Robert Graves Essays - British Poetry, Poetic Form, Mental Cases

Robert Graves Although the poems Recalling War by Robert Graves and Mental Cases by Wilfred Owen are both concerned with the damage that war does to the soldiers involved, they are different in almost every other respect. Owen's poem examines the physical and mental effects of war in a very personal and direct way - his voice is very much in evidence in this poem - he has clearly seen people like the 'mental cases' who are described. It is also evident that Owen's own experiences of the war are described: he challenges the reader with terrifying images, in order that the reader can begin to comprehend the causes of the madness. Graves on the other hand is far more detached. His argument is distant, using ancient images to explore the immediate and long-term effects of war on the soldier. The poem is a meditation on the title, Graves examining the developing experiences and memories of war with a progression of images and metaphors. Mental Cases is a forceful poem, containing three substantial stanzas which focus on different aspects of Owen's subject. The first stanza is a detailed description of what the 'mental cases' look like. Their outward appearance is gruesome, Baring teeth that leer like skulls', preparing the reader for the even more horrifying second stanza. The second verse concentrates on the men's past experiences, the deaths they have witnessed and the unimaginable nightmares they have lived through: Multitudinous murders they once witnessed. The last stanza concludes the poem, explaining how the men's lives are haunted by their experiences, they go mad because the past filters into every aspect of their present lives, the men retreat away from the memories and into madness. The form of Owen's poem is, therefore, built around three main points: the appearance of the men, their experiences, and the effect this has on their lives. In Graves' poem the form is also key to understanding the poem, but perhaps in a less obvious way. Recalling War has five stanzas, in a form that corresponds to the psychological emotions and physical experience war provokes. The first stanza describes how Graves expects the war to be remembered twenty years after the event: the wounds have healed and the blind and handicapped men forget the injuries the war caused, as their memories are blurred by the distance of time; The one-legged man forgets his leg of wood. In the second stanza Graves moves on to question the nature of war. This verse is a description of the atmosphere and setting of war. Even when the season was the airiest May/ Down pressed the sky, and we, oppressed, thrust out. The third stanza focuses on the battle itself, and the fourth explores the aftermath of battle and the unbearable nature of the war. The fifth and final stanza returns to the ideas expressed in the first stanza, of war being an unreal memory. The for m of this poem is crucial to its understanding. The progressions marked by the stanzas highlights the argument Graves is making. Mental Cases and Recalling War are both poems that rely on the atmosphere and tone they create, indeed this is a key source of their power. Owen creates a terrifying atmosphere throughout the poem, which is clearly a reflection of his subject matter. Not only does Owen describe in awful detail the shocking appearance of the men, he also includes horrific images of war. The tone is very powerful, with Owen asking questions in the first stanza, but who are these hellish?, a device which cleverly establishes direct contact with the reader and an engaging discourse. This connection with the reader is exploited in the second verse, in which the reader experiences the full force of Owen's imagery. The final stanza opens with a tone that is factual: -Thus their hands are plucking at each other, summarizing the fact that these men behave the way they do because of the events they have and are experiencing. Owen ends the poem by insisting on the complicity of both himself and the reader in th e fate of these men, an accusation which, after the powerful prelude, is hard to deny. Whereas Owen's poem is powerful as a

The Baroque Style in English Prose and Poetry

The Baroque Style in English Prose and Poetry In literary studies and rhetoric, a style of writing that is extravagant, heavily ornamented, and/or bizarre. A term more commonly used to characterize the visual arts and music, baroque (sometimes capitalized) can also refer to a highly ornate style of prose or poetry. Etymology From the  Portuguese  barroco  imperfect pearl Examples and Observations: Today the word [baroque] is applied to any creation that is exceedingly ornate, intricate, or elaborate. Saying a politician delivered a baroque speech wouldnt necessarily be a compliment.   (Elizabeth Webber and Mike Feinsilber, Merriam-Websters Dictionary of Allusions. Merriam-Webster, 1999) Characteristics of Baroque Literary Style Baroque literary style is generally marked by rhetorical sophistication, excess, and play. Self-consciously remaking and thus critiquing the rhetoric and poetics of the Petrarchan, pastoral, Senecan, and epic traditions, baroque writers challenge conventional notions of decorum by using and abusing such tropes and figures as metaphor, hyperbole, paradox, anaphora, hyperbaton, hypotaxis and parataxis, paronomasia, and oxymoron. Producing copia and variety (varietas) is valued, as is the cultivation of concordia discors and antithesisstrategies often culminating in allegory or the conceit.(The Princeton Encyclopedia of Poetry and Poetics, 4th ed., ed. by Roland Green et al. Princeton University Press, 2012) Cautionary Notes to Writers Very skilled writers will sometimes use baroque prose to good effect, but even among successful literary authors, the vast majority avoid flowery writing. Writing is not like figure skating, where flashier tricks are required to move up in competition. Ornate prose is an idiosyncrasy of certain writers rather than a pinnacle all writers are working toward. (Howard Mittelmark and Sandra Newman, How Not to Write a Novel. HarperCollins, 2008)[B]aroque prose demands tremendous rigor from the writer. If you stuff a sentence, you must know how to do so with complementary ingredientsideas that do not compete but play off one another. Above all, as you edit, concentrate on determining when enough is enough. (Susan Bell, The Artful Edit: On the Practice of Editing Yourself. W.W. Norton, 2007) Baroque Journalism When Walter Brookins flew a Wright plane from Chicago to Spingfield in 1910, a writer for the Chicago Record Herald reported that the plane drew out great crowds at every town along the way ... In baroque prose that captured the excitement of an era, he wrote: The sky-gazers looked on in astonishment as the great artificial bird bore down the heavens. . .   Wonderment, surprise, absorption were written on every visage . . . a machine of travel that combined the speed of the locomotive with the comfort of the automobile, and in addition, sped through an element until now navigated only by the feathered kind. It was, in truth, the poetry of motion, and its appeal to the imagination was evident in every upturned face. (Roger E. Bilstein, Flight in America: From the Wrights to the Astronauts, 3rd ed. Johns Hopkins University Press, 2001) The Baroque Period Students of literature may encounter the term [baroque] (in its older English sense) applied unfavorably to a writers literary style; or they may read of the baroque period or Age of Baroque (late 16th, 17th, and early 18th centuries); or they may find it applied descriptively and respectfully to certain stylistic features of the baroque period. Thus, the broken rhythms of [John] Donnes verse and the verbal subtleties of the English metaphysical poets have been called baroque elements. . . . Baroque Age is often used to designate the period between 1580 and 1680 in the literature of Western Europe, between the decline of the Renaissance and the rise of the Enlightenment.​  (William Harmon and Hugh Holman, A Handbook to Literature, 10th ed. Pearson Prentice Hall, 2006) Ren Wellek on Baroque Clichs One must, at least, admit that stylistic devices can be imitated very successfully and that their possible original expressive function can disappear. They can become, as they did frequently in the Baroque, mere empty husks, decorative tricks, craftsmans clichà ©s...If I seem to end on a negative note, unconvinced that we can define Baroque either in terms of stylistic devices or a particular worldview or even a peculiar relationship of style and belief, I would not like to be understood as offering a parallel to Arthur Lovejoys paper on the Discrimination of Romanticisms. I hope that baroque is not quite in the position of romantic and that we do not have to conclude that it has come to mean so many things, that by itself, it means nothing...Whatever the defects of the term baroque, it is a term which prepares for synthesis, draws our minds away from the mere accumulation of observations and facts, and paves the way for a future history of literature as a fine art.(Renà © Wellek, The Concept of Baroque in Literary Scholarship, 1946, rev. 1963; rpt. in Baroque New Worlds: Representation, Transculturation, Counterconquest, ed. by Lois Parkinson Zamora and Monika Kaup. Duke University Press, 2010) The Lighter Side of Baroque Mr. Schidtler: Now can anyone give me an example of a Baroque writer?Justin Cammy: Oh, sir.​​Mr. Schidtler: Mm-hm?Justin Cammy: I thought all writers were broke.(Literature. You Cant Do That on Television, 1985)

Perkins Loan Forgiveness How Does it Work

Perkins Loan Forgiveness How Does it Work SAT / ACT Prep Online Guides and Tips When you take out a loan, the expectation is that you'll pay back all the money you've borrowed (plus interest, of course). It usually takes pretty catastrophic circumstances for a federal student loan to be canceled, like your school shutting down before you can get your degree. The Perkins loan program is different, in a good way - it offers loan forgiveness/cancellation in a wide variety of other, happier circumstances. In an effort to encourage graduates to pursue certain public service careers, the loan program offers loan forgiveness, or cancellation, to borrowers in certain professions. If you have a Perkins loan and enter one of the fields I outline below, you could have up to 100% of your loan canceled. Read on to learn more about cancellation eligibility the loan cancellation process! How Does Perkins Loan Cancellation Work? If you decide you'd like to work in public service after you graduate from college, you can apply to get your Perkins loans canceled at a specific rate on an annual basis. The exact public service jobs eligible for cancellation will be discussed in the next section. If you work at a particular job for a long enough period, you could get up to 100% of your loans canceled. The chart below outlines the annual rates of loan cancellation for almost all eligible borrowers; you'll notice that 5 years of working = 100% loan cancellation. You'll note in the next section, however, that not all professions qualify borrowers for 5 full years of loan cancellation rates. Annual cancellation rates for VISTA/Peace Corps volunteers are slightly different: 15% for the first and second years, and 20% for the third and fourth years, for a total of 70% maximum cancellation. Year Worked % of Loan Canceled First Year 15 Second Year 15 Third Year 20 Fourth Year 20 Fifth Year 30 If you're working at a job that would qualify you for loan forgiveness, your school should defer your loans. This means that interest won't accrue and you won't have to make monthly payments before your loan undergoes cancellation. Then, if you apply for loan cancellation and are approved, your loans will be forgiven at the rates described above. All in all, it's pretty simple! Eligibility: When Do You Qualify for Forgiveness? There are many different professions and career paths that qualify for Perkins loan cancellation. Although you may not know exactly what you want to do when you graduate, you might have an idea of what jobs might (or might not) be congruent with your professional goals and interests. Hopefully, the following information will help you decide whether it's right for you to pursue a cancellation-eligible path. The following chart outlines all post-graduation jobs you could take in order to qualify for loan cancellation. Most are eligible for 100% cancellation, if you work at that job long enough (refer to the chart I posted in the previous section for annual rates of cancellation). The best thing to do if you have any questions about this chart would be to contact your school's loan office or loan servicer. Cancellation Condition Amount Forgiven Borrower’s total and permanent disability or death 100% Bankruptcy (rare; bankruptcy court would have to rule that repayment is an undue hardship) 100% Closed school (before student could complete program of study) 100% Service in the US armed forces in a hostile fire or imminent danger pay area Up to 50% if service ended before 8/14/2008 Up to 100% if service began on or after 8/14/2008 Full-time firefighter* Up to 100% Full-time law enforcement or corrections officer Up to 100% Full-time nurse or medical technician Up to 100% VISTA or Peace Corps Volunteer Up to 70% Librarian with a master’s degree working in a Title-I eligible elementary or secondary school or in a public library setting serving Title-I eligible schools* Up to 100% Full-time attorney employed in a federal public or community defender organization* Up to 100% Full-time employee of a public or nonprofit child- or family-services agency providing services to high-risk children and their families from low-income communities Up to 100% Full-time staff member in the education component of a Head Start program Up to 100% Full-time staff member in a pre-k or child care program that is licensed or regulated by a state* Up to 100% Full-time qualified professional provider of early intervention services for the disabled Up to 100% Full-time speech pathologist with a master’s degree working in a Title-I eligible elementary school or secondary school* Up to 100% Full-time special education teacher of children with disabilities in a public or other nonprofit elementary or secondary school Up to 100% Full-time teacher of math, science, foreign languages, bilingual education, or other fields designated as teacher shortage areas Up to 100% Full-time special education teacher of children with disabilities in an educational service agency* Up to 100% Full-time teacher in a designated educational service agency serving students from low-income families* Up to 100% Full-time faculty member at a tribal college or university* Up to 100% *For service that includes 8/14/2008, or began on or after that date. How Do You Apply for Perkins Loan Forgiveness? Have you gone through the above chart, and come to the conclusion that you may be eligible for Perkins loan cancellation at some point? That's great news! The process through which you actually apply for loan cancellation is pretty simple, but it requires you maintain a good channel of communication with your school. Perkins loans may be government-backed, but your Perkins loan lender will actually be your school, not the federal government. If you want to get your loan forgiven, and you think you're eligible based on the eligibility circumstances described above, you have to apply for cancellation with your school. You should get annual forms for loan cancellation from the school where your Perkins loan was received; check in with your school's student loan or financial aid office about when and how to get these forms. After you graduate, you should contact your school at the beginning and end of each year to notify them about where, and in what subject area, you are working. This is important because you don't want to end up with any unpleasant surprises; if you thought you were working a job that you believed would qualify you for loan forgiveness, but didn't check in to confirm with your lender, you might find that you don't actually qualify. If you take away one piece of advice from this section, it's that you should actively communicate with your school about how and when you can arrange Perkins loan cancellation. As with most things in life, open communication with your school is the best policy when it comes to arranging for loan cancellation. How to Make the Most of Your Perkins Loans Perkins loans come with a lot of built-in perks, which obviously include options for cancellation. Even if you're not sure whether you'll pursue a cancellation-eligible career in public service, you can still take steps to make the most of your Perkins loans. They don't accrue interest while you're in school, and the 5% interest rate is competitive (especially when compared to many private loans, with interest rates closer to 10%). In order to take advantage of the Perkins loan program, you just need to think ahead! Here are some tips and strategies to help you do just that. By your senior year, ask yourself whether it's likely that you'll end up working a cancellation-eligible job. If you think you'll hold any of the positions described in the big chart above within the next 8-10 years, consider how long you'd be willing to work in that position to get part or all of your loans canceled. Estimate how much Perkins loan debt you'll actually graduate with. If you'll graduate with a larger amount of Perkins loan debt, it might be a financially savvy option to seek out a cancellation-eligible position, even if you only cancel 15-30%. If your Perkins loan debt is relatively small, and you're not interested in a public service job or career, it might not be worth it to you to work a cancellation-eligible job post-graduation. Are you already on track to become a teacher, librarian, health care professional, or attorney? Even if your long-term career goals don’t involve working in a non-profit or public agency, starting off in a loan cancellation-eligible position could save you a lot of money in the long run (depending on your debt and, of course, professional interests and aspirations). Don't consolidate your Perkins loans. If you think you might qualify someday for loan cancellation, don't consolidate your Perkins loans - you'll lose loan cancellation options. If you're fairly certain you won't ever qualify for cancellation, and you can consolidate at a better interest rate, it might be a good financial move. Is working in public service a good fit for your long-term goals, both professional and financial? It's important to weight the pros and cons. What's Next? Perkins loan cancellation sounds pretty great, right? Learn more about Perkins loans and how to get one here. Even if you don't qualify for a Perkins loan, there are other federal student aid programs that could help you pay for school. Check out our guides on Pell Grants, Direct Unsubsidized loans, and Direct Subsidized loans. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

OPERATIONS MANAGEMENT Essay Example | Topics and Well Written Essays - 3000 words

OPERATIONS MANAGEMENT - Essay Example J. Heinz Co’s Resources 40 2.3.1.1 Increase Competiveness 45 2.3.1.2 Long-term Sustainability 49 2.3.1.3 Corporate Social Responsibility 54 2.4 Porter’s Value Chain Framework 59 2.4.1 H. J. Heinz Co’s Porter’s Value Chain 59 3.0 Conclusion 70 4.0 Bibliography 73 1.0 Introduction H.J.Heinz Company was started in the year 1900 in Pennsylvania and it manufactures a vast range of food products throughout the world. The Company’s principal products include ketchup, condiments and sauces, frozen food, soups, beans and pasta meals, infant nutrition and other food products (HJ Heinz Company, 2005). The company is present in over 110 major locations worldwide, with leading brands on six continents. The Heinz brand is a $2.5 billion global icon and Heinz's top-15 power brands account for two-thirds of annual sales (HJ Heinz Company, 2006). With more than $8 billion in annual sales, Heinz's 50 companies have leading brands in more than 200 countries (HJ Heinz Company, 2009). In the year ending 2010, it achieved sales of $10.5 billion and gross profit of $3.8 billion (HJ Heinz Company, 2010). These positive results reflected increased innovation and marketing and dynamic growth in Emerging Markets. However, one of the core aspects of the company is also its unique lean production techniques which have played a major part in enhancing the efficiency of the company while at the same time managing to survive tough global markets especially for a US based company tackling recession. 2.0 Discussion 2.1 Evaluation on H. J. Heinz Co 2.1.1 Definition of Lean Production Lean production simply means a manufacturing paradigm that improves product quality; reduce production costs and being able to respond to customer needs quickly (Radhakrishnan and Balasubramanian, 2008). The main principles of lean focus on the methods of creating a continuous improving culture that engages employees in reducing production time and material in order to meet custome r’s needs. Lean production also concentrates on systematic elimination of non-valued added activity of waste from the production and implementation process of lean principles (Chalice, 2007), which will contribute an improvement environment performance (Radhakrishnan and Balasubramanian, 2008). The term lean production can be traced to its origins with Japanese companies more specifically in the Automobile market which faced issues like lack of resources including financial and labour. At this stage of crisis, two employees of Toyota Motors namely Eiji Toyoda and Taiichi Ohno developed this unique concept to manage such a crisis focusing solely on terminating waste in a production or manufacturing process which is called as Lean Manufacturing in the western region. 2.1.2 H. J. Heinz Co’s Lean Production Being a global food processing company, Heinz critically needs to leverage its production aligning with its strategy of waste management. While the company has extensiv ely worked on various lean production and waste management cases, research will focus on one of the major cases of the company where waste management was successfully done Amongst its other global strategies, when Heinz chose to give priority to waste management, it realized that technology would be one of the key aspects if it were to successfully compete in the industry and reduce waste. After careful analysis of several competitive applications, Heinz chose an enterprise asset

Apache Metals, Inc. Case Study Essay Example | Topics and Well Written Essays - 1500 words

Apache Metals, Inc. Case Study - Essay Example The fact that project managers can come from anywhere within the company is causing the problems experience in the company. Not everyone can act as a project manager because the work is technical and it requires special skills for a company to achieve excellence (Heerkens, 2007). The assigned project leaders in this company take care of too many projects at the same time, which causes inconveniences for the firm. It is not possible for a project leader to deal with as many as ten orders because each order requires considerable amount of time to be accomplished effectively. The company at one time appointed trainees to oversee the running of the operations leading to poor results. Financiers analyze projects and their management to determine the need to offer funding for the company. Therefore, it is important that directors of Apache Metals concentrate on project management to receive the funding. Literature and research review Apache Metals seems has been failing on its project mana gement and it is only after failing miserably that the company began to take keen interest on project management. Project management involves planning, organizing, and managing resources in the most effective and efficient manner to achieve stated goals for the company (Lock, 2007). A company’s board of directors is involved in determining the best people that can execute the project and appointing the project managers. Successful project managers should ensure that they manage resources, time, scope, and the finance of the project efficiently (Lock, 2007). These elements are essential in ensuring the company gets funds other projects and renewed contracts because of good management of the above elements. The scope of the project involves the objectives of the project and the budget in terms of money and time for achieving the stated objectives (Rosen, 2004). Not every person in the company can be a project leader because of the skills required in the job. A project manager s hould have the right people and communication skills in order to achieve the stated goals effectively. The board of directors should scrutinize the existing personnel thoroughly in order to recruit the required people in the project management team (Rosen, 2004). A project is often a short endeavor and thus mistakes are unacceptable because they can ruin the image of the rest of the company. Project managers have a vision and their aim is to share the vision with other members executing the project. The company can improve the effectiveness of these project leaders through providing formal training for them and their members. In addition to training project managers, they also need to be at the center of the organization’s concern. Project managers have a greater task of defining the project and executing it and hence they require support from the entire organization to accomplish their goals (Rosen, 2004). Project managers need to have expertise and experience in the field a nd thus, junior trainees cannot work effectively as project leaders. Project managers need team building and problem solving skills in order to execute the project effectively. Thus, to achieve funding for other projects, directors should ensure they have a working project team in place. Analysis The board of directors of the company is responsible for electing the senior

Source I suggests that attitudes to Elvis Presley Essay Example for Free

Source I suggests that attitudes to Elvis Presley Essay Q. 5. Source I suggests that attitudes to Elvis Presley were beginning to change by 1958. Use the source, and you own knowledge, to explain why this was happening. By 1958 Elvis Presleys popularity and acceptability with adults was still unchanged, and his manager, Colonel Parker, decided to revamp Elvis image to better suit the tastes of the older generations. In order to achieve this Elvis was persuaded to do what every other young American man was obliged to do at the time: spend time assigned to the US Army for National Service, wearing fatigues and earning a pittance. This gained him good publicity as can be seen from Source I, which is obviously keen on Elvis as it is using him to demonstrate the brilliance of Americas society and American democracy. The article is making use of his rise to fame (how he was a nobody who became a somebody so quickly) to prove how the American dream (how anybody can be famous and dreams can come true in America) is really possible. The article also states how Elvis did not simply use his riches and influence to buy his way out of this duty to his country. By serving his time in the Army alongside other, ordinary draftees and not asking for special favours, and because of the good publicity he got from it, Elvis gained great respect from the older, patriotic generation, making them feel less negative towards him. It would have seemed now to parents that Elvis was setting a good, nationalistic example to their children, showing them the right path, and they liked him and the impact he was having better for this reason. He was also seen as not rebelling against what society expected of him, again making him more acceptable by the old as a role model for the young. The source differs from sources B and C in that it is not being critical of Elvis, and it is showing how he might have a good influence rather than a wholly bad one. The opinions have changed so much at this point and continued to change after Elvis returned from the Army mainly because Elvis was no longer as shocking, and therefore not as dangerous an influence on the young, or the morality of American society through outrageous television performances (after the third Sullivan appearance, Elvis manager raised his television price from $50000 to $300000, and the networks refused the new proposal, so Elvis didnt do TV again until 1960). For example, Elvis shocking ducktail haircut was shorn, and Pageant magazine reported: Fans cried, parents sighed. On becoming a G. I. in the Army, Elvis said: Its a duty Ive got to fill, and Im gonna do it. I guess the only thing Ill hate about it is leaving my mama. Shes always been my best girl. This showed that Elvis had family values, and love for his mother, which would have made him seen more normal and down-to-earth (or less shocking and less rebellious). Again Elvis would have made parents think he would lead their children the right way, rather then corrupting their morals. By the time Elvis had returned from the Army in 1960, his TV appearances would have lost their initial shock. He was still popular, but the primal hysteria was gone, and shortly the fan magazines for teenagers would have had the Beatles to talk about. After joining the Army, Elvis also changed his musical style, performing some religious songs and doing a duet with Frank Sinatra, the grown-ups music star, making him a lot more acceptable, even likeable. It was around this time that Elvis started to star in his own films, but these films werent action packed or shocking. They were mainly romances and love stories, portraying the softer, tenderer side of Elvis that seemed less threatening to the adult generation. Generally, adults attitudes towards Elvis were beginning to improve by 1958 because of the change in his image. The youth however maintained their rebelliousness, and Elvis popularity among teenagers dropped slightly as they saw that adults found him more acceptable, or lost interest because he was no longer as downright shocking or rebellious as before.

Indigenous Hawaiians Protest the Exploitation of their Islands :: Essays Papers

Indigenous Hawai'ians Protest the Exploitation of their Islands Reminiscent of the Civil Rights movement that thundered through the continental states in the 1960’s, the Hawaiian Sovereignty Movement has gripped the shores and cities of America’s pet paradise and rattled its â€Å"settler society† with determined strength and purpose: the deliberate exploitation of Hawaiian land, Hawaiian spirituality, and Hawaiian life must unequivocally end now. From first contact in 1778, through the militaristic overthrow of the Queen in 1893, America’s â€Å"settler society† ostensibly destroyed the cultural fabric and language of Hawai’i’s autochthonous people. American colonists killed thousands of natives through the spread of lethal diseases and crippled the existing Hawaiian economy through land acquisition and monopoly of the sugar market. Engineered exclusively for the benefit and survival of the settlers, American â€Å"settler society† allowed for no legal recourse by the marginalized natives; native rights were denied altogether. Thus defined by 100 years of oppression and exploitation, modern Hawaiians are fiercely ethnocentric in a movement which has progressed from demands of restitution to outright sovereignty (69). As â€Å"multinational corporations sell our [Hawaiian] beauty†(61), the Ka LÄ hui Hawai’i actively seeks to secure indigenous self-determination and enforce the Draft United Nations Declaration on the Rights of Indigenous Peoples for all remaining Hawaiians. In these demands for universal human rights, the strenuous progress of decolonization reverberates with every non-violent demonstration and international gesture. Yet despite the triumphant illusion of decolonization, historical colonialism continues to render Hawaiians victim to the consuming institutions of neocolonialism, namely, co-optation and the scourge of tourism (108). Triumphant decolonization is not yet a reality. The success of decolonization rests heavily on eradicating the â€Å"psychological dependency† Hawaiians imbibe through haole education (42). As he who controls the past controls the future, modern day haoles seek to perpetuate modern racist realities by poisoning public memory with counterfeit history. Haoles teach these false interpretations of â€Å"settler society† and crudely render â€Å"civilization† as a blessed yoke to the feudal Hawaiians. Therefore, in the cycle of decolonization, the truth of the marginalized Hawaiians must be rewritten. Spiritual and cultural identity is primarily reclaimed in the celebration and survival of native languages and philosophies. As â€Å"[Haunani-Kay Trask] had to learn the [Hawaiian] language like a lover so that [Trask] could rock within her and lay at night in her dreaming arms† (118), so must the prostitution of Hawai’i by haole and tourist be transformed.

Manual vs. Automated Statistical Process Control in the Food Industries

Israel Ortega-Ramos The Prime Example Our recent visit to a food packaging plant in New Jersey highlighted the inconsistent results of statistical process control routinely faced by Quality Control Managers. Product weight readings were taken from the manufacturing floor, entered into an Excel spreadsheet and analyzed. The results produced no predictable under or over filling trend despite the fact that the same people used the same scales at the same time of day. The problem is simple and fundamental. Human error is an inevitable part of the process of collecting statistical data.This is consistently overlooked in companies that utilize manual SPC[1] (statistical process control) for their manufactured goods. To ensure the human error factor is eliminated, resulting in lower costs and increased profitability, manufactures must begin utilizing more â€Å"high-tech† means of collecting, analyzing, and storing SPC data. The Hidden Problems of the Current Manual SPC Process To be tter understand the core problem, and find a solution, it is pivotal to understand how this food packaging plant utilizes manual SPC.Generally, several samples are taken from a product line at different times of day, usually 15 or 20 samples at a time. These samples are then individually weighed; a line worker records the results on a clipboard for analysis. The individual weight readings are entered into a computer and various statistical calculations are derived from the weighing results, including frequency distribution charts and Pareto charts that are used to adjust the actual filling machines to deliver a consistent result.The Quality Manager must then resolve any conflict between under filling a package, which breaks government laws and overfilling a package which causes lost revenue. Using the diagram to get a better understanding of SPC will make it easier to locate the fundamental problems with the manual SPC system in use. The problems begin with the manual recording of 1 5 identical products by the line workers. The simple act of weighing an item then transferring the result to a clipboard by pencil or pen is flawed and full of possible errors, i. . the incorrect number can be recorded or a sample can be weighed accidentally more than once. This means the human emotion factor begins to play a large part in the problematic result. In addition, the manager obtains the clipboard results from the same worker who is required to climb inside the hot filling machine to adjust the volume if the weight results are not consistent. A line worker therefore might also assume that weight readings on the clipboard that differ from each other might mean he/she is not doing a good job.The underlying result of a manual SPC system is the company loses money resulting when each package of food is either overfilled beyond the nominal weight or worse being under-filled which could mean hefty government fines. To summarize, the current manual SPC process allows too many e rrors and offers no traceability of weighing results throughout the system. The implementation of an automated SPC scale system would eliminate these manual user errors with only a few changes and a small capital investment. The Advantages of an Automated SPC SystemDesigning an automatic SPC system that eliminates human error begins by removing the manual element from employee responsibility. This will alleviate human recording errors and the fudging of actual weight results. To accomplish this, the old scale, clipboard, and pencil must be removed and replaced with a scale system equipped with automated SPC software. This software is fully configurable to satisfy all SPC tolerances. The scale display will actually prompt the worker when to place a product on the scale.The fully automated â€Å"SPC Scale System† will not allow products placed on the scale to be removed; rather only permit the addition of new products. This will eliminate the possibility of placing the same pro duct on the scale more than once, as well as any confusion and/or fudging. The scale will then calculate the statistical data after the last product is placed on the scale and store this data in a password-protected memory for collection by the Quality Manager. This statistical data can then be sent wirelessly to a spreadsheet, printed on a label to accompany the sampled roduct, or simply viewed on the scale interface. The flow diagram below shows the improved SPC process. Companies can also utilize various connectivity and software options that can integrate filling machines to automated SPC scale systems. This means that fill volumes based on trends calculated by the scale can be adjusted via an automated system. Quality Control Managers and Plant Managers can also connect all the SPC scale systems in a factory via a central control computer that will provide easy access to â€Å"real-time† data.Integrating an automated SPC Scale System into a manufacturing environment will have the following advantages over the older manual SPC systems: Upgrading outdated manual SPC processes is the first step to improve overall quality, efficiency, and trace ability. This can be accomplished with as little as $5,000 in capital investment. Quality Control Managers and Plant managers have to take a hard look at how their product samples are being weighed and how these measurements are turned into results that can improve production line efficiency.It is now time for companies to step into the 21st century and upgrade to a fully automatic SPC weighing system. [pic] ———————– ———————– Error Filled SPC System START Statistical data evaluated and translated into adjustments to correct filling machine fill volumes. Data transferred from clipboard to spreadsheet for statistical evaluation. Each product is placed on scale. Random Batch of Product taken from Producti on Line.Filling machines manually adjusted according to collected data. Data collected by Quality Control Manager. Weight is recorded on clipboard in order weighed on scale. FINISH Optional Filling Machines adjusted automatically by SPC scale system. FINISH Random Batch of Product taken from Production Line. Each product is placed on scale. Scale automatically calculates statistical data. Statistical Data transferred to computer database directly via wireless or Ethernet connection. START Product Weight Scatter Graph.

Communication †According to Ability Essay

Whether CLT should be considered an approach or a methodology is a more abstract debate and here I want to deal with its more practical aspects. In fact, it is those very elements, and the name itself, which have been used to challenge the future relevance of CLT. Firstly, the label implies a focus on communication and some might argue that this method can’t be employed genuinely with low levels as there is no authentic communication, due to a limited vocabulary and restricted range of functions. Initially, many of a learner’s utterances are very formulaic. As an aside, consider just what percentage of our own English expressions are unique, and how often we rely on a set phrase; just because it is delivered unselfconsciously and with natural intonation does not make it original. The aim is that the length and complexity of exchanges, and confident delivery, will grow with the student’s language ability. With the emphasis on communication, there is also the implication that spoken exchanges should be authentic and meaningful; detractors claim that the artificial nature of classroom–based (i.e. teacher – created) interactions makes CLT an oxymoron. Nevertheless, a proficient teacher will provide a context so that class interactions are realistic and meaningful but with the support needed to assist students to generate the target language. We need to consider that producing language is a skill and when we learn a skill we practise in improvised settings. For example, before a nurse gives a real injection, they have punctured many a piece of fruit to hone their technique. Accuracy as Well as Fluency It might also be argued that the extent of some of the structures or functions may never be used in real life. One example is adjective order; I have given students an exercise where they have to produce a phrase with a string of adjectives, such as â€Å"a strong, orange, Norwegian, canvas tent.† This is very unnatural, as most times we only combine two or three adjectives. The other example is directions – we have students follow a map and negotiate exhaustive directions which suggest maze-like complexity. In reality, most of us probably are only involved in a three-phase set of directions. In fact, what we are doing with these exercises is exposing students to patterns which they can later activate. This focus on accuracy versus fluency is one of the issues not often considered in a discussion of CLT. The teacher decides to pay attention to one or other end of this band, depending on the type of lesson, or the stage of a particular lesson, and accuracy is their choice if they want to deal with students getting things right, take an opportunity for correction, or gauge the success of their teaching, for example. Freer speaking involves more choice, therefore more ambiguity, and less teacher intervention. While CLT implies the lessons are more student-centred, this does not mean they are un-structured. The teacher does have a very important role in the process, and that is setting up activities so that communication actually happens. There is a lot of preparation; accuracy practice is the bridge to a fluency activity. By implication, CLT involves equipping students with vocabulary, structures and functions, as well as strategies, to enable them to interact successfully. The reference to strategies introduces the matter of grammatical versus communicative competence. If we view the two as mutually exclusive, then we are likely to champion one over the other, in terms of approach, curriculum or whatever else determines and defines our classroom teaching. In fact, Canale and Swain’s model of communicative competence, referred to by Guangwei Hu, includes four sub-categories, namely grammatical, sociolinguistic discourse and strategic. They consider someone competent in English should demonstrate both rules of grammar and use. Promoting Learning This returns us to the consideration of who we are teaching, and why. Are our students aiming to learn or acquire English? Do they need to know lexical items and linguistic rules as a means of passing an exam, or do they want to be able to interact in English? For those inclined to maintain the dichotomy between learning and acquisition, and who argue that our primary focus is learners, CLT still has relevance. It is timely to review an early definition of CLT. According to Richards and Rodgers, in Guangwei Hu, CLT is basically about promoting learning. Then again, Mark Lowe suggests that we follow Halliday’s lead and drop the distinction between learning and acquisition, and refer to language mastery instead. After all, if the students master the language, they will certainly be able to perform better in exams, if that is their goal. In addition, those who do see a purpose beyond classroom-related English will be better equipped for using the language socially. Motivation One of the constant discussions in all my teacher training groups was how to motivate students. This suggests that the focus on passing the exam was not always enough. Motivation relates to engaging students but also includes confidence building. If there is a climate of trust and support in the classroom, then students are more likely to contribute. One way of developing this is to allow pair-checking of answers before open-class checking occurs. Another way is to include an opportunity for students to discuss a topic in small groups before there is any expectation that they speak in front of the whole class. Evelyn Doman suggests that â€Å"The need for ongoing negotiation during interaction increases the learners’ overt participation†¦Ã¢â‚¬  It is this involvement we need to harness and build on. Sometimes the participation is hardly what we would define as ‘negotiation’, but merely a contribution. For a few students, just uttering a word or a phrase can be an achievement. Indeed, some of the teachers in the training sessions said this was the goal they set for their more reticent pupils. And I have had students who, after writing their first note or e-mail in English, expressed their pride at being able to do so. If teachers consider an activity to be irrelevant or not engaging enough, there are many other tasks which may be more appropriate, such as surveys, using a stimulus picture and prompt questions (Who†¦ Where†¦ When†¦What†¦), or a series of pictures which need to be sequenced before a story is discussed. In this respect, CLT addresses another area which constantly challenges teachers, the mixed-ability class. When the lesson progresses to a freer-speaking activity, students can contribute according to their ability and confidence, although I acknowledge both need to be stretched. So there is a challenge for the more capable students, while those with an average ability still feel their effort is valid. This compares with the less creative opportunities offered by some textbooks, where students read a dialogue, perhaps doing a substitution activity, for example. A basic responsibility is considering and responding to the needs of our students, so if the course book is inadequate we need to employ the following steps: select, adapt, reject and supplement. Moreover, because each class we teach has its own characteristics and needs, CLT will vary each time we employ it. Conclusion Too often, a ‘new’ approach appears to completely dismiss the previous one. This is not always the intention, but probably more a result of the enthusiasm of practitioners exploring and implementing fresh activities or opportunities. Also, throughout the CLT debate, there seem to be dichotomies which are employed to argue for its irrelevance. It is evident that CLT has gathered a range of characteristics, perhaps more through misunderstanding or by association, but it is actually not as incompatible with other valued practices as it is sometimes made to appear.

Space & Time in As I Lay Dying essays

Space & Time in As I Lay Dying essays The Concepts of Space and Time in Faulkners As I Lay Dying Space and time come together in As I Lay Dying through a pattern that provides the background upon which the Bundrens journey through a perpetual landscape. The two phenomena merge and dispel into each other in the novel, creating an element that cannot be easily separated, but better understood through a cyclical symbolism. The circle implies the adjoining nature of not only space and time, but also life and death, where both sets of binaries deny the existence of fixed boundaries. There is a lucid air of the expanding circle of impact of the Bundrens' venture, an effect that corresponds with the circular, multiple perspective, technique of the book with its recurring images of the circle: all from circling buzzards to the wheels of the wagon. It is primarily through Darls monologues that the nature of time and space are opened up and the difference between the two becomes of common nature. His consciousness is a fluid body that leaps over barriers, and lacks the boundaries that the rest of the family members share within their thoughts. Darl seems to possess a gift of clairvoyance, which allows him to narrate in the way that he does, foreshadowing events and reading other characters minds. Effusive and insightful in his thoughts, he is as much of a protagonist as the novel has: it is as though the space between us were time: an irrevocable quality. It is as though time, no longer running straight before us in a diminishing line, now runs parallel between us like a looping string, the distance being the doubling accretion of the thread and not the interval between. (Faulkner, 139) As Darl looks out over the river before they cross with their dead matriarch, he sees it in a manner in which he disregards its mere physical c omponents. Darl shows signs throughout the novel of an ego at odds with itself (Wadlington, 57). Lacking a specif...

Die Lorelei by German Poet Heinrich Heine

Die Lorelei by German Poet Heinrich Heine Heinrich Heine was born in Dà ¼sseldorf, Germany. He was known as Harry  until he converted to Christianity when he was in his 20s. His father was a successful textile merchant and Heine followed in his fathers footsteps by studying business. He soon realized he did not have much aptitude for business and switched over to law. While at the university, he became known for his poetry. His first book was a collection of his travel memoirs called Reisebilder (Travel Pictures) in 1826. Heine was one of the most influential German poets in the 19th century, and German authorities tried to suppress him because of his radical political views. He was also known for his lyrical prose, which was set to music by classical greats, such as Schumann, Schubert, and Mendelssohn. The Lorelei One of Heines famous poems, Die Lorelei, is based on a German legend of an enchanting, seducing mermaid who lures seamen to their death. It has been set to music by numerous composers, such as Friedrich Silcher and Franz Liszt.   Here is Heines poem:   Ich weiss nicht, was soll es bedeuten,Dass ich so traurig bin;Ein Mrchen aus alten Zeiten,Das kommt mir nicht aus dem Sinn.Die Luft ist kà ¼hl, und es dunkelt,Und ruhig fliesst der Rhein;Der Gipfel des Berges funkeltIm Abendsonnenschein.Die schà ¶nste Jungfrau sitzetDort oben wunderbar,Ihr goldenes Geschmeide blitzet, Sie kmmt ihr goldenes Haar.Sie kmmt es mit goldenem KammeUnd singt ein Lied dabei;Das hat eine wundersame,Gewaltige Melodei.Den Schiffer im kleinen SchiffeErgreift es mit wildem Weh;Er schaut nicht die Felsenriffe,Er schat nur hinauf in die Hà ¶h.Ich glaube, die Welllen verschlingenAm Ende Schiffer und Kahn;Und das hat mit ihrem SingenDie Lorelei getan. English translation (not always translated literally): I dont know what it meansThat I am so sadA legend of  bygone daysThat I cannot keep out of my mind. The air is cool and night is coming.The calm Rhine courses its way.The peak of the mountain dazzlesWith evenings final ray.The fairest of maidens is sittingUp there, a beautiful delight,Her golden jewels are shining,Shes combing her golden hair.She holds a golden comb,Singing along, as wellAn enthrallingAnd spellbinding melody.In his little boat, the boatmanIs seized by it with a savage woe.He does not look upon the rocky ledgeBut rather high up into the heavens.I think that the waves will devourThe boatman and boat in the endAnd this by her songs sheer powerFair Loreley has done. Heines Later Writings In Heines later writings, readers will note an increased measure of irony, sarcasm, and wit. He often ridiculed sappy romanticism and over exuberant portrayals of nature. Though Heine loved his German roots, he often critiqued Germanys contrasting sense of nationalism.  Eventually, Heine left Germany, tired of its harsh censorship, and lived in France for the last 25 years of his life. A decade before he died, Heine became ill and never recovered. Though he was bedridden for the next 10 years, he still produced a fair amount of work, including work in Romanzero und Gedichte and Lutezia, a collection of political articles. Heine did not have any children. When he died in 1856, he left behind his much younger French wife. The cause of his death is believed to be from chronic lead poisoning.

Plagiarism Essay Example | Topics and Well Written Essays - 500 words - 5

Plagiarism - Essay Example Most papers are said to lose credibility when they fail to cite the source of information (Roberts 9). No matter how good one has had the understanding of the concept he is putting down. The originality of the conclusion and the conceptualization issues, it all comes down useless if plagiarism is detected in his work. We should ensure appropriate citation for our work. We should ensure academic honesty in whatever we do. Plagiarism makes one not learn how to write his own thoughts in his own words. We also fail to acquire the individual needs and skills. So as to avoid this kind of dishonesty and/or misleading by misrepresenting the work of others as your own, we should paraphrase, and cite original work. When one copies exact words, we expect the use of quotation marks followed by citation of the source. Paraphrasing a sentence will also require one to cite the source. Paraphrasing entails representation of the writers meaning, information, and ideas in your own words (Watkins 19). We are also warned of using words that represent another as way of paraphrasing sentences. Everyone is supposed to use our own words and ideas. The practice that we put in this writing is essential to learning. Each time we choose a word, order our thoughts, and convey our ideas we are actually improving our writing. It is important to let the reader be aware of the source of information one is writing from so as to avoid the redundancy that is created by a number of sentences describing another’s ideas. We should be careful with what we are citing. It is also good to use an editor so as to realize common or technical mistakes that arise during our writings (Cvetkovic 13). The penalty of plagiarism has not been clearly quoted but it is clear that the act is dishonest and misleading (Lipson 21). Apart that it violates the code of academic conduct; this can lead to deduction of marks, suspension, or dismissal from institutions. When one presents another