Pre 1914 Poetry :: English Literature

English GCSE Coursework Pre1914 PoetryHow does robust portray the themes of loss and desolation in his poems?I am going to be comparing three of Thomas Hardys poems. These poemsare Where The Picnic Was, The Voice and Neutral Tones.Hardy was writing in a time when women could not vote. Women weresecond-class citizens who mainly stayed in the home. During the timewhen Hardy was writing, it was very difficult for a woman to disunite aman. The only way the woman would be able to divorce the man was onlyif she could prove cruelty. However, unlike women, a man could divorcehis wife just like that with a minor reason. Thomas Hardy himselfbelieved in marriage but only if people had similar interests. Ifpeople grew apart, he believed that they should be allowed to divorce.Hardy married twice in his lifetime. In 1874, Hardy married EmmaLavinia Gifford. She convinced him to start writing. Emma Hardy couldnot have children but still, Hardy go along the marriage withoutdivorcing. On Novembe r 27th 1912, Emma Hardy died after being marriedfor 38 years. Two years later, Hardy married his secretary, FlorenceEmily Dugdale. She was 35 and he was 74. She acted as his companionand housekeeper. The poems I have chosen to compare were all writtenafter Emmas death.Where The Picnic Was is basically talking about a snap he had beenon with Emma. He explains how it was in a secluded area were hardlyanyone went. The title suggests happy as you normally go for a pleasure tripin summer or spring, it to a fault suggests that he went with someone likefamily or someone he was in love with, it mainly suggests love, but italso suggest expression back because of the was in the title. All thepoems do not contain the same content but overall relate to the deathof Emma and looking back at good times. The mood of this poem changesas it goes on. In the first meter of the poem, it is a happy mood, butgradually the mood changes in verse 2 and in verse 3, the mood isoriented on the death of Emma and less on natural setting. Happinessin the first verse is shown in this quote. In the summer time.The sadness in the third verse is shown in this quote, Where nopicnics are, And one has shut her eyes.This reflects how Hardy is judgement because this is a one of the thingshe uses to reflect his mood. The theme of this poem is a place of

Examining Four Types of Diversity Essay -- demographics, culture, profe

While diversity is often a term used to refer specifically to cultural differences, diversity applies to all the qualities that make pack different. From a management perspective, the key to diversity is to understand how different lawsuits of diversity and different demographic characteristics can impact human fashion. The four types of diversity that forget be examined are occupation, differences in skills and abilities, personality traits, and value and attitudes. For each type of diversity, the impact on individual behavior will be described.One type of diversity is occupation. For example, an individual in a headmaster occupation is more(prenominal) apparent to make his or her own decisions and is also more likely to turn down being managed too strongly. The case of a medical doctor is one example. A medical doctor considers themselves an expert on their area and is also likely to consider that nobody else has the same expertise. Base d on this, the individual is likely to make his or her own decisions and to act independently. The same also applies to other professional occupations such as lawyers and scientists. This can be contrasted with positions that are generally considered as requiring less expertise. For example, a salesperson or a secretary would be more likely to accept that their role is a support function, with this meaning that they are less likely to act independently and more likely to take direction. some other important aspect of occupation is that a persons behaviors will change based on the role of that occupation. In short, most people will adapt their behavior to match it with what they consider expected behavior for that role. For example, an individual in a supervisory role ... ...ive for the organization and negative for themselves. This shows how values and attitudes influence individual behavior.From this newsprint one can see that diversity is much more than just cultural dif ferences. Occupation, differences in skills and abilities, personality traits, and values and attitudes are just a fewer of the types of diversity that impact individual behavior.Diversity is everything that makes up a person from birth. All life experiences play a part in the make up of diversity. ReferencesDaft, R.L. (1997). Management. Fort Worth, TX The Dryden Press.Kandola, R., & Fullerton, J. (2000). Diversity More than just an empty slogan. The Effective Manager Perspective and Illustrations. Ed. Jon Billsberry. Thousand Oaks, CA SAGE Publications 287-294.Seamon, J.G., & Kenrick, D.T. (1994). Psychology. Englewood Cliffs, NJ Prentice Hall.

AIDS/HIV Research :: essays research papers

This study used content analysis to identify dominant AIDS-HIV themes in the manifest news content of AP, Reuters, AFP, ITAR-TASS, and IPS. A systematic random sample of AIDS-HIV stories disseminated by the five wire services between May 1991 and May 1997 (both months included) was obtained. This ecstasy was selected because several empirical studies of reporting in the 1980s have been conducted however, few studies examine the 1990s.The decision to examine the fall guy news media was driven by the disposition of the issue being explored. Previous research indicated (Nelkin, 1991 Stroman & Seltzer, 1989) that when it comes to complex and ambiguous issues (e.g., AIDS-HIV), print news provides more in-depth information than broadcast news. News consumers tend to consult print news for the details, whereas broadcast news provides the broad strokes. For instance, the Princeton Survey Research Associates (1996) study of AIDS coverage by the U.S. media found that the print media accor ded more analytical coverage when compared to broadcast offerings.Full texts of all the stories in the sample were downloaded from the online LEXIS-NEXIS news and information database service.(n7) With a random starting point, every fifth story in the creative activity was selected to obtain a 20% sample. The story was the unit of analysis.The sample comprised a total of 635 stories. Following is the breakdown of these stories according to wire services Reuters = 287, AFP = 155, AP = 78, ITAR-TASS = 34, and IPS = 81 (N = 635).Detailed coding categories were developed. The Princeton Survey Research Associates (1996) content analysis of AIDS-HIV coverage by the U.S. news media guided the formation of some of the categories. The world region course of instruction was guided by the Mayo and Pasadeos (1991) study of the international focus of U.S. business magazines. Following are the main categories that were used to code each story. Detailed useable definitions were developed for ea ch category. Straightforward categories such as date, length of story, wire, and so forth are not included1. Dateline-world region The choices available were North the States (United States and Canada), Central America and the Caribbean, Latin America, Western Europe (including Turkey and Greece), Eastern Europe, Russia and former Soviet republics, China, the Middle East, North Africa, sub-Saharan Africa (including southmost Africa), developing Asia (mostly South and some Southeast Asia), developed Asia (mostly East and Southeast Asia), Oceania (Australia, New Zealand, and other Pacific Islands), global, the United Nations and other similar global organizations, and other/none.

Poor Communications and Conflict Essay -- Functions of Communication

Is most meshing in an organisation is caused by poor communication? If we had perfect communication would conflict cease?Consider for example, an netmail communicate for some information yesterday to stress how important this request is. The sender thinks e-mails are great as they travel at the speed of light and good turn things out in black & white. The receiver whitethorn consider that if its in a e-mail then it elicitt be that urgent because servers can loose, misdirect or delay an e-mails transmission. They may also consider that as the information was wanted yesterday its already too late to be efficaciously utilised. Both parties saw the same communiqu, neither read the same message. Each will blame the another(prenominal) for failing to communicate properly and conflict may result. E-mail flame wars are a high tech twist on whispering campaigns. And like the system of claims & loyalties in a feudal states the smallest e-mail spat can spiral out of control with careles s use of the C.C. and B.C.C functions. Drucker (1977)says that there are four fundamentals of communication communication is perception of the recipient not the utterance of the instigator communication is expectation in that recipients will heed only what they are expecting to hear communication makes demands of the recipient that they become someone, do or believe something communication and information are different and largely opposite - yet interdependent Employees need to know a number of things such(prenominal) as what is expected of them, how they are performing and how can they advance. If these are not communicated, on a regular basis, then role or expectation conflict will develop and motivation decline as the employee is berated for failing to meet the goals their superiors are convinced they assigned them. But if this is all the communication they receive they may startle to feel like machines. According to Pearson & Thomas there are three levels of communication that employees need, these being Must know discussed above. Should know which includes significant staff changes and society/market developments. Then could know which although having no operational impact makes life more interesting. Office gossip is only a could know but belike the communication that really binds a company together. Barring security, legal and share price sensitive data everyone should... ...s healthy. If people fight each other openly in your presence for what they believe in thats healthy. But keep all the conflict eyeball to eyeball as opposed to back stabbing Towsend,R Orders unravel down a company hierarchy. Communication of the understanding of such flows upwards. Crosswise people share information on getting things done often in contravention of policies Employees need direction, information and entertainment accurately and truthfully delivered by both the formal and informal company chains of communication. References DRUCKER, P (1977) People and proceedin g The best of Peter Drucker on Management Heinemann. DRUCKER, P (1974) Management Tasks, Responsibilities, Practices Butterworth. PEARSON, B & THOMAS, N (1991) The Shorter MBA HarperCollins TOWSEND, R (1988) Further up the Organisation Harper & Row Bibliography BUHLER, PM(1999) Supervision, Vol. 60 Issue 2, p16, 3p KREITNER, R et al (1993) Organizational Behaviour McGrawHill PUGH, DS (1971) Organization Theory Pelican PUGH, DS & HICKSON, DJ (1964) Writers on Organisations Penguin THOMAS, AB (1993) Controversies in Management Routledge

Conflicting Themes in The Poetry of W. B. Yeats Essay -- Literary Anal

In analysing the poetry of W.B. Yeats, I have come to understand the nonuple conflicting themes and positions he presents in his poetry. However, my understanding has been influenced most by Yeatss exploration of key conflicts in senescent along with political anarchy. These are conveyed respectively in the poems Wild cats at Coole (1916) and Leda and the Swan (1923), using the central symbol of the swan. In Wild Swans at Coole, Yeats conveys the conflict within his heart where he is an ageing, elder man opposed to the young, revitalised swans. He laments the loss of his playful energy which he sees in the abundance of love and vitality in the swans. In Leda and the Swan, Yeats conveys the political dichotomy of the Irish nationalistic struggle against the opposing British suppression exemplified by the swans advances towards the vulnerable Leda. Yeats presents the key conflict of ageing through exploring his own life in decline compared to the spiritual transcendence of the swa ns in Wild Swans at Coole. Yeats wrote this poem in October 1916 after his latest rejection by Maud Gonne, following the death of her husband, John MacBride, in the Easter Rebellion. Yeats therefore reflects on the inertia of his own life, while regathering himself at Lady Gregorys Coole Park estate. magic spell revolving around the idea that sexual fulfilment with Maud has been lost. Yeats retains the last of his romantic preoccupations in perceiving a spiritual factor through the natural world, where nature is reflective of spring chicken and beauty. The main way this is conveyed is through the swans, symbolising youth, vitality and freedom, the conflicting position to Yeatss personal state.Yeats conveys this through a reflective, sorrowful tone, as h... ...he spiritual element of life, discovered through the natural world with Wild Swans at Coole, and history with Leda and the Swan.Works Cited1. Bogan, L., 1938, William Butler Yeats, The Atlantic Monthly, May 1938, accessed 8 June 2012, http//www.theatlantic.com/magazine/ account/1938/05/william-butler-yeats/4672/2. Holstad, S., n.d., Yeatss Leda and the Swan Psycho-Sexual Therapy in Action, California State University, accessed 8 June 2012, http//www-scf.usc.edu/erdemoz/Write/leda.html3. Modernist Poetry 2 W. B. Yeats, lecture by Dr. Aaron Kelly, 20th April 2004, from the green booklet mental faculty B The Critical Study of Texts William Butler Yeats. 4. Morrison, A., 1998, Theories of Post-Coloniality Edward W. Said and W.B. Yeats, The Imperial Archive Project, accessed 9 June 2012, http//www.qub.ac.uk/imperial/ireland/saidyeat.htm

Generic Skills in Career and Technical Education :: Skills Work Careers Essays

Generic Skills in C beer and skilful EducationCareer and Technical Educators Employ a Variety of Strategies for Teaching Generic SkillsThe Secretarys Commission on Achieving Necessary Skills (SCANS) identified the general skills that most workplaces require, thus providing a basis for programs that put up students for employment. Reform programs such as Tech Prep and High Schools that Work strive to incorporate these generic wine skills as they offer students a rigorous donnish background, technological literacy skill development, and eruditeness experiences that are situated in the context of real-world environments (Pucel 1999). Integrated academic and CTE programs and contextual learning efforts offer similar opportunities to promote the learning of generic skills by linking them to specific workplace and social practices. Workplace learning experiences are another way of highlighting generic skill development by placing students in job situations where these generic skills are used in combination with occupational or technical skills. Although the United States has adopted a variety of strategies for the belief of generic skills, it is not the only country to do so. Canada, Australia, and the United Kingdom have initiated similar programs to address generic skill development. In Australia, integrated course of instruction that infuses literacy into specific vocational courses has served to illustrate the necessity of contextualized, multiple literacies (Searle et al. 1999). Case Studies to Advance Skills and Employability, a project conducted at the Universities of Northumbria and Newcastle, emphasized the development of employability skills within the academic political platform (Holmes and Miller 2000). The contextual integration of employability skills into curriculum has become a recent trend in Canada and the United Kingdom (Overtoom 2000). Although there is evidence that generic skills are being taught in schools, there is great ambiguity abo ut what they are. Many terms have been used to describe them key skills, core skills, transferable skills, own(prenominal) transferable skills, and employability skills. The list of skills defined by whatever term is being used varies across countries however, most lists include communication skills, interpersonal and social skills, system of rules and planning skills, problem-solving skills, creative thinking, literacy, and technology skills. The Australian key competencies add cultural understanding as a generic skill (Werner 1995). Most attempts to define generic skills more closely have resulted in a plethora of superficially similar but often significantly different lists (Drummond, Nixon, and Wiltshire 1998, p. 20). Guile (2002) contends that definitions of generic skills are grounded in the complexity of relationship that they imply, which in turn directs how the skills are being taught.

Generic Skills in Career and Technical Education :: Skills Work Careers Essays

Generic Skills in Cargoner and good EducationC atomic number 18er and Technical Educators Employ a Variety of Strategies for Teaching Generic SkillsThe Secretarys Commission on Achieving Necessary Skills (SCANS) identified the general skills that most workplaces require, thus providing a basis for programs that mark students for employment. Reform programs such as Tech Prep and High Schools that Work strive to incorporate these generic wine skills as they offer students a rigorous faculty member background, technological literacy skill development, and tuition experiences that are situated in the context of real-world environments (Pucel 1999). Integrated academic and CTE programs and contextual learning efforts offer similar opportunities to promote the learning of generic skills by linking them to specific workplace and social practices. Workplace learning experiences are another way of highlighting generic skill development by placing students in job situations where these ge neric skills are used in combination with occupational or technical skills. Although the United States has adopted a variety of strategies for the inform of generic skills, it is not the only country to do so. Canada, Australia, and the United Kingdom have initiated similar programs to address generic skill development. In Australia, integrated programme that infuses literacy into specific vocational courses has served to illustrate the necessity of contextualized, multiple literacies (Searle et al. 1999). Case Studies to Advance Skills and Employability, a project conducted at the Universities of Northumbria and Newcastle, emphasized the development of employability skills within the academic computer program (Holmes and Miller 2000). The contextual integration of employability skills into curriculum has become a recent trend in Canada and the United Kingdom (Overtoom 2000). Although there is evidence that generic skills are being taught in schools, there is great ambiguity abou t what they are. Many terms have been used to describe them key skills, core skills, transferable skills, private transferable skills, and employability skills. The list of skills defined by whatever term is being used varies across countries however, most lists include communication skills, interpersonal and social skills, governing body and planning skills, problem-solving skills, creative thinking, literacy, and technology skills. The Australian key competencies add cultural understanding as a generic skill (Werner 1995). Most attempts to define generic skills more closely have resulted in a plethora of superficially similar but often significantly different lists (Drummond, Nixon, and Wiltshire 1998, p. 20). Guile (2002) contends that definitions of generic skills are grounded in the complexity of relationship that they imply, which in turn directs how the skills are being taught.

The Characters’ Conformation to Social Restrictions in the stories The Gilded Six-Bits and The Waltz

In the stories The Gilded sixer-Bits by Zora Neale Hurtson and The Waltz, by Dorothy Parker, the main characters get themselves acting under the tight social constraints that rules of order projects on them. Their gender, race and class all dictate how they see themselves and how others see them, and and so how they essential act. Missie whitethorn, Joe and the fibber of The Waltz are all puppets to convention, although nary(prenominal) always conscious of it. Through this essay I will demonstrate the social restrictions and rules that existed for people of color and women in the early 1900s, with evidence from the text.The Gilded Six-Bits is a moving story of frustration and greed. In the home of a poor young black couple in the southern states is where our scene takes place. As we find out, Missie May is an attractive black newly married homemaker who takes pride in her married mans hard work and in her own work around the house. Her husband who works at a fertilizer company adores her, and puts her on a pedestal and yet expects her to stay in her role as a subservient homemaker.As is demonstrated in the story, Missie May struggles with her social restrictions and expectations. Firstly, the color of her skin decrees of what class she is. She is of color, meaning she is lower than scour the lowest white folk and also dictates what part of town she must get it on, at what level she must marry, and where she is to work, but most importantly, it defines how other (white) people direct her.Not only is Missie May black, but also a woman. This puts her at a double disadvantage, since even white women were still struggling to be recognized as valued human beings at this time. White women were just achieving the vote and had just finished proving to the world that they were valuable commodities, during the First World War, when they were made to do mens jobs to keep society going. Opinion of women at this time is really low. Womens main role was still to m arry and have children.In The Gilded Six -Bits, the first example of role playing is during Missie and Joes little game. Every Saturday Joe throws silver dollars onto the floor where Missie stands, and then she must catch him and go through his pockets to find the begrudge disregarddy kisses. This is a fun routine they go through every week when Joe is paid, and both parties compute forward to it. Missie May goes through the motions of the game cryptograph aint gointer be chunkin m wholenessy at me and Ah non do em nothin, she shouted in mock anger. (p. 1439)Hence, the first role Missie plays is as a predator in a friendly game with her husband. Although society doesnt impose what she is divinatory to do in that instance, it is her husbands expectations that are imposed on her. Joe insists on playing this game every week, and therefore she must play her character with him every time. Although it is just a game, it is very representative of their relationship in that he require s her to take her role as he takes his.Next, we see Missie in her predictable role, as a wife and as a woman. We hear from Joe that Woman aint go no blood in a mans clothes nohow. Go away. (p.1440) And later he puts her in her place by denouncing the fact that she is hungry You aint hongry, sugar, Joe contradicted her. Youse jes a little empty. Ahm de one whuts hongry. Next, Joe gives Missie an order that insults her since she pick outs how to do her businessHave it on the table when Ah git out de tub. She resentfully comes back with her declaration that she is indeed an excellent wife Ahm a real wife, not no dress and breath. As you can tell, Missie accepts her role as a woman and as a wife, and also accepts her subservient role with her husband. She follows the guide lines he sets for her. An evoke observation is that the rules differ as soon as they enter the home. During their little game, Missie and Joe are equals, but as soon as they set foot in the home setting, Missie be comes servile and Joe becomes demanding.Joe is the hard working husband, who brings home the money and supports his wife. He treats his wife well, and adores her and yet expects her to be obsequious. Ahm satisfied de way ah is so long as ah be yo husband, ah dont keer bout nothing else. (p.1442). He is proud that she is very attractive and treats her as an object and feels he owns her. Ah aint never been noewhere and Ah aint got nothin but you. (p.1441) Joe also feels the need to walk Missie around to show off what hes got Go head on now, honey and put on yo clothes. He talkin bout his pritty womens Ah want im to see mine. (p.1442)Another instance of charge in the role of a lady is when Joe refuses to give Missie a second helping of the tater pone Nope, unusedenin is for us men-folks. Yall pritty lil frail eels dont need nothin lak dis. You too sweet already. (p.1440) I interpret this to mean he doesnt want her to take more because it isnt lady-like to have seconds and he wants her to keep her nice figure so he can show her off.His possessive attitude changes when he catches Missie May in bed with Otis D. Slemmons. His attitude towards her changes immensely. She no longer has marital duties, but still must maintain the cleaning and giveing. This makes her more of a slave than a wife, because she is supposed to do these things as a wife, but once the intimacy is gone, what is left is the stripped bones of being a wife, which is to cook and to clean for the husband.After she is caught in bed with Slemmons, Missie laments her loss of menial dutiesIt was day. Nothing more. Joe wouldnt be coming home as usual. No need to fling open the front door and sweep off the porch, making it nice for Joe. Never no more breakfast to cook no more washing and starching of Joes jumper-jackets and pants. No more nothing, So why get-up? (p.1444)I find it very interesting that as soon as her husband finds out about her affair, she mourns not the loss of trust, or ingenuous ti mes, but she mourns the work that she did for him. She laments that she can no longer serve him the way she used to. Missie May took her role as being a wife very seriously and when she thought there was no need for her services anymore, she decided there wasnt much to blend for, which is quite shocking. Missie May was so involved in her role with her husband, that she had no other identity.He had both chance and time to kill the intruder in his helpless condition half in and half out of his pants but he was too weak to take action. The shapeless enemies of humanity that live in the hours of Time had waylaid Joe. He was assaulted in his weakness. Like Sampson awakening after his haircut. So he just opened his mouth and laughed. (p.1143)This last scene describes a time when Joe does not know how to act or what to do. There is not a specific protocol for poor blacks or rich whites of what to do when one catches ones wife cheating. He is not sure what he feels or whether to laugh or cry. He is not clear as to what his role in this piazza is. Does he kill the intruder? Does he beat his wife? Joe is caught in a brutally complicated situation, where society has no specific guidelines to follow. Fortunately, Joe, being the good soul he is, hits Slemmons, and comforts his wife, not following convention in the least with those actions.The narrator in The Waltz by Dorothy Parker takes a humorous look at womens etiquette in society. The Waltz is about a woman who is trapped in the conventions of her high class society. She must conform to the rules of her status. In this case, she is asked to dance by a man whom she detests and does not want to waltz with. For pages, she condemns the man with whom she dances while outwardly enjoying herself. The narrator (whom we shall refer to as bloody shame) ironically points out how women are supposed to be passive and receptive to men. The rules of convention dictate that she must not only dance with him, but forgive his clumsin ess and invite him to continue dance with her, all the while, inside damning his every word and motion. There was I, trapped. Trapped like a trap in a trap. (p.1463)Although Missie May and bloody shame differ greatly in their social class and their race, they share a common bond of both being women in the early 1900s. Here we have Missie May, at the very bottom of the social totem pole, being a black woman, and then we have Mary, who is of the highest social ranking, and incredibly, both suffer from the constraints of society. In the next quotation, we see the two facedness of Mary the contradiction between her thoughts and her actual speechOw For Gods sake, dont kick, you idiot this is only second down.Oh, my shin. My poor, poor shin, that Ive had ever since I was a little girlOh, no, no, no. Goodness, no. It didnt hurt the least little bit. And anyway it was my fault. Really it was. Truly. Well, youre just being sweet, to say that. It really was all my fault.Die he must and die h e shall, for what he did to me. I dont want to be the over-sensitive type, but you cant tell me that kick was unpremeditatedbut when it comes to kicking, I am Outraged Womanhood. When you kick me in the shin, smile. (p.1463)Mary apologizes profusely, and is always saving the mans embarrassment, always cradling the mans ego. This high-class woman is expected to stay mute about her opinions and stoop to pleasing the man. Even though she is not lot a man directly as Missie May serves Joe, Mary is in a sense serving under male societys laws. She serves men by not outwitting them, by not broadcasting her opinions and by smiling. Mary is just as servile as Missie May in that she obeys a man based society.The triple characters discussed in this essay, from The Gilded Six-Bits and The Waltz, all deal with the challenges of their roles in society differently. Missie May accepts her role graciously, until she lashes out and has an affair, Joe gets caught in a moment when he does not know wh at to do, and therefore laughs, and Mary talks to herself, but never exposes her inner thoughts. No matter the class, race or gender they all found ways to cope with the roles society had imposed on them.

Factors Affecting Failing Grade

CHAPTER 1 INTRODUCTOIN Many factors can affect academic performance, which means how a person does on school black market. The physical condition of the student has a great fill in to do with that persons ability to do a good a good job on anything and to understand anything. For example, if the student has poor eyesight, he or she might not be equal to(p) to read well. If the student has a hearing impairment, he or she might not be able to listen to and understand instructions.If the student has a disease, it might impair his or her ability to do the required work. Students with less money might not be able to purchase school supplies that could help them with their work rulers, paper, pens, computers, books, etc. Students with less money might have household responsibilities that wealthier students do not have babysitting for younger kids while the parents work second and third jobs, working for money outside of school, or spending firmwork time waiting in gillyflower for foo d at a food shelter.Students might live in difficult conditions without electricity or water, and might have to go away from home to take a shower, brush their teeth, have breakfast, and wash their clothing. Some students are just not disciplined and lack good organizational skills. They often slip away under the pressure of their peers. Rather than using good discretion, they feel compelled to follow others (socially), when they really should be attending to their studies. Scope and limitation This Research is mainly dealt with crafty purchase and ost purchase behaviour. This Research is focuses on growth output which customer get from the product. This Research is also focus on changing preference of customers because in todays time there are so many best option for customer for every electronic product. This Research also studies that product are reaching up to the expectation of customer or not. A electronic product company differentiate its product on different grounds. So w e study that, for which qualities company is advertising, those features that product have or not.Definition of Terms Students A student is a learner, or someone who attends an educational institution. Academic performance refers to how students deal with their studies and how they cope with or accomplish different tasks given to them by their teachers. Study Habits It means you are not distracted by anything, you have a authoritative place to go where it is quiet everyday where you study and do homework. Basically it means that you are doing the best you can to get the grades you want.Work load The amount of work assigned to or expected from a worker in a specified time period. Financial problems can ultimately lead to a toughened credit rating. This can affect ones ability to buy a house, purchase a car or even get a job. Emotional measure up is an increasingly common occurrence in todays hectic and often toxic lifestyles. Grades in the realm of education are standardize d measurements of variable levels of comprehension within a subject area. Bibliography http//herkules. oulu. fi/isbn9514265556/html/x131. tml http//www. oppapers. com/essays/Failing-Grades/847357 http//thesisworks. com/2011/casestudy-format/objectives-study-sample/ http//www. scribd. com/doc/10036097/Sample-Thesis-Chapter-1 http//www. scribd. com/doc/10036097/Sample-Thesis-Chapter-1 http//virtualmentor. ama-assn. org/2009/11/ccas2-0911. html http//www. scribd. com/doc/11822201/example-of-a-research-paper http//www. oppapers. com/essays/Factors-Affecting-Academic-Performance/624248 http//www. scribd. com/doc/12760820/Scope-and-Delimitation

History of Great Depression Essay

Great depression affected the whole world catastrophically and is certainly the most severe depression ever experienced among industrialized western countries. Many economists and historians cite the crashing of storehouse market as the first and world-class reason for the Great Depression. However, the dispute among the economists is still act on the exact causes for the Great Depression. The listing of causes may vary from economist to economist depending on the Keynesian view or Monetarist view, but one thing which is agreed upon by all the economists is that Great Depression is the result of combination of many factors, both pecuniary and economic.The Great Depression was started in US in the year, 1929 when the stock market was crashed and lasted till 1939 when US stepped into World War II Throughout the year 1929 1939, US economy has gone through many severe disasters that exacerbated the society colossally and its after effects were continued for several years (Nelson, n. d.).Great Depression causes everyplace a timeline (1929-1942)None can name the single root cause of Great Depression because it is widely accepted that numerous factors were cited as responsible for this economic downturn. However, one of the main causes of this economic downturn (prior to 1929) was a combination of unbalanced allocation of income and the widespread stock market conjecture in the late 1920s. bullion was used to be disseminated disproportionately between rich and the poor, between agriculture and the industry and US and Europe. The stock market was synthetically kept high in the lead to huge market crashes and unsound economy. This unequal distribution of wealth along with market crashes direct to huge economic dip in the States. Apart from this, more or less of the prominent causes of Great Depression, starting from 1929 are listed as follows Stock Market Crash (1929)In 1929, when Herbert Hoover became the president of US, the Great Depression hit the America b adly star(p) the society towards economic downturn for almost a decade. The economists mistakenly consider stock market crash and Great Depression to be similar because stock market crashed prior to Great Depression on October 24, often called as Black Monday and on October 29, called as Black Tuesday.In actual, stock market crash was just one of the reasons responsible for Great Depression. In that crash, investors lost around $40 billion ($16 billion in a month), an exorbitant number By 1930, stock market was able to recuperate its a few(prenominal) losses but that were not adequate and unfortunately America entered into shocking stage of recession, called as Great Depression. Bank Failures (1930)By 1930, almost 9000-11000 banks were debar. This was collectable to the failure of banks. The bank deposits were uninsured and due to the failure people lost their savings. The few still surviving banks stopped lending loans as they were unsure of their own stability and of economic conditions. This resulted in reduction of purchasing power of people leading to high unemployment rate. Reduction in demand and supply (1930)The stock market crash and bank failures led to reduced purchasing power of people due to which inventory began to accrue, people stopped purchasing items so as to hoard money, liquidity preferences change magnitude, etc. This all contributed towards reduced supply of items in the market, industries and factories which were either shut or stopped working, production was closed, etc. due to which unemployment increased. Increment in unemployment (1930)Due to factories and industries being closed, people were fired from their jobs which increased the unemployment colossally. 6000 people started selling apples on the New Yorks streets at 5cents per piece. As people were losing their jobs, they were unable to pay for the items obtained on installment basis and their items were retrieved. Gross National product (GNP) fell by 9.4%. The unemployment rate rose above 25% which meant, of course, even less spending that can help assuage the economic situation.Several grocery stores get wear and their items get stolen. Many foreign workers especially Mexican has to face the fury of Americans as they perceive them to be stealing their jobs (Kelly, 2010). Smoot-Hawley Tariff (1930)To defend the American companies, the authorities signed the Smoot-Hawley Tariff Act in June 1930. According to this Act, tariffs were increased to a tax revenueation of 50% on the imported goods in the US. The real intention base this was to increase the prices and wages but history shows that it further aggravated the depression because due to this Act, the trade was sharply decreased within the US as the US government in the pursuit of trying to protect their own industries, increased tariffs on imports that led to restricting the trade between the countries.According to economists, it was the wrong conclusiveness to initiate this Act at this phase when the economy was in the roar of downturn. About 1000 economists signed an appeal begging the government not order it and 60 other countries passed penalizing tariffs in reaction to this. Laissez-faire Policy (1932)The depression continued to deteriorate the US economy. The rebellions and discontent spread throughout the country, GNP continued to fall, this time it fell by 13.4%, stocks had lost 80% of their 1930 values, as the Government continued its non-interventionist, laissez-faire policy (Amatecon, 2007).Consequences of Great DepressionThe consequences that arise as a result of the above declared causes curved the US economy into a large-scale economic slump. As a result, the Great Depression became the widely distributed care downturn of 1930 as it affected almost all the countries of the world.International commerce declined quickly. The countries increased the tariffs on the imports to shield their own economies and industries due to which international trade decline d sharply. The tax revenues, personal incomes and earnings started declining. This affected both, the countries that exported raw materials and industrialized countries. Government decreased their spending which led to decreased consumer demand resulting in decreased supply and increased unemployment. The construction came to a standstill in nations. The nations changed their heads and the type of administration. Germany was in the weakest condition because of the massive arrears the country was hampered by following WWI. The depression effects in Germany led to the rise to the authority of Adolf Hitler. Japanese invaded China and setup their mines and industries in Manchuria. China was of the opinion that this economic growth will reduce the depression.The depression had intense semipolitical effects as well. In Germany and Japan, as a result of depression militarist powers arose who implemented forceful foreign policies that led to the WW-II. The government intrusion in the US an d the Britain ultimately resulted in the creation of welfare systems. Many investors lost their money and several were wiped out, losing everything. Banks, stores, industries and multinational companies came to an end leaving about 15million people unemployed and impoverished. People came to depend on government and charities for money and food. All in all the Great Depression brought about a huge disaster and worldwide economic crises leaving the world immersed into terrible recession (Dinkins, 2002).The stream of 1933-1939 proved to be fruitful for US economy. The president was replaced by Franklin Roosevelt. The government intervened and raised tax rates for highest earners in the country from 25% to 63% so as to ensure the fair division of wealth within the country. A new grapple was signed to control unemployment by work-creation schemes such as painting of the post offices and street cleaning. GNP started increasing, unemployment was decreased, tax rates were further increa sed to 79%, and privacy benefits were paid to senior citizens. The production raised by monstrous 50%, thus eradicating the depression completely from the economy. However, the move was little too late (Croft, 2010).at once economies should consider the recessions and depressions as the part and parcel of the life because even after applying all the cures and preventive measures we are still living in a period of recession. The implications for Great Depression demonstrate that it is obligatory and advisable to take timely decisions so as to completely get rid of such downward swings in business cycles. Although economists believe that it is not possible to completely eradicate the economic downturns from an economy because what goes around comes around, but government can take preventive measures so as to control such recessionary periods. In this way the effects of depression can be abridged so that society can be saved from being engulfed into the excessive stages of depression.

The Dark Child

The Dark Child Camara Laye wrote The Dark Child to oppose stereotypes that have become part of western assimilation. When close to westerners think about Africa they think of an undeveloped country that is stricken by poverty and primitive behavior. The dark child is an autobiography of Camara Layes youth and his other(a) life growing in to adulthood. Camara Laye grew up in the town of Kouroussa on the inland plain of French Guinea in the Malinke tribe. His father was a well-renounced blacksmith and a man of tradition but he wanted a Western education for his son.Around the center of this book is where Camara Laye describes his initiation into adulthood at about the fester of thirteen. He and the other boys sing dapple they enter the forest where they kneel with closed eyes with a roar of many lions surrounding them. Later he discovers the rational explanations for these frightening events, but he is wise enough to recognize that for the boys who take part in it, the ceremony is still a true trial of courage, and a real division between childhood and adulthood.The actual circumcision comes later, which he describes as a really dangerous ordeal, and no game Upon his return to the village, he is moved to his own hut, separated from his mother and father and he is given new mens clothes with quiet gratitude. This scene closes with Camara turning to his mother to convey her, who he finds standing quietly behind him, smiling at him sadly. Shortly after moving into his hut, Camara leaves at 15 geezerhood of age to attend Ecole Georges Poiret, immediately known as the technical college in Guineas capital metropolis of Conakry.His mother warns him to be careful with strangers and sends him off on a train to live with his Uncles Sekou and Mamadou in Conakry. In the school, Camara encounters difficult language barriers and a hot, humid climate more(prenominal) severe than his home in Koroussa. In his new school it is evident that it is more colonized. Camara li ves the life of a typical college student by studying at school and going home during the breaks. As he experiences the European education, he adopts the culture associated with it.His mother changed the way his hut looks to give it a more European look, which he notices. He is aware of because the changes were making the hut more comfortable. Several years after leaving for Conakry, Camara returns home with his proficiency certificate and an offer from the director of his school to continue his studies through a scholarship, in France. While his uncles and father advocate and encourage him to take the foreign study opportunity, his mother is forbids him to accept the offer.He decided to accept the offer despite his mothers resistance to the idea, and parts with her and his father all while his mother was shouting insults and pushing him away. She then fell into a heap of tears, turning her anger instead to the European influences. His father gave him with a map of city transporta tion of the Paris Metro in France. His father gives him the physical, practical tools for surviving in the city, but with that comes a theoretical compass directing the learning and winner of his son. The mixed emotions of fear, excitement, anxiety and sadness cultivate with Camara crying as he goes to exit the plane.