A Rose for Emily. Analysis

Jack Wu English 1B – Professor Meehan 03/05/13 â€Å"Rose for Emily† Analysis In â€Å"A Rose for Emily†; William Faulkner details the loneliness and selfishness of peculiar woman, Miss Emily. Miss Emily is unable to grip the idea of death and suffers great deals of denial. After the death of her father, the townspeople expected her to be in a state of grief but alas she is not. Instead she proceeds to say that her father is very well with her, alive. William Faulkner’s idea of grieving is clear in this story because he shows his audience that it is better to accept death than to ignore it through the accounts of Miss Emily’s journey.William Faulkner’s story takes place in the South, during a time period of racial discrimination and major political change. By using reader response criticism, a reader can analyze â€Å"A Rose for Emily† through the aspects of the secret held within the story, race found through anthropology, and gender found through anthropology. To begin with, one can analyze â€Å"A Rose for Emily† by examining the underlying hidden message found within the story. The hidden message that William Faulkner tried to convey in his story was the themes of death and change.Death looms through the story from the beginning right on through to the end as the narrator begins describing the beginning of Miss Emily’s funeral. Miss Emily herself chooses not to accept the fate of death when her extremely controlling father passes away. Miss. Emily later killed Homer to ensure that he would never leave her. This is Miss Emily’s most severe attempt to preserve her life and the time period in which she lived. Miss. Emily believes that having nothing is less painful than grief over something lost. To further examine â€Å"A Rose for Emily† is by analyzing gender, Mr.Faulkner explains the roles of women in the South and how they were seen through the eyes of men. One can clearly see tha t through the opening sentence of the story, the narrator is stating that women gossip while men are caring and serious. This is only one of many passages that show that Mr. Faulkner is attempting to make men the stronger gender. â€Å"Only a man of Colonel Satoris’s generation could have invented it and only a women could have believed it† Faulkner. Colonel Satoris is described as being an ingenious man but in this sentence, Miss Emily’s name isn’t even mentioned when the two are compared.The statement made in this story is that men are the better gender. There are many aspects that were incorporated into â€Å"A Rose for Emily†. William Faulkner was able to create a story involving many ideas about society and how it functioned in a specific time period in the South. To further examine â€Å"A Rose for Emily†, one can use the reader response criticism and analyze the aspects of the hidden message found within the story, gender and race fou nd through anthropology. â€Å"A Rose for Emily† is an important element in literature due to examination of the effects of change created in the olden South.

A teacher had a solid control in the classroom

In Malayan schoolroom, a instructor had a solid control in the schoolroom, the interaction form where the instructor selects a pupil to reply her inquiries is observed by Samuel ( 1982 ) in his survey in a Malayan school. This form occurred peculiarly when the instructor employed the oppugning scheme during the class of learning. After replying the instructor ‘s inquiry, the pupil â€Å" gave the bend back to the instructor † ( Samuel, 1982, p. 129 ) . Hence if the instructor chooses this form of interaction, engagement of pupils will be extremely controlled by him or her. When holding instructors in monologic interaction, the category instructional patterns will be on structured, subject but it kills the desire to larn from the kid inherent aptitude and at the same clip does non elicit the critical and the creativeness of a kid. And this is wholly different from the cognition of the policy because in Malaysia Education Policy, it is stated that a instructor ‘s occupations is to foster the kid ‘s critical and originative thought. When a lesson that is supposed to pattern on communicative linguistic communication learning terminals with the instructor instructing and being important in the category, it kills the desire to larn. In his findings, Ruzlan ( 2007 ) further found that all the inquiries posed by the instructors were the closed-ended in nature, where the kids were anticipated to get at certain replies expected by the instructors merely. At the same clip, it was found that the bulk of inquiries set by EFL and Science as content taught in English categories were low degree and factual, and non designed to promote critical thought on the portion of scholars. Again, there was a mismatch between what is stipulated by the national course of study and how instructors really teach in footings of presenting inquiries. While national policy stipulates assisting scholars become critical minds, instructors seems concern with others, short term end. For case instructors ‘ belief about their pupils ‘ academic demands and what they should make is orienting their inquiries to aline with scrutiny intents at a low degree factual class ( Habsah Hussin, 2006 ) . It is proven that the pattern of the policy is more on completing the structured course of study prepared by the school course of study division instead than full make fulling the doctrine of instruction that is in constructing the pupils with the attempts towards farther developing the potency of persons in a holistic and incorporate mode, so as to bring forth persons who are intellectually, spiritually, emotionally and physically balanced and harmonic, based on a steadfast belief in and devotedness to God. Such an attempt is designed to bring forth Malayan citizens who are knowing and competent, who possess high moral criterions and who are responsible and capable of accomplishing high degree of personal wellbeing every bit good as being able to lend to the harmoniousness and improvement of the household, the society and the state at big. With this issues, edify the research worker to research the BASIC of the instruction teacher developing. What has been practiced in schools reflects on the preparation of the instructor in instructor preparation establishment. Is it the system or the execution of it that caused the mismatched in the instructional patterns? What is supposed to be done? What has been practiced in the instruction establishment? The attacks practiced on the trainees. Does the trainee ‘s ability to present inquiries and interact with the pupils from the pedagogical facets and methodological attack being prompt and develop? Make the trainers play their function as the facilitator and the go-between of the cognition in guaranting the blooming of the novice instructors? The trainers have to play their of import function good in determining the pupil instructor in going an first-class instructor. They should pattern the trainees in the instructional patterns in college. Bing the expertness, the trainers should be good prepared with assorted attacks in researching the pupil instructor ability in larning the English linguistic communication in order to go a capable and competent English instructor.Purpose Of the StudyThe intent of this survey is to look into the trainers in implementing their instructional pattern in order to assist the trainees to go effectual 2nd linguistic communication teacher. As an ESL instructor and a 2nd linguistic communication scholar, the research worker believes that interaction is the cardinal to 2nd linguistic communication acquisition. Second linguistic communication scholars need comprehendible input, need to be in state of affairss that provide maximal personal engagement in the communicating and demand chances to util ize the mark linguistic communication in societal interactions. The acquisition of a linguistic communication centres on the usage of the linguistic communication for communicative intents. Alexander ( 2004 ) suggests that the basic repertory of schoolroom talk is improbable to offer the types of cognitive challenge required to widen pupils ‘ thought. In contrast, he characterizes an attack he describes as dialogic instruction which is corporate, mutual, supportive, cumulative and purposeful. However, these types of talk are less often encountered in schoolrooms ( Mroz et al. , 2000 ) . Dialogic teaching methods aim for schoolroom interactions that involve more than superficial engagement. They are exemplified by the instructor ‘s consumption of pupil thoughts, reliable inquiries and the chance for pupils to alter or modify the class of direction ( Nystrand et al. , 2003 ) . Teachers release some step of control of the flight of the lesson as students are offered a grade of collaborative influence over the co-construction of cognition.Importance of the surveyThis survey is of import in four ways. First, as an oculus gap to the construct of dialogic attack in the preparation establishment and it is concentrating on the schoolroom interaction between the trainees and the trainer in the category from the socio-cultural theory attack. Second, it gives a holistic position on what is go oning in the category and what could be done to assist the trainees to go competent user of the English Language scholar. Third, it will trip the demands for the trainers to hold a series of cascade developing organized by the Teacher Education Division, Malaysia in order to portion, better their attacks in category and vary their instructional instruction before they start learning the trainees. Fourth, it will set up the civilization of sharing and coaction among the lectors in the preparation institute. It requires the instructors to work collaboratively, to open their schoolroom for observation, critical reappraisals and treatment with equals. Last, it is concentrating on the professional development of the trainers in supplying the best attacks in researching the best attack and varies their pedagogical attack in a 2nd linguistic communication larning category.1.3 Research Questions.To what extent do lectors interact with pupils to develop their engagement in schoolroom discourse? How are the lectors developing the English Language competence and critical thought accomplishments of pupils through the interaction in category? How do lectors measure their instructional instruction patterns? What impact has the Communicative Language Teaching had on the instruction patterns to advance a dialogic teaching method? How utile is a dialogic attack to staff professional development?Aims of the survey were as follows ;To mensurate the ways lectors interact with the pupils to develop their engagement in category. To place how lectors develop English Language competence and critical thought accomplishments through the interaction in category. To research the lectors ‘ instructional patterns in 2nd linguistic communication larning category. To research the impact of the communicative linguistic communication instruction policy on linguistic communication acquisition in instructor preparation establishments. To research the utility of a dialogic attack to staff development in instructor preparation establishments.MethodologyResearch designThe focal point of the survey is to look at the quality of schoolroom interaction between the lector and the trainees. The literature has offered a broad array of descriptions and definitions of the instance survey, for illustration: â€Å" a instance survey is an empirical enquiry that investigates a modern-day phenomenon within its real-life context aˆÂ ¦in which multiple beginnings of grounds are used † ( Yin, 1984:23 ) , â€Å" aˆÂ ¦the qualitative instance survey can be defined as an intensive, holistic description and analysis of a individual entity, phenomenon, or societal unit † ( Merriam, 1988:16 ) . Different from other research surveies which aim for generalizable findings, instance surveies aim for â€Å" an apprehension of the peculiar instance, in its foible, in its complexness † ( Stake, 1988:256 ) . The instance survey aligns with my research aims. It is focused on the two TESL lectors, the research worker and their several categories. The survey is the synergistic instructional patterns of the two instructors, the research worker and their pupils. In order to supply a elaborate and in-depth analytical description of the synergistic characteristics of the two instances, the research worker have to be into the research site and collected informations from multiple beginnings in a realistic scene, viz. , in a scene where teacher-student interaction occurs as it really is. The chief intent of the survey was non to try to generalise the decisions to a larger population but to derive a thorough and in-depth apprehension of the subject at issue. At the same clip a combination of sociolinguistic and ethnographic positions has been taken to near the above research inquiries. Data was collected utilizing a scope of techniques: interviewing, schoolroom observation, audio- and video-taping, unwritten study and stirred contemplation. The sample for the research worker came from the instructor preparation establishment that is situated in Ipoh, between the Bachelor of Education Twinning plan UK-MOEM ( Ministry Of Education, Malaysia ) and the English Language lectors. Many instructors, even experienced 1s, are non ever cognizant of the nature of their interactions with single pupils. Consequently, one of the most of import intents of systematic schoolroom observation is to better instructors ‘ schoolroom direction. Feedback from single schoolroom profiles derived from systematic observations has been found to assist instructors understand their ain strengths and failings, and have accordingly enabled them to significantly better their direction. Through feedback, instructors can go cognizant of how their schoolroom maps and therefore convey about alterations they desire. This procedure typically involves holding trained perceivers consistently observe instructors and their pupils in their schoolrooms and subsequently supplying instructors with information about their direction in clinical Sessionss. This attack is based on the premise that teachers value accurate information that they can utilize to better their direction. Chapter TWO LITERATURE REVIEW. This chapter will be reviewed the treatment on the theoretical land on 2nd linguistic communication acquisition, the attack in the schoolroom, the pupil instructor interaction and the instructional form of communicating being implemented in the schoolroom.2.1 Socio-cultural theoryIntroductionVygotsky ( 1896-1934 ) is one of the Russian psychologists whose thoughts have influenced the field of educational psychological science and the field of instruction as whole. He argues for the singularity of the societal surroundings and respects sociocultural scenes as the primary and finding factor in the development of higher signifiers of human mental activity such as voluntary attending, knowing memory, logical idea, planning, and job resolution. Harmonizing to Vygotsky ( 1978 cited Lantolf 2000 ) , the socio-cultural environment presents the kid with a assortment of undertakings and demands, and engages the kid in his universe through the tools. In the early phases, Vygotsky claims that the kid is wholly dependent on other people, normally the parents, who initiate the childaˆYs actions by teaching him/her as to what to make, how to make it, every bit good as what non to make. Parents, as representatives of the civilization and the conduit through which the civilization passes into the kid, realize these instructions chiefly through linguistic communication. On the inquiry of how do kids so appropriate these cultural and societal heritages, Vygotsky ( 1978 cited Wertsch 1985 ) states that the kid acquires knowledge through contacts and interactions with people as the first measure ( inter-psychological plane ) , so subsequently assimilates and internalises this cognition adding his personal value to it ( intra-psychologi cal plane ) . This passage from societal to personal belongings harmonizing to Vygotsky is non a mere transcript, but a transmutation of what had been learnt through interaction, into personal values. Vygotsky claims that this is what besides happens in schools. Students do non simply copy instructors capablenesss ; instead they transform what instructors offer them during the procedures of appropriation. Lantolf et Al. ( 1994 ) indicate that the latter apprehension of consciousness in the field of instruction is embodied in the construct of meta-cognition, which, harmonizing to him, incorporates maps such as planning, voluntary attending, logical memory, job resolution and rating. Williams and Burden ( 1997 ) claim that socio-cultural theory advocators that instruction should be concerned â€Å" non merely with theories of direction, but with larning to larn, developing accomplishments and schemes to go on to larn, with doing larning experiences meaningful and relevant to the person, with developing and turning as a whole individual † . They claim that the theory asserts that instruction can ne'er be value-free ; it must be underpinned by a set of beliefs about the sort of society that is being constructed and the sorts of explicit and inexplicit messages that will outdo convey those beliefs. These beliefs should be manifest besides in the ways in which instructors interact with pupils. Socio-cultural theory has a holistic position about the act of larning. Williams & A ; Burden ( 1997 ) claim that the theory opposes the thought of the distinct instruction of accomplishments and argues that intending should represent the cardinal facets of any unit of survey. Any unit of survey should be presented in all its complexness instead than accomplishments and cognition presented in isolation. The theory emphasizes the importance of what the scholar brings to any learning state of affairs as an active meaning-maker and problem-solver. It acknowledges the dynamic nature of the interplay between instructors, scholars and undertakings and provides a position of larning as originating from interactions with others. Harmonizing to Ellis ( 2000 ) , socio-cultural theory assumes that larning arises non through interaction but in interaction. Learners foremost win in executing a new undertaking with the aid of another individual and so internalize this undertaking so that they can execute it on their ain. In this manner, societal interaction is advocated to intercede acquisition. Harmonizing to Ellis, the theory goes farther to state interactions that successfully mediate larning are those in which the scholars scaffold the new undertakings. However, one of the most of import parts of the theory is the differentiation Vygotsky made between the kid ‘s existent and possible degrees of development or what he calls Zone of Proximal Development ( ZPD ) .The Zone of Proximal Development ( ZPD )Lantolf ( 2002 ) , Wertsch ( 1985 ) and Shayer ( 2002 ) claim that Vygotsky ‘s debut of the impression of the ZPD was due to his dissatisfaction with two practical issues in educational psychological sc ience: the first is the appraisal of a kid ‘s rational abilities and the 2nd is the rating of the instructional patterns. With regard to the first issue, Vygotsky believes that the established techniques of proving merely find the existent degree of development, but do non mensurate the possible ability of the kid. In his position, psychological science should turn to the issue of foretelling a kid ‘s future growing, â€Å" what he/she non yet is † . Because of the value Vygotsky attached to the importance of foretelling a kid ‘s future capablenesss, he formulated the construct of ZPD which he defines as â€Å" the distance between a kid ‘s existent developmental degree as determined by independent job resolution, and the higher degree of possible development as determined through job work outing under grownup counsel or in coaction with more capable equals † Wertsch ( 1985, P. 60 ) . Harmonizing to him, ZPD helps in finding a kid ‘s menta l maps that have non yet matured but are in the procedure of ripening, maps that are presently in an embryologic province, but will maturate tomorrow. Furthermore, he claims that the survey of ZPD is besides of import, because it is the dynamic part of sensitiveness in which the passage from inter-psychological to intra-psychological operation takes topographic point. Shayer ( 2002 ) claims that a important characteristic of larning harmonizing to Vygotsky is that it creates a ZPD, that is to state, larning awakens a assortment of internal developmental procedures that are able to run merely when the kid is interacting with people in his environment and in cooperation with his equals. Once these procedures are internalised, they become portion of the kid ‘s independent developmental accomplishment. Vygotsky advocates that ZPD is non the function of direction entirely, but developmental ( biological ) factors do hold a function to play. It is jointly determined by the kid ‘s degree of development and the signifier of direction involved. Harmonizing to him, direction and development do non straight coincide, but represent two procedures that exist in a really complex interrelatedness. He argues that the kid can run â€Å" merely within certain bounds that are purely fixed by the province of the kid ‘s development and rational poss ibilities † .MediationAs in FeuerteinaˆYs theory ( Williams and Burden 1997 ) , mediation is cardinal to VygotskyaˆYs socio-cultural theory. Mediation harmonizing to Vygotsky refers to the portion played by other important people in the learnersaˆY lives, people who enhance their acquisition by choosing and determining the acquisition experiences presented to them. Vygotsky ( 1978 cited Wertsch 1985 ) claims that the secret of effectual larning prevarications in the nature of the societal interaction between two or more people with different degrees of accomplishments and cognition. This involves assisting the scholar to travel into and through the following bed of cognition or apprehension. Vygotsky besides regard tools as go-betweens and one of the of import tools is linguistic communication. The usage of linguistic communication to assist scholars travel into and through their ZPD is of great significance to socio-cultural theory. Kozulin et Al. ( 1995 ) claim that Vygotsky considers the larning procedure as non a lone geographic expedition of the environment by the kid on his ain, but as a procedure of the kid ‘s appropriation of the methods of actions that exist in a given civilization. In the procedure of appropriation, symbolic tools or artifacts play a important function. Kozulin ( 2002 ) categorises go-betweens into two classs: homo and symbolic. Harmonizing to him, human mediation normally tries to reply the inquiry refering what sort of engagement on the portion of the grownup is effectual in heightening the kid ‘s public presentation ; while symbolic mediation trades with what alterations in the kid ‘s public presentation can be brought approximately by the debut of the kid to symbolic tools-mediators.ScaffoldingHarmonizing to Donato ( 1994 ) staging is a construct that derives from cognitive psychological science and L1 research. It states that in a societal interaction, a knowing p articipant can make by agencies of address and supportive conditions in which the pupil ( novice ) can take part in and widen current accomplishments and cognition to a high degree of competency. In an educational context, nevertheless, scaffolding is an instructional construction whereby the instructor theoretical accounts the coveted acquisition scheme or undertaking so bit by bit shifts duty to the pupils. Harmonizing to McKenzie, ( 1999 ) scaffolding provides the undermentioned advantages: a ) It provides clear waies for pupils B ) It clarifies intent of the undertaking degree Celsius ) It keeps pupils on undertaking vitamin D ) It offers appraisal to clear up outlooks vitamin E ) It points pupils to worthy beginnings degree Fahrenheit ) It reduces uncertainness, surprise and letdown g ) It delivers efficiency H ) It creates impulse Harmonizing to Rogoff ( 1990 in Donato, 1994 ) , scaffolding implies the expert ‘s active stance towards continual alterations of the staging in response to the emerging capablenesss of the scholar, and a scholar ‘s mistake or limited capablenesss can be a signal for the grownup to upgrade the staging. As the scholar begins to take on more duty for the undertaking, the grownup dismantles the scaffold indicating that the kid has benefited from the assisted public presentation and internalised the problem-solving procedures provided by the old scaffold episode. Wertsch ( 1979a cited Donato 1994 ) claims that scaffold public presentation is a dialogically constituted inter-psychological mechanism that promotes the scholar ‘s internalization of cognition co-constructed in shared activity. Donato ( 1994 ) advocates that in an L2 schoolroom, collaborative work among linguistic communication scholars provides the same chance for scaffold aid as in expert-novice relationshi ps in the mundane scene. Van Lier ( 1988 cited Donato 1994 ) states that L2 learning methodological analysis can profit from a survey of L1 scaffolding to understand how schoolroom activities already tacitly employ such tactics. The survey of scaffolding in L2 research harmonizing to Donato has focused entirely on how linguistic communication instructors provide guided aid to scholars.2.2 Classroom interaction in socio-cultural theoryA socio-cultural theory was pioneered by Vgotsky ( 1978 ) and the nucleus of the theory is the proposition that cognitive development originates in societal interaction. Vgotsky ( 1981 ) formulated the flight of cognitive development as from the inter-psychological plane to the intra-psychological plane by stating: Any map in the kid ‘s cultural development appears twice, or in two planes: foremost, it appears on the societal plane, and so on the psychological plane ; first it appears between people as an inter-psychological class, and so within the kid as an intra-psychological class. This is every bit true with respect to voluntary attending, logical memory and the formation of constructs and the development of will ( p.163 ) . In other words, larning first takes topographic point between a kid and an expert ( e.g. the kid ‘s parent ) when they engage in joint under-taking. The adept assists the immature kid to allow his greater cognition or accomplishments in relation to the undertaking at manus and bit by bit hands over the undertaking to the immature kid. The kid internalizes what he gained and transformed it into his ain resources that can be used for single thought and job resolution. It is chiefly mediated by agencies of talk. 2.3. Classroom interactionsConstructivism Related to Questioning and ConversationConstructivism plays a cardinal function in effectual schoolroom conversations and differs from schoolrooms filled with traditional conversations. Schulte ( 1996 ) argued that â€Å" Constructivist instructors must detect the pupils ‘ actions and listen to their positions without doing judgements or seeking to rectify replies † ( p. 27 ) . This differs from the traditional schoolroom where pupils are inactive scholars and delay for the instructor to give right replies ( Schulte, 1996 ) . In contrast, constructivist schoolroom instructors must listen to pupils and assist do connexions between what they are believing and what others are believing during the same experience ( Duckworth, 2006 ) . Teachers must besides do connexions for scholars between the scholar ‘s apprehensions and the instructor ‘s apprehensions ( Duckworth, 2006 ) . Alternatively of giving talks and anticipating pupils to regurgitate what has been lectured, instructors must demo pupils how to listen to others and inquiry thoughts when they are unknown ( Duckworth, 2006 ) . Teachers must do their actions known to pupils by utilizing expressed linguistic communication, patterning the thought procedure, and leting pupils to believe aloud about new thoughts ( Bodrova & A ; Leong, 1996 ) . Lambert, etal. ( 2002 ) supported the thought of sharing ideas and thoughts by saying, â€Å" In a constructivist conversation, each person comes to understand the intent of talk, since the relationship is one of reciprocality † ( p. 65 ) . Constructivist learning allows pupils to actively take part in their acquisition versus the traditional thought of passively having information. It allows instructors and pupils to synthesise their cognition in order to make new significances. Classroom discourse based on a constructivist ‘s position of larning involves student engagement. This was explained by Hartman ( 1996 ) when stated, â€Å" As seen through Vygotsky ‘s positions, schoolroom discourse is socially meaningful activity because it creates a state of affairs in which all pupils can and are encouraged to take part non merely by the instructor, but by the other pupils as good † ( p. 99 ) . Students are encouraged to portion their thoughts with others to assist clear up their ideas and do accommodations to their apprehensions ( Schulte, 1996 ) . Student engagement means that instructors manus over control of schoolroom conversations and allow pupils to show their thought aloud. This consequences in the pupil holding the concluding word at times and helps the pupil make his or her ain understanding alternatively of having the instructor ‘s apprehension of thoughts ( Duckworth, 2006 ) . When pupils are allowed to explicate their thought they must larn to be expressed and clear so others will understand them ; that consequences in deeper apprehension ( Bodrova & A ; Leong, 1996 ) . Student engagement during schoolroom discourse allows pupils to pattern problem-solving and decision-making accomplishments that will assist better their leading ability as grownups. In Dantonio and Beisenherz ‘ ( 2001 ) book Learning to Question, Questioning to Learn, constructivist schoolroom treatments are referred to as instructional conversations. In an instructional conversation, a instructor is adept in easing talk that promotes pupil believing. Students require guided pattern in order to react in a mode that leads to a deeper apprehension of capable affair. With counsel, pupils learn to heighten the quality of their thought through the instructor ‘s effectual usage of inquiries. In line with Vygotsky ‘s zone of proximal development, instructional conversations provide pupils with chances to make today with aid what can be done independently tomorrow. Teachers and pupils work together to make new significances and apprehensions through effectual inquiring and higher degree learner responses. Classroom discourse holds assorted significances but definitions found in the literature keep a common land: schoolroom discourse is talk between two or more individuals that may or may non take to a new apprehension ( Cazden, 2001 ; Mroz, Smith & A ; Hardman, 2000 ) . Two definitions of schoolroom discourse were given by Cazden ( 1998 ) . She described discourse as conversations where participants are holding the same talk. Discourse was besides described as an apprehension that occurs when participants take different places in different negotiations at the same clip. In their research findings, Edwards and Mercer ( 1987 ) described classroom discourse as the talk that occurs between two or more people that normally consists of a instructor and one or more pupils. Extra research workers defined schoolroom discourse in their surveies. Skidmore, Perez-Parent, and Arnfield ( 2003 ) proclaimed that schoolroom discourse contrasts to every twenty-four hours conversation because pupils must wait for their bend while patiently raising their manus. In mundane conversation people speak to one another at will to show their thoughts and apprehensions. Similarly, Townsend and Pace ( 2005 ) noted that schoolroom discourse that is directed by one individual, normally the instructor, consequences in pupils reiterating preset thoughts or mere facts. It contrasts to classrooms where pupils are given chances to research higher degree inquiries and prosecute in intending doing activities ( Townsend & A ; Pace, 2005 ) . Skidmore ( 1999 ) referred to traditional schoolroom discourse as, â€Å" ‘pedagogical duologue, ‘ in which person who knows the truth instructs person who is in mistake, and which is characterised by a inclination towards the usage of important discourse on the portion of the instructor † ( p. 17 ) . All of these illustrations of schoolroom discourse vary from mundane conversations because pupils are subjected to waiting for a bend to give factual information. Researchers of schoolroom discourse refer to teacher determined conversations as a traditional form of talk.2.4 Research Studies on Classroom Inte ractionMany surveies on schoolroom interactions focused on instructor inquiries, scholar responses, or the consequence of inquiries on pupil accomplishment. Surveies by Redfield and Rousseau ( 1981 ) , Chin ( 2006 ) , Wells and Arauz ( 2006 ) , Boyd and Rubin ( 2006 ) , Myhill and Dunkin ( 2005 ) , and Schleppenbach, Perry, and Miller ( 2007 ) were reviewed, compared, and contrasted. Redfield and Rousseau ( 1981 ) analyzed 20 surveies on the consequence of instructor oppugning on pupil accomplishment. Redfield and Rousseau ( 1981 ) wanted to make a meta-analysis of informations from the surveies to find the impact of plan monitoring, experimental cogency, and degree of instructor oppugning. All of the surveies were experimental or quasi-experimental in nature. Quantitative tools were used to mensurate the consequence size in each survey. Redfield and Rousseau ( 1981 ) completed their research by saying, â€Å" Hence, it may be concluded that small-scale surveies of instructor oppugning behaviors have allowed for greater experimental control than large-scale surveies † ( p. 242 ) .It was found that instructors that predominately used higher cognitive inquiries had a positive consequence on pupil accomplishment, and instructors that were trained in effectual inquiries and used higher cognitive inquiries greatly affected their pupils ‘ accomplishment. Chin ( 2006 ) conducted a survey focused on instructor inquiries and feedback to learner responses during scientific discipline lessons. She wanted to analyse the type of talk that occurs during scientific discipline lessons, happen out how instructors use oppugning to prosecute pupils, and place the assorted types of feedback instructors give to scholars during an induction response-feedback exchange of talk. Chin ( 2006 ) gathered informations from two scientific discipline schoolrooms in Singapore during 14 lessons. To explicate the information analysis, Chin ( 2006 ) explained, â€Å" A ‘questioning-based discourse ‘ analytical model was developed for the description and analysis of schoolroom discourse in scientific discipline, with a focal point on oppugning based patterns † ( p. 1334 ) . It was found that when the instructor provided feedback in the signifier of subsequent inquiries that built upon a pupil ‘s response, recognition of a pupil ‘s r esponse, or a restatement of a pupil ‘s response, pupils responded at a flat beyond callback. Chin ( 2006 ) concluded that â€Å" Students can be stretched mentally through sensitive teacher-led but non teacher dominated discourse. Wells and Arauz ( 2006 ) conducted a mixed-methods survey analyzing the growing of instructors toward a dialogic stance of schoolroom interaction versus the traditional IRF form over a period of clip. As portion of the quantitative analysis in this survey, schoolroom interactions were recorded, transcribed, and coded. The research took topographic point over a 7 twelvemonth period in 12 schoolrooms. It was found that instructors continued to learn utilizing the traditional IRF form of discourse even when trying to travel toward a dialogic stance. Wells and Arauz ( 2006 ) concluded: What matters for the quality of interaction, it seems, is non so much how the sequence starts, but how it develops, and this, as we have argued, depends critically on the instructor ‘s pick of functions and on how he or she utilizes the follow up move. ( p. 421 ) . These consequences were similar to Chin ‘s consequences on instructor ‘s follow-up feedback to scholars ‘ responses. Boyd and Rubin ( 2006 ) conducted research in an English linguistic communication scholars ( ELL ) scientific discipline schoolroom over a 6 hebdomad period to see how a instructor ‘s pick of inquiries leads to lengthier and more detailed responses from pupils. Classroom interactions were recorded, transcribed, and coded for six hebdomads with a focal point on the length of pupil responses and the types of inquiries ( show, reliable, elucidation ) asked by the instructor. It was found that the type of teacher inquiry did non impact the length of responses by pupils. It was the eventuality of inquiries upon scholar responses that made a difference in the length the following scholar response. Eighty eight per centum of contingent show inquiries resulted in detailed scholar responses. The show inquiries required replies the instructor already knew, but she asked them as a followup to a pupil ‘s response. Like Chin ( 2006 ) and Wells and Arauz ( 2006 ) , Boyd and Rubin ( 2006 ) found a instructor ‘s follow-up answer to a scholar ‘s response was more of import than the type of inquiry asked by the instructor. The inquiry type was irrelevant every bit long as the instructor kept the flow of the conversation traveling based on what the pupils were believing and stating. Myhill and Dunkin ( 2005 ) collected informations from 54 learning lessons to find how the function of inquiries supported or drawn-out pupils ‘ acquisition experiences. Videotaped lessons were transcribed and coded utilizing a grounded theory attack. Questions were coded based on their type and map within the schoolroom interaction. Myhill and Dunkin ( 2005 ) found that most inquiries asked by the instructor were factual inquiries and did non necessitate more than recitation by the pupils. They concluded that â€Å" The analysis indicates by far the most common signifier of inquiry is the factual inquiry and the most common map of inquiries is factual evocation † ( Myhill & A ; Dunkin, 2005, p. 420 ) . It was besides found that instructors asked inquiries that built on understanding more frequently in literacy than any other topic. Although some of the factual inquiries elicited pupil thought, they did non bring forth drawn-out pupil response. Myhill and Dunkin ( 2005 ) concluded that instructors must happen a manner to allow travel of the control of discourse in the schoolroom and let more clip for pupils to merely talk. Unlike the other surveies mentioned, the research workers felt that the type of inquiry does impact the type of scholar response given.CHAPTER THREE RESEARCH DESIGN AND METHODOLOGYThis chapter is meant for the treatment of the methodological analysis used for the propose survey including the information -collection techniques employed.3.1 Research intentThe purpose of the research is to look into the quality of pupil instructor interaction in the TESL Twinning Program in Teacher Training Institutions in the visible radiation of communicative linguistic communication instruction in order to understand the cognition building procedure of pupil instructor interaction in instructor fronted category clip and place the contextual issues which shape the interaction and so to give the deduction for future instruc tion patterns.3.2 Case surveyThe instance survey aligns with my research aims. My survey focused on three individual entities, viz. two instructors, the research worker itself and their several categories. The phenomenon studied was the synergistic behaviours of the three instructors and their pupils. In order to supply a elaborate and in depth analytical description of the synergistic characteristics of the three instances, the research worker went to the research site and collected informations from multiple beginnings in a realistic scene viz. , in a scene where pupil instructor interaction occurs as it is. The chief intent of the survey is non to generalise the decisions to a larger population but to derive a through and in depth apprehension of the subject at issue and to develop new or revised attack which provide for farther research. Data was collected utilizing a scope of techniques: interviewing, schoolroom observing, audio- and video-taping, unwritten study and stirred contemplation. Halkes and Olsen, cited in Richards and Lockhart ( 1994:29 ) , suggest that â€Å" looking from a instructor believing position at learning and acquisition, one is non so much nisus for the revelation of the effectual instructor, but for the accounts and apprehension of learning procedures as they are. After all, it is the instructor ‘s subjective school related cognition which determines for the most portion what happens in the schoolroom ; whether the instructor can joint his/her cognition or non. † Consequently before shiping on schoolroom observation an initial meeting was set up between the instructor and the perceiver. This is rather a challenge for the perceiver to derive the permission particularly to come in the category because it is a common norm for instructors in Malaysia ; they tend to work independently or in insulating. By holding a meeting before manus and inquiring voluntarily from the lector to take portion in the survey and the consent missive from the Ministry of Education, Malaysia is a must for the perceiver This was done in order to make a friendly working relationship and to larn about the category and the instructor ‘s belief and her attacks to learning. A treatment among the instructors involved in the instance surveies during schoolroom context is recorded. The research worker will work together with the instructors in the schoolroom context and the treatment on the critical minute that being picture tapped shall be discussed and the exchange of thoughts will assist to better the instruction techniques for both parties. At the same clip, the lectors besides will detect the perceiver handling lessons and holding a treatment on the instruction attack being used. The survey involves four typical stage ( Table One ) Table 1.Time tabular array for survey Phase Main activities Time Phase One Review of relevant literature Designation of sample-five lectors and TESL A Field note on schoolroom observation Jan- Dec 2009 August 2009 Phase Two Pilot study-classroom observation April-June 2010 Phase Three Analysis Data, revision April-Dec 2010 Phase Four Concluding Feb-Oct 20113.2.1 Phase One.The research worker carried out schoolroom observation on instructor ‘s instructional pattern in ESL schoolroom. The categories were observed really carefully during a hebdomad period for 3 times ( for every lector. Consent was given from the Director of the College for the research worker to come in the category and detect the lesson. During the observation, the research worker took notes of instructors ‘ instructional patterns in category ( I-R-F ) and pupils ‘ engagement in instructor fronted inquiries was besides observed. From my observation, the pupils were inquiring the instructor to give more account on the subject given ( grammar ) and they were really active in the category activities. The pupils were able to show the introductory of the lesson â€Å" reported address † in group. The instructor acts as a facilitator but so once more still command the duologue of the group presentation. On my findings it is true, that the lector did utilize the IRF method in the category and the type of inquiries being station to the pupils, do non motivate the pupil ability in critical thought and the type of the inquiries being asked is the type of low degree inquiry. If there is an up return, the instructor tends to simplified the inquiries and do non spread out the inquiry being raised by the pupils. Teachers still control the lesson and accepting replies in chorus. I end my pre-pilot survey for about a month in my college and I will be coming back for the existent survey in March 2010. Hopefully things will turn out to be better this clip with new findings and good resonance of the lectors for the improvement of the instruction patterns.3.2.2 Phase Two.Pilot Study Schedule( Weeks ) 13 29.03.2010 02.04.2010 Field-notes 14 05.04.2010 09.04.2010 Field-notes 15 12.04.2010 16.04.2010 Classroom observation, picture tapping 16 19.04.2010 23.04.2010 Classroom observation, videotaping, In house treatment 17 26.04.2010 30.04.2010 Classroom Observation, picture taping In house treatment 18 03.05.2010 10.05.2010 Discussion on the selected critical minutes. ( self contemplation ) The survey will take about two months in the schoolroom observation and the research worker will hold a treatment with the selected lectors who is volitionally to acquire involved in the survey and their instruction is traveling to be recorded and interview will be conducted to formalize and widen the research worker ‘s readings of in the flesh observation. It provides the research worker with extra informations that can be used to polish readings based on participant observations ( Lancy,1993: Lincoln & A ; Guba,1985 ; Rathclif,199 ) The research worker is involved in the survey and her instruction is traveling to be recorded and parts of her instruction is traveling to be selected by the group and discussed on the facet of pedagogical attack. The treatment will be in the visible radiation of dialogic instruction and how it could be aligned with the communicative linguistic communication instruction. At the same clip, the other two lectors besides who is volitionally to take portion in the survey will hold the chance to reflect on their instruction and measure on their ain strength and failing on certain attack in the content based instruction. By holding a dialogic treatment on the instruction facets, the research worker hope it will make a civilization of working together and interchanging attack in learning patterns.

Staff motivation Research Proposal Example | Topics and Well Written Essays - 1250 words

Staff motivation - Research Proposal Example Infact, Conndrey (2010) asserts that as a key internal force to satisfy the unsatisfied needs, staff motivation is capable of directing individuals’ behaviours in order to satisfy the particular needs.Thus, management ought to not only understand what the staff need but also how to satisfy those needs. It is within this backdrop therefore that this particular paper intends provide a proposal on management staff motivation with a case study of the Dnata Marhaba Department. The major focus of this particular research is to investigate staff motivation and the effectiveness of the Human Resource Management programs at the Dnata Marhaba Department in the Dubai International Airport. The research intends to respond to the below questions: According to Patterson et.al (2003), there is considerately a smaller number of research or studies regarding the relationship between staff motivation and management. This particular study will try to investigate that relation within the context of the Dnata Marhaba Department of the Dubai International Airport (Patterson et.al 2003, p88). The perspective of employee motivation is significantly associated with the effective implementation of HRM practices. The study will try to combine several theories of both HRM and motivation so as to explore those that are relevant to the organization under study. The discussions will be handled with a major focus on three important factors that influence motivation including compensation and benefits; training and development and performance management Although developments in terms of technology have transformed the place of work in recent years, there is no doubt that human beings still play a significant role in as far as the operation of an organization is concerned. As a result, it can be argued that human factor is very critical to the success of any organization. As highlighted

For the Love of Water Essay Example | Topics and Well Written Essays - 1000 words

For the Love of Water - Essay Example Major bodies and political institutes have gained control over the water distribution channels of the world and are making a lot of money at the expense of the poor persons. Water has now turned into an expensive commodity that can only be afforded by the well off while the rest have to do with spring water, or even dirty ditch water. Positive and negative externalities There are positive and negative externalities as far as water supply is concerned. The positive externalities are; the suppliers of the water are making millions as the commodity is in demand since we cannot do without water. It is the big corporations that are gaining from this business. These corporations are headed by persons who are believed to be associated with the World Bank. So as the World Bank imposes regulations on countries concerning the privatization of water supply then these corporations cash in. Privatization Privatization being the transfer of the ownership or business title to the private sector has turned the water supply system into a mess. Initially as the governments would supply water through their own ministries, there was sanity in the industry. As time went by, pressures have been exerted especially on the developing countries to privatize the water supply systems. Initially, the private sectors made the people believe that they were out to help them have water supply but this was not the case. It is common sense that as these companies supply water, they are in business and would want to make an extra coin for their investors. Privatization was meant to equip the cities with portable water and sewerage which did happen but only to those people who could afford the change. A lot of people who earn very little couldn’t afford the change and thus have to do with well water or borehole water where available. In other places in the world, the private sector connected water then charged for the water supply or consumption that people use. When these people are not ab le to pay for the water, it is cut off. These people have now turned rebellious and are reconnecting the pipes themselves to get the water. Some do this in the night. Advantages of privatization. Privatization though considered a bad omen by the people especially of the developing countries has its own advantages though not many. It has created employment as these corporations set up firms in these countries to supply water. These firms also contract persons to do the piping and sewerage construction, thereby creating money making avenues for the people on the ground. With the coming of the pipe water, it is believed that the rate of people getting water borne diseases was reduced as these water supplying corporations cleaned and disinfected the water. According to FLOW (2013) bad and infected water kills more than even AIDS and other diseases. Privatization was also a God sent blessing to the water bottling companies as the rate at which people are taking bottled water is very high and it created a booming business. To the people that were able to pay, sewerage and piped water is a blessing as compared to fetching water at a river or borehole. Disadvantages of privatization With these advantages came many disadvantages. People are excluded from portable water in cities. They don’t have water nor the money to buy the basic commodity. The kind of wages that these people get cannot allow them to have all the water that they would require to live healthy lives. They have to make do with very little water and do all they need to with this. What they can do away with like bathing daily, and cleaning their clothes, they don’t do on a daily basis but just when it is really necessary. The private water suppliers have neglected them. For these suppliers it is just

Ryanair customers service problems in 2013 Assignment

Ryanair customers service problems in 2013 - Assignment Example In the next step, the airline raised the weight limit for carry-on bags while also hiking fees for overweight checked baggage. In addition, there were hidden credit card charges, ?100 for amending a passenger name, taxes and fees to be paid with frequent delays and overall poor customer service (Hickman, 2009). Ryanair CEO is also known to call his passengers â€Å"stupid† and â€Å"idiot† if they do not print the boarding passes ahead of the flight (Independent Traveller, 2011). Apparently such remarks were prompted by a customer who complained of being charged 60 Euros for not having the boarding pass printed. The shareholders complained against the tarnished reputation of the airline after Ryanair refused to refund the fare of a dead passenger and after the CEO’s comments that he was not interested in â€Å"sob stories† when no refund came through (Bennett, 2013). The arrogance of executives is another factor that has affected service. Ineffective commu nication and poor marketing by Ryanair further aggravates the situation. Thus the issues that have severely affected customer service include hidden costs, low knowledge of the service staff, inadequate staff, and the rude and arrogant attitude of the executives. The factors that have driven the airline to undertake strategic restructuring include a warning that its profits could be lower than the lower end of its guidance. The biggest blow came when the brand was voted the worst of the 100 biggest brands in the UK (Eleftheriou-Smith, 2013). Restructuring has become essential as the airline envisages growth in its customer base from 80m to 110m over the next five years (Ryanair News, October 25, 2013). The methodology used for this report would be content analysis based on a qualitative approach which is a text analysis approach to analyse the data collected from the company website. This would enable to explore how the company intends to improve its relationship with customers. In 2013, Ryanair has decided to take certain steps towards better customer service including being â€Å"nice to customers† (Bennett, 2013). The CEO has decided to end the â€Å"macho† culture and accept the blame or responsibility for the abrupt culture in the organization that has affected customer service. These steps are geared to change the reputation of the airlines and retain customers. One of the first initiatives that Ryanair has taken is to introduce digital marketing strategy which it announced at its AGM. The airline is investing significantly in improving the website, the mobile platform and interaction with passengers using the social media (Ryanair News, September 20, 2013). Website Website would allow customers to enter their details and save them, thereby reducing booking time for all future bookings. This service known as â€Å"My Ryanair† would help them store their information and data securely on the Ryanair website for future ease of booking ( Ryanair News, October 30, 2013). However, this is expected to go live by December end. The recaptcha security feature was quite annoying which has been removed for individual customers starting October 1, 2013 (Ryanair News, September 20, 2013). It would continue to remain in place for high volume bookers, travel agents and screenscrapers. Removal of recaptcha will speed and simplify the booking process. This is aimed at deterring travel agents and other

1900 Paris exposition and history of Mr. Henry Brooks Adams. Website Essay

1900 Paris exposition and history of Mr. Henry Brooks Adams. Website Review - Essay Example There is no person in this world who can even hope to keep abreast with information without using the internet. This makes the ''website'' and most importantly, the design of the website, the most critically important component for ''luring in'' readers and customers. To keep things simple, there are only 5 things a website needs to qualify for it to be considered s ''good''. The websites ability to convey the meaning/message of the website quickly if not instantly - the readers visit the website for a primary purpose, if this purpose is not fulfilled, they will leave! So make sure their secondary purpose is the website's secondary purpose as well.This is one of the few sites which isn't trying too hard to get noticed. This is good because the site itself is about the 1900 Paris Exposition. Basically only historians and artists will want to visit it in majority. It the website has been too flamboyant then it would have reduced the awe the visitors got from the real subject of the web site - the old arts and literature accompanied by old photographs which any old historian and artist would cherish. The site is clean, the usability is good. There are many links given for the person who wants to divulge himself more into the world of the Exposition. However, it is quite heavy. The pictures took a long time to load even with my 128K broadband connection. This wouldn't please many of the artists and historian because their computers and connections are as old as the articles they are reading about. Also, none of the links given in the website worked. Therefore whoever has designed the website thinks he has better things to do than to look after his readers. The second website to be reviewed is 'http://www.bc.edu/bc_org/avp/cas/fnart/arch/1900fair.html': I deliberately chose this website because the material is basically the same as the previous website reviewed. Therefore let's skip to the analysis directly. This website consists only of pictures from the Exposition. But still it loaded quicker than the last one because these were only thumbnails of the pictures which reduced the size quite a lot. Also, the interface is clean and easy to use and you even get the sense of proper organization from the pictures. And most importantly, all the links worked! Each and every one of the links I clicked gave me a good resolution scanned photograph of the concerned event. This I must say was something I liked. But again there was no information in it that I could read more to satisfy my hunger for knowledge about the Exposition. It would have been excellent if the designer had only put a small link to another website for this job but maybe he thought he wasn't being paid enough to leave this obvious flaw The third website to review was 'http://members.tripod.com/michaelroth/bio000.htm': It is basically a website describing the life history of Mr. Henry Brooks Adams, who, from the information I gathered, was an established writer, a historian, and a philosopher of history. So what about the website Well it was basic. That's all I can say. It certainly gave the information very well, but the fact remained that no link apart from the sponsors links, worked. And it must have taken more work by the

Differences in Beliefs About the Causes of Health Disparties in Black Article

Differences in Beliefs About the Causes of Health Disparties in Black and White Nurses - Article Example The Caucasian nurses focus on genetic variables to determine the health disparities. The differences translate to different healthcare cultural competency skills trainings. The Article Reflects Good Management Practice. The principles in the article reflect good management practices. The African Americans correctly focus on the external factors in the pursuance of their healthcare activities (LaVeist, 2011). External activities affect the patients’ health. Consequently, resolving the issue of external healthcare providers enhances healthcare services. Implementing programs, improving communication and reducing discrimination in society resolve the disparities. Similarly, the Caucasian nurses focus on the genes. Gene research helps hasten the body’s recuperation process. The process indicates that some illnesses are triggered by certain gene formations. By focusing on rehabilitating the genes, the patient’s health improvement is hastened. The White nurses focus the â€Å"inner factors that are uncontrollable cause disparities (Chen et al., 2013. p. 275)†. These same nurses do not acquire external information in the patient rehabilitation process. The Caucasian nurses believe the patients’ genes triggered the ailments (LaVeist, 2011). I feel this is an important healthcare management article. The above article is important to the healthcare management process. By knowing how the African Americans think, the disparities can be address. By knowing how the Caucasian nurses think, disparities can also be address. Better understanding of the disparities between the two nursing groups will enhance the patient care outcomes. If the gene research shows that the patient’s health cannot be cured, the nurses accept the gene research findings (Chen et al., 2013). Further, the differences lead to variances in efforts to improve health conditions (Chen et al., 2013) For example, the

Obtaining Civil Rights. How have African-Americans worked to end Essay

Obtaining Civil Rights. How have African-Americans worked to end segregation, discrimination, and isolation to attain equality and civil rights - Essay Example Establishment of slavery in America: The early 17th century marks the start of slavery in the US. During the era of 17th century humungous numbers of slaves were brought into US from different areas of Africa. The life expectancy rate during that time period in the Brazilian regions was quite low so these slaves were brought to US where the level of life expectancy was better. Many historians claim that nearly 6 million highly competent slaves were brought from abroad especially from Africa to America in the 18th century (Griffin, 2009, 605). During the 18th century, most of the black slaves worked on the tobacco and rice plants, located near the southern coast. Many colonists claim that after the American Revolution, the black slaves in America were overpowered by the British in order to abolish slavery in the nation because they expected that this would end up in resulting in adverse effects. However, as the war ended, the new American constitution counted every slave in the country as three-fifths of a person with the intention of taxation and ensuring the right to seize ‘any person who is acquired for labor or other services’. Role of cotton gin: The number of slaves in America began to reduce in the late 18th century due to shortage of lands required for growth of tobacco. Due to this terrible exhaustion of tobacco plants, an economic crisis hit the South. During this period, textile industries were rapidly growing in the Britain and the demand for cotton reached its zenith. The textile industries in the Britain demanded the American cotton for speedy growth of these industries. Unfortunately, growth of American cotton was restricted in America due to difficulty of elimination of seeds from raw fibers of cotton by hand. This problem was sorted out in 1700s by a young school teacher, Eli Whitney, who invented a machine known as cotton gin for easy removal of seeds (Griffin, 2009, 598). This device brought a revolution not only in America, but in South Asia too as a rapid transition from production of tobacco to production of cotton was witnessed. A great number of businessmen benefitted by investing on cotton plants and this investment aided them in earning high levels of wealth. Almost all northern states put an end to slavery between the years 1700s to 1800s and the US Congress excluded the African slave trade from the benefit of the law, but these actions never really affected the growth of slaves in America. The population of slaves in the United States of America grew so rapidly that it had tripled over the next 45 years. By the year 1860, the population of slaves rose to 5,97,000 individuals, with most of the slaves dwelling in the cotton-producing southern states. Brutal behavior of slaveholders and the slave revolts: One-third of the southern population comprised of slaves in the Antebellum South. A good number of these slaves subsisted on either huge farms or plantations with most of the masters owning only less than 50 slaves. A strict method of restrictive codes regulated the lives of these slaves as the slave owners wanted the slaves to be entirely dependent upon their masters. The slaves we re strictly interdicted by their masters from educating themselves. The behavior as well as the movement of the slaves were also governed by the slave owners and were restricted. Slave owners took sexual privileges with slave

Case Study He Said, She Said Example | Topics and Well Written Essays - 500 words

He Said, She Said - Case Study Example Presentation of the Key Facts It seems that Marie and Lenny have lived together for some time without Mike. The reason this seems this way is because Marie wants Mike to have a hands off approach in matters with Lenny. She is Mike’s fiancee but she does not allow him to have any real interaction about the discipline with Lenny. Lenny does whatever he pleases and in this particular instance, he defies his curfew. There could be many things going on with him until these wee hours of the morning. Marie does not seem to want to punish Lenny in any real way and this makes Mike very concerned with their relationship. As an example, in the present situation, Marie did not approach Lenny for the reason he was out until 2:45 am, but rather told him she was worried and that he should call if he is going to be out late. Her conflict style with Lenny seems to be very passive and one that seems to avoid conflict (Bragg, 2010). It seems that Marie does not want to make Lenny angry because h e is her child and the relationship with him is more important than discipline. Also, Lenny tells his mother he will do whatever she wants around the house as long as she allows him to stay out late. Mike on the other hand, sees where the situation is going and knows that Lenny needs discipline. He has a more assertive style but he seems to not show it because Marie will not let him.

How Andrew Jackson was portrayed Essay Example for Free

How Andrew Jackson was portrayed Essay Andrew Jackson was the seventh president of the United States. A rough-hewn military hero, he was regarded by many as the spokesman of the common man. He entered the White House in 1829 after winning the second of two vigorously fought election campaigns. Through his forceful personality, he restructured the office of the president and helped shape the democratic party. Less educated and less schooled in government than many of his political opponents, Jackson had leaped to national fame in the War of 1812 as the hero of the Battle of New Orleans and had captured the dedicated loyalty of a vast segment of the American population. He was widely acclaimed as the symbol of what the new American thought himself to be a self-made man endowed with virtue and strength. The results of the election of 1824 proved that Jackson was indeed the champion of a popular majority. Jacksons administrations were highlighted by the frustration of sectional attempts to weaken the central government by state nullification of federal law, and by his confrontation with the Bank of the U.S. Jackson also positively affected the development of the U.S. presidency. He concentrated power in the office through wide use of the veto and through his insistence that the chief executive alone represented the will of the whole nation. He committed the presidential powers to the protection of the people. Throughout his presidency, Jackson was portrayed as both a states rightist and as a nationalist. As a states rightist, he proteced the states rights so that the federal government would not fund individual states rights and favor them over other states. He was a strong believer in the political ideas of the Jeffersonians. Another example of Jackson being a states rightist includes the Maysville Road veto. Jackson had pledged to reduce the national debt and was opposed to the rising number of bills before Congress that proposed to finance internal improvements with public money. The Maysville Road Bill gave authorized the use of federal funds to construct a road between the towns of Maysville and Lexington, both in Kentucky. Jackson vetoed the bill, calling it unconstitutional because it concerned only the state of Kentucky. As a nationalist, Jackson believed in a strong central government in order to unify the nation. He also believed in a democracy for the entire nation. Jackson also supported the Spoils System, which rewarded his political supporters with public offices and allowed common people to take office.

Globalisation and Workplace Diversity

Globalisation and Workplace Diversity The ability to conduct business internationally is an absolute necessity if you hope to remain competitive in todays marketplace. Globalization, has served to stabilize business and financial markets in such a dramatic fashion that many industrialists have yet to reach an understanding of the depth and breadth of the impact it has had on lowering political, financial, and economic volatility. Business globalisation [Def.] refers to a business expanding its sales and their assets over the national boundaries, involving a surge in capital, labour, goods and services. Andrew Jones, 2009, Dictionary of Globalisation, Coca cola is a perfect example, as they have profitably expanded their business in the global consumer market. Coca cola has used various tactics to achieve this. To reduce their production costs, they have established transnational corporations. They have also focused on product branding and positioning, and revised their prices according to the competition. In the past two decades, globalisation has greatly increased. It has had a significant impact on the management of businesses. Globalisation [Def.], as defined by the OECD is The geographic dispersion of industrial and service activities, for example research and development, sourcing of inputs, production and distribution, and the cross-border networking of companies, for example through joint ventures and the sharing of assets (OECD) Globalisation is making the economy of the world increasingly interdependent. This can be seen in the growth of trade, increase in flow of capital and also a boost in Multinational economic activity. For their macroeconomic health, world economies depend on each other. (September 2009, Globalization. Oxford English Dictionary Online ) Glimpse of the Past Globalisation over time Globalisation is not a new phenomenon. In reality, it has slowly and gradually been making its way in the world economy since the dawn of time. Until the recent times its impact has not been visible. The Chief Economist of the World Bank, Nick Stern, divided the expansion of globalisation into three phases: Phase One: initiated in 1870 and ended during the 1920s and 1930s(interwar period), with a descent into global protectionism. This was a time of speedy growth in the international trade. This growth was increased by the economic policies that aimed to liberalise the flow of trade, and also by the rapid development in technology, this reduced the costs, such as of transportation. Phase Two: After the Second World War, the second phase of globalisation was aided by a rise in the world trade and also the reconstruction of the economy. The establishment of new international economic institutions, supported this expansion. In order to promote stability in the monetary system, provide a sound basis for multilateral trade and to help restore economic activity, the International Monetary Fund (IMF) and World Bank were created. Their aim was to promote economic co-operation between nations. Phase Three: The current wave of globalization is demonstrated by a quick rise in the ratio of trade to GDP for many countries and also by a continuous increase in the flow of capital between countries and the trade of goods and services. http://tutor2u.net/economics/revision-notes/a2-macro-globalisation-introduction.html Main Motivations and Drivers for Globalisation Hamish McRae has argued, Business is the main driver of globalization! (Hamish McRae) A large motivator of globalisation is the desire of MNCs to enhance their profits and returns. Globalisation is also driven by the enthusiastic approach that individual national governments have, to take full advantage of the wider macroeconomic and social benefits that are a result of increased trade of goods, services and the rapid increase in the flow of financial capital. The main drivers of globalisation are as follows: Technological change especially in communications technology. Example: UK taking their business and data to India due to cheaper skilled labour. There has been a massive reduction in the cost of transmitting and communication information- this is a huge factor responsible for the growth of trade using internet technology. Quick and low costing transportation it also includes shipping containers also known as ISO containers. This reduction causes the prices of the manufacturers to come down, and make competing with the local manufacturer uncomplicated and trouble-free. The low costs are as a direct result of the advances in transport technology. The speed and reliability of the transport, makes new and developing markets in the grasps of companies all around the globe. Deregulation of global financial markets the abolition of numerous rules and regulations, for instance, rules concerning foreign ownership (removed from UK in the 1800s). Privatisation also took place, as a result businesses were now open to purchase and/or take-over. This allowed businesses in one country to buy those in another. For example, many UK utilities are owned by French and US businesses. Removal of capital exchange controls the opening up of the capital markets facilitates direct foreign investments. It also encourages freer flow of money across the borders. Free trade numerous barriers to trade have either been removed or relaxed because of regional groupings such as the European Union (EU), where as some have been removed by the WTO making trade cheaper and more attractive. Changes in consumer tastes and willingness to try foreign goods resulting from the arrival of the global satellite the awareness among the consumers has increased. Advancement of the global consumer market; world demand and taste have greatly merged to global demand for numerous products. The second most recognized word in the English language is Coke. Americanization is often seen as a backlash against globalisation. As the products become for and more identifiable, comparatively cheaper and of higher quality it gives a boost to the global consumer. Effects of Globalisation on Businesses The effects of globalization vary from country to country, region to region and of course from business to business. Communications infrastructure is of high importance to modern business, but all countries do not have access to it. There is also the non-traded sector i.e. goods and services that cannot be imported or exported. For example, domestic services are provided where the house is; a clean house cannot be exported. Competition Foreign businesses buy into the domestic market. Deregulation opens up the markets to competition- it encourages innovation and creation of new markets hence challenging the traditional market leaders. Meeting consumer expectations and tastes The high awareness and exposure of the consumers, their high incomes results in them having greater and higher expectations hence forcing the businesses to meet their standard. Economies of scale Selling in the global market allows enormous economies of scale, though not all businesses benefit from it. Choice of location Businesses can now operate from cheaper and more efficient. UK has been seen as an attractive location specifically for financial services. Many businesses have located in UK, boosting their economy and also providing increased competition for the domestic businesses. The increased movement of businesses and jobs has forced the governments to compete with each other to provide attractive and low costing locations. Example Ireland offers Tax Holidays to relocating businesses. Multinational and multicultural management This is one of the biggest challenges faced by businesses and their managers. A multinational business environment is complex and has more variables, thus difficult to manage. A multicultural employment policy results in employees of various nationalities, languages, cultures and religions, in various offices across the globe. Globalization of markets The importance of national borders grows less. Markets are stretching across the border and the MNCs are well placed to take full advantage of this. Globalisation is directly proportional to the economic growth of a country, as it eventually contributes positively in reducing any countrys poverty level. (http://ishrathusain.iba.edu.pk/speeches/globalization/Impact_of_globalization_Mahboobul_Haq.pdf) A- International Regional Institutions, Policies, Governance B Domestic Policies, Institutions Governance Diversity Explained When used in business terminology, Diversity [Def.] refers to a company that has hired a diverse workforce. In the employees they have men, women, and people of different racial and ethnic backgrounds. In the global market such a company can understand the market conditions and demographics in a much better way. They can then use this information and equip themselves to thrive. A company that has a diverse workforce is more likely to improve its productivity and their employees are more satisfied, than a company with a limited workforce. The federal and state laws in the US, prohibits the companies to discriminate on the basis of race or ethnicity when hiring or assigning employees. Workplace Diversity Diversity in the workplace results in many benefits as well as challenges. Benefits Communication is a key element for the successful running of a diverse company. Along with diversity come substantial benefits. Such as: Better decision making Improvement in problem solving Greater innovation and inspiration for creativity Recognition of the employees talents This leads to: Improved product development Successful marketing Employees having a sense of belonging Greater commitment and loyalty of the workers Challenges Management faces numerous problems in managing a diverse workforce. Many organizational theorists have raised their concerns over the motivation and management of a diverse workforce. Diverse organizational work environment should be considered as low context cultures. Many challenges are to be faced by the management. Such as: Miscommunication within the organization Interpretation of messages can vary from person to person since no two people have the same experience of events Cultural bias including prejudice and discrimination Assimilation UN Global Compact and Global Businesses The UN Global Compact focuses on human rights, labour, and the environment and anti-corruption laws. They have universal consensus and have been derived from: The Universal Declaration of Human Rights The International Labour Organizations Declaration on Fundamental Principles and Rights at Work The Rio Declaration on Environment and Development The United Nations Convention Against Corruption Companies are asked to embrace, support and enact, within their sphere of influence, a set of core values in the areas of human rights, labour standards, the environment and anti-corruption. Human Rights Businesses should support, respect and protect the internationally proclaimed human rights; and making sure that they are not complicit in human rights abuses. Labour Businesses should uphold the freedom of association; they should focus on the elimination of all forms of forced and compulsory labour; abolition of child labour; and eliminate discrimination in respect of employment and occupation. Environment They should maintain a precautionary approach towards environmental challenges; take on initiatives to promote environmental responsibility; and promote the progress and circulation of environmentally friendly technologies. Anti-Corruption Businesses should get together and work against corruption in all its forms, including extortion and bribery. Challenges of Globalisation and Diversity (John Manzoni (2005) The basic challenge that is faced by economic globalisation is to make the global system deliver economic growth more consistently and equitably, as the best way to reduce global inequality and poverty. Globalisation is faced with both region- and subject-specific challenges. The performance of the industrial countries determines Global growth. Their attitudes towards globalisation shall act as a key to the future of the global economy. Thus the governments need to step up and support the right policies; help people deal with the consequences of economic change; and come through on the promises of trade, aid, and also of strengthening the international economic system. In Asia, South Korea had led the way, China and India are also headed on the path to sustainable growth, and it is expected to continue to spread. Fierce competition for markets and talent, scrutiny and in some cases public doubt, the expectations of investors and the market pressures for sustained competitive performance. All these issues will remain challenges, some ever intensified by globalisation. In addition to these familiar themes there are new challenges driven by the changes that are taking place in the global economy. Absence of a framework of global rules No global framework of rules and regulations exists to match the global nature of business. The companies are required to operate by the laws of the country that they are located in. Organization and management of companies Companies must apply delegation of authority, to establish who is responsible for what and to ensure that everyone understands the framework of standards within which they are to do their job. Cultural diversity This is related to cultures and values. Historically business is monocultured. But now it is impossible to do business in this way. Locals have to employed in senior staff roles so that they may bridge the cultural divide. Corporate responsibility for the externalities associated with business activity This issues is certainly not a new one, but has been intensified by globalisation. Conclusion and Recommendations In the 21st century, globalisation is changing the international framework conditions and, consequently, the fundamental conditions as well. Globalisation presents a number of new challenges, for example: The fight against international terrorism Relations between the West and the Muslim World Problems in the area of energy and the environment Conflicts and the suppression of human rights The prospects for continued global growth The fight against poverty, especially in Africa More non-state actors on the international scene The world is moving in the direction of a global network and the new challenges are to be addressed accordingly. This requires strong partnerships and presence worldwide. In the age of globalisation, it is the objective of businesses to contribute decisively to furthering their interests on the international scene and to enable them to pursue a policy internationally that will help foster broad and committing international cooperation regarding the challenges presented by globalisation. The businesses must focus sharply on the challenges presented by globalisation For example terrorism, relations between the West and the Muslim World, new challenges with respect to energy and the environment, global competition, poverty reduction). Must establish open and strong partnerships in domestics markets as well as abroad Implying, among other things, enhanced co-operation with civil society, enterprises, organizations and ministries. They must be present in the hot spots of globalization Implying, among other things, proposals for new embassies and the reinforcement of existing missions. Some argue that globalization is driven by technology, and that it represents an unstoppable force. Perhaps in the long run. We cannot take it for granted that the world will continue down the road of globalization, greater prosperity, and greater democracy. Political, cultural and religious forces play the dominant role in shaping the future of globalization. The world and the economic system we live in are highly imperfect. There is much that needs to be done to make it work better. But as we do that, we should maintain a perspective that reflects what Winston Churchill said of democracy (Democracy is the worst form of government, except for all the others that have been tried): The pro-market, pro-globalization approach is the worst economic policy, except for all the others that have been tried In conclusion globalisation creates an opportunity for businesses to expand revenue streams, diversify risk and increase brand equity. Many companies have successfully expanded their business as a response to the drivers of globalisation. There has also been a noticed development in the global strategies of companies as a response to globalisation.

Christopher Marlowes The Tragical History of the Life and Death of Doc

Christopher Marlowe's The Tragical History of the Life and Death of Doctor Faustus For a play that has retained much of its scholarly value over the four hundred and ten years, there is surprisingly little known about Christopher Marlowe’s masterpiece, The Tragical History of the Life and Death of Doctor Faustus. The date of its first performance is unknown, and is highly obscured by the added facts that there are two texts of Doctor Faustus, one published in 1604; the other in 1616 (Ribner viii). Christopher Marlowe, even in these early times, set a standard for tragic plays, which would not be rivaled until Shakespeare unleashed his literary landmarks at around the same time Marlowe’s career ended. Despite the lack of specifics on this seminal work, it is still easy to feel the pain Christopher Marlowe wished to convey with this text. Within the rich dialogue of The Tragical History of Doctor Faustus, Christopher Marlowe attempts to communicate a personal struggle; both emotional and spiritual, between what Marlowe views as human nature and what the world views as God’s desires for man, and the overwhelming feelings of loss which accompany this struggle. Doctor Faustus is a play that thrives primarily on the discourses that abound throughout its length. In the dialogue between the two main characters, Doctor Faustus himself, and the demon Mephistophilis, one finds almost the entirety of the play. Doctor Faustus â€Å"†¦is a man who of his own conscious willfulness brings tragedy and torment crashing down on his head†¦Ã¢â‚¬ (Cole 191). Faustus finds himself melancholic with the pursuit of knowledge he has thus far attained, commenting: â€Å"Be a physician, Faustus; heap up gold, And be eternized for some wonderous cure†¦ Why, Faustus, hast thou not attained that end? Is it not thy common talk sound aphorisms?† (Ribner 5) He has grown sick of the pursuit of knowledge as he sees it, and believing himself to have become educated in all of the worlds major subjects, seeks the power of God himself (Ellis-Fermor, 74). Through the art of conjuring spirits, commenting, â€Å"†¦A sound magician is a mighty God†¦Ã¢â‚¬  (Ribner 7). The human lust for power has reached a new height in Faustus, and to attain what he desires, the easiest means are demonic. On his way to making the decision to enlist infernal forces in his quest for power, Faustus is prodded by friends, Valdes and ... ...ssey Press, 1966. Masinton, Charles G. Christopher Malowe’s Tragic Vision, a Study in Damnation. Athens: Ohio University Press. 1972. Thomas, Vivien, and Tydeman, William, ed. Christopher Marlowe : the Plays and Their Sources. London ; New York : Routledge, 1994. Sharma, Jitendra Kumar. Christopher Marlowe, Doctor Faustus : a Criticism. New Delhi : Sterling Publishers Private, 1985. Marcus, Leah Sinanoglou. Unediting the Renaissance : Shakespeare, Marlowe, Milton. London ; New York : Routledge, 1996. Ellis-Fermor, Una Mary. â€Å"Faustus†. Christopher Marlowe’s Dr. Faustus, Text and Major Criticism. ed. Irving Ribner. New York: The Odyssey Press, 1966. Kirschbaum, Leo. â€Å"Marlowe’s Faustus: A Reconsideration†. Christopher Marlowe’s Dr. Faustus, Text and Major Criticism. ed. Irving Ribner. New York: The Odyssey Press, 1966. Dabbs, Thomas. Reforming Marlowe : The Nineteenth Century Canonization of a Renaissance Dramatist. Lewisburg: Bucknell University Press ; London : Associated University Presses, 1991. Aquinas, St. Thomas. â€Å"On the eternity of the world (De Aeternitate Mundi)†. Trans. Vollert, Cyril. Milwaukee, Marquette University Press, 1964.

Avian Song Control :: Birds Bird Neorology Essays

Avian Song Control Bird songs continue to fascinate neurobiologists and neuroethologists because the development of song has been a popular model used to examine the role of environment on behavior. In most species, only male birds sing complex songs. Their vocalizations are the result of sexual dimorphism in the brain regions responsible for the production of song. However, this behavior is not genetically hardwired into the avian brain. Certain conditions must exist in order for male birds to successfully produce their species-specific song. Additionally, the neuronal circuitry and structure of the avian song system shows high levels of plasticity. If the brain and behavior are indistinguishable, then the structural differences in the avian brain are responsible for behavioral differences across the sexes. Nottebohm and colleagues identified six anatomically distinct regions of the forebrain involved in the production of song, which are arranged into two independent pathways, the posterior pathway, which controls song production, and the anterior pathway, which controls song learning. The collective unit is typically referred to as the vocal control region (VCR) (1) (2). Female birds sing rarely and this behavioral difference is reflective of the anatomy of the female avian brain. There are significant differences in the size of three neural areas involved in the production of song across the sexes, and a specific area, Area X, is present in the male and absent in the female. Additionally, the incorporation of radiolabeled testosterone in certain locations is different in males and females (3) (4). Scientists have been particularly interested in the origin of the structural differences in male and female songbirds. Research has suggested the importance of gonadal hormones, specifically testosterone in the production of song. It was observed that castration eliminated all song production (5). Additionally, when testosterone levels are low, there is not only a decrease in the production of song, but also a decrease in the size of some nuclei involved in song production (6). Further support for the necessity of testosterone for song production was demonstrated by Nottebohm (1980) when he injected female birds with testosterone, which lead to the production of song (7). This research has interesting implications regarding anatomical changes that may occur when an organism is chemically imbalanced. Disruptions in chemical equilibrium may alter brain structure and subsequently influence behavior. Nevertheless, not all research has supported the claim that testosterone is responsible for anatomical and behavioral differences between male and female songbirds. Avian Song Control :: Birds Bird Neorology Essays Avian Song Control Bird songs continue to fascinate neurobiologists and neuroethologists because the development of song has been a popular model used to examine the role of environment on behavior. In most species, only male birds sing complex songs. Their vocalizations are the result of sexual dimorphism in the brain regions responsible for the production of song. However, this behavior is not genetically hardwired into the avian brain. Certain conditions must exist in order for male birds to successfully produce their species-specific song. Additionally, the neuronal circuitry and structure of the avian song system shows high levels of plasticity. If the brain and behavior are indistinguishable, then the structural differences in the avian brain are responsible for behavioral differences across the sexes. Nottebohm and colleagues identified six anatomically distinct regions of the forebrain involved in the production of song, which are arranged into two independent pathways, the posterior pathway, which controls song production, and the anterior pathway, which controls song learning. The collective unit is typically referred to as the vocal control region (VCR) (1) (2). Female birds sing rarely and this behavioral difference is reflective of the anatomy of the female avian brain. There are significant differences in the size of three neural areas involved in the production of song across the sexes, and a specific area, Area X, is present in the male and absent in the female. Additionally, the incorporation of radiolabeled testosterone in certain locations is different in males and females (3) (4). Scientists have been particularly interested in the origin of the structural differences in male and female songbirds. Research has suggested the importance of gonadal hormones, specifically testosterone in the production of song. It was observed that castration eliminated all song production (5). Additionally, when testosterone levels are low, there is not only a decrease in the production of song, but also a decrease in the size of some nuclei involved in song production (6). Further support for the necessity of testosterone for song production was demonstrated by Nottebohm (1980) when he injected female birds with testosterone, which lead to the production of song (7). This research has interesting implications regarding anatomical changes that may occur when an organism is chemically imbalanced. Disruptions in chemical equilibrium may alter brain structure and subsequently influence behavior. Nevertheless, not all research has supported the claim that testosterone is responsible for anatomical and behavioral differences between male and female songbirds.

Is Charlies Operation a Success? Essay example -- English Literature

Is Charlie's Operation a Success? Many medical operations are performed everyday, and sometimes they can change a person’s life forever. They can alter the way a person thinks or their personality traits. Picture someone who is so determined to become smart, that they risk their own life for it. It could be just for a moment, their whole life, or it could not even work. In the book, Flowers for Algernon, Charlie Gordon did just this. He was a 32-year-old mentally challenged man, who worked at Donner’s Bakery as a janitor. Charlie risked his life in order to have an experimental operation, which could potentially make him smart forever and raise his IQ to above average or to the level of a genius. The operation that Charlie underwent had many consequences, and he had to pay a sad price for trying to get smarter. Charlie’s operation was unsuccessful because he experienced painful flashbacks concerning his childhood, it caused a dramatic change to his personality in comparison to what he was prior to his operation, and he also suffered from loneliness. Firstly, Charlie’s operation made him have many upsetting nightmares, like remembering painful memories of his childhood. As a child, children took advantage of Charlie, because he was mentally challenged. Even his mother and sister made fun of him, and were ashamed to be related to him. One particularly painful memory happened on Valentine’s Day. All the boys, including Charlie, had feelings for a girl named Harriet. Charlie wanted to give Harriet a card, so he asked one of his schoolmates, Hymie, to write, â€Å"Dear Harriet, I think you are the most prettiest girl in the whole world. I like you very much and I love you. I want you to be my valentime. Your friend, Charlie Gordon.† Hymie took advantage of the situation and wrote something dirty to make Harriet think that Charlie was a perverted person. Charlie did not realize what Hymie had done, and he gave the card to Harriet. She got mad at him, and her two older brothers, Gus and Oscar, beat up Charlie and k nocked his teeth out. This incident caused Charlie to move to a new school. (Keyes 37-38). Charlie was an innocent boy, and his fellow schoolmates took advantage of him. They caused him to move schools for no fault of his own. Similar to that situation, was a flashback Charlie had of his mother and sister who treated him like trash. Charlie’s mother, ... ...lity in comparison to what he was before he had the operation, and it also caused him to suffer from loneliness. Due to all of the negative effects of the operation, Charlie’s intelligence deteriorated, and he made the wise decision to stay at the Warren Home School. Charlie would have been better off without the experimental operation to make him smarter, because he would not have lost his friends, he would maintain his friendly personality, and he could continue to live the life he liked to live. The operation messed up Charlie’s life and caused him to lose everything he possessed. He always thought that people who were smart had more friends, but it turned out that after his operation, he lost all his friends and this proved his statement wrong. He describes this well when he says, â€Å"When I was retarded I had lots of friends. Now I have no one. † (Keyes 174). He realized that it is who ‘you are’ that takes to have a lot of friends. It is b est not to tamper with God’s creation and let things happen naturally. Whether good or bad happens in your life, you must have faith and trust in the plans that God has in store for everyone, or one day, people could end up like Charlie Gordon. Is Charlie's Operation a Success? Essay example -- English Literature Is Charlie's Operation a Success? Many medical operations are performed everyday, and sometimes they can change a person’s life forever. They can alter the way a person thinks or their personality traits. Picture someone who is so determined to become smart, that they risk their own life for it. It could be just for a moment, their whole life, or it could not even work. In the book, Flowers for Algernon, Charlie Gordon did just this. He was a 32-year-old mentally challenged man, who worked at Donner’s Bakery as a janitor. Charlie risked his life in order to have an experimental operation, which could potentially make him smart forever and raise his IQ to above average or to the level of a genius. The operation that Charlie underwent had many consequences, and he had to pay a sad price for trying to get smarter. Charlie’s operation was unsuccessful because he experienced painful flashbacks concerning his childhood, it caused a dramatic change to his personality in comparison to what he was prior to his operation, and he also suffered from loneliness. Firstly, Charlie’s operation made him have many upsetting nightmares, like remembering painful memories of his childhood. As a child, children took advantage of Charlie, because he was mentally challenged. Even his mother and sister made fun of him, and were ashamed to be related to him. One particularly painful memory happened on Valentine’s Day. All the boys, including Charlie, had feelings for a girl named Harriet. Charlie wanted to give Harriet a card, so he asked one of his schoolmates, Hymie, to write, â€Å"Dear Harriet, I think you are the most prettiest girl in the whole world. I like you very much and I love you. I want you to be my valentime. Your friend, Charlie Gordon.† Hymie took advantage of the situation and wrote something dirty to make Harriet think that Charlie was a perverted person. Charlie did not realize what Hymie had done, and he gave the card to Harriet. She got mad at him, and her two older brothers, Gus and Oscar, beat up Charlie and k nocked his teeth out. This incident caused Charlie to move to a new school. (Keyes 37-38). Charlie was an innocent boy, and his fellow schoolmates took advantage of him. They caused him to move schools for no fault of his own. Similar to that situation, was a flashback Charlie had of his mother and sister who treated him like trash. Charlie’s mother, ... ...lity in comparison to what he was before he had the operation, and it also caused him to suffer from loneliness. Due to all of the negative effects of the operation, Charlie’s intelligence deteriorated, and he made the wise decision to stay at the Warren Home School. Charlie would have been better off without the experimental operation to make him smarter, because he would not have lost his friends, he would maintain his friendly personality, and he could continue to live the life he liked to live. The operation messed up Charlie’s life and caused him to lose everything he possessed. He always thought that people who were smart had more friends, but it turned out that after his operation, he lost all his friends and this proved his statement wrong. He describes this well when he says, â€Å"When I was retarded I had lots of friends. Now I have no one. † (Keyes 174). He realized that it is who ‘you are’ that takes to have a lot of friends. It is b est not to tamper with God’s creation and let things happen naturally. Whether good or bad happens in your life, you must have faith and trust in the plans that God has in store for everyone, or one day, people could end up like Charlie Gordon.