The Assumption Of Justice And Injustice - 980 Words

I start with the assumption that justice and injustice are opposites in the sense that they are disjoint and complementary to each other, that is, something is unjust if and only if it is not just. Thrasymachus claims that â€Å"justice is in fact what is good for the stronger, whereas injustice is what is profitable and good for oneself† (344c6). This definition clearly does not satisfy our initial assumption, since a strong man acting in his own interest would be both just and unjust. Hence, we are forced either to forgo our initial assumption or to reinterpret Thrasymachus’ definition; abandoning our assumption leads to a position which is not supported anywhere throughout the text, whereas reinterpreting Thrasymachus’ definition solves the contradiction in a way that is supported by his argumentation. Thus, in his definition Thrasymachus is in fact conceiving two sorts of justice: a â€Å"real† justice, which is internally motivated, in the sense that the individual decides what is just or not by deciding what is good for himself; and a â€Å"fake† justice, which is externally motivated, in the sense that it is defined by someone else’s will. First, we shall understand Thrasymachus’ fake justice, or the proposition that â€Å"justice is simply what is good for the stronger†. If we take this literally, injustice would then be what is good for the weaker. Thrasymachus’ positive answer to Socrates’ question â€Å"But whatever they [rulers] enact, their subjects must carry it out, and this isShow MoreRelatedThe Republic By Plato1385 Words   |  6 Pagesrequirement may not be met while still profiting the individual. Through an analogy between justice in the city and justice in the individual, Socrates makes an argument that is impossible to accept on the basis of false assumption. The assumptions that the rational part of the individual must rule over the spirited and appetitive parts , and that just actions always engender justice and unjust actions engender injustice, can easily be shown to be false under certain circumstances. Plato concludes BookRead MoreTo Kill A Mockingbird Southern Injustice Analysis853 Words   |  4 Pages Southern Injustice James J. Corbett once wisely stated, â€Å"Individuals can resist injustice, but only a community can do justice†. This quote paints a clear picture of how sometimes individuals, such as Atticus, can stand up for what’s right, yet the entire community must invest in justice in order to advance in this area. Striving for truth and justice in their own lives, all citizens must make an investment in seeing that justice also oversees everything happening in the community. Sadly, inRead MoreThe Liberal Conception Of Social Justice941 Words   |  4 PagesSocial Justice ==========In a review of literature one finds a number of different, competing theories of social justice. At base, they all seem to address the notion of privilege, and what one is entitled to based on their conduct in society (for different reasons, depending on the theory). Some of the more prominent conceptions of distributive justice would be Liberal, Libertarian, Laissez-faire, regulated capitalism, and rejected capitalism. ==========The liberal conception of social justiceRead MoreThe Republic By Plato982 Words   |  4 Pagesto the account of nature and origin of justice. Socrates and Glaucon discuss the theory presented by Glaucon that states that injustice is something that is intrinsically desired by all humans. Glaucon presents this argument to Socrates in order to understand and defend justice for its own sake. Glaucon seeks reassurance from Socrates that justice is not just only good for the positive consequences that it produces, so he asks Socrates to explain that justice is desirable for its own sake and, additionallyRead More Model of Justice in Platos The Republic Essay1705 Words   |  7 PagesModel of Justice in Platos The Republic In what is perhaps his most well-known text, The Republic, Plato explores the fundamental concept of justice, how it is observed in the world, and its application to the lives of men. When he identifies the good in Book VI, which is reality and knowledge in their true forms, Plato also describes the visual world of shadows and false reality that people perceive and is cast by the sun. What follows from these definitions is that, while justiceRead MoreHuman Rights And Gender Violence1000 Words   |  4 PagesHuman Rights and Gender Violence: Translating International Law into Local Justice by Sally Eagle Merry observes and scrutinizes the burden between global law and local injustices. She argues that human rights law must be embedded in a local society in order to be recognized as influential social constructs. She then specifically speaks of gender violence and how this injustice is ingrained through cultural and religious traditions, and transformations are usually r esisted within a culture throughRead MorePlato s Theory Of Human Nature1254 Words   |  6 Pagesmainly focuses on defining justice to the simplest form by asking Thrasymachus. Plato uses many forms to discover the ideal society, or republic, which is inspired through an early philosopher such as Socrates. Plato was inspired by Socrates and how his interactions with people were in a sense of questioning principals, guidelines, and rules of society. Now Socrates primarily has made the interaction of discussing what many topics with Thrasymachus such as the most common justice. Also its pin pointsRead MoreExamining Socrates in Crito Essay1340 Words   |  6 Pagesthe notion of justice and one’s obligation to justice. In the setting of the dialogue, Socrates has been condemned to die, and Crito comes with both the hopes and the means for Socrates to escape from prison. When Socrates insists that they should examine whether he should escape or not, the central question turns into whether if it is unjust to disobey laws. Socrates’ ultimate answer is that it is unjust; he makes his argument by first showing that it’s wrong to revenge injusti ce, then arguing thatRead MoreThe Dangerous Act Of Loving Your Neighbor1418 Words   |  6 Pagesgrace and justice when we was unjustly exploited for money and victimized. The author refers back to Doris’ story throughout the whole book, helping us see the real like application. The real life application is why this book needed to be written. While reading this book, internal changes should be happening; hence, the reflection questions after each important section. I believe the author wrote this book because through his own experience, he came to know that there are deep injustices against usRead MoreAnylizing Concepts of Justice in to Kill a Mockingbird1660 Words   |  7 PagesAnalyzing the Concept of Justice in To Kill a Mockingbird Through the study this term of the central text, To Kill a Mockingbird by Harper Lee, and related texts, films Rabbit Proof Fence by Phillip Noyce and In the Name of the Father by Jim Sheridan, my understanding of the concept of justice, or what constitutes justice, has altered considerably. We all think we know what justice is, or what it should be. In Australian colloquial terms, it is the principle of a â€Å"fair go† for everyone. In a perfect

A Multi Disciplinary Team - 3097 Words

Introduction In 2011 there have been 49,900 women and 350 men that have been diagnosed with breast cancer within the United Kingdom (Cancer Research UK 2014). Individuals who are undergoing investigation for suspected breast disease can be referred for breast care services with symptoms or are recalled from the breast screening programme. The National Health Service Breast Screening Programme (NHSBSP) was introduced in 1988 which was due to the proposition of the Forrest Report that had been published two years prior (1986). This essay will attempt to discuss the theoretical principals of population screening as well as the importance of diagnostic breast care services, with the influence of a multi-disciplinary team. Theoretical†¦show more content†¦The age range 50-69 is where mortality rate reduction was seen at its greatest. The main evidence used in favour for breast screening and Forrest report came from the studies and randomised control trials conducted in Sweden. On the contrary Gotsche Olsen (2000) disputed the findings of the Swedish randomised trials, claiming screening for breast cancer is unjustifiable, as there is inconsistency within the randomisation of the trial, as two of these trials found no effect of screening on mortality. A meta analysis was conducted by Gotsche Olsen on the Swedish Trials results. This meta analysis found that ‘for every 1000 women screened biennially throughout 12 years one breast cancer death is avoided, whereas the total number of deaths is increased by six’. Other studies that were conducted in New York, Canada and Edinburgh had also been criticised on the methods of randomisation and validity. The Forrest report stated that there must be a clinical examiner, radiologist and a pathologist within a multidisciplinary team to ensure that there is expert knowledge available in each health profession. Breast Services should all have breast surgeons, nurses, radiographers, pathologists, radiologists, oncologists, breast care services manager and clerical staff, this is what is recommended by the NICE 2002 for the successful running of the unit. The use of mammography is the first line of diagnostic investigation for women in the NHSBSP, Forrest

Credit Agricole and BP Free Essays

string(167) " Between 1941 and 1945, under the Vichy government, a Bank Control Commission was established and attempts were made to prevent the creation of new banks or branches\." PARIS (AFP) – French bank Credit Agricole, one of the biggest European banks by capitalisation, reported a doubling of net profit to 1. 0 billion euros ($1. 42 billion) in the first quarter, on Friday. We will write a custom essay sample on Credit Agricole and BP or any similar topic only for you Order Now The price of shares in the bank showed a gain of 1. 40 percent to 11. 23 euros in a market up 0. 57 percent overall. The outcome, marking an increase of 112 percent from the result 12 months ago, was in line with average estimates of analysts as polled by Dow Jones Newswires. At CM-CIC Securities, analyst Pierre Chedeville commented: â€Å"The group is showing its main characteristics again: operating efficiency and an excellent control of charges, very cautious policy for provisioning, and financing and investment activities steady. † Bank chief executive Jean-Paul Chifflet said that Credit Agricole’s direct exposure to Greek debt was 631 million euros at the end of March. Credit Agricole is one of the few foreign banks to control a Greek bank, in the form of Emporiki bank. Company History: France’s â€Å"green bank† was nicknamed for its roots in agriculture. Credit Agricole, composed of the Caisse Nationale de Credit Agricole and 90 regional banks, which together own 90% of the Caisse Nationale, is a unique cooperative organization and one of the most important banking groups in France. In the mid-1800s, it became clear that there was a need for agricultural credit in France, especially after a crop failure in 1856, which left rural areas in dire straits. One of the main causes of low production was a lack of sufficient credit for farmers, who often could not meet banks’ normal credit requirements. In 1861, the government attempted to remedy this problem, asking Credit Foncier to establish a department expressly for agriculture. But the newly formed Societe de Credit Agricole accomplished little. By 1866, though some steps towards improvement had been suggested, the outbreak of the Franco-Prussian War prevented their implementation. The society folded in 1876. Later, several financial cooperatives sprang up independently among farmers, operating in rural towns on a system of mutual credit. In 1885, the first society for agricultural credit was founded at Salins-les-Bains in the Jura; the maximum amount of credit a farmer could get was FFr500, the price of a yoke of oxen. By the end of the century, when talk of modernizing France’s agricultural economy became more urgent, it was decided that this system of localized credit was more suitable for the rural population than credit emanating from a big central bank. In 1894, the Chamber of Deputies proposed a law to organize personal or short-term rural credit, based on the methods of the small credit societies already in existence. The law formalized the requirements for the societies’ formation, made them exempt from taxes, and gave them a monopoly on state-subsidized loans to farmers. In 1897, the Bank of France made funds available to the banks through the minister of agriculture, and in 1899, a law was passed to create regional banks to act as intermediaries between the local societies and the minister of agriculture. The local cooperatives were self-governing societies with limited liability. Their members were mostly individual farmers. Each local cooperative was affiliated with a regional bank, where it transferred all deposits and obtained funds for loans. The local banks elected a committee to control the regional banks, which were mainly responsible for medium- and long-term loans. Thus, the hierarchy of Credit Agricole was established. One of the reasons Credit Agricole was so successful was its reliance on individual farmers. In the mid-1800s most of France’s agricultural produce came from small farms rather than large estates, and the French government wanted to preserve the small family farm for several social and economic reasons. For instance, it was widely believed that small farmers cultivated the soil most intensively and so made better use of it. It was also thought to be better to have many small family farms than to create a â€Å"proletariat† to work on large farms. Nevertheless, France’s agricultural methods were in need of modernization, and Credit Agricole helped small farmers buy new equipment and supplies to improve production. In 1910, a law established long-term personal credit for the purchase of land to encourage young men to farm. Only small holdings could acquire these loans, which could not exceed $1,600, and only young farmers were eligible; their characters were the basis for their credit. When World War I broke out in 1914, the European banking system was under severe duress due to difficulties with the gold exchange. However, gold was still in circulation in France and the Bank of France was able to increase its issue of notes, restoring some financial order. Throughout the war, agricultural production was at a minimum, and Credit Agricole, still a young institution, was able to survive only through continued support from the government. Agricultural output did not regain its prewar level until 1930. In 1920, a law was passed to organize the office National du Credit Agricole, a national society run by civil servants and the elected representatives of the regional banks but controlled by the government–the minister of agriculture would name its director. Office National du Credit Agricole also became responsible for the distribution of treasury loan funds and for rediscounting the short-term loans of local and regional societies. In 1926, the name was changed to Caisse Nationale de Credit Agricole (CNCA). As Credit Agricole grew in resources and capacity, it began to help not only individual farmers but also the cooperative trade movement gaining ground among agricultural groups. These new agricultural cooperatives, which organized industries in a way similar to unions, could often not raise the money to organize, and they needed Credit Agricole’s support. In turn, the cooperatives helped France’s recovery after the war. World War II hurt agriculture less than the first war had, and after the war, there was a period of rapid growth, spurred on by Credit Agricole’s loans. Between 1941 and 1945, under the Vichy government, a Bank Control Commission was established and attempts were made to prevent the creation of new banks or branches. You read "Credit Agricole and BP" in category "Papers" After 1945, however, the Bank of France and the other main banks were nationalized. A hierarchy was born, with the Ministry of Finance and the Bank of France at the top, giving the government the ability to sway the distribution of credit. In this sense, it won even more power to help further Credit Agricole. After the war, agriculture underwent a massive modernization plan. Credit Agricole played a major part by supplying capital for fertilizer, equipment, electrification, and improved water supplies. Since agricultural credit was subsidized by the government, and due to the quality of Credit Agricole’s decentralized commercial network, agricultural institutions had the most rapid expansion rate of all the banks. Between 1938 and 1946, the capital funds of the regional societies increased from FFr1. billion to FFr28 billion. Credit Agricole extended its medium- and long-term loan operations and the government established special loans for farm equipment, causing a big increase in the number of farmers driving tractors. Financing for small farms continued; as late as 1958, cooperatives were favored over large farms. But France’s farm productivity was below that of most other European countries, and some b lamed the low productivity partially on the credit advantages given to small farms, which kept competition at bay. Earnings did not improve and the industry remained dependent on loans. About this time, the government began to apply stringent lending ceilings to the whole financial system to restrain the money supply and hold down inflation. This led many banks to diversify into overseas business and the Eurodollar market. A boom in French exports also created a demand for French banking expertise in the export markets. Credit Agricole, however, held back at first from international expansion, while growing rapidly with the French economy. In 1966, the state decided to allow Credit Agricole to widen its operations to become more flexible than a bank strictly for farmers. Under the new reform, Credit Agricole was allowed to make loans to individuals and organizations not specifically connected with agriculture. It was also allowed to create subsidiaries. One of the most important subsidiaries it created was the Union d’Etudes et d’Investissements, which used its resources to finance individual investments. In 1967, the government announced that all resources collected by Credit Agricole’s regional and local banks, previously deposited in the French Treasury, would now be deposited with the Caisse Nationale de Credit Agricole. In 1971, the Union d’Etudes et d’Investissements, with an eye on important developments in the food processing business, created another subsidiary, L’Union pour le Developpement Regional, which was mainly to provide loans to agricultural and food processing industries or other similar operations in regions where they would create jobs. In July of the next year, the minister of finance, Giscard d’Estaing, warned Credit Agricole about its diversification, pointing out that its purpose must stay mainly agricultural and its activities balance financial and social profit, a recurring political theme in Credit Agricole’s development. Other large banks complained about Credit Agricole’s monopoly on farm credit and its tax-free status, which had allowed it to grow into one of the largest banks in France, while those concerned about farm aid worried that the bank’s purpose would be diffused. Critics blamed Credit Agricole’s expansion on the other banks’ inertia and politicians’ reluctance to attack Credit Agricole for fear of losing the support of farmers. By 1975, Credit Agricole had begun its international activities, focusing mainly on foreign agricultural loans and export companies. In 1977, when the U. S. dollar was low, Credit Agricole ranked briefly as the biggest bank in the world. In 1978, Credit Agricole’s profit of FFr400 million was more than the other three main French banks combined. The bank had begun to finance housing (it is now the leading mortgage lender in France), silo construction, and exports, and had also become a money market lender. After other French banks campaigned for several months against Credit Agricole’s advantages, the government finally curtailed those privileges. Credit Agricole’s surpluses began to be taxed as profits, and for three years, the bank was prohibited from opening new branches in towns where it had no official purpose and competed unfairly with other banks. The compensation the government offered may have added more to Credit Agricole’s growth than the privileges that were taken away. Before the new rules, the bank could only make direct loans in communities of 7,500 people or fewer, but under the new restrictions that limit was extended to 12,000. Credit Agricole continued to push forward with international expansion. In 1979, it opened its first international branch, in Chicago; London soon followed, and a New York City branch opened in 1984. By then, Credit Agricole was also extremely active in funding development in rural areas for roads, telephones, and airports, and the government was encouraging the bank to help out small industry. By 1981. Credit Agricole had several strong subsidiaries: Segespar, which headed the investment-and-deposit service group; Voyage Conseil, a French travel agency; Eurocard France, a payment-card company; Soravie, an insurance company for sales in local branches; Unimat (now Ucabail) and Unicomi, which financed equipment and industrial and commercial building; Unicredit, which provided loans for businesses; and Union d’Etudes et d’Investissements, now heavily involved with rural development. In January, 1981, Credit Agricole’s charter was changed again to allow the bank to provide loans to companies with fewer than 100 employees, whether or not they were connected with agriculture. The government also eased its credit limits for farmers and stockbreeders, and Credit Agricole was no longer limited to lending in towns with fewer than 12,000 inhabitants. However, this wider range was balanced by new limits. Credit Agricole’s tax bill was put in line with those of other corporations, at 50% of its profits. In addition, some of the bank’s earlier surplus earnings had to be channeled back into the government’s loan subsidies. In May, 1981, the Socialists won the national election. Soon all major French banks that weren’t already nationalized became state controlled, and over the next few years, the government imposed a domestic policy of economic austerity in an attempt to reduce inflation, renew industry, and balance its foreign trade account. The next year, Credit Agricole’s foreign assets rose by almost 60%. By 1982, only one-third of its funds went to agriculture. Credit Agricole had already acquired significant experience in the euroloan market, and at the beginning of 1983, it ranked among the most prominent banks in Europe in this area. By 1984, Credit Agricole had opened foreign branches in North America, Europe, Asia, Latin America, Africa, and the Middle East. Some Credit Agricole members were upset by the bank’s strengthening international force. In 1984 an official of a farmer’s union told Business Week that â€Å"given the dramatic situation of hundreds of thousands of farmers, Credit Agricole has better things to do in France. † Nonetheless, Credit Agricole management insisted that international business could only strengthen the company’s ability to help farmers in France. In 1985, Credit Agricole established a subsidiary called Predica to enter the life insurance market. Capitalizing on Credit Agricole’s extensive branch network, Predica had become the second-largest life insurer in France by 1988. As the French economy improved, the government began to ease regulations and remove limitations on capital markets. In 1986, a new conservative government came into power, and several Socialist officials were replaced almost immediately, including Jean Paul Huchon, Credit Agricole’s general director. A plan to remove CNCA from state control had been brewing for some time; many other banks were in the process of becoming denationalized. Huchon had opposed this plan for Credit Agricole vehemently enough to cause his dismissal. His successor was Bernard Auberger, a former director of Societe Generale with ties to the Gaullist Party, which had campaigned to rid CNCA of state control. The new government also created easier bourse membership rules that allowed outside interests to buy into investment brokers. Following the trend of many banks after this deregulation, in 1988 Credit Agricole purchased controlling stakes in two Paris stockbrokers, Bertrand Michel and Yves Soulie. Finally, in 1987, the government began to take steps towards freeing CNCA from state control. On February 1, 1988, the state sold 90% of CNCA’s common stock to its regional banks and the company was incorporated with FFr4. 5 billion in capital stock. Most of the rest of its stock went to employees, and the government holds a small stake. Soon after the mutualization, the newly private Credit Agricole began merging the Caisses Regionales to eliminate redundancies. By January, 1990 the number of district banks had been reduced from 94 to 90 and this number is expected to shrink substantially before the rationalization is over. The transition to private ownership was not completely smooth, though. A boardroom struggle in 1988 led to the exit of Bernard Auberger. Philippe Jaffre, who was the finance ministry’s representative on CNCA’s board of directors, was Auberger’s surprise replacement. In 1989 Credit Agricole ceased to have a monopoly on the shrinking number of subsidized loans to farmers. In losing this monopoly, Credit Agricole lost an important, captive customer group. The bank should be able to compensate for this loss, however, with the new business it expects to pick up as a result of the lifting of restrictions on its business. When Credit Agricole lost its monopoly on subsidized farm loans, it was also freed of the unusual government restrictions on its business. Now Credit Agricole operates in much the same way as any other French bank, and it expects its business to improve rather than suffer as a result of this status. Under Jaffre, Credit Agricole, like all European enterprises, faces the challenges that the 1992 unification of the European Economic Community will bring. The bank has already made a successful transition from a purely agricultural bank into a full-service bank. Privatization should give Credit Agricole the freedom and flexibility it will need to face these challenges, but it will have to struggle with its slightly awkward structure–the 90 regional banks that control parent CNCA diffuse central decision-making power–and tackle operating costs that are much higher than its competitors’. If it can surmount those obstacles and capitalize on its tremendous domestic branch network, Credit Agricole will be an even more formidable European competitor than it already is. Principal Subsidiaries: Union d’Etudes et d’Investissements; Unicredit (98. %); Sopagri (52. 8%); Unimmo France (99. 6%); Unidev; Sofipar (52. 6%); Ucabail; Segespar; Segespar-Titres (50%); Predica (48%); Unibanque; Sogequip; Cedicam (50%). Source: International Directory of Company Histories, Vol. 2. St. James Press, 1990. Credit Agricole in management reshuffle Kit Chellel 01 Dec 2010 The chief executive of Credit Agricole corporate and investmen t bank has been replaced after two years in the job as part of sweeping management changes across the French bank under the direction of new group chief executive Jean-Paul Chifflet. Patrick Valroff, aged 62, will stand down to make way for Jean-Yves Hocher, who will also continue in his current role as deputy chief executive of the group. The board of Credit Agricole held a meetings on yesterday and today before announcing a series of management changes. Jean-Paul Chifflet was appointed chief executive in March and has indicated that he intends to overhaul the group’s strategy. The new 10-year strategic plan will be released later this month. Within Credit Agricole’s corporate and investment banking unit, a new xecutive structure sees deputy chief executive Pierre Cambefort taking over responsibility for coverage, investment and corporate banking and the international network, while head of risk Francis Canterini has been appointed deputy chief executive in charge of support functions. Elsewhere, Alain Massiera, the deputy chief executive of Credit Agricole CIB has been appointed as head of the private banking business. It is understood that Valrof f was brought in at the height of the financial crisis refocus the business, a role which he has completed successfully following three successive quarters of profits. A spokesperson confirmed he would remain at the bank in another capacity. In August, Credit Agricole recorded an 89% rise in profits to â‚ ¬379m following strong performance in its corporate and insurance divisions. Other management changes unveiled today include the appointments of Yves Nanquette as chief executive of Credit Agricole LCL (retail) replacing Christian Duvillet, and Jerome Grivet as chief executive of the bank’s assurance arm replacing Bernard Michel. Thierry Langreney took over as chief executive of the Pacifica insurance division from Patrick Duplan. All three outgoing chief executives have retired. How to cite Credit Agricole and BP, Papers

Corporate Environmental Performance Consumer Reactions

Question: Discuss about the Corporate Environmental Performance Consumer Reactions. Answer: Introduction This report presents the depth information regarding the corporate advertising campaign. It also discusses the background of M1 organization. Along with this, it also demonstrates the campaign of M1 and discusses the objectives of campaign. It also shows the challenges faced by stakeholders at the time of launching the campaign. It illustrates key aspects that will be needed at the time of news release announcing for launching the campaign in trade media (Broadbent, 2013). Examine the corporate identity of this company and determine what could be the possible reasons and goals for this corporate advertising campaign. M1 is located in the Singapore, which is famous for delivering the dynamic combination of telecommunication services in an appropriate manner. It offers mobile and different services to their customers. M1 is the first provider of different services such as nationwide 4G service, high-speed fixed broadband, and NGNBN (Next Generation Nationwide Broadband Network). In addition, M1 also focuses on some additional services such as quality of the network, consumer services, added value, and innovation to make a favourable relationship with customers and provides services on the time (Grunig, 2013). Furthermore, the IDA (Info-communications Development Authority of Singapore) provides the license to M1 for operating the FBO (Facilities-Based Operator) and SBO (Service-Based Operator) effectively. IDA has also offered the provision of Telecommunication dealership to successfully operate the communication in Singapore. The MDA (Media Development Authority) provides the provision to M1 regarding the Internet Access Service and IPTV. It also provides globally 4G and 3G HSPA (high-speed packet access) network to their customers. At the same time, it also offers value-added services through HSPA and also able to offer the download speed by 300Mbps and upload speed by 150 Mbps (Thompson, 2013). Moreover, the company is also delivered the international call services to their customers where it provides IDD (international direct dial) through some certain prefix such as 002, 021 and 033. Further, International calling card services are offered to the customers in which prefix code is1818. The company is provided the certain plans such as Fibre Broadband service with appropriate speeds involving fixed voice and additional value-added services to their local customers. Another service of MI is 300Mbps to 10Gbps speed range to their residential home users but 10Gbps of speed to their corporate customers. M1 is registered on the Singapore Exchange and their main stakeholders are Axiata Investments Limited, SPH Multimedia Private Limited, and Keppel Telecoms Pte Ltd. The main goal of this corporate advertising campaign is to make a positive relationship with consumers and also retain the existing and new customers in long-term (Argyle, 2013). Among the many stakeholders this company had to address, distinguish which ones the campaign was directed at and what concerns they had which might make them the target for the campaign. The major stakeholders of M1 campaign titled For Every One is Managing Director, Chief Strategy Officer, Chief Creative Officer, Creative Director, Art Director. Other stakeholders are Copywriter, Digital Art Director, Producer, Account Director, Senior Account Executive, and Account Executive. They play a significant role to meet the goal of the campaign in an appropriate manner. At the same time, it can be said that 'Making Moments Special is another campaign of M1, which has also some certain stakeholders such as managing director, chief Strategy officer, and creative director. Other stakeholders are an art director, copywriter, account director, and account executive. They have a very significant role to pool the customers towards the product and services of the company (Shockley, 2014).Additionally, there are certain issues that may be faced by the stakeholders are as discussed below: Variation in the Market trends Variation in the trends can become a challenge for the stakeholder because it affects the interest of customers. At the same time, it can also affect the productivity of the organization. Therefore, stakeholders should focuse on the variation of the trends. In case of variation in trends, it can negative impact on the campaign because customer will move towards those goods and services that in current trend (Aaker, et al., 2013). Changes in the technology can also directly impact on the implement of campaign in an appropriate manner. In addition, it can be said that changes in the technology force the organization to implement the new technology in their organization because it will enable to gain their revenues. At the same time, in case the stakeholders are not aware of the modern technology or new technology then it can create the problem for the organization to effectively meet the goals. Briefly describe the campaign and analyse what it was able to achieve in your opinion The company has developed two campaign for promoting their product and services. In addition, the first campaign of M1 was based on the integrated campaign. For everyone is the title of this campaign. The major aim of this campaign is to enhance the capability of the business in long-term. Another campaign is Making Moments Special, which shows that the lives of an individual can be improved by using the product and services of M1 (Nyilasy, et al., 2014). Through these campaigns, information about M1 can be spread in all over the Singapore market in 45 seconds. The advertising is used via online channels such as information about products and services can be spread through YouTube pre-rolls by 16 seconds. M1 always tries to use those strategies by which they can be able to make a positive relationship with consumers and solve their issues in an appropriate manner. It also focuses on how the customers can connect with the brand in long-term. In addition, it can be said that this campaign is also create depth understanding regarding customers lifestyle and explores the importance of product and service of M1 in their lives. It also explains that M1 is vital for making the each movement of customers (Sheehan, 2013). In addition to this, it can be said that M1 has promoted their two campaigns by using different digital media tools. For example, company has launch the 45 second of animated video that aims to provide fun, quirkiness, and joy with the potential customers. Moreover, it will be supportive to make a favourable relationship and enhance the growth of the company in long-term (Kim, et al., 2014). Suppose you were part of the corporate communications team that created this campaign. Outline the key aspects you need to consider in order to write a news release announcing the campaign launch to marketing trade media The news releases play an imperative role in the marketing and branding efforts. As a team member, certain things are considered at the time of news release announcing for launching the campaign in trade media. There certain factors are timelines, impact, uniqueness, conflict, proximity, and celebrity. It is discussed as below: Additionally, it can also be said that even the product and service is old but the information might be new to make a favourable public relationship. It will also supportive to successfully operate the marketing communication in the market (Nava, et al., 2013). The story of campaign may influence those people who are involved in making the marketing communication. These can be readers of media, listeners, and viewers. Hence, it can be said that the story content might be effective so as to easily influence main participants of marketing communication. The uniqueness is also played an imperative role in write the effective news release. Therefore, the story might be dissimilar from available same stories in the market. At the same time, it can also be said that the story information might be unique due to make a distinguish image in the customers mind. The story is mainly considered the approaches to resolve the issues of product and services (Moriarty, 2014). Proximity The proximity is also a significant part of writing regarding the new release. Additionally, it can also be said that the story might describe the impact of the atmosphere on estimated readers, listeners, viewers, and geographical factors. It can be effective to pool the customers regarding the product and services in less time and cost. The campaign is presented through a celebrity to promote the product and services in an appropriate manner. These celebrities can be a politician, business leader, and entertainer. They have a significant role to enhance the productivity and growth of the company in long-term (Aaker, et al., 2013). Conclusion From the above analysis, it can be concluded that M1 is a famous organization, which offers the telecommunication services to their customers. M1 has introduced two campaigns because of attracting the consumers in less time for long-period. Furthermore, it can be examined that the main aim of campaign is to aware the customers towards the product and services of company, which will be supportive to enhance the demand of product in long-term. Additionally, it can be illustrated that a stakeholder has faced many issues at the time of targeted the consumers. Finally, it can also be concluded that a team member of the campaign should concentrate on different factors in case of news releases of campaign in the trade market. These are timelines, uniqueness, proximity, and celebrity, as it can be effective to news releases. References Aaker, D. A., Biel, A. (2013).Brand equity advertising: advertising's role in building strong brands. USA: Psychology Press. Argyle, M. (2013).Bodily communication. UK: Routledge. Broadbent, D. E. (2013).Perception and communication. UK: Elsevier. Grunig, J. E. (Ed.). (2013).Excellence in public relations and communication management. UK: Routledge. Hollands, R. G. (2015). Critical interventions into the corporate smart city.Cambridge Journal of Regions, Economy and Society,8(1), 61-77. Kim, S., Choi, S. M. (2014). Is corporate advertising effective in a crisis? The effects of crisis type and evaluative tone of news coverage.Journal of Promotion Management,20(2), 97-114. Moriarty, S., Mitchell, N. D., Wells, W. D., Crawford, R., Brennan, L., Spence-Stone, R. (2014).Advertising: Principles and practice. USA: Pearson Australia. Nava, M., Blake, A., MacRury, I., Richards, B. (2013).Buy this book: studies in advertising and consumption. UK: Routledge. Nyilasy, G., Gangadharbatla, H., Paladino, A. (2014). Perceived greenwashing: The interactive effects of green advertising and corporate environmental performance on consumer reactions.Journal of Business Ethics,125(4), 693-707. Sheehan, K. B. (2013).Controversies in contemporary advertising. USA: Sage Publications. Shockley-Zalabak, P. (2014).Fundamentals of organizational communication. USA: Pearson. Thompson, J. B. (2013).Ideology and modern culture: Critical social theory in the era of mass communication. USA: John Wiley Sons.

Awakening essays

Awakening essays The Awakening was a self description of Edna Pontellier. Edna went through a major transformation period during the book. Edna went from a being a housewife who was obedient to a strong independent woman with emotions that she no longer suppressed. Edna wants her own identity apart from her husband and kids. The rebelliousness of Edna is an example of her inter conflict. The Awakening is a prime example of a self vs. self conflict. The defiance of society along with wanting to be a good mother and wife was Ednas conflict within in herself. The Awakening took place in the late part of the 1800s during the reign of Queen Victoria. The views of how a woman should carry herself made the mold for this story. Edna is a Creole woman which means that her demeanor is to be elegant and graceful. This role stressed Edna out she had a personality that she needed to let out. In The Awakening Edna didnt feel comfortable around other women because she didnt except the role of the house wife. She wanted to be an individual , she didnt want to be the typical Victorian woman. Sometimes Edna would weep about the roles in her life that would often overwhelm her into depression. Edna Pontellier had a interesting view on motherhood that most other mothers didnt share. The view Edna had on having children was that it didnt fit her fate. An example of this when Leon , Ednas husband informed her that one of her sons Raoul had a fever. Its instinctive for a mother to check on her children when theyre sick, but this isnt so for Edna. Leonce had to practically make her get up and check on Raoul. Mothers u ...

How to Find the Subject of a Sentence

How to Find the Subject of a Sentence In English grammar, a subject is one of the two main parts of a sentence. (The other main part is the predicate.) The subject is sometimes called the naming part of a sentence or clause. The subject usually appears before the predicate to show (a) what the sentence is about, or (b) who or what performs the action. As shown below, the subject is commonly a noun, pronoun, or noun phrase. Types of Subjects A subject may be one word or several words. The subject may be just a single word: a noun or a pronoun. In this first example, the proper noun Felix is the subject of the sentence: Felix laughed. In the next example, the personal pronoun he is the subject: He laughed. The subject may be a noun phrase - that is, a word group made up of a head noun and any modifiers, determiners (such as the, a, her), and/or complements. In this example, the subject is The first person in line: The first person in line spoke to the television reporter. Two (or more) nouns, pronouns, or noun phrases may be linked by and to make a compound subject. In this example, the compound subject is Winnie and her sister: Winnie and her sister will sing at the recital this evening. A Note About Subjects in Questions and Commands In a declarative sentence, as weve seen, the subject usually appears before the predicate: Bobo will return soon. In an interrogative sentence, however, the subject usually appears after a helping verb (such as will) and before the main verb (such as return): Will Bobo return soon? Finally, in an imperative sentence, the implied subject you is said to be understood: [ You] Come back here. Examples of Subjects In each of the following sentences, the subject is in italics. Time flies.We will try.The Johnsons have returned.Dead men tell no tales.Our school cafeteria always smelled like stale cheese and dirty socks.The children in the first row received badges.The birds and the bees are flying in the trees.My little dog and my old cat play hide-and-seek in the garage.Could you carry some of these books?[You] Go home now. Practice in Identifying Subjects Using the examples in this article as a guide, identify the subjects in the following sentences. When youre done, compare your answers with those below. Grace cried.They will come.The teachers are tired.The teachers and the students are tired.His new toy is already broken.The woman in the back of the room asked a question.Will you play with me?My brother and his best friend are forming a band.Please be quiet.The old man at the head of the line was  holding a Darth Vader  lightsaber. Below (in bold) are the answers to the exercise. Grace  cried.They  will come.The teachers  are tired.The teachers and the students  are tired.His new toy  is already broken.The woman in the back of the room  asked a question.Will  you  play with me?My brother and his best friend  are forming a band.[You]  Please be quiet.The old man at the head of the line  was  holding a child  by  each hand.

The Root Causes of the 2008-2009 Economic Crisis is the U.S Essay

The Root Causes of the 2008-2009 Economic Crisis is the U.S - Essay Example The effects of the crisis led to numerous evictions and foreclosures in the housing sector and prolonged periods of unemployment for many people. The crisis contributed to the failure of many businesses leading to a massive decline in consumer wealth, a loss which was estimated to be worth trillions of dollars (Simkovic, 255). Generally, there was a significant decline in economic activity all over the world as a result of the recession. This paper will look into how many governments strived to put appropriate measures in place to curb mitigate the crisis; particularly, the United States’ government, through the various policy makers and stakeholders, implemented effective measures to deal with the crisis.  The crisis resulted from a complex interplay of liquidity and valuation problems in the banking system of the United States in 2008. The bursting of the housing bubble in the United State’s mortgage sector in 2007 resulted in a crisis in the subprime mortgage marke t. Consequently, the values of all securities that were tied to real estate pricing in the United States plummeted significantly leading to the damage of the financial institutions, both in the United States and the world at large. The challenges that resulted from the insolvency in the banking industry led to a decline in the availability of credit. This led to decline in investor confidence that impacted negatively on the stock markets around the globe leading to large losses in the stock markets especially in 2009. Economies from all over the world slowed down significantly during this period as international trade declined and credit tightened (Lahart, 140). While there have been many suggested causes of the crisis by the experts, the senate of the United States issued a report on the same. It ruled out the possibility of the crisis being a natural disaster. Instead, it explained the crisis as having resulted from complex and high-risk financial products; conflicts of interest t hat had remained undisclosed; failure by credit rating agencies and regulators; and the market which was reported to rein in the Wall Street excesses (Lahart, 142). On the other hand, Ross explains that investors and credit rating agencies failed to do accurate pricing of the risk that was involved with the financial products related to the mortgage sector. They also claimed that the government failed to adjust the regulatory practices that would address the financial markets in the twenty first century appropriately. A repeal done in 1999 on the Glass-Steagall Act of 1993 removed the separation that had existed between depository banks and the investment banks in Wall Street. Both the regulatory solutions and the market-based solutions were considered in response to the crisis and were embedded in the various solution packages. According to Gross, many economic analysts agree that the economic crisis was triggered in 2007 in the subprime mortgage sector as a result of banks in the United States giving high-risk loans to economically unstable people most of whom had poor credit histories. Even then, the root causes of the economic crisis are complex. They include an unregulated or poorly regulated banking industry especially in matters of investment and lending, which led to proliferation of speculative people with unstable income into the mortgage market. The proliferation coupled with highly reduced interest rates for a long period of time created space for overextension of

Fashion as Material Cultur Essay Example | Topics and Well Written Essays - 2750 words

Fashion as Material Cultur - Essay Example The essay "Fashion as Material Culture" discovers the different kinds of value about clothes. Clothing fulfils its dualistic value differently. One of its main expressions as an agent and depiction of change is the concept of fashion. Clothing is at times a substantiation of change and at times a beginning of change. It is at times a way of establishing the conditions and nature of political dispute and at times a way of making an agreement. It is at times a tool of attempted dominance and at times an arsenal of opposition and disapproval. In this dualistic value, clothing functions as a communicative tool by which social change is considered, suggested, instigated, implemented, and rejected. Its analysis enables one to see the communicative part of material culture in its most revolutionary creative form. Basically, earlier research on clothing discloses the aspects of culture that can be explored in the clothing’s material culture. Cultural norms, forms, ideals, mechanisms, history, everyday communication, and social distance are all available to the scholar of material culture by means of research on clothing. The theory of the evolution of fashion appears distinct in the 21st century than in previous periods, yet so as to make sense of its current expression it may be useful to have a wide-ranging discussion of the history of the topic. Just like what Appadurai (1986) argued, â€Å"The commodity is not one kind of thing rather than another, but one phase in the life of some things.

Final Exam Essays Essay Example | Topics and Well Written Essays - 500 words

Final Exam Essays - Essay Example â€Å"Use Immunity† is a bit narrower in its classification in terms of what can be used within the trial and what the Fifth Amendment Privilege protects. In use immunity, statements made by the witness cannot be used against the immunized person. At the same time, the persecution is not in agreement that it will not persecute the person given use immunity. This type of immunity does not give definite protection under the Fifth Amendment privilege; at a later date, the court under independent or untainted types of evidence may persecute the person. Finally, testifying without asserting one’s right against self-incrimination wouldn’t receive transactional immunity, but is a viable candidate for use immunity. These are two of the three different types of immunity classified under ones Fifth Amendment rights. â€Å"Sovereign Immunity† is the immunity that says that the state or government entity cannot commit legal wrongdoing. It is based in the English roots of our country, generally exalting the concept that the crown or higher governmental power is always right. For this reason, it is sometimes called â€Å"Crown Immunity.† Much like the name, sovereign immunity holds a state or federal entity immune from any or criminal prosecution unless they expressly consent to waiving this right. This is true in many cases where the United States, the concept of sovereign immunity is waived by the government or the government gives its consent to suit. The differentiation between federal and state sovereign immunity is defined and explained, though it isn’t the most clear-cut outline and is constantly being debated. in the eleventh amendment, it describes suits between the federal government and states, between states themselves and between individuals in different states. Fe derally, the government prefers to

Das ist das verlangen der sterblichen

Das ist das verlangen der sterblichen 3. Resà ¼mee Die bedingungslose Liebe gilt aus unerklà ¤rliches Phà ¤nomen „Der Eros, das ist das Verlangen der Sterblichen nach Unsterblichkeit.[1] und auch in der Weltliteratur befassen sich zahlreiche Werke mit der Verbindung von Liebeslust und Liebesleid. Die Liebe ist wahrscheinlich das am hà ¤ufigsten bearbeitete Thema, denn auch wenn man das Gefà ¼hl nicht ausdrà ¼cken kann, bildet es das Zentrum des menschlichen Lebens. Liebe ist mà ¤chtig, und eine Schwà ¤che zugleich, nimmt einem alle Waffen und wer von ihr getrieben wird, ist oftmals bereit fà ¼r sie bis à ¼ber das Ende seines Lebens hinaus zu kà ¤mpfen. Sie resultiert in den Verlust des Realità ¤tsbewusstseins der Menschen, sie werden „blind und sehen nur noch das Positive und Entschuldbare wà ¤hrend sie dem Gà ¶ttlichen und Mà ¤chtigen nà ¤her kommen, welches die Liebe durch die Reproduzierbarkeit des Leben mit sich bringt. Anders ergeht es einem, wenn der Tod thematisiert wird, sofort à ¤ndert sich die Atmosphà ¤re, die Menschen leiden unter ihm und eine passende Reaktion ist schwer auszumachen. „Niemand kennt den Tod, und niemand weiß, ob er fà ¼r den Menschen nicht das allergrà ¶ÃƒÅ¸te Glà ¼ck ist.[2] Der Tod verbindet bis in die Ewigkeit und bereitet der Existenz ein Ende, man entkommt dem Leben zerstà ¶rt es zugleich. Die Liebe kann zu dem unklugem Handeln fà ¼hren, welches im Tod endet und zeitgleich ist sie der Hà ¶hepunkt des Lebens, der nicht mehr à ¼bertroffen werden kann und soll. Dies veranlagt von den Liebenden eine autonome Entscheidung zu treffen, indem sie sterben damit dieser Hà ¶hepunkt bestehen bleibt. Doch fà ¼r den Liebestod gilt auch die Sinnlosigkeit des eigenen Lebens, die man ohne den Partner befà ¼rchtet, als Motiv, wà ¤hrend die Leidenschaft gegen die Konvention kà ¤mpft und die Liebe à ¼ber den Verstand des Menschen triumphiert. Nun begegnen sich diese abstrakten Dinge, doch kann man sagen, dass die Liebe stà ¤rker ist als der Tod? Es muss einen Gewinner geben, denn „Liebestrieb (Eros) und „Todestrieb (Thanatos) sind gegensà ¤tzliche Triebe[3]. Wà ¤hrend der Liebestrieb Einheiten schaffen mà ¶chte, will der Todestrieb diese zerstà ¶ren. Hinfà ¼hrung zum Thema Die Verbindung zwischen Liebe und Tod ist nichts Neues: „Nichts kann außer dem Tod Ziel geben und Ruhe der Liebe.[4] und noch heute wird der Liebestod stetig diskutiert ist in vielen Kunstwerken verschiedener Epochen erkennbar, wie auch in Der Tod in Venedig (1912) von Thomas Mann und in Romeo und Julia auf dem Dorfe (1855) von Gottfried Keller. Beide Schriftsteller lebten in Deutschland, nur eine Generation auseinander und dennoch sind unterschiedlichere Schreibstile kaum anderweitig auffindbar. wà ¤hrend sie beide den Liebestod behandeln und trotz sehr verschiedener Inhalte, ein à ¤hnliches Ende aufweisen, denn der Tod wird der letzte Ausweg fà ¼r die verbotene Liebe. Der Tod ist etwas Geheimnisvolles und auch die Liebe, die etwas Schà ¶nes, Gutes und Genussvolles ist, bleibt unerklà ¤rlich, doch die Liebenden wà ¤hlen fà ¼r das à ¼berdauern der Liebe den geheimnisvollen Tod zu gehen. Doch die Verbindung zwischen Thanatos und Eros tritt nicht plà ¶tzlich auf, es gibt einen Zeitpunkt an dem entschieden wird, dass der der Tod die kompromisslose Entscheidung fà ¼r die Liebe ist. An diesem Zeitpunkt angekommen, à ¤ndert sich denken und handeln der Charaktere und auch der Schreibstil wandelt sich. Auch in anderen Kà ¼nsten, scheuen sich Kà ¼nstler lange nicht mehr davor, eine Beziehung zwischen einem Lebenden und einem Toten darzustellen, wie Der Tod Hyazinths, von J. Broc im 19. Jahrhundert gezeichnet, zeigt, oder auch die Oper Orpheus und Eurydike von Haydn, die er, inspiriert von Erzà ¤hlungen Ovids und Vergils, bereits 1791 komponierte. Liebe und Tod vereinigt, trotz dem sie auf den ersten Blick gegensà ¤tzlicher nicht sein kà ¶nnten. Es muss ein Auslà ¶ser findbar sein der die Liebenden den Weg von der Liebe zum Tod einschlagen là ¤sst, ich befasse mich in diesem Essay mit dieser Fà ¼hrung von der Liebe zum Tod, und wie diese inhaltlich und stilistisch in den Werken dargestellt wird. Begrà ¼ndung des Themas Auswahl der Werke Boccaocio schrieb 1358 „Das Dekameron, heute, 650 Jahre spà ¤ter, beschà ¤ftigen sich Menschen noch immer mit Todesliebe, einer unerklà ¤rbaren Besonderheit. Ich habe diese Werke ausgewà ¤hlt, da sie zwar beide das Thema Todesliebe beinhalten, aber dennoch, sowohl inhaltlich als auch stilistisch, sehr verschieden verfasst wurden. Wà ¤hrend die Liebe oftmals als etwas Gutes gilt, benennt man den Tod „das Loch. Es wirkt so abwegig, diese beiden Dinge immer wieder in Zusammenhang miteinander zu bringen. Genau dieser Mysterie, wie und wann das Zusammenschmelzen von Liebe und Tod geschieht, mà ¶chte ich anhand dieser hochinteressanten deutschen Werke belegen. Ich habe recherchiert, dokumentiert und getestet, wie der Zustand der Liebe und der des Todes zusammenhà ¤ngen und wieso die Menschen so fasziniert davon sind. Es ist so oft thematisiert, „Tristan und Isolde, „Hymne an die Nacht und „Romeo und Julia, dies sind nur drei von unzà ¤hligen Werken, die sich inhaltlich mit dem Zusammenhang zwischen Liebe und Tod beschà ¤ftigen. Doch auch im Alltag ist das Phà ¤nomen Todesliebe aufzufinden, die Liebenden verlieren beinahe ihre Angst vor dem Tod, wà ¼rden ihn fà ¼r den Geliebten in Kauf nehmen. Da sich viele Kà ¼nstler mit Liebestod befasst haben, gibt es eine Vielfalt an Sekundà ¤rliteratur. Der Tod in Venedig beinhaltet zudem auch Psychologie und eine Analyse der Situationen, dies ist hilfreich, um die anfangs gestellte Frage von einem weiteren Blickwinkel zu betrachten, denn die heutige leistungsorienterte Gesellschaft hat ganz andere Sorgen. Die Liebe fà ¼hrt hier zu einem verhà ¤nglichen Tod und dieses fiktionale Werk weist zudem einige à ¼bereinstimmungen zwischen dem fiktionalem und dem realen Autor auf, so erlaubt diese Novelle also zeitgleich eine Analyse des weltbekannten Thomas Mann, der zwar eine Frau heiratete, aber stets an Mà ¤nnern interessiert war. Romeo und Julia auf dem Dorfe ist zugleich Aufklà ¤rung und Unterhaltung, die Novelle kritisiert ironisch und durchdacht die damalige Gesellschaft und wurde auf einem wahren Zeitungsartikel basiert. Durch die Liebe der beiden Protagonisten verliert der Tod an Bedeutung und es scheint fast natà ¼rlich und rational, diesen Weg des Lebensende zu wà ¤hlen. Die Kinder beenden jedoch nicht nur ihr Leben, sondern zeitgleich auch ihre Abhà ¤ngigkeit und ihr schlechtes Gewissen. Problemfragen Wer ist Schuld am Tod? (Ist es das Schicksal das sie dazu verleitet? Ist es gar die Intention anderer Menschen, dass dieser Weg eingeschlagen wird?) Musste es so enden? (Gibt es keinen Ausweg? Muss der Konflikt der Liebe im Tod enden?) Ist ein solches Phà ¤nomen auch heute noch auffindbar? (Gibt es heutzutage Therapien, die Menschen von dem Liebestod erfolgreich abhalten?) Was ist letzten Endes der Gewinner des Kampfes? Ist Liebe nur eine Krankheit? (Und wenn ja, die Fà ¼rchterlichste von allen? Ist es eine mentale Krankheit?) Abgrenzung des Untersuchungsgegenstandes nach Zeit, Raum, Literaturauswahl Wie vorherig erwà ¤hnt, wird sich dieses Essay auf die beiden Werke Der Tod in Venedig und Romeo und Julia auf dem Dorfe konzentrieren. Es wird vor allem der Weg von dem Schà ¶nen, beschwinglichen Gefà ¼hl bis hin zu dem Ende der Existenz betrachtet. Der Tod in Venedig von Thomas Mann verfasste er vor Ort in Italien und Tadzio gab es wahrhaftig. Dadurch, dass der Protagonist sich auf eine Reise von Mà ¼nchen nach Venedig, was gleichzeitig sein Weg in seinen Untergang ist, begibt, erlebt der Leser viele aufregende Situationen, der Untergang selbst jedoch ereignet sich in einem kurzen Zeitraum, innerhalb etwa eines Monats, verfà ¤llt der gefeierte Kà ¼nstler. Die Anwendung von Leitmotiven en masse kreiert eine Spannung, die den Leser animiert das Ende zu erahnen, aber sich stets zu fragen, ob dies ein „Happy End sein wird. Das Werk ist sehr provokant, da Homosexualità ¤t, oder auch nur die Anziehung zwischen dem gleichen Geschlecht ein Tabu-Thema der damaligen Gesellschaft darstellte. Dennoch gelingt es dem Autoren, Schà ¶nheit und Romantik so mit dem Tod zu verbinden, dass dieses Werk eines der meist verkauften Werke Manns wurde. à ¼ber Der Tod in Venedig sagte Thomas Mann selbst: „Es scheint mir, dass mir hier etwas vollkommen geglà ¼ckt ist.[5] Eine à ¼berraschende à ¤ußerung, wenn man bedenkt, dass der sonst kritische Autor kaum ein Selbstlob à ¼ber seine Lippen brachte. Die Erwartungen des Lesers an dieses Werk sind dementsprechend groß, schon lange vor dem eigentlichen Leseerlebnis. Es beinhaltet den à ¤sthetizismus und Nihilismus des Hauptcharakters und diese sind es, die das Werk so aufregend und neuartig machen. Die Pà ¤derastie oder „laxe wie Mann es nannte in diesem Werk ist ironisch, da Mà ¤nner ab 54 Jahren, laut Philosophen, seit 390 v. Chr. diesen Akt ausfà ¼hren, nicht aber jà ¼ngere Herren. Es ist die Velleità ¤t des 53-jà ¤hrigen nobilitierten Schriftstellers die ihn letztendlich in seinen Tod fà ¼hrt. Er schwankt zwischen Leugnung und Bekenntnis diese Wechsel sind es auch, die die Ereignisse zeitweise ernsthaft und zeitweise ironisch darstellen. Romeo und Julia auf dem Dorfe spielt in einem Dorf und die Liebe ist zwischen Kleinbà ¼rgern, die Konflikte des Werkes konzentrieren sich nicht nur auf die Liebe und den Tod, sondern auch auf den Konflikt zwischen der Gesellschaft und dem Einzelnen. Die Dramatik der Dorfgeschichte resultiert aus dem Streit der Và ¤ter, der nicht beglichen werden kann, und diese Feindschaft letztendlich zum Freitod der beiden Liebenden fà ¼hrt. Es ist ein moralischer Appell an die gesamte Gesellschaft, denn hier wird der Ruin dargestellt, der durch den Streit à ¼ber eine Generation hinaus geht. Die Tragà ¶die basiert auf einem Zeitungsartikel, den der Autor 1847 las. Keller nutzt dieses Werk als Kritik und vereint Stil und Inhalt zu einem noch immer aktuellem Werk. Ebenso weist dieses Werk besondere Zeit- und Raumstrukturen auf. Praktische Probleme bei der Forschung Wà ¤hrend der Recherche bin ich immer wieder an meine Grenzen gestoßen, vor allem gestaltete sich das Auswà ¤hlen der Referenzen als schwierig, da verschiedene Informationen von vielen verschiedenen Quellen aufzufinden waren, und ich musste entscheiden, welche nun die serià ¶seren waren. Viel der Sekundà ¤rliteratur war hilfreich, aber auch im Internet waren viele Informationen zu Liebe und Tod auffindbar, allerdings erwies sich besonders im Worldwideweb die Ausfilterung der nichtbrauchbaren Informationen als schwierig. 5.Teil Aufbau der Analyse Die Analyse ist so aufgebaut, dass zunà ¤chst der Inhalt und Stil der beiden Werke im Detail analysiert werden und spà ¤ter werden Themen und Stilmittel gegenà ¼ber gestellt, damit eine Generalisierung so wie ein Vergleich mà ¶glich ist. Sitlistisch und inhaltlich là ¤sst sich erkennen, dass die Werke einen bestimmten Moment haben, in denen die Protagonisten sich fà ¼r den Tod entscheiden, anstelle von Kompromisse einzugehen, der Vernunftverlust là ¤sst sie diese aber außer Acht lassen. Ich beginne mit Der Tod in Venedig deshalb, da er auf die Antike zurà ¼ckgreift und so, auch wenn es spà ¤ter verfasst wurde, frà ¼here Wurzeln hat. Teil B Analyse 1. Der Tod in Venedig inhaltlich stilistisch Inhalt: Der Tod in Venedig Refklektion des Einfluss der grierischen Gà ¶tter auf Schà ¶nheit Die Fà ¼hrung von der Liebe zum Tod wird in diesem Werk ist erst mit dem letzten Satz vollendet. Die Novelle beginnt mit einem prologartigem Kapitel, in dem die Reiselust Aschenbachs, ein an Schreibhemmungen leidender Schriftsteller, bei einem Spaziergang entfacht wird, als er einen Wanderer am Friedhof entdeckt. Durch diesen beginnt er von einem fernen dionysischem, tropischem Sumpfgebiet zu trà ¤umen. Er wird von Gedanken fortgetragen, die ihm eine Flucht aus seinem Alltag ermà ¶glichen. Als er aus seiner Trance wiedererwacht, ist der Wanderer verschwunden, doch die Reiselust bleibt bestehen. Lediglich der entstandene Konflikt innerhalb dem Charakter selbst zwischen Vernunft und Befreiung deutet auf eine Tragà ¶die hin. Das darauf folgende Kapitel trà ¤gt die Exposition nach, in der der Charakter nà ¤her erlà ¤utert wird indem sein Lebenswerk und seine Familie vorgestellt werden. Man bekommt so Einblick in seine Vergangenheit und erfà ¤hrt von Aschenbachs Ruhm und seinen Problemen damit, beispielsweise ist er sehr ehrgeizig „[..] sein Lieblingswort war „Durchhalten- (S.21). und nimmt gerne eine Vorbildfunktion ein, die ihm Ehre und Ruhm aber auch viele Arbeitsstunden bescherte.Erst spà ¤ter erbarmt sich Thomas Mann und beschreibt das Aussehen des Schriftstellers „Diese Augen, mà ¼de und tief durch die Glà ¤ser blickend. (S. 30) welches eine deutliche Schlaffheit aufweist und wieder ist ein interner Konflikt erkennbar, denn die weit entfernte Vergangenheit war von wenig Glà ¼ck geprà ¤gt, die nahe aber um so mehr, doch anscheinend fehlt dem Erfolgreichen noch immer etwas zum wahrhaftig Frohsinn. Im dritten Kapitel bricht Aschenbach fluchtartig vor sich selbst und dem Gewohnten auf, zunà ¤chst auf die Adria-Insel wo er nicht lang verweilt, denn das Schicksal hat etwas Anderes fà ¼r ihn bestimmt. So folgt die Fahrt nach Venedig, die ein, wegen der zahlreichen Todesmotive, ein sehr wichtiger und eindrucksvoller Teil der Novelle ist. Beginnend mit dem alten, dà ¼steren Schiff, dann ein unsauberer Matrose; ein Greis, der den klà ¤glichen Versuch wagt jà ¼nger zu erscheinen als er ist, weisen klare satanistische Attribute auf, und spà ¤ter auch die schwarze Gondel, die einem Sarg gleicht. Wiederholt spielt das Schicksal Aschenbach einen Streich, als der Gondelfahrer das große, offene Meer ansteuert und auf mysterià ¶se Weise verschwunden ist, als Aschenbach ihn nach der Fahrt bezahlen will, vergleichbar mit dem Wanderer im ersten Kapitel. Der Wendepunkt der Novelle ereignet sich, als Gustav sein Hotel erreicht, das Vollkommene wird vorgestellt, die Liebe in Aschenbach wird entfacht. Tadzio wird beschrieben als „vollkommen schà ¶n. (S. 50) „Sein Antlitz, bleich und anmutig verschlossen, von honigfarbenem Haar umringelt, mit der gerade abfallenden Nase, dem lieblichen Munde, dem Ausdruck von holdem und gà ¶ttlichen Ernst, erinnerte an griechische Bildwerke aus edelster Zeit. Allerdings wirkt alles an ihm krà ¤nklich, ein Zeichen des Todes, das selbst Aschenbach auffà ¤llt, jedoch ist er zu ergriffen, um vor ihm zurà ¼ckzuschrecken. Seine homoerotischen Gefà ¼hle und Besessenheit sind unleugbar; denn in der detaillierte Beschreibung des Jungen, wird auf jede Besonderheit, aber auch auf jede Normalità ¤t hingewiesen. Dazu kommen die eher unattraktiven Betrachtungen des weiblichen Publikums „eine kleine und korpulente Halbdame mit rotem Gesicht. (s.52) Bald darauf entstehen externe Konflikte, denn Aschenbach gedenkt mehrmals aufgrund der schwà ¼len Witterung, vor der er schon in Deutschland versuchte zu fliehen, abzureisen. Allerdings hà ¤lt seine Begeisterung fà ¼r den Polen ihn zurà ¼ck und er beginnt fà ¼r den Jungen zu atmen. Er beobachtet ihn, redet in Gedanken mit ihm und scheut sich nicht, sein Verhalten zu analysieren. Aschenbachs Erfolg zeigt sich, als er den Namen des Jà ¼ngling erfà ¤hrt. Spà ¤ter will der Autor nochmals abreisen, doch sein Gepà ¤ck gelangt nicht an den Bahnhof, sondern nach Cosmo. Doch anstelle von Wut ist der Hauptprotagonist erleichtert, denn so muss er den Knaben nicht verlassen. Nun folgt eine Art Verlà ¤ngerung des vorherigen Kapitels, ein retardierender Moment, in dem Tadzio weiterhin nah ist und gehuldigt wird. Die verzà ¶gerte Handlung steigert die Erwartung des Lesers, da der Kà ¼nstler den Jungen nie anspricht, sondern stattdessen verwirrt seinen wilden Gedanken nachgeht. Jede Distanz wird aufgehoben „War er nicht ihm, dem Kà ¼nstler bekannt und vertraut? Wirkte er nicht auch in ihm? (S.83), alles wirkt intim beinahe zu intim „seine Achselhà ¶hlen waren noch glatt wie bei einer Statue (S. 83) und der Schriftsteller ist „verzaubert (S. 81), gesteht es sich jedoch nicht ein. Am Ende des Kapitels schlagen die Wà ¼nsche des Schriftstellers in Sorgen um, doch dann là ¤chelt der Bursche ihm zu und dieses „Geschenk là ¤sst den Vernarrten „die stehende Formel der Sehnsucht, unmà ¶glich hier, absurd, verworfen, là ¤cherlich und heilig doch, ehrwà ¼rdig hier noch „Ich liebe dich! (S. 97) flà ¼stern. Im finalen Kapitel bemerkt der Verliebte zwar Verà ¤nderungen der Stimmung, des Geruchs hin zu einem „Opferduft (S. 101) und im Verhalten, aber von der Liebe getrieben, fà ¼hlt er sich durch seine heimliche Liebe so geheimnisvoll wie die Stadt selbst und sieht die dramatische Situation eher als Abenteuer. Viel gefà ¤hrlicher stuft er hingegen die Mà ¶glichkeit ein, dass der Schà ¶nling abreisen kà ¶nnte und somit seine Hoffnung ihn endlich lieben zu dà ¼rfen sterben wà ¼rde. Die Sehnsucht nach seiner Nà ¤he steigert sich weiterhin und à ¼berlà ¤sst nichts mehr dem Zufall. Sein Fall geht rapide vor sich, bald wird er im Vorgarten des Hotels von Straßensà ¤ngern unterhalten, welche auch Todesmotive darstellen. Der Tod des Fà ¼hlenden ist folglich in unmittelbarer Nà ¤he. Endlich erfà ¤hrt der Getriebene um was fà ¼r ein à ¼bel der Stadt es sich handelt: Die indische Cholera Durchfall und Erbrechen die schon einer Menge von Menschen das Leben gekostet hat. Der Verrà ¼ckte beginnt, sich anders zu benehmen: er verliert sein Niveau, auf das er einst so viel Wert legte, indem er versucht dem Alter davon zu laufen, doch es missglà ¼ckt. Er ist weiterhin erschà ¶pft und geleitet von seiner Gier nach dem 14-Jà ¤hrigen. Das unwohle Gefà ¼hl in ihm wird stà ¤rker und er zitiert einen Dialog zwischen Sokrates und Phaidros der mit den Worten endet „Und nun gehe ich, Phaidros, bleibe du hier; und erst wenn du mich nicht mehr siehst, so gehe auch du.(S.135) Er erkennt, dass seine Liebe ihn in den Tod fà ¼hren wird, doch er ist weder im Stande, noch im Willen dies zu à ¤ndern, da es aussichtslos ist. Als Tadzio, gekrà ¤nkt von einem Freund, ins Meer flieht, will Aschenbach nachkommen, doch dazu kommt es schon nicht mehr, er sinkt stattdessen schlaff neben seinem Stuhl zusammen. Der Nekrolog zeigt deutlich, wie weit Aschenbach gesunken ist. Das finale Kapitel ist der Niedergang und der Konflikt zwischen Liebe und Tod endet und ein klarer Sieger ist: Die Liebe. Stil Kritisch-ironisch Gerundium-Stil Austritt aus Realità ¤t (Prà ¤sens der Gà ¶tter) Stilistisch là ¤sst sich eine Verà ¤nderung wà ¤hrend dem Fortlaufen des Geschehens feststellen. Allgemein findet man naturalistische Einflà ¼sse wie die Cholera und die prà ¤zise Beschreibung von Orten und Menschen trà ¤gt zu einem modernen Werk bei. Die Hauptperson ist der Kritik des Autors ausgesetzt, nicht zuletzt wegen seiner dekadenten Lebenshaltung, doch gleichzeitig ist ein romantisches Werk erschaffen, denn Tod und Liebe werden miteinander verknà ¼pft und der Schauplatz ist die romantische Stadt Venedig. Apollo und Dinoysos werden gegeneinander aufgespielt und der Tod nimmt verschiedenste Gestalten an, die stetig gesteigert werden. So wurde eine Novelle kreiert, die den Leser in die Zeit des fiktionalen Geschehens transferiert. Die klassische Struktur und die kompensierte Sprache und der auktoriale Erzà ¤hler vermittelt der Autor die Meinung des Erzà ¤hlers und der Charaktere. Das Wissen des Erzà ¤hlers ist beinahe unbegrenzt und zeitweise ist der Leser den Charakteren voraus und so gelangt eine spritzige Ironie in das Werk. Vor allem der Gebrauch von mitteralterlichen und antiken Todessymbolen verleiht dem Werk einen mysterià ¶sen Hauch. Die Ausgangsposition des Werkes ist Trauer, Demut und Krisenstimmung. Im Anfangskapitel erfà ¤hrt man in extrem komplexen Sà ¤tzen zunà ¤chst die Ironie der Erzà ¤hlung, man ist sofort in der Seele des Helds. Sein Tagtraum, in ein dynoisisches Sumpfgebiet zu reisen, là ¤sst den Leser ein bà ¶ses Ende vorahnen und auch das Wetter spiegelt die unglà ¼ckliche, ausgelaugte Stimmung des Protagonisten wider. Dass die erste Seite schon ein Zitat „motus animi continuus beinhaltet, zeigt, dass Thomas Mann belesen und intelligent ist, doch er ehrt fà ¤lschlich Cicero anstelle von Colet. Das eigentliche Zitat aber unterstreicht nochmals die Anspannung des Helds und die Kreuze und Gedà ¤chtnistafeln des Friedhofs sind weitere Todesmotive. Der fremde Wanderer, der Hermes, der Leiter der Menschen in die Unterwelt, offensichtlich gleicht, ist das Schicksal Gustavs und die erste, aber nicht einzige, Leitfigur dieses Werkes. Dieser Zufall ist der Einzige dieses Werkes, und es war nà ¶tig, um das Schicksal anzukurbeln, denn hier beginnt die Tragà ¶die. Weiterhin wird das Geschehen kommentiert, aber der Erzà ¤hler neigt zu Untertreibungen und Unprà ¤zisionen, denn innerhalb dieser komplexen Sà ¤tze findet man keine Jahreszahl, sondern zeitliche und rà ¤umliche Ausweitung, die viel Platz fà ¼r Imagination lassen. In dem zweiten Kapitel ist weiterhin ein Vokabular das von Archaismen Gebrauch macht auffindbar, doch auch eine Kongurenz zwischen Inhalt und Ton ist erkennbar, als der Erfolg des Helds beschrieben wird. Die Wortwahl ist pompà ¶s und à ¼berzeugend, wodurch Mann einen leistungsstarken Schriftsteller kreiert, dessen Verlangen nach Ruhm unstillbar ist und somit in die Kritik Manns gelangt. Dennoch ist die Offenbarung Aschenbachs Vergangenheit eine Erlà ¶sung fà ¼r den Leser, endlich muss er nicht mehr rà ¤tseln, sondern erfà ¤hrt, was fà ¼r eine Persà ¶nlichkeit der Held ist. Seine feste Faust unterstreicht seinen Willen und die Stà ¤rke, die schon zuvor zum Ausdruck gebracht wurde, rhetorische Fragen, Substanzivierungen und Antonomasien verhelfen Thomas Mann zu einem Stil, der vor Selbstsicherheit und Wissen strotzt, dennoch scheint manche Wortwahl à ¼bertrieben und nur zum Zwecke der Anspielung gedacht. Das dritte Kapitel unterscheidet sich strukturell von den vorherigen, da es deutlich là ¤nger ist. Venedig als Reiseziel passt zu dem Geschehen, denn in dieser mà ¤rchenhaften Stadt trifft der Hauptcharakter auf den mà ¤rchenhaft, à ¼bermenschlichen Tadzio. Die Beschreibungen werden noch prà ¤ziser und eine exquisite Wortwahl ist auffindbar, dies beinhaltet den Gebrauch von ausgefallenen Adjektiven und Widersprà ¼chen, die auf das Oberflà ¤chliche fixiert sind und beim Vorlesen singen die gewà ¤hlten Worte. Doch auch das Verbotene ist im Stil auffindbar, statt versteckter Hinweise findet man nun deutliche Todessymbole, wie die schwarze Gondel und Todesboten, die die Attribute des Satans aufweisen und oft tritt die gefà ¤hrliche Farbe Rot in den Vordergrund. Durch die Synà ¤sthesie gelangt das Schreckliche immer weiter in den Mittelpunkt. Die Anwendung von wà ¶rtlicher Rede, Selbstgesprà ¤chen und direkten Gedanken zeigt nun ein konkretes Anwesensein des Erzà ¤hlers, doch er kommentiert weiterhin und ist stets distanziert gegenà ¼ber dem Protagonisten. Generell là ¤sst sich aber der weitere Gebrauch von Fremdwà ¶rtern und Substanzivierungen feststellen, aber nun wird sogar Eros erwà ¤hnt, man merkt, wie die Spannung steigt. Thomas Mann nutzt rhetorische Stilmittel, um die Stimmung von Gefahr zu vermitteln, und dies gelingt ihm, trotz oder grade wegen der langen Sà ¤tze, die einen schnellen Lesefluss ermà ¶glichen.Mit Tadzio kreiert Mann ein à ¼bermenschliches Kunstwerk, dass genau das Fehlende in Aschenbachs Leben zu sein schien. Das folgende Kapitel hat einen Handlungsverlust, der auch im Stil merkbar ist, zunà ¤chst kommentiert der Erzà ¤hler wie zuvor und Mann greift auf die Odyssee Homers zurà ¼ck um die Natur zu beschreiben und eine falsche Idylle zu kreieren. Die Liebe zu dem Jà ¼ngling wird wiederholt dramatisch dargestellt, die Gesamtsituation Aschenbachs wird mit Partizipien, Alliterationen und Antonomasien auf eine à ¼berdurchschnittliche Ebene gehoben. Doch hier ist eine Ironie durch den Erzà ¤hler bemerkbar, die diese Dramatik beinahe falsch erscheinen là ¤sst, der Leser wird zwar aufgefordert ein Bild vor Augen zu kreieren, mit Hilfe von Synà ¤sthesie und Vergleichen, doch man merkt deutlich, wie das Ende der Novelle und des Helds naht. Die rhetorischen Fragen fordern den Leser zum Nachdenken auf, denn hier geht es nicht nur um Aschenbach, der Liebesverrà ¼ckt ist, sondern jeden Einzelnen, der versucht, sich selbst zu entkommen, man befindet sich hier auf eine Metaebene, die zuvor nicht vorhanden war. Das letzte Kapitel beinhaltet viele Imaginationen des Hauptcharakters und weiterhin zitiert der Erzà ¤hler, allerdings um Dramatik zu kreieren. Der Monolog Aschenbach unterstreicht dessen Verrà ¼cktheit, er ist getrieben von der Liebe und sein Fall wird letzten Endes vollendet. Von dem einst bekannten und beliebten Schriftsteller ist nichts mehr à ¼brig, stattdessen hilft das Oxymeron Liebe und Tod ironisch sinnvoll zu vereinigen. Die erlebte Rede, die Ausrufezeichen, all dies sind dramatische Effekte, der Leser wird eingespannt in die Spannung. Die komplexen Sà ¤tze beinhalten grauenvolle und ekelhafte Beschreibungen, als Unterstreichung des Falls von Aschenbach. 2. Romeo und Julia inhaltlich stilistisch Inhalt: Romeo und Julia auf dem Dorfe In dieser Novelle sind keine Kapitel, aber dennoch lineare Abschnitte auffindbar. Sie beginnt zunà ¤chst mit der Exposition, darauf folgt der Aufbau des Konflikts, dann der Gewissenskonflikt der Liebenden, daraufhin wird die Handlung verzà ¶gert und darauf folgt die romantische Katastrophe. Die Exposition belà ¤uft sich auf wenige Seiten, in denen die Charaktere gezeigt werden wie sie im idyllischen Seldwyla leben und arbeiten. Die Ortschaft wird beschrieben und zwei Bauernfamilien stehen im Mittelpunkt, die Kinder sind befreundet und teilen viele Geheimnisse. Der Schein trà ¼gt jedoch, denn die jungen Kinder weisen schon ein grausames Verhalten auf, als sie „ihn [den Kopf] sorgfà ¤ltig los von dem ausgequetschten Leichnam (S. 9) trennten. Außerdem liegt zwischen den Anwesen der Familien ein unzuordbares Acker. Dann folgt der Aufbau der Streithandlung zwischen den Bauern, Manz erwirbt nun rechtlich fà ¼r viel Geld den Acker, behauptet aber, dass Marti ihm Land geklaut habe. Die ganze Konzentration ist auf den eskalierenden Streit gerichtet, anstelle auf ihre à ¤cker, „[..]und ruhten nicht, ehe sie beide zugrunde gerichtet waren. (S.17) so leiden sie bald unter Geldmangel und die Kinder unter Kontaktlosigkeit. Vrenches Mutter stirbt daraufhin an Kummer, wà ¤hrend Vrenchen versucht aus der miserablen Lage das Beste zu machen. Salis Mutter aber verwà ¶hnt ihren Sohn, wann immer sie kann, damit er zumindest ansehnlich scheint. Bald darauf erreicht die Armut einen Hà ¶hepunkt, denn Manz Familie muss den Acker aufgeben und in die Stadt migrieren, um ihrer Not zu entkommen und erwerben eine schà ¤bige Gastronomie. Sie werden von den Stadtbà ¼rgern nicht ernst genommen und leiden weiterhin an Geldnot und Hunger. Auch Marti orientiert sich nun neu: am Fischen. So kommt es zu einem Treffen mit den Kindern, Manz und Marti, als beide im selben Fluss fischen. Der Streit eskaliert und es kommt zum Kampf zwischen den Bauern, wà ¤hrenddessen die beiden Kinder das Verhalten ihrer Và ¤ter unwà ¼rdig finden, sich aber nach langer Zeit wieder nà ¤her kommen. Ab hier beginnt der zweite Handlungsstrang der Geschichte, die Liebeshandlung. „[..]indem er voll Liebe in Nacht und Wetter hinein und das liebe Gesicht anlachte.. (S.33) Die beiden habe die Liebe wieder entdeckt und Sali verliert dadruch seine Umwelt aus den Augen, sein einziges Ziel wird nun, sich der Geliebten zu nà ¤hern. Auch Vrenchen versucht, den Burschen zu beeindrucken, in dem sie vorgibt eine perfekte Hausfrau zu sein. Als Sali sie besucht, entscheiden sie, sich vor den Và ¤tern zu verstecken und verabreden ein geheimes Treffen an dem Ort, an dem sie schon als Kind zusammen spielten und bald darauf spazieren sie gemeinsam à ¼ber die à ¤cker. Plà ¶tzlich tritt der „schwarze Geiger(s.40) auf und berichtet den Kindern, dass die Và ¤ter selbst Schuld an ihrem Unglà ¼ck seien, denn sie waren es, die ihm sein Habe nicht anerkannt haben, daraufhin verschwindet er in Richtung des Dorfes, die Liebenden sind verà ¤ngstigt und verwirrt, doch Vrenchen findet bald ihre Heiterkeit wieder, sie scherzen à ¼ber eine Heirat, auch wenn sie bemerkt, dass sie keine gemeinsame Zukunft haben. Dann taucht Marti „mit bà ¶sen Blicken (S. 47) auf und bestraft seine Tochter fà ¼r das geheime Treffen mit dem Sohn seines Feindes, Sali reagiert, indem er Marti mit einem Stein auf den Kopf schlà ¤gt, was in Verstandsverlust resulitert. Wiederholt stellen die beiden Kinder fest, dass ihre Liebe nicht sein darf und kann. Darauf folgt die Handlungsverzà ¶gerung, Marti muss in eine Anstalt und sein Haus und Hof werden verkauft, sodass auch Vrenchen fortgehen muss. Beide Liebenden sind sich unschlà ¼ssig à ¼ber ihre Zukunft, beschließen aber, gemeinsam fortzulaufen. Am Tage der Flucht sind beide herausgeputzt und Sali bringt Vrenchen Sonntagsschuhe, Vrenchen genießt die Mà ¶glichkeit, sich bei der Kà ¤uferin des Bettes als Braut auszugeben „Seht, Sali ist mein Hochzeiter. (S. 60) wodurch sie den Respekt der Kà ¤uferin erlangt. Bald machen sie und Sali sich auf den Weg ins nà ¤chste Dorf, um sich dort in einer Gaststà ¤tte niederzulassen, wo Vrenchen wiederholt die Brautrolle à ¼bernimmt und auch Sali genießt die Zeit mit ihr sehr. „Denn die armen Leute mussten an diesem einen Tage, der ihnen vergà ¶nnt war, alle Manieren und Stimmungen durchleben. (S. 67) So wandern sie ins nà ¤chste Dorf und dann zum Kirchweih, wo sie sich gegenseitig Lebkuchengebà ¤ck schenken und unwissendlich voneinander Ringe kaufen, das Glà ¼ck der beiden wird aber bald von den neugierigen Blicken anderer Seldwylaner getrà ¼bt und fliehen abermals, nun in ein Wirtshaus, „Paradiesgà ¤rtlein. Der Zufall will es, dass sie den schwarzen Geiger dor

Robert Frosts Use of Nature in Poetry Essay -- Papers Poem Frost Essa

Robert Frost's Use of Nature in Poetry Robert Frost, an American poet of the late 19th century, used nature in many of his writings. Frost was very observant of nature, he often used it to represent the emotion of his characters in his poetry. I will use "West-Running Brook" and "Once by the Pacific" to demonstrate Frost's use of nature in his writings. Robert Frost was born March 26, 1874 in San Francisco ("American Writers" 150). In 1885, the dying request of his father took Frost back to Massachusetts for the burial. Since Frost couldn't afford to travel back to California, Frost remained there and began his writing. Frost led a simple life. He taught, was a New England farmer, worked in a mill, was a reporter, and wrote. He graduated as valedictorian in High School in 1892 and attended Dartmouth College, but quit shortly after he started. Two years later he sold his first work "My Butterfly: An Elegy" and later that year he married Elinor White. He attempted school again at Harvard but left before getting his degree. The next 10 years he wrote poems and worked small jobs throughout New Hampshire. In 1912 he moved his wife and four kids to England to work on poetry full time. "A Boy's Will" and "North of Boston" became a instant success in Europe and in 1915 he moved to America. "North of Boston" was reissued in Ameri ca and became a best seller. Frost used the money from it to buy a farm in New Hampshire, where some of his most successful poems were written ("American Writers" 152). Frost's poems are full of so many strong themes and richer meanings than nature, but most Frost fans prefer his modest feelings toward nature. The images he creates are so vivid and simplistic the common reader can v... ...chigan, 1963. pp 97-103 and 86-87 Call number: PS 3511 7. Thompson, Lawrence, "Encouraging Younger Poets." Robert Frost The Years of Triumph. New York: Twayne Publishers,1967. pp 360-362 8. Thompson, Lawrence. Robert Frost: The Early Years. New York: Holt, Rinehart and Winston, 1966. pp 381-382 and 570 9. U.S. Literature. Glenview: Scott, Foresman, and Company, 1991. pp 509 Robert Frost's Use of Nature Thesis: Robert Frost, an American poet of the late 19th century, used nature in many of his writings. Frost was very observant of nature, he often used it too represent the emotion of his characters in his poetry. Introduction I. Frost's feelings on nature A. Overview B. Contrast with Mathew Arnold C. Contrast with Wade Van Dore II. "Once by the Pacific" III "West-Running Brook"

The Importance Of Critical Thinking Skills Education Essay

Moore viewed critical thought accomplishment is highlighted as an indispensable foundation to bring forth womb-to-tomb scholars for Twentieth Century acquisition. This chapter will discourse on the importance of critical thought accomplishments, critical thought and employability, execution and challenges of learning critical thought in Malaysia every bit good as theory and schemes to learn critical thought. This chapter will besides lucubrate further on the interconnectedness between engineering, linguistic communication and higher order believing accomplishments, argumentative cognition acquisition and eventually, depict the Toulmin ‘s Model.The importance of critical thought accomplishmentsHarmonizing to Edmonds et Al. ( 2005 ) , critical thought has many definitions over the past old ages ; nevertheless, it can be concluded as an active mental procedure that includes mental accomplishments such as conceptualizing, analysing, using, synthesising and measuring information in order to emerge with an reply or decision. Everyone needs to hold an ability to work out jobs throughout their lives. Therefore, many educational experts have stressed on the importance of transfusing higher order believing accomplishments in one ‘s instruction as it helps pupils to analyze the state of affairs, learn the undertakings better before emerge with solution both in academic and non-academic fortunes ( Chance, 1986 ; Tama, 1989 ; Ennis, 1992 ; Elder & A ; Paul, 2001, ) . This is because believing and larning are interrelated as one has to independently believe and seek solutions to a job or state of affairs in order to derive cognition. Research findings indicate that critical thought accomplishment can be taught and improved in everyone and this accomplishment should be integrated in the course of study at all degrees ( Grant, 1988 ; Paul et al. , 1989 ; White, Burke, 1992 ; McKendree et al. , 2002 ) . Sternberg ( 2003 ) stated that one of the ends of instruction is to bring forth womb-to-tomb scholars who posses the qualities of intelligent, critical minds which is believed to be able to believe independently, analytically and critically to see a better calling accomplishment in order to derive personal satisfaction and hopefully, contribute to national accomplishment to develop his state. This is because larning is an on-going procedure that may happen in academic and non-academic fortunes. Without critical thought accomplishments, Sternberg ( 2003 ) further elaborated that schools and universities will merely bring forth extremely fleeceable pupils and alumnuss who may be knowing, but deficiency of the accomplishments to believe critically and analytically over a state of affairs. This is because they are merely passively having information exhibited by the political leaders as information can be easy transmitted by the media via assorted signifier in this epoch of rapid develop ment of Information Technology ( IT ) . Without ability to believe critically, they besides would subsequently confront some jobs when they become employees as they need to pass on well-reasoned thoughts and would non be able to actively lend to educational treatments due to hapless communicating accomplishments and deficiency of analytical logical thinking to a state of affairs at manus ( Education Reform in Malaysia Report, 2012 ) .Critical thought and employabilityPaul ( 1995 ) claimed that critical thought is a critical foundation to the accommodations needed for mundane societal, personal and professional demands of the twenty-first Century. It is further supported by Elder ( 2000 ) who claims that it is of import to learn higher order believing accomplishments to pupils in schools and universities as today ‘s society has become more complex due to rapid alteration in engineering. The society demand to be able to analyze the huge information that can be gathered effortles sly via online and merely choice necessities from it ( Chartrand, 2009 ) . Henwood ( 2007 ) claimed this state of affairs besides applied in twenty-four hours to twenty-four hours existent life state of affairss. Hence, he farther stated that pupils who are ill-equipped with critical thought accomplishments will non be able to get by with the challenges and demands of current occupation market. This is because higher order believing accomplishment is believed as one of the most indispensable soft accomplishments for future employability of the new coevalss. â€Å" aˆÂ ¦workplace literacy in the following millenary will be synonymous with job resolution. † ( Mariam Jean Dreher, 2000 ) Mariam Jean Dreher ( 2000 ) predicts that the hereafter will name for a life style ; both in instruction and calling field ; of independent job convergent thinkers that requires multiliteracies which involves higher order believing accomplishments. In Malaysia, the research findings claim that critical thought accomplishment is extremely valued in the workplace today ( DETYA, 2000 ; Chartrand, 2009 ) . Norshima ( 2011 ) studies that Malaysia produces 60, 000 alumnuss yearly in which at least 30 per centum of these alumnuss are unemployed every twelvemonth as they are lacked of these powerful accomplishments. This is farther supported by Gurvinder Kaur and Sharan Kaur ( 2009 ) who claimed that in Malaysia, six out of 10 university alumnuss take every bit much as six months to be employed due to miss of critical thought accomplishments and hapless communicating accomplishments. Fong ( 2004 ) and Vijan ( 2007 ) findings stated that the grounds that Malayan alumnuss are unemployed because they are non able to affect their possible hereafter employers during interview due to hapless presentation and communicating accomplishments particularly if it is done in English. Besides, Malayan instruction system is said to be excessively exam-oriented and therefore, the alumnuss could non lend every bit much once they start working as they are merely theoretically competent but non equipped with sufficient practical exposure ( Henwood, 2007 ) . This is farther supported by Rosnani ( 2009 ) and Education Reform in Malaysia Report ( 2012 ) findings which stated that employers in Malaysia, specifically in concern sector, complain about the low quality of most alumnuss from Malaysia are lacking in footings of critical thought accomplishments which in return affect the quality of their work.Execution of critical thought in MalayaDue to the uprising employees ‘ concern over the lacking of this powerful soft accomplishment amongst newly alumnuss employers globally, course of study of educational system has been bit by bit revamped over the old ages. This state of affairs is particularly true in most prima or developing states like the United States, England and Singapore ( Nagappan, 2001 ; Willingham, 2007 ) . The demand to instill critical thought accomplishments into Malayan instruction system is therefore undeniable in order to carry through Vision 2020. This demand is supported by Rosnani ( 2009 ) who proclaims that Malaysians, in general, have non been able to use the content of cognition gained throughout their school old ages into existent life state of affairss even after undergone at least 11 old ages of schooling and hence, Malaysia educational system demand to be analysed and some alterations need to be made. Ministry of Education ( MOE ) has realised the dismaying demands of the aforesaid state of affairs and therefore, Integrated Curriculum for Secondary School ( KBSM ) was introduced in the late eightiess ( Nagappan, 2011 ) . The content of this new course of study was revamped in which originative and critical thought accomplishments were integrated in most of the topics taught in schools with a emphasis on treatment, find and enquiry ; the higher round of Bloom taxonomy ( Curriculum Development Center, 1989 ) . As it is realised that the instructors need to be competent to learn critical thought accomplishments to the pupils, a few attempts were besides been conducted as to fix the instructors and teachers-to-be with the new undertaking in front of them. As educational findings have reported that most instructors in Malayan schools are missing in footings of cognition and accomplishments to learn critical thought accomplishments to their pupils ( Education Reform in Malaysia Report, 2012 ) , a few amendments have been made to meet this job from the instructor ‘s portion. Nagappan ( 2001 ) studies that Teacher Education Division ( TED ) had revamped the course of study for Teacher Training Programme such as in Post Degree Teaching Programme ( KPLI ) in early 1994 to integrate a programme that teaches the schemes to learn believing accomplishments utilizing the extract attack which is based on Boston Model. As for the instructors in schools, Ministry of Education ( MOE ) had introduced the Programme for Instruction in Learning and Thinking Skills ( PILTS ) in 1992 ( Rosnani, 2009 ) . This programme was introduced to place the nucleus thought accomplishments to be taught and the schemes to inculcate these accomplishments into the content of the lesson being learnt. Apart from that, Ministry of Higher Education ( MOHE ) has besides made an effort to cultivate undergraduates ‘ critical thought accomplishments through the content and undertakings assigned throughout each programme. Harmonizing to Hairuzila, Hazadiah & A ; Normah ( 2010 ) , the course of study for undergraduates has been infused with relevant soft accomplishments such as communicative accomplishments, critical thought and job resolution accomplishments, womb-to-tomb acquisition, squad work force and leading accomplishments into its course of study. They further elaborate that in order to aline with Vision 2020 of bring forthing holistic persons for the state, the appraisals or undertakings given to the undergraduates are geared towards fixing them for their calling life as most are based on real-life jobs, with less emphasis on pen and paper trials like antecedently.Challenges in learning critical thought accomplishments in MalayaDue to the exam-oriented civilization that has been practised for old ages in Malayan instruction system, instructors are shouldered with the duty to complete the course of study and give every bit much boring exercisings as they can to their pupils as to maintain up with the society ‘s outlook and over-emphasis on academic consequences. This in return has caused the instructors paying the least attending to pupils ‘ character edifice and soft accomplishments such as critical thought accomplishment ( Education Reform in Malaysia Report, 2012 ) . It can be seen here that Malayan instructors are non merely missing in footings of accomplishments to learn critical thought accomplishments ( Rosnani, 2009 ) , but besides are less than competent to fix and carry on a lesson that infuses critical thought accomplishments in a traditional schoolroom. This is due to the fact that learning critical thought accomplishments needs a batch of clip allotment during the pre-preparation category and undivided committedness both of por tion of the instructor and pupils to guarantee an active advancement during the acquisition procedure ( Willingham, 2007 ) . Apart from that, large size schoolrooms in most Malayan schools are besides one of the grounds that contribute to the failure of incorporating critical thought accomplishments in learning a topic in traditional schoolroom. A study done by Kamaruddin ( 2011 ) stated that schoolroom in Malayan schools are by and large consists of 35 to 50 pupils per schoolroom. This indirectly shows that most pupils will look as inactive scholars and synergistic activities that are believed to cultivate pupils ‘ critical thought can non be good conducted in such large size category. In contrast, many surveies have shown that a little size category of 20 pupils and below are said to be efficient and frequently associated with increased pupils ‘ public presentation and therefore, most likely leting smooth nurturing procedure of their soft accomplishments ( Carson, Badarack, 1989 ; Berliner, 1990 ; Kamaruddin & A ; Bhasah, 2004 ) . The force per unit area to accomplish excellence in academic consequence in a less contributing environment in most of Malayan schools left the instructors with no pick but to fall back rehearsing teacher centred attack in go toing their duties. Hence, pupils are non given ample chance to see synergistic, active acquisition that could really assist to cultivate their critical thought accomplishments ( Kamaruddin, 2011 ) . Teacher centred attack, in return, will undeniably do one-way cognition transmittal to happen and hence, less opportunities being given to the pupils to convey their sentiments to actively build their ain cognition ( Willingham, 2007 ) . Without chance to actively build ain cognition, one is said to pay less attending to cultivate and foster his ain critical thought ( Toulmin, 1958 ) . Due to this state of affairs, most of Malayan pupils who are subsequently become employees are said to hold hapless communicating accomplishments and this visibly shows in their defic iency of ability to critically reassigning an sentiment or cognition when pass oning with others ( Education Reform in Malaysia Report, 2012 ) .Educational Learning Theory and SchemesDue to that, instructors ‘ manner of learning should pitch towards incorporating higher order believing accomplishments and rehearsing positive communicating accomplishments in order to bring forth holistic persons align with Vision 2020. Woolfolk ( 1993 ) suggests that theoretical foundation of acquisition and schemes used in a acquisition procedure will assist to model the type of pupils that a instructor wants to foster. Lai ( 2011 ) suggests the instruction of higher order believing accomplishments should be based on the followerss:Constructivism TheoryBruner ( 1996 ) stated that the basic thought of constructivism is that scholars actively construct ain apprehension by accepting certain experiences and choosing necessities from assorted beginnings of cognition. Naismith et. Al ( 2006 ) beside s claimed that constructivism attack is about constructing new cognition upon what have been gathered in old acquisition. Woolfolk ( 1993 ) stated that constructivist larning theory indirectly learning the pupils to â€Å" larn to larn † as it involves believing procedures in which pupils need to be able to travel beyond the information given, use their ain cognition, evaluate opinions before generate new thoughts out of it. Students are required to actively affect in the acquisition procedure to develop their thought accomplishments through their experiences in schools ( Prawat, 1991 ) . Lai ( 2001 ) stated that constructivism can be used as a foundation to foster one ‘s higher order believing accomplishments via self-questioning, analyzing written papers for comprehension and besides holding collaborative treatments with equals.Social Constructivist TheorySocial Constructivist Theory, on the other manus, is a theory that states each single cognitive development is at its best when one constructs the significance of new cognition by actively take parting in building and sharing the cognition through communicating with others ( Burningham & A ; Cooper, 1999 ) . These theories believes that equal to peer treatment will assist one to actively build new cognition and learn by sharing and discoursing the stuffs gathered in a positive societal environment ( Schwandt, 2003 ) .Problem Based Learning ( PBL )Teaching critical thought accomplishments is normally being paired with Problem Based Learning attack as it triggers and provokes scholars ‘ thought as to make to a solution to a job with relation to daily state of affairss ( Woolfolk, 1993 ) . Problem Based Learning ( PBL ) attack teaches pupils to believe critically as it takes existent universe fortunes which normally involves experiential, inductive acquisition that requires oppugning and believing that is purposive and purposive ( Lai, 2011 ) . More frequently than non, it involves a underta king that encourages the scholars to â€Å" larn to larn † which is an of import constituent in constructivist attack ( Kuhn, 1999 ) . This necessarily will promote active larning procedure including through speaking, brainstorming and in-depth probe of cognition via legion collaborative acquisition experiences.Collaborative acquisitionA figure of critical thought research workers recommended that societal experiences in a learning procedure can significantly lend to one ‘s cognitive development procedure which obviously occurred in a collaborative acquisition attack ( Heyman, 2008 ; Thayer-Bacon, 2008 & A ; Nelson, 1994 ) . This is farther supported by Woolfolk ( 1993 ) who claimed that collaborative acquisition is fundamentally based from Piagetian and Vygotsky theory which reciprocally agree that societal interactions extremely contribute to one ‘s cognitive development procedure. In a collaborative acquisition, it is believed that Piaget theory is applied in footings of its instructional facet in which scholar ‘s cognitive development can be triggered via interactions with another individual of a higher developmental phase which is usually the instructor or a more knowing equal ( Woolfolk, 1993 ) whilst Vygotsky belief is identified in footings of one ‘s zone of proximal development that distinguishes between what an person can achieved by himself and what can be accomplished via interactions with a more competent equal or grownup ( Nelson, 1994 ) . Thayer-Bacon ( 2008 ) further viewed that societal interactions with others in collaborative acquisition is an of import facet to instil critical thought accomplishments onto pupils as they need to constructively contribute and portion sentiments and at the same clip learn to esteem other parts during group treatments.Collaborative Problem Based Learning ( CPBL )Gokhale ( 1995 ) findings stated that pu pils who are actively engaged in a collaborative undertaking demonstrate better Higher Order Thinking Skills ( HOTS ) as compared to the 1s who work separately. This determination is farther supported by Vygotsky ( 1978 ) who claimed that collaborative acquisition helps to further the development of critical thought accomplishments via treatment, justification of thoughts and analyzing other ‘s positions. A few research findings have shown that uniting collaborative attack on job work outing learning scheme has really increase pupils ‘ meta-cognitive on work outing the jobs and therefore, better their higher order believing accomplishments ( Johnson & A ; Chung, 1999 ; Mergendoller et al. , 2000 ) . They further elaborate that the interaction between equals about the job at manus, brainstorming for solutions and measuring each other ‘s positions during the procedure has encouraged more frequent coevals of thoughts and solution and therefore, allow pupils to believe critically and analytically. Collaborative acquisition, as defined by Correndo and Alani ( 2007 ) , is an instructional scheme that consists of pupils from assorted proficiency degrees work together in a group while assisting each other towards accomplishing one common aim or larning result. On the other manus, Problem Based Learning is an instructional teaching method that uses job as a larning context to dispute the pupils to â€Å" larn to larn † in order to happen solutions to the job ( Duch, Groh & A ; Allen, 2001 ) . Hence, Collaborative Problem Based Learning ( CPBL ) is a combination of Collaborative Learning and Problem Based Learning which can be concluded as an instructional scheme that provides chances for the pupils to work within little groups and actively take part in assorted activities including treatments a state of affairs, analyzing others ‘ positions and eventually collaboratively measuring possible solution to the job at manus ( An, 2006 ) .The advantages of CPBLCPBL encourages pupils to work together in building new cognition to seek a solution of the job at manus. Hence, pupils are given huge chances to go critical minds by sharing thoughts and actively prosecuting oneself in treatments and be responsible of their ain acquisition every bit good as others ‘ ( Totten, Sills, Digby, & A ; Russ, 1991 ) . This place is farther supported by Johnson and Johnson ( 1986 ) who stated that the coaction on job work outing promotes higher degree of thought as the participants need to analyze others ‘ sentiment before clear uping ain sentiment. They farther claimed that this helps to advance longer cognition keeping as compared to the 1s who worked separately to seek cognition. Besides, An ( 2006 ) besides stated that CPBL provides reliable larning experiences every bit good as fostering their communicating accomplishments while interchanging thoughts during the treatments. Hence, CPBL helps to further autonomous acquisition accomplishments that could be utile to assist pupils go womb-to-tomb scholars and critical minds ( Norman and Schmidt, 1992 ) . Albanese and Mitchell ( 1993 ) besides proposed that pupils who undergone CPBL attack performed better than the 1s who received traditional attack in larning as they have first manus experience that rewards them with in-depth understanding about the undertaking at manus. This is believed because the pupils actively building their ain cognition via interaction with their equals ( Smith & A ; MacGregor, 2001 ) . Vygotsky ( 1978 ) besides views that instructor is non the lone cognition sender that the pupils can larn from ; equal instruction is besides one of the ways to promote active acquisition.The restrictions of CPBLDespite of these benefits, CPBL attack besides has its just portion of defects when it is being applied in a traditional schoolroom. In any group activities, particularly in a traditional schoolroom as it is rather hard for the instructor to accurately measure every pupil ‘s parts to the group, there is ever freeloading jobs. The freeloading members normally take credits of the work of others and this may do struggle amongst pupils ( Bower & A ; Richards, 2006 ) . Bower and Richards ( 2006 ) further stated that this may diminish some assurance of some pupils as psychologically, every pupil demand to be acknowledged where recognition is due in order for them to foster build their ain cognition in an active mode. They besides claimed that it is about impossible for the instructor to reasonably administer the grade based on every pupil ‘s part to the group. Hence, this may either do some pupils to either frustrated for being credited below the belt and subsequently de-motivated to lend in the hereafter or worse, become freeloaders and merely basking the free tiffin ( Bonwell, 2006 ) . Other than that, since CPBL activities need the pupils to collaboratively work towards accomplishing a end or solution to a real-life job, the readying of these activities are usually take great attempt and commitment both from the instructor and pupils. This is difficult to accomplish if it were to be done in a traditional schoolroom due to clip and infinite restraint ( Bonwell, 2002 ) . Apart from learning, Malayan instructors particularly, are burdened with other excess course of study or out of-school activities that take a batch of their personal clip ( Rosnani, 2009 ) . Without proper readying, CPBL that is hoped to promote pupils to actively build their ain cognition and at the same clip fostering their higher order and communicating accomplishments may non be turn into an accomplishable terminal ( Hmelo-Silver, 2004 ) . This is farther supported by Smith and MacGregor ( 2001 ) who claimed that collaborative acquisition is a fantastic attack to promote critical thought, nevert heless, it is besides may make quandary between pupil ‘s procedure of acquisition and the coverage of the lesson ‘s content.Computer Supported Collaborative Learning ( CSCL )Due to the rapid development of Information Technology ( IT ) in this modern age, these twenty-first Century pupils ‘ manner of acquisition has besides changed ( An, 2006 ) . Today, one of the ways to back up active acquisition can be materialised in a more fun manner through the usage of engineering tools. Computer Supported Collaborative Learning ( CSCL ) is an instructional scheme infused with constructivist attack to learning and larning utilizing engineering to back up coaction in order to make a more contributing and prosecuting larning atmosphere ( Johnson & A ; Johnson, 1996 ) . They farther stated that a technology-rich acquisition environment is able to increase pupils ‘ societal interaction, cooperation and coaction and therefore, promote their cognition building. Harasim, Hilt z, Teles, and Turoff ( 1995 ) besides claimed that CSCL promotes on-line collaborative acquisition that may positively promote pupils ‘ towards active acquisition. This is because pupils can acquire information about effortlessly via online and so discourse with their equals before emerge with a solution to a job.CPBL in an online environmentIn this epoch of rapid development of Information Technology ( IT ) , there have been attempts to unite CPBL into CSCL environment ( An, 2006 ) . Many research findings have indicated that CPBL in an online environment has been demoing positive effects towards pupils ‘ cognition building every bit good as societal interaction accomplishments. One of the fringe benefits by using CPBL into an on-line environment, apart from treatment with the teacher and their equals via online with no limitation to clip and topographic point, is that it encourages autonomous larning amongst pupils as it provides pupils with huge choices of information needed about effortlessly ( Bonk & A ; King, 1998 ) . This is because it allows the pupils to larn via Web 2.0 tools as larning AIDSs such as electronic mails, on-line group treatment in the confab suites, collaborative authorship via Wiki, societal bookmarking and so forth to go on anytime and anyplace. This limitless and easy entree on information will open ways for the pupils to accommodate to autonomous acquisition and therefore, promote active cognition building to happen. Besides, this online larning environment allows the function of the instructor as the exclusive supplier of cognition to transform into the function of facilitator, which aligns absolutely with student-centred attack in PBL ( Vrasidas & A ; McIsaac, 2000 ) . Here, pupils are encouraged to build their ain cognition with small counsel from the instructor and go an active subscriber towards their ain acquisition alternatively of passively having cognition from anyone else. This attack opens manner to cultivate one ‘s higher order believing accomplishments ( Harasim et al. , 1997 ) as it besides promotes positive interaction between the instructor and the pupils ( Relan & A ; Gillani, 1997 ) . Most significantly, Althaus, ( 1996 ) viewed that CPBL in an online environment allows computing machine mediated communicating that gives an ample clip for the pupils to analyze, reflect the content of the treatment, happen excess information needed via online and evaluate others ‘ sentiments before supplying a thoughtful response. The treatment via online besides allows the pupils to make self contemplation at their ain convenient clip as they can publish out the treatment due to its permanency discourse, as opposed to confront to confront treatment ( Bonk & A ; King, 1998 ) . Bower and Richards ( 2006 ) stated that one of the restrictions of utilizing PBL in a traditional schoolroom is that the collaborative treatment in a traditional schoolroom frequently consequences in off-task behavior amongst pupils. In contrast, many research findings have proven that pupils emit less off-task behavior in an on-line treatment and they tend to concentrate and intently work outing the job at manus ( Angeli et al. , 2003 ; Bonk et al. , 1998 ; Bonk & A ; King, 1998 ; Bonk et al. , 2004 ) . In fact, many psychological surveies have indicated that collaborative treatment via online shows more engagement from the pupils than the face to confront treatments ( Bonk & A ; King, 1998 ; Chong, 1998 ; Cooney, 1998 ) . This state of affairs is particularly true for the pupils who have shy personality or deficiency of ego assurance to speak publically. Leasure et Al. ( 2000 ) proposed that this could be due to the comfy and â€Å" safe † societal acquisition environment that the on-line atmosphere provides for these pupils. Here, it can be said that CPBL in an on-line environment is a possible acquisition attack to advance positive alterations in cultivating critical thought every bit good as to promote one ‘s societal interaction with others.2.8 Language larning issues in MalayaIn traveling towards carry throughing Vision 2020, instruction system in Malaysia is undergoing a few alterations as to bring forth holistic persons who are competent physically, emotionally, spiritually and intellectually ( Education Reform in Malaysia Report, 2012 ) . Along with the alterations introduced, Ministry of Education ( MOE ) has decided to incorporate the instruction of critical thought accomplishments within the course of studies of the topics taught in schools including English topic. The alterations is hoped to bring forth womb-to-tomb scholars who are able to believe critically and analytically over a given state of affairs. Sadly, nevertheless, the result of our instruction system has proven a contrasting consequence in which most of Malayan pupils and university undergraduates are said to be lacking in footings critical thought accomplishments and show hapless communicating abilities particularly when it is done in English ( Normazidah, Koo & A ; Hazita, 2012 ) . A survey by Koo ( 2008 ) revealed that this is due to the fact that Malaysians schools in general, placed a high value of importance on national scrutiny. This has indirectly caused the English instructors to concentrate on the instruction of grammar, reading a transition and composing accomplishments instead than concentrating on the communicative facet of the linguistic communication itself, allow entirely to model pupils ‘ critical thought ability while larning the linguistic communication ( Normazidah, Koo & A ; Hazita, 2012 ) . This is farther supported by Amigapathy ( 2002 ) findings on his analysis of KBSM course of study which indicated that the content of current course of study requires the pupils to larn excessively many grammatical constituents which subsequently are to be tested in scrutinies. Here, it can be seen that the instruction of English is chiefly focused on the mechanical facet of the linguistic communication without doing any connexion with how it should be used in existent life communicative events. He farther documented that in order to carry through the demands of the society to bring forth pupils with good classs in scrutinies, English instructors in Malaysia frequently resorted to teacher-centred attack in learning the linguistic communication by supplying chalk-and-talk boring method of past twelvemonth documents, manus outs and infinite paper exercises. This finally will necessarily bring forth scholars who know about the linguistic communication but do non cognize how to utilize it in existent life state of affairss ( Amigapathy, 2002 ) , show limited critical ability in analyzing and reacting to an academic transition ( Ahmad Mazli Muhammad, 2007 ) as pupils are merely exposed to come up attack to reading ( Noorizah Mohd Noor, 2006 ) . Here, it can be concluded that there is a mismatch between the policy made with the existent practise of instruction and acquisition of English in Malaysia which make it rather hard to bring forth scholars as critical minds with acceptable degree of English proficiency. This state of affairs is reported leads to a greater job when the pupils make the passage from secondary school to university as the pupils will confront jobs to travel off from school spoon-feeding learning civilization ( Normazidah, Koo & A ; Hazita, 2012 ) . Research surveies have indicated that most Malayan pupils are non prepared to run into the academic demand that requires them to hold both linguistic communication literacy every bit good as critical literacy ability in order to carry through the academic reading and academic authorship undertakings imposed on them at university ( Rosniah Mustaffa, 2006 ; Krishnakumari, Paul-Evanson, & A ; Selvanayagam, 2010 ) . Therefore, it is safe to state that the clip has come for Malayan instructors to handle the pupils as the focal point of linguistic communication acquisition by doing a little alterations in learning the linguistic communication and at the same clip, whenever possible, supplying a contributing environment of larning. As CPBL is geared towards cultivating one ‘s critical thought ability ( An, 2006 ; Totten, Sills, Digby, & A ; Russ, 1991 ) and critical thought accomplishments is viewed as important portion in the acquisition of linguistic communication accomplishments ( Elder & A ; Paul, 2006 ; Shaharom Abdullah, 2004 ; Moore, 1995 ) , it merely seems appropriate to accommodate CPBL attack in the instruction and acquisition of English in Malaysian schoolrooms. Besides, linguistic communication acquisition can besides be mediated via engineering tools because as mentioned earlier, CPBL in an on-line environment brings enormous advantages and benefits to the pupils in footings of critical thought and linguistic communication acquisition as it involves legion chances for societal interactions amongst the pupils and pedagogue.Technology, linguistic communication acquisition and critical thoughtTechnology has besides been proven utile in the instruction of linguistic communication and development of one ‘s critical thought at clip and infinite convenient to both the instructor and pupils ( Cheong & A ; Cheung, 2008 ) . For case, the treatments in the treatment boards or chew the fat suites between the pupils and the instructor and besides between pupils have been used as a medium to positively develop pupils ‘ communicating accomplishments every bit good as linguistic communication accomplishments ( Chitravelu, Sithamparam and Teh, 2005 ) . Kroop, Nussbaumer and Fruhmann ( 2010 ) reported that the development of Web 2.0 tools are able to better one ‘s linguistic communication skills every bit good as support one ‘s critical thought accomplishments development by leting its users to make collaborative treatment that includes discussing, reasoning, reexamining, measuring, composing and re-producing an thought. By utilizing Web 2.0 tools such as electronic mails, treatments in confab suites or treatment boards that could be done either synchronously or asynchronously, pupils become more participative and therefore, bettering their linguistic communication and communicative accomplishments ( Berry, 2006 ) . Another Web 2.0 tools that is often used in an on-line environment to learn linguistic communication is Wiki. Wiki is said has the potency to better pupils ‘ linguistic communication accomplishments every bit good as communicating and thought accomplishments ( Goodings, 2008 ) . Fuchs-Kittowski and Kohler ( 2005 ) mentioned that Wikis is able to ease the collaborative treatments that encourage coevals of cognition by supplying a medium to portion creative activity and edit paperss. Bruns and Humphreys ( 2005 ) besides added that Wiki is a learning tool that support societal constructivist larning as it allows argumentative-based larning experience ( Chong & A ; Yamamoto, 2006 ) , facilitates knowledge determining ( Reinhold, 2006 ) , allows coaction ( Kim et al. , 2006 ) and allows enquiry acquisition and collaborative building of cognition ( Yukawa, 2006 ) . This procedure is known as Argumentative Knowledge Construction. Knowledge building within a traditional schoolroom is frequently relied to a great extent on the instructors which necessarily produce inactive scholars who may or may non be able to critically decode the cognition received to use it in existent life state of affairs ( Weible, 2011 ) . By utilizing Web 2.0 tools, on the other manus, it encourages and facilitates active engagement of each user as everyone has a just portion and chance to make, portion, edit, add on and go through the cognition and these actions reinforce single ‘s cognition building by actively larning from others ( Correndo & A ; Alani, 2007 ) . Besides, Web 2.0 tools value are increased as the more people are utilizing it as the content cognition and the information are provided chiefly by the users and construct up over the clip with other users ‘ part ( Weible, 2011 ) . This procedure encourages argumentative cognition building amongst its users as they learn from each other and develop higher other be lieving accomplishments as the users need to measure others ‘ sentiment apart from offering one in the treatment. This is in line with constructivism attack in which larning takes topographic point and retain longer when it is achieve via societal context ( Woolfolk, 1993 ) .Argumentative Knowledge ConstructionHarmonizing to Weinberger and Fischer ( 2006 ) , Argumentative Knowledge Construction is described as a manner for the pupils to build their ain cognition via educational debate and interaction with their learning spouses. They besides stated that each single cognition building is depends on is refined and evidenced throughout their active engagement in analyzing sentiments of others, measuring possible solutions or results available from emerge with ain point of views via treatment and debate with equals.Argumentative Knowledge Construction in CPBLAalst ( 2009 ) stated that Argumentative Knowledge Construction is a procedure in which the pupils solve a job and concept m eaningful comprehension of a peculiar state of affairs in relation to their anterior cognition by societal interaction within a peculiar group. He farther added it involves a huge sphere of cognitive procedures as it involves critical-explanation seeking oppugning techniques, construing and analyzing new information, sharing, knocking, reorganizing thoughts, sum uping and synthesising before emerge with a new construct of the affair. In CPBL, for illustration, pupils learn by take parting in experiential acquisition and garner the indispensable cognition by work outing a job and reflecting on their collaborative experiences ( Hmelo-Silver, 2004 ) . CPBL activities encourage pupils to work in little collaborative groups in order to look into, understand, explicate and happen a solution to meaningful, real-life contexts ( Barrow, 2000 ) . He farther viewed that CPBL attack is widely used to cultivate one ‘s critical thought accomplishments as its acquisition procedure starts by showing the pupils with a job scenario in which the pupils try to work out the job collaboratively by place the lacks within the job, sharing sentiments and facts before coming out with hypotheses as to critically supply solutions to the job. Therefore, it can be said that CPBL is a suited attack to learn pupils to develop schemes in work outing jobs which may heighten their critical thought ability and besides assist them to heighten their argumentative cognition building ( Hmelo-Silver, 2004 ) .Argumentative Knowledge Construction in CSCLStudent ‘s argumentative cognition building procedure can be enhanced rather expeditiously through pupils ‘ treatments and composing with the assistance of fast growing and spread of Web 2.0 engineering, particularly in linguistic communication instruction and acquisition ( Stegmann et al. , 2007 ) . Bocconi ( 2010 ) proposed that CSCL may help to the Argumentative Knowledge Construction via the usage of Web 2.0 tools integrates with societal package to ease pupils interaction and coaction within a peculiar group. This is an accomplishable state of affairs as Web 2.0 tools such as weblogs, wikis, societal bookmarking, treatment boards, societal networking sites and others allow its users to pool information that triggers communications that leads to knowledge sharing and therefore, cognition is constructed ( Strijbos, Martens and Jochems, 2004 ) . Apart from that, the research conducted by Boulos et Al. ( 2006 ) stated that Wikis have the possible to ease autonomous acquisition of one to build ain cognition in order to derive deeper apprehension over a affair. Another research done by Bocconi ( 2010 ) shows that the usage of Web 2.0 tools, the Wikis to be specific, has shown positive consequence to catapult pupil ‘s argumentative cognition building procedure by analyzing the quality and frequence of the single argumentative Acts of the Apostless throughout the procedure. This is farther supported by Armin et Al. ( 2006 ) who claimed that by utilizing Wiki, pupils learn how to reason within a sphere and facilitates scholars in building their ain cognition and this taking them to a deeper apprehension. Bocconi ( 2010 ) stated that pupils ‘ higher order believing accomplishments are evidenced via their statements throughout the treatment procedure. He farther suggested that one of the methods to analyze and supervise pupils ‘ statement that emits their degree of higher order believing accomplishments can be done by utilizing Models of Argument such as Toulmin ‘s ModelModels of ArgumentationModel of Argumentation is defined as the basic layout as to sketch the best possible ways to organize an effectual procedure of common sense logical thinking or controversy in supplying a persuasive point of views ( Georgia State University, Department of English, 2008 ) . There are a few theoretical accounts of debate that are widely used in educational discourse in linguistic communication acquisition viz. the Classical Approach, the Rogerian Approach and the Toulmin Approach. The Classical Approach is fundamentally used to convert the audience to hold and take side or do determination that favours one ‘s personal point of view ( Beale, 1986 ) . He farther elaborates that this attack consists of five elements of composing the statements viz. the Introduction in which to province the general claim of an statement to the audience ; the Narration as to supply a relevant drumhead background of peculiar state of affairs ; the Confirmation as to supply back uping grounds to a claim. Then, it is followed by the Refutation in which the talker or author provides a counter-argument to any opposing claims before terminals it with the Conclusion as to which the talker or author summarizes the chief points and reiterates the claim made in Introduction portion. The Rogerian Approach, on the other manus, is based on the thought that the talker or the author needs to happen a â€Å" common land † with his audience as to make to a more conciliatory and less confrontational solution ( Moxley, 2012 ) . There are besides chiefly five elements in sketching debate thoughts harmonizing to Rogerian Model of Argumentation. It begins with an Introduction that province the issue ; followed by a non-judgemental opposition ‘s place ; a impersonal statement of ain point of view ; an analysis of common land of both places stated and eventually a proposal of concluding statement that satisfies the demands of both places made. Whilst Toulmin ‘s Model of Argumentation in which it was developed by a British philosopher, Stephen Toulmin. He suggested that a realistic statement normally starts with a individual makes a claim over a affair, so supply a land that support the claim which is followed by a warrant to endorse up the land made ( Toulmin, 1958 ) . This is the Model of Argumentation chosen to be used in this survey and will be elaborated at length below.Toulmin ‘s ModelHarmonizing to Toulmin ( 1958 ) , his strategy of statement analysis is based on six parts, which could be depicted utilizing Figure 2.1 as follows:DatasClaimWarrantsBackingQualifierRebuttalFigure 2.1: Toulmin ‘s Model of Argument Claim: the statement or decision being argued ; Datas: The grounds or fact to back up the claim made ; Warrants: the logical statements that serve as a connexion between the informations and the claim made ; Backing: the basic premise that is made to farther support a warrant ; Qualifiers: states the restriction under which state of affairs the claim can be regarded as true ; Rebuttals: the counter statements to picture circumstance when the claim made is non true. ( Toulmin, 1958 ) In add-on, Bocconi ( 2010 ) indicated that the basic construction of each of these phases can be identified and represented as follows: â€Å" because ( informations ) . . . since ( warrant ) . . . on history of ( endorsing ) . . . therefore ( decision ) † Bocconi ( 2010 ) Karbach ( 2010 ) stated that Toulmin suggested that one ‘s statement can be analysed by looking at his or her cognition building at four stairss viz. ; claim, informations, rebuttal and backup as to see whether the statement made solidly backed, sufficient and relevant to back up the old statements made. Hence, Karbach ( 2010 ) believed that Toulmin ‘s Model of Argumentation is a clear theoretical account to observe one ‘s inductive, deductive and logical logical thinking. Kneupper ( 1978 ) besides viewed that this layout strategy can be efficaciously used to analyze the constituents of an statements in linguistic communication acquisition.DecisionThe instruction of higher order believing accomplishments can non be taught in isolation ( Lai, 2011, Nagappan, 2001 ) . Hence, it has to be integrated into the course of study as to supply the pupils with the existent life medium and purposeful acquisition results apart from its importance to cultivate one ‘s critic al thought and communicating accomplishments ( Education Reform in Malaysia Report, 2012 ) . In this fast growing of Information Technology ( IT ) epoch, the usage of engineering such as Web 2.0 tools can be used to efficaciously heighten the instruction of these accomplishments anytime anyplace ( Winston, 2006 ) . Besides, the usage of these engineering tools are proven to be effectual to promote pupils to larn collaboratively as human makes significances and can make at a deeper apprehension by pass oning with others ( Vygotsky, 1978 ; Johnson and Johnson, 1986 ; Gokhale,1995 ; An, 2006 ) . Through the communicating and interaction in a collaborative treatment via online, one can actively develop his or her ain cognition building in order to organize deeper apprehension in a safe and unafraid societal environment ( Chitravelu, Sithamparan & A ; Teh, 2005 ; Weinberger & A ; Fischer, 2006 ) .