Dramatic Intentions Essay

The play ‘A Midsummer Night’s Dream’ is complex on various levels. Comedy is a key level of complexity. I would focus on comedy associated with slapstick, this would aid in the development of my key dramatic intention of a victim theme. Examples of this theme can be found throughout the play but I am going to concentrate on Act 3 Scene 1. This is the scene were the mechanicals enter the wood. I feel slapstick would help aid the other comedy elements in this scene. Bottom’s misuse of language, wit and physical comedy will also feature highly in this scene. When staging the play, I would use an apron stage; this would establish a closer actor/audience relationship. It would also allow me to use a backdrop, yet bring the action nearer to the audience. This would also help create a more intimate atmosphere and aid in creating tension. My backdrop would be dark, using, browns, olive greens and black. I would use these colours in the form of huge tree trunks with olive green leaves; the black would fill the gaps and help create the idea of night. This would also add to the tension, as the mechanicals would be anxious of entering the wood. For the lighting, I would have it simple yet effective. I would wash the thrust in plain white, with a slight yellow/straw colour. I would want this to remain quite dim, but bright enough so that the audience could still see the action. With this lighting the actors are in the middle of the light, then surrounded by darkness, this would also help create tension as it would symbolise how the actors don’t know what surrounds them, and can only see in the area which they are rehearsing. To light the backdrop, I would use, batten floodlights to give a dim, but general wash. I would use green and purple; these colours would represent the fairy world, magic and a fantasy element, as the light is not from a natural source. I would have my mechanicals dressed in browns. I would use different browns but keeping them all similar. I think of the mechanicals as being dressed rather scruffily to represent their class and place in society. Bottom however would be dressed slightly differently. I would have Bottom in a suit, with a different jacket and trousers. I think this would convey his trait of his false sense of seniority. The other mechanicals, although wearing trousers and shirts, would wear brown, smocks/cloaks as no characters other than Bottom and Quince distinguishable from the group. There would be a suspended ‘fairy bed’ for Titania in the middle of the stage. This allows her to be onstage, but away from the action so she is not noticed until needed. I would highlight her presence with a pink light on her. The suspended platform would be draped in white material with flowers interwoven. This shows how she relates to nature. In the begging of Act 3 Scene 1 when the mechanicals enter, I want to establish some tension, but then break it suddenly with comedy. To do this, when the scene is set, I would have to actors walk on together huddled in a group. Bottom would be at the front of the group, leading the way. Although he is leading he would be cautious. The actor would keep his facial expression smirking nervously, with his eyes always moving and searching. The remaining mechanicals would look petrified and hold onto each other desperately, constantly looking round and moving closer together for reassurance. To help with the tension, I would add sound effects of twigs snapping when stepped on, and animal noises such as an owl. When the characters hear these sounds, they would look round with complete terror on their face and move on, slightly quicker then before. As the actors reach the thrust, they would form a rough line, and then push Bottom forward, then running forward to him when realising they have no one at the front. All the characters’ speech would be delivered rather nervously, but Bottom although nervous, would speak in an authoritive tone. When discussing the killing scene and the lion scene, the characters would be taking it very seriously, not considering the fact that they lack the experience or talent to fool the audience. Although this would not get an audible response from the audience i. e. a laugh, this would be designed to entertain the audience because of the characters’ nai veti. ‘†¦ that I Pyramus, am not Pyramus, but Bottom the Weaver’ The audience would find this particularly amusing when the actors sit to rehearse their play. While they are concerned they will be too convincing, Bottom and Flute both pronounce words wrong and must be corrected. To emphasise the word misuse from Bottom ‘†¦ For there is not a more fearful wild fowl, than your living lion†¦ ‘ and ‘ †¦ saying thus, or to the same defect†¦ ‘ the characters would have a puzzled look on their faces as Bottom continued their speech. The fact that no character corrects may show their ignorance or respect for him. Through out the scene up to ‘Come sit down every mother’s son†¦ ‘ the characters would be nervous but at this line they would become more easy in their surroundings, yet still nervous. This then helps with the irony of what happens next. As the characters become less afraid, puck enters unseen; the audience then know something comic will come soon. I find interpreting Puck as being dark and manipulative helps enforce the slapstick comedy in this scene, as he chooses victims for his amusement. I see Puck as small in height, mainly due to the way he walks, crouching low to the ground. He has very dark eyes but the white of his eyeballs stand out brilliantly. Puck has a tendency to rub his hands, which gives him a sinister air. With his line when Pyramus exits ‘†¦ I will to thee appear†¦ Puck: A stranger Pyramus than e’er play’d here†¦ ‘ the audience know Puck has selected Bottom as his victim and wait to see how he will amuse himself. When Bottom and Puck enter again would use slapstick for the mechanicals reaction. Bottom would enter from behind the actors so the audience could react first, Bottom would then deliver his line confidently, and over acting. The mechanicals then recoil towards the wings, falling over each other, the faces displaying the same fear the audience saw at the beginning of the scene. With Bottom left on his own, he becomes very nervous. The stage would then transform and I would add a slight purple wash on the thrust of the stage by using maybe a par can or single flood. This shows the audience that there’s a change in atmosphere and prepares them for something to happen. When Bottom nervously sings the bed would lower. There is irony in Titania’s line ‘What angel wakes me from my flowery bed? ‘ The audience know Titania has the juice on her eyes and that to her she is being serious. I would again use the word play in Bottom’s song ‘†¦ and dares not answer nay’ on nay the character would whiney like a donkey. This is wit and should make the audience to laugh, as it is visual also. In conclusion, I am using comedy to amuse and entertain the audience, but also it helps with the theme of victims when using slapstick. I find that when comedy if I use it to it’s full potential and bring the comedy to a high, the following scenes would have a greater impact on the audience. The following scene is Demetrius scorning Helena, which if performed well can bring the audience to a low. The scene could be so moving, the audience feel guilty for laughing at and enjoying the previous scene. The audience could then relate to the victims in the play, as they would feel that they have been a victim of guilt themselves. This is what I would hope the audience would get from my performance.

Case Study: Organization Behaviour Essay

1.0What do you think caused Deborah react in such manner towards Melinda? Do you think these reactions are justified? Organizational change is the alteration of the way in which people are organized (Dessler Gary, 2002). This can be something as simple as an organization restructuring itself in relative to resources, for example human resources as the case may be. However the housing industry association in Brisbane brought about an organizational change relative to the human resources in the company by promoting the 2-year-old working staff in the company to be the Executive support manager. By and large, change in an organizational setting is somewhat hard basically on the part of employees in the organization as it seems hard to alter habits, attitudes, and ethics at work in response to organizational objectives. Change in the context of an organization is defined as persuasive influence, where all aspects are subjects to continual change of one form or another. (Mullins, 2005, p. 909). Melinda’s promotion in the organization created a problem for Deborah who because of the attitudes towards jobs failed to be promoted. This has actually caused her to react in many bad ways such as bad-mouthing attitude against Melinda to other staff in the organization and making some derogatory remarks about her to other staff in the company through the use of strong critics that she is an egotistical slave-driver with no respect for the people who are being supervised. Personally, it can be inferred that Deborah was caught in a change resistance. Organization change resistance threatens structures of power with members resisting and questioning the object being changed. (Smith, C. A. 2003). In this case study it can be established that change resistance crept in the organization through two ways. Firstly, she feels that way because she thinks it’s unfair to have promoted Melinda having just worked few years, precisely two years in the company. She feels like she has spent fifteen years in the company and has accrued experience and skills that matches any promotion. Secondly, Deborah resisted the change in the structure within the facet of the organization because of her own selfish acts, specifically freedom to do whatever she likes in the company. She very much understands that the new office that is created for Melinda will closely monitor all the staff and that means that she will not at liberty to do those things again. From the case study, it is learnt that Deborah misuses her office in allocating more than one hour, to be precise two hours for the break while at work and she closes always at work one hour before the normal closing hour with the reason that she would be picking up the kids for home. All these are personal reasons for Deborah and are those that are behind her resistance to the new structures of the organization which elevates Melinda. Moreover, she feels more threatened that the laziness in her at work will be corrected by a two-year old working staff in the company, a phenomenon which she really frowns at. It can be argued that none of Deborah’s reactions are justified in any forms. From the case study, it can be assumed that Melinda’s appraisal at work is interesting and encouraging to have been recommended for such position at such early year of service in the organization. It is also an assumption that the whole staff is in the know of Deborah’s bad attitude at work and for that, there is a need to make her redress. If she is performing very great, or excellently well, then she wouldn’t have felt threatened at work. It is also understood that if Deborah is recommended for the task, she will not be able to perform well in line with the duties and responsibilities which she herself is a failure. Therefore, for an organization like HIA to run well, there is a need for a positive and good attitude staff to run the affairs. 2.0What could Melinda have done to better resolve this issue with Deborah? Melinda sensed that Deborah has been acting so bad at work and realized the importance of resolving the issues with her. She established a meeting with her informally at a coffee shop where she made her understand the roles and responsibilities unto which her office is tied to and her commitment to carry them out religiously. This is considered as a communication in resolving issues and it’s very great in resolution. However while doing this; she could have compromised a little bit perhaps by giving her choices just to settle the dispute between them. Some of the choices could be rotating her job responsibilities and trying to be flexible on her work periods. It is understood that she uses more official time for herself and family and she can work these time out on some other days, preferably weekends in order to compensate for the lost official time. Melinda could have compromised her stand on insisting that Deborah should not do things in her ways in a bid to better resolve the issues. Although this seems de-motivational for other staff that have the understanding that Deborah has been indolen t in the organization. But on the note of resolution, Melinda could have granted the deal that Deborah worked and peace would have reigned in the organization. Since it is in the best interest of the organization to settle the scores, then Melinda should have negotiated and worked out some leverages on her at least to make the work go on. Negotiation theory and practice have a great strength in easing organizational problem as it offers a two-way street. (Dessler, Gary. 2002). It is my opinion also that this issues could have been reported to the management who understand all the affairs of the organization. Usually, this case is best handled by the management who will find out the sources and the causes of the problem so at to be able to better resolve the issues between them. Managers’ involvement in dispute resolution within the framework of an organization enhances resolution through proper communication and negotiation skills. (Greenberg J &Baron A.R 2003). Organizations have ways and procedures of resolving conflicts within organizational members in quest for smooth work relationship. The ways adopted by every organization could be different depending on the issues. Conflict resolution can be employed through the use of the combination of strict and stringent measures among conflicting members in an organization. (Robbins, S.P 2000). Such theory and concept can be applied to the case between Melinda and Deborah. Also, Melinda should have gone for negotiation in order to better resolve this issue between them. She should have adopted good negotiating skills and offered many choices of things to take from perhaps it may go well with her. This is because effective negotiation brings about happiness at work in employees and employer relationship. (Dent Edward, 2003). Furthermore, Deborah understands she is a long-time serving staff and deserves respect most especially from junior staff like Melinda. Following this, to better resolve the issues, Melinda could have condescended herself while discussing the issues with Deborah. That could have made Deborah changes her mind against insisting on her ways. 3.0Is organizational change more stressful for team members or for team leaders? Identify the possible stressors for organizational members experiencing change in the workplace as depicted in the case study. In every organization, the role of team leaders are not changed and are elaborate in assisting the team members in identifying key work tasks, supporting as they perform these tasks while team members are just members of the team who are executing all the tasks relative to the common goals of the team.( Bass, B.M, et.al). Because team leaders just lead the team in assisting the team members to realize the goals, it is very easy for them to see, feel the organizational change and therefore less stressful for them. Team leaders are seen to be directing and supervising the tasks no t really executing them. (Lax, D.A. and Sebenius, J.K.,(2006). For this fact, organizational changes are easily understood by them. Because team leaders are usually one person, it is less stressful for them to adapt to any corms of organizational changes that comes their way. (Hersey, P.2006) Who are the doers of the team tasks? Who are responsible for the team tasks? It is the responsibility of the individual team members within a team. Because of the numbers which ranges from three to ten depending on the size of the project or task, it is very much difficult to bear these stresses. If taken for example, one of the team members react negatively to the team task relative to the organizational change, then the outcome of the team performance will be failure. Because team members are made up of individuals, then it is very much difficult for them to adapt to any organizational change that comes their ways as compared to the leader who is only one entity that will just act accordingly to the organizational change. In a nutshell, team members because of their numbers and their respective tasks in the team feel more stressful to bear the organizational change in the organization. (Howard, L.W. 1998). One of the possible stressors for organizational members who are experiencing change in the workplace as highlighted in the case study is overloaded workload on the path of the members of the organization. All organizational members are constantly encouraged to stay back in the organization to work some hours after the completion of the official hours. This is in line with the organizational structure of that the HIA has just adopted. This has created a lot of stress and thus has enabled them to be passing some assaults unto each other. Members of the organization after being tired at work can be seen assaulting other members in the organization. Another stressor that cannot be overlooked is the lack of social support from others at workplace and the work home interface which can also be regarded as work/non-work conflict which is concerned with management of the relationship between the individual roles and responsibilities both on the job and off the job. (Howard, L.W. 1998). An example of this is shown by Deborah who is seen to be insulting Melinda for making her to stay after working hours. Another stressor that can still be noticed is bad relationships among coworkers. The organizational structural change in HIA organization has caused organizational members to experience poor interpersonal relationship with each other. An illustration of this is seen from the attitude of Deborah in the organization towards other members of the organization. Deborah is seen to be very moody and always keeping to herself at work and most times expressing reluctance to interact with members who fails to share her own point of view. 4.0How might the situation be influenced by organizational or national level culture? Organizational culture is one of the principal factors in assessing the success of an organization in managing the work stress. This is reflected in the attitudes of the organizational member, their shared beliefs about the organization, their shared value systems and common and accepted ways of behaving while at work. (Deutsch, M., 2008).It can be established that organizational culture has strength in recognizing organizational problems and how they can be solved. It has influence and can affect what is experienced as stressful, how the experience translates into health difficulties, how both stress and health are reported in the organization and how the organization shows their response into such reports being made. (Clifford, James 2000). In view of this all organizational members with inclusions to the managers must therefore be conscious of the organizational culture and make exploration in relation to the work stress management. Because there is a great influence coming in the path of organizational culture on the overloaded work situation of the members of the organization, it is very much necessary and important that all hands must be on deck in engaging in culture change activities as it is an essential part of improving the management of stress at work. (Alvesson, M. 2000) The situation can influence the organizational systems and procedures. The simplest definition of culture is â€Å"that’s the way we do things around here.† Organizational routines and processes can become so inserted that they are considered as part of the culture, and changing the culture demands that the routines be changed too. (DiBella, A. J. 2006). An organization that has the culture of having meetings weekly and monthly can therefore become more formalized and cumbersome based on the organizational change. Therefore, changing the culture to improve communication in the organization can possibly be the made realistic by changing the procedures of the meeting or eliminating the meetings completely. The situation might be influenced by organizational or national-level culture through improving the working conditions of the organizational members in the organization. (Dent, J. F. 2001). Improving the work conditions through organizational culture will undoubtedly reduce any forms of stress at work and it has involvement of identifying any stressful parts of work. (Iivari, N. 2002). For example as it has been highlighted in the case study: extreme workload, and warring members in the organization. This strategy will definitely reduce or eliminate the identified stressors in the organization. The advantage of this influence by organizational culture combats the sources of the stress at work. Sometimes, the managers disagree with this technique because of its involvement in altering the routines of work or schedules of productions, or changes in the organizational structure. Any tasks to reduce all the mentioned stressors in the organization should be given top most priority to organizational change in improving the organizational working conditions. (Kappos, A. – Croteau, A. 2002). 5.0References Bass, B.M. and Avolio, B.J. (2000). Transformational leadership and the organizational culture. Public Administration Quarterly, 17, 112-122. Bass, B.M. and Avolio, B.J. (1994).Improving organizational effectiveness through transformational leadership. Thousand Oaks, CA.: Sage. Howard, L.W. (1998). Validating the competing values model as a representation of organizational cultures. International Journal of Organizational Analysis, 6(3), 231-250 Trice, H.M. and Beyer, J.M. (1992). The cultures of work organizations. Englewood Cliffs, NJ.: Prentice Hall. Stoner James A. F., Freeman R. Edward, and Gilbert, Jr. Daniel R. (2003) Smith, C. A. (2003). Commitment to organizations and occupations: Extension and test of a three-component conceptualization. Journal of Applied Psychology, 78(4), 538 – 551 Management (New Delhi: Prentice-Hall of India), Sixth Edition. Greenberg J &Baron A.R (2003) â€Å"Behaviour in Organisations†, Prentice Hall, Vol. 8, pp. 188- 215. Dessler, Gary. (2002).Personnel management: Modern concepts and techniques. Reston, VA: Prentice-Hall Company Robbins, S.P (2000) Organization Theory: structure, Design and Application, 3rd ed; London, Prentice Hall International Inc. Dent Edward, (2003) challenging† resistance to change† Journal of Organizational Change Management. Hersey, P.(2006) Management of Organizational Behavior; Leading Human Resources: 8th Ed, New Delhi; Prentice-Hall of India Lax, D.A. and Sebenius, J.K., (2006). The Manager as Negotiator. Free Press, New York, USA. Deutsch, M., (2008). Organizational culture, Journal of Organizational behavior, 2: 265-279. Clifford, James (2000): The Predicament of Culture. London: Harvard University Press. Alvesson, M. (2000): On the Popularity of Organizational Culture. Acta Sociologica 33(1). Pp. 31-49 DiBella, A. J. (2006): Culture and Planned Change in an International Organization: A Multi-Level Predicament. The International Journal of Organizational Analysis 4(4). Pp. 352-372. Dent, J. F. (2001): Accounting and Organizational Cultures: A Field Study of the Emergence of a New Organizational Reality. Accounting, Organizations and Society 16(8). Pp. 705-732. Iivari, N. (2002): Analyzing the Role of Organizational Culture in the Implementation of UserCentered Design: Disentangling the Approaches for Cultural Analysis. Judy Hammond, Tom. Gross, Janet Wesson (Eds.): Usability: Gaining a Competitive Edge, 226 Kluwer. Pp. 57-71 Iivari, N. (2002): Analyzing the Role of Organizational Culture in the Implementatio n of UserCentered Design: Disentangling the Approaches for Cultural Analysis. Judy Hammond, Tom Gross, Janet Wesson (Eds.): Usability: Gaining a Competitive Edge, 226 Kluwer. Pp. 57-71 Kappos, A. – Croteau, A. (2002): Organizational Change and Culture: Insights on BPR Projects. Proceedings of the 8th Americas Conference on Information Systems. August, 9-11, Dallas, USA. Pp. 2076-2084.

Employment Discrimination Essay Example | Topics and Well Written Essays - 500 words

Employment Discrimination - Essay Example The argument put forward by this commission on behalf of the employee was that the medical disorder she suffered from was classified as a disability under the Americans with Disabilities Act (ADA) around January of 2013. This, therefore, provided a basis for valid suing and demand for compensation to the affected person. A close examination of how Cody – the employee was sacked it truly appears to have violated the Americans with Disabilities Act since after she suffered seizures the company required her to go for medical clearance that she complied. The doctors cleared her and found she would still perform her duties effectively but only under a few restrictions. This should have convinced the organization to let her continue with her job and observe the restrictions provided for in the doctor's report. The organization, however, gave her an unpaid leave and went ahead to sack her. The argument of EEOC was in accordance to title 7 if the Civil Rights Act of 1964 which was amended in 2009 to include the recovery of compensatory and punitive damages in cases of intentional violation of Title 7, Americans with Disabilities and Section 501 of the Rehabilitation Act (EEOC, np). In my opinion, after a close analysis of the case, I think the sacking was intentional. This decision is derived from the fact that the organization already had the medical report of the employee before she was relieved of her duties.

VAGINAL BIRTH AFTER CESAREAN SECTION Essay Example | Topics and Well Written Essays - 1000 words - 1

VAGINAL BIRTH AFTER CESAREAN SECTION - Essay Example This topic helps people to practice obstetrics and gynecology under in the delivery with urinal incontinence and interchange of urinary incontinence over the first tear postpartum so as to protect and improve the health of females’ productive organs and avoid complications during pregnancy period. It provides training to all females to guide themselves during giving birth. This topic deals with training that is required, as an obstetrician and gynecologist, to practice medicine extensively. The both trainings combined; prepare the practice of OB/GYN to be adept at the management of surgery entire scope of clinical pathology that involves reproductive organs of female and care for pregnant and non-pregnant patients (Kwee et al, 2004). â€Å"Association of mode of delivery with urinary incontinence and changes in urinary incontinence (UI) over the first tear postpartum† is a topic based under obstetrics and gynecology. Fear of urinal incontinence is a common reason for maternal demand for cesarean delivery. The strength of pelvic floor muscle goes back to ante partum value 6–10 weeks after delivery in many women. However, urinary incontinence symptoms appear after delivery does not resolve in the long term in few women. Various studies have concluded that the prevalence of UI changed or did not change within 6 months or 1 year postpartum. A higher prevalence of urinary incontinence has been seen in women who underwent virginal delivery over those who underwent cesarean delivery (Iams, 2009). In contrast, a study done recently found that vaginal delivery was not completely associated with postpartum urinary incontinence. Bearing a child is a risk factor for urinary incontinence among middle-aged and young women. Suggestions have shown that vaginal delivery is the main contributing factor, because of important muscle damage nerves or tissue. Although pregnancy itself can cause mechanical changes, hormonal changes, or

Canadian Economic Policy and Institutions Assignment

Canadian Economic Policy and Institutions - Assignment Example It is thus a fight that teachers may find themselves fighting alone while the students’ parents take little part (Smith 18). The drinks expose the students to many lifestyle diseases among them obesity and general weight gain. These diseases cost the state much in terms of medical expenses and reduced productivity among the workers affected. If students can be kept off soft drinks and most SSBs, controlling the diseases shall be an easy task to undertake. Type 2 diabetes and metabolic syndrome are other direct effects of a high consumption of SSBs. While these reduce students’ participation in the learning process, their overall effects are felt all through the consumers’ lives. Reduced productivity and high medical expenses mean little development in general (Oliver 10). The intake of SSBs has also been found out to replace the consumption of milk with the eventual effect that dental diseases like dental carries become more and more prevalent among the students. Other lifestyle diseases resulting from weak bones as a result of little intake of calcium include the development of rickets and weak hair and nails. The lack of calcium is a direct effect of consuming soft drinks most of which have little or no calcium. It is also assumed that the New York mayor had in mind that drinks and foods sold outside of federal school meal programs do not necessarily meet federal nutritional standards.

Education in developing countries Assignment Example | Topics and Well Written Essays - 750 words

Education in developing countries - Assignment Example This part of investment by any firm can defines any part of then organization labor ability and it is very essential for the productivity of any firm. To be noted is that not the whole world population is referred to as the working population but only that portion that is able, willing and working on agreed wage rate. In any developing country and economy work force is a necessity that is required to propel its growth. This makes human capital very essential as it is cheap and readily available in the developing countries (Becker, 1993). Q.2 Explain some of the reasons why developing countries have not realized a greater positive development impact from their higher education programs. In this context, why should the development of a solid elementary education system take precedence over an expansion of the university system in developing countries? Developing countries need a solid base for elementary education because majority of the jobs are not technical. Industries are not well developed and casual works are the basis f their economy. Higher education though needed is for the few who are only needed to supervise the majority who only require elementally education and knowledge. Developing countries can import these few university graduates but it will cost more if they were to do the same for the unskilled human work force (Becker, 1993). Therefore, elementary education should be invested for more by these countries. Like wise due to underdevelopment and poor governance productivity of these nations is poor and they heavily depend on imports thus their production is for raw materials. Q.3 In developing countries higher educational facilities have tended to expand to the point where social benefits exceed private benefits. What is the economic explanation for this? Due to poor governance and unplanned occurrences social benefits have exceeded private benefits as organizations and external investor try to compensated the void. This has diluted the gap making these organizations bend towards social benefits rather than have private motives. This has made an economic impact as there is investment in the education sector that is very essential in the growth of any economy. Furthermore, there is direct investment that is injecting money directly into the economy as well as offering employment to the citizens. These institutions also pay taxes directly to the central government and this helps in the management of the economy through government expenditures. Q 4.Explain how a better-educated population will also tend to be a healthier, and vice versa, that a healthier population will tend to be better educated. In this context, how can an increase in human capital lead to an increase in GDP? Why might it not lead to an increase in GDP? Educated populations will always be healthier as this adds to their knowledge, experience and time management. Good investment options can only be made through well thought ides and these skills require educat ion in order for them to materialize. Higher education therefore contributes to a higher GDP for the developing countries as productivity is achieved and also by them using their own citizens cutting on importation of labor. However, this may not be the case if everybody acquires higher education as majority would not fit in their job description and as earlier stated the economies

Week 4 DisscussionQ&A Assignment Example | Topics and Well Written Essays - 250 words

Week 4 DisscussionQ&A - Assignment Example unity psychiatric health medics are reluctant to medicate the offenders, resulting to let them stay in jails (Draine, Solomon, & Meyerson, 1994 as cited in Lamb & Weinberger, 1998). This is also because of inefficient psychiatric personnel and available facilities (Moras, 2004). The best approach to cure them is to stipulate an effective framework of facilities, which secure staff, and criminal law and psychiatric health personnel integrate. Consistent medication is significant to alleviate the state. The discharge plan should comprise hospitalization, so the offender can reinvigorate by regular monitoring and consumptions of healthy foods, rest and exercise. Family support is the most significant notion to help these offenders recover immediately (â€Å"How is Psychosis† 2007). Question #2. Imagine you have been hired by a prison to develop and implement a sex offender treatment program. Following your development and implementation, you will be the continuing coordinator at this prison. Discuss how you would design such a program, taking into account the challenges of treating this population and approaches that have been found to be beneficial. Be detailed and specific in your answers. As a program coordinator, I should include the concept of morale into the general aspect of the treatment program. Two of the therapeutic approaches that I would adopt are cognitive-behavioral and psycho-educational approaches. Cognitive-behavioral approach may refer to revitalizing the offenders thought about their sexual behavior. This can be done by altering their sexual aspects such as letting them know how a person reacts after a relative incident happens. Psycho-educational approach may be instilled with Godly messages, and empower His words to alter and develop empathy for the victim and be accountable for the offender’s actions (Bureau of Justice Assistance, n.d.). Lastly, the pharmacological approach utilizes medication to diminish sexual reaction of the offenders

Micriobiology Case Study Example | Topics and Well Written Essays - 750 words

Micriobiology - Case Study Example A bronchoscopy with BAL has revealed organisms that are consistent with Pneumocystis carinii (Kovacs et al., 2001, 2450-2460). Analysis: His long-drawn disease is consistent with HIV infection that has turned into AIDS over last 2 months leading to most probably an opportunistic infection of the gastrointestinal tract leading to disturbing diarrhea associated with nausea and vomiting. His decreased leukocyte count and pulmonary infection with Pneumocystis carinii indicates opportunistic pulmonary infection that is very characteristic of immunodeficiency associated with AIDS and consequent diminished CD4 count (Newton et al., 2003, 185-186). Thus the original disease that the patient is suffering is AIDS, the hallmark of which is immune deficiency. The treatment with antibacterial agents thus has a chance to break down. This has been ascribed to the profound deficiency in immune function that eventually develops in an infected individual. The virus, HIV suppresses immune function since this has a predilection to infect the immune system, and as a result of continued infection, these cells are eventually destroyed (Adler, 2001, 12-17). The most significant targets of this virus are a subset of thymus derived lymphocytes that carry surface molecule CD4. CD4 has been demonstrated to bind to the envelop glycoprotein of the HIV. Many other cells and tissues, such as, monocytes and macrophages also bear CD4 receptors. Coupled with G-protein coupled receptor family co-receptors, the processing of chemokines in these cells are affected, leading to defective migration, differentiation, and function of leukocytes during immune response to any infective process in the body. Two specific receptors, CCR5 and CXCR4 are important particularly. CCR5 are expressed widely on cells of the immune system that fight disease, such as, lymphocytes, macrophages, and dendritic cells. When the virus strains infect the primary macrophages through these co-receptors, the macrophages which are prime immune cells themselves are rendered defunct (Adler, 2001, 12-17). From that point of view, the CD4 lymphocytes or T helper cells have known significant and central roles in immune functions, and as a result of HIV infection, these cells are destroyed. In consequence, the body immune response of affected, and these in part explain the immunosuppressive effects of the virus. These cells are normally stimulated by antigen contact, and normally they respond through enhanced cell division and synthesis and release of lymphokines, namely, interferons, tumor necrosis factors, interleukins, and other chemotactic factors that are involved in recruitment of more immune cells. The whole cascade of these phenomena are affected, and as a result the functions of the lymphokines to act as promoters of cytotoxic or suppressor CD8 cells and their maturation and behaviour are all affected, culminating into suppressed synthesis of antibody from the B lymphocytes. Other cells participating in the process of this innate immunity against diseases functionally contribute to the process. These are monocytes, tissue macrophages, and dendritic cell, and hence with an infection with HIV, the total immune system is compromised. Macrophages and particularly dendritic cells are

Muslim prayer Essay Example | Topics and Well Written Essays - 1500 words

Muslim prayer - Essay Example She examines religion from several approaches, perhaps as a way having a neutral consideration (Fisher 123). I will concentrate on faith-based perspective of religion, prayer as a therapy and understanding different religious practices with a bias on the Islamist’s Salat practices. Most people believe that faith is the greatest component of any religion. This goes hand in hand with prayer. This is why when people pray, they must inject some elements of faith into the payers so that it can have an impact on their lives. This is perhaps why there are many religious doctrines across the world. Today, even scientists accept the therapeutic healing of prayers. Mary notes that it looks at prayer as a way of achieving the end with their creator, then they will receive healing in ways that that they cannot understand. In this regard, prayer backed with faith has a beneficial effect. Different religions have different ways of connecting with God. They have different beliefs that they incorporate in their prayers as well. In this regard, prayer can, therefore, be considered as a sustenance network. Various religions maintain that God heals only those who pray. So those who pray would be considered â€Å"religious† while those who do not have a religion will be considered â€Å"non-religious†. This is why Mary explains that faith-backed prayers are an important element of any religion. The Jewish, the Christian, the Muslim, the Buddhist, as well as other religious groups believe in the importance of faith. The essential factor about prayer is how it helps people to get into a personal relationship with God; God is the sustainer of life. In this case, God is the most important person in their lives and one who holds the answers to their problems. Health is a core element that these people consider as well. Through prayer, people present themselves as needy and want God to heal them. In this aspect, faith, therefore, becomes a crucial element in any religion (Fisher

Politics and Hierarchy in Shakespeares As You like It Essay Example for Free

Politics and Hierarchy in Shakespeares As You like It Essay In William Shakespeare’s play, As you Like It, there are lots of interesting themes which both drive the action and speak to the culture that the author lived in. Among those interesting themes are the classic Shakespearean ideal of love, issues dealing with family relationships, and perhaps more importantly, politics and hierarchy. In this comedy, the dichotomy between certain characters becomes evident early on and continues for the entirety of the work. Over time, the reader comes to understand that many of the decisions made by Orlando and Oliver in their conflict are due to the perceived hierarchy of the society and the politics that would result from the decisions. In addition, the relationship between Duke Frederick and Duke Senior is one that explores lots of hierarchical themes associated with living in England at the time. These pertinent examples and more are explored in a light, intellectual way throughout the play.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Politics and hierarchy are primarily relevant when one considers the relationships between the various characters. One important plot aspect is the relationship between Orlando and Oliver. Orlando is a victim of circumstance and he is fully aware of his plight. In a way, he is a sympathetic character that has no recourse in trying to make his situation better. In his relationship with his older brother, Orlando is constantly under emotional torment from Oliver. Their conflict is at the heart of the story and it is an important theme throughout. Where does this conflict come from? Ultimately, it is the result of a decision that was made by the father of the two boys. Oliver received the inheritance from the father and took advantage of the land in his father’s estate. From that, there exists a hierarchical battle between the two brothers for the rest of their life.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The stark contrast in the hierarchy is best represented by these two brothers because the example is so pure. Oliver is different from Orlando not only because he owns the estate, but also because he has other advantages that put him above Orlando in social status. During the comedy, there are many times when Orlando can be found telling his servant Adam that Oliver refuses to educate him and provide anything for him. Though the reader does not know much about the relationship of the brothers before their father died, one can reasonably infer that they had a decent relationship. Once Oliver elevated himself to a greater status in the hierarchy, he not only abandoned Orlando, but even took the initiative to make his brother’s life harder. This even comes to a violent head when the two brothers engage in a fight when Oliver comes to see Orlando. Orlando gets the better of that conflict and makes sure that Oliver understands that. Since this is a comedy, Shakespeare makes sure that the conflict between the brothers is presented in a sarcastic nature that the readers can enjoy. Clearly, Orlando makes light of his own plight and even makes a comment about his relatively low status in comparison to his brother. In the play, Orlando remarks to Oliver, â€Å"I am helping you to mar that which God made, a poor, unworthy brother of yours, with idleness† (Shakespeare). This sarcasm is put into the play to provide a light moment, but it also represents the fact that Oliver looks upon his brother as being something of a joke.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There is another hierarchical aspect of their relationship that must be considered. During that time, there was a huge gap in education for the wealthy and the poor. As such, those with money could go to the few schools that existed, while people without money had to learn skills in order to survive. From this, a certain perception began to exist that colored uneducated people as being somewhat barbaric. This interesting dichotomy is presented well by Shakespeare, as he attempts to inform the reader that Orlando is both a better fighter and a more vindictive person, while his brother Oliver was much more cultured. This was one of the many ways that people were separated by class during that time. It was all based upon money, wealth, and power, but other things came as a result of that.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As only Orlando’s brother, Oliver should have never taken a role of sovereignty over him. Instead, their relationship should have still existed like a normal one during that time. However, William Shakespeare uses the relationship between the two brothers in this play as a means of displaying his own political thoughts during the time. A Paul Yachnin article published in the HighBeam Encyclopedia indicates the fact that Shakespeare did this in many of his plays. In that article, Yachnin writes, â€Å"In the play, the political and social relations between masters and their subjects places loyalty at the center of the system of relations devoted to instituting a regime of absolutist politics† (Yachnin). The loyalty between the brothers is at the center of their conflict, as Orlando feels that his brother has not been loyal to him because of social status. On the flip side of that, Oliver feels that Orlando should look up to him as something of a master, when in fact, they are just brothers. This is an interest dichotomy between the two characters that plays itself out in a series of fights, both physical and verbal.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In addition to the aforementioned hierarchy in Shakespeare’s play, politics also play a huge role in driving the action. Though politics are not a major player in the relationship between Orlando and Oliver, they do power the relationship between Duke Frederick and Duke Senior. In fact, this is one of the primary plot sequences that is very important to the storyline. Duke Frederick oversteps his bounds in this comedy, as he is not supposed to move to the top of the political latter over his brother. In English society at the time, people were locked into their roles in society. This was true even among the rich people. Though they were clearly above poor people in society, they had to worry about staying put in their position in the upper crust of the political scene. When Duke Frederick supplants Duke Senior in the political scene, a huge conflict is born. Interestingly, Shakespeare finds a creative way to intertwine the two separate stories, drawing connections between the social roles of the various characters in the story.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Politics play a substantial role in the plight of the two dukes because they cause Duke Senior to have to live somewhere else. When Duke Frederick takes the place of his older brother, there is no option that allows both of them to just live in harmony in the same area. Instead, Duke Senior is banished from the duchy and has to live with plain nobles in a wooded area. Though he did not get banished to living with the peasants who were living completely off of the land and good graces of the upper crust, Duke Senior did not get to take advantage of the life with which he had become accustomed. That is a very important theme for the story.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Alan Bloom book, Shakespeare’s Politics, has an interesting take on the inner workings of how the author thought. There is lots of speculation about what sort of political thinker William Shakespeare was and the majority of that can be seen in his works. In As You Like It, it is clear that Shakespeare both searched for and figured out the answers to many of the most important questions of his day. According to Bloom, the author tosses harsh criticism on some of the systems that existed during his day (Bloom). Some examples of this include Shakespeare’s constant criticism of the class system, which he believed was bad for English society. While Shakespeare may have taken harder political stances in some of his other works like Julius Caesar, he certainly addresses the current landscape in each of his works. When dealing with the two Dukes in As you Like It, Shakespeare makes light of how their folly makes both of their lives more difficult. It was an interesting approach to take because most of the political thought during the time was breaking down the class distinctions between the reach and the poor. Very few authors or thinkers had even considered the politics that existed among the distinct groups. Shakespeare had the progressive vision to try his best to understand what sort of political motives drove advancement within certain social castes. In this comedy, he finds that even the rich jockey for position, as Duke Frederick used â€Å"creative† means to get rid of his older brother and take control of the power in the society.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Robin Headlam Wells wrote a book about how Shakespeare used politics as a major theme in his work. In the book, Shakespeare, Politics, and the State, Wells writes about how Shakespeare constantly uses the voices of his characters to present problems within the political and hierarchical system (Wells). In this particular comedy, the beauty of the work is that each of the characters has their own role in the madness that existed within the English political system at the time. He uses all of the characters to make it well known that no one individual person or individual group was affected less or more by the makeshift caste system that England used.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Shakespeare himself was one of the people who understood how the political system could impact just about everyone. In order to understand the uses in his book, one has to understand Shakespeare’s political opinions and his experiences with politics. One website indicated that, â€Å"Shakespeare knew people who had been arrested and tortured friends and family members† (William-Shakespeare.org). This is interesting to consider in that he knew that people who did not have affluence had a hard time surviving in the current political system. As such, his criticisms of the current political system had to be somewhat hushed by the constant fear that he might be prosecuted for such comments. Given the fact that Shakespeare had family that had been the victim of political happenstance, it is interesting to consider his take on the dynamic of Orlando and Oliver. The author understood the plight of Orlando more so than he did the situation of Oliver, so in many ways, he favors Orlando in his writing.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As you Like It is an interesting play by William Shakespeare that addresses many different themes that were prevalent in English society during the time of the author. Among those are the common themes of politics and hierarchy. In his breakdown of the various relationship of individuals within the comedy, Shakespeare actually sheds a little bit of light on what it might have been like to live in England during that time.   Works Cited Alexander, Catherine. Shakespeare and Politics. 13 September 2004.   Cambridge University Press. Bloom, Allan. Shakespeare’s Politics. 1 December 1996. Chicago, Illinois: University of Chicago Press. Shakespeare, William. As You Like It. Wells, Robin Headlam. Shakespeare Politics and State. December 1986. Palgrave McMillan Publishing. William Shakespeare and Elizabethan Politics. http://www.william-shakespeare.org.uk/william-shakespeare-politics.htm Yachnin, Paul. High Beam Encyclopedia. Shakespeare’s Politics and Loyalty. 22 March 1993. http://www.encyclopedia.com/doc/1G1-14363559.html

History of the English Language in India

History of the English Language in India INTRODUCTION This study aims at studying the language needs of under graduates students, revealing the discrepancies of different participants with respect to actual English language skills and target language skills and then suggest corrections in curriculum, wherever required. The study is conducted at Sant Gadge Baba University; Amravati, on students studying in under-graduate courses.This chapter presents information on the background and purpose of the study. Next, research questions are presented. Finally, definitions of some basic terms used in this study are presented. Background to the Study Global English World English is broadly categorised into three varieties: English as a Native Language (ENL), English as a Second Language (ESL) and English as a Foreign Language (EFL). Accordingly, there are three geographical divisions of English speaking nations viz., ENL territories, ESL territories and EFL territories (Braj B. Kachru in Koul N. Omkar (eds.) 1992: 2 -3, cited in Hasan Kamrul Md,2004).1 ENL territories In countries like the UK, the USA, Canada, Australia and New Zealand, English is the first or often the only language of communication among the people. In ENL territories people use the mother tongue variety of English. ESL territories- In ESL situations English plays a vital role and is used to perform a variety of official, educational, and other roles. For ESL speakers, although English is not their native language but it is an important language in their professional and social lives. Like India, English is used as a second language in almost all the former British colonies (Singapore, Nigeria, South Africa etc.) Often the persons second language becomes the first functional language in adulthood in such cases. In ESL countries English is generally given importance in the educational framework of the nation and taught in schools and colleges. EFL territories In some countries English neither enjoys the status of native language nor second language. It is treated as foreign language and its use is restricted to occupational and educational purposes. In countries like China and Japan, English is taught and learnt mainly for reasons of trade and business and it does not play any role in social interactions. A historical sketch of ELT in India: Pre-colonial period Vasco da Gamas discovery of the sea route to India also paved way for the introduction of English in the sub-continent in 1498.However, it was only in the 18th century, when the Mughal Empire was on the decline and the English East India Company had secured a foothold in India that Indias tryst with the English language began. During this period, English was the language of communication of the elite people and was not the lingua franca of the people. Colonial period With the consolidation of the activities of the East India Company in eighteenth century, began the efforts of teaching English in the South Asian subcontinent. As far back as 1759, Christian missionaries entered India and the 1787 despatch welcomed the efforts of Rev. Swartz to establish schools for the teaching of English. Another significant effort was the publication of the first book, The Tutor, to teach English to the non-Europeans by author John Miller in 1797. This book was published in Serampore in Bengal. Thus the socio- historical stage for the role of English in education was set by the end of the 18th century. T.B. Macaulay, in the Minutes of 1835, for the first time, formally introduced the teaching of English in the South Asian subcontinent. In his Minutes he mentioned the importance and usefulness of the education that would be given to the natives through the medium of English. There were primarily two objectives of such education. The first was to create through this education a class of natives who, despite their blood and colour, would be English in culture and be able to interpret between the rulers and the subjects:à ¢Ã¢â€š ¬Ã‚ ¦a class who may be interpreters between us and the millions whom we govern a class of persons, Indians in blood and colour, but English in taste, in opinion, in morals and in intellect (quoted in Macaulay 1835, quoted in Thirumalai, 2003)2. The second was to create a demand for the European institutions. Although both the objectives were designed to serve the interest of the Masters, not of the subjects, but it provided the framework of formal English ed ucation to India which to a large extent is followed even today.. Thus by the middle of the nineteenth century the aims and objectives of teaching English were very clearly laid out For the remaining period of colonial rule there were a few landmarks in the development of English such as: The establishment of universities in Kolkata, Mumbai and Chennai in 1857 and in Dhaka in 1920 Selective education and training in administration, imparted through English, the Indian University Act (1904) The Resolution on Educational Policy (1913). For the entire period of British rule four broad developments with regard to English education took place: 1600 -1800: During the early years the variety of English used was imitative and formal. It was the language of the rulers and the elite class. 1850 -1947: During the later years more varieties (from very high to very low) appeared. Indian intellectuals and freedom fighters effectively used English as tool to for political awakening and resurgence. Interaction with vernacular languages: As the use of English penetrated the different sections of the educated Indians, a new variety of English emerged. This variety of English had a very distinct Indian flavour and a number of words of vernacular origin were absorbed in English, e.g., Brahmin. Coolie, jungle, and so on. Methodology: Language studies were based on literature and grammar and the means of studies was the grammar-translation method. The spoken component of the language was not practised. The emphasis was given on correctness and complete sentence construction. English also played a critical role in Indias struggle for independence as it became the language of political awakening and resurgence. Even Mohandas K. Gandhi (1869-1948), although a strong advocator of use of national language, used English language effectively to put forth his message to the British Government . Post colonial period Post independence, the perception of English as having an alien power base changed. Kachru notes that English now has national and international functions that are both distinct and complementary. English has thus acquired a new power base and a new elitism (Kachru 1986, p. 12 as cited in Baldridge, 2002).3 For most part of the twentieth century, it remained a language used by a select few. English primarily remained the language of law and administration. The Present State Twentieth century witnessed great advancements in science and technology and this enabled many new ways of sharing information and doing business. Indias international commercial activities led to the need for acquiring proficiency in English as an international language. Now, English was not just the language of the administrators and policy makers but also became the language of the business and professional class. In India, the English speaking population is only about 3-4%, but with Indias massive population, India is among the top three countries in the world with the highest number of English speakers. In terms of numbers of English speakers, the Indian subcontinent ranks third in the world, after the USA and UK. Most English speakers in India are second language speakers, in 1971, it was estimated that the rate of bilingualism in India was 13% and 99% of English speakers are second-language speakers (Mahapatra 1990: 7 cited in Hohenthal , 2003).4 Spolsky points out that English is the most widely spoken second language, followed by Hindi. English is more useful as a lingua franca; the usefulness of Hindi as a lingua franca is regionally limited (Spolsky 1978: 42 cited in Hohenthal , 2003)5. The small segment of the English speaking population controls domains that have professional prestige (Kachru 1986a: 8 cited in Hohenthal , 2003)). It is this small segment of Indian population that hea ds Indias economic, industrial, professional, political, and social progress. Most interactions in the above spheres of life take place in English. In the linguistically plural settings of India, English often acts as the link -language among people of different dialect. For many educated Indians English is virtually the first language. Thus in the present context English is playing a vital role in bringing together people from different regional languages for a closer exchange of social, educational and administrative network of India . It provides a linguistic tool for the administrative cohesiveness of a country (Kachru 1986a: 8). English is used in both public and personal domains and its functions extend far beyond those normally associated with an outside language, including the instrumental, the regulative, the interpersonal and the innovative, self-expressive function (Hohenthal citing Kachru 1986a: 37, 2003))6. As pointed out before, the role of English is not replacive: it overlaps with local languages in certain domains (Kandiah citing Sridhar, 1985;Shridhar and Shridhar, 1986; 1991: 273)7. English language in Indian Education System English is taught as a second language at every stage of education in all states of India and has been accepted as the main medium of instruction in higher education. English is also the state language of two states in eastern India, Meghalaya and Nagaland. In India, English has become an integral part of the curriculum almost at all levels of education. However there are various social, political and cultural factors that affect the position of English in different boards, universities and other institutions. Even the curriculum offered and evaluation tools employed are very diverse across the country. The model of English offered to the learners lacks uniformity and it is this question that continues to challenge the policy makers and education planners. While most States accord English the position of second language, some others treat is as the third language; the regional language and the national language getting precedence. as in other linguistically and culturally pluralistic societies, the position of English is determined by various political, cultural and social considerations. Kachru (1986b:20 cited in Hohenthal , 2003)8 sees primarily three questions which continue to be discussed. The first question concerns the position of English in early and in higher education. The second question is concerned with the roles of the regional language, Hindi and English. The third question deals with the model of English presented to Indian learners, and how that presentation can be made uniformly and effectively. The Government of India has primarily been concerned with the first two questions, which are directly related to language planning at both the national and state levels. There are, as yet, no acceptable answers to any of these questions (Kachru 1986b:20 cited in Hohenthal , 2003).9 1.2 Language Teaching Context at Amravati University Established on 1st May, 1983, this University geographically covers the western Vidarbha belt (i.e., five districts Amravati, Akola, Yavatmal, Buldhana and Washim) of Maharashtra State. The University, in its small span of two and a half decades, has contributed in many ways for economic, social and cultural upliftment of the society by offering quality education. The Motto of this University is Education for Salvation of Soul The University is recognised under Section 12(B) of UGC   Act. The University is also an associate member of Association of Commonwealth Universities, London (U.K.) The University has 10 faculties which includes Arts, Commerce, Sciences, Medicine, Ayurved, Education, Social Science, Law, Home Science, Engineering Technology. The University has facilities to offer post-graduate advanced education in Computer, Biotechnology, Business Management, Law degree courses in Chemical-Technology. SGB,Amravati University University has been one of the foundation universities undergoing expansion and developments in the recent years. Although the University does not have an English Department to date, English courses are offered both at undergraduate and postgraduate levels in colleges affiliated to the University. All undergraduate programs offered by SGBAU are of three years except Engineering (B.E.) Evaluation tools used in order to assess the students performance are generally written exams stated to cover the course objectives moderately rather than fully. That is because listening and speaking skills are not evaluated although practiced during the classes. The exam is generally conducted once, at the end of the academic session. The nature of the written examination paper is largely theoretical. Thus, the results of this study will be an aid to the Curriculum Development Unit of English Board of Studiesof Amravati University (SGBAU)in deciding on the needs of the students and improving the already existing program to better meet the needs of those students. 1.3 Purpose of the Study? English has penetrated all functions and all sections of society. It is a universally accepted tool for communication. It is no longer restricted to the English or Americans as a means for communication. Even within India, with its diversity of languages, English has emerged as the accepted language of communication cross culturally. It has even overtaken Hindi, which is officially the national language, as far communication among people of different native languages is concerned. Although, from time to time, various political lobbies have raised the issue of prohibiting the use of English language, however, they have so far been unsuccessful. This is primarily the result of the accommodating quality of English . Moreover, most of the world communicates in English and if India has to be a part of the Global scenario, English language can be a major bridge. Looking at English language courses in sub metroplises, the fact that glaringly stands out is that little has been done to understand the special learning needs of students here and even lesser attention has been paid to prepare them to function effectively in their workplaces and academic environment. Students hailing from townships and rural areas suffer from geographic as well as cultural disadvantages. Their distance from the metros does not bring the exposure and environment which is naturally a part of the cosmopolitan work culture. Culturally as well, most students belong to families where native language is the means of communication and even in academic institutions the medium of instruction is primarily the local dialect. The prime purpose of this study was to understand the special needs of students who belong to non-metropolitan areas and then attempt to suggest how they can be optimally trained to perform academic and professional functions efficiently. Each of the skills which may be required, reading, writing, listening and speaking may be of different value in terms of their use in a specific field. This study has been able to assess the students only in reading, writing, grammar and vocabulary. Due to a large and scattered sample, the researcher was constrained not to test the listening and speaking skills of the respondents. This study aims at collecting data about the ESP needs of undergraduate students in 2008-2009 Academic Year. By comparing the results of students in each skill and the desired competence level of the items, this study, also aims at examining whether or not there is a need for improvement in those skills. Rodgers (1969 as cited in Hutchinson and Waters,1987) in Nese Ekici,2003 expresses that developments in educational psychology has contributed to the rise of ESP by emphasising the central importance of the learners and their attitudes to learning. Learners have different needs and interests, which has an important influence on their motivation to learn and therefore on the effectiveness of their learning. To get an idea about students English language skills and to see whether there was any discrepancy between their actual language skills and desired skills constituted an important dimension of the study. The foci of this study were both the target needs and learning needs for the English curriculum which is implemented during the undergraduate program. This needs assessment study will be useful in improving the already existing curriculum or designing a new needs-based curriculum and choosing more appropriate curricular elements for the undergraduate students at Amravati University Necessity for syllabus development A planned approach to the teaching-learning process can go a long way it making a course effective and relevant. However, as it is seen as something very complicated , many a times the content of the text books available for the course take the place of the syllabus. There are very strong grounds to support the need for a systematic syllabus development process, the most important of them are: First, right from the onset of the course the teacher understands the ultimate objective of the course as a result of the planned process. This gives an opportunity to the teacher to interrelate and integrate all the elements. This in turn ensures better chances for the syllabus meeting its learning objectives. Secondly, a planned approach enables better selection of teaching materials and aids. The class delivery is better planned and oriented towards the end result. Finally, this syllabus development process leads to improvement of language education. The teacher plans, structures, selects, organises the teaching content in accordance with the learning objectives. Both the learner and the teacher are well aware of the outcome desired and both work in coordination to achieve the common goal. The syllabus theory has not found wide application in ELT practice yet and has often been ignored by applied linguists. However, the application of this theory could be very beneficial for the whole ELT process improvement. This research is an attempt to bring in the application of syllabus development process for SGBAUs language courses. 1.3.1 Research Questions The purpose of the study was to conduct a needs assessment revealing the language skills  of Undergraduate students. The following are the research questions this study sought to address: What is the present language proficiency level of students of under-graduate courses? Is the present curriculum able to meet the language needs of the students? Are their gaps between the desired and actual performance of the students ? Is there a difference in the language competency of students across different streams- Arts, Commerce and Science? Is there a difference in the language competency of students from first year of their undergraduate course to the third and final year? Does a co-relation exist between the students medium of instruction in school and present performance? Are there any specified learning outcomes of the language courses offered by SGBAU? Is a post-course analysis done to match the desired and achieved proficiency levels? Is there any mechanism in place to ensure uniformity of delivery across all colleges under SGBAU? What is the present process for syllabus designing? (More questions to be added) 1.4 Significance of the Study A needs assessment study is usually carried out for different purposes states Richards, 2001(cited in Ekici Nese, 2003). Understanding the learners problems, assessing whether the present syllabus adequately addresses those problems of the learner, identifying what skills the learners need in order to perform a specific role, analysing if a change in approach and strategy is required and identifying the gap, if any, in what the students are able to do and what they need to be able to do are the main reasons for needs assessments to be conducted. Identifying what the under- graduate students are able to do and what they need to be able to do is the main concern of this study. Smith (1989, cited in Ekici Nese, 2003) 12 mentions the concept of severity of needs. As all needs are not of equal importance, severity or importance of the need is used as a main criterion for prioritizing the needs, Smith, 1989 (cited in Ekici Nese, 2003). There are some needs which are of great necessity and thus require foremost attention. This study also aims at prioritizing such needs. The findings of the needs assessment in this study will be made use of in order to recommend changes in the existing curriculum in case such a need is identified according to the data collected from the students. Based on the democratic philosophy, information is gathered about the learning most desired by those groups and the gap between the desired performance from the students and what they are actually doing will reflect the discrepancy philosophy. Hopefully, su ggestions regarding the appropriate curriculum for undergraduate programs will be put forward. 1.5 Terms Frequently Used Clarification of the terms which will frequently be used and constitute the backbone of the study  is essential. To prevent misunderstanding or misinterpretation, some of the terms have been explained here. Need: Need is the difference between what a learner can presently do in a language and what he or she should be able to do. Needs Assessment: A needs assessment is a systematic set of procedures undertaken for the purpose of setting priorities and making decisions about program or organizational improvement and allocation of resources. It is a systematic process for documenting relevant needs (Reviere, 1996). ESP (English for Specific Purposes): It is an approach to language learning, which is based on learner need. The foundations of all ESP are the simple question: Why does this learner need to learn a foreign language? (Hutchinson and Waters, 1987). Target Needs: Target needs refer to what the learner needs to do in the target situation (work domain) (Hutchinson and Waters, 1987). Learning Needs: They refer to what the learner needs to do in order to learn. They show how the learner learns the language items. It refers to the skills that he or she uses (Hutchinson and Waters, 1987). ENL: English as a Native Language ESL: English as a Second Language EFL: English as a Foreign Language Syllabus: Curriculum: (more terms shall be added if needed)

Perspectives of Marriage in Charlotte Brontes Jane Eyre :: Jane Eyre Essays

Perspectives of Marriage in Jane Eyre          Many novels speak of love and indulging in passion, but few speak of the dynamics that actually make a marriage work. Jane Eyre is one of these novels. It doesn't display the fleeing passions of a Romeo and Juliet. This is due entirely to Bronte's views on marriage and love. The first exception to the traditional couple the reader is shown is Rochester's marriage to Bertha. This example shows the consequences of indulging in passion. The opposite side is shown through another unlikely would-be couple, Rosamund and St. John. Through this pair, Bronte reveals the consequences of indulging in duty. Another view of marriage is also present in the book, through the character Jane Eyre and her actions.    The first example of Bronte's view on the role of passion is in Rochester's marriage to Bertha. This marriage is based entirely on passion. Rochester does nothing to either restrain or question his passion. Because of his impulsive passion, he entraps himself in an unfufilling marriage. He thought nothing of his duty and his consequence of this was he becomes the pride owner of a marriage based entirely on duty. Through Rochester's choices and consequences of those choices, the reader can see that Bronte asserts that marriage decisions based on passion and ignoring the role of duty will bring more than the loss of passion, it will bring an abundance of what you failed to factor into the decision, duty. People have to take care of responsibilities if they want to have fun and happiness later.    In case the reader failed to recognize the opportunity the Rochester marriage gives her to see Bronte's views, she puts in the book the could-be St. John marriage. St. John decides not to marry Rosamund Oliver based on his passion for her. He completely shuns his passion, the opposite extreme of Rochester. In doing this and basing his marriage decision on his duty to God, he looses a genuine chance to gain true happiness. Through this example in Jane Eyre, Bronte is trying to show the reader that the opposite end of the spectrum is also wrong in making a marriage decision.

Free Awakening Essays: A Reader Response :: Chopin Awakening Essays

A Reader Response to The Awakening The Awakening is a story that was written when women weren't allowed to be independent. Kate Chopin was even criticized for the main character's conduct; "Certainly there is throughout the story an undercurrent of sympathy of Edna, and nowhere a single note of censure of her totally unjustifiable conduct" and another said; "the purport of the story can hardly be described in language fit for publication." But who can blame them. Edna was a bold woman. She was independent, kept male friends, felt passion, was disrespectful to her husband and did not spend much time with her children. Edna was an independent women when women were not allowed to be independent. She openly defied her husband. Remember at the lake when she decided she did not want to go inside when her husband told her to and the fact the she would not go to New York to be with her husband. After he left she decided to use her own money, and deliberately would not use his things in her new/ pigeon house was another exampl e of this. She even made a big deal of having him "pay" for her party. She wanted to express herself and to become creative, which Chopin shows through her art. Edna also starts to associate with art-type people, musicians. I sometimes wonder why she started to hang around the pianist when she obviously didn't like her during the summer. Was this Edna's way to explore her artistic talents, or was it to get closer to Robert? Edna's husband appears to be the stereotypical husband of his time. He stayed away most of the time in the summer, visiting on weekends at the beach cottage, but spending allot of time with his male friends playing card games. He appears to love his family, but is hugely critical of Edna. He complains to her about the children, the maids and the food. I don't remember their being pleasant and loving words between the two of them, there was show of emotion, but only when he was leaving. Mr. P. never realizes that his wife might want to be her own person, have her own interest beside having visitors, making sure his dinner is good and being his wife. When the Doctor tells him to be gentle to his wife and not quarrel with her, that things will pass, it gives him another reason to break free from a family that he has already emotionally distracted from anyway.

Epic of Beowulf - Where Did the Christianity in Beowulf Come From? Essa

Where Did the Christianity in Beowulf Come From?      Ã‚   The Christian influences in Beowulf ultimately came from the Christian/Catholic Church of Rome which converted Romans, and thereby the Roman legions and thereby the occupied provinces. Also the Christian/Catholic Bishop of Rome sent missionary priests and monks to the British Isles to proselytze the population. There are additional considerations too.    First of all, let us be clear about the fact that the conversion of Britain to Christianity began quite early. The Catholic priest Venerable Bede, born in Bernicia, Northumbria, around 673, states in Bk 1, Ch 4 of his Ecclesiastical History of the English People that while Eleutherius was Bishop of Rome (175-189AD), a king of Britain named Lucius requested of the Pope that the king be baptized a Catholic by papal decree:    In the year of our Lord 156 Marcus Antoninus Verus was made emperor together with his brother Aurelius Commodus. He was the fourteenth after Augustus. In their time, while a holy man called Eleutherius was bishop of the church at Rome, Lucius, a king of Britain, sent him a letter praying him that he might be made a Christian by a rescript from him. His pious request was quickly granted and the Britons preserved the faith which they had received, inviolate and entire, in peace and quiet, until the time of the Emperor Diocletian.    Bede’s last sentence in the passage implies that Christianity had already been established in Britain for some time prior to Eleutherius occupying Peter’s chair from 175-189. This seems reasonable according to what is written by the historian Eusebius Pamphilus, bishop of Caesarea, in His Ecclesiastical History written in the 300’s. The Ecclesiastical His... ...McClure, Judith, editors. Bede: The Ecclesiastical History of the English People; The Greater Chronicle; Bede’s Letter to Egbert. New York: Oxford University Press, 1969.    Eusebius’ Ecclesiastical History, translated by C.F. Cruse. Peabody, MS: Hendrickson Publishers, 2000.    Magoun, Frances P. â€Å"Oral-Formulaic Character of Anglo-Saxon Narrative Poetry.†Ã‚   In TheBeowulf Poet, edited by Donald K. Fry. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1968.    â€Å"Nero.† The Columbia Encyclopedia, 6th ed. New York: Columbia University Press, 2000. www.bartleby.com/65/.    â€Å"St. Patrick.† The Columbia Encyclopedia, 6th ed. New York: Columbia University Press, 2000. www.bartleby.com/65/.    Ward & Trent, et al. The Cambridge History of English and American Literature. New York: G.P. Putnam’s Sons, 1907–21; New York: Bartleby.com, 2000      

Agriculture in India Essay

Since long ago, agriculture has been associated with the production of basic food crops. At present agriculture, besides farming includes forestry, fruit cultivation, dairy, poultry, mushroom, bee keeping, arbitrary, etc. Today, marketing, processing, distribution of agricultural products etc. are all accepted as a part of modern agriculture. Agriculture plays a crucial role in the life of an economy. It is the backbone of our economic system. The following facts clearly highlight the importance of INDIA. 1. Source of Livelihood: In India the main occupation of our working population is agriculture. About 70 per cent of our population is directly engaged in agriculture. 2. Contribution to National Income: Agriculture is the premier source of our national income. According to National Income Committee, in:- 1960-61, 52% national income was contributed. see more:non farming activities in indian villages 1976-77, contributed 42.2 per cent 1981-82, its contribution was 41.8 per cent. 2001-02, it contributed around 32.4 per cent 2006-07, 22% 2012-13, 13.7% 3. Supply of Food and Fodder: Agriculture sector also provides fodder for livestock. Moreover, it also meets the food requirements of the people. 4. Importance in International Trade: Agricultural products like tea, sugar, rice, tobacco, spices etc. constitute the main items of exports of India. 6. Source of Raw Material: Agriculture has been the source of raw materials to the leading industries like cotton and jute textiles, sugar, tobacco, edible and non-edible oils etc. All these depend directly on agriculture. 9. Vast Employment Opportunities: With the fast growing population and high incidence of unemployment the agricultural sector is significant as it provides greater employment opportunities in the construction of irrigation projects, drainage system  and other such activities. 13. Basis of Economic Development: The development of agriculture provides necessary capital for the development of other sectors like industry, transport and foreign trade. TYPES OF FARMING PRIMITIVE FARMING It is also commonly called ‘slash and burn agriculture’. It is used in areas where Soil has low nutrient levels. An area for cultivation is selected and then it is burned so that the required nutrients for the crop to grow are maintained and biomass is converted to useful inorganic ash. Then nth chosen crops are sown. Then the land is given a period of rest called ’fallow’. Then the same process continues until the land is wearied of nutrients(i.e. about 5-6 yrs). This type of farming usually depends on the type of soil, rain and most importantly climatic conditions. It is done using primitive tools like hoe, hull, dagger, dao, etc. and requires a lot of labour. Such crops are not produced in a large quantity and farmers grow crops only to sustain their family with little or no intention of selling them. The famer does not use chemical fertilizers or modern inputs, thus the production is low. TRADITIONAL FARMING Traditional farming represents the original method of farming. This type of farming uses extensive local knowledge and natural resources so that no harm is caused to biodiversity. Such farmers maintain soil fertility and prevent erosion of topsoil. There are many methods of traditional farming namely:- Nomadic Pastoralism It is the practice of raising domesticated animals like goat, sheep, cattle, etc. All humans practicing this method live off entirely on animal products like fat, meat, milk, etc. These people are constantly in use of new grounds for their animals to feed. Mixed Sustenance Farming This can provide a very stable farming platform, where plants and animals work together to support each other. The plant waste that cannot be used by humans is used as fodder for animals and their waste acts as natural manure. This type of farming is usually the most productive and sustainable compared to any other type. COMMERCIAL FARMING It is a type of large-scale farming of crops to sell them to wholesalers or retailers. Crops such as wheat, maize, rice, tea, etc. are harvested and sold worldwide in international markets. Due to its extensive nature modern machines and use of chemical fertilizers is required thus increasing the capital. Due to its large capital, it is mainly practiced by large companies or rich farmers. Yield as well as profit is high due to the use of modern techniques and hybrid varieties of seeds. Commercial farming started with the advent of the Green Revolution and production in India increased by 50% during the years 1970-1990. In today’s world Hybridization is very important to increase the yield of crops. Many varieties of hybrid seeds are now available which are disease resistant, healthier and give more yields. FIVE YEAR PLANS First Plan (1951-1956) The First Five-year Plan was launched in 1951 which mainly focused in development of the agricultural. The total planned budget of Rs.2069 crore was allocated to seven areas: irrigation and energy (27.2%), agriculture17.4%), transport and communications (24%), industry (8.4%), social services (16.40%), land rehabilitation (4.1%), and for other sectors (2.5%). The monsoon was good and there were relatively high crop yields. Second Plan (1956-1961) The Second Plan stressed on the development of the sector. Hydroelectric projects and five steel plants at Bhilai, Durgapur, and Rourkela were established. The total amount allocated under the Second Five-Year Plan in India was Rs.48 billion. This amount was allocated among various sectors: power and irrigation, social services, communications and transport, and very less amount was allocated towards agriculture due to the other increasing problems. Third Plan (1961–1966) The Third Five-year Plan stressed on agriculture and improvement in the production of wheat, but the Sino-Indian War of 1962 led to weakness in the economy and the plan stressed on the defense industry of India although equal priority was given to agriculture and industrial sector. PROBLEMS FACED The major problems confronted by the Indian agriculture are as follows (a) Population Pressure: India has a huge population of over one billion and it is increasing at a very fast rate. According to 2012census figures the overall density of population is 3264 persons per sq. km. Every bit of land has been used up for construction of commercial sites. (b) Small and Fragmented Land Holdings: Dividing a small plot of land due to increasing population has resulted in a small piece of land getting fragmented further. The small size of such holdings makes farming activity uneconomical and leads to less productivity and eventually less income. (c) Inadequate Irrigation Facilities: In India irrigation facilities are not adequate at all. Almost all fields, owned by poor farmers, are left to get naturally irrigated by the monsoons(except those owned by rich farmers and companies). (d) Depleted Soils: Farming has been a tradition of India for over 1000 years which has resulted in the decrease in fertility of soil and deforestation has led to erosion of the fertile soil giving less productivity. (e) Storage of food grains: Storage of abundant food grains is a huge problem faced by Indians. Almost 10-12% of our harvest of food grains goes waste due to no proper storage. (f) Farm Implements: In some parts of the country mechanization of farming has taken place, but most of the farmers are poor and cannot afford to purchase and use modern tools. This hampers agriculture. Forests-86.1†¦Non agriculture-21.8†¦barren/Uncultivable-20.1†¦Permanent pasture/grazing-12†¦Fallow-24..Cropped area-142.5(Food grain-123.5; Rainfed-89) Multiple cropping In agriculture, multiple cropping is the practice of growing two or more crops in the same field during a single sowing season. There are many types of multiple cropping schemes that the government has introduced in India. They are:- Double-cropping, in which a second crop is planted after the first has been harvested. This helps in restoring the nutrients that have been used up by the plant. Relay cropping, in which a second crop is started amidst the first crop before it has been harvested. This ensures bountiful harvest as well as keeps crops healthy. Intercropping, where an additional crop is planted in the spaces available between the main crop. This helps in keeping away pests. AGRICULTURAL EDUCATION Intensive agriculture area program(1964) The main objective of the IAAP was that â€Å"greater emphasis should be given to scientific agriculture in an intensive manner in areas with high production potentials†. The emphasis was on important crops such as Wheat, Rice, cotton, etc. High yielding variety program(1966) The main motive of the program was to increase the productivity of food grains by adopting new high yielding varieties of improved seeds. The HYVP introduced :-High-yielding varieties of seeds, increased use of fertilizers, increased irrigation. These three are collectively known as the Green Revolution. National agricultural innovation project(2006) The NAIP is contributing to the transformation of the agricultural sector to more of a market to get rid of poverty and improve income. The main aim is to make people aware about how agriculture can be taken to an international level through technological innovations. SOIL AND WATER CONSERVATION WATER Some Major River Valley Projects Bhakra Nangal Project On Sutlej in Punjab. Highest in India.Ht. 226m. Reservoir is called Gobind Sagar Lake. Chambal Valley Project On Chambal in MP & Rajasthan, 3 dams are there:- Gandhi Sagar Dam, Rana Pratap Sagar Dam and Jawahar Sagar Dam Damodar Valley Project On Damodar in Bihar, Based on Tennessee Valley Project USA Hirakud Project On Mahanadi in Orrisa, World’s Longest Dam: 4801m Kosi Project On Kosi in N.Bihar Tugabhadra Project On Tugabhadra in Andhra Pradesh & Karnataka Sardar Sarovar Project On Narmada, Gujarat/MP. Due to the magnitude of floods in 1978, a project of flood prone rivers was started to prevent further casualties. SOIL During the 7th five year plan, the government decided to take careful measures towards soil conservation. The scheme of reclamation of alkali soil in Punjab, Haryana, and U.P. took place. During the 9th plan this scheme was approved and being practiced in all states. It aimed at improving conditions of alkali soils for better production of crops. GREEN REVOLUTION Well-known agronomist, Dr. M S Swaminathan led the Green Revolution in India. India was in the middle of a food crisis in the mid 60’s. The food economy was falling down very fast. The domestic production of wheat had gone down to about only 12 million tons(from 23 million tons) due to inflation. About the same had to be imported from the US. The introduction of high-yielding varieties of wheat like Lerma Rojo and Sonora 64 during the mid-’60s with farm technology and chemical fertilizers brought about the green revolution.

The advantages and disadvantages of the country’s hospitality

Before the dawn of civilization, man has traveled far for places unknown to him. Initially the traveling was only done with a purpose of food and shelter, but as time passed by and as we became more and more developed, the need to go to a place without any motive, without any intention started eloping in our minds. This motive free traveling came under the name of â€Å"tourism†.New Zealand is a country that is famous for its breath taking views and is quiet a hotspot for tourists, who want to come to a place which has all in store for people of all ages and backgrounds. Slowly but surely, New Zealand has developed a place for itself in the world’s top destination places, and people from almost everywhere in the world flock to this country to experience its natural beauty and resources. The tourism in New Zealand is bringing in good inflow of foreign exchange to the country and is very helpful to the economy.Even though the main economy of the country is through agricul ture and industrial inputs, tourism has craved a niche in the country, so much that it is estimated that the country’s 10% population is working for the hospitality sector. Increase in tourism, is developing the place more and more, and there can be seen a substantial rise of hotels in the country. International franchises of hotels are keen in opening up more and more of their hotels in the country to suffice the tourist onslaught of the country. The major advantage of New Zealand’s tourism is to the country’s financial background itself, and the major advantages of it can be assessed by the following:‘Tourism is important for New Zealand’s future economic growth. It contributes $18.6 billion to the economy each year — 9% of New Zealand’s gross domestic product. It is also an important source of employment. One in every10 New Zealanders works in the tourism industry. Tourism is our largest export sector. International visitors contrib ute $8.3 billion to the economy each year, which accounts for 19.2% of export earnings. During 2006, 2.4 million international visitors arrived in New Zealand’(Courtesy: ‘New Zealand’s Tourism Strategy 2015’. Retrieved on April 10, 2008, from site http://www.nztourismstrategy.com/files/NZTS2015%20final.pdf)Tourism no doubt is very advantageous for New Zealand, as apart from pumping in money, is reviving the pride and refurnishing small town of the country, as now they have become major tourist hotspots. Tourism also is making the government revamp places that include parks and museums, and in one way local heritage is being preserved and well maintained because of tourism.  The major disadvantage that can be considered is because of this high amount of tourism is that the hotels that are coming up every year, are causing damage to the flora of the country. The country in order to suffice high expectations is experiencing rapid changes in climate due to g lobal warming. Also the high expectations are taking its toll on the labor market, and the hospitality industry is currently facing labor shortage and skilled manpower shortage at the moment. Migrating people from just for the sake of hospitality sector might sound beneficial, but then New Zealand which is currently out of migration woes, might start suffering too, like other western countries. Also to motivate high amount of tourism is to relax visa procedure for entering the country, which is the biggest disadvantage as it is open invitation for people trying to become illegal immigrants and even maybe to terrorism. The country has it advantages and disadvantages for hospitality, but one thing that is for sure is the country will always thrive on tourism.Reference:1)  Ã‚  Ã‚  Ã‚  Ã‚   ‘New Zealand’s Tourism Strategy 2015’. http://www.nztourismstrategy.com/files/NZTS2015%20final.pdf2)  Ã‚  Ã‚  Ã‚  Ã‚   http://www.tianz.org.nz/Files/TourismHospWkbkLR.pdf.3)  Ã‚   http://www.fas.usda.gov/gainfiles/200503/146119096.pdf

Look Back in Anger Themes

Major Themes The Angry Young Man Osborne's play was the first to explore the theme of the â€Å"Angry Young Man. † This term describes a generation of post-World War II artists and working class men who generally ascribed to leftist, sometimes anarchist, politics and social views. According to cultural critics, these young men were not a part of any organized movement but were, instead, individuals angry at a post-Victorian Britain that refused to acknowledge their social and class alienation. Jimmy Porter is often considered to be literature's seminal example of the angry young man.Jimmy is angry at the social and political structures that he believes has kept him from achieving his dreams and aspirations. He directs this anger towards his friends and, most notably, his wife Alison. The Kitchen Sink Drama Kitchen Sink drama is a term used to denote plays that rely on realism to explore domestic social relations. Realism, in British theater, was first experimented with in the late nineteenth and early twentieth century by such playwrights as George Bernard Shaw. This genre attempted to capture the lives of the British upper class in a way that realistically reflected the ordinary drama of ruling class British society. Related article: Eric Bartels My Problem With Her AngerAccording to many critics, by the mid-twentieth century the genre of realism had become tired and unimaginative. Osborne's play returned imagination to the Realist genre by capturing the anger and immediacy of post-war youth culture and the alienation that resulted in the British working classes. Look Back in Anger  was able to comment on a range of domestic social dilemmas in this time period. Most importantly, it was able to capture, through the character of Jimmy Porter, the anger of this generation that festered just below the surface of elite British culture.Loss of Childhood A theme that impacts the characters of Jimmy and Alison Porter is the idea of a lost childhood. Osborne uses specific examples — the death of Jimmy's father when Jimmy was only ten, and how he was forced to watch the physical and mental demise of the man — to demonstrate the way in which Jimmy is forced to deal with suffering from an ear ly age. Alison's loss of childhood is best seen in the way that she was forced to grow up too fast by marrying Jimmy. Her youth is wasted in the anger and abuse that her husband levels upon her.Osborne suggests that a generation of British youth has experienced this same loss of childhood innocence. Osborne uses the examples of World War, the development of the atomic bomb, and the decline of the British Empire to show how an entire culture has lost the innocence that other generations were able to maintain. Real Life In the play, Jimmy Porter is consumed with the desire to live a more real and full life. He compares this burning desire to the empty actions and attitudes of others. At first, he generalizes this emptiness by criticizing the lax writing and opinions of those in the newspapers.He then turns his angry gaze to those around him and close to him, Alison, Helena, and Cliff. Osborne's argument in the play for a real life is one in which men are allowed to feel a full range o f emotions. The most real of these emotions is anger and Jimmy believes that this anger is his way of truly living. This idea was unique in British theater during the play's original run. Osborne argued in essays and criticisms that, until his play, British theater had subsumed the emotions of characters rendering them less realistic. Jimmy's desire for a real life is an attempt to restore raw emotion to the theater. Sloth in British CultureJimmy Porter compares his quest for a more vibrant and emotional life to the slothfulness of the world around him. It is important to note that Jimmy does not see the world around him as dead, but merely asleep in some fundamental way. This is a fine line that Osborne walks throughout the play. Jimmy never argues that there is a nihilism within British culture. Instead, he sees a kind of slothfulness of character. His anger is an attempt to awaken those around him from this cultural sleep. This slothfulness of emotion is best seen in the relation ship between Alison and Cliff. Alison describes her relationship with Cliff as â€Å"comfortable. They are physically and emotionally affectionate with each other, but neither seems to want to take their passion to another level of intimacy. In this way, their relationship is lazy. They cannot awaken enough passion to consummate their affair. Jimmy seems to subconsciously understand this, which is the reason he is not jealous of their affection towards one another. The Rise and Fall of the British Empire The character of Colonel Redfern, Alison's father, represents the decline of and nostalgia for the British Empire. The Colonel had been stationed for many years in India, a symbol of Britain's imperial reach into the world.The Edwardian age which corresponded to Britain's height of power, had been the happiest of his life. His nostalgia is representative of the denial that Osborne sees in the psyche of the British people. The world has moved on into an American age, he argues, and the people of the nation cannot understand why they are no longer the world's greatest power. Masculinity in Art Osborne has been accused by critics of misogynistic views in his plays. Many point to Look Back in Anger  as the chief example. These critics accuse Osborne of glorifying young male anger and cruelty towards women and homosexuals.This is seen in the play in specific examples in which Jimmy Porter emotionally distresses Alison, his wife, and delivers a grisly monologue in which he wishes for Alison's mother's death. Osborne, however, asserts that he is attempting to restore a vision of true masculinity into a twentieth century culture that he sees as becoming increasingly feminized. This feminization is seen in the way that British culture shows an â€Å"indifference to anything but immediate, personal suffering. † This causes deadness within which Jimmy's visceral anger and masculine emotion is retaliation against.