What Make a Good Restaurant

â€Å"This is the worse restaurant I have ever been to! (†¦) † exclaimed Lily, a friend of mine, as we walked out of the restaurant that night. We all, undoubtedly, have had a bad restaurant experience at least once in our lifetime. And if the judgment of the goodness or badness of a restaurant remains very subjective, we can still unanimously find similarities, common criteria between good restaurants. Thus, what makes a good restaurant? A good restaurant first of all , serves fresh and tasty food. Secondly, it offers an exceptional service and finally, it provides a pleasant and agreeable dining ambience. Food is the first parameter of judgment of the quality of a restaurant. Eating out means spending money, and surely, we expect to get the most satisfaction possible as the saying goes â€Å"we get what we pay for â€Å". Thus, we look forward to have tasty meals. And once again, tastes are unobjective: a dish that I find undelicious might be succulent to my companion. However, we are all expecting what we have on our plates to be fresh and made of good ingredients. As far as I am concerned, I have preferences to simple and traditional dishes; authenticity and originality matter. An Italian restaurant that I used to work for previously is a good example of simplicity and originality: we just offer olive oil, balsamic vinegar and Italian bread along with the salads as it is customary in Italy†¦Some innovative restaurants would be tempted to present those Italian salads with new dressings, which could be not very bad, but that would definitely take away the originality †¦And as we talk about food, timing is also an important aspect that needs to be considered. As we go into a restaurant, we anticipate a waiting time, yet this waiting should not be too long to the point that the customers lose their appetite. There should be an appropriate timing not only between entrees, meals and the dessert, but also before getting the bill from the waiter. And of course, the pricing should be reasonable. In all, foods from a good restaurant are fresh and tasty, original and fairly priced. Another important parameter to be taken care of is service. Some customers become clients only because of the friendly and nice service offered by the restaurant. Likewise, others may stop coming to one restaurant just only because of a bad service. Thus, apart from the friendliness and politeness that we naturally expect, what else makes a service exceptional? Well, here again it is subjective: some people like to be taken care of closely while others just want the waiter to take orders and go away†¦And having myself worked in a restaurant, I sensed that difficulty to find the right balance, because some customers may find me not attentive enough while for others I was too overwhelming. But eating out in other restaurants taught me more about appropriate attention: I did not want to be asked, as a customer, every 5mn if everything was alright, but I did not want to wait for 30mn to get a refill for a drink or to ask something†¦In few words, the right service is the one which is friendly and nice, making the customers feel really welcomed in the place. It is also the one that is attentive enough to see if the customers are in need of something but not too overwhelming to the point that the customers cannot talk to each other because the waiter keeps interrupting their conversation or get involved in a long conversation with them. And the last parameter is the ambience that the restaurant offers. Some customers may enjoy the food, the service but not its atmosphere. Since it contributes to the wellbeing of the customers, this third parameter has to be considered closely as well. Different things have to be looked up when talking about atmosphere. I would categorize them just in: music and presentation. Music, which includes the ones played in the background or by an artist as in a cabaret, should have the appropriate volume: loud enough to cover the conversation of the next table but not too loud to prevent people from the same table to hear each other. Presentation includes the design (inside decoration) of the restaurant. It plays a role in the mood of the restaurant. Most of restaurants nowadays have thematic design; for instance, the restaurant that I used to work for previously was centered on local arts. Since the promotion of local artists is the main objective, the restaurant exhibits paintings on the wall, and holds also painting session once a week. That gave a certain enjoyment especially for people loving arts. But the way that tables are organized is a part of presentation as well; they should be spaced enough to allow a better circulation, needless to say that cleanliness is very important. Surely, many other criterions can be taken into an account to affirm if a restaurant is a good one. We notice what good restaurant do so well when we experience the same things going wrong in a bad restaurant†¦but all things considered, one thing that can make a big difference is the proprietor: if he is passionate of food and hospitality, and not too much focused on only making fortune out of his business, the restaurant should be a good one. PLEASE HELP ME WITH THE CONCLUSION,

Develop Teams Individual

This report will look at identifying and implement learning and development needs for an automotive service workshop. It will look at developing a learning and development plan, elaborating a strategy to encourage staff to self evaluate performance, assessing performance, providing feedback and managing follow up.It will use Richard Parser's Automotive Service Team workshop as a case study to help understand the problems of managing people learning needs and performance implementing. Background Richard Parker has been in business for three years, in Preston, Melbourne. Richard employs eight full-time and two part-time staff. Four of the full-timers work in the workshop and two in in the back office and two in the front office dealing with customers. Richard has noticed that the front office staff and their customer service are not up to the expected level. For example customers don't get the service that they require or the product they order.Richard complains of staff not showing up for work at the right time and so on. Richard has also faced some issues with the local council over solid and liquid waste disposal. The back end office staff often confronts the mechanics when they order spare parts for the services to be carried out. The back office staff always complain of issues with suppliers. Suppliers complain of the ambiguous ordering process of the back staff. Richard finds some irregularity in his teams in terms of application of skills and knowledge. He believes that it is the right time for him to take the right actions to turn the business into the right direction.That's why he decides to identify and implement learning and development needs for is staff. Report AAA . Recommended learning method is a Training Needs Analysis (TAN) Richard could identify his team learning needs using a systematic approach and going through four steps of analysis: 1. Analysis of the competencies that each employee must have to improve the business flow. 2. Analysis of th e organization requirements to focus where is the learning and development need located. 3. Task analysis to establish what individuals and teams must learn in order to satisfy the required learning and development need. . Team analysis to determine which employee needs a learning program. To conduct this analysis Richard will need to: now his company situation, ; identify required competencies of his team, ; involve employees in decision making, survey, discuss and analyses actual data, prepare specific employee development plans, implement the plans. Before to designing the training program, it will be very important that Richard conduct a SOOT analysis, to identify his team Strengths and Weakness points; and his business Opportunities and Threats.To fill the gap between the Job requirements and current abilities of his employees, Richard has to conduct a training needs analysis, making sure that it's targeted to a specific need and satisfies training acquirement. The training nee ds will be the result of collecting information on the skills, knowledge and attitude required to perform a Job task, identifying the training need and performance gap. When designing the learning needs analysis, Richards aim is to: ; assess the current situation. Define the problem (what gaps exist? ). Determine if there is a need for training/learning. Determine what is driving this need for training/learning. ; evaluate existing training. Assess the possible learning solutions. Ascertain information about logistical considerations/constraint. The Training Needs Analysis will provide the following benefits: ; A clear indication of what needs to be included in a training program. ; Assists in developing learning outcomes (by identifying precisely what needs to be learnt). ; Clarifies areas for assessment. O Provides guidance on development, delivery, presentation methods and media to be used. Provides knowledge of the target audience, training gaps and proposed content. ; Will allo w specific evaluation to ascertain its success. AAA. Learning and Development Plan. Name: Paul smith Date: 25. 02. 2014 Job position: Front office, customer service. Learning improvements goals Dealing with customers Communication with the staff Being at work on time Learning outcomes Delivering effective customer service Team working Effective internal communication Respect of workplace rules and workflow Strategies / steps or actions Analysis of training needs: interview to identify performance needs. Identification of appropriate learning methods: consulting of guest speaker. ; Employee self-evaluation of performance: simulated work experience. ;Owner feedback: on-the-Job coaching or mentoring. Follow up: simulated work experience. Behavior/expectations/support ; Elaborate a learning plan targeted, collaboratively developed, agreed to and implemented. ; Owner identifying and approving resources and time lines required for learning activities. ; Employee proclivity to fill in the performance gaps.Owner providing coaching and mentoring assistance. Owner providing encouragement and positive feedback to the employee. Data/ resources Survey to be subordinated during informal interview. ; Guest speaker identifying appropriate learning methods. Timeline ; 1 week for analysis ; 1 week for simulating work experience, feedback and follow up. AAA. Employee self-assessment. SELF ASSESSMENT Employee details Name: PAUL SMITH position: FRONT OFFICE work area: CUSTOMER SERVICE contact no. : 555 555 555 1. Sees your current level of skill/knowledge relating to the skills/knowledge provided: I know how to take orders from clients, how to answer to phone calls, how to record appointments on the agenda. 2. Think about the requirements of your Job in relation to the skill areas and note the major task/knowledge requirements of your position: I need to improve my approach to the Clients, delivering effective customer service. I need to learn how to use suppliers database, to imp rove communication tit back office staff. I need to learn more about mechanical components, to improve communication with staff.I need to respect more workplace rules and workflow. 3. Where you can identify that your skills/knowledge are less than those required for your position, tick the box Training Required: a) Dealing with customers b) Communication with the staff c) Being at work on time 4. Where training is required, decide how soon your training should occur: a) the next 2 weeks b) In the next 2 weeks c) Immediately AAA. Feedback mechanisms. In Richard needs to collect feedback on performance of team members from relevant resources and compare with established team learning needs.Feedback on performance may include: ; Formal/informal performance appraisals. Obtaining feedback from clients. Obtaining feedback from supervisors and colleagues. Personal, reflective behavior strategies. ; Routine organizational methods for monitoring service delivery. Richard may use some formal systems in comparing established team learning needs, such as measurement systems (including planning), individual and team performance and reward systems, resource allocation systems. Richard should use also some informal yester in comparing established team learning needs, including meeting formats and conflict resolution protocols.AS. Development program Goals. Richard has to identify and develop program goals and objectives in order to establish clear training goals, learning objectives, and long-term objectives based on the outcomes that his employees wish to achieve. The goals and objectives indicate what the participants will learn and achieve as a result of their learning. To be effective, training must be specifically structured to meet stated outcomes and must be based on: ; Clear and measurable goals. Clear and learner focused objectives. Long-term objectives, to establish a pattern for future evaluation.Richard should provide to his employees a document that specifies in a structured format how they should perform a Job or work role (competency standard). AAA. Appropriate Learning Methods. Learning delivery methods appropriate to the learning goals may include: ; Conference and seminar attendance ; Formal course participation ; Induction Involvement in professional networks On-the-Job coaching or mentoring Presentations/demonstrations ; Problem-solving Work experience It is important to give the right consideration to participants expect and their earning style.Some learning methods might be not effective because: ; Lack of practical information (too much theory or background and not enough â€Å"how-to† approaches or action steps). ;Material too elementary and/or out of date, no â€Å"state of the art†. ; Not enough group interaction (too much lecturing). O Lecture notes and visuals not sequenced with course coverage. Sometimes boring. Disorganized – skipping from topic to topic with no sense of direction. ; Poor visuals. To p rovide an effective training program, the trainer should: ; Assess in advance the relative importance of each segment of the learning program. Spend more time on the most vital segments. Determine priorities for the elements of the session in advance. An effective trainer should avoid spending too much time on relatively lightweight portions of the learning program and being sidetracked by too many questions. AAA. Workplace opportunities. Informal session for customer service for front office staff. ;Refresh training in the main workshop. Rear house session with supplier sell manager. AAA. Assess and record outcomes of recommended training.Assessment in training is about measuring learners to see if they have reached the stated objectives of the course. To assess and record outcomes and performance of individuals and teams you need to evaluate their knowledge and their skills. 1 . Knowledge: what learners gained as a result of training. These assessments test the recall of facts, co mprehension skills, analysis skills, synthesis skills and evaluation skills. 2. Practical skills: the application of knowledge to a given situation. Knowledge and Practical skills include four main types of assessment: 1 .Real work: Takes place whilst the learner is performing real work, on- the-job. 2. Simulated work: Usually performed off-the-job, possibly in a training room or mock up work site. 3. Written: Used to demonstrate in written form what they know, either on paper or on computer. 4. Oral: When learners speak about what they know. One of the key challenges with assessment is to be able to assess the learning back in the workplace, â€Å"on the Job†, and it is possible to check it through the Performance Review Programs, which include observations on the Job.It is also fundamental to record assessment, keeping â€Å"training records† through a recording system that enables easy identification of what training each staff member has completed and when. Dependi ng on the size of the organization, this could be a simple matrix or it ay be done through the use of software commonly known as a â€Å"Learning Management System† (ALMS). AY. Adjusting the learning program. After monitoring and evaluating if the training course met the aims and objectives for which it was developed, it is important to adjust the learning program, if it is not u to expected dimension.Based on both assessment and evaluation, it might be needed to make or recommend changes for future training to improve the efficiency and effectiveness of learning. Changes can be made on different sides: TIME: Recommending a review of time to address the time to provide a more impressive treatment of the subject or selecting in lecture notes. CONTENT: Reviewing or re-writing the content of a presentation, for example to ensure emphasis on the practical application of the material. DELIVERY: Focusing learning material on fact and accepted knowledge not on opinion or on a partic ular style of management.Proposing to the learners generally and officially accepted management techniques and policies. FORMAT: Including a glossary of terms and an annotated bibliography to the notes. Organizing the content of the learning notes, making frequent use of headings and sub-headings and bullet points. Reviewing formatting and printing to improve the efficiency and effectiveness of learning. Providing copies of the learning material in advance so that those involved with changes can be appraised of the current presentations. AI. Documenting and maintaining records and reports of competency gained.Many methods can be employed to document and maintain records: ; Training evaluation form template Course participants to complete and to hand form to trainer after completion ; Assessment by course Director/Supervisor/Owner Owner/Supervisor to complete either with, or after discussion with the participant. Owner/Supervisor to complete either with, or after discussion with the participant 1 . Have you seen the desired changes to the participant's skills or knowledge? Yes 2. How will you test that the participant has gained from this course? Simulating work experience. . If the participant did not make the gains necessary, what can be done to address this? He can be trained again trough an on-the-Job coaching or mentoring and he could attend a formal course about customer service, internal communication and mechanical components. 4. From discussions with the participant, are you both attested that attendance at the training plan was worthwhile? Yes 5. Other comments? Elaborating a training need analysis was a effective way to improve my staff knowledge and skills and to implement and develop an effective team work.Supervisor: Richard Parker Date: 25. 02. 2014 Conclusion/Summary This report has looked at identifying and implement learning and development needs for an automotive service workshop. Developing a learning and development plan, elaborating a stra tegy to encourage staff to self evaluate performance, assessing performance, providing feedback and managing follow up. The process of monitoring, evaluating, implementing and developing people performance is essential to the success of any business.

Christmas Day Essay

Speak about one of the holidays celebrated in Great Britain/Moldova Every country and every nation has own traditions and customs. It’s very important to know traditions and customs of other countries. It helps to know more about the history and line of different nations. English are proud of their traditions and carefully keep them up. As I know all English people celebrate Christmas on the 25th of December. It’s the season of good will. It’s the most beautiful time of the year – the time of love, joy and hopes. Is remarkable that children of Great Britain still believe in Father Christmas and write letters to him. Christmas Day is a family holiday. All the people look forward to it, expecting something special. The Christmas trees is the mark of British people. The trees are decorated with candies, cookies and bulbs and are taken down only twelve days after Christmas. After preparation of the Christmas fir-tree British start preparing a festive table. The table seems extremely tempting and is gorgeously decorated with fruits and candles. It is necessary that the Christmas pudding contained thirteen ingredients, of which, one is for Jesus and the rest for the twelve disciples. A silver coin is dropped in the pudding mix which is meant to bring prosperity and good luck to the family. Turkey, served with cranberry sauce, and potatoes are the centre of attraction of the entire feast. After a heavy meal, all members of the family watch the customary Christmas special speech by the British Monarch. In the evening, people pay visits to their relatives around Britain. Certain churches have services in which every child is given a candle wrapped in a red ribbon. These candles represent Jesus Christ and the red ribbons symbolize the blood of Jesus and the God’s love for the entire world.

The Life and Adventures of Joaquin Murrieta Essay

The Life and Adventures of Joaquin Murrieta - Essay Example This is the case with Joaquin Murieta who despite being a bandit is also depicted as being an honorable man as seen in the manner in which he shows acts of kindness especially for those people who are marginalized or poor in society. An incident where Murieta is shown being kind is where he demands that a ferryman ferries his gang across a river and give him all his money (Ridge 64 - 65). When Murrieta realizes that the ferryman only has a hundred dollars, he tells him to keep his money and pays him the full costs of ferrying the gang across the river. In this way, Murieta is shown to be a man sensitive to the plight of the poor, and it is likely that it is as a result of his having been raised in an environment of poverty which forced him to come north to California in order to make his fortune. The portrayal of Murieta, despite being a bandit, is one where he is depicted as being a very likeable individual as seen through the way that most individuals in the towns he ventures into do not consider him a threat. Instead, he is a man who is quite well liked with friend in almost all towns he visits who often warn him of anyone who is hunting him. It seems that it is as a result of the numerous friendships that he has developed all across California that Murieta is always a step ahead of those who hunt him. As a person who is considered to be a hero, he is constantly being protected by his friends in various towns who do not wish him to be captured. His likeable nature is part of the characteristics that make him a hero because despite living in banditry, he is an individual who seeks to always do the right thing at all times. Murieta is shown to be a man who has a very complicated personality in such a way that while he kills, he only does so in self-defense or in situations where he has suffered betrayal from people that he

Team Working Essay Example | Topics and Well Written Essays - 750 words

Team Working - Essay Example As consent issues are a huge topic, it is paramount that the papers are correct. In keeping with my continuing education, I am required to attend classes, which focus on the specific topics. One week, I attended a lecture on patient consent and its issues. The team worked in accordance to plan. However, it should be noted, there were some changes of schedule that were helpful. It was interesting in considerations to light in regard to leadership and teamwork. The primary goal is to define competence. Conceptualizing competence in this author's eyes would involve three components of knowledge competency, skill competency and attitude competency. The descriptions of each denote the most effective components of leadership. The model presented offers this information and includes general education, knowledge and skills, experience, management knowledge and skills and professional contributions. In this relation, it should be mentioned that team worked accordingly. However, there were occasional problems but were negotiated well enough. There were occasional problems. There was one incident where someone did not attend. Under such conditions, it became very hard to meet ends. I emailed constantly until I got a response. It was frustrating but I persisted with my goal. I understand the ability to overcome challenges while working in a team under nursing parameters is a very important challenge it needs to overcome. The relation between the individual of the team and the team present in the team's plays a crucial role in not only expansion and development of the team however as well for quandary free performance as a whole. The emphasis should be on good relationships and sound terms and conditions of understanding between team members with consent of all the parties. Work Completed As per the graph presented, it is obvious that the major part of the job or data mining has been completed well within schedule and it can be stated that the job completed was satisfying. The main jobs done during this period were completion of literature review, collection of interviews and transcribe of interviews. There was enough information collected to start the process analysis. It did appear that the team had worked together and instrumented as unit. It is true that while working there was incidents of drift and fragmentations within the team. However, in the long run every student of the team realized that to yield effective and positive result it is required to approach the job on the plan that was chalked in the beginning. Thus, once the students understood the usefulness of team collaboration every aspect was placed accordingly. The main team strategy that was formulated can be identified as progress and check method. Here each student was scheduled to do a job that was further sub divided into parts. After the completion of each part there was a meeting among the students who would then evaluate the job done and pass a verdict whether it is needed to re do the part or not. In a way, this method of operation was tedious and slow. It can be stated that in future team presentation the students would approach in a different method. As a result, I feel that there is enough scope of improvement in the context of presentation strategy. It is my view that the students would

The Preaching of Augustine Research Paper Example | Topics and Well Written Essays - 3000 words

The Preaching of Augustine - Research Paper Example He was truly loyal, devoted and faithful priest & his aim of life was the propagation of Bible’s message in right direction. His approach towards Bible was entirely different from other Bishops as he read it very intensely and spiritually. The influential writings of Augustine make him one of the most prominent and outstanding theologian and philosopher of all times1. The preaching’s of Augustine had a massive impact on the society due to his creativity in traditional Bible teaching methodology. The aim of Bishop was to educate each and every individual about the meaning of Bible and relate them with spiritualism. He is considered as the best orator, speaker, lecturer and spokesperson in Christianity. Without any governess or communication skills practice, he knew how to grab people attention towards the topic and deliver the message. His believe was that Bible is the only solution to mankind and it can resolve each and every sort of problems facing by mankind. Dilemmas whether it would be worldly, spiritual or religious; Bible has the solution to them all. He wanted appreciation of Bible by the people at every forum and propagated his message in every possible way2. This paper discusses the voyage of Augustine’s preaching the message. The methodology, tactics, procedures and approaches adopted by Augustine. The symposium regarding his teaching methodology, theological themes and art of preaching in what possible ways he attracted the masses and how he managed to provoke people about the importance of Bible. Creating a relationship with God through Bible was his primary agenda, so constructive arguments regarding spiritualism importance with Bible are also illustrated. The innovation speech strategy along with engaging audience is analyzed. In the end, legacy of Augustine with a decisive conclusion is illustrated. Preaching Methodology Augustine came out from the conventional preaching process and gave a new horizon to this prestigious posi tion. He wanted to assure that Bible is the word of God which is in direct correlation with everyday working of a human being. His way of preaching includes giving mind blowing examples to the people with respect to their jobs & duties. Engraving good virtues of Bible was his utmost desire. He addressed each and every individual personally and tries to get involve regarding his job responsibilities. By getting to know the person; he then propagates the importance of Bible into life and gave prior examples to the person as per his responsibilities3. Adam (2004, p.192) illustrates for instance if there was a woodcutter, then Augustine tried to converse about his way of cutting woods and selling to the market etc. After getting the true picture of the person, Augustine started giving examples about woodcutting and its relevance with Bible. Woodcutting is a tough and struggling job and this hardworking by men is pleased by God etc. Such kind of examples and preaching methodology was ver y effective and laid a huge impact on people mindsets. Instead of giving long & lengthy lectures; Augustine demonstrated the practical implementation of Bible preaching’s into action. This method was applauded by the people overwhelmingly. Augustine was a learned father and priest so he knew how to use the stories depicted in Holy Bible. He exemplified the stories of Bible to target a larger audience as people are more interested in listening stories. His way of delivering speech was highly

Sources of Funds case Essay Example | Topics and Well Written Essays - 500 words

Sources of Funds case - Essay Example Equity can be generated internally as retained earnings or generated externally generated as common share capital. A company may choose to use its retained earnings to expand its operations. This is because the cost of retained earnings is relatively lower compared to the cost of common share capital. The major drawbacks of this source of finance are that it is usually inadequate, and its use can easily expose a company to liquidity problems. Consequently, a firm can source equity through issuing of common shares. This source of funds confers several advantages. The first advantage is that this form of financing is a permanent source of capital because common shares have no maturity date. The company does not have any liability for cash outflows linked with the redemption of the common shares. This facilitates financing of long term projects. Secondly use of equity lowers the gearing level hence a company has a broader borrowing capacity. Thirdly, the shareholders may provide valuabl e ideas to the company’s operations. However, this method faces various drawbacks. First the floatation costs are higher than those of debt (Pratt, 2010). Secondly, equity is only accessible to companies that have fulfilled the capital markets authority requirements. Thirdly, it can lead to dilution of ownership of control of the firm by the shareholders. The second method of raising capital is debt capital. This form of capital can be in the form of debentures and corporate bonds. This source of funds confers several advantages. Firstly, the floatation costs are lower than those of common share capital. Secondly, since the interest on debt is tax allowable then the company enjoys a tax saving. This method of raising capital also faces various drawbacks. Default in payment of principal and interest can force a company into liquidation. Secondly, Providers of debt capital impose conditions, and many restrictive covenants hence it

Marketing plan Essay Example | Topics and Well Written Essays - 2500 words - 6

Marketing plan - Essay Example However, the company was acquired by Asher Budwig in the year 2011, but the brand name of Lola’s cupcakes continued to exist and the parent company decided to continue the business operations with the same vigour and focus on quality and design (Lola’s cupcakes, 2015b). The contemporary issues faced by the company are on the grounds of health issues. The cupcake and bakery industry has faced certain challenges owing to the changing consumer perception towards healthy diets. The rise in obesity rates in UK has made the customers to shift to food items with less sugar content or lower calorific value (BBC, 2014). Since, cupcakes have high quantity of sugar and can be considered to be a source of obesity so they have faced significant health issues. Moreover, from the point of view of the food consumption pattern of the customers it has been found that the customers, who prefer to eat halal, do not eat gelatinous cakes (Lola’s cupcakes, 2015a). Thus in order to target a wider range of customers Lola cupcakes need to offer a new range of products that offer non-gelatinous products. The target market of Lola cakes has been selected be all across London. The company has decided to target the customers based on their demographic and psychographic profile. The product category of bespoke designer cupcakes is targeted at the young population with the age group ranging in between 12-30 years. Based on the pricing of Lola cupcakes, the products are targeted at the middle and upper middle class of the society, which as a result allows the company to target a wide customer base (Lola’s cupcakes, 2015d). However, the narrow product offering also decreases the opportunity of the company to widen the customer base and target customers from several other demographic segments. The bespoke cupcakes are quite popular among the people with a â€Å"sweet tooth†, thus it can be stated that

Automotive company future marketing ideas Assignment

Automotive company future marketing ideas - Assignment Example uction of smaller and more fuel efficient vehicles as opposed to continuing with the production of bigger cars which are more profitable and make a conclusion at the end. Vehicle manufacture economics debates generally agree that sports utility vehicles and pickups are more profitable than the smaller but more efficient cars. Moving away from the traditionally profitable big vehicles segment to smaller cars is on paper not a very good idea especially with the automotive industry just recovering from a global slump. The marginal cost pricing principle states that the market price of a good equals its marginal cost which implies the gross margin accruing from every product is zero (Bernanke, 2004). The reason SUVs are priced higher and so more profitable is because companies want to meet their corporate average fuel economy (CAFÉ) targets by selling smaller cars. This enables them sell one bigger car for every small car and so they can accept lower margins of profit for small cars (Kwak, 2009). Selling smaller cars therefore would still allow for profitability if bigger cars are reduced. The other reason why the strategy is good is that small cars are bought usually by younger first time buyers and so selling them a small car cheaply will tie them to come and buy a bigger car in the future say when they are into their mid thirties of early forties. Smaller cars have a lower price and therefore are likely to have more buyers than the big more expensive cars especially for first time buyers. Higher volume sales will offset the lower profit margins in selling smaller cars. With high energy prices and environmental awareness, consumers in the future will prefer smaller more efficient cars that are environmentally friendly (â€Å"Rush lane†, 2011). Smaller cars are also easier to maneuver in traffic and when parking especially with growing congestion in urban areas and many more cars getting on the road. Smaller cars are also considered easier to handle when driving and

Pre-Research ( Alhilal Saudi Football club ) Essay

Pre-Research ( Alhilal Saudi Football club ) - Essay Example Ever since its launch fifty-seven years ago, the club has excelled in Saudi Arabia and Asia to win fifty-five official championships. These include seven Arabian Gulf Championships, six Asian championships and forty national championships. As mentioned earlier, Al-Hilal has been very successful in Saudi Arabia and the Asian continent, therefore, earning the nickname Al-Zaeem, meaning ‘The Boss’ (FIFA, 2014). In recent years, its dominance in the Asian continent has dwindled down Al-Hilal club but it remains one of the most successful football club in the continent. The International Federation of Football History and Statistics named Al-Hilal FC as the Asian Football Club of the past century (Wikipedia, 2014). Al Hilal FC’s home games are played at the King Fahd International Stadium, which was built in 1987 and has a capacity of sixty seven thousand fans. Some of the key people in the management and coaching include Abdulrahman bin Musaad who is the chairperson, Sami Al-Jaber as the manager and Cosmin Olaroiu as the team coach (Al Hilal Saudi Club, 2014). The club has signed some of the best football players like Thiago Neves, Christian Wilhelmsson, and Osama Hawsawi among others. In the past, the club had signed some football legends such as Roberto Rivelino, Mohamed Al-Deayea, and Yousuf Al-Thunayan among others (Wikipedia, 2014). Throughout the years, the club has displayed great football and teamwork; therefore, receiving recognition through the numerous tournaments that it has won. Al-Hilal FC lifted its first trophy in in 1961 when it won the King’s Cup tournament. In 1964, the team was able to overpower its main rivals, Al-Ittihad through penalties to recapture the King’s cup. Many people had started to see the great potential in the team and this attracted a huge following. The club did not disappoint when the Saudi Premier League was started in 1976, as it emerged the first winners (FIFA, 2014). Up to

What caused the French revolution Research Paper

What caused the French revolution - Research Paper Example On the other hand, â€Å"the nobility were exempt from taxation; the clergy were entitled to the privilege of taxing themselves, in the form of free gifts†¦ [and all these were for the] benefit of the privileged classes, and to the detriment of the people† (Mignet 4). Such prevailing conditions, which did not change for many generations, created a deep-rooted resentment in the minds of the common people. On 14th July 1789, few people from the working classes and a handful of soldiers took control of the famous prison of Bastille in Paris, which soon changed the entire history of France. A number of underlying factors triggered the seizing of Bastille, of which the chief ones were, persistently increasing taxes (the economic factor), the Old Regime (the social factor), and to a certain extent philosophical inspiration from Enlightenment theories and the American Revolution. However, the more apparent and immediate reasons that triggered the revolution were increasing price s of food items (bread), removal of third estate from the meeting hall and Louis XVI’s ordering of Swiss guards into Paris. Here the most important factors were the economic and social causes related to the Old Regime. France at that time was socially categorized into three different estates. The first estate comprised of high-ranking religious leaders or clergymen, who had the privilege of paying no taxes to the monarchic government. The second estate comprised of nobility that were primarily landowners and paid no direct taxes. The third estate, which comprised of the rest of the population (the urban middle class, the urban lower class, and the farmers), paid all the taxes. Thus, the ones that had the least, paid the maximum taxes (royal taxes, feudal taxes, and even work related taxes) and through this process lost almost half of what they earned as wages (Frey and Frey 2). During this time, France suffered a series of defeats against Britain in various battles, which pla ced a huge burden of debt on France. It caused a fall in public morale and increasing social unrest owing to the increasing economic pressure on the common people (pressure to increase the revenue to service the debt). The third estate that was already paying high taxes was further burdened with more, and with the second estate refusing to pay any form of taxes, the situation turned worse. With expenditure being more than the revenue, King Louis XVI decided to hold all reforms and did nothing to improve the worsening situation (Frey and Frey 3). Another factor that triggered the French revolution was the American Revolution, which showed how absolute monarchy could be overthrown and democracy established. The third important factor was the various philosophical teachings and writings of this era (the era of Enlightenment), such as, writings of John Locke, a philosopher whose works advocated freedom from persecution. An increasing number of French citizens became influenced by notion s of natural rights (humanitarianism, fraternity, liberty, and equality) and the rather ambiguous notions of State based Contract theory, as conceptualized by  Turgot, Diderot, Voltaire, other  social scientists and philosophers of  the Enlightenment era (Peyre, 63-65). The  American Revolution  showed that it was actually possible to use Enlightenment theories to make a government function effectively (Mackey, 57). Some of the American revolutionary leaders, such as,  Benjamin Franklin  had spent a great deal of time in Paris and mixed liberally with the intellectual society in France. Besides this, long-term contact between French army and American revoluti

The Analysis of the Mythic Dimension in ‘a Streetcar Named Desired’ Essay Example for Free

The Analysis of the Mythic Dimension in ‘a Streetcar Named Desired’ Essay This paper tells about American South which exposed in A Streetcar Named Desire written by Tennesse Williams. The changes were drawn from the life experience of the main characters in the play, named Blanche Du Bois. Here, we try to explore about the analysis of the main character, Blanch Du Bois. Problem and its Scope This study principally constitus the analyze of the myth in a play that written by Tennese William entitled ‘A Streecar Named Desire’.  This study explores the mythic dimension of one of Tennessee Williams’s best-known and most enduring plays. The author’s revival of ancient myths and archetypes in Streetcar illustrates his professed belief in the collective unconscious as the source of his richly symbolic dramas. The conflict between the main characters is endowed with universal significance—the clash of two rival myths vying for dominance in Williams’s imagination. While Stanley Kowalski is presented as a modern day avatar of Dionysus, the amoral, primitive god of drink and fertility, Blanche DuBois’s descent into the underworld of Elysian Fields makes her the failed embodiment of the guilt-ridden, inconsolable Orpheus. A yearning for the reconciliation of opposites is ultimately revealed in the myth of the androgyn, the third substratum of Streetcar and the spring of Williams’s alchemical art. MYTHOLOGY can be defined as a body of interconnected myths, or stories, told by a specific cultural group to explain the world consistent with a people’s experience of the world in which they live. [The word â€Å"myth† comes from the ancient Greek word meaning â€Å"story† or â€Å"plot,† and was applied to stories sacred and secular, invented and true.] Myths often begin as sacred stories that offer supernatural explanations for the creation of the world . . . and humanity, as well as for death, judgment, and the afterlife (Myth 284). A mythology or belief system often concerns supernatural beings/powers of a culture, provides a rationale for a culture’s religion and practices, and reflects how people relate to each other in everyday life. Creation or origin myths explain how the world came to be in its present form, and often position the cultural group telling the myth as the first people or the true people (Myth 284). Such  sacred stories, or narratives, concern where a people and the things of their world come from, why they are here, where they are going. Myths and mythology express a culture’s worldview: that is, a people’s conceptions and assumptions about humankind’s place in nature and the universe, and the limits and workings of the natural and spiritual world. Analysis The classic definition of myth from folklore studies finds clearest delineation in William Bascom’s article â€Å"The Forms of Folklore: Prose Narratives† where myths are defined as tales believed as true, usually sacred, set in the distant past or other worlds or parts of the world, and with extra-human, inhuman, or heroic characters. Such myths, often described as â€Å"cosmogonic,† or â€Å"origin† myths, function to provide order or cosmology, based on â€Å"cosmic† from the Greek kosmos meaning order (Leeming 1990, 3, 13; Bascom, 1965). Cosmology’s concern with the order of the universe finds narrative, symbolic expression in myths, which thus often help establish important values or aspects of a culture’s worldview. For many people, myths remain value-laden discourse that explain much about human nature. The concept of Myth in the literature is The word ‘myth’ is derived from the Greek word ‘mythos’, which means a traditional tale common to the member of a tribe, race or nation. It usually involves the supernatural elements to explain some natural phenomenon in boldly imaginative terms. Today myth has become one of the most prominent terms in contemporary literature analysis. It was Northrop Frye, one of the most influential myth critics (others including Robert Graves, Francis Fersusson, Richard Chase, Philip Wheelwright), who discovered certain formulas in the word order. He identified these formulas as the â€Å"conventional myths and metaphors† which he calls archetypes. C.G. Jung was of the view the materials of the myth lie in the collective unconscious of the race. This analysis based on the theory of semiotics that tells about the mythology. Semiotics, also called semiotic studies or (in the Saussurean tradition) semiology, is the study of signs and sign processes (semiosis), indication, designation, likeness, analogy, metaphor, symbolism,  signification, and communication. Semiotics is closely related to the field of linguistics, which, for its part, studies the structure and meaning of language more specifically. Semiotics is often divided into three branches: * Semantics: Relation between signs and the things to which they refer; their denotata, or meaning * Syntactics: Relations among signs in formal structures * Pragmatics: Relation between signs and the effects they have on the people who use them In the nineteenth century, Charles Sanders Peirce defined what he termed semiotic (which he sometimes spelled as semeiotic) as the quasi-necessary, or formal doctrine of signs, which abstracts what must be the characters of all signs used byan intelligence capable of learning by experience,[9] and which is philosophical logic pursued in terms of signs and sign processes.[10] Charles Morris followed Peirce in using the term semiotic and in extending the discipline beyond human communication to animal learning and use of signals. In his essentially Southern play, A Streetcar Named Desire, Tennessee Williams observes a uniquely Southern phenomenon: the Southern belle. In scene seven of the play Stella Kowalski says the following: â€Å"†¦you’ve got to realize that Blanche and I grew up under very different circumstances than you did† (Williams, 99). With this sentence Williams introduces a possible starting point for an analysis of the Southern belle myth. The figure of the Southern belle is founded on a canonized discourse, resting on a cultural and social personification – a description, a code, a stereotype – which legitimizes and authorizes the interpretation of culture and nature, masculinity and femininity, superiority and inferiority, power and subordination. In other words, the Southern belle stereotype is based on a fear that women â€Å"might escape the rule of the patriarchy, that the oppositions of white/black, master/slave, lady/whore, even male/female might colla pse into an anarchic conflagration threatening to bring down the symbolic order† (Roberts, xii). Additionally, this Southern woman stereotype is both a literature-generating principle, often supporting the very concept of Southern fiction, and a social construct, supporting the writing of  Southern history and culture. In both cases it has to be read â€Å"against the South that created [it] for different social purposes, or reinvented [it] at crucial moments in history† (Roberts, xii) providing insight â€Å"into anxieties and aspirations of the culture† (Roberts, xii). Before I show how Williams approached this myth in his A Streetcar Named Desire, a few remarks about the appearance, development and ‘purpose’ of the Southern belle stereotype are in order. First, its appearance was tied to the Southern antebellum chivalry and masculinity code origin of which can be looked for in attempts to preserve English moral standards in the U.S. South. They, based on the Victorian model of a woman as an angel in house as well as on the small number of upper cl ass women who were, thereby, considered â€Å"custodians of culture† (Bartlett and Cambor, 11), confirmed and authorized the hyperevaluation of upper class Southern women. Second, the Southern belle stereotype rested on a set of very strict class, race and gender traits. Drawing on this statement, it went without saying that the belle was white and of aristocratic origin. She was lively, little bit vain, rather naà ¯ve and â€Å"had few tasks other than to be obedient, to ride, to sew, and perhaps to learn reading and writing† (Seidel, 6). Since courtship, innocent romances, and, consequently, marriage were considered to be the highest aspirations of her life, the belle’s energies and skills were mainly directed to finding and marrying real Southern gentleman. And â€Å"if she was pretty and charming and thus could participate in the process of husband-getting, so much the better† (Seidel, 6). The act of marriage gave this stereotype something new – the aura of legal commitment; it consequently transformed her into a â€Å"hardworking matron who was supervisor of the plantation, nurse, and mother† (Seidel, 6). Third, the purpose of this Southern woman stereotype was justified upon, at least, three premises. It was, to begin with, a compensation for gender devaluation which began practically with the belle’s birth, when her mother ‘handed her over’ to mammy, and continued during her childhood and youth. This placed the belle in a kind of limbo: just as her mother was forced to accept the cultural role which denied her sexual and maternal identity, so too the belle had to deny her sexuality and, at the same time, perform passion without taking part in it. As one would expect, the construction of Southern bellehood had its racial background which was tied to sexual exploitation of African  American women legalized by the institution of slavery and Jim Crow legislation. Their very presence paid homage to white upper class woman as a person who legitimately preserved white superiority since her racial ‘purity’ guaranteed her inaccessibility to inferior races and classes of men. Further investigation helps to reveal how the divinization process of white Southern upper class woman resulted in her identification with the U. S. South itself. The attacks on Southern way of life were thus interpreted as the attacks on the honor and integrity of its greatest ornament – white Southern upper class woman. Lastly, partaking in the construction of this Southern woman stereotype was a matter of prestige. Even though Southern upper class women had many reasons for abolition of slavery – sexual transgressions of their fiancà ©es, husbands, fathers and brothers, isolation on plantations, problems in managing slaves and servants, supervision of agricultural production, dealing with slave insurrections in absence of their husbands, fathers or brothers, and were, on the other hand, attributed chastity, gentleness, compassion – virtues that corresponded to abolitionist rather than proslavery movement, they did not rebel, they did not subvert or transgress the prescribed codes of behavior. They remained loyal to the institution of slavery and Southern social system and, as a consequence, ‘earned’ the pedestal they were put on. Challenges to this viewpoint began to appear during the Civil War. It, by contrast, put emphasis on the belle’s determinacy, strength, and inventiveness. During the period of Reconstruction and the New South â€Å"the terror of losing jurisdiction over women’s bodies created discourses of nostalgia and threat† (Roberts, 104) and transformed the belle’s suffering into that of the U. S. South. She represented the symbol of the U. S. South and one of the most important constructs of Southern mythology. During and after the 1920s, owing to changed economic, political, and social situation which allowed women, even in the U. S. South, to vote, work, get educated and, consequently, enjoy greater financial and personal independence, a new discursive space on the meaning of the Southern belle mythology was opened. It, for sure, rested on criticism and judgment rather than on eulogies. The Southern belle was now used to demythologize Southern myths since the virtues she should have been the embodiment of – beauty, passivity, submissiveness, virginity, and asexuality – proved to be the unstable and destructive property. Quite  specifically, it was then asserted that society’s emphasis on the beauty of the belle can produce a selfishness and narcissism that cause her to ignore the development of positive aspects of her personality. Taught to see herself as a beautiful object, the belle accentuates only her appearance and is not concerned with any talents that do not contribute to the goal her society has chosen for her: winning a man. (†¦) The sheltering of the belle leads to a harmful innocence: she cannot adequately interpret the behavior of men who do not believe in the code of southern chivalry that respects the purity of women. Moreover, (†¦) the repression required by the ‘ethic of purity’ which leads to a variety of physical and mental disorders, including frigidity and exaggerated subservience [is also condemned]. (Seidel, 32) My point in citing Kathryn Lee Seidel at length here is not simply to draw attention to the subversion of the old stereotype, but to emphasize the fact that these changes did not automatically mean the inauguration of the Southern anti-belle. This was mainly possible because deeply rooted prejudices concerning women’s behavior were still the part of Southern culture. In sum, even â€Å"though southern women might be no longer queens and saints, they were not allowed to be ‘flesh and blood’ humans either† (Roberts, 109). The failure to respect the prescriptive code of behavior usually implied some kind of punishment – hysteria, madness, rape, losing social privileges, or death. As a Southerner, Williams could not resist the influence of values, myths and images of his birth-place. He, however, tried to redefine them by negotiating them through the subversive potential of the Southern women/men stereotypes and the prescriptive rhetoric of Southern cult ural codes they assert once they are separated from its institutional binding. His A Streetcar Named Desire is, for sure, a perfect example of this, for at its center is Blanche DuBois. Through this woman character, Williams appears to celebrate the gentility and sensitivity of the Old South as well as the Southern belle as its greatest ornament. But, as the representative of Southern Renaissance, he himself is ambivalent as well as suspicious about the possibility of the belle’s permanent affirmation in the modern world. As if to clarify this point, Williams portrays Blanche as the last representative of the old aristocracy who tries to survive in the modern world by escaping to alcohol, madness, promiscuity and whose memories are bitter since they are burdened by racial and sexual sins of her  ancestors. From the very outset of the play, Blanche is seen as affirmation and subversion, symbol and antithesis of the Southern belle stereotype. This conflict of opposing principles begins with her name which Blanche explains as follows: â€Å"It’s a French name. It means woods and Blanche means white, so the two together mean white woods. Like an orchard in spring!† (Williams, 54-55). The connotative value of this naming act has an exciting importance for it puts emphasis on, at least, two aspects of the (demythologized) Southern myth. It connects, on the one hand, Blanche’s French, colonial and aristocratic origin, or, at least, what has remained of it, with the antebellum U. S. South and, consequently, with the idea of Southern gentility and chivalry (this particular idea was introduced by the first colonists who were either of aristocratic origin or earned this status in their community; this, in turn, helped to establish the metaphor of the US as Europe’s noble heiress). Blanche’s name, on the other hand, reveals what is hidden between the lines: centuries and generations of moral and physical corruption and degeneracy of both her aristocratic family and the U. S. South itself. Another interpretative possibility, which again underlines conflicting nature of Blanche’s identity, sets forth her name as the conflict of binaries – body and mind, nature and culture. Her name, which means both ‘white’ and ‘blank’ and thus connotes the virginity of female body â€Å"predetermined to succumb to inscription† (Vlasopolos, 326) in the tabula rasa manner, refers to body and nature, or the female binary, and defines her as the belle. Her family name, meaning ‘woods’ and consequently referring to papers and pencils (keep in mind that Blanche is a teacher and actually needs these stationery in her job), i.e. intellectual activities, introduces the idea of mind and culture, or the male binary, and places her in the exclusively anti-belle context. Similar reading of Blanche’s name, combining connotations of the lost physical virginity and the â€Å"beauty of the mind and richness of the spirit† (Williams, 126), offers Bert Cardullo in his paper â€Å"Scene 11 of A Streetcar Named Desire,† where the duality of Blanche’s name is explained with the help of the New Testament symbolism. Cardullo thus argues that her name links her not only to the purity of the Virgin Mary, but also to the reclaimed innocence of Mary Magdalene, who was cured of her sexual waywardness by Jesus (just as Blanche was suddenly cured of hers when she remarked to Mitch, ‘Sometimes – there is God – so  quickly!’. (Cardullo, 96) The duality of Blanche’s personality, indicated by the linguistic polysemy of her name, continues by opening a discursive space on the possible existence of two Blanches: the one is the ‘passive-submissive’ Blanche who, as such, is the embodiment, and the symbol, of the Southern bellehood; the other is the ‘victimized’ Blanche who, by subverting the each and every trait of the Southern bellehood, becomes its antithesis. As one would expect, both performances are founded on a set of distinctive characteristics, features, and situations which throw new light on the existing debate. Drawing on that approach, B lanche’s partaking in the Southern belle performance is supported by several factors. Firstly and most obviously, Blanche’s plantation origin marks her inescapably as the Southern aristocrat. Secondly, Blanche is brought up in the Southern tradition of idealization of woman’s beauty. She perceives herself as a beautiful object which has to be properly decorated in order to sell well. As such, Blanche depends heavily on exterior beauty markers – dresses, hats, jewelry, perfumes, and cosmetics which are, in her brother-in-laws’s discourse, magnified into â€Å"solid-gold dress[es,] (†¦) genuine fox fur-pieces, (†¦) pearls, bracelets of solid gold, (†¦) and diamonds† (Williams, 35-36). These things, even though cheap and artificial, represent Blanche’s only inheritance and Blanche’s only future insurance; they remind her of the life she used to live. Thirdly, Blanche is educated. Blanche’s participation in education process foregrounds the idea of the time that college education presented â€Å"prope r youthful behavior for a young woman [and] a pleasant interlude on the way to growing up† (Graham, 770-7719) insofar as it was percieved as â€Å"an asset in the marriage market† (Jabour, 40) and â€Å"the final polish necessary to gentility† (Jabour, 40). So judged, it is then not surprising that Blanche was somehow predestined to choose liberal arts, study English and â€Å"teach high school to instill a bunch of bobby-soxers and drug-store Romeos with reverence for Hawthorne and Whitman and Poe!† (Williams, 56). Access to education, on the other hand, gave Blanche the opportunity to cultivate sophisticated way of speaking and behaving; it allowed her to understand the life as ‘poetry’ in Southern plantation myth manner. Further investigation helps to reveal how Blanche’s arrival at her sister’s home in New Orleans, her insisting on staying there – â€Å"I guess you’re hoping I’ll say I’ll put up at a hotel, but I’m not going  to put up at a hotel. I want to be near you, got to be with somebody, I can’t be alone!† (Williams, 23) – announces â€Å"her basic motive: need for refuge and desire for human contact† (Hardison Londre, 52), need for protection which, in the tradition of the Old South, had to be through another person, through family. In much the same way Blanche clings to the antebellum chivalry codes which obliged men to protect women in return for their contribution to cultural and social capital, their attention, love and, of course, wealth. She thus, in the tradition of the antebellum Southern belle, tries to ‘save’ herself and her sister Stella from inappropriate way of life at Stanley’s home by looking for protection in another man – her former beau Shep Huntleigh. Blanche’s behavior can be understood as â€Å"reflexive reversion to the Southern belle’s habits of thought – that is, emotional dependence on a patriarchal system of male protection for the helpless female – just moments after she had said, â€Å"I’m going to do something. Get hold of myself and make myself a new life!† (313) (Hardison Londre, 56). This particular pattern of Blanche’s behavior occurs repeatedly during the play and culminates in the last scene when Docto r and Matron come to take her to asylum. In order to avoid humiliation and save her dignity, she once again plays the role of the helpless but flirtatious Southern belle and treats Doctor as a gentleman who knows how to protect and behave to a lady in distress. One final point. Blanche’s relationship with Stanley once again ties her to the antebellum period when the principle of noblesse oblige promoted patronizing relationship between upper and lower classes and races in the U. S. South. She behaves to Stanley as â€Å"the aristocrat who condescends to the plebeian when she is not actually scorning him. This is compulsive conduct on her part, because she must feel superior to her sister’s husband if she is not to feel inferior in view of her helplessness† (Gassner, 375). The extreme polarization of relationship between Blanche and Stanley could also be read as a â€Å"critical struggle between [two different] ways of life† (Jackson, 59) – as the struggle between Blanche’s traditional, civilized, artistic, and spiritual self and Stanley’s modern, primitive, physical, and animalistic other. Blanche, by finding additional support for her point of view in science – biology, anthropology, history, even verbalizes this struggle: He acts like an animal, has an animal’s habits! Eats like one, moves like one, talks like one! There’s even something –  sub-human – something not quite to the stage of humanity yet! Yes, something – ape-like about him, like one of those pictures I’ve seen in – anthropological studies! Thousands and thousands of years have passed him right by, and there he is – Stanley Kowalski – survivor of the stone age! Bearing the raw meat from the kill in the jungle! And you – you here – waiting for him! Maybe he’ll strike you or maybe grunt and kiss you! That is, if kisses have been discovered yet! Night falls and the other apes gather! There in front of the cave, all grunting like him, and swilling and gnawing and hulking! His poker night! – you call it – this party of apes! Somebody growls – some creature snatches at something – the fight is on! God! Maybe we are a long way from being made in God’s image, but Stella – my sister – there has been some progress since then! Such things as art – as poetry and music – such kinds of new light have come into the world since then! In some kinds of people some tender feelings have had some little beginning! That we have got to make grow! And cling to, and hold as our flag! In this dark march toward whatever it is we’re approaching †¦ Don’t – don’t hang back with the brutes! (Williams, 72) Their conflict, or, it is tempting to claim, the struggle over authority in the house, culminates in Stanley’s rape of Blanche. The very act of the rape, which Stanley rationalizes by his famous line: â€Å"We’ve had this date with each other from the beginning† (Williams, 130), is also fueled by Blanche’s refusal â€Å"to become the woman in the traveling-salesman joke, the stereotype of the nymphomaniacal upper-class girl† (Vlasopolos, 333). It, once again, demonstrates convincingly the victory of primitive over civilized, physical over spiritual, male over female†¦ Just as some aspects of Blanche’s personality pay homage to the concept of the Southern bellehood, so too there are other aspects of her personality that can be read against the culture which created them and reinvented them when it had found this necessary. Such reading introduces Blanche as the woman who defies to be classified as the â€Å"active property shaping the so cial and sexual relations† (Van Duyvenbode, 208) in the U. S. South and â€Å"shatter[s] the stereotypic chaste heroine/whore dichotomy to show women in their complexity† (Hale, 22). It also offers a new, rather different, image of Blanche as it portraits her as a victim and a potential subversive female force in the play. To discover it one has to discuss factors, features and  characteristics that promoted this shift in Blanche’s character. The ground from which we need to begin is to investigate the origin, or perhaps the reason, of Blanche’s victimization. A possible starting point for this investigation can be found in Joseph N. Riddel’s paper, â€Å"A Streetcar Named Desire – Nietzsche Descending.† Riddel thus argues that Blanche’s life could be seen as a reflection of â€Å"living division of two warring principles, desire and decorum, and she is the victim of civilization’s attempt to reconcile the two in a morality† (Riddel, 17). In other words, Blanche’s past, as well as her present, is a mixture of sin and romanticism, reality and illusion, personal excessiveness and social discipline. Th ese are all elements that would justify a rendering of Blanche as hypersensitive, tragic woman who is, because of her uniqueness, forced to create her own world on principles of exclusion, isolation, and imagination. She is â€Å"the sensitive, misunderstood exile, (†¦) fugitive kind, who (†¦) [is] too fragile to face a malignant reality and must have a special world in which (†¦) [she] can take shelter† (Ganz, 101-102). As a result of Blanche’s balancing between desire to act as she wants to act and a compulsive need to behave according to prescribed standards, norms and codes, many compulsive, obsessive and, to some extent, subversive reactions – illusions, alcoholism and promiscuity – appear in her behavior. They, for much of the play, represent Blanche’s attempts to stand up to harassment and stereotyping she is exposed to. Illusions, or, to quote Blanche, â€Å"magic (†¦), misrepresent[ing] things (†¦), tell[ing] what ought to be truth† (Williams, 117), are found as a continuous thread woven into the fabric of A Streetcar Named Desire. Consequently, a number of interesting points arise from Blanche’s definition of it. ‘Magic’ is, to begin with, throughout the play confronted with the authority of reality which, even though manipulative, tangible, and limited, is the inseparable part of human experience and has to be accepted as the dominant mode of living. As such, it is brought into being by Blanche’s brother-in-law, Stanley Kowalski. Stanley, by using sources whose existence we are forced to acknowledge in our everyday life: the power of authority, physical force, intimidation, economic domination, manages to overpower Blanche’s ‘magic’. In his quest Stanley additionally â€Å"profits from staying within the parameters set for him by his sex and class† (Vlasopolos, 337). He is, thereby, seen as normal (read: ‘real’): his pleasures are normal  pleasures – poker, sex, drinking, bowling; he is a good provider and a loyal member of community and society. Except for his rape of Blanche, which has actually no witnesses and thus creates a reasonable doubt in its occurrence, â€Å"nothing Stanley does threaten the social fabric† (Vlasopolos, 337). Blanche, on the contrary, builds up her ‘magic’ on her failure to conform and her deviance of her class and sex. She, one realizes, although (†¦) maintains the trappings of the aristocrat in her expensive and elegant tastes, has allowed the rest to slip, like Belle Reve, away from her. In seeking emotional fulfillment, she has disregarded the barriers of â€Å"normal† female sexuality and of class. Her actions subvert the social order: she remains loyal to the memory of her homosexual husband, she fulfills the desires of young soldiers outside of very walls of her ancestral mansion, she is oblivious to class in her promiscuity, and she seduces one of her seventeen-year-old student. (Vlasopolos, 337) When in New Orleans, she attempts to split up the Kowalskis even after she learns that Stella is pregnant and makes plans to take Stella away from Stanley. Being aware of this, Stanley enters the battle for weak and indecisive Stella, who functions as the prize between warring parts – Blanche and Stanley. He ruthlessly engages in exposing Blanche as a fraud, a prostitute, and an alcoholic, mercilessly destroys veils of ‘magic’ Blanche wrapped herself in, makes her look old and cheap in the light of the bare electric bulb, and, by imposing his reality in the form of the rape on her, eventually wins. Not only does Blanche’s system of illusions prove to be he r response to the reality of the everyday life, but it also seems to possess a redeeming merit. To understand it, one realizes, attention should first be drawn to the fact that Blanche, confronted with the disappearance of the old South and its codes and myths expressed by the selling of her plantation because of â€Å"epic fornications† (Williams, 43) of her ancestors and deaths that followed them, tries to preserve the past by marrying â€Å"the urbane and civilized, the ‘light and culture’ of the South in the form of Allan Gray† (Bigsby, 64) which thus presents â€Å"a logical extension of her desire to aestheticise experience, her preference for style over function† (Bigsby, 43). His poetic delicacy and refinement, however, turns out to be the cover for his homosexuality. Shocked and disgusted by this discovery, Blanche publicly exposes her husband and makes him commit suicide. In other words,  she â€Å"discovers the corruption, or, at the very least, the profound deceit which lies behind the veneer of that side of the Southern pastâ₠¬  (Bigsby, 64). Seen in this light, Blanche’s cruel exposure of her husband becomes the origin of guilt which has to be expiated and redeemed by her own system of illusions. She had to â€Å"turn from the death in Belle Reve to the ‘life of casual _amours_’, (†¦) she had [to] turn away from the misery of ‘reality’ to her romantic evasions† (Kernan, 11). In the end, or rather from the very beginning of the play, Blanche’s system of illusions proves to be a not well-chosen reaction since reality, in the character of Stanley Kowalski, forcefully imposes on her, leaving her only one exit – that of asylum as a sea resort. Blanche – homeless, ravished, and abandoned – gets confined inside the boundaries of her own illusive fiction (asylum as sea resort, Doctor as Southern gentleman) which makes her invulnerable to further assaults but, nevertheless, destroys her humanity. Blanche’s challenges to the Southern belle stereotype are also pointed up by her excessive alcohol consummation and innumerous love affairs. Throughout A Streetcar Named Desire Blanche has a drink in her hands which is quite unusual for the Southern belle she is supposed to represent. This ‘unusual spectacle’ occurs repeatedly in scene 1 when Blanche, waiting for Stella, â€Å"tosses a half tumbler of whiskey down† ( Williams, 18), â€Å"looks[s again] around for some liquor (†¦) [which then] buzzes right through [her] and feels so good† (Williams, 19-21) when talking with Stella. Although Blanche â€Å"rarely touch[es] it† (Williams, 30) and is â€Å"not accustomed to having more than one drink† (Williams, 54), she, nevertheless, falls under alcoholic spell again and again and again – in particular in the scenes 5, 6, 9, 10 and 11. For instance, she cannot imagine her coke without â€Å"a shot in it† (Williams, 79) or a date with Mitch without a drink or two; she needs â€Å"a bottle of liquor† (Williams, 113) not only to stop the Varsouviana tune in her head but also to get over Mitch’s betrayal†¦ It is striking in all these instances that Blanche actually uses alcohol to â€Å"extirpate moral contradictions† (Riddel, 18) that stand between her and the concept of the idealized white Southern bellehood whose principles she was supposed to have internalized as her own. Perhaps it would also be correct to say that alcohol, in these specific fictional instances, operates as the means of encouragement against the humiliation of being an unwanted intruder and a fallen role model in her own  family who ‘forgot’, although they live in New Orleans, the basic codes of Southern hospitality. Relatedly, Blanche’s frequent love affairs justify their rendering as Blanche’s physical redemption for the responsibility and guilt she has felt since she confronted her husband with his homosexuality: I had many intimacies with strangers. After the death of Allan – intimacies with strangers was all I seemed able to fill my empty heart with. †¦ I think it was panic, just panic, that drove me from one to another, hunting for some protection – here and there, in the most – unlikely places – even, at last, in a seventeen-year-old boy†¦ (Williams, 118), In finding it perverse, she could neither live with the idea of Allan’s homosexuality nor could she help him. The ‘neither-nor’ situation in which Blanche found herself caused Allan’s death and, consequently, made her guilt and pain-ridden. This pain, which is almost literally tearing her apart, is thus the pain of the woman violated and abused by the men-domi nated culture, which cannot necessarily be heterosexually oriented. In order to live with it, she had to neutralize it with desire – a succession of sexual encounters with even younger and younger men. To Blanche, â€Å"desire was the antithesis of death and her relationship with young men a defense against the destructive processes of time† (Bigsby, 60). Blanche, for her part, was attracted by their innocence and purity – the features she, as the Southern belle, was supposed to possess; or she saw in them the reincarnation of her dead husband and, consequently, a chance to redeem her own conduct and start a new ‘marriage’ based on understanding, compassion, and gentleness; or maybe she, as Tennessee Williams argued, â€Å"in her mind has become Allan. She acts out her fantasy of how Allan would have approached a young boy† (Hardison Londre, 58) subverting and travestying in that way, the Southern belle myth that promoted clear cut borderlines between genders and sexes, races and classes. In the end, there is only a hope that this paper, which attempted to give an insight into the historically (de)constructed myth of the Southern belle and its literary affirmation and/or subversion in the character of Blanche DuBois in Williams’s A Streetcar Named Desire, has been successful enough to explain the complex and, at the moments, perplexing development of Williams’s (anti)belle concept. Given this fact, the paper, beginning with a description of the Southern belle stereotype, pointed out that this very stereotype was (de)constructed along class, race and gender lines. In the  second section, I discussed aspects of Blanche’s identity which were tied to the historical construction of the passive-submissive Southern bellehood. The third major section focused on Blanche’s victimization and her, more or less, subversive reactions to it. Blanche, for her part, is, most obviously, capable to shake and, occasionally, break the Southern bellehood myth; there are, at the moments, greater or smaller rebellions and transgressions she is tempted to perform. But, sometimes, just as it is courageous to deconstruct the pedestal, so too it is safer to find shelter in the well-known patterns of behavior, it is safer to be center than margin, we than other†¦ Conclusion In the analysis of the American play â€Å"Streetcar Named Desire† that written by Tennesse William. The myth in the end, there is only a hope that this paper, which attempted to give an insight into the historically (de)constructed myth of the Southern belle and its literary affirmation and/or subversion in the character of Blanche DuBois in Williams’s A Streetcar Named Desire, has been successful enough to explain the complex and, at the moments, perplexing development of Williams’s (anti)belle concept. Given this fact, the paper, beginning with a description of the Southern belle stereotype, pointed out that this very stereotype was (de)constructed along class, race and gender lines. In the second section, I discussed aspects of Blanche’s identity which were tied to the historical construction of the passive-submissive Southern bellehood. The third major section focused on Blanche’s victimization and her, more or less, subversive reactions to it. Blanche, for her part, is, most obviously, capable to shake and, occasionally, break the Southern bellehood myth; there are, at the moments, greater or smaller rebellions and transgressions she is tempted to perform. But, sometimes, just as it is courageous to deconstruct the pedestal, so too it is safer to find shelter in the well-known patterns of behavior, it is safer to be center than margin, we than other. Based on the theory of Semiotics in this play Semiotics, also called semiotic studies or (in the Saussurean tradition) semiology, is the study of signs and sign processes (semiosis), indication, designation, likeness, analogy, metaphor, symbolism, signification, and communication. Semiotics is closely related to the field of linguistics, which, for its part, studies the structure and  meaning of language more specifically. Refference * Williams, Tennessee. A Streetcar Named Desire. New York: Signet Books, 1974. * Elengton, Terry. Teori Sastra. 2006. Yogyakarta : Pecetakan Jalasutra * http://en.wikipedia.org/wiki/Classical_mythology The Analysis of Main Character ‘Blanche DuBois’ in ‘A Streetcar Named Desire’

Safeguarding the Welfare of Children

Safeguarding the Welfare of Children A protection and safeguarding the welfare of children is defined as protection against bad behaviour, ensuring that would not affect the childs health or development, and also ensuring that children grow up in a safe environment and effective care. Child protection is to ensure and promote the welfare. It is also an alert mechanism for child neglect and abuse. Legislative framework is there to protect children. There are a lot of laws, guidelines, policies and procedures. All this is designed to ensure the childs welfare. So, let`s discuss the Basic Law. But first you need to know that the legislative framework has three sections. The first is a learning and development requirements. The second is an assessment. The third section is the safeguarding and welfare requirements. Here is a brief overview of framework. One of them is the Children Act 1989. This law was introduced to attempt to streamline the laws affecting children. They emphasized the priority importance of the principle. This means that the childs welfare is paramount when decisions made for his/her education. We are working to safeguard children in 2006 to confirm the exact commit the Agency and service work together in order to reduce the risk to threaten the well-being of the child. The Safeguarding Vulnerable Groups Act 2006 is designed to work with vulnerable groups and in particular at what has been done. Statutory guidance documents are produced by each relevant government departments in order to explain the responsibilities that are different for illegal language. They serve to explain to anyone who works with children and to more accurately indicate their responsibility to protect children from abuse. Policies and procedures give annual review setting out the duties of an employee on child protection. It also provides training for everybody at work who relates to the setting. The obligation is to inform the Independent Safeguarding Authority about any human concerns with the settings and t hreatening for children. They give the order to work with the Local Safeguarding Board. It also provides a procedure including the assessment of the risks by ensuring that the policy is working in practice. The Criminal Records Bureau check all adults who have uncontrolled access to children under 18 years of age. This system checks all who want to work with children or an old people or persons who are otherwise classified as vulnerable. They can provide information about a person with a criminal history or who had to pay for a criminal conviction is ended. This information is gathered from several sources and compared CRP which has granted the applicant to disclose knowledge or information. The Independent Safeguard Authority presents contradictory vetting and barring scheme which requires anyone who works or volunteer with children and vulnerable adults to register with the ISA. The child exploitation and online protection centre is focused on combating the sexual exploitation of children and runs think u know internet security scheme. The NSPCC helps defeat of cruelty to children in different ways. They provide such assistance to children as child line services to families and children, tips for adults and professionals, carry out research and consultation services. So there are a lot of laws, guidelines, procedures and policies ensuring the welfare of a child. This is the Health and Safety at Work Act 1974 and the Management of Health and Safety regulations in 1999 which includes first aid, emergency procedure, injuries, accidents and illness and Control of Hazardous Substances. As well as data protection act 1998, disability discrimination ANCT disability in 1995 and 200 in 2004, raced Relations Amendment Act 2000, the Children Act 2004, working together to safeguard children. As you can see it is include all legislative frameworks and cooperate with the best welfare and protection of children. All settings must realize Early Years legislative framework f or child welfare, safety, and security and road Obstruction ensuring even not happened events that they are not going to happen. Child protection is more important. It ensures the safety of children, learning and development. However, our problems exist. There are four different forms of abuse. They are physical abuse, emotional abuse, sexual abuse and neglect. Physical abuse or injury is to engage the coincidence someone deliberately endangering the child. This can take different forms of injuries. Bruising occurs from being slapped, punched, shaken or squeezed. Cuts may occur from scratches, bite marks, a torn frenulum. Fractures such as skull and limb fractures can be a result from being thrown against hard objects. Burns or scalds range from cigarettes, irons, bath or kettle. Often a particular injury can be readily explained, but we have to disclose that if a child has bruises that show some pattern of an object such as dental records or iron stamp. Also look out for behavioural disturbances such as aggression. Another form of abuse is emotional abuse. This happens when a child consistently faces threaten ing ill-treatment from an adult. It can be verbal, mocking, ridiculing and insulting abuse of a child. It is difficult to establish common forms of abuse, but signs of emotional abuse include withdrawn behaviour, attention seeking, low self-esteem, stammering and stuttering, telling lies, tearfulness. Emotional neglect means that the children do not receive love and affection from adults. They are often left alone. Neglect occurs when an adult cannot give a child what he needs to develop physically. Often adults are leaving children unattended. Physical neglect signs are being underweight, unwashed clothes, poor skin tone, matted hair, being constantly tired, hungry and listless or lack of energy. Also often you can see the signs such as health problems and low self-esteem. Sexual abuse is when the adult uses children for sexual purposes. This can be anal intercourse or inclusion of watching pornography. This means that the child is encouraged to sexually intimate behaviour or oral sex, masturbation or the fondling of sexual parts. Sexual abuse may include signs such as bruises or scratches as non-accidental injury or physical injury, itching or pain in the genital area, wetting or get soiling themselves, low self-esteem and lack of confidence. There may also want to be treated like a baby or have poor sleep or eating patterns. A bullying usually includes deliberate hostility and aggression, a victim who is less powerfull than bully, an outcome which is always painful and distressing. Bullying can be physical, such as pushing, kicking, hitting, pinching or any other forms of violence. Verbal bullying can be such as name-calling, sarcasm, spreading rumours, threats. Emotional: excluding, tormenting, ridicule, humiliation. Racist: racial taunts, graffiti, gestures. Sexual preference: unwanted physical contact, abusive comments, homophobic abuse. Cyber: sending up messages, emails and cell phone messages. There is a case when children need urgent medical assistan ce. It includes bouts, scalding, burns, electric voltage, poisoning, fainting, concussion, bouts of bleeding, fractures, bouts of asthma, respiratory, diabetes. They should go to the doctor if the children have a high temperature more than 24 hours, a persistent cough, pain above the eyes, sore throat or ear pain. Joint disease signs and symptoms include facial colour change, temperature change, behavioural changes- calm, upset, complains about pain, coughing and sneezing, rash, lethargy, diarrhoea or nausea. Statutory requirements are to encourage the protection and welfare of all children. For this everybody are working with a lot of authority in order to achieve the best results for child welfare. Evaluate the safety of children in Early Years settings. So as I said there are many structures, which are doing its best for the childs welfare and security. It is important to share information with the right people. RIDDOR is reporting injuries, diseases and dangerous occurrences regulations 1995. If an incident occurs at work that is serious enough to keep an employee off work for three or more days, employers will need to fill in the relevant paperwork and send the report to the health and safety executive. They may investigate serious incidents and give advice on how to improve practice if needed. Health and Safety at Work Act 1974 and the Management of Health and Safety at Work regulations 1999 provides instructions on how to use the equipment and identifies a function. They ensure that throughout the employee environment is safe and does not contain a risk to health or well-being of the staff and users. Data Protection Act 1998 implementation of an appropriate system for coll ection, storage and access to essential information about children and families when required by regulations. Protection of Children Act 1999 regulates who can work with children and under what conditions. All employees who have direct contact with children must have a Criminal Records Bureau disclosure enhances. The Human Rights Act 1998 includes illegal lever public powers violate the human rights covenants. The main line is equality for policies and practices. Disability Discrimination Act 1995 and 200 in 2004 disability Key Impact Is that all training opportunities are flexible and available with respect to each childs individual needs. Race Relations Amendment Act 2000 requirement is to monitor and record all racist incidents. The Children Act 1989 includes requirements for premises, quality of care and staff. This gives the individual child welfare. Communicate to the Children Act 2004 is to ensure the childs best Interests. RIDDOR is an institution. The authority concerned sh ould be notified of such cases as death, Major Injuries, Top Seven days Injuries, Dangerous Occurrences and occupation illnesses. Lets talk about a healthy balanced diet. In England the school trust fund has been formed to ensure schools adopt the 14 nutrition based standards and five food groups. The Eat well plate is prepared in accordance with government guidelines for healthy nutrition. It is based in five groups. This is the bread, rice, pasta and other starch foods. The second group include fruit and vegetables. The third group is milk and dairy products. The fourth group is meat, fish, eggs, beans and other non-dairy sources of protein. And the fifth group consists of food and drinks high in fats or sugar. Seven Nutrients are protein, which grows body and is good for the brain, skin and blood. Another is the carbohydrates that provide energy. Fat provides energy and will store a body if eaten too much. Minerals build the bones and teeth, including calcium, iron and fluoride w hich are found in a large food. Next is water and it makes up two thirds of the body`s weight essential for children to drink. And last are vitamins. They help to maintain a healthy body. It is advisable to use the less sugar and salt and food additives in food as well as snacks. Nutrition is important in order to grow because we should get energy and heat the battle against infections, heal the body, make healthy function of brain, good assurance body functions and develop good eating manners to prevent bad digestion, concentration and alertness. There are religious or cultural beliefs that cannot eat certain foods. The Hindu group do not eat beef, and may be vegetarians. Muslims do not eat beef or pork products or seafood. Meat is being prepared by halal method. Christians may eat fish on Fridays. Jews may not eat pork or shell fish. Food is produced by the method of Kosher. There are also health needs that may affect how the products are prepared or which products can be eaten. V egetarians do not eat meat or meat products. Vegans do not eat animal products. Restrict celiac gluten is found in wheat barley, rye. Sensitive to allergies often cannot eat nuts and milk. Reactions to allergies can be such as vomiting, difficulty in breathing, swelling of lips and tongue, rash usually found on the chest back limbs, tightness in the throat or Itching, diarrhoea, wheezing, anaphylactic shock. Unhealthy diet threatens child obesity, failure to thrive, poor immune system, recurrent infections, nutritional anaemia, underfeeding. A higher risk of developing diabetes heart attacks, dental decay and osteoporosis. And unfortunately but common eating disorders found in children and young people. This is anorexia and bulimia nervosa. They have profound implications on the development of the child self-concept and self-esteem. There are requirements that should be followed in the environment to ensure the safeguarding and welfare of children. There are many physical conditions that are hazards to the health, safety and security. It includes lighting, temperature, rest facilities, ventilation, toilet facilities, etc. So practitioner has to make sure that he or she is aware of settings, health and safety and security procedures before starts work. Take account of individuals` needs, wishes, preferences, and choices, while ensuring your own roles and responsibilities in relation to health and safety. Seek additional support to resolve health and safety problems where necessary. Report issues to the appropriate people and minimise risk. Safeguarding agencies help is many different ways. There are lots of help for children and us. Safeguarding and promoting the welfare of children is the responsibility of the local authority, working in partnership with other public organisations, the voluntary sector, children and young people, parents and carers, and the wider community. A key objective for local authorities is to ensure that children are protected from harm. Other functions are housing, sport, culture and leisure services, and youth services. Health professionals and organisations have a role to play in safeguarding and promoting the welfare of children. The general principles are to aim to ensure that all affected children receive appropriate and timely preventative and therapeutic interventions, ensuring that all health professionals can recognise risk factors and contribute to reviews, enquiries and child protection plans, as well as planning support for children and providing on-going promotional and preventative support through proactive work. Professionals who work directly with children should ensure that safeguarding and promoting their welfare forms an integral part of all stages of the care they offer. The police recognise the fundamental importance of inter – agency w orking in combating child abuse. They involve social work colleagues. The police are committed to sharing information and intelligence with other organisations and should be notified as soon as possible where criminal offence has been or is suspected of being committed. Probation services supervise offenders with aim of reducing re – offending and protecting the public. Early years services such as children ` s centres, nurseries, child minders, pre-schools, playgroups and holiday and out- of- school schemes – all play an important part in the lives of large numbers of children. Everyone working in early year`s services should know how to recognise and respond to the possible abuse and neglect of a child. Let`s talk about the importance of personal hygiene. Children should be encouraged to wash their hands before meals and snack time. Children should be discouraged from eating off the floor. Using cutlery allows the child to learn table manners and will lessen the chan ce of the transfer of germs from the hands to the mouth. Teaching the correct principles of hygiene should begin at as early age as possible. It will help to prevent the spread of infections and diseases that can damage the digestive tract, respiratory tract and the external features of the body. Children will follow the example from the adults so they should lead by example. Maintaining correct hygiene will allow the child to be independent and will lessen the likelihood of bullying if they are kept clean and tidy and do not suffer from associated complaints. There are some good methods to reward positive behaviour such as providing reward charts or stickers, giving the child extra responsibility, acknowledging the repeat behaviour, praising the behaviour and providing undivided attention to the child.

Lattice Boltzmann Method

Lattice Boltzmann Method Computational Fluid Dynamics permits the analysis of the behaviour of fluid flows in virtual environments and compared to traditional experimental tests involves lower time and costs as well as a better understanding of the studied phenomenon. Indeed, once the solution is obtai- ned all the magnitudes of the fluids can be accurately computed and visualised. Moreover, with CFD there is no interference between the flow field and the measuring equipment. The main approach used to study the behaviour of a fluid is the continuum one, which uses the Navier-Stokes equations and describes the fluid through macroscopic properties as pressure temperature and density. Since it is difficult and time-consuming to solve directly the non-linear partial differential NS equations these are converted into a system of algebraic equations th- rough finite difference, finite volume or finite element methods. The fluid domain is discretized and each node or volume contains a huge number of particles, the average value of pressure, velocity density etc is computed through an iterative process until convergence is reached. An alternative approach to study the fluid characteristics is the analysis of the microscale beha- viour of the fluid particles. The forces between particles (molecules) describe and determine the flow dynamic and at each time step the position and velocity of each particle is computed using the Newtons second law of momentum conservation. From the kinetic theory macro-scale pro- perties of the fluid can be obtained. This method is clearly impractical because of the extreme number of particles that constitute even a small volume of fluid. The LBM method is in the middle of these two methodologies and focuses the attention on di- screte collections of particles whose properties are described through a probability distribution function (PDF). The PDF describes the behaviour of a large number of particles using a sta- tistical distribution. This approach hence doesnt request the knowledge of the single particles positions and velocities. The Maxwell-Boltzmann distribution function can be defined as the probability of finding particles within a certain range of velocities at a certain range of locations at a certain time f(r,c,t), where r,c,tare the position, velocity and time respectively. The spatial discretization used is named lattice and it is based on a Cartesian distribution of discrete points with discrete sets of velocity directions. The lattice is determined by the number of dimensions n and discrete velocity directions m (DnQm), a large number of velocities leads to a more precise description but also a higher computational cost. For each discrete velocity direction a PDF is defined. The Boltzmanns Transport Equation is used to describe the evolution of the PDFs and their  interactions: à ¢Ã‹â€ Ã¢â‚¬Å¡f à ¢Ã‹â€ Ã¢â‚¬Å¡t+ c ·Ãƒ ¢Ã‹â€ Ã¢â‚¬ ¡f= à ¢Ã¢â‚¬Å¾Ã‚ ¦(f) The equation states that the total derivative of the PDF equals to the collision operator à ¢Ã¢â‚¬Å¾Ã‚ ¦. This is a Lagrangian approach to the fluid dynamics while the traditional CFD methods use a Eulerian one. The collision operator depends on the distribution functions and it is very complicated to compute, a solution was founded by Bhatnagar, Gross and Krook (BGK) who replaced it with a single relaxation time (SRT) simplified model: à ¢Ã¢â‚¬Å¾Ã‚ ¦ = 1 (feqf) à Ã¢â‚¬Å¾ where feqis the local equilibrium distribution function (the distribution which represents the system equilibrium) and à Ã¢â‚¬Å¾is the relaxation time (particle collision frequency). The above equation can be written along each velocity direction and can be discretized as à ¢Ã‹â€ Ã¢â‚¬  teq fi(r+ cià ¢Ã‹â€ Ã¢â‚¬  t,t+ à ¢Ã‹â€ Ã¢â‚¬  t) = fi(r,t) + [f (r,t)f(r,t)] à Ã¢â‚¬Å¾i This equation can be used to describe many phenomena specifying the proper equilibrium di- stribution function. The two steps represented are the propagation step which models the movement of the distribution functions along discrete directions and the collision step which describes the physical phenomena. The main drawbacks using an SRT scheme are the low Mach number which can be used, the limitations imposed by the value of à Ã¢â‚¬Å¾and the Prandtl number must be near one. For these reasons a multiple relaxation time (MRT) collision operator is used, this approach involves the calculation of the collision step in the momentum space instead of the velocity space. The CFD software Xflow uses an MRT scheme which improves the stability and enhance the Mach number limitations up to Mach 0.6 for the overall fluid domain and up to Mach 1 in local regions, this means for example that a shock wave in the point of the minimum Cp value in a transonic airfoil can be captured. The lattice structure used in the software is a D3Q27 arran- ged in an octree structure. This method divides the 3D space in a tree data structure where each portion is recursively subdivided in eight equals smaller parts. In this manner, different spatial scales with different refinements can be obtained in the fluid domain. Each level has spatial and temporal scales twice as smaller than the previous one so the ratio dx/dt and the CFL condition remain constant allowing a proper time step for each node. This is an advantage towards traditional CFD method where the time step is constant and hence the calculation is inefficient for the coarse part of the mesh. Moreover, adaptive ref inement criteria based on the local vorticity level can be used to refine wake regions, free surface and interfaces. The model used to simulate subgrid turbulence is the Wall-Adapting Local Eddy (WALE) vi- scosity model. This approach is the same used for Large Eddy Simulation and introduce an artificial eddy viscosity ÃŽÂ ½t. This model appears to be more efficiently applied in the LBM me- thod because the strain rate tensor is available in the local node while it needs information from the neighbours nodes to be evaluated in traditional CFD models. Besides, the proportional aspect ratio of the lattice required for LES turbulence model is another advantage in behalf of LBM technique. The impossibility to represent the boundary layer near walls because of the isotropy of the latti- ce structure and the consequent high number of nodes requested to capture the phenomenon is overcome through the use of the Wall-Modeled LES approach (WMLES). Furthermore, as the turbolence length scale is proportional to the distance from the free surface and the boundary layer thickness is proportional to the Reynolds number, the resolution scale becomes unaccep- tably small near walls. This is why the WMLES approach uses RANS in the proximity of the walls. The discrete velocities projections are also used to calculate the distance between the lattice and the geometry in order to obtain a detailed description of the body curvature which is used in WMLES to evaluate the boundary layer behaviour.