Advantages and Disadvantages of Telling a Lie Essay examples

Friedrich Nietzsche, nineteenth-century German philosopher said, â€Å"We need lies in order to live.† Really, we face some cases every day that we do not have to tell the truth. Correspondingly, in these cases we are used to tell lies. People begin to tell lies in childhood, and they gradually find it as the best way to solve problems. As most people accept that lying is beneficial and it has some advantages, they lie frequently to solve problems. In spite of advantages of telling a lie, there are several disadvantages too. First, telling lies helps to conceal bad news and avoid negative reaction from others, including punishment. For example, children lie not to make parents angry. According to Michael Brody, M.D., a child psychiatrist in†¦show more content†¦So, he could inspire them, and Germans improved economy and made Germany the strongest country in Europe. Hitler called the propaganda technique â€Å"The Big Lie†. He told in his book, Mein Kampf, about the use of a lie so colossal that no one would believe that someone could have the impudence to distort the truth so infamously (Hitler, Adolf. Mein Kampf. Munich: 1925). Another example is that V. Lenin, the establisher of the first Socialist country in the world, told that terrorism is a true way in order to resist against Capitalism (Lenin, Vladimir. Where to Begin? Iskra May 1901). However, after success of Socialist movement he refuted this idea (Lenin Collected Works: Volume 23). According to The Protocols of the Elders of Zi on, one of the main things is to persuade people using lies to achieve Jews’ goal (The Protocols of the Elders of Zion, protocol no. 2). Thus, lies are very important in local and global issues of societies and countries. Despite of some advantages of telling a lie, there are some disadvantages too. The main disadvantage of lying is that it often deviates a person from the truth. When you lie, you have to tell other lies to conceal the first lie and not to be denounced. Also, you have to remember all these lies not to be confused, so it makes your life difficult. As Michel de Montaigne, sixteenth-century French author, said, â€Å"He who is notShow MoreRelatedThe Advantages and Disadvantages of Telling a Lie720 Words   |  3 PagesThe Advantages and Disadvantages of Telling a Lie Are there any people who have never lied? Of course, there is no human being who has never lied. According to statistics shown in â€Å"Brain Statistics†, about sixty percent of people lie at least once during ten minute conversation. Lying plays an important role in our life. People have been lying since their childhood. Saki, twentieth-century British writer, said: â€Å"A little inaccuracy sometimes saves a lot of explonations† (Northstar 5 ListeningRead MoreWhy Lying Is A Common Behavior850 Words   |  4 Pagesin today’s society. But ever since we were young we were shunned away from telling lies and were taught that we should be truthful. Why is it that lying was immoral, but then as we grow up we drift away from that lesson? Many can say that we are cowards who hide behind our lies. Today there exists a white lie which states that you are telling a lie to help someone. Why do we teach our kids that lying is bad when adults lie all the time? In the qu ote Nancy Farmer compares the liars to rats who areRead MoreThe Mystery Of Liars By Nancy Farmer872 Words   |  4 PagesEver since we were young we were shunned away from telling lies and were taught that it was wrong. Why is it that lying was immoral, but then as we grow up we drift away from that lesson? Many can say that we are cowards who hide behind our lies. Today there exist a white lie which states that you are telling a lie to help someone. Why do we teach our kids that lying is bad when adults lie all the time? In the quote Nancy Farmer compares the liars to rats who are cowards that hides and runs aroundRead MoreThe Truth Will Set You Free864 Words   |  4 Pagesthe truth will set you free†. This quote means that telling the truth will lead to positive results because telling lies will end up in problems for yourself or others. â€Å"Honesty is the best policy, the truth will set you free† can be arguable as it contains error of being truthful always, whe n some of the time we can be. Some people have trouble with honesty and telling the truth. Anybody can’t say throughout their life, they have never told a lie. I have lied many times before that I cannot recallRead MoreThe Way We Lie article by Jennifer Ericsson1139 Words   |  5 PagesLies can be expressed in a variety of ways, as listed in the reading â€Å"The Way We Lie† (Ericsson, Pg. 216-224). At times you can tell a lie without getting noticed but other times you can get caught in between a lie, and what good is the truth when you could hurt the other person’s feeling such as saying â€Å" Man, you don’t look good today† or â€Å" Oh my gosh, what are you wearing? This isn’t the 20th century† there are always different ways people take in criticism either they take it positively and approveRead MoreBody Language And Nonverbal Communication1624 Words   |  7 PagesThe film Body language nonverbal communication is a show he ld by Allan Pease explaining what is a nonverbal communication. I enjoyed this video as Allan Pease explains with humor and humility with the help of the public what our body is telling about us in our everyday attitudes. Nonverbal communication refers to the study of body language, which is: facial expressions, gestures, interpersonal distances ... For the broadest definition of non-verbal, it is a mode of communication that has notRead MorePlatos View on Lying Essay1029 Words   |  5 PagesPlatos View on Lying What is a lie? And when is it appropriate to tell a lie? Are two questions to think about after reading Platos Republic translated by G.M.A Grube. A lie by definition is a false statement intended to deceive. Most people would agree this is not a just thing to do to your friends. In American society today, lying has always been a bad thing to do. Trust is very important, parents always tell their kids never to lie or they will loose their trust. Plato disagrees, withRead MoreContextualism: Morality and Ethical Judgment768 Words   |  4 Pagesby a formal law or rule (Moore, 2010. Lecture week 5). This method of decision making has its advantages and disadvantages, an advantage would be the fact that this ethical judgment can be made only after the problem situation exists, not before (Christian, 2009. p 380) whereas the formalism and relativism have to meet certain ethical codes imposed by universal laws and society respectively. A disadvantage would be that no moral values or belie fs matter when making a decision. Contextualism can’t beRead MoreFmri, The New Aspects Of Deception Detection1496 Words   |  6 Pagesbecomes human behaviour, lie detection will play key role of proving their deceit. For a century, researchers studied significantly about lying and deception as the human behaviour in scientific, philosophical and legal aspects (Ford, 2006) and attempted to create the instruments to detect lies. Many techniques were developed to detect deception and determine the truth (Kleinmuntz and Szucko, 1984 cited in National Research Council, 2003). In early of the 20th century, lie detection was invented byRead MoreDifferent Types of Lying1731 Words   |  7 PagesPeople lie a lot in their lives. Even though they know that it is morally and religiously incorrect, they do it all the time. Mothers lie to their children; children lie to their parents and students to their teachers. It is a huge part of people daily behavior. They do it for many reasons, like lying to gain certain things or lying to avoid responsibilities. For example, when a girl tells her friend she does not looks fat in her new dress but the truth she does, or when a wife tells her husband

Ode to a Nightingale, Ode on a Grecian Urn, and Ode to...

Ode to a Nightingale, Ode on a Grecian Urn, and Ode to Autumn The casual reader of John Keats poetry would most certainly be impressed by the exquisite and abundant detail of its verse, the perpetual freshness of its phrase and the extraordinarily rich sensory images scattered throughout its lines. But, without a deeper, more intense reading of his poems as mere parts of a larger whole, the reader may miss specific themes and ideals which are not as readily apparent as are the obvious stylistic hallmarks. Through Keats eyes, the world is a place full of idealistic beauty, both artistic and natural, whos inherent immortality, is to him a constant reminder of that man is irrevocably subject to decay and death. This theme†¦show more content†¦In this case, the visionary action is the poet slowly lapsing into the nightingales world, opening his senses to the true nature of the bird while other men sit and hear each other groan (Norton 1845). This state of semiconsciousness allows for his understanding that, although it is mid-May, the bird singest of summer in full-throated ease (Norton 1845). The nightingale, whose song so perfectly embodies a particular season that the poet is unable to be mistaken about its meaning, expresses the beauty of nature in a way which man is incapable. The poet is also seeing the bird as timeless, for the summer exists within the nightingale regardless of it being mid-May. In stanza seven the poet reveals the nightingale for what it truly is: a symbol natures immortal beauty. The bird has now entirely escaped the physical limitations of the poets world where all is subject to death and decay, for it wast not born for death, and is an immortal bird living in an imaginary realm. It lives outside of the human world where beauty cannot keep her lustrous eyes, yet still affects the poet so profoundly that he wonders if it was a vision or a waking dream? (Norton 1847). Keats, in experiencing the song as he describes, idealises the nightingale and elevates the bird to a singular embodiment of unchanging naturalShow MoreRelatedEssay on Ode on a Grecian Urn by John Keats1525 Words   |  7 PagesOde on a Grecian Urn by John Keats Summary In the first stanza, the speaker, standing before an ancient Grecian urn, addresses the urn, preoccupied with its depiction of pictures frozen in time. It is the still unravishd bride of quietness, the foster-child of silence and slow time. He also describes the urn as a historian, which can tell a story. He wonders about the figures on the side of the urn, and asks what legend they depict, and where they are fromRead MoreExploring How Keats Finds Beauty In Death Essay1180 Words   |  5 Pagesâ€Å"To Autumn†, which Keats wrote after observing an autumn evening, is seemingly simplistic and purely descriptive. However, underneath the surface, Keats has finally begun to accept the difficult truth that death is inevitable. Through the poem â€Å"To Autumn†, Keats urges humankind to accept death as a natural part of human life and to recognize the beauty in death. The first stanza is crowded with sensual and concrete images of nature and its ripeness during the first stages of Autumn. Autumn is characterizedRead MoreA Thing of Beauty Is a Joy for2507 Words   |  11 Pages`A thing of beauty is a joy forever`. How far and in what ways does Keats communicate this belief in his odes. Emotion was the key element of any Romantic poet, the intensity of which is present in all of Keats poems. Keats openly expressed feelings ignoring stylistic rules which suppressed other poets. Keat#8217;s poems display a therapeutic experience, as many of his Odes show a sense of struggle to accept, and a longing to search for an emotion which he could feed off for his eternity.Read MoreSimilarities and Dissimilarities Between Shelley and Keats6975 Words   |  28 Pagesabout nature in itself, Shelley tends to invoke nature as a sort of supreme metaphor for beauty, creativity, and expression. This means that most of Shelleys poems about art rely on metaphors of nature as their means of expression: the West Wind in Ode to the West Wind becomes a symbol of the poetic faculty spreading Shelleys words like leaves among mankind, and the skylark in To a Skylark becomes a symbol of the purest, most joyful, and most inspired creative impulse. The skylark is not a birdRead MoreThe Literary Techniques Used to Evoke the World of Senses in Keats Odes 1561 Words   |  7 Pagesan assortment of ways. In the Odes of John Keats we are witness to an extensive use of literary techniques. Keats uses a variety of approaches in order to evoke the world of senses throughout his poetry. His Odes ‘on Indolence’ and ‘to Psyche’, ’a Nightingale’, ‘To Autumn’ and ‘Ode on Melancholy’ all demonstrate Keats amazing ability to arouse the senses of his readers with his diverse and vast use of literary and poetic techniques. In Keats â€Å"Ode to a Nightingale† we see the sense embodied throughRead MoreA Classical View Of The Romantic Movement1877 Words   |  8 PagesHypothesis: John Keats’ Odes were heavily influence by Classical ideologies which related to the wider philosophy of the Romantic Movement. This essay will apply a Classical perspective to John Keats’ Odes. I will examine how John Keats was inspired by the ideologies of the Greeks and Roman mythology. John Keats based his Odes on Roman myths and Greek artefacts; he used these to explore wider themes that relate to Greek Philosophy. This essay will show how Keats related the wider philosophy of theRead MoreThe Beauty And Richness Of Autumn By John Keats1391 Words   |  6 Pagesthan the beauty around them, will let life pass them, missing out on the true wonders of the world. In his poem â€Å"To Autumn,† John Keats utilizes imagery to express the importance of indulging in the beauties of nature, while alive, because humans are mortal beings bound by the limits of time. Throughout the beginning of the poem, Keats touches on the beauty and richness of autumn. He accomplishes this by introducing distinct fall imagery. For example, Keats writes in lines 5 and 6, â€Å"To bend withRead MoreAnalysis Of John Keats s Poem2045 Words   |  9 PagesHampstead. There he met and fell in love with his neighbour, an 18-year old girl called Fanny Brawne. This was the beginning of when John Keats wrote his best poems including: The Eve of St Agnes , La Belle Dame Sans Merci , Ode to a Nightingale and To Autumn From September 1819, Keats did not write a lot more of his own poetry. His financial difficulties became worse. He got engaged to Fanny Brawne, but with no money there was not much chance of marrying. In early 1820, he began toRead More Aspects of a Sonnet Essay2511 Words   |  11 Pagesbright and glittering in the smokeless air. Never did sun more beautifully steep. (Composed upon Westminster Bridge, line 8 9) Another famous English poet was John Keats (1795-1820), he died young and as a result his work on sonnet and odes were only fully appreciated when he died. His first mature work was the sonnet On First Looking into Chapmans Homer (1816), written after fully devoting himself to poetry at the age of twenty-one. Marked by vivid imagery, great sensuous appealRead MoreAnalysis Of Sonnets By John Keats1967 Words   |  8 PagesFears that I May Cease to Be† and it stuck with me. I remember being enthralled by how he questioned the prospect of mortality and the language he uses. I’ve only read a few of Keats’ other works since, such as â€Å"Ode to a Grecian Urn,† â€Å"La Belle Dame sans Merci,† â€Å"To Autumn,† â€Å"Ode to Nightingale,† and â€Å"On Seeing the Elgin Marbles† for example. Therefore, I was only familiar with a couple of his sonnets so I decided that I wanted to focus my project on that. I’m excited to read them all and see how they

I’m Nobody free essay sample

â€Å"I’m Nobody! Who are You? † is a poem written by Emily Dickinson. The poem conveys the main idea of being alone, isolated from the society – or being â€Å"nobody†. This is partly influenced by the social gender status of Dickinson’s time – 19th century featured the inequality of sexes, where females were expected to stay at home and serve their husbands, thus disconnected from the society. As a result Dickinson had adapted and perhaps taken pleasure into being an outsider, whilst she found it boring to be part of the society – or to be a â€Å"somebody†. These are all various ideas reflected through Emily Dickinson’s poem. The poem has 2 stanzas very typical of Emily Dickinson’s style. Her choice of language in this poem is also very simple and succinct – but at the same time meaningful and pithy. The first line, â€Å"I’m nobody! †, shows how Dickinson admits to be a â€Å"nobody† willingly. Being a â€Å"nobody† can mean an outsider – a person who is isolated, alienated from the rest of the world and society. The second phrase of the line – â€Å"Who are you? † shows that the poem is directly written to a target. This person – shown on the second line of the first stanza, is a â€Å"nobody† too – perhaps even a friend of Dickinson. The poet also realizes the fact that being a â€Å"nobody† is to be loathed by the society. This is shown in line 3, when she advises the other â€Å"nobody† not to tell, as she states in line 4 â€Å"They’d banish us†. The word â€Å"They† in the beginning of lines 3 and 4 suggests the rest of the society – people who are â€Å"somebody†, as opposed to Dickinson’s â€Å"nobody’. The use of dash in line 3 shows the furtiveness of the phrase â€Å"don’t tell! †, emphasizing the hatred or dislike they face from the society. The same effect is achieved by the use of exclamation mark in line 3. Lines 3 and 4 can also be interpreted as that after she finds another â€Å"nobody†, they are a pair – not longer belong to a group of â€Å"nobodies†. She does not want to be banished from the status of being â€Å"nobodies†. A conclusion can be drawn that she feels more secure to be a â€Å"nobody†; she feels comfortable to be treated as a â€Å"nobody† by the rest of the society. The second stanza sees a noticeable change in Dickinson’s tone. The repetitions of â€Å"How† and â€Å"To† in the beginning of each line give a more secure and commanding tone. This can be explained by the â€Å"discovery† of another â€Å"nobody† stated by the poet in the first stanza – she feels more assured that to be a â€Å"nobody† is not too unacceptable as she is not the only one. Also perhaps because she feels more secure to be with a person who feels the same as she does and understands her, she is more willing and daring to express her more inner feelings. The poet states that it is â€Å"dreary to be somebody† in line 5 of the second stanza. â€Å"Dreary† refers to being boring or dull; and â€Å"to be somebody† suggests to be recognized by the society and belong to it. Hence Dickinson is suggesting that to be part of a society is tedious and meaningless to her, which can also implies being a â€Å"nobody† is the contrary – interesting and meaningful. A further implication may be that being â€Å"nobody† allows her to write poetry – as it is not part of the â€Å"traditional role† of women at her time to write poetry, and instead women were expected to serve only their husbands. However, being a â€Å"nobody† in the society helps her to escape her role of being a â€Å"women†, granting her freedom instead. Hence we can see that poetry is meaningful to her. She also compares that to be â€Å"somebody† is like to be â€Å"public†, another indication that Dickinson likes isolation – which is proven correctly as one would learn that she locked herself in her house for the majority of her life. Dickinson uses a simile to compare â€Å"somebody† to a â€Å"frog† in line 6. This can be explained by the fact that â€Å"frogs† are considered noisy with the sound they generate. Combining with line 8, â€Å"To an admiring bog! †, it suggests the idea that frogs create noise to be noticed – but only by â€Å"an admiring bog†. A bog is the environment in which a frog dwells – this creates an irony. Emily Dickinson is suggesting that although being a â€Å"somebody† means being noticed by the public, but the public to â€Å"somebody† is like a bog to a frog – it is not really a relationship, or friendship, as no one would say that a bog is the friend of a frog. Also the word â€Å"admiring† creates a whole sense of sarcasm to the idea – and the technique of personification is used to describe the â€Å"bog† as well, perhaps to emphasize the sarcasm of the simile. Overall the poet suggests that to be â€Å"somebody† might mean to be well-known, accepted by the society; however the relationships are often shallow, distanced or impersonal. The rhyming of the words â€Å"frog† and â€Å"bog† also suggests a congenial relationship between â€Å"Somebody† and her targeted audience – conveying the idea that the poem is a direct criticism against the â€Å"somebody† – the general public. Through the use of contrast and irony between â€Å"Nobody† and â€Å"Somebody†, her strong will to be a â€Å"nobody† is shown, as well as her despise towards â€Å"somebody†. This poem reflects Emily Dickinson’s life and perhaps her more inner and cryptic feelings – it was probably written from the heart. She imprisoned herself for the most of her life, completely isolated from the rest of the world. This may contribute to the reason why she thinks being an â€Å"outsider† is better than being â€Å"somebody†, and that she does not value â€Å"friendship† in the same way as normal people do. However at the same time it was also proven in the poem – for instance she found another â€Å"nobody† in the first stanza – that she is not totally a recluse, and that she treasures the very few friendships she had.

Brahms Funf Ophelia Lieder Essay Example For Students

Brahms Funf Ophelia Lieder Essay Song 1: Wie erkenn ich dein Treulieb The entire song is only 42 seconds and there is not much change throughout the piece either. Brahms wanted his entire Lieder to be simple and that shows in this piece. In this song, it shows the structure on AAAA. The melody and rhythm of each line in the song is extremely similar. The only difference in each line is the rhythm of the last measure. In the third system it says He is dead and gone, lady, He is dead and gone.   When sung in German the last word is FrÃÆ' ¤ulein (Lady) which is stressed by the absence of the syncopated rhythm that is usually there. The change in the melody consists of the two notes at the end of the phrase either going up a fourth or going down a third. There is also a change in tempo from one measure to the next in each line. In the A lines, there is a ritardando at the end of each phrase. There is not much dynamic contrast at all throughout the entire song other than a few decrescendos. The accompaniment in this piece follows the vocalist and plays almost the same exact melody as what is being sung. The lyrics to this piece are talking about someone who has died and the woman who is mourning him. At his head a grass green turf, at his feet a stone.   I imagine this means that he has been buried. Song 2: Sein Leichenhemd Weiss wie Schnee zu sehn This piece is also extremely short with only 30 seconds in length. This piece is only two lines. The rhythmic difference between the two lines is that the first line is much more choppy   with the dotted notes than the flowing tied eighth notes. Brahms emphasizes the words blumen (flowers)   and liebes (love) with the use of melismas on both. Each phrase begins with a crescendo and then decrescandos to the end. There is a little bit of ritardando on the very last two notes of the piece. The lyrics to this piece continue to speak of a mans grave, but it also mentions the sweetness of nature and the beauty of the mountains snow. This is probably her appreciating nature, but still upset by the mans death. Its definitely a more bittersweet piece. Song 3: Auf morgen ist Sankt Valentins Tag This piece is much longer that the first two pieces. It is also very cheery in comparison to the other pieces in the lieder. There is a dancelike feel to this piece created by the triple meter in the piece. Although the piece is on the cheerier side, the lyrics hold a deeper and darker meaning. The lyrics say at your window, to be your valentine,   this is showing the desperation and how pathetic the story is. The melody starts off very sweet, but slowly gets more and more desperate. It flows nicely until after the first phrase and then it begins to be sung more bitterly. The bitterness and the desperation is also shown in how the words will sein (to be)  and gingnim (never)   are the highest and longest notes in the entire song. On the way to those notes there is a massive crescendo throughout the previous phrase. After the high notes there is a very quick decrescendo as the music calms again. Song 4: Sie trugen ihn auf der Bahre bloÃŽÂ ² This piece is also very short. This piece is very sweet, but also very somber. The lyrics state and in his grave raind many a tear. You must sing, adown adown.  This line is showing someone in mourning. It even sounds as though the woman is crying when she is singing the line leider ach lieder   and ihr mÃÆ' ¼ÃƒÅ½Ã‚ ²t singen nunter. There is also a lot of suspension in the piece as well. The piano part in the right hand mostly plays along with the voice. .ufcffd2c7e00b10147ba4ccc3e16f8e29 , .ufcffd2c7e00b10147ba4ccc3e16f8e29 .postImageUrl , .ufcffd2c7e00b10147ba4ccc3e16f8e29 .centered-text-area { min-height: 80px; position: relative; } .ufcffd2c7e00b10147ba4ccc3e16f8e29 , .ufcffd2c7e00b10147ba4ccc3e16f8e29:hover , .ufcffd2c7e00b10147ba4ccc3e16f8e29:visited , .ufcffd2c7e00b10147ba4ccc3e16f8e29:active { border:0!important; } .ufcffd2c7e00b10147ba4ccc3e16f8e29 .clearfix:after { content: ""; display: table; clear: both; } .ufcffd2c7e00b10147ba4ccc3e16f8e29 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ufcffd2c7e00b10147ba4ccc3e16f8e29:active , .ufcffd2c7e00b10147ba4ccc3e16f8e29:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ufcffd2c7e00b10147ba4ccc3e16f8e29 .centered-text-area { width: 100%; position: relative ; } .ufcffd2c7e00b10147ba4ccc3e16f8e29 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ufcffd2c7e00b10147ba4ccc3e16f8e29 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ufcffd2c7e00b10147ba4ccc3e16f8e29 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ufcffd2c7e00b10147ba4ccc3e16f8e29:hover .ctaButton { background-color: #34495E!important; } .ufcffd2c7e00b10147ba4ccc3e16f8e29 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ufcffd2c7e00b10147ba4ccc3e16f8e29 .ufcffd2c7e00b10147ba4ccc3e16f8e29-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ufcffd2c7e00b10147ba4ccc3e16f8e29:after { content: ""; display: block; clear: both; } READ: Music industry EssaySong 5: Und kommt er nicht mehr zurÃÆ' ¼ck This piece is pleading to God to grant this man mercy. She is coming to terms with this man being dead. The piano part has an almost constant stepping up and down the scale pattern. The song follows an AABBC pattern. During each section of A or B the lyrics are repetitive and constantly pleading. There is not very much dynamic contrast other than a few crescendos and decrescendos here and there.

Case Study Nissin Essay Essay Example

Case Study Nissin Essay Essay I. Synopsis ( sum-up of the instance including theoretical context of the job ) II. 2nd portion A. Time Context ( the clip when the job was noted ) B. Case Viewpoint ( indentification of the existent proprietor of the job ) C. Statement of the Problem ( in a spread or trouble that deter or prevents the company from accomplishing its aims D. Statement of the Objectives ( ends or consequences that you would wish to carry through ) E. Statement of the Areas of Consideration ( Facts of the instance in outline signifier ) F. Statement of the Alternative Courses of Action ( A pick between two or more possible solution to work out the problem. ) ( minimal acad demands should be two with advantages and disadvantages for each option ) . G. Statement of Conclusion ( the Final determination ) H. Statement of Recommendation ( Plans of action presented in Tabular signifier indicating activities. assigned individual or section and mark day of the month of completion ) Case Study I. Synopsis The Study is about the company. Monde Nissin where all of the caputs of the section consisting the said company were gathered to reiview and discourse the year’s public presentation for its instant noodle line. The said meeting was initiated by the demand analyst of the said company. We will write a custom essay sample on Case Study Nissin Essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Case Study Nissin Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Case Study Nissin Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer He/She reported that their gross revenues growing over that past twelvemonth has been a individual figure from old ages 2006 to 2008. with regard to the old old ages which was twelvemonth 2003 to twelvemonth 2005. They discussed the job as to how did their gross revenues growing diminution. some of the section caputs reported that the diminution was due to increase in monetary value of their merchandise. The addition in merchandise monetary value was due to the addition of imported wheat. the monetary value of dollar is still unstable. and the add-on of the trade name new warehouse. They besides said the population in the Philippines decreased ingestion of instant noodles and other basics due to increase in monetary values of goods. Some besides said that the population in the state today is more concerned with their wellness and health. some people are besides environmentally witting and some people besides want merchandises that has variableness. With these restraints. the section caputs concluded that they should bring forth a new merchandise which features wellness and health but the debut of a new merchandise in the market will necessitate high cost. because they will recalibrate their installations because their installations are non flexible hence incurring high cost. II. A. Time Context The job was noted in twelvemonth 2008. B. Case Viewpoint The chief job of the Case Study is why the gross revenues growing of the Company declined and how to do their gross revenues growing rise once more. C. Statement of the Problem The company is faced with many jobs or challenges. these are: a. The imported wheat monetary value is lifting B. The dollar remains to be unstable c. The costs they are incurring because of the new warehouse d. The diminishing ingestion of the populace with their merchandise due to increase of the monetary values of goods vitamin E. The increasing demand for merchandises that has Health and Wellness benefits. merchandises that are good for the environment and merchandises that has variableness D. Statement of the Objectives f. To assist the company increase its gross revenues growing E. Statement of the Areas of Consideration g. The company has to see the addition in monetary value of imported wheat h. The dollar that is still unstable I. The lessening of the populace in purchasing their merchandise due to increase of monetary value of goods J. The increasing demand for merchandises that has Health and Wellness benefits. merchandises that are good for the environment and merchandises that has variableness.

What Is the SAT Waitlist Should You Get on It

What Is the SAT Waitlist Should You Get on It SAT / ACT Prep Online Guides and Tips Did you miss the registration deadline for the SAT test date you wanted? Don't fear- you still might have a chance to take the test if you get on the waitlist. In this article, we give you instructions on how to register for the SAT waitlist, followed by some advice on whether it's the right choice for you. Requesting SAT Waitlist Status You can request waitlist status between the late registration deadline and five days before the test date.This request must be made through your College Board account. There, you can choose only one test center and test type (either the regular SAT or any SAT Subject Tests without listening sections). Here's a table of theSAT test dates for 2018-19 along with the latest dates you can sign up for the SAT waitlist: Test Date Waitlist Deadline August 25, 2018 August 20, 2018 October 6, 2018 October 1, 2018 November 3, 2018 October 29, 2018 December 1, 2018 November 26, 2018 March 9, 2019 March 4, 2019 May 4, 2019 April 29, 2019 June 1, 2019 May 27, 2019 Source: The College Board Waitlist registration works almost the same way as normal registrationdoes. You'll need to pay for test registration ($47.50 without the Essay, $64.50 with the Essay), upload a photo of yourself, and print out your Waitlist Ticket,which will be delivered to you via your online account. SAT Waitlist: What Happens the Day of the Test Students on the SAT waitlist are admitted to the test center on a first-come, first-served basis. If there are enough materials left in terms of test booklets, staff members/proctors, and seats after all the normal registration students have been accounted for, you will be able to take the test. You'll need topay awaitlist fee of $51if you're admitted to the test center on the test date you request. Unfortunately, fee waivers are not accepted for the waitlist fee. The good news is that if you're not admitted to the test center on that date, your registration fee will be refunded. Make sure youbring an acceptable photo IDand your Waitlist Ticket,along with other supplies you’ll need for the SAT.If you need to test with accommodations, you'll still be able to do so as long as your situation doesn’t involve any special equipment. For example, if you need extended time or extended breaks, you should be able to test with those conditions, provided they're confirmed by your Waitlist Ticket. However, anything that requires extra setup or coordination, such as a computer for the essay, a scribe, a magnifier or other seeing accommodation, or a readerwon't be available if you test with waitlist status. The Waitlist Ticket provides you with an all-access tour of the College Board factory- if you are pure of heart, you just might inherit the factory from Dr. S.A.T. College Board! 3 Reasons to Get on the SAT Waitlist Is the SAT waitlist the right choice for you? Remember, you only have until five days before the test date to sign up for it.If one of the following three situations applies to you, you should think about getting on the SAT waitlist. #1: This Is Your Last Chance to Take the SAT If it’s your senior year and you just missed the late registration deadline for the December SAT test date, you might consider getting on the waitlist. Many colleges won’t accept test scores from SATs taken later than December of your senior year.If you’re still unsatisfied with your scores and believe you could do better if you took the test one more time, sign up for the waitlist so you have that chance. #2: It’s Important to Your Game Plan That You Take the SAT at This Time If you've been planning for this date for a while and know it’s the best time for you to take the test when considering your overall college application plan, consider getting on the SAT waitlist. For example, if this is a test date in the spring of your junior year and you want to use the results to study over the summer for your last chance at the SAT in August or the fall of your senior year, the waitlist is a good option. In general, if this was supposed to be a benchmark test for you (your first test junior fall, your second test junior spring, or your last test senior fall) but you forgot to register, you would be smart to consider going on the waitlist to keep yourself on track. #3: You Want to Get the Question-and-Answer Service (QAS) The Question-and-Answer Service (QAS)is the SAT’s most comprehensive score review resource. It gives you a copy of your test booklet and provides details for all questions you answered correctly and incorrectly (and for any you skipped- though you should always answer every question!).It is only available for theOctober, March, and May test dates. If you know that you won’t get another opportunity to use the QAS as a study tool should you miss this test date, you should consider signing up for the SAT waitlist.Remember, on other test dates you can still order the Student Answer Service (SAS), which is essentially a less in-depth version of the QAS. Your final scores are just the tip of the SAT iceberg. You'll need to plunge into the watery depths with the QAS to find out how to improve them. 2 Reasons to Wait for the Next SAT Test Date Sometimes it’s not a good idea to get on the SAT waitlist. It’s a lot of extra money, and you might not absolutely need to take the SAT on this test date.Here are a couple of reasons to hold off. #1: Waiting Until the Next Date Won't Impact Your Plans Much For example, if it’s your junior year and you missed the October registration deadline, it might not be a big deal for you to take the test in November instead.You would still get in one SAT during your junior fall and have time in-between that test and other test dates in the winter and spring to study. #2: The Waitlist Fee Is Too Large of a Financial Burden As mentioned above, you can’t get a fee waiver for the waitlist fee.If you think it’s going to be a big strain on you to pay the extra $51, don’t go on the waitlist unless it’s really your last chance to take the SAT and you're counting on a higher score to get into your dream college. The Bottom Line: Getting on the SAT Waitlist You can put yourself on the SAT waitlist up to five days before a test date.It’s a $51 fee, but this is only charged to you if you're admitted to the test center. You'll also need to pay the registration fee for the SAT; however, this will be refunded to you if you aren't admitted to the test center. The SAT waitlist works on a first-come, first-served basis, so get there early! It's a good idea to consider getting on the SAT waitlist if you're relying on a particular test date to stay on track with your SAT study plan or if it’s your absolutelast chance to take the SAT before your college applications are due. On the other hand, it's probably not worth getting on the SAT waitlist if you can take the test on the next date without suffering any major consequences. Ultimately, you can avoid putting yourself in this waitlist situation by being aware of upcoming SAT test dates and registering for the test far in advance! What's Next? Still trying to decide whether the next SAT test date is a good fit for you? Read this article for our expert advice. If you're coming up on your senior fall, check out this in-depth guideto find out more about the best test dates for seniors. Already took the SAT and are waiting for your scores? Or perhaps you're trying to figure out how to interpret your results. Learn more about this process with our comprehensive guide. Concerned about or confused by your SAT scores?Get tips on how to order the Question-and-Answer Service and Student Answer Service or, for more extreme cases, Hand Score Verification. Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Criminal Justice Management Research Paper Example | Topics and Well Written Essays - 4500 words

Criminal Justice Management - Research Paper Example There are disturbing issues of police’s inefficiency and brutality: how could these areas of the police system be transformed? What are the ethical considerations the police must follow so as to create a dynamic environment for their operations? How can the police improve their service delivery through the formulation and implementation of good policies? It is important that all the issues raised above must be strictly considered before the police could successfully carry out their duties as a criminal justice organization. However, there are different organizational models in practice; which one would be the most applicable for the police system? And how would the criminal justice system react to the implementation of a possibly new management process? This paper critically looks at the significant points outlined in the foregoing with a view to finding the appropriate management system that would make the police become a viable arm of the general criminal justice system. The contemporary management processes in the police are evident in the three major procedures used by this criminal justice organization. Traditional techniques of supervision, leadership and management are still much in place at most police organizations worldwide. These three elements of police management have been instrumental to the current level of success in policing as the prevalence of crime has been drastically reduced in recent years (Iannone and Iannone, 2000). (i) Supervision of the police officers: Undertaking supervisory actions on the activities of the police personnel has been deemed an active procedure to keep the police force on its feet and ensure efficient performance of the police officers (Iannone and Iannone, 2000). The purposes of maintaining constant supervision of the police personnel include but not limited to (i) making sure that they are persistently reminded of their duties as security operatives, protecting the lives of people in the society; (ii)

Nursing informatics Research Paper Example | Topics and Well Written Essays - 1250 words

Nursing informatics - Research Paper Example It is used in the management of the records of the patients. The data pertaining to a given patient can be safely stored and retrieved with ease when required. The technology can also be used to diagnose a patient based on the records that have been obtained. Thus, technology is generally necessary for the diagnosis, treatment, and the management of patients in a health institution (Cleveland Clinic, 2011, para.1). The success of the application of modern information technology in a given health care institution is not obvious. The management of such institutions needs to define and develop an appropriate strategy for integrating the modern technology into their system. A good patient care will be achieved if the use of technology is supported by the processes of the institution and the cooperation among the workers in the institution (Cleveland Clinic, 2011, para.3). The nurses in the health care institutions need to be conversant with the applications of the automated systems in va rious tasks. There is need to develop a joint passion for the profession and the learning of new technology. Thesis statement The application of information technology in nursing practice will be successful in improving the quality of services to the patients if the processes of the health center are well organized and if there is good coordination between the health workers in the organization. 2. Informatics in nursing The practice of nursing involves handling very vital pieces of information relating to the patients’ health that are necessary for proper service delivery (Ball, 2000, p.7). The management of the patients in a given health care institutions is made easier of the records of the patients are available and in an organized manner. The health history of a given patient can be traced and this will help the clinician in making the appropriate diagnosis (Berner, 1999, p.5). There are also pieces of information relating to the nursing practice. These include the proce dures, guidelines, and policies that are applicable in the practice and in a given institution. The nurses would want to obtain these pieces of information from their seniors or communicate them to the other nurses within the institution. There would also be a need to communicate to the patients in certain instances. The way the information is stored, how it can be retrieved, and how it can be communicated to other people will determine its effectiveness. The confidentiality of information is of particular significance in the nursing practice. Besides, the patients should be involved in designing for their care. There is a need for an effective communication between the patient and the nurses. Thus, the information needs to be kept in a secured system that is protected from unauthorized users and from where it cannot be destroyed. There is need to have an organized system that allows for an easy retrieval of information from a large chunk of information. The communication medium nee ds to be fast and efficient and neither should it tamper with the contents of the information. The use of modern technology in these applications is necessary (Berner, 1999, p.139). By using these modern systems, it is easy to organize enormous data so that the retrieval of the required piece of information

Aniamal behavior Essay Example | Topics and Well Written Essays - 1250 words

Aniamal behavior - Essay Example Essential around these elements are: Relative plenitudes of predators and prey, Relative sizes of predators and prey, Predator sex, Prey physical/behavioral qualities (e.g., secretive shade, escape systems), Energetic nature of prey, Predator condition or gut completion, Predator experience and Habitat heterogeneity. A mixture of exploration proposes that a proportion of 1 wolf: 200 caribou is steady. Over this, caribou populaces decrease. This degree for moose is assessed to be 1 wolf: 20 moose. More prey more predators. Keep up predator: prey proportion and help settle prey populaces. In this way, if deer populaces increment, do coyote and catamount populaces likewise build? If not, then the proportion progressions and predation effects ought to lessen. Elective prey implies that predators may not demonstrate a numerical reaction. Examples Coyotes can live on little warm blooded animals, so regardless of the possibility that deer populaces decrease, coyotes can stay copious and proceed to intensely pillage grovels. Predators generally have easier r and are longer existed than prey. Predators cant expand as quickly as prey, so proportion of predator: prey diminishes when increments prey. Opposite is genuine when prey populaces diminish. Case Cougars have more level conceptive rates than deer. Deer populaces can expand more rapidly than cougar numbers, consequently consistently bringing down the predator: prey proportion until something stops the expansion in deer numbers. Cougars, on normal, live more than deer. On the off chance that deer populaces drop, due to climate or some other transitory conditions, then the proportion of predator: prey will build until a portion of the cougars likewise kick the bucket. One method helpless prey can use to decrease predation rates is to move prey in time in space so that the accessible predators are unable to consume much of it. This is the methodology of caribou that

Effect of Spontaneous Breathing Trial (SBT) Duration

Effect of Spontaneous Breathing Trial (SBT) Duration Effect of Spontaneous Breathing Trial (SBT) Duration on the Clinical Outcomes of Mechanically Ventilated Patients Admittted at Medical Intensive Care Units of a Tertiary Government Hospital In Davao City INTRODUCTION Background of the Study: Mechanical ventilation (MV) is primarily used to support patients whose respiratory function is compromised due to a variety of reasons. However, several studies have shown that prolonged MV among intensive care patients is associated with adverse clinical outcomes. Thus, MV should be discontinued promptly as soon as patients are capable of breathing spontaneously. Furthermore, patients who are dependent on MV stay longer in the intensive care unit, requiring dedicated care and frequent monitoring. The inadequate number of intensive care unit beds necessitates maximizing the use of limited resources in delivering essential care to critically ill patients. Discontinuing mechanical ventilation in a well-timed and safe manner should lead to desirable outcomes for both patients and clinicians. Hence, strategies that assist in early withdrawal of patients from mechanical ventilation should be investigated. The process of liberating from mechanical support is known as weaning. In most studies, it was noted that nearly half of the total duration of mechanical ventilation is spent in the weaning process. Each day, a set of weaning predictors is tested and patients who meet the criteria proceeded to a spontaneous breathing trial (SBT). Several researches set the SBT at 120 minutes. The American Thoracic Society guidelines recommend SBT for 30 minutes to no longer than 120 minutes. In our institution, current practice involves an overnight duration of SBT. The optimal duration of SBT, however, is not known. The long duration of SBT requires close monitoring of a critically ill patient, which is challenging for the limited number of intensive care unit staff. Hence, this study will investigate the hypothesis that short (30 minutes), intermediate (120 minutes) and long (overnight) duration of SBT have similar clinical outcomes. Review of Related Literature: Mechanical ventilatory support is used when spontaneous ventilation is insufficient for the sustenance of life. The word supportis emphasized in this context since mechanical ventilation is not a cure for the underlying disease, but it is at best a type of support, offering rest to the patient while the disease processes are treated. A study by Esteban et al showed that half of the intensive care units in North America had at least 40% of adult patients receiving mechanical ventilation. This data is similar to that of a prospective study involving 20 countries in 2004, where it was reported that 33% of patients required mechanical ventilation. Invasive mechanical ventilation is a risky, uncomfortable, and costly procedure that should only be utilized when indicated. Major indications for mechanical ventilation are: (1) partial pressure of oxygen in arterial blood (PaO2) cannot be maintained above 50 mm Hg despite high levels of delivered oxygen; (2) partial pressure of carbon dioxide in arterial blood rises above 50 mm Hg; (3) ventilation becomes inefficient and/or exhausted; (4) airway protection. According to Esteban et al (2002), the most common causes for mechanical ventilation were acute respiratory failure in the postoperative period (20.8%), pneumonia (13.9%), congestive heart failure (10.4%), sepsis (8.8%), trauma (7.9%), and acute respiratory distress syndrome (4.5%). The goal of mechanical ventilation is to improve ventilation, oxygenation, and lung mechanics. However, as is the case with other medical therapies, the benefit of mechanical ventilation comes at a price. An Indian study revealed that 55 of the 100 mechanically ventilated patients admitted at a university hospital developed complications as follows: nosocomial pneumonia (29%), gastrointestinal hemorrhage (11%), airway complications, (10%), cardiovascular complications (8%), equipment failure (7%), and barotrauma (2%). The most common complication is ventilator-associated pneumonia (VAP) which occurs 48 to 72 hours or thereafter following endotracheal intubation. The incidence of VAP ranges from 9 to 27%, with mortality rate of between 33 to 50 %. A local private tertiary institution reports a lower incidence of VAP at 7.6%.In this institution, a total of 621 adult patients were intubated from September to December 2014. Of these patients, 13.3% developed ventilator-associated pneumon ia. Numerous studies report that weaning from mechanical ventilation after the underlying reason of respiratory failure has been resolved, account for more than half the total duration of mechanical ventilation. In some trials, however, weaning comprise only 40% of the whole duration of mechanical ventilation. Nevertheless, the duration of weaning is an important component that needs close attention. In a study by Coplin et al higher mortality, more cases of pneumonia and longer hospital admission was reported in patients who underwent more than 48 hours delay of liberation from mechanical ventilation. Hence, physicians should be encouraged to minimize the duration of weaning. Researchers have long recognized the complications of mechanical ventilation. They have proposed multiple techniques to facilitate the transition to spontaneous ventilation. Successful weaning from MV at any time was reported to be associated with a higher survival rate. Generally, weaning has two components. The first component is a list of â€Å"readiness to wean† criteria based on clinical factors that help decide if a patient is ready to breathe spontaneously. Ely and colleagues developed a scoring system wherein all five criteria should be met to pass the screening test. The criteria are as follows: the ratio of the partial pressure of arterial oxygen to the fraction of inspired oxygen (PaO2/FiO2) had to exceed 200; the PEEP should not exceed 5 cm H20; there had to be an adequate cough during suctioning; the ratio of the respiratory frequency to the tidal volume should be less than 105 breaths per minute per liter; and no infusions of vasopressor agents or sedatives. The second component is the spontaneous breathing trial (SBT), a period of unassisted breathing during which the patient is observed for signs of respiratory failure. Several studies have investigated the methodology for weaning. The commonly used techniques are T-piece, synchronized intermittent mandatory ventilation (SIMV), or Pressure Support Ventilation (PSV). The traditional mode of weaning is the T-piece weaning, which involves attaching the endotracheal tube to a T-piece such that one of the two remaining limbs of the T is connected to a humidifier, which supplies humidified oxygen while the third limb is left open to allow for exhalation. The primary disadvantage of this method of weaning is that apnea, low VE and airway pressure alarms are disabled, and close visual monitoring is required. However, this type of weaning provides an estimation of post-extubation breathing, resulting in rapid recognition of patients who are able to tolerate weaning. One of the potential areas of study is improving processes that shorten the spontaneous breathing trial. Three previous studies conducted in years 1999, 2002 and 2003 demonstrate the equivalence of 30 minutes and 120 minutes SBT using both T-piece and PSV protocols. Based on these trials, Macintyre (2012) recommended that an SBT should be at least 30 min but no longer than 120 min to allow proper assessment of ventilator discontinuation Similarly, White reported that the length of an SBT should be approximately 30 minutes to 120 minutes. However, an overnight duration of SBT has been in practice in this institution for many years due to limited data on the success rate of extubation using a shorter SBT duration. After the patient is able to sustain spontaneous breathing, the next step is to ascertain whether the patient can tolerate extubation. This is an important decision, as both delayed and failed extubation are associated with prolonged ventilation and mortality. Several factors may predict extubation failure after a successful SBT. The decision to extubate patients is largely based on the ability to clear secretions and protect the airway. A weak cough and moderate volume of secretions are also associated with extubation failure. Some studies suggest that a Glasgow coma score of ≠¤ 8-10 is correlated with extubation failure since increased risk of aspiration occurs in patients with reduced level of consciousness. Other characteristics recognized as risk factors for extubation failure are: older age, severity of illness on ICU admission, prolonged duration of ventilation prior to extubation, and continuous sedation

Thomas Jefferson And His Views On Government :: essays research papers

Thomas Jefferson was born in what is now Albermarle County, Virginia on April 13, 1743. Jefferson was educated at the College of William and Mary and then went on to study law with George Wythe. Thomas Jefferson is most well known for his part in writing the Declaration of Independence and for being our third president. Thomas Jefferson has contributed greatly to the building of our government. He was a truly remarkable man who set forth the basic ideals and beliefs in government that have stayed the same for over two hundred years. In researching Thomas Jefferson I see a man who poetically expressed the fundamental purpose behind government that is, I feel, sometimes overlooked in today's political government and by the media. Thomas Jefferson believed that states could best govern the domestic matters within its state, but a strong Central Government is needed as well to deal with foreign affairs and to keep the country strong as a unified nation. "While smaller governments [states] are better adapted to the ordinary objects of society, larger confederations more effectively secure independence and the preservation of republican government."-Thomas Jefferson to the Rhode Island Assembly, 1801. What Thomas Jefferson was saying in this quote is that small governments like our state and our towns are the ones best fit to deal with the concerns of the people. In turn helping the people live the best and happiest lives possible. Which is the reason we have government. "The first object of human association is the improvement of their condition."-Thomas Jefferson: Declaration and Protest of Virginia, 1825. To keep people safe and things in order so people can live safe, happy, and fruitful lives. While supporting the idea that small government is best suited to deal with domestic concerns he points out the fact that a large "confederation" is the best way to handle foreign concerns that effect all the smaller governments under the "confederation. Along with foreign affairs is of course national defense that is best controlled by a large central government. Certainly standing together unified a group is stronger than each individual standing alone. Thomas Jefferson believed that as much power as possible should be left to the states but the "confederation" should have power to address foreign matters for the well being of the country. As well as being a believer in states rights Thomas Jefferson believed that the constitution should be strictly obeyed.

Educational Research Methods Essay

1. What is the general purpose of a human subjects review? The general purpose of the human subjects review panel is to ensure that the rights, interests and the welfare of the human subjects are maintained during clinical research, and the clinical trials is conducted in an ethical manner compliant with standards established.   The review panel has the authority approve, amend or even reject any human research.   During the entire process of the clinical research, the review panel would be studying the manner in which the research is being conducted, and ensuring that the guidelines are stuck to.   Several regulatory authorities would be ensuring that the review board monitors the research being conducted on human subjects. The review board would be approving the research protocol outline and would also be creating the informed consent form.   During the meeting of the review board, the protocol would be studied, and accordingly it would be approved, disapproved or modified.   The review board would have to ensure that during any clinical trial, the risks to the human subjects are minimal, and certain benefits could be anticipated.   The benefits gained from the trial should be maximal and the risks involved should be minimal.   It would also look into other ethical issues such as confidentiality, informed consent and deceptive practices (USAF, 1999 & St. Edwards University, 2006). 2. What kinds of people within your organization would you ask to be on the review panel? Explain your reasons for choosing each person? The human subject research board is usually composed of a minimum of five members.   They should be professionally competent to examine research proposals and give consent for them on human subjects.   The members of the review board should be professionally qualified and should have sufficient experience so as to make appropriate decisions with regards to the human subjects.   The members of the board should belong to various backgrounds and should be familiar of the issues that exist in the community research is being conducted in.   The members of the board are usually elected for about 2 years.   Men and women should be a part of the board, so that female issues could also be appropriately addressed.   At least one member of the board should belong to a non-scientific background, and one member should belong to a scientific background (Monmouth, 2007 & St. Edwards University, 2006). 3. Give examples of projects within your organization that may require careful review before they are approved and of those that may be exempt from human studies review requirements. The institutional review board (IRB) of my organization would be examining any clinical research project that requires the use of human subjects, and in which some amount of risk exists.   The main aim of the IRB would be to assess the amount of risk that exists and also ensure that the trial is being conducted in an appropriate manner so that the risk is minimal.   Choosing the subjects should also be done in an equitable manner, and the IRB would be studying this.   The IRB would also be examining the provision of monetary and non-monetary incentives to the subjects who are a part of the clinical trial (HHS, 2005 & USAF, 1999). Some of the programs in which approval of the board is not required includes evaluations conducted by the student and teachers (for educational purposes), evaluation of the research program, marketing research, employee evaluations, certain educational tests, diagnostic tests, interview or survey procedures, compilation of existing data, etc (The University of Tennessee at Chattanooga, 2007)

Bruh Want and Free Rider Essay

Bruh Want and Free Rider Essay Bruh: Want and Free Rider Essay Majority of the time in a group project or work place there is at least one person in the group that, slacks off and barely does anything however he/she gets credit for the work. He/she gets away with doing nothing because either his team does not say anything or the manager just allows it to slide. From this case the manager the manager plays a role as Freddie’s enabler. What the manager needs to do in the work place is simply motivate the workers including the free-riders to actually want to do their job. And lastly she needs to show him who the boss is, and he is easily replaceable. The manager has spoken to him. Provided suggestions and tried to live by an example she says, however she hasn’t made any changes to ignite his interest. 1. If you notice the free-riders just gliding through life, make the tasks have meaning. I know in my generation, especially me, if I am not interested in something IS simply clock out and the care is gone. However when I see that the task is very important, I work my best to accomplish the task. 2. Bring the other members accomplishments in light. In this case Freddie slightly knows he’s a free riders; however sometimes free riders have no clue that they are slacking in the work place. The manager needs to be able to sit and compare/contrast Freddies work with his peers. Through this he will see the little he actually does. 3. Provide the workers including the free rider with responsibilities Giving people a leadership role, goes back to the 1st bullet. It gives the worker something to actually care about, and in addition the workers had to bring their own individual work 5. Establish a relationship with the free rider and simply ask them for advice. The manager needs

Recording of Music on CDs Essays

Recording of Music on CDs Essays Recording of Music on CDs Essay Recording of Music on CDs Essay In the early 1980s when CDs were first introduced, there were required to hold data (e.g. computer software, music etc) in a digital format! What do we all want in a CD? Well for the example we would use a music CD. The main aim would be to create a recording with very high fidelity which means the similarity between the original signal and the reproduced signal. The reproduction of sound which no matter how many times a track is played would still be the same quality as you first played it! In this report, it will show you how analogue and digital technology work with CDs. Analogue Just out of general interest, the word Analogue comes from two Greek words meaning word for word. An example of how another analogue device works is a clock. The hands of the clock make a complete circuit in a minute or in an hour or in half a day, depending on which hand it is. The hands would continually go around just as the Earth turns completely around on its axis in a day. Analogue recordings draw an impression of sound waves in the scribble channel in vinyl records or as variations of magnetic energy in cassette tape. The vinyl records and tape store these pictures of the sound patterns and allow them to be played back over and over again. Figure 1.1 shows a typical analogue cassette tape. There are some problems with this system that I will just highlight: * The information gets mixed up with the errors of the medium. A clock hand that does not keep up with the other hands gives inaccurate information. * Dust in a record groove causes sounds not meant to be there. * Tape imperfections cause hiss that was not part of the original sound. * Fidelity If you have music and play it over and over again on an analogue format then the sound would not be that of the original. In other words the quality of the sound would gradually deteriorate. The graph (Figure 1.0) shows what an analogue signal would look like scratching onto the tin cylinder can! The machine which records it is called Edisons phonograph. Instead of noting it down on a cylinder can, we can do it electronically! You can see an example of this on Figure 1.2 below. The graph is showing the position of the microphone diaphragm (Y axis) over time (X axis). The diaphragm is vibrating on the order of 1,000 oscillations per second. You can see that the vibrations that are noting down the sound are working very quickly! Even saying a hard like hello has a particular tone! The graph is showing it going up and down which resulted 500-hertz (500 oscillations per second) wave. Digital Data The word digital in Latin means digitus or finger, because everyone from an early age learns to count on his/her fingers. We have ten fingers, so with us humans, the common numbering system is to the base 10 (0 to 9). For computers, they use 0 and 1 because they dont have fingers! Usually 0 is off and 1 is on. This is what we call the binary system. With digital recordings, the computer uses the binary coding system to decode and encode. An example: How does it work? We can take a painting for example, if oil was spilled on the painting it is complex to restore what was there before because the oil has become part of the painting. However if someone recorded the painting with a paint-by-number scheme in great detail, the oil wouldnt matter there no numbers assigned to the oil! The artist could redraw the painting by following the number codes exactly. Only this time the oil spillage wouldnt be there! Identical copies can be made from here. Digital data works exactly like this which is why it can reproduce what it had originally just by using numbers. Digital recordings can that avoids the disadvantages that analogue get. It does not try to draw the information that is being saved. As an alternative, it converts the information into a mathematical code that ignores the flaws of whatever medium (The carrier between a source of information and its intended audience!) is storing the data. Figure 1.3 shows what a CD looks like: Converting Data To make output of sound better quality and efficient, we would have to convert an analogue sound into digital before it is outputted! How is this done might you ask? Well digital recording converts the analogue wave into a stream of numbers and records the numbers instead of the wave which we saw on the graph diagrams figures 1.1 and 1.2. The conversion is done by a device called an analogue to-digital converter (ADC). To play back the music, the stream of numbers is converted back to an analogue waves by a digital-to-analogue converter (DAC). The analogue wave produced by the DAC is put through an amplifier which produces the sound out through speakers. The sound of a CD would be of the same every time you play it unless for example the numbers that are being converted is corrupted. The analogue wave produced by the DAC will be the same or near enough original analogue waves if the ADC produces accurate numbers and it is sampled at a high rate. Compact Disk (CD) When CDs sampling rate and precision is working, it produces a lot of data. On a CD, the digital numbers produced by the ADC are stored as bytes! Just for fact, it takes just two bytes to represent 65,536 gradations. A CD can store up to 74 minutes of music. Therefore the total amount of digital data that must be stored on a CD is! How is this worked out is what you are thinking? Well the equation for this is by: 44,100 samples/ (channel*second) * 2 bytes/sample * 2 channels * 74 minutes * 60 seconds/minute = 783,216,000 bytes The CD player The CD player has the job of finding and reading the data stored as bumps on the CD. Considering how small the bumps are, the CD player is very precise when scanning the bumps! A laser and a lens system focus in on and read the bumps. A tracking mechanism moves the laser assembly so that the lasers beam can follow the spiral track which can move up and down the CD. Below on Figure 1.4 shows what is inside of a CD player. Some of the components are labelled so it is easier to distinguish what is what! Regeneration of analogue signals in the CD player Inside the CD player there is a DAC. Inside of the DAC, there is a clock that regenerates the digital data stream of the CD-player. Regeneration is done by something called Phase Locked Loop (PLL) which is located in the input receiver. However in this DAC design an additional PLL is applied between the input receiver and the DA converters. A disadvantage is the PLL has a very slow tracking of frequency changes but it is acceptable because the data stream is generated with very stable X-tal oscillator inside the CD-player. The PLL exists of a Voltage Controlled X-tal Oscillator (VCXO) which is compared with the regenerated clock from the input receiver. This error signal, filtered with a low pass filter with a very low bandwidth (far below the audio range), controls the VCXO. However, the unfiltered error signal is available as an output. We called this output PLL sound. With an ideal CD-player and ideal PLL this signal should be a constant voltage. However after measurement and listening we would know better. At the output a very small signal is present with noise and signal that is some how parallel with the analogue music signal. By connecting an amplifier with high gain to this output, differences between different players could be detected. It is even possible to determine differences between the original CD and several CD-ROM copies (the brand as well as writing speed). There is a link between the sound quality of the CD-player (used as data source only for the DAC) and the signal at the PLL sound output. This feature makes it possible for the DAC owner to listen to the quality of the CD-player and possibly to improve it. The PLL sound output is something like a subjective clock spectrum analyser. Conclusion Over the years, technology has moved very rapidly especially with the recording of music as a digital signal on a CD and the way analogue signal is regenerated on a CD player. Today most would listen to a digital form of music but the processes still involve analogue signals along the way! Here we have showed that although just playing a CD could be as easy as pressing the Play button, the logic and processes are somewhat unknown to many! At the end of the day these advances would only make listening to music more enjoyable for people.

Management 2 (protective security) Essay Example | Topics and Well Written Essays - 3000 words

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Detection of Attacks Executed by Multiple Users - Dissertation Example Some of these mass-users attacks are triggered by the big companies and manipulation of online items reputation can be hazardous for the customers. As a rule, well-known products are chosen for this type of attacks. For example, Amazon books, some hotels in travel sites, and a great number of digital content can be a fertile ground for mass-users attacks. Not only these vicious and hazardous attacks can be the greatest challenge of the electronic life, but still Netizens and other computer world dwellers are intimidated by mass-users attacks. Under conditions of this type of attacks, fraudulent users implement their well planned strategies and manipulate reputation of numerous target products. To consider these attacks and the ways of dealing with them, it is possible to apply a defense scheme that (1) develops heterogeneous thresholds for developing protection against suspicious products and (2) analyzes focus items on the basis of correlation analysis among suspicious items. Real u ser data and simulation data should be correlated and on the basis of such kind of correlation it is relevant to identify potential mass-user attackers. The given scheme shows the main advantages in finding out fraudulent users, recovering challenging errors in the systems, and reducing attacks related to normal products, sites etc. Â   The problem of attacks executed by multiple users is a complicated task and the modern researches are working in the name of these fraudulent groups identification. The main task of the modern researchers in this field is to apply advanced artificial intelligence and complex adaptive systems to stop, foresee and prevent distributed attacks of the network. Multiple attackers work together and very often it is difficult to foresee and prevent this type of an attack. Data Reduction Techniques is one of the most convenient means of preventing this type of attacks. IDS approaches are nowadays limited in a proper identification of relevant information in high-speed network data streams. The appropriate analysis of IDS enables taking control over such type of attacks. There is a need to conduct a dynamic and real-time control over current attacks. Relevant information can be processed and it can serve as an input vector to IDS. There is another challenge, which is a great variety of activity and processes occurring in the network environment to identify a subset of data that is very difficult for analysis. There is a suggestion to design an anomaly detection scheme for prevention of mass online attacks. This underlying scheme is based on several components integration: first is the importance of time-domain change detection, the second step is the importance of system-level visualization, the third are the selection of heterogeneous threshold and a conduct of a proper correlation analysis. Therefore, we can claim that for prevention and protecting computer systems from mass-users attacks it is necessary to pay attention to the new ph ilosophy. Currently existent schemes of attack prevention and protection are mainly based on homogenous correlation of items and the proposed scheme provides a much better performance in the process of malicious users' detection and reducing impacts on normal issues. Due to a wide range of activities and processes, the identification of fraud in a network environme

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Dalit literature Essay Example for Free

Dalit literature Essay Chaucer and the Elizabethan Age The Neo Classical Age The Romantic and the Victorian Ages Twentieth Century Theory and practice of Translation 4 4 4 Max. Marks Uni. CIA Exam. 25 75 25 75 25 75 6 6 30 4 3 19 25 25 125 75 75 375 100 100 500 Ins. Hrs/ Week 6 6 6 Credit Total 100 100 100 I Year II Semester MAIN Paper-5 MAIN Paper-6 MAIN Paper-7 MAIN Paper-8 COMPULSORY PAPER ELECTIVE Paper-2 English Language and Linguistics Indian Literature in English Shakespeare American Literature Human Rights New Literatures English 6 5 6 5 2 6 30 5 5 5 5 2 3 25 25 25 25 25 25 25 150 75 75 75 75 75 75 450 100 100 100 100 100. 100 600 II year III Semester MAIN MAIN MAIN MAIN Paper-9 Paper-10 Paper-11 Paper-12 6 6 6 6 5 5 5 5 25 25 25 25 75 75 75 75 100 100 100 100 ELECTIVE Paper-3 Commonwealth Literature Literary Theory and Criticism I English Language Teaching Literature, Analysis, Approaches and Applications Film Reviews and Presentation 6 30 3 23 25 125 75 375 100 500 MAIN MAIN MAIN MAIN ELECTIVE Paper-13 Paper-14 Paper-15 Paper-16 Paper-4 (or) Project 6 6 6 6 6 5 5 5 5 3 25 25 25 25 25 75 75 75 75 75 100 100 100 100 100 30 23 125 375 500 II Year IV Semester Literary Theory and Criticism II Soft Skills, Literature and Movies. World Classics in Translation Women’s Writing in English Anatomy of Literature Total 1 M. A. English : Syllabus (CBCS) Papers Credit Total Credits Marks Total marks MAIN 16 4-5 76 100 1600 ELECTIVE 4 3 12 100 400 COMPULSORY PAPER 1 2 2 100 100 21 90 2100 Subject Total 2 M. A. English : Syllabus (CBCS) THIRUVALLUVAR UNIVERSITY M. A. ENGLISH SYLLABUS UNDER CBCS (with effect from 2012-2013) SEMESTER I PAPER 1 CHAUCER AND THE ELIZABETHAN AGE Objectives Students are : 1. exposed to early English literature with special reference to transition from middle English to the Elizabethan ethos. 2. introduced to the earliest English writers through representative texts 3. to gain a deeper knowledge of the writers and their works UNIT-I : POETRY 1. Chaucer : Prologue to the Canterbury Tales : The Knight, The Prioress, The Wife of Bath and the Doctor of Physic. 2. John Donne : 1) The Canonization 2) Valediction Forbidding Mourning 3) Go and Catch a Falling Star UNIT-II : POETRY 1. Edmund Spenser : Prothalamion 2. Wyatt and Surrey : As Sonneteers 3. Ballads 3 M. A. English : Syllabus (CBCS) UNIT-III : PROSE 1. Bacon : Of Truth, Of Adversity, Of Parents and Children, Of Ambition 2. The Gospel according to St. Mark (MacMillan Annotated Classics) 3. Thomas More : The Utopia UNIT-IV : DRAMA Webster :The Duchess of Malfi UNIT-V : DRAMA Ben Jonson : The Alchemist 4 M. A. English : Syllabus (CBCS) PAPER 2 THE NEO CLASSICAL AGE Objectives Students are : 1. exposed to the shift to the Classical tradition in literary and political terms 2. to appreciate the tremendous changes in literary forms 3. trained to analyze the trends in literary expression of the period UNIT-I : POETRY Milton (1608 1674) : Paradise Lost Book IX UNIT-II : POETRY 1. Andrew Marvell (1621 1678) : To His Coy Mistress 2. John Dryden (1631 1695) : Absalom and Achitophel 3. Pope (1688 1744) : The Essay On Man : Epistle II (II. 1 92) (â€Å"Know then thyself†¦. Our greatest evil or great good†) UNIT-III : PROSE 1. Addison and Steele : The Coverley Papers : Sir Roger at Church Sir Roger at the Assizes 2. Milton : Areopagitica 3. Swift : The Battle of the Books 5 M. A. English : Syllabus (CBCS) UNIT-IV : DRAMA 1. John Dryden : All for Love 2. Richard Sheridan : The Rivals UNIT-V : FICTION 1. Daniel Defoe (1660 1731) : Robinson Crusoe 2. Swift (1667 1745) : Gulliver’s Travels 6 M. A. English : Syllabus (CBCS) PAPER 3 THE ROMANTIC AND THE VICTORIAN AGES Objectives Students are : 1. to appreciate the influence of ever changing trends brought about by social and scientific developments 2. to analyze diverse literary devices of these periods 3. to comprehend and analyze the dialectic between Neo Classicism and Romanticism 4. to gain indepth understanding of major writers of the 19th century UNIT-I: POETRY 1. Wordsworth : Tintern Abbey 2. Coleridge : The Rime of the Ancient Mariner 3. Shelley : Ode to a Skylark 4. Keats : Ode on a Grecian Urn 5. Tennyson : Ulysses UNIT-II: POETRY 1. Browning : My Last Duchess 2. Blake : Night 3. D. G. Rossetti Infant Sorrow : Blessed Damozel 4. Arnold : The Scholar Gypsy Ref: Victorian poets, ed. V. S. Seturaman, Macmillan Annotated Classics 7 M. A. English : Syllabus (CBCS) UNIT-III: PROSE 1. Charles Lamb : From Essays of Elia: Dissertation on a Roast Pig : Poor Relations 2. Arnold : From Culture and Anarchy: Sweetness and Light 3. Thomas Carlyle : On Shakespeare (from Victorian Prose ed. V. S. Sethuraman) UNIT-IV: DRAMA Oscar Wilde : Lady Windermere’s Fan UNIT-V: FICTION 1. Jane Austen : Emma 2. Dickens : Pickwick Papers 3. Charlotte Bronte : Jane Eyre 4. Walter Scott: Ivanhoe 8 M. A. English : Syllabus (CBCS) PAPER 4 TWENTIETH CENTURY Objectives Students are : 1. trained to acquire a working understanding of the war years and their literary consequences 2. exposed to dominant literary traditions and authors of the 20th Century 3. to analytically appreciate various emerging literary trends and forms 4. introduced to futuristic thinking through a classic science fiction novel UNIT-I : POETRY 1. W. B . Yeats 2. T. S Eliot 3. Wilfred Owen : Easter 1916 : Sailing to Byzantium : The Love Song of J. Alfred Prufrock : Strange Meeting UNIT-II : POETRY 1. 2. 3. 4. Hopkins. Seamus Heaney Thom Gunn Stephen Spender : Wreck of the Deutschland : The Tollund Man : On the Move : I think continually of those who are truly great. UNIT-III: PROSE 1. Orwell 2. D. H. Lawrence 3. C. P. Snow : Politics and the English Language : Why the Novel Matters : Two Cultures UNIT-IV: DRAMA 1. Beckett 2. T. S. Eliot : Waiting For Godot : The Family Reunion 9 M. A. English : Syllabus (CBCS) UNIT-V: FICTION 1. Virginia Woolf : Mrs. Dalloway 2. D. H. Lawrence : Sons and Lovers 3. Arthur C. Clarke : Childhood’s End 10 M. A. English : Syllabus (CBCS) ELECTIVE PAPER 1 THEORY AND PRACTICE OF TRANSLATION Objectives Students are trained : 1. to gain a working knowledge of the origin and development of translation 2. in the various theories and techniques of translation 3. to be able to translate literary and non-literary texts from English into an Indian language and vice-versa UNIT-I : History of Translation Origin and development of translation in the West Origin and development of translation in the Indian context UNIT-II : Theories of Translation Catford Nida Newmark UNIT-III : Translation of Literary Aesthetic Texts Problems and Techniques Translation of Religious Texts in India. Translation of Poetry Translation of Fiction Translation of Plays UNIT-IV : Translation of Scientific Technical Texts Problems and Techniques Translation of Scientific Texts Translation of Social Sciences Texts Translation of Official Circulars, Agenda, Minutes Translation of Commercial, Financial documents and Legal texts 11 M. A. English : Syllabus (CBCS) UNIT-V : New trends Assessment of Translation Computer aided Translation Reference Susan Bassnett McGuire, Translation Studies J. C. Catford, A Linguistic Theory of Translation E. A. Nida, Towards a Science of Translation (1964) E. A. Nida and C. Taber, The Theory and Practice of Translation (1974) Peter Newmark, Approaches to Translation (1981) A. Duff, The Third Language (1961) Ayyappa Panicker, ed. Indian Literature (1995) 12 M. A. English : Syllabus (CBCS) II SEMESTER PAPER 5 ENGLISH LANGUAGE AND LINGUISTICS Objectives Students are exposed to : 1. the evolution of the English language at a deeper level, updating what has been learnt at the UG level 2. the intricacies of articulating English sounds, enabling them to speak better 3. levels of linguistic analyses, preparing them to become effective teachers UNIT-I : THE HISTORY OF ENGLISH LANGUAGE. Descent of English language; Old English Period; Middle English; Renaissance After; Growth of Vocabulary; Change of Meaning; Evolution of Standard English. Recommended Reading: F. T Wood An Outline History of English Language UNIT-II : PHONOLOGY Cardinal Vowels, English Vowels, Diphthongs and Consonants, Transcription, Syllable UNIT-III : PHONOLOGY Received Pronunciation and the need for a model, Accent, Rhythm and Intonation, Assimilation, Elision, Liaison and Juncture. Recommended Reading T. Balasubramanian A Textbook of English Phonetics for Indian Students (Chapter 3-17) 13 M. A. English : Syllabus (CBCS) UNIT-IV : LEVELS OF LINGUISTIC ANALYSIS Morphology, Sentences and their parts, words, phrases and clauses, phrases, Semantics, Pragmatics Discourse Analysis Recommended Reading Geroge Yule The Study of Language (Chapters 8-13) (Second Edition Cambridge University Press, 1996) Quirk Greenbaum. A University Grammar of English UNIT-V : SOCIOLINGUISTICS Language varieties; language, society and culture. Recommended Reading George Yule The Study of Language (Chapter 20 21) Second Ed. CUP, 1996) Verma and Krishnaswamy Modern Linguistics (Units 42 – 45). 14 M. A. English : Syllabus (CBCS) PAPER 6 INDIAN LITERATURE IN ENGLISH Objectives Students are : 1. introduced to a wider range of works in Indian Literature in English 2. exposed to a balanced textual study of established and contemporary writers 3. enabled to acquire a holistic perception of Indian Literature in English in preparation for a teaching or research career UNIT-I : POETRY 1. Aurobindo : Thought the Paraclete 2. Nissim Ezekiel : Poet, Lover, Bird Watcher 3. A. K. Ramanujan : Anxiety (from selected poems OUP, 1995,p. 29, pp. 124-25) 4. Arun Kolatkar : From Jeiury 1. The Bus 2. A Scratch 5. Rabindranath Tagore : Gitanjali UNIT-II : POETRY 1. Daruwalla : Hawk (from The Anthgology of Twelve. Modern Indian Poets ed. A. K. Mehotra, OUP (1992) 2. Sujatha Bhat : The Star (from Monkey Shadows, Penguin India, 1993 pp 13-15) 3. Mamta Kalia : Tribute to Papa (from Nine Indian Women 15 M. A. English : Syllabus (CBCS) Poets ed. Eunice D’Souza, OUP, 1997, pp. 2021) UNIT-III : PROSE 1. Nehru : Discovery of India (Ch. 2 and 3) 2. B. R. Ambedkar : Extracts 4,5 and 6 (from Annihilation of Caste Ed. Mulk Raj Anand. Delhi: Arnold Publishers, 1990, pp. 47-54) UNIT-IV : DRAMA 1. Karnad : Nagamandala 2. Mahashweta Devi : Rudali (Calcutta: Seagull, 1999) UNIT-V : FICTION 1. R. K. Narayan : The English Teacher 2. Chetan Bhaghat : One Night @ the Call Centre 16 M. A. English : Syllabus (CBCS) PAPER 7 SHAKESPEARE Objectives Students are : 1. enabled to establish Shakespeare’s contribution to development of English literature and language. 2. to gain knowledge and understanding necessary to explain his dramatic skills 3. to identify and explain meaning-making and communicative strategies in the prescribed plays 4. oriented to a concrete understanding of his ‘universality’ which in this context means his ability to communicate to a far wider spectrum of people 5. prompted to recognise and appreciate his skills as a wordsmith 6. trained to identify passages (from the prescribed plays) that can be used as case studies to understand and practice soft and communicative skills. UNIT-I : As You Like It UNIT-II : Othello UNIT-III : Richard III UNIT-IV : The Winter’s Tale UNIT-V 1. The Elizabethan Theatre and Audience 2. Trends in Shakespeare Studies 17 M. A. English : Syllabus (CBCS) PAPER 8 AMERICAN LITERATURE Objectives Students are : 1. to explore the uniqueness of American literature at an advanced level 2. trained to analyze the American mind in its important facets 3. enabled to appreciate mutually beneficial relationship between India and the U.S. , through the literary medium 4. introduced to American Science Fiction through one of the most representative texts UNIT-I : POETRY 1. 2. 3. 4. Walt Whitman Emily Dickinson Robert Frost Wallace Stevens : Crossing Brooklyn Ferry : Success is counted sweetest : Home Burial : Anecdote of the Jar UNIT-II : POETRY 1. e. e. cummings 2. Amiri Baraka 3. Gwendolyn Brooks : Any one lived in a pretty how town : An Agony as Now : Kitchenette Building UNIT-III : PROSE 1. R. W. Emerson 2. H. D. Thoreau 3. Allan Bloom : Self Reliance : Walden (Selected Chapters 1,2 and 17) : Nietzscheanization of the Left or Vice-Versa (from the Closing of the American Mind 1987) 18 M. A. English : Syllabus (CBCS) UNIT-IV : DRAMA 1. Eugene O’Neill 2. Arthur Miller : Hairy Ape : The Crucible UNIT-V : FICTION 1. Mark Twain 2. W. Faulkner 3. Isaac Asimov : Adventures of Huckleberry Finn : The Sound and the Fury : The Caves of Steel 19 M. A. English : Syllabus (CBCS) HUMAN RIGHTS COMPULSORY PAPER UNIT-I Definition of Human Rights Nature, Content, Legitimacy and Priority Theories on Human Rights Historical Development of Human Rights. UNIT-II International Human Rights Prescription and Enforcement upto World War II Human Rights and the U . N . O. Universal Declaration of Human Rights International Covenant on Civil and Political Rights International Convenant on Economic, Social and Cultural Rights and Optional Protocol. UNIT-III Human Rights Declarations U. N. Human Rights Declarations U. N. Human Commissioner. UNIT-IV Amnesty International Human Rights and Helsinki Process Regional Developments European Human Rights System African Human Rights System International Human Rights in Domestic courts. UNIT-V Contemporary Issues on Human Rights: Children’s Rights Women’s Rights Dalit’s Rights Bonded Labour and Wages Refugees Capital Punishment. Fundamental Rights in the Indian Constitution Directive Principles of State Policy Fundamental Duties National Human Rights Commission. 20 M. A. English : Syllabus (CBCS) Books for Reference: 1. International Bill of Human Rights, Amnesty International Publication, 1988. 2. Human Rights, Questions and Answers, UNESCO, 1982 3. Mausice Cranston What is Human Rights 4. Desai, A. R. Violation of Democratic Rights in India 5. Pandey Constitutional Law. 6. Timm. R. W. Working for Justice and Human Rights. 7. Human Rights, A Selected Bibliography, USIS. 8. J. C. Johari. Human Rights and New World Order. 9. G. S. Bajwa Human Rights in India. 10. Amnesty International, Human Rights in India. 11. P. C. Sinha International Encyclopedia of Peace, Security K. Cheous (Ed) Social Justice and Human Rights (Vols 1-7). 12. Devasia, V. V. Human Rights and Victimology. Magazines: 1. 2. 3. 4. The Lawyer, Bombay Human Rights Today, Columbia University International Instruments of Human Rights, UN Publication Human Rights Quarterly, John Hopkins University, U. S. A. 21 M. A. English : Syllabus (CBCS) ELECTIVE PAPER 3 NEW LITERATURES IN ENGLISH Objectives Students are introduced to contemporary and complex writers and their works spanning all the commonwealth countries. If selected for study, this paper will enable the student to acquire a highly comprehensive knowledge of commonwealth literature, enhancing their reception of the paper on commonwealth literature in the III semester, and also providing them with sufficient knowledge base for pursuing research or teaching. UNIT-I : POETRY 1. Australia Judith Wright : At Cooloola 2. New Zealand James Baxter : The Ikons 3. Allen Curnow : House and Land UNIT-II : POETRY 1. Canada Al Purdy : Lament for the Dorsets (EskimosExtinct in the 14th Century AD) (from Norton Anthology of Modern Poetry) 2. Africa Kofi Awoonor : Song of War : The Weaver Bird (from Penguin Anthology of Modern Poetry- Africa. Eds. Gerald Moore and Ulli Beier. ) 3. ace Nichols West Indies Grace Nichols Of course, when they ask for poems (from Six Women Poets. Ed. Judith Kinsman, OUP, 1992, pp. 41 -43) 22 M. A. English : Syllabus (CBCS) UNIT-III : PROSE 1. Africa Achebe : Colonialist Criticism (from Post Colonial Studies Reader eds. Helen Tiffin, Chris Tiffin Bill Ashcroft) 2. West Indies V. S. Naipaul-India : A Wounded Civilization UNIT-IV : DRAMA. Australia Louis Nowra : Radiance J. P. Clarke : Song of a goat UNIT-V : FICTION Africa-Koetzee : Disgrace Canada-Maragaret Laurence : The Stone Angel Australia-Peter Carey : Oscar and Lucinda 23 M. A. English : Syllabus (CBCS) III SEMESTER PAPER 9 COMMONWEALTH LITERATURE Objectives Students are : 1. exposed to the literatures of the Commonwealth 2. introduced to the postcolonial perceptions of a wide range of people whose second language is English 3. trained to develop comparative perspectives 4. Trained to discuss the question of identity and dominance of landscape in Commonwealth literature UNIT-I : POETRY. Australia A. D. Hope : Australia New Zealand Jessie Mackay : The Noosing of the sun-god Africa Abioseh Nicol : The Continent that lies within us UNIT-II : POETRY Africa David Rubadiri : A Negro labourer in Liverpool Dereck Walcott : Ruins of a Great House Canada F. R. Scott : The Canadian Author’s Meet (from Anthology of Commonwealth Verse ed. Margaret O’Donnell An Anthology of Commonwealth Poetry ed. C. D. Narasimhaiah) UNIT-III : PROSE Sri Lanka Ananda : The Dance of Shiva Coomaraswami 24 M. A. English : Syllabus (CBCS) UNIT-IV : DRAMA Nigeria Wole Soyinka : The Lion and the Jewel UNIT-V : FICTION. Canada Margaret Atwood : Surfacing Australia Patrick White : Voss 25 M. A. English : Syllabus (CBCS) PAPER 10 LITERARY THEORY AND CRITICISM I Objectives Students are : 1. introduced to one of the most enabling forms of literary study 2. exposed to the complexities of literary theory and criticism, which is most essential aspect of literary appreciation 3. trained to understand and analyze literary writings based on the ever evolving traditions of criticism 4. enabled to form a comparative perspective of the Eastern and Western critical traditions UNIT-I Introduction to Classical Literary Criticism UNIT-II. Ancient Tamil and Sanskrit Criticism UNIT-III Johnson : Preface to Shakespeare Wordsworth : Preface to the Lyrical Ballads UNIT-IV Arnold : Study of Poetry T. S. Eliot : Tradition and Individual Talent UNIT-V N. Frye : Archetypes of Literature 26 M. A. English : Syllabus (CBCS) PAPER 11 ENGLISH LANGUAGE TEACHING Objectives Students are : 1. expected to acquire the essentials of teaching English as a second / foreign language 2. to internalize the various methods of English language teaching, theory as well as practice 3. trained to appreciate the area specific feature of ELT, in the Indian context, to become able teachers. 4. Problems and Principles UNIT-I The role of English in India; English teaching in India today UNIT-II Theories of language learning: cognitive-theory; behaviouristic theory. First language acquisition and second language learning; Attitudes to error; Inter language UNIT-III Approaches and Methods: Grammar Translation; Audio-lingual; Communicative and Current Trends UNIT-IV Classroom Management and Teacher Student Interaction Materials Production 27 M. A. English : Syllabus (CBCS) UNIT-V Reading, Writing, Testimony, Speaking, Study Skills, Literature, Remediation Recommended Reading Howall A. P. R. A History of English Language Teaching, OUP, 1984. Richards, J and Rodgers, S. Approaches and Methods in Language Teaching, Cambridge University Press, 2001. Ellis, R. Understanding Second Language Acquisition, London, OUP, 1985. Pit Corder, S. Introducing Applied Linguistics, Harmondsworth, Penguin, 1973. Edinburgh Course in Appied Linguistics Vols. 1,2,3,4. Yalden, 1. The Communicative Syllabus: Evolution Design Implementations. Penguin, 1983. Oller J. W. Jr. Language Tests at School, London, Longman, 1979. David Nunan, Language Teaching Methodology, Prentice Hall, 1991. 28 M. A. English : Syllabus (CBCS) PAPER 12 LITERATURE, ANALYSIS, APPROACHES AND APPLICATIONS Objectives Students are : 1. introduced to the methodologies of analysis, an integral part of literary appreciation 2. exposed to the expected levels of performance required in them 3. directed to the ever widening career options opening to a PG in English, especially in the Knowledge Processing Industry for writers, editors, instructional designers and so on UNIT-I Practical Criticism UNIT-II Journalism and Mass Communication UNIT-III Report Writing and Book Review UNIT-IV Proofreading, Editing and Advertising UNIT-V : TECHNICAL WRITING Specs, Manuals, Business correspondence 29 M. A. English : Syllabus (CBCS) ELECTIVE PAPER 3 FILM REVIEWS AND PRESENTATION Objectives Students are : 1. exposed to the newly emerging field of film studies 2. introduced to the technicalities of making and appreciation of cinema 3. trained to become reviewers, opening up another career option UNIT-I History of Cinema in India UNIT-II Major Landmarks in Indian Cinema UNIT-III What is Film Reviewing? UNIT-IV Actual reviewing by showing film clips UNIT-V The script, storyline, acting, costumes, dialogue, visuals, music and dance, graphics and special effects 30 M. A. English : Syllabus (CBCS) IV SEMESTER PAPER 13 LITERARY THEORY AND CRITICISM II Objectives In addition to the objectives for Literary Theory and Criticism I Students are : 1. sensitized to the transition from Humanistic to Modern and Postmodern critical traditions 2. enabled to comprehend the dominance of theory in the Postmodern phase 3. introduced to recent contexts, concepts and ideologies UNIT-I Lionel Trilling: Sense of the Past Cleanth Brooks: The Language of Paradox UNIT-II Georg Lukacs: Ideology of Modernism UNIT-III Jacques Lacan : Of Structure as an Inmixing of an Otherness Prerequisite to any Subject Whatever UNIT-IV. Barthes: Death of the Author UNIT-V Simone de Beauvoir : Introduction to â€Å"The Second Sex† 31 M. A. English : Syllabus (CBCS) PAPER 14 SOFT SKILLS, LITERATURE AND MOVIES Objectives Students are : 1. trained to understand the aspects of soft skills 2. exposed to the actualities of the various skills grouped under the rubric ‘Soft Skills’ 3. motivated, through this paper, to empower themselves with the expected skills for suitable employment 4. oriented to recognize and locate the role of soft skills in real life situations UNIT-I : INTRAPERSONAL Self-management, self-esteem, self-awareness, self-regulation, self-critique,  Jane Eyre UNIT-II : EMPATHY Honesty, cultural diversity, Ability to take other’s point of view, integrating cognitive and affective skills, Nelli in â€Å"Wuthering Heights† UNIT-III : INTERPERSONAL Team work, persuasion, negotiation, conflict resolution, Reading social situations, learning to say no, active listening, Rosalind, Portia and Viola UNIT-IV : COMMUNICATION Body language, facial expression, humour, eye contact, tone of voice, etiquette, 1. Antony and Cleopatra (Movie) 2. To Sir with Love (Movie) 3. Dead Poets Society (Movie) UNIT-V : LEADERSHIP Critical, lateral, strategic thinking; delegation; taking responsibility; giving praise and appreciation; giving and receiving feedback; ability to motivate; problem solving, â€Å"Things Fall Apart† – Achebe. 32 M. A. English : Syllabus (CBCS) References Daniel Coleman. Working with Emotional Intelligence. Dale Carnegie. How to Develop Self Confidence and Influence People by Public Speaking. 1926. rpt. 1956. Pocket Books. 33 M. A. English : Syllabus (CBCS) PAPER 15 WORLD CLASSICS IN TRANSLATION Objectives: Enable the students to appreciate the writings for them literary values, cultural importance, philosophical and socio-political background to  facilitate the development of cross-cultural perspectives. UNIT-I : Poetry Homer : The Sliad Book III Virgil : The Aeveid Book IV (438-563) Thiruvalluvar : Thirukkural Book II UNIT-II : Dante : The Inferno (Canto III) Gibran : The Prophet UNIT-III : PROSE St. Augustine : The Confessions Book – I Confucius : Analects 1, 2 Harace : As Poetria UNIT-IV : DRAMA Anton Chekov : The Cherry Orchid Kalidasa : Sahuntala Aristophanes : The Clouds UNIT-V : FICTION Leo Tolstoy : Anna Karenina Books (1 2) Thomas Mann : Magic Mountain 34 M. A. English : Syllabus (CBCS) PAPER 16 WOMEN’S WRITING IN ENGLISH UNIT-I: POETRY Elizabeth Barret Browming. Ways. : How Do I Love Thee? Let me count the Sylvia Plath : Lady Lazarus Maya Angelou : Phenomenal Woman Kamala Das : Introduction Toru Dutt : Sita UNIT-II: PROSE Virginia Woolf : A Room of One’s Own Arundhathi Roy : The Algebra of Infinite Justice. UNIT-III: DRAMA Mahashweta Devi : Mother of 1084 Caryll Churchill : Top Girls UNIT-IV: FICTION Jhumpa Lahiri : The Namesake Margaret Atwood : The Handmaid’s Tale UNIT-V: GENERAL Mary Woolstone craft : The Vindication of the Rights of Women Elaine Showalter : Toward a Feminist Poetics 35 M. A. English : Syllabus (CBCS) ELECTIVE PAPER 4 ANATOMY OF LITERATURE Objectives. Students are : 1. enabled to acquaint themselves with the major generic divisions in English literature 2. trained in the universally acknowledged conventions of literary research and documentation UNIT-I : THE ANATOMY OF PROSE The form of prose vocabulary grammar and idiom written and spoken prose the paragraph prose rhythm individual and common style common style and cheap style simplicity and ornamentation objective and subjective abstract and concrete realism, romance and unreality special inventions prose for its own sake the historical approach the science of rhetoric writing prose. UNIT-II : THE ANATOMY OF POETRY The importance of form the physical form of poetry metre variation rhyme onomatopoeia internal pattern form in intonation repetition the main types of poetry logical sequence the use of associations patterns of imagery traditional verse forms free verse the choice of words illustrations cautions twentieth century techniques. UNIT-III : THE ANATOMY OF NOVEL The concept of fiction verisimilitude the point of view plot character character revealed conversation scene and background dominant themes the experimental novel 36. M. A. English : Syllabus (CBCS) UNIT-IV : THE ANATOMY OF DRAMA Live literature action plots conventional divisions direct experience of characters dialogue and conversation verse and prose types of drama drama and history use of notes interpretation UNIT-V : LITERARY RESEARCH Research and writing the mechanics of writing the format of the research paper documentation: preparing the list of works cited documentation: citing sources in the text abbreviations Reference Marjorie Boulton, The Anatomy of Prose (1954). Marjorie Boulton, The Anatomy of Poetry (1953) Marjorie Boulton, The Anatomy of Novel Marjorie Boulton, The Anatomy of Drama (1960) Joseph Gibaldi, MLA Handbook for Writers of Research Papers, 6th Ed. 37 M. A. English : Syllabus (CBCS) PROJECT DISSERTATION Objective Project Work is a preparatory exercise for research writing. Students are introduced to the basics of research and trained to write academically following the framework given below: 1. Introduction 2. Statement of the problem 3. Review of Literature 4. Analysis 5. Summary, findings and suggestions.