English and English Literature Coursework Dubliners Essay

â€Å"These stories are all about escape and how characters are unable to escape.† In the light of this quotation, I am going to discuss Dubliners, with close detailed reference to two of the stories, â€Å"Eveline† and â€Å"The Boarding House.† There are many similarities between these two stories, as well as contrasts. In â€Å"Eveline,† her father is a drunkard and is also the head of the house, whereas in â€Å"The Boarding House,† Polly’s father, â€Å"was a shabby stooped little drunkard† who lives separated from his family. Polly’s father has been cut-off from her life, and Eveline’s mother is dead. The similarity here, is that each child has had one of their parent’s cut off from a period of their life. Eveline wants to escape to Buenos Aires, to get away from her poverty in Dublin. Mr Doran wants to escape from the prospect of marriage. This brings us to one of the main points of the book, the characters inability to escape. Eveline has been given the chance to escape from her life, where â€Å"she had to work hard both in the house and at business.† Poor Eveline, however, finds that she is unable to move forward. She lacks the courage and strength to make that leap that will free her of her oppressive situation. . She’s sees her lover as a possible source of danger: â€Å"All the seas of the world tumbled about her heart. He was drawing her into them: he would drown her.† Instead of an uncertain but hopeful future, her paralysis will make a certain and dismal future that may well repeat her mother’s sad life story. In Mr Doran’s case, the theme of powerlessness is conveyed his situation. As with many other characters in Dubliners, various social pressures, like his job and his reputation, combine to rob him of choice. Mrs Mooney wants her daughter to escape her current poverty and the possibility of a working life for marriage, while Mr Doran wants to escape the tying down of marriage and enjoy his ‘free’ life. Mr Doran nonetheless cannot escape. At the end of â€Å"The Boarding House†, â€Å"Mrs Mooney tells Polly, â€Å"Come down, dear. Mr Doran wants to speak to you.† The reader is struck by the tremendous irony of the situation, since it is clear that Mr Doran does not really want to speak to Polly. He has been bullied and terrified into proposing marriage to her. These simple words are the hallmark of Mrs Mooney’s accomplishment. Frank wants to take Eveline away, but Eveline is unsure. â€Å"It was hard work-a hard life-but now that she was about to leave it she did not find to a wholly undesirable life.† Polly wants to settle with Mr Doran, but Mr Doran is unsure, however he does not have a choice: â€Å"What could he do now but marry her or run away? He could not brazen it out.† Mr Doran has the choice to run away, but this is not an option for â€Å"Dublin is such a small city: everyone knows everyone else’s business.† Both Frank and Mr Doran can be seen as saving the two girls from poverty. Mr Doran and Eveline are both described as helpless. Mr Doran himself says, â€Å"I felt helpless,† while Eveline is described as â€Å"passive like a helpless animal.† At the end of each story, an iron railing is mentioned. Eveline â€Å"gripped with both hands at the iron railings,† using them as an anchor, preventing her from drowning into the seas of the world. The railings help Eveline think of thoughts which keep her from leaving. Polly uses the iron railings as an anchor to clear her thoughts. â€Å"There was no longer any perturbation visible on her face.† Both Mr Doran and Eveline feel that it is their duty to stay and face the consequences. Mr Doran â€Å"longed to ascend through the roof and fly away†¦ yet a force pushed him downstairs step by step.† Eveline finds that she is paralysed by the needs of her father and her promise to her mother â€Å"to keep the home together as long as she could.† â€Å"Eveline† starts a series of stories dealing with various kinds of marriage and courtship. In â€Å"Eveline,† marriage presents the possibility of escape. â€Å"The Boarding House† gives us marriage as a social convention and a trap. â€Å"Two Gallants† reduces marriage and courtship to its animal. â€Å"Two Gallants† gave us men taking advantage of a young woman. â€Å"The Boarding House† gives us a more respectable social setting, but the basic cynicism about love and relationships between the genders remains. The economic conditions are also expressed in â€Å"Eveline† and â€Å"The Boarding House†. To save money in â€Å"The Boarding House,† pieces of broken bread are collected to help make Tuesday’s bread-pudding. The sugar and butter is kept safe under lock and key.† In â€Å"Eveline,† there is an â€Å"invariable squabble for money on Saturday nights.† Eveline’s dead mum controls her while Mr Doran is controlled by Mrs Mooney. Mrs Mooney and Eveline’s mum are both very different people in the sense that Mrs Mooney is strong and independent and Eveline’s mum is weak and dependent. Eveline’s love for Frank leads her to escape whereas Mr Doran’s love for Polly leads him to confine his life with marriage. Eveline is forced into making her decision to stay by duty to her family. Mr Doran has put himself into his situation and it driven further by Mrs Mooney. Both Eveline and Mr Doran have occupational restrictions. Mr Doran â€Å"had been employed for thirteen years in a great Catholic wine-merchant’s office and publicity would mean the loss of his sit.† All his hard work would be gone for nothing. Eveline, however, is oppressed by her employer and â€Å"would not cry many tears at leaving the Stores.† One of the striking elements of â€Å"The Boarding House† is Mrs Mooney’s silence. Her daughter’s respect is not really a concern, because she knows about the affair from the start. What matters to her is trading on her feigned outrage to get a social arrangement that will benefit her daughter. Mrs Mooney manipulates the weaker Mr Doran, using his concern for his job and his fear of scandal. The story concludes with the fact that Mr Doran has spoken to Mrs Mooney and now wants to speak to Polly. This probably suggests a proposal of marriage, and the trap is implied in the final line: â€Å"Then she remembered what she had been waiting for.† Marriage is the price which Doran must pay in order to keep his job, since â€Å"Dublin is such a small city: everyone knows everyone else’s business† The stages-of-life structure continues in â€Å"Eveline†. In previous stories like â€Å"The Sisters† and â€Å"Araby†, children had been main characters. Eveline is an adult, a young woman old enough to get married. Joyce gives us the terrible poverty and pressure of her situation. The weight of poverty and family responsibilities bear down on this young woman heavily and her financial situation is far worse than that of the three boy narrators of the previous stories. She is trapped in an ugly situation, responsible for her siblings and the aging father who abuses her. In conclusion, it can be said that Joyce presents the themes of escape and paralysis in Dubliners. They show how Joyce sees the city of Dublin.

Technology and the Future of Formal Education

The responsibilities for the formal preparation of students for education in the future are dynamic and diverse. What priorities are most important for the future of the Australian education system? The mission statement of The Cathedral School is to be a caring, Christian community in which students are challenged and inspired to explore, learn and grow so they will be equipped to make wise decisions as informed members of society. The Aims of The Cathedral School is; To be a centre for academic excellence. To encourage an understanding that the spiritual and moral aspects of life are central to our humanity. To affirm the unique worth of the individual. To inspire our students through creative, purposeful, enjoyable learning to reach their full potential. To develop attitudes which are anticipatory, visionary and reflective. To educate our students to be discerning, sensitive and responsible. Both the mission statements as well as the aims are very thorough, but they lack the understanding of the information age. They do not mention technology or the future ahead. The change to the culture of the classroom environment with the introduction of technology is a serious matter to look at. Overall the introduction of technology in the classroom is a great benefit to students, giving them access to word processing applications, as well and access to the World Wide Wed and CD-ROM†s. This large amount of knowledge flowing from the computer to the brains of the students is very overwhelming. Students will have to learn how to sift though this large amount of information to find what is important, trust worthy and also most importantly, relevant. The importance of information technology literacy in the information age is a vital life skill. In order to be able to handle and access information a student will need to have the ability to use a computer well. If a student has not had experience with computers, it will seriously disadvantage them in their study as well and the classroom environment. The role of technologies distance education is an exciting and interesting topic. Information can be sent and delivered in seconds, which breaches the gap between teachers and students. They are always new products becoming available to help in the advancement and ease of distance education. One major problem with the use of technology is the cost element. To establish a network of computers and information databases to be used by the average student is a extremely large task. As well as setting the whole system up, there is a need for constant monitoring of the system to predict as well as fix hardware, software and user problems. Discipline in schools is still an important part of the learning process. It is needed to teach the student to behave appropriately, which is most definitely a crucial life skill. They must learn discipline if they are going to fit into society properly. Discipline in schools last century was very different from today†s classrooms. They were much more strict back in those days. However, with the consideration of the individual†s needs, discipline in today†s classrooms has been noticeably decreased. Overall, you cannot assume if this is good or bad, its good to be well disciplined which helps you with your study and keeping to a timetable. On the other hand, a decrease in discipline gives a student individuality and a chance to express themselves. It is also important to have a balance between knowledge and process skills. It is equally important to teach knowledge and well as thinking skills. In the past only knowledge was taught, but in the information age today, it is quite impossible to learn everything, so process skills are taught to help us think logically. There is a need for more specialised subjects in schools because of the variety of information and jobs. Money in schools should be spent on technology in order to keep the students at the cutting edge of development and information. There is also powerful pressure put on students to cope with the overwhelming amount of knowledge made available though information technology. As well as this there is also parental pressure to pursue success in top fields. New technology can help us achieve our goals more easily and in a more meaningful way.

Oedipus the King Essay Example | Topics and Well Written Essays - 750 words

Oedipus the King - Essay Example Aristotle requirement in poetics supports the character of Oedipus as a humartia because all his traits depicts the character of Oedipus as a whole and no one trait supersedes the others. However, Oedipus will become a social misfit in the society after they discover his actions. It is morally wrong for him to kill an old man even if he was not motivated by taking his wife. Oedipus is not guilty by today’s legal standards. Sophocles arranged the play in a manner that the events of the play happened long ago before the play. For instance, Oedipus is guilty of incest and killing before the play actually opened. Although Oedipus received a curse form his father many years ago, we cannot link his behaviour with the curse in the play. Additionally, play main events are not part of the prophesy itself. That is most of the actions on stage do not form part of prophesy. According to Jones, Oedipus fault does not bear any relations to the actions from which guilt and sufferings flow an d thus cannot be punished (Carel 102). In the US a mere guess or suspicion does not amount to enough prove to convict somebody. However, reasonable to believe, reasonable suspicion, probable cause for arrest, some credible evidence or substantial evidence will lead to further investigation of a party to prove if guilty or not. The fact that one of the men in the chariot saw Oedipus killing Laius is enough evidence today to have him investigated and bring the crime to book (â€Å"United Nations Cyber School† web) In conclusion, the tale sheds more light on oracles and predestination. Many believe that something that is predestined to happen will, no matter how far we run from it. Oedipus parents run from the oracle, Oedipus too run from the... Oedipus is not guilty by today’s legal standards. Sophocles arranged the play in a manner that the events of the play happened long ago before the play. For instance, Oedipus is guilty of incest and killing before the play actually opened. Although Oedipus received a cursed from his father many years ago, we cannot link his behavior with the curse in the play. Additionally, play main events are not part of the prophecy itself. That is most of the actions on stage do not form part of a prophecy. According to Jones, Oedipus fault does not bear any relations to the actions from which guilt and sufferings flow and thus cannot be punished (Carel 102). In the US a mere guess or suspicion does not amount to enough proof to convict somebody. However, reasonable to believe, reasonable suspicion, probable cause for arrest, some credible evidence or substantial evidence will lead to further investigation of a party to prove if guilty or not. The fact that one of the men in the chariot sa w Oedipus killing Laius is enough evidence today to have him investigated and bring the crime to book (â€Å"United Nations Cyber School† web)In conclusion, the tale sheds more light on oracles and predestination. Many believe that something that is predestined to happen will, no matter how far we run from it. Oedipus parents run from the oracle, Oedipus too run from the Oracle but were later to catch up on all of them. Additionally, pre destination frees people from worry now that people understand that it is not possible to run from it.

Ethics Review Procedue Assignment 1 Essay Example | Topics and Well Written Essays - 1000 words

Ethics Review Procedue Assignment 1 - Essay Example The following discussion attempts to create an understanding of ethics review procedure while documenting all information obtained regarding the process. This paper addresses health insurance policy fraud in the novel, â€Å"Rainmaker† in order to find avenues for developing ethical review decisions. Health insurance policy is a contract between insurers and the insured that in the event insured falls sick all medical bills are paid by the insurer. Many nations are adopting collective health insurance policy in order to enhance equity in the provision of healthcare to ensure a healthy economy and improve economic growth and development. Nonetheless, many unethical people have engaged in fraud through health insurance policies. Being ethical does not only mean engaging in rightful activities but also conforming to requirements of law, standards of behavior, and religious beliefs. Health insurance policy fraud is an unethical conduct as it endangers someone’s life other than acting against requirements of health laws, rules, and regulations. Grisham John’s book â€Å"The Rainmaker† revolves around legal intrigues coupled with highest level of corporate greed. A humble and poor family sues an insurance company for fraud resulting into the son’s death. The company denied the family their insurance claim for funding bone marrow transplant. The family is represented by Rudy Baylor, a jobless young lawyer determined to use this case as a stepping stop into law fraternity. Rudy has been forced to take up the case facing it off with one of the most powerful lawyers in the region, Leo Drummond. Even though Rudy has passed his Tennessee bar, he has never argued before a judge and jury. After the trial process it is decided that the plaintiff is right though they are not paid since the insurance company is declared

(What is happening with tobacco companies, that electronic cigarettes Research Paper

(What is happening with tobacco companies, that electronic cigarettes are becoming popular, Why is it rising)(Tobacco developing countries)(Electronic Cigarettes phenomenon - servicing a need) - Research Paper Example who have developed new varieties of cigarettes and have captured a huge market share across the globe. But over the last few years the increasing awareness of health care among people and also the governmental policies that are against smoking conventional cigarettes has grown up at a huge rate. This has affected the tobacco companies in a huge way in their sales and also in their financials. Because of this there is a continuous decline in their sales. The companies thus are looking for other options to start for not allowing their business from declining and also for the revamp. Companies like Lorillard and Philip Morris International are; looking to launch the new concept of electronic cigarettes in the market to capture the market share again and to attract more customers. Electronic cigarette is the new product that is been launched in the market for people who are looking to quit smoking but are not able to quit and also taking the health factor of the people in mind. The electronic cigarettes are not filled with tobacco instead they have a liquid containing nicotine which is b een diluted in glycerin or propylene glycol and water. The level of nicotine does vary based on the cartridges and they also have certain flavors added to them. In this research it can be seen how the market for the tobacco companies is going down with the increasing demand of electronic cigarette in the market using secondary research and understanding the impact of electronic cigarette over the tobacco industry in the global market. What is happening with tobacco companies, that electronic cigarettes are becoming popular, why is it rising and affecting in the Tobacco developing countries? What is the phenomenon behind the electronic cigarette and the need for service in this category? This research over the reasons for the decline in the demand for tobacco and also with the

Team Nietzsche Essay Example | Topics and Well Written Essays - 1000 words

Team Nietzsche - Essay Example By automating the ordering of parts directly from the parts manufacturing will cut down on the delay of customer shipments. W4. Conduct a time study to review the tasks within the engineering and manufacturing departments and also the workflow between them to improve scheduling efficiency and determine whether any buffers can be achieved. Review the possibility of paralleling tasks within each department or from engineering. The work process of first-come, first served, should be reviewed to determine whether a more efficient process can be created to improve response, and decrease dependency on the existing linear flow. Paralleling tasks may help. P1. Henry must provide more autonomy and empowerment to his Managers. He must also lead as a role model by encouraging that rules and structures are adhered to. Henry must be provided with the company's manual with respect to how they expect manager's to govern their departments. P2. Ron must be given more autonomy and empowerment to manage his responsibilities. He requires further management training to develop his skills by becoming more familiar with the business and the products. Ron must be trained in current conflict management methodologies that are outlined in the company manuals. Ron needs to be provided with incentives to ensure that he is reinforcing company values and goals. P3. Lily Crofton's personality and management style lead her to be an ineffectual leader. She tends to focus more on rules than achieving growth. P3. Provide Lily with incentives to increase her motivation, performance, and reinforce company goals and values. Lily should be given training to improve her leadership skills, and conflict management skills. P4. Reuban King's personality and management style conflict and leads to an ineffectual management style. P4. Provide Reuban with incentives to increase his motivation, performance, and reinforce company goals and values. Ron should be given training to improve his leadership skills, and conflict management skills. P5. Wahid lacks the motivation to influence others to meet deadlines and to realign his department's goals with the goals of the company. His personality and culture reflects polychromic views pertaining to time and

History Essay Example | Topics and Well Written Essays - 250 words - 86

History - Essay Example Critical thinking is paramount in our day to day lives and provides us with an intellectual approach that facilitates us to choose from the available kind of information what is relevant and applicable in our lives and leave out the rest. The class has enabled me to look at present day as a stepping stone onto the future and that fifteen years from now, the world will have undergone massive transformations ranging from health, infrastructure and the general well being of society (Fea, 2013). Lastly, understanding historical events is essential for effective understanding of the condition of man. This will permit man to build and may also be important in initiating change upon a secured foundation. The most significant determinant of history is time. Time creates history and history exists because of time. And in conclusion, history is situated in time-space, which anchors the cosmos together, framing both the past as well as the present (Fea,

Contemporary isssues in Marketing Essay Example | Topics and Well Written Essays - 4000 words

Contemporary isssues in Marketing - Essay Example etitive business environment, it is evident that global marketing strategies and tactics have significantly evolved and are used intensively within the operations of the business. This is because of the increasing power of the consumers along with their ever-changing demands. This also signifies the evolution of the customers’ oriented business process. This particular approach is adopted with the intention to gain competitive advantages over rivals. In this regard, it is also evident that the technological developments such as the Internet have a major role in the evolution of the business process, thereby attaining competitive advantages (Hackley, 2013). In order to gain competitive advantages, it is notable that the corporate organisations execute several activities that are required for getting the desired level of performances. These activities are considered as ethically and morally valuable for the overall business operations in any sector. Eventually, it leads to social benefit, which indirectly benefits a corporate organisation (Tadajewski, 2004). In this context, the objective of this particular research essay is to consider all these aspects in a comprehensive or illustrative manner. The outcome of the research will subsequently aid the young marketers and others to attain professional developments and organisational growth at the same time. In the modern era of competitive business environment, marketing strategies and tactics of companies has changed significantly. This has considerably led to the evolution of marketing through the involvement of technologies. In this regard, one of the major technological developments in the modern era is evident from the onset of internet technology. Internet technology has led to the improvement of communication among people residing in different parts of the world. This has considerably supported and benefitted the corporate enterprises in gaining a better position for themselves within the marketplace. Through

ARGUMENTATIVE RESEARCH PAPER Example | Topics and Well Written Essays - 1500 words

ARGUMENTATIVE - Research Paper Example However, while everyone acknowledges that initiatives need to be taken to significantly decrease gun violence, the methods of doing so have caused a rift between Americans. Narration The concept of gun control, which â€Å"refers to any action taken by federal and state governments to regulate the purchase, safety, and use of firearms† (Saxton & Skinner 1), has been a political debate for many decades. Politicians have been trying to determine if citizens are obtaining guns in ways that could be considered reckless toward the safety of society. In the past two decades, though, with more people than ever being affected by gun violence, and gun violence going from an occasional terrible event to daily headlines on various news channels throughout the United States (Hunt 1), the debate of gun control has moved into the public. With the ease at which it seems people are able to purchase handguns and assault weapons, there has been a rush to create rigorous regulations to ensure th at these objects do not end up in the wrong hands. Unfortunately, the attempts to decrease gun violence by proposing the moderation and control of firearms have caused more controversy than beneficial solutions to this issue. There are potentially three sides to the gun control debate: the neutral, the proponents, and the opponents. Those that have taken a neutral stance concede that gun violence has increased significantly due to the overwhelming ease at which people can purchase handguns and assault weapons, and while certain measures should be taken to prevent the wrong people from purchasing guns, these individuals do not feel that citizens should be completely disarmed. Proponents of gun control feel that guns do not belong at all in the hands of private citizens, and that only police officers and military men and women should have access to firearms. The opponents of gun control, also acknowledging that measures need to be laid out to decrease gun violence, believe that gun ow nership is not just â€Å"our right as per the Second Amendment of the United States Constitution† (Burton 1), but a requirement to guarantee our own safety against criminals. Partition There is no question that gun violence needs to be deterred in America. Very seldom does a day go by anymore that does not end in multiple gun-related deaths. However, placing extreme restrictions on guns will only prove to be more dangerous as doing so would prevent citizens from protecting themselves and their families should they ever be confronted with a dangerous individual or group (Worsnop 507). Strict gun control is not the answer to putting an end to gun violence, but making sure that obedient citizens have the means to protect themselves against those on the other side of the law. By restricting and controlling firearms, honest citizens are being punished, the ability to self-protect is being taken away, and the restrictions will not prevent criminals from purchasing firearms to use as weapons. Argument and Refutation Those that are opposed to gun control make the argument that they are being punished as a result of the dangerous actions of criminals. The criminals are the ones who are misusing and taking advantage of our Constitutional right to own firearms, using them for robbing businesses and individuals, and for causing harm to their enemies and, more often than not, to innocent bystanders. Many criminals do not even

Multiculturalism Research Proposal Example | Topics and Well Written Essays - 500 words

Multiculturalism - Research Proposal Example Different people have addressed this topic but I have seen it important to address the topic and try to come with a remedy to ensure that people can embrace each other’s cultural diversity. This will also prevent cultural profiling which is common among different people in the society. On the bid to address the issue, many writers have tried to project ways in which people can take advantage of the situation without allowing the division to creep in. According to Clarence Page a contributor in the Chicago Tribune, the way the issue is being addressed in the United States has left more rifts rather than proposing a reconciling strategy. Mathew Lynch writing about multiculturalism in schools notes that it is important to teach students at an early age how to embrace each other’s diversity instead of profiling each other negatively based on their different cultures. He also adds that blending of the different cultures can be both a blessing and a curse according to the way that the issue will be addressed. Bafford adds that there is no harmonized American culture and so the people living there should show high levels of cultural tolerance. Responding to the issue of multiculturalism is the main issue as Valerie, an editor with the Los Angeles Times puts it. Th e education system should therefore address it to ensure that people embrace each other’s uniqueness and different cultural orientation. The research will cover the topic in a different way to address the limitations of the previous researches and come up with a working model for the same. The research should also come up with recommendations and the relationship between multiculturalism and other social aspects that are evident in any given society. The leading question will be on ways to address

Group Communication Essay Example for Free

Group Communication Essay Effective group communications come in forms of verbal and non-verbal techniques. Essential parts of the entire group’s contribution are that the group contains full participating members, the group is diverse, and that the diversity is recognized and respected (Hartley, 1997). In the videos viewed, three were evaluated on the effective and ineffective communication skills of the participants and suggestions made on how they could improve. The videos are titled, â€Å"Planning a Playground†, â€Å"Helping Annie†, and The Politics of Sociology. Planning a Playground For the impact diversity plays on group member’s communication styles, I choose the video titled â€Å"Planning a Playground†. In this video, community residents are meeting for the first time to discuss an issue pertaining to funding of new neighborhood playground. The residents belong to diversified backgrounds in regards to their ages, genders, race, and SEC (Planning a Playground, 2008). The origins of the residents differ as one member is Black; one is Asian, whereas the other three are Caucasian. The residents come from different SEC backgrounds. One member opens the discussion about funding and how much difficulty they are having in raising enough money. Another member chimes in and mentions how she is close friends with a person with a lot of resources who might help with contributions. The group members communication style is totally different because their diversified backgrounds. Some sit facing the other’s and makes constant eye contact. Another sits at the ‘head’ of the table able to view everyone but does not necessary look at everyone. Some members are taking detailed written notes, where another is just sitting there listening to everyone. Physical placement places a huge effect and impact on communication. People facing each other, sitting in close proximity, ensures everyone is heard and gives a feeling of comfort. Other effective communication methods could have made use of for the meeting and benefitted all members. Two of these methods are written materials and telephones (Hartley, 1997). Written material could be repared before the group met and used to make occurrences clearer to members, who have no knowledge of the subject. The other method is telephones, which can assist the members to gain better understanding of each other. In the use of telephones there is the reduce chance of discrimination since the members can not see each other (if they have not met prior- in some incidences here). Annie To address the verbal and nonverbal interaction among the members of a group the video titled â€Å"Annie† best illustrates this. In the video there is clearly both listening and miscommunication going on. The setting of this video is that the title character, Annie is a high school girl, who seems to be suffering from a possible eating disorder as well as depression (Understanding Relationship- Helping Annie, 2008). A nurse from a school has called upon a meeting with a psychiatrist and a social worker to seek out a possible treatment plan for Annie. In â€Å"Annie†, again the physical setting and placement of participants play an important part in the communication style. Two of the members are sitting side-by-side on a couch while the third person sits in her desk chair across from the couch. The person in the chair is not only able to make eye contact with the other two but also is in a physical position to see their verbal and non-verbal communications. The two on the couch are at a disadvantage for reading the non-verbal language and making eye contact with each other. The school nurse, psychiatrist, and social workers are engaged in a verbal conversation. The psychiatrist is talking to the school nurse and is not all concerned or ready to take any sort of arguments from the social worker. He is engaging in various sorts of non- verbal communication with the social workers showing his disinterest. The various non- verbal communications used by the psychiatrist are body language and voice. He continues to cut the social worker off in mid-sentence, not allowing her to speak (Understanding Relationship- Helping Annie, 2008). These non- verbal communications were hindering the process of group communication. The two methods of communications, which could have facilitated the group would have been one-to-one conversation as well as written communication. Each member could have met individually to avoid interruptions and bad sitting placement (Hartley, 1997). Also since each one evaluated Annie separately the could have just submitted their findings and suggestions/recommendations to the social worker and let her develop a plan off of that- and send a copy to the nurse and psychiatrist for editing and review. The Politics of Sociology The third video, The Politics of Sociology†, demonstrates good communication techniques from all members of the group. The various listening techniques, which have been used by the members of this group, are encouraging, paraphrasing, and reflecting feelings. The encouraging technique used, refers to the utilization of a variety of verbal and nonverbal to promote others to go ahead with their talks. Paraphrasing is restating the conversation to give an impression that the person listening has understood the conversation. Reflecting is concerned with showing empathy with the speaker. Listening is an important activity of group communication. To bring out an effective solution or conclusion to the matter discussed, it is important to listen to all the opinions. The participants are all professors at a university but still have different backgrounds (The Politics of Sociology, 2008). There are differences in the ages, races, and subjects they teach. Each person has a different communication style. Some shot ideas out right away where others waited for all to speak then evaluate and give their opinions, while staying respectful and understanding of each other’s point of view. The physical set-up of the room plays a positive part in their effective communication. Each member is facing each other and is able to see the faces of everyone. This positioning helps cut back on misunderstandings or non-verbal cues. Even though the communication techniques used in this video seem to be effective, there are always room for change and improvement. Since the group was composed of multiple people, five or six, a visual display could have been used. Either a blackboard or overhead projector could have been set up and allow each member to put up their pros and cons for change of the curriculum as well as any ideas or suggestions they had. After each member went then one person could be delegated to summarize the lists and come up with final recommendations to be voted on (Hartley, 1997). Another method could have been to break the group up into two smaller groups to work on solutions and then bring them back to the large group for discussion. Conclusion In problem solving, group discussion, or just typical dialogue it is important to have effect communication techniques. Depending on the group or topic of conversation there are several techniques that work better for discussion then others. Taking into consideration time frame or group size written, telephone, or one-on-one techniques can be utilized. Communication styles vary among groups but key essentials are universal; listening, respecting, and appropriate interaction between members.

Causes Of The Cold War Summary And Analysis History Essay

Causes Of The Cold War Summary And Analysis History Essay The Big Picture: Who, What, When, Where (Especially) Why. In 1945, the United States and Soviet Union were allies, jointly triumphant in World War II, which ended with total victory for Soviet and American forces over Adolf Hitlers Nazi empire in Europe. Within just a few years, however, wartime allies became mortal enemies, locked in a global struggle-military, political, economic, ideological-to prevail in a new Cold War. How did wartime friends so quickly turn into Cold War foes? Who started the Cold War? Was it the Soviets, who reneged on their agreements to allow the people of Eastern Europe to determine their own fates by imposing totalitarian rule on territories unlucky enough to fall behind the Iron Curtain? Or was it the Americans, who ignored the Soviets legitimate security concerns, sought to intimidate the world with the atomic bomb, and pushed relentlessly to expand their own international influence and market dominance? The tensions that would later grow into Cold War became evident as early as 1943, when the Big Three allied leaders-American President Franklin D. Roosevelt, British Prime Minister Winston Churchill, and Soviet Premier Josef Stalin-met in Tehran to coordinate strategy. Poland, which sits in an unfortunate position on the map, squeezed between frequent enemies Russia and Germany, became a topic for heated debate. The Poles, then under German occupation, had not one but two governments-in-exile-one Communist, one anticommunist-hoping to take over the country upon its liberation from the Nazis. Unsurprisingly, the Big Three disagreed over which Polish faction should be allowed to take control after the war, with Stalin backing the Polish Communists while Churchill and Roosevelt insisted the Polish people ought to have the right to choose their own form of government. For Stalin, the Polish question was a matter of the Soviet Unions vital security interests; Germany had invaded Russia th rough Poland twice since 1914, and more than 20 million Soviet citizens died in World War II. (The Soviets suffered nearly sixty times as many casualties in the war as the Americans did.) Stalin was determined to make sure that such an invasion could never happen again, and insisted that only a Communist Poland, friendly to (and dominated by) the Soviet Union, could serve as a buffer against future aggression from the west. Stalins security concerns ran smack into Anglo-American values of self-determination, which held that the Poles ought to be allowed to make their own decision over whether or not to become a Soviet satellite. At Tehran, and at the next major conference of the Big Three at Yalta in 1945, the leaders of the US, UK, and USSR were able to reach a number of important agreements-settling border disputes, creating the United Nations, organizing the postwar occupations of Germany and Japan. But Poland remained a vexing problem. At Yalta, Stalin-insisting that Poland is a question of life or death for Russia-was able to win Churchills and Roosevelts reluctant acceptance of a Communist-dominated provisional government for Poland. In exchange, Stalin signed on to a vague and toothless Declaration of Liberated Europe, pledging to assist the peoples liberated from the dominion of Nazi Germany and the peoples of the former Axis satellite states of Europe to solve by democratic means their pressing political and economic problems. The agreements allowed Churchill and Roosevelt to claim they had defended the principle of self-determination, even though both knew that Poland had effectively been consigned to the Soviet sphere of interest. The provisional Communist government in Poland later held rigged elections (which it, not surprisingly, won), nominally complying with the Declaration of Liberated Europe even though no alternative to Communist rule ever really had a chance in the country. In the end, the Yalta agreements were not so much a true compromise as a useful (in the short term) misunderstanding among the three leaders. Stalin left happy he had won Anglo-American acceptance of de facto Soviet control of Eastern Europe; Roosevelt and Churchill left happy they had won Stalins acceptance of the principle of self-determination. But the two parts of the agreement were mutually exclusive; what would happen if the Eastern Europeans sought to self-determine themselves out of the Soviet orbit? Future disputes over the problematic Yalta agreements were not just likely; they were virtually inevitable. And the likelihood of future conflict only heightened on 12 April 1945, when President Franklin D. Roosevelt unexpectedly died of a brain hemorrhage. Vice President Harry S. Truman-a former Missouri senator with only a high-school education, who had served just 82 days as vice president and had not been part of FDRs inner circle-suddenly became the President of the United States. Truman, who may not have ever known just how much Roosevelt had actually conceded to Stalin at Yalta, viewed the Soviets later interventions in Eastern Europe as a simple violation of the Yalta agreements, as proof that Stalin was a liar who could never be trusted. Truman quickly staked out a hard-line position, resolving to counter Stalins apparently insatiable drive for power by blocking any further expansion of the Soviet sphere of influence, anywhere in the world. Under Truman, containment of Communism soon came to dominate American foreign policy. The Cold War was on. So who started the Cold War? In the early days of the Cold War itself, American historians would have answered, nearly unanimously, that the Soviets started the Cold War. Josef Stalin was an evil dictator, propelled by an evil Communist ideology to attempt world domination. Appeasement hadnt worked against Hitler, and appeasement wouldnt work against Stalin either. An innocent America had only reluctantly joined the Cold War to defend the Free World from otherwise inevitable totalitarian conquest. In the 1960s, a new generation of revisionist historians-disillusioned by the Vietnam War and appalled by seemingly endemic government dishonesty-offered a startingly different interpretation. In this revisionist view, Stalin may have been a Machiavellian despot but he was an essentially conservative one; he was more interested in protecting the Soviet Union (and his own power within it) than in dominating the world. Americans erroneously interpreted Stalins legitimate insistence upon a security buffer in Poland to indicate a desire for global conquest; Americans subsequent aggressive efforts to contain Soviet influence, to intimidate the Soviets with the atomic bomb, and to pursue American economic interests around the globe were primarily responsible for starting the Cold War. More recently, a school of historians led by Yale professor John Lewis Gaddis have promoted what they call a post-revisionist synthesis, incorporating many aspects of the revisionist critique while still insisting that Stalin, as a uniquely powerful and uniquely malevolent historical actor, must bear the greatest responsibility for the Cold War. In the end, it may be that Who started the Cold War? is simply the wrong question to ask. World War II destroyed all other major rivals to American and Soviet power; the US and USSR emerged from the conflict as the only two nations on earth that could hope to propagate their social and political systems on a global scale. Each commanded powerful military forces; each espoused globally expansive ideologies; each feared and distrusted the other. In the end, it may have been more shocking if the two superpowers had not become great rivals and Cold War enemies. What was the Cold War The Cold War is the name given to the relationship that developed primarily between the USA and the USSR after World War Two. The Cold War was to dominate international affairs for decades and many major crises occurred the Cuban Missile Crisis, Vietnam, Hungary and the Berlin Wall being just some. For many the growth in weapons of mass destruction was the most worrying issue. Do note that USSR in 1945 was Russia post-1917 and included all the various countries that now exist individually (Ukraine, Georgia etc) but after the war they were part of this huge country up until the collapse of the Soviet Union (the other name for the USSR). Logic would dictate that as the USA and the USSR fought as allies during World War Two, their relationship after the war would be firm and friendly. This never happened and any appearance that these two powers were friendly during the war is illusory. Before the war, America had depicted the Soviet Union as almost the devil-incarnate. The Soviet Union had depicted America likewise so their friendship during the war was simply the result of having a mutual enemy Nazi Germany. In fact, one of Americas leading generals, Patton, stated that he felt that the Allied army should unite with what was left of the Wehrmacht in 1945, utilise the military genius that existed within it (such as the V2s etc.) and fight the oncoming Soviet Red Army. Churchill himself was furious that Eisenhower, as supreme head of Allied command, had agreed that the Red Army should be allowed to get to Berlin first ahead of the Allied army. His anger was shared by Montgomery, Britains senior military figure. So the extreme distrust that existed during the war, was certainly present before the end of the warà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦..and this was between Allies. The Soviet leader, Joseph Stalin, was also distrustful of the Americans after Truman only told him of a new terrifying weapon that he was going to use against the Japanese. The first Stalin knew of what this weapon could do was when reports on Hiroshima got back to Moscow. So this was the scene after the war ended in 1945. Both sides distrusted the other. One had a vast army in the field (the Soviet Union with its Red Army supremely lead by Zhukov) while the other, the Americans had the most powerful weapon in the world, the A-bomb and the Soviets had no way on knowing how many America had. So what exactly was the Cold War? In diplomatic terms there are three types of war. In diplomatic terms there are three types of war. Hot War : this is actual warfare. All talks have failed and the armies are fighting. Warm War : this is where talks are still going on and there would always be a chance of a peaceful outcome but armies, navies etc. are being fully mobilised and war plans are being put into operation ready for the command to fight. Cold War : this term is used to describe the relationship between America and the Soviet Union 1945 to 1980. Neither side ever fought the other the consequences would be too appalling but they did fight for their beliefs using client states who fought for their beliefs on their behalf e.g. South Vietnam was anticommunist and was supplied by America during the war while North Vietnam was pro-Communist and fought the south (and the Americans) using weapons from communist Russia or communist China. In Afghanistan, the Americans supplied the rebel Afghans after the Soviet Union invaded in 1979 while they never physically involved themselves thus avoiding a direct clash with the Soviet Union. The one time this process nearly broke down was the Cuban   Missile Crisis. So why were these two super powers so distrustful of the other? America Soviet Union Free elections No elections or fixed Democratic Autocratic / Dictatorship Capitalist Communist Survival of the fittest Everybody helps everybody Richest world power Poor economic base Personal freedom Society controlled by the NKVD (secret police) Freedom of the media Total censorship This lack of mutually understanding an alien culture, would lead the world down a very dangerous path it led to the development of weapons of awesome destructive capability and the creation of some intriguing policies such as MAD Mutually Assured Destruction. Cold War chronology 1945 : A-Bomb dropped on Hiroshima + Nagasaki. USA ahead in the arms race. 1947 : Marshall Aid to the west of Europe. Stalin of USSR refused it for Eastern Europe. 1948 : start of the Berlin Blockade ended in 1949 1949 : NATO established; USSR exploded her first A-bomb; China becomes communist 1950 : Korean War started. 1952 : USA exploded her first hyrogen bomb. 1953 : Korean War ended. USSR exploded her first hydrogen bomb. Stalin died. 1955 : Warsaw Pact created. Peaceful coexistence called for. 1956 : Hungary revolts against USSR. Suez Crisis. 1957 : Sputnik launched. 1959 : Cuba becomes a communist state. 1961 : Military aid sent to Vietnam by USA for the first time. Berlin Wall built. 1962 : Cuban Missile Crisis. 1963 : Huge increase of American aid to Vietnam. 1965 : USA openly involved in Vietnam. 1967 : Six-Day War in Middle East. 1968 : USSR invades Czechoslovakia. 1973 : Yom Kippur War. 1979 : USSR invaded Afghanistan. 1986 : Meeting in Iceland between USSR (Gorbachev) and USA (Reagan). 1987 : INF Treaty signed. The Iron Curtain http://www.historylearningsite.co.uk/clear.gif http://www.historylearningsite.co.uk/clear.gif http://www.historylearningsite.co.uk/uploads/pics/winston_03.jpg http://www.historylearningsite.co.uk/clear.gif On March 5th 1946, Winston Churchill made his iron curtain speech at Fulton, Missouri, USA. The speech was officially entitled The Sinews of Peace but became better known as the Iron Curtain speech. It set the tone for the early years of the Cold War. Some saw it as unnecessary warmongering while others believed it was another example of how well Churchill was able to grasp an international situation. I am glad to come to Westminster College this afternoon, and am complimented that you should give me a degree. The name Westminster is somehow familiar to me. I seem to have heard of it before. Indeed, it was at Westminster that I received a very large part of my education in politics, dialectic, rhetoric, and one or two other things. In fact we have both been educated at the same, or similar, or, at any rate, kindred establishments. It is also an honour, perhaps almost unique, for a private visitor to be introduced to an academic audience by the President of the United States. Amid his heavy burdens, duties, and responsibilities unsought but not recoiled from the President has travelled a thousand miles to dignify and magnify our meeting here to-day and to give me an opportunity of addressing this kindred nation, as well as my own countrymen across the ocean, and perhaps some other countries too. The President has told you that it is his wish, as I am sure it is yours, that I should have full liberty to give my true and faithful counsel in these anxious and baffling times. I shall certainly avail myself of this freedom, and feel the more right to do so because any private ambitions I may have cherished in my younger days have been satisfied beyond my wildest dreams. Let me, however, make it clear that I have no official mission or status of any kind, and that I speak only for myself. There is nothing here but what you see. I can therefore allow my mind, with the experience of a lifetime, to play over the problems which beset us on the morrow of our absolute victory in arms, and to try to make sure with what strength I have that what has been gained with so much sacrifice and suffering shall be preserved for the future glory and safety of mankind. The United States stands at this time at the pinnacle of world power. It is a solemn moment for the American Democracy. For with primacy in power is also joined an awe-inspiring accountability to the future. If you look around you, you must feel not only the sense of duty done but also you must feel anxiety lest you fall below the level of achievement. Opportunity is here now, clear and shining for both our countries. To reject it or ignore it or fritter it away will bring upon us all the long reproaches of the after-time. It is necessary that constancy of mind, persistency of purpose, and the grand simplicity of decision shall guide and rule the conduct of the English-speaking peoples in peace as they did in war. We must, and I believe we shall, prove ourselves equal to this severe requirement. When American military men approach some serious situation they are wont to write at the head of their directive the words over-all strategic concept. There is wisdom in this, as it leads to clarity of thought. What then is the over-all strategic concept which we should inscribe today? It is nothing less than the safety and welfare, the freedom and progress, of all the homes and families of all the men and women in all the lands. And here I speak particularly of the myriad cottage or apartment homes where the wage-earner strives amid the accidents and difficulties of life to guard his wife and children from privation and bring the family up in the fear of the Lord, or upon ethical conceptions which often play their potent part. To give security to these countless homes, they must be shielded from the two giant marauders, war and tyranny. We all know the frightful disturbances in which the ordinary family is plunged when the curse of war swoops down upon the bread-winner and those for whom he works and contrives. The awful ruin of Europe, with all its vanished glories, and of large parts of Asia glares us in the eyes. When the designs of wicked men or the aggressive urge of mighty States dissolve over large areas the frame of civilised society, humble folk are confronted with difficulties with which they cannot cope. For them all is distorted, all is broken, even ground to pulp. When I stand here this quiet afternoon I shudder to visualise what is actually happening to millions now and what is going to happen in this period when famine stalks the earth. None can compute what has been called the unestimated sum of human pain. Our supreme task and duty is to guard the homes of the common people from the horrors and miseries of another war. We are all agreed on that. Our American military colleagues, after having proclaimed their over-all strategic concept and computed available resources, always proceed to the next step namely, the method. Here again there is widespread agreement. A world organisation has already been erected for the prime purpose of preventing war, UNO, the successor of the League of Nations, with the decisive addition of the United States and all that that means, is already at work. We must make sure that its work is fruitful, that it is a reality and not a sham, that it is a force for action, and not merely a frothing of words, that it is a true temple of peace in which the shields of many nations can some day be hung up, and not merely a cockpit in a Tower of Babel. Before we cast away the solid assurances of national armaments for self-preservation we must be certain that our temple is built, not upon shifting sands or quagmires, but upon the rock. Anyone can see with his eyes open that our path will be difficult and also long, but if we persevere together as we did in the two world wars though not, alas, in the interval between them I cannot doubt that we shall achieve our common purpose in the end. I have, however, a definite and practical proposal to make for action. Courts and magistrates may be set up but they cannot function without sheriffs and constables. The United Nations Organisation must immediately begin to be equipped with an international armed force. In such a matter we can only go step by step, but we must begin now. I propose that each of the Powers and States should be invited to delegate a certain number of air squadrons to the service of the world organisation. These squadrons would be trained and prepared in their own countries, but would move around in rotation from one country to another. They would wear the uniform of their own countries but with different badges. They would not be required to act against their own nation, but in other respects they would be directed by the world organisation. This might be started on a modest scale and would grow as confidence grew. I wished to see this done after the first world war, and I devoutly trust it may be done forthwith. It would nevertheless be wrong and imprudent to entrust the secret knowledge or experience of the atomic bomb, which the United States, Great Britain, and Canada now share, to the world organisation, while it is still in its infancy. It would be criminal madness to cast it adrift in this still agitated and un-united world. No one in any country has slept less well in their beds because this knowledge and the method and the raw materials to apply it, are at present largely retained in American hands. I do not believe we should all have slept so soundly had the positions been reversed and if some Communist or neo-Fascist State monopolised for the time being these dread agencies. The fear of them alone might easily have been used to enforce totalitarian systems upon the free democratic world, with consequences appalling to human imagination. God has willed that this shall not be and we have at least a breathing space to set our house in order before this peril has to be encountered: and even then, if no effort is spared, we should still possess so formidable a superiority as to impose effective deterrents upon its employment, or threat of employment, by others. Ultimately, when the essential brotherhood of man is truly embodied and expressed in a world organisation with all the necessary practical safeguards to make it effective, these powers would naturally be confided to that world organisation. Now I come to the second danger of these two marauders which threatens the cottage, the home, and the ordinary people namely, tyranny. We cannot be blind to the fact that the liberties enjoyed by individual citizens throughout the British Empire are not valid in a considerable number of countries, some of which are very powerful. In these States control is enforced upon the common people by various kinds of all-embracing police governments. The power of the State is exercised without restraint, either by dictators or by compact oligarchies operating through a privileged party and a political police. It is not our duty at this time when difficulties are so numerous to interfere forcibly in the internal affairs of countries which we have not conquered in war. But we must never cease to proclaim in fearless tones the great principles of freedom and the rights of man which are the joint inheritance of the English-speaking world and which through Magna Carta, the Bill of Rights, the Habe as Corpus, trial by jury, and the English common law find their most famous expression in the American Declaration of Independence. All this means that the people of any country have the right, and should have the power by constitutional action, by free unfettered elections, with secret ballot, to choose or change the character or form of government under which they dwell; that freedom of speech and thought should reign; that courts of justice, independent of the executive, unbiased by any party, should administer laws which have received the broad assent of large majorities or are consecrated by time and custom. Here are the title deeds of freedom which should lie in every cottage home. Here is the message of the British and American peoples to mankind. Let us preach what we practise let us practise what we preach. I have now stated the two great dangers which menace the homes of the people: War and Tyranny. I have not yet spoken of poverty and privation which are in many cases the prevailing anxiety. But if the dangers of war and tyranny are removed, there is no doubt that science and co-operation can bring in the next few years to the world, certainly in the next few decades newly taught in the sharpening school of war, an expansion of material well-being beyond anything that has yet occurred in human experience. Now, at this sad and breathless moment, we are plunged in the hunger and distress which are the aftermath of our stupendous struggle; but this will pass and may pass quickly, and there is no reason except human folly of sub-human crime which should deny to all the nations the inauguration and enjoyment of an age of plenty. I have often used words which I learned fifty years ago from a great Irish-American orator, a friend of mine, Mr. Bourke Cockran. There is enough for all. The eart h is a generous mother; she will provide in plentiful abundance food for all her children if they will but cultivate her soil in justice and in peace. So far I feel that we are in full agreement. Now, while still pursuing the method of realising our overall strategic concept, I come to the crux of what I have travelled here to say. Neither the sure prevention of war, nor the continuous rise of world organisation will be gained without what I have called the fraternal association of the English-speaking peoples. This means a special relationship between the British Commonwealth and Empire and the United States. This is no time for generalities, and I will venture to be precise. Fraternal association requires not only the growing friendship and mutual understanding between our two vast but kindred systems of society, but the continuance of the intimate relationship between our military advisers, leading to common study of potential dangers, the similarity of weapons and manuals of instructions, and to the interchange of officers and cadets at technical colleges. It should carry with it the continuance of the present facilities for mutual security by the joint use of all Naval a nd Air Force bases in the possession of either country all over the world. This would perhaps double the mobility of the American Navy and Air Force. It would greatly expand that of the British Empire Forces and it might well lead, if and as the world calms down, to important financial savings. Already we use together a large number of islands; more may well be entrusted to our joint care in the near future. The United States has already a Permanent Defence Agreement with the Dominion of Canada, which is so devotedly attached to the British Commonwealth and Empire. This Agreement is more effective than many of those which have often been made under formal alliances. This principle should be extended to all British Commonwealths with full reciprocity. Thus, whatever happens, and thus only, shall we be secure ourselves and able to work together for the high and simple causes that are dear to us and bode no ill to any. Eventually there may come I feel eventually there will come the principle of common citizenship, but that we may be content to leave to destiny, whose outstretched arm many of us can already clearly see. There is however an important question we must ask ourselves. Would a special relationship between the United States and the British Commonwealth be inconsistent with our over-riding loyalties to the World Organisation? I reply that, on the contrary, it is probably the only means by which that organisation will achieve its full stature and strength. There are already the special United States relations with Canada which I have just mentioned, and there are the special relations between the United States and the South American Republics. We British have our twenty years Treaty of Collaboration and Mutual Assistance with Soviet Russia. I agree with Mr. Bevin, the Foreign Secretary of Great Britain, that it might well be a fifty years Treaty so far as we are concerned. We aim at nothing but mutual assistance and collaboration. The British have an alliance with Portugal unbroken since 1384, and which produced fruitful results at critical moments in the late war. None of these clash with the general interest of a world agreement, or a world organisation; on the contrary they help it. In my fathers house are many mansions. Special associations between members of the United Nations which have no aggressive point against any other country, which harbour no design incompatible with the Charter of the United Nations, far from being harmful, are beneficial and, as I believe, indispensable. I spoke earlier of the Temple of Peace. Workmen from all countries must build that temple. If two of the workmen know each other particularly well and are old friends, if their families are inter-mingled, and if they have faith in each others purpose, hope in each others future and charity towards each others shortcomings to quote some good words I read here the other day why cannot they work together at the common task as friends and partners? Why cannot they share their tools and thus increase each others working powers? Indeed they must do so or else the temple may not be built, or, being built, it may collapse, and we shall all be proved again unteachable and have to go and try to learn again for a third time in a school of war, incomparably more rigorous than that from which we have just been released. The dark ages may return, the Stone Age may return on the gleaming wings of science, and what might now shower immeasurable material blessings upon mankind, may even bring about its total destruction. Beware, I say; time may be short. Do not let us take the course of allowing events to drift along until it is too late. If there is to be a fraternal association of the kind I have described, with all the extra strength and security which both our countries can derive from it, let us make sure that that great fact is known to the world, and that it plays its part in steadying and stabilising the foundations of peace. There is the path of wisdom. Prevention is better than cure. A shadow has fallen upon the scenes so lately lighted by the Allied victory. Nobody knows what Soviet Russia and its Communist international organisation intends to do in the immediate future, or what are the limits, if any, to their expansive and proselytising tendencies. I have a strong admiration and regard for the valiant Russian people and for my wartime comrade, Marshal Stalin. There is deep sympathy and goodwill in Britain and I doubt not here also towards the peoples of all the Russias and a resolve to persevere through many differences and rebuffs in establishing lasting friendships. We understand the Russian need to be secure on her western frontiers by the removal of all possibility of German aggression. We welcome Russia to her rightful place among the leading nations of the world. We welcome her flag upon the seas. Above all, we welcome constant, frequent and growing contacts between the Russian people and our own people on both sides of the Atlantic. It is my duty how ever, for I am sure you would wish me to state the facts as I see them to you, to place before you certain facts about the present position in Europe. From Stettin in the Baltic to Trieste in the Adriatic, an iron curtain has descended across the Continent. Behind that line lie all the capitals of the ancient states of Central and Eastern Europe. Warsaw, Berlin, Prague, Vienna, Budapest, Belgrade, Bucharest and Sofia, all these famous cities and the populations around them lie in what I must call the Soviet sphere, and all are subject in one

Critical Incident Analysis Nursing Assignment

Critical Incident Analysis Nursing Assignment Reflective Analysis of a Critical Incident This paper recounts a critical nursing incident and reflects on the associated professional, moral and legal issues. The objective is to critically reflect on what happened with a view to distil key lessons to improve my future practice and provision of care. No personally identifiable details about the key players or context are included, thereby assuring their confidentiality. This incident was selected because it demonstrates the ways in which individual errors can compound and translate a relatively simple matter into a grave crisis with fatal results. It goes to the heart of nursing practice, and requires introspection into the ways we discharge our responsibilities. Description of Critical Incident I was a Registered Staff Nurse completing the final phases of a 12-month midwifery program in the labour ward of a 500 bed teaching hospital. The ward comprised sections for admission, stage 1 room (active labour), hypertension (pre-eclamptic) room, delivery room and a post-delivery observation area (temporary holding. My objective was to gain skill marks (by completing 40 deliveries and suturing) to complete the program. This particular day I enquired about deliveries and heard of a case that was just endingthe resident doctor was suturing the patient. I was hopeful of participating in the final stages to earn marks so I went to assist. Upon entering the delivery room I saw a lot of blood on the floor, so I asked the doctor what was happening. He stated everything was okay. I observed the patient lying on the bed, and asked her if she was fine. She replied yes. The patient looked pale and weak-more so than the stress of just delivering. I left the room and called the consultant who was doing ward rounds on another ward with students. I also informed the charge midwife about the situation. The charge midwife went to ascertain what was happening. The doctor again asserted that everything was fine, and there is no problem. I assessed the patients vital signs, and found them to be abnormal. Right then, the consultant came into the room and started an intervention. The patient was taken to the operating theatre for exploration to stop the bleeding. After two hours of transfusing blood products and packing the uterus, the patient was transferred to the intensive care unit. She passed away three hours later. The husband was told that there was a complication, and all efforts to stop haemorrhaging were unsuccessful. Hospital policy states that a midwife should assist doctors with any procedure being done in the labour ward. This was not the case. The baby was delivered by a midwife. The doctor was asked to do the suture because of suspected difficulties (cervical lacerations). This situation was not considered to be life threatening. The midwife left to attend to other patients on the busy ward. The doctor was asked to call if and when he needed help. The doctor acted on his own, and twice refused to acknowledge the worsening situation. The patient died, and the family suffered as a consequence. The information given to the family did not reflect all the facts of the incident. The hospital reprimanded the doctor and he was not allowed to see patients without supervision. He eventually completed his specialization course and now practices obstetrics and gynaecology in another jurisdiction. Stakeholders Involved Merriams dictionary defines a stakeholder as person(s) entrusted with the stakes of bettors or someone who is involved or affected by a course of action. In this case, a range of persons were directly and indirectly involved, and a family will have to live with the loss of a loved one. The patient expected to deliver a healthy baby, be with her family, and raise her child. She is no longer with them. The resident doctor made choices, and has to deal with the consequences of those decisions on a personal (moral and ethical) and professional basis. We cannot be sure what options were deliberated, nor the process used to arrive at the final choices. The consultant obstetric/gynaecologist juggled different tasks and ultimately intervened, but without success. The charge midwife and the midwife who delivered the baby are also a party to the incident: they attended other matters on the ward-no doubt also considered urgent and important. This incident raises various professional, ethical and moral dilemmas. The actions of these persons raise questions about the duty of care provided, and the professionalism that guided the choices and judgements they demonstrated. My objective at the time was to earn skilled marks. My view is that the hospital itself can also change from this experience. No one expected the outcomes that manifested. Hospital policy was contravened. The family accepted the paraphrased version of events. The doctor received a reprimand. I do not recall any action for the breach of policy. Theoretical Context A critical incident is one that can cause a person to pause and contemplate events that occurred, and in so doing, give them some meaning. This can be positive and experiential, and is a potential source for self, group and institutional learning and improvement (Gibbs 1988, Duffy 2007). Thinking critically requires us to identify problems and base assumptions and clarify the issues involved. Subsequently, we may raise questions; whose answers may result in changes (Vacek 2009). Critical incident analysis challenges us to evaluate the main facts and use these to gain a deeper understanding of what happened (Fornasier 2008). In so doing, we deconstruct the whole incident into its component parts. Reflection is a thoughtful, deliberative process to gain deeper understanding of what happened by encouraging us to challenge how we feel, think and behave. This is the basis for individual change and improvement (Andrews et al, 1998; Merriam Webster). Using a critical incident as a way of reflecting involves the identification of behaviours that may be helpful or unhelpful in a given situation. This process of structured debriefing can help the institution and the health care providers to identify incidents, prevent their reoccurrence, and enhance the standard of care delivered to the public (Gibbs 1988). Key Issue: Professionalism A profession is a chosen, paid occupation requiring prolonged training and formal qualification (Webster). A number of professionals are involved in this case. For myself, at first, I did not know what to do: I was just thinking about the patients safety when I saw the enormous amount of blood of the floor. In the moment, I forgot about the chain of command: I bypassed the charge nurse and called the consultant directly. Reflecting on the incident, I should have called the charge nurse and she may have better handled the situation as it unfolded. Further, I assessed the vital signs after leaving the room to communicate with the consultant. It could be argued that I should have completed a fuller assessment of the patients vital signs before progressing through the chain of command-rather than taking the patients perspective that all was okay despite a gut feeling that something was wrong. Was the patient making a rationale statement? Did she have enough information and the capacity to objectively weigh the situation? Did I, in that moment misread the gap in understanding of what I saw and what the patient said? I would maintain that my actions were well intentioned and had the desired impact: to bring additional resources to remedy the situation and preserve her life. Clearly, the ability to remain calm under stressful circumstances is a valuable characteristic. This cannot be taught or learnt in the classroom, and certainly not through a fatal trauma. The patient is no longer with us. Did she have enough information to make an informed decision about the quality of care she was receiving? Could the patient be reasonably expected to be informed or to request a different type of intervention in the circumstances? We will never know. The resident doctor was asked to suture a suspected lacerated cervix alone-and to ask for help if needed. Doctor maintained all was under control even as I assessed the situation was worsening. Questions may be asked about the doctors assessment of the initial and unfolding circumstances; and, the information communicated to the patient, who related she was fine. I have no doubt the doctors objective was to assist the patient, and, within the wording and spirit of the Hippocratic Oath, to use their own ability and skill to help the woman in the best way. However, did the doctor fail at his/her duty: to recognise an emergency, a worsening situation, and the limitations to their skills and capabilities? In so doing, did the doctor do more harm than good? In the final analyses, was the doctor acting in the patients best interest? The consultant did what was (probably) most the critical thing: an initial intervention and then emergency surgical exploration with a full team of specialists to ascertain the problem and contain the situation. Could the consultant have done more? This is unlikely in the circumstances. Yes, the consultant could have been called earlier, but that is not their fault. Did the charge midwife and midwife err in leaving the Doctor to complete the suture alone? How does one balance the need for a small amount of midwives to attend to different patients at various stages of labour, when a potential danger is at hand with a post natal mother? How do we reconcile these resource constraints with hospital policy (requiring a midwife to be present at all times)? In this situation, how do we make a decision about providing quality care and attention to labouring women, versus attending to a recovering mother? Is it less or more professional to leave labouring women unattended to care for a mother with what is considered to be non-life threatening wound? The Hospitals official explanation of what happened was maternal complications. This lacked credible details that are covered in the legal discussions below. Key Issue: Morality Was the hospital truthful in its communication with the patients family? To the outsider, the answer seems a resounding no! Does being a teaching hospital bring higher levels of risk to patients-by virtue of having younger and less experienced doctors? Does this lessen their responsibility to the patient? Or does it require a higher standard of care and greater precautions? In this situation, did the hospital fail in its duty to the public by having a higher ratio of patients to staff? Is it unreasonable to expect the nursing cadre to reasonably and safely provide a high quality of care to the number of patients on the ward at that time? Did the institution and its team fail by attempting to provide service for too many patients at this time? Did the policy foresee and cover these matters? Do these issues put the nurse and their professional obligations at odds with hospital and public policy? Does this conflict put the nursing (and other members of the medical team) at a disadvantage? What of the publics rights and responsibilities? How do we honour and respect these charters in the circumstances described? Each patient wants to be seen, receive a high quality of care, with minimum chances of complications-certainly not death. How does the Midwife make based a decision about who to treat and how to allocate scare human resources? In a high stress understaffed environment, can we reasonable assess who is at greater risk and more deserving of care? Can we reasonable assert that honesty, justice and respect for the patients rights can lead us to a determination of where our duty lies? It is my view that the while some parties in this case may be able to justify their actions (midwives, consultant), others would find it a deontological challenge (resident, institution). In this case, the outcome of the incident dictates that the actions of key caregivers at critical decision moments were not optimal (wrong/unethical) because the consequences do not match the means/process. Key Issue: Legality No known legal proceedings arose from this incident. However, it may be argued that a judicious reading of the circumstances by a family predisposed to litigation could have asked many questions about the unfortunate circumstances referenced in this incident, and maybe have a case in a court of law. For example, it could be argued that the patients legal rights were not met, regarding professional standard of care provided by the resident doctor and the absence of a midwife throughout the procedure. Further questions may be raised about the quality, experience, judgement and capability of the first attending doctor. And ultimately, questions could be asked about the checks and balances (levels of safety) within the institution that compounded the situation. Additional issues may arise in considering whether or not the patient was reasonably informed about the unfolding circumstance, associated risks, and given the opportunity to legally consent. It could be argued that the doctor acted unilaterally (paternalistically) to the patients disadvantage. Alternately, the patient could not have reasonably rejected treatment in the circumstances. Therefore a detailed test would be required of what a reasonable professional would do in this situation. The hospital reprimand is an indication that the resident doctor could/would have failed the Bolam Test of respectable medical opinion thereby paving the way for litigation. The above could also lead to the question about the initial consent, and whether or not there was a full explanation of risks and likely treatments in the event of complications. In a legal context, the issue is whether or not the key stakeholders acted professionally and morally, and more importantly, in the course of their duty, whether they neglected or failed to provide a reasonable care of duty to the patient. Summary and Discussion My view now-I was not asked or debriefed at the time, nor did I reflect critically then-is that the circumstances and outcomes dictate that the team and members thereof acted less than professionally, and their judgements and actions were not finely balanced, leaving them in a an unethical and morally compromised position. The patient was owed a duty of care, which was not provided by all involved at the critical moments after delivery. So although all parties worked from a position of beneficence, obliging to do good for all patients at the time, there is a deontological failure in justifying their actions. On this occasion, hospital policy was not adhered to, and there was reasonable cause for this. The outcome reinforces the view that the consequences do not match the means. But this has to be balanced with the contending demands on the team. The midwives, in leaving the doctor to attend to the patient, expected to be called if needed. They were professionally and morally obliged to give reasonable care to the other patients. It would be difficult to squarely blame them for an act of omission that caused/worsened harm for the patient. This is not to ascribe blame squarely at the resident doctor. There are factors at play that would have influenced their action-in keeping with training-while endeavouring to contain and manage the situation. Maybe, for example, there was consideration of the human resource constraints and not wanting to burden fellow colleagues. Maybe the doctor was confident in knowing what was required in the circumstance. However, the rapidly deteriorating situation was soon beyond the doctor, and there was no recognition or acceptance of the need for additional help. Surely, if the final outcome was positive, the consequences would have justified the means. However, in this case, the means and end were weak links. The circumstances and situation in the ward on that day were unfavourable to the team: too many needs, and too few hands. The staffs were in a compromising position by having to deal with too many situations. This should never be the case if we are to deliver a reasonable duty of care in circumstances where humans can never fully assure medical outcomes in certain emergencies. In this incident, on this day, a number of factors compounded a bad situation and led to fatal outcome-which never had to be the case. The midwife made a decision to leave the doctor to suture the lacerated patient; the doctor attempted to do the job without recognising or seeking help. My actions quickened the intervention of the consultant, who ameliorated the situation, but to no avail. Conclusion and Reflection Having participated in this course, I can now reflect critically on this incident and confirm the ways in which a variety of professional, legal, ethical and administrative policy must work together in order to deliver assured quality healthcare. This is especially important in high stress environments where critical decisions must be quickly made-with the potential for unforeseen results. As professionals we must strive to be calm when things take a turn for the worse. This is not a reason to abandon or lose the ability to think critically, and stay true to our ethical, moral and professional duty while meeting the expectations of our employers. Indeed, we will at times find ourselves in situations that test this resolve, and require us to make rapid decisions and attempt to innovate to meet circumstances. This latitude is welcomed, but must be used with caution to ensure that the final outcomes can hold up to the scrutiny of our peers. Finally, it is critical to reflect and analyse our actions and experiences in order to evaluate what works, what does not work, the reasons for these, and the ways to manage future events should they recur. This is useful whether or not one is reprimanded or at the end of litigation case (institution). It is from these collective experiences and learning that we can improve policy, and enhance the profession.

Comparison between Adele Ratignolle and Mademoiselle Reisz Essay

Comparison between Adele Ratignolle and Mademoiselle Reisz In order to help to get a point or idea across it is not uncommon to provide two stark contrasts to assist in conveying the point. Writers commonly use this technique in their writing especially when dealing with a story that concerns the evolution of a character. An example of such writing can be found in Kate Chopin's The Awakening. The novel deals with Edna Pontellier's "awakening" from the slumber of the stereotypical southern woman, as she discovers her own identity independent of her husband and children. In order to illustrate the woman that Edna can become in The Awakening, Chopin creates two opposing forces Adele Ratignolle and Mademoiselle Reisz for her best friends that not only contrast each other but also represent different genres of women in Creole society. Adele Rataignolle serves as not only the epitome of the nineteenth-century woman but as Chopin's model of the perfect Creole "mother-woman". Adele's gold spun hair, sapphire blue eyes, and crimson lips made her strikingly beautiful even though she was beginning to grow a bit stout. A devoted wife and mother Adele idolizes her children and worships her husband. Her days are spent caring for her children, performing household duties, and ensuring the happiness of her husband. Even while vacationing at Grand Isle over the summer she thinks about her children and begins work on creation their winter garments. As a matter of fact sin...

In the New Century, the Unfinished Business of the Old World :: essays research papers

In the New Century, the Unfinished Business of the Old   Ã‚  Ã‚  Ã‚  Ã‚  First of all I would like to restate that what keeps this world going is the infinite evolutionary progress, which evolves every human as well as the actions that each of us take throughout every second of our lives. Whenever, and wherever there is an action, there is a consequence that always follows closely. Sometimes it’s good but sometimes it can be bad, as well.   Ã‚  Ã‚  Ã‚  Ã‚   What professor Galbraith says is that although we are so different in every aspect, we are also the same. Although we all want peace, not all of us act towards it. Money has always moved the world of egos, but nowadays it has reached a platform where much of the spiritual part of our lives has been overtaken by the material addiction of the human compulsion. The U.S is a living proof of it. Here, we live in extremes, you are either in, or you’re a totally out of the American societal acceptance. Either ways will make you a true American. But one thing bonds it together: the honesty and the quality of an organized personnel that runs this so loved and hated country. Although here Americans have all the facilities and support for sports and education, it always seems that there is something lacking. Other countries that unfortunately do not have the same blessings as Americans do eventually learn from their difficulties, creating something that in Portuguese, my native language, we call â€Å"Malicia†. This is a word deeply shows that humans are not robots and that we can adapt to everything in our own little ways. Malicia is something impossible to be taught. It is hidden inside each and everyone of us. What this article brings, in my understanding, is that it has come the time for the world to unite as one, and for everyone to start caring.

English Literature and Background Essay

MA (Previous) Semester I Paper I Paper II Paper III Paper IV Paper V Semester II Paper I Paper II Paper III Paper IV Paper V Semester III Paper I Paper II Paper III Paper IV Paper V History, Structure and Description of English –I English Literature up to the Early Seventeenth Century—I English Literature up to the Early Seventeenth Century—II English Literature of the Seventeenth & Eighteenth Century—I English Literature of the Seventeenth & Eighteenth Century—II History, Structure and Description of English –II English Literature of the Nineteenth Century—I English Literature of the Nineteenth Century—II English Literature of the Twentieth Century—I English Literature of the Twentieth Century—II MA (Final) American Literature—I Indian Writing in English—I Postcolonial Literature English Language Teaching Inter-Disciplinary (ID-I) : Writing for Academic and Professional Purposes Seminar Semester IV Paper I American Literature—II Paper II Indian Writing in English—II Paper III Specializations: 1) Women’s Writing 2) Indian Literatures in Translation 3) Modern Classics in Translation one specialization to be offered in each college Paper IV Project Work Paper V Inter-Disciplinary (ID-II) : Literature and Film Seminar Department of English University College of Arts & Social Sciences Osmania University, Hyderabad MA (Previous) Semester I—(Papers I to V) Semester I—(Papers I to V) Paper I Unit 1 History, Structure and Description of English-I a) Indo-European Family of Languages b) Descent of English: Old English, Middle English and Modern English a) Language as a System of Communication b) Levels of Language Description: Phonology and Morphology a) Phonetic Description of Consonants b) Phonetic Description of Vowels a) Noun Phrase Structure (Determiners, pre and post modifiers, number, and gender) b) The Simple Sentence in English a) Verb Phrase Structure (Verb types, tense, aspect, concord; phrasal verbs) b) Coordination and Subordination (Semantic Implications) Look more:  example of satire in huckleberry finn Unit 2 Unit 3 Unit 4 Unit 5 Paper II Unit 1 English Literature up to the Early Seventeenth Century—I Background Renaissance; Reformation; Development of British Drama; University Wits Poetry Geoffrey Chaucer Edmund Spenser General Prologue to The Canterbury Tales Sonnets 34 (â€Å"Lyke as a Ship†¦Ã¢â‚¬ ) Sonnet 54 (â€Å"Of the World’s Theatre†¦Ã¢â‚¬ ) Sonnet 68 (â€Å"Most Glorious Lord of Life†¦Ã¢â‚¬ ) Everyman in His Humour The Duchess of Malfi The Spanish Tragedie Doctor Faustus Unit 2 Unit 3 Drama Ben Jonson John Webster Drama Thomas Kyd Christopher Marlowe Unit 4 2 Department of English University College of Arts & Social Sciences Osmania University, Hyderabad Unit 5 Prose Francis Bacon Sir Philip Sidney Essays (â€Å"Of Truth†, â€Å"Of Death†, â€Å"Of Revenge†) An Apologie for Poetrie Paper III Unit 1 Unit 2 English Literature up to the Early Seventeenth Century—II Background Translation of the Bible; Utopia; Tragedy; Comedy Drama William Shakespeare Drama William Shakespeare Poetry John Donne George Herbert Poetry Andrew Marvell Richard Lovelace King Lear Henry IV: Part I Twelfth Night The Tempest â€Å"A Valediction†, â€Å"The Canonization† â€Å"The Good-Morrow† â€Å"Virtue†, â€Å"Pulley†, â€Å"Collar† â€Å"To His Coy Mistress†, â€Å"Garden† â€Å"To Althea From Prison† To Lucasta, Going Beyond the Seas† Unit 3 Unit 4 Unit 5 Paper IV Unit 1 Unit 2 Unit 3 Unit 4 English Literature of the Seventeenth and Eighteenth Centuries—I Background Allegory; Neo-Classicism; Epic; Rise of the English Novel Poetry John Milton Paradise Lost (Bks I & IX) Poetry John Dryden Absalom and Achitophel â€Å"Mac Flecknoe† Fiction Daniel Defoe Robinson Crusoe Henry Fielding Joseph Andrews Prose John Dryden Essay of Dramatic Poesy (Up to â€Å"Examen of ‘The Silent Woman’†) Preface to Shakespeare (Up to the paragraph Samuel Johnson beginning â€Å"So careless was this great poet†¦Ã¢â‚¬  3 Unit 5 Department of English University College of Arts & Social Sciences Osmania University, Hyderabad Paper V Unit 1 Unit 2 Unit 3 English Literature of the Seventeenth and Eighteenth Centuries—II Background Pastoral Poetry; Restoration Comedy; Satire; Sentimental Comedy Poetry Alexander Pope Poetry William Blake â€Å"The Rape of the Lock† (Canto I) â€Å"An Essay on Criticism† (Part I) Songs of Innocence (â€Å"The Lamb†, â€Å"Holy Thursday†, â€Å"The Chimney Sweeper†) Songs of Experience (â€Å"The Tyger†, â€Å"Holy Thursday†, â€Å"The Chimney Sweeper†, â€Å"London†, â€Å"A Poison Tree†) â€Å"Elegy Written in a Country Churchyard† The Way of the World The Rivals â€Å"Sir Roger in Church† â€Å"The Aims of the Spectator† â€Å"Mr. Bickerstaff on Himself† â€Å"The Spectator Club† Unit 4 Unit 5 Thomas Gray Drama William Congreve R B Sheridan Prose Joseph Addison Richard Steele 4 Department of English University College of Arts & Social Sciences Osmania University, Hyderabad MA (Previous) Semester II—(Papers I to V) Paper I Unit 1 History, Structure and Description of English—II a) Word Formation in English b) Change of Meaning a) Levels of Language Description: Syntax b) Varieties of Language: Dialect, Idiolect, Register, and Style a) Word Stress in English b) Properties of Connected Speech: Weak forms/Elision and Intonation a) Behaviourist and Cognitivist Approaches to Language Learning/Teaching; Differences between First Language Acquisition and Second Language Learning b) Role of English in India and the Objectives of Teaching English at the College Level a) Techniques of Teaching Prose, Poetry, Grammar, and Vocabulary b) Language Testing Unit 2 Unit 3 Unit 4 Unit 5 Paper II Unit 1 Unit 2 English Literature of the Nineteenth Century—I Background Romanticism; Fancy and Imagination; Gothic; Historical Novel Poetry William Wordsworth S T Coleridge Poetry P B Shelley John Keats â€Å"Intimations Ode†, â€Å"Tintern Abbey† â€Å"Rime of the Ancient Mariner† â€Å"Ode to the West Wind†, â€Å"To a Skylark† Odes: â€Å"On a Grecian Urn,† To Autumn,† â€Å"To a Nightingale† Emma Wuthering Heights Unit 3 Unit 4 Fiction Jane Austen Emily Brontà © 5 Department of English University College of Arts & Social Sciences Osmania University, Hyderabad Unit 5 Prose Charles Lamb William Hazlitt â€Å"Dream Children†, â€Å"Old China† â€Å"The Indian Juggler†, â€Å"The Fight† Paper III Unit 1 English Literature of the Nineteenth Century—II Background Science and Religion; Pre-Raphaelites; Dramatic Monologue; Realism and Naturalism Poetry Alfred Lord Tennyson Robert Browning Poetry Elizabeth Barrett Browning â€Å"Ulysses†, â€Å"Lotos Eaters† â€Å"My Last Duchess†, â€Å"Andrea Del Sarto† Unit 2 Unit 3 G M Hopkins Matthew Arnold Unit 4 Fiction Charles Dickens Thomas Hardy Prose Matthew Arnold John Ruskin Sonnets from the Portuguese 21 (â€Å"Say over Again †¦Ã¢â‚¬ ) 32 (â€Å"The first time that †¦Ã¢â‚¬ ) 43 (â€Å"How do I love thee †¦Ã¢â‚¬ ) â€Å"Pied Beauty†, â€Å"God’s Grandeur†, â€Å"Windhover† â€Å"Dover Beach† Hard Times Tess of the d’Urbervilles â€Å"The Study of Poetry† Unto This Last (Section I) Unit 5 Paper IV Unit 1 Unit 2 English Literature of the Twentieth Century—I Background Modernism; Dada and Surrealism; Symbolism; Stream of Consciousness Poetry W B Yeats T S Eliot â€Å"Easter 1916†, â€Å"Second Coming†, â€Å"Byzantium† The Waste Land 6 Department of English University College of Arts & Social Sciences Osmania University, Hyderabad Unit 3 Fiction D H Lawrence Joseph Conrad Prose Virginia Woolf E M Forster Drama G B Shaw J M Synge Sons and Lovers Heart of Darkness A Room of One’s Own â€Å"Art for Art’s Sake† (from Two Cheers for Democracy) Saint Joan Riders to the Sea Unit 4 Unit 5 Paper V Unit 1 Unit 2 English Literature of the Twentieth Century—II Background Postmodernism; Impressionism; Existentialism; Movement Poetry Poetry Ted Hughes Phillip Larkin Seamus Heaney Fiction William Golding Graham Greene Drama Samuel Beckett Tom Stoppard Short Story Roald Dahl A S Byatt â€Å"Thought Fox†, â€Å"Hawk Roosting† â€Å"Churchgoing,† â€Å"Toads† â€Å"Digging†, â€Å"Punishment† Lord of the Flies The Power and the Glory Waiting for Godot Indian Ink â€Å"Lamb to the Slaughter† â€Å"The Umbrella Man† â€Å"Sugar† (from Sugar and Other Stories) Unit 3 Unit 4 Unit 5 7 Department of English University College of Arts & Social Sciences Osmania University, Hyderabad Syllabus of M A (English) (With effect from 2009-10) MA (Final) Semester III—(Papers I-V) Paper I Unit 1 American Literature—I Background American Frontier; American Renaissance; American Transcendentalism; American Puritanism Poetry Phyllis Wheatley Walt Whitman â€Å"On Being Brought from Africa to America† â€Å"When Lilacs Last in the Door-yard Bloom’d†, â€Å"Out of the Cradle Endlessly Rocking†, â€Å"Crossing the Brooklyn Ferry† â€Å"I taste a liquor never brewed†, â€Å"She sweeps with many-colored brooms†, â€Å"After great pain a formal feeling comes† The Scarlet Letter The Adventures of Huckleberry Finn The Hairy Ape Death of a Salesman â€Å"The American Scholar† â€Å"Civil Disobedience† Unit 2 Emily Dickinson Unit 3 Fiction Nathaniel Hawthorne Mark Twain Drama Eugene O’Neill Arthur Miller Prose Ralph Waldo Emerson Henry David Thoreau Unit 4 Unit 5 8 Department of English University College of Arts & Social Sciences Osmania University, Hyderabad Paper II Unit 1 Indian Writing in English—I Background Indian Nationalist Movement; Use of English for political awakening; Reform Movements; Rise of the Indian Novel Poetry (Selections from Indian Poetry in English. Ed Makarand Paranjape. Macmillan, 1993) Sri Aurobindo â€Å"I have a hundred lives† â€Å"The Golden Light† â€Å"Thought the Paraclete† Toru Dutt â€Å"Sita†, â€Å"Our Casuarina Tree† Sarojini Naidu â€Å"The Pardah Nashin†, Ghanashyam† Fiction Krupabai Satthianandhan Mulk Raj Anand Fiction Raja Rao R K Narayan Prose Rabindranath Tagore B R Ambedkar Kamala: a Story of Hindu life Untouchable Kanthapura The Man-Eater of Malgudi â€Å"Nationalism in India† (from Nationalism) â€Å"The Annihilation of Caste† (Collected Works of B R Ambedkar, Vol III) Unit 2 Unit 3 Unit 4 Unit 5 Paper III Unit 1 Unit 2 Postcolonial Literatures Background Colonialism-Imperialism; Postcolonialism; Nationalism; Diaspora Poetry Christopher Okigbo Edward Brathwaite Judith Wright â€Å"Heaven’s Gate†, â€Å"Death lay in Ambush† â€Å"Didn’t He Ramble†, â€Å"Calypso† â€Å"Eve to Her Daughters†, â€Å"Bullocky† Things Fall Apart The Edible Woman Unit 3 Fiction Chinua Achebe Margaret Atwood 9 Department of English University College of Arts & Social Sciences Osmania University, Hyderabad Unit 4 Drama Wole Soyinka Derek Walcott Prose V S Naipaul Ngugi wa Thiong’o Kongi’s Harvest Dream on Monkey Mountain Unit 5 â€Å"Indian Autobiographies† (from Literary Occasions: Essays) â€Å"The Language of African Literature† (from Decolonizing the Mind) Paper IV: ENGLISH LANGUAGE TEACHING Unit I History of English Language Teaching in India: Some important landmarks: a) Critique of Macaulay’s Minute; b) Landmarks of English Education in India after Independence: Kunzru Committee, the three language formula and Kothari commission. c) Ramamurthy Commission Report d) Curriculum and its components; Syllabus/ Paper Design; materials development Major Approaches, Methods and Syllabi: a. Traditional methods – Use of the Grammar Translation method, Direct method, Reading method; b. Structural Approach: Audio-Lingual Method, Types of syllabi: structuraloral-situational, notional-functional; linguistic competence and communicative competence; Error analysis and Remedial teaching c. Communicative approach, Krashen’s Monitor Model (Natural method); task based syllabus d. Humanistic Approaches: Community Language Learning, Suggestopaedia Classroom Techniques: a. Lecture mode; classroom discussion; Peer and pair work; b. Role play; Team teaching; Teaching large classes. c. Teaching Aids: Use of the Blackboard, flip charts, , OHP, audio visual tools, Television, d. Traditional and digital Language Lab; the Computer and the Internet. Teaching of Language skills: a. The teaching of listening, speaking, reading, writing and related study skills b. Teaching of literature c. Stylistic approach to the teaching of literature (norm, deviation, and foregrounding); d. Teaching of language through literature. 10 Unit II Unit III: Unit IV: Department of English University College of Arts & Social Sciences Osmania University, Hyderabad Unit V: Testing and Evaluation: a. Importance of Testing, traditional testing methods; Different types of tests b. Group Discussion (GD) c. Interview d. Course Evaluation Paper V : Inter –Disciplinary ID-I : Writing for Academic and Professional Purposes Unit 1: Language CompetenceA. Communicative Grammar: Nouns, articles, prepositional phrases, tenses subject verb agreement, modal verbs, difference between spoken & written language B. Sentence structure, kinds of sentences-statements, interrogatives, question tags passive constructions, reported speech; use of conditionals, compound & complex sentences C. Academic Reading : read to write- focus on the gist, idiom, rhetoric, style and genre specific features in different texts ; intensive & critical reading, note making Unit 2: Organization of writing A. Guided writing, expansion, use of connectives, sequencing, writing a paragraph free writing, mind mapping. Paraphrasing, summarizing, writing an abstract Writing letters, resume and email ( e-mail etiquette) B. C. Unit 3: Academic Writing A. B. C. proposals, SOPs ( statement of purpose) structure of a report, report writing Writing an essay; (descriptive, argumentative and scientific) Unit 4: Professional Writing A. Inter office memos, professional reports( business, survey, minutes of a meeting) B. Editing, writing a review, creative writing (Ad writing, slogan writing and writing headlines). C. Technical writing; product and process writing, writing a user manual SEMINAR PRESENTATION 11 Department of English University College of Arts & Social Sciences Osmania University, Hyderabad MA (Final) Semester IV—(Papers I-V) Paper I Unit 1 Unit 2 American Literature—II Background American Dream; Multiculturalism; Lost Generation; American Comedy Poetry Robert Frost Wallace Stevens Robert Lowell Unit 3 Fiction Ernest Hemingway Saul Bellow Drama Lorraine Hansberry Neil Simon Short Fiction Henry James William Faulkner Issac Asimov â€Å"West Running Brook†, â€Å"Home Burial† â€Å"Sunday Morning† â€Å"The Emperor of Ice-Cream â€Å"For the Union Dead† â€Å"At a Bible House† The Old Man and the Sea Seize the Day Raisin in the Sun Sunshine Boys â€Å"The Middle Years† â€Å"Go Down Moses† â€Å"The Bicentennial Man† Unit 4 Unit 5 12 Department of English University College of Arts & Social Sciences Osmania University, Hyderabad Paper II Unit 1 Indian Writing in English—II Background Decolonization; Counter DisPapers; Partition Literature; Myth and Literature Poetry (Selections from Indian Poetry in English. Ed Makarand Paranjape. Macmillan, 1993) Nissim Ezekiel Kamala Das A K Ramanujan Unit 3 Fiction Salman Rushdie Shashi Deshpande Drama Girish Karnad Mahesh Dattani Short Fiction Bharati Mukherjee â€Å"Enterprise† â€Å"Poet, Lover, Birdwatcher† â€Å"An Introduction† â€Å"The Old Playhouse† â€Å"A River†, â€Å"Love Poem for a Wife-I† Unit 2 Midnight’s Children The Binding Vine Hayavadana Final Solutions â€Å"A Wife’s Story†, â€Å"Management of Grief† (both from The Middleman and Other Stories, 1989) â€Å"The Accompanist† â€Å"A Devoted Son† (both from Games at Twilight, 1978) Unit 4 Unit 5 Anita Desai 13 Department of English University College of Arts & Social Sciences Osmania University, Hyderabad Paper: III: (Specializations) A) Women’s Writing B) Indian Literatures in Translation C) Modern Classics in Translation Paper III A) Women’s Writing Unit 1: Background The Woman Question: New Woman; Women’s Liberation Movement; Feminism; Re-reading the Canon Prose Mary Wollstonecraft Unit 2: Vindication of the Rights of Women (Introduction and Chapter 2) The Second Sex (Essay on Biology) Simon de Beauvour Unit 3: Poetry Elizabeth Barret Browing Sylvia Plath Margaret Atwood Grace Nichols Anne Stevenson Fiction Virginia Woolf Nadine Gordimer Drama Carly Churchill Alima Ata Aidoo â€Å"A Curse for a Nation† â€Å"Lady Lazarus† â€Å"Circle† – Mud Poems â€Å"Making Poetry†, The Spirit is too Blunt an Instrument Unit 4: Mrs Dalloway July People Unit 5: Top Girls Anowa Paper III (B): INDIAN LITERATURES IN TRANSLATION Unit 1: i) ii) Background Types of Natya (Nataka, Prakarana, and Prahasana) and Theory of Rasa and Kavya Indian Concept of Translation (from Translation as Discovery by Sujit Mukherjee, Chapter 2 & 3) Scope of Comparative Literature (â€Å"Comparative Literature in India: A Perspective† by Bijay Kumar Das from Comparative Indian Literature ed. Rao & Dhawan) 14 iii) Department of English University College of Arts & Social Sciences Osmania University, Hyderabad iv) Dalit Aesthetics (â€Å"Dalit Literature and Aesthetics† from Towards an Aesthetics of Dalit Literature by Sharavan Kumar Limbale) Poetry Sangam Poety – from Poems of Love and War Trans by AK. Ramanujan, Akam Poems – â€Å"Kurinci† (page 15), â€Å"Neytal† (page 41),†Palai† (page 53), â€Å"Mullai† (page 81), â€Å"Marutam† (page 97), Puram Poems – â€Å"King Killi in Combat† (page 123) Gurram Joshua – I was one of them†, The Bat Messenger† (From Twentieth Century Telugu Poetry. An Anthology ed. By Velcheru Narayan Rao, OUP 2002) Jibananda Das – â€Å"Banalata Sen†, The Naked Solitary Hand† (From Signatures ed by Satchidanandan, Sahitya Academi, New Delhi) Drama Kalidas Unit 2: i) ii) iii) Unit 3 i) Abhgnana Shakuntalam from The Plays of Kalidasa by Barbara Stoller Miller, Ed Columbia University Press, 1984 Silence! the Court is in Session (OUP) ii) Unit 4: i) Vijay Tendulkar Fiction Premchand Godan; a novel of peasant India Tans by Jai Ratan and P. Lal Bombay: Jaico, 1979 ii) U.R Anantha Murthy Smakara: A Rite of Dead Man Trans by A.K. Ramanujan (OUP) Short Fiction Unit 5: i) Folktales – â€Å"Bopoluchi† (A Punjabi Folk Tale), â€Å"Why the Fish Laughed† (A Kashmiri Folk Tale), Folktales from India selected and ed. By A.K. Ramanujan, Penguin Books India, 1994. Ismat Chugtai – â€Å"Chauti Ka Jowra† from Inner Courtyard. Ed Lakshmi Holmstrom, Rupa, 2002. Mahasweta Devi – â€Å"Shishu† from Women’s Writing, Vol II Ed by Tharu & Lalitha, OUP, 1991. ii) iii) 15 Department of English University College of Arts & Social Sciences Osmania University, Hyderabad Paper III (C) : Modern Classics in Translation Unit 1: Background Enlightenment; Bourgeois Experience; Epic Theatre ; Magic Realism. Poetry Charles Baudelaire : The Sick muse, Even She was called Bautrice By Many Who knew Not Wherefore, The Remorse of the Dead Pablo Neruda: What Spain was Like, The Heavenly Poets, Opium in the East Joseph Brodsky: Odysseus to Telemachus, Nune Dimmittis, Nature Morte Unit 3: Fiction Gustav Flaubert: Milan Kundera: Drama Anton Chekhov Betrolt Brecht Unite 2: Madame Bovary Book of Laughter Forgetting Unit 4 The Cherry Orchard Mother Courage Unit 5: Short Fiction Franz Kafka Gabriel Garcia Marquez PROJECT WORK Metamorphosis No one Writes to the Colonel PAPER IV Paper V: Inter-Disciplinary (ID-II) Literature and Film Unit1: Background: a) Elements of a narrative: Theme, Plot, Structure, Setting, Character, Point of View b) Narrative devices : genres, montage, film noir, flashback, special effects Unit 2: Drama and Film a) George Bernard Shaw – Pygmalion (1913) b) George Cukor (Director) – My Fair Lady (1964) Unit 3 : Novel and Film a) EM Forster – A Passage to India (1924) b) David Lean (Director) – A Passage to India (1984). Unit 4: Short Fiction and Film a) Ruskin Bond – â€Å"The Blue Umbrella† b) Vishal Bhardwaj (Director) – â€Å"The Blue Umbrella† (2007) 16 Department of English University College of Arts & Social Sciences Osmania University, Hyderabad Suggested Reading Beja, Morris. Film & Literature, an introduction, Longman, 1979. Bluestone, George. Novels into film, Johns Hopkins Press, 1957. Boyum, Joy Gould. Double Exposure : Fiction into Film, Seagull Books, 1989. Corrigan, Timothy, ed Film and Literature: An Introduction and Reader. Prentice Hall, 1999. Das Gupta, Chidananda. Talking about films. Orient Longman, 1981 Deborah Cartmell and Imelda Whelehan, eds. Adaptations: from text to screen, screen to text. Routledge, 1999. Elliott, Kamilla. Rethinking the novel/film debate. CUP, 2003. Literature –Film Quarterly. McFarlane, Brian. Novel to film: an introduction to the theory of adaptation. OUP, 1996. Ray, Satyajit. Our Films, Their Films. Orient Longman, 1976. Reberge, Gaston. The Subject of Cinema, Seagull Books, 1987. Stam, Robert and Alessandra Raengo, eds. A Companion to literature and film. Blackwell Pub., 2004. SEMINAR PRESENTATION