The French Revolution Essay - 892 Words

Before the French Revolution, France was facing many problems, such as famine, high taxes, high food prices, and an absolute monarchy incapable of solving problems. In comparison to the nobility and clergy the bourgeoisie and the peasants were taxed ridiculously high. So clearly during this time we are getting the sense that the third estate carried the burden of repaying France’s debt. So because of this unfair treatment and their knowledge of enlightened thought, the Bourgeoisie sought to put an end to the classes and their lack of representation by forming the National Assembly. The peasants on the other hand were not driven by the same goals. When they did decide to revolt it was not for political or social reasons like the bourgeoisie†¦show more content†¦A few months later the National Assembly heard news about the army sent by Louis XVI, marching down to Versailles to disperse the Assembly. Fortunately, during the same time the peasants were storming the Bastil le out of anger towards the nobility, clergy, and monarchy because the Bastille was seen as a symbol of royal power. On the same day the Bastille fell and the army was distracted enough to no longer be a threat to the National Assembly. So the National Assembly not being threatened created the constitution, limiting the power of the monarchy and making France a Constitutional Monarchy and the National Assembly sovereign changes began being made. The Bourgeoisie’s construction of the Declaration of the rights of men reflected enlightened ideas, because it mirrored the enlightened idea of natural rights and popular sovereignty. The Declaration of the rights of men gave all citizens of France the rights of liberty, property, security and resistance to oppression (Declaration of the rights of men 1789). This was important because during the time first estate was exempt from taxes in addition to receiving money from the monarchy, and the second estate even though they wer e taxed regularly, had to pay very little. So essentially the Declaration of the Rights putShow MoreRelatedThe French Revolution And French Revolutions2006 Words   |  9 PagesAlthough the American and French revolutions both took place in the late 18th century, both fought for independence, and both portrayed patriotism, the revolutions are markedly different in their origins; one which led to the world’s longest lasting democracy and the other to a Napoleonic Dictatorship. Political revolutions in America and France happened because people felt dissatisfied with the way their country was run. In North America they rebelled against rule from a foreign power, they wantedRead MoreThe French Revolution And The Revolution1523 Words   |  7 PagesThe French Revolution was a time rife with violence, with many revolutionaries using extreme actions to overturn the French Monarchy and create a government based on equality and justice, rather than tyranny and despotism. This violence reached gruesome and terrible heights throughout the revolution, but was justified by the revolutionaries, who believed that their goals of total equality, the end of tyranny, and the return to a virtuous society, allowed them to use means necessary to attain theseRead MoreThe French Revolution And The Revolution1336 Words   |  6 PagesAnalysis The French Revolution was such an important time history. Not only was it a massacre with many lives being lost, including that of Queen Marie Antoinette and her husband King Louis XVI, it was also a time of great political turmoil which would turn man against man that being the case of Edmond Burke and Thomas Paine. Edmond Burke a traditionalist who believed the people should be loyal to the king against his former friend, Thomas Paine a free thinker who believed in order for things toRead MoreThe Revolution Of The French Revolution1040 Words   |  5 PagesWhile there were political and social causes of The French Revolution the most important cause was actually economic. A few years before the French’s revolution the French spent approximately 1.3 billion livres, 13 billion dollars, on the American Revolution. This gracious contribution caused trouble at home. The French Revolution was one of the most important events in history. While it changed the social structure in France it also affected many different countries across the world. â€Å"the treeRead MoreThe French Revolution And The Revolution1640 Words   |  7 Pages The French Revolution is often seen as one of the most influential and significant events in world history (Voices 9). The surge of rebellion present in those against the old regime, or Ancien Rà ©gime, inspired reformers for generations to come. Nevertheless, the French Revolution would not have occurred without the aid of the Enlightenment Thinkers, or Philosophà ©s. These Philosophà ©s’ ideas sparked the French Revolution. Prior to the French Revolution, France was radically different. It was theRead MoreThe French Revolution And The Revolution1321 Words   |  6 Pages The French Revolution The French Revolution was an iconic piece of history that help shape the world. It was a time were great battles occurred. Blood sheds happen almost every day. The streets were red by the blood of bodies that were dragged from being beheaded. The economy was in bad shape. But before all of this the French had a few goals but there was one goal that they all wanted and that was to get rid of the monarchy. This idea did not arrive out of nowhere, the commoners were influenceRead MoreThe French Revolution And The Revolution1223 Words   |  5 Pages French Revolution As the Enlightenment began in the middle of the 17th century, people began to use reason rather than stick to tradition. New Enlightenment ideas spread throughout Europe such as ideas on government. Enlightenment thinkers such as Rousenan believed that the best government was one formed with the general consent of the people. Other Enlightenment thinkers such as Voltaire and Montesquieu believed in freedom of speech and a separation of power within the government. All of theseRead MoreThe French Revolution And The Revolution1221 Words   |  5 PagesWhen people think of the French Revolution, they immediately think of the country of France and how the Revolution affected it. What most people do not think about however, is how the Revolution affected other countries, specifically the country of England. England was affected positively and negatively by the Revolution in that there was an increase of political involvement, but there was a collapse in the economy due to war declared by France. The French Revolution created a battle of conflictingRead MoreRevolutions And The French Revolution956 Words   |  4 Pages Revolutions are a common occurrence throughout world history. With the amount of revolutions in history, there are those that get lost and those that are the most remembered or well known. One of the well known revolutions is the French Revolution which occurred in the years 1789 to 1799. Before the French Revolution, France was ruled by an absolute monarchy, this meaning that one ruler had the supreme authority and that said authority was not restricted by any written laws, legislature, or customsRead MoreThe Revolution Of The French Revolution1636 Words   |  7 Pageswas an old fortress that had served as a royal prison and in which gunpowder was stored. This will be the place where Parisian crowds will lay siege on and use the gunpowder for their weapons, and this will become a great turning point in the French Revolution. 3) The Great Fear was the vast movement that the peasant insurgency of sacking nobles’ castles and burning documents would blend into. This attack was mainly because of seigneurial dues and church tithes that weighed heavily on many peasants

Romeo And Juliet Film Analysis - 879 Words

William Shakespeare wrote Romeo and Juliet somewhere between 1591 and 1595 and the tragedy, which was based on an Italian tale that was translated into verse in 1562 and prose in 1567, was first performed in 1597. Set in Verona, Italy, the story is the tale of two star-crossed lovers and has become a major trope within popular culture, so much so that it has been adapted to screen several times within the last century. In 1936, George Cukors version stared Norma Shearer as Juliet and Leslie Howard as Romeo and the film earned several nominations at the Academy Awards including Best Picture, Best Supporting Actor, Best Actress, and Best Art Direction. Critics found the film beautiful, but ultimately a missed opportunity because its two†¦show more content†¦The story, despite its popularity, doesnt quite age well, which is evident in the 1996, Baz Luhrmann remake. He released an MTV-inspired adaptation of the play entitled Romeo + Juliet. The film, which stars Leonardo Dicaprio and Claire Danes as its title characters, reimagined the tale to take place in what was then modern-day California but kept the original text. Roger Ebert gave the film a decidedly mixed review, saying that hed never seen anything remotely approaching the mess that the new punk version of Romeo Juliet makes of Shakespeares tragedy. [link: http://www.rogerebert.com/reviews/romeo-and-juliet-1996] Luhrmanns bizarre choi ce to modernize the setting but leave the dialogue is perhaps what makes the film so uncomfortable to watch. Still, Luhrmanns film just didnt quite seem indicative of actual 1990s teens, which in part has to do with the fact that the story just doesnt hold up in a more modern setting. Though the age-old tragedy has been told and retold and reimagined countless times, the archetypal storyShow MoreRelatedRomeo And Juliet Film Analysis1647 Words   |  7 PagesDavies, Anthony. The film versions of Romeo and Juliet, Shakespeare Survey 49(1996):153-162 Web. 22 May 2017. 1. In this Journal articles by Anthony Davies, he attempts to trace, compare, and analyze the play of Romeo Juliet’s life throughout cinema. To do this, Anthony does a close reading of four different films directed by Cukor, Zeffirelli, Alvin Rakoff, and the BBC. With these films, Anthony delves into them while dissecting specific scenes to compare how they are different or similarRead MoreRomeo And Juliet Film Trailer Analysis1803 Words   |  8 PagesFilm Trailer Analysis After completing William Shakespeare’s play, Romeo and Juliet my group and I were created a film trailer meant to reflect our interpretation of lack of love and fate in the text. Each member of the group took on specific responsibilities to add more depth and meaning to the trailer. One task I took on was acting as the Nurse and Tybalt throughout the production. My body language as well as how I delivered certain lines were used in order to convey certain emotions from theRead MoreRomeo And Juliet Film Analysis884 Words   |  4 Pagescentury tragedy, Romeo and Juliet, appealing to the audience during the time which it was produced. Hence it raises the question of how effective would Baz Luhrmanns 1996 film be as appealing to a 20th century audience? Luhrmann’s form of displaying the original play as a film, is a significant modern appropriation, as the audience can physically see the play unfolding, identifying the films effectiveness. By drawing on the original them es of violence and love, and introducing numerous film techniquesRead MoreRomeo And Juliet Film Analysis1458 Words   |  6 PagesThe portrayal of adolescence in film is a relatively new concept, and one that many directors have attempted in their career to varying results. Some directors are able to capture the awkward, bumbling phase of adolescence perfectly. However, there are some representations of teenagers that cause much debate, and can generally leave viewers confused about the director’s intentions. On one hand, a director can undoubtedly celebrate teenage culture through a variety of techniques, however on the otherRead MoreComparative Analysis Between Both Film Versions of Shakespeares Romeo and Juliet706 Words   |  3 PagesShakespeares Romeo and Juliet is the most famous love story of all times, and each generation needs a version of their own, which they can feel identified with. The same play can be interpreted in a totally different way, according to the m oral values, the relevant events and the point of view of the time in which it is performed. Thus, two films have been made, based on this masterpiece of English Literature. The first version was filmed in 1968, directed by Zeffirelli, while the second one,Read MoreWilliam Shakespeare s Romeo And Juliet1287 Words   |  6 PagesLizzy Baginski English Composition 2 Mr. Spera March 10, 2015 Romeo and Juliet Research Paper The movie Romeo and Juliet is a modern classic film that took place in 1996. Overall this is a timeless story that everyone should go and watch. This movie has an intriguing plot line that tells the story of two feuding families, The Montagues and The Capulets, and how the children of these two different families fall in love. The two children overcome various obstacles such as hiding their chemistry fromRead MoreRomeo And Juliet Essay1228 Words   |  5 PagesAubrey Bryan. In Romeo and Juliet. Drama for Students. Encyclopedia.com. Web. 04 June 2017. 1. Encyclopedia.com is an online encyclopedia that provides free information, articles, or references from various credible sources such as Oxford University Press and Columbia Encyclopedia. This online encyclopedia does not let anyone rewrite references or information which is what gives this site its credibility, as they make sure information is accurate before publishing. 2. On this online encyclopediaRead MoreDeath’S Kiss:A Film Analysis Of Baz Luhrman’S Romeo And1236 Words   |  5 PagesDeath’s Kiss: A Film Analysis of Baz Luhrman’s Romeo and Juliet Through history, dozens of renditions of Shakespeare’s classic tragedy Romeo and Juliet have been created by dozens of different directors, each with a unique twist on the play’s famous storyline. Baz Luhrmann provided an interesting angle to the story of Romeo and Juliet, choosing to depict it in the modern era rather than in early modern Verona. Luhrmann’s rendition of a particularly famous scene, the first kiss shared between theRead MoreAnalysis Of Mise En Scene And Cinematography983 Words   |  4 PagesAnalysis of Mise-en-scene and Cinematography Paper on Romeo Juliet Romeo Juliet (1968) was originally a play that was written by William Shakespeare, but as time progresses, plays became less popular and films became more popular. In 1968, Franco Zefirelli directed the film Romeo Juliet that was nominated and won fifteen awards. Some of these awards are two Oscars, three Golden Globes, and five Silver Ribbon Awards. Romeo Juliet is a romantic tragedy about forbidden love between two youngRead MoreEssay about Critical Analysis of Romeo and Juliet653 Words   |  3 Pages Critical analysis of Romeo and Juliet This paper will compare the differences between Franco Zefferilli’s version and Baz Luhrmann’s version of Romeo and Juliet. The story of Romeo and Juliet is about two powerful households in Verona Italy; these households have had a grudge with each other for many years. During their fighting some how the son of the Montegues and the daughter of the Capulets fall in love with each other, and the family doesn’t like it at all. In 1968 Franco Zeffirelli released

Elizabethan Playhouses and Performance Conventions Free Essays

string(53) " and the Lords were able to hear the actors clearly\." When Elizabeth became Queen of England in 1558, there were no specially designed theatre buildings. Companies of actors (usually small, made of 5 to 8 members) toured the country and performed in a wide variety of temporary acting spaces, mainly in inn yards, but also in churches, Town Halls, Town Squares, great halls of Royal Palaces or other great houses, or anywhere else that a large crowd could be gathered to view a performance. It is true that they continued to tour throughout Elizabeth’s reign (especially during the Plague in London, when theatres were closed or earned but little money). We will write a custom essay sample on Elizabethan Playhouses and Performance Conventions or any similar topic only for you Order Now Nevertheless, given the laws passed by the Queen to control wandering beggars and vagrants – which implicitly affected the acting companies as well – many actors were encouraged to settle down with permanent bases in London. The first permanent theatres in England were old inns which had been used as temporary acting areas when the companies had been touring. E. g. The Cross Keys, The Bull, The Bel Savage, The Bell – all originally built as inns. Some of the inns that became theatres had substantial alterations made to their structure to allow them to be used as playhouses. The first purpose built theatre building in England was simply called The Theatre, eventually giving its name to all such building erected in the outskirts of London and functioning until the closing of the theatres in 1642 during the Civil War. The Theatre was built in 1576, at Shoreditch in the northern outskirts of London, by the Earl of Leicester’s Men who were led by James Burbage, a carpenter turned actor. It seems that the design of The Theatre was based on that of bull-baiting and bear-baiting yards (as a matter of fact, bull baiting, bear baiting and fencing shows were very popular by that time, and they were often organized before the plays started. ). The Theatre was followed the next year (1577) by The Curtain, in 1587 by The Rose and in 1595 by The Swan (to mention but the most famous theatres). In 1599, a dispute over the land on which The Theatre stood determined Burbage’s sons to secretly tear down the building and carry away the timber to build a new playhouse on the Bankside which they names The Globe. By this time, the Burbages had become members of Lord Chamberlain’s Company, along with William Shakespeare, and The Globe is famously remembered as the theatre in which many of Shakespeare’s plays were first performed. (The Globe was destroyed in 1613 in a fire caused by the sparks of a cannon fired during the performance of Shakespeare’s Henry VIII. Rebuilt, it was closed and demolished in 1644 during the Civil War. The modern reconstruction of Shakespeare’s Globe Theatre in London was completed in 1997. ) Before going into more details regarding the structure of the Elizabethan theatre, distinction should be made, however, between two categories of playhouses: the public (outdoor) theatres and the private (indoor) theatres. The former were amphitheatre buildings open to the air and therefore cheaper – The Globe, for instance, charged two pence for a seat in the galleries or a single penny to stand in the yard. The latter (e. g. Blackfriars; The Cockpit) were built to a hall design in enclosed and usually rectangular buildings more like the theatres we know today. They had amore exclusive audience since they charged considerably more – the cheapest seat in a private theatre cost sixpence. The adult companies did not start to use the private hall theatres until after Elizabeth’s death, but they were used by the boy companies (made up entirely of child and teenage actors) in Elizabeth’s reign and were used by Shakespeare’s Company – by this time the King’s Men – and other adult companies in the Jacobean period. Structure and Design of Public/ Outdoor Theatres Public theatres were polygonal – hexagonal outside and round inside (â€Å"a wooden O† as Shakespeare puts it in Henry V). An open-air arena – called â€Å"pit† or â€Å"yard† – had, at one end, a wooden stage supported by large pillars, with trap doors for special effects (to allow ghosts, devils and similar characters to be raised up) and was surrounded by three tiers of roofed galleries (thatched, later on tiled roofs) with balconies, overlooking the back of the stage. The rear stage was covered by a roof – which they called â€Å"Heavens† through which, by means of ropes, they ould lower down the actors playing the gods/ angels, etc. , for flying or dramatic entrances – held up by massive pillars and obstructing the view of audience members from various angles. The stage wall behind these pillars was called â€Å"Frons Scenae† (taken from the name given by Imperial Rome to the stage walls of their amphitheatres ) provided with doors to the left and to the right and a curtained central doorway – referred to as the â€Å"discovery space† – which allowed characters to be suddenly revealed or a play within a play to be acted. The rear wall of this inner stage was covered by tapestry, the only usual â€Å"scenery† used on the stage. Immediately above the inner stage, there was the stage gallery which could be used for multiple purposes: – as an acting space: on either sides, there were bow-windows used for the frequent window/ balcony scenes (e. g. Romeo and Juliet). Thus the arrangement of a front stage and two-storeyed back stage permitted three actions to go on simultaneously and a life-like parallelism of events. – another part of the gallery could be used as a music-room. Music was an extra effect added in the 1600’s. The musicians started playing an hour before the beginning of the play and also played at appropriate moments throughout the performance. – when necessary, some of the boxes of the stage gallery were used for audience seating. They were referred to as the â€Å"Lord’s rooms† and considered the best (and hence the most expensive) seats in the ‘house’ despite the poor view of the back of the actors. (Nevertheless, the audience at large would have a good view of the Lords and the Lords were able to hear the actors clearly. You read "Elizabethan Playhouses and Performance Conventions" in category "Essay examples" There were also additional balconies on the left and right of the â€Å"Lord’s rooms† called the â€Å"Gentlemen’s rooms†, also meant for the rich patrons of the theatres. As previously mentioned, the stage wall structure contained two doors (at least) leading to a small structure, back stage, called the â€Å"Tiring House† used by actors to dress, prepare and wait offstage. Above the stage gallery, there is a third storey connected with the â€Å"Heavens† extending forward from the tiring-house over the rear part of the stage, which was often used to represent the walls of a castle or a city. Last but not least, on top of this structure, there was also what might be called a fourth storey of the tiring-house, referred to as the â€Å"Hut† presumably used as a storage space and housing suspension gear for flying effects, while the third storey stage cover served as a loading room for players preparing to ‘fly’ down to the stage. On top of the â€Å"hut†, a flag (a black one, if it was a tragedy, a white one, if it was a comedy, or a red one, if it was a history) was erected to let the world know a play was to be performed that day. The access to the playhouse was ensured by one main entrance, where playgoers had to put the admission fee – i. e. 1 penny, for those who watched the play from the yard, standing, called the â€Å"Groundlings† (shopkeepers, craftsmen, apprentices), or more, up to 4-5 pence for the gentry and the great lords sitting in the galleries. The galleries could be reached by the two sets of stairs in the structure, on either side of the theatre. The first gallery would cost another penny in the box which was held by a collector (â€Å"gatherer†) at the front of the stairs. The second gallery would cost another penny. At the start of the play, after collecting money from the audience, the admission collectors put the boxes in a room backstage, called the â€Å"box office. † The Players There were invariably many more parts than actors. Elizabethan Theatre, therefore, demanded that an actor be able to play numerous roles and make it obvious to the audience by changes in his acting style and costume that he was a new person each time. When the same character came on disguised (as, for example, many of Shakespeare’s female characters disguise themselves as boys – e. . The Merchant of Venice or Twelfth Night) speeches had to be included making it very clear that this was the same character in a new costume, and not a completely new character. All of the actors in an Elizabethan Theatre company were male (which might explain the scarcity of female roles in Elizabethan drama). There were laws in England against women acting onstage and English travellers abroad were amused and amazed by the strange customs of Continental European countries that allowed women to play female roles. Exceptions : One woman – Mary Frith, better known as Moll Cutpurse – was arrested in the Jacobean period for singing and playing instruments onstage during a performance of a play about her life (Middleton and Dekker’s The Roaring Girl) and some suggest that she may actually have been illegally playing herself in the performance, and women sometimes took part in Court Masques (a very stylised and spectacular sort of performance for the Court, usually dominated by singing and dancing), but otherwise English women had no part in the performance of Elizabethan plays. The male actors who played female parts have traditionally been described as â€Å"Boy Actors† – they were actually boys whose voices had not changed. The rehearsal and performance schedule that Elizabethan Players followed was intense and demanding. Unlike modern theatres, where a successful play can run for years at a time, Elizabethan theatres normally performed six different plays in their six day week, and a particularly successful play might only be repeated once a month or so. For example, in a typical season, a theatrical company could perform thirty-eight different plays. The Elizabethan actor did not have much time, therefore, to prepare for each new play, and must have had to learn lines and prepare his blocking largely on his own and in his spare time – probably helped by the tendency of writers to have particular actors in mind for each part, and to write roles which were suited to the particular strengths and habits of individual actors. There were few formal rehearsals for each play and no equivalent of the modern Director (although presumably the writer, theatre managers, and the most important actors – who owned shares in the theatre company – would have given some direction to other actors). Instead of being given full scripts, each actor had a written â€Å"part†, a long scroll with nothing more than his own lines and minimal cue lines (the lines spoken by another actor just before his own) to tell him when to speak – this saved on the laborious task of copying out the full play repeatedly by hand. There was a bookholder or prompter who held a complete script and who helped actors who had forgotten their lines. Costumes, Scenery and Effects Elizabethan costuming seems to have been a strange combination of what was (for the Elizabethans) modern dress, and costumes which – while not being genuinely historically or culturally accurate – had a historical or foreign flavour. Strict laws were in force about what materials and types of clothes could be worn by members of each social class – laws which the actors were allowed to break onstage – so it would be immediately obvious to the Elizabethan audience that actors wearing particular types of clothes were laying people of particular backgrounds and types. The colours were also carefully chosen so as to suggest: red – blood; black – gloom, evil; yellow – sun; white – purity; scarlet – doctor; gray – friar; blue – serving men. Extensive make-up was almost certainly used, particularly for the boys playing female parts and with dark make-up on the face and hands for actors playing â€Å"blackamoors† or â€Å"Turks†. There were also conventions for playing a number of roles – some of which we know from printed play scripts. Mad women, like Ophelia, wore their hair loose and mad people of both sexes had disordered clothing. Night scenes were often signalled by characters wearing nightdresses (even the Ghost of Hamlet’s father appears in his nightgown, when Hamlet is talking with his Mother in her chamber). The Elizabethans did not use fixed scenery or painted backdrops of the sort that became popular in the Victorian period – hence the playwrights had to provide the actors with spoken descriptions of landscape which with Shakespeare represent memorable poetry. That does not mean, however, that the Elizabethans performed on a completely bare stage. A wide variety of furniture and props were brought onstage to set the scene as necessary – ranging from simple beds, tables, chairs and thrones to whole trees, grassy banks, prop dragons, an unpleasant looking cave to represent the mouth of hell, and so forth. Death brought out a particular ingenuity in Elizabethan actors and they apparently used copious quantities of animal blood, fake heads and tables with holes in to stage decapitations. Heads, hands, eyes, tongues and limbs were dramatically cut off onstage, and probably involved some sort of blood-drenched stage trick. A number of other simple special effects were used. Real cannons and pistols (loaded with powder but no bullet) were fired off when ceremonial salutes or battles were required. Thunder was imitated by rolling large metal cannon balls backstage or by drumming, while lightning was imitated by fireworks set off in the â€Å"heavens† above the stage. One thing that Elizabethan theatres almost completely lacked was lighting effects. In the outdoor theatres, like the Globe, plays were performed from two o’clock until about four or four thirty in the afternoon (these were the times fixed by law, but plays may sometimes have run for longer) in order to take advantage of the best daylight (earlier or later performances would have cast distracting shadows onto the stage). Evening performances, without daylight, were impossible. In the hall theatres, on the other hand, the stages were lit by candlelight – which forced them to hold occasional, probably musical, breaks while the candles were trimmed and tended or replaced as they burned down. Elizabethan actors carried flaming torches to indicate that a scene was taking place at night, but this would have made little difference to the actual lighting of the stage, and spectators simply had to use their imagination. The nearest that the Elizabethans came to lighting effects were fireworks, used to imitate lightening or magical effects. Performance Techniques We know very little, unfortunately, about how Elizabethan actors actually played their roles. Performances probably ran continuously without any sort of interval or Act Breaks. Occasionally music may have been played between Acts or certain scenes, but scholars think this was quite unusual except in the hall playhouses, where candles had to be trimmed and replaced between Acts. We do not even know how long Elizabethan plays usually ran. The law (mentioned above) expected plays to last between two and two and a half hours, but some plays – such as Hamlet, which in modern times runs for more than four hours – seem much too long to have been performed in such a short time. What props and scenery there were in the Elizabethan Theatre were probably carried on and off while the scenes continued, while actors were continually moving forward and backward into the midst of the surrounding audience. All entrances and exits were through the doors at the rear of the stage proper: one actor left through one door while a second actor would appear through the second door to swing into the next scene. That means that there would have been no need to wait for scene changes. The actors were kept in constant motion and, given the design of the stage, they had to face in as many different directions as possible during a scene. Another aspect of Elizabethan performance that we know a little about was the use of clowns or fools. Shakespeare complains in Hamlet about the fact that the fool often spoke a great deal that was not included in his script, and in the early Elizabethan period especially it seems to have been normal for the fool to include a great deal of improvised repartee and jokes in his performance, especially responding to hecklers in the audience. At the end of the play the Elizabethan actors often danced, and sometimes the fool and other comic actors would perform a jig – which could be anything from a simple ballad to a quite complicated musical play, normally a farce involving adultery and other bawdy topics. Some time was apparently put aside for the fool to respond to challenges from the audience – with spectators inventing rhymes and challenging the fool to complete them, asking riddles and questions and demanding witty answers, or simply arguing and criticising the fool so that he could respond. With no modern stage lighting to enhance the actors and put the audience into darkness, Globe audience members could see each other exactly as well as they could see the performers and the Groundlings in particular were near enough to the stage to be able to touch the actors if they wanted to and the front row of the Groundlings routinely leaned their arms and heads onto the front of the stage itself. The Groundlings were also forced to stand for two or three hours without much movement, which encouraged short attention spans and a desire to take action rather than remain completely immobile. This means that the Groundlings frequently shouted up at the actors or hissed the villains and cheered the goodies. Elizabethan audiences seem to have been very responsive in this way – as their interactions with the Fool suggests – and were particularly well known for hurling nut shells and fruit when they disliked an actor or a performance. The Elizabethan audience was still more distracted, however, since beer and food were being sold and consumed throughout the performance, prostitutes were actively soliciting for trade, and pickpockets were busy stealing goods as the play progressed. Elizabethan audiences may have â€Å"viewed† plays very differently, hence the origin of the word â€Å"audience† itself. The Elizabethans did not speak of going to see a play, they went to hear one – and it is possible that in the densely crowded theatre – obstructed by the pillars and the extravagant headgear that richer members of the audience were wearing – the Elizabethan audience was more concerned to hear the words spoken than to be able to see the action. This idea is given extra weight by the fact that in the public outdoor theatres, like the Globe, the most expensive seats were not the ones with the best views (in fact the best view is to be had by the Groundlings, standing directly in front of the stage), but those which were most easily seen by other audience members. The most expensive seating was in the Lord’s box or balcony behind the stage – looking at the action from behind – and therwise the higher the seats the more an audience member had to pay. (Some Elizabethan documents suggest that the reason for this range of prices was the richer patron’s desire to be as far from the stink of the Groundlings as possible. ) Specific aspects of Elizabethan performances: bear-baiting: three bears in ascending size are set upon by an English hound in a fight to the death! fencing: less gruesome, this civilized sport also took place before plays. umb-shows/processions: parades or spectacles, these formal groups used all the most ornate costumes they owned, including crowns and sceptres, torches and swords. Dumbshows appeared at the end of each act to summarize the events of the following act. By the turn of the century, dumb-shows were considered old-fahsioned and corny. Processions were more solemn as actors moved mannequin-like across the stage. jigs: at the conclusion of a play, the actors would dance around the stage. Separate from the plays, these were bawdy, knockabout song-and-dance farces. Frequently resembling popular ballads, jigs were often commentaries on politics or religion. masques: masques were plays put on strictly by the royals. These were celebrations, i. e. royal weddings or winning a battle. Designed as banquets of the senses, these celebrations spanned several days during which each member of the party played a part in the allegorical theme of the banquet. Masques were always held in private playhouses. How to cite Elizabethan Playhouses and Performance Conventions, Essay examples

Comparison Between The Business Models Of Starbucks And Tim Hortons

Question: Discuss about the Comparison Between The Business Models Of Starbucks And Tim Hortons. Answer: The essay consists of a comparison between the business models of Starbucks and Tim Hortons, the leading coffee industries of Canada. The comparison has been done on many fields like the marketing strategy of both the companies, the acceptability of both the companies, the promotional strategies of both the companies. Both Starbucks and Tim Hortons are good in different spheres. Both the companies specialize in the food and coffee service industry. While comparing both the companies firstly in the field of distribution, it can be said that Starbucks has undoubtedly more and much wide range of distributors and they lay their focus more on the distribution of fresh food. On the other hand Tim Horton concentrates more on their beverages as well as foods like bread, dry foods and pastries. This is the first and foremost difference between them. Their distribution is different and the ways they are distributed are different (Voigt, Buliga Michl, 2017). The second difference is the license and the partnerships. In this context it can be mentioned that Starbucks uses a lot of licenses and partnerships whereas Tim Hortons relies much on the third party distributors and warehouses. Starbucks is better in this field. This is the reason they are globally spread and they have stores in many parts of the world. The third difference is that both the companies have different marketing strategies. They do the marketing in a different way. Starbucks prefers the technological applications such as for the iphone where a customer can use their mobile phone in order to make their purchases and it is also connected to the loyalty card that there in Starbucks. Apart from this the company uses the social media forum like facebook and online shopping to market their products. This enables the customers to have authentic conversation with the brand. Tim Hortons does not do their marketing so strongly in the social media. This is where the marketing strategy of both the companies differs (Pastoll et al., 2014). The other difference between the two is their place of distribution. Tim Hortons concentrates their distribution more in the eastern Canada. On the other hand Starbucks majorly focuses on the urban areas. In most parts of Canada Tim Hortons occupied a major position but in the global world Starbucks has occupied a good position and it is more famous in the entire world (Richelieu Korai, 2014). The pricing strategy of both the companies is different. Tim Horton can be afforded by the people of all the classes (Richelieu Korai, 2014). It is said that it can be afforded by everyone, from hockey moms to the workers who works in the construction sites. Everybody would be comfortable in ordering in Tim Horton. Starbucks can be labeled under high-rated coffee shops. The price is not convenient for all. They are not kept in convenient store. By analyzing all the executive business models of both the companies this can be mentioned that both the companies have excelled but the business model of Starbucks is more organized and advanced. This is the reason even getting launched after few years of Tim Starbucks made more name in the entire world and made the brand more popular. References Gassmann, O., Frankenberger, K., Csik, M. (2016). Innovation Strategy: From new Products to Business Model Innovation. InBusiness Innovation: Das St. Galler Modell(pp. 81-104). Springer Gabler, Wiesbaden. Pastoll, C., Rochwerg, T., Vlaar, B., Compeau, D. (2014). Starbucks canada: the mobile payments decision. Richelieu, A., Korai, B. (2014). The consumption experience of Tim Hortons coffee fans.Qualitative Market Research: An International Journal,17(3), 192-208. Voigt, K. I., Buliga, O., Michl, K. (2017). Globalizing Coffee Culture: The Case of Starbucks. InBusiness Model Pioneers(pp. 41-53). Springer, Cham.

Literary Poetic Devices Flashcard

Literary Poetic Devices

How to Get Your CDL in Tennessee and South Dakota

How to Get Your CDL in Tennessee and South Dakota If you live in Tennessee or South Dakota and want to learn about getting a CDL, this article will guide you through the process. For information on all other states, TheJobNetwork has put together a great guide on applying for a CDL in all states. TennesseeThe following people need to apply for a CDL:Operators of any vehicle or combination of vehicles weighing more than 26,000 pounds.Anyone transporting hazardous materialsAnyone transporting more than  15 passengers including the driverAnyone operating a  vehicle used as a school busCDL applicants must bring the following documents when applying for a license:a valid DOT Medical Cardproof of a  Social Security Numbera Tennessee driver’s license or ID, or a valid driver license or CDL from another state.proof (2 documents) of domicile in Tennesseeproof of U.S. Citizenship or Lawful Permanent Resident StatusObtaining a CDL learner’s permitTo obtain a permit, you must take and pass the CDL general knowledge test. Dri ver Service Centers throughout the state offer this   and the knowledge tests for any endorsement needed.Knowledge TestYou will need to take a  knowledge test or tests, depending on what class of license and what endorsements you need.The general knowledge test is taken by all applicants.The passenger transport test is taken by all bus driver applicants.The air brakes test is taken if your vehicle has air brakes, including air over hydraulic brakes.The combination vehicles test is required if you want to drive combination vehicles.The hazardous materials test is required if you want to haul hazardous materials as defined in 49 CFR 383.5.The tanker test is required if you want to haul a liquid or liquid gas in a permanently mounted cargo tank rated at 119 gallons or more or a portable tank rated at 1,000 gallons or more.The doubles/triples test is required if you want to pull double or triple trailers.The school bus test is required if you want to drive a school bus.Skills TestsI f you pass the required knowledge test(s), you can take the CDL skills tests, which include  pre-trip inspection, basic vehicle control, and on-road driving.The pre-trip inspection test involves a pre-trip vehicle inspection on your own vehicle. You will be tested to see if you know whether your vehicle is safe to drive, and explain to the examiner what you would inspect and why.The basic vehicle control part tests your skill controlling the vehicle. You will be asked to move your vehicle forward, backward, and turn it within a defined area.The on-road test asks you  to safely drive your vehicle in a variety of traffic situations. The situations may include left and right turns, intersections, railroad crossings, curves, up and down grades, single or multi-lane roads, streets, or highways.South DakotaYou must have a South Dakota CDL to operate:A single vehicle with a GVWR of 26,001+ poundsA trailer with a GVWR of 10,001+ pounds if the gross combination weight rating is 26,001 or more pounds.A vehicle designed to transport 16+ people (including the driver)Any size vehicle that  requires hazardous materials placards or is carrying material listed as a select agent or toxinThe following people cannot get  a South Dakota CDL:Anyone  under the age of 18Anyone who has a license under suspension, revocation, cancellation, or disqualificationAnyone who isn’t a resident of South DakotaAnyone  who has accumulated child support arrearages of $1,000 or moreCommercial Drivers Learner’s Permit (CLP)You can obtain a CLP  if you are  at least 18 years old and hold a valid Class 1 or Class 2 operator’s license. A  CLP is valid for no more than 180 days from the date of issuance and may be renewed once in the 1-year period from the issuance date for an additional 180 days without requiring the CLP holder to retake the general and specialized knowledge tests.A 14 day waiting period is required between the issue date of the CLP and to the da te it can be converted to a CDL.Obtaining  a CDLAfter passing the required knowledge test(s), you can be issued a CLP and then take the CDL skills tests. Your CLP must contain all endorsements and restrictions necessary to complete the skills test. There are three types of general skills that will be tested: pre-trip inspection, basic vehicle control, and on-road driving. You must take these tests in the type of vehicle for which you wish to be licensed.The pre-trip inspection test involves a pre-trip vehicle inspection on your own vehicle. You will be tested to see if you know whether your vehicle is safe to drive, and explain to the examiner what you would inspect and why.The basic vehicle control part tests your skill controlling the vehicle. You will be asked to move your vehicle forward, backward, and turn it within a defined area.The on-road test asks you  to safely drive your vehicle in a variety of traffic situations. The situations may include left and right turns, inte rsections, railroad crossings, curves, up and down grades, single or multi-lane roads, streets, or highways.

Gun Control Essay Example | Topics and Well Written Essays - 750 words - 3

Gun Control - Essay Example This essay dwells upon the problem of gun control and its influence.There is a widespread perception that committing suicide is a long process that requires planning just like a wedding or something else. Studies have shown that suicide does not require much rational decision but it is something done spontaneously. This means that if a person came across a death striking murder is at the verge life and death. This might sound far-fetched, according to Boston Globe report, states with high level of gun ownership have a suicide rate almost twice as high as those states with low ownership level. More surprisingly, people who committed suicide were found to be seventeen times more likely to live with guns at home than not. Most criminals who cause a massacre utilize illegal weapons. Between 1982 and 2012, the US has heard an astonishing number of roughly sixty-two mass shooting which was propagated by gun licensing. Mother Jones research outlines that out of sixty-two shooting; forty-nine were perpetrated using legal weapons. It is worth noting that, half of all mass shooters use assault weapons and high capacity magazines. A few sensible restrictions could have saved a lot of lives. If a criminal is determined to pull off a massacre, he could do it very easily using a shotgun, handgun or even a musket. So putting controls on the assault firearms is a good thing and should be encouraged. Gun control decreases the number of lives lost through reckless act of senseless shooting thus it save lives. Australia parliament supports this action. In fact in 1996, a mass shooter killed thirty five people in port Arthur in a massacre, two weeks later, the prime minister by then , John Howard launched an aggressive clampdown on gun ownership that have never been experienced in the history of Australia. Within this exercise, around 650,000 automatic and semi-automatic weapons were destroyed and a whole raft of checks and controls brought in. As a result, individuals stop the aimless killing (Lott 52). In fact, the killing rate reduced to zero. The main aim of gun is consumed by the lifestyle of US citizen. Frankly, very few of those who

DEVELOP A BRIEF FOR THE IMPORTANCE OR SIGNIFICANCE OF NURSING THEORY Essay

DEVELOP A BRIEF FOR THE IMPORTANCE OR SIGNIFICANCE OF NURSING THEORY IN THE PROFESSION OF NURSING.USE A SPECIFIC NURSING THEORY TO ILLUSTRATE YOUR POINTS - Essay Example Additionally, since the primary proponent of nursing-caring-cannot be assessed, it is significant to have a theory to evaluate and explain what nurses do. As medicine makes efforts to move towards implementing a more multidiscipline approach to health care, nursing continues to endeavor to institute an exceptional body of knowledge (McKenna, 2006). This can be observed as efforts by the nursing profession to keep its professional boundaries. The issue is unclear because the boundaries between nursing and medicine are never fixed. For instance, nurses progressively increase their range of practice by carrying out tasks previously performed by doctors. However, since these limits are continually changing, perhaps it is more significant for the nurses to define their stance and their role (McEwen & Wills, 2014). By offering nurses with a sense of identity, nursing theory helps patients, managers and other health care practitioners to identify the exceptional contribution of nurses in health care. Lastly, nursing theory such as the Self-Care theory offers the nurses an understanding of their roles and purposes in health care (Parker & Smi th,

Adult and Juvenile Justice System Research Paper

Adult and Juvenile Justice System - Research Paper Example The criminal justice system, in U.S, occurs as a system of activities and institutions that ensure social control. Criminal justice systems function to deter or mitigate the activities of criminals besides sanctioning law violators. These systems achieve these objectives through various strategies such as punishment, rehabilitation and criminal penalties. These criminal justice systems play essential roles in safeguarding the life and rights of the violators. These systems ensure that criminals do not face abuse from investigative and prosecuting officers. The American Judicial System has two divisions that serve criminals according to their judicial requirements. The Juvenile Justice System developed from the criminal courts systems 100 years ago (Harr, Hess & Orthmann, 2012). This separation was motivated by the goal of diverting juvenile offenders from the excessive and sometimes disparaging punishment of the adult criminal court system. The Juvenile Justice System encourages reha bilitation instead of punishment. The juvenile and adult criminal justice systems disagree in several ways. Comparison and contrast The Juvenile Justice System focuses on the juvenile in need of assistance instead of the act that brought the juvenile before the court. Juvenile criminal courts occur in an informal setting with the judge having discretion. In the juvenile system, the judge should act in the interests of the juvenile. As a result, the system does not have provisions for trial by jury, rights to know charges and right to an attorney. Additionally, the juvenile court proceedings are usually inaccessible to the public. Furthermore, the records of the proceedings are kept confident to reduce interference to the child’s rehabilitation and reintegration in the society. The language used in these courts underscore the differences between the court systems (Harr, Hess & Orthmann, 2012). It is essential to note that juveniles are not arraigned with crimes but with delinq uencies. Additionally, juveniles are adjudicated as delinquents though they are not blameworthy. The juveniles are also not sent to correctional or prison facilities, but to reformatory and training schools. The Juvenile Criminal Justice System has led to tensions between social control and welfare. This arises because of the system’s focus on the interests of the juvenile and incapacitation, punishment and the protection of society from criminal offences. There also exist court divergences connecting the two systems. For instance, criminal offenders above 18 years are tried in circuit or district courts, but juvenile offenders undergo trial in juvenile courts. During proceedings, juveniles are not criminals while offender is usually represented by an appointee of the courts to advocate for the necessary rehabilitation actions based on the interests of the child. During trials, adult criminal proceedings follow fact based trails while juvenile offenders face hearings based on the legal and psychological issues. Adult criminals have constitutional provisions for jury trials, but juvenile offenders lack these provisions. During verdict and sentencing, adult criminal offenders are either guilty or innocent, while juvenile offenders are delinquent or not delinquent (Harr, Hess & Orthmann, 2012). A criminal offender will be sentenced to jail while a juvenile will be sent to a rehabilitation facility. The sentencing of a juvenile offender depends on the offense history and severity of the offense. In case the offender exhibits a severe or extensive offense history, the juvenile offender may face detainment for their safety and social stability. However, the juvenile off

Epistemological Assumptions And Issues In Research Psychology Essay

Epistemological Assumptions And Issues In Research Psychology Essay This paper the researcher constructs the epistemological issues which normally arise when any research methodology is applied in practice rather than the conventional approach. Normally the epistemological position deduce from what the researcher already know about the philosophical underpinnings of the situated systems approach, the researcher is taking the path of using an empirical study of the epistemology in use throughout a comparative application of the methodologies. To complete this paper, the researcher also uses one specific research approach from different research paradigms. In this study the researcher will give a brief idea about, how to conduct survey of a research from. This paper will also describe and evaluate the epistemological assumptions. 1.1. Epistemological assumptions The epistemology is the procedure of the theory of knowledge. This issue is concerning the major question that is regarding as obtainable discipline in the field of knowledge. (Bryman, 2001, p. 11). Normally this process is following the two major traditional procedures. One is positivism and another one is interpretivism or hermeneutics. 1.1.1. Positivism The process of the positivism is an epistemological process that is always try to investigate that proper methods of natural science of the study for social reality and the its beyond. (Bryman, 2001, p. 506). The ways of its investigation is extremely difficult. For this it can be summarised in different ways. This assumption is base on the science that should be verifiable and free form subjectivity. The fundamental notation of its object is found out the reality when and where and who is observing it. (Lundahl Skarvad, 1993). 1.1.2. Interpretivism/Hermeneutics The interpretive research is means the assumption process of access to reality all the way through social structures which is including the language, the perceptions and the particular meanings of sharing. There are two base of this process; one is hermeneutics another one is phenomenology. (Boland, 1991). Normally the process of interpretive research tries to find out the actual meanings via the people assign to them. This process is mainly concentrating the full complexity of human better understanding in the context of two situations, such as independent variables and the indeterminate dependent. (Kaplan and Maxwell, 1994). On the other hand the hermeneutics approaches is the process that is original concept where the individual group combining the situation in the written text which is referring the respondents overview to the authors. (Ratcliff, 1999; Bleicher, 1980). This process is mainly featuring the meaning of the text analogue. 1.1.3. Identifying Epistemological Approaches Epistemology refers to the nature of knowledge. There are three questions are mainly used for identifying the epistemological approach (Chua 1986; Hirschheim et al. 1995; Denzin and Lincoln 2000). They are; What can be known? What is the relationship between the knower and the known? And How do we find things out? Though the first question is regarding the ontological question but the third question methodological issues, these are informed by the epistemological position. These three questions of the epistemological positions compare the two approaches. What can be known? There are different ideas are between the conventional analyst and the situated analyst about what can be known. Fundamental to the situated theory of action are the ideas that knowledge is embedded in action and that action is situated in the environment. Implicit in the approach of the conventional analyst was the position that what can be known is that which can be articulated and ultimately represented in the system. (Waller. et al, 2006). What is the relationship between the knower and the known? The situated analyst and the conventional analyst adopted very different relationships with the known, that is, with the system under study. Whereas the conventional analyst would typically be characterised as a detached observer, the situated analyst became a participant observer and actually worked as a dispatcher at the different research approach. (Waller. et al, 2006). How do we find things out? In order to identify opportunities for improvement the situated analyst used the situated systems methodology to evaluate the work practices against stated and tacit goals and constraints. Any identified opportunities for improvement were grounded in the data. In contrast, it appeared that the conventional analyst had an a priori concept of what a system should be like and that he identified problems by reference to this ideal type. 1.1.4. Summary of the epistemological position This paper an investigation of the epistemological commitments of the developing situated methodology and also the conventional approaches. This can be analysed by according to the concept of Waller. et al, (2006), What can be known Relationship between knower and known How we find things out Conventional approach Articulated knowledge Analytical distance Detached observation, comparison to ideal types Present approach Both articulated knowledge and tacit knowledge Influence of the environment Analyst takes subject position of an actor in the system, while also having analytical distance Immersion in the system Adapted from: Waller. V, Johnston. B. Robert and Milton. K. Simon., (2006), An Empirical Investigation of the Epistemological Assumptions Underlying Two ISD Approaches. Pg.7. 2.1. Research method The research procedure for any study is designing based on the research objectives. In this paper the researcher selected one specific research approach and how to construct the survey in the overall research process. The more detailed research field survey procedure for data collection has been described in the following. There is also some description of qualitative analysis will be describe in this paper. 2.1.1. Survey planning The survey planning was designed by gathering both quantitative and qualitative data from primary and secondary sources for every research. In field survey the researcher faces two types of problem in the field. At first the researcher decided how gaining entry into the field and how to getting out from the field. 2.1.1.1. Gaining Entry The most difficult stage of the field based research work was to gain access to the study field site. Due to the distinctive characteristics of the location, structure and surrounding environment, gaining entry into the study field site was not as easy as accessing people. Initially, individuals or representatives of the organization, who were selected as prospective respondents may have thought that the information they gave could be unsafe for them. They thought that data could be used against them to identify their weak points. Therefore, they tried to avoid the researcher as he was a stranger to them. The following discussion describes how this problem was overcome. 2.1.1.2. Getting out The required data for collecting taking a period of time. After evaluating the data and when the researcher is finding it satisfactory, the researcher feel that it is the time to close down data collection and leave the field. 2.1.2. Theoretical Orientation and Research Approach All research is conducted according to a set of ideas and judgements about the nature of the work and how it should be understood. It characterizes a wide view that defines, for its holder, the nature of the research, the individuals place in it, and the range of possible relationships to that research and its parts. In the research approach, one or more data collection techniques could be used (Neuman, 1994). In general, a researcher decides the data collection techniques (one or more) considering appropriateness based on the research and practical factors such as expectations of data quality, costs, assumed non response rates, level of error expectation and data collection period. 2.1.3. Sampling strategy: Principles and approaches Sampling strategy is an essential step in every research project since it is rarely realistic, capable or ethical to study whole populations. The selection and development of an appropriate sample strategy depends upon the aim of the study. In any study, both research questions and methods define the sampling plan, the type of sample used, and the number of the population of the study sample. The factors that may affect determination of the sample sizes and sampling plans are access to the subject population, the number of study variables, the desired level of efficiency, cost and time constraints. The sampling method refers to the determination of the sampling strategy. Quantitative or probability sampling strategy is aiming to draw a representative sample from the main population to eliminate conscious or subconscious biases that may occur when selecting samples and results can be generalised back to the population (Marshall, 1996). However, less rigorous or non-probability sampling strategy also used for the research study which does not ensure a representative sample (Kaplan, 1988; Kaplan and Maxwell, 1994). In non-probability sampling, there is an inherent risk of sampling bias because the populations of interest may not be represented accurately. In qualitative research, no strict criterion is suggested for sampling plan and sample size determination (Patton, 1990). In this paper the researcher describe some probability and non probability strategies. Stratified random sampling: Stratified random sampling is a combination of stratified sampling and random sampling. Stratified sampling can allow subgroups or strata to be studied in greater detail of population (Islam, 2005). The most common approach of representative sampling strategy is to use random or probability samples. In a random sample, the nature of the population is predefined and all populations have an equal chance of selection (Islam, 2005). In a stratified random sample strategy, the sampling population is initially categorised into non-overlapping groups or strata based on research aims (Pedhazur Schmelkin, 1991). Purposive sampling: Purposive sampling is a random selection of the sample of the population with the most information as possible as the study requires on the attribute within the segment (Bernard 2002; Lewis Sheppard, 2006). This sampling approach enables researchers to obtain the best information from a relatively small sample, and provides more freedom to the researcher in accessing the data and information (Bernard, 2002). 2.1.4. Quantitative approach and data collection Quantitative research is thought to be objective, in that in gaining, analysing and interpreting quantitative data, the researcher can remain detached. Quantitative research is a preference to test hypothesis and theory to produce results that could be generalised (Galal and McDonnel, 1997). Moreover, quantitative research uses structured data in the form of number or can be converted into number by using statistical and mathematical analysis according to research design to explore the result. 2.1.5. Qualitative approach and data collection Qualitative approaches to research are the way of studying where reality is based upon perceptions that are different from one person to another and can change over time (Urquhart, 2001). In this approach, different perceptions are put together to make wholes and meaning is produced (Rich and Ginsburg, 1999). Different meanings could come out due to perceptions which vary with the individual. In qualitative research, rigour is associated with openness, reliable adherence to a philosophical angle, thoroughness in collecting data, and consideration of all the data to produce a theory (Melia, 1996). Qualitative investigation is used as a range of philosophical approaches to interpretive research (Denzin and Lincoln, 2005). Qualitative methods can produce detailed valid data with diverse angles and allow the formulation of innovative theory with ideas for future study (Guba and Lincoln, 1994). 2.1.6. Sample selection There are different types of sample selection in the data collection. In this paper the researcher describe a sample selection process according to a stratified plan following Barnett (2002) and Patwary et al., (2009). 2.1.7. Qualitative modes of analysis Qualitative modes of analysis distinguish the incomparability of the subject under discussion in the research. This paper will show the interpretive modes of analysis of the qualitative data. 2.1.7.1. Interpretive research Interpretive research is based on the assumption of access to reality through social structures including language, perception and sharing of particular meanings. Hermeneutics and phenomenology is the philosophical base of the interpretive research approach (Boland, 1991). The interpretive research approach concentrates on the full complexity of human understanding as the situation appears with indeterminate dependent and independent variables (Kaplan and Maxwell, 1994). Hermeneutics: The hermeneutics approach is the process of original philosophy where the individual respondent makes sense of a written text in a situation which refers to the respondents story not the authors (Ratcliff, 1999; Bleacher, 1980). Phenomenology: Phenomenology describes the experience of consciousness of the theory with assumptions from different phenomena, such as natural science, in a structured way (Denzin, and Lincoln, 1994). It appears as multiple realities because of each individual have his/her own reality and perceptions. . Conclusion This paper work is very important because there has been detailed about epistemological concept and also one research approaches procedure. The research procedure was described in detail and how to conduct it in case of the methodology in an investigation. The overall process was just the conceptual overview of the investigation.

The Nature of Swimming Essay -- Society Analysis

Competitive swimming is a sport full of juxtaposing ideologies and personal struggle with little camaraderie. The divergent sport is always evolving and pitting individuals alone against one another in a foreign environment. Likewise corporate employees day in and day out work alone building their nest egg until the day they can succeed and come out on top or retire. Competitive swimming symbolizes the struggle for many of the Americans ideologies within the framework of corporate America. In inequalities in the realm of competitive swimming mirror those of corporate America. Swimming like an overwhelming amount of corporations is dominated by wealthy white people. In the 2006, the last year the NCAA published data, whites were nearly 70 times more likely to be in division I swim teams than African-Americans. Even worse, a recent study confirmed that, â€Å"Fatal unintentional drowning rates for 5-14 year old African Americans were 3.2 times higher than that for whites.† The swimming disparity is not just one of race but economic class as the percentage of blacks in the is significantly lower than their overall percentage in the population. Swimming is much more expensive than basketball, football and track and thus facilities are frequently only available to the wealthy. Just as people are scared away from swimming they are scared away from corporate America supposing that they do not have enough training, their family did not have money and thus do not even at tempt to succeed. Swimming although it may seem relatively natural requires lots of training and resources to master that complicated strokes. As the coach said, â€Å"there are no natural swimmers†. Parents often have their children training to become professional swimmers often ... ...Wayne Humphrey, vice president of government relations for Central Florida YMCA said, "When you look into their eyes, you can see they believe they have a future. Their aspirations and their hope is grounded in their experience as swimmers, as people and as future leaders." Breaking barriers in swimming and incorporation incites images of freedom and hope that Americans desire. Despite the reality fettered by inequalities in access and arbitrary rules as long as Americans desire to succeed and value individuality competitive swimming and corporations will continue to grow. Works Cited http://sports.espn.go.com/espn/columns/story?columnist=lapchick_richard&id=3417453, http://www.google.com/url?q=http%3A%2F%2Fwww.answerbag.com%2Fq_view%2F34008%23ixzz182EDMI6i&sa=D&sntz=1&usg=AFQjCNGR0A9-Oke0G2XfSA-83-_nwHDqeg, http://www.answerbag.com/q_view/34008#ixzz182EDMI6i