Visual Anaylsis Essay Example | Topics and Well Written Essays - 2500 words

Visual Anaylsis - Essay Example During these processes, they ensure that their work has the necessary visual appeal and is effective rhetorically. This paper will lucidly analyze the provided two photos, in A and B, and come up with the author’s intended message. Part A In the photo, is a woman dressed elegantly in a white robe, a necklace, and golden bangles. She has a white cloth with golden spots all over it. On the right hand-side of the beautiful woman is a pot of fish. There is a black cat trying to het some fish out of the pot. The cat has white spots at the mouth regions. It uses its right forward limb in the attempt to extract fish from the pot. The pot has translucent feature exposing the fish inside to the viewers. The woman is gazing directly at the viewers, an implication that the camera angle was a large one allowing for the direct and non-oblique photography (Plett, 2004 p 88). According to her dressing code, jewelries, and posture, it is arguably true that the woman has sexy or romantic look. On the other hand, she portrays some innocence in her face. Moreover, the color of her dressing suggests another aspect of love. She has a golden shiny and attractive dress. Romance, in works of arts, is always considered or depicted through the wearing or putting on of attractive and colorful dressings such as orange, yellow, and golden, like in this case. Attraction in the clothing is boosted by the attractive look on the woman’s face. The direct gaze of the woman also suggests the act or the attribute of courageousness. The framing of the photograph allowed for the full exposure of the woman’s face, while hiding other parts, especially the legs. Most people consider facial expression and outlook before being driven by sexual desires towards the opposite genders (Redding, 1987 p29). It is, therefore, conclusive that the woman has a sexually attractive face that is suggestive to the opposite sex. The author of this photo has also portrayed his excellence in the appli cation of colors to communicate his messages to the people. To begin with, the background color in the photo is a mixture of red and black. Red is the most distributed in the photo. However, its visibility is hindered by the black color that submerged it. Red color, as stated earlier, has a symbolic meaning of love and romance (Needman, 1999 p 98). The idea of black or dark color covering it implies that the virtues of love in a given society are seriously interfered with. The fish in the pot have light red colors depicting another meaning in the photo. Red color, in artistry has two major symbolic meanings. First, it represents love as thematic concern of the photo author. Secondly, it is a color of blood, normally portraying danger, as a theme in literature. In this case, the fish in the pot are faced with the danger of death approaching them as the cat struggles to get its meal out of their bodies. The cat has a black color. Black, in works of art, depicts the theme of uncertaint y and unacceptable immoral behaviors in the society. Finally, the author has also used white color; the cat’s mouth has white coloration. Coloration, in works of arts, not only gives photos attractive and visible looks, they also enhance or facilitate the author’s thematic messages to the people. In this case, bright golden color serves the purpose of enhancing the theme of love or romance in the author’s society. The submerged red color does the same. Black color

Mary Shellys Frankenstein Nature Vs. Nurture Theme Analysis Research Paper

Mary Shellys Frankenstein Nature Vs. Nurture Theme Analysis - Research Paper Example The discussion centers on the themes of nature versus nurture, of whether or not goodness or evil is created through the innate nature of an individual, or if it is developed through the treatment that individual receives. The creature made by Frankenstein states at one point that â€Å"Adam’s situation was far different from mine in every other respect. His God had made him happy and prosperous. His Creator guarded him and cared for him, He was allowed to talk with - and learn from - superior beings. But I was wretched, helpless, alone.† (Shelley, 2008, p. 121). The creature saw himself as abandoned and not allowed to learn at the feet of his creator. This mirrored the relationship that Shelley had with her father as when he had remarried when she was eight she had felt he had left her, only to be more formally abandoned when she married Percy Shelley though her father disapproved (Mellor, 2007, p. 51). In many ways, the discourse of the novel is a conversation with her father, telling him all the ways in which he had disappointed her and how this had made her feel. Shelley expresses her aggression towards her father, naming the first victim of the creature’s rage after him, but combining this visage with the strikingly similar features of the five year old child with those of her own child. In this she explores the dynamic of murder within the family, her aggression towards her father and the horrifying concept of being able to kill her own child. Her child was named for his grandfather, her father, both bearing the name William as does the child of Frankenstein, thus completing the dynamic in which relationships between parents and children are horrifically discussed (Mellor, 2007, p. 52). Mellor (2007), states that Shelley believed that nurture was crucial in the development of the nature of a child, that the way in which a child was embraced or denied by a parent and taught about the

Tesco Personal Finance Case Study Example | Topics and Well Written Essays - 4000 words - 1

Tesco Personal Finance - Case Study Example News Release, (2008), â€Å"Tesco takes full ownership of TPF and targets  £1 billion from retailing services†, Tesco plc, retrieved online, 4th April, 2009, from: http://www.tescoplc.com/plc/storage/intannounce.pdf 21 Stern, M., (2008), â€Å"Interview: Tescos FD, Andrew Higginson†, Financial Director retrieved online, 4th April, 2009, from: http://www.financialdirector.co.uk/financial-director/features/2229174/shelf-confidence-4297859 21 Royal Bank of Scotland Group PLC: RBS Preferred Series "T" and RBS Preferred Series "Q", (No Date), Stanford Law School Securities Class Action Clearing House, retrieved online, 17 April 2008, from: http://securities.stanford.edu/1042/RBST_01/ 22 Tesco Personal Finance that was set up in 1997, as a joint venture between Tesco and the RBS. From a strategic perspective the TPF was established to draw on the Royal Bank of Scotland’s financial expertise while using the Group’s stores and online resources as a medium to recruit and cater financial services to the customers at low-cost. However, after a decade, the joint venture came to its termination with the Tesco gaining the full ownership of Tesco Personal Finance. On July 28, 2008, Tesco, the supermarket retail giant announced that it had come to an agreement with the Royal Bank of Scotland (RBS) to buy its 50% stake in the Tesco Personal Finance for a sum of  £950 million (News Release, 2008). This acquisition of Tesco over the 50% stake of RBS coming as a direct challenge for the high street financial institutions which currently are on the stormy side of the economic recession tide and presently are in-waiting for the bank charges decision by the High Court. The acquisition will help Tesco to make its expansion from financial services that revolved around an assortment of popular financial services and products to full-fledged retail banking

Valuation of Sainsbury and writing the report Research Paper

Valuation of Sainsbury and writing the report - Research Paper Example The low valuation of the company exposes it to dangers of potential takeover target. To enhance the value of the company the board is thinking of measures to improve the company valuation. There is an increased perception that the company will be able to benefit from geographical diversification and to improve its image in the market. The company management has come up with the idea of acquiring the UK based J Sainsbury Plc in a bid to improve the valuation of the company. The companies listed on the London Stock Exchange exhibit high level of compliance to corporate governance and corporate social responsibility practices. The domestic companies are mandated to adhere to the corporate codes and ethics. If a company fails to comply with any particular code then it has to explain the reason for the non-compliance. This ensures transparency in financial reporting and makes the financial reports of the company more credible. The retailers in the European region have a strong brand image and are highly responsive to the requirements of the customers. The major retail chains in UK like Tesco, Sainsbury are mature and are continually expanding internationally as well as in terms of wider range of products and services. The retailers in the country are diversified in the true sense with some of them even engaged in financial services. Even Sainsbury is involved in banking services. The movement of the retail chain into financial services is a type of horizontal diversification (Welch & Worthington, 2008). Sainsbury is a UK based company with a diversified range of products and services. By the acquisition of Sainsbury, CF Inc will be able to make a foray in the European market. The primary activities of Sainsbury are retailing in groceries and other related items. The company also has an alliance with the Lloyds Banking Group in financial services (Reuters-b, 2011). In the recent financial crisis the retailers across the world witnessed a fall in the net income owing to the reduced consumer spending. With the rebound in the economy the performance of the retail industry is expected to improve. The economies across the world are slowly on the way to recovery. With a rise in the level of economic activity it is anticipated that there will also be arise in the disposable income of the consumers. This is likely to have a positive impact on the retail businesses as well. The consumer demand is expected to rise with the increase in the income level. It is expected that the consumers will increase their retail spending which will also boost the earnings of the retail businesses. Future of retail- Advancement in technology like internet facilities has made retailing an exciting and challenging field. The recent fundamental changes have altered the ways and mechanism of retailing. Despite this retailing is necessary in some form or the other. For instance though the manufacturers are now able to sell directly to the consumers through online system but st ill it is difficult for the consumers to make all the purchases online. The traditional retailers operating through physical stores would still be necessary. This is because for some products the consumers are convinced only after a thorough examination of the product before purchasing it. In some cases the experience of going to the retail store is as important as making the purchase (Harris, 2000). Valuation of Sainsbury The fundamental analysis involves valuing a company based on important financial

Good Night, Good Luck Essay Example | Topics and Well Written Essays - 750 words

Good Night, Good Luck - Essay Example The movie covers the conflict between Murrow and McCarthy and the Sub –committee on investigation. Murrow considers the character of McCarthy as careless and criticizes his actions since he exploits the public (Nitzsche, 2007). The main aim of Murrow is to enlighten the public, and he works tirelessly with his staff in the CBS newsroom. The staff is very supportive and they back his up this delicate mission. They rebel to the sponsorships pressures, and they expose the lies and fear mongering techniques that McCarthy uses. A public argument develops when the senator accuses the Anchor of being a communist. A fear filled atmosphere is filled in the newsroom, but the crew carries on with their tenacity on the issue. The media house decides to show the real character of McCarthy by airing a story on a navy pilot who was a security risk the USA. The Navy pilot named Milo was a security risk since his father had attended meetings that were related acts of communism. Radulovich was asked to denounce his family but could not and he was charged guilty even without there being a trial (Nitzsche, 2007). The story was controversial since it created a bad image for CBS, and it created a risk of advertisers not paying on stands against the senator. The media house however moves the show to a non-popular night to minimize the controversy and protect their image. Murray is however not stopped since he has to prove his accusations o the senator. He had an idea that the Air force was wrong in the way they imprisoned Radulovich an act that had not been brought to the public. Murrow was determined to expose the senator’s secretive and atheistic nature. McCarthy, on the other hand, was determined to stamp out communism. McCarthy accuses innocent people of being traitors without providing any evidence. The movie documents cases of Milo and Lee

Organizational Culture in Multinational Corporations Research Paper

Organizational Culture in Multinational Corporations - Research Paper Example The culture in general and broad-spectrum comprises of assumptions, beliefs, values, norms, customs, artifacts, and several other components, likewise organization also have its norms, values, principles, and policies that makeup characteristics of the organization. In the view of many experts and theorists, culture can come under illustration and distinguish itself on three levels (Schneider, 1988). Behavior and artifacts are considered the most obvious and manifest level as it encompasses the behavioral structure of the populace of a particular culture. Values or the principles are the subsequent levels that motivate, inspire, and figure out the actions of the people. Assumptions, hypothesis, values, and attitude are the distant and rooted level and considered the most vital and imperative level to apprehend (Schneider, 1988). In order to understand the effective functioning of the organization, it is pivotal to identify with the culture first as it is a complete experience of the happenings and circumstances that encircles the entire population of the world (Alvesson, 2002).  Ã‚   Although organizational culture has come under analysis and study from a wide variety of aspects, yet it does not have a solitary and distinct definition as it is complicated and tricky to articulate in a noticeable or apparent manner. Some schools of thought even refer the organizational culture as a system where the key in elements are the response and opinion from various characteristics such as the general population, laws, and ethical, moral and competition principals. The beliefs, hypothesis, ethics, and customs based on factors such as time, money, people etc. amalgamate as a process that produces the output in the form of the consequences including the organizational behaviors, strategies, policies, products, brand image and many more (Brenton &  Driskill, 2010). For the last few decades, organizational culture has gained substantial recognition, and outstretched and broad acknowledgment amongst the employees of the organization as it has been a pivotal source for identifyi ng and becoming aware with the behaviors and attitudes of the human systems. Organizational culture is the combined recipe of principles and attitudes that make up the inimitable and distinctive shared surroundings and atmosphere for the enterprise (Brenton &  Driskill, 2010). In other words, organizational culture is the merger of values, beliefs, experiences, assumptions, documented and unrecorded rules and regulations, policies and viewpoints of the organizational members that contributes in the company’s brand image, internal working environment, communions and dealing with the external sources, and upcoming prospects and opportunities since the time the enterprise initiated until the current date (Alvesson, 2002).  

Discrimination education Essay Example for Free

Discrimination education Essay ?Early years providers regardless of type, size or funding must comply with the legal requirements set out within the Early Years Foundation Stage ( EYFS) so as to meet the needs of all children within the setting (DCSF 2008a, p11). The objective of this report is to critically evaluate the Special Educational Needs Policy used in a setting which support anti discriminatory practice and promote inclusion (appendix 2). Within the context of a faith based early years setting in Dewsbury. The Warnock Report (Special Educational Needs1978) introduced the concept of ‘inclusion’ in the form of ‘integration’ with regard to children with special educational needs, suggesting that mainstream settings would be preferable to ‘Special Schools’. Gates and Edwards (2007) outline, prior to this report, the terms â€Å"Handicapped† or â€Å"Educationally subnormal† were acceptable terms, based on an apparent culture of a medical model, where the disabled person is the problem, governed by their disability. An example might be a child labelled with Down ’s syndrome as their identifying features, instead of their name (Courtman 2010). As legislation has continued to develop, so have attitudes towards disability. The Disability Discrimination Act 2005, set out duties for employers and many public services. Further changes arose from the Educational Needs and Disability Act 2001. It became unlawful to discriminate against disabled children, and by 2004, â€Å" reasonable adjustments † were expected to improve access within the physical environment, for disabled people. The introduction of the Children Act 2004 saw the introduction of the Every Child Matters (ECM) (DCFS 2008d). In addition the publication Removing Barriers to Achievement (DCSF 2004) reinforced the ECM commitment relating to early intervention and support. The setting The Pre-School was registered in 2002 and is managed by a voluntary management committee, incorporating an Islamic Ethos. The setting provides sessional care for the local community and surrounding areas. The children who attend the setting are predominantly Muslim; and there are no children with special educational needs (SEN). Promoting equality of opportunity for all is limited within the setting; this is due to the management and practitioners’ negative attitudes towards children with additional needs. Causey et al (2000 p. 33-45) believes influencing factors that can affect the way practitioners’ view diversity and difference is prior knowledge and beliefs about others. Shah (1995) identifies stereotypical views practitioners may have is that children with SEN should be cared for by the family and outside support would mean that they are failing in their duty. These beliefs and views can create barriers to inclusion, a recent research conducted by Contact a Family identified: â€Å"70% of families with disabled children said that understanding and acceptance of disability from their community or society is poor or unsatisfactory†. (Disability Action 2010, online) The social stigma of having a child with a disability still exists. It has been argued that some Asian and black communities perceive disability as a â€Å"curse† and therefore will not allow the child to be assessed (Ali et al 2006). In addition communication and collaboration may be affected by cultural issues. Salim (2005) explains it is unacceptable for strict Muslim women to be in the presence of a male without her husband. This could present difficulties in setting up home- school communication and a flexible approach would need to be taken (Roffey, 2001). Furthermore the EYSTEN study (Sammons et al, 2003) identified ethnic minority groups and boys showed a greater ‘risk’ of developing SEN. Moreover (Warnock 2005, p. 11) Identified a clear link between social class, deprivation and SEN, in his study Emerson (2010, online) concluded a lower socioeconomic position was linked to an increased rate of intellectual difficulties. Language, social stigma and the lack of education can create barriers for parents to access the support required, this intern leads to adverse affects for the child and family, leading to a cycle of disadvantage and disparity. Policy Evaluation In order for settings to comply with legislation and meet specific requirements in accordance with the EYFS, settings are required to produce and implement effectual policies which encompass â€Å"equality of opportunity† and for supporting children with â€Å"learning difficulties and disabilities† (DCSF 2008a) in addition if settings are in receipt of Nursery Education Funding they must have regard to the Special Educational Needs (SEN) Code of Practice 2001 (DCSF 2008a, p. 25). The setting in this report does not have a specific inclusion policy however; the setting does encompass a Special Needs Policy. On examination of the policy major discrepancies were identified. It was recognised the policy (appendices 1-3) appeared to be less then successful, owing to the lack of information, compliance with legislation, and being ineffectually written, leading to misunderstanding of statements (Hughes and Ferrret 2009, p. 32). Capmbell (1997) supports this view reiterating poorly written policies are often broad general and ambiguous. Furthermore the policy was written in 2002, hence established before the EYFS, this has had a negative influence on the content of the policy. The EYFS used as a resource sets out the required legislation, regulation and guidelines which should be incorporated within the settings policies (DCSF 2008b). It is the duty of all practitioners to promote equality and remove discrimination (Daley et al 2009) explains unfair treatment and not allowing equal chances and access to services could amount to unlawful discrimination. The Disability Discrimination Act 1995 and 2005 (DDA) (online) sets out two main duties: †¢ Not to treat disabled children less favourably †¢ To make reasonable adjustments for disabled children Additionally Section 2 of the Special Educational Needs and Disability Act 2001 (SENDA) (online) prohibits educational settings from discriminating against children with additional needs from their admissions arrangements. The setting’s SEN policy (appendix 1: statement 4. 7) makes a direct contradiction to the DDA and SENDA by only allowing children with a disability admission if the setting can accommodate the child, rather than the setting making reasonable adjustment in order to include the child, furthermore the child who has a disability is being treated unfairly, as the child would only be admitted after extensive consultations (appendix 1: 4. 1). This is a very dated attitude in terms of legislation and shows a direct influence towards the medical model of disability. The medical model focuses on the disability, expecting the child to make adjustments or adapt to circumstances; it presents the disabled person as a problem (Carson 2009, online). Additionally this stance is a direct negation to the proposals made by the Warnock Report (1978), later embodied in the 1981 Education Act (online), which recognised that educating children with additional needs separate from their peers was denying them their rights to equal access. Dryden et al (2007, p.186) elucidates, by focussing on the child’s abilities, and the provision of modifications and support will enable inclusion and participation. This view is known as the social model whereby the emphasis is on how society can change to allow equal opportunities for children with disabilities opposed to the person trying to fit in to society. Shakespeare and Watson (2002, p. 3) concur the social model has now become the ideological test of disability to differentiate between organisations, policies, laws and ideas which are progressive, and those which are inadequate. Drifte (2008, p. 4) emphasises the importance of practitioners to review policies to ensure that they are based on the social model of inclusion. However more recently Hodkinson and Vickerman (2009) explicate the social model has become subject to critique from parents and practitioners. The view that all children with additional needs should be integrated into mainstream settings, by way of adjustments made to the setting, may hinder the children’s development. Griffin (2008) explains integration for some children with additional needs is unrealistic as they may not be able to cope with the demands of mainstream settings. Additionally Warnock (2005) changed her opinion criticising the governments policy on inclusion warning, the closure of special schools has â€Å"forced† children into mainstream school when it is not in their best interest, causing distress for pupils and parents. The Nursery Education and Grant Maintained Schools Act 1996 (cited in Roffey 2001,p.14) and the EYFS statutory guidance (DCSF 2008a) specifies all early years providers must have â€Å"due regard† to the code of practice for SEN. The SEN Code of Practice (DfES 2001) brings together elements from the Children Act 1989, Disability Discrimination Act 1995 and Special Educational Needs and Disability Act 2001 by providing guidance and placing responsibilities on settings. The SEN Code of Practice provides a consistent approach to meeting children’s special educational needs and gives practical guidance to early education settings on identifying and assessing children with SEN (DCSF 2009). The SEN policy does not cite the SEN Code of Practice, a direct breach of the aforementioned act; it however identifies the need to comply with the LEA code of practice but overlooks the explanation of what this code is, and how it would be implemented. Furthermore the policy has no explanation on the assessment process, such as the Graduated response, Early Years Action, Early Years Action Plus, Statutory Assessment and the Statementing Process (DfES 2001). Although reference is made to observing and keeping records for children with additional needs, there is no clarification of their purpose. In addition the policy fails to explain what is meant by SEN this can cause confusion as some parent’s or practitioners may believe children with English as a second language may be classed as a child with SEN, however children should not be regarded as having additional needs solely because their heritage language is different from what they are taught in (DfES 2001, p. 6). what is sen Although the policy states a SEN coordinator will be appointed it does not identify who this is and what the SEN coordinator’s role is. The policy recognises the need for additional funds to accommodate children with SEN through external funding although there is no clarification of procedures if these funds were not acquired. Even though guidelines are not in the policy, it is likely that practitioners are aware of the SEN Code of Practice 2001 and implement this within the setting. Training is suggested within the policy but does not work effectively in practice, due to staff ratios, time constraints and financial implications. In addition no staff members have attended training specific to SEN. Conclusion Policies are working documents, which develop and move alongside the childcare settings own professional development and are a reflection of that childcare provision. The policies used within the setting not only disregard legislation but are also contradictory and confusing for practitioners to use as a working document. The policy has been written and produced by the management committee with no input from practitioners or parents. In addition some of the statements conflict with practitioners’ own views on anti discriminatory and inclusive practice; this has developed a divergence between the committee’s attitude and the practitioner’s values and beliefs. Therefore the practitioners’ have not used the policies set out to define their practice with children but challenged the anti discriminatory practice by applying the guidelines set out within the EYFS. Woods and Thomas (2003) recognise their is a greater ability for practitioners to re-evaluate and challenge anti discriminatory practice at a cultural level however the changing of others attitudes can be difficult but not impossible. Article 23 of the UN Convention on the Rights of the Child (UNCRC) (UNICEF 2007, online) recognise the disability of a child should not reduce the child’s right to education and children with any kind of disability has the right to special care and support. â€Å"Equality of opportunity means that each individual in society experiences opportunities to achieve and flourish which are as good as the opportunities experienced by others† (Griffin 2008, p. 12).