Analysing the Black Cat Using Labov’s Narrative Structure

OBJECTIVES For this assignment, the study aims to: 1. produce a frequency chart according to the elements of Labov’s Narrative Structure 2. discuss the way Edgar Allen Poe structured his short story to form the elements of tragedy, mystery and terror as presented in the short story In completing the task, I will use Labov’s Narrative Theory to conduct narrative analysis of the short story, The Black Cat written by Edgar Allan Poe. The structure of this essay begins with the introduction to narrative and narrative analysis. The second part develops in the literature review where I will explain Labov’s Narrative Structure and introducing the author of the story, Edgar Allan Poe. The section ends with the discussion of The Black Cat from non-linguistic perspectives proposed by different scholars. The peak of the task is in the third part which is the analysis of the story where the discussion mainly covers the most appealing element from Labov’s Theory used by Allan Poe to structure his story to create terror and horror sentiments. The analysis will be seen from linguistic point of view on how linguistic features or forms are associated with certain functions. INTRODUCTION Defining Narrative The word ‘Narrative’ derives from the Latin narre which means ‘to make known’, so narratives frequently convey information. (Lacey,N. ,2000). If we are using this definition, perhaps it may cover a wide range of format or genre in which may not be considered narrative as in timetable or lab report. Lacey,N (2000) points out that what distinguishes narrative from other forms is that it presents information as a connected sequence of events and these events are structured logically and causally; each event is derived from the previous event. Wikipedia, (2010) explains in a broader context that narrative is a story that is created in a constructive format in a form of writing, speech, poetry, prose, pictures, song, motion pictures, video games, theatre or dance in which describe a sequence of fictional or non-fictional events. The simplest way of describing the term narrative is someone telling someone else that something happened (Barbara Herrnstein Smith, 1981). Barbara’s definition of narrative reflects the idea that narrative occurs in most of daily conversations and involves personal experience and interest. In All American: Glossary of Literary Terms, narrative is seen as a collection of events that tells a story, which may be true or not, placed in a particular order and recounted through either telling or writing. It is a recapitulating event that is told by someone and it is naturally and purposely arranged in an acceptable way. Literary Terms and Definition proposes narrative as a story or an account in which it is usually creative and imaginative rather than strictly factual, as evidenced in fairy tales, legends, novels, novelettes, short stories, etceteras. The involvement of personal touch in many of narrative work allows readers to create an imaginative atmosphere that brings the readers into the authors’ world and even in some narratives, they persuade the readers to view the world through their eyes. The motives behind literary work are perhaps hidden behind the characters’ disposition and also the description of scenes and situations. Other scholars like Seymour Chatman and Shlomith Rimmon-Kenan, point out that narrative is a structure which is made up of narrative statements (Chatman,S. , 1990) and narrative consists of characteristics as follows; 1) events, governed by temporality, or – more precisely – a double temporality (the chronology of the events and their presentation in the text); 2)telling or narration, as an act of mediation or transmission which, in literature, is verbal. Labov (1972) defines narrative as consisting minimally of two temporally ordered clauses, and reversing the order of the clauses would change the story. In his hypothesis with his friend, Waletzky, fundamental narrative structures are to be found in oral versions of personal experience which is the ordinary narratives of ordinary speakers. By looking at many narratives, they wish to identify and relate formal linguistic properties of narratives to their functions. Labov and Waletzky have come out with a framework functions as a tool in analyzing narrative literary text linguistically. The understanding behind this framework is narrative can be seen as socially situated through sociolinguistic approach. Cortazzi (1993) stresses that narrative is more than a linear order of narrative structure. In fact, if a narrative plainly follows the order or sequence of this circular structure, perhaps it may be abnormal. Narrative is an author’s personal touch and it serves as an additional function of personal interest, determined by a stimulus in the social context in which the narrative occurs. Definition given by Toolan (2001), is comprehensively acceptable that narrative is defined as a perceived sequence of non-randomly events, typically involving, as the experiencing agonist, humans or quasi-humans, or other sentient beings, from whose experience we human can ‘learn’. He also extends the definition by stating that our preference is often for the sequence of connected events to take shape around a state or period of turbulence or crisis, subsequently resolved that is while a sequence of events entails some sort of change of state, a sequence containing a resolved crisis or problems entails a pronounce change of state. The Importance of Narrative Analysis (NA) of Literary Text Stories are in important aspect of culture and many literary work convey stories and motives (Wikipedia, 2010). Narrative analysis has contributed for development in many disciplines and has been a tool for better understanding of the literary text and anything underlies behind it. The importance of NA is that, it allows analyst to draw connections between linguistic form and the function (Labov and Waletzky,1972). The clauses as functional linguistic units appeared in narratives are structured and formed to meet the need of the author to logically create narrative sequence. The linguistic features exist in narrative text, have somehow portrayed certain patterns of structures in which help to develop particular genres and this pattern too has helped readers to create better imagination in mind. In other words, through such analysis, we can relate the formal properties of narratives to their functions. The analysis is formal where it is conducted based upon recurrent patterns characteristics of narrative from the clause level to the complete simple narrative and the analysis is functional and will be considered as one verbal technique for recapitulating experience- in particular a technique of constructing narrative units that match the temporal sequence of that experience. . (Labov & Waletzky, 1972). The idea behind Labov and Waletzky’s notion is to isolate the elements of narratives that serve certain linguistic functions where fundamental structures which are to be found in oral versions of personal experiences usually interconnected with the functions they serve. NA is also engaged in other educational disciplines. Narrative has been the subject of intensive research in a variety of disciplines, with work in contemporary literary theory leading the way (as represented in such â€Å"movements† as post-structuralism, reader-response criticism, deconstructionism, feminist theory, and neo-Marxist approaches to texts and society) (Paul. G. J. , 1991). Researchers use narrative analysis to deal with the problems of effective communications and class and ethnic differences (Cortazzi,M. ,1993). Researchers in education find NA allows access to study teachers’ culture and thinking, both qualitatively and quantitatively. Cortazzi (1993) stresses that the use of NA encourages us to develop descriptions of teacher’s culture which preserve their voices. NA is best use for exploratory purpose, sensitizing the researcher, illustrating but not by itself validating theory and a common focus is the exploration of ethical, moral and cultural ambiguous. Garson,G. D. ,2000). Alvarez and Urla (2002) have pointed out that in the field of information system implementation; NA provides richer data than is obtained by conventional system requirements analysis. Discovering narrative is a point of departure to discovering culture and its society. In the early periods of literature, writers share intellectuals, linguistics, r eligious and artistic influences (http://web. cn. edu/kwheeler/documents/Periods_Lit_History. pdf). These thoughts are put into writings and each period (such as Classical period, Medieval period, Renaissance and Reformation period, Neoclassical period, Romantic period, Victorian period and Modern period and Postmodern period) represents the background of its society and even political changes. Chafe (1990) sees narratives as ‘overt manifestations of the mind in action: as windows to both the content of the mind and its going operations. Narratives can therefore be seen as opening a window on the mind, or, if we are analysing narratives of a specific group of tellers, as opening a window on their culture. Cortazzi,M. , 1993). In Malaysian context, the knowledge of analysing narratives would encourage better participation and engagement from both teachers and students. The ability to isolate the elements of narratives and to identify the functions of the forms, motivate the learning for better understanding of the literary work. However, it depends how creative the teachers ar e to implement and make use this tool (NA) to incorporate literature in language classroom. Besides that, by studying oral or written accounts of personal experience, the students would be able to see the author’s representations and explanations of experience. (Cortazzi,M. ,1993). Primary and secondary schools students should be taught and exposed with technical terms and structure of literature to promote interest and attitude towards literature. Besides that, attitude towards literature should be inculcated since their early in order to promote appreciation towards the work of literature. Since the late 90s, many Malaysian writers have been into the trend of producing romantic novels (in Malay, such genre is called novel picisan). Compared to other genres, producing novel picisan has been the side income for many of Malaysian writers. Malaysian should be encouraged to produce diverse genres and government plays vital roles in promoting reading culture among Malaysians. The idea behind this is to increase the development of Malaysian publishing industry. But it is undeniably that this industry faces obstacle and challenges in which it may require major revamp of the present National Book Council to give it more strength in overseeing the implementation of the policy and the existing book related laws (Dato’ Ng Tieh Chuan, 2005). Malaysia has some of the important ingredients of a successful publishing industry: considerably high level of literacy, strong government support for education, relatively modest technical resources that are required, commitment towards the development of information technology, and dedicated entrepreneurs willing to take risks in a difficult economic climate. However, our book publishing sector is far from successful and there are several obstacles hampering the development of books in terms of their availability, accessibility and affordability. (Dato’ Ng Tieh Chuan, 2005) Analysing Narratives Linguistically Since narratives demand at least two connected events, then, using linguistics, we could say that ‘gramatically†¦ the minimum requirements for a story are two clauses, whether these occur in a single complex sentence or two simple sentences’ (Pope, 1995). Lacey (2000) illustrates that the statement â€Å"The King is dead† is not sufficient enough to be considered as narrative but by adding another clause, â€Å"and the queen has died of grief†, then narrative exists. When the clauses are connected with certain linguistic functions, a series of events occur. Although narrative can exist without any words at all, the fact that its structure is comparable to the structure of sentence is evidence of its universality. (Lacey,N. ,2000). He also emphasizes that the concept of sequence is crucial and without the development of sequence there is no narrative. Narrative analysis is an analysis of chronologically told story, in which concerned with how narrative elements are sequenced and why certain elements are evaluated differently from others and how past experience shapes perceptions of the present and how present experience shapes perceptions of the past and how both shape perceptions of the future (Garson,G. D. ,2000). LITERATURE REVIEW Labov’s Narrative Structure Sociological and sociolinguistics views of narrative have been developing since the 1960s (Cortazzi,M. 1993) and have influenced many scholars to challenge traditional narrative models to come out with better framework to narrative text analysis. Labov’s Narrative Structure is a sociolinguistic approach which examines formal structural properties of narratives in relation to their social functions. (Labov and Waletzky, 1972). The objective behind this theory is to show that there is correlation between form and its function. Labov’s model of narrative a nalysis comprises of six element (certain elements are optional); Abstract, Orientation, Complicating Action, Evaluation, Result or Resolution and Coda. STRUCTURE |EXPLANATION | |ABSTRACT |one or two clauses summarizing the whole story | |ORIENTATION |the time, place, persons and their activity or the situation | |COMPLICATING ACTION |tells us ‘what happens next’ | |EVALUATION |Establish and sustain the point, the contextual significance and tellability, , or | | |reportability, of story. Narrator’s personal involvement in the story | |RESULT OR RESOLUTION |Explains what finally happened. | |CODA |Signals the ‘sealing off’ of a narrative. | | |Return to the conversational mode, in ‘real’ present time. | TABLE 1: Labov’s Narrative Structure Abstract This category represents the summary of the story. In certain narratives, Abstract is optional (Cortazzi,M. ,1993) and there are some which do not have any because the title of the narratives often serves as the abstract as in ‘The Short Happy Life of Francis Macomber’ for instance (Black,E. ,2006). Abstract usually initiates the narrative. It is important for certain narratives to insert this element since it conveys general propositions which often go beyond the immediate events in narratives (Cortazzi,M. ,1993). Orientation The Orientation specifies the participants and circumstances, place and time of the narratives and it is equivalent to setting (Toolan, M. J. ,1992). This element is often embedded within sentences as in Abstract and Complicating Action. Orientation sometimes initiates the narratives and this structure play major roles in creating the narrative atmosphere desired by the author. It sets the scene psychologically as well as literally (Black, E. , 2006) to serve the function of being descriptive. Toolan (1992) states that in Orientation, we can expect verb forms other than extensive verbs (such as transitive or intransitive verbs involving action) in the simple past tense. Besides, Orientation is indicated by past perfectives and past progressive verb phrases and intensive verbs such as be, become, seem, etc. Orientation information in most of the time is encoded in free clauses usually placed at the beginning, sometime coupled with the first event of the Complicating Action (Cortazzi, 1992). Complicating Action Complicating Actions can be referred to the core of the narratives. It consists of a series of narrative clauses in the simple past tense, or sometimes in present tenses. This part of the narrative, the bones of it, gives the event sequence which is often terminated by the Result or Resolution (Cortazzi, 1992). In addition, the verbs often indicate the complicating actions, to show what happen in the story. Evaluation Cortazzi, M. ,(1993), explains that the Evaluation commonly precedes the Resolution and it avoids the withering rejoinder from listeners of ‘so, what? ’ since every good narrator is continually warding off this question. The evaluation is realized by a number of evaluative devices listed below which can be distributed at various points throughout a narrative, although they are commonly positioned before the Resolution. Evaluation category consists of external and internal evaluative devices. In brief explanation, external evaluative device has a strong interpersonal function which applies to written texts and in literary fictions, external evaluation devices are most likely in first person narratives (Black,E, 2006). Black (2006) also mentions that internal evaluative devices are generally more subtle than external evaluation. Such self-questioning, and moving between past, present and future are all characteristics of evaluative devices. Result or Resolution and Coda The Result often signals the end of the story proper and Coda is a final rounding off, tiding up of the lives of characters. (Black, E. , 2006) [pic] Figure 1 Figure 1 shows the relation between all the elements under Labov’s model of narrative analysis. It begins with the present time, indicating the Abstract of the narrative, followed by the introduction of the participants, time, circumstances, and places that fall under the Orientation. The next sequence of a narrative is complicating action, to indicate ‘then, what happen? ’. Evaluation category is not placed in a fix position. It often appears between sequences in a story. The author draws the readers to the ending by indicating the Result or Resolution and finally the Coda. For instance, a story told by someone coming late to an appointment might look like this: I had a terrible time getting here (abstract). I started out an hour ago, and I only live a couple of miles away (orientation). I was standing at the bus stop for ages, and then when the first bus came it was full, and I had to wait another 20 minutes for the next one (complicating action). I was getting so worried; I really thought you'd be gone by the time I arrived (evaluation). Still, I got here in the end (resolution). I'll know to start earlier if we meet here again, though (coda) Discovering Edgar Allan Poe This section mainly discusses on the American writer, Edgar Allan Poe (January 19, 1809 – October 7, 1849) who was also known for his genres; horror fiction, gothic romance, crime fiction and detective fiction. He is one the greatest and unhappiest of American poets, a master of the horror tale, and the patron saint of the detective story (Petri Liukkonen, 2008). The information presented below is cited from Wikipedia: The Free Encyclopaedia, The Poe Studies Association (PSA) and PoeStories. com: An exploration of short stories by Edgar Allan Poe. [pic] Figure 2: Family Tree of Edgar Allen Poe. (Wikipedia, 2010) Edgar Allan Poe was born in Boston, Massachusette on Jan 19, 1809. He was the second child of actor and actress, David Poe, Jr. and Elizabeth Arnold Hopkins Poe. His elder brother, William Henry Leonard Poe (January 30, 1807 – August 1, 1831) was a sailor, clerk and also an amateur poet. David and Elizabeth’s daughter Rosalie was born in December 1810. Edgar may have been named after a character in William Shakespeare’s King Lear, a play that the couple was performing in 1809(Nelson, Randy F, 1981). When he was three years old, David Poe left the family and left his wife and his children in 1810. A year later, his wife died from consumption. Edgar was taken care of by John Allan, successful Scottish merchant in Richmond, Virgnia who involve in variety of goods including tobacco, cloth, wheat, tombstone and slaves. The Allans serve as a foster family gave him the name Edgar Allan Poe and baptized him in 1812. John Allan alternately spoiled and aggressively disciplined his foster son. In 1815, the Allans sailed to England and while they lived in England, Poe and his stepfather began to argue fiercely and frequently. Poe was sent to grammar school in Irvine, Scotland, where John Allan was born. He attended the school just for a short period of time and in 1816, he returned and joined the family in London. Mrs. Allan died, John remarried, and he and Poe became even further estranged. In 1826, Poe attended University of Virginia, but he was expelled later that year. He attended West Point for a short time; while there, he accumulated some gambling debts. John Allan, who was frustrated with Poe’s behaviour and attitude, would not help him to pay his debts and Poe had to leave the Academy. He went to Boston in 1827 and, finding that he could not support himself, he enlisted in the United States Army under the name Edgar A. Perry. After two years, he was released and moved to Baltimore, Maryland, where his maternal relatives lived. During this period, newspapers and literary magazines began to be published Poe's work. Tamerlaine and Other Poems appeared in 1827 and Al Aaraaf in 1829. His Manuscript Found in a Bottle won a literary contest in 1833. Three years later, however, his life would change drastically. In May of 1836, he married his 14-year-old cousin, Virginia Clemm, who convinced Poe to settle in Philadelphia, where he obtained regular employment as an editor. In 1844, Poe moved to New York City, taking a job as editor for another literary magazine, The Evening Mirror. His most famous and popular poem, The Raven, was published in this magazine; through this one poem, Poe finally achieved his well-deserved reputation as a great writer. In January of 1847, however, after a long illness, Virginia died of tuberculosis. Poe's grief, combined with the stress caused by years of caring for his invalid wife, caused him to collapse emotionally after her death; it is believed that this loss accelerated his drinking problem. Yet two years later, in 1849, he moved back to Richmond and planned to wed Sarah Elmira Royster Shelton, a woman Poe had been engaged to marry earlier in life. (John Allan had forced Poe to abandon any thoughts of marrying her because of lack of money. ) Poe and Shelton, both now having lost a spouse, renewed their relationship. They would, however, not marry due to Poe's untimely death, the circumstances of which remain a mystery, even today. He had left Richmond for Baltimore on September 27, 1849, and was found unconscious in a gutter there on October 3rd. Poe had collected approximately $1,500 for subscriptions to his literary magazine, The Stylus, but no money was found with him, leading to the speculation that he might have been robbed. He was taken to a hospital where he regained consciousness a few times, but Poe was never coherent enough to explain what had happened to him. Edgar Allan Poe died on October 7, 1849. [pic] Figure 3: Signature of Edgar Allan Poe (Wikipedia, 2010) The Black Cat The Black Cat† is one of Edgar Allan Poe's most memorable stories. The tale centers around a black cat and the subsequent deterioration of a man (Lombardi,E. , 2010). The story is about a man, who declaring that he will die tomorrow, describes himself as a caring and loving man, who from the earliest days of his youth was mocked by others for his timidity and concern for  all living  things (http://www. bookrags. com/notes/poe/PART1. htm). Based on literary analysis conducted by Cromwell, J. , (2010), the narrator (who is also chief character and author) remains unnamed, but for a purpose. Without a name he represents every man, or rather, every man’s potential. In the opening of his story, the character describes himself as docile and tender natured with a fondness for animals, describing the affection of his pets as â€Å"unselfish and self-sacrificing love. † Cromwell states that the main character faces the relationships of humans, however, with a cynical clipped tone, â€Å"the paltry friendship and gossamer fidelity of mere Man. †(The Black Cat, line 12). He also stresses that the desires and feeling held in check by unwritten social law are cut loose by habitual drinking leading to verbal and physical abuse of the man’s animals and wife. The man’s desire was power: over his animals, his wife, and their affections toward him. For full text, kindly refer to Appendix A) ANALYSING THE BLACK CAT In analysing â€Å"The Black Cat†, I have used Labov’s Narrative Structure as my theoretical framework for the analysis. To be brief, for this section, I will explain on how I have analyse the short story b ased on labov’s theory of narrative and followed by the discussion on the findings of the analysis. My focus of discussion is on the elements that show highest percentage in which have constructed and contributed to the great horror effect of Edgar’s short story. As briefly discussed earlier, Labov’s Narrative Structure comprises of six categories in which they serve to structure the narratives. Each sentence in the short story was given a number to ease the process of categorising the sentences into abstract, orientation, complicating action, evaluation, resolution and coda (u may refer to Appendix A). A close reading was conducted and it took quite some time for the completion of the analysis. The finding of the analysis of The Black Cat is presented through the bar chart below. [pic] Figure 4 : The Analysis of The Black Cat based on the elements of Labov’s Narrative Structure The bar chart in figure 1 shows the representation of each element of Labov’s Narrative Structure based on the frequency count of sentences in the short story, The Black Cat. The structure of each sentence represents certain functions as highlighted in Labov’s Narrative Structure. As discussed earlier, Labov’s Narrative Structure consists of six elements which are abstract, orientation, complicating action, evaluation, resolution and coda. Throughout the analysis, the major finding is the elements of orientation and evaluation present in the short story, as indicated above, show the highest number of sentences. These two elements play major roles in constructing the horror sentiment in the short story. Edgar used these two elements comprehensively and most of the time, they were embedded together to show certain degree of emotional state of the character. Obviously, the setting, symbolism, plot, word choice, and character development contributed greatly to the effect of shocking insanity in Edgar Allan Poe’s masterpiece, â€Å"The Black Cat. † Poe’s skilful use of all of these elements, the least of these being setting and the greatest of these being character development, creates a shocking tale, which leaves the mind to ponder in all its horror (www. 123helpme. com, 2010). In the short story, ‘Orientation’ is widely used where Edgar has been descriptive concerning the emotional state and degree of value of the narrator, the situation or places that took place and also detailed elaboration on the crime scene, description on the characters’ attitude and world view. Examples of sentences that portray this element are shown below: SENTENCE NUMBER |TEXT | |[8] |From my infancy I was noted for the docility and humanity of my disposition | |[79] |Pluto had not a white hair upon any portion of his b ody; but this cat had a large, although | | |indefinite splotch of white, covering nearly the whole region of the breast. | |[109] |The cat followed me down to the steep stairs and nearly throwing me headlong, exasperated me to | | |madness. | TABLE 2: Orientation From the sentences listed above, it is obvious that Edgar pays critical attention in describing the mental and emotional state of the main character, which is the narrator. In fact, for almost every sentence in the short story consists of orientation element which functions to create the atmosphere of horror. He begins the story with a clear picture of him being tortured and this had destroyed his life. The orientation can refer to a past event with an adverb of time in which will mark off the narrative from the previous talk, as an initiating mechanism (Cortazzi,M. ,1993). He also makes an innocent confession of his crime due to his unstable mental and emotional state through abusing his wife and pets, ‘I suffered myself to use intemperate language to my wife. ’, ‘†¦ I even offered her personal violence’ and â€Å"†¦ even Pluto began to experience the effects of my ill temper†. These sentences have given direct impacts to the reader as he has initially stated how his life has been ruined and destroyed. In elaborating the character of the black cat, in which the narrator claimed to be to be the causal to his failure in life, Edgar has selected certain adjectives and connotations that most suitable and deep impact words to retain the feeling of horror throughout the story. The words like, ‘frightful appearance’, ‘.. a brute beast’, ‘.. my hatred of the beast.. ’, ‘.. the terror and horror with which the animal has inspired me.. ’ , and in fact, the word ‘black’ associated with the cat, is sufficient enough to promote the evil spirit derived from the cat. The repetition of evil and dark connotations leaves the reader with the feeling terrified and suspend and it shows terror and horrified as the core atmosphere of the scenes. Towards the end, Edgar was being descriptive and he used orientation element majorly to describe the inhumane conduct of the narrator and provoke the readers with horror and unpredictable crime scene and each complicating action. The role of orientation is vital in this short story to design fear atmosphere and dreadfulness. | SENTENCE NUMBER |TEXT | |[98] |I am almost ashamed to own-yes, even in this felon’s cell. I am almost ashamed to own-that the | | |terror and horror with which the animal inspired me, had been heightened by one of the merest | | |chimaeras, it would be possible to conceive. | |[2] |Mad indeed would I be to expect it, in a case where my very senses reject their own evidence. | |[12] |There is something in the unselfish and self-sacrificing love of a brute, which goes directly to | | |the heart of him who has had frequent occasion to test the paltry friendship and gossamer fidelity| | |of mere Man. | TABLE 3: Examples of Evaluation Category Evalution is the most interesting and complex category. In the story, this element is associated with the narrator’s bias point of judgement and value. The narrator’s personal involvement is a story is conveyed where he states that; In their consequences, these events have terrified-have tortured-have destroyed me. Yet I will not attempt to expound them. To me, they have presented little but horror- to many they will seem less terrible than baroques. (The Black Cat, line 6 and 7) At one point, the narrator makes use of his personal involvement sentiment in the story as a way to gain sympathy and also as escapism of his brutal crime. According to his evaluative statement, the blame to all sins and the prime murder are the black cat and the evil spirit that had caused him to conduct such inhumane crimes. As he puts his words; I seized him; when, in his fright at my violence, he inflicted a slight wound upon my hand with his teeth. The fury of a demon instantly possessed me. I knew myself no longer. My original soul seemed, at once, to take its flight from my body and a more than fiendish malevolence, gin-nurtured, thrilled every fibre of my frame. I took from my waistcoat-pocket a pen-knife, opened it, grasped the poor beast by the throat, and deliberately cut one of its eyes from the socket! I blush, I burn, I shudder, while I pen the damnable atrocity. (The Black Cat, line 31-35) And a brute beast – whose fellow I had contemptuously destroyed – a brute beast to work out for me – for me a man, fashioned in the image of the High God – so much of insufferable wo! Alas! neither by day nor by night knew I the blessing of Rest any more! (The Black Cat, line 103) Evil thoughts became my sole intimates – the darkest and most evil of thoughts. The moodiness of my usual temper increased to hatred of all things and of all mankind; while, from the sudden, frequent, and ungovernable outbursts of a fury to which I now blindly abandoned myself, my uncomplaining wife, alas! as the most usual and the most patient of sufferers. (The Black Cat, line 106 and 107) The Evaluation commonly precedes the Result. It delays the forward movement of the narrative clauses, which hold the listener suspended at that point in time (Cortazzi,M. , 1993). Other evidence such as below; It was now the representation of an object that I shudder to name – and for this, above all, I loathed, and dreaded, and would have rid myself of the monster had I dared – it was now, I say, the image of a hideous – of a ghastly thing – of the GALLOWS ! – oh, mournful and terrible engine of Horror and of Crime – of Agony and of Death ! (The Black Cat, line 101) The Black Cat is not structured in isolation according to Labov’s Narrative Structure. These categories are actually embedded within sentences in order to derive horror and existence of evil elements in the short story. Edgar was being descriptive and at the same time evaluative from sequence to anther sequence in the story in which they support the design of each complicating action. CONCLUSION Analysing The Black Cat using Labov’s Narrative Structure is my first attempt to show relations of formal narrative forms and the functions that they portray in the narrative to highlight intended criteria or to bring the certain feeling to real as the readers further reading the narratives. Poe had critically made perfect selection of adjectives, adverbials and free clauses to bring the motive of terror and horror in the narrative. Furthermore, Poe’s plot development added much of the effect of shocking insanity to â€Å"The Black Cat. † To dream up such an intricate plot of perverseness, alcoholism, murders, fire, revival, and punishment is quite amazing. (www. 123helpme. com, 2010). The use of Orientation and Evaluation elements in his gothic story, has successfully promoted the feeling of fear and terrified. Poe had been descriptive in elaborating the physical and emotional state of the characters presented especially through the bias and unreliable narrator in the narrative. The evaluation made by the narrator from the eyes of an evil spirited murderer. Labov’s model of narrative analysis seems to be very useful in my analysis to show the interconnectedness of the formal structure of the narrative and the sociological functions in the short story, The Black Cat. Through this method, I manage to point out the linguistic features exist in The Black Cat in which beneficial for building up the narrative and sustaining the interest and mood of the readers. This technique would be very useful to be implemented in language classroom to promote the attitude of appreciating literature. Besides that the learning process will be more interactive and alive when both teachers and students critically engaged. The motivation to learn and to participate in the class may be developed among students when they see the relevance of the learning material since it reflects their daily lives. ———————–

Multiculturalism In Canada: The benefits of a multicultural society Essay

Canada is a very interesting country, mainly due to its diversity. The weather in Canada can be both freezing and very hot. Some land is rocky and mountainous, while other places are composed of flat, rolling hills. And in Canada, you can find many different races, from Asian to Latin, African to Indian. Canada is the most multicultural country in the world, and a lot of Canada’s development and success can be attributed to immigrants coming into Canada (Samuda, 1984). Yet not all people agree that multiculturalism has had only positive effects on Canada. There are some drawbacks that are due to Canada’s policies on immigration and multiculturalism. However, by examining key points and facts concerning multiculturalism in Canada, it is evident that Canada’s policies on multiculturalism have had mainly positive effects on Canadian society. Canada was the very first country in the world to introduce a multicultural policy (Satzewich, 1992). In 1969, the Royal Commission on Bilingualism and Biculturalism heard many ethnic spokespersons argue that Canada should adopt the idea of a â€Å"cultural mosaic†, where different cultures would each contribute to Canada, making the country unified through each culture’s uniqueness. This was a different concept than the United States idea of a â€Å"melting pot†, where there would be many different cultures, yet they would all have â€Å"American values†, which would be the main factor that united them as a country. The Royal Commission agreed with this proposed policy, and presented it to the Government of Canada. Two years later, the policy was accepted while Pierre Elliot Trudeau was Prime Minister. In 1982, the policy became law, which helped to settle any racial and ethnic problems (Satzewich, 1992). In 1997, the Department of Canadian Heritage restructured the federal Multicultural Program. The renewed program worked towards three main goals: identity – fostering a society in which people of all backgrounds feel a  sense of belonging and attachment to Canada; civic participation – developing citizens who are actively involved in shaping the future of their various communities and their country; social justice – building a nation that ensures fair and equitable treatment and that respects and accommodates people of all origins (Internet Site, http://www.communication.gc.ca/facts/multi_e.html). The Multicultural Policy in Canada states that all people are equal, and can participate as a member of society, regardless of racial, cultural, ethnic, or religious background. Multiculturalism strives to preserve people’s cultural identity, while at the same time ensuring that common Canadian values are upheld (Reitz, 1980). Canada’s policy on immigration has changed over the years, reflecting societal views and economical conditions. Yet no matter how much the policy changed, the effects of this policy are very evident. Close to 10% of the adult population of Canada are visible minorities, and this amount is expected to double within the next twenty years (Satzewich, 1992). Visible minorities are â€Å"persons, other than Aboriginal peoples, who are non-Caucasian in race or non-white in colour† (Employment and Immigration Canada, 1987). This means that the immigrants coming into Canada are not only from European descent; rather, they are coming from other continents, such as Africa, South America, and Asia. Before 1961, 90% of the immigrants coming into Canada were of European descent. Yet in 1981, Europeans only constituted for 25% of the immigrants coming into Canada (Satzewich, 1992). This means that 75% of immigrants coming into Canada in 1981 were from Asia, South America, etc. It is obvious that Canada’s policy on multiculturalism has had a profound effect on Canada and its people. However, does this mean that multiculturalism in Canada has had a positive effect on society? Many will argue that Canada would be better off without its lenient attitude towards immigration and multiculturalism. There are several negative factors that are attributed to Canada’s multicultural policy. One of the main reasons why people believe that Canada’s multicultural policy does more harm  than good is because it creates racism. By putting many different races together, all of which have different cultural and value differences, acts of discrimination and racism are bound to occur. Also, some immigrants bring with them histories of conflict in their home countries to Canada, which leads to  problems that could include violence, hatred, and discrimination (Bibby, 1990). Rather than unite Canadians, these factors would only divide Canadian society. Another main reason as to why some people view multiculturalism in Canada negatively is because it creates confusion and misunderstanding. Many people that come to Canada know only their native tongue, and their own countries rules and laws. Being introduced to Canadian laws, language and customs can prove to be quite the challenge. A third reason as to why not everyone supports multiculturalism is because of the fear of eroding traditional British heritage. Canada has close ties to its mother-nation Britain, and many believe that by allowing immigrants of different ethnic backgrounds into the country, the link between Canada and Britain will only weaken (Satzewich, 1992). These are all examples of downsides to Canadian multiculturalism, yet there are many benefits that result from multiculturalism as well. The benefits of multiculturalism in Canada make up for the drawbacks. One of the downsides to multiculturalism was that it leads to racism. However, one of the positive effects of Canada’s policy is that there is, over time, less racism. This is due to the fact that once many different ethnic groups have been living with each other for some time, they begin to understand each other more, and therefore feel closer and more connected to each other (Samuda, 1984). This results in less racism and prejudice towards one another. Another positive effect is that since there are many different cultures living with each other, people will benefit because they will learn more about different races, and will develop a greater understanding of the  cultures around them (Samuda, 1984). For instance, a Hindu who only knows his own religion and way of life will see the way that other races live, and therefore his knowledge about other religions, countries, values, etc. will grow. This in turn allows the Hindu to have more freedom, because he now sees other ways of living, and can choose however he wants to live. This is a very important aspect of Canadian society: the ability to live freely, and to choose whatever religion and way of life you want. Another positive effect that multiculturalism has had on Canada is that Canada is now a country so diverse and so rich in culture, that there are now vast amounts of ideas, opinions, and lifestyles to explore. Without multiculturalism, Canada would not be so rich in art and cultural traditions (Samuda, 1984). All of the above benefits that multiculturalism has had on Canadian society are important, yet the main positive effect that multiculturalism has had on Canada is that it has basically shaped Canada into the country that we now know it as today. Without Canada’s multicultural policy, not very many immigrants would be coming to Canada. And without immigrants, Canada’s population would be very small, and its economy weak. Immigrants that come to Canada are beneficial to Canadian society because: they  pay taxes, create jobs, and they add to Canada’s economy, among other things. Immigration into Canada is the main reason as to why Canada has become a successful country (Reitz, 1980). Evidently, Canada has benefited from its multicultural policies, in particular its policies towards immigration. However, what is society’s attitude towards immigration? Back in the early 1900’s, foreigner’s were mostly seen as inferior. They were not treated the same as white people were (Bibby, 1990). So the question that should be asked is why were so many immigrants even allowed into Canada, if they were not wanted there? They were allowed to come simply because Canada needed workers. An easy solution to the increasing demands for labourers in Canada was to allow immigrants to come into the country to work (Bibby, 1990). After a few decades, these  immigrants had contributed a large amount of their time, work, and money to Canada, and their efforts were not left unrecognized. This was around the time when Canada’s Multicultural Policy was composed, and later put into effect. Attitudes towards multiculturalism and immigration in Canada changed significantly while Canada’s economy was expanding after World War II. Canada needed workers, and many flocked into Canada, only this time, not all were labourers. Many were professors and well-educated people, whom were fleeing their home country, coming to Canada as refugees (Satzewich, 1992). Over the next few years, Canadian attitudes towards multiculturalism became more welcoming, while the last racial and ethnic barriers to Canadian immigration were removed. With immigrants mainly moving into large cities in Canada such as Toronto, Vancouver and Montreal, cultural diversity was becoming increasingly evident in these major urban areas (Satzewich, 1992). Most immigrants moved into large cities because of two reasons: work was easier to find, and other people of the same ethnic background as them would be living there as well. Today, 90% of foreign-born Canadians live in one of Canada’s fifteen largest urban centers (Reitz, 1980). Over the years, attitudes towards multiculturalism and immigration have changed, with many people now recognizing the benefits of a multicultural society. People are now looking towards the future, trying to see what effects multiculturalism will have on society within the next few decades. Of course, Canada’s policies towards immigration and multiculturalism will be affected by changes in social values and the economy over the next few decades. Throughout history, it is evident that immigration into Canada becomes more open and welcome when there is a need for a larger labour force (Bibby, 1990). No matter what policy is put into effect, one thing remains clear: the more Canadian society becomes culturally and racially mixed, the greater the need for tolerance and acceptance for one another as fellow Canadians. A multicultural policy that  meets the needs of both long-time residents and the newly arrived will prove to be the most successful policy (Samuda, 1984). After reviewing this information about multiculturalism in Canada, one can clearly see that multiculturalism is an important aspect of Canadian society, and society has benefited immensely due to Canada’s policies towards immigration and multiculturalism. While there will always be negative opinions towards multiculturalism in Canada, the majority of Canadians recognize the importance of Canada’s multicultural policies, and support them in their entirety (Bibby, 1990). Because Canada’s population is composed of so many different racial backgrounds, the future of Canada depends on the commitments of all its citizens to a strong and unified Canadian identity, while still keeping their own culture and unique way of life. As it does so presently and as it has done so in the past, multiculturalism will continue to benefit Canadian society, making the quality of life better and more fulfilling to all Canadians. Bibliography 1)Bibby, R.W. (1990). Mosaic madness: The poverty and potential of life in Canada. Toronto: Stoddart. 2)Employment and Immigration Canada (1987). Employment Equity Act, Regulations and Schedules. Ottawa. 3)Reitz, J.G. (1980). The survival of ethnic groups. Toronto: McGraw-Hill. 4)Samuda, Ronald J. (1984). Multiculturalism in Canada: Social and Educational Perspectives. New Jersey: Prentice Hall. 5)Satzewich, Vic (1992). Deconstructing a Nation: Immigration, Multiculturalism and Racism in ’90s Canada. Toronto: Fernwood Books. 6)Internet Site: Facts on Canada: Multiculturalism in Canada. http://www.communication.gc.ca/facts/multi_e.html, Minister of Public Works and Government Services, 2001.

Health literacy and patient safety & role of advance practise nurse Term Paper

Health literacy and patient safety & role of advance practise nurse - Term Paper Example Studies have shown that patient friendly communication and an open attitude to answering questions are the best strategies for helping patients understand medical information, and caring for them more effectively. Health literacy is defined as â€Å"the degree to which individuals have the capacity to obtain, process and understand basic health information and services needed to make appropriate health decisions† (Ratzan and Parker, 2000). The first step for an advanced practice nurse to measure levels of health literacy in a patient, is to overcome barriers of communication and create an open shame free environment. An attitude of helpfulness and understanding of his/her problems, and offering an environment of privacy to answer questions and discuss details of history, education and medications, will enhance understanding and a feeling of adequacy in patients. Having a family member present if the patient feels more comfortable, and willingness to answer any questions, even repetitive ones, help instill confidence. An advanced practice nurse needs to take patient backgrounds into account while communicating with them. Things like can they read the instructions on pill boxes or do they recognize them by color? are important indications of the level of health literacy in patients.

Money in politics Essay Example | Topics and Well Written Essays - 250 words

Money in politics - Essay Example However, National Football League (NFL) gave donations to political parties and politicians to cover up for the evils they do to the players such as the way they deal with retired or injured players (The Center for Responsive Politics). What do organizations expect to get in return after donation enormous cash to specific politicians? Money does not always bring election victory. For example, Romney had colossal donations than Obama, but he never won (The Center for Responsive Politics). Sometimes overspending in election may result to financial difficulties. For example, Democratic Party was left with a debt of $21.5million which is quite enormous even if the Parties’ presidential candidate won the election. It was not pleasing for FBI to invade the office of one of the supporters of Senator Menedez Robert in South Florida (The Center for Responsive Politics). America is a mature and democratic nation where freedom of individuals should be respected without any infringement. However, it is promising that the workers unions are continuing to strengthen especially for the public servants. In the Center for Responsive Politics (The Politics of Super Bowl XLVII), It is fascinating how some people can get rich from politics while others are becoming poorer. Senator Tom Harkin (D-Lowa) who has a chance of being re-elected in 2014 has no interest in politics and intends to retire after serving the current term. He managed to save $2.8 million from campaign donations, whereas some people were left in debt. It is unhealthy for institutions to spend a lot of resources to influence their decisions in the states affairs, whereas the state should equal protection and representation of institutions at all governance levels. Politics should be based on individual performance and potential without monetary influence

No topic Essay Example | Topics and Well Written Essays - 500 words - 12

No topic - Essay Example In the first place, the sender of the message was their third grade teacher, perceived as an authoritative figure – someone who effectively provides them with accurate information, knowledge and instructions. As an authority figure, the sender is perceived by the receivers of the message as credible, believable, truthful, and a role model. Since the student have known Jane Elliot as a competent teacher in their school, whatever message she relays are deemed acceptable to the students. In analyzing the receivers of the message, as the grade three students, one would deduce that they could be easily swayed to believe that blue-eyed people are the better people than brown-eyed people, especially when it was brought to their attention on the first day. With their young minds and ability to understand the issue at hand, these grade three students could easily accept as factual whatever information and instructions were fed to their minds by their teacher, who had been known to them as an authoritative figure when it comes to providing instructional information. Finally, the message was introduced appropriately by providing a background scenario where Jane Elliot first brought the subject of brotherhood. She effectively asked a question that solicited the needed response from the students. She asked: â€Å"is there anyone in this United States that we do not treat as our brothers?† (Frontline: The Daring Lesson); of which, a student replied: â€Å"Black people† (Frontline: The Daring Lesson).By introducing that the color of a person’s skin causes them to be treated differently, Jane Elliot effectively convinced the students that â€Å"it might be interesting to judge people today by the color of their eyes† (Frontline: The Daring Lesson). As such, the message that blue-eyed people are the better people than brown-eyed people (and vise versa) was easy to be relayed to the children and they responded quickly and completely because: (1)

Zara - The Fast Fashion Leader Essay Example | Topics and Well Written Essays - 4500 words

Zara - The Fast Fashion Leader - Essay Example The essay "Zara - The Fast Fashion Leader" explores the fashion leader, Zara company. Zara is also successful in ensuring barriers are established for new market entrants through self-operated manufacturing capacity and logistics strategies that cannot be rivalled without substantial capital investment. Weaknesses in the model were identified by conducting a comprehensive European/global environmental analysis of the competitive industry as well as through examination of Zara’s current business model. Weaknesses lie is in isolating the company from negative publicity, which has been a large problem recently with accusations of the company being supportive of sweatshop labour conditions with foreign suppliers. Additionally, research has identified weaknesses involving a lack of focus on more relevant, behavioural marketing strategy development as well as the company not maintaining proper focus on building more independent supply and logistics networks that would be owned by Za ra to improve its scope of control. Because of these weaknesses, it is recommended that Zara consider repositioning the business to a premiumisation strategy as a new business level strategy, diversifying self-managed manufacturing and logistics capabilities, and focusing on promotion that is more consumer-centric. It is further recommended that Zara differentiate its products with an emphasis on fashion-forward design in order to capture the attention of target markets that value exclusivity. These strategies will sustain Zara.’s future brand position and build more positive brand equity. TABLE OF CONTENTS EXECUTIVE SUMMARY 1.0 Introduction..................................................................................................... 2.0 Strategic issues and competitive forces........................................................... 2.1 Industry Life Cycle analysis................................................................ 2.2 Porter’s Five Forces analysi s............................................................... 2.3 PEST framework................................................................................. 3.0 Internal strategic audit..................................................................................... 4.0 PR crises at Zara.............................................................................................. 5.0 Recommendations for future business sustainability....................................... 5.1 Improving supply capabilities.............................................................. 5.2 Better utilisation of marketing theory and practice.............................. 5.3 Premiumisation..................................................................................... 5.4 Differentiation as business level strategy............................................. 6.0 Conclusion........................................................................................................ References 1.0 Introduction The fast fashion leader, Zara, provides fashion and accessory products to a variety of profitable consumer markets in multiple international markets. Zara stands out from competition most distinctly for the retailer’s ability to restock in-store inventories with a lead time of only two weeks or less. This is unparalleled in the retail industry as most retail competitors require months in order to launch a

Health Care Information Systems and Technology Article

Health Care Information Systems and Technology - Article Example It also implies that each person involved in interacting with the information technology resources shall have easy and unrestricted access according to the information requirements and nature of work. In terms of health care settings, it means that doctors, nurses and other medical staff shall have the access to the information which directly pertains to them. It also requires that each person involved in the overall delivery of healthcare services shall have required and pertinent information. One of the key trends emerging in information technology is the use of mobile applications which medical professionals can use is on the rise. The use of mobile applications combined with the use of cloud computing technologies is considered as the next cutting edge technological innovation. X-rays can be easily seen on iPads and doctors can easily access medical imaging records of patients using mobile applications and devices. (Gallagher, 2012) One of the key requirements for completing the assignments for this course is having access to relevant information and data. Having access to patient data and other relevant and pertaining information therefore is important for seeking answers to various questions and issues raised in the assignments for this course. The various assignments given in the course are of various difficulties and it is important that in order to complete these assignments, this tool can be handy and easy to deploy to complete various assignments. It will also reduce the cost and time to complete the assignments. Healthcare information exchange as a tool therefore is one of the essential tools as it provides access to the required information. It not only ensures mobilization and access to the data and relevant information but it also suggests particular resources which can be used to complete the assignments. (Winter, et

Types of teachers Essay Example | Topics and Well Written Essays - 250 words

Types of teachers - Essay Example They are keen disciplinarians, and will often keep the students on their toes at all times ensuring that they follow instructions to the letter. Furthermore, they hardly ever negotiate with students and often give orders in which they expect to be obeyed unreservedly. Easygoing teachers are the opposite of the strict teachers; they are open to negotiation and will listen and discuss issues with learners before they give make a conclusion. Moreover, easygoing are patient with students; for instance, if a student is late in submitting a paper, they will allow them extra time to work on it and not penalize them. They rarely punish students and only do it as a last resort, are quite lenient in issues pertaining to both discipline and academics and are likely to overlook minor errors to motivate the student. The final group is the moderate teacher; such teachers combine both the characteristics of the authoritarian and easygoing teacher. They negotiate with students but will not hesitant to punish them if they find if fitting, they may allow students extra time to do assignments but will put conditions and will warn the stuns making them aware that they were irresponsible for not doing the work in time. Ultimately, every teacher uses the method he/she believe is best to educate their learners although the method chosen often has a lot to do with the teacher’s personal characteristics. However, the strict teacher model was more characteristic of teachers in the past, and today they are more likely to use a moderate method trying to get the best out of both

Course Work Coursework Example | Topics and Well Written Essays - 1500 words

Course Work - Coursework Example Due to this reason, it becomes paramount for a paralegal working in a criminal law firm to be versed in various legal doctrines associated with criminal law. One of these doctrines is the doctrine of disclosure. In criminal trial, the prosecution is under a duty to disclose all material evidence that it intends to use in the trial of the defendant to aid in the defense. The defendant is supposed to be provided with evidence that is with the prosecution, even though, the defendant will not use it as long as it will help in the defense. To disclose entails the process through which the defendant can find out about the prosecution’s case. It can be through getting the statements made by the prosecution witness as well as examining the evidence of the prosecution. The doctrine of disclosure was developed in the case of Brady vs. Maryland [1963] which is commonly referred to as the Brady rule. The Brady rule asserts that a prosecution is not to suppress evidence upon the request by the accused as this goes against the due process. In addition, the defendant in a criminal case is required to outline the certain evidence to be used in the defense. Within the law firm, it is upon the paraleg al to ensure that the doctrine of disclosure works effectively. This is due to a paralegal’s task of drafting documents as well as interviewing clients. A paralegal should, therefore, ensure that the rules of disclosure have been followed since they are carried out administrative work in a law firm (Emanuel, 2007). Qn2: A search warrant is a court order issued by a magistrate or a judge to a legal enforcement officer directing them to conduct a search to a person, a vehicle or a location for purposes of finding evidence in a criminal suit. When any evidence is found in conducting the search, the police officer is required to confiscate it. A search incidental to arrest does not require an issuance of the warrant. A law enforcement officer does not

Promoting autonomy of oneself and others Essay Example for Free

Promoting autonomy of oneself and others Essay Introduction                     Autonomy is the ability to have the capacity for self-governance or have self- determination. This is a concept which comes out through various arenas. For example, the moral autonomy is usually governed by the moral laws ( Deci, 2010). Therefore, personal autonomy can be said to be the capacity of a person to pursue actions based on moral content. This paper will compare the philosophical work by Nietzsche and MacIntyre and determine who offers the best tool of promoting autonomy. Over the past centuries, the teachings of Friedrich Nietzsche have transformed and penetrated every realm of social culture in the Western world. In his essays, he examines the significance of people’s ability to make promises. He states that to hold to the promises made requires both confidence about the future and very powerful memory that will ensure that certain issues are not forgotten. According to Nietzsche confidence requires one to be predictable or calculable and, therefore, he or she must share common sets of customs and laws that govern his or her behaviour (Risse, 2001). The society and morality play an important part of making a person predictable, therefore, giving the person ability to make promises. This process according to Nietzsche is complicated as it ends up in the ‘sovereign person’ who can make decisions, not only because the person in question is bounded by social mores but because he or she is the master of his or her own free will. The sovereign of an individual is characterised by tremendous responsibilities of one being free to make claims in regard to his or her future. This sense of responsibility according to Nietzsche is called conscience (Risse, 2001). Nietzsche defines the concept of ‘bad conscience and guiltiness using German words for ‘debt’ and ‘guilt. He suggested that, originally, there were no relationship between guilt and accountability or immorality. Punishments were meted on the basis of reprisal and not on the basis of guilt. If a person failed to honour promises, then they were considered to be in debt the person they failed. The debt could then be balanced by punishing or torturing the person. This happened to a person say the creditor who had no interest of getting his money back from the debtor. Thus, the memory of making promises during this time was burdened and the punishments and cruelty ensured that the debtor does not forget his promises next time (Risse, 2001). Macintyre’s in his book, ‘After Virtue (1981)’ explains his long ethical project. The book diagnoses the rising issues in the society such as ‘culture of emotivism’ where the moral language pragmatically manipulates decisions, attitude and decision. According to the book, those moral cultures are said to be a theatre of illusion where the objectives of moral rhetoric masks the decisions. The books examine the part of the community in making the judgments about the truth or falsity. The work by MacIntyre also examines the reasons why human beings need virtues through investigating the social debts and needs of human agents and the part which they were playing in the formation of an independent practical person who can reason (Borden, 2007). The philosophy by Maclntyre’s is very important especially to the fields of communitarian politics and the virtues of ethics. He points out the insignificance of conventional business ethic as an application of the modern moral concepts in decision making. His work in philosophy has lead tremendous renewal of values over the last decades. For example, in his works his discusses the moral condemnation of Stalinism. His presentation of this concept draws two important conclusions related to morality, one is the fact of the people’s solidarity in discovering what people want in their moral life (Borden, 2007).. According to MacIntyre morality organises life of the community. As he concludes his book, he says that the concepts of morality are neither historical nor timeless and, therefore, the understanding the developments of historical, ethical concepts can liberate people from any falsity claims (Borden, 2007). MacIntyre’s Aristotelian offers the best tool of promoting autonomy of one self and others compared to Nietzsche because he examines the habits that humans should develop in order to make judgement and act efficiently in the pursuit of the true choices which have a worthy end. His examination has a very rich account on the deliberate activities by human that encompass moral formation and society life. He also accounts why humans have practical wisdom to do what is right based on the freedom of morality. References Borden, S. L. (2007). Journalism as practice: MacIntyre, virtue ethics and the press. Ashgate Publishing, Ltd.. Deci, E. L., Ryan, R. M. (2010). The support of autonomy and the control of behavior. Journal of personality and social psychology, 53(6), 1024.Risse, M. (2001). The Second Treatise in In the Genealogy of Morality: Nietzsche on the Origin of the Bad Conscience. European Journal of Philosophy, 9(1), 55-81. Source document

Mental and Monetary Costs of Prom: Is It Really Worth It?

Mental and Monetary Costs of Prom: Is It Really Worth It? Prom is considered a rite of passage for most American teenagers in their junior and senior years of high school. It is considered a must-attend event, where memories are forever made. Students dress in high-end dresses and tuxedos, make-up, hair, nails and accessories for the girls, and fancy tuxedos for the boys. The financial expenses can be phenomenal, but is the experience really worth the costs? A newer trend in prom activities is the promposal, which can vary in cost depending on the choice in the way it is carried out. Some students opt for small tokens such as a small sign, a box of candy, maybe even flowers to ask a date to prom. Others choose to ask in a huge way, so that their prospective date will want to say yes. There have been students who have spent hundreds of dollars buying jewelry, having huge banners made, and even having flash mobs perform just to propose a date to prom. The typical attire for a young man at prom is a tuxedo. Tuxedos can be purchased or rented, depending on the budget and need. Haircuts are a must, as well as boutonnieres. In 2013, the cost for a boy to attend prom was $325 on average, which includes items such as a haircut, tuxedo, and boutonniere. [PR Newswire. (Mar. 26, 2014)] In years past, it was customary for the boy to purchase prom tickets, which can sometimes cost up to $50 per couple, and a meal, which can run up to $100 depending on where the meal takes place. For females, the financial costs are typically higher. Dresses for prom are a must, and the more unique, the better. Uniqueness, can come at a price. Prom dresses in 1995 were listed at a wholesale cost ofÂÂ   $59 to $219. [Dianne M. Pogoda WWD. (Oct. 10, 1995): p14] Now, dresses can cost up to $500 depending on what style and designer is used. Hairstyling, nails, and makeup must be done. Accessories such as shoes, jewelry, and sometimes handbags must also be purchased. In 2013, the average cost for a female to attend prom was $633 [PR Newswire. (Mar. 26, 2014)]. There are several prom expenses that are now split between the couple, including transportation and any post-prom activities. Transportation to and from prom was traditionally the responsibility of the young man, but in recent years the trend of renting limousines or unique party buses or cars has become very popular and is considered a shared cost. Costs for transportation rental can vary, but a figure from 2015 suggested that average rental of a limousine was $100 per couple. [Kaitlin Menza Choices/Current Health (May 2015)]. Party buses and other more extravagant travel arrangements can run higher. Post-prom activities can include any events that can be imagined. Tickets and photos are also now considered shared expenses. In 2013, shared costs equaled about $487 [PR Newswire. (Mar. 26, 2014)]. On average, spending on prom can be very expensive for each household, and steadily rises every year. In 2013, prom costs per couple averaged around $1445, and costs have risen at a steady rate of 34% since 2011 [PR Newswire. (Mar. 26, 2014)]. Based on these figures, this could push prom costs for the 2017 season past $3000. Parents reported in a 2015 Visa survey that they typically ended up paying close to 56% of prom costs while students earn money to pay for the other 44%. [Kaitlin Menza (May 2015)]. Prom costs can be very difficult for families with smaller disposable incomes to afford.ÂÂ   Many families must budget costs to fit into their finances, leaving families feeling stressed and teenagers worried about not fitting in or being able to enjoy prom to the fullest. Peer acceptance can be a major issue for kids, and not being able to afford the best of everything causes self esteem issues, or cause them to miss out on opportunities to make memories with their friends and fellow students. Some students avoid prom activities because they do not want to feed into the atmosphere of materialism that prom promotes. They see other students around them competing to be better than the rest of their friends in their attire and unique, over-the-top prom experiences and feel as though it causes too many problems socially. I personally feel as though prom as it is now is not worth the high price of attending. I feel like 20 years down the road the memory will be the same, no matter what I wear or drive up in. The actual time that students spend at the dance is so short, and I feel I would have just as good a time hanging out all night with a close group of friends instead of getting dressed in a tuxedo and riding in a limousine. I also know that a lot of times, kids use prom night as an opportunity to do a lot of things that could get them in a lot of trouble. Sometimes the decisions they make affect the rest of their lives, when they never really intended for it to. This even sometimes puts innocent people in danger. I just do not think that spending that much money is worth it in the end. References Cost of Prom Projected to Skyrocket to $1,900 in 2014 According to Golden Asp. PR Newswire, 26 Mar. 2014. Academic OneFile, go.galegroup.com/ps/i.do?p=AONEsw=wu=j020902v=2.1id=GALE%7CA362836604it=rasid=d1ae8648702ac135e71679319f9e315d. Accessed 3 Feb. 2017. Crosley, Sloane. American prom: awkward. Hilarious. Heartbreaking. Magical. The high-school prom is a very American rite of passage. Renowned photographer Mary Ellen Mark invites herself to the dance, capturing the poignant moment teenagers teeter on the edge of adulthood. Smithsonian, Apr. 2012, p. 68+. General OneFile, go.galegroup.com/ps/i.do?p=ITOFsw=wu=j020902v=2.1id=GALE%7CA294821420it=rasid=caa97e8bd07c8be19acf7b2e64607675. Accessed 10 Feb. 2017. Menza, Kaitlin. Is prom $pending out of control? Choices/Current Health, May 2015, p. 2+. Academic OneFile, go.galegroup.com/ps/i.do?p=AONEsw=wu=j020902v=2.1id=GALE%7CA412981445it=rasid=9e38e078b178a32418c9899ab0a20cd1. Accessed 6 Feb. 2017. Pogoda, Dianne M. Prom seen dressing up profits. WWD, 10 Oct. 1995, p. 14+. General OneFile, go.galegroup.com/ps/i.do?p=ITOFsw=wu=j020902v=2.1id=GALE%7CA17570761it=rasid=035dcf244387607f979553e4533f0454. Accessed 10 Feb. 2017.

Body Image in African American Women Essay -- Health Weight Essays

Body Image in African American Women Body image is an important facet in understanding the phenomenon of eating disorders. Body image concerns are important in the etiology and treatment of eating disorders and obesity (Smith, Thompson, Raczynski, and Hilner, 1997; Thompson, 1997). The construct of body image reflects the level of satisfaction one feels regarding his or her body. Body image is a multidimensional construct. It involves race, socioeconomic status, age, as well as, perceptual and attitudinal components. For this reason, research has been done to dispel the myth that all women have a negative body image. Rather, as has been shown, there are definite differences in the perception of body image and self-concept, especially across racial lines. The claims of most studies suggest that African-American women generally have a greater tolerance or acceptability for higher body weight. In addition, African-American women are also thought to place less importance on body size in the scheme of their overall body imag e, and there are more likely to be satisfied if they are at a higher body weight, and still regard themselves as attractive. Research not only confirms these statements, but also draws attention to other important, culturally- relevant factors, such as age in relation to other cultural forces such as, different attitudes and behaviors that shape the body images of African-American women. Finally, since research shows that body image is an important aspect in the etiology of eating disorders and obesity, its influence and the cultural forces and components behind it should be taken into account in treatment and for future research. According to Altabe’s (1996) study, there are differences in body image th... ...en’s desire to be thin. International Journal of Eating Disorders, 17, 191-5. 7. Smith, DE, Thompson, JK, Raczynski, JM, Hilner, JE. (1999). Body image among men and women in a biracial cohort: the CARDIA study. International Journal of Eating Disorders, 25, 71-82. 8. Stevens, J., Kumanyika, SK, & Keil, JE. Attitudes toward body size and dieting: Differences between elderly black and white women. American Journal of Public Health, 84, 1322-5. 9. Striegel-Moore, RH., Schreiber, GB., Pike, KM., Wilfley, DE.,& Rodin J. (1995). Drive for thinness in black and white preadolescent girls. International Journal of Eating Disorders, 18, 59-69. 10. Williamson, L. (1998). Eating disorders and the cultural forces behind the drive for thinness: Are African-American women really protected. Social Work in Health Care, 28, 61-73. Body Image in African American Women Essay -- Health Weight Essays Body Image in African American Women Body image is an important facet in understanding the phenomenon of eating disorders. Body image concerns are important in the etiology and treatment of eating disorders and obesity (Smith, Thompson, Raczynski, and Hilner, 1997; Thompson, 1997). The construct of body image reflects the level of satisfaction one feels regarding his or her body. Body image is a multidimensional construct. It involves race, socioeconomic status, age, as well as, perceptual and attitudinal components. For this reason, research has been done to dispel the myth that all women have a negative body image. Rather, as has been shown, there are definite differences in the perception of body image and self-concept, especially across racial lines. The claims of most studies suggest that African-American women generally have a greater tolerance or acceptability for higher body weight. In addition, African-American women are also thought to place less importance on body size in the scheme of their overall body imag e, and there are more likely to be satisfied if they are at a higher body weight, and still regard themselves as attractive. Research not only confirms these statements, but also draws attention to other important, culturally- relevant factors, such as age in relation to other cultural forces such as, different attitudes and behaviors that shape the body images of African-American women. Finally, since research shows that body image is an important aspect in the etiology of eating disorders and obesity, its influence and the cultural forces and components behind it should be taken into account in treatment and for future research. According to Altabe’s (1996) study, there are differences in body image th... ...en’s desire to be thin. International Journal of Eating Disorders, 17, 191-5. 7. Smith, DE, Thompson, JK, Raczynski, JM, Hilner, JE. (1999). Body image among men and women in a biracial cohort: the CARDIA study. International Journal of Eating Disorders, 25, 71-82. 8. Stevens, J., Kumanyika, SK, & Keil, JE. Attitudes toward body size and dieting: Differences between elderly black and white women. American Journal of Public Health, 84, 1322-5. 9. Striegel-Moore, RH., Schreiber, GB., Pike, KM., Wilfley, DE.,& Rodin J. (1995). Drive for thinness in black and white preadolescent girls. International Journal of Eating Disorders, 18, 59-69. 10. Williamson, L. (1998). Eating disorders and the cultural forces behind the drive for thinness: Are African-American women really protected. Social Work in Health Care, 28, 61-73.

Movie Essay - A Comparison of Satire in Voltaires Candide and the Film

Satire in Candide and Lexx Voltaire's Candide is a story about a young man learning about the realities of the world; realities he never could have believed to happen in life because his education heavily involves the idea that this is the "best of all worlds." Salter Street Films' Lexx is a story about a group of misfit adventurers and the calamity that befalls them after they steal the Lexx, a Manhattan-sized insect with the ability to destroy planets. Though the two stories have more in common than one might expect, given the difference of medium, much more is different between the two, even with satire present in both The first and most obvious difference between Candide and Lexx is the setting of the two. The Earth as visited by the Lexx is, in itself, unrealistic with its portrayal of everything we consider 'normal' being completely outlandish to the crew. It also follows that if the settings are drastically different, the characters must be as well. Kai is not only an assassin and last of the Brunnen-G, but he has been dead for six thousand years. Stanley Tweedle, captain of the Lexx, has seen enough while traveling on the giant insect to know that such is not the case. The characters between the two stories even journey with different methods; while the cast of Lexx travels through the Light and Dark Universes on an insect spaceship, the cast of Candide travels around the Earth on foot or by transportation such as boats. Even the crew of the Lexx travels around Earth not by such methods, but by using the giant Moths grown on their ship. The second, and perhaps most important difference between Candide and Lexx is the methods by which the two stories satirize things. As typical of most mode... ...asm comes when the Lexx has finished its meal and, on its way back to orbiting the moon, lets out a burp and licks its chops. The one exception to season four's satire is the series finale during which, among other things, 790 fools the now-senile Lexx into destroying the Earth. This is the ship's final shot before it passes on of old age. Satire is nothing new. Things have been wrong in the world since recorded history and there have always, and will always be people to criticize the flaws in the way things work. While satire today is often told differently then that of Voltaire's time, the principle is certainly the same. Works Cited Lexx. Screenplays by Paul Donovan, Lex Gigeroff, and Jeff Hirschfield. Sci-Fi channel. Produced by Salter Street Productions. 1997-2002. Voltaire. Candide. Trans. Lowell Bair. Bantam Books. New York, 1959.

Stephen Crane and His Unique Choice of Subjects :: essays research papers

Stephen Crane   Ã‚  Ã‚  Ã‚  Ã‚  Stephen Crane was born on November 1, 1871 in New Jersey. Crane became a writer at the age of twenty-one and died of tuberculosis at the age of twenty-eight. Crane’s sister, Agnes, raised him and tutored him. She eventually became a schoolteacher. His parents were very religious and his father had an essay published in an 1869 issue of Popular Amusements. Crane â€Å"felt himself unworthy of his father because he fell short of his father’s moral principles and his nobility of spiritual outlook.†He studied poverty, war, and life and death struggle. â€Å"Crane united from the beginning an iron self-assurance with a deep shyness.†   Ã‚  Ã‚  Ã‚  Ã‚  In â€Å"The Red Badge of Courage† Crane describes the characters in depth. He chose a significant event in Americas history and wrote about it. During the Civil War while a Union regiment is based along a river, a tall soldier named Jim Conklin spreads a rumor that the army will march within a day. A new recruit, Henry Fleming, feels that if he were to see battle he would run like a coward. When the regiment marches they meet up with the enemy but Henry is unable to flee because he is surrounded. The Union regiment stops the charge of the Confederate. The next day the Confederates charge again and this time Henry is able to flee from the scene. Later he meets up with a group of wounded soldiers walking down the road and he believes that a wound is like â€Å"a red badge of courage†. He meets a soldier with extremely deep wounds and then recognizes that it is Jim Conklin. While they are walking down the road Jim Conklin runs off behind the bushes and dies where the other soldiers can not see him. Henry wanders through the forest alone until he comes to a battlefield. He attempts to stop one of the soldiers to ask what is going on but he gets hit in the head with the soldier’s rifle. Another soldier takes Fleming back to his regiment’s camp. His friend Wilson cares for him because he thinks that Fleming has been shot in the head. The next day the regiment goes back to the battlefield and this time Henry stays and fights in Jim Conklin’s honor. Wilson and Henry overhear an officer making fun of their regiment’s style of fighting so they go out to prove him wrong.

Drama and audience Essay

Reverend Hale’s role in the play is to originally cure of find the illness of Betty. But instead he is described as â€Å"stiring the witchcraft cauldron that is brewing in Salem Village†. Arthur Miller uses words and phrases such as; narrowing his eyes, holding up his hands, surprised, quickly, grasping, rising exhilaration, kindly ect. This describes Reverend Hale’s character well, as he is a do-gooder within the village. Miller emphasises his importance, by making his character loud, expressive yet good hearted. He makes sure the audience is aware of Hale’s importance, by making him a figure to look up to, someone that people can see God in, and by making people confess to him he is showing the power he has. Parris’s status within the community should be an example to others, but is slowly withering as the accusations of witchcraft within his village and family drag him down. The farmers Proctor, Putnam and Giles, are all below Parris in society. They are the main male characters in the play and because Parris is higher up in society, he remains the loneliest out of the four; this is significant as he knows he cannot cope with all the stress as a single parent and guardian, and a reverend Salem relies on. As previously written, Hale was confessed to by Tituba. She confessed to seeing Satin towards the end of Act 1. Her confession was dramatic and Miller emphasised this well by using language such as; weeps, sobbing in terror, falls to her knees, frightened, suddenly bursting out, in a fury ect. Influenced by the forgiveness given to Tituba, this is significant as she is setting an example and giving ideas to the girls. Abigail copies calling out accusations, as assumed and for example she shouts; â€Å"I saw Sarah Good with the devil! † ect. Scared and confused girls followed in Abigail’s actions and began calling out accusations as well. The girls soon figure that lying, pretending and accusing others, will take the limelight from them and they will soon be seen as victims and witnesses of Satin. In conclusion, Arthur Miller’s stage directions in the play, The Crucible, create drama and inform the audience about the nature of the society in Salem. He uses them effectively to create instant excitement and effect as well as defining the characters in detail. The characters are however Millers own creation and through his direction they add drama to the story. The language used in the play highlights the lack of communication in its simplicity and distances itself from the twenty first century. The people in Salem lived solely by their religion and were unable to accept anything that may defy their beliefs. It also showed the lies and deceit that people created to protect their own name and standing in society. Arthur Miller has managed to skilfully tell the story according to historic facts whilst adding his own portrayal of characters to attract audiences today.

Chris Nolan Auteur Essay

Auteur theory could be applied to Christopher Nolan as his films feature recurring elements, the theory its self, derives from an â€Å"influential group of French film critics and film makers during the 1950’s† (Nykki Montano film 110). Auteur theory examines the individual creative vision and personal perspective of the director, an auteur will feature recurring themes in their films, from using the same actors as the protagonist for their films to even using the same cinematographer and composer for the soundtrack. The unique qualities that make Christopher Nolan an auteur are that, for most of his movies Nolan plays on the fragility of memory, for example giving his characters split personality’s or memory loss. This can be seen in Nolan’s 2000 film Memento. The Film Memento isn’t the type of film that has a definite answer. The movie is actually just one big interpretive question. The basic question on everyone’s mind being â€Å"what is actually going on in this movie?† Since the story is told backwards and is about a man, Leonard Shelby (played by Guy Pearce) who suffers from a memory disorder. Nolan and Guy’s character state, â€Å"It’s not amnesia.† This makes the movie even more questionable, because the audience is given another factor of confusion that is, can this character be trusted. The way Nolan portrays the joker in the dark night is also typical of the director, as the joker is given no identity, much like Leonard Shelby in Memento Another trait of is that he frequently uses hard cuts when transitioning to the next scene. This is noticeable in his films from ‘Batman Begins’ onward, especially in The Dark Knight, as in some instances, the hard cuts he uses will go so far as to nearly cut off character’s lines in order to quickly and efficiently get to the next scene.

Gestalt Learning Theory Essay

Doing my research on learning and instruction in complex simulation-based learning environments, I experienced a large difference in how learners reacted to my learning material (Kluge, in press, 2004). Complex technical simulations involve the placement of the learner into a realistic computer simulated situation or technical scenario which puts control back into the learner’s hands. The contextual content of simulations allows the learner to â€Å"learn by doing. † Although my primary purpose was in improving research methods and testing procedures for evaluating learning results of simulation-based learning, the different reaction of our participants were so obvious that we took a closer look. I had two different groups participating in my learning experiments: students from an engineering department at the University, mostly in their 3rd semester, and apprentices from vocational training programs in mechanics and electronics of several companies near the University area in their 3rd year of vocational training. Most of the students worked very intensively and concentrated on solving these complex simulation tasks whereas apprentices became easily frustrated and bored. Although my first research purpose was not in investigating the differences between these groups, colleagues and practitioners showed their interest and encouraged me to look especially at that difference. Practitioners especially hoped to find explanations why apprentices sometimes are less enthusiastic about simulation learning although it is said to be motivating for their perception. Therefore, in this dissertation I address the difference in the effectiveness of using simulation intervention program based on a Gestalt learning theory. Moreover, to find out if the program improves either or both the quality and speed of the learning process of students enrolled in a highly technical training program. This dissertation focuses on using simulation based learning environments in vocational training program. In this chapter, the experimental methodology and instruments are described, results presented and finally discussed. As mentioned above, my primary purpose when I started to investigate learning and simulation based on Gestalt learning theory was focused on improving the research methodology and test material (see Kluge, in press, 2004) for experimenting with simulation-based learning environments. But observing the subjects’ reactions to the learning and testing material the question arose whether there might be a difference in the quality of and speed of the learning process of students involved in my study. Research Design: A 3-factor 2 ? 2 ? 2 factorial control-group-design was performed (factor 1: â€Å"Simulation complexity†: ColorSim 5 vs ColorSim 7; factor 2: â€Å"support method†: GES vs. DI-GES; factor 3: target group, see Table 2). Two hundred and fifteen mostly male students (16% female) in eight groups (separated into four experimental and four control groups) participated in the main study. The control group served as a treatment check for the learning phase and to demonstrate whether subjects acquired any knowledge within the learning-phase. While the experimental groups filled in the knowledge test at the end of the experiment (after the learning and the transfer tasks), the control groups filled in the knowledge test directly after the learning phase. I did not want to give the knowledge test to the experimental group after the learning phase because of its sensitivity to testing-effects. I assumed that learners who did not acquire the relevant knowledge in the learning phase could acquire useful knowledge by taking the knowledge test, which could have led to a better transfer performance which is not due to the learning method but caused by learning from taking the knowledge test. The procedure subjects had to follow included a learning phase in which they explored the structure of the simulation aiming at knowledge acquisition. After the learning phase, subjects first had to fill in the four-item questionnaire on self-efficacy before they performed 18 transfer tasks. The transfer tasks were separated into two blocks (consisting of nine control tasks each) by a 30-minute break. In four experimental groups (EG), 117 students and apprentices performed the learning phase (28 female participants), the 18 control tasks and the knowledge test. As said before, the knowledge test was applied at the end because of its sensitivity to additional learning effects caused by filling in the knowledge test. In four control groups (CG), 98 students and apprentices performed the knowledge test directly after the learning phase, without working on the transfer task (four female participants). The EGs took about 2-2. 5 hours and the CG about 1. 5 hours to finish the experiment. Both groups (EGs and CGs) were asked to take notes during the learning phase. Subjects were randomly assigned to the EGs and CGs, nonetheless ensuring that the same number of students and apprentices were in each group. The Simulation-Based Learning Environment The computer-based simulation ColorSim, which we had developed for our experimental research previously, was used in two different variants. The simulation is based on the work by Funke (1993) and simulates a small chemical plant to produce colors for later subsequent processing and treatment such as dyeing fabrics. The task is to produce a given amount of colors in a predefined number of steps (nine steps). To avoid the uncontrolled influence of prior knowledge, the structure of the plant simulation cannot be derived from prior knowledge of a certain domain, but has to be learned by all subjects. ColorSim contains three endogenous variables (termed green, black, and yellow) and three exogenous variables (termed x, y, and z ). Figure 1 illustrates the ColorSim screen. Subjects control the simulation step by step (in contrast to a real time running continuous control). The predefined goal states of each color have to be reached by step nine. Subjects enter values for x, y, and z within the range of 0-100. There is no time limit for the transfer tasks. During the transfer tasks, the subjects have to reach defined system states for green (e. g. , 500), black (e. g. , 990), and yellow (e. g. , 125) and/or try to keep the variable values as close as possible to the values defined as goal states. Subjects are instructed to reach the defined system states at the end of a multi-step process of nine steps. The task for the subjects was first to explore or learn about the simulated system (to find out the causal links between the system variables), and then to control the endogenous variables by means of the exogenous variables with respect to a set of given goal states. With respect to the empirical evidence of Funke (2001) and Strau? (1995), the theoretical concept for the variation in complexity is based on Woods’ (1986) theoretical arguments that complexity depends on an increasing number of relations between a stable number of (in this case six) variables (three input, three output: for details of the construction rational and empirical evidence see Kluge, 2004, and Kluge, in press, see Table 1). To meet reliability requirements, subjects had to complete several trials in the transfer task. For each of the 18 control tasks a predefined correct solution exists, to which the subjects’ solutions could be compared. In addition, knowledge acquisition and knowledge application phases were separated. The procedure for the development of a valid and reliable knowledge test is described in the next section. Different methods have been developed to provide learners with support to effectively learn from using simulations. De Jong and van Joolingen (1998) categorize these into five groups: 1. Direct access to domain knowledge, which means that learners should know something about the field or subject beforehand, if discovery learning is to be fruitful. 2. Support for hypothesis generation, which means learners are offered elements of hypotheses that they have to assemble themselves. 3. Support for the design of experiments, e. g. , by providing hints like â€Å"It is wise to vary only one variable at a time† 4. Support for making predictions, e. g. , by giving learners a graphic tool in which they can draw a curve that gives predictions at three levels of precision: as numerical data, as a drawn graph, and as an area in which the graph would be located. 5. Support for regulative learning processes: e. g. , by introducing model progression, which means that the model is introduced gradually, and by providing planning support, which means freeing learners from the necessity of making decisions and thus helping them to manage the learning process. In addition, regulative processes can be supported by leading the learner through different stages, like â€Å"Before doing the experiment . . . ,† â€Å"Now do the experiment,† â€Å"After doing the experiment. . . .† Altogether, empirical findings and theoretical assumptions have so far led to the conclusion that experiential learning needs additional support to enhance knowledge acquisition and transfer. Target Population and Participant Selection: In the introductory part, I mentioned that there were two sub groups in the sample which I see as different target groups for using simulation-based learning environments. Subjects were for the most part recruited from the technical departments of a Technical University (Mechanical Engineering, Civil Engineering, Electronics, Information Technology as well as apprentices from the vocational training programs in mechanics

The Acquisition Between Merck and Schering-Plough

On March 9, 2009, Merck & Co., Inc. and Schering-Plough Corporation announced that their Boards of Directors have unanimously approved a definitive merger agreement under which Merck and Schering-Plough will combine, under the name Merck in a stock and cash transaction. As the two companies' combined 2008 revenues were $47 billion. The deal officially closed on November 3, 2009. Background of the two parties Merck & Co. (NYSE: MRK) was initially formed in 1891 as a United States subsidiary of the German chemicals and pharmaceutical company Merck KGaA. During World War I, it was established as an independent company from confiscated assets. Since then, it has grown to become one of the top seven largest pharmaceutical and biotech companies worldwide. Schering-Plough (NYSE: SGP) is one of the medium-sized players in the pharmaceutical industry, with sales of $18.5 billion in 2008. Its two largest products are autoimmune medication Remicade, sold internationally, and Zetia & Vytorin, a joint venture taken with Merck that fights cholesterol. While growth of Remicade has been strong, Vytorin has taken a hit after studies questioned its efficacy compared to the older drug it is based on and in treating blockage of the heart valve. The process of the acquisition The Merck and Schering-Plough took the typical reverse merger arrangement during the acquisition process. The Merck- Schering-Plough merger agreement contemplates a two-step transaction involving Merck, Schering-Plough, and Schering’s two special purpose, subsidiary holding companies, Blue, Inc. and Purple, Inc. In step one of the mergers, Blue will merge into Schering-Plough and each share of Schering-Plough will be converted into the right to receive (i) 0.5767 shares of the surviving Schering-Plough and (ii) $10.50 in cash. In step two of the merger, Purple will merge into Merck and each share of Merck will be converted into 1 share of the surviving Schering-Plough. After the completion of these two steps, the surviving Merck will be a wholly owned subsidiary of the surviving Schering-Plough. Yet, the shareholders of pre-merger Merck will own approximately 68% of the surviving Schering-Plough and shareholders of pre-merger Schering-Plough will own around 32% of the surviving Schering-Plough. Although Merck will become a subsidiary of Schering-Plough Merck’s pre-merger shareholders will together possess a majority of the voting and economic rights (or beneficial ownership) of Merck’s new parent company, Schering-Plough. One peculiarity of the Merck-Schering reverse merger transaction structure is that between steps one and two Merck finds itself in a slightly precarious situation. After the completion of step one, Schering’s pre-merger shareholders will have received shares of the surviving Schering-Plough and a cash payout, but Merck’s pre-merger shareholders will not yet have seized control over the management of the surviving Schering-Plough. The merger agreement has come up with a way to protect Merck’s shareholders during this governance gap. Simultaneously with the completion of step one of the merger, Schering has agreed that its board will cause all of its directors (other than 3 specified exceptions) to resign and to elect the members of pre-merger Merck’s board of directors as the directors of the surviving Schering corporation. Even before pre-merger Merck’s shareholders acquire their supermajority share of the beneficial ownership of the surviving Schering corporation after step two, they indirectly will have already taken the helm of the surviving Schering corporation through the election of their own directors to the new parent company’s board. The motivation of the acquisition Merck faces many of the challenges that face all pharmaceutical companies, including issues surrounding patent expiration and FDA approval. Patent expiration may affect 30% of sales through 2008. In addition, there is growing pressure in the US and abroad to lower the price of medication. Schering-Plough has a particularly small pipeline, with very few drugs currently in development. In the near term, it does however have one of the safest profiles in the industry, with very few major patents coming up for expiration in the coming years. The newest merger will result in a strengthened product pipeline in areas such as cardiovascular and respiratory disease and oncology, and should eventually yield $3.5 billion annually in cost savings. Merck is also set to be hit by patent expiries of some of its top sellers in the next decade, while Schering-Plough is not.