Rhetorical Analysis Essay Example | Topics and Well Written Essays - 1000 words - 9

Rhetorical Analysis - Essay Example It also informs the audience of the challenges faced by various individuals who went through the school. These people are mostly blacks who sacrificed themselves to the betterment of the society. Obama as the president of the United States made the speech. In the two speeches, Obama claims that Americas are the authors of their own destiny. He also amplifies the notion that no difference that exists between blacks and whites. Moreover, he concurs that no one should be given preferential treatment based on color, but he or she must work hard to have such privileges. Obama use of ethos is highlighted in the two speeches and amplifies challenges and problems faced by American people. The perfect union speech was made when Obama campaign was in jeopardy. This was due to racial profiling that was taking place in opposing camps and some sections of the media. Moreover, his relationship with Reverend Jeremiah Wright and being part of his election campaign. He had been making speech consider ed offensive to some of the racial groups. These were mostly done during the Sunday sermons. For example, he talks of mistreatment of blacks by the whites (Carney and Sullivan 1). However, Obama disengages from the pastor by showing the history of racial differences in United States. He believes that the sentiments of the Reverend are because of what he went through during his upbringing in the fifties. He informs the audience that resentment is a characteristic of both whites and the blacks that may be caused by either missing opportunities in their lifetime. Obama connection with Reverend Jeremiah Wright was a point of concern to the audience. This is because he could be perceived as offering support to the blacks at the expense of the whites. This meant that most of the whites could note vote for him during the democrat primaries and election that were few days ahead. Moreover, other could have labeled him as a racist and thus not suitable for the unification of the American peop le. However, the speech broadcast to all Americans helped change most of the perceptions. This reached most of the people who had eligibility to vote. They identified themselves with the challenges Obama was going through. Consequently, they viewed Obama leadership as likely to be inclusive and not condoning racial profiling. Moreover, Obama strong appeals to ethos are seen as he distances himself from Wright. This occurs as he identifies himself as a person involved in the racial history of America. He considers himself a person of a mixed race background. In fact, he concurs to have been raised by white grandmother. He believes that his life has been surrounded by racial inequality. On the other hand, he is an astute politician with a form of education not achieved by many in the society. He manages to show that person’s upbringing does not shape his or her destiny. This gives him authority to make claims. He also handles the issue of Reverend Wright without appearing to da mage his character. He pleads with black Americans to â€Å"embrace the burden of our past without becoming victims of our past† (Jones 1). Obama understands these burdens as he is labeled as a racist during primaries. Moreover, he once heard the white grandmother-talking saying that she was cautious of the Black Americans in their neighborhood. Moreover, he puts Wrights views on the mistreatment of the blacks into historical context. He did this with

American River Otter in Zoo Setting Essay Example for Free

American River Otter in Zoo Setting Essay Otters are endemic to America and stay in American river systems. They can be found in all Watersheds of America. Moreover, their decrease is attributed to unregulated harvest, water pollution and habitat destruction. As a result, river otters have now become an endangered species. Nevertheless, Otters are still maintained by most people as pets, making them an interesting species. As a matter of fact, otters are the favorite animals in many zoo collections. However, they are also difficult to keep in a healthy condition and surprisingly there is very little knowledge about them. Otters are held in captivity for the purpose of breeding for likely reintroduction into the wild and for public education. This paper focuses on American river otters. Geographical, Classification and Range                  American river otters can be found in Alaska, inland waterways and coastal areas of Canada, the Pacific Northwest, the Atlantic State and the Gulf of Mexico. Otters belong to the family Mustelidae, which comprises mink, badgers, skunks, martens, wolverines and weasels. They are categorized under the subfamily Lutrinae, which has a total of thirteen species in six genera. The American otter exhibit permits visitors to observe the feeding habits and swimming capabilities of the otters. Moreover, visitors can see various species of otters in different colors frolicking in the water (Becker, 2002). Habitat                  River otters are found in a variety of aquatic habitats, both in the coastal marine such as rivers, lakes, coastal shorelines, estuaries and marshes and in fresh water. The otter can tolerate a wide range of elevations and temperature. The primary needs of a river otter are a regular supply of food source and tranquil access to a body of water. They select their habitats grounded on the amount of shelter and food. It is for this reason that their habitat can change depending on the season. For example, they can move from temporarily flooded marshes to cypress swamps with permanent foods. Otters, are very sensitive to pollution, meaning that if the water is populated, the river otter will not be capable of surviving. It is for this reason that in captive setting, fresh and quality water is maintained. Growth of pollution, man-made poisons and cities destroy the otter habitat and decline their numbers (Niemuth, et al ) In most cases, river otters stay in a den or a holt, built in the burrows of other animals or in a natural hollows setting like in river banks, dens comprises of burrow dug by marmot monax, red foxes, nutria or beaver and muskrat lodges. They may also utilize logs or trees, rock creations, flood debris, undercut banks and backwater sloughs. The utilization of resting and den sites is primary opportunistic, though locations that gives seclusion and protection are highly preferred for otters. They also walk for great distances over land and through water to look for food. River otter; the weasel family hunt during the night and feed on whatever might be present. Fish are the favorite food for otters, though they also eat amphibians, crayfish and turtles. Otters love to playfully slide down snow-covered, muddy hills, or icy, which always end with a splash in the water. Pups enjoy such funs, which also demonstrates survival skills (Niemuth, et, al 2008). River otters stay in a small family group when they have a litter of pups. Nevertheless, they have strict territories, which they preserve from others otters of the same sex. Male territories can overlap with female territories, but male territories do not overlap with other male territories. When families are comprised of an adult female and her offsprings, the male also introduces their own social groups. Nevertheless, females and males usually build separate hierarchies, putting up each other, but not escorting one another. Young pups love to play through wrestling and chasing one another. However, river otters do not have territories, and distinct groups tend to avoid one another. Biological Tythms And/Or Migration, Navigation Orientation                  The river otters do go through a winter slow-down. They build ground beds or nests in hardwood swamps or dense thickets. Otters males and non-pregnant females do not appear to enter into a true hibernation. Rather, they enter a physiological state referred to as walking hibernation or denning. These otters will bed down for a few days, months or weeks, but they can be awakened on warm winter days for forage. Pregnant females go into hibernation state, especially in mid December to early January and do not awaken till late April or early May. Nevertheless, whether in a true hibernation or denning, the otters body temperature and metabolic and heart rates decline. The otters may lose up to 25percent of their body weight while hibernating (Williams et al, 2006). Reproduction                  River otters sexually mature between 2 to 3 years. In most cases, river otters mate in the fall or spring, with birth taking place the next year of mating. Nevertheless, river otters have deferred implantation cycle, which distinct them them from any other associated otter species. Though the gestation period takes around 60-63 days, the entire period of pregnancy can differ from 245-380 days.. The life cycle continues whereby the Otter pups weigh approximately 4.5ounces when born. The pup nurse for around 3 to 4 months and start to swim 2months after birth. It is natural for the young pups to swim, though the mother must lure them into the water for their first swim. The mother carries the pups on its back during the first days of swimming, thus coaxing them to swim. Usually, the pups move away from their mother when they are about 1 year old and ready to look for their own territory. Behavioral Development                  American river otters have adapted to an aquatic lifestyle just like fish. They are well fitted to dive and swim in water, just like how a dolphin fish does. However, otters have a slippery hydrodynamic nature, which exemplifies the perfect adaptation to an amphibious culture. As mentioned earlier, their webbed feet help them to swim with small dexterous front feed and large powerful hind feet. The muscular tail is somehow thick and flat at the base, tapering to a point. River otters utilize their hind limbs and undulating movement of their tail as the primary source of propulsion through the water. As a matter of fact, they also utilize their forelimbs for paddling. The common features for all otters is that they contain sleek waterproof fur, short hair, which is soft and dense. They also have perfect vision, particularly underwater, which aid them to capture their prey such as fish. Another adaptation is that they have stiff whiskers that are very sensi tive to water turbulence. (Niemuth et al, 2008) This helps them to find prey in muddy water or dark waters. Likewise, the thumbs on the front paws help them to move freely and can only be opposed when the otter is picking up, or holding small things such as when the otter is eating. Social Systems and Communication of River Otters                  River otters mostly forage in the water, where they hunt their prey, they are similarly on land because they can also run quickly. But, when they are moving on land, they bound in a sprinting fashion, with their backs bowed. Fortunately, they combine running with sliding in the mud, snow, or ice, whenever it is possible for them to do that. This makes them move fast and reach their destination, also, it has made them to be the most playful of the Mustelidae family. Nevertheless, river otters are also extremely vocal, and communicate with one another using diversity of calls such as staccato chuckles, twitters, chirps and buzzes (Niemuth et, al, 2008). When river otters develops and become solitary, they utilize scent marking to differentiate territorial boundaries. This is because, they have a pair of scent glands at the base of their tail that provides them with a heavy musky smell. Scent is very important for the otters because it gives the convey, the identity, sexual receptivity and sex of the otters. During the breeding season a male otter can utilize the sex makings of a female in estrus for beyond eight kilometers. However, though otters can be tolerant of other otters, the male otters do not contest for breeding preferences. There also slight commonality of territorial boundaries between the otters adults of similar sex. However, males exercise slight commonality of territories of various females (Esbensen, 1993). In conclusion, the river otters are one of the social carnivores in the world. It is clear because, the river otters in the zoo setting have been seen to tend to respond to human in distinct manner than do wild otters. The biggest threat to otter species is trapping excessive fur. Also, other species progresses to decline due to overfishing, destruction of the otters habitat and water pollution. Thus, the only hope for the future of the river otters is by breeding the otters in a zoo setting. Nevertheless, it is only the most perfect breeding program where the pups are brought up by their mothers on natural prey in a zoo setting, can hope to raise and breed otters than can successfully accommodate to wild status. Therefore, careful considerations should be taken when breeding the otters. Chasing of other otter species progresses worldwide, making the species become an endangered species. Today, all the otter species are now an endangered species, though the North American river otter is not considered and endangered species, but it is clear that its population has extremely decline. References Becker, J. (2002). North American river otters. San Diego, CA: Kidhaven Press. Esbensen, B., Brown, M. (1993). Playful slider: The North American river otter. Boston: Little, Brown, and. Greene, C., French, M. (1993). Reading about the river otter. Hillside, N.J., U.S.A.: Enslow. Niemuth, J., Sanders, C., Mooney, C., Olfenbuttel, C., Deperno, C., Stoskopf, M. (2008). Nephrolithiasis In Free-Ranging North American River Otter () In North Carolina, USA. Journal of Zoo and Wildlife Medicine, 110-117. Williams, T., Ben-David, M., Noren, S., Rutishauser, M., Mcdonald, K., Heyward, W. (2006). Running energetics of the North American river otter: Do short legs necessarily reduce efficiency on land? Comparative Biochemistry and Physiology Part A: Molecular amp; Integrative Physiology, 203-212. Source document

Regression Analysis for the Netherlands

Regression Analysis for the Netherlands TABLE OF FIGURES AND GRAPHS Table 1: Coefficients of estimated OLS model Table 2: Analysis of Variance and F-statistic Table 3: Paired t-sample tests Table 4: Analysis of Variance for pre structural break (b,c) Table 5: Analysis of Variance for post structural break (b,c) Table 6: Analysis of Variance and F-statistic Table 7: Pearson’s Correlations Graph 1: Scatterplot with best fit line Graph 2: Simple scatterplot of imports Introduction The following document analyses the import aggregate demand for the Netherlands utilising data from the first quarter 1977 to the first quarter 2006. The aim is to determine the relationship between imports and five explanatory variables: relative prices (measured as the ratio of import to domestic prices), household consumption expenditures, government consumption expenditures, investment expenditures and exports. A regression utilising Ordinary Least Squares is run and then a series of analyses is done on the results of the estimated model. Model Estimation Data for the Netherlands was obtained from 1st quarter 1977 to 1st quarter 2006 from the International Monetary Fund’s International Financial Statistics, giving a sample population N = 117 and 116 degrees of freedom. It is worth noting that due to the use of the euro to report Netherland’s accounts starting in 1999, there was a break in the information presented as they were in two currencies pre 1999 (in Dutch gulden) and post 1999 (euros). In order to overcome this, all of the data was transformed into Dutch gulden, using the official euro/gulden exchange rate at the time of the entry of the euro. To prepare the data for the regression, the natural log of the values for imports (M), relative prices (RP)—the index of import prices to consumer prices, household consumption expenditure (HC), government consumption expenditure (GC), investment expenditure (INV) and exports (EXP) were taken. By using SPSS to estimate the model via Ordinary Least Squares, the aggregate demand function (utilising the unstandardised coefficients) is estimated as: M = 0.071 – 0.966 RP – 0.328 HC – 0.171 GC + 0.286 INV + 0.808 EXP Std errors: (0.041) (0.022) (0.053) (0.035) (0.033) (0.026) The model has an adjusted R2 = 0.992, indicating that 99.2% of the variance in imports is explained by the relative price and the four expenditure components. It has a standard error of regression of 0.02715. With regards to the explanatory variables included in the regression, by analysing their t-values we are able to determine that each coefficient is statistically significant at all levels. Table 1 shows the results of the estimated coefficients along with their corresponding t-values and significance values. Table 1: Coefficients of estimated OLS model a Dependent Variable: LN_M Plotting the values of imports (as ln(M)) with regards to the standardised predicted values from the model, we get the best-fit curve shown in graph 1. Graph 1: Scatterplot with best fit line Interpretation of slope coefficients The estimated coefficients from the regression above can now be interpreted. The results are presented again for ease of reading: M = 0.071 – 0.966 RP – 0.328 HC – 0.171 GC + 0.286 INV + 0.808 EXP In general terms, each slope coefficient is the import elasticity with respect to each of the equation components: relative prices, household consumption, government consumption, investment expenditures and exports. Following is the explanation for each coefficient: machinery and transport equipment, chemicals, fuels, foodstuffs, clothing from germ, belg and china ÃŽ ²2 = -0.966 represents the relative price import elasticity. This implies that a 1% increase in relative prices causes a reduction in imports of 0.966%. This is basically a unitary elasticity, the effect of a change in relative prices is almost identically reflected on imports. This occurs primarily in countries with an open economy that thrives on the balance of trade. Additionally, since the Netherlands’ most important trade partners are within the European Union, who use the same currency, the relative prices are similar for them. (Atlapedia Online, 2006) ÃŽ ²3 = -0.328 represents the elasticity of imports with respect to household consumption expenditure. It implies that a 1% increase in household consumption expenditure will translate into a 0.328% decrease in imports. The import elasticity of household consumption is inelastic. Household consumption has a small effect on imports, as although Netherlands does import foodstuffs and clothing, the bulk of imports is for machinery and transport equipment as well as chemicals, which have no relation with household consumption. (CIA World Factbook, 2006) ÃŽ ²4 = -0.171 represents the import elasticity with respect to government consumption expenditures. It follows that a 1% increase in government expenditure will result in a reduction in imports of 0.171%. The import elasticity of government consumption is highly inelastic. Due to the nature of imports mentioned in the paragraph above, it is logical to assume that the import composition is not widely affected by government consumption, except maybe in the import of fuels. ÃŽ ²5 = 0.286 is the import elasticity with respect to investment expenditure. It is a positive inelastic import elasticity as a 1% increase in investment expenditure will result in a 0.286% increase in imports. This makes sense with reality since investment expenditures are in part for importing machinery and transport goods. ÃŽ ²6 = 0.808 is the import elasticity with respect to exports. It shows that a 1% increase in exports will result in a 0.808% increase in imports. This elasticity is also elastic, although it is more similar to the relative price import elasticity, approximating unit elasticity. This also reflects the Netherlands’ open economy and its active trading with neighbouring countries as a result of forming part of the European Union. Overall significance of the regression Now that we have seen the interpretations of each of the coefficients of our estimated model, and having seen that they are all statistically significant, we have to analyse whether the model as a whole is statistically significant. This is done by analysing the F-value of the regression. If the value of F is sufficiently large with a high confidence level, then it follows that the estimation we have done does indeed predict some of the values we have observed and the regression is statistically significant. For this regression, SPSS calculates the F-value as 2784.8, which is statistically significant at all confidence levels. As mentioned above, this confirms the validity of the predicted equation in estimating the values of the components of imports. Table 2 below presents SPSS’ results for the F-statistic and Analysis of Variance for our model. Table 2: Analysis of Variance and F-statistic a Predictors: (Constant), LN_EXP, LN_RP, LN_INV, LN_GC, LN_HC b Dependent Variable: LN_M Test of equality of import elasticities After having tested that the model as a whole is statistically significant, we will now test whether each of the import elasticities of final expenditures are equal amongst themselves. In order to do this, we will use a paired t-test, which will compare each elasticity against each other and determine whether the differences between them are statistically significant or not. If they are not statistically significant, then the elasticities are the same. In the case of our estimated model, the t-statistics are significant at all levels for all of the relationships. This means that we cannot conclude that each of the import elasticities is the same, rather they are statistically significantly different from one another. Table 3 shows the results provided by SPSS’ paired t-test for each of the import elasticity relationships tested: Table 3: Paired t-sample tests The Behaviour of Imports from 1977 to 2006 Having verified that our model is statistically significant and that each elasticity of imports is different, we now analyse the behaviour of imports during our sample period. The easiest way to do so is graphically. Using the scatterplot function from SPSS we plot the observed values of the Netherlands’ imports from 1st quarter 1977 to 1st quarter 2006. Graph 2 below shoes this relationship: Graph 2: Simple scatterplot of imports A structural break in imports From the graph above, there seems to be a structural break around 2nd quarter 2002. This would make sense since it was around this time that the actual euro currency replaced the Dutch gulden (and all other European currencies for that matter). Such a significant change would be reflected in imports. The actual occurrence of such a break, can be tested statistically using our observed data. This is done via a Chow Test, where we test whether the coefficients in our estimated equation are the same before and after the suspected structural break point, Q2 2002. However, since SPSS does not have a command for the Chow Test, we do this analysis by calculating an incremental F-value from a constrained (the model divided into the two periods pre Q2 2002 and post Q2 2002) and an unconstrained model (our original estimation). The constrained model used divides our data into two, as mentioned above. The group labelled as â€Å"pre† represents observed values from Q1 1977 to Q2 2002, whilst the group labelled â€Å"pos† represents values from Q3 2002 to Q1 2006. Running a regression and using the Anova functionality on the constrained model yields the results presented in tables 4 and 5. : Table 4: Analysis of Variance for pre structural break (b,c) a Predictors: (Constant), LN_EXP, LN_RP, LN_INV, LN_GC, LN_HC b Dependent Variable: LN_M c struct_break = pre Table 5: Analysis of Variance for post structural break (b,c) a Predictors: (Constant), LN_EXP, LN_HC, LN_INV, LN_RP, LN_GC b Dependent Variable: LN_M c struct_break = pos Utilising the above with the results from the original unconstrained model: Table 6: Analysis of Variance and F-statistic a Predictors: (Constant), LN_EXP, LN_RP, LN_INV, LN_GC, LN_HC b Dependent Variable: LN_M the incremental F-value is calculated using the residual sums of squares and degrees of freedom of the constrained and unconstrained models. In this case as: F6,105 = [(0.063 -0.082)*(117 – 2*5-2)] / (0.082 * 6) = -4.05 The f-value of -4.05 when compared to the critical value of F6,105 = 2.19 at the 5% confidence level and 2.98 at the 1% confidence level, causes us to reject the null hypothesis which means that there is a difference in the coefficients between the â€Å"pre† and â€Å"pos† periods we chose. This confirms that there was a structural break in the 2nd quarter of 2002. Autocorrelation We can now check if our estimated model suffers from autocorrelation by examining the Durbin-Watson statistic. According to a statistical table for Durbin-Watson statistics, the critical values for the Durbin-Watson statistic with N = 117 and k = 6, at the 5% confidence level are dL = 1.61045 and dU = 1.78828. In this model, the D-W statistic was calculated by SPSS as 0.661. This implies that the model does suffer from autocorrelation, as the statistic falls below the lower critical value. It has positive autocorrelation. To correct this, we have to determine whether or not the aggregate demand relation is in fact linear, otherwise we need to choose a different functional form and re-run our regression. If we do have the correct functional form, we need to determine whether there are any other variables which can be included in the model to help explain the effect on imports and which may eliminate this autocorrelation. Any changes that are made to the model or the data itself will i mply that a new regression must be run and new tests for autocorrelation carried out until this problem is eliminated. Correlation of final expenditure components Only because the model as a whole suffers from autocorrelation, it does not mean that each of the explanatory variables is significantly correlated. In order to test this, we must calculate Pearson’s correlation coefficient. SPSS can calculate these coefficients by analysing the relationship between each one of the variables with the others in the equation. Table 7 below shows the results from SPSS, as well as the statistical significance of each of the calculated correlation coefficients. Table 7: Pearson’s Correlations ** Correlation is significant at the 0.01 level (2-tailed). As can be seen, all of the correlation coefficients are statistically significant at all levels, thus they are positively correlated. The highest correlations are between household consumption expenditures and the other three expenditure components: government consumption, investments and exports with correlation coefficients of 0.954, 0.950 and 0.933 respectively. This means that these variables vary together in a linear manner. Due to this high level of statistically significant correlation, the premise of regressing the model via OLS and the corresponding interpretations are put into question, as one of the basic premises is that the value of each coefficient represents the change it causes on the independent variable, leaving the rest of the explanatory variables unchanged. Yet, if they are so highly correlated, you cannot assume that they can ever be unchanged. Conclusions Through the analysis of the Netherlands’ quarterly statistics on imports, relative import/domestic prices, household consumption, government consumption, investments and exports, we estimated via OLS a model to explain elasticity of imports. We underwent a series of analysis of the results of the model, finding that our estimate is statistically significant, as are each of the individual import elasticities. Additionally, we were able to demonstrate that the switch of currency to the euro caused a structural break in the import relationship. Notwithstanding this, the estimated model suffers from autocorrelation, which brings into question whether the OLS approach and its findings are in fact correct. Additionally, the high correlations that exist between the various expenditure components also puts into question our interpretations of the estimated coefficients, as none of them can be fully isolated to measure the effect on imports. References Atlapedia Online, 2006, Netherlands [online], available at: http://www.atlapedia.com/online/countries/netherla.htm [accessed 12 December 2006] Biokin, Ltd., 2006, Critical values of F-statistics [online], (updated 16 November 2006), Available at http://www.biokin.com/tools/fcrit.html [accessed on 10 December 2006] Central Intelligence Agency, 2006, The World Factbook: Netherlands [online], updated on 30 November 2006, available at: https://www.cia.gov/cia/publications/factbook/geos/nl.html [accessed on 11 December 2006] Critical Values for the Durbin-Watson Test: 5% Significance Level [online]. Available at: http://www.stanford.edu/~clint/bench/dw05b.htm [accessed 10 December 2006] Hamilton, J.D., 1994, Time Series Analysis, New Jersey: Princeton University Press. International Monetary Fund (IMF), International Financial Statistics (IFS) November 2006, ESDS International, (MIMAS) University of Manchester.

Journey to the Center of the Earth :: essays research papers

The book A Journey to the Center of the Earth, by Jules Verne is a well-written and easy to read book most of the time. In my essay I’m going to give a description of the books events. The book starts with Professor Hardwigg finding a scrap of paper that says its possible to get to the center of the earth and decides to take the journey. Hardwigg insists that Harry, his nephew, come with him on the journey. After they got the supplies, they start their journey for Mt. Sneffels in Iceland, the spot where they can get to the center of the earth. They travel up the mountain and find the opining were they start their journey. At the bottom of the shaft they find four paths that they can take and the Professor chooses one but it’s a dead end they select a different route. They soon discover water, which they vary much need from the lack of. Later they find a well-like shaft where they go farther below the surface of the earth. Continuing to descend Harry goes ahead of the others and it soon lost. He retraces his steps but becomes even more lost. After being lost for days Harry finds his Uncle. Later they discover the Central Sea, an underground body of water. Exp loring the area around the sea, the travelers find huge mushrooms, bones of mastodons and other evidence of plant and animal life. The Professor decides that they must cross the ocean to continue further so they make a raft. Days later two huge monsters surface and almost sink the raft. Continuing on, the three spot what they think is another giant monster but discover it is an island that they start to travel to later a storm hits that almost sinks their raft and the storm carries them back to the shores from were they started but farther along the coast then before. The Professor and Harry finds huge shells and a field of bones and even a human skull. Then they wondered if humans ever lived beneath the earth. They spotted gigantic animals and even a tall human being. Afraid they would get hurt they started back towards the raft. While they were going back Harry spotted a tunnel and inside the initials A.S are carved into it, Arne Saknussemm had been there before them, they also discovered that the tunnel is blocked.

The History Boys

â€Å"The History Boys† is about eight boys of high academic abilities who are preparing to sit the Oxbridge entry exam. They are taught by two homosexual teachers, Hector and Irwin, who have total different teaching strategies. Hector is an older man with strong feelings towards poetry and has no particular teaching program and gropes his students and it seems that the boys don't really enjoy it though at the end it shows that they are quite ok with that. Irwin, a much younger man, is more sensible about teaching. He is the new teacher that has been taken in to teach the students about how to stand out between their competitors with getting into Oxford. There is quite some competition between both the teachers with Hector being older and Irwin being more attractive and being very close in age with the boys. â€Å"He does, depressingly so† Hector seems very jealous and depressed at the fact that the new teacher Irwin is clever. This means that there is even more competition for Hector and that if he wants to impress the boys, he needs to work harder. Irwin is obviously younger and even more attractive than Hector which could make things even more complicated for Hector. Hector is clearly gay and gropes his students, but what the students do not know is that Irwin too is gay. Hector obviously has realised that the students don't really mind him groping them as they are not objecting in any way. He could be scared that Irwin would do the same as he does and therefore because of his attractiveness the boys would like Irwin more than they like Hector. The fact that their teaching strategies are so different makes it even more interesting to compare the two together. At one point in the story, both teachers teach the boys at the same time. â€Å"We don't know who we are, sir. Your class or Mr. Irwin's.† At Irwin's lessons, the boys are more serious, as Irwin has a programme. At Hector's lessons they are more thoughtful and they decide how to start the lessons. So when both teachers are teaching at the same time it gets a little difficult and they boys don't really know how to behave. Mrs. Lintott is not very surprised at the fact that Irwin is intelligent. Read also History Quizzes â€Å"The Catcher in the Rye is a 1951 novel by J. D. Salinger. Originally published for adults, the novel has become a common part of high school and college curricula throughout the English-speaking world†7 It's quite strange that the book was originally published for adults and now is used widely in schools and colleges. â€Å"Let each child that's in your care have as much neurosis as the child can bear.† This is a section from Auden's poem Letter to Lord Byron. He could be meaning that it's no harm if you bring up your children in a hard way as it will be good as long as it does not go too far. So really, the books that are not liked by the children and yet are forced upon them won't harm them and it will be useful to them one day. In the next section of the play, Irwin and the boys are talking about the Second World War and the reasons for why it really happened. Irwin starts off and lets the boys come to a conclusion. â€Å"Which, sir, since Wilfred Owen says men were dying like cattle, is the appropriate word.† Hector finds it important that they know poems by heart as it will be understood by them one day, and that is what really happens here. They use their knowledge that's given over by Hector not just in English but in their other lessons meaning that learning these poems by heart really is useful. The poem describes how so many men were dying during the war that they looked like masses of animal. â€Å"First Class†¦I am asleep.† The fact that he is asleep is because he has read exactly the same story for 8 times and he had rather read something what would be outside people's comfort zone. Especially when that essay can guarantee you a place in on of the top universities you need to think for yourself and try to stand out within the crowd, your competitors. â€Å"What has that got to do with anything?† Writing an essay on history should not per se be about the truth. History is truth as far as the writers are concerned and is usually written by those that were victorious (in a war for example). History is history for those who want to believe it is history from the victorious perspectives. If you read it from the perspective of the conquered you will hear another story and the other would be blamed. â€Å"We still don't like to admit the war was even partly our fault because so many of our people died. According to Irwin, the Second world lead to many people dying which is why people are sensitive about it but what they do not know is that there were people that actually enjoyed the war. According to him, and he is referring the poets, â€Å"most of them seem to have enjoyed the war.†13 Because of the war the poets had something to write about, that's where they got their inspiration from. If there was no war, they would not have been able to write such powerful poems without a lot of difficulty. When you have experienced something yourself it is much easier to write about it. Poems are the words of the poet and you can interpret it in any way you like yet you cannot exactly know what the poet meant with his words. â€Å"In other words†¦Ã¢â‚¬  Again, this is something they have learned in Hector's lessons. Irwin thinks the lessons of Hector are more fun than educational but this clearly says that they do learn things in his lesson. At schools teachers spoon-feed their students all the way through. When Rudge asks Irwin; â€Å"What do I write down?†15 Irwin responds with; â€Å"I must not write down every word that teacher says.†16 Irwin clearly wants them to think for themselves. He's happy to help them along and tell them what direction they need to go to, but at the end of the day, it has to be them that think it through and they should come to an own conclusion on their own. The History Boys â€Å"The History Boys† is about eight boys of high academic abilities who are preparing to sit the Oxbridge entry exam. They are taught by two homosexual teachers, Hector and Irwin, who have total different teaching strategies. Hector is an older man with strong feelings towards poetry and has no particular teaching program and gropes his students and it seems that the boys don't really enjoy it though at the end it shows that they are quite ok with that. Irwin, a much younger man, is more sensible about teaching. He is the new teacher that has been taken in to teach the students about how to stand out between their competitors with getting into Oxford. There is quite some competition between both the teachers with Hector being older and Irwin being more attractive and being very close in age with the boys. â€Å"He does, depressingly so† Hector seems very jealous and depressed at the fact that the new teacher Irwin is clever. This means that there is even more competition for Hector and that if he wants to impress the boys, he needs to work harder. Irwin is obviously younger and even more attractive than Hector which could make things even more complicated for Hector. Hector is clearly gay and gropes his students, but what the students do not know is that Irwin too is gay. Hector obviously has realised that the students don't really mind him groping them as they are not objecting in any way. He could be scared that Irwin would do the same as he does and therefore because of his attractiveness the boys would like Irwin more than they like Hector. The fact that their teaching strategies are so different makes it even more interesting to compare the two together. At one point in the story, both teachers teach the boys at the same time. â€Å"We don't know who we are, sir. Your class or Mr. Irwin's.† At Irwin's lessons, the boys are more serious, as Irwin has a programme. At Hector's lessons they are more thoughtful and they decide how to start the lessons. So when both teachers are teaching at the same time it gets a little difficult and they boys don't really know how to behave. Mrs. Lintott is not very surprised at the fact that Irwin is intelligent. Read also History Quizzes â€Å"The Catcher in the Rye is a 1951 novel by J. D. Salinger. Originally published for adults, the novel has become a common part of high school and college curricula throughout the English-speaking world†7 It's quite strange that the book was originally published for adults and now is used widely in schools and colleges. â€Å"Let each child that's in your care have as much neurosis as the child can bear.† This is a section from Auden's poem Letter to Lord Byron. He could be meaning that it's no harm if you bring up your children in a hard way as it will be good as long as it does not go too far. So really, the books that are not liked by the children and yet are forced upon them won't harm them and it will be useful to them one day. In the next section of the play, Irwin and the boys are talking about the Second World War and the reasons for why it really happened. Irwin starts off and lets the boys come to a conclusion. â€Å"Which, sir, since Wilfred Owen says men were dying like cattle, is the appropriate word.† Hector finds it important that they know poems by heart as it will be understood by them one day, and that is what really happens here. They use their knowledge that's given over by Hector not just in English but in their other lessons meaning that learning these poems by heart really is useful. The poem describes how so many men were dying during the war that they looked like masses of animal. â€Å"First Class†¦I am asleep.† The fact that he is asleep is because he has read exactly the same story for 8 times and he had rather read something what would be outside people's comfort zone. Especially when that essay can guarantee you a place in on of the top universities you need to think for yourself and try to stand out within the crowd, your competitors. â€Å"What has that got to do with anything?† Writing an essay on history should not per se be about the truth. History is truth as far as the writers are concerned and is usually written by those that were victorious (in a war for example). History is history for those who want to believe it is history from the victorious perspectives. If you read it from the perspective of the conquered you will hear another story and the other would be blamed. â€Å"We still don't like to admit the war was even partly our fault because so many of our people died. According to Irwin, the Second world lead to many people dying which is why people are sensitive about it but what they do not know is that there were people that actually enjoyed the war. According to him, and he is referring the poets, â€Å"most of them seem to have enjoyed the war.†13 Because of the war the poets had something to write about, that's where they got their inspiration from. If there was no war, they would not have been able to write such powerful poems without a lot of difficulty. When you have experienced something yourself it is much easier to write about it. Poems are the words of the poet and you can interpret it in any way you like yet you cannot exactly know what the poet meant with his words. â€Å"In other words†¦Ã¢â‚¬  Again, this is something they have learned in Hector's lessons. Irwin thinks the lessons of Hector are more fun than educational but this clearly says that they do learn things in his lesson. At schools teachers spoon-feed their students all the way through. When Rudge asks Irwin; â€Å"What do I write down?†15 Irwin responds with; â€Å"I must not write down every word that teacher says.†16 Irwin clearly wants them to think for themselves. He's happy to help them along and tell them what direction they need to go to, but at the end of the day, it has to be them that think it through and they should come to an own conclusion on their own. The History Boys How does Bennet use dramatic comedy to offer criticism of contemporary attitudes to education in The History Boys? In this essay I am going to explain how Alan Bennet uses dramatic comedy to criticise the contemporary attitudes towards education in the History Boys. The contemporary attitudes that are criticised are Utilitarianism, Humanism and Pragmatism. He does this by using a range of satirical devices. Satire is the use of humour, irony, exaggeration, or ridicule to expose and criticize people's stupidity or vices, particularly in the context of contemporary politics and other topical issues.It is usually used to comment on society by observing their way of thinking and they way they behave. The History Boys is a satire because throughout the book each attitude is being criticised through the characters; The Headmaster, Hector, Irwin and The Boys. All attitudes are shown to be in disagreement with each other as they all have a different view on education. The first attitude towa rds education Bennet presents us with is the Utilitarian attitude. This is where you only consider what will be best for a group of people and not just the individual.At the start of the novel Bennet introduces us to the character of the Headmaster who criticises the utilitarian attitude towards education in Thatcher’s Britain. This is shown to us in the opening scene of the play which was set in the staff room and he headmaster was discussing the boy’s A Level results with their history teacher, Mrs Lintott (Dorothy). â€Å"Their A Levels are very good†. The fact that ‘very good’ is in italics and is emphasised upon by the headmaster suggests to the readers that he is taking pleasure for himself from what the boys have achieved.By showing this Bennet has led the audience to acknowledge that the headmaster takes pleasure in others success even though he appears utilitarian. As we continue into the scene with Mrs Lintott and the Headmaster, we are sh own that the headmaster praises her for her part in helping the boys to pass however it could be argued that he is patronising her at the same time by talking down to her. This is shown when he says â€Å"Thanks to you Dorothy†.Mrs Lintott suggests that they should continue with the way they are teaching in order to achieve better results however the Headmaster interrupts her by saying â€Å"yes yes† and continues to listing what he would like to happen. This is shown when he says â€Å"I am thinking league tables, open scholarships and reports to the Governors†. The fact that the headmaster lists what he wants portrays him, to the audience, as being a selfish character, he does not want what’s good for the boys but he wants things that will make him look good. The constant use of â€Å"I want† also backs up the idea of him being selfish.However he also talks about the boys doing themselves justice, this could make us as readers question whether he does genuinely care about the boys future or whether it is an act. This is shown when he says â€Å"I want them to do themselves justice I want them to do you justice†. Overall the audience could argue that in this scene, because there are differences between both the headmaster and Mrs Lintott there is a form of juxtaposition between them as the headmaster mocks Mrs Lintott’s attitude towards education which shows us that he does not care about what the boys achieve as individuals, he cares about what they achieve as a group.This therefore represents how Bennet has shown the Headmaster to criticise the Utilitarian view towards education. The second attitude towards education Bennet presents us with is the Humanism attitude. This is system of thought that centres on humans and their values, capacities, and worth. Bennet introduces us to the character of Hector. Within the very first page, Hector’s impression of education is set, where he refers to his subject a s â€Å"useless knowledge† and â€Å"A waste of time†.This immediately suggests to the reader Hector’s general apathy towards the subject, and, seeming to mock Houseman goes on to quote, â€Å"all knowledge is useful whether or not it serves the slightest human use†. However, as we learn that Hector is a man of â€Å"studied eccentricity†, and Bennett later goes on to write in the stage directions, â€Å"an elaborate pantomime, all this† it could be assumed that Hector’s views of education differ from those he presents within the first scene.It is soon revealed that Hector’s idea of education is â€Å"the pursuit of knowledge for its own sake† –showing that he is not opposed to teaching; he instead wishes to, as Timms puts it, make the boys â€Å"more rounded human beings†. This, then, gives context to Hector’s referring to General studies as â€Å"bread eaten in secret†: his teachings are not to help the boys’ progressive school careers (â€Å"forget about Oxford and Cambridge†), but to provide the boys with something more personal and lifelong.For instance, when Timms tells Hector that he doesn’t understand  poetry, Hector calms him by saying that he, himself, doesn’t always understand poetry, but to â€Å"know it now and understand it whenever†, going on to say, â€Å"We’re making your deathbeds here, boys†. Hector’s approach is a clear substitute and â€Å"antidote† to Irwin’s direct and driven approach. The third and final attitude towards education Bennet presents us with is the Pragmatism attitude. This is basically where things are dealt with realistically rather than theoretically. Irwin first arrives at the school as the boys are about to start studying for their entrance exams to Oxford and Cambridge University.He is immediately give the important job of teaching the boys just because he s ays he went to Oxford University. This is shown when the Headmaster says to Irwin â€Å"Well you were at Cambridge† and Irwin replies saying â€Å"Oxford, Jesus. † At this point it could be argued that this is Bennett’s way of demonstrating how where you learn can sometimes be worth more than what you learn, which supports the Pragmatic view towards education it The History Boys. The first time we see Irwin it is in the future when he is acting as a spin doctor for the Government, he is in a wheelchair which acts as a narrative hook to the end of the play.He is telling the members of government how to act and what their attitude should be like and he is trying to convince them to agree with the idea of getting rid of the system of trial by jury. This leads on to Bennet showing us that Irwin has a different style of teaching to hectors, he does not educate the boys, but he teaches them how to write essays and how to pass their exams. This is how Bennett shows tha t the education system has change so that young people are not being educated as well as they should be, they’re just being taught how to pass and nothing the might find useful later on in life.â€Å"You can write down, Rudge that I must not write down every word that teacher says. † This quotation is said by Irwin and it shows us that Irwin is saying to the boys until they don’t write down what they have learnt in their own words then they won’t understand anything and they won’t be able to be independent and do as well when it comes to doing their exams. This clearly shows that Irwin’s method of educating the boys is clearly different to the other teachers.However other characters such as Hector seem to feel that Irwin is trying to replace his as the boys favourite teacher as they become fonder of Irwin they don’t seem to be as fond of Hector as they were before Irwin arrived. In contradiction to Hector, the Headmaster is fond of Ir win as he seems to think that Irwin will be the best thing for the boys and the school’s position on the League Tables. This is shown when the headmaster says â€Å"Get me scholarships, Irwin, pull us up the table. † The boys as a group show a suitably irrelevant attitude towards education. The History Boys â€Å"The History Boys† is about eight boys of high academic abilities who are preparing to sit the Oxbridge entry exam. They are taught by two homosexual teachers, Hector and Irwin, who have total different teaching strategies. Hector is an older man with strong feelings towards poetry and has no particular teaching program and gropes his students and it seems that the boys don't really enjoy it though at the end it shows that they are quite ok with that. Irwin, a much younger man, is more sensible about teaching. He is the new teacher that has been taken in to teach the students about how to stand out between their competitors with getting into Oxford. There is quite some competition between both the teachers with Hector being older and Irwin being more attractive and being very close in age with the boys. â€Å"He does, depressingly so† Hector seems very jealous and depressed at the fact that the new teacher Irwin is clever. This means that there is even more competition for Hector and that if he wants to impress the boys, he needs to work harder. Irwin is obviously younger and even more attractive than Hector which could make things even more complicated for Hector. Hector is clearly gay and gropes his students, but what the students do not know is that Irwin too is gay. Hector obviously has realised that the students don't really mind him groping them as they are not objecting in any way. He could be scared that Irwin would do the same as he does and therefore because of his attractiveness the boys would like Irwin more than they like Hector. The fact that their teaching strategies are so different makes it even more interesting to compare the two together. At one point in the story, both teachers teach the boys at the same time. â€Å"We don't know who we are, sir. Your class or Mr. Irwin's.† At Irwin's lessons, the boys are more serious, as Irwin has a programme. At Hector's lessons they are more thoughtful and they decide how to start the lessons. So when both teachers are teaching at the same time it gets a little difficult and they boys don't really know how to behave. Mrs. Lintott is not very surprised at the fact that Irwin is intelligent. Read also History Quizzes â€Å"The Catcher in the Rye is a 1951 novel by J. D. Salinger. Originally published for adults, the novel has become a common part of high school and college curricula throughout the English-speaking world†7 It's quite strange that the book was originally published for adults and now is used widely in schools and colleges. â€Å"Let each child that's in your care have as much neurosis as the child can bear.† This is a section from Auden's poem Letter to Lord Byron. He could be meaning that it's no harm if you bring up your children in a hard way as it will be good as long as it does not go too far. So really, the books that are not liked by the children and yet are forced upon them won't harm them and it will be useful to them one day. In the next section of the play, Irwin and the boys are talking about the Second World War and the reasons for why it really happened. Irwin starts off and lets the boys come to a conclusion. â€Å"Which, sir, since Wilfred Owen says men were dying like cattle, is the appropriate word.† Hector finds it important that they know poems by heart as it will be understood by them one day, and that is what really happens here. They use their knowledge that's given over by Hector not just in English but in their other lessons meaning that learning these poems by heart really is useful. The poem describes how so many men were dying during the war that they looked like masses of animal. â€Å"First Class†¦I am asleep.† The fact that he is asleep is because he has read exactly the same story for 8 times and he had rather read something what would be outside people's comfort zone. Especially when that essay can guarantee you a place in on of the top universities you need to think for yourself and try to stand out within the crowd, your competitors. â€Å"What has that got to do with anything?† Writing an essay on history should not per se be about the truth. History is truth as far as the writers are concerned and is usually written by those that were victorious (in a war for example). History is history for those who want to believe it is history from the victorious perspectives. If you read it from the perspective of the conquered you will hear another story and the other would be blamed. â€Å"We still don't like to admit the war was even partly our fault because so many of our people died. According to Irwin, the Second world lead to many people dying which is why people are sensitive about it but what they do not know is that there were people that actually enjoyed the war. According to him, and he is referring the poets, â€Å"most of them seem to have enjoyed the war.†13 Because of the war the poets had something to write about, that's where they got their inspiration from. If there was no war, they would not have been able to write such powerful poems without a lot of difficulty. When you have experienced something yourself it is much easier to write about it. Poems are the words of the poet and you can interpret it in any way you like yet you cannot exactly know what the poet meant with his words. â€Å"In other words†¦Ã¢â‚¬  Again, this is something they have learned in Hector's lessons. Irwin thinks the lessons of Hector are more fun than educational but this clearly says that they do learn things in his lesson. At schools teachers spoon-feed their students all the way through. When Rudge asks Irwin; â€Å"What do I write down?†15 Irwin responds with; â€Å"I must not write down every word that teacher says.†16 Irwin clearly wants them to think for themselves. He's happy to help them along and tell them what direction they need to go to, but at the end of the day, it has to be them that think it through and they should come to an own conclusion on their own.

Read My Instruction Details In Attached File Example

Read My Instruction Details In Attached File Example Read My Instruction Details In Attached File – Research Paper Example Select a non-US based global organization that failed to survive. What major strategies were followed in the last ten years by this organization? What failed?Pakistan based Private Airline-Aero Asia A non-U.S based company that has been chosen for this project is Aero Asia, which was a private airline based in Pakistan. It offered number of international and domestic services but due to failure in execution of several management strategies, Aero Asia got bankrupted on 17th May 2007. The company was suspended from CAA Pakistan because of the managerial issues which were related to the compliance on CAA terms and conditions. Aero Asia commenced its operations in 1993. It had a promising start and also hired the best employees for its senior management’s position. The airline made solemn commitments in hiring and training its employees. But in May 2007, it was suspended by CAA Pakistan due to issues which were related to the operational safety and convenience for passengers. Bein g in an airline industry, a company needs not to do any compromise on its safety standards.There were number of reasons of the failure of this airline. The core reason due to which it was suspended, were:Not meeting safety standardsNon compliance with the terms and conditions of CAA PakistanBackward technology, i.e. using old Russian aircrafts which were not restful for long distance flights Higher fares as compared to their competitorsUndeveloped marketing plans i.e. low advertisement and awareness among customersThe company failed to survive because of the above mentioned strategies. It needed to be in pace with its competitors and must have evaluated its weaknesses in order to pursue the business as a leading airline company. Passengers started leaving to travel in this airline due to the safety concerns, uncomfortable ambience of aircrafts and not provided with the desired cuisine. Aero Asia was serving only Pakistani food in order to reflect the Pakistani culture but as it was an international airline as well, it should have served the international cuisine in order to retain the customers. Because of these issues, customers gradually started to shift on other airlines. Aero Asia not only lost a huge market share but also ended up as a bankrupt airline due to failure in executing its proposed strategies.ReferencesPakistan’s Aero Asia Suspended. (2007). Retrieved from http://news.airwise.com/story/view/1178801264.html