The Cask Of Amontillado, And A Rose For Emily - 1643 Words

Liberation from sort of oppressive force is a key theme in many forms of art, especially literature. It gives the audience a celebratory feeling of escapism when the hero succeeds that may be fulling to many readers. However, centering the entire story around theme of entrapment can also utilized as an obstacle for a protagonist to overcome. Very rarely do authors revolve their entire stories around this idea, often because it is difficult to make a crowd pleasing and optimistic piece of fiction surrounding such a downer subject. Sonny’s Blues, The Cask of Amontillado, and A Rose for Emily all use the theme of ensnarement by internal or external forces to express radically different concepts, which range from creative expression, to†¦show more content†¦Additionally, Sonny’s brother is an external force that seeks to manipulate the course of his life. He is consistently critical of the music he plays and is dismisses it as nothing more than â€Å"noise.† From Sonny’s perspective, his music represents an impassioned expression of the suffering that he has experienced in his life. His ability to play the music he likes, in this case jazz, is the one point in Sonny’s life in which he has complete autonomy. This parallels his passion for heroine when Sonny says: â€Å"It makes you feel like you’re- in control. Sometimes you’ve got to have that feeling.† (Baldwin Page 86) Fortunately, Sonny’s brother comes to the realization that his brother’s love of his music and the independence it gives him is ultimately beneficial to him rather than problematic. Moving on, The Cask of Amontillado centers almost entirely on the theme of imprisonment. The main thrust of the drama in the story involves a man being chained behind a wall as part of a macabre revenge plot. Poe outlines the goal of the protagonist from the beginning to inform the audience and heighten the suspense surrounding the act. Oppos ed to the other two stories, the theme of involuntary captivity is represented primarily in theShow MoreRelatedA Rose for Emily and a Cask of Amontillado1131 Words   |  5 Pages2 In the short story â€Å"A Rose for Emily,† by William Faulkner (79-84), Emily Grierson has no concept of time. She is living in the past and refuses to accept the death of her father. She lives in an isolated fantasy where she convinces herself that her father is still alive. Emily has no intentions of accepting reality. She refuses to acknowledge the death of her father and also the death of her lover, Homer. Her character could be perceived as psychotic because she has lost contact with realityRead MoreThe Cask Of Amontillado, By Edgar Allan Poe And A Rose For Emily1198 Words   |  5 Pagesâ€Å"The Cask of Amontillado† by Edgar Allan Poe and â€Å"A Rose for Emily† by William Faulkner can be brought together under one common of horror. This is due to the dark nature that is described in both these short stories. They can be compared and contrasted by their use of revenge, betrayal, irony, and societies’ view on how we treat each other as people. à ¢â‚¬Å"The Cask of Amontillado† and â€Å"A Rose for Emily† are compatible stories that are easy to compare and contrast each other, and with that the storiesRead MoreAnalysis of the Gothic Fiction Books, The Cask of Amontillado and A Rose for Emily1191 Words   |  5 Pages　　　　　　Analysis of â€Å"The cask of Amontillado† and â€Å"A Rose for Emily† 　　　 　　　In this paper, I choose the Gothic fictions â€Å"The Cask of Amontillado† and â€Å"A Rose for Emily† to compare. I like them as these two works are very exciting with suspense. Next I will compare them on three aspects. 　　　The first is the theme. A Rose for Emily, written by William Faulkner, is a short story about the life and death of Miss Emily Grierson. The reader is told the story in flashback. Its structure is broken downRead MoreComparison and Contrast: A Rose for Emily by William Faulkner and The Cask of Amontillado by Edgar Allan Poe929 Words   |  4 PagesPoe employ it to achieve distinctly Gothic effects. â€Å"A Rose for Emily† and â€Å"The Cask of Amontillado† are very different stories set in very different worlds, and the tone of the narration in each is equally different. Nonetheless, the stories both offer strong symbolism, and they each rely on how the short story amplifies the Gothic, or dark, by virtue of brief presentation. Poes â€Å"The Cask of Amontillado† and Faulkners â€Å"A Rose for Emily† both employ a narrator, if not of a similar kind. EachRead MoreMurder in the Novels, The Cask of Amontillado by Edgar Allan Poe and A Rose for Emily by William Faulkner733 Words   |  3 Pagesare in luck. The Cask of Amontillado by Edgar Allan Poes and William Faulkners A Rose for Emily are compelling murder stories, full of dynamic characters, vivid detail, and compelling points of view. These two stories encompass the elements of plot, character, setting and point of view among others. Although the elements of the central theme of murder are different, these stories share other elements that make these stories unique. In the short story â€Å"The cask of Amontillado† by Edgar Allan PoeRead MoreMurder Has Always Been A Fascinating Element In Fiction1102 Words   |  5 PagesThe unbalanced main characters in the two murder stories, The Cask of Amontillado and A Rose for Emily drive the plots of the stories. Montresor and Miss Emily, the murderers in each story, engage the readers, allowing them to have a different perspective on their actions and similar motives of murder. A close examination of the way Montresor, the narrator of The Cask of Amontillado, and Miss Emily, the protagonist of A Rose for Emily, commit the action of murder towards their victims demonstratesRead MoreAlliteration In Leda And The Swan By Ray Bradbury1852 Words   |  8 PagesMontag being â€Å"not happy† displays characterization of the character (Bradbury 9). Conflict: a literary element that involves a struggle between two opposing forces usually a protagonist and an antagonist (Literary Devices). Example: In â€Å"The Cask of Amontillado† Montresor states, â€Å"The thousand injuries of Fortunato I had borne as I best could; but when he ventured upon insult, I vowed revenge.† The â€Å"revenge† Montresor seeks against Fortunato displays a conflict between two characters (Poe 14). Consonance:Read MoreAnalysis Of A Rose For Emily By William Faulkner1407 Words   |  6 Pagesand discuss how the setting contributes to the central meaning of the story. In William Faulkner’s short story, A Rose for Emily, the southern town’s setting is a stark contrast to today’s society, where many elderly people live in poverty, receive little respect, and lose their family homes due to the inability to pay taxes. After the death of her father forty years earlier, Emily Grierson’s social and financial status plunged to the point where she was totally dependent on the good will of othersRead MoreA Good Man Is Hard, And The Cask Of Amontillado By Mary Flannery O Connor1945 Words   |  8 Pagesassigned many great stories to read while in this class. In this paper we will cover and analyze three different short stories and quickly compare and contrast things they have in common. This paper will analyze â€Å"A Rose for Emily†, â€Å"A Good Man is Hard to Find†, and â€Å"The Cask of Amontillado†. We will analyze the different symbolism throughout all the stories such as â€Å"the elusive definition of a good man† which comes from â€Å"A Good Man is Hard to Find†, also themes in the different stories like traditionsRead MoreANALIZ TEXT INTERPRETATION AND ANALYSIS28843 Words   |  116 Pagesthe middle. In still other cases, the chronology of plot may shift backward and forward in time, as for example in William Faulkner’s A Rose for Emily, where the author deliberately sets aside the chronological ordering of events and their cause/effect relationship in order to establish an atmosphere of unreality, build suspense and mystery, and underscore Emily Grierson’s own attempt to deny the passage of time itself. Perhaps the most frequently and conventionally used device of interrupting

Random Sampling Techniques Free Essays

There are many ways to select a random sample. Four of them are discussed below: Simple Random Sampling: In this sampling technique, each sample of the same size has the same probability of being selected. Such a sample is called a simple random sample. We will write a custom essay sample on Random Sampling Techniques or any similar topic only for you Order Now One way to select a simple random sample is by a lottery or drawing. For example, if we need to select 5 students from a class of 50, we write each of the 50 names on a separate piece of paper. Then, we place all 50 names in a hat and mix them thoroughly. Next, we draw 1 name randomly from the hat. We repeat this experiment four more times. The 5 drawn names make up a simple random sample. The second procedure to select a simple random sample is to use a table of random numbers, which has become an outdated procedure. In this age of technology, it is much easier to use a statistical package, such as Minitab, to select a simple random sample. Systematic Random Sampling: The simple random sampling procedure becomes very tedious if the size of the population is large. For example, if we need to select 150 households from a list of 45,000, it is very time consuming either to write the 45,000 names on pieces of paper or then select 150 households or to use a table of random numbers. In such cases, it is more convenient to use systematic random sampling. Stratified Random Sampling: Suppose we need to select a sample from the population of a city, and we want households with different income levels to be proportionately represented in the sample. In this case, instead of selecting a simple random sample or a systematic random sample, we may prefer to apply a different technique. First, we divide the whole population into different groups based on income levels. Thus, whenever we observe that a population differs widely in the possession of a characteristic, we may prefer to divide it into different strata and then select one sample from each stratum. We can divide the population on the basis of any characteristic, such as income, expenditure, sex, education, race, employment, or family size. Cluster Sampling: Sometimes the target population is scattered over a wide geographical area. Consequently, if a simple random sample is selected, it may be costly to contact each member of the sample. In such a case, we divide the population into different geographical groups or clusters and as a first step select a random sample of certain clusters from all clusters. We then take a random sample of certain elements from each selected cluster. For example, suppose we are to conduct a survey of households in the state f New York. First, we divide the whole state of New York into, say, 40 regions, which are called clusters or primary units. We make sure that all clusters are similar and, hence, representative of the population. We then select at random, say, 5 clusters from 40. Next, we randomly select certain households from each of these 5 clusters and conduct a survey of these selected households. This is called cluster sampling. Note that all clusters must be representative of the population. How to cite Random Sampling Techniques, Essay examples Random Sampling Techniques Free Essays There are many ways to select a random sample. Four of them are discussed below: Simple Random Sampling: In this sampling technique, each sample of the same size has the same probability of being selected. Such a sample is called a simple random sample. We will write a custom essay sample on Random Sampling Techniques or any similar topic only for you Order Now One way to select a simple random sample is by a lottery or drawing. For example, if we need to select 5 students from a class of 50, we write each of the 50 names on a separate piece of paper. Then, we place all 50 names in a hat and mix them thoroughly. Next, we draw 1 name randomly from the hat. We repeat this experiment four more times. The 5 drawn names make up a simple random sample. The second procedure to select a simple random sample is to use a table of random numbers, which has become an outdated procedure. In this age of technology, it is much easier to use a statistical package, such as Minitab, to select a simple random sample. Systematic Random Sampling: The simple random sampling procedure becomes very tedious if the size of the population is large. For example, if we need to select 150 households from a list of 45,000, it is very time consuming either to write the 45,000 names on pieces of paper or then select 150 households or to use a table of random numbers. In such cases, it is more convenient to use systematic random sampling. Stratified Random Sampling: Suppose we need to select a sample from the population of a city, and we want households with different income levels to be proportionately represented in the sample. In this case, instead of selecting a simple random sample or a systematic random sample, we may prefer to apply a different technique. First, we divide the whole population into different groups based on income levels. Thus, whenever we observe that a population differs widely in the possession of a characteristic, we may prefer to divide it into different strata and then select one sample from each stratum. We can divide the population on the basis of any characteristic, such as income, expenditure, sex, education, race, employment, or family size. Cluster Sampling: Sometimes the target population is scattered over a wide geographical area. Consequently, if a simple random sample is selected, it may be costly to contact each member of the sample. In such a case, we divide the population into different geographical groups or clusters and as a first step select a random sample of certain clusters from all clusters. We then take a random sample of certain elements from each selected cluster. For example, suppose we are to conduct a survey of households in the state f New York. First, we divide the whole state of New York into, say, 40 regions, which are called clusters or primary units. We make sure that all clusters are similar and, hence, representative of the population. We then select at random, say, 5 clusters from 40. Next, we randomly select certain households from each of these 5 clusters and conduct a survey of these selected households. This is called cluster sampling. Note that all clusters must be representative of the population. How to cite Random Sampling Techniques, Papers

Psychological Factors in Alcohol related Illness-Free-Samples

Question: Discuss about the Psychological Factors in Alcohol related Illness. Answer: The family plays a key part in both avoiding and prevailing with alcohol use and abuse both through including danger and supporting and promoting safety. The aim of this essay was to analyze how certain family related variables were associated to the use of alcohol on the basis of people. This essay psychologically examines a number of family involvements in young peoples taking up and later misusing substances. The use and exploitation of alcohol is widespread. Alcohol exploitation of any member of the family can result to harm for the individual and even for the entire community, as well as it can have a negative impact on rest of the family members. There are many words in the field that are frequently used confusingly. Recent data indicates that approximately 9% of the total population age 12 years or more and mainly 12% of age 12-17 are current users of illicit drugs (Becoa et al. 2013). This essay highlights the importance that seems liberalism and the necessity of considering family when providing control and affect, as father will influence male children and mother will influence female children. Different studies have found that the more liberal the families are towards drug use, the more likely it is that their family will drink alcohol. Alcoholism has become a major health concern in many societies. Alcohol is a drug that is deemed to cause major problems among the younger generations. It has been long recognized that alcoholism runs in the family. A family which has a history of alcoholism is a well established risk in terms developing alcoholism. Nonetheless majority people do not develop alcohol disorders. There is an actual variation among alcoholic children with regards with their alcohol use and current research has been aimed at explaining the variation. Research faces the challenge of expressing diverse alcohol-related behavior variety from easy alcohol experimentation to stern alcohol dependence. Different reason influence different facet of drinking and an assessment to stop drinking (Fang Schinke, 2013). The section is not intended as complete overview of psychological research, but instead focuses on the fact that has been conducted. Psychological reason of habit is peoples thought and beliefs. This is because of much the behaviors originate from the thoughts and the beliefs. Cause of addiction is a persons developmental maturity. Psychology has helped to understand while people while people find it so difficult to discontinue a healthy behavior like alcoholism. There are several illnesses due to alcohol they are cancer, brain damage, heart disease, Osteoporosis. Women are more vulnerable to the effects of alcohol than men and younger and older people tend to be more vulnerable than those who are middle aged In order to prevent the alcohol disease first the family should correct the perception that everybody drinks. Use interactive teaching techniques. Every family has to set the right path for their family members. Elite group of families thinks that by drinking they can overcome their stress. Some cultures openly express drinking alcohol as the reward of a successful feat. The impact that the alcohol use can have on the family is a lot. For some times practitioners and researchers has allocated a crucial function in the family in order to develop or in the avoidance of all antisocial behaviors. Adolescent alcohol abuse is encou raged by environmental factors such as the behavior of the influential role model, social support that encourage this and easy access to it (?ablov, Pazderkov Miovsk, 2014). The significance of overt peer pressure in alcohol use is neither proven nor reliable. Emphasizing the power of peers may lead to an underestimation of effect that parents have on their own. Study of combined information from longitudinal studies specify that poor level of parental participation and management of children have a well-built analytical authority for anti-social productive approach maybe to examine how these two forces interact. People who take pleasure in an extra optimistic relationship with their parents may be less prejudiced by drug-using friends and as a result be less concerned in alcohol using behavior (Stahre et.al, 2014). Premature drinking experience normally takes place inside the family surroundings and in this they may bring in appropriate behaviors concerning use. The family continu es to be a sensible influence all through the adolescence period although parental influence decreases as adolescents age increases and at particular stage of adolescent development. Drugs prevention has been sub-categorized into primary, secondary and tertiary prevention. More recently three new interventions have been identified as universal, selective and indicated interference with at risk collection with early proof of problems (Stautz Cooper, 2013). For some young people frivolous and experimental use in not usually represent a lengthy problem, for the person, their relatives or their group of people. However in some situations more sustained use, relatively partial exposure to meticulous substance can direct to troubles. A family quality has been found to interact with such uneven as emotional well-being, life stress and communal support in predicting universal anti-social behavior as well as abuse of alcohol. A lot of interference are based on the thought that families play a significant role in socializing children to bend to the burden and opportunities of the societal surroundings. The closeness of the family has been found to discourage drug use both directly and through its impact on choice on non-drug using friends. It also appears to have a bearing whether experimental alcohol use leads to a more serious pattern of alcohol involvement. An elevated family cooperation is a very important factor in the family climate variable. Exact personal self may support certain type of people to spend a certain amount of time with family and may perhaps at the similar time support the evasion of behavior like alcohol use (Castellanos?Ryan et.al. 2013). One source of the variation in the outcomes of alcoholic, i.e. whether they develop a character related problem, the familial alcoholism occurs in different forms. Scientists have identified subtypes of alcoholism that are characterized by the type and degree of psychopathology associated with the alcohol abuse, in particular antisocial, personality and mood disorder such as depression (Cooper Marshall, 2013). Recent studies suggest that the type of alcoholic syndrome present in the family influences the childs risk of having psychological characteristics associated with risk of alcoholism (Blanco et.al, 2013). Some theories suggest that early conduct problems which evolve according to the deviance proneness model into a broad set of behavior including alcoholism are related to the neuropsychological deficits in executive functioning (Suzanne Kril, 2014). A distinction is there between the properties of relational side of families on general alcohol use. Researchers have been examined family environment in an attempt to understand both the transmission of alcoholism from generation to generation and the causes of alcohol use and the misuse in the wider population. Recent data suggests that poor executive functioning predicts increases in alcohol consumption with a family history of alcoholism (Grant et.al, 2016). Most of alcoholics do not develop alcohol disorder dependence. Alcohol problems and their prevention cannot be viewed in isolation. Their complexity demands consideration not only of the health, welfare, moral, educational and economic aspects, but also of their combined implicati ons in the development of the individuals, in the community and at the international level. A wide variety of skills and interests are therefore required in the relevant planning and programs. It is not clear yet that correlation between families and alcohol involvement may be due to shared genetic influences. Although only a few studies of protective factors have looked specifically at alcoholic families, some broader studies have found evidence of risk buffers. Alcohol use and alcoholism can be best being studied within the context of psychosocial development throughout the life span and researched interest in applying a developmental perspective to alcohol problem is increasing. It suggests that early developmental to alcoholism can be seen even in preschool years in the form of deficits in self-regulation, emotional reactivity, and conduct problems (Grenard, Dent Stacy, 2013). For young adults, alcohol use is at the top in age related patterns and then declines after mid-20. To conclude this psychological factor in alcohol consumption and alcoholism encompasses a broad range of investigations, it is to be understood that it aimed at understanding how multiple, biological and psychological risk factors interact to influence alcohol related illness. The more recent studies for this age related decline drinking may reflect changes in social norms regarding the acceptability of using alcohol. Relational aspects of families may have a huge influence than other aspects on making alcohol associated behaviors. The key ideas in work planned to use in order to prevent the family from alcohol use and mishandling amongst the people and increasing family shielding factors of family and individual child flexibility. There is a high tendency that the children face some psychological problem in order to face something or hide their inner feelings. It also clear that although family issue are clear, yet the effect of psychological problems is vital. References: Becoa, E., Martnez, ., Calafat, A., Fernndez-Hermida, J. R., Juan, M., Sumnall, H., ... Gabrhelk, R. (2013). Parental permissiveness, control, and affect and drug use among adolescents.Psicothema,25(3). Becoa, I. E., del Elena, F., Amador, C., Ramn, F. H. J. (2014). Attachment and substance use in adolescence: a review of conceptual and methodological aspects.Adicciones,26(1). Blanco, C., Krueger, R. F., Hasin, D. S., Liu, S. M., Wang, S., Kerridge, B. T., ... Olfson, M. (2013). Mapping common psychiatric disorders: structure and predictive validity in the national epidemiologic survey on alcohol and related conditions.JAMA psychiatry,70(2), 199-207. ?ablov, L., Pazderkov, K., Miovsk, M. (2014). Parenting styles and alcohol use among children and adolescents: A systematic review.Drugs: education, prevention and policy,21(1), 1-13. Castellanos?Ryan, N., O'Leary?Barrett, M., Sully, L., Conrod, P. (2013). Sensitivity and specificity of a brief personality screening instrument in predicting future substance use, emotional, and behavioral problems: 18?month predictive validity of the substance use risk profile scale.Alcoholism: Clinical and Experimental Research,37(s1). Cooper, C. L., Marshall, J. (2013). Occupational sources of stress: A review of the literature relating to coronary heart disease and mental ill health. InFrom Stress to Wellbeing Volume 1(pp. 3-23). Palgrave Macmillan UK. Fang, L., Schinke, S. P. (2013). Two-year outcomes of a randomized, family-based substance use prevention trial for Asian American adolescent girls.Psychology of Addictive Behaviors,27(3), 788. Grant, B. F., Saha, T. D., Ruan, W. J., Goldstein, R. B., Chou, S. P., Jung, J., ... Hasin, D. S. (2016). Epidemiology of DSM-5 drug use disorder: results from the National Epidemiologic Survey on Alcohol and Related ConditionsIII.JAMA psychiatry,73(1), 39-47. Grenard, J. L., Dent, C. W., Stacy, A. W. (2013). Exposure to alcohol advertisements and teenage alcohol-related problems.Pediatrics, peds-2012. Stahre, M., Roeber, J., Kanny, D., Brewer, R. D., Zhang, X. (2014). Peer Reviewed: Contribution of Excessive Alcohol Consumption to Deaths and Years of Potential Life Lost in the United States.Preventing chronic disease,11. Stautz, K., Cooper, A. (2013). Impulsivity-related personality traits and adolescent alcohol use: a meta-analytic review.Clinical psychology review,33(4), 574-592. Suzanne, M., Kril, J. J. (2014). Human alcohol-related neuropathology.Acta neuropathologica,127(1), 71-90.

The Power of Pictures An Analysis of Anthony Brownes Picture Books

British children’s picture book author and illustrator Anthony Browne has established himself as an innovative force in the canon of children’s literature through such works as Gorilla and Piggybook. The author has published nearly 40 titles since the 1970s and enjoys international acclaim.Advertising We will write a custom critical writing sample on The Power of Pictures: An Analysis of Anthony Browne’s Picture Books specifically for you for only $16.05 $11/page Learn More Anthony Browne’s works have been hailed as penetrating social critiques that encourage the modern children’s picture book to expand its reach and touch upon uncomfortable social issues such as restrictive gender roles and narrow minded class limitations. Anthony Browne’s eccentric, provocative books are distinctive in the sense that each one refuses to condescend to its young readers, and his works consistently defy assumptions surrounding the suitable subject matter for children’s picture books that require them to be safe, staid and non confrontational. Anthony Browne regularly employs the children’s picture book as a tool to critically analyze and evaluate cultural assumptions in a playful yet trenchant way. This essay will analyze several of Anthony Browne’s works from the period between 1976 and 1986, with particular emphasis on how Anthony Browne portrays specific social issues in his works. These works include Anthony Browne’s first published work Through the Magic Mirror from 1976, Gorilla from 1983, Willy the Wimp from 1984, and Piggybook from 1986. From the educational standpoint, each of these picture books provide children with keen psychological insights into the often unspoken social rules and roles implicit in the world they are entering as they age and progress through higher levels of learning. The essay will also demonstrate the influence of post modern theory on Anthony Brow ne’s works, as well as the impact of postmodernism on children’s picture books in general. Anthony Browne’s frugal usage of text and language and the deeply layered symbolism of his children’s picture books combine finely wrought and keenly observed surrealistic features with an amusing and clever vision. Anthony Browne’s themes are consistently serious and cover the gamut of human experience and behavior.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More He is neither afraid to confront the failure of certain conventional interpersonal relationships, nor challenge the efficacy of the traditional nuclear family model of child rearing. Anthony Browne’s works also play with the distinction between fantasy, perception and reality. Artistically speaking Anthony Browne’s work tends toward surrealism and echoes the work of such surrealist giants as Salvador Dali, Edvard Munch, and Renà © Magritte. Anthony Browne’s works also frequently refer to these artists in a wry and self referential way. His books present his deeply personal and idiosyncratic visual approach through a seamless integration of the extraordinary with the mundane. Anthony Browne’s representational imagery remains simultaneously fantastic yet exact, with painstaking attention to detail and tremendous technical prowess. Anthony Browne’s trademark watercolor illustrations are noteworthy for their signature use of brash colors. Anthony Browne’s use of animals to represent humans, especially gorillas and chimpanzees, also imbues animals with human traits, emotions, fears, problems and concerns. His texts include elements from the fairy tale tradition, folk tales, allegories, and figurative warning tales as the underpinning structure for subtle yet powerful stories. A common plot line of Anthony Browne’s works sees his characters , both human and anthropomorphized animals, delve into their own internal pool of strength to overcome issues of solitude and social isolation, parental neglect, ennui, envy and resentment, bullying and social derision. As a rule Anthony Browne’s works contains strong messages to children to honor themselves above all, regardless of the social costs. In a recent Guardian interview, Flood (2009) drew attention to Anthony Browne’s â€Å"reputation as a sharp social observer. Several of his books skewer contemporary adult behavior†¦especially that of males†¦by showing how foolishness, cruelty, and self-absorption bring out the baseness of our animal natures. In 2000, he became the first UK children’s author to win the Hans Christian Andersen Medal, the highest international honour in children’s literature† (Flood, 2009: n.p.). In 2009 Anthony Browne achieved the prestigious honor of being named the children’s laureate in the United Ki ngdom, joining the ranks of such literary illuminati as Ted Hughes.Advertising We will write a custom critical writing sample on The Power of Pictures: An Analysis of Anthony Browne’s Picture Books specifically for you for only $16.05 $11/page Learn More Anthony Browne was quoted as saying â€Å"he would use his two-year stint as laureate to focus on the appreciation of picture books, and the reading of both pictures and words. Picture books are for everybody at any age, not books to be left behind as we grow older. The best ones leave a tantalising gap between the pictures and the words, a gap that is filled by the reader’s imagination, adding so much to the excitement of reading a book,† he said. â€Å"Sometimes I hear parents encouraging their children to read what they call proper books†¦books without pictures†¦at an earlier and earlier age. This makes me sad, as picture books are perfect for sharing, and not just wit h the youngest children† (Flood, 2009: n.p.). This brings up a valid point and highlights the driving force behind Anthony Browne’s work. Its enduring significance for educators remains Anthony Browne’s â€Å"desire to â€Å"make â€Å"Art,† with a capital A, more accessible to children. I believe we undervalue the visual as a society. Too often I see children’s education mean that they grow out of pictures – away from picture books into words – as though that’s part of the development of a child’s education [and the development of a child into an adult†¦I want children to realize that fine art doesn’t have to be serious and heavy or even part of the educational process. We can just lose ourselves and see ourselves in a painting that was painted 500 years ago† (Hateley, 2001: p. 324). The Power of Pictures Picture books represent one of the earliest and most important tools available to help children m ake sense of their environment, yet cultural and socio economic influences manifest extremely early in children, as Appleyard (1991) highlights in this description of two working class communities: â€Å"Both were in their own way literate communities where reading and writing functioned significantly in the daily lives of the people. But where families did not read to children, ask them the names of things in picture books, use printed stories to help them make sense of their environment, [and] encourage them to write†¦children had difficulty in school and as adult readers [did] not advance beyond magazines and newspapers, the Bible, and the literacy requirements of their work and social lives† (p. 198). The socio economic environment of the child mediates the essential learning value of the children’s picture books, and â€Å"the kinds and levels of literacy can be correlated with the social structure of the community, its history and traditions, the quality of its schools, and the economic opportunities of its people† (Appleyard, 1991: p. 198).Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Children’s picture books hold a deeper meaning when considered in the light of how we learn about ourselves in relation to others and this learning begins almost the instant children begin perceiving images. In fact Peter Hunt (1999) points to a common and somewhat dangerous misconception regarding the deeper impact of children’s picture books when he states that â€Å"picture books are commonly assumed to be the province of the very young, or pre-literate child, a simple form that is beneath serious critical notice† (p. 128). On the contrary, children’s picture books represent a core component in an extremely complex socialization process that begins at birth. Society begins to shape children the moment they are out of the womb. Picture books impart visual meaning to children well before they have developed the critical skills to accurately judge what they are being shown and how it is influencing them cognitively, psychologically, and emotionally. While this may seem an obvious deduction, the power of the picture in the social and psychological development of children simply cannot be overstated. In Hunt’s (1999) words, children’s picture books represent â€Å"one genuinely original contribution to literature in general; they are a polyphonic form that embodies many codes, styles, textual devices and intertextual references† (p. 128). At the risk of sounding cynical, picture books instill core social assumptions and biases about the multiple hidden strata of the culture to which a given picture book ascribes: gender roles, class distinctions, family make up, racial differences, and religious affiliations. As Nodelman (1999) states, children â€Å"must have a pre-existing knowledge of actual objects to understand which qualities of [visual] representations†¦resemble those of the represented objects and which†¦are merely features of the medium or style of representation and therefore to be ignoredâ₠¬  (p. 129) More importantly, â€Å"children must learn these prejudices before they can make sense of [a] picture† (Nodelman, 1999: p. 129). The gender stamp provides one example. Because children’s pictures books show partiality towards a particular point of view – the point of view of the viewer – they possess the power to circumscribe the child viewer into identifying exclusively with what can be seen from that limited perspective. Depending on the gender of the child viewer, he or she then takes on this imposed perspective in his or her subjective life, and begins to observe and value events and other people as the pictorial narrative presents them from this gender specific point of view. The power of visual images stays with us for our entire lives. We need only consider the impact of marketing to understand how swayed we are by pictorial representations of gender, beauty and racial differences in the wider media. The power of Anthony Browneâ€℠¢s picture books lies in their ability to illustrate the emotional discrepancy that many children feel. Anthony Browne’s works highlight the tacit understanding that many children learn very early in life – the sense that their parents are there in body only. As a teaching tool Anthony Browne’s work serves to offer children a means to make contact with an emotional reality that they do not yet have the cognitive skills to name. Post Modern Children’s Picture Books Post modern theory targets and calls attention to the essentially meaningless quality of representation that orders language, thought, and the social world that we humans inhabit, and argues that nothing in language truly â€Å"is† what it claims to represent. Words are merely symbols, and all printed books are black marks on a white page. As such, language resembles more of an agreement than an absolute, an implied understanding between literate folk that an arbitrary sound and image com bination embodies or â€Å"stands for† an equally arbitrary definition. Meaning then becomes socially conferred and as such, subject to infinite change. No representation enjoys purity of meaning. Barry (2009) refers to this concept as the absence of the real, and points out that â€Å"in contemporary life the pervasive images from film, TV, and advertising has led to a loss of distinction between real and imagined, reality and illusion, surface and depth† (p. 87). Barry (2009) explains the post modern era as an era wherein â€Å"a sign is not an index of an underlying reality, but merely [an indication] of other signs† (p. 87). The system of language and the ensuing assemblage of cognitive thought built upon that language then becomes a â€Å"simulacrum† that replaces the concept of the fixed representation of reality understood by previous eras, and â€Å"the sign reaches its present stage of emptiness† (Barry, 209: p. 87). Goldstone (2001) under stands the impact of postmodernism on children’s picture books as creating a generation of children’s picture books in the last 30 years that lack â€Å"clear, traditional, linear story structure [and] a sweet and innocent tone†¦[and that] mock†¦rather than model†¦oral tradition† (p. 362). Nonetheless, Goldstone (2001) quickly tempers this description by highlighting the fact that present day children’s picture books still â€Å"remain true to the classic definition of picture books. Picture books are categorized not by content but by format, which is an interdependence of the illustration and the text. The words and the art reflect and expand each other’s meaning† (p. 362). The aspect that has changed, according to Goldstone (2001), is â€Å"the underlying organization, which has created new linguistic codes. Traditional picture books are certainly not losing their appeal, and no one illustrative or writing style is better t han another. Rather, the boundaries of what is understood as a successful picture book are broadening† (Goldstone, 2001: p. 362). Postmodernism largely defines digital media culture, in that the theory underscores values of playfulness and interactivity. Swaggerty (2009) distinguishes the so-called digital native generation’s cultural make up as â€Å"characterized by connectivity, interactivity, nonlinearity, and instantaneous access to information and social networks† (p. 24). Digital natives tend to have higher standards for their media, as they â€Å"typically have the ability to control information flow, and they prefer to be in control of what they engage in†¦school is not the focal point of their lives; rather it is one of many† (Swaggerty, 2009: p. 24). Given that children gain access to digital media culture as infants, the essential nature of the post modern theory underscores their understanding of the world. Post modern children’s p icture books anticipate this by utilizing the same interactive tools and mischievous disregard for standard literary conventions integral to digital media. For example, post modern children’s picture books may â€Å"feature characters that speak directly to the reader. Some books require readers to make choices about how they will navigate the text by presenting multiple texts. Some children are drawn to the absurdity and humor often found in post modern picture books, or they may enjoy stories that poke fun at fairy tales with which they are familiar†¦post modern picture books are surfacing in bookstores and libraries and in the hands of children, justifying the attention of educators† (Swaggerty, 2009: p. 25). Anthony Browne’s picture books contain significant post modern elements, the most notable being the self referential nature of many of his works. Goldstone (2001) explains that Anthony Browne’s works can easily fit into the category of the â €Å"new breed of picture book has its own commonly held set of structural characteristics. These texts do not follow a linear pattern, are self-referential†¦the characters of a story may refer to the physical presence of the book or the process of making a book, are cynical or sarcastic in tone, and actively invite the reader to co-author the text†¦Not all of these characteristics are always found in one story, but the presence of even one will significantly change the reader/viewer’s way of interpreting the text† (p. 363). Post modern children’s picture books intentionally thwart the traditional book’s ability to enchant the reader. As Swaggerty notes, â€Å"many readers can relate to the feeling of inhabiting a book, or losing themselves in a story. When readers are really â€Å"into† a story, they sometimes forget that they are reading a book† (p. 25). Conversely, post modern children’s picture books consistently remind t he reader that the book is a book, therefore affirming the post modern understanding that meaning is not only a created fiction but also a shared one. Goldstone (2001) states that in post modern children’s picture books the â€Å"characters and the narrator may use the physical pages of the book for props or describe the book’s creation† (p. 366). This activity embodies the self-referential text (Goldstone, 2001: p. 366). Essentially the children’s picture book continually and playfully demands a response from the reader. In Goldstone’s (2001) words, the book â€Å"asks the reader, â€Å"What is real? The story? The page? The book itself?† (p. 366). Post modern texts like Anthony Browne’s implicate the reader in their construction. Anthony Browne’s love of surrealism and the presence of surrealist painters’ influences in his illustrations becomes a consistent post modern element in his children’s picture books, a visual motif that began with his first published book Through the Magic Mirror, in which the work of the eminent surrealist painter Renà © Magritte figures prominently (Browne, 1976). Anthony Browne’s visual citations of Magritte’s work highlight the magical element of Through the Magic Mirror, which depicts a young boy who suffers from ennui and premature world weariness until he gains access to an alternate universe via an enchanted mirror (Browne, 1976). As Hateley (2009) has shown, Anthony Browne’s illustrations present obvious references to the Surrealist master’s paintings, and although Through the Magic Mirror â€Å"offered the possibility of readerly recognition and acculturation, [the book] did not necessarily depend on such recognition in order for the texts to function† (p. 340). A successful post modern children’s picture book by definition must operate on both these levels simultaneously, as most young children will have no co ncept of painting, let alone individual and historically significant painters. The educational delight that Through the Magic Mirror offers harkens back to Anthony Browne’s desire to have art be a natural component of young children’s reading experience (Browne, 1976). In Hateley’s (2009) understanding, Anthony Browne’s self referential use of Magritte â€Å"describes Browne’s deployment of Magritte, but Browne is â€Å"marketing† cultural capital. In circulating Magritte as a collection of visual referents, Browne seems to be producing a Surrealist visual epistemology, but is actually offering up Surrealism as something to be consumed† by child readers (p. 324). Through the Magic Mirror established Anthony Browne as a purveyor of â€Å"high-quality, aesthetically and diegetically pleasurable picture books that often include citations of Magritte, but do not necessarily explicitly explain to readers why they should pay attention to s uch citations. The Surrealist flourishes of the other realm are in keeping with the book’s obvious thematic and titular homage to that favorite of the Surrealists, Carroll’s Alice’s Adventures in Wonderland. Browne makes direct visual references to the accoutrements of the bowler-hatted men found in several of Magritte’s works including Golconda (1953) and Decalcomania (1966); one of the illustrations reproduces Magritte’s well-known treatments of the mise-en-abyme effect combining easels bearing paintings with the environments such paintings are notionally reproducing, as in The Human Condition (1934) or Euclidean Walks (1955)† (Hateley, 2009: p. 325). Anthony Browne successfully employs the post modern self referential element within his work not only to poke fun at the institution of high art and its intrinsic sense of exclusivity, but also to provide children with a playful and imaginative introduction to some of the most pivotal and grou nd breaking surrealist painters and their works. Another example of Anthony Browne’s usage of post modern elements occurs in his later work Piggyback, published in 1986. Piggyback tells the story of the Piggott family, Mr. Piggott, Simon, Patrick, and Mrs. Piggott (Browne, 1986). The male Piggotts consistently left all of the housework for Mrs. Piggott to take care of and refused to clean up after themselves (Browne, 1986). This led to building resentment in Mrs. Piggott, until the day Mrs. Piggott vanishes from the Piggott household, leaving behind nothing but a note that says â€Å"You are pigs† (Browne, 1986). Then, Mr. Piggott and his sons actually do undergo a metamorphosis into pigs (Browne, 1986). With no conception of how to look after a home, the Piggott household degenerates into a literal pig sty at the hands of the remaining Piggotts (Browne, 1986).The story ends with the male Piggotts gaining appreciation for the work of Mrs. Piggott and when she returns t he family agrees to share the housework together (Browne, 1986). In Piggybook, Beckett (2001) shows how Anthony Browne often integrates explicit pre existing works of art into his children’s picture book illustrations as a simultaneous form of homage and post modern self referentiality (p. 180). An example of this occurs in Piggyback. Beckett (2001) calls attention to the â€Å"portrait hanging in the Piggots’ living room†¦an unmistakable rendition of Franz Hals’s The Laughing Cavalier. Although it is the Dutch master’s most famous painting, it is nonetheless unfamiliar to the majority of children and even many adult readers†¦.In Piggybook, the portrait hangs above Mr. Piggott, who is sprawled on the couch watching television with his two sons while Mrs. Piggott attends to all the domestic tasks by herself. Not only is there a suggestive resemblance between the cavalier and Mr. Piggott†¦notably the round shape of the head†¦but the fat her and one of the sons could easily pass as Dutch. For readers who are at all familiar with Hals’s work, the portrait will evoke guild-hall paintings of Dutch merchants engaged in endless communal banquets† Beckett, 2001: p. 180). In this example Anthony Browne’s illustration performs four functions simultaneously: it visually cites his own personal influences, affirms the post modern intention to parody the staunch â€Å"museum† representation of high art, pokes fun at his own characters, the male Piggotts, and offers children access to a master painter in a fun and playful manner. This example perfectly exemplifies the multi layered and multi tasking ability of effective post modern children’s picture books. Use of Primates Published in 1983, Anthony Browne’s Gorilla launched the author and illustrator into the forefront of children’s literature. Gorilla presents the dilemma of a neglected, despondent little girl let down by the rea lity of her father’s unresponsiveness. Atkinson (2006) calls Hannah’s dilemma â€Å"a recurring theme: two worlds existing together – the absurd and the ordinary. But by the end, a transformation has occurred and the world seems less frightening. It’s also an example of how emotionally powerful [Browne’s] stories can be when he uses primate characters instead of human† (Atkinson, 2006: n.p.) Gorilla recounts the story of Hannah, a lonely little girl whose father seems perennially preoccupied by his work (Browne, 1983). Hannah desperately wants to visit the zoo, yet her father continually puts her off, explaining that he is too busy (Browne, 1983). Instead, Hannah’s father buys her a toy gorilla (Browne, 1983). When the gorilla comes to life and takes Hannah to the zoo, she finally receives â€Å"the kind of companionship that has so far been unavailable from her unusually preoccupied father† (Silvey, 1995: p. 98). The theme of loneliness central to Gorilla repeats in many of Anthony Browne’s works. Indeed, Anthony Browne’s heroes and heroines often confront decidedly adult situations such as loneliness, abandonment, neglect and disappointment. In Silvey’s words, the illustrations in Gorilla set the standard for Anthony Browne’s later works through their â€Å"forceful, strongly narrative watercolors that blend near photographic realism with fantastical touches and that exert a strong emotional, often unconscious pull; the skillful use of color, pattern and background detail to convey mood and meaning; ingenious visual puns and surprises that frequently point to serious, often disturbing underlying themes; and an exquisite empathy for the concerns of lonely sensitive children† (Silvey, 1995: p. 98). Gorilla also cemented Anthony Browne’s use of primate characters in his books. For Anthony Browne, gorillas are regularly substituted for humans. In the author’s words, â€Å"I am fascinated by them and the contrast they represent – their huge strength and gentleness. They’re thought of as being very fierce creatures and they’re not† (Flood, 2006: n.p.) Anthony Browne’s protagonists, simian or human are often social outcasts that encounter neglect, or whose sensitive nature allows them an outsider’s glimpse of the social hierarchy, as exemplified by Willy the chimpanzee that appears in a series of works beginning with Willy the Wimp. Lewis (2001) points to the sparseness of Anthony Browne’s text and the deceivingly simple yet highly effective way that the author illustrates controversial content in Gorilla, namely child neglect and the failure of parenting (Lewis, 2001: p. 4). Anthony Browne’s text states simply that Hannah’s father â€Å"didn’t have time to take her† to the zoo, while the accompanying image â€Å"coolly [illustrates] a picture of Hannah’s father, separated from his daughter by the newspaper that he is holding up and reading at the breakfast table† (Lewis, 2001: p. 4). In Gorilla Anthony Browne tackles a difficult and painful subject for many children, namely the awareness that their parents may be indifferent to their emotional needs. Anthony Browne’s illustration essentially contradicts and disproves the narrative in a subtle yet forceful way. Hannah’s father is not â€Å"too busy† to take her to the zoo; Hannah’s father does not want to take his daughter to the zoo. He would rather read the paper. Hannah’s father represents the reality of many parent child relationships: the parental figure is physically present yet emotionally absent. Social Issues in Children’s Literature Children’s picture books form an integral element of very young children’s understanding of gender roles. Pre-verbal children nonetheless derive implicit meaning from how men and wome n appear in visual representations, what they wear, how they behave physically, their facial expressions, their spatial relationship to each other within the image, and the focal point within the image, typically the point of power, because it is the point of view. In Piggyback for example, Anthony Browne’s illustration that evokes Franz Hals’s The Laughing Cavalier shows Mr. Piggott in the position of power similar to the Dutch merchants it parodies. As Beckett (2001) states, â€Å"Piggott, who seems to be eating or thinking about eating when he is not at his â€Å"very important job,† is certainly a worthy modern descendant of that patriarchal society. The significance that Browne attaches to the portrait is made obvious by the fact that he has added other signs to assist the viewer in interpreting the parody. He humorously suggests the nationality of the Dutch master by choosing Holland’s characteristic symbol, the tulip, to decorate the room† ( p. 180) In Piggyback, Anthony Browne parodies the obvious gender inequities of the relationship between Mr. and Mrs. Piggott and the inherent favoritism shown to males in the Piggott’s world, a reference to male privilege (Browne, 1986). As Beckett (2001) states, â€Å"Piggott and his sons, who by now have been transparently identified as male chauvinist pigs, have been transformed into â€Å"real† pigs, and the metamorphosis is reflected in the painting, which replaces the laughing cavalier with a pig in the same dignified pose. The Laughing Pig is a parody â€Å"in the second degree,† to borrow Gà ©rard Genette’s term†¦because it parodies Browne’s earlier version of The Laughing Cavalier, itself an ironic recontextualization of the original masterpiece (p. 183). Spitz (1994) argues that â€Å"illustrations in picture books for young children frequently carry and challenge prevailing gender role paradigms† (p. 311). Gender itself can often assume a problematic stance in children’s picture books, given that it is â€Å"volatile and confusing even to adults† and adults often lack awareness of their own internalized sexism (p. 308). In Spitz’s mind, children’s picture books in general â€Å"assume†¦that children are influenced for better or worse by the surrounding culture as well as by their familial identifications† and for Spitz, it is imperative that parents and educators alike take an active role in deconstructing children’s literature, as children are â€Å"best served by being actively and selectively introduced to that culture by adults, rather than left to assimilate it on their own†¦particularly†¦[in] the field of gender† (p. 308). In Anthony Browne’s Willy the Wimp, Willy the chimpanzee begins the story as a somewhat emasculated male afraid to assert himself even against a fly (Browne, 1984). Anthony Browne believes that â€Å"child ren relate to Willy because often everyone and everything is bigger than they are and that their world is run by parents, teachers and older siblings† (Atkinson, 2006: n.p.). Anthony Browne’s Willy the Wimp highlights the struggle that young sensitive males encounter when attempting to find their place in the masculine construction of gender, characterized by physical power, might, aggression and violence (Browne, 1984). None of these qualities are inherent to Willy’s character, and he suffers bullying as a result (Browne, 1984). Spitz (1994) understands that the â€Å"operative agenda of many works is not to extend the range of possibility and give concrete form to vaguely subversive wishes but rather to promulgate and reinforce prevailing social codes that resist diversity†¦diversity especially in the arena of gender† (p. 311). Works such as Anthony Browne’s Willy the Wimp, Spitz contends, â€Å"curiously†¦often blends these opposing mo tives† (p. 311). Willy’s predicament is more or less solved by the appearance of a female, who effectively replaces him as the victim and allows Willy to reclaim some of his manhood (Browne, 1984). Spitz (1994) states that â€Å"in an uncanny repeat scene of the gorillas’ attack on Willy, the place of the helpless, victimized little boy is taken by a girl. Instead of Willy, little Milly is held now in a viselike grip by the gorilla gang leader who also grabs her purse. The visual equation is patent: the passive, helpless, vulnerable position is gendered feminine: wimp = girl† (p. 321). Traditional masculinity carries a heavy burden for sensitive little boys, and as Anthony Browne asserts, much of life as a young boy growing up, especially with older brothers, is characterized by competition (Atkinson, 2006: n.p.). As Spitz (1994) points out, â€Å"by being able to scare, Willy has changed from a wimp into a hero. Big, strong, and alarming now, he attracts the girl, and, on the next page, we see Milly cover his face with lipstick kisses in gratitude for her rescue† (p. 321). Here we see the reward for proper masculine behavior: male respect, and female affection. As Spitz (1994) astutely observes, â€Å"our culture continues to perpetuate the notion that to be worthwhile, lovable, and effective as a human being, a man must have prodigious physical strength and a frightening demeanor†¦ Although much depends on the way the book is read, its casual, even brazen presentation of wide-spread masculine stereotypes can scarcely be evaded. Little Willy, despite his concerted efforts, fails in the end to achieve this goal. His outside changed, but his inside did not. He is therefore portrayed as sympathetic but ridiculous† (p. 321). In conclusion, Anthony Browne’s children’s picture books bravely tackle difficult and thorny social issues with charm, compassion and wit. The works covered in this essay demonstrate that Anthony Browne’s playful approach to art and literature masks a penetrating and insightful critique of the social assumptions and biases implicit in the Western culture. References Appleyard, J. A. (1991).  Becoming a reader: The Experience of Fiction from Childhood to Adulthood. Cambridge, Cambridge University Press. Atkinson, F. (2006). Monkey business. The Age. Web. Barry, P. (2009).  Beginning Theory: An Introduction to Literary and Critical Theory. 3rd edition. Manchester, Manchester University Press. Beckett, Sandra. â€Å"Parodic Play with Paintings in Picture Books.† Children’s Literature 29 (2001): 175-195. Rpt. in Children’s Literature Review. Ed. Dana Ferguson. Vol. 156. Detroit: Gale, 2011. Literature Resource Center. Web. Brown, A. (1976).  Through the Magic Mirror. New York, Greenwillow Books. Brown, A. (1984).  Willy the Wimp. New York, Alfred A. Knopf. Brown, A. (1983).  Gorilla. London, Julia MacRae Books. Brown, A. (1986) .  Piggybook. New York, Alfred A. Knopf. Flood, A. (2009). Gorilla artist Anthony Browne becomes children’s laureate. Guardian.   Goldstone, B. P. (2001). Whaz up with our books? Changing picture book codes and teaching implications: children’s books change with the culture around them. Understanding postmodern picture books helps children make sense of a complex world. The Reading Teacher, 55 (4). Web. Hateley, E. (2009). Magritte and Cultural Capital: The Surreal World of Anthony Browne. Lion and the Unicorn,  33 (3). Web. Lewis, D. (2001).  Reading Contemporary Picturebooks: Picturing Text. London, Routledge Falmer. Nodelman, P. (1999). Decoding the images: how picture books works. In: Hunt, P. (ed) Understanding Children’s Literature. London, Routledge. p. 128-138. Silvey, A. (ed) (1995).  Children’s books and their creators. New York, Houghton Mifflin. Spitz, E. H. (1994). Good and naughty/boys and girls: reflections on the impact of cultur e on young minds. American Imago, 51 (3). Web. Swaggerty, E. A. (2009). Using Postmodern Picturebooks in the Classroom. In: Wooten, D. A. (ed) Children’s Literature in the Reading Program: An Invitation to Read. Washington, International Reading Association. This critical writing on The Power of Pictures: An Analysis of Anthony Browne’s Picture Books was written and submitted by user Damarion U. 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.

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Humanities Paper Ella Minnow Pea - Essay Example Again, Orwell and Dunn speak about cruelty of a government in totalitarian country, so ban here comes from up-high authority. But nowadays we see a tendency of shorting words inside one language and high level of linguistic borrowing one culture from another not only because one culture influences and subdues another, but also because in one culture there’s more handy word to name a particular thing. Then borrowing’s reasonable and comes from people (usually from Internet), and globalization helps in making borrowed word popular. If language change comes from people, not from rulers, we don’t think it’s a sign of enslaving. People seem to have a silent agreement to make native languages more common, more like each other to simplify process of communication and understanding. How it can be a bad thing? Also, everything now is on a way of simplifying, and such changes come from all people’s silent agreement. We’re not forced to it, we will it. So can tendency be considered positive or negative depending on where it comes from, if it’s still the same tendency? If changes come from us we think that’s normal; the same change comes from government and we think it’s silly and brutal. But in fact, there’s just a tendency of simplifying things. And language, of course, is an important thing, but still just a part of a general

Costa Coffee Essay Example | Topics and Well Written Essays - 2500 words

Costa Coffee - Essay Example This is to ensure it will acquire brand recognition as a true global brand like giant Starbucks but at the same time maintain its brand essence in a highly-competitive premium coffee market that no longer relies on price or differentiation as key success factors. Key industry drivers like the 4 Ms are briefly mentioned in relation to the coffee industry. Management theories and models like the Boston Consulting Group’s market matrix, Gap-needs Analysis and Ansoff’s product-market model are utilized to illustrate some of the key concepts in strategy analysis and formulation. Based on the last model by Ansoff, market development, product development and increased market penetration were thought to be viable alternatives. However, a closer analysis would reveal a branding strategy is the most suitable for a brand like Costa Coffee that is situated in a mature market dominated by only a few big players. This is because a brand is not only a functional concept but also an em otional one with regards to coffee drinkers, who not just drink it but to experience the ambiance as a symbol of affluence, social identity and new lifestyle patterns (Elliott & Percy, 2007:25). There are three coffee house chains competing for preeminence in London and all over the United Kingdom and these are Starbucks, Caffà © Nero and Costa Coffee. There is a smaller Coffee Republic and there are other coffee houses which are not part of a franchise (Edward, Cortinovis, Eggleton, Lee & Hermitage, 2007:110). After several years of very fast growth, the so-called premium coffee market is now in its mature stages. This means new sources of revenue growth has to be found before market share stagnates. A company has to be proactive rather than reactive and there are three possible sources of growth assuming it is alert enough: new opportunities presented by the changing external environment, develop a new strategy by monitoring emerging trends and how

Philosophy of Education Essay Example for Free

Philosophy of Education Essay Introduction No doubts that the demand for English language proficiency is high as Malaysians enter the international arena. Ergo, the purpose of this paper is to discuss on one of the hottest issues that perturbs the nation – low English language proficiency among Malaysian students. In order to understand more about the issue, we sought to dig the root causes of the issue and in doing so we discovered that the teaching methods applied by teachers because of the factors are contributing to the issue as well. In other words, the factors are interrelated to the reasons why such ill teaching methods are being applied and all these are resulting in low production of good English speakers in Malaysia. First of all, low English language proficiency is the unsatisfactory ability of an individual to speak or perform in English. The overriding concern with this issue is not unreasonable as we need the language to thrive in this 21st century. On the other hand, teaching methodology refers to a set of different principles and methods that are used to instruct students in a teaching and learning environment. In the educational settings, it is rather important to induce the peak performance from the students. This simply means that, we have to conquer the deterrent (i. e. the factors of the issue), whether we modify them or we eliminate them. Like any other issues, there is no such theory as â€Å"one-size-fits-all† solution to handle it. Therefore, we, as the future English teachers want to bring forth several possible recommendations as ways to overcome this issue in hopes that these approaches can truly be implemented and make a difference in the history of English Education in  Malaysia. Issue The pressing issue with low English language proficiency among Malaysian students has been revolving in the ministry of Education. Most students had no problem coping English Language during preschool whereby they were only exposed to the alphabet and very simple words. The real problem began to exist in the elementary level when most of the students were unable to follow the lessons. Students who cannot master English basic skills in this elementary level will breed more problems during the secondary and tertiary level in schools. In primary education, students are not being placed in a very conducive English language learning environment in which they will be given bountiful opportunities to use the language (Ali, 2003). Students fail to use English on a daily basis and when they are forced to use English to communicate, they speak pejorative English which causes the flow of communication to be stymied. This is probably the main reason why students converse in their own mother tongue more often than they do in English. In the modern age of technology, students with low English language proficiency will not make the most out of the internet because most of the websites are in English. If they cannot understand English used in the websites, they will have a hard time attempting to utilize the device. Not only that, the demand of high English language proficiency is around the globe. We can survive here in Malaysia with national language (i. e. Bahasa Malaysia) and our proud dialects yet we need English Language if we want the whole world to know us. Without a good grasp of the English language, students will be deprived of many opportunities in life since English is the international language. Hence, if we want to make a difference in this situation, we will have to start with the primary education. We believe that this issue shall no longer haunt the Malaysians once the root problems have been improvised or rather, solved. Factors The issue with the low English language proficiency among Malaysian students has arisen because the educators are not aware of the manipulative factors behind this tragic scenario. In this section, we will explore these contributory factors. First of all, the number of students is crucial in determining the quality of teaching and learning process. In Malaysia, most of the schools place 30-40 students in one class. In spite of the level of English standard of each student is different, teacher attempts to teach students in the same way. Due to this large number of students in one class, the teacher often has no choice but to apply the boring method – lecture method. To a certain extent, lecture method is appropriate but if that is the only method the teacher is going to apply in class, it will result in dullness and inefficiency. In addition, the large number of students inhibits the teacher to give attention to every single student thus passive learning ensues. Another factor of impeding the students’ ability in English language is that students themselves fall short of initiative and participation in the classroom (Juhana, 2012). Students show no interest in a so-called foreign language and hence very reluctant to get involved with the teaching and learning session. They are inactive to put their own effort in seeking knowledge. For instance, when a student does not understand a certain word in an essay, he or she expects the teacher to provide the meaning. So, instead of waiting for the students to take the initiative to check on the dictionary (which takes time), teacher simply resorts to spoon-feeding method (i. e. providing every material for the students). In the end, only the teacher is learning and the students will merely passively wait on the teacher for answers. In an English class, the reason students failed to use English effectively also attributes to the Eastern philosophy whereby a teacher has the tendency to criticize students’ mistakes very harshly. It demotivates students, making them fearful of speaking the next time and in the worst scenario, students hate the subject and pass up the opportunity of learning. Teachers are impatient with the students’ slips of tongue and they consider such mistakes as a sign of failure. When the students do speak correctly, the teachers think it is how it should be done and they rarely give any words of encouragement or compliments (Hassan Jamaludin, n. d. ). This tendency indirectly renders the teacher to apply autocratic teaching style which is not helpful for English language learning. This method emphasizes on the teacher’s authoritative identity hence it is very hard for such strict-and-powerful autocratic image to smile and give compliments. Furthermore, due to the exam-oriented platform, many teachers rush through the year in order to push the students to sit for the examination (Ali, 2003). In the English classroom, many teachers have no time to concern with the understanding of students regarding to the rules of grammar, the structures of the sentences and whatnot. For example, they give students essays and require them to copy and memorize. The way to prepare the students for examination the teachers deem best is by drilling. However, such rote learning will only result in stress instead of meaningful learning experience. Eventually, the students are drilled to become competent only on papers but failed completely in daily usage of English. All these factors are equally pernicious in taking a toll on the second language performance among Malaysian students. As educators, we have to generate the strategies to overcome these factors and make the impossible possible. Solutions Previously, we have discovered many factors that indirectly cause the teacher to implement inappropriate teaching methods and so result in low English language proficiency. These factors sum up in one word: teacher-centered. This explains why the teachers are hardly implementing various innovative teaching methods. Teacher-centered method applied in today’s classroom is not effective anymore. Instead of using teacher-centered method, student-centered method which derived from the Modern and Western philosophies should be implemented. Progressivists believe that education should focus on the whole child, rather than on the context or the teacher. Hence, since the number of students is large, the schools should bring in more facilitators in a class to assist the students. This will help the facilitator pays close attention to the students. With the assistance of facilitators in a classroom, there is no reason why active learning cannot take place. For example, one leading teacher can carry out the group discussion and enable the children to experience hands-on learning. A French philosopher, Jean Paul Sartre, suggested that for youth, the existential moment arises when young people realize for the first time that choice is theirs, that they are responsible for themselves. The nature of reality for Existentialists is subjective, and it lies within the individual. They have the freedom to take charge of their own learning as  they are given the opportunity to manage their own learning process. We as teachers are responsible to facilitate the students in their learning process rather than teaching them what to do. This indirectly helps to provide opportunity for the students to take control of their own learning process. As they are interested in what they have chosen to read or learn, they will be the ones who solve the problem (e. g. meaning of a word) instead of being spoon-fed by the teachers. In this way they will be able to make progress in their lessons and participate more. Western philosophers stress on active participation on their learners but to criticize and demotivate the students is not proper in the western philosophy. Western education philosophy believes that providing compliments to the students is an important task for a teacher as it will motivate the students to strive hard. For example, compliments given to the students when they score well in their examination or did a good job in the task or assignments given by the teacher. However, teachers should not only provide compliment when they excel but also to give encouragement when they are not doing so well in the examination. For instance, during an English class, teacher distributes the test papers after the examination, it is not encouraged for the teacher to read out loud the score as it will demotivate and also embarrass the student. It is better that the teacher gives a word of encouragement so to push them to work harder next time. Furthermore, the education ministers should really abolish the exam-oriented system. Instead, the 50% coursework assessment should enter the system. Coursework can include all kinds of fun activities that require students to apply the language learned. This is to overcome the agonizing drilling method. With that, Western philosophy that emphasizes on understanding the subject matter can be very handy in this scenario. For example, the students should learn by understanding the reasons why each part of speech in grammar has different functions. In a nutshell, according to the Western philosophy, students learn by meaningful learning, they do not memorize what they have learnt but rather understand what they are learning. These philosophical resolutions are only useful provided the government, educators, teachers, parents and students and community at large give their best cooperation into making them a success. If we are serious about improvising the English language proficiency among Malaysian students, nothing can stop us, not even the factors of the failure in the first place. Conclusion In conclusion, teaching methodology contributes towards the effectiveness and success of the teaching and learning process. As what we have explored there are several factors that hinder the English Language proficiency among Malaysian students. Among those contributory factors discussed are the number of students, students’ shortfall of motivation, harsh criticism for students’ mistakes and the exam-oriented education system. All these factors are very much harmful in the process of second language acquisition (i. e. English Language). As such, we have provided remarkably appropriate strategies as the solutions to overcome this issue. They are the implementation of student-centered teaching which focuses on the students’ their ideas and opinions, providing more teachers as facilitators in class, hands on learning (Progressivism), place importance on individual choice (Existentialism), giving compliments instead of criticism (Western Philosophy), and learn through understanding rather than mere memorization (Western Philosophy). Hence, by utilizing all the four education philosophies in moderation which are Modern philosophies such as Progressivism and Existentialism, also the two Western approaches that focus on students rather than the teachers. We strongly agree with usage of the Modern Philosophies and the Western Philosophies according to the needs and suitability of class as what we have discussed. We believe that we can produce an ideal education transformation to develop individual holistically and thus enhance the English Language proficiency by applying and practicing appropriate teaching methods to encounter the troublesome factors. References Ali, M. S. (2003). English Language Teaching in Primary Schools: Policy and Implementation Concerns. IPBA E-Journal, 2-3. Hassan, A. Jamaludin, N. S. (n. d. ) Approaches Values in Two Gigantic Educational Philosophies: East and West. Retrieved on March, 22, 2013 from http://www. oerj. org/View? action=viewPaperpaper=7 Juhana, J. (2012). Psychological Factors That Hinder Students from Speaking in English Class (A Case Study in a Senior High School in South Tangerang, Banten, Indonesia). Journal of Education and Practice, Vol 3, No 12. , 103.

Savagery, Power and Fear :: miscellaneous

Savagery, Power and Fear MLA Research Paper Savagery, Power And Fear And how it’s ties in with Lord Of The Flies Young children who are left unattended will slowly loose their civilization, which will turn into, Savagery, Power, and Fear. Civilization is when man meets his basic needs in a healthy manner. Savagery is when people revert back to their lost human instincts. Power, in the case of Lord Of the Flies it’s a position of ascendancy over others: AUTHORITY. Fear is an unpleasant often strong emotion caused by expectation or awareness of danger. Lord of the Flies shows a great amount of uncivilization through out the whole novel. Through all the characters for example when the boys create the Lord of The flies, which is â€Å"the bloody, severed sow’s head that Jack impales on a stake in the forest glade as an offering to the beast. This complicated symbol is most important image in the novel when Simon confronts the sow’s head in the glade and it seems to speak to him, telling him that evil lies within every human heart and promising to have some â€Å"fun† with him (This â€Å"fun† foreshadows Simon’s death in the following chapter.) In this way, the Lord of the Flies becomes a physical manifestation of the beast, a symbol of the power of evil, and a kind of Satan figure who evokes the beast within each human being. Looking at the novel in the context of biblical parallels, the Lord of the Flies recalls the devil, just as Simon recalls Jesus. In fact, the name â€Å" Lord of the Flies† is a literal translation of the bible name Beelzebub, a powerful demon in hell s ometimes thought to be the devil himself.† (Spark notes) This is very uncivilized. Savagery is most often found when young children or any human if put in the same position lose the instincts of human ways. This is portrayed through the book Lord Of The Flies. The beast is one way this is shown. â€Å" The imaginary beast that frightens all the boys stands for the primal instinct of savagery that exists within all human beings. The boys are afraid of the beast, but only Simon reaches the realization that they fear the beast because it exists within each of them. As the boys grow more savage, their belief in the beast grows stronger. By the end of the novel, the boys’ behavior is what brings the beast into existences, so the more savagely they act, the more real the beast seems to become.

Assessing Importance of School Factors Such as Racism Essay

A variety of material disadvantages that may confront ethnic minorities coming from working class backgrounds are they do not achieve the same level of education. The main achievers are Indian, Chinese and African students, but the lowest achievers are Turkish, Bangladeshi And Afro Caribbean students. The white working class students are the lowest achieving, which is peculiar because most sociologists are white who stereotype and label other students from different backgrounds. The main cause of underachievement in schools are cultural and language factors which sociologists clarify and focus on and are thought to be main cause of everything. Previously the spotlight has been put on what happens in school and racism in common As shown by Cecile Wright, which explains that, Asian students can also be the victims of teachers Cecile found out that regardless of the schools evident promise to equal opportunities, teachers still hold ethnocentric views they believe that British culture and English are greater. This prepared teachers to assume that they would have a poor pronunciation of English and left them out of class debates or used basic, childlike speech when speaking to them. Asian pupils also felt cut off when teachers spoken dissatisfaction of their behaviour or misread their names. Teachers saw them not as a risk but as a difficulty they could take no notice of. This resulted in that Asian pupils in particular the girls were hard-pressed to the limits and disallowed from play a part fully. Close at hand is proof of teacher racial discrimination and harmful labelling. Nevertheless study shows that pupils can take action in variety of ways. They may take action by becoming unsettling or withdrawn but pupils may decline to agree to the label and even choose to prove it incorrect by putting in hard work. Off-putting labels do not repeatedly twist into self-fulfilling prophecy Working class white pupils attain below standards and have lesser desires. There isn’t much parental support at home, which means there is low achievement and goals. Reports show that teachers have to deal with low level of behaviour and discipline in white working class schools. Nevertheless they had fewer kids on benefit programs teachers blame this on inadequate parental support at home and negative attitude that white working class parents have towards their children and their education. The life in the street for white working class can be tough for pupils which means they get used to getting intimidating and intimidate other which they pick up and use in school to cause disruptions and make it hard for other students to succeed at school. Underachievement of student of different is blamed on cultural deprivation. Few sociologists say that Afro-Caribbean families lack a close relationship to their family and therefore are extremely violent towards everything they do. Arguments explain that families aren’t very supportive towards their children and they don’t offer enough cultural capital for their children. Stereotypical views suggest those students are not deprived because of their class or because of their backgrounds. Factors like social class are important to certain ethnic minorities like Pakistanis, Bangladeshis and a considerable amount of Afro-Caribbean students, which are all working class backgrounds in which material deprivation play a main role because to find out why they achieve below the national standards. Sociologists say schools and curriculums made just for one specific group of ethnic minority gives priority to one particular ethnic minority while disregarding other ethnic groups. Some schools have curriculums, which are ethnocentric because they only give priority to English languages. The British curriculum has been described as exclusively British. In history Britain is thought to bring civilisation to ancient people are colonised. Black people as inferior weakens black children’s self esteem and Leads to them to underachieving and failing. It isn’t for sure what effects the ethnocentric study shows that black don’t really suffer from low self esteem. Wright’s study found some ethnic minority groups received poorer interaction from staff. Teachers perceptions were seem as stereotypical although Asian students were seen as good and black students were seen disruptive and disobedient. Study show that schools in cities which contain ethnic minority students were not benefitting in terms of O Levels entries because of being in low set and having to achieve high grade in order to get good results and become successful. Overall taking into consideration we can not split or label ethnicity from social classes and gender since this is really difficult matter as some of the main achieving students are from ethnic minorities so for that reason there isn’t a connection here so we can’t make statements or come to conclusions as to what the association among ethnic groups and schools actually are. Pupils can refuse to accept negative classing and teacher expectations. Sociologists can’t come to a conclusion to explain what occurs between teacher and students or what takes place in different ethnic groups related to education. Students live up to roles they are given but can try to resist the labels and getting put behind by carrying out what is thought of them to do or do what they want to do and achieve good education and become successful.

Mini Paper

Advance Practice Nursing Jake Freeman University of SST. Francis Abstract This paper primarily explores the article from the Journal of Nursing called â€Å"Demographic Profiles of Certified Nurse-Midwives, Certified Registered Nurse Anesthetists, and Nurse Practitioners: Reflections on Implications for Uniform Education and Regulation†. It will also include insight from other resources in support to the information provided by the article preceding.The article will be summarized in regards to Advanced Practice Nursing (PAN) work history within the ultra of nursing and whether or not the Pan's should be mandated to further their education to the doctorate level in order to maintain there positions as Pan's. The paper will also provide a brief analysis by the author in regard to the quality of the paper's content. Keywords: advanced practice nursing, DEN, history of, history, clinical nurse specialist In Summary a Brief History of Advance Practice Nursing Nursing practice has e xpanded exponentially especially in the last 10 years.With aggressive legislation from our nursing leaders, respect, reimbursements, and the right to well deserved leadership has come forth. Although for many of us nurses it may seem as though many of these breakthroughs have spontaneously emerged, yet with a little respect to our roots we need to realize this emergence has been transforming nursing society since the sass's. The recent chaos and disorientation in health care has rendered an opportunity for nurses to take what is theirs, and that is leadership in healthcare.Preventative care has always been a forte of nursing and now it's a realization that it is the best approach to health care today, and that is why we are the leaders. Certified Registered Nurse Anesthetists are the pioneers of advance practice nursing as evidenced by the first formal education in 1909 at SST. Vincent Hospital in Portland, OR and have roots dating back to the Civil War while caring for the wounded and administering medicine like ether in the battlefields.Nurse Midwives shortly there after developed formal education in 1932 at the Maternity Center Association in New York and have roots dating back to the times of biblical writings. In 1965 the first formal Nurse Practitioner program was developed at the University of Colorado in collaboration with a physician Dry. Henry Silver and Registered Nurse Loretta Ford. Clinical Specialists devised a program of formal education at Rutgers University in 1954 (Englander et al. , 2006). As you can see advance practice nursing has came a long way and has overcome an insurmountable amount of hurdles.In the Journal of Professional Nursing a study was conducted by Sips, Fullerton, and Schilling (2009) which consisted of a sample survey and was designed to determine 6 categories of gathered information in regards to gender and race, age and years experience, education, employment, practice privileges, and salary. In the article the author aggr essively directs to the possible fact that â€Å"men Leary indicate that they chose nursing because they expected a good salary' (p. 182) and that there was a good possibility that they were inclined to choose nursing to empower themselves rather than their patients.Based on the quality of the study and the amount of professionals that actually participated this finding could be considered loosely based and also offensive to men of the profession. On a more refreshing note it was encouraging to see that Naps have the highest amount of ethnic diversity among the three PAN groups. This will highly contribute to collaboration between Pan's to provide a better understanding of culturally impotent care. Sacra's have longevity in experience, where as Naps are the youngsters of advanced practice, yet will be the largest entity of advanced practice nurses shortly in the future.Currently employment greatly consists of a physician- based practice, although this statistic will most likely cha nge as well in the near future. Unfortunately the study of demographics of the 3 groups of Pan's is loosely associated to the need for Pan's to advance their practice to the doctoral level. There where references to the concern of collegiate faculty and the necessity of doctoral repaper professors to teach doctoral prepared course work. This was in regards to the question whether or not we have enough DEN prepared nurses out there to teach to the masses that might be interested in furthering their credentials.In the time of when the article was written it was reported that there was a drop off of students studying for their PhD. Presently there will be no mandate for a Doctorate in 2015. In this paragraph we will discuss some issues that might have some more relevance to the question of whether or not we need to mandate Naps to DEN status. In the book Advanced Practice Nursing Jansen et al. 2010) makes an empowering statement reminding us of how some or our greatest attributes for e xample: modesty of our clinical skills have actually hindered some of our potential for growth.This example is finely expressed in this statement â€Å"Given the history, philosophy, and values, the concept of power holds ambivalence for many nurses, even Pan's† (p. 80). This statement makes a good realization of maybe how ill adapted we are as nurses coming into a position of such responsibility, which requires the understanding of how to properly utilize power. Instead of concerning ourselves with whether or not he DEN should be mandated maybe nurses need to learn how to harness their currently new development of high stature as autonomous providers.Our undistinguished and unparalleled ethics ironically have provided us with another hurdle that will be easily overcome in the near future as do any hurdles for nursing. Pan's are also in the midst of becoming autonomous in the politics of business and legal aspects of nursing which can be significantly foreign to many new Pan' s Suppers (2015). Not only recently hurdles in politics within nursing have been overcome such as the identity crisis of Can's and attempting to maintain a niche in he nursing profession.While Naps advance into the spotlight due to demand of needed providers that have privileges, Can's struggle to maintain position Cur (1996). In summary it's evident that Pan's still have continued hurdles, yet their achievements come from centuries of hard work from our forefathers that pioneered the practice. In recent times it's evident that the path paved by our forefathers will enable Pan's to evolve into the highest entity of health care. This is a new and exciting perspective of conceptualizing Pan's instead of physicians controlling the direction of health care, but it is now a reality. Mini Paper Advance Practice Nursing Jake Freeman University of SST. Francis Abstract This paper primarily explores the article from the Journal of Nursing called â€Å"Demographic Profiles of Certified Nurse-Midwives, Certified Registered Nurse Anesthetists, and Nurse Practitioners: Reflections on Implications for Uniform Education and Regulation†. It will also include insight from other resources in support to the information provided by the article preceding.The article will be summarized in regards to Advanced Practice Nursing (PAN) work history within the ultra of nursing and whether or not the Pan's should be mandated to further their education to the doctorate level in order to maintain there positions as Pan's. The paper will also provide a brief analysis by the author in regard to the quality of the paper's content. Keywords: advanced practice nursing, DEN, history of, history, clinical nurse specialist In Summary a Brief History of Advance Practice Nursing Nursing practice has e xpanded exponentially especially in the last 10 years.With aggressive legislation from our nursing leaders, respect, reimbursements, and the right to well deserved leadership has come forth. Although for many of us nurses it may seem as though many of these breakthroughs have spontaneously emerged, yet with a little respect to our roots we need to realize this emergence has been transforming nursing society since the sass's. The recent chaos and disorientation in health care has rendered an opportunity for nurses to take what is theirs, and that is leadership in healthcare.Preventative care has always been a forte of nursing and now it's a realization that it is the best approach to health care today, and that is why we are the leaders. Certified Registered Nurse Anesthetists are the pioneers of advance practice nursing as evidenced by the first formal education in 1909 at SST. Vincent Hospital in Portland, OR and have roots dating back to the Civil War while caring for the wounded and administering medicine like ether in the battlefields.Nurse Midwives shortly there after developed formal education in 1932 at the Maternity Center Association in New York and have roots dating back to the times of biblical writings. In 1965 the first formal Nurse Practitioner program was developed at the University of Colorado in collaboration with a physician Dry. Henry Silver and Registered Nurse Loretta Ford. Clinical Specialists devised a program of formal education at Rutgers University in 1954 (Englander et al. , 2006). As you can see advance practice nursing has came a long way and has overcome an insurmountable amount of hurdles.In the Journal of Professional Nursing a study was conducted by Sips, Fullerton, and Schilling (2009) which consisted of a sample survey and was designed to determine 6 categories of gathered information in regards to gender and race, age and years experience, education, employment, practice privileges, and salary. In the article the author aggr essively directs to the possible fact that â€Å"men Leary indicate that they chose nursing because they expected a good salary' (p. 182) and that there was a good possibility that they were inclined to choose nursing to empower themselves rather than their patients.Based on the quality of the study and the amount of professionals that actually participated this finding could be considered loosely based and also offensive to men of the profession. On a more refreshing note it was encouraging to see that Naps have the highest amount of ethnic diversity among the three PAN groups. This will highly contribute to collaboration between Pan's to provide a better understanding of culturally impotent care. Sacra's have longevity in experience, where as Naps are the youngsters of advanced practice, yet will be the largest entity of advanced practice nurses shortly in the future.Currently employment greatly consists of a physician- based practice, although this statistic will most likely cha nge as well in the near future. Unfortunately the study of demographics of the 3 groups of Pan's is loosely associated to the need for Pan's to advance their practice to the doctoral level. There where references to the concern of collegiate faculty and the necessity of doctoral repaper professors to teach doctoral prepared course work. This was in regards to the question whether or not we have enough DEN prepared nurses out there to teach to the masses that might be interested in furthering their credentials.In the time of when the article was written it was reported that there was a drop off of students studying for their PhD. Presently there will be no mandate for a Doctorate in 2015. In this paragraph we will discuss some issues that might have some more relevance to the question of whether or not we need to mandate Naps to DEN status. In the book Advanced Practice Nursing Jansen et al. 2010) makes an empowering statement reminding us of how some or our greatest attributes for e xample: modesty of our clinical skills have actually hindered some of our potential for growth.This example is finely expressed in this statement â€Å"Given the history, philosophy, and values, the concept of power holds ambivalence for many nurses, even Pan's† (p. 80). This statement makes a good realization of maybe how ill adapted we are as nurses coming into a position of such responsibility, which requires the understanding of how to properly utilize power. Instead of concerning ourselves with whether or not he DEN should be mandated maybe nurses need to learn how to harness their currently new development of high stature as autonomous providers.Our undistinguished and unparalleled ethics ironically have provided us with another hurdle that will be easily overcome in the near future as do any hurdles for nursing. Pan's are also in the midst of becoming autonomous in the politics of business and legal aspects of nursing which can be significantly foreign to many new Pan' s Suppers (2015). Not only recently hurdles in politics within nursing have been overcome such as the identity crisis of Can's and attempting to maintain a niche in he nursing profession.While Naps advance into the spotlight due to demand of needed providers that have privileges, Can's struggle to maintain position Cur (1996). In summary it's evident that Pan's still have continued hurdles, yet their achievements come from centuries of hard work from our forefathers that pioneered the practice. In recent times it's evident that the path paved by our forefathers will enable Pan's to evolve into the highest entity of health care. This is a new and exciting perspective of conceptualizing Pan's instead of physicians controlling the direction of health care, but it is now a reality.