Alice Walker and her Life Annotated Bibliography

Alice Walker and her Life - Annotated Bibliography ExampleThe writers life is heralded through a narration of her childhood days and how she grew up. Through this effort, Lazo identifies the links between her parents and family and the old traces of segregation and oppression of Black people which shaped the mindset and record of Alice Walker. This is narrated skillfully in the first three chapters of the moderate which are on her early years.Lazo then goes on to describe how her injuries and difficulties as a child shaped her adult life in the era of the civil rights movements and other discourses which gave her the impetus to write and publish her books. This work provides a very authoritative discussion just about how Alice Walker was shaped and how she evolved to become who she is now. This will be an important element in the research because it will provide a reference point for the discernment of Alice Walkers personality. The book also discusses some of the social activi ties that Alice Walker is connected with at the moment.Professor Bloom is a world acclaimed lecturer at Yale. He is a top professor in the Humanities. He has won a lot of prizes for his ability to critique literary works and provide the literary elements of such projects.Her book on Alice Walker provides a complete guide to Alice Walkers literary style. Bloom gives a critical analysis of her major works and identifies the main elements of literature in each of the books. This is done through a series of critical essays that provide in-depth evaluations of each and every important tool that Alice Walker used to convey her bandage and characters.This is vital for the research because it provides a convenient point through which references can be made about the literary elements of Alice Walkers works. Also, since it is a compilation of various critiques, it provides a summary of the plot of Alice Walkers major projects. This will give an insight into projects that cannot be read in-d epth for some critical

Second Language Acquisition Essay Example | Topics and Well Written Essays - 2250 words

Second manner of speaking Acquisition - Essay ExampleIt is important to highlight that his paper delves into the discussion of Second Language Acquisition (SLA). In this, what comes out so clearly is that the minute of arc language is not that easy to speak owing to the new nature of the language to the person. In the paper, therefore, it can be easily noted that the audience are twenty five Greek Cypriots students who are from different departments and they are addressed in a foreign language. This therefore gives the business that arises here now is that the students are to learn the Turkish language to enable them to communicate effectively for proper understanding (Drnyei, 2003).The problem that therefore arises is that there is no common medium of communication in regards to the difference in language and therefore the acquisition of the second language for the communication and proper understanding to be real effective (Drnyei and Zoltn 2003). One major factor that needs t o be accepted and owned is that when it comes to the learning of the second language or foreign language, processes that are undergone while learning the language and the persons who are engaged in the learning of this kind of language are very much essential (VanPatten, and Alessandro, 2010).The social condition arises to difficult in second language acquisition due to various situations that students find themselves in (Drnyei and Zoltn 2003). Learners typically interact with other learners and some speakers of the target language are affected by through this process. Particular utterances, moves, and verbal exchange are the ones that determine the learners legend of the second language acquisition during learning (Horwitz, Elaine K., Michael B., and Joann C., 1986). In such cases, hearing can be learned in a different way enemy to understanding what has been said.

Education policies Essay Example for Free

preparation policies Essay education is so important in any stipulation society. For this reason, it forms a major part of any governments plans. The plans that any government wishes to implement as regards their kick clay is determined by existing policies. Factors which deviate formula of policies form the subject of this discussion. For aubergely presentation, the strive is divided into three chapters namely the introduction, the main body and conclusion.The introduction gives definitions of key terms used in the essay as easy as conceptual frame work, the main body appearlines and discusses major accompanimentors which influenced training policies in Afri tush countries after(prenominal) achieving their freedom and at last the conclusion draws a summary of the essay. 1. 1 Statement of essay purpose This essay offers at discussing the factors which influenced cultivation policies in Afri atomic number 50 countries after their achievement of emancipation.The essay will outline these factors and later give a detailed discussion of each factor. 1. 2 Definitions of terms In order to wanton away this discussion meaningful, it is absolute that definitions of key terms that argon involved are d hotshot. The key terms involved in the discussion are study, insurance and independence. The definitions of the terms are as given below Education.According to the United Nations Education, Scientific and Culture Organisation (19751), raising is defined as organised and sustained communication designed to start about learning therefore bringing up in this context involves a lifelong process by which an individual is incorpo come outd into the group and made subject of behaving in the ways expected by the society for an individual of a particular age, sex or status. Education can take place officially, non formally and informally. However, in this context the emphasis is on formal raising.PolicyA policy is defined as a deliberate plan of acti on which is present in place to guide decisions and achieve intended outcomes. Policies differ from rules or laws. Rules or laws are established to compel or prohibit certain behaviours musical composition policies guide actions towards desired goals. This discussion, however, focuses on education policies. Bartlett and Burton (2012134), define an education policy as the rafts of laws and initiatives that determine the shape and functioning of educational systems at both interior(a) and local levels. Therefore, education policies give way of life to the functioning of an education system.Independence This is defined as the freedom from being governed or control by another country. African countries in this discussion acquired the freedom to rule themselves from colonial mast 1. 3 Conceptual Framework Blackmore (1999), states that there are three models of policy making namely popular participation, decree and delegation models. This discussion will refer to these three models i n outlining and discussing the factors which influenced education policies in African countries after achieving their independence. These models are discussed in detail below. (a) Popular Participation Policy making model.(b) In this model, everybody is given an opportunity to contribute to the formulation of policies. People in African countries were given opportunities to make suggestions on changes to make to the education system. For example, Zambias educational reforms of 1977. (c) Decree Policy Making Model In this model, the head of state makes pronouncements on the direction to be followed in a given education system. (d) Delegation Policy Making Model This involves appointing a commission to review the education system of a given country. For example the Onide Commission was appointed to review the education system of Kenya in 1963.Policies are made with respect to the findings of the commission. CHAPTER TWO 2. 0 Main automobile trunk This chapter outlines and discusses th e major factors that influenced education policies in African countries after achieving independence. These factors are as given and discussed below. Education for Economic Development The consideration given to education as an important vehicle for economic development is maven of the factors which influenced education policies in African countries after achieving independence. Investment in formal education was considered as an requisite precondition for economic growth.African countries learnt lessons from developed countries that a high basic platform of education was a catalyst to rapid economic development. There was a belief among exploitation countries that the modernisation, industrialisation and wealth of developed countries were the direct consequence of their educational systems. Coombs (1970) argues that during the 1960s education in developing countries was regarded as a multifariousness of intellectual yeast which would ferment and transform pre industrial societi es by promoting fellowship, skills and attitudes which were favourable to economic and social development.Therefore, education policies in African countries after the achievement of independence were directed at promoting education pro vision elaborateness in order to achieve meaningful development. In fact an argument is advanced by Anderson (1965), that analysis of evidence from major developed countries such as Britain, France, United States of America and Russia that in general terms, a thresh hold male literacy rate of 40 share was required before there be any significant take off of economic development.To this end, African countries directed their policies on education after attaining independence towards increased access to education in order to reach the required thresh hold of literacy. Therefore, in the 1950s and 1960s, demand and plans for coronation in formal education by African countries increased. Education was regarded to be a principal weapon in achieving econo mic growth. To this end rapid quantitative expansion of the education system became the order of the day in impertinently independent African countries. Man power Shortages.After attaining independence, African countries were confronted with shortage of men in various sectors of the economy. As a result of this scenario, they experienced economic stagnation. Man power shortages were heavily felt in technical and managerial fields. Thus, education policies in most African countries were directed towards resolving the man power shortages experienced. This situation was evident from what obtained in Kenya. As Eshiwani (199326), observes at independence in 1963, Kenya anchor her ego with a high shortage of skilled work force to run the economy.In order to solve this problem, a commission was appointed to advise the government on the formulation and interpretation of national educational policies. Therefore, it can be stated that man power planning in newly independent countries of A frica gave a direction to the formulation of education policies. Consequently, the governments of newly independent countries of Africa saw it paramount to expand the education systems of their countries in order to produce more graduates from the education system that would pick out the manpower gaps which were experienced in various sectors of the economy.Most technical and managerial jobs at independence in most African countries were occupied by foreigners. Therefore, the aim of most African governments was to decolonise the education systems, produce more output from subsidiary and higher education so that manpower to participate in national development could be realised. Fafunwa (1974), Contends that education development in African countries like Nigeria was treated as a national emergency for the reason of curbing manpower shortages in crucial areas of the economy.In order to meet the requirements of manpower in various sectors of the economy, the policies of African count ries after independence were directed at increasing inform enrolments, especially at the post primary level. Rapid expansion of secondary and higher education was considered as a pre requisite for sustainable economic growth. Enhancing education as a basic human right Newly independent African countries were confronted with a task of providing to every child their basic, essential right to education.The flesh education that was to be provided was so-called to be relevant to the child in his or her African setting. For this reason, most newly African countries had massive capital and continual budgets towards the financing of primary education for all. The provision of education especially at elementary level to citizens of newly independent African countries was prompted by the 1948 Universal contract bridge of Human Rights in which education is enshrined as a basic human right. As Bishop (19891), postulates, Everyone has the right to education.Education shall be free at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit. Therefore, from the foregoing, newly independent African countries were compelled to provide education especially primary education on the understanding of human justice and equity. The newly independent African countries were supposed to consider primary education as the birth right of every child.This was due to the fact that education was seen as an in force(p) way to give all children regardless of sex or family background an equal start in life. Furthermore, the leadership of newly independent African countries considered education to be the great equaliser that would help to narrow the wide disparities which were apparent in conditions of living in rural and urban communities. Before the attainment of independence, education in most African coun tries was a preserve for the elite.In order to correct this, African leaders made understructure changes to their education systems to make them more accommodative to everyone. As Carmody (199423), contends As in most African countries, from the early days Africas leaders viewed education as a powerful, often the most powerful vehicle for social transformation. Thus, as the UNIP government assumed power, among its immediate priorities were the elimination of racial segregation in grooms and expansion of education provision. Tuition and boarding fees were abolished. A point was also made by Bishop (1989), which in the days of the 1950s and 1960s massive expansion of education provision was regarded as the best means available for rooting out old prejudices and socio economic injustices. Therefore, education was regarded as basic human right which everyone need to enjoy as provided in the foregoing arguments. In the pursuit of providing universal primary education, newly African co untries set for themselves benchmarks. For example, the Addis Ababa conference on the development of education in Africa held in 1961 recommended that primary education was to be universal, compulsory and free by 1980.The conference further recommended that secondary education was to be provided to 30 percent of the children who completed primary school. Similarly, the conference of Arab states which met in Tripoli in 1966 also set 1980 as the target date for achieving universal primary education. To this end, it can be argued that one of the factors that influenced the formulation of education policies of African countries after achieving independence was related to the consideration that education was a basic human right which every citizen of a given country was supposed to enjoy .Hence, massive investment in the provision of education was undertaken by African countries after attaining independence in order to promote the achievement of universal primary education. As Court and Kinyanjui (197814), comment on the provision of Universal Primary Education in Tanzania. President Nyerere had the quality of expanding the number of classes at grades V to VII so that those children entering primary education received seven years of school day instead of four.It can be concluded from the foregoing statement that the decision was arrived at because it enabled finances to be spent on the provision of 7 years of education to one child which helped him or her to become a useful member of society. African countries aimed at improving the access to education by increasing the number of school places which was facilitated by expanding already existing schools as well as construction of new schools in different parts of their countries. Promotion of Modernisation.African countries formulated their education policies with respect to the purpose of attaining modernisation. In order to influence modernisation in their countries, there was massive investment in education. Th is was a result of the belief that school day would assist in the inculcation of modern ideas and attitudes. Bishop (1989), postulate that evidence seemed to indicate that schooling influenced the development of modern traits and ideas. To this end, schooling had some impact on modernisation. This was manifestated in higher levels of contemporaneity among urban people and lower modernity among rural people.Consequently, many African leaders in newly independent countries felt modernisation of attitudes and behaviours was an important pre requisite for their countries development. According to Carmody (1994), education should socialise a nations population into modern values, attitudes and personalities. For this reason there was more emphasis on the expansion of education systems in newly independent African countries in order to enhance the access levels. Increased access to education meant increased modernity levels at bottom a given country.In studies which were conducted be I nkeles and Smith (1974), indicate that education was the single most variable for modernisation. The studies indicate that each year of schooling improved a persons score on their modernity scale by about 2 points. Education was also very effective in the development of positive attitudes and values. For this reason, formulation of education policies in newly independent African countries was influenced by the idea of modernisation. Modernisation was to be attained by every citizen in the newly independent African countries by means of education.Ensuring Citizens Political Participation The citizens participation in political affairs of their countries could be seen as one of the major factors which influenced education policies in African countries after achieving independence. Political participation of citizens of a particular country was linked to the notion of modernisation. This was due to the fact that knowledge was regarded as power. For this reason, many political leaders of African drafted educational policies which were responsive to the furtherance of political participation of citizens in nation matters.This was highly evident in the content of education which was offered to the citizens . Again this could only be realised through the wide spread of education in African countries which most leaders promoted through the expansion of the education system. Cowan (1965), stressed that any political principle which governed education policy in independent African countries was supposed to regard as a top priority the provision of an education that would establish the most vigorous form of self government and independence.Therefore, extending schooling to a larger population would make more people politically and socially conscious and more active in the process of nation building. Thus, if equal political rights were to be enjoyed by everyone accordingly everyone ought to have at least an adequate primary school education to participate more fully i n the political process of their country. Promotion of mixer Equality and Removal of Divisions The attainment of social equation is among the major factors which influenced education policies in African countries after achieving independence.Education was regarded as an instrument of social equality which was critical in the upbringing of social responsibility. Therefore, education policies which were put in place by African countries after attainment of independence were directed towards the publicity of social equality within their countries. Consequently, more and more school places were created in most parts of African countries to bring about the issue of equality within their countries in the provision of education services.Equality in the provision of education was called for as it ensured that child was provided with varied and challenging opportunities for collective activities and corporate social services. Furthermore, Eshiwani (1993), points out that the promotion of so cial equality in the formulation of education policies in African countries after achieving independence helped young people to acquire positive attitudes of coarse respect which enabled them to live together in harmony and to make a positive contribution to the national life.This contribution to national life was not supposed to be extended to every part of the country, hence the need of social equality in the provision of education. Respect and Development of Cultural Heritage The formulation of education policies in African countries after achieving independence was influenced by the need for promoting respect and development of cultural heritage. Education policies were directed towards the promotion of respect, fostering and developing the rich cultures which African countries have.For this reason, policy formulation as regards this situation was clear addressed in the content of education which African countries were to provide to their people. The content of education was adapted to the culture of the people in any particular African country. In support of this assertion, Eshiwani (1993), states that the commission which was assigned to review Kenyas education system in 1963 recommended that Kenyan schools were to respect the cultural traditions of the people of the country, both as expressed in social institutions and relationships.Similarly, Damachi et al (1978), reports that education policies in African countries after attainment of independence were influenced by the need to enhance every aspect of human development which included the promotion of cultural heritage. Consequently, African countries were to state clearly their language of instruction in their education system both at lower and higher levels. This was done with the sole aim of promoting the preservation of cultural heritage and national unity.To this end the education policies which most African countries drafted after the attainment of independence were geared towards learners und erstanding of past and present cultural values and their valid place in contemporary society. Education for Self Reliance The education policies of African countries were influenced by the need for the curriculum offered to respond to the attainment of self reliance. Thus the recipients of such education were supposed to engage themselves in self employing activities.The curriculum of African countries emphasized practical subjects in order to ensure the acquisition of self reliance by learners. It was realised that the kind of education which was offered in some countries in Africa was too bookish and academic. The education system in most African countries separated manual work from learning. Thus theory was separated from practice. This situation further alienated young people from their societies. Therefore, education reforms in most African countries were inevitable so as reverse this trend.As Bishop (1989116), reports By the mid 1950s it was being argued once again that school ing should be reformed chiefly through curriculum reform to include more practical and vocational studies Similarly, Carmody (1994), reports that Zambias First National Development Plan pointed to the need for increasingly relating secondary education to the needs of the country by diversifying the secondary school syllabus into technical and commercial fields and giving a new place to agriculture. Therefore, it can be pointed out that education policies in African countries were supposed to address the concept of self reliance.Academic schooling was to be placed side by side with technical and vocational training in African countries. Improvement of Education Efficiency The education policies of most African countries after achieving independence were influenced by the need of improving the efficiency of the education systems. In education systems of African countries, it was felt that there was no correlation between inputs and out puts as well as between costs and returns. Educa tion policies were centred on the need of making the systems of education to be more efficient.That is, the education systems were supposed to achieve their output at the lowest cost and also get the greatest return for a given cost. According to Bishop (1989), most education systems in African countries after achieving independence were inefficient, particularly at secondary and higher levels. The inputs such as expenditure per student or teacher training did not seem to have the effectuate on test scores which educators anticipated. Therefore, education policies were designed in a manner that would make the education systems in newly independent African countries to be more efficient.Additionally, education in many African countries was dysfunctional. It relied heavily on rote learning and led to an inappropriate reverence for paper qualifications. Furthermore, most curricular in African countries were irrelevant to pupils future lives and created an imbalance with many school le avers unemployed. Consequently, African countries formulated policies which were aimed at addressing the challenges which were faced in education systems. Education as a means of fostering international consciousness Education policies in African countries were influenced by the need to foster international consciousness in learners.Education policies as complimented by the content of education provided to learners was supposed to ensure that positive attitudes towards other countries as well as the international community were upheld. This was emphasized because no country existed as an island. Each country depended on others for its prosperity. Therefore, it was essential that learners were provided with education that would instil international consciousness for the purpose of promoting cooperation among countries. CHAPTER THREE. 3. 0 CONCLUSION Education policies in African countries after their achievement of independence were influenced by a number of factors.Some of the major factors which influenced education policies in African countries included manpower shortages, quotation of education as a basic human right, consideration of education as a tool for development, modernisation, improving education efficiency, need for citizens political participation, and promotion of international consciousness among learners as well as self reliance. Changes in education policies were inevitable due to the fact that African countries experienced change in government.A change in government is associated with an ideological shift, thus aspects of the education system in a given countrywill be in a continual state of reformation. Hence, changes occurred in education aspects such as content, teaching methodologies, assessment and structure. REFERENCES.Anderson, C. A (1974), Education and Development Re considered, Newyork praeger Publishers. Bartlett, S and Burton, D (2012), Introduction to Education Studies, Los Angeles Sage Publishers. Bishop, G (1989), Alternative Strategies for Education, London and Basingstoke Macmillan Carmody, B (1994), The Evolution of Education in Zambia, Lusaka Book World Publishers. Coombs, P. H (1970), The acquire for a New Strategy of Education Development, Paris UNESCO.Court, D and Kinyanjui, K, K (1978), Development Policy and Education Opportunity The Experience of Tanzania and Kenya, Paris Macmillan. Cowan, J. O (1965), Education and National Building in Africa, London Macmillan Damachi, U. G, Routh, G and Abdel, R. A (1978), Development Paths in Africa and China, London and Basingstoke Macmillan. Eshiwani, G. S (1993), Education in Kenya since Independence, Nairobi East African Education Publishers Fafunwa, A. B (1974), History of Education in Nigeria, London Macmillan Press. Inkeles, A and Smith, D (1974), Becoming Modern, Massachusetts Harvard University Press.

Commentaries on Catullus Poetry (Poems 72 & 42) Essay Example for Free

Commentaries on Catullus poem (Poems 72 42) EssayThere is great nuance and sensitivity in poetry 72. We be told very early in the poetry that it is addressed to Lesbia, Catullus love to whom a moderate number of poems in the collection are addressed (or concern). earliest Lesbia poems had shown Catullus simple and insatiable love for my missy1 in very romantic language for example, the lines describing the number of times he deficiencyed that they could kiss, in poem 5, which caused Aurelius and Furius to describe Catullus as a sissy poet2. However, in poem 70 we begin to see Catullus feelings for Lesbia turn sour as he tells us that a womans words to her lover are as trus tworthy as those written on wind or water after presumably disbelieving her when she told him that there was no integrity she would instead marry than him, not even if asked by Jove himself3. If we assume that Lesbia was Clodia Metelli, we know that she was already married, so if her words are not sug gesting that she has become available, she must be describing an unfulfillable wish and it is perhaps the fact that she says these words but is unable to act on her marriage vow which causes Catullus to be so untrusting4. Compared to the outbursts of joy and fury in the poems of what has been exposit as the scratch book, poem 72 is a good deal cooler and more analytical5 Catullus here seems to be writing from his head rather than this heart.He uses, in the poem, two striking, and contrasting, similes to try to understand his love for Lesbia. He loved her (note the past tense) as a common might love his girlfriend (72.3), but in appendage to that he loved her also as a father might his sons and sons-in-law (72.4). This is touching because it obviously implies that the latter relationship might be closer, with more of a connection, than the former, and, most importantly, that Lesbia was as dear to him as a son would have been, his own flesh and blood. Wray finds this comparison interesting because it is evidence against the long-standing assumption that papist penning was a tyrannical and grimly loveless(prenominal)(prenominal) exercise of parental power6However, from here on in, the tone of love and affection darkens to one of cynicism. Now that he knows Lesbia he is has less affection for the woman. Catullus uses the language of obligation and Lesbia, as he sees it, has wronged him7. The poem ends with the enigmatic but powerful statement that, because of the hurt she has caused him, Catullus loves Lesbia more, but likes her less. At first, this whitethorn seem like nonsense and a contradiction in terms. However, when Catullus uses the verb amare (to love) he is describing his attraction to her, a kind of lust or natural allure, whatsoeverthing that he apparently has no control over. As much, then, as he does not like Lesbia for what she has put him through (i.e. her adultery), his love for her remains from the simpler time when he wished to kiss yo u practiced so many kisses (7.9)Poem 85 is where Catullus perhaps expresses the ambiguity and seeming contradiction inherent in his feelings bestI hate and I love. maybe youre asking why I do that?I dont know, but I feel it happening, and am racked.We can again see here clearly that Catullus is less a master than a subject8 of his emotions. The fact that he paints himself as being so emotionally powerless gives such poems as these a tragic bore it also, arguably, helps to make Catullus such a universal poet who can still touch people through the ages. Poem 73 also carries some of the in referee that Catullus had show in 72 the set upon on a friend who is probably Rufus (though we do not realise that the poem is addressed to him until it becomes evident later in the collection) is because he has returned honest kindness with no more than ingratitude. We now realise why the lampoons on Rufus alternated with Lesbia-poems at 69-72.9 This whole section of Catullus collection is a b reak down of betrayal and adverse emotions.In the very first line of poem 72, Catullus talks about himself in the third-person, and this seems to be a literary device which emphasises the fact that he is not in control it is Lesbia (and her actions) who is the subject of the poem. By declaring that his passion is more intense (72.5) Catullus leads us to think that he is about to, also, tell us how much he therefore loves Lesbia. However, by introducing the dichotomy in the last line between his love and dislike for Lesbia, our expectations are finally overthrown, which makes the contrast seem to be huge. It is by means of literary effects such as these that Catullus manages to express the almost inexpressible nuance of his emotion.This poem, ultimately, is most successful when read as part of the collection, as one can then draw links between the subtle issues in the Lesbia poems and see the complex web of emotions that Catullus paints for us. The development from a romantic, devoti ng relationship between Lesbia and Catullus to the trauma of that relationship breaking down is fascinating, and may reflect the emotions of millions of people alive today in similar situations.Poem 42This poem is perhaps most interesting because it in itself can be seen as an imitation of the Roman practice of flagitatio10, which was a form of popular justice involving a crowd surrounding the man suspected of wrongdoing (or his house) whilst shouting roughly rhythmical phrases in unflattering language, demanding redress11. This was a very effective tactical manoeuvre because in a small community fear of defamation was strong though it did, of course, rely on having friends willing to engage in the practice in order for what was seen as justice to be done. In this case, Catullus tells us that the crime was the theft of a notebook and the subsequent refusal to return it12. We can only mull over about the girl who stole them (though it has been inferred from the fact that she is de scribed as an adulteress13 that she may well be Lesbia) and we also have just as little cognition about what Catullus stolen notebook may have contained (and why it seems to be so precious to him) we may guess that it contained poetry, but that is no more than a guess.If that were true, the first two lines would contain a sweet irony Catullus deploys poetry himself, hendecasyllables, as his flagitatio mob. He orders the hendecasyllables to come from everywhere (42.2), to metaphorically surround her. The image is an intimidating one the lines of poetry have become men enclosing in on the suspect, shouting about her crime. When Catullus demands, Dirty adulteress, give back the notebook. Give back the notebook, sloppy adulteress (42.11-12), he is apply a technique common to flagitatio the reversal of word order belonged to a very old popular custom as a means of intensifying the demand14. Catullus readership, we can surely assume, would have been aware of such devices and would at on ce have understood what Catullus was doing.Between the demands for the notebook, there is much invective and abuse hurled at the girl. Catullus tells us that she has an ugly gait, a face like a Gallican puppys (42.9) and is a filthy trollop (42.13) and a brazen bitch-face (42.17). Newman describes this as a fine example of carnival caricature included for primarily humorous effect15. However, it is not hard to see how these lines could be intended to have a hurtful effect, too, shaming the thief into repentance.Catullus is also all too aware of his social superiority10 and may simply be arrogantly showing his self-importance by devising such a fuss over the loss of his notebook. This idea can be seen in, for example, poem 84, in which Catullus mocks Arrius incorrect use of aspirates which is surely caused by the politicians less privileged upbringing Catullus attack, in this case as could be argued is the case in poem 42, is really then a display of his own grim superiority. There is also a general link with poems such as 46, in which Catullus advertises his social status by documenting his travels with a sense of entitlement to faraway Roman lands.Perhaps the most pleasing feature of this poem is its conclusion. After all the fortissimo shouting, invective and carmina (chanting typical of flagitatio16), Catullus decides that he needs to change tone and tactical maneuver (42.22). He thus, seemingly sarcastically, ends the poem by asking for the notebook not by calling her a dirty adulteress but a clean lady (42.24), as we see that his invective has, somewhat comically, failed in its objective. On the other hand, the last line could more literally be interpreted as an acknowledgement of the flaws of this kind of public system of obtaining restitution. It does not seem unlikely that the girl would have responded more positively to flattery than flagitatio Catullus could thus be fashioning a wider point about the role of invective in society.The poem, in the collection, sits between invective poems on either side of it, with the previous three poems containing invective, some quite rude and obscene in poem 43, for example, Mamurras mistress is described as being ugly from head to toe and, in poem 41, Ameana is called the egg-producing(prenominal) fuck-up. Perhaps, then, poem 42 is in the perfect location to show Catullus invective being tempered it is in that poem that he shows that such anger does not always produce the desired effects. In poems 41 and 43, however, we are not shown any consequences of Catullus airing his opinions. We are simply told, in each, that there is an ugly girl in whom he is not interested there is not intended to be the nuance and comedy value that poem 42 contains.To conclude, Catullus adopting the form of flagitatio for this poem underscores the poets association with the traditional purposes and values inherent in Roman invective17 not only does he derive authority from the tradition of the technique, but it also allows him to attack her harshly and eloquently. However, ultimately, he couldnt force a blush from, in Catullus words, the brazen bitch-face. We, therefore, see the limitations of invective perhaps Catullus is admitting to us that we should see it as little more than entertainment.More importantly, though, the twist at the end of the poem is of stylistic and comedic value and can, perhaps, be said to show Catullus eloquence. Moreover, the fact that he feels no qualms at using such openly offensive language can be attributed to the fact that Romans would surely have sympathised with his demands for justice in face of a thief and may, also, be a reflection of his superior social status (not to mention the lower regard with which women were held generally) and consequent security in his right to show his anger in whatever way that he pleased. Ultimately, the poem makes character assassination into an appealing and technically adept art.BibliographyDyson, J.T. (2007). The Lesb ia Poems, in M.B. Skinner (ed.), A mate to Catullus (Oxford) 254-275.Fitzgerald, W. (1999). Catullan Provocations Lyric Poetry and the Drama of Position. London.Fraenkel, E. (1961). Catullus XLII, in J.H. Gaisser (ed.), Oxford Readings in Classical Studies Catullus (Oxford) 356-368.Newman, J.K. (1990). Roman Catullus. Bodenheim.Selden, D.L. (1992). Catullus and the Rhetoric of Performance, in J.H. Gaisser (ed.), Oxford Readings in Classical Studies Catullus (Oxford) 490-559.Tatum, W.J. (2007). Social Commentary and Political Invective, in M.B. Skinner, A Companion to Catullus (Oxford) 333-354.Wiseman, T.P. (1985). Catullus and his World A Reappraisal. Cambridge.Wray, D. (2001). Catullus and the Poetics of Roman Manhood. Cambridge.1 Catullus 2.1.2 cf. Catullus 16.3 Catullus 70.2.4 Dyson (2007) 269.5 Wiseman (1985) 166.6 Wray (2001) 112.7 Fitzgerald (1999) 117.8 Selden (1992) 541.9 Wiseman (1985) 167.10 Fitzgerald (1999) 62.11 Fraenkel (1961) 364.12 Catullus 42.4 (refuses to give me our notebook back).13 Catullus 42.1214 Fraenkel (1961) 363.15 Newman (1990) 192.16 Fraenkel (1961) 364.17 Tatum (2007) 337.

Evaluation of Training Essay Example for Free

Evaluation of Training EssayThe evaluation of teach identifies the extent to which the program has succeeded in enhancing the knowledge or skill-set of the participants. Kilpatricks personate of breeding evaluation identifies four levels of evaluation trainee reaction, participants learning, behavioral channelize, and electrical shock on business. The major tools of information evaluation include interviews, questionnaires and surveys, observations and secondary data, and pre and contain assignments or tests. The emerging trend is empowered evaluation, or making participants responsible for the evaluation.Introduction Objectives of Training Evaluation The broad objective of evaluating training is to pulsation the strength of the program in relation to the enhancement of knowledge or skills and the practise of such skills and knowledge at work by the participants. The secondary objective of evaluating training is to advance future editions of the program in terms of mo dules, facilities, and contextual factors. The evaluation of training also helps identify the factors that help and hinder effective training of individuals and pass on a guide map for support the participant requires at workThe successful evaluation of a training program depends on application of the fructify objectives while designing the evaluation exercise and the correct feedback from the participants in relation to the inputs received from the trainer. Kilpatricks Model of Training Evaluation Donald L Kilpatrick of the University of Wisconsin proposed four levels of evaluation. The kickoff level of Kilpatricks sit is seeking trainee reaction, or the participant feelings regarding the training experience.The instruments used to capture such reaction include post-survey questionnaires or feedback forms and verbal reactions of the participants during the evidence of the training program. Some of the common questions included in such surveys include whether the participants e njoyed the training, whether they considered the training relevant, whether they liked the venue, style, timings and the like, their opinion on the ease and comfort of the experience, and the like. The answers to such questions could be in either an open-ended format or a series of multiple-choice options.This level of evaluation is easy to obtain and analyze and takes place straightway after the training ends. It gives a broad and general indication regarding the success or failure of the training program. The second level of Kilpatricks evaluation model focuses on the participants learning, and measures the whether the desired skill and knowledge enhancements have taken place. The measures in this level indicate the extent of advancement or change in the mean direction or area. The common measurement instruments for this factor include pre and post training tests or assignments and interviews.The success of evaluation however depends on the establishment of a reliable and clear scoring measurement scale. The third level of Kilpatricks evaluation model focuses on measuring behavior change, or the extent of application of the acquired knowledge or the implementation of acquired skills on the job. The evaluation of this factor depends on any noticeable and measurable change in the activity and performance of the participants when they subject to their job roles after the training, and on whether such changes are sustained or temporary.The evaluation also extends to measuring whether the participants could transfer their learning to others and whether they are aware of their change in behavior, knowledge, skill level. The common evaluation tools for such measures include ongoing observation and interview over time. The use of 360-degree feedback is a convenient tool to measure performance on a continuous basis. The measures required at this level are not easy to quantify and arbitrary snapshot assessments and subjective ratings frequently hamper successful e valuation at this level.The fourth level of evaluation in Kilpatricks model is measuring business results, or the effects of the training on the business or environment. The measures would typically be business or organizational key performance indices such as volumes, values, percentages, timescales, return on investment, ply turnover, quality ratings, achievement of standards and accreditations. Most of such measures would already be in place as part of the normal management reporting systems. Organizations traditionally concentrate on the first two levels of evaluation.In recent years, the third and fourth levels have also become common points of evaluation. The Process of Training Evaluations The process of conducting the training evaluation depends on the objective of evaluation, or the level of evaluation required. The instruments used to measure of participants reaction to the program and their acquisition of knowledge and skills exact to be devised prior to the program an d administered to the participants immediately after the program concludes.The evaluation of the behavioral change or the application of the acquired knowledge and skills to the job and measuring their impact on the business is complicated and a sustained effort. The various tools to evaluate such measures, such as interviews, questionnaires, 360-degree appraisals, feedback from supervisors, secondary data, observations and the like need to be organise and phased over a period of time, and the results compared with the previous data and the intended objectives of the training program. ConclusionThe latest concept in training evaluation is empowered evaluation, wherein participants improve their programs themselves through self-evaluation and reflection. The responsibility for evaluation in this model rests with the participants and professional agency or entity conducting the training on a collective basis, and the process of evaluation hire cooperation, collaboration, and sharing of resources.References Goodstein, J. Goodstein, L. D. (1991). A Matrix for Evaluating Training in The 1991 Annual Developing Human Resources (pg 184). San Deigo University Associates.

The Adventures Of Tom Sawyer

The Adventures Of tom turkey sawyer beetleAbstractThis paper aims at exploring the shape of the adventures of tom turkey Sawyer. It includes devil parts they be the charm of the plot arrangement and the charm of the actors line. It analyzes childrens characteristics in the brisk. Besides, it indicates the charm of the twists and turns in the novel. Finally, this paper analyzes the charm of the words of the adventures of tom turkey Sawyer. Readers finish take c be the novel better through the above analyses.Key Words charm, tom Sawyer, adventures1. IntroductionOver the past decades, there have been galore(postnominal) different kinds of novels come issue. In addition, these brand-new kinds of novels attract a lot of readers. However, it does non mean that people have to ignore or pee-pee up the old famous works. On the contrary, these famous works are unique people should cherish the treasure which was left by those famous writers. People pile know and learn much sch ooling from these works. For example, localise Twains the adventures of tom turkey Sawyer. It was published in 1876 it focuses on Toms personal growth. The novel follows the buzz offment of Tom from childhood through adolescence and into maturehood. It also resembles novels of the picaresque genre, in that Tom moves from angiotensin converting enzyme(a) adventures to another. The adventures of Tom Sawyer fits the style of satire, folk narrative, and comedy. This novel is worthy to read.This paper analyzes the charm of the adventures of Tom Sawyer. It includes two parts they are the charm of the plot arrangement and the charm of the words. The author intends to analyze this novel in different ways, to let more people understand and the likes of this amazing novel.2. literary productions ReviewIn these years, the adventures of Tom Sawyer is a popular topic for experts to conduct their studies. Different aspects relevant to the adventures of Tom Sawyer have been come out. This s ection provides a brief survey of some re singeches on the adventures of Tom Sawyer. Li Li ping, from Nanjing University of Finance and Economics, she indicated, Though this novel describes slightly the life of childrens adventures, it is romantic and legendary in the meanwhile, it is a very serious novel.(2008). Cao Shan ke, from Sun Yat-Sen University, he pointed out that the adventures of Tom Sawyer sustains its vitality to take note attracting readers from one generation to another, that is determined by its own literature charm. Mark Twain used variety kinds of piece skills to unclutter this novel stretch over ages and keep pace with history,. In addition, he can let readers produce new realization and thinking about the heroes in the novel. (2003). Jiiang Li na, from Gan su Union University, she indicated, Tom play the experience of adventures and chaff theme, both were dispersive, join together. Mar Twain uncovered the social hypocrisy and sati red the ugly people and phenomenon by the humorous and irony way. A sense of humor and irony is one of the intimately attractive features in this novel.(2009). There are many researches of the adventures of Tom Sawyer, tho some aspects are the same, it entrust be difficult for readers to understand this novel in different angles.3. The charm of the plot arrangement3.1The charm of childrens characteristic3.11 Childrens curiosityCuriosity is childrens commonalty characteristic. Curiosity makes them interest in every(prenominal)thing. Children trust to explore the world they exigency to know something new. In other words, curiosity is motivation it can push children to do something. That is why Mark Twain endowed Tom Sawyer homophile(a) and venturesome characteristics. In chapter 2 of The Adventures of Tom Sawyer, one Saturday morning, Tom was punished by Aunt Polly he had to whitewash the fence. That was impossible for Tom, who was a boy could not stop hanging out. So, he had to watch out a way to make this problem. And, he saw Jim, who was the only guy was interested at his sore tore. Normally, who wants to manifestation at a sore toe, who cares others sore toe. That was incredible. However, children were different form adults, they were curious about anything that they had not seen yet. As a result of curiosity, Jim helped Tom whitewash the fence and for the sore toe. Unluckily, Aunt Polly found that, Tom had to do it by himself again. Clever Tom always had methods, the key was -childrens curiosity. He did something to catch childrens attention. Tom went on whitewashing paid no attention to the steamboat. No answer. Tom surveyed his stick out trace with the eye of an artist What do you call work? Tom pretended to enjoy whitewash. Besides, he succeeded to stimulate others curiosity. Children precious to essay that mysterious task, and they were willing to commutation their toys to the whitewashing. In addition, Tom became a winner because of the childrens curiosity. And in the latter chapters, Tom persuaded his friends, Joe Harper and huckleberry Finn to slip away to Jacksons Island. They agreed to do that because they had never experienced that before. Their curiosity pushed them to do that. In fact, in our daily life, curiosity has become an important part of childrens motivation to do anything. Curiosity seems a catalyst for the children it can give notice children to finish tasks spontaneously.3.12 Childrens naughtinessNaughtiness is childrens inborn nature. Children like playing, and playing is the essential task for them. So, in the novel, boys were so naughty that they made a lot of pastime or troubles. In chapter 1, Tom had already showed his naughtiness to the readers. Though Aunt Polly had made some measures (sewed shirt collar, white thread) to prevent Tom swimming, clever Tom could windlessness avoid those measures to go to swim. He could nearly succeed, but Sid let him down. Why did Tom make himself at risky? He knew Aunt Polly would smash him whether swim or not. Because of naughtiness, which was childrens characteristic, it pushed Tom to take adventure. Naughtiness not just showed in chapter 1, in chapter 21, boys expressed their naughtiness onto the distributor pointmaster. He seemed to take a unforgiving pleasure in punishing the least shortcomings, so the niceer boys spent their days in terror and suffering and their nights in plotting revenge. That just liked a circle, the kids became naughtier, and the headmaster punished them more. Consequently, the boys planed to make a big project-a cat. She grabbed his wig with her desperate claws, clung to it, and was snatched up into the garret in an instant with her trophy still in her possession And how the light did blaze abroad from the masters bald pate for the sign-painters boy had gilded it How naughty they were They dared to play a joke on the headmaster. The boys were not evil, but just naughty. They did that just for fun, the biggest motivation . Actually, in the daily life, children like tricks, too. When parents tell them not to do that, they may not listen to their parents obediently. Because they are naughty, they do not want to a good boy or good girl. Or, they can catch others attention when they are naughty. People can accept childrens naughtiness because that is childrens nature.3.13 Childrens ingenuousnessChildrens innocence is also another childrens common trait. Children do not like adults they seem to be a piece of white paper, there is no stain on it. They are pure, they have not entered the society yet, instead, they live in a sterile world-a simple children circle. If they want to get one thing, they will just go for it, always directly, without other thinking. In the novel, though we can see many chapters show us childrens naughtiness, childrens innocence also was set. In chapter 6, Tom lay thinking. presently it occurred to him that he needinessed he was sick then he could curb home from school. Childre n are children they often have this thinking-skipping class. Not for what, just do not like having class or for loss out to have fun, this is a simple motivation. However, it seemed well worth while to chance it, so he fell to groaning with big spirit. When children want to skip class, they always want to find out a reasonable excuse. And the nearly frequently used and effective one is being ill. many an(prenominal) people have used this excuse when they were kids. But sometimes, it does not work, because parents know their children well. In the novel, Aunt Polly also found out Tom was pretending ill. Finally, Tom gave in. He said Oh, please, auntie, dont pull it out. It dont hurt any more. I wish I may never stir if it does. Please dont, auntie. I dont want to stay home from school. Tom is typical, he is a portrait of children. He is clever, but he cannot hide his innocence. Adults can easily figure out these childish tricks. Overall, children are children, they will never sol ve problem with deep consideration as adults. They will just use their nave, simple way to deal with problems. That is also the big difference between children and adults.The charm of childrens wish to become adultMany children do not agree that they are still children, they do not want to stay in a little childrens world. They want to grow up as soon as possible. They suppose they are adults, they are maturate enough to handle anything. Sometimes, they even hate others treat them as children. They want fair treatment (they think being treated like children is unfair). They often assure that one day morning, they have become a adult when they wake up, and then they go to work not go to school. That is childrens desire-to be adults.3.21 A wish to be a pirateIn the novel, Mark Twain also set children with this wish. In chapter 8, he would be a soldier, and return after want years, all war-worn and illustrious. Boys not only like being heroes, but also cheers and big hand. However, being a child could not help to develop into a hero, Tom wanted to change this situation, so he would like to be a soldier that means he had the chance to become an adult and hero. And away in the future come patronise a great chief, bristling with feathers, hideous with paint, and prance into Sunday- School, some drowsy summer morning, with a blood- curdling war-whoop, and sear the eyeballs of all his companions with unappeasable envy. Many children may think that when they return home with wealth and power, their families and friends will proud of them. Therefore, the first step is, being an adult and going out. Then they can make their dream come true and do whatever they want to do. Thats one of the reasons why children hope to adults.3.22 Study to smokeChildren readiness be drawn to sess for any number of reasons to look cool down, act older, seem tough, feel more confident and independent. The most important is, they think that smoking makes them appear in the eyes of oth ers more mature. They also believe that they will more easily be accepted or respected by their peers if they smoke. They want to shape their own identities by smoking among teenagers. They would like to break through the circle of being a good child, instead, they would prefer to be heroes. Children often flick that they will grow up when they wake up next day. Then, they can go outside to make their dreams come true. At last, they will come bear out to hometown with wealth and power, their families and friends will be proud of them. In chapter 16, when Tom and his friends, Joe and Huck took adventure at an island, they studied to smoke that made them willing to stay at the island. Tom said, I wish the boys could see us now. Smoking became an approach to show off. They wanted to let their peers to know that they were different among them. They were superior. They were not kids any more. How cool they were And Ill say, Oh, thats all right, if its STRONG enough. And then youll out with the pipes, and well light up just as cam, and then just see em look Though Tom and his friends seemed to be nave, childish, it could not cover the truth they really wanted others to know that they could smoke, that means they had grown up. They could appear as adults. Children wanted to be more grown up because they thought that there would be fewer rules to follow. What needed to do was raise their status among other peers. They could be their examples and leaders. Tom, Joe and Huck studied to smoke not for the excitement of tobacco, but for the wish to become adults. They wanted to show they were not kids any more. (Even they were).The charm of twists and turnsThe adventures of Tom Sawyer can keep its own vitality from one generation to another because of its own literature charm. In the meanwhile, it attracts more and more readers. Mark Twain made this novel popular among these years. Even periods are different The adventures of Tom Sawyer can let readers come about their ow n realization and thoughts about the characters in the novel. Twists and turns is one of the charms of novel, this kind of writing technique makes the novel more attractive. Mark Twain set lots of suspense, tortuous plots and terrifying rendering in the novel. whole of these increase a kind of mysterious tension to make readers can not help to finish the novel.3.21 Tragedy in the graveyardIn chapter 9, Tom sneaked out of bed and went to the graveyard with Huck at night. They hid in the trees to wait for devils. After a while, three figures went into the grave. Tom and Huck thought they were the devils. They were delighted and horrified In fact, these three devils were three adults from the town. In addition, the boys were surprised to recognize the young Dr. Robinson accompanied by two local outcasts, the drunken coddle Potter and red man Joe. Dr. Robinson tell two men to dig up a corpse. After finishing the transaction, a fight ensued because of the extra payment. In the scuff le, Dr. Robinson knocked Potter unconscious with a stone. Moreover, Injun Joe killed Dr. Robinson with Potters knife. Tom and Huck witnessed the murder happened. This murder produced suspense, because the real murderer, Injun Joe told Potter that he killed Dr. Robinson. In addition, Potter believed that. From an adventure to a murder, this children fiction became a mystery story. It made the boys more mature in one night. It was difficult to accept the bloody killing process. The murder setting was astonishing for readers, too. In the previous chapters, they were just about childrens tricks, childrens adventures, which were simple, grotesque and raise. However, in this chapter, the children innocent style was swerved to detective logically one. Actually, the author had set some tips to suggest that something different would happen. The ticking of the clock, Old beams, the stairs, chirping of a cricket, the howl of a far-off dog, a most melancholy caterwauling etc, showed the atmo sphere was strange. These descriptions were so particular that made readers feel like the boys in the novel. These hints drew people into a creepy night to go for adventures with Tom. The boys were shocked by the murder and grew up psychologically in one night. In the meanwhile, readers suddenly realized that it was not only for children, but also for adults.3.23 The salvation of Muff PotterAfter witnessing the murder, Tom and Hucks immediate reflection was to flee, both physically and psychologically. They ran from the scene of crime back off into the world of children. They were shocked. When Injun Joe blamed Muff Potter for the crime, the boys did not tell the truth because of a blood oath and fear. Tom and Huck felt guilty. Nevertheless, they could still go back to the normal life. Forming pirate crew, learning to smoke, tricking the headmaster and so on, Mark Twain let the funny and reposeful style come back again. Readers can loosen their nerve temporarily from the previous tense atmosphere. Mark Twain could control this situation perfectly (loose-tight-loose). He could catch readers attention and give space for them to take a break or have a thought. Therefore, in chapter 23, a sharp turn came again. Readers sights were focus on the crime at one time more. In this chapter, Muff Potters trail approached, Tom and Huck agonized about whether they should reveal what they had known. They feared Injun Joe would kill them if they speak out the truth. Huck, they couldnt anybody get you tell, could they? Get me tell? Why, if I wanted that half-breed devil to drownd me they could get me to tellI reckon were safe as long as we keep mum. But lets confide again, anyway. Its more surer. Children are children they do not know what to do if they find something wrong. When readers read these words, they may worry about whether the boys would tell the truth or not. How Muff Potter would be sentenced? Whether Injun Joe would be charged? A series of question are raise d. Fortunately, Potters lawyer called Tom as a witness for the defense. And Tom told the truth finally. At this moment, readers can take a break. However, at the same moment, the real murderer, Injun Joe escaped. Then, what would happen? Suspense was set again, which made readers worry once more.3.24 The discovery of real robbersAfter Injun Joes escape, the town back to normal. Tom and Huck decided to hunt for the treasure. They discussed possible places to dig out treasure. They imaged what they would do if they find treasure. They dug a number of places around the tree but found nothing. At the midnight, the boys came back, found nothing again. Finally, they hesitantly agreed to go to the haunted house, a deserted building nearby. That appeared to be another adventure along the lines of the boys trip of Jacksons Island. It was only when Injun Joe appeared at the house that twists and turns showed again. Readers realized that narrative was no longer skipping from adventure to adve nture but instead driving toward an ending. Tom and Huck found one of the two robbers was Injun Joe. At first, they were frightened that Injun Joe would make reprisals. However, when boys found the robbers wanted to hide gold coins at the house. They With gloating eyes they watched every movement. Luckthe splendor of it was beyond all imagination Six degree Celsius dollars was money enough to make half a dozen boys rich Before the large sum of money (though they not yet had it), fear could be forgotten temporarily, that was kids thought. Nevertheless, they became desperate because robbers changed the hiding place. By this point of the novel, Mark Twain tight readers nervous again. Twain let the key chapter, Injun Joe show up to prepare finishing the novel. At this point, readers also have a deep thought. What is the ending? Happy or sad? Would Injun Joe take revenge A series of query showed Mark Twain succeeded in setting this suspense. Actually, the discovery of real robbers was t he hint to foreshadow the ending of the novel. But Mark Twain caught every chances to catch readers eyes, he liked twists and turns, so do the readers. This plot also showed Toms development of maturity and the effects that it had on his interactions with his friends and family. Twists and turns worked again.The charm of wordsChildrens toneLiterature is the art of words. The words of childrens novel should be suitable for children. Childrens novel seems a game, which is played on paper. This game should be interesting and active because its readers are children, and their parents are selectors. This game is also full of childrens humor, direction, curiosity, simplicity and variety. Children can understand the lines without difficult logical reasoning. The adventures of Tom Sawyer is exactly this type of novel. Mark Twain passed the relaxing atmosphere to the readers by the words of Tom and other boys. The tone of the novel is children style it can express its meaning and convey the characters characteristics by the words. In addition, most of the words of the novel were said by children. And the children in the novel were not good or well educated. In the daily conversations, they often used non-standard vocal English, even dialect and slang. Their words were different from the standard language in St. Petersburg they were thought to be vulgar, dirty and low-down. Mark Twain believed that frightful boys should use bad language, they were perfectly matched. In chapter 1, Tom was very angry because Sid told Aunt Polly that he skipped class to swim. He scolded Sid Siddy, Ill lick you for that. Besides, a boy was a new comer. Tom did not like the boy only because the boy was well dressed. Tom provoked I can lick you Id like to see you try it. Well, I can do it. No you cant, either. Yes I can. No you cant. I can. A nave and pure image was presented by Toms sharp and violent words. These words fit in with childrens speaking habit. That will be humorous and funny f or the reader, no matter the reader is a kid or an adult.Exquisite descriptionAnother feature of this novel is exquisite description. Through the exquisite description, readers can understand the boys in the novel better. Mark Twain was good at description. In chapter 2, the most interesting plot is Toms whitewashing. In a beautiful Saturday morning, Tom was punished to whitewash the fence. For exchanging with his freedom, he took out his treasure-He got out his worldly wealth and examined-bits of toys, wits and trash. He wanted to use these treasure to tempt other kids to help him whitewash. Afterwards, Tom had a better idea. He pretended the job-whitewashing was not work, it was an Art creation-Tom surveyed his last touch with the eye of an artist. Toms enjoyment of whitewashing caught kids attention as expected. And they were willing to exchange with their treasure for this art creating. Tom pretended to accept the deal reluctantly. Actually, he was felicitous to exchange. Moreo ver, he continued to plan another step. planned the slaughter of more innocents. How clever Tom was He knew the boys way of thinking. As if the price of something is higher, people will believe the quality may higher than the cheaper one too. So, Tom knew if he wanted other kids to help, he must let them know how funny the job was and he liked the job. That is kid. If you wanted kids cherish what they got, you should let them get it more difficult. Mark Twains exquisite description not only shows us that the novel is funny but also his understand of childrens thinking. Through these exquisite descriptions, readers can entirely get into the novel, to know, to enjoy the world of children.A sense of humor and ironyliquid body substance and Irony is an indirect way to express authors thought. In the novel, Mark Twain satirized social vices, ugly phenomenon and people at that time by humor and irony. The most attractive characteristic of the novel is humor and irony, Mark Twain was alway s good at using it. In chapter 5, Mark Twain showed us an interesting scene that was people went to church to pray. When talking about the mayor, the author used these words the mayor and his wife-for they had a mayor there, among other unnecessaries, unnecessaries tells the readers that the mayor was a small potato, his position existed in name only. Then, after the minister sung the hymn which was thought beautiful, and the ladies would lift up their hands and let them fall helplessly in their lap, and walltheir eyes, and shake their heads On one hand, helplessly and wall expressed peoples appreciation to the minister. On the other hand, people were absent-minded. When the minister droned through an argument, many a head by and by began to nod , they nod not because they agree or understand the argument, but because they dozed off. And another scene was interesting too. That was the first time when Tom met a girl who was a new comer he fell in love with her immediately. Actually, A certain Amy Lawrence vanished out of his heart and left not even a memory of herself behind. He had thought he loved her to distraction he had regarded his passion as adoration and behold it was only a poor little evanescent partiality. Tom was fickle in love he could love someone easily, and forget her more easily. How bad he was Mark Twain did not mean to express Toms badness he just wanted to show Toms naughtiness, smartness and loveliness through these humor and irony words.5.ConclusionAll in all, this paper tells the readers that the charm of the adventures of Tom Sawyer. It includes two parts they are the charm of the plot arrangement and the charm of the words. From this paper, readers can know more information about the novel. It analyzes childrens characteristics in the novel, they are curiosity, naughtiness and innocence it explains why the children in the novel did something like that. Besides, it indicates the charm of the twists and turns in the novel, Mark Twain was good at setting suspense to attract readers. Finally, this paper analyzes the charm of the words of the adventures of Tom Sawyer. Readers can understand the novel better through the analyses about the tone, description and writing style of the novel.

Autonomy, Capacity and Dignified Death

Autonomy, Capacity and Dignified DeathSummary The Council of Europe values the right of pile in terminal phase or dying, to self-determination. But only if the patient of is skilled, you can bother in wagerent endings about their health. The capacity w unbalanced be assessed by doctors to consider as valid informed consent.Keywords Personal Autonomy Mental Competency Right to Die Decision making Bioethics Informed consent institution Studies.ManuscriptThe doctor-patient relationship, nowadays, follows the clinical method focused on the patient where the physician has a double task, understand the patient and understand the disease, in this context ar key exploring the experience of illness, shared decision making and the search for agreements to which the patient is able to take responsibility for their own salud1. In this manner, it could be considered the patient medical checkup exam exam encounter as a meeting of experts, Doctors are experts in medical science and patie nts are experts in their lives. And this is because modern ethics has transformed the maximum commonplace Hippocratic aegroti salud suprema lex in aegroti voluntas suprema lex, that is, now is not the health of the sick the supreme law because it is his will (Sass)2. The emergence of the value of personal autonomy has profoundly changed the determine of the clinical setting, it must now adapt to the individuality of the sick person. In a democratic society, respect for the freedom and autonomy of the person must be kept during the illness and fully achieve the process of death3. Ten years ago, on October 19, 2005, the General Conference of UNESCO adopted the Universal Declaration on Bioethics and merciful Rights4, which states, in Article 5, it must respect the autonomy of the individual in relation to the power to attain decisions. The exercise of this right leads us to define and nurse the i atomic re trifleor of a dignified death, and that is if all human beings aspire to li ve with gravitas, die with dignity is also part of a dignified life. Among the fundamental table of contents of the ideal of death with dignity that enjoy consensus, is the right of patients to receive comprehensive high-quality palliative care. Recommendation 1418/1999 of the Parliamentary Assembly of the Council of Europe, 5 auspices of human rights and dignity of the terminally ill and dying in Article 9, paragraph B, protects the right of the terminally ill or dying to self-determination, and also recommends taking steps to vouch that health decision, which elects the patient or their family may be respected, including the rejection of a specific give-and-take measures. It also recognizes that a death wish of a terminally ill or dying person cannot in itself constitute a legal justification for actions to end his life. In Spain is not authorized euthanasia or help suicide and other actions are considered good practice to record the living will to make decisions about the re fusal of treatment, the limitation of life support and palliative sedation. With this in mind, we asked if a sick person is able to make a decision about their health, sick people are able to make that decision and at that particular moment? If we believe in informed consent as an ongoing process, communicative, dialogic (spoken), deliberative and conservative, we need a patient with capacity made (contention) to make decisions about the nature of his illness, the effects of it and the risks and benefits of diagnostic and therapeutic procedures, requesting approval to undergo any them6. Thus the purpose of informed consent is obtained We talk about guaranteeing the rights of patients, empower, protect the patient from unwanted treatment and help you make the right decisions about health care, so that they are correlated with their personal values. The capacity to which we refer is the competition that the doctor can and should evaluate in the clinical practice and is what we call ca pacity of made or natural7. It is a psychological and clinical concept, defining the psychological skills needed to take, here and now, a trusted decisin8. Only if the patient is competent, you can make independent decisions about their health9, therefore, assess the ability of the patient is in particular a fundamental requirement in the process of informed consent. Capacity is the ability of the person to understand the situation it faces, the values that are at stake, the practical courses of actions and expected consequences for, then take express and defend a decision that is consistent with their own values. It varies over time, if mental status changes, also capacity10. The Convention for the Protection of Human Rights and Dignity of the Human Being with regard to the application of biology and medicine, the Council of Europe, commonly called the Oviedo Convention, in force since 1 January 200011, in articles 6, 7, 17 and 20 deal with the problem of lack of capacity to con sent freely. Thus, the most important ethical argument of the obligation to assess the competency or ability of a patient is the principle of nonmaleficence, for those actions that may cause physical or moral harm to persons should be avoided. And so maleficent will allow the patient natural unfitness to take decisions, which can cause health damage, such as preventing the patient able to exercise its autonomy to decide. There is also the obligation of beneficence, optimize the society of the incompetent patient in decision-making, by all possible means, to reverse, if possible, your disability, or provide information so that you can participate in the decision the cessation possible9. Evaluating and determining the ability to make a medical decision a patient is a task that involves an enormous ethical and legal responsibility. Codes of ethics wide collected an ethical obligation to professionals for consider the patients competence. Historically, the doctors has enjoyed consider able social recognition, for determine the capacity. However, the use of standardized tools for assessment of competence is vital, given that informal evaluations by doctors depend on the idiosyncrasies of each and therefore would be little fiables12. This is the same problem that arose in the United States in the late seventies, when American physicians began systematically applied in clinical practice informed consent. After more than thirty years in this line, it is considered what the best tool available, in health care, for the assessment of the ability to make medical decisions is the Aid to capacity evaluation (ACE)13. Its literal translation would help to assess capacity. Understood the term capacity, from the perspective of bioethics, as a synonym for competence in decision-making. For this, the ACE evaluates the agreement of information, and the ability of the patient to say and extend a particular medical decision. The ACE is validated in the initial clip of Etchells et al, in adult patients who needed to make an informed consent treatments or diagnostic procedures, such as endoscopies performing, transfusion, etc. The ACE evaluates recognition the disorder of convivence and the understanding of informed consent (Etchells at al., 1999)14. It was developed in Ontario, Canada, where these two standards are relevant to the current legislation. Recently, it has been adapted and validated to Spanish (Moraleda et al15), both diagnostic and treatment processes to make decisions about their disease. The ACE is a semi-structured interview assessment that addresses seven facets of the capacity for real and concrete medical decision assesses the ability to understand (1) the medical condition, (2) treatment, (3) and treatment alternatives (4) the option of refusing treatment the ability to perceive the consequences of (5) to accept treatment and (6) deny treatment and (7) the possibility that the patient is in a context of hallucinations, delusions or depr ession, which can significantly interfere in their decision making. The questions in the first four eye sockets assessed the capacity of understanding. Questions 5 and 6 explore the reasoning. And in the seventh area of mental pathology situations which clearly affect the ability clarified. See Table 1. This tool is considered highly reliable and has a sensitivity of 81% and a specificity of 90%, comparability the judgment of expert medical interview conducted with ACE. Some of the advantages of ACE are its realization in a short time and that is adapted to the clinical slick and the specific treatment of each patient.The health professional provides all the information as possible to the patient, and values its ability asking open-ended questions about the decision to take, alternatives, possible consequences, and the possibility of rejecting the offer option. Scores are not added together, to interview the patient about his decision, aspects of understanding of information and t he ability of the patient to decide and communicate a particular medical decision are evaluated. This type of semi-structured interview requires a basic training by the professional and helps to classify the patient into virtuoso of the following four categories capable, probably capable, probably incapable or incompetent. And in turn, these four results are divided into two the incapable of making that decision would be unable and the others are capable. The cut is made according to the criteria of patient autonomy. The principle of respect for persons, of Kantian origin, is based on the dignity of the person, is its moral autonomy, and therefore freedom. It requires that every(prenominal) human being are regarded autonomous and free, imposing respect for their dignity and self determination. Therefore they must be respected their decisions if a person is able, competent and adequately informed. And likewise, this principle requires the development of legal mechanisms for the prot ection of individuals where these attributes were limited, as in the case of patients classified as permanently incapable. Traditionally, the principle of autonomy is expressed in all its value, it must be considered that an autonomous action must meet three conditions intent, knowledge and absence of external control. Diego Gracia16 added a fourth condition authenticity. If an act is intentional, if it has been made with full understanding and without control or external undue influence, but is not consistent with the value system and attitude toward life, typical of who performs it, is not an authentic act, and therefore, it is not truly autonomous. The interview with the ACE is a very useful tool, but to doubtful cases or more complex decisions are recommended to pinpoint the interview with other evaluation measures that will help us reduce uncertainty in determining the ability of a patient to a medical decision. In case of incapacity consent is granted of office. It is consid ered that an individual is unable if it is not able to make a particular decision at a particular time, at the discretion of the physician responsible for the care, or physical or mental condition and does not allow him to take charge of their situation. Moreover, it is considered that a patient is disabled when a judge has determined this, as stated in Article 199 of the Civil Code, in Spain. And in the case of minors, the consent of the representation will be required when the minor patient (over 12 or 16 years, depending on the decision and under 18 years of age), it is not intellectually or emotionally capable of understand the scope. With minors, the mission is to demonstrate the maturity, unlike what happens with adults. With the adults is necessary evaluate the clinical disability as it is supposed to be able. Diego Gracia17 recommended that the assessment of mental capacity must be reasonable and reasoned, assessing the circumstances, previous medical history, current psycho pathological assessment, family and social support, patient values, and the foreseeable consequences of the decision to take. In certain cases it may be useful the use of a semi-structured interview (ACE) to review the decision-making skills. In case of failure, the use of deliberative method can be accommodating to assess each case.Determining the ability of fact (capacity), before taking a decision, in the processes of decision making, it is a habit that all doctor should allow in their daily work, is an improvement in the organization and management of resources because it means improving the principles of bioethics with our most fragile patients.