Social Changes During The Industrial Revolution - 1539 Words

The Industrial Revolution in Britain led to many social changes for the country as well as its people. Prior to the revolution, many people, especially of the lower class in terms of wealth, lived in the countryside where they worked fields to feed their own families. After the Industrial Revolution began, however, this all changed as the demand for more and more goods became abundant, and a method of increasing the supply was needed. Factories would be built in towns by the upper class business owners, and peasants would move into these towns to work in the factories. Small factory towns would later become factory cities, and most of the citizens of these cities were the people that worked in the factories. The living conditions in these cities were horrendous, and the working conditions were terrible as well. People of all ages worked in the factories, and some children as young as six would work twelve to sixteen hours – and sometimes more – each day. Life during the Industrial Revolution was tough, but there were some positives as well. What was life like prior to the Industrial Revolution? Prior to the Industrial Revolution, citizens of Britain worked long, hard days in the fields for very low wages. Most peasants at this time would work on small plots of land to feed their own families, and they did not have a solid or stable method of income. Most of the peasants of the labor class in Britain at this time lived a life of subsistence, or having enough to supportShow MoreRelatedâ€Å"Social Classes Role in Bringing About Change During the Industrial Revolution1065 Words   |  5 PagesThe industrial revolution, a period of transition and innovation, inevitably brought with it changes. Life for both rich and poor was changed. The Industrial Revolution brought about the birth of two classes: The middle class and the working class. In the article â€Å"The Communist Manifesto† (1848) by Karl Marx, it states that â€Å"Marx saw the oppression of the worker by those who owned means of production.†(1) Did the Industrial Revolution benefit both, or yet cause grievance in one and be beneficialRead MoreIndustrial Revolution Impact On Western Society1521 Words   |  7 Pageseasily be seen that the Industrial Revolution is one of the most significant events in the formation of Western Society. During the period from 1780 to 1850 (Sherman and Salisbury 517), there were many technological advances made, and this period is known as the Industrial Revolution. The Revolution prompted massive economic growth, urbanization, changes in gender roles, and paved the way for the development of the modern Western society. Although the Scientific Revolution allowed for the innovationRead MoreImportant Factors Leading to Industrial Revolution1606 Words   |  7 PagesNowadays, it is almost taken for granted that the industrial revolutions are the result of changing technology and the proper application of that in the industrial production. However, from my point of view, these two factors did play a vital role in stimulating industrial revolutions, but they were not the only catalyzer propelling monumental development in industry. Influentially, the improvements in organizations of politics, social patterns, commerce, finance, and transportation alsoRead MoreThe Industrial Revolution And The American Revolution1452 Words   |  6 PagesThe industrial revolution was not only technological revolution but a social one that would lie foundation that would grow the word â€Å"revolution† exponentially. The industrial revolution brought with it change, whether that change was positive or negative is questionable however it did change the world as it was known. In both England and the United States of America strong industrial revolutions struck, the revolutions would change roles in the household and society for both women and me and theRead MoreThe Era Of Industrial Revolution1474 Words   |  6 Pagesbrought considerable changes and advancements to the human society. For instance, the age of exploration led explorers such as Columbus and Dias to discover unknown continents and routes. The age of enlightenment caused a burst of knowledge an d ideas based on reason from people such as John Locke and Voltaire. The most important era, however, that brought substantial and visible change to the way of living is the era of Industrial Revolution. The period of the Industrial revolution began in the earlyRead MoreIndustrial Revolutions During Europe During The Industrial Revolution1298 Words   |  6 PagesIndustrial Revolution in Europe Before the industrial revolution, Europe was mostly dominated by farmers but as the industrial revolution progressed this changed dramatically. Industrial revolution had a significant impact in the process by making new demands that shaped the way of life through increased competition and technological innovation. Generally, it was a historical period that sparked in a stroke a number numerous changes in the economic, social and political dimensions. It is consideredRead MoreHistorical Events And Their Impact On The World952 Words   |  4 Pagespast. The Industrial Revolution during the 18th to 19th century, the Industrialization of the 20th century, World War I and World War II, all left traces and have greatly impacted the way we live in today particularly out living standard. The goal of the paper is to discuss the effects of these historical events on the way we live in terms of living standards. The First Industrial Revolution The Industrial Revolution during the 18th to 19th century was referred to as the First Industrial RevolutionRead MoreThe Social Conditions Of The 19th Century Essay1320 Words   |  6 PagesImagine living in the 19th century while the world is experiencing major social and economic changes following the French and Industrial Revolutions. These world changing events are mostly causing plagues for the working class. These 19th century conditions cause the people to revolt against the social reforms of the existing world and reveal the need for a new social structure. The newly emerging Industrial revolution results in a shift within economic classes, which are the bourgeoisie and proletariatRead MoreSecond Industrial Revolution Essay871 Words   |  4 Pages An Industrial Revolution is the â€Å"change in social and economic organization that resulted from the replacement of the hand tools with machines and from the development of large-scale industrial production† ( Danzer R50). The Second Industrial Revolution happened nearly one hundred years later after the First Industrial Revolution in England during the 1760s (Fagnilli 7). The Second Industrial Revolution was the cause of new inventions, government support for business, common natural resourcesRead MoreEffects of the Industrial Revolution727 Words   |  3 PagesThe Industrial Revolution, lasting between the 18th and 19th century, profoundly affected the people of Europe, North America, and other regions of the world. The revolution produced new exciting technological innovations. As a result, the socioeconomic climate and cultural aspects of Europe and North America were altered in an unprecedented manner. Industrial opportunities also lured the population away from agrarian lifestyles to more urban populaces. The Industrial Revolution extensively changed

The Human Brain Is Made Up Of Soft Tissue - 846 Words

The human brain is made up of soft tissue, cushioned by spinal fluid and encased in the protective shell of the skull. Keeping the brain structure in mind, a concussion is commonly caused by a sudden direct blow or a bump to the head. This causes the brain to jolt inside the skull, further leading to the state of confusion most people wake to. Some may even lose consciousness, or even sustain permanent brain or nerve damage. Since concussions are internal, the behavior of the person must be challenged and questioned in order to determine whether or not they sustained a concussion. When I was around ten years of age, I was riding my bike down a curved hill at an alarming speed. Halfway down the hill, I spotted a car heading up in my direction. Knowing that the car would see me when it was too late for it to stop, I thought to myself, even if it did stop – I would not be able to avoid it since it was set directly in my path. Please keep in mind that I only had a few seconds to determine my next move, however, it did seem like it was an eternity. I was about to use my brakes, but I suddenly stopped myself from doing so. Realizing that my bike only provided me with front wheel brakes, and using the brakes on a downhill was by far the worst idea at the time. Running out of time, I made my way towards the grass. But, I did not think of the pavement line and how it played a part in my little equation. Upon reaching the pavement, my bike launched forward sending me off on the hotShow MoreRelatedThe Effect Of Soft Tissue Constituent Materials1422 Words   |  6 Pagesidentify the effect of soft tissue constituent materials in tissue classification for the application of breast cancer detection. Hyperelastic parameters may be essential in estimating large deformation in tissue for the purpose of surgical procedures such as breast brachytherapy. These properties of human soft tissue play a significant role in diagnosis, screening, and monitoring of cancer (O’Hagan Samani, 2009). On the other hand, elastography is based mainly on the concept of tissue reactions (linearRead MoreCell Phones1218 Words   |  5 Pagesa handful of other things. I love to use my cell phone and actually use it more then any other phone at the office or at home. However, I use it with immense concern. I have concern about the use of the phone causing health issues, like cancer and brain tumors over time. Are these concerns warranted? I have studied technology and specifically wireless communications as a graduate student at Northwestern University. My professor had advanced scientific wireless knowledge and advised us all toRead MoreUnit 5769 Words   |  4 PagesP2: Outline the four main tissue types such as Epithelial, connective, muscle, nervous. Tissues are groups of cells, which are placed together to achieve a common function. There are four main types of tissue: Epithelial, connective, muscle and nervous. Most of these tissues are found in our bodies, however the epithelial tissue is covered all over the surfaces of the body. Epithelial tissue This tissue covers the whole surface of the body and is specialised to form the covering or liningRead MoreThe Discovery Of A Forensic Anthropologist And Mystery Novels Writer Keith Reich1430 Words   |  6 Pagesforensic anthropologist and mystery novels writer Keith Reich was made to a television show. Hart Hanson created the shows entitled Bones on which the story is based on a forensic anthropologist who is teamed up with FBI agent that focus on scientific process to solved the mystery of human remains, specifically human bones. In many episodes of Bones, the scientific process that always present is on how the team can manage to identify the human remains with the process of carbon dating that became a topicRead MoreThe Human Brain And Its Effects On Development And Progression Of Ad Essay1485 Words   |  6 Pageshuman brain is capable of so many things, being able to detect when our bodies are out of balance to making us crave foods for certain nutrients our body needs. The human brain is so powerful, that it is capable of destroy it’s own neurons through a process starting out as dementia and progressing into Alzheimer’s disease, or (AD). Studies are suggesting new theories about the oral cavity having an etiologic factor, as well as influences on development and progression of AD. Various research showsRead MoreThe Basic Types Of Tissue1055 Words   |  5 PagesTissue In humans, there are four basic types of tissue: Connective tissue Muscle tissue Nervous tissue Epithelial tissue Epithelial tissue subtypes The epithelial tissue covers inner and outer layer/surface of the body, e.g. the stomach, or blood lines, vessels and the lung. The epithelium consists of closely packed, flattened cells that make up the inside/ outside lining of body areas. Epithelial tissues that cover/line surfaces are classified by cell shape and by the number of cell layersRead MoreAnnotated Bibliography On Musculoskeletal System998 Words   |  4 Pagesadult is called complete metamorphosis. Summary Bones - Bones provide the structure for our bodies. The adult human skeleton is made up of 206 bones. These include the bones of the skull, spine (vertebrae), ribs, arms and legs. - Bones are made of connective tissue reinforced with calcium and specialized bone cells. Most bones also contain bone marrow, where blood cells are made. - Bones work with muscles and joints to hold our body together and support freedom of movement. This is called theRead MoreThe Basic Types Of Tissue1061 Words   |  5 PagesTissue In humans, there are four basic types of tissue: 1. Connective tissue 2. Muscle tissue 3. Nervous tissue 4. Epithelial tissue Epithelial tissue subtypes The epithelial tissue covers inner and outer layer/surface of the body, e.g. the stomach, or blood lines, vessels and the lung. The epithelium consists of closely packed, flattened cells that make up the inside/ outside lining of body areas. Epithelial tissues that cover/line surfaces are classified by cell shape and by the numberRead MoreThe Human Diet Essay1268 Words   |  6 Pagesmay think. The human diet has played a major role in our evolution. Not only has human evolution shaped our diet, but our diet has shaped us. The relationship between man and diet throughout time is complex, and not completely clear. However, what information we can gather about the diet of our ancestors may help to explain how what we eat affects us today. Our diet paved the way for us to evolve the traits that now define us as human, such as our bipedal stance, more developed brains, and abilityRead MoreUses And Purpose Of The Technology1930 Words   |  8 Pages1 NAME AND PURPOSE OF THE TECHNOLOGY The MRI – Magnetic Resonance Imaging – is a non-invasive medical procedure that uses a powerful magnetic field and radio frequency pulses to produce detailed images of soft-tissue, organs, blood vessels, bone and nearly all other internal body structures. These detailed images allow physicians to evaluate various parts of the body and diagnose and treat various medical conditions. Unlike X-rays and CT scans, MRI machines produce 3D images of the body without the

Galileo free essay sample

A ; His Impact On Society Essay, Research Paper Known to some people as the male parent of modern scientific discipline, Galileo impacted this field in such a manner that he was put on test for traveling against the Catholic Church? s beliefs, because he supported the Copernican theory that the Earth revolved around the Sun. The Church? s belief was that the Earth was in the centre of the existence and all heavenly organic structures went around the Earth ( geocentric theory or Ptolemaic theory, followings of Aristotle believed this excessively ) . His betterment on the telescope helped him see heavenly objects in the dark sky, which no 1 had of all time done before ( utilizing a telescope to detect the celestial spheres ) . He saw the imperfectnesss of the existence, which offended the Church every bit good ( the Church believed all heavenly organic structures were perfect ) . One of these observations were the dark musca volitanss on the Sun ( maculas ) . During the test, the Holy Office of the Inquisition ( the Church ) forced Galileo to state that he did non believe in Copernicus? theory. As he was being taken off to prison, it is said he had whispered, ? Eppur Si muove, ? ? But still it moves? mentioning to the Earth. Galileo was an active and outgoing adult male. He had several friends, from professors and Lords to members of the Church, artists, and bargainers. He loved to paint and compose poesy, and he read literature so he could compose his ain books in a distinguishable and amusive manner. Galileo Galilei is best known for heightening the telescope, which was invented by a Dutchman named Hans Lippershey in 1608. He made the magnification of the so called field glass about 32 to 33 times greater than the original. His telescope was the first one to be able to look at the dark sky in item. With the telescope, he discovered many things in the celestial spheres above, and was able to confute some statements made about them. For illustration, he found out there were mountains, craters, and vales on the Moon. Because the Earth? s Moon was a celestial object, many people did non believe his claims because they thought it had to be smooth. Galileo besides discovered four Moons go arounding about Jupiter in the dark sky. This suggested the geocentric theory is false. Aristotelians disputed that the Earth was the centre of all rotary motions and no other organic structure was the center of any rotary motions. With the telescope, Galileo was besides able to see that Venus had stages, like the Moon and discovered Saturn? s unusual visual aspects ( because it has rings ) . An discoverer every bit good, Galileo created other utile stuffs, such as the thermoscope. It was used to mensurate temperature and air force per unit area. It was the first clip temperature alteration could be accurately reported. Another point was the relative compass, a mathematical instrument used to cipher Numberss, square roots, and happening volumes and densenesss of objects. He besides designed the hydrostatic balance. It was used to place the metals from which objects were made and it helped happen proportions of metals, mixtures, and metals. This was utile because some goldworkers and silverworkers might flim-flam clients by blending inexpensive metals with valuable 1s. Another achievement he did was the publication of Discourses and Mathematical Demonstrations Concerning Two New Sciences ( force and gesture ) . Second Ir Isaac Newton used it to assist him detect the Torahs of gravitation and gesture twenty-seven old ages subsequently. In 1615, Galileo wrote a missive to support himself, that scientists were entitled to their sentiments and should be allowed to show it. This missive is now known as the Letter to the Grand Duchess Christina. The missive did non work. Galileo decided to travel to Rome to ground with Pope Paul IV. He couldn? t convince the Pope, though, and in 1616, a Church probe instructed Galileo to merely present Copernicus? theory as a possibility, and neer to speak and compose in support of it. When Galileo was put on test for disputing the Church? s belief, which was the geocentric theory, it was a hard clip in his life. This theory stated that all heavenly organic structures revolved around the Earth, which was immoveable. His book, Dialogue Refering the Two Chief World Systems ( the Church and scientific discipline ) was supposed to be a balanced book comparing old and new astronomical theories. However, the book supported Copernicus? theory. When the Church discovered this, Galileo was put on trail, and was accused of interrupting the understanding with the Church. He had to acknowledge that he was incorrect and went excessively far. He went against his beliefs to delight the Church. Galileo was found guilty of unorthodoxy. All his books, like Starry Messenger and Letters on Sunspots, were banned and transcripts of Dialogue were burned. His penalty was prison for life. The Pope, nevertheless, changed the penalty to house apprehension. During this clip, he suffered from a hernia. The Church didn? t allow him to go forth to see a physician. Subsequently he went blind because of an infection. His sightlessness did non discontinue him from maintaining himself busy ; he wrote letters to many scientists and was visited by many people, like the Grand Duke of Tuscany ( his long-time friend ) , the English poet John Milton, and Thomas Hobbes, the English scientist and philosopher. Although he was under house apprehension, Galileo was still a crisp uranologist. In 1637, he realized the Moon had periodic librations ( little? swaying? motions ) . It rocks because the axis of spin is non perpendicular to its equator and it does non go around around the Earth at a changeless velocity. The result is that we can see more than half of the Moon? s surface at any given clip. Many efforts were made to excuse Galileo and free him of his house apprehension. These failed, but Galileo said that he could non be pardoned because merely the guilty could be pardoned. He was working on pendulums when he became ill with febrility. Galileo Galilei died on January 8, 1642, at Arcetri. Since the Church found Galileo a heretic, a quiet ceremonial was held and he was buried in a graveyard in the household church in Florence. In the following century, his remains were moved to a all right grave in the church of Santa Croce, and Galileo took his merely topographic point in history as one of the most of import scientists of all clip. He eventually got the acknowledgment he deserved. However, it was non until 350 old ages after his decease that Pope John Paul II of the Roman Catholic Church pardoned Galileo. ? Galileo? suffered at the custodies of? the Church, ? the Catholic Pope announced. The Church seemed to accept the words C sare Cardinal Baronio said in 1615, ? The Bible Tells us how to do it to Heaven, non how Heaven is made. ?

The cask of Amontillado by Edgar Allen Poe Essay Example For Students

The cask of Amontillado by Edgar Allen Poe Essay The idea that the carnival is jolly and fun and the rest of the story is dark is a huge contrast in moods which unsettles the reader and could be regarded as ironic. An example of the theme of disguise is noticeable when Montressor leads Fortunato away from the carnival as he is putting on a mask of black silk. This is the point at which Montressor seems to change from Fortunatos enemy into the murderer. We think of this black cape as a stereotypical murderers costume because of old plays and early films where the villain would always be dressed in a black cape. We will write a custom essay on The cask of Amontillado by Edgar Allen Poe specifically for you for only $16.38 $13.9/page Order now The costume of Fortunato is also very important. Fortunato is dressed in a jesters costume and throughout the story he is entertaining Montressor without realising. Another technique Poe uses aswell as the contrast in moods and characters to create atmosphere is the line which illustrates the long journey to Fortunatos death,-We passed through a range of low arches, descended, passed on and descended again, arrived at a deep crypt which the foulness of the air caused our flambeaux rather to glow than flame. This is a lengthy sentence which suggests to the reader that Fortunato is being dragged to his death. The technique of repetition is used -descended, passed on and descended again. This gives the impression they are travelling deeper and deeper underground, which creates an unsettling atmosphere because of the remoteness and isolation. It also symbolises a journey to hell because soon Fortunato is to be tortured like people are said to be in hell. As they descend Montressor continuously reminds Fortunato that if he is not well enough to go down into the catacombs, there is always Luchesi. But Fortunato is too proud to give up and let his opponent win. This creates frustration for the reader because Fortunato is acting like a fool and he is too nai ve to realise that Montressor really wants him to go down into the catacombs. The emotive language used such as foulness makes the story more dramatic and grips the reader. The fact that the air caused the flambeaux rather to glow than flame, tells us there is a shortage of oxygen, so it could have well have been hard to breathe which in my opinion would be ghastly. Throughout the story there are many other examples of symbolism. One of these is A huge rampant foot in a field dazure; the foot crushes a serpant rampant whose fangs are embedded in the heel. This points out the way in which Poe wants to crush Fortunato as if hes a snake. I think he uses this line to make him seem very powerful and to make Fortunato seem very small and inferior because it says it as if he can easily kill Fortunato. When Montressor mentions the web work which gleams from these cavern walls- it symbolises claustrophobia and the fact that later in the story Fortunato is to be trapped in a recess like an insect trapped in a spiders web. Similar to the symbolism another way creates a tense atmosphere is when Fortunato replies to Montressor You? Impossible! A mason? The punctuation shows disbelief and the short, sharp phrases add to the tension. By saying this Fortunato is definitely irritating Montressor, so when I read this I felt problems might arise. Shortly before this event an evil theme is emphasised in the image of the drops trickling along the bones. This composes a gruesome theme which uneases the reader. A theme of revenge follows the evil theme composed in the line throwing the links about his waist it was but of a few seconds to secure it. This portrays a horrific mood because it shows that Montressor has planned the murder down to the last detail which is an act of revenge. This follows on the last theme which is focused on which is torture. A quote which symbolizes this is finished without interruption the fifth, sixth and seventh tier. This is a shocking way to torture someone, especially because of the size of the catacombs making the sufferer very isolated. .uf95ba4ae2522b15f733632297dc5e00e , .uf95ba4ae2522b15f733632297dc5e00e .postImageUrl , .uf95ba4ae2522b15f733632297dc5e00e .centered-text-area { min-height: 80px; position: relative; } .uf95ba4ae2522b15f733632297dc5e00e , .uf95ba4ae2522b15f733632297dc5e00e:hover , .uf95ba4ae2522b15f733632297dc5e00e:visited , .uf95ba4ae2522b15f733632297dc5e00e:active { border:0!important; } .uf95ba4ae2522b15f733632297dc5e00e .clearfix:after { content: ""; display: table; clear: both; } .uf95ba4ae2522b15f733632297dc5e00e { 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; } .uf95ba4ae2522b15f733632297dc5e00e:active , .uf95ba4ae2522b15f733632297dc5e00e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf95ba4ae2522b15f733632297dc5e00e .centered-text-area { width: 100%; position: relative ; } .uf95ba4ae2522b15f733632297dc5e00e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf95ba4ae2522b15f733632297dc5e00e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf95ba4ae2522b15f733632297dc5e00e .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; } .uf95ba4ae2522b15f733632297dc5e00e:hover .ctaButton { background-color: #34495E!important; } .uf95ba4ae2522b15f733632297dc5e00e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf95ba4ae2522b15f733632297dc5e00e .uf95ba4ae2522b15f733632297dc5e00e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf95ba4ae2522b15f733632297dc5e00e:after { content: ""; display: block; clear: both; } READ: Compare and contrast the poem Meeting at Night by Robert Browning with Resolution and Independence by William Wordsworth EssayAnother way Montressor makes the murder of Fortunato ghastly is the way he plays many sick jokes for example when Fortunato is chained to the wall and he says, once more let me implore you to return. I felt great sympathy towards Fortunato at this point and more so when Montressor begins building the wall. In my opinion the most horrific part of the story is when Montressor writes, I finished without interruption the fifth, sixth and seventh tier, because I cant imagine how claustrophobic and bone chilling it would be to be buried alive. The fact that Montressor was enjoying himself and felt proud makes me hate his character strongly because I dont know how he could murder Fortunato and not feel at all guilty. When I read this story I was shocked at the impact it had on me. Poes descriptions of the catacombs and the techniques he used really made you feel as if you were there. The horror of the story makes me feel ashamed that I was so gripped to it and I enjoyed it so much!

Violence Does It Have an Effect essays

Violence Does It Have an Effect essays Watching violence in movies increases the risk of some people's acting aggressively. Many people have problems linking media violence with violence in real-life. Only small percentages that watch violence are responsible for violent acts. Most people unaffected by it. Even though doctors, lawyers, juries, and judges cannot establish a direct link between media violence with violence in society, they still can make conclusions from data. Media violence is one thing that causes people to do violence. Since media violence is much more vicious than that which children normally experience, real-life aggression appears bland by comparison. Children do not always realize this is not the way things are handled in real-life. They come to expect it, and when they do not see it the world becomes bland and in need of violence. The children then can create the violence that their mind craves (Door 127). Another thing that increases the risk of violence is watching another person praising it. Parents who solve their problems with violence are teaching their children to do the same. Barbara Escamilla, an Omaha counselor and social worker, said, "Fathers who laugh and cheer at violent action movies are condoning such actions...." Another counselor from Omaha said, "If a kid hears his dad laughing about having beat somebody up when he was 13, then that father is creating an underlying philosophy in the family." Joseph Stankus, an Omaha psychologist, said, "If sombody doesn't show any regard for the results of violence, then maybe you give it to them" (qtd. in Nelson np). Watching violence and listening to others talk about violence can lead to aggression. Some places are more admissible of aggression than others. Aggressive behavior was more acceptable in the city, where a child's popularity rating with classmates was not hampered by his or her aggression. In bigger cities, crime and violence are inevitable, expected, and the...

St. Olaf College Admissions and Acceptance Rate

St. Olaf College Admissions and Acceptance Rate Students interested in attending St. Olaf College will need to submit an application (the school accepts the Common Application), SAT or ACT scores, official high school transcripts, a letter of recommendation, and a personal essay. The school is fairly selective; it has a low acceptance rate of 45  percent, and successful applicants will generally need above-average grades and standardized test scores. For more information about applying, be sure to visit the schools website, or contact the admissions office for assistance. Calculate your chances of getting in with this free tool from Cappex. Admissions Data (2016) St. Olaf College Acceptance Rate: 45  percentSAT, ACT and GPA graph for St. OlafTest Scores : 25th / 75th PercentileSAT Critical Reading: 550 / 700SAT Math: 570 / 700What these SAT numbers meanTop Minnesota colleges SAT score comparisonACT Composite: 26 / 31ACT English: 26  / 33ACT Math: 25  / 30What these ACT numbers meanTop Minnesota colleges ACT score comparison St. Olaf College Description St. Olaf College shares its small hometown of Northfield, Minnesota with rival  Carlton College. St. Olaf prides itself on its excellent programs in music, mathematics, and the natural sciences. Environmental sustainability is a top priority for the school. Like most private colleges, St. Olaf isnt cheap, but the school managed to provide a substantial financial aid package to students who demonstrated need. The college was featured in Lauren Popes Colleges That Change Lives. St. Olaf is affiliated with the Evangelical Lutheran Church in America. Enrollment (2016) Total Enrollment: 3,040  (all undergraduate)Gender Breakdown: 44% Male / 56% Female98% Full-time Costs (2016-17) Tuition and Fees: $44,180Books: $1,000 (why so much?)Room and Board: $10,080Other Expenses: $900Total Cost: $56,160 St. Olaf College Financial Aid (2015- 16) Percentage of New Students Receiving Aid: 94  percentPercentage of New Students Receiving Types of AidGrants: 92 percentLoans: 51  percentAverage Amount of AidGrants: $27,346Loans: $6,944 Academic Programs Most Popular Majors:  Biology, Chemistry, Economics, English, History, Math, Music, Political Science, Psychology, ReligionWhat major is right for you?  Sign up to take the free My Careers and Majors Quiz at Cappex. Retention and Graduation Rates First Year Student Retention (full-time students): 92  percent4-Year Graduation Rate: 85  percent6-Year Graduation Rate: 88  percent Intercollegiate Athletic Programs Mens Sports:  Skiing, Baseball, Football, Golf, Cross Country, Soccer, Tennis, SwimmingWomens Sports:  Tennis, Softball, Track and Field, Skiing, Basketball, Cross Country, Golf More Minnesota Colleges - Information and Admissions Data Augsburg  | Bethel  | Carleton  | Concordia  College  Moorhead  | Concordia  University  Saint  Paul  | Crown  | Gustavus  Adolphus  | Hamline  | Macalester  | Minnesota  State  Mankato  | North  Central  | Northwestern  College  | Saint  Benedict  | St.  Catherine  | Saint  Johns  | Saint  Marys  | St.  Olaf  | St.  Scholastica  | St.  Thomas  | UM  Crookston  | UM  Duluth  | UM  Morris  | UM  Twin  Cities  | Winona  State St. Olaf College Mission Statement: The complete mission statement can be found at   stolaf.edu/about/mission.html St. Olaf, a four-year college of the Evangelical Lutheran Church in America, provides an education committed to the liberal arts, rooted in the Christian Gospel, and incorporating a global perspective. In the conviction that life is more than a livelihood, it focuses on what is ultimately worthwhile and fosters the development of the whole person in mind, body, and spirit. Now in its second century, St. Olaf College remains dedicated to the high standards set by its Norwegian immigrant founders. In the spirit of free inquiry and free expression, it offers a distinctive environment that integrates teaching, scholarship, creative activity, and opportunities for encounter with the Christian Gospel and Gods call to faith. The college intends that its graduates combine academic excellence and theological literacy with a commitment to lifelong learning. Data Source: National Center for Educational Statistics

Analysis highlighting the relationship of marketing theory to Essay

Analysis highlighting the relationship of marketing theory to marketing practice - Essay Example ding, with universities offering courses on "Entrepreneurship" and "Small Business Management" in their curriculum, so as to inculcate the desire and the interest of the students to start their own ventures when they graduate, and associations supporting entrepreneurs springing up, to help in funding and other networking contacts needed to do business. (Mpofu, 2007) Entrepreneurship is the concept of initiative taking by a person, with the acceptance of all the risks and rewards, by capitalizing on an opportunity which was unseen by the rest. The idea is great, since it brings together the uniqueness of thoughts as well as the creativity of the common man to the front end, and helps in the start up of business, where the man is his own boss, and with no one to regulate the decision making process, or the ultimate decisions taken. (Gundry, 2007) Marketing is also one of the oldest and the most creative disciplines in the field of business. Marketing is about making such a lucrative offer to the customer that they cannot help but buy the product you are selling. The marketing done by an entrepreneur is slightly different from the marketing done by any large, established business. But that is what the theory says. Let us examine the relationship between the marketing theory and marketing practice of an entrepreneurs marketing. (Kerin, 2004) The entrepreneur chosen for this report is Mr. Boston Rift, who has opened an entrepreneurial venture by the name of "Book your Books". He has booked small stalls, or shops within the premises of four renowned business universities of the city. And his business is to supply the students with the books that they need for each semester, freeing them up of the hassle to go to this faraway wholesale book market and buy it. Every academic year in each university has two semesters, Spring and Fall. And every semester, on an average, a student has 6 courses that he has to study. Every teacher prescribes a book to be bought for the

Leadership question 1 Essay Example | Topics and Well Written Essays - 750 words

Leadership question 1 - Essay Example , portrays a strong personality and makes effective decisions at the time of conflict, among his key influencers are pertinent beliefs in proportionality, not being rational and empathizing with his enemy. He explains that rationality is inconsequential in a time of conflict and a leader must therefore make decisions based on their judgments of the situations. Most conflicts are always irrational; he thus explains that making rational decisions at such times may only cost a leader his or her subjects. Proportionality is his guiding principles as he employs the resources he had. The resources often range from the human resources to financial and material resource among many others. Leaders must portray strong personalities capable of making judgments that safeguard the interests of their resources. Robert McNamara’s success arose from his ability to budget for the resources at his disposal appropriately. This way, he made decisions that protected the interests of both the country and his subjects. Additionally, he explains that empathizing with the enemy is a sure way of making functional decisions especially in times of conflicts. Such is a rational philosophy owing to the fact that in conflicts only the two parties exit. Each party thus makes decisions based on the prevailing circumstances of the other. By empathizing with the enemy, it becomes possible either to end the conflict or to compel the enemy to act in a particular manner thus solving the conflict amicably as he did in most of his time as the secretary of defense (James, Langan and Sarah 6). The film portrays Robert McNamara as a strong and independent mined individual who control an entire government department at a time of conflict successfully. Among his strengths are independent personality which enabled him make and take responsibility of his decisions. As a government secretary, Robert McNamara would have taken instructions from the government through the president. Instead, he often consulted

Securitization Pros Essay Example for Free

Securitization Pros Essay The introduction of financial sector reforms in India has led to innovations in financial markets and instruments. One of the most prominent developments in the international finance in recent times that is likely to assume even greater importance in future is ‘securitisation’. Securitisation is the process of pooling and re-packaging of homogenous illiquid loans into marketable securities. Increased pressure on operating efficiency, on market niches, on competitive advantages, and on capital strength, all provide fuel for rapid changes. Securitisation is one of the solutions to these challenges. 2. Reserve Bank of India, as a facilitator, has attempted to explore the intricacies of securitisation as a process of financial engineering and its applicability to the Indian financial system especially in the mortgage and infrastructure sectors. The in-house Working Group constituted by the Bank had the benefit of presentations of and interaction with market intermediaries, regulators, industry experts and international agencies on various aspects associated with securitisation. 3. The report defines asset securitisation and makes a reference to future flow securitisation. Motivation and benefits in the form of capital relief, improvement in return on equity and return on assets, use as a strategic tool, asset liability management, improved liquidity, upgradation in system, Originator discipline, etc. have been highlighted. 4. Various impediments viz. , lack of investors’ base, capital market infrastructure, regulatory framework, legal provisions, accounting and taxation issues besides good quality assets, past data and standardisation of documents have been identified. In the process of exploring opportunities in India, the ideal conditions for success of securitisation in USA and other countries are highlighted. 5. Experience of securitisation in a few developed countries (USA, Japan, Australia, etc. ) and emerging markets like Thailand, Argentina and Morocco has been discussed in detail. The report also identifies securitisation of impaired assets. 6. The disclosure norms and rating will provide touchstones. The Offer Document should give rating rationale which should seek to comment on the quality of the receivables, payment structures, adequacy of the credit enhancement, risks and concerns for investors and the mitigating factors, etc. Rating agencies have already acquired a fair degree of expertise in India through rating of structured obligations and other issues that are quite similar to securitisation. 7. True sale characteristics of securitisation transactions are required to be reflected in the books of accounts, statements to be furnished to the concerned regulators as also to the tax authorities. Since there are no guidelines for accounting treatment of these transactions, the accounting procedures with appropriate guidelines need to be framed by the Institute of Chartered Accountants of India for the sake of uniformity. A background paper has been prepared in this regard and attached to this report which may serve as a guide in the interregnum. The background paper includes a few illustrations for the guidance of the financial entities. 8. The role of various regulators (RBI, SEBI, etc. ) and other agencies / entities has also been discussed. 9. The recommendations have been categorised into short-term, medium-term and longterm with definite timeframe in each category. The major recommendations on legal issues (short-term) are incorporated in Chapter 9. These include: i) Defining securitisation in the Transfer of Property Act to lend uniformity of approach and restrict the benefits provided by law/regulation for genuine securitisation transactions. ii) Rationalisation of stamp duty to make it uniform at 0. 1 per cent for all securitisation transactions. Attempts may be made to bring the subject under the purview of Indian Stamps Act 1889 from the State Stamp Acts. ii) Reduction of registration charges by amending Section 17(2) of the Registration Act. iv) Inclusion of securitised instruments in Securities Contract Regulation Act. v) SEBI may consider removal of prohibition on investment in mortgage backed securities by Mutual Fund Schemes. vi) Tax neutrality of Special Purpose Vehicle. Recommendations for tax reforms also in clude the spread of upfront income received by Originator over the tenure of the loan securitised, extension of benefits under Section 88 of Income Tax Act for repayment of housing loans after the loans have been securitised etc. 10. Other recommendations are summarised below: i) The most significant impact of securitisation arises from the placement of different risks and rights of an asset with the most efficient owner. The training institutes of the financial institutions should attempt to spread awareness of the benefits and scope of securitisation increasingly among financial community. ii) Spell out the risk weights and NPA norms on securitised paper. Insurance Companies and Provident Funds need to be encouraged to invest in the securitised paper. Besides, suitable regulatory framework may have to be evolved to encourage Foreign Institutional Investors. ii) Listing requirements for various securities to be issued may be stipulated which may include minimum issue size, eligible stock exchanges etc. iv) Include the securitised paper in demat trading. v) While identifying the key characteristics of special Purpose Vehicle (SPV) to keep the structure â€Å"remote† from the bankruptcy of the Originator, t he Group recommends flexibility in the structure of SPV. SEBI may formulate detailed guidelines in this regard. vi) Accounting treatment should enable the ‘off balance sheet’ effect for securitised assets. Such treatment for future flow securitisation, credit enhancer etc. has been clarified. A Research Committee of the Institute of Chartered Accountants of India is already working on minute details of accounting treatment. vii) Adequate disclosure norms are recommended for an ‘informed† decision by the investor. A model Offer document has been attempted by the Group to give information on description of assets, historical performance, end use of funds, transaction structure, and statement of risk factors. The Group also recommends continuous disclosures. iii) The report has suggested prudential guidelines for banks, developmental financial institutions, non-banking finance companies, etc. including broad creteria for true sale. Model prudential guidelines have been prepared which incorporate issues such as off balance sheet treatment, credit enhancement, servicing, etc. ix) Medium term measures include increased flow of information thorough credit bureaus, standardisation of documents, improvement in the quality of assets, upgradation of computer skills and exploration of the possibilities of securitising non-performing assets.

Symbolism in A Good Man is Hard to Find and Araby Essay -- Flannery O

Symbolism In the short story, â€Å"A Good Man is Hard to Find†, by Flannery O'Connor, every object including the characters are symbols. The Grandmother for example is the one and only dynamic character, represents all of us who have had to feel grief or needed to ask for forgiveness. As Flannery O'Connor has suggested, the story is a spiritual journey because of the Grandmother's quandaries. In the beginning of the story the Grandmother is obsessed with everything worldly and superficial. She cares only about how others perceive her, â€Å"Her collars and cuffs were white organdy trimmed with lace and at her neckline she had pinned a purple spray of cloth violets containing a sachet. In case of an accident, anyone seeing her dead on the highway would know at once that she was a lady† (O'Conner 413). She gets dressed up for a car trip so that, on the random chance that they would be in a car accident and that in that wreck she would be thrown from the car and laying on the pavement, she would be happy because the people passing by would think that she is a lady. This represents us as humans because daily we choose to be way too self-conscience. We care what people think whether we admit it or not. The first thing that comes to mind is me and my make-up. Make-up is a perfect example of us women caring a great deal about what others think of us. She is also very selfish in her activities. Instead of caring about what is best for the family, she wants to go to Tennessee because she has friends there whom she would like to see. There are three stages of thought for the Grandmother. During the first stage, which is in the beginning, she is completely focused on herself in relation to how others think of her. The second stage occurs wh... ...hat in just reading it the first time I looked right past. It wasn’t until my dad made me actually read some parts out loud that I understood. Even in these short stories, there is so much meaning packed into them. It shows how intelligent these writers actually are. In the beginning I didn’t care too much for this quirky little love story â€Å"Araby† yet after analyzing it, it has become one of my favorites and has inspired me to go back and re-read a few of the stories in this book that I may have just brushed past. Symbolic representation has become very interesting to me and both of these stories among many others are filled with it. Works Cited O'Connor, Flannery. "A Good Man Is Hard to Find." 1955. Literature: Reading Fiction, Poetry, Drama, and the Essay. 4th ed. Ed. Robert DiYanni. Boston: McGraw-Hill, 1998. Joyce, James. â€Å"Araby†. Kirszner and Mandell.

Mentoring and Enabling Learning in the Practice Setting

Mentoring and enabling learning in the practice setting A reflective account of my experience of facilitating learning, assessing and teaching a student or co-worker, and how this experience will inform my future development within the mentor or practice teacher role. Student Number: 2930211 Word Count: 3150 Part 1: Introducing the Mentorship role I am a band five registered paediatric nurse based on an orthopaedic and spinal surgical ward in a tertiary paediatric hospital.I am currently engaging in completing my training to become a qualified mentor. This reflective account details my experiences assessing, teaching and facilitating the learning of a student during their practice based learning, and how this experience may affect my future practice. Throughout the account, in order to protect the identities of people, trust and clinical setting involved confidentiality will be maintained via the use of pseudonyms or omission of names (Nursing and Midwifery Council (NMC), 2008a).The function of practice based learning is to provide experience, serving an important role in developing the skills of the student in interacting with patients and their families assisting in technical, psychomotor, interpersonal and communication skills (Ali and Panther, 2008). Practice based learning provides an opportunity to link theory and practice, and promotes professional identity development (Fishel and Johnson, 1981). Practice based learning is also crucial in the profession of nursing due to the vocational nature of the work, and necessity of assessing clinical competency and safeguarding the public (Rutowski, 2007).By ensuring specific standards are met with assessment in practice, it effectively ensures that students are fit for practice at point of registration (NMC, 2004). My demonstration of demonstrating my eligibility to supervise and assess students in a practice setting and successful completion of the NMC approved mentorship programme will allow me to meet the defi nition of a mentor (NMC, 2004), and perform an important role that every nurse has to assume formally, sooner or later (Ali and Panther 2008, Figure 1)Figure 1. (Synthesised using NMC 2008b, Rutowski 2007, Beskine 2009) Part 2 The NMC Standards In order to ensure that there is a set level for supporting learning and assessment in practice, the NMC devised and provided a set of standards for which mentors, practice teachers and teachers are required to meet (NMC 2008b, Ali and Panther, 2008). The agreed mandatory requirements include a developmental framework, the standards, and information regarding application of the standards to assessment in practice.The competence and outcomes for a mentor are underpinned by eight domains (Figure 2, NMC, 2008b). Figure 2. (NMC, 2008b) Number Domain 1 Establishing effective working relationships 2 Facilitation of learning 3 Assessment and accountability 4 Evaluation of learning 5 Creating an environment for learning 6 Context of practice 7 Eviden ce-based practice 8 Leadership When considering the eight domains within my own clinical practice area I consider establishing effective working relationships and leadership to be of particular importance.The establishment of an effective working relationship is vital due to working together with families and providing care for the family as the patient, rather than just the child (Casey, 1988) in order to provide a good standard of care. Establishing effective working relationships also serves to reduce poor student experiences and improve ability to assure competence to practice (Beskine 2009, Dowie 2008). When considering the importance of family centred care, as well as the promotion of an effective working relationship, leadership is a key theme.Leadership in my clinical setting involves role modeling, improving care and influencing others (Cook, 2001) as well as considering situational forms of leadership (Faugier and Woolnough, 2002) when communicating with different parties in different situations. Leadership in my practice setting could range from working with a difficult family, which may require participative leadership, or a situation where I need to be assertive. I must frequently act as an advocate for the child (Children Act 1989), requiring a more autocratic approach (Bass and Bass 2008).Both establishing effective relationships and leadership require skill, knowledge and experience and can be central to providing quality care (Department of Health 2004). Key professional challenges surrounding learning and assessment in my practice area include difficulty due to the busyness and staffing levels on my ward, which is known to affect the quality of assessment in practice (Phillips et al, 2000). The pressure of clinical commitments and lack of available time has an affect on the organisation and supervision of students during clinical placement (Caldwell et al 2008).Other difficulties may include inconsistency in performance influencing assessment of fitness for practice (Duffy and Hardicre 2007a), or students who are not compliant with support available and provided should they be failing (Duffy and Hardicre 2007b). Reluctance to fail a failing student due to poor assessment or finding the failing process too difficult (Duffy 2003) also serves as a professional challenge in my practice area.The NMC Standards to support learning and assessment in practice (2008b) do provide a framework for mentors, but due to the nature of the document it is not comprehensive enough to consider all aspects of competence assessment (Cassidy, 2009). It could be considered that some level of assessment remains subjective despite the framework being provided, due to the inherent nature of the involved profession and the variation of skills to be assessed.Holistic assessment of competence is difficult to structure a framework, particularly when considering a students reflexive action to utilise their knowledge skills and attitude with emotional i ntelligence (Freshwater and Stickley 2004, Clibbens et al 2007). These issues may become more prevalent when considering the possibility of a mentors failure to fail a student (Duffy, 2003). These is somewhat rectified by the responsive development of ‘sign off mentors’ who make a final judgement on the fitness for practice of the student at the end of their training (NMC 2008b).Further support can be given to the NMC standards to support learning and assessment in practice (NMC 2008b) by documents such as ‘Guidance for mentors or nursing students and midwives’ (Royal College of Nursing (RCN), 2007) a toolkit which assists in providing support and strategies for mentors. Part 3: My practice based assessment session Practice based assessment is a core method of assessing the knowledge, skills and attitude of a student (Bloom 1956, Wallace 2003), but is complex to ensure objective management (Carr, 2004).To accommodate a diversity of patients and needs (Dogra and Wass, 2006), different types of assessment are necessary, all of which are part of the mentor student relationship (Wilkinson et al 2008, Figure 3, NMC 2008b). Figure 3. ( Wilkinson et al, 2008) Type of assessment Description Mini clinical evaluation exercise. Snapshot of student performing core clinical skill. Can be integrated into ward environment or routine patient encounter (e. g gaining a pain score from a patient) Direct observation of procedural skills.Observing a student carry out a procedure and providing feedback afterwards (e. g performing aseptic non touch technique to prepare a dressings trolley). Case based discussion. A structured interview to explore behaviour and judgement (e. g discussing aspects care of a patient and what a student did or observed). Mini peer assessment. A group of qualified professionals providing feedback on an individuals performance, includes self assessment (e. g feedback from other nurses that supervise a student in their clinical plac ement).The method of assessment must be considered in terms of reliability, validity, acceptability, educational impact, and cost effectiveness in order to evaluate the suitability of the assessment itself (Chandratilake et al, 2010). Assessment of formal knowledge allows review of conceptual knowledge, including considering potential risks or other influencing factors. Assessing an individual in practice, or their craft knowledge, allows reflection and development on experiential learning (Price, 2007).Both formal and craft knowledge are required to be continuously assessed to understand the student in order to understand how the student reads risk situations and uses concepts to address practice requirements (Price, 2007). When assessing students it is important to establish four key areas (Hinchliffe 2009, figure 4). Figure 4. (Hinchliffe 2009) Key area Description Knowledge What do they know? Skill What do they do? Performance How well do they do it? Motivation Why do they do it , and how do they feel about it? Continuous assessment has limitations with regards to validity and reliability for numerous reasons.There is a requirement for co-ordination between educators and service providers to agree on appropriate assessment pathways for formative and summative assessment, allowing an appropriate level of assessment and practice theory link (Price, 2007). A mentor in a complex clinical setting combined with the pressure of continuous assessment on students in front of patients, family, relatives and other professionals has an impact on performance and may increase the anxiety of the student or the assessor (Price, 2007). Anxiety may also be caused by the mentors eeling of competence to assess, the student feeling ready to be assessed (including contributing personal factors), as well as changes in curriculum causing mentors to feel less competent in assessing certain areas (Price, 2007). My assessment was of the competence of a first year student utilising pa in assessment tools appropriately to successfully gain a pain score from a post operative patient. I considered this to be an area of importance due to the integral part of professional training pain assessment is recommended to serve; considering pain as the fifth vital sign (Royal College of Nursing (RCN),2008).Considering the expectations of first years participation in observing vital signs, competence is important for patient safety (Lomas 2009) . I would consider this assessment a direct observation of a procedural skill (Wilkinson et al 2008). An observing qualified mentor was present and observing at all points of the assessment and feedback. The observing assessor provided written feedback regarding the assessment provided (Appendix 2).The assessment was planned including the criteria and a number of questions developed, to test the learners understanding (appendix 1). The criteria for assessment was structured and at an appropriate level for the student on both a theoretic al and practical level (Stuart, 2007). The developed questions were aimed to make the student provide rationale for their choices within and around the assessment, aiming to make the assessed skill less of a series of tasks and provide a more versatile skill applicable in different ways (Cassidy, 2009).I waited until the ward was quiet to ensure there would not be interruptions and the assessment would not be compromised (Rutowski, 2007). Initially, I introduced myself to the student, as it was the first time we had met, this aimed to familiarise myself with the student and aim to reduce their anxiety (Price, 2007). I went on to tell the student what exactly I wanted them to do, approximately how long it would take and reassured them not to be worried as this was not a formal assessment, aiming to reduce anxiety (Price 2007) and make expectations clear.It was identified by my observing assessor that I did not enquire as to previous experiences of the learner. Although I knew that th e student was a first year and the assessment was appropriate as such, enquiring further into their experiences may have provided a link that would have altered the assessment in some way and perhaps have assisted in supporting further growth (Newman and Pelle, 2002). My assessor also felt that outcomes should have been more clearly identified at the beginning of the assessment.Though the information was provided, and in an appropriate environment (Price, 2007) a shorter almost bullet point summary at the end of discussing outcomes may help to prepare the student for what is expected of them (Stuart, 2007) and reduce confusion or anxiety (Price, 2007). When the student had completed the first criteria, I asked her my first question. This took into consideration the students approach to communication (Dickson et al, 1997) and their knowledge of basic child development (Sheridan et al 1997), knowledge applicable to core skills in many ways.The student correctly prioritised the order o f pain evaluation, completing the second criteria (International association for the study of pain (IASP) 1994, Broome 2000). I asked the student the second question at this point, the student demonstrated theoretical ability to integrate with the nursing team to provide safe and effective care (Stuart 2007, Lomas 2009). Finally for the assessment the student communicated well with the child and their family demonstrating effective family centred care (Casey 1988) and successfully gained an appropriate pain score (IASP 1994) using the ‘Wong-Baker faces pain rating’ (Wong et al 2001).After the pain score had been gained I asked my final question which was how often should pain observation be done, which the student correctly responded to in accordance with RCN (2008). My observing assessor felt that at points my speech was too fast and noted that I needed to repeat myself on occasion. Speaking at a slower rate allow a student to digest and understand information given to a better level, and prevents them from becoming overwhelmed with information faster than they can process it (Prozesky 2000).I provided a feedback session for the student, aiming to develop a sustainable proactive learning relationship with the student (Cassidy, 2009), which included an action plan made with the student (Appendix 3). Considering that the student was essentially competent at the skill, the action plan was focussed on gaining a greater range and experience in order to gain a more reflexive experienced quality regarding the skill and provide more holistic competence (Cassidy, 2009).The feedback was provided positively and constructively and seemed to help with the students self esteem with regards to the skill, creating a more supportive working relationship and conducive learning environment (Clynes and Raftery, 2008). The student-mentor relationship is crucial to the students learning experience (Ali and Panther 2008, Beskine 2009, Goppee 2008, NMC 2008b, Wilkes 200 6, White 2007). Effective communication skills can help identify a student causing concern at an early stage in order to pre-empt failure (Caldwell et al, 2008).Though feelings of sadness or failure may be felt by the student and mentor from failing assessment, and this provides a challenge, it is important for mentors not to avoid these situations if a student has not met desired outcomes as this may have far reaching implications on student progression (Duffy and Hardicre 2007a, Duffy and Hardicre 2007b, Wilkinson 1999). The feedback was scheduled and provided shortly after the session aiming to give the student prompt support if required and to correct any unsatisfactory behaviour if present (Duffy and Hardicre 2007b).Considering the feedback, and my own reflections on the assessment, there is need for my future development. I will also endeavor to speak more slowly and learning more about the student prior to assessment. , and provide a more clear identification of outcomes . I would consider gaining feedback on the students performance from the patient and their family in the future. This would allow us to take into account the view of the service user and family to promote clinical excellence and family centred care is of a high quality (Department of Health 2004, Casey 1988).Overall, my observing assessor thought that my assessment of the student was appropriate for their level of knowledge, skill and attitude (Bloom 1956, Hinchliffe 2009, NMC 2008b) and effective in determining the level of competency in this area. Part 4: My practice based teaching session I prepared a teaching plan (appendix 4), a powerpoint presentation (appendix 7), handout of the presentation and a handout of the various tools for pain assessment (appendix 8) before my teaching session.This teaching took a mostly behaviourist approach as opposed to a cognitive approach, however, discussion during the learning allows for a more cognitive approach(Figure 5). I arranged for a qualifi ed mentor to observe and assess my teaching and the feedback I provided to the student (appendix 5). They provided written feedback on my session (appendix 6 and appendix 9). My assessor noted positive use of further reading and handouts, to enhance the students personal knowledge and support for further adult learning (Knowles 1990, Beskine 2008).Provision of printed handouts, particularly with space for notes beside them, may help accommodate students who have dyslexia, and may otherwise struggle to absorb the information provided (White, 2007). Figure 5. (Synthesised from Bullock et al 2008, Goppee 2008, Hinchliffe 2009) Learning theory Description Behaviourist Information provided by teacher, student relatively passive. Cognitive (humanisitic) Student centred. More useful in vocational teaching like nursing. Relates past experience (knowledge or theory).I booked and prepared the seminar room on the ward to ensure there wouldn’t be disturbances, a formal teaching session w ith clear aims of what to achieve (Goppee, 2008). Utilising a space like this creates a professional and friendly environment helping create a good learning environment (Beskine 2008, Hand 2006). My assessor observed that I had created a welcoming environment. My assessor commented on the high quality of the evidence based content within the teaching session, my own skill and knowledge in this particular area.Providing good evidence based information assists in providing excellence in care (Department of Health 2004, Beskine 2008). Using examples from practice also helped describe to the learner applications of the theory to practice (Knowles 1990). My assessor noted my good eye contact and body language, reassuring the student encourages continued attention, interest and a positive relationship (Dickson et al 1997). My assessor commented upon the open questions I asked, keeping the student interested, engaged and relating to practice, encouraging cognitive learning (Figure 5).Furth er learning revolved around the student as an adult learner identifying how to best expand their knowledge in this area by approaching it in a more kinaesthetic learning style (Pashler et al 2009, Figure 6). Figure 6. (Synthesised from Dunn et al 1996, Given and Reid 1999) Learning Style Advantages Disadvantages Visual Learns through images, visual tools or imagining events. May need more time to complete tasks. May have decreased interest in theoretical values. Auditory Learns well through talks or lectures.Absorbs sequenced organised information well. May use checklist. Highly unlikely to be able to multitask. Can focus on one area at a time and neglect ‘the big picture’. May not work well in groups. Kinaesthetic (Tactile) Learns through doing. Tends to enjoy the experience of learning. Finds it easy to demonstrate. May miss instructions or information if presented orally. May find paying attention to detail difficult. My observing assessor noted that at some points t he speed of the session was a little too fast.This may cause the student to become confused or not absorb the information that I am teaching (Prozesky 2000). On reflection I can use this experience to expand my personal knowledge and how to develop further (O’Callaghan 2005). I will speak more slowly so that the learner can gain more from my teaching session, and consider the student as an adult learner with previous experiences, which can be used as a resource (Knowles 1990). I could also have asked how the student learned best and accommodated their learning style effectively (Rassool and Rawaf 2007).A wider range of learning styles (figure 6) would accommodate all types of learning (Rassool and Rawaf 2007, Pashler et al 2009). I would also put more emphasis on patient safety issues (Beskine 2008). Part 5: The Leadership skills required by a Mentor I am aware that being a mentor is part and parcel of leadership behaviour (Girvin, 1998). Transformational leadership concentra tes on the ability to influence situations or people by affecting their methodology of thought and role modelling (Girvin, 1998).Transformational leadership in nursing encourage autonomy and enable students or staff to reach their potential and promotes good interprofessional rapport (Pollard, 2009). By acting as a role model in my clinical setting and seeking to address obstacles inherent in mentorship on the ward, it is possible that I could not only develop myself and the students that I mentor, but also other mentors on the ward and their behaviour and practice in a positive way (Girvin 1998, Pollard 2009).Obstacles such as staffing levels, busy ward environment and the pressure of clinical commitments impact upon me damaging the effective working relationship between myself and the student (Beskine 2009, Hurley and Snowden 2008, McBrien 2006). Finding time provide written feedback in a students documentation can be limited (Price, 2007). By e-mailing other mentors evaluations o f my shifts with their students it may become common practice providing a greater range of student evaluation and a positive learning environment (Cassidy, 2009).This feedback can then be sent to the mentor at a quieter time, and discussed with the student prior to, signing and entry into their documentation with time being less of an issue. Despite this being a good use of resources and time management (Beskine 2009) I have already tried this and found often mentors are not interested unless the evaluation bears a particular negative weight with regards to poor performance which must be addressed urgently. Anxiety of the student, or my own as the assessor may effect the reliability, subjectivity or the validity of assessment (Price, 2007).Effectively facilitating the learning of students requires flexibility and understanding for different learning styles including (Bullock et al 2008, Goppee 2008, Hinchliffe 2009, Dunn et al 1996) including adult learning (Knowles,1990) and studen ts with learning difficulties (White, 2007). Strong links between practice and theory (Stuart, 2007) must be in place to ensure suitability of assessment and teaching. Along with these issues, the student-mentor relationship must be nurtured to provide a quality learning experience (Ali and Panther 2008, Beskine 2009).Discussing a students preferred learning style in their initial interview may encourage the student to engage in a higher standard of adult learning (Knowles 1990, Rassool and Rawaf, 2007). This can help me alter my strategies to create a better relationship between myself and the student (Beskine, 2009). I am currently supervisor to a first year student on first placement who has studied in school and sixth form, they do not have a great deal of experience with adult learning, and they have needed additional support and provision of resources to facilitate their learning, articularly with practical skills. Orientation is the gateway to a successful placement (Beskine 2009). Students must be assessed fairly and objectively (Ali and Panther 2008, Duffy and Hardicre 2007a), though this may cause unpleasant emotions to both the student and assessor it is important that this is done, to ensure student progression is not damaged (Duffy 2003, Duffy and Hardicre 2007a, Duffy and Hardicre 2007b, Rutowski 2007, Wilkinson 1999) and competence is insured for patient safety (NMC 2008b, Lomas 2009).I aim to ensure that the students I work with and assess are competent and fit for practice (NMC, 2008b). It is important to regularly work with students and have clear objectives from the initial interview (Duffy and Hardicre, 2007a). I am aware that it is my responsibility to ensure concerns with a students performance are raised by midpoint at latest, so that by final interview, there should be no surprises for the students summative assessment of their progress and level of competence (Duffy and Hardicre, 2007a).Asking children and parents their opinions on stu dents working with me, and their performance can provide an insight into the family centred care the student is providing (Casey, 1988) and may allow a greater interpretation of holistic reflexive performance (Cassidy, 2009). On the negative side, a parent is not aware of the pressures upon the student (Price, 2007). The parent of a sick child is anxious themselves and will be more subjective than objective.In conclusion, mentoring is a complex and diverse role, and one I will take on with focus and and knowledge, and endeavor to continue to develop as a practitioner, assessor and teacher in the clinical setting. This reflective process has been incredibly valuable in preparing me to be a mentor, and my personal and professional development. I have gained a much deeper understanding of the mentor student process through investigation of the various aspects of NMC standards, as well as various assessment and teaching strategies. Areas on which I must develop are clear, and in complet ing this ourse I feel adequately prepared, and look forward to further developing my skills and knowledge within this role. REFERENCES References Ali PA, Panther W (2008), Professional development and the role of mentorship, Nursing Standard, 35-39, Date of acceptance April 3 2008. Bass, B. M. & Bass, R. (2008). The Bass handbook of leadership: Theory, research, and managerial applications (4th ed. ). New York: Free Press. 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Dogra N, Wass V (2006) Can we assess students’ awareness of cultural diversity? A qualitative study of stakeholders’ views. Medical Education. 40, 7, 682-690. Dowie I (2008), Reflections on academic supervision, Nursing Standard, 23, 11, 35-38 Duffy K, Hardicre J (2007a), Supporting failing students in practice 1: assessment, Nursing Times, 103(47), pp. 28-29Duffy K, Hardicre J (2007a), Supporting failing students in practice 1: management, Nursing Times, 103(48), pp. 28-29 Duffy k (2003), Failing Students: a Qualitative Study of Factors that Influence the Decisions Regarding Assessment of Students’ Competence in Practice, , , accessed 03/01/2011 at 19:51 Dunn R, Dunn K, Price G (1006) Learning Style Inventory, Lawrence KA, Price Adams Faugier J, Woolnough H (2002), National nursing leadership programme, Mental Health Practice, 6 (3), 28-34. Fishel AH, Johnson GA (1981), The three-way conference: nursing student, nursing supervisor and nursing educator, Journal of Nursing Education, 20, 6, 18-23Freshwater D, Stickley T (2004), The heart of the art : emotional intelligence in nurse education, Nursing Inquiry, 11, 2, 91-98 Given B, Reid G (1999), Learning Styles: A Guide for Teachers and Parents, Lancashire, Red Rose Publications Girvin J (1998), Leadership and Nursing, New York, Palgrave. Goppee N (2008), Mentoring and Supervision in Healthcare, London, Sage Publications Hand H (2006), Promtoing effective teaching and learning in the clinical setting, Nursing Standard, 20, 39, 55-63 Hinchliffe S (2009), The Practitioner as Teacher (4th edition), London, Churchill Livingstone.Hurley C, Snowden (2008) Mentoring in times of change, British Association of Critical Care Nurses, 13, 5, 269-275 International Association for the Study of Pain (1994), Classification of Chronic Pain, Second Edition, Part III: Pain Terms, A current List with Definitions and notes on Usage, IASP Task Force on Taxonomy, IASP Press, Seattle Knowles M (1990), The adult learner: A neglected species (4th edition), Houston, Gulf Publishing Lomas C (2009), Poor observations skills are risking patients’ lives, Nursing Times, , , accessed 11. 01. 11 at 12:37McBrien B(2006), Clinical teaching and support for learners in the practice environment, British Journal of Nursing, 15, 12, 672-677 Nursing and Midwifery Council (2004), Standards of proficiency for pre-registration nursing education, NMC, London Nursing and Midwifery Council (2008a), The Code: Standards of conduct, performances and ethics for Nurses and Midwives, London: NMC. Nursing and Midwifery Council (2008b), Standards to support learning and assessment in practice: NMC standards for mentors, practice teachers and teachers, London: NMC.O’Callaghan N (2005), The use of expert practice to explore reflection, Nursing Standard, 19, 39, 41-47 Pashler H, McDaniel M, Rohrer D and Bjork R (2009), Learning Styles:Concepts and Evidence, Psychological Science in the Public Interest 9: 105-119. Phillips T, Schostak J, Tyler J, Allen L. (2000). Practice and assess- ment: An evalua tion of the assessment of practice at diploma, degree and post-graduate level in pre- and post-registration nursing and midwifery education. ENB Research Highlights; 43: 1–6.Price B (2007), Practice-based assessment: strategies for mentors, Nursing Standard, 21 (36), pp. 49-56 Pollard K (2009), Student engagement in interprofessional working in practice placement settings, Journal of Clinical Nursing, 18, 2856. Prozesky D (2000), Communication and effective teaching, Journal of Community Eye Health, 13, 35, 44-45 Rassool G, Rawaf S (2007), Learning style preferences of undergraduate nursing students, Nursing Standard, 21, 32, 35-41 Royal College of Nursing (2007), Guidance for mentors of nursing students and midwives: an RCN toolkit (2nd Edition), RCN, London.Rutowski K (2007), Failure to fail: assessing nursing students’ competence during practice assessments, Nursing Standard, 22(13), pp. 35-40 Sheridan M, Sharma A, Frost M (1997), From Birth to Five Years: Childrenà ¢â‚¬â„¢s Developmental Progress (2nd edition), Routeledge, London Stuart CC (2007), Assessment, supervision and support in clinical practice: a guide for nurses and midwives (2nd Ed. ), Churchill Livingstone; London. 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Brave New World Essay

Rhetorical Mode and Purpose It is better that one should suffer than that many should be corrupted.? Existing under a socially oppressive government, Bernard Marx constantly endures mental distress as a consequence of his unorthodox views. In Brave New World by Adolf Huxley, the primary protagonist struggles to voice his bitterness and disgruntled opinions, but the repressive World State tyrannize the society, and he ultimately loses his fight in becoming exiled. Narrated in the third person, Huxley details a technocratic government where signs of emotions are rendered treacherous and extreme consumerism forms the core of society. However, even more revolting is the unconscionable replication of nature through mass cloning, affirming the loss of everything fundamentally human. Through Brave New World, Huxley warned past governments who sought to increase effectiveness and stability, and continues to admonish the modern world, against increasing government intervention. Through narration, Huxley provides a panor amic scope of the horrific details and events residing under the command of a domineering government that asserts its omnipresence in all aspects of life. PASSAGE 1 (114-116) I chose this passage for both analytical purposes and interest value. Its surfeit in syntax variations stood out as a highly appealing passage to be analyzed, and the language effectively aroused suspense out of me. As the world of the savages unravels before Lenina?s eyes, her disgust heightens with each event that takes place, furthering repelling her from the culture. The underlying tone of hypnotic anticipation leads the audience through a series of events that build towards the climatical action of the passage. Through rhythmic syntax that propels the scene forward, dissonant diction and savage details, Huxley provides a lurid atmosphere as the lead-in to the horrifying act of sacrifice. Immediately, cacophonous diction begin to agitate the auditory senses. ?Harsh metallic? male voices answering the ?shrill? cries of the women initiates a perturbed mood and foreshadows deplorable events. As the audience?s sense of hearing wears away, ?a ghastly troop of monsters hideously masked or painted out of all semblance of humanity? enters to disconcert the visual senses. Nothing more than monsters completely devoid of human aspects. Monsters capable of executing actions that would appall Lenina?s society. Anticipation builds as the shrieks become ?louder and louder?; their dances, ?round and round? – and ?round and round? again. Their actions echo in successions of hypnotic movements that lull the reader into a trancelike state. ?More and more,? the leader flings black snakes ?brown and mottled.? The periodic sentence emphasis this final action as a symbol of savagery and remnant of a primitive culture that ultimately disgusts Lenina. Dull diction such as ?brown and mottled? assembles a drab layer of atmosphere that looms over the tribal ritual. Adverbs and conjunctions advance toward additional events that further feed anticipation. ?And then the dance began?Then the leader gave a signal?Then the old man lifted his hand.? Syntax and diction continue to build suspense as it mounts toward a most horrific action event. Semicolons and commas function as the dominant driving force behind the passage. Instead of inserting common periods, Huxley surrogates punctuations as a link between closely related details that incrementally build towards the summit. Without paragraph breaks to detract from the anticipation, the events flow in a continuous stream while sentence lengths and punctuations determine the rhythm and pacing. The compound-complex sentences are brought to a sudden halt with the ceasing of the drums. ?The drums stopped beating, life seemed to have come to an end.? The device that signaled life halts suddenly and a series of medium length sentences supercedes the long ones. Just as the storm the eye of the hurricane provides temporary respite, the momentary arrest of the beating only creates further anticipation, leaving the reader waiting for the other half of the hurricane. Rather than satiating expectations, syntax lurches the rhythm suddenly to induce greater anticipation and thirst so th at when it resumes, the resulting effect will be of greater impact. The scene shifts from the panoramic view to focus on the interaction between two specific characters, the old man and the boy. Analogous syntax structure directs attention to the progression of actions. ?The old man clapped his hands?The old man made the sign?The boy moved on Succinct details are unaccompanied by imagery or flowery language that would detract from the crucial suspense-arousing events. ?The coyote-man raised his whip; there was a long moment of expectancy, then a swift movement, the whistle of the last and its loud flat-sounding impact on the flesh.? The actions of the savages tapestry the shroud of luridity that continue to repel Lenina while the clause between the semicolon and comma mirror the silence before the strike of the whip. At last, the ?whistle? signifies the anticipated action that syntax, details and diction have all along foreshadowed. ?Twice, thrice, four times round he went?.Five times round, six times round? Seven times round.? Lone words that constitute sentences and telegraphic phrases cut by commas reflect the sound of the lashes. Enumeration of each lash as if a scene from a movie being played in slow motion, grants equivalent emphasize of the pain from each blow. ?A few drops fell, and suddenly the drums broke out again into a panic of hurrying notes; there was a great shout.? The anticipation is finally satiated confirmed by the abrupt burst of drums. PASSAGE 2 (142 – 144) The details and diction in this passage was striking in conveying John?s fascination with Lenina. It immediately evoked in my mind a scene from Sleeping Beauty where the Prince stumbles upon the bewitched Princess. Lenina?s introduction to John at this point of the novel likens to a scientific experiment where a new and exotic life form is presented in a previously pedestrian environment. John, engrossed with every aspect about Lenina, adopts a humble position and invests her with rapt wonderment. Upon finding her possessions, he takes immediate fascination to his discovery and indulges himself in her relics. John?s actions reflect that of a worshipper. Thus, Huxley employs a tone of reverent infatuation to manifest John?s idolization of Lenina. Dominated by alluring details, the passage aims to manifest John?s unqualified adoration for Lenina. Without delay, olfactory appeal works to captivate John by providing a sense of familiarity, an indication of Lenina?s presence. In ?breathing Lenina?s perfume? and discovering ?a cloud of scented powder?, he conveys his fanatic infatuation, and then continues to ?fill his lungs with her essential being.? A meager waft proves inadequate to satiate John?s desires. Instead, he relishes in bliss, the effusive outpouring of her presence, breathes in her scents like a drug, and allows it to pervade all of his internal organs. In addition, he imagines the ?touch of [her] smooth skin against his face, while other tactile details confirm his nostalgic longing for her. As if in the presence of a goddess, he executes his actions with the most scrupulous care. Bending over the precious box, he touched, he lifted into the light, he examined. Polysyndetons and parallel structures emphasizes each action as distinct entities with equivalent importance. Commas retard the process so as to display not cursory haste, but fastidious devotion   not coarseness, but refinement – and not brashness, but the delicacy of a worshipper in tending to a higher life form. Abstract diction continue to manifest John?s obsessive attachment to Lenina. Huxley attributes her possessions with desirous diction, labeling her perfume as delicious, her box as precious, her puzzle, a delight. John becomes entranced by her divine possessions, and muses over Lenina reverently. Delving further into the passage, comparative details attributed to Lenina and syntax portraying John as a stalker reveal the extent of his infatuation. Metaphors ascribe enigmatic aspects to Lenina, which intrigues John and plunges him into enchantment. Infatuated, he derives pleasure from unriddling her bewitched apparels. A simple pair of velveteen shorts likens at ?first a [to a] puzzle, then solved, a delight.? Lenina, furnisher of magically exotic appeal, jolts excitement into his previously mundane life of savagery. Huxley portrays her through John?s eyes as analogous to a mystery to be demystified, lock to be unlocked, cipher to be deciphered ? all of which fascinates John and builds on his infatuation. However, his conspicuous adoration becomes suppressed into a concealed form when agitation forms over the possibility of being discovered. Covert syntax and  diction depict John as an infatuated stalker. ?He heard something ? something like a sigh, something like the creak of a board.? Huxley purposefully employs ambiguous diction such as ?something? as opposed to concrete observable details. Disclosing her hiding position, Lenina?s appearance gradually comes into scope. John replies with stealthy obsession and strategically planned actions, reflected by extra inserts of commas that mirror his wary movement. ?He tiptoed to the door and, cautiously opening it, found himself looking on to a broad landing.? With enchanting metaphors and furtive syntax, literary devices continue to manifest John?s infatuation. Upon reaching the climatical action of John finally disclosing Lenina?s position, the tone ultimately assumes one of consummate reverence. Descriptive details of Lenina fast asleep enhances her chaste qualities. ?So beautiful in the midst of her curls, so touchingly childish with her pink toes?so trustful in the helplessness of her limp hands and melted limbs, that the tears came to his eyes.? Excessive use of the adverb ?so? heightens the degree of her qualities, implying an empyrean life-form inspiring awe. The child-like characteristics solicits sacred protection from John. Huxley?s delineation of her as ?limp? and ?melted? with a ?grave? sleeping face suggests death and ascendance into heaven. John, captivated, reveres her as one would of a goddess. Complex-compound sentences embroiders her purity and innocence while allusions to Shakespeare?s Romeo and Juliet continues to attribute divinity. ?On the white wonder of dead Juliet?s hand, may size/ And steal immortal blessing from her lips.? Comparison to Juliet further implies the notion of her resemblance to a goddess possessing immortality and an ethereal aura. In a humble manner, John ?very slowly, with the hesitating gesture? reach out to affirm the heavenly presence. However, his hands ?hung trembling? as he ruminates on the sacrilegious. Dare he ?profane? with his ?unworthiest? hand? Awe-inspiring details and sacredly connotated diction avouch the tone of infatuated reverence. PASSAGE 3 (232 – 233) The tone of this passage was not presented by the narration or characters in the novel, but rather created by a passage from a book being read by one of  the characters. I thought it was interesting to analyze a tone inside a passage of a passage. The abstract and metaphysical level of Brave New World reaches its apex when Mustapha Mond proceeds to read a passage from Maine de Biran?s book that justifies man?s eventual submission to God. While Biran holds the creed that individuals ultimately lose control of their lives and inevitably capitulate to the overwhelming siren call of God, Mond challenges that with the World State, one never experiences loss and thus will never seek counsel of religion. Huxley employs a tone of forensic instructiveness to allow both sides to present their cases effectively. Persuasive syntax utilized in Biran?s excerpt efficaciously compels the audience to assume his position. Immediately, the passage adopts the structure of a formal argument with Biran?s proposal of his thesis. ?We are not our own any more than what we possess is our own. We did not make ourselves, we cannot be supreme over ourselves. We are not our own masters. We are God?s property.? Simultaneous use of the pronoun ?we?, and three consecutive negatives carves away at the monolith of individual confidence. The anaphora build logical progression toward the thesis, whose brevity and sole affirmative adverb grants emphasis on unity with god. Also, rhetoric use of first person point of view lends itself to the notion that this pertains to all. Biran?s argument develops into a tone of instructiveness so as to provide support, illustrated by the transition, ?take this for example.? Repetitions in diction function to acknowledge the opposition. to have to think of nothing out of sight, to be without the irksomeness of continual acknowledgements, continual prayer, continual reference.? Syntactical analysis of Biran?s introduction reveal a tone of forensic instructiveness. Upon setting up the premise, Biran now proceeds to counter the opposition by providing rational support. The extensive length and complexity of the sentences that follow, broken down logically by semicolons and commas, carries the reader through a step by step process of rationally reaching a valid deduction. Diction, as well as syntax, justify man?s ultimate  submission to religion. With transitions such as ?feeling thus? and ?from which,? the progression towards the conclusions likens to a mathematical proof abundant with derivations. Anaphoric use of ?as the? and ?less? exhibits an inverse relationship between aging and the sentiments that prevented dependence on religion. Thus, with aging, ?God emerges as from behind a cloud? of with omnipotence, indicated by a series of fate-associated diction. ?Naturally,? one turns to God when he loses control of his world, and will ?inevitably? submit under his ?absolute? and ?everlasting? power. With spiritual and abstract diction, Biran?s concepts appeal spiritually and offer cleansing. ?So pure; so delightful to the soul.? The elongated sentence ultimately reaches its objective, its emphasis granted by a single dash. ? ? a reality, an absolute and everlasting truth.? Enhanced by mathematical instructiveness and persuasive diction, Biran effectively presents his case. After introducing Biran?s position, Mond assumes the tone of forensic instructiveness. He promptly proposes a qualified argument: ?You can only be independent of God while you?ve got youth and prosperity.? Mond builds his case upon the assertion that so long as one attains youthful desires and lives without the fear of death from old age, religion holds no significance in their life. Transitions prove to be the driving force of Mond?s counter-argument. ?Well, we?ve now got youth, what follows? Evidently, that we can be independent of God.? His argument, comparable to Biran?s, progresses logically and employs first person pronouns as well. ?And why should we go hunting for a substitute for youthful desires when desires never fail He summarizes his position with comparative rhetorical questions that juxtaposes both sides of the argument. The inquires detract rationale from Biran?s assertions while promoting his alternate solutions. Through forensic instructiveness, Mond?s counter-argum ent proves to be efficacious as well.

Mistakes and Misquotes on Memorials and Statues

Mistakes and Misquotes on Memorials and Statues Designing a building or memorial is hard enough. What happens when the work also includes words? Suddenly the focus shifts from visual to verbal as the artist and architect agonize over typography- making language visible. Words, quotations, and lists of names and dates must convey information and, ideally, flow seamlessly with the design. Hopefully the words will also be historically accurate. How do architects grapple with the challenge? Do the words to be inscribed influence the overall design? Or, do the demands of the design alter the text? Here are some examples of this design challenge. Franklin Delano Roosevelt Memorial: The 1997 memorial dedicated to the life, times, and words of Americas 32nd president incorporates over 20 quotes into its design. From March 15, 1941, inscribed in stone behind a seated FDR and his dog, Fala, are these words: They (who) seek to establish systems of government based on the regimentation of all human beings by a handful of individual rulers...call this a new order. It is not new and it is not order. The inscription is accurate, although an English teacher may frown on using all capital letters and using parentheses when square brackets are more appropriate. Accurate inscriptions, however, did not save the FDR Memorial from sins of omission. Most noticeable, Roosevelts disability from polio was initially disguised until a wheelchair was eventually added. Less noticeable, however, was the omission of one of FDRs most famous lines: Yesterday, December 7, 1941- a date that will live in infamy.... is a line not found within the 7.5 acre park in Washington, DC. Inscriptions at the Martin Luther King Jr. National Memorial: According to some critics, architect Dr. Ed Jackson, Jr. ran afoul of the truth when he helped design the Martin Luther King Jr. National Memorial in Washington, DC. The 2011 Memorial included words from Dr. Kings 1968 sermon known as The Drum Major Instinct. Toward the end of that rousing sermon, King said: Yes, if you want to say that I was a drum major, say that I was a drum major for justice. (Amen) Say that I was a drum major for peace. (Yes) I was a drum major for righteousness. And all of the other shallow things will not matter. (Amen!). However these were not the words engraved on one side of Dr. Kings statue. The architect had agreed to shorten the quote so it would fit in the space that the sculptor had allotted. Dr. Kings words became: I was a drum major for justice, peace and righteousness. Poet Maya Angelou, who was a member of the Council of Historians for the Memorial, expressed outrage. She asked why the words of the slain civil rights leader had been paraphrased. Other critics joined her in saying that the the shortened quote alters its meaning and makes Martin Luther King appear arrogant. Dr. Jackson argued that designing a beautiful monument required abbreviating some of Kings words. For him, aesthetics trumped authenticity. After some resistance, officials eventually decided to remove the historical inaccuracies from the Memorial. The National Park Service had sculptor Lei Yixin fix the disputed quote. Inscriptions at the Jefferson Memorial: Architects John Russell Pope, Daniel P. Higgins, and Otto R. Eggers faced a design challenge similar to the MLK Memorial. For the 1940s-era Jefferson Memorial, how could the prolific writings of Thomas Jefferson be fairly represented under one dome? Like the architects of other memorials, they opted to edit famous quotes from Jefferson. Panel 3 of the Jefferson Memorial reads: Commerce between master and slave is despotism. But, according to the Thomas Jefferson Foundation at Monticello.org, Jefferson originally wrote: The whole commerce between master and slave is a perpetual exercise of the most boisterous passions, the most unremitting despotism on the one part, and degrading submissions on the other. Indeed, some of the inscriptions carved in stone at the Jefferson Memorial are composites created by patching different documents together. Inscriptions at the Lincoln Memorial: When architect Henry Bacon designed the 1922 Lincoln Memorial in Washington, DC, he combined a mammoth 19-foot statue by Chester French with historically accurate inscriptions of speeches written by Lincoln. Imagine, however, if Bacon had taken short cuts. What if Lincolns famous words With malice toward none, with charity for all became, With malice...for all? Would the shortened version change our perception of Abraham Lincoln? The opposite wall of the Memorial contains the entire, unedited text of Lincolns Gettysburg Address. If the architect had desired to save wall space, he might have shortened the speech to: that this nation, under God, shall have a new birth of freedom- and that government of the people, by the people, for the people, shall not. What story would the revised quote tell about the great leader? Inscriptions at the US Supreme Court Building: Supposing that architect Cass Gilbert had been cramped for space when he designed the 1935 U.S. Supreme Court building. Imagine if he wanted to avoid the wordy balance and scale metaphors. Couldn’t he simply remove the word Equal from Equal Justice Under Law? Does the meaning change by simply saying Justice Under Law? Inscriptions at the 9/11 National Memorial: The 2011 National 9/11 Memorial in New York City took nearly a decade to construct. The project might have been completed more quickly if the architects Michael Arad and Peter Walker hadnt spent so long on the arrangement of nearly 3,000 names around the fountain parapet. Could they have left out a few? Would editorializing change the memorials meaning and impact? Inscriptions at the Vietnam Veterans Memorial: Maya Lin, designer of the Vietnam Veterans Memorial, felt that politics had eclipsed the veterans, their service, and their lives. She kept the memorial design elegantly simple so that attention could focus on the names of the men and women who died. Over fifty-eight thousand names are arranged in the chronological order of their deaths or MIA status from the Vietnam conflict. The height of the stone slowly rises and falls, as does any story of conflict. At first, few die. Then escalation. Then withdrawal. The story of the Vietnam conflict is gracefully and visually told in stone with room enough for each citizen soldier. Questions For Designers: Was poet Maya Angelo correct to condemn architect Ed Jackson, Jr.? Or, do architects and artists have the right to change the wording in historical documents? How important are written words in the language of architecture? Some would argue that architects who are inarticulate with words also might be inarticulate with design.