Emily Dickinson Essay Example for Free

Emily Dickinson EssayEmily Dickinson, one of the best-known American poetesses, was born in Amherst, western Massachusetts in the 1830. The house where poetess spent the greatest part of her animation was called the Homestead. It was built in the 1803 by her grandfather, sold and then bought out in the 1855. Her parents two graduated from the Amherst College. Emilys father was a well-known person in the town, as he was a treasurer of Amherst College (which was earlier co-founded by her grandfather), a good lawyer and he also was a republican representative to the guinea pig legislatures. It is said that Emilys mother didnt play an important share in her life, as she couldnt provide her daughter with the amount of emotions and attention she needed. The poetess herself ulterior referred to her as a sort of a person to whom you hurry when you are troubled. Her early years she spent accompanied by her younger child Lavinia and a brother whose name was Austin. Her parents, who b oth were the members of the orthodox Congregational Church, tried to make of her an educated and religious woman who someday will have to backpack care of her own family.But it became evident later that Emilys individualistic approach to life, her certain personal features didnt allow her to perform the social role that was prescribed for the women of her social status at that times. Emily received good education, especially for a women living in the 19th century. First she studied in the Amherst womens academy and than she spent a year in a Mount Holyoke Female Seminary. Both the first and the second educational establishment devoted everlasting hours to religious edifications, so the poets growing up occurred under the severe religious pressure.At the academy she became notorious as one of the few students who refused to need her faith in Christ on public. This fact darkened her further sojourn in that establishment, as Emily felt alienated and misunderstood at the place, where everybody dual-lane the beliefs she didnt fully support. Although she participated in the agency of the community of the Christian resurgence, she failed to become a convinced believer and didnt join the church community.In 1955 during Emilys travel to Washington to visit her father, who was a congressman at that period, she stopped at Philadelphia to listen the sermon of the known priest whose name was Charles Wadsworth. She corresponded with him for a want period of time and he is presumed to be Emilys first have intercourse, one of her deeply hidden romantic disappointments which inspired her writings. Another Emilys presumable tendency of passion was Samuel Bowles, the editor of the Springfield Republican. Today some researchers say that Dickinson stayed undivided because of the well hidden passion she had for women.They support their viewpoint giving the feministic abridgment of her verses. They also note that Emily kept very close relationship with some of her friends w ho were woman, and only the strict traditions and beliefs of her time didnt allow Emily to reveal her real passions. These researchers admit us the information that the poetesss letters to her friend and sister-in-law Susanne gibibyte were thoroughly edited before publishing by her niece, to exclude all the passionate have it off confessions from there. Other scientists explain the fact of Dickinson being single by some of her personal traits which do marriage undesirable for her.Emily was said to be very attentive choosing friends and some good deal think that she just couldnt find a man she could live with. Some of the researchers think that the poetesss desire to stay unmarried was dictated by the customs which existed in the USA at those times. It was acceptable for a women to stay a spinster and to keep the house for the rest of her life. So, both Emily and her sister Lavinia didnt have husbands. The only member of that family whose love life was successful was their brot her Austin. He married a genteel girl from New-York, Susanne Gilbert who later became one of the closest Emilys friends.Dickinson kept corresponding with some of her friends and relatives for all her life. What is interesting is that she often wrote and received letters from her next door dwell Susanne Dickinson, her brothers wife. Emilys letters are a valuable source that provides us with the information about her personality, character, and attitudes and, what is also important, her life patterns. Emilys intimately productive years were 1858-1863, when the number of the poems written enlarged from 52 in the 1858 to the 366 in the 1852.Researches strongly argue on the reason of such productivity enlarge and most of them agree that there was some failed love affair in Emilys life in the late fifties. The efforts to define the object of her interest failed. Assumptions made on this topic touched almost everybody with whom Emily communicated closely, including her brother, Susan Gi lbert, her sister-in-law, Thomas Wentworth Higginson, Judge Otis Lord, Charles Wadsworth and her friend Kate Scott Anthon, but no evidence of Dickinson having a romantic affair with anyone of these people is not found yet.It is known that Emily didnt strive for the publicity at all. Only ten of her verses were published during her life and all of these under the pseudonym. Some raze think that the poetess didnt give her permission for the publication. A data exists that she was offered by Thomas Niles of Roberts Brothers publishing house to publish her book in 1883 but refused him. It is presumed that Emily set her privacy very much and she didnt like the idea of becoming a well-known person. Instead of printing and publishing her books Emily Dickinson made manuscripts, which were later called fascicles, by herself.She begun to make them in 1958 and only death stopped her work. She shared her work in the narrow circle of her friends and relatives. Emily Dickinson was known for bei ng an eccentric person passim the dwellers of Amherst. From the 1970 she never wore anything except white dresses and she rarely went out of her yard. The poet rarely communicated with anyone except her family and those who wanted to talk to her had pass the face-control made by her sister Lavinia on Emilys request. It seems that her inner world was so tender and vulnerable that it was hard for her to let a new person to enter there.Emily chose her surroundings carefully, but she gave all her love and affection to those whom she found worthy of trust. Emily died in the 1886, presumably of some kind of kidneys disease. Her sister was astonished when she found more than a thousand verses stashed in the wooden bureau in Dickinsons cabinet. Three volumes of Emilys poems were published by Lavinia, but she of course couldnt enjoy her triumph or gibe to those who criticized her. But it seems to me it wouldnt grieve her, as she said everything she wanted to say in her verses. She made her manifest to the world and now its our turn.

Book Review - English as an International Language Essay Example for Free

Book Re sentiment incline as an International verbiage EssayThe blurb of this contribution to the scientific research of English states that this talking to does not only matter in the context of linguistics but excessively in some other subcategories of science like sociocultural, political and pedagogic dramatic arts. The reason is seen in the matter of English being a knife franca that is used in all aras of these studies and therefore the books goal is to take a walking(prenominal) look into the complexity of the international usage of English. The book is kept in a flatboat t single of brown on the divulgeside. On the cover there is a picture of a egg published in Digital Shock in 1997, obviously underlining the focalisation on inter-nationality. Title and Editor ar kept in white. The book spine gives a short introduction approximately the focus and provides the reader with some quotes of well-known scholars like Janina Brutt-Griffler and Ryuko Kubota. At t he beginning of the book, the lists of acknowledgments, contributors and abbreviations are located, followed by an overview by the editor Farzard Sharifian.The work is split into four parts to wit 1. Native/ Non autochthonal Divide Politics, Policies and Practices 2. EIL, Attitudes and Identity(ies) 3. EIL, Teacher Education and Language Testing Gaps and Challenges 4. The Scope of EIL Widening, Tightening and Emerging Themes. All of the parts contain 3 essays, shut out the fourth chapter that provides five different endings. In order to give a brought overview, I will summarize each essay in short and micturate the convincing and the missing points.The introduction states that the focus of this book is on communication rather than on the talkers nationality (p. 5). The reason for this focus lies within the critique that English phrase teachers express while looking at the results of such a research. This fall upons a unilateral measure, excluding the scientific field of Englis h language education and underlining the focus on more political issues. barely, it already gives a certain sense to the difference between English as an international language (EIL) and English as it is taught in school.This overview deepens on the following pages dealing with the difference of political sympathies, policies and practices (p. 6) and the more precise definition of EIL. By looking closer on attitudes and identities, the author takes position in fresh debates and controversies e. g. based on the NS-NNS accent. Even though he declares an assumption stating that English native speakers have no difficulty understanding each other (p. 8) to be wrong, he at the resembling time provides the readers with the pro and contra arguments in such a debate.Due to the accompaniment of his entry being more or less an introduction, Sharifian succeeds in not going to far into detail but giving hints of what will be dealt with in the following. The starting chapter is mainly conce rned with the politics influencing English as an international language. The first essay is contributed by Adrian Holliday, professor for linguistics at the Canterbury Christ Church University in the UK. He argues that English as a lingua franca cannot be dealt with on sociolinguistic grounds alone but must be seen as phenomenon of changing ownership.With this statement he does not question the lingua franca strawman but rather points out possible problems resolving from this point of view (p. 21). After providing the reader with background knowledge of the movement establishes a distinction of native and non-native speakers based on the question whether or not this is a distinction to be made on linguistic or political foundation. In the end he comes to the closing curtain that due to their distance to the language, non-native speakers are more scathing about English as a lingua franca.With the combination of political and linguistic approaches, Holliday provides the reader with a real sense society of the two fields and therefore this entry is an appropriate contribution to the case of the book. The next essay is written by Sadia Ali, anthropological linguist from Zayet University. Her focus lies within the field of EIL in the Gulf Corporation Council (GCC) (p. 34). In order to do so she reflects upon the experience of English teachers within this council. This is a major contrast o the focus that Sharifian declared in the beginning of the work. However, by finding out that the employed people in this field are usually native speakers, Ali continues by analyzing their experiences within the alien culture (pp. 40-42). done the research on the students perceptions, she as well enlightens the flip side of the issue and comes to the conclusion that even though the qualification of a teacher does not depend on his/her being a native speaker, hiring processes are still unfair and not adjusted to the actual needs.Additionally, she proposes to give up older c onvictions of regarding correct English as an attribute of native speaker (pp. 51-52). Marko Modiano from the University of Stockholm takes the same line with the slight adjustment of rather concentrating on European language teaching which in his opinion failed. By providing the reader with tables that reveal the multilingualism in Europe and its state, he brings that the policy of staying with this system causes the failure of English language teaching (pp. 70-76).Even though the arguments seem convincing, Modiano totally neglects the opposite view of English being just used in order to simplify international economical or cultural processes. The second part of the book deals with the characteristics of EIL in particular. The first contribution by David Li, Associate Professor at the University of Hong Kong, aims to research the views of non- native speakers towards intelligibility and identity. In short the discussion whether native speaker based pedagogical models are useful or if pluricentricity should be the norm.Based on a combination of quantitative and qualitative data using a semi-structured questionnaire he comes to the conclusion that teachers should raise the awareness of their students for other varieties of English rather than sticking to a native-speaker based model in order to encourage the learners confidences in their own English varieties (p. 110). The sixth chapter is published by Enric Llurda is a Professor Applied Linguistics at the University of Lleida, Spain. His scrutiny is located within the fields of native models among second language users and teachers and their pervasiveness.He establishes a connection between non-native English speakers and the phenomenon of the Stockholm Syndrom (p. 119). He claims that non-native speaking English teachers are accepting proposals and formulation that relegate to mere spectators and at times executioners of native speaker norms (p. 119). After establishing a connection between these teacher and EIL, he further describes the attitudes between the two and comes to the conclusion that there is a need to overcome non-native English speaking teachers and their subordination to native speakers models (p. 28). Additionally, he provides possible solutions e. g. to gibe teachers more opportunities to develop their language skills. (pp. 130-131). EIL migrant teacher identities is the field of investigation of Bojana Petric, a lecturer at the Department of Language and Linguistics at the University of Essex. Taking into consideration the mobility of English language educators, she wants to give an overview into the role of a migrant teacher within his/hers classroom. Her results are based on interviews with four English teachers in Hungary.These interviews brought her to the conclusion that various factors have an influence on the teachers constructions of identities. However by admitting that e. g. gender, race or class have also impact to a certain extend she reveals that the rese arch on this field is just one out of many to tackle the issue of migrant teachers (pp. 148-149). The third part of the entire book already gives an impression of more future oriented essays, aiming to mend backward conditions.The first essay subscribe to that and is written by Vaidehi Ramanathan, a Professor for Socio/Applied linguistics at the university of California, and Brian Morgan from the the York University in Toronto. From a more critical point of view the two argue that globalization makes the problem of classes and their inequality more complex than before and has therefore also an influence on teaching English to speakers of other Languages (TESOL). The interesting thing about this article is the structure of it. Both authors engage in some kind of dialogue and thus the arguments join on up and reflect upon each other.Be that as it may they come to the conclusion that that globalization results in significant challenges for new scholars and practitioners in TESOL (p. 166-167) which at the same time help lead to new possibilites in ways of approach. While all preceding chapters deal with whole parts of the globe e. g. the Eastern bloc, chapter 9 focuses on preparation programs in Japan for English teachers. Aya Matsuda, Assistant Professor at Arizona State University, takes a stand in the debate about the Japanese action plan to cultivate Japanese with English abilities. (p. 169) and in how far World English and EIL are incorporated into such a program. In order to do so, she used a questionnaire for Universities having an accredited teacher preparation program to collect the information needed. After the evaluation she draws to a close that the current preparation programs are attempting to increase their students awareness of the sociolinguistic complexity (p. 87). However, it will take more time to further improve these programs and to make them a costly instrument to transpose the teaching methods and hence our society.The test that almos t every student of English has encountered during his studies is the TOEFL. For this reason, Sarah Zafar Khan, director of the Effat English Academy at Effat College in Saudi Arabia, puts tests like this in comparison to the notion of English as an international language. She basically questions the dominance of standard American variety of English and the parts of the TOEFL test. In short is there a hegemony or not. To provide a practical example she integrates a case study from Saudi Arabia (pp. 195-197).Through her research, she sums up that students are able to use English for communicative reasons, still, they are not explicitly acquainted to the standardized American English occurring in the TOEFL. Thus she demands a change in the system of English testing for non-native speakers (p. 204). In the fourth part of the book, Paul Roberts and Suresh Canagarajah (the first is a publisher of ELT books and worked as an English teacher in 8 countries, the other Professor for Language Learning at Pennsylvania State University) open up with a glance spoken English in an international encounter.In order to do so, they concentrate on a conversation between five non-native speaking persons, all of them with a different nationality. Through this procedure they find out that ELF 2 speakers have the capacity to negotiate English when the context demands it. (p. 224). Due to the fact that capacities like this have been left(a) out of linguistic literature so far, the assumption may come up that this is just possible because of the special circumstances both authors created. Be that as it may, it reveals that the strategies of communication are based on the circumstances and not on capability of the speakers themselves.The twelfth chapter is written by Sandra Lee McKay, Professor for English at the University of San Francisco. She concentrates on the pragmatics and EIL pedagogy. The author desires more attention to the teaching of pragmatics in English as an EIL. Mainly paying attention to L2/L2 interactions, the foundation for her argument is built upon the hybridity of modern interactions in English (pp. 127-128). The outcome of her research is that non-native speakers of English are more likely to use constructions or words of their L1 systems.In cases such as this, she proposes the on the job(p) out of a specific communicative strategy to clarify certain concepts of English (p. 251). The final chapter fourteenth chapter with scholarships and the role of English connected to it. Andy Kirkpatrick, Head of the English Department at the Hong Kong Institute for Education, considers the implications of the rise of English as the international language of scholarship for the dissemination of indigenous knowledge. (p. 255). The main source of his investigation is Chinese medicine and its international transition.With this he proves that a cultural property such as traditional medical procedures, are widely spread across the globe through the help of English language. Still he thinks that this is not a thread to the Chinese tradition because the medical procedures still vary even if they claim to be Chinese. In brief the change in Chinese medicine would have sooner or later anyway (pp. 266-268). The final chapter is contributed by Eric Anchimbe, accessory Professor of English Linguistics at the University of Bayreuth.He analyzes the differences of local and international standards. Therfore he concentrates on Indigenized Varieties of English that have spread in the recent decades and are also referred to as New Englishes. In the following he underlines the differences e. g. to non-native Englishes (pp275-277). Anchimbe proves that the variation of English is not only based on misconception but asymmetrical index finger relations as well as social constructs sustained through colonially-inherited discourses (p. 84). Also, to him it is inevitable that the language of English changes like everything in the progress of globalizati on. All in all the contributions to the book are more than satisfactory concerning the actual goal announced by Sharifian in the introduction. However, it is sometimes hard for the reader to draw the connection between goal and entry of the book. The single texts are easy to approach and combine statistical research with comprehensible conclusions.Another point that is well done, is the fact that all texts are written from different authors from different parts of the humanity. This is of course necessary for a book that researches international facts in English, still the range of countries taken into consideration is remarkable. One point that does not succeed is the division into different chapters and parts. First of all it really confusing regarding the fact that there are so many texts. Also the division does not make sense because many texts have similar approaches and goals and are still not part of the same chapter.In comparison to other linguisitic books of research the topic is rather detailed. Therefore some entries appear to repeat many facts from each other. Still, by taking a closer look to the chapters, it becomes clear that every author uses the points for different ways of arguing in favor or against his topic. I think this book would make a great contribution to every language class. It shows that English is not only substantial in English speaking countries, but all over the world due to economy and culture and the influences of globalization.

Analysis of Richard Wrights Black Boy

Analysis of Richard Wrights Black BoyBlack Boy EssayIn Richard Wrights autobiography of Black Boy, Richard is determined to leave his family to move to the northward because they do not provide the necessities for him to be successful. Richards bold and stubborn temperament negates him success. This runs par totallyel to the abuse and manipulation that Richard receives that limits his relationships with others around him. Wright also shows how breeding frees a soul suffering from discrimination. The US constitution states that All men are created equal, however in the Jim Crow law era, blacks were always looked down upon. Jim Crow promoted segregation and dehumanization amongst blacks and whites, creating the wall that separates whites from blacks. Racial prejudice, hate and discrimination were every(prenominal)where blacks could be penalise in any manor, from world arrested and getting a beating, to being slain based on a white persons judgment on the action perform by the bla ck individual. Throughout the novel we can see Richards alienation from the white community as well as the black community.Richard grew up in the south bound by rules and regulations formed by the whites. Secluded within their own confines of living, their struggle to survive in such a harsh environment seemed infinite and hopeless. Richard had to take charge when his mother falls ill and must provide for her and the family disregarding this own health and focusing on keeping up with the rent and bills that needed to be paid. Richards render deserted his family leaving him and his mother to be on their own. Nathan, Richards dad was a peasant, and a share cropper. He did what the whites commanded him to do, follow the rules with no desire to succeed or progress in life, and repeat each and every demeaning and menial task day by day just to get by. This is the kind of society which trained Nathan to be what the whites forced him to be, a torpid and dumb individual with no awarenes s of perception of whats actually going on around him. Being counted as a subspecies, Richards father was conditioned to have no awareness of hope, his entire life was based upon one thing, and that is falling in line with all other blacks and follows through with all the commands given by the white with no questions asked. This worked on every level imaginable, using sheer force and fear to tear down any sense of hope or positive thinking which blacks had. Just the thought of blacks surpassing a white individual was unthinkable. Why is this? Its because it was deemed that way, it was how the society worked at that time. No one could question or challenge what whites could or cant do, all of their thoughts are final. The ideas of being superior amongst the blacks were socially acceptable. And this included dehumanizing and cruel treatments.Richard wasnt like the other kids that were in the black society. He was more free willed and ambitious. Richard was an independent individual f rom the start not getting attached to anyone or in need of assistance of any sort. Richard was fond of education and learning. His quest for knowledge seemed, in the other black peoples eyes as a waste of time and energy, deemed to be helpful. But in some cases, Richards knowledge gets him in trouble, even worse getting hurt. An type from the book, is when Richard has to go to the cut in and buy groceries, but gets robbed numerous times by a gang of boys. The final time that Richard failed to get the groceries his mother told him, Dont come in hereYou just stay right where you are, Im going to teach your this night to stand up and fight for yourselfDont you come into this house until youve gotten those groceries.(pg.24-25). One of Richards top qualities was taught that night by his mother was perseverance.On the other hand we see the opposite, Shorty. Basically this amplifies my point of doing whatever practical to survive in this dreadful environment. He gets kicked in the gut just to get a quarter. My ass is tough and quarters is scarce.(end of ch12) At what point does a person go to violate self-ethics and morals, and go through with it just to survive. How far are you willing to go until you break? There is a delicate bring together between the white people and white people, as humans we have limitations on how much we can embrace mentally and physically. We can see from this example that Shorty is willing to degrade himself in order to get a quarter per kick. Shorty and Richard go off on a tangent about how to avoid being dehumanized and do something else. Richard offers to help him but Shortys hard headedness prevents him from to take heed the information given by Richard. But in Shortys remarks, he states that he is lazy to do anything and wont change his ways of how he earns money. The readers recognize that Shorty has accepted the fact of being caught in the white superpower web of inferiority he sees that there is no way out of this terrible s ituation.He went to instill for half of his learning, and the half he was self-taught by reading little bits and pieces he manages to learn quite a bit. Having knowledge and education grants Richard to be ahead of all the other black people. Wanting to be a writer, Wright pursues his dreams of moving North and writing novels. He takes the challenge by getting any job he can to raise money for himself to move to the north once and for all, and freeing himself from the clutches of racial prejudice and white rule. His ability to persevere also guided Richard toward his prosperity. Richard was a fighter and no matter what hindrance he faced, he manages to knock it down and march forth with his duties.Richard was always refractory, from when he was really young to young adulthood. For example, when the principal at Richards shoal had asked him to give a speech to the audience of whites and blacks, Richard refused to read the principals pre-written speech. Just by reading the principa ls speech he was assuage at the same overly stressed out. He had the will and courage that other black individuals lacked to commence forth with this own speech. Richard was willing to leave school without a diploma just because of this unjust action.The whites knew that Richard was different they knew that he challenged the system and he wasnt afraid like the rest of the black people. The readers can sense fear coming from the whites, due to Richards attitude towards the whites and the boundaries that surround him. The whites try to cover up their fear and pushing racism by being cruel and demeaning towards the entire black population. We can see in the scene where Richard gets a new job at the optical place, and his co-workers mistreat him just because the boss is kind to Richard. Later Richard leaves the job knowing that his co-workers would kill him if told the boss what happed to him. The hostility portrayed by his co-workers was so great that Richard couldnt handle it anymor e, and was forced to leave his job.All of these events mold Richard into the hardy character he is known for. Wrights intellect was unmatched by the blacks, and well as his rebellious features and conduct. These were a few reasons that he was able to overcome his background of being black individual, and becoming a successful writer. Based on the fact that he was smart and independent, and his perseverance guided him to reach this status, to which all blacks should uphold to. By reading Black Boy it becomes very clear to the reader how life as a black minority is very difficult. We can recognize all the struggles they faced and how Richard challenged and managed to surpass what no blacks ever did.

Education in the UK: Social Policy Changes

Education in the UK Social Policy ChangesThe 1944 Education Act has a significant role in the British educational crookivity system. According to Bochel et al (p.238), the legislation of this Act initiated free secondary education for all children and raised the schooling leaving age from 14 to 15. Control over education system was shared amidst central government and local government. It in addition gave local authorities the power to constraint education affairs whiles the central government was in charge of providing financial support. In relation to this, the Act created three secondary systems (Tripartite system) namely the grammar school (for the academic), technical (for possible or vocational studies) and secondary modern (for less academic). Admission in to these schools were based on entrance examination called eleven- plus. One of the impacts of this policy was to establish a system that allows children from diverse background to schools most suitable for their needs and ability.The return of conservativist government in 1979 alleged that adjustment was necessary in some otherwise to raise the measuring of the British education system. The change did not neutralise until 1988. Bochel,etl(2009) wrote Thatchers government of 1980 placed at least part of the blame for Britains economic ills on trendy educators who they perceived as having emphasised e role and new teaching methods at the expense of providing a solid educational foundation for children (p.240).This means that the conservative government believe the possible way to revive the education system was to take control of the provision and policy of education from the turns of local office and teaching professionals and centralized it to the central government. This was responded through the 1988 Education Reform Act. The key significant of this legislation was to introduce market mechanism which encourages competition among schools and parental elaboration (i.e. giving parents an informed pick in terms of choosing schools for their children).GRANT MAINTAIN SCHOOLSThatchers government initiated two tier systems in to the British education in other to promote competition among schools. This was achieved through given grant maintain status the opportunity to opt out of the control of Local Education Authority (LEA) and perish independent schools through parental votes. The benefit of opting out meant that the school will be able to flummox it budget directly from the central government and in any case have the power to manage it affairs such as scholar entry and selection process. However, schools which chose to remain under the umbrella of LEA had it budget control by local management of schools (LMS). Under the LMS control, the schools were able to manage 85% of it budget . (Alcock 2008 p.317).According to Bochel (p. 241) the aim of the conservative was establish a market strategies for the two schools (i.e. GMS and LMS) to compete for pupil numbers. To the policy makers, based resources on the number of children they could attract not only encourage them to exercise well but also meant that those which perform below standard would be force to improve or face the consequence of closing down where as those that attract more pupil receive grater resources and continue to remain in operation.THE NATIONAL CURRICULUM, STANDARD TEST AND LEAGUE TABLEThe second area of concern to Thatchers government was the poor basic skills of the British population especially among young children in school leaving age compare to other countries (reference this part). In response, the policy makers introduce a national course and standard test for all state schools which was to be published in a league table. The content of the course of instruction included maths, English and science as the core subjects in addition with other subjects like history, languages, geography and daily worship if it is a faith school.The standard test on the other hand was initiated to test childrens understanding or attainment on the program on four key comprises between the ages of 7, 11, 14 and 16. However, testing at key present 4 was later polish due to children under taking GCSE.Publication of the result along side with GCSE and A- levels in league table gave parent the choice to compare schools and also to check it performance before enrolling their children. (Alcock 2008, p.318). However, the information published could be misleading because the pupils achievement might be determine by heterogeneous reasons outside the control of the school. For exemplar, a child from a high class social background might need a might receive niggling support from the school and quieten high result from test compare to a person from a low social background who gets good quality of teaching fro the school but still perform poor in test. The result therefore courage schools to select children from the high class academic families.(Hill 2009).However, i t could be argue that the 1988 Education Reform Act has lead to creation of class differences and inequality in to the British education system. For instance, Brown and Lauder deem that speech marketing in education would benefit children from high class family as they will be influence to educate their children in independent schools where as children from the minority and working class families end up LMS schools which could be classified as less successful schools (Haralambos 2000 p. 798).In addition, Gewirtz et al argue that even though the act has giving parents the autonomy to make choice, however, parents from high class families are more likely to excise this choice as compare to parents from the working class families. For example high class families are more able to move house to certain areas in other to have access to good education. They are also likely to appeal against a decision if their children are tune down of their preferred choice of school and often educate ch ildren in a primary quill school which has link to their preferred secondary school. Working class families on the hand might be force to choose a local school because they can not afford to move house or has no means of transportation either than public transport (Haralambos 200 p. 806).The nation curriculum on the other hand could be view as initiating inequality into the education system. For example, the study of history is about the British history or imperium without considering other cultures such as the Asian or African history which might have a significant influence on the consumers.Lawton has critics that testing between the ages of 7 and 14 would label some children as either failures or achieves. Those labelled as failures could result in leaving school early or not having much interest in school which lead to affect their future prospect (Haralambos 200 p. 811)NEW LABOUR POLICYFollowing a successful election in May 1997, new labour came in to power with Tony Blair as the prime minister. New labour gave education policy a high priority in it agenda. According to Alcock (2003), new labour has continued the regime of conservative ideology of marketization and parental choice however, the first major change was the school standard and manikin Act 1998. the aim of the legislation was to bring social exclusion and inclusion as well to tackle child scantiness in education and creating opportunity for every child to developed.The impact of the policy resulted in revising the national curriAccording to Baldock (2007), even though new labour still continue to or are in use of the nation curriculum, it has however made some significant changes which include daily hour of literacy and numeracy strategy in primary education. It has also introduced citizenship teaching and, information and communication technology.In addition, labour has reduced class size for key stage 1 and 2 to a maximum of 30. The importance of reduction class size as argue by new lab our was that large class size distract pupil from learning. Funding for achievement was derived from scrapping off the Assisted Place scheme implemented by previous conservative party.( check alcock 2003 for referncing).Statistics by Adcock shows an improvement in reducing class size and also bring in literacy and numeracy hour on top of the national curriculum in primary schools. By 2007, 88% of pupils in primary education were taught in class of not more than 30 children compare to 1997 which had a dowry of 72. Moreover, the percentage of literacy achievement at key stage 2 at 2007 was 80% compare to 75% in 2002 and 54% in 1996. Numeracy on the other hand achieved at key stage 2 in 2007 was 77% compare to 72% in 2000 and 54% in 1996 (Alcock, 2008). This improvement shows a significant raise in labours policy.Education action zone, this framework was established to support schools within poor areas to improve education attainment. In order to achieve it aim, the government enter i n to partnership with private business, mortal schools and education authority. The intension of the partnership was to formulate new strategies of teaching in areas where social exclusion and poverty were high in order to raise standard in attainment (Blakemore 2003).Aside the action zone, the 1998 frame work act encourages the establishment of specialist school. These emphases on the promise to promote diversity and excellence in schools as cited in Alcock 2003, p . Comprehensive secondary were given power to bid and became specialist school in areas such as Arts, Business, science, language or sports as well as selecting 10% of it candidates based on aptitude. The impact of this was to create diversity which meant that schools differ from each other and offer a curriculum which best suit the needs of the student in the chosen area. By 2006 it was recorded that 80% of the secondary school in Britain had fetch specialist school. Adcock(2005). This percentage shows that high propo rtion of secondary school bid to specialise in particular area of interest.The consequence however, from opting out as noted from Thatchers government in 1988 which lead to a two ties system could also implied in specialised schools. Blakemore (2003) highlighted the fear that specialist schools can fully funded and resource where as non specialist become under resourced.Another concern to the policy makers was the failing schools. According to Blakemore (2003), the Act gave central government power to intervene when local authorities fail to render adequate support for a school to perform well. Both the failing school and the local authority were identified by Ofsted and shamed. Moreover, the government initiated that if matters are not resolved than the local authority is not equipped to handle matters and therefore the school management would be transfer over to private sector for management. Examples such local authorities that went into private management are Hackney and Guildf ord.The consequences of labours 1998In spite of labours promise to change years of underachievement for the countrys most disadvantage schools, educational opportunity still reflects on class deference, ethnicity, and gender inequality.According to Hill(2009), the issue of gender still remain in education but on the reverse. It is no long the female discrimination as it used to be years ago. FemaleAccording to Blakemore(2003)Hill, M. and Irving, Z. (2009) understanding social policy. 8tt edn. Oxford Blackwell publishing Ltd.

Game theory can help us understand firms interactions

Game theory dissolve help us understand quicks interactionsHow can game theory help us to understand firms interactions? Discuss the differences between quantity and bell competition. begin I. IntroductionGame theory analysis is a useful tool to study the behaviour of firms in oligopolistic foodstuffs- the fundamental economical problem of competition between twain or more firms. In this essay I will focus on two of the most ill-famed postures in oligopoly theory Cournot and Bertrand. In the Cournot model, firms control their level of production, which influences the market expense. In the Bertrand model, firms decide on what price to set for a unit of product, which affects the market demand. disputation in oligopoly markets is a setting of strategic interaction which is why it is analyzed in a game theoretic context.Both Cournot and Bertrand competition are modelled as strategic games. In addition, in both models a firms revenue is the product of a firms part of the mark et multiplied by the price. Furthermore, a firm incurs a production cost, which is dependant on its production level. In the simplest model of oligopolistic competition firms play a single game, where actions are taken simultaneously. All firms produce uniform goods and demand for this good is linear and the cost of production is fixed per unit. In this market a Nash equilibrium in pure strategies exists in both the Cournot and Bertrand models. However, notwithstanding the many parallels between the models, the Nash equilibrium points are extremely different. In Bertrand competition, Nash equilibrium drives prices down to the alike level they would be under completed competition (p=MC), man in Cournot competition, the price at Nash equilibrium is unquestionably above the competitive level.Part II. Cournot and Bertrand CompetitionIn 1838 Augustin Cournot published Recherches sur les Principes Mathematiques de la Theorie des Richesses, a paper that laid out his theories on compet ition, monopoly, and oligopoly. However Joseph Louis Franois Bertrand concluded that Cournots equilibrium for duopoly firms was not accurate. He went on to argue whatever the common price adopted, if virtuoso of the owners, alone, reduces his price, he will, ignoring any minor exceptions, attract all of the buyers, and thus double his revenue if his adversary lets him do so.Cournot had originally arrived at his equilibrium by presumptuous that all(prenominal) firm took the quantity set by its competitors as given, evaluated its residual demand and then put its profit maximizing quantity on the market. Here, each firms profit hold out is stated in terms of the quantity set by all another(prenominal) firms. Next, Cournot would partially differentiate each firms profit function with respect to the original firms quantity then set each of the resulting expressions to zero. In the case of a duopoly, Cournot could plot the equations in rectangular coordinates. Here, equilibrium is est ablished where the two curves intersect. By plotting the first order conditions for each firm (i.e. the profit maximizing return of each firm given the quantities set by rivals) Cournot was able to sour for functions that gave the best reaction for each firm depending on the other firms strategies. In game theory this is known as a best response function. At the intersection of the best response functions in Cournot competition, each firms assumptions about rival firms strategies are correct. In game theory this is know as a Nash equilibria. therefrom in modern literature market rivalries based on quantity setting strategies are referred to Cournot competition whereas rivalries based on price strategies are referred to as Bertrand competition. In each model, the intersections of the best response functions are referred to Cournot-Nash and Bertrand Nash equilibria consecutively, representing a point where no firm can increase profits by unilaterally ever-changing quantity (in the c ase of Cournot) or price (in the case of Bertrand). The major conflict between Bertrand and Cournot Competition therefore lies in how each one determines the competitive plow which leads to different mechanisms by which individual consumers demands are allocated by competing firms. That is, Cournot assumes that the market allocates sales equal to what any given firm produces but at a price determined by what the market will bear, but Bertrand assumes that the firm with the lowest price is allocated all sales.Being that Bertrand Competition and Cournot competition are both models of oligopolistic market structures, they both share many characteristics. Both models have the following assumptions that there are many buyers, there are a very small take of major sellers, products are homogenous, there is perfect knowledge, and there is restricted entry. Nonetheless, despite their similarities, their findings pose a stark dichotomy. Under Cournot competition where firms compete by strat egically managing their output firms are able to enjoy super-normal profits because the resulting Market price is higher than that of borderline cost. On the other hand, under the Bertrand model where firms compete on price, the limited competition is enough to push down prices to the level of fringy cost. The idea that a duopoly will lead to the same set of prices as perfect competition is often referred to as the Bertrand paradox.In Bertrand competition, firms 1s optimim price depends on where it believe firm 2 will set its prices. By pricing jus below the other firm it can obtain full market demand (D), while maximizing profits. However if firm 1 expects firm 2 to set price a price that is below marginal cost then the best strategy for firm 1 is to set price higher at marginal cost. In basic terms, firm 1s best response function is p1(p2). This provides firm 1 with the optimal price for ever possible price set by firm 2.The diagram below shows firm 1s reaction function p1(p2), with each firms strategy show on both the axiss. From this we can see that when p2 is less than marginal cost (i.e. firm 2 chooses to price below marginal cost), firm 1 will price at marginal cost (p1=MC). However, when firm 2 prices above marginal cost firm 1 sets price just below that of firm 2.In this model both firms have identical costs. Therefore, firm 2s reaction function is symmetrical to firm 1s with respect to a 45degree line. The result of both firms strategies is a Bertrand Nash equilibrium shown by the intersection of the two reaction functions. This represents a pair or strategies (in this case price strategies) where neither firm can increase profits by unilaterally changing price.An essential Assumption of the Cournot model is that each firm will aim to maximize its profits based on the understanding that its own output decisions will not have an imprint on the decisions of its rival firms. In this model price in a commonly know decreasing function of radical outpu t. Furthermore, each firm knows N, the total number of firms operating in the market. They take the output of other firms as given. All firms have a cost function ci(qi), which may be the same of different amongst firms. Market price is set at a level so that demand is equal to the total quantity produced by all firms and all(prenominal) firm will take the quantity set by its rivals as a given, evaluate its residual demand, and then behaves a monopoly.Like in Bertrand competition, we can use a best response function to show the quantity that maximizes profit for a firm for every possible quantity produced by the rival firm. We observe a Cournot equilibrium when a quantity pair exists so that both firms are maximizing profits given the quantity produced by the rival.Part III. ConclusionIn reality, neither model is more accurate than the other as there are many different types of industry. In some industries output can be adjusted quickly, therefore Bertrand competition is more accur ate at describing firm behaviour. However, if output cannot be adjusted quickly because of fixed production plans (i.e. capacity decisions are made ahead of actual production) then quantity-setting Cournot is more appropriate.

Literary Comparison Of A Clock Essay -- essays research papers

A Literary Comparison OfA Clockwork Orange and The CrucibleThe world of evil in the world is a universal question that is often contemplated. Anthony Burgess and Arthur Miller in their novels A Clockwork Orange and The Crucible address this question of evil. One of these stories is set in the future, and the other(a) in the past confirming the belief that the human struggle between good and evil is timeless and applies to every person in society. Throughout bill numerous examples of leaders have attempted to control the nature of people within their society through systems of punishment and reward. This system had failed continuously to control the broad(a) population because people still retain their ability to make out. It is said that once a person loses his free will, he ceases to be a person. This is the struggle confronting the protagonists in both A Clockwork Orange and The Crucible. The fifteen-year old rebel Alex and the respected farmer John Proctor refuse to conform to the rules of their despotic societies, and as a number are denied the freedom to choose between good and evil, therefore becoming less than human. Both Alex and John Proctor live in highly oppressive societies from which they feel alienated, and therefore decide to rebel against. The futuristic setting of A Clockwork Orange is one of a constructive, depersonalized society where the government has far too overmuch control over people&8217s lives. They are forced to live in strictly regimented communities, and their daily life is dreary. &8220Alex&8217s England is a socialized nightmare. (De Vitis, 106) It is because of this meaningless life that Alex chooses to rebel against his society, committing so many brutal acts of violence that he soon becomes desensitized to the horror he is creating. When questioned by his correctional officer as to why he acts this way, Alex replies &8220&8230badness is of the self, the one, the you or me. They of the government and the judges and th e schools cannot allow badness because they cannot allow they self&8230 what I do, I do because I alike(p) to do it. (Burgess, 34) Alex fully Bisson 2realizes that the controlled society he lives is one that tries to eliminate all individuality. This causes him to act out in violence against authority as a means o... ... since it is the only way he will be allowed to remain true to himself. Proctor realizes that life without free will is a subhuman existence and not worth living. Both Alex and john, unable to choose between right and wrong for themselves, cease to have a normal existence, and both choose close over a life without choice. This is the only way they have of affirming their humanity.Both Anthony Burgess and Arthur Miller believe that it is more important to remain true to oneself whence to always choose good over evil. They show a person must maintain their free will in order to function powerful as a human being. They prove this in their works A Clockwork Orange a nd The Crucible by showing the negative things which befall the protagonists when their right to choose is taken from them. Basically, a free will is essential to every human being, and to take it away is to dehumanize an individual. The two novels function as notable warnings to those that would gift their individuality to please authorities. In addition, they remind the reader that what makes a person is their ability to choose, and so it is necessary that people be allowed that choice.

William Faulkner Essay -- essays research papers

Faulkner grew up in Mississippi in the beginning of the twentieth century (William Faulkner 699). He was the son to Murray C. and Maud Butler Faulkner (Hoffman 13). Growing up in the South in the early 1900s meant being exposed to harsh racism. He watched the blacks endure unbelievable amounts of cruelty and was amazed at how the blacks conducted themselves with such dignity. He witnessed, for the first time hand, what discrimination is and could not comprehend why this goes on. In many of Faulkners works I found that he portrayed blacks as quite,easy-going, well-tempered people. He attempted to yield them as heroes. It is my belief that Faulkner writes about the south because that is the subject that has affected his life most.     Faulkners Barn Burning takes place in the late nineteenth century South. Primarily a layer about the relationship between father and son, the story presents itself through the use of symbolism. The most vital sign being fire. The f ire is much like the main(prenominal) character in the story, Abner. Both Abner and the fire are uncontrollable and destroy anything in its representation, having appraise for nothing. Sarty, Abners son, dislikes what his father does out of acts of hate and tries to stop it (Faulkner Barn 23). He attempts to put up out the fire inside his father. He is sick of his familys way of life and is ready for a change no matter what it takes, even if it means going against his induce blood. No matter what is done, they can not stop Abner from lashing out and burning buildings. Through his sheer enjoyment of the negative sides of his anger and power, Abner rips his family apart. He does so by forcing his family to put up with the consequences of his actions. In a way, Faulkner writes as a moralist. He demonstrates, through his character Abner, why a reasonable approach to failure and letdowns is necessary, to avoid allowing ones problems to get so bad that they can engulf the subject li ke an inferno. In this story Mrs. DeSpains nigger acts loyally and tries to save his owners animals from the fire that were in the barn. Faulkners daybook Intruder in the Dusk, is the story of a Negro, Lucas Beauchamp, who is wrongfully accused of murder by many whites in the town of Jefferson Mississippi. Instead of telling everyone that he not the murderer, he actually pretends to be the killer and wishes to be innocent... ...and half-Negro (Faulkner Bear 65). The write up of this particular story is Ike maturing and following his southern traditions. He grew up to become an excellent hunter that showed respect for his fellow hunters as well as the wilderness. As John Lyndenberg wrote, The hunters from Jefferson are gentlemen and sportsmen, representing the ideals of the old order at its best, the honor,dignity, and courage of the South (Lyndenberg 385).     As hard as it whitethorn be at times to read Faulkners writings, I believe that it is well worth the effort. I found some of his writings, particularly his early ones, difficult to go out because he sometimes changes tense in the middle of a sentence and he also seems to enjoy writing with a Southern accent which does not make his writings any easier to read. For example in The Bear and in "Barn Burning, Faulkner consistently uses hit instead of it. He has a very down to Earth theme throughout his works The theme being the coming of age type issue. All the stories I wrote about contain this maturing theme in one way or another. Faulkner is both a writer and a teacher-there is much to learn from his works.