Independent learning Essay

STUDENT VOICES BOOK_Layout 1 2011/10/07 11:57 AM Page 115 The Foundation Programme, I think, taught me how to work and be a person who is more reliant on myself. So if I don’t do the work and I don’t get the grades, I know it is on me. Varsity is where you have to be more responsible for all your actions. You have to be aware of whatever you are doing. You just can’t be negli- gent. (Chipo ? MSAFP) At university, you are just given assignments at the beginning of [the] semester and then you have to make sure that you do them well in time. There is no one to manage you and push you to do those assignments. In high school the teachers al-ways ask you about the assignments: â€Å"Did you do it? Why didn’t you do the as- signment well, and on time? † But here if you don’t do the assignment on time, they subtract marks and then you fail. (Lebogang ? MSAFP) Like them, Tony and Jaco also emphasised that a student must take responsibil- ity for their studies. For Tony, rather than parents, â€Å"you decide† and for Jaco, â€Å"everything is just up to you†. I think it is all about you taking responsibility for your own work. You ? nd in high school, if you’re with your parents, your parents are there to put pressure on you. You ? nd your parents saying, â€Å"No more TV. Go and study now. † But now, it’s you yourself. You decide your study times. You decide whether you’re going to do an assignment or not. You balance your social life and your school life. You balance it yourself. It’s not your parents who do that for you now. (Tony ? MSAFP) Basically time management is left to you for everything. You don’t have people telling you that this has to be done. Everything is just up to you. For me, it wasn’t a challenge because I had come from a working background. (Jaco ? MSAFP) Similarly, former DoTS students highlighted that taking responsibility to learn is essential for persisting with university study. Pip and Copernicus also empha- sised the importance of keeping up to date without the guidance of teachers and parents. For Pip, taking responsibility was â€Å"quite hard†, while for Copernicus, taking responsibility was â€Å"one of the biggest things†. I suppose just learning for ourselves and taking that much responsibility for our own learning, that was quite hard. (Pip ? DoTS) Compared to high school, everything’s your responsibility now. You have to make sure you do it. I think that was de? nitely one of the biggest things for me. If I was going to struggle with anything, it was being responsible. (Copernicus ?DoTS) Alicia, Kirsty, Tara and Max considered taking responsibility for their studies to be part of becoming independent. For Alicia, â€Å"you’ve got to keep on top of it† and for Kirsty â€Å"it’s all independent† and â€Å"there’s no one chasing you†. It’s very independent here. You’ve got to keep on top of it. There’s no one to tell you, â€Å"This is where you’ve got to be at. † (Alicia ? DoTS) It’s all up to you I suppose. It’s all independent. If you don’t do the readings, there’s no one chasing you to say you’ve got to do them. If you don’t have an as- signment in, there are not many excuses you can use to get an extension. (Kirsty ? DoTS) CH A P TE R 6 INDEPENDENT LEARNING 116 STUDENT VOICES BOOK_Layout 1 2011/10/07 11:57 AM Page 116 Like them, Tara and Max emphasised the importance of taking responsibility for their studies. For Tara, â€Å"it’s up to you†. For Max, university study involves â€Å"less guidance basically† and you â€Å"do it on your own†. Obviously it’s up to you to get the assignment in on time. To write it, you’re not really going to have a lot of help from other people like teachers. It was hard to be responsible for yourself, not having the teachers constantly having tabs on you and things like that, and not guiding you through. That took me a little while but I got used to it eventually. (Tara ? DoTS) First year wasn’t dissimilar to high school. It was with less guidance basically. So there was just the requirement for you to be more independent, to go out and do it on your own. (Max ? DoTS) For school leavers who were used to being reminded by teachers to complete their work, an adjustment to independent learning at university was a stark con- trast, but they emphasised the centrality of independent learning in university study. Rachel, Meg and Caitlyn each re? ected on the dif? culty of working inde- pendently. For Rachel, studying without a teacher supervising her was the hard- est. While for Meg, adjusting to not having anyone to remind her was the most dif? cult thing, Caitlyn observed â€Å"nobody is going to chase you†. Having to work by myself at home I’d say was the hardest, because the teachers weren’t sitting there saying, â€Å"Right, you’ve got 45 minutes to get this piece of work done. Go and do it. † (Rachel ? DoTS) The most dif? cult thing was probably not so much the fact that you are on your own, but the fact that people won’t remind you. You’ve got to make sure that you’ve got that assignment done. That’s all on you. I think the responsibility was pretty heavy because you’re so used to everybody else taking care of you. Now you’re a grown-up, you’re here and you’ve got to do it yourself. (Meg ? DoTS) Here you have to be independent. Nobody is going to chase you if you don’t hand in the assignment. Not that lecturers don’t care, but you’re just another name on the list. Their job is to teach and your job is to learn and if you’re not keeping up your end, I guess it’s just too bad. (Caitlyn ? DoTS) Besides taking responsibility for their own learning, former pathways students also struggled with self-motivation, self-discipline, and self-direction. Sammy, Marie and Tony all learned to direct themselves to study. For Sammy, â€Å"you have to learn to do things†. For Marie, â€Å"you don’t have anyone on your back telling you†. For Tony, not completing work is the student’s â€Å"loss†. Independence matters most. I would also say self-motivation. It taught me to study for myself because of the deadlines and the lecturers were pushing. You have to learn to do things for yourself because no one is going to do them for you. (Sammy ? MSAFP) I think a lot of people struggle with self-discipline, especially if you don’t have anyone on your back telling you, â€Å"Look, it’s 8 o’clock. You have to go to class. † (Marie ? MSAFP) If you don’t do it, it is your loss. (Tony ? MSAFP) INDEPENDENT LEARNING 117 6 STUDENT VOICES BOOK_Layout 1 2011/10/07 11:57 AM Page 117 In contrast, Jaco arrived as a very self-directed student who had no trouble keep- ing up to date. For Jaco, â€Å"if you start something, you ? nish it†. I’m one person to really work to my timetable. I don’t like to be late for anything. If anything needs to be done, it needs to be done the proper way. That’s some- thing I’ve grown up with from my parents. If you start something, you ? nish it, period, within the time frame. (Jaco ? MSAFP). Choosing to be a university student and making a conscious decision to learn are important for becoming a self-directed learner. Caitlyn, Denise and Sorcha pointed out that each student must make the choice to study for themselves. For Caitlyn, a student ? not the person’s mother ? must â€Å"make the decision to do it†. For Denise, a student must â€Å"want to do it†. For Sorcha, a student must become self-regulated and must â€Å"be interested in studying†. Being independent, having to do things for yourself, is hard. The work is chal- lenging, but I expected that. It’s not like when you’re in Year 12 and your mum wants you to ? nish and your school wants you to ? nish. My mum probably could- n’t have told you what I was doing at uni. There is no one to sort of push you along. You have to make the decision to do it yourself. (Caitlyn ? DoTS) Studying at school you’ve got no choice. You’ve got people on your back remind- ing you of what you have to do, when it has to be done, and how to do it, whereas at university you have to be motivated and want to do it. You have to be self-directed. (Denise ? DoTS) You have to be interested in studying, otherwise no amount of motivation or teacher-input can help. You’ve got to be a self-regulated learner. You can’t lean on your friends to take you through an exam. (Sorcha ? DoTS) Deciding to learn is not always an easy process for new students. Having com- menced the DoTS pathway three years after ? nishing high school, Nursing stu- dent Vaughan struggled to become a self-directed learner. A dif? cult thing was probably the self-directedness of uni. I’ve never been self-di- rected. I still struggle with it a little bit [in my third year]. (Vaughan ? DoTS) While Vaughan struggled with self-directedness throughout his degree, during the DoTS pathway, he sought professional advice to ? nd that he had to â€Å"get on with it† himself. I’d gone and seen the counsellors and they alerted me to the reality that no one is going to do it except me, so there are no quick ? xes there. We had a bit of a chat about things and you realise you have to get on with it. (Vaughan ? DoTS) Becoming a self-regulating learner involves taking individual responsibility for learning, for keeping up to date, and for becoming independent. These require- ments for university study appear to be well recognised by former pathways stu- dents even though many struggled, as do most new university students, with the initial transition. CH A P TE R 6 INDEPENDENT LEARNING 118. STUDENT VOICES BOOK_Layout 1 2011/10/07 11:57 AM Page 118 PUTTING IN EFFORT Putting in effort to learn, to understand the materials and to complete the re- quired work are among the most demanding aspects of university study. In South Africa, Accounting lecturers at Stellenbosch University assumed high stu- dent failure rates were due to poor preparation on the part of the students. Their Accounting students agreed, with one third suggesting that their classmates did not put in suf? cient effort and half believing they themselves did not study hard enough. These students also suggested that attending class and putting in effort  were among the most important factors for persisting with university study (Steenkamp, Baard & Frick, 2009: 151? 152). Former MSAFP and DoTS pathways students attested to the importance of putting in effort. Pip, Lisa, Vaughan, Sorcha and Reap explained putting in effort in terms of understanding course materials. For Pip, it was important to â€Å"make an effort to understand†. For Lisa, it was important to â€Å"get the answers† and â€Å"know your stuff†. For Vaughan, it was important for a student to learn the course materials and â€Å"know† they â€Å"did it† by themselves. I always make an effort to understand. I de? nitely don’t do the amount of work outside my contact hours that I should, but I make an effort to understand it. When I do have contact hours, I’ll make an effort to understand it and, if I don’t, then I go out and read up on it. I think it makes a difference if you want to be here and you actually want to understand the work. I think that’s what makes a good uni student. (Pip ? DoTS) I know that I’ve got to get things done. If I don’t get them done, then I’m not going to get the answers. We have quizzes each week and you can’t answer the quizzes if you haven’t studied and you don’t know your stuff. (Lisa ?DoTS) I read my chapter and I don’t collaborate with other people. I just tend to do it by myself because I want to know that I did it by myself, not because someone else has written down all the answers for me. (Vaughan ? DoTS) Like them, Sorcha and Reap emphasised the importance of making an effort to learn. For Sorcha, â€Å"you can become smart† with hard work and effort. For Reap, â€Å"you can’t fake it†. You can be smart and not do the work and not be successful and not achieve your goals, whereas if you have the time, the passion and all that, you can become smart. (Sorcha ? DoTS) You can’t breeze through uni. You’ve got to be able to do the work. You can’t fake it. (Reap ? DoTS) A willingness to put in effort to learn involves having the right attitude toward study which includes commitment and dedication. Barbara and Kendall believed that without the right attitude it is dif? cult for new students to adapt to univer- sity and experience academic success. For Barbara, university â€Å"has to be your number-one priority† and for Kendall, a student should â€Å"work so hard for it†. I think you have to be committed. You have to be committed to go to uni. Just be- cause you’ve got the brain, you got the marks, you got accepted, you might as  INDEPENDENT LEARNING 119 6 STUDENT VOICES BOOK_Layout 1 2011/10/07 11:57 AM Page 119 well go and do it ? it’s not really the right attitude, because you’re a nuisance, mostly to the tutors and lecturers. You have to be committed. You have to be there because you want to be there. I think it has to be your number-one priority to a certain extent. Get your assignments done. Get your uni work done. Then play. (Barbara ? DoTS) I just think you have to be dedicated. You have to know what you want. You have to work for it. It’s not just going to fall in your lap. Once you get it, it’s the best. Like I’m not even ?nished my course yet, but I’ve just got a job as a Division Two nurse and I’m wrapped. You work so hard for it and when you get there, it’s the best. (Kendall ? DoTS) A willingness to put in effort coupled with an attitude of dedication and com- mitment are attributes of an independent learner. Becoming an independent learner involves a new approach to study. Former pathways students contrasted their expectations of university learning with their experiences of becoming independent learners. Anna and Simon re? ected on different ideas about students and study. For Anna, a student should be â€Å"smart†,  Ã¢â‚¬Å"independent† and have a â€Å"love of learning†. For Simon, study at university in- volves thinking, discussing, â€Å"collaborating your thoughts and learning new things† as well as reading, reasoning and writing. [st3:When I was in Year 12 I would say that you have to be smart to come here. But doing DoTS teaches you what you need to be. You have to have a love of learning. You have to be an independent learner. (Anna ? DoTS) I remember in high school that I didn’t know what studying was. Now, for me, studying means doing what I need to do. I think of doing the work that re- quires me to think and learn something outside a lecture. Thinking is part of studying and so is discussing. It’s a process. You’re collaborating your thoughts and learning new things. An assignment is a good example. Because you have to read extra material, you have to have an understanding, you have to do your rea- soning and you have to put your ideas down. (Simon ? DoTS) Like Simon, Tony recognised the differences of degree study. For Tony, study at university involves â€Å"work on your own† and â€Å"research on your own†. In MSAFP I was used to having, let’s say, three tutorials in a week and in those tu- torials I could work through that assignment with my lecturers and ?nd out what I have to do. But you ? nd in undergrad you only have one tutorial in a week and you have to do your work on your own, research on your own and everything. (Tony ? MSAFP) Becoming an independent learner involves students also recognising when they need help. Asking for help is an issue that new university students, and particu- larly pathways students, ? nd challenging. For example, in the UK, low SES stu- dents studying at Shef? eld Hallam University tended not to ask for help but rather accepted their dif? culties with university study as though they were a nor- mal part of life. In in-depth interviews, both mature-aged students and school leavers reported they rarely approached tutors and instead preferred to draw on informal supports and peer networks. One student reported being afraid the CH A P TE R 6 INDEPENDENT LEARNING 120 STUDENT VOICES BOOK_Layout 1 2011/10/07 11:57 AM Page 120 tutor would think she was a â€Å"slacker†, while others drew on a â€Å"strong sense of self-reliance† coupled with an â€Å"immense determination to succeed† (Clegg, Bradley & Smith, 2006: 107? 108, 111). Similarly, in a survey of 101 direct entry Business students in Scotland, the majority did not disclose personal issues that  might affect their study (Barron & D’Annunzio-Green, 2009: 20). Although students may be reluctant to consult tutors in person, they are also reluctant to seek help online. In Australia, at a new suburban campus of the Uni- versity of Queensland, students knuckled down to study independently and without assistance. More than 80% of the students rarely, if ever, asked for help, support, or assistance online (Ballantyne, Madden, & Todd, 2009: 306). New stu- dents may not feel comfortable to ask for help when they deal with new lectur- ers and tutors each semester. Both mature-aged students and school leavers at  the University of Wollongong felt that interaction with their lecturers, whether online or face to face, was important in feeling comfortable enough to ask for help (Lefoe, Gunn & Hedberg, 2002: 44). Other students, studying Psychology at Macquarie University, found they only received help from a tutor when they asked directly for assistance (Plum, 1999: 244? 245). While former DoTS students described independence at university as being â€Å"up to you†, they also pointed out that assistance is available when requested. Paige, Therese and Helen each stressed the importance of seeking assistance and asking for help. For Paige, it is important not to be scared to seek advice. For Therese, it is important to â€Å"ask them†. For Helen, it is important to â€Å"take the initiative† and â€Å"go and ask for help†. I think you have to make sure that you’re not scared about going to ask for help, because people are there to help you. (Paige ? DoTS) My brother did say to me once that the lecturers are there to help you. If you have a question, you must ask them. (Therese ? DoTS) I think you have to be more independent. You have to be willing to put in the work and you have to be willing to ask for help. Those who aren’t willing to ask  for help, they fall by the wayside. When you know you might be drowning, you’ve just got to get up and take the initiative. Like in a workplace, no one will come and ask you. You’ve got to go and ask for help yourself. (Helen ? DoTS) Furthermore, Helen outlined the strategies she used in asking for help when, as a pathway student, she was â€Å"afraid† or just â€Å"con? dent enough† to seek advice. I would just go and ask whoever I needed to ask. I’d knock on people’s door ? lecturers, tutors, anyone. If I was a bit afraid of asking, I’d actually ring and ask at the front of? ce, â€Å"Who do I speak to? † and they’d put you through. I was con? dent enough to do that, I think, from working in my gap year. If I hadn’t worked that year, I think I probably wouldn’t have been. (Helen ? DoTS) Putting in effort helps a student adjust to the new style of independent learning at university. Independent learning requires a student to become metacognitive about their learning and study habits, so they are aware of when to seek advice. Taking the initiative to ask for help is an attribute of a student who is taking con- trol of their learning and becoming independent. INDEPENDENT LEARNING 121 6 STUDENT VOICES BOOK_Layout 1 2011/10/07 11:57 AM Page 121 THE RIGHT ATTITUDE. Students cannot become independent learners unless they have the right attitude to study and a willingness to learn. Melinda, Lisa and Vaughan recognised the importance of a willingness to learn in university study and each drew on their vocational motivation to persist with university study. For Melinda, wanting to learn is â€Å"probably number one†. For Lisa, it is important to â€Å"want to learn†. For Vaughan, it is important to have a â€Å"desire to learn† to absorb information. Wanting to be a student and wanting to learn are probably number one. Wanting to actually do it, because you’ll never do it if you don’t want to. You have to want to learn. If you just want to be a nurse, you can be a nurse with just a pass. But to be a good nurse, you have to want to be a student. You have the chance to learn, so you can get High Distinctions, so that you can be a great nurse, not just a nurse. (Melinda ? DoTS) I want to learn. I never used to want to learn, but I do now. I actually want to learn about all the different things and how everything works in Nursing. (Lisa ? DoTS) I think it’s about willingness to learn too. There’s a mountain of information out there. If you’ve got no desire to learn, you’re not going to take any of it in, so  you’ve got to want to be there. (Vaughan ? DoTS) The right attitude helps a student actually complete the work. A student’s atti- tude to learning is important in accepting the responsibility of a university work- load. Whether a student’s most recent learning experiences were at a secondary school, a vocational college, or in the workplace, becoming an independent learner in a university environment necessitates a different attitude (Booth, 1997). Age may also in? uence a student’s attitude. In Australia, mature-aged students have been found to be more committed to study than school leavers. Compared  to school leavers in outer western Brisbane, twice as many studying parents (over the age of 25) never skipped classes and regularly used support services. Moreover, students more than one year out of school were more con? dent and decisive than school leavers and were seven times more likely to complete the weekly readings (22% versus 3%) (Ballantyne, Madden & Todd, 2009: 307? 308). While it may be the case that mature-age students have the right attitude to study, many school leavers in the MSAFP and DoTS pathway also demonstrate the right attitude. Having a willingness to change may best indicate a student’s capacity to ad-just to independent learning as well as to enable academic engagement and epis- temological access. In the UK, a University of Nottingham survey of History stu- dents found two-thirds of students expected to change over the period of their degree, suggesting that adjustment to university is an ongoing process and not just a dif? cult phase at the beginning of the ? rst year. These History students, who preferred discussion and debate over any other method of learning, ex- pected to develop open-mindedness, interpersonal communication skills, and in- dependence (Booth, 1997: 209, 214; see also Brownlee, Walker, Lennox, Exley &  CH A P TE R 6 INDEPENDENT LEARNING 122 STUDENT VOICES BOOK_Layout 1 2011/10/07 11:57 AM Page 122 Pearce, 2009). Their positive attitudes to learning enabled them to persist with study. Similarly, former MSAFP and DoTS pathway students highlighted the in? u- ence of a student’s attitude in persisting with university study. Persistence de- pends on motivation and engagement as well as commitment and a sense of re- sponsibility to learn. Sammy, Elaine and Lindy af? rmed a willingness to learn underpins success in university study. You have to want to do something to achieve success in it. (Sammy ?MSAFP) If you put your mind to it and tell yourself you can do it, you can be successful. That’s what I think. (Elaine ? MSAFP) I tell myself, â€Å"This is your future. The future is in your hands. † Nobody can write my exam for me. Nobody can study for me. It’s my future. It’s my life and the way I live it is my choice. I make myself study by looking at everyone else studying. When they’re all studying, I get motivated to study. (Lindy ? MSAFP) Like them, Meg, Paige and Therese each clearly articulated a willingness to learn and recognised that university study is serious business. Meg and Paige high-lighted that the right attitude helps a student achieve success, while Therese stressed that skills development is made possible when a student has the right attitude. When I came here, I was 19 and I was ready to start being a grown-up. What I do now is going to play out my future. Every step I take is towards where I want to be. (Meg ? DoTS) I think I’m a lot more focused now. I know what I have to do and what needs to be done, that I can’t slack off and that I have to meet deadlines. I know that be- cause I’ve chosen to do this, I have to put in the effort. (Paige ? DoTS) You should actually want to be here and to take it seriously. You’re not here just to have fun. With skills, you can develop them over time. You can teach yourself how to study and what’s the best way to study, how to ? nd information that you need and that is relevant, then to be able to differentiate between what’s relevant and what’s not relevant. But that comes with time I think. (Therese ? DoTS) Other former pathways students expressed an awareness of their changing atti- tudes to study. Caitlyn recalled, with some humour, the dependent attitude she overcame during the ? rst semester of the DoTS pathway. I remember actually asking the lecturer if I could have my birthday off, and he said no! (Caitlyn ? DoTS) Chloe and Lisa re? ected on their changing attitudes toward their social lives as they became more serious about study. Chloe gave up excessive partying on weekends, while Lisa changed her â€Å"party life into uni life† I went out every weekend and got drunk. I’ve given that up now, because a hang- over lasts quite a few days with me. It really knocks me down. (Chloe ? DoTS) I just needed to change my party life into uni life. I liked to hang out with my friends more and go out on the weekends. But that’s changed now. (Lisa ? DoTS) INDEPENDENT LEARNING 123 6 STUDENT VOICES BOOK_Layout 1 2011/10/07 11:57 AM Page 123. Vicky, Lisa and Melinda reiterated that a student’s attitude is re? ected in their be- haviour and highlighted that choosing to attend classes re? ected a commitment to study and a sense of responsibility to learn. Turn up to- class. Don’t just say, â€Å"If I miss this lecture, it won’t matter,† because it will. The blackboard site doesn’t give you everything. (Vicky ? DoTS) I know there are compulsory classes, but you have a choice of what you want to learn and what you want to do. (Lisa ? DoTS) If you don’t want to go to lectures, don’t. If you don’t want to go to tutes, don’t. If you don’t want to do the readings, don’t. It’s your education that suffers from it and it’s your grades. I don’t want to say there are not people there to help you, but they’re only there if you ask for help. (Melinda ? DoTS) Former students of both the MSAFP and DoTS pathways point out that success- ful students are self-disciplined. Sammy, Chitalu and Chloe re? ected on how self- discipline helped them not only to keep up to date, but also to enjoy studying. I have a personal laptop and when I ? nd myself playing [games], then I think that tomorrow I have a tutorial and if I have studied enough for that. If I haven’t, I im-mediately switch off, so I start reading my lecture slides and trying to understand the questions that might be discussed in the tutorial. (Sammy ? MSAFP) It’s not really hard work when you are disciplined and you do what you’re sup- posed to do. But when you take it lightly and you just have fun, it really becomes hard work. (Chitalu ? MSAFP) I don’t really need to make myself do it because most essays I enjoy writing and enjoy learning. I guess I’m pretty disciplined. (Chloe ? DoTS) Yet, other former pathways students also pointed out the risks of procrastination and avoidance. Chipo, Tara and Lisa re?ected on wasting time and delaying, or avoiding, study commitments. For Chipo, postponing study is â€Å"time wasted†, while for Tara and for Lisa, it was easy to â€Å"put things off† or put â€Å"everything aside†. If you waste your time, time wasted is time that you can never get back. I had to learn these things as I went along because, you know, you postpone things. You say, â€Å"Oh no, I’ll do it later† and then next thing you discover you’ve got an assign- ment due tomorrow. (Chipo ? MSAFP) I tend to procrastinate a little bit and to put things off. (Tara ? DoTS) At the start, I was too busy stressing out and putting everything aside and not  even thinking about it. In the second half of my ? rst year, I got the hang of what uni is all about and what you’ve got to do to get by. (Lisa ? DoTS) Like them, Daniel, who returned to study from the workforce, tended to pro- crastinate. The solution was to have his life â€Å"timetabled†. I’m a terminal procrastinator. I always have been and stupidly enough I’ve been conditioned to actually continue to do so because I keep getting reasonable results in spite of procrastinating. I timetable a lot. I have my life timetabled so I start the semester saying, â€Å"Alright, I have this on this day and this on that day† and then. CH A P TE R 6 INDEPENDENT LEARNING 124 STUDENT VOICES BOOK_Layout 1 2011/10/07 11:57 AM Page 124 around work I schedule one day where I focus on each subject. On that day, whether it is travelling on the train or at home in the afternoon, I do all of the reading and work on assignments and stuff like that. I allocate the time to do the work. (Daniel ? DoTS) One aspect of independent learning that former pathways students found easy was being â€Å"in control† of their own study. In contrast to high school where stu- dents felt pushed, particularly by teachers and through competition with their  peers, at university students directed their own learning. Lindy found being in control â€Å"the easiest thing† about becoming an independent learner. The easiest thing was being in control. I didn’t have a very hard time getting used to being in control. (Lindy ? MSAFP) Like Lindy, Grace, Andrew, Julia and Max appreciated the autonomy of univer- sity study. Arts students Grace and Andrew both preferred studying at university over studying at high school. Grace felt she was â€Å"making up for† bad habits at high school, while Andrew felt as if he were ? nally â€Å"doing something†. In high school I hated studying, so I ? nd it really strange. I ? gure I’m making up for what I didn’t do in high school. (Grace ? DoTS) I did uni pretty well actually. I kind of preferred it to high school. Because, for one, I felt like I was doing something. With high school, it’s kind of like what you have to do. We were there because we had to be. At uni, it was where I wanted to be. (Andrew ? DoTS) Similarly, Julia and Max had no trouble taking control of their learning. Educa- tion student Julia viewed her learning as an opportunity, while Arts student Max found his own progress â€Å"inspiring†. I can’t believe people don’t hand work in because that’s just beyond me. I just  think why would you not even give yourself a chance? When I saw the mark for attendance, I thought I’m going to make sure I attend every class because that’s marks I can count on and I would never not hand anything in because every mark is another step closer. (Julia ? DoTS) It’s all on yourself. You’re responsible for failing. You’re responsible for doing your assignments. You’re responsible for passing. You’re responsible for your grades. There’s no one pushing you along. It’s inspiring to think that you’re con- trolling your own learning. (Max ? DoTS) Having the right attitude to study is important for success. Regarding themselves as serious, responsible and goal-oriented students, some former pathways stu- dents were openly critical of their peers who did not share the same â€Å"right atti- tude† to study. Andrew and Rachel were both critical of students who aim for a minimum pass, regarding them to be â€Å"unmotivated†. I come across a lot of unmotivated students who are like, â€Å"I’m just here to get a pass and get my degree and get out. † (Andrew ? DoTS) I actually ? nd a lot of people are only motivated to get that pass score. They are not that motivated to go the extra mile. (Rachel ? DoTS) INDEPENDENT LEARNING. 125 6 STUDENT VOICES BOOK_Layout 1 2011/10/07 11:57 AM Page 125 Like them, Jenna regarded some of the other students as having the wrong atti- tude for studying. Describing their attitudes as â€Å"very lazy† and â€Å"very blas †, Jenna contrasted her own willingness to learn and to put in effort with their lack of motivation and poor attitudes. There are de? nitely some students who are very lazy in their attitude. They don’t go to classes. They don’t do the reading. They have a very blase attitude and I ? nd that very frustrating because I’m here to learn and I put in the time and effort. (Jenna ? DoTS).

Motivation Essay

Motivation and the Brain – The Desire to Exercise and Be Physically Fit Motivation and the Brain – The Desire to Exercise and Be Physically Fit The motivation that drives people to engage in physical activities like exercise can be analyzed as a result of many contributing factors. Theories exist regarding whether desire can be attributed to extrinsic or intrinsic factors. The brain structures and functions responsible for this type of motivation are complex and unique. Each individual will have his or her own reasons, but ultimately, some key factors can be noted. The role of Extrinsic and Intrinsic Motivators The motivational factors that drive people to engage in physical activities like working out at a fitness club, or running, appear to be mostly intrinsic. Heredity does not seem to be a prominent motivator; however, one’s environment will indeed have some effect. Children raised by athletes will obviously more inclined and motivated to participate in physical activities as an athlete would likely push his or her son or daughter to be athletic like them. Another increasingly popular source of motivation to work out is the desire to maintain good health, including keeping a healthy body weight. Another possible motivation is the desire one may have to prove to their own selves, the extent of their capacity. The term â€Å"self-efficacy† can be summarized with an individual asking himself or herself the following two questions: â€Å"Am I capable of doing this activity? † and â€Å"Will I be successful in achieving my goals if I engage in this behavior? † The internal question specific to this article would be â€Å"Am I capable of successfully participating in an ongoing diet and exercise program? Self-efficacy can also be described as situation-specific self-confidence (Grogan, Connor, & Smithson,  2006). Another possible explanation for the motivation to diet and exercise is the Protection Motivation Theory, which suggests that people are motivated to protect themselves from harmful or stressful life events ( Deci, 2004). In other words, an individual who maintains his or herself at peak physical condition can develop a sense that he or she is prepared for any disease or threat that may cross his or her path. Some may become paranoid and overly cautious in considering every possible harm that could fall upon them; this fear is drives them in the relentless pursuit of physical health. Perhaps the most gratifying benefit of exercising is the change it will bring to one’s physique. The tone and definition, weight loss and strength are obvious and can be noticed fairly quickly and easily. Along with these changes come the encouragement and positive feedback from one’s peers; this is a huge motivator. Research shows that Acknowledgment, Positive Feedback and Encouragement for self-initiation tend to increase intrinsic motivation (Deci, 2004). It does seem the motivation for maintaining physical health is largely intrinsic, previous family medical history, such as inherent life-threatening diabetes could be considered an extrinsic motivator. Pressure placed on individuals by family members and medical professionals regarding the risks of an unhealthy diet and lethargic behavior can be significant motivating factors that would drive one to take action to improve their health. Both intrinsic motivation and integrated extrinsic motivation are facilitated in situations that are interpersonally supportive, that is, here parents, teachers, managers, health care providers, and coaches understand and acknowledge the perspectives of their children, students, employees, patients, and athletes, respectively, and encourage them to experiment, allow them to try their own solutions to problems, provide them with choices, and respond to their initiations (Deci, 2004). Brain Structures and functions associated with the motivation to work out An important thing to note the brain structures and functions associated with this type of motivation. The feeling a person experiences in the aftermath of a long training session can be extremely euphoric. One hypothesis revolves around a set of opioid neurotransmitters of which endorphins are a special case. The term endorphin refers to internal morphine. Endorphins are primarily located in the pain pathways and are responsible for reducing the negative effects of pain stimuli and stressors (Deckers, 2010). Another argument that could be made would be that the gender aspect related to the concern about weight and appearance. It has been suggested that gay men and heterosexual women are under significantly more acute social pressure to attain the culturally valued slender body type (Grogan, Connor, & Smithson,  2006).

Barriers of Communication Essay

Everyone has experienced, at one time or another frustration of feeling misunderstood and being unable to make us understood by others. Communication should be simple but is often difficult because people tend to create barriers. Barriers often lead to your message becoming unclear and confusing to others. For communication to become more effective one has to overcoming these barriers to send a clear message. Cultural Differences can be a barrier to communication because of the variations between cultures and the different background, beliefs and opinions of others. Some people may think your being racist because of the way you speak to them and if you argue back to them about their opinions and beliefs, they may get offended. Cultural Differences can also be the way people dress, their religions, interests and the kind of food they may eat. Read more:  Identify different reasons why people communicate  essay Also certain hand gestures in America may have different meaning in other countries which could distort your message. A way to overcome this barrier is to respect other people’s opinions and beliefs and to educate yourself. Foreign languages are also barriers to communicate because you might attempt to speak to someone in English but the other person may speak Spanish. You wouldn’t be able to communicate with them due to the language you speak. A way to overcome this barrier would be attempting to use the other individual’s preferred spoken language to communicate or get an interpreter to help you. One barrier of communication can be the surroundings of which the communication is going to take place. The space of which the communication is being held is very important, as it is vital that all people communicating can see one another’s facial expressions. Since we spend more time hitting the letters on a keypad than actually participating in face-to-face communication it is important to try and overcome this barrier when possible. For example when you’re having a conversation with another via text messaging or emails it is very easy for the message to be misinterpreted because emotions are sometimes hardier to decipher. A lot of communication is based on body language when talking face to face. When we communicate things that we care about, we do so mainly using nonverbal signals. Wordless communication, or body language, includes facial expressions, body movement and gestures, eye contact, posture, and the tone of your voice. By texting and emailing this barrier is created and confusion can happen. So, if it is an important conversation or an important message to relay to another person it is best to talk to them face to face. This would lower ones chances of distorting the message or creating more problems because of a distorted message. Identify the barriers that you put up can help you overcome them and communicate better with others. Effective communication helps us better understand a person or situation and enables us to resolve differences. By learning these effective communication skills, you can better connect with your spouse, kids, friends, and coworkers. References MUSCARELLO, P. (2012). Breaking the Communication Barrier. Business Officer, 46(1), 11-13.

The Dramatic Form and Riders to the Sea Assignment

The Dramatic Form and Riders to the Sea - Assignment Example Alternatively, the drowning of Bartley is an indication of the troubling conditions that humanity has set upon himself of cruelty and suffering. Another interesting feature of drama in the play Riders to the Sea involves the controversies that create disharmony and doubts between characters. In play, a young priest attempts to contradict the views held by Maurya concerning the fate of her lost son. The priest, therefore, is a dramatic symbolism of the hypocrisy of religion during periods of doubts and hopelessness. Consequently, his decisions heighten the drama by setting off an anticlimax of searching for Michael’s body in the shores of Donegal. On the other hand, characterization in the play is an element of dramatic forms critical in highlighting the major themes of play. The protagonist, for instance, is cast as bereaved mother who has lost four sons because of the sea. Overall, a conflict is necessary to create for drama to

Artical report Article Example | Topics and Well Written Essays - 500 words

Artical report - Article Example The author has reflected that such theory of human behavior should encompass within its scope manifold issues, including layers of analysis from individual to organizational and social, harmony with current understanding of social and biological sciences, ability for empirical testing, universal cultural applicability and lucidity of the theory so that it can be taught and used easily (Stark 131). The author, in the context of arguing about the importance of a unified theory of human behavior, has adopted a quite well structured form and also has provided considerable focus over four major driving forces that mainly determine nature of human behavior. However, understanding the driving forces and their role in construction of human behavior would not have been easy unless prior to the section he has provided a brief explanation about â€Å"Evolution of the brain† (Stark 131). In this section the author has shown that evolution of human brain is mainly responsible to determine behavior of individuals and their choice of actions, â€Å"†¦evolution has selected several innate skills for human including habitat selection, food selection, danger awareness, intuitive psychology, orientation, justice, and an ability to remember important people† (Stark 132). The limbic part of human brain specifies and differentiates â€Å"incoming sensory messages† (Stark 132) and human beings, consecutively, also respond to those impulses depending on their needs. The author’s emphasis on this functional aspect of brain explains the necessity for human beings in the context of acquiring, learning, bonding and defending themselves. Aftermath, the author has explained the four drives, which he considers as the main forces in determining human behavior. The D1 or Drive to Acquire is the first force that determines instinct of human beings in the context of acquiring certain basic

Musuem Essay Example | Topics and Well Written Essays - 500 words

Musuem - Essay Example Symbols such as the cowboy, saddle and the horse were categorical in depicting the negative influence of violence in the society (Wayne, 2002). The exhibit is an artwork that is of a diamond shape. One of the most appealing and easily identifiable aspects is the wall at the center of the exhibit. The color, red, is meant to easily depict the general description of the exhibit. The color is mostly associated with blood or war and the exhibit, thus, describes an eventful-bloody scenario. The works of art are located inside a white scaffold and dangle on the wall. The positioning of the artworks in a specified location allows the viewer to critically analyze them and develop a deeper understanding. They are also close enough and not far up which also provide them with an easier opportunity of self-discovery. The exhibit is well lit, though softly and even more directly so as to make it more visible. This is also an attribute to its simplistic nature. Additionally, it is easier to relate to the other exhibits that of gray color. The white background and red in the other distinctively create a sense of simplistic-appeal. The artists or museum organizers in this case arrange the exhibits in a manner that allow easy description of the posters. The exhibits appear bright especially with the use of cool colors to form the background walls. The choices of the colors allow the viewer to easily understand the exhibits and also easily relate to the occasion or event they are describing. The work of art is described using labels on the posters. All the posters have a label that is likely to give one an idea of what was probably being described. This makes it easily possible even in posters that lack a description but simple labels. Additionally, the works completed describe the influence the polish artist has developed due to western movies. They are not very descriptive of the finer details however notably due to their one-dimensional nature. They are

Race and Your Community Essay Example | Topics and Well Written Essays - 1250 words

Race and Your Community - Essay Example These forces all contribute to the racial attitudes of the people I know, as well as the leaders, in the small town where I live. Though I look like the majority, my heart and beliefs are a minority opinion. To begin this discussion, it should be noted that I believe that I live in a largely racist community. Minorities make up less than two percent of the total population, with just one percent African-Americans. Because of the low numbers of minorities, it is easier for the residents to carry on racist attitudes, while not ever confronting or experiencing any racial situations. Conversations are peppered with the N word and Latinos are usually referred to by using a racial slur. This is the acceptable attitude in this small town in the middle South. As a transplanted Caucasian Yankee, I was appalled and offended when I was first confronted by these attitudes, but as a newcomer I thought it would be a better strategy to keep my mouth shut and not talk out of school. Indeed, I often feel guilty for my silence and lack of courage. These attitudes have no doubt been handed down from the older generations to the children since the days of slavery. Yet, as I noted, there are no minorities t o be experienced first hand, and everything is simply learned through the social interaction of friends and families. As for me, I have always, and continue to feel, like an outsider when it comes to attitudes towards race. Though I look like 98 percent of the community, I have a very different attitude towards equality. I obviously cant know what a person of color feels when they hear a racial slur, but I know that it offends me and I am embarrassed to be in the company of people that use that language. This language also transfers to their other attitudes towards minorities in regards to their abilities, trustworthiness, honesty, or moral fiber. I am sure that I am also thought less of by these

Development of Reproductive system in Fetus; Genetic, endocrine and Research Proposal

Development of Reproductive system in Fetus; Genetic, endocrine and environmental factors - Research Proposal Example The primordial germ cells migrate to these ridges from the primitive yolk sac at this stage (Bullough and Bullough, 185). During the sixth week of gestation period the gonads begin to develop into testes in case of male fetus or transform into ovaries after waiting for some more weeks in case of female fetus (Bullough and Bullough, 185). This development of fetus reproductive system either to form testes or to form ovaries is controlled by the genetic factors established during fertilization. If the cells of the embryonic body contain the TDF gene usually carried by Y chromosome then the gonadal ridges form the seminiferous tubules and related ducts which later develop to secrete testosterone for the development of male reproductive system. In the absence of TDF genes the gonads wait until the twelfth week to begin to develop into female reproductive organs. This inherent tendency of growing into female reproductive system is known as Eve plan (Bullough and Bullough, 185). The primitive eggs present in the female fetus begin meiosis until they reach the â€Å"prophase arrest stage† and remain inactive until puberty. With the development of permanent kidneys the ovaries or testes come out of the thoracic abdominal cavity and take their final position in the pelvic cavity (Bullough and Bullough, 185). The fetal growth is a process controlled by several factors including genetic makeup of the fetus, the success of the implantation process, the availability of nutrients and oxygen to the fetus, hypoxia, cigarette smoking, infection, maternal nutrition, and a variety of growth factors, cytokines, and proteins of maternal and fetal or placental origin (Giudice, 307). Among the genetic factors IGF gene is also found to have considerable importance in fetal growth. Studies on human fetus showed that the natural deletion of exon 4 and 5 from IGF-I gene can cause huge restrictions in the physical and mental development

Te Uku - wind farm project Essay Example | Topics and Well Written Essays - 2000 words

Te Uku - wind farm project - Essay Example Networks that constructed the 33kV transmission line with a length of 25 kilometers in order to distribute electricity generated by the 28 wind turbines of the wind farm. Overall, the wind farm has a capacity of 64.4 MW coming from 28 turbines, with an average of 2.3MW of power from each turbine (Discover Te Uku, 2014). The Te Uku Wind Farm project in Waikato is very efficient in terms of energy production in supplying the area which it is supposed to supply with electrical power. Moreover, when it comes to sustainability, the assessment of environmental effects shows that the wind farm has mostly a neutral relationship with its surrounding flora, fauna and earth. However, in terms of its earthworks, the Te Uku Wind Farm project somehow falls short of some of the requirements of the RMA. Nevertheless, the company’s continued existence proves otherwise. Lastly, the economic value of the wind farm is that it has somehow provided so many jobs to workers. The Resource Management Act, or RMA, is the specific national policy or the aspect of the law that explains the laws that govern the establishment, maintenance and operations of certain projects, firms and infrastructures in New Zealand. Specifically, when it comes to the operation of wind turbines, wind farms do not actually qualify as â€Å"rural industries† because the term â€Å"rural industries† excludes the generation of electricity (Resource Management Act, 2007). Therefore, wind farms are known as a â€Å"Discretionary Activity† and may not comply with some of the standards of Permitted Activity as specified by the law (Resource Management Act, 2007). Nevertheless, the continuous operation of the Te Uku Wind Farm up to this day implies that its requirements as a discretionary activity have been complied with. The earthworks plans for the project have also been considered questionable by virtue of the provisions of the Resource Management Act, but the fact that the wind farm operates until now somehow

Day of Compassion Essay Example | Topics and Well Written Essays - 500 words

Day of Compassion - Essay Example This made me conclude that although instinct makes us avoid it, "suffering" can be worthwhile if there is a good reason for it, like writing this paper. Why do I have to spend a few minutes writing this essay instead of hanging out with friends Why do I have to spend a day of compassion The answers came quickly: I want to learn more about others and about myself, because this world, although it's beautiful, can get pretty nasty, and if I don't learn about suffering from others, I may not know how to cope with it. I matured a bit that night. I made a simple plan for the next day: look for the homeless guy and give him a gift, spend some time to cheer up Annie whose aunt passed away two weeks ago, listen to Jerry as he usually whines about his problems (I think I have more serious problems, but I resolved to listen and find a way to sympathize with him), and be more sensitive and caring when I meet people having a bad day. I never did this before, so I was partly excited and partly afraid. The next day, I woke up with a terrible headache! I wanted to postpone my plan, but I decided against it, because I realized that if did not tell anyone about how I felt, this could be good for me.

International and Intercultural Communication Essay - 2

International and Intercultural Communication - Essay Example It has a high score of 90. It means that individuals accept hierarchical order in which everybody has a place, and there is no need of further justification. Angola too is a hierarchical society as it has a high score of 83. Therefore, there is similarity in power distance between Albania and Angola. Individualism addresses the degree of interdependence a society upholds among its members (Geert-Hofstede, 2015). Albania is a collectivist society as it has a low score of 20. There is close commitment to family extended family, and extended relationships. There is loyalty, and everyone takes care for fellow members of their group. Offense results in shame and employee/employer relationships are held in moral terms. Angola too has a very low score of 18, therefore, a collectivist society. Uncertainty avoidance portrays the extent to which members of a given culture feel jeopardized by unknown situations. Albania prefers avoiding uncertainties, and it has a high score of 70. Angola too has a relatively high score of 60 on uncertainty avoidance (Geert-Hofstede, 2015). They maintain rigid codes of behavior and belief and are intolerant of unknown behaviors and ideas. Rules are significant, and people have an inner urge to work hard. Albania is a masculine society as it has a very high score of 80. Behavior in work, school, and play are based on shared values that individuals are the best in what they do. People are proud of their achievements and conflicts are resolved at individual level (Luger, 2009, p16). However, Angola is a feminine society as it has a low score of 20. Individuals value solidarity, quality in their working lives and conflicts are resolved by negotiation. Albania is pragmatic in nature and it has a high score of 61. Modern education is upheld as the way to prepare for the future. However, Angola is normative as it has very low score of 15. There is great respect for traditions (Geert-Hofstede, 2015). Albania has a

Manpower Issues Essay Example for Free

Manpower Issues Essay The fast food industry is a labor driven sector. It has an extensive requirement of manpower to serve the increasing flow of consumer traffic at the outlets. Skilled labor with fast pace of work is the basic requirement for this job. It is mostly youngsters who are eligible for this job but it can be stressful and at times hazardous. This industry requirement for long hours of duty, on the toe at all times and attentive to the needs of the customer is quite an uphill task. There is no doubt that the emergence and growth of this industry sector has solved the unemployment problem to a great extent. Many youngsters have found a living in this industry but the pay packages earlier were not very attractive. The pay scales have no doubt improved now but the work conditions remain almost the same. The Back Yard Burgers currently employ over 10,000 people throughout their chain of restaurants. Each restaurant employs around 25 employees, of which some are part timers. A company-operated restaurant has a unit supervisor and two co-unit supervisors. Each unit supervisor reports to the district manager. A district manager has about five to eight restaurants in their supervision. Their role constitutes of keeping tabs on all aspects of operations and management of the restaurants in their jurisdiction. Each of these district managers’ report to the Director of Operations. The company endorses strict training and personnel development strategy. All personnel have to go through a personnel-training program on fast friendly and efficient customer service, restaurant cleanliness, and proper management of day-to-day operations. The employees have to go through classroom sessions that brief them about aspects of food safety, sanitation, laws, and regulations related to the food industry and operational aspects of restaurant. The company envisages labor to be a critical factor in the coming years since the opportunities have increased manifolds. The demand for skilled labor is rising and this will lead to higher wages and compensation packages. Managing and retaining quality workforce in this industry will be a little difficult task and the key to effective manpower management is to keep the employees happy and satisfied with their jobs.

Financial Ratio Analysis for HSBC

Financial Ratio Analysis for HSBC HSBC is the Hong Kong and Shanghai Banking Corporation, established by Thomas Sutherland, in 1865. HSBC is one of the leading banking group on the financial market in the world today. In 2000, it ranked fifth largest global company in the world. HSBCs headquarters is located on the HSBC tower, Canary Wharf, London. HSBC bank is a wholly owned subsidiary of HSBC Holding plc. The shares of HSBC bank are not publicly-traded, but those of HSBC Holdings plc are traded on the London, New York, Hong Kong, Paris and Bermuda stock exchanges. The HSBC Corporation has been expanding rapidly with merger and acquiescing and it ranked second with assets for worlds wealthy company. HSBC has $1.861 trillion in assets as compared to Citigroup, which has $1.884 trillion, 31 Dec 2006. Nearly 22% of HSBCs earnings are derived from Hong Kong, which is one of its major operational bases. HSBC has grown into one of the largest global financial institutions with 9,500 offices in 79 countries and identity of HSBC brand have been well recognizing in the worldwide since it established. Known as the worlds local bank, HSBC has a history of helping millions of customers for their financial needs. FINANCIAL RATIO ANALYSIS Financial ratios for HSBC (2005-2009), for the industry of Foreign Money Center Banks are provided below. Industry 2009 2008 2007 2006 2005 2009 Net profit margin(%) 9.0 6.1 20.6 20.7 25.1 11.9 Return on Equity(%) 4.5 6.1 14.9 14.6 16.1 12.6 Return on Assets(%) 0.2 0.2 0.8 0.8 1.1 7.9 Debt to equity 1.38:1 2.23:1 2.12:1 2.33:1 2.90:1 3.68:1 Current Ratio(2:1) 1.05 1.03 1.06 1.06 1.07 1.40 Interest Coverage(times) 1.3 1.2 1.4 1.5 1.7 1.2 Profitability Ratios Profitability ratios are show effectiveness of the business with generating profit. This ratio is popular that assessing a business to assess the amount of wealth generating for the amount of wealth invested. In 2009, HSBCs net profit margin ratio (9.0) is dramatically lower than year 2005. In 2005 net profit margin ratio is the highest (25.1) in other years. The lowest net profit margin ratio appeared as a 6.1 in 2008 and that had brought by global economic recession. There is slightly lower ratio (9.0) on net profit margin compare to its industry (1.9) in 2009. The higher net profit margin explains HSBC has good financial performance and cost of sales lower than other years in 2005. Liquidity Ratio HSBCs liquidity ratios are almost remained the same, between 2005 and 2009. Although, HSBC is slightly less liquided than the average firm in the industry, with both a current ratio and a quick ratio that is lower than the industry average. If a both ratios are lower than its norm (current ratio2:1, quick ratio1:1), it could be face liquidity problem. Capital Gearing Ratios Capital gearing is concerned with the relative sizes of the funds provided by share-holders, on the other hand by loan creditors. HSBCs Debt/equity ratio has dropped from (2.90) in 2005 to (1.38) in 2009. The lowest figure (1.38) occurred in 2009 on debt to equity and its dramatically lower than its industry (3.68). Debt to equity ratio indicated that HSBC is less leveraged than other firms in industry. This lower leverage shows HSBC has good financial performance in its industry. Management efficiency 2010 (1st quarter) HSBC Barclays Industry SP(500) Income/employee 22,226 36,763 66,753 99,430 Revenue/employee 238,067 303,095 396,097 896,721 Net profit margin 14.0 11.6 11.9 HSBC has net profit margin higher than other firms in industry and SP(500). But if we look at productivity of HSBC, and compare to Barclays, its industry and SP(500), its dramatically lower than any other those. Which means productivity is poor and $14,537 ($36,763-$22,226) lower than Barclays productivity of per employee. Therefore, there is a conflict between practice and theory of (productivity and net profit margin). According to theory productivity should be high if net profit margin high, in that case they are not. Perhaps HSBC need to consider about poor fixed and indirect cost. Conclusion We need to consider about market efficiency (which form of efficient market hypothesis). Seems to me, the efficient market hypothesis is involved in semi-strong form, which means we able to use all available public information including firms data (annual reports, income statement, exchange commission etc.), competitors financial situation, macro economic factors etc. . .Before we invest 250,000 pound to buy some share of HSBC. HSBC has strong balance sheet, income statement is perfect except some losses between mid 2008 and early 2009 and price earning per share higher than its main competitors of Barclays, SP500, and its industry. The management efficiency little bit poor but the management performance getting strong and they making their share price uptrend dramatically since the economic recession (in 2008). HSBCs net profit margin was 9.1% in 2009, now it is increased at 14% in 1st quarter of 2010. Which means the management performance is strong and marketing is effective in the market place. The history of share price chart is illustrated the share price increased slightly from at the price of 81.00 GDP in September 2005 till at price of 90.00 GDP in December 2007 and it is peaked up at 100.00 GDP in January 2008. January effect is very strong in HSBCs share price. The share price huge difference between End of December and January of every new a year and since 2005, the investors were making profit (3.00 GDP to 5.00 GDP) on per share in 3 weeks. I would like to recommend that we need to make an investment on HSBCs share with 250,000 GDP before January effect (end of December most of the stock holders want to sell their stocks, because of tax issue). The strategy of stock investment is buy-and-hold. That would be good investment for buying HSBCs shares.

The Grapes of Wrath Analysis

The Grapes of Wrath Analysis The Grapes of Wrath, describes the difficulty of migrant labors during the Great Depression. Written by, John Steinbeck, this novel went on to receive many awards. Generally viewed as Steinbecks best and most striving novel, The Grapes of Wrath was published in 1939. Stating the story of an expelled Oklahoma family and their fight to form a reestablished life in California at the peak of the Great Depression, the book captures the sorrow and anguish of the land throughout this time-period. The bank forecloses on the Joads land, so they decide to move west in search of new jobs. Though the Joads travel west in expectations of creating a restored life, the American Dream avoids them, their journey to California proves to be sorrowful and disappointing. Though they find some comfort in a camp and eventually get jobs, the life they dream of has only slipped further away. The parallels between John Steinbecks life and the narrative story he carved are apparent and distinct. Steinbeck used imagery to paint a picture of current world situations that were going on in his life during the 1930s. His goal in writing this novel was to paint a picture and make his readers experience the life of the Dust Bowl immigrants. Though not a Dust Bowl immigrant himself, he spent a lot of time with them and got to know their anguish well. From the first chapters, to the unforgettable ending, The Grapes of Wrath remains a debated work in critical discussions, with themes and a setting that are uniquely American Beginning to write the novel in the mid to late 1930s, Steinbeck was surrounded by poverty, and hardship, and as are the Joads in the novel. Steinbeck modeled the setting to represent how things really were for migrant workers during this period. The Grapes of Wrath takes place during the Dust Bowl era of the 1930s. After being released from jail, protagonist, Tom Joad, quickly realizes that his familys farm has been repossessed by the bank. Tom finds the family at Uncle Johns home as they get ready for a long journey to California in search of work, a journey numerous desperate families are also taking. Route 66 provides the transportation by which the migrants will arrive to California. It is the path of a people in flight, refugees from dust and shrinking land, from the thunder of tractors and shrinking ownership,. from the floods that bring no richness to the land and steal what little richness is there (Steinbeck 118).In California, there was a Hooverville on the edge of every t own, where migrant individuals camp all together and care for one another (Steinbeck 234). The Joads experience the surroundings of a Hooverville when they cross the desert into California, There was no order in the camp; little gray tents, shacks, cars were scattered about at random (241). Steinbeck was inspired to write the novel after researching and producing a series of articles for the San Francisco News about migrant workers in California (Conder 248). Throughout the 1930s, due to drought and years of agriculture without crop rotation or other destruction prevention, severe dust storms blew away the lives of many in many areas of the central plains, which developed into what is known as the, Dust Bowl. Tied with the economic catastrophe of the Great Depression, this crisis forced thousands of people, many of them agriculturalists, off their property, wandering from place to place in hunt of work to survive. Several of these people, attracted by promises of opportunity, moved to California. Although they were from several states, the term Okie coined for a native of Oklahoma, one of the hardest-hit areas was attached to the waves of families desperately heading West, their few remaining possessions piled high on old, barely operating vehicles. Those who made it to California found little work, poor living conditions, a great deal of resentment and prejudice, and even violence directed against them.(The Grapes of Wrath) John Steinbeck formed a fictional plot using current realities of the Dust Bowl. The exposition begins when Tom gets out of jail for good behavior and he realizes that everything he left was now different and his family is absent as well. The conflict arises when, Tom is out on parole, and he strictly cannot leave Oklahoma. However, his family is planning to move to California, where a government program offers a beautiful future for emigrant sharecroppers. The entire family and Casy, a longtime family friend, fit into a small truck to travel across the country. The rising action occurs when, the Joads set off for California, where many others are migrating west. As the Joads drive on, they begin to hear rumors that there arent enough jobs in California. The climax is revealed when they arrive in California. As they go from place to place, searching for work, Casy, former reverend and current friend of Toms, leads a strike against the owners of Weedpatch, which in conclusion costs hi m his life. Tom spurs to lead the people, but the Joads must leave again when Tom thoughtlessly kills the corrupt policeman who murdered Casy. The falling action is seen when the Joads move onto a cotton-picking field where Tom hides out until his wounds are healed from the conflict. The resolution occurs when the Joads come to a farm where they find a barn. Inside the barn, they find a young boy and a man. They are sick from starving, and the man is not able to eat solid foods anymore without getting ill. Rose of Sharon gives the fading man her breast, which has milk from her recent birth, and comforts him with a blanket. They are all strangely at peace. The push for writing The Grapes of Wrath came out of John Steinbecks involvement of studying and publishing Harvest Gypsies, a seven-part San Francisco News series about the plight of agricultural migrant workers in California (Steinbecks Use). While leading that research, Steinbeck met and traveled with a man named Tom Collins, the manager of the Arvin Migrant Camp (informally known as Weedpatch Camp) (Steinbecks Use). The relationship Steinbeck formed with Collins grew between 1936 and 1938, when the two began traveling over the San Joaquin valley to gather information and offer aid to migrant families in crisis. He wrote about the Okie exodus by the seat of his pants, as it happened (OConnell 60). The Associated Farmers of California terminated the book as a pack of lies and communist propaganda' (The Grapes of Wrath). Steinbeck was put under surveillance of the FBI and received many death threats. The book was banned in many libraries and copies were burned in towns across The Un ited States (Conder 248). Steinbecks speech, is found in Tom Joad, the novels protagonist. ( McCarthy) Tom Joad is the novels protagonist .Joad is first seen coming home to Oklahoma after jail time for killing a man in a brawl, only to find an overcome land with local farms being repossessed by the banks. Tom and his family begin on their trek to California over highway 66. Tom Joad, Steinbecks figure of smoldering witness, the passive observer turned violent activist and communitarian conscience, has been grabbed by figures right and left to stand for something, represent something, or, in recent vintage, to represent nothing at all, rendered void of the political meaning deliberately invested in him by John Steinbeck (and others) (Simon and Deverell 181). Through Tom Joad, Steinbeck builds anger and a sense of injustice over the migrants misery. (McCarthy) Rose of Sharon is always watching out for the greatest interests of her unborn child and its seems to symbolize motherly instinct and protection. Steinbeck departs from strictly Biblical imagery in portraying Rose of Sharon as an earth mother. (Rombold 161). Her natural protective nature over her baby, makes it even more heartrending when it is delivered as a stillborn. By letting the stillborn child go upon the waters in its apple box, Uncle John inverts the story of baby Moses let go in a basket upon the Nile (Rombold 160). The symbolism of the earth mother is also a strong context within which to understand the final scene (Rombold 162). Steinbeck ends the novel by having Rose of Sharon nurse a dying man from her breast. Rose of Sharon loosened one side of the blanket and bared her breast. She looked up and across the barn, and her lips came together and smiled mysteriously (Steinbeck 455). A symbol of hope is understood through Rose of Sharons fostering actions in reviving the s tarving man. By ending the novel this way, Steinbeck continues his literary references to the Bible as it provides symbolic resurrection of humanity and steps towards societies regrowth ( Taliawaite). Jim Casy is an ex-preacher who knew the Joads as far back as Toms childhood, claims that he has totally given up preaching I aint preachin no more. (Steinbeck 20). Casy now places his faith in the astonishing power of human spirit. Steinbeck is representing Casey as a parallel to Jesus as his character carries optimism to the people that are in misery (Taliawaite). A more literal similarity that Steinbeck indicates to is his name, Jim Casey, which fatefully, has the same initials as Jesus Christ. I aint sayin Im like Jesus. But I got tired like Him, an I got mixed up like Him, an I went into the wilderness like Him. (Steinbeck 81). Although he still did not believe himself to be a preacher, he had the courage to stand up to the corruption and the unfairness. Casey planned on leading the people in a strike that would help the laborers attain reasonable wages however he gets murdered during the objection. The preacher, ony he was a-leadin the strike. They come for him. They killed im . Busted his head (Steinbeck 390). Like Jesus who sacrificed himself on the cross, Caseys death is a sacrifice for the wellbeing of others. Caseys last words were You don know what youre a-doin (Steinbeck 386) which can be paralleled to Jesus last words. Father, forgive them; for they know not what they do (Luke 23:24) (Rombold 157). Casey dies with honor and self-respect, as Jesus did. John Steinbeck says that in growing up he absorbed the Bible through his skin (Rombold 146). Characters from the book mimic real life people suffering through the Depression. They had a reason to believe that there was a higher power watching over them during this time of hardship (Rombold 146). While Steinbeck used Biblical references, he chooses to keep God as an absent character, For Steinbeck, the people themselves are the agents of change and the parties responsible for action. His use of Biblical allusions which generalize and deepen the Joads experience within the tradition of the mythos, place this novel within a very broad context. (Rombold 147). Readers were shocked by the notion of neglecting God, but they had to consider the source, and learned to accept that it was Steinbecks (Rombold146). Land and place are so more than just passive settings in The Grapes of Wrath. A mans connection to land is a very important theme, Mans love of the land, his need not so much to own it as to embrace it, to sink his hands and feet in it, to cry for joy when the corn is peeking through and to sleep like a dead man when the last load is in the silo- this is the strongest force in the book (OConnell 59). Despite the ruggedness of the landscape, it develops the backdrop in contradiction of a wide range of human concern. Famers and country men had a very strong relationship to the property they grew to know. When they lose their land, the Joads not only lose their means of support, but they also lose their home. California is supposed to be a land flowing with milk and honey, a place of chance and change(McCarthy). For a farmer, land is opportunity, and therefore land is money. The Grapes of Wrath, Steinbeck endorses the philosophy that economic, legal, religious, and societal forces large ly control individual destiny, but lays out a philosophy to rise above those forces and achieve personal freedom (Conder 260). The American dream is unattainable to immigrants. In The Grapes of Wrath, Steinbeck often challenges whether or not California is the, promise land. He questioned if the whole thing of life, liberty, and the pursuit of happiness are achievable. For so many, the American Dream is a capitalist dream. Instead, Steinbeck, through his characters and themes, sought the dream of unity and compassion. Through Jim Casy and Tom Joad, it is seen that their passion lays in standing up for what is right, rather than sitting back and taking the hit. But that wasnt always the case for them, towards the beginning of the novel, all of them were eager to reach this so called, promise land. But eventually, they came to the realization that they were indeed just chasing an unrealistic dream. The Joad family is leading down something of a problematic golden road- a path of escape from destitution to an ambiguous Californian deliverance. when the only option becomes putting the family on the road to a str ange and unknown destination, problems are compounded (Spangler). The Joads persistent letdown to find supportive work and pay led to economic decay, lessening the likelihood that the American Dream would come to completion. Arthur G. Neal stated, [the] economic hardships after the Great Depression fell disproportionately on the family unit (Spangler). Throughout all the economic struggle and failures on finding the American Dream, the Joads managed to stick together through the triumph. John Steinbeck emphasized the theme of the unattainable American Dream; however, he added in that maybe people can achieve their own dream just by sticking together and never giving up. From the Joad family leaving Oklahoma, to the struggles in California, The Grapes of Wrath remains a moving and an extremely well written piece of art. The plot, setting, and characters are very expressive, and Steinbecks fascinating writing techniques give the themes of the book a distinct feel. The parallels between John Steinbecks life and the narrative story he carved are apparent and distinct. Throughout the 1930s, real people with real problems faced issues like what the Joad faced. John Steinbeck wrote a brilliant piece work in expressing the economic and emotional anguish the Oakies experienced. Chronology February 27,1902- John Steinbeck was born in Salinas, California. He was the third of four children and the only son of John Ernst II and Olive Hamilton Steinbeck. He spent his childhood in the Salinas Valley (John Steinbeck). 1919- Steinbeck attended classes at Stanford University, and left without a degree. During these years Steinbeck dropped out for several months, and was employed intermittently as a sales clerk, farm laborer, ranch hand, and factory worker (John Steinbeck). January 14,1930- John Steinbeck marries Carol Henning (John Steinbeck). Winter of 1934- He gathered information on farm labor unions. Interviews labor organizer in Seaside(John Steinbeck). April 1939-  The Grapes of Wrath, was published by Viking (John Steinbeck). Spring of 1941- He separated from Carol; fall, later he moves to New York City with singer Gwyndolyn Conger (John Steinbeck). 1943- He marries Gwyn Conger in New Orleans (John Steinbeck). August 2, 1944- birth of first son, Thom (John Steinbeck). June 12, 1946 birth of second son, John IV (John Steinbeck). September 14, 1964- presented with United States Medal of Freedom by President Lyndon B. Johnson (John Steinbeck). December 20, 1968- dies of arteriosclerosis in New York (John Steinbeck). Work Cited Conder, J John. Grapes of Wrath. Literary Themes for Students, Vol. 1, edited by Anne Marie  Hacht, 2007, pp. 248-263. John Steinbeck: A Brief Chronology. Monterey County Historical Society, Local History  Pages, Montrerey Country Historical Society , 2010, mchsmuseum.com/steinbeckchronology.html. Date accessed 8 January, 2017. McCarthy, Paul. John Steinbeck. Contemporary Literary Criticism, edited by Sharon R.  Gunton, vol. 21, Gale, 1982. Literature Resource Center, go.galegroup.com/ps/i.do?p=LitRCsw=wu=pikev=2.1id=GALE%7CH1100000796it=rasid=427c16e5f57e22fd0bc6c3cbf3811a0c. Originally published in John Steinbeck, by Paul McCarthy, Ungar, 1980. Date accessed 9 Nov, 2016. OConnel, Mike. An American Farmer Looks at The Grapes of Wrath. The Steinbeck  Review, vol. 6, no. 2, 2009, pp. 56-63. www.jstor.org/stable/41582115. Date accessed November 14, 2016. Rombold, Tamara. Biblical Inversion in The Grapes of Wrath. College Literature, vol. 14,  no. 2, 1987, pp. 146-166. www.jstor.org/stable/25111734. . Date accessed November 19, 2016. Simon, Bryant, and William Deverell. Come Back, Tom Joad: Thoughts on a California  Dreamer. California History, vol. 79, no. 4, 2000, pp. 180-191. www.jstor.org/stable/25463704. Date accessed November 10, 2016 Spangler, Jason. WeRe on a Road to Nowhere: Steinbeck, Kerouac, and the Legacy of the  Great Depression. Studies in the Novel, The Johns Hopkins University Press, 19 Feb. 2009, muse.jhu.edu/article/259422. Accessed 14 Feb. 2017. Steinbecks Use of Nonfiction Sources in The Grapes of Wrath | EDSITEment.  EDSITEment! The Best of the Humanities on the Web, 17 Sept. 2012, edsitement.neh.gov/lesson-plan/steinbecks-use-nonfiction-sources-grapes-wrath#sect-introduction. Date accessed 16 January, 2017. Steinbeck, John. The Grapes of Wrath. New York, NY, Penguin Group, 2006. Taliawaite. A Look at Biblical Allusions. The Angry Grapes, 1 Dec. 2012,  taliawaite.wordpress.com/2012/11/29/did-you-know-a-look-at-biblical-allusions/. Date accessed 5 December, 2016. The Grapes of Wrath: 10 Surprising Facts about John Steinbecks Novel . The Telegraph,  Telegraph Media Group, www.telegraph.co.uk/books/authors/john-steinbeck-grapes-of-wrath-what-you-should-know/. Date accessed 10 December, 2016.

Comparing the Social Criticism of Voltaires Candide and Samuel Johnso

Comparing the Social Criticism of Voltaire's Candide and Samuel Johnson's Rasselas      Ã‚  Ã‚   Samuel Johnson and Voltaire were both writers of enormous social conscience in the eighteenth century. It is not surprising then to discover that both men wrote short tales dealing primarily with criticism of the human condition. Ironically, these books were written and published within weeks of each other in 1759 (Enright 16). Johnson's Rasselas and Voltaire's Candide are strikingly similar in their use of the episodic and romantic picaresque motifs. The underlying purpose within each author's criticism, however, allows many differences in the two tales to surface. The author's intentions diverge beyond superficial similarities and each work develops a unique vantage point from which to observe humanity.  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Neither work can be accused of being a realistic tale. These moral fables are set in a fantastic, utopian, and ludicrous world. The distance from the reader in each tale is quite different, however. Johnson places realistic characters in an unrealistic world. He remains on the same level with his characters, describing the situations and environment in which they find themselves. In this manner the reader can identify with and feel empathy for the characters in Rasselas. They are thinking, caring, fallible human beings equal to the reader and the author.  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Voltaire creates a chasm between humanity and the world of Candide. The reader laughs not only at the situation or environment, for the characters are just as ludicrous as the world in which they live. It is possible that Voltaire wants his audience to assume a position of moral superiority when reading the tale. The reader cannot take characte... ...liography Enright, D.J.   Introduction.   The History of Rasselas, Prince of Abissinia. By Samuel Johnson. London: Penguin Group, 1976.   p.12,16.  Ã‚   Hill, G.B.   Introduction. The History of Rasselas, Prince of Abissinia. By Samuel Johnson.   Oxford: Clarendon Press, 1887.   p.17.  Ã‚   Johnson, Samuel. The History of Rasselas, Prince of Abissinia. Ed. Enright, D.J.   London: Penguin Group,1988.   p.43,45,65,103   Johnson, Samuel.   "The Rambler No.184."   Rpt. in Enright, D.J.   Introduction. The History of Rasselas, Prince of Abissinia. By Samuel Johnson. London: Penguin Group, 1976. p.32.  Ã‚   Maurois, Andre.   "The Sage of Ferney."   Voltaire.   New York: D. Appleton & Co, 1932.   Rpt. in Candide.   Trans. Bair, Lowell.   New York: Bantam Books, 1988.   P.6-7.  Ã‚   Voltaire.   Candide.   Trans. Bair, Lowell.   New York: Bantam Books, 1988.   p.73,120.   

John Steinbecks Effect on Early Literature Essay -- Biography

John Steinbecks Effect on Early Literature Even though John Steinbeck grew up in a small town in California, with his great ambition and perseverance, he was soon able to become one of Americas greatest literary writers that is still remembered today. John Steinbeck may have had a difficult start in his early works, which did not gain him much popularity, he was still able to believe that he could be better and was able to write some of his greatest works such as the Gapes of Wrath which make him great to this day. his believe in his self and help from others, he was still able to become successful as a writer. John Steinbeck was born on February 27, 1902 in the small town of Salinas in California (Austro 2415). His parents John Ernst Steinbeck and Olive Hamilton both wanted John to be a lawyer as his life job, but Steinbeck thought otherwise (French 1). As John Steinbeck grew up his love for literature only grew with the help of his mother being a school teacher. She would always read him books as a child, which never helped him become a lawyer in life(Steinbeck.com John) . In his early years of school his teachers always look down on him thinking he was never a smart student, because he never was very great at school, but he always showed talent as a writer(Swisher 16). Even though his teachers never thought great of him, his English teacher always knew he would be a great writer, and because she knew this she would always use his writings as examples for the other students(French 1). Soon after grade school he knew that he would be a great writer. After High School John Steinbeck attend Stanford college to learn more in becoming a better writer(Austro 2414). He did not finish to get a degree but he learned things in this ti... ...lped him become a better writer. While working he realized hardships of the average worker which he used to write his story like the Grapes of Wrath. His stories on the average worker also helped him sell because the book were also a influence to the worker to buy, because they were able to relate to the character hardships (Bloom 13). Still to this day he is stilled compared to writers such as Harriet Beecher Stowe of Alfred Hitchcock. Even till his death he is stilled remember as a great writer (Austro 2418). Even though John Steinbeck grew up in a small town in California, with his great ambition and perseverance, he was soon able to become one of Americas greatest literary writers that is still remembered today. He shows that even a bad start and believing you can achieve greatest. He still is and will remember for his life and even after his death.

Christian Dior

Did you know there was another world war after World War II? It brought the American and British government into the fashion world. They were faced against Christian Dior and The New Look of 1947. As he brought out the infamous hourglass figure on to runways, it sparked a fire in pop culture. The look gave women around the world femininity and featured their cinched waist, accented bust and fulfillment pleated skirt. With the launch of Door's first collection, in February 1947, he turned the fashion world upside down with a bold stroke.Christian Dior (19051957) founder of Dior Company, commonly known for selling French luxurious goods was a very gifted man. As Europe was overcoming the horrors of World War II, Dior presented his very first collection to the press at 42. After 6 horrible years of women wearing gloomy, tasteless clothes, Dior wanted to give them their taste back with lightheartedness and the art of seduction. The style of the suits and dresses focuses on soft shoulders , a sleepyheads bodice, a narrow waist, and a full skirt flaring out from the hips to touch the medical.The deteriorating of Harpers Bazaar Caramel Snow had extreme faith in the designer as she exclaimed, â€Å"It's quite a revolution, dear Christian! Your dresses have such a new look! † at his first show. She then cabled the brilliant slogan to her editor, and within two days, it caused shock waves to pass through both sides of the Atlantic. Women all around the world raced to have this fashionable, elegant suit made for themselves. America and Britain were not happy because during the war, there were government regulations that dictated men and omens fashion.Women were given a lean, boyish silhouette 10 years prior to WI and now the women's figure had become exaggerated and glorified. The material needed for the skirts and coats were excessive amounts and you would need several yards of fabric Just to make the petticoat. American and British government tried to persuade wom en not to wear The New Look and many women criticized it by saying it was wasteful, expensive and unpatriotic. Britain had tried to deny it existed and their government banned Vogue from publishing about The New Look orDior in the world renown fashion magazine. In France, Britain and the US, if you were found wearing The New Look, on the street you would be harassed if you were an early wearer. In America, there was disapproval of the very idea of importing from abroad. Not only did the government fight back towards Dior, but citizens started to do the same. While Dior was on his American tour to promote his line, he was pushed away from the Chicago train station by angry housewives who were holding signs up saying things like â€Å"Burn Monsieur Dior! â€Å", â€Å"Christian Dior go home! . He had similar encounters in Louisville, Loadable, and Georgia. But there were few exceptions. The British Embassy held a secret session in Paris in 1947, where Princess Margaret was shown Do or's creations for her and her sister for social events. The New Look had soon become about opulence and wealth, and though only the opulent could wear it, he brought color after the dark days of the war Just using a few strokes of a pencil. As Dior lived his golden years from 1947 to 1957, he had evolutionism fashion and brought back elegance to the fashion industry.Though The New Look was extremely controversial and expensive, it went world wide within one short week. By spring of 1948, The New Look had worked its seductive charms and the extravagant dresses were absolutely everywhere. The New Look slowly grew on both Britain and the US as it proved that it was making citizens happier and giving out Jobs. â€Å"Women, with their sure instincts, realized that my intention was to make them not just more beautiful but also happier,† Dior later said. Christian Dior Christian Dior The Dior Couture fashion house was founded in 1946 by the French designer Christian Dior. Dior was the most influential designer in the 1950’s and held his first couture fashion show on 12th February 1947. The collection consisted of a range of luxurious clothes, soft shoulders, narrow waists and full flowing skirts. This was to be named the New Look. (Fig 1) ‘The New Look’ 1950’s The New Look was a new concept on life for the post-war era. Dior was correct to assume people wanted change after the deprivations caused by the war.Before the new look, women had to ‘make do and mend’ with the materials that were available; fashion consisted of square shoulders and straight knee length skirts because of wartime restrictions. The New Look was a return to the traditional concept of femininity and glamour. After women had been limited to little availability of materials during the war time, they were now able to buy fabrics such as silk and cotton. (fig 2) ‘Make do and mend’ 1940’s war time fashion Dior’s couture house was overcome by orders from all around the world as the New Look became a global success.Dior had revived the fashion in Paris for the greater good and presented the new look in places such as America and to the British Royal Family in London. He was then guaranteed success and recognized as having shown a true work of excellence. Throughout the 1950s, Christian Dior was the biggest and best-run haute couture house in Paris. Christian Dior produced more fashion collections between 1954 and1957 which proved to be very successful, yet none of these were as acclaimed as the New Look. As the most famous couture house in the 1950s, Dior attracted a lot of talented assistants.One was Pierre Cardin; an Italian born tailor who showed a lot of potential and strive for fashion before leaving in the late 1940’s to start his own business. Another designer that worked closely wit h Dior was his young assistant Yves Saint Laurent. After joining the company of Dior in 1955, Yves Saint Laurent flourished and expressed his love for fashion which was noticed when he contributed thirty five outfits for the autumn 1957 collection. In 1947 the Dior Company was to launch its first perfume, called Miss Dior, the perfume was a big success!From 1947 until 1950, a Christian Dior perfume branch was established and a new ready-to-wear house was also founded in New York at the corner of Fifth Avenue. In 1949, the new look line made a profit of 12. 7 million francs. Dior died suddenly 1957, which left the company deciding whether to close the fashion house or not, but the company decided against this due to financial stability and wanted to revive the company to what it was before. (Young designer) Yves Saint Laurent was to become head designer for the fashion house.Yves Saint Laurent created an outstanding collection in just nine weeks. Yves Saint Laurent was only 21 at the time; Laurent still kept Dior’s style the same but decided to use softer fabrics making them easier and more realistic to wear. Yves Saint Laurent took an opportunity to express his own ideas, no longer taking influence from Dior’s designs. Saint Laurent was designing for Dior in a time of a more youthful era and captured this in his designs for Dior. Yves Saint Laurent expressed a vibrant theme and conveyed a balance of admiration and outrage.In 1960 Yves Saint Laurent designed The ‘Beat Look’ for Dior, this collection was unsuccessful. The collection consisted of high pullovers, knitted caps, leather suits and coats. This was too radical for the fashion world. In 1960 Saint Laurent was ordered to serve in the French Army, during this time the owner of the House of Dior decided he would be replaced. ( fig 3) ‘The beat look’ Yves Saint Laurent 1960 Marc Bohan replaced Yves Saint Laurent between 1960- 1989. Marc Bohan brought a new outlook to the house of Dior by rejecting contemporary fashion; he took inspiration from Christian Dior’s 1920s designs.He was publicly praised by Rebecca Arnold as the man who kept the Dior label â€Å"at the forefront of fashion while still producing wearable, elegant clothes. † In January 1961, Bohan released a collection, which consisted of waistlines dropped; flared skirts embellished with fur stoles and also incorporated Dior’s traditional beading and embroidery. Bohan attracted a lot of famous social figures to his collection such as the actress Elizabeth Taylor who ordered twelve dresses from the spring-summer 1961 collection featuring the â€Å" slim look† ( fig 4) Mark Bohan ‘ the slim look’ for Christian Dior 1960’s ttp://blog. fidmmuseum. org/. a/6a01156f47abbe970c0168e56ae3ad970c-800wiSaint Laurent’s designs where very different from Marc Bohans. Bohan had different aspirations and ideas than Saint Laurent, as he wanted to tak e the company back to its original house style whereas Yves Saint Laurent wanted to voice his own ideas and not taking inspiration from what Dior actually wanted. In 1989 Bohan left Dior, before joining for the house of Norman Hartnell in London, where he worked for the label until 1992.Bohan has since designed under his own name. ( fig 5) Chrisitan Dior by Gianfranco Ferre- Fall 1989 Couture In 1989 Gianfranco Ferre decided to agree he would become head designer for Dior. His first haute couture collection was shown In July 1989, just two http://media-cache-ec2. pinterest. com/upload/44191640064762754_fdMj30cl_b. jpgmonths after Ferre’s arrival at Dior. Some people saw his move to the French fashion house outrageous because he was not French and where undecided if he could prove himself as a success at Dior.It turned out that Ferre proved everyone wrong and his designs became known all over the world. Ferre had a deep understanding of fashion history and that was shown in hi s work. He was very careful when designing for Dior, making sure it was what Christian Dior would have wanted, he showed a lot of similar attributes to Dior himself such as a caring attitude, attention to detail and a passion for all things luxurious, elegant and beautiful (fig 5) Eva Peron wearing a Dior Dress- 1950. fig 6) 195 S/S 2010 floral collection By Galliano by Dior (fig 7) http://upload. wikimedia. org/wikipedia/commons/thumb/2/29/Evita_Dior. jpg/200px-Evita_Dior. jpg Gianfranco Ferre inspiration at Dior was Eva Peron who was also one of Christian Dior’s original customers. Eva Peron was the first lady of Argentina to wear a dress by Dior in the 1950s. She and Dior both adored each other. http://www. wearefreshfish. com/blogg/wp-content/uploads/2010/07/00210m. pgAnna Wintour and CEO Arnault (editor in chief of Vogue) made a conscious decision to appoint British designer John Galliano to replace Gianfranco Ferre in 1997. This once again caused controversy in France b ecause Galliano was not a French designer. Arnault once quoted â€Å"talent has no nationality† and he even compared Galliano to Christian Dior himself. Galliano showed creativity beyond any other designer and a talent very close to Dior. He created a mixture of excitement, romance and femininity – a few things Dior honoured the most.Galliano showed raw talent and whilst at Dior he brought the company to life with his use of colours, texture and creativity which no other designer had shown at Dior. He was praised by many for his unique ability, which was different to any other designer at Dior. Galliano wanted to bring life to the house of Dior with his flamboyant nature. Whilst other designers wanted to refer back to old designs of Dior and keep the look simple but still elegant, Galliano wanted to express excitement in his collections.In May 1998 another Dior boutique was opened in Paris and also in New York City. This was the first time Paris would witness the openi ng of a Parisian Dior Boutique which was very exciting for the company. The following year the perfume ‘J’adore’ was released which became well known across the world, but not only in Paris. On 5th October 1999, Galliano released the Dior Spring/Summer collection 2000- Ready- To-Wear fashion show, the show consisted of saddle bags. Galliano was promoted to extend his thinking into accessories, advertising and communication for the company.The first advertisement under Galliano’s influence was photographed by Nick Knight featuring a provocative image of two girls stimulating intercourse which then became known around the world and other fashion company’s started to use sex as advertisement porn chic. Galliano utilized his time at Dior wisely by making the company’s name famous globally through his release of accessories such as watches and fragrances. In 2001 Galliano began to release his own Dior watches with the start of the â€Å"Chris 47 Aluminum† line, this created an exciting era in Dior.The watches he released were a big hit; some were only a one off collection. When the Dior 66 watch was released people were shocked because it was going against Dior’s femininity. By 2002, 130 boutiques in different locations were in full operation. Dior Fine Jewelry also launched her own watch name â€Å"Le D de Dior† resembling the collection of fine Jewelry. Not only did the company produce feminine watches but masculine as well. The company was not just aimed at femininity anymore but wanted to provide for men also. In 2006, the Dior watch booth