Compare and contrasts of ‘The Soldier’ by Rupert Brooke and ‘Dulce et Decorum est’ Wilfred Owen Essay

Wilfred Owen and Rupert Brooke both share the similar themes within their poems, which are war and death. Although there is unconformity within their views due to their backgrounds and experiences. Brooke was very idealistic, which makes sense when he never actually got to fight in the war as he died shortly before where as Owen went through the genuine experience. Two poems that highlight these two contrasts are ‘The Solider’ and ‘Dulce et Decorum est’. In ‘The Solider’, Rupert Brooke illustrates how a soldier is reflecting on the possible death going away to war may bring. Although from his opinion his death if so was to happen shouldn’t be mourned and his death will be a tribute to his England. When compared to Wilfred Owen’s ‘Dulce et Decorum est’ the views are far from similar. Brooke states dying for your country is honourable where as Owen interprets dying for your country is not all glory and honour and more pain and suffering. Both poets desire different forms to present their poems. ‘The Solider’ is a sonnet which suits Brookes type of poems as he romantises the theme of war ‘The Solider’ is very much as well a love poem to his idealized England. Where as Owen opts for the more simple 8. 8. 11, Owen doesn’t seem to have a solid form as Brookes does. They both share the rhyming pattern of ABABCDCD which allow their poems to flow and create rhythm. The structure ‘Dulce et Decorum est’ can be broken down into three parts, an outsiders description and recollection of events featuring soldiers withdrawing from the frontline, a man within the battle himself, and a addressing to the reader of confrontation to those who share the idealistic view of war. Owens poem creates a build up towards his main point in which he finishes off with ‘The Old lie; Dulce et Decorum est Pro Patria mori’. From Owens experiences ‘Dulce et Decorum est’ acts as a warning and a hit of realism to those who are at home. ‘The Solider’ is a much more relaxed peaceful sonnet. Brookes use of natural imagery creates a more calm aspect of war. ‘Dulce et Decorum est’ features intense imagery as the key of Owens poem is to get across a point of the horrendousness of war. Within ‘The Solider’ Brooke recalls the memoirs of a fallen solider whom declares his patiotism to England by declaring that his death shall be the eternal ownership of England, of a small portion of land he has died upon, Brooke doesn’t have a main structure to his poem as his point is connoted though out the whole of the sonnet. This sonnet canbe split into two stanzas, the first stanza refers to the physical part of the solider and the second a more psychological point of view. Within the physical part the words used refer to things that can physically be touch ‘bore’ ‘shaped’ ‘made’ in the second is more things you cant touch ‘mind ‘thoughts ’ ‘sounds’ ‘dreams’. Both poets use different types of language to get across their ideas. ‘Dulce et Decorum est’ uses harsh and meaningful language. His uses of metaphors creates deeper impact and imagery ‘blood shod’. Owens opening stanza has caracterism of the language about ‘fatigue’, they ‘limped on’, ‘marched asleep’ this connotes pitiful language which intends to reveal the reality of war. Alliteration is used to reflect the agonising of the gas victim ‘And watch the white eyes writhing in his face’. Owen features a shift of register which grabs the readers attention ‘Gas! Gas! Quick, boys!’ this change of register adds more realism and switches the point of view to a soliders. Rupert Brooke uses personification to the word ‘England’, ‘gives somewhere back the thoughts by England given’. Brooke uses pure language within his sonnet such as ‘gentleness’ ‘heaven’ love’ ‘blest’.

Morality & differentiate Essay

Morality is defined as the ability to differentiate what is right and what is wrong. While the concept may seem simple enough, in reality however it is much more complex than that. The main question is how does one define right and wrong? If something is deemed as â€Å"right†for one person, does it automatically mean that it is the right one for another? This rather confusing view of morality is exemplified in the current saying that â€Å"one man’s terrorist is another man’s patriot. † Truly, morality is not that easy to define. Morality however it seems is more often than not defined by the society at large. A society is define as a group of individuals that have common interests as well as have their own culture. This concept of society and morality is highly apparent in the novel by Azar Nafisi title â€Å"Reading Lolita in Tehran, A Memoir in Books. † Nafisi is in Iranian scholar who emigrated in 1997 to the United States. The book mentioned in the title is the novel by Vladimir Nabokov which tells the story of a middle aged man who has sexual obsessions with a pre-teen girl, specifically a twelve-year old girl. Although Nafisi’s novel isn’t just about this particular book, Lolita is however one of those books considered as controversial in Iran. Novels like One Thousand and One Nights, Invitation to a Beheading, The Great Gatsby and Pride and Prejudice, are also included and their similarity to what is happening in Iran. It is Lolita however that gets a rather good exposure in the book. Nafisi’s novel however goes much deeper that what the title actually says. It gives a rather good view on what happens to the people when a society suddenly changes its view on things. Nafisi’s book gives a closer look to what happened in Iran when Ayatollah Khomeini gained power after the Islamic revolution. One of this was the decree requiring women of Iran to follow a dress code. Iranian women were now required to wear veils. An issue that Nafisis tackles a lot in her book. This simple decree caused a great deal of change in Iran. Prior to the decree, Iranian women did not wear veils. For most women, the decree was considered as a restriction to their freedom. Women who do not follow this rule are often detained. As a result, wearing the veil also restricted how people interacted with one another. One reason for this change in interaction is the differences in their reactions to the decree. While some stated that they â€Å"hated†it, others supported it saying it made them feel more â€Å"relaxed. † In general though, women who did not wear veils were considered immoral and even unchaste by the society at large. The decree requiring the veil also allowed for segregation and discrimination. The veil made women have a less status that the men. The veil did not only change the relationships that people had with each other but also on their individual roles and responsibilities. While women were still allowed to go to universities, these were still subjected to suppression by those in power. Segregation was not the only thing that was practiced in the universities but those who were found talking to the opposite sex were punished by the religious authorities. In fact, because the school where Nafisi taught was rather liberal, school officials were often asked if they believed the school was located in Switzerland, the word being connected with all things considered decadent and lax. The wearing of the veil also made women subservient to men who had to follow whatever was said to them. This change in culture actually continued despite Khomeini’s death. According to Nafisi, Khomeini’s real death would only come when women were not required to wear scarves in public anymore. By interjecting the novel Lolita in her book, Nafisi shows what the society truly is. A country doing its best to live in a fantasy world. In Lolita, the main protagonist Humbert Humbert, wishes to have the perfect Lolita. Implementing the decree on the wearing of the veil in reality reveals Khomeini’s dream of having a truly perfect Koranic society. Nafisi argues that much like story, where Humbert’s pursuit eventually destroys Lolita, Iran may likely experience the same. Living in a fantasy world though may not be that bad. Nafisi’s book tells us that â€Å"we all need to create a paradise to escape into. † ( 281) She however immediately corrects this and say that â€Å"fiction was not a panacea, but it did not offer us a critical way of appraising and grasping the world – not just our world but that other world that had become the object of our desires. † ( 282) Going back to Lolita and its relation with the Iranian society, Iran is much like Humbert who despite molesting the young Lolita, appears normal in other parts of his life. By implementing a standard on morality, the Iranian society was telling people that it was normal to do so in order to run the country better. And like Humbert, the Iranian society does not blame itself but others for what is wrong. Humbert wants Lolita to become what is perfect for him, no different from what the regime wants for its citizens. The Iranian regime blames the â€Å"dissidents† for what has happened to the country hence the imposition of the new rules or codes of morality. The new codes of morality while restricting activities of most of its citizens, have also made their lives more exciting. What was then ordinary activities where now being done as a secret mission. People who wanted to watch foreign films, eat ice cream, or even meet without wearing veils were doing so in secret. Thus while the citizens were openly showing their support for the rules, they were also secretly doing normal things that were now considered as taboo. The imposition of codes of morality this did not totally alter the responsibilities of the citizens and their roles but only on how they performed it. As mentioned earlier, the issue of morality is a very complex one. By imposing a standard on morality, the Iranian regime thus changed the way its citizens behaved. Women now found their freedom curtailed as they were required to wear veils and not allowed to talk to persons of the other sex. Activities that were regularly considered as norm where now being done in secret. While most people were still allowed to hold their jobs, they faced the constant scrutiny of the religious sector. While Iranian women and people around the world viewed these changes as something negative, the regime however defended its actions by stating that the change was needed. Thus even if the propagator, Khomeini, had died, the practice continued. Another effect that the rules had, specifically on Nafisi, was her having to quit the university and teaching a class and discussing books in secret. For Nafisi, the university was no longer a place where students can have honest discussion asking â€Å"how could one teach when the main concern of university officials was not the quality of one’s work but the color of one’s lips, the subversive potential of a single strand of hair? † (11) This activity leads to Nafisi bonding with her students since most of them feel that they have been made irrelevant by the new regime. The rule requiring women to wear veils becomes more oppressive when Nafisi reveals that when the students that decided to be with her came to the room, their removing the veils and scarves was an act that was not as simple as one imagines. According to Nafisi, â€Å"each one gained an outline and a shape, becoming her own inimitable self. † (5) Because of their continuous gathering, they begin to have hope. The students draw on the parallelism on what they are currently experiencing with what they are reading. Nafisi explicitly states in the book that â€Å"[h]ope for some means its loss for others; when the hopeless regain some hope, those in power – the ones who had taken it away – become afraid, more protective of their endangered interests, more repressive. † (276) What this tells us is that instead of just living their lives simply, getting jobs and having a family, Nafisi, her students, and maybe some other Iranians, now found a different purpose in life. They know that they have to be strong if they want their society to change. That even if hope is all that they have left, it is better than nothing. On reading the book, Heywood’s point that morality is actually concerned with not only the ethical questions but also how right and wrong are different is made clearer. The question that arises is how can an individual survive if that person has a different perception on himself or herself which is different from what society says? The answer is not simply to become political and institute change. Although it can be considered that the personal is political, at the core of the fight for political rights is the desire to protect ourselves, to prevent the political from intruding on our individual lives. (273) Imagination or fantasy is the one that bridges the political and the personal. The regimes â€Å"first task had been to blur the lines and boundaries between the personal and the political, thereby destroying them both. † (273) In summary, we need to keep in mind what a society is. A group of individuals with something in common and that includes moral principles. When a society has different principles on morality, like what happened in Iran, nothing good can come out of it. This is most true when a society that has experienced freedom before is suddenly restricted. Some groups will feel oppressed and will fight it. Those in power meanwhile, will do what they to prevent that from happening. The one good thing about Nafisi’s novel is that it does not in provide any political analysis on the situation in Iran. Rather it is about what people can do despite the tyranny around them. That students can learn when they apply and feel what they have read. Morality will always be a very tricky issue. The debate on the concept of right and wrong will not end overnight. If there is one thing that Nafisi’s novel teaches us, it is that setting a standard for morality is not an answer.

Importance of Baseball to New York Essay Example | Topics and Well Written Essays - 500 words

Importance of Baseball to New York - Essay Example The age when these teams existed and played is mostly referred as the Golden Age especially because the three different teams had their loyal fans that liked to watch them compete. However, this was only witnessed in New York and not the rest of the cities, which were characterized by decaying inner cities and aging ballparks. Other cities also lacked a competitive balance that was witnessed in New York (Wetherbee, n.d). The period after the war, however, brought with it some new changes that would change the New York baseball history. By this time, America was transitioning into a modern society and many teams had the chance to move to prosperous heights. Some teams moved to other areas and managed to gather fans. Some of them moved to Idaho while others moved to Milwaukee, Kansas City ad Baltimore among other major areas. This was to move to higher heights, which led to the two of the major leagues moving to California. The Dodgers and the Giants thought that California had better chances, which made them disappoint millions of fans in New York. With one move, the city was drained from its major league representation, which eventually led to the weakening of the championship baseball in this major city. Some of the major players in this period include Mickey Mantle, Jack Roosevelt Robinson and Branch Rickey. As mentioned earlier, baseball represents a huge part of America history. It provided Americans with a sense of togetherness and community, which was non-existent in the corporate world. It was also a source of pride and power for the Americans mostly because of the passion that came with sharing of the game’s experiences among Americans. By this time, the game was universal to all Americans and everyone seemed to know something about the game and the players. The three teams mentioned earlier owned the game (Barbieri, 2013). Before the 1950’s, baseball was part of middle class whites, which would later be challenged by baseball. Jackie

Analysis of The Minstrel Shows Case Study Example | Topics and Well Written Essays - 500 words

Analysis of The Minstrel Shows - Case Study Example They felt seeing this being acted out on a stage by black people illustrated a form of success. It opened doors for them into show business and to make money. So by embracing The Minstrel Show and being able to laugh at the fact that it was meant to be negative towards African American people suppressed the sting and made it laughable. â€Å"Gangsta Rap† bears the brunt of the stigma that is labeled a criminalize culture. Although rap music didn’t start out as harsh as it is portrayed today. Society has labeled rap music visibility with a gangster life due to the â€Å"War on Drug†. When rappers embrace the stigma of being a rapper they inherit the dis-identifier of a Gangsta Rap while trying to portray a positive character. Alexander talks about how the colored people have permanently become second-class citizens in their own countries, their exploitation is being carried out on a daily basis and there are others trying to make economic gain through all this. The blacks took part in these shows actively so as to prove a point; they wanted the others to know that it is a form of success for them. This also turned out to be a profitable plot for them, the colored people started making money through all this and it was all well and good. The shows are laughable because they are satire in nature aimed at bringing about a reform in our society and the way we perceive colored people. "The clock has been turned back on racial progress in America, though scarcely anyone seems to notice. All eyes are fixed on people like Barack Obama and Oprah Winfrey who have defied the odds and achieved great power, wealth and fame"(The New Jim Crow) The gangsta rap is no different, the rappers often portray the crime world in their videos and again some of them do so as a form of satire to bring about a positive change in the society but it is perceived by the viewers very differently.  Ã‚  

Chinese American discussion homework Research Paper

Chinese American discussion homework - Research Paper Example Due to their racial affiliation, they are discriminated by the Whites. The diversity of culture of the Asian Americans is also an issue especially when they mingle with their White counterparts. Education attainment will also be an issue as the gap between the races is difficult to be narrowed. Friedersdorf indicates that for the previous twenty years, the number of Asians scooping the top most academic awards in the California Institute of Technology has escalated and most of them have been named semifinalists in the National Merit Scholarships (1). Nonetheless, the performance of the Chinese is exemplary regardless of the challenges they meet due to their racial affiliation. They performed well at school as they were forced to study both during daytime and nighttime by their parents in order to be at par with their White counterparts. The fact that the Chinese Americans are undermined based on their race, makes them more motivated to study harder and attain their grades based on merit and diligence (Zakaria 1). Friedersdorf, Conor. â€Å"Is the Ivy League Fair to Asian Americans?† The Atlantic, 21st Dec, 2012. Web. 16 May 2014.

Future trends in electronic commerce Essay Example | Topics and Well Written Essays - 750 words

Future trends in electronic commerce - Essay Example The Internet revolution causes with the latest growth figure among the some 160 million users, while others, remind marketers that this constitutes only a tiny minority of a few per cents of the world population. Expanding from this point, impact will be sought in the evolution of the applications used. Thus a sector where the number of firms which use a combination of Internet, intranet, extranet and telework is 'important' will thus display a higher impact of the Internet (Wagner 2007). Moving further ahead, one will consider which functions or activities the Internet is used for and thus see a greater impact of the Internet when home, social and productive functions are carried out through the Internet (Regan, 2007). In a year, there will be changes in the resources, behavior, organization, achievements and skills in different sectors. More and more companies will use e-commerce as the main tool of marketing communication and interaction. On the other hand, and more importantly, it appears that the use of e-commerce tools and techniques, or of information in general, is not likely to have any effect unless the appropriate combination of attributes and external factors exist. In a year, companies will use e-mobile service and mobile retailing more often. ... The further back in this chain companies and customers can go, the earlier they will be able to have an impact on sales. "Catalogs and stores can greatly buoy the online company to weather the storms that are inherent in technology and technology-based marketing, as a simple change in the technology environment can decimate the business model of an online company based solely on online marketing" ("Why one web merchant", 2006). In five years, there will be a great shift in customer service and information delivery systems. Critics state that "Online commerce market to grow to $300 billion over the next four years. But NOW is when consumers are forming their online shopping habits and developing buying loyalties" ("Understanding the Consumers", 2007). This is true of any new product or service, but, so far as the Internet is concerned, such fears are compounded because consumers will be purchasing goods via a system that they do not fully understand. In fact, consumers are already worried about the security aspects of the Internet. The first and most important lesson that has to be learnt when considering trading on the Internet is that sales that depend on geography will no longer work. Supermarkets, for example, with their departments that examine in great detail the demographics of an area before a new store site is developed, have no advantage in cyberspace. Any site can be accessed from anywhere in the world (Regan, 2007). Equally, any site can also be ignored from anywhere in the world. There is, however, an even bigger issue with marketing on the Internet. Not only is it difficult to select and purchase a prime site, in a good demographic area away from your competitors, that virtually guarantees you sales, but it is also increasingly difficult to

Relationship between commedia Dell'Arte and business Essay

Relationship between commedia Dell'Arte and business - Essay Example Italian terminology movies scientists, such as Ferdinando Taviani, Luciano Pinto and Roberto Tessari, believe commedia was a reaction to the government and cost-effective issues of the 16th millennium and, as an effect, made them the first entirely professional way of movies. The performers performed on outside, short-term stages, and reliable various products (robbe) in place of extensive scenery. Some of the organizations conducted in the excellent homes of the time, but for the most aspect, the itinerant gamers came from city to city, establishing up their trestle levels in the marketplace rectangle, where they would execute in competitors with all the providers screaming their products. This obviously provided increase to a very wide, over-the-top design of performing, but it is obvious that the commedia become a huge hit to the whole population, from the biggest to the smallest, with something for everyone in its wit, and actual expertise - the inventory figures becoming engaged in justifications, confusions, uncertainty and loving interests. When they arrive at a new website, the level administrator would pin up the situation, and the stars would improvise the performance in a mixture of terminology and activity, (often including satirical opinion on regional events) and whenever they sensed the activity was dropping a bit, they would sketch on their collection of set presentations and set business (lazzi) to raise it and get it going again. The better troupes were preferred by upper class, and during festival period and were funded by the various places or locations, in which they performed. Extra sources were acquired by efforts (essentially going the hat) so anyone could viewpoint the performance definitely no price. Performers ability to trip to achieve reputation and cost-effective success was the key to achievement of the commedia. The most beneficial troupes performed before management and upper class allowing individual celebrities, such as Accogl iente swan Andreini with his colleague, Dionisio Martinelli, were well known. The numbers of the commedia usually represent set community kinds, stock numbers, such as absurd devious servants, old men, or military government bodies finish of wrong bravado. Figures such as Pantalone, the tightfisted merchant from Venice; Dottore Gratiano, the Bologna pedant; or Arlecchino, the sexy Bergamo servant, began as satires on France terminology "types" and grew to archetypes of many of the super heroes of 17th- 18th century European movies. The commedia's start may be appropriate to festival in Venice, where by 1570 Andrea Calmo had developed the character Il Magnifico. In the Flaminio Scala scenari Il Magnifico carries on and is changeable with Pantalone, into the 17th millennium. While Calmo's numbers (which also engaged the Language Capitano and an example of dottore type) were not invisible, it is not known at what aspect the numbers wearing the protect up. However, the connection to fes tival (the period found between Epiphany and Ash Wednesday) would be suggesting addressing as a conference of festival and was used at some aspect. The customization in Northern Tuscany is centred in Mantua, Florencia, and Venice, where the

Discuss, analyze, and evaluate Robert Frank's famous photo- New Oleans Research Paper

Discuss, analyze, and evaluate Robert Frank's famous photo- New Oleans - Research Paper Example ty, he happened to show the photographs to a writer named Jack Keruoac, who immediately agreed to give him a good write up in response to his photographic works. From then on, there was no turning back as he embarked on a fruitful an interesting journey of success. One of his most successful photographs was titled â€Å"New Orleans† that Frank clicked while he was on one of his holiday trips with his family. All through the journey he had taken out many photographs, in fact about 27,000 thousand of them of which the photograph titled ‘New Orleans’ was one. From these photographs Frank chose 83 images for a vote which he published in 1958 and titled ‘Les Americains.’ All of Frank’s photographs speak volumes as each character seems so lifelike and filled with emotion. This famous photograph that was titled â€Å"New Orleans† was one that has stood the test of time, just for the sheer way in which it was captured. The photograph portrays an acute consciousness of the prevailing conditions in America when discrimination and segregation were at its peak. Frank’s camera explicitly captures the essence of a segregated trolley car of New Orleans, which shows its passengers seated one behind the oth er. The passengers were five in number comprising of three white individuals and two who were black. The photograph speaks for itself because as soon as you cast eyes on it, you could easily make out the social injustice with which the black population was treated. This particular photograph is filled with melancholic meaning and evokes a sense of sincerity and truth of what America was during the 50’s. This photograph is one of Frank’s most popular ones and finds its honorable place in most of the exhibitions around the world. During the editing of the photographs for the book ‘The Americans’, he placed two of his best images together placing them on the same negatives. These photographs were â€Å"Canal Street - New Orleans  " and the shot was a reverse angle

Complacency case Essay Example | Topics and Well Written Essays - 500 words

Complacency case - Essay Example Her immense reputation on handling any infant in the NICU should enable her to handle even the critically ill infants (Hamlin, 2011). Her failure to read professional journals and her argument and ignorance may make her responsible for any infant death associated with her career (Hamlin, 2011). By believing that her hand are more profession on experience than what a researchers article could ever be. She has no incentives to read articles and practice what she reads. Lack of this and her ignorance leads to a rapid infant mortality (Hamlin, 2011). Deborah’s suction and the employment of another nurse will lead to less infant death rates (Hamlin, 2011). This will be applicable because this new nurse will be handling all the cases unlike Deborah who handles only what she can hold on to she never makes the effort to try a read the ways of handling critically sick infants (Hamlin, 2011). The infants that are critically ill will benefit together with their families. Low mortality rates means that most of the critically ill infants will be facing intensive care from a widely learned nurse (Hamlin, 2011). Goals will only be achieved by the reduction of infant’s death rates (Hamlin, 2011). The employment of the new nurse will ensure that the critically ill infants are taken care of according to the clinical books journals and basic knowledge (Hamlin, 2011). Deborah applied only the knowledge she knew, and she had a false believe (Hamlin, 2011). By believing that her experience was enough for her job, yet she did not care for the critically ill infant was wrong. Every intellect in certain courses needs more additional knowledge in his or her area of specialization no matter how experienced a profession is with that certain case (Hamlin, 2011). The effectiveness of changing a nurse as soon as possible will lead to good health monitoring (Hamlin, 2011). The problem that Debora made was that she misused her handling for the rate

How to end a relationship Essay Example for Free

How to end a relationship Essay Ending a relationship is one of the hardest processes in the development of any bond between two friends. Ending a relationship especially when it is intimate is the most difficult thing to do. Starting a relationship is far much easier than bringing it to a close. Most relationships have ended in violence ( verbal and otherwise) and sometimes even in suicide or murder because most people are unable to cope with the pain associated with it. Most people would prefer suffering than parting ways with their friends or potential life partners. Before ending a relationship it is very important first to do a critical analysis of the reasons of ending the relationship and be certain that the only solution to the problems is calling it quits all together. Therefore one should think twice before making emotional decisions that will back fire much later. (Pushpa Pal Singh) After being certain of ending the relationship, it is equally important to prepare adequately of what you are going to say and the reasons of terminating it, this will help in facing the other partner who is bound to enquire of the reasons. (Pushpa Pal Singh) Ending a relationship can sometimes be dangerous and may result to physical assault, therefore you should strive as much as possible to remain calm and not let emotions drive you. (Pushpa Pal Singh) Ending a relationship also calls for the use of the right approach; this means that you should not use the phone, note or email to end it, being available physically would suffice because you would meet the other partner face to face and avoid the danger of being stalked or confronted that may result to physical attack. (Pushpa Pal Singh) Finally, as much as possible the relationship should not end on a harsh note; rather strive as much as possible to remain friends. Therefore the process should be some sort of relief for you and your partner when the relationship ends on a happy note. It is imperative to assure your partner that ending the relationship will not interfere with you remaining friends and you are going to keep in touch. (Pushpa Pal Singh) Works Cited Pushpa Pal Singh: How to end a relationship in 4 ways: Retrieved on 20th May 2008 from http://EzineArticles. com/? expert=Pushpa_Pal_Singh

Autonomous Learner Characteristics

Autonomous Learner Characteristics INTRODUCTION 1.1 Background of the study Looking back in time, English language were used once during the Cambodian Republic Regime (1970 1975), but thereafter, English was completely banned during the Genocidal Regime of Pol Pot and the Khmer Rouge; in 1993, for the first National Election in Cambodia, English language emerged again in this country with the arrival of United Nations Transitional Authority in Cambodia (UNTAC) (Narith, 2008). Since then the popularity of English language has gradually grown among Cambodian people. According to Crystal (1997) indicates that English language gains its popularity in the world due to political power, military power and economic power. In Cambodia, because of local and international business, international non-governmental organizations, job requirements, consumerism, computers and mass media, young people are encouraged to learn English as a foreign language (Narith, 2008). Further, Igawa (2008) studies about English language and its education in Cambodia states that communicat ive competence in English means a better job and a better pay for Cambodian people. That is why English language is encouraged and promoted to learn. Concerning English language learning, Cambodian students culturally seem to be respectful, obedient, and passive towards their teachers. This happens because of the traditional classroom, which is commonly practiced and mainly focused on teacher-centered approach. This approach offers fewer opportunities to students to engage in their learning, because the teacher always plays a role as a knowledge transmitter to students. Moreover, there is little interaction among teachers and students. The teacher usually spends a great deal of time speaking and explaining in the class; while students are required to sit passively and listen to the teacher attentively (Wang, 2007). However, after the communicative language teaching has emerged in Cambodia over the last ten years, the role of teacher and student has been gradually changed in modern classroom. In other words, there is a shift from a teacher-centered approach to a learner-centered approach, which offers students more possibilities to actively engage in their learning process. Since this shift occurs, learners are viewed as the main source of information for learning process, which the practice of learner autonomy begins to grow in language learning and teaching (Benson, 2001). Holec (1981) was the first person who coined the term learner autonomy and defined it as the ability to take charge of ones own learning. Autonomous learning encourages a very active role of learners and focuses on greater students initiative rather teacher-centered direction. (Eyob, 2008). Tudor (1993) also states that learner-centeredness is not a method, nor may it be decreased to a set of rules. It is, however, an approach, which views students to have more active and participatory roles in the learning and teaching process than in traditional approaches. Additionally, this approach requires different classroom activities, the structures of which are decided by students themselves resulting in increases in students involvement and motivation. There is also a parallel change in the teachers role in learner-centered classrooms. The teacher is less likely to dominate classroom events in contrast to traditional classrooms where the learning environment is teacher-centered and teachers are considered as authorities. According to, Nunan (1996) there are two complementary aims of learner-center. One of them focuses on language content, the other focuses on learning process. To achieve these aims, leaner need to decide what they want to learn and how they want to learn at their own pace, and make a decision regarding their own language competence. Thus, it is the teachers duties to create such autonomous learning conditions in which students can acquire skills and knowledge while making choices about the process and content of their learning. Likewise, Tudor (1993) suggests that if teachers are to foster autonomous learning conditions, student will be able to get more benefit from the teaching and learning process, particularly in the following areas: (a) more relevant goal setting with the contributions of students, (b) more effective learning enriched with students preferences, (c) more benefit from activities, the content of which decided by students, (d) more efficient study program with more s tudent involvement. Learner autonomy is considered as a crucial concept that students actively manage their learning in and out of the classroom. That is, they are independent in terms of selecting their own goals and purposes, deciding on materials, choosing ways of learning and tasks, and opting for criteria for self-evaluation (Eyob, 2008). Besides, autonomous learning can be achieved by certain conditions such as using cognitive and metacognitive strategies, learner attitudes and motivation, self-esteem, and learners awareness and knowledge about language learning (Thanassoluas, 2007). Similarly, Cotterall (1999) indentifies learning strategies as one of the most important factors in autonomous language learning. She also claims that the learners will have difficulties in classroom promoting autonomous learning without strategies training. Additionally, Chan (2001) states that increasing the level of learner control will increase the level of self-determination; thereby increasing overall motivation in the development of learner autonomy. Therefore, learners need to be self-directed and to determine the direction of their own language learning process. In brief, developing and promoting autonomous learning is vital as the aim of all education is to help people think, act and learn independently in relevant areas of their lives. In this respect, a strategy for developing and fostering autonomy in language teaching will require enhanced cognitive and metacognitive skills, self-awareness to improve motivation and willingness to take charge of learning. 1.2 Problem Statement With this novel concept, learner autonomy, Cambodian students are expected to take more responsibilities to demonstrate a great deal of autonomy in their learning process in order to succeed academically. However, Many English language teachers have become frustrated with investing endless amounts of energy in their students and getting very little response. Most teachers have had groups of students who never did their homework, who were reluctant to use the target language in pair or group work, who did not learn from their mistakes, who did not listen to each other, who did not use opportunities to learn outside the classroom, and so on. These reveal that students are not making efforts in their learning. Moreover, most of them are not likely to be aware of their roles in their learning process, and particularly they lack learning strategies to enable them to excel in their language performance. Regarding this issue, students make slow progress in their learning, performing poorly, thereby affecting their ultimate achievement in English language learning. And to the best of our knowledge, there is little research conducted on assessing learner autonomy in Cambodian EFL context. Thus, the aim of the present work is to identify learners perspectives about their learning responsibly and their actual practice of learner autonomy in Cambodian Youths Future Institute (CYFI). 1.3 Research Questions: The study on the current practice of learner autonomy is aimed at answering the two main questions and the two sub questions below in order to meet the objectives 1. How do the CYFI students perceive their own and their teachers responsibilities in learning English? -Are there any differences in the learners perceptions of their own and their teachers responsibilities in learning English regarding their gender? 2. To what extent, are the Autonomous learning strategies (inside and outside the classroom) used in learning English by ESL learners at CYFI? -Are there any differences in the learning strategies according to their gender? 1.4 Significance of the study This study is expected to provide empirical support for the identification of factors considered to be significant for the promotion of autonomy in foreign language classrooms and examines the claims made in language learning literature about each of these factors. By exploring them, teachers could also construct a shared understanding of the essential foundation of learner autonomy and obtain considerable insights into what roles they have to play in order to facilitate learner autonomy. Furthermore, it can increase learners awareness of how to be in charge of their own learning and inform the learners which learning strategies that they need to learn more and apply in their learning process. Similarly, it will help learners change their behavior by encouraging them to take responsibility for their own language learning, to change their attitudes towards the English class, and to deal with their foreign language learning problems. And finally, it may serve as a preliminary idea for any interested researchers in the area. CHAPTER TWO LITERATURE REVIEW The Literature in this review was found from the Hun Sen Library of the Royal University of Phnom Penh (RUPP), and by using the websites of Asian EFL Journal, Cambridge, Google Scholar, Oxford and Zunia to identify relevant books, journals and articles focusing on Autonomy in English langue learning. Other reviews was obtained from numerous articles and the list of references by several well-known scholars such as, Beson, , Gardner, Holec, Lee, Little ,Tudor and Wenden. These scholars are long established writers in this field and have written and conducted many researches about this area. The key words used to identify the articles are Lerner Autonomy, Learner Responsibility, Self-regulated Learner and Self-access Learner. 2.1 What is learner autonomy? The definition of learner autonomy seems to interpret in many different ways. Holec (1981, p.3) was the person who first coined the term learner autonomy and defines the term as the ability to take charge of ones own direct learning. Dickinson (1995) characterizes autonomous learners as those who have the capacity for being active and independent in the learning process. While Higgs (1988, p.41) views it as a process, in which the learner works on a learning task or activity and largely independent of the teacher who acts as manager of the learning programme and as resource person. In fact, learners attain autonomy depends on a variety of factors, including learners ability to take responsibility, personal constructs, teacher support, peer support, availability and flexibility in learning environment (Little, 1990; McDevitt, 1997; Lee, 1998). Even though there is a slightly different interpretation of learner autonomy, those meanings may contribute to the understanding deeply of the term. According to Benson and Voller (1997) there are five categories of the term learner autonomy, including situations in which learners study entirely on their own, a set of skills which can be learned and applied in self-directed learning, an inborn capacity which is suppressed by institutional education, the exercise of learners responsibility for their own learning, and the right of learners to determine the direction of their own learning. However, there is also a great deal of misconceptions about the definition of autonomous language learning. Esch (1996) thinks that autonomy is not self-instruction or learning without a teacher, does not mean that intervention or initiative on the part of a teacher is banned, is not something teachers do to learners, is not a single easily identifiable behavior, and is not a steady state achieved by learners once and for all. 2.2 Why learner autonomy? In fact, the cultivation of learner autonomy is a long process. Teacher should help students develop gradually from teacher dependence to autonomy. As an old Chinese saying goes Give a man a fish, and you feed him a day; teach him how to fish, and feed him for a life time. Moreover, the saying you can bring the horse to water, but you cannot make him drink can clearly illustrate why we need learner autonomy in teaching learning process. In language learning, a teacher can offer all the necessary tools and input, but learning can only occur if learners are willing to get involved and participate (Scharle Szabo, 2000). Further, Scharle and Szabo (2000, p.4) indicate that learners can be successful in learning when they have a responsible attitude. Therefore, we can understand that learners need a great deal of responsibility and active involvement in conducting learning activities in order to accomplish tremendous achievement in language learning. Eyob (2008) also states that learners accept responsibility for their learning, they constantly reflect on what they are learning, why they are learning, and with what degree of success; and their learning is fully integrated with the rest of what they are. 2.3 Characteristics of Autonomous Learners We understand that autonomous learners have to be responsible for all decisions that they have to make in their own learning. In other words, they are self-directed in the sense that they act independently of the teacher without remaining passive or waiting to be told what to do from teachers. According to Hedge (2000) characterized autonomous learners as those who: know their needs and work productively with the teacher towards the achievement of their objectives. learn both inside and outside the classroom. can take classroom based material and can build on it. know how to use resources independently. learn with active thinking. adjust their learning strategies when necessary to improve learning. manage and divide the time in learning properly. do not think the teacher is a god who can give them ability to master the language. Further, Wenden (1991) also characterized autonomous learners as those who: are willing and have the capacity to control or supervise learning. are motivated to learn. are good guessers. choose material, methods and tasks. exercise choice and purpose in organizing and carrying out the chosen task. select the criteria for evaluation. take an active approach to the task. make and reject hypothesis. pay attention to both form and content. are willing to take risks. 2.4 The Role of Teachers and Students to Promote Learner Autonomy Holden and Usuki (1999) who questioned Japanese students perceptions of learner autonomy concluded that it was not the learners who were innately passive, but it was the teachers that created an environment which discouraged learner autonomy. Moreover, it also concluded that the vast majority of students view their instructor as playing a major role in the development of their language skills. However, it stresses that learner autonomy, is not something that teachers do to learners, or another teaching method that can be taught (Little ,1990; Benson, 2001). Also, Dickinson (1987) states that, the learner is totally responsible for all of the decision concerned with his learning and the implementation of those decisions. In a full learner autonomy there is no involvement of a teacher or an institution. And learners are also independent of specially prepared materials. For instance, the early research on language learning strategies carried out by such researchers as Rubin (1975) indic ated that good learners have an active involvement with language learning, that they have clear ideas about the best ways for them to go about language learning, and that they set up their own learning objectives. However, this research has no strong reason to support that autonomous learning requires teachers or institutions, does not mean that it must proceed independent of them. Even there is a contradiction between the role of the teacher and the learner in promoting learner autonomy, McCarthy (2000) and Scharer (2000) argue that, in developing learner autonomy, the teacher-student relationship is crucial. The trust and cooperation between the teacher and the students makes the students feel comfortable and secure in the classroom. Only then can the students have the confidence to adventure in language learning. Benson and Vollers (1997) study also found that teachers have a significant role to play in launching learners into self-access and in helping them to stay afloat. In this investigation, it was found that there is a great change for both teachers and learners. Teachers are no longer in their dominant position as speakers in class while learners are not passive receivers any more. However, it does not necessarily mean teachers are less important. On the contrary, the teachers job is more demanding and challenging in helping students grow up as creati ve and independent learners. Teachers must focus their attention on how to learn instead of how to teach. They must play different role in class as guides, facilitators and counselors. Therefore, adjusting the teachers and students roles, and establishing proper relationship are the keys to the success in promoting autonomous learning (Benson Vollers, 1997). 2.5 Language Learning Strategies There are a number of researchers who have defined the term language learning strategies (LLS) in different ways. Wenden (1991) defines LLS as, mental steps or operations that learners use to learn a new language and to regulate their efforts to do so. OMalley and Chamot (1990) defined LLS as the special thoughts or behaviors that individuals use to help them comprehend, learn, or retain new information. By understanding various definitions from different researchers, we can see that learning strategies are very important in learning a language. Hence, all students have to be trained on how to use them appropriately in order to be successful learners. According to Hedge (2000), there are four types of learning strategies utilized by language learners, including cognitive strategies, meta-cognitive strategies, socio-affective strategies, and communication strategies. 2.5.1 Cognitive Strategies Hedge (2000) defines cognitive strategies as thought processes used directly in learning which enables learners to deal with the information presented in tasks and materials by working on it in different ways. According to Tudor (1996), cognitive strategies include: Repetition: repeating a chunk of language (a word or phrase) in the course of performing language language task. Resourcing: Using available reference sources of information about the target language, including dictionaries, textbooks, and prior work. Grouping: Ordering, classifying or labeling material used in a language task based on common attributes; recalling information based on grouping previously done. Note taking: Writing down key words and concepts in abbreviated verbal, graphic, or numerical form to assist performance of a language task. Deduction/ Induction: consciously applying learned or self-developed rules to produce or understand the target language. Substitution: selecting alternative approaches, revised plans, or different words or phrases to accomplish a language task. Elaboration: Relating new information to prior knowledge; relating different parts of new information to each other; making meaningful personal associations to information presented. Summarization: Making a mental or written summary of language and information presented in a task. Translation: rendering ideas from one language to another in a relatively verbatim manner. Transfer: using previously acquired linguistic knowledge to facilitate a language task. Inference: Using available information to guess the meanings or usage of unfamiliar language items associated with language tasks, to predict outcomes, or to fill in missing information. 2.5.2 Meta-cognitive Strategies According to Oxford (1990), metacognitive strategies are actions which go beyond purely cognitive devices, which provide a way for learners to coordinate their own learning process. Oxford also mentions that there are three metacognitive strategies such as centering learning, arranging and planning learning, and evaluating learning. Moreover, Tudor (1996, p.205) also states that metacognitive strategies consist of planning, monitoring and evaluating; some of these strategies are: Planning: previewing the organizing concept or principle of an anticipated learning task (advance organization); proposing strategies for handling an upcoming task; generating a plan for the parts, sequence, main ideas, or language functions to be used in handling a task (organizational planning). Directed attention: Deciding in advance to attend in general to a learning task and to ignore irrelevant destructors; maintaining attention during task execution. Selective attention: deciding in advance to attend to specific aspects of language input or situational details that assist in performance of a task; attending to specific aspects of language input during task execution. Self-management: understanding the conditions that help one successfully accomplish language tasks and arranging for the presence of those conditions controlling ones language performance to maximize use of what is already known. Self-monitoring: checking, verifying, or correcting ones comprehension or performance in the course of a language task. Problem identification: Explicitly identifying the central point needing resolution in a task or identifying an aspect of the task that hinders its successful completion. Self-evaluation: checking the outcomes of ones own language performance against an internal measure of completeness and accuracy; checking ones language repertoire, strategy use, or ability to perform the task. Thus, it is very essential to teach students about metacognitive strategies in order to make their language learning effectively. 2.5.3 Socio-Affective Strategies Oxford (1990) the term affective strategies refer to emotion, motivation, attitudes, and values. He claims that affective strategies are concerned with the affective elements of the learners such as self-esteem, attitudes, confidence, motivation, and anxiety. Oxford (1990) also suggests that there are three main sets of affective strategies: lowering your anxiety, encouraging yourself, and taking your emotional temperature. While Tudor (1996) suggests some of the affective strategies are: Questioning for clarification: asking for explanations, verification, rephrasing, or examples about the material; asking for clarification or verification about the task; posing questions to the self. Cooperation: working together with peers to solve a problem, pool information, check a learning task, model a language activity, or get feedback on oral or written performance. Self-talk: Reducing anxiety by using mental techniques that make one feel competent to do the learning task. Self-reinforcement: providing personal motivation by arranging rewards for one self when a language activity has been successfully completed. Therefore, good language learners should know how to control their emotions and attitudes about learning (Oxford 1990). 2.5.4 Communication Strategies According to Hismanoglu (2000), communication strategies are employed by speakers when confronted with some difficulties because of the fact that their communication was misunderstood or was not caught clearly. Hedge (2000) also states that learners use communication strategies in order to make them understood and to maintain a conversation; these strategies contain gesture, mime, synonym, and paraphrases. The significance of these strategies is to help learners get involved in conversations when they practice the language and to assist learners in getting their message across or clarify what the speaker conveyed. 2.6 Learner Attitudes, Motivation and Self-Esteem Benson and Voller (1997) state that language learning is not merely a cognitive task; Learners do not reflect on their learning in terms of the language input to which they are exposed. Rather, the success of a learning activity is partially contingent upon learners stance towards the world and the learning activity in particular, their sense of self, and their desire to learn. That is, language learning involves affective elements such as attitudes, motivation and self-esteem. The term attitudes refer to learned motivations, value beliefs, evaluations, what one believes is acceptable, or responses oriented towards approaching or avoiding (Wenden, 1998, pp, 52-53). There are two kinds of attitudes which are very essential: attitudes learners hold about their role in the learning process, and their capability as learner. Thus, it appears that if learners have positive attitudes towards their learning, then those attitudes will play an important role in increasing learners motivation, and contribute to their achievements in learning. In educational context, many researchers or experts have defined the term motivation differently. So there is little agreement on the exact meaning of the term. According to Dornyei (2001) the father of motivational strategies refers the term motivation as a keen, committed, and enthusiastic learner who has good reasons for learning. Motivation explains why people decide to do something, how hard they are going to pursue it and how long they are willing to sustain the activity (Dornyei, 2001, p.7). Furthermore, according to Gardner and Macintyre (1993) indicate that motivation consist of three elements, including desire to achieve a goal, effort extended in this direction and satisfaction with the task. Indeed, people are motivated in different ways and to different degrees. And learners should encourage focusing more on their intrinsic motivation because it emerges with the inner drive or interest of the learners in doing something which they can sustain their motivation longer. Therefore, motivation is a key factor that contributes to the success of language learning. If learners are more aware of the importance of motivation, then they will be more likely to achieve their desire goals or outcomes. Indeed, attitudes and motivation are the concept of self-esteem (Thanasoulas, 2007). James (1983) defines self-esteem as a ratio found by dividing ones achievements in areas of life of importance to a given individual by the failures in them or ones success. According to Branden (2001), self-esteem is the sum of self-confidence (a feeling of personal capacity) and self-respect (a feeling of personal worth). If learners have a high self-esteem, then they may achieve highly in their learning process. Conversely, if they have a low self-esteem, then it can lead to negative attitudes towards their learning, possibly deteriorate their cognitive perform and lowering their success (Wenden, 1991, p.57). All in all, learners have to be willing to take charge of their own learning. They should use the right strategies plus having positive attitudes, intrinsic motivation and high self-esteem. And all of these do contribute a lot in leading them to largely succeed in language learning. Most importantly, they should use every opportunity that they obtain in order to learn the language effectively and successfully. Thus, teachers and students should be responsible in fostering autonomous learning (Eyob 2008). CHAPTER THREE Methods 3.1 Research Design To conduct this study, the researcher utilizes a survey research in order to describe the current practice of autonomous learning by CYFI students. By using this method, it also assists to illustrate the fundamental problems that challenge the practice. The method is suitable in attempting to describe the attitudes, opinions, behaviors, or characteristics of a sample or the entire population (Creswell, 2005). Additionally, it included cross-sectional studies using questionnaires and focus group interviews for data collection. 3.2 Data collection tools Chamot (2004) suggests that appropriate methods in conducting this kind of the study need to be utilized. Those recommending researches tools in data collection are group focus, interview and questionnaire and these methods can help researchers to ensure the reliability and validity 3.2.1 Questionnaire The self-administered questionnaire is used in order to obtain descriptive and frequencies data of the study. The researcher employs this questionnaire because it is able to be administered with or without the presence of the researcher and it is easy to analyze with many computer software packages (Wilson Mclean, 1994). In addition, Questionnaire is familiar to most people. Nearly everyone has had some experience completing questionnaires and they generally do not make people apprehensive. Questionnaire also reduces bias; there is uniform question presentation and no middle-man bias. Also, the researchers own opinions will not influence the respondent to answer questions in a certain manner because there are no verbal or visual clues to influence the respondent. Nevertheless, the researcher need to invest great amount of time to develop, pilot, and refine questionnaire and data collected may lack of flexibility of responding (Wilson Mclean,1994). The rate of return can also be a m ajor concern when the researcher uses this data collecting tool (Anderson Arsenault, 1998). 3.2.2 Focus Group Discussion The researcher uses a focus group discussion as a second data collection tool for this study. In order to verify the data collected from the questionnaire and to make the data more enriched and valid. By using focus group discussion, the researcher can explore more insights in some particular areas found from the results of the questionnaire and can cross check and probe more information about the study. Moreover, focus group will offer a collective view rather than an individual view and it is economical and less time-consuming. It also produce a large amount of data (Mogan, 1988). However, focus group may yield the data less than the survey and data may lack overall reliability as group disagreement and even conflicts may arise. Also, Data obtained from focus group will be difficult to analyze concisely. 3.3 Sample size and Sampling technique The research is conducted in the form of a case study. The target populations of this study are Level 07 CYFI students whose levels are pre-intermediate. The sample of about 60 students of the entire population is chosen purposively to complete the questionnaire study. Besides, 4 to 6 students are also selected purposively to involve in the focus group discussion. The researcher intends to choose a non-probabilistic convenient sampling procedure for the study because, as its name suggests, it is convenient, fast, low cost and less-time consuming. Also, it is easy to conduct and the participants are available and voluntary to participate in the study (Cohen, Manion Morrison, 2007). And yet, the sampling may fails to represent the whole population and be limited to make a generalizability of the findings due to its nature. 3.4 Data collection process The self-administered questionnaires are administered to the participants at the end of their class. Since there are two kinds of self-administered questionnaires, the participants have a choice to complete questionnaires either in the presence or in the absence of the researcher, assistants and their teachers. If the participants decide to fil

Development of the Artificial Heart :: Medical Science Technology Health Essays

Development of the Artificial Heart Actual belief in the possibility of technology being used to create an artificial heart began in the 1950’s, soon after the successful implementation of a dialysis machine. With the ability to put a man on the moon, there was an general feeling that anything was possible. Thus, in 1964 the United States Government put $581,000 towards the establishment of a research program to develop a total artificial heart (TAH). (Caplan pg.30). The first viable mechanical heart was the Jarvik-7, which could keep animals alive for eight months. (Caplan pg.34). After much persuasion the FDA approved the implantation of the Jarvik-7 into human test subjects suffering from terminal heart disease. The first recipient of the Jarvik-7 was Barney Clark, on December 1, 1982. He survived on the mechanical heart for 112 days. However, during that time he suffered severe medical complications. He underwent three additional surgeries, on several occasions asked that the heart be deactivated, and went into a coma before finally dying. (Caplan pg.35). The second patient, William Schroeder, who received a Jarvik-7 on November 25, 1984, survived for 620 days before dying. He too was plagued by medical complications throughout those 620 days. On the nineteenth day he suffered a stroke and again, on the 94th day. From the 150th day onward he had subacute bacterial endocarditis. He suffered two more strokes, on day 163 and 352. A liver biopsy on the 444th day showed microabscesses. On the 590th day he was given a feeding gastrostomy, and a tracheostomy followed on day 612. Finally he died of respiratory failure, and sepsis. (Fox pg.126). After a few more trial implantations, which all followed same downhill course, the FDA withdrew the permission to implant any more TAH’s. From this point onward the research focused more on devices to assist the heart, rather than replace it. These devices were designed to take some of the stress off of the left ventricle of the heart, and were termed left ventricular assist devices or LVAD’s. The use of LVAD’s became more common throughout the 1990’s as a method of either resting the heart so that it could recuperate and continue on its own or prolonging the heart’s life until a donor heart became available.

tornadoes :: essays research papers

Tornadoes   Ã‚  Ã‚  Ã‚  Ã‚  One of the most devastating natural disasters is the tornado. A tornado is so damaging due to its wind speeds. Of all the natural disasters, the tornado is the one that still has the most questions left unanswered. What we do know is that a tornado is a â€Å"violently rotating column of air† underneath a cumuliform cloud. This column of air is visible most of the time, but it does not always have to be. No one is exactly sure how tornadoes form, but most occur from supercells (Edwards 1). Supercells are simply violent rotating thunderstorms. It is impossible to predict exactly when and where a tornado will occur, but meteorologists are getting better. The purpose of this paper is not to inform you of the technicalities of a tornado, but rather to tell you about some of the worst tornadoes that have ever occurred.   Ã‚  Ã‚  Ã‚  Ã‚  The â€Å"Tri-State Tornado† is the worst tornado ever recorded. This tornado struck at 1:01 pm on March 18, 1925. For the next three and a half hours more people would be killed, more schools would be destroyed, and more deaths would occur in a single city than from any other tornado in U. S. history. This tornado struck the states of Missouri, Illinois, and Indiana. This tornado first touched down in Missouri, where it killed a farmer. This tornado went on to kill 12 more in Missouri. When it hit Illinois, devastation was at its worst. The town of Murphysboro, with 234 deaths, had the largest death toll ever recorded within a single city. With over 400 lives lost and over $10,000,000 in losses, Illinois suffered the most of the three states. In Indiana, multiple funnels were reportedly seen. The tornado had a base on the ground of over  ¾ of a mile wide. Seventy-one people died in Indiana. When it was all said and done the â€Å"Tri-State Tornado† had killed 695 people and injured over 2,000, which is why it is known as the deadliest tornado ever.   Ã‚  Ã‚  Ã‚  Ã‚  A series of tornadoes struck the central United States and spread damage all the way up to Ontario in 1974.

Opportunity Assessment Essay

Explain the purpose and value of a business plan to a new or existing business. There is a whole host of reasons to justify the preparation of a business plan, not just for business start-up enterprises, but as a model of good practice for established organizations. First, the process of producing a business plan acts as a very efficient method of focusing the ideas of entrepreneurs in terms of defining their objectives and assessing their own abilities to organize and run the business. A business plan also acts as a means of testing the viability of the business proposal before actually committing its proposers to any substantial expenditure or investment. As there are relatively few entrepreneurs who have the resources to be totally self-financing, most are faced at some point in time with the need to raise external finance. The possession of a business plan is crucial to the business’ future; an appointment with the financier or bank manager who is a potential investor or source of loan to discuss a proposal is a bit like an audition in a Hollywood film – if they blow their lines, they blow their chances, or at least, they reduce their prospects of getting the part they want. Written business plans are essential to guide bankers, lenders or investors in understanding and monitoring the financial strength of the business entity. So the most important thing is to prepare the plan thoroughly and to present it in a professional and competent manner. The elements of a business plan is primarily for the benefit of the lending institution and should not be confused with the strategic or detailed operating plans the business may use for internal management purposes. The kind of business plan any banker, lender or investor looks for should provide broad-based financial and organizational information. It should be made available upon submission of the initial credit request and updated periodically thereafter. Financial statements, together with management’s analysis of financial performance, for the past three-year period are especially essential. In addition, the banker, lender or investor will want to see financial performance projections for the coming two or three years. Define the term `micro business` and outline the contribution micro business make to the Australian economy. The term micro business tends to better describe the smallest niche within the small business world. A micro business is, in general, fewer than ten people and includes some unique needs to that space. It typically requires less than US$15,000 in start-up capital, which means that it does not have access to the commercial banking sector because initial loan needs are usually less than US$15,000. In most micro-enterprises, the owner is the sole operator and worker. The capital needs of micro-businesses are too small to be of interest to formal financial markets, yet too large to be covered by the personal means of business starters particularly if they come out of precarious situations. In more cases than not, micro business owners mix personal expenses with business expenses, clouding the company’s functional cost relationships and making ratio analysis very difficult. Typical micro business operators only keep cash records during the year. They present a ‘shoe-box’ of records to their accountants at year end. They only use their accountant to generate a tax return and set of accounts, which might be received six months after the year end. Market niches tend to be defined geographically. Typically, competitive businesses turn over very rapidly, with frequent new entrants to the market, many ownership changes, and a high percentage of bankruptcies and liquidations. Micro business is a key niche to keep in mind in today’s economy and a field that is quickly starting to gain enterprise attention. The economic significance of micro-businesses to the economy of Australia as well as to the global economy is highly acknowledged. This is for the reason that the involvement that micro-businesses create for both employment and the income it produces. Micro-businesses put in $20,193 million to the Australian industry’s GNP and provide work for more than 1/3 of micro-business workers (Khosrowpour 525). Briefly explain the role market research plays in the evaluation of a business opportunity. An entrepreneur must make a commitment to pursuing a business opportunity long before the outcome of that decision is known. How can he know whether the opportunities he is pursuing have a perfect fit with the marketplace, need to be expedited on a rush basis, and are the right decisions to go ahead with? Market research is the answer. Market research is the compilation and examination of any trustworthy information that improves managerial decisions. An entrepreneur needs to do market research to identify and assess an opportunity. Intuition, personal expertise, and passion can take businessmen only so far. Both traditional and nontraditional marketing research can be used to assess opportunity. Research is vital in strategic evaluation if new ideas for diversifying the business are evaluated or tested out. A company entering a new market with a new product is unlikely to know much about that market, and is going to be dependent on good information for decision making for developing sales of the new product and services. The research is likely to reduce the uncertainty about pursuing the diversification opportunity, and to help managers to plan, based on known and defined customer needs. In all practical terms, the application of market research to identify problems and opportunities and to evaluate programs of activity is as important as in other areas of marketing communications. It is the methodical and objective recognition, compilation, study and distribution of information for the intention of supporting business decision-making activities connected to the detection and resolution of business troubles and prospects. Certainly market research plays an important role in business decision making, but ultimate success in markets is determined by many other factors, not least the commitment of the team, the size and mix of marketing budget, and the ability to react to unforeseen problems. Briefly describe the process by which the total cost price of a product or service is established. Pricing, as a process, can simply be defined as setting or adjusting a price charged to a customer in exchange for a good or service. The need for correct pricing decisions has become even more important as global competition has become more intense. Organizations that have been successful in making profitable pricing decisions have been able to raise prices successfully or reduce prices without competitive retaliation. Pricing policy cannot be established in a vacuum. The selling price of the product or service should be consistent with the entrepreneur’s marketing goals, the image he or she is attempting to project, and the perceptions and expectations of the target market. Also, the pricing decision must be viewed as in interactive process in that there is a strong need for cross-functional interaction. It should be clear that effective pricing decisions involve considerations of many factors, and no single model will fit all pricing decisions. While all pricing decisions cannot be made strictly on the general model to be presented in the next paragraph, it does break pricing strategy into a set of manageable stages that are integrated into the overall marketing strategy. Given a product or service designed for a specific target market, the pricing process begins with a clear statement of the pricing objectives. These objectives guide the pricing strategy and should be designed to support the overall marketing strategy. The evaluation of the relationship of product or service to pricing with respect to the distinctiveness, perishability and stage of the life cycle a product/service is in all affect pricing. In addition, marketers need to consider what value the product/service has for customers and how price will influence product/service positioning. The other components of the marketing mix need to be also examined in relation to the pricing component, in order to arrive at a total price. Although the main basis should be the product or service cost, marketers should combine various criteria in setting prices rather than considering only the costs. What is the difference between a projected Profit and Loss Statement and a Projected Cash Flow? Why do you need both? There are several distinctions between projected cash flow and projected profit and loss statement. Although both are only estimates, one difference is that the projected cash flow statement will record budgeted cash receipts from customers, while the projected income statement will show forecast revenue for the period. Further, the projected cash flow statement will record budgeted cash payments to suppliers, while the projected income statement will show forecast of sales, which will reflect opening inventory, plus purchases, less closing inventory. Furthermore, the projected cash flow statement shows the budgeted cash payments for the expenses such as wages, electricity and rates while the projected income statement will record the expenditure expected to be consumed in the period, reflecting any accounts or prepayments. Lastly, the projected cash flow will reflect the cost of purchasing a non-current asset at the expected date of purchase and the proceeds at the date of sale, while the projected income statement will record a depreciation charge for the consumption of the asset and a profit or loss on disposal. The business needs both of these projected statements because they are important tools of financial analysis. Projected cash flow statement, for instance, is a point of comparison for actual cash flow statement so that the firm can find out the variation and take necessary remedial measures. It also helps in overcoming the problem of meeting deficit cash or investment of surplus cash because projected cash flow is usually prepared on the basis of the past year’s experience. Using the cash flow forecast enhances the business’ versatility and allows it to adjust its planning horizon as the business grows. A projected income statement is likewise an invaluable tool. It will help the business estimate its approximate income and expenses in the short term, from months to a few years. It will give a gauge to judge the financial progress of the company. Outline the legal avenues available to an individual to protect intellectual property. Even though it is an intangible term for a theoretical concept, intellectual property is nevertheless completely well-known to practically everybody. While the underpinnings of material property rights are clear, those of intellectual property rights appear clouded. Intellectual property rights have seen perceptible, indeed substantial extensions in the last decade alone. Copyrights, service marks, trademarks and patents are all types of intellectual property, and are avenues for individuals in the United States to protect their intellectual property. The examination of intellectual property law is significant since intellectual property is captivating an escalating implication worldwide. Copyright and trademarks are directly related to the Web, patents less so except if the thing being patented is a new type of technology that affects how the Web is actually used. Trademarks and service marks are used to protect logos, unique elements, phrases, services and official names that have sufficient distinctive character by which the government recognizes the concept as being unique and wholly owned by the individual. At common law, the individual who utilized a symbol or mark to classify a company or manufactured good was sheltered in the employment of the trademark. Service marks protect services rather than products, which is its main difference with trademark, in where the later protects products. Copyright protects everything that goes into a website or in print. It provides the inventor of a work the right to the restricted utilization of that said work for a certain time. Copyright infringement is all too common, often resulting in lawsuits in which individuals receive handsome compensation for having their work ripped off. A patent is a government endowment that bestows an inventor the private right to produce, utilize and put up for sale the invention for a time of twenty years since the time of filing a request for a patent. If a firm produces, utilize and put up for sale a patented blueprint, produce or procedure without the consent of the owner of the patent, it is obligated with the tort of patent infringement. What are the main advantages of operating your business as a company rather than as a sole trader or partnership? Are there any disadvantages? The primary advantage of operating the business as a corporation is protection against liability. The corporation can protect one’s personal assets in the event of a judgment against the business. This is because the corporation’s assets (cash, real estate, securities, accounts payable, etc. ) do not include one’s personal property and assets such as car, house, bank account, and other personal property. One’s personal property is considered separate from the property and assets of the corporation. A second advantage over sole proprietorship or partnership is organization and efficiency. No matter what form the business takes, keeping one’s personal and business finances and assets separate is crucial to the survival of the business. If one’s business and personal finances are intertwined, it will prove difficult and eventually impossible to sort them out to the satisfaction of say, banks and other financial institutions where one may be applying for business loans. A third advantage is savings. There are myriad instances where, as a corporation, one may be able to save on business costs – savings that might otherwise be unavailable to one as a sole proprietor or partnership business. For instance, business equipment amortization IRS allowance and schedules are generally more favorable for corporations than for individuals and partners. Also, financial institutions tend t give more favorable credit and lending rates to corporations as opposed to individuals and partners. The primary disadvantages, on the other hand, are the record-keeping that is required and the fact that corporations are subject to double taxation – the corporation pays taxes on its profits, and if one receives some of those profits as dividends, he/she will be taxed, too. Moreover, the business has to maintain minimal corporate formalities that will take some time and effort, including government regulation of the creation of the corporation, issuance of stock and operations of the organization. The lack of management skills is the cause of 92% of business failure. Does a successful business operator have to be expert or competent in all facets of business management? Long ago in business literature, experts have researched the role of the entrepreneur in firm failure. Managerial deficiencies, inexperience, and inefficiency are consistent themes in the literature explaining business failure. Researchers found that many firm characteristics – particularly decision-based ones – were directly related to the entrepreneurial characteristics. These included lack of insight, inflexibility, and emphasis on technical skills. Additionally, managerial deficiencies and the financial shortcomings of the entrepreneur also contributed to failure. Other researchers have further found support for the case that lack of management expertise along with financial matters was the most common causes of business failure. Some of these researchers pointed to poor management skills as the most frequently identified common theme in business failure. The significance that is placed on management deficiencies as a cause has therefore warranted a closer examination of the specific areas where these deficiencies are greatest. Although this is the case, it is often unfeasible for a business operator to be an expert on all facets of business management. This is the role of consultants; experts that business owners hire too assist in the facilitation of business management processes. The business operator may not possess the expert comprehension of the specialist (such as technology specialist) but it is the business operator who is familiar with the worth and the prospect of expert knowledge. Thus the management expert has specialized knowledge and the business operator has knowledge breadth and it is through the organization that the two kinds of knowledge are united to create wealth. The proven formula for success involves leveraging limited human and financial resources. For example, most business operators lack at least one critical management function, such as a controller or a sales manager. An outside accounting firm, a part-time employee, a channel partner, or a retired person could perform these functions. You have been approached by a person who has identified a business opportunity and who needs some assistance to evaluate it. Outline the advice you would give to such a person? An opportunity is not just an idea. A business opportunity must grow an idea with the potential to develop with the enterprise that has a reasonable chance to succeed. This means that all of the pieces of the puzzle must come together, and in the right order. There should first be the evaluation of external and internal factors that may influence the potential of the business opportunity. External analysis should consider both the general environment, and big picture, and the industry setting in which the venture might do business. Identifying potential affecters in the external environment is definitely worth the effort, but business concepts make sense only if they fit well with the internal potentials of the business. In other words, the entrepreneur’s understanding of potential business opportunities should be combined with insights into what the entrepreneur is able to do. With respect to the chosen sector/industry, learners need to know how to perform a systematic search for new business opportunities as well as how to analyze and evaluate them. There are many different tools identifying opportunities to determine ideas that are worthy of further development, like Drucker’s Seven Sources of Innovative Opportunity, Boston Consulting Group Matrix, GE Planning Grid, 7-S Model and Competitive Strength vs. Market Attractiveness Model. Assessment can be more ‘real world’ if the task of evaluation relates to an idea, plan or proposal with which an individual can identify personally. Determining whether an opportunity is possibly right for a company is not the same as deciding to enter a business, nor is evaluating an opportunity the same as evaluating a business plan. Grabbing a business opportunity is appropriate only after it has been determined that the opportunity itself is both valid and right for the company and the company has a business strategy and plan to which it is prepared to commit. Once a business has become established, it requires sound management systems to operate efficiently. Describe the system you would put in place to operate and control a small business. If the strategic objectives of the business are to be successfully implemented, then first, it is critical to identify the systems that will need to be in place in order to achieve them. The key management systems will typically be those that actively contribute towards the primary goals or profitability of the business. This includes the production functions that manufacture goods for sale and the sales and marketing that sell those goods to the customers. This is all about having the right resources in place to achieve the desired objectives of the business. Without these key systems in place, the strategic development of the business will not work, which is precisely why they must be right before anything can be started. The second stage is to ensure that the support systems are in place. These are the functions that enable the key systems to operate smoothly, such as the purchasing, stores, administration and distribution functions, not forgetting the management systems to organize and coordinate these. The third stage is to ensure that adequate monitoring and control systems are in place both to monitor the expansion of old or the implementation of new systems, and to monitor the efficacy of the whole strategic process and its component parts. In order to implement both the key systems and support systems, it will be necessary to produce an action plan which identifies the critical dates by which each one of these systems must be in place. The action plan should be regarded as a means to an end, as opposed to something that, once set, cannot be changed. Although it sets the guidelines and targets for the process, it must be flexible enough to account for, and respond to, any factors that are beyond the control of the process. The planning procedures must be, like the workings of each of the systems, subject to the same planning and review cycle if they are to function efficiently.

Reveal about the character of Eddie Carbone Essay

Discuss the importance of the stage directions in Arthur Miller’s â€Å"A View from the Bridge† and what they reveal about the character of Eddie Carbone. Arthur Miller’s ‘A View from the Bridge’ is set in and around a workers apartment near Brooklyn Bridge, in an area called Red Hook. The main population is made up of Italian immigrants including the main character, Eddie Carbone and his working class family, around which the story revolve. Eddie works as a longshoreman and is about to take up the task of hosting two illegal immigrants in his house, however he, himself, is the cause of his own downfall and the play is about the events leading to his fatal climax. Almost all the characters speak with Brooklyn style vocabulary and language, however, this does not allow them to reveal their real feelings because their education and vocabulary is limited and Italian men are not very expressive. Another factor is this inexpressiveness is the Sicilian code. The Sicilian code was brought to America by the Italians and is way the Italian community dealt with the law. It involves a strong sense of family tradition so Italians already living in America would accommodate immigrants coming over, like Eddie and the cousins. The man of the house was expected to make all the important decisions and would be respected greatly by his family. For these men actions speak louder than words and so they often found it difficult to show their true emotions. This is one of the main reasons why â€Å"A View from the Bridge† contains very detailed stage directions. Normally, stage directions are used to give the general idea on how the actor or actress is feeling and what he or she has to act out. It also gives any more minor details that future directors or the reader may need to know. The advantage of the detailed stage directions for a director in â€Å"A View from the Bridge† is that he has little to do to influence the characters. On the other hand, the actor can’t add his own ideas to his or her role. Another reason why there are a lot of detailed stage directions could be to pronounce the character’s felling more. Miller was a very precise director and knew exactly what he wanted. That’s why he made his stage directions so detailed, hence limiting the number of changes someone else could make to the play. We get to know the basic plot of the story right at the beginning of the play. Alfieri’s character goes with the comprehensive stage directions as both collaborate to make sure the play is performed and appreciated in the way Miller wanted it to be. Alfieri gives us even more understanding towards Eddie’s character through his monologues and speech. He says that other people had gone through the same situation and had â€Å"sat there as powerless as I, and watched it run its bloody course. † We first get our first glimpse of Eddie almost as soon as the play has begun. â€Å"He is forty – a husky, slightly overweight longshoreman†. We know he is experienced but maybe a little past his prime. Typical longshoremen earned little wages but we see Eddie as hardworking and honest, he has â€Å"a worker’s flat, clean, sparse, and homely†. When we first see Eddie’s niece Catherine she is delighted to see him and Eddie â€Å"is pleased and therefore shy about it;† This gives us another instance where he finds it hard to express himself. Catherine runs â€Å"her hands over her skirt† and shows off her new purchase. Eddie asks her to spin around and calls her â€Å"beautiful† and, she shows off to him and â€Å"turns for him†. Eddie showed just compliment her but he asks â€Å"lemme see in the back†, he’s looking at her in an inappropriate way instead of just complimenting her. These could just be them trying to show their feelings like a loving father and daughter would or it could hint at a more sinister situation. When the news of the cousin’s arrival reaches the Carbones Beatrice is disturbed. She hasn’t made the dinner or got the house into shape. Eddie calms her down but she says â€Å"looking into his eyes† â€Å"I’m worried about you, that’s all I’m worried†. This gives us the impression that she’s worried about Eddie in more ways than just coping with the cousins coming, the relationship between Catherine and Eddie may have been going on some time. When Catherine tells Eddie about her new opportunity to be a stenographer Eddie is immediately disturbed. He wants her to finish school first and doesn’t feel comfortable with the plumbers and sailors that will see her, this is another instance where Eddie may want Catherine to himself not any other men. Eddie finally gives in after Beatrice pressures him and this is the first and only time Eddie cries. He cries like a child has lost a loved one â€Å"for a powerful emotion is on him, a childish one and a knowing fear, and the tears show in his eyes† Straight after this event Catherine comes out with a cigar and matches. She lights it for him. This could be just someone showing they’re thankful or it could be interpreted differently, with a slight phallic twist. The cigar being the phallic object. He says â€Å"Don’t burn yourself. (Just in time she blows out the match. He’s warning her not to hurt herself because of him and we realise that although he may have feelings for Catherine he will not act on them if it affects her in a negative way. Beatrice detects that something and confronts Eddie – â€Å"Who’s mad? †¦ I’m not mad †¦ You’re the one is mad. † As this part of the play continues Eddie glances at his watch anxiously a number of times. He senses that time is running out; Catherine is growing up to fast for him, Beatrice is starting to pressure him and now the cousins (two new Italian men, one single) are about to arrive, Arthur Miller uses this to symbolise that things are moving forward faster than ever before in Eddie’s life. As soon as the cousins arrive we see Eddie start to change rapidly. As the first scene they are in ends Eddie’s â€Å"face is puffed with trouble† Nothing has turned out the way he has planned. Catherine is giving far more attention to Rodolfo than to him and Eddie doesn’t like it. As Catherine is â€Å"enthralled† by Rodolfo’s singing Eddie uses the excuse of immigration officers picking them up. He says later that Rodolfo gives him â€Å"the heeby-jeebies†, and hints that he’s maybe homosexual as he sings and has platinum blonde hair. This is unfair as the cousins have only just arrived and Eddie didn’t like Catherine’s reaction. He has â€Å"a campaign solidified in him† He’s not going to change his mind easily.

Development /Diffusion of Early Human Societies Essay

The world’s longest river; The Nile, is considered Egypt’s lifeline. This significant physical geographic factor, has contributed to the development of the ancient Egyptians. This country which is located in Africa’s northeast corner, receives very little rainfall throughout the year. As a result, Egypt has relied on the Nile River for its economy. Each year, the Nile floods due to upstream rain, depositing a type of rich black soil called silt, along the river banks. The silt at the river’s mouth forms into a triangular shape, which creates a delta. Most of Egypt’s population clustered in the Nile’s river valley and delta. This river’s yearly floods made these regions so fertile that ancient Egyptians called their country Kemet, or the Black Land. (Bednarz, 2008) Ancient Egypt, one of the world’s first great civilizations, arose along the banks of the Nile. For centuries, geography kept Egypt isolated. Six high waterfalls calle d cataracts, and rapids make the Nile hard to navigate in the south. Desserts surround the Nile in the west and east, and the Mediterranean Sea borders Egypt to the north. People created farming villages along the Nile by about 4000 B.C. Eventually these villages became two kingdoms, Upper Egypt in the south and Lower Egypt at the Nile delta. The Nile Valley provided various grasses and reeds used for huts, sandals, baskets, simple boats, and other products. Ancient Egyptians also dug canals to irrigate their fields and channel the Nile’s water. Each June, floods would leave behind silt in a narrow strip along the flood plain and at the delta. Today, the Aswan High Dam controls the Nile’s flooding and provides year-round irrigation. Since the Aswan High Dam opened in 1970, Egypt has doubled its agricultural production. (Bednarz, 2008) Over the centuries, religions have spread from their points of origin to the rest of the world. All of the world’s major religions began in Asia, and moved to other continents. At first, religious beliefs were carried to different places by followers of the religion or traders. In some lands, traditional religions have been practiced for as long as people have lived in a culture group. The development and spread of beliefs by Egyptian religion, provides an example of the process of diffusion between early human societies. Ancient Egyptians worshiped several deities (gods or goddesses), and considered their pharaoh leaders to be earthly versions of them. During the New Kingdom period of Egypt, a pharaoh known as Akhenaton, promoted the worship of only one deity, the sun god Aton.