Relation between change management and emotional intelligence

Relation between change management and emotional intelligence Introduction Every business need to go through changes in the comparative business environment , this may happen different ways in different organisations, some of organisations may imposing the changes on workforces, such as redundant, salary review. Others may focus on re-engineer or re-structure business model. However, change management is the basic skills for managers and leader to adopt; it is essential approach to organisation to implement. ( ) define change management as The systematic approach and application of knowledge, tools and resources to deal with change. Change management means defining and adopting corporate strategies, structures, procedures and technologies to deal with changes in external conditions and the business environment. There are different change management models been published, such as Kanters 10 commandments, Pettigrew 5 factors, Kotters 8 failure and success factors . Similarly, at the beginning stage of change models, it is essential to create vision to change then motivate employees to accept, act and attain the change. It is not easy as says. People have good reason to resistant the changes, because the nature of change , include the risk and uncertainty, which most of people do not like that, also different people have the different preferences, some people like to stay where they are, these people can be named as stability oriented. Some people may resistance to change for emotional reasons, for instance, someone doesnt like to change job, because he/ she doesnt want someone else to tell them what to do. SARA Model Therefore, when the change is undergoing, people tend to go through a series of stages, people call it as SARA Model: S- hcok A- nger R- ejection A- cceptance Shock: It is nature for people to face the shock, when it comes across the changes, confusion or disorientation is symptom in this stage. Anger: it expresses in different ways, employee may anger with oneself or others, in particular, people close to them, they need to show the feeling when the change happen. Rejection: in some case, at first, people would like to reject the change rather to accept it instantly. In this stage, the rejection not only appear on the action, also include the denial of emotional impact. Acceptance: in the stage, people able to accept the change and adopt it. It also involved the negative acceptance, such as resign for work. The key principle advocated by the change management theory is communication; it is significant to keep employees informed completely before the change happens, the managers should prepare themselves to deal with employees reaction in the change process. It is not simply get people together and give orders, the manager need to monitor employees emotion in different stages of SARA model. Emotion and Emotional Intelligence Emotion is the power to drive the employees actions in the organisation; it is also the primary driving force behind motivation. Managers need to be aware of employees emotion movement, be able to understand it, then control the emotion in certain level to maintain the relationship, teamwork and work efficiency. The development of the reading and express emotions along with management skills will improve motivation for employee and increase the productivity for organisation. In 1980s psychologists, evolutionary biologists, psychiatrists, scientists had identified a series of human capacities related to emotions. By 1983, a psychologist, Howard Gardner from Harvard university, who identified the multiple intelligence, as ( ) claimed it has seven kind of intelligence, include two personal varieties: knowing ones inner world and social adeptness. The term emotional Intelligence was introduced by two psychologists, John D. Mayer and Peter Salovey in 1990, they define the Emotional Intelligence as the set of abilities that account for how peoples emotional perception and understanding vary in their accuracy. More formally, emotional intelligence as the ability to perceive and express emotion, assimilate emotion in thought, understand and reason with emotion, and regulate emotion in the self and others. ( ) In contrast, in 1995, Daniel Goleman published a book called emotional intelligence: why it can matter than IQ, which became the best-seller internationally, ( ) claimed the emotional intelligence as the abilities called here emotional intelligence, which include self control, zeal and persistence, and the ability to motivate oneself. Theories of Emotional Intelligence Mayer-Salovey ability model In 1997 , John D. Mayer and Peter Salovey proposed the Mayer-Salovey ability model, it include four level. Show as below: Perception and Expression of Emotion Assimilating Emotion in Thought Understanding and Analysing Emotion Reflective Regulation of Emotion Perception and Expression of Emotion: the most basic level of emotional intelligence, it involve the perception and appraisal of emotion. For example, in the organisation, managers should able to identifying oneself and employees emotion and interpret it, in order to maintain the synergy within the organisation. Assimilating Emotion in Thought: the second level of emotional intelligence, it is the capacity of emotions to enter into cognitive thinking, use the emotion to communicate feelings. According to ( ) said the emotions prioritize thinking, for example, sometimes, people tend to respond to things emotionally, not rationally. It is something manager should pay attention. Understanding and Anglicising emotion: the third level of emotional intelligence, understand and reasoning about the emotion, for instance, happy, anger, sad, fear. It is important for managers to recognise the emotions, aware how employee unfold them and reason about them. Reflective Regulation of Emotion: it is the highest level of emotional intelligence, it involve the management and regulation of emotion in oneself and others. Mangers should utilise these skills into workplace, manage the employees emotion and motivate them to work effectively. The Bar-On Theory Unlike Mayer-Salovey ability model seen the EQ as abilities in different level, the Psychologist Reuven Bar-On ( ) viewed the emotional intelligence as array of nonncognative capabilities, competencies, and skills that influence ones ability to succeed in coping with environment demands and pressures. Bar-On identified five functional areas which are essential to emotional intelligence, show as following: ( ) Intrapersonal Skills Interpersonal skills Adaptability Scales Stress- Management Scales General Mood Bar-On Emotional Intelligence Theory Intrapersonal skills include emotional self-awareness, assertiveness, self-regards, self-actualization and independence. Interpersonal skills, there are interpersonal relationships, social responsibility and empathy. Adaptability scales cover problem solving, reality testing and flexibility. Stress-management scales involve stress tolerance and impulse control. General mood, happiness and optimism are two keys. Bar-On ( ) believes that if people go through appropriate training, emotional intelligence ability can be improved, furthermore, he believes that EQ along with IQ, construct the general intelligence of human beings. Bar-On developed the first measure of emotional intelligence, called Emotional Quotient Inventory. Individual with high EQ are more likely to meet the environment demands, which Bar-On (1997) explains Emotional Quotient Inventory (EQi) related to the potential to succeed rather than success itself. Daniel Goleman emotional intelligence model Daniel Goleman is a psychologist and journalist, he had published a book called Working with Emotional Intelligence, and the book became the best seller on both Atlantic. In the book, he created popular emotional intelligence model as below: Knowing Ones Emotions Management Emotions Motivating Oneself Recognizing Emotions in Others Handling Relationship Knowing Ones Emotions: it involving self- awareness, which means recognising emotion. It is the key for managers to aware employees emotions; it is also cover the ability to monitor the movement of emotion. Managing Emotions: It is the ability to handling emotions in appropriate way as process of self awareness building. It also means to give sympathy to someone or oneself when some one in difficulties, and mange to get rid of anxiety, gloom and irritability. Motivating Oneself: Organising emotions in the service of goal is important for self-motivation and creativity. According to ( ) it help to delaying gratification and stifling impulsiveness, and being able to perform well in different works and get into the flow state. Recognising emotions in others: it is the basic interpersonal skills, such as empathy. People who have empathic awareness are accustomed to spot others needs and wants. Handling Relationships: it require the skills in managing relationship and emotions, it is also the ability to interact with others effectively and smoothly. Emotional Intelligence personal relationship EQ is involved how to deal, perceive, understand and manage the emotions, it is helping individual in their relationship. In particular, for the manager to have emotional intelligence competencies, because managers need to engage with employees to achieve agreed goals, they can not work alone. Managers with higher EQ are more likely to be in flow and happy, they able to keep the positive mood, aware the negative mood, have better social life, and better relationship with subordinates. Because, higher EQ managers are able to motivate others through effective teamwork, encourage subordinate to achieve the pleasurable goals. Manger with lower EQ are likely express their feels and emotions in inappropriate way, they face trouble reading the body language, and low sensitivity about their and others feelings and emotion. Mangers with lower EQ whose tend to use authority to create the distance between themselves and subordinates, which is unfavourable for the organisation. Emotional Intelligence transformational leadership Transformational leadership seen as ( ) the ability to bring about significant change. It is relevant in the context of change management. As claimed ( ) transformational leaders able to manage changes in organisations strategy, culture, as well as employees motivation. Transformational leaders provide more freedom to employees, they focus on the intangible element, for instance the vision, value, building solid relationships, rather than controlling the employee by rules, incentives, power. Moreover, the emotional intelligence plays a critical role in the transformational leadership. There are four characteristics for transformational leader when they adopt emotional intelligence. The transformational leader able to provide a vision which desired in the future, it is the vision significantly better and appropriate than other ones. By using emotional intelligence ability, leaders communicate to employees in the way that the difficulties of change can be solved and the effort of change is worth. Transformational leadership moves employee more motivated, employees given opportunity to control, transformational leaders able to motivate employees focus on their own mission and goals, also define the boundaries within it which employee can accomplish it in the relative degree of freedom. Transformational leadership shift the employees concerns from the lower hierarchy of needs (physical needs, safety needs )to higher hierarchy of needs(self-esteem and self-actualization), which means the transformational leader not only meet the lower need through better salary, better working place, these leaders with emotional intelligence also pay attention to employees attitude in terms of personal growth and development. Transformational leaders motivate employees to do more than others, which encourage them to go beyond the self- interests to contribute the organisation. Emotional intelligence transformational leaders able to create the awareness of importance of changes, therefore when the employees admire their leaders, they have high level of trust in transformational leaders, they are positive and confidence about the changes confronted, it leads to willing contribute the organisation beyond the self-interest. Emotional Intelligence Leadership skills As ( ) found that a leader with high EQ is more effective than a leader with high cognitive capability, leaders with high EQ know and understand the secrets of the heart, they have developed what called an educated heart, a sense of personal and social responsibility. Therefore, Leaders with higher emotional intelligence performance better in certain skills, three main significant skills mentioned below: Self-awareness: it enable managers to accurate understand their strength and weakness, self awareness is also related to impulse control and tolerance stress. High EQ managers should able to cope with the difficult and challenging situation. Care Employee: it involves making the ease environment, and making employee relax. It is help to manager control impulse with regard to anger and others emotion, and make employee happy while they work, as a result to increase better teamwork and productivity. Relationship building skills: it is ability to build the relationship with people around which involve inside and outside the organisation. It also involve impulse control and stress tolerance skills, which is the key to in interpersonal managers, it is similar concept as above mentioned Daniel Goleman emotional intelligence model. Critics of Emotional Intelligence Goleman (1995) claims that if we look at sets variables of emotional intelligence persistence, warmth, optimism and so forth. We can predict important life outcomes. The way to interpret the claim is that people with more emotional intelligence traits are likely to be success in the life or workplace. The different traits such as empathy motivation, assertive, tolerance, optimistic, sociability, attention to details, extroversion and so forth, contribute to success. However, Barrick and Mount (1991) carried out research of 24.000 workers, they found top three personality trait which related to emotional intelligence traits which mentioned above. They found altruism and modesty were not related to job success, and extroversion, it include the good feeling and warmth were not predict the success for lawyers, teachers, although it is work in sales people. In addition, some of the series of traits may conflict, for instance people with higher demand to goals may have lower in cooperatio n, furthermore , it is not necessary means that organisation to recruit employee with higher emotional intelligence can be success, because when HR department prepare the job description, according to ( ) traits such as people skills, initiative, and persuasiveness appear in 67% of job description.. So, Golemans claim regarding emotional intelligence is seem like overblown, people with higher emotional intelligence can not be predicted the future success. Secondly, Goleman (1998) claims that Outstanding leaders emotional competencies make up to 85% to 100% of the competencies crucial for success. It not necessary true , because leader not only need to have emotional intelligence, they are also look for opportunity to allow them to lead effectively, and the success leaders always looking for better way to improve their performance. However, as ( ) mentioned clearly, there is link between an individuals ability to manage and generate emotions and leadership. In other hand ( ) discuss that the important of individualized consideration as an aspect of transformational leadership and identify charisma as an aspect of leadership. It means that individual consideration and charisma also the important factor for success leadership. Conclusion Overall, in the first part report, it has clear analysis the relation between change management and emotional intelligence, the organisation need to deal with changes all the time, they need to adopt appropriate strategy, structure, procedures to manage change, the report also mention the change management models, such as Kanters 10 commandments, Pettigrew 5 factors, Kotters 8 failure and success factors, and SARA model. At the second part, it focus on how managers communicate undergoing changing process, the way to aware and monitor employees emotion, the conception of emotional intelligence has been introduced, the different definition also been stressed. Moreover, the theories of emotional intelligence also been listed, it provide the clear picture for managers in what extent and how to utilise the emotional intelligence. The third part of the report, has critical analysis the relationship among emotional intelligence, personal relationship, transformational leadership, leadership skills. It is the way to examine the emotional intelligence in other perspectives. The advantage and disadvantage side of the emotional intelligence in relation to transformational leadership, and the skills need for emotional intelligence managers. At the last part, the critics of emotional intelligence has been arise, the argument been made regarding the claim of Daniel Goleman. First claim about the variable of emotional intelligence can predict the important life outcome. The report has provided the examples and other authors research to argue the thesis. As result, the emotional intelligence has overstated, people with higher emotional intelligence can not predict the future success. The second claim said the Outstanding leaders emotional competencies make up to 85% to 100% of the competencies crucial for success. It is the only significant factor related to leaders success, it is one of many among important factors. Ref

Renal System Study Guide

Renal System Study Guide Med/Surg I Major Functions of Kidney: Regulation of Homeostasis -Filters blood & regulates contents (water content & blood volume) -Maintain acid-base balance -Control fluid & electrolytes -Excrete metabolic waste products -Control BP (renin-angiotensin-aldosterone) Urinary System Structure: Kidneys (produce urine), Ureters (transport urine to bladder), Bladder (stores urine), Urethra (conduct urine outside body) *Nephron- working unit of kidney *Kidneys receive 25% of cardiac output= approx. 1 Liter GRF= 125ml/min & increases at night Renal Hormones: ADH- works in DISTAL CONVOLUTED TUBULE Aldosterone- made in ADRENAL CORTEX ANP- inhibits secretion of renin-angiotensin-aldosterone & water absorption by kidney tubules Erythropoietin- stimulates marrow to make more RBC's Renin- made & released in JUXTAGLOMERULAR APPARATUS RENIN-ANGIOTENSIN-ALDOSTERONE decreased renal perfusion= low BP ;JGA releases renin ;Liver releases angiotensin I ;Lungs convert angio I to a ngiotensin II ; Increase in BP due to VASOCONSTRICTION, myocardial contractility, VOLUME INCREASE becase ALDOSTERONE is released by ADRENAL CORTEX ;Aldosterone causes sodium & water to be REABSORPTION & potassium excretion **** This stops once BP is normal because it is a NEGATIVE feedback system Lab Tests/Diagnostics: Creatnine- 0. 6-1. 2 End product of muscle & protein metabolism -reflects GFR, renal disease is the only condition to increase creatnine level (not effected by hydration status) BUN- 8-16 measures amount of urea (byproduct of protein metabolism in liver) -factors affecting BUN: hydration/ urine flow, hypoperfusion, metabolic rate, drugs, diet Elevated BUN with normal creatnine= DEHYDRATION/Volume depletion/low perfusion -Elevated BUN & Creatnine= RENAL FAILURE/Dysfunction Specific Gravity- 1. 003-1. 030 measures ability of kidneys to concentrate urine -increased spec. grav = (more concentrated urine) dehydration, low perfusion, too much ADH -decreased sep. grav = (les s concentrated urine) too much fluid, diabetes insipidus, or inability of kidneys to concentrate urine Creatnine Clearance- evaluates how well kidneys remove creatnine from blood -best estimate for GFR renal threshold of glucose = blood glucose level of at least 180 before it spills over in urine *bacturia- males 10,00 colonies, females 100,00 colonies of bacteria Renal Calculi/stones: Causes: dehydration, infection, change in urine pH, obstruction, diet, immobilization, metabolic factors S/S: CVA (Costal-vertebral angle) pain, N, abdominal distention, fever, chills, hematuria, pyruria DX: KUB, US, Urine cx, stone analysis, serum calcium & phosphorus to detect hormonal problems TX: hydration/push fluids, abx, toradol (relaxes ureters), diuretics NSG: strain urine, stone analysis, push fluids 3-4L/day, teach diet & s/s of obstructionAcute Poststreptococcal Glomerulonephritis – bil. inflammation of glomeruli Causes: Strep infection, impetigo S/S: edema, azotemia, hematuria, oli guria, fatigue, HTN, na retention DX: elevated ASO (antistreptolysin-O titer), elevated electrolyte, BUN,& Creatnine, KUB-bil kidney enlargement TX: relief of symptoms, bedrest, fluid & sodium restrictions, abx, daily BUN & creatnine, diet- high calories, low protein sodium potassium & fluids. Acute Pyelonephritis sudden bacterial inflammation of kidney risk factors: urinary stasis, inablility to empty bladder (BPH/enlarged prostate), obstruction, sex, pregnancy, DM S/S: urinary freq. & urgency, dysuria, hematuria, elevated temp, chills, flank pain, anorexia, malaise UA: show pyuria, hematuria, low spec. gravity, alkaline pH, proteinuria, gycosuria, kentonuria TX: abx, analgesic, reculture urine 1 week after abx complete NSG: antipyretics, increase fluids, monitor for feverNephrotic syndrome -clinical manifestations caused by protein wasting secondary to diffuse glomerular damage usually after stress to immune system s/s: proteinuria, low albumin, edema, hyperlipidemia, hypovolemia nsg: low protein high calorie diet, i/o's, sodium & fluid restriction, weights, treat underlying cause Renal Failure Prerenal- obstructs flow to kidneys ex: CV disease, hypovolemia, peripheral vasodilation, severe vasoconstriction Intrarenal- poisions kidney tissue x: acute glomerular nephritis, pyelonephritis, sickle cells, lupus Postrenal- bladder obstruction, treteral obstruction S/S of Acute Renal Failure: anorexia, uremic breath, oliguria, n/v/d -elevated BUN/creatnine & K+ -low pH, Bicarb, Hgb & Hct Tx: reestablish effective renal function, high calorie diet, diet low in protein sodium & potassium, restrict fluid, vitamin supplements, MONITOR FOR HYPERKALEMIA NSG: i/o's, monitor electrolytes, h, & vitals, check for pericarditis, small frequent meals BPH (Benign Prostatic Hyperplasia) prostatic growth that may block urethra -blockage can cause UTI's, delayed urinary emptying detrusor muscles weakends results in urinary retention– pt unable to urinate can cause uremia, b ladder rupture & peritonitis TURP (Transurethral Resection of Prostate) -surgery that uses a resectoscope to go in urethra & clip out portions of prostate -continous bladder irrigation to prevent clots nsg: keep penis clean. never remove foley, Kegel exercises

Tda 3.4 1.1

Summarise the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour In my setting there are several policy documents that advise both parents and teachers what procedures are in place to help the children to perform to the best of their abilities and also set out guidelines of what the school expects off the staff, pupils and parents. Our schools behaviour policy also incorporates both the code of conduct, dealing with inappropriate behaviour and the rewards and sanctions guidelines, separate to this are the anti bullying policy and the whole school attendance policy . The behaviour policy firstly sets out the aims of the school, explaining how the school promotes good relationships so that people can work together with a common purpose of helping everyone to learn and work together in an effective and considerate way, this is aimed not only at the pupils but to parents and staff alike. It continues to explain that this policy is in place to enable children to grow in a safe and secure environment, and to become positive, responsible and increasingly independent members of the school community. It then goes on to explain the code of conduct expected off children, staff and parents. This includes rules such as parents and staff not smoking in the school grounds, conduct of parents when collecting their children from school i. e. not swearing and being too loud while lessons are still ongoing, to giving guidelines on what is expected from the children while at school. In these guidelines it explains how the school has it’s set of rules but also that each class teacher, at the beginning of the school year, discusses with the children what is expected, behaviour wise, in their class. The children are also invited to give ideas for these class rules, these rules are then printed out and displayed in the classroom. This document then goes on to explain the rewards and sanctions policy, this explains how the children are rewarded for good behaviour in a variety of ways, such as, the giving of house points and presenting their work in school assemblies, it also states as the child gains more house points they work towards certificates Gold, Silver and Bronze, all the achievements the child earns are stored in their Record of Achievement file, which is presented to them as they leave school in year 6. In the explanations of the sanctions the policy, this is under the dealing with conflict and inappropriate behaviour section, gives examples of behaviour that is unacceptable, this can be things such as shouting out in class, being in areas they shouldn’t be and goes, on to the extreme cases such as bullying and assault. It then goes onto the giving of detentions or missing playtimes because of this behaviour and in the more serious cases it explains the fixed-term and permanent exclusions policy. Finally the document goes to explain the roles of all staff members within the school this includes support staff, teachers, head teacher and finally the school governors. These roles are explained in a brief way and if there are any questions to any part of the document not to hesitate to ask for more guidance. The schools anti-bullying policy firstly explains the schools definition of bullying, which is, â€Å"bullying is action taken by one or more children with the intention of hurting a child, either physically or emotionally†. It then goes on to give the schools aims and objectives in this matter, this covers developing the schools ethos in which bullying is regarded as unacceptable, aiming to produce a safe and secure environment where all can learn without anxiety, aiming to produce a consistent response to any bullying that may occur and to make all connected with the school aware of the schools opposition to bullying and to make clear each person’s responsibilities with regard to the eradication of bullying. It then goes on to explain the roles of staff and parent in both dealing with and eradicating bullying, this includes:- 1) The Governors, their role is to support the headteacher in eliminating bullying in the school, they monitor any incidents that occur and review the effectiveness of the school policy regularly. 2) The Headteacher, it is the responsibility of the head to implement the policy and to ensure all members of staff (both teaching and non-teaching) are aware of the policy and how to deal with any incidents that may arise. The head also reports to the governors about the effectiveness of the policy and if it needs amending. ) The Teaching Staff, teaching staff should intervene at the first sign of any bullying, they must keep records of all incidents that happen involving children in their class, if they see another child from another class being bullied or bullying they should immediately inform that childs class teacher so they can intervene and monitor the situation. T eachers routinely liase with each other through staff meetings and discuss existing or new anti-bullying strategies. 4) Non-Teaching Staff, they are instructed to report any signs of bullying straight away to a member of the teaching staff, who can then direct the ssue to the correct teacher. They should intervene straight away and get the names of all children involved so it can be followed up correctly and efficiently. 5) The Parents, any parent that is concerned that their child might be being bullied, or who suspect their child may be the perpetrator of bullying, should contact their childs class teacher immediately. Parents have a responsibility to support the schools anti-bullying policy and to actively encourage their chaild to be a positive member of the school. The policy then goes on to state that it is monitored by the headteacher , who reports to the governors about its effectiveness. The schools whole school attendance policy starts with an introduction as to why it is important the child attends school and has as fewer absences as possible, including the missing of work and how this can affect their education and intellectual development. It then goes on to explain types of absences both authorised and unauthorised, authorised absences include sickness, medical appointments and any emergencies. Unauthorised absences are those that the school does not consider reasonable, these include, truancy, children being generally late, birthdays, holidays in term time not agreed with the school and holidays that exceed those agreed by the school. It is explained that persistent absenteeism at my setting is classed as missing 20% of the school year, it goes on to say that this severely hampers a childs intellectual development, persistent absentee pupils (PA’s) are tracked and monitored closely and all of these cases are automatically made known to the Local Authority Attendance Team. The policy then states the absence procedure of contacting the school as soon as possible , if not contacted the school will telephone the parent/carer on the first day of absence, if absence persists invite in the parent/carer to discuss the situation and refer to the Early Intervention Officer linked with the school if attendance moves below 85% as per Local Authority protocol. It then explains the role of the Attendance Officer, which is to try and resolve any issues with the school and make a signed agreement with the parent/carer about future attendance, if the matter still persists they can sanction penalty notices or even prosecutions in the Magistrates court, these are of course the last resort if all other avenues have failed. It then goes on to holidays in term time where it says how taking these holidays can affect the childs schooling and that any monetary saving of these holidays can be at the cost of the childs intellectual development. Religious absences such as Eid are authorised but no more 3 days in a school year. Finally the policy states the roles of individuals and their responsibilities of them in keeping to this policy, they are:- Parent/ carer should ensure regular attendance, contact school, try to avoid in term holidays Pupils attend school/registration punctually, speak to an adult if any issues arise that may effect school attendance Headteacher should take lead in ensuring attendance has a high profile in the school, ensur all staff know their responsibilities, take overall responsibility for ensuring the school conforms to all statutory requirements in respect of attendance All school staff should provide a welcoming atmosphere to encourage childrens attendance and provide a safe learning environment, provide a sympathetic response to pupils concerns, be aware of the factors that may contribute to non-attendance, participate in training regarding school procedures. Finally the policy document shows an example of the application for absence from school form to be filled out for any holidays or extended leave, a copy of this is included in this assignment.

Essay on Chinatown as Film Noir - 838 Words

Chinatown as Film Noir Films that are classified as being in the film noir genre all share some basic characteristics. There is generally a voice-over throughout the film in order to guide the audiences perceptions. These movies also involve a crime and a detective who is trying to figure out the truth in the situation. This detective usually encounters a femme fatale who seduces him. However, the most distinctive feature of the film noir genre is the abundance of darkness. Roman Polanskis 1974 film, Chinatown, revolutionized the film noir genre. Aside from the absense of voice-over, the film shares all the same characteristics with earlier noirs. That is, of course, except for the fact that ?Chinatown? is†¦show more content†¦They take up the entire screen, so for the first minute or so of the film, the audience does not realize that they are, in fact, photographs that detectives are examining. The darkness of the photographs also references the genre. It is as if Polanski is immediately t rying to convey to the audience that regardless of the fact that it is a color film, it is still a film noir. While the film is in color, sometimes it appears to be in black and white. There are no bright colors in the film. Most of the colors are either browns, beiges, whites, blacks, and grays, so that even when the characters are outside or in daylight, there are contrasts between lights and darks. For example, at the beginning Mr. Gettes is seated in a somewhat dark office, yet he is wearing an all-white suit. Later, when he goes to examine the dried up river bed, his black suit contrasts with the bright sunlight and light colored sand. Also, the makeup used on the women in the film is not bright or colorful. One might expect for the femme fatale to wear red lipstick or some type of makeup that makes her look more michevious. However, Mrs. Mulwray does not appear to be wearing much makeup throughout the film. Her lips are a brownish color and the same for her eyes. Her hair is brown as well. This makes it more difficult to realize that Mrs. Mulwray is the femme fatale. In fact, in the first half hour of the film the viewer is unsure to whether or not Mrs.Show MoreRelatedChinatown: Above The Film Noir Genre Essay1597 Words   |  7 Pagessurface, Chinatown has all the elements of a film noir: the presence of a beautiful but dangerous woman, otherwise known as the femme fatale, a gritty urban setting, compositional tension (highly contrasting light and dark colors or oblique camera angles), and themes of moral ambiguity and alienation. Chinatown, however, is different. 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Maltese Falcon could be explained more precisely as transitional films that mark limitations amongst true film noir and film that may have some elements or none noir. Maltese Falcon presentsRead MoreCinematography Analysis Of Polanskis Chinatown1093 Words   |  5 PagesCinematography Analysis in Chinatown Chinatown is based on Roman Polanski’s lifeworks. Polanski’s goal is to emphasizes the meaning of how cinematography is made, and how it inspires by understanding the concept of setting, lighting, and how the image is captured. This film was released in 1974 by director of Roman Polanski to focus on private investigator J.J. Gittes, played by Jack Nicholson to investigate the elements behind the truth. Polanski’s goal is to emphasize the audience to give anRead MoreMaltese Falcon, L.A. Confidetial, and Chinatown940 Words   |  4 PagesMaltese Falcon, L.A. Confidential, and Chinatown are all considered a classic for noir films. Even though these films are not actually black film they are a Hollywood crime drama. Not all of them are in the Hollywoods classical film noir period from the early 1940s to the late 1950s. The Maltese Falcon is more like a classical noir film than the other two movies. Maltese falcon has all the traits a noir film should have. Like fata lism, the femme fatale, the male protagonists, shadows, gloomy,Read MoreMovie Review : Chinatown And The Girl With The Dragon 875 Words   |  4 Pages â€Å"Chinatown† and â€Å"The Girl with the Dragon Tattoo† Noir (noir means black in French) is a style which was frequently seen in 1940-1950s film mostly consisting of crime, sex and fiction. Modern motion pictures use the same genre, but updated visual, theme and content. Neo-noir, Greek term neo means new, making term new black. Noir movies are very popular among the audiences. Chinatown (1974) directed by Roman Polanski, starring Jack Nicholson (Protagonist) as Jake Gittes, FayeRead MoreAnalysis Of J. J Gittes In Chinatown1397 Words   |  6 PagesHimself, J.J. Gittes, in Chinatown Roman Polanski used every minute of his movie Chinatown to define and redefine J.J. Gittes, played by Jack Nicholson. Gittes is for all intents and purposes a classic private investigator, making a living out of other infidelity. Polanski adds an element of quirkiness to Gittes by utilizing the genius of Jack Nicholson and incorporating film noir traits. With Polanski’s mixture of modern acting talent combined with an updated format of color film he creates a visualRead MoreAmerican Film Noir For Present Day1829 Words   |  8 Pages American Film Noir Student’s Name Institutional Affiliation American Film Noir There have been several debates over a long period of time concerning the validity of film noir as a distinct genre. Essays and books have debated the term for years using various criteria and rubrics to back up their respective positions on the subject. As the 21st century brings new and creative trends from screenwriting to post-production and everything in between, the boundaries of noir become even