Market Entrance Assignment Example | Topics and Well Written Essays - 2500 words

Market Entrance - Assignment Example There is no tax and this generates a lot of revenue for the business houses. While this is a positive move by the governments, there is plenty of stakes for the natives. In order to generate income for their own people, the government of Qatar has remained realistic to the happenings. Like most Arab nations, the Government of Qatar too encourages foreign investment, particularly in joint ventures with Qatari partners. Wholly foreign-owned firms are permitted to operate in Qatar, provided they have a local agent or a sponsor. Foreign-owned firms and the foreign-owned portions of joint ventures are subject to corporate income tax, ranging from 5 percent to 35 percent of net profits. Qatari and GCC nationals and business concerns are exempted from the income tax provisions. Qatar is part of OPEC nations in the Middle East. The nation is home to millions of expatriates who come from as far as Indonesia in search of work. The Asian community presence is conspicuous with Indians, Pakistanis, Bangladeshis, Pilipino, and Sri Lankans making up the majority. The 80s and 90s saw an influx of migrants because of the growth of industries here. Many multinationals, especially British and American oil companies set up huge infrastructures which required both skilled and unskilled labour to run them. With the influx of people, other industries began to move in. Today, Qatar is a thriving economy and must thank the millions of migrant workers here for this. Multinational companies that seek to establish business here can do so with the participation of local Qatari partners. This ensures that a part of the gains from business remain within the country, and both the government and the local partners benefit. In such a scenario, would the entry of IKEA, result in a success for the company, and if so, how would the marketing planners define their strategy 3.0 IKEA IKEA, the leaders in economical and fashionable furnishing company that styles on European flavour, began its long journey since its inception. IKEA works with the concept of offering a wide range of well designed, functional home furnishing products at prices so low, that even the most lower strata of society would be able to take home a product of international quality. IKEA believes in quality and affordability, a hall mark of true marketing genius. Rather than selling expensive home furnishings focused on the elite of society, the company makes it possible to serve the many by providing low-priced products that contribute to helping more people live a better life. Franchise opportunities are available in unrepresented areas and IKEA believes in equal opportunity for all its associates. IKEA works with the idea of understanding and servicing areas with the help of their local associates. This is a key to their success as well. Once the local taste and demand is identified, it becomes easy to attract business. This way, the company manages to save on R&D and spend more time in innovation. Franchisee is an

The Problem of Evil Term Paper Example | Topics and Well Written Essays - 1500 words

The Problem of Evil - Term Paper Example The â€Å"all-good,† the â€Å"all-powerful,† etc., are claims to justifying the creator who made the world of all possible worlds. Theodicy involves these traditional arguments and weighs these arguments against the scale of the problem of evil. G.W. Leibniz is a case in point. According to Leibniz, this world, no matter how imperfect, is actually the best of all possible worlds that God would have created in any way. More so, Leibniz’s optimistic theodicy does not see the existence of evil in the world as fundamentally counting against God’s existence. Therefore, evil, as it were, becomes a non-issue when seen from the purview of God’s grand plan of the universe. â€Å"Further, we realize that there is a perpetual and almost free progress of the whole universe in fulfillment of the universal beauty and perfection of the works of God, so that it is always advancing towards a greater development.† (1967, 421). Theodicy as the rational study o f God necessarily has to come to grips with evil, where the question is about justifying God’s goodness in the presence of evil. ... Does belief in God contribute to man’s pursuit of happiness, notwithstanding the other equally issue called evil? Or, is it something superfluous let alone erroneous? The presence of evil in the world is real, no doubt. But it has a purpose. The process of evolution forces us to admit to ourselves that we are not at the center of this cosmic process, and that what we need to do is to align ourselves to the ultimate end of the process. Teilhard de Chardin sees evil as part of the whole process of evolution from which man must learn to find his rightful place. De Chardin explains: â€Å"Statistically, at every degree of evolution, we find evil always and everywhere, forming and reforming implacably in us and around us.† (1975, 312). Similarly, an uncritical belief in an objectivist divine providence needs to give way to the reality of evil which God uses to teach man of his existence in the world. Divine providence is not magic. Evil is a privation of man’s suppose d end of goodness. In the end, human affairs need to be addressed by man, not God. â€Å"The evil in the world is very great and we see little or no reliable evidence of a benevolent providence,† (Cupitt 2001, 106). Leave God alone! Atheism easily dismisses God’s existence on account of the reality of evil, as if to falsify altogether God’s existence because of the perceived presence of something that goes against God’s attributes. For atheism God’s existence is nothing but man’s projection of his desire to get the help of some superpower to take away the problem of evil which he cannot do. From a theistic perspective, the objections of atheism can be adequately addressed - not apologetically, but

Career plan reflection Essay Example for Free

Career plan reflection Essay Looking back over the five weeks of this course I smile. It was encouraging, fun, and required a lot of critical thinking. Learning how to send a message and receive one was a very important step toward my business career. It seems as though listening is an easy thing to do, but after this course, I realize it takes skills. Considering the feeling of a speaker and giving them uninterrupted attention was something never considered as significant. Everyone is guilty at some point in believing they can multi-task while another person is speaking. How rude we have been. The career building activities were helpful as well. Learning about our strengths and weaknesses gives us an opportunity to improve as a person. This course was helpful in improving in areas of strategizing, organizing, innovating and most important, entrepreneurial thinking. Without this course my goal focus would not be on my mind as a higher education is developed. Having a career focus was thought to be further down the road. Little did I know, it starts now, and it starts within. Inasmuch, the communication of verbal and visual support was insightful. Having the right instructor, especially from the business field was a great asset to this course. Knowledge from the text book chapters was also informative. The chapters printed each week for study will be reviewed beyond this course. It gives good literature on the business audience. Most of the knowledge learned in this course will be used in communicating with friends, family, and people on the job. Debating and presentations will come easy because of the information from the text in knowing the audience. In the classroom the small debates and student inputs in our class discussions were exciting. Furthermore, the research on our debate paper helped to look for creditable sources that made our team paper more believable. This was our first debate and every moment of the fifth week was as enjoyable as the first four weeks. This course makes me look forward to the future courses of business and I hope they are as interesting as the instructor.

The Childcare Act 2006 in Early Years Education

The Childcare Act 2006 in Early Years Education Unit 3: Building Positive Relationships Every child deserves a good start in life and support to fulfil their potential. Children develop quickly in the early years. A secure, safe and happy childhood is important in its own right. High quality early and pre-school learning, together, provide the foundation children need to make the most of their abilities and talents as they grow up. Childminders and childcare providers registered on the Early Years Register must meet the legal requirements set out in the Childcare Act 2006 and associated regulations in order to remain registered. The Childcare Act 2006 provides for the Early Years Foundation Stage Learning and development requirements to comprise 3 elements: The early learning goals. The educational programmes the matters, skills and processes which are required to be taught to young children. The assessment arrangements for assessing young children to ascertain their achievements. The requirements laid down must be delivered by the child care provider with no exceptions. Document published by the Department for Education on 27 March 20012 states that â€Å"there are seven areas of learning and development that must shape educational programmes in early years settings†. Personal, social and emotional development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities. Physical development involves providing opportunities for young children to be active and interactive, and to develop their coordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food. Communication and language development involves giving children opportunities to speak and listen in a range of situations and to develop their confidence and skills in expressing themselves. Literacy development involves encouraging children to read and write, both through listening to others reading, and being encouraged to begin to read and write themselves. Children must be given access to a wide range of reading materials – books, poems, and other written materials, to ignite their interest. Mathematics involves providing children with opportunities to practise and improve their skills in counting numbers, calculating simple addition and subtraction problems, and to describe shapes, spaces, and measures. Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment. Expressive arts and design involves supporting children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology. Parents and carers play an important role in assisting children to build self-respect, and then through the childs personal understanding of that experience develop the values and skills needed to express respect to others. This interactional process becomes a continuous cycle, as children with strong self-respect engage in constructive positive behaviours towards themselves and others, attracting praise and reinforcement, thus building further self-respect and further facilitating the capacity to demonstrate respect for others. Of course the counter to that occurs when a child experiences continuous disrespect, fails to build healthy self-respect, and then responds to those destructive and negative feelings by treating others in similarly disrespectful ways. It is important that children learn about other people’s feelings and that we show them how we behave in society and to except all walks of life. We could help them to do this by having resources that show the different types of people. For example wheelchair users, people who are hard of hearing and other disabilities etc. You could also celebrate festivals from different cultures or religion. It is good to read the children stories about friendships and display posters that shoe diversity. Showing a child praise when they behave in a socially acceptable manner will give them more confidence and make them feel respected themselves. Introducing a child to their own culture, traditions, and heritage helps the child valuing themselves and then others. Researchers (for example, Brown, 2008; Hughes et al., 2006) consistently find that young people from minority groups have better life outcomes when they develop a sense of pride in their own heritage and culture. As parents, we can cultivate this strength by helping our children participate in meaningful activities and rituals, spend time with others who share their culture or tradition, or use their native or first language. It also comes from having positive messages and role models in the media and culture that reinforce the value of one’s heritage, culture, and identity. If I was caring for a group of children from diverse cultural or ethnic backgrounds I would encourage them to explore their heritage and make it an educational project for the whole group. By making the approach inclusive rather than exclusive it would foster a greater understanding of cultural differences and backgrounds amongst all the children. For example: each week could be devoted to an individual child’s particular background with that child encouraged to explore and learn about their culture (traditions, religion, celebrations, food, history) – the depth of research being determined by the child’s age. The child could make a presentation to the group and be encouraged to find photos and other items to help present their culture. The child could possibly be encouraged to bring a family member with them to help with their presentation (if possible). The other children in the group would engage with the activity by making their own posters, drawings and deco rations with the theme of the culture being presented. This activity would carry on for several weeks depending on the size of the group. As an alternative, if the group was not primarily multi-cultural the above plan could still be used with a cultural theme being decided on in advance and the children being encouraged to learn about the culture and share their findings with the group. Consistency in parenthood and for children is having the rules, routines and expectations the same over the course of time. This helps the child better understand rules and discipline, and it helps the childs world stay predictable and allows it to be a less confusing situation. Consistency helps children learn to be accountable for their actions. Consistency is extremely important because children need set limits. When a child is allowed to do things and then reprimanded it is confusing to them. These children will push limits of adults while thinking it is okay to do so. Consistency will help the child to understand what is tolerable and what is not. What is acceptable and what is unacceptable. Being fair is only right. Children should be taught that for every action there is a consequence. It is also important for these children to help set the guidelines for what is a consequence. This should be done before the consequence is needed, not the moment of. Positive reinforcement allows for the children to continue to have appropriate actions and become intrinsically motivated to do these actions. Positive reinforcement should be reduced over time otherwise the children will always seek the reinforcement instead of just doing the good deed in itself. With negative behaviour it is important that you always give a reason for when you say no. The child will then know that it is not safe to cross the street because they might get hurt, or it is not safe to stand on the table because they might fall. If a child is given a reason for negative behaviour it is usually understood better and therefore will likely not happen again. And if you must give a child a limit follow through, or it will not work again the next time. The child will then push your limits and try to again get off of the hook. In my opinion quiet time is a perfect time for children to just sit quietly and calm down and it helps you to simply get on with your work with minimum disruption. A child can be taken to quiet time without the whole class knowing and it is most effective when you simply, quietly and calmly walk up to a child and ask them to come to quiet time. Quiet time is not to be confused with the naughty spot or naughty chair. There is a different negative feeling to being on the naughty spot, than there is to having quiet time. The naughty chair implies that the child is naughty, which is of course negative and unhelpful. Quiet time is not about making a child feel bad but an opportunity for a child to be taken out of a disruptive situation and as a consequence for unwanted behaviour. This way you are far more likely to end unwanted behaviour rather than temporarily distracted a child from it. Another good strategy is to acknowledge and praise good behaviour and mature interactions with others, rather than only acknowledging bad behaviour and aggression. Often, a child will engage in bad behaviour, including fighting with others, in order to gain the attention of nearby adults. Only paying attention to negative behaviour reinforces the idea that negative behaviour gets results. Conflict between children and adults or between children can be very distressing. In child care settings conflict is very common for children having trouble with an adult authority. Over the years many behavioural theorists debated whether conflict has a positive or negative impact on child development. Some of them felt that conflict is a natural part of life. Others viewed conflict as a negative occurrence instead of being accepted as part of being human. Research carried out by Dennis, Colwell and Lindsey from the Texas Tech University found that there are gender differences between children identifying areas of conflict. The girls tended to have more conflict with their peers over the things that had been said displaying a child to child conflict, whereas the boys manifested themselves in the form of disobeying the teacher. Research supports work of Vygotsky who find that â€Å"†¦ conflict provides for a learning experience for children when they have correct modelling or â€Å"scaffolding† from adults† (Travick-Smith, 2003,p54). The research showed that there were certainly gender differences, with girls’ conflicts arising from reaction to â€Å"words† and boys’ conflicts with â€Å"actions†. Among the many tasks of early childhood, two stand out: to communicate needs in a respectful way to other children and to listen with respect to the ideas of others. These areas of learning are important to all young children, but especially to those who participate in group settings away from home – preschool and child care programmes, playgroups, or summer camps. With the support of knowledgeable adults, children are able to learn the skills necessary for effective communication within peer groups. As children learn to be together in a group, they will inevitably experience conflict with another child. Many adults find conflict among children frustrating and feel uncertain about how to be helpful. However, when adults are thoughtful and skilled in their approach to classroom conflict, children benefit. Conflict resolution is an important foundation for future growth and learning.   References Department for Education, 2012. Statutory Framework for the Early Years Foundation Stage. Runcorn: Department for Education. Riddall-Leech, S. (2010) Home-Based Childcare, Oxford, Pearson Publ Oxford Heinemann. Statutory Framework for the Early Years Foundation Stage (July 2006) the Child care act 2006. Tassoni, P. Beith, K. Bulman, K. Eldridge, H. (2007) Child Care and Education. Publ. Heinemann.

The Important Role of News Reporters Essay -- Exploratory Essays Resea

The Important Role of News Reporters Every morning when I get up, the very first thing I do is turn on the TV--but not for cartoons or MTV. It has become a habit for me to watch the news in the morning. I feel the need to know what is going on because I know that no matter where the news happens, 99 percent of the time it will, directly or indirectly, affect me or people I care about. The broadcast media has become a part of my life and the lives of almost everyone in the Western world. We may not know the names of our senators, but Katie Couric or Tom Brokaw are familiar names in every American household. Not many of us realize, however, that the job of the news reporter is not as glorious as we imagine. This paper will offer you a closer look on what goes on behind the TV screen or radio microphone. Like all other discourse communities, news reporters have their own jargon. It consists mostly of technical terms describing different aspects of news production. In radio, there are voicers, readers, Q&A's, and packages--all of these are types of stories. Voicer is a news story voiced by a reporter; reader is a script of a news story read by a news anchor; Q&A is an interview; and package is a news story produced and read by a reporter that also includes parts of interviews or natural sound. A particular feature of a news reporter's jargon is that very often there are a couple of different terms for one concept. For example, other words for "package" are "wrap" and "feature"; "cut," "bite" (or "soundbite") and "actuality" all refer to a part of an interview. But in most cases, the jargon of the news reporters is much more understandable to an outsider than, for example, the specialized language of chemists. The goal of repo... ...oofness hurt press credibility, ABC's Cokie Roberts says." Freedom Forum Online News. http://www.freedomforum.org/freedomforum/news/971003ca.html (9 October 1997). Germer, Fawn. "How Do You Feel?" American Journalism Review June 1995: 36-42. Kemkes, Michelle. " 'If it bleeds it leads,' isn't the motto at KVUE-TV." Minnesota News Council Newsletter, Summer 1996. http://www.mtn.org/newscouncil/Summer96/KVUE.html (9 October 1997). Rather, Dan. "Journalism and the Public Trust." Humanist Nov./Dec. 1990: 5-8. Scanlan, Frank. Personal interview. 10 October, 1997. Shaw, David. "Beyond Skepticism: A Negative Spin on the News." Los Angeles Times 17 April 1996: Al. Shook, Frederick, et al. The Broadcast News Process. 5th ed. Englewood: Morton Publishing, 1996. Valente, Judith. "Do You Believe What Newspeople Tell You?" Parade 2 March 1997: 4-6.

Zulu Culture Essay -- Anthropology

The Zulus tribe is an independent clan and the largest ethnic group in South Africa. The Zulu clan reputation is well known for their proud, fierce, and barbaric behavior. According to Ethnologies, in 1816 a new chief Shaka Zulu conquered and created a nation that was named after him. His descendants made up the Zulu clan. During the year of 1820, Native Africans did not have any political rights. The king of the Zulu ethnic groups or clans was the only one allowed to have judicial and legislative power. Zulu chiefs steadily demanded increasing tribute to taxes from their acquired great wealth, commanded large armies; in many cases a Zulu military status allow men to achieve distinctions chiefdoms. The kinship in the Zulu family is extremely important. The Zulu people are traditionally both pastoralists and agriculturists. As with many African tribes, reciprocity is important and the Zulu people are known for being extremely generous and even allowing guests to eat off their dinner plate as a gesture of friendship. In Zulu culture, women are supposed to dominate cooking only. As a result of socialization this habit teaches males at an early age that the mothers and sisters are suppose to cook for them. Some men who break the rules and learn how to cook are challenge as being weak. Olfami, Kuni (2008) Zulu clans were organized into patrilineal. Their kinship also extended to people who were not blood related, inheriting property was only through a male and his father. If a child’s real parents pass away, they were not put away as an orphan other parents took over the responsibilities. As children get older they have kids on their own, but they are also required to start taking care of their parents as they reach an eld... .... The Zulus are considered as the most traditional pastoralists and agriculturist’s people. Interestingly, most ancient Zulu tribes practice pastoralist and lives in more arid lands. The reason is natives of the Zulu tribe have always inhabited desert lands to remain traditional because their territory is not much valuable and desired to be confiscated by outsiders. References Flint, Karen E. Healing Traditions: African Medicine, Cultural Exchange, and Competition in South Africa, 1820-1948. Athens, OH, USA: Ohio University Press, 2008. p xi. http://site.ebrary.com/lib/ashford/Doc?id=10472432&ppg=11 Elliott, Aubrey. "THE ZULU Traditions and Culture." Cape Town: Struik Publishers. 1986. http://library.thinkquest.org/27209/History.htm Olfami, Kuni. "African Tribes" Indigenous People of Africa 2008 http://www.african-tribes.org/

Fiction in Henry James “Paste”

Fiction in Henry James`s â€Å"Paste† Table of Contents 1. Introduction3 2. American Modernism4 3. Henry James (1843-1916)5 4. Paste8 5. Fiction in Henry James10 6. Paste analysis12 6. Conclusion14 7. Bibliography15 1. Introduction In my term paper I will primarily discuss Henry James and his short story Paste. Firstly, I will focus on the time he wrote the story and than I will describe his life and his three major writing phrases. Next, I will go on with giving the most important of the story touching the most important point of its sources and who influenced James to such a work. The next section in the term paper is one of the most important ones because it touches all the most important things connected with fiction in James`s short story which will be a guide towards the analysis of Paste. In the analysis I will examine the narrative techniques and I will connect the discourse with the story. Finally, the term paper ends with an conclusion summing up all the relative points. 2. American Modernism The large cultural wave of Modernism, which gradually emerged in Europe and the United States in the early years of the 20th century, expressed a sense of modern life through art as a sharp break from the past, as well as from Western civilization's classical traditions. Modern life seemed radically different from traditional life — more scientific, faster, more technological, and more mechanized. Modernism embraced these changes. Technological innovation in the world of factories and machines inspired new attentiveness to technique in the arts. To take one example: Light, particularly electrical light, fascinated modern artists and writers. Posters and advertisements of the period are full of images of floodlit skyscrapers and light rays shooting out from automobile headlights, moviehouses, and watchtowers to illumine a forbidding outer darkness suggesting ignorance and old-fashioned tradition. The way the story was told became as important as the story itself. Form and structure became more important than content. Henry James, William Faulkner, and many other American writers experimented with fictional points of view. Vision and viewpoint became an essential aspect of the modernist novel as well. No longer was it sufficient to write a straightforward third-person narrative or (worse yet) use a pointlessly intrusive narrator. The way the story was told became as important as the story itself. 3. Henry James (1843-1916) [pic] Life: Henry James was born in New York City into a wealthy family. His father, Henry James Sr. , was one of the best-known intellectuals in mid-nineteenth-century America, whose friends included Thoreau, Emerson and Hawthorne. In his youth James traveled back and forth between Europe and America. From an early age James had read the classics of English, American, French and German literature, and Russian classics in translation. He studied with tutors in Geneva, London, Paris, Bologna and Bonn. At the age of nineteen he briefly attended Harvard Law School, but was more interested in literature than studying law. James published his first short story, A Tragedy of Errors two years later, and then devoted himself to literature. In 1866-69 and 1871-72 he was contributor to the Nation and Atlantic Monthly where his first novel, Watch and Ward (1871) was published. James wrote it while he was traveling through Venice and Paris. After living in Paris, where James was contributor to the New York Tribune, he moved to England, living first in London and then in Rye, Sussex. During his first years in Europe James wrote novels that portrayed Americans living abroad. James's years in England were uneventful. In 1905 he visited America for the first time in twenty-five year, and wrote ‘Jolly Corner'. It was based on his observations of New York, but also a nightmare of a man, who is haunted by a doppelganger. Between 1906 and 1910 James revised many of his tales and novels for the so-called New York Edition of his complete works. It was published by Charles Scribner's Sons. His autobiography, A small boy and others (1913) was continued in Notes of a son and brother (1914). The third volume, The middle years, appeared posthumously in 1917. The outbreak of World War I was a shock for James and in 1915 he became a British citizen as a loyalty to his adopted country and in protest against the US's refusal to enter the war. James suffered a stroke on December 2, 1915. He expected to die and exclaimed: â€Å"So this is it at last, the distinguished thing! † However, James died three months later in Rye on February 28, 1916. Two novels, The Ivory Tower and The sense of the past(1917), were left unfinished at his death. James`s three writing phases after his Biographer Leon Edel: James's first, or â€Å"international,† phase encompassed such works as Transatlantic Sketches (travel pieces, 1875), The American (1877), Daisy Miller (1879), and a masterpiece, The Portrait of a Lady (1881). James's second period was experimental. He exploited new subject matters — feminism and social reform in The Bostonians (1886) and political intrigue in The Princess Casamassima (1885). He also attempted to write for the theater, but failed embarrassingly when his play Guy Domville (1895) was booed on the first night. In his third, or â€Å"major,† phase James eturned to international subjects, but treated them with increasing sophistication and psychological penetration. The complex and almost mythical The Wings of the Dove (1902), The Ambassadors (1903) (which James felt was his best novel), and The Golden Bowl (1904) date from this major period. In James, only self-awareness and clear perceptio n of others yields wisdom and self-sacrificing love. Characteristic for James novels are understanding and sensitively drawn lady portraits; James himself was a homosexual, but sensitive to basic sexual differences and the fact that he was a male. His main themes were the innocence of the New World in conflict with corruption and wisdom of the Old. In James's later works, the most important events are all psychological — usually moments of intense illumination that show characters their previous blindness. Apart from writing fiction, James made important contributions to the genre of literary theories, especially through his famous essay, The Art of Fiction, 1884. g. In his early critics James considered British and American novels dull and formless and French fiction â€Å"intolerably unclean†. â€Å"M. Zola is magnificent, but he strikes an English reader as ignorant; he has an air of working in the dark; if he had as much light as energy, his results would be of the highest value. † (from The Art of Fiction) 4. Paste Two weeks after his fathers death Arthur Prime lost also his stepmother, an former actress Miss Bradshaw. After his stepmothers funeral Arthur told his cousin Charlotte to select and take some of the jewelry her aunt left. Charlotte selected a pearl necklace which seemed to her as real. Arthur felt deeply insulted with the thought that they were real and the way his stepmother as an actress could got such pearls. Charlotte apologizes and agrees with Arthur that they are paste and takes them s back to Bleet where she worked as governess. Once at a party, Mrs. Guy noticed the pearls, recognizes them as genuine and with Charlottes approval wears the string at the party. When Charlotte noticed that everybody at the party assumed they were real she insisted at the idea to return them to her cousine Arthur who still pretends to believe that they were pasteand later writes to her that he smashed them to destroy any false slur upon his family. Later however, Charlotte sees Mrs. Guz wearing a beautiful pearl string. She explained to Charlotte she bought it from a dealer to whom Arthur sold them. Charlotte was disappointed how her cousin could be so deceitful. The origin of â€Å"Paste† is rather more expressible, since it was to consist but of the ingenious thought of transposing the terms of one of Guy de Maupassant's admirable stories. The story originated from the idea of reversing the situation of de Maupassant`s La Parure, in which a supposedly genuine necklace is found to be false, by centering the action on a string of perals, thought to worthless but proved to be real. In â€Å"La Parure† a poor young woman, under â€Å"social† stress, the need of making an appearance on an important occasion, borrows from an old school friend, not much richer than herself, a pearl necklace which she has the appalling misfortune to lose by some mischance never afterwards cleared up. Her life and her pride, as well as her husband's with them, become subject, from the hour of the awful accident, to the redemption of their debt; which, effort by effort, sacrifice by sacrifice, excuses, a rage of desperate explanation of their failure to restore the missing object, they finally obliterate–all to find that their whole consciousness and life have been convulsed, that the pearls were an â€Å"imitation† and that their passionate apology has ruined them for nothing. According to Henry James and his theory of fiction Guy de Mauppasant holds that we have no universal measure of the truth and that there are many different classes of fiction which help us to understand that the particular way we see the world is our particular illusion about it. 5. Fiction in Paste and Henry James Henry James`s conception of writing fiction is defined in these words: â€Å"A novel is, in its broadest definition, a personal, a direct impression of life, that, to begin with, constitutes its value, which is greater or less according to the intensity of the impression. But there will be no intensity at all, and therefore, no value, unless there is freedom to feel and say. † In his treatment of subject matter, James felt that no aspect of life should be excluded. He said that â€Å"the province of art is all life, all feeling, all observation, all vision †¦ it is all experience. That is a sufficient answer to those who maintain that it must not touch the sad things of life †¦ † James's style of writing is magnificent and his canvas is broad – encompassing both Europe and America. He is a master of character portrayal and has extensively used the â€Å"stream of consciousness† method in his fictional writing. Julie Rivkin explains the term as a radiating luminous intelligence which integrated the â€Å"felt life† into fiction. Perhaps more than any previous writer, James refined the technique of narrating a novel from the point of view of a character, thereby laying the foundations of modern stream of consciousness fiction. Henry James produced one hundred and twelve stories and majority of them have been ignored or dismissed as a tributary to the mainstream of his novels. James creative energies were devoted equally into his novels, essays and his short stories, which means that also the stories deserved critical research as his novels or essays. James wrote about Guy de Maupassant that he will be remembered because of his more than hundred tales he wrote and not on his half a dozen novels meaning probably that he wanted to state that his whish would be to remember him himself also because of his novels and his short stories. 6. Paste analysis Henry James is grappling with the idea of keeping the story under 7,000 words. Part of this struggle develops from his idea seemingly having too much to say, but the notebook entry also leans towards the difficulty of being able to create a diverse enough idea to actually have a story within this space. James seems to be attempting to begin answering what is the short story: â€Å"†¦but to do anything worth while with it I must †¦ be very clear as to what it is in it and what I wish to get out of it. †¦ It must be a picture; it must illustrate something. † This also refers back to that that the writer needs to avoid a simple summary of events and the reader must encounter a story within the sketch structure. Within James’ description of the story he intends to work on, he places a great deal of emphasis on contrast to relay his story. Paste is one of the few tales in which James successfully approaches Maupassant`s technique, allowing the objective action of the tale to reveal all its characters and values. The plot is swiftly set in motion, on the day of his stepmothers` funeral , Arthur allows his cousin Charlotte to take one peace of stage jewelry, she picks out some paste pearls which she honorably returns to Arthur when she founds out they are real. Arthur being a prudish stepson is greedy enough to sell the pearls , while he wrote her cousin he destroyed them. As so often in this tales, the professional virtuous are exposed as utterly fraudulent and the decent people as Charlotte as selfless fools. Only Mrs. Guy which with her name remembers us on Guy de Maupassant is one of James`s innumerable versions of the Madame Merle- type competent wordly woman with an innocent look and a strong authority manages to a short while to win the reader`s thoughts. Paste is told by an omniscient third-person narrator, who refrains from judging the characters or their actions. The narrator does have access to the characters' thoughts, but for the most part, the narrator simply describes the events of the story, leaving it up to the reader to determine the nature of the characters through their actions. Most of all, the narrator is concerned with Charlotte Prime. The moral dimension is most obvious in what appears to be James`s confident insistence on the reality of moral evil, motivated by egoism and by self-sacriface, especially sacrifice of own happiness. Charlotte insisted on the problem of sacrifice and she does not act for her own good, she wants to be fair and returns the pearls to her greedy cousin and when she founds out that he sold them she asks her self why was she so moral and truthful James`s characters, especially Charlotte, are presented as they having a very difficult time to simply trying to understand what they most need to understand- their own and others intentions or motives. The major themes in the story are paste, greed, losing moral values, truth vs. lie. All the themes are connected with a symbol in the story. Paste meaning the farce which Arthur plays toward his cousin, implying that things are not always what they seem to be. All the themes are connected with transition from innocence and naivety to experience. Development of Charlotte Prime in Paste Charlotte Prime is a governess in a little town called Bleet and the role of a governess in Victorian times was not a popular figure in Victorian England. The governess did not have a social position worthy of attention. The problem existed in them that aristocrats and middle-class Victorians were not sure how to treat the governess because she was in many cases also from the same class as they were, but her lack of financial stability made them view her as she were from the lower class. To work as a governess in Victorian times was justified by the society only if she found herself in financial distress or had no relatives to give her support. From the story it is noticeable that Charlotte Prime was also working as a governess because her bad financial situation 6. Conclusion The main aim of this research paper was to show how James dealt with fiction in his short stories, especially in Paste. James was fascinated to be challenged with writing short stories. He knew that had to take one single incident and his fiction does not generally lend itself to a close examination or its values are diffuse, the structure is often loose, its effects depend on stock devices and responses. That means that a plot need be no more than a string of stock devices for arousing stock responses of concern and excitement in the reader. The reader’s interest may be captured t the outset by the promise of conflicts or mysteries or frustrations that will eventually be resolved, and he will gladly—so strong is his desire to be moved or entertained—suspend criticism of even the most trite modes of resolution. 7. Bibliography 1. Baldev Vaid, Krishna (1964). Technique in the tales of Henry James. Cambridge: HUP Press 2. Gale L. , Robert (1965). Plots and Characte rs in the Fiction of Henry James. Hamden:The Shoe String 3. Pippin, Robert B. ( 2000). Henry James and modern moral life. Cambridge: HUP 4. Putt, S. Gorley (1966). Henry James. A reader`s Guide. Ithaca, New York: Cornell University Press.