The Nature of Childrens Learning 3-8 Years free essay sample

This paper looks at the early years of childhood development focusing on ages 3-8. This paper deals with the concept of early childhood development. It provides a history of the research in the field and explains what technological advancement have recently been made. It examines topics such as world views of early childhood, cognitive development, technology and learning, alternative learning and national curriculum. From the paper: `Children in the developmental stage of early childhood (ages 3 through 8) are concrete learners. They are exceptionally sensory; they learn best by touching, tasting, hearing, smelling, and moving their bodies. Children in this age range are active learners. They are interested in experiments, trial and error, representing what they are learning through construction and play, and finding answers in picture books. They like to find things out on their own. As they gradually become more focused on other people and the outside world, children become aware that there are many adult skills that they do not have. We will write a custom essay sample on The Nature of Childrens Learning 3-8 Years or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In environments where they are encouraged to try out these skills (such as writing) at their own appropriate level, they enthusiastically embrace learning. `

The Little Theatre Accounting Flexible Budget Analysis Essay Example

The Little Theatre Accounting Flexible Budget Analysis Essay Example The Little Theatre Accounting Flexible Budget Analysis Paper The Little Theatre Accounting Flexible Budget Analysis Paper The Little Theatre Case 9. 26 Case 9. 26 After the beginning of the year, the board of directors of the theater authorized expanding the theater’s program to seven productions and a total of 168 performances. Not surprisingly, actual costs were considerably higher than the costs from the planning budget. Grants from donors and ticket sales were also higher. After completing the analysis for the Little Theatre we found that several items could be implemented to have an accurate cost model in the future. First, we prepared a flexible budget for the Little Theatre based on the actual activity of the year. We found that there were a number of cost items such as wages, scenery items, and administrative expenses that were under estimated compared to the original anticipated budget. We also found that there were items such as the theater hall rental and the cost of the printed programs that cost less than the budgeted items. Secondly, we prepared a Cost Budget Performance Report for the year that reflected the breakeven point. We have identified the price and the number of tickets we have to sell in order to cover the cost of the number of productions and the number of performances. The breakeven point was based on the actual cost of each expense. The question was asked, â€Å"If you were on the board of directors of the theater, would you be pleased with how well costs were controlled during the year why or why not? † We were not totally satisfied with the way costs were controlled during the year because the costs below were higher than we anticipated. Wages Costumes Publicity Administrative Expenses The market may be the reason for the expenses being higher than we forecasted. For example, the theatre may not be able to pay a lower wage to the actors. In the future in order to have an accurate cost model we may improve on expenses such as costumes. We may submit bids to other vendors to see if we can lower costs. Finally, the cost formulas provided figures for the average cost per production and average cost per performance. We wanted to find out how accurate these figures would be for predicting the cost of a new production or of an additional performance of a particular production. Our analysis revealed that if the Little Theatre did six productions and one hundred and eight performances, the total cost would be $514,921 and the number of tickets that would need to be sold would be 10,298 at a price of $50. 00. We also found that the cost to produce seven productions and one hundred and sixty eight performances would be $726,900. In addition, the number of tickets that would need to be sold in order to cover this cost would be 14,438 at a price of $50. 00. Over all we project the Little Theatre will be successful if they continue to master the flex budget model.

Ethics & International Relations Essay Example | Topics and Well Written Essays - 1500 words

Ethics & International Relations - Essay Example 1These myths describe many things some may look reasonable and easy to understand whereas others may not look logical. But all these myths and narrative whether reasonable or not help us to understand the big games played between big powers. These myths also indicate that events taking place around the world are ethical and moral. These myths can also answer this important question: Can International Relations theory ever be truly ethical? Generally it is said that whatever rules of fair play are taught by religion and traditional values of society are called ethics. It is important to understand the comprehensive definition of ethics. A complete clarity about what ethics or morality is necessary since there are many confusing views presented by some philosophers. The modern views about ethics clarify much confusion. The modern views are: Although it is debatable that what exact range should ethics cover. But majority of scholars agrees that it should be related to the particular concepts like vice, benefit, disgrace, obligation, duty, virtue etc. Many people look for ethical teachings in religion and tradition. But in contemporary world, these sources may not provide adequate answers. If they provide answers then they become controversial because of different interpretations. Similarly, culture also can not provide complete ethical answers in various situations. If the culture of a nation gives one interpretation then it is quite possible that culture of other nation may contradict it. But it is also true that most of the cultures have many common points to be agreed on. Almost all cultures accept and preach the common virtues like truth, honesty, steadfastness etc. It is therefore necessary to evolve a universal ethical theory. 2The universal values can take varied cultural forms in various places. Other ethical concepts can prove to be universal in reach but

Economics Incresing supermarkets chain profits by adopting different Essay

Economics Incresing supermarkets chain profits by adopting different pricing strategies in different markets - Essay Example This type of marketing strategy involves the introduction of market segmentation by the company, when the segments are introduced then the company is able to price different prices on the goods they sell in the market, higher income earners are charged higher prices while the low income earners example students pay less. Through price discrimination chain supply supermarkets are able to achieve higher profits from the same market. Premium pricing is another pricing strategy that is aimed at attracting high status conscious customers, a good is introduced in the market and its price is set at a higher level than other goods, the objective of these pricing strategy is to meet the needs of some consumers who believe that the high prices are a sign of quality, they believe that the high price on the product is as a result of high production costs which are incurred to make the product the best, for these reason they will buy the product at the high price. These customers also believe that purchasing such a product will be a symbol of self worth. Therefore the customer will buy the highly priced product because they are worth it. Penetration pricing is a pricing strategy aimed at increasing the quantity sold by a chain supply supermarket, this strategy involves lowering the prices of a product whose demand is highly elastic, this means that when the price is lowered then the demand for the product will highly increase. However this pricing strategy is applied when the price decrease will result into a high decline in costs as the sales volume increases. For this reason therefore the chain supply supermarket will reduce the price of a certain product leading to high decline in costs and therefore high levels of profits. Price skimming: Price skimming involves charging high prices on a product but then gradually lowering the prices over time, this strategy is mostly used by a chain supply company in order to recover sunk costs, the firm captures its customers surplus and hence high profits are attained in the process, however over time after the firm has gained it will lower prices gradually to the market price level. Promotional pricing: Promotional pricing involves giving a price cut on certain products for a short period of time, this is a strategy aimed at increasing the demand for a product and also attracting customers to take advantage of these offers, this strategy involves promotional discounts which aid in giving the chain supply supermarkets competitive advantage and increasing consumers turnout into their supermarkets and therefore increasing sales on the product and also other products. Price discounting: This is a strategy that is mostly used by chain supply supermarkets where they offer trade discounts, seasonal discounts and quantity discount, it is commonly used to attract more customers into the supermarket and also as a way to increase demand for its product through quantity discounts, this way the firm is able to maximise its profits by increasing its market area. Price lining: Price lining is a marketing strategy used by chain supply supermarkets and it involves product lining which aid in price lining, product lining involve offering products in the market that are related, a product line will may either have products of different sizes, types,

Police misconduct Essay Example | Topics and Well Written Essays - 1000 words

Police misconduct - Essay Example Another officer then appeared, and started feeling and searching the person in question. He also said to him: "I could be a real jerk..some officers would arrest you for not liking the way you look"(ibid). Another incident happened recently in San Diego and raised a storm in the media. This was the case where several women were arrested by El Cajon police officer named William Robert Taylor who allegedly made them perform sexual acts in return for their freedom. One case was thus described: "In one instance detailed in a Feb. 3 arrest warrant, a woman Taylor detained for petty theft in September 2005 at an El Cajon department store told police that Taylor forced her to disrobe and perform a sex act in the back seat of his patrol car while he stood outside and watched" (http://www.signonsandiego.com/news/metro/20060329-9999-2m29taylor.html ). The victim thought she had no options but to comply. Later Taylor claimed that the woman was not prompted to perform sexual act but that she willingly did it. There was yet another incident of the similar nature involving this same officer. This was when he arrested a woman for possession of marijuana plant and petty theft and told her that if she had sex with him he would not arrest her. These last two cases involve a questionable unethical behavior on the part of the police officer. The last case is somewhat more complex. It happened in Vancouver, BC, at the drug-ridden Downtown East Side. Apparently, the number of HIV infected drug users in this area has been alarming since the 1990's, and at the time when the said incident happened, in 2002, 40% of the residents of that area were HIV infected. This is higher than anywhere in Canada. This alarming fact prompted the health officials to start a safe injection needle exchange clinic, which was to be held outside, at the corner of Main and Hastings Street, which is where the greatest number of drug users can be found usually. The police had no right or warrant to close down the clinic. However, this is precisely what they did, as they alleged that there was illegal activity happening close by. This was a blow in the face of the drug addicts using heroin as well as the health officials who were concerned about more and more people getting infected with HIV virus due to the unsafe use of contaminated needles, which is apparently the quickest way for the HIV virus to enter one's bloodstream, quicker than sex for example. As in 2003 there was a new city major elected, he started a so-called 4-pillar approach to drug use in the city, which involved harm reduction, safe needle exchange sites and methadone program, as well as counseling. The police department asked the City council for permission to place more officers in the Downtown East Side, which was refused by the City council. However, the police still went ahead and, in addition to the 20 officers that were already there, they positioned another 40 officers from other areas of the city in the Downtown East Side. This made it almost impossible for the drug users to access the safe needle exchange clinic, as they had to bypass the police to get there. As the police were arresting people for drug possession,

History Of English Language Teaching

History Of English Language Teaching Today, English is the worlds most widely studied foreign language. Five hundred years ago, Latin was the most dominant language to be studied because it was the language of business, commerce and education in the western world. In the sixteenth century, however, French, Italian and English gain in importance as a result of political change in Europe and Latin gradually became displaced as a language of spoken and written communication (Richards and Rodgers, 2001). Latin became a dead language. It was being started to read in the books as classic language. Children started to enter in the grammar school in sixteenth and eighteenth centuries to learn grammar rules of Latin. To learn Latin language became a mental gymnastic. In the eighteenth century, when modern languages began to enter in the curriculum of the European countries, these languages were taught by the same methods as Latin language was taught. Grammatical rules were memorized. Written practices were done. The passages were translated from the second language to the first language and vice versa (ibid). By the nineteenth century, this method was considered as a standard method of teaching language. The textbooks were divided into chapters. Each chapter contained a certain grammatical rule and rule was practices with a lot of written exercises (ibid). Methods and Approaches of English Language Teaching According to Asher and James (1982), Methods are the combination of techniques that are used and plasticized by the teachers in the classrooms in order to teach their students and approaches are the philosophies of teachers about language teaching that can be applied in the classrooms by using different techniques of language teaching. For example, if a teacher has an approach that language is the communication and learning a language is in fact learning the meanings, functions and uses of language. So the techniques will be based on the communicative language teaching and task based methods. According to Freeman (2000), Methods which are taught to the teachers make a base and give them thinking about the applicable techniques and principles according to the situation where they stand. They are clear about their attraction towards certain methods and also think that why have they repelled certain method. The knowledge of method is very necessary because their knowledge is base of teaching. Grammar Translation Method Grammar translation method was the most popular and widely used method for language teaching between the ages of 1840 to 1940. But this method was first used for teaching and learning Latin language which was not the language of common use at that time. Latin was considered as a classic language. The learners were made able to study the literature of Latin language through learning the grammatical rules of language and learning the vocabulary so that learners may translate the language in their first language and in the second language. Grammar translation method was criticized intensively in the nineteenth century because it was considered that this method cannot fulfill the demands of language learning in nineteenth century. Direct Method The direct method was the outcome of the reaction against the grammar translation method. It was based on the assumption that the learners of foreign and second language should directly think in English. This method is against the translation of written and oral text and focuses on telling the meanings of the words through action, demonstration or real objects. This method focuses on directly thinking, doing discussion and conversation in second language (Richards and Rodgers, 2001). Purwarno (2006) described the aims of the direct method. He described that direct method is an attempt and effort to form a link between thought and expression and between experience and language. Direct method was criticized due to the following reasons: Direct method is successful in private language schools because this method can be applied only in small classes where all the learners can get individual attention. In Direct method, the teachers extravagantly excel in keeping the mother tongue of the learners away from them. Direct method demands the learners to do oral communication in the second language and it also demands the pronunciation and accent to be just like the native speakers so there is need for the language school to hire the native speakers which actually can be very expensive. The success of the direct method depends on the teachers skills and personality more than on the methodology (Richards and Rodgers, 1986). Structural Approach The structural approach mainly employs the techniques of the direct method but the reading and writing skills are not wholly neglected. The structural approach is based on the sound principles of language learning. The structural approach says that the arrangement of the words in such a way as to form a suitable pattern and that pattern may make the meanings of the language clear to us. Any language has its own structure and skeleton which gives this language a decent appearance. A structure is a pattern and a particular arrangement of words which to indicate grammatical meanings. It may be a word, a phrase or a sentence (Gauridushi, 2011). Structural approach was criticized because it was only suitable for lower grades. Continuous teaching of structures and their repetition make the atmosphere dull and boring. It also neglected the reading and writing abilities and there was also a lack of skilled teachers (Sharma, 2011). Oral Approach/ Situational Language Teaching The oral approach is a method in which children to use whatever hearing they get from their surroundings. They also take help from the context to understand and use language. The target is to develop the skills in the individual so that he can communicate and function independently. This approach helps in the development of reading and writing skills (Richards and Rodgers, 2001). The oral approach was developed from 1930s to the 1960s by British applied linguistics such as Harold Palmer and A.S. Hornsby. The main difference between oral approach and the direct method was that the methods which were developed under this approach had theoretical principles about the selection, grading and presentation of the content and material. This sequencing of the content would lead to better learning with a good knowledge of vocabulary and grammatical patterns. In this approach all the points of language were to be presented in situations which led to the second name of the approach i.e. situational language teaching. Although, the teachers are not aware of this approach today but it had long lasting impact on language learning. However, its focus on oral practice, grammar and sentence patterns is still supported by the teachers (ibid). Audiolingual Method Audiolingual method is also known as Army Method because after the outbreak of World War II, the army soldiers decided to be proficient in the languages of their enemies. So a new learning method of foreign languages was discovered which is known as audiolingual method. This method is based on a linguistic theory and behavioral psychology. The audiolingual method was widely used in the 1950s and 1960s and the emphasis was not on the understanding of the words rather on acquisition of structures and patterns in common everyday dialogues (Richards and Rodgers, 2001). The teaching of the oral skills with accurate pronunciation, grammar and the ability to respond quickly and accurately is the main objective of audiolingual method. Reading and writing skills may be taught but they are dependent on the oral skills (Richard and Rodgers, 1986). Total Physical Response In Total Physical Response (TPR), the teacher gives the students instructions and the students follow the instructions by using whole body responses. James J. Asher, a professor, of psychology at San Jose State University developed the method Total Physical Response in late 1960s to help in learning second languages (Richards and Rodgers, 2001). According to Asher (1977), TPR is based on the premise that the human brain has a biological program for acquiring any natural language on earth including the sign language of the deaf. We can see this process if we observe the language learning process of an infant. The communication between parents and the child consists of both verbal and physical aspects. When the child is not able to speak, at the time he/she is internalizing the language. This is the time when code breaking occurs. After this process the child becomes able to speak and reproduce language. In TPR, the teacher repeats the process in the class. Students respond to the commands of the teacher which require physical movement. TPR is most useful for beginners. TPR is also used for teaching students with dyslexia or related learning disabilities. Silent Way Silent way is the method of language teaching which was proposed by Caleb Gattegno. This method is based on the view that the teachers should be silent in the classroom as much as possible but the teacher must encourage the students to speak and use the language. The most important aspect of this method is its elements that are used for language teaching i.e. colored charts and colored rods (Richards and Rodgers, 2001). This method focuses on the learners to discover on their own rather than they remember or memorize something. The learners are facilitated in learning by giving them some problem to solve which involves the materials that are needed to be learnt (ibid). Communicative Language Teaching Communicative language teaching was developed in the era of revolutions in British language teaching traditions from late 1960s. Before communicative language teaching, situational language teaching was in practice in Britain for language teaching. Communicative language teaching was actually developed in the opposition of audiolingual method which focuses on drilling and memorization. Communicative language teaching focuses on developing the ability of communication in learners in real life situations. It focuses on meaning rather than accuracy (Richards and Rodgers, 2001). Natural Approach In 1977, Tracey Terrell proposed the natural approach of language teaching. This approach was influenced by Stephen Krashens theory of language acquisition. The natural approach focuses on communication as the major function of language. In this approach, language is considered as the vehicle or means of conveying a message and information. The natural approach was actually based on the observation and understanding of the acquisition of the first and the second language in informal settings (Richards and Rodgers, 2001). Task-based Language Teaching Task- based language teaching is an approach that is based on the assumption that tasks are the major unit of language learning. This approach is based on the problem solving view that the learners should be given some tasks to be solved. These tasks are related to the language structures that are required to be learnt. The learners interact and communicate with each other during solving these problems. In these way, they learn the language (Richards and Rodgers, 2001). Comparison between Grammar Translation Method and Communicative Language Teaching Grammar Translation Method Grammar translation method was first known in the United States as Prussian Method. Grammar translation method dominated European and foreign language teaching from 1840 to 1940. Characteristics of grammar translation method. According to the Richards and Rodgers (2001), the principle characteristics of Grammar Translation Method are: In Grammar Translation Method, the goal of learning a second or foreign language is mainly to be enabling to read the literature of that language and is to get benefit from intellectual development that results from foreign and second language study. Grammar Translation Method enables to learn detailed grammatical rules of target language and enables to translate into and out of the target language. In Grammar Translation Method, reading and writing skills are focused while listening and speaking skills are totally ignored. In Grammar Translation Method, the memorization of grammatical rules of foreign language and of the vocabulary items is focused. Vocabulary items are limited to the text that they are taught. Vocabulary items are memorized with the help of their meanings in the native language. In Grammar Translation Method, sentenced is the basic unit of teaching and language practice. The learners are enabled to do detailed analysis of a sentence through this method. The learners are enabled to translate a sentence into and out of the target language. In Grammar Translation Method, accuracy is emphasized rather than fluency. The basic purpose of this method used to be able to pass the written examinations. In Grammar Translation Method, grammar is taught deductively i.e. by presenting and practicing the detailed grammatical rules of target language. A syllabus of grammatical rules if followed in which rules are systematically put in to a sequence starting from the simple rules to the complex rules. In Grammar Translation Method, students are directed and instructions are given in the students native language so that they may easily understand the instructions. The students native language is used to explain new items and to enable them to compare two languages i.e. native language of the learners and foreign language. Main techniques associated with grammar translation method. There are some major techniques that are adopted in the teaching of second or foreign language through Grammar Translation Method. Translation of a literary passage. Students translate a reading passage into and out of the target language. In checking of the translation, the focus of the teacher is on vocabulary and grammatical structures. The translation may be written or spoken or both. Students should not translate idioms but must understand their meanings. Reading Comprehension Questions. A passage for reading and understanding is given to the students and they have to answer the questions given at the end of the passage in the target language. The questions are put into a sequence. The first group of questions is related with the information drawn from the passage, second group of questions require students to make inferences based on their understanding of the passage. The third group of questions requires students to relate the passage with their own experiences. Antonym and synonyms. Students are given a list of words and a passage. The students have to find out the antonyms of those words in the passage. Similarly, the students can also be given a list of words and can be asked to find out the synonyms of the given words from the passage. Deductive application of rules. Grammar rules are presented before the students with the all possible information that can be given to the students relating to the grammatical rules. The rules are also explained with examples. Once students understand a rule, they are asked to apply it for some different examples. Fill in the blanks. The students are given a series of sentences with some missing words. The students have to fill in the blanks with some suitable grammar items such a preposition and verbs with different tenses Memorization. The students are given a list of vocabulary to memorize them with their meaning in the native language. Students are also required to memorize the grammatical rules. Use words in sentences. In order to check the understanding of the meaning and sue of vocabulary, the students are asked to use the list of typical words in their own sentences. Composition. The teacher gives a topic to the students to write about that topic in the target language. The topic is based on some aspect of the reading passage of the lesson (Freeman, 1986). Advantages of grammar translation method. Nazir (2002) narrated as The structure of a foreign language is best learnt when compare and contrasted with that of the mother tongue. According to Ishtiaq (2005), the Grammar Translation Method is based on a system and is in a sequence because in this method all the grammatical rules are arranged into a sequence for the convenience of the students. This sequence starts from the simple rules and eventually leads to the complex rules. When a book is written by an author on grammatical rules keeping in view the sequence, he writes one lesson that is completely based on one rule of grammar. Each lesson is divided into certain rules and these rules dominate the lesson. Larson (1986) narrated importance of Grammar Translation Method as in Grammar Translation Method, students are made to learn new words. Therefore, this method helps in improving vocabulary. Reading and writing are the two primary skills that are developed most so as to enable the students to read the literature in target language. Grammar is taught deductively and it makes use of students mother language. Disadvantages of grammar translation method. Neilson (2003) stated that in Grammar Translation Method, oral skills i.e. speaking and listening skills are totally neglected while the whole attention is given to just reading and writing skills. Through this method, the students become able to read the literature of the target language by translating it into their native language but cannot communicate into the target language and even cannot understand the target language spoken by any native speaker. In Grammar Translation Method, the authority of the classroom is totally in the hands of the teacher and teacher is at the centre of the classroom. The communication is just from teachers to students not from student to teacher and not even from students to students. The students are considered empty minded which have needed to be filled with all the possible vocabulary and grammatical structures that can be filled in their minds (ibid). The main disadvantage of the Grammar Translation Method is that it is almost impossible to translate all the phrases and sentences into the target language because the main focus is the translation of this method so such students who have been taught through this method become fail to communicate well in the target language (ibid). In the Grammar Translation Method, accuracy is emphasized rather than fluency and students go on thinking to accurate the grammatical rules which actually hinder their fluency. In Grammar Translation Method, the teacher abruptly interferes and stops the students wherever they make the mistakes so they become conscious while speaking and communicating in the target language and become unable to be fluent (ibid). Criticism of the grammar translation method. There have been various criticisms on the use of Grammar Translation Method for the teaching of modern language particularly English. There are some objections that have been put on the Grammar Translation Method. Grammar Translation Method emphasizes on the reading and writing skills on the expense of listening and speaking skills. But learning the listening and speaking skills of a language is more important than leaning reading and writing skills because it is a natural way of learning a language. In Grammar Translation Method, writing gives learners a reflective chance to look at their writing that whether they have written correct spellings, vocabulary and grammatical rules. The main aim and goal of most of the learners in learning modern languages is not just to develop reading and writing skills whereas they want to communicate well and understand the native speakers language. Grammar Translation Method demands the arrangement of the grammatical rules in a structure starting from the simple rules and leading to the complex rules. While most of the learners especially adult learners want to start using the language straight way because they have not got time to learn all the grammatical rules one by one and start using them after then. Grammar Translation Method emphasizes to make the students learn each rule and practice it one by one and after commanding a rule move to the next one. So there remains the need to revise all the rules again and again so that they may not get washed out of the learners mind. In Grammar Translation Method, sentence is the basic unit of the language. The learners are made able to memorize certain rules of grammar and certain vocabulary which they have to fit everywhere they find a chance to use them. But if learners find some unusual situation they become unable to fit their memorized rules to fit in that situation. In Grammar Translation Method, grammatical rules and vocabulary is memorized in modern ways of teaching a language memorization is not regarded while exposure of a language, experience and use of language is preferred and recommended. People have different learning styles. Some people like to learn vocabulary, grammar rules, phrase and sentences through memorization. But when they have to sue them, they must have time to stop and recall the memorized items. In Grammar Translation Method, the focus of the learners is the manipulation of the grammatical rules and words to write correct sentences with prescribed content. But in learning the modern languages, it is recommended that the major focus should be more and more on the oral practice and expression of the personal meanings. The expression of the personal meanings may spoil the structure of the grammar rules and sentences. In Grammar Translation Method, the teachers and the learners mostly speak in their first language or native language. While it is highly recommended that use of second and target language should be maximized in learning the language but here maximization does not mean teachers and learners should all the time speak in the target language. The speaking of the second language is also advantageous because in language classrooms we may also have multilingual learners that may belong to different languages so a single language i.e. second or target language will be convenient to use without pointing a single native language. In Grammar Translation Method, teacher should explain, describe the grammatical rules, tell the meanings of the words, translate the passages, conduct grammar practices, correct mistakes and teacher should authorized the classroom and learners. But now it is highly recommended that teachers role in the class should be as a guide and facilitator. Teachers role in the language classroom should be less. Teacher should act behind the scene. Teacher should give the problems to the learners to solve, interact among each other and generally it leads the learners to be independent learners. In Grammar Translation Method, translation is the basic technique. Translation is a way of understanding the meanings of the written and oral texts by converting the texts into the first or native language of the learners. Translation is a way of comparing and contrasting two languages i.e. first language and second language. But now it is highly recommended that translation should be avoided because it leads to such a mental process which hinders or stops learning. The learners should be encouraged to speak and even think in second language as much as possible. In Grammar Translation Method, accuracy is emphasized rather than fluency but it is now highly recommended that accuracy should come at the last and fluency should preferred first. If the learners are corrected on their mistakes from the very beginning, they will become hesitant to speak in the target language. When they will start to speak, their minds will abruptly become read to look upon the grammatical rules that they are using so I this way they will become unable to be fluent in language (Jonathan, 2012).

Re-engineering

What is the Final Assignment? We will fire enthusiasm for learning – develop understanding of managing thereby change organizations. Preparation for the Final assignment Final Assignment How well positioned are you to complete? – and 1. Have you read the unit plan and are you clear about what you have to do for the final assignment and have you read past examples? 2. Have you understood the broad concepts and frameworks Introduced In the unit sufficiently to use them to Investigate your chosen case study? Duty? 4. Have you begun reflecting on yourself as a leader of change and begun to thing bout the areas you would like to develop your capability? 5. Have you explored all the materials available on blackboard – the assignment guide – the weekly notes, the powering slides and some articles to extend your knowledge and understanding of leading and managing change in organizations? 6. Have you reviewed the 33 key issues and thought about how they may be rele vant to your case study project? (they follow in this document) 7.Have you reviewed what we have covered in the unit so that you can make sure you have linked your case study to the concepts we have explored? (map of the unit follows in this document). . Have you arranged to have a couple of people read your final report a few days before you hand it in? 9. Have you started to reflect on what you have learned and need to learn for your personal review at the end of the assignment? A model you can follow for your final assignment report: First Take note of the advice given after your presentation and on your mark sheet for assignment 2.Read the advice on blackboard and make sure your plan covers what is asked for in the unit outline specification. Focus on the word count and work out how many words you have for each section. Abstract/intro 400 Lit/method – 300 Findings – 800 Analysis – 600 Conclusion – 300 Concentrate on the details of your data collection and the analysis. Use diagrams and models Do not put in data about the company unless it is critical to the context of the change process. Then†¦ †¦Ã¢â‚¬ ¦. Take your proposal, poster, powering and presentation script and write the first sections – Abstract/intro 400 – Lit/method – 300.Write an executive summary that includes what you did and how, and what you found. Tell the reader quickly the context of the company change and the purpose, research questions and method of your study – right up front and directly. Be brief on context – put some previous work in the appendix. Only introduce references to literature if they shaped how you approached your study or how you analyses the data – and explain how you used these concepts/ frameworks. Briefly explain what data you collected, from who/where and how with changes and limitations if necessary.Then to the main part†¦Ã¢â‚¬ ¦.. Say what you collected, use the number and quotes and responses to indicate what the impact of the change was on stakeholders. Group the responses to indicate to the reader the climate at that time and the issues that were arising. Conclude by focusing on the main issues. Do not pass Judgment or interpret at this point – Just present what people have said/indicated. Then†¦. Begin the analysis and interpretation. What does the evidence you have collected say about the management of the change process? Explore these issues.Say why you are focusing on them, link them to issues in the literature if you can and then indicate what options the change process could have taken to improve the impact on stakeholders. Contrast the process with an existing change model if you wish. Then†¦.. Answer your research questions – what can you say from the evidence you have collected? Finally – critique the change rationale, the change processes and change outcomes of your case study, or focus on the area that is most ap propriate. What should they have Conclude by repeating the key issues coming from your investigation!Summaries and reinforce the key issues for the reader. Try to end with the key findings from your study. Try to emphasis what it is your study tells us about change management. What is the key learning from your study? Be explicit. Remember to make the final input about your personal development as an appendix – if in groups make sure there is one section on this for each group member – you ay put these personal accounts in the appendix. If you enjoyed the unit tell others! Model of Managing Change in Organizations What were your key issues of learning from the presentations? What have you learned that you did not know 13 weeks ago? . The forces producing change may be socio-cultural, economic, technological, political, legislative or environmental in nature. 2. Change disrupts the markets relations of competitors, suppliers and customers, dislocating the existing produ ct relations. 3. Change can be analyses in terms of speed, impact, control and predictability. 4. Change may be externally driven by social and market needs or internally resource driven to improve the company or change society. 5. Organizations are open systems that have specific characteristics that make them different from each other in structure, culture and systems. . Organizations are mediated by external forces, internal cultural shifts, and by the passage of social time. 7. Change in organizations may be to create capability to drive social change, to react to social change, or to generate fluidity to prepare of future change. 8. Strategy and change management are inextricably linked, each feeding the other. . Organizations can be ‘read' from their formal systems and from their informal shadow systems to understand their cultural, structural and system rigidity and fluidity. 10.Organizations can be understood from functional, interpretive, discursive and psychic paradi gms or perspectives. 12. Effective change management is about the rationale for changing, the direction of the change, and the implementation of that strategy. 13. Organizational change should be framed to drive current company strategy, and to be strategic, by reshaping operational capability and flexibility for future organizational strategies. 14. Mapping stakeholders indicates the risk involved in changing by accounting for the likely impact on different groups. 5. Mapping the organizational force-field reveals the forces for and against change. 16. The force-field indicates the political landscape of allies, resistance and conflict. 17. Mapping the leadership situation indicates the style and capability that is appropriate for the context and for the leader. 18. Change management actions span a continuum between hard and soft responses to meet concrete or messy problems. 19. Change proposals are context dependent and contingent upon the situation, the mime and the people involv ed. 20.Change management involves working with and politicking with the existing discourses around and within an organization. 21. Change recommendations may include structural, cultural or system change strategies so that organizational form, behaviors and processes, are better aligned with company goals. 22. Structural change may impact upon very different organizational structures such as bureaucracies, project-based, matrix, vertical networks, and virtual organizational forms. 23. Cultural change is about reshaping assumptions, values and behaviors through ramming the language and meaning within an organization, often for a new CEO. 4. Organizational learning produces conversations that build social capital, distribute knowledge and change systems. 25. System change may focus on customers, quality, re-engineering, benchmarking and performance monitoring to restructure the value chains for competitive 26. In knowledge work the mining, acquisition, storage and distribution of â₠¬Ëœlessons learned' becomes critical. 27. Leading change involves collaborative strategy formation and forming detailed communication policies. 28. Change processes must plan specific actions aimed at specific stakeholders. 9.Successful change processes include Joint diagnosis, shared visions, consensus, revitalization, modeling, and the adaptation of structures, systems and policies. 30. Change processes need continual monitoring and adjustment. 31 . Change ‘agents' can model behaviors, span boundaries and lead enabling technologies to generate productive reflection and changed behaviors within organizations. 32. Managing change processes involves building capability, and improving competencies through workshops, coaching and mentoring. 33. Managing change involves monitoring change performance through benchmarking and balanced scorecards.

Euroland Foods Essay

Executive Summary: Euroland foods is a stable name in the market, it has grown well in the market over the years, but now it is planning to allocate the budget for the newly planned activities which are costing it more than 300 Million Euros but the company has to invest only 120 Million Euros. Various people from the upper management have come up with their suggestions for investment, few of them are very good and are acceptable in just a blink of the eye but many of them require greater search and evaluation for their validity. It is suggestible to first evaluate the alternatives and then rank them so that best of the activities could take place within the allocated budget. Strengths & Weaknesses: In replacement and expansion of the truck fleet, the company can increase the number of goods hauled on the truck and this could reduce the transportation costs in the long run, further it could possibly have a greater market coverage but it is very costly to go for this option as Klink is not doing any experiment and going directly for 100 new trucks. The acquisition of new plant is although a good option but yet it is not very useful option as the investment in the entire plant can be risky and can put a lot of burden on the entire company’s budget, it is suggested that the company should buy a warehouse to support the growing needs of the customers for ice cream and yogurt. Another problem would be related to the labor hiring which would result in more costs. The expansion of the plant is a good idea as the market needs are completely growing and cannot be supported by any other plant, the plant capacity would increase by 20% but the drawback is that it is supporting those products that are not having the highest share i-e mineral water and fruit juices. Morin has come up with a good suggestion as the processing of dried fruit and its launch would enhance the company’s portfolio and also it would be a brand extension, it has got a fair possibility of growth as Europe is a cold region, the IRR is also expected to be higher than the required but then again it is requiring company to spend much more then it should spend. Also it can take the company out of budget as the company’s current concern should be about the stability of its current activities. Leyden has come up with a good idea of plant automation and conveyer system, this could reduce the need of the labor and the threats of lawsuit due to any injury that may take place because of the old plant. The company cannot only reduce the labor requirements but also may increase the market penetration as the units would be produced more efficiently now. The drawback is again related to the high costs and further the company may disappoint the labor which could be unethical and can bring agitation in labor against the company. The effluent water treatment at four of the plants is again good action since it is categorizing the Euroland foods as environmental friendly. This would add itself as strength to the company as now company would be working ethically in many ways. The drawback is related to the issue of investing in a non-functioning area, which would not bring any profits. Ponti has although suggested to expand the market to southwards and eastwards, but it is dependent on many conditions such as if proposal of earlier plant extension would not accepted then it is possible for the company to incur greater costs for reaching those newly recognized areas, further it is not suggested to go for them because the company has already got itself in other hassles and it should look at those points which could further strengthen it position in the current positions. Morin has come under the pressure of competitors and is thinking about the company’s well being, but yet there lies the problem with such a heavy investment, the company should always test market the product. Although it would be the product development to some good extent but at the same time it can cause the company to loose big money in something which it is not sure about. Klink has come up with a wonderful suggestion of networking, these days the markets are based on programs such as SAP which can control every activity of the company, if the efficiency would be there then the company may take more initiatives as it would think ahead. The weakness is again related to the increased responsibility which can cause disturbance and further it can result in unemployment as many of the activities would be performed with the help of networking. Humbolt has given a solution which suits his nature and he has again provided the company with something that could increase the liability of the company and further create more complexed problems for it. However, it seems to be very lucrative but it is all about the management capability of the company which is not appropriate in relation to such extension. Ranking the Proposals: According to my analysis, proposal 3 (plant extension) should be ranked first as it has a fair possibility of increasing the market share for those products that are stable from a period and are not growing (mineral water, fruit juices). Proposal 4 (snack foods) should be ranked second as it has got a fair possibility of market acceptance due to weather condition in Europe. Proposal 5 (Plan automation) should be ranked third as it can reduce the number of employees and other threats and can bring more profits in. Proposal 10 (Networking) should be ranked fourth as it can increase efficiency and so can reduce the number of positions in the company. Proposal 6 (Effluent water treatment) should be ranked fifth as it is environmental friendly and â€Å"good ethics is good business†. Proposal 1 (Truck fleet) should be ranked sixth as it is requiring a direct investment for 100 trucks where as the company should look for such changes in a slow manner. Proposal 9 (Sweetened yogurt) should be ranked seventh as it is very risky as it would take a lot of research and can distract the firm from its other stability objectives. Proposal 2 (new plant) should be ranked eighth as it would associate exceeding costs with it such as new labor, transportation and many other costs. Proposal 7 & 8 (market extension southward and eastward) should be ranked ninth and tenth as it is again distracting the company from its current objectives and its too risky as the entering market characteristics are opposite and against the company’s favor. Proposal 11 (Schnapps) should be ranked eleventh as it is completing out of the scope of the company’s feasibility. Effluent Water Treatment: Since the effluent water is just something the company is willing to acquire as a mean to have good public relations and to be able to contribute to the environment. It is just something which cannot bring company the profits, it would cost 6 million Euros if the facility equipment would be purchased now but later on it can be costly and government at times does affect the company’s investing powers. So it is better to buy this equipment before the government makes it a mandatory for the company to buy it. Conclusion: The ranking shown above is itself suggesting what should be done. According to the analysis, proposal 1, 3, 4, 5, & 6 should be given utmost importance as it is feasible for the company to get them done within the allocated budget, so Mr. Verdin should give them more importance and recommend them to the board. They can also make the current position of the company stable and perhaps make it more efficient. Other projects have their own importance but they are not triggering the initial need of the company which is stability. The mentioned proposals would make the base of the company’s structure sounder and so it can look forward for other proposals in the future time period with more ease.

An for Maus Essay Example

An for Maus Essay Example An for Maus Essay An for Maus Essay Essay Topic: Maus In his introduction to Art from the Ashes: A Holocaust Anthology, Laurence Lagner argues that Language, of course, has its limitations (3) when writing about the the holocaust. When witnessing the slaughter of children in Warsaw by the Nazis, Abraham Lewis wrote that there is nothing to be gained by expressing in words everything that we feel (3). Those experiencing the holocaust witnessed the limitations of language first hand, as their words were incapable of stopping the atrocities happening all around them. However, these same words, which so utterly owerless to the writer, exemplify the power of language by leaving behind a record of scenes that nothing but language could have captured for the future (4) In our contemporary context, the real limitations of language in relation to holocaust writing is not found in the first hand accounts, but rather in post-holocaust writing that attempts to apply familiar literary devices and tropes to events that are alien to the ordinary reader. Spiegelman, however, avoids using such literary cliches as heroism, hope, or the triumph of love over hate in Maus and Maus II. According to Lagner, ffective holocaust literature is an experience in unlearning (5), as both the writer and the reader must come to terms with abandoning all safe props in order to come closer to comprehending the holocaust experience. Therefore, because all cliches and conventions are abandoned in Maus and Maus II, readers are forced to confront the reality of the holocaust withou t the safety or preconceptions of the familiar, which is invaluable for helping us come to terms with and to understand an event so unthinkable. One of Spiegelmans most unconventional elements is using the form ofa graphic ovel to write a historical biography of a holocaust survivor. This form immediately places readers in an unfamiliar context, which is very effective in preparing them for the absence of familiar literary conventions. It is not difficult to find examples of individual panels in Maus and Maus II that effectively convey the raw unthinkableness of the holocaust. For me, there is one panel in particular in Maus that made me put the book down with the intention of never picking it up again. This is the seventh panel on page 108, which depicts a German soldier killing a Jewish child by swinging him by his leg and smashing him into a wall. It is not true that words unaccompanied by pictures always fail to convey Just how inhumane and unimaginable the holocaust was. For example, Lagners own description of the excremental assault a woman he interviewed endured while escaping from a Nazi round up attests to the ability of language to describe the unthinkable (6). Nevertheless, a drawing such as this one leaves nothing to the imagination. What is more, the graphic novel does not allow words to manipulate or mislead the reader. Instead, it provides a context where simple language can carry so much raw emotion without being cliche. The words accompanying this panel and the previous panel on page 108 of Maus are an example of this. The first panel reads: Some kids were screaming and screaming. They couldnt stop. The words accompanying the panel described above read: So the Germans swinged them by the legs against a wall .. .And they never anymore screamed (p. 108). I nere are no cllcnes In tnls norrenaous aeplctlon 0T tne cola- Dlooaea murder 0T children as young as two years old. When we look for some meaning in their demise, there is nothing there. According to Lagner, effective holocaust literature forces us to surrender.. the comforting notion that suffering has meaningthat is strengthens, ennobles, or redeems the human soul (p. 5). The acts of brutality that the Nazis carried out during the holocaust were not counter balanced in any manner by opposing acts of love, kindness or redemption. Instead, those subjected to its horrors, we forced into a survival mode that put individual preservation above all else. In both Maus and Maus II, there are acts of individual kindness, but these are not part ofa larger theme about community or the human condition. They are just about survival and circumstances, as is the case with Arts farther. It is clear from the two graphic novels that his surviving the holocaust was part luck and part ingenuity. The sheer luck and randomness of surviving the holocaust can be seen in the story he tells about getting stopped by a German soldier nicknamed The Shooter because he liked to randomly shoot a Jewish person everyday. The reason why the soldier did not shoot him was because of the last name, Spiegelman. The soldier knew Vladeks cousin, Haskel,who was chief of the Jewish police and collaborating with the Nazis. There are two situation involving Vladeks cousin that how there is no comfortable cliches for genuine holocaust literature. One of these situations involved Haskel helping Vladak, his wife and nephew get released from detention that would have resulted in their being taken to a concentration camp. Vladak was able to arrange for this to happen by paying his cousin to help. When Art learned this, he was shocked that Vladek had to pay his own family for help. As a result, he tells his father that even if he did not have the money, his cousin would have helped him. However, Vladak tells Art that he simply does not understand and t that time it wasnt anymore families. It was everybody to take care for himself! Another element that emerges in the Maus graphic novels is how much of a negative psychological impact the holocaust had on its survivors and on the children of its survivors. The Maus books do not glorify the holocaust by depicting Vladek as a man who survived this horrible event but learned and grew from it. Instead, the Maus books reveal that the holocaust left Vladek extremely emotionally and psychologically damaged. The fact that holocaust tainted everything that Vladek did can be seen right at the beginning of Maus. In the graphic novels first scene, we see Art as a child. In this scene, Art falls off his bicycle, but his friends do not wait for him. When he gets home, he is upset, so he tells his father what happened. With the help of how each panel is drawn and arranged, the full negative impact of the holocaust on Vkadek can be seen. When Art comes home crying, Vladek immediately starts to comfort him. In one panel, there is a close up of Vladek hugging Art, which clearly reveals how much he loves Art. However, when Art tells his father that his friends had been mean to him, the holocaust takes over. He tells Art If you lock them together in a room with no food for a week Then you could see what it is, friends! . It is clear that the holocaust had greatly ink acted Vladeks ability to be a patent. In fact, it tainted his perspective so much that it filled Art as well. This can be seen by the fact that he is writing the graphic novels as a method to try to understand his father as well as himself. The flaws that dominate Vladeks personallty are not a renectlon 0T tne reaeemlng nature 0T tne nolocaust. Instead, they are simply the result of surviving such a traumatic event.

The Inventors or Muckers Who Worked for Thomas Edison

The Inventors or Muckers Who Worked for Thomas Edison Already by the time he moved to Menlo Park in 1876, Thomas Edison had gathered many of the men who would work with him for the rest of their lives. By the time Edison built his West Orange lab complex, men came from all over the United States and Europe to work with the famous inventor. Often these young muckers, as Edison called them, were fresh out of college or technical training. Unlike most inventors, Edison depended upon dozens of muckers to build and test his ideas. In return, they received only workmens wages. However, the inventor said, it was not the money they want, but the chance for their ambition to work. The average work week was six days for a total of 55 hours. Nevertheless, if Edison had a bright idea, days at work would extend far into the night. By having several teams going at once, Edison could invent several products at the same time. Still, each project took hundreds of hours of hard work. Inventions could always be improved, so several projects took years of effort. The alkaline storage battery, for example, kept muckers busy for almost a decade. As Edison himself said, Genius is one percent inspiration and ninety-nine percent perspiration.   What was it like to work for Edison? One mucker said that he could wither one with his biting sarcasm or ridicule one into extinction. On the other hand, as electrician, Arthur Kennelly stated, The privilege which I had being with this great man for six years was the greatest inspiration of my life. Historians have called the research and development laboratory Edisons greatest invention. In time, other companies such as General Electric built their own laboratories inspired by the West Orange lab. Mucker and Famous Inventor Lewis Howard Latimer  (1848-1928) Although Latimer never worked directly for Edison at any of his laboratories, his many talents deserve special mention. The son of an escaped slave, Latimer overcame poverty and racism in his scientific career. While working for Hiram S. Maxim, a competitor with Edison, Latimer patented his own improved method to make carbon filaments. From 1884 to 1896, he worked in New York City for the Edison Electric Light Company as an engineer, draftsman, and legal expert. Latimer later joined the Edison Pioneers, a group of old Edison employees - its only African American member. Since he never worked with Edison at the Menlo Park or West Orange laboratories, however, he is not technically a mucker. As far as we know, there were no African American muckers.   Mucker and Plastics Pioneer: Jonas Aylsworth (18-1916) A gifted chemist, Aylsworth began working at the West Orange labs when they opened in 1887. Much of his work involved testing materials for phonograph recordings. He left around 1891 only to return ten years later, working both for Edison and in his own laboratory. He patented condensite, a mixture of phenol and formaldehyde, for use in Edison Diamond Disc records. His work with interpenetrating polymers came decades before other scientists made similar discoveries with plastics.   Mucker and Friend until the End: John Ott (1850-1931) Like his younger brother Fred, Ott worked with Edison in Newark as a machinist in the 1870s. Both brothers followed Edison to Menlo Park in 1876, where John was Edisons principal model and instrument maker. After the move to West Orange in 1887, he served as superintendent of the machine shop until a terrible fall in 1895 left him severely injured. Ott held 22 patents, some with Edison. He died only one day after the inventor; his crutches and wheelchair were placed by Edisons casket at Mrs. Edisons request.   Mucker  Reginald Fessenden  (1866-1931) Canadian-born Fessenden had been trained as an electrician. So when Edison wanted to make him a chemist, he protested. Edison replied, I have had a lot of chemists... but none of them can get results. Fessenden turned out to be an excellent chemist, working with insulation for electrical wires. He left the West Orange lab around 1889 and patented several inventions of his own, including patents for telephony and telegraphy. In 1906, he became the first person to broadcast words and music over radio waves.   Mucker and Film Pioneer: William Kennedy Laurie Dickson (1860-1935) Along with most of the West Orange crew in the 1890s, Dickson worked mainly on Edisons failed iron ore mine in western New Jersey. However, his skill as staff photographer led him to assist Edison in his work with motion pictures. Historians still argue over who was more important to the development of films, Dickson or Edison. Together, though, they accomplished more than they did on their own later. The fast pace of work at the lab left Dickson much afflicted by brain exhaustion. In 1893, he suffered a nervous breakdown. By the next year, he was already working for a competing company while still on Edisons payroll. The two parted bitterly the next year and Dickson returned to his native Britain to work for the American Mutoscope and Biograph Company.   Mucker and Sound Recording Expert: Walter Miller (1870-1941) Born in nearby East Orange, Miller started working as a 17-year-old apprentice boy at the West Orange lab soon after it opened in 1887. Many muckers worked here a few years and then moved on, but Miller stayed at West Orange his entire career. He proved himself in many different jobs. As manager of the Recording Department and Edisons primary recording expert, he ran the New York City studio where recordings were made. Meanwhile, he also carried on experimental recordings in West Orange. With Jonas Aylsworth (mentioned above), he earned several patents covering how to duplicate records. He retired from Thomas A. Edison, Incorporated in 1937.

The Family Term Paper Example | Topics and Well Written Essays - 1000 words

The Family - Term Paper Example Functions of family: Functions of a family arise from the basic needs of humans. Every human being requires mental peace and physical satisfaction. Performing fornication outside marriage is forbidden on religious grounds. Therefore, a man and a woman start a new family when they get married. In the capacity of being husband and wife, the two can make love and satisfy their physical needs while respecting the standards of ethics, law and religion. The couple has babies with the passage of time which enlarges the family. Now, in the capacity of being a mother and a father, the two have certain defined responsibilities towards their children. In a nuclear family, father assumes the roles of bread earner for the family, whereas the mother is supposed to spend that money wisely for the wellbeing of the family. The children, in turn, have to respect their parents. As parents, people dedicate themselves to their children. Children give a meaning and purpose to the life of parents. They all live together as a family and their interests, objectives and everything in life is shared. Problems of family: In the contemporary age, families are facing a lot of problems. Some of the common problems of families are discussed below: 1. Unemployment: In the present age of economic recession, unemployment has become one of the biggest problems specially for people who are responsible to earn for the whole family. Unemployment makes one feel worthless and hurts one emotionally (Grace). Not only does it deprive the individual of the ability to meet the physiological needs, but also, it puts one into psychological distress. One can not pay for the health care, education and general wellbeing of the children. Quite often, unemployment becomes the fundamental cause of tension between the husband and wife and the two, may develop conflicts leading to divorce. 2. Dual working parents: In order to bear the increased cost of living in the contemporary age, in a vast majority of cases, bot h husband and wife need to work and earn. In the dual working parent families, parents mostly do not find sufficient time for proper nurturing and upbringing of their children. Children require time and attention from their parents in addition to their everyday needs related to money. Dual working parents have to remain away from their children for most part of the day, and the children may feel neglected. This can have, and often does have, very severe consequences. In the lack of parental supervision, children do not concentrate upon their studies, spend time with spoiled children, and may be exposed to violence. On the other hand, the parents are no less in trouble. After the whole day of work, parents need to relax, but they can hardly ever manage to with innumerable issues of children waiting to greet them as they appear on the gate of the home. 3. Childlessness: Many couples who start the families are suffering from childlessness. Childlessness is a problem that can be attribu ted to infertility of male, female or both. Also, some women get married too late to be medically fit to give birth to a child. Other families may not be suffering from childlessness, but they may have abnormalities in children which is no less distressful. Children are very important. Childlessness becomes a source of embarrassment for the couple and is a great blow to them (Rosenblatt and Hillabrant). Sometimes childlessness becom

The difference in Representation and Performance in Gender in the Dissertation

The difference in Representation and Performance in Gender in the Musical Genre of the 1930s in contrast to that of the Popular Musicals of the late 1970s and early 1980s - Dissertation Example However, it is not as simple as it looks. The films of Hollywood in the early 1930s at times turned the Horatio Alger myth on its head. The film Wild Boys on the Road (1933) followed the youth in Depression-era as the story of the film focused on them looking for work instead of success. They usually had dashed images of hope, poverty, crime, rape and also the accidental amputation. The heroines of that time no longer got ahead by being good girls that usually married a rich husband. The film Red Headed Woman (1932) and Baby Face (1933) the women were shown with the role of selling their bodies to the highest bidder of the time or using their wiles to trade from a mailroom clerk in order to become the head of the company. Buhler believes that â€Å"the Operetta-style topic also represents the musical place in the film where both characters can exist happily together.† (Buhler, 2000:197). On the other hand the heroes of the films did show dogged determination in their way to su ccess, but some of them did give up in trying finding their desired success through the legitimate means and were usually outside the law in order to achieve their goal. The gangster films that were made were Little Caeser (1931), Public Enemy (1931) and Scarface (1932). Some other films that were made during that period implied a critique of the capitalist system that was there in some of the countries. This system showed the depicting people struggling everyday against the establishment institutions which were the government and other big businesses. Although most of these films ended up in punishing the ones who transgressed the middle-class morality or the civil law, the audience sympathy to a greater extent went with those particular individuals who were fighting against the... This "The difference in Representation and Performance in Gender in the Musical Genre of the 1930’s in contrast to that of the Popular Musicals of the late 1970’s and early 1980’s" work outlines contrast analysis of the shows of different periods and how the gender was represented at those times. The Gold Diggers of 1933 was directed by two people, Mervyn LeRoy and Busby Berkeley, the first one dealt with the plot and the latter was for the musical numbers. If the backstage story of the film was not integrated with action and if the songs were cut out completely without harming the continuity, the film could not have gained the worth it had in the minds of the audiences of that time. Even though Berkeley’s dance was had extravaganzas of the early 1930s era, it could have been impossible to settle them into the movie but on the screen they did have the origins which were dated back to the 19th century stage spectacles. These evolved from the revues that wer e popular on the Broadway in the teens and the twenties. They were not only a series of unrelated acts like vaudeville shows but were a series of the musical and comedy specialties which were structured around a loosely defining theme. These themes many only have been about the female body’s decorative display. The intimations of the chorus numbers Berkeley did on stage were shown in style, where the showgirls become more of the factory assembly lines or the airplanes which brought in more attraction for the audiences throughout the country.