Condorcet Essays - Philosophes, Girondists, Marquis De Condorcet

Condorcet Marie Jean Antoine Nicolas de Caritat, better known as Marquis de Condorcet, was born in Ribemont, Paris. He studied at Jesuit schools and the college de Navarre and later became a French philosppher, political leader, and mathmatician. He published a book titled Essai sur le calcul integral and in 1769 he was elected to the Academie des Sciences. He was very fasinated by probality and the philosophy of mathematics and this is where most of his famous work evolved from. He wrote Essay on the Application of Analysis to the Probabilty Majority Decisions which was very important work in the development of probablity. Condorcet was very opposed to the church and to show his opinions on this he wrote Vie de M Turgot and Vie de Voltaire. Both of these works showed how he agreed with the economic ideas of Turgot and the ideas of Voltaire, who was also opposed to the church. He is most known for his method for electing people in single-seat elections. His method Marquis de Condorcet became involved in politics and was in great favor of the French Revolution. He became the president of the Legislative Assembly. During the revolution he fled due to his strong disagreement with the Girondists. While he was hiding he wrote Esquisse d'un tableau historique des progres de l'esprit humain. He used nine stages to show the progress of the human race. He also showed another stage which showed the human perfection can be established with the help of education. He was soon discovered and was found dead the following day.

Elements Of Drama Essay Example

Elements Of Drama Essay Example Elements Of Drama Essay Elements Of Drama Essay Elements Of Drama The dictionary definition of Drama is the activity of acting, or simply a play for theatre, the elements however that make up this intricate and diverse art form are far more complex than the concluding definition. The elements of Drama are essentially building blocks that culminate in the finality of this wholesome, rigorous activity. A simple way to understand a form as complex as Drama, Is to look at It as a physical project, Like building a house. The first and most Important element Is the theme of the Drama. The main, starting Idea, the whole motive behind the play, the realization of what you want your audiences to feel and experience and what you want to produce. The theme can be looked at as basic criteria that you would have for your dream house, the kind of view that you want, the amount of land, the locality, basically the first steps in narrowing down on a concrete idea for what you want. The next logical step in terms of getting a house is buying a plot of land, and the next logical element of Drama is the plot as well. The plot is an outline of the course of events, its always in the present but can also include a flashback. The plot is the entire narration, the occurrences that bring out the theme, and comprise the whole story. Once you have your plot of land, you start building the structure of your house. Similarly, the next element of Drama is the structure of the play, which comprises of the beginning, the exposition or the middle, which spills into the transition, or the ending, which inevitably results in some kind of resolution. Once the house is ready, people move in and make the house a home; they infuse it with their energy, relationships, conflicts and personality. Like this, you must inject in characters and legislations to the structure to carry the plot forward. These characters can be realistic or imaginative or abstract. These characters are tools with which the drama Is presented, the plot played out and the theme revealed. Another tool that Is essential in Drama is the use of language. The language in a play is a form of expression, a direct confirmation for the direction that the plot is headed. The language can be symbolic; It must always give perspective and can even Incorporate Imagery. The language also has a tendency to spill Into a fragmented form, and almost always as some sort of a texture, which basically translates Into the overall feel of the characters and setting. This Is where sound value comes In, It Is Important to note that dictionary words have sound value too, even silence does, and It communicates the intellectual meaning of the word, or the sound in accordance to the feeling. For example, the word rough will still have the same sound value even if its said angrily or lovingly. Theatricality is created through conflict, without any conflict, the storyline will be static, the theme wont get across and it wont have any impact on the audience. Conflict is essential in drama, as it results in theatricality, the ups and downs in the storyline creates interest and is needed to establish the purpose of the play. Examples of conflict can vary from conflicts between two or more people, groups of people or even conflict within oneself, as in the character. The arousal of conflict generates suspense about the outcome of the conflict, which in turn helps the structure make sense and come together. The concluding and most practical aspect of Drama is the feasibility of the play. This takes into account the target audience, the recitalists, the objective or even the kind of actors that are required for the execution of the play. This aspect of Drama takes into consideration the technical and practical aspects of the play in terms of the requirements for its execution. In conclusion, all afore mentioned elements of Drama are instrumental in the becoming any play and provide a stable foundation for theatre productions to thrive on. Drama is a complex, diverse and wholesome form of expression, but there is a method behind its madness, a criteria and a process that validates or appreciates the dramaturgy of plays. By: Janis Kapok

Financial strategy Essay Example | Topics and Well Written Essays - 2500 words

Financial strategy - Essay Example The above table provides a detailed outlook of the key financial ratios of the two firms in year 2009 and reflects the individual performance of each firm in the retail industry. It is critical to understand that the choice of Next Plc as the closes competitor of M&S is because of the fact that both the firms are in retail clothing industry. Though M&S offer other services such as food and financial services however, its main business always remained the sale of clothing. Similarly, Next Plc is also a retail clothing giant in UK industry and as such the comparison between the two makes sense due to relative similarities between the two entities. M&S is one of the leading retail chains in the World with more than 100 years of history of success. However, the recent performance of the firm indicates that all may not be good and future may further impair the capability of the firm to generate the consistent profitability and value for its shareholders. A brief look at the recent financial performance of the firm indicates that the profitability has drastically declined in 2009 by almost 4% as compared to year 2008. Similarly, return on equity has further declined to a level where it may not be able to support the overall expectations of the stock markets to sustain the current market prices of the shares. What is also significant to note that the firm’s asset management, leverage as well as interest coverage has further declined to a level where it may further hamper the future growth of the firm? Similarly, the performance of Next Plc, one of the leading competitors of the firm is also not satisfactory due to the current financial meltdown experienced by the firms in general. Various ratios indicate that Next Plc performed better as compared to M&S. The data shown in question 1 indicate that the overall performance of Next Plc is far superior to the performance of M&S. The five year’s data indicate that the liquidity ratios

Mayos Theory of Management Coursework Example | Topics and Well Written Essays - 500 words

Mayos Theory of Management - Coursework Example At present, ethical issues have evolved as an essential component of corporate responsibility that business houses are not allowed to avoid (Conjecture Corporation, 2011). Mayo’s theory of management and its related issues have been proved to be directly impacting the business’ performances as it helps in satisfying stakeholders’ demands with respect to monetary benefits. On the other hand, keeping the workers unknown about the changes in working environment is not a good idea towards adhering to the ethical practices because workers are also important stakeholders of the businesses (Draper, 2010). Hiding information about the workplace changes by the managers will directly impact upon the relationship of trust between managers and workers. Precision or maintaining transparency with the workers by the managers is probably the best method of building and sustaining the trust. In the case of keeping the workers unknown about changes for increasing their productivity, managers can be accused of not being transparent towards their workers (Sims, 1992). Moreover, the managers can also be accused of not respecting the workers’ work if they hide information about the workplace from the workforce. When the workers come to know about the changes in their working environment after their performances being evaluated, they can develop distrust about their managers as a result of which it might lead to adverse consequences in the future (Huffmon, 2011). Thirdly, the managers can be accused of not following the modern mode of working as team within the organization. The charges against the manger can arise from the workforce who was kept unknown by them about the workplace changes (Huffmon, 2011). The consequences of the above measures toward workers from the part of the managers can ultimately distract the social system, which is believed to be created (evident from the conclusion of the Hawthorne experiment).

Management and Leadership Development Essay Example | Topics and Well Written Essays - 1750 words

Management and Leadership Development - Essay Example In this paper, Vodafone Group is used as a key case study for the application of theories in strategic human resource management that have been discussed earlier under literature review. As part of the application action, the key leadership and management issues in Vodafone group are going to be discussed as well as a critical review of the management development of Vodafone and how this is a contributing factor to the company’s five ranking on the list of Top 10 British Companies listed by market capitalization (Economic Help, 2012). The review shall clearly outline what Vodafone group is actually doing in terms of strategic human resource management and assign a general judgement as to whether or not the company has strategic human resource management strategy at all. Thereafter, there shall be a comparative assessment of the place of the strategic human resource management of Vodafone with theory to practice (Margit, 2011), after which general recommendations shall be given on the way forward to achieving a more enhanced corporate growth. Key leadership and management issues Leadership and management issues come in different forms and types within the Vodafone Group (Marek, 2011). Establishing considering the fact that the Vodafone Group employs some 86,373 people means that the company has a relatively larger scope of human resource issues to deal with than other companies because literature has actually showed that the human resource intensity of companies increase with increasing employee size (Schein, 1985). Among the number leadership and management issues in Vodafone however, three main issues shall be given attention, which are hiring, mentoring, and incentives. These are selected over the others because of the place these have in theory as the pivotal human resource issues for strategic organisational growth and development (Veiko, 2009). What is more, in the Vodafone Annual Report 2012, the company is emphatic about the role of these three ke y leadership and management issues to the success of the company. As seen in literature earlier, at Vodafone, there is a conscious effort by the top hierarchy of the company to clearly define what leaders need to do about these three issues, as well as what managers need to do. This way, there is a perfect harnessing of the human resource competence of the company and functions are not seen as overlapping (Pasmore, 2009). Management Development In terms of the critical issues identified as hiring, mentoring and incentives, the company does a number of things from a management theoretical perspective rather than a leadership theoretical perspective. For instance there is always a conscious effort to working towards alignment within the work team rather than just defining the company values (Gluck, Kaufman and Walleck, 1982). Using hiring as a typical example, Vodafone Group has an entire human resource management team that is made up of representatives and officers from all other dep artments of the company. This way, it is easier to align the needs of the company from all departments into a collective need of the company so that the hiring process will cater for the larger human capital inadequacies of the company (Waters, 1995). In effect, the hiring process at Vodafone Group is one that is done for corporate Vodafone and not one that is done

The Effect Of Motivation For Adult Learners English Language Essay

The Effect Of Motivation For Adult Learners English Language Essay This assignment investigates the effect that motivation brings to L2 adult learners and the development of motivational theories in L2 learning, which has received considerable attention recently. Dornyei (2001) highlighted the progressing importance in the motivational field studies and mentioned that the study of L2 motivation reached an unprecedented boom in the 1990s, with over 100 journal articles published on the topic. Motivation is a highly complex term, widely used not only in everyday life but also in many areas of social sciences, for example in various branches of psychology, in educational studies and in applied linguistics. It is intended to explain nothing less than the reasons for human behaviour. That causes and influences an action or the reason for doing something, in other words, motivation is taken as a key factor in L2 learning. According to Vanessen and Menting, Motivation refers to some internal state or attitudes of the learner and not to what brings it about. A language learner may be strongly or weakly motivated; that is to say, he may want to learn the language very much or not very much. In addition, Dornyei and Skehan offered the more precise definition about motivation and divided it into three parts: Motivation concerns (i) the choice of a particular action, (ii) the persistence with it, and (iii) the effort expended on it. In broad terms, motivation is responsible for why people decide to do something, how long they are willing to sustain the activity, and how hard they are going to pursue it. (2003:614) The purpose of this essay is to discuss that language learning motivation plays an essential role in both research and teaching; however, it used to be regard as a dynamic emotional or mental trait, also in the more recent research, learning motivation has been taken as fluctuating during the learning process. Nevertheless, the argument has not been well demonstrated in Asia. Therefore, this paper aims to investigate whether and how English learning motivation changed of adult L2 learning process in Taiwan. Given these premises, the paper is divided into three sections. The first section, I will analysis the different theories of motivation, such as Gardners Integrative Motivation with Instrumental Motivation, Dornyeis L2 Motivational Self System and Process Model of L2 Motivation those concerns with the main development of motivational theories. The second section, I will briefly explore the factors that make adult learners change their motivation on L2 learning. The third section, I will provide some effective suggestions and possible solutions to arouse adult learners learning motivation for classroom practice. The Development of Motivational Theories Dornyei defines the notion of motivation that The direction and magnitude of human behaviour, that is, the choice of a particular action, the persistence with it and the effort expended on it (2001:5). Gardner (1985) contributed to explain the distinction in motivation between integrative and instrumental has been significant in studies of motivation. Gardner (1985) saw L2 learners goals as being integrative or instrumental motivated. By practicing the advanced research that developed by Gardner and his associated colleagues in Canada. They analyzed the integrative motivation and instrumental motivation as the branches of social-psychology in the following: Integrative dimension The notion of integrative motivation was introduced into L2 studies by Gardner and Lambert (1959, 1972) in an attempt to explain variation in L2 motivation in multicultural environments. It is firmly based on the personality of the learner, and they suggest that the people who have stuck positively to resemble the foreign peoples concerned, to understand the culture, and to be able to participate in it from Skehan (1989). An integrative orientation involves an interest in learning an L2 because of a sincere and personal interest in the people and culture represented by the other language group (Lambert, 1974:98). Dornyei, Csizer and Nemeth (2006) defined that the most specific concept of the integrative dimension has been explained by Gardners (1985) theory of integrative motivation, there are three integrative components: Integrative Orientation, Integrativeness and Integrative Motivation/ Motive. Figure 1.1 shows a schematic representation of the construct. According to this following Figure 1.1, the integrative components participate in three levels of abstraction. Integrative Orientation directly feeds into integrativeness, which has effects on one of the three main elements of integrative motivation. Moreover, Gardner defines that orientations involve the hidden reasons of learning an L2; in a more precise way, they represent ultimate goals for achieving the more immediate goal of learning the second language (1985:11). He clarified that integrative orientation is not only stresses an emotional involvement with the other community but also reflect a positive non-ethnocentric approach to the other community (Gardner, 1985:133-134). Gardner (1985) illustrated the meaning of Integrativeness by using the Figure 1.1, which presents that it is a combination as made up of following variables: integration orientation, interest in foreign languages and attitudes towards L2 community. Back to Gardners explanation of integrative motivation: reflects a genuine interest in learning the second language in order to come closer to the other language community. At one level, this implies an openness to, and respect for other cultural groups and ways of life. In the extreme, this might involve complete identification with the community (and possibly even withdrawal from ones original group), but more commonly it might well involve integration within both community. (2001:5) The integrative motive is constructed by the attitudinal, goal-directed and motivational variables. From Figure 1.1, it generalizes integrativeness, attitudes towards the learning situation (evaluation of the L2 teacher and L2 course) and motivation. Furthermore, motivation here is defined as (1) desire to learn the L2, (2) motivational intensity (effort), (3) attitudes toward learning the L2. As for integrative motivation, Gardner and Lambert (1959) investigated English speaking high school students studying French in Montreal. In this context those students with an integrative motivation were more successful in their language learning than those with instrumental motivation. Young children might have simple goals in L2 learning. They may want to know more about the foreign country and may wish to experience their culture, so that is the reason why they learn an L2. Attitudes Toward L2 Community Interest in Foreign Languages Integrative Orientation Desire to Learn the L2 MOTIVATION INTEGRATIVENESS Evaluation of the L2 Course Evaluation of the L2 Teacher Attitudes Toward Learning the L2 Motivational Intensity (Effort) ATTITUDES TOWARD THE LEARNING SITUATION Figure 1.1 Schematic representation of Gardners integrative motive (based on Gardner, 1985) Instrumental dimension In L2 motivational research, instrumental motivation has been highly discussed and compared with integrative motivation. Vanessen and Menting gave a brief overview of instrumental motivation: The instrumentally motivated learner requires the language as a means to some other end, whereas for the integrative learner the language and all that it brings by way of culture is an end in itself. (1975:76) This type of motivation is on the basis of the advantages which will bring with L2 learning. For example, for better professional achievement, for a better job or a higher salary as a consequence of mastering an L2 as Dornyei, Csizer and Nemeth (2006) pointed out. However, in Gardners opinion (1985), he categorized instrumentality as a type of orientation rather than motivation, that is, a goal for L2 learning. From Gardner and Lamberts (1972) example to illustrate the instrumental motivation, they conducted the research in the Philippines, English, has definitely great instrumental value, as an international language adopted there for business purposes. People have vital needs to master it, so high school pupils with instrumental motivation were highly encouraged. Comparisons between Integration Motivation and Instrumental Motivation Although Gardner (1985) has continued to put emphasis on integrative motivation, the studies showed that instrumental motivation can also lead to successful learning. However, there is a doubt on the statement of finding a positive relationship between integrative motivation and L2 achievement. Oller, Baca and Vigil (1977) provided an example that Mexican women in California who rated Anglo people negatively were more successful in learning English than those who rated them positively. Hence, they conclude the result that sometimes learners may be motivated by negative attitudes toward the target language community. Gardner and Lambert (1972) mentioned that both types of motivation frequently co-exist in the same learner, but it should be admitted that it is hard to classify one thought to either one motivation and decide which one is which one. Lantolf and Genugn (2002) presented a case study of a doctoral students Chinese learning experience of an intensive summer course as describing the dynamically changing of motivation. This learner was taking Chinese learning as part of her PhD studies. At first, the learner began with the goal of developing communicative ability in Chinese but because of strictness of the instructor, the learner abandoned her goal, replacing it with passing the requirement of the PhD program. This showed the shift of motivation changed on L2 learning. The L2 Motivational Self System In more recent studies, Dornyei (2005) proposed a new theoretical approach to understand L2 motivation, that is, L2 Motivational Self System. It attempts to combine findings of self search in psychology with a number of essential theoretical L2 constructs together. The central theme of the L2 motivation self system has been interpreted as integrativeness/ integrative motivation with the Ideal L2 Self (Dornyei, Csizer and Nemeth, 2006). Nevertheless, Ideal L2 Self refers to all the characteristics that a person would like to maintain. (e.g. hopes, aspirations, desires). Dornyei (2005) has highlight the significant of The L2 Motivational Self System that it broads the frame of the traditional conception of L2 motivation. The Ideal L2 Self is a powerful motivation to learn the particular language; therefore, learners would like to reduce the contradiction between their actual and ideal selves. Process Model of L2 Motivation Pre-actional Stage Actional Stage Post-Actional Stage Motivational Retrospection Motivational Functions: Forming casual attributions Elaborating standards and strategies Dismissing intention and further planning Main Motivational Influences: Attributional factors (e.g. attributional styles and biases) Self-Concept beliefs (e.g. self-confidence and self-worth) Received Feedback, praise, grades. Executive Motivation Motivational Functions: Generating and carrying out sub-tasks Ongoing appraisal Action Control Main Motivational Influences: Quality of the learning experience (pleasantness, need significance, coping potential, self-and social image) Sense of autonomy Teachers and parents influence Classroom reward-and -goal-structure (e.g. competitive or cooperative) Influence of the learner group. Knowledge and use of self-regulatory strategies (e.g. goal-setting, learning and self-motivating strategies). Choice Motivation Motivational Functions: Setting goals Forming Intentions Launching Action Main Motivational Influences: Various goal properties (e.g. goal relevance, specificity and proximity) Values associated with the learning process itself, as well as with its outcomes and consequences. Attitudes toward the L2 and its speakers Expectancy of success and perceived coping potential Learning beliefs and strategies Environmental support or hindrance. Figure 1.2 A process model of learning motivation in the L2 classroom (based on Dornyei and Skehan 2003:619) Dornyei and Otto (1998) proposed a process model of L2 motivation. This is dynamic time-related process model, incorporating three stages, the first as we prepare to engage in an action, associated with the pre-actional phase; the second actually getting engage into the action and after the event, the final stage involves the learners final analysis of the actional process when it is completed, as explained as Figure 1.2. illustrating three stages processing in language activities and the factors affect L2 learners set motivation during the learning process. In addition, this dynamic process model of L2 motivation uses time to organize the relevant motivational influences into various stages and also affects students language learning behaviour in classroom settings. Discussion: What factors make Taiwanese learners change their motivation on L2 learning? Motivation has been taken as an understanding of a complex mental process. Ellis (1994:524) pointed out that researchers have investigated the operational system about motivational construction and nearly all of the theories are rooted by the conscious brain working; however, human beings make decisions may in a conscious or unconscious situation, but nowadays the technology has not had the effectiveness to search for answers of motivational decisions making from which parts of the brains and the relationship between consciousness and unconsciousness. Nevertheless, as Gardner (1985) explained that for some people a wish to integrate, in some sense, with the speech community of the language being learnt seemed to be more strongly associated with success, while for others a wish to capitalize on the usefulness of knowing a language within the learners own culture was more effective. This was the distinction made famous by him and his colleagues (Gardner 1985) between integrative and in strumental orientations. Although it is difficult to distinguish from the conscious or unconscious decision making, there is now a colourful mix of approaches to the understanding of L2 motivation for adult L2 learners on language learning. Age is one of the factors that make adult learners change their motivation on L2 learning. Ellis (1994:523) stated that children generally enjoy the advantage over adult in L2 learning because of their age, but adult may learn faster than children during a short term learning. Moreover, adult learners often have already set up goals for the reason why they want to learn an L2, and instrumental motivation always overweighs integrative motivation on L2 learning. As we can see from Dornyei and Skehans (2003) L2 motivational learning process model (Figure 1.2), learners are affected by the environment very much during the Pre-Actional Process and Actional Process. Kharma (1974) also argued that motivating factors may vary so widely from one community to another that what applies to one situation may not apply at all to another. For adult learners, the age factor should also be taken into consideration in L2 teaching. He straight highlighted the significance that the age at which the student begins to learn the foreign language and the impact of the maturational stages on the continuation of the foreign language course at school have great influence on motivation set up. Most of the adult learners decide to learn an L2 may because of instrumental motivation. Furthermore, the other influence factors of adult L2 learners motivation changed are the students linguistic and cultural background and the status of the mother tongue; the teachers attitu de to the teaching profession in general and to foreign language teaching in particular, the relationship between teacher and student, and the schools attitude to the language may play an enhancement of motivation. Implications for Taiwanese Adult Learners on Second Language Learning Since most of the adult learners are eager to learn an L2 because of the reasons for better job or higher salary and so on, but for the rest of the adult learners may still want to explore the foreign culture or be interested in achievement on L2 learning. No matter for what motivation, the adult learners should be encouraged by teachers on L2 learning. The recent motivational research has focused on more classroom learning than the early work of Gardner and associates in Canada. Dornyei and Csizer (1998:215) listed ten commandments for good teachers who motivate their learners in classroom practice. Set a personal example with your own behaviour. Create a pleasant relaxed atmosphere. Present tasks properly. Develop a good relationship with the learners. Increase the learners linguistic self-confidence. Make the language classes interesting. Promote learner autonomy. Personalise the learning process. Increase the learners goal-orientedness. Familiarise learners with target language culture. Kharma (1974) stated that the foreign language teacher is unquestionably the most important element of all. For being a foreign language teacher should have great attitude towards arousing learners motivation in learning an L2, and always be ready for the situation of competence. In this way, the learners may be affected positively by the teachers more and more, therefore, the learning efficiency and learning motivation can be much more stable. In addition, Ellis (1994:516-17) reported that language teachers tended to lead to increased motivation, thereby, to increased productivity. He believes that good language teachers may link L2 learners with the real world and lift up their persistence and effort in language learning. 5. Conclusion The study of L2 motivation reached a great turning point in 1990s, and an increasing number of researchers investigate the underlying theories or discover the new models of theoretical approaches to explain the complex mental process on Second Language Learning. The development of motivation theories as I mentioned above which all have close relationship between each other, and explain the construction of learners motivational setting. Motivation is a dynamic perspective and so called an educational shift that Ellis (1994) named. Due to the complexity of motivation, language teachers may have great responsibility on enhancing the link between language learning and motivation maintaining. In Taiwan, most of the adult learners who decide to learn an L2 because of requirement of the professional qualifications. However, sometimes they may have both integrative motivation and instrumental motivation co-exist. The Ideal L2 Self also helps adult learners pay more attention on L2 learning in order to achieve the goals for themselves; therefore, the language teachers once understand the process of motivation setting, the efficiency of learning can be promoted better as well. word count: 3091

Essay --

Resurrecting the Avant-Gardes: Applying Ranciere to Burger To integrate art in the praxis of everyday life—the avant-garde credo, as defined by Burger in his Theory of the Avant-garde—was a manifesto which he declared inherently suicidal, an obituary more than a proclamation of the future. The prevailing narrative of the avant-garde has since been one of decline, ceding defeat to its institutionalization. The avant-gardes may shattered the forms of autonomous art, but those dispersed contents could not ultimately mark a path toward the liberation they promised. Claiming that the avant-gardes were ultimately a failed project, Burger proposes that Capitalism fulfilled their dream on its own terms, art losing its autonomy in the general anesthetization and commodification of life. Burger writes, â€Å"†¦the culture industry has brought about the false elimination of the distance between art and life, and this also allows one to recognize the contradictoriness of the avant-gardiste undertaking: the result is that the Avant-garde, for all its talk of purging art of affirmation with forces of production consumption, became an accomplice in the total subsumption of Art under capitalism.† For this reason, any discussion of the avant-gardes risk appearing belated, gesturing back to the problematic contradiction outlined by Burger above. However, this assumes that the end of autonomy brought about by Capitalism takes the same form as that which the Avant-garde sought to achieve. While Burger does not explicitly equate the two, he nevertheless fails to distinguish them, and this ambiguity itself merits a reconsideration of the avant-garde’s relationship with contemporary art practice. For if Burger’s genealogy of the avant-garde is in fa... ... performance pieces from becoming materialized via their documentation, one still finds many discreetly taken photographs and videos of his pieces circulating the web. Likewise, the reception of Yoko Ono’s 2003 reprisal of Cut Piece (1964) as captured by CBSnews.com’s article, â€Å"Crowd Cuts Yoko Ono’s Clothing Off† is typical of the sensationalized reception which characterizes the market consumption of avant-garde practices . So Burger was right in saying the culture industry consumes the most radical of gestures, for no one is completely outside the market, the circuit of exchange. On the other hand, no one is completely inside of it—there remain parts of humanity to which the market can stake no claim, Following this, we can perhaps write this addendum to the avant-garde demand: to integrate art within life-praxis, and make visible what is absent from both .

Identity In Contemporary European Cinema Film Studies Essay

Analyse the subject of individuality ( e.g. national, gender ) in two movies that you have studied on the faculty. Trainspotting follows the lives of groups of friends in Edinburgh. This movie has been known as an illustration of a ‘ new Scottish film, ‘ which leaves the stereotypes of tartanry and kailyadism which is imposed by film makers from outside Scotland, embraces urban and modern-day Scotland, and is the merchandise of a Scots movie industry. Trainspotting â€Å" non merely breaks with many traits typical of earlier cinematic representation of Scotland, but besides demonstrates the troubles of building a discourse conveying a new Scottish individuality, which is meant to replace the old Tartan and Kailyard stereotypes † . The regional individuality of Trainspotting is Scottishness. This is established through the speech pattern of the characters in the movie and besides the mise-en-scene. The Scots slang is another individuality of Scottishness, and the dark nine scene, Sput and Tommy ‘s conversation is captions, this distinctivness to the non-Scottish audiences have in the apprehension of Scots accents.In the five-a-side game at the beginning of the movie, Renton and Begbie are both have oning viridity and white shirts as one of the Edingburgh squads. This gives the characters their portion of Edinburgh and that they are portion of the Catholic community. The soiled kit they are have oning gives the presence of economic marginalization and low life style. The thought of Scots national individuality is seen throughout the movie. The tourer ideal of Scotland is taken off from the mundane experiences of the characters, and Renton expresses the rejection of â€Å" official † Scotland in the movie ‘s most celebrated scene when the male childs visits the Highlandss. In Trainspotting the Scots idiom in the movie shows the Scots heritage, giving a continual reminder to the viewing audiences of the chauvinistic differences between the English and Scottish. The movie is made amusing by the idiom, which opens a new angle from which to near the audience. In Trainspotting there the female, she is shown as a Heroin nut, compared to the other five males. This goes with the traditional manner to understand the drug subculture as male dominated. The grounds are linked to gendered thoughts about adult females, even the intensions of diacetylmorphine dependences are criminalism, foulness. These things are by and large understood to use to male members of the low societal category. The other female character, Diane, she is seen as strong articulate confident immature miss, really mature for her immature age. She blackmails me to see Renton once more and if he does n't she ‘ll state the constabulary. Nakedness is outnumbered in more with male childs than misss. Renton and Diane in full frontal nakedness, Spud nevertheless is undressed by his girlfriend as he lies on the bed, we see Mother Superior rear as Alison injects Heroin into the venas of his phallus. The camera does non travel in the bare shootings, and there are no close-ups on the private parts and nor does the camera cover the bare organic structures shot ; this objectifies the nudity of the characters in the movie. There is no female or male regard, and the manner which nakedness is shown in the movie, Trainspotting is gender-neutral. This movie is known to be for â€Å" one for the male childs † , it deals with gender issues such as the inquiring of both the male and female duality and the hegemony of heterosexualism. By overstating the gender stereotypes are one of the chief agencies that are used to movie to appeal to the audience is humourous ways. One illustration is Begbie. He is seen depicted as being happening troubles to work out struggles with aid of anything but force. He is seen sitting about in Renton ‘s level have oning his underclothes, and ptyalizing beer on the floor, he is seen being represented as a wholly devoid of emotions that he does non even see his friends dislike him and all this work stoppages is to being over the top but we merely laugh at it. Jamon Jamon is a Spanish movie, filmed in Spain. In this movie there are many elements to the Spanish patriotism that keeps the movie in tradition with Spain. First image that is normally seen throughout the film is the black Bull hoarding. You see the Bull bumper spines are seen throughout Spain, and the intension is linked with Spanish culturalisim, including Bullfighting. In the topographic point Catalunya you would see donkey bumper spines, as significance of Catalan individuality, the low donkey being the symbol of that part. The Bull is the official emblem of Spain, associating it to bull combat. In the decision of the credits, in Jamon Jamon, the black background is shown to be a mammoth hoarding advertisement brandy and stand foring a bull. As the field of vision unfastened to uncover the infinite of narrative action, ( desert scarred by a busy expressway ) a concluding handbill spot of inkiness ( the testiss of the bull ) remains dominant in frame and provides the background for the manager ‘s name. The most obvious, manner the movie defines the position and involvement to be the relationship between the narrative the actions the topographic point and assorted ( symbolic and iconic ) representation of maleness. Another illustration of muscularity and individuality in national civilization is the scene where Raul is practising bullfighting utilizing a wheel-barrow. Raul shootings of him have oning a tight blue trunkss, and gray sleeveless jersey, and shut up shootings are being used to demo his muscularity and shut up of his large phallus pouching through the trunkss. The individuality of male is frequently played with intension of meat. Hence the interlingual rendition of the movie name Jamon Jamon, as Ham Ham. Throughout the movie, there are a batch of shootings of male venereal countries. The scene where they are looking for their following underwear theoretical account, there is a line of good built muscular work forces standing, merely have oning underpants. This gives the intension of the male ‘s meat, shown with close up shootings of each adult male ‘s underpants. Female individuality is shown both dominant, but besides stereotyped. Jose ‘s female parent, Conchita plays the function of a high category concern adult female. She is seen looking glamourous, clean, expensive white apparels, and seen driving a Mercedes. She stands out from the other characters, as even the auto, is much more expensive than other vehicles around in the movie. Lorries and broken minibikes are seen. She seems to hold power with money, corrupting Raul with money to seek and score Silvia to interrupt matrimony with her boy. Silvia nevertheless is like the antonym ; she is seemed to be the on the job category miss of Spain. She has no power, but her gender and artlessness and good expressions bring her ain sort of power. The stereotyped is shown, as she is seen working in a mill, chiefly female workers, who all are run uping underwear for work forces. The male individuality starts off with being masculine. Many scenes of the male, particularly Rauls, are shown to look tough, strong and sexy looking adult male. Audience for the female regard. But so once more, there is little intension to stand for him with jambon. Him being treated like a piece of meat, he is bribed with money and gifts to make things for Conchita. She offers him money to kip with Silvia, and offers him a motor motorcycle and Mercedes if he continues to kip with her. It shows that he has nil, and will be willing to to make anything at a monetary value. The line of meat in the mill all lined up, on ropes, are seen once more in intension traveling back to the scene where they are choosing an underwear theoretical account. They are all lined up similar to the jambon that is tied up in Rauls place. ( 1248 ) Mazierska E and Rascaroli L 2003 From Moscow to Madrid: Postmodernist Cities, European Cinema. London and New York: I.B. Tauris. McArthur C 1982 Scotland and film: the wickedness of the male parents, in C McArthur ( ed. ) Score Reels: Scotland in Cinema and Television. London: BFI: 40-69. Smith M 2002 Trainspotting. London: BFI. Street S 1997 British National Cinema. London: Routledge. Welsh I 2004 Trainspotting. London: Minerva.

Hk History Essay

Hk History Essay Hk History Essay For a long time, the closed door policy of Qing dynasty isolated China from all the western countries. The missionaries also had the fear of going to China until 19th century. Inevitably, the first Opium War broke out. As a result, China was forced to sign the Treaty of Nanjing, which stated that Hong Kong was ceded to the United Kingdom and China had to open to the foreign trade. With missionaries coming, the Christian education was in a process of gradual development. In the beginning, the missionaries had the aim of training local missionary and spreading their ideas through natives. However, there still were some reasons which made them to hesitate. (1) They had no direct responsibility for education and they were not the proper men. (2) The supreme purpose of education was to cultivate talent, impart knowledge and promote the development of science, which did not satisfy the gospel of preach. (3) Related to money issue, the money they received from Church was supposed to be used directly in missionary work rather than educational work. (Peter, 2009, p. 44) In order to eliminate these kinds of concern, a missionary conference was held in Shanghai in 1890. According to records, Calvin Mateer proclaimed that â€Å"mission school were for evangelization†, â€Å"education was the means and tools for evangelism†. (Peter, 2009, p. 44) By more people doing so, the missionaries gradually accepted a truth that the more education the natives received, the friendlier they were to western preachers. Consequently, the missionary education turned out to enjoy a boom in Hong Kong. As time goes by, trying to achieve a better result of missionary work, missionaries enlarged the range of school subjects. â€Å"The Burton Commission Report of 1922 gave a new directive to Christian colleges, namely to be more efficient, more Christian and more Chinese.† (Peter, 2009, p. 45) As Peter states, the Christian education benefited thousands of people, enabling them to obtain advanced ideas and creative knowledge. Nevertheless, during the Anti-Japanese War, the social and national reasons became the barriers to the development of

Metric System essays

Metric System essays The Metric system is the most used system of measurement in the world. Americans are not fairly up to date about. Some people believe that the whole world deals with miles, feet, and pounds. Yet, they are mistaken. The whole world deals with meters, grams, and liters. The United States is the only country that does not use the metric system. The metric system official name is the SI or International System of Units. The metric system is the official system of measurement of science. Everything in science is based on metrics. There was a law passed in 1975 by Congress for America to convert to a metric country like the rest of the world. Yet, it fell through and never came to be. In this paper I will explain the many facets of the metric system. How it came to be, how it works, its seven base units, its prefixes, and how to convert metric system units from one to another. History of measurement Throughout Time Measurement has been used in society since the time of Noahs ark. Noahs base unit was called the cubit. It was the distance from a mans tip of his middle finger to his elbow. This was the most efficient because it could be used right away. The practice of using the body for measurement continued on. The foot was developed by using the mans foot for measurement. While the body for measurement the ancient societies found interesting things about the body. An inch was originally the width of a mans thumb. They also uncovered some ratios that existed in the body. The inch was also the length from the tip of the forefinger to the begging of the joint. Twelve times that number was the foot. Three times the foot was the distance from the tip of the nose to the tip of the middle finger. This is the invention of the yard. Two yards equaled a fathom, which was the distance from the tip of the middle fingers from an outst...

Proposal Essay Example | Topics and Well Written Essays - 1750 words - 4

Proposal - Essay Example However most individuals are not aware of the health hazards which regular fast food consumption may cause. Although it is not possible to completely eradicate fast food, it is important to reduce its consumption and make people aware of its health implications. Fast food chains however hesitate to display nutritional information as they fear it may cause losing consumers. This practice further impacts food choice and causes chronic health conditions. According to the National Institute of health Statistics of the U.S (2002), the proportion of obese adults have grown from 23% to 31%. A number of fast food chains which are stated to be healthy also have grown multiple folds in the last decade. Many health researchers such as Heini and Weinsier (1997) have opined that individuals at present burn fewer calories as compared to earlier times due to the rapid growth of technology. Although the number of leisure activities are seen to rise steadily, the time spend by individuals in these activities has been low. Individuals do not indulge in as much physical activity as per their calorie intake (Chandon, Morwitz and Reinartz, 2005). Moreover, the health claims made by fast food chain restaurants misdirect consumers. According to Mussweiler (2003) the nutritional facts stated by many fast food chains are seen to be inaccurate due to which more orders gets placed. Consumers get misdirected by the manner in which fast food chains display t he calorific information of different food items (Ledikwe, Julia and Barbara, 2005). The attitude of consumers towards such information is also seen to remain casual to a very large extent. The presence of a few vegetables or fruit items in the food gets overestimated by consumers and they fall under the assumption that the food they are consuming is healthy (Balasubramanian and Cole, 2002). Additionally, consumers are not aware of the net amount of energy their body requires each day and therefore

Private Equity Essay Example | Topics and Well Written Essays - 3500 words

Private Equity - Essay Example On average, private equity has produced very high returns with low correlations to public stocks and bonds and real estate. In other words, private equity offers the prospect of both high returns and increased portfolio diversification. In some cases, private equity may also provide collateral benefits, e.g., a vehicle to make economically targeted investments or to create or preserve union jobs. Finally, there is also the undeniable appeal of seeking innovative investments (Gompers, 2003). 1. Until the investments go public or are liquidated, investments are carried either at cost or at prices set by later rounds of financing. Except in this latter case, private equity is even harder to accurately value than real estate (Bray,1997). 2. Ultimate returns have varied (and are likely to continue to vary) widely by "vintage year," i.e., the year of initial investment, because of wide fluctuations in the business cycle. For example, the median 1986 private equity fund returned only 8.4% per year through 1997, whereas the median 1990 private equity fund returned more than 17% per year through 1997. 3. ... (In statistical terms, the mean return is much higher than the median.) For example, for venture funds formed in 1988, an upper quartile manager returned almost 18% more per year than a lower quartile one from 1988 through 1997 (21.6% vs. 3.9%). 4. Reputation is very important: The best deals and the largest investment flows tend to go to firms with the best track records. Consequently (and quite unlike public equity markets), success tends to persist. The result, however, is that it is often difficult, if not impossible, for new investors to get into the best partnerships or deals. Here, the services of an established fund-of-funds manager can be of real value (Gompers, 2003). AIM OF THE PAPER Private equity (PE) buy-out deals have profound influence on domestic economies. Since the beginning of this year, they have accounted for more than one third of all deals that have been done on the New York stock Exchange1, and have raised $240 billion of cash for their acquisition plans2. The purpose of this report is to discuss the consequences of this type of buy-out on public markets, jobs, and tax revenues. Nevertheless, The effects of high leverage, which is used by PE firms to finance this class of acquisition, are beyond the scope of this report. DISCUSSION Private Equity investment used to be defined as "an equity investment in a company which is not quoted on a stock exchange". However, currently this definition has many limitations because it does not include investments that are structured as convertible debt and investments in public companies that are taken private3. For the purposes of this paper, Private Equity Buy-Out deal is a subset of