Monday, September 30, 2019

Individual Writing Assignment Essay

The role of work experience in successful adult learning is a recurrent topic of professional discussion. In their article, Guile and Griffiths (2001) provide the detailed review of what experience is, how it works in different work contexts, and how students learn and expand their practical knowledge through work experience. The authors state that the two main trends of work experience and learning are being discussed in European literature: the first one discusses work experiences of younger students (14-18) as a part of full-time education; the second one is about work experiences in countries with well-developed VET systems, in which apprenticeships serve an alternative to the basic education (Guile & Griffiths 2001). Guile and Griffiths (2001) state that the time has come to reassess the relationship between education and work experience and provide a brief discussion of the concept of â€Å"context† and several models of learning through work experience. The article contributes to the understanding of learning in work settings in several ways. First, the work context is not static but an ever evolving combination of conditions and objects (Guile & Griffiths 2001). The changes in context prioritize learning and knowledge sharing and expand the definition of skill (Guile & Griffiths 2001). Second, work contexts make it possible for individuals to learn and develop through contact with more experienced others (Guile & Griffiths 2001). Finally, earlier approaches to workplace learning are no longer workable: the authors discuss traditional, experiental, generic, work process, and connectivity models of learning through work experience (Guile & Griffiths 2001). These models reconceptualize learning through work experience in several different ways. Guile and Griffiths (2001) suggest the last, connective model of learning through work experience be the one to provide a new curriculum framework and more effective connections between formal and informal learning. Learning through work settings: andragogy vs. pedagogy  What Guile and Griffiths (2001) discuss in their article presents a unique combination of andragogy and pedagogy. Although Guile and Griffiths (2001) do not mention the word â€Å"andragogy† and emphasize the relevance of pedagogic approaches to work experience, the features of adult learning are being present in all learning models. Guile and Griffiths (2001) discuss the models and approaches that are based on need; they are problem-centered, respective to job, collaborative, and mutual between facilitator and learner. These are the features of adult learning which Podsen (2002) discusses in her book. Simultaneously, the process of learning through work experience is not self-directed but is linked to the curriculum, sequenced in terms of content and subject matter and designed to enhance and speed up the transmittal of skills, experience, and information (Podsen, 2002). Although learning through work experience provides students with some degree of autonomy, work experience, according to Guile and Griffiths (2001) is still a part of the academic and vocational programs, which are both directed and evaluated by teachers. Nevertheless, work experience provides better knowledge sharing opportunities compared with the traditional pedagogic approaches to learning. Work experience and work context enable the development and maintenance of arrangements between workplaces and educational institutions (Guile & Griffiths 2001). These models do not simply allow schools and agencies to manage these arrangement more effectively but turn into a valuable extension of traditional school and college curriculums. Unfortunately, pedagogy tends to limit resources available through work experiences and often views work contexts as stable and static. To raise the efficiency of work experiences and learning in work contexts, educational and HR professionals must be open to the benefits of adult learning, which would make learning in workplace settings more flexible, practical, and relevant. The traditional model of work experience In their article, Guile and Griffiths (2001) provide a brief discussion of the traditional model of work experience. The legacy of traditional models of learning through work experience is evident through the prism of traditional apprenticeship programs and general education curriculums in Europe (Guile & Griffiths 2001). Until recently, the basic apprenticeship programs in workplace environments have been designed to help students mould their skills in practical contexts; as a result, the traditional model of work experience emphasized the assimilation and adaptation as the two basic features of education and training (Guile & Griffiths 2001). Today, traditional models of work experience are fairly regarded as a form of the â€Å"launch† perspective on the interaction between learning and workplace settings – traditional models of work experience help to understand and predict what individuals will choose to do in each particular work situation (Guile & Griffiths 2001). Professionals in education and HR specialists can apply to traditional work experience models, in order to set the necessary trajectory of later learning (Guile & Griffiths 2001). Traditional models of work experience can be used to launch students into the real world of work (Guile & Griffiths 2001). Unfortunately, the vision of work experience as the â€Å"launch† into later workplace learning leaves little or no room for determining how students will develop at the later stages of workplace learning (Guile & Griffiths 2001). Traditional models of work experience present few or no opportunities to reframe their content and to make them more flexible and adaptable to the workplace needs of students. Work experience: possible problems and barriers The lack of content reframing opportunities is not the only problem with traditional models of work experience. In their article, Guile & Griffiths (2001) omit considerable information about what barriers students can meet in their way to learning from traditional workplace contexts. First of all, Guile and Griffiths (2001) speak about the traditional workplace model as the â€Å"launch† perspective on learning in workplace contexts. Yet, the authors do not write anything about whether students are prepared to be in workplace environments and what must they must do to integrate with the learning atmosphere in the workplace. Second, the question is in how students will adjust to the contrast between familiar school environments and workplace experiences. Third, Kolb’s model of experiental learning could add value to the traditional model of work experience by providing teachers and HR professionals with a better understanding of students’ learning styles. Students that engage in workplace learning can be activists, reflectors, theorists, and pragmatists (Atherton, 2009). The significance of each particular learning style is in trying to help teachers and students to adjust to their personal and learning peculiarities and the features of their learning style (Atherton, 2009). Obviously, professional negligence to learning style differences can become a major barrier to effective learning. Unfortunately, in their discussion of the traditional model of work experience Guile and Griffiths (2001) do not mention any of these potential problems. To make the traditional learning model adaptable, flexible, and workable, HR professionals must account for these personal and learning differences, to ensure that they can set the necessary trajectory of learning at later stages of work experience. Still, the traditional model in ways Guile and Griffiths (2001) discuss it could be of value to HR professionals, who support the development of a ‘learning organization’. The traditional model of work experience and a ‘learning organization’ â€Å"A learning organization needs people who are intellectually curious about their work, who actively reflect on their experience, who develop experience-based theories of change and continuously test these in practice† (Serrat, 2009). Experience is critical for the success of all learning initiatives in organizations. In this sense, the traditional model of work experience can set the pace and the direction of learning in organizations. HR professionals can apply to the traditional model to ‘launch’ students and to help them integrate with the new workplace environment. The traditional model can set the stage for developing experience-based theories and initiatives at the later stages of learning and to make practitioners more reflective. The traditional model can also help HR specialists learn more about students and their first successes at work, to be able to adjust their learning styles and preferences to the specific needs of the workplace. All these actions will benefit and favor learning in organizations. The traditional model can become an invaluable source of knowledge about learning, which HR professionals will use to develop more effective learning strategies to be used in their organizations. Conclusion Work experience provides students with valuable learning opportunities. Organizations and education professionals step away from the traditional â€Å"static† vision of workplace contexts and position work as a flexible and ever-changing source of practical knowledge. In their article, Guile and Griffiths (2001) discuss a number of work experience models. The traditional model, according to Guile and Griffiths (2001), gives education professionals a chance to set the needed learning trajectory and redirect individuals toward the desired learning goals. However, education and HR specialists must account for the learning style differences and support students, as they are trying to adjust to unfamiliar workplace environments. Otherwise, HR professionals would not be able to use the traditional model for the benefit of learning in organizations.

Sunday, September 29, 2019

Analysis Of Crooks in Of Mice and Men Essay

Answer: Crooks is so mean to Lennie because although he and Lennie are quite similar (they are both categorised as the ‘weak ones’) Lennie has the better life, simply because he is white. Lennie is allowed in the dorm room and allowed to play cards should he choose to (if he even knew how to) whereas Crooks cannot. Throughout the conversation, we see Crooks’ character come out of his shell, and be nice to people whom he normally wouldn’t conversate with except Slim and the boss. Obviously, because he’s black and because of segregation, he is mean to those who disregard him because of his colour, but maybe there is another reason he is mean to Lennie, such as he is jealous of his lifestyle or he wishes he were white. Also, he is pretty low on the societal totem pole and Lennie is an easy target for him. Crooks’ first reaction when Lennie visits him is that he wants to prove a point: if he as a black man can’t enter white men’s houses, then whites aren’t allowed in his room. He wants Lennie to know that he has to have some sorts of rights. But Lennie’s inviting smile and Crooks’ desire for company means that Lennie can enter, and thus starts the convo where we learn all about Crooks. Like Curley’s wife, Crooks is a powerless character, and it seems that he seeks vulnerable characters to make himself feel good – He starts â€Å"suggesting† that maybe George will never come back and only stops the cruel game when Lennie threatens him with physical violence. He shows us that his loneliness means he often has no-one to talk to and his character would like sympathy. He is also interested once Candy and Lennie start conversating and forgets all about his mean self. He has seen men of all sorts come on and off the ranch and no-one has actually fulfilled the American Dream which he is doubtful of because it seems this â€Å"Dream† does not apply to him due to the colour of his skin. This is why he scrutinizes others. Question 2) Are there any similarities between Lennie and Crooks? Answer: Lennie and Crooks are both marginalised from society – Lennie’s lack of mental abilities keep him isolated and Crooks’ skin colour keep him isolated. For this, they are classed as ‘the weak ones’. When Lennie comes by, Crooks is immediately unfriendly. â€Å"You go one get outta my room. I ain’t wanted in the bunk house; you ain’t wanted in my room. † However, both men long for company, and so begin talking. Their similarities wipe out any awkward silences and end their isolation. Crooks understands that Lennie has the better life and uses this against him to compare himself. â€Å"I tell ya, I tell ya a guy gets lonely an’ he gets sick. † Both men can be seen as lonely, not only are they marginalised, and even though Lennie has George, his mental challenges keep him alone because no-one can completely understand him which emphasises his differences and Crooks’ colour leaves him excluded from the dorms. Question 3) What does this conversation tell us about the relationship of Crooks with other men? Answer: Crooks’ relationships are built around the fact that he is a victim of racism and is outcasted from companionship. We know from the start that Crooks takes a liking to Skinner and the boss, and since we don’t get to know him until Chapter 4, this outlines his lack of status, credibility and power. We as readers are able to emphasise with Crooks because we are shown how black people were treated in the time of the Great Depression. We see how Crooks is able to open up to Lennie and he confesses all his feelings and thoughts because he sees him as a figure of trust as he is unable to remember what he is told. His relationship with Slim is tight because we admire Slim as a good, supporting member of society.

Saturday, September 28, 2019

The Higher Animal Essay

Mark Twain’s â€Å"Damned Human Race,† uses a combination of pathos and logos in his article, but within his article Twain had some misconceptions with his arguments. Mark Twain essay, consisted of personality and outlooks between animals and mankind by comparing them to each other.. Throughout the essay he took a variety of animals, and study their traits and how they survive and then compared them to longevity of mankind. Twain came to the conclusion that Descent of Man came from the Higher Animal (Twain), he no longer believe in Darwinian theory which concluded that Ascent of Man came from the Lower Animals. Mark Twain attempts to grab the attention of the readers by using pathos and logos in his work, Twain main purpose is to generally entertain the audience by proving his point while having fallacies within his own writing. Twain used pathos in his written, hunting was used as a example in which Twain tried to connect people with hunting. By connecting those with the same interest, he was able to gain the attention of the reader because they could relate to his findings. Authors use pathos to invoke sympathy from an audience; to make the audience feel what the author wants them to feel (â€Å"Examples of Ethos, Logos and Pathos:). The first occurrence of Twain using pathos, is when he relates to hunting. â€Å"In the course of my reading I had come across a case where, many years ago, some hunters on our Great Plains organized a buffalo hunt for the entertainment of an English earl† (Twain). Pathos was used to tie this to people who like hunting as a sport or people consider themselves hunters. The second occurrence of Twain using pathos to relate to the reader is when he refers to money. Twain wrote, â€Å"I was aware that many men who have accumulated more millions of money than they can ever use have shown a rabid hunger for more, and have not scrupled to cheat the ignorant and the helpless out of their poor servings in order to partially appease that appetite† (Twain). Twain usages of pathos was intended to draw certain readers to his article, he used it very effectively by giving good examples throughout his article. Along with pathos, Twain used logos to gain the reader’s attention in his article to draw the reader closer. Logo is when an author uses facts and  statistics, historical and literal analogies, and citing certain authorities on a subject (â€Å"Examples of Ethos, Logos and Pathos:). In his article, he uses his own inquisition and analysis to prove his certainty. Twain wrote, â€Å"Among my experiments was this. In an hour I taught a cat and dog to be friends. I put them in a cage†(Twain). Another example of pathos used by Twain is when he describe the experiment between anacondas and some calves. The anacondas was satisfied with only one calve and did not harm the other ones. The author used his own research to entertain his readers by comparing mankind with a anaconda. He persuasively was able to gain attention from other readers by using pathos in his writing. â€Å"The Damned Human Race,† by Mark Twain, was very compelling but some of his fact were untruthful. Within Twain writing he had some fallacies, which weakens and undermine his argument as a author. Twain voice his feeling in his article, instead of giving reasonable data or facts to prove a point. Fallacies were used in the writing, it did not overwhelmed what the author was trying to prove to the reader. The information was well presented to the reader without any trouble understanding it. Mark Twain’s article, â€Å"The Damned Human Race† was well written and keep the reader’s engaged by using pathos and logos. By having the author use pathos in his article, the audience was able to bond with this article because they could relate to it in some type of way. Also, by having logos within his writing allowed him to gain the attention of mature readers by using intelligence arguments. Although, Twain had scattering cases of fallacies in his article, it did not any negative impact on the article. Mark Twain’s article was very enjoyable and well drafted, by being able to get his point across without losing the interest of the reader. Work Cited â€Å"Examples of Ethos, Logos and Pathos:.† Ethos, Pathos Logos Explanation and Examples. N.p., n.d. Web. 22 Apr. 2014. . Twain, Mark.†The Damned Human Race.† Moodyap.pbworks.com.n.d.Web. 23 Jan 2014.

Friday, September 27, 2019

Stratification of Education Essay Example | Topics and Well Written Essays - 500 words

Stratification of Education - Essay Example According to Pierre Bourdieu, low income families lack enough to offer for their sons and daughters to use as other learners from affluent families. The best they can do is to offer good counsel and encouragement regarding the issue of education and lack of finances. The children might not get sufficient education because of lack of adequate resources or send them to higher institutions of learning like universities as would richer families. He also argues that lower middle class does emphasize on the values of education given the school does offer them a chance to achieve all they want through mixing of values from cultural prestige and social classes. An elimination process does occur in the time spent in school for getting of education. Chances of entering higher institutions of learning do vary depending on social classes. The son of a company manager has an 8 time likelihood of getting to university, as that of an agricultural worker, and forty times as that of a factory worker and twice as that son or child of an employee in a very low salaried grade of a staff. A family does transit either directly or indirectly to the children of that family. This means that children from low income families have a lesser likelihood of acquiring education because of the income disparity in the society. Middle class children get exhortation and encouragement from their families regarding school work but get an ethos of moving on and being ambitious in the society. Individuals without education that is sufficient become burdens to the society because financially they feel impacted. They will always want to live on others and spend what they have not worked for. The society feels a pinch because of such individuals given they play a negative role in building the society. In most cases, they strain the meager resources and finances that those who attended school have. This makes them be parasites, not only to

Thursday, September 26, 2019

Research Paper Introduction_1 Essay Example | Topics and Well Written Essays - 250 words

Research Paper Introduction_1 - Essay Example As such, all the aerospace logistics companies, Kuehne+Nagel included, have to morph constantly with respect to the varying trends to survive. Specifically, the market structure affects the business model of a company that has to be compatible with the prevailing market conditions. Kuehne+Nagel is precisely struggling to manage cost positioning that is just a part of the whole issue of market structure. The problem is partly contributed to by the customers who use cost as their tool for choosing an aerospace logistics company, and partly by the presence of several companies who have to scramble for the few clients (Francois, 2012 p. 1). With its traditional business model which did not pay much attention to cost positioning issues, Kuehne+Nagel found itself in financial mess when it had to lower its prices in order to come into equilibrium with that of the market. However, reducing the costs acted as a double-edged sword, drawing clients in but stretching the operations of the compan y. The only solution was to devise such cost-friendly solutions like shared warehousing among

Strategic Planning Report of Health Care Organization in the United Term Paper

Strategic Planning Report of Health Care Organization in the United States - Term Paper Example Strategic planning, therefore, has to be effective in an institution in order to deliver positive changes. The first component of strategic management is Situational Analysis. This is the initial point of designing a mission statement of an organization and how the mission will be achieved. Situational Analysis is vital in that it creates a leeway in aligning an organization in relation to its environment. Situational Analysis consists of a number of activities. First, the management has to consider the organizational context. This is the internal environment of the organization and how effective it will be. Secondly, Situational Analysis is directed towards evaluation of the external environment. This considers the neighboring people, organizations and other factors that are not controlled by the organization. Situational Analysis is critical to an organization as it is the basis of establishing an organization that is likely to record desirable performance. The second component in strategic management is Strategy Formulation. This involves designing and structuring a number of ways of running the organization (Sanderson and Stirk, 2012). This involves developing the company’s strategies and how they will function. This is done by determining the strength of the company and how the strengths will help in ensuring growth. In most cases, Strategic Formulation is split into three parts. This includes operational strategies which will be based on the operation and execution of the various organizational tasks. The second part is the competitive level. In this level, the organization looks for better ways of developing a competitive advantage over its rivals. Thirdly, there is the corporate level where the organization deems to please its corporate associates. This is essential as it is directed towards creating an appealing approach towards customers, employees and the corporate associates. The third component in strategic management is Strategy

Wednesday, September 25, 2019

Assignment Two Essay Example | Topics and Well Written Essays - 500 words

Assignment Two - Essay Example Christianity, the religion of Jesus Christ and his followers, is frequently described as the most tolerant of the monotheistic religions. Perhaps this is true but Christianity is not without its history of forced conversion, pogroms and religious intolerance. Although the founder of Protestantism and responsible for the historically significant schism within Christianity and the Catholic Church, Martin Luther also displayed a candid intolerance towards people who did not share his religious persuasion. Accordingly, Luther writes that the â€Å"Turks pretend, despite the Holy Scriptures, that they are the chosen people of God, descendents of Ishmael† and argues that they are slanderous, warlike and barbaric. Although his saves much disdain for the Catholic Church, the Muslims people are to be feared and their idolatry is not too be tolerated (Luther 116-117). Roger Williams, an early American settler and founder of what would later become Rhode Island, railed against the Cathol ic Church and Catholicism in general but also preached for a plurality of religious persuasions in the United States. Advocating religious tolerance and diversity in this new land he was a strong proponent of the division between church and state (Williams 117). Accordingly, there is also a strong tradition of religious tolerance in Islam, dating back to the Middle Ages and the Empire of Akbar in the 16th century. Akbar, Mughal Emperor of a vast Muslim-majority empire, represented an era of tolerance and openness to religious other than Islam and presided over a diverse population. Although a Muslim himself and presiding over a larger Muslim population, Akbar also reached out to the Hindus in his Empire and further drew inspiration from the Buddhists, Zoroastrians and other religious denominations in the empire. According to a less than laudatory biographer, Christians were also integrated into the empire and encouraged their beliefs within the dominant

Tuesday, September 24, 2019

Does The World We Have Offer Practical Ways to Protect the Earths Essay

Does The World We Have Offer Practical Ways to Protect the Earths Environment - Essay Example As a means of integrating understanding of this reality, as well as seeking to provide a handful of prescriptions for how this waste can be lessened, the following analysis will integrate with the issue itself, the global trends that are implemented within the current world, and a review of several key recycling programs that can be utilized not only as a means of reducing the solid waste that builds up throughout the nation’s landfills but also providing monetary incentives that are cost positive for inducing recycling. By such an analysis, the reader can come to the understanding of the profound importance that this has and the relevance to the fate of the environment. Even a cursory analysis of the issue promotes the understanding that the nature of the current world has created a situation through which the overall level of trade in the overall level of domestic and international shipping between great partners and individual consumers is unlikely to decrease anywhere in the near future. Conversely, it is reasonable to expect that within the near future trade and international shipping will only increase. As a result of this reality, it is neither realistic, nor profitable to the economy or the individual consumer, to place a level of restrictions upon the overall volume of trade it takes place from one part of the world/one part of the country to another. However, with this being said, placing certain restrictions upon the way in which packing material is represented throughout the market is a reasonable and viable approach. For instance, in the drive to reduce the amount of landfill mass that shipping packaging generates, one effective approac h that could be engaged would be to require any and all shipping operations that integrate with the economy of the world to initiate levels of standardization with regards to the type and content shipping containers/packaging that are utilized

Monday, September 23, 2019

Founations of Human Resource Management Essay Example | Topics and Well Written Essays - 2000 words

Founations of Human Resource Management - Essay Example He further includes the plans and strategies developed for the purpose of maintaining the desired number of employees in the organization and the employee-centered issues like incentives, motivation etc in the scope of human resource planning. HRP is therefore a title attributed to the organizational activities on the part of employers to review the labor needs of organization, which may be current or potential and then devise new strategies or revise the existing plans in order to fulfill the needs of organization. It may imply that an organization is supposed to assess employees' personal needs and potential such as the employment benefits, job appraisals, workplace environment and other motivating factors along with the organizational requirements in order to best structure the plan for human resources. If an organization completes its planning for human resources without any consideration to the needs of human resources, it might not prove to be a success because the accurate evaluation of demand and supply of labor is not a guarantee that the organization would be able to fulfill the organizational needs in future. ... Purpose of Human Resource Planning The human resource planning is an effective means to analyse any approaching contingencies and threats to the goals of the organization. Mullins (1996) explains that proper assessment and analysis of employee deficiency and efficiency can lead to before time evaluation of problems threatening the accomplishment of organizational objectives. He further states that the purpose of this planning is to enable an organization to determine and resolve the labor-related issues before they can actually occur. The chief objectives of human resource planning as illuminated by Bramham (1987) and Mullins (1996), are summarized below: To provide an organization with the necessary information and assessment regarding the employees not quantitative but also qualitative in nature. For instance, the expertise, qualification, experience and other qualities that an organization needs. To assist an organization on the way to determine, analyze and devise effective training and development programs in order to make the existing and potential employees capable to be utilized for the accomplishment of organizational objectives. This should not only indicate a specific type of training program, but also specify their length, duration, and dimensions. To enable the management to realize the needed quantity and quality of workforce in order to avoid under or over staffing that may result in higher costs for the organization. This type of planning helps an organization to find suitable ways to reduce the cost on employees by staffing efficient and skilled workplace and emphasizing on quality rather than quantity. To allow the organization to foresee the future competition and market requirements that might need the contribution of skilled

Sunday, September 22, 2019

The Effects of Specialized School Curricula on Children’s Art Experience and Knowledge Essay Example for Free

The Effects of Specialized School Curricula on Children’s Art Experience and Knowledge Essay Three approaches in early childhood education in Europe have been significantly increasing the conduct and practices of teaching in North America. â€Å"In elementary and early childhood education, three of the best-known approaches with European origins are Waldorf, Montessori, and Reggio Emilia† (Edwards, 2002, n. p. ). These inspirational approaches provide an alternative method of teaching from the traditional education. Founded by Rudolf Steiner, at the core of Waldorf education is the promotion of peace and justice in society. It â€Å"aims to respect the essential nature of childhood, and in the early years, a secure, unhurried environment which provide a sound foundation for emotional, social and cognitive intelligence later† (Nicol, 2007, p. 1). Maria Montessori founded the Montessori school which offers multi-level approach to education with individualized instructions for students. â€Å"Montessori believed that children developed in stages and that each stage had its own unique characteristics and qualities† (Isaacs, 2007, p. 9). The similarity of Reggio Emilia’s approach with that of John Dewey cannot be denied in its emphasis on the relationship of the individual to the society. The approach can exist with other approaches, and â€Å"crossfertilization can happen between programs† (Fraser Gestwicki, 2002, p. 10). It may be said that all three approaches are similar in acknowledging the child as competent and resilient with rights that have to be upheld. As a substitute teacher, I have worked with kindergarten through fifth grade students in different content areas. I have discovered that student with advanced classes receive more enriching activities while those in lower functioning classes, the focus was mainly on English language acquisition and math skills. Furthermore, students who are given more responsibility and are included in the learning process seem to succeed more. The teaching methods of Montessori, Waldorf, and Reggio Emilia are more student-centered and are more empowering. It was through this observation that I have conceptualized the current research study which aims to examine the effects of these three approaches. Specifically, it answers the question: Will using teaching methods from specialized school curricula of Montessori, Waldorf and Reggio Emilia benefit art experience and knowledge among children in New York City public schools? Chapter III discusses the methodology to achieve this objective while the succeeding chapter will discuss relevant literature related to the study. Chapter II Review of Related Literature Parents and educators alike have been asking, which among the three approaches is the best for the children. Experts however, agree that each have their own strengths and instead of picking out one, there is more benefit and creating interactions among the three. This paper examines how the specific teaching methods from the three approaches will benefit the students. Preschool education has been found predictive of higher level school achievement. Marcon (2002) found out that children who had an academically orient pre-school experience were less likely to be retained than others. Moreover, up until 6th year in school, there were no significant differences in achievement performance among three different preschool experiences. However, at 6th grade, â€Å"children whose preschool experiences had been academically directed earned significantly lower grades compared to children who attended child-initiated preschool classes† (Marco, 2002, n. p. ). It appears then that an active early learning experience where children were given more responsibility for learning enhanced later learning experiences. Prager (2001) examined how the Waldorf approach was successfully used in an arts curriculum in an urban public school to teach students of color. The approach was found to have enabled students to think critically and analytically, and allowed them to become well-informed. It â€Å"inspires urban students and teachers and prevents dooming them to what Weiner (1999) calls, â€Å"the custodial treatment of children† that unfortunately occurs in many city schools† (n. p. ). In a related article, Mollet (1991) describes how the Waldorf approach transformed his class. Using the â€Å"right time† method for introducing lessons, Molett was able to make the class engaged in fractions, a topic he chose according to their development stage. The Montessori school has also grown in popularity and is acknowledged as a powerful approach for individualized instruction. In a study by Shilt (2009) of 11 Montessori schools, teachers employing Waldorf method were able tailor instruction â€Å"to individuals’ skill levels and socio-emotional characteristics† (p. 10). In a related study, Sklar’s (2007) study noted that differences in administration of pro-social skills in Waldorf schools can be attributed to the number of years the school has been in operation. Start-up school differ in approach with established schools. In another study, Schonleber (2006) conducted a qualitative research among Hawaiian educators on the effectives of the Waldorf approach. Data revealed that the approach was congruent to their work lifestyles, values and beliefs, pedagogical practices and overlapping worldviews. The Reggio Emilia approach was evaluated by Warash, Curtis, Hursh and Tucci (2008) as a method facilitating developmentally appropriate practices. The literature concludes that the Reggio Emilia approach can be used in combination with behavior analytic model to address specific learning needs of learners such as those with disabilities and challenging behavior problems. The study of Katz and Galbraith (2006) provided additional support for the effectiveness of Reggio Emilia approach in inclusive schools. Children with disabilities and those typically developing were found to have appropriate times and venues for interaction during the classes. From the studies, all three approaches have been found remarkably useful in the classroom. This study will adopt different techniques from the three approaches and develop a curriculum that will enhance art experience and education of the students. The next chapter will discuss in detail how the objectives of the study will be achieved. Chapter III Methodology The sample and procedure in this study are discussed in detail to answer the proposed research questions: Will the implementation of a specialized curriculum, Montessori, Waldorf and Reggio Emilia significantly affect children’s art and knowledge among public school students in New York City? To best address the concerns that gave birth to the current study and the goals specified, action research was adopted for the design of the study. While there are many models for action research, â€Å"the basic process consists of four steps: identify an area of focus, collect data, analyze and interpret data, and develop an action plan† (Mills, 2003, p. 20). In this study, I will be examining the impact of the different teaching approaches to kindergarten students. Kindergarten students are between 5-6 years old. For this study, I will be creating lessons plans in the Montessori, Waldorf and Reggio Emilia tradition which I will be implementing during the student teaching experience. To measure the effects of the program, I will be evaluating the students’ participation, interest and work output. I will be using observations and journal writing as methodologies to achieve the research objective. Furthermore, I will also be using student portfolios as basis for any changes in students’ product while attending the sessions. To further validate the data I will be collecting, I will also conduct interviews with other teachers who are employing the same teaching approaches to compare results. Action research has been best approached through the use of qualitative data collection techniques. Action research employs the use of a triangulation matrix to identify three data sources for the issue being studied: observations, portfolios and interviews. The use of these three approaches increases the content validity of the results. References: David, M. (1991). How the Waldorf approach changed a difficult class. Educational Leadership, 49 (2), 55-56. Edwards, C. P. (2002). Three approaches from Europe: Waldorf, Montessori and Reggio Emilia. Early Childhood Research and Practice, 4 (1). Retrieved from http://ecrp. uiuc. edu/v4n1/ edwards. html Fraser, S. Gestwicki, C. (2002). Authentic childhood: Exploring Reggio Emila in the Classroom. Albany, NY: Delmar. Isaacs, B. (2007). Bringing the Montessori approach to your early years practice. Abingdon, Oxon: Routledge. Katz, L. Galbraith, J. (2006). Making the social visible within inclusive classrooms. Journal of Research in Childhood Education, 21 (1), 5-21. Marcon, R. A. (2002). Moving up the grades: Relationship between preschool model and later school success. Early Childhood Research and Practice, 4 (1). Retrieved from: http://ecrp. uiuc. edu/v4n1/marcon. html Mills, G. E. (2003). Action Research: A Guide for the Teacher Researcher (2nd ed. ) Columbus, Ohio: Merrill Prentice Hall. Nicol, J. (2007). Brining the Steiner Waldorf approach to your early years practice. Abingdon, Oxon: Routledge. Prager, D. R. (2001). Three teachers in a Waldorf-inspired public elementary school: A case study of an effective urban learning environment. Retrieved from Proquest Digital Dissertations. (AAT 3033354) Schonleber, N. S. (2006). Culturally congruent education and the Montessori model: Perspectives from Hawaiian culture-based educators. Retrieved from Proquest Digital Dissertations. (UMI: 3216086) Shilt, D. T. (2009). Examining the nature of literacy activity in public Montessori classrooms. Retrieved from Proquest Digital Dissertations. (UMI: 3392640) Sklar, C. W. (2007). Fostering pro-social behaviors in urban elementary schools: a closer look at the Montessori approach. Retrieved from Proquest Digital Dissertations. (UMI: 3270869) Warash, B. , Curtis, R. , Hursh, D. Tucci, V. Skinner meets Piaget on the Reggio playground: Practical synthesis of applied behavior analysis and developmentally appropriate practice orientations. Journal of Research in Childhood Education,

Saturday, September 21, 2019

advertisements concerning attention, cognitive learning and motivation

advertisements concerning attention, cognitive learning and motivation 1.0 Executive Summary This proposal examines broad areas of issues in advertisements concerning attention, cognitive learning and motivation in messages as problem in the communication field. The first section elaborates about that background of advertising, followed by the definitions of problems. In the later section, an integrated oriented literature review of previous research conducted will give a short insight of the methods and social research that were carried out. In section 4.0, the objectives of the proposed study will give the highlights what the study can obtain and follow by the methods of research, data collection and analysis. The summary of the proposal is included in the section 6.0, which is the conclusion. 2.0 Background To The Problem 2.01 Advertising Belch and Belch (2004) defined advertising as space or time that is bought by an identified sponsor to use any form of nonpersonal communication elements (e.g., television, radio, magazines, or newspapers) to deliver messages to a large number of individuals of potential consumers, frequently at the same time about an organisation, product or service (Belch Belch, 2004, pp16). Wells, et al (2003) alleged that advertisements strive to satisfy consumers objectives by engaging them and delivering a relevant message. Hence, the consumer may remember the advertisement if it is sufficiently entertaining and possibly learn to relate the advertisement to personal needs. Furthermore, the information extracted from the advertisement may provide incentive and reinforce the consumers decision. Whilst from the advertisers perspective, the definitive objective of placing an advertisement is to persuade or influence consumers to do something. The advertiser aims to move consumers to action by attaining the consumers attention, seizing their interests for a period of time to convince the consumers to change their behaviours, try the advertisers product or build brand loyalty (Wells, el at 2003, pp.5). According to Wells, et al (2003) people are concerned about the society being overrun by advertisements, thus many aspects of ethical advertising issues such as advocacy, accuracy and acquisitiveness are being investigated. Hence, advertisers must make mindful decisions to either adhere or breach the codes of ethics (Wells, el at 2003, pp.30 33). 2.02 Problem Definitions Wells, et al (2003) articulate puffery as one of the key issues in advertising, which is defined as ‘advertising or other sales representation, which praise the item to be sold with subjective opinions and superlatives or exaggerations, vaguely and generally stating no specific proofs, the empirical evidence on the effectiveness of puffery indicated that reasonable people do not believe such claims whilst there are public who expects the advertisers to prove the truth of their superlative messages. Ergo, advertisers are advised to conduct necessary research that verifies facts about ethical messages for effective advertising. Advertisers and advertising agencies that have insights into the minds of the potential consumers views and evidences on their perceptions will prove to be helpful in assessing what are ethical conducts (Wells, el at 2003, pp.33 34). Wells, et al (2003) elucidate ‘subliminal messages is transmitted below the threshold of normal perception, where the receiver is not consciously aware of receiving, the embedment of messages are placed to manipulate. Research has yet to prove subliminal messages can affect behaviours due to physiological limitations, while the results in different research has shown indications that subliminal stimuli can cause some types of minor reactions (Wells, el at 2003, pp.42). This proposed research aims to examine the hierarchy of issues in advertising from the consumers perspectives, hence the research process is designated to investigate the important levels of attention, cognitive learning and motivational messages in advertising. 3.0 Literature Review The evidence from studies on advertising overwhelming indicates that additional studies are needed to cover the broad spectrum of issues concerning advertising practice. Rosbergen, et al (1997) adduce a methodology to examine the effects of physical ads of consumers attention to visuals elements on the accounts of heterogeneity, to inquire when and how consumers devote their attention to commercial stimuli and what determines the consumers attentional strategies and patterns. The proposed methodology was driven by the lack of research conducted on consumer attention, even though the importance of attention has been acknowledged (Rosbergen, et al 1997, pp.305). A growing body of research indicates that exposures to ubiquitous advertisements over a period of time have lead to increased physical dissatisfaction amongst a large proportion of women (Halliwell, el at 2005, pp. 408). Other research findings proved that women portrayed in the advertisements do not control for attractiveness. For example, Posavac, et al (1998) compared viewing fashion models with realistically-sized women ‘you might meet in everyday life. Although they do not report attractiveness ratings, they note that the attractiveness of models is accentuated by artificial means. (Halliwell, el at 2005, pp. 408) There are many theoretical reasons to expect that consumer reactions to advertising are affected by their response to the program or print material in which the advertising is inserted. Indeed many studies have looked at the impact of media context on the effectiveness of advertising. At present, however, two major issues arise with this literature. One concerns the need for more specific theories about how media context can affect advertising as well as the other relates to when context affects advertising positively and when it affects it negatively. (Halliwell, el at 2005, pp. 408) Researchers increasingly recognise the interest in on the psychology of consumers has been steadily on the rise. Much of this research has focused on changes in information processing (e.g., Roedder-John and Cole 1986). The research indicates that, consumers of different ages have different level of susceptibility to misleading advertising (Gaeth and Heath 1987) and the truth-inflating effects of repetition (Law, Hawkins, and Craik 1998; Skurnik et al. 2005). The research has shown evidences that consumers of younger age rely more on schema-based whilst older consumers adopt detailed processing strategies. However, aging also has important effects on motivational processes that can significantly affect information processing. In particular, aging is associated with an increase in the motivation to attend to emotional versus factual information (e.g., Labouvie-Vief and Blanchard-Fields 1982; Williams Drolet, 2005, pp.343) Williams and Drolet (2005) conducted their first study on how time horizon perspective affects older and young adult consumers attitudes toward and recall of emotional (vs. rational) appeals. The experiment 1 design was a 2 (age group: older vs. young) x 2 (appeal type: emotional vs. rational) x 3 (time horizon perspective: limited vs. expansive vs. control). In control conditions, where the researchers were expecting age to interact with appeal type that: (1) older participants will have more favourable attitudes toward and better recall of emotional (vs. rational) appeals and (2) young participants will have more favourable attitudes toward and better recall of rational (vs. emotional) appeals (Williams Drolet, 2005, pp.345). Additionally to expectation time horizon perspective to moderate the above effects such that in limited time horizon conditions, where researchers anticipate young participants will show increased attitudes toward and recall of emotional (vs. rational) appeals. In expansive time horizon conditions, Williams and Drolet (2005) look at the prospect of older participants showing increased attitudes toward and recall of rational (vs. emotional) appeals (Williams Drolet, 2005, pp.346) From the analysis tested for potential differences due to the use of two different products (coffee and film), the results indicated no significant differences in results (all ps 1 .30), and analysis are collapsed across the two products. The product categories were tested to use as a potential covariate in the analysis. No effects were significant ( ps 1 .30) and were not discussed further. As expected by Williams and Drolet (2005) the findings from Experiment 1 indicated that in the control time horizon conditions, older participants had greater liking and recall of the emotional appeals whilst the younger participants had greater liking and recall of the rational appeals. Whilst in limited time horizon conditions, both older and young participants attitudinal and memory responses were higher for the emotional appeals. In contrast, in the expansive time horizon conditions, the attitudinal and memory responses were higher for the rational appeals for both groups. As an afterword for Experiment 1, which have proven that age and time horizon perspective moderate responses to emotional and rational appeals to older and young adults. The results compiled from Experiment 1 differ from results of previous research (e.g. Fung and Carstensen 2003), which had inadequate evidence.(Williams Drolet, 2005, pp.345) In Experiment 2, Williams and Drolet (2005) examine how differences in age and time horizon perspective influence consumers attitudes toward and recall of emotional appeals that focus on the avoidance of negative emotional experiences. Participants were instructed to read either a positively framed or negatively framed emotional appeal of one of two emotional products. After reading the appeal, participants were required to answer questions about their attitudes toward products. After that, participants were required to do manipulation checks and answered product use and demographic questions. Lastly, participants were asked to recall all they could about the appeal that they have read earlier (Williams Drolet, 2005, pp.349 50). Williams and Drolet (2005) tested for differences by using two emotional products (greeting cards and flowers). The analysis found no significant differences in results ( ps 1 .30). Hence, Experiment 2 have shown indications that aging and time horizon perspective impact and preferences for emotional versus rational appeals, but also preferences for different types of emotional appeals. Specifically, that avoidance of negative emotional outcomes is more preferable and has higher memory retention among both groups of older and younger participants in limited time horizon view. On the contrary, younger and older participants who had an expansive time horizon view generated were preferably higher on positive emotions and are more memorable (Williams Drolet, 2005, pp.351). Gunter, et el (2005) have preliminary evidence that can lead advertisers to believe that effectiveness of advertisements on consumers retention and comprehension of messages relies on the placement of television programs, positioning of ads in print materials or radio airtime. The nature of the advertising environment can affect memory for embedded advertising as a result of cognitive interference effects when and where the advertisement formats are congruent semantically (Furnham, Bergland, Gunter, 2002;Furnham, Gunter, Richardson, 1999) or in terms of format (Gunter, Baluch, Duffy, Furnham, 2001); or as a function of program-induced moods (Goldberg Corn, 1987; Kamins, Marks Skinner, 1991; Schumann, 1986). Arousal (Mundorf, Zillman, Drew, 199 1; Pavelchak, Antil, Munch, 1988), or excitement (Singh, Churchill, Hitchon, 1987). While unpleasant arousal or interference can impede memory for embedded advertisements, the degree to which any advertisement format involves or appeals also can affect memory (Gunter, et al 2005, pp. 1680) 4.0 Objective of Proposed Research The objective of the research is to provide advertisers and advertising agencies to have insights to create ethical, effective and efficient advertisements to publics. The collection and analysis of consumers personal information from various electronic media and tools with the advancements and improvements in the new age of technologies and research methods, advertisers are able to analyse consumers information, perception and behaviours. 4.01 Methods This study aims to investigate which element in advertising precedes primary in the minds of the consumers, by taking into account the possible role of attention, puffery and motivational messages in advertising. The use of focus group interviews allows researchers to generate information that can be used to design effective, ethical and efficient messages in advertising. Focus group interviews can provide researchers with relevant perceptions and attitudes of selected participants (Frey, et al 2000, pp.221). In addition for more insight and higher success of the interviews, four facilitators will be acquired to guide and lead the focus group interviews. The facilitators will introduce the topics; encourage participations and probes for more information. The participants will be exposed to advertisements of different materials (e.g., television commercials, radio commercials, magazines ads, or newspapers ads). The participants will be divided into four focus groups that will be videotaped and recorded with written consents given by the participants. Every participant will be asked to provide demographic information including age, gender, race, ethnicity, marital status, and religion. The members of the research team were present to greet and support the focus group, by playing the roles of complete participant, participant observer, observer participant and complete observer via listening to the discussions, and record field notes (Frey, et al 2000, pp.269). Male and female participants will be assigned randomly to 4 treatment conditions, ensuring equal numbers of 5 each gender per condition: Group 1- television commercials and magazine print ads; Group 2- radio commercials and newspaper ads; Group 3- television commercials and radio commercials; and Group 4 magazine print ads and newspaper ads. Each group will spend 30 minutes on the different advertising formats that will be played in a small theatre room that will be fully equipped with a large screen, enhanced audio systems, desks and refreshments. After observing the different formats of advertising, each group will be lead into discussions by the facilitators, where participants will be encouraged to express themselves freely about their experiences, opinions and perceptions. Before finalising the focus group sessions, participants will be given three set of questionnaires to answer. Commercials rating questionnaire. On the program rating questionnaire, participants will use a 10-point scale to rate the advertisements, which they have watch, heard or seen in the focus group session on 12 evaluative scales (absorbing, hostile, arousing, disturbing, engaging, entertaining, enjoyable, exciting, happy, violent, interesting, and involving). Each scale ranged from 1 (not at an> to 10 (extremely). Free-recall questionnaire. A free-recall questionnaire will ask participants to write everything they could remember about the advertisements that they saw. They will be required to write down the name of the product and the brand advertised, and any details of the advertising message. Such details could include specific product-related information, such as price, promotional appeals, specific strengths or benefits, presence of celebrity endorser, and other idiosyncratic features of the advertisement. Brand recognition questionnaire. A brand recognition questionnaire will test participants memory for the brands advertised in the duration of the focus group. Participants will be asked to indicate as many brands as they could remember that appeared during the focus group. Each correct answer was scored 1 point, while incorrect choices were given 0 points. 4.02 Data Collection and Analysis All the members of the research team who will engage in a series of meetings to review and compare the four focus groups coding schemes The meetings will audio-recorded, and then the selected portions of the recordings were transcribed to review dialogue through which concepts will be refined. Metaphor analysis and fantasy theme analysis can best complement the data collected from the focus groups interviews. Metaphor analysis will allow researchers to investigate into participants figures of speech in a word or phrase that denotes one object to another, while fantasy theme analysis allows participants to interact between one another and share stories and experiences (Frey, et al 2000, pp.285). The questionnaires will be content-analysed and compared against a pretested list of salient points that had been identified for each advertisement. The research will be compiled into an informal structure report written by the researchers in first-person singular voice, which signifies rhetorical assumption of naturalistic paradigm (Frey, et al 2000, pp.20). Every participant will be treated as a unit of analysis in analytic strategy to consider the participants behaviours, attitudes, perception and cognitive process. 5.0 Timeline The proposed timeline of research is as below: Week 1 Selecting Respondents Or Target Participants Week 2 Setting the environment for focus groups Week 3 Conducting Focus Group Interviews Week 4 Conducting Focus Group Interviews Week 5 Collection of Data Week 6 Compiling Of Data and Transfer Data Into Transcripts Week 7 Analysis Of Data Week 8 Compilation of Report Week 9 Compilation Of Report 6.0 Conclusion The proposed study has important social implications that can provide advertisers and advertising agencies with more concrete and overwhelming findings to help overcome the issues that are threatening the effects and impacts of advertising on individuals. Hence, the study can result in advertisers creating ethical, efficient and effective advertisements that can influence and persuade individuals with motivational messages that affect emotional appeals positively. 7.0 References Belch, G. E. Belch, M. A. 2004, Advertising and Promotion: An Integrated Marketing Communication Perspective, 6th edn, McGraw Hill, Singapore. Frey, L., Botan, C. Kreps, G. 2000, Investigating Communication: An Introduction to Research Methods, 2nd edn, Allyn Bacon, Needham Heights, MA. Gunter, B., Furnham, A. Pappa, E. 2005, Effects of television violence on memory for violent and nonviolent advertising, Journal of Applied Social Psychology, vol 35, no. 8, pp. 1680 97. Halliwell, E., Dittmar, H. Howe, J. 2005, The impact of advertisements featuring ultra-thin or average-size models on women with a history of eating disorders, Journal of Community Applied Social Psychology, vol 15, pp. 406 13. Jacoby, J. Hoyer, H. W. 2002, Viewer miscomprehension of televised communication: Selected findings, Advertising Social Review, viewed 16 October 2009,http://muse.jhu.edu.ezproxy.lib.uts.edu.au/journals/advertising_and_society_review/v001/1.1jacoby.html Rosbergen, E., Pieters, R. Wedel, M. 1997, Visual attention to advertising: A segment level analysis, Journal of Consumer Research, vol 24, pp. 305 -15. Wells, W., Burnett, J. Moriarty, S. 2003, Advertising: Principles and Practice, 6th edn, Prentice Hall, New Jersey. Williams, P. Drolet, A. 2005, ‘Age related differences in responses to emotional advertisements, Journal of Consumer Research, vol.32, pp. 343 55.

Friday, September 20, 2019

Hazardous Materials Encountered by Firefighters

Hazardous Materials Encountered by Firefighters Introduction: Its worth mentioning that being a firefighter is a very hard job. In fact, firefighters have to face a lot of dangerous situations every day in which they must be very careful in order not to lose their lives. One of the things firefighters have to deal with is hazardous materials. Any kind of substance or material that could lead to causing any harm to a human, an establishment or living organisms and surroundings is considered hazardous. On the other side, there are certain emergency situations where these hazardous materials are left without covers or lids and could lead to injuries or burnings to humans. Thats why a lot of organizations provide firefighters with a lot of training programs in order to teach them how to be able to take correct decisions while facing any danger. These programs are very helpful because they increase the awareness of workers and enable them to determine any hazardous situation, analyze the dangerous materials and isolate them in order not to cause har m as well as protecting the surroundings. Hazardous materials that firefighters encounter: One of the most famous organizations responsible for offering protection and guidelines for firefighters to assure their safety is National Fire Protection Association. As a matter of fact, this association managed to create a marking system in order to determine certain characteristics. In case of finding these characteristics, the firefighter must know that these materials are hazardous and he must be very careful while dealing with them. This system is formed in the shape of a diamond and it has four sections. Each section is marked by a different color and represents a certain characteristic. Here are these four sections: First: materials that could lead to health problems: this section is marked by blue color. As a matter of fact, health issues can be generated from being exposed to something like inhaling gases and could last for different periods ranging between a second and one hour or more. On the contrary, physical efforts and operations done by firefighters during these emergency cases could result in increasing the strength of bad consequences over those employees and could lead to negative outcomes. Second: materials that could lead to burning: this section is marked by red color. This section contains any materials that could cause raise the risk levels and could expose firefighters to burning. From these materials are flammable gases or liquids. Thats why there are various ways to attack and put out the fire according to the element of susceptibility of each material. Third: materials that could result in producing energy whether they are combined with water or not: this section is marked by yellow color. It also includes cases related to being exposed to fire and shock or pressure. Furthermore, materials in this category could be reactive or stable based on the element of susceptibility existed in them. Some of these materials are explosives for instance. Fourth: this section is marked in white. In addition, it only mentions information about the characteristics of each hazardous material like whether they are reactive or not with water and if they are capable of being oxidized or not. Steps employed to ensure public safety in the event of an accidental release: In addition to creating the marking system of hazardous materials, the American Environmental Protection Agency was able to create a protection system to help firefighters and provide them with the right procedures and precautions to be implemented in emergency situations. The Agency has divided these procedures into four levels: A, B, C and D.   The first level: firefighters must wear clothes that offer the highest levels and standards of protection since they will have to deal with extremely dangerous substances. Thats why they have to put on suits and boots resistant to any chemical materials, gloves to cover their hands, hats and other garments to protect their faces and bodies. They also must be provided with breathing devices in case of being chocked. The second level: firefighters in this level have to be provided with clothes to protect their respiratory system. However, protecting eyes and skin is needed but less than the first level. Thats why firefighters are offered clothes resistant to chemicals as well as breathing apparatuses. The third level:firefighters in this level cover their faces and are provided with devices to purify air from any toxic materials as well as clothes resistant to chemicals and respirators. They use these suits and apparatuses when they have information about concentration of hazardous materials, their characteristics and types. Besides, firefighters in this level are provided with suits to protect their skin like in the second level. However, respiratory protection is low comparing to level B. The fourth level: firefighters in this level are provided with normal clothes. These clothes are used as uniform for the job since they dont offer any kind of protection whether for the skin or the respiratory system. Thats why firefighters must not put them on in case of dangerous or emergency cases.  Ã‚  Ã‚   Conclusion: In a nutshell, being a firefighter is extremely a difficult job. The reason for that is because you can lose your life in any second. Thats why every single firefighter must be careful while dealing with emergency situations. He must also have a background about the kinds of hazardous materials he could encounter in any fire scene. Besides, he has to know how to deal with situations and how to take the right decision under pressure. On the other side, organizations which are interested in firefighters must provide them with trainings and events in order to increase their awareness and encourage them to face dangers using right methods and techniques. In addition, they have to attract the attention of the whole world to the importance of such job, the problems firefighters might face and health problems they might be exposed do during their daily work. Finally, they have to offer those firefighters with the needed resources and clothes in order to be able to protect themselves well ag ainst any danger. References   Metro Graphics. (2001). Emergency Department Response to Hazardous Materials Incidents. Retrieved from atsdr.cdc.go: https://www.atsdr.cdc.gov/MHMI/mhmi-v2-2.pdf NATIONAL FIRE PROTECTION ASSOCIATION. (2001). HAZARDOUS MATERIALS CLASSIFICATION SYSTEMS . Retrieved from atsdr.cdc.gov: https://www.atsdr.cdc.gov/MHMI/mhmi-v2-a.pdf Sandoval County Fire Department. (2013, Dec). Hazardous Materials Awareness: Self-Study Guide. Retrieved from bosqueschoolshaw.weebly.com: http://bosqueschoolshaw.weebly.com/uploads/2/2/9/0/22907224/scfd_haz_mat_self_study_guide.pdf

Thursday, September 19, 2019

Good Use: What is it Good For? :: Teaching Writing Education

Good Use: What is it Good For? I sit here at my computer surrounded by writings about good use. They are beside me, in front of me, next to me. I have read them all many times and I still wonder if I have figured out an answer to "What is good use and what is it good for"? Good use is something that I feel is ingrained in us from kindergarten on. We are taught the proper way to write and the proper way to talk. It distinguishes the educated from the uneducated. Oh, we may try to say that good use does not matter, but we notice when 'bad use' is evident. We see words that are misspelled and sentences that make no sense at all. We hear words used totally out of context or mispronounced. We try not to be judgmental, but, in the back of our minds, there is a little gnome whispering little opinionated thoughts about the ignorance before us. Okay! Okay! I can see everyone getting defensive on that last comment. But if we are honest with ourselves, it is true. We talked in class about good use being a class distinction. There is no avoiding it. Of course, there are the extremes. The example of Niles from 'Frazier' is the utmost extreme in constant good use. Or is it? Maybe it is just an example of class. But Frazier would be of the same class as his brother and he does not speak in such extremes. This is very sad. Now I am arguing with myself in this paper. I think I have triggered an idea, though - Niles is not an example of good use. He is using a dialect that he is comfortable with, that is not common among us. It makes us think of good use because it is so formal. The dialect does consist of good use, but it is not the epitome of it. Frazier and even his Dad speak in ways that would constitute good use. You do not have to use formal english to be considered using good use. Now it may sound like I am getting away from the class distinction, but I don't think that I am. I think the class still shows up, especially in people who have not had a chance at an education. Then there is a definite lack of good use, as we know it.

Wednesday, September 18, 2019

INDIVIDUALS VS SOCIETY IN THE MIDDLE AGES Essay -- Essays Papers

INDIVIDUALS VS SOCIETY IN THE MIDDLE AGES The feudal society of the Middle Ages, from 300 AD – 1300AD, created instability that resulted in civil wars and the Crusades. This culture is what caused the changes and development of individuals and their society. Feudalism was a type of government in which political power was treated as a private possession and was divided between many lords during the Middle Ages. Only nobles were to rule until knights could build up lordships. 1 Empires were becoming too vast and too complicated. They began to split in half and then subdivide again without stopping for long centuries until 1300. This brought about a decline in public spirit. Causes of destruction multiplied with the level of conquest. Emperors became worried about their personal safety and the public peace. 2 Aristocrats took responsibility for defense against invaders. A family that fought for a certain area became hereditary rulers of that area. This seemed to be the best way for them to preserve their wealth, standard of living, and political position in an unstable world. Kings were losing control, as political power had become private, heritable property for counts and dukes. The weakening of the kings gave the aristocracy the opportunity to gain the service of most knights. The knights were nothing by themselves. They had no prestige, no political power, not even much military significance. They had to have a lord to function effectively and they had to serve the lord regularly and faithfully. Members of the aristocracy gave loyalty and services only when he felt it was to his advantage. 3 Civilization was completely engulfed by the inflow of barbarous elements from outside, partly by penetration, partly by... ...ld 300-1300. 2d ed. Toronto, Ontario: MacMillan Company, 1968. 3. See Hoyt 4. See Cantor 5. See Cantor 6. Contamine, Philippe. War in the Middle Ages. New York, New York: Basil Blackwell Ltd, 1984. 7. "Medieval Crusades." The Crusades. 22 October 1999. http://www.Kent.pvt.k12.ct.us/Department/General_Studies/ contents.htm. 8. See Contamine 9. Peters, Edward. Europe: The World of the Middle Ages. Englewood Cliffs, New Jersey: Prentice Hall INC, 1977. 10. See Contamine 11. See Cantor 12. See Cantor 13. See Contamine 14. See Peters 15. See Contamine 16. See Contamine 17. Riley-Smith, Jonathan. The Crusades – A Short History. Great Britain: The Athlone Press Limited, 1987. 18. See Riley-Smith 19. See Riley-Smith 20. See Medieval Crusades 21. See Peters 22. See Peters

Tuesday, September 17, 2019

Islam and Christian Traditions Essay

Christianity and Islam see recurring themes in beliefs and practices. They share stories from past prophets that declare they know the word of God. God tells prophets about a time before earth and gives them knowledge to spread to man. Life holds sanctity that is not for man to wander and do as their physical bodies might allow. Both Islam and Christian traditions make examples and tell the history of how God desires man to live. There are foretellings of vast destruction when man lives among evils and sin. Muslims say that, like God, Allah will see and end of man and will only accept the faithful into paradise. Traditions of Christianity and Islam can relate to each other by commemorating a higher power as known as God. The higher power in Christianity is known as God, while the higher power in Islamic traditions is known as Allah. In Islamic traditions, Allah shouldn’t be confused with the God known in Christianity because the word Allah is translated as â€Å"the God† in Arabic. Christian and Islamic traditions have cosmogony, eschatology, afterlife, moral codes, and duties that serve the purpose in their existence. Both Islamic and Christian traditions will see some similarities and recurring prophecies that exist in their practices. Christian traditions and cosmogony can be found in the Bible. The Bible is many stories that contains passages from prophets of God and is compiled of several books. The book of genesis describes how God created the universe. He made light, darkness, heaven, earth, fruits and vegetables. On the fifth and sixth day of the week to create the universe and earth, God made beasts and made man that resembles the appearance of God. Genesis 1:29 said to man, â€Å"I give you every seed-bearing plant on the face of the whole earth and every tree that has fruit with seed in it. They will be yours for food† (BibleGateway, 2011). God warns Adam and Eve, the first of all mankind, that there is forbidden fruit that cannot be touched. Genesis 3:3 says, â€Å"But of the fruit of the tree which is in the midst of the garden, God hath said, Ye shall not eat of it neither shall ye touch it, lest ye die† (King James Bible Online, 2013). When Adam and Eve consumed the forbidden fruit despite God’s warning, Adam and Eve were cursed by God to multiply the earth. Eve, the first woman, was created by God to provide Adam, the first of all man, companionship. It was in her mistake that Adam fell under temptation to then be commanded by God to take power of beasts and man to begin the teachings of God on earth. Prophets of God taught man to obey commandments in order to be prepared for the end of the world. Prophets, pastors, preachers, or bishops in Christian sects will preach the gospel of the Bible that predict when Christ will return to earth and reach final days before heaven. Most interpretations of the Bible explain how there is good and evil; Evil will cause suffering for mankind. Christians believe that Christ will return and save those who are faithful to God when there is a final judgment of man. Matthew 24:14 reads, â€Å"And this gospel of the kingdom shall be preached in the whole world for a witness to all the nations, and then the end shall come† (Christian Bible Reference, n.d.). Evil will be taught through deception, so God will need true believers. There will be a place in heaven for Christians to live with God after their trial on earth. Man will be accepted into heaven if he upholds morals and duties that Christians are taught. Many Christians believe that heaven is a place on earth. The book of Luke (21:32-33) reads, â€Å"Truly I say to you, this generation will not pass away, till all be fulfilled. Heaven and earth will pass away, but my words will not pass away† (King James Bible Online, n.d.). In heaven there will once be so much evil that the wicked will overpower the good through violent wars. Like earth, God will create a new heaven for the blessed people. Heaven will be free from evil for many years until its end of days only through destruction and misery upon its holy place. In heaven killing is much of a sin as earth. God commands man not to sin such as killing, adultery, worshiping idols, and stealing among other things. If man upholds these morals and duties, he will be accepted to heaven when salvation c omes. Traditions in Islam are similar religious practices that are commemorated through the Qur’an and are told how the earth and man were created. Like Christians, Muslims believe that Allah, or the God, created a heaven, a world, and the universe with all materials in it that are living or not. The book of Surat Al-Baqarah (2:29), in the Qur’an, reads, â€Å"It is he who created for you all of that which is on the earth. Then he directed himself to the heaven, (his being above all creation), and made them seven heavens, and he is knowing of all things† (Quran, n.d.). Islamic traditions began when the prophet Muhammad spoke with Allah. Allah told Muhammad of the creation of the first man on earth, who is known as Adam, who had a female companion. Allah also told Muhammad how Adam ate the forbidden fruit when he was restricted not to do so. Muslims’ eschatology tells how there will be an evil presence who will be violent and cause destruction. There is also an afterlife of heaven and hell as Christians believe. Although the evil are wicked, they too will be brought to heaven and see a final judgment from Allah. â€Å"And as for those who disbelieves, I will punish them with a severe punishment in this world and the hereafter, and they will have no helpers† (Quran, n.d.). Islamic traditions say how there will be an end of time. There will be warnings from Allah on earth. An antichrist will appear before the last day who will be cruel to man. Followers of the antichrist and the unbelievers of Allah may never reach heaven. Heaven will be a paradise that the Qur’an describes, â€Å"No empty talk will they hear there, nor any call to sin, but only the tiding of inner soundness and peace† (Religious Tolerance, 2005). Morals and duties are important to Muslims in order to avoid sin and reach heaven. Allah tells prophets of his commandments so that man will be holy and plentiful. â€Å"The ones who break the covenant of Allah even after its (binding) compact and cut (off) what Allah has commanded to be held together and corrupt in the earth, those are they (who are) the losers† (Quran, n.d.). Allah tells man not to steal, murder, disobey parents, covet, or commit adultery among other things. When man disobeys Allah, they are expected to know sin from righteousness and should repent for forgiveness. â€Å"..Except for those who repent after that and correct themselves. For indeed, Allah is forgiving and merciful† (Quran, n.d.). The man who doesn’t repent may be a sinner for life and will be questioned on judgment day. The Islam and Christian traditions both believe in a God that share similar interests for mankind. God and Allah teach man how they can return to heaven after their days on earth after Adam and Eve’s tribulations. Prophets will spread the knowledge to man from God as a lesson not to fail under certain temptations and have faith in God to live in paradise with him one day. After time, the rise of evil is bound to cause awfulness when man turns to disobedience and non believing even during a salvation. Heaven will be free from sin and man can live in a peaceful place until it is once again ruined by tribulations. God will continue to confide with man in order for glory to persevere.

Monday, September 16, 2019

Charles Dickens “Great Expectations” Essay

An exploration of the ways in which issues of class and status are presented in Charles Dickens’ â€Å"Great Expectations† and L. P. Hartley’s â€Å"The Go-Between†. Both Charles Dickens’ â€Å"Great Expectations† and L. P. Hartley’s â€Å"The Go-Between† discuss the class assumptions of early Victorian England; around 1807-1823 is when most of the action can be dated too in â€Å"Great Expectations† and at the start of the 20th century, the year 1900 in â€Å"The Go-Between†. Both novels portray a class structure in decline or under threat, as the rise of trade unions and rights for women were to transform the quiet hierarchy that had existed for countless generations. In this essay I will draw out the similarities and differences in how the two authors present the issues of class and status to the reader. Hartley often seems to place great value in the tradition and history of an ancient, aristocratic, ruling class; Dickens regards beyond all else the value of hard work. Dickens argues that social status denotes nothing but money, whereas Hartley seems to glory in the upper-classes natural superiority, such as at sport and at music: none can match Marion in skill. Hartley warns against the social mobility that makes Marion too good for Ted despite their love for each other and subverts the natural hierarchical order and security that has existed for centuries, yet Dickens denounces a society that lavishes upon the few at the exclusion of the multitude. Dickens characters suffer under or bask in justice offered by the plot, as ‘good’ characters are rewarded and ‘bad’ characters condemned. Hartley shows little similar sympathy’s as discussed below. Dickens consciously relays no support for the idea that the upper classes are naturally morally superior; dispelling all pretentiousness to this tenuous link in the contrast between Drummle and Joe, whereas in Hartley’s â€Å"The Go-Between†, Triningham is by far and away the kindest character, whom the reader instinctively warms to, and enchants all with his natural grace and elegance, seemingly affirming the assumption of the ancient idea of the moral superiority of the wealthy, going back to the Bible story of Job in the Old Testament, where God blessed a good man with wealth. Ironically, Triningham is already displaying the injuries already done to the aristocracy, he has been forced to rent out the home his ancestors have held for generations as he himself can no longer afford to live there; he himself has lost his wealth in his property, even though temporarily. Nevertheless, the middle classes Maudlseys do not appear to have gained by their social rise at the end. Some critics have argued that Hartley is arguing that a socially divided society is a dangerous one; that Leo’s evaporated enthusiasm for a new century so full of unfulfilled promise is systematic of unfounded hopes of a new Golden Age if society remains segregated between the haves and have-nots. That the Boer War, which scarred the aristocratic Triningham, protracted and disastrous for Britain with a devastating display of Britain’s faltering significance and importance in world affairs, is a sign of a difficult century ahead. Triningham, a representative of a dying aristocracy with unseen wounds that a display of natural elegance and grace can hide but not heal. In spite of this, I find myself wholly disagreeing with this view of Hartley’s novel â€Å"The Go-Between†. Hartley certainly does warn of the demise of the aristocracy, yet he does not rejoice in it. On the contrary, he mourns, grieves and laments the apparent loss of nobility throughout the work. Triningham is by far and away the most gracious, righteous and gallant character presented, there is only sympathy in a reader for his early death. I certainly fall on the side of Hartley strongly defending the hierarchical social order, and the aristocracy’s right to lead it. Yet it is important to do discuss other possibilities. Triningham then represents the best features of the aristocracy. Unlike Marian, from the start and until the end, there was no ulterior motive to Triningham’s kindness: he was â€Å"as true as steel† even in the eyes of the unfaithful Marian. He is patriotic to the end too and was wounded in the defence of his countries Empire. Despite all this, in the book Hartley presents Marian displaying no reverence for Ted’s feelings, instead she is cruelly unfaithful to him whilst engaged. Every other character in the book has faults of character or of action, but Triningham is beyond such. His demise might be Hartley warning the middle-classes of the dangers involved with usurping the natural order. Even so, the story is told from Leo’s point of view, and Leo admires Triningham to such a great extent that his faults may be simply hidden from the readers view, or indeed perhaps the story is told from Leo’s point of view in order to allow Hartley to express his admiration. Even so, Leo the adolescent is also a bad judge of character and situation and so simply may be putting forward the wrong view. Be that as it may, the point still stands.

Sunday, September 15, 2019

Love in Kamala Das’s Poetry Essay

Love and sex in her poetry become a paradigm for fractured realities encountered by the poetess. Essentially she speaks for a woman who is in search of love. She challenges the very idea of phallocentric tradition and asserts in poem after poem that the subaltern can speak. Post colonialism consists primarily in the contestation of power structures and social hierarchies. For Kamala Das a woman’s predicament as a daughter , a wife, or a lover reflects a victimization in relationships. Kamala Das revolts against a constructed notion of relationship. Women are not the self-sacrficial model of virtue or promiscuity. The hitherto premises of male hegemony are violently shaken by Kamala Das who can defy the conventional ideological discourse of sexism and love. She herself became a victim of a young man’s carnal hunger . In ‘The Freaks’, a remarkable lyric which was published in Summer in Calcutta contains a picture of love that is full of dirt and filth as the man ensconced in sexual intercourse turned his ‘sun-stained / Cheek to me , his mouth , a dark /Cavern, where stalacities of /Uneven teeth gleam , his right / Hand on my knee, while our minds/ Are willed to race towards love ; / But they only wander, tripping / Idly over puddles of desire† . The focus on the ‘puddles of desire’ refers to her unfulfilled sexual desire as her heart remains ‘ an empty cistern’. Kamala Das describes in ‘The Freaks’a man and a woman persona are described as capriciously and whimsically behaving in unexpected manner. The poem celebrates the mood of transitory triumph over the defeat of love : My glass , like a bride’s Nervous smile , and meet My lips. Dear , forgive This moment’s lull in Wanting you, the blur In memory. Elsewhere in the poem Kamala Das describes the ambience : The April sun , squeezed Like an orange in My glass? I sip the Fire , I drink,and drink Again, I am drunk. We get a poignant verbal drama in the expression. The graphic details of drinking and the April heat. The poem focuses on the inborn passivity of the male partner and yet it ends with the assertion : â€Å"I am freak†. This is the identity crisis of an Indian woman who fails to flaunt ‘ a grand flamboyant lust’ in spite of the dissatisfaction. Here the poetess highlight the notion of vehemence and impetuosity with which the poet appropriates and internalizes the vocabulary for mapping out the terrain for the post colonial women in social terms. She secures the first significant step toward the explosion of the myth of male supremacy propagated by patriarchy. This is in itself automatically presupposes the awareness of a shared fate of injustice. In The subjection of Women John Stuart Mill argues that the principle of servitude in marriage is a monstrous antithesis to all the principles of the modern world. For Mill the most liberating aspect is that human beings are no longer born to their place in life. Kamala Das has shown and is very loud in violently showing that to be born as a woman is to lose the capacity to transcend that place in life already determined by patriarchy. Here Kamala Das decides to empower herself as a woman. In ‘Forest Fire’ the poetess minces no word in recording her innate desire to consume all sorts of experiences in this world: Of late I have begun to feel a hunger To take in with greed , like a forest-fire that Consumes , and, with each killing gains a wilder Brighter charm,all that comes my way. A little later the fury of passions gets the most of her : My eyes lick at you like flames , my nerves Consume. This is not a refusal to acknowledge the tenets of valorization in masculine terms. We encounter in these lines paradigms of transgressions in the discourse, the female playing the male role . The readers are more directly taken into a woman’s quest for identity when the poetess can say in ‘The Looking Glass’ : Getting a man to love you is easy Only be honest about your wants as Woman. Kamala Das does not describe how man loves a woman, she is more interested in telling how a woman can get the love of a man: Stand nude before the glass with him So that he sees himself the stronger one And believes it so, and you so much more Softer , younger, lovelier†¦. Admit your Admiration. This is not urge for female hegemony but the quest for identity in a female mind. Surrendering is an image in the poetry of Kamala Das : Gift him what makes you woman The woman here knows that she will be left alone if the lover forsakes her. A lustful woman rarely succeeds. Getting a man to love is easy but afterward without the man it is a living without life. Joan Chittister writes : In the end women like other minorities who have been taught their natural limitations by the dominant culture in which they live, turn their anger against themselves†¦They know that women can not do what men can do, and they resent and scold and criticize any woman who tries to do it. They become the instruments of the system, its perfect product, its most important achievement. 156) Simultaneously, in a poem like ‘My Grandmother’s House’ published in Summer in Calcutta , there is a note of nostalgia in the depiction of the care-free days of childhood : â€Å" There is a house now far away where once / I received love †¦. That woman died†. In this poem the poetess felt â€Å" My blood turned cold like the moon†. The moon is a romantic image. But Kamala Das used it so realistically to reveal her broken heart and lost love. Bedroom door is like ‘a brooding dog’. The poetess peers through ‘ blind eyes of windows’. The polyphonic text about identities with the autobiographical voice multiply itself into myriad selves. K. R. S Iyengar characterizes some of Kamala Das’s poems as ‘confessional’. Devinder Kohli calls her poems â€Å" candid and witty piece of self-revelation’ In the confession, Kamala Das poignantly tries to straddle both worlds – the secret world of her desire and the world defined by the male chauvinists. But she is left with no option but to conform to the stereotype of the sexual –patriarchal man even when it outlines a mandate of a society that loathes any challenge coming from the females. The poetess tries to negotiate sexual difference, but the importance lies rather in the way it showcases male chauvinism in a patriarchal ideology constructing patterns of fixated behaviours exalting them as normal. Individuals in this quest of identity socialized themselves into a locus of role specificity which in the case of a female disrupts the orientations. It is the crisis of the role that sustains the split between the role the character plays in Kamala Das’ poems. ‘Spoiling the Name’ presents effectively one of Kamala Das’ central insights, as Devinder Kohli points out , the commitment of her poetic self to experience. The sighs are ‘metallic’ , limbs are curled at the ‘touch of air’ (‘A Relationship’)and ‘nudity on sheets of weeklies’( ‘Loud Posters’ ). Kamala Das mocks her ‘feminine integrity’ ( Sarkar Jaydip:84) when she finds in a shamefully helpless situation as in ‘The Freaks’ with the lover whose mouth is a dark Cavern where stalacities of Uneven teeth gleam It is not that the subversion is apparent everywhere. Women also gravitate from aspiring to be transgressive social agents to artitculating their muted histories, finally pointing up the truth that they were forced to suppress. In the poem ‘Love’ there is a ‘celebration of happiness and contentment in love â€Å" My life lies, content / in you† (Sarkar Jaydip: 86). The poetess was committed to the sensual world , true, but in her life partner she tried to achieve the shared identity . She sought a life beautifying force of love which might be equated with physical relationship. Sterility and vacant ecstasy were all that Kamala Das abhorred and herein she had her disillusionment. Love that is extra marital was not Kamala Das’ angst , rather her inner self created for herself a tiny world in which the trauma of love and marriage were distant cries, hardly heard of. In the ‘Sunshine Cat’she depicted the picture of ‘a cold and half dead woman’ who was of no use to her. The cat might be her own feminine self as well. In ‘Winter’ , the celebration of sex was a theme,but it was more a desperate attempt of her soul for groping for roots in his body(Sarkar Jaydip: 85). As a singer of feminine sensibility she protests against restraints of society , and simultaneously she shakes off the rigid gender roles , determination triggered by situational factors. In 1948, Alfred Kinsey published Sexual Behavior in the Human Male in which sexual orientation was placed on ‘a graduated continuum’ ( Kinsey: 638). Kinsey advocated a re-appraisal of the treatment meted out to queer beings by way of isolation and rehabilitation. The hypocrisy latent in marriage is due to societal pressures. In most occasions , the victims in such marriage of convenience is the wife, that Kamala herself was and who wanted to express the oppressive anguish of her own life. Thus on the one hand, the poems of Kamala Das are visualizations of her own pains, but at the same time they are the demeaning perceptions galvanizing the concomitant negativity into a motive for further exploration of female psyche. The fantastically confessional poem ‘The Old Playhouse’ reveals this agony of the mind of the poetess: It was not to gather Knowledge Of yet another man that I came to you but to Learn What I was and by learning to learn to grow †¦(K. S. Ramamurti:151) This is what we mean by ‘pathei mathos’,wisdom consisting in suffering, the poetess gradually learning to cope up with demands of the more realistic world and compromising with her dreams as the potential abilities of the human body got stunted by the sterility of the man she loved. We may safely surmise that the poems do not become an erotic world in spite of all the sexual replenishments for the starving soul of a woman. Nor the poems become an articulation of a muted feminine consciousness. Kamala Das exploded the stigma of vulnerability and gained a critical consciousness to stand up to the deforming norms of the conventional intercourses in marital life or love life,whatever it is. It was not in her capacity to reorder the chaotic world into a cosmos. At best she could suggest some therapeutic rehabilitation of a trauma-ridden woman who survives the psychological abuses, manipulation and a dreariness of emotional desert. The poems serve for such a starving soul as a rallying point. K. R. S. Iyengar rightly remarks : â€Å" Kamala Das is a fiercely feminine sensibility that dares without inhibitions to articulate that the hurts it has received in an insensitive largely man-made world. † ( Iyengar: 667) . Reading List Works cited Das Kamala , Summer in Calcutta, New Delhi: Everest Press, 1965. ———– The Old Playhouse and Other Poems. Madras: Orient Longman, 1973. ———– My Story , New Delhi, Sterling Publishers, , 1976. ————- Tonight , This Savage Rite: The Love Poems of Kamala Das & Pritish Nandy. New Delhi: Arnold- Heinemann (India) 1979. ————— Only the Soul Knows How to Sing. Kottayam: DC Books, 1996. Primary Sources . 1. Lal. P. Ed. Modern Indian Poetry in English : An Anthology and a Credo, Calcutta: Writer’s Workshop, 1969. 2. Kotoky, P. C. Indo English Poetry, Gauhati: Gauhati University, 1969. 3. James ,Vinson (ed. ) Contemporary Poets,New York: St. Martin Press,1975. 4. Abidi, S. Z . H. Studies in Indo Anglian Poetry, Bareilly: Prakash Book Depot, 1979. . Parthasarathi, R. Ed. Ten Twentieth –Century Indian Poets. New Delhi: OUP. 2nd Ed. 1980 6. Shahane, Vasant A. and Sivaram Krishna, M. (eds. ) Indian Poetry in English : A Critical Assessment . Delhi: Macmillan, 1980. 7. Rahman ,Anisur. Expressive Form in the Poetry of Kamala Das. New Delhi: Abhinav Publications, 1981. 8. Stella ,Samdahl. ‘South Asian Literature: A Linguistic Perspective’, A Meeting of Streams. (ed). M. G. Vassanji,,Toronto: TSAR,1985. 9. Chindhade ,Shirish. Five Indian English Poets , New Delhi: Atlantic Publishers, 1996. 10. De Souza , Eunice. Nine Indian Women Poets : An Anthology. Ne w Delhi: Oxford Univ. Press, 1997. 11. Mitapalli Rajeswar et. al. Kamala Das: A Critical Spectrum. New Delhi: Atlantic,2001. 12. Gokak, V. K. (ed. ) The Golden Treasury of Indo Anglian Poetry. New Delhi: Sahitya Akademi, 2004. . Secondary Sources: 1. Kohli ,Devinder. Virgin Whiteness: The Poetry of Kamala Das. Calcutta: Writers Workshop, 1968. 2. K. R. S. Iyengar, Indian Writing in English , New Delhi Allied Publishers,1962; 2nd ed. , 1973. 3. King ,Bruce . Modern Poetry in English, Delhi, Oxford University Press. 1987. 4. Joan D. Chittister, Heart of Flesh: A Feminist Spirituality for Women and Men Cambridge and Ontario : WmB. Eerdsmans Publishing Company, 1998. 5. Alfred C. Kinsey et al. Sexual Behavior in lthe Human Male. Philadelphia: W. B Saunders: Bloomington, Indian U Press, 1948 2nd Ed. ,1998. 5. Banerjee,Benoy Kumar ; Bakshi, Kaustav. Studies in Indian Poetry in English, Kolkata: Books Way, 2008 6. Ahmed, Irshad Gulam , Kamala Das : The Poetic Pilgrimage. New Delhi: Creative Books,2005. 7. Ramamurti, K. S. Ed. Twenty-Five Indian Poets In English , Kolkata: Macmillan India Ltd. , 2008. 8. Sarkar ,Jaydip (ed. ) Kamala Das and Her Poetry , Kolkata: Books Way,2009. —————————- .

Saturday, September 14, 2019

Current Event on Political Contention: Bush Winning the Political War by Vennochi Essay

An example of newspaper article critiques that is a recent political contention or argument can be the article written by Joan Vennochi entitled ‘Bush Winning the Political War’. This item appeared at the Opinion section of the Boston. com News (http://www. boston. com/news/globe/editorial_opinion/oped/articles/2007/05/06/bush_winning_the_political_war/). It is obvious that what the author had to do in order to attract readers was to give a blunt, eye-catching statement regarding President Bush: â€Å"President Bush doesn’t know how to win the ground war in Iraq. But he does know how to win the political war at home over Iraq† (Vennochi 2007). The use of eye-catching lines and statements attract the readers and keep them from ignoring the pages. It affects content with the need to display facts and incidents that prove the basic argument, which can be stated as follows: Bush loses the ground war over Iraq but wins the political war over the American public. For the author, the ground of the political world only resides at home. What matters in the political arena is the support and strength of the countrymen, so that when it comes to the political war over Iraq, the author is giving a presumption that what the American government should do is to make sure the American troops in Iraq are not hurt—not that there is a timetable for withdrawal, which only suggests that America is on the verge of giving up. Vennochi is like saying that Bush only wants money. For Bush, it is mission accomplished, but for Vennochi, the incident is very far from it. Vennochi has used research, convincing statements, and strong supporting details (such as polls, surveys) to back up his argument, and this gives a very convincing conclusion. In fact, it gave me a different, negative opinion on what President Bush really is like, and it has changed my mind on some beliefs I held only previously. This gives me an impression that the political world works like a movie: Politicians are merely actors that want as much resources as they can accomplish. They get what they want by acting splendidly in front of the camera. Works Cited Vennochi, Joan. Bush Winning the Political War. 6 May 2007. Boston. com News: Opinion. 7 September 2007 .