ANOVA Statistics Project Example | Topics and Well Written Essays - 500 words

ANOVA - Statistics Project Example The aftereffects of the test were measurably critical, F(3, 14) = 23.39, p The quality of the connection between the gathering of kidneys presented to shifting occasions of ischemia and % water content was solid, as the estimation of R-sq. (83.37%) in Minitab yield is high and near 1. The gathering of kidneys presented to fluctuating occasions of ischemia represents 83% (R-sq, taken from Minitab yield) of the difference in % water content. Tukey’s pairwise examinations demonstrated that the % water content in charge bunch is less contrasted with 30 min ischemia (95% certainty stretch for distinction is somewhere in the range of 1.96% and 5.13%, taken from Minitab yield), 60 min ischemia ((95% certainty span for contrast is somewhere in the range of 0.87% and 3.56%) and 120 min ischemia (95% certainty stretch for distinction is somewhere in the range of 2.13% and 5.30%). Fisher’s pairwise examinations demonstrated that the % water content in charge bunch is less contrasted with 30 min ischemia (95% certainty span for distinction is somewhere in the range of 2.38% and 4.72%, taken from Minitab yield), 60 min ischemia ((95% certainty stretch for contrast is somewhere in the range of 1.22% and 3.21%) and 120 min ischemia (95% certainty stretch for contrast is somewhere in the range of 2.55% and 4.88%). Moreover, the % water content in 60

Kochansak and Aksan

IntroductionCompliance is a word portrayed as the readiness of an individual to adhere to a guidance from someone else at a given time. It is a significant worry of children’s guardians and educators since consistence will enable a kid to follow straightforward requests at home by their folks and adhere to rules and guidelines in the school.BodyThere are two sorts of consistence as per the book of Kochanska and Aksan, the â€Å"situational compliance† and the â€Å"committed or responsive compliance†; anyway these sorts of consistence have different qualifications. Situational consistence depends on a desire for remuneration and discipline that is the reason a youngster complies with the parent even without the genuine duty and commitment on the grounds that the kid is either scared of the discipline for not obeying or the kid is anxious of the award for complying. Then again dedicated or responsive consistence depends on the child’s eagerness to participa te; it is of their freewill to do what is requested the person in question to do. Moreover, the submitted or open consistence is the further developed type of consistence and it is related with the child’s internalization.In the consistence investigation of Kochanska and Aksan they discovered that youngsters thought that it was simpler to conform to â€Å"don’t touch† guidelines that â€Å"clean up† directions. The improvement of consistence is of significant worth due to its job in the disguise of a child’s virtue, restraint, self-sufficiency and socialization. The second and the third year of a people life is significant for building up these aptitudes, the child’s capacity to create self-guideline begins at this age.This expertise of a youngster joins the subjective ability to comprehend orders made by their folks and the capacity to convey the orders. What's more, there is such a period, that when a kid turns out to be progressively read y to go along the person would be less ready to agree, a component of the child’s expanding self-governance. As the youngster develops more established, the person turns out to be progressively agreeable yet with an expanding expertise in the utilization of arrangement systems, this is to get what the individual needs (Kochanska 1995).In another investigation it shows that fathers are more straightforward in their solicitation for consistence; let’s state for instance a dad will say â€Å"pick up your toys† legitimately to the kid, along these lines the kids are probably going to oblige on account of the authority over them. Then again moms are increasingly backhanded and progressively warm with respect to their solicitations for consistence, and they utilize deal framework to cause the youngster to obey to what they are mentioning; for instance moms would state â€Å"please head to sleep now†, â€Å"if you tidy up your room I will purchase the toy that you want†, these are a portion of the solicitations moms make. As such the youngsters will prone to conform to their moms demand due to the prize sitting tight for them or the fondness that they felt (1995).Proposed explanationThere are different considerations that I need to propose in the discoveries of Kochanska and Aksan; why the kids think that its simpler to consent to the â€Å"don’t touch† directions than â€Å"cleaning up† guidelines. The reasons I believe are as follows.A. it is simpler to order a youngster not to contact things as opposed to tidying things up in light of the fact that kids would prefer not to be controlled and given guidelines as of to fix things or to clean things up.B. another viewpoint is on the grounds that youngsters thinks it is better not to contact things as opposed to try fixing them and setting up them after in light of the fact that it is a ton of work to do. Youngsters are obviously a lethargic and they imagine that these little undertakings are serious deal and that they can't do it.C. Third part of this is youngsters utilize the deal framework to get what they need; for instance they would possibly tidy things up in the event that they are given a compensation for the undertaking they did. This is situational consistence, in which the youngster is expecting for something as a byproduct of the cost of complying.Test DesignWith respects to the proposed clarifications over, a test is to be intended to have the option to test if the proposed clarifications are valid or not and if the clarifications are exact or not.In this test we are going to require 20 offspring of a similar age, kids who are in the pre-school since offspring of this stage are progressively ready to consent however less ready to go along. The youngsters would be approached to complete 2 things likewise, either to â€Å"fix their toys and get a reward† or basically â€Å"sit down and play†. Along these lines we wou ld have the option to know whether the kids needed to conform to things since they will receive something in return, almost certain a circumstance consistence or if kids just follow things since it is the thing that they needed to do or what we call submitted consistence. We should solicit the 20 kids exclusively which from the decisions they need to oblige.This study intends to know whether offspring of this stage are to a greater extent a circumstance consistence or submitted consistence, and this likewise plans to quantify the ability of the youngsters to agree to little tasks.In the finish of the investigation we would have the option to know whether the proposed clarifications are valid if more kids fixed their toys for the prize they are going to get.Reference:1. Kochanska, G., Aksan, N.,â (1995). Motherâ€child commonly positiveaffect, the nature of youngster consistence to demands andprohibitions, and maternal control as corresponds of early internalization.2. Kochanska, G., Aksan, N., and Koenig, A. L. ( 1995). A longitudinalstudy of the foundations of preschoolers’ soul: Committed complianceand developing disguise. Youngster Development, 66,1752â€1769.

Gertrudis love Essay Example For Students

Gertrudis love Essay The equivocalness of chocolate is fundamentally the same as the intricate character of Gertrudis. Gertrudis is the main little girl who can be liberated from her domineering mother: she has the fearlessness; she is pushed by some uncommon capacity to leave and make her own life. Chocolate is known as a sweet treat these days, when in Mexico it was utilized as crude cacao beans and was extremely solid if not cooked and arranged cautiously. The chocolate speaks to her solid character as progressive pioneer; her administration her longing to be viewed as not less then a man on the war zone, how she had triumphed throughout everyday life. She was a general in the progressive army.(163). She has the ability to settle on choices for her own soldiers, similar to no other lady in the family; she has broken the customs similarly as the chocolate can make an individual change in a brief look at a second because of its hardness and delicacy simultaneously. The chocolate can likewise speak to the fiery character she has. She is constantly charmed by task that includes cadence, development or music(11), which likewise has its badly designed, leaving Gertrudis flittering from one undertaking to the next, seldom focusing on troublesome or uninteresting obligations. Sugar speaks to the affection that Gertrudis has in her. She was an affection youngster, made inside an enthusiastic relationship she has this understanding on genuine affection and portrays, Titas and Pedros love as being one of the most genuine she knows, she accepts that nothing should separate them. Sugar is frequently said to mollify the personality of extremely resilient people yet in addition resuscitate the less energized, Gertrudis has that capacity to revive her sister Tita when she most needs it. Rose concentrate, speaks to the energy that energizes Gertrudis love. The unprecedented enthusiasm that Gertrudis feels is nothing less then the longing that Tita and Pedro have for one another. She has the inclination to detect and see genuine affection; she lives and perseveres through the physical feelings they have for one another which lead to her vanishings of the farm, and her disclosure of a keeps an eye on adoration. The way that she will at that point work in a massage parlor gives us a knowledge into the abundancy of the craving she has forever, as no man could have fulfilled her. She has a need to liberate herself from Mama Elena, her conventional standards that constantly gotten her far from what she truly was, an enthusiastic and physical character. The grounded bean stew powder is at that point, the undeniable however all around concealed mystery of her beginnings, an abrupt yet fascinating trace of hotness. Having mulatto(125) blood gives Gertrudis a tremendous preferred position on numerous levels. Not just has her feeling of cadence parted with it, however her capacity to order her soldiers with energy and care. Chocolate fondue is a blend of surface and taste, extremely consoling from the start and out of nowhere instructing, liquefied and hard. The sweet and hot mix, make the capacity to find a rainbow of sensation and taste that is individual to all person. The enthusiasm that is then added to the dish, however it can lose individuals from the outset, secures a surge of adrenaline, at that point a more settle yet exceptionally solid sentiment of adoration and want attacks the body and the psyche. The energy organic product speaks to the differentiation that exists inside Trevinos love and enthusiasm for Gertrudis. This organic product by its name, yet additionally by its surface and taste helps us to remember an unfulfilled love. The extremely sweet taste of the organic product a representation for the all consuming, instant adoration a striking inclination that attacks your mouth is a similar inclination that stroke Trevino when he initially meet Gertrudis. Yet additionally the crunchiness of the seeds inside the organic product center: leaving an appealing need to encounter this questionable blend once more. .u65e62939e7058457856a61eecae91d17 , .u65e62939e7058457856a61eecae91d17 .postImageUrl , .u65e62939e7058457856a61eecae91d17 .focused content territory { min-tallness: 80px; position: relative; } .u65e62939e7058457856a61eecae91d17 , .u65e62939e7058457856a61eecae91d17:hover , .u65e62939e7058457856a61eecae91d17:visited , .u65e62939e7058457856a61eecae91d17:active { border:0!important; } .u65e62939e7058457856a61eecae91d17 .clearfix:after { content: ; show: table; clear: both; } .u65e62939e7058457856a61eecae91d17 { show: square; progress: foundation shading 250ms; webkit-change: foundation shading 250ms; width: 100%; darkness: 1; change: obscurity 250ms; webkit-progress: murkiness 250ms; foundation shading: #95A5A6; } .u65e62939e7058457856a61eecae91d17:active , .u65e62939e7058457856a61eecae91d17:hover { haziness: 1; progress: mistiness 250ms; webkit-progress: mistiness 250ms; foundation shading: #2C3E50; } .u65e62939e7058457856a61eecae91d17 .focused content zone { width: 100%; position: rel ative; } .u65e62939e7058457856a61eecae91d17 .ctaText { fringe base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: intense; edge: 0; cushioning: 0; content design: underline; } .u65e62939e7058457856a61eecae91d17 .postTitle { shading: #FFFFFF; text dimension: 16px; textual style weight: 600; edge: 0; cushioning: 0; width: 100%; } .u65e62939e7058457856a61eecae91d17 .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; outskirt: none; fringe sweep: 3px; box-shadow: none; text dimension: 14px; text style weight: striking; line-stature: 26px; moz-fringe range: 3px; content adjust: focus; content enhancement: none; content shadow: none; width: 80px; min-stature: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/straightforward arrow.png)no-rehash; position: supreme; right: 0; top: 0; } .u65e62939e7058457856a61eecae91d17:hover .ctaButton { foundation shading: #34495E!important; } .u65e629 39e7058457856a61eecae91d17 .focused content { show: table; tallness: 80px; cushioning left: 18px; top: 0; } .u65e62939e7058457856a61eecae91d17-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .u65e62939e7058457856a61eecae91d17:after { content: ; show: square; clear: both; } READ: Titanic's quietness EssayLike Trevinos character towards Gertrudis, he despite everything is a perceived womanizer(175) enticing each lady by its respectful conduct, yet committing his affection to one lady just, his genuine affection. Then again this specific organic product additionally has an exceptionally acrid touch when left in the mouth excessively long. The acridity of an outlandish relationship, because of a general public made of cast and customs. A generala(173) can't be with one of her trooper, regardless of whether Trevino knows this, he connected with himself in an individual fight to vanquish the core of h is adored one, an individual he needs to fear, obey and regard as indicated by the general public. The masculinity of the mango fortifies the force Trevino shows when he is request to obey Gertrudis. Trevino shows his ability, and demonstrates to her that he could deal with any troublesome errand in any event, for him it was no simple task(175), satisfying it and simultaneously reestablishing his familial respect. This implies a great deal to the eyes of Gertrudis, who at that point comprehends what man he truly is. Through this accomplishment, he can continuously increase a significant regard from her, turning into her watchman. The peppery taste of the mango at that point altogether underlines the trouble Trevino experiences when Gertrudis is brought together with Juan: her actual and just love. The main decision he has, subsequent to losing all expectations, is to reassign his emotions to ensure and serve her on the front line. He at that point becomes on of her best trooper and trusts him with her life. Also, the way that she picks him for the planning of her preferred dish sh ows that she confides in him with her spirit. Be that as it may, lost love consistently accompanies a course of curb feelings that is very much emerged by the banana. Under a hard and defensive skin, a delicate and delicate center is discovered where all feelings are concealed away. Trevino is very emotional(176), and consistently takes Gertrudis reproving individual, as a dismissal excusal of his adoration for her. To repay this dismissal Trevino as no other device at that point to release his bitterness into drinking. The blend of those three natural products, very much decided the feelings that Trevino has for Gertrudis a blend of prepared emotions.

American Culture and Politics Free Essays

This examination sees American Culture and Politics since there is such a great amount in American history and culture. The proposition paper contains a portion of the discoveries about the American governmental issues and culture. This paper can help researchers who need to have a wide information about American governmental issues and culture and how they impact one another. We will compose a custom article test on American Culture and Politics or on the other hand any comparative point just for you Request Now The essential research sources that will be utilized include: Questionnaire and Interview. Optional sources include: distributed course readings, and distributed insights. Presentation In the first place, American preservationists guarantee that the Left, from its parapets of intensity in Hollywood, the colleges, the national media, the government courts, and the National Endowment for the Arts, has pursued, for quite a long time, a â€Å"culture war† upon the American individuals †a war that the individuals have been losing. The conservatives’ objection is normally put along these lines: the Left has set out to â€Å"politicize† American culture, to drive it to comply with another conventionality of political rightness in everything from gay union with pronoun utilization (Kesler, 1998). The conservatives’ point is that culture ought to be above, or possibly isolated from, the political request; that common society †the domain of craftsmanship, religion, family, and private property †ought to be secured, for freedom just as culture, against political infringements. Rather than legislative issues attempting overbearingly or self-assertively to make culture, governmental issues ought to give itself to monitoring society (Combs, 1991). As per Goodnow governmental issues had to do with the approaches or articulations of the state will (Parashar, 1997). Hence in the traditionalist view, governmental issues ought to develop out of culture and serve culture, not the opposite way around. Researchers and dissident on the left should take cautioning: What once political developments have become converted into individual missions for satisfaction (Cloud, 1998). In any case, now one sees that there are really two traditionalist perspectives on culture. They contrast on the topic of what it intends to â€Å"conserve† culture: Does it intend to keep government’s hands off it, to be impartial towards culture and permit it to grow anyway craftsmen and residents pick? Or on the other hand does it mean a hands-on approach, a functioning advancement of â€Å"traditional American values† against their future subverters all through government? Hands-off is the inclination both of libertarians, who will in general take a law based and free enterprise disposition towards culture, and of those neo-traditionalists who protect high culture against the public’s endeavors to impact it (Josephson, 2007). The hands-on approach is favored by the alleged Religious Right, by most who allude to themselves as â€Å"cultural conservatives† or conventionalists, and by numerous neo-traditionalists who are repulsed by the possibility of American society’s express de-admonishment. Indeed, even moderates who are set up to go through government to shore American culture, in any case, ordinarily dismiss the thought that they are â€Å"politicizing† the way of life (Whitfield, 1996). They contend that they are just utilizing legislative issues to get past governmental issues †that is, to defeated the culture’s fake or constrained politicization. White Southerners, used to a cordial custodial condition, were standing up to an increasingly assorted and mainstream American culture (Marsden, 2006). Taking advantage of this logical inconsistency or equivocalness, the Left today charges that moderates are readied, when they are readied, to take a free enterprise demeanor towards culture simply because theirs †the white male common culture †is the predominant one. At the point when its authority is tested, liberal pundits note, as it is being tested at present, at that point moderates stop to be safeguards of a hands-off social strategy and immediately become promoters of social protectionism (Wald, Calhoun-earthy colored, 2006). However in testing the alleged authority of man centric or preservationist culture, most liberal educated people don't envision themselves to require the authority of their own way of life. Today’s nonconformists represent â€Å"multiculturalism,† for the substitution of administering class culture by the variety of societies having a place with persecuted, or once in the past mistreated, classes and gatherings. Previously, white guys had utilized their way of life to legitimize and fortify their standard over the remainder of society; it was white guys who â€Å"politicized† culture, as indicated by the multiculturalists (Sturm, 2002). Presently, the remainder of society †in fact, the world †can get recently prohibited societies to shoulder request to delegitimize the old â€Å"racist, chauvinist, homophobic† arrange and appoint another, progressively comprehensive one (Roper, 2002). From the point of view of conventionalist conservatism, each general public or individuals are characterized by its way of life, and consequently every culture is pretty much a selective one (Neve, 1992). In John O’Sullivan’s words, â€Å"A multicultural society is an inconsistency in wording and can't endure inconclusively. It either becomes monocultural or runs into inconvenience. â€Å"1 At this point, we critically need some lucidity on the importance of â€Å"culture. † Becoming American was at first a political and sacred decision, yet at last it required a progression of significant changes in business, discourse, dress, religion, writing, training, legends, occasions, metro functions †in character (Bergmann Seminar on Feminism and Culture in Latin America, 1990). The state funded schools development was one of the most significant, just as one of the most self-evident, of these ensuing endeavors to adjust the American individuals to their new republican organizations. It is an old political perception, resounded in Montesquieu and endless different essayists, that at the outset men make the organizations, and after that the foundations make the men. The American organizers had this adage particularly as a top priority as they constructed the organizations that would manage the nation’s predetermination, and today it merits considering over again. Maybe the time has come to fabricate some new foundations, on the off chance that we are to have a genuine opportunity to restore American culture. During a generally short timeframe the principal food industry has assisted with changing the American eating routine, yet in addition our scene, economy, workforce, and mainstream society (Schlosser, 2001) as a sort of development: a culture is a living social creature that has specific ethnic â€Å"roots† and creates from those roots, frequently blooming into extraordinary, that is, trademark accomplishments of high workmanship. To comprehend a culture implies consequently to welcome it in its identity, to consider it to be a one of a kind recorded development †not as an insignificant exemplum of a typical and constant human instinct, considerably less as a defective epitome of the best political or social request. Reason has little to do with culture in this sense, in this manner, on the grounds that the cutting edge idea of culture stresses the ethnic, the specific, the legitimate to the detriment of the widespread; while reason endeavors, even in down to earth issues, to see points of interest in the light of universals. A valid culture is normal in the feeling of being an uncoerced development, not in the feeling of containing all inclusive rules that can be gotten a handle on and maybe controlled by reason (Tomsich, 1971). Likewise, a bona fide culture can't be structured or arranged in light of the fact that it can't be thoroughly considered; it is consistently during the time spent moderate change or adjustment. Since the time Edmund Burke, whose safeguard of the British Constitution turned into the model for the Right’s thinking on the social underlying foundations of governmental issues by and large, preservationists have contended that culture is neither an objective that legislators can try to accomplish nor an item that they can make †not to mention send out. Synopsis Oddly enough, the multiculturalists concur with the conventionalists on the supremacy of culture over governmental issues, and somewhat even on the meaning of culture. What the multiculturalists demand, nonetheless, is that culture doesn't need to be select, or all the more accurately, that Americans can partake in numerous societies without surrendering to any of them and consistently to be American. However, this is to heap silliness upon craziness. References Bergmann, E. L. Workshop on Feminism and Culture in Latin America. (1990). Ladies, culture, and governmental issues in Latin America. California: University of California Press. Cloud, D. L. (1998). Control and reassurance in American culture and legislative issues: talk of treatment. New Delhi: SAGE. Brushes, J. E. (1991). Polpop 2: governmental issues and mainstream society in America today?. New York: Popular Press. Eric Schlosser. (2001). Inexpensive food country: the clouded side of the all-American supper, Volume 1000. New York: Houghton Mifflin Harcourt. Josephson, M. (2007). The President Makers †the Culture of Politics and Leadership during a time of Enlightenment 1896-1919. New York: READ BOOKS. Kesler, C. R. (1998, May 15). Culture, Politics, and the American Founding. Recovered June 13, 2010, from www. claremont. organization: http://www. claremont. organization/distributions/pubid. 496/pub_detail. asp Lipartito, K. Sicilia, D. B. (2004). Building corporate America: history, governmental issues, culture. New York: Oxford University Press. Marsden, G. M. (2006). Fundamentalism and American culture. New York: Oxford University Press US. Neve, B. (1992). Film and governmental issues in America: a social convention. New York: Rout edge. Parashar, P. (1997). Open Administration in the Developed World. New Delhi: Sarup Sons. Roper, J. (2002). The forms of American governmental issues: a presentation. Oxford: Wiley-Blackwell. Sturm, C. (2002). Blood legislative issues: race, culture, and personality in the Cherokee Nation of Oklahoma. California: University of California Press. Toms

The Saber-Tooth Curriculum Term Paper - 550 Words

The Saber-Tooth Curriculum (Term Paper Sample) Content: The Saber-Tooth CurriculumName:Institution:The Saber-Tooth CurriculumIn the book The Saber-Tooth Curriculum, Peddiwell (2004) takes a satirical look at conflicting philosophies of educational approaches using the universal principle of education. The author provides information about a professor who took a detailed study on the old age curriculum. From the analysis of the story, it is evident that the stone-age curriculum was designed to tackle the existing problem in the society. The professor states that the Stone Age curriculum had subjects that instilled practical values in the learners and were designed basing on the prevailing local situation (Peddiwell, 2004, p. 27). The designers of the curriculum focused on the economic, as well as social needs of the people and thus designed the subjects to suit the situation. The author cites subjects such as tiger chasing with fire and fish grabbing with bare hands that focused o how learners could benefit from the existi ng environment for economic and social gain. However, when the climate changed, the lakes dried up, and tigers migrated to warmer places making the education irrelevant. Instead of changing the curriculum to address the prevailing situation, some traditionalists argued that the change was not necessary. They thought it wise to preserve some ideas in the Stone Age courses for the benefit of building the mind of the learner (Peddiwell, 2004, p. 39). This marked the genesis of the fight between progressive and traditional education. The radicals termed the practical lessons in the traditional education as consisting of useless activities that cannot interest an individual with good sense (Peddiwell, 2004, p. 42). This argument implies that the traditional education focused on traditional activities that are no longer practical in the modern world and thus not suitable for students. He questions the logic behind a boy learning to club tigers (Peddiwell, 2004, p. 42) in the world whereby tigers are no longer freely available. The traditionalists, on the other hand, argued, the true essence of good education is timelessness (Peddiwell, 2004, p. 44) to imply that education is supposed to withstand changes taking place in the world. However, the author argues that this argument marked the genesis of the demise of progressive education. The author further argues that conservatism education did not benefit students because what they learned was not practical in the progressive era. Even though teachers knew this truth, the author argues that they continued to teach conservatism education (Peddiwell, 2004, p. 44). The information about the struggle to conform to conservatism education is an indication of the struggle the student is undergoing to grasp concepts being taught in the classroom. The focus on the saber-tooth curriculum that focuses on relevant practical skills in the older generation burdens the student with too much laboratory work without giving them a room to appreciate the advancement in scientific fields. The argument further impl... The Saber-Tooth Curriculum Term Paper - 550 Words The Saber-Tooth Curriculum (Term Paper Sample) Content: The Saber-Tooth CurriculumName:Institution:The Saber-Tooth CurriculumIn the book The Saber-Tooth Curriculum, Peddiwell (2004) takes a satirical look at conflicting philosophies of educational approaches using the universal principle of education. The author provides information about a professor who took a detailed study on the old age curriculum. From the analysis of the story, it is evident that the stone-age curriculum was designed to tackle the existing problem in the society. The professor states that the Stone Age curriculum had subjects that instilled practical values in the learners and were designed basing on the prevailing local situation (Peddiwell, 2004, p. 27). The designers of the curriculum focused on the economic, as well as social needs of the people and thus designed the subjects to suit the situation. The author cites subjects such as tiger chasing with fire and fish grabbing with bare hands that focused o how learners could benefit from the existi ng environment for economic and social gain. However, when the climate changed, the lakes dried up, and tigers migrated to warmer places making the education irrelevant. Instead of changing the curriculum to address the prevailing situation, some traditionalists argued that the change was not necessary. They thought it wise to preserve some ideas in the Stone Age courses for the benefit of building the mind of the learner (Peddiwell, 2004, p. 39). This marked the genesis of the fight between progressive and traditional education. The radicals termed the practical lessons in the traditional education as consisting of useless activities that cannot interest an individual with good sense (Peddiwell, 2004, p. 42). This argument implies that the traditional education focused on traditional activities that are no longer practical in the modern world and thus not suitable for students. He questions the logic behind a boy learning to club tigers (Peddiwell, 2004, p. 42) in the world whereby tigers are no longer freely available. The traditionalists, on the other hand, argued, the true essence of good education is timelessness (Peddiwell, 2004, p. 44) to imply that education is supposed to withstand changes taking place in the world. However, the author argues that this argument marked the genesis of the demise of progressive education. The author further argues that conservatism education did not benefit students because what they learned was not practical in the progressive era. Even though teachers knew this truth, the author argues that they continued to teach conservatism education (Peddiwell, 2004, p. 44). The information about the struggle to conform to conservatism education is an indication of the struggle the student is undergoing to grasp concepts being taught in the classroom. The focus on the saber-tooth curriculum that focuses on relevant practical skills in the older generation burdens the student with too much laboratory work without giving them a room to appreciate the advancement in scientific fields. The argument further impl...

Challenges Of A Budget Deficit For School Leaders - Free Essay Example

Chapter 1: Introduction 1.0 Introduction Wildavsky (1986) has raised pertinent question about the evolution of budgeting at school level in these words: From the time the caterpillar of budgetary evolution became the butterfly of budgetary reform, the line-item budget had been condemned as a reactionary throwback to its primitive larva. Budgeting, its critics claim, has been metamorphosed in reverse, an example of retrogression instead of progressà ¢Ã¢â€š ¬Ã‚ ¦Yet, despite these faults, real and alleged, the traditional budget reigns supreme virtually everywhere, in practice if not in theory. Why? (Wildavsky 1986, p 313) According to the Education Reform Act (ERA) of 1988, Local Education Authorities (LEAs) are authorized to prepare local management of school (LMS) plans for all the primary and secondary schools within their assigned districts (Edwards and Ezzamel 1996). Board of governors of each school is responsible to devise and implement the financial management schemes out of the funds given to them by the LEA (Edwards and Ezzamel 1996). Authorities at the school level are autonomous to allocate funds according to their peculiar needs to yield maximum results in the form of higher student learningà ¢Ã¢â€š ¬Ã¢â€ž ¢s (Edwards and Ezzamel 1996). This package of reforms by the government has set some assumptions for the management of schools (Edwards and Ezzamel 1996). For example it was assumed that these reforms will triggers change management programs in the educational institutions which ultimately improve their performance in terms of efficient transformation of knowledge to the students (Edw ards and Ezzamel 1996). The delegation of financial budgeting to schools was the integral part of this scheme which is also explicitly mentioned in the proposals of LMS (LMS Initiative 1988). Under the new setup, governors and senior teachers have to play many a new roles such as of defining the categories of budgets, the distribution of funds and determining the internal auditing mechanisms (LMS Initiative 1988). LMS has also provided detailed guidance for devising the budgeting techniques (LMS Initiative 1988). Governors and senior staff members, for example, are prohibited to use the iterative historical budgets (Edwards and Ezzamel 1996). The Comprehensive budgeting scheme is definitely confronting in nature which has radically transformed the existing setup within the organization (Edwards and Ezzamel 1996). In response to this, Wiedenbaum (1970) commented that the procedure of funds allocation is à ¢Ã¢â€š ¬Ã…“hardly deliberate and systematic choice among alternatives that economists try to envision. Rather, it is a fragmented and compartmentalized affair. Many of the key decisions are not made during the budget process or within the budgetary framework at allà ¢Ã¢â€š ¬? (p 233). It is evident from the comments of Wiedenbaum (1970) in this respect; zero-based budgeting is proposed to follow as a bench mark while pursuing the standard of comprehensive budgeting setup. 1.1 Objectives of the Research To figure out the challenges of budget deficit faced by school leaders is one of the main objectives of this research. This objective will be achieved by digging out the main causes of budget deficit through research questionnaires. 1.2 Aim of the Research The chief goal of this research is to find out the optimal budgeting strategy which maximizes the student learning in a cost effective fashion. 1.3 Relevance to the Researcher As a school teacher, researcher is also facing the similar problem of deficit budgeting at his workplace. So the findings of this research can be helpful to the writer to solve the issues of deficit financing at his school. 1.4 Summary In this chapter, researcher discussed the delegation of delegation of budget making responsibility to the school leaders by the government of UK. The aim of this mega shift was to make the schools self sufficient in managing their affairs and to enhance the learning of students as a whole. Research objectives, aim and interest to the writer are also briefly discussed in this chapter. Chapter 2: Literature review 2.0 Introduction In this section, the issue of deficit budgeting at school level will be discussed. Then the role of school leaders as a manager of financial affairs will come under discussion. Later on, some noteworthy challenges and their possible solutions will be discussed. 2.1 Budget deficit at school level Budgeting is the process of estimating the future expenditure of an institution for a certain period of time and the amount of money needed to fulfil that demand from certain sources of money (Investopedia 2010). A budget is actually microeconomic idea which is based on trade-off of one thing for another (Investopedia 2010). A surpluses budget can occur when the amount of revenue exceeds the expenditures which leave some unused money at the year end (Investopedia 2010). On the other hand, an institution can have deficit budget when the amount of expenses surpass the amount of income (Investopedia 2010). Both these situations are unfavourable for the management of an educational institution such as a school (Knight 1993). On the expense side of school budget, there are many items such as the salaries of staff, books, stationary, utilities expenses like heating system charges and games expenses (Knight 1993). All these costs are important in their own ways and play their own role in the final output of a school. What the school leaders need to do is to prioritize these tasks according to their level of urgency and importance so that they can meet these obligations without incurring surpluses and deficit budgets (Wildavsky 1986). On the revenue side, main sources of cash are tuition fees from students, donations, subsidies and government funding (Wyner and Light 2010). The money received from students in the form of fees can show fluctuations as the number of students enrolled each year keep on changing. Hence it is difficult to estimate the exact figure in the beginning of year (Knight 1993). The funds from government are also not certain in the sense that if there is recession in the economy, government may allocate less to the education out of the total national budget (Coleman and Anderson 2001). As per the national statistics of UK, inflation is rising, which means that the things of common use are getting expensive day by day which put extra pressure on the school leaders to manage their budget prudently (see figure 1). Hence it is anticipated that this rise in inflation is adding fuel to the fire and will exert extra pressure on schoolà ¢Ã¢â€š ¬Ã¢â€ž ¢s budgets. This is a graph showing Annual inflation rates 12 month percentage change Figure 1: Inflation of UK till March 2010 (Office for National Statistics, 2010) It is, therefore, not an easy task to forecast both the expenditures and revenues at school level. As a result, most of the schoolà ¢Ã¢â€š ¬Ã¢â€ž ¢s managers wait for some period till the picture of future revenue and expenses is clearer. This is also known as incremental annual budgets for the school. Budgeting is very important activity for the schoolsà ¢Ã¢â€š ¬Ã¢â€ž ¢ management as the performance of the upcoming year depends upon the right planning and the proper implementation of educational programs (Blandford and Blackburn 2004). As per the critical importance of budgeting, it is considered as one of the main responsibilities of the governing bodies to set the annual goals and prepare budgets accordingly (Blandford and Blackburn 2004). However it is noted that there is often deficit and surpluses of money at the yearend which indicates that the authorities are not doing well in making their schoolà ¢Ã¢â€š ¬Ã¢â€ž ¢s budgets (Edwards and Ezzamel 1996). One possible reason of surplus or deficit budgeting is that the school leaders can not accurately anticipate the exact amount of revenue and expenses for the upcoming year (Wildavsky 1986). Though they are provided precise guidelines and framework, yet there are surpluses and deficits at the year end. If the goals are pragmati cally set and budget categories are well defined, the school leaders will be in a better position to estimate the amount of funds needed for the forthcoming year to meet their expenses. 2.2 Challenges of Deficit Financing As discussed above, an institution has to face deficit budgets when there is mismatch between the revenue and expenses. Unexpected increase in the schoolà ¢Ã¢â€š ¬Ã¢â€ž ¢s expenses due to inflation or less than expected amount of funds collected from government can cause the budget disparity (Wildavsky 1986). School leaders at The Stanhope High School are facing many challenges because of the equally pressing demands for keeping good quality staff and expenses on games and utilities. Some of the noteworthy challenges are as follows: 2.2.1 Absences of clear vision statement It is found that most of the schools do not have clear or very broad vision statements. The absence of lucid vision impedes the way for effective allocation of funds (Thompson and Strickland 2003). For example, a school that targets the higher level of studentà ¢Ã¢â€š ¬Ã¢â€ž ¢s learning and better grades requires that they should spend more money on hiring quality teachers and better library utilities rather than spending on entertainment and sports. Of course every school would like to exhibit higher level of learning but setting as a vision is something else. Once a superior vision statement is in place, it is far easy for the school leaders to allocate resources to the different budgeting heads (Thompson and Strickland 2003). This is one of the ways by which they can avoid deficits in their budgets. 2.2.2 Difficulty in allocating the budget School leaders often face things of equal priority such as spending on the quality teaching staff and study tours which perplex the situation (Thomas and Martin 2003 ). In such cases, if they spend more on one item, the benefits associated with the other category may be foregone (Thomas and Martin 2003 ). Keeping in view of the scarcity of funds and vision of school, senior managers can issue a policy statement for the annual spending categories and their respective percentages. 2.2.3 Spending Money for no-value adding expenses The spending of precious money on items such as extra costs on trips etc which add no value to the learning of students and their final results often put unnecessary burden on the budget of School (Cross 1998, Thomas and Martin 2003 ). This may happen due to the lack of planning in the beginning of year and realizing more importance of less valuable items. Once a school has extravagantly spent money on some low value adding items, there may left less amount of funds for the other indispensable educational item such buying the latest books for school library. 2.2.4 Unexpected increase in expenses For the proper budgeting, it is imperative that organization should have proper and reliable estimate of the future expenditures (Fidler and Russell 1997). The expenses pertaining to the salaries of staff and number of student etc cannot be accurately forecasted which leads to the insufficiency of funds during the year (Fidler and Russell 1997). If the school budget run short amid the year, it becomes extremely difficult for the school leaders to yield their maximum output in the form of superior studentà ¢Ã¢â€š ¬Ã¢â€ž ¢s learning. 2.2.5 Difficulty in raising funds amid the year Once there is shortage of money during the year because of any reason, school managers have to go for deficit financing which may halt the teaching activities and create panic for the management (Chapman 1997). One bigger challenge is to raise extra funds in the middle of year as government is often reluctant to issue new funds beyond the limit of assigned budget. This scarcity of money can lead to the stoppage of some critical nature activities which may have worst implications on the learning of students. In case, school leaders have to borrow funds to fulfil the gap of deficit budget from somewhere and there are no more surpluses in the coming years, this may be create the circular deficit. This circular deficit can be a great challenge for the school leaders to manage it. 2.2.6 Inaccurate Forecasts Mostly the errors in forecasting annual expenses (i.e. over or under estimation) results in the surplus or deficit budgeting. However forecasting errors can be minimized by using some sophisticated forecasting tools. The routine item such as utilities can be separated from the uncertain categories so that they can be forecasted based on the past data (Davis, Chase and Aquilano 2003). Historical data can be helpful to find the previous trends and predicting the future expenses. Some examples of such forecasting techniques are moving average, least square based estimations (Davis, Chase and Aquilano 2003). 2.2.7 Lack of pertinent accounting and finance knowledge The inability of accounting and finance knowledge can be a serious challenge for the school leaders. If middle managers of school are not aware of the financial theory and practice, they may face difficulty in the right and effective operating decisions. For example, the impact of inflation on the future prices of goods and services can put extra burden on the already tight budgets (Wildavsky 1986). If school managers are well aware of the finance and flexible budgeting techniques, they can avoid the problem of deficit financing. 2.2.8 Lack of training to formulate budgets School leaders have to bear this extra burden of making annual budgets irrespective of the fact that they have proper training for it or not (Coleman and Anderson 2001). Most of the time, they have work extra hours to define budgetary items, estimate their individual costs and calculating the total annual expenditures. Then matching with the amount of funds available to them (Blandford and Blackburn 2004). In short, school leaders are under the constant pressure of shortage in the budgets which force them to have tradeoffs in making their choices. 2.3 Measures to face the challenge of budget deficit Wyner and Light (2010) have suggested some remedial measures that can be taken into account to face the challenges of shortfall in budget: Wyner and Light (2010) have proposed that purchasing should be centralized in order to lower down per unit cost by taking the benefit of bulk purchasing. They also added that Repeat purchase and loyalty cards can be helpful to avail of discounts on perishable goods (Wyner and Light 2010). Early bird tuition discounts can also be offered to speed up the inflow of cash to the schools (Wyner and Light 2010). Moreover, school leaders should not miss any opportunity to hunt for the grants and subsidies (Wyner and Light 2010). Endowment funds can also be a good remedy for the problem like financial deficit. The money of endowment fund can be invested in some ventures through banks to generate a stream of periodic cash flows for the school. Paperless culture should be promoted as it reduces the burden of buying expensive stationery items (Thomas and Martin 2003 ). E-Books, electronic portals, virtual communities and telecommunicating are some of the modern information and communication tool (ICT) that can be helpful to drive the cost of imparting education at schools (Thomas and Martin 2003 ). 2.4 Research Questions 1. How the schools budget is allocated to best support the superior learning? 2. What are the implications of the longer-term planning? How the leaders can manage to devise short term goals to achieve the shared vision? 3. What are the perceptions (real or perceived) of middle leaders about the budget they have to manage? 2.5 Summary This chapter is about the critical review of the literature which the researcher has studied to understand and clarify the key concepts pertaining to challenges of deficit budgeting at school level. Some significant challenges such as absence of clear vision and rising inflation etc are identified. At the end, researcher has narrated some important measures such as bulk buying, paperless culture and use of endowment fund etc. to avoid the shortage of budgets. Chapter 3: Research Methodology 3.0 Introduction The objective of this chapter is to analyse and evaluate the different research methods available for the purpose of research. Then the concept of different research methods, their respective advantages and disadvantages will be discussed. After going through all the pros and cons of these methods, a particular research method will be selected. The description of this research technique along with benefits and limitations will be also come under discussion. The rational of choosing the proposed research methodology will also be discussed. 3.1 Research Methodology Research methodology plays an important role as a tool to achieve the desired research objectives (Balnaves and Caputi 2001). Research methodology is the combination of two words: Research and Methodology which are harmonizing each other (Goddard and Melville 2004). Research is not just collecting, interpreting and presenting the data from some other sources (Goddard and Melville 2004). It is the process of evaluating and interpreting current or past data from books, peer reviewed journal articles and some other similar sources; and carrying out personal research to prepare something original and valuable contribution which would play its role in the advancement of knowledge (Colwell 2002). This is achieved in various ways which include interpreting previous studies to explain the details of that study, explaining a part of any field of study to provide a new and fresh perspective or evaluating and observing any new theories for a particular field of study (Kumar 1997). Main objectiv e of any good quality research is to surge the human knowledge about a known fact or present new ideas and facts in any discipline (Kumar 1997). Research cannot be carried out by just collecting data and interpreting it (Mallette and Duke 2004). The methods used for collection, analysis and presentation of data are the necessary tools to perform an effective research (Mallette and Duke 2004). Research is actually the study of unknown where people try to discover new ideas and invent new products (Colwell 2002). Research methodology explains what methods are applied to collect data, to analyse it by using different analysis software tools in a particular field of study (Goddard and Melville 2004). It is the pre-requirement of a quality research that the various methods, tools and techniques of research should be known to the researcher before conducting the research; otherwise the researcher may miss some necessary steps and sequences in collecting, analysing and interpreting the data and reaching at some meaningful findings (Mallette and Duke 2004). 3.2 Two Main Research Approaches 3.2.1Quantitative Approach to Research The quantitative research methodology is used very commonly in science and technology oriented researches (Ulin, Robinson and Tolley 2004). The quantitative approach to research uses the data related to measurements of certain variable and then evaluates that numerical data to figure out the cause and effect relationship between them (K. Jensen 2002). This research is based on statistical methods and numbers (McNabb 2002). The researcher in a quantitative approach sometimes measures and observes the statistical data related to the particular research area (Kumar 1997). Researches performed in medical sciences usually apply quantitative method to show the relationship and interdependence of variables related to human health and various infections and illnesses (Ulin, Robinson and Tolley 2004). Quantitative research is applied mainly in the research topics such as psychology to test the hypotheses based on data taken from different samples (Balnaves and Caputi 2001). The numerical data is usually obtained through questionnaires or interviews as per the requirements of the research project. Later on, various mathematical or statistical techniques are applied to analyse this data to test the research hypotheses (Goddard and Melville 2004). Statistical methods such as correlation, covariance and regression analysis are also used to find the type of relationship among the variables of the econometric models build on the basis of theory (Gujarati 2004). Advantages and Limitations There are many advantages of using the quantitative approach of research. Data which is quantitative in nature takes less time to collect; interpret and record than that of other types of data (K. Jensen 2002). The changes in the relevant variables, if any, can be easily identified and measured from time to time (Balnaves and Caputi 2001). Quantitative data provide a more objective explanation of given scenario which is very helpful for the researcher and any subsequent users of the research to believe its authenticity and impartiality (K. Jensen 2002). Major limitation to the quantitative approach is the over simplification of results which means that the quantitative measures may not reflect precisely the needed information (Kumar 1997). Another shortcoming of the quantitative approach is its application to generalised situations of the real world (Mallette and Duke 2004). The data used in quantitative approach would have to be objective (Goddard and Melville 2004). The data which cannot be measured numerically or statistically would not yield any useful results (Colwell 2002). The research carried out using quantitative approach is conducted in a controlled environment and the statistical or numerical results may be specific to the research at hand and would not have a tendency to be applied to generalised situations (Mallette and Duke 2004). The quantitative approach restricts the focus of the research to specific variables in a situation and other significant variables may be overlooked (Balnaves and Caputi 2001). 3.2.2 Qualitative Approach to Research As discussed earlier the quantitative approach to research tests an assumed hypothesis. On the other hand, the qualitative approach to research establishes a new hypothesis (Ulin, Robinson and Tolley 2004). This approach describes and gives meanings to life experiences and provides denotations to these experiences to increase insight on different issues (Maxwell 2005). The approach is used in research to study the richness, intensity and density of a certain phenomenon (Maxwell 2005). Researcher applying the qualitative approach to research must possess good interpretation, concept building and creative thinking skills (Silverman 2002). This approach to research is appropriate for research studies in social sciences, finance and economics (Jensen 2002). It is based on various beliefs such as there is more than one forms of reality which varies with the perception of people and with time as well. Our knowledge is meaningful only to a specific context or situation (Kumar 1997). Thus th e personal perception of the researcher plays a very important role in the qualitative approach to research which requires the researcherà ¢Ã¢â€š ¬Ã¢â€ž ¢s ability to think creatively and structure ideas accurately (Mallette and Duke 2004). Advantages and Limitations The qualitative approach like quantitative approach also has its rewards and drawbacks. The qualitative approach is more flexible and can be changed according to a situation unlike the quantitative approach (Roberts and Burke 2000). The researcher in qualitative research is more involved in the research process as compared to the quantitative approach (Burns and Grove 2004). The open ended questionnaire developed in the qualitative approach enables the participants to provide explanations and answers reflecting in-depth knowledge and creativity (Burns and Grove 2004). Weaknesses of this approach include the biasness of researcher and the participants towards any of questions or the research hypotheses (Harrison 2001). Another significant disadvantage of this approach is the subjectivity and partisanship (Mallette and Duke 2004). This means that if the research is carried out using the same sample it may yield fluctuating results. Limited scope of this research method is another drawb ack of qualitative research. 3.3 The Primary Data Primary research or field research is the process of collecting data that donà ¢Ã¢â€š ¬Ã¢â€ž ¢t exist at the time of research, by keeping in mind the specific objectives in mind (Goddard and Melville 2004). The tools which are typically used for this purpose are the questionnaires, telephone calls, in-depth interviews and focus group surveys (Goddard and Melville 2004). For example, a primary market research involves the collection of data to know the trend of a particular customersà ¢Ã¢â€š ¬Ã¢â€ž ¢ segment or demand for a particular type of product (Goddard and Melville 2004). This primary data provides a foundation for the research work and analysis (Goddard and Melville 2004). Advantages of Primary Research There are a lot of advantages of collecting the primary data for research purposes such as the data relevant to a particular research problem, greater control and authenticity (Balnaves and Caputi 2001). First advantage of this research is the researcherà ¢Ã¢â€š ¬Ã¢â€ž ¢s need for having some specific and relevant information which cannot be obtained through the secondary sources (Balnaves and Caputi 2001). Second major advantage is that a researcher has more degree of control on designing the research questions and obtaining relevant information as compared to the secondary research (Goddard and Melville 2004). Researcher also has control on the size of research project, on the number respondents and the geographical area where the research is going to be conducted. Thirdly, contrary to the secondary research, where there are the chances that research team may not get the appropriate information even after spending the large amount of money; in the primary research there are greate r chances that the research team will get the exact amount of information with greater level of accuracy and efficiency (Balnaves and Caputi 2001). Where this efficiency helps to reduce the cost of research project, it also helps to improve the results of research work (Balnaves and Caputi 2001). The data obtained can also be made available for other related researches and thereby eliminating the need to collect data time and again. Fourthly, the data collected through primary research become the property of the owner (Balnaves and Caputi 2001). So he or she has the legitimate right to sale it to some other researchers or offer it free for further researcher and analysis. Disadvantages of Primary Research The main disadvantages of the primary research emerged in the shape of huge cost, a lot of time consumption and doubtful feasibility etc. (Goddard and Melville 2004). Firstly, main disadvantage is the huge amount of expense incurred to collect the primary data as compared to the secondary data (Goddard and Melville 2004). It is due to the involvement of expert in designing the questionnaires, the distribution cost and the cost of collecting the answers for respondents (Goddard and Melville 2004). Second main disadvantage is the immense amount of time consumption (Goddard and Melville 2004). Designing the right, making research plan and putting the pertinent questions in the questionnaire, conducting research, analyzing the data and reaching at some useful conclusions require the large amount of time and diligence of experts (Goddard and Melville 2004). Thirdly, there is the issue of feasibility, which means that the information which is necessary for the usefulness and authenticity of the research work is not available or available at very high cost (Goddard and Melville 2004). In such types of situations, the data collected from a sample firms may not truly represent the population. 3.4 The Secondary Data Secondary data is the kind of data which was collected according to the previous research requirements and is now available for further research and analysis (Balnaves and Caputi 2001). It was collected based on different aims and objectives which may be different from the current research (Balnaves and Caputi 2001). 3.5 Sources of Secondary Data There many sources of secondary data such as books, trade journals and periodicals, libraries and peer reviewed journal articles such as the emerald and journal of finance etc. Internet is a valuable tool which is mostly used for this purpose. There are various organisational and governmental websites which provide authentic and reliable data (Balnaves and Caputi 2001). Advantages and disadvantages The main disadvantage of a secondary research is that the aims and objectives of secondary data may be quite different from the current research which could make the whole data useless for in progress research. Another shortcoming of secondary data is that it is quite difficult to search and find relevant information because limited sources available for relevant and recent data. The accuracy and reliability of available secondary data is also an important issue. Secondary data utilised in research work should be obtained from reliable and authentic sources for the validity of research work. Notwithstanding these drawbacks that exist in secondary data, researchers still utilise secondary data in research work regularly as there are various benefits for researchers in secondary data. The most attractive part is the cost effectiveness of secondary data because it is quite economical to collect secondary data from various sources such as libraries, books, internet and journals. Another benefit of using secondary data is the time efficiency because researcher can collect data from secondary sources very quickly. Hence researchers focus on data collection methods which not only save valuable time but also cut down costs of the research work. 3.6 Proposed Research Strategy In order to conduct a useful research, a researcher must choose a particular approach for research out of the various methods available for research. For this research, researcher has decided to use a mix of quantitative and qualitative approaches. Main rational of choosing a mix of both the quantitative and qualitative methods is that it helped the researcher to take benefits of both approaches and to avoid their disadvantages. The researcher has actually decided to collect primary data through research questionnaire containing both the quantitative and qualitative questions. Among the quantitative type questions, Likert scale based questions are prominent which helped the researcher to have an objective and unbiased findings of research. In the qualitative section, open ended questions are included so that the valuables comments of educational experts can be gathered and analysed. Previous researches conducted on this topic have been proved very useful in this research because they provided the basis and impetuous for current research. After collecting the data, data is properly arranged according to the definite format so that it can easily be inserted into data analysis software to obtain meaning results. Then the results are described and interpreted in the light of theoretical foundations set in the literature review section of this paper. 3.7 Ethics In my study, as all the required information is disclosed to public and insider information is excluded in my framework, therefore, no ethical problem against particular organizationà ¢Ã¢â€š ¬Ã¢â€ž ¢s privacy is considered. Furthermore, it is an important aspect of ethics that reporting the findings in objective and honest manner. Manipulating the data to get the perfect result brings meaningless and no benefit to me. Therefore, ethical problem in my study is considered as minimal. Time Line of Research Project No. Task 10- Sep 15-Sep 30- Sep 15-Oct 31-Oct 15-Nov 30-Nov 1 Submission of proposal à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ 2 Literature Review and further research à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ 3 References and Appendices collection à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ 4 Collecting the Data (50% complete to data) à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ 5 Research Methodology Elaboration à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ 6 Proposal results à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ 7 Amendments to project based on examiners comments à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ 8 Data Compilation à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ 9 Requesting and receiving feedback from blackboard à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ 10 Data Analysis and Evaluation à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ 11 Summarizing findings and Write Up à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ 12 Review of study and any further actions à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ 13 Conclusion à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ 14 Proof reading(ongoing) à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ 15 Final editing, printing, and binding à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ 16 Project Submit à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬ à £Ã¢â€š ¬Ã¢â€š ¬

The Tell-Tale Heart The Greatness of Insanity - Free Essay Example

Sample details Pages: 2 Words: 739 Downloads: 3 Date added: 2019/08/12 Category Literature Essay Level High school Tags: The Tell-Tale Heart Essay Did you like this example? Edgar Allan Poe, a worldwide renowned author, lived a short, yet otherworldly life, and made a prosperous living writing his iconic themes of horror, murder, and mystery, all recognized throughout his famous short story, The Tell-Tale Heart. In Poes, The Tell-Tale Heart, he does not specifically characterize the narrators gender, contradicting the motive to kill and murder the old man. The reader assumes that the narrator is a male due to the violent tendencies displayed throughout the text, such as dragging him to the floor, and pulling the heavy bed over him, to the dismembering of the corpse by cutting off the head and the arms and the legs (Poe, 195, 196). The narrator acts upon their instincts and reveals that he has the desire to be dominant. Don’t waste time! Our writers will create an original "The Tell-Tale Heart: The Greatness of Insanity" essay for you Create order If the reader were to place this story from a feminist perspective, in this particular time frame, women were perceived and mistaken to be weak and unintelligent, in which the superiority of men has taken over them. In the story, the narrator loved the old man, which could resemble a womans gentle care and hospitality for him, but because of this pale blue eye, and these violent tendencies, she would be thought of to be plagued by this, and that madmen have absolutely nothing against the willpower of a womans insight to kill (Poe, 193). The whole plot took a total of eight nights for the narrator to finally decide to murder this old man, which if it was in a feminist point of view, a woman would thoroughly consider her decisions and make use of her time. Although Poe leaves the narrators gender unidentified, the perspective could be a combination of both the feminist and masculine point of view. The storyteller portrays both feminine and masculine qualities, seen in a quote from the story, I knew what the old man felt, which is the feminine side, although I chuckled at heart, which is the masculine side (Poe, 194). In The Tell-Tale Heart, the protagonists fear of the old mans eye is the main reason as to what drove him to dismember him and put him underneath the floorboard (Poe, 196). The psychoanalytical perspective of the narrator reveals that he, or she, was not angry and had nothing to fear, which means that they were in rejection over the crime and had lost a sense of their unconscious mind. The storys narrator had no valid reason to kill the old man except that he had the eye of a vulture a pale blue eye, with a film over it and after he was dead, they soon realized that it was a mistake because they were not thinking clearly (Poe, 193). This explains the beating of the heart that grew louder and louder, showing his pure insanity and guilt of the crime that was committed. Two literary elements found in The Tell-Tale Heart, is imagery and symbolism. Imagery is seen in the story because as the reader reads the text, he or she can visualize the multiple scenes of the narrator gently observing the old man every night and his pale blue eye, causing them to kill the old man because of his maniacal condition. This image of the eye helps the reader begin to understand what it is that really terrifies the narrator and what prompts him to get rid of it. Symbolism is also found in the story because of the eye depicting that it sees everything, which causes the narrator to be disturbed and tormented, explaining his insanity, and the heart, which represents the narrators guilt when they killed the old man. Both aspects are effective in the story because it gives the reader a narrower understanding of why the narrator planned to kill the old man. Poe, growing up as a child, did not really understand the concept of life and death, which could have contributed to the narrators thinking that even if he had killed the old man, he would still come back to life. He thought that the eye was still alive and so was his heartbeat, which could have meant that the old man was still lingering around, even after he was brutally murdered. The narrator of the story was out of his mind and unreliable. Rather than being concerned with the murder or the consequences of their actions, the narrator is obsessed with proving their sanity, and obsession with this eye, leading to the death of the old man.

A Horror Of The Atomic Bomb - Free Essay Example

Sample details Pages: 5 Words: 1546 Downloads: 3 Date added: 2019/08/08 Category History Essay Level High school Tags: Atomic Bomb Essay Did you like this example? How could a bomb wipe out five-square miles of buildings and kill tens of thousands of people? The Atomic Bomb or nuclear bombs are powerful weapons that use nuclear reactions as their source of explosive energy. Atomic bombs have been used only twice†both times by the United States against Japan at the end of World War II. The Atomic Bomb to date is the deadliest weapon to be discovered so far. Don’t waste time! Our writers will create an original "A Horror Of The Atomic Bomb" essay for you Create order When the Japanese Combined Fleet bombed Pearl Harbor, which brought the United States into World War II, the United States then took approximately four years to create the atomic bomb and disintegrate two of Japans major cities near the end of World War II. When Admiral Isoroku Yamamoto and his combined fleet bombed Pearl Harbor; it had dealt great amounts of damage to the harbor and killed a couple thousands of citizens. Of course, the most important consequence of the attack on Pearl Harbor was the American declaration of war against Japan. While this was expected, Japan thought the US would be entering the war with a crippled and broken navy. Despite the efforts of the bombing runs on December 7th, the United States Navy wasnt nearly as hindered as it was meant to be.   (The Consequences). After the bombing on Pearl Harbor, the United States began experimenting with numerous weapons to fire back at Japan. The United States then found a weapon that could wipe out a city or a population. Japans attack on pearl harbor led us to make the deadliest weapon on earth, the Atomic Bomb.   By drawing the United States into World War II† Awaking the Sleeping Giant,†the Japanese engaged a formidable foe that eventually led to their total defeat in 1945. (The Consequences). After the Japanese Fleet bombed Pearl Harbor; President Franklin Delano Roosevelt signed the official declaration war on Japan. The United States had then tested with numerous elements in secrecy of the public in Alamogordo, New Mexico; the U.S. finally set off the very first test of the Atomic Bomb. The question now became†on whom was the bomb to be dropped? Germany was the original target, but the Germans had already surrendered. The only belligerent remaining was Japan. (History.com Editors ). The United States was ready to show Japan what the U.S. as really made of. The next target was the two major cities of Japan. The Atomic Bomb is the harshest weapon known to man that could eliminate a city full of buildings and citizens. After the bombing of Pearl Harbor, the U.S. finally entered the war with the strongest navy fleet and weapons that any country has ever seen. Finally, on the morning of July 16, in the New Mexico desert120 miles south of Santa Fe, the first atomic bomb was detonated. The scientists and a few dignitaries had removed themselves 10,000 yards away to observe as the first mushroom cloud of searing light stretched 40,000 feet into the air and generated the destructive power of 15,000 to 20,000 tons of TNT. The tower on which the bomb sat when detonated was vaporized (History.com Editors). The Atomic Bomb weighed at least 9,000-10,000 pounds since the weapon made smoke arise 40,000 feet into the air and had to pack a punch that felt like 15,000-20,000 tons of dynamite. The Atomic Bomb had to be made from a fissile element, which is material capable of sustaining a nuclear fission chain reaction. such as Uranium or Plutonium. The tower it was on, had to be made from numerous pieces of steel to support the weight of the bomb, but it was vanished into thin air after the nuke was detonated. In the battles, in which they used the Atomic Bombs, they dropped them using colossal size parachutes. The U.S. then knew that instead of the United States citizens being afraid of Japan; that Japan should now be afraid of the U.S. They harness the forces that hold the nucleus of an atom together by using the energy released when the particles of the nucleus (neutrons and protons) are either split or merged. (How do nuclear weapons work?).   An Atomic Bomb takes the purest energy there is, which is the theory of splitting an atom, and the bomb holds all the pressure inside its shell until it hits the ground and causes a mushroom shaped cloud to appear. When the nu ke detonates; there is a great deal off heat that rapidly gets hotter and less dense because of the surrounding air. When the smoke, debris, and heat reach at a certain distance in the air; a vacuum type reaction happens and all the air that is surrounding the fireball of intimate death then goes inside the fireball and pushes out the debris and heat causing a mushroom cloud. On August 6, 1945, during World War II (1939-45), an American B-29 bomber dropped the worlds first deployed atomic bomb over the Japanese city of Hiroshima. The explosion wiped out 90 percent of the city and immediately killed 80,000 people; tens of thousands more would later die of radiation exposure. Three days later, a second B-29 dropped another A-bomb on Nagasaki, killing an estimated 40,000 people. Japans Emperor Hirohito announced his countrys unconditional surrender in World War II in a radio address on August 15, citing the devastating power of a new and most cruel bomb.. (History.com Editors). Hiroshima is a city that is 130 square miles large, and just a bomb wiped out 90% of just that one major city. The Japanese Emperor did not know that the U.S. had another bomb that could eliminate that much of a city. The bombs killed over 100,000 people in less than a week, and more then 30,000 more over the course of the next few years because of radiation exposure. the more than 9, 000-pound uranium-235 bomb was loaded aboard a modified B-29 bomberThe plane dropped the bombâ€Å"known as Little Boy . it exploded 2,000 feet above Hiroshima in a blast equal to 12-15,000 tons of TNT, (History.com Editors). The bomb had to be carried by a specially created airplane that could do two things, which was to make sure the bomb stays still throughout the flight from start to finish and could handle the amount of weight that was put into the airplane. If the plane was not modified; then the pilot would have probably died when the plane fell from the sky because the bomb weighed a ton. Or the airplane would have hit slight turbulence and make the bomb hit the side of the plane, and then the bomb goes off in the cargo area. This bomb was made with a very rare element, which would later cause mass destruction to one of Japans manufacturing center with approximately 300,000 people in the city. The bomb was very heavy because it was full of uranium, so that the chain reaction would not only stop at one of the element particles but keep on reacting with other fissile particles in the atomic bomb. Hiroshimas devastation failed to elicit immediate Japanese surrender, drove Sweeney to a secondary target, Nagasaki, where the plutonium bomb Fat Man.More powerful than the one used at Hiroshima, the bomb weighed nearly 10,000 pounds and was built to produce a 22-kiloton blast. Nagasaki, which was nestled in narrow valleys between mountains, reduced the bombs effect, limiting the destruction to 2.6 square miles. (History.com Editors). The bomb that was dropped on Nagasaki was a much wider and heavier bomb than the one dropped on Hiroshima. The reason being is because the U.S. wanted to show the Emperor that the Jap anese imperial army needed to surrender, or the United States would keep dropping the new and most cruel bomb. The Atomic Bomb that was dropped on Nagasaki was made from plutonium, and one particle of plutonium is a little bit heavier but does a lot more damage to a target. When the new and improved plutonium Atomic Bomb hit the Nagasaki area the U.S. had thought it would throw debris in all direction, but since the bomb hit between two mountains the debris had just imbedded itself into the side of the mountain. The Atomic Bomb had done great damage to both cities in Japan, and with the newly and updated research on the Atomic Bomb; we now have approximately 4,000 nuclear warheads ready to be deployed on any opposing forces that threaten the U.S.   the United states also has the second biggest stockpile of nuclear warheads in 2018. The Atomic Bomb are weapons of mass destruction that if a country had enough it could wipe out an entire country in just a few hours. The Bombs have a special element inside the shell called a Fissile element, which uses nuclear reactions as their source of explosive energy. These bombs have only been used twice, and both were used three days apart by the United States against Japan. They used these bombs as a consequence of the Japanese Combined Fleet Bombing Pearl Harbor in 1941. The Atomic Bomb was the deadliest weapon to use and certainly the most expensive in World War II. After Japan bombed Pearl Harbor, the U.S. then took four years to create the deadliest weapon to man also known as the Atomic Bomb.   Which country would be next to feel Americas wrath?

The Baroque Era Of Music Essay - 2374 Words

The Baroque chamber orchestra, a type of ensemble today that can vary greatly from group to group, is involved in a type of performance many musicians remain confused about. For a modern musician, the confusion surrounding the Baroque style stems from a notion that spending time learning a style of instrument that is no longer commonplace is something that is not worthwhile or is even detrimental to a modern instrumental career. Much of this stems from the idea that the romantic era of music is the most valid and academic form of music studied and performed. This has to do with the intense exposure that classically trained musicians are given in the field of romantic and modern era music. Today it is very common for violinists to insist on playing the music of Bach, like the 6 sonatas and partitas, romantically without consideration of the performance practices in the time the music was written. The avoidance of authentic baroque performance being included in the modern interpretation stems from the natural aversion modern players have to the â€Å"baroque sound.† What many people consider to be a baroque sound is one that sounds unpolished and underdeveloped, most likely due to the lack of vibrato and varying bow and articulation techniques from today’s playing. When looking at baroque music that is commonly played on modern instruments, there is no better example than the music of J.S. Bach. In the case of the 6 Sonatas and Partitas, today and especially in the middle to lateShow MoreRelatedBaroque Music And The Baroque Era1366 Words   |  6 PagesBaroque music began in Italy and it spread to all other parts of Europe. The musical characters in the b aroque era pursued interests in subjectivity of the observers and created a deep human feeling while composing their music (Harbison 22). This character of the baroque artists is depicted in several works done by Michelangelo. One of the pieces of art was campidoglio on the hill capitalino. The picture above takes the structure of a sculpture and it is placed in a three dimension space havingRead MoreThe Baroque Era of Music Essay515 Words   |  3 PagesThe Baroque period of music lasted from approximately 1600 – 1750 AD. It falls into the Common Practice period and was the most predominant style of writing after the Renaissance period and before the Classical period (the Classical period uses many elements from the Baroque period). The word Baroque means highly decorated and essentially gives us an insight into what the music of the time was like. Many pieces in the Baroque style have three or four different parts which work together to produceRead MoreMusic During The Ba roque Era2164 Words   |  9 PagesMusic during the Baroque era was regarded as a powerful form of communication that could invoke emotions in the listeners. This philosophical belief was derived from a revival of the ideas of the Greco-Roman culture, and as a result, composers believed that they could also affect their listeners through the power of melody, harmony, rhythm, and stylistic details. The emphasis on communication was reflected in the major styles and components that were used throughout Baroque compositions. BaroqueRead MoreModern Music During The Baroque Era1798 Words   |  8 PagesThe term Baroque has been widely acknowledged as a period in Western European Art Music lasting for 150 years from early 17th to mid-18th century. The word itself is originated from barroco in Portuguese meaning â€Å"oddly shaped pearl†, which best describes the visual and details of the buildings existed during that period. Its flamboyant and ornate details of the building is wh at causes ornamentations and harpsichords to become an essential element of Baroque music. Bach, ornamentation, and harpsichordRead MoreBaroque Era Music Compared to Modern Rock983 Words   |  4 PagesWhen comparing Baroque era music to any modern day rock band, one most listen to the music with open ears. It is hard to identify the similarities of Baroque music and that of modern day rock. Although, the advances made in music during the Baroque era (1600-1750) are still noticeable in modern day rock. A perfect example of the noticeability of modern rock influenced by Baroque music can be heard in the Baroque music of Johann Sebastian Bach’s, â€Å"Brandenburg Concerto No 4 G major BWV 1049†(ClassicalRead MoreEssay about Fine Quality Baroque Music in the Era of Renaissance902 Words   |  4 PagesBaroque music is the western music art style that was composed in the era of Renaissance, that is, between 1600 and 1750. Music at any given period reflects tendencies, imp ulses and influences that are found in art of other kinds of the same period. Therefore the name baroque also applied to the architecture, literature and art in the same period. Baroque has in the past and to some degree in the present had the implications of abnormality, grotesqueness and absurdity. But in its applications toRead MoreThe Evolution of Music and Musical Instruments from the Baroque Era to the Romantic Era588 Words   |  2 PagesDr. Howard Meltzer explains how music formed an important role in the daily lives of people. It also explains how music improved and new instruments were invented throughout different eras such as: the Boroque Era, The Classical Era and the Romantic Era. Dr. Meltzer breaks down the history of music and almost tells it as if it were a story, the love, the hate, the lust and disappointments that composers went through but those events inspired them to compose music. Composers like Ludwig Van BeethovenRead MoreHow Attitudes Towards Music Change d Between The Baroque And Romantic Eras2057 Words   |  9 PagesDiscuss how people’s attitudes towards music changed between the Baroque and romantic eras. Refer to examples from aesthetics, literature and music to support your argument. Since music first started being recorded in neumes long before the start of the Baroque period, it has been evolving with the social and economic developments of the human race. The aesthetics (the principles and the way people approach and appreciate the music) have changed dramatically. This is partly due to the changing world-Read MoreEssay on The Baroque Era904 Words   |  4 PagesThe Baroque Era â€Æ' Baroque music a style of western art music and was composed from approximately 1600s to 1750s. This era took place after the Renaissance era and before the Classical era. The word â€Å"baroque† is derived from the Portuguese barroco, or â€Å"oddly shaped pearl† (â€Å"About†). The term has been used a lot throughout the nineteenth century to describe the period. Some known music familiarities from the era are Pachelbel’s Canon and Vivaldi’s The Four Seasons. This era not only connectedRead MoreThe Classical Era Of Music1153 Words   |  5 PagesMusic throughout the eras have differed and changed since the beginning of time. Each era has something special about it that is different from the last era, which makes each era something unique from the last. Just as in fashion you see trends change sometimes over night, but in the eyes of a decade, these changes are eras of fashion, just as the eras of music. Composers took the knowledge from previ ous composers and put their own ideas to use and sometimes created ground breaking movements. The

Analysis Of J Alfred Prufrock And Preludes - 1183 Words

Elliot is seen as one of the most influential modernistic poet of all time. Elliot’s poems evidently highlight the real face of modern man and modern existence by exploring the social realms that society is placed under in a desolately described, modernistic world. TS Elliot describes the industrialised world in both J Alfred Prufrock and Preludes as a disjointed, dehumanised world where mundane activities are ever-present in people’s lives. Elliot focuses on using the character’s viewpoint through the stream of consciousness as a means of highlighting the major concerns of modernism. His poems J Alfred prufrock and Preludes disclose the major concerns of modernism associated with the backdrop of the bleak, industrialised world, that is†¦show more content†¦This notion is encapsulated in Elliot’s repeated use of rhetorical question as Prufrock regularly asks, how should I presume. Elliot highlights the rapidly changing world that encapsulates a ma jor concern of modernism, through describing the bleak and industrialised world that surrounds prufrock as he observes, ‘the smoke that rises through the pipes.’ Prufrock’s utterances throughout the poem promote his social entrapment and his alienation from the modern world as each consciousness is a cloudy domain on which Prufrock has no hope of being understood by others, ‘that’s not what I meant at all.’ The use of fragmentation further develops this notion as he can only describe parts of people, ‘I have known the arms already’ in turn dehumanising their features and emphasising how he is detached from society as he only changes for the sake of changing, ‘to prepare a face to meet the faces that you meet.’ As Prufrock describes the women in the poem, the vague description and Synedoche, ‘arms that are braceleted..’ suggests that his is socially incapable of making a personal connection with anyone hi ghlighting his social awkwardness in a modern world. Furthermore, Elliot portrays the rapid social change for the people of the nineteenth century by exploiting the mundane tasksShow MoreRelatedThe Lovesong of J Alfred Prufrock by T.S. Eliot5394 Words   |  22 PagesThe Lovesong of J. Alfred Prufrock A Descriptive Paper Presented to the Faculty of College of Arts and Sciences University of the Cordilleras In Partial Fulfillment of the Requirements of the Course English 2 Writing in the Discipline 10:20 – 11:45 MWF By Juan Carlos P. Canilao April 2013 TABLE OF CONTENTS TITLE PAGE 1 TABLE OF CONTENTS 2 RESEARCH OUTLINE 3 CHAPTER I: INTRODUCTION 5 CHAPTER II: DISCUSSION 6 Thomas Stearns Eliot amp; Why He Writes Poetry

Evaluate the ways free essay sample

Stalin feeling that it was an insult that he was never informed f such a weapon by his allies was not impressed and also became more suspicious of the U. S. And the fact that he was also denied the islands in the far east since he had nothing to do with the defeating of Japan also irritated him more. Traumas attempts did not work instead Stalin sought a production of his very own atomic bomb, and laugh it was initially predicted the Soviet Union would get the bomb within 10 years, mysteriously the bomb was in the hands of the Soviets a lot sooner than that, they had it within 4 years.So Truman had nothing against Stalin now. This was one of the unsuccessful means of containing communism because it rather increased the already existing tensions between both countries during the cold war. And because it was a suspicious thing that the U. We will write a custom essay sample on Evaluate the ways or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page S. S. R. Got the bomb so soon and the U. S. Neglected to mention the weapon to the U. S. S. R. Suspicion between both countries increased and the gulf between the countries expanded further. Another way in which the U. S. Tried to contain communism was through propaganda. The methods through which communism was extending its influence throughout eastern Europe was blatantly unprofessional. The teeth was given the name salami tactics where by countries in eastern Europe fell one by one into the influence of communism. For example, Czechoslovakia was the last democratic country in eastern Europe until 1948. The elections were coming up in May but because the communist were blamed for the country not receiving the Marshall aid the communist party was expected to do badly.However, before the election there was a coup detat where the police force took over and removed every non-communist personnel from office. In February, representatives of opposing parties were moved and Jan Mascara the foreign minister who opposed communism personally mysteriously fell out of the window during the coup. The Czech communists took over with little blood shed and with no help from the Soviet Union. These was how the communist parties took over in other countries, by dissolving opposing parties and killing their leaders.This was the method that was used in east European countries such as Poland in 1 947,Algeria also in 1947, in Romania and Albania, 8 countries in total were taken over using the salami tactics-and the only response the U. S. Old give to this was verbal abuse. They simply, verbally condemned the acts which were committed and were hoping that the U. S. S. R would perhaps feel guilty and digress but unfortunately that did not work at all. This method of containment was perhaps the weakest of all methods because the U. AS. In no way showed any opposition to the methods used.This could be assumed as slacking in the part of the U. S. To containing communism. The most successful was the combination Of policies, that is, Marshall plan and the iron fist policy. The iron fist was a result of the long telegram of February 1946 by George Keenan,deputy chief of mission in the U. S. Embassy in Moscow. The telegram though it was lengthy simply said the Soviet Union was neurotic. He saw them as aggressive and insecure and concluded that there should be no compromise with the Soviet Union. Another factor that added to the development of the iron fist approach was that the U. S. Were not prepared to make the same mistake that was made by the British. The Britains had a policy of appeasement with Nazi-Germany. They had negotiations with Hitler and gave him whatever he requested for as long as it as seen as reasonable but the appeasement only encouraged Hitler to ask for more and soon there was an outbreak of war in 1939. Truman and other politicians agreed that they did not want the same thing to happen with the U. S. S. R. So therefore the iron fist approach was justified where by Truman refused totally to negotiate with the U.S. S. R. The Marshall plan also was another technique used. George Marshall was the new IS. S. Secretary of state and he had traveled through western Europe and was disheartened by the devastation he saw and was shocked by the economic crisis of the region. When he came back, he suggested that America invest in the economy of Europe, he argued that as America was a marketing economy Europe would have been a good consumer base but if there was no way for Europe to be able to afford their goods then no profit would be made and the economy of the U.S. Would suffer. Therefore investment in the European economy was the solution. Though he asked for 1 7 million dollars, he was granted 13 million and so this money was distributed through out Western Europe. Focuses the U. S. S. R. Reacted negatively to this and also formed the common which organized economic assistance to the countries of eastern Europe. But unfortunately this was no match for the Marshall plan. Added to this, in Germany, the Yalta and Potsdam agreements had stipulated that Germany be divided into two buffer zones. The western zone was to be under the supervision of the western powers while the eastern zone was under the U. S. S. R. However, in the eastern region, the U. S. S. R. Continued taking reparations from Germany because of the damages of world war 2 where as, The U. S. Kept putting money into the western zone. Soon it became obvious hat the western zone was flourishing compared to the eastern zone. This caused the Berlin blockade of 1948-49. The U. S. S. R. s attempt to divide the eastern zone from the western zone.But this was where the Marshall plan and the iron fist came into play. Truman through the approach of the iron fist refused to give into these maneuvers of the U. S. S. R. And with the money from the Marshall plan, the west were able to supply aid to Berliners, they flew food and supplies to them through the Berlin airlift and they were able to provide to over 2 million Berliners. The result of this was that Stalin had to give in and brought down the Berlin blockade by May 1949.A successful combination of the iron fist approach and Marshall plan, the West Were able to gain an initiative giving the situation that happened in Czechoslovakia and other east European countries. Another successful means of containing communism was the Truman doctrine. Len February 1947, the British warned the U. S. That they could not keep their troops in Greece any longer which they had been in since 1944. But after the second world war, the British government began to feel the effect in heir economy as they owed 3000 million pounds.This scared Truman because he believed communism was taking over and so by March 1 947 he issued the Truman doctrine that specified that any country that had a democratically elected government and was fighting off communism would be given militarily support. And so with this, support from America was given to Greece and the communists were defeated. Stalin, however saw this as U. S. Imperialism although he had no retaliation for this because in the first place, he had kept an agreement with Churchill that Greece was an area of British influence.