Renato Poggioli The Concept of a Movement The Theory of the Avant

The subtleties of language are not lost on Renato Poggioli. In his mind, â€Å"language is our greatest historical revealer† [p. 17].Advertising We will write a custom essay sample on Renato Poggioli: The Concept of a Movement: The Theory of the Avant-Garde specifically for you for only $16.05 $11/page Learn More The Concept of a Movement is the chapter that Poggioli devotes to defining avant garde art. Herein, the author details a crucial distinction between the avant garde and other historical periods of artistic practice, not only in terms of old versus new, but also how the artists named their practice. Artists that align themselves to a school, in Poggioli’s mind, comprise an altogether different breed than those that identify with a movement. Most significantly, how the artists thought about their practice, for Poggioli, reveals their category. Art that derives from a school owes its origin to some form of official endorsement or aff irmation, which it requires as a necessary element of its creation. School art must be sanctioned, and depends more or less on historical as well as mainstream acceptance. For Poggioli, â€Å"the school notion presupposes a master and a method, the criterion of tradition, and the principle of authority† [p. 20]. Conversely, â€Å"the followers of a movement always work in terms of an end immanent in the movement itself† [p. 20]. Said end need not be sanctioned, accepted, affirmed, valued, or even understood, by those outside the movement. Where the school presupposes disciples consecrated to a transcendent end, Poggioli believes, the movement holds multiple paths for multiple participants who may or may not arrive in the same location [p. 20]. Art based in the school form also has a qualitatively different energy than that which originates as part of a movement. â€Å"The school [art] is preeminently static and classical, while the movement is essentially dynamic and romantic† [p.20]. Advertising Looking for essay on literature languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More Innovation remains muted in the school, since it carries the weight of historical precedence, and its proponents produce work in a somewhat limited field, hamstrung by the need for permission. Movements, on the other hand, remain free of precedent, thus, its participants remain free to germinate and generate based on the present moment and their own experience. Poggioli also points to the conceptual difference between the two camps, with an emphasis on diverging views in the artists’ understanding of culture. The school is inconceivable outside the humanistic ideal, the idea of culture as a thesaurus. The movement, instead, conceives of culture not as increment but as creation – or, at least, as a center of activity and energy [p. 20]. This distinction in thought bears scrutiny. Particularly, Poggioliâ €™s use of the term â€Å"thesaurus† to describe culture produces a lightning rod [p. 20]. Essentially, artists belonging to a school will always be creating synonyms of the work of their forbearers, in Poggioli’s mind; thus, the work looks backward, and endlessly repeats, reinvents, and rehashes. Artists in the school therefore do not experience time in the present moment, but continually live and create in the past. Artists who adhere to a movement, on the other hand, not only live in the present moment, but understand culture as a social agreement, one that is constantly in flux. Culture endlessly transforms according to individual epoch and contemporary events. Thus, these artists create work that reflects their own selves in their own times, times that always change. Therefore the artists of a movement, and their artistic products, more closely resemble the actual experience of life and art: dynamic, fluid, and live. Poggioli moves on to discuss the differenc e in purpose between reviews of work that comes from the school and those that emanate from the movement.Advertising We will write a custom essay sample on Renato Poggioli: The Concept of a Movement: The Theory of the Avant-Garde specifically for you for only $16.05 $11/page Learn More The school does not aim to discuss; it intends only to teach [p. 24]. [T]he school prefers to create new variants of traditional poetics and rhetoric, normative or didactic simply by nature [p. 25]. Reviews of avant garde work, conversely, engage in the vital task of affirm[ing] in words the uniqueness, particularity, or exceptionality of its own theoretical and practical achievements. [Avant garde reviews and reviewers] more faithfully bear witness to divergence and exception: they operate in closer proximity to the sources of the work, closer to the creative process and the experimental phases [p. 25]. Ostensibly, Poggioli challenges avant garde reviews and reviewers to disseminate the conceptual framework of the movement, and become artists themselves in the process. For Poggioli, the avant garde movement breaks down into four discrete aspects or moments: activism, antagonism, nihilism, and agonism [p. 25-26]. Activism refers to the movement’s propensity to take shape and agitate for no other end than its own self, out of the sheer joy of dynamism, a taste for action, a sportive enthusiasm, and the emotional fascination of adventure [p. 26]. Antagonism names the movement’s tendency to rail against something, be it the school, tradition, or authority [p. 26]. Nihilism labels the urge of the movement to indulge in wholesale destruction, and advocate a cultural fire sale of sorts. Advertising Looking for essay on literature languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More Agonism, finally, describes the element of the movement that produces artistic martyrs, participants who â€Å"accept self-ruin as an obscure or unknown sacrifice to the success of future movements† [p. 26]. Poggioli delineates further within the four aspects to attach activism and antagonism to rational pursuits, and nihilism and agonism to the irrational. The avant garde, as defined by Poggioli, exists as a social force, as well as an artistic one. It differs from the art formed by a school in that it seeks to live in the present moment, and express itself to the public from a shared psychological, physical, and emotional space, indicative of a particular time, culture, and zeitgeist. The avant garde movement hunts large scale engagement and involvement, both from its members as well as the public, and creates its own end. The school, on the other hand, seeks to teach, and wishes only to reveal its teachings to a select group of converts who will in turn learn, and eventua lly continue the tradition and teach. Art from a school therefore can remain isolated from the public, and may or may not choose to engage with it. Reference List Poggioli, Renato. 1968. The Concept of a Movement. Cambridge, MA: Harvard University Press. This essay on Renato Poggioli: The Concept of a Movement: The Theory of the Avant-Garde was written and submitted by user Maia H. 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.

How to Write and Format an MBA Essay

How to Write and Format an MBA Essay What Is an MBA Essay? The term MBA essay is often used interchangeably with MBA application essay or MBA admissions essay. This type of essay is submitted as part of the MBA admissions process and is usually used to provide support for other application components like transcripts, recommendation letters, standardized test scores, and resumes. Why You Need to Write an Essay Admissions committees sort through a lot of applications in each round of the admissions process. Unfortunately, there are only so many places that can be filled in a single MBA class so a vast majority of the candidates who apply will be turned away. This is especially true of top MBA programs that receive thousands of applicants each school year. Many of the applicants who apply to business school are qualified MBA candidates- they have the grades, the test scores, and the work experience needed to contribute to and succeed in an MBA program. Admissions committees need something beyond a GPA or test scores to differentiate applicants and determine who is a good fit for the program and who is not. This is where the MBA essay comes into play. Your MBA essay tells the admissions committee who you are and helps to set you apart from other applicants. Why You Dont Need to Write an Essay Not every business school requires an MBA essay as part of the admissions process. For some schools, the essay is optional or not required at all. If the business school does not request an essay, then you don’t need to write one. If the business school says the essay is optional, then you should DEFINITELY write one. Dont let the opportunity to differentiate yourself from other applicants pass you by. MBA Essay Length Some business schools put strict requirements on the length of MBA application essays. For example, they may ask applicants to write a one-page essay, a two-page essay, or a 1,000-word essay. If there is a desired word count for your essay, it is very important to adhere to it. If you are supposed to write a one-page essay, dont turn in a two-page essay or an essay that is only a half-page long. Follow instructions. If there is not a stated word count or page count requirement, you have a little more flexibility when it comes to length, but you should still limit the length of your essay. Short essays are typically better than a long essay. Aim for a short, five-paragraph essay. If you cant say everything you want to say in a short essay, you should at least stay below three pages. Remember, admissions committees read thousands of essays - they dont have time to read memoirs. A short essay demonstrates that you can express yourself clearly and concisely. Basic Formatting Tips There are some basic formatting tips that you should follow for every MBA essay. For example, it is important to set the margins so that you have some white space around the text. A one-inch margin on each side and on the top and bottom is typically good practice. Using a font that is easy to read is also important. Obviously, a silly font like Comic Sans should be avoided. Fonts like Times New Roman or Georgia are typically easy to read, but some of the letters so have funny tails and embellishments that are unnecessary. A no-frills font like Arial or Calibri is usually your best option. Formatting a Five Paragraph Essay Many essays - whether they are application essays or not - utilize a five-paragraph format. This means that the content of the essay is split into five separate paragraphs: One introductory paragraphThree body paragraphsOne concluding paragraph   Each paragraph should be about three to seven sentences long. If possible try to create a uniform size for the paragraphs. For example, you dont want to start with a three-sentence introductory paragraph and then follow up with an eight-sentence paragraph, a two sentence paragraph and then a four-sentence paragraph. It is also important to use strong transition words that help the reader move from sentence to sentence and paragraph to paragraph. Cohesion is key if you want to write a strong, clear essay. The introductory paragraph should start with a hook - something that captures the readers interest. Think about the books you like to read. How do they start? What grabbed you on the first page? Your essay isnt fiction, but the same principle applies here. Your introductory paragraph should also feature some sort of thesis statement, so the topic of your essay is clear. The body paragraphs should contain details, facts, and evidence that support the theme or thesis statement introduced in the first paragraph. These paragraphs are important because they make up the meat of your essay. Dont skimp on information but be judicious - make every sentence, and even every word, count. If you write something that doesnt support that main theme or point of your essay, take it out.   The concluding paragraph of your MBA essay should be just that - a conclusion. Wrap up what you are saying and reiterate your main points. Do not present new evidence or points in this section.   Printing and Emailing Your Essay If you are printing out your essay and submitting it as part of a paper-based application, you should print the essay out on plain white paper. Do not use colored paper, patterned paper, etc. You should also avoid colored ink, glitter, or any other embellishments designed to make your essay stand out.   If you are emailing your essay, follow all of the instructions. If the business school requested it to be emailed with other application components, you should do that. Do not email the essay separately unless you are instructed to do so - it could get in someones inbox. Finally, be sure to use the correct file format. For example, if the business school requested a DOC, that is what you should send.

Definition and Examples of Epideictic Rhetoric

Definition and Examples of Epideictic Rhetoric Epideictic  rhetoric (or epideictic oratory) is ceremonial discourse:  speech or writing that praises or blames (someone or something). According to Aristotle, epideictic  rhetoric (or epideictic oratory) is one of the three major branches of rhetoric. Also known as  demonstrative rhetoric  and ceremonial discourse, epideictic rhetoric includes funeral orations, obituaries, graduation and retirement speeches, letters of recommendation, and nominating speeches at political conventions. Interpreted more broadly, epideictic rhetoric may also include works of literature. In his recent study of epideictic rhetoric (Epideictic Rhetoric: Questioning the Stakes of Ancient Praise, 2015),  Laurent Pernot notes that since the time of Aristotle, epideictic has been a loose term: The field of epideictic rhetoric seems vague and laden with poorly resolved ambiguities. EtymologyFrom the Greek, fit for displaying or showing off Pronunciation:  eh-pi-DIKE-tick Examples of Epideictic Rhetoric Daniel Webster in Praise of John Adams and Thomas Jefferson:Adams and Jefferson, I have said, are no more. As human beings, indeed, they are no more. They are no more, as in 1776, bold and fearless advocates of independence; no more, as at subsequent periods, the head of the government; nor more, as we have recently seen them, aged and venerable objects of admiration and regard. They are no more. They are dead. But how little is there of the great and good which can die! To their country they yet live, and live for ever. They live in all that perpetuates the remembrance of men on earth; in the recorded proofs of their own great actions, in the offspring of their intellect, in the deep-engraved lines of public gratitude, and in the respect and homage of mankind. They live in their example; and they live, emphatically, and will live, in the influence which their lives and efforts, their principles and opinions, now exercise, and will continue to exercise, on the affairs of men, not onl y in their own country but throughout the civilized world.(Daniel Webster, On the Deaths of John Adams and Thomas Jefferson, 1826) Oprah Winfreys Eulogy for Rosa Parks:And Im here today to say a final thank you, Sister Rosa, for being a great woman who used your life to serve, to serve us all. That day that you refused to give up your seat on the bus, you, Sister Rosa, changed the trajectory of my life and the lives of so many other people in the world.I would not be standing here today nor standing where I stand every day had she not chosen to sit down. . . . Had she not chosen to say we shall not- we shall not be moved.(Oprah Winfrey, Eulogy for Rosa Parks, October 31, 2005) Observations on Epideictic Rhetoric Persuasion and Epideictic Rhetoric:Rhetorical theory, the study of the art of persuasion, has long had to recognize that there are many literary and rhetorical texts where rhetoric does not aim directly at persuasion, and their analysis has long been problematical. To categorize speeches aimed at praise and blame rather than at decision-making, speeches such as funeral orations and encomia or panegyrics, Aristotle devised the technical term epideictic. It can readily be extended to take in literary and theoretical texts insofar as they also do not aim directly at persuasion.(Richard Lockwood, The Readers Figure: Epideictic Rhetoric in Plato, Aristotle, Bossuet, Racine and Pascal. Libraire Droz, 1996) Aristotle on Epideictic (Ceremonial) Rhetoric:The ceremonial orator is, properly speaking, concerned with the present, since all men praise or blame in view of the state of things existing at the time, though they often find it useful also to recall the past and to make guesses at the future.(Aristotle, Rhetoric) Cicero on Epideictic Orations:[Epideictic orations are] produced as show-pieces, as it were, for the pleasure they will give, a class comprising eulogies, descriptions, and histories, exhortations like the Panegyric of Isocrates, and similar orations by many of the Sophists . . . and all other speeches unconnected with battles of public life. . . . [The epideictic style] indulges in a neatness and symmetry of sentences, and is allowed to use well-defined and rounded periods; the ornamentation is done of set purpose, with no attempt at concealment, but openly and avowedly . . ..The epideictic oration, then, has a sweet, fluent and copious style, with bright conceits and sounding phrases. It is the proper field for sophists, as we said, and is fitter for the parade than for the battle . . ..(Cicero, Orator, trans. by H.M. Hubbell) Aims of Epideictic Rhetoric:If we speak in praise . . . if they do not know him, we shall try to make them [the audience] desire to know a man of such excellence since the hearers of our eulogy have the same zeal for virtue as the subject of the eulogy had or now has, we hope easily to win the approval of his deeds from those whose approval we desire. The opposite, if it is censure: . . . we shall try to make them know him, in order that they may avoid his wickedness; since our hearers are unlike the subject of our censure, we express the hope that they will vigorously disapprove his way of life.(Rhetorica ad Herennium, 90s BC) President Obamas Epideictic Rhetoric:Kathleen Hall Jamieson, the director of the Annenberg Public Policy Center at the University of Pennsylvania, noted that there were many forms of political discourse. . . . She said Mr. [Barack] Obama excels at speeches read from a teleprompter to a mass audience, not necessarily at the other forms. And his best speeches, she said, were examples of epideictic or ceremonial rhetoric, the kind we associate with conventions or funerals or important occasions, as opposed to the deliberative language of policymaking or the forensic language of argument and debate.They don’t necessarily translate to, say, selling major legislation, a skill mastered, for example, by Lyndon B. Johnson, hardly a compelling orator.It’s not a kind of speech that’s a valuable predictor of one’s capacity to govern, she said. I don’t mean to say it doesn’t forecast something. It does. But presidents have to do a lot more than that.(Pete r Applebome, Is Eloquence Overrated? The New York Times, January  13, 2008)

Foundations of qualitative and quantitative methods Essay

Foundations of qualitative and quantitative methods - Essay Example The outcome is sufficient actionable conclusions. Qualitative method provides a greater insight into the behavior of people that contributes towards healthy or unhealthy population. The method often uses case studies and observation of a population. For example, a study on HIV on a particular community may use the qualitative method to identify behaviors that increase the prevalence of the disease in the population under study. A qualitative method would supplement the qualitative method by availing the statistical part. The method gives a better presentation of conclusions in numerical form, shows trends and demographics of a population. In the above example of a study on HIV, quantitative method is important in showing aspects such as number of vulnerable persons, high-risk ages, and the economic cost of the disease. In conclusion, the above illustration shows that a nursing research provides better and actionable conclusions when both qualitative and quantitative methods are used. Whereas qualitative methods provide a theoretical perspective of a phenomenon, the quantitative method avails data evidence to enhance the viability and reliability of the results. However, using both methods is complex, time-consuming and requires expertise in theory and

The European Debt Crisis Research Paper Example | Topics and Well Written Essays - 1000 words

The European Debt Crisis - Research Paper Example The crisis accentuated the economic interdependence of the EU, as it highlighted the deficiency in the Eurozone’s political integration which was vital for the provision of a well-harmonized and effectual financial response. To ease the debt crisis and improve economic status, EU’s richest members encouraged the most highly indebted EU members to cut down on government expenditures and programs and to increase their taxes. Despite efforts, market instability continued until the end of 2011, thus questioning the future of the euro (Alessi). This paper will discuss the European debt crisis and the mitigation measures implemented to resolve the issues. The European Debt Crisis The  Maastricht Treaty outlined the conditions for European nations aiming to be a eurozone member by organizing its finances through guaranteeing an annual inflation not exceeding 1.5%; maintaining finance debits up to 3% of GDP; and keeping a debt-to-GDP ratio below 60%. The European nations agre ed to tighten budgets by decreasing public expenditures and increasing tariffs. However, the enforcement of the EU conditions was not strictly implemented (Wignall and Slovik). Since the 1930s, the European Union was in serious economic downturn with actual GDP expected to plummet by 4% in 2009, the biggest decline ever recorded in the EU history. While indications of improvement have been observed, economic revival stays improbable. The response of the EU to the recession had been fast. Besides the intervention to steady and restructure the banking sector, the European Economic Recovery Plan (EERP) was commenced in 2008 for re-establishing reliance and reinforcing demand by increasing the economy’s purchasing power through balanced tactical financial schemes and measures that would support the business and employment sectors. The entire economic incentive and the outcomes of regulated fiscal stabilizers total 5 percent of European GDP (â€Å"Economic Crisis in Europe: Cause s, Consequences and Responses†). The execution of crisis emergency measures by European members momentarily sustained the labor markets and heightened investments in the public infrastructure companies. To guarantee the economic resurgence and to continue the European nations’ future development possibilities, the focus must change from temporary demand administration to a long-term supply management, otherwise, it could hamper EU’s reformation or build damaging deformations to the Internal Market (â€Å"Economic Crisis in Europe: Causes, Consequences and Responses†). European Crisis Mitigation Measures In 2010, the leading European nations implemented an emergency protocol to cease the mounting fiscal market strains arising from distress about the financial recovery of indebted European nations (Ahearn et al). Financial Aid to Greece, Portugal, and Ireland In 2009, existing alarms concerning the sustainability of household finances in some Eurozone nation s started when the sentiments of financiers turned against Greece. Over the past ten years, Greece had loaned deeply in the global capital markets to sustain soaring government expenses, banking system inflexibilities, and deteriorating competitiveness (Nelson). Access to funds at minimal interest rates and poor imposition of EU regulations regarding debit limits facilitated the onset of today’s European sovereign debt dilemma (Nelson et al). Greece, Ireland, and Portugal have been given considerable financial supports by the International Monetary Fund (IMF), the Eurozone and EU monetary

Graduation Rate Trends in California Essay Example for Free

Graduation Rate Trends in California Essay In California, graduation rates among public high schools students declined from sixty nine percent in 1992 to sixty five percent in 1996 (Plucker, ET all). In 2000, the State managed to exceed the national graduation average rate for public high schools for the first time in that decade. Before that year, California had always being between half to four points below the national average (Plucker, ET all). Johnson (2008) quotes from the 2008 Sacramento County Children’s Report Card report by stating that graduation rate in the high schools has fallen with fewer students meeting the requirements needed to join either California State University or The University of California. According to the report, the high schools graduation rate declined from 85. 1 percent in 2000/1 to 79. 6 percent in 2006/7. In the same report, it was revealed that the percentage rate of graduates (high school) who meet the GSU and UC requirement fell from 34. 4 % in 2002 to 22. 5 % in 2006 (Johnson, 2008). On the other hand, Mitchell (2008) reports that in Los Angeles, the number of public school students graduating has fallen for two consequent years (2006/7). She attributes this to the policy requiring all the students to pass an exit examination if they will have to get a diploma. The study also shows that decrease in the graduation rate can be attributed to the experiences of students while at the middle school and the quality of the high school teachers (Mitchel Sberg, 2008). According to San Jose Mercury News, the administration of exit exam was the reason for the decline in the graduation rate in the year 2006 (the first class sat for the exam). The rate of the high school graduates fell by four percent in California that year (Dave, 2007). However, despite the general decline in the number of students who are graduating, the number from the minority students is increasing (Nierstedt 2008). Experts have projected that the rate of graduation will continue falling over the next five years and that will definitely cause a decrease in college applications. On the other hand, due to the rising numbers of the graduating minority groups such as Asians and Hispanics colleges’ diversity will increase (Nierstedt 2008). The graduation rate in California among the blacks is increasing as compared to that of the whites students. For example, Pomona College in California has a graduation rate of black students being eighty-three percent, which is below that of other similar institutions. However, if compared with graduation rate of the white students, the rate is higher because the rate of graduation for the later is eighty one percent (Edwards, 2009). In addition, the methods that are used to calculate the rate are criticized because of the variations that are gotten if checked by different institutions. For example, California data shows that its graduation rate is better than the national average. However when the rate is analyzed by ethnic or racial groups, the results show that the number of African Americans and the Latinos is lost disproportionately (Koehler, 2004). Seventy percent of all the students in Californian schools graduate but two out of every five black Americans never graduated in 2000(Olmos, 2008). According to Patrcia (2008), Latino and African American students are less likely to graduate from high schools when compared to the white or Asian students. Also about one third or a quarter of all the public high schools students in California do not graduate. There is an allegation that there are States, California included that inflate graduation rate. The Education Trust based in Washington stated that â€Å"many States hide behind false data† with the study conducted showing that California had once reported that its graduation rate was eighty seven percent while in the real sense it was approximately seventy one percent (Eslinger, 2005). The report by the US Department of Education shows that the rate of graduation in all secondary schools is seventy percent with some schools in poor urban areas of California with a rate of forty four percent. This has been attributed to high costs of education and political and social factors (Douglass, 2008). Of all the 2004 high school students who sat for The California High School Exit Exam, only less than a half passed the exams a situation that forced the education board to postpone the use of the results as a graduation requirement until 2006 (Warren, 2008). Many young people in the State of California do not complete high school, many of them being African Americans and the Latinos (WestED, 2008). Fifty three percent of LAUSD students (freshman) never graduate four years later when compared to thirty eight percent of County freshman and twenty eight percent of California ninth graders (California Department of Education, 2009). A report by the Los Angeles County, Sheriff Lee Baca gave a report that associates the increase in criminal activities with the low rate of graduation among students. The reports suggests measures to increase the rate of graduation which include participating in high quality preschool, check and use of connect programs (to monitor whether high risk students are in school and connect them with needed services) (Bagchi, 2008). To improve the situation, several researches have been undertaken to get the main reason why the rate of graduation is moving down. The University of California Linguistic Minority Research Institute has initiated the California drop out research project. The main objective of the research is to synthesize the researches that already exist and also to be in a position to make the policymakers and the public know the nature and the solutions to this problem(California Dropout Research Project, 2008). The report also suggests claims that the government of California is not doing enough to reduce the decreasing rate of graduation and more investment should be done to contain the situation (FCIK, 2008). The California Get Real coalition has proposed that Career technical education expansion can be useful in increasing the graduation rate in California (Price, 2007). On the other hand, Eccles (2008) states that students should be motivated to continue with their studies by building a stronger student teacher relationship. Students should also enroll in CTE programs as they increase their chances of graduating (Bates, 2008). REFERENCES Bagchi, S. (2008). Improving Graduation rates can cut crimes. Los Angeles: Heartland Institute. Retrieved March 5, 2009, from http://www. heartland. org/publications/school%20reform/article/22869/Improving_ Graduation_Rates_Can_Cut_Crime. html Bates, S. (2008). Facts about Academic success, drop-out rates, and career technical education. Retrieved March 5, 2009 http://www. citea. org/images/resources/Facts_about_academic_success_dropout_rates_ and_CTE pdf California Department of Education. (2009). Student Enrollment and Graduation Trends for LAUSD, Los Angeles County and California. Retrieved March 5, 2009 from http://www. afabc. org/chevron%20texaco%20brochure-2. pdf Douglass, J. A. (2008). Wrong Trajectory. Retrieved March 5, 2009, from http://alumni. berkeley. edu/california/200805/freespeech. asp Eccles, J. (2008). Can middle school reform increase high school graduation rates? Retrieved March 5, 2009, from http://www. edcoe. k12. ca. us/departments/curriculum_instruction/documents/ CILC082008_DropOutMiddleSchoolReform. pdf FCIK. (2008). Drop out Prevention report. Retrieved March 5, 2009, from http://www. fightcrime. org/ca/dropout/index. php Rumberger, R. (2008). California Dropout Research Project. Retrieved March 5, 2009, from http://www. lmri. ucsb. edu/dropouts/about. htm Johnson K. (2008). Report: High school graduation rates decline in Sacramento County. Sacramento Business Journal. Retrieved March, 5 2009, from http://www. bizjournals. com/sacramento/stories/2008/11/17/daily7. html Mitchell, L. Sberg. (2008, June 21) Graduation rates declining in L. A. unified despite higher enrolment, study finds. Los Angeles Times. Retrieved March, 5 2009, from http://articles. latimes. com/2008/jun/21/local/me-grads21

osteoporosis :: essays research papers

Osteoporosis   Ã‚  Ã‚  Ã‚  Ã‚  Osteoporosis is a disease characterized by low bone mass and structural deterioration of bone tissue, leading to fragile bones and an increased chance of fracturing the hip, spine and wrist bones.   Ã‚  Ã‚  Ã‚  Ã‚  Osteoporosis affects not only woman but men also. One out of every two women and one in four men over fifty will experience an osteoporosis-related fracture in their lifetime. Forty-four million Americans suffer from osteoporosis; sixty-eight percent of that number are women.   Ã‚  Ã‚  Ã‚  Ã‚  A couple risk factors that you cannot change concerning osteoporosis are gender, age, body size, ethnicity, and family history. Your chances of developing osteoporosis are greater if you are a woman. Women have less bone tissue and lose bone more rapidly than men because of the changes involved in menopause. Age, the older you are, the greater the risk of osteoporosis. Your bones become less dense and weaker as you age. Body size, small, thin-boned women are at greater risk. Ethnicity, Caucasian and Asian women are at highest risk. African American and Latino women have a lower but significant risk. Family history, susceptibility to fracture may be in part, hereditary. People whose parents have a history of fractures also seem to have reduced bone mass and may be at risk for fractures.   Ã‚  Ã‚  Ã‚  Ã‚  Some different risk factors that you can change to help decrease the possibilities of osteoporosis are sex hormones, anorexia, a lifetime diet low in calcium and vitamin D, use of certain medications, inactive lifestyle or extended bed rest, cigarette smoking, excessive use of alcohol are all risks you can prevent.   Ã‚  Ã‚  Ã‚  Ã‚  Vitamin D and calcium are two main vitamins needed to keep your bones strong. Without each other, ones bones weaken. Vitamin D is needed for the body to absorb calcium. Without enough Vitamin D, we can not form enough of the hormonal calcitriol, which helps the calcium be absorbed.   Ã‚  Ã‚  Ã‚  Ã‚  You can get Vitamin D from either your daily diet or fifteen minutes in the sun. The actual needed amounts necessary for your body every day differ from person to person depending usually on age or pregnancy.

Information Pack Essay

With an international reputation for innovation, high quality education and research, and global relationships, it is not surprising that Oxford Brookes University has been voted the best modern university in the Sunday Times Good University Guide for seven years in succession. The Business School is one of the leading schools for teaching and learning in the UK, being a national Subject Centre in Business, Management, Accountancy and Finance, and Oxford Brookes University is one of only sixteen institutions across the UK to have received two multi-million pound awards to establish more than one Centre for Excellence in Teaching and Learning. Oxford Brookes University – like other UK universities – has degree awarding power, granted by Royal Charter. But what does this mean? Well, these powers are granted on the basis of Oxford Brookes University having appropriate procedures for assuring the quality and standards of its awards in both design and operation, and being subject to the scrutiny of the QAA, the body responsible to the UK Government’s Department for Innovation, Universities and Skills for assuring the quality of UK Higher Education in the public interest. So although you don’t physically attend Oxford Brookes University to gain the BSc (Hons) degree in Applied Accounting, the degree programme is of the same rigorous standard as other degrees offered by Oxford Brookes University and meets standards set by QAA. In an independent assessment of teaching quality, the Business School was one of only two in the country to achieve the maximum score (24/24) across more than one subject area. The School’s reputation has also been recognised through the award of a national, multi-million-pound Centre of Excellence in Teaching and Learning, which has developed a new learning centre on campus with the latest technology to support learning in a cafe-style environment. In a recent QAA audit of Oxford Brookes University it concluded that it has ‘broad confidence’ (the highest category available) in the quality and standards of its awards. So by gaining the BSc (Hons) in Applied Accounting, awarded by Oxford Brookes University, you will not only demonstrate to potential or existing employers that you possess all the relevant graduate skills to equip you for a brilliant career in accounting and finance, but that it is from a university that has a reputation for excellence. 4 2. Eligibility To be awarded the BSc (Hons) in Applied Accounting you must:  · Be eligible for the degree. This means you must be registered with Oxford Brookes University i. . opted-in to the BSc degree scheme before passing any of the three ACCA Fundamentals papers, F7, F8 and F9  · pass the three ACCA Fundamentals papers F7, F8 and F9 and pass other papers as required to successfully complete all nine Fundamentals level papers  · complete the ACCA Professional Ethics module before submitting a Research and Analysis Project to Oxford Brookes University.  · complete and pass the Oxford Brookes University Research and Analysis Project The degree must be completed within 10 years of your start date onto the ACCA’s professional qualification otherwise your eligibility will be withdrawn If you are unsure on your eligibility for the BSc (Hons) in Applied Accounting degree, then you should firstly refer to myACCA which will tell you whether or not you have opted in to the degree scheme and whether or not you are eligible. If you are not eligible for the degree programme, then it will be for one of the following reasons: You enrolled with ACCA before the BSc (Hons) in Applied Accounting degree was introduced When the degree programme was introduced in 2000/2001, all eligible registered students were required to opt into the degree scheme by November 2001. Any student who did not do so, would have been automatically withdrawn.  · If you registered with ACCA prior to 2001, have yet to complete Papers F7-F9 and are within 10 years of your start date, please contact ACCA Connect to opt into the degree programme. You ticked the box on your ACCA registration form stating you did not wish to join the Oxford Brookes University degree programme If you are yet to complete Papers F7, F8 and F9, you may opt back in to the BSc degree by contacting ACCA Connect.  · If you have already passed ANY of Papers F7, F8 or F9, then unfortunately it is now too late to opt back into the degree programme.  · If you hold exemptions for any of Papers F7-F9, then you may contact ACCA Connect to forfeit these in order to remain eligible. This must be done before sitting any of the other core Papers of F7-F9 – once you have forfeited your exemption you cannot reverse this decision. 5 You do not hold a suitable English language qualification  · Providing you complete Paper F4, then this will be acceptable. Oxford Brookes University deems Paper F4 as proof of English proficiency therefore you should complete this exam and opt in with ACCA before passing Papers F7-F9. You enrolled with ACCA over 10 years ago  · The BSc (Hons) in Applied Accounting degree has a 10 year deadline starting from a student’s start date with ACCA. If this has expired in your case, we regret that you are no longer eligible to complete the degree with us. 6 3 Conversion arrangements ACCA exam conversion arrangements Oxford Brookes University will recognise any passes or exemptions from Part 1 and Part 2 exams in the ACCA Professional scheme that are converted to the Fundamentals level of the ACCA Qualification, as contributions towards the award of the BSc degree. ACCA Professional Scheme exam passes before June 2000 You will be subject to both the requirements of the ‘transitional arrangements’, published when the degree was introduced, and the requirements of these conversion arrangements. 7 4. Aims and outcomes The principal aim of the BSc degree programme is to widen access to Oxford Brookes University (OBU) and enable ACCA students across the world the opportunity to obtain an OBU degree. The BSc degree aims to enhance and extend the knowledge and skills gained by you in your professional studies, and to improve your effectiveness as a professional accountancy student and future finance professional. 4 . a) Programme regulations Admission The minimum academic entry requirements for registering on the BSc degree are two A Levels plus three GCSEs (grade C or above) in five separate subjects including Maths and English. Oxford Brookes University recognises a number of other qualifications which satisfy the minimum English language requirement, including a Pass in ACCA Paper F4, Corporate and Business Law. Further details can be obtained from the ACCA office at Oxford Brookes University. If you registered with ACCA under the mature student entry route (MSER) and do not have an acceptable English Language qualification, you will be permitted to register for the BSc degree only after you have passed Paper F4, Corporate and Business Law. If you are a CAT student, and have passed the CAT Advanced level exam papers, you meet all the entry requirements for the BSc degree. Exemptions As a registered student, you may be given exemptions from one or more of the nine ACCA specified exam papers. Exemption decisions are made by ACCA and ACCA exemption policy is periodically reviewed by Oxford Brookes University. However, if you wish to achieve the BSc degree you must sit and pass all of the three ACCA subjects F7, F8 and F9. No exemption can be given from the Professional Ethics Module or from the Oxford Brookes University Research and Analysis Project (RAP). Progression When you register with ACCA to undertake the ACCA Qualification, you are automatically registered with Oxford Brookes University for the BSc (Hons) in Applied Accounting, unless you opted-out of the BSc degree programme at the time of initially registering with ACCA. If you have opted-put, you may re-register for the BSc degree scheme provided you have not passed any of the three subjects – F7, F8 and F9. If you have passed any one of these three subjects you cannot then register on to the BSc degree. Conversion arrangements have been developed for completion of the BSc degree if you have passed one or more ACCA professional scheme exams by, or at, the June 2 0 07 ACCA exam sitting. 8 Oxford Brookes University Research and Analysis Project You must pass or be exempt from the ACCA Fundamentals exams, including sitting and passing all of F7, F8 and F9, and complete the Professional Ethics module before submitting a RAP to Oxford Brookes University. You will need to find a project mentor to assist you with your RAP, by providing guidance and advice on your RAP and also to verify that you made an oral presentation at the end of your project research. Your project mentor should be a member of staff at an ACCA tuition provider, your line manager or an ACCA qualified member. Please note that this is different role to the role of the workplace mentor you need when completing your practical experience requirements, although you may find that your line manager is the most appropriate person to fulfil both these roles. Oxford Brookes University has two submission periods each year during which you may submit an OBU RAP. An OBU RAP that is submitted after the end of a submission period will be returned unmarked to you, but it may be resubmitted in the following submission period. You are required to pay a project submission fee to Oxford Brookes University with any project submission. See the section on Submission Periods for the current submission fee. 4 . b) Programme learning outcomes On completing the degree programme, you will have demonstrated a capability to: Knowledge and understanding K1 Critically evaluate accounting concepts and principles and their application in solutions to practical accounting problems. K2 Prepare financial statements of entities, including groups of companies, using relevant financial information, accounting techniques and standards; and to analyse and interpret such financial statements. K3 Use relevant management accounting techniques with cost information, for planning, decision-making, performance evaluation and control, within different business settings. K4 Apply financial management techniques to issues affecting investment, financing, and dividend policy decisions of an organisation. K5 Understand the general legal framework, and apply specific legal principles relating to business, including taxation legislation as applicable to individuals, single companies and groups of companies. K6 Explain the process of carrying out the assurance (audit) engagement and its application in the context of the professional (audit) regulatory framework. K7 Describe the organisational context of the accountant and of the development of accounting information systems; to understand the need for the efficient use of resources within an organisation. K8 Understand the ethical responsibilities of professional accountants, including the principles of the ACCA code of conduct, and to reflect on ethical dilemmas and potential solutions. 9 Disciplinary and professional skills D1 Prepare non-complex financial statements using generally accepted accounting principles. D2 Evaluate and comment on the performance and financial situation of organisations using a range of interpretative techniques. D3 Select and apply appropriate accounting and financial management techniques to organisational business planning, decision-making and control. D4 Understand the limitations of accounting techniques and the implications of such limitations. D5 Understand the limitations of acquired knowledge of legal and taxation issues and recognise the need to seek further specialist advice where necessary. D6 Communicate analysis of accounting and financial information and recommendations to a variety of different audiences. Transferable Skills T1 Solve problems through the identification of key issues, synthesis of information and analytical tools, and the presentation and critical evaluation of a range of options. T2 Communicate appropriately in writing and through an oral presentation.

Although Odysseus physical characteristics Essay

Odysseus is a great mythological character. He possesses attributes that are pleasing to the gods who favor him, but also challenging to the gods who are displeased with him. Physically, emotionally, and intellectually he excels above mortal men and can compare with the gods. Physically Odysseus could be considered the ideal man of his time. He is a tall, handsome, well-built man with exceptional strength and endurance. In Homer’s description of Odysseus, he is more like a mythological god, than a mortal man. Through Odysseus’ physical characteristics Homer provides the reader with a visual heroic image. With his big rippling thighs, his boxer broad shoulders, his massive chest, and burly arms there was no mortal man that could compare. The reader achieves the feeling that Odysseus is able to physically conquer any circumstance he encounters. I imagine a Sampson-like character that upon first glance anyone would realize his immense physical strength. As time takes its physical toll on Odysseus, Athena comes along and restores his physical beauty and strength. Through this we are reminded that Odysseus is merely a mortal and needs help along the way. This shows that even though he was blessed with outstanding physical characteristics he still has to deal with his mortality. Although Odysseus’ physical characteristics are impressive, his character is far more appealing. He is described as a luckless man, but also as kind, wise, brave, and fearless. With Odysseus’ physical strengths we could choose to be fierce and controlling, but instead he chooses to be kind and fair. His emotional stability creates a likable heroic character. The reader is pulling for Odysseus to succeed and win his internal and external battles. Although he faces many trials, he never has an unfair word or action. He is personally faced with many emotional challenges, yet he does not blame other people for his misfortunes. He is truly a good-hearted person. Even during the tough times in his life, he always pulls through with a good attitude and perspective on life. With his exceptional physical attributes and hi outstanding character he take son a godlike quality. Odysseus is also gifted intellectually. He is described as a man of accomplishments, a mastermind, and an expert strategist. He is a well-rounded individual capable of success. This shows that he has the chance to overcome the many obstacles he faces throughout his journey. Odysseus also possesses wisdom, and good sense within. Wisdom is Odysseus’ greatest gift because it provides him with better judgment in every situation. Not possessing good sense and wisdom can cause his life to take a fatal turn in the wrong direction. Odysseus was successful in making his journey home to Ithaca because of this amazing gift of wisdom. Odysseus is an extremely versatile individual possessing outstanding characteristics physically, intellectually, and emotionally. His heroic actions throughout his many journeys prove him to be a man of true character. † In mythology and legend, a man or woman, often of divine ancestry, who is endowed with great courage and strength, celebrated for his or her bold exploits, and favored by the gods is a true hero. † Therefore Odysseus is the perfect example of a mythological hero.

What extent did Augustus establish a monarchy between 31BC and 19BC Essay Example

What extent did Augustus establish a monarchy between 31BC and 19BC Essay Example What extent did Augustus establish a monarchy between 31BC and 19BC Essay What extent did Augustus establish a monarchy between 31BC and 19BC Essay Essay Topic: History Light in August The key component of monarchy as a political system is generally considered to be the rule, usually in this period absolute, of one person over a state for the duration of their lifetime. It also contains an inherently hereditary nature, with the holder of the office not being elected or appointed through a political process, but named by their predecessor as heir. Rome of the first century BC, however, boasted a strong tradition of proud Republicanism; a tradition with which the concept of monarchy seemed wholly incompatible. Despite the virtual collapse of the Roman Republic in the foregoing years of military demagogues and civil war, and the systematic murder of vehement Republicans such as Cicero under the Triumvirate, the concept of hereditary rule was still widely regarded with hostility following the Battle of Actium. Memories of Julius Caesars adoption of quasi-monarchical powers in Rome loomed large, and the civil war had left the concept of monarchy indelibly associated with the eastern despotism and excess of the reviled Cleopatra. Such different systems of government are seemingly irreconcilable, being as they are inherently antagonistic. Yet Augustus Caesar, one of the most consummate politicians of the ancient world, somehow managed to achieve what had eluded all his predecessors; the establishment and maintenance of sustainable political dominance in Rome. Throughout his long period of rule, Augustus was careful to cloak the reality of his power in Republican phraseology and custom, yet, in bequeathing the Roman world a legacy of hereditary rule in many ways akin to monarchy, he simultaneously destroyed the very fabric and ideals of the Republican tradition. Following his victory over Antony at Actium, Caesars young heir, was, by his own admission, in complete control of affairs1 in Rome. At this point, Octavian enjoyed power similar to that of his adoptive father. Yet, although the true foundations of his pre-eminence his imperium over a vast army, granted in 43BC,2 his triumphant emergence from the civil war, and his command of unparalleled financial resources- had been established, Octavian was in no sense a monarch at this point. His regime lacked stability, especially since his position may have had little constitutional validity. His official term as triumvir had ended in either 33 or 32BC, and there is little solid evidence that he was ever granted additional extraordinary powers, although this possibility cannot be discounted. The Res Gestae inevitably points to the rather ambiguous universal consent,3 as the foundation of this dominance, which, given that Octavian had defeated the unpopular Antony and that all hopes of the peace Rome desperately craved now lay with the young man, may actually contain a grain of truth. Whether universal consent was the sole basis of his power or not, support was likely to have a finite duration, given that Octavians dominance was redolent of the political systems most despised, monarchy and dictatorship. The precedent of his adoptive father, however, loomed large, and Octavian, a consummate politician, was all too aware of the probable peril of riding roughshod over Republican sentiment; assassination. He recognised that, for his power to be sustainable, it would have to develop a basis acceptable to the Roman conscience. This is not necessarily proof that Octavian held any genuine desire to fully revive the Republic; whilst Suetonius asserts that twice Augustus seriously thought of restoring the Republican ystem,4 the princeps actions reveal any such intention, if it did ever exist, quickly evaporated. Octavian, despite his propagandist assertions to the contrary in the Res Gestae, was in all probability interested in maintaining and sustaining his power; in translating Caesars dream of permanent, stable family dominance into the realm of the possible and achievable. To do this, he had to create a monarchy veiled in Republican terminology and tradition, and establish himself as a mo narchical figure acceptable to the Romans. Dio leaves us in little doubt as to Octavians motives, claiming that he was eager to establish the monarchy in very truth. 5 In terms of establishing a stable political system in which his own power was accepted, Octavian used two main tactics. Firstly, he had to secure a constitutional legitimacy for his continued dominance, and, as Suetonius claimed, take great trouble to prevent his political system from causing any individual distress,6 particularly to the conservative political classes. Octavian, as quoted by Suetonius, was eager to build firm and lasting foundations for the Government of the State. 7 Secondly, and just as importantly, he had to secure his personal popularity amongst the Roman people, and cultivate a new, acceptable image of monarchy far removed from popular images of tyranny and despotism. In terms of achieving a new constitution, Octavian realised that he would have to tread exceptionally carefully, given that resistance to overt displays of power was strongest amongst the conservatives of the Senate. Ever the shrewd politician, Octavian quickly realised that, paradoxically, the best way to obtain sustainable personal power was to appease the elite by posing as the defender, rather than the destroyer, of the Republican tradition. Octavian, once known for his ruthless ambition, suddenly and seamlessly metamorphosed into the saviour of Roman liberty, an image which he would cultivate until his death. The settlement of 27BC was the striking culmination of this tactic; Octavian appeared before the senate and resigned all of his extraordinary powers. The Res Gestae alludes to the event only briefly, but, given its propagandist purpose, understandably implies that Augustus was acting benevolently as he transferred the republic from my power to the dominion of the senate and people of Rome. 8 The ambiguity of this statement conceals the true nature of the settlement, which Dio more accurately paints as a clever trick to have his supremacy ratified by the Senate9 and the Res Gestae fails to mention the vast provincia that Octavian, now rewarded with the cognomen Augustus, received in return. Suetonius, who also addresses the settlement only peripherally, informs us that Augustus kept for himself all the more vigorous provinces;10 these were Gaul, Spain (excluding Baetica), Syria and Cyprus, over which he gained proconsular authority for a ten year period, in addition to Egypt, which he administered as virtually his own private kingdom. Suetonius and the Res Gestae, however, both neglect to mention that Augustus retained control of all the legions (although Dio to an extent implies this in saying that Augustus took the more powerful11). In addition, Augustus continued to stand for, and was elected to, the consulship. This was an unprecedented move, as no previous public figure had held both consular and proconsular authority concurrently. Undoubtedly, the settlement was not a service12 to Rome as Augustus implied, but an enormously clever manipulation of the Senate that simultaneously gave Augustus vast powers within the Republican system, legitimised his position, and won him mass acclaim. The claims in the Res Gestae that after this time I possessed no more official power than others who were my colleagues in several magistracies13 are strictly true, but what is omitted is the fact that Augustus had an unparalleled accumulation of magistracies. Dio even dates the foundation of the monarchy to the settlement of 27BC, claiming In this way the power of both people and senate passed entirely into the hands of Augustus, and from this time there was, strictly speaking, a monarch14 Arguably, this statement needs to be qualified on two grounds. Firstly, Augustus did not have absolute legal power; he still ultimately accountable to the law. Additionally, many facets of the Republic were restored, albeit in a modified form the Senate regained control over the more peaceful provinces, and all magistrates performed their traditional functions. Secondly, the settlement did not instantaneously establish a monarchy; it merely provided the constitutional basis for, and therefore enhanced the legitimacy of, Augustus dominance within the Republic. Further enhancements were made to the political settlement in 23BC, when Augustus renounced the perpetual consulship and gained instead all the components of tribunician power, in addition to imperium maius over the other consuls that was valid even with the boundary of the pomerium. This settlement is alluded to neither in the Res Gestae (Augustus simply mentions that he was awarded tribunician power15) or in Suetonius, whose coverage of constitutional matters is sketchy. Dio mentions that Augustus was granted tribunician power, but only vaguely implies a political purpose in saying Augustus resigned the consulship n order that as many as possible might become consuls16 The reason for these changes is unclear; one interpretation is that Augustus wanted to make his power even less overt, perhaps as a result of a conspiracy against his life in 24BC (although Dio dates the conspiracy to 22BC, the year after the settlement,17 which may suggest that it occurred as a response to the settl ement), another is that referred to above by Dio, namely, that he realised his monopoly of the consulship was infuriating other politicians as it limited their possibilities of advancement to the position. Although the second settlement ostensibly reduced Augustus power, depriving him of his consular imperium, and probably, therefore, his imperium within Rome itself, it transpired that the period of 24BC-19BC was key in the establishment of the principate. To what extent Augustus anticipated the constructive effects of the settlement is difficult to gauge, but given his immense political acumen, it cannot be discounted that the settlement was a highly calculated move. To the politically unsophisticated masses, this settlement indicated Augustus resignation from Roman politics. Fortuitously for Augustus, this resignation coincided with damaging floods and food shortages, which the superstitious interpreted as negative omens. In consequence, there were demands for Augustus to accept the dictatorship or the perpetual consulship,18 a clear validation of his continued dominance. Augustus refused, claiming that I would not accept any office inconsistent with the custom of our ancestors. 19 He thus managed to simultaneously emerge with an enhanced reputation, and with popular support that could potentially be used as leverage to force the senators into acquiescence. Any loss of power, too, seems to have been temporary, for Dio indicates that in 19BC Augustus gained [authority of] consul for life,20 although he did not formally hold the post. This is not mentioned in the Res Gestae, but, given that the constitutional basis of Augustus dominance is largely ignored, this is unsurprising. Between 31BC and 19BC, Augustus established the legal foundation of his predominance extremely successfully. His tactic of acting inside the Roman constitution had allowed him to amass considerable power whilst avoiding offence to Republican sentiment. He had, indeed established the legal foundations of a new position that, although strictly a composite of constitutional positions, allowed him to gradually assume monarchical authority. Augustus choice to omit mention of his legal powers, or potestas in the Res Gestae means that it is easy to underestimate their importance, but by 19BC his legal rights were indeed great; not only did he have proconsular authority over half the empire and control of most of the legions, but his imperium maius enabled him to intervene even in senatorial provinces, whilst the consular imperium he may have received in 19BC gave him legal pre-eminence in Rome itself. Although tribunician power was primarily symbolic, giving Augustus an image as defender of the people, it did allow him to propose legislation and veto the laws of the Senate. Despite these successes in establishing increasing dominance, there were still key differences between the constitutional powers of Augustus and the powers usually associated with monarchy. Augustus ultimately did not enjoy absolute power, as he was accountable to the constitution and the law. Indeed, many of his special rights, namely his proconsular authority over his provincia, were officially only granted for periods of five or ten years, although they would never be revoked. What is paramount, however, is that although Augustus recognised the importance of having his position ratified in constitutional terms, largely in order to secure the acquiescence of the governing class, he did not intend to have his authority continuously scrutinised in terms of legal minutiae. Augustus potestas, or legal powers, clarified his role and legitimised his pre-existing dominance, but Augustus never intended for them to provide an exhaustive description of his role or to limit his powers. Instead, Augustus hoped that, with success and popularity, he would evolve into a monarchical figure acceptable to the Romans, and would be able to issue commands without people inquiring by virtue of what statute he was acting. This unofficial influence, or auctoritas, was a key component of Augustus power. Augustus auctoritas was largely derived from his unparalleled achievements, and, fortuitously for the princeps, these continued to occur after 31BC. Augustus exploited the true foundations of his power, namely his military success and enormous wealth, plus his considerable political skill, to gain triumphs for the Empire. Between 31BC and 19BC he achieved more success in the provinces, pacifying Gaul and Spain and annexing Galatia and Lyconia. In 25BC the Temple of Janus was closed, which, as is mentioned in the Res Gestae, symbolised that victories had secured peace through land and sea throughout the whole empire of the Roman people. 21 Military success was combined with striking munificence; in the Res Gestae Augustus highlights that between 31BC and 19BC he gave 700 sesterces to each of the Roman plebs, that after the war he gave 1000 sesterces to each of his soldiers, and that in 23BC he bought grain to help ease the food shortages. 22 This was in addition to his lauded building programme; by 19BC his immense spending on public works had begun. The inevitable result of such achievements was popularity amongst both the masses and, increasingly, the Senate, and as more people concurred with Augustus dominance his auctoritas further increased. Interestingly, Augustus chose to highlight his auctoritas rather than his potestas in the Res Gestae, which contains the implicit assumption throughout that great successes merited great rewards and influence. Indeed, whilst barely mentioning his imperium and omitting his provincia totally, Augustus confidently asserts that he excelled all in influence. 23 His choice to emphasise his unofficial power rather than his potestas was again politically expedient, reinforcing the image that Augustus was not the destroyer of the Republican tradition, but a great man who had been rewarded for service to his country. The latter image was far more acceptable to the conservative nobility, who, as a result of the peace and success that Augustus had heralded, and also due to the memories of the functi oning Republic becoming more distant, were increasingly prepared to collaborate with Augustus and accept his diluted version of monarchy. Allied to his pursuit of personal popularity, Augustus also attempted to reduce the instinctive Roman hostility towards one man having overt control through creating an image of hereditary rule far removed from previous notions of tyranny and poor government. A skilled propagandist, Augustus presented himself simultaneously as a benevolent patriarch, a skilled general who actively championed the liberty of the Republic24and added to its glory, and a great statesman. He also manipulated his position as the divi filius of the deified Caesar, and encouraged, particularly in the provinces, the development of an imperial cult. To propagate these images, Augustus employed subtle yet pervasive propaganda. Coins were minted and statues built in praise of Augustus achievements, and poets such as Horace and Virgil were encouraged to write in praise of the princeps and the Empire. Commonly ascribed to him were the virtues of, as he writes in the Res Gestae, courage, clemency, justice and piety,25 and even the cognomen Augustus was suggestive, meaning revered one. Although the amassing of auctoritas continued until his death, by 19BC Augustus had certainly started to evolve into a monarchical figure who boasted the support of the Roman people and had largely overcome resistance to his rule. Whilst Augustus longevity and continued success would allow his power to further increase, by 19BC he had, as Suetonius claimed was his aim, built firm and lasting foundations for the Government of the State. 26 His next concern was to ensure that these foundations which I have established for the State will abide secure. 27 This appears to be a veiled reference to his wish to appoint a successor, which is perhaps the best proof that Augustus aim was always to develop hereditary monarchy in Rome. Even before 19BC, Augustus was preoccupied with the issue of the succession, particularly during his serious illness of 23BC. Although Dio asserts that Augustus did not, to be sure, appoint a successor,28 he, perhaps surprisingly, states that all were expecting that Marcellus would be preferred for the position29 (Augustus seemed to instead prefer Agrippa). The latter quotes suggests that even as early as 23BC, there was a growing acceptance of hereditary rule, one of the most important precepts of monarchical government. By 19BC, the precepts of monarchy, only recently anathema to proud senators and politicians, were beginning to become the undeniable realities of a Roman political system increasingly dominated by one individual, Augustus Caesar, who had carefully yet systematically undermined the values of the Republican system he had purported to protect. Whilst Augustus did not officially possess monarchical power and was ultimately subject to the law and constitution, his skill in amassing numerous offices, powers and honours, combined with his popularity and unparalleled auctoritas, meant that his authority was increasingly unchecked. Even after only 15 years of rule, Caesars heir had skilfully laid the foundations for a monarchy distinctly Roman, a monarchy cloaked in Republican phraseology and custom, yet which would consign the Republic itself forever to history.

Career Development Theories for Women

Career Development Theories for Women Women’s career development is different from men’s for at least two reasons. Gender stereotypes can affect women to underestimate career possibilities, and childrearing responsibilities of motherhood can complicate her a woman’s balance of career and homemaking roles. Coogan and Chen (2007) think that Gottfredson’s theory of self-creation, circumscription, and compromise, and the social cognitive career theory, and Super’s life-span and life-space theories can be used to understand women’s psychological path of career decision making. Counselors can apply principles of these theories to assist career development of women (192-193). Gottfredson’s theoretical models (1981, 2002, 2005, as cited by Sharf, 2010) explain how childhood gender role beliefs involve individuals’ career choices. Children form self-concept through early childhood to adolescence. As early as lower years of elementary school, children think about their socia l selves and discard occupations that are incompatible with their sex roles. By the years of secondary school, these children also put value on social appraisals, and reject jobs which unfit their own social classes and family expectations. By the adolescence years, in consequence, they seek jobs within their gender roles, social classes, and family expectations (, 199-206). For example, an elementary school girl eliminates truck driver as a career option because this job does not match her gender role. Later, this girl also eliminates factory worker because this job does not match her family background. In consequence, she chooses nurse because this job matches her gender role, social class, and family approval (Sharf, 2010, 199-206). Social cognitive career theory also explains how gender stereotypes influence women’s career developments. Social cognitive career theory is was originated in by Bandura’s 1986 social cognitive theory(as cited by Sharf, 2010) and the cor e concept is self-efficacy, which is self-belief of abilities and capacities to accomplish something (specific page number needed here). (Don’t put all the rest of the dates as those are just each year after the first year Bandura updated or revised his publications.) Cultural and gender role expectations within one’s contextual, as well as immediate environment, such as availability of role models, counselors or financial support etc., affects his/her level of self-efficacy and career goal setting (as cited in Sharf, 2010, 393-398). As this is more of a 2nd hand citation, you need to clearly show it as such. And, 393 to 398 is too great a page spread. You need a more specific page number(s). Women with low self-efficacy for the world of work are known as to seek traditionally female dominated jobs, and limit possibilities of job satisfactions and earn high salary (Coogan and Hackett & Betz, 1981, as cited by Sharf, 2010) emphasizes importance of immediate environment . Counselors can influence women clients to enhance their level of self-efficacy on the field of nontraditional female occupations, and subjects of math and science by teaching them that fears of these areas are only socialized gender stereotypes (401). Encouragement is influential for shaping one’s self-efficacy and career goal setting. Whitmarsh, et al. (2007) compared two groups of women. One group was consisted from professors, physicians, and attorneys. These occupations are traditionally dominated by men but getting explored by women. Another group is consisted from social workers and teachers. These occupations are traditionally dominated by women. Women with preceding group said that they received strong encouragements from not only their family members, but also educators and counselors to pursuit these careers, while women with the other group said that they received messages from family members that these careers are suitable for women (230, 233).

Management accounting - Designers will be contracted to provide Essay

Management accounting - Designers will be contracted to provide sketches and ideas - Essay Example When the designs are approved for production, graphic artists and technical production assistants are key to translating original artwork and scrawled words into a pleasing, coordinated product that can be mass produced. Thus, graphic designers might re-size artwork to make it fit a card, add color underneath or on top, combine images with appropriate typefaces for the verse inside, etc. The graphic designers must understand the capabilities of the printing machines and use only those numbers of colors that can be successfully and economically printed. Artwork, transparencies, etc. and verse are united in a mock-up that is approved for further development. When approved, all the specifications for the approved card-everything from the illustration on the front to the verse inside to the UPC code and price on the back-are scanned or input onto a computer disk and sent to the printer (Greeting card n.d.). The printing process is controlled digitally. Plates are created directly by exposure to lasers. A computer disk has "recorded" the image to be reproduced. A plate is run through a machine in which a computer is used to direct lasers to burn an image onto the metal plate. Each color requires its own printing plate and the computer disk is programmed so that it outputs plate specifications for each individual color. ... 1.4. Printing the Cards It is important to note that before an entire run of cards is processed, a couple of examples are run off and submitted for "proofing." The designers, marketers, graphic artists, press operators, etc. examine the card and check it carefully to ensure the imprint is of acceptable quality. Minor color corrections or ink adjustments occur before the print run can proceed. When the proof receives the sign-off, mass-printing begins (Greeting card n.d.). Greeting cards, often printed in runs of 400,000 or more, are often printed using sheet fed offset printing that permits the printer to print between 4,000-18,000 sheets per hour. When ink and a fountain solution (water with chemical additives) are applied to the laser-burned metal plate in the right proportion, the image to be printed accepts ink but repels the fountain solution. The non-image (white or background area) attracts the fountain solution and repels the ink and is left unprinted. From the plate, the image is applied under pressure to a rubber canvas called a blanket. The image is then transferred onto a sheet of paper. The sheets of paper to be printed, about 20 x 35 in (50.8 x 88.9 cm), are put on the press mechanically. The press grabs a single sheet of paper at a time, generally printing all of the black images and words first, then moving quickly to the next metal plate (which applies a different color of the design) without allowing time for drying the just-applied inks. While on the press, an aqueous coating (that provides shine) is applied to the just-printed card by another plate. The cards then air dry for approximately five to six days (Greeting card n.d.). 1.5. Cutting Apart and Packaging After the sheeted cards are completely dried, they are cut into