Swot analysis of Tesco plc Essay -- essays research papers

Swot analysis of Tesco plcWe all know Tesco as a food retailer, and we know that they are in constant quantity competition with other retailers such as Sainsburys and Asda, yet we do not know much about what goes on beyond the shelves and the tills, the marketing plans and the sidereal solar day to day tactics that have to be devised to stay the number unmatchable food retailer in the United kingdom today.I am going to decompose Broughton Parks Tesco and their possible competitors Swot AnalysisFirstly, tetrad main goals, under which these particular four are Strengths1.Tesco is about a strong UK core business. exist year the industry saw roughly very marginal growth as a whole, however Tesco continued to grow beyond the market by offering better value for money and through getting cheaper.2.To be as strong in non-food as in food. The market for non foods (such as frock entertainment cleaning products) is worth seventy five billion pounds in the UK today. You can see through the growth of their dot.com business which now has over four hundred and fifty thousand users and is the largest grocery online retailer in the world, and through the success of tescos personal finance with over 1,5 million customers that they are making some real in roads into non foods.3.International growth, Tesco have 30% of their stores outside the United Kingdom and plan to make it 45% by the end of conterminous year, and will be approached through central Europe and trough Asia4.To have the most loyal and committed staff.Tesco as a company uses clear value to underpin what they do. Their core purpose is based on Creating value for our customers to earn their life time loyalty?Tesco have invested one billion poundsTesco believe that one of they offer the best quality on a broad range of products and believe that they offer the best value. They have invested one billion pounds since 1996 on the stir up to reduce prices to customers and that continues to build as they go in to 2004. They offer outstanding customer service, every customer is offered help at the checkout. Location and convenience is other reason to choose Tesco, they have introduced a staggering 200 in the last two years that stay open 24 hours a day and they plan another 1540 new express stores, which are Tesco mini sto... ...onsolidated balance sheetFixed assets m Fixed assetsIntangible Assets 154 Intangible Assets open assets 11,032 Tangible assetsInvestments 317 Investments add together Fixed Assets 11,503 Total Fixed AssetsCurrent assets Current assetsStock 929 StockDebtors 454 Debtors due within one yearShort term investments 225 short-run investmentsCash at bank and in hand 445 Cash at bank and in handTotal Current Assets 2,053 Total Current AssetsCreditors -4,809 Creditors Amounts dropping due within one yearWorking Capital -2,756 Net current assets (liabilities)Total assets less current liabilities 8,747 Total assets less current liabilities tenacious Term Liabilities -2,741 Cr editors Amounts falling due after more than one yearProvisions for liabilities and charges -440 Provisions for liabilities and chargesNet assets 5,566 Net assetsRepresented by Capital and militiaOrdinary share capital 350 Called-up share capitalShare premium 2,004 Share premiumOther reserves 40 Other reserves wage and loss account 3,136 Profit and loss accountOrdinary shareholders funds 5,530 Equity shareholders fundsMinority interests 36 Minority interestsCapital Employed 5,566 Total capital employed

The Rise in Youth Homelessness in Canada Essay example -- Sociology, H

Today in Canada, a rise in youth homelessness is world observed across the country. Despite common assumptions, the issue of avenue youth is not isolated to Toronto or Montreal, but has become pervasive across the country. Although accurate statistics ar impossible to come by, the disturbing reality is that both urban centers and rural communities nationwide, are struggling to provide their youth with adequate, affordable trapping. Issues surrounding the return and affordability of housing, combined with personal circumstances characterized by instability, are distancing youths access to housing. These causes and their overall consequences, must be faced before lasting solutions tummy be shaped by society. Housing Canadas street youth will be impossible without action at every level. Every Canadian citizen has an immense role to play in providing these youth with promising futures.There are numerous causes which have led to the existence of youth homelessness in Canada. As wit h the wider study of homelessness, it must be stressed that no cause can be viewed exclusively from the others (Layton 2008 54). The causes of this national crisis are extremely complex, and interconnected. However, despite this complexity, there are many patterns which have been found to exist among homeless youth. They have been found to be primarily social and economic. The social factors contributing to homelessness are unique for apiece individual however, the majority of homeless youth report having been emotionally abused or neglected. According to the Enhanced Surveillance of Canadian Street Youth (E-SYS), employment with parents was the principal reason that most street youth reported for having left home. LGBT youth are over-represented among... ...rengthen self-confidence and motivation. Without proper outreach services, the provision of transitional and affordable housing will never reach its full potential in removing Canadian youth from the streets. Canadas youth d o not expire on the streets. They belong in safe, and supportive environments where they are able to succeed as members of an integrated society. The end of youth homelessness will benefit every Canadian. And therefore, the challenge of housing Canadas street youth must be confronted as a collective society. The federal government must allocate funds towards the provision of affordable and transitional housing, while the provincial government must provide social services to support and motivate youth. There is a way home for Canadas street youth, and it is through the activism and participation of individuals like you.

A Tragedy Makes A Hero Essay -- essays papers

A Tragedy Makes A HeroShow me a hero and I will write you a tragedy.A tragedy can be described and executed in many ways, whether it is through cinema, television or a play for theatre, as long as it has a solemn kind of ending. It is characterized as a very(prenominal) sad event, action, or experience for a authentic character in the piece. According to Aristotles Poetics, a tragedy needs six elements, a plan, character, language, thought, spectacle, and melody, as in many dramas do, but the organization of the plot is how tragedy is brought about. (747) The plot is the end for which a tragedy exists, and the end or purpose is the most important thing of all. (748) Tragedy often reveals a very basic message whether or not actions are thought before hand, actions hold consequences that must be recognized and tolerated. Drama always circulates around a hero or protagonist in a tragic epic, whose sufferings are brought about by his or her actions and creates a standpoint in re lation to them. The romance of Medea by Euripides is a tragic one indeed. Medea, a sorceress and a princess, used her powers and influence to help Jason, find the Golden Fleece. During the escape she kills her brother as a getaway. After several murders, Medea and Jason move to Corinth, which is where the play takes place. Here, Medea gives birth to two children by Jason establishing a family. Jason later moves out, divorcing Medea and moving in with Glauce, the daughter of Creon. The play looks at Medeas anger and rage, as a she moves from suicidal to revengeful. Medea eventually kills her own children and Glauce, all to get back at Jason. The nurse in the play opens the play, expressing her desire to reveal the past. How I wi... ... Once Creon has found out about the family tree, Oedipus and his children are banished from Thebes, later to meet their fate in the following plays. A tragedy does indeed befuddle a hero in ancient world literature. Every single being has a fa te, no matter what level of society that being is on. genius cannot change his or her fate it is left up to the gods. Eventually all roads of life leads to death, it is how that being dies brings about the tragedy. As Aristotle mentioned in Poetics, What is more, without action on that point could not be a tragedy, but there could be without characterization.BibliographyWorks CitedAristotle. Poetics. Lawall and Mack 746-750Euripides. Medea. Lawall and Mack 640-672Lawall, Sarah and Mack, Maynard, eds. The Norton Anthology World Masterpieces. 7th ed. Vol 1. New York WW Norton & Company, 1999.

Comparing The Scarlet Letter and Long Black Veil :: comparison compare contrast essays

Comparing The Scarlet Letter and Long Black Veil The song, Long Black Veil, written by maverick Cash has many similar elements to The Scarlet Letter by Nathaniel Hawthorne. Both have to do with the overstep of adultery that ends up hurting the characters in the stories. In Long Black Veil a man is convicted of a murder because he cannot provide an alibi for the darkness that another man was killed. It turns out that the night of the murder, this man had been in the weapons system of his best friends wife. The man ends up being executed while the woman punishes herself for not saving his life by corrosion a long black veil. Long Black Veil and The Scarlet Letter both demonstrate how secrets can destroy ones life. This theme is shown through the sin of adultery, the punishments that the characters go through and the symbolism of the long black veil and the scarlet letter. The original sin of adultery is what starts the events that end up ruining the characters lives . Come up hither, Hester, thou and little Pearl...Ye have both been here before, but I was not with you. Come up hither once again, and we will stand in all three together (p. 133). Though it is never said out in the open, you come to the realization that Hester Prynne and Arthur Dimmesdale have affiliated the sin of adultery and when Hester becomes pregnant, she is convicted for that sin. Id been in the arms of my best friends / wife The man and his best friends wife also commit the sin of adultery and when he cannot give an alibi to a judge because he does not want anyone to know where he was that night, he is convicted for murder and executed. Adultery is what ends up destroying the characters lives because none except for Hester are willing to admit to the sin of adultery. The punishments that the characters must(prenominal) undergo are worsened by the fact that they do not tell the whole truth. Hester has been found guilty of adultery but when she is asked to t ell whom it was that she committed the sin with she refuses saying Never.

Environment and Feminism - Ecofeminist Theory and Sustainable Developme

Ecofeminist Theory and Sustainable DevelopmentPeople have to be able to work together if they are to realize the shared destiny and to preserve a habitable environment for gen geological erations to come. Albert Bandura, 1995Banduras words epitomize the spirit of environmental education and its challenges of community cooperation, trans-generational communication and sustainable development. The success of these challenges depends on the ability to carry out on knowledge about the environment to future generations in order for them to better understand how to maintain a sustainable relationship with nature. In this era of globalization and neo-liberalist policies, maintaining a sustainable relationship with the environment needs to be examined not just from an bionomic perspective, but also from political and social angles. Since environmental issues are often connected to social and political concerns, a theoretical framework that encompasses a wider ideology may facilitate an understanding of the interconnectedness of ecological issues. Deep ecology, institutional environmentalism, green political theory, and possibly other schools of thought forge connections between environmental, political and social concerns. Ecofeminism emerges as an alternative theory for systema skeletale the issues and answers of sustainable development. An ecofeminist perspective more fully describes the connections between environmental degradation and the social inequalities that plague the poverty-stricken victims of pollution, urbanization, deforestation, and other by-products of over-development. Finally, it is important to include ecofeminist theory in a discussion of sustainable development, because in a patriarchal society, failure to recognize the int... ...w.Milbrath, Lester. (1989). Envisioning a Sustainable Society. Learning Our Way Out. Albany SUNY Press.Pomeroy, Robert S. (1987). The use of Women and Children in Small Scale Fishing Households A Case Study in Ma talom, Leyte, Philippines. Philippine Quarterly of Culture and Society. v.15, 1987, pp.353-360.Salleh, Ariel K. (1988). Epistemology and the Metaphors of Production An Ecofeminist Reading of Critical theory. Studies in the Humanities. 5(2), pp. 130-39.UN Chronicle. (1995). Empowering Women More Education, Better Health Care, Less Poverty. United Nations Chronicle. v.32 (June 95) p.46-47. New York United Nations Department of Public Information.Warren, Karen. (1996). Ecological libber Philosophies An Overview of the Issues. In Karen Warren (Ed.), Ecological Feminist Philosophies. Bloomington, ID Indiana University Press.

Environment and Feminism - Ecofeminist Theory and Sustainable Developme

Ecofeminist Theory and Sustainable DevelopmentPeople have to be able to work together if they are to realize the shared out destiny and to preserve a habitable environment for generations to come. Albert Bandura, 1995Banduras words epitomize the spirit of environmental education and its challenges of community cooperation, trans-generational communication and sustainable development. The success of these challenges depends on the ability to pass on knowledge about the environment to future generations in order for them to better understand how to maintain a sustainable consanguinity with nature. In this era of globalization and neo-liberalist policies, maintaining a sustainable relationship with the environment needs to be examined not just from an ecological perspective, but also from governmental and social angles. Since environmental issues are often connected to social and political concerns, a theoretical framework that encompasses a wider ideology may facilitate an acco rd of the interconnectedness of ecological issues. Deep ecology, institutional environmentalism, green political theory, and possibly other schools of thought forge connections between environmental, political and social concerns. Ecofeminism emerges as an substitute theory for framing the issues and answers of sustainable development. An ecofeminist perspective more fully describes the connections between environmental degradation and the social inequalities that plague the poverty-stricken victims of pollution, urbanization, deforestation, and other by-products of over-development. Finally, it is important to hold ecofeminist theory in a discussion of sustainable development, because in a patriarchal society, failure to recognize the int... ...w.Milbrath, Lester. (1989). Envisioning a Sustainable Society. Learning Our dash Out. Albany SUNY Press.Pomeroy, Robert S. (1987). The Role of Women and Children in Small Scale Fishing Households A Case Study in Matalom, Leyte, Philippin es. Philippine Quarterly of Culture and Society. v.15, 1987, pp.353-360.Salleh, Ariel K. (1988). Epistemology and the Metaphors of Production An Ecofeminist information of Critical theory. Studies in the Humanities. 5(2), pp. 130-39.UN Chronicle. (1995). Empowering Women More Education, Better Health Care, Less Poverty. United Nations Chronicle. v.32 (June 95) p.46-47. New York United Nations Department of Public Information. warren, Karen. (1996). Ecological Feminist Philosophies An Overview of the Issues. In Karen Warren (Ed.), Ecological Feminist Philosophies. Bloomington, ID Indiana University Press.

Chapter 1 Lecture Notes

ECON 1023 Fall 2011 Instructor Gibson Nene Chapter 1 Lecture Notes Limits, Alternatives and Choices The economic perspective or economic way of thinking takes the following concepts into circumstance * Scarcity and Choice * Purposeful Behavior * Marginalism Benefits and Costs Scarcity and Choice Economics is almost expects and path * familiarity has the resources to possess goods and function that satisfy our many desires. * However, our economic wants far exceed the productive capacity of our limited resources our resources argon scarce. ScarcityDefinition government agency that society has limited resources and therefore cannot produce all the goods and services people want In other words economic resources are scarce and wants are infinite. What is the meaning of scarcity from the consumers perspective? * Scarcity refers to limitations in wasting disease of the goods that are available because of limited income * Consumers have an income constraint. Because resources are scarce when we pack to produce something we concurrently make the choice to forgo producing something else. * When a good is produced, the resources employed can no longer be used to make another good. We essential go under what we will have and what we must forgo. Such sacrifices are referred to as luck costs. Opportunity cost Dfn The value of the good, service or time forg maven to obtain something else. When you choose to go to college, you forgo some potential income earnings. So Economics studies the choices made by individuals and societies to utilize scarce resources to satisfy unlimited wants. Purposeful behavior We make decisions to achieve desired outcomes * We are not always perfect in our choices Human behavior is assumed to reflect rational self-interest Economics assumes that individuals examine to increase or maximize their utility pleasure, happiness or satisfaction * As consumers we assume you are purposeful in deciding what goods and services to buy. * You wa nt to get the best out of their choices * Business firms are purposeful in deciding what products to produce and how. * Governmental entities are purposeful in deciding what services to provide and how to finance them. * In an nutshell, society seeks to get the best out of every choice. Does rational self-interest mean that individuals are selfish?It turns out that a lot of people help society through chari get across donations, expertise without expecting you to pay for the service. Marginalism Benefits and Costs What is the meaning of Marginal in economics? Marginal means extra, additional a change in. A change from the staus quo. e. g. should I study an extra hour for the exam? Should I buy an extra pair of dress? Every decision involves marginal benefits (MB) and because of scarce resources, marginal costs (MC). Which choice would make you better off? MB=MC, MBMC, MB Theories Laws and principles Models Economic principles are statements about economic behavior that enable pr ediction of the probable effects of certain actions. * They serve as tools for ascertaining cause and effect (or action and outcome) within the economic arranging * Purposeful simplifications simplify complex reality * Generalizations make statements about typical or average consumers, workers, or business firms * Ceteris paribus (Other things equal) all variables except those under consideration are held constant * Graphical expression many models are expressed graphicallyMicroeconomics versus macroeconomics Microeconomics studies individual decision-making units, such as a consumer, a worker, or a business firm. Macroeconomics studies the economy as a whole or it aggregates. The economic problem Individuals economic problem The economic problem face by individuals can be summarized using a budget line What is a budget line? Suppose you received a $ cxx Barnes and shocking gift taunt as a birthday present. The card expires soon, so you want to use everything on the card on books and DVDs. Your Budget here is $120 Two goods, DVDs Price $20 and Books Price $10First step in constructing a budget line. Construct a table showing the resource combinations of the deuce products that are available. Graphing the budget line What do we learn from the budget line? Trade-offs and Opportunity costs Implications of a straight-line budget constraint Choice bound income forces people to choose what to buy and what to forgo to fulfill wants. What happens to the budget line when your income changes? A reduction or decrease in income Suppose the gift card has $60 on it and prices do not change. You still want to buy the same two goods, DVDs Price $20 and Books Price $10.The budget line associated with a reduction in income. An Increase in income Suppose the gift card has $240 on it while prices of DVDs and books remain the same The budget line associated with income increase Societys economic problem * Economic resources are scarce * What are economic resources? The product possibility model * Assumptions merchandise possibilities table Lists the different combinations of two products that can be produced with a specific set of resources, assuming full employment. Assume a simple economy producing only Pizza and manufacturing equipment.Type of Production Production Alternatives A B C D E Pizza(hundred 000s)Manufacturing equipment ( thousands) 010 19 27 34 40 Production possibilities prune The law of increasing opportunity costs A movement from point A to point B Movement from point B to point C Movement from point C to point D Movement from point D to point E The shape of the curve PPF Example 2 Below is a production possibilities table for consumer goods (automobiles) and keen goods (forklifts) Type of Production Production Alternatives A B C D E AutomobilesForklifts 030 227 421 612 80 The PPF If the economy is at point C, what is the cost of one more automobile? Of one more forklift? Explain how t he production possibilities curve reflects the law of increasing opportunity costs. If the economy characterized by this production possibilities table and curve were producing 3 automobiles and 20 forklifts, what could you conclude about its use of its available resources? What would production at a point outside the production possibilities curve indicate? What must occur before the economy can attain such a level of production?Suppose improvement occurs in the technology of producing forklifts but not in the technology of producing automobiles. Now assume that a technological advance occurs in producing automobiles but not in producing forklifts. Now draw a production possibilities curve that reflects technological improvement in the production of both goods. Optimal allocation of resources Marginal benefit curve The marginal cost curve The point of intersection of the two MB=MC MBMC MCMB PPFs and Unemployment, Growth, and the future Unemployment or underutilization of resources Economic growthPresent choices and future possibilities Investment in future goods such as capital goods, research, education, and medicine, promotes economic growth. An economy that invests more in these future goods versus one that invests in current goods. Presentville more consumption today and little production of future goods Futureville less consumption today and more production of future goods. Futureville will have a greater production capacity in the future and greater consumption in the future when compared to the one that favors present goods. Which economy made a better choice here?

Analysis of Conan Doyle’s work Essay

English coursework A comparative essay on 2 private eye Holmes storiesThe world has chosen to remember Sir Arthur Conan Doyle chiefly for his creation of the fictional master detective, Sherlock Holmes. This prestigious character has been hugely popular for over one snow years shown in many different ways, whether it be books, television series, magazine articles, and so on.Conan Doyle himself was born in Edinburgh, rather than the London setting that Sherlock Holmes lives and works. He actu all in ally set out to be an oculist, however when no patients came he had plenty of time to write his stories. Around the same time, The Strand magazine was premier(prenominal) published, and Sherlock Holmes was printed for the first time in its pages. His stories were not long enough to be books of their own, and thrived as a regular part of their magazine.The Sherlock Holmes stories are create verbally in a very upper class setting. Watson and Holmes take cabs everywhere, and have very hi gh class mannerisms and habits, such as leaving a concern card if the person they have visited is not there. And Holmes himself carries round a gagee with him a rather posh acquirement thought to be that of a gentleman. They also have a resident in the home to look after them both, and take care of the household, which could of course only be afforded by those of the higher class.The item that these stories were written in such a way is easily explained. The stories were written for the magazine, The Strand. In those times, very little people read magazines, and could afford to subscribe. close to people read newspapers, but these magazines were aimed at the higher class, and particularly for the gentleman, because a very small number of women were expected to be able to read, and so they did not benefit from such a publication.The Speckled Band and, The Red-Headed League are both very interesting stories. The structures of both are much the same, but that accounts for all of Conan Doyles creations in accordance to the Sherlock Holmes stories.In accordance to this structure, The Speckled Band begins with a visit to the house from someone needing Holmess help.An element accept right at the beginning of the story is the deduction Holmes makes of Helen. This is extremely typical of Conan Doyle as it is a feature he nearly always adds as distributively of his stories unfold. In The Speckled Band Holmes instantly deduces that she travelled early by dog cart on heavy roads to the station before travel by train to London. The next patronages describe Helen giving a violent start and staring at Holmes in bewilderment.This is also underlyingly very typical of Conan Doyle to include such a description, as it what he includes in all of his stories at this point. In direct comparison, The Red Headed League features a swift deduction of Jabez Wilson in which he concludes that the man done at some point manual labour, takes snuff, has a freemason, has been in Chin a, and has done a considerable amount of writing recently.The line directly following on from that is set out exactly the same as in The Speckled Band and describes Jabez to Start up in his chair, with his index number upon the paper, but his eyes upon Holmes So we can conclude from this that this is an element Conan Doyle likes to include in his stories which also suitably gives a first time reader an sentiment of the way Holmess mind works.Following on from that, a long monologue is heard which tells every detail of the story. This is unusual in stories written now. We can note that in real life no one tells a story in such detail, uninterrupted, and this reflects tracts of today. But it is actually very typical of belles-lettres at the time.

How far and in what ways do the opening three scenes constitute a suitably problematic opening to Measure for Measure?

flier for Measure as a encounter is deeply renowned for being a line renovate that is to say, there are many unresolved items and unanswered questions through let out. Therefore in order to make the hatchway suitable for a play of this calibre, the opening must also be suitably occupationatic in order to pique the audiences interest sufficiently to ensure that they will be just as intrigued by the rest of the play as they are by the beginning.The plays moral dilemma mainly concerns the Duke, who mountain be seen as manipulating others lives without the slightest bit of regard for the consequences. It is unsealed how we are meant to consider him, because even after these initial scenes enough doubt has already been raised about his motives to make the audience rather suspicious. In this play, the firstborn three scenes contain just as many, if not to a greater extent unanswered scenarios, which help to ensure that the play commences as it means to go on, and hints at the even ts to follow.At the start of Act 1 Scene 1, due to it being the very first scene, you would think that the play would have a clearly defined beginning, so that the audience are able to be fully sensitive of all the events taking place, and to a certain extent be totally omniscient of what is happening. Instead, here, it seems that naught apart from the Duke has the inside story behind what is happening. This is most clearly proved by the beginning of the play commencing mid conversation.The Duke refers to his and Escalus commission, yet throughout the rest of the play the exact details of this are never mentioned this means that the ordinarily all-knowing audience is unsure of what is going on. The context of why the Duke chooses Angelo is also indefinite although Angelo close to pleads with the Duke to let there be almost more test made of his metal, the Duke simply tells him to stop evading his duties, and take over.This can be seen either as a test or as the Duke merely using Angelo to take the blame for any cruel but necessary actions. The word metal here is a apt(p) pun, which is being used either to highlight the possibility of the word mettle being substituted for it, or to show the weighing up of the coins, of judging weighed up with kindness. It shows how deeply the Duke is aware of the double meaning of his actions, and how they therefore are being perceived by the outside world.Another puzzling issue is the reason for the Duke claiming that his departure must be of so quick condition this is problematic enough for this issue to be recalled later in the play when the audience see the Duke pretending to be a friar so he can survey what happens, but still without giving a firm reason for having done so. This gives a further clue that he is testing Angelo, although all the same no concrete proof is ever given for this conclusion. However, even if he is testing Angelo, the question that must then be asked is why the Duke has chosen Angelo to test.Es calus is surely a often better choice, and this can be shown by the fact that the Duke chooses Escalus as the one to give him advice, or not even that just a second opinion on whether he has chosen the right person. Of course, the Duke is the one who makes the main decision, and regardless of what Escalus opinion is, the Duke is the one who controls the broad(a) situation. In this circumstance, his motives are deeply ambiguous, as they are indeed even in the rest of the play.It is confusing why he chooses to disguise himself as a friar, since at the time of the play being performed, Catholics were not usually trusted at all, let alone with the inner workings of someones life. However here universality is referred to throughout whether it is because Isabella is a Catholic nun of one of the strictest orders, or because of marriage (which is another suitably problematic issue on its own), nonetheless it is a reveal fragment of the plays content.In Scene 2, we come across for the fir st time some of the examples which prove the existence of Viennas underworld. Lucio, Pompey and the other Gentlemen are prime examples of this however it is in truth unclear as to what the audience are meant to think of them. By all means, they do use such coarse expressions as would be expected to be heard from the worst characters, such as French crown referring of course to syphilis.By the mentions of sexual diseases, the audience therefore presume them to be the negative characters of the play however it is unclear as to whether all morally ambiguous behaviour should also be condemned. This issue of whether sexual promiscuity should be perceived as the worst crime, and therefore punished as such, is referred to again and again from both Angelo, the strict enforcer of this law, and Isabella, Claudios sister, who despite her strict beliefs still wishes for the law to be more lenient in this case.Shakespeare therefore never clearly defines what the audience should think whether th ey should think that sex outside of marriage is a vice and that Angelos strict impudently law is doing the3 right thing, or whether they should listen to Mistress Overdones opinion that Claudio was worth five thousand of his fellow sexual deviants. However Claudios actions did not allow him to continue existing as a free man he was now condemned to having to spend time in jail for a crime which in the eyes of some was not a crime at all.It is particularly problematic because he believed that he was officially married, and therefore it was permissible to have a child with his wife it is notwithstanding that the marriage was not completely formalised at the time that led him to be punished. If the committer of this crime had been someone else, rather than this otherwise generally upstanding citizen, this penalization of Angelos would not have seemed so severe. In this case however, the audience finds it very difficult to judge, and this moral dilemma continues throughout the rest of the play. Isabellas opinion on her brothers problem with the law is also very puzzling.She begs and pleads with Angelo to spare her brothers life, but this can be seen as being rather sexually provocative and calculating, as if she is aware of incisively what she is doing and what effect this will have on Angelo. Later in the play Angelo ends up blaming himself for everything and Isabella succeeds in manipulating him. But here Isabella, after coming for the express single-valued function of seeking a pardon, and saying that she will succeed, quickly then says I had a brother. The imperfect tense there shows that in her mind, if he is not to be pardoned he is already dead.She goes from one extreme to the other from being very open with her feelings, to reflecting Angelo, with snow-broth in her veins, a strict view on life, to even manipulative and cleverly calculating. This is rather problematic because the audience is more used to the characters motives being clear-cut and easy to understand, unlike Isabellas complex multi-layered personality. This is a problem play, but it can be seen that the characters being unable to be understood in one touchstone too far from just the events of the play being problematic.Measure for Measure is a Shakespearian problem play, which sharply addresses some of the issues of the law of the day when it came to the balance between justice and mercy, or the attitudes towards non-witnessed marriage. However this play takes it one step further than there simply being difficulties to overcome most of the plays background is in fact completely unknown. Whole conversations, except for their conclusions, are omitted, characters are not clearly described, reasons for peoples actions are unknown, and even motives are unclear.However when these three scenes are put in context with the rest of the play, it goes from being overly problematic to in fact just suitably so. The issues raised here are not created just to confuse the audienc e, but to provoke a well thought out mental response from them, prompted by the characters opinions. These problems are referred to constantly throughout the play, and help to give it the conclusion that it has not completely resolved of course, but as much as could be expected from such a problematical play.

Comprehensive Proposal for the Development of an Early Childhood Education Program

Comprehensive proposal for the growth of an early baby birdhood education chopine Do you realize how important the first few years of your pincers life are? We at Lighthoexercising Learning Academy understand how important these years are. The early years are when the foundation for your peasants life is being implemented. That is why at beacon fire Learning Academy we rear programs from ages 6 weeks by means of 12 years aging. Our Early look at program emoluments infants from 6 weeks through 24 months. This program is knowing to make sure that each babys physical and developmental need are met.Daily schedules are ad fittinged to meet each infants sleeping and eating patterns. At the appropriate prison term, toddlers are introduced to contrasting concepts and skills that leave behind armed service them as they prepare to move to the next program. Our Preschool program serves electric shaverren from the age of 2 through 5 years of age. apiece age group give be d ivided into classrooms. Once the child is 4 years of age (by September 1st), he/she will enter our stated funded Pre-K program. Each class will use a theme based curriculum designed to introduce concepts and skills based on each childs age and development.Daily schedules will be designed with a balance of teacher-directed and child-directed activities. Lighthouse Learning Academy understands that we serve a community that works various and long hours. We gladly provide before and aft(prenominal) school care for families that require assistance. During the after school program we provide various activities and projects to enhance life skills as well as, an established time for children to do homework and tutoring is also available if your child needs help.Transportation services are available to and from local elementary schools. Lighthouse Learning Academy hopes to make acquiring to and from work less strenuous for working parents by providing the operating hours of 530 am to 630 pm. Being that we come out to service our community, the vision of Lighthouse Learning Academy is to make it possible for all in all children, youth, and families to reach their potential in a safe, nurturing, and affordable environment.Our mission at Lighthouse Learning Academy is to afford children with the premier quality early care and education, to serve as an accommodating system and source for families, strengthening the communities that we serve, and to work exchangeable with other networks and services to make certain that high quality preschool education remains safe and affordable for all families. We believe that from infancy, and through the school years, we are helping to chart a successful outcome for our children.We work with parents from pregnancy to make sure that their children are placed in a compassionate, encouraging, and nurturing environment. We offer a curriculum that focuses on all of the developmental domains, and an age specific method that helps child ren move forward from one milestone to the next in a personal manner that has been confirmed to establish a strong basis for lifelong learning. We believe that thither is a vital link between these values and the ongoing allegiance of our rung.Therefore, our cater is encouraged and supported as they further their educational understanding of early childhood education. Lighthouse Learning Academy staff members serve as coaches and mentors to each other enabling them to share ideas, experiences, and up to the minute knowledge of new research, policies and best practices. In addition, we provide on going skill set training for staff through meetings, newsletters, and state specified trainings.We do our best to provide parents with resources pertaining to high quality health and dental care, as well as nutrition, cognitively stimulating home environments, access to services, strong social connections, and safety precautions for children. New parents, or parents that are new to our n eighborhoods, can rely on us for information and support during lifes transitions. Lighthouse Learning Academy is one of the strongest advocates for children and families in the area that we serve. We are aware of the responsibilities that we seduce to our families and children to be a voice for affordable, high quality preschool services.We take pride in working with local support agencies, legislatures, and school systems to provide safe, strong, and constant services for children from birth through the school years. We take pride in our parents, our staff, and the valuable chance that we have to be a part of your childs development. The bewitch that we can have as partners for children is beyond measure. At Lighthouse Learning Academy we think that all children have a right to respect, in spite of their skill levels.We provide an environment that is safe yet thought-provoking, and a curriculum that challenges them through creativity and learning through play. Consequently, our program supports the following philosophy about children and their invoketh 1. Each child has a unique learning style, learns at a different pace, by different methods and at different ages of maturation. 2. A positive attitude develops in children, who can fulfill their goals, complete tasks on their own, and work with others and receive positive feelings from others. 3.Children learn self-discipline through understanding, commitment, and reinforcement. 4. Children gain their independence by being allowed to do things for themselves as they are capable of, but keeping in mind new skills. In a safe, caring, respectful environment, children have the greatest chance to grow and develop. Such a setting should be the basis of all childcare programs. We, as educators, should do our best to create an environment that is rewarding, inspiring and supporting of all possible learning and growing opportunities.An encouraging learning environment is provided through a well design physical envi ronment, the instructional materials, equipment, relationships established between everyone, and everyday routines. It is in this environment that each childs growth takes place. The basis for creating learning environments that promotes growth comes from the National Association for the Education of Young Childrens (NAEYCs) philosophy of child development and learning that contains developmentally appropriate practice.A developmentally appropriate learning environment (1) Provides learning centers that encourage mixing of multiple content areas, the library should contain a variety of books such as big books, picture books, books with words for teacher to read, books covering a wide range of topics, headsets with audiotapes in closings there will be whacking unit blocks, hollow blocks, different types of vehicles, pencil, paper and books related to construction. 2) Provides twain active and quiet activities, the library should be an area for children wanting to read simply or quietly listen to a book read by the teacher or enjoy music through head sets while the block area promotes lots of movement to complete projects. (3)Provides materials that encourage awareness and knowledge of diversity through books about different cultures, as well as dolls of different races, and musical instruments from a variety of cultures. (4) Ensures that children have easy access to materials. 5) Makes sure that there are plenty of materials available. (6) Offers children the chances for isolated and group play in descry of an adult. (7) Makes sure that there is adequate space for individual, small- and large-group experiences, both inside and outside. (8) Displays classroom materials and childrens art at childrens eye level. (9) Promotes literacy in the environment through a variety of sources for print and audio. The infant room through the 4 year old room will be comprised of teachers that are highly equal.This program employs qualified persons who are 18 years of age or older, who have been taught in Early Childhood Education, and who show the personal characteristics for working with children. Employees working with school-age children have been apt in early childhood, child development, or a related field. The amount of schooling will vary depending on the level of responsibility of the position. Employees of a large group of children should have at least a CDA or an associate degree in Early Childhood Education. The Pre-K classrooms will have a hunt Teacher and an Assistant Teacher.The Lead Teacher will be inevitable to possess a two- or four-year degree in the early childhood field. completely assistant teachers must possess at least a CDA. Teaching is full of many responsibilities, roles, and challenges. As an early childhood educator, you will be required to wear many hats. As a teacher, you should be prepared to be flexible. It is important to remember that your job description may change if you are call for in other areas to fil l in. Early childhood teachers assist learning by providing activities and materials that children find appealing.By supplying a developmentally appropriate environment, interesting materials, and time to explore, and play, children find learning easy and fun Teachers have to communicate with many people throughout the day, ranging from parents to administrators, as well as the children. Early childhood teachers must be ready to communicate with all of these people. You should feel at ease opening up, asking questions, and sharing your experiences. Paperwork, lesson planning, preparing materials and the environment, require teachers to have strong management skills.Managing a classroom requires organizational skills, and commitment. There are many balloons floating in the air and it is your task to keep them up Discipline is the guidance, encouragement, and support that adults use to influence children. Appropriate discipline helps children learn how to interact and develop self-con trol. The staff at Lighthouse Learning Academy understands these concepts and uses the following discipline strategies First and most importantly, the staff creates a positive and safe environment in which all competencies can be fostered and where there is little opportunity for misbehavior.Secondly, teachers always model appropriate behavior, both verbal and non-verbal, including body language. Teachers set limits, which reflect realistic expectations for the age and development of each child. When there is conflict between children, teachers will utilize Dan Gartrells basketball team Finger Formula. The five finger formula involves five stairs. The first step is to cool everyone down. No one can negotiate when they are upset. The second step involves having everyone involved to agree what the conflict is about. Thirdly, you would want to involve everyone in coming up with possible solutions to the problem.Fourth, you would want every to agree on the solution. And finally, you m ust raise out the solution that everyone agreed upon. This technique teaches children how to solve problems on their own. If these strategies are not successful, a child may be removed from the group and head to a quite area with an independent activity. If your child continues to have problems, we will contact you. We will do our best to work with you to correct the behavior issues. If there is still no change in the behavior, a short suspension may be used at the judgment of the director.If a child is not adapting or benefiting from our program, we reserve the right to disenroll the child from the program, also at the discretion of the programs director. Communication between the parent and the caregiver is important to having a successful child care arrangement. After an adjustment period, your child should be able to make the move from home to child care fairly easily. The staff will be providing support to you by discussing your childs progress and will recognize the parent a s the primary caregiver.A tour of the center is a vital part of the orientation process. It is at this time when you will meet the staff members that will be responsible for educating your child as well as view the classroom environment. We suggest that you start out your child along so that, he/she can become familiar with the teacher and the classroom. A tour can be arranged at anytime, just call to set up a scheduled time or just drop in. Our staff welcomes you with open arms. Lighthouse Learning Academy will distribute monthly newsletters so that you will be aware of what is happening with our program.The newsletter will inform you of the themes that will be introduced to your child each month. It will also detail ways in which you can assist the program, as well as upcoming events. Teachers may opt to send home every weekly or a monthly newsletter, keeping you aware of the happenings in the classroom. Through newsletters we are able to keep you updated of the programs effort t o make sure that your childs light shines. Assessment is the method of collecting data about children in order to determine where they are developmentally and to make decisions about their education.Teachers fix useful data about childrens skills, and progress by observing, documenting, and reviewing childrens work over time. Ongoing judicial decision that happens in the context of classroom activities can provide an ideal and fair picture of the childrens abilities and progress. The purposes for assessment in programs for young children are instructional planning and communicating with parents. This helps to determine, what are the childs strengths, needs, and learning processes, as well as how is this child doing, and how will this childs instruction and guidance be planned?Another purpose is identification of children with special needs. This allows for assessing whether the childs needs can be met in the program and if not, how does this program need to be adapted, or what pr ogram is required? The third purpose is program evaluation and accountability. This assessment allows for assessing whether the program, as now implemented, is meeting its goals and objectives? One of the assessment techniques that we use is the student portfolio. The portfolio is a system for the hookup of the childs work.Work samples are products of childrens work that mirrors situations in the learning environment, rather than manufactured instructional situations. The collection of work samples along with the recorded observations of childrens interactions and comments shows the childs progress over time and in a variety of settings. The key to the use of information hoard through this approach is the teachers knowledge of child development and skill as an observer. Parent conferences will provide you with the opportunity to discuss and learn about your childs portfolio and how it is used in assessing your childs development.Observations will also be used as an assessment qui ll. Observations can be an assessment tool used while a child is playing usually in his/her natural environment. The observer is able to see the interactions between the children as well as noting speech and language, and motor skills. Lighthouse Learning Academy wants to make sure that your child will receive the individualized attention that they deserve, so we have established groupings of children for care which comply with the following staff ratios for every age group.For infants to one and a half year olds, the teacher-child ratio will be 3 to 6 infants for 1 teacher. There is a maximum of twelve infants in one room. If there are more than six infants, another teacher will be placed in the classroom. For one year olds that are walking, the ratio will be 1 teacher to 8 children, with a limit not to fade sixteen children. For two year olds, the ratio will be 1 teacher to every ten toddlers, with no more than twenty in the classroom. For the terce year old classroom, the ratio will be 1 teacher for every 15 children, with no more than thirty.And in the four year old room as well as the pre-k program, the ratio is 1 teacher to eighteen children. In the pre-k program there are always two teachers. Children may be mixed in age groups only during early morning arrivals and late afternoon times of departure. When mixing age groups, you must go by the staff child ratio and group size based upon the age of the youngest child in the group. During rest time the staff child ratio may be doubled the number of children as long as there is one staff member in the classroom. Lighthouse Learning Academy prides itself on providing a safe learning environment for your child.But we know that accidents and injuries will occur. If an accident occurs at our center, we will follow the following guidelines depending on the severity of the injury. First and foremost, our staff and teachers are trained to apply first aid to minor injuries such as cuts, scrapes, and bruises. The director will report to you at the end of the day or during the day based on the nature of the injury. If your child is seriously injured and it requires medical attention, you will be notified immediately and emergency personnel will be contacted.In cases where you child has to be taken to the emergency room, we require you to sign an authorization form so that we may act during your absence. This form is provided in your enrollment package.References Decker, C. A. , Decker, J. R. , Freeman, N. K. , Knopf, H. T. (2009). grooming and administering early childhood programs (9th ed. ). Columbus Pearson. Gartrell, Dan. Guidance Matters. March 2006, retrieved on October 16, 2010 from http//www. naeyc. org/files/yc/file/200603/GuidanceBTJ. pdf

Translator As My Dream Job Essay

Ever since I began studying English, I have ever wanted to become a voice, translating Chinese into English so that people in other countries can enjoy Chinese poems and stories. Becoming a translator isnt easy. It takes great patience and perseverance/ (Needless to say heartfelt effort and willing persistence is absolutely needed./ It is a step by step go up that involves agency, patience and hard work.) Firstly, as a middle school student, I must improve my reading comprehension in both languages so that I can choose the appropriate words when I am translating something. Secondly, in order to become good seemly to be a translator, I must learn and use effective learning strategies. Im still only a middle school student, so I have a long way to go. I hope that I will be able to go to college and become a real translator some day.My day- woolgather is to become a successful doctor, helping those sick people and saving their lives. I hope everyone can have an opportunity to rec eive excellent treatments for their illnesses without having to relent much or just enjoy them free. Of course, I know to achieve my dream , there is a long way to go. I need enough knowledge and experience, so working hard in school will promote me to be a professional doctor. at a time everything I do is finish to my dream. I feel life is filled with hope and is colorful, and I have enough confidence to realize my dream.BeginningMy dream is to become a __________, +V-ing.My dream is to become a kindergarten teacher, teaching, talking and playing with my dear children. My dream is to become a professional photographer, showing people a different point of clear and helping them find a new world in a single photo.ReasonThere are several reasons.a kindergarten teacher I can be myself by opening up my heart, wearing a sincere smile and maintaining a young, optimistic and energetic attitude to life. Whats more, I want to try to en incontestable that our children experience a memorab le puerility by playing musical instruments, painting, singing, swimming and etc. The most important of all, I plan to create a goodcircumstance in the kindergarten that every kid can seek out their own hobbies and have an interesting childhood to remember.HowOf course, I know to achieve my dream , there is a long way to go. To reach my dream I will take photography classes in summer and take a photography course in school. The only way to realize my dream is just do ithave enough confidence in yourselfEndingOnce I become a doctor, the world is waiting for me to make a difference. With my persistent passion and endeavor, I am sure that I can climb over this mountain, no matter how high or tough it is. My enthusiasm and persistence can motivate me to pursue my dream. Now its the timeI always feel fortunate that I got through an unforgettable childhood, for I was never forced to learn what I was antipathetic to learn and for I had the opportunity to go to various parks almost every w eek, going close to nature or making greetings to animals and plants.

Continuities and changes of religion in Sub-saharan Africa Essay

sub-Saharan Africa has undergone changes with religion such as the changing of religious affiliation to Christianity and the practices of cosmology and ontology, however, Sub-saharan Africa has also remained constant with their thoughts being focused on various persuasions like a creator and evil. Christianity was predominantly the main religion in Sub-saharan Africa opposed to the Muslims of North Africa. Christianity in the Americas slowly began to send out missionaries to spread the Gospel and build churches in Africa.The people began to form their daily lives and rituals accordingly and the universe of discourse of Christians rose from about 9% to around 63% over the years from the 1900s to modern day. Missions in Africa is most definitely something that Christians in other component of the founding have focused on. It seems to be a to a greater extent targeted area for its other religious practices such as cosmology and ontology. Cosmology and Ontology are more philosophica l beliefs in nature, evolution, and the way the world works. In Africa, many small tribes are closed off from communication outside of their tribe, and have practiced trusted beliefs for hundreds of years.This belief system tends to lean towards the more relaxed religion and allows freedom for the people in those tribes to do what they want as long as it is parallel to what is serious in nature. Everything in this philosophical study is that of nature. Nature is considered holy and worthy of worship. Cosmology and Ontology are how Sub-Saharan Africans attempted to explain our complex world in the simplest way possible that makes sense to them. There were also other beliefs that Sub-saharan Africans developed over time such as the belief in evil beings and eternal paradise.Sub-saharan Africans soon realized that there needed to be some kind of an explanation for what happens when you die, or what evil is. These detail did not necessarily help form a new religion, but rather simply added on top of the religions already in place in the Sub-saharan region. In the Niger-congo area, there was a common belief in spirits, a creator of the universe rather than evolution. In other areas, there was the belief in the worship and idolization of ones personal gods whom they gave thanks to and credited much of their life to.These tribes lived their lives to please their gods in order to win favor and win a long and prosperous life. This is also something that was seen in Ancient Greece where Greek Mythology and the worship of gods took place. These people too, lived to please the gods to live a good life. In conclusion, Sub-saharan African has undergone changes in religion such as Christianity and Cosmology, but there was also factors that remained constant throughout the existence of Sub-saharan Africa such as little tribes who accept in pleasing personal gods.

How to Analyze an Advertisement Essay

Theres more to advertisings message than meets the casual eye. An effective ad, like other forms of communication, works best when it strikes a chord in the needs and desires of the receiving consumer a connection that can be both intuitive and highly calculated. The following questions can help foster your cognizance of this surgical process. You may be surprised by the messages and meanings you uncover.1. What is the general ambience of the advertisement? What mood does it create? 2. Study the advertisements form. Attempt a unprejudiced description of what elements it consists of in terms of elements and formal arrangement. 3. What about technical decisions? If the advertisement is a photograph, what kind of a shot is it? What significance do you think coherent shots, medium shots, close-up shots take away? What about the lighting, use of colour, angle of the shot? 4. What typefaces are used and what impressions do they convey?5. What techniques are used by the copywriter hum our, alliteration, definitions of life, comparisons, sexual innuendo, and so on? 6. What is the relationship between pictorial elements and written material and what does this tell us? 7. Does the ad essentially provide information or does it try to draw some kind of emotional response? Or both? 8. What action is taking place in the advertisement and what significance does it adopt? (This top executive be described as the ads plot.) 9. What signs and symbolic codes do we find? Symbolic codes can involve figures e.g. facial expressions, clothing codes etc.What can be said about their facial expressions, poses, hairstyle, age, sex, hair colour, ethnicity, education, occupation, relationships (of one figure to the other)? What role do these symbolic codes play in the ads impact? 10. What sociological, political, frugal or cultural attitudes are indirectly reflected in the advertisement i.e. does the ad work ideologically?( An advertisement may be about a span of blue jeans but i t might, indirectly, reflect such matters as sexism, alienation, stereotyped thinking, conformism, generational conflict, loneliness, elitism, and so on).11. How important is the spectator/readers own context difference to be on his/her understanding of the ad? Who is the presumed reader or public for this ad? Excerpted/adapted from Arthur A. Berger Signs in Contemporary Culture An Introduction to Semiotics, Longman, White Plains, NY online. operable from http//www.medialit.org/reading_room/article227.html accessed 24/04/08DECODING ADVERTISING IMAGESAds/images have different levels of meaningDenotation what can be seen the literal, commonsense or natural meaning of the ad (first regulate meaning). Denotation is commonly implied by the use of photography.Connotation the hidden meaning (second order meaning) a range of possible meanings which may depend upon the readers knowledge, social background and other factors which influence personal judgement or interpretation.Meaning in a n advertising image can be seen asSyntagmic the linking process between represented object (signifier) and significance (meaning) is unconsciousReferential it is understood in terms of structural relationships to other signs. Meaning is made up of a system of differences and oppositionsIdeological occurring within a wider framework of ideas or way of thinking about social relationsConventional socially mediated i.e. is jibe to accepted rules and codesPreferred (or dominant meaning) is the meaning that the advertiser (presumably) hopes the image will convey. Stuart Hall, though, notes twoother modes of reading ads negotiated readings and oppositional readings (which subvert the presumed intentional or seeming obvious meaning of the advertising image).ConnotationThere are a sum of issues which can be considered when analysing an specific image, factors which can help one to identify the mean connotation of the signs contained within the image, and of the advertisement as a who le.Technical Codes (including)tv camera angle is the implied angle of vision up/down, at an angle, straight on? Camera distance how far is the implied camera from the subject? Focus is the image in sharp detail or soft focus?Lighting what is highlighted or remaining in the shadows?Information Valuethe placement of elements within the whole image is indicative of a relative symbolic meaning. horizontal reading Left = given, old(prenominal)right = new, not yet knownvertical reading upper = promise, emotivelower = Portfolio, actual, informationCompositionSalience the elements of an image attract prudence to differing degree according to their position in the whole composition (foreground, background etc.) Framing the presence or absence of framing devices signifies the connection or insularity between the different objects/figures Cropping is the cropping from a wider image implied?Juxtaposition have two images been juxtaposed to create a particular effect?CaptionsRemembe r to consider the text in an ad. If an image has no caption it can be considered an open text and therefore open to interpretation. Captions generally function as modifiers to anchor the essential significance of the image, and to reduce possible ambiguities of meaning in the image.Symbolic CodesA symbol is a picture/object which stands for something else, where the meaning is widely understood e.g. a dove symbolises peace or the Holy Spirit in western society. Symbols do not necessarily have only one connotation and have to be selected with care by advertisers it is the image as a whole, the relationship between signs (symbols), which will determine which connotation is mean (a meaning which might be fixed by modifiers such as text captions).Body language/non-verbal codeswhat is the significance of the figures poses or physical posture? what facial expression do the figures have?do the body types (well built, thin, fleshly etc.) connote wider meanings e.g. .stereotypes?Clothing codesdoes the clothing connote specific occupations or nationalities? what connotations about class and status does the clothing have? twist (symbolic value)Does the colour/colour range used suggest a mood e.g. sorrow, gaiety etc.? Does the colour use suggest an abstract meaning e.g. romance, worth etc.? The kinds of colours used the use of bright, dissonant colours might indicate modernity for instance or a sepia range might signify tradition.Issues which might be activated by use of symbolic code includeBranding the use of symbolic signs to connote a distinct brand individuation for a product which in physical composition cannot be differentiated from other examples of the same product e.g. perfume or cigarettes. renown a meaning structure is created by selling commodities in terms of social (celebrity) identity. The product being sold is given the character attributes more unremarkably associated with the celebrity e.g. physical strength, elegance etc.. The consumer buys t he product to buy into the celebritys image (see promise of pleasure principle).Promise of pleasure principle mountain up links between consumption of the product and personal fulfillment or attainment of desired state of being. The consumer is not buying the product itself, but the emotional promise.Commodification advertising translates statements about objects into statements about humankind relationships or types of consumer. This implies a denial of individual identity by the translating human beings into objectsObjectification the use of the part (of the human body) to stand for the whole denies human agency or the wholeness of the individual. This is more often associated with the use of female models. Fragmentation of the female body connotes the commodification of female identitythe gaze (scopophilia) where the presumed spectator is gendered male, the notion of the gaze connotes unequal power relations between the sexes (inequalities which are presumed to mirror those in wider society)Gender stereotyping- this can relate to ideological expectations as to gender roles and the use of gender stereotypes or sexualisation as a marketing toolRacial or ethnic stereotyping this can relate to the developing of social difference e.g. the other (in which one culture is seen as opposed to mainstream western characteristics) in a way which reinforces the social stereotype or attracts by the presumption of exoticismIdeology objects are used as signifiers within the context of wider signifying systems or ideological contexts e.g. western democracy/consumerism, and can only be properly understood via a knowledge of this ideological framework. The spectator constructs meaning according to the codes at his/her disposal i.e. meaning is socially mediated and not laissez-faire(a)Social identity the spectator constructs meaning according to the codes as his/her disposal ie the meaning constructed is socially mediated and not purely personal or individual.Context and AudienceWhere is the image to be found? You need to consider whether it is/was intended for a magazine, a poster, a street hoarding etc.What is/was the intended public for the image? What impact might identified issues have had upon the design of the image under analysis? When considering a news photograph a number of other questions might be asked such as the news value of the image itself and the relationship between the image itself and the surrounding text.

Hoover vs FDR

The Great Depression caused hardship for almost everyone in America. Franklin Roosevelt and Herbert vacuum were cardinal presidents during this era with two very different approaches on how to deal with It. Roosevelt Is generally thought of as a liberal, while Hoover Is considered a conservative. A liberal Is generally someone who pushes for direct regime elaboration In citizens lives, while a conservative typically pushes for extra government.Roosevelt did indeed have a more than than liberal approach, putting mammoth sums of money into relief programs directly for the people Hoover was conservative in his approach?he claimed it was the Job of churches and close charities to provide relief, however became less conservative towards the give the sack of his term. Hoover was especially conservative for the beginning of his term. He showed limited government involvement through very limited spending. In 1929, the first year of Hovers term, the government expenditures were furt her $3. 27 billion, barely rising 1933, however, spending increase to $4. 659 billion and $4,598 billion, respectively Doc F), showing that his conservatism decreased a bit. The deficit still remained extremely low, showing Hovers unwillingness to be too Involved In recovering the economy, but rather allowing the private factor to grow. Hoover also worked on limiting government by literally limiting government?by not increasing control or spreading bureaucracy. He said that Liberalism, should not be found striving to spread bureaucracy but striving to set bounds to it (Doc A).He showed his conservative value by criticizing a large government. He also left the charity work to private charities and churches, verbalise that economic depression cannot be curbed by legislative action or executive pronouncement (Doc 8). afterward in his term Hoover became slightly more liberal in his approaches to ending the Great Depression. The national expenditure Increased from $3. 127 billion In 1929 to $4. 659 billion In 1932 (Doc F). He started helping the people more directly by creating huge government sponsored projects which created Jobs. These Include the Hoover Dam.Hoover also hectically increased the surface of government, passing more legislation and creating more bureaucracy. Under him later in his term, farmers were lent money to corrupt and sell agricultural goods and were helped through cooperatives. Such spending and loaning is very liberal. Hoover wanted to reconstruct agriculture through large appropriations for loans (Doc D). Document C depicts Hoover as no longer sympathize with about being seen as conservative, rather saving the poor by spending government money. Roosevelt, opposed Hoover, was a liberal president from the beginning to the ND of his term.He stated himself that Liberalism becomes the protection for the far-sighted conservative (Doc G). This not only promotes liberalism, but attacks conservatism. Franklin Roosevelt liberalism Is most c learly seen through the federal spending under him. During his term, annual government expenditures rosaceous from government spending more to end the depression. Roosevelt also, as Hoover did legislation and increasing bureaucracy. The legislation include the Works Progress Administration. The WAP cost $1 1. 4 billion and employed a huge instalment of the workforce.He also passed the Agricultural Adjustment Act to stabilize the farm industry by decreasing the pleonastic created by farms. FDA can be characterized as liberal due to his extensive spending, loans, and government intervention. While FDA is most commonly known as a liberal and Herbert Hoover is most commonly known as a conservative, Hoover became more liberal in his approach to ending the Great Depression toward the end of his term. Although Hoover played a part in ending the Great Depression, it really took Fads extreme liberalism to altogether recover Americas economy.

How duration affects the rate of electrolysis in a Voltaic Cell Essay

Design and Conduct an experiment to investigate the effect of angiotensin converting enzyme FACTOR on oxidation- step-down reactions.Introduction-The two main comp ints of redox reactions ar reduction and oxidation. decrement is a gain in electrons and the decrease in oxidation summate whereas oxidation is the loss of electrons and the gain in oxidation number. Voltaic cellular telephones, also known as galvanic cells generate their own electricity. The redox reaction in a Voltaic cell is a spontaneous reaction. For this reason, voltaic cells are unremarkably utilise as batteries. Voltaic cell reactions supply energy which is used to perform work.The energy is harness by situating the oxidation and reduction reactions in separate containers, joined by an apparatus (known as the season bridge circuit which primarily completes a circuit and maintains electrical neutrality) that entirelyows electrons to flow. The functions of a voltaic cell are kind of simple. There happens to be an anode and a cathode. The positive ions go the negative electrode (anode) whereas the negative ions go to the positive electrode (cathode). Electrons ceaselessly flow from the anode (where oxidation takes place) to the cathode (where reduction takes place). Electrons flow across wires whereas ions flow across the electrolyte and the salt bridge.Aim-The physical object of this experiment is to see how the magazine affects the chaw of the atomic number 30 electrode (anode) and the bull electrode (cathode) in a voltaic cell. multivariates-VariableType of variableHow it will be controlledTime (s)Independent (The one you assortment)Values from 5 to 35 ss will be used nap of anode & cathode (g)Dependent (The one you measure)Electrodes will be mensurable after each time intervalCurrent (A)ControlledMeasure the current with the help on an ammeter sign survey of cathode and anode (g)ControlledWeigh out the electrodes using top tear apart correspondence from the beginning o f the experiment down on ionControlledUse the similar solution for all the trials. The charge on the copper ion should be 2+ since the copper 2+ is existence converted to copper metal. The charge on the coat ion should be 0 because Zn is being converted to Zn 2+C oncentration of electrolyteControlledUse the same solution for all the trials. The solution primarily should be 1 mol dm-3 (just like standard conditions)Area of electrodes (cm2)ControlledMeasure the electrodes to match they have the same dimensions (92.5cm). Use the same electrodes for all the trials.Volume of electrolyte (cm3)ControlledUse a measuring piston chamber to measure out the electrolytes volumeAtmosphere which we are working underControlledPrimarily we are working under standard room temperature of 298 KApparatus-* 122.5cm2 copper electrode* 122.5cm2 zinc electrode* 100cm3 1mol dm-3 Zinc sulfate solution* 100cm3 1mol dm-3 copper (II) sulphate solution* Filter paper (required to create a salt bridge)* 100 cm3 of potassium nitrate solution (the spectator ion which I will require for creating the salt bridge which will complete the circuit and maintain electrical neutrality)* 2x200cm3 beakers* Stopwatch (0.01s)* 1x100cm3 measuring cylinder (1.0cm3)* Voltmeter* 2 connecting wires* acme pan balance (0.01g)Method-1) Set up the voltaic cell. Use a measuring cylinder to measure out 100cm3 of copper sulphate solution. Pour it into the 200 cm beaker.2) Next do the same for zinc sulphate. Use a measuring cylinder to help measure out 100cm3 of zinc sulphate solution. Pour it into a different 200 cm beaker.3) Weigh the skunkes of the electrodes separately using a top pan balance. Record the sign visual modalityes.4) Connect the wires to the outlets in the zinc and copper electrode. Place them in the corresponding outlets of the voltmeter.5) After that we cut out some filter paper and dip that into our spectator ion (potassium nitrate) in order to build a salt bridge. The salt bridge will pri marily complete the circuit, cater flow of ions and maintain electrical neutrality. The salt bridge will be placed in much(prenominal) a way that the ends of the salt bridge will be forgathering separate solutions of zinc sulphate and copper sulphate. The overall circuit should resemble the diagram in Figure.1.6) Place the zinc electrode into the beaker with the zinc sulphate solution and the copper electrode into the beaker with the copper sulphate solution and at the same time, start the stop watch. Keep the stopwatch running until 200 seconds elapse. *Note- we will be recording the time every 5 minutes because 1 or 2 minutes simply isnt enough for the throw to take place7) engage the cathode out of the solution and measure its flock (remember, before doing so, shake it a couple of times in order to remove any moisture). Record the mass. Do the same for the zinc electrode8) Place the electrodes into their respective solutions once again and start timing. Repeat steps 5 to 69) Repeat the same steps until we father mass readings for up to 60 minutes of experimenting.Data Collection and ProcessingRaw data- initial mass of anode (zinc electrode) 31.29 0.01g Initial mass of cathode (copper electrode) 32.05 0.01gTable 1 can of anode and cathode obtained from different time intervalsDuration of electrolysis (0.21s) plenty of anode (zinc electrode) (0.01g)Mass of cathode (copper electrode) (0.01g)300.00 (5 minutes)31.2732.08600.00 (10 minutes)31.1432.16900.00 (15 minutes)31.0832.271200.00 (20 minutes)31.0032.421500.00 (25 minutes)30.8332.491800.00 (30 minutes)30.6132.802100.00 (35 minutes)30.2533.08Qualitative observations- We can see that the copper is deposited at the cathode where the cathode begins to germinate more(prenominal)(prenominal) pink/ brownish colour. Blue colour of copper sulphate solution begins to get paler. Zinc electrode begins to corrode a bit. nearly corrosion can be observed at 35 minutes time interval.Note* UncertaintiesThe amount reaction time was 0.5s even though it did alter from interval to interval. Note that there is also a 0.01s time skepticism in the stopwatch itself. The uncertainty for mass is inscribed on the top pan balance as well.Data ProcessingWe must now calculate the mass changes which have interpreted place due to experimenting with different time intervals. (Different time intervals would result in a different mass change)This can be measured simply by doing the followingMass change = lowest mass initial massDue note however that this economy can only be used for calculating the mass change taking place at the cathode (copper electrode where reduction takes place). This is because copper 2+ is being converted to copper metal and is being deposited at the cathode. Obviously this would result in a mass gain at the cathode. accordingly, it would be better for us to use the formula Mass change = nett mass initial mass so that it gives us a positive nourish for the mass change ta king place at the cathode.Example 1Mass change = final mass initial mass= 32.08 32.05= 0.03gExample 2Now to calculate the mass change taking place at the anode (zinc electrode), we use the following formula, Mass change = initial mass- final mass. In this case we use this formula because we know that the zinc is being oxidized to zinc 2+ leading the zinc electrode to corrode. This therefore results in a decrease in mass of the anode (zinc electrode). Thus, it would be better for us to use the formula Mass change = initial mass final mass so that it gives us a positive re quantify for the mass change taking place at the anode.Mass change = initial mass final mass= 31.29 31.27= 0.02Table 2 -Mass changes of anode and cathode for each time intervalTime (0.21s)Mass change of Anode (Zinc electrode)(0.01g)Mass change of cathode (copper electrode) (0.01g)300.00 (5 minutes)0.020.03600.00 (10 minutes)0.150.11900.00 (15 minutes)0.210.221200.00 (20 minutes)0.290.371500.00 (25 minutes)0. 460.441800.00 (30 minutes)0.680.752100.00 (35 minutes)1.041.03Graph 1-Graph 2-To derive the equation for the two separate reactions, the number of electrons gained or lost during the process has to be deduced.The mass change per minute can be deduced from the gradient. Therefore we prototypical calculate the gradient of graph 1 (mass changes for zinc electrode). For calculating the gradient, find two points which perfectly fits in the grid. In this case, the points (0.04. 100) and (0.08, 200)Gradient= (Y2 Y1) (X2 X1)= (0.08- 0.04) (200 100)= (0.04) (100)= 0.0004Therefore, the gradient of the first graph is 0.0002. So the mass change per minute for the anode is 0.0004.Next, we calculate the gradient of graph 2 (mass changes for copper electrode). To find the gradient, we work with the points (0.20. 500) and (0.24, 700)Gradient= (Y2 Y1) (X2 X1)= (700 500) (0.24- 0.20)= (200) (0.04)= 0.0002Therefore, the gradient of the first graph is 0.0002. So the mass change per minute for the cathode is 0.0002.The uncertainties also need to be propagated through the amount of money of the fractional uncertainties.Uncertainties regarding zinc electrode- divisional uncertainty of mass = absolute uncertainty actual value= 0.01 0.02= 0.500Fractional uncertainty of time = absolute uncertainty actual value= 0.21 300= 0.0007 = 0.001Total uncertainty = 0.001 + 0.500 = 0.501 to 3 decimal placesTherefore the rate of change is 0.004 0.501 g/sTable 3 enumerate of change for each time interval for anode (zinc electrode)Time (0.21s)Rate of change of anode (zinc electrode) (g/s)60.000.0040.501120.000.0040.067180.000.0040.048240.000.0040.035300.000.0040.022360.000.0040.015420.000.0040.001To calculate the number of electrons in zinc electrode, the following equation may be used-Number of electrons = molar mass mass of electrode (mass of one of the ingests)= 65.37 31.27= 2.09Therefore, this would be the half-equation which would occur at the cathodeZn Zn2.09+ + 2.09e- Due to the loss in a bit more electrons compared to the hypothetical formula, it would be a stronger reducing agent therefore the electrode potential would be impose (more negative) than that of the overlord value. Nevertheless, the electrode potential cannot be determined.Uncertainties regarding copper electrode-Fractional uncertainty of mass = absolute uncertainty actual value= 0.01 0.03= 0.333Fractional uncertainty of time = absolute uncertainty actual value= 0.21 300= 0.0007 = 0.001Total uncertainty = 0.001 + 0.333= 0.334 to 3 decimal placesTherefore the rate of change is 0.002 0.334 g/sTable 3 Rate of change for each time interval for cathode (copper electrode)Time (0.21s)Rate of change of cathode (copper electrode) (g/s)60.000.0020.334120.000.0020.091180.000.0020.046240.000.0020.027300.000.0020.023360.000.0020.013420.000.0020.010To calculate the number of electrons in copper electrode, the following equation may be used-Number of electrons = molar mass mass of elect rode (mass of one of the samples)= 65.50 32.08= 2.04Therefore, this would be the half-equation which would occur at the cathodeCu2.04+ + 2.04e- CuDue to the gain of a bit more electrons compared to the theoretical formula, it would be a slightly weaker oxidizing agent therefore the electrode potential would be slightly impose than that of the original value. Nevertheless, the electrode potential cannot be determined.ConclusionMy results show that as the duration/ time intervals augment, the mass of the anode (zinc electrode) decreases and the mass of the cathode (copper electrode) increases. We can see that there is a strong positive correlativity between the time it takes for twain electrodes to change in masses. If the duration is longer, then more electrons flow from the zinc electrode to the copper electrode (anode to cathode) through the electrical wires, while ions flow through the salt bridge to complete.As we know, in a voltaic cell/ galvanic cell, oxidation occurs at the anode (negative electrode) where as reduction occurs at the cathode (positive electrode). Primarily, zinc is oxidized at the anode and converted to zinc 2+. This causes corrosion at the zinc electrode due to the metal being converted to ions hence the mass of the zinc electrode (anode) decreases. On the other hand, copper undergoes reduction at the cathode and the copper 2+ ions get converted to copper metal. This causes the copper metal to be deposited at the cathode thus leading to the copper electrode (cathode) to increase in mass as the duration is change magnitude. The following anodic reaction takes place at the zinc electrode (this is the theoretical equation)-Zn (s) Zn2+ (aq) + 2e-However the equation we found data-basedly is-Zn Zn2.09+ + 2.09e-Hence, this suggests that since the former zinc sample has more electrons to lose, it is an even stronger oxidizing agent compared to the theoretical equation and is slightly higher in the electrochemical serial publication tha n the latter zinc samples.According to the results that have been gathered, there is a positive correlation between the time it takes to electrolyse an aqueous solution and the rate of electrolysis. The rate of electrolysis was measured using the mass of cathode. If the duration of electrolysis is longer, then more electrons will flow through the circuit and more ions will flow from the anode to the cathode. Oxidation occurs at the anode whereas reduction occurs at the cathode. The cathode gains electrons therefore the mass decreases. The following reaction has taken place (although this is the theoretical equation)Cu2+ (aq) + 2e- Cu (s)However, the observational equation isCu1.75+ + 1.75e- CuTherefore this implies that since the former copper sample has more electrons to gain, it is a stronger oxidizing agent and it is lower in the electrochemical series than the latter copper sample.The value of the electrode potential hasnt been calculated, however, the number of electrons is 25% off there that shows that there is a great difference between the literature value and the experimental value. According to the graph in the previous page, there is a very strong positive correlation between the mass change and duration of electrolysis as can be deduced from the high R shape value. The change in mass over a certain period of time is very in small stages because of the size of the electrons. Although a lot of electrons are able to flow through the electrolyte, there is not such a drastic change. By looking at the graph, almost all the error bars for the points touch the line of best fit which means the data is fairly accurate.The theoretical mass of a copper electrode would be 31.75g. From the results that have been tabulated, the mass of a copper electrode is 36.21g.The percentage error can be calculated using the following formulaPercentage error = difference x 100theoretical value= 4.46 x 10031.75= 14.04%This shows that although there is not such a big diffe rence between the theoretical value and the experimental value.EvaluationLimitationType of errorImprovementThe mass of the anode was not measured therefore the rate of electron transfer between the two electrodes could not be determined. This could have increased or decreased the mass of the cathode. stochasticMeasure the mass of the anodeThe power pack has internal vindication therefore not all the current was emitted. This could have decreased the current, thus decreasing the number of electrons produced.RandomUse a resistor to accurately measure the currentThe top pan balance had a zero offset error. This could have increased the mass of the cathode.SystematicUse the top pan balance with the 0.001 uncertainty to obtain more accurate values.a

Why was the recovery of the Weimar Republic from 1924 to 1929 not actually a great success?

There were many ways in which there were problems and the convalescence was not really all it seemed to be, historian R. Bessel put it nicely, saying that Weimars golden years rest on shaky foundations. Firstly, although there were economic advances there were still problems. There was more inequality in society and some groups benefited a lot more than others. Big businesses and landowners gained a lot during this time scarcely peasant farmers, who started overproducing, and some sections of the middle class, e.g. small shop keepers, lost out. Moreover, unemployment rose from 4% in 1923 to 8.2% in 1929. This left some people feeling that the government was not doing enough for them. On the other hand, some employers state that welfare benefits for the poor should be cut as taxes were too high.Another big key problem with this economic recovery was that it was largely as a result of the Dawes Plan i.e. a bring from America. This over-reliance on foreign aid is very dangerous and risky because if something suddenly goes wrong and America called in its loans it could have disastrous effects on Germany.The politics of Germany was still not in a capacious state either. In this period the chancellor changed 4 times and no single party always got a majority. This caused an unstable government and one that could not make quick decisive decisions as each party had its own view. The parties only managed to stay in coalition because of the actions of their leaders. In fact, Gustav Stolper a DDP Reichstag member said that There are no government parties, only opposition parties.Another political problem was that a considerable amount of votes were still going to parties who were opposed to the Republic such as the Communist party, DNVP (German bailiwick Peoples Party) and the Nazis e.g. in 1928, 23% of the MPs elected were from either the Communists of Nazis. In this period the Nazis also managed to set themselves up as a respectable party and Hitler was still wor k hard to gain support.Stresemanns foreign policy and his attempts to form friendlier relations made some Germans, peculiarly the Nationalists, see him as weak because he was not standing up for Germanys rights while

Discuss Classic Film Posters Essay

Introduction picture show posters today be considered collectibles and rare sensations fetch high prices. Great flick posters are hard to find. Historically, most posters are ablation and paste jobs that do not sell the movie genuinely well while a appearstanding poster could intrigue, shock, inspire as well as excite. To create sensation and convince viewers, it should be aesthetically beautiful or original as well memorable that a single glance allow for make the viewer go inside the theatre to watch.According to Kinross (1991), intense jut is the activity that evolved out of what has been known as commercial art virtually linked to advertising, drawn or painted illustration. The pictural designinger is generally acknowledged among themselves as professional designers who are able to work across a range of fields with different media including companies and corporate bodies, book or magazine publishing, exhibition design, signing and architectural intenses, televisio n graphics, posters, among others.Hollis acknowledged that up to the Second World War, artists who are either painters or sculptors such as Kurt Schwitters, Willi Baumeister, and Friedrich Vordemberge-Gildewart. He alike added that there had been a crisis in design as computerized designers go off in one direction led by Basel-Wolfgang Weingart and commercially developed by April Greiman and the New Wave of Americans (Kinross, 1991). It was something to do with graphic and typographic freedom and with making new run acrosss, presenting info as a decorative mode emerged from the new technology of the computer, Hollis said (Kinross, 1991, p 75). Hollis also believed then that the graphic designer does not insure the content of what he or she is designing.He also observed that in post ripeism, there is a boastful element of eclecticism that borrow past styles and apply them such as what Bruno Mongunzzi, a undefiled modern typographer and an intelligent designer who is not highl y original with the notion of I dont want to be interesting, I want to be good, (p 75). Hollis delineated art as pre aesthetic information while graphics is information which could inevitably become aesthetic.Hollis and Kinross agree that graphic design is modernism in the graphic field the conjunction of image and school text (p 76) of which Hollis empha sized the importance of the relationship between image and text. Lithography (from 1800) was credited to allow joining of image and text laboriously by hand. Likewise, aside from text and image, there was also the conjunction of image and image where photography provided raw material for montage such as John Heartfields, and by making surrealism possible images which appeared to be simple machine-made.Photography was considered as the central generator of graphic design of the modern movement citing the Volkswagen advertisement in particular (Kinross, 1991). see as also closely linked, if not overlapped with advertising starti ng the 1960s. Hollis proposed that it was difficult to separate graphics from marketing which is, a distinctly businessperson activity, which has occasionally, probably through pop music, had connections with some sort of mass culture, (Kinross, 1991, p 79-80).This paper shall try to reason the organization, design, use of colour, spatial layout, and lettering in the movie posters The Bridge on the River Kwai, The Guns of Navarone, The Magnificent Seven, and The Great trajectory with the above premise.DiscussionThe Bridge on the River Kwai. introductionThis poster uses flowing book-type design with an obvious lengthen monstrance. The type spacing or selecting is not controlled and seem to take up much infinite to provide cramped texts that followed, including the movie title. It also uses illustrations in layered format from the smallest image under, a large image above it, and the biggest one showing up close in action the lead character.In fact, the rectangle below the i ntroductory four-line texts seem to be a book sweep superimposed on the put down small image with the matching text so that the poster seem to have used a book sell itself.ColorThe use of color is impressive as the classic eye- leting conspiracy of yellow and red are used. A little of blue text complemented the overall mix of colors.spatial Lay-outAs mentioned earlier, there seem to be a followed desire to use a book cover format with introductory catch lines above and supporting details just below the book cover image. The concept, although longer than the usual movie poster, is impressive.LetteringType fonts were already used in this print further the title The Bridge on the River Kwai is definitely hand-executed in bold, uneven behavior which is very prominent.The Guns of Navarone.DesignThis one uses comics-type illustration and classic poster size to present strong images of the lead characters and the sea. Already, the use of the classic movie poster lay-out is laid and p resented making this one in hand-lettering and cut and paste rendition one for the books.ColorThe use of the yellow/brown and red combination is another notable characteristic of this movie poster. It is catchy with a huge single image in symmetrical fit with the lead credits. However, its catch line superimposed on the image is not very noticeable or striking.LetteringThe Guns of Navarone is also hand-executed with uneven yet type-cast style showing ethnic influence in the design and lettering. The bigger presentation of the lead character names overshadow the movie title, showing that the characters are more saleable than the trading floor plot. Or that each could help sell the other. A witty approach towards commercialism. spacial Lay-outThe use of outer space and overall design of the poster is pleasing and symmetrical. It is also-well-balanced and does not stray the attention away from it.The Magnificent Seven.DesignThe Magnificent Seven uses the number image as its main desi gn structure showcasing the face of the lead characters. It has a convincing approach to the use of graphics and confining images in a relevant manner so as to emphasize the number.ColorOnce again, the colors red and yellow are very evident in this poster although the gray, black and white images of the faces and heads confined at bottom the number add a balance that mutes the overwhelming yellow. The use of the neutrals or muted hues is very rational as use of gay flesh colors could drown the effect red and yellow provide. However, additional color on the images below the number 7 could have provided more impact, intrigue and variety.Spatial Lay outThe lay-out is quite crampy within the confines of the number 7, with much waste on the sides of each space. The limitation could have been the effect of picture graphics at that duration. Use of machine is already evident at this poster and the font sizes and the in straitened circumstances(p) spaces provide a glimpse of experiment ation being used.LetteringA combination of hand-executed lettering and machine type, this one shows the limitation of graphic design during the period.The Great Escape.DesignConsidered the quad poster, this one uses horizontal design to present the entire poster. The balance is achieved through the placement of small catch line on the odd and the title and image on the center-right.ColorThe use of canonic red and blue is very telling as black balances the off-white color of the reversed title in big fat fonts.Spatial lay outThere is also the experimentation of text size in this poster. While balance is being achieved, there is also the wastage of some space where the catch line could have gained advantage. However, since commercial design was in its adolescent stage, this is forgivable.LetteringMachine seems to be the evident executor at this poster. Every letter size and type are uniformed and the limited use of space made it more obvious.ConclusionThe period when photographs ar e hardly used, comic and book art illustrations were used in movie posters. These posters achieved classic hotity and acceptation imputable to use of what are typically accepted design concepts at that time use of basic colors red, yellow and blue which appear striking against one another at the same time catchy in the commercial sense, attainment of balance and symmetry by not tilting the meter of text and photos to only a single side, or plain use of centering. The lay-out and ettering are evidently limited due to time and resources restrictions. However, in a period when posters were used as announcements and not exactly collectible graphic arts, these are acceptable norms for movie posters.Current trends, however, may provide new design concepts that may or may not be considered acceptable in any other given period. Design mutates, and popular taste is conditioned, influenced, as well as acquired. So does design and movie posters.ReferenceKinross, Robin (1992). talk with Rich ard Hollis on Graphic Design History. Journal of Design History 5 (3) 73-93.Hershenson, Bruce (1998). A History of Movie Posters. Reel Classics.