Essay Sample on English Writing How to Write Properly

Essay Sample on English Writing How to Write Properly The importance of using logos, pathos and ethos correctly What makes an argument great depends on whether one correctly uses logos, ethos and pathos. Logos, pathos and ethos are various ways of arguments. Ethos is a term used to describe reliability with an audience. Logos is engaging the logical part of a person. Pathos defines the emotional point of an argument. In using pathos, emotions are used to gain attention from an audience or a reader. Pathos argues through emotion. These are three crucial elements that one should address while writing. If a writer lacks credibility, an audience or a reader will not take the work seriously. On the other hand, if the writer did not show logic in his work, the writing does not have any meaning. If the work showed no emotions, then the message would be lost. if an author fails to exploit these three concepts in his writing, the reader will not meet the author’s expectations. Therefore, it is important for an author to use, as well as, write to the audience’s expectations. Tone and style selection Tone and style selection is not only important in the medical field, but also in any other profession or field. For example, a certain notary public has the permission of advertising its services in other languages and in English. However, in California it is forbidden for a notary to use Spanish terms such as â€Å"Notario Publico† or â€Å"Notario† while advertising or in other forms of communication. This is because Notario refers to a person with the responsibility of giving legal advice, for example, an attorney. A notary public means he/she can certify legal documents. Proper structuring of tone and style while addressing a specific audience is important, in order to avoid any fines or other problems. The process of writing Combining the process of writing, with focus and determination on the purpose of writing, is important to any piece of writing. It is important to always remember the audience one is targeting. First, one should consider the audience that will be reading that piece of work, be it students or other individuals who may be of a different generation. One should be careful while addressing individuals from a different generation as it is easy for a writer to lose this group, if his/her work does not have a common ground. Proper writing is important while communicating in a business setting, as well as, any other profession.

Compare Falstaff and Henry IV as father figures Essays

Compare Falstaff and Henry IV as father figures Essays Compare Falstaff and Henry IV as father figures Paper Compare Falstaff and Henry IV as father figures Paper Hal has two father figures, Falstaff and Henry IV. They are both different from each other, and what they teach Hal. Falstaff seems to mislead Hal, and his real father discards him. Ultimately, there is only room for one of them and Hal makes a choice, but not forgetting what he has learnt. Falstaff as a father figure, and as a regular man, seems to have many visible faults. Although he is a warm character, Hal says he is fat, ye fat kidneyed rascal, a thief, Where shall we take a purse tomorrow, Jack? and he is lazy. All of the things mentioned about Falstaff in his opening speech make out as this criminal who lazes about all day and sins. This first impression is lasting and makes Falstaff seem a bad role model, and not a suitable father. He educates Hal, but not what might be seen as right, or in the right way. However he is funny and is made to appeal to the audience, as a lovable rogue. Honour is a mere scutcheon Here Falstaff is exposing the emptiness of honour, and Hal sees it that way too. He thinks of honour as a means of getting what he wants, and if he were considered honourable, he would be more respected. A scutcheon is like a wooden thing that is painted over to make it look better quality. He not only teaches him but also tries to strongly influence him. Do not thou when thou art king hang a thief Falstaff tries to tell Hal not to hang thieves when he is king but Hal turns it around and says that Falstaff will hang the thieves, and also subtlety says he will cast him off. Shakespeares use of language here, especially the puns, were suited to the audience of the time, but are less clear to the audience now as pronunciations change, and some words arent in use any more. When Poins and Hal rob Falstaff of his own loot, he makes up a story saying four men attacked him. However this story escalates more until it becomes a hundred people attacking Falstaff. These four all came affront, and took all their seven points in my target Falstaff is lying to Hal, because Hal knows what really happened, as he was the one to have robbed Falstaff. Someone that lies and cheats cant be very good at fathering can he? Falstaff`s faults make him a bad father figure, but should be thought of as a helpful teacher. He shows Hal how to really live and how the common people live, something he will have to understand to become a better king. When Falstaff asks the time, Now Hal, what time of day is it, lad? Hal replies by referring to parts of the clock as Falstaffs pleasures (Unless hours were cups of sack, and minutes capons), and says that only if that were true would Falstaff want to know the time. This shows how Hal knows Falstaff and suggests Hal is in control. Later in the play when Hal begins his reformation talked about in his soliloquy, Redeeming time when men least think I will, he also begins to shrug off Falstaff as shown on the battlefield. Hals soliloquy is the best insight to him, as Shakespeare uses these play devices so the audience can see the real character. What, is it a time to jest and dally now? Hal is saying this, because he asks for Falstaffs sword and Falstaff can only produce a bottle of wine, which Hal throws back at him. This is the beginning of Hal redemption, showing that he no longer wants to play around. He also begins to question Falstaffs influence as a father. The king is no better as a father. While he is no thief or a bad example (except for his supposed disposing of King Richard) he does not father Hal properly. He is very good at manipulation and this trait show up in Hal. He even openly says that he wishes Hal wasnt his son! ( Then I would have his Harry, and his mine. ). He is very dismissive of Hal and doesnt say anything praising about him. This is probably why Hal turned to Falstaff and got roped into his way of living. Whilst I by looking on the praise of him See riot and dishonour stain the brow Of my young Harry The king speaks in verse, as this is Shakespeares way of showing his formality. The king says this in front of many different courtiers and important people. Hal resents this and bad feeling does come between father and son. Instead of speaking to Hal, the king casts him aside and that is why Hal turns to Falstaff. They dont ever seem to communicate. That in his secret doom out of my blood Hell breed revengement and a scourge for me. The King is saying here that God is making him pay for some misdeed by making Hal act the way he does. This is in act three scene two, where the king is telling Hal off and where Hal says he will redeem his self. For thou hast lost thy princely privelege With vile participation. Shortly after the king says this, he comes to tears but Hal recovers the whole situation by telling his father he will make it up to him. I will redeem all this on Percys head This doesnt make up for the kings faults, but he does start to show some appreciation. A hundred thousand rebels die in this. Thou shalt have charge and sovereign trust herein At the end of the play, Hal saves his fathers life, kills Hotspur and this is when the king opens up. They both learn from the events around them, Hal to be a good son, and the king to be a real father. Thou hast redeemed thy lost opinion, And showed thou makst some tender of my life. Shakespeare completely distorts and manipulates history for his own benefit, particularly with Hotspur and Hal, concerning their rivalry. In real life, Hotspur was as old as King Henry, but Shakespeare changed it so that the two could be juxtaposed, and would come between the King and his appreciation of his son. Hal makes himself look better and the king becomes a better father figure. In the end, the King is the better father out of him and Falstaff, but what Hal is taught by Falstaff is still important. Hal benefits from having the two father figures because he gains two sets of teaching. These combined will make him a great ruler. Overall the King is the better father figure but he just needs to adjust and be more fatherly to Hal, for he is very cold. While Falstaff shares laughter with Hal, but it is usually at him and he is only so much use as a teacher. Falstaffs saving grace is his warmth. This leads to Hal shrugging him off. A teacher is no more use when you have learnt all he has to offer, but your father will always be there.

A Brief Look at the False Idea of the English Language as Perfect and Assignment

A Brief Look at the False Idea of the English Language as Perfect and Unchanging - Assignment Example The paper tells that man traveled the world and explored unvisited areas. Due to the lost connection with his ancestors, he invented a new language unknown to his ancestors to communicate with his partners. This way, different languages emerged in different areas all over the world. But every time a language was created in some area, the creators were influenced by nature and culture prevailing in that area. Different areas of the world are blessed by nature with different natural resources, weathers, and cultures. Other than fundamental human needs like air, water, food, and shelter, human needs vary from place to place. They are influenced by the social norms and trends prevailing in a particular area. These social trends and cultures vary not only from place to place but also from time to time. Every new era brings new inventions, trends, and cultures along with it. Old things keep being modified and new things keep being developed with the spread of knowledge and literature. Like wise, languages vary not only in different parts of the world but also different generations of a race. There are a lot of new-age inventions that young children are fully aware of and are completely unknown to their ancestors. Increase in development of industries and factories has opened employment opportunities for everybody which has led to urbanization. In the modern world, people need to be constantly inter-connected to keep up with the rapid changes in the dynamic mood of the modern world. Frequent communication among individuals is necessary in order to facilitate one another. That is why it is hard to imagine an individual not possessing a mobile in the today’s world. To facilitate frequent communication, new accents supporting quicker delivery of words have emerged. In addition to that, words have been modified/shortened in a way that would facilitate quick delivery and text writing. Various substitutes are universally known nowadays for words used in everyday langu age. Mobiles have made it very cheap and easy to communicate through text messages. In order to save time, slangs are used for words to cut-short the writing time. English is a universal language and is spoken nearly

Grammar edit Essay Example | Topics and Well Written Essays - 250 words

Grammar edit - Essay Example Together with my group mates, I was forced to present our final project in class. When it was my turn to speak, I felt so nervous. My heart started to beat so fast. Because of my nervousness, I failed to deliver my speech the way I planned to. It also made me forget important facts I was supposed to inform my classmates. Eventually, the only thing that mattered to me is that the presentation has ended so soon. In another class, I was also required to summarize a book chapter in front of my classmates. Since I was so eager to improve my speaking abilities, I decided to spend a few hours a day practicing what I had to say in front of my classmates. To remove my nervousness in front of so many people, I asked some of my friends to be my audience. I also listened to what my friends would say about the way I speak and act during the presentation. Sometimes, I record my own voice and stand in front of the mirror to check the way I pronounce each word and how I was sending out some non-verbal cues to other people. Since then, I was able to ease and control my anxiety. Gradually, I felt so much confident when being asked to speak in public. Personally, I consider my zone of optimal functioning as the low zone. When having low levels of anxiety, I tend to become less stressed. Basically, low level of anxiety and nervousness made me perform better. Each time I experience high levels of stress, I tend to perform

Reaction to Everyday Use Essay Example for Free

Reaction to Everyday Use Essay Everyday Use is a short story written by Alice Walker about a family of three, Mama, the narrator, Maggie her youngest daughter, and Dee, her eldest daughter. Both daughters are completely different, Maggie is a simpler person and Dee is high maintenance. Dee has always the home she was brought up in and everything to do with her childhood. She always wanted more and Mama gave her the best she could. One day, years after Dee has gone off to college, she returns to visit Mama and Maggie’s new home (the other had been burnt down when Dee was still living with them), and she brings along a man, possibly her husband. When Dee returns she has changed her name and has come hoping to retrieve certain family heirlooms. Walker uses different literary tools to tell this story in a way that makes the audience think about what she is trying to tell the audience. Strategy The main literary strategy Walker uses in the writing of Everyday Use are irony and symbolism. Mama and Maggie value the quilts discussed in the story, not as folk art, instead for what they are intended to be used for, a source of warmth. Mama would rather give Maggie the quilts and let her put these quilts to use even though they may end up ruined because she knows that she is the one that will appreciate and love the quilts the most. Dee wants to in a sense save the quilts from the harm that she is sure that her sister, whom she seems to think is intelligently inferior will ruin but she does not understand the true value and worth of these quilts. Dee’s sudden interest in her heritage and want to embrace different objects from her family’s past is obviously seen by her mother as empty. In Mama’s eyes the best way to keep the quilts and the love and care that comes with them in the family is to hand them over to Maggie, even if it means them possibly being damaged or worse yet, destroyed. This is the irony in the story. Many would think that preserving the quilts is the only respectful way of keeping the spirit of their family alive, but instead Mama sees deeper than that, she sees in actuality the best way to keep the spirit of their family alive is to put them to use so that more memories can be connected to them. Using them in daily life is a way to keep the family history and spirit alive, and to even add onto it. Theme The consistent theme of Alice Walker’s â€Å"Everyday Use† is appreciating the past, and one’s family. This theme was one that I found I could identify with greatly along with certain aspects of the story. The author skillfully tells us the story of two sisters, Dee, and Maggie, to prove her point. Dee comes home with a new contemporary identity tied to her African heritage, which she believes white men and women have tried to take away from her. She now embraces this African heritage and sees it as an important part of her. She scornfully asks Mama (the narrator) to not address her by the name her mother gave her, Dee, but to instead call her Wangero, assumed to be a name from her African herritage: What happened to Dee? I wanted to know. Shes dead, Wangero (Dee) said. I couldnt bear it any longer, being named after the people who oppress me. Wangero (Dee) assumes and argues with her mother that she has been named \ after a white man or woman. Mama attempts to convince her that her name was not given to her by a white man or woman but that she was named after her grandmother. Dee resists what her mother has told her and insists that if she were to follow the line that it would go back to a white man or woman. Maggie, is unashamed of her past, she actually embraces it. She has always loved the quilts that her mother and aunt made from clothing that her grandmother had pieced. This section of the story is the prime difference between the sisters is revealed: Dee would like to use the quilts as pieces of artwork for her own home because it is something that would be stylish and argues with her mother that Maggie would be backward enough to put them to everyday use. Dee says this as if it were a bad thing to use the quilts as they were intended to be used but Mama believes that the everyday use, is the best way to value the past, to keep the spirit of the family going and not putting the items up for display as if they were in a museum or separating oneself from his or her family. This is something that I can identify with. When I was younger my great-grandmother had always crocheted afghans for each of her children, grandchildren and great-grandchildren. My cousins had when we were little looked down at these beautiful afghans and wanted instead store bought blankets. I treasured the afghan that my great grandmother had made me and used it often. When we were older, and she had passed away, my one cousin was going through a phase similar to Dee’s, she was suddenly very interested in our family history, and she now wanted the last afghan that my great grandmother made. She ended up being the one to receive the afghan because I did not feel like fighting over it. I did not want to receive it with a fight because I knew that it would tarnish the meaning for me but I always found it interesting how she changed her mind once became, for lack of a better word, â€Å"cool† to embrace family history and to like handmade items. Active and Responsive Reading While reading Everyday Use one inference that I made was that the story was set in the early 1970s. I made this inference from the way Mamma, the narrator, described Dee in the present day. I thought that the dress, accessories, and hair style Dee was described to have seemed to match up to fashion from the early 1970s. Dee is a vain, hypocritical, and condescending individual, this was my impression from my first reading of the story and after reading it twice more, I found that my impression of Dee did not change from my first reading. Mamma did the best she could for Dee as she grew up. Dee always despised the house they lived in and never saw the house that was built after the fire until she visited. Mamma and their church raised money so that Dee could get a higher education and go off to college. Dee uses her education as a way to look down on her mother and sister. She does not understand why they will not better themselves as she has. In this visit she begins asking her mother for things that she had never wanted before and looked down at. She now wants these items not as reminders of her family but more as pieces of art. Two of these items were quilts made by Grandma Dee. In the past when offered these, she had told her mother that the quilts were â€Å"too old-fashioned, out of style†. Now she thinks that they would make beautiful pieces Alice Walker writes this story I think for every family and every person in a family. In a world where people are consumed with art, fashion, and style, I think she is reminding us that there is more to some items than art, fashion, and style. Many times we think the only way to appreciate something is to frame it or put it up for display and not put it to everyday use in fear of ruining it but Walker uses this story to show us that there is more to appreciating something than just displaying it. Sometimes to best appreciate a piece of ones heritage through an heirloom you should use it for its intended purpose. In conclusion Walker teaches us a lesson about family and keeping the spirit and story of our family alive by not merely displaying our heirlooms but putting them to use. She uses irony to help tell her story and support her theme. Walker chooses a story that people can relate to and learn from.

My Philosophy of Education Essay -- Teaching Educating Education Essay

Philosophy of Education For many individuals, choosing a career is one of the hardest decisions to be faced with. The majority of students in college spend their first year stressing about what they are going to do with the rest of their life. I, fortunately, have known since I was in middle school that I wanted to be an elementary school teacher. As a future teacher I feel that essentialism and progressivism are going to be my unique philosophies of education. It is very important to know the nature of your students. I strongly believe that all children can be taught, but not all at the same level. All children have different levels of learning. Some students may be faster learners than others. It is very important, especially as an elementary teacher, to understand that subjects have to be taught at different levels according to the ability of each individual student. I realize that I am going to have to teach material at several different levels and spend more time on certain subjects with certain individuals. The overall purpose of education is to better society. Without education society would be deprived of all new technology that many people today cannot live without. There would be a decrease in career choices. Education is very important in life. Without educators there would not be any jobs in the world today. As a future educator I plan to give back to society what I have received from my experience in school. I hope that I influence my students as much as some of my teachers have influenced me. I want my students to be able to trust me and to tell me whatever the want. I feel that it is important to treat all children equally. I want to increase self-esteem in all of my students and not decrease it. It ... ...pher John Dewy, who saw education as an opportunity to learn how to apply previous experiences in new ways. I plan to use this philosophy by letting my students work together in small groups and do experiments. I am planning on finishing my education with a Master’s degree. I want to get a job close to home. I am a big family oriented person. I want to start a family of my own a few years into my teaching career. This is another one of the many advantages of being a teacher because I will have a lot of time to spend with my own children. I also want to coach a basketball team in the future. I want to be able to influence and shape the lives of young innocent children. The idea that I can shape a child’s life means more to me than any amount of money. I want to help children in any way I can. Education is what makes the world work and I want to be a part of that.

Offer and Acceptance Essay

For this case the major issue is whether a valid contract is made between Tina and Yatie, and whether the the offer by Yatie was revoked or not. According to (Miller & Jentz, 2010) every contract will involve atleast two parties. That is the offeror and the offeree. The offerer is the party who makes the offer, and the offeree is the person to whom the offer is made to. OFFER As per (Clarkson, Miller, Jentz, & Cross, 2009) an offer is a promise or commitment to do or not to do a certain thing. And there are three elements for an effective offer to be legally bounding from the common law. They are: the intention must be serious, its terms should be definite, and must be communicated to the oferee. In this case Yatie sends the offer letter proposing to supply hancrafts to Tina. The offer clearly satisfies these elements. Firstly it is evident that Yatie’s serious intention as she requested a written acceptance from Tina, as an objective aproach. If we look in to the case of Lucy v. Zehmer, 196 Va. 493; 84 S.E.2d 516 [1954], the parties signed a document which was for the sale of land and it was binding. Similarly in this case the intention to create legal relations is evident from the Yaties request to Tina to send a written acceptance. Secondly it has clear terms (to supply handcrafts) of what they are going to do. The offer from Yatie was clear in this case, and unlike in the case of Ahmad Meah & Anor v. Nacodah Merican [1890] 4 Ky 583 where offer was too vague. And for the last element, the communication of the offer was complete when it was received by Tina (the intended party) on 4th September 2011 and when it becomed knowledge to Tina, in line with the section 4(1) of the Contracts Act 1950: Act 136 (CA) So the offer by Yatie was complete. ACCEPTANCE Looking into the acceptance, Tina’s acceptance was communicated by her staff Anis. Acceptance is the voluntary agreement to the terms of the offer by the offeree (Clarkson, Miller, Jentz, & Cross, 2009). As Tina requested her staff Anis (an agent for Tina while Tina is the principal) to noitify her acceptance of the offer to Yatie. According to (Schneeman, 2010) because of the fiduciary relationship between the agent and the principal, the agent can act on behalf of the principal. If Anis accepted the offer as in the case of Powell v Lee [1908] 99 LT 284, then the acceptance will be held as not communicated. But in this case Anis was given actual authority from Tina by granting expressly verbally to accept the proposal of Yatie by asking to fax the acceptance. When Anis telephoned on 7th September 2011 to Yatie’s office to confirm the acceptance, that is also acceptance enough, as in the case of Tinn v Hoffman [1873] 29 LT 271 the ruling was although a writen acceptance is requested, other methods such as telegram and verbal messeges can be used as means of acceptance. Even in the case of Adams v Lindsell [1818] EWHC KB J59 it was held that that the acceptance was communicated although the acceptance letter got misdirected and delayed. Therefore Tina’s acceptance will be effective on 6th September 2011. When Anis posted the letter on 6th September 2011, the acceptance was completed; as from that moment onwards the control of delivering the message is out of control by Anis on behalf of Tina. Section 4(2)(a) of CA affirms so for the acceptor. And according to (Miller & Jentz, 2010) for such situations the ‘mail box rule’, which is also reffered to as the ‘postal rule’ or the ‘deposited acceptance rule’ will apply. And this rule was formed to avoid the confusion of situations similar to this case of Tina and Yatie. CONSIDERATION Consideration is the reason for the promise. And if there is no consideration in an agreement, the contract would be void as per Section 26 of CA. In this case Tina commited to receive Yatie’s offer of handicrafts supply, and the commitment is consideration enough as per Section 2(d) of CA. Yatie will expect Tina to complete her transaction. And with Tina’s acceptance, her commitment will probably have affected her other business activities, and she also probably have rejected other business opportunities and offers due to her commitment to Yatie. So the consideration has passed between Yatie and Tina. REVOCATION When the revocation of the offer is sent the acceptance is already posted. And the outcome is that the revocation by the offoror will only be effective when the revocation becomes knowledge to the offeree. But when the oferee dispatches the acceptance, it will instantly be effective. The case of Byrne v Van Tienhoven [1880] 5 CPD 344 illustrates the acceptance & revocation of the offer by postal rule. In that case the facts are that the revocation of the offer will only be communicated when the offeree receive it. And not on the date the offeror posts the revocation. Section 4(2)(b) of CA gives the condition that the offerors revocation will only be completed when the intended party is aware about it. And for the revocation SMS on 8th September 2011 by Yatie would not apply, as it was sent after the acceptance by Tina which was on the 6th September 2011. For example even if the Yatie’s SMS was sent before the acceptance, the revocation will still not be effective because as per the section 4(2)(b) of CA. But if we look into the case of Holwell Securities v Hughes [1974] 1 WLR 155, the postal rule was overruled, since the defendant had specified to give the acceptance notice in writing before a certain deadline and was held that the offeror should actually receive it. Based on this ground, Yatie can claim that she had specified the acceptance to be given in writing and she did not actually receive the acceptance. But if we look into the section 5 (3) of the CA, a proposal may be revoked at any time before the communication of its acceptance, and is complete as against the proposer, but not afterwards. And thus the above said case (Holwell v Hughes) is overruled by the contracts Act. And in this case offer, acceptance and consideration were complete. And revocation by Yatie was not complete since Tina did not receive it before her acceptance. So, looking in to the facts, its highly probable for a valid promise to exist between Yatie and Tina.

History of Education Essay

Introduction The period between 1965 and the latter end of the 1980s witnessed significant developments in the provision of post primary education in Ireland. This coincided with changes in Irish and indeed worldwide society. What makes the changes that came about so significant was the fact that for so long education policy in Ireland had remained practically untouched. From the 1920s to the 1950s, Ireland was still a place where education was seen as Ideological and a â€Å"preserve of the middle classes†. The church/religious orders were still underpinning the structures in education. The 1920s was the era of the Gaelic League, and an attempt at reviving the ancient life of Ireland as a Gaelic State. During this time little was done to tackle the low levels of participation in education, especially amongst some groups of society, particularly people from poorer socio economic areas, people from rural areas, and girls in education. It was essentially a period of stagnation from the point of view of any development by government, or any change in attitude from the public towards education. Children were needed on farms to make ends meet. From the mid-sixties onwards however, things began to change. Over the course of the paper I hope to show how the general public understanding of and attitude towards education changed. I will discuss how the government’s attitude towards education also changed, in a number of ways, including how it was provided, and also what was provided as education. Policy, Curriculum, Access and Financing are areas that were all areas of major change. I hope to discuss how these changes in the provision of post-primary education came about, and how the understanding of schooling evolved and were articulated. Changes in public perception of education One of the biggest changes in Education during the 60‘s and early 70’s, was the way people viewed and understood Education. Ireland in the 1930s and 1940s was in a very bad economic situation, with an ailing economy and mass emigration. Between 1932 and 1948, Tomas Derek served as minister for education and effectively done nothing of major significance. Economic conditions were the basis for the decisions made during this time. It was felt there was no need to change the curriculum, peoples thinking was still very rigid, and the thought of free education wasn’t thought of as any way feasible or realistic, with ideas around this described as utopian. Developments were still being affected by post war economic conditions. So what paved the way for the change that was to come? The American economist and historian, Walt Rostow, in his book, â€Å"The Stages of Economic Development†, argues that there are 5 stages on the â€Å"Road to Development†. He speaks of a situation where there is a traditional society, where the ruling elite have all the say and prospects, and the lower income person has little or no prospect of improving their lot. Social customs and traditional values are strong. He argues that there is a second stage, and this is the one I feel Ireland went through in the latter half of the 50s, early 60s. He calls it â€Å"The Preconditions for Take-off†. In this stage people become more away of the possibilities that exist for them, and more aware of the benefits of education and developing new skills for careers away from the traditional farming. Prior to the Investment in Education bill, and the dawn of Free Education, Free buses, comprehensive schools, curriculum changes, there had to be a change in the way people thought. So what brought about this change? Around this time there was a radical change in peoples thinking and also in their expectations for life, brought on by, amongst other things; †¢ The dawn of television, which brought more information into people’s lives, opening their minds to new possibilities and bigger expectations of life, †¢ The establishment of state television in the shape of Telefis Eireann in 1962, which broadcast shows from Britain and America had a profound change on attitude. †¢ Women’s rights, the civil rights movement, the space race, were other events of the time that showed people that there were other possibilities now open to them. The 1960s generation were more vocal, liberal, and more politically aware. There was a growing awareness around this time of social exclusion, especially when it comes to people from poorer economic backgrounds, rural areas, and women. Together, these factors combined to change the way people were thinking about education, and ultimately, helped to change the way the state thought about education. People were now beginning to see that the longer a person could stay in education, and the more qualified they could become, the better chance they had in life of getting a more desirable job and salary. Changes in Investment in Education In terms of Investment in education, at the end of the 1950s, and beginning of the 1960s, Ireland was lagging far behind other countries in the world. To give an example of where we Ireland was at in 1959 in regards to investment in education, Ireland was investing 50p per child, whereas Russia was operating at a level fourteen times higher at ? 7, the USA at ? 5 per child, and perhaps most significant for us, GB/NI was investing ? 2. 25 per child in education. Ireland was coming from a very poor time in its economic history, post-World War II. However, around 1960, there was an upturn in the economy. With this came the thinking that there was a need for more technical skills, leading to the building of 35 Vocational schools, where more technical subjects would be taught. The problem with these schools was that they were poorly resourced, and it was expensive to fund this. The public was becoming increasingly aware of the correlation between spending on education and the increase in the standard of living. There was a growing demand for access to education for all. The OECD report which was commissioned in 1962 was produced in 1965. The report by the OECD was commissioned to analyse the education system in Ireland, identify areas of weakness, and recommend changes for the future. It was also supposed to identify the â€Å"manpower needs† of Ireland over the following 15-20 years. What the report did do was highlight the inequalities that existed in terms of opportunity when it came to access to post primary and 3rd level education and a host of other issues. This was to prove a catalyst for change throughout the following 25 years. The OECD report was the most thorough investigation of the Irish education system conducted in decades, if not ever. The 1991 OECD review of Irish National Policy has referred to the report of 1965 as â€Å"a landmark both in the national and international memory†, and â€Å"remarkable for its comprehensiveness, its studied detachment, its theoretical underpinning, its systematic accumulation of a mass of baseline data, its detailed estimates of quantitative trends and not least the originality of the methods that it used to penetrate unexplored territory†. It highlighted the high instances of school leavers at primary level, (around 17,000 per year (Randles 1975:216)), a low rate of pupils of vocational students going on to third level, (lack of Institute of technology’s at this time), and inequalities in education for children because of geographical location and/or social group, that is, they came from a disadvantaged background financially or from an a rural area with poor access to a school. The report recommended that there was a need for wider participation of students in schooling and for students to be in the education system for longer periods. The report also brought up the economic benefits to Ireland of having educated people. This was a change from the previous way of thinking whereby children were seen to be wasting their time continuing in education when they could be working and earning a wage. Its recommendations included the following; †¢ increased investment to get more children participating in education, and for longer, i. e. the use of scholarship schemes to increase participation †¢ a need for policy planning to improve education across the board in Ireland, at all levels †¢ A need for a programme of building which included amalgamating smaller schools to form bigger more efficient schools †¢ Up skilling and training, (or in service) for teachers. The OECD report wasn’t alone in highlighting these issues. The Labour Party policy document â€Å"Challenge and Change in Education† 1963, highlighted a lot of the same issues as the report, and highlighted the need for a less discriminatory educational system not only ‘†¦.. on social or moral grounds, but (as) a basic economic investment’; In the next few years, this country is going to face enormous economic problems, problems which may indeed put our survival as an independent nation in question. It is, therefore, essential that planning in education should be an inherent part of our economic planning. Already shortages of certain types of skill are becoming felt in our economy, and at the same time there is a surplus of other skills resulting in under employment and emigration (Randles 1975). The Federation of Irish Secondary Schools (1962) report, ‘Investment in Education in the Republic of Ireland’ argued that â€Å"Selfishness is almost always short-sighted†¦Ã¢â‚¬ ¦maintenance of such restrictions (restricting educational expansion) on educational facilities cannot fail to ultimately adversely affect our Irish economy, and thus indirectly injure both themselves and their families†(O’Sullivan 2005:269). In 1966, Donogh O’Malley announced free education was to be introduced. This was a significant development in Irish society. â€Å"O Malley’s Bombshell†, so called due to his lack of consultation with people over his announcement, detailed free education to leaving certificate at the age of 18, and free buses providing transport for students. This was an attempt to keep children in Education for longer and to an older age. At the time, around 17,000 children left school after finishing primary education. (Randles, 1975:216) He also announced that he was raising the age that children could leave school to 15 years of age from 14 years of age. This was due to be in place by 1970, but this was later deferred until 1972. (The reason behind this deferral was due to the success of the voluntary participation in second level education after the free education announcement, and also to give time to train teachers to know how to deal with the extra reluctant school goers who have less ability and/or educational motivation. ) The effect on numbers attending post-primary school was almost immediate, with a rise in secondary school enrolment of 15,000 between September 1966 and September 1967. An example of the popularity of the free bus scheme can be seen in the figures where out of 79,000 pupils in day school, 92% of the day school pupils opted for the â€Å"free buses† scheme-(Randles p. 276) The government estimated that the number of pupils in post-primary schools increased from 149,000 in 1966 to 184,500 in 1968, and that the raising of the school leaving age to 15 years of age would eventually lead to over 200,000 before the end of the third programme for education. (Hyland, Milne et al 1995). The success of the bill can be measured in the figures of how many pupils and schools opted into the scheme for free education. O’Malley had hoped for a figure of 75% of pupils opting for free education, but the figures showed that in September 1967, the figure was in fact sitting at 92%. (Randles 1975:276) An extract from the â€Å"Third Programme for Economic and Social Development 1969-1972† which was laid before the Houses of the Oireachtas in March 1969, shows that the government acknowledging the link between education and economic and social development, â€Å"The vital role of education in economic and social development and the need for fundamental changes in this sector has been repeatedly stressed in recent years. This increased emphasis has been reflected in the expansion in state expenditure. During the first programme, Exchequer expenditure on education (excluding agricultural education) increased from less than ? 16 million in 1958/59 to over ? 25 million in 1963/64 at current prices. The rate of increase has been even greater during the second programme; Exchequer expenditure in 1968/69 is estimated at ? 56 million†. (Hyland, Milne et al 1995:41) Changes in Government understanding of education. By the end of the 1960’s, it was for the first time that economic need was shaping education policy rather than pedagogy of the past. This is reflected when Brian Lenihan, who took over as minister for education when Donogh O Malley passed away suddenly in 1968, ordered a review of the education system with a view to job requirements, further emphasising the point that it was now an economy driven vision of education that we were adopting. However, this review was cancelled when Fianna Fail returned to power in 1969 and Padraig Faulkner was minister for education. The third Programme for Economic and Social Development also highlighted the need for more qualified teachers. The report states that â€Å"The number of teachers in secondary and vocational schools has been increasing by about 400 per year. The increase in 1968/69 is about 800†. (Hyland, Milne et al 1995:43) To facilitate the demand, there was a greater number of places in the relevant faculties in University, courses leading to the Higher Diploma in education was introduced in Maynooth, and there was an increase in departmental courses for the training of vocational teachers. The growth in the economy and in the technical sector led to the need for more people qualified in the technical areas. This combined with the OECD report highlighting the need for a building programme in Ireland led to the opening of RTC’s, Regional Technology Institutes. The building of the technical institutes regionally was to serve the dual purpose of tackling the problem of people being geographically disadvantaged, and the need for more technical courses. The relative success in this can be measured in rise of numbers attending, 5. 9% of people took up places in RTC’s in 1965, compared to 36. 7% in 1981-1982. The shift in emphasis or the uptake of higher education courses was towards technical courses, going from a level of 80% of students being in higher education in Universities, to 50% of people taking higher education courses taking up places in technical courses in 1980. Changes in Government understanding of schooling and curriculum While the period from 1965 to the early 1970s was primarily noted for developments such as the introduction of free education and bus travel, the raising of the school leavers age, and the introduction of comprehensive and community schools, it is worth also focusing on the curricular and educational policies that took places in this period. The main changes in regards to the curriculum include introducing common courses and examinations in secondary schools, thus enabling students attending vocational schools, comprehensive and community schools to study for the same exams as they would have been doing had they gone down the traditional route and attended some of the traditional secondary schools. Other changes to the curriculum included the introduction of new subjects, the removal of others, and the changing of content in others. One of the reasons why the second level curriculum was subjected to continuous adaptation around this time(early 1970’s) was to cater for the varied needs and abilities of the greater student population, which was a broader spectrum of student that there had been previously. In 1969, Minister for Education Brian Lenihan produced a booklet called, â€Å"All our Children†. The idea behind this booklet was to explain the changes that were happening in education in Ireland, such as the new Primary School Curriculum, the opening of Comprehensive schools, the new subjects and revision of others, as well as the building of technical colleges. Education in the 1970s may not have strictly followed the guidelines set out in the booklet, but it is an example of the way the government was changing in the way they were thinking about education, and their efforts to keep the public informed. Its publication also highlights the growing demand for information about education from the general population that was occurring at the time. Contrast this to the attitude towards education in previous decades and it highlights how far Ireland had come in such a short period of time. A further example of the change in how the government were approaching education and policy was evident when in 1970, then minister for education Padraig Falkner, said that there was now a change in the emphasis in educational, and that it was now a case of â€Å"passing from that of quantity to quality†, i. e. â€Å"from concentration on an expansion in the number of students attending at educational institutions to particular concern with the diversity of opportunity provided, the suitability of curricula, and long term planning for the future. †(Mulchahy, O’Sullivan 1989:81) This change in thinking and understanding led to developments such as the social and environmental studies project (SESP) based at St Patricks Comprehensive School in Shannon being set up, as well as projects aimed at developing the curriculum in other schools. The Higher Education Authority was set up by an act of the Oireachtas to advise the government on developing higher educational facilities. In 1971 there was the introduction of the New Curriculum for primary schools. Throughout the 1970s Ireland saw changes at third level, with the setting up of the nine Regional Technical Colleges, two National Institutes of technologies, and the opening of Thomand College. During this period, spending on education soared, from ? 78million in 1970 to ? 443 in 1979. (Hyland, Milne et al 1995:50) Faulkner also set up a committee in September 1970 â€Å"to evaluate the present form and function of the Intermediate Certificate examination and to advise on new types of public examinations†. (Randles 1975:315) The rationale behind this came from the drop in the pass rate for the Intermediate Certificate, from 87% in 1968, to 74. 6% in 1969 and then 73. 5% in 1970. This can be attributed to students with a larger span of abilities entering post primary and taking the examinations than had been the case before, and all of these students targeting the Intermediate exam regardless of its suitability to them. It was now being recognised that the Intermediate exam wasn’t suitable to all. The developments at third level are also important to note. Aside from the developmental works/building works done in providing the new RTC’s, aided by the setting up of the Higher Education Authority, teacher training was now looked at as being increasingly important. Teacher training courses was extended from two to three years; the National Institute for Higher Education was set up in Limerick, and Thomand College acting as a facility where teachers of specialist subjects could be educated. There is also a move to lower the pupil-student ratio, and to have greater accessibility to third level education for all. These changes at government level throughout the 1970s and early 1980s highlight the changes in the thinking behind education. No longer was it a â€Å"quantity† issue, it was now about â€Å"quality† of education. Greater facilities, better trained teachers, and increased availability of opportunities at third level are now real issues. If you contrast this to the early 1960’s, where it was a case of getting as many people into education, and then keeping them there as long as possible. Conclusion The way schooling in Ireland was understood changed dramatically over the period between 1965 and the end of the 1980s. It is a period of time where there is so much to discuss and it is hard to limit to speaking about just a few things. I felt that the most significant changes took place in the late 60’s, early, 70’s. I feel these were the most significant because these changes paved the way for changes that were to follow. The change in peoples understanding of the importance of education in turn led to an increased demand for education. Government understanding of the importance of education for the future economy combined with the growing demand for fairer access to education led to the hugely significant announcement of free education and free travel. At this point it was about getting the most amount of people into post-primary education as possible, but it wasn’t long before we began to realise that the quality of education needed to be looked at. The quality of teaching and the quality of what was being taught was looked at. Curriculum and examinations were investigated and changed. Real issues were now being addressed, such as third level requirements. Technical Institutes and courses were built and provided regionally. What made all of the changes so significant for me was the fact that for so long very little had been done in this field. The period between 1965 and the 1980s was a period where both the general public and government, began to see the importance of quality education, accessible to all, and its importance in the development of both the individual and the country. The developments of this period were a major stepping stone to where we are today. References Walt Rostow, â€Å"The Stages of Economic Growth†, 1959. (Available Online at) http://www. nvcc. edu/home/nvfordc/econdev/introduction/stages. html Irish Educational Documents, Volume 2 Aine Hyland, Kenneth Milne (Online Version found here) http://books. google. ie/books? id=8yNl5UCocFIC&pg=PA268&dq=1970+The+community+schools+proposal+ireland&hl=en&sa=X&ei=2H4ET6qMEYLLhAe-6pi-AQ&redir_esc=y#v=onepage&q=1970%20The%20community%20schools%20proposal%20ireland&f=false Articles from above Book; Investment in Education, inaugural speech, October 1962 Page 29-32 Third Programme for Economic and Social Development, 1969-1972, Post Primary, 14. Page 43 Whitepaper on Educational Development 1980, foreword Page 52 Ar ndaltai uile- All Our Children 1969 Page 45-47 Bibliography Irish Education Policy, Process and Substance, D. G. Mulcahy & Denis O’Sullivan Cultural Politics and Irish Education since the 1950s, Policy, Paradigms and Power, Denis O Sullivan Post-Primary School Education in Ireland 1957-1970 Sister Eileen Randles, Veritas Publicans 1975 The Politics of Irish Education 1920-65 Sean Farren.

Business intelligence (BI)and business alignment, maturity and appropriate organisational diffusion models The WritePass Journal

Business intelligence (BI)and business alignment, maturity and appropriate organisational diffusion models Background Business intelligence (BI)and business alignment, maturity and appropriate organisational diffusion models BackgroundProposed Null and Alternative HypothesesMethodological Approach Research Design ApproachResearcher’s Previous Related Work Significance of this Study ConclusionRelated Background Companies invest millions of dollars in business intelligence (BI) systems to gain useful BI data that helps leaders/managers to make management decisions and build predictive models of what may or may not happen in order for the company to gain a greater competitive advantage. Implementing such systems is no easy task (CGI Group Inc. 2004; Hedgebeth 2007). Studies have shown that there are a limited number of factors that make or break the success of BI within the organisation (Yeoh and Koronios 2020). To analyse the process more closely and ensure an organisation gets the greatest return on investment (ROI) and on the limited resources available, this study will contribute to these studies through highlighting the success factors and barriers faced by businesses. It attempts to provide better understanding for BI systems adoption, as well as the challenges when BI diffusion does not go well. Proposed Null and Alternative Hypotheses This proposal presents a quasi-experimental, time-study methodology to confirm the diffusion model and maximise successful implementation of a BI system as measured by return on investment (ROI). H01 –Businesses do not put more emphasis on accurate and timely data to make operational decisions to gain a competitive advantage. HA1 -Businesses do put more emphasis on accurate and timely data to make operational decisions to gain a competitive advantage. H02. The factors affecting business intelligence implementation do not affect managers’ business decision-making ability.   HA2. The factors affecting business intelligence implementation affect managers’ business decision-making ability.   H03.   Change management skills are not required by users adopting a new business intelligence system as measured by increased utilisation of BI system by the user. HA3 Change management skills are required by users adopting a new business intelligence system as measured by increased utilisation of BI system by the user. H04.   Human resource management skills are not required by users adopting a new business intelligence system as measured by increased utilisation of BI system by the user. HA4 Human resource management skills are required by users adopting a new business intelligence system as measured by increased utilisation of BI system by the user. H05 A model for implementation of BI is not needed for smooth diffusion and maximum results of the BI system as measured by ROI.   HA5 A model for implantation of BI is needed for smooth diffusion and maximum results of the BI system as measured by ROI. Methodological Approach Research Design Approach The conceptual framework for this study is utilising the positivist assumptions to determine as much as clear cause and effect as possible for a smooth diffusion process. The emphasis throughout will lead to a clearer understanding of the cause of successful BI system implementations and the effect of successful and unsuccessful BI implementations (Swanson and Holton 2005). The cause and effect will also be studied regarding use of a framework/model during a BI implementation. To get to the primary factors, the positivist approach is the proper choice to. If this factor is present (x) then a smooth BI diffusion will take place (y) and the organisation will see improved results and increase its’ competitive position. This cause and effect, positivist framework will lead to a quantitative, longitudinal study. A quasi-experimental, time series design will be employed in this study which will be conducted over several years. This will be done to assess the progress of business results and BI data results as an outcome from the BI model diffusion, i.e. â€Å"to determine the influence of a variable or treatment on a single sample group† (Swanson Holton, 2005, p. 91). The data analysis is measured before and after the intervention or treatment. In this case, that would be the BI model of diffusion with changes as a result of the literature analysis. A limitation to the time series is that it is difficult for the researcher to â€Å"separate out interaction effects out of the organisation or (some) other environmental reason† (Swanson Holton, 2005, p. 91). This correlates to the literature as this is the area that has not been studied for a great length of time. This study will be conducted over a 3-year period as the longitudinal method gathers measurements over an extended period of time so as to be able to study long-term ROI with the main concern being dealing with the attrition factor which makes such studies more expensive. Opinions will be elicited from IT executives representing two types of companies: those which adopted BI systems and those which have had problems doing so or have not done so yet. Two questionnaires will be used, one for each type of organisations. The first questionnaire will be organised into four sections: general data; BI success measures; factors for BI adoption; and challenges to BI adoption. Previous surveys will be used to create the survey tool and modified to fit the context (Kamhawi 2008). The second questionnaire will be organised into four sections as well: general data; reasons for problems with implementing BI systems; attitudes; and future intentions towards BI systems. Measurement items for such se ctions will be developed using previous studies (Kamhawi 2008). The questionnaires will be field tested and pilot tested to ensure validity and reliability. Based on the pre-test and pilot test minor changes may be made to the phrases used in the scale questions of the questionnaire, how worded, and how questions will be classified and may be made clearer. Responses to the phrases of both questionnaires will be given through a 5 point-Likert scale. Researcher’s Previous Related Work This researcher has been involved with business and information technology alignment since the mid-1990s which is the area which this research falls into. After having returned from academic studies abroad to southern Africa the researcher was confronted with the task of having to evaluate projects from international donor organisations such as German Technical Cooperation (GTZ), projects that would otherwise be classified as white elephants because the technology used was too advanced for a developing country. This resulted in this researcher submitting an MBA project to Nottingham Trent University in 1999 entitled â€Å".† This area of interest was further enhanced as the researcher was a lecturer on the MBA programme of the University of East London responsible for a course on â€Å"Organisational Change and Business Processes.† As the researcher has been working with SAP BI for a few years the implementation of such complex system has further enhanced the interest i n researching in this area, defining the linkage between business and technology in BI. Though the writer has not come up with any publications due to the nature of his work, this research would correct that and lead to publications of the researcher’s expertise. Significance of this Study The real world of the organization change management can prove challenging and this study could contribute significantly to the existing literature by filling gaps within existing studies and creating new knowledge. As well done as the qualitative study was by Yeoh and Koronios (2010) their model does not account specifically for the effects of human resource management or for the unexpected. The critical and unique elements that this study will be provide: Conclusion Conclusions and perspectives from a global standpoint as a result of retrieving samples from locations worldwide as opposed to one-country focused literature review. This study will be a quasi-experimental, time-series study as a result of the literature review where previous studies have been from one point in time. Create a weighting system for the success factors to determine which one has the most impact on a successful diffusion process. This will be helpful for organisations that have limited time and resources when implementing the BI into the company. Determining the position of change management and human resource management in the BI diffusion model. Many of the model or studies reference training for users as an example, or change management in broad terms, but few are specific about the position of change management in the model or the position of the needs of the people during the transition.

Private and Public Spheres in Sociology

Private and Public Spheres in Sociology Within sociology, public and private spheres are thought of as two distinct realms in which people operate on a daily basis. The basic distinction between them is that the public sphere is the realm of politics where strangers come together to engage in the free exchange of ideas, and is open to everyone, whereas the private sphere is a smaller, typically enclosed realm (like a home) that is only open to those who have permission to enter it. Origins of the Concept The concept of distinct public and private spheres can be traced back to the ancient Greeks, who defined the public as the political realm where the direction of society and its rules and laws were debated and decided upon, and the private as the realm of the family and economic relations. However, how we define the distinction within sociology has changed over time. Within sociology how we define the private and public spheres is largely due to the work of the German sociologist Jà ¼rgen Habermas. A student of critical theory and the Frankfurt School, he published a book in 1962,  The Structural Transformation of the Public Sphere, that is considered the key text on the matter. Public Sphere According to Habermas, the public sphere, as a place where the free exchange of ideas and debate happens, is the cornerstone of democracy. It is, he wrote, made up of private people gathered together as a public and articulating the needs of society with the state. From this public sphere grows a public authority that dictates the values, ideals, and goals of a given society. The will of the people is expressed within it and emerges out of it. As such, a public sphere must have no regard for the  status  of the participants, be focused on common concerns, and be inclusiveall can participate. In his book, Habermas argues that the public sphere actually took shape within the private sphere, as the practice of discussing literature, philosophy, and politics among family and guests became a common practice. These practices then left the private sphere and effectively created a public sphere when men started engaging in them outside of the home. In 18th Century Europe, the spread of coffeehouses across the continent and Britain created a place where the Western public sphere first took shape in modern time. There, men engaged in discussions of politics and markets, and much of what we know today as laws of property, trade, and the ideals of democracy were crafted in those spaces. Private Sphere On the flip side, the private sphere is the realm of family and home life that is, in theory, free of the influence of government and other social institutions. In this realm, ones responsibility is to oneself and the other members of ones household, and work and exchange can take place within the home in a way that is separate from the economy of the greater society. However, the boundary between the public and private sphere is not fixed but is flexible and permeable, and is always fluctuating and evolving. Its important to note that women were almost uniformly excluded from participating in the public sphere when it first emerged, and so the private sphere, the home, was considered the womans realm. This is why, historically, women had to fight for the right to vote in order to participate in politics, and why gender stereotypes about women belonging in the home linger today. Historically within the U.S. people of color and others perceived as different or deviant have been excluded from participating in the public sphere too. Though progress in terms of inclusion has been made over time, we see the lingering effects of historical exclusion in the over-representation of white men in the U.S. congress. Updated  by Nicki Lisa Cole, Ph.D.

Asian Americans and Pacific Islanders in Higher Education Essay

Asian Americans and Pacific Islanders in Higher Education - Essay Example There are instances that I have encountered such experiences. For instance, someone approaches me and asks why I cook and clean my house. I feel offended because I don’t believe that such house chores belong to the ladies. Racial microaggressions are also common. They are a form of an offensive, racial discrimination. They make one feel inferior due to their race. People who face the vice also feel unwanted and unappreciated in the culture. One of the most common racial microaggression that I face in my life is the situation whereby my friends address me using particular surnames that are not mine. Such are the common names for my race, and everyone thinks that I have the same, because of my race. According to Riggle and Rostosky (9-11), some microaggressions are easier to deal with than others. The ease of handling them depends on the magnitude of stress and discomfort caused. The microaggressions that affect one’s health and family are tougher to handle than those tha t do not. As such, gender microaggressions are easier to deal with than the racial ones. On a similar note, Museums and Chang argue that microaggressions bear different impacts depending on whether they are racial or gender-based. Grey and Parker (57-68) also conform to this argument. Based on personal experience, racial microaggressions are the most common. The reason behind this is that most institutions of higher learning comprise of both Native and international races. Some puns end up being microaggressions. The most commonly committed microaggressions include racial, gender orientation, and gender identity. For instance, I tell my friend that she is too cute for a black girl, and she gets offended. A "good" man does not cook or clean the house. A "good" woman does not do office work. A "good" woman thinks of how to maintain the home and take care of the family.

The Dark side or the inner beast and its deferent manifestation in the Research Paper

The Dark side or the inner beast and its deferent manifestation in the modern novels - Research Paper Example II. Consideration of some leading pieces of literature Some of the major concerns regarding the portrayal of inner beast are inherited in religious tales of Abrahamic religions that entail the story of Lucifer, and how he despised God to prove his superiority over human being. Other than religious concerns, a wide variety of traditional literature, and other arts too, again and again imply towards the vanity, pride and ego leading human to turn into a beast that is away from compassion and believes in his superiority to control the world and even to replace the God. A major work of Great Russian author Fyodor Dostoevsky, Crime and Punishment has been devoted wholly to this concept of man’s feeling and rationalization of superiority to replace God in order to control the world. Similarly, many of literature’s artifacts deal with the issue of inner beast. A number of British literature artifacts and their attachment with the issue of darkish human nature and inner beast a re discussed further. A. A Passage to India When we look at the attitude that British had adopted during the times of British rule over half of the world, we find out that British attitude had been involved in similar consideration of superiority to declare all other breeds and races inferior to British. A major work that Depicts this crude reality is E. M. Foster’s â€Å"A passage to India†. Considerably, India had been a country ruled by kings before. British entered there as businessmen. Significantly, British people had never mixed their culture with Indians as all the earlier rulers like Moguls did. Foster has depicted a clear racial discrimination of British rulers who became beasts in order to sustain with their fake feeling of superiority over other races. Apparently, the legal case within A Passage to India relates to an actual instance of General Dwyer issuing â€Å"an order requiring Indians to crawl through a street where an English girl, Miss Marcella She rwood, had been attacked. In Passage Mrs. Turton, after the supposed attack on Adela, says to the Indians, ‘They ought to crawl from here to the caves on their hands and knees whenever an Englishwoman's in sight’ (Hawkins). While some critics blamed Foster for downplaying the horrors of British colonialism in India, others found his exploration of British violence as a representative of the genteel Beastliness with which British people covered their un-Christian actions towards fellow human beings. In this case, not just a man but a whole community turns into a community of beasts. Forrester’s depiction still stands ahead of much literature over dark side of human nature as it does not raise just an anti-hero who turns bad out of some circumstances; rather it depicts blindness of a whole community to recognize human rights and equality. Although British are still accused of such behavior, it would be rather more racial to level those acts over a race. For example , still tackling an issue of British and European domination, Conrad has charged this darkness to human behavior. A depiction on almost similar issues of cruel treatment with native Africans appear in Heart of Darkness when he entails the utmost cruelty of British over Africans. Similarly, in The Magus, contrastingly an individual conquers the beast hidden within. B. The Magus Another major work by proficient British author