Involvement and Consistency PowerPoint Presentation

Involvement and Consistency - PowerPoint Presentation Example Business organization is ongoing and involves everyone planning in our in the process to some degree. TEAM ORIENTATION Cooperation and collaboration across functional roles are actively encouraged in this organization. Working in this organization is like being part of a team. This organization relies on horizontal control and coordination to get work done, rather than hierarchy. Teams are primary building blocks of this organization. Work is sensibly organized in this company so that each person can see the relationship between his/her work and the goals of the organization. CAPABILITY DEVELOPMENT This organization delegates authority so that people can act on their own. The "bench strength" of this organization is constantly improving. This organization continuously invests in the skills of its employees. The capability of people in this organization is viewed as an important source of competitive advantage. Problems seldom arise in this organization because we have the skills nece ssary to do the job.

The effects of interest rate volatilities on the demand of Turkish Essay

The effects of interest rate volatilities on the demand of Turkish money - Essay Example This study aims to look at, particularly the possessions of interest rate volatilities in case of Turkey along with customary factors influencing the demand for money. Because the raise in interest rate volatility is probable to lead structural variations in the formation of behavioral dealings which defines economic sector. It will also really influence the demand for cash. Other than, it must be strained here that the nominal interest rate contains two parts: Expected rate of inflation and an expected real rate of return. Interest rate volatility is a very important factor in determining a healthy monetary policy for the economy. It is important to identify the factors that create the demand for money. The period of 1990s saw the banking sector in Turkey highly dominated by public banks, which were inefficient in its activities. The Turkish bank sector had a large number of serious discrepancies and deficiencies such as large risks in foreign currency, interest rates and liquidity in the banking sector. During the decided investigation period of 1990-2000s, the increase in GDP was only 2.5 per cent in Turkey. The banking sector in Turkey was deficient of good governance and the economic environment in which the banks existed brought severe economic losses to the bank. â€Å"The credits-to-total assets ratio declined from 47 percent to 32.8 percent between 1990 and 2000†. There was also a decrease of around 50 – 80% in the credits to deposit ratio in the Turkish banks. The Turkish banking sector was regulated and supervised by the coordination and cooperation of two authorities, the treasury and the central bank of Turkey. â€Å"Turkish Bank Ltd is authorized and regulated by the Financial Services Authority† (Turkish Bank n.d.). During this financial period, the Turkish banks financed public deficits due to very high real interest rates, which were charged by the banks. The high volatility in the interest rates also had its consequence on the demand of money in the Turkish economy. It is important to identify the determinant, which increases the demand for money in the economy in order to create and conduct a healthy monetary policy which suits the Turkish economy. The increase in interest rate volatility is accompanied by an effect in demand for money. Investigating the determinant of the demand for money is significant to make and conduct a healthy financial policy, which is directly connected to whole economy. For instance, a factor that raises the demand for cash may unfavorably affect financial performance by rising velocity of money and nominal income circulation. This study aims to look at, particularly the possessions of interest rate volatilities in case of Turkey along with customary factors influencing the demand for mo

Female labor force in Turkey Research Paper Example | Topics and Well Written Essays - 4000 words

Female labor force in Turkey - Research Paper Example 257). However, as time moved on, the number of women in the labor force started increasing rapidly from 1960 s through 1980s before starting to slow down in 1990s. By 1999, women made 60% of the world labor force which was considered as their peak participation in the labor market. However, since 1999, women participation in the labor force has greatly declined. This can be attributed to a number of reasons, which includes; lack of education, poverty, gender biasness in the employment sector and predominance of men in white-collar jobs such as medicine, engineering and law (Vaizey, P. 57). Nonetheless, across the world women participation in the labor force remains at a relative high level especially among women with children, and a good number of women does a full-time job all year round. The high number of women in the job market can also be attributed to the fact that women have increasingly ventured in the field of education, and a good number of them have acquired higher levels of education. Among women aged between 25-64 years of age in the labor force, the number of those who had attained a college degree tripled from the year 1970 to 2012 (Mills, P. 41). In terms of earnings, women’s earnings in relation to the men’s earning have also been growing since the Second World War 2. During 1970s, women’s earnings were 62% of the men’s earning among women who had a full-time job during that time. In 2012, women’s earning was calculated as 81% of the men’s earning for women who had a full-time job at that time. This trend indicates that women’s population continues to increase in the labor force as time goes by. In 2012, 57.7% of women were in the labor force while men labor force percentage which has always been more than that of women was quoted at 70.5% (Vatter, P. 8). Across the world, the women unemployment rate was 7.9 percent while that of men was 8.2 percent. The

Systems Thinking Essay Example | Topics and Well Written Essays - 1000 words

Systems Thinking - Essay Example The task undertaken by every employee in different tiers could vary in nature and hence the activity transfer across two levels need not be identical. Or the rate component in the system is varying. The auxiliaries refer to the actual or nature of work undertaken by the employees that decides on the influence of the rates with the levels. The system refers to the organized collection of activities or smaller systems referred to as subsystems integrated to produce a larger goal. The inputs that go into a system might be different and these inputs are subjected to certain processes, which leads to outputs and hence contributes to the overall goal of the system. Hence, if an organization is considered for example, the system of organization includes various sub-systems of minor organizational functions like accounting, administration, production, marketing, sales etc. Thus, if any one part of the system is disturbed it would be reflected in the overall performance of the system and it is referred that a system is systemic. The income and wealth can be related to a single system loop. From an organizational perspective the wealth rises when revenue from sales increases. The increase in sales occurs when the organization achieves higher production rate coupled with identification of newer markets, innovative product desig ns and finally better sales performance. These activities are possible only when the organization is able to employ and retain better talents with better salary and incentives for performance. Thus higher salaries have resulted in higher production and higher revenue generation and thus increased wealth for the organizations. On the other hand, if the wealth of the organization could experience a beating if the income to employees are not given proper attention. Lowered income or reduced perks and incentives would lead to dissatisfied group of employees that would either result in increased agitations or lowered production which results in lesser revenue and lowered wealth of organization. The causal loop in this category is shown in Figure 1. Firm WealthIncome of employees Productivity of firms Figure 1: Casual loop diagram for an organization This could be understood in detail by comparing the example of digging of minerals from the ground with manufacturing of cars. The digging of minerals is set of separated processes that have hardly any influence on the other. On the other hand the manufacturing of cars have a different approach. The manufacturing process represents the system and the minor activities in it refer to the sub-systems. Any small disturbance to the sub-systems would detail the smooth run of the system and it the systemic nature of the manufacturing process could be easily understood. While in the case of mining operations even if a small volume of the mined objects are not properly lifted, it is not to cause any serious disruption of the entire activities. Thus the mining operation doesn't represent a system model because of its nature of operations. Further, digging minerals is an exploratory work. The results are unknown and it is subjected to large extend of corrections in the whole process. Even if ex ploration is undertaken for a significant depth it is not necessary to attain the desired level of resource base. Thus clearly distinguishable

MARKETING PLAN FOR CIGAFLAVA Essay Example | Topics and Well Written Essays - 2750 words

MARKETING PLAN FOR CIGAFLAVA - Essay Example A company analysis is reported as an internal review using SWOT analysis and competitive analysis with the rival cigarette brands. It also includes a consumer analysis where the company aims at targeting young adults and social smokers as a market entry strategy. The financial overview is discussed in the report. The overview will cover the allocation of resources on the different processes of the company as well as the share of each marketing promotion strategies on the marketing budget. A sales forecast is included that will tell how much the company will generate in revenues for the whole year. An implementation plan is also illustrated on the report. The activities are focused on the different marketing tools that the company will utilize in order to gain market share. In order to ensure the success of the marketing plan and its activities, several control areas are identified for monitoring. Deblyn Enterprise's mission is to provide the highest quality and lowest cost of flavored cigarettes for the market. The company exists to attract customers and satisfy customers' needs. The company will ensure success by developing and promoting a niche product - flavored cigarettes. Cigaflava and its sub-products will exceed the expectations of the company's customers. It is the objective of the company to maintain a steady sales growth for Cigaflava each quarter. It will continue to increase market penetration in the US by 2% per quarter. The company will increase brand awareness for Cigaflava and its uniquely flavored cigarettes. Situational Analysis The tobacco industry is deeply rooted in the US history. During the period of the early settlers, the export of tobacco to England had financed the shipment of essential goods to the country. Tobacco became their lifeblood. Today, tobacco sales continue to play a major role in the US economy. The cigarette industry segment has become an important segment for tobacco. In the 20th century, cigarette smoking is the leading form of tobacco consumption. In industrialized countries such as the US, cigarettes disproportionately influence tobacco spending. It is on this industry segment that Cigaflava aims to enter into. SWOT Analysis The following SWOT Analysis encapsulates the key strengths and weaknesses within the company and illustrates the opportunities and threats facing Deblyn Co. and its Cigaflava products. Strengths The strength of the company lies on the niche product - flavored cigarettes. It is a growing new industry and the company is prepared to exploit it. The products are new flavors in the market. It is made with a strong flavor but with low

Action Research Essay Example for Free

Action Research Essay Abstract This paper reports the results of an action research (RA) on the effectiveness of teaching stories in a new way â€Å"Teaching Stories without Telling Them†. The purpose of this research was to justify that how interactive ways of teaching stories enables students to perform better in the classroom, how the interactive teaching expands the knowledge of both teachers and learners, and how the teacher, at the same time, is teaching and drawing on and learning from the knowledge and experience of the students. That creates an ideal teaching cycle, a self-reinforcing teaching and never ending learning process. Introduction The teacher can choose particular designs and techniques for teaching a foreign language in a particular context. No quick fix is guaranteed to provide success for all classroom situations. Every learner is unique; every teacher is unique; so is every learner-teacher relationship. The teacher’s key task is, therefore, to understand the properties of these relationships and set the classroom environment accordingly. In other countries such as Nepal, students are taught to view their teachers  as an authority and a knows-everything person in the classroom, and this value-based relationship hinders the learners from freely expressing themselves in the classroom. In this firmly established teacher-centered system, it is often offensive for the students to contradict the teacher’s point of view. This unequal classroom relationship is often seen as a cultural disposition. I believe that this is not a new issue. Many published writings have critically looked at it. However, a teacher can always adopt various strategies to increase students’ participation in the classroom activities. In order to justify this possibility, I used a technique that I have termed as â€Å"teaching stories without telling them†. If the stories are carefully chosen, students feel what they do in the classroom is relevant and meaningful to their lives. Moreover, when asked to respond personally to the texts, students become increasingly confident about expressing their own ideas and emotions. The stories involve emotions as well as intellect, which adds to motivation and contribute to personal development. This is in particular very useful where the classroom is often only source of English. Background I’m a new English Teacher at Kaunlaran High School but I have been teaching English for the last four year. The pre-requisite to join this programme is School Leaving Certificate (SLC). Practically, the students who join this course range from SLC graduates to University graduates. I also work at â€Å"English Speaking and Research Club† that runs classes for those who want to improve their speaking skills. Interestingly, the members coming to this Club include school students to professionals and businesspersons. Certainly, the classes in both settings are multilevel in nature. I would like to refer to Hess’s (2002) definition multilevel class is the class in which students vary considerably in their language and literary skills. In my case, students not only differed in language level, but also in age, motivation, expectations, attitude and interest. The Procedure In both places, I began with a pre-test in order to diagnose the learners  level of English. The candidates were tested all their skills – first day reading and writing and the second day speaking and listening. Later they were divided into three groups named as triple five (those scoring less than 50%), triple seven (those scoring between 50-60 %) and triple six (those scoring 60% above) according to their test results; but they were not informed about it. Action plan teaching process Selecting a story: (I selected stories from books available in the market. I purposely chose books that had an appropriate level of difficulty and length.) Briefing the students about the different nature of class: (I told my students that they would have to read the text and be able to answer the questions I would ask them in the class. I did not read the story. My role as a teacher and facilitator was to ask questions very carefully so that I would be able understand the story and students’ role was to make me understand the story.) Giving students the story to read at home as reading assignment: (I gave each student a copy of the same story to read at home.) Grouping the students according to their language proficiency level and carrying out the class: (I asked simple factual questions to below average group i.e. 555; reflective questions to average group i.e. 777; and interpretive and judgmental questions to above average group i.e. 666. This actually engaged every student in the classroom activity. Moreover, they were very attentive when someone was speaking. This various types of questions actually motivated all level students to participate in the classroom activity.) Carry out discussion: (I was very careful while carrying out the discussion. Sometimes the students gave contradictory answers to the same question I asked. In such situation I played a very careful role – I gave the students equal opportunity to justify their answers. My job was to facilitate them to come to an agreeing point.) Giving home assignment: (I gave different tasks to different group – I asked the below average group to write a summary of the story, I asked the average group to imagine one of the characters in the story and write the story from their own perspective. For example, imagine that you are the Brahmin in the story, write a paragraph how these three thieves cheated you. I asked the above average group to interpret t he story using their own feelings and emotions. For example, do you think you would punish these thieves if you  were a judge? Write a very logical paragraph of your argumentations. The students at the beginning were little puzzled but did not express openly. However, they participated very actively in the classroom activities. My primary aim was to promote learner autonomy, by encouraging them to take charge of their own learning (Nguyen, 2005). This became even more interesting as I purposely did not read the story to create a real information gap. If I had read the story, I would already have known everything and then the questions I asked in the classroom would have been merely mechanical ones. For this reason, I claim that the classroom language was authentic. Classroom activity In the classroom, I asked four different types of questions: factual, reflective, interpretive, and judgmental. It is vital that we understand the nature of the different types of question. I have briefly described what they mean and quoted some sample questions I used in my classroom and their respective answers that students gave. They are as follows. a) Factual questions: the questions are very simple and they can pick up the answer from the text very easily such as: T: what is the title of the story? 555: Brahmin and thieves (they can pick from the text) T: How many characters are there? 555: There are four; one Brahmin and three thieves. b) Reflective questions: the types of questions are related with peoples’ emotions, feelings and associations for which the students have to use their won feelings to characters, event and plot of the story such as: T: What could be another suitable title? 777: Brahmin and the goat (they have to associate with the text.) T: why did they try to fool the Brahmin? 777: because they want the goat. c) Interpretive questions: the types of questions are related with meaning,  purpose and values such as: T: Why do you think the title should be Brahmin and goat? 666: Because the goat also has main role in the story. d) Judgmental question: these sorts of questions allow the students to decide their feelings, emotions and response to the topic and discussion they have had together such as: T: Write a very logical description, why do you want to punish one? 666: I should judge very carefully. We all know that if we miss judge then there is no one to help poor people. In this case, any way the Brahmin is (sis) victim †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. In this way, every learner participated in the class. Though the class was multilevel, the task designed for different levels was really challenging. The classroom rule was that only the group was supposed to answer the question, in case they did not answer then other group would answer. As far as the error correction concerned, I did not correct all the errors they made in the discussion. It does not mean that I ignored all the errors. I corrected only global error not the local error. I agree with Brown’s (2000) definition that the local error is clearly and humorously recognized and recommended that they may not be corrected as long as the message is understood and correction may interrupt a learner in the flow of communication. The global error needs to be corrected in some way since the message may otherwise remain unclear and rather ambiguous. I have corrected the errors watching the situation without disturbing in their attempt to produce the language. The result I found a dramatic change in the classroom atmosphere: all trying to say something, listening to others what they say. In fact, I had never had such satisfaction in my class before even though I used pair work, group work and role-play. In this sense, I agree with Nunan’s (as cited in Hiep 2005) suggestion that the teacher should use such activities that involve oral communication, carrying out meaningful tasks and using language which is meaningful to the learners and as well as the use of materials that promote  communicative language use. Such activities helped the learners to find the ways of helping them to connect what is in the text to what is in their minds. One of the major advantages of this approach is that texts can be selected based on the richness and diversity of the language and on the relevance to the English learners who should find them both meaningful and motivating. I refer Nguyen (2005:5) â€Å"Exposing students to varieties of stories let them experie nce not only the beautiful language but also something beyond, such as sympathy with characters and engagement with emotional situations that relate to their actual lives. As a result, I found the activities vital for progress in language learning process. Such discussion certainly enhances students’ ability to pay attention, remember new grammar and vocabulary, process ideas and response appropriately. Moreover, students get enough chances to express their own ideas and opinions and discuss the opinions and ideas of other students. I agree with Byrd and Cabetas (1991:9) ‘by discussing these differences students learn to use English more clearly and to understand it better.† Moreover, they learn to clarify their own ideas, values, perspectives, and learn from others. A major innovation that I have noticed about this technique is to systematically build students’ ability to present their own ideas, opinions and feelings both accurately and confidently. I have particularly focused on maximizing student-talking time and minimizing teacher-talking time in the classroom setting. This action research proved the idea of Breen and Candlin (as cited in Byrd and Cabetas 1991) that the teacher has two roles: the first role is to facilitate the communicative process and to act as an independent participant within the teaching-learning process; second role is that of researcher and learner.

History Of Cave Painting Cultural Studies Essay

History Of Cave Painting Cultural Studies Essay Nowadays, most people think only abut modern technology, popularity. They never think back to history of the world, how the first civilization emerged, what happened in the ancient time, how the ancient people lived, the way to find food and so on. In ancient time, before people had the writing system like nowadays, they used to draw some record or some action on the wall, especially in the deep cave. (Cave Painting and rock art, 2002, p. 7). Some archeologists have found a lot of cave painting, especially in Europe. The cave paintings have different history, meaning, method to draw those caves painting in order to hunt more animal for food easily. Other people believe that the cave people thought that painting animals on their walls would make animal spirits come to them and bring good fortune. Others believe that the cave paintings sometimes sent messages to other people passing through or living in the cave in the future. (Maggie, Cave Drawing). According to some website article, cave painting is also called cave art, or rock painting. (Cave Painting and rock art, 2002, p. 1). People who saw cave painting, especially the archeologist, can decried the way that ancient people lived, some event in Paleolithic time because most cave paintings were drown during that period. Cave painting is considered as the most important means to show the interaction between the ancient people and the world. (Prehistoric cave art, online article). This term paper will focus on the history of cave painting which will detail the history of most cave painting, the purpose, the method to draw cave painting, the time that cave painting had discovered, and some examples of cave painting that archeologists have found in some countries. There are a lot of cave paintings around the world, but in this term paper, we will include two cave paintings only. The reason that we decided to choose these two cave paintings is that these are the most famous cave p ainting in the world. In addition they have discovered for a long time ago. These two cave paintings are Lascaux which is located in France nowadays and it has become the World Heritage Site since 1979, according to the UNESCO World Heritage Site website. Another one is Altamira which is located in Spain. In the case study part, we will detail about these two cave paintings information such as the meaning, method for each painting, and discovery and who has founded those cave paintings. Historical of Cave painting Purposes of Cave painting Perhaps over thirty thousand period years long ago, in the Western of Europe, as in duration of the Paleolithic period or Old Stone Age period, the living standard of the prehistoric humans considered as Cro-Magnons ¾ automatically modern humans. Moreover, much of Europe in that period was ruled the village in that time by small groups of travelling hunter hunting on the nomadic of many kinds of animal. In those, we have such as reindeer, cattle, bison, horses, mammoth, and other animals that those of animal bodies gave the hunter food, clothing, and so on for making tools and weapons. At that time, humans had not learned the way to write, so they tried to note the vital parts of their daily lives by detailed on the walls of deep caves and communicated through the cave paintings. Thus, the prehistoric hunters also created the cave painting. We really know that most of the paintings that they painted were of hunting scenes, a picture of vultures setting about human corpses, even an elementary landscape, and animals that were so very vital for their physical well-being. Despite, we have a few kinds of painting that have either in etchings or in a painting of body of human figure, just like the painting that described about the scene in Lascaux of the bull and the horse. In term of creating that painting, the purpose of the cave painting is uncertain like the other paintings that were painted afterward, however, some evidence indicates that they were not simply for the decoration. Moreover, those cave paintings may have been part of magical rites, hunting rituals, or attempt to mark the events during various seasons, especially religion and magic are the context, but no one knows the precise motive (History of painting, 2012, p.1). In those, one theory suggests that the prehistoric hunters accepted basic religious beliefs by serving a magical purpose for hunting because for they wanted to increase the number of wild animals available to hunt, or that magic is to aid the hunters in the chase, especially to help the Shaman into the state of trance which is necessary for his ceremonial work. And then assumption may be endless, but the attractiveness of this early human art is everlasting. Another theory is that cave paintings ¾ especially the more realistic ones  ¾ may purely be descriptions of the surrounding world. More than that, it was probably the cave man wanted to decorate the cave and chose animals because they were very important to their existence. Furthermore, one more theory suggests that, prehistoric man could have used the painting of animals on the wall of caves to record their hunting journeys (Cave paintings, 2004, p. 2). Period of Discovery On 1870, Don Marcelino and his daughter were the founders of the first cave paintings which located in Altamira, Spain which painting are mostly base on bison. Painting that they found has been discovered that it was painted by the Magdalenian people who lived between 16,000-9,000 BC which mean that it is 11,000-19,000 years before now. But until 1902, these cave paintings could be accepted as a fact by art historians and anthropologists (Johnson, P. 2012). After the research of archeologists and scientists, they believe that cave painting had occurred between 10,000-4,000 BC; they also found out that cave painting reveals in all continents around the world but is just in different style. For example, hunting, gathering food and other diary activities or real situation often reveal in Europe and Africas cave paintings, in contrast, Australia and Americas cave paintings are seem to be more abstract and symbolic that we cant easy to understand it. Till the end of twenty century, in Eur ope, there were 277 of cave painting which is agreed by the art historians and anthropologist, 142 is located in France, Spain has 108, Italy has 21, Portugal, Germany and The Balkans are account of 2 for each. (Johnson, P. 2012). The worlds oldest cave painting which were made in 40800 years ago by anatomically modern human (prehistory human who is our modern humans ancestor and lived in 41500 years ago) or cave dweller (prehistory human who live in a cave or under the overhanging rocks area of the very steep site of the mountain, but have disappeared) is found in the cave called El Castillo in Spain in 2012 ( Ling, Q. 2012). Before theyve found out the cave in Spain, Frances Chauvet cave paintings was made in 37000 years ago, but it is still a little late than Spains. Method of Cave Painting D:LNDocumentsDocumentsIFLDISY2S1IS 202(World History)Cave paintingmethod.jpg Cave painting method (www.katiebetter.wordpress.com/tag/concept) People around the world had their own culture for a long time. In their societies, they gathered fruits and hunted animal for their daily lives. When they hunted big or mean animals, they always showed their villagers in order to state that they were powerful and brave. The animals that they hunted may have been one of their beliefs, then they celebrated some ceremonies to gain their reputation in their villages. Time flied, so people got older and older. To encourage their next generation, they started painting what they had found and told what an event happened. They started painting since the Paleolithic Era, 35,000 to 12,000 years ago Purpose for Cave Paintings ( online article). The cave paintings were found throughout the world, especially in Europe. Before Wire ( online article). The most basic method of making paint is to mix a pigment with a liquid, so that when the liquid dries the color is left behind. This was a method that most ancient people used to make cave painting a nd the main material for them to do also. Ancient peoples decorated walls of protected caves with paint made from dirt or charcoal mixed with spit or animal fat. In cave paintings, the pigments stuck to the wall partially because the pigment became trapped in the porous wall, and partially because the binding media (the spit or fat) dried and adhered the pigment to the wall. Painting Technique( online article). Only these materials, they could not make a cave painting because there were some materials were required such as cave, animals bone, and some material that ancient people used to product pigment. Shoulder and other bones of large animals, stained with color, have been discovered in the caves and presumed to have been used as mortars for pigment grinding. The pigment was made into a paste with various binders, including water, vegetable juices, urine, animal fat, bone marrow, blood, and albumen. These were all kinds of material were needed. Case Study Lascaux Cave Painting D:LNDocumentsDocumentsIFLDISY2S1IS 202(World History)Cave paintinglascaux1.jpg Lascaux cave painting (www.culturedart.blogspot.com/2010/10/paleolithic-animal-paintings-in-caves.html) Lascaux is one of the many other famous cave paintings in France, as well as over the world. Lascaux is also the famous cave painting in Paleolithic. Lascaux is one of the World Heritage Site, according to UNESCO website, Lascaux was added to the World Heritage Site in 1979. (World Heritage Site list of UNESCO). There are many figures in Lascaux. Lascaux was founded in 1940, then in 1948, Lascaux was opened to all public visitor without preservation idea, so there were some problems that caused by those activities. In 1963, France government decided to close this cave painting from public visiting by a large number of visitors every year. (The Cave of Lascaux, online article). Lascaux has been harmed by the air conditioner system, light system and the amount of visitors since 2000, and in 2006, the cave situation became worse, and then in 2008, the France authorities decided to close for 3 months from all people, even scientists or archeologists. There is only one person who can go i n to Lascaux for 20 minutes only per week to check the climate and situation. Meaning of Lascaux Since there are many figures in Lascaux, the archeologists cant set the purpose or the meaning of Lascaux cave painting. (Anne, T.L., 2000). Some painting purposes of Lascaux were just for fun of putting some handprint on the wall in order to hunt more animals. Many cave painting are come with religious purposes, or with a kind of animism that the animals spirits killed in the hunt, or with a purpose of success hunt. Even there are a lot of figures, the archeologists can divided all painting into 3 categories such as animals, human figures and abstract sign. (Aujoulat, 2003). The famous paintings in Lascaux are Red cow and Fist Chinese horse, and another one is Great Black Bull. This Great Black Bull was appeared in motion. Discovery Lascaux cave painting was discovered in 12 September, 1940 by Marcel who was just a little boy at that time. Lascaux was located in Vezere Valley, France. Lascaux was estimated 17,000 years old. There is a fact about this discovery. On 8 September, 1940, Macel and his friends went on the treasure hunt, because they heard that there was a secret underground way that can led people to the one hidden treasure. On the 12 September, those 4 boys went to explore that secret way. Finally, they really got in to that secret underground treasure. What made them amazed were the herds of housed, deer, and oxen stampeded across the curving of the cave wall. The colorful of those wall painting also made them leap off the wall, then found many other rooms where were full of wall painting. First, those 4 boys promised each other to keep that discovery as secret. But since it was a huge secret to keep promise, they told their teacher who contacted with an expertise. That expertise said that maybe the se 4 boys were the first modern people who see these arts. In these cave, there are more than 1500 picture, and most of the pictures are animals which were those that the early Lascaux people had hunted, (The discovery of the Lascaux Cave Painting). Method Lascaux had techniques of painting or drawing that can make Lascaux still exist till today. In ancient time, people didnt have such modern equipment like nowadays. Artists in Paleolithic used brushes which made from human or animals hair or from plant steam to paint wall painting. They also used pieces of organic pigment like crayons to draw on the rock. Artists used animal fur, vegetable fiber and leather for dabbing and sponging the application. Here are some tools that were used to draw cave painting. First tool is pigment. Lascaux painter had black and a range of warm brown, ochers, yellow and red. There was limited of these materials. The black paint was made by oxidized metallic element; red color was made from iron oxide or rust; reddish-brown color was made of types of ferrous oxide called Hematite. Second tool was a tool which was related to crude crayon to draw on the smooth wall and the pigment was mixed with plant juices and animals fat. Third tool is miscellaneous tool. Artist use animal shoulder bones and grind-stones to draw the picture too. They also used beam and ladders to draw on the high wall painting, and they also littered lamps in the cave floor because they were in a deep cave where lack of light sources was. (Jack, M. 2009). Conclusion D:LNDocumentsDocumentsIFLDISY2S1IS 202(World History)Cave paintingentrance to Lascaux 1940(ancient-wisdom.co.uk).jpgD:LNDocumentsDocumentsIFLDISY2S1IS 202(World History)Cave paintingsquidoo,com.jpg Entrance to Lascaux 1940(ancient-wisdom.co.uk) squidoo.com D:LNDocumentsDocumentsIFLDISY2S1IS 202(World History)Cave paintingsquidoo.com Bison painted.jpg squidoo.com Bison painted