Pay Equity- Statistics, Legislations and Why Women Worn in Low - Paid Jobs Essay Example for Free

Pay Equity- Statistics, Legislations and Why Women Worn in Low Paid Jobs Essay Men and Women should not be called the opposite sexes, instead referred to as complimentary sexes. The sexes should be treated equally in every aspect, one of which is in the pay they receive. The sexes should receive equal wages for equal work. It should be more about ‘from each according to his ability, to each according to his need’. Statistics show that men are paid more than women for the same work. One may think if women are really paid less, why would anyone hire a man? Put another way, would not a company full of men will soon be put out of job by a company which hired only women. The truth is that the pay gap can be attributed to large scale discrimination against women. Men who earn more most often do so because of their gender. To get higher pay, men are more likely to enter higher-paying fields, perform riskier tasks and take positions with less stability which explains the fact that only 26% of all miners are women. To tackle this problem of unequal pay, various movements have risen in the recent times ensuring pay equity. In Canada, the purpose of the Pay Equity Act is to achieve equality in the workplace so that no person shall be denied employment opportunities. Though massive strides have been undertaken in the past for pay equity, the true scenario of pay equity has not been achieved as there is wage disparity in various jobs undertaken by women including unequal pay in the field of sports, and why women tend to work at low paid jobs. There is pay inequity almost in any profession undertaken by women. Men earn significantly more than women despite the existence of the Pay Equity Act. During the time when Baby Boomers were joining the workforce, women earned 59 cents to the dollar till the 1980s where the wage gap was narrowed by just 15 cents to just 74 cents to the dollar. Back then, the pay equity legislations never confirmed women equal pay as the men; they just gave the women the hope that women could raise their voice against unjust treatment by their employers. The Pay Equity Act of 1963 supported women who were employed in the public sector and thereby, offering no security to the ones employed in the private sector. In 2002, the median wages of women who worked full-time year-round were 76. 2 percent of men’s (Werschkul 13). In other words, women earned about 76 cents for every dollar earned by men. To reduce the wage disparities, pay equity legislation prohibits wage discrimination where employees are responsible for equal work. The goal of the legislation is to achieve the ideal balance between financial comfort, professional fulfillment and personal happiness for each women employee. Certain factors are a hindrance in the achievement of this dream. One reason why women earn less because women in the workforce are less likely to work a full-time schedule and are more likely to leave the labor force for longer periods of time than men. These differing work patterns lead to an even larger earnings gap between men and women suggesting that working women are penalized for their dual roles as wage earners and those who disproportionately care for home and family. Recent figures convey a better story. Working women today are paid an average of 80 cents for every dollar that men are paid, even when accounting for factors such as occupation, industry, race, marital status and job tenure. There are more than 80 fields in which women earn more than men, but some are too small to be statistically significant. Of which, there are only 40 fields in which women earn less than 5% more than their male counterparts. These positions include counter attendants in cafeterias, food preparation workers, waitresses and service station attendants to name a few. It has been argued that women earn less because they are not as qualified as their male counterparts. However women in the same positions as the men still earn less. For instance, women lawyers earn just 87% of their male counterparts (Farrell 8). In the medical field, physicians and surgeons earn just 59% of pay compared to male physicians and surgeons. Women and men employed in these fields are equally qualified as they would not be a certified physician without same qualifications. Despite similar qualifications, women still earn less. Pay inequity runs rampant in the sport world too. Professional sport continues to provide unequal pay to women. Paying men more for the same sport gives women in the sport less incentive to push themselves. As a result, it also discourages future female participation in the sport. Women athletes in the sport receive minuscule recognition and fewer rewards compared to their male counterparts. For example, for finishing in third place in the 2003 Women’s World Cup, each U. S. women’s national soccer team member was awarded $25,000. They would have received $58,000 if they had won the Cup. For reaching the quarterfinal of the World Cup in 2002, the U.  S. men’s national soccer team members received $200,000 each. To speak about Tennis, Wimbledon offered greater prize money to the male athletes till 2007. These discrepancies occur because of certain misconceptions. One misconception is that woman’s competitions are not as exciting compared to ‘masculine’ events for instance men perform riskier tricks, hit a tennis ball harder. Women should be compared to other women, not to men. There is a bias that women are not physically strong as the men but women perform to the best of their physical abilities. They would perform the same with a fluctuating pay. Athletes are driven by the passion for the sport, not for the money it offers. Another misapprehension is that women should not receive the same prize money as they are unable to bring the sponsorships and viewership compared to men. Women’s events are not publicized or advertised as much as compared to men’s events. Therefore it will be unfair to say they are unable to draw attention from the public. If the womens events are not included in the telecast, it is misleading to argue that mens events receive higher ratings. Another delusion is that men’s competitions go on for a longer time, include more games and thus men should receive more income. This assumption is flawed as length of the competition should not matter. Star athletes are the ones who draw the crowd. Women have the same capability like the men to draw crowds. The issue of pay inequity goes beyond the issue of money. This issue extends beyond the playing field. When girls grow up seeing celebrated women athletes receiving less than their male counterparts, they are forced to believe it is okay for them to compromise. This acceptable value is not an accepted one. Majority of women tend to be employed in low-paid jobs. In large corporate companies, there is a bias that women are better in the human resource field than in any other field. It is a stereotypical image of women being more cooperative, collaborative and intuitive than men. The CEOs of any company come from the manufacturing, marketing and operations department, not from the human resource department. The talented women are working in the human resources.

Shakespeare’s Lady Macbeth: Pure Evil? Essay -- Shakespeares Lady Mac

  Ã‚   Next to Macbeth himself, Lady Macbeth is the penultimate person in Shakespeare's play, Macbeth. And though she does not survive to the end, her influence on Macbeth lasts throughout the play. She is the most influential person in Macbeth's downfall, next to the witches. However, her relationship with him goes far deeper then that of the witches. It is my belief that the witches act only as a trigger to start the events in the play, and that Lady Macbeth herself was the driving force behind Macbeth's actions. It is she who he contacts when he meets the witches, and immediately trusts her with the prophecy he is given. The relationship between Macbeth and his wife is paramount to the understanding of a major theme of this play. At first it would appear to be an equal partnership. However, I believe Lady Macbeth was the dominant of the two character; she could have persuaded Macbeth to do anything if she so wished. And though she does not openly exercise her power over him in public, in private she often uses humiliation and emotional bribery to manipulate Macbeth to execute her will. The first scene in which we see Lady Macbeth is Act 1 Scene 5, in the first half of which she is reading the letter sent by Macbeth about his meeting with the witches, and about half way through Macbeth, himself enters, having caught up with the messenger who delivered the letter. Immediately we see the nature of her relationship with Macbeth, and have a strong sense of her character. The first thing that you notice of course, is that Lady Macbeth is reading a letter that must have been written mere hours after the events contained happened. It is a letter from Macbeth, containing potentially treasonous information about his meeting with the... ...Barbara Mowat and Paul  Ã‚   Warstine. New York: Washington Press, 1992.   Works Consulted Bradley A. C. Shakespearean Tragedy 1912 pp. 468-9 Curry, Walter. Shakespeare s Philosophical Patterns. London: Mass Peter  Ã‚   Smith, 1968. Epstein, Norrie. The Friendly Shakepeare, New York, Viking Publishing, 1993. Harbage, Alfred, Macbeth, Middlesex England, Penguin Publishing, 1956. Magill, Masterplots- Volume 6, New Jersey, Salem Press, 1949. Paul, Henry N. The Royal Play of Macbeth 1950 pp. 213-17 Schlegel, August Wilhelm.   Criticism on Shakespeare s Tragedies . A Course of Lectures on Dramatic Art and Literature. London: AMS Press, Inc., 1965.  Ã‚     Ã‚   Steevens, George. Shakespeare, The Critical Heritage. Vol. 6. London:  Ã‚   Routledge & Kegan Paul, 1981.  Ã‚   Wills, Gary. Lady Macbeth and Evil. Oxford: Oxford University Press, 1998.  Ã‚  Ã‚  

Does Violence in Cartoons Desensitize Young Children?

Does Violence in Cartoons Desensitize Young Children? A Critical View Donald Duck, Elmer Fud, Wiley Coyote, Tom/Jerry, Fred Flintstone, and Batman; are all loveable cartoon characters that exist in the cartoons children watch every day. Another thing these characters have in common is their general everyday violent behaviors. These behaviors send a subliminal message to children suppressing their moral restraint on basic assault toward each other. Violence in youth has been a rising topic, and continues to grow with more studies and research each year.Although people may blame many things, I believe the violence depicted as humor or the â€Å"super hero effect† in cartoons has a direct relation to the desensitization of violence in the American youth. Research has exposed that young children will imitate aggressive acts they see on television, and recreate those acts when playing with their friends. † Before age 4, children are unable to distinguish between fact and fant asy and may view violence as an ordinary occurrence. (Berensin) Through critical analysis I plan to examine the effects of violence in cartoons as well as the comedic perception and the super hero effect in order to determine if they relate partly or completely too violent behaviors of young children. Every argument has more than one perception, so I will also be examining some research suggesting that cartoon violence in fact does not affect developing children. Watch an old Looney Toon, if you have a choice, watch an episode of Elmer Fud chasing Bugs Bunny.To any viewer you see the humor in it; a bunny is jumping all over dodging this slow hunter, his terrible aim, and his shotgun that never needs to be reloaded. But the reality is this hunter is ferociously chasing this bunny literally just trying to kill it. Use the same reality comparison with the Roadrunner cartoons, the coyote is a predator chasing after his dinner and using every possible resource to complete it; yea he neve r catches his prey, but you can try and imagine the violent episode that would entail if he did.How about all the explosions and incredible distances the coyote deals with and never seems to die, that doesn’t send the right image. I’m not saying they should show death but not showing it can give children the idea that these acts won’t affect them and that they would also be able to walk away. Violence in cartoons has been around for a lot longer then we think, in fact there is more violence depicted in a cartoon, than in live action dramas or comedies (Potter and Warren 1998). In a sense, children see more violence during a Saturday morning than a Friday night.Although this is a pretty strong convincing argument there is always another perspective. For example, the violence in cartoons yes is more frequent, but it isn’t as strong as it is on prime time TV. Bam Bam hitting someone on the head with his mallet compared to a short rape scene in Law and order, pretty big difference. Many cartoons show characters dying but the way it is perceived it’s considered funny. Prime time television shows murder depicted in a pretty real state with no joke or laughing afterwards. In 2007, Kremar and Hight found that preschoolers who watched an action cartoon or super-hero image, as opposed to young children who watched neutral video clips or animated characters, were more likely to create aggressive story endings†(An Opposing View). These conclusions brought about the idea that aggression may be related to aggressive behavior. How does the outcome television violence usually end in destructive behavior? That brings us to another form of cartoon violence, the super hero effect. By super hero I mean super hero cartoons; Batman, Superman, Spiderman, transformers etc.All these cartoons depict violence without the comedic effect but instead with a real life scenario. â€Å"Heroes are violent, and, as such, are rewarded for their behavior. They become role models for youth. It is â€Å"cool† to carry an automatic weapon and use it to knock off the â€Å"bad guys. † The typical scenario of using violence for a righteous cause may translate in daily life into a justification for using violence to retaliate against perceived victimizers† (Berensin) Everyone sees Batman beating up the Joker and instead of being worried or concerned, they’re cheering.They’re hoping that the hero will win the fight. Batman is showing how he solves his conflicts with violence rather than reason and debate. The good guys against the villains, and just because it’s usually the good buy beating up the bad guy, it’s still a form of violence that can be subconsciously affecting them. Kids could be going to school and argue who stepped into line first; next thing you know they’re pushing and shoving over it, then throwing punches, imitating their favorite super heroes.In an extreme example; a ten year old boy from Everett, Washington died in 2008 imitating a stunt him and their friends saw on a popular cartoon, Naruto. Naruto has this ability to dig himself into sand and breathe through a straw. The children thinking they could execute this like Naruto came to an unexpected and very sad conclusion. Those children lost a close friend that could have possibly been avoided had they been educated on the diversity of animation and reality.This brings us to another problem with super heroes on television, which is the characters, no matter how much damage or violence they receive, continue to remain unharmed and alive. When in reality if any human being actually received any pain like they are, they obviously would not be alive. Superman surviving a hailstorm of bullets is the best example that comes to mind. Yvette Middleton and Sandra Vanterpool wrote an essay; TV Cartoons: Do Children Think They Are Real? , regarding whether children can differentiate between what is real and what is fantasy in cartoons, as well as how they respond to them.On page five of their essay they go on to say; â€Å"When our young children watch cartoons with these types of violence, they start to visualize themselves as their favorite cartoon character and decide that if they are that character, they won’t be harmed if they get shot of run over by the bad guy† It’s when the child imitates these characters that they could be seriously hurt or hurt someone else. A parent’s duty comes into play when they sit down with the child and explain what happens scene by scene. Something a child sees on television isn’t necessarily bad seeing it once or twice.After those first two a parent could explain what scenes send a bad message. Instead the child watches time and time again, each time desensitizing their moral defense, eventually leading to frequent violent behavior. For example; every time a child sees a violent act they first see it as bad. As time progresses and they see more and more, the child begins to simply absorb the message as if it were an everyday occurrence. They may come to see violence as a fact of life and, over time, lose their ability to understand the difference between right and wrong. It’s at that point that it becomes a problem.Eugene V Beresin, the Director of Child and Adolescent Psychiatry at Massachusetts General Hospital, wrote an article for the American Academy of Child & Adolescent Psychiatry. â€Å"Today 99% of homes have televisions. In fact, more families have televisions than telephones. Over half of all children have a television set in their bedrooms†¦children watch approximately 28 hours of television a week, more time than they spend in school. † That’s four hours an average day, that’s a sixth of their lives. That’s plenty of time for the children to withhold the messages they get from violent cartoons.Children can recognize and recall these even ts because they laugh afterwards and think of it as a tolerable way to respond to someone’s actions. Televised violence and the inhabitance of televisions in American households have increased steadily over the years. Beresin continues on to say â€Å"The typical American child will view more than 200,000 acts of violence, including more than 16,000 murders before age 18. Television programs display 812 violent acts per hour; children's programming, particularly cartoons, displays up to 20 violent acts hourly. Now hopefully a young child is only watching cartoons and not a police or crime show. But four hours a day with twenty violent acts hourly, that’s eighty violent acts scene daily. That can put a toll on a developing child’s moral psych. With every argument there are two sides. As I mentioned previously there are other perceptions and different cultural views on cartoon violence. I came across an article by Fran Blumberg, Kristen Bierwirth, and Allison Sch wartz, titled; Does Cartoon Violence Beget Aggressive Behavior in Real Life?An Opposing View. The ladies explain; â€Å"Despite increased realism in animation over time, most preschoolers still recognize cartoon programs as â€Å"make-believe†, and can differentiate cartoon characters engaged in life-like activities from those engaged in pretend activities. † Basically what they’re getting at is that children have the ability to realize that cartoons are not real, know that the violence is only animated, and understand that it is wrong. To prove anything is wrong people always rely on the science of it.V Mathews was one of the authors who composed the article, Media violence liked to concentration, published in the Journal of Computer Assisted Tomography. Mathews confirms â€Å"Neurological evidence of a link between exposure to violence on television and brain functioning. Speci? cally, non-aggressive children who had been exposed to high levels of media viole nce showed less activity in the frontal cortex, that area of the brain linked to attention and self-control. † Non-aggressive children who already had a grip on what was morally right and wrong I would assume were the ones used. So they weren’t children who were brand new to violence.Also there is a slight hole in the study. It was measured directly after the children watched the violent cartoons, and not over a long period of time, which is what we’re dealing with. A study taken by Yvette Middleton and Sandra Vanterpool surveyed twenty-three third graders from the Fordham section of the Bronx. â€Å"We asked them fourteen questions based on the amount of time they spent watching cartoons, the types of cartoons they watch and their opinions on whether cartoons are real or not. † (Middleton and Vanterpool) 87% of the students surveyed said they watch cartoons before school, after school, and while doing their homework.If that wasn’t enough, 86% of th e students watch cartoons before bed. With twenty-five to thirty violent acts an hour (Middleton and Vanterpool) that is a lot of negative information that child is absorbing. The ladies continue their results; â€Å"78% of the students said they watch cartoons with a sibling or fiend. 17% of the students said that they watch cartoons by themselves, but only 4% said that they watch cartoons with a parent† (Middleton and Vanterpool) Only four percent of third graders watch cartoons with their parents.Now that is just not high enough. With cartoon violence becoming a rising problem parents need to stop using the television as a babysitter and know what their children are watching. On the subject of the students’ favorite cartoon, Rugrats was chosen as the top favorite, a quite non-violent Nickelodeon Cartoon. Second was Pokemon, a cartoon involving people using different animals/pets and pitting them against each other to settle their differences, definitely violent.The third was Dragon Ball Z, an extremely violent anime involving numerous characters always fighting each other for control, also chosen as the most popular action cartoon as well as the top favorite if they were limited to one cartoon a day (Middleton and Vanterpool). When asked about Dragon Ball Z the results told us:â€Å"43% said that they enjoy watching the characters fight, 26% said that they like to see characters shoot other characters and 30% also enjoyed seeing characters being blown up, bloodied, or stabbed † (Middleton and Vanterpool).That is discouraging; this is a television show that children should not be watching. If these are the thoughts that go through their mind while watching, think about what they think of when they aren’t watching. When Middleton and Vantepool surveyed the children about the reality of the violence, â€Å"56% said that they were real and 43% felt they were not real. † That is not a good statistic, over half of the class thou ght that the characters were real. These are fictional people who literally destroy each other and third grade children think they are real. 86% agreed they come back to life to start the action all over again, whereas 13% felt a character remains dead and is never seen again. † That is a large amount of children who are uneducated on the subject of death. But from another perspective, they are just children and more than likely can’t comprehend death, and they are just going off what they see in the show. Some interesting information came up when the children were asked what they think happens to real people die. â€Å"47% said the person goes to heaven, 47% said the person goes to hell, and 4% said the person goes under the ground and comes back as a flower. (Middleton and Vantepool) So you can see how these are still children and aren’t mature enough to understand what is really happening in a cartoon. This again just brings up the parenting aspect. In the 20 04 Conference on Interaction and Design and Children, an article was published about preschoolers moral judgments and their distinctions between realistic and cartoon-fantasy transgressions. M. Peters and F. C. Blumberg explained in good detail about a study they conducted using three and four year old children.They examined how the children reacted to pictures of both factual human and animated moral transgressions including; hitting, pushing, stealing, and failing to share. (Peters and Blumberg) â€Å"The children [then] were asked to indicate the extent to which the transgressions merited punishment and if so, how severe. They also were asked to justify this assessment. We found that preschoolers negatively evaluated all moral transgressions, both realistic and cartoon (Peters and Blumberg). † Again the problem arises with the short amount of exposure time.Although since they were three and four years old I would assume that they had been watching cartoons for an already l ong time. Peters and Blumberg continue to review their findings â€Å"When perceiving the magnitude of the transgression, children viewed physical harm as more egregious than that of psychological harm. Speci? cally, hitting was seen as more harmful to others and as deserving of greater punishment than failing to share. † This meant that children do retain some information pertaining to their morals while they’re progressing as children. They were able to realize what was more ethical and correct.What was really interesting was how the preschoolers judged cartoon infringement as more harmful than the realistic human transgressions. â€Å"Because cartoons are characterized by exaggerated facial expressions and body actions, these characteristics may have in? uenced the children’s perceptions of the cartoon transgressions as ‘‘bad. ’’ (Peters and Blumberg)† With that information we can think about how much those characteristics act ually come into play in the maturing stages of a child’s life. The message could be more of a learning experience for them instead of pro violence advice.Children could be using these cartoons as an example for instances in the future. It’s absolutely possible that children would use these when faced with a real life issues and fix the situation without using violence. Writing this paper has been an eye opener for me. At the beginning I was on the side against cartoon violence, agreeing that it does make children more violent in nature. But after all the research I did I am now on the fence with the situation. It can desensitize the children but also help them to learn what is right and what is wrong.Ultimately the parent comes into the play the most. I wouldn’t agree that sitting you child in front of the television is a bad idea, but what programs the children watch should be monitored. Also, using the television as a baby sitter is not a recommended idea. Chi ldren love cartoons, I know I still do, and there is no reason they have to stop watching them, but Mom and Dad should make sure what is happening in these cartoons is put into context for the child. So the child can differentiate and decide for themselves the difference between cartoon animation and reality.Beresin, Eugene V, M. D. â€Å"The Impact of Media Violence on Children and Adolescents: Opportunities for Clinical Interventions. † American Academy of Child ; Adolescent Psychiatry. Web. 11 May 2010. http://www. aacap. org/cs/root/developmentor Blumberg, Fran, Kristen Bierwirth, and Allison Schwartz. â€Å"Does Cartoon Violence Beget Aggressive Behavior in Real Life? An Opposing View. †Ã‚  Early Childhood Education Journal  Oct. 2008: 101+. Education Research Complete. Web. 1 Apr. 2012. Mathews, V. P. , Kronenberger, W. G. , Wang, Y. , Lurito, J. T. , Lowe, M. J. , ; Dunn, D.W. (2005). Media violence linked to concentration, self-control. Journal of Computer As sisted Tomography, 29, 287–292. Middleton, Yvette; Vanterpool, Sandra â€Å"TV Cartoons: Do Children Think They Are Real? † Reports-Research. Web Published 1999 http://www. eric. ed. gov. ezproxy. lib. uwm. edu/PDFS/ED437207. pdf Peters, K. M. , ; Blumberg, F. C. (2004). Preschoolers’ moral judgments: Distinctions between realistic and cartoon-fantasy transgressions. Proceedings of the 2004 Conference on Interaction Design and Children: Building a Community (pp. 131–132). New York: ACM

Inigo Jones and the Classical Language of Architecture

Inigo Jones and the Classical Language of Architecture Classical architecture elements can be traced from early Greek and Roman styles. Classici refer to the highest rank of Roman social structure. Classical norms are based on a formal hierarchal system of clarity, symmetry, deceptive simplicity, harmonious proportion and completeness. (Curl, 12) There is a difference seen between the inside and the outside of a building. Classical architecture develops every part individually as these parts become a larger whole. Orders, or columns, play an important role in the development of classical architecture.The parts of the order include a pedestal, but not always, a column and some type of horizontal element above the column. Within the structure of orders a composition pattern and proportional system develop. Although Greek and Italian architecture used the name Doric, Ionic and Corinthian orders there were distinct differences between the appearances of the columns. In classical architec ture a Doric order is slender, usually with a base and a smooth shaft. One can see an elegant molded base on Ionic orders. Ionic orders also have fluted shafts and some type of cornice ornamentation.The Corinthian order is the most elaborate and may have engaged columns that are partially attached to a wall. Many of the classical orders are straight lines meeting at right angles with an equal distance between orders creating a piece with equal parts. There is symmetry from left to right and right to left that is not seen when looking top to bottom and bottom to top. (Tzonis 9) Inigo Jones is regarded as the first significant English classical architect. Jones combined his personality and understanding of classical architecture in his designs.His admiration of Italian architects and architecture is evident as many of his designs look more like Italian villas than traditional English buildings. Jones pursued his building projects to further his own political and personal interests. (A nderson 41) One of Inigo Jones’ first projects was building a stable, brewhouse and doghouse for King James at his royal hunting site. The Queen’s House, Queen’s Chapel and the Banqueting House are some of Inigo Jones works that are still standing. Other Jones designs include Covent Garden and Wilton House.The Queen’s House, once named the House of Delight, was built in Greenwich. The house looks like two Italian palaces facing one another connected by a narrow passage lined with equally spaced orders on each side. The orders appear to be Doric because of the simple base and smooth shaft. The exterior sides of the building show the classical norm of being symmetrical left to right and right to left. Following classical lines there is no up and down symmetry having one arched window on the second story. The wall facing south also has a center second floor balcony with orders.Materials used on the outside vary from floor to floor. Brick and stone work were used for the first floor while the second story walls are plastered and limewashed. Inside the main halls are shaped like a cube with flat ceilings. Surrounding rooms are symmetrical with cornice work showing an Italian influence with very ornate chimney sculptures. Orazio Gentileschi’s canvases originally filled the ceilings of the house. The Duchess of Marlborough had them taken down and brought to Marlborough House. (Lees-Milne 70) The Banqueting House is regarded by many as Jones’ masterpiece.Jones was commissioned to re-build the structure after a fire destroyed the original building. Jones based his design on Venetian palaces so Banqueting House would stand apart. The outside gives the appearance of a multi-story building. Two cherubs support a large shield in the pediment which was intended to contain a coat of arms. (Anderson 157) Ionic and engaged Corinthian orders are used. The orders on the exterior side walls combine flat and rounded columns with a pair of coupled pilasters at the end of each facade. Exterior street facade show the classical element of symmetry matching left to right and right to left.One can view the differences from top to bottom and bottom to top. Lower window tops alternate rounded and pointed where upper windows are all flat topped. Each window and order section is a separate design but is also part of the complete building. The interior of the Banqueting House is not multi-storied but a single double cube room. The space has Ionic orders under and Corinthian orders over a cantilevered gallery. (Summerson 53) The flat ceiling is covered with Ruben panels. The Banqueting House is still in use today for concerts, government function and private parties.Inigo Jones was picked to design a new Chapel at St. James Palace. The Queen’s Chapel is a double cube hall with a coffered ceiling that has an adjoining Queen’s Closet. There is a triple window rising behind the altar. The center rounded window rises h igher than the two flanking windows and is topped with carved angels and falling garlands. The Queen’s Closet is a gallery separated from the chapel by Corinthian pilasters and festoons. The Closet chimney piece and over mantel portrays classical Italian interior decoration. Harris and Higgott 184) The front exterior of the building is done with Portland-stone masonry. Side to side symmetry is present but there are no orders in the design. Wilton House is another Inigo Jones design. The main front dimension ratio is almost identical to his design for the Prince’s Lodging but on a larger scale. Wilton’s south front has side to side symmetry. The grand portico is in keeping with the classical association of royalty. Ionic orders are in front of the portico’s central Serlian windows which are surrounded with carved figures. There are corner towers and balustrades.The main interior room is a double-cube. Very ornate moldings, carvings and ceilings are present . Wilton House is one case where symmetry is not followed. The fireplace is not central on the main wall but gives the illusion that symmetry is maintained. (Lees-Milne 102) There are matching king’s and queen’s apartments for royalty use. Wilton House seemed out of place surrounded by smaller houses. This building provided Jones a bridge between his smaller and grander royal works. (Worsley 82) The Covent Garden project by Inigo included a new church, houses and gates leading to the square.Simple and classical Tuscan design variations were used in the arcade surrounding the houses. The entrance to the square is a false doorway and the church is entered through an enclosed yard. Classical architecture was used to update homes. Jones’ drawings show the use of banded columns and smooth columns against a rusticated wall. (Anderson 206) Jones designed a Tuscan portico on the east end of St. Paul’s church comprised of two central columns flanked by piers attac hed to a sidewall with arched openings. The Tuscan order throughout Covent Garden brought bout simplicity for urban life. As an architect Inigo Jones gave England a classical, innovative style using his love of Italy and Italian design. His use of orders was based on the specific function of the building, the context in which it was to be built and his own interpretation. (Anderson 208) Jones wanted his identity as an architect to be defined by The Banqueting House and St. Paul’s Cathedral. (Anderson 25)Works Cited Anderson, Christy. Inigo Jones and the Classical Tradition. New York, Cambridge University Press, 2007. Curl, James. Classical Architecture. New York, Van Nostrand Reinhold,1992. Harris, John and Higgott, Gordon. Inigo Jones Complete Architectural Drawings. London, A. Zwemmer Ltd, 1989. Lees-Milne, James. The Age of Inigo Jones. London, B. T. Batsford Ltd. , 1953. Summerson, John. Inigo Jones. Middlesex, Penguin Books Ltd. , 1966. Tzonis, Alexander and Lefaivre, Li ane. Classical Architecture the Poetics of Order. Cambridge, MIT Press, 19986. Worsley, Giles. Inigo Jones and the European Classicist Tradtion. New Have, Yale University Press, 2007.

Principles and Functions of Management

Principles and Functions of Management Out line:This essay will look at the Principles and Functions of Management. Which mentions there is a difference between what a manager should do and what they actually do? According to many writers observation. Subsequently, I will comment by usage of my own knowledge of management theories and concepts. Further more, it is based on an experience and press stuffs. Due to main discussions, my assessment can be divided into following paragraph:I.IntroductionIn this order I will define:-What is a manager?-Why do we need the management?-Theories management: X and Y-Levels of managementII. PresentationIn this case I am going to explain:- What a management should do?-What they actually do?-How come there are the differences?-How does it influence on organizational values?II.Conclusion-Summaries the main points-Add solution and recommendationIII.IntroductionLong time ago, there was a concept of manager in every social class. Because people are always looking forward an individual, who can lead organization in a right way.The Whole TheoryThus, managers are people responsible for the process of planning, organizing, leading and controlling the efforts of organization members and of using all organizational resources to achieve stated organizational goals.The organizations tend to approach its objectives. Because of this, they desire there is a productive work. In term of this, we need to bring people together. It leads to combine experiences, knowledge, and efficiency resources. It is likely to achieve more than by people working on their own. Furthermore, the managers can make a planning to express goals in term of profit, market share in order to achieve these objectives the organizations require to have right people having responsibility, to make planning in the right time. The staff are required to performance the tasks given by the managers. Due to Pearce and Robinson statement that manager is: The process of optimizing human, material, and financial contribution s...

Changes In History

Changes In History Essay In the historical process there have been many changes for the advancement of society. Greece, Europe, and Italy all went through radical changes. Their new styles and remarkable advances led them through the Classical and Renaissance periods. Greece was referred to as Classical Greece during the period of Greek history between 500 B.C.E and 338 B.C.E. This was considered to be a time of brilliant achievement. The Greek culture was certainly changed over this time. The History of the Persian Wars was a work that was considered the first piece if real history in Western Civilization. Many great historians came out of Greece during this time period. Thucydides was one of these great historians. One of his greatest achievements was the History of the Peloponnesian War. Another point to be made about Thucydides was his insight into the human condition. He stated, It will be enough for me, however, if those who want to understand clearly the events which happened in the past and which (human nature being what it is) will, at some time or another, and in much the same ways, be repeated in the future. Other changes came about in Greece during this time. The Greeks introduced drama. The origins remain to be unclear, but historians believe that it was developed from religious rituals. Tragedy was also intended to educate individuals as well as entertain them. Greek tragedies dealt with problems such as the nature of good and evil, the conflict between spiritual values, and the demands of the state or family, the nature of the divine forces, and the nature of human beings. The arts were also going through changes during the Classical Greece period. The standards established by the Greeks were dominated throughout the Western world. Classical Greek art usually portrayed human beings as the subjects and represented them as objects of great beauty.Greece was not the only place that went through changes. Europe went through a Renaissance period, or a rebirth of learning. Education was provided for the clergy and government officials. The strong will for learning led to a revival among the people. Compared to Greece, Europe did not undergo as many changes; education and the revival of classical studies were the mo st important. There was an attempt to assimilate and preserve Latin and early Christian culture. Monks were required to copy manuscripts. The practice of scriptoria was introduced during this time. Scriptoria, or writing rooms, were where monks copied the works of Christianity. The time period that was mostly associated with the idea of the rebirth was the Italian Renaissance. Some of the greatest advocates of the Renaissance culture were the popes. Pope Julius II patrolled the culture because he wanted to tear down the old basilica of Saint Peter and begin the construction of the new one in the Christendom.The Renaissance was also an age of recovery from the fourteenth century. Many practices were changed during the Renaissance period including literature, printing, education, and art. One of the greatest works was the Divine Comedy by Dante, which was about the souls progression into salvation. Another great author was Geoffrey Chaucer, who wrote Canterbury Tales. This was a collection of stories about a group of pilgrims on their way to the tomb of Saint Thomas of Canterbury. Printing also flourished during this time. The newest development was moveable type, and because of this rapid change Johannes Gutenburg published the first book.Printing then became one of the largest industries in Europe. The humanist movement had a profound impact on education. They produced secondary schools based on their educational theory.A treatise titled Concerning Character was established during this time, stressing the importance of liberal arts. Finally one of Italys greatest changes came with art. During this time Leonardo da Vinci was thriving. The works of da Vinci, Raphael, and Michaelangelo dominated the High Renaissance. Leonardo represented a transitional figure into the shift to the High Renaissance. One of his most famous works was The Last Supper. Raphael tried to achieve an ideal of beauty in his work. He is well known for his Frescoes in the Vatican Palace. Michaelangelo was a man of all trades. Neopolatonism influenced him. This was evident in his figures in the Sistine Chapel.Changes and rebirth are evident in the Italian, Greek, and European cultures, although more prominent in some areas. Rebirth for many meant a new beginning and a new life. This flourishing time gave the p eople a feeling of great hope for what lied ahead. READ: Will this work EssayWords/ Pages : 800 / 24

Using Hydraulic Fracturing for Hydrocarbon Extraction Research Paper

Using Hydraulic Fracturing for Hydrocarbon Extraction - Research Paper Example While this process is a simple in principle, the geological differences at the well site affects the exact fracturing process hence raises both safety and efficiency concerns (Golden, John and Hannah, 998). Hydraulic fracturing was commercially explored for the first time in Velma, Oklahoma by Halliburton in the year 1949 to extract gas from limestone deposits. Since then, there have been several technological advancements especially in 1980s that resulted to the discovery of diamond-studded drill bits and horizontal drilling. These technological advancements opened room for gas access in shale formations thus resulted into what is today known as â€Å"shale gale† (Bolonkin, Joseph and Shmuel, 234). Benefits of Hydraulic fracturing as a technology cannot be underestimated given the adverse effects of burning coal and generating nuclear energy. Research shows that Hydraulic fracturing accounts for more than 70% of the development of natural gas which will reduce cost of manufacturing and increase employment opportunities (Middleton et al, 505).Hydraulic fracturing is inevitable as well as a vital aspect of many countries energy’s policy due to its tremendous economic benef its and is estimated that the industry will employ over one million users in the US by 2025 (Middleton et al, 506). However, it is estimated that the cost of a gas well ranges between 2.5 and 3 million dollars depending on the area, local taxes, depth of formation as well as other effects of operating costs such as fresh water availability, equipment and transportation while the United States energy information estimates the costs at about 5.3 million dollars (Middleton et al, 505). This is high compared to the other methods of extraction but economical in the short run. Despite the many benefits of Hydraulic fracturing, the process poses serious risks to the human health and quality of fresh water. One of the serious concerns of Hydraulic fracturing is the large quantities of water used.