Research Proposal on Absenteeism Essay Example

Research Proposal on Absenteeism Essay Absenteeism is the phenomenon and type of behaviour which is characterized with the denial of a person to fulfill her duties. At first the term absenteeism was used only for the people who denied taking an active part in the elections. The term is generally associated with the careless indifferent person who does not to participate in the public life of the country, like voting for elections, going to the meetings or supporting a certain political party. Now the term absenteeism is used to define the person who runs away from her duties. Naturally, such habit or behaviour is treated like the immoral one, because the employee who misses work influences the development of the whole organization badly. It is obvious that an employee earns money for his work, so he is expected to fulfill it properly. There are people who go to work day after day and explain their absence with poor health, problems in private life, etc. The boss can excuse rare absences in the extreme situations, but when the absence is too frequent, the boss starts thinking about the employee negatively and starts to look for the more reliable person for this position. On the other hand, the negative stereotype of absenteeism is useful for the employer and his profits, because with the run of time employees have got used to the negative attitude to any type absence at a workplace and they try to go to work even when they are ill and really have certain problems. We will write a custom essay sample on Research Proposal on Absenteeism specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Research Proposal on Absenteeism specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Research Proposal on Absenteeism specifically for you FOR ONLY $16.38 $13.9/page Hire Writer When a student has chosen to research the problem of absenteeism, he should prepare a good research proposal to persuade the professor that the selected topic is worth his attention. In order to succeed in research proposal writing, one should study the topic well and understand its positive and negative sides, factors which cause absenteeism and types of this habit. On the basis of the gained knowledge one will be able to weigh the problem soberly and even suggest some effective methods and solutions to the problem. The role of a research proposal is win the chance to investigate the chosen topic in detail and introduce something new into the discipline, so the paper should be informative, interesting and convincing. Many students fail to complete their research proposals correctly, so they look for help in the web to improve their chances to prepare a good paper. A free example research proposal on employee absenteeism is a good way out for students who have troubles with the organization of their papers. Professional writers share their experience and skills and assist students with the writing process with the help of free sample research proposals on absenteeism in workplace. At EssayLib.com writing service you can order a custom research proposal on Absenteeism topics. Your research paper proposal will be written from scratch. We hire top-rated Ph.D. and Master’s writers only to provide students with professional research proposal help at affordable rates. Each customer will get a non-plagiarized research paper with timely delivery. Just visit our website and fill in the order form with all proposal details: Enjoy our professional research proposal writing service!

buy custom Teaching Techniques essay

buy custom Teaching Techniques essay Teaching is the process of passing ideas or information to the learner so that they can gain knowledge about the topic in discussion. Teaching varies it may be formal or informal. Formal teaching takes place in learning institution, for example, schools while informal teaching takes place at home either by the child parents or the child themselves. Teaching begins from an early stage after giving birth of the baby until he or she completes all process. Early childhood teaching is vital to the child. It equips the child with basic learning, and it should be done in a way that the child will get information in an easier way. To enhance these teachers have to come up with some teaching technique to be used so as to enhance learning to the child. (Beecher, Dockett, Farmer, 2008) Teaching technique refers to the principles and ways used for providing instruction. The choice of teaching technique used varies depending the information and skills that the teacher wants to pass. Teaching technique influences the group under the teaching that is in terms of their class and age respectively. There are many teachings techniques used in children between the ages of 0-2 years in various learning institution and am going to discuss them. Discussion This teaching technique involves teaching by use of examples or illustration. Demonstration technique helps in proving of facts to the child so to enable the child to know what they are learning in their environment. This is technique is significant it helps the child in memorization as it aids in reduce the imagination the child have. This is because the child will know exactly what they are learning thus, grasping a lot out of it. In addition, demonstration helps in enhancing the interest of the child to a specific thing as it provides connection between facts and real world application. (Macnaughton Williams, 2009) This is the best technique for young children because it is more practical as compared to other techniques. Children tend to learn more with this technique because it uses teaching aid. Also, this method is not discriminatory to race, culture. But, a big challenge is when dealing with children with a disability. This because the blind may be able to to see what the teachers demonstrates. This will lead to teacher looking for better techniques to enhance children to know what they are teaching. (Sawyer, 2006) The advantage of this method is that it is practical and exposes children to real practical issue, thus, enabling children to real world situation which helps solve the problem of imagination in children. Disadvantage of this method is that this method is expensive in acquisition of materials to be used in demonstration in class for children. Some schools may not afford this materials to be used in practical for the children, also, this technique is not appropriate with the person with a disability because other children may not be able to see demonstrations in class. Thus, becoming a challenge for the eacher to find the best technique for demonstrating to them. An aim of this technique is to enable children know the facts as they grow up. With the use of demonstration children will be able to learn of things in a practical way thus; making them know the real world situation. Reading Reading together with the child is vital in the learning process. This enables the child to know how to pronounce words in an easier way. Reading for children should be using of easy words those basic words that the child understands well. Reading also enables children below the age of two years to like reading because it creates more interests about learning. This is due the learning process involves a lot of reading. Once the teacher is through with reading he or she should give them time study on their own so that they can know how they understand, reading for children may include numbering, and short descriptive stories. (Macnaughton Williams, 2009) Reading may not be effective in areas where access to reading materials is difficult like in poor countries. Also, reading requires lots of patience from the teacher, sometimes children are not keen in class that may not get the words in an easier way. Children with a disability may not know to read thus making it difficult for them. Teachers in this case should use extraordinary material for the blind children. This is use of brails as a reading technique for the children. It requires teachers in this case to undertake special training in using these materials. (Beecher, Dockett, Farmer, 2008) Advantage of this method is that it makes children to learn pronounce words at an early stage thus equipping their reading skills at an early stage. Disadvantage of this method is that it may be expensive due to buying books, which some schools may not afford to do so; this is especially in poor states of the world. Also, special material for the disabled people is expensive in terms of requirement of teachers to undertake special training. The goal of this technique is to improve the reading skills of young children at an early stage. This technique is vital for young children because poor reading skills among many children resulted from the first stage of learning. Enabling this involves exposing children to reading materials at an early stage. Problem-solving This is a unique technique that teachers use when teaching children. Problem solving involves correcting a problem when it does occur. This is immense because it enables the child to know where they have done wrong, without doing so children may not be able to know where they are wrong. Problem solving should be one to one basis as it will enable the teacher to directly correct the child and give more explanation until the child knows how to it right. (Moos, 1979) Advantage of this technique is that errors when teaching children is that correection takes place at an early stage thus preventing future problems which may be unsolvable in the future. This technique requires the teacher to be close with the children so that they can understand the real problem of child. It is usually difficult to find the exact problem the child is suffering from. In some cases, race may be able among children, subjecting children to racism will affect their thinking about people of other race. Also, some children have a more complicated disability problem thus making it difficult for the teacher to know the problem facing the child. Poverty may also be a problem to the child because this affects the way of their living thus their social life as they grow up. (Osborne, Salzberger, Writtenberg, 1999) Advantage of this method is that is that teachers are able to identify and solve problems at early stages. For instances children usually hide their problems this due to fear. In addition, problem solving helps children correct where they have done wrong. With correction, it makes the children learn doing things in the correct way. Disadvantage of this method is that it some problems facing children are difficult to identify. This may be because some children cannot speak up for themselves. Also, some problems are cause of social set up the children resulting in children shying to say what their problem is. Another disadvantage of this technique is that a teacher needs to be patient when dealing with children. This is because some problems may take long before they come out clearly. Purpose of this technique is to ensure children learn doing things in the right way. This is because it will help young children know to do things in the right way in an early stage. Also, this technique helps parents understand their children at an early stage thus knowing where to improve before it gets worse. Teachers also will be able to know the problems of young children thus finding ways of dealing with them. Conclusion Young children need much attention in their early stage of learning. The way of teaching them will shape their future way of studying. Teachers need to be careful when handling young children. Appropriate techniques should be used when teaching these young children. Using appropriate technique well aid in children learning more and be able to memorize them in the future. Parents at home should also take more time with their children and use appropriate technique to teach their children. Use of learning materials especially with children is the best for young children. From experience, it has been evident that children understand more when there is the use of practical demonstration and experiment. Children with a disability should be given extra care when handling them. Their disability should be identified at an early stage so that special techniques are in use in teaching them. Giving disabled children more care they will grow up knowing that disability in not a problem and use it as their strengths. Buy custom Teaching Techniques essay

POL DB 5 All Assignment Example | Topics and Well Written Essays - 1250 words

POL DB 5 All - Assignment Example The government, therefore, has a duty to protect its citizens from such crimes. The issue of crime is a national pandemic and cannot be overlooked. Therefore, the government creates an agenda to discuss it and find lasting solutions. There is the agenda of homicide and cyber-crime. Both have been robbing the country of either prominent people or lots of money. The policy formulation will include hefty penalties for anyone charged with a cyber-crime or a homicide. Actually, for a homicide, individuals could also receive a death sentence. For a cyber-crime, the individual will be required to pay up every cent to the last coin. The police on patrol will also increase and surveillances will be put in areas strategic, so as to identify the people carrying out different types of crimes. The policy evaluation will eventually be done to see how the two active policies are. The "government will then evaluate the facts on the ground and try to seal the loopholes" (Ãâ€"berg, Lundin and Thelander, 114). Thus, the system becomes more efficient. There are several needs that arise, and that require to be brought to the attention of the policymakers for them to review and make decisions. Crime is one such issue. One of the typical examples of crime is larceny and any such theft like robbery with violence and burglary. From the offense perspective, Plott states that "a rise in the practice of theft in a particular state may raise the alarm for the government to act on it" (25). It therefore, becomes an agenda in their list. There are different ways that to table this in parliament. The government may decide to look at the causes of the rise in such theft cases. What age is mostly involved in these acts? Why? Is it that the employment rate is high? The government then decides to focus on the "whys" to find a lasting solution. They then brainstorm on the possible causes. They are then able to draft a plan from their finding. For example, the paper

Unit 2 Public Demand for Medical Care and Health Insurance in the Essay

Unit 2 Public Demand for Medical Care and Health Insurance in the United States - Essay Example This measure provides an indication of the magnitude of cause specific mortality in a population (National statistics, 2011). The measure, however, underestimates the prevalence of deaths within a given population. Unadjusted mortality rates among groups sometimes is misleading especially in a case where the age distributions of the population at risk are different. This misleading report highly affects the planning of healthcare and decision making due to underestimated mortality in a population (Danver, 2010). Chronic diseases that include heart diseases has been a major cause of deaths in this state. The disease had higher adjusted mortality rates than the national average (National statistics, 2011). According to CDC heart diseases had leading causes of deaths.84% of the deaths occurred to people aged 65 years and above while 43% of the deaths occurred to people aged 85 years and above. The age adjusted mortality 3.32 which is slightly higher than the national average which stand at 3.01 (Danver, 2010). The rate is higher due to the unhealthy lifestyles of the people of this state. To solve the problem many factors come into play, organizational factors like schools and faith based organizations to influence and support health behavior change, Community factors that involve self-initiated programs to live healthy and health policies that favorably influence prevention of chronic diseases (Bluelow, 2010). Search Engine - Web - Seivo Web Search Engine. (n.d.). Search Engine - Web - Seivo Web Search Engine. Retrieved April 15, 2014, from

Foundations in human physiology- structure, function and permeability Assignment

Foundations in human physiology- structure, function and permeability of cells - Assignment Example One or more cells constitute all forms of life. Cells can only develop from pre-existent cells. The smallest form of life is cell. The human cell consists of an outer plasma membrane which encloses the minute organelles dispersed within the cytoplasm. These organelles include endoplasmic reticulum, Golgi apparatus, mitochondria, ribosome, chromosomes, nucleus, lysosome, vacuoles and centrioles. A typical human cell (Carone, 2001) The outer cell membrane is made up of lipid molecules and provides the passage for interaction of cells with each other. Different kinds of human cells have distinct structures that aid in the functioning of their particular activity, such as the axons of nerve and brain cells which transmit signals out across distances to other cells via neurotransmitters. The neurons are specially adapted to perform this function as the axons are as long as one meter in length and the nerve impulse is transmitted from one neuron to another. The various functions performed by human cells include enzyme production, movement, transmission of electrical impulses and demolishing invaders. Among the various cells constituting the human body five main are: epithelial, nerve or neuron, connective, adipose and muscle cells. The four main selected to be explained in the given text include epithelial cells, neuron, connective and adipose cells (Marieb & Hoehn, 2010). Nerve Cells Nerve cells or neurons are specialized cell often referred as the structural and functional unit of nervous system. A characteristic neuron consists of a cell body known as soma, an axon and dendrites. The thin structures arising from the cell body are dendrites that frequently extend for hundred micrometres and forming multiple branches thus forming a complex called "dendritic tree". An axon on the other hand is a peculiar cellular extension that originates from the axon hillock and travels as far as one meter (Chudler, 2012). A typical Neuron (Chudler, 2012) Synapse is a specialized c onnection of these neurons with other cells that facilitates chemical signal. Neurons communicate by electrical and chemical (via neurotransmitters like GABA, dopamine and glutamate) synapses in a process referred as synaptic transmission. Action potential is the basic process that activates synaptic transmission, a disseminating electrical signal that is produced by tapping the electrically impulsive membrane (the myelin sheath) that encloses the axon of the neuron. This is also known as a wave of depolarization. Neurons are the central part of the nervous system consisting of the spinal cord, the brain and peripheral ganglia. A great number of these specialized neurons exist and are classified on the basis of their function as sensory, motor and inter-neurons. The inter-neurons connect other neurons within the spinal cord or brain while the motor neurons transmit the response generated from brain and spinal cord to the organs. Sensory neurons respond to light, sound, touch, taste and legion other stimuli impacting the epithelial cells of the sensory organs (Levitan & Kaczmarek, 2001). Dorsal root ganglion The sensory neurons cell bodies are settled outside the spinal cord and brain in ganglia or in the sensory organs. Ganglia situated along specific cranial and spinal nerves accommodate the sensory neurons

Criminology Research Methods

Criminology Research Methods Using examples from published research, critically consider that way that choice of study design might influence research findings and conclusions.   A study design is a fundamental component of any piece of research, providing a structure within which to implement a suitable methodology for the collection and analysis of information and data. The choice of study design employed in criminological research will inevitably influence the findings and conclusions drawn, which may subsequently be used to shape the direction of future policies and interventions within the sphere of criminal justice. This is particularly the case in relation to domestic violence, which remains a socially and politically contested area with regards to the extent to which it merits and requires criminalisation. I therefore intend, with reference to published research, to critically examine how choice of study design may yield different findings and contributions to contemporary understandings of domestic violence. Before considering the various types of study design, it is necessary to provide a brief account of the nature and context of domestic violence. Academics highlight that it is a distinct phenomenon from other forms of conventional violence, often characterised by a series of ongoing violent episodes as opposed to one discrete event and a typical reluctance on the part of victims to recognise and voice their victimisation (Mirrlees-Black, 1999). Criminological research in this area has assumed heightened importance in recent years due to shifts in Government policy towards criminalisation  [1]  . It is therefore vital that any research in this area necessitates an appreciation of the contextual circumstances within which perpetrators and victims operate. A number of study designs are available for the purposes of criminological research, the primary distinction existing between experimental and non-experimental designs; which include randomised control trials, quasi-experiments, cross-sectional and longitudinal designs as well as ethnographic studies. The choice of design will affect the strength of both the internal  [2]  and external  [3]  validity of the findings and conclusions. Bryman notes that the study design chosen reflects a decision about the priority being given to an array of dimensions. These include articulating causal connections, generalising the findings, understanding behaviour in a specific context and having a temporal awareness of social phenomena (2008:35). In addition, certain designs may lend themselves more easily to quantitative or qualitative data, which may impact upon a researchers choice of design given the fundamentally diverse characteristics of both.  [4]   The true experimental design is often referred to as the gold standard (Bryman, 2008:38), despite being rarely employed in criminological research (Wesiburd, 2000:181) due to its potential to yield findings with strong internal validity, particularly if randomised control trials are employed. The experimental design involves the manipulation of the independent variable in order to elicit variation in the dependent variable, a classic example being Bushmans (1995) investigation into the impact of violent films on those pre-disposed to aggression. In randomly assigning subjects to control and experimental groups, he was able to control for rival causal factors, resulting in findings with strong internal validity. True experiments may be either laboratory experiments  [5]  or field experiments  [6]  , although it can be argued that conclusions drawn from laboratory experiments may not have the same level of generalisation due to their artificial setting. However, it is argued th at it is the theoretical principles that are being generalised, not the specific characteristics of the sample, setting or measure (Anderson and Bushman, 1997:22). The experimental design was utilised by Sherman (1984) in investigating the specific deterrent effects of arrest on perpetrators of domestic violence, whereby three types of police response (arrest, mediation ad separation) were randomly assigned to legally eligible cases. The dependent variable, in this case recidivism, was measured over the course of 6months following police intervention using both official data and victim reports. The studys conclusion, that swift imposition of a sanction of temporary incarceration may deter male offenders in domestic violence cases (Sherman, 1984:270), is often cited in support of mandatory arrest policies. However, given that experimental designs are notorious for their weaker external validity  [7]  , it is questionable whether Shermans findings lend themselves to such a sweeping generalisation. Indeed, follow up studies in other US cities revealed more mixed results, with some concluding that arrest had negative effects for victims (Garner et al. 1995). The findings and conclusions by Sherman have been attacked on a number of grounds. Dobash contends that the experiments were designed and carried out with little knowledge of existing and theoretical positions regarding violence against women (2000:254). Indeed, it can be argued that the failure to appreciate the possibility that the reason the arrest of perpetrators resulted in lesser recidivism was not due to its deterrent effects but a result of the victim failing to call the police again or to report their victimisation to interviewers due to fear of a repeated retaliation by the perpetrator that might have followed the initial arrest. This is particularly since qualitative studies have revealed the extent to which victims reluctance to involve the police are a direct product of their fear that an arrest will lead to an escalation of the violence (Felson et al.2002). In addition, Fagan highlights that the short follow-up period of 6months failed to take into account the episodic and cyclical patterns of family violence (1989:382). It therefore appears that Shermans pre-occupation with experimental form, in this case a randomised control experiment, precluded a proper consideration of the nature and contextual characteristics of domestic violence. A variation of the true experimental design is the quasi-experiment, commonly employed in the evaluation of criminal justice interventions due to the ethical difficulties associated with random assignment. Such experiments have been used to research the effect of rape law reforms on the number of rapes reported to the police.  [8]  However, due to the absence of random assignment, such a design may not yield findings that are considered as strong in terms of their internal validity due to the lack of control over intervening causal variables. The Violent Men Study (Dobash, 2000) employed a non-equivalent control group design to evaluate the impact of different criminal justice sanctions on domestic violence, involving the matching of subjects within the different groups. The qualitative data revealed much higher rates of re-offending than the quantitative arrest records portrayed, leading the authors to remark that these stark differences cast grave doubt on the veracity of criminal justice statistics as indicators of the levels of violence or of the effectiveness of interventions (Dobash, 2000:267). In addition, in contrast to the experimental study of arrest that merely speculated the reasons for reduced levels of recidivism following arrest (Sherman, 1984), the Violent Men Study was able to contribute to an understanding of both how and why certain interventions could lead to a cessation of violence (Dobash, 2000). Such findings were arguably facilitated by the fact that the study design was more attuned to the context and dynamics of domestic violence, such as the fact that it was longitudinal in nature, tracing victims experiences and perpetrators criminal involvement over a period of 12months at regular intervals and drawing a comparison between the two sets of data  [9]  . The advantages associated with this design have led to a replication of it in subsequent research.  [10]   An example of a non-experimental study design is the cross-sectional, involving the collection of information and data relating to a designated phenomenon at a particular instance in time. A classic example is the investigation of the effects of visible public and social order on evolving crime rates in Chicago (Sampson and Raudenbush, 2001). However, the problems associated with such a design relate to both the internal validity and the ambiguity of the direction of causality, which may therefore significantly influence any conclusions drawn, as was the case in the Chicago study which could not establish whether the high crime rates resulted before or after a variation in social control (Bachman and Schutt, 2007:154). A study by Hoyle and Sanders (2000) of victims within Thames Valley police force areas utilised a cross-sectional non-experimental design to investigate victims perceptions of the value of various criminal justice interventions. The non-experimental dimension facilitated a more in-depth exploration of victims experiences and beliefs and a deeper contextual understanding of the nature and effects of domestic violence, with the authors highlighting that the more powerful the controlling behaviour of their partners, the less likely it is women will seek to involve the criminal justice system (2000:21). However, a significant drawback of the cross-sectional design is that it results in findings that inevitably fail to capture the recurring and ongoing nature of domestic violence. By contrast, a longitudinal design, involves the collection of information and data at several points in time, which can also resolve any ambiguity concerning the direction of causal influence. Thus, academics assert that the value of longitudinal data is so great that every effort should be made to develop longitudinal research designs whenà ¢Ã¢â€š ¬Ã‚ ¦appropriate (Bachman and Schutt, 2007:155). A study by Sullivan and Bybee (2004) interviewed 278 women, who has just left a domestic violence shelter, at various intervals for three years. By collecting and analysing data over a substantial period of time, the study was able to provide a greater understanding of the unique trajectory of domestic violence. However, the problem of attrition is particularly salient for longitudinal designs, with Bachman and Schutt highlighting that those in greatest need are often the most likely to drop-out (2007:159). This has obvious implications for the validity of findings, since a drop-out of the most domestically victimised subjects could mask the extent and seriousness of domestic violence. An interesting study design that is rarely employed, but could nevertheless provide a valuable insight into the phenomenon of domestic violence, relates to ethnography. The purpose of which is to look more in-depth at the mechanisms underlying a social process and to gain an insight into the interpretations and perceptions of actors (Crow and Semmens, 2008:37). Such an approach was taken by Websdale, who provided a critical ethnography of how rural patriarchy shapes the perpetration and policing of domestic violence (Adelman, 2004:135). Although such findings and conclusions cannot obviously be generalised, ethnographic designs serve to reveal important details about the experiences of particular sub-groups of the population, which may not be adequately reflected in the findings of more conventional study designs. In conclusion, it is apparent that choice of study design in criminological research can have a marked influence on the findings and conclusions drawn. In relation to domestic violence, whilst it appears that true experiments yield results with the strongest internal validity, they nevertheless fail to account for the dynamic processes operating which trigger the variation in the dependent variable. The context-specific approach taken by other designs may have the potential to fill this gap by affording a greater emphasis on process as opposed to outcome. In addition, longitudinal designs are vital in capturing the intrinsic trajectory nature of domestic violence which is often ignored by cross-sectional designs. However, it is apparent that a deeper and proper understanding of domestic violence, in order to implement effective policies, necessitates the exploitation of the various strengths of both experimental and non-experimental study designs. To conclude otherwise would be to ig nore the inherent nature of domestic violence and to relegate it to the status of any ordinary violent crime, from which it is clearly distinct. Word Count: 1992

Creativity in Literacy Practices

Creativity in Literacy Practices: A TEXTUAL AND CONTEXTUAL APPROACH by Agatha Xaris Villa INTRODUCTION AT PRESENT, THERE ARE A NUMBER OF APPROACHES TO THE STUDY OF LINGUISTIC CREATIVITY. THEY DIFFER IN THE WAY THE WAY THAT THEY CONCEPTUALIZE WHAT COUNTS AS CREATIVENESS OR ‘LITERARINESS’ IN LANGUAGE AS WELL AS IN THE METHODS THEY USE TO IDENTIFY AND ANALYZE CREATIVITY IN EVERYDAY LANGUAGE.This essay begins by discussing and exploring the premises of an analysis of creativity at text level following a textual approach to literacy and creativity; assessing the extent to which it is effective in identify creativity in literacy practices such as diaries, letters and graffiti.However, I would like to continue by presenting the argument that while literacy practices do offer opportunities for creativity at text level, the study and identification of creativity in literacy practices may be more productive when studied with a broader perspective – one that goes beyond the limits of the text and considers the influence of context in the production, reception and processing of texts, literary practices and creativity. Creativity in literacy practices at text level LITERACY IS AN IMPORTANT ASPECT OF EVERYDAY LIFE AND IS A PART OF EVEN OUR MOST MUNDANE SOCIAL PRACTICES.WHILE THE ROLE WHICH LITERACY PLAYS IN SITUATIONS MAY VARY IN IMPORTANCE, IN THE CONTEXT OF LITERACY EVENTS WHERE LITERACY PLAYS A SIGNIFICANT ROLE, INDIVIDUALS DEVELOP CHARACTERISTIC AND PATTERNED WAYS OF USING AND INTERACTING WITH TEXTS. THESE HABITUAL PATTERNS HOLD DIFFERENT MEANING AND VALUES FOR INDIVIDUALS AND ARE WHAT WE REFER TO AS LITERACY PRACTICES. Creativity in literacy practices at the level of the text may be identified by focusing on special linguistic forms that stand out in texts. This pproach is modeled after what Carter (1999) called an inherency perspective which perceives creativity as being ‘inherent’ in the creative uses of language intrinsic in text. Th e focus is on the writer’s skill in the manipulation of linguistic forms that constitute text on the phonological, grammatical and semantic level. Roman Jakobson (1960), one of the well-known advocates of this approach, was concerned with the ‘poetic function of language’ which was believed to be in close relation to literariness in text.He argued that the poetic function of language involves the ‘foregrounding’ of language forms which have the ability to draw attention to themselves – making a noticeable impact on the reader. Foregrounding results from stylistic choices which may come as (1) deviations from the norms of everyday language (e. g. the use of different writing systems, lexis and ‘figurative language’ such as metaphor and simile or (2) prominent patterns of parallelisms in phonology, grammar and semantics (e. g. meter, rhyme, etc. (Maybin and Pearce, 2006, p. 6 – 9). By highlighting the ‘poetic usages of language’, we can identify creativity in diaries at the text level. The metaphoric descriptions and dramatic portrayal of entities and events in diaries are ways in which individuals attempt to explore their feelings regarding their experience of the ‘real world’ that are often difficult to describe. In addition, repeated structures and rhythms are commonly used in diaries as a form of emphasizing points in the writer’s diary entry.Such examples of ‘poetic language’ may also be identified in letters. In Margaretta Jolly’s (1997) study of war letters, she states that letters are probably ‘the most common form of creative writing. ’ Her examples point out the creative way in which letter-writers are able to use language forms such as imagery, metaphoric and rhetorical devices as well as parallelism (more commonly related to literature) for the purpose increasing the text’s emotional and persuasive impact and highlighti ng contrast and subtleties of meaning (Maybin, 2006, p. 72). The â€Å"art of graffiti† is a long-standing tradition with the ability to exhibit creativity at text level both in its traditional and embellished form. Creativity is seen in the use of rhythmic repetition, puns and contradictory voices (as in parody and irony), the use of non-standard spelling and punctuation (usually in line with a particular artistic style) and the use of text and decoration for aesthetic and communicative purposes.While it is possible to be able to identify creativity in literacy practices at text level, this approach is somewhat limited because it fails to take into account: (1) the interactive features and functions of literacy practice, (2) the influence of its socio-cultural and historical context and more importantly (3) the creativity in language practices that is inherent and emergent from social practices in particular contexts.Therefore, I suggest that a better and more efficient way to identify and evaluate creativity in literacy practices, is one that approaches literacy from a more contextual approach, more specifically from an ethnographic perspective. Creativity and literacy practices from an ethnographic approach According to the ethnographic approach defined by Papen and Tusting (2006, p. 312-359), creativity refers the production of something ‘new’ and ‘original’. In written language, creativeness should not be perceived as a decontextualised, individual activity or as being entirely shaped by context.It should be seen as being dependent on and emergent from the creative literacy practices through which texts are constructed because they are shaped by people, who in pursuit of their own goals and purposes, actively draw on the interactional, contextual and socio-cultural possibilities available in the particular social situation they are embedded. Literacy practices are inherently creative in and of themselves. The ethnographic perspective takes into account the broader social-political context within which creativity is located and through their examination of iteracy practices and texts, advocates of the ethnographic approach found three major characteristics of creativity in writing. To begin, by focusing on people’s literacy practices rather than just texts, they noted that creative texts are produced as a result of interactive collaboration. Diaries, although written by a single person, emerge from an individual’s account and reflection of events and various conversations and interactions with people.Diaries and journals are dialogic practices wherein the writer addresses and responds to a ‘reader’ and have the potential to be re-contextualized in different publications to address a wider readership (Maybin, 2006, p. 269) This dialogical aspect is more evident in web blogs or online journals in which people often (1) write in response to the entries of others, (2) write entr ies addressed to others and (3) write with the expectation and even the goal to get as much response from others. Maybin (2006, p. 73) tells us that letters are even more intensely dialogic in nature. I believe that letters are best viewed as mediums of ‘correspondence’ wherein we present written versions of our personal experience, relationships and identities in relation to an assumed reader who then responds by confirming or questioning. Letters are shaped by and inspire collaborative practices An interesting characteristic of graffiti that I believe exemplifies the collaborative nature of creativity is the way that graffiti attracts graffiti (Macdonald, 2006).A graffiti-covered wall may look like vandalism to law-enforcers or a rather threatening cacophony of ‘names’ to the common passerby but it constitutes a symbolic exchange between members of a sub-group. In the world of graffiti, tags located on the same space are often interpreted in relation to t heir positioning and proximity to each other. They may be viewed as a sign of respect, acknowledgement or outright disregard – a reflection of the intensely competitive nature of this practice.In addition to the collaborative nature of creative literary practices, the ethnographic approach pays careful attention to the influence of the context of reading and writing in the development of creative practices (Papen and Tusting, 2006, p. 320). They argued that in any given opportunity, there is particular set of possibilities and constraints that provides the opportunity for creativity. This involves affordances (i. e. properties of the environment, arising from its material characteristics which may be positive or negative depending on the individual) from new forms of technology, discourse conventions as well as inter-textual and material resources available to producers of text. An important thing to note is while possibilities may determine what is possible in any given cont ext, the possibilities associated with a setting do not determine what is created.For example, while people may be able to describe events, sights and even people through the practice of diaries and letters, there are abstractions such as feelings and intensely traumatic situations (such as in war) that are far more difficult to describe and articulate. In order to overcome this type of ‘constraint’ on expression, writers make use of metaphoric language and parallelisms, enabling them to represent their feelings and experiences in ‘words’ that their readers may be able to relate to. Creativity may also emerge from socially-constrained situations.Graffiti emerged from the same socially and economically impoverished areas in America where gangs are notoriously prominent. Because graffiti is an act of illegitimacy and opposition, graffiti artists face the constant risk of being caught by the police or by rival gangs each time they make a ‘tag’ or do a ‘piece’. But this high-risk and intensely competitive literacy practice is a stage on which young men may choose an identity of their own making, present it in the style of their choice and regain control of their own ‘fate’ – free from the constraints of their socio-economic backgrounds (Mcdonald, 2006).Social, economic or technological changes may result in the introduction of new affordance and constraints to any given context (Papen and Tusting, 2006, p. 325). For example, the popularization of the internet brought about the development of Computer Mediated Communication (CMC), resulting in the creation of new literary genres and changes in literacy practices. According to Kress (2003), creativity may be perceived as inherent in CMC using the two concepts of ‘transformation’ and ‘transduction’.Transformation is the way that the text producers manipulate the forms of signs within a mode to suit their needs and intere sts. Transduction, on the other hand, refers to the movement of ‘semiotic material’ between modes where meaning configured in one mode is moved to another. Online diaries, known as online ‘blogs, perform the same function as traditional diaries and even employ the same linguistic forms. However, bloggers now have access to a greater degree of interactive, inter-textual and multi-modal resources.Whereas in the past, writers creatively used language to express their thoughts and feelings through metaphors and similes, bloggers can now make use of pictures, videos, music, emoticons, avatars and (through hyper-linking) other texts to represent themselves and their lives online. Similarly, the literacy practice of letter-writing is far from extinct in today’s modern ear but has taken up a new form – that is, electronic mail (e-mail). As a medium of communication, email has enabled cross-cultural communication and the creation of online relationships and à ¢â‚¬Ëœnetworking’ communities.Finally, the ethnographic perspective sees creative literacy practices in everyday life as being embedded in socio-cultural practices situated in institutional, political and economic structures. These structures are in a constant state of movement and change therefore taking on a historical perspective towards literacy practices is a necessity. Based on observation and study, changes in socio-economic conditions are often accompanied by changes in the linguistic and semiotic means available to a community as in the case of the following account of changes to a Nepali rural community Papen and Tusting, 2006, p. 328). The 1980s was a time of great social and economic change in Junigau, Nepal. In 1983, the village set up its first high school, providing greater access to education for men and women – resulting in great changes to the literacy practices used by the young. A new form of ‘prolonged courtship’ (i. e. , love-letter w riting) had become increasingly popular among the youth, improving gender relations and changing marriage practices (as the young were becoming more resistant towards arranged marriages).The way in which these love-letters encapsulated new ideas on personal identity and individual agency which held no cultural precedent in their village is an example of how social and cultural change is closely related to the creation of new literacy practices (Papen and Tusting, 2006, p. 328) Conclusion ANALYZING CREATIVITY AT TEXT LEVEL, ALLOWED US TO IDENTIFY CREATIVENESS IN TEXTS AS IS REVEALED BY THE USE OF POETIC LANGUAGE OR LINGUISTIC FORMS COMMONLY ASSOCIATED WITH LITERATURE.THIS APPROACH HOWEVER WAS VERY MUCH LIMITED DUE MAINLY BY THE NARROWNESS OF THE INHERENCY MODEL’S DEFINITION OF WHAT CONSTITUTES AS CREATIVITY AS WELL AS TO ITS LACK OF CONSIDERATION OF CONTEXTUAL FACTORS AND THE INHERENCY OF CREATIVITY IN LITERACY PRACTICES. In taking an ethnographic/historical perspective, chara cteristics of creativity that are inherent in literacy practices become more salient. Through our understanding of the three characteristics of creativity in literacy practices, we’ve identified creativity beyond the level of the text.This contextual approach showed us how creativity is exhibited in literacy practices in the way that (1) texts are read and used, how the writer interacts with other individuals;(2) how people are able to creatively use language in relation to the possibilities and constraints available in particular contexts and finally, (3) individuals are able to adapt and respond to changes in discourse practices and socio-cultural conditions. References CARTER, R. (1999). ‘COMMON LANGUAGE: CORPUS, CREATIVITY AND COGNITION’, LANGUAGE AND LITERATURE, 8(3), P. 196-216 Jakobson, J. (1960). Closing statement: linguistics and poetics’, in T. A. Sebeok (ed. ) Style in Language, MIT Press. Jolly, M. (1997). ‘Everyday Letters and Literary F orm: Coresspondence from the Second World War’, unpublished MPhil, University of Sussex. Kress, G. (2003). Literacy in the new Media Age. London and New York, Routledge. Macdonald, N. (2006). Chapter 6. Reading B: ‘The spray-can is mighteier than the sword: graffiti writing and the construction of masculine identity’ in Maybin, J. and Swann, J. (eds) The art of English: everyday creativity. Palgrave Macmillan/The Open University, p. 293 – 302. Maybin, J. 2006)(Ed. ) Chapter 6 ‘Writing the self’, in Maybin, J. and Swann, J. (eds) The art of English: everyday creativity. Palgrave Macmillan/The Open University, p. 261 – 279. Maybin, J. and Pearce, M. (2006). Chapter 1 ‘Literature and creativity in English’ in Goodman, S. and O’Halloran, K. (eds) The art of English: literary creativity. Palgrave Macmillan/The Open University, p. 6-9. Papen, U. and Tusting, K. (2006). Chapter 7 ‘Literacies, collaboration and context ’ in Maybin, J. and Swann, J. (eds) The art of English: everyday creativity. Palgrave Macmillan/The Open University, p. 312 – 331.

Critical Thinking and Perception Essay

What is real? Our perception of reality is often a product of the environment in which we live. In general, we formulate ideas of reality based on our own experiences as well as the experiences of the people around us. Our lives are influenced constantly by our surroundings. I truly believe that perception is a learned skill and not instinctive. Outside of our communities, television, radio and movies sculpt our perception of the outside world. I think most of my thinking at the ordinary level is based on perception, language, and information. At the most there is one logic step: If this than that. I think most thinking takes place in the perceptual stage. These are the questions that arise, How much do I take in? and how do I look at things? This perception is based on habits of perceptions and what I hear, what I read and how I express myself. I understand that we do not need to use much explicit logic because we have already built the logic into our language. For example, killing is ‘bad’ unless justified by war or self-dense. I know that with decisions I followed what was recommended and what my friends were doing and then rationalized it with the following rationalization: Everyone does this and the stock rises for a while and when the market eventually gets a severe correction I rationalize that as well. This rationalization is based on information–not all-available information but a selection that fits what I was inclined to do anyway. I think that logic can be used to reinforce perceptions (and prejudices) but logic and argument will not change perceptions. Perception is more than sensing; it is processing, reacting, and interpreting. Faith Bryne describes perception as, â€Å"detecting the nature of both outer and inner worlds. In many cases, it also means responding in some way, either consciously or unconsciously.† (Perception, 57) Perception is the way we look at things and I think processing is what we do with that perception. In my view if we take processing for granted then perception becomes even more important, because the way we look at a situation will determine what we can do about it. The influences (family, teachers, religion, race, environment, and economic level) that have shaped or conditioned my identity by instilling values, beliefs, viewpoints or a ttitudes that I have accepted without challenge serves as a perceptual block. The situations in which I am less of an individual because of these influences occur when I refuse to understand someone else’s opinion or look for other points of view because of something I have been conditioned to believe is true. I am not one who handles others opinions without asking for them. I am not very consistent in ensuring that my opinions are informed. Often times I have not taken careful consideration of the evidence and have treated opinions as facts especially if I have expressed it to the point that I have begun to believe it as truth. At times, in what matters most I am inclined to assume too much and take too much for granted. I feel the strongest urge to conform when someone is a positive role model and conforming to this type of behavior I believe adds value. However, a situation in which this conformist tendency has interfered with my judgment is following others because it seemed the lesser of two evils. All to often at the workplace this is how some decisions are made just to close an issue that ultimately will recycle. Additionally, I tend to jump or make hasty conclusions more often than I would like. This occurs more so in the area of personal relationships. I have learned that there ar e some errors and bad habits that can lead to shallow or uncritical decisions instead of careful judgments. I have gained the most insight from the following errors and bad habits, which are: Resistance to change (habits), Conformity, Rationalization, Stereotyping, common sense, Oversimplification, Hasty conclusions, and unwarranted assumptions. I think the real key to each the of errors and habits mentioned above is my being conscious of the tendency to do them and to get into the habit of applying and practicing the different ways or approaches to avoiding the blocks to critical thinking. This will be an ongoing process if I am to be in control of my own beliefs, and to somehow gain an understanding of the truth, then I must know what good reasoning is, and be aware of the ways in which my reasoning (and that of others) can go astray. How I tend to perceive certain situations in my life and how others may see it may not always agree with my thinking. This is a big obstacle that I will have to work on being better at and learning how to understand others perceptions. References Brynie, Faith Hickman. (2001). Perception. Blackbirch Press, Inc. (p 57

the history of microsoft word Essay Example

the history of microsoft word Essay Example the history of microsoft word Essay the history of microsoft word Essay From Wikipedia, the free encyclopedia The first version of Microsoft Word was developed by Charles Simonyi and Richard Brodie, former Xerox programmers hired by Bill Gates and Paul Allen in 1981. Both programmers worked on Xerox Bravo, the first Microsoft WYSIW{Gword processor. The first Word version, Word 1. 0, was released in October 1983 for Xenix and MS- DOS; it was followed by four very similar versions that were not very successful. The first Windows version was released in 1989, with a slightly improved interface. When Windows 3. 0 was released in 1990, Word became a huge commercial success. Word for Windows 1. 0 was followed by Word 2. 0 in 1991 and Word 6. 0 in 1993. Then it was renamed to Word 95 and Word 97, Word 2000 and Word for Office XP (to follow Windows commercial names). With the release of Word 2003, the numbering was again year-based. Since then, Word 2007, Word 2010, and most recently, Word 2013 have been released for Windows. In 1986, an agreement between Atari and Microsoft brought Word to the Atari ST. I] The Atari ST version was a translation of Word 1. 05 for the Apple Macintosh; however, it was released under the name Microsoft Write (the name of the word processor included with Windows during the 80s and early 90s). [2][3] Unlike other versions of Word, the Atari version was a one time release with no future updates or revisions. The release of Microsoft Write was one of two major PC applications that were released for the Atari ST (the other application being WordPerfect) . Microsoft Write was released for the Atari ST in 1988. Contents [hide] 1 word 1990 to 1995 2 word 97 3 word 98 4 word 2001 mord X 5 word 2002,xp 6 word 2003 7 word 2004 8 word 2007 9 word 2008 10 word 2010 11 word 2011 12 word 2013 3 See also 14 Further reading 1 5 References 16 External links word 1990 to 1995tedit] The very first version of Word for Windows was released in 1989 at a price of US$495. [4] With the release of Windows 3. 0 the following year, sales began to pick up (Word for Windows 1. 0 was designed for use with Windows 3. , and its performance was poorer with the versions of Windows available when it was first released). The failure of WordPerfect to produce a Windows version proved a fatal mistake. It was version 2. 0 of Word, however, that firmly established Microsoft Word as the market leader. 5] The early versions of Word also included copy protection mechanisms that tried to detect debuggers, and if one was found, it produced the message The tree of evil bears bitter fruit. Now trashing program disk. and performed a zero seek on the floppy disk (but did not delete its contents). 6][7][8] After MacWrite, Word for Macintosh never had any serious rivals, although programs such as Nisus Writer provided features such as non-continuous selection, which were not added until Word 2002 in Office XP. In addition, many users[who? ] complained that major pdates reliably came more than two years apart, too long for most business users at that time. Word 5. 1 for the Macintosh, released in 1992, was a very popular word processor, owing to its elegance, relative ease of use and feature set. However, version 6. 0 for the Macintosh, released in 1994, was widely derided, unlike the Windows version. It was the first version of Word based on a common code base between the Windows and Mac versions; many accused it of being slow, clumsy and memory intensive. In response to user requests, Microsoft offered a free downgrade to Word 5. 1 for dissatisfied Word 6. 0 purchasers. [citation needed] With the release of Word 6. 0 in 1993 Microsoft again attempted to synchronize the version numbers and coordinate product naming across platforms; this time across the three versions for DOS, Macintosh, and Windows (where the previous version was Word for Windows 2. 0). There may have also been thought given to matching the current version 6. 0 of WordPerfect for DOS and Windows, Words major competitor. However, this wound up being the last version of Word for DOS. In addition, subsequent ersions of Word were no longer referred to by version number, and were instead named after the year of their release (e. g. Word 95 for Windows, synchronizing its name with Windows 95, and Word 98 for Macintosh), once again breaking the synchronization. When Microsoft became aware of the Year 2000 problem, it released the entire DOS port of Microsoft Word 5. instead of getting people to pay for the update. As of June 2013, it is still available for download from Microsofts web site. [9] Word 6. 0 was the second attempt to develop a common code base version of Word. The first, code-named Pyramid, had been an attempt to completely rewrite the existing product. It was abandoned when it was determined that it would take the development team too long to rewrite and then catch up with all the new capabilities that could have been added in the same time without a rewrite. Supporters of Pyramid claimed that it would have been faster, smaller, and more stable than the product that was eventually released for Macintosh, and which was compiled using a beta version of Visual C++ 2. 0 that targets the Macintosh, so many optimizations have o be turned off (the version 4. 2. 1 of Office is compiled using the final version), and sometimes use the Windows API simulation library included. [10] Pyramid would have been truly cross-platform, with machine-independent application code and a small mediation layer between the application and the operating system. More recent versions of Word for Macintosh are no longer ported versions of Word for Windows, although some code is often appropriated from the Windows version for the Macintosh version. [citation needed] Later versions of Word have more capabilities han merely word processing. The drawing tool allows simple desktop publishing operations, such as adding graphics to documents. Collaboration, document comparison, multilingual support, translation and many other capabilities have been added over the years. citation needed] Word 97[edit] Word 97 had the same general operating performance as later versions such as Word 2000. This was the first copy of Word featuring the Office Assistant, Clippit, which was an animated helper used in all Office programs. This was a takeover from the earlier launched concept in Microsoft Bob. Word 98[edit] Word 98 for the Macintosh gained many features of Word 97, and was bundled with the Macintosh Office 98 package. Document compatibility reached parity wi th Office 97 and Word on the Mac became a viable business alternative to its Windows counterpart. Unfortunately, Word on the Mac in this and later releases also became vulnerable to future macro viruses that could compromise Word (and Excel) documents, leading to the only situation where viruses could be cross-platform. A Windows version of this was only bundled with the Japanese/Korean Microsoft Office 7 Powered By Word 98 and could not be purchased separately. Word 2001 mord xcedit] Word 2001 was bundled with the Macintosh Office for that platform, acquiring most, if not all, of the feature set of Word 2000. Released in October 2000, Word 2001 was also sold as an individual product. The Macintosh version, Word X, released in 2001, was the first version to run natively on (and required) Mac OS X. Word 2002/XP[edit] See also: Microsoft Office XP Word 2002 was bundled with Office XP and was released in 2001. It had many of the same features as Word 2000, but had a major new feature called the Task Panes, hich gave quicker information and control to a lot of features that were before only available in modal dialog boxes. One of the key advertising strategies for the software was the removal of the Office Assistant in favor of a new help system, although it was simply disabled by default. Word 2003[edit] See also: Microsoft Office 2003 For the 2003 version, the Office programs, including Word, were rebranded to emphasize the unity of the Office suite, so that Microsoft Word officially became Microsoft Office Word. Word 2004[edit] A new Macintosh version of Office was released in May 2004. Substantial cleanup of he various applications (Word, Excel, PowerPoint) and feature parity with Office 2003 (for Microsoft Windows) created a very usable release. Microsoft released patches through the years to eliminate most known macro vulnerabilities from this version. While Apple released Pages and the open source community created NeoOffce, Word remains the most widely used word processor on the Macintosh. Word 2007[edit] See also: Microsoft Office 2007 The release includes numerous changes, including a new XML-based file format, a redesigned interface, an integrated equation editor and bibliographic management. Additionally, an XML data bag was introduced, accessible via the object model and file format, called Custom XML this can be used in conjunction with a new feature called Content Controls to implement structured documents. It also has contextual tabs, which are functionality specific only to the object with focus, and many other features like Live Preview (which enables you to view the document without making any permanent changes), Mini Toolbar, Super-tooltips, Quick Access toolbar, SmartArt, etc. Word 2007 uses a new file format called docx. Word 2000-2003 users n Windows systems can install a free add-on called the Microsoft Office Compatibility Pack to be able to open, edit, and save the new Word 2007 files. [11]Alternatively, Word 2007 can save to the old doc format of Word word 2008[edit] See also: Microsoft Office 2008 for Mac Word 2008 was released on January 1 5, 2008. It includes some new features from Word 2007, such as a ribbon-like feature that can be used to select page layouts and insert custom diagrams and images. Word 2008 also features native support for the new Office Open XML format, although the old doc format can be set as a default. 4] word 201 ocedit] See also: Microsoft Office 2010 word 2011 [edit] See also: Microsoft Office for Mac 2011 word 2013[edit] The release of Word 2013 has brought Word a cleaner look and this version focuses further on Cloud Computing with documents being saved automatically to SkyDrive. If enabled, documents and settings roam with the user. Other notable features are a ne w read mode which allows for horizontal scrolling of pages in columns, a bookmark to find where the user left off reading their document and opening PDF documents in Word Just like Word content. See also[edit]

Aparteid essays

Aparteid essays The idea of apartheid started in South Africa around the year 1910. This all came about when Britain took over South Africa. The British thought that whites should be superior to all other races and that they should live better life styles than anyone that was not white. The rules of apartheid applied to all non - whites, and not just blacks even though blacks made up most of South Africa. The British split these non - whites into 3 racial catagories; Africans,Coloureds(those mixed of African and European descent), and Asians. Under the rules of Apartheid whites had a high standard of living while non - whites suffered from poverty and were very discriminated against. Apartheid was especially harsh on blacks. blacks could not vote and it was unheard of for a black person to be in politics. All non - whites had to carry a passbook that included information such as place of birth, date of birth, race, place of employment, and tax records. All non - whites were restricted to live on their designated reserve. The Native Land Act prevented non - whites from buying or owning land outside their reserve. The Group Areas Act divided 13 percent of South Africa into 10 homelands for black population. The rest of south Africa was reserved for whites. Coloureds and Asians lived within the white areas in segregated towns. Even though whites only took up one fifth of the population they still owned much more land than the four fifths of non - whites. Only one fourth of the whites lived on farms while the rest lived in cities. Almost all non - whites lived on farm areas and their homes were small huts made of sod and grass. They looked sort of like cone shaped beehives. These areas were called townships. Most blacks would leave their townships when they were teenagers to find work or to find land for mining. ...

Should the UK government restore the 50% additional rate of income tax Essay - 2

Should the UK government restore the 50% additional rate of income tax - Essay Example In the United Kingdom, the income tax rate is about 22%/. This is the rate that majority of the citizens will pay. It is worth nothing that this is termed as the marginal tax rate and will only be paid on incomes the respective tax threshold. In the United Kingdom, the threshold for tax is 5575 pounds for 07-80. Therefore, if a person earns 6225 pounds, the tax payer will be required to pay at22% which is equivalent to 1000 pounds of earning. Therefore, if a person is paid 6225 pounds, he is required to pay 100 pounds as tax. It is noted that 10% of income tax rate for income between 5226 and 7455 pounds. This was removed during the budget of 2007 as the main cut fundamental rate from 24 per cent to 22 per cent. The history of income tax first appeared in 1799. It was introduced by William Pitt: he was the younger to pay the Napoleonic wars that were initially 2d in the incomes pound over 60 pounds. Recently, in the mid of 1980s, the fundamental rate reached an income rate of 33 per cent. The United Kingdom has a marginal tax rate system. Meaning that the income tax is charged on income that is above certain levels. Therefore, it means that if a person earns 200000 pounds, the tax payer is required to pay half of the whole 200000 pounds. A tax payer is expected to pay half on the income earned above 150000 after including the personal allowance. The income tax rate in 2009 and 2010 is as shown below: The labour government of the previous regime increased the income tax rate from 40 per cent to 50 percent in the year 2010. The current UK government reduced that amount to 45 per cent starting April last year. The discussion formed the main focus in the pioneering election. Any person that receives a taxable income like pensions, interest on savings, and salaries in United Kingdom is subjected to income tax. After a personal allowance worth 9440 pounds that was due to increase to 10000 pounds from the effect of the tax rate. Currently, a

19th art history, urban Term Paper Example | Topics and Well Written Essays - 250 words

19th art history, urban - Term Paper Example After the Second World War, the buildings put up were nothing but cheap, which were certain to go down in thirty to fifty years. The bumbling constructions represent a rejection of the past and the future. They do not communicate to any of their own age, hence; we are unwilling to invest in them. Nor do we worry about conventional solutions to the tribulations of climate and lighting since we boast expertise to solve these tribulations (Howard 43). Chronological connectivity gives value and pride to ones living. It puts us in contact with the eternities and ages, thus with the sacred. The course of indifference from the past and the future and from the cycles of climate and light ends up withdrawing us morally and impoverishing us communally (Howard 44). The principles of modern urbanism are the core element of development is the neighborhood which is diverse, restricted in the physical dimension with a focused hub and clear boundaries. The resultant units are districts and corridors. The buildings are restricted to distinguish public space. The street blueprint is a network to form substitute routes among neighborhoods. Public buildings are symbolic and serve as landmarks. An architectural policy may be devised in nonexistence of an accord (Howard