Sense And Sensibility Essay - 1731 Words

â€Å"Oh, Anna†¦if only there was someone out there who loved you.† As Hans pulls away from the shivering Princess Anna with a smirk, refusing her â€Å"true love’s kiss† and revealing his not-so-charming character, viewers are faced with a drastic divergence from the average Disney princess plot. Frozen—as demonstrated by this devastating betrayal—refuses to grant its heroine a classic â€Å"fairy tale ending.† True love’s kiss does not save the day; Prince Charming does not ride in and rescue the damsel in distress; there is no magical wedding, no easy â€Å"happily ever after.† Instead, there is only one person who can save Anna: her sister. Sense Sensibility is not your typical romance, either. In fact, the novel is rather unromantic when compared†¦show more content†¦Ã¢â‚¬Å"Please. I don’t want to hurt you.† As the adolescent Elsa watches her powers intensify with each passing day, she recognizes that for her, growing up will mean growing apart from her loved ones. Thus, Elsa’s mantra becomes â€Å"conceal, don’t feel† as she shuts everyone out of her life—including her sister. â€Å"I’m right out here for you,† says Anna, pleading—as always—for her sister to open the door. â€Å"Just let me in.† But Anna is the one closest to Elsa’s heart; thus, she is the one from whom Elsa must maintain the greatest distance. And so, the door remains shut in an act of fear and protection that can only be seen from the inside. Meanwhile, on the outside, Anna is left alone: believing that her best friend’s love has expired and wonde ring why her sister has locked her out of her life. But Elsa is not the only one who shuts the door. In Sense Sensibility, Elinor is also afraid to let her sister in. She fears that in revealing her feelings, she would be burdening Marianne—as Elinor tells her sister, â€Å"I would not have you suffer on my account† —and so, she constantly conceals her emotions from her loved ones. Thus, a similar communicative barrier is built between Elinor and Marianne. â€Å"We have neither of us any thing to tell,† Marianne tells her sister. â€Å"You, because you do not communicate, and I, because I conceal nothing.† As a result, the sisters cannot understand each other’s sufferings. Thus, they cannot provide the necessaryShow MoreRelated Sense and Sensibility Essay1523 Words   |  7 Pages Title nbsp;nbsp;nbsp;nbsp;nbsp;â€Å"I have not wanted syllables where actions have spoken so plainly.† (Austen 68) As Elinor declares in Jane Austin’s novel Sense and Sensibility, it is true; actions do speak louder than words. What someone does means a lot more than what someone says. Someone can tell you that they love you, but if they never show you than how will you know if they truly mean it. Love is meant for people like Elinor and Edward who showed each other their love and respected socialRead MoreSense And Sensibility Essay1344 Words   |  6 PagesIn Jane Austen s novel â€Å"Sense and Sensibility† marriage is a prominent theme. Each character is affected in some way by marriage. Sometimes it is beneficial for characters like Fanny, (Sarah Elizabeth Keyes), who marries John Dashwood, (Alex Givens), and acquires power. For others, it is an unnecessary circumstance forced upon them as in the case of Edward Ferrars, (Rishan Dhamija). Making sure you stay wi thin your social class is very important to people of this era, and in order to do thisRead MoreSense And Sensibility Essay1709 Words   |  7 PagesIn the play Sense and Sensibility, playwright Kate Hamill and director Taibi Magar collude to reveal the theme that sense rules over sensibility in love affairs by having dual plot lines and dual heroines in the play. The two heroines, Elinor and Marianne, hold differing views and beliefs on love during their quest to find a suitable spouse. The contrasting views of love highlight both characters’ reaction towards conflict in their love life. Thus, Elinor and Marianne’s reactions to the conflictsRead MoreSense And Sensibility Essay1683 Words   |  7 PagesKate Hamill’s Sense and Sensibility, under the direction of Taiba Magar, provided a compelling experience into modern theatre. The performance presents an in-depth look into 1790s England and the emergence of the sensibility movement, a response to the growing t ensions of the time. Utilizing costuming, lighting, effective story-telling, and stage design, Sense and Sensibility highlights the social pressures of the 1790s through Elinor and Marianne, the story’s protagonists. While performed on theRead MoreEssay on An Introduction to Sense and Sensibility1320 Words   |  6 PagesJane Austen’s novel Sense and Sensibility follows the lives of two sisters, Elinor and Marianne Dashwood, as they face the perils of finding love. In the novel, Elinor seems to be the embodiment of sense with her rationality and thoughtfulness, while her sister, Marianne, seems to symbolize sensibility. Marianne is incredibly emotional and wildly romantic. Although the novel seems to closely attach the sisters to these personifications, it is shown at the beginning of the novel that Elinor and MarianneRead MoreEssay Sense vs Sensibility2313 Words   |  10 PagesOften, two people who have endured similar life experiences and share an unmistakable parallel in lifestyles can be viewed as duplicates of one individual. In Sense and Sensibility, the two main characters, Elinor and Marianne Dashwood can be seen as two extensions of the same character. The sisters are relative ly close in age, grew up with the same social expectations of the same time period and household, and they evidently experienced similar childhood and family trauma and problems. AlthoughRead MoreEssay on Sense And Sensibility Themes901 Words   |  4 Pages quot;Sense and Sensibilityquot; In Jane Austen’s Sense and Sensibility there is a theme that runs along with males in the novel. The first born sons are forced to deal with the promotions and abilities that come along with the laws of primogeniture, yet even with all they get they do not lead an altogether happy life. The men that are quot;first-bornquot; are in fact too swayed by the power and obligation that comes with their estates. In the novel the first sons are viewed in a negative lightRead More Structure and Characterization in Sense and Sensibility Essay3986 Words   |  16 PagesStructure and Characterization in Sense and Sensibility Fiction was not considered an important part of literature in the early nineteenth century when Jane Austen published her novels. Fiction was presumed to be immoral and even dangerous since it over-excited the imagination (Halperin 5). Many religious denominations instituted anti- fiction campaigns to protect young people from the corrupting influence of the novels. It was not until the middle of the nineteenth century that this attitudeRead More Patriarchy in Jane Austens Sense and Sensibility Essay1535 Words   |  7 PagesPatriarchy in Jane Austens Sense and Sensibility Despite the fact that Jane Austen has become what Julian North describes as a â€Å"conservative icon in popular culture† signified by her depictions of â€Å"traditional class and gender hierarchies, sexual propriety and Christian values,† the novel _Sense and Sensibility_ provides, if not a feminist perspective, a feminist discourse lacking in Emma Thompson’s film version (North 38). In this essay, I attempt to argue briefly that the novel, which initiallyRead MoreJane Austens Sense and Sensibility Essays1384 Words   |  6 Pageswhether it’s an inanimate object or a person you want to spend the rest of your life with. Jane Austen’s novel, â€Å"Sense and Sensibility†, revolves around two sisters who try to find true love, while requiring a balance of reason and emotion. Elinor and Marianne Dashwood are viewed as two completely different people. Elinor is known to represent â€Å"sense† while Marianne represents â€Å"sensibility. † In the novel, Jane Austen emphasizes two common women’s characteristics, and shows us how Elinor and Marianne

School Life in the 1950s free essay sample

School Life in the 1950’s was harder than today because the facilities were few and inadequate. Teachers were stricter and corporal punishment was still in use. They had fewer subjects and wealth, discrimination, sexism and racism meant they could only do certain subjects. After World War 2 there was a baby boom and as a result in the 1950’s schools were quickly filling up as the children enrolled. The enrolments increased as much as 30% over the ‘baby-boomers’ decade. In the year 1950 there were 166 437 existing elementary and secondary schools in the USA to educate over 29 million students. As the amount of students increased, the schools and resources declined. It was reported by the Office of Education in 1953 that there was a shortage of 345 000 classrooms, meaning overcrowding in 60% of America’s classrooms and up to 20% of schools failed to meet basic safety standards (statistics- www.encyclopedia.com/doc/1G2-3468301830.html 6/08/2013) School facilities were even more unpleasant for the coloured people of America. Their schools were separate from the white people and they were poorly funded by the government. â€Å"By 1950, the inequality in educational achievement between white students and minority students had increased since 1900, when very few Americans or and race or gender attended high schools, and formal education was only marginally a factor in national economic and social life†- historians Mondale and Patton. (www.illinoishistory.gov/Illinois%20History/Jan05-21Vargas.pdf 14/08/2013). This all changed in 1954; when a father named Mr Brown took his case to the United States Supreme Court declaring his daughter should be allowed to go to school with white children. â€Å"Mr Brown was upset that his daughter had to walk over a mile through railroad yards to get to a black school when a white one was only seven blocks away† (www.livinghistoryfarm.org/farminginthe50’s/life_12.html 14/08/2013). The United States Supreme Court declared a â€Å"Separate but equal† system (desegregation) in schools and made a start on ending discrimination in other institutions. The country school buildings were usually â€Å"made of wood with weatherboards outside and tongue-and-groove timber for the interior walls. Most schools were elevated on stumps to provide a rudimentary play area underneath, which was usually concreted. The rough-hewn stumps would be painted with tar to deter white ants, and constant checking of stumps,  walls, toilets and even toilet seats for termites was part of the head teacher’s job†. Up the front of the classroom there were â€Å"two large blackboards, almost square in shape, fixed to the wall. Sometimes an extra blackboard would stand on an easel as well. A wooden cupboard with doors, known as a ‘press’, held all the class books and teaching materials. There was usually no other shelving† (www.starfieldobservatory.com/Nambour/Schooling.html 14/08/2013). The school facilities in 1950 were basic and inadequate and the students and teachers had to make do with what they had. The schools of 1950 were lacking equipment but one piece of equipment was most certainly not lacking in most schools and that was the cane or ruler. Teachers used the cane to spank the disobedient and troublesome students and it was usually very effective – â€Å"I really can’t remember kids sort of stepping out of line very much because they knew that they would be getting disciplined severely. There was very little leeway, but then again, there were very little problems† – Student in 1950 (www.angelfire.com/falcon/hist232/interviews%20l.html 14/08/2013). The main reason students got spanked were: â€Å"talking or being disruptive in class, not lining up properly or being rambunctious either inside or outside the school† (www.angelfire.com/falcon/hist232/interviews%20l.html 14/08/2013). Teachers could cane across the hand or across the buttocks or often slap around the head without fear of punishment, as the offence was â€Å"caused† by the child. If the offence was viewed serious enough the student went to the headmaster for ‘6 of the best’ with a heavy cane. â€Å"They used the cane a lot, usually first resort not last. She said it was normal for girls to get the cane in front of all the class with skirt, or as it was for her, gymslip raised up. They could get 2, 3, 4 strokes in front of class, occasionally some got 6 strokes. But if it was thought serious they were sent to the headmaster. Always bare off headmaster, skirt up knickers down. Six minimum, could be up to 12. She said it was normal to see someone being caned† (http://www.experienceproject.com/stories/Used-To-Get-The-Cane-At-School/2211915 16/08/2013). There was no appeal against that system of punishment and many parents believed the teacher was acting in the child’s best interests. Other methods of punishment were intimidation, strapping, removal from  class, loss of privilege, writing lines and verbal put-downs were all regularly used. As stated before, the class numbers were increasing so teachers had to teach more students, meaning discipline was becoming more stringent as the teacher tried to keep the class in control. The 1950’s was the time of the cold war and there was a great tear of nuclear war. In certain areas of America the ‘fallout’ tests were being brought in where the students were required to go through a fake atomic bomb attack and they would find refuge under their desks (little did they know this wouldn’t protect them from radiation!). It was more for the teacher and parent’s piece of mind. Teachers of 1950 were sterner and more stringent than today, corporal punishmen t was in use making sure students did all their work and behaved in the right manner. The main subjects taught to high school students in the 1950’s were reading, writing, arithmetic, history, biology, domestic science or home economics and woodwork, â€Å"Social sciences, history, geography, sociology, economics, political science, and psychology† (http://www.viu.ca/homeroom/content/topics/programs/Curriclm/ss1950.htm 16/08/2013). Some more advanced subjects like music, trigonometry, Latin or Spanish and algebra, were added to the richer schools as it was rare to find a decent and qualified teachers. In nearly all schools it was â€Å"necessary† for girls to do domestic science and learn the skills of cooking and needlework. For the boys it was â€Å"necessary† for them to do woodwork or woodshop and learn the skills of craftsmanship. Girls couldn’t do the ‘boy’ subjects and vice versa. Science was taught theoretically and there was rarely a chance for them to do experiments. Subjects were taught in a ‘chalk and talk’ system where the teacher would stand up at the front of the classroom and talk to the class and write the topic information on the chalkboard. The students would listen and copy the work into their books. It wasn’t very common for students to do practical work and field trips were very basic. In the out of the way country schools teachers had to teach many subjects and most didn’t just have their certain subject they specialised in, meaning the teachers most of the time weren’t fully trained to be teaching some subjects and were giving out false information. (http://www.livinghistoryfarm.org/farminginthe50s/life_12.html 16/08/2013).  The black people schools had limited teachers and facilities. Most of their schools just had the basic subjects and it was only after 1954 when the Supreme Court announced desegregation did this change and the black people were allowed to go to school with the white people and have access to their assortment of subjects. â€Å"The subjects taught in elementary school were maths, reading, social studies, science, art and music† (http://library.thinkquest.org/J002606/1950-60S.html 14/08/2013). Although music was usually just a basic sing-a-long with the teacher and it would happen once, maybe twice a week. The schools in the 1950’s didn’t have the variety of subjects we have today and it was limited even more because of many social issues such as racism, sexism and families wealth. School life was harder in the 1950’s because of the lack of facilities and their poor conditions, the students had to cram into overcrowded dingy classrooms and the coloured children had to walk miles to get to their black people schools. Schools were stricter and corporal punishment meant teachers were allowed to hit the students on the hand or over the head and parents let this happen as they believed it was good for the their child. The assortment of subjects choices available to the students in the 1950’s was limited and became even less as social issues such as racism, sexism, wealth and discrimination got in the way. The children and teens of 1950’s had to put up with an inadequate education system nevertheless many went on to become successful in business and life.

Research Article Critique Presentation Power Point free essay sample

The research study that you selected in Week Two Develop a 10- to 15-minute presentation in which you address the following points: Strengths and weaknesses of the study Theoretical and methodological limitations Evidence of researcher bias Ethical and legal considerations related to the protection of human subjects Relationship between theory, practice, and research Nurse’s role in implementing and disseminating research How the study provides evidence for evidence-based practice Identify the following for the research study: Quantitative Research Article Critique (pp. 422-446 of the text): Phase 1: Comprehension Phase 2: Comparison Phase 3: Analysis Phase 4: Evaluation Qualitative Research Article Critique (pp443-446 of the text): Use the critical appraisal guidelines Format the presentation as one of the following: Poster presentation in class Microsoft ® PowerPoint ® presentation including detailed speaker’s notes Video of yourself giving the presentation uploaded to an Internet video sharing site such as www. youtube. com Submit the link to your facilitator

Hirschis Social Control Theory Essays

Hirschis Social Control Theory Essays Hirschis Social Control Theory Paper Hirschis Social Control Theory Paper In fact, a study done by the Social Science Research Council found a large proportion (70%) of 47 mothers who were abused were currently mistreating their children. Altogether 33 mistreated their children, of which 16 were clear cut abuse cases, 3 were being taken care of by someone other than the mother and 14 were providing borderline care (i. e. , were suspected of maltreating their child). In 1991, the United States Department of Justice reported approximately 31% of women in prison state that they had been abused as children. Approximately 95% of teenage prostitutes have been sexually abused. The affects of drugs and alcohol on the brain of an adolescent can be damaging and have long-term effects. Temperament, IQ, and the brains ability to process information are severely affected. This self-induced damage through drug and alcohol abuse certainly compounded the development of Wournos’ deviance. Because Wuornos not only lacked the familial support necessary to guide her through the traumatic experiences of her life and her disabilities, she learned – through modeled behavior – how to be a violent abuser. Application of the social control theory at it relates to crime causation in Aileen Wuornos case, incorporates the aspects of containment (internal factors which pull individuals away from deviant behavior) and neutralization (external factors which push individuals toward deviant behavior), can be applied. Wuornos lacked the sociological bonds necessary to develop internal factors (positive self-image, tolerance, ethics, self-motivation) which prevented her from her acting out her deviant behavior. Factors which aided in her participation in deviant behavior include physical abuse from her grandfather, the incestuous relationship with her brother, sexual promiscuity, and drug and alcohol abuse. These experiences directly contradicted the positive external factors necessary for Wuornos to pull away from her desire to exhibit deviant behavior. Aileen Wuornos did not have positive role models, community and familial support systems and strong moral values. Borderline Personality Disorder, or BPD, is defined as â€Å"pervasive pattern of instability in interpersonal relationships, self-image, emotional adjustments, and marked impulsivity demonstrated in a variety of contexts†. Had the BPD been recognized by the Florida court system, Aileen Wuornos’ life could have been spared. She would have been labeled has mentally disabled, treated and counseled for the remainder of her life in prison. Although the cause of BPD is unknown, both environmental and genetic factors are thought to play a role in genetic predisposition. Studies reveal many (although not all) patients with the disorder report a history of abuse, neglect, or separation as young children. It is believed the disorder is caused by environmental stresses, neglect or abuse, and a series of triggers. . Neuroscience research is revealing the connection between the brain and its link to negative emotion, impulsivity, mood instability, aggression, and anger– all emotions and traits seen in people with BPD. Tests show that people â€Å"born† to exhibit spontaneous aggression have impaired brain function and that a small almond-shaped structure deep inside the brain regulates negative emotion. Under the influence of drugs, alcohol, or stress, studies show this might be more pronounced. Wuornos could have been medicated with serotonin, norepinephrine and acetylcholine to regulate her emotions, including sadness, anger, anxiety, and irritability. These â€Å"mood stabilizers† work much like medicines to manage high blood pressure or diabetes. According to Hirschi’s social control theory, Wuornos’ disability put her at a higher risk to become a substance abuser. When the four elements of social bonding (attachment, commitment, involvement and belief) are examined, the depth of neglect Wuornos experienced is clear. Sexual promiscuity degraded her image, and her incestuous relationship with her brother was common knowledge in her community. These factors would cause her ability to bond with healthy members of her community difficult if not impossible. Wuornos’ lack of self-motivation and self-esteem, as seen in her unwillingness or inability to successfully graduate from high school, her failed marriage, and her failed romantic relationships. She lived her life as though she believed she was useless and had nothing to lose. And lived her life as though she felt detached from the society in which she lived. The feelings of detachment would make her vulnerable to engage in illicit drug use and alcohol over-consumption. The element of involvement centers around the idle time Wuornos spent when she was not involved with some person or activity. As an uneducated, mentally disabled person already engaging in deviant behavior through prostitution, Aileen’s â€Å"idle time† was spent engaging in deviant behavior by drinking and using drugs. She did not practice convention in any aspect of her life, so the boundaries between her structured and idle lives were non-existent. Belief, or belief system, for Aileen Wuornos certainly did not exist by the time she was tried and imprisoned. However, the belief system (values and norms) of those around her who recognized she was disturbed were probably relaxed out of guilt, pity, or fear. The incidents which involved Wuornos attempting to stab her siblings without being removed from the home or counseled extensively is evidence of the lack of consistent standards which would have been necessary to curb Wuornos’ deviant behavior or prevent it from escalating to serial murderer later in life. Instead, concessions in the values and norms of those around Wuornos’ enabled her to continue to behave violently, run away, and return to start the cycle again. As the facts in this essay reveal, the life history of Aileen Carol Wuornos constituted a genetic predisposition to have a penchant for deviant behavior, however, her many years of neglect, abuse, untreated illness and lack of positive social relationships it was sealed her fate and pushed her to become a deviant serial killer. Her neglected mental health, drug abuse and progressed her social failures. Aileen Carol Wuornos was 46 on the day of her execution. References Alston, Reginald J. , Harley, Debra, Lenhoff, Karen (1995). Hirschis Social Control Theory: A Sociological Perspective on Drug Abuse among Persons with Disabilities. The Journal of Rehabilitation, Vol 61. Author Unknown (Date Unknown) Retrieved from the Web January 19, 2007, ahrens.tripod.com.

Paper Research

Paper Research Paper Research Paper Research: Strategies of Making Good Research When you get an assignment to write a paper, whether it is an essay, a research paper, a term paper or any other kind of student paper, you want to write it well in order to get high points. In what way can one write a good assignment paper? This is the main question that springs to your mind! Lets find an answer! To write a good paper you should make, first of all, good paper research. It does not matter what kind of student paper you have to write. One should stress that actually to make papers research means not only to conduct long-lasting investigation, make complicated calculations and observations. Even if you are writing a reaction paper on a certain movie, you have to make some research. It will be just the research of smaller size. In this case paper research will contain watching the movie, describing of the main characters, analyzing of the main idea and discussing of the matter problems. Anyway, it will take you some t ime and certain efforts to make this research. Thus, the essence does not change, only the research scale is different. Three main elements of making good paper research To make good paper research you should take into account 3 aspects!You should be interested in the issue that is investigated. If you are free in choosing your paper topic, of course, it is very easy for you to meet this condition. But what should you do if you are provided with a certain topic? There is no problem as well. The matter is that you have to study a certain point of this topic. Thus, try to find a point that will get you interested most of all while studying informational materials on the given topic. You should study the question thoroughly. You should understand that to make good paper research you should have good informational basis. So, try to process as much information on your topic as you can. Do not forget to write down some specific data that may be useful for your writing. This may be some figures, quotations, observation results and so on. You should neither be in hurry, no dilly-dally! Making a time-table for your writing process will help you control your time left till the submission date. Split your work into several parts (for example, studying the information, making an outline for your paper, writing and checking) trying to determine approximate time that will take you to fulfill each part of the work. Do not forget to take into account some force-majeure circumstances! So, add several days to each part of your time-table. So, try to keep in mind this information and you will make really good paper research!

Sector Analysis Essay Example | Topics and Well Written Essays - 1500 words

Sector Analysis - Essay Example This is a dangerous sign, and many companies try to continuously update and innovate their business models in order to achieve success in terms of profitability and growth. Sector analysis is one of the new innovations that are being used by corporations and managers. It is a spin-off from Financialization. Financialization can be described as a process whereby financial markets and organizations dictate the economic policy of a country. In other words, Financialization is process where financial elites dictate the business policies formulation by the government. (Froud et al. 2006) Sector matrix defines the activity horizon of a company. As a result, it is sometimes also called â€Å"activity matrix†. Sector matrix is nothing but a representation of overall finances or revenues of a company coming into the business from its various areas of operations. The matrix is based on modern business and financial thinking. The old way of thinking about the supply was to consider it th e function of technology and product. The supply can only be increased if there are significant improvements in the production technology. This concept soon become obsolete and the new way of thinking was developed which stated that firm as a whole should be considered on the basis of its business model and various sources of income. A business usually makes money from diverse sources of profits and, hence, all of these sources should be taken into account before the supply and demand function of a business can be determined. Similarly, the old thinking about the demand was about winning the nameplate competition. It was all about improving or differentiating the brand from other competing brands in order to generate demand and make sales. However, the new way of thinking demand is about capturing the expenditure that consumers spend on substitutes and encouraging a complement product in order to increase the overall revenue of the firm. (Bowman & Singh 1993) The differentiating fac tors of the sector matrix and supply chain industry are that related products or complements are demanded together, therefore, a firm can achieve great success and double its sales if it starts producing complementary products. It is also believed that the firm operates in a boundary or in a particular sector. For example, a firm producing motor cars can produce car lubricants or wheels, but it will not immediately start a healthcare business. Hence, business models have boundaries. Similarly, a firm will try to enter into new businesses to lever its profits and in doing so there are chances that it may attract competition that may follow a similar matrix as this firm. However, it must be remembered that no existing firm exists in a particular matrix before the entry of this firm. The sector matrix can be explained more aptly by using two examples from different industries. The first example is taken from the Car Manufacturing Business and the second example is from Healthcare Busin ess. The reason for choosing these two sectors is to determine the applicability of the model in service and goods sector. This approach will check whether or not the model can be used for both goods and service sectors or whether or not this model is applicable for only one sector. (Brigham & Ehrhardt 2010) Example 1: Figure1: Sector Matrix of Car Assembly Source: (Froud et al. 2006) The above diagram shows that a car manufacturer exists in the upper left corner. This is unrewarding business because the industry is saturate and there are enough cars in the market that many people tend to buy used cars. This leads to demand substitution and demand for the firm’s products goes down. This has resulted in declining revenue for car

UK Taxation System Essay Example | Topics and Well Written Essays - 2250 words

UK Taxation System - Essay Example Alongside, the developments in the indirect taxation are also described. Income Tax is believed to be the largest source of earning equating up to 30% of the total tax revenue in UK. This is charged on salaries from employment, on rental income for let-out properties, on bank and building societies' interests and on company dividends. The one that comes next in this list is the Value Added Tax (VAT). VAT is charged to the customer by businesses on the supply of goods and services in the country. The revenue generated by the UK government by way of VAT comes somewhere around to 23% of the total tax revenue and also this is believed to be the second largest earner of revenue to the government. Apart from this the government of UK also generates revenue through some other kinds of taxes like the National Insurance Contributions (NIC), duties and Corporations Tax, the contribution of which are believed to be 21%, 16% and 8% respectively. There exist also other sources of contributions like the Capital Gains Tax (CGT), Inheritance Tax (IHT), Stamp Duty (SD) and Stamp Duty Land Tax (SDLT) etc., which form the rest of the total tax revenue. The Tax Year: The Tax Year in the United Kingdom starts on the 6th of April in the current year and ends on 5th of April in the following year. All the citizens of the country pay their income tax by reference to the same. The different kinds of rates and allowances relating to taxes are finalized in the Annual Budget which is scheduled every year in the month of March. The Tax System: A study conducted in the previous year reveals that almost 29.5 million individuals do pay tax in the form of income tax in UK. Indirect taxes are collected in the form of Excise duties, Vehicle excise duties, Insurance premium tax, Air passenger duty, Landfill Tax and Aggregates Levy etc. The government of UK levies excise duty particularly on five types of goods. They are tobacco, fuel, beer, wine and beer. A flat rate is followed for levying tax on these particular goods. When it comes to tobacco, they are additionally subject to a tax called ad valorem tax. This ad valorem tax is set up at an amount of 22% of the total retail price. The following table shows the tax rates of duties that were levied in the year 2006-07. Table.1 Excise duties, 2006-07 Good Duty (pence) Total duty as a % of price Total tax as a % of price Packet of 20 cigars: Specific + ad valorem 314 66.4 81.3 Pint of Beer 29 13.5 28.4 Wine (75cl bottle) 129 38.2 53.1 Spirits (70cl bottle) 548 48.0 62.9 Ultra-Low sulphur petrol 47 50.8 65.7 Ultra-Low sulphur diesel 47 49.1 64.0 Sources: HM Revenue and Customs website (customs.hmrc.gov.uk/channelsPortalWebApp/channelsPortalWebApp.portal'_nfpb=true&_pageLabel=pageExcise_InfoGuides); UK Trade Info website - www.uktradeinfo.co.uk; National Statistics - www.statistics.gov.uk Capital Gains Tax: The concept of Capital Gains tax was introduced in the year 1965. These capital gains are supposed to be levied on the