Introduction to Microeconomics Essay Example | Topics and Well Written Essays - 750 words

Introduction to Microeconomics - Essay Example Table 3 shows the trend in oil supply. Generally, oil supply shows an increasing trend just like price and demand, albeit at a slower pace. Supply grew by only 13.38 during the period. It should also be noted that dips in oil prices are matched by corresponding shrinks in the total supply. Oil supply also dropped during 1998, 2001, and 2002. The law of demand states that "All else equal, as price falls, the quantity of demanded rises, as price rises, the quantity demanded falls" (McConnel and Brue 2002, pp. 41). This declares that there is an inverse or negative relationship between price and demand. Tables 1 and 2 above shows the generally increasing trend in oil prices as well as oil demand which clearly violate the law of demand. In a situation where the oil price is rising, we must expect that the quantity demanded to fall as it discourages the purchases of higher priced commodities. However, the mounting demand notwithstanding the rise in prices can be explained by the factors which are exogenous or are outside the price-demand model. During the past years, there has been a boom in the automobile industry due to the increased purchases of cars and other transportation systems. The airline industry is also showing slight recovery with the proliferation of low cost carriers and the strong activity in the tourism sector. This trends and developments in the global market become the key drivers of oil demand. As the nation and the world as a whole, are becoming more and more industrialized, we also became more dependent on oil to fuel our technologically more advanced equipments. Nowadays, the importance of the oil industry can never be overstated. International demand for oil has also been increasing in order to support the growing economies of the prospective giants like China (Some factors 2005). Insufficiency in this resource will surely facilitate the spillover of negative externalities in the entire economy. Oil has become a necessity. Higher prices have not strongly hindered customers from purchasing their much needed fuel to facilitate the efficiency of their everyday activities. On the other hand, the law of supply can be stated as follows: "As price rises, the quantity supplied rises, as price falls, the quantity supplied also falls" (McConnel and Brue 2002, pp.47). This gives price and quantity supplied a positive or direct relationship. Tables 1 and 3 shows that both oil price and quantity supplied is generally in a upward trend with corresponding dips in 1998, 2001, and 2002. This shows a close positive relationship between the two variables as well as the responsiveness of quantity supplied to oil prices. The empirical evidence shows that the oil industry follows the law of supply. The oil industry has been adjusting to the higher global demand by increasing its production. Oil companies have been very keen in taking the opportunity of producing higher oil quantity in order to accommodate the expected mount in global demand. Although economies of scale must have

Prevention of pressure ulcers: nurses’ sole responsibility

Prevention of pressure ulcers: nurses’ sole responsibility Pressure ulcer is a major health problem. According to previous 10 years nationwide studies, 10% to 15% of the general population suffers from chronic pressure ulcers. In addition, Reddy, Gill and Rochon (cited in Walton-Geer, 2009) approximated 60,000 patients every year will die from hospital acquired pressure ulcers and the treatment of these wounds costs approximately $11 billion per year. These findings are significant in some areas such as patients in intensive care units, critical care units and nursing home residents. These situations cost patient in terms of suffering, impaired quality of life, reduced independence and even increased morbidity and mortality. The patients delay in hospital discharge and decrease the efficiency and efficacy of health services. The health industry is also concerned about lack of sources, work force hours to manage the problem. Various industries and government agencies are disconcerted to either treat these ulcers in early intervention or encou rage prevention (Lippincott Williams Wilkins, 2007). However, a good quality care is important in preventing these sores and nurses come at front to provide this care. In identifying the nurses attitude towards care and perception of barriers in that case may solve this situation. Search strategy The literature search was conducted by using the databases- Cinahl, Pro Quest, Pub med and Waiariki library catalogues. These databases identified the published studies, nursing journals and conference proceedings. The search engine used the terms for search were pressure ulcers and nursing, nurse and bedsores, nurse and hospital, pressure ulcer and patient, and nursing management and decubitus ulcers to search out the articles. The articles only written in English were retrieved for review. This literature review is based on the prevention strategies. Prevention and management of pressure ulcer is of major concern in health care system. Most of the studies revealed the appropriate knowledge of nurses for prevention. The gaps could be in the lack of performance in their practice. The hospital routines for early assessment and culture may be responsible for nurses to practice efficiently. Despite of increasing expenditure neither incidence nor prevalence is reducing. The attitude and supervision towards care of patient are significant review in whole populations generally. The search was wide to find the reliable material and needed to exclude some for relevance. The search boundaries were elaborated for nursing practice and attitude. The access to literature was sometimes limited to abstract only. Eighteen published articles were reviewed for possible inclusions in the final review. Among those ten articles were taken from previous conducted researches, three were the literature reviews and two relevant articles were based on life story of patients. One textbook and two non-research articles were kept for background information. The first line of defense in preventing the pressure ulcer development is the nurse practitioners behavior towards patient, nursing care by using various devices, patients status for devolving risk factors and hospital polices for further improvements. All ages were viewed as inclusion criteria with high-risk abilities. Four articles were more than ten years old and excluded to gather current knowledge for practice. One study was excluded because of emphasize was put on various positions of the patient that are inefficient for critical care units to take efforts in rising out of bed and were not valid. Two researches based studies were included to asse ss nurses knowledge in prevention and treatment strategies that were mainly researched for assessing the nurses knowledge about pressure ulcers and impact on practical decision-making skills and utilizations of various devices. The research literatures on pressure ulcer development filled the education and reliability assessment of nurses. One group of researchers created the longitudinal examination of hospital registered staffing to improve the quality of care and revealed the limited support for quality with number of registered nurses. These variations in favor of care presents a cross comparison of results, at best. Another research study revealed the influence of handling technique, and patients weight and disability that causes serious back injuries to nurses. One research supported computers for prevention and treatment of pressure ulcers at LCD hospital was included because the system reminds documentation to nurses. One life story article included tells about the negligenc e in care that leads towards the death of a woman, because of bone deep bedsores that remained untreated in last six months of her life. The selection criteria in three researches have been taken for use of preventive devices that underline the risk of pressure ulcers early assessment at time of admission. The potential inclusion admits a risk assessment tool, Braden scale in predicting pressure sore risk in hospitalized patients. However, two included studies exposed issues regarding the lack of clinical trials for effectiveness and the quality improvement implementations in nursing homes that associated with organizational culture. As the review included all ages, hospitalized and outside patients, one study assures about the sitting behavior of people lead towards building the risk of pressure ulcers. Nurses knowledge and attitude In 2004, Moore agreed the development of pressure ulcer is linked to nurses attitude, education and competence. Education increases awareness of the problem and gives a pathway for developing and maintaining competency. Thus, the successful prevention is dependent on staff knowledge, skill and attitude. This argument was underlined the content and quality of education, a major concern in decision-making. Hulland (cited in Moore, 2004) was able to identify nurses action, beliefs and opinion on pressure ulcer prevention and treatment. Anthony (cited in Moore, 2004) also agreed, however, nurses have good knowledge for prevention, still usage is inappropriate in practice. Maylor and Torrance (cited in Moore, 2004) supported the value of the attitude of nurses for preventive practices of pressure ulcers in clinical practice. Ousey (2010) accented the need of evidence-based education for whole staff involved in care of pressure ulcers. Another study by Wiechula in 1997 described the focus of quality improvement ought to on the appropriate education program that contains the instructions and guidelines of current and evidence based practice. The education program should include the etiology and risk factors along with risk assessment tools and application in demonstrating the positioning for prevention of pressure ulcers. In this study, the stress was also put on the accurate documentation and monitoring. Another cross-sectional study by a group of researchers explored the comparison between the knowledge among past time and present time nurses. The sample was large (n=522 nurses in 2003 compared with n=351 nurses in 1991), with written questionnaire method. The authors identified the knowledge of nurses in 2003 is better and nurses know the usefulness of preventive measures. However, the raised issue was again the knowledge did not come in practice in the organizations that monitored pressure ulcers (Hulsenboom, Bours Halfens, 2007). Comparing the views of all autho rs, one group of researchers conducted a one-time survey. Fifteen nurses were subjected to check the use of system increase their knowledge and skills. The study resulted in no effective knowledge about pressure ulcers and decision-making skills in practice (Zielstorff et al, 1997). Among various researches, one study by Smith and Waugh in 2009 uncovered the nurses knowledge of pressure ulcer prevention and treatment along with the perception of barrier in providing effective care. After using the Pieper Pressure Ulcer Knowledge Test among 96 nurses, the study revealed the nurses knowledge was higher significantly but the barrier such as the weight of patient, patients refusal, unavailability of equipments, not having enough time and staff was significantly considerable. Nevertheless, Mark, Harless, McCue and Xu in 2004 found limited support for enduring the belief that improvement in registered nurse staffing improves the quality of care. In addition, Skotte and Fallentin in 2008 s upports the barrier by assessing the low back load on health care workers while using preventive techniques such as repositioning and use of friction reducing devices that is higher than patients weight and disability. Pulkkinen (2009) explores this argument in an article about a health care workers second-degree criminal mistreatment. The evidence shows that the treatment for bedsores was not provided to Harrison and ultimately because of gangrene infection of bone deep ulcers, he died. Use of appliances in practice In 1997, Wiechula described the assessment of risk is important to consider causative and contributing factors that can eliminate the negative effects. This skin care assessment of patient should be at the time of admission, after change in condition and for long-term patients at regular intervals. Specifically, to relieve pressure, attempt should be put on positioning and turning frequently. The major concern was preventing contact on between prone areas and support surface by using devices such as pillows and foams and use of alternating pressure mattress for high-risk patients. Ousey (2010) explored the early detection and effective documentation of pressure ulcers is a key component of quality care if the nurses can identify risk development behavior appropriately. The study assures manual repositioning and pressure relieving support surfaces are important in preventive measures. The early detection includes the assessment within six hours of admission in hospital and in communit y settings; it should be at first visit of practice nurse. However, Wiechula in 1997 outlined, turning of patient every 2 hours is a reliable and cheap method of prevention. Schoonhoven (cited in Ousey, 2010) disputed the effectiveness of preventive measures in some patients. Based on this notion, Ousey agreed the pressure ulcer tool will be helpful for high-risk individuals if practice with professional jugdement. Stotts and Gunningberg in 2007 supported one evidence-based article for use of Braden scale, a good assessment tool. Considering the reliability and validity, Braden scale is affective to practice with the difference in patients culture. In the matter of devices in care of pressure ulcers, the Australian Medical sheepskin is a new pressure-relieving device is effective in relieving pressure with moisture absorbing capacities (Mistiaen et al, 2008). Gardner, Frantz, Bergquist and Shin (2005) explored another perspective study for measuring the wound healing is pressure ulc er scale for healing. When the workers apply this evidence-based tool at weekly intervals, it provides accuracy in differentiating healing of pressure ulcer from non-healing in tracking changes in pressure ulcer status. This study outlined the use of PUSH score can achieve changes during extended follow-ups during the time when pressure ulcers take more than 3 months to heal. As explained by Wiechula in 1997, massage on bony prominences ought to avoid and the ring shaped devices are ineffectiveness in practice. Ousey (2010) agreed the view of not rubbing the skin vigorously to prevent the damage of superficial and deep tissues. Interestingly, one cross-sectional study unveiled the use of these preventive devices and documentation is suboptimal even for high-risk patients. In practice, the documentation and preventive devices are important for all patients who are at risk and having pressure ulcers to note the status of patients. A research nurse to ascertain the use of pressure ulce r devices examined the patients. After examination, 68% patients were documented for pressure ulcers. Among those 15% of patients had preventive devices and 51% receive those were at high-risk. In multiple analyses, the type and stage of pressure ulcer were not associated with high-risk patient but the use of preventive devices (Rich, Shardell, Margolis Baumgarten, 2010). Similarly, Moore (2004) identified the use of pressure relieving devices are not as much helpful in reducing the prevalence of pressure ulcers without nurses positive attitude. Hospital policy The cost of treatment of pressure ulcers can be enormous and significantly run out the health system resources. According to Posnett Franks (cited in Ousey, 2010) the estimated cost for the treatment of pressure ulcer is between 1.8 billion pounds to 2.6 billion pounds annually. In 2009, Walton-Geer gave views on for the improvement in patient care the interventions should be initiated on evidence-based practice. Patients status AHCPR (cited in Wiechula, 1997) recommended the important link of malnutrition with the development of pressure ulcers. Wiechula (1997) indicated, on admission nutritional assessment should also be monitored such as weight changes, loss of appetite and decreased dietary intake. Patients with poor hygiene and skin moisture degrade the integrity of skin that further helps in developing sores. One literature review supported the components of Braden scale such as nutrition, sensory perception, evidence of moisture, activity level and mobility status are the most important predictive of developing risk of pressure ulcers. It is apparent in the study that the risk increases with the susceptibility of tissue tolerance and poor peripheral circulation that relates with poor nutritional status (Schultz, 2005). Ousey in 2010 outlined some intrinsic and extrinsic factors responsible for pressure ulcer development. Intrinsic factors included patients age, mobility, incontinence, medication, anem ia, thin skin, nutritional status and disease condition. The considered extrinsic factors were friction, moisture, poor handling and changing position. The stress was also put on initial assessment of all patients to improve nutritional intakes. Williams et al (cited in Ousey, 2010) considered poor nutrition and decreased tissue perfusion, the main cause of pressure ulcer development. Bain and Ferguson-Pell in 2002 considered the knowledge of sitting behavior of patients outside the hospital especially for wheel chair users who sit continuously for long time. The study tested the use of remote monitoring pressure distributing logger that keeps the record of sitting behavior after testing its feasibility. Phytochemical Method Silver Nanoparticles: Synthesis Phytochemical Method Silver Nanoparticles: Synthesis Phytochemical Method Silver Nanoparticles: Synthesis and Characterization The study of green synthesis of nanomaterials offers a valuable contribution to biomedicine at nanobiotechnology. This study focuses on the green synthesis of nanosilver from O. sanctum leaf extract and loading the nanosilver onto cotton fabrics and assessing their physical and biological properties. In this study, O. sanctum leaf extract was used as reducing agent for the synthesis of silver nanoparticles. When the silver nitrate solution was mixed with leaf extract, the color changes occur immediately in silver nitrate solution. Initially, the leaf extract was green, which turned yellowish brown on adding the silver nitrate solution. The color changes indirectly indicate the formation of silver nanoparticles. The color change was noted by virtual observation of O. sanctum leaf extract incubated with an aqueous solution of AgNO3. It started to change color from watery to yellowish brown at 4 h and dark pink at 24 h after incubation (Figure 1). It is due to the reduction of silver ions; this exhibits the formation of silver nanoparticles (Table 1). The color of the extract changed to intense brown along with threads after 24 h of incubation, and there was no significant change afterward. S.No. Time interval Colour change 1 0 min Dark green 2 10 min Pale green 3 30 min Reddish green 4 1hr Red 5 2 hrs Red 6 4 hrs Reddish brown 7 8 hrs Reddish brown 8 16 hrs Brown Threads 9 24 hrs Brown Threads Table 5. 1. Effect of leaf extract of O.sanctum on colour changes in silver nitrate solution at different time interval Biosynthesis of nanoparticles by time-dependent absorption spectrum The continuous formation of silver nanoparticles was investigated using UV-Vis spectroscopy, which has proven to be a useful spectroscopic method. The presence of silver nanoparticles was confirmed at a range of 200–600 nm. In UV-Vis spectra, silver nanoparticles can be shown by a SPR peak at around 400 nm, but a small shift (blueshift or redshift) in the wavelength of the peak could be related to obtaining —silver nanoparticles in different shapes, sizes, or solvent dependences. After 24 h of incubation, a typical peak of ÃŽ »max at 421 nm was obtained due to the SPR of silver nanoparticles (Figure5. 2). After the reaction time on adding of leaf extract reached 4 h, obtained silver nanoparticles showed a UV-Vis absorption peak, a characteristic SPR band for silver nanoparticles, centered at 400 nm (Figure 5.2). Figure 2, the intensity of the SPR peak increased with the increase in the reaction time, which indicated the continued reduction of the silver nitrate ions, whereas the increase of the absorbance value with the reaction time indicated the increase in concentration of silver nanoparticles. When the reaction time reached 12 h, the absorbance was increased and ÃŽ »max value was slightly blueshifted to 435 nm. At reaction time of 24 h, the absorbance value was also increased and blueshifted to 435 and 421 nm, respectively. At the end of the reaction (24 h), the absorbance value was considerably increased and there was no significant change in ÃŽ »max value (421 nm), compared with that at 12-h reaction time. FTIR spectroscopy analysis of biosynthesized silver nanoparticles FTIR measurements of the biosynthesized silver nanoparticle samples were carried out to identify the possible interactions between silver and bioactive molecules, which may be responsible for synthesis and stabilization (capping material) of silver nanoparticles. These were also to identify the possible biomolecules responsible for capping and efficient stabilization of the metal nanoparticles synthesized by leaf extract. Figure 5.3 shows the FTIR spectra of aqueous silver nanoparticles prepared from O. sanctum leaf extract. The presence of the signature peaks of amino acids supports the presence of proteins in cell-free filtrate as observed in spectral analysis. The silver nanoparticle sample shows peaks at 3313.48, 3193, 2976.90, 2883, 1670, 1452, 1338, 1196.78, and 1112.75 cm−1 (Figure 5.3). The peaks corresponding to protein and silver nanoparticles were found commonly present in the nanoparticles synthesized by leaf extract. X-ray diffraction analysis The crystalline nature of silver nanoparticles was studied with the aid of XRD as shown in Figure 5.4. The dry powders of the biosynthesized silver nanoparticles were used for XRD analysis. The diffracted intensities were recorded from 20à ¯Ã¢â‚¬Å¡Ã‚ ° to 80à ¯Ã¢â‚¬Å¡Ã‚ ° at 2à ¯Ã‚ Ã‚ ± angles. Many strong Bragg diffracted peaks observed at 27.82, 32.25, 46.22, and 76.63 corresponding to 126, 199, 131, and 24 height of the face-centered cubic pattern of silver were obtained. The average grain size of the silver nanoparticles formed in the bio-reduction process was determined using Scherrer formula and it suggested that the synthesized silver nanoparticles were crystalline. The size of the silver nanoparticles was found to be 26 nm, and it was determined using the width of the (126) Bragg’s reflection. In addition, yet some unassigned peaks were also observed suggesting the crystallization of biophase occurs on the surface of silver nanoparticles. Fluorescence spectral analysis Fluorescence spectroscopy is a type of electromagnetic spectroscopy which analyzes fluorescence from a sample. Figure 5.5 shows fluorescence emission spectrum from silver nanoparticles, dispersed in double distilled water. Fluorescence spectral analysis of silver nanoparticles used in the experiment was carried out to confirm the fluorescence emitted from the nanoparticles. A strong maximum at 431 nm wavelength and a quantum yield was 666.450 mV appeared in the fluorescence emission spectrum of O. sanctum leaf extract mediated silver nanoparticles. Potentiometry analysis of biosynthesized silver nanoparticles The biosynthesized silver nanostructure was shown and confirmed by the characteristic peaks observed in zeta potential, which will help to measure the diameter of nanoparticles with corresponding average zeta potential values, and also used for suggesting higher stability of silver nanoparticles. The reduction of silver ions to form nanoparticles was also monitored using a potentiometer. The large negative potential value could be due to the capping of polyphenolic constituents present in the extract. Figure 5.6 shows the results of time-dependent zeta potential analysis from 0 to 24 h of incubation period. A pointed reduction in the potential could be observed on 4 h of interaction, further indicating the formation of nanoparticles at this stage. The potential decrease from an initial value of 0.436 V for silver ions to 0.153 V at the end of 11 h (Figure5.6) was observed, after which the decrease in potential was gradual, decreasing up to 0.048 V at the end of 24 h. Zeta potential analysis of synthesized silver nanoparticles The zeta potential analysis was used to measure the electrophoretic mobility of the silver nanoparticles. The complex zeta potential is a parameter that is used to learn the surface charges and stability of nanoparticles. The zeta potential charges significantly affect the particle distribution and agglomeration of nanoparticles. The high zeta potential value indicates a high electric charge on the surface of the nanoparticles. It describes strong repellent forces among the particles, which prevent aggregation and lead to stabilization of the nanoparticles in the medium. The zeta potential of the nanoparticles formulated was only measured in systems that did not sediment after overnight equilibration. The alteration in zeta potential with a moment in time is shown in Figure 5.7. It can be observed that there was charge stabilization from 11 to 16 h, with the charge stabilized at around −57 mV. The zeta potential was −62 mV for the 14 h interacted samples, which further decreased to −35 mV for the 24 h interacted samples. SEM analysis of silver nanoparticles The morphology of silver nanoparticle was observed using a SEM instrument. The shape and size of silver nanoparticles were analyzed after 24 h of incubation using SEM as shown in Figure 5.8. In general, the nanoparticles were spherical with varying size ranged from 7 to 28 nm. Most of the nanoparticles were combined, with only a few of them scattered, as observed under SEM. The biosynthesized silver nanoparticles were mostly spherical. These were used to characterize the morphology, size, and distribution in aqueous suspension and were prepared by dropping the suspension onto a clean glass plate and allowing water to completely evaporate. It was evident that the ends of silver nanoparticles are brighter than the middle, suggesting the particles are encapsulated by biomolecules such as proteins in the Basil leaf extract (Figure 5.8). EDS analysis of silver nanoparticles The EDS spectrum (Figure 5.9) clearly identified the elemental composition of the synthesized nanoparticles, which suggests the presence of silver as the ingredient element. The vertical axis shows the counts of the X-ray and the horizontal axis shows energy in keV. The strong signals of silver correspond to the peaks in the graph confirming presence of silver. Biosynthesized silver nanoparticles typically show an optical absorption peak at 3.2 keV due to SPR. However, other elemental signals along with silver nanoparticles were also recorded, which were not observed for the biosynthesis of many other nanoparticles. TEM was used to visualize the size and shape of silver nanoparticles. Figure 5.10 shows the typical TEM micrograph of the synthesized silver nanoparticles. It is observed that most of the silver nanoparticles were spherical. A few agglomerated silver nanoparticles were also observed in some places, thereby indicating possible sedimentation at a later time. It is evident that there is variation in particle sizes, and the average size was estimated to be 26 nm and the particle size ranged from 8 to 45 nm. The natural products, namely glycosides, flavanones, and reducing sugars, are the main constituents of the O. sanctum leaf extract

The Difference Between Sissy And Bitzer Essay -- essays research paper

"Give me your definition of a horse," (Pg 3) says the eminently practical Mr. Thomas Gradgrind of Charles Dickens’ unforgettable novel, Hard Times. Can anybody really define a horse? Cecilia Jupe, also known as Sissy, was unable to answer this question because she was, well, normal. Bitzer, the boy brought up in Coketown, the city of facts, answered, "Quadruped. Graminivorous. Forty teeth, namely, twenty-four grinders, four eye-teeth, and twelve incisive..." (Pg. 4). Clearly the contrast between Sissy and Bitzer can be seen. The differences between Bitzer and Sissy are shown not only in their definitions of a horse, but also in their physical appearance, personality, background, and the different philosophies that they each represent: fact and fancy. From the very beginning, Dickens had made it clear to the reader that Sissy represents fancy and Bitzer represents facts. He uses the two characters in many ways to portray the differences between fact and fancy. One way of doing this is describing Sissy and Bitzer’s physical appearance. Dickens has a tendency to make his characters’ physical appearance reflect their personalities. This is true for both Sissy and Bitzer. Sissy is described as vibrant and full of dark, rich colors. She glows with passion and kindness. Bitzer, on the other hand, is described as a very pale boy. He seems cold and emotionless, with light colored eyes and light colored hair. While Sissy seems to have an aura of goodness, Bitzer does not. He is emotionless. Even in the setting of a classroom, the differences in appearance between Sissy and Bitzer are apparent, for â€Å"Sissy, being at the corner of a row on the sunny side, came in for the beginning of a sunbeam, of which Bitzer, being at the corner of a row on the other side, a few rows in advance, caught the end.† Sissy seemed to â€Å"receive a deeper and more lustrous colour from the sun when it shone upon her,† while the same sunbeam â€Å"seem to draw out of him (Bitzer) what little colour he ever possessed† (Pg. 3-4). The differences between Sissy and Bitzer are so evident that one must have been able to tell which philosophies that they each stand for. Throughout the course of the novel, Sissy and Bitzer’s actions help to describe what kind of personality they each have, which are a... ...s logical to them. Bitzer, however, represents the philosophy of facts and only facts. His actions, appearance, and training at Mr. McChoakumchild’s school show what a person becomes when they follow that philosophy. He had become cold and hard, with not a single thought for anyone but his self-interest. Dickens uses these two characters to show the differences between the two philosophies and the consequences that following these philosophies may have. Through Bitzer and Sissy, the two different philosophies that each represent can be clearly seen: fact versus fancy. Bitzer has become a selfish person who does not care for anyone but himself. Sissy was the emotional center of the book because she was, practically, the only one that had real emotions from the very beginning. It can be distinguished which philosophy Dickens agrees with: fancy. He makes fact seem dull and dead, while making fancy seem colorful and full of life. Sissy is the kind of person that everyone would love, and Bitzer is someone that everybody would hate. Unmistakably, it is easy to tell which philosophy one would prefer. Maybe Bitzer ought to take a couple of lessons from Sissy.

Origins Of Alternative Education In India Education Essay

Harmonizing to one of the position, instruction has been derived from the Latin word educare which means to convey up or to raise. Harmonizing to this position, instruction is procedure of leaving to an single certain information and cognition which was considered by the society. Education implies the alteration of the behavior of the person by enforcing criterions of society upon him. Therefore, this derivation gives the construct of teacher-centred instead than child-centred instruction. There is another group of minds who believes that the term ‘education ‘ has been derived from the Latin word ‘educere ‘ which means to ‘lead out ‘ or ‘to pull out ‘ . Education hence, means to take out or pull out the best in adult male. It is the procedure of ‘drawing out from within ‘ instead than ‘imposing from without ‘ . In the Indian Context the Education agencies The Indian Synonyms of Education are the words ‘Shiksha ‘ and ‘vidya ‘ . Shiksha is derived from the Sanskrit verbal root ‘Shas ‘ which means to ‘discipline ‘ ‘to control ‘ ‘to instruct ‘ or ‘to Teach ‘ . Similarly Vidya is besides derived from Sanskrit verbal root ‘vid ‘ which means ‘to know ‘ . Hence the training the head and acquisition of cognition have ever been the dominant subject in Indian attacks to understanding the instruction.Experimental acquisitionThe experimental instruction is an organic and invariably germinating attack to larning.According to them they believe that ‘anyone can make it ‘ . The thoughts advocated can be replicated about anyplace, and can be used, as some are making, in mainstream ( authorities and private ) schools. This type of teaching method aids in Enhancement in Education. It explores the ways in which kids can detect their ain endowments and involvement, at their ain endowments and involvement, at their ain topographic points, in their ain ways, assisted by instructors, parents, and friends and others-learning in and from their neighbors, their small town, their community and the environment in which they live. It tells that how instruction can be successful in footings of kid ‘s ain demand for cognition. This sort of instruction therefore relies to a great extent on experiential acquisition which compiles of advanced attacks, method, and thought of acquisition, purpose to be child centred ) . The relevant and liberating instruction should include: – Bing child-focussed- the kid is the Centre. The kid dictates the gait and involvements. Leting larning in multiple ways. Enhancing the senses through acquisition. Not being sole, there is a ( government-prescribed ) scrutiny for school completion, nor it should sole in the footings of category, gender, caste or faith. Meeting a kid ‘s life -enriching demands in conformity with kid rights, leaving religious values, cognition of moral, societal norms and responsibilities and eventually, it should seek out to run into life-development demands of functional preparation of unconditioned endowments, and vocational instruction. The importance of instruction being child-centred, get downing from what the kid knows and is interested in, and at the gait preferred by the kid. Now Approach to primary instruction has been officially accepted non merely by the one state but besides by the whole universe including the developed and under developing states as a human right for about half a century. Yet, today even we enter into the epoch of twenty-first Century ; there is merely about three-fourthss of kids of school-going kids are able to go to a primary school. In a development states big figure drop-out of kids took topographic point before making Class V and there are many others who are ne'er able to make schools. Although the state like India in which the authorities had placed a high precedence on instruction in policy statements, every clip fails because of proper execution is missing in the policy. Thus an India base with 30 per cent of the universe ‘s nonreaders has female literacy rates much lower than in sub-Saharan Africa [ PROBE 1999 ] . The universe ‘s largest figure of kids who are out-of-school is reached the grade which is close t o 59 million are in India, out of which 60 per centum are misss ( Human Development Report 2000, UN ) .37 per centum of the kids from India are unable to make Class V [ Haq and Haq 1998 ] . And this despite the Directive Principles in Article 45 of the Indian Constitution which prescribes that the province shall seek to supply, within a term of office of 10 old ages from the beginning of the Constitution, for free and mandatory instruction for all kids until they reach the age of 14. Although after this determination the figure of primary schools has increased 2.82 times since 1951 and registrations have improved, the duty of the authorities for making a satisfactory substructure has in pattern non been matched by matching out-lays which continue to stay deplorably unequal at around 3 per cent of the GDP. The huge figure of labyrinth of literature on primary instruction in India has identified assorted grounds for its abysmal province ; why kids bead out and why they remain un enrol led or non traveling in the school. In this infinite several surveies have been done which indicated that the hapless quality of schooling is responsible for low keeping [ Colclough 1993 ; Bhatty Kiran 1998 ; PROBE 1999 ; Banerji 2000 ; Dreze and Gazdar 1996 ] . However, most of these surveies look at the job of instruction within the confines of the schoolroom. They tend to disregard or underact the fact that besides hapless quality, demotivated or un interested instructors and unequal substructure, there are larger other structural restraints which impede entree of kids to schools. There are several literature written on primary instruction in India besides reveals that entree and keeping remain job countries in this domain.Beginnings of Alternate Education in IndiaHistory OverviewThe present mainstream educational system was inaugurated in India in the mid-nineteenth century. Over the following century ; it about wholly supplanted earlier educational establishments. There had, ea rlier, been a broad web of little small town schools- pathsahlas, gurukuls and madarasas. There was a construct of ‘One Village-One School ‘ and was become the norm in assorted parts of the state, up to the earlier 19th century. A big figure of such learning schools-reportedly100, 000 was merely in Bihar and Bengal. They played of import societal function and ‘were, in fact irrigating holes of civilization of traditional communities ‘ . ( Dharampal, 2000 ) .Students from assorted castes studied in these schools, although there was no such favoritism on the footing of castes, credo and coloring material. It was unfastened for all but there must hold been disproportionately representation in the school, the male childs outnumbered misss. Most of the misss learnt a scope of accomplishments within their places ; from parents, relations, and private tutors- including Humanistic disciplines, trades, practical accomplishments, agribusiness, wellness and linguistic c ommunications. Harking back to the tradition of monasteries and ashrams, schools interspersed preparation in practical life accomplishments with academic instruction. As the clip goes on within the overall context of diminution of local economic systems, these went into diminution and decay under colonial regulation. Intentionally the policy was employed by the authorities to pass over out this community based schooling, and replace it with an foreign theoretical account. In 1931, Gandhi alleged that ‘ today India is more illiterate than it was 50 or a 100 old ages ago ‘ ( M.K.Gandhi 1931, Dharampal 2000 ) . He besides added that British decision makers had ‘aˆÂ ¦.scratched the dirt and begun to look at the root, and left the root like that and beautiful tree perished. ‘ Autochthonal instruction was replaced by an foreigner and rootless, intentionally set up, as it was explained by Lord Macaulay ( 1835 ) , to ‘form a category who interprets between us and the 1000000s we govern. Despite the transportation of power in 1947, Indian schools continued in the same mold. Some alterations were introduced: the authorities expanded its range and web of schools in both rural and urban countries and local slang linguistic communications were accepted as medium of direction in these schools. Today we have huge web and figure of authorities in our state and turning figure of private tally establishments. Yet, the basic format remained the unchanged, a big figure of school today based on derivative and mechanistic theoretical account. They are designed to bring forth persons who fit into modern society and its ( Consumerist and competitory ) Valuess, and are easy to regulate since they learn to be extremely disciplined within hierarchal, centrally administered establishments. Schooling therefore, tends to reenforce societal inequalities-Class, caste and gender. Affluent Children go to in private run schools, while hapless attend schools run by the province because for hap less entree to private school has become the dream. Despite of Vital differences in installations and support, all these schools portion a similar ethos. The acclivity is on absorbing information instead on original thought and imaginativeness. The set up is centralised and bureaucratic, instructors distanced from pupils largely simply making a occupation, while school act as a bringing points for a set course of study and content. Schools generate ‘failures ‘ in big scale-contributing to crises of assurance at national degree.Early PioneersAlternative or the experimental acquisition to the educational system began to emerge every bit early as the late nineteenth and the early 20th century ‘s. Some of these attempts truly tag a important alteration and their attempts are still seeable. Social reformists began researching alternate instruction by the late of 19th century. Swami Vivekananda, Dayanand Saraswati, Syed Ahmed Khan, Jyotiba Phule, Savitribai Phule and others promoted the thought of instruction as a force fo r societal regeneration, and set up schools/institutions toward this terminal. Vivekananda and Dayanand Saraswati combined spiritual revival with societal service/ political work, through the Rama krishna Mission and Arya Samaj Schools severally. Syed Ahmed Khan set up the Aligarh Muslim University ( originally, Mohammadan Anglo Oriental College ) , with the ends of leaving modern instruction without compromising on Islamic Values. Jyotiba and Savitribai Phule were actively concerned with get the better ofing the societal inequalities. They chiefly work with the dalit kids and miss schooling in Maharashtra. There were some Significant educationalists emerges in half of the 20th century included Rabindra Nath Tagore, Mahatma Gandhi, Jiddu Krishnamurthy, Gijubhai Badheka And Sri Aurobindo. By the mid of the 1920s and 1930s, these loyalists had created the figure of feasible theoretical accounts of alternate acquisition, as a considered response to the ailments of mainstream instruction. Some of the thoughts were in confederation with the battles for national Independence and the revival of Indian society. The ‘alternatives ‘ emphatic committednesss, and mutual links between school and the society. Rabindranath Tagore pointed out several restrictions of school set up by colonial governments, in his Hagiographas Shikhar Her Fer ( 1893 ) and Shikhar Bahan ( 1915 ) . As a kid, Tagore had refused to go to School ; he subsequently wrote, ‘What tortured me in my school yearss was the fact that the school has non the completeness of the universe. It was a particular agreement fo r giving lessonsaˆÂ ¦But kids are in love with life, and it is their first love. All its coloring material and motion attract their eager attending. And are quite certain of our wisdom in smothering this love? We rob the kid of his Earth to learn him geographics, of linguistic communication to learn him grammaraˆÂ ¦Child-Nature protest against such catastrophe with all its power of agony, subdued at last into silence by penalty. ‘ ( Tagore, in Chakravarty1961, pg 218 ; in Prasad2005, pg81 ) . Tagore set up his ain option to the predominating educational system: Vishwa Bharati in Shantiniketan, Bengal. Classes here, were- and still are held in the lap of nature. Vishwa Bharati becomes a Centre for excellence in art and aesthetics, originative activities and consciousness of local every bit good as universe civilizations. Gandhi ‘s position resembles Tagore ‘s in the accent on contextually relevant instruction, mother lingua as the medium of direction, and resistance to examination-oriented studious stretch. He translated his vision into pattern through a series of school, get downing in Phoenix Farm and Tolstoy Farm in South Africa and go oning into schools set up in Champaran, Sabarmati, Wardha and many other parts of India. Gandhi developed Nai Taleem or Basic Education in which pupils giving few hours daily to academic chases, and the remainder of the twenty-four hours to the public presentation of ‘Bread Labour ‘ that includes trade work, agribusiness, cookery, cleansing and related undertakings. His attack to instruction aimed at beef uping village life and communities. Equally early as 1917, When Gandhi began five little schools for provincials ‘children in Champaran, so he said, â€Å" The thought is to acquire clasp of as many kids as possible and give them an a ll unit of ammunition instruction, a good cognition of Hindi or Urdu and through that medium, cognition of arithmetic, basicss of history and geographics, simple scientific rules and some industrial preparation. No cut and dried course of study has yet been prepared because harmonizing to him I am traveling on a unconquered path. I look upon you present system with horror and misgiving. Alternatively of developing the moral and mental modules of the small kids it dwarfs them. Phase trades, humanistic disciplines, athleticss and jubilation of festivals from all faith were of import parts of Nai taleem. In Nai Taleem there were no text editions as such, but pupils were invariably encouraged to utilize library and can acquire the cognition of diverse field. In the library instruction is non merely the motivation but exposure to different field or topics are besides required. Educationist Gijubhai Badheka emphasised on kids ‘s demand for an atmosphere nurturing independency and autonomy. He gave this thought an institutional footing by set uping Bal Mandir in Gujarat in 1920, and in his Hagiographas, he identified the different aspects of thought. Gijubhai ‘s Divaswapna ( 1990 ) is the fabricated narrative of a instructor who rejects the Orthodox civilization of instruction. This authoritative piece of composing by him outputs rich penetrations into effectual instruction, as it describes experiments in instruction undertaken by an inspires instructor in a ordinary small town school. Gijubhai explains and clearly showed that how to learn history, geographics, linguistic communication and other topics through narratives and rimes, in a manner that appealed to kids. He believed in eliciting the kid ‘s wonder in a 1000 and one things runing from insects to stars, instead than routine text edition learning. Gijubhau wrote a figure of books an d brochures for parents, instructors, general readers and capturing narratives and poetries for kids. J. Krishnamurti excessively thought of instruction in connexion with the whole of life. It is non something stray, prima to disaffection. He looks closely at the procedure of larning in relation to human life. In the life of Krishnamurti, pupul jayakar quotes him speech production of that period in his life some 75 old ages subsequently. â€Å" The male child had ever said, ‘ I will make whatever you want ‘ . There was an component of subservience, obeisance. The male child was obscure, unsure, and ill-defined ; he did n't look to care what was go oning. He was like a vas, with a big hole in it, whatever was put in, went through, nil remained. â€Å" ( J. Krishnamurti: a life. Arkana,1996 ) . He noted that the instructors have a duty to guarantee that'aˆÂ ¦when kid leaves the school, he is good established in goodness both externally and inside ‘ . Krishnamurti set up two schools in the 1930s, Rajghat Besant School in Varanasi, UP and the Rishi Valley School in Andhra Pradesh, over the decennaries, the KFI ( Krishnamurti Foundation of India ) has kept alive its committedness to meaningful instruction, spread outing its web of schools to Chennai, Uttarkashi, Bangalore and Pune. Like Gijubhai ‘s and Gandhi ‘s schools, KFI has shown that alternate instruction can be made accessible to those from underprivileged backgrounds every bit good. Learning ends are individualised for each kid, and learning AIDSs are carefully designed utilizing cards, books, marionettes, narratives and local stuff. A visit to any of this school of Krishnamurti bring to his idea: ‘Education is non merely to go through scrutiny, take a grade and a occupation, acquire married and settle down, but besides to be able to listen to the birds, to see the sky, to see the extraordinary beauty of a tree, and the form of hills, and to experience with them, to be truly, straight in touch with them. ‘Mainstreaming OptionsInvention of Alternatives Schools can distribute to mainstream Education?Though it might look disconnected and confusing, the landscape of alternate schooling is surely fertile! From the scope of schools discussed before, it is clear that there are people scattered across the different parts of the state, woolgathering of a different sort of instruction, and many who are really populating out their dreams. Most of the experiments are little but basically replicable. They reached out their mark population in a meaningful ways to diverse kids, from the different economic backgrounds and from diverse societal scenes. Several Experiments are clustered in Karnataka, Madhya Pradesh and Maharashtra with the scattering in other topographic points including Uttar Pradesh, Uttarakhand, Bengal, Gujarat, Delhi, Pondicherry, Tamil Nadu, Andhra Pradesh, Kerala and others. It is informative to retrieve that sometimes, there is no difficult and fast line spliting the mainstream from the option. Even hardcore ‘mainstream ‘ schools bit by bit follow some elements of ‘alternative ‘ acquisition in their teaching method to learn the kids. Tonss of primary and nursery schools across the state have for case have adopted the some elements of Montessori and play manner methods, through which kids enjoy the acquisition and catch the technique more rapidly and expeditiously. Widespread inquiring has propelled even the authorities to show in some betterments. Therefore, non formal instruction runs links instruction to societal consciousness. The Bihar Education Project ( in partnership with UNICEF ) has opened Charwaha Vidyalayas ( for kids croping animate beings ) and Angana paathshalas ( courtyard schools for misss in distant countries ) . The Cardinal authorities ‘s ‘ Education Guarantee Scheme, and Alternative and Innovative Education Scheme ‘ employ flexible schemes for out of school kids, including span classs, back to school cantonments and residential cantonments for accelerated acquisition. In some of these, larning results have proved to be of rather a high criterion ( Education for All 2005 ) . Premier teacher developing establishments such as the District Institutes for instruction and preparation ( DIET ) have incorporated a few originative, kid centred teaching methods. The NCERT has devised a new, province of art curricular model for school instruction. Yes all this is still a far call from the realization from the full blown options. It is truly sad to cognize that mainstream instruction still dominates the lives of the huge bulk of Indian kids. It chiefly depends upon its philosophical foundation which rest on big graduated table, centralised, scrutiny oriented instruction, with flexible day-to-day agendas and stiff course of study. In India they are many such illustrations which can be illustrated to a figure of groups who were engaged in seting in their best attempts to convey about important alteration in the field of instruction. They believe in their ain work it does non count to them that their attempt was non in the big graduated table or that it was non seeable to all people in the state. They think that if they or their work even act upon the few immature heads, they set us believing about the tremendous possibilities that would open up if the if local or national authorities support this alterations. The authorities poli cy to put up a National Institute of Open Schooling ( NIOS ) was found to be the most popular and important measure toward betterment in the field of instruction. Such a measure opens the door to informal and individualized gait of acquisition, which was welcomed by most of the alternate schools. Indeed it was the first clip when alternate acquisition was coming on their way of chief watercourse professional instruction. With this authorities enterprise to open NIOS has made possible the followers: The gap of school for slow scholars Inclusive instruction for the otherwise able along with ‘normal ‘ kids. Delinking of the methodological analysis of a larning programme from the stringent demands of the Board Examination. Addressing the different gait of acquisition. Giving a point of entry to the mainstream from an alternate paradigm. In Pedagogy of Hope, Freire writes, ‘ I do non understand human being, and the battle needed to better it, apart from hope and dream ‘ ( Freire 1996 ) . Keeping the hope alive is non easy. To even place and research bing ‘alternatives'-however they may be possibility of being imperfect and uncomplete but still it is an exercising in hope. So today it is really necessary demand to make and remain near to mainsprings of alternate educational thinking-which cuddles within the visions of wider transformative socio-political alterations. These options will go on to develop, spread out and widen. We are required to cast the impression that ‘There is No Alternative ‘ and alternatively, work toward conveying and actively progressively cohesive, meaningful options to the society.Why such Education is needed?Harmonizing to Martha C. Nussbaum, she explains in one of her article that Public instruction is important ingredients for the wellness of democracy. Recently there are many enterprises has been taken around the universe in the field of instruction, nevertheless they are chiefly narrow down their focal point on scientific discipline and engineering, pretermiting the of import topic such as humanistic disciplines and humanistic disciplines. They besides focus on the internalisation of information, instead than on the formation of the pupil ‘s critical and inventive capacities. The writer demonstrated the unrecorded illustration which she has experienced in Bihar with the one of the Patna centred Non authorities administration named Adithi. When they reached a topographic point near to Nepalese boundary line, they found really meager installations. Teaching is done largely outside the schoolroom on the land, or under the shadiness of barn. Students were enduring from basic installations such as paper and merely few slates were available that has to be passed manus to manus. However it was originative instruction. Following she visited the girl literacy plan, house in a caducous following door. The day-to-day agenda of misss were small busy as in the forenoon they went for herding of the caprine animal, So there categories began around 4p.m. about 15 misss in entire comes to this individual schoolrooms age 6-15 old ages for three hours of after work acquisition. There are no desks, no chairs, no chalkboard are available, and there is merely few slates and spot of chalks but these job does non halt misss from coming to the category and the passion of the instructor is besides one of the major factor of this binding. The instructor is themselves among the hapless rural adult females assisted by the Adithi plan. . Proudly the misss brought in the caprine animals that they had been able to purchase from the nest eggs account they have jointly established in their group. Mathematicss is taught in portion by concentrating on such practical issues. Author thinks that there are many things to larn fro m given illustrations but few of them can be: foremost, the close linkage between instruction and critical thought about one ‘s societal environment ; 2nd, the accent on the humanistic disciplines as cardinal facets of the educational experience ; third, the intense passion and investing of the instructors, their delectation in the advancement and besides the individualism of their pupils. Now the writer elaborates theoretical account of instruction for democratic citizenship. Harmonizing to her there are three types of capacities are indispensable to the cultivation of democratic citizenship in the today ‘s universe ( Nussbaum, 1997 ) . The First is a Capacity stressed by both Tagore and Jawaharlal Nehru. They emphasise on the capacity for critical scrutiny of oneself and one ‘s traditions, for populating what we may follow Socrates ; we may name ‘the examined life ‘ . This capacity can merely be obtain if we train one ‘ ego, Training this capacity requires developing the capacity to ground logically, to prove what one what he or she reads or says for consistence of logical thinking, rightness of fact, and truth of judgement. Testing of this kind often creates new challenges to tradition, as Socrates knew good when he defended himself against the charge of ‘corrupting the immature ‘ But he defended his activity on the evidence s that democracy needs citizens. Critical thought is peculiarly important for good citizenship in a society that needs and required to come to clasps with the presence of people who differ by ethnicity, caste, and faith. Then after she describes the 2nd portion of the her proposal Citizens who cultivate their capacity for effectual democratic citizenship demand, farther, an ability to see themselves as non merely citizens of some local part or group, but besides, and above wholly, as human existences bound to all other human existences by ties of acknowledgment and concern. It is really indispensable that they have to understand both the differences that make understanding hard between groups and states and the shared human demands and involvements that make understanding indispensable, if common jobs are to be solved. This means larning rather a batch both about states other than one ‘s ain and about the different groups that are portion of one ‘s ain nation.This undert aking includes demoing pupils how and why different groups interpret grounds otherwise and build different narrations. Even the best text edition will non win at this complex undertaking unless it is presented together with a teaching method that fosters critical thought, the critical examination of conflicting beginning stuffs, and active acquisition ( larning by making ) about the troubles of building a historical narration. This brings me to the 3rd portion of my proposal. As the narrative of the dowery drama in Bihar indicates, citizens can non believe good on the footing of factual cognition entirely. The 3rd ability of the citizen, closely related to the first two, can be called the narrative imaginativeness. This means the ability to believe what it might be like to be in the places of a individual different from oneself, to be an intelligent reader of that individual ‘s narrative, and to understand the emotions and wants and desires that person so located might hold. A s Tagore wrote, †we may go powerful by cognition, but we attain fullness by sympathy aˆÂ ¦ But we find that this instruction of understanding is non merely consistently ignored in schools, but it is badly repressed † ( Tagore, 1961, p. 219 ) . Finally, the humanistic disciplines are great beginnings of joy – and this joy carries over into the remainder of a kid ‘s instruction. Amita Sen ‘s book approximately Tagore as choreographer, competently entitled Joy in All Work, shows how all the ‘regular ‘ instruction in Santiniketan, which enabled these pupils to execute really good in standard scrutinies, was infused with delectation because of the manner in which it was combined with dance and vocal. Children do non like to sit still all twenty-four hours ; but they besides do non cognize automatically how to show emotion with their organic structures in dance. Tagore ‘s expressive, but besides disciplined, dance government was an indispensable beginning of creativeness, thought, and freedom for all students, but peculiarly for adult females, whose organic structures had been taught to be shame-ridden and inexpressive ( Amita Sen, 1999 ) .Narrative of a BirdA really beautiful narrative has b een demonstrated by the writer about the instruction that if there is no proper counsel is given to teacher towards the kids, so it led to the terrible harm to child ‘s head. Harmonizing to her there is no more fantastic word picture of what is incorrect with an instruction based on mere proficient command and rote acquisition than Tagore ‘s sad narrative ‘The Parrot ‘s Training ‘ . A certain Raja had a bird that he loved. He wanted to educate it, because he thought ignorance was a bad thing. His initiates convinced him that the bird must travel to school. The first thing that had to be done was to give the bird a suited building for his schooling: so they build a brilliant aureate coop. The following thing was to acquire good text editions. The initiates said, †Textbooks can ne'er be excessively many for our intent. † Scribes worked twenty-four hours and dark to bring forth the needed manuscripts. Then, instructors were employed. Somehow or other they got rather a batch of money for themselves and built themselves good houses. When the Raja visited the school, the instructors showed him the methods used to teach the parrot. †The method was so colossal that the bird looked laughably unimportant in comparing. The Raja was satisfied that there was no defect in the agreements. As for any ailment from the bird itself, that merely could non be expec ted. Its pharynx was so wholly choked with the foliages from the books that it could neither whistle nor whisper. † The lessons continued. One twenty-four hours, the bird died. Cipher had the least thought how long ago this had happened. The Raja ‘s nephews, who had been in charge of the instruction ministry, reported to the Raja: †Sire, the bird ‘s instruction has been completed. † †Does it skip? † he Raja enquired. †Never! † said the nephews. †Does it wing? † †No. † †Bring me the bird, † said the Raja. The bird was brought to him, guarded by the kotwal and the sepoys and the sowars. The Raja poked its organic structure with his finger. Merely its interior dressing of book-leaves rustled. Outside the window, the mutter of the spring zephyr amongst the freshly budded Asoka leaves made the April forenoon wistful. ( Tagore, 1994 ) This fantastic narrative barely needs commentary. Its important po int is that educationalists tend to bask speaking about themselves and their ain activity, and to concentrate excessively small on the little stamp kids whose avidity and wonder should be the nucleus of the educational enterprise. Tagore idea that kids were normally more alive than grownups, because they were less weighted down by wont. The undertaking of instruction was to avoid killing off that wonder, and so to construct outward from it, in a spirit of regard for the kid ‘s freedom and individualism instead than one of hierarchal infliction of information. I do non hold with perfectly everything in Tagore ‘s educational ideal. For illustration, I am less anti-memorization than Tagore was. Memorization of fact can play a valuable and even a necessary function in giving students bid over their ain relationship to history and political statement. That is one ground why good text editions are of import, something that Tagore would hold disputed. But about the big point I am absolutely in understanding: instruction must get down with the head of the kid, and it must hold the end of increasing that head ‘s freedom in its societal environment, instead than killing it off.

Gattaca and 1984 Insight

Stephanie Sadaka Mr. Sisti April 26th, 2010 ENG 4U1 Literary Insight Paper After reading the novel 1984 and watching the movie Gattaca, I was able to perceive many concepts and similarities and differences between both pieces of art. Gattaca, directed by Andrew Niccol, shows a story of a society where life is controlled by genetics, rather than education or experiences. Based on your DNA, society determines where you belong, and your future. This allows no room for people to gain experiences and to grow, as they are confined to a specific lifestyle. It is evident however in the film that Vincent tries to violate societies’ structure, by playing the role of a navigator, using his blood samples and urine. George Orwell, the author of 1984, shows a similar concept, where life is controlled by the Party and where the main character, Winston, tries to defy the Party. Although it is obvious that both works have a dystopian society, the societies within it struggle to achieve a utopian society instead. Through its intense depiction of struggles to fit in and altering way of life to be accepted in society, Gattaca enhanced my understanding of the impact that surveillance has in 1984 and how it has limited the people to prosper in life within society. Due to the dystopian society, the totalitarian government is enforcing surveillance which plays a negative impact on the characters and the plot. Throughout the novel 1984, it is noticeable that surveillance throughout the city plays a deep role in the growth of the characters. Surveillance had an underlying impact on the love connection between the main characters Winston and Julia. When engaging in a love affair, it is vital to spend time with one another and to show affection. The surveillance that the Party has enforced upon the society hindered their love connection and the ability to pursue a serious relationship. By not allowing citizens to show love and affection to one another, they are enforcing loneliness and isolation within the society, which ultimately leads to the lack of social skills and ability to care or love. Gattaca allowed me to understand this issue in 1984, because in the film Gattaca, the love between Vincent and Irene was kept a secret from society as they couldn’t show love and affection towards one another in public. This caused them to rebel against society, by meeting up secretly and showing affection towards one another outside the public eye. The surveillance that the Party enforced within society did not allow the people to enjoy hobbies or areas of work they may excel in. Instead of allowing citizens to spend time doing things they may enjoy, they obligated them to do what the Party needs. This is obviously shown when Winston is trying to write in his journal in his room. Instead of freely writing about the topic of his choice, he sits in the corner to write because he fears the consequences that the Party may enforce on him if they found out. Gattaca opened me up to this idea due to the fact that Vincent’s dream is to travel to space, yet due to his genetic make up, society does not permit him to do what he enjoys. People are under surveillance at all times, therefore they may never experience what they enjoy due to the constant fear of being caught. Not only did Gattaca allow me to view a different side of how love and hobbies may be restricted due to surveillance, it has also given me a view on how surveillance causes people to change who they truly are. Instead of expressing their true selves and bringing forth their assets to society, the characters are wearing a mask around others, by acting or pretending to be like someone they are not. Vincent in Gattaca is hiding his true identity in society in order to pursue his life long dream of travelling to space. In order not to get caught, he must mirror the life of another character and must not let society find out his true identity. This broadened my understanding about the Party’s surveillance on society and the effect it had on the growth of the characters. Due to the Party’s constant surveillance over people, the characters are hiding their true selves and playing the role as a perfect citizen in front of the cameras, as they are confined to a specific lifestyle and in order not to face the Party’s consequences. Throughout the novel, Winston is always hiding his thoughts about the Party and about Big Brother, although he is completely against it. However, in order to ensure that he does not get caught, he must act as though he loves them and agrees with their power over society. Surveillance is shaping these characters to be a perfect representation of what they are expected to be, instead of being who they are. In conclusion, it is evident that surveillance has taken a toll on the characters in these pieces of art. Gattaca helped me understand and notice the severe impact that surveillance has on society and the impact it has on the lives of the citizens in 1984. The characters are covering their true selves in order to be accepted and to fit within the society. Not only is surveillance restricting their ability to show love and affection, it is also preventing the characters from expressing what they enjoy, and being who they are by living to their full potential. This new perspective has helped me understand the underlying significance that surveillance has on society in both 1984 and the film Gattaca and the restrictions it placed on the many characters.