Diffusion of innovation

Diffusion of innovation describes how a new idea, behavior, or item (an innovation) is disseminated to a population in a given period of time through specific avenues of communication (Rogers, 2003). Innovations are not always adopted even when they have obvious and clear-cut advantages and Rogers (2003) identifies four factors of diffusion: time, the social system, the innovation, and the communication channels.Advertising We will write a custom essay sample on Diffusion of innovation specifically for you for only $16.05 $11/page Learn More For something to qualify as an innovation it does not have to be temporally recent as what matters is that people perceive it as new. An innovation therefore is that which is perceived as new regardless of its actual age. A communication channel refers to the course a message takes to get from a source to the receiver and examples are interpersonal communication and mass media. Time is a factor when it comes to the r ate of adoption of an innovation and it forms an imperative element in understanding diffusion of innovations. The social system can be viewed as people who jointly seek a common goal. The decision to take up an innovation usually involves five steps: knowledge, persuasion, decision, implementation, and confirmation. The knowledge stage is characterized by someone gaining initial information on what purpose the innovation serves and how it functions, albeit the information is sparse at this stage. During the persuasion stage the person actively seeks information on the innovation and forms an independent opinion about the innovation. Rogers (2003) points out that persuasions are more affective than objective-they are based more on feelings than actual factual information. The decision stage marks the point at which someone decides whether or not to adopt an innovation for their own use. In the implementation stage the person puts the innovation to actual practical use. Confirmation is the final stage and it involves the person making an evaluation of the decision to use the innovation. The stage is also marked by seeking of information that is of a bolstering nature in order to confirm their decision and keep using the innovation. The success of an innovation is usually determined by five aspects: relative advantage, simplicity and ease of use, compatibility with existing values and practices, trialability and observability (Bennet and Bennet, 2003). Relative advantage is subjective to the users of an innovation and it is the perceived â€Å"betterness† of an innovation to its predecessor.Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Simplicity and ease of use determine the rate of an innovation’s diffusion in the sense that innovations that are easy to understand and use are likely to have a faster rate of adoption. The extent to which an innovation is c onsistent with current needs and is significant to its users determines the innovation’s compatibility with existing values and practices. An innovation that is highly relevant to the social system is likely to have a higher rate of diffusion. Trialabilty is the degree to which an innovation can be tested by the potential user before the user adopts it e.g. a car that can be taken for a test drive has more trialability than the car which cannot. Observability is basically how perceptible the results of an innovation are. Each social system can be broken down to five categories: innovators, early adopter, late adopters, and laggards depending on how quickly each group chooses to adopt an innovation. Innovators are the quickest and laggards the slowest to adopt an innovation. The graph below is a representation of how the groups’ frequencies are broken down in a population. Figure 1. Frequency distribution of a population according to rate of innovation adoption. This f igure illustrates how the five categories of innovation adoption according to time are spread in a population. References Bennett, J., Bennett, L. (2003). A Review of Factors that Influence the Diffusion of Innovation when Structuring a Faculty Training Program. Internet and Higher Education ,6, 53-63. Rogers, E. M (2003). Diffusion of Innovations (5th ed.). New York: Free Press.Advertising We will write a custom essay sample on Diffusion of innovation specifically for you for only $16.05 $11/page Learn More This essay on Diffusion of innovation was written and submitted by user Carissa E. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The Flu Pandemic of 1918 Essays

The Flu Pandemic of 1918 Essays The Flu Pandemic of 1918 Essay The Flu Pandemic of 1918 Essay During the course of time certain incidents occur that change the course of our future and our thoughts.These incidents effect the population of the world either positively or negatively.Yet one event stood out to show how with the future brings both knowledge and power.Over the course of this century, scientific research has shown that modern medicine is not as exemplary as we would like it to be, since both we as people, and diseases are continuing a rapid growth or race to extinction of one another.For scientific comparisons, the 1918 Flu Pandemic will be the archetype. Since the beginning of time man has been haunted and tormented by one thing.Disease.Disease and bacteria have been causing great pain and strife to people since the beginning of time.From the Egyptians to the pioneers, and now today.As many different forms of diseases break out, society often is caught looking back in history to judge what to do in situations.This includes diseases.Scientists and researchers stil l havent found the direct cause of the Great Flu Pandemic of 1918, let alone many others that are taking place this very second.Diseases have damaged society for a long time, the bubonic plague that swept across Europe during the 1300s nearly half the population of Europe was killed by an epidemic of plague.(Fettner Pg. 1) Though diseases have been lingering in human society since the dawn of time, many have fought back diseases by researching and creating vaccines and advances in medicine to help the ill.From penicillin to advanced surgery techniques and Antibiotics, the world has given its best shots to end disease but are still falling up a little short. Since the beginning of the infectious influenza, which has been taking the lives of many humans for centuries, it has always been consistent with its treatments and symptoms.The flu is well known for being on time.As most are aware of the flu

The Recession in the UK Essay Example | Topics and Well Written Essays - 1000 words

The Recession in the UK - Essay Example This trend of borrowing also impacted UK banks and financial institutions as well, but the extent was less of course. Once the banks find the lending much lucrative with attractive returns and talks of all round developments, banks start lending to the maximum extent possible, with the notion that 'high risk implies higher returns'. In some case the banks also start lending money to high risk customers as well, in the belief that they'd be able to extract the money in any form from the borrower. This trend gradually spread to sub-prime lending practices. This type of lending is not very common around the world, but in US and UK such lending is preferred by specific categories of population, who are categorised as high credit risk population. But in recent past when sub-prime borrowers started preferring to desert their houses instead of paying back the loans, the banks found themselves under huge debt. This set in motion a chain reaction, resulting in adverse impacts on the stock market, which in turn impacted the confidence of an average investor. The ups and down in equity markets is not a new ph enomenon, but the UK equity markets have not recovered from the shake ups. With threats of failure of many reputed banks, the stock market appeared to be the only option where the investor can look for liquid cash. This started a continuous downtrend in stock markets in US and UK. Having stakes in international markets the Foreign Institutional Investors (FIIs) in turn started selling their stakes in other markets as well. The trend has been continuing. The net result inter-banking borrowing rates were hiked by banks in order to preserve maximum liquid assets for instilling confidence amongst their customers. Once the bank to bank rates were on the rise, developmental projects started taking a hit, which in turn had an impact on the marketing potential of a whole range of materials including building materials, consumer goods and services etc. With rumours of failing banks, people started taking out their deposits from banks and instead started keeping the money within their custody. This resulted in difficult situation for banks and many banks were on the verge of going bust in UK. Owing to such circumstances, government of Iceland was also forced to intervene. Glitnir bank became the first bank to be nationalised by the Iceland government (Wardell and Satter, 2008). This trend is also quite apparent the world over in many countries including US, Saudi Arabia, China, Japan etc. in order to avoid major breakdowns in the respective economies. Now people are left with less disposable incomes, as some of the investments are stuck up in stock market, some others are gone bust with drowning banks and financial institutions. With companies also resorting to job-cuts, the disposable income levels are further going down with each passing day. People having taken loans from banks and other financial institutions started finding themselves in difficult position to payback those loans. This had a cascading effect on those banks which had earlier resorted to sub-prime lending and unreasonable lending. And banks started feeling the pressure. Northern Rock started sending out SOS signals to the government of UK. Subsequently the government started measures to nationalise the Northern Rock and pump in money

The Concept of Rights Essay Example | Topics and Well Written Essays - 750 words

The Concept of Rights - Essay Example By "property" he means "life, liberty, and estate". The philosopher begins by asserting that each individual, at a minimum, "owns" himself, because he is free and equal in the state of nature. In the Second Treatise, Locke espoused the idea of government by consent (representative government). Since there is no natural hierarchy among human beings, any subordination of one to another must be conventional. This convent is called the social contract. In this way, Locke argues that a full economic system could, in principle, exist within the state of nature. Property could therefore predate the existence of government, and thus society can be dedicated to the protection of property. When one joins civil society, however, one joins one's property to it to be regulated by the community. As a practical matter, in every society, a part must rule the whole. As the majority is composed of more wills and is stronger than the minority, the will of society must be determined by the majority. This makes liberal democracy a moral imperative. At a minimum, the majority must support the regime in power; in practice, this support can be demonstrated only by including something like a Parl iament in the government. It must be said that the people rule themselves. The rule of law - the idea that the power of the state may be exercised only pursuant to a general rule crafted by the legislature - is the only legitimate form of government. However, according to the philosopher, if the state overstepped its limits and began to exercise arbitrary power, it forfeited its 'side' of the contract and thus, the contract being void, the citizens not only have the right to overthrow the state, but are indeed morally compelled to revolt and replace the state (Uzgalis). "The Declaration of Independence" (1776). The Preamble of the Declaration is influenced by Enlightenment philosophy, including the concept of natural law. Ideas and even some of the phrasing were taken directly from the writings of John Locke, particularly his Second Treatise. This was done so, because, according to Jefferson, the purpose of the Declaration was not to find out new philosophical principles or arguments, but to convince everyone that leaders of the colonies were right in their revolutionary actions. The preamble is presented as a logical demonstration, with one proposition leading to another proposition. From the first proposition (that all men are created equal), a chain of logic is produced that leads to the right and responsibility of revolution when a government becomes destructive of the people's rights (Locke's idea): "We hold these Truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness". Again, the Locke's terminology: "That to secure these rights, Governments are instituted among Men, deriving their just Powers from the consent of the governed". Then, according to the text of the Declaration, "whenever any Form of Government becomes destructive of these Ends, it is in the Right of the People to alter or abolish it, and to institute a new Government, laying its Foundation on such Principles, and organizing its Powers in such Form, as to them shall seem most likely to effect their Safety and Happiness"

The benefits of legal human cloning research outweigh the opponents Paper

The benefits of legal human cloning outweigh the opponents negitives - Research Paper Example This process eliminates the emotional pain and expense that accompanies the condition. Moreover, it even puts more couples in a position to have their own children (â€Å"The Advantages of Cloning† par. 6) Rejuvenation, also called therapeutic cloning, can only be advanced through the use of human cloning technology. In this process embryonic stem cells are vital as they are used to produce new tissues and organs, which are used to replace faulty ones such as hearts, spinal cord cells for paraplegics’ tissues. Thus, in this case, cloning plays a key role in preventing and alleviating human suffering for humans who have ailments like Parkinson’s disease and Alzheimer’s. At the same time, if well advanced, even the aging process could be reversed (â€Å"Benefits of Cloning: Benefits of Human Cloning† par. 2). Despite cloning being controversial, it may be a viable solution to many people considering genetic engineering may offer parents a choice of determining what features they would like their children to have. This is concerning their cognitive abilities and physical abilities (â€Å"The Advantages of Cloning† par .14). In addition, parents could have the chance to be better at raising their children, as genetically modified children would have their needs and abilities known to their parent’s beforehand (Smith par. 10). Apart from this, children would be less susceptible to illnesses since all defective genes would be corrected, and immunity boosted at the time of cloning. Moreover, through cloning organs used for transplants would be made readily available through human cloning. For example, currently there are no human livers to make transplant to those patients in need them, instead, pig livers are used to work as a provisional solution until a donor is found. Consequently, human cloning readily avails the required organs without having another person’s

Effect of Simulation Based Education on Medical Knowledge

Effect of Simulation Based Education on Medical Knowledge EFFECT OF SIMULATION BASED EDUCATION ON KNOWLEDGE OF MEDICAL STUDENTS IN CONTEXT OF COMMUNITY MEDICINE Bogam Rahul R. Corresponding Author Dr Rahul Ramesh Bogam ABSTRACT Simulations are being increasingly used to train medical students in diverse clinical skills. Simulation is arguably the most prominent innovation in medical education over the past 15 years. Role play is a simulation technique which can potentially strengthen knowledge that will lead to improved expertise. The present study was undertaken to assess an effectiveness of simple intervention in the form of ‘Role Play Simulation’ on the knowledge of undergraduate MBBS medical students of one of randomly selected medical colleges in Maharashtra regarding ‘Epidemics Investigations.’ Methods: A cross-sectional study consisting of pre and post test intervention was conducted at one of the randomly selected medical colleges in Western Maharashtra. A structured pretested self administered questionnaire consisting of 15 close ended questions was distributed to all 144 participants. The present study attempted to incorporate simulation based role play which was based on epidemic/outbreak investigations for food poisoning. Immediately after this intervention, same questionnaire was distributed to participants as a post test and responses were collected. ‘Paired t-test’ was used to assess pre and post intervention knowledge of participants. Results: Present study revealed significant improvement in knowledge of participants about epidemic investigations from pre to post intervention as a result of ‘Role Play Simulation Based Education’ (t = 42.87, p Conclusion: A simple simulation form like role play can make significant change in knowledge of medical students about very important topic i.e. ‘Epidemic Investigation’ in Community Medicine subject. Key words: Simulations, Community Medicine, Knowledge, Medical students, Role play INTRODUCTION There have been burgeoning developments and changes in medical education.[1] The information and communication technology has revolutionized the teaching and learning process.[1] Various new teaching methodogies are being used to impart medical education to the students in more effective way. The basic reason to look for these methodologies is the dis-satisfaction with conventional mode of education, which is losing it’s relevance in this era of information explosion. [1] Simulations are being increasingly used to train medical students in diverse clinical skills. Simulation is arguably the most prominent innovation in medical education over the past 15 years. [2] They help us to replicate situations which may not possible to get in real settings or where it may be logistically difficult to work on real patients. [1] Role play is a simulation technique which can potentially strengthen knowledge that will lead to improved expertise. Despite of an effectiveness of role play in providing medical education, it’s use in educating medical students is limited. [3] ‘Epidemic Investigation’ is not only an essential aspect in Community Medicine subject but also it has public health relevance. Even though very few studies have been conducted so far in India to evaluate the knowledge of medical students pertaining to investigations of epidemic, some evidences have shown that ‘Simulation Based Education’ can be an effective teaching tool to educate medical students about emergency situation like epidemics. Clinical situations for teaching and learning purposes are created using various forms of simulation like mannequins, part-task trainers, simulated patients or computer-generated simulations. The present study was undertaken to assess an effectiveness of simple intervention in the form of ‘Role Play Simulation’ on the knowledge of undergraduate MBBS medical students of one of randomly selected medical colleges in Maharashtra regarding ‘Epidemics Investigations.’ OBJECTIVE To assess an effectiveness of ‘Role Play Simulation’ on knowledge of undergraduate MBBS medical students about ‘Epidemics Investigations.’ MATERIAL AND METHODS A cross-sectional study consisting of pre and post test intervention was conducted at one of the randomly selected medical colleges in Western Maharashtra. The inclusion criteria were all 144 undergraduate medical students from 7th semester who were present on the day of an intervention. Those who did not attend the class on the day of an intervention were excluded from the study. Written permission was also obtained from participants after explaining the purpose of study to them. A structured pretested self administered questionnaire consisting of 15 close ended questions was distributed to all participants. They were allowed 15 minutes to complete questionnaire under strict supervision. A questionnaire consisted of questions based on various aspects of epidemic investigations like essential criteria for confirmation of existence of an epidemic, spot map, epidemiological case sheet etc. The present study attempted to incorporate simulation based role play which was based on epidemic/outbreak investigations for food poisoning. Few volunteer medical students were selected and trained to participate in simulation based role play. They were asked to focus on ten important steps in investigation of an epidemic i.e. verification of diagnosis, confirmation of an existence of an epidemic, defining the population at risk, rapid search for all cases and their characteristics, data analysis, formulation of hypothesis, testing of hypothesis, evaluation of ecological factors, further investigation of population at risk and writing the report (Table 1). Remaining students were asked to watch this simulation based role play. Total duration of role play was about 20 minutes. Immediately after this intervention, same questionnaire was distributed to participants as a post test and responses were collected. Data Analysis The scoring system for each complete question was assigned for pre and post intervention. Statistical analysis was done using Microsoft Office Excel Sheet. ‘Paired t-test’ was used to assess pre and post intervention knowledge of participants. RESULTS AND DISCUSSION In present study, of 144 participants 78(54.16%) were males and 66 (45.83%) were females. All (100%) participants were in age bracket of 20-23 years. In contemporary medical education, there is strong emphasis on the use of innovative teaching methods like Problem Based Learning, One Minute Preceptor (OMP), Computer Assisted Learning, Flipped Teaching etc. Uses of these types of methods help students to learn various clinical skills in more effective way. The present study attempted to impart knowledge to undergraduate medical students about investigations of an epidemic by using ‘Role Play Method’ rather than using traditional teaching method. The present study showed that simple simulation form like role play made improvement in the knowledge of participants about ‘Epidemic Investigations.’ Similarly other Studies also reported that the use of simulations as a teaching tool increases student’s comprehension of complex theoretical concepts in relation to modules that are taught solely with the traditional lecture/seminar format. [4] Jennifer M Weller et al. [5] also recommended that ‘Simulation Based Education’ needs to be integrated into medical curricula at the development stage, with careful attention paid to transfer of skills learnt to the real clinical environment. In a Malaysian medical school, role plays have been used to teach communication skills in primary care medicine. [6] Table. 1. Pre and Post intervention questions with correct response (n = 144) Table. 2. Mean marks of participants (n = 144) Present study revealed significant improvement in knowledge of participants about epidemic investigations from pre to post intervention as a result of ‘Role Play Simulation Based Education’ (t = 42.87, p However prior to an intervention, poor level of knowledge was found amongst participants regarding certain aspects of epidemic investigations like Spot Map, criteria for confirmation of epidemic, period of investigation of an epidemic etc.( Table 2). The present study reiterates the need for incorporation of innovative methodologies like simulations along with traditional methods for better learning of students. At some places, methodology like ‘Role Play’ has been regular teaching method in medical colleges.[7]At the University of Heidelberg, Germany, introducing role plays augmented the realism of technical training and improved doctor-patient communication and to teach students to obtain a sexual history and discuss sexual health issues. [8] Role-play is simple form of simulation which can be a valuable teaching tool for medical education, requiring few resources and allowing students to look at the material they are learning in a new light. CONCLUSIONS Present study reported significant improvement in knowledge of undergraduate medical students pertaining to epidemic investigation from pre to post-intervention as a result of role play method. It shows that even a simple simulation form like role play can make significant change in knowledge of medical students about very important topic i.e. ‘Epidemic Investigation’ in Community Medicine subject. ACKNOWLEDGEMENT We heartily acknowledge the cooperation and support of Dr. Shekhar M. Kumbhar for conduction of this study. DECLARATION OF INTEREST The author reports no conflicts of interest. The author alone is responsible for the content and writing of the article. REFERENCES Tejinder Singh, Piyush Gupta, Daljit Singh. Principles of Medical Education. Jaypee Brothers Medical Publishers (P) Ltd. 2013; 4th Edn, 1-14. Morgan Passiment Heather Sacks Grace Huang. Medical Simulation in Medical Education: Results of an AAMC Survey. 2011, Association of American Medical Colleges: 1-42. P.Ravi Shankar, Rano M.Piryani, Kundan K.Singh and Bal Man Karki. Student feedback about the use of role plays in Sparshanam, a medical humanities module. F 1000 research. 2012; 1 (65): 1-10. Govinda Clayton and Theodora-Ismene Gizelis. Learning through Simulation or Simulated Learning? An Investigation into the Effectiveness of Simulations as a Teaching Tool in Higher Education.1-25. Jennifer M Weller, Debra Nestel,Stuart D Marshall, Peter M Brooks, Jennifer J Conn. Simulation in clinical teaching and learning.MJA.2012; 196 (9):1-5. Sherina HN and Chia YC: Communication skills teaching in primary care medicine. Medical Journal of Malaysia. 2002; 57(Suppl E): 74–77. Manzoor I, Mukhtar F and Hashmi NR: Medical students’ perspective about role plays as a teaching strategy in community medicine. Journal of the College of Physicians and Surgeons, Pakistan. 2012; 22(4): 222–5. Nikendei C, Kraus B, Schrauth M, P.Weyrich, S.Zipfel, W.Herzogi et al.: Integration of role-playing into technical skills training: a randomized controlled trial. Medical Teacher. 2007; 29(9): 956–960. 1

The Function of the Shawl in Ozicks The Shawl Essay -- Cynthia Ozick

The Function of the Shawl in Ozick’s â€Å"The Shawl† Suffering becomes a way of life for Magda, Stella and Rosa, as they struggle to survive during the Holocaust. During these trying times, some cling to ideals and dreams, while others find unusual vessels of hope – like the shawl – to perdure in their austere living conditions. Although the shawl becomes a source of conflict between Magda, Stella and Rosa in this narrative, it also serves as a pivotal force and a motivational factor. In Ozick’s â€Å"The Shawl†, a small wrap allows its owners to triumph over the adversities of a concentration camp, the â€Å"magic shawl† comforts, nourishes, protects and prolongs life. For Magda, the shawl serves as a magical place, a place of transition and latent life, it acts as a figurative surrogate mother, a pacifier, nourishment and comfort. Hidden away in her warm little cocoon, Magda is not only protected but concealed from the Nazis. When she is wrapped up in the shawl on Rosa’s chest as an infant, Magda is mistaken for Rosa’s breasts, she would â€Å"have been dead already, but had been buried deep inside the magic shawl† (paragraph 6). If it wasn’t for the shawl’s protection, Magda could not have been soothed and comforted by warmth and nourishment as she was during her short life. Not only is the shawl her cocoon, it is also a pacifier for starving Magda’s screams, it nourishes her with its â€Å"good flavor, milk of linen† (paragraph 3) â€Å"for three days and three nights† (paragraph 4). Magda sucks it and wraps herself in it to be very still (paragraph 7) and she guards her shawl â€Å"like a tiger† (paragraph 7). Her instinct is to protect the one thing she knows and loves, the shawl has provided Magda with the basic necessities she need... ...tic and unimaginable of circumstances. Despite the horrifying circumstances she faces, a malnourished, selfless Rosa tries her hardest to be the best mother she can be to her innocent child. Unable to continuously keep Magda safe, nourished and comforted, Rosa counts on the shawl to keep Magda out of harms way, the shawl indirectly becomes a great source of comfort for Rosa because it allows her to know that her baby is safe and sound. Stella wants this comfort, this protection, and so she steals the shawl and murders Magda. In Ozick’s â€Å"The Shawl†, the shawl serves as a source of comfort, nourishment, protection, and life, for Magda, Stella and Rosa during the Holocaust. WORKS CITED Ozick, Cynthia. â€Å"The Shawl†. Literature: An Introduction to Reading and Writing. Ed. Edgar V. Roberts. 4th Compact Ed. Upper Saddle River: Prentice Hall, 2008. 230-233.

Discuss Yeats’ changing attitude to ‘Romantic Ireland’

It is one of the dualities in Yeats' work that a poet renowned for the universal forlorn love lyric should be so inextricably bound to the particular identity, struggle and destiny of the Irish nation. However, on closer examination, Yeats' poetic style proves that seeming paradox is easily explained when the true nature of Yeats' idealism is taken into account. This essay shall argue the apparent political revolutionary commitment seen in the 1910's was something of an aberration, in a transitional period of his career. To locate this transition, it is necessary to start at the beginning and end of his life, and work inwards, tracing the changing portrayal of Ireland in his verse. The early Yeats was part of a strong Romantic tradition. Its liking for the emotional authenticity of folk-lore found a ready place in Yeats' work, as he exploited the rich Irish mythological tradition: his long narrative works all date from this first stage. The first collection uses the ballad form frequently, and the simplicity of poems like ‘To An Isle in the Water' – â€Å"shy one, shy one/ shy one of my heart / she moves in the firelight† – recalls traditional Irish poetry. Perhaps archetypal of Yeats' early romantic pieces is ‘To The Rose Upon The Rood Of Time'. His treatment of Ireland and formal technique come together under the auspices of traditional Romanticism: he is unapologetic about drawing from â€Å"Old Eire and the ancient ways.† The poem is populated by mythic and shadowy figures from Ireland's Gaelic past: the warrior-king Cuchulain, a druid, and Fergus, sometime King of Ulster. Despite coming from an Irish Protestant family, Yeats still paints Ireland as a Celtic idyll, and evokes it using traditional Romantic imagery – stars, the sea, woodlands, flowers. The use of the rose as a motif throughout his early work is indebted not only to the Order of the Golden Dawn, but to Blake in particular. Both shared a mystical tendency beyond Christianity echoed by Yeats' own wish to be a seer-poet in the Irish tradition: the keeper of the narrative of identity. Formally and technically, it shows the clear legacy of Romanticism too. The opening line, in solid iambic pentameter, runs as a stylized invocation – a common technique of traditional lyrical verse. The repetitions echo prayer, further intensifying the spiritual dimension of the piece. The vocabulary, whilst not necessarily archaic, is certainly that of traditional poetic diction: â€Å"thine†, â€Å"whereof†, â€Å"boughs.† There is a similar stylization in the syntax – â€Å"I would, before my time to go† – and personification of â€Å"eternal beauty wandering on her way.† This phase of his poetry, known as the ‘Celtic twilight' period, is rich in similar poems; their keynote being Irish themes and myth married to Romantic style and concerns such as unrequited love, heroism and mystical union with nature. Other pieces which use Irish mythology are â€Å"The Hosting of the Sidhe', ‘The Song of Wandering Aengus', but the idea of a Celtic idyll (derived from the Romantic's radical reshaping of pastoral idealism) runs throughout. This early work is a strong contrast to his final collections, some three or four decades later. It is impossible to characterise such an extensive body of poetry with few examples, but the progression is distinctive. His cultural frame of reference seems far wider, drawing on such diverse sources as: â€Å"a Quattrocento painter's throng / A thoughtless image of Mantegna's thought†[1] to the famous symbolism of Byzantium, representing imaginative unity and the highest form of culture. Formally, the uniform elegiac tone of the early verse (broken only by simple ballads and refrains) is replaced by much greater variety. Yeats' background in theatre comes through in many pieces relying on the dialogue form. There are also the unique and iconoclastic ‘Crazy Jane' poems, as well as series of lyrics and fragments of a few lines. The tone is far less stylised and less self-consciously Romantic: ‘Crazy Jane' represent the apex of a far more open and natural diction. The portrayal of Ireland in these poems mirrors the new progression in style. ‘Under Ben Bulben' sees Yeats' rather desperately asking young writers to â€Å"learn your trade† and â€Å"cast your mind on other days.† This strikes a more resigned tone than the early ‘To Ireland In The Coming Times' where Yeats affirmed: â€Å"I cast my heart into my rhymes† and evoked â€Å"faeries, dancing under the moon / A druid land, a druid tune!† ‘Parnell's Funeral' is not so much resigned, as starkly cynical, with Yeats stating: â€Å"all that was sung / all that was said in Ireland is a lie / bred out of the contagion of the throng.† It is an attitude shared in the acerbic ‘The Great Day' and also ‘Nineteen Hundred And Nineteen' which describes the â€Å"traffic in mockery†: â€Å"We, who seven years ago Talked of honour and truth, Shriek with pleasure if we show The weasel's twist, the weasel's tooth† The poems in The Tower and The Winding Stair, particularly, portray melancholy despair which sees Yeats retreating, whether it be to the symbolic Byzantium, or his own watchtower at Coole Park. The everyday chaos of Ireland is left behind as Yeats surrenders to reflection. Yet this also marks a continuation between the two periods; in the figure of a solitary, reflective artist: â€Å"a man in his own secret meditation / is lost amid the labyrinth that he has made† (‘Nineteen Hundred and Nineteen.') We see, too, that Yeats had lost none of his gift for the lyric.Note the solemn mysticism of â€Å"wine-dark midnight in the sacred wood† (‘Her Vision In The Wood') or the powerful spiritual aphorism in ‘Under Ben Bulben': â€Å"Many times man lives and dies / Between his two eternities.† This continuity, although at odds with the progressions already noted, helps to explain them. It is the vital thread running through his transitional phase, unifying both early and late Yeats, and provokes fresh inquiry into the so-called ‘political' poems. Yeats was always a Romantic in the Keatsian or Tennysonian reflective strain, rather than the radical political side. Hid poetry nearly always came imbued with myth, ‘otherness': he proceeded from the Late Romantic period to form a kind of Romantic Modernism more characteristic of American poets such as Hart Crane. His interest in dream symbolism and automatic writing also placed him with the impressionistic side of Modernism (eg.Surrealism) rather than the harsher or more violent wings (imagism, futurism etc.) Yeats' myth-making and political romanticism is lucidly apparent if the use of legend in the ‘Celtic twilight' phase is put under closer scrutiny. Without placing too much store on biographical details, Celticism (in the hands of Yeats and others) was double-edged. Although it did support national identity and culture, it was also reinforcing imperial stereotyping of the Celts as irrational, feminine and emotional. By using the ancient myth of Ireland, Yeats was implicitly denying that Ireland had a present; by glorifying the peasantry and the oppressed, he was implicitly affirming that Ireland's place was as a subjugated nation. This paradox has been noted in a general sense by Edward Said: â€Å"to accept nativism is to accept the consequences of imperialism too willingly, to accept the very radical, religious and political divisions imposed on places like Ireland.†[2] Yeats' is not a radical revolutionary idealism, but an imaginative idealism: running along metaphysical and mythopoetic lines; not historical or political ones. If this tendency – the tendency to escape into myth – is noted, the later pieces seem less removed from his early career. Yeats peppers his verse with references to former poets, and explicitly assumes the Romantic mantle for himself: â€Å"Some moralist or mythological poet Compares the solitary soul to a swan; I am satisfied with that, Satisfied if a troubled mirror show it, Before that brief gleam of its life be gone.† (‘Nineteen Hundred and Nineteen') He revels in the symbol of the winding stair to mythologise the poet's ascent to meditate on the turbulence of the world below. Whereas before Ireland's enchanted past was the myth, now Ireland is yoked to greater schemes. The civil war representing the violence and disillusion of existence to be set against the spiritual purity of the poet in his tower. The events in Ireland are chained to Yeats' elaborate visions of cyclical history set out in ‘The Second Coming' and ‘The Gyres.' The â€Å"violence upon the roads† (Nineteen Hundred and Nineteen† and the â€Å"rage-driven, rage-tormented, and rage-hungry troop† (‘Meditations in Time of Civil War') are local analogues for the universal â€Å"blood-dimmed tide† of ‘The Second Coming'. Yeats still does celebrate Ireland – it would be fallacy to suggest that the violence of the Civil War sickened his idealism so much he could never face Ireland again with anything but cynicism. However, his engagement was often wary, sometimes ironical – the drinking song of ‘ Come Gather Round Me, Parnellites.' Neither can it be ignored that he occasionally refashioned his old Celtic schemes, most famously in ‘Under Ben Bulben' although even here it becomes a segment of a wider schema: â€Å"gyres run on / when that greater dream had gone.† It is particularly interesting, although perhaps not surprising, that Yeats took the events of the civil war and immediately mythologised them. As mentioned above, the black-and-tan conflict becomes an antithetical tension in his meditative poems, or is encompassed into some larger historical cycle. In various pieces, the heroes of Irish independence take their historical place neatly alongside Wolfe Tone and the Celtic warriors. Even before the fate of the Irish Free State had been decided, Yeats had abstracted the civil war and the contemporary crisis into history and myth. It seems that in his poetry, Ireland had to be romantic. Which helps to explain exactly why Yeats had a seemingly ‘political' phase. Essentially, for a brief period, the reality of Ireland suddenly became equal to the romantic ideal – a struggle for an ideal and a dream, a forging of identity, a moment of historical crisis, death and beauty side by side. Yeats suddenly found that, for a moment, romantic Ireland seemed to be tentatively existent. It must be noted that the ‘political' phase coincided beautifully with the technical and stylistic transition. It would be mere speculation to try to delineate some kind of causal relationship, but it is clear that by 1914 Yeats was searching for some kind of new poetic idiom. His patchy excursions into Imagist style verse in The Green Helmet show he was dissatisfied with simply creating carbon-copy Keatsian Celtic lyrics. It was also about this time that the first dialogue poems began to appear. Emotionally, the tone of the poetry is dejected too. Yeats â€Å"grew weary of the sun† and suggests he might have â€Å"been content to live† in ‘Words'. ‘No Second Troy'rebukes Gonne: â€Å"she filled my days / with misery†, whilst the downbeat ‘Lines written in Dejection' sees him with â€Å"nothing but the embittered sun.† It is seemingly with the Civil War that Yeats found a way to harness his Romanticism to both modern Ireland and to Modernism itself. The period was one of great variety in style and theme. Culminations of his wistful melancholia appear as late as The Wild Swans of Coole (notably the title poem.) Yet they lie side by side with dubious Modernist outings like ‘The Balloon of the Mind' and more successful sparse and clean verse like (perhaps supremely) ‘Easter 1916.' Poems like ‘The Phases of the Moon' and ‘Ego Dominus Tuus' anticipate Yeats' later metaphysical and philosophical bent. And he was still glorifying the Irish peasantry in pieces like ‘The Fisherman.' As Bloom points out â€Å"the two years from late 1915 to late 1917 were the most important of Yeats' imaginative life.†[3] Surely no accident then, that such a time frame was identical to the opening of the Irish hostilities. A longer transitional period (Responsibilities to Michael Robartes) interlocks uncannily with the end of the Home Rule, the Easter Rising and the course of the Irish Civil War. Thus it appears the Ireland's revolution either spurred Yeats' poetic career on to new ground, or he exploited it to facilitate the transition. In ‘September 1913†², disillusioned by the philistine and listless middle classes (symbolised by the â€Å"greasy till†), is among the strongest glorification of the Irish revolutionary tradition: â€Å"they were of a different kind, The names that stilled your childish play, They have gone about the world like wind, But little time had they to pray For whom the hangman's rope was spun, And what, God help us, could they save?† The second in the triptych of Yeats' war poems (the other was Nineteen Hundred and Nineteen), was ‘Easter 1916', where Yeats even questions the viability of art to encapsulate the glory of the revolutionaries: â€Å"no, no, not night but death.† This is quite a reversal for an artist who is fiercely aware of the myth-making possibility of poetry, and the importance of the narrative bardic tradition to Irish identity. Yeats is quick to contrast the everyday â€Å"polite meaningless words† and the bourgeois world of â€Å"eighteenth century houses† with the sacrifice and honour of the 1916 rebels: â€Å"We know their dreams, enough To know they dreamed and are dead; And what if excess of love Bewildered them till they died? I write it out in a verse – MacDonaugh and MacBride And Connolly and Pearse.† Yet even here, perhaps at the very apex of his political phase, there is doubt – â€Å"too long a sacrifice / Can make a stone of the heart† and foreboding of an destructive, irreversible change: â€Å"changed, changed utterly: / A terrible beauty is born.† These two separate images remind us that Yeats was an imaginative (and not political) idealist, and evoke two of his emblematic concerns: stasis, and the dying moment. Both his traditional and Modernist Romanticism are rooted in an intense awareness of time and history. The ‘Celtic twilight' poems, with their exploration of myth, unrequited love, and sorrow, sensualise and unify the tension between the Romantic polarity of eternity and transience; compare with Blake's ‘Auguries of Innocence' or Shelley's ‘To A Skylark.' Whilst never fully leaving the shadow of the Romantics – consider â€Å"I meditate upon a swallow's flight† from ‘Coole Park, 1929' – he also engaged with the Modernist crisis of temporality. The Modernist project to obliterate time has an ally of sorts in Yeats. One might consider the ‘out of time' reflections of the tower poems, the instant of rape enlarged into ‘Leda and the Swan', the a-temporal juxtaposition of historical figures in ‘The Statues', and of course the apocalyptic visions of ‘The Second Coming' and ‘The Gyres.' Note, too, the vast amount of material Yeats wrote on the experiences of aging and death. It is this obsession with time that reveals Yeats' true image of Ireland. Ireland, for him at least, had to be romantic Ireland, otherwise it something to be rejected as inferior – philistine, crude, brutal – and inimical to the soul of an imaginative artist. The Ireland of Yeats' verse was always an Ireland of the past, an Ireland passing away, with one eye on the eternities of legend and history. The images of Ireland changed repeatedly yet the undertow of myth remained the same. For a brief period around ‘Easter 1916†² – a time that fortuitously coincided with and perhaps enabled Yeats' technical transition – the reality of present Ireland was seemingly equal to its mythic past. It is ironic that Yeats' most relevant and political poem was also his greatest act of myth-making. What was really â€Å"changed, changed utterly† was not the history of Ireland, but Yeats' imaginative landscape. Ireland, once again, faded to romantic legend, and was dead and gone. Yeats slotted Pearse as heir to Cuchulain in his mythic schema, and continued his intrinsically timeless and subjective quest, fusing Modernism, Romanticism – and Ireland – into his own poetic idiom.

So Cool Essay examples

So Cool Essay examples So Cool Essay examples By the year 1763, the relationship between the US colonies and Britain was strained at best. The people of America began to increasingly see themselves as independent people. During this time period, the British tried desperately to hold onto their investments in North America. They enforced new restrictions and taxes meant to subdue the restless colonies, who responded with new values and ideals that led to the eventually separation from Britain. By 1763, Britain had enforced several taxes in hopes of bringing the colonies back under their full control. This turned about to be a big mistake as it just encouraged the colonists to renew their struggle for complete independence. Around the same time, the French Indian war was coming to a close, and Britain was struggling with money. Both the Sugar and Stamp Acts were passed by Britain’s government, leading to higher taxes on sugar, molasses, and paper products. During this time the Sons and Daughters of Liberty were forme d and began the motions for an independent nation. Another act was eventually passed that pushed the tension to a breaking point. The Tea Act led to the call towards revolution. All in all, the British plan to gain control of the colonies again through various taxes didn’t work; instead, it managed to further alienate the colonies from England and its allies. Further restrictions were also placed on the colonists in order to regain British control. An example of this is the Proclamation of 1763, which prevented colonists from moving west of the Appalachian Mountains. Another enforcement of the British was the Quartering Act, which had colonists housing British soldiers against their will. Americans slowly began losing their rights to the British rule. People were sick of having to bow down fully to the British crown. They began to shape their values towards independence, freedom, and equality. This led to a call to

Independence Day Essay Example

Independence Day Essay Example Independence Day Essay Independence Day Essay Independence Day (India) From Wikipedia, the free encyclopedia Fifteenth of August redirects here. For other uses, see August 15. Independence Day The national flag of India, on the Red fort in New Delhi; a common sight on public and private buildings on national holidays like the 15th of August. Also called The Fifteenth of August (Hindi) ( ) (Hindi) Observed by India Type National Significance The day India became independent from British rule. Date August 15 Celebrations Flag hoisting, Parades, Singing patriotic songs, Speech by hePrime Minister, Family reunions,Picnics, Kite flying Independence Day of India is celebrated on Fifteenth of August (8/15/47) to commemorate its independence from British rule and its birth as a sovereignnation in 1947. [1] The day is a national holiday in India. All over the country, flag-hoisting ceremonies are conducted by the local administration inattendance. The main event takes place in New Delhi, the capital city of India, where the Prime Min ister hoists the national flag at the Red Fort and deliversa nationally televised speech from its ramparts. In his speech, he highlights the achievements f his government during the past year, raises important issues and gives a call for further development. The Prime Minister also pays his tribute to leaders of the freedom struggle. The Prime Minister also declares holiday on 15 August. Contents [hide] 1 Backgrou nd 2 Celebrati ons 3 See also 4 Referenc es 5 External links [edit]Background In 1946, the Labour government in Britain, its exchequer exhausted by the recently concluded World War II, and conscious that it had neither the mandate at home, the international support, nor the reliability of native orces for continuing to control an increasingly restless India,[2][3] decided to end British rule of India, and in early 1947 Britain announced its intention of transferring power no later than June 1948. As independence approached, the violence between Hindus and Muslims in the pr ovinces of Punjab and Bengal continued unabated. With the British army unprepared for the potential for increased violence, the new viceroy, Louis Mountbatten, advanced the date for the transfer of power, allowing less than seven months for a mutually agreed plan for independence. In June 1947, the nationalist leaders, including Pandit Nehru, Abul Kalam Azad, Mohammed Ali Jinnah, B. R. Ambedkar and Master Tara Singh agreed to a partition of the country along religious lines. The predominantly Hindu and Sikh areas were assigned to the new India and predominantly Muslim areas to the new nation of Pakistan; the plan included a partition of the provinces of Punjab and Bengal. Many millions of Muslim, Sikh, and Hindu refugees trekked across the newly drawn borders. In Punjab, where the new border lines divided the Sikh regions in half, massive bloodshed followed; in Bengal and Bihar, where Gandhis presence assuaged communal tempers, the violence was more limited. In all, anywhere between 50,000 and 500,000 people on both sides of the new borders died in the violence. [4] On 14 August 1947, the new Dominion of Pakistan came into being, with Muhammad Ali Jinnahsworn in as its first Governor General in Karachi. At the stroke of midnight, as India moved into August 15, 1947, Jawaharlal Nehru, read out the famous Tryst with destiny spee ch proclaiming Indias independence. India, now a smaller Union of India, became an independent country with official ceremonies taking place in New Delhi, and with Jawaharlal Nehru assuming the office of the first prime minister, and the viceroy, Louis Mountbatten, staying on as its irst Governor General. [edit]Celebrations This section requires expansion. The Indian flag at Delhi Gate The Prime Minister of India hoists the Indian flag on the ramparts of the historical site, Red Fort ( ), Delhi, on August 15. This is telecasted live on the National Channel Doordarshan and many other News Channels all over India. Flag hoisting ceremonies and cultural programs take place in all the state capitals. In the cities around the country the national flag is hoisted by politicians in their constituencies. In various private organisations the flag hoisting is carried out by a senior official of that organisation. All over the country, flags are given out to citizens who wear them proudly to show their patriotism towards India. Schools and colleges around the country organise flag hoisting ceremonies and various tural events within their premises, where younger children in costume do impersonations of their favourite characters of the Independence era. They also have a parade. Families and friends get together for lunch or dinner or for an outing. Housing colonies, cultural centres, clubs and societies hold entertainment programs and competitions, usually based on the Independence Day theme. Most national and regional television channels screen old and new film classics with patriotic themes on Independence Day. Many non-governmental organizations telecast patriotic programs. It is a national festival that is celebrated by every Indian irrespective of religion. 15 , 1947 1857 ? 1830 . , 15 . 15 , . ( ) 15 ( ) ( ) . 15 , , , , , 1947 (8/15/47) . [1 ] . , . , , hoists . , ? . . 15 . [hide] 1 2 ? 3 ? 4 ? 5 [ ] 1946 , , ? , , ? , [2] [3 ] , , . , . , , , , . 1947 , , , , , . , . , . , , , , tempers assuaged , . , 250,000 500,000 . [4] 14 1947, ? , . 15 , 1947 , independence. India, , , , . [ ] . hoists , ( ), , 15 . . . . . , . , impersonations . . . , , , . . . .

Peace Corp Essay Example | Topics and Well Written Essays - 250 words

Peace Corp - Essay Example This was related to what we were engaged in at home (Kirk 53). The team comprised of persons who were IT enthusiasts. Unlike the friends in Africa, it was something I had encountered previously. Having engaged in communication processes during my earlier schooling endeavors, it was easy to help this young people enhance their skills in technology. I benefited greatly from this program. To begin with, I had the opportunity to work in an exceedingly remote region with no tapped water, electricity, and appropriate shelter. The roads in the villages were in a poor state. As a result, we had to stride stretched distances to amass information from youth projects deep in the countryside (Kirk 52). This made me tough thus acknowledging varied cultures and ethnic associations. Academically, I had the opportunity to teach IT skills to people who failed to comprehend such concerns. Evidently, I gained a lot from this through learning how to tackle problems together. Peace Corp offers a chance for people to engage in processes that help the neglected. As such, it builds personalities and enhances

Take home question Financial Markets of Latin American Essay

Take home question Financial Markets of Latin American - Essay Example However, they -as well as other emerging markets as China or Eastern Europe- appear to be overcoming this crisis much better than more mature markets as USA or the European Union. Some analysts explain that this fact is due to these countries costume and tradition of facing continuous tensions and crisis, situation that have led them to develop "overcoming mechanisms"2. According to Manuel Romera, the Latin-American countries have few to fear from this situation, since they are "those countries that are the most used to difficult and tension moments, being so the most prepared to overcome the crisis". I coincide with this hypothesis because, to my mind, if during the coming decades these countries are able to achieve solid organisational models to simultaneously stimulate innovation and efficiency, it would be seen how theses economies experiment unknown levels of development. It should be beard in mind that Latin-American economies are rich in natural resources and primary materials (resources more and more precious in such a shortage world, characterised by a frantic economic growth). Nevertheless, and once the risk of contagion is being avoided, let's remark some other facts that condition the S