Nature and Function of Literary Criticism Essay

The word criticism is derived from the Greek word meaning † judgment†. Hence, criticism was known to be the exercise of judgment on works of literature, or it can be said that criticism is the play of mind to observe the merits and defects on the work of literature. A critic , therefore, is a person who expresses judgment on works of literature or poetry or the art of an artist or a painter. The critic is also defined as a person who is possessed of the knowledge necessary to enable him to pronounce right judgments upon the merits or worth of such works as come within its province. However, the question that is always asked, does the critic has the right to judge or not ? Indeed, no one has the right to judge the people because of two reasons. Firstly, to judge the people is something subjective ; in other words, when a critic evaluate a literary work he is judge based on or influenced by his personal feelings, tastes, or opinions. Second, when a critic judge and evaluate a literary work , he eliminates the reader’s mind and deactivate his faculty of thinking and analysis. It’s known that the target group of the critics is the public reader, so what do they want from the reader and what is the ultimate objective of criticism?. Actually, the modern understanding of criticism is regarded as having two different functions which helps to achieve the main purposes of criticism. The Modern Understanding of Criticism Criticism is the process of analysis and description and interpretation of literary works for the purpose of increasing understanding and raising appreciation.   This means that the critic should penetrate to the heart of the literary work to analyze and formulate its meaning , to disengage and describe its qualities of power and beauty , and to elucidate by direct examination the artistic and moral principles which, whether the writer himself was conscious of them or not , have actually guided and controlled his labors, and then to pronounce a right evaluation of a literary work. It’s worth to realize that criticism does not depend on a critic’s views or his opinions , but it depends on scientific basis which is † Critical  Theories†. As a result, criticisms are completely different depending on the theory that the critic uses. Thus, the objective of literary criticism is to determine the artistic values, poetic beauty, or the features being regarded as inadequate existing in the works of literature in order to 1-Helping the reader to gain a better understanding of nature and value of literature, and a better appreciation of the pleasure proper to literature, then to form an evaluation of his own. 2- Helping the writer to improve his skills and facilitate to achieve the merits while allowing him to overcome the flaws if any. At this stage, it would be appropriate to say that criticism is not just † fault- finding† , but helping the writer or poets or artists in achieving the excellence in their works and leading the reader to a better understanding and appreciation. At this point , the saying of T.S Eilot is worth mentioning, † The end of criticism is the elucidation of works of art and to correction of taste†.

James Weldon Johnson

Janice Warriner November 29, 2012 Composition 1030 Nowak James Weldon Johnson From the preface to The Book of American Negro Poetry (1921) During the 1920’s, the country was still segregated, and black people were denied the right to vote, attend schools where they would be intermixing with white people, and often lived without the same standard of living embraced by white people. They often did not have electricity, their clothes were in poor condition and books were often discarded books from the white schools.Black males were automatically suspects in crimes, and often did not have a fair trial. White people wanted order and perfection. During the film, Birth of a Nation :The Civil War Films of DW Griffith The black, slave woman in the show reminded me of Mammy. Mammy is a well-recognized racial caricature. She was created with the idea to claim that slaves were happy, and thus, slavery was humane. Mammy is pictured with very dark skin and a bandana, signaling that she is a hard worker and is sweaty.She is an extremely heavy set, older woman and the message was that the white men found the black slave woman unattractive and there was no sexual contact between them. This was a complete lie, because rape and sexual exploitation was happening as a result of the master-slave relationship. She was also considered to be the property of the white family. During this time, the Harlem Renaissance was also taking place. During the 1920-1930’s this was referred to as the â€Å"New Negro Movement†.Because of the â€Å"radio†, black authors, poets, painters, playwrights, actors and musicians gained exposure and were brought to a national audience. An indication that things would change. Has it? Stereotyping always will be a part of society because of the different life experiences and ideas that we develop about ourselves and other people. It becomes a problem with it turns to violence or dangerous ideas or behavior. It is up to each individua l person to break stereotypes by trying to represent himself or herself in a positive light.

Quadratic Equation and Marks

Tak Nga Secondary School 2010-2011 Mid-year Exam Form 4 Mathematics (Paper I) Time allowed: 1 hour 15 minutes Class:________ Name:__________________( ) Marks: ________/ 60 Instructions: 1. Write your name, class and class number in the spaces provided on this cover. 2. This paper consists of THREE sections, A(1), A(2) and B. Each section carries 20 marks. 3. Attempt ALL questions in this paper. Write your answers in the spaces provided. Supplementary answer sheets will be supplied on request. Write your name and class number on each sheet. 4. Unless otherwise specified, all working must be clearly shown. . Unless otherwise specified, numerical answers should either be exact or correct to 3 significant figures. 6. The diagrams in this paper are not necessarily drawn to scale. Page 1 of 9 Section A(1) (20 marks) 3n ? 5m =4. 2 1. Make n the subject of the formula (3 marks) ____________________________________________________________ ___________________ __________________________________ __________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ___________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ 2. Calculate (? 3 + 5i ) ? (2 + 7i ) . 4 + 8i (6 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ _____ _______________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ Factorize (a) 2r 2 + 20r + 50 , (b) r 2 + 10r + 25 ? s 2 . (4 marks) ___________________________________________ _________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ _________ __________ Page 2 of 9 3. 4. If f ( x) = x 2 ? 1 and g ( x) = 3 x + 2 , find the value of 2 f (0) + 3 g (1) . (3 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ _______ ___________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ 5. Solve the equation 1 2 x ? = 3 by the quadratic formula. (Give the answer in surd form. ) 2 (4 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ _________ __________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ________________ ____________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ Page 3 of 9 Section A(2) (20 marks) 6. In the figure, the straight line passing through A and B is perpendicular to the straight line passing through A and C, where C is a point lying on the x-axis. (a) Find the equation of the straight line passing through A and B. (2 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ________ ____________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ (b) Find the coordinates of C. 3 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ______________ _____ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ _____________________ _______________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ Page 4 of 9 (c) Find the area of ? ABC. (3 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ _________________ __ 7. Consider the function f ( x) = x 2 + bx ? 20 , where b is a constant. It is given that the graph of y = f (x) passes through the point (5, 10). (a) Find b. 2 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ _________________ ___________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ (b) Let k be a constant. If the equation f ( x) = k has two distinct real roots, find the range of values of k. (3 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ __ __________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ Page 5 of 9 8. Suppose P(x) = 2 x 3 ? (h ? 1) x 2 ? 18 x + k . P(x) is divisible by (2x + 1). When P(x) is divided by (x – 2), the remainder is – 40. (a) Find the values of h and k. (4 marks) ____________________________________________________________ _____ ______________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________ ________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ (b) Factorize P(x) completely. (3 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ _________________ __ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ________________________ ____________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ Page 6 of 9 Section B (20 marks) 9. It is given that ? and ? are the two roots of the equation 2Ãâ€"2 + 8x ? = 0, where ? > ?. (a) Write down the values of ? + ? and . (2 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ (b) Find the value of each of th e following expressions without solving the equation. (i) ? 2 + ? 2 (ii) ? ? ? (iii) ? 2 ? 2 (6 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____ ________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ (c) Form a quadratic equation with roots ? 2 + ? 2 and ? 2 ? ? 2 . (2 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ __________________________________ __________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ Page 7 of 9 10. It is given that f ( x) = ? 2 x 2 ? 6 x + c . The graph of y = f ( x) cuts the x-axis at A and B and also cuts the y-axis at C(0, 20). (a) Find the value of c. (1 mark) ______________________________________ ______________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ (b) Find the coordinates of A and B. (2 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ __________________ __________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ (c) Find the area of ? ABC . (2 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ _____ _______________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ Page 8 of 9 (d) By the method of completing square rewrite the equation y = f ( x) in the form y = a( x ? h) 2 + k . Find the vertex of the graph and axis of symmetry of the graph. (3 marks) ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ___ _________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ _____________________________ _______________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ (e) Find the domain and co-domain of f(x). 2 marks) ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ___ _________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ __________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ ____________________________________________________________ ___________________ END OF PAPER Page 9 of 9

Existential Vacuum can be Overcome by Finding Meaning of Life Research Paper

Existential Vacuum can be Overcome by Finding Meaning of Life - Research Paper Example Frankl stresses on the importance of meaning of life repeatedly in his book â€Å"Man’s Search for Meaning† and how attaching a real meaning to life can save one from the clutches of existential vacuum and escape the path to nihilism forms the main bulk of this essay. Existential vacuum is basically a disturbed psychological condition that results when one deliberately negates the meaning of one’s own life, loses interest in life and willingly enough gives up all the radiant aspirations to build up a better future. Defiant rejection of meaning of life, which plays a major role in stimulating the development of existential vacuum. ... The state of a person suffering from existential vacuum can be related to the state of a person who is imprisoned in a closed cell for numberless days and is unable to think or function properly, let alone build constructive plans for the future. Existential vacuum cuts down all the thinking abilities of a person and leaves him/her to be utterly incapable of attaching a meaning to his/her life and trust his/her own instincts rather than copying other people or doing what others demand of him/her. In the present industrialized world, people have engrossed themselves in maintaining their high life standards to such level that concepts like individualism, meaning of life, sacrificing for others, embracing sufferings, and high moral standards have become more of old-fashioned despised fantasies than anything. This fake pattern adopted by people which results in negative take at things and development of existential vacuum, actually induces Frankl to lay phenomenal stress on searching for the meaning of life so that one can follow a right path that can help in achieving feats that are entirely unachievable when the meaning of life is deliberately stifled by oneself in futile pursuit of a self-centered life and worthless pleasures. Industrialization and loss of traditional values are identified by (Cox and Klinger) to be the most common causes of existential vacuum. According to Frankl, as the concept of individualism became significantly reduced, people became less reliant on social traditions and their own instincts which reinforced their behaviors, due to which they rarely know what to do themselves. This leads to a state of loss of confidence, paranoia, loss of

Human Resource Management - recruitment Essay Example | Topics and Well Written Essays - 750 words

Human Resource Management - recruitment - Essay Example Then, the next step is to select an appropriate channel or media to advertise the job vacancy. An appropriate media would be the one that could reach the potential candidate for this vacancy. With that then the resume received shall be screen through and only those short listed will be call for psychometric test1 and some job related exercise ie. planning2 and analysis3 exercise (UTS, 2003). Such test and exercise would help to eliminate unsuitable candidates to the interview. The interview is administered by the immediate supervisor or the human resource committee. Interview questions are prepared corresponding to KASO (Knowledge, Skills, Abilities, and Other Characteristics) criteria. Thus the interview could be considered structured. Besides the KASO assessment, an understanding on the responsibilities and expectations should be communicated with the candidate during the interview. Sometimes a second interview might be necessary for the interviewer to make a decision of recruitmen t. Finally, appoint the most suitable candidate to the vacancy. (6-5 points) : Response covers in detail all of the elements listed. The situation described is highly complex, similar to what may be encountered in this position. Response indicates that the candidate fully understood and considered the issues involved, and that he/she took proactive steps to ensure timely completion of the assignments. (4-3 points) : Response covers 3 of the elements listed, but is less thorough than an exceptional response. The situation described is similar in complexity to what is routinely encountered in this position. Response indicate

Current Immigration Situation in Switzerland Case Study

Current Immigration Situation in Switzerland - Case Study Example As a result there has been increased migration of people especially to the developed nations where there are economic fortunes. The problem of immigration is not new to the world and has been a constant cause of conflict between nations. For example there has been along standing border conflict between Mexico and the United States due to the problem of immigration. Switzer land has not been spared either and there have been increased migration of people to the nation. Some of the regions in the country have been hosting a large number of immigrants than others. For example St. Gallan is one of the regions in the country that has a high population of immigrants. (Clive, 2004) Due to the economic development that has been taking place in the country, there was increased immigration of people in an out of the country sine the early 1800s. The outflow of Swiss from their country had been well compensated by the inflow of foreigners especial German, Italians and Australia. The issue of immigration from Switzerland is not new and it dates back to many centuries ago. Most of this immigration who replaced the outflow of Swiss was political refugees and many of there were well educated. The first big wave of immigration in the country came after the collapse of the revolution movement in the country neighbour which happened around 1830. The second wave came immediately after the defeat of the revolution in 1848. Many on of the new immigration how came to the country took up professional jobs. For example many of the German immigrants became teachers and when Zurich University was founded in 1833, man of the teaching position went to Germans. (Fahrin, 2003) There was a major contribution that was made by other immigration especially in the are of industrial and entrepreneurial skills. For example a police born Antoine November de Patek was a joint founded of the Patek Philippine company which has been one of the leading watch makes in Geneva since it was started in 1845. Several other immigrants especially the Italians made a great contribution to the labour force and were employed in Switzerland engineering project like Gotthard and Simplon rail tunnel. In general we can say that immigrants are not new to the country and they have been making a greater contribution to the development of the country. The current situation of immigrant in Switzerland Since 1950, the government signed a convention that has confirmed to grant asylum to many people in the world. There has been increased number of application for asylum in the country and currently there are more people under asylum in Switzerland than in any other nation in the world. The population of the foreigners in the country has continued to rise since 1950 when it was recorded that 5.9 percent of the people in the country did not have Swiss nationality. The number has continued to increase since then and by 1970, it had risen to 15.9 percent. By 2002, the percentage had swelled to 21.6 percent. This makes it one of the countries in Europe together with Luxembourg which has a percentage of 37 percent, to have the highest number of foreigners in the soil. There have been factors that have been contributing

Hajj The Pilgrimage to Makkah Essay Example | Topics and Well Written Essays - 500 words

Hajj The Pilgrimage to Makkah - Essay Example When people from all around the world stand in silence and in a row while praying in the mosque, it shows the exhibition of equality and discipline among the Muslims. Hajj is an annual congregation of worship. 2. Lesser pilgrimage is known as the Umra and is commonly referred to as Haj-e-Asghar. Although many acts of worship performed in Umra are those performed in of Hajj, there are certain fundamental differences as Hajj is obligatory, Umra is not. Hajj can only be performed on prescribed dates, but there isn't any time and date fixed for performing Umra. It is undesirable to perform Umra between 9th and 13th of ZilHajj of the Islamic calendar. Umra can be performed individually (while Hajj is performed in groups) and is a shorter course of pilgrimage. 3. Ihram: Pilgrims put on Ihram during the Hajj ritual. They are 2 white sheets of unsown cloth. One sheet is used for covering the lower portion of the body (from the navel downwards) and the other is used for covering the upper portions of the body. Head while remaining uncovered. Ihram for women is their everyday clothes. It is compulsory for women to cover their heads, but no cloth should touch their faces. Before putting on the Ihram the pilgrim should first take a full bath and clean his body thoroughly. He may then put on Ihram and cover his head with some unsown piece of cloth and offer prayers. Ihram is the first and foremost obligation of Hajj.

Internet Essay Example | Topics and Well Written Essays - 1500 words

Internet - Essay Example The living standards of the public increased a lot as a result of the introduction of internet. Nobody has any doubt about the contributions of internet in enhancing communication. No other medium is capable of communicating with people as quickly as internet does. Social networking services like facebook, myspace, orkut etc are helping the people to share information instantly and effectively in a virtual world. When it comes to instant communication, internet always gets priority over other channels of communication. Communication is an area in which internet brought revolutionary changes in the society. Earlier, print sources, television, radio etc were the prominent media of communication in the society. However, these media are incapable of delivering instant information to the public as internet does. Newspapers and televisions require enough time to collect news, edit it, and print/transmit it to the readers/viewers. On the other hand, internet is capable of delivering the new s instantly to the public. ... The difficulties and problems associated in locating specific information in newspapers or printed sources have been eliminated with the introduction of electronic media like internet. It is easy for the readers to eliminate unwanted information quickly so that they can concentrate more only on the specific information they were searching for while using internet. It is a fact that most of the newspapers contain large number of advertisements and the retrieval of specific information from newspaper is difficult. Internet provides answer to such messed up reading styles; it helps the readers to avoid unwanted things instantly and to locate the required information instantly. The enhancement of communication using internet resulted in the development of new life styles in the society. Earlier, people visit the houses of their friends and relatives to exchange their regards and greetings. Now all such things are happening in the virtual world. For sending, birth day greetings, wedding i nvitations and greetings etc people are making use of internet. It is a fact that virtual socializing gives enough flexibility in sending greetings and conveying ideas. The introduction of internet and the subsequent development of social networking services helped the people to increase their virtual socializing activities more than their real face to face socializing activities. It is possible to communicate with anybody through internet even when a person travels from one place to another. Audio and video conferencing facilities provided by internet help people to communicate with others just like a face to face meeting. â€Å"The mobile workforce requires people to travel more frequently for work, leaving friends and family behind, and

Conduct Apple SWOT analysis for deciding whether to investin in that Assignment

Conduct Apple SWOT analysis for deciding whether to investin in that company or not - Assignment Example Every business has its strengths and weakness. Apple is one such a company. Its origins are humble from the garage where the company’s founders, the two Steves worked on their inventions (O’Grady, 2009). The company has grown from those times to the large company that it is today. This article will, therefore, attempt to look into the company and come up with an analysis, to give the potential investor an idea about the company. This will then guide the potential investor towards making the decision on whether to invest in the company or not. One prominent, strength of a company is its ability to be innovative (Ferrell & Hartline, 2011). This allows the company to maintain a competitive edge over its rivals. The launch of the IPod, I pad and the App store has allowed APPLE to become successful. This was done through the product design, branding, strategic alliances and its business model. The APPLE Company’s leadership, for example, has ensured that its corporate governance has remained stable (Hitt, Ireland & Hoskisson, 2008); even with the demise of its iconic Chief Executive Officer Steve Jobs. This was done by the appointment of Tim Cook who has a long history spanning around 13 years (Hitt, Ireland & Hoskisson, 2008). This, in effect, has served to stabilize the company and saved it the turmoil that comes with the search for a successor. Leadership has historically been one of the strong points of the company. In 1997, when the company was facing bankruptcy, it resulted in the hiring back Steve Jobs as its Chief Executive Officer (CEO) who helped restore the company’s profitability (Schneiders, 2011). This was mainly through the CEO’s creation of NEXT, as well as, the film company Pixar. This created a platform on, which the company rode on to return to profitability, momentum that has remained to date. Strength of the company has also to do with its brand. The company’s resolve to change the product line, as well

Virtue ethics Essay Example for Free

Virtue ethics Essay Boxing is a violent sport full of hate where the only objective is to knock your opponent unconscious. This is a very quick and biased view of boxing because if you study boxing closer it helps teach the person about their moral character. Boxing helps teach people to â€Å"get off the canvas and roll with the punches† (Marino, 2010, para 8) and to face their fears, two important lessons to get through life. Throughout the article written by Marino, he educates about Aristotelian ethics and uses boxing as a real-life example. I believe that Marino’s invocation of Aristotelian ethics is well articulated, and I agree with his application through boxing relating it to your life. Aristotelian ethics and boxing can relate to the rights and responsibility lens; boxing can help develop our moral lives and can clearly define and educate people about Aristotle’s definition of courage. The sport of boxing and comparing it to real-life morals and virtues is extremely well done by Gordon Marino using Aristotelian ethics. The moral virtues that Aristotle preached such as â€Å"qualities, temperance, justice, pride, and truthfulness† (Marino, 2010, para.11) all can be directly applied to Kantian ethics and the rights/responsibility lens (DesJardins, 2012). Boxing is a man versus man, woman versus woman sport which â€Å"can compel a person to take a quick self-inventory and gut check about what he or she is willing to endure and risk† (Marino, 2010, para. 4). The rights and responsibility lens are all about the self, honesty, responsibility, temperance, completing your duties and following the rules (Ethics games, 2012). All these values and characteristics are important in boxing and are all needed to find out who you truly are. Boxing teaches individuals self-discipline, responsibility, courage, and â€Å"what physical and psychic powers they possess – of how much, or how little, they are capable† (Marino, 2010, para. 5). Marino (2010) writes that Aristotle while talking about excellence, states â€Å"it is not enough to know, but we must try to have to use it† (para. 10). Boxing, unlike many other sports, accomplishes this within the first sparring session. Boxing is not only a sport that allows individuals to release anger but can also help improve ones moral character. As Marino (2010) states, life requires toughness and resiliency because it is filled with blows. Being inside a boxing ring will teach you about your own toughness and resiliency and let you face fear. Facing these fears, no matter how big or small, will make you come out with a greater understanding of your moral self. Boxers are faced with fear, but after months of training they are able to cope with their fears and can start to see things that emotions blinded them from earlier. â€Å"By getting into the ring with our fears, we will be less likely to succumb to trepidation when doing the right thing demands to take a hit† (Marino, 2010, para. 14). In doing this, you realize what it takes to overcome fear and will not crumble to this pressure when faced with real-life situations. Boxing is the best sport to use to enhance Aristotle’s view of courage because boxing is all about building up yourself, learning what you are made of, identifying your breaking point to go past it, and to face fear and move past it. All these values help individuals deeper understand Aristotle’s definition of courage. According to Marino (2010), Aristotle’s definition of â€Å"courage is a mean between rashness and cowardliness; that is, between having too little trepidation and too much† (para.12). This means you need to find a middle ground between having too much fear that something may happen and having no fear at all. In order to find this happy medium a person must practise, experience, and face fear to develop their courage. Boxing is perfect for developing Aristotelian courage because boxers â€Å"become more at home with feeling afraid. Fear is painful, but it can be faced, and in time a boxer learns not to panic about the blows that will be coming his way† (Marino, 2010, para. 13). This means that with time, boxers find that perfect mean between rashness and cowardliness. Marino’s invocation of Aristotelian ethics is thoughtful, and his application to real-life through boxing is the perfect match. Boxing is said to help develop our moral lives and can be a clear cut definition of Aristotle’s definition of courage. The moral virtues taught by Aristotle align with the rights and responsibility lens and focuses on the self, honesty, temperance, and completing your duties. Boxing helps an individual face their fears, identify their breaking point, struggle to exceed that point, and get through anything. This will allow a person to develop their moral character by not crumbling under pressure in real-life situations and by finding the perfect middle between rashness and cowardliness. References DesJardins, J. , (2014). An Introduction to Business Ethics. New York, NY: The McGraw-Hill Companies, Inc. Ethics Games, (2012). Ethical Lens Inventory. Retrieved from http://www. ethicsgame. com/Exec/Eli/EthicalLensResults. aspx? R=1 Marino, G. , (2010, September 15). The New York Times. The Opinionator: Boxing Lessons. Retrieved from http://opinionator. blogs. nytimes. com/2010/09/15/boxing-lessons/? _php=true_type=blogs_r=0.

The Survival Of Handloom Industy

The Survival Of Handloom Industy A device which is used to weave cloth is called loom. A part from being important source of livelihood, handlooms has remained saviors of the various traditional inherited skills of weavers over generations. The level of artistic ability and sophistication achieved in handloom fabrics are unparallel and only one of its kind. The handloom can meet up all needs from exquisite fabrics to everyday use. Spinning and weaving were the national industries of India down to the commencement of the nineteenth century. The spinning-wheel and the handloom were universally in use; and it is scarcely an exaggeration to state the nearly half the adult female population of India eked out the incomes of their husbands and their fathers by the profits of their own labour. It was an industry peculiarly suited to Indian village life. Each woman brought her cotton from village market, and sold her yarn to the village weaver who supplied merchants and traders with cotton. Vast quantities of piece goods, thus manufactured, were exported by the Arabs, the Dutch, and the Portuguese; and the European nations competed with each other for this lucrative trade with India. This paper talks about the survival of handloom industry in India, during 19th and early 20th century, by examining the multilayered structural shifts in Indias handloom industry initiated by Raj. Historians of Indian industrialization measured that the rich artisan tradition in the region had suffered a catastrophic distress in the nineteenth century, after imported European manufacturer began to flood Indian market. Taken as a whole in the time period covered in the paper, handicraft producing small firms and industries showed much turmoil and increasing isolation. While many industries lost the market, some of them managed to settle in by reconditioning old silks to apply new goods. The first section talks about slowdown in handloom industries due to policy followed by British government in Britain for promotion of her domestic industries and in India to meet the requirements of the manufacturers of Lancashire. The second section talks about transport revolution which lowered the prices of machine textile and helped in market penetration. The third section talks about survival of exquisite fabrics and high value added products. This paper also talks about the supply side harms due to the disbanding of Mughal supremacy in 18th century. The later section talks about the experience of famine and Swadeshi moment which forced the British authorities in India to resuscitating handloom industries. Policy followed by British government British, who initially entered in India as traders, established East India Company in 1600 AD and tried to acquire monopoly in trade of India. In 1765, East India Company got Diwani (right to collect tax revenue) of Bengal. Having right to collect revenue in Bengal, Company stopped importing of gold and silver. Gold and silver compensated for goods imported by Britain. The roused demand for cotton textile was curtailed by harsh protectionist measures during period 1700-1846. 125 years long commercial and unfair policy followed by British government is one of the grounds for reversal of pattern of trade in cotton textile between Britain and India in the early 19th century. First attempt was initiated in 1700 to ban Indian printed and painted clothes. This continued till 1846 to do all achievable to retain bullion with them. High tariffs to quantitative restrictions were levied on Indian textile. Only under such a ruthless commercial policy it was possible for them to reverse the pattern of trade by coping manufacture of the textiles. As textile market is segmented, they had to compel tariffs even after ban imposed in 1700 and 1721. Additional ad valorem duty was also imposed to avoid Indian export to Britain. The tariffs ranged between 27 and 71 per cent in 1813 and were further increased to 37-67% in 1824 and were completely abolished only in 1846. With this prejudice, Britain was not only able to take over the export market of India but also expanded to in domestic market of India. Tariff rates for import of muslins, calicoes other cotton clothes manufacturers in Britain  [1]   Year Tariffs (in %) 1813 27-71 1824 37-75 1830 30-10 1846 Abolished These procedures supported and atmosphere where innovation of textile machinery could take place. The machine made fabrics out-competed handloom fabrics of India. Meanwhile the Indian legislature passed various acts between 1833 and 1853 to regulate Trade and Navigation and to fix the Tariffs. The duties levied on some principal articles imported into India in 1852 are: Articles Imported Duty Cotton and silk piece goods, British 5% Cotton and silk piece goods, Foreign 10% Cotton thread, twist and yarns, British 3% Cotton thread, twist and yarns, Foreign 7% (Source: The Economic History of India Vol. 2, R C Dutt) In 1859 duties on all articles of luxury were raised to 20 per cent; duties on other articles, including cotton piece good, were raised to 10 per cent and those on cotton twist and yarns to 5 per cent, on account of the heavy financial pressure after the mutiny. The 20 per cent duty on luxuries was reduced to 10 per cent, and the 5 per cent duty on cotton twist and yarns was raised to 10 per cent by Mr. James Wilson the first Finance Minister of India, in 1860 so that the import tariff consisted a uniform rate of 10 per cent. [Dutt: 1956] This somehow protected the domestic market of handloom industries. The tariff on cotton twist and yarn was reduced to 5 per cent in 1861 which was further reduced to 3.5 per cent in later part of 1861. In 1874, a mandate came from England that old genuine proceeds, derived from a moderate import duty, should be forgone to meet the requirements of the manufacturers of Lancashire. When every civilized government on earth is endeavoring to help home manufactures, the Indian government had cruelly repressed the handloom industry. Rapid development of the cotton textile industry in Britain bust indigenous industry in India. No state assistance was rendered in response of the devastation of indigenous handloom in India. It is important to note that indigenous traditional handloom industry constituted enormous part of industrial sector in India. Jawaharlal Nehru  [2]  blamed squarely in colonial economic policy, which almost entirely eschew tariff protection and did zero to help nurture Indian industry. 19th century nationalist Dadabhai Naoroji, D D Kosambi and R C Dutt have made similar arguments in their work. The newly independent Latin American, the United States, Australia, Canada and New Zealand raised their tariffs to enormous height on imported manufacturers which made the matter worse [Williamson : 2005]. Transport Revolution From about 1810 to 1860, productivity advance resulting from the adoption of the factory system drove down the relative price of textiles world-wide, a trend that was magnified as a world transport revolution lowered the price of European textile imports even further everywhere in the periphery. By the 1830s India transformed into exporter of raw cotton, opium, indigo, etc like raw materials. There was a gigantic fall in her share in world manufacture production. The share in 1750 was 24.5% which declined to 6.9% in 1830. American civil war (1861-1865) led cotton prices to rouse high. It also led Indian farmers to turn towards cultivation of raw cotton. New high tariffs in old open export bazaar, European factory based productive intensification and unable to shield own markets with tariffs, the Indian handloom industry became less profitable. As if this were not enough, another powerful global event-transport revolution- induced negative price shock [Shah Mohammad and Williamson: 2004] Railway rates created incentives not only for the geographical reorganization of Indias economic activity but also for the types of production on which it could specialize. That industry was put at a comparative disadvantage was soon recognized. Nationalists complained bitterly about the impact of the structure of rates on infant industries, particularly those not located at the ports. It was not only the structure of rates but their high level that hindered the development of Indian industry. High transport charges increased costs and made competition with foreign industry more difficult. Survival of handloom producing high value added products The power driven looms was on an average four to six times faster than the hand-driven loom. Why, in the presence of such a wide productivity gap, did the handloom survive at all? Technological improvements and organizational changes led cost to decline. Unless traditional industry tailored its manufacturing process to the new know-how at least partially to internalize these cost returns, it could not prolong as a viable system. Such adjustment itself wasnt an adequate form to guarantee the survival of cottage industry against competition from mass manufactured goods. The former could carry on only when the circumstances existed in the home market which put a premium on feature other than lower prices, as was strikingly visible in the case high quality, luxurious cotton fabrics and silk. For high value added products, labour incentive techniques sustained to be competitive, while they could not position up against mass consumption produce with economies of large scale production. In the case of textiles which were closely recognized with the socio-cultural ethos of particular regions of populace, pattern of continued existence was visible. But it is important to note that none of these products catered to a high income market. Roy says, Craft traditions in India were extremely diverse. They contained intermediate good (for example, cotton yarn and dyes), tools for the peasants (ploughshare or hand implements), consumer goods for the poor (coarse cloth, pottery for daily use, grain milling) and commodities for well-off consumer or the export market (decorated cloth, silk, brassware, carpets, leather goods). The industrial revolution more or less decimated the first three classes. These goods were standardized in quality and could be produced in masses with machines.  [3]  Interestingly, the surviving artisans gained from globalization by obtaining access to imported raw materials, distant markets, and useful knowledge. These adaptations, however, didnt happen everywhere, but remained concentrated in certain towns and cities. Supply Side Forces We have already looked in to enhanced British productivity, first in cottage goods and then in factory production, led to declining world textile prices, making handloom production in India increasing unviable. Declining sea freight rates and expansion of railway in India also toughened these forces and served to foster trade and specialization for both Britain and India. As a result, Britain first won Indias export market and in due course took over of its home market as well [Roy: 2002]. Terms of trade improved significantly in Indias commodity export sector compared to textile, which led the former draw workers away from textile. But we have not yet considered the local supply side forces like rising incidence of drought and political fragmentation. The disbanding of Mughal supremacy in 18th century led to aggregate supply-side harms for Indian handloom manufactures, even though producers in some area benefited from the fresh order. Profound secular corrosion in climate conditions in the century or so following the early 1700s led greatly to slump in agricultural productivity. Jeffrey G. Williamson believes handloom manufacturing could have been affected through several channels following the dissolution of Mughal hegemony. The first is a decline in overall agricultural yield through an increased rent burden, shifting of settlements due to insecurity, and warfare. Increased of the prices of grain (key non-tradable) and therefore in relative prices of non-tradable to tradable (textiles) was reflection of reduced agricultural yield. Grain being dominant consumption good for workers and grain wages being close to subsistence must have put an upward pressure on the nominal wages in handloom which was being exported [Chaudhary : 1978, pp 299-300]. Downward pressure on profit from both above and below was put by declining textile prices and rising nominal wages. As a result of increased rent burden productivity must have suffered and there is no reason to believe revenue lumber to turn down when British became rules of the successors state. Engagement in territorial disputes by rules of the successor states may also have increased the rent burden reflected by military expenses. Disturbance in Indias major trade routes and increased insurance and transportation cost was because of political fragmentation and warfare. The scarcity of bullock, medium of long distance transpiration, power resulting from warfare must have increased transpiration costs. Fragmentary evidence that insurance rates must have gone up during 18th century has also been argued by Irfan Habib (2003). So, we can say that long before Britain flooded the overseas textile bazaar with factory made products, the rise in nominal wages would have slowly eroded the long standing sources of Indian competitiveness in those markets. After 1800, Indian textile exports could not withstand the competition of English factory-produced cotton in the world market [Moosvi: 2002] The problems faced by handloom industry in survival can be explained in two main eons. The first eon which was direct result of poor climate conditions and indirect result of the fall of Mughal hegemony ran till mid 19th century. The weakening of climate conditions raised nominal wages and thus lowered Indias competitiveness with England and other textile producers of world. Further expansion of revenue farming led to increase in the rent burden, warfare increased the prices and regional trade with the sub-continent declined. Indias competitiveness in export market was hut all more by the increase in nominal wages. Also the inter-sector terms of trade moved against Indian handloom production, encouraging a shift to agricultural commodity production like raw cotton, opium, indigo etc. In the second eon, productivity advancement resulting from industrial revolution drove down the relative price of textiles world-wide. Also the transport revolution in world and expansion of railway in India lowered the prices of European textile imports everywhere. Comparative advantage factor According to K N Chaudhary comparative advantage, which has been strengthened by productivity advance on the land or by increasing openness in world economy or both, in agricultural export sector was another possibility of deindustrialization of Indian handloom industry. Increased openness and unambiguous terms of trade improvement are the causes of comparative advantages. In the latter stage this causes lack of competence, little incentive to maximize prospective output and limitation of market of handloom industry. Thus, India lost its manufacturings output share to Britain. Special Case of Central Province of India The rise of British Power, competition from British imported cloth which was because of spread of British imperialism and railway combined with supply constraints led to decline of handloom products. But this decline didnt occur simultaneously or affected all weaving castes equally. British export laced the detailed understanding of Indian tastes in matter of fashion, style and color which would enable to enter the bazaar effectively. The examination of Indian handloom goods was ordered by Secretary of State for India to see which of them could be supplied by British manufacturers and remedy absence. This official, J. Forbes Watson, had samples of all key handloom products that were in the Indian Museum in London collected into 18 large volumes. Apart from knowing fabrics worn in India, it was also crucial to know how the garments was worn, for what purpose, by which sex, why certain provision of ornamentation were adopted. Watson pointed out that Europe would in all probability by no means be able to make such items as handloom brocades and embroideries cheaper than India. He commented, This leads us to remark that there are certain fabrics which will probably always be best and most cheaply manufactured by hand. British manufacturers met the requisite of Indian bazaar from survey and collection of specimens. At the very time Watsons exertion became accessible, the price of cotton was brought down by end of American civil war and railway from Bombay Nagpur was completed (February 1867). These events were followed by flood of British imports. End of nineteenth century Two decades years later, it is understandable that the handloom industry was facing rigorous competition. The volume of imports was piercingly up and volume of export of country cloth even more stridently down. What is more important to note that average prices of textile were down in both classes, but they were more so for the native products. As if this were not enough, the indigenous products also started to face some competition from Indian machine made clothes by the end of nineteenth century [four power looms were operating in Central Provinces, two of them in Nagpur, one in Hinganghat and one in Jubbulpore]. Then with the arrival of twentieth century, imitation silk cloth in large quantities from Japan entered the Indian bazaar. The imitation silk cloth was cheaper than both Manchester and Indian cloth. Since better off classes still bought fine clothes with silk borders, the section of industry that specialized in producing these clothes survived, but with diminishing production. Because of cheapness and appearance of English cloth, it supplanted the products of country handloom. The handlooms were again hit hard in famine of 1899. Edgar Thurston  [4]  stated that there was a favorable public response to these cheap imitations of Indian material. He also comments that good taste was the least significant amongst the factors in determining demand. The following two tables talks about average consumption of available yarn by sector from 1906-07 to 1908-9 and from 1916-17 to 1918-19 and sources of cloth supply from 1906-7 to 1908-9 and from 1916-17 to 1918-19. This gives us concrete evidence on fall of handloom industry. Annual average consumption of available yarn by sector 1906-7 to 1908-9 and 1916-17 to 1918-19 (Million lbs.)  [5]   1906/7-1908/9 1916/17-1918/19 Total available yarn 689 (100%) 685 (100%) Consumed by Cotton Mills 162 (23.5%) 338 (49.4%) Handlooms 282 (40.9%) 194 (28.3%) Export 245 (35.6%) 153 (22.3%) Sources of cloth supply 1906-7 to 1908-9 and 1916-17 to 1918-19 (Annual averages in million yards)  [6]   1906/7-1908/9 1916/17-1918/19 (%) (%) Total available cloth 3839 (100) 3418 (100) Produced by: Indian mill 667 (17.1) 1301 (38.0) Imports 2154 (55.3) 1397 (40.9) Handlooms 1072 (27.6) 720 (21.1) Per capita availability 12.6 yards 9.8 yards Home handloom output suffered significantly, between the two periods it felled by one-third. This is clear from second table. Handloom sector never fully recovered from this blow. Dharma Kumar in The Cambridge Economic History of India says, We dont know how the curtailment of Indian yarns sales affected foreign handlooms, but second table makes it clear that domestic handloom output suffered substantially, falling by one-third between the two periods. This was a blow from which the handicraft sector never fully recovered. Finally, when the English imports fell off. That finer market was partly taken over by Japanese mills using American cotton. Some good news at the end The incident of famine forced the government to discard its dogmatic loyalty to laissez-faire doctrines of non-intervention policy in the economy and caused the British establishment in India to breathe new life into cottage industries. At the beginning of the twentieth century two factors caused the British authorities in India to consider resuscitating cottage industries such as handloom weaving. One was the experience of the famines which forced the government to abandon its dogmatic adherence to laissez-faire doctrines of non-intervention in the economy. Encouragement was also provided by the Swadeshi (home-produced) movement launched by Indian nationalist in 1905. Low  [7]  wrote, following the blows wreaked by the cycle famines, handloom industry had undergone something of revival. In the first decade of twentieth century, harvest was generally good. Prices for agricultural produce were in general high and because of famine and plague mortality, there was demand for labour, which was in short supply. Increased spending on public works and railways, sudden extension of the mining industry were undertaken to make good. For all these grounds wages rose, trade flourished, and there was a boost in demand for better sort of handloom goods. 3.5 per cent duty on imported and Indian mill manufactured cloth was imposed in February 1896. Because of this duty, some price advantage was received by handloom industry. Bread and Butter The machine made fabrics were cheaper then hand looms fabrics but still complete washout was not possible. The rationale for this was that a number of the fragment could by no means be produced. Other people have also argued that sustained attachment to the coarse cloth by poor and unskilled labors wage was much below that of the weavers and fulltime weaver did the weaving job as part time jobs. Land in England was owned by great landlord; the agriculturists were mere farmers and laborers. Where as in India land belonged principally to small cultivators who have their own hereditary rights in their holding. The landlord, were he existed, cannot get rid of those cultivators so long as they paid their rents. Similarly, the various industries in Indian villages were carried on by humble artisans in their own villages and huts. The idea large factories, owned by capitalist and worked by paid hand, were foreign to the Indian mind. An individual man- in dignity and aptitude, in prudence and sovereignty- is at his best when he labour in his own field or his own loom, rather than when he is paid laborer under big landlord or wage earner in huge factory. And every Indian believes that landlordism cannot replace the small cultivation and that home industries will survive the assault of capitalism (which is true even today in twenty first century). Conclusion R C Dutt articulated nearly 100 years ago that Britain had transformed India from an exporter of manufactured goods to an importer of cloth, using political power to keep down a competitor with whom the British manufactured could not have completed on normal terms. For the craft production in India, the late 19th century can be designated as a period of structural crisis when industrial organization were in direct confrontation, and the survival of handicrafts depended on their ability to compete in terms of cost and price advantages, superiority of the quality or the artistic merits of handicraft products. The crisis point reached only in the last quarter of the 19th century when the discovery of chemical dyes resulted in significant economies of scale, and mass-produced cloth began to compete with indigenous materials in Indian markets. Later on, when power-looms had entirely supplanted hand-looms in Europe, Indian capitalist began to start cotton mills in their own country. If the pre-industrial (pre-colonial) production system failed to evolve into a modern industrial structure due to colonial policies, it then had the inherent potential to so evolve, and to compete with the technologies and large scale economies of production during transitional stage, before transforming into a modern, capitalist system.

Economic Profiles of Arab Countries

Economic Profiles of Arab Countries QATAR Qatar has been ranked as the world’s wealthiest country on a new list compiled by the prestigious US. Qatar has 2,051 million people, the majority of whom (about 90%) live in Doha, the capital. Qatar is the 146th most populated nation , age structure 0–14 years: 21.8% (male 92,896/female 87,201) 15–64 years: 76.8% (male 451,127/female 182,330) 65 years and over: 1.4% (male 6,545/female 4,690) (2008 est.) with a GDP of 181.7 Billion per capita of ~102,700USD. Sharing the same Arabic language presents an advantage for ANB to enter Qatar. The country’s population is growing by an average of 1.093% (2008 est.) Petroleum the cornerstone of Qatar s economy accounts for more than 70% of total government revenue, more than 60% of GDP, and roughly 85% of export earnings Oil has given Qatar a per capita GDP that ranks among the highest in the world. Qatar is now the richest country in the world caused by a rising global oil demand which helped current GDP per capita to expand 94% in the Nineties. Income distribution in the country is relatively balanced, with a majority (70%) in the middle class, The economy is expected to grow at a healthy rate of 5% for the coming years. Qatar 2022 FIFA World Cup bid is the successful proposal from the government of Qatar to host the 2022 FIFA World Cup. Qatar will be the first Arab state to host the World Cup. Qatar promoted their hosting of the tournament as representing the Arab World, and has drawn support from across the member states of the Arab League. They also positioned their bid as an opportunity to bridge the gap between the Arab World and the West. Furthermore, people coming from different nations visited Qatar for this match and strengthened the image Qatar would depict of their interest in the World Cup 2022. Additionally, Qatar hosted the 2011 Asian Cup . With a fast-expanding population and substantial economic growth over the past decade, a reliable and extensive transportation network is becoming increasingly necessary within Qatar. So far the government, the primary transport developer, has done well in terms of keeping up with demand for new transportation options. In 2008 the Public Works Authority (Ashghal), one of the bodies that oversees infrastructure development, underwent a major reorganization in order to streamline and modernize the authority in preparation for major project expansions across all segments in the near future. Ashghal works in tandem with the Urban Planning and Development Authority (UPDA), the body that designed the transportation master plan, instituted in March 2006 and running to 2025. As driving is the primary mode of transport in Qatar, the road network is a major focus of the plan. Project highlights in this segment include the multibillion-dollar Doha Expressway and the Qatar Bahrain Causeway, which will connect Qatar to Bahrain and Saudi Arabia and is considered a milestone in regional interconnectivity. Mass-transit options, such as a Doha metro, light-rail system and more extensive bus networks, are also under development to ease road congestion. In addition, the railway system is being significantly expanded and could eventually form an integral part of a GCC-wide network linking all the Gulf states. once all projects are up and running Qatar will have one of the most advanced and modern transport infrastructures in the region, it will be an opportunity and a niche market for ANB BAHRAIN Bahrain has a very small population of ~1.3 Million, of which more than 50% are non-nationals, with a relatively high GDP ~27,000USD. The middle aged population (30-64yrs) including non-Bahrainis is around 48%. Bahrain has the first post-oil economy in the Persian Gulf because the Bahraini economy does not rely on oil. Since the late 20th century, Bahrain has heavily invested in the banking and tourism sectors. The countrys capital, Manama is home to many large financial structures. Bahrain has a high Human Development Index (ranked 48th in the world) and was recognized by the World Bank as a high income economy. Bahrain was designated a major non-Nato ally by the Georges W. Bush administration in 2001. Bahrain has the fastest growing economy in the Arab world, Bahrain also has the freest economy in the Middle East and is twelfth freest overall in the world . In 2008, Bahrain was named the worlds fastest growing financial center by the City of Londons Bahrains banking and financial services sector, particularly Islamic banking, have benefited from the regional boom driven by demand for oil. Petroleum production and processing account is Bahrains most exported product, accounting for 60% of export receipts, 70% of government revenues, and 11% of GDP . With its highly developed communication and transport facilities, Bahrain is home to a number of multinational firms and construction proceeds on several major industrial projects. OMAN The current GDP is $78.11 billion, expected real GDP growth of 4.5 per cent in 2013 and 4.0 per cent in 2014. Current GDP per capita has expanded continuously in the past 50 years. It grew 339% in the 1960s reaching a peak growth of 1,370% in the 1970s scaling back to modest 13% growth in the 1980s and rising again to 34% in the 1990s. Officially called the Sultanate of Oman . It has a strategically important position at the mouth of the Persian Gulf. From the 17th century, Oman had its own empire, Unlike its resource-rich neighbors, Oman has modest oil reserves, in 2010 the UNDP ranked Oman as the most improved nation in the world in terms of development during the preceding 40 years. Additionally, Oman is categorized as a high income economy and ranks as the 45th most peaceful country in the world. Omans Basic Statute of the State expresses in Article 11 that the national economy is based on justice and the principles of a free economy. Omani citizens enjoy good living standards, but the future is uncertain with Omans limited oil reserves. Other sources of income, agriculture and industry, are small in comparison and count for less than 1% of the countrys exports. Oman has a very diversified economy . Since Jan 2009 Oman has a free trade agreement with the United States , eliminating tariff barriers on all consumer and industrial products, also providing strong protections for foreign businesses investing in Oman. The total population is 2,773,479 and of those, 1,957,336 were Omanis. 43% of the population is under the age of 15. About 50% of the population lives in Muscat and the Batinah coastal plain northwest of the capital; about 200,000 live in the Dhofar (southern) region, and about 30,000 live in the remote Musandam Peninsula on the Strait of Hormuz. Omans economic growth plunged to 2.8 per cent in nominal terms in 2013. In April, the International Monetary Fund estimated in its World Economic Outlook that the non-OPEC crude exporters economy expanded 5.1 per cent in 2013 when adjusted for inflation, slightly outperforming a 5.0 per cent rise in 2012. Expected economy growth 4 to 5 per cent this year, underpinned by stable oil prices and the billions of dollars spent on major projects in the past two years. Last years slowdown in nominal growth was mainly due to a 1.4 per cent fall in the oil sector, which accounts for nearly 46 per cent of Omans $80 billion economy and had seen a 10.7 per cent jump in nominal terms in the previous year. KUWAIT Kuwait one of the richest Arab countries, and has a population of 2,695,316. includes 1,291,354 non-nationals. Population growth rate by 1.79% and this rate reflect a return to pre-Gulf crisis immigration of expatriates. Urban population 98.3% of total population . Age structure 0–14 years: 25.8% ,15–64 years: 72.2% , 65 years and over: 2% Kuwaiti citizens accounted for 40% of Kuwaits total population in 2011 the rest is foreigners. The government and people of Kuwait consider the high level of immigrants to be a problem. This led to the announcement in 2013 that Kuwait will reduce the number of expatriates by deporting 100,000 expats annually over the next 10 years. A recent proposal by a Kuwaiti lawmaker restricts all expats to only five years residence in Kuwait, all expats will be deported after living 5 years in Kuwait. Kuwait also banned expatriates from driving. Kuwaits economic freedom score is 62.3 making its economy the 76th freest in 2014 index, with a GDP 151$ billion with a 5.1% growth 39,889 per capita . the unemployment rate is 2.1% Kuwait holds the world’s sixth biggest proven reserves of oil and oil extraction accounts for 40% of GDP . The strategic location of Kuwait and geopolitical turbulence in the region helped foster economic prosperity in Kuwait. Kuwait became wealthy due to Basras instability. It was estimated that Kuwaits sea trade reached 16 million Bombay rupees by 1800, a substantial amount at that time. Economic prosperity during the late 18th century attracted many immigrants from Iran and Iraq to Kuwait. Kuwaits pre-oil population was ethnically diverse.

London - Poetry Analysis :: essays research papers

In this poem, Blake is trying to dispel the myth of grandeur and glory associated with London and to show the 'real' people of London and how they felt. London was seen and portrayed as a powerful and wonderful city where the wealthy lived and socialised. However, Blake knew that London was really a dirty, depressing and poverty-stricken city filled with slums and the homeless and chronically sick. To reveal the truth, Blake combines description of people and places with the thoughts and emotions of the people. For example, the second stanza says:"In every cry of every Man,In every Infants cry of fear,In every voice: in every ban,The mind forg'd manacles I hear"Blake combines the descriptions of the crying baby and man with the observation that the people oppress their hopes and dreams, figuratively 'chaining up their minds' because they know that they will never be able to achieve their dreams. Another Example is in the third stanza when Blake describes the crying chimney -sweep and then the "blackning church", but is really saying that the church does not want to dirty its hands by helping the soot-covered [black] chimney sweep. Therefore, a "blackning church" is one that helps the common, dirty people, and Blake says that "every blackning church appalls", showing that the aristocracy and those in positions of power did not want the church that they supported associating with the common people.Throughout the poem, Blake uses fairly simple language, punctuated with the occasional obscure word, but generally the more common words, probably to appeal to the common people who he was supporting through this poem.In writing this poem, Blake is trying to make the reader understand the truth about London and understand about the 'real' people, and he is also encouraging the church, and the aristocracy to help the common people and to support them instead of pushing them away and disregarding them.

Students Should Study Twain’s Adventures of Huckleberry Finn Essay

Mark Twain published what scholars still consider one of the greatest American literary works in 1885, and in that same year it suffered its first banning (Zwick). â€Å"Adventures of Huckleberry Finn is essential to the understanding of the American soul,† Victor Doyno states on the jacket of Random House’s comprehensive edition of the novel. If Huckleberry Finn is so indispensable, then its having been opposed from the beginning of its life seems more than a little surprising. At first, the strife was caused by many objecting to the friendship between Huckleberry Finn, the white protagonist, and Jim, an escaped African American slave, in addition to the grammar upon which many critics of the time frowned. As our society experiences changes in priorities, taboos, and social trends, the points of concern shift, and no longer do critics grimace at an interracial friendship; instead, they attack the racism supposedly present (Chadwick). A number of students, parents, and, on less frequent occasions, teachers claim that Huckleberry Finn possesses racist overtones and try to have it removed from school libraries and the curriculum. Despite the controversy, Huckleberry Finn, in which Twain delivers an honest depiction of the 1800’s, maintains its stance as a classic piece of literature beneficial to a student’s education (Chadwick). The shallowest and most prevalent argument involves the repeated, some attackers say excessive, use of the word â€Å"nigger,† which appears over two hundred times (Zwick). Today, the word is unquestionably one of the most offensive expletives in use; the book, however, was not written for this decade, or even this century, and it certainly was not intended to be a written prediction of the future. Huck... ...nd hopefully in another century, his writing will continue to enlighten future students. WORKS CITED â€Å"Blackface: The Minstrel Tradition.† Louisville University. 12 March 2003 http://www.louisville.edu/~afcren01/blackface.html>. Chadwick, Jocelyn. â€Å"Why Huck Finn Belongs in Classrooms.† Harvard Education Research Letter Online. November 2000. 10 February 2003 http://www.edletter.org/past/issues/2000-nd/huckfinn.shtml>. Gregory Leslie. â€Å"Finding Jim Behind the Mask: The Revelation of African American Humanity in Mark Twain’s Adventures of Huckleberry Finn.† Ampersand. 13 July 1998. 12 March 2003 http://itech.fgcu.edu/&/issues/vol1/huckfinn.htm>. Salwen, Peter. â€Å"Is Huck Finn a Racist Book?† Salwen Business Communications. 1996. 10 February 2003 http://salwen.com/mtrace.html>. â€Å"Stereotype.† Def. 2. Webster’s New Collegiate Dictionary. 1997.

Movie Review Muallaf

Rohana and Rohani experiences were attributed by their father and their step-mother. There is a main locus of causality attributing to their experiences. The two sisters ran off home as the father was being abusive, mainly towards Rohani where she was bald by him and the father was driven by their step-mother to behave in such abusive way. This whole scene is projected more towards the external attribution on the two sisters where the cause would be the father being abusive on his two children to fulfil his second wife’s inquires.Rohana and Rohani lived together in an old bungalow and survived on one small income which was being earned by Rohani. Rohani took a job in a pub to support herself and her sister, even though it is beyond her religious views. She did this because she had to protect her sister during the day from their father finding Rohana and taking Rohana away from her. And Rohani knew that she will be holding on to that job for only awhile until she reaches the le gal age, where she will be handed over the trust fund that was left by their late mother.Brian’s experiences are mainly attributed by his parents. One day, Brian was secretly reading an inappropriate magazine at a young age and his dad caught his act of doing so. Brian was dragged out of the house and abandoned naked by his dad on a street far away from his home. Brian was extremely infuriated on the embarrassing punishment that his father had carried out. Plus, his mother did not even say a word or helped him when he was dragged out of the house. At this point, the parents were trying to shape a better son and punishing him for his wrong doings.Under the stability concept of making attribution, the whole situation was an unstable cause, the father’s mood changed where he turned angry when he caught his son doing an inappropriate act. Brian held grudge against his parents by not returning home and being rude to his mother whenever she calls him back home or to church. He lives independently and he serves as a teacher in a public school. The two sisters, Rohana and Rohani left home at a young age as well as Brian but they are judged differently based on the cause.Rohana and Rohani viewed that Brian left home due to his personality where he held grudge against his parents by not returning home and being rude to his mother when he was the one to be blamed for reading an inappropriate magazine. The dad punished him so that he could raise a better son. Brian was internally attributed due to his negligence of learning from the mistake and his attitude which he’s not able to respect his parents in a verbally mannered way. Rohani found Brian very rude when he spoke on the phone to his mother eventough the embarrassing situation took place many years back and even when his father has passed away.Brian viewed that the two sisters left home was due to a situational cause when Rohani told him what had happened. Rohana and Rohani’s father was ph ysically abusive towards Rohani. He bald Rohani’s head when she refused to head over to the saloon with her step-mother who wanted Rohani to cut and style Rohani’s hair exactly like hers. The sisters were externally attributed by their father who was siding more towards their step-mother instead of his own children. My reflection of thoughts on the movie changed as it progressed. Rohani was abused by her dad because of her step-mother, which was why she and her sister ran off home.They hid away from him for his cruel behaviour towards them. I was attributing that they hated their father for not showing enough love on them as for the way he had behaved. But later on, my views changed when Rohana was snatched back by her father and Rohani went back looking for her sister when she found that her father had stroke. Rohani then stayed by her father’s side, taking care of him and not even bothering about the past of what he had done to her. Apart from that, Brian is a type of guy who doesn’t believes in god and never tends to step into church for his mass prayers.He was also being rude whenever his mother calls him home or to church. I attributed that he isn’t a person to be proud of himself for not believing in god and I was stereotyping him for not respecting his religious views. But then my views changed as the movie revealed that, he was punished to be naked and abandoned by his father in a street after he was caught reading an inappropriate magazine as a child. He felt that there wasn’t love from his parent for treating him that way; also, his mother did not save him when he was punished. He was traumatizing skeletons in his closet from his childhood days.

Administrative Role of Management

Managers are often tasked to lead segments of the organization. In certain cases, the manager serves as the overall leader of the organization. Usually, managers are tasked to take on certain administrative functions.The administrative role of managers usually refers to functions that will contribute to the best way by which the organization may be organized from an overall perspective. Such functions may include monitoring the other functions in the institution as well as coordination with other members of the organization.These are done in order to ensure that all tasks are directed towards achieving the goals of the organization. Administrative functions of managers make them more hands on. They are required to participate more in order to ensure that all actions taken are for the success of the organization.  In the case of Far Horizon, there are three administrative issues that need to be addressed.Issue 1: HiringPhase 3 of Far Horizon’s plan involves the opening and fu ll-operation of the convention center. This requires the manager of the organization to recruit people suitable of the position. Various job openings will be created by the convention center.The manager must ensure that the right and best people are placed in positions where they are most suited for and where the can perform their duties successfully.Issue 2: Monitoring of Management TeamsAs stated in Far Horizon’s business plan, its management team is composed of only 3 members. Such team is composed of the owner, the bar and restaurant manager, as well as a consultant who has been hired to give advice on certain issues pertaining to the different aspects of the firm’s management.There is no clear outline of which manager is in charge of what area. It was stated in the business plan that operations, marketing, and finance management teams have already been established. However, it is quite evident that the 3 members of Far Horizon’s management team have not div ided the leadership of such areas among themselves.This may lead to a case wherein no one among the three members can properly monitor the actions of the said management teams. Without proper monitoring by the heads of the management, the actions of the management teams may not be inline with the goals of the company.Issue 3: Delegation of TasksWith the expansion of Far Horizon’s services, more tasks are required out of the current employees as well as those that are to be hired. Because of this, the managers must ensure that all tasks, duties, and responsibilities are covered and assigned.This requires proper delegation to personnel suited for the task. Moreover, it must be ensured that when an employee is assigned certain tasks, that employee is fully capable of fulfilling the said assignments. Too many assignments may cause the employee to give a sub-par performance while too little tasks will mean that the said employee is under-utilized.Basically, the management must ens ure that an adequate number of tasks are assigned to each employee in such a way that his services are maximized.Organizational Role of ManagementThe organization role of management basically refers to the function of managers wherein they design the organization in such a way that the whole organization is properly directed towards the achievement of the common goals of the organization.Managers need to be able to define the key areas of the organization and strategy by which these key areas will supplement each other in order to achieve the objectives of the whole organization. Various activities are related to the organizational role of managers. In the case of Far Horizon, there are a number of issues that the management needs to address in order to successfully lead the organization.Issue 1: StructureThe design of the organizational structure is one of the key activities of the management. Since Far Horizon provides various services to its customers and it has plans to expand i ts range of services, the management must consider a structure that will allow its personnel to attend to the key activities of the organization.Moreover, Far Horizon must be structured in such a way that it leaves room for expansion. This means that the structure must be flexible and dynamic because Far Horizon has yet to establish itself fully.Issue 2: Organizational DevelopmentOrganizational development refers to, â€Å"Organizational development is an effort, planned, organization-wide, and managed from the top, to increase organization effectiveness and health through planned interventions in the organization's processes, using behavioral-science knowledge.† (Beckhard, 1969)This is one of the key organizational functions of managers. The management must continuously seek out strategies by which the effectiveness of all areas of Far Horizon may be maintained and improved continuously. This must be done so that the company will remain competitive from a long-term perspecti ve.Issue 3: TechnologyTechnology is constantly changing. The managers of Far Horizon must ensure that they employ the latest technology not just in the services offered to their clients but within the organization has well. Moreover, they must determine where technology will be most useful within the organizations. The use of technology can make organizational process simpler. Inevitably, it can help the managers lead and take control of Far Horizon better.Reference:Beckhard, R. (1969). Organizational Development: Strategies and Models. Addison-Wesley.

In Memoriam (Tennyson) Essay

The poem is not, nonetheless, merely a way to express personal grief. Even though the â€Å"I† of In Memoriam is at times totally linked with the poet. Tennyson, the poet himself alleged that it is recurrently proposed to symbolize how the human race expresses and communicates through him. The individual sorrow and uncertainty became a microcosm for the distress being beared by the men and women of the 19th century who had been moving away from faith in traditional religion, as the evolvements in science were getting on to the ending that as such there was no divine hand which existed to guide. The speaker actually gets troubled through the loss he has beared but he gradually consents to the notion that, regardless of the external signs of confusion, and disorder the world actually becoming a better place to live in; his friend Hallam enters in to be seen as a messenger of a superior reace which will show way to humankind to lead them to God. Tennyson shifts alternately from insensitive misery to self-awareness and gets too see that writing poetry is an antidote for pain. Poems 9 through 17 make up a cluster amalgamated by the poet’s thought on the arrival of Hallam’s body through the ship from Italy. A calmer anguish now encompasses his heart. This anguish due to grief gradually make the mind even firmer, but the more deeper the sorrows are than words keep closed within in his heart. He commences on not to display his emotions openly but as he should (Richard, 2004). As a consequence, In Memoriam portrays the chief Victorian clash of science and faith to be the true work of its era; Tennyson’s effort to settle any sort of doubts that are based on religion which take birth from his not public sorrow and the outcomes of pre-Darwinian theories which are associated to succession were cut down by thinkers of his time as a reasonable landmark. The cyclic modification in the turn from personal anguish and desolation to the bigger vision of the public and apprehension for wider, social problems that can be seen in this poem reveal Tennyson’s mounting reception of and settlement with the issues of his age. As the elegy gets to its ending, the poet becomes more strongly influenced. His love, even though was seen on their preceding earthly association, is â€Å"vaster passion† which is now that Hallam’s incidence is spiritual and subtle through God and nature. The elegy ends up with the self-assured statement of the poet which shows that the living are real and will supplementarily move humanity’s measures and of the faith in its real sense that will not be highlighted only after death. Form The poem is not, nonetheless, merely a way to express personal grief. Even though the â€Å"I† of In Memoriam is at times totally linked with the poet. Tennyson, the poet himself alleged that it is recurrently proposed to symbolize how the human race expresses and communicates through him. The individual sorrow and uncertainty became a microcosm for the distress being beared by the men and women of the 19th century who had been moving away from faith in traditional religion, as the evolvements in science were getting on to the ending that as such there was no divine hand which existed to guide. The speaker actually gets troubled through the loss he has beared but he gradually consents to the notion that, regardless of the external signs of confusion, and disorder the world actually becoming a better place to live in; his friend Hallam enters in to be seen as a messenger of a superior reace which will show way to humankind to lead them to God. As a consequence, In Memoriam portrays the chief Victorian clash of science and faith to be the true work of its era; Tennyson’s effort to settle any sort of doubts that are based on religion which take birth from his not public sorrow and the outcomes of pre-Darwinian theories which are associated to succession were cut down by thinkers of his time as a reasonable landmark. The cyclic modification in the turn from personal anguish and desolation to the bigger vision of the public and apprehension for wider, social problems that can be seen in this poem reveal Tennyson’s mounting reception of and settlement with the issues of his age (Matthew, 2002). Style Tennyson shifts alternately from insensitive misery to self-awareness and gets too see that writing poetry is an antidote for pain. Poems 9 through 17 make up a cluster amalgamated by the poet’s thought on the arrival of Hallam’s body through the ship from Italy. A calmer anguish now encompasses his heart. This anguish due to grief gradually make the mind even firmer, but the more deeper the sorrows are than words keep closed within in his heart. He commences on not to display his emotions openly but as he should. As the elegy gets to its ending, the poet becomes more strongly influenced. His love, even though was seen on their preceding earthly association, is â€Å"vaster passion† which is now that Hallam’s incidence is spiritual and subtle through God and nature. The elegy ends up with the self-assured statement of the poet which shows that the living are real and will supplementarily move humanity’s measures and of the faith in its real sense that will not be highlighted only after death. Because I Could Not Stop for Death Form The tone, or the emotional position of the speaker in this particular poem, is highly significant and the deception in â€Å"Because I could not stop for Death.† Although the theme is related to death, it is not a serious sad thing to talk over. In disagreement, Death is shown to be equal to a wooer in which emerges as fundamentally a fable, with abstractions constantly incarnate. overwhelmed by Death’s consideration and patience, the speaker responds by adding to her aside her work and free time (Vendler, 2004). One sees many of Dickinson’s typical devices at work: the tightly patterned form, based on an undefined subject, the riddle-like puzzle of defining that subject, the shifting of mood from apparent observation to horror, the grotesque images couched in emotionally distant language. All this delineates that experience, that confrontation with God, with nature, with the self, with one’s own mind which is the center of Dickinson’s best poetry. Whether her work looks inward or outward, the subject matter is a confrontation leading to awareness, and part of the terror is that for Dickinson there is never any mediating middle ground; she confronts herself in relation to an abyss beyond. There is no society, no community to make that experience palatable in any but the most grotesque sense of the word, the awful tasting of uncontrollable fear. The second third of the poem changes the proportions. Although the experience is not actually any of the four things she has mentioned above, it is like them all; but now death, the first, is given seven lines, night three, frost only two, and fire is squeezed out altogether. It is like death because she has, after all, seen figures arranged like her own; now her life is â€Å"shaven,/ And fitted to a frame.† It is like night when everything that â€Å"ticked† — again mechanical imagery for a natural phenomenon — has stopped, and like frosts, which in early autumn morns â€Å"Repeal the Beating Ground.† Her vocabulary startles once more: The ground beats with life, but the frost can void it; â€Å"repeal† suggests the law, but nature’s laws are here completely nullified. Finally, in the last stanza, the metaphor shifts completely, and the experience is compared to something new: drowning at sea. It is â€Å"stopless† but â€Å"cool†; the agony that so often marks Dickinson’s poetry may be appropriate to the persona, but nothing around her, neither people nor nature, seems to note it. Most important, there is neither chance nor means of rescue; there is no report of land. Any of these conditions would justify despair, but for the poet, this climatic experience is so chaotic that even despair is not justified, for there is no word of land to despair of reaching. Style Death is a mostly a concern of Dickinson’s poetry. Usually in order to make means of exploration, she will surely check that its objectification all the way through a persona who has already died. The truth is that life is short and death is long. Perhaps in this sobering truth one may find that Dickinson’s poem is as much about life about how one ought to redeem it from the banal as it is about death(Laurence, 2004). One sees many of Dickinson’s typical devices at work: the tightly patterned form, based on an undefined subject, the riddle-like puzzle of defining that subject, the shifting of mood from apparent observation to horror, the grotesque images couched in emotionally distant language. All this delineates that experience, that confrontation with God, with nature, with the self, with one’s own mind which is the center of Dickinson’s best poetry. Whether her work looks inward or outward, the subject matter is a confrontation leading to awareness, and part of the terror is that for Dickinson there is never any mediating middle ground; she confronts herself in relation to an abyss beyond. There is no society, no community to make that experience palatable in any but the most grotesque sense of the word, the awful tasting of uncontrollable fear. The second third of the poem changes the proportions. Although the experience is not actually any of the four things she has mentioned above, it is like them all; but now death, the first, is given seven lines, night three, frost only two, and fire is squeezed out altogether. It is like death because she has, after all, seen figures arranged like her own; now her life is â€Å"shaven,/ And fitted to a frame.† It is like night when everything that â€Å"ticked† — again mechanical imagery for a natural phenomenon — has stopped, and like frosts, which in early autumn morns â€Å"Repeal the Beating Ground.† Her vocabulary startles once more: The ground beats with life, but the frost can void it; â€Å"repeal† suggests the law, but nature’s laws are here completely nullified. Finally, in the last stanza, the metaphor shifts completely, and the experience is compared to something new: drowning at sea. It is â€Å"stopless† but â€Å"cool†; the agony that so often marks Dickinson’s poetry may be appropriate to the persona, but nothing around her, neither people nor nature, seems to note it. Most important, there is neither chance nor means of rescue; there is no report of land. Any of these conditions would justify despair, but for the poet, this climatic experience is so chaotic that even despair is not justified, for there is no word of land to despair of reaching. Content Death appears personified in this poem as a courtly beau who gently insists that the speaker put aside both â€Å"labor† and â€Å"leisure.† He arrives in his carriage, having stopped for her because she could not have stopped for him, and he even submits to a chaperone, â€Å"Immortality,† for the length of their outing together. It was not Death, for I stood up† Riddling becomes less straightforward, but no less central, in such a representative Dickinson poem as â€Å"It was not Death, for I stood up† (#510), in which many of her themes and techniques appear. The first third of the poem, two stanzas of the six, suggest what the â€Å"it† is not: death, night, frost, or fire. Each is presented in a couplet, but even in those pairs of lines, Dickinson manages to disconcert her reader. It is not death, for the persona is standing upright, the difference between life and death reduced to one of posture. Nor is it night, for the bells are chimin g noon — but Dickinson’s image for that fact is also unnatural. The bells are mouths, their clappers tongues, which are â€Å"Put out†; personification here does not have the effect of making the bells more human, but of making them grotesque, breaking down as it does the barriers between such normally discrete worlds as the mechanical and the human, a distinction that Dickinson often dissolves. Moreover, the notion of the bells sticking out their tongues suggests their contemptuous attitude toward man. In stanza two, it is not frost because hot winds are crawling on the persona’s flesh. The hackneyed phrase is reversed, so it is not coolness, but heat that makes flesh crawl, and not the flesh itself that crawls, but the winds upon it; nor is it fire, for the persona’s marble feet â€Å"Could keep a Chancel, cool.† Again, the persona is dehumanized, now grotesquely marble. While accomplishing this, Dickinson has also begun her inclusion of sense data, pervasive in the first part of the poem, so that the confrontation is not only intellectual and emotional but physical as well (Hood, 2000). The second third of the poem changes the proportions. Although the experience is not actually any of the four things she has mentioned above, it is like them all; but now death, the first, is given seven lines, night three, frost only two, and fire is squeezed out altogether. It is like death because she has, after all, seen figures arranged like her own; now her life is â€Å"shaven,/ And fitted to a frame.† It is like night when everything that â€Å"ticked† — again mechanical imagery for a natural phenomenon — has stopped, and like frosts, which in early autumn morns â€Å"Repeal the Beating Ground.† Her vocabulary startles once more: The ground beats with life, but the frost can void it; â€Å"repeal† suggests the law, but nature’s laws are here completely nullified. Finally, in the last stanza, the metaphor shifts completely, and the experience is compared to something new: drowning at sea. It is â€Å"stopless† but â€Å"cool†; the agony that so often marks Dickinson’s poetry may be appropriate to the persona, but nothing around her, neither people nor nature, seems to note it. Most important, there is neither chance nor means of rescue; there is no report of land. Any of these conditions would justify despair, but for the poet, this climatic experience is so chaotic that even despair is not justified, for there is no word of land to despair of reaching. Thus, one sees many of Dickinson’s typical devices at work: the tightly patterned form, based on an undefined subject, the riddle-like puzzle of defining that subject, the shifting of mood from apparent observation to horror, the grotesque images couched in emotionally distant language. All this delineates that experience, that confrontation with God, with nature, with the self, with one’s own mind which is the center of Dickinson’s best poetry. Whether her work looks inward or outward, the subject matter is a confrontation leading to awareness, and part of the terror is that for Dickinson there is never any mediating middle ground; she confronts herself in relation to an abyss beyond. There is no society, no community to make that experience palatable in any but the most grotesque sense of the word, the awful tasting of uncontrollable fear (Barton ,2008) Conclusion In this paper we have analysed two brilliant works of poetry, one In Memoriam by Tennyson as compared to Because I Could Not Stop for Death by Dickinson. We have analysed both the works in terms of their content, form and style and evaluate how they have been done by their respective writers. References Barton, A. (2008). Tennyson’s Name: Identity and Responsibility in the Poetry of Alfred, Lord Tennyson. Burlington, Vt.: Ashgate,. Hood, J. (2000). Divining Desire: Tennyson and the Poetics of Transcendence. Brookfield, Vt.: Ashgate, Laurence. M. (2004). W. Alfred Tennyson: The Critical Legacy. Rochester, N.Y.: Camden House, Matthew, C.( 2002). The Consolation of Otherness: The Male Love Elegy in Milton, Gray, and Tennyson. Jefferson, N.C.: McFarland,. Richard,B. (2004). Experience and Faith: The Late-Romantic Imagination of Emily Dickinson. New York: Palgrave Macmillan, Lundin, Roger. Emily Dickinson and the Art of Belief. Grand Rapids, Mich.: William B. Eerdmans, 2004. Vendler, H. (2004). Hennessey. Poets Thinking: Pope, Whitman, Dickinson, Yeats. Cambridge, Mass.: Harvard University Press.