Review Of Genesis A Novel Written By Bernard Beckett

Influences mold ideas and ideas craft one s mind. Ideas cannot remain constant in reason since influences are frequently reproducing and changing them. Ideas are the building blocks of the mind. They are those good and bad minuscule orientations of the mind that affects one s actions and behaviors. Influences are those primary signals that trigger the production of ideas in the mind. Without influences, there would be no mind. No mind means one cannot make decisions hence any evolvement in character. Genesis, a novel written by Bernard Beckett follows a young girl, Anaximander s examination for the Academy which reveals her society s history beginning with Adam Forde and Art. Art is an incomplete programmed android who is put in a†¦show more content†¦His shining hands closed around Adam s neck. Adam nodded... Art squeezed the life from his human companion. Art is going against his set program to pursue what he feels is right. He learns this from Adam after he explained his reason of being incarcerated. Adam was captivated because he tried to rescue a foreign girl instead of killing her like he was supposed to. He did not abide the society s norm and decided to follow his heart over his mind, even after knowing the consequences. Art was definitely influenced by Adam since he did the same thing, but in a different application. Beckett exemplifies how even a machine has a brain of its own. Even though Art states the Idea resides as independent in one’s mind (pages 95 – 96), he would have never thought of going against his program without the interference of an outside influence. He even stated, â€Å"I’m not programming you. Yes, you are. Through my interactions with others, I learn who I am†¦Ã¢â‚¬  (Beckett 74) Art is programmed to learn from others therefore make decisions of his own. He is not a machine stored with intelligence. He will constantly pick up ideas and advance his thinking. Art learned to view a different spect rum of a situation through communicating and spending time with Adam Forde. Adam not only impacted Art, but also others such as Anaximander, in short, Anax. Anax was always enlightened by the history of Adam Forde to the point where she considers him, her role model. She is

Should We Be Lenient With Corrupt Officials - 2024 Words

As a passionate marketer for FIFA, and a lifelong fan of the organization, the recent scandals involving top FIFA officials have been heartbreaking for me. With all of the media presence and accusations that have been surrounding FIFA for the last few decades, I am truly worried about our future. In order for us to rebuild our organization, we need to take decisive actions to ensure these types of scandals never happen again. Despite the protests of those who think we should be lenient with corrupt officials, we must ensure justice is served and these crimes are never committed again. This presents an ethical dilemma because imposing these strict regulations may reduce the success of our historic organization. Nonetheless, I propose a range of solutions, including making sure every call throughout the FIFA organization is monitored, triple-checking all transactions that occur involving top FIFA executive officials, and creating a new process where officials are constantly switched o ut. Unraveling the Thread of Corruption It is truly unfortunate to see such a successful organization go down in flames. With the worldwide growth in success that the FIFA organization has had over the past few years, many are still wondering what went wrong. How could an organization go from being successful and loved to being known as corrupt and untrustworthy? The level of suspicion and legal inquiry facing FIFA started to increase exponentially in 2015, when investigators decided they hadShow MoreRelatedSusceptibility to Corruption1286 Words   |  5 PagesPower Corrupts? Power tends to corrupt, and absolute power corrupts absolutely. Great men are almost always bad men† ( Martin ). That quote is made famous by Lord Acton, who was a Catholic historian, politician, and writer. Lord Acton was one of the first people to understand the importance of corruption. The men Lord Acton talks about is not just a male, but in fact all of mankind. All human beings are susceptible to corruption, and can fall down that dark past. Those individuals that are corruptedRead MoreBusiness Ethics : China, Russia And Indonesia1890 Words   |  8 Pagesis an excellent way to expand your business, but as we can see with the case of the Securities and Exchange Commission vs. Diebold inc., the ethical barriers between nations may not be so easy to follow. A Discussion of the Pros and Cons of Globalization in Regards to Ethics Globalization is what describes the interconnectedness of the world as a whole. In today’s world we are more connected to other nations and cultures than ever before. We can travel all over the globe for what is usually aRead MoreAmerica s Free Trade Agreement1614 Words   |  7 Pagesfor the ones they left behind. Another sad truth why the Welton 26 and most Mexicans chose to migrate illegally here in the United States was because the economy of Mexico is in a dilapidated situation because of the corruption of their government officials. Most Mexicans would say that they are suffering because they are neglected by their politicians no matter how hard they work (The Other Side of Immigration). Urrea shares, â€Å"and in the economy of hunger, which the fat men of the governments did notRead MoreHuman Trafficking Of Thailand s Fishing Industry3043 Words   |  13 Pagesthe unregulated fishing industry allows for victims be more vulnerable to trafficking so it is crucial for the government to implement strict laws within the Thai fishing industry, Thai navy, and local police officials. The heavy reliance that boat owners have on brokers and the corrupt officials that partner up with the labor industry for profit are pulling down the anchor for results to take fruit. Learning from new investigations put into sale, Thailand has been repeatedly accused of slavery withinRead MoreEssay on Exercise of Authority in Measure for Measure2556 Words   |  11 PagesAt the outset, we find the Duke transferring his power and authority to Angelo. He lends to Angelo his own terror and dresses Angelo with his love, â€Å"giving his deputation all the organs of his own power†. He says that from now on â€Å"mortality and mercy† in Vienna would live in Angelo’s tongue and heart. The Duke motive in appointing Angelo to function in his stead is, as he tells Friar Thomas, to rid the country of the evils which have taken strong roots and which, he thinks, he himself cannot eradicateRead MorePolice Corruption Must be Stopped2357 Words   |  10 Pagessafeguard the lives and property of the people we serve, to reduce the incidence and fear of crime, and to enhance public safety while working with the diverse communities to improve their quality o f life. Our mandate is to do so with honor and integrity, while at all times conducting ourselves with the highest ethical standards to maintain public confidence (The Mission Statement of the LAPD).† Although this should be the type of code police officers should follow, it is not the case for some. PoliceRead MoreSentencing Essay1775 Words   |  8 Pagessentence is procedurally unreasonable when the sentencing court fails to correctly identify and apply the appropriate Sentencing Guidelines’ recommended sentencing range. A sentence is substantively unreasonable when it is unduly harsh or unduly lenient or otherwise inexpedient. The Sentencing Guidelines for organizations measure punishment according to the seriousness of the offense as well as the defendant’s culpability and history of misconduct. On the other hand, they reward self-disclosure,Read MoreWe All Get Along?1825 Words   |  8 PagesOfficers sparked the flames of civil unrest repsonded not with bitterness or even the satisfaction of seing revange carried out on his name. Instead, shaken rodney king offered a simple phrase: â€Å"Can we all get along?† King made the remark at a news conference as local, state and national officials tried to quell the lawless looting and violence that tore appart the city after a Simi Valley jury on April 29, 1992, acquitted Los Angeles Police Department officers accused in Rodney King’s beating.Read MoreEverything You Ever Needed to Know about Gratuities but Were Afraid to Ask3228 Words   |  13 Pagesand ethics of law enforcement have resulted in multiple definitions of gratuities. Scholars and practitioners have developed these definitions through their research. The first definition of corruption is by M. McMullan. He stated, A public official is corrupt if he accepts money or moneys worth for doing something he is under a duty to do anyway, that he is under a duty not to do, or to exercise a legitimate discretion for improper reasons (Corely, 2005). The second definition of corruption isRead MoreRealism Theory and Narcoterrorism Essays7379 Words   |  30 Pageskidnappings, car-bombi ngs, burning farms, and setting off explosions in political party headquarters, banks, and even private homes in Antioquia, Bogota, Cali, Medellin, and Barranquilla. After masterminding the deaths of hundreds of government officials, journalists, judges, police, prosecutors, and innocent bystanders, the cartel’s reign of terror was finally brought to an end in 1993. After a year of active searching, a specially trained task force known as the Search Bloc finally cornered Pablo

Construction Effectiveness of Risk Management †MyAssignmenthelp

Question: Discuss about the Construction Effectiveness of Risk Management. Answer: Introduction: The paper investigates an issue of quality failure or adverse environmental outcome caused due to construction fault. The assignment is executed in the light of the collapse of the West Gate Bridge in 1970 into the Yarra River. The purpose of the report is to analyse a failure of a construction work and its after effect on the environment. The report shows that failures of construction companies to execute and maintain civil construction structures efficiently lead to catastrophes affecting hundreds of people and causing massive damage to the environment and its structures like rivers. It shows that loss of resources and stakeholders. This West Gate Bridge collapse in 1970 was an issue of extreme quality failure, failure to deliver quality product (the bridge over here) and immense loss of life and property. The collapse resulted in immense multitude of environmental pollution when tons of concrete, dust and building material fell into the river below and also spread over the surrounding areas. The section would delve into the material facts of the catastrophic building failure and issues it created. The West Gate Bridge was the most ambitious project in Australia, a part of which collapsed into the Yarra River on October 15, 1970. The accident happened when the construction company, John Holland Construction Company failed the deliver a quality construction. The bridge killed 35 people and left many injured when the span between 112 metres between piers 10 and 11 collapsed 50 metres to the land and the river below. The collapse resulted due to faulty construction, negligence and lack of governance on the part of the contractors and the union. It resulted in huge quantities of concrete, metal, debris and other wastes like immense quantities of dust falling into the Yarra River below which resulted in river pollution. The fire, dust and debris spread in the surrounding area aggravating the environmental pollution and degeneration. The West Gate Bridge collapsed due to building failure on the side of the contractor John Holland Construction Company that was awarded the contract by Victorian State Government. The Victorian Government gave power to Lower Yarra Crossing Authority, a business consortium to build the bridge, the later floated tender for the purpose and John Holland Construction Company got the contract. Maunsell and Partners, a Melbourne based firm was the consultant for the concrete work and Freeman Fox Firm, a London based company acted as the consultant for steel work. It can be pointed out the later had constructed Milford Haven Bridge which collapsed killing four people. The faulty construction was use of low quality materials and maintenance of the bridge by the construction companies and its engineers. Sources also cited the conflict between the management and the union resulted in lack of coordination and planning while constructing the bridge that ultimately led to the collapse (Heraldsun.c om.au. 2017). The collapse of the West Bridge into and around the Yarra River caused massive environmental damage, perhaps one of the most important long-term issues it created. The bridge piers of concrete weighing 200 tonnes of concrete fell into a river causing immense amount of river pollution. The dust and the concrete settled on the bank and the surrounding areas causing massive damage to the environment. The mud and the concrete fell onto the building around and caused damage to them as well. The collapse led to explosion of the concrete, which caused fire. Lubricants and oil added to the multitude of environment damage the collapse resulted in. This analysis shows that the collapse led to massive damage to the environment and the environmental structure below, the Yarra River. Project delivered on time and excessive cost: The slackness on the side of the civil engineering construction company John Holland Construction Company and its consultants, negligence in maintenance and several other factors led to extension of the project and increase in the cost. Ede (2013) in his work states that use of poor quality building materials result in collapse of constrictions like bridges. The reason of the collapse was a small gap of 4.5 inches between two girders. The people tied to balance between two spans, which led to cracks which was a structural failure. The construction companies decided to remove the buckle. The engineers ordered the workers to remove the bolts and that led to the bridge to collapse. The faulty construction and the consequent led to increase of construction from $44 million to a whopping $200 million. The fall of the West Bridge and the subsequent investigation by the authorities uncovered several legal, moral and ethical issues. The commercial organizations functioning in Australia come under the ambit of Safe Work Australia 2008. The act mandates all the commercial organisations including the construction companies follow the act. They are obliged by law to enforce and adopt codes of practices to ensure employee safety. The Act mandates the CEOs of the Australian companies to ensure that their organisations follow it and require them to frame strategies according to the act. The CEOs are supposed to inform the progress their organisations achieve in adopting and implementing Safe Work Australia 2008 (Legislation.gov.au. 2017). This shows that the construction company John Holland Construction Company and its consultants have breached the act. The construction company did not adhere to the safety laws that every civil construction company is mandated to follow while operating in Australia. The investigations also unearthed several ethical and moral issues revolving around the construction of the bridge and its collapse. Freeman Fox and Partners, one of the consultants had reputations of an ethical and irresponsible construction work. There are records of collapses of a number of bridges constructed by the company. The involvement of the company in spite of its bad reputation in the civil construction market internationally points out to the lack of ethics on the part of the main construction company, John Holland Construction Company (Glatzenberger 2015). There are also proofs of conflicts among the company, the engineers and the workers regarding the construction of the bridge. The investigators on moral grounds blamed the Victorian Government, the consortium, the contractors and even the workers for the collapse and the consequent catastrophe. There were also reports of frequently conflicts between the parties involved like the construction companies, the union and t he workers led to faulty building planning and calculations. These legal and ethical issues led to investigation and hearing of the matter at the Royal Commission (Ngundo 2014). Briefing of the issues or the problems: The above analysis of the issues involving the fall of the West Bridge in 1970, points out to four primary issues. First issue was failure to construct the bridge according to the expectation of the client and key stakeholder, the Victorian Government (Prov.vic.gov.au. 2017). The second issue was the massive environmental pollution caused due to collapse and spreading of materials into the river below and the surrounding areas. The third issue was rapid increase in the construction cost and extension of construction time, which was in fact encouraging high cost. The fourth issue was breaches of law, morality and ethics by the authorities and the construction companies. Li, Ng and Skitmore (2013) point out that civil construction companies manufacture bridges and faults in their products (bridges and roads) results in massive damage to the stakeholders. The analysis of the above issue clearly shows that John Holland Construction Company did not act responsibly towards the stakeholders . The collapse resulted in massive wastage of resources and pollution, thus affecting the society and the environment. The collapse led to death and injury to workers and damaged houses surrounding the structure. It shows that the construction company did not protect the interest of the stakeholders like the people, workers and the society at large (Jin et al. 2013). The evidences like photographs, drawings and plans show that actual performance f the construction company, John Holland Construction Company pertaining to the construction of the West Gate Bridge was way below the performance the principle the Victorian Government, expected or specified in the tender documents. The photograph above shows a collapsed portion of the West Gate Bridge. It shows the structures like the span, girder and pillars after the collapse (Savage 2013). The drawing below shows the structure of a cable stayed bridge, the category to which the West Gate Bridge belongs. The diagram evidently shows that the bridge decks hangs on cables and the entire load is transferred to the base through the pillars. The governments build these bridges with the expectations that they would be able to support heavy load of traffic and connect different regions. Adopting of a plan to construct bridges and getting approval from the top ministries involves several legal and political complications and are very time consuming. The ministry building the bridges pay a huge amount of money to the contractors who build the bridges. Langenmayr (2017) states that the governments accumulate this huge amount of resources to offer the contractors from the taxes they collect from the people and the companies. This analysis shows that the contractors by neglecting their responsibility of executing the civil construction work actually breach the expectations of the go vernments employing them for the work and the people (Moreu and Spencer Jr 2015). The figure below is a plan of a cable stayed bridge which showing the pillars or piers and the deck. The figure clearly points out that the deck hangs from the cables, which are in turn attached to the towers, which transfers the weight of the structure to the base. An analysis of the structural fault in case of the West Gate Bridge shows that the crack appeared in the in between the spans. The decks hang from the cables hence, when the decks cracked, the entire super structure of the bridge collapsed. The figure shows the present status of the West Gate Bridge which John Holland Construction Company completed. The bridge is supports a large number of traffic and is the third longest bridge in Australia. The finally has finally proved to be success and the construction company is working towards expansion of the bridge. The above discussion regarding success of John Holland Construction Company in meeting the expectation of the principle client, the Victorian Government can have two inferences based on the evidences. The project of building the West Gate Bridge was one of the most ambitious projects of the Victorian Government and involved a lot of expenditure. So, when the bridged collapsed and the slackness from the side of John Holland Construction Company was proven, it can be construed that the construction company failed to keep up to the performance expectations of the principle (Herps, Buntinx and Curfs 2016). However, the last picture bears evidence to the fact that construction finally succeeded in meeting the performance expectations of the Government of Victoria and the common people who use it to travel. Conclusion: The above discussion shows that failure and negligence from the side of the construction companies result in collapse of bridges. The collapse results in death and injuries to hundreds of people including workers. These bridges collapse into rivers and lakes over which they stand. This causes massive amount of environmental pollution to both the water bodies and the surrounding areas. It can be recommended to the construction companies that they must supervise, plan, control and maintain the civil construction work more strictly to ensure high quality of execution. This can prevent or at least minimise future collapses of bridges and damages to the people and the environment. References: Design 2017.Towers of Suspension and Cable Stayed Bridges -Functions, Design. [online] The Constructor. Available at: https://theconstructor.org/structures/suspension-cable-stayed-bridges-towers-functions-design/18139/ [Accessed 1 Nov. 2017]. Ede, A.N., 2013. Building collapse in Nigeria: The trend of casualties the last decade (2000-2010).International Journal of Civil Environmental Engineering,10(6). Glatzenberger, E., 2015. Leadership and Growth: The connection between leadership and sustainable growthperceived from a companys and governmental perspective in Sweden and Austria in the construction industry. Heraldsun.com.au. 2017.Who was to blame for West Gate Bridge horror?. [online] Available at: https://www.heraldsun.com.au/news/law-order/melbournes-west-gate-bridge-collapse-left-scene-of-carnage-and-35-dead-in-1970-horror/news-story/ad2863720aefc0b70a6eb4869af7eaea [Accessed 1 Nov. 2017]. Herps, M.A., Buntinx, W.H. and Curfs, L.M., 2016. Individual support planning with people with ID in The Netherlands: Official requirements and stakeholders expectations.ALTER-European Journal of Disability Research/Revue Europenne de Recherche sur le Handicap,10(4), pp.281-288. Jin, Z., Deng, F., Li, H. and Skitmore, M., 2013. Practical framework for measuring performance of international construction firms.Journal of Construction Engineering and Management,139(9), pp.1154-1167. Johnholland.com.au. 2017.West Gate Tunnel : John Holland. [online] Available at: https://www.johnholland.com.au/our-projects/west-gate-tunnel/ [Accessed 1 Nov. 2017]. Langenmayr, D., 2017. Voluntary disclosure of evaded taxesIncreasing revenue, or increasing incentives to evade?.Journal of Public Economics,151, pp.110-125. Legislation.gov.au. 2017.Safe Work Australia Act 2008. [online] Available at: https://www.legislation.gov.au/Details/C2009A00084 [Accessed 1 Nov. 2017]. Li, T.H., Ng, S.T. and Skitmore, M., 2013. Evaluating stakeholder satisfaction during public participation in major infrastructure and construction projects: A fuzzy approach.Automation in construction,29, pp.123-135. Moreu, F. and Spencer Jr, B.F., 2015.Framework for consequence-based management and safety of railroad bridge infrastructure using wireless smart sensors (WSS). Newmark Structural Engineering Laboratory. University of Illinois at Urbana-Champaign.. Ngundo, J.M., 2014. Factors affecting effectiveness of risk management in public housing construction projects in Kenya: a case of Kibera slum upgrading housing scheme in Nairobi. Prov.vic.gov.au. 2017.West Gate Bridge collapse | PROV. [online] Available at: https://www.prov.vic.gov.au/explore-collection/online-galleries-and-exhibitions/west-gate-bridge-collapse [Accessed 1 Nov. 2017]. Savage, I., 2013. Comparing the fatality risks in United States transportation across modes and over time.Research in Transportation Economics,43(1), pp.9-22. Skyscrapercity.com. 2017.Colorado River Bridge - Page 4 - SkyscraperCity. [online] Available at: https://www.skyscrapercity.com/showthread.php?t=363201page=4 [Accessed 1 Nov. 2017]. Westgatebridge.org. 2017.The collapse | The West Gate Bridge Memorial. [online] Available at: https://www.westgatebridge.org/node/114 [Accessed 1 Nov. 2017].

Literacy free essay sample

Moreover, in many states, secondary teacher preparation programs include a requirement of a content area reading course, whereas in other states there is no equivalent requirement. This has remained literally unchanged for years, even as secondary students continue to struggle with reading and writing throughout the high school curriculum. The wide-spread standards movement has made some impact in requiring newly certified teachers to demonstrate competency on specific literacy knowledge and performance indicators. However, the depth of what is needed to teach content area literacy in secondary schools requires more than one course, and/or a few standards. Connecting Two Distinct Communities Education can no longer be seen as an exclusive function, and the traditional structures cannot remain isolated from social change. Faculties in colleges and universities and the practicing teachers in secondary schools have no choice but to adjust to new paradigms. While it is now more common to find partnerships and institutional collaborations between university faculty and secondary teachers, many of these need redefinition. In many partnerships, practicing teachers have related there has not been a high level of reciprocity, as the universities are too dominant (Campbell, 2002, p. 22). Each entity must put into the equation improvement strategies that are meaningful to their respective organizations; that is, they need to identify areas where they truly need help from one another. Then institutionally and programmatically, they need to find ways to work together to make those intended improvements a reality (Howey amp; Zimpher, 1999, p. 299). High school teachers and teacher educators alike are looking to move beyond yet another good idea to realize reconceptualization and transformation for secondary literacy education. This means engaging high school teachers in the process of secondary teacher preparation, determining what factors pose the greatest challenges to literacy development and using this knowledge as a cornerstone for improving Secondary Teaclher Literacy Clhallenges literacy practices in schools. Failure to confront these challenges effectively will undoubtedly compromise the ability of teachers to serve as effective agents of change. Purpose The purpose of this study was to identify the problems secondary teachers face that impede literacy learning in the classrooms and to yield information that may inform the preparation of future secondary teachers. Two broad questions emerged to guide this study: o What are the greatest literacy challenges facing high school content area teachers? e What will help to diminish these challenges for current and/or future high school teachers? The Study ParticipatingS chools and Teachers The schools that participated in this study included eight high schools, seven public and one private. The researchers purposely selected the schools to ensure ethnic diversity as well as urban and suburban representation. Six of the high schools represented grades 10-12 and two included grades 9-12. The school principals granted permission to graduate students enrolled in a Masters Degree Program in Reading to place the High School Literacy Survey in the school mailboxes of the teachers. A total of 450 questionnaires, including a cover letter and a stamped return envelope, were distributed to 9-12 teachers. Two hunared and two questionnaires were returned, realizing a return rate of 45 percent. There were no follow-up attempts to obtain a higher return rate. Most respondents (71 percent) had advanced degrees beyond the B. A. or B. S. : among these were 68 percent with a M. A. and 3 percent with a Ph. D. Teachers from 18 different subject area fields responded to the survey. English (18 percent), mathematics (16 percent), and science (15 percent) teachers comprised the majority of participants. The remaining teachers represented the following subjects; art (3 percent), 5 ReadingHorizons, 2004, 45, (1) business (4 percent), technology (4 percent), drivers education (1 percent), foreign language (6 percent), history (7 percent), library (1 percent), music (1 percent), physical education (3 percent), reading (1 percent), radio/television (1 percent), social studies (8 percent), special education (3 percent), theology (3 percent), and vocational education (4 percent). Teachers with more than 10 years of experience accounted for 63 percent of the sample, while 37 percent had 10 years or less. Teachers working in suburban areas surrounding the greater Chicago area comprised the majority (67 percent) of the sample population, with the remaining 33 percent coming from urban schools. Forty-four percent described their schools as predominately diverse (gt; 50 percent), 32 percent considerably diverse (30-50 percent minority), 17 percent somewhat diverse (10-30 percent minority) and 7 percent primarily white (less than 10 percent minority). The Questionnaire We collected the data from a survey instrument, High School Literacy Survey, designed and constructed by us. The questionnaire requested two types of information: objective, relating to educational degrees, content field of study, years of teaching experience, diversity of school population * subjective, relating to opinions and values in teaching and learning The subjective portion of the survey was comprised of two broad questions. The first question asked teachers to identify 5 of the 20 factors that posed the greatest challenges in helping their students to attain literacy in t heir subject field. Respondents wrote the numeral 1 next to the statement representing their greatest challenge, the numeral 2 next to the statement epresenting their next greatest challenge, and so forth through the numeral 5. (See Appendix) The twenty statements, defined as challenges, were derived from the literature on content area reading. An extensive review of the literature Secondary Teaclher Literacy Clhallenges 7 resulted in identifying twenty challenges, however, these may not represent all possible factors and they may not represent factors that teachers would have included if they were to construct the questionnaire. A space was provided for teachers entitled other for their convenience in identifying additional factors that pose as challenges. Since no specific theory was identified to serve as a foundation for the selection of factors, they represent an eclectic representation. Additionally, the factors were not defined on the questionnaire, indicating that a singular definition cannot be assumed and that the factors may represent multiple meanings in the field. The second question invited the teachers to respond openly to the question, What do you believe will help to diminish these challenges for current and/or future high school teachers? Findings Percentages were used to report the data on the high school eachers perceptions about the factors that challenge them most in helping their students to achieve literacy in their subject area. Table 1. Percentage Responses of Factors that Represent the Greatest Literacy Challenges Factors Percent 1 2 3 4 5 Total Assessment of student learning 2 1 1 2 2 8 Classroom environment 1 2 1 2 6 Classsize 4 4 6 8 5 27 Cultural and language diversity 1 1 2 among students Curriculum 1 2_ 1A _3 7. 8 Reading Horizons, 2004, 45, (1) Factors Percent 1 2 3 4 5 Total Helping students to construct meaning from text Helping students interpret graphics in text Helping students to learn and use critical thinking skills Helping students to locate and organize information Helping students to understand concepts and vocabulary Homework issues Integrating technology for teaching and learning Selecting materials for teaching and learning Organizing and managing the classroom for learning State/district/school standards for students Struggling readers Student motivation/interest/attitudes 3 6 6 7 7 1 1 3 2 16 8 12 11 12 1 5 5 4 3 8 3 6 11 12 5 8 10 6 7 1 5 2 1 3 1 4 1 2 2 3 1 1 1 1 2 9 9 8 8 8 33 17 17 8 7 1 5 5 5 3 19 29 7 59 18 40 36 12 5 8 6 42 2 Students with special needs Secondary Teacher Literacy Chiallenges Factors Percent 1 2 3 4 5 Total Students who lack study skills 11 13 13 13 7 57 Writing skills of students 2 8 5 7 8 30 (A ranking scale, with 1 meaning greatest challenge, 2 next greatest challenge, and so forth) The top five challenges as reported in Table 1 were: * student motivation, interests, and attitudes (33 percent) o hel ping students to learn and use critical thinking skills (16 percent) o students who lack study skills (11 percent) o struggling readers (9 percent) o helping students to understand concepts and ocabulary (8 percent). The least perceived challenges were cultural and language diversity among students (2 percent) and selecting materials for teaching and learning (5 percent). Examining the data of the largest responding groups of content area teachers, English, mathematics, and science, yielded similar findings. All three of these groups identified the same top two challenges as did the total group. The English, mathematics, and science teachers third, fourth and fifth rankings were: * English gt; (3) homework issues gt; (4) students who lack study skills gt; (5) writing skills of students Mathematics gt; (3) students who lack study skills 9 iO Reading Horizons, 2004, 45, (1) gt; (4) homework issues gt; (5) helping students to locate and organize information e Science: gt; (3) students who lack study skills gt; (4) helping students to understand concepts and vocabulary gt; (5) helping students to construct meaning from text The teachers were also asked to respond to the following openended question, What do you believe will help to diminish these challenges for current and/or future high school teachers? Seventyseven percent of the teachers wrote responses to this question. The resppnses were grouped by similar topics from which themes emerged. Table 2 reports the percentages of the most frequently occurring responses to the open-ended question. Table 2. Themes and Percentages of Responses for Confronting the Greatest Challenges Most Frequent Responses by Theme Percent Better basic skills instruction in elementary schools 64 More parent responsibility and support 58 Mandatory inclusion of critical 39 thinking questions on all assessments Study skills classes for incoming students 33 I Iimprove teacher preparation/more methods for 28 secondary teachers Greater respect and support from society 20 Practical/useful staff development 11 Secondary TeachterLiteracy Challenges 11 Most Frequent Responses by Theme Percent Teacher task forces making policy decisions 9 instead of politicians and administrators Complete restructuring of the current traditional 7 education model A center at each high school for struggling readers The most common responses cited by the majority of teachers to confront the greatest challenges (Table 2) were better basic skills instruction in elementary schools (64 percent) and more parent responsibility and support (58 percent). Sample responses given by less than 50 percent of the teachers were mandatory inclusion of critical thinking questions on all assessments (39 percent), study skills classes for incoming students (33 percent), and improvement of teacher preparation with more methods for secondary teachers (28 percent). Discussion The results of this study provide insight for the continuing efforts to improve the literacy levels of secondary students. They are, however, neither exclusive nor exhaustive. They are offered with no claim for the universality or total generalizability, but they are offered as a common ground for thinking. Student Motivation andA ttitudes High school teachers identified student motivation to read, write, and do other literacy-related activities as their greatest challenge. The teachers written comments on questionnaires indicated that much of the class-assigned reading is often boring and not relevant to the students own interests and experiences. They also stated that the students who will not read are as much at a disadvantage as those who cannot. Student 12 Reading Horizons, 2004, 45, (1) motivation was ranked the greatest challenge of all for the participating teachers. The dilemma of identifying and implementing strategies to motivate adolescents is not new to literacy practice. The data from this study confirm what the research (Alexander amp; Filler, 1976; Au amp; Asam, 1996; Benware amp; Deci, 1984; Collins-Block, 1992; Guthrie amp; Alao, 1997; Schraw, Brunning, amp; Svoboda, 1995) has documented over time: that student motivation, interests, and attitudes are indeed authentic challenges. Teaching adolescents to become active, motivated, and selfregulated learners is a continuing issue in secondary schools. It is during the adolescent years when reading motivation and attitudes appear to worsen, especially for poor readers (McKenna, Kear, amp; Ellsworth, 1995). Serious attempts to advance literacy skills require interventions that address motivation and attitudes as much as interventions that assure cognitive changes in the learners (Verhoevan amp; Snow, 2001). This generally does not happen. Motivational constructs are usually not given significant vigilance in relation to student cognition and thinking, and at best, are given only passing and superficial attention. A further problem is that standard reading texts and uniform curricula make life somewhat easier for teachers and administrators, but they make it very difficult for students to get involved with the material at the level that is right for them, and therefore to find intrinsic rewards in learning. In the classroom, the teacher is the key element in motivating students to learn. The responsibility is great and the ramifications even greater, yet many responding high school teachers stated they were not adequately prepared in their teacher preparation programs with the knowledge, skills, and instructional strategies to ignite the spirit of their students. These teachers indicated they want more ideas, support, and freedom within the school curriculum to take the lead, and more ways to experience first-hand, in-field, motivational issues in their teacher preparation programs. Critical Thinking Skills Teaching critical thinking skills was the second greatest challenge for teachers. Large numbers of teachers indicated they feel underSecondary Teachter Literacy Clhallenges 13 prepared in pedagogical methods to help studenis conceptualize problems and solutions. Assisting adolescents to become proficient with these skills is a prodigious challenge for secondary teachers. The capacity for abstraction, for discovering patterns and meanings, generalizing, evaluating, and theorizing is the very essence of critical thinking and exploration. For most students in the United States and throughout the world, formal education entails just the opposite kind of learning. Rather than construct meaning for themselves, meanings are imposed upon them. Frequently, students often accumulate a large number of facts along the way, yet these facts are not central to their education; they will live their adult lives in a world in which most facts learned years before (even including some historical ones) will have changed or have been reinterpreted. Whatever data they need will be available to them at the touch of a computer key. If students are to learn critical thinking skills, teachers must teach them and engage their students in genuine problem solving discussion. Generally these skills are best, and likely only taught and assessed, through extended discourse. This is difficult to do in crowded classes where it is near to impossible to carry out extended discussions. The commitment to teaching these skills in all content areas means gaining support from the public. It also means that teachers must gain the knowledge and skills to do so through teacher preparation programs and inservice education, taking into account the real-life situations and parameters in todays classrooms. Study Skills Students who lack study skills ranked as the third greatest challenge to teachers. The importance of study skills has been documented over time in the professional literature (Flood amp; Lapp, 1995). What is known is that many people of all ages have difficulty reading and learning, largely because they are not using appropriate techniques or good learning habits. Often, the adolescents who are dropping out of schools are doing so because they believe they carnot learn. For the majority of these students, they lack suitable reading and study techniques, which 14 Reading Horizons, 2004, 5(1) impede their growth in learning and contribute to their negative beliefs about themselves and school. Although most secondary teachers have a thorough understanding qf their subject, many responding teachers in this study indicated they lack the knowledge of instructional/study strategies by which to help students internalize the concepts. Research shows that with an organized system of study, stu dents can increase their comprehension of subject matter up to 50 percent (Annis, 1983). As nations seek to assist adolescents in gaining higher levels of literacy, the knowledge and skills that teachers need to teach their students effective study habits and strategies may likely become central to the curriculum in secondary teacher preparation programs and in the curriculum of secondary schools. Struggling Readers Struggling readers ranked as the fourth greatest challenge to the high school teachers. Teachers responded that these students can be found hiding out in content classrooms. They frequently are passive and disengaged. Many have found coping strategies to help (them get by, but they do not significantly improve their literacy skills or their knowledge in the content areas. I Although comprehension of text material is difficult and sometimes impossible for struggling readers, there are research-based strategies that have proven to be successful when used with struggling readers. One such strategy is instructional scaffolding, an effective strategy that gives st udents a better chance to be successful than if left on their own (Vacca, 2002). Pedagogy, which includes instructional techniques for diverse learners, is glossed over in many teacher preparation programs for secondary teachers. However, it is as important in the preparation of high school teachers as is cognitive knowledge (Darling-Hammond, 2000). If high school teachers are to make substantial contributions to all adolescents, it will require more knowledge of relevant instructional methodologies. Darling-Hammond (2000) found that teacher subject-matter knowledge was related to student achievement only up to a certain point. Secondary Teacher Literacy Challenges 15 Marzano (2003) asserts that the importance of the relationship between pedagogical knowledge and student achievement has been consistently reported in the research literature. Furthermore, in a study conducted by Ferguson and Womack (1993), they found that the number of courses teachers took in instructional techniques accounted for four times the variance in teacher performance and student achievement than did subject-matter knowledge. Teachers stated that more information about how to assist the struggling readers in their classrooms is sorely needed in preservice teacher education programs. Additionally they need to know that the strategies and support to assist these learners are realistic for todays classrooms. Key Concepts and Vocabulary Helping students to understand concepts and vocabulary ranked as the fifth greatest challenge. Every subject area has its own vocabulary and modes of argument, and its language is the common denominator for learning subject matter knowledge. Vacca and Vacca (2002) agree: they state, Vocabulary must be taught well enough to remove potential barriers to students understanding of texts as well as to promote a longterm acquisition of the language of a content area (p. 60-161). Teachers want more knowledge about ways to teach vocabulary and concepts to adolescents, strategies that will provide adolescents with a deeper and richer entry into the content area of study, and strategies that will work in the classrooms of today. Intriguing Findings It is a noteworthy finding that the cultural and language diversity among students in the classr ooms was not identified among the greatest challenges. The majority of teachers in this study were from diverse schools, and yet only two percent ranked this to be a challenge. Equally notable was the fact that state, district, and school standards, writing skills, and integrating technology were not identified among the greatest challenges. 16 Reading Horizons, 2004, 45, (1) Of all the findings, the most revealing was that provided by the drivers education teachers: whereas every other content-area group of teachers, albeit art, music, business, foreign language, etc. , ranked student motivation as the greatest challenge, they did not. This is not surprising as it supports the findings of this study as well as long standing research in the field, as cited in Marzano, 2003. The hypothesis being that when motivated, students strive to learn. It is likely safe to say that gt;99 percent of all high school students want to learn to drive. Teachers Views for Confronting the Challenges The high school teachers stated that improving literacy for secondary students must begin long before the high school years. They believe it requires better basic skills instruction in elementary schools, more parental responsibility and support for adolescents, and greater respect and support for education professionals from society. The secondary teachers further reported that mandatory inclusion of critical thinking questions on all assessments at local, state, and national levels may lead to improvements in the literacy levels of students. The majority also reported that study skills must become a required part of the curriculum beginning in elementary schools. Teacher education programs need to emphasize study skills knowledge and strategies that are content specific and will assist future teachers with ways to help their students achieve literacy in their subject areas. Staff development needs serious attention and reform. Emphasis needs to be on real issues identified by the teachers, and the staff development needs to be content specific. Some teachers elaborated that schools can do little to improve high school literacy because the things that need to be changed are outside the scope of the educators responsibility. A smaller percentage of teachers stated that teacher task forces, instead of politicians and administrators, should make policy decisions at all levels. Several called for a complete restructuring of the current education model and structuring of schools to contain a center for struggling readers. Others stated that teachers should have a full yearround professional contract: envisioning that students would attend school for 10 months and teachers would work the remaining two Secondary Teaclher Literacy Clhallenges 17 months revising curriculum, collaborating with colleagues, and participating in relevant and rigorous staff developme nt. These teachers held similar views with Brandt (2001), as they see their schools attempting to implement elements of the newer ideologies of literacy into traditional structures and curriculum which results in institutional confusion, vulnerability, and a mismatch of schooling and society in contemporary times. Conclusions and Implications Improving literacy levels for secondary students is too complex for simplistic explanations, yet one thing seems clear: faculties in schools of education need to attend to the voices of secondary teachers. When we fail to do so, we do this at the peril of the students they teach. The voices of the teacher participants in this study identify the greatest challenge to literacy development to be student motivation, and the teachers feel unprepared to deal with this serious challenge. Marzano (2003) states: The link between student motivation and achievement is straightforward. If students are motivated to learn the content, then they will achieve in that subject. If students are not motivated to learn the content, then achievement will likely be limited. The validity of this relationship is supported by a fair amount of research(Bloom, 1976; Geisler-Brenstein amp; Schmeck, 1996; Schiefele amp; Krapp, 1996; Schiefele, Krapp, amp; Winteler, 1992; Tobias, 1994; Willingham, Pollack amp; Lewis, 2002) as reported in Marzano (p. 144). The other greatest challenges, critical thinking skills, study skills, pedagogy for struggling readers, and vocabulary and concept development, need critical attention as well. To successfully confront these challenges, the most critical and urgent need, as stated by the teachers, is to revise secondary teacher preparation. Implicationsfor Secondary Teacher Preparation Faculty in secondary teacher preparation programs have a pivotal role to play in the literacy growth of adolescents, as well as the 18 Reading Horizons, 2004, 4,5(1) preparation of secondary teachers. The results of this study point to the following implications for secondary teacher educators. e Engage in partnerships between secondary teacher preparation faculty and practicing secondary teachers. Partnerships in which the voices of practicing teachers are central to reform in secondary teacher preparation, and the voices of college and university teacher ducators are central to high school literacy reform. e Revise the secondary teacher preparation curriculum to include more opportunities for prospective teachers to experience and understand the real-life literacy challenges identified in this study. o Create a secondary teacher preparation curriculum that gives significant attention to motivational practices, such as incorporating the new media, which has become integrally bound up with adolescents affiliations, identities, and pleasures (Nixon, 2003). e Reform the secondary teacher preparation curriculum that divides subject matter courses and methods courses. Content and processes of learning to teach must be brought together, since how teachers learn, shapes what they learn and is often part of what they need to know (Feiman-Nemser amp; Remillard, 2001, p. 78). The debates that center on the disciplinary boundaries that keep scholars apart and leave students to make their own interdisciplinary connections must invite new initiatives. * Align and teach pedagogical practices, critical thinking skills, study skills, and vocabulary within subject matter content. * Finally, teacher educators need to provide students with more sustained and guided experiences; those which elp prospective teachers learn to teach those things that matter most to students in ways that are meaningful to them, and are grounded in actual classroom practice. Secondary Teacher Literacy Challenges 19 These views provide common ground for discussion and future exploration regarding improving literacy skills and understanding for secondary students. Moreover, they involve a commitment to secondary literacy reform in a context of uncertain challenges and outcomes. What would it mean to build comprehensive, integrated partnerships across institutional lines and across disciplines? What powerful vision might we see if we could finally get hold of the big picture (Schoem, 2002) of secondary education? If secondary teacher education programs were redesigned along the lines of the characteristics identified in this study, teaching and learning experiences would look much different and would represent a newly defined literacy for secondary students and their future teachers. -References Alexander, P. A. , amp; Filler, R. C. (1976). Attitudes and reading. \ Newark, DE: International Reading Association. Alvermann, D. E. , Hinchman, K. A. , Moore, D. W. , Phelps, S. F. , amp; Waff, D. R. (Eds. , (1998). Reconceptualizing the literacies in adolescents lives. Hillsdale, NJ: Erlbaum. Annis, L. (1983). Study techniques. Dubuque, IA: Wm. C. Brown ,Company Publishers. Au, K. H. , amp; Asam, C. L. (1996). Improving the literacy achievement of low-income students of diverse backgrounds. In M. F. Graves, P. van den Broek, amp; B. M. Taylor (Eds. ), The first R: Every childs r ight to read (pp. 199-223). New York: Teachers College Press. Benware, C. A. , amp; Deci, E. L. (1984). Quality of learning with an active versus passive motivational set. American Educational Research Journal, 21, 775-765. Bloom, B. S. (1976). Human characteristics and school learning. New York: McGraw-Hill. Brandt, D. (2001). Reading and writing in the wake of the twentieth century. In Planning curriculum in English language arts (pp. 202- 204). Milwaukee, WI: Wisconsin Department of Public Instruction. Campbell, M. (2002). Constructing powerful voices: Starting points for policy driven literacy assessment reform. Journal of Reading Education, 27, 17-23. 20 ReadingHorizons, 2004, 4, (1) Collins-Block, C. (1992). Strategy instruction in a literature-based reading program. Elementary School Journal, 94, 139-151. Darling-Hammond, L. (2000). Teacher quality and student achievement: A4 review of state policy evidence. Education Policy Analysis Archives, 8(1), 1-50. Retrieved January 22, 2003, from http://epaa. asu. edu/epaa/v8nl. Darling-Hammond, L. (1999). Educating teachers for the next century: Rethinking practice and policy. In G. Griffin (Ed. ), The education of teachers (pp. 221-256). Chicago, IL: The National Society for the Study of Education. Feller, B. (2003, June 20). School reading report card shows older kids falling behind. In Chicago Sun-Times. Retrieved June 20, 2003. http://www. suntimes. com/output/education/cst-nws-read2O. html Ferguson, P. amp; Womack, S. T. (1993). The impact of subject matter and education coursework on teaching performance. Journal of Teacher Education, 44(1), 55-63. Flood, J. , amp; Lapp, D. (1995). Broadening the lens: Toward an expanded conceptualization of literacy. In K. A. Hinchman, D. J. Leu, amp; C. K. Kinzer (Eds. ), Perspectives on literacy research and practice, 44th Year book of the National Reading Conference (pp. 1-16). Chicago, IL: National Reading Conference. Geisler-Brenstein, E. , amp; Schmeck, R. R. (1996). The revised inventory of learning processes: A multifaceted perspective on individual differences in learning. In M. Birenbaum amp; F. J. R. C. Cochy (Eds. ), Alternatives in assessment of achievements, learning processes, andprior knowledge (pp. 284-317). Boston: Kluwer. Guthrie, J. T. , amp; Alao, S. (1997). Designing contexts to increase motivations for reading. Educational Psychologist, 32, 95-107. Howey, K, amp; Zimpher, N. (1999). Pervasive problems and issues in teacher education. In G. Griffin (Ed. ), The education of teachers (pp. 279-305). Chicago, IL: The National Society for the Study of Education. Marzano, R. (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and

Five stages of dying Essay Example

Five stages of dying Paper Thanatology, or the study of death and dying, has gone through significant growth since the 1950s, when Herman Feifels â€Å"Meanings of Death† was introduced to the behavioral science field. Before then, dying and death were mainly the concerns of poets and mystics. Death was considered a word to be avoided as much as possible by physicians, and as a topic of restriction even by psychologists. Since that time the research and writings of Robert Fulton, Elisabeth Kubler-Ross, among others, have helped to make thanatology a serious area of scientific research and discussion. Even though all dying people do not show a terminal drop in their abilities and actions, many of them do realize when they are about to die (Kalish Reynolds, 1981). This epiphany affects different people in different ways. People who no longer want to live may give up without putting on a fight and die fairly quickly. When they lose their will to survive, they embrace death as the ultimate solution to all their problems. Another group of severely ill people are those those who find themselves unable to cope with the pain and frustration of long term illness but are also afraid of death itself, continually battling between a desire to live and a wish to die. This constant conflict between dying and living is worsened when the person has one or more dependents but is afraid of becoming a burden on them. We will write a custom essay sample on Five stages of dying specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Five stages of dying specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Five stages of dying specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Even when they are not told directly by a family member, a friend, a doctor or a nurse, a large majority of terminally ill patients realize that they are going to die in the very near future. They sense it in the changes in their bodies and the attitudes of other people. Consequently, an honest report on the part of others frequently comes as no surprise but simply confirms what the patient suspected all along (Kubler-Ross, 1969). Whether they desire to die sooner or later, it is generally acknowledged that people can, through their own attitudes and behavior, either hasten or delay their own death. Having accepted the fact that death is imminent, they may even decide on a particular time for it to occur. Stages in Dying The stage theory of Elisabeth Kubler-Ross, as well as of many other researchers, is related to the time, dimension of the dying process. Kubler-Rosss (1969) stage theory was formulated from an analysis of her interviews with over 200 dying patients. She argued that it is important for health workers and families of dying patients to be observant and aware of these progressive stages.

Free Essays on Lottery

â€Å"The Lottery† This twisted tale of a small farming community that is far from normal or peaceful. Jackson, continuously uses the setting to creates a mood of peacefulness and tranquility. This creates an image of a typical small farming community on a normal summer day. This setting foreshadows an ironic ending that is far from normal or peaceful. â€Å"The Lottery†, by Shirley Jackson, displays numerous examples of irony throughout the setting in telling the tale of a small town’s strange and brutal annual ritual. Shirley Jackson, begins her story by establishing the setting. She tells what time of day and what time of year the story takes place. It is important to focus on what a typical day is in this small town. The time of day is set in the morning and the time of year is early summer. School has just recently let out for summer break, and children are getting used to the newly found freedom and the prospect of all of the adventures to be had. Jackson describes the town as that of any normal rural community. She describes the grass as "richly green" and that "the flowers were blooming profusely". These descriptions of the surroundings give a picture of beauty and life in bloom. There is a serene feeling about the sleepy little town. This makes the audience feel comfortable about the surroundings as if there was nothing wrong in the town. In the first paragraph, Jackson describes the town in general. She puts in perspective the location of the town’s square "between the post office and the bank". This aides in visualizing what a small town this is, since everything seems to be centralized at or near the town square. This is also key in that the town square is the location for the remaining part of the story. She creates a comfortable atmosphere while describing the people of the town. The children are gathering together and breaking into "boisterous play". They are described as gathering rocks, which is a norma... Free Essays on Lottery Free Essays on Lottery â€Å"The Lottery† This twisted tale of a small farming community that is far from normal or peaceful. Jackson, continuously uses the setting to creates a mood of peacefulness and tranquility. This creates an image of a typical small farming community on a normal summer day. This setting foreshadows an ironic ending that is far from normal or peaceful. â€Å"The Lottery†, by Shirley Jackson, displays numerous examples of irony throughout the setting in telling the tale of a small town’s strange and brutal annual ritual. Shirley Jackson, begins her story by establishing the setting. She tells what time of day and what time of year the story takes place. It is important to focus on what a typical day is in this small town. The time of day is set in the morning and the time of year is early summer. School has just recently let out for summer break, and children are getting used to the newly found freedom and the prospect of all of the adventures to be had. Jackson describes the town as that of any normal rural community. She describes the grass as "richly green" and that "the flowers were blooming profusely". These descriptions of the surroundings give a picture of beauty and life in bloom. There is a serene feeling about the sleepy little town. This makes the audience feel comfortable about the surroundings as if there was nothing wrong in the town. In the first paragraph, Jackson describes the town in general. She puts in perspective the location of the town’s square "between the post office and the bank". This aides in visualizing what a small town this is, since everything seems to be centralized at or near the town square. This is also key in that the town square is the location for the remaining part of the story. She creates a comfortable atmosphere while describing the people of the town. The children are gathering together and breaking into "boisterous play". They are described as gathering rocks, which is a norma...

Discuss your Understanding of the pros and cons of MRPII systems, Essay

Discuss your Understanding of the pros and cons of MRPII systems, citing at least two Web sources. How could any new system be better than an MRPII system - Essay Example es and processes information for effective decision making in scheduling, designing, inventory management and cost control in the business (Goddard, 1993). MRP II is a computer-based scheme that generates detailed production schedules using real time data to harmonize the influx of constituent resources. It is commonly used by itself, but also with the Enterprise Resource Planning (ERP) system. The MRP II system does have pros and cons which are elaborated subsequently (Goddard, 1993). The Manufacturing Resource Planning II promotes improved consistency in-on-time customer delivery and enhances inventory reductions of one-fourth to one-third. Also, there is elevated inventory turnover decline in purchasing costs because of fewer expedited shipments. Lastly, it minimizes of workforce overtime (Goddard, 1993). The cons of MRP II are centered on the fact that all of the preceding planning before creation can be based on disingenuous data and decelerate the production process itself. As unanticipated changes occur, the planning process ought to be recalculated from the start, which can cause wastefulness if feedback about drawbacks is not supplied on a well-timed, regular basis (Goddard, 1993). In conclusion, the current MRP II system takes time to put up and implement and so a new system will be better. Some recent MRP II systems have integrated limited decision making support functionality, whereas the business is moving to a newer age band of a stable, comprehensive technology, and risk is relatively low (Murgiano,

Control System -inkwell Coursework Example | Topics and Well Written Essays - 4250 words

Control System -inkwell - Coursework Example A review of this system is targeted at enhancing how the company handles its employees’ remuneration and other work packages. In this report, the chosen system for review is the payroll system, whose investigations are expected to provide a summation of the entire accounting system that is in operation in the organisation. A study of Inkwell’s payroll system shall entail an in-depth examination of the organisational activities such as the tax management, tracking of taxes that have been withheld, analysis of the record of hours employees work, and a record of the paychecks issued to employees (Bragg, 2006.p.125-129). To assess the payroll system being used by the company with the motive to provide recommendations for its improvement in efficient employee management. The payroll system, being a core accounting system is essential to the management as it streamlines the organisation’s ability to stay on top of its regulatory and legal responsibilities. Therefore, this report shall seek to identify the weaknesses within the organisation’s payroll system, and determine the needs that require improvement. Therefore, the report shall outline the cost-benefits analysis of implementing the payroll system’s improvements in Inkwell Limited (Bragg, 2003.p.85-92). It is expected that as a result of this review, it would be possible for the payroll system being used to effectively process payroll reports that can be used to make tax withholding summaries. The covering of this system’s evaluation in this report has been achieved as part of an accounting assessment, which is part of the AAT level 4 accounting. 2.1 Inkwell Limited is a Limited Company with a larger section of its operations majored in the private sector. However, its specialisation in the re-manufacturing or re-cycling of used laser toner and printer cartridges. The company’s sales targets are achieved by distributing its products through a nationwide chain that comprises over 60 high

Property and Mortgages Essay Example | Topics and Well Written Essays - 1000 words

Property and Mortgages - Essay Example The general rule is that the interest reverts to the borrower upon completion of refinancing the mortgage. The history of mortgages dates back to the seventeenth century. Throughout this period, doctrines of equity have been applied to protect mortgagors from mortgagees’ exploitations. Statutory regulations have however recently been formulated to ensure mortgagors’ protection. The courts have similarly joined the efforts. The scope of mortgages covers any venture in which land is used, and is offered on any interest on land as well as other properties other than land. This paper seeks to investigate the statement that ‘mortgages are a suppression of truth and a suggestion of falsehood,’ mortgage destroys our economy. The paper will explore the legal aspects of mortgages with the aim of supporting the statement. Difference between legal and equitable mortgages The major difference between equitable and legal mortgage is the level of formality that is involv ed on the process of creating the mortgage. A legal mortgage requires strict formalities that include a written contract. All terms of the mortgage agreement are stipulated and the document signed. Equitable mortgages on the other hand involve deposition of title to the subject estate without making formal commitments. Legal mortgages are executable within the strict interpretation of the law of property act (1925) and must be under deed. This means that the mortgage binds any interest in the land, both original and transferred. An equitable mortgage is however informal and do not bind a purchaser in good faith who takes the property for value without the knowledge of existence of the mortgage (Slorash and Ellis, 2007, 121). Another difference between a legal mortgage and an equitable mortgage is the transferability of interest in the subject land. While property in the piece of land is transferred to the mortgagee under a legal mortgage, only possession passes in an equitable mortg age and the mortgagee has to seek judicial intervention for transfer of property in the land in case of a defaulted refinancing (Sharma, 2010, 212). Rights of the mortgagee The mortgage agreement creates a number of rights to the mortgagee. The first right that a mortgagee acquires is the right over â€Å"the promise to pay† (Williams, 2011, 90). This right is enforceable against the mortgagee or any subsequent owner of the land subject to the law of property act (2007) and the interpretation of the case of Nefson Diocesan trust board v Hamilton [1926] NZLR 342. The mortgagee also has a right to foreclosure and to gain possession of the land if the mortgagor defaults in payments after a notice after a notice (Williams, 2011, 92). There is also the right to put the piece of land under receivership or even to sell the property as was held in the case of Alliance &Leicester plc v Slayford [2000] EGCS 113. The same case provides legal ground for suit against the mortgagor’ s covenant (Pawlowski and Brown, 2002, 177). Rights of the mortgagor The mortgagor’s rights include the right to redeem the mortgage subject to the terms of the mortgage agreement as was illustrated in the case of Jones v Morgan (2001) (Dixon, 2011, 380). The redemption right can be enforced equitably or legally. Further, the mortgagor is entitled to right of possession, inspection of property and accession rights (Mau, 2010, p. 86- 88). Safeguards for borrowers Mortgagors are bound by the lending terms of their agreements that are enforceable under statutory laws. The doctrines of equity supplements statutory regulations to protect borrowers from exploitation. Mortgagor’s right of redemption is for instance absolute irrespective of the delayed

A Series Of Unfortunate Events, Analysis

A Series Of Unfortunate Events, Analysis This movie tells about The Baudelaires orphans: Violet; Klaus; and Sunny. Violet is fourteen years old, Klaus is twelve years old, and Sunny is still an infant. Each of these orphans has awesome ability: Violet can find and create everything from the things around her as good as a scientist; Klaus loves reading so much and amazingly he remembers all what he read even in details; and then Sunny, the youngest, her teeth are so strong and she bites almost everything. Their parents are killed in a fire that also destroyed their house. Mr. Poe, the family banker, then sends the children to live with Count Olaf, an actor who is their closest relative. Count Olaf treats the children awfully. Soon The Baudelaires know that Count Olaf just wants to take their parents richness. One time because of a coincidence, Mr. Poe thinks that Count Olaf is not a responsible parent so that Mr. Poe takes back the children from Count Olaf. Olaf, pretending to have an emotional goodbye with The Baudelaires, promises that he will find them again and get their fortune. Mr. Poe sends the children to live with their uncle, Dr. Montgomery Montgomery, a cheerfully herpetologist. The Baudelaires live happily with Uncle Monty. Nonetheless, Count Olaf comes in disguise to Uncle Montys house as his new assistant for herpetology and he killed Uncle Monty. The orphans are then sent to live with Aunt Josephine who lives in a house on the edge of a cliff above the Lake Lachrymose. However, Count Olaf catches the children wherever they go in order to get an opportunity to grab the Baudelaires wealth. He does camouflages to fool other guardians of the Baudelaires. Count Olaf causes the death of Aunt Josephine and makes himself as if he is the childrens savior. As a result, Mr. Poe gives custody back to Count Olaf, seeing how he rescued the children. Mr. Poe reveals to Count Olaf that he would not inherit the childrens fortune even if they died, with the exception of blood relatives, or married couples. Count Olaf invites Mr. Poe and people he knows to his play which stars himself and Violet as the leads. It is a trap for the Baudelaires so that Count Olaf can gain access to Violets inheritance. Klaus notices Count Olafs bad plan. Somehow he ruins the play and makes people realize the tyranny of Count Olaf and then arrest him. Moreover, Klaus notices that the death of his parents is not merely an accident, but it was Count Olafs deed. Eventually, the Baudelaires are safe and kept away from Count Olaf. The reason the writer choose this movie to be analyzed is because the writer is indeed interested in this movie from the first time the writer saw it. This movie is one of 21th century literary works which depicts chains of a unique story which is not clichà ©. From its title, it is discernible that this movie imparts a kind of tragedy which involves life/moral values. Moreover, it involves the hamartia, anagnorisis, peripeteia, and catharsis. This is why the writer decides to use Aristotelian theory to analyze this movie, because hamartia, anagnorisis, peripeteia, and catharsis are the key elements of the theory. Having considered the above facts, the writer proposes a study entitled The Hamartia, Anagnorisis, Peripeteia and Catharsis in Brad Silberlings (2004) Lemony Snickets A Series of Unfortunate Events. FIELD OF THE STUDY The field of the study is literature, especially movie. SCOPE OF THE STUDY This study will discuss about Aristotles theory of tragedy, about Lemony Snickets A Series of Unfortunate Events movie, mostly its hamartia, anagnorisis, peripeteia, and catharsis. PROBLEM FORMULATION What are the Hamartia, Anagnorisis, Peripeteia, and Catharsis in the movie? How are the Hamartia, Anagnorisis, Peripeteia, and Catharsis represented cinematographically in the movie? To what extent do those elements affect the movie? OBJECTIVES OF THE STUDY The writer wants the readers notice and comprehend the meanings of Hamartia, Anagnorisis, Peripeteia, and Catharsis and also their existence. The writer wants to show how the key elements of Aristotelian theory are depicted in Lemony Snickets A Series of Unfortunate Events movie cinematographically. The writer wants to evince how the key elements affect the movie. HYPOTHESES Only few people know the movie of Lemony Snickets A Serie s of Unfortunate Events. Also, only few people comprehend what Aristotelian theory is about well, including the hamartia, anagnorisis, peripeteia, and catharsis. Many people do not know that this movie is impressive, that using the Aristotelian theory to analyze the movie can give people some significant life values. SIGNIFICANCE OF THE STUDY This study concentrates on the movie entitled Lemony Snickets A Series of Unfortunate Events and on the Aristotles theory of tragedy especially the key elements. Entertainment, knowledge, and wisdom are benefits that can be obtained from this study. By watching or observing Lemony Snickets A Series of Unfortunate Events movie, the readers are going to get pleasant or fun. Through signification of the Aristotelian theory, it will broaden the readers knowledge. Moreover, by understanding the life/moral values in the movie through catharsis, the readers are going to be conscious that the values do enlarge their wisdom. DEFINITION OF TERMS Action A unit of happening. (Paredes, 1986). Imitation/Mimesis Mimesis means copying another persons action or way of doing something. Plot Plot is the imitation of the action or the arrangement of the incidents. Plot is also the first principle and the soul of a tragedy. (Hibbard Frenz, 1954). Meanwhile, according to Cooper (1979), plot is the principle of life. Character Character is that which reveals moral purpose, showing what kinds of things a man chooses or avoids. (Hibbard Frenz, 1954, p. 170). Spectator Spectator is the synonym of audience. (Good, 2008). Tragedy Tragedy (as opposed to epic) relies on an enactment (dramatic performance), not on narrative (the author telling a story). (Leyg, 1996). According to Cooper (1979), a tragedy is a mimesis, not of people but of their actions and life. However, Kennedy (1979) said that tragedy is an imitation not only of a complete action, but of events inspiring fear or pity. Furthermore, he said that tragedy is about the realization of the unthinkable. Tragic Hero The tragic hero is a great man who is neither a paragon of virtue and justice nor undergoes the change to misfortune through any real badness or wickedness but because of some mistake. (Leyg, 1996). Tragic hero is one who is not pre-eminent in moral virtue, who passes to bad fortune not through vice or wickedness, but because of some piece of ignorance, and who is of high repute and great good fortune. (Cooper, 1979). Hamartia Hamartia is the characters fatal flaw. In other words, it is an intellectual mistake or an error in judgment. Anagnorisis Recognition or discovery (anagnorisis): the revelation of some fact not known before, or some persons true identity. (Kennedy, 1979, p.943). Peripeteia Peripeteia is a reversal of circumstances or turning point. (Aswers, 2007). According to Watson (2002), peripeteia is a reversal is a change of a situation to its opposite. Catharsis It is purgation, purification, and clarification of pity and fear. REVIEW OF LITERATURE In this study the writer focuses in Aristotles theory of tragedy which includes hamartia, anagnorisis, peripeteia, and catharsis as its key elements. This can help the writer to analyze the hamartia, anagnorisis, peripeteia, catharsis in Lemony Snickets A Series of Unfortunate Events movie. The form of drama called tragedy was born in the fifth century B.C. It is Aristotles famous definition. (Kennedy, 1979). Aristotle was one of important ancient philosophers from Greek. He was born in Stagira, a town in Macedonia in 384 B.C. Aristotle is a whole university in himself. (Hibbard Frenz, 1954). He influenced medieval science and logic and on literary theory since the Renaissance. Since the Renaissance, his name has been associated most often with his concepts of tragic catharsis, anagnorisis, and unity of action. (Answers, 2007). His theory will be applied in this study, which is theory of tragedy. Aristotles Theories Cooper (1979), stated that a work cannot be a tragedy if there were no action. Hibbard Frenz (1954), said that without action there cannot be a tragedy. The tragic event involves a fall from greatness, brought by the agents free action. (Perrine, 1974). Aristotles theory which is prior to his theory of tragedy is theory of responsibility. Aristotles theory of responsibility was established through his theories of character acquisition and action. Theory of Character Acquisition His theory of character acquisition states that people get their character from repetitively demonstrating actions they think are best. Theory of Action Theory of action distinguishes between what actions are voluntary or not voluntary. (Watson, 2002). Theory of Tragedy Nowadays the best tragedies are about a few families only. For a tragedy is an imitation, not of men, but of an action and of life, and life consists in action, and its end is a mode of action, not a quality. (Hibbard Frenz, 1954, p.170). It is the nature of tragedy that the protagonist must fall from power and from happiness. The recognition, combined with reversal, will produce either pity or fear; and actions producing these effects are those which tragedy represents. Nonetheless, the problem with Aristotles famous definition is not in agreeing in how to translate it, but rather how to interpret it. Definition of Tragedy The arrangement of tragedy should be complex, not simple, and it should present a mimesis of things that arouse fear and pity, as this is what is peculiar to the tragic mimesis. Tragedy is a mimesis not only of a complete action, but also of things arousing pity and fear, emotions most likely to be stirred when things happen unexpectedly but because of each other. A tragedy is a mimesis of an action and it is only because of the action that it is a mimesis of the people engaged in it. (Cooper, 1979). A tragedy is an imitation of an action that is serious, accomplishing through incidents that arouse pity and fear the purgation of these emotions. (Kennedy, 1979, p.899). Tragedy causes the emotions of pity and fear in the hearts of all men, then affords a pleasurable relief. In other words, the spectator at a tragedy, following the tribulations of the tragic hero, himself suffers vicariously, is emotionally moved, and as a result of the experience, finds pleasurable relief. (Hibbard Frenz, 1954). In a tragedy a hero suffers due to hamartia and then knowledge comes of ignorance followed by a reversal in fortune with a feeling of purification in the character. (Answers, 2007). Key Elements of Theory Hamartia: Hamartia is the Greek word. It means error, transgression, flaw, or weakness of character. (Kennedy, 1979). Hamartia is a tragic error caught in a crisis situation; the protagonist makes an error in judgment or action, missing the mark, and disaster results. In other words, hamartia is the fall of a noble man caused by some excess or mistake in behavior. The main character break a divine or moral law which leads to disastrous consequences. Despite the horrible events befalling the tragic hero, tragedies celebrate the human spirit, in the confrontation of difficult situations and the accountability of a character for his or her own actions. (Answers, 2007). The protagonist in the story is not a perfectly good man nor yet a bad man; his misfortune is brought upon him not by vice and depravity but by some error of judgment. The heros downfall is his own fault, the result of his own free choice, not the result of pure accident or villainy. Accident, villainy or fate may contribute to the downfall but only as cooperating agents: they are not alone responsible. The combination of the heros greatness and his responsibility for his own downfall describes his downfall as tragic rather than as merely pathetic. (Perrine, 1974). Anagnorisis: It means a recognition or discovery. Recognition is a change from ignorance to knowledge, producing love or hate between the persons destined for good or bad fortune. (Hibbard Frenz, 1954). Recognition is a change from ignorance to knowledge, tending either to affection; it determines in the direction of good or ill fortune the fates of the people involved. (Cooper, 1997). Anagnorisis is commonly applied to any self-knowledge the hero gains as well as to insight to the whole nature or condition of mankind. (Watson, 2002). The discovery induces a startling effect. Peripeteia: Cooper (1997), remarked that a peripeteia occurs when the course of events takes a turn to the opposite in the way described. According to Kennedy (1979), reversal or peripeteia is an action that turns out to have the opposite effect from the effect its doer had intended. Peripeteia occurs when a situation seems to developing in one direction, then suddenly reverses to another. Reversal is a series of incidents or a train of action tending to bring about a certain end but resulting in something wholly different. (Hibbard Frenz, 1954, p.170). The change of fortune for the hero should be an event that occurs contrary to the audiences expectations and that is therefore surprising. Catharsis: Purification of plot events, so that the central characters errors become cleansed by his or her recognitions and suffering. Through a course of events involving pity and fear, the purification of those painful or fatal acts, pity and fear it archives the purgation. It is simply an intellectual clarification of the meaning of the tragic happenings. Catharsis is also the purging of the emotions of pity and fear that are aroused in the viewer of a tragedy. Therefore, it is related to the psychology of the spectator, the public is purged of its fear and pity. (Paredes, 1986). Actually, catharsis is the positive social function of tragedy. It purifies the audiences feelings of pity and fear so that in real life we understand better whether we should feel them. Further, it purges pity and fear so that we can face life with less of these emotions or more control over them. K. METHOD OF DATA COLLECTION AND ANALYSIS This study uses qualitative research, applied research, or library research. The reason is because field of this study is literature which interpretation is the prime provision. Therefore, desk work or library research is appropriate and suitable to commit for this study. K.1 Method of Data Collection After deciding what study that would be done, which is a study of Aristotelian theory of tragedy, the writer searched the materials. Movie of Lemony Snickets A Series of Unfortunate Events, pictures, and data about this movie are the first materials that would be gained. The writer is going to keep looking for data about Aristotles theories especially his theory of tragedy which consists of the key elements (hamartia, anagnorisis, peripeteia, and catharsis). Those theory elements become essential to analyze the movie. The writer collected the data needed by visitting the library and reading some books related to the study. Also the writer looked for the data from the internet. For the further plans/steps, the writer will keep looking for the data and searching them through both written and electronic sources to enrich the primary data for this study. K.2 Data Analysis The title of the movie is Lemony Snickets A Series of Unfortunate Events. The complete information about the movie can be read as follows: Title : Lemony Snickets A Series of Unfortunate Events Year : 2004 Genre : Drama Director : Brad Silberling Film Stars : Jim Carrey, Emily Browning, Liam Aiken, Meryl Streep, Jude Law The movie tells about three orphans (The Baudelaires) who are adopted by a bizarre and mysterious actor named Count Olaf. He attempts to steal The Baudelaires parents richness. The Baudelaires try to get away from Olaf any time they can but Olaf can find them wherever they go. The avoidance of The Baudelaires towards Olaf leads these pitiful orphans to a series of unfortunate events. To analyze the movie, the writer uses the Aristotelian theory. Aristotles theory concerns with tragedy. According to Aristotle, in a tragedy a hero suffers due to hamartia and then knowledge comes of ignorance (anagnorisis) followed by a reversal (peripeteia) in fortune with a feeling of purification (catharsis) in the character. In analyzing the study, the writer will explain more about the research questions from the problem formulation. Using Aristotelian theory, the writer will show the key elements in the movie and why they are called as the way they are. Then the writer depicts the existence of the key elements through cinematography to show the evidences. Further, the writer describes how the movie is so affected by the key elements and how come the movie and the key elements foster one another. L. REFERENCES Cooper, D. E. (Ed.). (1997). Aesthetics: The classic readings. Oxford: Blackwell Publishers Ltd. Good, M. (2008). Cambridge advanced learners dictionary. Cambridge: Cambridge University Press. Hibbard, A., Frenz, H. (Ed.). (1954). Writers of the western world. Boston: Houghton Mifflin Company. Kennedy, X. J. (Ed.). (1979). Literature: An introduction to fiction, poetry, and drama. Toronto: Little, Brown and Company. Perrine, L. (Ed.). (1974). Literature: Structure, sound, and sense. USA: Harcourt Brace Jovanovich, Inc. WEBSITES Answers. (2007, June 6). In Aristotelian. Retrieved April 17, 2012, from http://www.answers.com/topic/aristotelian#ixzz1ez5h7jOW Berardinelli, J. (2004, April 5). Lemony Snickets A Series of Unfortunate Events. ReelViews. Retrieved April 11, 2009, from http://www.reelviews.net/movies/l/lemony_snicket.html Leyg, H. (1996, June 24). Aristotles tragedy. In Aristotle the elements of tragedy. Retrieved June 21, 2012, from http://www.ohio.edu/people/hartleyg/ref/aristotletragedy.html Paredes, R. (1986, April 27). Aristotles definition of tragedy. In Introduction to philosophy. Retrieved June 21, 2012, from http://www.paredes.us/tragedy.html Watson, J. (2002, September 9). My class notes. In Aristotles tragedy. Retrieved May 2, 2012, from http://johnwatsonsite.com/MyClassNotes/Texts/Antigone/AntigAristotleTrag.html

macbeth :: essays research papers

Jurgens 1 The famous play Macbeth by William Shakespeare, has greatly influenced past societies and continues to be an influence in todayà ¢Ã¢â€š ¬Ã¢â€ž ¢s society. There is not only one great influence either, as there are many smaller ones that have affected society. Of these influences, Macbeth has had its greatest impact on the movie and literature industries. In literature, the play is kept alive in more than one way. There are many full-length books that just discuss and explain the play of Macbeth. Other ways the play is kept alive is through other authors rewriting it, but making slight changes or even using some of his lines or themes in their own plays or other pieces of literature. The movie industry was also greatly affected by Macbeth. Since the invention of movies, there have been many different versions of this play that have been adapted to the movie screen. Macbeth is a play that can last forever as it has everything that still interests and has always interested people such as murder, deceit, and a trip into the human psyche. This play has lived on in many facets of and had many important influences on society, but two of those greatest influences are on the movie and literature industries. Macbeth actually started its "afterlife" while William Shakespeare was still alive. Simon Formanà ¢Ã¢â€š ¬Ã¢â€ž ¢s Book of Plays is an example of the influence of the play. 1611, Simon Forman wrote a book in which he described the performance of four plays at the Globe Theater. Book of Plays is one of the only reports of how Shakespeareà ¢Ã¢â€š ¬Ã¢â€ž ¢s plays were actually performed on stage. However, many parts of the play were omitted in Formanà ¢Ã¢â€š ¬Ã¢â€ž ¢s summary. For example, he did not include the entire second appearance of the witches. Jurgens 2 Forman also included details that could not have possibly occurred on the stage of the Globe Theater. One example of this is when Forman reports that he sees Macbeth and Banquo riding through the woods. The Globe Theaterà ¢Ã¢â€š ¬Ã¢â€ž ¢s set would not have allowed this to happen, so historians believe that Forman pulled this image from a version that he had read previously and not what actually had happened on stage. On the other hand, Forman gives an elaborate description of some of the staging of the play. For example, he states that in the banquet scene, the ghost of Banquo sits behind Macbeth.

Death of Hector Summary Essay

Except for Hector, the Trojans are inside the walls of Troy. Apollo turns to Achilles to tell him he is wasting his time pursing a god since he can’t kill him. Achilles is angry, but turns around to return to Troy where Priam is the first to spot him. He tells Hector he will be killed since Achilles is much stronger. If not killed he will be sold into slavery as has already happened to others of Priam’s sons. Priam can’t dissuade Hector, even when his wife Hecuba joins the effort. Hector gives some thought to going inside but fears the ridicule of Polydamas, who had given sage advice the day before. Since Hector wants to die in glory, he has a better chance facing Achilles. He thinks about giving Achilles Helen and the treasure and adding to it an even split of the treasure of Troy, but Hector rejects these ideas realizing Achilles will just cut him down, and there would be no glory in that. As Achilles bears down on Hector, Hector begins to lose his nerve. Hecto r runs towards the Scamander River (Xanthus). The two warriors race three times around Troy. Zeus looks down and feels sorry for Hector, but tells Athena to go down and do what she wants without restraint. Achilles is chasing Hector with no chance of reprieve unless Apollo steps in (which he does not do). Athena tells Achilles to stop running and face Hector. She adds that she will persuade Hector to do the same. Athena disguises herself as Deiphobus and tells Hector the two of them should go fight Achilles together. Hector is thrilled to see his brother has dared to come out of Troy to help him. Athena uses the cunning of disguise until Hector addresses Achilles to say it’s time to end the chase. Hector requests a pact that they will return each other’s body whoever dies. Achilles says there are no binding oaths between lions and men. He adds that Athena will kill Hector in just a moment. Achilles hurls his spear, but Hector ducks and it flies past. Hector does not see Athena retrieve the spear and return it to Achilles. Hector taunts Achilles that he didn’t know the future after all. Then Hector says it’s his turn. He throws his spear, which hits, but glances off the shield. He calls to Deiphobus to bring his lance, but, of course, there is no Deiphobus. Hector realizes he has been tricked by Athena and that his end is near. Hector wants a glorious death, so he draws his sword and swoops down on Achilles, who charges with his spear. Achilles knows the armor Hector is wearing and puts that knowledge to use, finding the weak point at the collarbone. He pierces Hector’s neck, but not his windpipe. Hector falls down while Achilles taunts him with the fact that his body will be mutilated by dogs and birds. Hector begs him not to, but to let Priam ransom him. Achilles tells him to stop begging, that if he could, he would eat the corpse himself, but since he can’t, he’ll let the dogs do it, instead. Hector curses him, telling him Paris will kill him at the Scaean Gates with the help of Apollo. Then Hector dies. Achilles pokes holes in Hector’s ankles, ties a strap through them and attaches them to the chariot so he can drag the body in the dust. Hecuba and Priam cry while Andromache is asking her attendants to draw a bath for her husband. Then she hears a piercing wail from Hecuba, suspects what has happened, emerges, looks down from the rampart where she witnesses her husband’s corpse being dragged, and faints. She laments that her son Astyanax will have neither land nor family and so will be despised. She has the women burn the store of Hector’s clothing in his honor.

Free Essays on Eudora Welty

Eudora Welty was born and raised in Jackson, Mississippi in 1909 and raised and lived during the hardest part of the Great Depression. During this time, Jackson, Mississippi had not lost it’s rural atmosphere. Welty grew up in the old type south she so often evokes in her stories. She attended the Mississippi State College for Women and the University of Wisconsin, where she majored in English Literature. After graduating at the height of the depression, she was unable to find work in her chosen field. She worked as a part time journalist and copywriter and as a WPA photographer. This later job took her on assignments throughout Mississippi, and she began using these experiences as material for her short stories. In using Eudora Welty’s story A Worn Path as an example of southern influence, she shows southern influence in many ways. These are Race and Racism, the constant referrals of being referred to as an old Negro woman also, by the mixture of short stories with a mixture of folk material and by the way she shows sympathy to the Negro woman. She, like writers as Faulkner and James Baldwin, shows the strength of the Negro woman. This strength is built around the Negro woman. â€Å"Phoenix† is not just a name for a character. Miss Welty presents her as a symbol of strength in the old woman’s spirit of endurance. Race and Racism in A Worn Path shows a strong Southern influence because much of her writing took place in Mississippi during the 1940’s and 1950’s which shows its strong southern influence by being called an old Negro woman. While walking through the woods a dog runs up to her and knocks her in to a ditch. She just lies there like she does not know what to do. Just then the dog’s master, a young hunter comes to her aid to pull her out and points his gun in her face, perhaps as a subconscious way of saying I'm white, I am better than you are, you not going to run from me? When she shows no sign of... Free Essays on Eudora Welty Free Essays on Eudora Welty Eudora Welty was born and raised in Jackson, Mississippi in 1909 and raised and lived during the hardest part of the Great Depression. During this time, Jackson, Mississippi had not lost it’s rural atmosphere. Welty grew up in the old type south she so often evokes in her stories. She attended the Mississippi State College for Women and the University of Wisconsin, where she majored in English Literature. After graduating at the height of the depression, she was unable to find work in her chosen field. She worked as a part time journalist and copywriter and as a WPA photographer. This later job took her on assignments throughout Mississippi, and she began using these experiences as material for her short stories. In using Eudora Welty’s story A Worn Path as an example of southern influence, she shows southern influence in many ways. These are Race and Racism, the constant referrals of being referred to as an old Negro woman also, by the mixture of short stories with a mixture of folk material and by the way she shows sympathy to the Negro woman. She, like writers as Faulkner and James Baldwin, shows the strength of the Negro woman. This strength is built around the Negro woman. â€Å"Phoenix† is not just a name for a character. Miss Welty presents her as a symbol of strength in the old woman’s spirit of endurance. Race and Racism in A Worn Path shows a strong Southern influence because much of her writing took place in Mississippi during the 1940’s and 1950’s which shows its strong southern influence by being called an old Negro woman. While walking through the woods a dog runs up to her and knocks her in to a ditch. She just lies there like she does not know what to do. Just then the dog’s master, a young hunter comes to her aid to pull her out and points his gun in her face, perhaps as a subconscious way of saying I'm white, I am better than you are, you not going to run from me? When she shows no sign of...