Executive Remuneration in Australian Companies Research Paper

Official Remuneration in Australian Companies - Research Paper Example In this way the Australian Government strategy objectives basically rely upon the compensation practice, particularly the commitment and casting a ballot exercises of the organizations. Anyway this examination proposition would show the investors' enthusiasm on building up a powerful official compensation system for chiefs and administrators and recognize a successful compensation system in Australia which is required for advancement and straightforwardness of the compensation procedure and practice in a causal possibility structure of intermingling/uniqueness. Hypothetical and theoretical systems on official compensation for chiefs of Australian organizations and administrators have been created throughout the years to help proficiency theory which constantly verges on the need to expand estimation of the firm in conformance with basic achievement factors. As indicated by Chartered Secretaries Australia (CSA), chiefs and official compensation levels and structure have frequently been affected by the presence of an assortment of variables like network and political concerns, rules and guidelines, code of training and rules, showcase trade rules and bookkeeping principles. Under the segment 9 of the Corporation Act characterizes compensation of official as compensation if and just if the advantage, were it gotten by an executive of the company, would be compensation of the chief for the reasons for a bookkeeping standard that manages divulgence in organizations' budgetary reports of data about executives' compensation (Australian Corporation and Securities Legislation, 2009). The compensation to all the officials in an association can be clarified as the total or aggregate of the installments accepting by all the administrators including Directors, CEO, and Managers from an organization or an enterprise. Subsequently it comprises of the typical installments to the officials, for example, fundamental pay, all motivating forces, extra, shares and some other advantages, for example, remittances. Official compensation is a significant component of corporate administration and the degree of advantages are deciding by the governing body. The assurance of the degree of the pay of all these key people in go with is a perplexing procedure to the

An Overview of Scandium (Sc or Element 21)

An Overview of Scandium (Sc or Element 21) Fundamental Facts Nuclear Number: 21Symbol: ScAtomic Weight: 44.95591Discovery: Lars Nilson 1878 (Sweden)Electron Configuration: [Ar] 4s2 3d1Word Origin: Latin Scandia: ScandinaviaIsotopes: Scandium has 24 realized isotopes extending from Sc-38 to Sc-61. Sc-45 is the main stable isotope.Properties: Scandium has a liquefying purpose of 1541  °C, a breaking point of 2830  °C, a particular gravity of 2.989 (25  °C), and valence of 3. It is a gleaming white metal which builds up a yellowish or pinkish cast when presented to air. Scandium is an extremely light, generally delicate metal. Scandium responds quickly with numerous acids. The blue shade of sea green/blue is credited to the nearness of scandium.Sources: Scandium is found in the minerals thortveitite, euxenite, and gadolinite. It is likewise created as a result of uranium refinement.Uses: Scandium is utilized to make high-force lights. Scandium iodide is added to mercury fume lights to create a light source with a shading looking like daylig ht. The radioactive isotope Sc-46 is utilized as a tracer in treatment facility wafers for unrefined petroleum. Component Classification: Transition Metal Physical Data Thickness (g/cc): 2.99Melting Point (K): 1814Boiling Point (K): 3104Appearance: fairly delicate, shiny white metalAtomic Radius (pm): 162Atomic Volume (cc/mol): 15.0Covalent Radius (pm): 144Ionic Radius: 72.3 (3e)Specific Heat (20 °C J/g mol): 0.556Fusion Heat (kJ/mol): 15.8Evaporation Heat (kJ/mol): 332.7Pauling Negativity Number: 1.36First Ionizing Energy (kJ/mol): 630.8Oxidation States: 3Standard Reduction Potential: Sc3 e â†' Sc E0 - 2.077 VLattice Structure: HexagonalLattice Constant (Ã… ): 3.310Lattice C/A Ratio: 1.594CAS Registry Number: 7440-20-2 Incidental data Scandium was named after Scandinavia. Physicist Lars Nilson was endeavoring to detach the component ytterbium from the minerals euxenite and gadolinite when he found scandium. These minerals were essentially found in the Scandinavia region.Scandium is the progress metal with the most minimal nuclear number.The disclosure of scandium filled a spot anticipated by Mendeleevs occasional table. Scandium replaced the placeholder component eka-boron.Most scandium mixes have scandium with the Sc3 ion.Scandium has a bounty in the Earths covering of 22 mg/kg (or parts per million).Scandium has a wealth in seawater of 6 x 10-7 mg/L (or parts per million).Scandium is more rich on the Moon than on Earth. References: Los Alamos National Laboratory (2001) Crescent Chemical Company (2001)Langes Handbook of Chemistry (1952)CRC Handbook of Chemistry Physics (eighteenth Ed.) International Atomic Energy Agency ENSDF database (Oct 2010)

making dumplings

making dumplings DOUGH: clean your counter and wash your dishes wash your hands too pour a few cups of flour into big bowl add one cup hot water knead add another cup of hot water knead some more keep kneading (more fun with music and friends) keeping adding water and kneading until all the flour is incorporated and the dough is smooth and elastic make the dough into a few big lumps. put the lumps in a bowl cover with a wet towel and let sit for a few hours FILLING (VEGETARIAN): obtain mushrooms of various types. shiitake is pretty good. obtain scallions obtain some kind of asian vegetable bok choy or napa cabbage. wash it. obtain some firm tofu obtain some carrots ginger too. ginger is important. garlic can also be nice chop everything up into fine pieces mix it in a big pot beat two or three eggs and add that too add soy sauce and sesame oil to taste (optional) FILLING (MEAT): obtain ground pork obtain some kind of asian vegetable bok choy or napa cabbage. wash it. chop up the vegetable into fine pieces mix it with the ground pork add chopped ginger and soy sauce and sesame oil and scallions to taste (optional) WRAP THE DUMPLINGS: when the dough has settled, separate it into a few manageable sections roll out the sections against the counter until you have little dough-snakes separate the little dough-snakes into pebble-sized dough nodules use a rolling pin to flatten the nodules into circles, thin on the outside and thick in the center now you have dumpling wrappers! wrap the filling in the wrapper (try this  or this for guidance, but it doesnt really matter as long as it doesnt leak) repeat until you have lots and lots of dumplings sing taylor swift songs while you work COOK THE DUMPLINGS: there are lots of ways some people like pan-frying them do this by adding oil to a pan and putting the dumpling in make sure to cover the pan so the steam will cook the dumplings evenly other people like boiling them boil some water and put the dumplings in wait until the water boils again, then add a splash of cold water to stop the boiling wait until the water boils again, then add a splash of cold water to stop the boiling wait until the water boils again, then add a splash of cold water to stop the boiling yes, do that three times wait until the water boils again and take the dumplings out freeze all the leftover dumplings in a tray, you can cook them later EAT THE DUMPLINGS: use dipping sauce of choice (soy sauce + sesame oil + balsamic is pretty good) argue with all your friends about what the best filling recipe is (special thanks to the toons) (and the gorgeous airbnb in new hampshire we visited last weekend) (and margie and lauren for their photography)

Terrorism Is A Modern Political And Economic Topic On America

Terrorism has become a modern political and economic topic in America. It is the existence of Terrorists attacks in America that has changed the way people travels both domestic and foreign and also now viewed as an issue and conflicts that exist within the nation’s borders and domestically (Shemella, 373 ). The United States has since be a country with ideal ability to protect the many citizens from attacks and live in peace, but the infiltration of terrorist has kept a change in Americans heart (374 ). A significant amount of terrorism in American’ history reflects as being motivated by a distrust of American ideal values of democracy, or emerging today issue in which people of various races or backgrounds claimed to belong or loyalty group and or American system. In a nutshell, history teaches us that domestic terrorism can be explained as a violent tendency towards a movement and rights group to proof who or what is authentic in American system. On the other side i t is a foreign terrorism or an extreme group with minds to attack and kill American citizens. I will discuss the different historical forms of terrorism groups in America since the time of Boston Tea Party to the 21st century American and global terrorism and what solutions and what it teach us in our own time. I chose this topic because it is a topic that Americans are worried more of here at safety since 9/11, which was remembered last month. It is election season and parties takes hard sides to proof thatShow MoreRelatedUnderstanding of Identity in Samuel P. Huntingtons Clash of Civilization1148 Words   |  5 Pagesreference to different arguments and visions presented in the following scholarly sources. Samuel P. 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Where Have the Simple Days of Politically Informative...

The year is 1690. Richard Pierce and Benjamin Harris have recently published the first form of media in America, a newspaper titled: Publick Occurrences, both Foreign and Domestick. The newspaper was originally located Cambridge, England, but relocated to Boston, Massachusetts because Roman Catholics and Quakers considered some of the published material controversial. The writers intend to publish an issue once a month, unless any monumental event ensues sooner. However, the project does not play out as effortlessly as the writers hoped. Without proper authorization, colonial government officials suppressed the project, arrested the publishers, and destroyed all copies of the newspaper because they deemed the news too high of a nature for the people to read. The Public Occurences was the first ingenuous attempt to report news to the public. This informed people on current issues, enabling them to form their own opinions about politics. Since 1690, the media’s approach to reporting news stories has shifted. Instead of offering people the truth, forms of media like television often distort political affairs to align with their own political agendas. With the shift in the media’s tactics of tackling current events, the public’s perception of the media has transformed. Back in 1690, any form of media was a blessing because it kept the public cognizant. Today, people take for granted a constant flow of information because it is so readily available. Overall, the incessant andShow MoreRelatedDocumentary Photography3107 Words   |  12 Pagesissues. In the modern world, with the advancement of complex photographic devices along with a nourishment of a range of forums for expression, the cause of documentary photography has been enormously furthered. The very definitions of the trade have endured quite a lot of evolution and of course, debate. 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Literature Review the Teacher as a Researcher Free Essays

Literature review Teacher and pupil understanding of ICT and e-safety in schools is an issue that is current and topical due to its increasing presence in primary education. The Byron Review (2008) has drawn attention to this with its extensive assessment of the internet and video games and how they affect children. This Byron Review supports the key issues in Internet safety and ICT use by identifying just how integral these technologies are to children’s lives. We will write a custom essay sample on Literature Review: the Teacher as a Researcher or any similar topic only for you Order Now Teacher Cadet Essay iframe class="wp-embedded-content" sandbox="allow-scripts" security="restricted" style="position: absolute; clip: rect(1px, 1px, 1px, 1px);" src="https://phdessay.com/teacher-cadet-essay/embed/#?secret=bMC75gg4U7" data-secret="bMC75gg4U7" width="500" height="282" title="#8220;Teacher Cadet Essay#8221; #8212; Free Essays - PhDessay.com" frameborder="0" marginwidth="0" marginheight="0" scrolling="no"/iframe The review makes explicit recommendations to needed protect internet users whilst highlighting the importance of furthering our understanding of the risks and then educating ourselves on the benefits and dangers of e-safety and ICT. This highlights the vital role teacher play in safeguarding pupils to ensure they can use the internet and other technologies safely (Woollarda et al 2009). Cox and Marshall (2007) carried out a review of ICT posing the question ‘Effects of ICT; Do we know what we should know? ’ (p. 9) both authors of this paper have a prolific reputation in the area of ICT and education over the past decade and their paper addresses the importance of increasing our understanding ICT, and its long and short term impact on students learning and how it affects learning (p. 59). The importance of ensuring not only our knowledge of the impact of ICT on students learning but also how it impacts students thinking and acting (p. 68). This has direct implications on the use of ICT technologies in the many methods and settings now available to students such of the internet. By ensuring teaching professionals understand the true extent to which ICT affects students learning, attitudes, values and beliefs is essential to all individuals involved in education and the future of ICT in education. Across research into ICT and its implementation the central role of teachers in ensuring these technologies are used safely and effectively across the curriculum is acknowledged (Woollard et al 2009. Cox 1997; Sunderland et al 2004; Tondeuret al 2007; Loveless, 2003; Pearson and Naylor 2006). This role of teachers is in pivotal in ICT and its future in education and has a direct impact on students experiences and understanding of e-safety. Woolard et al (2009) Carrier out a study focusing on identifying the training needs of teachers with regards to ICT communications in schools and e-safety (p. 188). This began with an evaluation of current e-safety resources and then a study of how trainees responded to these resources and PGCE based training. This study confirms the need for training teachers adequately to ensure they have the confidence, knowledge and adaptability necessary (Jones 2004). These skills are essential to all teaching professionals to safeguard pupils whilst ensuring ICT technologies are implements effectively in the classroom to reap the rewards on pupils learning and motivation that have been identified (Liao 1999; Cox and Abbott 2004; Cox 1997; Hennessy et al. 2005; Goodinson 2002a; Goodinson 2002b). (415 words) Bibliography Byron, T (2008) Safer Children in a Digital World. The Report of the Byron Review. DCSF Publications ; Nottingham UK. Woollarda, J,. Wickensb, C. Powellc, K and Russell, T (2009) Evaluation of e-safety materials for initial teacher training: can ‘Jenny’s Story’ make a difference? Technology, Pedagogy and Education. Vol. 18, pp. 187–200. Routledge: UK Cox, M. Marshall, G (2007) Effects of ICT: Do we Know what we should? Education and Information Technologies. 12: 50 – 70. Springer. Cox, M. J. (1997). The effects of information technology on students’ motivation. Final report. National Council for Educational Technology, Coventry. Cox, M. J. , Abbott, C. (2004). ICT and attainment: A review of the research literature, Coventry and London, British Educational Communications and Technology Agency/Department for Education and Skills. Goodison, T (2002) Enhancing learning with ICT at primary level. British Journal of Educational Technology. Vol 33, 215 -228. Goodison, T (2002) ICT and attainment at primary level. British Journal of Educational Technology. Vol 33, 202 -211. Hennessy, S. , Ruthven, K. , Brindley, S. (2005). Teacher perspectives on integrating ICT into subject teaching: Commitment, constraints, caution and change. Journal of Curriculum Studies, 37, 155–192. Jones, A. (2004). A review of the research literature on barriers to the uptake of ICT by teachers. Coventry: Becta Liao, Y. K. C. (1999). Effects of hypermedia on students’ achievement: a meta-analysis. Journal of Educational Multimedia and Hypermedia, 8(3), 255–277. Loveless, A (2003) The role of ICT. Continuum. London Tondeur, J. van Braak, J and Valcke, M (2007) Curricula and the use of ICT in education: Two worlds apart? British Journal of Educational Technology. P. 962–976 Dwyer, J (2007) Computer-based Learning in a Primary School: Differences between the early and later years of primary schooling. Asia-Pacific Journal of Teacher Education. Vol 35. pp. 89 – 103. Sutherland, R. , Armstrong, V. , Barnes, S. , Brawn, R. , Breeze, N. , Gall, M. , et al (2004) Transforming teaching and learning: Embedding ICT into everyday classroom practices. Journal of Computer Assisted Learning, 20, 413-425. Pearson, M. , Naylor, S. (2006). Changing contexts: Teacher professional development and ICT pedagogy. Education and Information Technologies, 11, 283–291. How to cite Literature Review: the Teacher as a Researcher, Essays Literature Review the Teacher as a Researcher Free Essays Literature review Teacher and pupil understanding of ICT and e-safety in schools is an issue that is current and topical due to its increasing presence in primary education. The Byron Review (2008) has drawn attention to this with its extensive assessment of the internet and video games and how they affect children. This Byron Review supports the key issues in Internet safety and ICT use by identifying just how integral these technologies are to children’s lives. We will write a custom essay sample on Literature Review: the Teacher as a Researcher or any similar topic only for you Order Now The review makes explicit recommendations to needed protect internet users whilst highlighting the importance of furthering our understanding of the risks and then educating ourselves on the benefits and dangers of e-safety and ICT. This highlights the vital role teacher play in safeguarding pupils to ensure they can use the internet and other technologies safely (Woollarda et al 2009). Cox and Marshall (2007) carried out a review of ICT posing the question ‘Effects of ICT; Do we know what we should know? ’ (p. 9) both authors of this paper have a prolific reputation in the area of ICT and education over the past decade and their paper addresses the importance of increasing our understanding ICT, and its long and short term impact on students learning and how it affects learning (p. 59). The importance of ensuring not only our knowledge of the impact of ICT on students learning but also how it impacts students thinking and acting (p. 68). This has direct implications on the use of ICT technologies in the many methods and settings now available to students such of the internet. By ensuring teaching professionals understand the true extent to which ICT affects students learning, attitudes, values and beliefs is essential to all individuals involved in education and the future of ICT in education. Across research into ICT and its implementation the central role of teachers in ensuring these technologies are used safely and effectively across the curriculum is acknowledged (Woollard et al 2009. Cox 1997; Sunderland et al 2004; Tondeuret al 2007; Loveless, 2003; Pearson and Naylor 2006). This role of teachers is in pivotal in ICT and its future in education and has a direct impact on students experiences and understanding of e-safety. Woolard et al (2009) Carrier out a study focusing on identifying the training needs of teachers with regards to ICT communications in schools and e-safety (p. 188). This began with an evaluation of current e-safety resources and then a study of how trainees responded to these resources and PGCE based training. This study confirms the need for training teachers adequately to ensure they have the confidence, knowledge and adaptability necessary (Jones 2004). These skills are essential to all teaching professionals to safeguard pupils whilst ensuring ICT technologies are implements effectively in the classroom to reap the rewards on pupils learning and motivation that have been identified (Liao 1999; Cox and Abbott 2004; Cox 1997; Hennessy et al. 2005; Goodinson 2002a; Goodinson 2002b). (415 words) Bibliography Byron, T (2008) Safer Children in a Digital World. The Report of the Byron Review. DCSF Publications ; Nottingham UK. Woollarda, J,. Wickensb, C. Powellc, K and Russell, T (2009) Evaluation of e-safety materials for initial teacher training: can ‘Jenny’s Story’ make a difference? Technology, Pedagogy and Education. Vol. 18, pp. 187–200. Routledge: UK Cox, M. Marshall, G (2007) Effects of ICT: Do we Know what we should? Education and Information Technologies. 12: 50 – 70. Springer. Cox, M. J. (1997). The effects of information technology on students’ motivation. Final report. National Council for Educational Technology, Coventry. Cox, M. J. , Abbott, C. (2004). ICT and attainment: A review of the research literature, Coventry and London, British Educational Communications and Technology Agency/Department for Education and Skills. Goodison, T (2002) Enhancing learning with ICT at primary level. British Journal of Educational Technology. Vol 33, 215 -228. Goodison, T (2002) ICT and attainment at primary level. British Journal of Educational Technology. Vol 33, 202 -211. Hennessy, S. , Ruthven, K. , Brindley, S. (2005). Teacher perspectives on integrating ICT into subject teaching: Commitment, constraints, caution and change. Journal of Curriculum Studies, 37, 155–192. Jones, A. (2004). A review of the research literature on barriers to the uptake of ICT by teachers. Coventry: Becta Liao, Y. K. C. (1999). Effects of hypermedia on students’ achievement: a meta-analysis. Journal of Educational Multimedia and Hypermedia, 8(3), 255–277. Loveless, A (2003) The role of ICT. Continuum. London Tondeur, J. van Braak, J and Valcke, M (2007) Curricula and the use of ICT in education: Two worlds apart? British Journal of Educational Technology. P. 962–976 Dwyer, J (2007) Computer-based Learning in a Primary School: Differences between the early and later years of primary schooling. Asia-Pacific Journal of Teacher Education. Vol 35. pp. 89 – 103. Sutherland, R. , Armstrong, V. , Barnes, S. , Brawn, R. , Breeze, N. , Gall, M. , et al (2004) Transforming teaching and learning: Embedding ICT into everyday classroom practices. Journal of Computer Assisted Learning, 20, 413-425. Pearson, M. , Naylor, S. (2006). Changing contexts: Teacher professional development and ICT pedagogy. Education and Information Technologies, 11, 283–291. How to cite Literature Review: the Teacher as a Researcher, Essays

Theatre Royal Drury Lane Essay Example For Students

Theatre Royal Drury Lane Essay On the 3rd of November, 2006 I saw The Producers at the Theatre Royal Drury Lane. The Producers is a west-end musical based on the 1968 film. It follows the story of two directors, Bialystock (played by Cory English) and Bloom (played by Reece Shearsmith) who attempt to put on a show that is a total flop, realizing they can make more money from a flop than a hit. The comic piece was extremely entertaining, being a visual excitement filled with hilarious moments.  The scene I will focus on is where Ulla (played by Rachel McDowell) auditions to be in the forthcoming musical singing her own song When youve got it, flaunt it. We will write a custom essay on Theatre Royal Drury Lane specifically for you for only $16.38 $13.9/page Order now A soft yellow/white wash swept the stage, which, when mixed with the more intense white wash, gave the effect of indoor lighting. Soft spotlights were shone into the centre of stage to focus the audiences attention to the action happening in the centre of the stage. At this focused centre stage, English and Shearsmith were seated on a copper-coloured sofa looking expectantly at McDowell, who was standing by a piano on stage right. To find her starting note, she plays a single note on the piano, but an entire scale of notes plays from the orchestra piano but looks like the notes came out of nowhere. English uncrossed his legs looking bewildered, and leered towards the piano to give the impression he was examining it. McDowell, however, remained innocent looking as if the occurrence was normal and shuffled slightly downstage as the audience laughed over the preceding event. Shearsmith looked towards English with an equally shocked but also questioning expression, as if to ask What just happened?. English shrugged as his reply and then granted permission for McDowell to begin her song with an encouraging gesture of slightly open arms. A simple tune accompanied McDowells voice in the first part of the song. The short notes in the music made the song very innocent-sounding and the simplicity worked as it contrasted to later parts of the song. Upon the words strut your stuff McDowell walked to center stage in four steps, timing each step with the four melodiously sweet beats that followed the sung line. A side step to stage left, and McDowell was by a desk, where she unfastened the single button on her coat and placed the coat on a desk in one swift movement. Throughout McDowells slow, but sure, travel from stage right to left, English and Shearsmith followed McDowell with their gaze, showing they were in awe of her beauty. Their simultaneous movements of head, eyes and shoulders was particularly amusing, as it showed how enthralled the characters were by this woman.  Ã‚  Impersonation is always a humorous technique to use in a performance and McDowell did a fabulous job of playing a Swedish lady. Visually, she was tall, beautiful with blonde hair; very stereotype of a Swedish woman. McDowell commanded her voice brilliantly to show a Swedish accent; vs were pronounced as ws and us were said for twice as long as would be regular.  Choreography and timing were key for entertainment in this point of the play and this was done brilliantly as McDowell continued her song-and-dance routine. On one beat, she thrust her chest at Shearsmiths eye level, to which Shearsmith widened his eyes. On the next beat, she rotated her hips outwards and Shearsmith averted his gaze to her bottom. Possibly the most comic moment of this sequence was the one that followed. McDowell turned to the two men and held out her hands in an almost patronizing stance of explanation and, with poor grammar, explained that now, Ulla dance. Shearsmith and English showed no response and were still transfixed by her; English even had his mouth hanging in a gaping drool. McDowell turned back towards the audience and looked very focused in the introducing drum beats of the dance. While the audience expected McDowell to then break into a breath-taking dance, she instead wobbled her hips very minimally to the music. The music then broke into a crescendo, to which McDowell jumped and shimmied to several times. This shaking of the breasts caused English to transform his gape into a disbelieving smile and Shearsmith to watch in an embarrassed arouse. .ue767a3f174909cf179e1e48c359632a4 , .ue767a3f174909cf179e1e48c359632a4 .postImageUrl , .ue767a3f174909cf179e1e48c359632a4 .centered-text-area { min-height: 80px; position: relative; } .ue767a3f174909cf179e1e48c359632a4 , .ue767a3f174909cf179e1e48c359632a4:hover , .ue767a3f174909cf179e1e48c359632a4:visited , .ue767a3f174909cf179e1e48c359632a4:active { border:0!important; } .ue767a3f174909cf179e1e48c359632a4 .clearfix:after { content: ""; display: table; clear: both; } .ue767a3f174909cf179e1e48c359632a4 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue767a3f174909cf179e1e48c359632a4:active , .ue767a3f174909cf179e1e48c359632a4:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue767a3f174909cf179e1e48c359632a4 .centered-text-area { width: 100%; position: relative ; } .ue767a3f174909cf179e1e48c359632a4 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue767a3f174909cf179e1e48c359632a4 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue767a3f174909cf179e1e48c359632a4 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue767a3f174909cf179e1e48c359632a4:hover .ctaButton { background-color: #34495E!important; } .ue767a3f174909cf179e1e48c359632a4 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue767a3f174909cf179e1e48c359632a4 .ue767a3f174909cf179e1e48c359632a4-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue767a3f174909cf179e1e48c359632a4:after { content: ""; display: block; clear: both; } READ: Techniques and a variety of body language EssayMcDowell shimmied towards centre stage and then took a seat in between the two men. She was now to continue her song with more intimacy with the two men, being so close to them. She is oblivious to Englishs perverse, whereas the audience realise it. This is a comic dramatic irony, where the audience laughed at the naivety of Ulla. McDowell then swung her leg slowly in the air, which gave a flash of her undergarments. Englishs head instantly dropped as he stared at her crotch. McDowell noticed this and then placed a finger on the underside of his chin, rising it up, so his gaze was no longer focussed on her crotch, and she let off a nervous laugh. Using repetition, McDowell later in the song was standing stage right and asked they two men if they remember when Ulla dance. They both replied concurrently with a prolonged, excited yes. McDowell then clapped her hands and gleefully stated Ulla dance again!.  This entire section was particularly amusing and extremely entertaining with its combination of costume, staging, impersonation, sexual humour, song and choreography. It was very unfortunate that The Producers closed on the west end, as it was a brilliantly done musical that shouldve run for ever and longer.