Belonging: Remember the Titans and Technique Example Link Essay

P3 Similarly, the poem Feliks Skrzynecki illustrates feelings of not belonging as a result of disconnections to surround environments, societies, relationship and the growing detachment between them . Technique |Example |Link Back | |The opening |â€Å"My Gentle Father† |instantly conveys a sense of ownership and pride and an overall positive relationship. | |This is further highlighted in |â€Å"I remember the words he taught me â€Å" |as a memory of appreciation for his father. Although this positive side of their relationship is illustrated , barriers are apparent due to their intergenerational detachment . |The use of exclusive pronouns such as |â€Å"they reminisced† |highlights the inability for the persona to relate to or access his fathers world. | |Skrzynecki symbolises his garden through the simile |â€Å"loved his garden like an only child â€Å" |for the responder , this adds to the notion of displacement , as skrzynecki is growing further and further a way from his father and his roots in poland and closer to environments as opposed to people . | | Therefore through belonging to environments , Skrzynecki is disconnected from society . Technique |Example |Link Back | |Yakin used a close up to highlight what the coach is wanting his team to reach . Coach Boone states.. |â€Å"This is no democracy ,this is a dictatorship , i am the law â€Å" |here the responder identifies the close up to emphasise Coach Boones’s emotions as he pushed for belonging through equality. | |Yakin employs music to add to the influence of racism. |The sound of Military drums beating at the start of the film |shows when conflict is going to occur . | |the director provides voice over narration to provide detail. Sheryl states |â€Å"In Virginia , high school football was a way of life , there was no race mixing , until the school was inter-grated , calling it T. C Williams high school â€Å" |this helps by informing the audience what is happening in 1971. | |applies juxtaposition to contrasts the positioning which is |visible within the warmth of the Boones and the ugliness of the neighbours comments . |highlights how wide spread racism became . | | it is therefore understood that Yakin’s Remember the Titans is evident in showing the contribution of belonging and not belonging through the focus of society and reality. P4 Not only does one see a focus on society and reality within Remember the titans , but the importance of Family as a function for belonging and not belonging . Technique |Example |Link Back | |provides a long screen shot to emphasise the connection of belonging. Gerry and Julius states.. |â€Å"Left side , strong side â€Å" |This depicts the relationship these two men have formed. | |used a wide -long shot in order to highlight setting. Gerry states to the nurse |â€Å"Alice can’t you see the family resemblance , he’s my brother â€Å" |therefore the audience shows the influence that Gerry see’s Julius as someone he can trust and belong to .

Vietnam War and its Impact on Subsequent American Foreign Policy

Rise to globalism is an enlightened work by Stephen Ambrose that relates to development of American foreign policy from Second World War through Reagan administration. The book by Stephen Ambrose provides an overview American foreign policy evolution from 1938 to the present powerful status of America.Stephen Ambrose tries to explain the trends in foreign policy adapted by America from isolationist attitude to global power position America holds today. He focuses on events that related to Second world War, Vietnam, Cuban missile crisis and to large extent SALT treaties.The world today is faced with major problems such as communism, conflicts between Arabs and Israel, and third world development. These problems are attributed with Second World War and had an impact on American foreign policies.The policies adopted by America had an impact on various countries around the world. Stephen Ambrose work tries to explain the modern American foreign policy as a development since the Second Wo rld War Foreign policy of United States is a policy through which the United States interacts with foreign nations.United States has a lot of influence in the world through its economy and defense mechanism. Other character traits in America such racism, economic aggressiveness and fear of communism have shaped the countries emerging foreign policy.The overview of events in America led to a rise of globalism which is a major development in American history. The World War II had a lot of influence in development of America which shaped its foreign policy. Liberation by Russia incorporated Eastern European states into satellite states which became the Soviet Union.Another impact of the war was formation of natural governments which changed the status of the nations. Ambrose in his work showed each stage of the cold war, division of European continent and the arms race could have been avoided.A major impact of the Vietnam War as was reflected in the cold war is the financial and econom ic disaster which related to the arms race. It is a situation that compromised the financial position of many nations involved in the war. The development of American foreign policy is a thorny issue which resulted from the cold war.Incorporation of many countries in various treaties took a lot of time and forced nations to spend a lot of money so as to end such conflicts. The United States and other members of the Soviet Union were not willing to compromise their position in relation to minor matters.This is because committing a lot of their time and finances in such petty issues could cost them a big deal in resolving major problems. For instance, involving in activities such as partitioning Berlin would be met with a lot of resistance and unnecessary demands.On the other side, once the U.S.S.R tried to compromise, United States would seizure control of the situation so as to create stipulations on proposed agreements. One important and major concept during this period is that, th ere was no any meaningful agreement that sailed through.Former United States presidents had the opportunities and chances to come to an agreement that would end the cold war but this never succeeded. In few instances that saw some of the head of state try to reach an agreement, participants were unwilling to come to a consensus.As per Stephen Ambrose, resolution to certain problems during that period came after the book was written. Communism was replaced by democracy throughout most parts of Europe while in 1989 it was a time when U.S.S.R fell.Most of the countries in Western Europe who constituted the satellite nations were liberated by United States and Great Britain which formally formed democratic governments. Split of east and west Europe as the beginning of the cold war. The acting presidents during this period late Jimmy Carter acted in respect to expectations of many Americans to achieve a peace agreement.The agreement had little influence in resolving such conflicts but se veral treaties were formed which addressed the demand for concerned parties. Accomplishment of various agreements had impact on U. S whereby Arab-Israel hostilities were negotiated.This was a major development in the history of America and it fits in the foreign policy. The impact of such agreement is seen in today’s policies developed by United States to extend their powers in trying to help developing nations. United States is a very powerful nation in the world and its strength can be attributed with agreements that resulted from the cold war.Most of the developing nations have benefited from financial aid offered by United States of America. Signing certain treaties during the period of cold war was a very tough because neither side wanted to compromise their position which led to disagreement.The subsequent American foreign policy has seen several nations, individuals and governments benefit. It is a very important development in the history of America since the Second W orld War to the current powerful situation in America. Work Cited Ambrose Stephen, Rise to Globalism, (American Foreign Policy since 1938), Douglas Brinkley book.

God Grew Tired of Us Essay

God Grew Tired of Us documents the journey of three Sudanese men who were part of the â€Å"Lost Boys of Sudan†, a refugee camp home to thousands of young men who fled Sudan amidst the wars that went on since the 1980s. The three young men were one of the few who were invited to live in America and the documentary follows the men on their journey of adapting to the North American culture, customs and the new found freedom they never had back in Sudan. Throughout the film, the audience witness their struggle of feeling a sense of belonging and also their strive to find the family members they lost when they had to flee the country during the war. The men began their journey to the United States when they got on their very first airplane to Belgium for a connection flight to New York. There we witness the men embark on their first cultural shock. At the airport, the men are obviously amazed at the diversity of races since they’ve grown up only knowing one, African. Most North Americans grew up with a diverse culture around them so walking down the street and seeing someone who isn’t the same skin tone as you is never really a shock to anyone. For the men it was a first glance of what it’s like to live in the United States, where you’d have to learn to live amongst and get along with people who are of a different race and have different beliefs than you. When the lost boys arrive in America, they are presented with their very own apartment, something they’ve never seen in their lives. Now the men need to adapt with living a modern North American lifestyle with electricity and plumbing. A guide takes them through the house and demonstrates how to use basic everyday appliances. This was particularly amusing because the men were learning basic skills such as using the toilet and using toilet paper, something that North Americans learn in the early toddler years. Also, now that the men live on their own, they’d have to cook for themselves, something that men are not supposed to do in Africa because it is seen as a woman’s job. In North America it is not seen as a humiliating task for men to be seen cooking. Instead, chefs and cooks are stereotyped as a man’s job. As new citizens of America, the lost boys have left behind their extended families back in Africa. In a sense of loneliness they lean on each other for comfort. It makes sense that they travel together to help each other out, but unfortunately locals filed complaints to police that because the men travel in pacts, they’re intimidating. This was a totally absurd and racist accusation. Just because the men are tall and black doesn’t mean they are a threat to society. North Americans tend to stereotype people to segregate certain groups. The men experienced their first account of discrimination, an act that ultimately pushed them to run away from their home country in the first place. At the end of the film, the lost boys have lived in America for over 3 years and have adapted to the North American culture. Two of the three lost boys were lucky enough to locate their family members. The men went on to live separate lives and even got college/university degrees. The documentary ends with a short note about each of the three men and what they did after the film was done. Daniel, John, and Panther, the once lost boys with no future planned ahead are now striving to make a difference for their country.

Philosophy of social science and some problem Essay

Philosophy of social science and some problem - Essay Example Let us now examine Society, which is a sum total of individuals, interacting in finite space in infinite variety of ways. To understand the complex society by using empirically observable objectivity is perhaps the core objective of social science. To rationally explain the complexity of derivatives that individual interactions create in society is the unsaid mandate of Social Science. Therefore Social Science may be defined as " the rational and systematic study of human society in all its forms with the aim of arriving at an enduring understanding, acknowledged as such by a broad consensus of researchers, of social phenomenon" (Meyer.1999). In examining the philosophy of Social Science, we will attempt to probe behind the veil and look at the core of the belief system which governs, regulates and defines the structure of knowledge emanating from this branch of Human inquiry. Rationality forms the primary percept of philosophy of Social Science. The 'rationalistic view of knowledge is based on reason and reflection' (Johannessen & Olaisen.2005), wherein empirically and objectively verifiable observation is articulated and cast in to paradigms and theories. We would now like to refer to the debate between naturalist and anti-naturalists which form the overall competing academic groups (ibid) within the philosophy of social science. ... Systemic approach however seeks to view the social world as system comprising of sub-systems and an 'epistemology combining realism and reason, aiming to understand, predict and control' (Johannessen. 1997, quoted in Johannessen & Olaisen.2005), an attempted blending of objectivity, subjectivity and intersubjectivity. The Naturalist position sharing the 'disregard for subjective experience'; is constructed on the following four pillars: 1. Empiricism 2. Positivism & neo-Positivism (Vienna Circle) 3. Realism 4. Rationalism (Karl Popper) (Bunge.1996 quoted in Johannessen & Olaisen.2005 ) Empiricists base their argument on a presumptive bias, that 'it is only perception which provides the knowledge' (Turner.1991 quoted in Johannessen & Olaisen.2005). They have a dogmatic view that knowledge is experience and subsequent reflection on and about it. The primary concern is observable. The Positivists and neo-Positivist emanated from Vienna School (1926-1936). These 'Logical Empiricists' focused on empirical testability, verifiable data and induction. They don't recognize non-linear causative factors like emotions etc. and term them as unscientific and out of scientific context (Von Wright. 1971quoted in Johannessen & Olaisen.2005). It was an attempt to introduce mathematical precision in the realm of imprecise social knowledge. Neo-Positivists based their epistemology on Instrumental Rationality. Realism 'is an epistemological doctrine that knowledge attempts to represents reality' (Bunge.1981, p. IX ). Realism has further branched off in to Nave Realism, Critical Realism and Scientific Realism (Johannessen & Olaisen.2005). Rationalism's most important sub-doctrine is Methodological Individualism, which states that social

In the communist manifesto karl marx states capital is... not a Essay

In the communist manifesto karl marx states capital is... not a personal, but a social power. Discuss what marx means by this - Essay Example In the book â€Å"The Communist Manifesto†, Karl Marx has shown the victory of the disciples of proletarian in the communist society. In the ancient period, all the powers of the old Europe were attracted towards the holy union in order to exercise the communism. The holy union was among the spies of German police and French radicals, Pope and Tsar and the Guizot and Metternich. During this period, it was highly realized by the Europeans that the communists must openly face the entire world and meet the study of communism with the policy of the party itself. Karl Marx had also stated that the capital is not a personal but a social power. A lucid explanation of this statement would be further discussed in the essay on the basis of the bourgeois, proletarians and the communists. Discussion on the Statement i.e. "Capital is... Not a Personal, But a Social Power" and Marx’s Use of the Word â€Å"Parasite† It has been a trend that the simple words ‘oppressorâ₠¬â„¢ and ‘oppressed’ have marked several histories of open fights, which ended with a revolution among the different classes of people in the society or destruction of a particular class of people. Likewise, the revolutionary action among the bourgeois and proletarians resulted in the abolition of the capitalists’ society and introduced communism in the society. Bourgeois and proletarians are the two major dimensions of the communists’ society in the ancient times. Bourgeois were the modern capitalists acting as the owner of the production activities and the employer of the labors. On the other hand, proletarians were the group of laborers who did not have their own modes of production and were compelled to sell their labor power to the bourgeois. At that period of time, bourgeois were holding the supreme power in the society as they were the middle class owners of the production activities and the labors. The labors were the proletarians who had no power in the society rather they were treated as the private labor of the bourgeois. The proletarians were compelled to sell their labors to the bourgeois in order to earn their living. The proletarians were suppressed by the bourgeois as they had no rights of property and self-esteem in that society. Nonetheless, it was frequently observed that the communists had represented the interests of the proletarians as a whole in the movement during their fight for the property and rights1. The communists had never opposed the other working class entities of the society. They always formed similar party to that of the working class. They served the similar aims of the party as the proletariat does. The distinction between the communists and the other working parties arrive on the basis of two of the grounds. The first base is that the communists had brought the common interest of the proletarians in light during their national fight in various countries. The other is that the communists were sig nifying the interests of all the parties in the movement as a whole during the stages of development of the proletarian society. These two characteristics of the communists not only made them different from the other working class parties in the world but they had also made them the most advanced party in the entire world. The communists had the similar aim to that of the proletarians. The aims of both these parties were end of the bourgeois superiority, development of proletariat into a class and invasion of the political

Experimental plan for lab Essay Example | Topics and Well Written Essays - 500 words

Experimental plan for lab - Essay Example Besides, identification of trace elements and clues in crime scene is a major challenge in the forensic science. Therefore, some of the commonest methods are less accurate and time consuming with low levels of reliability making it difficult to identify the specific culprits especially nowadays that criminals are very knowledgeable. However, according to Hartzell (689) invention of chemical processes like GCMS, which uses trace materials from the crime scene is revolutionising the path taken by forensic scientist and criminal investigators because of its reliability, accuracy and the ability to identify signature molecules even at trace and minute levels. Volunteers will provide the samples by rubbing their fingers across the forehead before using the clean beads from the vials in rubbing between their fingerprints for 15 seconds and then immediately placing the beads in the vial Hartzell-Baguley, Brittany, Rachael E .Hipp, Neal R. Morgan, and Stephen L. Morgan. "Chemical Composition of Latent Fingerprints by Gas Chromatography–Mass Spectrometry an Experiment for an Instrumental Analysis Course,." Journal of Chemical Education 48.4 (2007): 689-91.

Egypt position on Regional Arms Control Process Essay

Egypt position on Regional Arms Control Process - Essay Example It is noted that the success of the mission to stop the conflicts does not rest on an individual country but rather to the common pulling of all the countries. Any country intending to step-up their fight against the easy flow of the arms feels insufficient or senses of self betrayal as the rest of the region’s countries are still having lots of these arms in circulation. Common efforts to realize this mission have seen the organization of various conferences and seminars aimed at addressing this issue and many countries have been participation. One such a conference was held in Madrid in 1991 where the issue of common efforts by the member countries as well as the international community was discussed in depth. This paper intends therefore to evaluate the position of Egypt as a critical party to this region. The country was well represented in the same conference where a number of peace missions and initiatives were agreed upon. The efforts for handling the security issue in the region dates back from the 1970s with negotiations between the member countries designing and proposing various mechanisms of handling the case. Egypt is seen to have been very active in these talks. However, Egypt has been seen to take rather firm policies as regarded to nuclear weapons and this was seen to be in conflict with the proposal of Israel. The country was for the proposal that the issue be dealt with within the first stages of regional dis-arment process while Israel was not willing to assent to the proposal within the early level of the process (Hautecouverture and Mathiot 10-11). Through this, much of the deliberations that were done fro the Madrid process were futile. Records indicate that Egypt has been the strongest supporter of the policy of WMDFZ (weapon of Mass destruction free zone) in the region. The idea was proposed by president Hosni Mubarak in 1990 and almost single handedly, the country forced the agenda to the inception by the international community though with the already discussed resistance by other states such as Israel. Madrid peace process initiated the ACRS (Arms Control and Regional Security) security working group through which the deliberations met on the conference were to be effected. It was during this period (1990-1995) that Egypt’s critical role in the fight towards a region free of the weapons was observable. However, much of her efforts were directed towards winning the cooperation of the other countries and especially Israel towards directing the fight towards freeing the region from nuclear weapons though with little success. The failure of inception of Mubarak’s idea led to the country’s withdrawal from the subsequent peace talks as the country faced opposition from Israel. Egypt prioritized the dealing with the weapons of mass destruction which interested states such as Israel felt threatened. Egypt advanced threats to water down the other efforts that the countries advanced over the pr ocess of disarming the region with the sole idea of pressurizing Israel to support the motion. Nevertheless, the threats were never attended to and the subsequent proceedings only found the initiative shelved and never to be discussed. This was one of the major setbacks that the ACRs faced in their role to restore the

Strategy plans Essay Example | Topics and Well Written Essays - 1000 words

Strategy plans - Essay Example Furthermore, the proponent gives comments on how Apple has implemented its strategy within its organization, the control it placed on the organization to monitor its success and eventually how this influenced its staffing requirements. Strategy Plans Due to various changes in the computer industry, strategies need to be planned at Apple Incorporated. There are two essential considerations that Apple has to take into account in order to entirely deliver its strategy plans. These include allocating resources between traditional and new product offerings in order to both maintain and improve its market position, and maintaining its competitive advantage through its unique retail strategy and capitalizing on new and emerging trends (Di Muro, Murray, & Goode, 2010). All of these are remarkable components of Apple’s strategy plans in order to grow its business especially in the midst of constantly changing market in Personal Computers Industry. Thus, there are two obvious strategic plans that Apple should pursue and these include the idea of maintaining and improving its market position and its competitive advantage, respectively. ... Clearly, strategies need to be formulated as well in order to obtain these goals. In particular, under improving or maintaining its market position, Apple Incorporated needs to exactly create highly differentiated products through its initiative in latest product development or innovation. It is in line with this that Apple needs to substantially create more focus in dealing with its traditional and new products based on the latest trends. This means Apple needs to compete with making a difference with its product offerings. This is the very point of its differentiation strategy in order to improve or maintain its market position. On the other hand, in order to achieve its competitive advantage, Apple needs to substantially consider its unique retail strategy which is related to the creation of its market share. In the midst of a very competitive market due to different key players trying to emphasize target market for their product offerings, Apple remarkably needs to consider explo ring more possibilities on how they exactly make it successful for their products to reach into their customers. While adhering completely on its branding strategy, Apple needs to ensure that its products are handled accordingly by highly accredited retailers. This is to ensure preserving its property rights, which at some point has become an integral part of its product identity and quality trademark. Thus, Apple substantially invests its resources in maximizing the image of its brand as essential component of its unique retail strategy. Implementation of strategy Implementation of strategy would never be that easy especially in the industry where Apple belongs due to a very tight

Bad impacts of computers on people and society Research Paper

Bad impacts of computers on people and society - Research Paper Example For example, chatting on the internet sometimes connects lovers despite the distance. However, it also reduces the amount of time they spend together and therefore weaken their bonds. In addition, excessive usage of computers results in development of health problems among the computer users. For example, eyesight problems due to staring on the screen and complications resulting from maintaining rigid postures for prolonged periods are examples. The role of computers in reducing outdoor activities also implicates usage of computers in the increasing rates of lifestyle diseases (Winston, 2010). Other problems include the development of social misfits due to the role of computers in learning, especially in children (Zhang, 2011). However, the majority of these problems are a reflection of the changing social structures that are accelerated by usage of computers. Therefore, though computers have negative effects on the users, the negativity is a function of the changing social structure s. Computers merely accelerate the changes. Over the last few decades, the volume of computer usage has been increasing due to innovations and advancements in technology. Innovations increase the convenience of computer usage and advancements in technology facilitate the innovations. For example, the rise of the social media platforms over the last decade has increased the amount of time spent on the internet, especially by the youth. Though the increasing usage of computers are a function of advancement and reflect positive changes, it results in health problems, social problems and behavioral problems in the society. According to Winston, 2009. Lifestyle related diseases are the leading cause of death in the US today. These diseases are a function of poor lifestyle activities that limit physical exercises and therefore result in the buildup of fats in the body. For example, due to social media, people can now

The Calendar Girl Movie Review Example | Topics and Well Written Essays - 500 words

The Calendar Girl - Movie Review Example In the movie, Dales poses strategically nude more than fifty pose. Despite being based on a true story, the nudity was not legally justified event in the community that contain naà ¯ve and developing children. The actions or the nudity in the movies deeply expresses the moral decay that might have the genesis of prostitution the society. Notably, until very late years, prostitution was an illegal act that was never recognized by the legal system and it warranted an arrest. Moreover, stripping clubs were never recognized as part of morals of the community; therefore, those that operated, did so illegally. Thus, the movie contains many scenes and arts that were illegal. For instance, the movies indicated ladies who were pips and their nude portraits were the order of the movie. The movie may also be regarded as the first export in the light comedy steamroller division that was ever found in the British film industry. However, most parts of the movie avoided the queasy class condescension such as the hell bent charmers that they relied on since the unemployed steel mill workers pegged their groove on thangs in the â€Å"The Full Monty.† Additionally, the British people are never expected to indulge in these actions. The women are related to the son of the coal miner who pirouetted in the â€Å"Billy Elliot†. They are compared to the tweedy widow whose work was to harvest dynamites weeds in the â€Å"Saving Grace†, all of which are illegal traits or actions that were never supported by the British legal systems (Calendar Girls 01:00: 37). The movie portrays Helen Mirren or Chris or Tricia Stewart (as in the real life story) as a lover of strip game. Moreover, she is the one who introduces or hatches the money making idea for the memory of Chris’ late husband’s memory. The group that engages in money collection are beautiful women. Apparently, they use their nudity as a means of collecting or attracting

Marketing Essay Example | Topics and Well Written Essays - 500 words - 60

Marketing - Essay Example One of the basic underlying concept of public relation is that maintaining a better relation always help the company achieve sustainable competitive advantage and the relation can be converted to customer loyalty as well. It is because a public is any group that has an actual as well as potential interest in the company and is able to impact company’s ability to achieve its objectives (Kotler and Keller, p. 593). Normally, there is public relation department or management who is responsible to take necessary steps to manage successful relations with the main public groups. The public relation department is to monitor the attitudes of the public it targets and thus distribute brand and other relevant messages and communication with a view to hold a competitive edge in brand loyalty as well. The major public relations functions are detailed below: 1- Press Relation or Press Agency: The Public relation department is expected to create and place all the newsworthy information, news, events etc in the news media. This helps the company maintain a long-term reputability of the company among its public. Some of the companies pass most of the information regarding their special events, programs and other activities to press, for instance, and consumers and other publics get updated when they see the news. For instance, press release of CSR and other news of Apple Inc, Nokia inc and so on. 2- Product Publicity: The public relation management will be engaged in publicizing the information regarding the product or service the markets to its customers. The main public group being targeted for this is customers. 4- Investor Relations: Shareholders are most important public groups and maintaining a better relationship with them is critical to company’s financial strength. The Public relation department is to maintain relationship with the shareholders and for this purpose they will always be updated with company information through mails,

Mediation in Indian Legal System Essay Example for Free

Mediation in Indian Legal System Essay There are as many 3. 2 crore cases pending in our courts . The number of pending cases may be due to many loop holes in our legal system , these loop holes are known to us but some of them cannot be dealt with because of stringent laws , moreover to face them and to reduce the number a new thing came into being known as ADR ( Alternate Dispute Resolution ) system which as the name suggests is an alternative system to the commonly followed litigation system which is time consuming and sometimes doesn’t provide a common judgment which may be in favor of both the parties. Therefore an act came up in year 1996 known as ADR act 1996 which empowered with a parallel legal alternative which was followed In the U. S. A. Implementation of ADR in India: The implementation of Alternative Dispute Resolution mechanisms as a means to achieve speedy disposal of justice is a crucial issue. The sea-change from using litigation as a tool to resolve disputes to using Alternative Dispute Resolution mechanisms such as conciliation and mediation to provide speedy justice is a change that cannot be easily achieved. The first step had been taken in India way back in 1940 when the first Arbitration Act was passed. However, due to a lot of loop-holes and problems in the legislation, the provisions could not fully implemented. However, many years later in 1996, The Arbitration and Conciliation Act was passed which was based on the UNCITRAL model, as already discussed in the previous section of the paper. The amendments to this Act were also made taking into account the various opinions of the leading corporates and businessmen who utilise this Act the most. Sufficient provisions have been created and amended in the area of Lok Adalats in order to help the rural and commoner segments to make most use of this unique Alternative Dispute Resolution mechanism in India. Therefore, today the provisions in India sufficiently provide for Alternative Dispute Resolution. However, its implementation has been restricted to just large corporates or big business firms. Lok Adalats, though a very old concept in Indian Society, has not been implemented to its utmost level. People still opt for litigation in many spheres due to a lot of drawbacks. Provisions made by the legislators need to be utilised. This utilisation can take place only when a definite procedure to incerase the implementation of ADR is followed. In order to have such an implementation programme, it is necessary to analyse what the problems are and rectify them. Mahatma Gandhi had put in correct words as : â€Å"I had learnt the true picture of law. I had learnt to find out the better side of human nature and to enter mens heart. I realised that the true function of a lawyer was to unite parties riven as under. The lesson was so indelibly burnt into me that a large part of my time during the twenty years of my practice as a lawyer was occupied in bringing about private compromised of hundred of cases. I lost nothing thereby-not even money-certainly not my soul. † The Idea behind finding an alternate was to provide if not greater but equal form of justice. Certain things were kept in mind like a)it should provide equality and be fair b) it should same as judgments based on ethics c) it should be within the law framework of the country d) and it should be able to come up with remedies which a litigative system doesn’t provides. Further one cannot deny the fact that many pitfalls in the Indian Legal System such as delay in justice,expense on drafting , rigitidy of rules and limited participation of parties are few flaws. Every litigant expects to be hared by the judge but due to the rigidity norms its delayed however the rigidity is necessary to maintain the probity of the judicial process. Natural justice as a matter of principle demands judges to hear both the parties in presence of eachother, if it is not than its anathema. Mediation on the other hand is a process in which a person cannot be judgemental but a fecilitator who is just and views underlying issues who helps in communication between two parties and reach a common solution. He however can furnish a report on his mediation and then forward it to the judiciary. This process involves meeting the parties separately and also together . The matter is discussed and accordingly a common solution is found out which of the benefit to both the parties. The mediator understands the source of conflict between the parties and within the parameters of laws suggests them a solution thus creation new ideas. These are advised to the parties and its further for them to accept it. Besides that in mediation process one understands the situation of the other and accordingly reach the conclusion. In the Indian legal system the adversarial nature of our lawyers which involve confliction views are necessary adjunct to effort of the court to investigate facts. But here an individual client feels marginalized in the presentation of his viewpoints by his lawyer before the court as litigants who contest in person give vent to their emotion,opinions,perceptions and interests. Thus mediation calls for in person involvement of a person so that his views are expressed and his emotions. interests, concerns, receive empathy and process is practical. Always judicial remedies are not geared to accommodate. Mediation provides a real alternative as mediation outcomes are less likely to be evaded and parties look beyond the formal confines of a legal dispute. Some cases are not be dealt in conventional court setting such as business and personal relationship where confidentiality is an important aspect. Therefore they require mediation .

The Progress Of The English Reformation Theology Religion Essay

The Progress Of The English Reformation Theology Religion Essay The evidence analysed in this investigation suggests that Thomas Cranmer established various aims to help further the English Reformation. He met with both successes and failures. The extent to which his successes outweighed his failures will determine how important he was for the progress of the Reformation. A careful analysis will be made of his work regarding introducing the English Bible, helping reform church institutions, doctrine, liturgy. In addition his contributions as a reformed theologian including the durability of his accomplishments will be considered. Other figures also helped spur on the Reformation such as King Henry VIII, Thomas Cromwell, and Queen Elizabeth I. To further evaluate the importance of Cranmers contributions this investigation will compare his work with these other personas of historical importance. Cranmer set out to achieve various goals during his life regarding the English Reformation. Cranmer assumed an important role in the introduction of the English Bible. He endorsed the Great Bible in April 1539 was issued to the public for the first time. By late 1541 five more additions of the Great Bible had been released. (Dickens 1989, 152) He even contributed a preface to the second edition. Bromiley states in Thomas Cranmer: Theologian Of all his achievements in the earlier period, the introduction of the English Bible was perhaps the most far-reaching and influential (xiv) The archbishop of Canterbury also helped reform the church institutions. He was involved in diplomatic work as he wanted to link England with international Protestantism. Cranmer believed true catholicism (universality) was the unification of the scattered churches of the reformation. Hence catholicity meant unity. He attempted to bring in foreign reformers to England. He successfully brought in Martin Bucer and was helped by English clerics Hooper, Ridley, Holgate ( Dickens 1989, 270) The influence that spread into England came mostly from the followers of Zwingli and Calvin. Cranmer also made valuable contributions to the reformation of church doctrine. He originally believed in transubstantiation, but then decided that the bread and wine were only symbolic of the body of Christ. King Henry VIII was strongly in favour of transubstantiation and burned people who opposed his view. Cranmer survived due to the Kings protection. Dickens argues that Cranmer was the English forefront man supporting the true presence belief agreed upon by Calvin and Bullinger in the Zurich agreement of 1549. Bullinger believed that transubstantiation was false, but that the bread was sacred, was to be revered, and that the spiritual presence of Christ was there when people took the Eucharist. Like the sun is in the heavens but we can only feel its light and heat, Christ is in heaven but he is working in the hearts of those that believe. (Schaff, I. 471)Â   Between 1539-1543 there is a turbulent return to Catholicism, heretics burned, and Bible reading prohibited for the laity. Cranmer opposes the 1539 act of six articles, which includes clerical celibacy and as a consequence he has to send his wife away. King Henry VIII wields absolute power and thus Cranmer cannot overtly support great doctrinal changes as long as the King reigned. It was unfortunate for [Cramner] that he could never persuade Henry VIII to share his enthusiasm [regarding humanist reformation (MacCulloch 1996, 213) because The Kings own theology became a moving target during the 1530s (MacCulloch 1996, 213) Cranmers view of church doctrine was that it be scripturally based, be proclaimed by the monarch in parliament, and be accepted without fighting over minute details. (Dickens 1989, 208) The Ascension of Edward VI in 1547 opens the doors for doctrinal reform. Cranmer issues the Book of Homilies a set of 12 official model sermons. He even writes several of the sermons. In 1553 he issues the 42 Articles of Religion, which is a code of doctrine. Under Queen Elizabeth the Homilies are amplified and reissued. The articles lead to the Elizabethan Thirty Nine Articles. Dickens calls these Elizabethan articles a decisively Protestant interpretation of the faith, (Dickens 1989, 280) However, Cranmer also encountered failure in his attempt to advance the English Reformation. Regarding his reforms of Church institutions his diplomatic work in the sense that he failed to bring any Lutheran leaders or Lutheran representatives to England. Cranmer also wanted to rewrite and arrange the canon law into an organized system but failed due to several factors. Many did not favour the canon law because they believed it was too disorganized and needed be replaced by civil law. Cranmer also wrote a plan of reform for the canon law entitled Reformatio Legum Ecclesiasticarum. Unfortunately this was not published until well after his death. Ultimately none of his proposed reforms for the canon law were enacted. He had proposed changes such as having annual diocesan conferences attended by clergy and laity, which may well have been beneficial for the church. ( Dickens, 1989, 279-280.) The Archbishop of Canterbury beginning in 1540 focused on revision of the English church liturgy with a specific emphasis on putting it in language comprehensible by the laity. King Henry VIII showed Cranmer considerable favouritism by endowing him the authority to create and spread his own English litany while he rejected proposals of other bishops such as the 1543 Rationale of Ceremonial. When Henry authorized Cranmer to modify the mass by adding devotional passages in English the King did not anticipate great doctrinal changes. However, this laid the foundation for an extreme change of the aim of the mass, replaced sporadic communion for the laity and private medieval masses with regular congregational services of worship. The King passed away in 1547 and Cranmers first edition of the Book of Common Prayer was released in 1549 under Edward VI. It was conservative but it led to a rebellion in South-Western England. Dyson Hague notes his Story of the English Prayer Book that this rebellion may have occurred due to the introduction of totally foreign concepts for those used to attending the mass such as the The Supper of the Lord and Holy Communion. (Hague 1949, 133) The 1552 second edition of the Book of Common Prayer was Cranmers most explicit Protestant liturgical document. Examples such as the mass became communion, tables were to be removed and altars provided, and surplices replaced Eucharist religious robes reflected Zwinglian influence. This 1552 edition later became the basis for Queen Elizabeth Is prayer book of 1559 and the 1662 Book of Common Prayer. Interestingly the 1662 versions Eucharistic liturgy commits several catholic compromises. The 1549 Prayer Book at the beginning of the sacrament states The body of our Lord Jesus Christ which was given for thee, preserve thy body and soul unto everlasting life. In contrast the 1552 version states Take and eat this, in remembrance that Christ died for thee, and feed on him in thy heart by faith with thanksgiving. Finally, the 1662 version is a merger of the 1549 and 1552 Prayer Books. (Jasper and Cuming 1990, 232-249) MacCulloch argues that Cranmer would have looked at the alteration of his eucharist by the 1662 reviser with strong suspicion and concern. (MacCulloch 1996, 628) In the 1549 Act the Parliament authorized the doctrine and liturgy of the Book of Common Prayer which is of historical significance because this had been the exclusive area of activity of the monarch since 1534. According to Dickens although not very much is known concerning the origins of the second prayer book, it is certain that its literary qualities are based on Cranmers book of 1549. (Dickens 1989, 277) The prayer books according to R.T. Beckwith are predominantly the work of Cranmer. (Beckwith 1992, 101-105) A significant aspect of Cranmers contributions regarding liturgy is the system of canonical hours that were increments of time between prayers specifically for the morning and evening prayer sessions. The canonical hours were no longer to be exclusively controlled and regulated by the clergy. (MacCulloch, 630) MacCulloch states that Cranmer established a strong foundation of liturgy that helped the laity look beyond the surface of events and say that there is more to human life and creation than the obvious, the everyday. (630) Cranmer strongly upheld his prayer book in great esteem. He did not heed the Councils request that he alter the rubric commanding that individuals receive Communion while kneeling. However, he could not stop the introduction of the black rubric , which denied any intention to revere the elements.(Dickens 1989, 278.) Cranmer asked for advice from his colleagues as he crafted the 1550 revision of the Ordinal. Its imperfections were later used as grounds for reje ction by Rome coming from Anglican demands. The first ordinal was a conservative document, based on medieval sources, though not permitting the social ordering and grouping of bishop, priest and deacon. It maintained the tradition of providing a silver or gold plate for the eucharist bread and chalice to priests recently ordained. Bishops received pastorals staffs. Cranmer also had the priests receive a Bible to represent their purpose of preaching to the congregation. Later an extra amendment of the Ordinal was included in the 1552 prayer book. In this amendment Cranmer reformed the system so that bishops and priests received no items except a Bible. (Dickens 1989, 270) Cranmer eased access to the liturgy, collecting everything that was indispensable in one book in the common tongue. He likely did not plan on his services being used for 400 years. However, his services were intended for repeated and frequent use. Cranmers text has been long revered as originating from an author sensitive providing formal English prose. Contemporary learning demonstrates the indispensable reputation of the structure of language to greater culture.. If, as MacCulloch states, Cranmers language lies at the heart of our English-speaking culture, (632.) Cranmers work towards the English language is likely his most important tribute. There are those that oppose this conclusion. A view is that Cranmers liturgies have become ingrained in English literary identity and have predisposed the religious rationale of English-speaking people. In contrast, Donald Gray states it is far too simple to romanticize the historic links between Anglican society and liturgy. Often claims made regarding the importance of the Book of Common Prayer are exaggerated elitist claims stated by and for a segment of society that possessed the time and opportunity for worship. Many enormous areas of England were not significantly influenced by the Book of Common Prayer and possessed very limited knowledge of its contents. (Gray 1991, 135-143) In addition, one may argue that contributions to English religious literature are not necessarily contributions to religious reformation. When Edward VI rose to power as a youth, the opportunity for positive change was met with rapid reformation in the church. MacCulloch demonstrates that as as the truth liberated the populace, many came to love the Bible. (613-614) The attacking and rejecting of orthodox beliefs such as religious processions and destroying Latin service books was received well. The walls of churches began to display Biblical messages such as The Ten Commandments, The Lords Prayer, and the beatitudes. When Mary ascended to th e throne Cranmer was put in prison and threatened violently to sign recantations accepting fundamental Catholic doctrines. He signed the documents. However, he publicly withdrew the recantations right before he was incinerated as a heretic on 21 March 1556. In conclusion, Cranmer was indispensable to the progress of the English Reformation. His work had impacts on events of the reformation during the reigns of King Henry VIII, Edward VI and Elizabeth I. The evidence demonstrates that he is among the most if not the most important figure in the English Reformation. Cranmers most important reforming achievements are demonstrated by the great documents he created. The access to the Bible and obedience to it that he helped establish was also significant. Cranmer did a great deal more than simply write liturgy and doctrine. The sources demonstrate if had not accomplished his aims at the level of excellence that he did, the efforts of the sixteenth century English reformation would likely have been far less effective and much more short lived. Word Count: 2002 The above essay is all my own work: the source of all material used in its compilation has been duly cited and all help received is acknowledged. The essay does not substantially duplicate material previously or simultaneously submitted to academic staff at any academic institution. Jesse Alvarez

State Children’s Health Insurance Program (CHIP)

State Children’s Health Insurance Program (CHIP) Ghada Alem Article Assessment State Children’s Health Insurance Program (CHIP): Eligibility Expansion Impact I. BACKGROUND During an introductory course about health policy, namely Fundamentals for Health Policy, health insurance coverage in the U.S. was among the subjects presented. Under the public sector, there are two large insurance programs that are funded by the federal government: 1) Medicare, and 2) Medicaid. Fundamental aspects of the Medicaid program were discussed along with The Patient Protection and Affordable Care Act (ACA) expansion of the program’s eligibility. Moreover, CHIP or State Children’s Health Insurance Program was introduced. Hence, the purpose of this paper is to further detail the CHIP program and to explore the impact of expanding its eligibility. CHIP was created in 1997 when Congress acted to provide low-income children with health insurance. Prior to CHIP, a coverage gap occurred for this group of children in their states whose family income is above the eligibility level for Medicaid program. Initially, the program had a ten years block grant of $40 billion. Upon its expiry in 2007, Congress made an attempt to extend the program through passing of two versions of CHIP Reauthorization Act (CHIPRA). However, the U.S. then president GW Bush vetoed both versions and signed a temporary extension instead. When president Barack Obama took office back in 2009, Congress made its second attempt toward extending the program and the president signed it into law to be his first acts assuming his office. The Reauthorization Act of CHIP (CHIPRA) granted $33 billion in federal funds for children’s coverage and an extension until 2019. However, the funding was effective only through fiscal year 2015. [1] CHIPRA gave states additional resources and options to help reduce the uninsured children rate [2]. Such options include expanding the CHIP program eligibility to new populations, encouraging families to signup for coverage through simplifying enrollment and renewal procedures for Medicaid and CHIP program, and funding outreach grants to help enroll eligible children [2]. Although these policy changes would have potential and hence, invoke more studies examining their impact, few efforts have actually examined the implication of the new policy changes [2]. In this paper, two articles that have actually addressed the impact of CHIP eligibility expansion are covered in the following sections. II. FIRST ARTICLE ASSESSMENT In the first article titled â€Å"Coverage For Low-Income Immigrant Children Increased 24.5 Percent In States That Expanded CHIPRA Eligibility†, Saloner et al., stated the absence of any previous studies examining the effect of CHIPRA for immigrant children. Thus, authors compared changes post CHIPRA passage in terms of coverage and access. The said comparison was aimed at immigrant children who reside in states that expanded eligibility to them against the states that did not expand their eligibility. [3] Goals and Methods This article indicates that CHIPRA policy did not eliminate some barriers that could be a cause for missing health insurance coverage in immigrant children (e.g., language and cultural barriers). However, states were provided with federally funded health insurance as a new option by the policy toward expanding eligibility to immigrant children. Accordingly, authors hypothesized that a coverage and access increase would occur among immigrant children as a result of the policy. The study design was cross-sectional by using the National Survey of Children’s Health (NSCH). The main data sources were the 2003, 2007, and 2011–12 rounds of the National Survey of Children’s Health. Sample selection was based on CHIP eligibility income threshold that would most likely extract eligible children population in the previous year. Two groups were compared against a children and parent in the same income category who are US-born: 1) children and parents who are foreign-born, an d 2) children who are US-born with foreign-born parents. During the study period, children in the comparison group (i.e., US-born child and parents) had higher healthcare coverage and access. Three outcomes related to health insurance coverage had been examined: 1) coverage status at the time of the survey, 2) coverage type (i.e., private plan or public), and 3) coverage gap during past year. Sample characteristics of all children living in states that implemented (or did not) the policy were compared using descriptive analysis. In order to ensure that the policy was the source of differences affecting immigrant children in states, authors controlled for state-level trends of children and parents who are US-born. Isolation between independent outcomes changes and confounding ones occurring during the same time period were possible through difference-in-difference-in-difference method (quasi-experimental). [3] Findings and Conclusions Insurance coverage increase among immigrant children in states that expanded the eligibility was 24.5 percent compared to the same group in states that did not expand the eligibility. This increase was contributed to the public insurance high enrollment. Moreover, decrease of unmet healthcare needs and disparities (among immigrant children and nonimmigrant families) were evident in states that adopted the eligibility expansion. Finally, healthcare coverage and access gaps between immigrant and nonimmigrant children was reduced due to CHIPRA eligibility expansion. [3] Article Assessment Policy Implications This research effort is a contribution highlights the importance of healthcare insurance coverage and access for immigrant children. Usually, immigrant children (foreign-born or US-born with foreign-born parents) have poor preventive care compared to nonimmigrant children. This poor status at the children earlier stages in life would have consequences through adulthood. Additional research effort should examine the remaining financial and cultural care barriers. Moreover, variation in the new policy implementation among states and other groups should be investigated. Finally, a significant factor that needs to be examined is sustainability; the explored healthcare coverage and access improvement in this study was applicable to the two years following CHIPRA and hence, further studies are required to check for any further improvements after those two years. [3] II. SECOND ARTICLE ASSESSMENT In the second article titled â€Å"The Impact Of Recent CHIP Eligibility Expansions On Children’s Insurance Coverage, 2008–12†, Goldstein et al., stated the absence of any in-depth analysis about the impact CHIP expansions to higher-income children on insurance coverage. Hence, they intended to estimate the impact of CHIP eligibility expansion on changes in un-insurance, public insurance, and private insurance. [2] Goals and Methods The data source for this study was from the 2008-2012 American Community Survey (ACS). A difference-indifferences framework study design was used in this study. Authors have analyzed two groups of children: 1) newly eligible children for CHIP (i.e., the treatment group), and 2) similar children who were not eligible for CHIP (i.e., comparison group). The treatment group consisted of all children who were made newly eligible for CHIP by their state’s expansion. Sensitivity analysis was used with different comparison groups to test the consistency of results since difference-indifferences estimates can vary depending on the composition of the comparison group. Authors first analyzed unadjusted changes in the three types of insurance coverage (public, private, and uninsured) by calculating the raw change in each type for the treatment and comparison groups between 2008 and 2012. They then calculated difference-in-differences estimates for each type of insurance coverage. Next, th ey estimated the relative change in the un-insurance rate attributable to the expansions. Finally, they assessed the degree of crowd-out (i.e., the share of gains in public coverage from the expansions that was a result of decreases in private coverage). All estimates were weighted using survey weights that reflected the complex survey design of the ACS. [2] Findings and Conclusions A decrease of 1.1 percentage point in the newly eligible uninsured group was estimated in this study due to the expansion (15% cut in un-insurance rate). An increase of 2.9 percentage points in public coverage was evident with variations in states adoption. Since higher-income children might not have access to affordable coverage, the study findings suggest providing coverage to them through CHIP toward lowering their risk of being uninsured. The study concluded that a significant reductions in un-insurance among newly eligible children was produced by the recent CHIP expansions. [2] Article Assessment Policy Implications Analytical approach includes a couple of limitations. First, authors included the year of the expansion’s passage in their pre-expansion period, which could be a source of bias to their change estimates downward. Second, measurement error could arise from their use of the ACS (ACS does not provide state-specific program names for CHIP or include a verification question for un-insurance, and it may overestimate no group coverage) [2]. Third, it is unknown whether the changes reported in the results of this study could be generalized to the remaining thirty-five states in the case these states chose to expand CHIP eligibility [2]. A policy implication could be realized if CHIP funding is not extended. Authors indicated that in the case of no extension, families with children enrolled in the program could turn instead to a health insurance Marketplace to purchase subsidized coverage. However, many of these families would not be eligible for such subsidized coverage. This is due to the fact that ACA definition for affordability is based on the cost of premiums for employee-only coverage that ignores the cost to the family of covering dependents. For instance, dependent family members for a worker would not be able to receive Marketplace subsidies, even if the cost for full family coverage were unaffordable, since the worker were offered affordable employee-only coverage. Accordingly, some children would end up without either CHIP coverage or access to affordable private insurance. Thus, many children in this study could also lose coverage in the case of not addressing barriers to employer-sponsored family covera ge and Marketplace subsidies. [2] CONCLUSION Generally, CHIP expansion has a positive impact on children insurance coverage. While the first study addressed benefits to immigrant children from the expansion, the second one addressed the reduction of uninsured children through the expansion. Expansion was supported as it would result in maintaining a good health and reducing disparities among this immigrant population [3], and would decrease the risk for having uninsured children [2]. REFERENCES [1] Teitelbaum JB. Essentials of Health Policy and Law. Jones Bartlett Learning; 2012. [2] Goldstein IM, Kostova D, Foltz JL, Kenney GM. The impact of recent CHIP eligibility expansions on childrens insurance coverage, 2008-12. Health Aff (Millwood). 2014;33(10):1861-7. [3] Saloner B, Koyawala N, Kenney GM. Coverage for low-income immigrant children increased 24.5 percent in states that expanded CHIPRA eligibility. Health Aff (Millwood). 2014;33(5):832-9. 1 | Page

Isabel allende :: essays research papers

About the Author It was fifteen years ago that, Isabel Allende took the literary world by storm with the publication of The House of the Spirits, a novel which chronicled four generations of a Chilean family against the backdrop of Chile's brutal history. The Times of London heralded Allende as having "the rare ability to blend fantasy and legend with political fact and a well-plotted narrative to produce an enchanted world unlike anything else in contemporary fiction." The New York Times called the book "a unique achievement, both personal witness and possible allegory of the past, present and future of Latin America." Allende followed her impressive debut with Of Love and Shadows, Eva Luna, The Stories of Eva Luna, and The Infinite Plan, all bestsellers around the world. Critical accolades have greeted the publication of each of Allende's books, which have commonly been cited for their compassion, imagination, humor and originality. The House of the Spirits was made into a feature film with an all-star cast headed by Jeremy Irons, Meryl Streep, and Glenn Close. Of Love and Shadows, starring Antonio Banderas, was released a year later. Isabel Allende was born in Lima, Peru, in 1942 and raised in Chile, Bolivia, Europe, and the Middle East, as her peripatetic family followed her stepfather's diplomatic career. She worked as a journalist in Chile until the 1973 military coup. Allende fled her homeland, settling in Venezuela with her husband, son and daughter. "I felt, as many Chileans did, that my life had been cut into pieces, and that I had to start over again," she recalls. Isolated from her family, and in particular from her beloved grandfather who was close to death, Allende began to write a long letter in which she reassured him that the would always be kept alive in her memories. That letter grew into The House of the Spirits. PAULA, Allende's first non-fiction book is a deeply moving memoir inspired by the tragic fatal illness of her 28 year-old daughter. It, too, began as a letter from mother to daughter that becomes a meditation on a mother's life and a daughter's death.

Full Swing into the Revolution: The Uprisings of 1968 :: Free Essays Online

Full Swing into the Revolution: The Uprisings of 1968 The year of 1968 proved an eventful one throughout the world; it witnessed the culmination of antagonism and dissatisfaction of oppressed people everywhere, and their subsequent retaliation against that oppression. A common element of rebellion in cities around the world was its incitement against authority: "the target of rebellion was power – power over people and power over nations, power exercised on the international plane by great imperial states, by governments within nations, or by people in positions of dominance over the powerless under them." (Daniels, 5) In Paris students rose to rebel against school authority, and were later joined by a working class exploited by new government regulation of trade union leadership. In Peking, youth retaliated against China’s bureaucratic government. In San Francisco a hippie counterculture expressed defiance in myriad ways, exhibiting their disagreement to the power authority expressed over them. In Chicago, youth protested the country’s role in the Vietnam War. And in Memphis and Washington D.C., the fight for equality was one waged by African Americans, tired and enraged by their inferior status in American society. The unifying factor in each rebellion, begun for their individual causes and grievances, was the plea for equality against some dominating power (structure). Robert V. Daniels, in Year of the Heroic Guerrilla, called the events of 1968 revolutionary. His definition: "Revolution’s essence is a turnabout, whether temporary or permanent, in the basic values that hold a society or a significant segment of society together and legitimize its character." (9) Evaluating this definition, one must analyze to what extent each of the aforementioned rebellions resulted in some type of turnabout in the societies within which they existed. Rebellion of a largely student and working class population in Paris caused great changes in the values and sentiments of French society, evidenced by the wave of horror and shock the public experienced upon news of the riots. Daniels alleges that changes through these societies were temporary, and characterized by the "quick collapse of all these movements of defiance, seemingly so deeply rooted in the character of modern or modernizing society. This year of revolutionary spectaculars actually represented not the upsurge of discontent but rather the peak and downturn of the process." (241) Furthermore, Daniels specifically speaks of the events in Paris, where: "the violent acts of the radical minority only prompted reaction and repression by the conservative majority.

Care and Belonging

Jessica Downie Professor Troy McGinnis Reading Journal Entry #1 October 4, 2012 â€Å"Care and Belonging in the Market† by Allison J. Pugh Allison J. Pugh took the words right out of my mouth when writing her article on parents spending too much money on material items for their children. Commodity consumption for children has exploded to $670 billion spent annually on or by children in the United states in 2004 and there is a good chance its only getting higher.She branches off in the article going into several different topics on how the adults and children are effected by their desire to want to belong in society and how it affects the relationship between the parents and the children. It also focuses on the corporate marketers and how they tend to sell a fantasy to the children, reeling them into having a desire to have the product. This being done by the marketers, it also allows the parents to have the desire for their children, resulting in buying the product.As I was r eading this article, it made me think of my childhood growing up and how I related so close to this topic. For me, I didn't have a lot growing up so I found myself struggling with wanting all the same things my friends had that my parents couldn't always afford. My parents both worked full time jobs to provide for me and my two older brothers. Allison J. Pugh states in the article that low-income parents often planned ahead and save up to be able to buy their children what they ask for and I saw my parents do this for me and my brothers for Christmas and our birthdays.My parents taught me at a young age to stay humble and that material things don't define me as a person. I carry this lesson with my everyday life now. I see my father now buying my two younger half sisters any and everything they could ever want. I see him trying to make up for the things he couldn't give me while growing up. It also points out that your parents don't buy you things for the joy of themselves; they sim ply do it because they have a fear f not wanting their kid to feel left out or feel as if they don't belong. My five and nine year old sister has been through 2 iPads, iPod touches, cell phones and numerous amounts of toys, each. I find them being spoiled at such a young age is going to lead them to grow up not understanding the meaning of what a privilege it is to have nice things. Naturally everyone has a desire to fit in and be accepted by society, that wont ever change. As you get older, you are more aware of your status in society.You come to understand how society works, the interaction between people and the meanings of symbols in your day-to-day life. I do believe if more kids are exposed to valuable lessons growing up and not just get things handed to them, the chances of them taking these things for granted is less and maybe they wont feel the need to have the newest pair of Air Jordan's or the latest iPhone just because everyone else does. I asked myself a few questions a s I read through the article.One being, how was I effected by what my parents bought me growing up? Why does society look down on others if they don't have the best of the best? Will this ever change? I started to pay attention to children and their parents when I was at the store, work and when I was at the mall the other day. I feel as if parents these days almost buy their kids love by giving into what they want even if its something ridiculous. Parents give in way too easily and the kids catch on to what they can and cant get away with.This also being a problem when trying to persuade your parents that you absolutely need the new Nintendo DS or else your life is over. She spent time with families who were low-income families and richer families. She noticed that â€Å"affluent parents practiced a form a form of â€Å"symbolic deprivation† pointing to particularly meaningful goods or experiences that their child didn't not have as evidence of their own moral restraint and worthiness as parents. † I had to break that down to really understand what she meant by that.I think she means the affluent parents buy their children material things because they can and they want to stay higher up on the ladder in society. As for most low-income parents, they implemented a form of â€Å"symbolic indulgence†. Making sure that those particular goods or experiences have the most significant symbolic value for the children's social world. They did the best they could with the resources they had and sometimes putting those items more important than anything else at that time.Id be lying if I was to say that I think this explosion of parents spending ridiculous amounts of money to shape their child's social status is going to change anytime soon. I don't think it will ever change. Its practically an unwritten rule in society. Parents will continue to do anything they can to make the kids be accepted by society and make them feel as comfortable as they gro w older and make their way into the real world.

Charles Dickens’s Great Expectations Essay

Charles Dickens’s Great Expectations is the coming-of-age story of Philip Pirrip, better known as Pip. The story presents the development and growth of Pip as he becomes an adult. During the novel, the characters seem to have trouble communicating with each other. Because of the characters’ interest in only themselves, especially Pip, messages, some important and some not, are delayed or not received at all. According to G. K. Chesterton (1911/1996) in his article The Characters in Great Expectations, despite the novel’s title, expectations were never realized. This statement could be interpreted as expectations were never realized because of the communication problems between the characters. The characters never seem to express what they want to tell one another. Messages are misinterpreted, and some messages are never heard. For example, Pip had loved Estella from the first time he met her. Toward the end of the novel, he finally told her so, but she did not reciprocate his love for her. She replied instead that she never misled him into thinking she felt the same way about him that he did for her. As a result, Pip was heartbroken (Dickens, 1861/1998). Pip only believed what he wanted to believe, and saw what he wanted to see. This was evident when he dismissed her cold-hearted personality. She tried to tell him that she did not love him, but he would not listen. Pip turned a blind eye and a deaf ear to Estella until he was ready to profess his love for her. Perhaps he was hopeful that, one day, she would love him as much as he loved her. Pip refused to see that Estella did not love him; he instead chose to look at the world through rose-colored glasses. This was not the only time in the novel when Pip had trouble communicating with another character. Early in the story, Pip is reunited with Magwitch. Pip wanted Magwitch to know that he did not turn Magwitch in to the police. However, Magwitch is seemingly not interested in what Pip has to convey. Instead, Magwitch gives Pip a look that Pip cannot quite understand (Dickens, 1861/1998). Magwitch does not seem at all interested in Pip’s explanation. It was evident to Pip that Magwitch did not comprehend the message Pip was trying to get across to him. Many of the characters have facades (Harris, 2000). This could be a cause of the communication problem. For instance, Pip, when he became a gentleman, began to act how he though a gentleman should act. This led Pip to alienate Joe. Toward the middle of the story, Joe visited Pip in London. Although the visit was awkward, Joe wanted to tell Pip about what was happening back home. Joe was going to tell Pip that Wopsle became an actor. However, Pip did not listen. Instead, he was only interested in hearing that Estella wanted to see him. After Joe told him that Estelle did want to see him, Pip became friendlier and was then open to hearing what Joe had to say. Unfortunately, Joe ended their visit before Pip had a chance to change his behavior (Dickens, 1861/1998). Had Pip not been interested only in himself, Joe would have been able to tell Pip about Wopsle. Because Joe felt alienated, Pip never heard the news about Wopsle. Perhaps if Pip had stopped thinking about his own, selfish needs for a few minutes, he would have been able to hear the news from Joe. On the road to adulthood, there are many times when miscommunication occurs. At the beginning of the story, Pip was an orphaned boy trying to find his way. On his path to adulthood, he was misled. Paul Pickrel (1960/1999), editor of the Yale Review, likened Pip’s journey to adulthood to a fairy tale, with Joe and Jaggers as Pip’s guides, and Magwitch as the terrible ogre. Magwitch led Pip to try to become a gentleman; Magwitch was the benefactor for one of Pip’s â€Å"great expectations. † While Pip was thinking he was being a gentleman, he alienated Joe, one of his guides to adulthood. This alienation led to the miscommunication when Joe went to visit Pip in London. The reader follows Pip on his journey to adulthood from an innocent little boy to a man educated by experience. He is a fantasist; he thinks he can have the best of both worlds (Pickrel, 1960/1999). Pip isolates himself, and in the process becomes a terrible snob. He cut himself off from the people he loved, the people who loved him. At the end of the story, Pip returned to the forge. He was then informed that his sister has died and Joe married Biddy. Had he not been sucked into the myth of his own life, Pip could have married Biddy. Pip’s life could have turned out much differently had he kept the lines of communication open with Joe. Miscommunication happens along the way, but Pip learned from those experiences, and he became a better man for it. – Chesterton, G. K. (1911/1996). The Characters in Great Expectations. In Harold Bloom (ed. ), Charles Dickens’s Great Expectations. Broomall, PA: Chelsea House Publishers. 34. – Dickens, Charles. (1861/1998). Great Expectations. New York: Barnes & Noble Books. 43, 216-217, 345. – Harris, Robert. (2000). Notes for Great Expectations. Retrieved June 10, 2009, from Virtual Salt. http://www. virtualsalt. com/lit/greatexp. htm – Pickrel, Paul. (1960/1999). Pip’s Personal Journey to Adulthood. In Lawrence Kappel (ed. ),

Racial Diversity in Society Worksheet Essay

Complete the following using the MySocLab Social Explorer Map: Income Inequality by Race (located on the student website) as a reference: †¢Select 1 racial group from the list below: African American Asian American Arab American Hispanic American/Latino White/Caucasian †¢Write a 150- to 300-word summary of the economic, social, and political standings of that group. Use additional resources if necessary, from the University Library or your textbooks. Provide citations for all the sources you use. Hispanic Americans or Latinos in America descend from many different countries such as Mexico, Puerto Rico, Cuba, and The Dominican Republic. They come to the United States as immigrants for a variety of different reasons, but the most common is that they come here in search of the American Dream. From an economic point of view Hispanics remain at the bottom of the job ladders due to the fact that many of them are not educationally equipped and are not fluent in English which are both necessities when it comes to the jobs in demand. Their lack of formal education is what is keeping them down in our nation’s technology run job market. Studies show that less and less Hispanic Americans are finishing high school, and without the skills that education will teach them they will continue to flounder in today’s economy. When it comes to social statistics it is overwhelmingly clear that faith and family have and continue to be the cornerstone of the Hispanic American Family val ues and a huge part of their religious based culture. Politically, due to the fact that the majority of  Hispanic Americans are lower or middle class, they tend to agree with the democratic views when it comes to politics. Part II Answer the following in 50 to 150 words each. Provide citations for all the sources you use. †¢What is racism? In what ways does racism affect diversity? Racism can be defined as the belief that a specific racial group is superior or inferior to another and that there is nothing that any individual who belongs to that racial group does (economically, socially, politically) can change it. Racism affects diversity through outlets such as discrimination and prejudice that we hold against one another due to the fact that our skin is not all the same color. Today, we hear words like that (prejudice and discrimination) and we are quick to object to the accusation that we can still, after all we as a nation have overcome when it comes to touchy subjects like this, be guilty of such negative ways of thinking. However, it is clear that some things clearly have not changed when we look at statistics that show that in American society whites are still hired for high paying jobs in greater numbers than minorities with the same credentials or that minorities still seem to make up the majority of inmate populations in today’s prisons. †¢How do racial groups interact in contemporary America? Are interactions positive, negative, or neutral? Support your response using proper citations. Today, it is not uncommon for racial groups to interact with each other in a mostly positive way due to the fact that in most communities we are not separated based on our racial background when it comes to things such as the schools we attend and jobs that we are allowed to hold like we have been in the past. This is thanks to desegregation and affirmative action laws that have been put into action over the past several years. However, even with these laws we are not a perfect nation and there is still cases where social  inequities can allow discrimination and prejudices to rear their ugly heads in today’s society. Social inequities can affect a particular races basic human rights such as the right to live in a certain area, be hired for a certain job, be able to travel freely, acceptance into schools or colleges, and even the right to vote. †¢Are there existing social inequities based on race? Why or why not? Social inequities is one of those touchy subjects that some people say still exist and some people say does not. Like many subjects similar to this one (racism in general, prejudice, and discrimination) people’s views on it can differ tremendously. Some speak from experience and some speak on it based on facts that they are taught. I’ll touch on an example that I previously mentioned to support the argument that yes, social inequities are existent in today’s society. When you look at prisons today, it is clear that minorities make up a much larger chunk of the inmate population than whites. People who argue that social inequities are the cause of this say that this is a result if whites having always been a more protected race in the US and because of this so called protection, they are favored in the justice system and are given more access to better attorneys. People who support the idea that social inequities don’t exist can of course use the argument t hat the reason that minorities make up most of the inmate population is simply because they are the ones who are responsible for committing the crimes that get them in trouble in the first place. †¢What do you believe to be the causes of racial prejudice and discrimination in today’s society? Looking back at our Nation’s history, it’s clear that racism has and continues to be a problem here. However, it’s also clear that he have taken huge steps, which include legal actions, in order to eliminate it. Unfortunately it is not something that can be completely abolished overnight, and we have to have patience in order to keep the movement pressing forward. The awareness that courses such as this one provides are also great tools when it comes to educating more people on the issue, the  causes, and what can be done to keep it from spreading. I believe that the main cause of racial prejudices is the fact that although as a nation (united) we are against it there are still individual people and families amongst us who refuse to stop it in their personal lives and who continue to teach it to their children generation after generation. Racism is something that is taught, as there is now way for it to be passed genetically or inherently. References Braubach, M. (2010, January 4). Social inequities in environmental risks associated with housing and residential location—a review of evidence. Oxford Journals. Retrieved from http://eurpub.oxfordjournals.org/content/20/1/36.abstract?sid=4aa802c1-b338-41e1-b724-eef7ecee7791 Huffman, A. (2012, November 15). How Hispanics Impact Political, Social and Economic Climate. Charisma News. Retrieved from http://www.charismanews.com/us/34581-how-hispanics-impact-political-social-and-economic-climate Schaefer, R. T. (2012). Racial and Ethnic Groups (13th ed.). : Merrill Prentice Hall.

Aspects of Literary History: Spring and Summer Terms 2008 Essay

Welcome to the Aspects of Literary History course. This is an ambitious course with a number of separate but interwoven strands: 1) The course will introduce you to some of the key concepts of literary history. 2) The course will enact literary history by examining the history of a particular mode of writing from its Greek origins through the seventeenth, eighteenth, nineteenth, twenty and twenty-first centuries. You will be asked to think in terms of specific literary historical periods. 3) The course will make you more familiar with the reading and interpreting of poetry, with particular attention to improving your skills in close reading. 4) The course will examine pastoral poetry from its origins in the Greek Idylls, its dissemination through Roman models and its diversification into many forms: the elegy, the country house poem, the love lyric, the poem of reflection, the philosophical poem, the nature poem and the satire. 5) The course will focus historically on the pastoral not simply because it provides the originating mode for these diverse forms but because it is the product of a specific political and social culture: an elite form produced originally in a slave culture (Greek) and disseminated through another slave culture (Roman). This will give you the basis for thinking about the historical contextualization of the pastoral as a form. 6) How have later English poets – from the seventeenth century onwards – made use of the political and social entailments of the pastoral form? How have they expanded it by the introduction of a Christian content? How have American poets made use of the form in response to the colonization of the New World, a process seen by many (at the time and subsequently) through the means of the pastoral? 7) The analysis of pastoral will enable you to undertake the most subtle intrinsic literary historical analysis, the most ambitious and the most ranging extrinsic literary historical analysis and the most effective combination of intrinsic and extrinsic modes. The Aspects of Literary History course will be taught by lecture and seminar in the spring term and the summer term. You will use the Aspects of Literary History course reader for preparation and for seminar discussion. The poems for discussion in the lectures and in the seminars are all printed in the course reader and the course supplement. The lectures for the course will be held in Chichester Lecture Theatre on Mondays 12-1. The seminars for the course will take place later in the week. Please check the timetable for your individual tutor and for the time of your seminar. There are four secondary texts we would also like you to read during this course: Paul Alpers’ What Is Pastoral?, Raymond Williams’ The Country and the City, Jonathan Bate’s The Song of the Earth and Chris Fitter’s Poetry, Space, Landscape. There are multiple copies of these in short loan and you should be able to read these during the vacation and during the spring and summer terms. You can borrow short loan books over the vacation and renew on-line. Essential secondary material is available in the Reserve Collection or in the Artsfac part of the Reserve Collection. [Ask at the Reserve Collection Counter: this material is stored under the name of the course convenor, Alistair Davies]. The seminar strand will support the lecture series by ensuring that you have grasped the literary historical topic of the week (definitions and information are set out in the reader). But it will function principally a) to improve your confidence and skill in reading poetry and b) to encourage you [if you wish] to explore your own creative response in poetry to the themes and topics of the course. We hope that you will become more proficient, more imaginative and more self-assured readers of poetry. Your written course work will be two 1000 word course work essays [20% each]. We are hoping to encourage you to be concise, focused and lucid in your writing. You will have the opportunity, if you wish, to submit one piece of creative writing out of two pieces of written work for the course. Remember to check your written work against the criteria set out in the ‘Feedback and How to Make Use of It’ document you were given last term. To underline the importance we attach to your creativity, we draw your attention to details of the Stanmer Prize on page 4 of the course reader. You can read the poems produced by previous winners on the English web-site. The course will also be examined by an unseen in the summer term [60%]. You will be required to comment closely on three poems or passages of poems in ways that reflect upon the literary historical topics covered in the course. You can consult past examination papers through the Sussex web-site. You will find below a detailed plan of the course. You will be able to see how lectures prepare you for seminars in each week; and you will be able to plan your work for the course from the beginning to the end of the course. We hope that you will find this course informative and enjoyable. If you have any queries, do not hesitate to contact your course tutor or the course convenor, Dr Alistair Davies [H.A.Davies@sussex.ac.uk] The course will be taught in the following order [the order in which it is set out in the course reader]: Week 1:Genre and Conventions The first lecture by Professor Norman Vance will focus on Milton’s Lycidas and Paradise Lost and will explore Milton’s use of classical genre(s) and conventions. Prepare for the lecture by reading the ‘Genre and Conventions’, ‘The Origins of the Pastoral’ and ‘the Pastoral Elegy’ sections of the course reader and the section of the Aspects Course Supplement. Week 1: Norman Vance: ‘Pastoral Genre and Convention: Milton’s Lycidas and Paradise Lost In your first seminar, you will focus on two poems — Herrick’s ‘To Daffodils’ (p.33) and Elizabeth Bishop’s ‘North Haven’ (p.5). What are the generic constituents of Herrick’s poem? What makes Bishop’s poem a) a pastoral elegy and b) how does it differ as a modern pastoral elegy from Milton’s Renaissance pastoral elegy? Paul Alpers’ study of pastoral cited in the course reader will be helpful here. You may wish to read Alpers’ discussion of Lycidas in What is Pastoral [there are copies of this in reserve and in short loan; copies too in Artsfac]. We begin with pastoral and we will focus on pastoral; but one presupposition we will explore in the course is that the pastoral idyll provides the matrix out of which the elegy, the love poem, the poem of philosophical reflection, the subjective lyric, the love poem, the satire and the nature poem are developed within the western and within the English traditio n. Week 2: Intertextuality. The second lecture will be given by Professor Andrew Hadfield and will focus on Jonson’s To Penshurst. Prepare for the lecture by re-reading Virgil’s first eclogue and Horace’s second epode in the course reader. You will find To Penshurst in the course reader (pp.29-31). Read the ‘Intertextuality’ section of the course reader, pp.26-32. Week 2: Andrew Hadfield: ‘Intertextuality: Ben Jonson’s ‘To Penshurst and the Country-House Poem’ For your seminar, read Yeats’ ‘Coole Park, 1929’ and Walcott’s ‘Ruins of a Great House’ in the course reader (pp.31-32). How does Yeats relate to Jonson; how does Walcott relate to Yeats (who was an important early influence)? What does it tell us about history and about the history of literature that a poet of the English renaissance, an Irish poet of the 1920s and a Caribbean poet of post-war period should use a form established by Roman poets in the first century BC. What are the links between pastoral, the country-house poem and empire? Week 3/: Literature and Social Change The third lecture of the term will be given by Dr Sophie Thomas on the topic of the eighteenth century prospect poem. Week 3: Dr Sophie Thomas: Politics, Poetics and Landscape For this lecture, Sophie Thomas will explore the changing modes of the prospect poem in works by Pope, Gray, Cowper and Smith printed in the course reader (pp.36-45) and Wordsworth’s Tintern Abbey printed on pages 47-48. Please read the section Literature and Social Change, pp.33-48 of the course reader. In her lecture, Sophie Thomas will explore the so-called prospect poem, raising questions about the class and the gender position of the viewer and about the different ways in which nature is re-presented. Will you please read carefully Gray’s ‘Ode on a Distant Prospect of Eton College.’ In your seminar, your tutor will either focus on one or more of the poems by Gray, Cowper and Smith in the reader. How important is it to take into account the gender of the poets discussed? Does a female writer have a different sense of the possession of a landscape to a male writer? Week 4: Literature and Social Change The fourth lecture of the term will be given by Dr Sophie Thomas. Please prepare by reading the poems by Wordsworth and Coleridge in the course reader, pp. 45-48. Week 4: Dr Sophie Thomas: The Landscape of the Imagination: Wordsworth and Coleridge In your seminar, you will read Wordsworth’s Tintern Abbey (p.47). How does the tradition of the pastoral poem enable the poet to write here a poem of psychology, a poem of philosophical reflection and a poem of relationship [remember it is addressed to the poet’s sister]. Even though it is written [for us] in heightened diction, this was written as an example of a form Coleridge and Wordsworth admired, the so-called conversational poem. Of course, The Prelude is one, very long conversational poem. Week 5: Research Break Week 5 will be a research break for your seminar (this will allow you to catch up with your reading and your writing). You will write your first assignment. Your first written assignment will be due in week 6 [check on Sussex Direct] : one 1000 word essay — 1) a reading of either a) Jonson b) Bishop c) Yeats or d) Walcott in the light of questions of genre, convention and intertextuality or 2) a reading of the prospect poem, with reference to Gray, Cowper, Smith or Wordsworth) or, if you wish, 3) you may write an account of George Herbert’s ‘Life’ and Andrew Marvell’s ‘The Garden’ in the supplement in relationship to ideas of melancholy and of loss, pp. 6-7. The poetry of the English renaissance provides the models from which the English poets of the Romantic period develop the religious, philosophical and psychological preoccupations of their verse. Your seminar tutor will set you specific titles for this assignment. Week 6: Literary History and Periodisation (pp.37-40) The fifth lecture will be given by Dr Alistair Davies on Goldsmith’s ‘The Deserted Village’ pp.53-58 of course reader). Please read this poem closely before the lecture. Week 6: Dr Alistair Davies: ‘Goldsmith’s The Deserted Village: Literary History and Periodisation. To prepare for the topic for week 6, read the section on Literary History and Periodisation (pp. 49-58) in the course-reader and the section on Literary History and Periodisation in the course supplement. The lecture will set the poem in the context of the construction of an eighteenth century landscaped estate and house. The University of Sussex is built in the eighteenth-century country-park of Stanmer House. Please take a stroll around this park (or its remnants) and have a look at the Palladian-style Stanmer House (see final page of course reader). In your seminar, you will discuss the Virgilian and Horatian intertexts of The Deserted Village, relate the poem to questions of globalisation and migration, and explore the links between Goldsmith’s poem and the English landscape and pictorial tradition of the eighteenth century represented by Gainsborough’s painting in the course reader and on its back cover. Please also read the account of Michael McKeon’s article ‘The Pastoral Revolution’ cited in the course reader. There is a brief prà ©cis in the course reader but you should make every effort to read the whole of this important article in Kevin Sharpe and Steven N.Zwicker (eds): Refiguring Revolutions. You would also benefit, if you have not yet done so, from reading the recommended chapters in Raymond Williams’s indispensable The Country and the City [there are many copies of this in reserve and in short loan] and Jonathan Bate’s The Song of the Earth. Week 7. Literary History: Politics and the Subject of Modernity The sixth lecture of the course will be given by Dr Alistair Davies on The Prelude. Week 7: Dr Alistair Davies: ‘Wordsworth’s The Prelude: Politics and the Subject of Modernity’ For your preparation, please re-read The 1805 Prelude, with particular reference to Books 1, 6, 7, 8, 11, 12, 13. For the seminar, we want you to read A.R.Ammons’s ‘Corsons Inlet’ (pp. 77-8). In what ways can you read Ammons’s poem as a post-Romantic rejoinder to ‘Tintern Abbey’? In what way is twentieth century American poetry, as we find it instanced in Ammons’ poem, a critique of the English Romantic tradition and of the American nineteenth century transcendental tradition it helped to shape? Remember that Wordsworth is a fundamental precursor figure for the modern American lyric poet as he is for the modern English lyric poet. Remember too that the pastoral is a fundamental form in American self-identification in the founding and settling of the New World. Sylvia Plath’s has written wonderful and little known sonnet ‘Mayflower’ on this topic, which you will find on page 49 of the course reader. Week 8. Feminist Literary History. The seventh lecture will be given by Dr Jenny Taylor on Christina Rossetti, concentrating on ‘Goblin Market’, pp. 66-71 of the course reader. Please prepare for the lecture by reading Goblin Market and the section on Feminist Literary History in the Aspects course reader, pp.63-71. Week 8: Dr Jenny Taylor: ‘Christina Rossetti and the Question of Feminist Literary History’ For your seminar, we want you to work through the three poems by Rossetti in the course reader in the light of the questions raised by the lecture and to compare them to the contemporaneous poems by Emily Dickinson in the Atlantic Studies and American pastoral section of the course reader, pp. 96. Second assignment for delivery in week 2 of the summer term. [see Sussex Direct]. What we want you to do for your second essay is to explore the idea of loco-descriptive verse and the walking or ‘ambulatory’ poem, examining the ways in which Wordsworth and Ammons have used these forms for metaphysical and religious explorations. You may write a walking poem for your final submission (no more than 30 lines) but with an auto-critique or justification amounting in total to 750 words. Or you may write a sonnet in the same on the building a) of Stanmer House in the 1700s or b) the University of Sussex in the 1960s — to explore a moment of profound historical transition. It would be useful to re-read Goldsmith’s The Deserted Village and the material on Enclosure and Emparking in the course reader before you embark on this (pp.53-58). You might take Sylvia Plath’s ‘Mayflower’ on page 49 as your model. Otherwise, you may write a comparative analysis of Wordworth’s ‘Tintern Abbey’ and of the Ammons poem. Or your tutor may set you an exercise which has arisen from discussions in your final seminar on Hardy. This exercise is 1000 words long. Week 9. Literary History: Transmission and Dissemination The eighth lecture will be given by Professor Norman Vance on pastoral and the loss of faith reflected in and through attitudes to nature in Romantic and post-Romantic poetry, focusing on the poems by Wordsworth, Shelley and Hardy in the course reader, pp.72-77. Please read the section on Literary History and Dissemination in the course reader, pp.47-51. Week 9: Prof Norman Vance: ‘The Decline of Nature: from Wordsworth to Hardy’. For your seminar, you will read the series of poems about birds and bird-song in the course supplement, [as well as poems by Hardy and Yeats in the course reader] linking the poet’s concerns with bird song and with flight to the possibility [or impossibility] of preserving the poetic tradition. How do scientific ideas – particularly those of Darwin – affect nineteenth century poetry? You will also consider the links between literary and intellectual history. Q. What do you think are the relationships between the Samuel Palmer ‘Pastoral Scene’ (1835) on the front cover of the course reader and nineteenth century preoccupations with secularisation? The Jo Francis essay cited in the course reader is useful for reading ‘Mont Blanc’; the Picot essay (like Francis’s essay in Artsfac in the Reserve Collection) is also very helpful. Summer Term: 2008 We expect you to undertake some preparation for the summer term by reading the ‘Atlantic Studies and American Pastoral’ section of the course reader and the ‘Atlantic Studies and American Pastoral’ section of the course supplement. The lecture titles for the summer term are as follows. You will be given details about the work to be undertaken during the vacation and in your term-time seminars at the end of the spring term.