Reporting Practices and Ethics Essay Example for Free

Reporting Practices and Ethics Essay Financial practices and ethics can play an important part of any organization including the health care environment. In order for the health care organization to be successful one must adopt an efficient financial practice and possess ethical standards. The management of finances for a health care organization may be a challenge for managers. This is why the health care manager will follow four basic elements for financial management. The basic elements include planning, controlling, organizing and directing, and decision making (Baker Baker, 2011). Health Care Organizations have accounting principles generally acceptable and will comply with the financial practice and the practice of ethics to avoid fraud or abuse of the reporting practices. Elements of Financial Management Financial management has four basic elements, which assist the manager in making effective decisions for the health care organization. The first element of financial management is planning. The financial manager needs to identify the steps that he or she needs to take to accomplish the goals of the organization. However, first the manager must determine what the goal is for the organization and at that time determine what steps to follow to achieve the goal. The next element is controlling; a plan is in place that each area of the organization must follow. The financial manager must ensure that the areas are following such plans. The staff can view the current reports and make a comparison with reports from the past. In comparing previous and current reports the financial manager can see if an area in the organization needs more attention because the area may not be meeting its goals. The third element is organizing and directing. In organizing the financial manager must decide on what resources are best to use to be more effective. The manager must also determine how to use those resources effectively to reach the goal of the organization. In directing, the manager must provide supervision daily to run the organizing element efficiently. The final element is decision making. The manager must make decisions with the alternatives available such as information in the reports. Decision making should be side-by-side with planning, controlling, and organizing. When making a decision the manager must analyze and evaluate the information to make effective decisions (Baker Baker, 2011). Acceptable Accounting Principles Generally accepted accounting principles (GAAP) provides guidelines to the company’s financial manager. The guidelines will cover the principles of accounting and practices. The generally accepted accounting principles guideline, guides the financial manager in the reporting and recording the financial information. For example, the financial manager will use the guidelines when preparing the financial statements such as the balance sheet. One health care organizations practice for releasing financial information will perform a practice of reconciliation in accounting. One organization reviews the balance sheets and makes them compatible as one. The next step is to determine the classification of each balance sheet such as high risk or low risk. The final step is the organization must decide a reporting schedule such as monthly or yearly. In knowing and understanding the documents and how to analyze the information this prevents an auditor from finding misstatements (Cox, Draa, 2008). Standard Financial Ethics Making an ethical decision is a requirement of health care managers. One must ensure the meeting of needs of individuals within the organization. Principles of ethics include fairness, justice, and professionalism. The organization possesses a code of ethics when interpreting the organizations transactions such as losses or assets. The Health Care Portability and Accountability Act help reduce abuse and fraud concerning finances whether it is deliberate or unintentional. Fraud and abuse is increasing because of the increase in the delivery of health care. Organizations take better actions in working toward the reduction of fraud and abuse. One way to do this is to develop a compliance program, which a financial manager will play a key role. Compliance programs allow a proper practice on reporting the financials, and comply with the ethical conduct standard by avoiding fraud and abuse (Hern, n.d. ). Conclusion For an organization to be successful it needs to ensure the following of the financial reporting practices and maintain a standard of conduct ethically. The organization should follow the basic elements of financial management. When an organization follows the steps in the correct order there is less of a chance the organization will receive an audit. As long as the organization follows the generally accepted accounting principles there is less chance of an audit, and less of a chance of fraud or abuse when reporting the finances. References. Baker, J. Baker, R. (2011). Health care finance: Basic tools for nonfinancial managers (3rd ed. ). Sudbury, MA: Jones Bartlett Publishers Cox, B. , Draa, M. (2008). Back to basics with account reconciliations. Business Finance, 14(6), 38-38. Retrieved from http://search. proquest. com/docview/211076250? accountid=35812 Hern, W. (n. d. ). Corporate compliance is a necessity, not an option – healthcare financial managers’ role in helping their organizations prevent financial fraud. Retrieved from http://findarticles. com/p/articles/mi_m3257/is_n1_v51/ai_19146070.

Genting Groups Corporate Social Responsibility Practices

Genting Groups Corporate Social Responsibility Practices Effective Implementation of CSR practices In order to remain financially viable and operationally sustainable, sustainable development policies on four basic pillars are centred by Genting Group – Environment, Marketplace, Workplace and Community.  (Sustainability report 2011) ENVIRONMENT Genting Group has long made the protection and preservation of the environment an integral part of their corporate philosophy and business policy. Maintaining a responsible approach to the environment and nature particularly in the conservation of natural resources, waste management and preservation of the flora and fauna are committed by them. Moreover, steps to prevent environmental pollution and conserve energy, water consumption and waste generation are taken from years to years.  (Sustainability report 2011, annual report 2010) (i) Energy Efficiency In year 2010, significant management time in identifying and testing the energy efficiency solutions that would deliver the biggest CO2 savings within an affordable capital programme was invested. In 2011, several conservation and efficiency improvements measures were implemented by Genting Group. These included replacing conventional lights with energy saving lights and the replacement of metal halide spotlights with induction lamps. Their diesel conservation projects are aimed at alleviating the depletion of their natural resources and air pollution. All their pump house diesel engines have been replaced with electrical motors which reduces the diesel consumption to approximately 2.4 million litters per year.  (Sustainability report 2011, annual report 2011) (ii) Waste Management 3R (Reduce, reuse, and recycle) programme and scheduled waste management are implemented. â€Å"Reduce† is achieved by using long-life energy saving lights, reusable cutleries and chemical tanks. â€Å"Reuse† is achieved by using re-using waste paper for printing and back office usage. â€Å"Recycle† is achieved by waste segregation at source and waste delivery according to types of waste. Vermin-composing to turn food waste into organic fertiliser is practised by the Group. Standard guidelines for the management of solid and scheduled wastes are also outlined by the Genting Group waste management. The procedures ensure that the wastes are properly identified, segregated, handled, transported and disposed off in line with the environmental policy, legal and other requirements. The EHS Committee ensures waste management processes are regularly audited in compliance with set standards.  (Sustainability report in year 2011) MARKETPLACE The Group adheres to the highest standards of corporate governance. It is done by operating with integrity, transparency and accountability with the aim of enhancing shareholder value and achieving sustainable business growth. We abide by the principles of honesty and professionalism in all our business dealings. Many of Genting Group’s environmental and social impacts are derived from activities in their supply chain. The strategy to minimise negative impact is basically done by controlling whom they buy the products from, their method of purchase and what their buy. The Group’s corporate website, www.genting.com is also a source of information on corporate and business activities. Annual reports, press releases, quarterly results, announcements and investor presentations are made publicly available on the website. The Group participates regularly in international and local investor forums.  (Sustainability report 2011) (i) ’Go Green’ Programme Lower transportation and packaging cost, lower emission of carbon dioxide (CO2) into the atmosphere and less fuel consumption food, locally-grown food is purchased by the Genting Group. Their cost-effective measures which make sure the freshness of their products also lend economic stability to the local buyers and farming community.  (Sustainability report 2011) (ii) Support Environment Friendly Proper disposal of the hazardous and environmentally unfriendly products are stipulated by The Environmental Quality Act 1974. To this effect, Genting Group has used the services of Green Seal certified companies to implement an environmental management system for their business.  (Sustainability report 2011) (iii) Self-Exclusion Programme Personal well-being of their guests was committed by Genting Group and they had implemented the Self-Exclusion Programme, whereby guests with a compulsion to gamble are free to have themselves prohibited from Casino. A Gaming Room has been introduced for this purpose. (Sustainability report 2011, Annual report 2009) WORKPLACE A global workforce of over 19,000 employees is owned by Genting Group. At GENM, they regard the commitment and creativity of their employees, a safe and good working atmosphere and efficient working practices as essential pre-requisites for achieving business success and maintaining a good reputation.  (Sustainability report 2011) (i) Employee Development An evolutionary progression and logical step for Genting Group’s talent management practice was marked in year 2011. As a key pre-requisite for sustainable international expansion, increasing the standards of assessing and developing employees and increasing the level of professionalism were embarked by them; a realm commonly plagued with subjective evaluations. Different talks and campaigns for the development of our senior management were organised in year 2011. Most of the talks are about engagement between the companies and their people into committing to a compelling cause behind the organisation’s mission and core values, and how it curbs behaviour and creates the return of shareholders.  (Sustainability report 2011, annual report 2009) (ii) Safe Workplace Protecting the health and safety of human resources and the public by giving them a good environment is also important for the Genting Group. In cooperation with health and safety experts, they organise monthly Occupational Safety Health (OSH) Talks to reduce the accidents in the respective workplace. One of the policies is ‘No-Smoking Policy’ has been introduced to reduce numbers of dangerous incidents. Besides that, it is also used to show the policy and emphasis how serious they view this matter, regular joint ‘No-Smoking Enforcement’ was organised by the OSH Section with the Management. It was done during the random checks in the area of the building.  (Sustainability report 2010) COMMUNITY A priority for Genting Group at GENM and philanthropic contribution is remained by community development and it is one of the ways they support the various community development activities, infrastructure support to local communities, the underprivileged, disability groups and NGOs. Contributions are made different ways throughout the year. For example, employee volunteerism, carried out through the GENM We CARE Team and the Awana We CARE Teams in order to encourage and provide an avenue for employees within the organisation to give whatever they have for the betterment of the society.  (Sustainability report 2011) (i) Services to Communities Genting Group’s contributions reach out to different sectors of the community. In the year 2011, different types of helps to various groups and sectors in the community were contributed. They included the Malaysian Liver Foundation, OrphanCare Baby Hatch Programme, and Malaysia Diabetes Association so on and so forth. They also undertook the Roti 1Malaysia Charity Project, a joint collaboration with 20 hotels in the Klang Valley, which involved the distribution of bread orphanages and homes.  (Sustainability report 2011, annual report 2009) (ii) Underprivileged and Disability Groups In their continuous effort to support the underprivileged community, 71 homes and charitable organisations were contributed during the various festivals 2011 celebrations. This is in addition to their year-long contributions to the various charitable homes and organisations as well as the underprivileged and marginalised communities. Over the year, they have donated more than 4,000 individuals at the Resort and Theme Park for a programme of activities, meals and merry-making.  (Sustainability report 2010) (iii) Education Genting Group sees education as an important part of making brighter future for everyone. Programmes, training sessions and educational endeavours that have been designed to ensure the younger generation gain more knowledge. For instances, the sponsorship of 1,000 helmets for school children for the Road Safety Campaign organised by the Bentong District Council. The campaign minimise road accidents among school children.  (Sustainability report 2010) (iv) Sports Genting Group too believes that sporting activities are needed to help groom an athletic nation. GENM contributes substantially to help organisations and ministries execute various sporting events. GENM is one of the main sponsors. They provided funds to the Football Association of Malaysia, Selangor Tennis Association in year 2011 and The Malaysia Netball Association for instances.  (Annual report 2010, Sustainability report 2011)

The Importance Of Positive Interactions Children And Young People Essay

The Importance Of Positive Interactions Children And Young People Essay It may be hard to establish a positive relationship with a child at first, the early years practitioners need to really get to know the children in their care in order to respond to them adequately. They need to know their interests, what frightens them or worries them, what makes them happy and sad and what annoys them. They need to be aware at what triggers their moods and they need to work out how to get each individual child to respond to them, trust them and open up to them and this is not very easy. Getting to know a child can be very difficult because they may be shy and may not like being around strangers and they also might be experiencing separation anxiety from their parents and may also be very wary of the setting they are in early years practitioners need to be aware that toys and games are no substitute for a warm and trusting relationship with an adult, who is actually interested in the child. Adults are a childs best resource and role model and by giving a child your complete attention are better than any toy or gadget. Most children long to be accepted in their surroundings and feel the need to belong and that their beliefs and opinions are respected and valued. By positively interacting with a child you will get to know that child really well, you will begin to understand what they like and dislike and once you know this you can plan appropriate activities for them to develop. A positive interaction with the child should start as soon as they come in in the morning by making sure the way you greet them is an extremely positive one as this is the most upsetting time for the child when their parents leave them. As the children get involved in activities you should be able to focus on what the child is saying and try and become a part of the conversation this lets the child think they are in the lead and you are taking direction from them and not the opposite way around, but there also maybe times when the child does not want or need input from a n adult and by knowing the child you should know when to step back and quietly observe instead. All this comes from experience and how well you know the child, as you grow practitioner you will instinctively know when to intervene or simply just stand back and let the child explore. With all children they are all completely different and some children will open up to you very easily as some children thrive on adult attention .however some children will not be so keen to open up and it will be extremely hard to build a positive relationship. They may find it difficult for a number of reasons for example they may be shy ,they may be experiencing problems outside the setting, they maybe unwell or just tired whatever the reason if the child has been in the setting for some time you should instantly tell why the child is being quiet or withdrawn and t maybe a good idea to have a word with the childs parents but if the child is new to the setting and are finding it difficult to settle in , it maybe that they are not interacting or communicating with anyone in the setting . Its down to the early years practitioners to try and find a way to get to know them better this might be a lot easier if you talk to the parents and find out the childs interests, try and spend quality time with the child on a one to one basis so you can gradually build up their trust. a child shouldnt be forced into mixing with others till they are ready to do so they may just like to watch and adjust to their new setting .books can be extremely good by getting the child to interact, find out what their favourite story is and offer to read it to them this may encourage the child to talk about the story. It is very important that your child as a positive relationship with their practitioner as the child may spend 5-7 hours a day with them. Interacting positively with the child from an early age is the basis for a good relationship which benefits the children immensely by positively interacting wit h the child they get one on one time with the practitioner and produce a positive relationship between them. By having a positive relationship it helps develop the childs cognitive skills , social emotional and language skills ; children not only obtain language and social skills but they also develop sensitivity , the ability to talk out their problems, encouragement and the ability to ask questions . teacher child interactions are most developmentally appropriate when the teacher responds quickly , directly and warmly to the children this provides a variety of opportunities to engage in 2 way conversations and identifies and elaborates on the feelings , interests and activities of the children teachers which react in a sensitive and positive way are more likely to develop positive and nurturing relationships which is a key to a childs security , increasing the likelihood that the child will explore their environment giving them more opportunity to learn . 3.2. Describe why it is necessary to listen to children and effective ways of doing this. Children need to talk excessively and constantly and whilst we hear what they are saying do we really listen to them? If you ask children about adults who they like to be with, time and time again they will tell you, someone who they can talk to. Listening is an integral part of working effectively with children of all ages. It needs to begin when children are babies; babies need to see responses to their early vocalisation. Adults working with babies may smile, pick up a baby and reply by expanding the vocalisation. Later as children become more fluent speakers, the need to learn the skills of listening. Contrary to popular belief, this is not learnt by keeping them still and quiet, listening is actually an active skill and children need to learn to respond appropriately. they can do this if adults are actively listening to them . Active listening is more than just hearing: it involves thinking about what the other person (in this case a child) is trying to convey. Active listening also means giving a child your full attention, this can be hard in busy settings, but need to be prioritised. In most settings opportunities for active listening are linked to layout and routines. Preparing the fruit for snack time and wiping tables are examples of tasks can be done with a child chatting alongside. The key is to make sure children feel relaxed and they know that you are not in a rush or likely to be distracted. By listening closely to children we can identify their needs and capabilities and interests and also helps them build on their confidence and self esteem. we can use this knowledge to plan activities and decide how to extend these activities in order to promote the childs learning in all areas of learning and development , some children take a while before they really get round to talking . This is one reason why it is important to create situations where you are not rushed. A child may simply begin by just wanting to be with you and gradually begin to want t o talk. Some children also need visual props and cues to help them. This is particular important in younger children. As well as children whom the language of the setting is not their own language. A child who cannot tell you cannot tell you what they want is likely to grab what they need by behaving badly. To listen to what a childs saying you need to give the child your full attention and make sure you know that you have done so face them, look them in the eye, lean in towards them and respond to what they are saying, do not deny or reject what they are saying. It is also important to remember that when we talk about listening to children we do not simply mean taking into account what they are saying through there spoken word. There are many ways in which a child can communicate or even very young babies or children with a developmental delay or disability can communicate in a number of ways. These children must also be listened to and their feelings taken into account. Early year s practitioners need to learn how to identify the right moment when to intervene in a childs conversation without taking control or finishing sentences for them you can do this by trying to expand on what they are saying through asking appropriate questions or giving relevant opinions. If a child begins to feel like what they have to say is of no consequence and you are not likely to take into account their opinions they will cease to voice them, speaking and listening are fundamental to everything we do everyday. A childs communication skills need to be targeted daily. Their ability to talk and express themselves need to be nurtured and the best way this can be done is for early years practitioners to listen intently to what they have to say. We may not always agree with them and it may not always be possible to let them have what they request. However it is possible for us to listen to them and respond to them in an adequate and effective manner. 3.3 summarise the importance of spontaneous play and how this can be achieved in early years settings. Given the opportunity children play spontaneously which means they provide their own motivation to play and act without intervention of an adult .the time and type of play is totally decided by the child and activities can be stopped and taken up at will. Playing to the child is just spontaneous and may not have any goal or conclusion. Spontaneous play can be extremely effective and practitioners should make use of unexpected opportunities. It is essential that all early years workers understand and value spontaneous play in order to become sensitive facilitators. While most children embark on spontaneous play willingly, adults need to make the right provisions. It is important to remember that every child is an individual with their own needs and during development these needs change. facilitating spontaneous play requires careful planning , anticipating the next stage and adapting resources to fulfil the need of the child.in providing play , space ,resources , time and friends nee d to be considered. Appropriate space should be set aside for play. It should be big enough for free ranging activities for a child in relation to the childs developmental changes, play space should be safe and should have opportunities for exploration and investigation by the child. Provide stimulating resources that are appropriate for the specific child, resources should be easily obtainable and representable of a multi-cultural society and they all should be checked for safety. Spontaneous play depends on the child being given the opportunity to engage in activities without interruption. They should be given enough time to do the specific play activity. At all stages of development children need playmates it is important for them to interact with children. Enthusiasm and encouragement from adults should be available when the children need it.

Free Essays - The Fools of Rosencrantz and Guildenstern are Dead :: Rosencrantz and Guildenstern are Dead Essays

At first glance, one might believe that the only things Tom Stoppard's Rosencrantz and Guildenstern are Dead has in common with William Shakespeare's Hamlet are Rosencrantz, Guildenstern, and the segments of Hamlet Stoppard pasted in his play. Looking more closely, however, one would observe that the most extreme absurdities of Stoppard's play are derived from Shakespeare's Hamlet. Particulars of Stoppard's play that might at first be considered simply ridiculous improbabilities (such as the fact that they cannot remember their own names, and the acceptance which with they view their own deaths) later surface as mockery of disturbing details in Hamlet. The most notable derivation from Shakespeare's Hamlet that Stoppard imparts to his play, Rosencrantz and Guildenstern are Dead, is the lack of identity both Rosencrantz and Guildenstern share. In Hamlet, these characters are identified solely as Hamlet's childhood friends, are interchangeable with respect to characterization, and it is left unclear as to whether they were aware of the fact that they were sending Hamlet to his death. In Stoppard's play, Rosencrantz introduces himself and his friend by saying, "My name is Guildenstern, and this is Rosencrantz." The lack of definition between the characters continues to such an extent that the reader has difficulty differentiating between the two. Stoppard's emphasis upon this lack of characterization seems to state that these deaths, meaningless to Hamlet, should have been allowed to signify something to the audience (in regard to Hamlet's character). Rosencrantz and Guildenstern might at least have been more clearly delineated in thei r intent, whether it was malicious or simply ignorant of the truth. Another detail of Shakespeare's Hamlet that Stoppard capitalizes on in his play is the unquestioning manner in which Rosencrantz and Guildenstern accept directives from the king. In Hamlet, these two are summoned; they come. They are asked to delve into the life of a childhood friend with whom they have had no contact hor some time; they try. Free Essays - The Fools of Rosencrantz and Guildenstern are Dead :: Rosencrantz and Guildenstern are Dead Essays At first glance, one might believe that the only things Tom Stoppard's Rosencrantz and Guildenstern are Dead has in common with William Shakespeare's Hamlet are Rosencrantz, Guildenstern, and the segments of Hamlet Stoppard pasted in his play. Looking more closely, however, one would observe that the most extreme absurdities of Stoppard's play are derived from Shakespeare's Hamlet. Particulars of Stoppard's play that might at first be considered simply ridiculous improbabilities (such as the fact that they cannot remember their own names, and the acceptance which with they view their own deaths) later surface as mockery of disturbing details in Hamlet. The most notable derivation from Shakespeare's Hamlet that Stoppard imparts to his play, Rosencrantz and Guildenstern are Dead, is the lack of identity both Rosencrantz and Guildenstern share. In Hamlet, these characters are identified solely as Hamlet's childhood friends, are interchangeable with respect to characterization, and it is left unclear as to whether they were aware of the fact that they were sending Hamlet to his death. In Stoppard's play, Rosencrantz introduces himself and his friend by saying, "My name is Guildenstern, and this is Rosencrantz." The lack of definition between the characters continues to such an extent that the reader has difficulty differentiating between the two. Stoppard's emphasis upon this lack of characterization seems to state that these deaths, meaningless to Hamlet, should have been allowed to signify something to the audience (in regard to Hamlet's character). Rosencrantz and Guildenstern might at least have been more clearly delineated in thei r intent, whether it was malicious or simply ignorant of the truth. Another detail of Shakespeare's Hamlet that Stoppard capitalizes on in his play is the unquestioning manner in which Rosencrantz and Guildenstern accept directives from the king. In Hamlet, these two are summoned; they come. They are asked to delve into the life of a childhood friend with whom they have had no contact hor some time; they try.

Barn Burning Essay -- essays research papers

Barn Burning "You’re getting to be a man. You got to learn. You got to learn to stick to your own blood or you ain’t going to have any blood to stick to you." This quote from William Faulkner’s "Barn Burning" does reveal a central issue in the story, as Jane Hiles suggests in her interpretation. The story is about blood ties, but more specifically, how these ties affect Sarty (the central character of the story). The story examines the internal conflict and dilemma that Sarty faces. When the story begins, Sarty and his family are in a courtroom. Sarty, known in a proper setting as Colonel Sartoris, which in itself gives an insight into the families mentality. Sarty’s father, Abner Snopes is being accused of a barn burning. Right away, as Sarty is called to testify, you get an idea of what is going through the boy’s head, and the mentality that has be ingrained in him. He thinks to himself, Enemy! Enemy!, referring to the people t hat his father and his family for that matter are up against. Sarty would later discover that things are not always the way that his father leads everyone to believe they are. Sarty, somewhere deep down wants to just do what is right, but being roughly 10 years old, I don’t think he quite has that figured out yet. His sense of right and wrong has been biased under the tyranny of his father. We also get a good idea of the personality of the father, Abner, by the way Sarty describes his physical appearance. Abner is...

Form, Content, and Subject Matter

Form, Content, and Subject Matter GENZ 220Z-Art Critique Paper Shelby M. Dykes In this paper, I will discuss the form, content, and subject matter of three different paintings. Each of the paintings represents the following: representational painting, abstract painting, and a portrait. The paintings I have chosen are: Edward Hopper’s Nighthawks 1942, Wassily Kodinsky’s Colour Studies: Squares and Concentrentic Circles 1913, and Pablo Picasso’s Self-Portrait 1907. Representational paintings show clear objects or events and have a clear subject matter in the painting.The subject matter is quite evident in Edward Hopper’s Nighthawks. The subject matter is the dominating, brightly lit diner. The diner is proportionately large. It is built on mostly straight lines, both vertical and horizontal. With the exception of the curve located at the intersection of the two streets. The line of the ceiling of the diner and the line of the green window ledge intersect wit h the vertical lines depicted by the window frame. The interaction of the horizontal and vertical lines seems to be an essential element in the painting.It produces a pronounced angularity in shape. The overall shape is a rectangle. This is seen with the windows of the diner, as well as, the vertical rectangle in the building in the background. I notice a triangle formed by the silver light on the background building’s window. The lines formed by the diner window seem to trap the people inside the ominous diner. The dramatic uses of light colors against dark colors add variety to the painting and give the painting the feeling of depth. The darkness seen outside the window really gives a feeling of impending doom to the customers inside.Outside, there is no one seen walking the street. The yellows painted show the electric light from inside the diner. This achieved by the high value of the yellow. The low value of green is evident in the building in the background. The brillia nt streak of green along the window sill is a great example of green at its saturation. The building is proportionately larger than the patrons sitting inside. The diner gives a feeling of doom and loneliness; this is the content. It seems as if Hopper wants us to see the people dining, but he does not emphasize the human element in the painting.It is strange that the window does not show a reflection of the viewer looking into it. The man sitting at the corner of the counter is dark and looks sinister. Is he a â€Å"bad guy? † Even the coffee pot behind the counter seems proportionately larger than the people. The coffee pot dominates the size of the people. I don’t see a door in the diner, are the customers â€Å"trapped? † the painting brings the suggestion of â€Å"once upon time. † Edward Hopper’s, Nighthawks, is a clear example of a representational painting.Although I think other participants would agree that the diner is the subject matter and the form is clear, would a viewer agree with the ominous, scary feeling that I feel makes up the content? Wassily Kandisky’s, Colour Studies: Squares and Concentric Circles is the painting I have chosen to demonstrate abstract painting. Abstract art does not have a recognizable subject matter. Instead the color, form, line, and even texture are clearly the subject. It is completely non-representational; the content is the feeling evoked by the color and form, etc.This painting represents something that is not visual. It represents a sound, emotion, or experience. Upon looking at this painting, I can see that Kandinsky used careful planning in the painting of what at first seems like â€Å"just circles. † The painting is making my eye look at the contrast of the color and the contrast of the shapes. The composition is made up of twelve sections of relatively equal portioned circles that are inside of squared-off into divisional angles. The square shape consumes all the space of the overlapping colors created by the circles.The painting has perfect balance, movement, rhythm, proportion, variety, and unity! Even texture is achieved by the circular lines and brush strokes. I can almost picture Kandinsky’s brush moving around the painting in quick, swooping motions. The linear design of the painting is clear with the vertical and horizontal, fine lines painted as squares. Without a doubt, the â€Å"all-at –onceness† of the painting is created by the color. Kandinsky used such a wide range of color techniques that when I close my eyes upon viewing the painting, the image is still present.The colors are bright primary and secondary colors mixed with more earthy hues. The two overlapping circles on the bottom left are made evident by the low value of the green mixing with the saturated red to create almost a black. The contrast created by the black and yellow square touching is eye-catching. The gradation in the upper left square is evident by the continuous changes from the swirl surrounding the circle. It changes from yellow to green, then to blue and back to yellow! Can you feel the excitement in my description?This is what the painting makes me feel while participating. Despite the sectioned off circles and squares, the painting demonstrates unity. That is, the painting forms togetherness, despite contrasts of details and regions. The color also helps define the depth. As depth was clearly seen in Nighthawks, the depth of Colour Studie is not as readily evident. Look at the bottom left square. The circle seems somewhat flat. Now view the upper left square. It gives the feeling of protrusion. It seems as if the circle is popping out of the square.On the other hand, the circle located in the upper right square seems like it is sunken into a spiral. This is achieved by Kandinsky’s ability to use different hues at minimal and maximum values around each circle. The bottom left circle seems like it is lacking depth due to the constant use of the saturated red and no visible contrasting colors swirling around it. The abstract art, Colour Studies: Squares and Concentric Circles, creates an intense feeling of â€Å"here and now. † That is an element that is often lacking in the representational paintings.The portrait painting I have selected is Pablo Picasso’s, Self-Portrait 1907. This is another example of abstract, even though it has a clear subject matter. The subject matter of course, is the man depicted in the painting, Pablo Picasso. The paining however, clearly demonstrates excellent use of line, texture, and color. All are seen in a very simple, non-confusing form. The painting looks like something I could have created, or even something found in a â€Å"coloring book. † The lines are so apparent that it looks like an outline could have been made and almost filled in with color.If I had to make an assumption, I would think that Picasso started the painti ng with eyes. The â€Å"all-at-onceness† of this painting is achieved by the hugely proportionate eyes and bold lines surrounding them. The distinct, awakeness of the eyes seems evident with the bold lines and brown hue in the pupils. Why are his eyes so much larger than the rest of the painting? I actually don’t think that in true relation to the facial features they are larger. The nose is distinct, as well as the ears, but the eyes still seem largely dominating.The lines that make up the nose and cheekbones are vertical and create an up and down movement with the eye. However, the up and down movement is over-shadowed by the horizontal movement the bold eyebrow line creates. Also over-shadowing is the circular bold lines of the eyes and eye lid creases. The lines making up the mouth are so much smaller. The color of the lips closely resembles the same hue of the surrounding skin itself. Did Picasso want us to see his eyes more blatantly or is that just the way he sa w himself, awake and aware? The lines painted also seem to be apparently painted with direct diagonal strokes.The line making up the forehead seems to come to a point of the jaw and cheek bone if it were extended. The diagonal lines in the collar of the shirt create shapes and give dimension without the use of heavy shading, which is so apparent in representational pieces. There is some slight shading on his right lapelle. This is created by variations in the value of the pale green color and darker olive green color created. I also notice the vertical symmetry achieved by the straight line from the nose, to the upper lip, and continued down to the straight line in the shirt.These vertical, horizontal, and diagonal lines all come together to give the painting balance. Texture may be seen in the brush strokes of the hair. Each stroke seems uniquely defined with a bit of space left between them to give the impression of the hair stranded â€Å"clumping† together on the forehead . Texture is also seen is the redness created in the skin surrounding the nose. The skin appears to be rougher in touch in the areas. Texture in the painting is created on both the right and left of the jaw in the orange background.The viewer’s right side seems to have less paint giving it a high value of orange. The viewer’s left side of the painting seems like more paint was used to create a low value of the orange. The color used creates that of warm feelings. The earth tones seen are orange, brown, peach, and pale green. Look at the value of color in the ear. You can see where white was added to the lobe of the ear in comparison to the distinct peach found in the inner ear. The pink added above the eye brow is also seen under the eye, on the side of the nose, and under the tough jaw line.This does give the perception of depth in the facial features. The portrait of Picasso is clear in content. He evokes feelings of awareness, even though he appears to be wearing so mething similar to that of a â€Å"Halloween mask. † The portrait is distinctly abstract, although clear subject matter is defined. In conclusion, the three works of art chosen represent three different types of paintings. All have distinct content, even though the subject matter is not always apparent. This shows that both subject matter and form will help the viewer participate in the art work to determine the content.

Writing Essays for Dummies?

Every student would have to write several essays through middle school and high school to college or university. Most essays are a part of the curriculums. Some are imperative requisites at the time of enrollment, such as the college application essay. Dissertation is also a type of essay, usually much longer and certainly more comprehensive than ordinary essays. Very few students have a natural penchant for essay writing. Students dislike or fail to specialize in writing essays for a myriad of reasons. Some students find the sheer uncertainty at the outset to be rather daunting. Some students find it difficult to convert their thoughts into words. Many students do not have the affinity for research, which is a quintessential prerequisite of writing an essay. These are the realities that students, teachers and parents must deal with. Our guide to writing essays for dummies is a good place to start to overcome the overwhelming challenges.Introduction to Writing Essays for DummiesAn essay is a short piece of writing on a subject or topic. You may also call it an article, a composition, a paper or study, dissertation or thesis, an assignment or disquisition. Before we delve into the different types of essay and how you should go about planning to write one, it is necessary to understand the entire premise. Students are asked to write essays so their understanding and hence grasp of a particular subject or topic can be assessed. An essay is supposed to reflect the personal opinion of the writer but not without due allegiance to facts. Every essay has a specific purpose. The scope of the essay is defined by that purpose. An essay should convey a message. It can convey more than one message. The best essays showcase contrasting perspectives and establish the truth through such contradictions. An essay can be limited to any one aspect of a topic or subject. It can be comprehensive. An essay is rarely all-encompassing.Explore the Plethora of Forms & Styles of EssaysA vast majority of students do not have a lucid understanding of how to plan an essay. This is the biggest initial hurdle. Most students have the ability to express their thoughts or what they know about a given topic and can also carry out substantial research if they are provided the necessary guidance. Beginning to write an es say is not very different from a writer staring at a blank piece of paper or a painter setting up the blank canvas. The best writers and painters can create wonders out of that nothingness. Students can do so too with their essays.Four Basic Types of EssaysThere are more than a dozen types of essays. You can subcategorize them further if you want more specificity. Broadly, there are four major types of essays. These are narrative, descriptive, expository and persuasive. An essay may be an account documenting personal experiences, it can describe an object, person, situation or idea, it can explain something or it can try to convince the readers to accept a particular perspective. The purpose of the essay and the message you need to convey will determine the type you need to choose. Unless a specific assignment at school or college demands a certain form and style, students usually have the choice among these different types. A narrative essay is like telling a story. You are the writer and the narrator. As a narrator, you have to be vivid with everything you show and tell. The story is narrated in first person so it gives you an opportunity to establish an immediate connect with the audience or reader but it also limits your ability to cast light on anything within the essay that is beyond the reach of the narrator. Narrative essays are best when the message or purpose is some kind of personal statement. A descriptive essay is like drawing a picture. This can be a narrative essay as well. You can narrate the essay in first person while being descriptive. Descriptive essays are mostly about places, people, objects, memories or experiences. The description in the essay needs to have a purpose. There has to be a coherent message or some deeper meaning. The objective of a descriptive essay is to establish an emotional connection or to evoke a reaction, not just to paint a picture that no one cares about or r elates to. An expository essay is about facts. It is more informative than narrative and descriptive essays. There is little room for personal opinions. Whatever personal perspective that may be presented in an expository essay must be substantiated. There should be verifiable evidence or facts. An expository essay illustrates a topic by employing statistics, facts, real and theoretical examples, comparisons, causes and effects. This is not a first person narrative or even a descriptive account to evoke a premeditated reaction. A persuasive essay is basically an academic version of a sales pitch. The writing should be able to convince the audience or reader to accept the presented opinion, reasoning, perspective or facts. Persuasive essays could be narrative, descriptive or expository. Since the reader needs to be convinced, there has to be more than just personal opinion or perspective. The logic or reasoning presented should be irrefutable. It is necessary for such an essay to dis cuss or debate all perspectives relevant to a topic. The writer may have a preconceived notion or may choose a standpoint even before writing the essay but this cannot come across as obvious in the written piece. A persuasive essay should not read as a biased account of facts.Other Types of EssaysAs you may have realized by now, the form and style of essay will depend on the type. You cannot use flowery vocabulary when you are writing an expository essay as facts are more important. You can be as poetic or ornate you want in a narrative or descriptive essay but you should still be able to establish the purpose and convey the message. The essence should not be lost in the writing. There are other forms and styles beyond the four major types of essays such as compare and contrast, cause and effect, process, argumentative, critical, classification & division, dialectic, exemplification, familiar, economic and reflective. All these forms or styles can actually be categorized in one or more of the four major types of essays.The Definitive Guide to Writing Essays for DummiesAn essay has three parts: introduction, body and conclusion. A short essay of around four hundred to six hundred words should have one introductory paragraph, a few body paragraphs and one concluding paragraph. A longer essay of around a thousand words or several thousand can have multiple introductory paragraphs, a few demarcated sections as the body wherein each has one or more paragraphs and a concluding section with one or multiple paragraphs. Writing essays for dummies has six stages. These are preparation, study or research, writing the first draft, improving the language and the chosen style, reviewing the structure and content, finishing the piece with elan.Stage One: PreparationThe preparatory phase has far-reaching implications. Everything you choose at this stage will have a bearing on every subsequent phase. If you have been given a topic or subject and you have been instructed to write a certain type of essay, then you don’t have the liberty to choose. If you can choose your topic or the style, then you must play to your strengths. Some people are naturally good at describing or narrating. Some people are naturally drawn towards facts and analytical assessments. Choose the style or form depending on your deftness.Stage Two: ResearchAn essay has to be heavy on substance. It cannot be rhetoric. Even if you are writing a narrative or descriptive essay wherein you are exploring an idea, concept or thought and t here is no correlation with real incidents, you would still need to use substantial information to your advantage. An essay is not a dramatic soliloquy. Expository and persuasive essays will require sufficient research. You can confine your research to the books you have access to as a part of your curriculum. You can expand the scope of your research. The library at your school or college and the virtual world will offer you instant access to any information you need. The challenge is not the access to the information you need but the studying and assessing of everything you learn. You will come across a lot of information. There would be complimenting and contradicting findings. Depending on the topic, it may be impossible for you to include all sources and hence you would need to choose some information over others. The presentation should still be comprehensive enough. You cannot choose one type of factual findings and discard another. An essay must have some semblance of nonpartisanship even if you have a preconceived purpose.Stage Three: First DraftYou would have a word count in mind. Break it down into the three segments of introduction, body and conclusion. You can start with the body. The information you obtain through your research would be the foundation of the body of your essay. Since you would have plenty of details, starting the first draft with such information would be simpler than trying to find the best words to begin your essay. Often, writing the body would influence a writer to choose the right wording for the introduction. However, this is not a universal rule. Many writers would want to begin with the introduction, set the tone of the essay and then work on the first draft of the body. You should not be too conscious while writing the first draft. Just pen down whatever you have learned and what you have understood. You don’t have to be too adherent to the purpose and you don’t need to excel in the use of language. The objective of the first draft is to put your thoughts into words and to have a basic version that you can rework to perfection. The first draft can be much longer than the chosen word count. Try to write down everything you think is important in the given context.Stage Four: Review/Revise or Edit/RewriteYou should review the first draft and crosscheck the factual information with your references. Make sure there is no factual inaccuracy. Ensure there is no plagiarism. Consult your notes from the research phase to know for sure that you have been true to the sources. Revise or rewrite any portions that you think are inaccurate or would do with some better writing. Check everything from spelling to grammar, use better words wherever approp riate and try to develop a unique voice in your essay. Most people have a natural writing style. This is not necessarily good or bad. You should find, identify and amplify your voice. Your essay does not have to emulate the styles of others.Stage Five: Optimize Structure and ContentAt the end of the fourth stage of writing essays for dummies, you should have a readable piece that sheds more light on the topic and conveys a message. The primary purpose of writing the essay must have been accomplished by now. However, the structure and content may not be the best they can be. You should try to optimize both. Review the word count of each paragraph, assess how you have argued in favor or against a particular notion, whether or not your writing is actually conveying what you wish to emphasize, if the reader will get to imagine or visualize the picture you are trying to draw and if there is an impact of the entire content, which could be an emotional connection, a certain type of reaction or just being convinced with the facts of the case.Stage Six: Finishing TouchesThe finishing touches will vary from writer to writer. You can look for a quote, one that is the most appropriate for your essay. You can come up with an anecdote to make your essay more memorable. Often, it is not just the words in an essay that makes it unique but how it is presented.