Ps are product, price, promotion and place. Strong position of a charity organization is based on brand loyalty and high quality of service range. The likely decision process of the target market is the quality and unique taste that appeals to the consumers' minds with offerings. Product positioning is characterized by establishing trustworthiness, confidence, and competence for customers. NSPCC establishes trustworthiness and unique image as a children's rights organization (McDonald and Christopher 23). This strategy is supported by the "buying process" and the pricing, and as the most important high quality of all services. Pricing decisions influence the organization forcing it to find new ways to reduce costs. NSPCC can use flexible cost-plus pricing to ensure that its services are competitive in the context of the particular market environment. NSPCC has to spend its own resources in order to meet the requirements focusing on technological efforts, security and support. NSPCC opens new officers and involves different social institutions in order to meet needs and demands of the target audience. As a typical marketing company, NSPCC promotes its activities and policies including public relations and advertising campaigns. Modern marketing is customer-oriented, so a charity organization like NSPCC depends upon physical layout, customer service and processes concerning customer service. Unique services help NSPCC to sustain its market position and develop strategies according to current needs and demands of the target audience. Given the increasing turbulence and complexity of the market place, and the rapid pace and impact of technological change, the need for a disciplined, systematic approach to the market has never been greater. Customer service and processes involve call centers and support, people's centers and live chats, etc. Physical layout involves attention to learning environments a nd attractive layout of agencies, etc. in sum, these features show that NSPCC follows marketing principle of a traditional business applying them to unique environment and purposes (McDonald and Christopher 29). The location of the customer is not strictly physical, though. In many if not most instances of service-giving, location is preponderantly psychological. Even physical location is likely to be chosen for its psychological "image" association or its easy exploitation of well-established customer habit. Successful service is always as much an entertainment
Wednesday, July 24, 2019
The Zulu Culture Research Paper Example | Topics and Well Written Essays - 2000 words
The Zulu Culture - Research Paper Example The Zulu culture is part of the Bantu society that hails from the south-west part of Africa. The Zulu have been evidenced to be in existence long before the advent of the 17th century. The culture is one of the major traditions of the South African region. The Zulu culture is intense and rich in tradition, and has been the focus of study to numerous schools of thought. The Zulu people intensely believe in three major factors of life. These factors include the importance of women in the society, the sovereignty of the ancestors, and the rituals of passage. These three factors deeply explain the Zulu culture, and their contribution to the cultural aspects of the modern world. To the Zulu, a woman’s way of life is completely different from that of the men. The woman’s special life starts right from birth and end at death. The newly born girl child is washed only with warm water only, until she attains three months of age. Female toddlers, according to the Zulu culture, are handled very gently, and with abundant love, affection, patience, and gentleness. In addition, the culture demands that the girl baby is paramount to any other thing or task. When she attains about 1 year of age, and can finally stand unaided, she is sung to by a circle of women dancers, while the elderly women clap for her. After reaching the age of three years, the women prick her ears to make six openings in her right ear, and seven in her left one (Patrick, 2008). During her child years, she is mandated to play two roles, both as a daughter, and as a sister.
Tuesday, July 23, 2019
Business Law Case Study Example | Topics and Well Written Essays - 500 words - 3
Business Law - Case Study Example (II) The federal statute to protect endangered bird species could be challenged in US District Court located in Minnesota, and the Missouri state statute about toxic-carrying vehicles could be challenged at the Circuit Court of Missouri, while the one dealing with interracial couples could be challenged at Circuit Court of Missouri (Family branch). (III) The argument against the Federal Statute to protect endangered birds would be that the State of Minnesota has not enacted any laws against using the area for construction purposes; the argument against Missouri state statutes would be that the US Constitution (which is the last legally binding documents for US citizens) doesn’t enforce such requirements. (I) Ralph can either lodge his case at Nevada Supreme Court or use the US District Court in Nevada. These two courts have the constitutional powers to hear the litigation instituted by Ralph against Drug-Free Enterprises for breaching the contractual agreement between them (Clarkson et al., 2008). (ii) Addressing the issue of jurisdiction authority, Nevada Supreme Court has the Constitutional authority to hear the case because Drug-Free Enterprises is incorporated in its jurisdiction. With similar reason, the US Constitution has statutes that handle the issue of breach of commercial contracts. And since all states in America are legally bound by the US Constitution (under the jurisdiction of the federal government), hence the US District Court in Nevada can hear this litigation against Drug-Free Enterprises (Clarkson et al., 2008). (iii) In order for Ralph to win this case, his argument must be presented strongly by invoking the statutes of the Federal Government and the state of Nevada that prohibit the act of contract-breaching. Such laws include Section 235 (2) of the Restatement Second of Contracts and comment (b) to Section 235, which states that inability to performance a contractual duty is a breach of the
Monday, July 22, 2019
Part1. Physical items Essay Example for Free
Part1. Physical items Essay Goods: Physical items produced by business organizations. Operations Management: the management of systems or processes that create goods and/or provide services Process: One or more actions that transform inputs into outputs Services: activities that provide some combination of time, location, form, and psychological value System: a set of interrelated parts that must work together. Technology: the application of scientific discoveries to the development and improvement of goods and services Operations management requires: both knowledge of the facts and how to interpret that info in order to produce and deliver Requires constant improvement: due to competition in the marketplace and advances in technology Good process design is: customer driven. What questions What type of process is best suited that will fulfill our customers needs What is the goal in selecting a supplier? To find the best product available for the best price you can The global market enables the operations manager: the flecibility to choose the most cost effective supplier Honda’s relationship with their suppliers is based on: trust Why did Hillrich Bradsby implement ERP system?: to simplify their processes When do hillrich bradsbey start their production process?: when an order is entered into the system What was the purpose of Disney’s Fast Pass?: remove the need to wait in line by using a virtual queue Measuring is an important method. Monitoring the consistency and repeatability of a process is called: statistical process control What technique does Gortac use to support continuous improvement: in manufacturing, try to be more efficient, improving quality: continuous improvement: record the days productivity numbers and compare – daily production meetings. How did ABTCO increase capacity without adding space or investing capital? : using fundamentals of operations mgmt., reorganized the manuf process to improve quality and efficiency. Closed lines producing unfrofitable products and started idle lines to fill shortages, as a result, their siding unit increased prod capacity w out adding space or capital expense.
Sunday, July 21, 2019
Learning From Interprofessional Collaboration In Practice Social Work Essay
Learning From Interprofessional Collaboration In Practice Social Work Essay Interprofessional working (IPW) in health and social care is essential for effective service provision and is a key driver of modern healthcare. In a changing and more pressured working environment, health and social care professionals need to be partners in delivering services, embracing collective accountability, be flexible and adaptable and have shared goals in integrating care around service users (Fletcher 2010a, Pollard et al, 2010). According to Tope and Thomas (2007), analysis of policies from as early as 1920 in health and social care have recommended professional collaboration, improved communication and teamwork to improve outcomes for service users. There have been similar recommendations in government policy since this time (Tope and Thomas, 2007). High profile investigations since 2000 highlight deficiencies in IPW across health and social care. Inadequate communication between professionals in cases of the Bristol Royal Infirmary Inquiry (HM Government 2001), the Victoria Climbie Inquiry Report (Laming, 2003), and The Protection of Children in England: A Progress Report (Laming, 2009) have caused nationwide concern beyond the professions and services involved, causing a frenzy of media comment and public debate. Core recommendations are for professionals to improve communication between agencies, to have an ethos based around teams and working together and to improve professional accountability. The investigations provide evidence that collaborative working can only improve outcomes and underpins the real need to find out how best to develop a work force that can work together effectively (Leathard, 1994, Anderson et al, 2006 and Weinstein et al, 2003). Policy also recommends putting service users at the forefront of care and coordinating services across the authorities, voluntary and private sector organisations (DoH, 1997, DoH, 2000a, DoH, 2000b, Doh, 2001a, DoH 2001b, DoH 2001c, DoH, 2002a, DoH, 2006, DfES, 2006, HM Government 2004, HM Government 2007). Literature suggests that IPW improvements begin in interprofessional education (IPE) (DoH 2000b, DoH 2002b, Fletcher 2010a, Freeth et al 2002, Higgs and Edwards 1999, HM Government, 2007 Reynolds 2005,). IPE has been defined as learning which occurs when two or more professions learn from and about each other to improve collaboration and quality of care (CAIPE, 1997). The need to produce practitioners who are adaptable, flexible and collaborative team workers has focused attention on IPE, which aims to reduce prejudices between professional groups by bringing them together to learn with and from each other to enhance understanding of other professional roles, practice contexts and develop the skills needed for effective teamwork (Barr et al. 2005; Hammick et al. 2009, Parsell et al, 1998). At our interprofessional conference, we worked in teams of mixed student professionals. We introduced ourselves, our disciplines and our course structures, elected a chair and a scribe and set about to complete our tasks. Cooper et al (2001) identify one of the benefits of IPE as understanding other professional roles and team working. In their study, they found evidence to suggest that early learning experiences were most beneficial to develop healthy attitudes towards IPW (Cooper et al, 2001). None of the members of my group knew what a social worker did and I explained my training and professional role to them. McPherson et al (2001) describe how a lack of knowledge of the capabilities and contributions of other professions can be a barrier to IPW. In our discussions, we talked about our preconceived ideas. Social workers were described as hippies and doctors described as arrogant. Leaviss (2000) describes IPE as being effective in combating negative stereotypes before these develop and become ingrained. Atwal (2002) suggested that a lack of understanding of different professionals roles as well as a lack of awareness of the different pressures faced by different team members could make communication and decision making problematic. The conference provided an opportunity for us to interact with each other and was conducive to making positive changes in intergroup stereotypes (Barnes et al, 2000, Carpenter et al, 2003). Barr et al (1999) describe how IPE can change attitudes and counters negative stereotyping. The role play exercise gave us an understanding of differing pressures faced by each professional. Our team worked well together, taking turns to let each other speak, listening, challenging appropriately when needed and creating our sentences by the end of the conference. I feel that our friendly and motivated characters made communication and thus teamwork easy in the group. Weber and Karman (1991) found that the ability to blend different professional viewpoints in a team is a key skill for effective IPW. Pettigrew (1998) emphasises that the ability to make friends in a group of other professionals can reduce prejudice and encourage cooperation in future IPW. We agreed that teamwork was essential to IPW and can assist in the development and promotion of interprofessional communication (Opie, 1997). We felt that IPE allowed us to teach each other while encouraging reflection on our own roles (Parsal et al, 1999). We were very clear on how we worked as a group and effective as meeting our tasks and I feel we reached the Tuckmans performing stage (Tuckman 1965). Baliey (2004) describes team members who are unable to work together to share knowledge will be ineffective in practice. Although, there is an argument that this is more likely to happen in teams where the concept of IPW is new and team members lack skills to understand the benefits of IPW or adopt new ways of working (Kenny, 2002). Being in our second year of study and having all had experience of working in an interprofessional setting, we were very motivated at the conference and in achieving our objectives. It is noted that personal commitment is important for effective IPW (Pirrie et al, 1998). We acknowledged the issue of power in our professional social hierarchies. In our role play exercise, we found that we all looked to the doctors first for management of the service users treatment and they commanded the most respect. We agreed that medicine was the most established out of all the healthcare professions (Page and Meerabeau, 2004, Hafferty and Light, 1995) and that other professions have faced challenges in establishing status (Saks, 2000). I felt this was especially relevant to social workers who have recently extended their professional training to degree status to bring it in line with other professions. Reynolds (2005) suggested that hierarchies within teams could contribute to communication difficulties; for example, where input from some of the team members were not given equal value. Leathard (1994) describes that rivalry between professional groups especially in terms of perceived seniority are a barrier to IPW. The Shipman Report (2005) noted the importance of ensuring all team members are valued, recommending less hierarchy in practice, more equality among staff, regardless of their position. We talked about valuing and respecting each others professional opinion. Irvine et al, (2002) discuss how IPW can break the monopoly of any single profession in providing sole expert care, promoting shared responsibility and accountability. We discussed understanding, supporting and respecting every individual in the workplace to promote diversity and fairness. We also concluded that institutions and differing professional pressures could be a barrier to IPW. Having previously worked in an interprofessional HIV team for Swansea NHS Trust, I found that team members were given priorities from their managers which impacted on their availability to attend team meetings. Wilson and Pirrie (2000) suggest that a barrier to IPW can be a lack of support from managers and the workplace structure. Drinka et al (1996) describe how during times of work related stress, individuals can withdraw from IPW. We acknowledged that institutional support would be essential to effective IPW. Dalrymple and Burke (2006) discuss that different professionals have different priorities, values, pressures and constraints, obligations and expectations which can lead to tension, mistrust and go on to cause to discriminatory and oppressive practice in IPW. In light of the above learning, we all felt that IPW had occurred naturally in our first year placements, where it was considered the norm in our working environments and where the concept was understood and encouraged. The conference had highlighted some of the barriers to IPW and we will take this knowledge into our practice settings. Word Count 1348 Section 2 How would you take what you have learnt about IP working into practice? The conference highlighted some key issues about IPW that I will take into practice. One of the most significant developments in health and social care policy in recent years has been the move away from the professional being the expert with the power and knowledge to the patient centred care with professionals applying their knowledge to the needs and rights of the service user (Barrett et al, 2005). The social model of care identities issues of power in the traditional medical model approach to care and looks at how dependency on the professional can be a side effect of the helping relationship and be disempowering for service users (Shakespeare, 2000). Informing, consulting with and incorporating the views of service users and carers is critical to effective interagency interprofessional practise. There is a drive in recent policy for service users and carers to be engaged in service provision and the recent white paper Liberating the NHS (HM Government, 2010a), calls for more aut onomy for service users, making them more accountable through choice, being able to access services that are transparent, fair and promote power and control over decisions made. Nothing about me without me ( HM Government, 2010a, page 13) is a commitment that will shift power from professionals to service users, a huge change in current culture. The service user is the central vision, a team member involved in decisions made about their care, transforming the NHS to deliver better joined up services, partnerships and productivity (HM Government, 2010) My learning has reiterated the importance of service user involvement and I have reflected on ways to implement this in practice. In previous employment, I helped to run a patient public involvement group at the HIV service, Swansea NHS Trust. This enabled service users to give feedback and make suggestions for improvements (i.e. having evening nurse led clinics, introducing the home delivery of medication). In my experience, service users were actively involved in shaping services in their communities and it was very successful. In my practice, I will continue to value the service user as part of the interprofessional team as well as encourage this practice in my places of employment. In my placement at a supported housing charity for young mothers, ways to achieve service user involvement were being introduced. One of my roles was to carry out a questionnaire with the aim of getting feedback and empowering the service users. Reflecting on this, I can now see how valuable this exerc ise was and I will continue to see the value in gaining service user feedback and always aim to do this in practice. I discussed this with my group and this added to our learning. Informal unpaid carers, the voluntary and private sector are also essential team players and the value of their contribution is being acknowledged increasingly as the success of an interprofessional workforce (Tope and Thomas 2007). In my role within the HIV service, Swansea NHS Trust, I coordinated an interprofessional team and ran a support group for African women living with or affected by HIV in conjunction with social services and the Terrence Higgins Trust. I understand the value that the third sector organisations can be for service users, often filling gaps in statutory services. The Terrence Higgins Trust were able to provide funding for activities as well as support sessions, training opportunities and counselling. Social Care Institute for excellence (2010) in a response to the white paper, Liberating the NHS (HM Government, 2010a) discuss how around 90% of direct social care services are delivered in the private and voluntary sector. The Joseph Rowntree Foundation, a soci al policy research and development charity, discuss that the state is withdrawing from many welfare functions and increasingly relying on the voluntary sector to fill gaps in care (Joseph Rowntree Foundation, 1996). The recent strategy document, Building a Stronger Civil Society (HM Government, 2010b) discusses how integration with the voluntary sector will be essential to meet the challenges faced by the health and social care provision. The report focuses on our society being able to access wider sources of support and encourage better public sector partnerships, shifting the power from elites to local communities. The government are also keen to support and strengthen the sector and promote citizen and community action (HM Government, 2010b) . My learning has made me aware that future teams will include professionals across all sectors and communication with these sectors will be essential to our professional roles. Working with the voluntary and private sector as well as statutory services, will require skills to acknowledge different agencies focus on care. Petrie (1976) acknowledges that each profession holds a direct focus to care and it can be challenging to communicate. Laming (2003) called for the training bodies for people working in medicine, nursing, housing, schools, the police etc to demonstrate effective joint working in their training. I feel that it would be useful in the future to incorporate more of these professional groups in IPE conference. Fletcher (2010a) discussed how he would hope this could be achieved in future IPW programmes at UWE. I feel that the addition of these extra professions would really add to the learning. Fletcher (2010b) discusses the central dilemma in ethics between health and social care professionals about having a different focus and the best angle for patient care. These value differences can cause conflict (Mariano, 1999). I feel, in practice, it will be important to take time to find out what each agency/ professional does and I will always remember that in IPW, we have a common goal providing a good service for the service user. Leathard (2003) identities that what people have in common is more important than difference, as professionals acknowledge the value of sharing knowledge and expertise. In my practice, I will uphold professional responsibility and personal conduct to facilitate respect in IPW. Carr (1999) explained that the professional has to be someone who possesses, in addition to theoretical or technical expertise, a range of distinctly moral attitudes and values designed to elevate the interest and needs of service user above self interest. According to Davis and Elliston (1986), each professional field has social responsibilities within it and no one can be professional unless he or she obtains a social sensibility. Therefore, each profession must seek its own form of social good as unless there is social sensibility, professionals cannot perform their social roles (Davis Elliston, 1986). The conference highlighted the benefits of professional codes of ethics, setting of standards for our professional work, providing guidance as to our responsibilities and obligations and obtaining the status and legitimacy of professionals (Bibby, 1998). I feel that is in im portant to always uphold our values and ethics to create respect in our communities and with this comes respecting each others roles. I believe that shared values will underpin this in practice. Darlymple and Burke (2006) discuss that we have a shared concern that the work we do makes society fairer in some small way and we have a commitment to social justice. I feel that IPE has facilitated respect and mutual understanding across our professions. It has made me aware of the importance of professional development, about how we are part of the wider team of health and social care services and how our common values can underpin effective partnership working. It reinforces that collaboration is required as not one profession alone can meet all of a services (Irvine et al. 2002). My social work degree is a combination of theory and practical learning. It is through combining this learning and by reflecting on my experiences throughout the course, that will set my knowledge base, allow me to relate theory to practice, allow me to test my ideas and thinking while identifying areas that need further research becoming a reflective practitioner (Rolfe Gardner, 2006 and Schon, 1983). As a group we discussed that there we all value continued professional development, reflection and awareness and personal responsibility for our learning (Bankert and Kozel 2005). It is this that we agreed we would carry forward as we start our working careers. Word count 1352 Section 3 References Anderson, E., Manek, N., Davidson, A. (2006) Evaluation of a model for maximising interprofessional education in an acute hospital. Journal of Interprofessional Care 2 182-194 Atawl A (2002) A world apart: how occupational therapists, nurses and care managers perceive each other in acute care. British Journal of Occupational Therapy, 65(10) 446-452 Bailey, D. 2004. The Contribution of Work-based Supervision to Interprofessional Learning on a Masters Programme in Community Mental Health. Active Learning in Higher Education 5(3): 263-278 Bankert, E., G. And Kozel, V,.V (2005) Transforming pedagogy in nursing education: a caring learning environment for adult students. 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DoH (Department of Health) (2006) Our health, our care, our say: A new direction for community services, London Drinka, T.J.K., Miller, T.F. and Goodman, B.M. (1996) Characterizing motivational styles of professionals who work on interdisciplinary healthcare teams. Journal of Interprofessional Care 10 (1) 51-62 Fletcher, I. (2010a) Interprofessional Education, Origins, rationale and outcomes. UWE Bristol, IPE Level 2 Conference. Fletcher, I. (2010b) Ethics and Interprofesisonal Education, UWE Bristol, IPE Level 2 Conference Freeth, D., Hammick, M., Koppel, I, Reeves, S and Barr, H. (2002) A critical review of evaluations of interprofessional education. London: Higher Education Academy. Hafferty, F. and Light, D (1995) Professional dynamics and the changing nature of medical work. Journal of Health and Social Behaviour, 35. Extra Issue: forty years of medical sociology: the state of the art and directions for the future, 132-153 Hammick M, Freeth, D, Goodsman D, Copperman J. (2009) Being interprofessional. UK: Polity Press Higgs, J. and Edwards, H. (1999) Educating beginning practitioners: challenges for health professional education. Oxford: Butterworth-Heinemann  HM Government (2001) Learning from Bristol: the report of the public inquiry into childrens heart surgery at the Bristol Royal Infirmary 1984 -1995. London: HMSO http://www.bristol-inquiry.org.uk/final_report/report/index.htm (accessed 06/10/10) HM Government (2004) Every Child Matters: Change for Children 2004. London: HMSO http://www.opsi.gov.uk/Acts/acts2004/ukpga_20040031_en_1 accessed 05/10/10  HM Government (2007) Creating an Interprofessional Workforce: An education and Training Framework for Health and Social care in England. London: HMSO http://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/documents/digitalasset/dh_078442.pdf (accessed 20/10/10) HM Government (2010a) Liberating the NHS Crown Copyright http://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/@dh/@en/documents/digitalasset/dh_117705.pdf (Accessed 07/10/10) HM Government (2010b) Building a stronger civil society: A strategy for voluntary and community groups, charities and social enterprises. Crown Copyright. http://www.cabinetoffice.gov.uk/media/426261/building-stronger-civil-society.pdf (accessed 15/10/10) Irvine, R., Kerridge, I., McPhee, J and Freeman, . (2002) Interprofessionalism and ethics consensus or clash of cultures? Journal of Interprofessional Care, 16:3, 199-210 Kenny G (2002) Inter-professional working: opportunities and challenges Nursing Standard 17(6): 33-35Dalrymple, J., Burke, B. (2006) Anti- Oppressive Practice: Social Care and the Law Berkshire: Open University Press. Laming, (2003) The Victoria Climbie enquiry: a report on the inquiry by Lord Laming. HMSO. London http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_4008654 (accessed 20/10/10) Laming, Lord (2009) The protection of Children in England: A progress Report. Norwich: HMSO Leathard,A. 1994, Going inter-professional: Working together for health and welfare, Routledge London and New York Leaviss, J. (2000) Exploring the perceived effect of an undergraduate multiprofessional educational intervention. Medical Education, 34 (6): 483-486 Mariano, C (1999) The case for interdisciplinary collaboration, Nurse Outlook, 37 (6), 285-288 McPherson, K., Headrock, L and Moss, F (2001) Working and learning together: good quality care depends on it, but how can we achieve it?. Quality in Health Care no.10 Supplement II 46-53 Opie, A. (1997) Thinking teams thinking clients: Issues of discourse and representation in the work of health care teams. Sociology of Health and Illness, 19, 259-280. Page, S. and Meerabeau, L. (2004) Hierarchies of evidence and hierarchies of education: reflections on a multiprofessional education initiative. Learning in Health and Social Care 3 (3) 118-218 Parsell, G., Spalding, R., Bligh, J. (1998). Shared goals, shared learning: Evaluation of a multiprofessional course for undergraduate students. Medical Education, 32, 304-311. Petrie, H. G. (1976) Do you see what I see? The epistemology of interdisciplinary inquiry. Educational Researcher. February, 9-15 Pettigrew, T. (1998). Intergroup contact theory. Annual Review of Psychology, 49, 65-85 Pirrie, A., Wilson, V., Elsegood, J, Hall, J, Hamilton, S, Harden, R, Ledd, D and Stead, J (1998) Evaluating multidisciplinary education in health care. Edinburgh SCRE Pollard, K. C., Thomas, J. and Miers, M (eds) (2010) Understanding Interprofessional Working in Health and Social Car, theory and practice. Basingstoke: Palgrave Macmillan Reynolds F (2005) Communication and clinical effectiveness in rehabilitation. Edinburgh: Elsevier Butterworth-Heinmann Rolfe, G. and Gardner, L. (2006) Do not ask who I am confession, emancipation and (self)-management through reflection. Journal of Nursing Management. 14 593-600 Saks, M. (2000) Professionalism and Health Care. In C. Davies, L. Findlay, A. Bullman (Eds.), Changing Practice in Health and Social Care. London. Sage SCIE (Social Care Institute of Excellence) (2010) response to Liberating the NHS White Paper and associated consultation papers. http://www.scie.org.uk/news/nhswhitepaper.asp Accessed 20/10/10 Schà ¶n D (1983) The reflective practitioner. Basic Books: New York Shakespeare, T (2000) Help. Birmingham, Venture Press. The Joseph Rowntree Foundation (1996) The future of the voluntary sector. 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Weinstein, J. et al, 2003, Collaboration in Social Work Practice, Jessica Kingsley Publishers
The Barriers To Communication
The Barriers To Communication While there are many subtleties to communication between people with some basic skills can actually help you to be even effective communicator. On this assignment we will explore barriers to listening and strategies for effective listening, Barriers to accurate perception and barriers to effective verbal communication and strategies for accurate perception and lastly strategies for effective verbal communication. Listening may not seem like a complicated process when someone speaks you listen. As you are ready to receive the information and being communicated you are likely not actually realizing that you are decoding the dialogue or interpreting it Barriers to Communication If noise is whatever interferes with communication between sender and receiver (and vice versa), its important to understand what causes noise-what are the main barriers to communication. There are three main types of barriers: external, internal, and semantic. à ¢Ã¢â€š ¬Ã‚ ¢ External barriers to communications include environmental and visual distractions. Suppose you are listening to your professor and suddenly you see your favorite movie star walk by in the hallway. Do you think you would hear and understand everything your professor was saying at that moment? Or maybe youre on a date and having a hard time hearing what your companion is saying because of the racket in the restaurant. à ¢Ã¢â€š ¬Ã‚ ¢ Internal barriers come from within the receiver. They include not paying attention or not listening, boredom, and lack of interest. If a student is sitting in class daydreaming instead of listening to the instructor, for example, how much communication is taking place? à ¢Ã¢â€š ¬Ã‚ ¢ Semantic barriers come from differences in language, education, and culture. Obviously if the sender is speaking in English and the receiver doesnt understand English, theres a problem. But even if the sender and receiver speak English, they may not speak the same dialect. The words they use may not mean the same thing. If you order a soda in Washington, DC, for example, youll get a soft drink. If you order a soda in Detroit, youll get a drink made of soda water and flavored syrup with ice cream floating in it. If youre from the United States and youre speaking to a Scot from Glasgow, you may have a hard time simply understanding his Pronunciation. And your accent may be incomprehensible to him! Four Steps to Effective Interpersonal Communication If you are the sender, its your job to find ways to penetrate the noise that prevents clear communication. Following these four steps in your communication will help you do so: 1. Focus your message 2. Magnify the listeners attention 3. Penetrate barriers 4. Listen actively. Focus Your Message Focusing your message means planning before you speak. Think carefully about what you want to say and how you want to say it. Decide what your goal is: to inform, to persuade, to direct, or to do something else. Be sure you understand who your audience is so you understand where the audience is coming from as it receives your message. Make sure your message is specific and concise. Get to the point; dont be diverted into side issues. Present your message politely, and be objective-state all sides positions fairly before arguing your own. (If the listener perceives that you are biased, this itself can become an important barrier to communication.) Magnify the Listeners Attention Ask yourself: Why should my listener care about what I have to say? You must create interest-make your message relevant to the listener. If your instructor suddenly announces that something will be on your next exam, youre more likely to pay attention. If you announce that what youre about to say will save your listeners money, youre likely to grab their attention. Find something in your message that your listener can relate to and make sure you highlight that. Make it clear that your message is important. For example, if you suddenly announce that What Im about to say could save your life, before you discuss a crucial safety issue, youll grab the listeners interest. But your ideas must really be important. Simply declaring that they are wont do it-you must persuade the audience through the clarity and logic of your arguments and your evidence that your message really is significant. Again, think about your message from the audiences perspective instead of your own. This means knowing your audience. Deliver your message so that it naturally draws your listeners attention. Penetrate Barriers One serious barrier to clear communication is vagueness. If you say, There was a fire downtown last night, you have communicated little. If you say, however, Twenty fire trucks from three different towns fought an inferno last night that destroyed an entire city block, including a fireworks factory, your concrete description has communicated a good deal more. The listener now understands that youre talking about a major disaster, not a fire in a trash can. Your concrete description helps the listener create a mental picture, or visualize the blaze.
Saturday, July 20, 2019
Differences in the Male and Female Brain Essays -- Compare Contrast Ne
Differences in the Male and Female Brain It is proven that the male and female brains differ, but can one prove that it affects the behavior? Many scientists would agree that ones behavior is determined by his/her gender. Although others are convinced that social conditioning is the cause for the differences between the male and female, it is very unlikely that biological differences play no role in behavior. The male and female brains differ not only by how they work, but also on the size. For example, Natalie Angier and Kenneth Chang, neuroscientists, have shown that the women’s brain is about 10 percent smaller than the male’s, on average, even after accounting for women’s comparatively smaller body size. Three brain differences that affect ones behavior are the limbic size, the corpus collosum size, and the amount of gray and white matter. Current research has demonstrated that females, on average, have a larger deep limbic system than males. Due to the larger limbic brain, woman are more in touch with their feelings, they are generally better to express their feelings than men (â€Å"Male-Female Brain Differences†). Women are the primary care takers for children because of their strong ability to be connected and bond well with others. Containing a larger limbic system also leaves a female more likely to become depressed. As stated in â€Å"Male-Female Difference†, women attempt suicide three times more than men, but men actually succeed three times more than women. This h...
Friday, July 19, 2019
Free Essays - Nuts that are not Nuts in A Book of Showings :: Book of Showings Essays
Analysis of Nuts Which Are Not Nuts in A Book of Showings  Note: Because of the specific nature of the text, I thought it might be useful to attach the whole of it on the cover page for perusal at leisure if you so desire. Below is the text from the Norton Anthology of English Literature (p. 295), and under that the assumptions I make in reading the text. The former is directly from the book, and as it is all on one page, I will refrain from noting that page every time I reference the text. If you wish examples, everything is below and will be treated as my point of reference in all situations. The latter are important so that I don't have to cover them in the body of the essay, as they are generally logical assumptions gleaned from the reading which I don't have the space to spend time explaining. They may be referenced for the proof, however.   And in this he showed a little thing, the quantity of an hazelnut, lying in the palm of my hand, as me seemed, and it was as round as a ball. I looked thereon with the eye of my understanding, and thought: What may this be? And it was answered generally thus: It is all that is made. I marvelled how it might last, for me thought it might suddenly have fallen to nought for littleness. And I was answered in my understanding: It lasteth and ever shall, for God loveth it; and so hath all thing being by the love of God.  In this little thing I saw three properties. The first is that God made it, the second that God loveth it, the third that God keepeth it. But what beheld I therein? Verily, the maker, the keeper, the lover. For till I am substantially united to him I may never have full rest ne very bliss; that is to say that I be so fastened to him that there be right nought that is made between my God and me.  This little thing that is made, me thought it might have fallen to nought for littleness. Of this needeth us to have knowledge, that us liketh nought all thing that is made, for to love and have God that is unmade. For this is the cause why we be not all in case of heart and of soul, for we seek here rest in this thing that is so little, where no rest is in, and we know not our God, that is almighty, all wise and all good, for he is very rest. Free Essays - Nuts that are not Nuts in A Book of Showings :: Book of Showings Essays Analysis of Nuts Which Are Not Nuts in A Book of Showings  Note: Because of the specific nature of the text, I thought it might be useful to attach the whole of it on the cover page for perusal at leisure if you so desire. Below is the text from the Norton Anthology of English Literature (p. 295), and under that the assumptions I make in reading the text. The former is directly from the book, and as it is all on one page, I will refrain from noting that page every time I reference the text. If you wish examples, everything is below and will be treated as my point of reference in all situations. The latter are important so that I don't have to cover them in the body of the essay, as they are generally logical assumptions gleaned from the reading which I don't have the space to spend time explaining. They may be referenced for the proof, however.   And in this he showed a little thing, the quantity of an hazelnut, lying in the palm of my hand, as me seemed, and it was as round as a ball. I looked thereon with the eye of my understanding, and thought: What may this be? And it was answered generally thus: It is all that is made. I marvelled how it might last, for me thought it might suddenly have fallen to nought for littleness. And I was answered in my understanding: It lasteth and ever shall, for God loveth it; and so hath all thing being by the love of God.  In this little thing I saw three properties. The first is that God made it, the second that God loveth it, the third that God keepeth it. But what beheld I therein? Verily, the maker, the keeper, the lover. For till I am substantially united to him I may never have full rest ne very bliss; that is to say that I be so fastened to him that there be right nought that is made between my God and me.  This little thing that is made, me thought it might have fallen to nought for littleness. Of this needeth us to have knowledge, that us liketh nought all thing that is made, for to love and have God that is unmade. For this is the cause why we be not all in case of heart and of soul, for we seek here rest in this thing that is so little, where no rest is in, and we know not our God, that is almighty, all wise and all good, for he is very rest.
The Benefits of Legalizing Marijuana Essay -- argumentative essays
The Topic of Legalizing Marijuana has been a very conversational argumentative issue in the American society; moreover in the American politics today. There are many good arguments on why Marijuana should be Legalize and my argument is based on facts and supporting details to prove why Marijuana should be legalize. The Legalization of Marijuana would be profitable to our government and economy, according to Evan Wood who is the founder of the International Centre for Science in Drug Policy; The U.S taxpayers have spent an estimated $2.5 trillion on the war on drugs. The Legalization of Marijuana would have a medical use, and also useful in some religions; after all Legalizing Marijuana would eliminate the cost of keeping Marijuana illegal which cost the U.S government in excess of billions annually. The Legalization of Marijuana has been an ongoing battle for many years, it’s time to decriminalize Marijuana and Legalize it. Marijuana Composition is very complex and it has numerous Physiological effects and, it also has a potential wealth of health benefits. The Legalization of Marijuana, which is a Schedule I drug. Marijuana is the most illicit drug used in the United States. Doctors and Scientists have confirmed that the effects of Marijuana are short term and it also has been proven that it is less harmful than Alcohol. Marijuana should be legalize because of it Medical use, and Religion use, Legalizing Marijuana would also generate billions of dollars in revenues and taxes for the U.S government; whereas prohibiting Marijuana would cost tax payers billions of dollars every year. Marijuana has a Medical use, which people with certain health problems can benefit from if Marijuana is legalize. Marijuana can be used as a medicin... ...s proven to have medical usage and is far less dangerous than most drugs which are Legal, such as Tobacco and Alcohol. Individually people should have the right to decide whether or not they want to use Marijuana, excluding minors. In conclusion The Legalization of Marijuana would benefit the U.S government and it would be more effective in controlling the drug usage. The prohibition of Marijuana has only been costing taxpayers billions of dollars every year and it hasn’t benefited the Economy. The Education and treatment would be the effective way to address Marijuana problems, whereas The Legalization of Marijuana would benefit and boost our economy especially during this economic recession; therefore the Legalization of Marijuana may be the beginning United States Economy re-form; due to the fact that Marijuana Legalization would help subsidize our Economy.
Thursday, July 18, 2019
Melodrama in British Cinema Essay
In studying melodrama as a genre we can note that this term has a link to cinematic â€Å"realism†. The term realism is used by many writers as a basis to which other cinematic forms can be compared or contrasted. This also includes melodrama. Moreover, what may constitute realism is somewhat recognizably associated to its historical background. Hollywood refers to it is ‘relationship films’. One can define cinematic realism as being the presentation of â€Å"a coherent reality in which individual identity is clear and in which characters’ actions are goal-oriented, motivating a formulaic plot pattern.†(Byars 1991: 107) Moreover, this coherence is aimed at creating an image of [clearness], with the intention of presenting film not as a constructed product, but as a believable recording of things are (ibid. : 27) This type of mood in British film was shown in wartime productions. Christine Gledhill, in her prominent book Home is Where the Hear is (1987), establishes the link between melodrama and the bourgeois revolutions during the 18th century. Primarily, the plays were meant to entertain the aristocrat elite as manifested in their defined dialogue that portrays the standards and ideas of the upper class. Soon after, their has been a growing urban audience, categorized by the ‘middle class’ including the industrial working-class, who equally insisted on the same amount of entertainment which later paved the way to the realization of ‘folk’ art and other popular traditions such as â€Å"dumb show, pantomime, harlequinade, ballets, spectacles, acrobatics, clowning, busking, the exhibition of animals and freaks, and, above all, musical accompaniment and song†(Glendhill 1987) Antonia Lant, a renowned writer for Women’s roles in Cinema, once stated that modern-day critics advocate British cinema improved and made use of a new form of realism in order to â€Å"produce films without false emotion or sentimental heroics†(1991: 14). He further suggested that there has been a widespread perception that British thoughts and ideas could be expressed and represented only by realism (ibid. : 34)Melodrama has been an important subject for film and media studies since it deals primarily with ‘popular culture’. This focus on what is popular suited the theme of the film against more traditional academic views of ‘high culture’. This is also associated more with the feminine rather than masculine issues. That is why the term â€Å"melodramatic†is often used in abusive form for it may relate to a dramatic movie scene or behaviour in real life. The discussion of this genre’s relation with women will be further discussed in this write-up. Melodrama deal mainly with emotional conflict, much of it focused around family and sexual relationships. Since most of the elements of melodrama are presented in almost all cinematic genres, melodrama as a stand-out type of cinema is quite hard to define in precision and accuracy. To understand this fully, it can be divided into several sub-genres. Raymond Henry Williams, a Welsh academic, novelist and critic, classifies melodrama within the genre; the â€Å"earlier and always numerically common ‘costume epic’, people by pirates, bandits, soldiers, and ‘historical’ figures of all kinds†(1983: 16). Conversely, family melodrama and romance are sub-genres that can be considered in these films. The emblematic forms of this type of drama have been the issue in the analysis and understanding of film studies. In some aspect, this is because of the feminist criticism to ‘reclaim’ the area of ‘women films’ which was once neglected and given less emphasis. The reproachful usage of that term among the male-dominated ‘critical brotherhood’ which Haskell states refers to â€Å"a term used by primarily male academia, it infers that women’s experience and emotions are â€Å"of minor significance††(1987: 154). The perspective that the body of melodrama solely focuses on the experience and intended for an audience of women has strongly been discounted in within the patriarchal set-up. Further to note that this type of genre which is intended for female audience is of significance to various writers. One of the major concerns â€Å"is whether the films expose the contradictions of masculinity, dominant male society (Gledhill 1987: 10) and women’s roles and places in the society, or if â€Å"they merely reinforce the dominant ideology†(Lehman 1980: 2.) Byars points out that the â€Å"struggle over [the production of] gender films†must be evaluated; it is not solely a way of showing discourse to the dominant ideology or its creation with the influential patriarchal system, â€Å"serving solely to reinforce patriarchal patterns†(1991: 6). With this, it can be said that gender in all common understanding is an area of discussion, not merely perceiving it as either conforming or deviating to dominant ideological standpoints. Melodrama â€Å"provides a significant index to cultural aspirations, dreams, and fantasies†(Landy 1991: 189) especially shown in the films made by Gainsborough, a British film studio, where it is noted that they particularly â€Å"constitute a unique contribution to women’s representation†further stating that they also â€Å"touched on everyday conflicts concerning women’s experience†(ibid. : 195). Writer and researcher Marcia Landy also expressed on the manner with which â€Å"the form of the melodrama costume allows the expression of ideas that could not otherwise be raised in a cinema context. †(1991: 196) In a quote she made from Harper that says that the films’ â€Å"popularity can be in part explained by their representation of a female sexuality denied expression through conventional social forms and signifying systems†(Landy 1991: 196). Landy is noted for her work that discusses about historical films, films of empire, war films, melodrama, comedy, science fiction and social problem films; and changing attitudes towards class, national identity, sexuality, and gender (Princeton University Press). Although the portrayal of women in the movies are those that involved â€Å"rebellious females,†â€Å"conflicts over class and status, and, above all, the quest of the female characters for adventure†(Landy 1991: 196); it is also in these films that women are seen to be divided and bear clashes with one another. On the other hand, Landy generalizes that the men are oftentimes portrayed as antagonistic, cruel, or domineering. Women in Britain during those times were faced with various environmental factors that somehow contributed to the inspiration of the melodramatic films. Such factors are the employment of women where they were engaged in occupations ranging from factory and white-collar work (Bruley 1999: 101-102). Also, there has been some suggestions that although women did not gain a simplistic â€Å"liberation as a result of this work, a greater degree of liberation was achieved (ibid. : 93). Writer, Sue Bruley, further asserts that during this period sexuality became much more evident. Divorce was also an important issue; the hardships in this historical perspective suggested that women felt â€Å"a kind of yearning, a moment when [they] were desirous of greater freedom†(1996: 91) but unfortunately unable to satisfy. â€Å"There was however a large rise in the divorce rate at the end of the war†(Summerfield 1995: 314). European melodrama is concerned with expressing the struggles involving class, race, and gender issues. Melodrama has always appealed to the broad and diverse audiences, extending from the lower classes to all sectors of the middle class, and other times even the members of the aristocracy. On the contrary, as Sergej Baluchatyj implies, it invariably works with â€Å"any group of spectators whose hearts are open to such affecting emotional experience. †(Baluchatyj:00) He further adds, that such primitive spectators, constitute an extremely broad group, even their range of emotions is limited. Due to its wholesome aesthetic appeal as well as its origins in the â€Å"illegitimate†theater of post revolutionary France, melodrama is widely considered an inherent democratic genre (Gledhill 1987). Melodrama served as the genre of choice of the historical voiceless and with that has been the tool used to discuss problems involving class conflicts. It was also a diversion to the people to be entertained despite the chaos such as the economic problems of the Depression and other social conflicts. Like class, race, and ethnicity, gender also played role in the establishment of melodrama as a genre. Although it is said that melodrama must not often be related to a woman genre, but the centrality of emotion and feeling as shown for moral value continue to tie melodrama to the feminine realm. We may then be able to conclude that melodrama can be perceived as a genre vulnerable to breaking codes – not only of gender or sexual orientation, but also of ethnicity and social class. This has served as way for women to freely express emotions that are not privileged for the male counterpart. In conclusion, the decline of British melodrama has affected women in the sense that their once dominated genre no longer became the avenue where they can portray their dreams and aspirations. The statement of Landy suggested that the films were able to function as escapism; however they can still capture the â€Å"everyday conflicts concerning women’s experiences†(1991: 195). One major criterion of melodrama is on how the twist of the story and the ending would go. For the American cinema it revolves around a ‘happy ending’ in comparison to Europeans who are perceived to be ‘over sentimental’. The Japanese and Chinese melodrama projects their strict codes of honor and with the inevitability of defeat and destruction, in contrast to the ‘bittersweet’ taste of the Austrian stories. In Britain, however, there seem to be some ‘repressed emotion’ that lead to a sudden outburst from the usual restrained characters. But in the most basic level, melodrama is mainly concerned with only two features: expressive style, and concern in personal relationships. Melodrama is further considered as a form of facilitating the recognition of contemporary issues in most of their films. Overall, Landy’s other statement says that the narratives involved conflicts over class, status, and above all, the quest of the female characters for adventure (ibid. : 196). The melodrama films encompass conflicts on status, gender, and other social issues and thus this is a way of viewing the events in ones life through film. The dominant feeling of feeling of earlier times that marriage is more of exploitation than equality is very well represented in the melodramatic films that in some way they acquired the feeling of vindication just by knowing that filmmakers understand their predicament. To show that marriage is a thing to be escaped from, and avoided by the inexperienced. This movie theme can be perceived as link to the present discourse of divorce and the probability of women to gain independence. At that time British women are not privileged of a vote. Once they get married, their legal personalities were assumed into that of their husbands. Not many received education, and they were discriminated against and were underpaid in their workplace. All these contributed to the longing of wanting to be heard. Ironically in some cases, the show of emotions is restricted while they go about their daily lives. The cinema is then a way for all of these to surface. The culminating emotion that is normally felt in melodramatic movies is the one with a happy-ending especially to the romance narrative, wherein women are given the hope to strive for another day. It is not always hardships that they experience during those times, but since there is a great divide between the places of women and men in the society that these movies provided a channel for women to relay their circumstances. In some extent, these types of movies go beyond entertainment. They also played a role in the shaping of ones culture.
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