Discover the Earliest English Dream Poem

The Dream of the Rood is the earliest English dream poem to be found in written form. The Dream of the Rood is an explicitly Christian poem that attempts to appeal to Anglo-Saxons from a pagan culture. Origins and History of The Dream of the Rood The poem was first discovered on the Ruthwell Cross, a large, stone carving dating to the early eighth century. Eighteen verses of The Dream of the Rood were carved into the cross in runic lettering. This was all that was known of the work to scholars until the complete poem was discovered in 1822 in northern Italy in the 10th-century Vercelli Book. Content of the Poem In The Dream of the Rood, an unknown poet dreams that he encounters a beautiful tree. It is the rood, or cross, on which Jesus Christ was crucified. It is gloriously decorated with gold and gems, but the poet can discern ancient wounds. The rood tells the poet how it had been forced to be the instrument of Christs death, describing how it, too, experienced the nails and spear thrusts along with the Savior. The rood goes on to explain that the cross was once an instrument of torture and death, and is now the dazzling sign of mankinds redemption. It charges the poet to tell of his vision to all men so that they, too, might be redeemed of sin. Historical Significance The poem has been the subject of literary and historical study for generations and has been interpreted in a variety of ways. The Dream of the Rood also provides a valuable window into early Christian England. The dream vision uses strong images of Christ in order to reach members of the Anglo-Saxon warrior culture, who valued strength above humility. This may have been a deliberate strategy to convert pagans to Christianity. It also reflects how the image of Jesus was adapted to suit different cultures. Source Glenn, Jonathan. The Dream of the Rood. Teresa Glenn, Lightspill, 2016.

Business Case Analysis - 1001 Words

In this particular situation, from my perspective as the furniture manufacturer, I believe that negotiation would be the best means by which to solve the problem with the store owner. By using negotiation, the furniture store and my manufacturing business may be able to reconcile and continue dealing with each other after we have resolved the issue. With negotiation, the tone is not very formal, outside legal counsel is not required, and the parties to negotiation set their own terms, making it generally more cost effective and efficient than other methods. By comparison, in the case of arbitration or litigation, the proceedings are far more formal and expensive, the process takes much longer, and in the case of litigation in†¦show more content†¦Therefore, due to the potential harm this holdup may cause, I would offer a formal apology to both the store owner and the store’s customers in this situation. An apology letter may calm the customers down and may keep th em motivated to remain on the waiting list. Since apology law protects this from being seen as an admission of guilt in Ontario, this may help to facilitate reconciliation. Upon negotiating, I would agree to offer some of the money that will be lost due to the breach of contract while my business seeks out a new supplier. I would also assure that a written contract with the supplier will be created so that the store owner can be assured that my business is making steps to ensure that an issue such as this one will not occur again. It’s not likely that the furniture store would be able to fight my business â€Å"all the way to the Supreme Court of Canada†. The simple fact of the matter is that in any legal action, there is no inherent right to the Supreme Court. Very few cases are heard by the Supreme Court, and they are often the ones that deal with very serious injustices, and usually pertain to criminal matters. Thus, the Supreme Court would be very unlikely to hear a breach of contract case involving two small businesses. As well, a significant proportion of civil cases do not move past the Discovery stage and actually proceed to trial. When aShow MoreRelatedEssay about Madonna Business Case Analysis634 Words   |  3 PagesMadonna Business Case Analysis This business case analysis explores the theme of strategy by examining the career of Madonna, the world’s highest earning female entertainer, and one of the most business savvy women in the world . The case analysis identifies the impact that strategy can have on successful performance, and that it can be applied to both individuals as well as organizations. As we see in the example Madonna demonstrates that strategy is not about creating a detailed plan, but aboutRead MoreCase Study : Westlake Lanes : How Can This Business Be Saved?1607 Words   |  7 PagesCase Analysis: Westlake Lanes: How can this business be saved? 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Caring for Young People- Free-Samples for Students- Myassignment

Question: Mental Health nursing practice and delivery has changed significantly over the past two decades in caring for young people and people from different Cultures. Critically analyse how these changes have affected the Clinical and Psychosocial Outcomes for one of these groups. Answer: Introduction Mental health nursing practice and delivery has changed significantly over the past two decades in caring for young people and people from different cultures. But, recent reviews and researches show that young people are still vulnerable to offensive relationships and exploitations, in spite of several legislations and health care interventions for promoting meaningful relationships with them. It is alleged, the problems lie in the tendency of health care professionals becoming more bureaucratic with rigid procedural requirements, leaving no room for the social workers develop healthy relationships with the young people (Winter, 2015). The issue arises, in spite of the enhanced care planning processes stipulated by the new legislations, making it mandatory for the professionals to identify and support relationships for improving the lives of young people. The 2013 Care Inquirys report that the care system continues to fail too many children and families, and that tackling this proble m is increasingly urgent (Findings and recommendations of the Care Inquiry, 2013) is a warning about the existing erroneous care delivery system. In this context, this essay analyses how these changes have affected the young people in consideration of the clinical and psychosocial outcomes. Legislations in caring for young people The introduction of the children's legislation and the 'looked after child' (LAC) system in the 1990s has made it obligatory for an effective assessment, management and planning for all young people in care systems, since a long time back. The subsequent Children Leaving Care Act 2000 and The Care Leavers (England) Regulations 2010, as well as the Getting it Right for Every Child (GIRFEC) Act 2012 (Scotland) and The Children and Young People (Scotland) Act 2014, were all supplementary legislations, recognizing the vulnerability of the young people when they transition-out-of-care (Winter, 2015). All of these legislations have envisaged the assessment practices for benefitting children and young people, and therefore, the nursing practices should culminate in a meaningful relationship with every young person. When the children and the young people are placed in care, the prescribed care planning process must include the help of social services, in collaboration with the practicing professionals, for ascertaining their social and individual needs. The legal right of the young people, which was proclaimed under the articles of the UNCRC (1989), allowed them to have their relationships and identity promoted and protected, while the professionals remain the duty bearers and promoters (Winter, 2015). Professional-caring Even though the managerial approaches and risk-free practices have protected and safeguarded the young people for the last 20 years, the system seldom created an environment for nurturing their relationships or practiced what learned from evidences. Their distress, love, resilience, and emotional well-being were discarded altogether. Times have changed, and now professional-caring is the need of the hour to lessen the instability in care delivery. It is because, the young people can build positive relationships only if they get enough support and patronage from the professionals. The current care system should become inspired by this knowledge and swirl away its bureaucratic outlook and procedure, so that the young people shall not be deprived of the caring relationships and safe environment they are always craving (McGhee, 2016). Creating a safe environment Safeguarding the environment is a preventive, but a cautious approach to planning and procedures for protecting the children and young people from all sorts of latent and potential harm. The policies must be conceived in such a way to organize an environment, devoid of negligence and avoidable exposure to risks. If there is a risk, the safeguarding policies ensure that the communication is well calculated and managed, so that it is effectively communicated to the young people, the carers, and others. It is evident that the children have a right to take part in decisions affecting them, and that means supporting their cause in its entirety. Therefore, the policies instill activity orientation and spirit of adventure, while building trust between people (Department of Social Servies, 2009). Clinical Psychosocial outcomes The health issues of young people are mostly psychosocial in nature, such as suicide tendencies, sexual activity, alcohol, drugs, illicit substances, and self-hurt. A recent survey has revealed that over 22% of looked after children and 39% of children from residential units had attempted to kill themselves. This confirms that the emotional and mental health problems are more among the young people who are looked after, than those from deprived backgrounds (CELCIS, 2016). However, given the opportunities, the adolescents would love to discuss their health problems, such as contraception, drugs, sexually transmitted diseases, and the like, with health care providers (Health Insights, 2017). It is generally believed that the young people hesitate to visit the primary services for mental health because of the insufficient youth-oriented service, confidentiality, inhibition, and ignorance. Hence the intricate psychosocial nature of youth-health-risk behavior requires a collaborative approach between the primary care providers and mental health service professionals or other substance abuse welfare services. Though practice nurses and other mental health care professionals are aware of the widespread psychosocial health problem of the young people, the lack of good communication skills and proper training creates problems in the preventive care of young people. To ward off this challenge, effective integration of preventive care into regular clinical practice is essential (Health Insights, 2017). Analysis of care for the young What stated above, unambiguously attest that the psychological wellbeing services for the young people are short of the real requirement. The existing services are fragmented, complex, and mostly limited to referral systems. The rampant inequalities make the vulnerable young people more disadvantaged. What is left as the young peoples resource of mental wellbeing does not meet any emergent situation at all. Though the effort is there to augment the effectiveness and competence of the services, there is further need to reduce the demand by keeping the young people healthy, by preventing mental health risk factors. This can be achieved through interventions against poverty, social inequality, and health disparity in health care settings at different community levels. Community psychology can mold psychologically safe environments, through resilience and healthy lifestyles. This kind of community led approach can generate sustained psychological well-being and increased system capacity for benefitting them in the long run. In addition, effective planning and monitoring the psychological workforce can provide efficient clinical leadership (Faulconbridge et al., 2016). Conclusion The growing body of evidence reveals that there is a need to develop quality relationships between professionals and young people, as well as their families. Several researches and reviews have convinced that the integration of the services of all branches of the present health care system and social workers is necessary for developing meaningful relationships with young people. Fixing shared responsibility for safeguarding children and young people, and building quality relationships with them is a feasible step to combat their health disparities and social inequalities (Winter, 2015). Such stringent measures are required, considering the legal rights of the young people, stipulated by the several legislations in force, since two decades back. This is significant as the children and young people living in local authority care are becoming vulnerable to the policies and procedures of the authority. Therefore, enabling young people in care build positive and meaningful relationships f or changing themselves is very important for both local authorities and other agencies (Participation Works, 2016). Thus, the evidences and arguments stated in the pre-paras clearly prove that the mental health nursing practice and delivery has changed significantly over the past two decades in caring for young people and people from different cultures. However, in order to cope with the recent failures in eliciting the desired outcome in health care delivery for young people, more legislations are required to make it compulsory for the health care professionals to foster effective and meaningful relationship with these vulnerable people. References CELCIS (Centre for excellence for looked after children in Scotland). (2016). Response to consultation on mental health in Scotland-A 10 year vision. Retrieved 26 August, 2017 from https://www.celcis.org/knowledge-bank/search-bank/consultation-response-mental-health-scotland-10-year-vision1/ Faulconbridge, J., Gravestock, F., Laffan, A., Law, D., OCurry, S., Taylor, K.,Taylor, J. Zlotowitz, S. (2016). What good could look like in integrated psychological services for children, young people and their families: Preliminary guidance and examples of practice. Child Family Clinical Psychology Review, No 4. Retrieved 26 August, 2017 from https://www.basw.co.uk/resource/?id=6064 Findings and recommendations of the Care Inquiry. (2013). Making not breaking. The Care Inquiry. Retrieved 26 August, 2017 https://www.basw.co.uk/resource/?id=2004 Health Insights. (2017). How Practice Nurses Contribute To Preventative Healthcare. Heatlh Times. Retrieved 26 August, 2017 from https://healthtimes.com.au/hub/practice- nursing/67/practice/healthinsights/how-practice-nurses-contribute-to- preventative-healthcare/1793/ McGhee, K. (2016). The power of caring relationships. Center for excellenc Retrieved 26 August, 2017 from https://www.celcis.org/knowledge- bank/search-bank/blog/2016/09/power-caring-relationships/ Department of Social Services. (2009). National Framework for Protecting Australias Children 20092020. Retrieved 26 Augu from https://www.dss.gov.au/our-responsibilities/families-and- children/publications-articles/protecting-children-is-everyones business?HTML Participation Works (2016). Children and Young People In Care. Retrieved 26 August, 2017 from https://www.participationworks.org.uk/topics/children-and- young-people-in-care/ Winter, K. (2015). Supporting positive relationships for children and young people who have experience of care. Insight 28. Retrieved 26 August, 2017 from https://www.iriss.org.uk/resources/insights/supporting-positive-relationships-children-young-people-experience-care

Informative Essay on Kendrick Lamar free essay sample

To Inform Specific Purpose: To inform on Kindlier Lamar Ductwork Talent. Thesis Statement: Snickers Rising Career Introduction: Attention Getter: So you say you Like hip hop, and good lyricist, but have you given an upcoming rapper named Kindlier Lamar a chance? They are calling him King of The West and One of the best lyricist. Reason to Listen: Because even if you dont like hip-hop this can be your starting point, that its not all Just mainstream. L: Ask the class If they know who Kindlier Ductwork Is?II: Answer Question by letting them know of his stage name Kindlier Lamar, K- Dot Preview Main Points 1. Early Life 2. Rising to mainstream/ Mistakes 3. DRP. Drew Named King Of the West. 4. Albums Credibility Statements: 1. Cosigned by Ill Wayne, one of the best rappers out right now 2. Signed to Aftermath , with DRP. Drew 1 of the best producers and responsible for the West Coast Rap. We will write a custom essay sample on Informative Essay on Kendrick Lamar or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Body A. Early Life 1. Kindlier Lamar was born In Compton, California, to parents from Chicago, Illinois Lune 17th 1987. 2.At the age of 16, Lamar released his first mistake: Youngest Head Amiga In Charge under the name K-Dot. 3. It landed him a record deal with Top Dads .NET. And began to take his rap career serious. Transition: After his early life, now we will discuss how he got radio plan and rise to mainstream with his music. B. Rising to Mainstream 1. He then released a twenty-six track mistake two years later titled Training Day. 2. He got more recognition when an upcoming rapper Charles Hamilton called him out on a rap battle .He was cameo in Jay Rocks all my life video. 3. Went on tour tit other West Coast Rappers, Game , Jay Rock and Yea boy 4. All the attention even got him a co-sign from All Wayne, which Kindlier dropped his 3rd mistake co. 5. Soon after he dropped the name K-dot and went with his full name. C. Being Discovered by DRP. Drew Named King Of the West. 1. In 2010 he toured with tech nine and Jay Rock, shortly after dropping his mistake Overly Dedicated 2. A particular song titled Ignorance is Bliss caught DRP. Dress attention, then made deals with Top Dads .NET. To work with Kindlier on DRP. Dress and DRP. Drew in Los Angels, all 3 of them crowned Kindlier as the New King of The West Coast. 4. He is now signed with DRP. Dress label Aftermath. 5. Things changed quickly for Kindlier and started working with other rappers such as; J. Cole, Rick Ross, Gun play, Big Bio and even Lady Gaga. Transition: Now that we discussed Kindlier working with DRP. Drew and his mistakes. And all his features and work with other already big artist, we can discuss his Bums. D. Albums 1.In 2011 Kindlier Dropped his 1st Official Album Section 80 it sold over 5,300 chital copies in its first week! WITHOUT any television or radio promotions. It also received a lot of good feed back. 2. In 2012 Kindlier Lamar dropped his 2nd studio album good kid , m. A. A. D. City it was met with critical acclaim and debut at number 2 selling 242,000 in its first week. 3. Kindlier is already talking about a an upcoming album in 2013. Conclusion In Conclusion Kindlier Lamar is a very talented upcoming rapper, from the west. Look at all hes done so far and theres more to come.

PenAgain Marketing Analysis

Word Choice Whiskey vs. Whisky

Word Choice Whiskey vs. Whisky Word Choice: Whiskey vs. Whisky To mark Saint Patrick’s Day, we’re taking a look at a spelling problem with deep connections to Ireland: whether to write â€Å"whiskey† or â€Å"whisky.† So are these terms interchangeable? Or is there a difference? And what does this have to do with Ireland anyway? Let us explain! The Origins of Whisky/Whiskey Whisky (we will default to this spelling to save repeating ourselves too much) is a distilled alcoholic drink made from malted grain. It is widely associated with two countries: Scotland and Ireland. Both have a long history of distilling whisky, but the word itself comes from Ireland. A modern whisky still.(Photo: saxonrider) In particular, it comes from Old Irish term uisge beatha, meaning â€Å"water of life.† This is the Irish version of aqua vitae, which was the Latin word for distilled alcohol of any kind (not just whisky). Eventually, uisge beatha entered English and was anglicized to become â€Å"whisky† or â€Å"whiskey.† Why two spellings, though? This may have started as a matter of regional preference. The story most people tell is that, during the 19th century, Irish distillers wanted to distinguish their product from their Scottish competitors. As such, they started using the spelling â€Å"whiskey† for Irish whiskey. Scottish whisky, meanwhile, became known as Scotch whisky. A Global Drink We see this Irish–Scottish division in modern spellings around the world: The spelling â€Å"whiskey† is standard in Ireland and the US. This is partly because of the large number of Irish immigrants who set up stills over here. â€Å"Whisky† is standard in most other countries, including Japan and India. This is not a strict distinction, though. As such, while â€Å"whiskey† is standard in the US, you will also find distillers who call their products â€Å"whisky.† For instance, Maker’s Mark uses the spelling â€Å"whisky† to recognize the Scottish heritage of company founder Bill Samuel. Whiskey or Whisky? Some people say there are differences between â€Å"whiskey† and â€Å"whisky,† such as the distillation process or the type of still used. Most of the time, though, â€Å"whiskey† and â€Å"whisky† are just different spellings of the same word. And as such, they are often used interchangeably. However, if you want to avoid upsetting drink geeks, remember: Whiskey is the spelling associated with Ireland. Whisky is associated with Scotland (especially â€Å"Scotch whisky†). So the correct spelling depends on where your favored tipple comes from. And if you want a Saint Patrick’s Day drink that won’t cause spelling headaches, you can always try Guinness instead.

Should the Chinese be allowed to continue to fix the Yuan Essay

Should the Chinese be allowed to continue to fix the Yuan - Essay Example The exhibitions held at Guangzhou, Beijing every now and then, attract a lot of participants from the world to buy and sell their products. This has become a platform for Industries to show-case their products. This has taken away the hosting rights from Germany and France, where Industrial Expo used to be held in the past. (ChinaDaily 2009) According to the leading businessmen in China, it is reported that the appreciation of their currency has surpassed the growth of their business beyond their dreams. Due to the higher valuation of Yuan, the exporters who have been making money on Dollar denomination found to be declining in their profits. At the same time the exhibitors are afraid that the process may slow down their export due to the valuation. However the associations and the chamber of commerce in China say that this is only a passing phase and in due course of time it will become normal, as the economy worldwide is improving. (ChinaDaily 2009) The Chinese government, in order to reduce the gap with the major buyer like United States of America, revalued its currency against U.S dollar, to avoid the fixation of the rate of Yuan against U.S dollar. The stronger Yuan will result in the Chinese products being priced higher. By that the sales in US will increase sales in the market and thus bring in a greater amount of dollars. There is a fear in the US market that the Chinese products will cost more due to the fixed rate of Yuan. (Isidore, 2005) The US Senators rather welcome the change of Chinese financial decision though it is not appreciated by the congress. The financial analysts say that the change though small in stature, it is very significant since they have revalued the currency that will pave way for further future valuations. The Global Economists feel that it may not cause an immediate impact on the economics of the trade but will open the doors to strengthen the Chinese currency. But, the incident resulted in the US stocks soaring immediately, only to become normal after some time. (Isidore, 2005) It has been established that the fixed rate of the currency with US $ has widened the trade gap between the two and kept the Chinese made goods cheap buy at US. The Central Bank of China assured that the exchange rate band would be adjusted when necessary according to market development as well as economic and financial situations. In a survey conducted in US it is reported that there will not be much impact on the trade due to the revaluation of the Chinese currency but, there could be market stabilization favoring China in the long run. The US is trying to impose trade sanctions on Chinese imports if market based valuation of Yuan is not allowed. (Isidore, 2005) The major move by the Chinese Government in the currency conversion is backed by the exporters, manufacturers and the suppliers and also the trade bodies /associations in the country. This is a great step forward by them to strengthen the financial and economic stability of the country. The President of China Hu Jintao told US President at a meeting, that in the scene of outbreak of International financial crisis, China has maintained stable Yuan exchange rate despite the difficult economic conditions. When there were Asian financial crisis during 1990's, China earned plaudits for

Critically Evaluate the regulatory failures in the 2007-8 financial Essay

Critically Evaluate the regulatory failures in the 2007-8 financial crisis and discuss how these failures can be corrected in t - Essay Example In the absence of limitations on investments, US banks went on an investment spree. But for government intervention, the crisis would have been still persisting though it has not died down. Regulatory failure does not mean regulator caused the loss. The U.S. regulators have woken up to the crisis and offered practicable solutions to avert future crisis due to regulatory failure. The U.K. as major international financial centre has also been affected by the U.S. contagion and has been responsible enough to offer solutions to the regulatory failure by bringing in three more regulators. Introduction The origin of the 2007-08 financial crisis goes to the U.S. where housing mortgage loans were paid to unqualified (sub-prime) borrowers. The loans had been backed by exotic financial products with few tiers highly rated by credit rating agencies. These products were purchased by institutional and banking investors who did so for high yields at low risk. The crisis started when the de-facto b orrowers started defaulting all over the U.S. leading to unexpected losses on the front end or back end? products. Chain of bankruptcies, balance sheet write-offs followed. The sub-prime crisis is only a part of the broader picture of debt expansion. In the U.S. for which detailed data is available, total debt as a proportion of GDP increased from 150 % of the GDP in the early 1970s to 330 % in 2005. Household debt also expanded in similar fashion marked by dot.com crash to over 100 % of the GDP by 2008. Financial services which held 10 % of the total increased their share to 30 % between 1975 and 2005. The structural shift towards financial services resulted in huge increase in its profitability from 10 % in early 1980s to 40 % by 2006 (Lewis, 2010, p. 2 & 8). World is not new to financial crises. The U.K. was not immune to the present one since world’s leading institutional and banking investors are spread across the world. It has witnessed a few major crises before for dif ferent reasons. The present crisis is due to regulatory failure. This paper examines the causes of regulatory failure and solutions to avert such failures in the future. Regulatory failure Regulatory failure does not mean that financial crisis was caused by regulators or regulations. Rather it was due to short-sightedness of financial institutions and recklessness of the borrowers although there were regulatory strategies that could have averted or mitigated the factors that caused the crisis. For example, five causes are attributed to the crisis of the U.S : 1) Failure of underwriting standards for subprime mortgages and loans to inadequately qualified buyers; 2) parties to the mortgage securitisation process not maintaining market discipline; 3) poor assessment of sub-prime mortgages by credit rating agencies; 4) poor risk management by large financial services institutions; 5) non-response from financial institutions for better risk management as pointed by the U.S. Presidentâ₠¬â„¢s Working Group on Financial Markets. Each of these causes had its own regulatory attribution. Thus, there was no regulatory mechanism for business conduct and consumer protection to control sale of mortgages to homebuyers with poor credit background. Regulators could have by tougher supervisory oversight assisted large financial services institutions for better risk management. There was no control on holding companies of investment banks, private equity funds, hedge funds that

Toxicology Essay Example | Topics and Well Written Essays - 1000 words - 2

Toxicology - Essay Example gy disciplines, which relate well to occupational health and safety as they protect the staff from toxicity exposure at their work places (Greim, & Snyder, 2008). Clinical toxicology dwells on the effects of drugs as well as other chemicals in human beings. Every human being is exposed to chemicals and drugs at least once in their lives and it is usually accompanies with effects. This discipline tries to analyze the relationship between the doses of drugs and the effects they cause on people. Usually, a clinical toxicologist is in charge of this sector and usually aims at treating people who have faced such exposures. The clinical toxicologist is present in clinical settings to handle such incidents. This way, occupation health and safety is enhanced because the clinical toxicologist will first observe the symptoms and provide a treatment plan as well as advising on how one can cope with some adverse effects. Industries are known for their manufacturing and processing procedures. The goods produced are of a wide variety and some are consumables. This discipline of toxicology aims at ensuring that the products a company produces are safe hence do not pose a risk to consumers as well as employees (Kacew, & Lee, 2013). This discipline relates to occupational health and safety since it ensures that laboratory tests are conducted to ensure that the components used in manufacturing the products do not have negative side effects. This is necessary since the employees are constantly in contact with the raw materials during processing and even the final products as they conduct sales to the consumers. This puts them at risk and a company should therefore have industrial toxicologists that will ensure that the wide range of products is safe and effective. Forensic toxicology is a discipline of toxicology, which deals with gathering and providing information to the authorities following the event of drugs and poison exposure (Kacew & Lee, 2013). Forensic toxicologists

Child Education In India Education Essay

Child Education In India Education Essay Education has continued to evolve, diversify and extend its reach and coverage since the dawn of human history. Every country develops its system of education to express and promote its unique socio-cultural identity and also to meet the challenges of the times. There are moments in history when a new direction has to be given to an age-old process. That moment is today. The country has reached a stage in its economic and technical development when a major effort must be made to derive the maximum benefit from the assets already created and to ensure that the fruits of change reach all sections. Education is the highway to that goal. Issues Prevelance of Child labour: All non-school going children are child workers in one form or the other. Agricultural child labour constitutes the core of the problem. Child labour policies and education policies have to be formulated and operated in tandem. Parents do want to send their children to be educated and poverty as a limiting factor is highly over-rated. Motivation and availability of infrastructure rather than poverty are the key factors. The paper underlines the strengths of formal education in eradicating child labour and forcefully argues for a legislation to provide for compulsory education.   The main argument against child labour and compulsory education is that it is necessary for the wellbeing of the poor as the state is unable to provide relief. The second argument, is that education would make the poor unsuited for the kind of manual work that is required to be done. The third argument is that certain industries would be forced to close down if they did not have the facility of the low wage child labour. The last argument against banning child labour and enforcing compulsory education is that the State should not be allowed to interfere in the parents rights who know what is best for their children and families. Lack of Coverage: Despite the regular expansion of the ICDS, the coverage of children for ECCE is still as low as 20 percent. This is an issue of both inadequate access and inadequate quality of service delivery. With ICDS continuing to be the main vehicle for ECCE, the GOI is proposing to expand the service further and universalize it within the next few years. While this is a welcome proposal, the risk is of expanding too fast and compromising on quality. Girl Child Education: The Indian government has expressed a strong commitment towards education for all; however, India still has one of the lowest female literacy rates in Asia. In 1991, less than 40 percent of the 330 million women aged 7 and over were literate, which means today there are over 200 million illiterate women in India. Laws Relating to Child Education in India Constitutional position of education in India While considering the various aspects of education with regard to state obligation, judicial interpretations, given to this obligation by various jurists are the primary source of learning. In the good old times, education was essentially an act of charity or philanthropy. Then, it was thought of as an occupation. Judicial dicta went so far as to consider it as an industry. Whether or not to perceive education as a fundamental right or not has been debated for a long time. The establishment and the administration of an educational institution for the imparting of knowledge to students is an occupation, protected by Article 19(1) (g) and additionally by Article 26(a), if there is no element of profit generation. Imparting education has come to be a means of livelihood for some professionals. It is considered as a mission in life for some altruists. Education was a State Subject in view of the following Entry 11, placed in List II State List:- 11. Education including universities, subject to the provisions of entries 63, 64, 65 and 66 of List I and entry 25 of List III. By the Constitution (42nd Amendment) Act 1976, the above-said Entry was directed to be deleted and instead Entry 25 in List III Concurrent List, was directed to be suitably amended so as to read as under:- 25. Education, including technical education, medical education and universities, subject to the provisions of entries 63, 64, 65 and 66 of List I; vocational and technical training of labour The Constitution of India has laid a directive before the state to make a provision of free and compulsory education for children below the age of fourteen years. 45. Provision for free and compulsory education for children: The State shall endeavor to provide, within a period of ten years from the commencement of this Constitution, for free and compulsory education for all children until they complete the age of fourteen years. However, the government has not been successful in providing adequate facilities of education for the under privileged children, located in the rural areas. The Supreme Court in the case Unnikrishnan vs. State of Andhra Pradesh (1993) ruled that the right to education is a fundamental right that flows from the right to life in Article 21 of the Constitution. Following this ruling, the 86th Constitution Amendment Act, 2002 added Article 21A, stating, The State shall provide free and compulsory education to all children of the age of six to fourteen years in such manner as the State may, by law, determine. The 86th Amendment also modified Article 45, which now reads The State shall endeavor to provide early childhood care and education for all children until they complete the age of 6 years. The state recently enacted the Right to Education Act, seeking to effect the 86th Constitutional amendment Judiciary and Education In the judgment of Unnikrishnan, a Constitution Bench of this Court framed a scheme that governs admissions to professional colleges. The main objective was to ensure that merit prevails in the matter of admissions, both in respect of what were called free seats as well as in respect of payment seats. This judgment was rendered on February 4, 1993. The scheme was to be effective from the Academic Year 1993-94 onwards. Review Petitions were filed by several institutions against the said judgment. They were dismissed by the Constitution Bench. The judgment of P.A. Inamdar and others vs. State of Maharashtra was a landmark in the field of educational law. Law reports are replete with rulings related to the education in its several aspects. Until the T.M.A Pai Foundation case, there were four oft- quoted leading cases concerning the field of education, namely, (i) Unni Krishnan v. State of Andhra Pradesh (1993) 1 SCC 645 (ii) St. Stephens College v. University of Delhi (1992)1 SCC 558 (iii) Ahmedabad St. Xaviers College Society v. State of Gujarat (1974)1 SCC 717 and (iv) Re: Kerala Education Bill, 1957, (1958) SCR 995. Right to Education Act The Right to Education Act seeks to give effect to the 86th Amendment of the Constitution of India. Salient provisions: The State shall ensure a school in every neighbourhood Every school shall conform to certain minimum standards, defined in the Bill Government schools shall provide free education to all admitted children Private schools shall admit at least 25% of children from weaker sections; no fee shall be charged to these children Screening tests at the time of admission and capitation fees are prohibited for all children Government schools will be managed by School Management The National Commission for Elementary Education shall be constituted to monitor all aspects of elementary education including quality. The Right to Education Act prescribes the Rights of Every Child as follows: Every child between the age of 6 and 14 years has the right to full-time free and compulsory education in a neighbourhood school. Non-enrolled children, of age group 7-9 years, have the right to be admitted in an age-appropriate grade within one year of the commencement of the Act, and children, of age group 9-14 years, have the right to be provided special programmes that will enable them to attend such grade within three years. Children with severe or profound disability, who are unable to attend a neighbourhood school, have the right to be provided education in an appropriate environment. A child cannot be held back in any grade or expelled from a school till Class VIII. Any expulsion requires an order of the School Management Committee (SMC), which will be given only after all other corrective measures have been exhausted, and parents/guardians have been heard. The local authority will take steps to enroll such a child in another neighbourhood school. The Act also prescribes the responsibility of the State as follows: The State shall ensure availability of a neighbourhood school for every child within three years. In case of non-availability, free transport or free residential facilities shall be provided. The state/UT government shall determine every year the requirement of schools, facilities, and their locations; establish additional schools as required; deploy teachers and create facilities for their training. The State shall develop a mechanism to monitor enrolment, participation and attainment status of every child, and take corrective steps wherever required. Information in this regard will be made available in the public domain, including on an on-line basis. School Admissions No school can conduct any screening procedure of any child or parents at the time of admission. Children will be selected for admission in a random manner. Capitation fees are prohibited. Provisions concerning School Management: All non-government schools have to be recognized by a Competent Authority or they must shut down. The Act specifies certain norms (such as teacher-student ratio, physical infrastructure etc.) to be fulfilled by all schools as a pre-requisite for being recognized. All State and aided schools are required to form School Management Committees (SMCs) with at least 75% of the members being parents/guardians, and the other members representing teachers, the community and the local authority. SMCs will manage the school, including the sanction of leave Provisions regarding Content and Process Schools and academic authorities formulating curriculum shall conform to the values enshrined in the Constitution. Schools should operate in a child- friendly and child- centred manner. No child shall be required to appear at a public examination before completing Grade VIII. Policies and Schemes Prominent Policies in the Context of Provision of Early Childhood Care and Education (ECCE) in India National Nutrition Policy (1993) which recognized children below six years as high-risk groups to be given high priority. National Policy on Empowerment of Women (2001), supported provision of childcare facilities, including crà ¨ches at work places. India also ratified Convention on Rights of the Child in 1992 and reaffirmed its commitment to children, which resulted in formulation of policy framework to prepare a National Charter for Children. National Commission for Children has also been set up. The Commission as visualized would protect/safeguard the rights of children with a strong legal base. National Plan of Action for Children (2005) included universalisation of ECCE as one of the goals. It specified care, protection and development opportunities for children below 3 years and integrated care and development and pre-school learning opportunities for 3-6 year olds. National Curriculum Framework (2005f emphasized two years of pre-schooling and considered ECCE as significant for holistic development of the child, as a preparation for schooling and as a support service for women and girls. It advocated play-based developmentally appropriate curriculum Integrated Child Development Services (ICDS) India has the distinction of having conceptualized and floated perhaps the worlds largest program for children, modeled on the definition which says that working with children means a more holistic view one of its components is child education, as early as in 1975. Known as the Integrated Child Development Services (ICDS), this program targets children, pregnant and lactating mothers and adolescent girls from a lifecycle perspective Non-formal preschool education has been one of its core components. Other Policies and Schemes à ¢Ã¢â€š ¬Ã‚ ¢ National Policy on Education, 1968 à ¢Ã¢â€š ¬Ã‚ ¢ National Policy on Education, 1986 à ¢Ã¢â€š ¬Ã‚ ¢ National Policy on Education, 1986 (As modified in 1992) à ¢Ã¢â€š ¬Ã‚ ¢ National Common Minimum Programme of the UPA Government, announced in May, 2004 Extracts relating to Education à ¢Ã¢â€š ¬Ã‚ ¢ National Curriculum Framework, 2005 à ¢Ã¢â€š ¬Ã‚ ¢ National Commission for Protection of Child Rights à ¢Ã¢â€š ¬Ã‚ ¢ Jawahar Bala Arogya Raksha à ¢Ã¢â€š ¬Ã‚ ¢ Rashtriya Madhyamik Shiksha Abhiyan (RMSA) à ¢Ã¢â€š ¬Ã‚ ¢ Incentives to Girls for Secondary Education à ¢Ã¢â€š ¬Ã‚ ¢ Information and Communication Technology in Schools (ICT @ Schools) à ¢Ã¢â€š ¬Ã‚ ¢ Primary Education Sarva Shiksha Abhiyan Suggestions Decentralized and holistic planning for children: Given Indias diversity and scale the planning process and designing of interventions for children have to be contextualized. This can only be possible through a decentralized and participatory approach to planning and implementation. The Education sector already has experience of this approach to some extent and the programs /services for younger children would need to learn from this experience and reach out to children in a more targeted and local specific mode. Priority to and Ownership of ECCE: Very recently, the total responsibility of ECCE has been shifted from Department of Education within the Ministry of Human Resource Development to a newly created Ministry of Women and Child Development. Though, it is too early to comment upon the implications of this decision, however, it is likely to generate a lot of discussion and debate about the issue of ownership and its logistic location with the education sector. Prescription vs. Practice: While, a favourable policy framework and appropriate curricular guidance is available in the country for ECCE; the reality is that there is a large gap between what is prescribed or suggested and what is practiced. In a study conducted by the NCERT (1998) it was found that almost all the ICDS centers observed adhered to teaching of 3 Rs ( reading, writing and arithmetic) and there was a virtual absence of any play activities. Typically, the activities of preschool education under ICDS are conducted for a period ranging from 45 minutes to two hours duration daily, with minimal play and learning material support and that too, largely in the absence of sufficient outdoor and indoor spaces, basic infrastructure facilities and competent workers. Preschool education in private/ public nursery schools, again, is largely a downward extension of primary education curriculum, with teachers often having no ECCE training. Training Inputs and Institutional Support: Effective preparation of teachers/service providers for ECCE is another issue, which is expected to determine quality. Corresponding to the range of ECCE programs and initiatives in India there is a variety of training provisions in ECCE, as well. These range from the two year integrated Nursery Teachers training program (NTT) which aims at preparing teachers for preschool stage (3-6 years) and for the first two grades (6-8 years) of the primary stage, In addition, the curriculum of higher/ senior secondary stage of education (+2) in Central Board of Secondary Education, National Institute of Open Schooling and many State Education Boards have also included early childhood education as an area of vocational education. Public Spending on Children: For the very first time, in the year (2004-05), the Ministry of Women and Child Development (MWCD) in Government of India undertook a child budgeting exercise to look at provisions and expenditures for children more holistically. This portends well for a more comprehensive approach towards planning and budgeting for children in the future. The public funds allocated to children are classified under four heads in the child budgeting exercise: ICDS Nutrition, Education, Health and Child Protection and others. As per the Constitution of India, child related provisions are in the concurrent list of responsibilities with the States having a prominent role in service delivery. However, most of the states spending are on recurrent items of expenditures, it is the funds which are made available through the Centrally Sponsored Schemes that provide for reform and quality improvement. Overall, there has been an increase in expenditure on children as a percentage of GNP from 2.66 % in 1993-94 to 3.26% in 2001-02 (DWCD, Annual Report, 2004-05). As indicated in Figure 13 below, in terms of relative contributions, both the central and State contributions show steady increases over time, especially since 1997-98, with the states contribution being significantly more dominant. Still the overall public expenditure is far less than it should be.

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

Keurigs Competitive Advantage

The question is: Surge's competitive advantage? Be prepared to discuss your assessment, and provide illustrative data to support your view With the Kerri brewing technology, GAMER has a unique product and changed the way Americans brew coffee at home and in the office. GAMER maintained strategic relationships with coffee brands such as Caribou, Dunking Donuts, Folders, Newsman's Own Organics, and Cataracts to attract new consumers.Though patents have expired, GAMER depends on consumer loyalty and their ability to meet and exceed expectations. Kerri had a competitive advantage by delivering a product that mimics the coffeehouse experience because before this product, home brewing had been inferior. Kerri has speed and ease In producing high-quality cups of coffee, making it appealing to American consumers. The â€Å"away from home† strategy focused on offices and hotels.Growth Strategy for Kerri New Brewer Technology (Cold Brewing) New Beverage Categories (tea, fruit beverages) New Brands (Snapped, Taco, Celestial) New Channels K-Cup allowed consumers to use own coffee In machine, which reduced the trash created. GAMER formed new strategic relationships with brands such as Snapped, Taco, Celestial Competitive advantage In comparison to Engineers, which only has en brand to choose from and only brews espresso The business model of Kerri combines retail Beverage Company with an appliance company.It offers a wide variety of brand and caters to different consumers differ needs. Usuries Competitive Advantage By Samaritan-Amended been inferior. Kerri has speed and ease in producing high-quality cups of coffee, K-Cup allowed consumers to use own coffee in machine, which reduced the trash Taco, Celestial Competitive advantage in comparison to Engineers, which only has

Miranda vs. Arizon essays

Miranda vs. Arizon essays Ernesto Miranda, a 23 year old truck driver was arrested and charged for kidnapping, robbery and rape, in the year of 1966. Throughout the 1930s police were using force and not reading people their rights as we are used to in this day in age. Force was not as bad as it had been in the past but was still there and was conflicting with peoples rights. In a 5-4 decision the Supreme Court overturned Mirandas conviction. His conviction was overthrown because it was not right that prosecutors used statements made by defendants while in police custody, unless the police had already advised them of their rights; thus it was called the Miranda Rights. This case was later re-tried, and Miranda was convicted on the basis of other evidence, having nothing to do with his earlier trial. In the end, he served 11 years in prison. Since this case, the Supreme Court determined that criminal suspects cannot be arrested without being advised of their constitutional rights and what their responsibilities are. Police, before questioning, must warn the suspect or suspects that they have a right to remain silent. Also, any statement that they make can and probably will be used against them in a court of law. When being questioned they have the right to have an attorney present with them, and if the defendant cant afford an attorney one will be appointed to them without charge. In conclusion, the Miranda versus Arizona case made a significant difference in the police and court system in the United States. To think of it, if you are not read your rights, you could confess, but your confession would be meaningless because your rights were not read. Thus, even if you did the crime you could get away with it because you were not read your rights. ...

Free Essays on How Colors Affect The Mind

Outline Thesis Statement: Colors can affect a person’s mood or behavior. The Mind and Colors I. History of Colors II. Room Colors and Mood A. Green B. Yellow C. Red D. Blue E. Purple III. Applications A. Feng Shui B. Trivia 1. Green 2. Blue 3. Yellow IV. Testing Densmore 1 The eye can see 7,000,000 colors. Certain colors and relationships can be eye irritants, cause headaches, and wreak havoc with human vision. Other colors and color combinations are soothing. Consequently, the appropriate use of color can maximize productivity, minimize visual fatigue, and relax the whole body (Morton â€Å"Color and Vision† Yahoo) . Colors can affect a person’s mood or behavior. The color of kings was purple. For people of power red carpets were rolled out. Some cultures believed that certain colors were thought to have specific healing or energizing powers (Koncius 25). For example, a painting by Jan Van Eyeck (1434) shows a bride in the Renaissance Period wearing a gown of green to show her willingness and fertility to bear children. The Green Man was the god of fertility in Celtic myths. In the present, American culture has changed the signification of green to â€Å"heightened sexuality.† Green was a sacred color to the Egyptians representing the hope and joy of spring. It is also a sacred color to the Muslims. Japanese Emperor Hirohito’s birthday is celebrated as â€Å"Green Day† because he loved to garden (Morton â€Å"Color and Culture† Yahoo). A million years ago, when our earliest ancestors were searching for food, blue, purple, and black were â€Å"color warning signs† of potentially lethal food. Yell ow is a symbol of deity in many global religions. In China brides may not wear white to their weddings. It is thought that this color shows mourning. Similarly in India a bride wearing white shows that they are inviting widowhood ... Free Essays on How Colors Affect The Mind Free Essays on How Colors Affect The Mind Outline Thesis Statement: Colors can affect a person’s mood or behavior. The Mind and Colors I. History of Colors II. Room Colors and Mood A. Green B. Yellow C. Red D. Blue E. Purple III. Applications A. Feng Shui B. Trivia 1. Green 2. Blue 3. Yellow IV. Testing Densmore 1 The eye can see 7,000,000 colors. Certain colors and relationships can be eye irritants, cause headaches, and wreak havoc with human vision. Other colors and color combinations are soothing. Consequently, the appropriate use of color can maximize productivity, minimize visual fatigue, and relax the whole body (Morton â€Å"Color and Vision† Yahoo) . Colors can affect a person’s mood or behavior. The color of kings was purple. For people of power red carpets were rolled out. Some cultures believed that certain colors were thought to have specific healing or energizing powers (Koncius 25). For example, a painting by Jan Van Eyeck (1434) shows a bride in the Renaissance Period wearing a gown of green to show her willingness and fertility to bear children. The Green Man was the god of fertility in Celtic myths. In the present, American culture has changed the signification of green to â€Å"heightened sexuality.† Green was a sacred color to the Egyptians representing the hope and joy of spring. It is also a sacred color to the Muslims. Japanese Emperor Hirohito’s birthday is celebrated as â€Å"Green Day† because he loved to garden (Morton â€Å"Color and Culture† Yahoo). A million years ago, when our earliest ancestors were searching for food, blue, purple, and black were â€Å"color warning signs† of potentially lethal food. Yell ow is a symbol of deity in many global religions. In China brides may not wear white to their weddings. It is thought that this color shows mourning. Similarly in India a bride wearing white shows that they are inviting widowhood ...

Psychology Essay Example | Topics and Well Written Essays - 2500 words - 2

Psychology - Essay Example They will behave aggressively if put in a group of aggressive people. This perspective views human behavior as a result of the manner in which people interact with the environment as well as their reaction to it. The circumstances in which a child grows largely affect his/her behavior. Exposure of a child to antisocial behavior may lead to development of similar behavior in him/her (HJelle, & Ziegler, 1992). According to Barbara (2006), the behavior of people is variable depending on the situation in which they are in. The situationalists consider human behavior to be based on time and space as well as the continuous activities of other people. This perspective is often overlooked by the society. People fail to understand the impact of external factors on the behaviors of individual. For example, the cultural and ethnic backgrounds present situations that are unique within different social settings. Hofsted defines culture as a tool that the mind applies to guide a person’s day to day activities and interactions with others. He believes that culture is a collective aspect of a population that has occupied a particular social environment where individuals learn unique norms and also develop standards that guide their behavior. These behaviors make a distinction between cultures since all individuals in a particular culture share norms and customs (Hofstede, 1991). Culture generate s circumstances that shape the behavior of humans. In essence, if all people grew up under the same cultural background, they are likely to develop similar behaviors. If they grow separately, they tend to be different as regards their actions, behaviors as well as their way of thinking. In contrast, the personality side of the debate argues that people really are different, and even given the best possible situation, people’s outcomes will be different. Personality is a term that represents the typical patterns of personal judgment, mind-set and actions

Bureaucracy Essay Example | Topics and Well Written Essays - 1250 words - 1

Bureaucracy - Essay Example The characteristics of the work in bureaucracies may be defined as being impersonal, rule based, goal oriented and promotion of officials only on the base of merit and performance. The concept of bureaucracy goes down to a rich history coming from the Chinese and the Industrial Revolution. Despite the various changes that exist in the power and government forms throughout, the one word that has not lost its power and is still holding the authority to exercise power is ‘bureaucracy’. Even before the term came up officially, many countries followed the concept as it literally means to ‘rule by office’. The Confucianism has a certain philosophical element in the authority of the bureaucracy, as it adds to the early facets of the Chinese culture and social structure (Jacoby 53). In a more modern sequence, there was much from the bureaucracies that we saw in the social culture. The local labour problems had started to be solved by the unions as individual locals. Since the locals themselves lacked confidence and strength to negotiate with the corporations held nationally, the locals were compelled to affiliate nationally and in effect formed a parallel bureaucratic structure. The structure sooner became an entity of its own right as the voice of individual locals was diminished and taken over by the national body. Today, the bureaucracy is perceived as most closely associated with the government, and even lobbyists against excessive government red tape. Social scientists also argue that private bureaucratic development had been developed before the government. Traditionally there were hierarchies of offices defining their different areas of responsibility which was considered as a criterion for a bureaucracy. Another key component for the bureaucracy was to regulate and service other’s property rather than one’s own. With the coming of the Industrial Revolution, the concept of bureaucracy changed. The development took place and with a keen

Advanced Accounting Theory & Practice Assignment

Advanced Accounting Theory & Practice - Assignment Example In addition, IAS also prescribes for leases within the financial statements of both the lessees and lessors (Barth et al., 2008). The prescriptions capture both financial leases and operating leases. The main characteristics of IAS 17 include the classification of leases, both the finance leases and operating leases, within financial statements of the lessor and the lessee. The scope section outlines the lease agreements for which IAS 17 is applicable. Additionally, the section also lists various agreements in which IAS 17 does not apply. According to paragraph three of the Standard, agreements transferring an asset’s right-of-use require application of IAS 17 (Selling, 2013). The need for the lessor to provide considerable value of services with regards to the operation and maintenance of the leased assets does not nullify the application of IAS 17. Paragraph two of IAS 17 lists four instances that the standard may not be applied (IFRS Foundation 2011). The agreements are contracts for services lacking a transfer of the asset’s right to use (Selling, 2013). In classifying leases, the International Accounting Standards Board (IASB) took into consideration of both the lessee and the lessor (Reinstein & Weirich, 2005). Similarly, IASB also took into account the extent to which the lessee or the lessor may accrue subsidiary rewards from the possession of a leased asset. The risks taken into account include the possibilities of losses arising out of technological obsolescence or idle capacity. In addition, the risks also include potential losses due to digression in return as a result of varying economic conditions. On the other hand, the rewards are characterised by the prospect of a profitable operation over the economic life of the leased asset (Kirsch, 2012). The rewards also comprise the gains arising from appreciation in value of the leased asset. Additionally, the rewards also include any realisation of some residual value. A lease is

Morbidity and mortality rates Essay Example for Free

Morbidity and mortality rates Essay Current statistics on road accidents including morbidity and mortality rates for 17-25 year olds In 2011 statistics showed that there were 1,292 deaths, 279 of which involved people aged 17 to 25. This is a decrease as last year it was reported that 336 people between 17 and 25 were killed on Australian roads. The biggest killer of young drivers is speeding and around 80 per cent of those killed are male. Discuss the reason why young people are overrepresented in road accidents A 17 year old driver with a P1 license is four times more likely to be involved in a fatal crash than a driver over 26 years. Young drivers are over represented in all fatal crashes, including drink driving and fatigue. Despite making up only 15 per cent of drivers, young drivers represent around 36 per cent of annual road fatalities. Generally young drivers tend to be willing to take more risks on the road such as driving at night carrying passengers, breaking the speed limit and wreck less driving. With regards to road safety explain why injury has been selected as a national health priority area The national priority areas are selected by the government to eliminate inequities in health status. The priority population groups are those which are shown by research to have had a significant high incidence. Injury has been selected as a priority health issue as it is the principal cause of death in people under 45. Injury is also a leading cause of mortality, morbidity and permanent disability in Australia. ‘Injury accounted for over 1 in 20 of all hospitalisations in Australia in 2007-08, with almost 426,000 injury hospitalisations. ’ (Australias health 2010 pages: 196-198, June 2010) In regards to road safety, injury has been selected due to the rate that people on Australian roads are being injured or killed more regularly. Not only do crashes on the road injure the people in the car, road crashes can injure pedestrians and people in other cars. On average it costs the Australian government 27 billion (National Road Safety Strategy) dollars a year to look after the deaths and injuries of road accidents. Due to the significant costs to the Government road injury has been seen as one of the biggest killers of Australians, due to this things such as the National Road Safety Strategy have been constructed in order to prevent road injuries. Analyse the roles that different levels of government and various organisations have in reducing road trauma In reference to road safety there are many aspects that need to be covered on the different levels of government. The different levels in Australian government are Federal government, State and Local. The Federal government is responsible for distributing and supplying the governments below it with funds to fix roads, put in more speed cameras and have more police to patrol the roads. The State government is in charge of then taking that money they have been given by the Federal government and distributing it to the Local governments, they need to take into account which Local governments are in need of the most financial help. The local government is usually then given the money they require for the private sectors underneath them, the Local government then distributes funds to private sectors who must find someone to fix the roads and put speed cameras or police to do things such as random breath tests. Usually organisations are made to support the laws of the road, for example RADD is an organisation made up of recording artists, actors and athletes to portray the message that drink driving is not â€Å"cool† Organisations such as RADD are made to target younger people in specific and generally between the ages of 17-25 which have the highest rate of drink driving on Australian roads. Evaluate how the draft national road safety strategy has used the 5 action areas of the Ottawa charter in promoting road safety The five action areas of the Ottawa charter are developing personal skills, creating supportive environments, strengthen community action, reorienting health services and building healthy public policies. The areas of the Ottawa charter is based upon the social justice principals, this means the Ottawa charter is working to make health resources an equal right. Developing personal skills involves â€Å"enabling people to learn (throughout life) to prepare themselves for all of its stages and to cope with chronic illness and injuries is essential. This has to be facilitated in school, home, work and community settings. †(Better Health Channel) The draft national road safety strategy has tried to meet this area by â€Å"This means we all need to change the way we think and act in relation to road safety. We need to respond directly to our long-term vision by asking questions such as what would we need to do to prevent serious crashes in this situation? While our achievements may be modest in the first instance, the transformation in our approach will lay down the foundations of the Safe System during the life of this strategy. † Creating Supportive environments involves â€Å"the protection of the natural and built environments and the conservation of natural resources must be addressed in any health promotion strategy. (Better Health Channel) This is used in the draft national road safety strategy as they have the aim to try and involve the community in trying to reserve the lives of wildlife and the natural environment from road trauma. Strengthening Community Action involves â€Å"community development draws on existing human and material resources to enhance self-help and social support, and to develop flexible systems for strengthening public participation in, and direction of, health matters. This requires full and continuous access to information and learning opportunities for health, as well as funding support. † (Better Health Channel) They have included this in the road safety strategy in the following lines â€Å"While individual road users are expected to be responsible for complying with traffic laws and behaving in a safe manner, it can no longer be assumed that the burden of road safety responsibility simply rests with the individual road user. † â€Å"Road safety responsibilities also extend to various professional groups, as well as the broader community. Develop personal skills involves â€Å"enabling people to learn (throughout life) to prepare themselves for all of its stages and to cope with chronic illness and injuries is essential. This has to be facilitated in school, home, work and community settings. † (Better Health Channel) Reorient health services involves â€Å"the role of the health sector must move increasingly in a health promotion direction, beyond its responsibility for providing clinical and curative services. Reorienting health services also requires stronger attention to health research, as well as changes in professional education and training. †

Things Fall Apart, by Chinua Achebe Essay -- things fall apart, chinua

Post colonialism deals with cultural identity in colonized societies and the ways in which writers articulate that identity. Things Fall Apart is a good novel that serves as a reminder of what Nigeria once was. It shows how a society can deal with change, how change affects the individuals of that society, and how delicate a change can be; so much so that the people themselves are surprised at the change. Things Fall Apart is an English novel by the Nigerian author Chinua Achebe which was published in 1957. Throughout the book the role of customs and traditions is very important and decides the fate of men, women, and children. Some of the customs practiced in this culture would certainly be frowned upon in the West yet are perfectly acceptable. It talks of the Ibo society. The protagonist of the novel is Okonkwo. He is a respected and influential leader within the Igbo community of Umuofia in eastern Nigeria. He first earns personal fame and distinction, and brings honor to his village, when he defeats Amalinze the Cat in a wrestling contest. The first part of the book deals with the proof of tribal life in Africa and the rise in power and authority of Okonkwo. The author highlights his strengths as well as his obsession with success. Okonkwo does not show any love in dealing with his three wives and children. This part reveals that Okonkwo actions are often irrational and imprudent, which will be the cause of his eventual fall. We learn about the traditions, superstitions and religious faiths of the villagers. The second part begins with Okonkwo exile to his mother’s land for seven years. This part also marks the entry of the white man into the lives of the African people. Though inwardly disappointed, Okonkwo begins a ne... ...Apart. London: Heinemann Press, 1958. The Women's Review of Books. 18 (July 2001): p30. From Literature Resource Center "When Things Fall Apart" StudyMode.com. 05 2002. 2002. 05 2002 Chua, John, and Suzanne Pavlos. Cliffs Notes on Things Fall Apart. 18 Jan 2014 Benjamin, Walter. â€Å"Critique of Violence.† Reflections: Essays, Aphorisms, Autobiographical Writings. Trans. Edmund Jephcott. Ed. Peter Demetz. New York: Schocken, 1978. 277–300. Print. George, Olakunle. Relocating Agency: modernity and African letters. Albany: SU of New York p, 2003. Print. Mbembe, Achille. On the Post colony. Berkeley: U of California P, 2001. Print. Ogede, Ode. Achebe’s Things Fall Apart: A reader’s Guide. New York: Continuum, 2007. Print. Chinua Achebe - Chinua Achebe - Things Fall Apart: A Novel - New York - Broadway Books - 1994