Guide for Assignment Presentation

Introduction An assignment should be regarded as a piece of academic writing. The following comments and suggestions about the construction and presentation of assignments are intended to provide a guide.They are not intended to be considered as rigid rules. However, there are a number of academic conventions which should be met in academic work. Of most importance in academic writing is an overriding need for internal consistency in presentation. Internal consistency is achieved by thoroughness and attention to detail in the presentation of work. The purpose of an academic piece of writing is to report the results of an investigation to other members of the discipline for their information, evaluation and criticism.Communication of the results of academic activity is important as it allows the dissemination of information and is fundamental to the establishment of groups of people who are interested in similar problems and who are interested in applying similar analytical techniques to identify solutions to these problems. Writing an assignment is an exercise in effective communication and requires more than just learning of techniques of analysis and facts about the economic process. There are a number of books available that assist with writing assignments.See for example, Betts and Seitz (1986) Writing Essays in the Social Sciences and Anderson and Poole (1994) Thesis and Assignment Writing. It is recommended that students consult these for information about how to research and write an assignment. 2. Assessment Criteria Each units/modules offered through the HND Programme will have stipulated the criteria for assessment of assignments in the Course Outline. A number of assessment criteria that may be relevant for all courses are listed below. †¢ †¢ †¢ †¢ †¢ †¢ †¢ Relevance of your answer to the question or task set. Clarity of expression. Supporting documentation for arguments.Proper acknowledgement of documentation and t he use of a bibliographic convention. Logical planning and sequence. Overall presentation, including correct grammar, spelling and punctuation. Comprehensive coverage reflecting mastery of set readings and text. 3. Presentation of the Assignment You should always ensure that you prepare two hard copies of your Assignment and keep a copy on disc. On occasions assignments go missing, or second copies are required by University/College. †¢ Each Assignment should be clearly marked up with your name, your study centre, your Student registration number and at the end of the assignment a word count.The assignment should be word-processed. 1 TEG 2007 †¢ The assignment presentation format should directly meet the requirements of the assignment brief (i. e. reports and presentations are the most called for communication formats). You must ensure that your assignment does not appear to be an extended essay. If it does, you will lose grades. †¢ The word limit will be included in the assignment brief. These are specified by Lecturer/Tutor and must be adhered to. †¢ Appendices should clearly link to the assignment and can be attached as supporting documentation at the end of the report. However, failure to reference them by number (e. . Appendix 1) within the report and also marked on the Appendix itself will lose you grade. Only use an Appendix if it is essential and clearly adds value to the overall Assignment. The Appendix is not a waste bin for all the materials you have come across in your research, or a way of making your assignment seem somewhat heavier and more impressive than it is. 4. Time Management for Assignments One of the biggest challenges we all seem to face day-to-day is that of managing time. When studying, that challenge seems to grow increasingly difficult, requiring a balance between work, home, family, social life and study life.It is therefore of pivotal importance to your own success for you to plan wisely the limited amount of t ime you have available. Step 1: Find out how much time you have Ensure that you are fully aware of how long your module lasts, and the final deadline. If you are studying a module from September to December, it is likely that you will have only 10-12 weeks in which to complete your assignments. This means therefore, that the meeting of deadlines is vitally important, as submission schedules are extremely tight. Step 2: Plan your timeEssentially you need to work backwards from the final deadline, submission date, and schedule your work around the possible time lines. Clearly, if you have only 10-12 weeks available to complete three assignments, you will need to allocate a block of hours in the final stages of the module to ensure that all of your assignments are in on time. Late submissions will not be accepted, and no extensions will be allowed. Students who do not submit will be treated as a ‘no show', and will have to re-enter for the next assessment period and undertake an alternative assignment. Step 3: Set prioritiesYou should set priorities on a daily and weekly basis (not just for study, but for your life). There is no doubt that this mode of study needs commitment (and some sacrifices in the short term). When your achievements are recognised by colleagues, peers, friends and family, it will all feel worthwhile. Step 4: Analyse activities and allocate time to them Consider the range of activities that you will need to undertake in order to complete the assignment and the time each might take. Remember, too, there will be a delay in asking for information and receiving it. 2 TEG 2007 †¢Preparing terms of reference for the assignment, to include the following. 1 A short title 2 A brief outline of the assignment purpose and outcome 3 Methodology (the methods you intend to use to carry out the required tasks) 4 Indication of any difficulties that have arisen in the duration of the assignment 5 Time schedule 6 Confidentiality – if the assig nment includes confidential information ensure that this is clearly marked on the assignment 7 Literature and desk research undertaken †¢ †¢ †¢ †¢ †¢ †¢ †¢ A literature search in order to undertake the necessary background reading and underpinning information that might support your assignmentWriting letters and memos asking for information either internally or externally Designing questionnaires Undertaking surveys Analysis of data from questionnaires Secondary data search Preparation of first draft report Always build in time to spare, to deal with the unexpected. This may reduce the pressure that you are faced in meeting significant deadlines. 5. Planning and Sequence of an Assignment The assignment should contain at least three well defined and distinct sections: (a) An introduction (or ‘a beginning’) (b) The body of the assignment (or ‘a middle’) (c) A conclusion (or ‘an end’) †¢The introduction, whi ch occurs at the beginning of the assignment, should include a statement of the aims or objectives of the assignment. The introduction provides a clear statement of the problem or question to be considered; the limitations or assumptions you plan to use when examining the problem, and the analytical techniques used. Although the task set will frequently determine the question posed for the assignment, there is still scope for the introduction to define more precisely the question/task or to set the bounds of the assignment. Do not simply state the title of the assignment or repeat the task posed by the lecturer. The body of the assignment contains the argument that you present in support of the question you have posed in the introduction. The argument should be logical and embody the standard techniques of analysis as well as display familiarity with standard economic concepts and doctrines. †¢ The conclusion should complete the assignment by following up discussion points rais ed in the previous sections. It should relate clearly to your statement of aims and purpose provided in the introduction. As a general rule, no new material should be introduced in 3 TEG 2007 the conclusion.The conclusion normally should draw conclusions and point to further directions one could take from matters which have been argued fully and stated in the body of the assignment. Do not simply repeat, or summarise, what you have already said in the body of the assignment. Repetition is regarded as padding. 6. Common Specific Instructions used in Assignment Questions or Tasks Define Set down the precise meaning of a word or phrase and show why the distinctions implied in the definition are necessary by expanding on particular elements that may be sources of confusion or misunderstanding.Discuss Investigate an issue by examining the positive and negative arguments and by exploring interesting alternatives. Illustrate Use a model to clarify a particular point or use examples taken f rom everyday reality. Explain Clarify by the use of explanation, model and example. Compare Describe the similarities and differences and evaluate likely outcomes. Contrast Present an overview of two points of view and set them in opposition to bring out the differences. Describe Give a detailed explanation and clarification. EvaluateMake an appraisal on the basis of pre-established criteria, explore other points of view and, perhaps, include your personal opinion. Interpret Expand the meaning of a particular issue or event. Justify Show the basis for a decision or conclusion by the use of an appropriate model or relevant evidence. Outline Describe the major features of an issue or theory omitting minor details and emphasising structure and key conclusions. Relate Show how things are connected to each other and how they influence each other. State Present in brief, clear form. SummariseGive a brief overview of the key points of a matter, omitting details and examples. Trace Follow t he development of a topic from some point of origin. 4 TEG 2007 7. PRESENTATION The style and presentation of assignments are important. Your assignment should be easy to read and be presented in a way that shows you have organised your material to present your argument clearly. In addition, your assignment should be referenced where appropriate and literature cited in the text should be accurately documented. 7. 1 Writing Report Students often ask ‘what do they mean by a report? ‘ or ‘what should the report format include? ‘There are a number of approaches to reports, formal or informal: some report formats are company specific and designed for internal use rather than external reporting. For Assignment-Based Assessment process, you should stay with traditional formats. Below is a suggested layout that might assist you when presenting your assignments. A Title Page – includes the title of the report, the author of the report and the receiver of the re port Terms of reference – who ordered the report, when and why, any conditions (Optional) Contents page – providing a clearly structured guide to the contents of the report with page number references for each item.All section numbers and titles, using exactly the same wording as in the report. Executive summary – a brief insight into purpose, nature and outcome of the report, in order that the outcome of the report can be quickly established (Optional) Introduction – background information Main body of the report includes findings, description, facts, opinions, etc. This must be well structured and divided into sections, which are clearly labelled. Decimal numbering is common. Here is brief example. 1. 0 Introduction 1. 1 Situation Analysis 1. 1. 1 External Analysis 1. 1. 2 Internal AnalysisConclusions – draw the report to a conclusion, highlighting key points of importance that will impact upon any recommendations that might be made. It’s also summary of results. Recommendations – clearly outline potential options and then make your recommendations. Where appropriate, justify recommendations in order to substantiate your decision. Appendices – ensure that you only use appendices that add value to the report. Ensure that they are numbered and referenced within the text. If you are not going to reference it within the text, then it should not be there.Appendices (not always necessary) – additional details, tables, graphs, detailed analysis. 5 TEG 2007 Bibliography – whilst in a business environment a bibliography might not be necessary, for an assignment-based report it is vital. It provides an indication of the level of research, reading and collecting of relevant information that has taken place in order to fulfil the requirements of the assignment task. Where possible, and where relevant, you could provide academic references within the text, which should of course then provide the basis of your bibliography.References should realistically be listed alphabetically and in the following sequence Author's name and edition of the text; Date of publication; Title and sub-title (where relevant); Edition number; Place of publication; Publisher; Series and individual volume number where appropriate. 8. Tips for Writing Assignments Everybody has a personal style, flair and tone when it comes to writing. However, no matter what your approach, you must ensure your assignment meets the requirements of the brief and so is comprehensible, coherent and cohesive in approach. Think of preparing an assignment as preparing for an examination.Ultimately, the work you are undertaking results in an examination grade. Successful achievement of all four modules in a level results in a qualification. There are a number of positive steps that you can undertake in order to ensure that you make the best of your assignment presentation in order to maximise the grades available. Step 1 – Work to the Brief Ensure that you identify exactly what the assignment asks you to do. †¢ †¢ †¢ If it asks you to be a marketing manager, then immediately assume that role. If it asks you to prepare a report, then present a report, not an essay or a letter.Furthermore, if it asks for 2,500 words, then do not present 1,000 or 4,000 unless it is clearly justified, agreed with your tutor and a valid piece of work. Identify whether the report should be formal or informal; who it should be addressed to; its overall purpose and its potential use and outcome. Understanding this will ensure that your assignment meets fully the requirements of the brief and addresses the key issues included within it. Step 2 – Addressing the Tasks It is of pivotal importance that you address each of the tasks within the assignment.Many students fail to do this and often overlook one of the tasks or indeed part of the tasks. Many of the assignments will have three or four tasks, some wil l have even more. You should establish quite early on, which of the tasks requires you to collect information and which provides you with the framework of the assignment, i. e. the communication method. Possible tasks will include the following. †¢ Compare and contrast. Take two different organisations and compare them side by side and consider the differences and contrasts between the two. 6 TEG 2007 †¢ Carry out primary or secondary research.Collect information to support your assignment and your subsequent decisions †¢ Prepare a plan. Some assignments will ask you to prepare a plan for an event or for a marketing activity. Provide a step-by-step approach, rationales and a time-line. Ensure your intended outcomes are measurable and achievable. Make sure your actions are very specific and clearly explained. †¢ Analyse a situation. This will require you to collect information, consider its content and present an overall understanding of the situation as it exists . This might include looking at internal and external factors and how he current situation evolved. †¢ Make recommendations. The more advanced your studies, the more likely it is that you will be required to make recommendations. Consider and evaluate your options and then make justifiable recommendations. †¢ Justify decisions. You may be required to justify your decision or recommendations. This will require you to explain fully how you have arrived at as a result and to show why, supported by relevant information. In other words, you should not make decisions in a vacuum; as a marketer your decisions should always be informed by context. †¢ Prepare a presentation.This speaks for itself. If you are required to prepare a presentation, ensure that you do so, preparing clearly defined PowerPoint or overhead slides that are not too crowded and that clearly express the points you are required to make. †¢ Evaluate performance. It is very likely that you will be asked to evaluate a campaign, a plan or even an event. You will therefore need to consider its strengths and weaknesses, why it succeeded or failed, the issues that have affected it, what can you learn from it and, importantly, how can you improve performance or sustain it in the future.All of these points are likely requests included within a task. Ensure that you identify them clearly and address them as required. Step 3 – Information Search Many students fail to realise the importance of collecting information to support and underpin their assignment work. However, it is vital that you demonstrate to your tutor ability to establish information needs, obtain relevant information and utilise it sensibly in order to arrive at appropriate decisions. You should establish the nature of the information required, follow up possible sources, the time involved in obtaining the information and likely gaps in information.Consider these factors very carefully. Tutors are very keen that stude nts are seen to collect information, expand their mind and consider the breadth and depth of the situation. Submitting a bibliography is a good way of illustrating the level of information collection and application within the assignment. 7 TEG 2007 Step 4 – Develop an Assignment Plan Your assignment needs to be structured and coherent, addressing the brief and presenting the facts as required by the tasks. The only way you can successfully achieve this is by planning the structure your Assignment in advance.Earlier, we looked at identifying your tasks and, working backwards from the release date, in order to manage time successfully. The structure and coherence of your assignment needs to be planned with similar signs. In planning the Assignment, you should aim to include all the relevant information requested. You should also plan for the use of models, diagrams and appendices where necessary. Plan contents †¢ Introduction †¢ Content †¢ Main body of the assig nment †¢ Summary †¢ Conclusions and recommendations where appropriate Step 5 – Prepare Draft AssignmentIt is good practice to produce a first draft of a report. You should use it to ensure that you have met the aims and objectives, assignment brief and tasks related to the actual assignment. A draft document provides you with scope for improvements, and enables you to check for accuracy, spelling, punctuation and use of English. Some tutors provide you with an opportunity to review a draft assignment. If this is the case, you should take every opportunity to let them provide you with support. Step 6 – Prepare Final DocumentIn the section headed ‘Presentation of the Assignment' in this guide, there are a number of components that should always be in place at the beginning of the assignment documentation, including labelling of the assignment, word counts, appendices numbering and presentation method. Ensure that you adhere to the guidelines presented, or alternatively those suggested by your tutors. 9. Group Working †¢ Group work is necessary to develop the skills to be effective in real work situations. Very rarely do you work completely on your own †¢ Group work can be more productive as there are more people generating ideas †¢Group projects are often more interesting as the task can be more complex †¢ Group members can motivate and support each other Group problems: †¢ Domination – one or two members take over, and the others lose interest 8 TEG 2007 †¢ Critical – in order to sound knowledgeable, some members are always critical. Sometimes competition emerges †¢ Conflict – sometimes open, sometimes not †¢ Sexism and racism – you must inform your Tutor, or Equal Opportunities Co-ordinator †¢ Avoidance – whole group avoiding the task, often due to fear of failure †¢ Inactive listening – nobody listens – people working as individuals , not as a groupSome suggestions: †¢ Analyse the skills and strengths of each member †¢ Brainstorm ideas and form a plan of action †¢ Allocate tasks and set dates for task completion and regular meetings †¢ Set up communications – phone numbers, room numbers, e-mail addresses †¢ Set meeting places – this is absolutely essential at a first meeting †¢ Keep reviewing progress on the task and on any problems with the group †¢ Discuss any problems openly and with all group members 10. Effective Reading Before you start: †¢ Is this the correct book/article for your purpose? Check date/author/scope †¢Scan the contents, is it the right level? Read a section/chapter to check †¢ What questions are you trying to answer? †¢ Clarify before you start Reading: †¢ Read with purpose (what questions to be answered? ) †¢ Read selectively – scan and skim – only read in detail what you need to †¢ Mentally r ecite what you have just read †¢ Make notes at appropriate points – bullet points, do not rewrite the whole book. Review: †¢ Did I answer the questions I wanted to? †¢ Do I understand and remember what I read? 9 TEG 2007 11. Oral presentation Plan: †¢ What is the purpose? What are your objectives? †¢Who are your audience? †¢ What facilities can you use? – flip chart, OHP, PC, etc. †¢ Structure your presentation -the old rule is: Tell 'em what you're going to tell 'em, then tell 'em, then tell 'em what you told 'em. i. e. an introduction, the contents, a conclusion †¢ Make sure any visual aids can be seen and read †¢ Rehearse and time your delivery Delivery: †¢ A good start – make an impact, and make your audience want to listen †¢ Don't read – use crib cards, OHP slides as notes †¢ Speak slowly and clearly †¢ Look at your audience, don't talk to the wall, your feet, or the OHP screen †¢ Vary the speed and pitch of your voice †¢ Make sure you are not standing in front of the visual aids †¢ If it is a group presentation, make sure that you link well together †¢ Be lively and finish on a high note 12. Punctuation Why use it? It is to guide the reader in the natural pauses in writing. It is also there to show how the grammar of a sentence is supposed to work; a capital letter at the beginning of a sentence and a full stop at the end. Punctuating your sentence need only involve: colon, semicolon, full stop, question mark, dash, apostrophe, comma, quotation marks, brackets. †¢Colon (:) is most often used to introduce a quotation or a list. †¢ Full stop (. ) Use full stops more than you expect to. When in doubt, your instinct should always plump for a full stop. Semicolon (;) Represents a pause longer than a comma but shorter than a full stop. (If in doubt about its use don’t use it. ) †¢ 10 TEG 2007 It is used between clauses when the second clause expands or explains the first e. g. neither of them moved; they waited to see if the intruder made a quick exit. It is also used before clauses which begin with â€Å"nevertheless†, â€Å"therefore†, â€Å"even so†, and â€Å"for instance† e. . He looked before he leaped; even so he landed in the water. It is used to mark off a series of phrases or clauses which themselves contain commas. e. g. You will need the following ingredients: four eggs, preferably size 3; 4oz caster sugar; a few drops of vanilla essence; and 2oz almonds, which must be ground. †¢ Question mark (? ) Use a question mark every time there is a genuine direct question. That means Are you going? but not I asked if he was going? (wrong because it is a reported question). †¢ Dashes (-) Use dashes but don’t overdo them.You can use a pair of dashes – in place of brackets – or a single dash to mark a break in the sentence before a punch line or a throwaway remark: In life, two things are never with us – death and taxes. †¢ Apostrophes (‘) They do not make things plural. They are not used to make things plural e. g. 1990’s, MP’s HQ’s. The general rule is: if something belongs to someone you write someone’s or for example, the student’s. If it belongs to several people (the students), you write the students’. Plurals like people and children, that aren’t made with an s, take apostrophe s i. e. children’s.Apostrophes are also shown where letters are missed out – can’t play, won’t play. It’s is short for it is. Beware of : its, (meaning â€Å"of it†)yours, hers, ours, theirs, and whose. None of them takes as apostrophe. †¢ Commas (,) Commas, like buses, often come in pairs. It is wrong to write The reason is as it always was, to save money. Two commas should be used, like brackets, either side of the phrase as it al ways was. The test is whether, grammatically, the sentence would hold up if the section between the commas were removed. The common mistake is to forget the second comma.Commas are needed, and are not optional, when someone or something is being addressed. Kiss me, Hardy must take the comma after me. Yes Minister should have be Yes, Minister. Pairs of commas should be used when however, say, meanwhile and for instance are interjected into sentences – he might be paid, say, ? 50,000 a year. 11 TEG 2007 At the beginning of a sentence, these words or phrases need to be cordoned off with a single comma – However, investigations into†¦ , For instance, if we look at†¦.. Commas are used to mark off separate items in a list, except, usually between the last two items.You can put a comma in before and if it's needed to make the sentence clear Goods are transported by lorry, horse and cart, and even handcart. A strong adjective usually takes commas after each one excep t the last – old, crabby, pedantic Dr Johnson. †¢ Quotation marks (â€Å") Use double to enclose direct speech. Use a colon, not a comma before quotes – Mr. Smith said: â€Å"This is good news for all poor students. † Use a comma after quotes (before the second quotation marks) – â€Å"It will help many students,† said Jim. Quotations direct from a book or journal also need to have double quotation marks (â€Å") Davis et al. 1991, p243) stated that â€Å"Equilibrium is the sense which tells you when your body is balanced and when it is tipping, turning or inverting. † Unless the length of the quotation is more than three lines of your text, in which case it is indented and no quotation marks are necessary. †¢ Brackets ( ) The use of brackets (whose technical term is parenthesis) should be kept to a minimum. They are used to indicate a supplementary remark, or a qualification of some sort. Grammatically they work like commas, but the remarks inside the brackets tend to be less important than those inside commas.Brackets are always used in pairs. If the brackets surround an entire sentence then the full stop at the end of the sentence stays within the brackets. (This is the procedure you should follow. ) If the brackets only surround part of the sentence, the full stop goes outside. This is the procedure you should follow (under normal circumstances). †¢ Square brackets [like these] Square brackets are used to indicate your changes or your own comments on somebody else’s writing. The report that 25000 had been killed in battle [a figure shown to be greatly exaggerated] changed the course of the war. 3. Plagiarism Plagiarism is the act of passing off as your own work another person’s writing, words, or ideas. You must make it clear which ideas and which words you have obtained from someone else. Superficial and minor changes do not disguise your use of the words of someone else. You commit plagiarism if you do not acknowledge the source of a direct quote, or a specific piece of writing that you have paraphrased, or even if you describe an idea or concept that you have heard or read somewhere without a reference or acknowledgement.University / College rules will apply into plagiarism and also subject to disciplinary action. 12 TEG 2007 14. General Guidelines Follow these stages while you are doing your reading/note taking. Generating ideas †¢ What are the implications of the title? †¢ What ideas lie behind the title? †¢ What are you being invited to explore? †¢ Put your ideas on paper †¢ Things should become more complex at this stage †¢ There should be a mixture of fact/description and theory/argument Finding your perspective †¢ Try to sort the complexity into a clear, logical pattern †¢Is there an obvious sequence such as: intentions/results; pro/anti; before/after; cause/effect; hypothesis/evidence? †¢ What's most relevan t/interesting, convincing/contentious? †¢ What evidence supports your argument? †¢ What is the basic question/problem here? †¢ Diagrammatic structure of ideas may help A draft plan of the essay †¢ Roughly, the structure of the content †¢ Sequence of the argument †¢ You may be able to plan your paragraph structure †¢ A diagram plan may be useful †¢ Plan to go from the general to the specific Write a draft version †¢ Amend as you go along Maybe start each section on a separate page †¢ Several drafts may be needed †¢ Should new paragraphs be added/ some be divided? The final version †¢ Ask someone else to proof-read it for you. 13 TEG 2007 BTEC Higher National Grade Descriptors The assessment of BTEC Higher National qualifications will be at unit level and there will be no overall grade for either the Certificate or the Diploma. Each unit will be graded as a pass, merit or distinction. A pass is awarded for the achievement of all outcomes against the specified assessment criteria.Merit and distinction grades are awarded for higher-level achievement. In order to demonstrate achievement, learners typically undertake assessment activities that include a series of tasks or assignments, reflecting typical practice in the sector concerned. In order to judge the level of achievement, assessment criteria are used for the pass grade and grade descriptors for the merit and distinction grades. Achievement of a pass grade – a pass grade is achieved by meeting all the requirements defined in the assessment criteria for each individual unit.Achievement of a merit or distinction grade – all the assessment criteria and merit grade descriptors need to be completed within a unit to achieve a merit grade. All the assessment criteria, merit and distinction grade descriptors must be completed within a unit to achieve a distinction grade. The generic merit and distinction grade descriptors need to be viewed as a qualitative extension of the assessment criteria within each individual unit. The grade descriptors will be contextualised to meet the needs of the unit and be incorporated into the design of the assessment activities.Any single assignment however, as with BTEC Higher Nationals, will only be able to indicate that the learners has achieved some of the descriptors, say M1 and D2 unless it is a project style assessment that covers the whole unit (i. e. all learning outcomes and criteria). For example, if an assignment task requires the learner to: To pass the task you need to explored the organisational structures and cultures of the two organisations and prepared a suitable comparison in terms of the unit content requirements — types of organisation and associated structures, organisational networks and linkages, organisational culture.The qualitative aspect of the work, that will be used to determine your achievement of M1 on this occasion, will be the level of detail of both understanding of the subject matter (effective approach to study) and the depth to which you have taken this in the comparisons (effective approach to research). The approach taken in the example above shows how the indicative criteria can be adapted to better fit the work being undertaken in the task. In some cases the indicative characteristic could be used just as it is with no more than an identification of the evidence to which it relates (e. g. report, presentation, diagram, etc. ).

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Welcome parents and guardians. My name isaosfh. I am a student in Ib. Ib is an intense academic program that prepares students for success in university and life in general. Every one of us has goals that they want to accomplish and succeed; Ib helps push our limits and inspires us to reach those goals. Being in high school is different compared to middle school. It has it’s ups and downs. At times the homework load is heavy, and at times it’s not. However, with the right time management and organization skills your child will be just fine. Organization is an important skill you need not only in school but through out life. During middle school you only had one or two assignments you needed to complete, but high school is very different. If you don’t organize your time well, you will be stressed out from the homework load. During the first three weeks when school began, it was a big shock. It felt as if I had lost my social life, and was spending hours staying up late trying to complete projects. This was because I had bad work habits and left everything to the last minute. Because of my disorganization, my marks weren’t as high as they could be, and I wasn’t living up to my full potential. Then one day my teacher explained to us of things we could do to create more time for ourselves. The main thing she kept saying over and over was organization. So slowly, I started to improve my work habits. My first step was using my agenda. It is now my best friend, with it I know exactly what homework we have and I can record the time periods for how long I want to work on the assignment. Instead of doing the assignment all at the last minute, I’ve started breaking it up into little pieces. I am now not as overwhelmed, and I know I’m working harder then ever. By organizing my time I have eliminated any distractions I had in the past, and complete my homework it on time and with care. I now work more efficiently and am able to accomplish tasks. I also have regained my social life!

Smartphones v. Computers Essay Example | Topics and Well Written Essays - 1000 words

Smartphones v. Computers - Essay Example Since the start of time, the human race has been trying to find ways to store and move with information without major challenges. Advanced smartphones have been equipped with large storage, which is also supplemented by the external storage disk. Smartphone users have the habit of downloading or transferring significant content. It makes it easy to access information without connectivity. Most people use large storage in smartphones for pictures, music, video, and messages. The convenience that comes with large storage in smartphones explains the high clamor for smartphones in the society. The built-in storage in most smartphones falls within the range of 8GB to 64GB. The large storage has made it easy to access, transfer, and share all types of data. It should be noted that the storage range provided is enough for most people. The relatively high portability that comes with smartphones makes it easy and convenient to carry it everywhere. They are designed and manufactured for easier handling and carrying. They are a bit bigger than standard mobile phones. Portability makes it easy to move with smartphones, which serve as personal data assistants, video and music player, and a connectivity tool. Smartphone manufacturers use ergonomics helps in designing smartphones that are easy to hold and use. Most of the phones have designed to be slim and light to fit into the pocket easily. The essence is to make it very easy to move around with the phone with minimal discomfort. Laptops (Computer)

Introduction of tall buildings and urban development. criticised on Dissertation

Introduction of tall buildings and urban development. criticised on the high density and energy issue.understand ecological desi - Dissertation Example By investigating the energy efficiency, health issues and other ecological design component this proposal aims to highlight the rationale of vertical expansion as opposed to horizontal expansion. Highlighting the ecological footprint of buildings from its construction to its maintenance and operation the question remains. Is it really the solution? Solution or not, it is being adopted by countries worldwide, to note in the last decade alone there are more than 602 structures that is more than 200 meters in height. With the urban landscape being changed and the trend is toward the construction of taller mega structures a collective appreciation of its significance to the lives of the common people and the professionals that makes them should be studied and presented. It should be noted that the trend is not confined to one side of the world it is balanced and is existing even in developing countries. For some countries its significance is the ever increasing urbanization of its cities . For some countries it is the first step towards development. ... Urban development has been mostly synonymous with the construction of the tallest building in any locality. It is the most visible indication of how modern a locality is. History background of skyscrapers and urban development The skyscraper and the urban skyline have become the iconic representations of cities around the world (Howeler, 2004). There are about three ways to categorize tall buildings. The first one would be the Architectural Style of the tall building. The second would be the Structural System of the tall building and the Third would be Function of the tall building. The first one is the Architectural Style of the tall building where in it would be taken to consideration the way the tall building was built. These styles are the functional style, the eclectic style, the modern style and the post modern style. The first kind is a functional architecture style, where the building could be used in different ways. An example would be an apartment building. The second would be the Eclectic architecture style. This kind of Architecture style is goes between the lines of functional and traditional designs of architecture. An example of that kind of architecture style is the Barasoain Church that is found in Bulacan, Philippines. The third would be the modern architecture style. The architecture style of the building would be one of the modern times. It has been a popular design of modern buildings to consists of glass mirrors to be the walls instead of concrete. An example would be the IBM Plaza that is located in Chicago, Illinois. The fourth would be the post modern style where in it is between the functional style of a building and a

Representation of the Feminine in American Feminist Cinema Essay

Representation of the Feminine in American Feminist Cinema - Essay Example The film "Rebecca" shows how women who strayed outside the lines of pre-defined social roles were generally demonized by society, which includes opposition from other women who are comfortable in fulfilling their traditional roles, but occasionally worshipped by other women who longed for freedom of being. The film captured Rebecca’s loss of identity as a woman who is expected to live according to traditional norms of behavior, handing down this mindset to succeeding generations as a continuation of the old ways and old ideals, despite their personal desire for the freedom to express their individuality. In a sense, the film showed that in their uphill quest for freedom, women had to go through several barriers imposed by gender and social tradition. This landmark film established the base for similar Hollywood films against which subsequent cinematic outputs would be compared. Who's Afraid of Virginia Woolf (1966) demonstrated in a clearer manner the feminist stirrings of American cinema. The depiction of women in Martha combined the traditional - stay-at-home and career-less daughter of a well-known university professor who married a loser - and the modern - childless but with an imaginary child, aware of her sexuality, cursing and nagging her husband in public, and flirting openly with a young married guest in front of her husband and the guest's wife. In contrast to other portrayals of women in the past, the film signified a certain degree of equalization between the sexes. Elizabeth Taylor's Academy Award as Best Actress for her portrayal as Martha in a film laced with profanity and feminine sensuality that shocked audiences at the time may have marked a turning point as it showed that a woman could be the mistress of her destiny. Some two decades later, Desperately Seeking Susan (1981) seemed to move towards closing the loop as it directly addressed the concepts of female voyeurism and female desire. It starred the 1980's icon of the fun-loving material girl (pop star Madonna) and featured a young woman obsessed with another young woman whom she had never met, and although there is a strong element of lesbian criticism involved, there is little indication that the women are true lesbians. A psychoanalytic approach to the film necessarily excluded the possibility that the desire inherent in the film is not for the female body but is instead a desire for the 'other', an idealized fantasy life believed to be lived by this other. This film introduced different viewpoints raised regarding its message that addressed the concept of the feminine directly, making it an ideal framework for studying how femininity is reflected in modern cinema

Nuclear power plant Essay Example | Topics and Well Written Essays - 250 words - 1

Nuclear power plant - Essay Example This is due to their devastating effects on the environment and people generally. Radiation exposure can also lead to DNA damage and this can result in dysfunction or cell death. Underground uranium mining is the most dangerous than other underground mining because uranium ore emits radon gas. This has led to miners in uranium ores developing small cell carcinoma a lung cancer. Even the decay product of uranium has been shown to be cancer causing agent which is a serious health problem. Employees in nuclear reactors and the surrounding society can be affected by radioactive radiation which can leak through the piping system or pressurizers. Radioactive substances released to the air or rivers leads to contamination which ends as a cause of cancer. Nuclear power is however clean because it does not involve projection of dust to the environment like in the case of fossil burning. Most power plants are located near a large water body like an ocean or a lake to get enough supply of water for cooling effects to expel heat from the reactor. The use of natural water bodies adversely affects the aquatic life e.g. fish, of the ecosystem under which heat has been released to because this heat can be the cause of anomalies in the sea or cause fluctuations in the river flow rates. This use of water bodies can be avoided through the use of cooling towers in the nuclear reactors which are located beside the reactors to cool the reactor. The civilians living near nuclear reactors should be properly educated to avoid responsible response during disasters. It can be described as healthy since they produce clean energy that does not pollute the environment while it’s used. Accidents in nuclear reactors are very rare but devastating when they happen. The worst nuclear reactor accident at Chernobyl nuclear plant in Ukraine was as a result of flowed reactor design and mistakes of the plant operators. It destroyed the reactor killing 30 people within 3 months and

Oedipus the King Essay Example | Topics and Well Written Essays - 1000 words

Oedipus the King - Essay Example The truth is, he is strongly inclined towards laws laid down and social order as far as the harmony and balance of the society is concerned and his uses his intelligence and secretive action to live up to that towards the end of the play. He can be categorized as a wise man and being capable of supporting a free outlook when under limited societal influence and peer pressure. Much like other citizens and political figures in Thebes he possesses a powerful mind as is seen later in the play as his action plan is disclosed beating Oedipus as well as Jocasta’s mind games (MacKay, 1962). Deception and in some ways being misunderstood due to the complexity of his character are common reactions associated with the character of Creon. The fact that he symbolizes a political figure that has great respect for social order is negated by his ability to commit clandestine; these acts direct the audience towards a completely different line of thought. A lot of the initial preconception as f ar the nature of his character is concerned is attributed to the fact that initially at the beginning Creon is shown in isolation with the people of Thebes. It was only later that his character is seen to have some interest in the society. ... Creon’s defense was such that this decision was a reflection of the thought process of a business man who possessed strong political orientation; this makes him a master manipulator, who has the valuable ability to choose the right time to speak, take meaningful action and always consider the presence of the audience; An example of his artful manipulation being the fact that he does not reveal his news despite the continuous insistence of Oedipus and Jocasta and instead equivocating and dissembles happily. His ability to be reasonable and his strong opinion which he raises against the king by hinting the unequal distribution of power despite the united rule of Oedipus an Jocasta is perhaps commendable but it is also a foolish move as he openly hints that Oedipus is king simply because of the power the title holds. His candid opinion gets the attention of the audience who at first disapprove however it later becomes the focus point of their sympathy as he is banished due to it: â€Å"I was not born with such a frantic yearning to be a king- but to do what kings do. And so it is with every one who has learned wisdom and self-control† (36.587-590). So with time Creon’s mistake which he pays for by speaking against the king later transcends to be a voice of reason that speaks in favor of social order and equality in ruler ship making Oedipus look like a fool. Creon captivates the audience through this situation, a scenario so artfully played out where he is punished for his individual reasoning and valid outlook. A critical way to analyze this situation through another perspective would suggest that Creon was manipulation the circumstances so that they would work in his favor. It is later revealed that he actually

Organisational behaviour Essay Example | Topics and Well Written Essays - 500 words - 1

Organisational behaviour - Essay Example Leadership plays a significant role in organizational management through offering directions and influencing people towards the direction. This involves development of effective teams and effective links between management and other employees. Effective leadership also ensures motivation in an organization (Gupta 2008, p. 110). Consequently, existence of effective leadership in Ecobot Plastics would have prevented or resolved the problems by identifying lack of motivation as the main factor to the problem areas, developing a recovery plan, and influencing implementation of the plan. Leadership traits such as knowledge on effective leadership, â€Å"integrity,† â€Å"initiative,† â€Å"communication skills,† â€Å"motivation skills† (Tulsian 2009, p. 7-22), interpersonal skills, flexibility, and analytical skills are however necessary for addressing the organization’s problems (Gupta 2008, p. 111). Ensuring these traits in the organization, through training and development is therefore necessary and the neo-human relations’ approach to motivation supports this. Maslow’s hierarchy of needs theory explains the approach that focuses on need to realize self-actualization in people (Wilkinson 2003, p. 90). According to Maslow’s theory, desire to satisfy human needs motivate people (Griffin and Moorhead 2013, p. 93). The needs are further hierarchical, with self-actualization at the highest level, and once needs at a level have been satisfied, they cease to motivate and needs at higher levels becomes new motivato rs (Mosley, Mosley, and Pietri 2014, p. 207). Leadership development will change the organization’s culture from focus on machinery and processes to focus on employees through identification of need for the change and influencing the change. Developed leadership, with motivational skills as a product, will then help in

An I.T. System for a Video Rental Store Essay Example for Free

An I.T. System for a Video Rental Store Essay Contents * Choice of Problem * Description of Problem * Investigation and Analysis of Problem * Specification of Solution * Design of Solution * Implementation of Solution: * Resources Required * Data Collection, Capture and Input * Data Verification and Validation * Output Format * Testing of Solution * Documentation of Solution * Evaluation of Solution Choice of Problem I live in large city called London. My Grandfather runs a video shop there under the name Video Rentals LTD. Has a large and varied amount of stock that he finds hard to keep track of. At the moment he employs a card index system but this has its limitations: * Cards often get misfiled meaning that extra time has to be spent refilling and amending lost data. * On average it takes 30 seconds to search for a record, at busy times this is too long. * The shop currently has about 150 customers, which means that to find a record it may take a long time, this will delay the time that it takes to sort through the records and therefore customers may not want to wait that long and may go to another shop. Description of Problem At my grandfathers video shop the current system involves filing all the information in a filing cabinet. This is a manual system as all the data is hand written. I believe that because of this the video shop needs a computerised system, which will make the database better. There will be graphical menu System that will link all the forms and queries together. My database project will allow the shopkeeper to edit, create and delete record details of members, videos and loans. Investigation To find out more about what the database required I phoned my Grandfather. I wanted to know: * The precise objectives of the new system * The problems or weaknesses in the current manual system * The information that needs to be kept on each customer * The required output * The volume of data (e.g. number of existing customers, number of new customers each year/month) * Any hardware or software constraints. My evaluation will be based firstly on whether it works properly, secondly that it is faster in finding a particular video or client than the existing manual system and thirdly that my Grandfather finds it easy to use. Specification of Solution Objectives of the new system * It should take less than thirty seconds to establish whether a customer is already on file. * It should be possible to go directly from the Customer Details form to the entry of a video that that customer has hired, without having to re-enter the customers name, etc. * Data entry should be as fast and as easy as possible, particularly as there are several hundred existing customers and videos to be entered when the system is first installed. * It be able to show who has rented what video and when. * There must be provision for more than one video to be hired at once by the same person. * The new system is required to provide the following information: * A list of all business customers * A list of all customers interested in a certain type of video such as horror, comedy etc. * A list of customers whose numbers of rentals exceeds a given value. * A list of all rentals that are overdue and need chasing. * It should be possible to send a standard letter to selected customers, using criteria mentioned above. * The user must be able to create new letters whenever needed and perform a mail merge to selected customers. * The main menu should be displayed automatically when the database is loaded, and the whole system should be menu driven. Design of Solution A database package will be ideal for implementing the system for my Grandfathers video rental shop. He has requested that it is done in Access 97 so this is the package that must be used. It would probably be possible to implement the system using Visual Basic or another programming language but it would take a lot longer and would involve the owners having to buy more software which is not really necessary, as Access has all the capabilities required. I already have some experience of Access 97 and it is available in my house for development. Using this package it will be possible to: * Set up the necessary tables and relationships * Produce customised input screens, using Visual Basic to automate data entry wherever possible and to perform various validations * Use Visual Basic modules to enable fast searches for a particular customer and past jobs * Design reports as needed * Make and save queries to select certain customers for a mail merge * Implement a customised menu system On starting up the database, I will design it so that you are presented with a main menu that is linked to the client and video databases, which in turn are linked to each other. I will make it so that on each of the forms there are buttons that enable you to scroll between records, delete records and search for records. If you choose to search for a record then you will be prompted to enter the details of the record you want. The database will be menu orientated so I will make a separate options menu that is linked to everything else. The options menu will also contain a help menu that will cover everything that is covered in the user manual. My system will be based on two separate files, one is of the customers and the other is of the videos in stock. Each record in whichever file will only contain one video or customer, and contain fields like name, address, video name, and certificate. The implementation will begin with the design of the database, then data capture forms, entry screens and output screens. Before the database is put in to use I will test the system using a range of valid and invalid data to make sure the system works as it should. I will then create a user manual that will support the system and its functions. Implementation of Solution Resouces Required I have chosen to design and make my database in Access version 97 because this is the program that the final product will be used on. It allows me to create customized data input screens and has a wide range of validation checks available, so unless a good reason transpires for using an alternative program or package, Access will be the first choice of software. In order to run Access 97 and be able to perform a mail merge using Word, a minimum of a Pentium 133 system with 16Mb, wil be required. A faster processor may be needed if the system is going to appear slow in switching between screens and searching for records. When the system is up and running it will take up about 5Mb. The user has a Pentium 300 with 16Mb, which will be perfectly suitable, and similar machines are available for development work in my house at school. My Grandfather is familiar with Word and has good keyboard skills, so should have no problem in entering the data but may need help in doing some of the more complicated functions. In the future he would like to improve his knowledge of Access so that he can perform new queries and reports as the need arises. Data Collection, Capture and Input Three data input forms are needed: 1. Customer Details This form will be used for several purposes so it needs to be able to: * Add a new customer * Look through the current clients and see what videos they have hired. Validations will be performed automatically. The Member ID field will be an integer and letter field so that it is more personalised. Wherever possible default values will be inserted automatically (e.g. most customers are from Ludlow so the relevant fields will default to those values). Tab order will also be used to speed data entry, so each field will have a certain order in which the data is entered. The form will be straightforward and follow in a top-to-bottom order. 2. Video Details This needs basically to be the same kind of layout and make up as the customer details form except that the fields are those to do with the video. I shall use a validation rule for things such as the videos certificate which can only be one of five (18,15,12,PG,U) and have validation text that warns if the data has been incorrectly inputted. 3. Hire Details This form is designed to make the inputting of information much easier and quicker than searching for a customer and ammending the details every time. It just requires you to input the video number and the client number. Everything else is done automatically. If the wrong client or video number is given then a dialogue box comes up telling you so. You will also have the ability to go staright to a clear form so that a new customer can be added or ammended. Validations will be performed automatically. The client number field will be made up of two numbers and a capital letter, 11A for example. All text that is inputted will automatically be put into upper case lettering for ease. A sample of a data capture form is in the appendix. This is how the system will operate: The diagram shows how the menus will be linked. The hire details are entered in and stored to the various tables. Then comes th possibility of ammending a current customer or adding a new one. Data Verification and Validation Access allows you to say what type of data is included in any field, and also allows me to say the maximum length allowed for any particular field. It also gives the possibility of making input masks for the field. The First and Last Name fields will always be text and most names will be shorter than twenty letters. The House Name/ Number field allows for three digits to be put in first eg 112 Orpen Drive. In fields like Sex, Title and Form Of ID, I have coded it so that only the abreviations of the input are required, and even then the input is one of a choice. This speeds up entry time and reduces the possiblilty for error. The input masks and validation rules reduce data being incorrectly inputted, but they do not completey reduces errors. Data such as name and address, can not be validated, so it has to be verified by the user when the information is being entered. This verification involves manually checking each record to ensure accuracy. Output Format I wanted the output in my database to ocupy 3 sections, the visual display forms, the query which was a search output and the mail merge. I will now show that I have completed those task. First of all here is my Main form, which links all the other forms and functions together. Another output would be the members table I Also designed a query to find all the curent videos that are on loan. ID number of Member ID number of DVD ID number of Video Date Out Date In Surname Of Member Name of DVD Name Of Video Old Member Cost She1 dv004 1 25/7/01 27/7/01 Sheppard The Mummy The Fast one Yes à ¯Ã‚ ¿Ã‚ ½2.95 My mail merge is contained at the end of this project. User Guide To load the database click on the database file twice quickly (double click) To save the database click file, the save. Or just click on the icon that looks like this. If you require any further help try microsofts built in help progam. Then is one in Help/Microsoft assistant. And also one accesible by pressing the start button. Then on the help file. Testing of Solution I am going to test my database using a variety of correct and incorrect data. In doing this I hope to find any problems with the system, and in doing this finding the solution. The test results for the major tests are shown below. Errors which came to light during the test were corrected and all tests gave expected results. Test 1: test password When the correct password was entered the database opened. Otherwise the following message was displayed: Test 2: Entering client information Client details entered. All different options, defaults and fields were tested during data entry. The tests resulted in some minor changes of the input masks, such as the number of characters allowed in the address field was not big enough for my address. Test 3: Deleting a record A client was deleted and the result were as expected, access alowed me to delte the record, after promiting me in what I was about to do. I also needed to test whether or not my query worked, to do this I first loaded it up. I was asked to type in th date when the video was due back so I typed in 27/11/01 and the query found the following result. As the query found the right result I believe that my query works correctly. Evaluation of Solution By looking at my testing I can conlcude that my database is succesfull, as all the buttons, tables and queries work correctly. If I look at my my evaluation crtitera I can say whether or not I have completeed them. * It should take less than thirty seconds to establish whether a customer is already on file (Query member search) DONE * It should be possible to go directly from the Customer Details form to the entry of a video that that customer has hired, without having to re-enter the customers name, etc. (Relationships) DONE * Data entry should be as fast and as easy as possible, particularly as there are several hundred existing customers and videos to be entered when the system is first installed. (Data flow) DONE * It be able to show who has rented what video and when. (loan table) DONE * There must be provision for more than one video to be hired at once by the same person. IMCOMPLETE * The new system is required to provide the following information: * A list of all rentals that are overdue and need chasing. (Date due back query) DONE * It should be possible to send a standard letter to selected customers, using criteria mentioned above. (Mail merge) DONE * The user must be able to create new letters whenever needed and perform a mail merge to selected customers. (Mail merge wizard) DONE Seeing as I have completed nearly all of my evaluation points I believe that I can say that my database project is a complete success.

Alexander Hamilton vs Thomas Jefferson Essay Example for Free

Alexander Hamilton vs Thomas Jefferson Essay Alexander Hamilton and Thomas Jefferson had very different political views, which is why our first president, George Washington, had them both in his cabinet. Hamilton was the first Secretary of the Treasury, while Jefferson was the first Secretary of State. These differences begin with who they thought should govern and what type of government was the best. Hamilton thought we should have a strong central government in the interests of commerce and industry, while having the national government in charge. However, Jefferson felt that the people should rule with a decentralized, agrian government in the terms of freedom and the people should rule themselves. They also had conflicting ideas for what economy suited us best, Hamilton believing it to be industrial and Jefferson believing the best was agricultural. Along with those conflicts, they didnt agree with how the constitution was to be interpreted. Hamilton was a loose constructionist, wanting to stick closer to the thought of the central government ruling. Jefferson was a strict constructionist, believing that the constitution was to be followed closely. Lastly, their difference in ideas helped formed political factions. They became two sides, the Federalists and the Antifederalists or Republicans. Alexander Hamiltons side was the Federalists, they stood for the urban mercantile interests of the seaports. Thomas Jeffersons was the Republicans who represented the southern and rural interests. Alexander Hamilton and Thomas Jefferson had very different political views, which is why our first president, George Washington, had them both in his cabinet. Hamilton was the first Secretary of the Treasury, while Jefferson was the first Secretary of State. These differences begin with who they thought should govern and what type of government was the best. Hamilton thought we should have a strong central government in the interests of commerce and industry, while having the national government in charge. However, Jefferson felt that the people should rule with a decentralized, agrian government in the terms of freedom  and the people should rule themselves. They also had conflicting ideas for what economy suited us best, Hamilton believing it to be industrial and Jefferson believing the best was agricultural. Along with those conflicts, they didnt agree with how the constitution was to be interpreted. Hamilton was a loose constructionist, wanting to stick closer to the thought of the central government ruling. Jefferson was a strict constructionist, believing that the constitution was to be followed closely. Lastly, their difference in ideas helped formed political factions. They became two sides, the Federalists and the Antifederalists or Republicans. Alexander Hamiltons side was the Federalists, they stood for the urban mercantile interests of the seaports. Thomas Jeffersons was the Republicans who represented the southern and rural interests.

Presentation of the City in Poetry

Presentation of the City in Poetry Pre-1914 Poetry: Comparative Study Compare the ways in which the city is presented in William Blakes ‘London (1794) and William Wordsworths ‘Composed Upon Westminster Bridge, September 3, 1802. In your response you should consider: †¢ The techniques that the poets use to convey their impressions of the city. †¢ The way(s) in which the poets include references to social, political and personal concerns and the extent to which the poems are shaped by these. By 1800, London was the biggest city in the world, with a population of over one million. It was a global centre of power and imperial glory, set against a backdrop of revolution. Although William Wordsworths ‘Composed Upon Westminster Bridge, September 3, 1802 and William Blakes ‘London (1794) both concern the city of London and were written in the same period, they present the city in very different ways. ‘Westminster Bridge is in celebration of the citys majesty and is rarely bitter, Wordsworth only ever writes disparagingly of its citizens. In ‘London however, Blake who was himself a resident of London, presents the city as a place crawling with corruption and rife with disease. In this essay I will explore the structure, form and setting of the poems, the poems main themes, language and imagery, how the poems portray people and society in London and the sights and sounds of the city, in order to compare in depth the different ways in which the city is pre sented. The poem ‘London comprises four quatrain stanzas, written in iambic tetrameter. Each stanza offers a view of various aspects of the city as seen by the narrator on his â€Å"wander† (line 1). ‘Westminster Bridge is an Italian sonnet, which is a single fourteen-line stanza. It is written in iambic pentameter. Traditionally, the sonnet form is associated with love poems, and indeed ‘Westminster Bridge could fall under this classification. The poem is metaphorically divided into two parts, an eight-line octave and a six-line sestet. It is conventional for the octave to offer the description or problem and the sestet the resolution. In ‘Westminster Bridge, Wordsworth uses the octave to detail the scene laid out before him, â€Å"Ships, towers, domes, theatres, and temples lie† (line 6), and the sestet to describe his emotions, â€Å"Neer saw I, never felt, a calm so deep!† (line 11). ‘London was published in ‘Songs of Experience, o ne of Blakes anthologies. As the anthologys title suggests, ‘London represents Blakes personal experience, and so the first person dominates, â€Å"I wander through each chartered street† (line 1). This reinforces that the issues presented in ‘London are of personal concern to Blake. Similarly, ‘Westminster Bridge is written in the first person, as it is a personal experience being composed by Wordsworth at the very moment that he beholds the described scene. However, it does not dominate the poem to the same extent as it does ‘London. Wordsworth also makes use of the third person, â€Å"The river glideth at his own sweet will† (line 12). He does this as he describes his emotions in order to make clear that the experience manifests itself as open to all who would care to observe it, rather than using the rather selfish alternative, â€Å"The river glideth at my own sweet will†. The rhyme scheme of ‘London is ABAB CDCD EFEF GHGH, for example â€Å"street, flow, meet, woe† (stanza 1). This conveys a sense of control, authority and monotony, which is also echoed in the poems language. The meter is rarely interrupted, the poem continues with one criticism and revelation after another in order to emphasise the extent and number of the problems that exist, not wanting to dwell on any one point as if treating them with disgust. ‘Westminster Bridge conforms loosely to the ABBAABBACDCDCD rhyme scheme of the Italian sonnet. The rhythm is more often interrupted, with variety of punctuation and enjambement creating changes in the flow. â€Å"Dear God! the very houses seem asleep;† (line 13), is an example of a caesura which enhances this moment of epiphany in which Wordsworth realises that the tranquillity of the scene is such that the even the houses appear to be sleeping. Alternatively, this exclamation could literally be Wordsworth expressing his thankfulness to God for the scene. In examining an ex tract from Wordsworths ‘The Prelude, I believe it is sensible to assume that the exclamation ‘Dear God! is a spiritual reaction because he uses â€Å"guardian saints† (line 179) in a simile describing fronts of houses in London. Indeed, Wordsworth was a religious man who said in 1812 that he was â€Å"willing to shed his blood for the Church of England†. It could also be an echo of line 2, â€Å"Dull would he be of soul who could pass by†, a criticism of those who are asleep and not recognising the true splendour that the city can offer. Aside, it is also very important to consider the time setting of the poems as it has a direct influence on how the city is portrayed. As ‘London is set at midnight, the image of a dark, sordid London is carried through, â€Å"midnight streets† (line 13), which gives an image of the alleys where unbridled or promiscuous activities may take place. ‘London is not capturing a particular moment in time but more of a journey through life, â€Å"In every cry of every man / In every infants cry of fear† (lines 5-6). This is so because it demonstrates not only suffering across the demographics of London, but also across time. The idea of a journey through time is also illustrated in the original engraving of the poem, which shows a young boy pleading with a crippled old man. ‘Westminster Bridge by contrast captures a single moment in time on September 2nd 1802 and is set during the early morning, at sunrise, â€Å"The beauty of the morning† (line 5). This allows Wordsworth to see the city quite literally in its best light, â€Å"Never did the sun more beautifully steep† (line 9), giving the greatest opportunity for the synthesis of nature and the city. Political and social issues, shape the poems heavily, particularly ‘London. Blake focuses quite intently on political issues, specifically in the third stanza. â€Å"Every blackening church appalls,† (line 10) refers to the industrial revolution. This line highlights Blakes adversity toward the revolution. Blake grew up in London and so this might be the reason for his rejection of the change in society, but I find the example he gives particularly interesting because he was noted as being a dissenter, rejecting the Church of England, yet he highlights how the traditional religion of the country is being damaged by industry. Alternatively it may refer to his disgust at the infrequent cleansing of the city, which has instead been left to perish and degenerate. The mere association of the church with corruption is incongruous. Blake also attacks the monarchy in stanza three, â€Å"And the hapless soldiers sigh / Runs in blood down Palace walls† (lines 11-12). The ph rase â€Å"hapless soldier† refers to one of many ill-fated soldiers who were sent off by the country to wage war, often against their will and without any care being given to them for their troubles. Despite providing an invaluble service in protecting the country, the monarchy saw soldiers as mere pawns in the ‘game of war, insignificant, indistinguishable and easily replaced. The other thing noted to â€Å"run in blood down palace walls† is the â€Å"chimney-sweepers cry†, which is similarly ignored by the monarchy. Blake particularly despised the slave trade and so he felt strongly about such matters not being address by the countrys leaders. â€Å"Palace† could equally refer to the houses of parliament, with criticism falling squarely on the shoulders of politicians rather than the monarchy. The criticism of the Church and monarchy is a common theme in Blakes poems, for example in ‘The Chimney Sweeper (ii) from the same anthology in which ‘London was published, ‘Songs of Experience, Blake writes â€Å"And are gone to praise God his Priest King / Who make up a heaven of our misery† (lines 11-12). â€Å"And are gone†, refers to the parents of a chimney sweeper, who have abandoned him. The narrator condemns God and the King for having tried to glorify his miserable existence by false promises of a great life, which have not panned out. In the first stanza, he describes the streets and the river Thames as â€Å"chartered† (lines 1 and 2). The word chartered, which is repeated, likely refers to the exclusive and executive nature of the streets. Chartered literally means ‘having special privileges, and so Blake is probably referring to the great number of wealthy businesses in London, garnering money and turning profit, juxtaposed with the ‘weakness, ‘woe and poverty of those on the street. Wordsworth also makes this contrast when he describes London in ‘The Prelu de, â€Å"The wealth, the bustle and the eagerness / The glittering chariots with their pampered steeds†, (lines 161-162) and â€Å"The scavenger that begs with hat in hand† (line 164). ‘Charted may also refer to the fact that the streets are well known and well trodden, mapped, charted. ‘Westminster Bridge makes passing reference to the industrial revolution, â€Å"All bright and glittering in the smokeless air† (line 8). This line conveys a sense of freshness and purity with ‘smokeless suggesting that the morning air is free of the industrial pollution that is so apparent during the day. Wordsworths view of the industrial revolution is very different to that of Blake because he acknowledges in this line how nature and man are able to co-exist in the city. In the final line, â€Å"And all that mighty heart is lying still!† (line 14). Wordsworth refers to the British Empire, which by 1802 was at its peak. London, being the UKs capital, f ormed the ‘heart of the Empire in a political sense. This personification reinforces the idea that London formed a vital organ of the Empires ‘body, and so it is particularly notable that Wordsworth describes London as lying still because it really emphasises the tranquillity of the scene. â€Å"Mighty heart† is also a particularly effective metaphor for a city because it is a concentrated area of bustling activity during the day akin to a ‘machine. ‘Westminster Bridge is more shaped by personal concerns rather than social and political concerns. In ‘London Blake describes the London set during the industrial revolution and the effects that it has had on society as people part with tradition and become helpless. In stanza two the anaphora, â€Å"In every†¦ In every†¦ In every†¦Ã¢â‚¬ , acts to emphasise the universal nature of the suffering and sorrow. One of the most striking metaphors in ‘London is â€Å"mind-forged manacles† (line 8). It refers to the social restrictions induced by life in the city, resonating with the poems rhyme scheme. I find â€Å"mind-forged† to be especially interesting because it suggests that these â€Å"manacles† do not in fact exist but are the cultivated in the minds of the people. Blake is suggesting that the people of London bend to conform to the power and control of authority, where this is not necessary. â€Å"mind-forged† seems to suggest the subversion of the peoples power, attitudes of defiance and non-conformity, perhaps even stret ching to suggestion of a breakdown of democracy and freedom of speech. The phrase implies that the â€Å"manacles†, which are â€Å"shackles that consist of metal loops that can be locked around the wrist†, have been imposed by some figure of authority. The juxtaposition of the â€Å"mind-forged† and â€Å"manacles† thus conflates he who is suppressed and he who has acted to suppress. Wordsworth gives glancing insights into what he thinks of the society in London, â€Å"Dull would he be of soul who could pass by† (line 2). Interestingly this is one of the only moments in ‘Westminster Bridge that could be construed as critical or bitter, showing contempt for anyone who does not appreciate the sight. Or perhaps Wordsworth is rationalising his overly emotional reaction, which could be interpreted as effeminate, by justifying that anyone who didnt react in this way would be ‘dull. Amplifying what little insight Wordsworth gives into society in London with information from an extract from Wordsworths ‘The Prelude, in which he describes his experience in London when he was 18, I feel that Wordsworths view of society in London is in agreement with that of Blake. â€Å"The endless stream of men and moving things† (line 159), implies loss of identity in London, which compliments â€Å"manacles† in ‘London. Blake notes â€Å"marks of weakness, marks of woe† (line 4) in â€Å"every face† he meets. The repetition of mark gives emphasis to the â€Å"weakness† and â€Å"woe†, Blake could have quite easily chosen to use more diverse language but the harsh repeated sound of â€Å"marks† really enhances the image. â€Å"Marks† tends to suggest that these are aberrations that have not always existed but have recently appeared as a result of changes in London, the industrial revolution perhaps. The last stanza bears a few very striking images that give further insig ht into people and society in London. â€Å"How the youthful harlots curse† (line 14), refers to the rise of prostitution. It is particularly shocking to hear that it is a â€Å"youthful† harlot, it appears that even the youths of society have been corrupted and subverted, having to turn to prostitution in order to scratch a living in such desperate times. â€Å"curse† refers to the spread of venerable disease as a result of such activities. This â€Å"curse† is described as blasting â€Å"the newborn infants tear† and blighting â€Å"with plagues the marriage hearse† (line 16). The oxymoron â€Å"marriage hearse†, ends the poem with a very strong image, starkly juxtaposing the charm of marriage with the hearse, used to carry a dead person to the place of burial. Blake himself condemned the absurdity of marriage without love and this is reflected in marriage hearse because any relationship resulting out of an encounter with the  "youthful harlot† would like be a relationship without true love. Alternatively, â€Å"marriage hearse†, could refer to a social restriction as â€Å"mind-forged manacles† does, that is to say that marriage is as a mans death, once he has committed to it he no longer has the same free will to do as he please. The strong plosive constants of â€Å"but, blasts blights and plagues† emphasises the harshness of what is being described. Wordsworth uses rich descriptions of the sights and sounds of London. He is in great admiration of the beauty of London and starts the poem with a superlative, hyperbolic tone. â€Å"Earth has not anything to show more fair† (line 1), suggesting that this is the epitome of beauty on Earth. I find the simile, â€Å"The City now doth, like a garment, wear† (line 4), particularly interesting as it indicates the morning sky appears to surround the city as a garment does a body, tending to suggest that the tranquillity of the morning is cloaking the true nature of the city which is perhaps less appealing. In ‘London Blake describes the grim sounds he hears in order to imbue the poem with a mood of pathos. For example in stanza two, â€Å"In every cry of every man / In every infants cry of fear / In every voice, in every ban† (lines 5-7), the repetition of cry across the two generations is striking, and the choice of â€Å"infant† is particularly shocking. This idea can be found in Blakes poem ‘Infant Sorrow from ‘Songs of Experience which links closely with ‘London, â€Å"Into the dangerous world I leapt / Helpless, naked, piping loud† (lines 2-3). â€Å"piping loud† corresponds with the cries of fear, â€Å"dangerous world† with idea that the suffering is universal in London. In ‘Westminster Bridge, Wordsworth celebrates the wondrous variety of London by asyndeton, â€Å"Ships, towers, domes, theatres, and temples lie† (line 6). These images bring together the components of the Empire and variety within London, with â€Å"ships† signifying trade, â€Å"towers† business, â€Å"domes† St. Pauls, an icon of London, â€Å"theatres† entertainment, and â€Å"temples† religion. In ‘London however, Blake sees the same â€Å"marks† in every face, the same generic cries in every voice. As ‘Westminster Bridge is romantic poetry Wordsworth integrates nature and the city because the reconciliation of man and nature is a key tenet of Romanticism, as pioneered by Wordsworth himself. The features listed in line 6 are described as lying â€Å"open unto the fields and to the sky;† (line 7). This appropriation of the city in a pastoral context refers to how the rural-urban fringes of London would be more apparent in 1802 because it was a smaller city. Wordsworth is saying that the city is in truth not so far removed from nature as some may believe and in fact they can co-exist in perfect harmony. He also highlights how man and nature harmonise, â€Å"The river glideth at his own sweet will† (line 12), implies that the scene appears to conform to Wordsworth wishes, flowing past so gently in a way that completes the scene as if just to please his own wishes. In contrast â€Å"Near where the charted Thames does flow† (line 2) in ‘London, ravages the idea of the calm flowing Thames by associating it w ith â€Å"chartered†, implying that is over run by commercial usage, to satisfy the greed of wealthy city businessmen. In order to show the extent to which Wordsworth feels positively about the city, if â€Å"not anything to show more fair† (line 1), was indeed not praise enough, he compares the sight of the city to things of nature, furthering the synthesis of nature and the city. â€Å"Never did sun more beautifully steep† (line 9), gives an image of the sun glinting on the roofs of the buildings as it slowly rises over the cityscape, imbuing and saturating it with natural light, and is enhanced by the sibilance of â€Å"sun† and â€Å"steep. In the line, â€Å"In his first splendour, valley, rock, or hill; / Neer saw I, never felt, a calm so deep!† (line 10), Wordsworth directly compares the cityscape with valleys, rocks and hills but concludes that he has never felt so touched and calmed by any of these scenes so much as he is by the calmness of the city. This is particularly notable bearing in mind that Wordsworth lived in the countryside and enjoyed nature, yet finds the conflation of the city and nature to be more beautiful than any purely natural experience. However, the idea that this is fleeting moment, â€Å"The city now doth† (line 4), reminds us that despite the fact that it looks good at this moment, it will not last. This sort of naà ¯ve expression of joy is seen in Blakes poem ‘Infant Joy, from ‘Songs of Innocence. â€Å"Sweet joy befall thee† (line 12), is the adults hope for the childs wish for joy to be fulfilled but in â€Å"befall† there is a grim acknowledgement of how such joy will probably not be achieved. In conclusion I find William Wordsworths ‘Composed Upon Westminster Bridge, September 3, 1802 and William Blakes ‘London to present London in very different ways. ‘Westminster Bridge is panegyric, a love poem to the City with a tone of exultation and infatuation with the beauty of the scene that befalls him. The way in which it appropriates London in a pastoral context and integrates the city and nature is a refreshing vantage point considering the political and social issues of the time. ‘London however appears to describe an entirely different London to Wordsworth because of Blakes focus on political issues. Overall, I find Blakes vision to be the most convincing because of how the poem is written as a first person experience by a citizen of London who is able to most appropriately empathise with people facing adversity and compare how the city has changed over time rather than capturing a single moment as Wordsworth does. The poems are both shaped by politi cal and social concerns but Blakes ‘London draws on social and political issues much more than ‘Westminster Bridge, particularly focussing on the industrial revolutions impact on society in London, whereas only passing references are made in ‘Westminster Bridge which is shaped to a much greater extent by personal emotional concerns of the moment. These personal concerns are fleeting and short-lived because once the garment of the morning has been hung up, the underlying problems become apparent once again. Bibliography â€Å"Wordsworth was a religious man who said in 1812 that he was â€Å"willing to shed his blood for the Church of England†Ã¢â‚¬ , http://www.victorianweb.org/previctorian/ww/religion1.html Dictionary definition of ‘manacles, http://www.onelook.com â€Å"the reconciliation of man and nature is a key tenet of Romanticism, as pioneered by Wordsworth himself†, http://en.wikipedia.org/wiki/Romantic_poetry

Opposites Attract Essay -- Personal Narrative Essays

Opposites Attract    Perhaps we all have the same memory of the first boy-girl party we attended. The floors were waxed, the music loud, the air thick with the smell of cologne. The boys stood on one side of the room and the girls on the other, each affecting a nonchalance belied by the shuffling male loafers and the occasional high birdlike sound of a female giggle.    Eventually, one of the taller, better-looking boys, perhaps dogged by two slightly shorter, squeakier acolytes, would make the big move across the chasm to ask the cutest girl to dance. Eventually, one of the girls would brave the divide to start a conversation on the other side. We would immediately develop a certain opinion of that girl, so that for the rest of our school years together, pajama parties would fairly crackle when she was not there.    None of us would consciously know it then, but what we were seeing, that great empty space in the center of the floor as fearful as a trapdoor, was the great division between the sexes. It was wonderful to think of the time when it would no longer be there, when the school gym would be a great meeting ground in which we would mingle freely, girl and boy, boy and girl, person to person, all alike. And maybe that's going to happen sometime in my lifetime, but I can't say I know when.    I've thought about this for some time, because I've written some loving things about men, and some nasty things too, and I meant them all. And I've always been a feminist, and I've been one of the boys as well, and I've given both sides a pretty good shot. I've spent a lot of time telling myself that men and women are fundamentally alike, mainly in the service of arguing that women... ... we still managed to pick partners and dance. It's the dance that's important not the difference (I shouldn't leave out who leads and who follows. But I speak to that from a strange perspective, since any man who has ever danced with me can attest to the fact that I have never learned to follow.)    I have just met the dance downstairs. My elder son has one of his best friends over, and he does not care that she is a girl and she does not care that he is a boy. But she is complaining that he is chasing her with the plastic spider and making her scream and he is grinning maniacally because that is just exactly the response he is looking for, and they are both having a great time. Two children raised in egalitarian households in the 1980s. Between them the floor already stretches, an ocean to cross before they can dance uneasily in one another's arms.

The Doctrines of Kurt Vonnegut Essay -- Biography Biographies Essays

The Doctrines of Kurt Vonnegut The writing of Kurt Vonnegut exhibits perception without restriction and imagination without limitation. It surpasses mountains of ignorance and rivers of innocence to extend emotions for society to sympathize with reality. He incorporates his knowledge and view-points into a variety of literary genres for everyone to learn of his inquiries and philosophies. To draw readers into his sphere of influence, Kurt Vonnegut administers an inflection on the present to state other tenses (Schatt 148). From government to technology, he applies his ideas to all subject matters, allowing all readers to comprehend his beliefs (Nichol 602). The literature of Kurt Vonnegut coincides with his sentiments appertaining to human substantiality, altruistic love, and Post-existentialism. A primary interrogation Vonnegut predominately accentuates is the meaning of human existence; "What is the purpose of life?" (Holland 54) Man must feel that he is "serving some purpose," that his life has substance and significance (55). To find an answer to this question, Vonnegut unwinds into the pages of his works, man's search for substantiality, and his attempt at changing his destiny to obtain answers through power. Human nature possesses man to hunger for control, and without dominance, man feels purposeless. By making him "powerless to alter his destiny in any way," Vonnegut stresses an exploration for usefulness, and the question of life's poignancy is seen w... ...sp; all he could to make our marriage a happy one. EPICAC gave me anniversary poems for Pat- enough for the next 500 years (Vonnegut, Welcome to the Monkey House 284). EPICAC knew that fate did not allow him and Pat to be together. His happiness came from the happiness he gave to her and sacrificed for his best friend. Feelings and beliefs do not necessarily need to come from emotions, and in many of Vonnegut's work, it comes f

From the Immigrants

The Emigrants by Edward Kamau Brathwaite The poem from The Emigrants by Edward Kamau Brathwaite is the thoughts of an indigenous inhabitant, the persona, thinking of the invasion that has been so abruptly brought upon them which they must now face. We know that the persona is one of the inhabitants because in line four and twelve, the repetition of â€Å"my† personalizes what is happening, coming from an inhabitant’s perspective. The themes perception versus reality, power, discovery and war throughout the poem explain and break down the content of the poem.Columbus, an explorer is searching for new lands for Queen Elizabeth, these tie in with the themes of discovery and power. He is discovers a new land that is inhabited by a race that he had never come across before. Lines eleven and twelve continue to tie in with the theme power, â€Å"deck watched heights he hoped for, rocks he dreamed, rise solid from my simple water. † Columbus believes that by discovering this new land he will not only obtain power and glory and riches from the Queen but also much more that he can obtain from this land.War and danger are also major themes in this poem. â€Å"As he watched the shore, the slaughter that his soldiers†¦Ã¢â‚¬  this shows us that Columbus’ invasion brought death and suffering to the inhabitants as they tried to protect themselves. Furthermore while referring to how the island tried to defend itself, the poet talks of the response of Mother Nature towards the invasion. â€Å"Parrots screamed†, emphasizes not only the disruption of nature but also how the parrots may have reacted to defend their habitat.In addition, â€Å"birds harshly hawking, without fear† and â€Å"Crabs snapped their claws† both continue to show the response of the natural habitat towards the invasion and how they will defend their land, showing Columbus that he is not welcome. For this reason, Columbus men retaliate and fight the indig enous people’s defense resulting in all out war. These themes slowly flow into a major theme, perception versus reality. In stanza twenty one the last four lines of this stanza are significant, â€Å"What did this journey mean, this ew world mean: dis- covery? Or a return to terrors he had sailed from. Known before? † These lines are significant because, Columbus has just left Spain after Spain is experiencing political controversies and he perceives that by discovering new land he will escape from this and hopefully put a stop to these fights within Spain’s empire.However, when Columbus discovers this land that is already inhabited and that he must now fight for it, the true reality is that he has left one fight, in Spain, to enter another, in this â€Å"new world. In the poem from The Emigrants its form gives us an idea of what actions are going to take place or are already taking place. The form of the poem is free verse, in addition, there is little punctua tion and the lines of the poem are broken up. The poet’s decision to use little punctuation gives an idea that the persona, an indigenous inhabitant of the island, is having continuous thoughts of ideas and actions of this abrupt invasion of Columbus and his people.This also ties in with the poem’s main form, free verse, the poem’s content, the persona’s thoughts are fluently and freely being stated mentally. Figuratively speaking, in a way, as each thought or idea comes to the persona’s mind, the poet quickly takes note of it. In addition, the poem is breaking into many stanzas also ties in with the above statements. An example of this can be seen in lines thirty four and thirty five where the word â€Å"discovery† is broken after its first syllable and carried on to the next line, â€Å"new world mean: dis- covery?Or a return to terrors. Even though throughout the poem the stanzas are broken apart mid sentence, these lines are not only si gnificant because they are broken apart by a word but also because it helps emphasize and symbolize the disruption and destruction that has been brought upon the island. Throughout the poem the poet uses many figurative. Such devices are onomatopoeia, alliteration, repetition, oxymoron and irony. An example of repetition can be seen in lines ten and twenty five â€Å"Columbus from his after-†, it is repetition because both lines are exactly the same.In addition, some examples of onomatopoeia and alliteration can be seen in lines seven â€Å"flapping flag†, eight â€Å"harshly hawking† and thirty eight â€Å"splashing silence. † These are examples of onomatopoeia because flapping, hawking and splashing are all sounds while the phrases are also examples of alliteration because respectively, there is the repetition of the f, h and s consonants. However, â€Å"splashing silence† is not only an example of onomatopoeia and alliteration but it is also an example of oxymoron. An oxymoron is where contradictory terms are joined together to form a phrase or statement. Splashing silence is an oxymoron because it is contradicting itself, where â€Å"splashing† makes a sound and whereas when there is â€Å"silence† there are no hearable sounds. As stated in the previous paragraph where there is a case of the word â€Å"discovery† breaking apart after its first syllable, it is also a form of irony. It is ironic because you can’t discover something that has already been discovered and is now being inhabited by a different race. It can also be interpreted cynically, where the writer can be seen as cynical towards Columbus and his actions.

Cannon Bard Theory of Emotion

Cannon Bard Theory of Emotion As you are hiking through the woods, a bear walks out onto the path. In an instant you begin to tense up and sweat. In the same instant you are filled with fear. These two events of physiological responses and emotional experience happen at the same time, not one after the other. That is why the Cannon-Bard theory of emotion is a better indicator of how our bodies and minds respond to stimuli.Cannon and Bard highlighted the role of the brain in generating physiological responses and feelings; a role that is important in their explanation of emotion experience and production. The main assertions of the Cannon–Bard theory are that emotional expression results from the function of hypothalamic structures, and emotional feeling results from stimulations of the dorsal thalamus. The physiological changes and subjective feeling of an emotion in response to a stimulus are separate and independent; arousal does not have to occur before the emotion (Adcock, 1976).Cannon-Bard theory states that we feel emotions and experience physiological reactions such as sweating, trembling and muscle tension simultaneously. More specifically, it is suggested that emotions result when the thalamus sends a message to the brain in response to a stimulus, resulting in a physiological reaction(Hayes, 2003). For example: I see a snake –> I am afraid –> I begin to tremble. According to the Cannon-Bard theory of emotion, we react to a stimulus and experience the associated emotion at the same time (Carlson, 2013).The key component of the Cannon–Bard theory of emotion is that when the thalamic discharge occurs, the bodily changes occur almost simultaneously with the emotional experience. The bodily changes and emotional experience occur separately and independently of one another; physiological arousal does not have to precede emotional expression or experience. The theory asserts that the thalamic region is the brain area responsible f or emotional responses to experienced stimuli (Adcock, 1976). Walter Cannon criticized the James-Lange theory for several reasons.He argued that emotion occurs even if the bodily changes which transmit feedback to the brain are eliminated (Hayes, 2003). He severed neural connections to the cortex of cats (creating â€Å"decorticate cats†). The decorticate cats, when provoked, exhibited the emotional behavior normally associated with rage and aggression, as demonstrated by erect hair, growling, and the baring of teeth (Hayes, 2003). (Canon called the behavior sham rage because according to the James-Lange theory emotional behavior could not occur without connections to the brain. In addition, Cannon argued that visceral responses occur too slowly to be recognized by the brain before emotional responses to a stimuli occur (Adcock, 1976). Works Cited Adcock, C. (1976). Psychology and Theory. Hong Kong: Victoria University Press. Neil R. Carlson, H. M. (2013). Psychology: The Sci ence of Experience. USA: Pearson Learning Solutions. Nick Hayes, P. S. (2003). Students Dictionary of Psychology. New York: Oxford University Press Inc.