Paul Cezanne, Pines And Rocks Essay

Paul Cezanne, Pines and Rocks, 1896-99 Oil on Canvas Museum of Modern Art This simple painting of a small, intimate landscape is a good example of Paul Cezanne’s mastery of the impressionist style. The scene is of a rocky path, possibly a hiking trail on the side of a mountain, and a few trees that veil the sky in patches of leaves. Cezanne’s method of painting is rather interesting, in that he paints each stroke like a plate of color, creating an overlapping mosaic. The palette he chose is also remarkable with bright, almost cartoonish shades of pigment that give an underlying sense of realism to the painting. Looking at Cezanne’s work often makes one wonder if impressionism is a study of light being cast on objects or of life being cast out from the object. The overall â€Å"feel† of a painting is often determined by the way each brushstroke is applied to the canvas. Cezanne’s work resembles a mosaic piece, except his blocks of color are intermixed and overlap eachother. Each brushstroke rests on its own plane in the painted space, giving the painting a sense of depth unique to the three-dimensional information of the trees off in the distance and the boulders on the ground. The thick, dark outline of the trees and rocks also add depth to the piece, separating the shaded trail from the bright midday sky. Using a little imagination, one can almost pick off individual leaves from the green and brown patches of paint used to represent them. Cezanne’s choice of color is exceptional in expressing the particular mood in a scene, as shown in this painting. A rich blend of purples, reds, and browns in the rocks and tree trunks nicely compliments the bright blue sky and green foliage. The dull, muted tones of the rocks give weight and gravity to the scene while the light and dark greens seem to dance in the winds of the sky blue background. Lighting and shadows are also well done to add the final touch of depth to the piece.

Communication and professional relationships Essay

Assessment task – TDA 2.3 Communication and professional relationships with children, young people and adults. 1.1) Describe how to establish respectful, professional relationships with children and young people Establishing relationships with children and young people can be hard, especially within a school environment. Ground rules must be established, in order for there to be mutual respect. It is important that the child/young adult understands that you are there to support them, but not to be their friend. It is important to understand the age of the person you are communicating with – what issues and problems may be affecting them, at what is significant to their lives at that time. This understanding will enable you to support them effectively at any phase of their life. Simple things like maintaining eye contact when speaking, and listening and commenting appropriately, ensure that the other person knows you have heard and understood what they have said. By setting a good example, you show children what is appropriate, and how to communicate correctly with each other. Something as simple as praising a child for correct behaviour is enough to inspire them to repeat it, and also inspires others to do the same. By using positive behaviours, you inspire a positive result. Five key things to remember when building and maintaining any relationship within the school are: Always remain professional: no bad language, inappropriate conduct, and don’t bring your home life to work with you. Treat others with respect. It is surprising how well they will respond! Notice the efforts and achievements of others, staff or students, however small. Give practical support when it is needed. Always avoid gossip, and negativity, within the workplace. 1.2) Describe with examples how to behave appropriately for a child or young person’s stage of development. By the time the child/young person has reached the age range of key stages 3 – 4, they will most likely have a different style of communicating from stages 1-2. They may have a better attention span, be able to immerse themselves in tasks for longer periods of time, and communicate about their activities in a more adult manner. At key stage 1-2 you can expect children to lose focus easily, with play being more interesting than class work, and  they will be far more excitable. It will be important to recognise, and adapt, to each age level, and encourage behaviour that is expected at that age, and discourage behaviour that is not. As children age, it is inevitable that language will become less formal, and they may well be less willing to contribute in a discussion, or speak out in class, due to heightened self-awareness, and less self-confidence. They will also start using different methods of communicating – email, instant messaging, and social networking are becoming more and more common, with children as young as 5 having Facebook accounts and virtual profiles. An understanding of these technologies will be useful to support children to stay out of danger. As a teaching assistant, it is important to help those who are less outgoing, and support them to make themselves heard. You can do this by quietly encouraging them to put up their hand and answer a question, or even by setting them goals to speak up once a day. It is important to recognise each achievement of a child or young person, no matter how small it seems to you, as it is likely that it would be a big accomplishment for them. Changing the style of language that you use will help interaction with different age ranges, but children and young people are always conscious of how adults communicate with each other – and it is this observation that teaches them for the future. 1.3) Describe how to deal with disagreements between children and young people Disagreements between students (and staff) usually happen at either break, or lunch time. With any argument or disagreement, it is important to find out what happened. This includes each person’s opinion of what happened, from the beginning, in their own words, and how it made them feel. Each person must feel that they have been listened to and understood, and that they have had a fair chance to say their piece. It may be that you need support from other members at this stage, especially if the debate has become heated! Once all sides have been heard, you can decide how to progress. An apology may be needed from one party, or if a misunderstanding has taken place, it may be appropriate to sit everyone down together to discuss the incident as a group. It is important with all students that they understand the link between emotions and behaviour, and how their own behaviour can affect the others around them. By talking in groups, everyone can appreciate how their own behaviours and emotions contribute to the well-being of the other students. 1.4) Describe how own  behavior could†¦ Promote effective interactions with children and young people Your own behaviour, as a teaching assistant, can have a very positive affect and influence on the children and young people you help and support. If they see that you are being respectful, courteous and tolerant, listening attentively, being kind and understanding with the children and adults surrounding you, and that you are recognising their achievements and ideas, then children will hopefully, in turn value and respect one another. Impact negatively on the interactions with children and young people If children or young people see that you are rude to someone, for example a member of staff; not saying please or thank you, interjecting in conversation, or not paying attention when someone is talking to you, they may well think that these are acceptable behaviours. Children and young adults may also may not find you approachable, and not be so keen to come to you with their problems, issues or concerns. 2.1)Describe how to establish respectful, professional relationships with adults Adults working within the education profession should expect an environment of mutual support, and openness. However, this is dependent on the attitude of each individual, and their commitment to maintaining positive relationships. Staff should work in a team – there should be no lone working in schools, and the team should communicate positively with each other, parents, and professionals from outside the school. You will need to remain professional even outside of the education setting. For example, you might be out at the Christmas party, with friends, colleagues, or even parents of the children you support. You need to be trustworthy – avoid talking about people in a negative way, this will only impact you negatively in return. Be respectful of others: you not always see eye to eye with a colleague, but listening to what they have to say, and valuing their ideas and opinions helps keep communication open. There are varied ways and means of supporting individuals, but the PIPE acronym is a good way to remember the basics: Practical: This may be as simple as helping someone who is unfamiliar with the class room layout or school surroundings, or assisting a disabled student to navigate a corridor Information: You may be required to pass on material about a situation, or be asked to a write reports on the student you are supporting Professional: This could be by helping the teacher or session leader with their lesson plan, or you may be asked if you can assist and observe a new member of staff Emotional: This could be anything from supporting a student with an emotional situation, to talking to a colleague at lunch time about a stressful incident, or even just keeping a good sense of humour during a difficult time. 2.2) Describe the importance of the adult relationship as a role models for children and young people Children will be leading by example, and will want to come to school if the environment is positive, constructive, and supportive. Communication and support between team members should be practical, informative, professional, and emotional, and as a role model in the school environment, this should reflect in the relationships that that team has with students, and other adults. Whilst at work you must remember to leave your personal feelings, and home life, at home. However stressful life might be, the children and young people you support need your concentration and focus to enable them to achieve their goals. Negative behavior can impact those around you, and make for an uncomfortable working environment for all involved. 3.1)Describe how communication with children and young people differs across different age ranges and stages of development Communication techniques will differ depending on the ages of the person. Young children will need more reassurance than older children, to ensure they feel safe, and are doing the right activity in the right way. Young children will be anxious to see their parents during the first term, often asking how long it will be until they can go home. Supporting them at this time is crucial, as it can make school a rewarding, exciting place if they are encouraged and nurtured in the right way. Teenagers will likely need more guidance, and some help to talk about their issues, problems and thoughts. TAs will need to adapt their vocabulary when talking to different age ranges, so that they can be understood. Communication can be verbal, nonverbal, informal and formal, as they learn to communicate and adapt using these different types of communication as they mature. 3.2)Describe the main differences between communicating with adults and communicating with children and young people There are similarities between the age ranges, in terms of communication techniques, such as maintaining eye contact and interest, listening to what is being said and responding appropriately, and treating the student with the courtesy and respect that you would expect yourself. Always be clear with your dialogue: don’t use unnecessarily complicated language or sarcasm, make sure that what you have said has been understood, and keep your instructions clear and precise (no long lists), and always stay professional. However, there are differences between the communication techniques used for children and adults. For example, the relationship that you have with a child in the school setting is that of a carer, and may appear patronising if used on others. An approach that was successful in the classroom when supporting a student to understand a maths problem, may not be an appropriate approach when speaking with a colleague or co-worker. Children copy adult behaviours, so keep this in mind when communicating with them! Show respect for your colleagues and children will pick up on this, and show respect for their peers. Acknowledge the contributions of others, and say thank you, even if you don’t always agree. Remember that as an elder in the school environment, you will be looked to as a role model. 3.3)Identify examples of communication difficulties that may exist It is likely that communication difficulties will be encountered occasionally, within the school environment, but there are ways to avoid this happening. There are many, many examples of communication difficulties that could arise in the school environment, some examples of potential problems are: speech delay impairment With any one of these examples, a care package/person centred support plan would accompany the student, and it is essential that all staff who work with them has read and understood every element of it. 3.4)Describe how to adapt communication to meet different communication needs To support your students, and team, effectively, you will need to be constantly adapting your communication style. This will depend on the needs of the individual, and you will need to be aware of their potential problems. As a good teaching assistant, you should be able to quickly observe as assess the situation, in order to cope effectively and ensure a positive result. You will need to detect any sensitivity in the student, and support them if they are nervous or shy about speaking. Some examples of good communication are: Speak slowly and clearly. Do not interrupt. However tempting it may be, the person needs the opportunity to speak without interjection. Arrange a translator in advance if required. Whether it is for a foreign language or signing, it is crucial that this be prepared for, to spare the student and embarrassment or upset. Use different methods of communication – if a student is struggling with verbal instruction, get creative! Use flash cards, drawings or hand signals! Maintain eye contact, respond appropriately, and use positive body language. Be empathetic: a child hearing the words â€Å"I understand† can be comforting and reassuring. Have respect for the speaker, don’t allow yourself to be distracted by other conversations. These are the basics for communication with a child, young adult or colleague. In any situation communication can be adapted to be appropriate for the audience, such as: Think about the situation or occasion, and with whom you are speaking. The context of your communication makes a difference both in the way you engage with others, and in the way they interpret your communication. To adapt effectively, you need to understand who you are talking with. See things from their view, and tailor your communication to them as much as possible, by using the points above. Acknowledge that there are differences in personality, whether you are speaking with children are adults. Some children might appreciate a  light hearted approach, whereas the head teacher will expect professionalism at all times. Be intentional with the language you use. Words can help you quickly connect with someone, but they may also offend them. A joke that was funny in the staff room may be wildly inappropriate in the classroom! Avoid using sarcasm with children. It is generally considered as a negative form of humour, and may easily be misunderstood. Choose words based on the age, education, and literacy level of the person you are talking to. By assuming that someone understands the level at which you are speaking, you could easily offend them. 3.5)Describe how to deal with disagreements between†¦ The practitioner and children and young people Dealing with disagreements can be difficult. You cannot always say exactly what you are thinking, and in order to remain professional, you must always be polite, fair, and respectful. Disagreements and misunderstandings should be dealt with as soon as possible, preferably with another adult as a mediator. When dealing with a disagreement or argument between children, for example in the playground, you should not allow yourself to be drawn into any bickering. If the pupil does not calm down, or is particularly defiant, it may be wise to take a ‘time out’ from a difficult situation, in order to have the time and space to think about what has been said, and to calm down. You can then approach the situation logically and rationally, giving each side of the argument a chance to speak. It is important at this time that you remain supportive to each child, be polite, and sympathetic. The practitioner and other adults In a disagreement between colleagues, this kind of situation is unlikely to resolve itself if left, and it is uncomfortable to work in an atmosphere of tension. Bear in mind that this will soon be picked up by other staff and students. Avoid being drawn into disagreements, if they do not concern you, as this rarely has a good outcome and can often turn into negativity and gossip. Asking the advice of an impartial adult can also help to get an unbiased review of the situation, and how to progress from it. 4.1)Identify relevant legal requirements and procedures covering confidentiality, data protection and the disclosure of information Whilst communication is the key to good relationships with students and colleagues, there are times when  information shouldn’t be shared with others, and it is crucial to know who, and when, to pass it on to. The key people working with children in the school setting should have a good understanding of the current laws and legislations that protect the children they support. These people are: teachers, teaching assistants, healthcare staff (nurses) and any principals/head teachers. There are laws protecting children, and staff, with regards to safeguarding information. The main legislation that governs the safeguarding of materials is The Data Protection Act 1998. This ensures that relevant information is not passed on without consent, and outlines what must be shared, in the interests of child safety. There are eight principles, regarding the principles of practice or information, and these state that information should be†¦ â€Å"used fairly and lawfully; All data about an individual must be obtained fairly, and lawfully. The individual must be informed of the purposes that the information is being collected, and who is going to process it. The new Data Protection Act covers personal data in both manual and electronic form, meaning that emails are just as safe as paper files, and must be treated the same way. With information kept in electronic form, appropriate measures must be taken to keep it safe. While a padlock may be sufficient for a filing cabinet, data encryption and regular back-ups may be required for information stored on a  computer. Under the Data Protection Act, all organisations that hold confidential information about individuals must be registered with the Information Commissioners Office. This helps to protect the information that is held, and ensure it is not shared unnecessarily. Training on safeguarding children is mandatory in the education setting, and this will provide all the information about the specific policies and procedures that apply to each school, and who to contact about concerns, or questions. Usually, the first point of contact for a concern or question would be the line manager, such as head of safeguarding or principal, or the Special Educational Needs Co-ordinator (SENCO). The individual who provided the information is also entitled to certain rights, under the Data Protection Act 1998. Any individual can make an access request to view the information that is stored, and also to change, block or erase it. The information is also subject to protocols to ensure it is not used to cause damage or distress, or to make significant decisions, by means of an automated system. These guidelines, regulations and policies not only protect children within the education environment, but also staff. For example, at an interview or hearing, everything that is said can be written down, and safely stored for reference, only being shared on a need to know basis. 4.2)Describe the importance of reassuring children, young people and adults of the confidentiality of shared information and th e limits of this It is important to reassure children that they will stay safe, and that you will only repeat what they have told you to those who need to know. Parental consent is usually required before information can be shared; however, if the pupil is at risk of harm to themselves or others, confidentiality can be breached. In all situations, it is necessary to tell the pupil that you will not be able to maintain confidentiality, and that you will have to tell someone else. It is crucial to be educated in the policies and procedures of the individual school setting, and to know who to turn to, should the situation ever arise. 4.3)Identify the kinds of situations when confidentiality protocols must be breached There may be times when it is crucial for staff to know sensitive information about a student, for example, if they are suffering a health condition that could affect them in the classroom, such as asthma or epilepsy. In these circumstances, an agreed protocol would be set up within the school, and all staff would be trained on how to manage  such circumstances. The parents of the child must give permission for the information to be shared, and the staff must do everything in their power to protect the privacy of every child, and adult. It is also required for the school to have designated first aiders, and for the children/young adults to know who these people are, in case of an emergency. There are certain circumstances in which a practitioner can pass on the information to the relevant authority without permission. If you become aware of information which led you to a genuine suspicion that a child is being abused at home, then it would it be right for the responsible adult to pass on the information. The general rule is that if you believe a child to be at a significant risk of harm then you should pass on personal information to those who would be able to prevent harm. Every school will have policies and procedures that must be followed in these circumstances.

Null hypothesis. Marketing Essay

Assessment activity 1 1. When conducting research on behalf of your organisation or for a client organisation, how will you determine the most appropriate data sources to use? In this case the most suitable data source will be a desk research because this information will have already been gathered, analysed and reported on by other companies. It means that you will not waste time and money doing what others before you have done. 2. Why are cross checks and cross references necessary? To ensure the information is correct. Assessment activity 2 1. What tools would you use to collect and collate data and why would you use them? 2. Why should your desk research include the collection and analysis of data relative to the organisation’s current and past performance? Collection and analysis of data relative to the organisation’s current and past performance is very important to decide what we are looking for and the questions we are trying to answer. In this way our needs can be met. Assessment activity 3 Describe and explain the reporting formats that might be required to follow when submitting desk research results. Assessment activity 4 1. What is the difference between working and null hypothesis? A working hypothesis is a theory that we can use in our thinking about possible consequences. Such hypotheses allow us to predict and then look for results. Null hypothesis stands in direct contrast to its Alternative hypothesis. If we propose that action A will cause result B, we have a testable hypothesis, called the alternative. 2. How do these hypothesis help to focus the research? It help to guide the development of a research project and aid you in determining the direction you need to take and the questions to which you need answers. Assessment tool 2 1. What is desk research? Explain the steps involved Desk research is identification and analysis of information which has already been compiled and published in some form. The basics of a good desk research involve: – knowing where to look and what to look for – Understanding the quality of the source material – ensuring you get the right information. Core to any desk research is obtaining a list of sources. If you do know the subject area or the key jumping off points, you are likely to know exactly where to look immediately. This is where experienced researchers have advantages, as typically, they have a wide knowledge of sources know where to look and how to look. 2. What are quantitative and qualitative data? Explain the differences and their use in market research. Quantitative data is anything that can be added up whereas qualitative data deals with options, attitudes and behaviour and provides dues as to â€Å"why and how†. Quantitative information allows analysis of the strength of a trend. It is used to answer questions such as ‘who, what, where and when’. Qualitative info consists of descriptive statements about events that have happened. It includes opinions or comments by customers on a product or a service provided, future plans or even visions of what an organisation right become. 3. Describe the techniques you would use to identify potential research respondents. 4. Why is it important to ensure that rooms and facilities for survey recruits are well prepared? Describe how you would conduct a data gathering session. 5. Compare and discuss 2 software applications suitable for entering data. Assessment tool 3 Market research Market research is a powerful tool, which can be utilized to better understand a company’s customer base – allowing these companies to optimize their advertisements, predict market trends and guide their overall decision making. Specially in the case of coffee shops world. This report covers multiple and independent coffee shops. Coffee shops are defined as outlets where coffee accounts for a sizeable (usually at least around 40%) part of sales with quite a restricted, mainly packaged, food offer and small amounts if any, free alcohol. For some countries this will therefore include outlets such as donut shops and bars. Market value is based on expenditure including sales tax in these outlets; market volume is based on numbers of outlets. A Snapshot report is designed to provide instant preliminary market research. Each report provides an overview of the defined market, including market size, market forecast, segmentation, company market share along with top-line socio economic data. The data is supplied in both graphical and tabular format for ease of interpretation and analysis. There is is a mix of primary and secondary data sources. In addition each market contains an exclusive 5 year market size forecast. What’s more, our team of international research analysts are always on hand to provide further assistance where required. It’s a level of service you won’t find anywhere else. Secondary Research All secondary data sets in both local and global languages are derived from a range of sources, from government statistics to trade magazines. In addition, strong relationships with different companies. . Typically an analyst use a minimum of 3 to 4 data points for each table, analysing different aspects of the market. Full transparency of source data is provided for all secondary sources. Furthermore, we need to seek written permission from the original source which is quoted in every case, reinforcing the integrity and robust nature of the data. Primary Research – Trade Interviews Once secondary research has been exhausted, the language specialist researcher will then validate the information collected though semi-structured telephone interviews. Validation through telephone interviews is critical. We aim to receive confirmation from National Trade Associations, Statistic Offices, and major players of each quoted market. Forecast Methodology The basic model which the GMN forecast was built on is called the ISDE model, which is a framework based on four main concepts, namely: ï‚ · Interface ï‚ · Supply ï‚ · Demand ï‚ · Environment These four concepts can each affect the fluctuation of markets. First, all the main parameters are identified that affect the market/industry which is to be forecasted. Once identified the parameter is matched to and classified with the ISDE model. Interface These are factors which affect markets or industries. Mainly they regard to conditions and factors in the transition phase between the supply and demand. Supply  The total amount of goods and services that are available to purchase. Demand  Desire, ability or need by individuals or companies to purchase goods or services. Environment  The environment includes all factors external to the market or industry, which in one way or another, influence them. Each element of the ISDE model is affected by different parameters. Based on their understanding of the sector in question, the analyst selects the parameter regarded as the most relevant. For reasons of conformity, reliability and currency, the range of parameters at the analyst’s disposal is confined to eight parameters. These are updated on a monthly basis: ï‚ · Real agriculture ï‚ · Real industry ï‚ · Real manufacturing ï‚ · Real services ï‚ · Population ï‚ · Private Consumption The research methodology employed by MSI has been subject to numerous procedures to guarantee the quality and the reliability of the information contained within the reports. In-house consultants are employed full-time and receive a sixmonths training period to acquire and implement MSI’s research methodology. MSI’s methodology can be divided into five principal stages: †¢ Stage 1: secondary research  The consultancy teams work closely with trade associations, magazines, and government bodies operating in the researched field. Further research is also carried out from information available internally from our in-house documentation service and externally from the Internet. The latter is carried out by our teams which have the experience and the knowhow to efficiently and productively extract information from existing sources. †¢ Stage 2: primary research: interviews with trade sources The consultancy team proceeds to undertake a series of telephone or face-to-face interviews, with a representative selection of companies operating in the chosen industry. Every attempt is made to talk to leading players in the sector as well as smaller companies. Interviews are therefore carried out with manufacturers, distributors, importers, suppliers, installers and end-users. Indeed, some of our studies involve more than a hundred interviews. The data gathered from interviews is systematically checked and compared with the secondary research. †¢ Stage 3: analysis of the gathered data The information gathered during the two previous stages is then analysed and synthesized. A second series of interviews can be done if necessary to check and validate the data during this decisive stage. †¢ Stage 4: quantitative data MSI reports provide quantitative data, such as market estimates and forecasts, to measure the researched market. This data is based on the estimates obtained during stage 3. The quantitative data contained in the reports is based upon the consultancy teams’ appreciation and analysis of the market and is consequently unique to MSI. †¢ Stage 5: quality control  Each report is the subject of a rigorous checking and editing process by an experienced management team.

Human visual system Essay Example | Topics and Well Written Essays - 1250 words

Human visual system - Essay Example However, for one to see, the human eye has to convert the visible light energy into neural activity, a process that usually takes place in the retina part of the eye (Atchison and Smith 2000, P.11). The retina contains neurons, enabling it to transduce light energy into neural activity. However, the process does not take place in a vacuum, rather with the help of rods and cones found in the retina according to Atchison and Smith (2000, P.11). Rods and cones are photoreceptors that are responsible for the conversion of visible light energy into neural activity (Bernstein et al. 2007, P.45). These photoreceptors usually contain chemicals, which are sensitive to light energy. As such, when light strikes the retina, the chemicals in the rods and cones immediately break apart, generating signals, which are relayed to the brain for interpretation. However, Bernstein (2010, p.91) notes that the process of rebuilding the chemicals broken apart in the rods and cones usually takes some time, w hich explain why a person usually find it hard seeing when entering a dark room when coming from a bright light. Nonetheless, as one continues to stay in the dark, the rods quickly build up the chemicals thereby enabling the person to start seeing things normally. This process of adjusting to darkness overtime is usually referred to as dark adaptation where one becomes approximately 10,000 times more light-sensitive after being in the darkness for quite awhile according to Atchison and Smith (2000, P.12). Cones, on the other hand, contain three light-sensitive chemicals that help in determining the color being seen by an individual. Cones are usually found at the middle of the retina in an area known as the fovea. The fovea is the area where the incoming light is focused. Bernstein (2010, p.91) notes that the density of cones in the fovea differs from one person to another, which explains the differences in visual acuity among different people. What is noted that cones usually works best at high light intensities, where the ability to differentiate colors become active (Bernstein et al. 2007, P.46). For instance, it is possible for one to pick two different socks in a dark room thinking that they resemble each other and only learn later that the socks are actually different in color. From the retina, signals are transferred to the brain, where the information is translated before an individual is able to see something. However, as Bernstein (2010, p.91) points out, the eye does not just transfer the images it focused on the retina directly to the brain as this will make one see blurred pictures. Instead, the visual images are first sharpened by the eye, a function, which hugely depends on the interaction between the rods and cones, found in the retina of the human eye as noted by Atchison and Smith (2000, P.12). Bernstein (2010, p.91) reveals that rays of light usually pass through numerous structures of the retina before striking the cones and rods. Once the rods and cones have been struck, they generate signals that are again relayed back to the surface of retina, thereby allowing the ganglion cells and the bipolar cells to connect enabling the eye to start the process of information analysis. Bipolar cells are part of the neurons capable of sending either positive or negative signals

Comparing and Contrasting Essay Example | Topics and Well Written Essays - 1000 words

Comparing and Contrasting - Essay Example This makes the Portuguese form appear somewhat withdrawn to the background. The form does not appear clear to the viewer while standing at a further distance from the painting. It requires light to bring out the contours that dominate the painting. The color is applied sparingly which means that it is subdued. (J. Paul Getty Museum, 2011, pg. 1) reason for this one might think was to highlight the form of the painting. The brown color that is dominant throughout the painting is mainly to draw the viewer to the form but the dissecting of form to interact with space does not at the end make the viewer arrive at a specific form. It leaves room for the viewer to form different forms from looking at it because the form keeps shifting. The reason for this could be the unusual use of light and shadow that was employed by the painter. George says that he had discovered the meaning of horizontal and vertical which he clearly used in this painting. He claims that color would have brought a certain kind of sensation that would have interfered with his use of space. Once a picture stops being real, one can touch it. This is what motivated the painter to crave for space. He wanted to touch the picture and express it in form of space. Therefore we could come to a conclusion that the quest for space is what gave the conception of analytical cubism. The desire to touch still life. The painter was interested in separating himself from the real picture as possible. He took more time and drew several pictures at once. It took him years but that is what he wanted. He says that apples would die long before he could finish a painting. The outcome is not important but the path followed by the painter at arriving at the end result (â€Å"Historical Painting Techniques, Materials, and Studio Practice.† Preprints, 1995, pg.34). That way the viewer appreciates the journey, each stroke of the brash, the delicate manner in which the

International Marketing Essay Example | Topics and Well Written Essays - 1000 words - 7

International Marketing - Essay Example While marketing goods and services to the various countries, there are instances whereby adaptation may be necessary, like when we want the new market to become acclimatized with our new products. At other times, we may opt to employ a standardization strategy, especially if the product being marketed has a national appeal, or in a known global brand. This is a term that is used in reference to the practice of importing unauthorized products that ideally should be sold at a lower price, with the intentions of selling these at a higher market price. The implication of a grey market is that to some extent, the company is question is offering competition to own products in the market (Cateora & Graham 2002). A grey market shall have an effect both the manufacturers and the distributors in different ways. For the manufacturer, there is the risk of having their brand value lost in the market. This is in addition to the ensuing competition that the products in the grey market give to a manufacturer’s own products. Moreover, the manufacture is forced to redesign his/her pricing strategy on a global scale, with the intention of containing this new competition that appears to ape the existing price strategy. This is in addition to the manufacturer having to spend so that he/she may be able to solve this problem of parallel import (Terpstra & Sarathy 2002). To the distributors, the effect of a grey market is that a competition n incentive comes into effect. This is because now, we have competition that is offering to the market a similar product to that being offered by the distributors, but alt a lower price. Another effect of the grey markets to the distributors is a potential loss of customers and consequently, their market shares for a given region. In addition the revenues generated by a distributor plummet, along with the associated profits (Cateora & Graham 2002). What this means is that the distributors shall

Research Assignment Essay Example | Topics and Well Written Essays - 750 words - 1

Research Assignment - Essay Example This paper will look at the two pieces of art, the two murals, found in a knight library of the University of Oregon in the United States of America and their significance in the art industry. The two murals found in the knight library of the University of Oregon bear a lot of significance to the university as well as to the people who sees the murals. A lot can be learnt from the murals concerning the historical development of the human society as thinking and creative and expressive organisms. As is argued by Teague the murals are drawn in an ascending manner depending on their levels of complication and sophistic look that can be interpreted at two distinct but related levels in human development and advancement in capability, that is, the two murals can be viewed as the developmental advancement at the university of Oregon since its inception as well as the entire human race as a creative and communicative of being (Teague, 2006). As has been mentioned earlier in this paper, art works are sources of information that portray the message they bear in a very secretive and hidden manner that only those who makes them understand better. One cannot be able to understand wha t information art works always communicate to the other people unless a second thought is given to these with regard to the interpretation capability of the persons involved. The interpretations of the kind of information passed around by these two murals can be differently interpreted in different ways other than the two levels mentioned above depending the persons doing the interpretation as well as the perspectives taken by the interpreter (RiverFront Research Park, 2006). Apart from the two murals being designs that meant for increasing the aesthetic values of the university library, they also communicate with various people who visit the university library at different levels. The murals fitted in the knight library have been very instrumental in

Evaluate a research source Essay Example | Topics and Well Written Essays - 500 words

Evaluate a research source - Essay Example The authors are remarkable in terms of credibility. Robert Jimenez is a university lecturer who is engaged in the development of English instruction and Brian Rose is a doctoral aspirant who focuses on the effective teaching strategies for English learners (Jimenez & Rose 407). Their article claims that it is vital to include relationship building directly on the program of teacher education. Teaching is very important, and one may argue that it is exactly those teachers who are effective instructors who create the most meaningful and productive relationships with their pupils. Nevertheless, the authors claim that building meaningful relationships is a part of teaching that is largely ignored in almost all agendas of teacher education. Without a doubt, there seems to be a great deal of benefit in endowing pre-service educators with the instruments and know-how they require to form a relationship with their students at a more profound and useful ways. As mentioned in the article, â€Å"manifestations of care are probably more important in children’s lives than any particular curriculum or pattern of pedagogy† (Jimenez & Rose 405). However, the authors stress that teaching and programming can and must be imbued with sympathy, compassion, or con cern in mind. The connection between consideration or sympathy and instruction becomes more pronounced in English teaching and learning. The authors claim that with mainstream learners, the capacity to create meaningful, healthy, and productive relations is usually ignored because communication difficulties are not that many or serious, behaviors are not misconstrued as frequently, and instructions can draw upon their personal experiences to build deeper relationships with their pupils. Basically, meaningful relationships cannot be ignored or seen as marginal or secondary when catering to English learners. The authors provide appropriate and relevant evidence to substantiate their

Comparison of Thirty Seconds over Tokyo and Pearl Harbor Essay

Comparison of Thirty Seconds over Tokyo and Pearl Harbor - Essay Example While the themes and characters are similar in both movies, the manners of expression within the movies differ in numerous ways. There are also similarities and differences in visual aspects of the movie, aspects of production, camera shots and angles, and mise en scene. Although both of these films contain thematic content that has been the subject of numerous films, the writers, directors, and editors of â€Å"Thirty Seconds over Tokyo† and â€Å"Pearl Harbor† have managed to create films that are unique and were considered great films of their time. The cinematographer interprets and intensifies the elements of mise en scene and the lighting as they see fit to create the imagery according to the instruction of the director. The mise en scà ¨ne includes numerous aspects of the cinematic experience, including the scenery, movement and positioning of the actors, props, the background, the blocking, and the intensity of the lighting. The mise en scene in â€Å"Thirty Seconds over Tokyo† accurately depicts elements of the time with costumes and numerous elements as does â€Å"Pearl Harbor†. However, the mise en scene in â€Å"Thirty Seconds over Tokyo† is a bit more authentic, undoubtedly because the film was made during the 1940s when these elements were easily available and â€Å"Pearl Harbor† was made decades later. Despite these slight differences in the various elements of mise en scene, both films were able to accurately coordinate the various elements of mise en scene to present stunning, moving fi lms. The contrasts between the visual aspects of the movie, aspects of production, camera shots and angles, and mise en scene within both the films have allowed the directors to create stunning remakes of the same material that is both distinctive and original.

Marketing Report -- Case Study Essay Example | Topics and Well Written Essays - 1750 words

Marketing Report -- Case Study - Essay Example Table of Contents Executive Summary 2 4 Marketing Situation 4 Marketing Strategies 5 Motivation of Employees 6 Building Blocks of Internal Marketing 6 Implementation of Internal Marketing Activities 7 Current Marketing Strategies 9 Alternative Strategy and Their Impact 9 1. Centralized Strategic Planning Resource 9 2. Senior Management Participation 10 3. Performance Appraisal Criteria 10 Recommendation 11 Conclusion 12 References 13 Marketing Situation In today’s competitive market, customer satisfaction is an important factor that should be undertaken by every organization. The theoretical context of customer satisfaction was first operationalized in the year 1985. Customers can be satisfied once the organization is able to identify the expectation level of the customers. The company will be able to achieve the expectation level of the customer only if the internal employees are happy and satisfied. The employees are internal customers for the organization, thus, it is neces sary to take care of their staffs or employees because they are involved in assisting the customers. In ING Direct call centre department, the calls are answered by their employees. The employee motivation is also an important way to meet the customers’ expectation and therefore the company will be able to achieve the sustainable growth. ... ING Direct is also highly dependent on the employees’ satisfaction as the company provides financial services where the employees have the responsibility to interact with the customers for generating their faith and trust (Rafiq & Ahmed, 2000). Marketing Strategies The strategies are the plans of an organization to achieve goals and objectives which show direction to the organization. The strategies are developed at different levels such as corporate, business, divisional and departmental level. All the strategies are integrated to form a plan for the organization as a whole. The support from the other components of business unit function such as production, finance and R&D are necessary to achieve the marketing objectives. Every department is inter-related and has to combine together in an integrated manner while taking a strategic decision (Corey, 2003). Marketing strategies mainly focus on long term competitive and consumer advantages and are composed of different elements. These are the strategies related to selection of product and market, deciding the price of a product, finding out the best possible distribution system, i.e. wholesale or retail channel and creating awareness of the product to different customers through advertisement in newspaper, television and others (Corey, 2003). The strategies are driven by cost, technology, distribution, service or other competitive advantages of the firm to turn out to be successful, but the company is required to be consistent with customers’ needs, perception and preferences (Wind & Robertson, 1983). According to Mornay Roberts-Lombard (2007), internal marketing emphasizes on the teamwork of the employees in developing and retaining successful business strategies. The internal marketing means that

Management Planning Paper Essay Example | Topics and Well Written Essays - 1000 words - 1

Management Planning Paper - Essay Example The human resource function‘s main purpose would be to analyze the interviewing, recruitment and appraisal of staff within the company. Southwest’s human resource policy (prior to the acquisition of AirTran) showed that the company hired a low number of staff within its organization; this number was such that Southwest operated with an average of 62 employees per plane as compared to Delta’s 114 employees per plane. On acquiring AirTran, this number gradually increased the number of employees because of the fact that Gary Kelly (CEO of Southwest Airline) did not want to lay off any of the staff of AirTran and make them redundant. The Human resource function would need to get active in this case so as to combine different cultures of the organization concerned. Financial management within Southwest airline would require proper analysis of the financial functions within the organization such as preparing the financial statements, keeping up with the budgets, etc. St rategic management would require proper strategies to be build so as to keep the company growing in the long-run, an example of strategic management within Southwest airline is the decision made by its CEO of acquiring AirTran, Scientific management would involve aspects reading improvement of labor and economic efficiency. It can be identified as the policy of not offering expensive snacks during flights, nil baggage costs, etc (Whelan, 2011). These four departments would need to be linked effectively in order to make any strategy successful. The basic idea would be that the Strategic management department (at the top of the hierarchy of an organization) would make up strategies and communicate them to other departments down the line. Later, these departments would be highly involved in properly understanding and implementing the strategies in such as way that organization’s growth would become the motto of each and every personnel within the organization. Communication with in the department would be made in such a way that knowledge sharing would be appreciated. The Human Resource department would only hire employees based upon the vacant job description i.e. efficient recruitment. The Finance department would be involved in preparing proper budgets and other financial statements for the organization. The strategic management division (which would involve top level employees e.g. CEO, Directors, etc) would be involved in formulating, evaluating and monitoring the policies and procedures within the organization. The four main areas of growth and change for each of the departments mentioned above would be: Human Resource department: i) Proper induction of employees, ii) Proper training for new and former employees, iii) Effective and efficient measure being put up for employee appraisal; iv) Dealing with redundancy issues Strategic Management Division : i) Strategies made should be have long term effect, ii) Company’s objective should be properly considered while such strategies are made, iii) Growth of the division would be possible when experienced directors/senior manager would be hired e.g. experienced non-executive directors, iv) Proper competitor analysis as a basis of not committing error being committed by them Scientific management: i) Proper training, ii) elimination of wastages, iii) learning through

Internet and Children Essay Example for Free

Internet and Children Essay Nowadays, in the world in which we live, violence is reported everywhere. It makes parents became worried. So, they try to protect their children from the adverse impacts in society. But although society has taught us that violence is not accepted, in the essay â€Å"Violent Media is Good for Kids,† Gerard Jones tries to convince people, especially the kids’ parents, that violent media is good or furthermore, it is essential for the development of children. He uses his own childhood as an example of how media or The Hulk helped him switch to â€Å"more sophisticated heroes† (Jones 195), and â€Å"finally found my own lead along a twisting path to a career and an identity† (Jones 196). Afterwards, his son was afraid to climb a tree, so Jones read the stories of Tarzan to his son. Then later, his son was climbing trees. He also gives other examples of how violent media helped children to overcome their stressful and hurtful lives. A healthy child must grow both physically and mentally. Especially, mental illness in children can be hard for parents to identify. Gerard Jones admitted that he grew up too passive because he was sheltered from the media. In recent years, there has been dispute about whether or not children should view, or listen to violent media. In Violent Media is Good for Kids Gerard Jones says that we should. He noticed that â€Å"people pulling themselves out of emotional traps by immersing themselves in violent stories. People integrating the scariest, most fervently denied fragments of their psyches into fuller senses of selfhood through fantasies of superhuman combat and destruction.† (Jones 196) .Each person’s childhood is often a ssociated with something, for example, Donald Duck, Superman, or Barbie doll, Batman, etc†¦ Those characters sometimes play an important role in the formation of their life. After finding his favorite character, The Hulk, Jones â€Å"finally found my own lead along a twisting path to a career and an identity† (Jones 196). Jones’s son, perhaps, admires Tarzan, who was told by his father to support him to climb a tree. To Jones, a super hero model can give kids strength and make them brave. Children need a way to express their natural rage and by allowing them to read these stories or play battle just for fun with their friends helps them develop into kids that will interact with each other. All kids feel rage, so if they let it out in a safe way, they can use it to combat challenges in life. Thus, violent media helps them develop into people who are not afraid to stand up and take charge. Jones tries to prove that violent media can help kids if it is used in the right way. He writes a quote from Melanie Moore, Ph.D., a psychologist who works with urban teens, t o support his argument. He does however include examples as to why he believes that violent media is good for children. But he does not include statistics to back-up his arguments and this is a weakness of Joness essay. His examples might not be credible because he presents himself as one of the evidences and each child develops differently. We can see every child takes a different way to explore the world. Many children will grow up like Jones. They will find themselves in the real world and know who they are if they were allowed access to the media. He states â€Å"When we try to protect our children from their own feelings and fantasies, we shelter them not against violence but against power and selfhood.† (Jones 197) .Parents cannot ban their kids playing video games or watching violent cartoons but as adults, they must know which one is good, which one is bad for our kids. When parents try to protect their children from the influence of violence, they need to remember th at although comics and video games are full of violence and fighting, they also have messages and some good lessons. Parents always loves their children, so Jones uses the phrase â€Å"when we tries to protect our children† to let the parents know that he sympathized with their concerns. But then he says: â€Å"we shelter them not against violence but against power and selfhood.† The word â€Å"shelter† means to protect from something harmful. He emphasizes that the harmful thing is not violence but it is harmful to children losing their power and selfhood. However, some children might take the message of the stories the wrong way, putting themselves too deep into a story. They may hurt themselves or the others because they thought that they were strong like their favorite hero. As increasing violence in the media would be certainly dangerous for society and corrupt a childs thoughts and imagination through blood, knives and guns, those were called â€Å"a tool to master their rage† (Jones 196). â€Å"Im not going to argue that violent entertainment is harmless. I think it has helped inspire some people to real-life violence. I am going to argue that its helped hundreds of people for everyone its hurt, and that it can help far more if we learn to use it well.† (Jones 197) .Jones admits that violent media isnt harmless and that it does dra g some children to doing real life violence, but he does not say specifically what should be done about this issue. He goes on to say that it has helped more than it has harmed. There is much research on whether children should or should not access to violent media. By giving some evidence as well as using quote authority to support his thesis, Gerard Jones made a good essay to persuade that violent media is one of the factors that children need to develop. The title â€Å"Violent Media is Good for Kids† is also impressive. It makes the readers curious because â€Å"violent† and â€Å"good† may sound contradictory. However, his essay is interesting but not enough to convince. A good way to protect the children is to give them the right tools in life, and teach them how to make it a responsible choice and how to protect themselves from bad temptations. â€Å"All violence is the result of people tricking themselves into believing that their pain derives from other people and that consequently those people deserve to be punished.† (Rosenberg) Works Cited Jones, Gerard. â€Å"Violent Media Is Good for Kids.† Critical Thinking, Reading and Writing. Ed. Sylvan Barnet and Hugo Bedau. Boston: Bedford/St. Martin’s, 2011. 195-197. Print. Rosenberg, Marshall B. Nonviolent Communication: A language of life. California: PuddleDancer Press, 2003. Print.

Photography is an art

Photography is an art Photography is an art that took many years and efforts of many individuals to perfect. Many different people in many different fields contributed to this light writing. Chemists, artists, inventors, and engineers all lending a crafting hand to the art. Photography can be defined as the art of producing images of objects on photosensitive surfaces. It is both an art and a science. As an art it expresses personal vision, and as a science it relies on technology. The word photography came from the Greek word phos, meaning light and graphos, meaning writing, which literally means light writing. Light writing is an emerging form of stop motion animation wherein still images, captured using the technique known as light painting or light drawing, are put in sequence thereby creating the optical illusion of movement for the viewer. In order to get started in creating light writing you will need a DSLR( Digital Single Lens Reflex ) camera, an ordinary DSC( Digital Still Camera ) will not do b ecause light writing requires a camera that can be placed in the B bulb shutter position, a remote shutter release and a tripod. All you need to get started is your camera and an understanding of how to control shutter speed. Light writing demands longer exposures of anywhere from several seconds to many minutes. Another technique is to use the multiple exposure features on a camera and shoot a series of 30 seconds to many minutes. A tripod will help you compose the shot and keep the camera still, and one or more lights will add to the fun. Light writing photography is a form of stop motion animation which requires the user to find a place, set the camera, and to take the picture. To create light writing, you or a friend will stand in front of the camera with a light in a dark room or place. The place should be dark otherwise the essence of light writing is useless. It is your choice on whether to bring a friend or not because the purpose on bringing a friend is to hold the camera for you, but if you have a tripod you can do it by yourself. In order to set the camera into its rightful position you need to find a place where in the camera will not move, the best places are on a still table, chair or anything that is stable, but to get the best results you need to place the camera on a tripod. After which you need to adjust the setting, the exposure should be around 10-30 seconds or longer depending on the design you want to portray. Set the camera to about ISO 100, and close your aperture as much as possible. This prevents over exposure. If there is still too much light, you might have to use a filter for better results. In order to take the picture you need to find a source of light. Finding a source of light is easy, just about any light will work, but the best tolls have tight focused light that lets you create precise patterns. LED flashlights are among the best for light writing, for they are compact, super bright and come in all sorts of fun colors. Glow sticks are also perfect for light writing images. Before moving and waving the light you need to count off to your partner so that he/she will click on the capture button in the exact time you wave your light, but if you are using a tripod you will need to count off by yourself according to how many seconds you placed on the timer. Once the capture button is clicked begin moving or waving the light to draw shapes and patterns in the air. If you move too quickly enough, the camera will not record a person, only the patterns of light you leave behind. The camera may also record the background if it is spotlighted by other light sources, such as t he moon or a streetlight. I challenge everyone who is interested in light writing photography to create masterpieces in light, to go beyond the expected to create more designs or ideas, to keep on practicing until the perfect design is reached, and to share their knowledge to the people around them to continue the art of light writing. Now, after reading my essay, would you too be interested in light writing photography, to share and to have fun with the picture you make with your friends and family? I recommend people who take photography or to those who are interested in art to take light writing photography to the next level, to improve their skills and share it to other people so that the next generation will already have an idea on how light writing works and to continue the art of light writing.

Gender Roles in Hollywood Films

Gender Roles in Hollywood Films Construction of Gender as Represented In Hollywood Film Hollywood’s ability to symbolise or reflect society and history is yet another factor in the study of popular culture through their movies. It is argued that Hollywood films legitimate conservative ideologies of not only sexism, but also classism, patriarchy and racism (Ryan Kelner, 1990). One can perhaps understand the influence of popular mainstream cultural forms and the difficulties in isolating gender as the determining factor in social relations in film if I refer to the controversial woman centred film Waiting to Exhale (1995). A sanguine analyst may have noted that Waiting to Exhale is an empowering feminist text, however the devices used to parody and satire, although humorous, are essentially inverted archetypes and, according to Bell Hooks (1997) are predicated upon reverse dualisms of sexism and racism. In contrast the central theory in feminist film criticism is that mainstream popular culture, namely Hollywood film, fails to challenge dominant patriarchal structures in society, gender being the sole signifier within classical feminist theory. To energise gender debate solely on this single praxis is to reinforce the Enlightenment dichotomies that have informed classical theorists. Subsequently the ramifications of capitalism and racism are issues that have often been negated, both by classical feminist theory and made invisible within mainstream popular culture arguably reifying capitalist and Eurocentric hegemony (ibid. 1997). Congruous to this analysis, many contemporary theorists argue that gender is not the sole determinant in representations of women and should thus be analysed in terms of race and class. Hence representations in film are the results of triple ideologies, patriarchy, racism and capitalism. This paper seeks to address three key areas. The question of gendering in Hollywood film, the scope of feminists analysis in identifying issues of race and class and the limitations of traditional feminist analysis in assessing these complex issues. BIBLIOGRAPHY Hooks, b. (1997) Reel to Real, Race, Sex and Class at the Movies London Routledge Kellner, D. Ryan, M. (1990) Camera Politica Bloomington Indiana University Press

Condolezza Rice :: Biography Biographies Bio

Introduction I. When I say the words "Condoleezza Rice", some of you are wondering what it was that I just said. A. Some may think I'm speaking another language. B. Others may know that this is a person's name. II. When I first heard the name Condoleezza Rice, I didn't know who she was either. III. Today, I am here to tell you about Condoleezza Rice, our Secretary of State. IV. I will tell you about her childhood life, what she did before she became involved with politics, and how her political career started. (Let me start by telling you a little information about when she was a little girl.) Body I. Condoleezza Rice claims that her childhood taught her determination against adversity. A. Born on November 14, 1954 in Birmingham, Alabama, Condoleezza Rice grew up in the South during the time of the civil rights movement. 1. She was the only child of Reverend John Wesley and Angelena Rice. a) Her father was a minister at Westminister Presbyterian Church. b) Her mother was a pianist, an organist, and a music teacher. 2. During the time her mother was a music teacher, she named her child Condoleezza because it was an Italian musical term that meant "with sweetness." B. When Condoleezza turned eight years old, she was attending school during the Brown vs. Board of Education. 1. She was affected by this because she lost one of her classmates. 2. The little girl's name was Denise McNair and she was killed in a church bombing. C. At the age of 15, Condoleezza's goal was to become a pianist. 1. At first she studied at a music camp. 2. When she finished there, she moved to Colorado and attended the University of Denver, where her father taught a class called "The Black Experience in America." D. But then she decided to change her mind about being a pianist and became interested in politics 1. She then took a course on International Politics, which was taught by Josef Korbel. With this, she became interested with the Soviet Union and international relations 2. She began to call her teacher "one of the most central figures in my life." (Now that you have heard her about her childhood, let me continue with her career.) II. Although she spent a lot of years in school, Condoleezza achieved her career and became a part of many different businesses. A. After graduating high school, Condoleezza attended the University of Denver. 1. When she was 19, she received her bachelor's degree in political science and Phi Beta Kappa , later she received her master's degree from the University of Norte Dame afterwards 2. When she turned 21, she decided to change her political affiliation from Democratic to Republican.

fight club Essay -- essays research papers

Chuck Palahniuk’s Fight Club, that perhaps gained more exposure through the film adaptation, is narrated by a character whose name is never revealed but who is often referred to in critiques and reviews as Joe, a reference to the character’s discovery of an old Reader’s Digest article in which the bodily organs and functions of various people refer to themselves in the first person. The name ‘Joe’ is used in this context throughout the novel to comically articulate the character’s mood or mentality, for example on page 59, he says I am Joe’s Raging Bile Duct. Joe discovers a cure for his insomnia in various support groups for diseases that he does not have, taking solace in the pain and open suffering of others until he encounters Marla, another ‘tourist’ as he describes her, who disrupts his self prescribed ‘therapy’. After his apartment mysteriously explodes while away on business, Joe moves into a dilapidat ed house with what is later revealed as an alter ego in the form of the character Tyler Durden. The pair set about creating an anarchistic ‘club’ where the primary physical objective is to fight, for reasons that will be textually observed in relation to this notion of identity. Tyler and Joe eventually develop what is essentially a small organisation, which is often narrated in almost militaristic descriptions, where a group of followers receive instructions and engage in seemingly anarchistic activities that are orchestrated by Tyler, motivated by issues of socio-econ...

Wal-Mart Resources

Unit 2 Assignment 1 Introduction Wal-Mart uses a tremendous amount of information resources to build their marketing decision support systems and customer relationship management environment. Wal-Mar’s main objective is to provide their customers with the best value they can find anywhere while providing friendly and efficient customer service. Its strategies are based on reducing costs to quality products so they are able to achieve â€Å"everyday low prices† (Walmart. om, 2013). Wal-Mart has to be able to monitor and analyze all the processes and information possible in order for them to attain a competitive price advantage, lure in new customers, and retain faithful and loyal current customers. Information technology is essential today in helping companies to achieve these goals and Wal-Mart utilizes a great deal of the available information through systems and operations that the retail business encompasses (Walmart. om, 2013). Listed in this paper are the many ways Wal-Mart enlists its information from customers and how it is used by marketing managers to help make marketing decisions and enrich its customer relationship management environment. Information Collected Collected By Wal-Mart Wal-Mart collects information from its customers in a number of ways through the customer’s interaction, whether by in-store activity or website activity.Wal-Mart discloses that it gathers information on customers whenever they create an account on one of their websites, make an online or in-store purchase, use a gift registry, create a mobile shopping list, or submit personal information to Wal-Mart along with any related content of the communication. In addition, they also collect information whenever the customer conducts a transaction where Wal-Mart collects information as required by law.This could include hunting and fishing licenses, request customer service, contact Wal-Mart, submit a Wal-Mart related testimonial, review, story, rating, or any other user-generated content that may be generated on the website, or participate in a contest, sweepstake, promotion, or survey (Wal-Mart. com, 2013). Collected By Other Sources Wal-Mart may receive personal information from other entities that can help the correct or supplement their records, improve the quality or personalization of their services, and help prevent or defer fraud.They may also collect information from consumer reporting agencies or other service providers if you attain certain other financial products (Wal-Mart. com, 2013). Automated Information Collection Wal-Mart also gathers technical information such as the customer’s internet protocol address, device operating system and browser type, the address of a referring website, and the path the customer takes through the Wal-Mart website.Wal-Mart uses â€Å"cookies† to recognize you as you use or return to their website. Wal-Mart also uses web beacons that allows them to know if a certain page was visi ted, an email was opened, or if ad banners on their website and other websites were effective (Wal-Mart. com, 2013). Marketing Information Used Wal-Mart uses information for different purposes but for this paper we will discuss how they use information for marketing purposes. Fill requests for products and services and communicate with the customer about those requests * Administer surveys, sweepstakes, contests, and promotions * Provide customer service * Help improve and customize their service offerings, websites, and advertising * Send information about products, services, and promotions Information Systems Point of Service/Sale System Wal-Mart uses SUSE @ Linux Enterprise Point of Service/Sale system that is supplied by the Novell group vendor (Information, 2007).This system is made up of three primary components: Administration Server, Branch Server, and Point of Service Client Images. The SUSE Linux Enterprise Point of Service Administration runs Wal-Mart’s main office in Bentonville, Arkansas. It records sales from all the stores but also contains a database of goods sold through other sales outlets such as Wal-Mart online shopping. This data also comprises of information like the number of items bought by a user and similar products purchased along with other online statistics.The Branch Server boots the Point of Service clients from the local network, registers new client devices at the website, distributes operating system updates to the client devices, and also stores the sales information as a backup in real time simultaneously as the Administration Server. The Point of Service Client is the indirect interaction between customers when they make any purchases at Wal-Mart. These devices process and record purchases and allows real time coverage of sales and inventory information for all sales.Having this type of information gives marketing managers the tools necessary to make informed decisions about what promotions to run and on what product s in real time. Retail Link Retail Link was developed in 1992 by Wal-Mart’s very own Information Technology Department (Hays, 2004). Using this software Wal-Mart can look at the take up rate for sale items, changes in the number of customer purchases, and the amount the average customer spends during a promotion. Marketing managers will know what products were being bought and what items that the customer may have added on during that purchase.Having that information may give the marketing department the idea to do a promotion with those two items paired up together. Retail Link software can also display to vendors various key information such as the repurchase cycle time of the product, purchase quantity per basket, and provide information such as sales history and sales performance. This allows vendors and Wal-Mart’s marketing managers the ability to simulate what-if situations that can help them make more informed marketing decisions (Hays, 2004).The information gat hered in these systems give marketing managers the intelligence needed to figure out which marketing initiatives have worked in the past, are currently working, or may work in the future in order to prevent wastage of money from ineffective promotions. Wal-Mart uses these systems in order to provide customer satisfaction, everyday low pricing, and to enhance the shopper’s experience (Walmart. com, 2013). Conclusion Wal-Mart collects information on its customers numerous ways. Some sources are transactions, customer service operations, surveys, and website registrations just to name a few.They could, however, come from other sources such as outside companies that help Wal-Mart update its records. Wal-Mart wants to communicate to its customers for feedback through email newsletters, special offers, and new product announcements. Wal-Mart also participates in interest-based advertising, which means the customer may see advertising on its website tailored to how the customer brow ses or shops. This type of information is essential today in accomplishing the goals Wal-Mart has of everyday low pricing and its customer first approach. References Hays, C. L. (2004, November 14). What Wal-Mart Knows About Customers' Habits.Retrieved from NY Times: http://www. nytimes. com/2004/11/14/business/yourmoney/14wal. html? oref=login;oref=login Information, W. (2007, January 24). Wal-Mart Taps Microsoft, Novell For Linux Deployment. Retrieved from Information Week: http://business. highbeam. com/137376/article-1G1-158268344/walmart-taps-microsoft-novell-linux-deployment-walmart Walmart. com. (2013). Annual Reports. Retrieved February 11, 2013, from Walmart. com: http://stock. walmart. com/annual-reports Wal-Mart. com. (2013, March 3). Privacy Policy. Retrieved March 3, 2013, from Wal-Mart. com: http://corporate. walmart. com/privacy-security/walmart-privacy-policy

Assessor S Script

The Assessor: After hearing the definition of NC II -? CSS, we can say that it is very important. It has its own importance and benefits like for example, work. Nowadays, if we would like to apply on a company, it will serve as your weapon in applying. NC II – CSS is accredited on foreign countries. NC II -? CSS is important because it will give you additional knowledge and an advantage to challenges. The Assessor: Moving on, we are now going to tackle the Core Competencies of NC II – CSS. There are 4 Units of Competencies. These are: Install Computer Systems and Network Diagnose Computer Systems and NetworkConfigure Computer Systems and Network Maintain Computer Systems and Network Installing Computer Systems and Network – This module will teach you how to install a single boot or a dual boot SO in one computer unit. Diagnose Computer Systems and Network -? This will teach you how to diagnose computer systems and network. It involves Assembly/Disassembly of a sy stem where in you will be observe if you obey the safety precautions and the proper handling of the parts of a system. Configuring Computer Systems and Network – This module will teach you how to configure computer systems and network.In this part also allows you to teach file sharing through network. In this part, you will do the cabling and what is the right pattern of cabling should be used. Maintain Computer Systems and Network – This module will teach you how to maintain Computer systems and network. In this part, you will be interview. The Interview involves the different malfunctions or errors encountered in maintaining a computer. The Assessor: What are the things we should prepare? We have to prepare the following: Application Form Test Package Attendance Sheet Self-Assessment Guide Competency Assessment Result Summary Tools and EquipmentThe Assessor: The Application Form was given to you ahead of this assessment. I will give it to you for you to recheck if yo u missed something. The assessor will now distribute the Application Form to its respective applicant. The Assessor will now guide the candidate on filling up the Application Form. The Assessor: Use BLACK INK only. The first thing you should to do is to sign the Applicant's Signature. After that is the date that you have accomplished the form. Under that is the Name Of School where the assessment center is located, Address location of the school and the Title of Assessment you have applied for.In this case you will put, NC II – Computer Hardware Servicing. Under that is the Qualifications. It has two options which is Full Qualification of COCO. Tick the Full Qualification. Next is the Client Type. Tick the DUVET Graduating Student. The Profile part consists of the Surname, First Name and Middle Name. Use Capital Letters only. Mailing Address consists of Number/ Street, Bargain, District, City, Province, Region and Zip Code. Fill up your Mother's Name, Father's Name and Sex. C heck the Male Box if you are a boy and if girl, check the Female Box. Next is the Civil Status. Check ONE only.Contact Numbers, Highest Educational Attainment, check College Level. Birthrate, You should write in following format MM/AD/W and your Birthplace. Do not put the hospital but the CITY you were born. Put your Work Experience if you have. Name of the Company, Position, Inclusive Dates, Monthly Salary, Status of Appointment and Number of Years Working. Next is the Other Training/Seminars Attended. The seminars that you should mention are on NATIONAL QUALIFICATION-RELATED. Next is Licenser Examinations that you had passed and Lastly The Competency Assessment's that you have passed.The Assessor: Under the Application Form is the, Admission Slip. Please cut the Admission Slip and Pass the Application Form to me. The assessor will collect the Application Form and leave the Admission Slip to the candidates. The assessor will now verify the information written on the Application For m. If there are still information lacking, you will give it back to the candidate and let him fill up the missing information. If verification is done and no error is sighted, the assessor will now explain the proper procedures in filling up the information on the Admission Slip.The Assessor: Do not write anything on the Reference Number. Leave it blank. Write your name on the Name of Applicant Field. Next is you Contact Number or Telephone Number. The Assessment you applied for is NC II – CSS (Computer Hardware Servicing. The Official Receipt Number was given to you after you settle the payment for this assessment. Please indicate the date where you pay to the Date Issued side. On, the lower right portion of the slip, Write your name in PRINT and put your signature above it. Lastly, the date of your assessment should be indicated. The Assessor: Any questions?If there are no questions, you can now proceed on checking of attendance. The Assessor: will now check your attendance . The assessor will now distribute the attendance to the candidates. The Assessor: Let me remind you this, you can use blank ink only. Each attendance sheet will only accommodate 10 persons each. Each person will fill up 3 attendance sheets. The number you have filled up on the attendance should be similar or the same to the corresponding attendance sheets. Let the candidates sign on the attendance sheet, compare the signatures of candidates on admission slip against the signature on the attendance sheet.The Assessor: Here with me is the Self-Assessment Guide. This is an indication that you know and can perform all units of competency enumerated in this qualification. If you checked â€Å"No† at least one of these questions indicates that you are not competent. In every end qualifications, fill up the Candidate's Name and the Date. Please read the instructions carefully and answer all the questions outlined in the document. Use black ink only. The Assessor: If you need assist ance, I will be more than Willing to assist you. The self-assessment guide was given to the candidate by the processing officer of the assessment center.The competency assessor explains and guides the candidate in accomplishing the Self-Assessment Guide. After the candidate is through with accomplishing the Self-Assessment Guide, you will review the answers and will give feedback to the candidates. The Assessor: Now, you are now going to fill up the Test Package and the Competency Assessment Result. Fill out the following fields, the Name of the Candidate, Date of Assessment and name Of Assessment Center. Avoid erasures and use black ink only. The assessor will now double check the fields of the candidates and let them ill out the lacking information and verifies it.The competency assessor orients/briefs the candidates. The assessor should explain the following. The Assessor: What are the tools and equipment used in the assessment? In networking, you will use Crimping Tool, U TOP Ca ble and an RUG-45. You will be given ;o (2) RUG-ass. In Installing Computer System, you will use a CD and Computer Unit. Lastly, in Diagnose Computer System and Network, you will use a Computer System and a screw. Please handle the tools and equipment with care. If you unfortunately broke a tool or equipment, you will replace it with a new one.The Assessor: As the in-charge person here, will set my Rules and Policies during Assessment Procedure. These are the rules: The candidate can only left the assessment room if he or she has the consent of the assessor. No talking during assessment hours. Observe Silence. The Assessor: Do you have any clarifications? If none, you can now designate different qualifications to the candidate. The Assessor: Candidate 1, 2 and 3 will do the Installing Computer Systems and Network. Candidate 4, 5 and 6 will do the Diagnose Computer and Systems and Network. Candidate 7, 8 and 9 will do the Configure ComputerSystem s and Network and lastly, Candidate 1 0 will do the Maintain Computer Systems and Network. You now instruct Candidate 1 to enter the assessment room. (to be followed by Candidate 2, 3 etc. ). Provide the candidate with all materials, tools and equipment required to complete the tasks. At this point, you give the Specific Instructions to the candidate clear and slowly. The Assessor: From this point, I will give you the Specific Instructions. The Assessor: Using the materials, tools and equipment, you are required to perform the tasks within hours. I will be observing you while you are performing the tasks.The Assessor: After your demonstration, I will ask you questions related to your demonstration. The Assessor: You may call me when there is a need for me to translate or explain items for clarification. The Assessor: After the questioning portion, I will give you feedback about your performance. The Assessor: Any questions/clarifications? If there are no more questions, you may start now. While the candidate performs th e activity you must remind or observe the candidate if he obey the safety precautions in doing a certain task. F one candidate is done on the task you designated, designate him a new ask.The Assessor: You were (give the strong points of the candidate followed by the weak points) If the candidate was found to be competent say: The Assessor: You performed the tasks within the standard requirements of the Qualification. Note: Present the CARS or the Competency Assessment Result to the candidate to affix his signature on the candidate's signature portion. This is a proof that he accepts your assessment decision. If the candidate was found not yet competent say: The Assessor: am sorry. You were not able to perform within the standard requirements of the Qualification.You have to review/practice the activities related to the competency requirements of the Qualification further. The Assessor: You can only comeback if there is another schedule of assessment for you to reassess or when you f eel confident enough that you have acquired the competence. Do not worry you will only be reassessed on the part of activity that you were found not yet competent. Proof that he accepts your assessment decision. Complete the rating sheets and other documents and submit there to the Manager of the Assessment Center The Assessor: Now you know the results, What are the requirements in lamming your NC II -? CSS Certificate?

Mutations Essy

If these genes mutate, then one is considered as having a hereditary risk of breast and ovarian cancer. The BRCAI and BRCA2 mutation means that a woman has an increased risk of breast and/or ovarian cancer before menopause. Sometimes close family members were diagnosed with cancer at an early age also. These harmful mutations also increase the risk of cervical, colon, uterine. stomach, melanoma and gallbladder cancer. There are no standard criteria for who should be tested for the BRCA gene mutation, but if you have family members who have had cancer, It is a deflnlte clue.If any of these family members were young; before menopause, it is a good idea to think about being testing for the ene. It would be a very good idea to ask the family member to test for the BRCA mutation, so that the rest of the family members would know ahead of time also. According the National Cancer Institute, the risk of having the mutation is higher if you are of Ashkenazlc Jewish descent. If this Is the cas e, pay attenuon to If a parent or sibling has been diagnosed with cancer.Also, find out if any grandparents, half- siblings, nieces or nephews had cancer. Pay special attention to relatives that are male, and whether the relative had cancer in both breasts (bilateral breast cancer,) nd a combination of two or more first or second degree relatives diagnosed with ovarian cancer, no matter what their age was when diagnosed. If you have been diagnosed with the BRCAI or BRCA2 gene mutation, you are really in need of support from family and friends.Some people turn to the national advocacy group called Bright Pink. This organization is specifically geared to young women at high risk of breast and ovarian cancer. Many young women are relieved to find out that they are not the only one suffering alone. Having a list of Advocacy groups is lifesaving because once you know; you understand what you must do. The protocol for women with the BRCA mutations is to do nothing until the age of 25 and after that begin a screening regimen between mammograms, ultrasound and a MRI every six months.At age 35 a woman is advised to consider a double mastectomy followed by a complete oophorectomy (removal of one or both ovaries) at age 40. The solution to the BRCAI and BRCA2 gene mutations is hard to do, but you can still live your life after having a mastectomy and an oophorectomy. Most women are done bearing and nursing their children by the time they are in their mid-30's. Mothers then want to be round to raise their children, they want to be around to see their grandchildren born and they want to live their life with their mate.

Eternal Light Essay

Another â€Å"wayfarer† is Victor Frankenstein, who is striving for â€Å"eternal light,† but in another aspect. He is the â€Å"Modern Prometheus,† longing to â€Å"pour a torrent of light into our dark world,† while creating a human being – a deed, which is intrinsic to God (26). His creation is the third participant in the â€Å"journey† to â€Å"eternal light. † He is unnamed, or more often called the creature, the monster, the wretch, or the one with â€Å"unearthly ugliness† (55). Victor’s creation also dreams for â€Å"eternal light† in the meaning of pure love or happiness, but he is compelled to follow the contrary direction – to â€Å"darkness and distance† (134). The three meet each other at the â€Å"land of mist and snow,† where their â€Å"journey† ends, where the border between possible and common lies, between dream and reality, between genius and mankind, between God and mankind, between â€Å"a country of eternal light† and â€Å"darkness and distance. † The character, accountable for the novel’s drama, is Victor Frankenstein, a student in humanities. â€Å"A possible interpretation of the name Victor derives from the poem Paradise Lost by John Milton, a great influence on Shelley (a quotation from Paradise Lost is on the opening page of Frankenstein and Shelley even allows the monster himself to read it). Milton frequently refers to God as ‘the Victor’ in Paradise Lost, and Shelley sees Victor as playing God by creating life† (Wikipedia). As a god Victor is determined to endow mankind: â€Å"Yet my heart overflowed with kindness, and the love of virtue. I had begun life with benevolent intentions, and thirsted for the moment when I should put them in practice, and make myself useful to my fellow-beings† (50). Moreover, as Prometheus, he gives the world â€Å"a spark of being† (28). Furnishing the world with such extreme power Frankenstein should take the responsibility of creator and help his gift be useful not destructive. However he mishandles it. When he is fifteen, he witnesses â€Å"a most violent and terrible thunderstorm,† which â€Å"utterly destroys† an â€Å"old and beautiful oak† (18). This event could be interpreted as an allusion to how pestilential this â€Å"spark of being† could be. As Miglena Nikolchina contends, the â€Å"serious ailment† is â€Å"in the man alone, undertaking the ‘godlike’ function to be a creator, but in many respects immature for it† (57). The concrete reason for the creature being â€Å"spurned at, and kicked, and trampled on† is his physical ugliness (133). Why Frankenstein’s creation is ugly? According to Cvetan Stoyanov, â€Å"Ugliness is in fact alienation, drifting away from the vital principle – organic could not be ugly, transgressing and killing it is ugly† (206). Something, often cited in connection to Shelley’s work is a sentence in which the perfect artist is described as a morally perfect man, as a â€Å"second creator, faultless Prometheus under the sky of Jupiter† (Shaftsbury 207). In this respect Miglena Nikolchina considers Frankenstein as an untalented artist, because he is not â€Å"morally perfect† and shows this as a reason for the monster’s ugliness. She claims that the Frankenstein’s morality is not one of a creator, but one of an ordinary man. â€Å"Frankenstein has not even fancied that love – namely love and only love his creation wants – is the first characteristic of creator. † â€Å"Ugliness turns out the sign, left behind by the creator who infuses life, but does not manage to come to love it and thus calls forth death, for it is not possible the fated for living to be made without love, and has no vitality what is deprived of the mercy to be loved† (Nikolchina 79-82). Victor’s blindness about the monster’s innocent nature is more harmful than the physical blindness. The blind De Lacey is the only man who perceives the monsters good resolutions. About the structure of the novel Nikolchina offers an interesting definition. It is â€Å"constructed as if of concentric circles of ice. The sailing to the North Pole is the outer circle, which serve as a frame of Frankenstein’s story. The conversation between the monster and Frankenstein among the sea of ice near Chamounix is the frame of the monster’s story, which is the core of the novel† (Nikolchina 86). The central part of his story is when after burning down the cottage of De Lacey he wonders: â€Å"And now, with the world before me, whither should I bend my steps? (80). Hereafter he starts hunting for his creator and begins alienating from his natural innocence. The creature wends his way toward â€Å"darkness and distance. † The changing nature corroborates his moral collapse: â€Å"I travelled only at night, fearful of encountering the visage of a human being. Nature decayed around me, and the sun became heatless; rain and snow poured around me; mighty rivers were frozen; the surface of the earth was hard, and chill, and bare, and I found no shelter† (81). â€Å"Advancing into experience,† Miglena Nikolchina explains, â€Å"is entering into a core of cold as well† (87). She suggests two aspects in analysing the role of ice. First it could be seen as â€Å"a supreme, unapproachable, unsusceptible to changes reality. It elevates Frankenstein ‘from all littleness of feeling,’ it fills him with ‘a sublime ecstasy that gives wings to the soul, and allows it to soar from the obscure world to light and joy’† (Nikolchina 87). Such an eternal and infinite is the picture before Robert Walton too: â€Å"†¦the region of beauty and delight. †¦the sun is for ever visible; its broad disk just skirting the horizon, and diffusing a perpetual splendour. The explorer’s hopes are so great that they turn out fantasies – he imagines an absolutely unreal North Pole: â€Å"†¦there snow and frost are banished; and, sailing over a calm sea, we may be wafted to a land surpassing in wonders and in beauty every region hitherto discovered on the habitable globe† (2). The Modern Prometheus chooses the â€Å"wi ld and mysterious regions† to â€Å"the tamer scenes of nature† (11). He goes beyond the potentialities of ordinary people, however, aiming not at admiring of the Great Nature, but at gaining the divine secrets. While Elizabeth contemplates â€Å"with a serious and satisfied spirit the magnificent appearances of things,† Victor delights â€Å"in investigating their causes. † Elizabeth follows â€Å"the aerial creations of the poets† and â€Å"in the majestic and wondrous scenes† she finds â€Å"ample scope for admiration and delight,† while Victor is â€Å"capable of a more intense application,† and is â€Å"more deeply smitten with the thirst for knowledge† (15). He elevates his intellect, but not his soul. He does not realize that new born (for his creation emerges in a completely unfamiliar world) needs love and attendance. Striving to eternal light,† he encounters â€Å"impenetrable darkness. † Night is closing around,† †dark are the mountains,† â€Å"heavens are clouded† (40-41). The â€Å"spark of being† turns out a hideous abortion. â€Å"Thick mists hide the summits of the mountains† (54). Frankenstein falls into â€Å"deep, dark, deathlike solitude† (50). Suffering â€Å"the eternal twinkling of the stars weighed upon him,† instead of delighting â€Å"eternal light,† he exclaims: â€Å"Oh! stars, and clouds, and winds, ye are all about to mock me: if ye really pity me, crush sensation and memory; let me become as nought; but if not, depart, depart, and leave me in darkness† (87). The magnificent scenes give way to appalling â€Å"dusky plain† (124). The other aspect of the ice, according Nikolchina, is â€Å"something barren and lifeless; like a power, which is hostile to life; like muteness† (88). Longing revenge, Victor departs from land and â€Å"pursues his journey across the sea in a direction that leads to no land,† â€Å"†¦the snows thicken and the cold increases in a degree almost too severe to support†¦ The rivers were covered with ice and no fish could be procured† (123). The nature seems to be inspirited and acts against Frankenstein: â€Å"Immense and rugged mountains of ice often barred up my passage, and I often heard the thunder of the ground sea which threatened my destruction† (124). It seems he has stepped on some unseen border that can not be crossed. â€Å"When he appears almost within grasp of his foe, his hopes are suddenly extinguished, [†¦ ]. The wind arises; the sea roars; and, as with the mighty shock of an earthquake, it splits and cracks with a tremendous and overwhelming sound. The work is soon finished: in a few minutes a tumultuous sea rolls between him and his enemy, and he is left drifting on a scattered piece of ice, that is continually lessening, and thus preparing for him a hideous death† (124). â€Å"Walton is also surrounded by mountains of ice which admit of no escape and threaten every moment to crush his vessel† (127). The situation with the â€Å"unearthly† creature is however different. The stream of his spiritual development is contrary to the ones of Frankenstein and Walton. Through the epithet â€Å"unearthly† Shelley differentiates him from mankind. While Walton and Victor aim â€Å"wild and mysterious regions,† the creature seeks an intimacy with common world. The monster is â€Å"immaculate in a quite literal meaning – he is empty, tabula rasa† (Nikolchina 72). Every scene and every feeling he touches to are admirable for him. Everything is for the first time. He is a child. The monster meets the civilization, for the first, through the agency of fire, which is an allusion to a new Promethean deed. However he encounters some strangers’ fire. The â€Å"new born† learns everything from the outside world, from accidental circumstances. There is no one to guide him, no one to show him what is worth learning. According to A. A. Belskee, Shelley displays â€Å"the destructiveness of individualism, the tragedy of compulsory desolation, the intangibility of happiness without associating with others† (Belskee 303). Every approach to human society brings a lot of suffering to the creature, notwithstanding he sees â€Å"the future gilded by bright rays of hope and anticipations of joy† (65). Despondently speaking to Walton he describes himself as â€Å"the miserable and the abandoned, [†¦] an abortion, to be spurned at, and kicked, and trampled on† (133). The only possible interrelation with the surrounding world is violence. His crimes are a natural reaction, a rebel against the complete solitude. Otherwise the monster â€Å"could not conceive how one man could go forth to murder his fellow, [†¦] when I heard details of vice and bloodshed, my wonder ceased, and I turned away with disgust and loathing† (68). He clearly declares: â€Å"I was the slave, not the master, of an impulse which I detested, yet could not disobey† (132). The wretched interprets his lot as worse than Satan’s from Milton’s Paradise Lost, for â€Å"Satan had his companions, fellow-devils, to admire and encourage him; but I am solitary and abhorred† (74). He is the only one of the tree, the only one in the world, who completely rejects society with its gall, the only one who crosses the â€Å"border,† laid by society, and fades in â€Å"no land. † He fades for there will be no one to see him. The â€Å"eternal frosts† have frozen all the hatred into his â€Å"ice-raft† and he is â€Å"soon borne away by the waves and lost in darkness and distance† (143). The hopes of â€Å"poor† Frankenstein also fade with his death. He remains at the icy border, between â€Å"eternal light† and â€Å"darkness and distance. † The only thing he succeeds in is revealing these two possibilities for the future human nature: â€Å"Seek happiness in tranquillity and avoid ambition, even if it be only the apparently innocent one of distinguishing yourself in science and discoveries. Yet why do I say this? I have myself been blasted in these hopes, yet another may succeed.