Compare and Contrast Michelangelo Buonarroti with Modern Artist Assignment

Compare and Contrast Michelangelo Buonarroti with Modern Artist - Assignment Example The paper "Compare and Contrast Michelangelo Buonarroti with Modern Artist" explores the similarities and differences of Michelangelo Buonarroti and modern artists. Considering the portrayal of people on the images of both artists, it should be emphasized that both Michelangelo and Bouguereau regarded people as the key theme of their art. While Michelangelo made emphasis on biblical and mythological subjects, Bouguereau created images of the ordinary people as well. Nevertheless, these ordinary people look like angels and goddesses due to the color spectrum used, and to the softness of curves and lineaments. In fact, the depiction of putti, children, as well as women’s statures cannot be performed with rough features. Michelangelo, in his turn, in the strive for realism created images with visible, and, almost tangible relief. However, his female characters are not always soft and tender. Hence, Sibyls by Michelangelo look tough, massive, and even beefy, while even peasant wom en by Bouguereau look like nymphs, with their childish lineaments, soft curves, and mild tones. The works by these two masters have lots in common; however, the differences are essential. Bouguereau’s colors look milder; however, it is hard to define the initial quality of Michelangelo’s colors. Anyway, both artists managed to create realistic images of the human faces and statures. Therefore, sculpture-like Michelangelo’s characters look almost three dimensional, while Bouguereau relies on realistic embodiment of the divine characters.

Romance and Foundations Common Characteristics Essay Example for Free

Romance and Foundations Common Characteristics Essay Courtly love is characterized by the poetry of the troubadours in southern France which originated in in the late 11th c. Its ennobling effect on the male lover who assumes a subservient position in relation to the beloved, of the woman loved, and certain codes of conduct, whether implicit or explicit, that guide the lover in his amorous pursuit (COURTLY LOVE2012). After rereading the poem several times and understanding why she is saying what she said it was understandable for women to express their forbidden feelings through poetry. It’s surprising to learn that true love began in the medieval days. My Reactions to the Expression Romantic Love My reaction to romantic love is the need to express your true deep feeling for another in such a way that one could compare it to the feelings and loyalty showed in worshiping their God or Goddess. Surprising Contents Yes the content of the poetry surprised me totally. I have never absorbed the concept of what was being said in a poem or why it was said, but now I see that lust and adultery stated perhaps from the beginning of time. It seems in today’s world it’s written and expressed in poems lot less and committed more often than medieval days. Observation and Connections The observation and connection I gather about the role of women and their freedom of speech is very open and unconcerned by their husband if Contessa de Dia’s poem â€Å"Cruel Are the Pains I’ve Suffered,† from Lark in the Morning:† was written and published (Sayre, H. M. 2010). Contessa de Dia poem is really expletive and just written to the lust of her eyes, she talking like as if her husband can’t read. These female troubadours had noble backgrounds and they lived privileged lives. Women during this period also had power in that society. They had control over their land, and society was more accepting their noble women. Maybe it was of no concern because it was just feelings on paper or perhaps because of their nobility and power they were allowed to pursue their affairs with the person of whom they lusted. References COURTLY LOVE. (2012). COURTLY LOVE. The New Princeton Encyclopedia of Poetry and Poetics. Princeton: Princeton University Press, 2012. Credo Reference. Web. 21 February 2013. Sayre, H.M. (2010). Discovering the Humanities. 2nd Ed. pp.166- 167. Pearson

Building Maintenance Review for University

Building Maintenance Review for University Strategy As Plymouth University strives to distinguish its legacy through excellence in facility offerings, the maintenance of such structures becomes an essential part of the strategy. Refurbishment has already been undertaken across the campus in the past five years, as major additions and facelifts have offered dimension and expanded capabilities for an expanding student and faculty body. Ultimately in the preservation of this legacy, a proactive revision to campus maintenance is needed, one which will ensure that the lifecycle costs of the multiple structures are limited and appropriate. Reactionary maintenance programmes dramatically detract from such principles; therefore, by following the programmed outlined herein, officials will effectively navigate the broad spectrum of repair and maintenance projects which will develop in the coming decades. Exemplary of campus revisions in the past several years, perhaps the most noticeable addition has been that of the Roland Levinsky building. A remarkable new structure boasting 12,711m2 of spatial area and housing an expanded Faculty of the Arts, this building is representative of all that the university plans for the future of the campus faà §ade and its legacy. These developments include meritorious architecture, active facility management, and long term preservation techniques as structural retention among both new and historic participants becomes an essential part of the long term process. Supplemental rehabilitations and expansions have included the Rolle Building development and the Nacy Astor building programme. A combined total area of over 11,000 m2, these two structures represent a campus evolution which retains history while at the same time, boasts a progressive vision. Incorporating new student housing and offers substantial revisions to common areas, sports facilities, and office space, the maintenance of such facilities will become a pivotal role in the university reputation for quality and consistency. To define appropriate and effective maintenance strategies, it become essential to identify the structural frailties which will be encountered over the coming years. A case study conducted of homes in the Midlands area determined that the predominant cause of structural deterioration is underground movement and shifting, while material defects and superstructure decay fill in the remaining sources.[1] Recognising that such variables are essential to maintenance of a building’s lifecycle directs the maintenance programme towards structural components, specifically those of the super and substructures and their material integrity. In considering that maintaining only such areas would not fully integrate the much broader aesthetic and range of functional components within university buildings, there are other factors which must be considered as well. Similar surveys and studies have identified inadequacy defects within the structure itself which stem from roofing failure (42.9%), walls and column deficiencies (21.2%), lintel failure (18.5), and beam and joist overloading (17.5%).[2] These components broaden the scope of maintenance operations; however, recognition of their frailties and the potential for system-wide failure given component collapse enables maintenance crews to seriously consider structural deviance and proactively reform and refurbish according to the prescribed strategy. Determining which areas will offer the greatest challenge and thereby warrant the most attention becomes a more difficult task. Material defects are also of considerable concern when designing a maintenance programme, as deterioration stemming from biological, chemical, and physical attack can substantially reduce the longevity of a structure and dramatically increase long term maintenance costs.[3] Understanding that while new structures may incorporate the most advanced materials and construction techniques, recognition of material failure, could highlight additional system deviance such as elemental concerns that undermine functional operation of the building. Similarly, within historic campus structures, the potential for material deterioration is substantially higher, detracting from longevity and reducing functionality without proactive initiatives. Perhaps the most substantial concern given the prevalence of inclement weather, identifying key seepage points and wet areas will assist maintenance crews in stopping problems before they increase in both cost and severity. The maintenance cost of wet areas within a building’s substructure can extract between 35 and 50% of a building’s annual maintenance cost, in spite of their limited area occupation (10% in most cases).[4] Within the structural elements which are contained in wet areas, studies have demonstrated that there are three main causes of system failure, highlighting water leakages, corrosion of pipes, and the spalling of concrete as substantial modes of foundation decay.[5] From this perspective, regular maintenance and constant evaluation of wet area structures will also be an essential part of the maintenance programme. The team involved in such initiatives must be one of substantial talent, including abilities directly related to those concerns which will most occupy their time, including routine building maintenance, minor construction, repair, and general upkeep. An in-house team whose number is dictated by the scope of the short term maintenance programme should be able to assume the role of daily operator in terms of duties such as light bulb replacement, leak management in pipe couplings, plumbing blockage, door hinge failure, minor boiler issues, tap washer changes, sign erection, and a host of other duties. Along these lines, internal team members must be coached in awareness faculties, ensuring that they can recognise and act when presented with system frailties or structural deviance. Such identification should include slipped tiling, dampness and wet areas, unnatural ageing, rot or mould, cracking, discolouration, and many other signs that the integrity of each building is being negativel y affected by some element. These in house participants should also be versed in decoration and design principles, enabling their participation in an ongoing aesthetic awareness programme where they adjust and alter the decorum to suit university objectives. In spite of the high costs associated with emergency repairs, the best maintenance programme cannot prevent their incidence; therefore maintenance contracts must be designed to ensure cost effectiveness while at the same time encourage a rapid response time. Such partnerships should entail a specific cost basis dependent on the required task, and revolve around a long term relationship in which the maintenance contractors become familiar with the university. A twenty-four hour guideline should be in place for response rates; however, given a major system failure such as a boiler break or plumbing backup, emergency teams must be immediately available. The maintenance programme will entail a rotation of short, medium, and long term tasks, each assigned to either an in-house participant or contracted to an external maintenance team. As these responsibilities happen at regular intervals, long term contracts can remain in place on a specific rotation to ensure that participants are acting proactively and in accordance with the programme needs, not reaction based hiring. Teams should be qualified according to skill set and appropriateness for the stage of the maintenance programme, ensuring that contractor responsibilities do not exceed their scope of normal operation. As structural and systematic problems are identified during the regular review periods and daily operations, maintenance teams must recognise the severity of the damage or wear on the structure and inform a supervisory team of their findings. From this control position, the team will either instruct on internal repair or will hire out the duty to an outside firm. Managin g costs through the maintenance chain will ensure that the university meets their long term cost objectives and yet remains active in the scope of their building maintenance. Maintenance Policy Review To develop an effective maintenance programme, the university must adopt a perspective of preventative maintenance, one which while often perceived as costly in the short term, will dramatically reduce the systematic failure in the long term. Holmes and Droop (1982) recognised that periodic maintenance is most often directed according to budget instead of aligning with the needs of the building in question.[6] As university expenditure expectations are oftentimes maligned with real working scenarios, the determination of a predictive budget and maintenance policy will enable referral and discussion to be directed towards a proactive scenario. The reality is that instead of developing a systematic maintenance framework, decision makers will often choose to weigh budgeting concerns against the severity of the needed service prior to attempting any form of work.[7] Maintenance of a university campus is not about severity or reactionist tendencies. Instead, the maintenance of school faci lities must be directed towards a long term focus of preservation and conservation, ensuring that sustainability is an ultimate objective. The following charts detail the short, medium, and long term focus through which maintenance projects will directly reduce the overall cost basis for renovation and repair over the life of school structures. The representative building is the Reynolds Building, although this plan could be repositioned for any of the many structures on campus with minimal adjustment. In spite of the fact that the costing data is only a general estimate, it places into perspective just how overwhelming major projects can be. Therefore, following a set maintenance plan and integrating professional labour to ensure its validity will enable the university to reduce costs and adequately maintain their diverse structural offering. It should be noted that all three sections contain a complete interior and exterior survey during which any potential problems are identified long before they become emergency repairs. Such analyses should be performed by a licensed surveyor and entail differing levels of comprehensiveness according to the length of time in between reviews. This process is essential to the preventative maintenance scheme of the university, as in spite of other review, the educated perspective of the surveyor could catch concerns before they escalate into much larger challenges. The relatively low cost of this process would be escalated if problems were found; however, the overall long term savings due to a proactive methodology is substantial Short Term Costs The following chart details the short term maintenance costs which will enhance the overall operations of university buildings while at the same time ensure that major systems are checked and repaired prior to major collapse. For the purpose of this plan, short term can be considered a one to two year variable in which the repetition of action is essential to preventative techniques. Each of these segments will not individually contribute to costly renovations; however, when considered as a unit, the cost basis for rehabilitating a distressed structure would be substantial and should be avoided at all costs. Primary Systems Maintenance To begin to exploit the systems which most influence the structural security and stability of a building, a composite of form and function must be evaluated and long term costs prohibited. The key systems within the university building structures include heating and cooling systems, gutters and down pipes and fire protection tools. Aligning these systems around a schedule of regular repair will elongate the life of these instrumental participants and ensure that building stability is upheld. The consideration within this model for gutters and down pipes as essential modes of preservation is directly due to the nature of groundwater seepage and runoff. In order to ensure a long lifecycle for each structure, the water diversion systems must be intimately linked to a maintenance schedule. By cleaning on a 6 month frequency, maintenance technicians are ensuring that any foreign debris that might have filled those units, particularly during the Autumn season, is removed prior to more wet and rain-filled weather. Secondly, ensuring that heating and cooling systems operate at maximum efficiency over their lifecycle assists the university budget on many levels. First and foremost, efficiency measures reduce the overall energy costs associated with maintaining an appropriate temperature within the structure. As global concern regarding energy usage continues to overwhelm headlines and Parliamentary initiatives, complying with social and political expectations places the university at the forefront of ‘green’ supporters. Alternately, when considering the costs of unit replacement in comparison with the minor costs of unit overhaul and monitoring, the potential for unforeseen budgeting problems is very prevalent. Through preventative maintenance on these units which includes a cleaning of the ducts and system components in addition to oiling the motor and replacing belts, the university will ensure that systems operate at extreme efficiency. This maintenance should be done in accordan ce with season frequencies, including the Winter and Summer seasons during which units will be taxed to their maximum capacity. Secondary Systems Maintenance Within the scope of this maintenance schedule, there are other systems which are essential for appropriate functioning of building operations as well as those, that if not well maintained, can cause higher long term costs for the university. Lighting, weather proofing, and drainage are all within this category, and although their functions can easily be considered a primary concern to daily campus life, their long term impact on the university budget is limited in the scope of material costs and lifecycle. Lighting replacement and repair is an essential step to ensuring that daily operations are performed in an attractive and well supplied environment, encouraging patrons to continue their use of university facilities. When replacing bulbs within a regular cycle, maintenance crews are identifying any faults within the lighting system which could turn into critical electrical failure at a later date. Similarly, the replacement of bulbs enables the most efficient and environmentally friendly units to be placed into rotation at regular intervals. This expected maintenance will need to be altered according to technological advances and lifecycle. Within the whole life cost cycle of a structure, the potential for inclement weather and more importantly, the failure of structural systems to prevent penetration by this weather, can dramatically reduce the longevity and efficiency of a building. Therefore, checking the weather stripping and ensuring that all door and window seals function appropriately ensures that time sensitive erosion and wear on the structure does not occur. This maintenance also ensures that the crew evaluates a variety of key entry and exit points for rodent or insect incursions and eliminates the potential for such future problems. Finally, within the secondary modes of short term maintenance, drainage systems are an oft ignored reactive form of maintenance which, when properly maintained, can substantially contribute to structure longevity and limit the propensity for future problems. Ensuring that the proper flow of waste waters away from the building is regular and consistent eliminates the costly reactive calls to plumbing contractors after emergency situations have dictated refurbishment. Similarly, proactive evaluation of this system offers plumbers the opportunity to note any potential cracks, fissures, or weak points within the piping system and ensure that all drive mechanisms are appropriately synced for efficient operation. Short Term Maintenance Item Description Frequency Additional Equipment Anticip. Cost Notes Gutters Cleaning and debris removal 6 Months (After Autumn/Spring) Scaffolding  £270.00 Price Includes Scaffolding Down Pipes Cleaning and debris removal 6 Months (After Autumn/Spring) Scaffolding Included in Gutter Cost Price Includes Scaffolding Fire Equipment System evaluation, recharge, and certification 3 Months (Seasonal) Replacement Extingusihers  £180.00 Price includes system certification Heating System System evaluation, vent cleaning and tubing refurbish (As Needed) 6 Months (Prior to Winter and After Summer) Ladder, Replacement Parts  £240.00 Price includes cleaning Fire/Smoke Alarms Check batteries, test function, and replace if needed 3 Months (Seasonal) Replacement alarm  £115.00 Indicates replacement Cooling System System Evaluation, recharge, system cleaning (6 Months Prior to Summer and After Winter) Ladder, Replacement Parts  £310.00 Includes Recharge Lighting Light bulb replacement, system overhaul as needed Monthly as Needed, 6 months for major systems Ladder, Replacement Bulbs, Replacement Housing  £85.00 Includes Replacement of bulbs at 6 month interval Weather proofing Reapply stripping to interior and exterior door and window seals Anuual (Prior to Winter) Weather Stripping, Sealant  £110.00 Includes replacement throughout building Windows Cleaned, debris removed, function certified 3 Months (Seasonal) Ladder, Scaffolding  £270.00 Includes Cleaning and scaffolding rental Drainage Analysis All drains inspected for free flow action and plumbing repaired as needed Annual (Prior to Summer) Snaking system, chemical unblock system  £320.00 Includes Cleaning of problem areas Interior Eval Full analysis of problem areas and survey of interior Annual (Prior to Spring) Ladder  £180.00 Full inspection Exterior Eval Full analysis of problem areas and survey of exterior (Includes ground variance and nearby incidences) Annual (After Autum) Ladder  £180.00 Full inspection TOTAL ANNUAL COST  £2,260.00 Medium Term The medium term responsibilities offer an ideal time frame for replacement and refurbishment that includes more substantial, and generally, more costly repairs than those attempted in the short term. The expectation remains that any problem which arises during routine inspections must be dealt with according to the needs of the university, not the maintenance schedule or proposed budget. Through adherence to this strategy throughout the whole life costing of the structure, quality will be maintained and the overall lifecycle costs will be reduced. Primary Systems Maintenance The primary systems evaluated during the medium term are directly related to the essential operations of the structure, including those systems which can debilitate and detract from the consistent workings of the building, including the boiler, the electrical system, and the gutter system. Recognising that the replacement of these systems at the medium term interval will substantially improve cost savings over emergency repair and expensive maintenance projects is a priority for committee members. The boiler replacement is most likely one of the most expensive, but most rewarding measures to be taken at the medium term interval. Given that the average life-span of a boiler could potentially last longer than the ten year period listed here, the maintenance team must be able to recognise the characteristics of a well-functioning or suffering unit and offer advice regarding its condition during standard evaluations before and after this period. Replacement is highly recommended at the ten year mark because this essential systems component could substantially increase costs of a disaster repair in the event of its failure. Analysis of the electrical system will be included within the survey report conducted at the short-term intervals and expanded into the full spectrum 10 year evaluation in the medium term. Those systems which are deemed faulty during this period should be replaced immediately, as malfunctioning electrical systems can become an unanticipated fire hazard. Replacing the electrical system at ten year intervals ensures that the insulation efficacy is maintained and that updated wiring is installed for new technology to function properly. Finally, within the primary systems, the gutter and down pipe components become an essential mode of structural preservation, as the water transport away from the building limits the amount of erosion and decay over a lengthy period of time. At the ten year period, however, the prediction is that most of the system will have begun to demonstrate signs of wear, specifically around the hardware and jointing sections of the unit. Repair teams should undergo substantial overhaul to replace mounting brackets and pipe couplings as well as replacing any sections of the system which are cracking or developing holes due to exposure to the elements. Secondary Systems Maintenance The medium term secondary systems are represented by those that both enhance the standard operations of the structure and offer the most cost versus value refurbishment within the maintenance system. Although primary systems are deemed essential components, the high visibility of the secondary systems ensures that they are of an essential nature to the continued functioning of the structure. The building decoration, and in essence, the prescribed character of the interior structure is a maintenance project that requires substantial investment and vision. External contractors participating in the decoration revision every six years should replace drapes and visible accessories, alter furniture to match the expected period representation, and dramatically alter any additional components which add to the building aesthetics. The cost in this plan is a best case scenario cost and will have to be updated according to the broad range of needs. Aligned with redecoration, the repair and replacement of both internal and external finishes dramatically improves the user perception of the building, supporting operations and ensuring that during this activity that walls and beams are in good repair. While the costs in these sections are an estimate, paint quality must be chosen of a high enough grade to endure elements and use over the coming decade, and of a colouring that matches the prescribed decoration aesthetics of the contractors’ vision. Finally, within the medium term, updating carpet and repairing the flooring become enhancement variables which ensure both function and aesthetics are aligned throughout the building. Although the wear lifecycle of both of these systems may offer a longer term operation, by replacing these components within the medium interval sustains the overall appearance of the building as well as identifies any underfoot rot or decay which could cause substantial problems later in the building lifecycle. These costs are only estimates, and depending on the quality or installation costs, the replacement of these elements could be substantially higher. Medium Term Maintenance Item Description Frequency Additional Equipment Anticip. Cost Notes Decoration All interior and exterior decorative features cleaned or retouched as needed, application of desired new features 6 Years Added moulding and New decoration features  £1,400.00 Includes interior design revision Interior Wall Finish Paint or stain alteration throughout interior of structure 8 Years New Paint colours  £2,800.00 Includes new paint for all surfaces Exterior Wall Finish Paint or stain alteration throughout exterior of structure 8 Years New Paint colours  £3,200.00 Includes new paint for all surfaces Gutters Gutters repaired or replaced as needed 10 Years Remove and Replace hardware  £1,100.00 Includes hardware replacement and repair to system Boiler Boiler system cleaned, repaired, or replaced 10 Years New Boiler System  £2,200.00 Replacement of Boiler System Heating System System Features and couplings replaced, vent system replaced 10 Years New vent system  £2,700.00 Includes labour and cost of new venting system Flooring All Flooring examined for structural soundness and replaced as needed 7 Years New Flooring  £1,700.00 Includes New Flooring Carpeting All carpeting examined for fraying and stains and replaced as needed 7 Years Replacement Carpet  £1,400.00 Includes New Carpeting Interior Eval Full analysis of problem areas and survey of interior 10 Years Structural Modifications  £240.00 Includes in-depth survey only Exterior Eval Full analysis of problem areas and survey of exterior (Includes ground variance and nearby incidences) 10 Years Structural Modifications  £240.00 Includes in-depth survey only Electrical Eval Explore electrical system and replace any frayed wiring or non-working areas 8 Years New Wiring system  £1,700.00 Includes cost of new wiring system Roofing Repatch Patch and fill areas demonstrating extensive wear or lack of structural stability 5 years Roofing shingles or covering  £400.00 Includes labour and new shingles Damp proofing Analyse all areas for wet seepage, fill and fix problem areas 7 Years Mastic replacement and filling  £700.00 Includes replacement of all mastic and fillings Drainage Clear Drains cleaned and pumped through ensuring proper rate of flow 4 years Pressurised Cleaning  £350.00 Complete system cleaning and pumping TOTAL MEDIUM TERM COSTS  £20,130.00 Long Term As the building lifecycle reaches the long term variables of the maintenance plan, substantial wear and repair throughout the passage of time will have altered many of the structural variables within the system. From this perspective, an according chart of timelines must be maintained to identify when particular items have been replaced prior to the lifecycle prediction. Overall, the long term costs will be substantially higher than either the short or medium term; however, the replacement of major systems offers an improved structural integrity and preserves the structure for many more decades of use. Primary Systems Maintenance As with the other timeline components,

Gwendolyn Brooks We Real Cool Essay -- Gwendolyn Brooks Real Cool Poe

Gwendolyn Brooks' "We Real Cool" The poem 'We Real Cool' by Gwendolyn Brooks is a stream of the thoughts of poor inner city African-Americans who have adopted a hoodlum lifestyle. Though many can have different interpretations of this poem, it is fair to look at the life and career or the works and influences of Gwendolyn Brooks. The life and art of the black American poet, Gwendolyn Brooks, began on June 7, 1917 when she was born in Topeka, Kansas. She was the first child of Keziah Corine Wims and David Anderson Brooks. When she was four, her family moved to their permanent residence on Champlin Avenue in Chicago. Her deep interest in poetry consumed much of her early life. For instance, Brooks began rhyming at the age of seven. When she was thirteen, she had her first poem, 'Eventide', published in American Childhood Magazine. Her first experience of high school came from the primary white high school in the city, Hyde Park High School. Thereafter, she transferred to an all-black high school and then to the integrated Englewood High School. By 1934, Brooks had become a member of the staff of the Chicago Defender and had published almost one hundred of her poems in a weekly poetry column. In 1936, she graduated from Wilson Junior College. Another part of her life came as she married Henry Blakely just two years after she graduated from college. At the age of twenty-three, Brooks had her first child, Henry, Jr., and by 1943, she had won the Midwestern Writers Conference Poetry Award. Her first book of poetry, published in 1945, altered a commonly held view about the production of black arts in America but also brought her instant critical acclaim. In addition, she has accompanied several other awards, which includes two Guggenheim awards, appointment as Poet Laureate of Illinois, and the National Endowment for the Arts Lifetime Achievement Award. Brooks was the first African-American writer both win the Pulitzer Prize and to be appointed to the American Academy of Arts and Letters. Brooks received more than fifty honorary doctorates from colleges and universities. Her first teaching job was at a poetry workshop at Columbia College in Chicago. In 1969, the Gwendolyn Brooks Cultural Center opened on the campus of Western Illinois University. She went on to teach creative writing at a number of institutions including Northeastern Illinois University... ...from the dullness of schoolwork to many possibilities. The next lines poke fun at the value of education and celebrate their street learning. ?Lurk late,? ?Strike straight,? ?Sing sin,? and ?Thin gin,? contradict any possibility for mental growth. Symbolism comes in the picture in the next line, ?We Jazz June,? which has many meanings. The word ?Jazz? signifies sexual intercourse. Then the word ?June? becomes a female. The tone of the poem dramatically changes when the reader learns the dropouts die soon. The group end in the last line, ?Die soon,? the final consequence of trying to be cool. Seemingly having fun in the beginning being cool, they are now completely powerless because they are dead. The poem really gives an obvious picture of what young African-American males are driven to do under the impression of trying to be cool. Since their minds are headed straight to corruption, they have no clue because they are having so much fun being cool. Leaving school, staying out lat e, singing sin, drinking alcohol, and having sex apparently are the only things that are important to them. With this mentality, more and more inner city males while continue hastening toward their death.

TV Dating Show

TV Dating Show – † If you are the one† Oh, My God! There are 24 beautiful and charming young female contestants standing on a stage, each atop a podium with a light panel in front. Stand on the other side of the stage is a young male contestant who looks a little bit nervous because he is trying to impress the 24 ladies to go on a date with him. Wait, what is going on? Uh†¦ , let me tell you that is a real scene from the most popular TV dating show in China, â€Å"If You are the one. This dating show was created for the career oriented men and women between the ages of 20 to 40 a platform to meet their soul ate. It was produced by Jungian Satellite Television. Unlike the traditional way of making friends, this show reflects the men and women's idea of finding love and marriage in today's world. In the show, the 24 female contestants have 4 chances to understand the male constant through his story, career, love life and comments from friends to decide if the m ale contestant is the one whom they have been waiting for by keeping the light panel on after all 4 segments.Because of its novelty, this show attracted many young people and many parents would encourage their children to audition for the show. And Just in a short time, â€Å"Are you the one† has become a popular topic at dinner table. Everyone In China knows this show, even a 5-year old child. To some extent, in â€Å"If You are the one,† the honest and daring conversations on love and personal values between male and female contestants have aroused wide public concern. Sometimes, you may get scared hearing about some surprising Ideas.For Instance, In 2011, a female contestant named Ma Nun, expressed her love view on the show by saying â€Å"I'd rather cry In a BMW than smile on a bicycle. † Immediately after she saying that, she had become an Internet sensation and all most every audience got shocked. Many people criticized her for being selfish, they called h er â€Å"Ammonite,† which means a person only loves money. However, at the same time, People who supported Ma Nun, applauded for her honesty, because not everyone can tell what they actually thing In such a big show.At that time, every Chinese hold different opinions attitudes toward this Issue. After one year, this event ended as a dating shows sensationalists. In fact, I think â€Å"If You are the one† Is not more than a dating show, It Is Like a multi-delusional mirror that reflects today's social values ND also created a buzz about people's morality. Through this dating show, we can see ourselves as one of the contestants on the show. As Earnest Hemingway said â€Å"l know only that what Is moral Is what you feel good after and what Is Immoral Is what you feel bad after. TV Dating Show By Cindy going on? Uh†¦ , let me tell you that is a real scene from the most popular TV dating popular topic at dinner table. Everyone in China knows this show, even a 5-year o ld public concern. Sometimes, you may get scared hearing about some surprising ideas. For instance, In 2011, a female contestant named Ma Nun, expressed her love view on he show by saying â€Å"I'd rather cry in a BMW than smile on a bicycle. Immediately after she saying that, she had become an internet sensation and all most every can tell what they actually thing in such a big show. At that time, every Chinese hold different opinions attitudes toward this issue. After one year, this event ended as a dating shows sensationalistic.

Free Essays on Joy Luck Club-Plot Overview

The Joy Luck Club contains sixteen interwoven stories about conflicts between Chinese immigrant mothers and their American-raised daughters. The book hinges on Jing-mei's trip to China to meet her half-sisters, twins Chwun Yu and Chwun Hwa. The half-sisters remained behind in China because Jing-mei's mother, Suyuan, was forced to leave them on the roadside during her desperate flight from Japan's invasion of Kweilin during World War II. Jing-mei was born to a different father years later, in America. Suyuan intended to return to China for her other daughters, but failed to find them before her death. Jing-mei has taken her mother's place playing mahjong in a weekly gathering her mother had organized in China and revived in San Francisco: the Joy Luck Club. The club's other members- Lindo, Ying-ying, and An-mei- are three of her mother's oldest friends and fellow immigrants. They tell Jing-mei that just before Suyuan died, she had finally succeeded in locating the address of her lost daughters. The three women repeatedly urge Jing-mei to travel to China and tell her sisters about their mother's life. But Jing-mei wonders whether she is capable of telling her mother's story, and the three older women fear that Jing-mei's doubts may be justified. They fear that their own daughters, like Jing-mei, may not know or appreciate the stories of their mothers' lives. The novel is composed of four sections, each of which contains four separate narratives. In the first four stories of the book, the mothers, speaking in turn, recall with astonishing clarity their relationships with their own mothers, and they worry that their daughters' recollections of them will never possess the same intensity. In the second section, these daughters- Waverly, Jing-mei, Lena, and Rose- relate their recollections of their childhood relationships with their mothers; the great lucidity and force with which they tell their stories proves their mothers' fears... Free Essays on Joy Luck Club-Plot Overview Free Essays on Joy Luck Club-Plot Overview The Joy Luck Club contains sixteen interwoven stories about conflicts between Chinese immigrant mothers and their American-raised daughters. The book hinges on Jing-mei's trip to China to meet her half-sisters, twins Chwun Yu and Chwun Hwa. The half-sisters remained behind in China because Jing-mei's mother, Suyuan, was forced to leave them on the roadside during her desperate flight from Japan's invasion of Kweilin during World War II. Jing-mei was born to a different father years later, in America. Suyuan intended to return to China for her other daughters, but failed to find them before her death. Jing-mei has taken her mother's place playing mahjong in a weekly gathering her mother had organized in China and revived in San Francisco: the Joy Luck Club. The club's other members- Lindo, Ying-ying, and An-mei- are three of her mother's oldest friends and fellow immigrants. They tell Jing-mei that just before Suyuan died, she had finally succeeded in locating the address of her lost daughters. The three women repeatedly urge Jing-mei to travel to China and tell her sisters about their mother's life. But Jing-mei wonders whether she is capable of telling her mother's story, and the three older women fear that Jing-mei's doubts may be justified. They fear that their own daughters, like Jing-mei, may not know or appreciate the stories of their mothers' lives. The novel is composed of four sections, each of which contains four separate narratives. In the first four stories of the book, the mothers, speaking in turn, recall with astonishing clarity their relationships with their own mothers, and they worry that their daughters' recollections of them will never possess the same intensity. In the second section, these daughters- Waverly, Jing-mei, Lena, and Rose- relate their recollections of their childhood relationships with their mothers; the great lucidity and force with which they tell their stories proves their mothers' fears...

The Tower Of London Essays - Grade I Listed Buildings In London

The Tower Of London Essays - Grade I Listed Buildings In London The Tower of London The Tower of London, the oldest fortified palace in Europe, was built by William the Conqueror in the late 1000's. It has served as a fortress, prison, palace, and the final resting-place of many people ("Tower of London" Encarta 1). Its history is full of amazing and horrific stories of life and death. To truly appreciate this magnificent group of structures a look must be taken into its history through it's architecture, uses, and those held in the prisons and dungeons. The Tower Of London is not actually one tower, it is a group of 13 towers located on 7.5 hectares of land known as Tower Hill ("Tower of London" Encarta 1). To the south of the tower is the Thames Rivers, which used to feed a moat that was drained in 1830. The general shape of the tower is a square with two lines of defensive walls surrounding it. The outer wall is defended by six towers on the river face, and there are two semi-circular bastions at the northeast and northwest corners (Tower of London Virtual Tour 3). The original tower, also known as the White Tower, is flanked by four turrets (Encarta 1). By looking carefully at the architecture of the tower you can see the painstaking workmanship put into every little detail. The group of thirteen towers collectively known as the Tower of London has five areas, which are especially interesting. One such tower was the Lion Tower, called so because it once housed the royal managerie. Often bear baiting performances were held here (Virtual Tour of the Tower of London 4). The Bell Tower is known by this name because of the belfry located at the top of it. The bell in the belfry was used as a warning system of an oncoming attack from enemies to the English (Virtual Tour of the Tower of London 6). Another building is the famous Bloody Tower, which is called this because it is the location of the murder of Prince Edward V and the Richard, the Duke of York (Virtual Tour of the Tower of London 9). The oldest tower is the White Tower, which is the great central keep. It was once used as the seat of the government and the home of the royal family (Virtual Tour of the Tower of London 10). Another infamous area of the Tower of London is the site of the block w! here a scaffold was erected and all of the executions were performed so that the public could watch (Virtual Tour of the Tower of London 14). One of the most famous uses of the Tower of London was as a prison and final resting-place for many members of the English royal family. One such person was Lady Jane Grey. Grey was queen for nine days until her own father lead a revolution that took her out of power and put the rightful heir to the throne in. Later Grey's father placed her in prison and was forced to have her executed to show his loyalty to the queen (Hamlin 1). Another infamous murder was that of Anne Boleyn. Boleyn was married to Henry VIII, but after a while Henry became tired with her and decided to dump her for his mistress Jane Seymore. So Henry had Anne Brought up on the charges of treason, adultery, and incest, and Anne was beheaded (Hibbert 70). Other famous prisoners killed at the Tower of London include, Edward V, Richard Duke of York, Archbishop Crammer, Bishops Ridley and Latimer, and Sir Walter Raleigh (Tower of London Virtual Tour 9). As you can see the Tower of London is a window into the rich history of England through its architecture, uses, and those imprisoned and executed there. The tower's history shows how different the time of Elizabethan age and the years preceding it are so different from today, through the subtle differences in architecture and quality workmanship. Clearly the Tower of London is a perfect example of a window into the life and times of those living in Elizabethan England.

Things You Never Learn in College (But Need for Your Career)

Things You Never Learn in College (But Need for Your Career) If it wasn’t for college, there are just some things the world would never know. For example, how else would the human race know that two days of Red Bull, pizza, and finals can turn a normal person into a zombie? College is also the reason why there are so many different uses for Ramen – from food to furniture. Still, there are a few things that you just can’t learn in college. Despite how much Calculus, World History, or Political Science you study, here is a handful of items that you’ll need to learn on your own if you want to be successful in your future career. Time Management Skills In college, you can get away with procrastinating important papers until the day they’re due, especially if you’re willing to stay up all night in order to finish. In the real world, due dates often mean the difference between having a job and keeping them. In order to be successful, you’ll need to learn how to complete projects over time and ahead of schedule. Negotiation As a college student, if your roommate does something you don’t like, you can always just slam the door in his face or steal all his cereal as retribution. You are not encouraged to negotiate with professors as it wont help you to get a better grade anyway. In college you are usually limited by the rules and policy, told what to do and left with minimum freedom. In the real world successful people do negotiate. You’ll need to learn how to compromise and negotiate if you want to get ahead in your career path, defend your ideas and expect results from co workers. Teamwork While some college professors try to teach teamwork, it usually ends up just being an exercise to see which one of your team members is the biggest overachiever. In the real world, you can’t afford to sit back and let someone else do your work for you. You must learn how to actually do your part in order to make your entire work team successful. Follow-Through College students are notorious for making plans or promises and then just not showing up. This might be okay if you’re talking about participating in a beer crawl, but it may just get you fired if you try it at work. It is vital to learn how to make a commitment and then always follow through. It will help you get ahead in your career and make you more trustworthy in your personal life. Money Management It’s really easy to pay bills when you have unlimited access to your dad’s credit cards. Unfortunately, that blissful period where your family (or your loans) pays for your daily Wendy’s injections doesn’t last forever. Learn how to budget your money so that you can meet your needs in addition to paying your bills and saving something for the future. Social Tolerance You can be friends with whoever you want. If someone annoys you in a class, you don’t have to talk to them. Simple as that. Unfortunately, the real world is much different. You often have to work with, play with, and live with people who you just don’t like very much. It’s important to learn how to tolerate others’ differences in order to accomplish your goals. And, that means, accepting them without racist, sexist, or intolerant language and actions. Love Learning No matter how many courses you take, no one can teach you how to love learning. People who place importance on learning and growing are happier and more successful in their lives. If you are just going to school to check off the box, â€Å"I earned a degree,† you may not find that your degree does much for you except fill up space on your wall. Risk-taking Although college can help you explore new ideas, it can’t teach you one of the most important secrets of the universe – great people are not afraid to take risks. From Steve Jobs to those guys at College Humor, people who become great after college are the ones who don’t stay within the norms of society. Don’t be afraid to take risks that could potentially make you great. Failure doesn’t make you a loser. Not trying does. Organization It’s possible to get through college without being organized, but it’s not the badge of honour you think it is. Instead of seeing organization as something only nerds do, start to work out a system of your own now. Not only will it help you in your classes, but it will give you a great start on mastering the intricacies and scheduling of the real world. Can you add one more thing you never learn in college but will need in your future? We are waiting for your ideas!

DNRC Senrio Essay Example | Topics and Well Written Essays - 1250 words

DNRC Senrio - Essay Example Lastly, recommendations on how to avoid the threats and risks will be made so as to ensure the event is carried out successful. In organizing the Democratic Republican National Convention, review of threats from the top to the bottom is key in evaluating how resources are supposed to be distributed and the level of workforce to be distributed to combat each threat. By DRNC being positioned to take place in Miami, Florida, quite a lot in regard to preparation of the event had to be taken into account. By having Major Waren plus other divisions in charge of planning the event, he has to ensure that all is in place before the major event(Harrison, 2010). Based on his assessment of the area, Major Waren would have come up with the following threats that can affect the Democratic Republican National Convention from that which can pose the highest risk to the least. Top in the threats likely to occur in the event is the issue of a hurricane disrupting the event. Since the event is scheduled to take place in August, which is mostly known to harbor very bad hurricanes, careful assessment of the risk involved has to made in order to assess whether it will be worthwhile carrying out the event or not. Hurricanes are natural disasters that pose great risk when they occur. In such a situation, the risk of a hurricane occurring on that day can be only be found from the metrologist department some weeks before the event. Hurricanes pose threat to infrastructure and human lives and can result to huge damage(Harrison, 2010). Based on the positioning of the event, hurricanes can result in extensive damage as it can cause disruption of the airplane system, cause certain planes to crash, result in heavy traffic, cause uprooting of houses and even the venue infrastructure. Another threat likely to occur in the event that has high consequence is the event of a terrorist attack(Harrison, 2010). In having a convention that harbors

The PICO Question Coursework Example | Topics and Well Written Essays - 500 words

The PICO Question - Coursework Example at least once a week?† Moreover, a collateral question is: â€Å"What happens if the patient is given another kind of diabetes medication and undertakes the lifestyle changes as suggested earlier?† Is his diabetes Type I or Type II to know if the correct medications are given? (Campbell & White, 2003). The intervention or indicator or the area of interest (I) will be in managing the effects of diabetes since diabetes is a chronic lifestyle disease and hence incurable and progressive. There is a need to check first if it is Type I or Type II so the proper interventions can be implemented. If the type of diabetes is now known, then the medication can be tailor-fitted to the patient in his particular case, depending on the circumstances that triggered his diabetes in the first place since there are risk factors to the onset of diabetes. The question is: â€Å"If it is Type I, then is it juvenile diabetes (affecting around 5% of the general population) as diagnosed among children and young adults† (American Diabetes Association, 2014). The key will be to adopt a twin approach to the management of this type of diabetes using hormone therapy (injectable insulin) together with the changes in diet (avoidance of sugary foods and drinks) and increased physical activities together wit h constant monitoring of possible hyperglycemia (high blood glucose) or probable low blood glucose (hypoglycemia) as an adverse reaction to the insulin hormone treatment or therapy. For the purpose of comparison and control (C) the diabetic patients are divided into their type of diabetes and then subdivided again into smaller groups based on their knowledge of diabetes (if the patients know what type of diabetes they have and what the treatments are there). While the general knowledge is that diabetes is caused by too much sugar, there is little literacy among diabetic patients on what interventions are available for them, how to avoid certain foods to prevent worsening the effects of

Discussion Essay Example | Topics and Well Written Essays - 250 words - 95

Discussion - Essay Example polyandry, children born are said to descendants of the eldest brother alone while in non-fraternal polyandry fatherhood is determined through a ceremony. In other cases, the children are said to have descended from all the husbands. I find this type of marriage unusual and unethical. This form of marriage does not have ways through which the fatherhood of the children can be determined. I find it hard that men can share a common wife without constantly fighting. It is practiced by the Tibetan, Marquesan, Toda and Sherpa societies. This form of marriage is believed to create family unity which is important if the family is seeking or wants to maintain its social economic status since all property and land is owned by the family as a whole. The brothers are believed to live harmoniously if they share a common wife. In a woman’s point of view, there is a sense of security due to the fact that all the husbands will struggle to fend for the

Technology Essay Example | Topics and Well Written Essays - 500 words - 2

Technology - Essay Example thing, I have strongly disfavored my complete reliance on my laptop over a period of time but unfortunately I am totally dependent on this technological device for nearly all my tasks, routines and undertakings. My laptop becomes a real source of pain for me whenever I am doing something on the Internet and there is an issue that surfaces which has got nothing to do with my work in progress. Usually these problems stem from replacing an antivirus or asking me to run the scandisk otherwise the system threatens to go off the track – and off the track it always does! I get awful things in my mind all of a sudden and my reliance on this technological product takes the entire wrath from my mouth in an instant. I start becoming very edgy and my feelings become very strong in hatred against the laptop and indeed the whole field of science. Thus I am of the belief that my laptop should not be given this much importance within my life as much as I give to it at the present. This will solve quite a few problems for my goodness

Has globalisation made the world more or less secure Discuss with Essay

Has globalisation made the world more or less secure Discuss with specific reference to the rise of non-State actors - Essay Example An indicative example is the cold war period, during which the term security was related to state and security as integrated units. In the after-cold war period, which was characterized by the gradual development of globalisation, the term security refers mostly to environmental and health problems; internal conflicts are also issues related to security in the era of globalisation. Current paper focuses on the issue whether globalisation has made the world more or less secure. Reference is also made to the non-state actors, which have been given increased powers regarding the internal issues of states. This phenomenon has been related to globalisation, which has increased its involvement in the activities of states and individuals worldwide. It is proved that the role of globalisation in security worldwide has been negative; however, the specific problem could be effectively resolved with the cooperation of states. In order for any such effort to be successful, it is required that me asures are developed in advance for controlling the expansion of non-state actors, as factors influencing the political and social framework of countries worldwide. 2. Globalisation and security in the international community. The role of non-State actors 2.1 Globalisation and security In the context of globalisation it has been made quite difficult for security worldwide to be appropriately promoted. The reason is that globalisation supports practices and ideas, which are often in opposition with the national culture and rules. In this context, the conflict between the ‘non-state actors and the intra state practices’ (Al-Rodhan 2006, p.162) is increased. The above fact has a negative influence on the efforts of international bodies to promote the world peace and health. Indeed, many of the plans developed by the UN for securing the health and safety of people in countries worldwide are led to a failure. The role of globalisation in the limitation of the security of sta tes is analysed in the study of Till et al. (2009). In accordance with the above researchers, globalisation has led states ‘to cede a number of their security functions to non-state factors’ (Till et al. 2009, p.47). The above target has been achieved through the following method: under the fear of globalisation certain states avoid their participation in critical commercial activities worldwide; however, in this way, their economic power is reduced, a fact that leads, also, to the worsening of their position, as members of the international community. Under these terms, states become weak towards military threats; in case of such threats they would need the support of non-state factors. In this way, the limitation of sovereignty, a fear that initially led the country to its economic exclusion, becomes a clear threat. The power of globalisation to promote instability is not limited to the external environment, referring to the relationship between a state and the other countries of the international community. It can also refer to the state’s internal environment, where the promotion of ‘economic disparities’ (Till et al. 2009, p.47) can lead to severe conflicts. Trying to explain the increased power of globalisation over national issues, including security, Fagan et al. (2009) referred to the weakness of the ‘old-fashioned instrumental politics’

Reflective Report On Class Debate Essay Example | Topics and Well Written Essays - 1000 words

Reflective Report On Class Debate - Essay Example The report concludes with the learning outcome on how arguments over a topic are developed, structured and evaluated in a debate. Discussion The motion of the report was that the companies should have limits or makes a fixed value for the wage of the senior management in the companies. My team members were against the motion of the debate i.e. the companies should not put limits or doesn’t make a fixed value for the remuneration of senior management in their compensation policy. First, my team members worked hard in identifying the possible arguments that supports our point of view and go against the topic of the debate. Secondly, my team members organise and structure the arguable points in the most meaningful manner that convinces the opponent debating group. My group members would have worked better if we had used some known evidence or statistics from literature and research. My Team Members’ Argument The key points developed in support of the argument were to discu ss the idea and purpose of the compensation system and policy, addressing the worth of senior management for companies in a broader context, the changing perspectives on the reasons why management wages are not kept fixed, and identifying reasons that justify the extended worth of senior management. Before arguing over the topic, it is important to first understand the rationale behind the wage system and policy of companies. The compensation policy by which companies reward their employees is not a mere system of paying off workers for their time and efforts, rather a compensation policy is often a strategic competitive edge by which companies retain the human capital to their organisations for a longer period of... This paper approves that the key points presented by the opponents were that wage discrimination leads to professional jealousy, influences motivation, detainment of financial resources around senior management and that performance criterion are reflective of job description, responsibility and skills. The other side argued that the companies should have limits for wages of senior management, as this wage discrimination creates a negative internal competition, decreases employee motivation and professional jealously amongst the lower and top management employees. Management personnel and seniors in a company serve as assets because; one, there is no substitute of experience; second, the cost of attracting new talent is too stupendous than retaining the old ones. This paper makes a conclusion that when preset performance standards systematically justify the professional worth of every individual irrespective of the management level then what is the reason for delimiting the wage scale for senior management on behalf of their extended worth? It is an unfair company policy which consumes a large proportion of organisational financial resources for around a small group of individuals. This limits a company’s ability to leverage and transfer benefits to a major portion of employees working for that company. The strength of the argument was it develops logical link between the supporting statements, though the researchers and authors have commented on both the arguments and there is no right conclusion for this debate found in the research.

Technology Essay Example | Topics and Well Written Essays - 500 words - 2

Technology - Essay Example thing, I have strongly disfavored my complete reliance on my laptop over a period of time but unfortunately I am totally dependent on this technological device for nearly all my tasks, routines and undertakings. My laptop becomes a real source of pain for me whenever I am doing something on the Internet and there is an issue that surfaces which has got nothing to do with my work in progress. Usually these problems stem from replacing an antivirus or asking me to run the scandisk otherwise the system threatens to go off the track – and off the track it always does! I get awful things in my mind all of a sudden and my reliance on this technological product takes the entire wrath from my mouth in an instant. I start becoming very edgy and my feelings become very strong in hatred against the laptop and indeed the whole field of science. Thus I am of the belief that my laptop should not be given this much importance within my life as much as I give to it at the present. This will solve quite a few problems for my goodness

Reflective Report On Class Debate Essay Example | Topics and Well Written Essays - 1000 words

Reflective Report On Class Debate - Essay Example The report concludes with the learning outcome on how arguments over a topic are developed, structured and evaluated in a debate. Discussion The motion of the report was that the companies should have limits or makes a fixed value for the wage of the senior management in the companies. My team members were against the motion of the debate i.e. the companies should not put limits or doesn’t make a fixed value for the remuneration of senior management in their compensation policy. First, my team members worked hard in identifying the possible arguments that supports our point of view and go against the topic of the debate. Secondly, my team members organise and structure the arguable points in the most meaningful manner that convinces the opponent debating group. My group members would have worked better if we had used some known evidence or statistics from literature and research. My Team Members’ Argument The key points developed in support of the argument were to discu ss the idea and purpose of the compensation system and policy, addressing the worth of senior management for companies in a broader context, the changing perspectives on the reasons why management wages are not kept fixed, and identifying reasons that justify the extended worth of senior management. Before arguing over the topic, it is important to first understand the rationale behind the wage system and policy of companies. The compensation policy by which companies reward their employees is not a mere system of paying off workers for their time and efforts, rather a compensation policy is often a strategic competitive edge by which companies retain the human capital to their organisations for a longer period of... This paper approves that the key points presented by the opponents were that wage discrimination leads to professional jealousy, influences motivation, detainment of financial resources around senior management and that performance criterion are reflective of job description, responsibility and skills. The other side argued that the companies should have limits for wages of senior management, as this wage discrimination creates a negative internal competition, decreases employee motivation and professional jealously amongst the lower and top management employees. Management personnel and seniors in a company serve as assets because; one, there is no substitute of experience; second, the cost of attracting new talent is too stupendous than retaining the old ones. This paper makes a conclusion that when preset performance standards systematically justify the professional worth of every individual irrespective of the management level then what is the reason for delimiting the wage scale for senior management on behalf of their extended worth? It is an unfair company policy which consumes a large proportion of organisational financial resources for around a small group of individuals. This limits a company’s ability to leverage and transfer benefits to a major portion of employees working for that company. The strength of the argument was it develops logical link between the supporting statements, though the researchers and authors have commented on both the arguments and there is no right conclusion for this debate found in the research.

The Unlikely Tragic Hero Essay Example for Free

The Unlikely Tragic Hero Essay In his essay on tragedy, Arthur Miller once wrote the tragic feeling is evoked in us when we are in the presence of a character who is ready to lay down his life, if need be, to secure one thinghis sense of personal dignity. This insightful view of the common mans ability to be a tragic hero is emblematic of the female protagonist, Mrs. Alving, in Henrik Ibsens controversial drama Ghosts. In her fight to pull her family together and become the archetypal wife Mrs. Alving learns of lifes tragedies- she loses everything she loves and all she has built in the name of dignity. Regardless of the deleterious internal effects on her psyche, Mrs. Alving protects and uphold her values. She respects marriage; she knew her husband was unfaithful, yet Mrs. Alving did not end the relationship as she wanted to uphold her matrimonial vows. She recalls soon after, I heard Alving come in too. I heard him say something softly to her. And then I heard oh! it still sounds in my ears, so hateful and yet so ludicrous I heard my own servant-maid whisper, Let me go, Mr. Alving! Let me be!' (1.405). Though she fights to understand the truth, she has nobly held her tongue to save her boy and let her husband die honorably. Although she believes it is a bad idea to leave the newly built orphanage uninsured, she protects Manders from public indignation by complying with his anti insurance idea; this becomes a regrettable decision when the orphanage burns down. She still respects Manders ability to function under the laws of society, but when he makes note of the ignominious progressive books she has been reading Mrs. Alving becomes defensive. She explains, here, in my loneliness, I have come to the same way of thinking, Pastor Manders. But I have never dared to say anything (1.351). While she has a strong belief in progressive ideas, Mrs. Alving would never shame her family by outwardly expressing them. Mrs. Alving respects her family enough to realize they will be hurt if she does not hold everything together. She imparts only fond memories of Mr. Alving to her son Oswald and reminds him of the familial ties which they must live by. As Oswald refers to his father saying, and yet he managed to do so much in the world; so much that was good and useful; although he died so early the reader realizes how delusional his vision of his father is (1.295). Deeply obliged to both her son and her late husband, Mrs. Alving fights to cover up the truth of her marriage and provide the best for her son, striving to protect his innocence and morality. She believes she can save her son from anything, though as her marital situation worsened she could not bear the thought of keeping her son in such an environment, she explains I had to bear it for my little boys sake. But when the last insult was added; when my own servant-maid; then I swore to myself: This shall come to an end! (1.411). She did not want him to suffer from the actions of his father, thus she sends him abroad. Continually fighting to protect those around her, Mrs. Alving only hurts herself in the process. She invites Captain Alvings lovechild, Regina, to live and work in their home to ensure she receives a fair education. It is only later that she becomes aware of her son and Reginas relations- an incestual relationship made possible by Mrs. Alvings kindness to the young Regina by letting her live in their home. In behaving under the societal guidelines and ignoring her husbands despicable actions, Mrs. Alving only pushed him further away. The absence of a faithful husband created a perpetual loneliness in Mrs. Alving and though she found peace of mind in sending her son Oswald abroad, his absence devastated her and their relationship would never be repaired. Plagued by the internal guilt of her husbands unfaithfulness, Mrs. Alving concludes that their environment pushed her to become the societal faà §ade of a wife. By viewing life through societys vantage point, Mrs Alving became a dutiful wife, who unfortunately fell into the mechanic motions of a wifes day-to-day duties. Upon realizing her fault, she apologizes to her son saying, they had taught me a great deal about duties and so forth, which I went on obstinately believing in. Everything was marked out into duties into my duties, and his duties, and I am afraid I made his home intolerable for your poor father, Oswald(3.122). Mrs. Alving sees how she added to her husbands unhappiness and thus tries to make up for his wrongdoings. She dedicates the orphanage to him, even though he was unfaithful to her. She believes in showing respect, and making sure her husband is remembered in the light which others knew him. She believes she will have fixed everything once she rids herself and her family of the true memories of her husband. The morality of societys ability to coerce the family unit to function under traditionally acceptable conditions has been questioned throughout history. Henrik Ibsen enables his readers to become aware of the horrible truths that lie behind closed doors in his contentious 1881 Norwegian drama, Ghosts. Mrs. Alving suffers from the conflict between the external pressures of society battling what she believes is moral. Her societal training has taught her how to gracefully handle any situation- sweep your troubles under the rug and wait for them to creep out when you are most vulnerable. The tragic events she faces throughout this play result in the domino effect which stems from the intricate web of society-pleasing lies she has spun since marrying Captain Alving. Eventually Mrs. Alving comes to the understanding that societal dignity is not a panacea; ones ability to complete the tasks of a dutiful wife will not save a marriage, will not show a child love, nor will it create a fairytale ending. Mrs. Alving does not live happily ever after, rather she is left isolated. She will continue on in her dignified lonesome state of living.

Pakistan Economy Challenges and Prospects

Pakistan Economy Challenges and Prospects Geographically, Pakistan is an asian country situated in the south sharing borders with China and India who are considered to be one of the biggest markets in the world. Pakistan has an estimated population of 180 million. It sixth biggest country in the world in terms of population with the fifth biggest army in the world. It has an approximate area of 803,940 km2. The estimated GDP of Pakistan is $164 billion and contributes 19.6% to agriculture, 26.8% to industry and 53.7% to services. The countrys per capita income is around $1022. The countrys human development index is 0.52 and external debts rounding off to $50.1 billion. Strengths The economy of Pakistan is an agricultural country. It is an agricultural country based on agriculture, textile, services, remittances and cottage industry. The country has a great deal of potential to grow and become a better country in the world. The current rate of economic growth is 2% that has come down from 6.8% achieved during the period of 2006-2007. The last two decades has particularly seen the telecommunications industry to grow and boom throughout the country. Even geographically, Pakistan is given great importance. The country holds a great amount of natural resoursces. It has the best agricultural system. The country has four seasons. It has a great potential to expand its tourism department as it has one of the highest mountain ranges, coastlines and vast deserts. Weakness Despite all the potentials and strenghts, the country is suffering a great deal from its weaknesses. Every year a big portion of the budget goes towards defence and foreign debts. The rest of the budget that has to go towards the welfare of the country suffers from corruption which is one of the biggest threats to the countrys welfare. Another threat to the country is its lack of action to control terrorism that has weakened the roots of the country and has rocked its roots. The administration has lacked to provide essantial ways to better the the agriculture. The educational system has failed disasterously though the private institutes have boomed. But the administration has failed to provide education to poors. The country is currently suffering from providing ample amount of electricity and gas due to its lack of development in the sectors. Human Resource in Pakistan Pakistan has been in international news headlines for a variety of reasons other than for its human resource efforts. Observations suggest that increased international support and a reverse brain drain phenomenon continue to contribute to the HR efforts in Pakistan. There has been a significant increase in the application of HR at community, national, and regional levels (McLean et al. 2006). The November 2008 conference of the Academy of HR in Asia also intends to focus on the role of HR in sustainable development. Thus, it is important to examine HR not only in corporate, but also in government and social settings, especially in developing countries (Budhwani and McLean 2005). In Pakistan, HR is influenced by lack of funds and qualified HR staff. The government of Pakistan allocates a small amount of budget for HR activities (Aftab 2007). However, the nonprofit sector, a public-private partnership sector, seems to be more organized in its HR efforts.This paper sheds light on HR in Pakistan and how it can be developed by using local knowledge and international support and expertise. Pakistan came into being on 14 August 1947 and today we are struggling for sustainable development. Over the years Pakistan faced many challenges and the time of independence there were many genuine problems but 59 years were not less for developing and managing the human resource effectively. Now we are standing in a situation where our government setups have failed to deliver and achieve a level of excellence. The private local companies have HR department but not properly functional. The Army is a little organized but is over indulging in the areas that are not their domain .The multinational are better because they are following the same internatioally used management tools. The past practices can not be overlooked as they have created a bunch of unskilled qualified man power and unproductive organizations. The issues or problems in the human recourse management are in all the functions of HRM discipline:   Telenor Pakistan Telenor Pakistan, a wholly owned subsidiary of Telenor ASA, launched its operations in March 2005. One of the leading telecom operators providing prepaid, postpaid and value added services to seven million customers, Human resource at Telenor  Pakistan As a company, telenor has worked its way towards its product by providing a different approach and creativity. Their services and advertising campaigns were also not traditional. Telenor Pakistan has been able to exercise unconventional operations to achieve productivity with a high output. The company has always kept in mind to provide quality service and simplicity in the solutions. One of the greatest achievements of Telenor is great performance of its employees by providing them an environment like a home. The company exercises true equality towards its employees. There is no traditional way of communication rather the company exercises communications at all levels within their employees and providing all with equal priviliges. The employees dont have to be dressed formally unless they have to communicate to external people. Thus providing the employees an environment that is like a home. This is one of the greatest factors within the company that helps them achieve their levels of productivity by a great deal of contribution. Beside these, there are other techniques the company has adopted at Telenor Pakistan: Unique and very well structured Recruitment and Selection methods, driven by competency-based screening Separatem OrganizationalDevelopment (OD) function Revamping the human resource management division name with Human Capital Division (HCD) Unique Selection Recruitment Methods Regardless of the recruitment processes taking place at other companies. Telenor Pakistan has adopted and the conditions and is carrying out an unique recruitment process to get the most appropriate people to the positions vacant in the company. The recuritment in the company goes through a three level process that is foundation, development and growth. The recruitment process now gets even harder by not just looking at the high GPAs or prestigious degrees but by sensing the best personality with all the abilities required by the company to benefit its economic value. The company has rebranded its recruitment process from traditional human resourse management to Human Capital Division as it refers to the stock of skills and knowledge and the ability to perform labour. Conclusion: Telenor has not only initiated new concepts and world class human resource management techniques, but also with its on-campus recruitment seminars and the Telenor Alumni and Ambassador Programs, the company is always on the lookout to maximize its reach in terms of its outward orientation There is also an important point raised that Telenor provides 100% focus on talen as they say we hire for talent, and train for skills. Human resource practice in Telenor  Pakistan Habib Bank LTD Pakistan Habib Bank is the largest bank in Pakistan. It has over 1425 branches throughout Pakistan and 55 branches across the world. The company is referred to as HBL. The companys head quarters are at Habib Bank Plaza Karachi Pakistan. Habib bank continues to take strong hold in Pakistans domestic market with shares over 40%. The bank also dominates in providing loans to small industries and traders and agricultural loans to farmers. The bank also controls 55% of inward foreign remittances. Human Resource management structure: As with the HRM department of any other company. The HRM department of HBL is also very active and is considered to be the best in Pakistan. The structure of the bank from top to bottom is as: One President (CEO) has 10 Senior Executive Vice-Presidents. They in turn have 29 Executive Vice Presidents working under and 154 senior Vice Presidents. They inturn have 420 vice presidents and then 831 Assistant vice Presidents. They inturn have 2350 officers of Grade 1 working under them, 4108 officers of grade 2 work under them and 3364 officers of Grade 3 come under them. The next level has 10, 658 clerical/non-clerical employees. The total employees as per 1999 balance sheet is 23, 022.    Job Analysis: The procedure for determining the duties and skill requirements of a job and the kind of person who should be hired for it is called Job analysis. Job analysis is every important as job analysis information is used in Selecting and recruiting, compensation, performance appraisal, training and in resolving other issues which HBL faces. HBL takes Job analysis services from Sidat Hyder Morshed Association (SHMA) which is the biggest HR consulting firm in Pakistan. The methods which are used in collecting job analysis information are The interview Questionnaires The Interview for job analysis: Interview is a big source in collecting information in the job analysis. Individual employees, group of employees and supervisors with vast knowledge about jobs are interviewed. The format of interview is Structured and unstructured. In structured interview a set of sequence of questions are followed by interviewers and in unstructured type of interview the interviewer pursues points of interest as they come up in response to questions. Questionnaires: In questionnaire the employees solve the fill out questionnaires to describe their job-related duties and responsibilities. The formats of questionnaires are either structured or open ended. Conclusion The telecom sector has been in boom recenlty in Pakistan, one of the basic reason for the success was the economy of Pakistan,as because of cheap labour the telecom sector was able to provide cheap services to masses. The second reason for success was growing market as the telecom sector was very new in begining of 2000. The main success of Habib Bank Limited was the fact that over the years retail banking was unexplored, till early 2000. Good governance by State bank of Pakistan was another reason for this success. As skilled labour was avaiable at lower cost which made it much easier to the banking sector to grow.

All About the Philippines :: essays research papers

The first inhabitants of the Philippines arrived from the land bridge from Asia over 150,000 years ago. Throughout the years, migrants from Indonesia, Malaysia, and other parts of Asia made their way to the islands of this country. In the fourteenth century, the Arabs arrived and soon began a long tradition of Islam. Many Muslims are still living in the Philippines today.   Ã‚  Ã‚  Ã‚  Ã‚  In 1521, Magellan claimed the land for Spain, but was killed by local chiefs who did not want Spain’s inhabitance. However, the Spanish returned in 1543 and named the land Filipinas after King Philip II. Spain soon after began their control. At the time of the Spanish American War the colonial government in the Philippines was administered by a Governor-General selected in Spain. The Philippine islands were used to reward the king’s favorites who could return home enormous fortunes from natives and foreign immigrants via a system of taxation that savored of blackmail and confiscation. The Governor-General had a cabinet composed of the Archbishop of Manila, the Captain-General of the army and the Admiral of the navy stationed in the colonies. The administrative power lay with the Governor-General and the Archbishop, and the religious orders of the Spanish Catholic Church were the practical controllers.   Ã‚  Ã‚  Ã‚  Ã‚  The climate of the Philippines, which is tropical, subjected to violent monsoons, seasons of drenching rains, and an almost intolerable heat lasting from March to July, has made it necessary to change continually the Spanish administrators. By 1571, the country had control over the islands, except for any Islamic areas.   Ã‚  Ã‚  Ã‚  Ã‚  The Filipinos lived in settlements called barangays before the colonization of the Philippines by the Spaniards. As the unit of government, a barangay consisted from 30 to 100 families. It was headed by a datu and was independent from the other groups. Usually, several barangays settled near each other to help one another in case of war or any emergency. The position of datu was passed on by the holder of the position to the eldest son or, if none, the eldest daughter. However, later, any member of the barangay could be chieftain, based on his talent and ability. He had the usual responsibilities of leading and protecting the members of his barangay. In turn, they had to pay tribute to the datu, help him till the land, and help him fight for the barangay in case of war. There were four classes of society.

Michael Moores Bowling for Columbine Essay -- Films Movies Michael Mo

Michael Moore's Bowling for Columbine In Bowling for Columbine, Michael Moore, an award winning writer and director takes a look at some of the many social problems that plague America to this day. Moore starts his documentary by briefly talking about the Columbine High School shooting and then moves on to discuss things that may have truly been a factor in some the aggression that the two students so aggressively took out on their peers. Many issues are talked about in this movie including but not limited to: The Oklahoma City bombing, the presence of a leading tactical weapons provider located near the small town of Littleton, and many others. Not all of the things brought up in the film directly relate to the incidents at Columbine High School but rather provide a broader idea on the state of America today. Issues of the white man's ever growing fear of the African-American are traced back to the roots and then brought into ideas applicable to present day. Along with such ideas, the main point of this film is th e influence of government and the media to instill fear in our people as a whole. Moore is somewhat of an extremist but brings his points to the surface in a way that people can relate with and understand. After seeing this film I walked out of the movie theatre feeling more enlightened on some of the political topics at hand in this country and I agree wholly with what Mr. Moore has to say on these issues. Michael Moore, as mentioned before, is a controversial writer/director that aims at bringing topics to light that are either overlooked or ignored by the American people. He has previously released films that bring to light, the corporate leaders of America and their ability to get away with just ab... ...e tone of sarcasm that he presents his views, it almost brings about a sense of seriousness, as you know that what he said is in a sense somewhat amusing but not laughable. When something like that is presented the only thing left for you to do is to think about what is being said. Moore is an influential person that knows how to deliver a point and when he has said what he has to say you will sit back and ponder his ideas for sometimes days, if not weeks. Moore takes a film that would seem to focus on one particular incident and broaden it to the problems that plague America as a whole today. This film was one of the most thought provoking insightful pieces of work that I have seen in a long time. Source Bowling For Columbine. Michael Moore, Charles Bishop & Charles Donovan. Theatre Film. United Artists, Alliance Atlantis, and Dog Eat Dog Films, 2002.

Book Report on Oliver Twist by Charles Dickens Essay

In his novel, Oliver Twist, Charles Dickens narrates a classical story (in a true life experience manner) of a mistreated Orphan, named Oliver Twist. The story unfolds the adventure of Oliver Twist who lost both parents at a very tender age and thus lost his chances of decent living. His mother died at childbirth, while his father was conspicuously absent in his life from the beginning. He spent his tender years in a far away â€Å"babyfarm†, where children were giving little or no care and treated with contempt. â€Å"You needn’t mind sending up to me, if the child cries, nurse,† said the surgeon, putting on his gloves with great deliberation. â€Å"It’s very likely it will .. † Oliver Twist went from one sordid experience to another till providence eventually brought him face to face with his true identity and his heritage. In the end, he was adopted by a decent family and was bestowed a decent living he never had and had always dreamed of. When he was just nine years old, he was sent to the workhouse (the same place his mother had died while giving birth to him), where he met with unbearable hardship. It was the tradition of the workhouse to starve orphans, giving them just about enough to keep them alive. The staffs were not only insensitive to the needs of these orphans, they were also cruel to them. So when Oliver Twist went to meet Bumble, a staff of the workhouse, to demand for more gruel, â€Å"Please sir, I want some more†, he was tagged a trouble maker. Oliver’s treatment was a typical example of giving a dog a bad name so one can hang it. His penalty for this was that he was offered as an apprentice to an undertaker, named Sowerberry, where he met with more hardship. A boy named Noah claypole ridiculed Oliver’s dead mother which led to a fight between the two of them and only Oliver was punished for that. He decided to run away to London to start life afresh, but unfortunately, the social vices of Victorian London had only more cruelty in stock for him. Oliver wanted to lead a decent life but when he met characters like Dawkins, the Artful Dodger, Charley Bates, Fagin and the rest of the bandit, he could not keep himself away from troubles. His false arrest led to an injury which culminated to being taken in by Brownlow. Brownlow offered Oliver an ample opportunity to live a decent life, a life he had wanted so much, but Nancy and Bill Sikes came to ruined it all by taking him back to Fagin. Nancy later realized that they had ruined Oliver chance of a better life and she felt remorse about it. Till luck brought Oliver’s identity to the open and revealed Mr Monk’s (Oliver’s half brother) evil plan for him, his life kept revolving around controversies. Charles Dickens deployed his characters to be cruel and mete out hardship to Oliver twist and to themselves as well to achieve the plot of the play. It was only the family of Maylies and Brownlow who were nice and caring to Oliver. From Bumble who sold Oliver’s locket to Mr Monk who wanted to cheat Oliver of his inheritance and the group of bandit that first took in Oliver in London, all were characters that displayed a great extent of sternness of the society to the needs of a wanting orphan. Summarily, the theme revolves around the experiences of an orphan boy, left in the cruel hands of a society that cares little about children that have lost their parents. It also delves into the crude and brutal life styles of criminals. The book is a satire, a mild social critic of the insensitivity and unthoughtful of the society toward the orphans, especially children, who where enforced to work in workhouses. These workhouses were unkempt, unmonitored and overly in a chaotic state. In the book, Charles Dickens draws the attention of the general public to the social vices of his time, most especially the law that states that orphans should work in the workhouse. The diction of the book also helps to a great extent in making the book a social satire, the diction is full of sarcasm and a peculiar humour painted with gloom. There are several scenes of melodrama, with passages marrying humour and horror together. Today, the book is still relevant in our contemporary world, for it still addresses social issues like child labour and child involvement with crimes with are on the increase everyday. The book has adapted into several films and musical. Over, the book has made a literary and economic success. Reference Charles Dickens, Oliver Twist, Or, The Parish Boy’s Progress, Contributor Philip Horne, Penguin Classics. 2003 Paul Schlicke, Oxford Reader’s Companion to Dickens Oxford:Oxford University Press, 1999. www. online-literature. com www. goodreads. com/book/show/18254. Oliver_Twist www. powells. com/biblio

Accounting Education: an international journal Essay

ABSTRACT This study into the perceived importance of oral communication skills in accountancy included the collection and analysis of quantitative and qualitative data from a national survey of New Zealand accountants, followed by a series of semi-structured interviews. Survey and interview data reveal agreement with existing literature: New Zealand accountancy employers find all oral communication skills somewhat important and a number of specific skills extremely important, but employers also report seldom finding the required level of oral communication proficiency in new university graduates. The study produced an inventory of 27 individual oral communication skills that will be useful to similar investigations in different national contexts. Additionally, the findings of this study may be useful to curricular development both in the New Zealand and international contexts. See more: Satirical essay about drugs KEY WORDS: Oral communication, workplace communication, listening, presentation skills, telephone skills 1.Introduction Academics and practitioners do not always concur but, in the case of communication skills in accountancy graduates, these two sets of stakeholders are in firm agreement: both written and oral communication skills are extremely important in the accountancy work- place (Albin and Crockett, 1991; Albrecht and Sack, 2000; Borzi and Mills, 2001; Hock, 1994; Johnson and Johnson, 1995; LaFrancois, 1992; McDonald, 2007; Morgan, 1997). This agreement extends across international boundaries, as a number of studies around the globe have reported the high value placed on communication skills, for example in the UK (Morgan, 1997), USA (Smythe and Nikolai, 2002), and Australia (Tempone and Martin, 2003). In New Zealand, the site of the present study, academic studies into the importance of communication skills in accountancy and the challenges of teaching those skills (Gardner, Milne, Stringer and Whiting, 2005; McLaren, 1990) have multiple corollaries in the workforce. Accountancy job advertisements regularly request both oral and written communication skills; competency in oral communication is emphasised on the website of the New Zealand Institute of Chartered Accountants (NZICA); and oral communication is an explicit component of the assessment structure of the PCE2 examination, which concludes the second (and final) stage of training towards becoming a Chartered Accountant in New Zealand. However, both formal studies and anecdotal evidence suggest that new accountancy graduates often do not possess communication skills sufficient to meet the demands of the workplace, particularly in the area of oral communication (Adler and Milne, 1994; Courtis and Zaid, 2002; Gray, 2010; McLaren, 1990; Zaid and Abraham, 1994). Students in New Zealand may graduate with a university degree in accountancy after three years of full-time study. (Accountancy may also be studied in less rigorous programs at polytechnics and institutes of technology.) The intensity of the university programs of study, which are accredited by NZICA, means students have a challenging workload of technical study and very limited opportunity to take elective or ‘liberal’ courses. Of course, limited class time and the resultant curricular pressures and inadequate skill mastery are not unique to the New Zealand accountancy classroom (Pittenger, Miller and Mott, 2004; Wardrope and Bayless, 1999). The globally-recognised problem of insufficient oral communication skill in accoun- tancy graduates leads to a series of questions that need practical answers: . How should university educators respond, strategically and pedagogically, to this reported lack of oral communication skills in new graduates?. What approaches and assessments within university courses will best meet the needs of students aspiring to successful accountancy careers? . To what extent is the development of such skills in students the responsibility of the university and what is the role of the workplace in developing oral communication skills? Before university educators can make any meaningful decisions concerning pedagogy or curricula, and appropriately teach the oral communication skills needed for a successful accountancy career, they need concrete information regarding exactly which specific skills are most valued and most needed in accountancy. Thus a research question was formu- lated: to ascertain the value of specific oral communication skills in new graduates, as perceived by New Zealand accountancy employers. It was hoped that answers to this research question would provide educators with specific information with which to consider their optimal pedagogical responses. The research question led to the construction and implementation of this longitudinal study. Initial research objectives were: . To determine how much importance New Zealand accountancy employers place  on oral communication skills in the new graduates they hire. . To determine what specific kinds of oral communication skills are required by New Zealand accountancy employers in new graduates. . To determine the degree to which accountancy employers are finding the required oral communication skills in newly-graduated accountancy students. The study included the collection and analysis of quantitative and qualitative data, from a national survey of New Zealand accountants, followed by a series of semi-structured Oral Communication Skills in New Accountancy Graduates 277 interviews. Initial findings from the first-phase survey have been reported elsewhere (Gray, 2010). Overall, survey and interview data revealed that accountancy employers find all oral communication skills somewhat important and a number of specific skills extremely important, but that the required level of overall oral communication skill was seldom found in new graduates. Accountancy employers agreed that the possession of strong oral communication skills improves a graduate’s chance of succeeding in the hiring process and also of progressing in his or her career. The study produced an inven- tory of 27 individual oral communication skills, of which listening skills were most highly valued by accountancy employers, and formal presentation skills were considered least valuable, although there was disagreement on this point. It is hoped the oral communi- cation skill inventory will be useful to similar investigations in different national contexts. Additionally, the findings of this study may be of use both in the New Zealand and inter- national context in the long-term planning of curricular development. 2.Literature Review Studies of communication in accountancy agree broadly on the importance of written and oral communication skills. Many formal and informal studies to this point have tended to use general terms such as ‘communication skills,’ or the even vaguer term ‘generic skills’;1 it is difficult to ascertain the precise meaning of such all-encompassing terms as they apply to chartered accountancy. For example, Zaid and Abraham (1994) studied the problems encountered by accountancy graduates early in their employment careers, and reported a primary area of difficulty to be in ‘communication with others.’ Baker and McGregor (2000) compared the importance perceived in communication skills by a number of accountancy stakeholder groups; this study, too, only uses the broad term ‘communication skills.’ De Lange, Jackling, and Gut (2006) surveyed Australian accoun- tancy graduates and found that students reported themselves to have a significant skill deficiency in the specific areas of ‘interpersonal skills’ and ‘oral expression’; these two broad categories, however, were no more closely examined or defined. Within the smaller number of studies that have examined a particular set of communi- cation skills in accountancy, most have focussed on written communication skill (Albrecht and Sack, 2000; Ashbaugh, Johnstone and Warfield, 2002; English, Bonanno, Ihnatko, Webb and Jon; Ng, Lloyd, Kober and Robinson, 1999; Webb, English and Bonanno, 1995). Very few studies have examined oral communication specifically, or identified individual oral communication skills. Morgan (1997) is an exception: in a study of accountancy professionals in England and Waleses, 1999; Hall, 1998 he identifies 13 individual skill areas within oral communication activities in accountancy. There is no agreement on a classificatory inventory of such skills. One study into oral communi- cation, by Maes, Weldy and Icenogle (1997), surveyed American business employers from a broad array of industries on graduates’ possession of another 13 distinct oral communication skills. Maes et al. (1997) and McLaren (1990) both specifically list ‘listening’ as a desirable communication skill and, more recently, Goby and Lewis (2000) have examined listening as a specific business communication skill. Other research has variously investigated a number of individual oral communication skills across a range of business industries, including conveying expertise through spoken communication and giving intelligible explanations (Smythe and Nikolai, 2002), delivering formal presenta- tions (Wardrope, 2002), and participating in a range of more informal presentations (Crosling and Ward, 2002). The first phase of this study drew together the foci and findings of previous studies in relation to the  production of a comprehensive list of oral communi- cation skills (Gray, 2010). 278F. E. Gray and N. Murray Ascertaining the particular requirements of accountancy employers in regard to specific communication skills should be of assistance to university educators planning the curricu- lar content and assessments of university courses, as academics and practitioners agree that written and oral communication skills are two major areas needing more attention in the university accountancy curriculum (Albrecht and Sack, 2000; Henderson, 2001; Simons and Higgins, 1993). However, the relationship between workplace demand and classroom instruction is not necessarily simple. While a considerable body of scholarship has recommended a variety of curricular improvements for university level accounting education (see, for example, Henderson, 2001; Sin, Jones, and Petocz, 2007; and Usoff and Feldmann, 1998), the literature reflects a significant concern in relation to the transferability of taught communication skills from the university classroom environment to the ‘real-world’ environmen t of the accountancy workplace (Beaufort, 1999; Cooper, 1997; D’Aloisio, 2006; Davies and Birbili, 2000; Kemp and Seagraves, 1995; Thomas, 1995). A number of academics and employers suggest that universities should not bear the entire responsibility for developing ‘workplace-ready’ communication skills in students. They argue that organisations employing new graduates—and graduates themselves— should share the responsibility for developing contextualised and discourse-specific com- munication competencies (Ford, 2009; Hayes and Kuseski, 2001; Muir and Davis, 2004; Triebel and Gurdjian, 2009). Such competencies, after all, are developed by means of a number of contributing factors, including age and maturity, as well as familiarity with and length of exposure to a specific discourse community. University training, however comprehensive, cannot encompass all these variables. Research into accountancy education has also recognised the particular problems faced by English second language (ESL) speakers striving to develop written and oral communi- cation competency as well as the technical proficiencies required in accountancy work- places (Andrews, 2006; McGowan and Potter, 2008; Webb et al., 1995). Several studies in New Zealand and internationally report on the difficulties that ESL accountancy gradu- ates  face in a competitive hiring environment (Birrell, 2007; Jacobs, 2003; James and Otsuka, 2009; Kim, 2004). With regard to the specific question of developing communication skills within univer- sity-level accountancy instruction, scholars have suggested an array of learning and assessment approaches (Adler and Milne, 1997; Milne, 1999; Milne and McConnell, 2001; Tempone and Martin, 2003). This study recognises that developers of curricula must balance data regarding workplace demand with institutional and accreditation- related demands and a number of other pedagogical considerations. Notwithstanding, educational responses to the challenges of developing oral communication skills in students may be usefully informed by empirical data identifying the particular skills most highly valued and most pressingly needed within accountancy, as perceived by employers themselves. This study provides such data. 3.Method The project was conducted in two stages over the course of approximately six months. In phase one, a questionnaire was mailed to all New Zealand chartered accountancy firms, and this was followed in phase two by a series of telephone interviews with accountancy professionals. Prior to data collection, ethics approval was sought from and granted by the Ethics Committee of the authors’ institution. Questionnaire and interview respondents were provided with a written description of the project, were assured of confidentiality, and granted permission before their responses were recorded. Oral Communication Skills in New Accountancy Graduates 279 3.1Questionnaire In the first stage, a questionnaire was sent to all New Zealand chartered accountancy firms, containing a series of questions concerning the quality of oral communication skills pos- sessed by new accountancy graduates, the specific oral communication skills which employers desire, and the role of oral communication skills in the hiring process (Gray, 2010). The majority of the questions were designed to be answered on a five-point  Likert scale, but the questionnaire also included several short-answer questions. The questionnaire instrument was developed through a series of iterations. The findings and design of previous New Zealand and international research studies that had identified specific communication skills were consulted (including Gray, Emerson and MacKay, 2006; Maes et al., 1997; McLaren, 1990; Morgan, 1997; Smythe and Nikolai 2002), and the individual oral communication skills collated. The catalogue of individual skills was further extended through conversations with university colleagues in the communi- cation and accountancy departments, and then the input of New Zealand accounting prac- titioners was solicited from a pilot study. The aim of these iterations was to create the fullest possible inventory of oral communication skills, and to reflect the unique aspects of the New Zealand accountancy context. A foundational study was McLaren’s 1990 investigation into communication skill in New Zealand accountancy. One important construct borrowed from McLaren was the distinction between listening attentiveness and listening responsiveness. Constructs were also adapted from studies conducted by Morgan (1997), Zaid and Abraham (1994), and De Lange et al. (2006). Smythe and Nikolai’s oral communication concerns model (1996, 2002) proved particularly useful in the construction of this questionnaire. This model identifies three categories of concern as a framework for grouping oral com- munication skills: self-concern, task-concern, and impact (or outcome) concern. Smythe and Nikolai postulate that a progression takes place from one category of concern to the next in line with a person’s career progression and his/her growth in experience and confidence in communicating orally in the workplace. Since the target population for this study was a constituency at a mature career stage within chartered accountancy firms, Smythe and Nikolai’s ‘progressive’ divisions were not retained (although a number of their questions were incorporated, particularly in the areas of task concern and impact concern). Instead, divisions between questions were created in relation to different audiences, building on the finding of a related study (Gray et al., 2006) that New Zealand employers report new graduates to significantly lack audience awareness in their communications. After a comprehensive list of specific oral communication skills was generated, the questionnaire draft was piloted on four accountancy professionals, and their feedback enabled  questions to be refined. A number of skills that were initially individually ident- ified were modified and condensed into a smaller number of broader and more inclusive skills: for example, ‘Building audience confidence in recommendations’ and ‘Projecting an image of sincerity and commitment’ (both ‘impact concerns’ from Smythe and Nikolai’s taxonomy) were combined into the one, more inclusive skill category, ‘Convey- ing a knowledgeable and confident demeanour.’ Additionally, feedback from the pilot study led to the second of the two specified listening skills being more fully explicated, thus: ‘Listening responsiveness: (that is, acting appropriately on messages received).’ Again building on feedback from the pilot regarding usability, the questionnaire as a whole was divided into three sections. Section A captured introductory information including the size of the organisation and the qualifications held by new graduates hired in the last three years. Section B listed the full, final inventory of 27 individual oral 280F. E. Gray and N. Murray communication skills, collected into the following audience-related divisions: I. Listening skills; II. Collegial communication skills; III. Client communication skills; IV. Communi- cation skills with management; and V. General Audience Analysis Skills. Respondents were asked to rate the importance of each skill, as well as the frequency with which this skill is found in new accountancy graduates. At the end of Section B respondents were invited to add to the questionnaire any other oral communication skills that they con- sidered important for new accountancy graduates. Section C, Final Questions, asked respondents whether oral communication training was available in or through their organ- isation, whether oral communication training should be included in university accoun- tancy education programmes, and finally to estimate the hours per working week a new accountancy graduate would be engaged in communicating orally. At the close of the questionnaire, respondents were given the option to volunteer for a follow-up interview. 3.1.2 Respondents.The questionnaire was sent to all chartered accountancy firms listed on the New Zealand online business directory, and was addressed to the Practice Manager as the individual most likely to have  in-depth knowledge of the process of hiring new graduates. New Zealand’s professional accountancy body, the New Zealand Institute of Chartered Accountants (NZICA) reports that 40.7% of its members work in the private sector, while the second largest percentage, 27.5%, are employed in Chartered Accountancy practices (2008 annual report). Working on the assumption that CA prac- tices hire a percentage of new graduates proportionate to their sizeable percentage of NZICA members, CA practices were chosen as the focal population for this study as they represent (in contrast to the private sector) a readily identifiable and readily contact- able group of employers.2 While the New Zealand online business directory listed 1,111 chartered accountancy firms as of 1April 2008 , a number of listed organisations had ceased operations or were uncontactable, and the questionnaire was eventually mailed to 760 firms. Of 760 mailings, 146 questionnaires were returned, producing a response rate of 19.2%. While this response rate was higher than the 15% usable response rate reported by McLaren in her 1990 study of New Zealand accountancy professionals, it remains margin- ally lower than the typical response rate for postal-based questionnaires (20 – 40%, as given in Frankfort-Nachmias and Nachmias, 1996). Possible reasons for this relatively low response rate include the fact that time and funding did not permit follow-up mailings, and also the fact that the target population is frequently time-poor and frequently surveyed. While non-response bias is an unavoidable concern when the response rate is less than 100 per cent, a low response rate does not necessarily equate to a non-response bias (Gendall, 2000). A degree of representativeness was observable in the geographical spread of respondents, the positions held by respondents (see below), and the types of businesses responding, suggesting generalisation across a range of accountancy business types is viable. The questionnaire was mailed to separate groups of potential respondents in six post- ings, each approximately 10 days apart. The order in which responses were received generally mirrored the order in which postings were mailed: that is, the first group’s responses were received before the second group’s questionnaires began to be returned, and so on. As a record of receipt for each individual survey was not kept, early versus late response bias cannot be checked. As a single mail-out technique was used for each individual, it  may be argued that differences in respondent type are not as applicable as may be seen in a survey where some participants responded early, whereas others received several reminders and mail -outs before responding. Analyses were undertaken treating the six postings as separate groups to determine any potential differences by respondent type. All groups were similar in claiming that oral communication in general was either ‘essential’ or ‘very important’ in the accountancy profession. Furthermore, oral communication skill was ‘always’ important as a hiring factor for all mail-out groups. When comparing each group on importance and frequency of communication skills using a Kruskall-Wallis test, only one significant difference was found for frequency of listening skills seen in new graduates, x2  ¼ 11.60, P ,0.05. Post- hoc Mann-Whitney U tests subsequently revealed no significant differences in frequency of listening skills seen in new graduates between any of the six groups (using a Bonferroni correction). While the questionnaires were addressed to the Practice Managers of each organis- ation, respondents revealed a degree of variability. The majority of completed question- naires were anonymous, but the respondents who identified themselves ranged from partners in large firms, to senior employees in very small firms, to Human Resources directors. 3.2Interviews The second phase of the study involved employer interviews. Forty-five questionnaire respondents volunteered to be contacted for follow-up interviews, and 19 volunteers could subsequently be contacted by telephone for complete interviews. The interviewee sample size was considered adequate due to its purposive nature and the recent finding that, within such samples, data saturation (including metathemes and subthemes) occurs within the first 12 interviews (Guest, Bunce and Johnson, 2006). It was intended that the qualitative data from interviews would triangulate and extend conclusions arising from analysis of the quantitative data. The interview data incorporated into the study an ethnographic element, ‘thick description, a rich, detailed description of specifics’ (Neuman, 2003, p.  367), which helped produce more robust and credible conclusions. Telephone interviews were conducted between October and December 2008. Intervie- wees ranged from accountancy practice managers to sole practitioners, to partners in large firms. The semi-structured interviews ranged in length from 15 to 45 minutes and sought clarification of a number of issues arising from the questionnaire data, including the impli- cations of globalisation for oral communication in accountancy, the impact of new technologies and the importance of telephone skills, the centrality of listening skills, and the desirability of presentation skills for graduates new to the accountancy workplace. 3.3Data Analysis Once the data from the questionnaires was collated, statistical analysis was performed using SPSS. Mean and median scores were calculated with regard to the importance scores given to each individual oral communication skill, and to the frequency scores (how often each skill is observed in new graduate hires). Each mean was the product of the addition of all the individual importance or frequency scores for each communication skill, divided by the sample size. The standard deviation (SD) of each mean score, as well as the inter-quartile range for the median, was also calculated to indicate the relative spread of responses, with higher figures equating to wider ranges of scores. Owing to a number of missing responses, the denominator of responses to each question shows some variation. As the skill variables violated the assumption of normality (expected given the general level of agreement in employers’ perceptions), non-parametric tests were used. Where relevant, all assumptions of the named tests below were met. 282F. E. Gray and N. Murray As mentioned in 3.1, Section B of the questionnaire invited respondents to write in any further oral communication skills which they felt were important for new accountancy graduates to possess, distinct from the 27 skills listed. Comments identifying additional skills were received from 36 respondents; these comments were recorded and analysed for thematic consistency. Once the interviews were transcribed, themes were also  identified and analysed. Grounded theory was applied to analyse these themes, that is, inductive analysis in which data produce meanings, rather than meanings being applied from exterior theory (Strauss and Corbin, 2000). 4.Findings 4.1Research Objective 1: How Much Importance do New Zealand Accountancy Employers Place on Oral Communication Skills in the New Graduates they Hire? The questionnaire data presented a clear answer to the first research question. Oral communication skill in general was considered to be ‘essential’ in a new graduate by 49.6% (n  ¼ 133) of respondents; a further 41.4% reported it to be ‘very important’. On a rating scale from 1 to 5, where 1 was ‘not important’ and 5 was ‘essential’, the overall mean for oral communication skill in general was 4.39 (Md  ¼ 4.00). A Kruskal- Wallis test found no significant difference in the importance value assigned to oral communication skill depending on the size of the organisation, x2(4)  ¼ 5.48, p . 0.05. During the second phase of the study, interviewees strongly reiterated the perceived importance of oral communication skill: CL called oral communication ‘a career divider,’ meaning it was indispensable to success within accountancy, and EK labelled strong oral communication ‘a distinguishing factor’ setting goo d accountants apart from the mediocre. SWS stated: ‘Being able to communicate is a number one priority .. . [and] it’s going to get more and more important.’ Interview data also supported the signifi- cance of a theme that emerged from written-in comments in the questionnaire: the impor- tance of oral communication skills in accountancy is perceived to be increasing rapidly as a direct result of globalisation, and an increased speaking flexibility and cross-cultural adaptability are considered particularly important in this context. Reporting that they ‘always’ take oral communication skill into account in hiring decisions were 64.1% (n  ¼ 131) of questionnaire respondents (a total of 90.8% reported this to be a hiring factor either ‘always’ or ‘often’). RT stated that strong oral communi- cation skills often proved the decisive factor in a hiring decision: The person who presents well †¦ verbally, if you had to toss a coin between two of them, same grades and all that, the one who can communicate better, you’d give it to that person I think. [.. .] It has to be one of the most powerful strengths or powerful weaknesses that people have. No questionnaire respondents reported ‘never’ taking an applicant’s oral communi- cation skills into account in the hiring process, and several interviewees reported incorpor- ating specific checks of a candidate’s oral competency into their hiring process. For example, TB stated that he telephones all job applicants prior to an in-office interview, in order to gauge their skills in speaking on the telephone. 4.2Research Objective 2: What Specific Kinds of Oral Communication Skills are required by New Zealand Accountancy Employers? Figure 1. Perceived importance of communication skills by perceived frequency of new graduate ability  importance of the individual communication skills against the perceived frequency with which these skills are seen in new graduates. Figure 1 shows that the importance and fre- quency measures follow a similar pattern. This may reflect the influence of the workplace in focussing on developing certain communication competencies in new graduates, or hiring based on those competencies being present to a certain degree. However, there is still an obvious gap between the importance of each skill and the degree to which it is seen in new graduates. 4.2.1Listening skills.On a rating scale from 1 to 5, where 1 was ‘not  important’ and 5 was ‘essential,’ the two skills considered most important were those of listening attentive- ness and listening responsiveness, valued respectively at 4.81 (Md  ¼ 5.00)—82% of respondents ranked listening attentiveness as ‘essential’—and 4.80 (Md  ¼ 5.00)—a further 82% of respondents classifying listening responsiveness as ‘essential’. In sub- sequent interviews, KC described listening to another person as being a more important skill than that of articulating one’s own thoughts: Sometimes, speaking less is better than speaking more. Sometimes you have to have more listening ability. That listening ability will give you the timing of when to say things and when not to say things.. .. A number of interviewees linked listening skill to a related set of competencies concern- ing a speaker’s ability to create rapport and adjust to audiences’ needs. These interviewees spoke of the need for accountancy professionals to communicate with others (clients, colleagues, and managers) ‘in their own language.’ We learn to use sometimes slightly different language in order to be able to communicate to different people and that’s certainly part of our job when we’re in a service industry like 284F. E. Gray and N. Murray  accountancy. We need to talk to people in their language and us[e] words and conduct that they are comfortable with (BR; emphasis added). It’s important to understand your client so that †¦ you’re speaking almost in ‘like language’ so that you know who you are talking to [and] you know they are understanding (SWS; emphasis added). I think it’s a horses for courses [principle], you’ve got to know†¦ your clients or the people you’re dealing with. If you happen to know someone didn’t like a certain style or you could pick from their responses †¦ [then] you reply with like with like (DW; emphasis added). JC mentioned adjusting vocabulary and PW mentioned adjusting message  channel, in relation to the particular needs of the audience. MT emphasised the importance for accountancy graduates to gauge appropriateness of language: They’ve got to realise that when they’re dealing with clients, or senior members of organis- ations, that they’ve got to communicate it appropriately and not in a manner that they may always communicate with their friends or colleagues. Interviewees agreed that this kind of reflective adjustment to an audience’s preferred register is dependent on a speaker’s ability to listen and make appropriate communicative changes. 4.2.2 Vocabulary and slang. Several individual oral communication skills identified in the questionnaire concerned engaging in dialogue and using language and channels preferred by the communication partner. These included ‘explaining or making a topic intelligible’ to colleagues (x  ¼ 4.28, Md  ¼ 4.00, ranked ninth); ‘giving feedback’ to clients: (x  ¼ 4.17, Md  ¼ 4.00, ranked 13th); and ‘using appropriate vocabulary for the audience’, a general audience skill: (x  ¼ 4.21, Md  ¼ 4.00, ranked 10th). Follow-up inter- view questions seeking more information concerning the importance of explanatory and vocabulary skills elicited a number of specific concerns with the use of slang by new accountancy graduates. TO stated: ‘A lot of them have devolved into .. . use of a lot of colloquialisms that may not be acceptable to the older generation.’ According to NM, overly casual language destroys credibility. It’s hard enough for a young person to break in and to be heard, I guess in a business sense when you’re trying to sell to, I guess older people or experienced people. If you come out with schoolyard slang, you don’t stand a chance. Interviews emphasised the desirability in new graduates of a wide-ranging and flexible vocabulary (described by one interviewee as a mental ‘drop-down menu’ of words), oper- ating in tandem with the ability to access the  correct level of spoken formality. After listening attentiveness and listening responsiveness, questionnaire results ident- ified the next five most highly valued individual oral communication skills as being: ‘Con- veying professional attitude of respect and interest in clients’ (x  ¼ 4.68, Md  ¼ 5.00); ‘Asking for clarification or feedback from management’ (x  ¼ 4.57, Md  ¼ 5.00); ‘Speaking on the telephone/making conference calls with clients’ (x  ¼ 4.53, Md  ¼ 5.00); ‘Describ- ing situations accurately and precisely to superior(s)’ (x  ¼ 4.47, Md  ¼ 5.00); and ‘Convey- ing a knowledgeable and confident demeanour to clients’ (x  ¼ 4.45, Md  ¼ 5.00). Please see Table 1 for a complete record of the average and median importance values accorded to each oral communication skill, as well as the reported mean and median frequency with which each skill was found in new accountancy graduates (see also, Gray, 2010).