Modern-Day Discrimination in America

Tim Manyak 10/21/12 English ! 01 DISCRIMINATION IN AMERICA Although great strides have been made in the past century for awareness and avoidance of discrimination of all types, these practices remain prevalent to some extent. There has been a change in perception such that when the term discrimination is used that it refers primarily to racial bias against minorities. Racial discrimination towards any particular group is to be condemned. The prevailing stereotype may be that racial discrimination is mostly directed toward African Americans but there is ample evidence that it is also directed toward other groups.Therefore, it is important to raise awareness of these occurrences so that all may try to avoid such practices and activities. One group of people in particular that are discriminated against is Hispanics. Bias against Hispanics is well documented and it is difficult to separate whether this discrimination is on the basis of ethnic or racial grouping. Hispanics are discriminat ed against in several ways. One example of this discrimination is Arizona’s ratification of â€Å"The  Support Our Law Enforcement and Safe Neighborhoods Act†.This is a law that requires all aliens older than fourteen be registered with the U. S. government, and be in possession of these documents at all times. The law also makes it illegal for any alien to be in Arizona without carrying these documents with them and, thus, subjects them to arrest. This law encourages racial profiling because it makes it legal for law enforcement officials to arrest any alien on suspicion of being an illegal immigrant. Another group of people that are discriminated against is Whites.In recent times, it would seem that people are selected or considered for something based more so on the fact that they are a minority. A substantial amount of racial bias is brought upon by affirmative action as well. A prime example of this would be the case Fisher vs. University of Texas. In this case, student Abigail Fisher felt she was denied admission to the University of Texas based on the fact that she was white, not on her academic performance. In 2003, the Supreme Court passed a law saying that race could play a role in the admissions process of universities, again encouraging racial profiling.Another example of racial discrimination against Whites would be the media bias in the Trayvon Martin case. Many news stations were quick to draw conclusions and pass judgment on George Zimmerman. In an attempt to make the attack seem racially motivated, some stations even played edited versions of the recorded 911 call made by Zimmerman minutes before the attack. Racial oppression of Whites occurs daily in America, and while on some occasions subtle, it continues diminish the lives of citizens all over the country.Another population of Americans that are heavily discriminated against are the Sikhs. Sikhs are a religious people, originally from South Asia, and very rich in culture an d tradition. Sikhs are often confused with Muslims, who are of a completely different religion and background. As a result of this confusion and the many conflicts between the U. S. and the Middle East, Sikhs have received a very considerable amount of racial discrimination from other people. An example of this discrimination took place in Oak Creek, Wisconsin.Wade Michael Page, a white supremacist, walked into a local Sikh temple and opened fire, killing six and injuring another four, before taking his own life with a self-inflicted gunshot wound to the head. No one is completely certain as to why Page committed this horrifying crime, but experts strongly imply that it was racially induced. Sikhs have faced the most brutal and direct type of discrimination due to the consistent conflict with the Middle East throughout the last decade.With the number of racially motivated crimes in America constantly increasing, it is also becoming increasingly more evident that there is much to be done to restore the fairness in America today. In order for true equality to occur in America, it is up to it’s citizens to overcome decades of ignorance and injustice. Racial discrimination exists against all races. Awareness of the problem will help continue the fight against discrimination. We must all do our part to be aware and prevent discrimination.

Essay Teachers and Weapons in School Essay

Abstract In this paper, I will explore the controversial question of whether teachers should be allowed or required to carry weapons on school campuses. The question of whether the topic should be entertained has come up time and again after tragedies occur, the timeline of which will be summarized herein. The recent tragedy at Sandy Hook Elementary School in Newtown, Connecticut, that devastated the nation on December 14, 2012, has wrenched this debate crudely back into the spotlight. I will investigate different types of protective instruments that could possibly be used, as well as what types are used in schools that have such regulations. I will delve into the reasoning behind states that have implemented laws that allow teachers to carry guns in school and/or at school events. Included within are excerpts from this writer’s first-person interview conducted with Maria Otero-Ball, a kindergarten teacher in Albuquerque, New Mexico. As a teacher of children the same age as those involved in the Newtown tragedy, Mrs. Otero-Ball offers a first-hand view on the changes that she and the school have made following the tragedy, as well as her views on the practicality of weapons in the school. My goals in preparing this paper are to expand my thoughts on the subject, peruse the thoughts of others, and explore the statistics to provide a better overall understanding of the subject matter to myself and to my readers. During the research process, I found that a compromise on the types of weapons teachers should be allowed to carry would be the best option from my point of view. Keywords: teachers, weapons, school, tragedy, children Screams of terror, cries of anguish, tears of sorrow, heartbreaking agony; the nation bore witness to all of these and more as the first responders struggled to make sense of the scene that unfolded at Sandy Hook Elementary School on that fateful day of December 14th, 2012 in Newtown, Connecticut (Ardillas, 2012). Many families had their hearts torn apart during the rampage of that lone gunman as he unleashed his rage on teachers and young students who were just beginning their life’s journey. Amidst the suffering and the grieving for the departed, the question was once again raised: Should the teachers charged with protecting our children be equipped with weapons to allow them to do so in a scene of horror such as this? But I don’t think the questions should end there. More importantly, would arming teachers be safe for the children and the teachers? Are there other options that may be more appropriate that should be considered? Allowing teachers to carry weapons could go a long way towards making our schools more secure, but realistically non-lethal weapons would be the safer, more manageable solution in making our schools the haven the community deserves them to be. The tragedy at Sandy Hook Elementary, though undeniably one of the most horrendous of its kind and categorically the most recent of such magnitude, is preceded by numerous similar incidents throughout the United States over the years recorded as far back as 1927. On May 18th of this year, a farmer named Andrew Kehoe set off two explosions at Bath Consolidated Schoolhouse in Bath, Michigan, killing himself, six adults and 38 children. In Houston, Texas on September 15th, 1959, convict Paul Orgeron exploded a suitcase of dynamite on a playground at Edgar Allen Poe Elementary killing himself, two adults and three children. On October 5th, 1966, 15-year-old David Black injured another student before killing teacher, Forrest Willey, at Grand Rapids High School in Grand Rapids, Michigan. On November 12th, 1966, in Mesa, Arizona, 18-year-old student, Robert Smith, killed five people at a local beauty college. In Olean, New York, at Olean High School on December 30th, 1974, honors student Anthony Barbaro killed a school janitor and two innocent bystanders and then killed himself while awaiting trial. 16-year-old Stephen Goods was hit and killed by a stray bullet fired during a fight between two schoolmates on March 18th, 1975, at Sumner High School in St. Louis, Missouri. In 1978 on February 22nd, 15-year-old Roger Needham killed another student who had bullied him at Everett High School in Lansing, Michigan. During class on May 18th, 1978, at Murchison Junior High School in Austin, Texas, 13-year-old John Christian shot and killed his English teacher Wilbur Grayson. In San Diego, California, on January 29th, 1979, at Grover Cleveland Elementary, 16-year-old Brenda Spencer opened fire on a school across from her home, killing the principal and janitor. (CNN U. S. , 2012) In the 80’s, violent episodes in schools increased to nearly one incident per year beginning with 17-year-old Pat Lizzotte shooting and  killing her teacher Clarence Piggott during class at Valley High School in Las Vegas, Nevada, on March 19th, 1982. On January 20th, 1983, an unnamed student shot and killed another student before turning the gun on himself. On February 24th, 1984, at 49th Street School in Los Angeles, California, sniper Tyrone Mitchell began firing on children on the playground, killing one, injuring 11 and later taking his own life. In Goddard, Kansas, at Goddard Junior High on January 21st, 1985, 14-year-old James Kearbey shot and killed Principal Jim McGee. David and Doris Young, a couple in their 40’s, took over Cokeville Elementary School with a bomb, holding 150 children and adults hostage and demanding $300 million in ransom in Cokeville, Washington, on May 16th, 1986. The bomb accidentally detonated causing a fire during which 74 people were injured and David Young shot his wife and then himself. The same year on December 6th, 14-year-old Kristofer Hans shot and killed his substitute teacher, Henrietta Smith, at Fergus High School in Lewistown, Montana. In Dekalb, Missouri, at Dekalb High School on March 2nd, 1987, 12-year-old Nathan Faris shot 13-year-old Timothy Perrin and then took his own life. February 11th, 1988, Pinellas Park High School, Largo, Florida; two 15-year-olds with stolen weapons, Jason McCoy and Jason Harless, shot and killed Asst. Principal Richard Allen. At Hubbard Woods Elementary School in Winnetka, Illinois, on May 20th, 1988, 30-year-old Laurie Dann killed an 8-year-old boy and injured six other people before taking her own life. Copying the Winnetka, Illinois murder, 19-year-old James Wilson killed 8-year-olds Tequila Thomas and Shequila Bradley in the school cafeteria of Oakland Elementary School in Greenwood, South Carolina on September 26th, 1988. The worst year for school killings yet, 1988 comes to a close with the fourth incident on December 16th at Atlantic Shores Christian School in Virginia Beach, Virginia, during which 16-year-old Nicholas Elliott shot and killed teacher Karen Farley. Concluding the decade’s violence, a brief month later on January 17th, 1989, 24-year-old drifter Patrick Purdy used an AK-47 to kill five children on a playground at Cleveland Elementary School in Stockton, California before killing himself. (CNN U. S. , 2012) The momentum from the latter part of the 80’s decade did not lose velocity as the 90’s moved forward with a manifold of violent incidents every year succeeding the first episode on November 25th, 1991 at Thomas Jefferson High School in Brooklyn, New York, when 14-year-old Jason. Bently shot a gun during an argument with two other teens, the stray bullet killing a 16-year-old student who was not even involved in the altercation. Thomas Jefferson High School was revisited by the sickness on February 26th, 1992, as 15-year-old Kahlil Sumpter shot and killed two other students. On May 1st, 1992, at Lindhurst High School in Olivehurst, California, 20-year-old dropout Eric Houston returned to school to kill a former teacher and three students. Without ado, 1993 started off with a bang on January 18th when 17-year-old Scott Pennington shot and killed a teacher and a custodian at East Carter High School in Grayson, Kentucky. Three months later on April 12th, 16-year-old Jason Robinson was stabbed to death in his Social Studies class by three teenage attackers at Dartmouth High School in Dartmouth, Massachusetts. Only 3 days had passed when, on April 15th, 44-year-old David Taber invaded Ford Middle School in Acushnet, Massachusetts, taking three hostages and later killing school nurse Carol Day. Pennsburg, Pennsylvania suffered a visit from the beast on May 24th, 1993, as 15-year-old Jason Smith, a student of Upper Perkiomen High School, killed another student who had bullied him. The fifth assault of 1993 ensued on December 21st at Wauwatosa West High School in Wauwatosa, Wisconsin when 21-year-old former student Leonard McDowell returned to his high school killing Asst. Principal Dale Breitlow. February 1994 did not start off well at Valley View Jr. High School in Simi Valley, California; on the 1st day of the month, 13-year-old Philip Hernandez stabbed a 14-year-old student to death in the hallway. April 12th of the same year was no better in Butte, Montana, when 10-year-old Jason Osmanson shot and killed an 11-year-old classmate on the playground. The ominous cloud passed over Wickliffe Middle School in Wickliffe, Ohio, on November 7th, 1994, as 37-year-old drifter Keith Ledeger shot and killed school custodian Peter Christopher and injured three others. On October 12th, 1995, at Blackville-Hilda High School of Blackville, South Carolina, 15-year-old Toby Sincino killed a teacher and then himself. The 15th of November, 1995, 17-year-old Jaime Rouse killed a business teacher and a 16-year-old student at Richland High School in Lynnville, Tennessee. At Winston Education Center in Washington, DC, 14-year-old Damion Blocker encountered two masked gunmen in the stairwell where he was shot and killed by 16-year-old Darrick Evans on January 19th, 1996. In Moses Lake, Washington, at Frontier Jr. High School on February 2nd, 1996, 14-year-old Barry Loukaitis killed two students and a teacher with a rifle. 1997 saw three violent incidents on February 19th in Alaska, October 1st in Mississippi, and December 1st Kentucky with a combined death toll of 8, including a parent, a principal, and six students. Three episodes in 1998 in Arkansas on March 24th, Pennsylvania on April 24th, and Oregon on May 21st claimed the lives of 10 more. Littleton, Colorado was devastated on April 21st, 1999, when 18-year-old Eric Harris and 17-year-old Dylan Klebold murdered 12 students and one teacher before committing suicide in the library of Columbine High School. The final wreckage of 1999 came to pass on November 19th at Deming Middle School in Deming, New Mexico when 12-year-old Victor Cordova shot and killed a 13-year-old classmate. (CNN U. S., 2012). The first scene of 2000 unfurled with the youngest offender to date, a 6-year-old boy, who shot and killed a 6-year-old girl at Buell Elementary in Mt. Morris Township, Michigan on February 29th. On May 26th of the same year in Lake Worth, Florida, 13-year-old Nathaniel Brazill returned to school after being sent home for misbehaving to shoot and kill his teacher, Barry Grunow, at Lake Worth Community Middle School. At Santana High School in Santee, California, on March 5th, 2001, 15-year-old Charles â€Å"Andy† Williams killed two classmates and injured 13. The last upset until 2003 transpired on December 5th, 2001, at Springfield High in Springfield, Massachusetts when troubled teen Corey Ramos stabbed Reverend Theodore Brown, a counselor at the school, to death. 2003 saw two tragedies on April 24th at Red Lion Area Jr. High School in Red Lion, Pennsylvania when 14-year-old James Sheets shot his principal, Eugene Segro, and then himself, and on September 24th in Cold Spring, Minnesota, at Rocori High School, where 15-year-old Jason McLaughlin killed one student and critically injured another who died in October. The sole incident in 2004 struck on February 3rd at Southwood Middle School in Palmetto Bay, Florida, involving 14-year-old Michael Hernandez who slashed the throat of 14-year-old Jaime Rodrigo Gough. 16-year-old Jeff Weise perpetrated a multiple murder in Red Lake, Minnesota, beginning with the murder of his grandfather and another adult followed by killing four fellow students at Red Lake High School, a teacher, a security guard and finally himself on March 21st, 2005. In Jacksboro, Tennessee, Campbell County Comprehensive High School felt the sting of madness on November 8th, 2005, as a 15-year-old student opened fire on a principal and  two assistant principals, killing one and critically wounding another. Three vicious episodes rocked 2006: two dead in a Colorado high school shooting on September 27th, one dead in a high school shooting in Wisconsin on September 29th, and six dead, six wounded in a Pennsylvania Amish school on October 2nd. The singular attack in 2007 befell Henry Foss High School of Tacoma, Washington on January 3rd, culminating with 18-year-old Douglas Chantabouly fatally shooting 17-year-old Samnang Kok. 2008’s lone incident was a shooting at Central High School in Knoxville, Tennessee, leaving one dead. 2009 witnessed three brutalities in rapid succession commencing on September 15th at a Florida high school leaving one fatally stabbed, shadowed on September 23rd at a Texas high school where a teacher was stabbed and killed and the closing fatality on October 16th at a South Carolina high school where a police officer shot and killed a student after the student had stabbed the officer. One confrontation on February 5th, 2010, at an Alabama middle school resulted in a 14-year-old with a fatal shot to the head and a conflict on January 5th, 2011, at a Nebraska high school bringing about the death of a vice principal and the suicide of the shooter. Prior to the Sandy Hook horror in December of 2012, an attack occurred on February 27th at Chardon High School in Chardon, Ohio, killing three and wounding four others (Timeline: School violence in the US, CNN U.S. , 2012). 2013 has already suffered the first school assault at Taft High School in Taft, California leaving one student in a coma and fighting for his life (Simmons, 2012). Following the Newtown tragedy of Sandy Hook, several state lawmakers have begun the process of introducing legislation to allow teachers to bear arms. These states include Florida, Minnesota, Oklahoma, Oregon, South Dakota and Tennessee. Oklahoma State Representative Mark McCullough is quoted as saying: We cannot continue to be shackled by politically correct, reflexive, anti-gun sentiment in the face of the obvious — our schools are soft targets. It is incredibly irresponsible to leave our schools undefended — to allow mad men to kill dozens of innocents when we have a very simple solution available to us to prevent it. I’ve been considering this proposal for a long time. In light of the savagery on display in Connecticut, I believe it’s an idea whose time has come. (Celock, 2012, para. 3) While these states are only beginning their journey to allow teachers to bear arms, there are places where such laws already exist. In Indiana, state law makes schools â€Å"gun-free zones†, but exempts employees or others authorized by a school â€Å"to act as a security guard, perform or participate in a school function, or participate in any other activity authorized by a school† (Wilson, 2012, para. 2). Harrold, a small Texas town, allows teachers and school officials to carry concealed weapons on school grounds. This was unanimously voted upon by the school board in 2007, requiring only that any school employee who plans to carry a weapon obtain first a state concealed-weapons permit, and then be approved by the school board to carry concealed weapons on campus. (Brown, 2012) While allowing teachers to carry guns may seem an obvious solution to many, there are those who favor other approaches to making our schools safer. Maria Otero-Ball is a kindergarten teacher in my hometown of Albuquerque, New Mexico. Being a teacher of five and six year-old students, the Sandy Hook Elementary School tragedy struck a very personal chord with Mrs. Otero-Ball. Following the horrific event, Mrs. Otero-Ball made the changes that she was able to on her own to make her classroom safer; she cleared out her supply closet to enable her to hide students in such an event, put in place a classroom emergency procedure for use in conjunction with the school’s emergency procedure and she now runs a drill at least weekly to ensure her students know what to do in case of an attack such as the one in Newtown, Connecticut. Even so, she knows that these are small changes whose chances of effectiveness are uncertain at best. Mrs. Otero-Ball has another idea that she will be proposing in the next school board meeting. Her idea is for teachers to be issued and trained on non-lethal weapons such as stun guns, tasers, tranquilizer darts, and/or pepper spray. Mrs. Otero-Ball’s stance is, â€Å"I believe that we [the teachers] would have a much better chance of immobilizing a perpetrator if armed with something like this [stun guns, tasers, tranquilizer darts, and/or pepper spray]. † (Interview: Maria Otero-Ball, 2012) Non-lethal weapons are intended to cause pain and/or physically disable an adversary with a minimal risk of serious or permanent injury. The available types of non-lethal weapons include pepper spray, which comes in a compact cylinder and emits a pepper based, oleo resin spray that has the ability to incapacitate an attacker regardless of size and/or strength. Pepper spray is most effective in close range encounters and do not require accurate aim nor much training. Pepper spray is widely used by the general public and would not require legislation  to be allowed in schools. Tasers are one of the more painful non-lethal weapons and work by shooting small electrodes which penetrate the attackers clothing and skin. These electrodes are connected to a wire which conducts a strong electrical current and incapacitates offenders for up to 10 minutes. Tasers are good for distance use and the incapacitation time of the offender would allow time for the victims to take control of the situation, remove themselves to a safer location and contact law enforcement. Stun guns work on the same basic premise as tasers, but are a hand held, close range weapon. Stun guns could be very effective if one was able to surprise the victim from behind and take them down with a shock to the back of the neck. Both tasers and stun guns would require more training for use as well as for safety of the handler. One could expect legislature would be required to allow these in schools and supply sufficient training for the teachers designated for their use. Tranquilizer darts are best known for their use on wildlife such as bears, but can be modified for use on humans by utilizing a smaller dart and lower dosage of sedative, anesthetic or paralytic agent. The drawbacks with the use of tranquilizer guns include a delay between the time the dart connects and the incapacitation of the attacker and a danger of the offender dying if not monitored closely. (Admin: Just be Safe, 2011) Based on the research of the benefits and drawbacks of these non-lethal options, a combination of availability of pepper spray, stun guns and tasers for teachers and training on their use and handling would be most beneficial in a situation involving a single or multiple assailant(s). After being faced with a dreadful scene such as that which was encountered in Newtown at Sandy Hook Elementary School, it may well be the gut reaction of the general public to shout, â€Å"Arm our teachers! † In fact, since I have begun this paper, several more schools have begun legislation, voted to allow teachers to carry concealed weapons and even purchased weapons for the exclusive use of the school. However, if more thought is given to the implications of arming teachers with guns, one must see that this could prove more dangerous than helpful if the gun were to be appropriated by the wrongdoer. Another thought that had not been considered during my research was brought to light by ‘The Ed Show’ on January 10, 2013; many parents do not condone teachers having guns, concealed or otherwise, near their children (The Ed Show, 2013). With proper training on non-lethal weapons such as stun guns, tasers, and pepper spray, teachers would be able to defend our youth without the fear of having to kill or having a murderous weapon wrested from them while attempting to defend those they strive to protect. The facts are painfully evident: 1. Violence in school has escalated over the years and something must be done to protect the students and faculty. 2. The death toll relating to school violence is much too high for comfort. 3. Regulating gun laws will not prevent guns from being in circulation. 4. There are many drawbacks to allowing teachers to have access to guns in schools including fear of the gun falling into the wrong hands, discomfort of the parents knowing there are guns in the schools and what the shooter would have to deal with if they were to kill someone. 5. Conceivably, non-lethal weapons would be the safer, more manageable solution in making our schools the haven the community deserves them to be. In light of all of the evidence, it is apparent that a compromise could be made to keep our schools safe by giving the teachers the tools they need and still keep guns out of our schools, thus satisfying government, parents, teachers, students and families alike. This could be achieved by introducing a comprehensive plan to supply all teachers with pepper spray, select teachers with Tasers and stun guns and providing the training the teachers need to successfully use these defenses during an attack. References: Admin (2011, June 5). Tasers, stun guns & pepper spray: Non-lethal self defense weapons | Just B Safe. Just B Safe. Retrieved December 15, 2012, from http://www. justbsafe. com/? p=84 Aradillas, E. , Baker, K. C. , Billups, A. , Breuer, H. , Dennis, A. , Weisensee Egan, N. , . . . Zuckermann, S. (2012, December). Tragedy in new town: Remember forever. People, 78(27), 52-59. Brown, A. (2012, December 20). Texas town allows teachers to carry concealed guns. Breaking News and Opinion on The Huffington Post. Retrieved December 24, 2012, from http://www. huffingtonpost. com/huff-wires/20121220/us-gun-toting-teachers/? utm_hp_ref=green&ir=green Celock, J. (2012, December 18). Guns for teachers legislation on the rise in states. Breaking News and Opinion on The Huffington Post. Retrieved December 22, 2012, from http://www. huffingtonpost. com/2012/12/18/guns-for-teachers_n_2324095. html.

Role of Culture

GEORGIAN AMERICAN UNIVERSITY School of Business semester 2 the role of culture Student : Mariam Chitiashvili 29. 03. 13 Cultural values, beliefs, and traditions significantly affect family life. Cultures are more than language, dress, and food customs. Cultural groups may share race, ethnicity, or nationality, but they also arise from cleavages of generation, socioeconomic class, sexual orientation, ability and disability, political and religious affiliation, language, and gender — to name only a few.Two things are essential to remember about cultures: they are always changing, and they relate to the symbolic dimension of life. The symbolic dimension is the place where we are constantly making meaning and enacting our identities. Cultural messages from the groups we belong to give us information about what is meaningful or important, and who we are in the world and in relation to others — our identities. Cultural messages, simply, are what everyone in a group knows that outsiders do not know.They are the water fish swim in, unaware of its effect on their vision. They are a series of lenses that shape what we see and don't see, how we perceive and interpret, and where we draw boundaries. In shaping our values, cultures contain starting points and currencies[1]. Starting points are those places it is natural to begin, whether with individual or group concerns, with the big picture or particularities. Currencies are those things we care about that influence and shape our interactions with others. | How Cultures WorkThough largely below the surface, cultures are a shifting, dynamic set of starting points that orient us in particular ways and away from other directions. Each of us belongs to multiple cultures that give us messages about what is normal, appropriate, and expected. When others do not meet our expectations, it is often a cue that our cultural expectations are different. We may mistake differences between others and us for evidence of bad f aith or lack of common sense on the part of others, not realizing that common sense is also cultural.What is common to one group may seem strange, counterintuitive, or wrong to another. Cultural messages shape our understandings of relationships, and of how to deal with the conflict and harmony that are always present whenever two or more people come together. Writing about or working across cultures is complicated, but not impossible. Here are some complications in working with cultural dimensions of conflict, and the implications that flow from them:Culture is constantly in flux — as conditions change, cultural groups adapt in dynamic and sometimes unpredictable ways.Culture is largely below the surface, influencing identities and meaning-making, or who we believe ourselves to be and what we care about — it is not easy to access these symbolic levels since they are largely outside our awareness. Cultural influences and identities become important depending on context . When an aspect of cultural identity is threatened or misunderstood, it may become relatively more important than other cultural identities and this fixed, narrow identity may become the focus of stereotyping negative projection, and conflict. This is a very common situation in intractable conflicts.Since culture is so closely related to our identities (who we think we are), and the ways we make meaning (what is important to us and how), it is always a factor in conflict. Cultural awareness leads us to apply the Platinum Rule in place of the Golden Rule. Rather than the maxim â€Å"Do unto others as you would have them do unto you,† the Platinum Rule advises: â€Å"Do unto others as they would have you do unto them. â€Å"Cultures are embedded in every conflict because conflicts arise in human relationships. Cultures affect the ways we name, frame, blame, and attempt to tame conflicts. Whether a conflict exists at all is a cultural question.In an interview conducted in Can ada, an elderly Chinese man indicated he had experienced no conflict at all for the previous 40 years. [2] Among the possible reasons for his denial was a cultural preference to see the world through lenses of harmony rather than conflict, as encouraged by his Confucian upbringing. Labeling some of our interactions as conflicts and analyzing them into smaller component parts is a distinctly Western approach that may obscure other aspects of relationships. Culture is always a factor in conflict, whether it plays a central role or influences it subtly and gently.For any conflict that touches us where it matters, where we make meaning and hold our identities, there is always a cultural component. Intractable conflicts like the Israeli-Palestinian conflict or the India-Pakistan conflict over Kashmir are not just about territorial, boundary, and sovereignty issues — they are also about acknowledgement, representation, and legitimization of different identities and ways of living, being, and making meaning. Conflicts between teenagers and parents are shaped by generational culture, and conflicts between spouses or partners are influenced by gender culture.In organizations, conflicts arising from different disciplinary cultures escalate tensions between co-workers, creating strained or inaccurate communication and stressed relationships. Culture permeates conflict no matter what — sometimes pushing forth with intensity, other times quietly snaking along, hardly announcing its presence until surprised people nearly stumble on it. Culture is inextricable from conflict, though it does not cause it. When differences surface in families, organizations, or communities, culture is always present, shaping perceptions, attitudes, behaviors, and outcomes.When the cultural groups we belong to are a large majority in our community or nation, we are less likely to be aware of the content of the messages they send us. Cultures shared by dominant groups often seem to be â€Å"natural,† â€Å"normal† — â€Å"the way things are done. † We only notice the effect of cultures that are different from our own, attending to behaviors that we label exotic or strange. Though culture is intertwined with conflict, some approaches to conflict resolution minimize cultural issues and influences. Since culture is like an iceberg — largely submerged — it is important to include it in our analyses and interventions.Icebergs unacknowledged can be dangerous, and it is impossible to make choices about them if we don't know their size or place. Acknowledging culture and bringing cultural fluency to conflicts can help all kinds of people make more intentional, adaptive choices. Given culture's important role in conflicts, what should be done to keep it in mind and include it in response plans? Cultures may act like temperamental children: complicated, elusive, and difficult to predict. Unless we develop comfort with culture as an integral part of conflict, we may find ourselves tangled in its net of complexity, limited by our own cultural lenses.Cultural fluency is a key tool for disentangling and managing multilayered, cultural conflicts. Cultural fluency means familiarity with cultures: their natures, how they work, and ways they intertwine with our relationships in times of conflict and harmony. Cultural fluency means awareness of several dimensions of culture, including * Communication, * Ways of naming, framing, and taming conflict, * Approaches to meaning making, * Identities and roles. Each of these is described in more detail below. As people communicate, they move along a continuum between high- and low-context.Depending on the kind of relationship, the context, and the purpose of communication, they may be more or less explicit and direct. In close relationships, communication shorthand is often used, which makes communication opaque to outsiders but perfectly clear to the parties. With strange rs, the same people may choose low-context communication. Low- and high-context communication refers not only to individual communication strategies, but may be used to understand cultural groups. Generally, Western cultures tend to gravitate toward low-context starting points, while Eastern and Southern cultures tend to high-context communication.Within these huge categories, there are important differences and many variations. Where high-context communication tends to be featured, it is useful to pay specific attention to nonverbal cues and the behavior of others who may know more of the unstated rules governing the communication. Where low-context communication is the norm, directness is likely to be expected in return. There are many other ways that communication varies across cultures. Ways of naming, framing, and taming conflict vary across cultural boundaries. As the example of the elderly Chinese interviewee illustrates, not everyone agrees on what constitutes a conflict.For those accustomed to subdued, calm discussion, an emotional exchange among family members may seem a threatening conflict. The family members themselves may look at their exchange as a normal and desirable airing of differing views. These are just some of the ways that taming conflict varies across cultures. Third parties may use different strategies with quite different goals, depending on their cultural sense of what is needed. In multicultural contexts, parties' expectations of how conflict should be addressed may vary, further escalating an existing conflict. Approaches to meaning-making also vary across cultures.Hampden-Turner and Trompenaars suggest that people have a range of starting points for making sense of their lives, including: * universalist (favoring rules, laws, and generalizations) and particularist (favoring exceptions, relations, and contextual evaluation) * specificity (preferring explicit definitions, breaking down wholes into component parts, and measurable re sults) and diffuseness (focusing on patterns, the big picture, and process over outcome) * inner direction (sees virtue in individuals who strive to realize their conscious purpose) and outer direction (where virtue is outside each of us in natural rhythms, nature, beauty, and relationships) * synchronous time (cyclical and spiraling) and sequential time (linear and unidirectional). 5] When we don't understand that others may have quite different starting points, conflict is more likely to occur and to escalate. Even though the starting points themselves are neutral, negative motives are easily attributed to someone who begins from a different end of the continuum. [6]For example, when First Nations people sit down with government representatives to negotiate land claims in Canada or Australia, different ideas of time may make it difficult to establish rapport and make progress. First Nations people tend to see time as stretching forward and back, binding them in relationship with s even generations in both directions. Their actions and choices in the present are thus relevant to history and to their progeny.Government negotiators acculturated to Western European ideas of time may find the telling of historical tales and the consideration of projections generations into the future tedious and irrelevant unless they understand the variations in the way time is understood by First Nations people. Of course, this example draws on generalizations that may or may not apply in a particular situation. There are many different Aboriginal peoples in Canada, Australia, New Zealand, the United States, and elsewhere. Each has a distinct culture, and these cultures have different relationships to time, different ideas about negotiation, and unique identities. Government negotiators may also have a range of ethno cultural identities, and may not fit the stereotype of the woman or man in a hurry, with a measured, pressured orientation toward time.Examples can also be drawn fr om the other three dimensions identified by Hampden-Turner and Trompenaars. When an intractable conflict has been ongoing for years or even generations, should there be recourse to international standards and interveners, or local rules and practices? Those favoring a universalist starting point are more likely to prefer international intervention and the setting of international standards. Particularlists will be more comfortable with a tailor-made, home-grown approach than with the imposition of general rules that may or may not fit their needs and context. Specificity and diffuseness also lead to conflict and conflict escalation in many instances.People, who speak in specifics, looking for practical solutions to challenges that can be implemented and measured, may find those who focus on process, feelings, and the big picture obstructionist and frustrating. On the other hand, those whose starting points are diffuse are more apt to catch the flaw in the sum that is not easy to det ect by looking at the component parts, and to see the context into which specific ideas must fit. Inner-directed people tend to feel confident that they can affect change, believing that they are â€Å"the masters of their fate, the captains of their souls. They focus more on product than process. Imagine their frustration when faced with outer-directed people, whose attention goes to nurturing relationships, living in harmony with nature, going with the flow, and paying attention to processes rather than products.As with each of the above sets of starting points, neither is right or wrong; they are simply different. A focus on process is helpful, but not if it completely fails to ignore outcomes. A focus on outcomes is useful, but it is also important to monitor the tone and direction of the process. Cultural fluency means being aware of different sets of starting points, and having a way to speak in both dialects, helping translate between them when they are making conflict worse . This can be done by storytelling and by the creation of shared stories, stories that are co-constructed to make room for multiple points of view within them. Often, people in conflict tell stories that sound as though both cannot be true.Narrative conflict-resolution approaches help them leave their concern with truth and being right on the sideline for a time, turning their attention instead to stories in which they can both see themselves. Another way to explore meaning making is through metaphors. Metaphors are compact, tightly packaged word pictures that convey a great deal of information in shorthand form. For example, in exploring how a conflict began, one side may talk about its origins being buried in the mists of time before there were boundaries and roads and written laws. The other may see it as the offspring of a vexatious lawsuit begun in 1946. Neither is wrong — the issue may well have deep roots, and the lawsuit was surely a part of the evolution of the confl ict.As the two sides talk about their metaphors, the more diffuse starting point wrapped up in the mists of time meets the more specific one, attached to a particular legal action. As the two talk, they deepen their understanding of each other in context, and learn more about their respective roles and identities. In collectivist settings, the following values tend to be privileged: * cooperation * filial piety (respect for and deference toward elders) * participation in shared progress * reputation of the group * interdependence In individualist settings, the following values tend to be privileged: * competition * independence * individual achievement * personal growth and fulfillment * self-relianceWhen individualist and communitarian starting points influence those on either side of a conflict, escalation may result. Individualists may see no problem with â€Å"no holds barred† confrontation, while communitarian counterparts shrink from bringing dishonor or face-loss to th eir group by behaving in unseemly ways. In the end, one should remember that, as with other patterns described, most people are not purely individualist  or communitarian. Rather, people tend to have individualist or communitarian starting points, depending on one's upbringing, experience, and the context of the situation. Conclusion There is no one-size-fits-all approach to conflict resolution, since culture is always a factor.Cultural fluency is therefore a core competency for those who intervene in conflicts or simply want to function more effectively in their own lives and situations. Cultural fluency involves recognizing and acting respectfully from the knowledge that communication, ways of naming, framing, and taming conflict, approaches to meaning-making, and identities and roles vary across cultures. LITERATYRE: John Paul Lederach, in his book: Conflict Transformation Across Cultures http://www. preventelderabuse. org/issues/culture. html http://culture360. org/magazine/ro le-of-culture-in-society-asian-perspectives-and-european-experiences/ http://www. lindsay-sherwin. co. uk/guide_managing_change/html_overview/05_culture_handy. htm

Performance appraisal Essay Example | Topics and Well Written Essays - 1000 words

Performance appraisal - Essay Example It was asserted that â€Å"among nursing leadership, the nurse manager role has been identified as critical in the provision of high-performing, effective and efficient care in the patient care delivery setting† (Chase, 2010, p. 2). In this regard, the current discourse hereby aims to discuss the role of the contemporary nurse manager in the provision of performance appraisal within one’s particular work context. As such, one has worked in the capacity of a staff nurse in the medical ward for last 10 years and one has been evaluated for the performance of duties and responsibilities on a regular basis. The paper would hereby present, in addition to the perceived role of the nurse manager in performance appraisal, the kind of performance appraisal system that is currently being implemented in one’s health care setting; the benefits and drawbacks of the system; as well as proposed ways to improve the performance appraisal system to benefit the nurses and the organi zation, as a whole. Perceived Roles of Staff Nurse and Nurse Managers in Health Care Setting The role and responsibilities of staff nurses in the medical ward are diverse and requires vast competencies in the application of theoretical frameworks in nursing care. The ability of nurse managers to undertake the required performance evaluation would necessitate comprehensive understanding of these key responsibilities as standards within which the assessment would be based. The standard key responsibilities of staff nurses in medical wards are shown in Table 1, below: Table 1: Key Responsibilities of Staff Nurses in Medical Wards Source: UPMC Beacon Hospital, 2012 Performance management is defined as â€Å"the process of assessing and addressing the difference between required performance and actual performance in the workplace† (Shaw & Blewett, 2013, p. 4). In one’s capacity as staff nurse, performance evaluation was noted to have been regularly conducted, as prescribed by the health institution, once a year. In conjunction with the roles and responsibilities of the nurse manager is the competency in six categories, as presented by the American Hospital Association (AHA), to wit: â€Å"management of clinical nursing practice and patient care delivery; management of human, fiscal, and other resources; development of personnel; compliance with regulatory and professional standards; strategic planning; and fostering interdisciplinary, collaborative relationships within a unit(s) or area(s) of responsibility and the institution as a whole† (AHA, 1992; cited in Chase, 2010, p. 6). The performance appraisal or evaluation falls within the management of human resources where nurse managers are expected to closely assess the ability of nursing staff in undertaking their respective tasks in the delivery of health care. Thus, with the clearly identified key responsibilities, performance evaluation is accurately undertaken by nurse managers following th e characteristics and principles for an effective approach (Drach-Zahavy & Dagan, 2002; Contino, 2004; Hudson, 2006). Characteristics and Principles for an Effective Performance Appraisal Approach Shaw & Blewett (2013) have identified principles to adhere to ensure that an effective performance appraisal system is undertaken within the health care environment. The following principles were explicitly noted: (1) it should be regular and timely; (2) the orientation or main objective is for improvement of performance; (3) conformity to

Midterm Term Paper Example | Topics and Well Written Essays - 750 words

Midterm - Term Paper Example We expect the mean, mode and median for this group to be centered close together. Diagram 2 is the histogram of learn2_4. A glance at it shows extreme skewness to the left. Most of the data points fall left of the mean. Therefore the respondents’ distribution on the opinion that† they should understand some real world applications of statistics, such as in marketing research in order to be properly educated† is representative of a majority of ‘strongly agrees’. Learn2-3 has a higher standard deviation, implying that it also has a higher standard error. More precisely, the deviation from the mean is higher than that of respondents who answered to the ‘attendance as a necessity’ question. It lies in the Agreement region. The mean respondent score lies close to the most frequent answer to the question, that the respondent strongly agrees they are learning statistics for proper education and understanding of statistical

M5 Reflection Essay Example | Topics and Well Written Essays - 250 words - 2

M5 Reflection - Essay Example Inclusive schools cultures that are open and friendly to the communities around them as well as the rest of the stakeholders can be achieved through ensuring the communication between all these entities is trusting and open (Stuht, 2009). Social capital is greatly increased when the schools and the community are able to communicate openly and teachers must word hard to eliminate any misunderstandings founded on cultural differences. I order to improve the academic achievements of schools and students, it is important to involve community-based organizations such as libraries, zoos and museums among other organizations as they provide the students with additional information. Additionally, the schools should adhere to the federal regulations for the involvement of parents and parents can ensure this through creating awareness in the school environment (Wanat, 2010). The parents should have a commitment to creation of a positive school culture as well as a safe and operational learning environment, which is able to support holistic education. The schools should also be committed to lead and manage evidence based instructional programs that will make sure that all the children who learn in their institutions gain knowledge, skillsets and values that will mold them into contributing society

Hinduism Essay Example | Topics and Well Written Essays - 750 words - 2

Hinduism - Essay Example are many aspects of their religious beliefs and practices that provide the necessary common ground to bring under a single political classification, if not a theistic one. While the predominant deity may differ from one faction to the other, all deities are taken from the more than 300 million divine entities that form the cosmos. While no one scripture is considered to represent the religion in all its complexities, a few historical scriptures are widely circulated, read and referred across the various denominations. These are the Vedas (some of which date back to 2000 years B.C. and beyond) and Upanishads (a later-day invention of the Brahman classes). Some form of religious practices, beliefs and rituals that derived from Brahmanas, Aranyakas, Upanishads and Vedas are being used by the Hindus even today. This is the strongest argument in favor of a unifying Hindu theology (Van Horn, 2006). Hinduism places emphasis on worship of nature. Indus Valley was the cradle of the religion. Hence, the way of life afforded by its geography holds religious significance as well. The Indus River was vital to the survival of its surrounding inhabitants; so worship of river god is a basic tenet. This also explains the reverence accorded to river Ganges, the dependents of which refer to it as Ganga Mata (Mother Ganga). The plains on either side of these rivers provide the necessary fertile grounds for growing subsistence crops. And at the time of composition of the Vedas, domesticated cattle was the only means to plough the land. Cows also provide other necessary nutrients in the form of its milk. What started as reverence had evolved into devotion and worship. This social aspect of life in the two millennia before Christ explains why Cows are regarded as sacred animals even today. So, at the time of its formation, Hinduism was little more than a practical means of livelihood. But the religion’s links to every day life became weak ever after making it an abstract

Growth and world's cities Assignment Example | Topics and Well Written Essays - 750 words

Growth and world's cities - Assignment Example The city was founded in 1565 after the French flee the region. Currently, the city rests over a flat yet narrow plain situated between the foothills which lay between the Atlantic Ocean and the Highlands of Brazil, right over the shore residing on the Guanabara Bay. Though the public policy regarding urban planning in Brazil isn`t quite impressive, yet the city reflects considerable urban development which makes it one of the most anticipated tourist resorts. A few communities in Rio exhibit remarkable projects undertaken by private investors like their own waste collection and sewerage systems, gay care centers, considerably higher literacy rate, support centers for the elders, nutrition, recreational and sports centers, metropolitan hotels and other similar urban hubs. Yet, a few other areas seem to be lagging behind in terms of urban development. Rio de Janeiro grew over time to become what it is now. In the first few decades of the 20th century, Rio saw a drastic increase in its population to around 2 million. In 1927, when Antionio Prado was heading the state, the Agache Plan was incorporated into public policy regarding urban development which boosted the growth of the city in the context (Vojnovik 2013) . Thus, during the late 1920`s, th e city saw its golden age which continued till the 1950`s where high profile hotels like Copacabana Palace and the Hotel Gloria were built. Also, the city was turned into a destination for hollywood celebrities and other high profile people from all around the world. Thus, private investment flew in and urban resorts like the Copabana beach and the Santos Dumont airport was inaugurated, further giving the urban touch to the city. After the 1950`s, transportation infrastructure was the focus of the government along with industrial development, which further paved way for the development of advanced housing communities for the blue

Julius Caesar and Abraham Lincoln Essay Example | Topics and Well Written Essays - 750 words

Julius Caesar and Abraham Lincoln - Essay Example Apart that the two leaders were well respected in their time and beyond; they also share a similarity in the sense that they were both assassinated. They both lost their parents at very young ages and both left a child behind after their death. This paper will analyze and compare the lives Abraham Lincoln and Julius Cesar. Firstly the creation of America by its forefathers can be likened to the Roman Republic. The American forefathers aimed to create a nation with liberty, life and happiness. The comparison between the two nations dates back to the very beginning with Gorge Washington possessing similar qualities to Lucius Junius Brutus whilst King George portrayed the tyrant role played by King Tarquinius (Wineburg, 488-499). Julius Cesar was assassinated differently to Abraham Lincoln; however, the two events are comparable to certain a extent. One similarity between the two is that they were both assassinated by individuals, who were concerned about their leadership and what they would do with their power. In more simplistic words, the two were just simply killed due to the position they occupied. The two leaders both accumulated a larger following and more power as their term in office grew longer. As Julius Cesar began to implement certain policies, his senators began to feel threatened as they were of the opinion that their positions were under threat. However the difference between Cesar and Lincoln in terms of their attitudes towards power is that Cesar was power hungry and aimed to control as much territory as possible. Whilst in office he extended his term to five years rue in IIIyricum and Cispine Paul. However, Lincoln on the other hand was the exact opposite and did not want to control a larger territory (Wineburg, 488-499). Despite Cesar’s hunger for power, he felt it not for his own benefit but for Rome. Cesar frequently stated that if he was to step down from power, it would lead to a civil war in Rome. Cesar is quoted to have said, †Å"I have long been sated with glory and power, however, it is more important for Rome than myself that I survive. If I was to be removed from my position, Rome will never know any peace. A civil war is likely to break out, one far worse than the last. In essence, Julius Cesar was an advocate for peace, a trait similar to that of Abraham Lincoln. Cesar fought for peace which led him to the accumulation of more enemies and his fight for change is similar to that of Abraham Lincoln. Despite the different positions they occupied, Abraham Lincoln and Julius Cesar were both military men. Lincoln enlisted in the army to be a member of the force fighting the Black Hawk war. While he was enrolled he quickly gained a promotion to the position of Captain for a wing of volunteers. Julius Cesar joined the Roman army with great ambition and quickly rose to the rank of military Commander. Their rise to political power was also different as Lincoln was required to perform a series of debates agains t his opponent. The two were both emulated and respected in their time. Both leaders wanted to make changes in their areas and they both gained enemies in the areas which they implemented their policies. Abraham Lincoln signed the Emancipation Proclamation in the year 1862 (Wineburg, 488-499). This act was intended to free all people and eradicate slavery in the Southern part of the country. Cesar gained enemies from the senate due to his advocation for peace whilst Lincoln was eventually assassinated by John Wilkes Booth, who shouted, â€Å"This is for the South!† before he shot him in the hea (Wineburg, 488-499). In fact, prior to being assassinated the emancipation proclamation led to a civil war in

Company Law - English law Case Study Example | Topics and Well Written Essays - 2500 words

Company Law - English law - Case Study Example Commentators have attempted to categorise those decisions under various headings, such as agency, fraud, group enterprise, tort and so forth6. What is clear on a close reading of the cases which have distinguished Salomon is that the courts will only interfere - by lifting the veil of incorporation - where there is clear evidence of wrongdoing or where they are required to interfere by Statute. There is therefore a presumption that members of a limited company are only liable to the extent of any unpaid amount on nominal value of their shares unless 'wrongdoing' can be established. LJM Limited seems to have been incorporated for the sole intention of providing a vehicle for the directors Jean, Lynette and Lauren to unlawfully deprive W&H Limited, its shareholders and its members of its corporate assets and any retained profits from the international contract. There is authority to suggest that the courts will lift the veil to prevent evasion of an existing obligation7 and the court will grant an injunction/specific performance in that instance. For a short while it also seemed to be the case that the court would lift the veil where there was clear evidence of asset stripping. In Creasey v. Breachwood Motors Ltd [1992]8 proprietors of Breachwood Welwyn Ltd transferred that company's assets to the defendant company. The evidence indicated that the defendant company had been formed for the sole purpose of avoiding the payment of a substantial wrongful dismissal claim. Breachwood Welwyn Ltd was then struck off the company register following the procedure laid down in Section 652 of the Companies Act 1985; hence depriving the plaintiff of any redress. Robert Southwell QC, sitting as deputy High Court Judge, held that the plaintiff could present his claim for damages directly against the new company, Breachwood Motors Limited, as its sole purpose was to strip Breachwood Welwyn's assets and deprive Creasey of redress. The decision in Creasey was unequivocally overruled in Ord & Another v Belhaven Pubs Ltd [1998] by the Court of Appeal. Hobhouse L.J said: " Creasey v. Breachwood . represents a wrong adoption of the principle of piercing the corporate veil. Therefore, in my judgement the case of Creasey v. Breachwood should no longer be treated as authoritative". The Court of Appeal cited its previous decision in Adams v. Cape Industries plc [1990]9 where plaintiffs were not able to seek redress from a holding company when its subsidiary (the defendant) went into liquidation. The House of Lords have endorsed this stricter interpretation of Salomon more recently in Williams v. Natural Life Health Foods Ltd [1998]10. In that case a franchise company had already gone into liquidation by the time a misrepresentation was discovered. The plaintiff sought redress directly from the sole director of the former franchise company. Their Lordships held not only that the corporate veil was sacrosanct and should only be lifted in the most

Renewable versus Non Renewable Sources of Energy Coursework - 2

Renewable versus Non Renewable Sources of Energy - Coursework Example The researcher states that we want a life of comfort and ease for our citizens and as little a percentage of our population under the poverty line as possible. Economic development of nations has only been possible when one converts from an agrarian to an industrial nation. But doing so also requires making more and more use of the Earth’s resources. In fact, we are stripping the Earth of its natural resources at three times the rate of its replenishment. The consequences are disastrous and it is estimated that we shall run out of the available supply in the next 50 years or so. That is why it is necessary to both conserve our present resources of fuel and other natural resources as well as make as small a carbon footprint as possible. This is the only way that we can ensure that the present resources last for our next generation and beyond. Energy can be classified into two types- renewable and nonrenewable. Renewable energy includes the natural resources that are in abundant supply like the sun, the oceans and the wind from which we can get solar, water and wind power. Nonrenewable sources of energy are those like the fossil fuels the world is consuming at a hectic pace. These nonrenewable sources also power most of the world’s machinery and power plants, especially in developing nations that do not have the means to use better and cleaner fuels and technology. It is no wonder that as we run out of these non-renewable sources of energy, they are going to cost more too. The best alternative is to switch to one or other source of renewable energy as soon as possible. In this regard, each and every member of our society and our neighborhood can play an effective role in conserving and helping the environment. One thing is to be aware of the many ways in which we are wasting the available resources. (1)Switching off all lights and fans that are not being used; (2) turning off the tap water as soon as we have finished, and (3) using a carpool or publ ic transport to commute to and from work rather than our own vehicles will result in less energy being demanded and used. We should adopt conservatism rather than consumerism as a way of life.

Mary Shelleys Frankenstei Essay Example for Free

Mary Shelleys Frankenstei Essay The audience is made to feel that Frankenstein himself is evil, for playing with life and mocking God. The sounds made by the monster are similar to those made by wild animals, but also they sound like the monster is in pain, which would make sense as Frankenstein has just rejected him. We see Frankensteins former professor talking through a gate. This signifies the difference of opinion and belief between the two doctors. Sound effects are used very well in the creation scene, especially the non-diagetic musical score that has been added. It is mainly in a minor key, but has drastic changes to a major key when there is extra tension in the frame. It creates a build up, and when there is suddenly a pause with no music, tension is created, then when something dramatic happens, the audience shows a greater reaction. The use of diagetic and non-diagetic sound is very good in this scene, for example when the electrical probes go into the monsters feet and there is the sound of crunching bone. This is diagetic sound. Music is an example of non-diagetic sound. The sudden silences at some points in the scene allow the audience a chance to reflect upon the immorality and reality of what Frankenstein has done. Camera angles are used to make the scene more effective and more enticing to the viewer. If there is a large quantity of movement and change in camera angles, then the shot is used to create responses in the audience. There are many randomly strange camera angles in the creation scene, and we dont really ever see the whole of the creatures body when it comes out of the copper vat, this is because the monster was made of lots of parts and wasnt really a complete person in the doctors eyes. In the creation scene, we experience many different shot types, such as an extreme low angle shot when the monster is being lifted into the air on the body tray. This is to symbolise the life being created and is mocking God. The mis-en-scene of the frame when Victor is running up to the dais in his large billowing coat is very cluttered, which in my opinion represents his mind being a jumble of thoughts. I think there are a lot of shots in the creation scene that represent the stigmata of Christ. For example, when the spikes are driven into the feet and hands of the monster when he is not alive, in the copper vat. And the extreme close-up shot of Frankensteins head, then of the creatures head. The doctors head bears no (visible) injury, but his creation has huge scars as if his head had been crowned with thorns. Also, there is the part where the monster is lowered into the copper vat, which looks oddly like a sarcophagus (a type of coffin used to bury Egyptian pharaohs in ancient times), this represents the descent into hell that Frankenstein is embarking on. This is mocking God yet again, and shows the immorality of Victor Frankenstein. When we see the low-angle shot of the monster hanging on the chains, it resembles the crucifixion of Christ. There are violins playing at this point, which symbolises the loneliness that Victor is feeling from the rest of the world. There are many different visual effects used in the creation scene, such as the lighting striking the window behind the monster, when he appears in Frankensteins bedroom. Another special effect was the make-up used on the monsters face to make it look more dramatic and horrifying. There is also the amniotic fluid that the monster is born in, when that spills out the copper vat, it makes the audience feel sick and repulsed. Only diagetic sounds are used at this point, there is no music. When the monster is lifted up to the ceiling, the circle of light around the body represents Leonardo Da Vincis Vitruvian Man, which is a drawing that shows the proportions of a perfect human body. This is ironic as most of the monster was made of murderers and criminals- hardly perfect people. The editing in the creation scene is very clever, I have previously mentioned the lecturer being super-imposed over a frame; there is also the part where all the scientific equipment is displayed. One shot dissolves into another, which resembles them being combined together to make the monster. The pace in the scene changes from being very fast when Frankenstein is giving the monster life, to a lot slower when the monster is born and trying to stand up. Overall, I think that Branagh has made the film much more appealing to the audience by using the effects available to him. He uses location, costume, characterisation, dialogue, sound effects, camera angles. Shot types, visual effects, editing, and pace to make a very effective film. I am most impressed by the way he read between the lines of the Mary Shelley novel to give the audience lots to think about. I also liked the way he used discreet blasphemy to show that what Victor Frankenstein was doing was immoral and mocking God. I think that Branagh has more than done justice to the Shelley novel. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Mary Shelley section.

The Relationship Between Job Satisfaction And Employee Turnover Management Essay

The Relationship Between Job Satisfaction And Employee Turnover Management Essay Judge, Timothy A. and Bono, Joyce E. (2001). Relationship of Core Self-Evaluations Traits-Self-Esteem, Generalized, Self-Efficacy, Locus of Control, and Emotional StabilityWith Job Satisfaction and Job Performance: A Meta-Analysis. This article presents results of the relationship of 4 traits: self-esteem, generalized self-efficacy, locus of control, and emotional stability (low neuroticism): with job satisfaction and job performance. Hence, it hypothesizes that: H-la: Self-esteem is positively related to job satisfaction, H-lb: Generalized self-efficacy is positively related to job satisfaction, H-lc: Internal locus of control is positively related to job satisfaction, H-ld: Emotional stability is positively related to job satisfaction. This is also an in depth study of factors affecting job satisfaction which in turn effect employee behavior and turnover. The analysis of these variables showed that each trait had a positive relationship with job satisfaction. The authors have ident ified each of these traits as the independent variable and job satisfaction as the dependent variable. Research was based on reviewing literature that defined and linked each of these traits with job satisfaction. Studies of the past 40 years wer included and data was only included from those that had a sample population of employed adults. Students, athletes and the unemployed people were left out as were special data samples like doctors, physicians etc. One point to notice in this study is their implication that satisfaction of employees is not just based on monetary terms and conditions, but stems from psychological well being and treatment of employees as well. This increases the scope of the term job satisfaction and includes variables like self-esteem and emotional stability too. Khalid , Salman and Zohaib I., Muhammad. (2010). Job Satisfaction among Bank Employees in Punjab, Pakistan: A Comparative Study. This article focuses on various variables that make up job satisfaction including work, pay, promotion, salary and recognition and discusses job satisfaction itself too. On the whole satisfaction has been taken as a dependant variable and various other factors like promotions, salary, job security, recognition, work environment etc are considered as the independent variables. The study was conducted in order to find out the level of satisfaction among Public and Private bank employees and whether factors like working hours, team spirit, work life balance, benefits, working environment and job security influenced their job satisfaction. A survey was conducted to gather data, which included a sample size of 200 people. Questionnaires were given to people in three different cities of Punjab: Lahore, Faislabad and Sialkot. Two banks from each sector were taken and included the NiB Bank, Summit Bank, Bank of Punjab and First Women Bank. Data was gathered by floating a structured questionnaire which included the Likert scale. The results show that the employees of private banks are more satisfied then those in public banks mostly due to factors resulting from fringe benefits, salary, and efficiency in work and coworker relations. This article highlights the fact that the perception of job satisfaction is greatly affected by factors including job security, benefits and recognition. Fawad H., Muhammad and Kamal, Dr. Yasir. (2009). Pay and Job Satisfaction: A Comparative Analysis of Different Pakistani Commercial Banks. Although the title mentions the relation between pay and job satisfaction but this article takes into account other variables like job involvement, promotion, recognition and commitment. The research question for the study was whether pay is the major factor for job satisfaction among Pakistani bank employees. Pay not only includes the salary itself, but all other emoluments and short and long term fringe benefits. Job satisfaction has been described as a relative phenomenon which affects and employees performance and is related to how the employee responds and deals with customers. It is important hence, to measure what embodies job satisfaction. The common assumption is that a satisfied employee will deal pleasantly with customers, are more friendly and responsive as well. Salary has been taken as a dependant variable and various other factors l ike promotions, job stress, job security, learning, work environment and others are considered as the independent variables. This was a comparative study, and the questionnaires were floated in three banks: United Bank Limited, Allied Bank Limited and Standard Chartered Bank. According to the results the job satisfaction of bank officers is significantly dependent upon pay, promotion opportunities, rewards, relation with boss and coworkers. Imran M., Muhammad, Fernando G., Solomon, Ahmad Mehboob and Iqbal S., Muhammad. (2010). Examining the relationship of work life balance, job satisfaction and turnover in Pakistan. As discussed in previous articles as well, improving the quality of work life balance facilities not only helps in improving the productivity but also helps in increasing employee loyalty and job satisfaction. Organizations are striving for better performance to compete with their competitors. For this reason they are trying to retain their valued employees and are considering the issues relating to work and life. Job satisfaction and turnover intentions are the reflection of the viewpoint that employees have about their organizations in which they work. Employees generally show high levels of job satisfaction. The researchers found that the work conditions were the most influential on the job satisfaction. The work conditions included were the non-monetary characteristics of their work mainly including goo d social relationships with their colleagues ad supervisors, promotion opportunities, professional development opportunities, and participatory management strategies. The negative relationship of work life balance, job satisfaction and turnover intentions provides a guideline for the organizations that the more organizations provide better facilities to maintain the balance between the work and the non work activities the more employees will tend to remain with the same organization. Similarly the satisfied employees are the assets of any organization and they will remain with the organization. Saeed ul Hassan Chishti, Maryam Rafiq, Fazalur Rahman, M.Phil., Nabi Bux Jumani, and Muhammad Ajmal (2010).Impact of Participative Management on Employee Job Satisfaction and Performance in Pakistan. This research highlights a new variable that affects the performance of employees in Pakistan: Participative management. Participative management is especially important in todays highly competitive world to give organizations a competitive edge. The hypothesis for the research was whether there is a positive relationship between participative management and employee job satisfaction. Randhawa, Gurpreet. (2007) Relationship between Job Satisfaction and Turnover Intentions : An Empirical Analysis. This research conducted by Ms. Gurpreet Randhawa concludes that there exists a significant negative correlation between job satisfaction and turnover intentions. Turnover intentions remain a good measure to gauge actual turnover of employees. The paper collected data from 300 scientists, half of whom belonged to the National Dairy Research Institute and the remaining half from Agriculture Extension Centre. The sample selection was done through the random sampling technique and a comparative analysis was later done to measure the difference between the results of the two population samples. No significant difference was found. The research emphasizes the need to measure job satisfaction as business in todays world has changed drastically. Complexity has increased with increasing amounts of competition. Employees now have far more choices at their disposal whereas organizat ions bear significant losses with high turnover rates. Islam, Nazrul and Chandra Saha, Gour, Job Satisfaction of Bank Officers in Bangladesh. This paper studies the variables that affect job satisfaction of the bank officers in Bangladesh. The results of the study conclude that factors like salary, efficiency in work, fringe benefits, supervision quality, and coworker relations that affect job satisfaction considerably. Private bank employees were seen to be more satisfied then public sector employees as the former enjoy better salary, working environment and fringe benefits. The purpose of the study was three fold: to identify the level of job satisfaction among employees, to study how factors like job experience, age and gender affect job satisfaction and finally to measure the job satisfaction of public and private bank employees. A sample of 129 employees was used in 4 cities and nine different banks of Bangladesh. The sample was selected purposefully and was interviewed personally whereas a structured questionnaire was used to colle ct results. Azhar Sheikh, Muhammad, Qamar, ul Wusat and Iqbal, Fariha. Impact of Human Resource Management Practices on Employee Retention (A Case Study of Education and Banking Sector in Bahawalpur). As explained above, employee retention has become exceedingly important for organizations due to the increased level of competition and associated costs. This research sheds light on the HRM practices that may affect the level of job satisfaction in employees. The study relates career development opportunities, supervisor support, working environment, rewards and work-life policies to employee retention. The group under observation included the Islamia University of Bahawalpur and various banks in the same city. Employee retention was taken as the dependent variable whereas all the above mentioned factors were taken as independent variables. Observation was carried out from a sample size of 110 pople and data was collected through questionnaires. Data was analyzed using the software program SPSS an d a positive relationship was found between HRM practices and employee retention. This proves that organizations that focus on their human resource policies will have satisfied employees leading to fewer turnovers. Rizwan Saleem, Azeem Mahmood, Asif Mahmood (2010) Effect of Work Motivation on Job Satisfaction in Mobile Telecommunication Service Organizations of Pakistan. In addition to studying the impact on job satisfaction of work motivation, this article also aimed at exploring to what extent employees are satisfied with different dimensions of their job in the mobile telecommunications services of Pakistan. The extent determines their turnover rate. Velnampy (2008), in his study on job attitude and employees performance concluded that job satisfaction contains positive influence on the performance of the employees as it enhances job involvement and the higher performance also makes people feel more satisfied and committed to the organization. Herzberg (1959) has described a relationship between two variables as Job Satisfaction is the result of two kinds of factors, intrinsic and extrinsic factor. Basically he states that intrinsic factors valued the job satisfaction and extrinsic factors c ause dissatisfaction and reduce the level of job satisfaction. Another name for the extrinsic factors was hygiene factors. According to Herzberg, the hygiene factors results in the form of dissatisfaction and these were external or environmental features e.g. company policy and administration, supervision, work conditions, salary and benefits. The intrinsic factors are also called Job satisfaction has been taken as the dependent variable whereas work motivation is independent. The authors believed that motivation lead to an increase employees performance into other level and eventually the positive effect goes toward companys recital. The standard deviations in the article showed the diversity of data which indicated that there was a variety of opinions between the employees. There was a positive relationship between the motivation and job satisfaction. Overall the employees were quiet satisfied with their jobs and had their interest in their job. More than average employees are mot ivated to work for the organization and turnover rates are not high. This article gave me an overview of a specific variable, job motivation on job satisfaction and eventually employee turnover rate. It was also based on a study of two telecomm service providers which was relevant to my sector. Rana, Tariq Mehmood; Salaria, M. Rashid; Herani, Gobind M. and Amin, Mohammad (2009) Identifying Factors Playing Important Role in the Increasing Employees Turnover Rate: A Case of Telecom Industry in Pakistan. This article aimed at identifying factors that played an important role in increasing the employees turnover rate. As there is intense competition in the industry, this article examined the practices followed in the telecomm industry of Pakistan to retain employees. The results have shown that Salary, Working Environment, and Benefits are three significant factors effecting employee turnover and correlated with each other. The present study found support for an independent variable with Employee turnover. In this study the authors found significant negative correlation for Salary, Work Motivation and Benefits. High employee turnover is becoming a problem in todays corporate environment which reduces productivity and puts a stain on the organizations name. This study found that individual variables have significant impact on Employee Turnover. As Salary increases and Working Environment and Benefits are good, the turnover rate drops. For my research this article provides a detailed analysis of employee turnover rate and job satisfaction and provides useful insights.

Controversy in Hinduism

Controversy in Hinduism The Householder And The Renunciation Of Ideals Hinduism is one of the major South Asian religions surrounded by controversy about social and religious limits of a person. More importantly there is a divisive tension between the householder ideal and the renunciate ideal in Hinduism. Whereas the householder ideal emphasizes on leading normal social life and undertaking all that it appertains, renunciate ideal on the other hand is more concerned about leading an isolated religious life. This difference constitutes the major source of tension (Kitagawa 13). There is the polarization of the people in terms of severity and sensuality. This difference assumes the form of tension between the ambitions to emancipation and, on the other hand, the heartfelt craving to go through the due stages of social life performing all earthly life. This tension is manifested in Hindu social life in the form of the tension sandwiched between the different goals of an individual and stages of life (ashrama). The comparative importance of an active social life in the householder ideal characterized by the performance of commendable works ( pravrtti ) compared to the abandonment of all earthly interests and activity ( nivrtti ) brews up great debates in Hinduism (Flood 64). There are those minor single sided religions which lay much emphasize on renunciation. However, dharma texts propose that the householder ideal is the way forward. According to Eliade (345), the householder maintains his consecrated fire, procreates brood, and faithfully performs his customary duties perfectly and subsequently earns spiritual worth. The four stages of life (ashramas) contained in Hindu religious texts are a deliberate attempt to harmonize the existing tension in Hinduism. That Hindus ought to go through the various stages which involve part of social and religious undertakings points at the harmonization attempts (Flood 65). According to the doctrine of four stages, an ideal Hindu should become a chaste student, then proceed and become a matrimonial householder. This is the point where he discharges his duties to the long gone ancestors through siring sons. To the gods a person is expected to offer sacrifices at this stage. The next stage of life is retirement, where one withdraws to the forests for devotion to religious contemplation (Thursby and Mittal 392). There are four main stages of life (ashrama) in the life of a Hindu. The first stage is marked by ones state of being a student. This stage (Brahmacharya) is spent in celibacy and absolute isolation. Hindus in this stage are in controlled contemplation through spiritual guidance (Flood 64). The obligatory restrictions in this stage do not allow those in the stage to sample renunciation. The householders stage involves marriage and the satisfaction of karma (responsibilities) in the social and professional undertakings. At this stage a Hindu is supposed to support their parents, siblings and religious figures. These responsibilities cannot allow a Hindu to consider renunciation. At the retirement phase, vanaprastha, Hindus gradually detach from the material world Thursby and Mittal 391). Although this stage involves retirements from many social responsibilities Hindus at the stage are too aged to engage in renunciation. Nevertheless this is the most probable stage during which a person can indulge in religious matters. The last stage known as sannyasa involves complete renunciation of worldly responsibilities and is associated with religious devotion (Flood 64). According to the Bhagavad-Gita the apparent tension between renunciation and the duties of social life is inconsequential. Though the householder ideal is among the social duties a Hindu is expected to undergo, renunciation, done at the right stage in life will not contradict this. An individual is supposed to go through the four stages of life to the latter and this will enable them to go through the two ideal peacefully (Thursby and Mittal 395). Bhagavad-Gita disregards the apparent emphasize and extolling associated with the householder ideal and the associated social responsibilities. There are also those authorities according much importance to the chaste studentship phase of life. The studentship stage though pivotal in the other phases of life of a Hindu is a mere preparations stage. Studentship stage is as important as the other stages in the life of a Hindu (Kitagawa 20). Accomplishing the various responsibilities of a person is a move towards their spiritual well being. Child bearing for instance is a call towards living according to the requirements of the ancestors. This means that for a Hindu to participate in the duties performed by the householder is in itself a move towards satisfying the renunciation ideal. Other responsibilities are directly associated with moving the individual towards the requirements of the religious ideal. These include sacrifices and the observation of rituals which is done at the householder stage (Eliade 347). It is clear that the apparent differences between the householder ideal and the r renunciate ideal creates some form of tension in Hinduism. The householder ideal follows the social responsibilities of a person while the renunciate ideal is for strict adherence to spiritual matters, away from social lives. Though the householder ideal and the renunciate ideal are apparently divergent, they are all means geared towards the same direction. Through the observation of the doctrine of the four stages of life in Hinduism the tension between the two ideals wanes. Understanding both the householder and renunciate ideals is important in understanding the requirements of Hinduism. Works Cited Eliade, Mircea. The Encyclopedia of religion, London, UK: Macmillan, 1987 Flood, Gavin. An introduction to Hinduism, London, UK: Cambridge University Press, 1996 Kitagawa, Joseph. Religious traditions of Asia, the: religion, history and culture, London, UK: Routledge Thursby, George and Mittal, Sushil. The Hindu world, London, UK: Routledge, 2004

Love and Marriage in Gallants The Other Paris Essay -- Mavis Gallant

The Other Paris Love waxes timeless. It is passionate and forbidden and a true head rush. Marriage, on the other hand, is practical, safe, a ride up the socioeconomic ladder. In "The Other Paris," Mavis Gallant weaves the tale of Carol and Howard, a fictional couple who stand on the verge of a loveless marriage, to symbolize the misguided actions of the men and women in the reality of the 1950s, the story's setting. By employing stereotypical, ignorant, and altogether uninteresting characters, Gallant highlights the distinction between reality and imagination and through the mishaps and lack of passion in their courtship mockingly comments on society?s views of love and marriage. Gallant typecast both Carol and Howard as ordinary young people, and like typical human beings, both have faults and beliefs that follow the accepted practices of society. As all women of a certain point in life (if that certain point can be said as the age of ?twenty-two?), Carol frets incessantly over her age, being ?under the illusion? that very soon she would be ?so old? that no man could possibly want her. Here, Gallant ridicules the standards of age and beauty expected by society from women like Carol, a thing common even in a more open and accepting world like today?s. Like her peers throughout time, Carol is pressured not only by her friends or parents but also herself to get a man while she able to attract someone much more suitable than that ?medical student with no money.? Her vanity and fear of ending up old and alone embodies societal views toward spinsters as women pining away in some dingy corner. Likewise, Howard also has the same pride as men now. His sister?s caution and unwelcome prediction that he will soon be just ?a... ...and approval. In the end, readers are unsure whether to laugh or cry at the union of Carol and Howard, two people most undoubtedly not in love. Detailed character developments of the confused young adults combined with the brisk, businesslike tone used to describe this disastrous marriage effectively highlight the gap between marrying for love and marrying for ?reason.? As a piece written in the 1950s, when women still belonged to their husbands? households and marriages remained arranged for class and money?s sake, Gallant?s short story excerpt successfully utilizes fictional characters to point out a bigger picture: no human being ought to repress his or her own desires for love in exchange for just an adequate home and a tolerable spouse. May everyone find their own wild passions instead of merely settling for the security and banality of that ?Other Paris.?

Hrothgar spake, helmet-of-Scyldings :: Poetry Poems Essays

Hrothgar spake, helmet-of-Scyldings: "Ask not of pleasure! Pain is renewed to Danish folk. Dead is Aeschere, of Yrmenlaf the elder brother, my sage adviser and stay in council, shoulder-comrade in stress of fight when warriors clashed and we warded our heads, hewed the helm-boars; hero famed should be every earl as Aeschere was! But here in Heorot a hand hath slain him of wandering death-sprite. I wot not whither,[1] proud of the prey, her path she took, fain of her fill. The feud she avenged that yesternight, unyieldingly, Grendel in grimmest grasp thou killedst, -- seeing how long these liegemen mine he ruined and ravaged. Reft of life, in arms he fell. Now another comes, keen and cruel, her kin to avenge, faring far in feud of blood: so that many a thane shall think, who e'er sorrows in soul for that sharer of rings, this is hardest of heart-bales. The hand lies low that once was willing each wish to please. Land-dwellers here[2] and liegemen mine, who house by those parts, I have heard relate that such a pair they have sometimes seen, march-stalkers mighty the moorland haunting, wandering spirits: one of them seemed, so far as my folk could fairly judge, of womankind; and one, accursed, in man's guise trod the misery-track of exile, though huger than human bulk. Grendel in days long gone they named him, folk of the land; his father they knew not, nor any brood that was born to him of treacherous spirits. Untrod is their home; by wolf-cliffs haunt they and windy headlands, fenways fearful, where flows the stream from mountains gliding to gloom of the rocks, underground flood. Not far is it hence in measure of miles that the mere expands, and o'er it the frost-bound forest hanging, sturdily rooted, shadows the wave. By night is a wonder weird to see, fire on the waters. So wise lived none of the sons of men, to search those depths! Nay, though the heath-rover, harried by dogs, the horn-proud hart, this holt should seek, long distance driven, his dear life first on the brink he yields ere he brave the plunge to hide his head: 'tis no happy place! Thence the welter of waters washes up wan to welkin when winds bestir evil storms, and air grows dusk, and the heavens weep. Now is help once more with thee alone! The land thou knowst not, place of fear, where thou findest out that sin-flecked being. Seek if thou dare! I will reward thee, for waging this fight, with ancient treasure, as erst I did, with winding gold, if thou winnest back." [1] He surmises presently where she is. [2] The connection is not difficult. The words of mourning, of acute grief, are said; and according to Germanic sequence of thought, inexorable here, the

John Steinbecks East of Eden - The Character of Adam Trask :: East Eden Essays

The Character of Adam Trask in East of Eden In Webster's Encyclopedic Unabridged Dictionary of the English Language, the word love is defined as a profoundly tender, passionate affection for another person. Love can bring two people together but it can also have a person be rejected by another because of love. In the novel East of Eden by John Steinbeck, the main character, Adam Trask, confronts a feeling of love throughout the whole book but he either rejects the love of people who care about him or has his love rejected by the people that he cares about. When Adam was a young man in the beginning of the novel, his father, Cyrus Trask loved him but Adam did not love him back and when Adam went into the army he did not come back home until his father's death. Later on in the story Adam really loved his wife, Cathy, but she didn't love him back and so when she tried to leave him and he would not let her, she shot him. Even though Adam survived he was demoralized for most of his life because he still loved her. Through Adam's ex periences of love in the novel, John Steinbeck shows that Adam Trask has an inability to handle love. When he first appears in the novel, Adam Trask is a young man who is not loved by his brother or mother but only by his father. Cyrus had punished Adam before and had tried to teach him to be a soldier and so Adam hated him for that and when Cyrus told him he loved him, Adam did not accept his love. Cyrus tells Adam, "I think you're a weakling who will never amount to a dog turd. Does that answer your question? I love you better. I always have. This may be a bad thing to tell you, but it's true. I love you better. Else why would I have given myself the trouble of hurting you?" (Steinbeck 28). Cyrus is telling Adam that he has always loved him and that the only reason that he punished him is because he loved him. He wants Adam to go into the army because he knows that Adam would be courageous and since Cyrus was in the army, he wants to pass on the legacy. When Adam came home from his discharge, his brother and him were talking about their father and Adam told him the truth.

American Literature and English Language Teaching Essay

M. A. Course in English shall comprise 4 semesters. Each semester shall have 4 courses. In all, there shall be 16 courses of 5 credits each. Each course shall carry 100 marks. Of these, 70 marks shall be reserved for theory (end-Semester examination) and 30 marks for tutorials/seminars (internal assessment). However, in course 5, titled â€Å"Linguistics and English Language Teaching†, only 50 marks shall be reserved for theory (end-Semester examination), 20 marks for Practical/Viva-voce exam and 30 marks for tutorial/seminars (internal assessment). Of these courses, Course Nos. 1 to 11, 13 and 14 shall be treated as Core Courses, Course nos. 12 and 15 as Elective Courses and Course No. 16 as Allied Elective Course open even to the students of other departments/faculties. The starred items are meant for detailed study. The theory component of each paper shall be of three hours’ duration. Pattern of Question Papers 1]The pattern of question paper in respect of course nos. 1,8,11,13,14,15,16 (Indian Literature in Translation, Women Writing and European Literature in Translation) shall be as follows: Section A (a) Two Long-Answer-Type Questions (500 words each) with internal choice – 2Ãâ€"12=24 Section B. (b) Six Short-Answer-Type Questions (200 words each) out of nine questions– 6Ãâ€"6=36 Section C (c) Ten Objective-Type Questions to be answered in a word or sentence each – 10Ãâ€"1=10 2]The pattern of question paper in respect of course nos. 2,3,4,6,7,9,10,12,16 (New Literatures in English) shall be as follows: Section A (a) Two Long-Answer-Type Questions (500 words each) with internal choice – 2Ãâ€"12 =24 Section B (b) Three passages for explanation out of 5 passages from the starred items to be answered in 200 words each – –3Ãâ€"6 = 18 Section C (c) Three Short-Answer-Type Questions out of 5 questions to be answered in 200 words each – – 3Ãâ€"6 = 18. Section D d) Ten Objective-Type Questions to be answered in a word or sentence each – 10Ãâ€"1=10 3]The pattern of question paper in respect of Course No. 5 (Linguistics and English Language Teaching) shall be as follows: Section A (a) Two Long-Answer-Type Questions (500 words each) with internal choice – 2Ãâ€"10=20 Section B (b) Four Short-Answer-Type Questions (200 words each) out of six questions – 4Ãâ€"5=20 Section C (c) Ten Objective-Type Questions to be answered in a word or sentence each – 10Ãâ€"1=10 SEMESTER I Course 1: Introduction to Linguistics – ENG – 101 1. (a)Key properties of Language b) Language varieties. 2. (a)Major concerns of Psycholinguistics and Sociolinguistics b) Historical approach, Descriptive approach 3. Major concepts in Linguistics: a) Syntagmatic and Paradigmetic axes b) Differential Calculous c) Constituent Structure d) Transformations and Deep Structure 4. Stylistics, its methods and limitations. Course 2: Poetry I (Chaucer to Blake) – ENG – 102 Chaucer:Prologue to Canterbury Tales (Modern version) *Shakespeare’s Sonnets No. 18, 30, 63, 130 *Milton:Paradise Lost, Book I *Donne:The Blossom, The Canonization, The Good Morrow Marvell:To His Coy Mistress *Pope:The Rape of the Lock. *Gray:Elegy Written in a Country Churchyard *Blake:The Tiger, Ah! Sun-flower Course 3: Drama I (Marlowe to Wilde excluding Shakespeare) – ENG – 103 *Webster:The Duchess of Malfi *Marlowe:Dr. Faustus *Jonson:The Alchemist Congreve:The Way of the World *Wilde:The Importance of Being Earnest Origin and Growth of the British Theatre Course 4: Prose– ENG – 104 *Bacon:Of Truth; Of Death; Of Adversity; Of Great Place; Of Parents and Children Addison & Steele:Of the Club; The Coverley Household; Labour and Exercise; Sir Roger at the Theatre (Coverley Papers from the Spectator, ed. K. Deighton, Macmillan). *Lamb:Christ Hospital; New Year’s Eve; Imperfect Sympathies *Carlyle:Hero as Man of Letters Russell:Science and War; Science and Values (from The Impact of Science on Society) Huxley:Tragedy and the Whole Truth (from W. E. Williams, ed. A Book of English Essays) SEMESTER II Course 5: Linguistics and English Language Teaching– ENG – 201 1. Phonology:(a) Speech mechanism and the Organs of Speech (b) Consonants, Vowels, Diphthongs (c) Phoneme (d) Stress, Intonation 2. Morphology:Morphemes: Words and Affixes 3. Syntax:(a) I. C. Analysis and its limits (b) Transformations of Movement, Addition, Substitution, Deletion. (c) Coordination and Subordination 4. English Language Teaching:(a) Direct Method (b) Audiolingual Method (c) Communicative Language Teaching (d) Error Analysis (e) Teaching skills of Language: listening, speaking, reading, writing. (f) Testing Course 6: Poetry II (Wordsworth to Arnold) – ENG – 202 *Wordsworth:The Prelude, Book I *Coleridge:Kubla Khan *Shelley:Adonais *Keats:Ode to a Nightingale, Ode on a Grecian Urn *Tennyson:Ulysses, The Lotos Eaters *Browning:Rabbi Ben Ezra, Porphyria’s Lover *Arnold:The Scholar Gypsy Course 7: Drama II (Shakespeare) – ENG – 203 Henry IV, Part I. Twelfth Night *Hamlet *The Tempest Shakespeare Criticism: Dr. Johnson, Bradley, Wilson Knight, Caroline Spurgeon, Stephen Greenblatt. Course 8: Fiction I (Defoe to Hardy) – ENG – 204 Defoe:Moll Flanders Fielding:Joseph Andrews Austen:Emma Dickens:Great Expectations Eliot:Middlemarch Hardy:Tess of the D’urbervilles SEMESTER III Course 9: Poetry III (Hopkins to Ted Hughes) – ENG – 301 *Hopkins:Pied Beauty; The Windhover; Carrion Comfort *Yeats:Sailing to Byzantium; Byzantium; No Second Troy; Coole Park and Ballyle *Eliot:The Waste Land *Auden:In Memory of W. B. Yeats; The Shield of Achilles. *Larkin:Church Going; Next, please; At Grass *Ted Hughes:The Thought-Fox; Hawk Roosting Course 10: Drama III (Twentieth Century Drama) – ENG – 302 *Shaw:Man and Superman *Yeats:Countess Cathleen *Eliot:Murder in the Cathedral *Beckett:Waiting for Godot *Pinter:The Birthday Party Course 11: Literary Criticism & Theory 1– ENG – 303 Aristotle:On the Art of Poetry Bharatamuni:On Natya and Rasa: Aesthetics of Dramatic Experience Anandavardhana:Dhvani: Structure of Poetic Meaning Dryden:Essay on Dramatic Poesy Wordsworth:Preface to Lyrical Ballads Coleridge:Biographia Literaria (Chs. XIII, XVII & XVIII) Arnold:The Study of Poetry (Essays in Criticism Book II) Course 12: Indian Literature in English I – ENG – EL-3. 1 *Tagore:Thou hast made me endless; Leave this chanting and singing; I am like a remnant of a cloud; In one salutation to thee (Gitanjali) *Sri Aurobindo:Savitri Book I Canto I (Passages for explanation to be set from the first 64 lines) *Girish Karnad:Nag-Mandala The following poets from Ten Twentieth Century Indian Poets ed. R. Parthasarathy (OUP): *Nissim Ezekiel:Poet, Lover, Birdwatcher; Background, Casually; Enterprise *Jayant Mahapatra:Grass, Lost. *A. K. Ramanujan:A River; Love Poem for a Wife I; Obituary *Kamala Das:My Grandmother’s House; A Hot Noon in Malabar; The Invitation OR American Literature I– ENG – EL-3. 2 The following from American Literature of the Nineteenth Century (Eurasia) and American Literature 1890-1965 (Eurasia): Emerson:The American Scholar, Self-Reliance, The Over-Soul Poe:*The Raven, The Fall of the House of Usher, The Philosophy of Composition Whitman:*When Lilacs Last in the Dooryard Bloom’d, Passage to India *Wallace Stevens:The Emperor of Ice-cream, Sunday Morning. *Emily Dickinson:I Taste a Liquor Never Brewed, I Felt a Funeral in My Brain, The Soul Selects Her Own Society, Because I Could not Stop for Death, These Are the Days When Birds Come *Tennessee Williams:A Streetcar Named Desire Edward Albee:Zoo Story SEMESTER IV Course 13: Fiction II– ENG–401 Conrad:Heart of Darkness Woolf:Mrs. Dalloway Joyce:A Portrait of the Artist as a Young Man Lawrence:Women in Love Kingsley Amis:Lucky Jim Course 14: Literary Criticism & Theory II – ENG – 402 Eliot:Tradition and the Individual Talent; The Function of Criticism; Hamlet (Selected Essays) Richards:Principles of Literary Criticism (Chs.IV-XV, XXI, XXXIV, XXXV and Appendix A – On Value) Ransom:A Note on Ontology (Twentieth Century Criticism: The Major Statements, eds. Handy and Westbrook) The following critics from David Lodge, ed. Modern criticism and Theory : A Reader (London : Longman, 1988) The following critics from David Lodge, ed. Modern Criticism and Theory: A Reader (London: Longman, 1988) Saussure:Nature of the Linguistic Sign Derrida:Structure, Sign and Play in the discourse of the human Sciences Said:Crisis (in Orientialism) Showalter:Feminist criticism in the Wilderness Eagleton:Capitalism, Modernism and Postmodernism. Course 15: Indian Literature in English II – ENG – EL-4. 1 Mulk Raj Anand:Untouchable R. K. Narayan:The Financial Expert Raja Rao:The Serpent and the Rope Anita Desai:Voices in the City Salman Rushdie:Midnight’s Children Amitav Ghosh:The Shadow Lines Jawahar Lal Nehru:An Autobiography OR American Literature II – ENG – EL-4. 2 Hawthorne:The Scarlet Letter Melville:Billy Budd Faulkner:Light in August Hemingway:A Farewell to Arms Ralph Ellison:Invisible Man Saul Bellow:Humboldt’s Gift Course 16: Indian Literature in Translation – ENG – EL-4. 3 The following poets from Oxford Anthology of Modern Indian Poetry eds. Vinay Dharwadker & A. K. Ramanujan: Sitanshu Yashashchandra:Drought V Indira Bhavani:Avatars Ali Sardar Jafri:Morsel Paresh Chandra Raut:Snake Tagore:Homecoming; My Lord, The Baby Shrilal Shukla:Rag Darbari Tendulkar:Ghasiram Kotwal Ananthamurthy:Samskara Translation, Theory and Practice OR New Literatures in English – ENG – EL-4. 4 The following poets from An Anthology of Commonwealth Poetry ed. C D Narasimhaiah, Macmillan: *A. D. Hope:Australia; The Death of the Bird *Atwood:Journey to the Interior *A. K. Ramanujan:Death and the Good Citizen; Waterfalls in a Bank (The Collected Poems of A.K. Ramanujan, OUP) *Agha Shahid Ali:Showman; The Season of the Plains (Twelve Modern Indian Poets ed. A. K. Mehrotra, OUP) Chinua Achebe:Things Fall Apart V. S. Naipaul:A House for Mr. Biswas Wole Soyinka:The Road Patrick White:Voss Nadine Gordimer:The Burger’s Daughter OR Women Writing– ENG – EL-4. 5 The following poets from The Faber Book of 20th Century Women’s Poetry ed. Fleur Adcock: Margaret Atwood:Siren Song Adrienne Rich:Snapshots of a Daughter-in-Law U A Fanthorpe:Not My Best Side Sylvia Plath:Lady Lazurus Gwendolyn Brooks:A Sunset of the City Shashi Deshpande:That Long Silence  Charlotte Bronte:Jane Eyre Tony Morrison:Beloved Mary Wollstonecraft:A Vindication of the Rights of Women John Stuart Mill: The Subjection of Women Virginia Woolf:A Room of One’s Own OR European Literature in Translation – ENG – EL-4. 6 Sophocles:Oedipus the King Dostoevsky:Crime and Punishment Flaubert:Madam Bovary Kafka:â€Å"Metamorphosis† Alberto Moravia:The Woman of Rome Brecht:Mother Courage Baudelaire:Les Fleurs du mal (Flower of Evil) Rilke:The Sonnets to Orpheus No. X; The First Elegy (Duino Elegies); The Poet, Remembrance (from Collected Poems of Rainer Maria Rilke, Modern Library, New York). l