Animal Farm – Corruption of Power

Jonathan Garcia Ms. Abasta English 9, Period 3 March 12, 2009 Corruption Of Power Can control truly degenerate an individual? Force can degenerate anyone who steps up as a pioneer, particularly when force is unchecked. In Animal Farm, by George Orwell, Snowball and Napoleon battle for the top spot as pioneer, however in transit they become defiled. As the creatures find new things and get them the pigs slyly save it for themselves. Indeed, even Snowball likewise became defiled Napoleon demonstrated unfeeling power and terrorizing to the creatures to keep his position. Snowball got degenerate sooner or later during his time in power, however he generally had the wellbeing for the homestead. â€Å"Without ending for a moment, Snowball flung his fifteen stone against Jone’s leg (p. 37). † Even Snowball was harmed by Jone’s weapon he got up and battled for the ranch, animals, and opportunity. His dauntlessness in the war demonstrated his actual goals for the creatures, while Napoleon just covered up and remained behind. â€Å"At the gatherings Snowball frequently prevailed upon the dominant part by his splendid addresses (p. 43). † Snowball as a rule can convince the vote to go his way with knowledge and peeches as opposed to through cold-bloodedness and dread. Snowball for the most part came up or favored thoughts that profited the homestead in a positive manner like the windmill. At long last Snowball profited the ranch in a positive manner for the animals, and not mishandling his capacity. In contrast to Snowball, Napole on indicated his position through dread and terrorizing. â€Å"When they had completed their admission, the pooches instantly removed their throats and in an awful voice Napoleon requested whether some other creature had anything to admit (p. 75). † Demanding the creatures to admit a wrongdoing they never had finished with power, at that point illing them places dread in the remainder of the creatures making them not carry on against Napoleon. Additionally this dread and terrorizing puts down the creatures causing them to feel weak. â€Å"Napoleon himself, grandly upstanding, throwing haughty looks from side to side, and with his pooches romping round him (p. 117). † Himself standing up on two feet giving egotistical looks, he places himself over all others indicating he has more force and authority then anybody. Additionally the mutts encompassing him shows that nobody can contact him putting more creatures down once more. So it shows that Napoleon can keep up his owe r by placing others underneath him and placing dread into them. Napoleon had the option to keep his capacity by dread and dispensing with the opposition, while Snowball utilized his insight and discourses to just have useful for the creatures he despite everything lost his capacity. It shows that even dread and terrorizing keep your capacity its off-base and tainted. It’s better to have the most genuine interests for the individuals, and not to put others underneath you. Snowball is by all accounts a superior up-and-comer as a pioneer contrasted with Napoleon’s pitilessness. Indeed, even the best of individuals can get tainted with force and misuse it.

Theories of International Relations Essay Example | Topics and Well Written Essays - 2000 words

Speculations of International Relations - Essay Example The paper Speculations of International Relations concerns the International Relations and other related social hypotheses, for example, postmodernism. The International Relations hypothesis is made out of ideas, arrangements and practices that fill in as rules for the connections between various associations and countries. Essentially, the IR is identified with world legislative issues, along these lines, it tends to be considered as one of the critical fields that investigate the available resources to forestall war, to have a financial association and to coordinate during the time spent accomplishing objectives for universal government assistance in various regions and parts of the general public. The investigation of IR at that point is significant in the assurance of the various standards that can help in the comprehension of the issues and issues that can be experienced in association with various types of universal relations. The various ideas that include the hypothesis of In ternational Relations can be considered to characterize various purposes of perspectives. So far as that is concerned, one of the reactions corresponding to the way the IR characterizes occasions, it tends to be basic and emotional based on the way that the perspectives are isolated in the various hypotheses that contain the IR. One of the most critical hypotheses identified with the International Relations hypothesis is the postmodernism see. The idea covers the wide assortment of capricious thoughts with respect to the distinctive social perspectives and speculations. The perspectives distinguished as post-current are delegated the ideas.

Blog Archive GMAT Impact What NOT to Read on Reading Comprehension Passages

Blog Archive GMAT Impact What NOT to Read on Reading Comprehension Passages When it comes to the GMAT, raw intellectual horsepower helps, but it is not everything. In this weekly blog series,  Manhattan GMAT’s  Stacey Koprince  teaches you how to perform at your best on test day by using some common sense. Ironically, to do a great job  on Reading Comprehension (RC) on the GMAT, we actually have to learn what NOT to read. So many people struggle with what and how to read, but a big part of the battle is knowing what you can skim or skip! I am going to give you a quick overview of what I mean by “what NOT to read,” and then I am going to point you to some resources containing full examples of the technique. Learn the Process First, read the introduction entitled How To Read A Reading Comp Passage. (Hint: Take some notes! You are going to be trying this out on a real passage in a few minutes.) Next, you are going to try a couple of examples; one contains a Manhattan GMAT passage and one contains an Official Guide (OG13) passage. When you do the exercises, keep a few things in mind: (1) Look for language clues that help distinguish between “high level” and “detail.” You want to read the “high level” information and skim or skip the detail. The “detail” clues tend to be more obvious: for example, for instance, one type of something, and so on. (2) The bigger the words get, the more likely we will want to skim. They are going to use technical language, but that language will almost certainly be described in easier words at some other pointâ€"ignore the technical stuff and go look for that easier description. (3) Despite #2, we are still expected to have a decent vocabulary. If you run across an unknown-to-you word that is not  otherwise defined, then you are forewarned: Learn this vocabulary word before you take the GMAT. Test It Out! All right, let us try some examples. I am going to have you do the Manhattan GMAT example first. Once you think you have mastered that, then  try the OG13 example. Also, if you have access to Manhattan GMATs OG Archer study tool, I have also posted a video discussion of the OG13 passage used in the article to which I linked. Try it yourself first (using the article), but you then might want to reinforce the lesson by watching the video. Share ThisTweet GMAT Impact Blog Archive GMAT Impact What NOT to Read on Reading Comprehension Passages With regard to the GMAT, raw intellectual horsepower helps, but it is not everything. In this blog series,  Manhattan Prep’s  Stacey Koprince  teaches you how to perform at your best on test day by using some common sense. Ironically, to do a great job  on Reading Comprehension (RC) on the GMAT, we actually have to learn what NOT to read. So many people struggle with  what  and  how  to read, but a big part of the battle is knowing what you can skim or skip! I am going to give you a quick overview of what I mean by “what NOT to read,” and then I am going to point you to some resources containing full examples of the technique. Learn the Process First, read the introduction entitled  How To Read A Reading Comp Passage. (Hint: Take some notes! You are going to be trying this out on a real passage in a few minutes.) Next, you are going to try a couple of examples; one contains a Manhattan GMAT passage and one contains an Official Guide (OG) passage. When you do the exercises, keep a few things in mind: (1) Look for language clues that help distinguish between “high level” and “detail.” You want to read the “high level” information and skim or skip the “detail.” The “detail” clues tend to be more obvious: for  example, for  instance,  one type of something, and so on. (2) The bigger the words get, the more likely we will want to skim. They are going to use technical language, but that language will almost certainly be described in easier words at some other pointâ€"ignore the technical stuff and go look for that easier description. (3) Despite #2, we are still expected to have a decent vocabulary. If you run across an unknown-to-you word that  is not  otherwise defined, then you are forewarned: Learn this vocabulary word before you take the GMAT. Test It Out! All right, let us try some examples. I am going to have you do the  Manhattan GMAT example first. Once you think you have mastered that, then try the OG example. Also, if you have access to Manhattan GMAT’s OG Archer study tool, I have also posted a video discussion of the passage used in the article to which I linked. Try it yourself first (using the article), but you then might want to reinforce the lesson by watching the video. Share ThisTweet GMAT Impact Blog Archive GMAT Impact What NOT to Read on Reading Comprehension Passages With regard to the GMAT, raw intellectual horsepower helps, but it is not everything. In this blog series,  Manhattan Prep’s  Stacey Koprince  teaches you how to perform at your best on test day by using some common sense. Ironically, to do a great job  on Reading Comprehension (RC) on the GMAT, we actually have to learn what NOT to read. So many people struggle with  what  and  how  to read, but a big part of the battle is knowing what you can skim or skip! I am going to give you a quick overview of what I mean by “what NOT to read,” and then I am going to point you to some resources containing full examples of the technique. Learn the Process First, read the introduction entitled  How To Read A Reading Comp Passage. (Hint: Take some notes! You are going to be trying this out on a real passage in a few minutes.) Next, you are going to try a couple of examples; one contains a Manhattan Prep passage and one contains an Official Guide (OG) passage. When you do the exercises, keep a few things in mind: (1) Look for language clues that help distinguish between “high level” and “detail.” You want to read the “high level” information and skim or skip the “detail.” The “detail” clues tend to be more obvious: for  example, for  instance,  one type of something, and so on. (2) The bigger the words get, the more likely we will want to skim. They are going to use technical language, but that language will almost certainly be described in easier words at some other pointâ€"ignore the technical stuff and go look for that easier description. (3) Despite #2, we are still expected to have a decent vocabulary. If you run across an unknown-to-you word that  is not  otherwise defined, then you are forewarned: learn this vocabulary word before you take the GMAT. Test It Out! All right, let us try some examples. I am going to have you do the  Manhattan Prep example first. Once you think you have mastered that, then  try the OG example. Also, if you have access to Manhattan Prep’s OG Archer study tool, I have also posted a video discussion of the passage used in the article to which I linked. Try it yourself first (using the article), but you then might want to reinforce the lesson by watching the video. Share ThisTweet GMAT Impact

How to Conjugate the Verb Conoscere in Italian

To knowTo be familiar withTo meetTo recognizeTo experienceTo enjoy What to Know About â€Å"Conoscere† It’s an irregular verb, so it does not follow the typical -ere verb ending pattern.It’s a transitive verb, so it takes a direct object.The infinito is â€Å"conoscere.†The participio passato is â€Å"conosciuto.†The gerund form is â€Å"conoscendo.†The past gerund form is â€Å"avendo conosciuto.† Indicativo/Indicative Il presente io conosco noi conosciamo tu conosci voi conoscete lui, lei, Lei conosce essi, Loro conoscono Ad esempio: Conosci la Professoressa Rossi, vero? - You know Professor Rossi, right?Tutti conoscono a memoria il proprio inno nazionale. - Everybody knows their national anthem by heart. Il passato prossimo io ho conosciuto noi abbiamo conosciuto tu hai conosciuto voi avete conosciuto lui, lei, Lei, ha conosciuto essi, Loro hanno conosciuto Ad esempio: Ieri sera ho conosciuto tua sorella. - I met your sister last night.Come ti hanno conosciuto? - How did they meet you? L’imperfetto io conoscevo noi conoscevamo tu conoscevi voi conoscevate lui, lei, Lei conosceva essi, Loro conoscevano Ad esempio: Mia mamma conosceva Salvator Dalà ¬. - My mom was familiar with Salvator Dalà ¬. Il trapassato prossimo io avevo conosciuto noi avevamo conosciuto tu avevi conosciuto voi avevate conosciuto lui, lei, Lei aveva conosciuto essi, Loro avevano conosciuto Ad esempio: Avevo conosciuto Marco una mattina di Settembre. - I had met Marco one morning in September.Il suo corpo aveva conosciuto il dolore della vecchiaia. - His body had known the pain of old age. Il passato remoto io conobbi noi conoscemmo tu conoscesti voi conosceste lui, lei, Lei conobbe essi, Loro conobbero Ad esempio: Conobbi mio marito ad una cena veramente noiosa. - I met my husband at an extremely boring dinner. Il trapassato remoto io ebbi conosciuto noi avemmo conosciuto tu avesti conosciuto voi aveste conosciuto lui, lei, Lei ebbe conosciuto essi, Loro ebbero conosciuto TIP: This tense is rarely used, so don’t worry too much about mastering it. You’ll find it in very sophisticated writing. Il futuro semplice io conoscer noi conosceremo tu conoscerai voi conoscerete lui, lei, Lei conoscer essi, Loro conosceranno Ad esempio: Conoscerà ² le gioie della paternità  ! - I’ll experience the delight of fatherhood!Quando lo conoscerai rimarrai sorpresa. - When you’ll meet him you’re going to be surprised. Il futuro anteriore io avr conosciuto noi avremo conosciuto tu avrai conosciuto voi avrete conosciuto lui, lei, Lei avr conosciuto essi, Loro avranno conosciuto Ad esempio: Quando avrai conosciuto la soddisfazione dopo l’impegno mi ringrazierai! - When you will have experienced the satisfaction that comes after a struggle you’ll be thankful to me! Congiuntivo/Subjunctive Il presente che io conosca che noi conosciamo che tu conosca che voi conosciate che lui, lei, Lei conosca che essi, Loro conoscano Ad esempio: Spero che tu conosca pià ¹ persone che puoi nella tua vita. - I hope you meet the most people you can in your life.Voglio che voi conosciate cosa vuol dire il duro lavoro. - I want you to know what working hard means. Il passato io abbia conosciuto noi abbiamo conosciuto tu abbia conosciuto voi abbiate conosciuto lui, lei, egli abbia conosciuto essi, Loro abbiano conosciuto Ad esempio: Sono sicura che lo abbiano conosciuto al mio compleanno l’anno scorso. - I’m sure they had met him at my birthday party last year. L’imperfetto io conoscessi noi conoscessimo tu conoscessi voi conosceste lui, lei, egli conoscesse essi, Loro conoscessero Ad esempio: Pensavo che tu lo conoscessi! - I thought you knew him! Il trapassato prossimo io avessi conosciuto noi avessimo conosciuto tu avessi conosciuto voi aveste conosciuto lui, lei, Lei avesse conosciuto essi, Loro avessero conosciuto Ad esempio: Se tu avessi conosciuto mio padre sapresti il perchà ¨ di tante cose.   If you had known my dad you would have understood a lot of things. Condizionale/Conditional Il presente io conoscerei noi conosceremmo tu conosceresti voi conoscereste lui, lei, Lei conoscerebbe essi, Loro conoscerebbero Ad esempio: Lo conosceresti se te lo chiedessi? - Would you meet him if I asked you? Il passato io avrei conosciuto noi avremmo conosciuto tu avresti conosciuto voi avreste conosciuto lui, lei, egli avrebbe conosciuto essi, Loro avrebbero conosciuto Ad esempio: Se si fosse lasciato amare avrebbe conosciuto la bellezza di una famiglia. - If he had let himself be loved he would have experienced the happiness of a family.

Creon, the Tragic Hero Essay - 1663 Words

In the story of Antigone, an argument of who is the tragic hero between Antigone and Creon exists. I firmly believe Creon is the tragic hero of the play. Creon becomes the typical fallen hero in Greek drama. He faces many conflicts, internally and externally, and undergoes quite a bit of painful emotions. One might say Antigone should receive the title of being the tragic hero, but Creon plays a more significant role by learning his lesson the hard way and ending up as the classic tragic hero who loses everything at the end of the dramatic play. There has always been much controversy between who the tragic hero is in the play. A tragic hero is a literary character who makes an error of judgment or has a fatal flaw that, combined with†¦show more content†¦Through this quote the reader realizes that Creon wants obedience in everything he decides even if he is at fault. Creon gives the impression that he feels that there is nothing worse than disobedience to authority, even if the authority is wrong. This further supports Creons belief that everyone shall remain faithful to him even if he rules unfairly. Creon has forgotten that the ruler is supposed to do what is best for the city and its citizens. â€Å"Creon is under the impression that he is always correct in his judgments and his beliefs,† (Graves 46). Before the sentry even explains the event that has occurred, the sentry states that he is only a messenger and has not committed the crime, Creon still accuses the sentry of receiving money to do the crime and threatens to punish him. Consequently, the Chorus suggests that the Gods may have committed the act. Creon stops this nonsense conversation immediately and remarks that Zeus and the Gods would not honor criminals. This shows how Creon is able to make accusations against any person and punish them without rhyme or reason, knowing in his mind that he is correct. It also shows that Creon is quick to shut out, or brush off, those who may disobey his power of authority in the city. Creon seems to believe he knows everything and stubbornly refuses to listen to others. He does not even believe Haemon, his son. Haemon informs his father of the reputation he hasShow MoreRelatedCreon as Tragic Hero1586 Words   |  7 PagesIn the Greek play Antigone, Creon and Antigone can both be claimed the title of Tragic Hero. Creon was made king when Oedipus Rex fled the kingship. Creon is the brother in law of Oedipus, and was giving the kingship only because Oedipus’s sons, Eteocles and Polyneices were killed trying to fight for the thrown. Antigone is Oedipus’s daughter and Creon’s niece. When it comes down to who the tragic hero is, Creon most definitely walks away with the title. A tragic hero by definition is ordinary personRead MoreCreon as the Tragic Hero of an802 Words   |  4 PagesGreek tragedy would not be complete with out a tragic hero. Sophocles wrote Antigone with a specific character in mind for this part. Based on Aristotles definition, Creon is the tragic hero of Antigone. Creon fits Aristotles tragic hero traits as a significant person who is faced with difficult decisions. Creon is significant because he is king. This makes him both renowned and prosperous. Creon is not completely good nor completely bad; he is somewhere in-between, as humans are. The audienceRead MoreCreon The Tragic Hero1005 Words   |  5 PagesA tragic hero is defined in most cases as a literary character of great stature whose moral defect leads to tragedy but some self-awareness brings the character to make the right decision (World Literatures). That is why although Antigone portrays many characteristics of a tragic hero, the real tragic hero of this play is Creon. A tragic hero in the Greek world is very different from our perceptive of a hero in the modern world. When today’s society thinks of a hero they think of superpowers andRead MoreCreon As A Tragic Hero In SophoclesAntigone1509 Words   |  7 PagesIn Poetics, Aristotle describes a tragic character as someon e who experiences an error in judgement, experiences a reversal of fortune due to the error, has an excessive pride, and receives a fate much greater than what is deserved. In Sophocles’ Antigone, many would argue that Creon is the tragic hero of the play. However, he is not alone as the recipient of tragedy. A young woman by the name of Antigone also fits the characteristics for being considered a tragic heroine. A key element in the tragedyRead MoreCreon As A Tragic Hero Essay1650 Words   |  7 Pages Orens English 10H 26 October 2017 What makes tragic heroes different from an ordinary hero? A tragic hero is a character who is complex by nature, having the ability to give off distinctive impressions to different readers. Creon, king of Thebes, is the tragic hero in Sophocles’ â€Å"Antigone† who can be perceived as the antagonist on account of his behavior. One can say that Creon’s decision to prosecute Antigone for burying her brother made Creon look like the enemy. However, with further examinationRead MoreCreon Is a Tragic Hero Essay1492 Words   |  6 PagesThe Hero, Creon Aristotle once said, regarding his principles that a certain character is a tragic hero, A man cannot become a hero until he can see the root of his own downfall. This quotation is an accurate statement regarding the actions between Creon in the beginning of the play, and at the end once he has lost his family. A tragic hero is defined as a character of noble stature, the hero is imperfect allowing the audience to relate to him, as well as the hero’s downfall is caused by hisRead MoreCreon Is The Tragic Hero Of Antigone734 Words   |  3 Pages The civil war is over. After the tragic death of the Oedipus, everyone would take the throne from one year to the next. Creon orders Eteocles to be buried with full honors, while Polynices body is left to rot. Creon says that â€Å"anyone who attempts to bury Polynices shall be publicly stoned to death† (Sophocles 57). Antigone has disobeyed the decree and has been sentenced to death. While Antigone is awaiting execution, the blind prophet, Tiresias, informs Creon that he has angered the gods. BasedRead MoreCreon : The Tragic Hero In SophoclesAntigone886 Words   |  4 Pagesit presents a certain type of hero or heroine who is neither completely good nor completely bad† (â€Å"What is† 739). He or she must also be â€Å"highly renowned and prosperous,† have a tragic flaw, learn a lesson, and suffer greatly (â€Å"What is† 739). Therefore, in Antigone by Sophocles, Creon is the tragic hero because he is a king who has the tragic flaw of pride, learns to respect god’s law, and suffers more than he deserves. The first thing that makes Creon a tragic hero is his pride. When the ChoragosRead MoreCreon: A Tragic Hero in Antigone606 Words   |  2 Pagesqualifications of a tragic hero vary between Aristotle and Shakespeare. Aristotle thinks of a tragic hero as someone who is a noble character by choice and makes his/her own destiny, while Shakespeare sees a tragic hero as someone who is born of nobility and born to be important. Although both tragic heros end in a tragic death that effects many people, not all tragic heros fit perfectly into both categories. In Sophocles’ Antigone, Creon is considered a tragic hero. Creon follows Aristotles definitionRead MoreEssay about Creon the Tragic Hero931 Words   |  4 Pagesplay Antigone by Sophocles,one could easily be lead to believe Antigone is the the tragic hero when in fact a strong case can be made that Creon, the king of Thebes, is actually the tragic hero. In believing that Creon is the tragic hero it would seem practical to call the play Creon rather than Antigone. On the other hand, naming the play Antigone gives the play a twist that leads the audience into a dynamically tragic journey through the lives of a prestigious royal family and it gives birth to thoughts

Educational Planning - 2585 Words

TOPIC 1 * Educational Planning * Environmental Planning and Analysis * Operational Planning * Short, Medium, Long-Range Planning * Corporate Planning * Strategic Planning I. Introduction What does Educational Planning mean? Educational planning can be important to help you create your future. Planning the classes you will need to reach your educational goal, it can help motivate you and get you to your life goals with more direction. The process of making arrangements or preparations to facilitate the training, instruction or study that leads to the acquisition of skills or knowledge, or the development of reasoning and judgment. Environmental planning is the process of facilitating decision making to†¦show more content†¦Corporate planning is a systematic approach to clarifying corporate objectives, strategic decision making and checking progress toward objectives. A corporate plan is a set of instructions to managers of an organization describing what role each department is expected to fulfill in the achievement of organizations objectives. Corporate planning is a systematic approach to clarifying corporate objectives, strategic decision making and checking progress toward objectives. A corporate plan is a set of instructions to managers of an organization describing what role each department is expected to fulfill in the achievement of organizations objectives Corporate planning can be defined as the process of coming up with long term business goals and objectives and how they will be achieved in a business. Another word for corporate planning is strategic management. Corporate planning often ends with a hastily prepared business plan, prepared to satisfy debt or equity funding sources. While a plan prepared in such a way may meet its immediate objectives, it is near worthless as a sound operations planning tool. What is real corporate planning and how is it done? A corporate planning process is described below. It is not the only viable method of corporate planning. But it does serve to outline the steps necessary to a good corporate plan. The key to success here, isShow MoreRelatedEducational Planning5818 Words   |  24 PagesProgram Zamboanga City Course Title : EdAd 205 (Educational Planning and Curriculum Development) Course Professor : Dr. Alicia T. Baldicano Topics : EDUCATIONAL PLANNING Background of Educational Planning A. Concepts of Educational Planning a. Basic Ideas and Concepts about Planning b. Nature and Scope of Educational Planning c. Concepts of Educational Planning d. Definition of Educational Planning e. History of Educational Planning in the Philippines Discussant : Joanes C. OcamiaRead MoreThe Autism Screening Instrument For Educational Planning1400 Words   |  6 Pageslanguage development just to name a few. Assessment The Autism Screening Instrument for Educational Planning -Third Edition (ASIEP–3) is used to evaluate autism spectrum disorders and to assist in developing educational programs for individuals who are on the spectrum. The ASIEP-3 consists of five subtests which include the Autism Behavior Checklist, the Sample of Vocal Behavior, the Interaction Assessment, the Educational Assessment, and the Prognosis of Learning Rate. Intervention for children with AutismRead MoreThe Educational Institution Approach : Planning1186 Words   |  5 Pages 3.3.4 The educational institution approach. In the educational institution approach, planning is controlled by those determining the curriculum of the educational institution. Implementation is through formal or nonformal instruction in groups or individuals through a college or university. Attendance and the extent of participation by farmers in agricultural extension activities are the measures of success. Ideally, researchers learn from extension personnel who, in turn, learn from farmers.Read MorePopular Approaches to Educational Planning in Developing Countries5698 Words   |  23 Pagesdiscuss some of the popular approaches to educational planning in developing countries. Introduction Educational planning is a worldwide practice found in both developing and developed countries. The developing countries and indeed all countries have placed a premium on education because of the persistent belief that formal education holds the key to national development and economic growth. In the light of this, the modern conception of educational planning has attracted specialists from many disciplinesRead MoreWhy Capacity Planning Is Important to an Educational Institution2818 Words   |  12 Pagesprospects of employability. Educational institutions play a significant role and are the perennial source of knowledge and quality education. Having said that, it is also to be noted that maintaining the standard of these institutions is of paramount importance which lay a platform for a good institution. The corner stone of this essay is to determine the role of capacity planning in educational institutions which forms a very important part of strategic plan. Capacity planning is the known as the processRead MoreEducational Decisions Are Made Without Consideration, Preparation, And Planning995 Words   |  4 PagesIn classrooms today, I think educational decisions are made without consideration, preparation, and planning. However, there are many expert teachers who are able to deliver effective education with perhaps minimal preparation, their lessons and teaching style often turn into stale and unproductive; established on outdated models and settings. New teachers regularly become overawed with the myriad of responsibilities demanded of them which is simply trying to get the whole thing done. Basic PrinciplesRead MoreTechnology Planning : Perceived Educational Technology Needs Survey Essay2319 Words   |  10 PagesTechnology Planning PERCEIVED EDUCATIONAL TECHNOLOGY NEEDS SURVEY Adapted from Ted Wesley - National Center for Technology Planning (www.nctp.com) and Alan November of November Learning While performing your duties: 1. Do you ever, or often, think, â€Å"There must be an easier way to do this?† If so, please list and describe as many of the things or situations as you can to which this statement would apply: 1. †¦to provide homework assignments to students. 2. †¦.to complete the class worksheet thatRead MoreCareer Development Plan Part 21074 Words   |  5 Pagesthe voice and opinion of the management team from the employees. I will be reviewing each appraisal, and feedback will be given to each team member , feedback will help assist in the future to perform at a top level and if needed will offer educational opportunities. Feedback Feedback is important for the future of our sales team. Feedback is a issue that is based on the personality and character of the employee. We need to make sure that we stay on target and address the performance problemsRead MoreThe Planning Process Of Flat World Knowledge856 Words   |  4 PagesPlanning is The first step or key component in the P-O-L-C framework process which is seen as a critical management element. However, the planning process consists of several steps that involve environmental scanning, setting, objectives and determining the course. Therefore, all organizations must be aware of the changing trends that there are up against in an attempt to forecast the future to obtain the competitive edge (Carpenter, Bauer, Erdogan, Short, 2013). Therefore, the planning processRead MoreTime- Management Strategies Essay618 Words   |  3 Pagescapitalize on the use of my time and reach my educational goals, I will execute these specific time management strategies. Accessing and planning a weekly schedule and adjusting my daily schedule are the two specific time management strategies I will use to help me maximize the use of my time and reach my ultimate educational goals. Keeping an accurate schedule will facilitate the use of my time and the process for strategy number one, accessing and planning a weekly schedule. I will make a list of what

he ways in which women writes connect writing withthe body Essay Example For Students

?he ways in which women writes connect writing withthe body Essay However many feminist theorists continue to emphasize the entirety and truthfulness of the female body. Even a feminist, against gender restrictions, is captured in a lesbian body and has to conform to their expectations An important aspect of the body, which features in both novels, is the hands. The hand represents a strong connection between people. The shaking of the hand is a polite, formal gesture, the kissing of the hand often shows courtesy and affection and the holding of hands portrays friendship, support or affection. In Written on the Body, hands are used to show affection, either during sexual encounters to explore the body, I run my fingers round the rim18 and the wise old hands who advocate a sensible route, not too much passion, not too much sex19, or as a symbol of togetherness I was holding Louises hand, conscious of it but sensing too that a further intimacy might begin logged in body more than held in the mind20 Sadomasochism, in Wuthering Heights, produces a obsession for Catherines hands. Catherine is perceived as an extremely violent character. Nelly Dean, divulges that even as a child she was physically malicious, he says in play, she liked exceedingly to act the little mistress; using her hands freely, and commanding her companions21 The fascination of controlling and being a mistress along with violence even carried on into her adulthood, with continuously the use of her hands. Even before Edgar and Catherine were lovers he witnesses Catherines violence. she hurt me extremely; so I started up from my knees and screamed out, Oh miss, thats a nasty trick! You have no right to nip me, and Im not going to bear it. she never had the power to conceal her passion. Her violence appears to be a way of releasing her anger and sexual frustration. Overall, the passion driven characters such as Catherine, Heathcliff and Hindly, torment and cause pain to others as a means to relief of their anguish. In connection with Written on the body, the hand serve as a very sexual and affectionate basis, perhaps even in the form of violence. This is suggested further in Wuthering heights, having been hit once Edgar pulls away in order that it portrays he doesnt enjoy the physical abuse but obtains pleasure from the close contact with Catherines body. Bronte describes the sheer power of Catherines aggression towards Hareton, who is only a mere child. He proclaims wicked aunt Cathy22 She appears not to be able to constrain herself, but perhaps this is the only form of power she possess. Violence toward the body, as a means of anger and frustration can also be seen in Written on the body. The narrator has the instinct to cram his windpipe into his larynx23 whist he kicked in the shins and punched in the stomach. The infliction on plain on the body appears to act as a form of relief and compensation for emotional pain. Furthermore on the body, Wuthering Heights doesnt appear as explicit and sexual towards the body, as Written on the Body. However the passion between Catherine and Heathcliff goes as deep as their desire to be one. Catherine states Nelly, I am Heathcliff-hes always, always on my mind24 and Heathcliff in reference to Catherine despairs Oh God! It is unutterable! I cannot live without my life! I cannot live without my soul! 25 Both are willing sacrifice themselves, there bodies, and their identities to be together. This connects to Freudian interpretation of the novel. The characters of Catherine, Heathcliff and Edgar can represent Freuds id, ego and superego. They merge together to form one personality and mental state, hence one body. Heathcliff represents the id, the sex drive that exists in the unconscious. His characteristics fit due to the fact he runs wild as a child, he is always in the back of Catherines mind and his three year absence remain unknown. Catherine connects with others and tests and controls Heathcliff, the id, hence she becomes the ego. History 111 EssayThere is still the impression of craving for that person, I went back to bed, gave up the fight and dreamed of Louise. 35 Both of the novels portray yearning for the body of the lover when they are not there. The presents of the figure offers fulfilment and security. The soul in the format of a ghost, or memories, within there dreams, are not enough. Therefore the body, literally is key is a romance. My final point of address is the ending conventions of romance. Both Wuthering Heights and Written on the Body do not finish typically with the lovers together or in marriage. They both appear to show either the body continuing, the body regenerating, through birth or the death of the body. Perhaps this indicates that love is the circle and means of life. Brian Finney, in an essay about Written on the body, states love has been verbalised so it is almost impossible to write anything new about the experience. 36 Nevertheless, both these novels from entirely different time periods highlight, with the use of the body, a whole new variety of ideas that I didnt contemplate until this essay. Both authors want to be distinctive and not follow their society conventions and gender boundaries. In conclusion, the body appears to represent the identity of an individual. It is something we hold onto and desire and when it is absent we yearn for its presence. Due to gender the body automatically carries ideologies of society and both novels and theorists demonstrate that these are difficult to escape. Winterson uses the body though the entire novel to represent a myriad emotions ranging from pain to pleasure. Bronte tends to apply in as a form of constriction to the human soul and desires. Both the novels, despite there different time periods, address similar ideas about the body but in entirely different ways. Overall the body plays a key role in the romantic genre. Bibliography E Bronte, Wuthering Heights, Next classics, London, 1996 V Leitch, Norton Anthology, Theory and Criticism, Norton and company Inc, USA, 2001 J Winterson, Written on the Body, Vintage, London, 1996 Other sources Women and Language, Volume xxv No 2 Adobe www. yourdictionary. com www. ags. uci. edu http://ettc. uwb. edu www. csulb. edu 1 www. yourdictionary. com 2 Norton Anthology, Judith Butler, Page 2485 3 Written on the Body page 82 4 Wuthering Heights Page 80 5 Women and Language, Volume xxv No 2 Page 25 6 Stewart Women and Language, Volume xxv No 2 Page 25 7 Norton anthology Freud the uncanny 8 http://www. ags. uci. edu 9 Norton Anthology, Judith Butler, Page 2485 10 Written on the Body page 73 11 www. yourdictionary. com 12 http://ettc. uwb. edu. pl/strony/friends/suwalki/Treasure%20Hunts/Dorota/jeanette_winterson. htm 13 Written on the Body page 89 14 Norton anthology page 2491 15 Norton anthology page 2491 16 Women and language, volume xxv no 2 page 24 17 Women and language, volume xxv no 2 page 24 18 Written on the body page 73 19 Written on the body page 71? 20 Written on the body page 82 21 Wuthering Heights page 30 22 Wuthering Heights page 60 23 Written on the body page 170 24 Wuthering heights page 25 Wuthering heights page 273 26 Norton anthology page 2031 27 Norton Anthology 2030 28 Wuthering Heights page 29 Norton anthology page 2368 30 Wuthering Heights page 340 31 Written on the body page 103 32 Written on the body page 190 33 Written on the body page 190 34 Norton anthology page 2491 35 Written on body 149 36 http://www. csulb. edu/~bhfinney/Winterson. html 302 Woman Writes Stephanie Noonan?

English as a National Foreign Language Essay Example

English as a National Foreign Language Essay English as a National Foreign Language India has two national languages for central administrative purposes: Hindi and English. Hindi is the national, official, and main link language of India. English is an associate official language. The Indian Constitution also officially approves twenty-two regional languages for official purposes. Dozens of distinctly different regional languages are spoken in India, which share many characteristics such as grammatical structure and vocabulary. Apart from these languages, Hindi is used for communication in India. The homeland of Hindi is mainly in the north of India, but it is spoken and widely understood in all urban centers of India. In the southern states of India, where people speak many different languages that are not much related to Hindi, there is more resistance to Hindi, which has allowed English to remain a lingua franca to a greater degree. Since the early 1600s, the English language has had a toehold on the Indian subcontinent, when the East India Company established settlements in Chennai, Kolkata, and Mumbai, formerly Madras, Calcutta, and Bombay respectively. The historical background of India is never far away from everyday usage of English. India has had a longer exposure to English than any other country which uses it as a second language, its distinctive words, idioms, grammar and rhetoric spreading gradually to affect all places, habits and culture. In India, English serves two purposes. First, it provides a linguistic tool for the administrative cohesiveness of the country, causing people who speak different languages to become united. Secondly, it serves as a language of wider communication, including a large variety of different people covering a vast area. We will write a custom essay sample on English as a National Foreign Language specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on English as a National Foreign Language specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on English as a National Foreign Language specifically for you FOR ONLY $16.38 $13.9/page Hire Writer It overlaps with local languages in certain spheres of influence and in public domains. Generally, English is used among Indians as a ‘link’ language and it is the first language for many well-educated Indians. It is also the second language for many who speak more than one language in India. The English language is a tie that helps bind the many segments of our society together. Also, it is a linguistic bridge between the major countries of the world and India. English has special national status in India. It has a special place in the parliament, judiciary, broadcasting, journalism, and in the education system. One can see a Hindi-speaking teacher giving their students instructions during an educational tour about where to meet and when their bus would leave, but all in English. It means that the language permeates daily life. It is unavoidable and is always expected, especially in the cities. The importance of the ability to speak or write English has recently increased significantly because English has become the de facto standard. Learning English language has become popular for business, commerce and cultural reasons and especially for internet communications throughout the world. English is a language that has become a standard not because it has been approved by any ‘standards’ organization but because it is widely used by many information and technology industries and recognized as being standard. The call centre phenomenon has stimulated a huge expansion of internet-related activity, establishing the future of India as a cyber-technological super-power. Modern communications, videos, journals and newspapers on the internet use English and have made ‘knowing English’ indispensable. The prevailing view seems to be that unless students learn English, they can only work in limited jobs. Those who do not have basic knowledge of English cannot obtain good quality jobs. They cannot communicate efficiently with others, and cannot have the benefit of India’s rich social and cultural life. Men and women who cannot comprehend and interpret instructions in English, even if educated, are unemployable. They cannot help with their children’s school homework everyday or decide their revenue options of the future. A positive attitude to English as a national language is essential to the integration of people into Indian society. There would appear to be virtually no disagreement in the community about the importance of English language skills. Using English you will become a citizen of the world almost naturally. English plays a dominant role in the media. It has been used as a medium for inter-state communication and broadcasting both before and since India’s independence. India is, without a doubt, committed to English as a national language. The impact of English is not only continuing but increasing. english in India | |Officially English has a status of assistant language, but in fact it is the most important language of India. After Hindi it is the most | |commonly spoken language in India and probably the most read and written language in India. Indians who know English will always try to show | |that they know English. English symbolizes in Indians minds, better education, bette r culture and higher intellect. Indians who know English | |often mingle it with Indian languages in their conversations. It is also usual among Indians to abruptly move to speak fluent English in the | |middle of their conversations. English also serves as the communicator among Indians who speak different language. English is very important in| |some systems – legal, financial, educational, business – in India. Until the beginning of 1990s, foreign movies in India weren’t translated or | |dubbed in Indian languages, but were broadcast in English and were meant for English speakers only. The reason Indians give such importance to | |English is related to the fact that India was a British colony (see Europeans in India). |When the British started ruling India, they searched for Indian mediators who could help them to administer India. The British turned to high | |caste Indians to work for them. Many high caste Indians, especially the Brahmans worked for them. The British policy was to create an Indian | |class who should think like the British, or as it was said then in Britain â⠂¬Å"Indians in blood and color but English in taste, in opinions and | |morals and intellect†. The British also established in India universities based on British models with emphasis on English. These Indians also | |got their education in British universities. The English Christian missionaries came to India from 1813 and they also built schools at primary | |level for Indians in which the language of instruction was local language. Later on the missionaries built high schools with English as the | |language of instruction which obliged the Indians who wanted to study to have a good knowledge of English. The British rulers began building | |their universities in India from 1857. English became the first language in Indian education. The ‘modern’ leaders of that era in India also | |supported English language and claimed it to be the main key towards success. Indians who knew good English were seen as the new elite of | |India. Many new schools were established in which the language of instruction was English. According to the British laws the language of | |instruction at university level was English and therefore schools that emphasized English were preferred by ambitious Indians. Even after | |India’s independence, English remained the main language of India. Officially it was given a status of an assistant language and was supposed | |to terminate officially after 15 years of India’s independence, but it still remains the important language of India. |Even today schools in India that emphasis English are considered better schools and the same is the case at university levels, even though | |there is a trend towards Indianization. In the 1970s and 1980s about one third of the Indian schools had English as their first language. For | |most of these students, English is their first language and it is easier for them to comm unicate, read and write in English than in Indian | |languages, including their mother tongues. | |Just like the Americans, Australians or even the British who have their unique English words and phrases, the Indians also have their own | |unique English. The Indians and the Indian English language press uses many words derived from Indian languages, especially from Hindi. Other | |than that, the Indian accent is sometimes difficult for non-Indians to understand. There are some Indian pronunciations that don’t exist in non| |Indian languages. The British also had problems with that and they caused some changes in Indian words so that they could pronounce them. Even | |the Indians started using these changed words and made them part of their English. Two examples of such changed words are currey and sari. |[pic] | Top of Form [pic] [pic] Bottom of Form The sole reason behind English language in India been laid such accentuation lies manifested in the fact that India had once extensively served as a British colony. When the so-called British Empire began its domination upon India, they had indeed scouted for Indian intermediaries who could aid them to administer India more graciously. Reviewing the then Indian scenario, the Engl ish rulers turned towards higher caste Indians to work for them. As such, numerous high caste Indians, principally the Brahmans began to work under British imperialism. The British policy was to fashion an Indian class who should think and act like the British, or as it was stated then in Britain, Indians in blood and colour but English in taste, in opinions and morals and intellect. Consequently pretty much alarmed with the status of English language in India, the British law-makers started establishing universities based on British models with sole stress on English. As an understandable result, these `high-classed` Indians began to receive their elementary education in their country, finally leaving for Vilayat (Great Britain or England was referred to by this term during pre-independence times in India) for higher education in British universities. Commencing from the early 1600s, English language has had a firm foothold on the Indian subcontinent, when the British East India Company had established settlements in Madras, Kolkata and Bombay, which were subsequently declared as Presidency towns, merging the erstwhile princely states. The historical background of India has in fact never been too distanced from routine usage of English. India has had a prolonged exposure to English than any other country which utilised it as a second language, its idiosyncratic words, idioms, grammar and rhetoric circularising gradually to charm every Indian state, region, its populace, their habits and inherent culture. In order to secure the spread of freshly-introduced English language in India, the English Christian missionaries began to arrive in India from 1813, a significant move by British administration linked with India and its English counterpart. These Christian missionaries also had erected schools at primary level for Indians, in which the medium and language of instruction was local language. Later on, the missionaries went on to build high schools with English as the language of instruction which accommodated the natives who wanted to study, to possess a sound knowledge of English. British rulers began building their universities in India precisely from 1857, post the historical and fate-deciding Sepoy Mutiny and transferring of power from East India Company to direct annexation under Queen Victoria`s sovereignty. English had thus become the first language in Indian education. The `modern` leaders (also hugely esteemed as the social and reformist men from India, aiming with the view to take India to sublime heights like Raja Ram Mohan Roy, Ishwar Chandra Vidyasagar, Swami Vivekananda) of the erstwhile era in India also backed English language and claimed it to be the basic key towards accomplishment. Indians who were enlightened in good English, were deemed as the new social class or elite of India. Umpteen new schools were established in which the medium of education was English. According to British laws, the language of instruction at university level was mandated to be English and thus schools that accentuated upon English, were preferred by motivated and go-getting Indians. Even after Indian Independence, English language remained the principal language of communication in India. Officially it was given a status of an `assistant language` and was supposed to terminate officially after fifteen years of India`s independence. However, this very enigmatic yet lucid language still persists as the authoritative language of India. It is universally and unanimously hypothesized that the widespread study of English language in India was imposed upon Indians by Lord Macaulay with the solitary aim of serving the end of British administration in India. Travelling a substantial journey, from being a language doused in colonialism, English has come a long way as the language that has lent India an edge over countries where English is rendered the status of a `foreign language`. India has since Independence to the contemporary times, become a `resource consortium` of English a language whose pre-eminence remains unquestionable. English language usage in India plays a cardinal role in the fields of education, administration, business and political relations, judiciary, industry and virtually in umpteen other domains and is therefore a ticket to social mobility, higher education and better job opportunities. In the gradual and tremendous rising context of English language in India, English literature penned by Indian authors has made its everlasting mark in world literature. So much so has been this writing impact, that Indian English Literature has presently turned into an authentic genre, which does not seem to stop in far future. Among the Indian writers in English, R. K. Narayan chooses to write in English because he himself says, It is the only language I am really familiar with. It is the only language which is transparent and takes on the hues of the country or region where the story set. R. K. Narayan makes use of popular Tamil and Sanskrit words generously in his novels; for example: bonda; sadhu; rasam; Samadhi; asura and so on. The flexibility and adaptability of English had indeed fascinated him and for this reason he had chosen it as his only medium of story-telling. Besides R. K. Narayan, Indian writers in English language comprise a luminous list of Amitava Ghosh, Amit Chaudhuri, Kiran Desai, Anita Desai, Arundhati Roy and various other graduating geniuses. In India, where more than eighteen different state languages coexist, English suffices as the essential connection between people speaking umpteen mother tongues. Thus, more than two hundred and fifty years later, when the very first British trader had stepped onto Indian soil, the number of Indians who aspire to learn and make use of English is still escalating steadily. Just like the final icing on the cake, the impact of English language in India is not only continuing to enlarge, but also increasing in leaps and bounds. The number of English newspapers, journals and magazine has also been on the increase for a long time. In fact, Indian English is a distinguished dialect of English, just like British Received Pronunciation or Australian English, or Standard American. To some extent, the strict British dialectical English has today taken a backseat. Indian English possesses a motley of distinctive pronunciations, some idiosyncratic syntaxes and a significant amount of lexical variation. Officially and according to Constitutional law makers, English language in India is lent the status of a subsidiary language after Hindi, but is, in effect, the most important language used in the country. After Hindi, it is the most extensively spoken language in India and probably the most read and written language too. Truly, in almost every sphere of life, English language has turned out to be the `identity representation` each and every next day. In this Indian English context, the missionary schools that were first started by British missionary workers, have today spread their wings to fly high towards supreme reputation. As such, the Christian missionary schools emphasise on English to be considered as the first language, which helps a student to graduate towards better educational standards in colleges and universities. However, this very trend of English language in India is wholly dedicated towards making this `foreign` language out-and-out Indianised. For most of these students, English is mandatory as the first language and it becomes easier for them to communicate in international levels. Just like the American or Australian population, or even the Britishers who possess their exclusive English words and phrases, Indians also have their own unique concept of English. Indians and the Indian English language that is utilised by nationalised news sections in newspapers have been deduced from Indian languages, especially from Hindi. Other than this, there sometimes arises a dilemma with the Indian accent, which is at times difficult for non-Indians to comprehend. There also exist some Indian pronunciations that do not exist in non-Indian languages. During the British ascendancy in India, they also had encountered problems with that and they induced some changes in Indian words to make pronunciation easier. English language in India, since then, started to make its still-continuing impact upon the country`s burgeoning population, who, alternatively, started using these modified words and made them part of their vocabulary. Two illustrations of such changed words are curry and sari. Leaving aside the commercialisation and globalisation of English language as it is treated in India, the language also serves for solemn administrational purposes. India has two national languages for federal and central purposes, comprising Hindi and English. Hindi is the national, official and basic linking language of India. English is esteemed as an associating official language. The Indian Constitution also officially approves twenty-two regional languages for official purposes. Scores of distinctly dissimilar regional languages are spoken in India, which further share umpteen characteristics such as grammatical structure and vocabulary. In India, English language fundamentally serves two functions. Firstly, it furnishes with a linguistic tool for the administrative coherence of the country, making people who speak different languages to become unified and united. Secondly, it acts as a language of more panoptic communication, encompassing an enormous variety of people, embracing a vast area. It intersects with localised languages in particular spheres of influence and in public domains. On a more general term, English language in India is utilised amongst Indians as a `link` language and also serves as the first language for umpteen well-versed citizens. It also serves as the second language for several who speak more than one language in India. English language is that bond that helps bind the many slices of the society together. Also, English is a linguistic bridge between the major countries of the world and India. English occupies special national status in India; it possesses a special place in the parliament, judiciary, broadcasting, journalism and in the education system. The significance of the ability to speak or write English has increased significantly of late, due to its becoming the de facto standard. Learning English language in India has become well-accepted for business, commercial and cultural reasons and particularly for internet communications throughout the world. English is a language that is deemed a benchmark not because it has been accredited by any `standard` organisation, but because it is extensively employed by many information and technology industries and recognised as being standard. The `call-centre` phenomenon has aided in stimulating an immense expansion of internet-associated activity, grounding the future of India as a `cyber-technological super-power`. Modern communications, videos, journals and newspapers on the internet make use of English and have made `knowing English` indispensable. Maintaining a positive attitude to English as a national language is fundamental to the consolidation of populace in Indian society. There would practically appear to be no discrepancy within the community about the authority of English language skills in India. By making thorough usage of English, one can gradually become a citizen of the world almost effortlessly. English also plays a prevalent role in the media. It has endlessly been used as a medium for inter-state communication and broadcasting both before and since India`s Independence. India is, without any doubt, devoted to English as a national language. The impact of English is not only continuing but increasing towards a secured next day. ited my fathers family in Canada when I was ten years old. His parents and sisters had migrated to Montreal from India in the seventies. For a young excitable child of ten the sights and sounds of this new place were fascinating, but what was amusing was the way in which my familys Canadian friends perceived India. Other than the stereotypical notions they had about elephants, snake charmers, and maharajahs, they were surprised that I spoke fluent English. When I told them its the only language I speak other than a smattering of Hindi there were even louder exclamations! Today, India is well recognized globally for its vast talent pool and well-educated professionals, but still there is only a dim understanding of what this vast country encapsulates. Indian English is something that many foreigners are unaware of and even if they are aware, they are unsure about its credibility. English in India is a legacy from the British who colonized the country and their language permeated through some of the most important parts of society: the government, the media, the education system, the legal system, and gradually the social sphere as well. India is a vast nation and in terms of number of English speakers, it ranks third in the world after USA and the UK. An estimated 4 percent of the population use English and even though this may seem like a small number that is about 40 million people. This small segment of the population controls domains that have professional and social prestige. Though it is closer to British English since it originates from that style, with the influx of globalization American English has definitely had an impact on the youth as well as in the professional sphere. However, it can neither be classified as American or British English as it intermingled with other Indian languages and emerged with its own distinct flavor. This has made several scholars realize that it cannot be equated with either. English in the Administration and Media: Though it is not classified as one of the 15 languages of India, English remains the associate official language along with Hindi, which is the official language. The reason for this is the large number of languages and dialects spoken in India and that several people are unfamiliar with Hindi. Though it lacks the symbolic power to be chosen as the sole official language, it is used widely in communication. The English press in India began serious journalism in the country and English language newspapers are published in practically all states. Not only has it impacted print media, but broadcasting media as well. There are several English news channels as well as several outstanding media courses offered at various institutions, which focus on journalism in English. The Education System: In higher education English is the premier prestige language. Careers in any area of business or commerce, or within the government, or in science and technology require fluency in English. It is taught in schools ranging from the most elite private schools to small government schools because only this language is an acceptable medium of communication through the nation. The Social Sphere: Other than the more formal sectors of administration, media, and education, English has seeped into the less formal social sphere. It is certainly considered instrumental in terms of having access to information from all over the world and as a key factor for professional success, but it is also very much a part of the educated middle and upper class persons life especially of the youth in India. Now American English is becoming more popular with the educated youth due to the number of American programs aired in India. While bureaucrats and officials continue to use archaic convoluted sentences, which are relics of British English, the younger generation is comfortable and familiar with American English. Here, I make the distinction not between an older and newer form of the language, but between a more formal and casual style. Several people speak English with their friends, and people get introduced to each other most often in English. Over half of all personal letters are also written in English. Indian Writing in English: India is the third largest English book producing country after the US and the UK, and the largest number of books are published in English. Creative writing in English has been an integral part of the Indian literary tradition for many years. Many believe that is a challenge for Indian novelists to write about their experiences in a language, which is essentially â€Å"foreign†. However, Indian English has been used widely by several writers who have been able to successfully use the language to create rich and invigorating literature. India is rich with tastes, sounds, and sights that are any writers dream and stylistic influence from local languages is a particular feature of Indian literature in English. Many perceive English as having released the local languages from rigid classical traditions that could be an obstacle while writing. It is Indian writers in English who have truly showcased India to the world not only in terms of understanding the country better, but also by establishing that the language no longer represents the western concepts of literary creativity as its ranges have expanded. The Future of English in India The language has already been well established in the country and has acquired its own independent identity. With the number of foreign investors flocking to India and the growth of outsourcing, English has come to play a key role in professional relationships between foreign and Indian companies. Familiarity with the differences between American and British English has definitely grown as much business communication is carried out according to the language style with which a client is comfortable. Though many may perceive the accent, terminology, and conversational style as â€Å"funny†, in reality it is just a different English that cannot simply be equated with either American or British English. Indians are familiar with both types of English, but Indian English has acquired its own character in a country which is a melting pot of various cultures, people, and tEnglish, Tamil: Ideology vs. Reality (3 of 3) Bernstein states that the way a society selects, classifies, distributes, transmits and evaluates the educational knowledge it considers to be public, reflects both the distribution of power and the principles of social control. Habermas and Bernstein, among others, provide some crucial rubrics to understand the complex political processes that underpin the medium of instruction issue in Tamil Nadu, Karnataka and similar Indian states which carry strong political and ideological overtones. Habermas regards ideology as ‘systematically distorted communication ’ and the ‘suppression of generalizable interests,’ where structural features in communities (including language communities) and societies operate to the advantage of the dominant and the disadvantage of subordinate groups. Ideology here is taken to be the values of dominant groups in society that permeate the social structure, with or without the consensus of all. Power, through ideology, is omnipresent in language. And language is a principal means for the operation of power. Going by Gramsci’s notion of hegemony – domination by consent of all parties, including the dominated – language is intimately involved in the manufacture of ideological consent and in turn where power resides. Tamil Nadu provides for a very insightful case study in this regard. The MOI issue in Tamil Nadu is bound by issues of power, domination, legitimacy and social stratification. Historically, the Tamil region has had an uncomfortable relationship with the Indian union and it was one of the only states that problematized the notion of having a national language – to be used for all official communication and to be used as the MOI in all public schools – and was successful in undermining the idea altogether. But it also gave birth to a political discourse that was obsessed with a rigid Tamil identity. The Dravidian governments have insisted, since then, on the necessity to preserve Tamil heritage and its purported uniqueness. They have expressed concerns over Tamil losing its stature among its own populace. Even if one does not problematize essentialist notions such as Tamil heritage, it is untenable to assume that maintaining Tamil as the primary medium of instruction in public schools would achieve that goal. The government has not done any studies to establish if public schools have produced more ‘authentic Tamils’ than private schools. Both in terms of feasibility and ideological apprehension that Tamil will lose its foothold among its people, the governments’ concerns seem unfounded. The Dravidian parties (DMK and ADMK) have, over the decades, used Tamil to exploit a populist sentiment that is not necessarily reflected on people’s economic aspirations and the means to achieving them. However, this populist sentiment is not peculiar to Tamil politics alone. The mainstream media, especially films, exhibit a dichotomous behavior in which people who speak ‘pure’ Tamil considered to be true to their identity while indirectly maintaining that those who speak ‘good’ English are sophisticated. (This observation is all the more relevant for a state like Tamil Nadu. ‘Symbolic violence’, Bourdieu says, is when structures of domination in a society are reproduced by imposing cultural values claimed to be universal. English, in this context, maybe argued as an elitist cultural value thrust on the poor and socially backward by creating an illusion of empowerment while simultaneously delegitimizing Tamil’s role in achieving t he same. But it is in direct contradiction with macro, external realities such as the difficulties faced by Tamil medium students when they enter the university level and the labour market. The underlying problem is not whether or not English is desired by all sections of the society but whether the State should maintain its exclusivity. Conclusion: English linguistic capital continues to be linked to cultural and economic capital and to reproduce the existing stratification of society and schooling. This practice has only become stronger over the years; the recent economic growth driven by the IT industry has re-invented the elite status that English language has long held in India. Students’ performance in private, English medium schools has also legitimized the power exerted by English, further increasing its desirability. Therefore, it is unrealistic to hope that students from Tamil medium schools will be able to compete on a level playing field in the future. The MOI issue in Tamil Nadu, as interpreted through the linguistic capital perspective, maybe interpreted with Giddens’ structuration theory: where agency (parental aspiration) combines with structure (parents’ cultural background and the school system) to produce and reify social structures and behavior. The successive governments lead by the Dravidian parties, by the way of restricting the MOI to Tamil in most of the public schools, has repressed the agency of those who need it the most – the poor and the backward classes. The political elites of Tamil Nadu – primarily from the Dravidian parties – have created a landscape that has normalized several false dichotomies. The purported significance of a Tamil identity, it can be argued, is no more than a hegemonic thrust of a moralistic ideology that marginalized the fundamental aspirations of a people who were already politically and economically disenfranchised, especially the SC/ST. The DMK’s vision of empowering the masses by reclaiming the Tamil identity has been farcical at best. It laid a heuristic obstacle by creating dead ends to students who were indirectly forced to go through Tamil-medium schools. Tamil’s virtual absence in universities and colleges stand testament to this claim. The language policy is underpinned by the oversimplification of Tamil ethnic identity to medium of instruction in schools. A point that needs to be contrasted with the fact the much of the modern exposure of Tamil, as a language and a cultural entity, has been fuelled by social and technological development rooted in English. A State that envisions an egalitarian society – that makes policy reforms to accommodate lower castes by quotas and other such reservation systems – should also take into account the interests of the wider public in other critical issues. Regardless of what percentage of people choose English-medium schools – if given the choice – the state government’s role in forcing them one way or the other is questionable. In a state with such visible stratification based on caste structures, the State needs to democratize the educational system in a way that reflects the current priorities of the people Difficulties with English language People may find English a challenge because †¢ it is not their first language †¢ they have a specific learning difficulty such as dyslexia †¢ their previous education developed only basic English skills †¢ they are more used to speaking than writing in English †¢ they learned a style of English writing that does not fit the UK’s usual academic style †¢ they have a combination of these difficulties. Types of language problem Language problems often fall into two main categories. Difficulties in understanding can cause particular problems when †¢ reading the style of language used in a course listening to others, either in group sessions or telephone tutorials †¢ trying to respond to spoken or written questions †¢ encountering colloquialisms, idioms and cultural references (for example from current television programmes) that are used in online forums or other discussions †¢ making use of examples used in explanations. Difficulti es in writing for others to read may relate particularly to †¢ punctuation or the use of paragraphs †¢ making mistakes with verb tenses, or with subject and verb agreement †¢ using the wrong word or putting words in the wrong order †¢ errors in spelling inability to write at length in order to construct essays or reports †¢ using a style which does not suit UK academic work. Level 1 OU study provides opportunities for students to use the English language to †¢ show that you know and understand principles, concepts and terms central to your subject †¢ use your knowledge and understanding to describe, analyse and interpret defined aspects of your subject †¢ know about and begin to address issues and problems central to your subject †¢ develop your skills in communicating information accurately and ppropriately to your subject, purpose and audience †¢ develop your skills in finding, selecting and using information or data in defined c L earning to speak English well may be the best thing you can do to improve your life. You can get all this if you speak English well. Get access to knowledge What are you interested in? Is it science? Music? Computers? Health? Business? Sports? Todays media — such as the Internet, television, and the press — give you almost unlimited access to knowledge about your favorite subjects. After all, we live in the information age, dont we? Theres only one problem. Most of this knowledge is in English. Here are some examples of knowledge you can use if you know English: †¢ Most pages on the Web. Thats over a billion (1,000,000,000) pages of information! Its amazing that learning just one language gives you access to almost all knowledge on the Internet. †¢ Books — on any subject, from all over the world. Read books by British or American authors, and books translated from other languages. Whatever youre interested in, you can read about it in English! †¢ The press. Only English-language magazines and newspapers can be bought in every part of the world. You dont have to search for Time, Newsweek, or the International Herald Tribune! †¢ Science. English is the key to the world of science. In 1997, 95% of the articles in the Science Citation Index were written in English. Only about 50% of them were from English-speaking countries like the USA or Britain. (source) †¢ News reports. Watch international television networks, such as CNN International and NBC. They broadcast news much faster, and more professionally, than smaller, national networks. And you can watch them everywhere in the world. Communicate with people We like to call English the language of communication. Why? Because it seems all the people in the world have agreed to use English to talk to each other. †¢ About 1,500,000,000 people in the world speak English. Another 1,000,000,000 are learning it. (source) †¢ 75% of the worlds letters and postcards are written in English. (source) †¢ Almost all international conferences and competitions are conducted in English. For example, the Olympics and the Miss World contest. †¢ Diplomats and politicians from different countries use English to communicate with each other. English is the main language of organizations like the United Nations, NATO, and the European Free Trade Association. If you can communicate in English, you can: †¢ Contact people from all over the world. Talk about your ideas and opinions on Internet discussion groups. Send e-mail to interesting people. Learn about their life and culture. †¢ Travel more easily. Communicate with people wherever you go — English is spoken in more than 100 countries (source). Ask directions, have a conversation, or ask for help. Who knows, maybe English will save your life someday! Push your career forward If you want a good job in business, technology, or science, get out of that armchair and start learning English now! (If you already have a good job, start learning before you lose it! ) Knowing English will let you: †¢ Put excellent knowledge of English on your CV. Get your dream job, and earn more money. †¢ Gain technical knowledge. English is the language of technology, especially high technology like computer science, genetics, and medicine. If youre going to read about technology, youll probably have to do it in English. †¢ Learn computer science. Read technical articles without difficulty. Or write your own articles! †¢ Be a world-class businessman (or -woman). Its simple. International business is done in English. And all business today is international. So if you want to play, you have to know English — to contact other businesspeople, go to conferences, read international business newspapers and magazines, etc. †¢ Become a better scientist. Contact scientists from other countries, go to international conferences, visit academic centers abroad. Learn about new scientific discoveries by reading papers, books, and magazines. Use your computer more effectively. Most computer applications are in English, so you will understand them better — and become a better employee. †¢ Learn new skills for your job. The section Get access to knowledge explains how English helps you learn. Enjoy art like never before English lets you feel the culture of the world like no other language. With a good knowledge of t he English language, you can do wonderful things: †¢ Watch American and British films in the original. Once you try it, youll never go back to dubbed versions! Read great books. Every famous book was written in English or it was translated into English. There is an amazing number of titles — from classic plays like Hamlet to modern thrillers like Jurassic Park. †¢ Enjoy English-language music more. Believe us: music is much better if you can understand the words. English is easy to learn English is not only the most useful language in the world. It is also one of the easiest languages to learn and to use: †¢ Simple alphabet — no special symbols such as e or a. Type in sweet, part, film on your computer. Now try su? (German), [pic](Polish), [pic](Russian). Which is easier? †¢ Easy plurals — simply add s to a word. One car, five cars; one telephone, two telephones There are very few exceptions. †¢ Words are easy to learn. In French, its la fille and le chien. In German, its das Madchen and der Hund. In English, theyre just a girl and a dog. And thats all you need to know. †¢ Short words. Most of the basic words are short: run, work, big, go, man. Long words are often shortened: sitcom = situational comedy, fridge = refrigerator, OS = operating system. Speaking English saves you time. 🙂 †¢ Words dont change. But in many languages, one word has many forms: English: The man is blind. German: Der Mann ist blind. English: This is a blind man. German: Das ist ein blinder Mann. English: I see a blind man. German: Ich sehe einen blinden Mann. †¢ Call everybody you. You can say Do you speak English? to your friend or to your teacher. In other languages, you have to use the right word for the right person. In English, everybody is equal. 🙂 †¢ English is everywhere. You can easily access English-language television, music, websites, magazines, etc. You dont have to learn from boring textbooks. You can learn and use your English at the same time. Using your English is especially important because it increases your desire to learn. Get satisfaction English is not only useful — it gives you a lot of satisfaction: †¢ Making progress feels great. Well never forget the moment we discovered we could speak with Americans or watch TV in English. †¢ You will enjoy learning English, if you remember that every hour you spend gets you closer to perfection. Using English is fun, too, because every sentence you speak or write reminds you of your success. English makes you a more powerful, happier person. It is not difficult to imagine some situations where knowing English gives you a great feeling. †¢ †¢ develop your understanding and use of the resources available to help you learn, and begin to develop as an independent learner â⠂¬ ¢ develop, as appropriate, practical and professional skills and awareness of relevant ethical issues †¢ plan your study pathway to link your learning with your personal and/or your career goals.

Training in Clinical and Counseling Psychology

Training in Clinical and Counseling Psychology Graduate school applicants who want a career in the field of psychology often assume that training in clinical or counseling psychology will prepare them for practice, which is a reasonable assumption, but not all doctoral programs offer similar training. There are several kinds of doctoral programs in clinical and counseling psychology, and each offers different training. Consider what you want to do with your degree counsel patients, work in academia or do research when you decide which program is best for you. Considerations in Selecting Graduate Programs   As you consider applying to clinical and counseling programs remember your own interests. What do you hope to do with your degree? Do you want to work with people and practice psychology? Do you want to teach and conduct research at a college or university? Do you want to conduct research in business and industry or for the government? Do you want to work in public policy, conducting and applying research to address social problems? Not all doctoral psychology programs will train you for all of these careers. There are three types of doctoral programs in clinical and counseling psychology and ​two different academic degrees. Scientist Model The scientist model emphasizes training students for research. Students earn a  Ph.D., a doctor of philosophy,  which is a research degree. Like other science Ph.Ds., clinical and counseling psychologists trained in scientist programs focus on conducting research. They learn how to ask and answer questions through conducting carefully designed research. Graduates of this model get jobs as researchers and college professors. Students in scientist programs are not trained in practice and, unless they seek additional training after graduation, they are not eligible to practice psychology as therapists. Scientist-Practitioner Model The scientist-practitioner model is also known as the Boulder Model, after the 1949 Boulder Conference on Graduate Education in Clinical Psychology in which it was first created. Scientist-practitioner programs train students in both science and practice. Students earn Ph.D.s and learn how to design and conduct research, but they also learn how to apply research findings and practice as psychologists. Graduates have careers in academia and practice. Some work as researchers and professors. Others work in practice settings, such as hospitals, mental health facilities, and private practice. Some do both. Practitioner-Scholar Model The practitioner-scholar model is also referred to as the Vail model, after the 1973 Vail Conference on Professional Training in Psychology, when it was first articulated. The practitioner-scholar model is a professional doctoral degree that trains students for clinical practice. Most students earn Psy.D. (doctor of psychology) degrees. Students learn how to understand and apply scholarly findings to practice. They are trained to be consumers of research. Graduates work in practice settings in hospitals, mental health facilities, and private practice.

Exhibit Advertisement Essay Example | Topics and Well Written Essays - 500 words

Exhibit Advertisement - Essay Example At the other hand you will experience the unbelievably creative art works from Japan. The time that you will spend in our museum will be the time you will enjoy the treasures of Chinese calligraphy and painting at the best. This exhibition will include colossal bronze images of deities, fantastic ritual vessels, lively human figures, exquisite jades and spirited ceramic sculptures recurring the late phase of Sanxingdui culture (13th–11th century B.C.) to the Han dynasty (3rd century B.C.–3rd century A.D.). Also, we will display the most famous Chinese paper cuts, flower art, calligraphy, scroll paintings and ivory art form that have been the center of attraction of art lovers for decades. (Anonymous, 2002). Your visit to our museum’s Japanese art exhibition will be an unforgettable experience as you will be presented with an introduction to the Museums full range of Japanese art, from the Neolithic to the modern. It will highlight Buddhist and Shinto ritual objects, secular art in a wide variety of media, prints, screens and paintings Art is really important for the study of history because the objects formed up by man show us how humans were reacting to the world around them. When studying different art histories, we learn a lot of things about the cultures, social values, religions, languages, general philosophies and beliefs of the people with whom that art is related to. This exhibition will provide rare access to a previously unknown artistic and cultural tradition along with an opportunity to reexamine the early phases of Chinese and Japanese

Why Human Resource Is Dead Article Example | Topics and Well Written Essays - 500 words

Why Human Resource Is Dead - Article Example The idea of thinking of employees as capital assets is antiquated but for many, it’s not enough to simply talk about how HR is changing and what the new role of HR is. Companies are dropping the term â€Å"human resources† altogether and are shifting towards more â€Å"people-centric† terms. Titles such as chief people officer, VP of people operations, head of talent, chief talent officer, and others are becoming more commonplace and titles such as Chief Human Resource Officer are starting to fade away. This isn’t a new thing, some companies have had these titles and departments for several years already but now that the conversation around the future of work has taken center stage, I’ve seen this transition accelerate dramatically. It might sound superficial, after all, simply calling the same function something else doesn’t mean anything will change. Consider Cisco’s recent change of their Chief Human Resources Officer Francine Katso udas to Chief People Officer. Many other examples of this change exist at companies all over the world, here are a few: Laszlo Bock is SVP of People Operations at Google, Susan Chambers is EVP of the Global People Division at Walmart, Pat Wadors is the SVP of the Global Talent Organization at Linkedin, Anne Byerlein is the Chief People Officer at Yum! Brands and the list go on and on. I don’t view renaming the department as any kind of solution but I do see it as the first stepping stone for an organization to commit to making the change.

Childrens Needs And Violence Against Children

Childrens Needs And Violence Against Children à ¢Ã¢â€š ¬Ã… ¾I do not believe in a child worldà ¢Ã¢â€š ¬Ã‚ ¦ I believe that child should be taught from the very first that the whole world is his world, that adult and child should share one worldà ¢Ã¢â€š ¬Ã‚ ¦ Pearl S. Buck The aim of the following thesis is to present the image of a child in Charles Dickens novel Oliver Twist. On the strength of this novel, the author will attempt to discuss the importance of a childs psychological, physiological and emotional needs, and ways of their fulfilment in the process of a childs development. Children are innocent and defenceless human beings and to ensure their safe and proper growth, they need to be provided with an environment conducive to their healthy development. Adults often overlook the importance of their childs needs, they are simply unaware of their existence, and in consequence, children mature into troubled and unstable individuals. The lack of parental support, which often results in neglect, abuse and childs humiliation, may in fact seriously injure the childs psyche. Most Charles Dickens novels feature an image of a child Pip, Oliver Twist, David Copperfield; in his portrayals Dickens argues that children and adults perceive the world differently. In spite of their limited knowledge and experience children are acute and sensitive observers. In his novels, Dickens shows children, who struggle with the adversities of adult life, children who have no childhood and must survive against the hostile society of the Victorian England caught in the frenzy of the Industrial Revolution. The author relies often on his own experiences, his childhood was disturbed by the tragedies in his own family, which gives his novels a sense of authenticity. Charles Dickens was born on 7th February 1812 in Portsmouth in England as a son of John and Elizabeth Dickens. His fathers irresponsibility and lack of ambitions were the reasons why his family situation was often uncertain. He was always in debt and, as a consequence, in 1824, when Charles was only twelve years old, his father was imprisoned, together with his family. However, through his uncles instigation, young Charles found employment at a newly opened blacking factory and was spared from the prisons sentence. Michael Slater, Dickenss biographer, shows how this experience influenced small Dickens: à ¢Ã¢â€š ¬Ã‚ ¦Dickens leaves no doubt as to the degree of the psychological and emotional earthquake suffered by his twelve-year-old self: It is wonderful to me how I could have been so easily cast away at such an ageà ¢Ã¢â€š ¬Ã‚ ¦ No advice, no counsel, no encouragement, no consolation, no support, from any one [à ¢Ã¢â€š ¬Ã‚ ¦] I might easily have been, for any care that was taken of me, a little robber or a little vagabond.  [1]   Dickens is an expert at childrens feelings and emotions, and through his works, he urges adults to be sensitive towards their fragile personalities. His novels, and his child characters, witness the abuse of children in the Victorian Period. His works were to give voice to children who desperately needed help and who rarely were able to communicate their needs and even more seldom obtained the help they needed. The first chapter of the following thesis is divided into four parts. In the first part, the author will describe the importance of childrens psychological needs necessary to their proper growth. The emphasis will be placed upon the needs fulfilment methods and the consequences of not fulfilling them: a lack of a childs psychic stability, problems in adolescence, etc. In the second part of Chapter One, the author will discuss violence against children in the Victorian Period and its consequences. On this occasion, the ideas of a Polish psychologist, Aleksandra Sobkowska will be presented in the context of the recent findings of New Psychology. Still in Chapter One, I will introduce Abraham Maslows psychological theory of the hierarchy of human needs. At the end of the same chapter, the author of the thesis will present the figure of Charles Dickens as a victim of the Victorian epochs Industrial Revolution, a victim of social injustice and economic deprivation, a victim of childhood i nterrupted. The Second Chapter will focus on the characterization of and the role of children in the Victorian society in the period of the Industrial Revolution. On that occasion, Oliver Twist, Dickenss portrayal of children in the historical and socio-economic context, will be discussed in detail and placed in the context of the Maslowian theory of the hierarchy of needs. In this chapter, the author will also ponder on Dickens involvement in the struggle against a childs exploitation; it is not clear whether in his books, the author aimed at evoking sympathy for the children and their plight, and thus he wrote mainly for the adult readership; or attempted to elucidate children on the causes of their unjust and despicable conditions. Chapter One Childrens needs and violence against children. The aim of the following chapter is to present the importance of needs in childrens psychological growth. In the course of Chapter One, the author of the thesis will refer to the foundations of Abraham Maslows theory of the hierarchy of needs. The author will also discuss different types of violence against children as the most detrimental element in a childs psychological development. Finally, Charles Dickens life will be placed in the context of the Victorian period. Childrens psychological needs Psychological needs of a human being are of great importance first and foremost for children, however, adults very often forget about it. Satisfying a childs material needs such as clothing, feeding, etc, they are convinced that they adequately fulfil their parental responsibility. In the light of modern psychology such an attitude is viewed critically. Though easily convinced that material goods are all they need, children become increasingly dissatisfied. Disturbing signals in our daily life children committing serious crimes, children becoming addicted to alcohol and drugs, adolescents dropping out of school; are all but proof of the existence of an area in a childs psyche that remains overlooked and neglected. Children differ significantly from one another; therefore, each child has to be treated separately whether it is by its parents or educators. Adults usually realize far too late how important they are for their childrens development, generally when their children start misbehaving and cause problems.  [2]  In order to prevent such a situation, it is necessary to study the mechanism of the needs formation; then consciously new and positive needs a need to discover, to know, to feel good about oneself can be created. As far as the mechanism of creating new needs is concerned, they are formed first through satisfying the needs that already exist. It is very important to offer children the opportunity to develop new and valuable needs, and rewarding responses of the environment have a great influence on childrens psychic growth. One of the main needs that are worth mentioning here is the need of emotional contact between a mother and a child. At the beginning, this contact has a more physical character, but in time, the character of this contact changes. It has a more psychological sense and needs another form of fulfilment.  [3]  Parents are able to create proper conditions to form a childs personality; to achieve this aim, parents must continuously observe and recognize their childs needs and try to understand them. Many factors have an influence on a harmonious course of a childs development, including all psychophysical processes, and affect the childs future stance point of view, and the way she or he is perceived by the society.  [4]   Human needs are divided into: material, biological, organic and psychological ones. Generally, psychological needs are additionally divided into: A need of safety shaped in ontogenesis A cognitive need An activity need A need of independence and personal development An emotional and social interaction need A sense of belonging and acceptance need A possession need b. Violence against children as the negation of proper development A child who is harmed is the one who is suffering due to improper behaviour of other people, mainly parents and guardians, and who experiences injustice and a sense of powerlessness. This process, whether intentional or unintentional, and resulting from adults actions, may have a negative influence on a childs physical or psychological development.  [5]   Dickens stories abound in episodes involving both psychological and physical abuse among children. Children rob one another of dignity and belongings. They accumulate anger and frustration in themselves. They are weak and dominated by adults and find abusing their equals or weaker ones as the only possible way of venting their anger. Violence against children leads unavoidably to violence in children. This too is a result of a childhood interrupted, of a thwarted development. Violence against children is the most perverted form of violence; children are defenceless and innocent human beings at a formative stage, who are susceptible to a physical and to psychological injury. Though violence may reside in children themselves, for example, in unwanted, problematic, chronically ill or disabled children; in the majority of cases, children are victims of violence perpetrated by adults. Violence occurs in many different circumstances, and may have different forms, but generally three groups of reasons for its occurrence may be distinguished: violence in children directed against others (children as well as adults) is a result of the childrens frustration with their own health (disabled and chronically ill children), with their social and indirectly economic status (orphaned children, children of alcoholics, etc.) and, importantly, often is a consequence of war; violence in parents directed at children which often is a result of social pathologies dysfunctional families; violence being a result of a familys social isolation owed to their religion, ethnicity, social or economic status, etc. According to Aleksandra Sobkowska, a Polish psychologist, there is a conventional division of violence against children based on its type: physical, psychological and sexual abuse. Negligence of children is sometimes considered to be the mildest form of violence, however, it is most common, and it is extremely harmful and just like any other form of psychical abuse beatings, torture, etc. extends its effects into the sphere of a childs psyche. Therefore, the distinction between physical and psychological abuse, at least in terms of their lasting effects psychical and psychological scars overlap and blur. In Sobkowskas view, psychical abuse of children has cognitive, emotional and behavioural consequences a childs abuse syndrome may be manifested by: a lack of a sense of security a lack of a sense of belonging to the closest people a lack of or low self-esteem spiritual loneliness a feeling of being harmed a feeling and consciousness of guilt and shame difficulty in forming relationships. In Charles Dickens novel Oliver Twist, there are many examples of child abuse and violence ranging from the very basic lack of alimentation: Unfortunately for the experimental philosophy of the female to whose protecting care Oliver Twist was delivered over, a similar result usually attended the operation of her system; for at the very moment when a child had contrived to exist upon the smallest possible portion of the weakest possible food, it did perversely happen in eight and half cases out of ten, either that it sickened from want and cold, or fell into another world, and there gathered to the fathers which it had never known in this.  [6]   through terrible living conditions; An unfinished coffin on black tressels, which stood in the middle of the shop, looked so gloomy and death-like that a cold tremble came over him, every time his eyes wandered in the direction of the dismal object: from which he almost expected to see some frightful form slowly rear its head, to drive him mad with terror. The recess beneath the counter in which his flock mattress was thrust, looked like a grave.  [7]   resulting in a sense of fear and spiritual loneliness: He was alone in a strange place; and we all know how chilled and desolate the best of us will sometimes feel in such a situation. The boy had no friends to care for, or to care for him. The regret of no recent separation was fresh in his mind; the absence of no loved and well-remembered face sank heavily into his heart.  [8]   Psychological violence is a conscious destruction or significant limitation on a childs possibility of proper development. Ranging from insults, as can be seen in the following episode from Oliver Twist: Get downstairs, little bag o bones. With this the undertakers wife opened a side door, and pushed Oliver down a steep flight of stairs into a stone cell, damp and dark, forming the ante-room to the coal-cellar, and denominated the kitchen.  [9]   It is hard to draw any conclusive ideas as to what future awaited Oliver, and whether his childhood filled with pain brought to bear on his life as an adult. There is a note to the preface of Charles Dickens Oliver Twist which say: It tells the story of an unfortunate orphan boy from his early years in the harsh environment of the workhouse, to his struggle for survival in the dangerous world outside its gates.  [10]   A parallel between the story of Oliver Twist, à ¢Ã¢â€š ¬Ã‚ ¦ a boy who dares to ask for more  [11]  and the life of Charles Dickens is evident. As a young boy, Dickens was forced to work in one of Britains infamous sweatshops, or as they were often referred to, children factories. His fathers debts put the whole family in prison; only young Charles was spared his freedom, however, in exchange for hard labour in a blacking workshop. In a way similar to most children from poor neighbourhoods of London, Dickens suffered pains of poverty hunger and all things most children his age would take for granted. Hunger haunted little Charles, something that is echoed in the story of Oliver Twist, but what pained him more was his hopelessness against the odds set by the cruel society of the 19th century Britain. Britain was undergoing a period of transformation; the Industrial Revolution was at its peak; many people fled the impoverished countryside and settled in big cities. There, they we re exploited by the capitalist industrialists. Slavery was by then outlawed in Britains overseas colonies, importing cheap labour was out of the question, yet the growing economy needed hands, many hands, inexpensive hands. In such circumstances, children became a commodity cheap and easy to manage. Factories soon filled with little children whose parents, all the while working themselves to near death, still failed to make ends meet. This is an era of Britains great economic expansion; this is an era that witnessed the birth of communism. Britain was getting rich, or at least the rich were getting richer; for the rest the society was falling apart. Many children faced a very bleak future; orphaned (mostly through abandonment); deprived of any possibility for social advancement, just like Oliver Twist, veered onto the dangerous path of crime. Dickens resisted the temptations of becoming a criminal; perhaps, in that sense, he was lucky; his contacts with Londons underworld remained luckily within the confines of his fantasy. I might easily have been, for any care that was taken of me, a little robber or a little vagabond  [12]  Dickens, a literary giant of the Victorian England, was first and foremost, its victim. As a child, he suffered all the deprivations shared by most of his books characters Nicholas Nickleby, Oliver Twist, Pip and David Copperfield; whose lives stories became a great testimony of Britains shameful past a past tainted by abuse against the innocent and the weakest children. c. Maslows hierarchy of needs This part of the thesis is based on the psychological theory authored by Abraham Maslow. Among other things, he wrote about human nature being good or at least neutral. It cannot be assumed that a child is born with a bad nature.  [13]  Because of its pessimistic, negative and restricted conception of human nature, Maslow became very critical of psychology. Unlike other scientists, he conducted his tests on healthy people, people without, for example, brain injuries; and he reached a number of new and innovative conclusions concerning personality. He claimed that psychology is much more occupied with peoples weaknesses rather than strengths; that the main focus of psychological studies is sin, and virtue tends to be omitted.  [14]   Maslows hierarchy of needs is represented by the following diagram: Maslow recognises, and illustrates his notion by means of a pyramid, that human needs can be divided into five levels, four of which represent deficiency needs (referred to also as basic needs) and are associated with human physiology. Only when those needs are satisfied, a human develops a need of self-actualization (referred to also as growth needs). d. Society in the Victorian Age Dickens hero, Oliver Twist, lived in a difficult time characterised by changes and the resulting serious crisis in the politics, economy and religious life. Victorians expected progress, rapid changes that were to improve their daily lives; apart from the elite, life in the nineteenth century was very hard for most of simple citizens, especially for children. Many peasants, driven away from the countryside by the prospects of better lives in the cities, fell victim of industrial exploitation and the capitalist system of economy. Cities grew in population too rapidly, forcing many to live in squalid neighbourhoods filled with filth and crime. Urbanization meant more places of work, but the cost of living in big cities often exceeded an average familys means. Families were large or too large; people lived in overcrowded houses in hand-to-mouth conditions. Industrial production was carried on at great risks and causing suffering of men, women and children. Britains status as the worksho p of the world was achieved at a great human cost  [15]  . People including small children worked fifteen or sixteen hours a day in, most of the time, unbearable conditions. The majority of people the so-called working class, which ironically included the unemployed, lived in the scruffiest of households. The industrialists treated the less fortunate, especially children, simply, and only, like objects, manpower. Children were exploited more than adults, because they never dared to ask for more. What is more, parents willingly agreed to this exploitation, even of very small children (often younger than six years of age), because they, too, could earn a few pennies. This extra income for starving families was at times a matter of life and death. Children employed in industry, suffered and often fell ill, at times irreversibly. Their childhood was taken away from them, but what is more, the precarious working and employment conditions, often forced them into the streets where they begged or stole to survive. Most children were denied the stability of having a home, being abandoned by their parents. Sometimes they were subjected to violence or solitude, being under-nourished or even starving, covered with rags, sleeping in empty cellars. Deprived of love and support from adults, they were neglected and lonely among others. The working class children had no rights and their hardship earned them no respect. People in Victorian England believed they were doing what was best for their children. But they were gripped by an idea which was widespread at that time that children were empty vessels, containing nothing worthwhile until filled with what adults judged best.  [16]   Dickens in his novels depicted the Victorian societys major problems. The writer portrayed the society in all its variety, touching all their problems but the theme to which he always returned, was the family, childhood, injustice, inequality, crime, corruption, scandals, poverty, as well as the suffering of children. Whatever he wrote was written with passion, because he experienced seeing life, from the point of view of the poor people and abused children. In his time, few people understood children as well as Dickens did, and he was the first writer who described childrens thoughts and feelings capturing the way they spoke, behaved, and suffered. Chapter two Childrens needs and violence against children based on Dickens novel Oliver Twist. The aim of the following chapter is to present the connection between a childs needs and life in the Victorian Age on the basis of Dickens novel Oliver Twist. Oliver Twist is the first novel in which Dickens speaks out against social injustice and an inadequate economic system that condoned the plight of the poorest, yet the largest, segment of British society. His, is not a portrait of a happy and harmonious family, but a debt-ridden, broken family where children, unless employed in Britains worst workshops, are viewed as a burden. The author tries to show terrible conditions in workhouses where poor people were forced to live and work if they could not pay their debts. In his novel Oliver Twist, Dickens also draws a critical picture of charitable foundations and their involvement in childrens orphanages. Additionally, Dickens sheds light on Londons dangerous criminal underworld. The main character of the novel, Oliver, is a neglected, illegitimate child. He does not know his father and his mother died at his birth. He is brought up as an orphan in cruel conditions in an orphanage typical of the Victorian Age. This small and lonely child is drawn into the world of brutality and violence. The fact that he does not have parents increased his loneliness and difficulties in life because he is deprived of their support which is very important, especially at the beginning of everyones life. Having a normal life is important for a child, but for Oliver that proved an unattainable dream. Oliver spends the first nine years of his life in a badly run home for young orphans and later he is transferred to a workhouse for adults. There, not only does he lack means to secure himself a decent upbringing, but is constantly short of the essentials such as sufficient amount of food, a room to sleep or clean clothes. When he is nine, he is still a child and he does not understa nd the world around him, especially his own status. Once, he asks an adult what it means to be an orphan: Boy, said the gentleman in the high chair, listen to me. You know you are an orphan, I suppose? Whats that, sir? inquired poor Oliver. The boy is a fool I thought he was, said the gentleman in a white waistcoat.  [17]   Oliver is afraid of adults; he does not understand why strangers decide about his future and his life, and in their presence he often trembles and cries. One of the most important and memorable images in the novel is the moment when Oliver feels extreme hunger and asks for something more to eat: Please, sir. I want some more.  [18]  This famous scene is symbolic in that sense that it expresses Olivers revolt against his situation. He does not understand that such behaviour is unacceptable in the workhouse and he is beaten as a result and then put up for sale, like an object, not a human being. Oliver acts against the rules because the situation in the workhouse is abnormal; his basic needs are not satisfied. The living conditions in the workhouses of the 19th century Britain were very severe and often these harbingers of modern day sweatshops resembled more prisons than houses. The treatment of children was terribly bad, some of them even starved to death. The sufferings of children in the Victorian Age indicate that their basic needs were not satisfied. The fundamental, basic needs which are essential for our survival, such as proper nourishment, a place to sleep, warmth were not met then. According to Maslow, food occupies the lowest level of the pyramid in the hierarchy of needs, and belongs to the very primitive group of needs, which are essential for survival; refusing proper nourishment to hungry people, especially children is the negation of humanity. What is more, Oliver Twist is denied safety and stability; he is an unloved and lonely child thrown into unsympathetic adult world, where he lacks parental love, affection and protection. In Maslowian theory, Oliver is denied access to the second developmental level and his need to feel safe remains unfulfilled. At the beginning, Oliver is not aware of his situation; gradually, however, he comes to realize his standing: I am a very little boy, sir; and it is so- so à ¢Ã¢â€š ¬Ã‚ ¦ So what? inquired Mr Bumble in amazement. So lonely, sir! So very lonely! Cried the child [à ¢Ã¢â€š ¬Ã‚ ¦].  [19]   This small boy feels he should have some rights as a human being and he seeks love. It is only natural for a boy like Oliver to look for love and a sense of belonging, a feeling that gives people a sense of stability. Again, the fundamental need, the third level of the Maslowian pyramid representing the hierarchy of needs necessary for a childs proper physiological and psychological development remains unfulfilled. Although he leaves the workhouse, his circumstances never improve; he moves in with Mr. Sowerberry, an undertaker. Subjected to moral and physical oppression, Oliver continues to feel lonely, cold and abandoned; in his new home he has no place to sleep: Then come with me, said Mrs Sowerberry, taking up a dim dirty lamp, and leading the way upstairs; your beds under the counter. You dont mind sleeping among the coffins, I suppose? But it doesnt much matter whether you do or dont, for you cant sleep anywhere else.  [20]   Another boy, named Noah Claypole, who too is a worker at Sowerberrys workshop, constantly abuses Oliver, but the main character endures his fate without a word of complaint. One day however, acting on an impulse, Oliver fights off Noahs attacks. He fights in defence of his mothers name but despite his innocence, Oliver is severely punished. This situation illustrates the Maslows notion of violence being a result of a thwarted development in an environment where a childs basic needs remain unfulfilled; violence and other forms of anti-social behaviour are a consequence. In other words, a child who is deprived of an opportunity to fulfil his needs uses aggression, turns to aggression; he/she does not act like a normal child. This moment in the novel marks another important transition; Oliver demands to be respected he reacts with violence against the insults used with regard to his mother an action that points to the fourth level of the Maslowian pyramid, the need of esteem. Oliver decides to escape because he refuses to endure his treatment. He chooses London hoping to change his life for better. In spite of being exhausted and hungry; he does not give up and is still full of hope and determined. He meets Dodger, who offers him a helping hand. Unaware, Oliver joins a gang of juvenile pick-pockets, run by a Jewish emigrant named Fagin. Dodger and other young boys, and now Oliver, roam the streets of London stealing, when they can, hanging out, laughing. Fagins gang creates an authentic society and provides these unwanted boys with security and a sense of belonging. Oliver has never known this kind of life; he is drawn to it to gain respect amongst peers, but also to feel accepted, relied on, and needed. At the beginning, Oliver does not realise that he has joined a criminal group. He does not understand the whole situation but tries to be a quick learner and to acquire new skills, i.e. pick pocketing. However, because he has little experience, or simply because he still is a naÃÆ' ¯ve little boy, he gets caught and arrested. Fortunately for Oliver, Mr. Brownlow, one of the gangs victims, recognizes the boys innocence, exonerates the boy during the investigation and takes him into his custody. Oliver leads now a better life, at last, but he is not sure if his benefactor will not one day send him back into the streets of London. He asks Mr. Brownlow: Oh, dont tell me you are going to send me away, sir, pray! [à ¢Ã¢â€š ¬Ã‚ ¦] Dont turn me out of doors to wander in the streets again. Let me stay here and be a servant. Dont send me back to the wretched place I came from. Have a mercy upon a poor boy, sir!  [21]   Mr. Brownlow, however, reassures the boy of his true devotion to his upbringing: My dear child, said the old gentleman, moved by the warmth of Olivers sudden appeal, you need not be afraid of my deserting you, à ¢Ã¢â€š ¬Ã‚ ¦Ã‚  [22