Semiotic Analysis of The Real Thing by Tom Stoppard free essay sample

The bringing out of themes concerning love, adultery, and the harshness of reality, is supported by the usage of realistic, detailed set design and props in an attempt to recreate human life realistically. These include objects which serve actantial roles, like the typewriter, glasses of wine and cricket bat, being represented authentically or by visual replicas, thus being used as iconic signs of themselves. The set design of Henry’s living room over different periods also serves as an iconic representation of the time the play was set in, when considering specific props used, like the vinyl record player, typewriter, and the rotary dial telephone, which indicates a time set around the 1980’s, thus establishing a consistent time period for the play. This aspect of realistic stage design reduces the challenges of restructuring the stage, while shortening the psychical distance between the audience and the play, creating a natural stage environment the audience is familiar with. We will write a custom essay sample on Semiotic Analysis of The Real Thing by Tom Stoppard or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This allows the issues of concern to be portrayed in a setting of familiarity, creating the sense that these issues can be inherent anywhere in our world, building the audience’s sense of immediacy with the themes, thus improving the effectiveness of the messages conveyed. Lighting takes on various functions in the play, accentuating moods, and expressing emotions of the scenes more effectively, to underscore themes1. Lighting serves an atmospheric function in the scene where Max was distraught after Charlotte leaves, in their play within a play. Amidst a darkening of the set, a disco ball sends patterns of light in swirls all about the stage, creating a melancholic atmosphere which complements the mood of the scene. Also, this same usage of lighting was repeated when Henry was upset, in a later scene. This usage of lighting serves an effective iconographic function, by drawing attention to the theme of the relation between fiction and reality as expressed in the play, by being deictic to the implicit connection between the two scenes, one of a fictional reality created by Henry, and the other which is reality experienced by Henry himself. While the mise-en-scene successfully aids in bringing out the themes of the play, there are aspects which challenge audience competence, limiting comprehension of certain parts of the play. One aspect would be a blurred distinction between scenes which are â€Å"plays within a play†, acted out by the characters as actors, and the representation of reality in the play. The first scene, which was a â€Å"play within a play†, would be difficult to distinguish from reality, until the second scene, when the answer was revealed explicitly in the dialogue. Also, the scene when Max confronts Annie in reality, for cheating on him, has a set designed in the same layout as the first, â€Å"play within a play† scene, thus creating a sense of confusion in distinguishing when the characters are acting, from when the dialogue was taking place in â€Å"reality†. There is a function of mise-en-scene that aids the ability of the audience to differentiate between them. These scenes that tend to be confused, have their sets very sparsely designed as compared to Henry’s well lit and richly furnished living room. With lighting focused on the characters and dim backgrounds, akin to stereotypical notions of certain plays where only minimal props are required to build an environment, and the focus is on the characters only, these scenes differentiate themselves from the reality of the play, as the nature of their set design is deictic to the idea that they are â€Å"plays within plays†, when contrasted with Henry’s living room, which is used to portray reality in â€Å"The Real Thing†.

Qualitative Research Definition and Methods

Qualitative Research Definition and Methods Qualitative research is a type of social science research that collects and works with non-numerical data and that seeks to interpret meaning from these data that help us understand social life through the study of targeted populations or places. People often frame it in opposition to quantitative research, which uses numerical data to identify large-scale trends and employs statistical operations to determine causal and correlative relationships between variables. Within sociology, qualitative research is typically focused on the micro-level of social interaction that composes everyday life, whereas quantitative research typically focuses on macro-level trends and phenomena. Methods of qualitative research include  observation and immersion, interviews, open-ended surveys, focus groups, content analysis of visual and textual materials, and oral history.   The Purpose of Qualitative Research Qualitative research has a long history in sociology and has been used within it for as long as the field itself has existed. This type of research has long appealed to social scientists because it allows the research to investigate the meanings that people attribute to their behavior, actions, and interactions with others. While quantitative research is useful for identifying relationships between variables, like, for example, the connection between poverty and racial hate, it is qualitative research that can illuminate why this connection exists by going directly to the source the people themselves. Qualitative research is designed to reveal the meaning that informs the action or outcomes that are typically measured by quantitative research. So, qualitative researchers investigate  meanings, interpretations, symbols, and the  processes and relations of social life. What this type of research produces is descriptive data that the researcher must then interpret using rigorous and systematic methods of transcribing, coding, and analysis of trends and themes. Because its focus is everyday life and peoples experiences, qualitative research lends itself well to creating new theories using the inductive method, which can then be tested with further research. Methods of Qualitative Research Qualitative researchers  use their own eyes, ears, and intelligence to collect in-depth perceptions and descriptions of targeted populations, places, and events. Their findings are collected through a variety of methods, and often, a researcher will use at least two or several of the following while conducting a qualitative study. Direct observation:  With direct observation, a researcher studies people as they go about their daily lives without participating or interfering. This type of research is often unknown to those under study, and as such, must be conducted in public settings where people do not have a reasonable expectation of privacy. For example, a researcher might observe the ways in which strangers interact in public as they gather to watch a street performer.Open-ended surveys: While many surveys are designed to generate quantitative data, many are also designed with open-ended questions that allow for the generation and analysis of qualitative data. For example, a survey might be used to investigate not just which political candidates voters chose, but why they chose them, in their own words.Focus group: In a focus group, a researcher engages a small group of participants in a conversation designed to generate data relevant to the research question. Focus groups can contain anywhere from 5 to 15 participants. Social scientists often use them  in studies that examine an event or trend that occurs within a specific community. They are common in market research too. In-depth interviews: Researchers conduct in-depth interviews by speaking with participants in a one-on-one setting. Sometimes a researcher approaches the interview with a predetermined list of questions or topics for discussion but allows the conversation to evolve based on how the participant responds. Other times, the researcher has identified certain topics of interest but does not have a formal guide for the conversation, but allows the participant to guide it.Oral history: The oral history method is used to create a historical account of an event, group, or community, and typically involves a series of in-depth interviews conducted with one or multiple participants over an extended period of time.Participant observation:  This method is similar to observation, however with this one, the researcher also participates in the action or events in order to not only observe others but to gain the first-hand experience in the setting.Ethnographic observation:  Ethnographic observati on is the most intensive and in-depth observational method. Originating in anthropology, with this method, a researcher fully immerses herself into the research setting and lives among the participants as one of them for anywhere from months to years.  By doing this, the researcher attempts to experience day-to-day existence from the viewpoints of those studied in order to develop in-depth and long-term accounts of the community, events, or trends under observation. Content analysis:  This method is used by sociologists to analyze social life by interpreting words and images from documents, film, art, music, and other cultural products and media. The researchers look at how the words and images are used, and the context in which they are used to draw inferences about the underlying culture. In the last decade, content analysis of digital material, especially that generated by social media users, has become a popular technique within the social sciences. While much of the data generated by qualitative research is coded and analyzed using just the researchers eyes and brain, the use of computer software to do these processes is increasingly popular within the social sciences. Pros and Cons of Qualitative Research Qualitative research has both benefits and drawbacks. On the plus side, it creates an in-depth understanding of the attitudes, behaviors, interactions, events, and social processes that comprise everyday life. In doing so, it helps social scientists understand how everyday life is influenced by society-wide things like social structure, social order, and all kinds of social forces. This set of methods also has the benefit of being flexible and easily adaptable to changes in the research environment and can be conducted with minimal cost in many cases. The downsides of qualitative research are that its scope is fairly limited so its findings are not always widely generalizable. Researchers also have to use caution with these methods to ensure that they themselves do not influence the data in ways that significantly change it and that they do not bring undue personal bias to their interpretation of the findings. Fortunately, qualitative researchers receive rigorous training designed to eliminate or reduce these types of research bias.

Human Resources Development Annotated Bibliography

Human Resources Development - Annotated Bibliography Example The source discusses the dynamics of employee training in reference to HRD climate in public and private commercial banks of Nepal. This is a journal article, which forms a reliable scholarly source. The article has updated information, easy and clear information and thus relevant to this study. Chi, H., Lan, C., & Dorjgotov, B. (2011). The influences of organizational culture and human resource development on R&D organizational effectiveness - the mediating effect of knowledge management. Journal of International Management Studies, 6(1), 1-12. This source uses a hypotheses model to evaluate the relationship between organizational culture, human resource development (HRD), and organizational effectiveness. The source equally defines human resource development and draws its significance in a business setup. Moreover, the source defines the four dimensions of Human resource development and utilization that include training and development, goal communication, support for the personal initiative, and involvement in decision-making. Additionally, the source establishes the importance of organizational performance and effectiveness in maintaining high HRD. The information in this journal article is easy to read and understand, current, not biased, and hence reliable for this study. The source describes the importance of human resource development, the need to tailor the HRD according to the organization’s strategy and structure, and the reasons why companies train and educate employees. In addition, the source relates human resource development and human resource management (HRM0 and relates the model for systematic training to HRM and HRD. Furthermore, the source discusses the mechanisms for evaluating human resource development. The information in this source is clear, easy to understand, and not biased.  

The Utilization of Tuscan Columns in the Coliseum in Rome Essay

The Utilization of Tuscan Columns in the Coliseum in Rome - Essay Example Apart from the brutal sport which was always staged by the Coliseum, the huge structure was the place for culture. The Roman high society exhibited their appreciation for the plebeian entertainment, while having brought their royal tradition amongst their peers. The patrician class, on the other hand, were the avid fans of their iconic gladiators whom they placed their bets upon. Aside from becoming a melting pot of the Roman society, the Coliseum was an architectural marvel. Its colossal image in the Roman urban setting was undefeated through time. Its intricate floor plan was deemed as an innovation of the classical era, an advanced structure ahead of its time. It was frequently compared by modern engineers and architects to the stadiums and arenas of today. This was in terms of organizational planning. Since the Coliseum had the capability to house thousands of individuals, it had to be constructed with respect to the manner of entry and exit of crowds at a single moment. The Coli seum was the first to bear such technical functions. In addition, having to bear such number of audiences, the Coliseum managed to separate the classes of the Roman society as per the seating placements within the arena. More importantly, the architectural design of the structure was an undeniable marvel for during its glory days. The series of arches and wall carvings were testament to the Roman classical art. What is interesting is the series of Tuscan columns prevalent in the entirety of the Coliseum. The Doric, Ionic and the Corinthian columns could be seen from the exterior to the interior of the structure. The prevalence of Roman columns is, indeed, a very interesting notion to look at. These columns have functional and implied meanings which pertain to their structural use and the message they convey to scholars of the Roman classical art. Thus, this research would focus entirely on the mentioned aspect: the use of the Doric, Ionic and Corinthian columns in the Roman Coliseum . This research will first tackle a brief historical background to the structure in order to fully understand the context which it outlived. It will then establish a better understanding of the Tuscan columns, namely the Doric, Ionic and Corinthian, through historical analysis and interpretation. As for the conclusive part of the study, it will use the historical analysis of the Coliseum and the Tuscan columns in order to establish the relationship of both. Hence, the task of this study is to explain the use and presence of the mentioned columns in the Coliseum through a survey of historical contexts associated with the classical Roman period. For the purpose of this study, it will use a series of secondary sources and scholarly works in order to corroborate and prove the thesis of this research. A Brief Historical Narrative of the Coliseum in Rome By mere observation of the ruins which now lay at the heart of Rome, the Coliseum is deemed as one of the most treasured classical legac ies of the Roman period. The magnanimous and huge built of the structure was conclusive of its ambitious accomplishment of having been considered as the focal point of the urban Roman setting. From the origins of its name alone, the Coliseum can be derived from either the colossal traits that it had during its time or from the Colossus of Nero from which it copied its enormity, height and bulk. Even scholars of Roman history are

During the latter part of 2014 the oil price fell from well over $100 Essay

During the latter part of 2014 the oil price fell from well over $100 per barrel to around $50 per barrel. Why might this sudden fall have occurred and how will it affect economies around the world - Essay Example The theories of aggregate demand and supply have been linked with the fall in price of oil to understand the macroeconomic policy (Arnhem, 2014). The traders who are responsible for setting the prices are to consider the current production and supply of oil before bidding for the prices. Other factors are the future supply of oil that is the capacity of the oil reserves. These reserves play a crucial role when the price of oil gets too high and in case when the demand exceeds the supply. The third factor to be taken into account is the demand for oil in the economy. The demand and the supply of oil are the essential components responsible for the changes in the oil prices. The global demand for oil is less than supply and that is responsible for the fall in oil prices. A major factor for fluctuation of the prices was the sudden increase in oil production in the US. This had resulted fall in the crude oil prices (Times Internet Limited, 2015). It was also observed that in order to keep the oil prices high, Saudi Arabia the largest exporter of petroleum reduced the oil prices affecting the economy. Moreover, the increase in pro duction was also observed in Libya and Angola that raised the total output of the Organization of Petroleum Exporting Countries (OPEC). OPEC is an organization that that controls the production of oil in the world. Currently, the members of the OPEC are pumping 42 percent of the global annual supply. The organization is also responsible for controlling the exports of the petroleum. The member countries also support the oil reserves in case of excess demand. Therefore, for this reason OPEC’s decisions regarding control of oil prices are crucial for those countries dependent on import of oil (Bloomberg L.P, 2014). The economic activities are influenced by the demand for the energy resources. The supply of oil is also

Robert Frost And Nature Themes

Robert Frost And Nature Themes Robert Frost was one of the few leading poets of the 20th-century and won the Pulitzer Prize four times. Frost was a poet from rural New England, but his poems could be related to any part of the world. After college Robert Frost moved to England and published a few poems while there. He closely observed rural life and in his poetry endowed it with universal, even metaphysical, meaning, using colloquial language, familiar rhythms, and common symbols to express both its pastoral ideals and its dark complexities (Britannica Concise Encyclopedia 1). Nature is an everyday detail that people infrequently take time to appreciate and sometimes take it for granted; its what makes the world beautiful. In several of Robert Frosts poems like The Road Not Taken, Fire and Ice, and Stopping by Woods on a Snowy Evening they reflect nature, he recognizes the beauty and disaster of it. In the poem The Road Not Taken nature comes into play when Robert Frost introduces to the reader to a traveler that comes to a sudden halt at the site of a crossroad in yellow woods. The traveler of Robert Frosts The Road Not Taken is left to think about which path to travel on. Robert P. Ellis states On more than one occasion the poet claimed that this poem was about his friend Edward Thomas, a man inclined to indecisiveness out of a strong-and, as Frost thought, amusing-habit of dwelling on the irrevocability of decisions. After cautiously looking at of both routes, the traveler comes to the conclusion that both paths present a more interesting venture ahead. The traveler tells the reader that the woods are yellow which mean it could possibly be autumn. And looked down one as far as I could/To where it bent in the undergrowth (lines 4-5), this could mean the wood are thick and the road disappears in the undergrowth. The undergrowth would represent the travelers future that is uncle ar by which road he takes. Of the two means of travel, the traveler states that the passing there/Had worn them really about the same (lines 9-10) and both that morning equally lay/ In leaves no step had trodden black (11-12). There is a contradiction that one path is less worn than the other. These lines show us that the leaves have just fallen, and they cover which path was more or less traveled the day before. This line points out that there are times when you cant decide which decision is better. Without a clear solution to the problem, the character is left to think of any future consequences that could occur based on a decision of taken. As a result, the character comes to terms that the final destination is based only by chance and choice, but there are some regrets out the certain rode taken. Frosts work shows the general uncertainty of supposing a different result if another road was taken. The title suggests this feeling of doubt, where the road not taken is mentioned with greater standard than the actual course of travel. Missing the chance to travel both/ And be one traveler (2-3), one path must function as the chosen way and the other the other way, both with no indication of which is the better to travel. As a result, once the picked road is traveled, the other way holds a lingering reminder of what may have been lost just by chance. After a predictable self-evaluation of the travelers life, trying to figure out if he took full advantage of the available opportunities perceived as a frightening challenge for there will always be an ambiguity lingering around the other path. The traveler uneasily comes to terms with reality, and eventually determines the pointlessness on matters of the imagination. So, with a sigh (16), the traveler states that he took advantage of t he opportunities as they were given to him. Taking the chosen path has made all the difference (20). The decision determined the travelers overall course in life to the result that the other road couldve pointed the speaker to go in the complete opposite direction of his destination. This was the first Robert Frost poem I have ever read. The first time I read it I could easily relate to it. I do believe that this is one poem where anyone that reads it will be able to relate to it. I have been met with numerous decisions in like that are life changing. From which college I wanted to go to, to what major I want to study, and to fall or not to fall to peer pressure. All together, I enjoyed reading this poem. I like how Robert Frost compares a fork in the road to everyday life decisions we make. In the poem Fire and Ice Robert Frost compares two elements of nature fire and ice. Fire and Ice is straightforward in its message that emotions become destructive when they are too extreme, destructive enough even to end the world (Explanation of: Fire and Ice by Robert Frost). In the first two lines Some say the world will end in fire/Some say in ice (Lines1-2) the poem he presents the option to end of the world by fire or ice. He then talks about fire in the next two lines and compares fire to desire From what Ive tasted of desire/ I hold with those who favor fire (3-4). The comparison states that Frost sees desire as something that takes over and brings devastation. In the next stanza Frost then compares ice to hate. This comparison relates to the reader a view of hate as something that causes people to be unyielding, lifeless and cold. Ice also has the tendency to take in things and cause them to crack and break. The final line of the poem asserts that these two vicious forces a re evenly great. Fire consumes and destroys quickly, leaving ashes. In The overview Explanation of: Fire and Ice by Robert Frost it talk about how two opposites like fire and ice or passion and hatred can easily be linked together. While ice or hatred, destroys much slower. It causes objects to become so lifeless that they crack from the pressure created. Frost imagines that the end of the world could be caused by people becoming too strict, lifeless, and set in their way of life and beliefs that the world breaks apart into pieces. Stopping by Woods is a much stranger poem than may appear at first. From the opening lines, we know that the story is being told from the speakers point of view (Whose woods these are I think I know), but we may never bother to consider whom the man is addressing.(Monte). Robert Frosts love of nature is expressed through out the poem with the setting. His perfect description of the woods brings clear images to the readers head. The woods are lovely, dark and deep (line 13) the way Frost describes the wood would make the reader seem like they were there. The feel of Robert Frosts Stopping by Woods on a Snowy Evening is set by the only other sounds the sweep / of easy wind and downy flake (11-12). The first line in the poem talks about the woods. In the poem Frost says that the narrator enjoyed sitting and watching the snow and that he is also a nature lover. In the second stanza Frost refers back to the woods. The depth and darkness of the woods make the woods gloomier. The snow elimi nates the limits and boundaries of things and of his own being is, the function here of some secret desire toward destruction. The setting of the poem is in the woods. John T. Ogilvie explains the peace of the woods by stating The artfulness of Stopping by Woods consists in the way the two worlds are established and balanced. The poet is aware that the woods by which he is stopping belong to someone in the village; they are owned by the world of men. The traveler sees something in the woods that attracts him making the woods a special place. It appears that speaker has connected the woods with his paradise. The tranquility, dimness, and silence are what make it paradise. The traveler knows that he is not able stay put in this paradise, But I have promises to keep/And miles to go before I sleep (14-15).The traveler doesnt want to leave the peaceful woods, but he has made other promises that he must keep. Frost repeats the last two lines and miles to go before I sleep (15-16), this co uld stress the importance of this promise that was made, and to give the traveler a reason to leave. Further, Frost repeated the last two lines of the poem partially as a matter of form: What it [the repetend or repeated lines] does is save me from a third line promising another stanza . . . . I considered for a moment four of a kind in the last stanza but that would have made five including the third in the stanza before it. I considered for a moment winding up with a three line stanza. The repetend was the only logical way to end such a poem. (Hochman) Nature has its own way of relaxing the mind and body. Frost may have believed the same. Frosts use of colorful imagery helps other readers appreciate the serenity of nature. Stopping by Woods is an excellent poem uses symbolism and setting perfectly. I enjoyed this poem and I also like the meaning. This poem is telling you to stop and smell the roses and enjoys life. During winter is a time when most people are lone in solitude. Being isolated can be miserable, but it could all so be a time to collect thoughts without any annoyance of the outside world coming down on you. Nature is something that can bring about personal reflection in anyone. In many of Robert Frosts poems he tends to reflect on nature, and he recognizes the beauty and disaster of it.Robert Frost is an amazing poet. His ideas and the way he uses nature are perfect and are valued by many. Frost uses nature to put across his views as well as to make his poetry more interesting than it already is. His poems make it easy to imagine the setting in your mind through the detail he provides.

How To Enter A Nine-ball Tournament :: essays research papers

How to Play Tournament Nine-ball   Ã‚  Ã‚  Ã‚  Ã‚  People may think that spending eight dollars on a tournament is a waste of money. Every Sunday I go to Millertime Billiards and enter a nine-ball tournament. I never go in thinking that I’m going to win at least my entry fee back, although it would be nice. On the other hand, I always go in knowing that I will walk out understanding more about the game then the night before. The tournament starts at 7:30 p.m., but the entry fee must be paid before that. After paying, all there is to do is wait. When they call your name and table it’s time to play. It’s a race to four wins. To keep track of the games place a coin under the middle diamond. Every game won constitutes a move of the coin one diamond. The winner goes to the front counter and gives them the results. The loser of the first game doesn’t have to go home. The tournament is double elimination. After the first game is lost, the player goes down to the loser’s bracket. One loss in there means it’s time to go home, or at least sit down and wait for the nine-ball break. The winner of the loser’s bracket is guaranteed second place. To get first place the winner of the loser bracket will have to beat the winner of the winner’s bracket twice. After they establish and record all the winners and losers for the forth round they call all the people who entered the tournament down to table 5 for the nine-ball break. The racks are usually set up by an A player or better. Three names are drawn out of a box. Everybody that got there name picked gets two chances to drop the nine-ball on the break unless the person before them already hit it in. Two dollars of the entry fee go toward the pot for the winner.

Protestant Reformation and Martin Luther

Reformation Websites: Section 1: Life of Martin Luther 1. Fill out the graphic organizer using http://www. Luther. De/en/Enoch. HTML Life of Martin Luther After vaulting his parents, he was caught In a terrible thunderstorm. During the storm lightning struck near him, and he was thrown to the ground. At this moment he called to Saint Anne, and declared: â€Å"l will become a monk. † Why did he decide to become a Monk? When did he decide to become a Monk? During a terrible storm. When did he become a professor at Wattenberg (Germany) university? 1507 he started professed at 1 512 What did he do as a professor?He came into contact with the ideas of the humanists and embraced their slogan. 2. Answer these questions using the map at http://www. Circular. Net/history/ Marcel/Luther. HTML a. Where did followers of Martin Lather's ideas (Lutheran) live? Germany Denmark Sweden Norway Prussia a. Where did followers of another reformer, John Calvin (Calvinist) live? The city of Genoa Sw itzerland. Scotland, England, France, Italy, Bohemia, Poland, and the Dutch Netherlands. B. Was the majority of Europe Catholic or Protestant during the reformation? Protestants Section 2: Luther†s Beliefs 1.Find out what Martin Luther believed about Faith. Read the passage in the following link and fill out the chart. Http://www. Icicle. Org/pub/resources/text/ Wattenberg/Luther/Luther-faith. Txt What faith IS according to Luther What faith is NOT according to Luther living bold trust in Gods graces confidence and knowledge of goddesses makes you happy freely willingly do good things serve people love and praise god holy spiral Followed by good works or Better life Section 3: Luther Posts his 95 Theses 1. Use the following website to fill in the table below on Lather's 95 Theses. Www. Luther. De/en/nonchalant. HTMLCause Event Effect Why was Luther upset with the church? Http:// The people where no longer coming to hem for their confessions they were going to different towns. What did he do about it? He wrote 95 theses which were use as the basis for discussion on the topic. What was the reaction to the 95 Theses? Some humanists approved of these, but parts of the Roman Church completely rejected them What is an indulgence? They supposedly categorized Luther as a follower of the heretic Jan Hush and threatened to have him burned at the stake. What were the 95 Theses? Used for basic discussion on a topic.Section 4: Effects of the Reformation 1. Complete the following chart using http://www. Luther. De/en/banana. HTML and http:// Cause practically declared a heretic both churches wanted Luther to recant his teachings while he was there Luther is excommunicated (explain what happened) trip to worms Diet of Worms (explain what it was) repentance objective clever thought out Section 5: Printing Press 1. Use the following 3 links to answer the questions about the printing press. Http:// www. Definer. Com/history/inventions/story. HTML http://www. Gutenberg. De /English/refinery. HTML a.What is the printing press? Was screw press specially designed to achieve an effective an even transfer b. Who invented the printing press? Genius of Guttenberg c. How does it work? Pressing the letters down to then produce ink on paper d. How did the printing press help Martin Luther? It allowed them to write in a more advanced easier way Section 6: Changing Europe 1. Use the map found at the following link and what you have learned so far to answer the questions below: http://chlorofluorocarbon. Wiseacres. Com/Everything *Europe a. How would a map of the year 1400 be different? (Hint: think religions†¦ T would show where religions migrated or lived Catholic? Because of where their priest where located and what they were taught in that area c. What impact did Luther have on this map? With where religions lived a. What impact did the printing press have on this map? It allowed them to write clearly and readable to all. Section 7: Evaluation Task: You a re going to become a reporter during the early 1 ass's. You will be creating a newspaper article based on an event, the key figures, or problem. 1. You are to write an article on one of the topics listed below: a. Complaints with the Church .Key figures: Calvin, Woozily, Erasmus c. Martin Luther and his 95 Theses d. Compare and contrast common beliefs of the Catholic and Protestant Church (language, ultimate authority & salvation) 2. Research and answer the following questions using the suggested websites in #3. A. Why were people dissatisfied with the Catholic Church in the asses? B. What were Lather's criticisms of the Church? C. How did the printing press affect Reformation ideas? A. Why did Luther want the Bible translated from Latin into German and other languages? B. How did the Church respond to Lather's 95 Theses? C.How did the ideas of John Calvin, John Woozily, and Desires Erasmus influence the Reformation? D. How was Europe affected by the events following Lather's excomm unication? How did the map of Europe change? 2. Suggest website resources: John Woozily http://www. BBC. Co. UK/history John Calvin http://www. Unwanted. Org http://www. Excel. Org http://www. Immersed. Com http://www. Was. Du Desires Erasmus http://www. Gospel. Net http://en. Wisped. Org http://www. Studiously. Com/ Martin Luther http://www. PBS. Org http://www. U-s-history. Com Spreading of Lather's Ideas Church Dissatisfaction Lather's Criticism http://www. Calgary. Ca Reformation http://www. Encouragement. Org http://www. Wisped. Org * 95 theses 95 theses was written by Martin Luther this year 1 517 and is the catalyst for the protestant reformation. It was the sales of indulgence, it centers on the practices within the catholic church regarding baptism and absolution. It views upon how to repent and how to be less sinful. These should be strictly followed by anyone in the church. There are times where you are allowed to relieve your pain or frustration in purgatory. He is focus ing on catholic churches. Please be aware of the new movement. Protestant Reformation and Martin Luther Reformation Websites: Section 1: Life of Martin Luther 1. Fill out the graphic organizer using http://www. Luther. De/en/Enoch. HTML Life of Martin Luther After vaulting his parents, he was caught In a terrible thunderstorm. During the storm lightning struck near him, and he was thrown to the ground. At this moment he called to Saint Anne, and declared: â€Å"l will become a monk. † Why did he decide to become a Monk? When did he decide to become a Monk? During a terrible storm. When did he become a professor at Wattenberg (Germany) university? 1507 he started professed at 1 512 What did he do as a professor?He came into contact with the ideas of the humanists and embraced their slogan. 2. Answer these questions using the map at http://www. Circular. Net/history/ Marcel/Luther. HTML a. Where did followers of Martin Lather's ideas (Lutheran) live? Germany Denmark Sweden Norway Prussia a. Where did followers of another reformer, John Calvin (Calvinist) live? The city of Genoa Sw itzerland. Scotland, England, France, Italy, Bohemia, Poland, and the Dutch Netherlands. B. Was the majority of Europe Catholic or Protestant during the reformation? Protestants Section 2: Luther†s Beliefs 1.Find out what Martin Luther believed about Faith. Read the passage in the following link and fill out the chart. Http://www. Icicle. Org/pub/resources/text/ Wattenberg/Luther/Luther-faith. Txt What faith IS according to Luther What faith is NOT according to Luther living bold trust in Gods graces confidence and knowledge of goddesses makes you happy freely willingly do good things serve people love and praise god holy spiral Followed by good works or Better life Section 3: Luther Posts his 95 Theses 1. Use the following website to fill in the table below on Lather's 95 Theses. Www. Luther. De/en/nonchalant. HTMLCause Event Effect Why was Luther upset with the church? Http:// The people where no longer coming to hem for their confessions they were going to different towns. What did he do about it? He wrote 95 theses which were use as the basis for discussion on the topic. What was the reaction to the 95 Theses? Some humanists approved of these, but parts of the Roman Church completely rejected them What is an indulgence? They supposedly categorized Luther as a follower of the heretic Jan Hush and threatened to have him burned at the stake. What were the 95 Theses? Used for basic discussion on a topic.Section 4: Effects of the Reformation 1. Complete the following chart using http://www. Luther. De/en/banana. HTML and http:// Cause practically declared a heretic both churches wanted Luther to recant his teachings while he was there Luther is excommunicated (explain what happened) trip to worms Diet of Worms (explain what it was) repentance objective clever thought out Section 5: Printing Press 1. Use the following 3 links to answer the questions about the printing press. Http:// www. Definer. Com/history/inventions/story. HTML http://www. Gutenberg. De /English/refinery. HTML a.What is the printing press? Was screw press specially designed to achieve an effective an even transfer b. Who invented the printing press? Genius of Guttenberg c. How does it work? Pressing the letters down to then produce ink on paper d. How did the printing press help Martin Luther? It allowed them to write in a more advanced easier way Section 6: Changing Europe 1. Use the map found at the following link and what you have learned so far to answer the questions below: http://chlorofluorocarbon. Wiseacres. Com/Everything *Europe a. How would a map of the year 1400 be different? (Hint: think religions†¦ T would show where religions migrated or lived Catholic? Because of where their priest where located and what they were taught in that area c. What impact did Luther have on this map? With where religions lived a. What impact did the printing press have on this map? It allowed them to write clearly and readable to all. Section 7: Evaluation Task: You a re going to become a reporter during the early 1 ass's. You will be creating a newspaper article based on an event, the key figures, or problem. 1. You are to write an article on one of the topics listed below: a. Complaints with the Church .Key figures: Calvin, Woozily, Erasmus c. Martin Luther and his 95 Theses d. Compare and contrast common beliefs of the Catholic and Protestant Church (language, ultimate authority & salvation) 2. Research and answer the following questions using the suggested websites in #3. A. Why were people dissatisfied with the Catholic Church in the asses? B. What were Lather's criticisms of the Church? C. How did the printing press affect Reformation ideas? A. Why did Luther want the Bible translated from Latin into German and other languages? B. How did the Church respond to Lather's 95 Theses? C.How did the ideas of John Calvin, John Woozily, and Desires Erasmus influence the Reformation? D. How was Europe affected by the events following Lather's excomm unication? How did the map of Europe change? 2. Suggest website resources: John Woozily http://www. BBC. Co. UK/history John Calvin http://www. Unwanted. Org http://www. Excel. Org http://www. Immersed. Com http://www. Was. Du Desires Erasmus http://www. Gospel. Net http://en. Wisped. Org http://www. Studiously. Com/ Martin Luther http://www. PBS. Org http://www. U-s-history. Com Spreading of Lather's Ideas Church Dissatisfaction Lather's Criticism http://www. Calgary. Ca Reformation http://www. Encouragement. Org http://www. Wisped. Org * 95 theses 95 theses was written by Martin Luther this year 1 517 and is the catalyst for the protestant reformation. It was the sales of indulgence, it centers on the practices within the catholic church regarding baptism and absolution. It views upon how to repent and how to be less sinful. These should be strictly followed by anyone in the church. There are times where you are allowed to relieve your pain or frustration in purgatory. He is focus ing on catholic churches. Please be aware of the new movement.

Completed [email protected] Report

NATIONAL GENERAL CERTIFICATE Candidate report template (2009 specification) UNIT NGC3 – THE HEALTH AND SAFETY PRACTICAL APPLICATION Student number: Location: Date of review: Introduction including overview of area inspected and activities taking place This report follows an inspection of the building and yard located in †¦Ã¢â‚¬ ¦. in order to meet the requirements of the Nebosh NGC 3 practical application. The areas concerned with this inspection are the works building and one store in the yard and its immediate surrounding area.The building consists of a canteen area, an office for admin duties, two toilets, a locker room, a drying/store room for personal protective equipment (PPE) and a small store room. In the yard is one store for the storage of various outdoor work materials and tools. The premises are occupied by up to fifteen staff at any one time. Staff work on a rotation of day and night shifts and the building is used for messing, completing paper work and plann ing work. The yard and store are used for loading and unloading vehicles with work equipment to prepare for railway work.There were no members of staff on duty at the time of the inspection. Executive Summary Upon completion of the inspection I found there were several areas of concern which lead to breaches of the Health and Safety at Work Act (HSWA), the Regulatory Reform (Fire Safety) Order (RRFSO), the Manual Handling Operations Regulations, the Management of Health and Safety at Work Regulations (MHSWR) and the Provision and Use of Work Equipment Regulations (PUWER). The health and safety of the employees who are using the premises may also be at risk if some of these concerns are not addressed immediately.Failure to address these issues may lead to attention and possible enforcement action from the HSE and/or the Office of Rail Regulation (ORR). Breaches of statutory duty or failure to comply with improvement or prohibition notices may result in court action being taken which may lead to criminal prosecution and fines of up to ? 20 000 in a magistrates court and the possibility of up to 6 months imprisonment. A detailed description of the findings is listed below with reference to specific observations given in brackets.Main findings of the inspection Fire precautions The Regulatory Reform Fire Safety Order (RRFSO) requires that fire fighting arrangements must be provided in the workplace (18). Although there are fire extinguishers located throughout the building there is an absence of any extinguisher in the office. Therefore there is an urgent requirement to have extinguishers installed here as employees would be in extreme danger if a fire were to start in the office. The RRFSO also states that fire exits must remain free from obstructions at all times (1).The PPE blocking the fire exit is not only creating a tripping hazard but it is putting the health and safety of the employees at risk of becoming trapped in the building if a fire were to start. Ma nagement of Health and Safety Many of the observations are the result of a poor Health and Safety management system which could easily be rectified by members of staff and at a very low cost to the organisation. (2,3,8,10,12). Use of rail steel as doorstops presents a significant risk of slips, trips and falls and is a very easy problem to rectify.Other housekeeping issues such as tangled cables, hand cleaners being stored near eating and drinking utensils and overflowing waste paper bins are all issues that will present a very poor image to visitors but are low cost and not time consuming problems to resolve. These issues may also be in breach of the Management of Health and Safety at Work Regulations 1999. PPE. Issues The Personal Protective Equipment regulations state that all PPE must be suitably stored and maintained (1, 14). The PPE blocking the fire exit must be removed and all the old PPE in the store room should be disposed of and replaces as it is no longer fit for purpose .The heater in the drying room (6) also needs urgent attention as its purpose is to dry out PPE used by employees in wet weather conditions. With the heater not functional this has an impact on the ability to maintain the PPE to a good standard. PUWER Issues The Provision and Use of Work Equipment Regulations state that employers must ensure that all work equipment is suitable, maintained and inspected (7, 17). The old fax machine in the office has been out of use for quite some time with service tags out of date and there has been no effort to have it repaired or replaced.It is creating a tripping hazard as well as breaching PUWER. A similar situation has arisen regarding the water dispenser in the canteen. The employees have shown their concerns about not being able to use the machine and it is in serious need of repair or replacement. This is also creating a welfare issue which must be addressed. Manual Handling Issues There are some issues concerning heavy materials being stored at ground level (13, 20). This is in breach of the Manual Handling Operations Regulations 1992 and presents a high risk of a RIDDOR injury to employees lifting or moving these materials.As suggested these materials must be stored correctly and at waist level to prevent injuries from bending and lifting. This will prevent high costs through RIDDOR incidents and loss of productivity. Conclusions The building and yard are all of modern design with full refurbishments having been carried out as recent as 2007. Many of the hazards found were as a result of a lapse in general Health and Safety management and many of the observations could be rectified by simple maintenance and tidying up of the building and yard.This is a very low cost practice which in turn could improve the Health and Safety of the workforce. The employees have all had a very good level of workplace specific Health and Safety training with certificates on display on the notice board. However this training counts for li ttle if it is not put into practice on a daily basis. It appears there have also been many bad habits picked up over the years such as poor general housekeeping. Employers and employees should take pride in a clean and safe workplace and it also sets a good example to any visitors or potential clients.A safe workplace will also reduce the risk of accidents and ill health to employees and in the long run save money from unnecessary claims, losses of production and a poor corporate image. Recommendations: |Recommendation |Likely resource implications |Priority |Target date | |Fire exit door should remain free |PPE to be removed from exit area and signs to |High |Immediate | |from obstructions at all times. (1) |be erected advising to keep clear. | | |Fire extinguisher to be installed in |New fire extinguisher, ? 30, easy to install by|High |Immediate | |the office. (18) |a member of staff. | | | |Heater in drying room must not be |Wall brackets to be replaced, 1-2 man hours to|High |1 week | |used until it is re-attached to the |fit and reinstate heater to wall, approx cost | | | |wall. 6) |? 50. | | | | | | | | |Arrange for repair or replacement of |Repair could be very expensive, more practical|High |1 week | |drinking water dispenser. (17) |option may be to replace. ?200 approx. man | | | | |hour to install. | | | |Remove battery chargers from power |Install an extra plug socket to prevent |Medium |1 month | |when not in use, and establish better|tangling cables under chairs. Electrician for| | | |layout of cables. (8) |1 hour plus parts. 50 approx | | | |Arrange for a repair to be carried |Hire of a welder for 1 hour. ?50 approx. |Medium |1 week | |out on the entrance handrail. (23) | | | | |Dispose of old office swivel chair |Order the correct replacement chair. ?30-40 |Medium |1 week | |from canteen. 22) | | | | |Bracket for wall mounted first aid |New bracket approx ? 10 and less than 1 man |Medium |1 week | |kit to be replaced. (12) |hour to install. | | | |Remove cut-offs of rail steel from |Source correct doorstops or fit latches to the|Medium |1 month | |doors and keep doors closed whenever |walls.Approx cost ? 15 to fit. 1 man hour. | | | |possible. (2) | | | | |Yard store flooring to be cleared of |General clean up and disposal of any disused |Medium |1 week then review each | |obstructions to gain access to |and waste materials. 2 staff hours | |month | |shelving. 21) | | | | |Steel plates to moved from the yard |1-2 staff hours to store on shelving, |Medium |1 week then review every 3 | |area into the store and stored on |preventing injuries from lifting heavy plates | |months | |shelving at waist height. (20) |at ground level. | | | |Remove spray cans and all outdoor |General clean up of office by staff.Keep all|Medium |1 week then review each | |work equipment from office area. (9) |areas around and under desks free from | |month | | |clutter. 1-2 hours | | | |Install correct hand wash dispenser |Dispenser costs ? 5 a nd takes less than 1 man |Medium-Low |1 month | |in canteen. (4) |hour to fit. | | |

International Baccalaureate vs Advanced Placement

International Baccalaureate vs Advanced Placement Most people are familiar with AP, or Advanced Placement courses, but more and more families are learning about the International Baccalaureate, and wondering, whats the difference between the two programs? Heres a review of each program, and an overview of how they differ.   The AP Program AP coursework and exams are developed and administered by  CollegeBoard.com  and include 35 courses and exams in 20 subject areas. AP  or Advanced Placement Program consists of a three-year sequence of course work in a specific subject. It is available to serious students in Grades 10 to 12. The course work culminates in rigorous examinations held in May of the graduating year. AP Grading The examinations are scored on a five-point scale, with 5 being the highest mark attainable. The course work in a given subject is generally equivalent to a first-year college course. As a result, a student who achieves a 4 or 5 is usually permitted to skip the corresponding course as a freshman in college. Administered by the College Board, the AP program is guided by a panel of expert educators from around the U.S.A. This great program prepares students for the rigors of college-level work. AP Subjects Subjects offered include: Art HistoryBiologyCalculus AB BCChemistryComputer Science AEconomicsEnglishEnvironmental ScienceEuropean HistoryFrenchGerman LanguageGovernment PoliticsHuman GeographyInternational English Language (APIEL)LatinMusic TheoryPhysicsPsychologySpanishStatisticsStudio ArtUS HistoryWorld History Each year, according to the College Board, more than half a million students take over a million  Advanced Placement exams! College Credits and AP Scholar Awards Each college or university sets its own admissions requirements. Good scores in AP coursework indicate  to admissions staff that a student has achieved a recognized standard in that subject area. Most schools will accept scores of 3 or above as the equivalent of their introductory or first-year courses in the same subject area. Consult university websites for details. The College Board offers a series of 8 Scholar Awards which recognize outstanding scores in AP examinations. Advanced Placement International Diploma In order to earn the Advanced Placement International Diploma (APID) students must earn a grade of 3 or higher in five specified subjects. One of these subjects must be chosen from the AP global course offerings: AP World History, AP Human Geography, or  AP Government and Politics: Comparative. The APID is the College Boards answer to the  IBs international cachet  and acceptance. It is aimed at students studying abroad and American students who wish to attend university in a foreign country. Its important to note, however, this is not a replacement for a high school diploma, it is only a certificate. Description of the International Baccalaureate (IB) Program The  IB  is a comprehensive curriculum designed to prepare students for liberal arts education at the tertiary level. It is directed by the  International Baccalaureate  Organisation headquartered in Geneva, Switzerland. The mission of the IBO is to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. In North America over 645 schools offer IB programs. IB Programmes The IBO offers three programmes: the  Diploma Programme  for juniors and seniorsthe  Middle Years Programme  for students aged 11 to 16the  Primary Years Programme  for students aged 3 to 12 The programmes form a sequence but can be offered independently according to the needs of individual schools. The IB Diploma Programme The IB Diploma is truly international in its philosophy and aims. The curriculum requires balance and research. For instance, a science student has to become familiar with a foreign language, and a humanities student must understand laboratory procedures. In addition, all candidates for the IB diploma must undertake some extensive research into one of over sixty subjects. The IB Diploma is accepted at universities in over 115 countries. Parents appreciate the rigorous training and education which the IB programs offer their children.   What do AP and IB have in common? The International Baccalaureate (IB) and Advanced Placement (AP) are both  about excellence. A school doesnt commit to preparing students for these rigorous examinations lightly. Expert, well-trained faculty must implement and teach the courses which culminate in those examinations. They put a schools reputation squarely on the line. It boils down to two things: credibility and universal acceptance. These are key factors in a schools graduates gaining admission to the colleges and universities which they wish to attend. College admissions officers usually have a pretty good idea of a schools academic standards if the school has previously submitted applicants. The schools track record is more or less established by those prior candidates.  Grading policies  are understood. Curriculum taught has been examined. But what about a new school or a school from a foreign country or a school which is determined to upgrade its product? The AP and IB credentials immediately convey credibility. The standard is well-known and understood. Other things being equal, the college knows that a candidate with success in the AP or IB is ready for tertiary level work. The payoff for the student is exemption for many entry-level courses. This, in turn, means that the student gets his or her degree requirements completed more quickly. It also means fewer credits have to be paid for. How do APandIB differ? Reputation:  While the AP is widely accepted for course credit and recognized for its excellence at universities throughout the U.S., the IB Diploma Programmes reputation is even greater. Most international universities recognize and respect an IB diploma. Fewer U.S. schools offer the IB program than the AP- over 14,000 AP schools vs less than 1,000 IB schools according to  US News, but that number is on the rise for IB.  Style of Learning and  Courses:  The AP program has students focus deeply on one particular subject, and usually for a short period of time. The IB program takes a more holistic approach that focuses on a subject by not only delving in deep, but also applying it to other areas. Many IB courses are two-year continuous courses of study, vs. the APs one-year-only approach. IB courses related to each other in a coordinated cross-curricular approach with specific overlapping between the studies. AP courses are singular and not designed to be a part of an overla pping course of study between disciplines. AP courses are one level of study, while IB offers both a standard level and a higher level.   Requirements:  AP courses can be taken at will, in any manner at any time according to the schools discretion. While some schools do allow students to enroll in IB courses in a similar manner, if a student specifically wants to be a candidate for an IB diploma, they must take two years of exclusive IB courses in accordance with rules and regulations from the IBO. IB students aiming for the diploma must take at least 3 higher level courses.  Testing:  Educators have described the difference between the two testing methods as follows: AP tests to see what you dont know; IB tests to see what you do know. AP tests are designed to see what students know about a specific subject, pure and simple.  IB tests ask students to reflect on the knowledge they possess in order to test a students skills and abilities to analyze and present information, evaluate and make arguments, and creatively solve problems.  Diploma:  AP students who meet specific criteria receive a certificate that has an international reputation, but still only graduate with a traditional high school diploma. On the other hand, IB students who meet the required criteria and scores at schools in the US will receive two diplomas: the traditional high school diploma as well as the International Baccalaureate Diploma.   Rigor:  Many AP students will note that their studies are more demanding than non-AP peers, but they have the option to pick and choose courses at will. IB students, on the other hand, but take only IB courses if they wish to qualify for the IB diploma. IB students regularly express that their studies are extremely demanding. While they report high levels of stress during the program, most IB students report being incredibly prepared for college and appreciative of the rigor after they complete the program.   AP vs. IB: Which is Right for Me? Flexibility is a major factor in determining which program is right for you. AP courses provide more wiggle room when it comes to choosing courses, the order in which they are taken, and more. IB courses require a strict course of study for two solid years. If studying outside of the US is not a priority and youre unsure about the commitment to an IB program, then an AP program may be right for you. Both programs will prepare you for college, but where you plan to study may be a deciding factor in which program you choose. Article edited by Stacy Jagodowski

Ethical Issues and Behavior Essay Example | Topics and Well Written Essays - 1000 words

Ethical Issues and Behavior - Essay Example There has been disposal of sewage and waste from the organizations into the rivers due to which, the quality of waters was affected and their consumers’ susceptibility towards diseases like cholera and typhoid was increased manifolds. Provision of clean water to the nation is one of the biggest challenges facing the governments in the contemporary age. This would not have been so had the organizations foreseen the impacts of their activities upon the environment and community as a whole. Besides, organizations all over the world are the prime consumers of the natural resources. Countries need steel, oil, gas and electricity because they are required for the making and functioning of machineries, as well as the products the machines are making. In addition to that, ethics are a major concern for organizations because organizations have a profound effect upon each and every individual of the society. Childhood obesity is much more widespread in many advanced countries of the wor ld in the present age than it ever was in the past. US, UK, Canada, Australia and such other technologically advanced countries are busy looking for ways to control the spread of childhood obesity. Childhood obesity needs to be controlled because it increases the susceptibility of the victims towards various kinds of diseases including high blood pressure, depression, diabetes and heart attack along with causing an overall reduction in the expected life of the victims. A thorough analysis of the causal factors of childhood obesity suggests that the problem originates in organizations in the food industry that are supplying thousands of new varieties of junk foods into the market every year and are thus encouraging the public to consume them at least once, if not more. Junk food production has become the spinal cord of food industry in the contemporary age because they are made from very cheap ingredients and get sold at a price much higher than what was incurred in their production. Again, childhood obesity is primarily an outcome of the food organizations’ selfishness and insensitivity towards the public health. Had food organizations tried to evaluate their activities on the scale of ethics, many children would have been smart and healthy today rather than overweight and obese. In light of these and several other issues, ethical issues are a major concern for the organizations. Ethical behavior in organizations is impacted by individual influences. Influence of individuals that particularly occupy higher positions in the hierarchy of the organization structure and have relatively greater power is profound. In a vast majority of cases, organizations are run primarily by the top managers, that may or may not include the subordinates in the decision making process. Nevertheless, since the ultimate decision is taken by the top manager, it is their behavior that primarily governs the level to which the organization complies with the standards of ethics. Et hical behavior of organizations is also governed, to much an extent, by the level of transparency maintained by the top management. An organization in itself is like a complete state that may have democratic government or dictatorship. If the top management implements the former system, their actions are criticized by the subordinates, so they may not be able to take independent decisions. If the dictatorship prevails,

Alternatives to Globalization Research Paper Example | Topics and Well Written Essays - 500 words

Alternatives to Globalization - Research Paper Example The phenomenon of Globalization is not new and has been around even before the outbreak of the First World War in 1914, however it has been deeply controversial as there have been two schools of thoughts i.e. the advocates of globalization and the opponents; debating over the concept of globalization ever since it has been coined. The advocates of globalization argue that globalization has harnessed various positive initiatives as it allows the developing countries and its citizen to better develop economically and increase their standards of living, as free market allows efficient allocation of resources with which all the countries involved are benefitted. It also perpetuates economic freedom in terms of democracy and capitalism. The integration and interaction that is achieved through globalization, it allows international cooperation in solving major global issues concerning the human rights issues or the environmental issues such as global warming. Globalization also helps in pr omotion of a unified culture and frame of reference thus mitigating the misconceptions harbored and enforcing more understanding of each other.