Unfinished King Lear Free Essays

Algernon and Jack Essays

Algernon and Jack Essays Algernon and Jack Essay Algernon and Jack Essay The Importance of Being Earnest By Oscar Wild was first performed on the fourteenth of February 1895, St Valentines Day. It is a play about affection and sentiment in the privileged societies, it is set in the present (1890s). It is drawing room parody, also called satire of estates. Oscar Wild is one of the universes abstract greats, he composed this play without further ado before he was detained for gorse obscenities. This play is isolated into 3 acts; I will talk about and differentiating scenes one and two from the main demonstration. It is a play around two inert youngsters, Algernon and Earnest (also called Jack), who in endeavor to wed two appealing young women imagine that there names are Earnest. In the main demonstration the key connections among Algernon and Jack are as companions who have not seen each other for a period off about seven days. It is in the principal scene that Algernon finds that his companions name isnt sincere, its Jack. In the second scene Earnest proposes to Gwendolyn yet gets denied by her mom and Algernon chooses to go visit Jack in the nation. I accept that also accurately depict the connections between the two characters I have to show contrasts between; temperament, tone, dress and character. The main demonstration, scene 1, opens with Algernon conversing with his attendant in an exceptionally indiscernible estate; I would depict Algernon as a man who isn't keen on anything besides himself. Algernon is continually talking in the principal individual consistently with accentuation on the word I this alluding to himself, this gives the crowd supportive understanding into the main thing throughout everyday life, him! Jack enters wearing a brilliant however not ostentations clothing, Algernon conversely is wearing a gaudy suit with huge sleeves and is eating. The men make casual banter; Algernon is a dandy, he see just the delights throughout everyday life and has no concerns, I as Algernon would continually grin, cause a stir and parlor around on the sofa or seat, folding my legs and eating in a most casual estate. Jack is considerably more genuine and formal, his garments are a darker shading, he has come up too town to propose to her [Gwendolyn] this is making him apprehensive, however he is a finished men of honor. He is handily controlled by Algernon, the tone of his voice is somewhat more profound then Algernons and I would depict his character now as one who is load up yet as a similar time is apprehensive. Jack admits that his name isnt Earnest by any stretch of the imagination, its Jack, to Algernons awe. Right now I, as Algernon, stand up frightened with looks of stun and paralyzed outrage upon my face and my tone would go up a note to mean astonishment, I place my hand on my hips and step at Jack ready to fight that he didn't advises this to me sooner. Woman Bracknell enters with Gwendolyn (Jacks lady of the hour to be) and I watch with delight as Jack wriggles and becomes flushed before Ms Fairfax (Gwendolyn) I leave the space to permit Jack to propose. Algernon is continually attempting to get one over on his guileless companion yet conversely Jack (officially known as Earnest) has demonstrated that somehow or another, for example, mind-set, tone and character he is very like Algernon and isn't so gullible and handily controlled as one would might suspect. Scene two, in mid proposition, acting with great humility Lady Bracknell enters and is stunned at what she sees, I as Jack am much progressively stunned and out of nowhere start with total dread as the shading channels out of my face. Woman Bracknell starts to talk with me regarding my appropriateness to be hitched to her lone little girl, I am very apprehensive, tinkering with my hand, running fingers through my hair and playing with my sleeves to show the crowd exactly what a terrible circumstance it is. My voice is shaking. As the meeting strays I (Jack) starts to fell progressively alright with a portion of the inquiries, I begins to unwind and deal with my feelings. Auntie Augusta at that point gets some information about my parentage (Jack is received) and I speedily admit that I have none, to her loathing woman Bracknell leaves and Jack is left looking paralyzed and stunned. Shakespeare wedding walk can be heard originating from Algernons piano and he strolls in extremely gay and nonchalant swaggering and swinging his arms, he out of nowhere observes that his companion is exceptionally disturbed and his disposition changes to one of empathy, Gwendolyns continually rejecting individuals as though to reveal to Jack that he isn't the one and only one. Jack admits that it was Aunt Augusta that declined him, as opposed to the primary scene Jack turns out to be to a lesser extent a Gentleman and presentations his annoyance by conveying Aunt Augusta, I as Jack have an extremely disturbed tone and am pacing, which is one of Algernons idiosyncrasies. Gwendolyn enters and admits her adoration to Jack, Jack is satisfied and reddens, and he is again his courageous self. Algernon admits that his Aunt dislike this gathering occurring and is briskly advised by Gwendolen to turn his back and give them security. I (Algernon) am not used to being determined what to do particularly in my own home, I pace over to the chimney and begin spying on there assembly in full perspective on the crowd, I am attempting to discover Jacks address in the nation and am carrying on somewhat wily about it. The scene closes with Jack surging out on Algernon disclosing to him that there meeting has not been a mesh achievement, Jack is flushed, embarrassed and bothered that is companion is acting so listlessly about the entire circumstance. Jack leaves by means of stage right leaving Algernon and his steward Lane involving the stage. I look satisfied and advise Lane to present to me some sherry, I am grinning, very rather than Jacks last depiction of his feelings, I stand up and admit as opposed to Jacks articulation that the entire circumstance has been an incredible achievement and tell Lane, grinning and pompously, to bring my suits as I will go visit Jack in the nation and propose to his wonderful youthful ward whom I am infatuated with. I accept that as an entertainer the connection among Jack and Algernon is certifiably not a confused one. I as Algernon need to be hitched to Jacks unreasonably quite youthful ward. Jack needs to be marry to my exorbitantly pretty cousin, for this situation are needs are comparable. We both need to live upbeat, random lives with the lady we love. In my opium the main contrasts among Algernon and Earnest are there states of mind, character, dress and tone; the two of them need very similar things. As an on-screen character I would depict this relationship generous, in the principal scene we are old buddies and in slight difference the second scene we are companions who have had a debate yet both realize that we can't remain exasperated at one another for ever and without a doubt in the last demonstration, not to part with the end, our relationship closes, joyfully.

Using Social Change Topics in Your Business Website

Using Social Change Topics in Your Business WebsiteIt is important to use Social Change Topics when you create your business website. Many people find these easy to use and informative as you make your website.Political, religious, and environmental topics are some of the most popular social change topics. The key to successful online marketing, however, is making sure that you provide a variety of information on all of these topics. If you don't you are missing out on their potential. Some of the best ways to do this is to go with a variety of topics.While the web is full of non-inclusive sites that discourage discussion, there are still a few of them that allow open forums. It is important to get as much discussion as possible when you first create your website. But you can always go back and include some of these topics later. Most of the best ones have discussions or forums that are moderated so that you can find the best ones to choose from.Use your blog and other business sites that allow you to post to community forums to talk about certain topics. Think about the most popular topics that you can write about, then choose topics to talk about. This will help you to reach a wider audience and bring you a little more income than you would otherwise.Writing about a topic is only half of the battle. You also need to market your website well. This means that you need to be able to offer your site visitors something valuable in exchange for viewing your website. This could mean free updates or products that are unique to your site.A lot of people make the mistake of not having their business websites marketing. There are many different ways that you can do this. One thing that you can do is to offer a newsletter. Your newsletter should be a place where you offer your visitors free information, products, or service.Some people use a newsletter to send subscribers to a website instead of an actual website. Other people send it to a couple of clients instead of al l of them. Either way, these newsletters are a great way to get your website in front of a large number of people.Think about the type of information that you want to get across to people. Try a variety of topics and give everyone on your mailing list something different to read. This way, you will keep the interest of those people and you can continue to draw in new ones.

Impact Of Trade Relations On International Trade - 1485 Words

Most countries are dependant on international trade and the government plays a big role in this through forming their trade policy (Miller, 2010). In the past smaller countries have relied on trading with bigger nations, but in the mid-1960’s a lot of countries looked to pursue independence in their foreign policy. Even though we live in this new technological and global age, forming trade relations is vital to our economy. Every country has different trade policies which determine how trade occurs between themselves and other countries. The government has various roles in its policy and even though there is a lot of debate over what this should be exactly, the highest amount of benefits occur when they strive for free and open trade. The success of our countries economy in terms of both growth and development depends on the government’s commitment to its minimal role of encouraging international trade through forming closer economic relations. Trade Policy simply determines the rules and regulations by which goods and services are exchanged across countries borders. Regulations such as trade barriers include, but are not limited to; tariffs and quotas. A tariff increases the price of imported goods for consumers through the imposition of a tax. The government receives revenue from the tax while local producers benefit as they do not have to compete with low-priced foreign goods. A quota restricts the number of exports/imports a country can trade, which gives the localShow MoreRelatedInternational Relations Between Russia And India1556 Words   |  7 PagesManchester Manchester Business School BMAN70302 Research Methods RESEARCH PROPOSAL INTERNATIONAL RELATIONS BETWEEN RUSSIA AND INDIA AND ITS IMPACT ON THE IMPORT OF COAL Student Id – 9812013 Supervisor – Dr Laura Haar INTRODUCTION India and Russia shares a strong strategic, military, economic and diplomatic relationships post-cold war and even after the disintegration of the USSR. Initially this international relationship was based on 5 major elements: Politics, Defence, Civil, Nuclear energyRead MoreInternational Relations And American Foreign Policy1320 Words   |  6 PagesInternational Relations and American Foreign Policy are both strong qualities that help define America as a nation. Not only that, but a strong nation that has the reputation to not be trifled with. 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Analysis Of Nathaniel Philbrick s Mayflower - 1521 Words

Nathaniel Philbrick is an American author and novelist. He was born June 11, 1956 in Boston, Massachusetts but spent most of his early life in Pittsburgh, Pennsylvania where he grew up. He attended Brown and Duke Universities where he earned a BA in English and an MA in American Literature. Where he was born, what he studied in school, and where he currently resides (Nantucket, MA along with his wife Melissa) contribute greatly to his career. Philbrick used his acquired knowledge and experience from his schooling to become the award winning novelist he is today. He won National Book Award for Nonfiction, was a finalist for the 2007 Pulitzer Prize in History, and his book â€Å"Mayflower† was named one of the ten â€Å"Best Books of 2006† by the New†¦show more content†¦For many years and by many Americans the Battle of Little BigHorn was looked at as a valiant effort by brave Americans to fight for what they believed in under a well organized and successful com manding officer. Through the accounts in this book, Philbrick shows us this was not necessarily the case. Custer and his men went into the battle extremely too overconfident and he seriously underestimated the power of his opposing army. This overconfidence caused a great lack of proper preparation for the battle by the US army which ultimately helped lead to their demise in this battle. Other factors that contributed to this loss were the facts that Custer did not have such great command over some of his officers. Several of them purposely disobeyed orders and acted upon their own whims. One officer in particular, Sargent Reno, showed up to the battle drunk and was seen drinking from a flask of amber liquid. The confusion, disorder and underestimation of the enemy all lead to the chaos and massacre that ensued on Custer and his men. The fight between Custer’s men and the indians proved to be â€Å"a rout, a panic till the last man was killed.† Custer lead reckless charges down the hills and along the river and by Indian accounts, he was the first to be struck and killed. Without their leader so early in battle, the Seventh Cavalry was left in much disarray. A panic ensued among the men and according to

Lesson Plan for English free essay sample

Do we have any absentee today? | None, Sir! | Very good! I’m glad that you are all here. That is an indication that you are very willing to learn from our lesson today. | | Am I right, class? | Yes, Sir. | 4. Review| | Before we proceed to our new lesson today, let us have first a recapitulation. Who could still remember our previous lesson? | Sir, our previous lesson was about figures of speech. It is the use of words deviating the literal meaning of the words. | Very good! You were able to recall our lesson yesterday. I am pretty sure that you really learned from the discussion that we had yesterday. | A. Activities| | Alright! Class, let’s have a game. The first group is the row one and the second group is the row two. I have here two puzzles. You are going to arrange every piece of those into two big illustration boards for 60 seconds. (Teacher plays background music while the students do the activity)| Students do the activity. | Now, what do you see in the first picture? | Sir, I see a man standing beneath the trees. | Very good! What is he looking at? | Sir, he is looking at the flowers. | Excellent! Class, what do you think is the feeling of the man in the picture? Sir, I think the man is sad. | Very good! Now, let us have the second picture. What is depicted in the second picture? | Sir, the second picture depicts a flower? | Very good! Who can describe the flower? What kind of flower is that? | Sir, the flower is like a yellow bell. Sir, that flower is a daffodil. | Magnificent! All of you were able to describe what are being shown in the pictures. | | B. Analysis| | This time I am first going to group you into four for our activity today. Please, count one to 4. You can now go with your groupmates and find your respective places. What we will have today is a nice poem entitled â€Å"Daffodils† by William Wordsworth. Does anyone of you know something about the author? | Sir, William Wordsworth is an American poet who loves and uses nature as an external projection of his poetry. | Very good! | | | | 1. Unlocking of DifficultiesClass, before we proceed to the reading of the poem, let us first know the following unfamiliar words that you will encounter in the poem. I have here jumbled letters flashed on screen. You are going to guess what words are being described at the left side of the screen. . dnewra b. salve c. refultt d. dcjuno e. hoccu f. sbils g. osleidut| Students do the activity. Students’ expected answers: a. wander – walk, roam, travel b. vales – valleys, hills c. flutter – wave, dance d. jocund – joy, merry, gay e. couch – sofa, daybed f. bliss – great happiness or pleasure g. solitude – state of being alone| | | 2. Guide QuestionsAlrigh t! Now, let us read these questions for you to be guided as you go along with the reading of the poem. (1) What is the immediate effect upon the speaker of seeing the daffodils? 2) What does the phrase â€Å"bliss of solitude† mean? What does it suggest about being alone? (3) What contrast is shown between the title and the end of the poem? (4) Cite and identify some figures of speech in the poem. | Students read the questions. | | | 3. Reading ActivityAlright! Class, I will be the first to read the poem accompanied with the illustration on the powerpoint presentation. You are going to watch the illustration and understand what the poem would like to tell us. In our discussion later, each group is going to give its understanding about the poem. Group 1-first stanza; Group 2-second stanza; Group 3: third stanza; Group 4-fourth stanza) You also listen to the proper articulation of the words for you will read the poem afterwards. | Students listen. | | | (Teacher delivers the po em with the aid of the powerpoint presentation)| Students listen to the teacher while watching the presentation. | | | Alright! Did you like the poem? | Yes, Sir! | Now, it is your time to read the poem with feelings. | Students read the poem. | All of you were able to articulate the poem. Now, let us interpret the poem. I know that you have something in your mind about the poem. I will give you five minutes to have your brainstorming about the poem. In your brainstorming you will have to prepare your understanding about the stanza (Group 1-first stanza; Group 2-second stanza; Group 3: third stanza; Group 4-fourth stanza) You will also have to prepare your answers to the questions that you have read awhile back for the game that we will have later. Do I make myself clear in giving instructions? Alright! Your five-minute brainstorming starts now! At this juncture, I will call the representatives of each group to give their understanding about the poem. (Teacher elaborates the poem right after each group does. | Students listen. Yes, Sir! Students do the brainstorming. Students give their understanding about the poem. Students listen. | 4. DiscussionAlright! As I earlier told you, we are going to answer the guide questions in a form of game. These are the mechanics of the game. I will be giving the questions to all which you have just read awhile back. There sh ould be one member of each group who would raise his right hand after the word signal â€Å"GO† Whichever among the groups to raise the hand will be given five seconds to answer the questions. If the group would not be able to answer the question being asked to them, others could steal. Anyone from the group is entitled to give his answer provided that it supports or complements with the answer of his groupmates. Each answer is equivalent to one point. Whichever group gains the highest score would be the winner and given prizes. Is there any question with regards to the mechanics of the game? | Students listen. None, Sir! | Alright! Let us start the battle of the brains. | | What is the immediate effect upon the speaker of seeing the daffodils? Go! | (The group answers) Sir, the immediate effect to the speaker upon seeing the daffodils is that of joy. | Very good! What does the phrase â€Å"bliss of solitude† mean? What does it suggest about being alone? Go! | (The group answers) Sir, It suggests that there still joy in being alone. | Excellent! What contrast is shown between the title and the end of the poem? Go! | (The group answers) Sir, the contrast between the title and the end of the poem is that the title speaks of loneliness whereas the end speaks of happiness or pleasure. | Magnificent! Now, the poem is loaded with figures of speech. Go to the board, write and identify the lines that use them then identify the figures of speech used. Go! Students go to the board and write. | Alright! Now, let us see what you have written on the board. | | Let us have the first one, why do you think the line â€Å"I wandered lonely as a cloud† is used as simile in the poem? | Sir, it is simile because it compares two unlike objects. The man is compared to the cloud by using â€Å"as†. | Very good! What about the line â€Å"A host of golden daffodil†? | Sir, that line is a personification because it gives life to an inanimate object. The crowd or host of daffodil is being personified. | Magnificent! How about the line â€Å"Ten thousand saw I at a glance†? Sir, that is hyperbole because the statement is exaggerated. It is said there that the man saw ten thousand daffodils at a glance. | Excellent! What about the line â€Å"†Which is the bliss of solitude†? | Sir, that line is a paradox because the line contains contrasting ideas. It is said that there is happiness in being alone. | | | Very good! All of you were able to respond to the questions correctly. Let us now count the points of each group. Let’s see which group has gained the highest point. As I promised, I would give something to the group who performed very well. | | | | C. Abstraction/ Generalization| | Alright! Based on what we have discussed, what was the poem all about? | Sir, the poem was all about a man who found happiness in nature when he saw a bunch of daffodils. | Very good! Class, repeat! | Students repeat. | | | D. Application| | Alright! Class, This time you are going to present a dance in a poem as your activity. The stanza that you had explained earlier is the stanza that you will use in your presentation. Thereby creating one synchronized presentation coming from each group. The leaders of each group are the ones going to read the poem while the rest of the members are performing. The leaders of each group will also serve as judges. I will give five minutes for you to prepare your presentation. Is it clear, class? But before that let’s have first the criteria which will be the bases in grading your presentation. What are the criteria that you want to have in your presentation? | Students listen. Yes, Sir. Students respond. Possible Criteria for Dance in a Poem Group no. | Creativity30%| Delivery30%| Interpretation40%| Total100%| 1| | | | | 2| | | | | 3| | | | | 4| | | | | | Your five-minute preparation starts now. | Students prepare for their presentation. | | | Alright! Let us now witness the presentation of each group. | Students present their dance in a poem. | | | All of you were able to perform excellently the dance in a poem – Daffodils. Now, let’s see which among the groups had gained the highest points. | | E. Valuing| | Alright! Class, in your own experiences, how can you relate the message that you learned in the poem? | (Students’ answer varies)Sir, I learned that we can still find happiness in spite of being alone. | Very good! | | | | IV. EVALUATION| | Alright! To test if you really learned from our lesson today, get ? sheet of pad paper for a short quiz. Students get their papers. | | | Direction: Identify the figures of speech used in the following lines. ________1. â€Å"Which is the bliss of solitude†________2. â€Å"I wandered lonely as a cloud†. ________3. â€Å"A host of golden daffodils†¦Ã¢â‚¬ ________4. Fluttering and dancing in the breeze. †________5. â€Å"Ten thousand saw I at a glance. †________6. â€Å"Let’s go to war for peace. †________7. â€Å"The sun greeted me this morning. †________8. â€Å"I could sleep for a year. †________9. â€Å"Life is like an onion†. ________10. â€Å"Let’s start for an end. †| Students possible answer. 1. Paradox 2. Simile 3. Personification 4. Personification 5. Hyperbole 6. Paradox 7. Personification 8. Hyperbole 9. Simile 10. Paradox. | | | V. ASSIGNMENT| | For your assignment, show your appreciation for the joy experienced by the speaker in the poem by writing a diary entry about your feelings and understanding in the poem. | Students copy their assignment. | Is it clear, class? | Yes, Sir! | Do you have any question, class? | None, Sir! | Alright! If none, pick up the pieces of papers under your chair and be prepared for our closing prayer. | | Let’s have our closing prayer. | Amen! | Good day, class! | Good day, Sir! |

International Business and Cultural Dimensions

There is no need to elaborate on the fact that there are many countries in the world. There are many different people and different groups with their own unique identity and culture. It can be argued that culture is both invisible and visible. The visible part is the expression of culture which can include how people prepare and consume food, how people build societies. This also includes the way they celebrate weddings as well as other rituals in life such child dedication or infant baptism or burials.Advertising We will write a custom report sample on International Business and Cultural Dimensions specifically for you for only $16.05 $11/page Learn More But more importantly culture is seen in the way they conduct business. It is therefore important to remember the principle embedded in a statement made by a business guru who said that, â€Å"The business of international business is culture† (Hofstede, 1994, p.1). If an investor is willing to go overseas and establish a company it is important to understand differences in culture. Hofstede’s The Five Dimensions of Culture is a helpful guide for multinational companies, corporate leaders, and even employees working overseas. The invisible part of culture is something that could not be captured with a picture or a painting. But those who are living within a particular culture are well aware that there is something in that society that makes it different from the rest of the world. The invisible side of culture dictates not only the social norms but also how people within that culture tend to perceive the outside world and how they relate to each other. Understanding Cultural Differences The importance of having an awareness of cultural diversity is very important in the 21st century. They say that the world is getting smaller and that more and more people are interacting through the use of technology such as the Internet (Steger, 2009, p.1) But still there are many re gions that are in conflict and to some extent this is also true when it comes to international business. A company will set-up a factory or an office half-way around the world and experience problems when it comes to managing the people. It is important to have some kind of a guide to help navigate the complex world of international business. This is why Hofstede’s research is an important tool that businessmen, investors, and even employees will find helpful when it comes to dealing with other people with a different worldview than their own. The Five Cultural Dimensions Holfstede’s five cultural dimensions is an amazing framework that is very helpful in the context of international business. This is because the five dimensions cover important aspects of business operations such as corporate leadership, teamwork, how to deal with employees and how employees will interact with their supervisors. It is even helpful when it comes to gender issues. It also give leaders th e ability to develop systems and company policies based on the local culture and not on what they believe is true according to their own culture. The framework developed by Hofstede is a helpful tool when it comes to devising strategies for developing human resources.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The first dimension labeled as power and distance is an important contribution in the study of international business. This is because for the first time ,someon was able to measure the effect of the perception of power when it comes to the interaction between two people. In the United States it is not a major issue if a subordinate will talk to a boss and relate to him without considing age differences and social status. If the same thing is done in a country like Japan where there is a high score in the Power/Distance dimension, then the boss will be offended by the lack of re spect from the subordinate. The second dimension which is Individualism is also an important contribution to the study of international business in the context of culture because it is now possible to measure the â€Å"strenght of the ties people have to others within the community† (MindTools, 2011, p.1). This means that in Asian countries the workers will chose harmony over confrontation. They will do everything not to rock the boat so to speak. This can be frustrating for a Westerner when it comes to dealing with problems in the company but find no one will speak out and talk about the issues that are hounding the company. The third most important insight that Hofsted contributed to the study of international business in the context of culture is the idea that there is a way to measure long term orientation. This is very critical when it comes to introducing something new to the company. If corporate leaders are not aware that this particular cultural dimension does exist then they will be bewildered when they encounter resistance when it comes to a policy or regulation that they believe will benefit a lot of people in the company. This is because what they are trying to do may be the norm in Western societies but not from an Asian perspective. Conclusion Corporate leaders, managers and even employees sent overseas will have to learn the truth behind Hofstede’s pronouncements that international business is all about culture. If a business leader is unaware of cultural differences then he or she will encounter problems and unable to find solutions. In other words, business leaders working abroad will have to know about the culture of a particular country. This is especially true when it comes to the five dimensions of culture developed by Hofstede.Advertising We will write a custom report sample on International Business and Cultural Dimensions specifically for you for only $16.05 $11/page Learn More This system wa s developed to increase the chances of success in a foreign land. If culture is ignored in favor of tried and tested methods perfected in the West, then problems will crop up and worse of all, the leaders will be unable to prescribe an effective solution. But those who are well-aware of cultural differences can overcome challenges better than those who are ignorant about these things. References Hofstede, G., (1994). The business of international business is culture. International Business  Review, 3(1): 1-14. MindTools, 2011. Hofstede’s cultural dimensions. [online]. Available at: https://www.mindtools.com/. Steger, M., 2009. Globalization. New York: Sterling Publishing. This report on International Business and Cultural Dimensions was written and submitted by user Mattie Norris to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Conflict In The Middle East Essays - ArabIsraeli Conflict

Conflict In The Middle East Essays - ArabIsraeli Conflict Conflict In The Middle East Conflict In the Middle East Since the United Nations partition of Palestine in 1947 and the establishment of the modern state of Israel in 1948, there have been four major Arab-Israeli wars (1947- 49, 1956, 1967, and 1973) and numerous intermittent battles. Although Egypt and Israel signed a peace treaty in 1979, hostility between Israel and the rest of its Arab neighbors, especially with Palestinian Arabs, has continued because of the lack of co-operation by the Arabs. The first war began as a civil conflict between Palestinian Jews and Arabs following the United Nations recommendation of November 29, 1947, to partition Palestine, then still under British mandate, into an Arab state and a Jewish state. Fighting quickly spread as Arab guerrillas attacked Jewish settlements and communication links to prevent implementation of the UN plan. Jewish forces prevented seizure of most settlements, but Arab guerrillas, supported by the Transjordanian Arab Legion under the command of British officers, besieged Jerusalem. By April, Haganah, the principal Jewish military group, seized the offensive, scoring victories against the Arab Liberation Army in northern Palestine, Jaffa, and Jerusalem. British military forces withdrew to Haifa; although officially neutral, some commanders assisted one side or the other. After the British had departed and the state of Israel had been established on May 15, 1948, under the premiership of David Ben-Gurion, the Palestine Arab forces and foreign volunteers were joined by regular armies of Transjordan (now the kingdom of Jordan), Iraq, Lebanon, and Syria, with token support from Saudi Arabia. Efforts by the UN to halt the fighting were unsuccessful until June 1, when a 4-week truce was declared. When the Arab states refused to renew the truce, ten more days fighting erupted. In that time Israel greatly extended the area under its control and broke the siege of Jerusalem. Fighting on a smaller scale continued during the second UN truce beginning in mid-July, and Israel acquired more territory, especially in Galilee and the Negev. By January 1949, when the last battles ended, Israel has extended its frontiers by about 5,000 sq. km (1930 sq mi.) beyond the 15,500 sq. km (4983 sq mi.) allocated to the Jewish state in the UN partition resolution. It had also secured its independence. During 1949, armistice agreements were signed under UN auspices between Israel and Egypt, Jordan, Syria, and Lebanon. The armistice frontiers were unofficial boundaries until 1967. Border conflicts between Israel and the Arabs continued despite provisions in the 1949 armistice agreements for peace negotiations. Hundreds of thousands of Palestinian Arabs who had left Israeli-held territory during the first war concentrated in refugee camps along Israels frontiers and became a major source of friction when they infiltrated back to their homes or attacked Israeli border settlements. A major tension point was the Egyptian-controlled Gaza Strip, which was used by arab guerrillas for raids into southern Israel. Egypts blockade of Israeli shipping in the Suez Canal and Gulf of Aqaba intensified the hostilities. These escalating tensions converged with the Suez Crisis caused by the nationalization of the Suez Canal by Egyptian president Gamal Nasser. Great Britain and France strenuously objected to Nassers policies, and a joint military campaign was planned against Egypt with the understanding that Israel would take the initiative by seizing the Sinai Peninsula. The war began on October 29, 1956, after an announcement that the armies of Egypt, Syria, and Jordan were to be integrated under the Egyptian commander in chief. Israels Operation Kadesh, commanded by Moshe Dayan, lasted less than a week; its forces reached the eastern bank of the Suez Canal in about 100 hours , seizing the Gaza Strip and nearly all the Sinai Peninsula. The Sinai operations were supplemented by an Anglo-French invasion of Egypt on November 5, giving the allies control of the northern sector of the Suez Canal. The war was halted by a UN General Assembly resolution calling for an immediate cease-fire and withdrawal of all occupying forces from Egyptian territory. The General Assembly also established a United Nations Emergency Force (UNEF) to replace the allied troops on the Egyptian side of the borders in Suez, Sinai, and Gaza. By December 22 the last British and French Troops had left Egypt, Israel, however, delayed withdrawal, insisting

Five Ways to Ace Your Video Interview

Five Ways to Ace Your Video Interview An increase in job candidates willing to relocate for jobs, the high cost of shuttling them back and forth for interviews, and advancements in digital technology have resulted in a perfect storm of opportunity in the job hunting world: the video interview. While video interviews share the same ultimate goal as face-to-face interviews, there are some extra things to think about before getting ready for your close-up. Read on to learn five ways to make the very best impression during your video interview. 1. Set the SceneWhile you may be conducting the interview from your living room sofa, it’s essential to present yourself and your surroundings in the most professional way. Choose a bright, clean location, and be careful in rooms with lots of windows as these can cause backlighting and shadows.Eliminate clutter and annoying background noises, silence your phone, and close all irrelevant windows on your computer. Distractions not only disrupt your attention, but also the attenti on of your interviewer.Also, make sure you have access to a power source and charger: video is quick to drain computer batteries, and running out during an interview shows poor planning.2. Dress All Parts For the PartMany people assume that because interviewers only see them from the waist up, it’s acceptable to wear comfy clothing on the bottom along with your professional top. However, skip the inclination to dress down, and instead dress to impress with a top-to-bottom look. Not only will you feel more professional, but on the off chance you have to get up to retrieve a file or document, you won’t risk exposing your ratty old sweatpants.3. Do a â€Å"Test Run†Take time in advance to do a â€Å"test run† at the same location and time of day as your impending interview. Before the call, test your connection and voice/microphone. If possible, invest in a good pair of headphones: they can prevent connection problems as well as trim down on sound disruption .For best results, record a test call to see how you present on camera, and to determine any necessary adjustments or improvements.And don’t forget: you can even experiment with your camera positioning to present yourself in the most flattering way. Most people find that keeping the camera at eye level is the most attractive angle.4. Eye Contact is KeyWhile eye contact is important in any social or professional situation, it’s a particular challenge during the video interview. Why? Because the temptation is strong to watch yourself on the screen, instead of looking directly at the camera. This not only makes you look unfocused, but can be unsettling to the interviewer. Keep in mind that you’re not directly addressing the screen, but the camera above your screen. Practice this during your test run.5. Smile Early and OftenMeeting with a person face-to-face has a different â€Å"feel,† than conducting a video interview. While the connection can seem distant and disconnected, it is still extremely important to present yourself as a friendly, likable person. After all, most employers today are looking for soft skills, and failure to show off your personable side during a video interview can quickly remove you from the running.While participating in video interviews can feel strange or stressful, they’re increasingly part of the job hunt experience. Taking time to prepare yourself and become accustomed to the process can set you up for success. And remember: the ultimate goal is to enhance the hiring process and help you find the job of your dreams, so look at each video opportunity not as an obstacle, but as an opportunity.

Generally Accepted Accounting Principles Paper Research

Generally Accepted Accounting Principles - Research Paper Example According to Cleverly, Song, & Cleverly (2010), there are five generally accepted accounting guidelines or principles that are related to accounting for health, namely money measurement, valuation, duality principle, stable monetary unit, and accounting entity. In this paper a discussion will be made on these five generally accepted accounting principles related to health care. Money Measurement Money measurement principle calls for effective recording of all cash flows and revenues that are coming to the organization as well those leaving the organization. Money measurement refers to the measurement of debt obligations and revenue resources accurately so that there is no discrepancy in the accounts of the health care institute. The intent behind this accounting principle is to secure and measure all the incoming and outgoing cash flows of a firm. It is essential to measure the movement of money inside and outside the organization because it is the most basic building block of accoun ting. This particular accounting principle is related to health care field as the flow of money in a heath care facility is quite fluid and money changes hand quickly in the health care industry. ... The reason for valuing assets and costs at historical prices is that it is the only method that provides an objective value of assets and costs (Cleverly, Song, & Cleverly, 2010). Other alternatives of valuation lack the objectivity which the historical cost valuation method provides. The intent behind this accounting principle is to provide an objective account of the values of acquisition cost of assets. In the field of health care this accounting principle is vital to calculate return on investment (p. 187). Also there is no second hand market of assets that are used in the health care industry and therefore it is difficult to estimate a market value for such assets. This is the relevance of cost valuation accounting principle to the field of health care. Principle of Duality Principle of duality is a generally accepted accounting principle that refers to the basic equation that is commonly used in accounting (assets = liabilities +owner’s equity). The principle of duality also refers to the dual effect of every transaction. The effect every transaction is recorded in a way that assets equals the total liabilities and equity of the firm. This principle is forms a very basic pillar of accounting. It provides guidance as to how to account different transactions. The intent of this principle is to make sure that transactions are recorded in way that satisfies the basics of accounting. The principle of duality is the basic pillar of accounting and therefore has relevance to accounting of health care institutions. The basic equation of assets, liabilities, and equity should always be balanced when accounting in the field of health care. In health care field transactions are regularly recorded and therefore to avoid any mistake it is essential to keep this

Seeking creative talents for visual design Essay

Seeking creative talents for visual design - Essay Example Aside from genuine enthusiasm to decorate one’s home, I also love to travel and to immerse myself in varied forms and styles of art in diverse genres. Upon remuneration, I am realized the determination to pursue a career in fashion, interior design and visual communication which brought me to the Fashion Institute of Design and Merchandising (FIDM). A quick glimpse of what FIDM offers immediately enticed my appeal. I chose FIDM for various reasons such as the commitment for the development of creative, innovative and leadership skills in the fields of Fashion, Visual Arts, Interior Design, and Entertainment. The varied options and alternatives of creative majors to choose from give me ample leeway to determine the career paths and the degree programs to pursue. Further, the expanse of industry contacts that FIDM is affiliated with would assist in defining employment opportunities that would help in the achievement of personal and professional goals. Actually, I plan to major i n visual communications due to the diversity in career paths and more varied opportunities open for graduates. As indicated, there are eight possible career options from majoring in visual communications, to wit: fashion public relations specialist, fashion stylist, promotions and events coordinator, retail visual and merchandise coordinator, set decorator, store visual manager, visual design director and visual stylist. I envision continuing to path that I have already. Further, the expanse of industry contacts that FIDM.

Maglev Trains :: Magnet Train Trains Essays

Maglev Trains As almost any child knows, magnets have the ability to attract and repel other magnets. This knowledge is now being utilized in separate projects in Germany and Japan to propel and levitate a new and innovative type of train, the magnetic lift train. A German company called Transrapid is now able to build a train takes advantage of a magnets ability to attract magnetic materials. Upon observing the system from a distance, it looks to be composed of only T-shaped track and a train that wraps around the ledges of the track. However, the wrap-around part of the train hides the mechanisms that cause the train to levitate and to fly through the air. Ferromagnets on the underside of both of both the track’s ledges attract electromagnets on the wrap-around-the-track part of the train that is adjacent to the ferromagnets. A computer controls the amount of current flowing through the electromagnets in order to keep the train at a constant 1 cm from the track (#5). These electromagnets are powered by onboard batteries that are charged by linear generators that convert motion into electricity. In addition, the train needs more than its levitation system to maintain its proper lateral position on the track. The Transrapid syst em accomplishes this feat by creating an attractive field between magnets on both the track’s ledge’s sides and on the interior sides of both the warp-around-the-track parts of the train. The two attractive forces cancel each other out and cause the train to remain in the same lateral distance from the track.(Most of the information is form #4.) In addition to levitating the vehicles with magnetic forces, the Transrapid train’s propulsion system also uses magnetism. The forces used to propel and break the vehicle are both created with the aluminum three-phase cable winding in the ferromagnets on the track and the electromagnets on the train. The train moves forward when an alternating current, supplied by an outside source, is sent through the windings on the track. This creates an alternating magnetic field that both pushes and pulls the train along the track. In order to slow the train down the alternating current is reversed. This causes the train to be pushed and pulled in the direction opposite of its motion. Also, this system is energy efficient because instead of electrifying the entire track, the only electrified part is length where the train is traveling.

Dangers of Speeding

When riding through any type of speed zone you should be extremely precarious. Especially In a school zone, due to the children going and leaving school as well as all cars that could possible be lined up walling to pick up and drop off. The Lake Sconce Academy speed zone is approximately 35 miles per hour. Going over this speed zone could harm your self and the people around you as well. Violating any school speed zone could endanger the lives of children crossing the street, buses traveling back and forth, and any staff member helping the children or aren't going to school or on about their day.School zones are specifically designed to help protect children and families and to try to prevent any type of accident. Also, going over the speed Limit makes you more likely to cause or be a volt In an accident. It may seem that going only a couple miles over the speed limit wont have any cause or effect, but it has a lot more effect than anyone thinks. Many people have the thought that no damage can really be done unless your going a certain speed over the posted limit. But following the proper speed limit could keep you from injuring yourself or others.It also prevents you from loosing control, swerving, distractions, and allowing you to have ample amount of time to react to any unexpected changes within the area. The faster you are traveling in a car the harder the impact and usually the more damage caused. Not only could this effect you, your car, and the other persons belongs, but It could also affect your record. For every violation of the law you receive points, and after six points while having a class D license you risk the chance of eating your license taking until your eighteen years old or taken proper reckless driving classes.Believe it or not speeding is the third leading contributing factor in car accidents. On average, more than 33% of car accidents are caused from not following the proper speed limit. The consequences from getting in a wreck can be e xtremely serious. You have a high possibility of facing very expensive fines, having to take traffic school, having your Insurance premiums raise a significant amount, and possibly even getting your license suspended for a very lengthy time period.Dangers of Speeding By belladonna Especially in a school zone, due to the children going and leaving school as well as all cars that could possible be lined up waiting to pick up and drop off. The Lake Sconce going over the speed limit makes you more likely to cause or be a victim in an belongs, but it could also affect your record. For every violation of the law you receive serious. You have a high possibility of facing very expensive fines, having to take traffic school, having your insurance premiums raise a significant amount, and

Trans Generational Influances An Influence On Your Life...

Trans generational influances: Are humans just like animals and do we behave the way we do because we are pre programmed and we follow our instincts. During this semester I was on a journey to discover what sets us apart, and how much and what do we inherent from our parents. Is there such thing as a dictator gene? Why do we behave as we do? Does the stress your parents had affect your life? Is there such thing as free will? Can prenatal events be an influence on your political choice later in life? Are there genetic influences on sexual orientation? Because of the transgenerational effects, chances are that when parents are crewel, users of drugs and or alcohol, errors in the next generations can occur. It s just how organisms optimized during evolution. The same principles count for the evolution of behavior. We all want the Nash equilibrium. Charles Darwin did not discover evolution. He had a mechanism how to work it. Chance over time, are the traits in populations. We can build on this in a few easy steps. Traits are heritable (genetic). The variables occur in different ways. Some versions are more adaptable than others. It s all about reproduction and the amount of copies of your genes you can pass on to the next generation, and when a mutation happens, you can get large chances in a population. This is also the case for behaviors. We can take a skull and just by looking at it we can determine what type of animal we are dealing with. The next step is to figure out

QUENTIN Surname Meaning and Family History

From the Latin quintinus, meaning the fifth, Quentin  sometimes  originated as a French  first name often given to the fifth son. The Quentin surname may also have originated as a geographical surname for someone from one of the places called Quentin in Gloucestershire, Northamptonshire or Worcestershire, England, or from  one of the places  in Normandy, France named for St. Quentin of Amiens. Surname Origin: English, French Alternate Surname Spellings:  QUINTIN, QUENTEN Famous People with the QUENTINSurname Caroline Quentin - English actressCarlos Quentin - American professional baseball player Where is the QUENTIN Surname Most Common? Surname distribution from Forebears  indicate that  the Quentin surname is most common in France where it ranks among the top 1000 surnames in the country. It is most common in northern France, according to WorldNames PublicProfiler, especially in the Basse-Normandie, Picardie and Centre regions.   Genealogy Resources for the Surname QUENTIN Meanings of Common English SurnamesUncover the meaning of your English last name with this free guide to the meanings and origins of common English surnames. How to Research French AncestryLearn how to research your French family tree with this guide to genealogical records and family history research in France. Quentin  Family Crest - Its Not What You ThinkContrary to what you may hear, there is no such thing as a Quentin  family crest or coat of arms for the Quentin surname.  Coats of arms are granted to individuals, not families, and may rightfully be used only by the uninterrupted male line descendants of the person to whom the coat of arms was originally granted. QUENTIN  Family Genealogy ForumThis free message board is focused on descendants of Hartmann  ancestors around the world. FamilySearch - QUENTIN  GenealogyExplore over 490,000 results from digitized  historical records and lineage-linked family trees related to the Quentin surname on this free website hosted by the Church of Jesus Christ of Latter-day Saints. DistantCousin.com - QUENTIN  Genealogy Family HistoryExplore free databases and genealogy links for the last name Quentin. GeneaNet - Quentin  RecordsGeneaNet includes archival records, family trees, and other resources for individuals with the Quentin  surname, with a concentration on records and families from France and other European countries. The Quentin  Genealogy and Family Tree PageBrowse genealogy records and links to genealogical and historical records for individuals with the Quentin  surname from the website of Genealogy Today.----------------------- References: Surname Meanings Origins Cottle, Basil.  Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967. Dorward, David.  Scottish Surnames. Collins Celtic (Pocket edition), 1998. Fucilla, Joseph.  Our Italian Surnames. Genealogical Publishing Company, 2003. Hanks, Patrick and Flavia Hodges.  A Dictionary of Surnames. Oxford University Press, 1989. Hanks, Patrick.  Dictionary of American Family Names. Oxford University Press, 2003. Reaney, P.H.  A Dictionary of English Surnames. Oxford University Press, 1997. Smith, Elsdon C.  American Surnames. Genealogical Publishing Company, 1997. Back toGlossary of Surname Meanings Origins

Satire And The Simpsons By Jan Doyle - 884 Words

The media creates television shows that appear to be reality however they are not and when looked at, it is easy to see. I will be discussing the relationships between reality and reality TV, satire, and documentary. Satire is a way of making a serious subject talked about without all of the seriousness that goes along with it. It is used to poke fun at serious topics, for example, politics by using exaggeration and parody. In a show like The Simpsons, satire is used in every episode and even though it is meant to be light to make viewers laugh, it is somewhat educational because they are using real-life situations in the show. An article â€Å"Beyond a joke: Teaching Satire Using The Simpsons† by Jan Doyle said â€Å"Rather than making our classrooms more lounge-roomish, The Simpsons is a powerful tool for teaching the value of social comment, irony and an insight into expressive potential of satire (Doyle, 1999)†. This quote shows that even though the show is meant fo r entertaining the public, it is also used to inform people as well about real life. I believe that the satirical aspect of the show being used to inform viewers would only be very effective for adolescents because when I was a young child, I did not fully understand what was the reason for some of the things that were being shown on that TV show because being a child, you are not as aware of what is going on in the media because children usually do not watch the news. Reality TV shows such as Big Brother appears

Extrinsic and Intrinsic Motivation in Education Free Essays

Extrinsic and Intrinsic Motivation in Education As life goes on, I am starting to learn more and more about what motivates me step forward and can be successful in education; I recognize that when I plan or want to do something, I have a motivation for that specific thing. In other words, when I do something, I have a reason why I should do that thing. According to the book â€Å"Drive† by Daniel H. We will write a custom essay sample on Extrinsic and Intrinsic Motivation in Education or any similar topic only for you Order Now Pink, it makes me thought-provoking about motivation 2. 0 and motivation 3. 0. So the question comes in my mind is what is the difference between motivation 2. 0 and motivation 3. , and which motivational system is more effective either for education. Motivation 2. 0, what we know as extrinsic motivation assumes that human beings are best motivated by rewards and punishments (carrots and sticks). On the other hand, motivation 3. 0 what we know as intrinsic motivation suggests that humans are primarily motivated to learn, create and better the world (learning and creating). In education, I prefer that motivation 3. 0 is more effective than motivation 2. 0 because motivation 3. 0 leads to success and good behavior and motivation 2. leads to decreasing of students’ progress. The first thing, motivation 3. 0 is more effective than motivation 2. 0 because motivation 3. 0 leads to success. Students are most likely to show the beneficial effects of motivation when they are intrinsic ally motivated to engage in classroom activities. Intrinsically motivated students tackle assigned tasks willingly and are eager to learn classroom material, more likely to process information in effective ways by engaging in meaningful learning, and more likely to achieve at high levels. In contrast, extrinsically motivated students may have to be enticed or prodded, may process information only superficially, and are often interested in performing only easy tasks and meeting minimal classroom requirements. To understand how these two motivations work, I want to give out a specific example. I have two friends, Sang and Anne. The first person, Sang he does not enjoy accounting and is taking the class just because earning an A or B in the class will help him earn a scholarship at Business Department. The second person, Anne she has always liked accounting. The class will help her earn a scholarship, but in addiction, Anne really wants to become a good accountant. She sees its usefulness for her future profession as an accountant. Through this example, we can see the first person exhibits motivation 2. 0. Students who belong to motivation 2. 0 may want the good grades, money, or recognition that particular activities and accomplishments bring. In contrast, the second person exhibits motivation 3. 0. Students who belong to motivation 3. may engage in an activity because it gives them pleasure, helps them develop a skill they think is important, or seems to be the ethically and morally right thing to do. According to the book â€Å"Drive†, in chapter 3 Pink describes â€Å"They’re working hard and persisting through difficulties because of their internal desire to control their lives, learn about their world, and accomplish something that endures† (77). In some cases, motivation 2. 0 can get students on the road to successful classroom learning and productive behavior. Yet motivation 3. 0 leads students over the long run. It will encourage them to make sense of and apply what they are studying and will increase the odds that they will continue to learn. Moreover, motivation 3. 0 is more effective than motivation 2. 0 because motivation 3. 0 leads student to good behavior. When student comes to motivation 3. 0, this basically means that student is motivated to do a particular task of the pleasure or satisfaction that they get in performing the task itself. In other words, intrinsically motivated student comes from within an individual rather than from extrinsic rewards such as money, grades, or class rank. A student who tends to be intrinsically motivated could be motivated by internal factors such as recognition, responsibility, growth and advancement. If a student is to be motivated by intrinsic rewards, then this means that what the student really wants is a job that interests him, a challenging work environment, and  the responsibility to perform the task in order  to motivate him. For example, an intrinsically motivated student will perform a task given to him willingly, either because he might find the task challenging or else interesting and satisfied with completing it. This is due to the fact the external rewards hardly motivate these students. In chapter 3 of the book, Pink points out about type I behavior â€Å"Type I behavior is self-directed. It is devoted to becoming better and better at something that matters. And it connects that quest for excellence to a larger purpose† (78-79). This explains that motivation 3. 0 leads student to good behavior and tends to be very much effective in the long run as the students perform the tasks willingly because it interests them, rather than trying to escape from it once the task is done. Furthermore, motivation 3. increases effort and persistence in activities and affects cognitive processes. As we discovered in chapter 4 about autonomy, Pink explains â€Å"According to a cluster of recent behavioral science studies, autonomous motivation promotes greater conceptual understanding, better grades, enhanced persistence at school and in sporting activities, higher productivity, less burnout, and great er levels of psychological well-being† (88-89). Motivation 3. 0 increases the amount of effort and energy that students expend in activities directly related to their needs and goals. Intrinsically motivated students are more likely to continue a task until they’ve completed it, even if they are occasionally interrupted or frustrated in the process. In general, motivation 3. 0 increases students’ time on task, an important factor affecting their learning and achievement. Besides that, motivation 3. 0 affects what and how students mentally process information. For one thing, intrinsically motivated students are more likely to pay attention because they are sitting in class, doing the task for the long run purpose and larger achievement. So attention is critical for getting information into working memory. Intrinsically motivated students also try to understand and elaborate on material to learn it meaningfully rather than simply go through the motions of learning in a superficial, rote manner. One special thing is intrinsically students have higher self-esteem. Through the description type I behavior promotes greater physical and mental well-being in chapter 3, Pink states â€Å"According to a raft of studies from SDT researchers, people oriented toward autonomy and intrinsic motivation have higher self-esteem, better interpersonal relationships, and greater general well-being than those who are extrinsically motivated† (78). Thereby circumventing the intrinsic barrier. This can understand that the more students are motivated to achieve academic success, the more proud they will be of an A and the more upset they will be by an F or perhaps even a B. The more students want to be accepted and respected by their peers, the more meaningful the approval of the â€Å"in-group† will be and the more painful the ridicule of classmates will seem. As a last result, motivation 3. 0 is more effective than motivation 2. 0 because motivation 2. 0 leads to decreasing of students’ progress. Motivation 2. 0 what stands for extrinsic motivation comes when the students are thus motivated by means of external rewards. External rewards basically consist of money and grades. Motivation 2. 0 leads students are involved in performing a particular task is because of the external rewards that gives them satisfaction and pleasure, and not because they are interested in it. In other means, motivation 2. 0 drives students to do things especially for tangible rewards or pressure, rather than for the desire of it. Extrinsic motivators basically focus the students on rewards rather than actions. For example, students will perform tasks though they are not quite interested in it, thus because of the rewards involved with it. Some students will not want to do the work willingly, but rather they are motivated to do so by external rewards. According to Drive, in chapter 3 Pink argues â€Å"When people use rewards to motivate, that’s when they’re most demotivating† (70). When students are not interesting in doing tasks and learning and they are just focus on the rewards that they can receive, instead of trying to improve skills and get stronger performance that may affect on their long lives, this explains why motivation 2. 0 leads to decreasing of students’ progress. Therefore, if we can apply motivation 3. to students, we can reduce the emphasis on external rewards such as grades, class rank, and â€Å"pay for performance† (giving student money for good grades) and instead try to design tasks that allow students choice, challenge and purpose. Most students will be happy to work on their tasks in which they can determine things such as the product they will produce, or wit h whom they will work, especially if the task requires creative and critical thought, and if they see a real-life application to what they are doing. However, we need to recognize that most schools are still operating on motivation 2. . That is a problem between how we prepare students for work and how work actually operates. Moreover, the basic problem with Motivation 2. 0 is â€Å"if-then† rewards. In the summary of chapter 2, Pink explains why â€Å"if-then† reward is not good that â€Å"Traditional â€Å"if-then† rewards can give us less of what we want: They can extinguish intrinsic motivation, diminish performance, crush creativity, and crowd out good behavior† (220). Actually, â€Å"if-then† rewards often give less of what we are hoping to achieve and generally crush the stuff we want, like high performance, creativity, and good behavior. Anyway, motivation 2. 0 with external rewards is one of causes leads to decreasing of students’ progress because it motivates student only short term. This is because the extrinsically motivated students will do their task only as long as they receive their rewards and thereafter will stop performing the tasks, once the rewards are no longer there. Through the book â€Å"Drive† by Daniel H. Pink, I have a look at both motivation 2. 0 and motivation 3. 0; I could say that motivation 3. 0 is far stronger than motivation 2. 0 when it comes to motivate students in the long run. For me, I consider I need to apply the three elements of Motivation 3. 0 according to Pink to move forward in education. First, I need to gain autonomy which is my desire to be self-directed. Second, mastery in which is my desire to get better and better at something that matters. And third, purpose in which is my desire to be part of something larger than myself. Even though the system right now makes this very difficult to do, but I will not ignore standards, I believe I can and will find ways to engage myself in self-directed and meaningful work. How to cite Extrinsic and Intrinsic Motivation in Education, Essay examples

Harnischfeger Corporation Essay Example For Students

Harnischfeger Corporation Essay Harnischfeger Corporation Teaching Note INTRODUCTION The purpose of the Harnischfeger Corporation case is to expose students to the managerial motives for making major financial reporting policy changes. Generally accepted accounting principles (GAAP) allow companies wide latitude in the choice of accounting policies. After a firm chooses a set of accounting policies, current accounting rules permit changes from one alternative policy to another at the discretion of the management. Since reported accounting figures are widely used by a number of external parties, managers of firms have incentives to choose accounting policies in order to influence the behavior of these parties. A variety of managerial motives for accounting policy decisions have been identified in the accounting literature. The Harnischfeger case is designed to encourage students to explore these motives. Harnischfeger Corporation, a large New York Stock Exchange company, faced a financial crisis in 1982. New management was appointed to turn the company around. As part of its restructuring strategy, the new management team made a number of financial reporting policy changes in fiscal 1984. Together, these changes accounted for most of Harnischfegers reported 1984 profits. More significantly, these changes represented a substantial switch from the companys earlier conservative reporting philosophy to a more aggressive one. The case describes the companys financial crisis, the turnaround strategy of the new management team, and the accounting policy changes that took place in 1984. This case is a by-product of my field research, which is described in the paper, The Anatomy of an Accounting Change. This paper is published in Accounting and Management: A Field Study Perspective, edited by William Bruns and Robert Kaplan (Harvard Business School Press, 1987). This teaching note was prepared by Krishna G. Palepu. Copyright ( 1987 by the President and Fellows of Harvard College. Harvard Business School teaching note 5-187-152. This case can be use d in several different ways. At the Harvard Business School, the case has been used as part of a module dealing with the accounting policy decisions of firms and the stock markets ability to see through these decisions. The sample assignment described below assumes that the case is used by itself in a second-year MBA course on financial statement analysis or a course on financial reporting. QUESTIONS FOR STUDENTS The following set of questions are in the textbook and are designed for use in a class where the instructor prefers to provide a minimum level of structure to the students: 1. Identify all the accounting policy changes and accounting estimates that Harnischfeger made during 1984. Estimate, as accurately as possible, the effect of these changes on the companys 1984 reported profits. 2. What do you think are the motives of Harnischfegers management in making the changes in its financial reporting policies? Do you think investors will see through these changes? 3. Assess the companys future prospects given your insights from questions (1) and (2) and the information in the case on the companys turnaround strategy. For instructors who prefer to use a more structured approach to teaching the case, the following questions will guide students through the material: 1. Describe clearly the accounting changes Harnischfeger made in 1984 as stated in Note 2 of its financial statements (pages 212-213 of the text). . What is the effect of the depreciation accounting method change on the reported income in 1984? How will this change affect profits in future years? 3. What is the effect of the depreciation lives change? How will this change affect future reported profits? 4. The depreciation accounting changes assume that Harnischfeger’s plant and machinery will last longe r and will lose their value more slowly. Given the business conditions Harnischfeger was facing in its primary industries in 1984, are these economic assumptions justified? 5. In Note 7 (pages 215-216), Harnischfeger describes the effect of LIFO inventory liquidation on its reported profits in 1984. Describe what is meant by LIFO liquidation, and how liquidation affects a company’s income statement and balance sheet. 6. Note 8, page 216, states Harnischfeger’s allowance for doubtful accounts. Compute the ratio of the allowance to gross receivables (receivables before the allowance) in 1983 and 1984. What would the allowance have been if the company maintained the ratio at the 1983 level? How much did the pre-tax income increase as a result of the changed ratio in 1984? . Note 9, page 216, states that Harnischfeger decreased its RD expense in 1984 relative to the previous two years. Do you think this change was motivated by business considerations or accounting considerations? How did this change affect the company’s reported profits in 1984? 8. Note 11, pages 216-217, describes a number of changes in Harnischfeger’s pension plan s in 1984. Describe these changes as clearly as you can. What are the economic consequences of these changes to Harnischfeger and its workers? 9. How did the pension plan changes affect Harnischfeger’s financial statements in 1984? Are these changes likely to affect future profits? 10. Summarize all the accounting changes Harnischfeger made in 1984, and their effects on pre-tax profits and cash flows in 1984. 11. Accounting statements are used by investors, lenders, customers, employees, and governments in dealing with Harnischfeger. Among these groups, who is most likely to â€Å"see through† the above accounting changes, and who is least likely to do so? 12. Are the accounting changes likely to help or to hinder Harnischfeger’s ability to implement its business plan? Be as specific as possible. 3. Overall, what is your assessment of Harnischfeger’s future as of 1984? Handout: (To be handed out at the end of the class. ) Krishna Palepu. The Anatomy of an Accounting Change. In Accounting and Management: A Field Study Perspective, edited by William Bruns and Robert Kaplan. Boston: Harvard Business School Press, 1987. CASE ANALYSIS AND TEACHING STRATEGY I begin the class by mentioning the fo llowing recommendation of a leading Wall Street investment house on Harnischfegers stock just prior to the release of the companys 1984 Annual Report: We recommend the stock of Harnischfeger Corporation for purchase in speculative accounts because we expect the company to report a modest profit this year and untaxed earnings of $3. 00 per share in 1985, following ten years of deteriorating financial statements and two years of large losses. Earnings power, assuming a sustained recovery of the companys markets, could be $4. 00-$6. 00 per share in the 1986-87 time period. The Harnischfeger stock is selling at less than three times these peak earnings (were they taxed) and at a slight discount to book value. I ask how many students would follow the above investment recommendation and invest in Harnischfegers common stock after seeing the companys 1984 Annual Report, and then I take a vote. This gets the class thinking about the overall effectiveness of the companys strategy and its financial accounting decisions. My experience has been that most of the students are skeptical about the company at this point and therefore would not want to invest in the companys stock. I start the discussion by calling on one of these students and asking him or her to evaluate the companys 1984 profit performance. The few students who want to invest in the company provide an interesting counterpoint of view and should be called on later in the class. Discussion of Question 1 Harnischfegers accounting decisions account for a large portion of the companys reported profits in 1984. Students identify a number of these decisions and their profit impact. 1. The depreciation method was changed from accelerated to straight-line, applied retroactively to all assets. The cumulative effect of this change, not including the reduction in the current years depreciation expense, increased after-tax net income for 1984 by $11. 05 million. The company did not report the reduction in the depreciation expense in 1984 due to this change. (See Exhibit 4, Note 2, in the case. ) 2. The company also changed its estimated depreciation lives of certain US plants, machinery, and equipment, and the estimated residual values of certain machinery and equipment effective the beginning of the fiscal year 1984. This change in creased the pretax reported profit by $3. 2 million. Since the company paid no domestic federal income taxes in 1984, after-tax income also increased by the same amount. (See Exhibit 4, Note 2, in the case. 3. During 1984, the company changed its rate of return assumption for determining pension expense. The rate assumed was 9% in 1984 compared to 8% in 1983 and 7. 5% in 1982. During the year, the company also restructured its pension plan and recaptured $39. 3 million in excess plan assets. The effect of the change in the rate of return assumption for the pension plan and the plan restructuring reduced the pension expense by approximately $4. 00 million in 1984. (See Exhibit 4, Note 11, in the case. ) 4. The liquidation of LIFO inventories resulted in a net income increase of $2. million. (See Exhibit 4, Note 7, in the case. ) 5. The companys provision for doubtful accounts receivables as a percentage of total receivables was 8. 4% in 1984. The corresponding percentage in 1983 was 11. 3%. If the company maintained the same percentage provision in the two years, the bad debt expense in 1984 would have been $1. 5 million more than the reported expense. (See Exhibit 4, Note 8, in the case. ) 6. Effective fiscal 1984, the company changed the financial year ending from July 31 to September 30 for certain foreign subsidiaries. Could Genocide have been prevented EssayWe wish to tell the truth but do not want to be overly conservative in doing so. When the outside world compares our financial performance with that of other companies, they may or may not take the time and effort to untangle the effects of the differences in financial policies that various companies follow. My own belief is that people adjust for the obvious things like one-time gains and losses but have difficulty in adjusting for ongoing differences. In any case, these adjustments impose a cost on the user. If people adjust for the differences in accounting policies when they ompare us with other companies, then it should not matter whether we follow conservative or liberal policies. But suppose they do not adjust. Then clearly we are better off following the more liberal policies than conservative policies. I am not sure whether people make the adjustments or not, but either way we wish to present an optimistic version of the picture and let people figure out what to do with the numbers. As a company you have to put the best foot forward if you want to raise capital, convince customers that you are a viable company, and attract talented people to work for the company. I feel that the financial reporting should help rather than hinder the implementation of our operating strategy. In my opinion, the changed accounting format highlights the effectiveness of our strategy better than the old policies do. The instructor can sum up the class discussion on question (2) by mentioning the views of the management described above. Discussion of Question 3 After completing the analysis of Harnischfegers accounting policy changes, the class should be asked to assess the companys future. At this point, I go back to my original question to the class, namely, Is it worthwhile to invest in the companys stock in early 1985? I call on a student who considers the companys stock a good investment and ask him or her to explain why. Harnischfegers turnaround strategy consists of four elements: (1) changes in top management, (2) cost reductions to lower the companys break-even point, (3) reorientation of the companys business, and (4) restructuring the companys finances to facilitate the implementation of the reorientation strategy. The changes in the top management seem to be good. The new chief executive officer (CEO) has considerable experience in Harnischfegers industry. The new CEO demonstrated his credibility with the financial community by successfully negotiating with the companys lenders to restructure the companys debt. The new management has taken several steps in the right direction. The companys cost-reduction programs seem to be paying off. These programs were helpful in reducing the companys losses in 1984. The financial management of the company also seems to be sound. The cost-reduction programs and the pension restructuring have improved the companys cash flow. The total cash-flow analysis, shown in Exhibit 1, indicates that the company has been able to generate positive cash flow from its operations in 1984. The company raised substantial new capital through a public offering of debentures and common stock and used the proceeds to pay off all of the companys restructured debt. Finally, the companys business strategy seems to be sound. The management recognized the potential to exploit the companys strength in the material handling equipment business. Through its Harnischfeger Engineers subsidiary, the company planned to expand in this area and concentrate on the high margin systems business. This strategy is likely to help the company to move away from the mining and construction equipment business, which is a low-growth and cyclical industry, to a higher-growth and more stable business. Students who are optimistic about the companys future cite the above factors as the reasons for their support for the company and its management. They argue that these factors indicate that the companys new management has the right ideas and knows how to turn the company around. These students suggest that the managements accounting decisions were part of its attempt to implement the companys strategy and are therefore constructive. The instructor should wrap up the case discussion by reviewing the companys motives for its accounting decisions. The instructor should point out that understanding these motives is essential for an analyst who is interested in assessing the companys current performance and its future potential. The instructor may end the class by taking a second vote on the investment potential of the companys stock and sharing with the class the subsequent events described below. SUBSEQUENT DEVELOPMENTS The following events describe the developments subsequent to the time of the case. As can be seen, Harnischfeger seems to have succeeded in implementing its strategy effectively. Also, the company continued to liberalize its financial reporting policies. 1985 1. The company changed its accounting for duration patterns and tooling. Previously, the cost of the patterns and tooling was expensed in the year of acquisition. Under the new method, these costs are capitalized and amortized over their estimated useful lives. 2. Harnischfeger reported a net profit of $0. 74 per share for fiscal 1985. The accounting change described above contributed $0. 24 per share to the reported profits. 3. The company raised $147 million by issuing preferred stock. 1986 1. Mr. Goessel was appointed as the chairman and CEO of the company, and Mr. Grade was appointed as the president and chief operating officer (COO). Previously, Mr. Goessel was the president and COO, and Mr. Grade was the CFO. 2. Harnischfeger acquired Beloit Corporation, a producer of papermaking machinery and systems, for $175 million in cash. Later in the year, stock equivalent to a 20% equity interest in Beloit was sold to Mitsubishi Heavy Industries, Ltd. , for $60 million in cash. 3. The company acquired Syscon Corporation, a firm based in Washington, DC for $92 million in cash. Syscon developed advanced computer systems for military markets. 4. Harnischfeger announced a plan to sell the companys Construction Equipment Division for approximately $17 million in cash and $55 million in debentures. 5. The company reported that Harnischfeger Engineers received a major order for the design of an automated car assembly plant. . Harnischfeger reported a net loss of $1. 14 per share for fiscal 1986. This consisted of a profit of $2. 15 per share from continuing operations, a loss of $4. 45 per share from discontinued operations (Construction Equipment Division), and a gain of $1. 16 per share from the adoption of the new pension accounting rules. 1987 1. Harnischfeger received a takeover offer from Columbia Ventures, Inc. , fo r $19 per share in cash. The company considered the offer inadequate and rejected it. Exhibit 1Total Cash-Flow Analysis ($ in thousands) |1984 |1982 |1981 | | | | | | |Working capital from operations | $ 2,961 | $ 1,763 | $ (55,902) | |(Increase)/decrease in accounts receivable |(23,908) |(5,327) |42,293 | |(Increase)/decrease in inventories |9,282 |56,904 |26,124 | (Increase)/decrease in refundable income taxes and related interest | | | | | |11,289 |(2,584) |(6,268) | |(Increase)/decrease in other current assets |259 |10,008 |(439) | |Increase/(decrease) in accounts payable |16,488 |(1,757) |(3,302) | |Increase (decrease) in employee compensation and benefits payable | | | | | |698 |(15,564) |(3,702) | |Increase/(decrease) in accrued plant closing costs |(3,888) |(14,148) |20,496 | |Increase (decrease) in other current liabilities | (3,181) | (15,927) | (3,030) | |Cash from operating cycle | $ 10,000 | $ 13,368 | $ 16,270 | |Minus plant and equipment additions | (5,546) | (1,87 1) | (10,819) | |Cash before dividends, investments, and external financing | | | | | |$ 4,454 |$ 11,497 |$ 5,451 | |Minus cash dividends | 0 | 0 | (2,369) | |Cash before investments and external financing | $ 4,454 | $ 11,497 | $ 3,082 | |Minus advances to unconsolidated companies |(2,882) |0 |0 | |Plus other | 269 | 1,531 | 848 | |Cash before external financing | $ 1,841 | $ 13,128 | $ 3,930 | | | | | | |External Financing: | | | | | | | | |Proceeds from senior notes and subordinated | | | | |Debentures |$ 120,530 |$ 0 |$ 0 | |Conversion of export and factored receivable sales to debt | | | | | |0 |23,919 |0 | |Restructured debt |0 |158,058 |0 | |Debt replaced, including conversion of receivable sales of 23,919 | | | | | |0 |(158,058) |0 | |Repayments of debt |(161,500) |(760) |(9,409) | |Increase (repayment) of short-term bank notes payable |2,107 |(3,982) |(2,016) | |Other increases in debt |1,474 |0 |25,698 | |Issuance of common stock |21,310 |0 |449 | |Issuance of commo n stock warrants |6,663 |0 |0 | |Salaried pension assets reversion | 39,307 | 0 | 0 | |Cash from external financing | $ 29,891 | $ 19,177 | $ 14,722 | |Net increase (decrease) in cash and temporary investments | | | | | |$ 31,732 |$ 32,205 |$ 18,652 |

Chuck Close Essay Example Essay Example

Chuck Close Essay Example Paper Chuck Close Essay Introduction Chuck Close’s Self-Portrait(1967-1968) In this paper I will explore critically on Chuck Close’s Self-Portrait(1967-1968). I will begin by describing and display the significance of this piece. I chose Chuck Close’s Self-Portrait(1967-1968), as my thesis image, this work is an example of the excellent superealism and photorealism that Chuck Close is capable of and known for. In the first stage of his painting career, he did a lot of abstract paintings and later he focused on new ways to portray the human figure, since 1964. His work was superealistic and gigantic in size featuring atypical art subjects with empty facial expressions. In this huge self portrait he catches every tiny detail of his face, the mussy hair, the shadow that hair created on his forehead, the cigarette, the smog of the cigarette, the mole on his neck, and the reflection on his glassed. He highlights details even a camera would not capture. This self-portrait is 263? 213cm, almost 10 times bigger than his body. I think mostly people don’t see themselves in this size, and more important that they don’t face them self through painting, this unique way and let other people define your identity. The sheer scale and meticulous attention to his body has a profound impact on the viewer, the viewer is under his watching, covered by him. We will write a custom essay sample on Chuck Close Essay Example specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Chuck Close Essay Example specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Chuck Close Essay Example specifically for you FOR ONLY $16.38 $13.9/page Hire Writer His facial features are removed from the familiar and made into something to be confronted by. Through this paper I attempt to conceive and illustrate a compelling interpretation of Chuck Close’s self-portrait through the lens of body art. Chuck Close Essay Body Paragraphs I will define the idea of body art while considering the writings of Ewa Lajer-Burcharth’s article. I will also examine and compare the Chuck Close’s self-portrait with Gary Hill’s video Inasmuch as it is always already taking place , Cindy Sherman’s photography , and Mona Hatoum’s Corps Etrange from the view of body art. In this paragraph I will present the basic characters and artful differences between super realism and body art. As the traditional realism art, viewers suppose to understand and read from the narrative realistic drawing, no matter from the landscape or human portrait, artists suppose to lay out a particular type of emotion or atmosphere for viewer to trace the clue, or more directly reveal the whole story. When it comes to super realism, artists refuse to reveal any subjective and emotional from the highly resemblance painting that viewers barely trace any clues from the piece. hen I stood in front of Chuck Close’s painting in the Milwaukee At museum, I felt very oppressive and even a little scary, the reason why is because despite through all realistic physical displaying, the lack of emotion and the coldness of the huge portrait still merely present the flesh body, I don’t think I will define the human figure is Chuck Close, but more likely to be a body. For as much as when we discuss the term of â€Å"person†, we will mainly cover not only the biological body feature, more important are personality, character. Meanwhile, as a development or continue during the period of postmodernism, body art emerge as a particular uncanny anti-me defamiliarize of human body to force us to â€Å"scan† ourselves in a whole new way and confront ourselves on a totally different position, instead of just using mirror as the medium, body art provide a more various and imaginative stage for us, to step out from the â€Å"illusion† or â€Å" inveracious me† through diverse method, postion relation and spacial connection. The reason why I interpreted Chuck Close’s hyper realism painting through the lens of body art, is I consider they share the same quality and feature on avoiding personal emotion and defamiliarize person’s body, meanwhile, disorientating and rediscover ourselves. I will articulate this idea from the aspect of composition (the inner relation and recreation), media (format technique), and stylization. Rosalind Krauss once said that, â€Å"the structure of video installation as based on a psychological situation of â€Å"self-encapsulation†, which turned both the body and psyche into its own surround, cutting it off from any external object. A sense of spatial enclosure was accompanied in external practices by temporal collapsing of both past and future into a sandwich of present moment. †1 I can’t deny that the method of Chuck Close’s portrait is different from the video installation that Rosalind Krauss discussed above, at the same time as I address and interpreted his hyper realism portrait into body art, the painting to me is no longer just a painting. In other words, Chuck Close normally spend 4~14 months on each painting, but how long will take for a person normally look into the mirror? 1 minute? Or even just seconds? The painting and even the whole processes of painting rendering constructing to me, have already become a continues activity and tr ansformation. Most figures that he draws are his close friends who are familiar with; he knows their personality, and their behavior even their psychological features. At the same time, through his painting, he not only empty model’s emotion and defamiliarlize their body, but also cutting off his who feeling, there is no sign, no preference, the painting is not about beauty or any purposes. I consider this is the situation that Krauss called â€Å"self-encapsulation†. During this long time recreation, he deconstructs and converts himself into numbers of details; working on the body he should be very familiar with parts by parts, even reconsider different part of his face rather shapes and color, than organ (nose, mouth, eyes. . The simple copy and mimicry interminable process stretches the body, finally cause the whole piece loses the meaning of â€Å"portrayal real people†. Gary Hill: In as Much as It Is Always Already Taking Place 1990 At the same time, considering Gary Hill’s Inasmuch as it is always already taking place, according to Hill’s vision of the body, â€Å"a presence unformed by an absence† 2, Hill framed â€Å"separate, almost abstract shapes and textures† 3 of body into different fragment and display them in a limit space. Comparing to Hill’s video, Chuck relays on the particular method –painting to confront and block himself, this stable, unchangeable and also massive portrait seems block the past and prevent future, forcing you to step yourself out from the daily life, from the imagination that you create by yourself and even your logical thinking, emotional feeling, personal experience, Ultimately exposal the reality of the flesh body. Mona Hatoum: Corps Etranger (Foreign Body)1994 Furthermore, I will define and disorienting and reconfiguration by the example of Mona Hatoum’s Corps Etranger. As Ewa Ljer-Burcharth mentioned in his article, â€Å"Hatoum make you step inside of† 4. Mona Hatoum does not only change the way we survey ourselves (from the exterior facial appearance to anatomical aspect), but also the perspective to perceive. We seem like floating on ourselves, jumping out from the illusion, like what Ewa Ljer-Burcharth said, â€Å"it is a disturbing work, diffi cult to watch.the â€Å"Corps Etranger† sets up an unsettling dialogue between one’s sense of one’s own body and one’s sense of the self.inviting one to come to terms with the otherness within oneself. † Talking to Chuck Close’s portrait, I would define he disorienting and confusion reduce to the size and the over realistic technique. The regular portrait normally should be the same size as human figure, for Close, he suddenly maximum and extend the â€Å"normal people† the normal image we perceive and construct every day into a giant object, we become different person and stand on the â€Å"viewer’s† position to confront ourselves, in other words , more likely observe an object. We are enlarged and exposure every blemish by the size and hyper realism style truly and impassively, all facts become over realistic, even to the extent of fakeness. Till now, I can’t stop wondering, when we try so hard to express and attempt the highly resemblances, for instance Chuck close used almost all the techniques, (acrylic, oil, pencil, spray painting, photo projector and various ways to draw,) as such Cindy Sherman (Cindy Sherman: Untitled 1983), she leav e no stone unturned to dress up like somebody else, set up particular background or circumstance to set off the identity of the figure, turns out just one and another died, flesh body, empty object. Yet I do think, to some extent both Chuck Close and Cindy Sherman provide and led us into a condition, which make us to examine â€Å"is that still the same me? † Through the lens of body art, the interpretation indeed illuminate my cognition on Chuck Close’s hyper realism painting, I understand deeper and more profoundly engaging with the media (format technique), composition (the inner relation and recreation), and stylization of Chuck Close. To me, this piece reveals a totally new and fresh meaning to me. B I B L I O G R A P H Y 1. Ewa Lajer-Burcharth, â€Å"Real Bodies: Video in the 1990s,† in Art History, vol. 20, no. 2 (June 1997) Page-186 2. amp; 3. Ewa Lajer-Burcharth, â€Å"Real Bodies: Video in the 1990s,† in Art History, vol. 20, no. 2 (June 1997) page 191 4. Ewa Lajer-Burcharth, â€Å"Real Bodies: Video in the 1990s,† in Art History, vol. 20, no. 2 (June 1997) page 200-201