William Faulkner Essay -- Biography

The South is known for its many astounding artists, novelists, and writers; however, William Faulkner is uniquely categorized by many as one of the most influential writers of the twentieth century. Faulkner became known for his diction and literary techniques. William Faulkner chronicled the history of Mississippi: however, his choice of universal themes made him a literary giant around the world. Faulkner achieved many great accomplishments without a high school diploma or college degree. Faulkner had proved to the world that Southern writers were not as substandard as many viewed them to be. They were, in fact, quite phenomenal. William Faulkner born on September 25, 1897 to Murry Cuthbert Falkner, a railroad employee and Maud Butler, an amateur painter (Minter, 755). Faulkner was born in New Albany, Mississippi ; however, he spent most of his life in Oxford, Mississippi (Polk, 55). In Oxford, Faulkner began listening to many stories told at small family gatherings as well as large reunions. Many stories told by Faulkner’s family originated from adventures of Faulkner’s great-grandfather, Colonel William Clark Falkner . Since Faulkner was disappointed and embarrassed by the meager success of his own father, he drew closer to his grandfather, but it was his great-grandfather who he saw as a model and rival ( Minter, 755). Faulkner was an excellent student throughout the first several grades; however, he quit school in 1915 without a diploma disappointing his family. Even though Faulkner dropped out of school, he read avidly (Minter, 755). Faulkner made a habit of hanging around places where people gathered to swap tales ; After Faulkner began writing about north Mississippi , a friend remarked that, â€Å" he seemed to know e... ...y two of his novels received Pulitzer Prizes. In 1924 Faulkner received the Nobel Prize for literature for his unique contribution to the modern American novel. After Faulkner donated his Nobel winnings to establish a fund to support and encourage new fiction writers, the PEN/Faulkner Award for fiction was established. Whenever Faulkner’s involvement in the early phases of the civil rights movement evoked, he and Estelle moved to Charlottesville, Virginia , where Faulkner became writer-in-residence at the university of Virginia (minter, 760). In conclusion, William Faulkner, the Southern writer , Nobel and Pulitzer prize winner, sweep the nation with his diction and literary techniques. With his fictional stories he laid literary hands on Mississippi and narrated the universe throughout its culture. His universal themes made him a literary giant around the world.

Examine the reasons for changes in the educational attainment of males

Examine the reasons for changes in the educational attainment of males and females in recent years (20 marks) For the past recent years girls have significantly outperformed boys in educational attainment and this is due to a number of factors. The GCSE results for 2000 and 2001 shows the degree to which the percentage of girls achieving grades A*-C exceeded that of boys. In 2002, 62.4% of female GCSE entrants achieved grades A*-C, compared with 53.4% of males. Research published in 2003 shows that the gap between girls and boys widens as they grow older. The most recent barrier which is being broken down is that of university entry. The most recent official figures for a gender breakdown in university admission are from 2001. These show that while 43% of all young people entered higher education, the figure for girls was 46.7% and for boys 40.4% Joan Gannod drew a number of conclusions as to why this was. One reason is for the ‘lad culture’ that resides in numerous schools. The attitude that school is â€Å"uncool†, an anti-social culture working against learning. Keith Shipman and Keith Hicks identified that the presence of friends in a group make you work less. That boys saw looking cool as being more important than being studious. Also, Paul Willis identified that working class boys were much susceptible to this as it was the middle class values that were prized in the classroom via the hidden curriculum which influenced the boys into working against the education system. Another theorist, Peter Woods In The Divided School (1979) argued that boys are more concerned with the approval of their peer group than the approval of their teachers. Another further reason is the lack of role models for boys, p... ...he number of girls expressing professional career hopes such as doctors, lawyers, scientists, etc. Sharpe has argued that these changes in attitudes towards marriage and work are factors in explaining why girls are performing better at school than they were twenty years ago. I think that the interactionist perspective for example, Peter Woods is successful in theory, as he believes that it provides information which could lead to better teaching and a reduction in conflict and deviance within schools however this Marxist approach has its limitations and its main focus is from a macro perspective and does not appear to focus on each individual. The relative uniformity of meanings that lie behind what counts as knowledge and ability, suggests that such meanings are not simply constructed in the classroom but rather they have a wider and fundamental basis.

Mary Shelley’s Frankenstein

Mary Shelley’s Frankenstein sheds light on not only historical events, coinciding with her time, but the events and problems of current times. Victor Frankenstein is trying to attain the knowledge of the Gods. He is wanting to enter into the world of the creator rather then respect the fact that he has been created. â€Å"The novel reflects a climate in which literary worship of the divine was to an extent forsaken in favor of the awe-inspiring wonder of Nature; the concept of the sublime was, in itself, a reaction to the rationalism of the Enlightenment. Quote from Ruth Bushi) The Romantic Movement was well occupied with superstition and imagination. Science fiction and â€Å"dream lands† along with unknown gothic characters were often seen in the text and art of the Romantics. Nature and fantasy was the romantic’s speciality. Frankenstein has an usability to appreciate the wonder of Nature, but instead wants to playNature. â€Å"The world was to me a secret which I desired to discover; to her it was a vacancy which sought to people with imaginations of her own. Now this says, in all its power, how Shelley was relating her story to the Romantics point of view and the views of nationalism. One that wants to figure the world out and one that wants to live in the world but use their imaginations, those are the views that created an uproar in the 19th century. Romantics believed that humans had a soul, feelings and emotions. They believed each individual to have a creative nature about them. â€Å"One’s individual soul mediated the sense experiences available to all, so that each person’s response highly subjective, unique and creative. On the flip side of that there were the beliefs that Man could create what ever he wished. That Man was God, feelings and emotions did not matter, only the brain. There was also the belief that if man felt enough power he could control beings that had already been created. For example; The relationship between workers and employers. With the power that the employers felt, they believed or acted out in a way that portrayed, that their workers lives and conditions in which they lived lie in their hands. I have seen the overlooker go to the top end of the room, where the little girls hug the can to the backminders; he has taken a strap, and a whistle in his mouth and sometime he has got a chain and chained them, and strapped them all down the room. †(Carey pg 296) This behavior leads up to this powerful feeling of controlling a human. Which, in turn, leads to creating a human. With that view Frankenstein believed he was a creator. This was the war of Man vs. God. Was this defiance of God? Was this biblical? Some say this was wrong, this belief that you are the â€Å"Almighty†. Victor was charmed by natural science, but eventually succumbs to Waldman’s lectures and soon becomes not just his student, but his disciple. But my eyes were insensible to the charms of nature. (Frankenstein 50) The Romantics had strong opinionated personalities, in this era they had too. Romantics knew if they didn’t feel so strongly, they too, would be sucked into the unthinkable beliefs of their surrounding peers. â€Å"Such a simple soul inevitably became the catspaw of more selfish and less idealistic fractions. Hughes page 83) Frankenstein is passionate about creating the monster in his own image. Therefore ask yourself, â€Å"Who is the real monster? † The answer to this question is found in the monster’s story. Victor creates the monster which turns on him. Thus showing that Victor feels that God turned on him, but in all actuality it was Man that turned on God. â€Å"Oh truly I am grateful to thee creator for the gift of life, which was but pain, and thy tender mercy which deserted me on life’s threshold to suffer. During the period Shelley wrote Frankenstein the new understanding of chemistry, physics, mathematics and etc. were seen as contributing to a future in which increasing knowledge would give increased power over nature and consequently increasing wealth. Shelley warns us of the dangerous division of power-seeking practices of science and the concerns of humanists with moral responsibility, emotional communion and spiritual values. Everything Mary Shelly is portraying in her writing; Man vs. God, Human vs. Machine and Knowledge vs. Technology, was happening in the 19th century. Everything Shelly was portraying pertains to what is happening in the 20th century today. As we sit here now all of the Man vs. God, Human vs. Machine and Knowledge vs. Technology, all of these battles are happening today. Technological advances of modern science have brought to the light, the opportunity to manipulate life forms. There is also probable cause to believe that DNA replication can be made possible. Wether they are happening in laboratories, under microscopes, in test tubes, in our own backyards, or the very thing I am staring into now†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. mputers, it is happening. Our utilization of computers has led us to neglect the need for our coexistence with nature. Mary Shelly has, in some ways, opened the curtain and looked into the future. Her portrayals of the destruction of man by man has followed true. The question now, just as it was in the 19thcentury, is whether science and technology are really going to improve the world or make it more difficult? Will our lives become better? As the human race we need to take the responsibility to find the answers to these questions before we self-destruct. Mary Shelley’s Frankenstein Human beings always tried to comprehend the mystery of creation, viewing themselves as the rulers of nature, who are able to control the corresponding forces. In fact, human science overlooks the fact that there are certain issues which cannot be studied completely due to the limited capacities of human reason. Artificial creation of a living being and intervention into the sacred sense of conception are among subconscious taboos, yet individuals always tried to evade this important rule of the global order.Parental duties are usually attributed to moral responsibility, as individuals with underdeveloped morality show dissatisfactory parenting skills, as their psyche cannot move from infant level. In her novel entitled â€Å"Frankenstein† Mary Shelley puts forth the issue of parenting and states that such ‘eternal children’ are often quite interesting and smart personalities with rich inner world, but they work primarily on their cognitive progress instead of cari ng about their social adequacy and adjustment to current norms, including the norms of parental commitment, which appears to the author problematic given the relevant facts form her biography and the transformation of her own view on children from â€Å"killers of mothers† to â€Å"creatures which can be grown into balanced individuals with proper parenting† throughout the novel .At the beginning, Victor Frankenstein is introduced as a talented scientist, who finds social norms tense and in spite of being honored and recognized, decides to alienate himself from the broader community (Moers, 1977, p. 156). He needs to express himself in an unusual way, as traditional science seems to him too ‘earthy’, so the protagonist creates an alter ego for himself , or, more precisely, an individual, who reflects his own personality just like a mirror. Victor in fact has no evil intentions, as he wills to create a supreme human and doesn’t necessarily want his à ¢â‚¬Ëœchild’ to commit such horrible crimes.The setting of laboratory was selected by Shelley not   accidentally, as   this specific setting influences the first encounter between Victor and his progeny. In fact, because the main character has turned his laboratory into a gate, through which a new soul comes into the world and thus abused the sacred meaning of birth as a solemn event, the creature, born in the realm of test-tubes and rejected by its parent (as scientists tend to abandon the issues, which have been already researched), plots the revenge.Furthermore, the laboratory embodies the artificial emotions and false impulses Victor had at the very beginning of the experiment (Moers, 1977, p. 162). This chamber of tortures, which occur for the sake of science, points to the lack of humanity first and foremost in Victor, not actually in the monster, who in fact experiences very strong   emotions and seeks merely to receive some parental love and care.On the contrary , Victor seems ill-prepared for his new responsibilities: â€Å"I had desired it with an ardour that far exceeded moderation; but now that I had finished, the beauty of the dream vanished, and breathless horror and disgust filled my heart.   Unable to endure the aspect of the being I had created, I rushed out of the room and continued a long time traversing my bed-chamber, unable to compose my mind to sleep† (Shelley, 1993, Ch.4, at http://www.gutenberg.org/dirs/etext93/frank15.txt).Since the time the homunculus comes into being, Frankenstein does not express anything like parental care or love to the ‘child’: once the creature appears in this world, the scholar shows his disgust and runs out from the room, as the process of birth causes contradictory emotions in the man: on the one hand, he is delighted with his advancement, but also feels confused as he really doesn’t know what to do with his ‘scientific purchase’.   â€Å"When the crea ture attempts to follow him, Victor continues his escape thus abandoning his child, his newborn.The extent of Frankenstein's lack of attention to his creature's outward appearance is disturbing†. (Moers, 1977, p. 163). He is fully aware of the beast’s gigantic size, but does not try to safeguard others from the â€Å"newborn†, neither he wishes to protect the child from the cruel world.   In addition, Frankenstein identifies his ‘newborn’ as a total mistake, an accident and thus shows no compassion to his deformed creature, which requires attention and Victor’s parental performance – but gains estrangement and rejection instead. The protagonist finally tears all parental bonds, thus the homunculus can only seek revenge and the satisfaction of his anger concerning the abuser. Shelley therefore emphasizes the significance of appropriate parenthood strategies and methods by demonstrating the outcomes of poor performance.In the similar wa y, Victor neglects his commitment to society, to all those ordinary individuals who are not familiar with science, but really wish to survive in this world – just like the creature’s first victim, an innocent infant who should have been adapted by Victor, as the story narrates. As one can assume, the murder of Frankenstein’s prospective foster child is to symbolize the homunculus’s jealousy towards the individual who is likely to gain more parental attention. The creature therefore longs to take the girl’s place in the creator’s heart or at least manifest itself in terms of typical childish envy.The creature perfectly realizes the absence of a parental figure in his life. His encounter with the De Laceys, displaces him from his â€Å"natural state†, displays to him the family unit, exposes him to education, and to the laws and customs of society. The creature understands his alienation form society. This embitters him and causes his s ubsequent vindictiveness towards society and Victor† (Moers, 1977, p. 63). So how can the child who hasn’t received any motherly warmth succeed in self-development, including its moral and social aspects? Victor Frankenstein is thus irresponsible primarily in terms of poor training given to his creature – the scholar only proves his ability to give birth to a child, and following incapacity of bringing up the homunculus.However, such fathers like Victors are basically (cognitively) incapable of making satisfactory caregivers, as they are isolated from society with the wall of their scientific voraciousness.   For instance, when his homunculus’s power begins to grow, he decides to flee England instead of marrying his fiancà ©e, who has helped him a lot because of the horrifying circumstances of the creature’s growth. The only thing Frankenstein in concerned about is his chemical instruments, which he is not able to take with him when escaping (Moe rs, 1977, p. 164).The hypertextual transition from parenting issues to social responsibility is realized through the thorough depiction of Frankenstein’s behavior in the situation of adversity: having heard about the monstrous being walking across London, he leaves his girlfriend as well as the huge threat to her health and life: the homunculus could have easily killed Elizabeth. Furthermore, instead of resolving his parental conflict in Geneva and handling the situation, Victor escapes further, to the North Pole, even though he could have given priceless information to an investigator and had the monster caught and executed. Victor thus exaggerates social danger, gradually aggravating the creature with his estrangement and encouraging persecution-related monstrous passion.At first, the theme of artificial creation resembles the demonization of the sanctity of motherhood, which might have existed as Shelley’s own mental disorders. It is highly important to note some tr aumatic events in Shelley’s own life: in fact, around 1814-1815, she gave birth to a child, and her pregnancy resulted in a particularly strong physical and psychological deterioration so that she began to believe her son was likely to kill her. Furthermore, the baby suddenly died in march 1815 (Moers, 1977, p. 165), leaving her fully shattered and incapable of coping with the motherhood-related fears.Therefore, the author’s vision of motherhood is biased by her personal tragedy, as the novel reveals all anxieties of pregnancy, integrating them into the male protagonist, probably because Shelley sought to sublime her longing for pay males back for the biological and social inequality. Notably, Victor appears lonely and forgotten by relatives at the most important moment of his life, when his nine-month scientific experiment turns out successfully. Given his shock and inability to cope with new emotions on his own (such situation was typical in the case of a 19th centur y young mother, who enjoyed little support from her spouse and relatives).Further, when developing the plot and her characters, the writer gradually comes to conclusion that Frankenstein himself is a classic case of an abused child, who did not receive enough parental attention and thus has grown into a heartless abuser. This is probably the core of the bitter truth about the 19th century motherhood as depicted by Shelley in the Gothic style: mothers, who are not ready enough for their new roles, are not able to bring up psychologically healthy individuals and thus continue the â€Å"damned circle† of generations, imposed by societal morals. Therefore, the novel helps Shelley take the position of an abandoned child and depict this adverse circle of generations, composed of unhappy poorly reared child, who maturate into uncommitted adults.   According to   Moers, â€Å"The heart of the novel is the creature’s discussion of his own development.The creatur, himself, realizes that a child that is deprived of loving family becomes a monster† (Moers, 1977, p. 165).   This means, the novel can be categorized as the author’s attempt to resolve her inner conflict and eliminate the persistent view on children as killers of women; she finally decides that small individuals are not basically evil, but become violent and cruel under unfavorable family circumstances. However, for the purpose of finding consensus between the conflicting views, Shelley needed to incorporate the distorted sanctity of motherhood as the major â€Å"argument† in the novel.In order to appeal to reader’s emotions, Shelley frames the novel with sentimental motifs, which reflect the pain of an abandoned infant. Sentimentalism is also well-developed in the work, particularly during the interactions between Victor and his progeny, when the latter normally expresses his wish to stay with Frankenstein as well as his striving for parental attention and suppo rt. The contrast between the monster’s overall rudeness and such childish and naà ¯ve requests is indeed striking. Finally, at the end of the novel, Captain Walton finds the creature crying over its master’s corpse and repenting: â€Å"But it is true that I am a wretch. I have murdered the lovely and the helpless; I have strangled the innocent as they slept† (Shelley, 1993, Ch. 24). Therefore, human sentiments are fully familiar even to such violent individuals.To sum up, Mary Shelley, affected by her own trauma, provides   striking and shocking evidence about her contemporary society, where ill-prepared individuals become parents, but fail to pay attention to the younger generation, so the story   recurs until one of the neglected children grows up into a mentally unhealthy personally, symbolically represented by the homunculus. In this sense, parental duties can be viewed as social responsibility, as they include the application of societal parenting stan dards (love, safety and care for a child), and those who fail to meet these criteria are considered negligent in the other spheres of life, regardless of the relation between these spheres and parenthood. The commonly shared stereotype about the low reliability of bad parents in fact contain social wisdom about an indicator of human morality, a litmus paper of one’s trustworthiness as well as determine the grade of common respect for the person.Works citedMoers, E. Literary Women. New York: Anchor Books, 1977.Shelley, M. Frankenstein. Available online at: http://www.gutenberg.org/dirs/etext93/frank15.txt, 1993.

Frankenstein and Bladerunner Essay

A holistic understanding of a text can be only be pursued by the audience only when they are able to pinpoint the intended values of the composer and resonate these values with the time and context of the text. It is evident that through a comparative study of Mary Shelley’s 1818 novel Frankenstein together with Ridley Scott’s 1992 film Blade Runner, despite the one hundred year gap between the two texts, the values each composer wishes to deliver to the audience echo the concerns of humanity and its susceptibility against themselves.Frankenstein explores how humanity’s obsession with scientific and medical developments in the 19th Century while Blade Runner explores the societal vales of consumerism and capitalism in the 20th Century. Evidently, it is clear through the comparison of the texts as to how the social values of each society bring detrimental outcomes for humanity. A theme that is seen in Frankenstein is the danger of unrestrained scientific progress and creation, a theme most evident when Frankenstein bestows the â€Å"spark of life† upon his creature in his effort to â€Å"pour a torrent of light into our dark world†.Here Shelley alludes to the sciences of the period of enlightenment or in particular, Galvanism which held the belief that corpses could be reanimated through an electrical current, or â€Å"spark†. The characterization of Frankenstein serves to symbolize the desire of humanity to be able to create and control aspects of life which were limited to god. This becomes clearer as Frankenstein states, â€Å"A new species would bless me as its creator and source; many happy and excellent natures would owe their being to me. Here, Shelley uses a listing of descriptive language which embeds positive connotations in order to depict the naive hopes of humanity’s desire to create and control life and nature. As the plot unfolds, it becomes evident that this desire only leads to false hopes as Fra nkenstein’s creation states, â€Å"You are my creator, but I am your master; obey! †. Here, the paradoxical statement by the creation is indicative of how humanity’s desires will ultimately backfire when the power to create and control is unchecked and abused.Ultimately, the monster is responsible for the death of many associates of Frankenstein as well as Frankenstein himself which shows the ultimate backfire of scientific progresses on humanity. Scott’s Bladerunner recognizes the same flaws within humanity as Mary Shelly’s Frankenstein. He portrays a world where humanity’s hunger for power, control and technological advances ultimately leads to their downfall. In the opening scene, Scott portrays the dominating figure of Tyrell’s building through the use of a panoramic shot, where the large and tall building juxtaposes with the other buildings of the society.In order to give more focus on Tyrell’s building, a dolly shot is us ed and together with eerie background music, the director creates a mysterious atmosphere concerning Tyrell’s practices. Tyrell's company alludes to the rise of capitalism and consumerism in the twentieth century, where this lead to large transnational corporations being one of the dominant forces of globalization. This can be witnessed in the low angle shot of the high rise buildings, which embed Coca Cola and Pan Am Airlines advertisements through neon lighting.The forces of globalization can be further recognized with the oriental background music which accompanies the advertisements together with a follow up mid shot depicting a large screen with a Japanese geisha dominating the screen. This alludes to the dominant Asian culture in LA alludes to the aggressive Asian Tiger Economics of the late 20th century, where the drastic rise of Asian countries such as Japan and China was seen.Hence, by blending these notions of social values with the dystopian depiction of LA, where the continuous rainfall and the absence of sunlight indicates the destruction of nature and its endowments, Scott is foreshadowing a society which humanity has ultimately destroyed with their own hands. Once the responders understand the contextual influence on the two texts, the responders are then able to grasp the core idea of both texts – humanity’s negligence in their power. Both texts indicate the self-destructive nature of humanity’s empowerment to which responders can reflect upon in correlation with their contemporary society.Firstly, Frankenstein portrays how the ambition to redefine human limitations through creation is bound to result in failure, and accordingly create something monstrous. Frankenstein’s Creature is the very embodiment of the monstrosity that humans are capable of creating. The symbolism of light in, â€Å"until from the midst of this darkness a sudden light broke in upon me† conveys Victor’s instinctive awakenin g to the possibility of creating a perfect being impervious to diseases. The contrast between the ‘darkness’ and ‘light’ hints the didactic purpose which Shelley tries to convey to her responders.Such a taboo act of trespassing the domain of the divine providence signifies the beginning of Frankenstein’s blindness. Frankenstein is quick to realize that he has created a monster, as shown by the regretful tone in, â€Å"I beheld the wretch – the miserable monster whom I had created. † This depicts that untamed human ambition can lead to the inadvertent creation of the ‘grotesque’ and through this, Shelly is alluding to the ideology that creation is the work of God and should not be attempted by humanity. Blade Runner examines this notion of the negligence of humanity’s empowerment on a much broader scale than Frankenstein.This is achieved by depicting the detrimental consequences of humanity’s misuse of power up on an entire country. Frankenstein was a forewarning of the dangers of human ambition of that context, but Bladerunner portrays the aftermath of the overambitious quest for knowledge in the future if the misuse of power cannot be contained by depicting a dystopian world. Appropriately, the human beings in this alternate future seem artificial and lacking humanity except for the protagonist Deckard. Deckard is the primary voice of the director, where Scott portrays his ideas on how humanity should be living through the actions of Deckard.In Bladerunner, Deckard is a character who distances himself from the social norm of technology and the rigid structure of society. He is indicative of the traditional ‘human’ who responds emotionally and takes part in conventional human actions. Although this notion is strongly evidenced towards the end of the film, the director foreshadows Deckard’s humanitarian characteristics from the beginning of the film. The idea of Deckard holding human qualities can be witnessed in the scene when Deckard is reading the newspaper. A dolly shot is utilized by Scott in order to capture the setting of the city and gradually focus on Deckard.Through this shot, the responders recognize the strong juxtaposition between the social values and Deckard. Deckard is reading the traditional ‘newspaper’, whilst in the background, numerous television screens showing the news can be seen. This contrast in effect highlights that Deckard abides by the more ‘traditional’ conventions of humanity and through his heroic portrayal, it becomes evident that Scott wishes to address that in order for humanity to survive, it will require us to restrain ourselves from being too consumed with social cults and conventions which invoke control, creation and power.In order to fulfill an understanding of a text, responders need to identify and understand the true intentions of the composer. When both Frankenstein and Blade R unner are read on parallel, although their contexts are different, the problematic issues resonate with each other and furthermore, responders can also illustrate that these texts induces the responders to reflect on the contemporary society to understand that the social values of our time, although they may seem standard may be in fact detrimental for humanity.

British Control of the Caribbean and Its Allusion

British Control of the Caribbean and Its Allusion Essay in Caribbean LiteratureThe British have influenced the perspective of the Caribbean people inmany ways. The peoples self awareness, religion, language, and culture hascoped with the influx of British ideals and in coping, the people have changedto appease the islands highly influential British population. Three exceptshighly influenced by the British ideals are Crick Crack Monkey by Merle Hodge,My Aunt Gold Teeth by V. S. Naipaul, and If I could Write This in Fire, IWould Write This in Fire by Michelle Cliff. All three excepts show the amongthe people of the islands, whether native or foreign. In examining the threepassages, each author presents a unique perspective. Hodges story ispresented through the eyes of a black , lower class girl of Trinidad in the1950s. Naipaul uses an unidentified East Indian boy to tell his story. A youngwhite girl becomes the narrator of cliffs excerpt. By using Cliffsperspective to examine the perspective of the other two passages. A uniqueinterpretation of the British influence on the Caribbean people develops. Friction among people of different color is clearly displayed within thewritings; However, looking at the story of Crick Crack Monkey through the eyesof a young white girl, rather than a young black girl, the reader might see theinjustice and the ethnic discrimination that a black person must endure. Shewould not be accustomed to being called a little black nincompoop (Hodge 457),and she would most likely not have to suffer a physical beating with a ruler(Hodge 456). In Lady Aunt Gold Teeth, the issue of color is evident throughthe aunts religious affiliation. Changing the color of the narrator in My AuntGold Teeth might make a difference in the way the person perceives their aunt. For example, the narrator says, I was rather ashamed at the exhibition (Na463), when his aunt appears to have got the spirit (CS 462). The Indian boyis probably more ashamed of the aunts reference to Hail Mary than herphysical exhibition. From the perspective of a white Anglican child at thattime, the behavior of the aunt would be acceptable and understandable, but forthe Indian boy, brought up on Hinduism, such actions would seem foreign andconfusing. Racism is evident in the writings by Caribbean authors, and theirintent to expose the British as the perpetrators of the racism is also apparentwhen looking at it through a white girls perspective. Religious confusion is another result of the British occupation in theCaribbean. Both Hodge and Naipaul use their writing to expose the problemsCaribbean people experience with religion. The influence of the church is madeapparent in the writings by all three authors.A striking example can befound on page 455 in Hodges story Crick Crack Monkey. The narrator of thestory tells how the students made sound at the beginning and at end of eachclass period. The sound were the classic English Our Father, the childrendid not understand the words. The children just memorized the sounds and notthe actual meaning. Hodge writes the sound Mrs. Hind attempt to redeem thechildren; however, this is in the perspective of a adult looking back at herchildhood, at the time the Our Father was just sound.Another example,every Sunday afternoon Tantie dressed Toddan and me and sent us to thePentecost Sunday-school in preference to that of the Anglican church (Hodge455); however, in school under Mrs. Hinds di rection we would recite Childrenof the Empire Ye Are Brothers All (Hodge 454). Hodge wrote of both religiousexperiences to show the confusion that the children were undergoing, In theother passage by Naipaul, a similar confusion exists. Aunt Gold Teeth isconfused by the barrage of propaganda by the various religious groups, andevery day her religious schizophrenia grows (Naipaul 459). In trading thenarrators perspectives, one can assume the young white girl would reactdifferently to the situation than the Indian boy. Assuming the white girlbelieves in Christianity, she would probably be happy, rather than confused,about the aunts conversion in faith. The authors clearly show the peoplesconfusion with religion, and in the process, they show the problem lies in thepeoples lack of self-awareness. READ: Mercutio's 'Queen Mab' Speech EssayIn My Aunt Gold Teeth, Aunt Gold Teeth saw religion as a form of power(Naipaul 458). She was very powerful in her Hindu religion. Aunt Gold Teethsought other religions to gain even more power. Naipaul writes

The Overall Picture for Benefit-Cost Analysis for Illicit Drugs in Research Paper

The Overall Picture for Benefit-Cost Analysis for Illicit Drugs in General and for Cocaine and Heroin - Research Paper Example Rosen (1995) emphasised on the mathematics part of benefit-cost assessments. At the same time, he also emphasised that instead of benefit-cost assessments, cost-effectiveness may be the better approach to use for some projects or decisions involving intangibles. Stiglitz (2000) proposed a set of principles for measuring non-monetized costs and benefits. He prescribed a set of techniques for valuing time, life, and another alternative method of valuation (2000, p. 278-283). Rather than conceding on the concepts of â€Å"intangibles†, it seems that Stiglitz emphasised on monetisation end emphasised that the concept of benefit-cost analysis is â€Å"developing systematic ways of analyzing costs and benefits when market pride do not reflect social costs and benefits† (2000, p. 274). In 1998, the Risk and Policy Analysis Limited prepared a document for the European Commission elaborating on the techniques of benefit-cost assessment. The document is used for policy and propos als evaluations. We are guided by the said materials as we explore on the benefit-cost assessment of legalising the use of cocaine and heroin. As pointed out by the Matrix Knowledge Group (2007), the drug supply chain covers several continents. This is also discussed in Fox and Albertson (2010, Lecture 1 Slide 18). The drug supply chain includes the dealers who bring the drugs into the UK from overseas, the dealers who distribute the drugs at the national level or the dealers who buy the drugs in one city and sell it in another (Matrix Knowledge Group 2007, p. 17).

Managing interpersonal behaviour at work 2 Essay

Managing interpersonal behaviour at work 2 - Essay Example Thus, the workplace is not a stable box but a dynamic environment where relationships and interactions enliven it with changes that shift even by the next moment. An effective manager must be one fully equipped with all the tools and experience to manage an environment. He/she should be flexible, respectful to subordinates and decisive in his/her action (What does it mean, 2008). The manager should know the principles of business management and principles of psychology applicable in the business sector. Effective management includes understanding the culture of the organization, the workers, their ethnicity and background, diversity management, interpersonal communication and interaction, human behaviour, etc. The field of psychology has become a relevant discipline in organisational management that universities and colleges at present offer it as course for managers and leaders in an organisation. Psychology is relevant in any organisation that it is utilised even from the start of the screening and hiring process with written test given to applicants based on psychological principles. Focusing on individuality, Gilbreth (2008) posits three types of management – traditional management, transitory management and scientific management. Traditional management almost neglects the concept of personality. It focuses on the mind and body that includes satisfactory food and sleeping quarters, not forcing workers to overwork, amusement for workers and related concerns. It focuses on the group or class or workers rather than the individual (Gilbreth, 2008). The manager may even take pride of treating everyone equally (Gilbreth, 2008). Transitory management gives focus on â€Å"the physical and mental welfare . . . more systematically† (Gilbreth, 2008, p. 47). Individuality of the worker is given more importance (Gilbreth, 2008). Scientific management gives emphasis on the body and mind of the worker and his