Dalit literature Essay Example for Free

Dalit belles-lettres EssayChaucer and the Elizabethan Age The Neo Classical Age The Romantic and the Victorian Ages Twentieth Century Theory and practice of explanation 4 4 4 Max. Marks Uni. CIA Exam. 25 75 25 75 25 75 6 6 30 4 3 19 25 25 125 75 75 375 coulomb 100 five hundred Ins. Hrs/ Week 6 6 6 Credit complete 100 100 100 I Year II Semester MAIN Paper-5 MAIN Paper-6 MAIN Paper-7 MAIN Paper-8 lordly newsprint ELECTIVE Paper-2 position words and philology Indian Literature in English Shakespeare Ameri loafer Literature benevolent Rights New Literatures English 6 5 6 5 2 6 30 5 5 5 5 2 3 25 25 25 25 25 25 25 150 75 75 75 75 75 75 450 100 100 100 100 100.100 600 II year triad Semester MAIN MAIN MAIN MAIN Paper-9 Paper-10 Paper-11 Paper-12 6 6 6 6 5 5 5 5 25 25 25 25 75 75 75 75 100 100 100 100 ELECTIVE Paper-3 Commonwealth Literature literary Theory and blame I English phrase Teaching Literature, Analysis, Approaches and Applications Film Reviews and Presentation 6 30 3 23 25 125 75 375 100 500 MAIN MAIN MAIN MAIN ELECTIVE Paper-13 Paper-14 Paper-15 Paper-16 Paper-4 (or) Project 6 6 6 6 6 5 5 5 5 3 25 25 25 25 25 75 75 75 75 75 100 100 100 100 100 30 23 125 375 500 II Year IV Semester Literary Theory and Criticism II Soft Skills, Literature and Movies. valet Classics in transmutation Womens Writing in English Anatomy of Literature inwardness 1 M. A. English class (CBCS) Papers Credit Total Credits Marks Total marks MAIN 16 4-5 76 100 1600 ELECTIVE 4 3 12 100 400 COMPULSORY penning 1 2 2 100 100 21 90 2100 Subject Total 2 M. A. English class (CBCS) THIRUVALLUVAR UNIVERSITY M. A. face plan UNDER CBCS (with effect from 2012-2013) SEMESTER I PAPER 1 CHAUCER AND THE ELIZABETHAN AGE Objectives Students are 1. opened to early English literary productions with special reference to novelty from middle English to the Elizabethan ethos.2. introduced to the earliest English writers done representative texts 3. to gain a deeper noesis of t he writers and their works UNIT-I song 1. Chaucer Prologue to the Canterbury Tales The Knight, The Prioress, The Wife of Bath and the adulterate of Physic. 2. John Donne 1) The Canonization 2) Valediction Forbidding Mourning 3) Go and Catch a Falling Star UNIT-II POETRY 1. Edmund Spenser Prothalamion 2. Wyatt and Surrey As Sonneteers 3. Ballads 3 M. A. English syllabus (CBCS) UNIT-III PROSE 1. Bacon Of Truth, Of Adversity, Of Parents and Children, Of Ambition 2.The Gospel according to St. Mark (MacMillan Annotated Classics) 3. Thomas More The Utopia UNIT-IV DRAMA Webster The Duchess of Malfi UNIT-V DRAMA Ben Jonson The Alchemist 4 M. A. English Syllabus (CBCS) PAPER 2 THE NEO Graeco-Roman AGE Objectives Students are 1. exposed to the shift to the Classical tradition in literary and political terms 2. to appreciate the tremendous changes in literary forms 3. expert to analyze the trends in literary expression of the period UNIT-I POETRY Milton (1608 1674) Para dise Lost Book IX UNIT-II POETRY 1. Andrew Marvell (1621 1678) To His Coy Mistress2. John Dryden (1631 1695) Absalom and Achitophel 3. pontiff (1688 1744) The Essay On Man Epistle II (II. 1 92) (Know then thyself. Our greatest evil or great good) UNIT-III PROSE 1. Addison and Steele The Coverley Papers Sir Roger at church building Sir Roger at the Assizes 2. Milton Areopagitica 3. Swift The Battle of the Books 5 M. A. English Syllabus (CBCS) UNIT-IV DRAMA 1. John Dryden All for roll in the hay 2. Richard Sheridan The Rivals UNIT-V simile 1. Daniel Defoe (1660 1731) Robinson Crusoe 2. Swift (1667 1745) Gullivers Travels 6 M. A. English Syllabus (CBCS)PAPER 3 THE ROMANTIC AND THE VICTORIAN AGES Objectives Students are 1. to appreciate the influence of ever changing trends brought about by social and scientific ontogenys 2. to analyze diverse literary devices of these periods 3. to comprehend and analyze the dialectic between Neo Classicism and Romanticism 4. to gain indepth sense of major writers of the 19th deoxycytidine monophosphate UNIT-I POETRY 1. Wordsworth Tintern Abbey 2. Coleridge The Rime of the Ancient Mariner 3. Shelley Ode to a Skylark 4. Keats Ode on a Grecian Urn 5. Tennyson Ulysses UNIT-II POETRY 1. Browning My Last Duchess2. Blake Night 3. D. G. Rossetti Infant ruthfulness Blessed Damozel 4. Arnold The Scholar Gypsy Ref Victorian poets, ed. V. S. Seturaman, Macmillan Annotated Classics 7 M. A. English Syllabus (CBCS) UNIT-III PROSE 1. Charles Lamb From Essays of Elia Dissertation on a poke fun Pig Poor Relations 2. Arnold From Culture and Anarchy Sweetness and Light 3. Thomas Carlyle On Shakespeare (from Victorian Prose ed. V. S. Sethuraman) UNIT-IV DRAMA Oscar Wilde Lady Windermeres Fan UNIT-V FICTION 1. Jane Austen Emma 2. Dickens Pickwick Papers 3. Charlotte Bronte Jane Eyre 4. Walter Scott Ivanhoe 8 M. A. English Syllabus (CBCS) PAPER 4 TWENTIETH CENTURY Objectives Students are 1. trained t o acquire a working understanding of the war years and their literary consequences 2. exposed to dominant literary traditions and authors of the 20th Century 3. to analytically appreciate various emerging literary trends and forms 4. introduced to futuristic view through a classic science fiction novel UNIT-I POETRY 1. W. B . Yeats 2. T. S Eliot 3. Wilfred Owen Easter 1916 Sailing to Byzantium The Love Song of J. Alfred Prufrock Strange concussion UNIT-II POETRY 1. 2. 3. 4. Hopkins.Seamus Heaney Thom Gunn Stephen Spender Wreck of the Deutschland The Tollund Man On the Move I think continually of those who are truly great. UNIT-III PROSE 1. Orwell 2. D. H. Lawrence 3. C. P. Snow Politics and the English language Why the Novel Matters Two Cultures UNIT-IV DRAMA 1. Beckett 2. T. S. Eliot Waiting For Godot The Family Reunion 9 M. A. English Syllabus (CBCS) UNIT-V FICTION 1. Virginia Woolf Mrs. Dalloway 2. D. H. Lawrence Sons and Lovers 3. Arthur C. Clarke Childhood s End 10 M. A. English Syllabus (CBCS) ELECTIVE PAPER 1 THEORY AND PRACTICE OF TRANSLATIONObjectives Students are trained 1. to gain a working friendship of the origin and growth of translation 2. in the various theories and techniques of translation 3. to be able to translate literary and non-literary texts from English into an Indian expression and vice-versa UNIT-I History of Translation Origin and development of translation in the West Origin and development of translation in the Indian context UNIT-II Theories of Translation Catford Nida Newmark UNIT-III Translation of Literary Aesthetic Texts Problems and Techniques Translation of spectral Texts in India.Translation of Poetry Translation of Fiction Translation of Plays UNIT-IV Translation of Scientific Technical Texts Problems and Techniques Translation of Scientific Texts Translation of Social Sciences Texts Translation of authorized Circulars, Agenda, Minutes Translation of Commercial, Financial documents and Legal texts 11 M. A. English Syllabus (CBCS) UNIT-V New trends Assessment of Translation Computer aided Translation Reference Susan Bassnett McGuire, Translation Studies J. C. Catford, A Linguistic Theory of Translation E. A. Nida, Towards a Science of Translation (1964) E. A. Nida and C.Taber, The Theory and Practice of Translation (1974) Peter Newmark, Approaches to Translation (1981) A. Duff, The Third Language (1961) Ayyappa Panicker, ed. Indian Literature (1995) 12 M. A. English Syllabus (CBCS) II SEMESTER PAPER 5 ENGLISH LANGUAGE AND LINGUISTICS Objectives Students are exposed to 1. the evolution of the English language at a deeper level, updating what has been learnt at the UG level 2. the intricacies of articulating English sounds, enabling them to speak better 3. levels of linguistic analyses, preparing them to become effective teachers UNIT-I THE HISTORY OF ENGLISH LANGUAGE. phone line of English language Old English Period Middle English Renaissance After Growth o f Vocabulary Change of Meaning Evolution of touchstone English. Recommended interpreting F. T Wood An Outline History of English Language UNIT-II PHONOLOGY Cardinal Vowels, English Vowels, Diphthongs and Consonants, Transcription, Syllable UNIT-III PHONOLOGY Received Pronunciation and the need for a model, Accent, Rhythm and Intonation, Assimilation, Elision, Liaison and Juncture. Recommended Reading T. Balasubramanian A Textbook of English Phonetics for Indian Students (Chapter 3-17) 13 M. A. English Syllabus (CBCS)UNIT-IV LEVELS OF LINGUISTIC ANALYSIS Morphology, Sentences and their parts, words, phrases and cla uptakes, phrases, Semantics, Pragmatics Discourse Analysis Recommended Reading Geroge Yule The Study of Language (Chapters 8-13) (Second Edition Cambridge University Press, 1996) Quirk Greenbaum. A University Grammar of English UNIT-V SOCIOLINGUISTICS Language varieties language, society and culture. Recommended Reading George Yule The Study of Language (Chapter 2 0 21) Second Ed. CUP, 1996) Verma and Krishnaswamy Modern Linguistics (Units 42 45). 14 M. A. English Syllabus (CBCS) PAPER 6 INDIAN LITERATURE IN ENGLISHObjectives Students are 1. introduced to a wider range of works in Indian Literature in English 2. exposed to a balanced textual study of established and contemporary writers 3. enabled to acquire a holistic apprehension of Indian Literature in English in preparation for a teaching or research career UNIT-I POETRY 1. Aurobindo Thought the Paraclete 2. Nissim Ezekiel Poet, Lover, Bird watchman 3. A. K. Ramanujan Anxiety (from selected poems OUP, 1995,p. 29, pp. 124-25) 4. Arun Kolatkar From Jeiury 1. The Bus 2. A Scratch 5. Rabindranath Tagore Gitanjali UNIT-II POETRY 1. Daruwalla Hawk (from The Anthgology of Twelve.Modern Indian Poets ed. A. K. Mehotra, OUP (1992) 2. Sujatha Bhat The Star (from Monkey Shadows, Penguin India, 1993 pp 13-15) 3. Mamta Kalia Tribute to Papa (from Nine Indian Women 15 M. A. English Syll abus (CBCS) Poets ed. Eunice DSouza, OUP, 1997, pp. 2021) UNIT-III PROSE 1. Nehru Discovery of India (Ch. 2 and 3) 2. B. R. Ambedkar Extracts 4,5 and 6 (from Annihilation of Caste Ed. Mulk Raj Anand. Delhi Arnold Publishers, 1990, pp. 47-54) UNIT-IV DRAMA 1. Karnad Nagamandala 2. Mahashweta Devi Rudali (Calcutta Seagull, 1999) UNIT-V FICTION 1. R. K. Narayan The English teacher 2.Chetan Bhaghat One Night the cite Centre 16 M. A. English Syllabus (CBCS) PAPER 7 SHAKESPEARE Objectives Students are 1. enabled to establish Shakespeares contribution to development of English literature and language. 2. to gain knowledge and understanding necessary to explain his dramatic skills 3. to identify and explain meaning-making and communicative strategies in the prescribed plays 4. oriented to a concrete understanding of his universality which in this context means his ability to communicate to a far wider spectrum of hoi polloi 5. prompted to recognise and appreciate his skills as a wordsmith 6.trained to identify passages (from the prescribed plays) that can be used as case studies to understand and practice wooly and communicative skills. UNIT-I As You Like It UNIT-II Othello UNIT-III Richard III UNIT-IV The Winters Tale UNIT-V 1. The Elizabethan Theatre and Audience 2. Trends in Shakespeare Studies 17 M. A. English Syllabus (CBCS) PAPER 8 AMERICAN LITERATURE Objectives Students are 1. to explore the uniqueness of American literature at an advanced level 2. trained to analyze the American mind in its important facets 3. enabled to appreciate mutually beneficial relationship between India and the U.S. , through the literary medium 4. introduced to American Science Fiction through one of the roughly representative texts UNIT-I POETRY 1. 2. 3. 4. Walt Whitman Emily Dickinson Robert Frost Wallace Stevens Crossing Brooklyn Ferry Success is counted sweetest residence Burial Anecdote of the Jar UNIT-II POETRY1. e. e. cummings 2. Amiri Baraka 3. Gwen dolyn Brooks Any one lived in a pretty how town An Agony as without delay Kitchenette Building UNIT-III PROSE 1. R. W. Emerson 2. H. D. Thoreau 3. Allan Bloom Self Reliance Walden (Selected Chapters 1,2 and 17) Nietzscheanization of the Left or Vice-Versa(from the Closing of the American Mind 1987) 18 M. A. English Syllabus (CBCS) UNIT-IV DRAMA 1. Eugene ONeill 2. Arthur miller Hairy Ape The Crucible UNIT-V FICTION 1. Mark Twain 2. W. Faulkner 3. Isaac Asimov Adventures of Huckleberry Finn The Sound and the Fury The Caves of Steel 19 M. A. English Syllabus (CBCS) HUMAN RIGHTS COMPULSORY PAPER UNIT-I Definition of human beings Rights Nature, Content, Legitimacy and Priority Theories on gracious Rights Historical Development of Human Rights. UNIT-II International Human Rights Prescription and Enforcement upto World struggle II Human Rights and the U . N . O. Universal Declaration of Human Rights International Covenant on Civil and Political Rights Internation al Convenant on Economic, Social and heathenish Rights and Optional Protocol. UNIT-III Human Rights Declarations U. N. Human Rights Declarations U. N. Human Commissioner. UNIT-IV Amnesty International Human Rights and Helsinki Process Regional Developments European Human Rights System African Human Rights System International Human Rights in Domestic courts. UNIT-V Contemporary Issues on Human Rights Childrens Rights Womens Rights Dalits Rights Bonded Labour and Wages Refugees Capital Punishment. of import Rights in the Indian Constitution Directive Principles of State Policy Fundamental Duties National Human Rights Commission. 20 M. A. English Syllabus (CBCS) Books for Reference 1. International tone of Human Rights, Amnesty International Publication, 1988. 2. Human Rights, Questions and Answers, UNESCO, 1982 3. Mausice Cranston What is Human Rights 4. Desai, A. R. Violation of Democratic Rights in India 5. Pandey Constitutional Law. 6. Timm. R. W. Working for Justice and Human Rights. 7. Human Rights, A Selected Bibliography, USIS. 8. J. C. Johari. Human Rights and New World Order. 9. G. S. Bajwa Human Rights in India. 10. Amnesty International, Human Rights in India. 11. P. C. Sinha International Encyclopedia of Peace, Security K. Cheous (Ed) Social Justice and Human Rights (Vols 1-7). 12. Devasia, V. V. Human Rights and Victimology. Magazines 1. 2. 3. 4. The Lawyer, Bombay Human Rights Today, Columbia University International Instruments of Human Rights, UN Publication Human Rights Quarterly, John Hopkins University, U. S. A. 21 M. A. English Syllabus (CBCS) ELECTIVE PAPER 3 NEW LITERATURES IN ENGLISH ObjectivesStudents are introduced to contemporary and complex writers and their works spanning all the commonwealth countries. If selected for study, this paper will enable the student to acquire a highly comprehensive knowledge of commonwealth literature, enhancing their reception of the paper on commonwealth literature in the III s emester, and also providing them with sufficient knowledge base for pursuing research or teaching. UNIT-I POETRY 1. Australia Judith Wright At Cooloola 2. New Zealand James Baxter The Ikons 3. Allen Curnow House and Land UNIT-II POETRY 1. Canada Al Purdy Lament for the Dorsets (EskimosExtinct in the 14th Century AD)(from Norton Anthology of Modern Poetry) 2. Africa Kofi Awoonor Song of War The Weaver Bird (from Penguin Anthology of Modern Poetry- Africa. Eds. Gerald Moore and Ulli Beier. ) 3. ace Nichols West Indies Grace Nichols Of course, when they ask for poems (from Six Women Poets. Ed. Judith Kinsman, OUP, 1992, pp. 41 -43) 22 M. A. English Syllabus (CBCS) UNIT-III PROSE 1. Africa Achebe compoundist Criticism (from Post Colonial Studies Reader eds. Helen Tiffin, Chris Tiffin Bill Ashcroft) 2. West Indies V. S. Naipaul-India A Wounded Civilization UNIT-IV DRAMA.Australia Louis Nowra Radiance J. P. Clarke Song of a goat UNIT-V FICTION Africa-Koetzee Dis grace Canada-Maragaret Laurence The Stone nonpareil Australia-Peter Carey Oscar and Lucinda 23 M. A. English Syllabus (CBCS) III SEMESTER PAPER 9 COMMONWEALTH LITERATURE Objectives Students are 1. exposed to the literatures of the Commonwealth 2. introduced to the postcolonial perceptions of a wide range of people whose second language is English 3. trained to develop comparative perspectives 4. Trained to discuss the question of identity and dominance of landscape in Commonwealth literature UNIT-I POETRY.Australia A. D. Hope Australia New Zealand Jessie Mackay The Noosing of the sun-god Africa Abioseh Nicol The Continent that lies within us UNIT-II POETRY Africa David Rubadiri A Negro labourer in Liverpool Dereck Walcott Ruins of a Great House Canada F. R. Scott The Canadian Authors Meet (from Anthology of Commonwealth Verse ed. Margaret ODonnell An Anthology of Commonwealth Poetry ed. C. D. Narasimhaiah) UNIT-III PROSE Sri Lanka Ananda The Dance of Shiva Coom araswami 24 M. A. English Syllabus (CBCS) UNIT-IV DRAMA Nigeria Wole Soyinka The social lion and the Jewel UNIT-V FICTION.Canada Margaret Atwood Surfacing Australia Patrick White Voss 25 M. A. English Syllabus (CBCS) PAPER 10 LITERARY THEORY AND CRITICISM I Objectives Students are 1. introduced to one of the most enabling forms of literary study 2. exposed to the complexities of literary theory and criticism, which is most essential aspect of literary appreciation 3. trained to understand and analyze literary writings based on the ever evolving traditions of criticism 4. enabled to form a comparative perspective of the Eastern and Western critical traditions UNIT-I Introduction to Classical Literary Criticism UNIT-II.Ancient Tamil and Sanskrit Criticism UNIT-III Johnson Preface to Shakespeare Wordsworth Preface to the Lyrical Ballads UNIT-IV Arnold Study of Poetry T. S. Eliot Tradition and Individual Talent UNIT-V N. Frye Archetypes of Literature 26 M. A. English S yllabus (CBCS) PAPER 11 ENGLISH LANGUAGE TEACHING Objectives Students are 1. expected to acquire the essentials of teaching English as a second / foreign language 2. to internalize the various methods of English language teaching, theory as well as practice 3. trained to appreciate the area specific bluster of ELT, in the Indian context, to become able teachers.4. Problems and Principles UNIT-I The utilization of English in India English teaching in India today UNIT-II Theories of language learning cognitive-theory behaviouristic theory. get-go language acquisition and second language learning Attitudes to error Inter language UNIT-III Approaches and Methods Grammar Translation Audio-lingual Communicative and Current Trends UNIT-IV Classroom Management and Teacher Student Interaction Materials Production 27 M. A. English Syllabus (CBCS) UNIT-V Reading, Writing, Testimony, Speaking, Study Skills, Literature, Remediation Recommended Reading Howall A. P. R.A History of English L anguage Teaching, OUP, 1984. Richards, J and Rodgers, S. Approaches and Methods in Language Teaching, Cambridge University Press, 2001. Ellis, R. Understanding Second Language Acquisition, London, OUP, 1985. Pit Corder, S. Introducing Applied Linguistics, Harmondsworth, Penguin, 1973. Edinburgh Course in Appied Linguistics Vols. 1,2,3,4. Yalden, 1. The Communicative Syllabus Evolution Design Implementations. Penguin, 1983. Oller J. W. Jr. Language Tests at School, London, Longman, 1979. David Nunan, Language Teaching Methodology, Prentice Hall, 1991. 28 M. A. English Syllabus (CBCS)PAPER 12 LITERATURE, ANALYSIS, APPROACHES AND APPLICATIONS Objectives Students are 1. introduced to the methodologies of analysis, an integral part of literary appreciation 2. exposed to the expected levels of performance required in them 3. directed to the ever widening career options opening to a PG in English, especially in the Knowledge process Industry for writers, editors, instructional designers and so on UNIT-I Practical Criticism UNIT-II Journalism and Mass Communication UNIT-III Report Writing and Book Review UNIT-IV Proofreading, Editing and advertizing UNIT-V TECHNICAL WRITINGSpecs, Manuals, Business correspondence 29 M. A. English Syllabus (CBCS) ELECTIVE PAPER 3 FILM REVIEWS AND PRESENTATION Objectives Students are 1. exposed to the new emerging field of film studies 2. introduced to the technicalities of making and appreciation of cinema 3. trained to become reviewers, opening up another career option UNIT-I History of pic in India UNIT-II Major Landmarks in Indian Cinema UNIT-III What is Film Reviewing? UNIT-IV Actual reviewing by showing film clips UNIT-V The script, storyline, acting, costumes, dialogue, visuals, music and dance, graphics and special effects 30 M. A.English Syllabus (CBCS) IV SEMESTER PAPER 13 LITERARY THEORY AND CRITICISM II Objectives In addition to the targets for Literary Theory and Criticism I Students are 1. sensitized to the trans ition from Humanistic to Modern and Postmodern critical traditions 2. enabled to comprehend the dominance of theory in the Postmodern phase 3. introduced to recent contexts, concepts and ideologies UNIT-I Lionel articulate Sense of the Past Cleanth Brooks The Language of Paradox UNIT-II Georg Lukacs Ideology of Modernism UNIT-III Jacques Lacan Of Structure as an Inmixing of an Otherness Prerequisite to any Subject Whatever UNIT-IV.Barthes decease of the Author UNIT-V Simone de Beauvoir Introduction to The Second Sex 31 M. A. English Syllabus (CBCS) PAPER 14 SOFT SKILLS, LITERATURE AND MOVIES Objectives Students are 1. trained to understand the aspects of soft skills 2. exposed to the actualities of the various skills grouped under the rubric Soft Skills 3. motivated, through this paper, to empower themselves with the expected skills for suitable employment 4. oriented to recognize and locate the role of soft skills in real life situations UNIT-I INTRAPERSONAL Self-management, self-esteem, self-awareness, self-regulation, self-critique,Jane Eyre UNIT-II EMPATHY Honesty, cultural diversity, Ability to take others point of view, integrating cognitive and affective skills, Nelli in Wuthering high school UNIT-III INTERPERSONAL Team work, persuasion, negotiation, conflict resolution, Reading social situations, learning to say no, active listening, Rosalind, Portia and Viola UNIT-IV COMMUNICATION Body language, facial expression, humour, eye contact, tone of voice, etiquette, 1. Antony and Cleopatra (Movie) 2. To Sir with Love (Movie) 3. Dead Poets Society (Movie) UNIT-V LEADERSHIPCritical, lateral, strategic thinking delegation taking responsibility giving praise and appreciation giving and receiving feedback ability to motivate occupation solving, Things Fall Apart Achebe. 32 M. A. English Syllabus (CBCS) References Daniel Coleman. Working with Emotional Intelligence. Dale Carnegie. How to Develop Self Confidence and Influence People by Public Speaking. 1926. rpt. 1956. sac Books. 33 M. A. English Syllabus (CBCS)PAPER 15 WORLD CLASSICS IN TRANSLATION Objectives Enable the students to appreciate the writings for them literary values, cultural importance, philosophical and socio-political understate tofacilitate the development of cross-cultural perspectives. UNIT-I Poetry Homer The Sliad Book III Virgil The Aeveid Book IV (438-563) Thiruvalluvar Thirukkural Book II UNIT-II Dante The Inferno (Canto III) Gibran The Prophet UNIT-III PROSE St. Augustine The Confessions Book I Confucius Analects 1, 2 Harace As Poetria UNIT-IV DRAMA Anton Chekov The Cherry Orchid Kalidasa Sahuntala Aristophanes The Clouds UNIT-V FICTION Leo Tolstoy Anna Karenina Books (1 2) Thomas Mann Magic Mountain 34 M. A. English Syllabus (CBCS) PAPER 16 WOMENS WRITING IN ENGLISH UNIT-I POETRY Elizabeth Barret Browming.Ways. How Do I Love Thee? Let me count the Sylvia Plath Lady Lazarus Maya Angelou Phenomenal Woman Kamala rock rabbit Intro duction Toru Dutt Sita UNIT-II PROSE Virginia Woolf A Room of Ones Own Arundhathi Roy The Algebra of Infinite Justice. UNIT-III DRAMA Mahashweta Devi Mother of 1084 Caryll Churchill Top Girls UNIT-IV FICTION Jhumpa Lahiri The Namesake Margaret Atwood The Handmaids Tale UNIT-V universal Mary Woolstone craft The Vindication of the Rights of Women Elaine Showalter Toward a Feminist Poetics 35 M. A. English Syllabus (CBCS) ELECTIVE PAPER 4 ANATOMY OF LITERATURE Objectives.Students are 1. enabled to inclose themselves with the major generic divisions in English literature 2. trained in the universally acknowledged conventions of literary research and documentation UNIT-I THE ANATOMY OF PROSE The form of prose lexicon grammar and idiom written and spoken prose the paragraph prose rhythm individual and common style common style and cheap style simplicity and ornamentation objective and subjective abstract and concrete realism, romance and unreality special inventi ons prose for its own sake the historical approach the science of rhetoric writing prose.UNIT-II THE ANATOMY OF POETRY The importance of form the physical form of poetry metre variation rhyme onomatopoeia internal pattern form in intonation repetition the main(prenominal) types of poetry logical sequence the use of associations patterns of imagery traditional verse forms free verse the choice of words illustrations cautions twentieth century techniques. UNIT-III THE ANATOMY OF clean The concept of fiction verisimilitude the point of view plot character character revealed conversation scene and background dominant themes the experimental novel 36.M. A. English Syllabus (CBCS) UNIT-IV THE ANATOMY OF DRAMA Live literature action plots conventional divisions direct experience of characters dialogue and conversation verse and prose types of drama drama and history use of notes interpretation UNIT-V LITERARY RESEARCH Research and writing the me chanics of writing the format of the research paper documentation preparing the list of works cited documentation citing sources in the text abbreviations Reference Marjorie Boulton, The Anatomy of Prose (1954).Marjorie Boulton, The Anatomy of Poetry (1953) Marjorie Boulton, The Anatomy of Novel Marjorie Boulton, The Anatomy of Drama (1960) Joseph Gibaldi, MLA Handbook for Writers of Research Papers, 6th Ed. 37 M. A. English Syllabus (CBCS) PROJECT DISSERTATION Objective Project Work is a preparatory exercise for research writing. Students are introduced to the basics of research and trained to write academically following the framework given below 1. Introduction 2. Statement of the problem 3. Review of Literature 4. Analysis 5. Summary, findings and suggestions.

Essay on Hamlet by William Shakespeare Essay Example for Free

Essay on critical point by William Shakespeare EssayIn more works by Shakespeare, single evokes struggle with the difficulties their children study, such as Desdemona and her gravel in Othello, or Hermia and her father in A Midsummer Nights Dream. Issues between parent and child are evident in juncture, but the single parent is a beget, not a father. The poem Meditation at Elsinore by Elizabeth Coatsworth embodies the topographic point between char corresponders, and has hidden morals within the prose. There are many morals and life lessons in Hamlet, one of which is the effects of poor parenting. In Hamlet, ablaze suppression and lack of parenting break down to the downfall of Gertrude, and her son Hamlet. Proper parenting hindquarters be defined as caring for children and providing them with shelter, stirred up security, food, education, and safety so that they can become successful adults. Gertrude may have had involvement in her husbands murder, and this as such, would qualify her as a poor parent. Her failure to respect Hamlets emotions, provide emotional security for her son, and engender mutual trust confirms her as an unfit parent. This behaviour by Gertrude caused Hamlet to be suspicious, and it was his suspicion that brought round his and his mothers close.When King Hamlet died, Gertrude rapidly remarries Hamlets uncle, Claudius, and the timing of this union is detrimental to the relationship with her son, eliminating all respect Hamlet had for his mother. Gertrude realizes that her swift remarriage has greatly affected her son, and doubts that it is no other but the primary(prenominal) / His fathers death and our o erhasty marriage (Hamlet, 2.2.57). She realizes the cause for Hamlets new found insanity, but does not react to the situation as a responsible parent would.Hamlet, being humorous and quick, refers to his new parents as his uncle-father and aunt-mother (2.2.362) when talking to Rosencrantz and Guildenstern. This demons trates that Hamlet has lost respect for both his mother and his uncle. Hamlet tells Horatio that the funeral baked meats / Did coldly furnish forth the marriage tables (1.2.180) when asked about the funeral. In a deferential relationship, a mother would have confided in her son before making the choice to remarry. Hamlet grieves for his lost father, but Gertrude seems more interested in spying on him. This causes Hamlet to become suspicious.When Gertrudes husband died, she did not mourn his death and she did notprovide emotional security for her son, in the way mothers are supposed to console their children and support them through the tough times by helping them grieve. Gertrude is annoyed by Hamlets depression, and tells him to stop seeking for his noble father in the dust (1.2.70). Instead of comforting Hamlet, she tells him that all that lives must die, passing through nature to eternity (1.2.72). She is telling Hamlet to stop weeping over the past, and to move on, when Hamlet misses his father and wants him to return so badly that Hamlet contemplates suicide so that he can be with his father in the coterminous life.Hamlet obviously notices his mothers lack of grieving, and tells to himself that a beast that wants discourse of reason would have mourned longer (1.2.150). Hamlet notices that an animal would mourn longer over a dead loved one than his mother did with King Hamlet. This demonstrates that he recognizes the lack of communication between them, and that communication between child and parent is an important purpose of a healthy relationship. Hamlet is left with no one else, and one by one his loves betray his love (Coatsworth, 7). Helping a child grieve and display empathy for his feelings is the role of a parent. Gertrude failed in this role as Hamlets mother and further exposes herself to his scrutiny.Gertrude sends Rosencrantz and Guildenstern to spy on her son, demonstrating that she does not trust Hamlet. Trust is absolutely key to a hea lthy relationship between mother and son, and can be attributed to proper parenting. Without trust, at that place is no true love, there is no relationship, and as a result, there is no happiness. Gertrude tells Rosencrantz and Guildenstern to instantly visit my too much changed son (Hamlet, 2.2.35). She wants to know what Hamlet is doing, whether to cure her curiosity or to simply know what he is plotting. compensate if this act was committed out of love, the proper parenting approach would be to ask her son instead of spying on, and to talk with him in a mature, sympathetic and respectful manner. When she does talk to him, she agrees with his antics and asks him what shall she do (3.4.184), but when he is gone, she says that he is as mad as the sea and wind when both contend which is the mightier (4.1.7). Hamlet realizes that his own mother does not trust him-nor does he trust her- and that his boon companions came as spies (Coatsworth, 12), not friends. This leaves him feeling a bandoned and alone as the relationship with his mother, the simplyparent he has left, has been damaged.Although Hamlets death is not directly caused by Gertrudes early remarriage, failure to help her son mourn, lack of trust and mutual respect, and the suspicion aroused by these acts lead to his demise. If Gertrude had paid more attention to Hamlet, and not to her own personal affairs, Hamlet may not have been suspicious. Things may not have been so foul-smelling in the state of Denmark (Hamlet, 1.4.94). Gertrudes failure to parent Hamlet and convince him that everything is well leads to a downward spiral which results in the death of many. Gertrude dies a painful death, and only wishes that she would have had an opportunity to say good night to her sweet prince (Coatsworth, 20).Children testament always push the limits with their parents, seeing what will make them give in, or what will make them explode with anger. Every child has does it, and every parent deals with it. It is neighborhood of life, but in the end, proper parenting will prevail, and the children will grow up cognize that they may have their own children. This is evident in Hamlet, by Shakespeare, and Meditation at Elsinore by Elizabeth Coatsworth. Hamlet will never have children, because of Gertrudes failure to mighty parent, which eventually leads to the demise of both mother and son. This failure could be prevented, but many factors end up swaying the final decision, and Gertrude is the reason for the demise of both Hamlet and Gertrude.Women are twice as likely as men to suffer from depression. This is because of the high levels of hormones during periods such as birthing a child and menopause. The latter of the two is the reason for Gertrudes depression, and specifically leads to a failure in parenting. That is why Gertrude hurried with most wicked speed, to post with such dexterity to incestuous sheets (Hamlet, 1.2.157). This horrendous act committed by Gertrude can be classified a s a failure in parenting. Gertrude forces her son to live with the reality that his uncle has become his father, which, on her part is a thoughtless and impetuous act. With the loss of her husband, it would be proper for Gertrude to fully mourn her deceased husband. Before remarrying, a mother should join with her son in the grieving process, to show that thefather in the family would be missed.The ten awards of grieving ensure that a person can accept and affirm reality, a stage that Gertrude achieves far too quickly. She skips a few steps on the way, and knows that Hamlets rash actions can be blamed on no other but the main his fathers death and our oerhasty marriage (2.2.56). While some steps are missed, some are taken too far. Depression and loneliness is a stage Gertrude botches, as it is a stage where family members find communication difficult. Instead of moving on to the next stage, Gertrude lingers around loneliness and depression, which eventually brings her to marry Clau dius. Gertrude does not erupt with emotions, or is never overcome with anger at anyone for the misfortune brought on old Hamlet. Ultimately, Gertrude reached the final step of the ten stages, but disregarded many rules on the way, resulting in poor communication between mother and son.Communication is essential to proper parenting, and this is where Gertrude failed. A lack of communication between mother and son can hold a relationship. To state that Gertrude has communication issues would be to grossly underestimate-she does not communicate at all. The love between mother and son had been established, but one by one Hamlets loves betrayed his love(Coatsworth 8). Instead of instantly jumping into marriage with a dead husbands brother, a parent must talk to their child about what their feelings are. Gertrude should have told Hamlet that she had a desire to find another man, so that Hamlet would have been prepared for what was coming. Gertrude sent Rosencrantz and Guildenstern to ext ract information from Hamlet, instead of talking to her son in person. In Gertrudes final seconds of her life she calls for her dear Hamlet (Hamlet, 5.2.314), the only person she really loves.Gertrude chooses to address her only son in her dying seconds, when the conversation should have taken place long before. All of the miscommunication leads to the demise of both Gertrude and Hamlet. On his deathbed, Hamlet knows that life will probably be better after death, as his biological father will not deceive him in heaven. Hamlets mother has left him with nothing, and even though Hamlet did not plan on dying, he wished that the Everlasting had not fixed his cannon gainst self-slaughter(1.2.131-132)Depression, loneliness, improper grieving, and miscommunication lead to the failure of parenting. Hamlet was not crazy hewas simply confused and misunderstood. Gertrudes selfish choices tolerate Hamlet, and showed Hamlet that his mother no longer cared about the welfare of her son. If Gertrud e had used proper parenting skills, things may not have been so rotten in the state of Denmark(1.4.94). Denmark would not have to say good night to their sweet prince (Coatsworth 20).Works CitedCoatsworth, Elizabeth. Meditation at Elsinore.Shakespeare, William. Hamlet. Ed. John Crowther. New York Spark Group, 2003.

Examining The Major Functions Of Online Banking Information Technology Essay

Examining The Major Functions Of Online Banking Information Technology EssayOnline vernacularing is the practice of making bank dealings via the Internet. It will relegate you an outstanding chance to bypass the time-consuming, paper-based aspects of usual banking in order to manage your finances more competently.By switching to electronic bills, statements, and payments, the average Ameri piece of tail family bed save 6.6 pounds of paper in unrivaled year And you whoremaster grab any fake (scam) proceeding faster than if you received a statement by snail post.Thanks to pioneering technology and the Internet in particular, we no longer have to leave the house to make payments. Online banking is available 24 hours a day, 7 days a week, so you can do it anytime, anywhere.Online banking wholeows us to do various services with the click of a mouse. You can1. Pay a bill.electronic bill payment service allows a depositor to transfer money from his or her online lookto a creditor or merchant, for example to a public utility or a outlet. There is no withdraw to stand in a long queue on a weekend morning to oversee your legal proceedingThe paymentis practically instant, though some financial institutions can wait until the next business day to send out the payment. If it is necessary, the bank can disclose and mail a paper cheque or bankers draft to a creditor who is not set up to receive electronic payments. 2. Schedule payments in advance. near banks recommend clients the efficacy to schedule a payment on a particular date. Once the amount is entered and the payee is checked off, the funds are automatically deducted from your online bank account.It is mainly useful if you constantly forget payable dates. For example, you can schedule credit railcard or mortgage payments to make sure that you will not incur late fees and damage your FICO score.3. Transfer funds.Do you motivation to transfer money rapidly and unattackablely? With online banking, you c anmake moneytransfers between your professaccounts, or send money to a third party account as wellhead. in all you need is recipient/payee information and enough funds in your account. Quite often, the operations are performed in real time.4. Manage all your accounts in one place.Online banking is an enormous time saver because it provides a chance to handle a number of bank accounts (checking, savings, CDs, IRAs, etc.) from a single site. Most new accounts you open will be automatically added to OB (Online Banking).5. View images of your checks online.Do you need a copy of a paid check? With online banking, you can see and print scanned images of the front and back of all checks you have written. It is easy and convenient.6. Apply for a loan or credit card.By using an account online, you can apply for a credit card or a loan (a car loan, a student loan, a mortgage, a home equity loan, etc.) from the same bank. If you have a good credit score and long relationship account with your bank, your application is likely to be accepted. 7. Purchase and manage CD accounts.You can purchase a certificate ofdeposit from your bank If you have money you want to invest,. Online banking lets you compare all available offers as well as the terms, for example APY or maturity periods. When you confirm the purchase, the funds will be automatically deducted from your account.8. rule travelers checks.You can order American Express Travelers Cheques online. The bank will typically charge your online account for the sum of the cheques you bought and an express delivery cost.9. Increase your overdraft.Log in to online banking and click on Overdraft in the menu You can increase your overdraft online.10. Order a cheque take for.Save your time by ordering cheque book online. You will need to visit your bank once when you get a confirmation letter that your cheque book is ready for collection.11. View up-to-the-minute account statements and balance.There is no need to wait for the bank statement to get to your P.O.Box to check account balances. You can view all transactions and withdrawals every day just by logging in to your online account. Additionally, you can immediately report errors or unauthorized transactions in your statement.12. View automatically updated spending report.All of your purchases are sorted into common categories automatically no receipts to keep, no expenses to enter. It is straightforward to see where your money goes13. Track your payment history.Online banking provides an opportunity to look for your payments by transaction type, date, description or amount. When did you last pay Company X? When did you buy your computer? To whom did you make your or so recent payment? Your bank knows the answers.14. immix the data with personalfinanceprograms.Online banking lets you bring in electronic payment data in personal finance software such as compensate or Microsoft Money. You will be able to enter into your online accounts d irectly from your personal finance program. An Internet connection and online account log in information is all that needed.15. Change get to details.Have you moved to a new house? Changed your telephone number? You can log in to your online account and change meeting information (e-mail address, telephone number, password, etc.). It is more secure than to send this information by e-mail.16. Utilize investment research.You can receive real-time quotes, analytics, news and stock foodstuff information to make a more relevant and profitable decision.17. Take advantage of online brokerage.Internet banking lets you invest online. You can place and confirmtrades 24 hours a day, seven days a week. Most banks offer a wide range of money market instruments from various issuers.18. Get alerts.This service lets you to get seasonable e-mail messages from your bank about any critical changes related to your Internet accounts. For instance, you can get alerts when you make a withdrawal or change your contact information.19. Verify terms and conditions.You can verify all information about your account online whenever you forget your interest rates or payment due date.20. yap away with your customer assistant department.If you need protagonist, you can send message to your banks customer assistant department. They will be in touch with you and try their best to help you solve your problem.Now that I described various functions of Online banking it is the time to discuss Citibank functions and how they do them and what is the purpose of doing such functions.Here is the Citigroup Mission StatementCitigroup Inc. (Citi) recognizes that foreclosures affect the individual, the family and the community. We besides understand that early intervention and a full understanding of the available options are important for mitigating or minimizing the impact of foreclosures.Citis Office of Homeownership Preservation (OHP) is dedicated to purpose solutions that preserve homeowne rship and help mitigate the challenges faced by borrowers. We work directly with borrowers at risk of losing their homes. We also work with any and all stakeholders who advocate on behalf of borrowers, including non-profit organizations, elected officials, government agencies, regulators and others. Our strong partnerships with these stakeholders help us to develop and implement homeownership preservation solutions and modify us to magnify our outreach and assistance to borrowers. For example, OHPs hotline for housing counselors greatly enhances their ability to work with us on behalf of our borrowers. And our borrower and counselor outreach programs, which we conduct in collaboration with partners in numerous locations about the U.S., bring help directly to at-risk communities.First I will explain the definition of e-banking. e-banking is defined as the automatise delivery of new and traditional banking products and services directly to customers through electronic, interactive communication channels. E-banking includes the systems that enablefinancial institutioncustomers, individuals or businesses, to access accounts, transact business, or obtain information on financial products and services through a public or private network, including the Internet. Customers access e-banking services using an intelligent electronic device, such as a personal computer (PC), personal digital assistant (PDA), automated teller machine (ATM), kiosk, or Touch Tone telephone. While the risks and controls are similar for the various e-banking access channels, this booklet focuses specifically on Internet-based services due to the Internets widely accessible public network. Accordingly, this booklet begins with a discussion of the two primary types of Internet websites informational and transactional. Citibank offers vast amount of electronic banking products and services which enables customers fast and secure access to banking through Citibanks portfolio of bank. CitiDirect Online Banking business bankings new direction and is defined as a powerful new way to bank that puts customers banking functions all in one place at your fingertips and within reach of your entire organization. For small companies, it means accessing global capabilities from your desktop and for multinationals its about getting a handle on your world. CitiDirect is the floor of Citibanks vision of the future of banking. CitiDirect lets you access your accounts-real-time -and an ever-expanding portfolio of industry-leading products and services through the Web, so you can be more efficient, more flexible and more in control of your banking.Customers can access their information on bank balances, initiate both local and foreign currency payments and would shortly be able to initiate trade transactions and customer service requests.BenefitsBanking that changes as you changeCustomer Banking ServicesLeading Edge SecurityOnline SupportFast, Efficient and Easy to UseEasy bother, full( a) ControlCitibank Paylink is Citibanks premier payment product, enabling an absolute outsourcing of the payment route to Citibank for efficiency, time and cost savings to our customers. Citibank Paylink needs data creation, approval at customers offices and airing via on-line modem to Citibank where payment is authenticated and securely practiced each as cheques or Electronic Funds Transfers to receiver at Citibank or other banks.Citibank Paylink can also be edged with accounting systems to be given payment data prior to transmission on-line to Citibank. SAP R/3, JD Edwards, SUN and most major accounting systems have been successfully interfaced with Citibank Paylink. Citibank Paylink also incorporates a perform at library, which can be used for regular payment instructions of dealers, and beneficiaries.Citibank Paylink suggests a fast, suitable, consistent and secure way to effect payments, includingForeign Currency/ Money Market Deal initiationMass Payments Processing for Divid ends, etcAccounts Payable Process solicitudeRegional Payments ServicesElectronic Payroll ProcessingCustoms and Duty PaymentsBenefits of Citibank PaylinkSecurity and control.Facilitates straight through processingEnhanced reconciliationConvenient, Flexible and pliable systemElimination of check order, printing and signing processTime and cost savingsCitibanking Online deals with cash management which is an progressively more important ingredient in overall business performance. Information on your bank accounts must be exact, up-to-date and instantly reachable. Citibanking Online is Citibanks Windows based electronic banking display place providing unified access to account information. This system allows you to see, in a matter of seconds, the very modish of information on accounts you hold worldwide via a computer last-place in your office. Citibanking Online s competence and power provide a clear competitive edge wherever whenever you do business.BenefitsHistorical DataSimp le Access and User Friendly SoftwareComprehensive DataProvides Instant InformationReal-time Online InformationCitibanking is considered as a product that offers admission to all Citibank branches around the globe. You can easily and from your own office, you can get connected to Citibanks network in a few seconds. You can also view the very latest information on accounts held globally. You can also transmit or transfer instructions to any Citibank location or branch in the world. Citibanking performs in either a single workstation or multi-user surroundings providing features and attributes adapted to meet your specific needs.BenefitsSecurity.Rapid, cost effective communications.Reliable, accurate records.Enhanced productivity.Citibanking is well-matched to financial institutions and global corporations It is also well suited to trade transactions and works well with cash management.

Oscar Chess v Williams, the facts, reasoning and appeal

Os political machine Chess v Williams, the positions, reasoning and magical spellOscar Chess Ltd v Williams 1957 1 ALL ER 325What were the material facts of the outcome and the legal issues on which the appeal was based?In June 1955, the defendant sold to the plaintiff, who were motor traders, a second-hand Morris motor car for 290, this sum being credited to the defendant on the leverage of a new car through the dealers. The car sold to the dealers had been obtained by the defendants m separate in 1954 under a hire-purchase contract, and was shown in the registration book to have been first registered in 1948. There had been five changes of ownership among 1948 and 1954. The defendant, who honestly believed that the car was a 1948 model, described it as such to the changesman who acted for the plaintiffs in the matter and showed the salesman the registration book. The salesman, who had frequently been given lifts in the car, also believed that it was a 1948 model, and the purc hase price of 290 was calculated on this basis. In January 1956, the plaintiffs sent the chassis and locomotive numbers of the car to the manufacturers and were informed by them that the car was a 1939 model. If the plaintiffs had known at the time of the purchase that the car was a 1939 model, they would have paid lonesome(prenominal) 175 for it. In an action brought by them against the defendant eight months after the sale the plaintiffs claimed the sum of 115 as alter for breach of warranty, either on the basis that it had been a condition,1 i.e. an inseparable frontier, of the contract that the car was a 1948 model or that there had been a collateral warranty that it was.The judge at trial awarded the plaintiffs 115 in damages based on his finding that the defendant had breached an essential boundary of the contract, i.e. a condition, that the Morris car was a 1948 model. Consequently, the trial judge did non go on to consider the alternative claim on a warranty.Upon appe al by the defendant, the crucial issue for the Court of Appeal was whether the defendants statement that the car was a 1948 model was a binding secure (i.e. a contractual term) or only an innocent misrepresentation. If it was an innocent misrepresentation, the respondent would not be entitled to any remedy.What was the reasoning behind the trial judges decision to award damages to the plaintiffs?At trial, the plaintiffs claimed the sum of 115 in damages from the defendant, representing the discrimination in value between a 1939 Morris car and a 1948 Morris car. The evidence submitted at trial to determine whether the defendant gave a binding promise to the salesman that the car was made in 1948 was limited. During examination-in-chief, the salesman utter He offered me a 1948 10 hp Morris in part exchange. He crapd the registration book. In cross-examination, he said I had often had lifts in the defendants car. I opinion it looked like a 1948 model. I checked up in the registrat ion book. The salesmans evidence was accepted, aided by the fact that the defendant did not go into the witness-box to contradict it. On those facts alone, counsel for the plaintiffs submitted that the defendants representation that the car was a 1948 model was an essential term of the contract, i.e. a condition. The trial judge agree with this and tell that defendant had promised that the car was a 1948 car and that there was a breach of this promise. He said that the whollyowance of 290 was made by the salesman on the boldness that the Morris was a 1948 model, and that this assumption was fundamental to the contract, a condition which, if not satisfied, would have ca utilize him to rescind the contract if he had known it to be unsatisfied in front the property in the Morris car passed to his principles. In short, one of the terms of the deal was that the car was guaranteed to be a 1948 model. Breach of this promise would entitle the dealer to damages. base on this finding, th e trial judge awarded 115 in damages to the plaintiffs.Why did the Court of Appeal overrule the trial judges decision and what was the difference in approach adopted by the Court of Appeal?The Court of Appeal refused to get bogged down in a technical differential abbreviation of the legal definitions of condition and warranty, as the trial judge had done, because it was far too late for the buyer to reject the car. He could only claim damages at best. Indeed, in the Courts leading judgment, Denning LJ stated that the trial judge was so concerned with the legal definitions of condition and warranty that he failed to accost the crucial issue of whether the defendants statement was a term of the contract at all. To get damages, it was necessary to show that the definition of the car was a promise or term of the contract. Denning LJ used slightly different language. He used the word warranty but he explained that he was not exploitation the word in its technical legal sense but, in stead, was using it in its popular sense as one word to describe a promise. As he pointed out, the crucial question in this case was was it a binding promise i.e. a term of the contract or only an innocent misrepresentation? If it was only an innocent misrepresentation, then the dealer would not be entitled to any remedy in the circumstances of this case.This then leads to the question how do you know if it was a promise? Denning LJ stated that whether the appellants statement was think to be a promise (i.e. a contractual term) could only be addressed by taking into account all the evidence of the case and the conduct of the parties throughout their dealings.2 He went on to state that the objective test for determining a promise is by applying the standard of the intelligent bystander and, based on this test, he concluded that the statement by the appellant as to the age of the car was not intended as a promise. After all, given that the appellant only became the owner after severa l changes in ownership, he must have been relying on what was stated in the registration book. It is unlikely that such a person would warrant the year of manufacture. The most that he would do would be to state his belief, and then produce the registration book in verification of it. In these circumstances, according to Lord Denning, the intelligent bystander would say that the seller did not intend to bind himself so as to warrant that the car was a 1948 model. The most he would do would be to state his belief. What did the Court of Appeal say about the trial judges application of the earlier decisions in Heilbut2 and Routledge3to the present case?In finding in favour of the appellant, Denning LJ made reference to the case of Heilbut in which the House of Lords used the word warranty in its ordinary meaning of a binding promise. He stressed that, in Heilbut, Lord Moulton made it clear that The intention of the parties john only be deduced from the totality of the evidence In oth er words, to determine whether a statement was intended as a contractual warranty, it is necessary to prise the overall conduct of the parties, not just their thoughts. However, the trial judge did not adopt this approach and severalize Heilbut and Routledge on the basis that, in those cases, there was a written memorandum of the contract, in front which words were used by one party inducing the other party to enter into the contract. Denning LJ stated that there was no need to distinguish between written and oral statements in the present case because the purchase was not recorded in writing at all but, instead, it was necessary to look at the overall conduct of the parties in order to ascertain intention.Hodson LJ, in accordance with Denning LJ, felt that the Routledge decision should not be distinguished from the present case because, in his opinion, the court in the Routledge case did not base its decision on the distinction between words used before the conclusion of the con tract and words used at the time of the contract. He felt that this distinction was a fine point and had no bearing in the current case. Instead, Hodson LJ concurred with Denning LJ and stated that it was necessary to follow the principle in Heilbut and assess the overall conduct of the parties in order to ascertain contractual intention.Morris LJ (dissenting), on the other hand, moderateed the reasoning of the trial judge and felt that the judge was correct to distinguish Routledge from the current case. He specified three grounds for the distinction (i) in the present case there was a statement made at the time of the transaction (ii) there was no written contract and (iii) although there was no contract, there was an write up addressed to the appellant which expressly described the car as a 1948 Morris 10 Saloon. He felt that the fact that the invoice specifically referred to the year 1948 was sufficient evidence that it was intended to be a contractual term.What is the signif icance of the respective parties special knowledge of the subject-matter of the contract? How has this been applied in this and subsequent cases?another(prenominal) influential factor in this case was that the person making the statement (i.e. the appellant) was a non-expert when compared with the dealer who was the recipient of the statement and, presumably, an expert. According to Denning LJ, the respondents, preferably than simply relying on the year stated in the log-book, could quite easily have checked it at the time of sale by taking the engine number and chassis number and writing to the manufacturers. They only did so eight months after the sale. Given that the respondents were experts, Denning LJ felt that this delay in making the check could not be excused, particularly because the innocent appellant produced to them all the evidence which he had (namely, the registration book). The appellant, as a private seller, had no special knowledge and had relied on the cars regis tration book for his belief. The respondents, as experts, were in a position to discover the truth of the statement prior to contract. Hodson LJ agreed with this point and stated that the appellant was stating an opinion on a matter of which he had no special knowledge, whereas the respondent could have been expected to have an opinion and to exercise its judgment. This tends to support the view that the non-expert would be unlikely to be promising something which was in the other partys area of expertise, and therefore strengthens the proposition that the appellants statement was indeed a representation and not a contractual term.The significance of a parties special knowledge was considered by the Court of Appeal in the subsequent case of ray Bentley Productions and Another v Harold Smith (Motors) Ltd.4 In that case, a car dealer stated that a car had an engine which had done only 20,000 miles. This was in fact untrue. The buyer sought damages alleging breach of contract. However , in that instance, the statement was treated as a term of the contract. The apparent distinction between the shaft Bentley case and the Oscar Chess case is the status of the person making the statement. A private seller did not have the special knowledge which indicated an intention that the statement be treated as a contractually binding promise, but a car dealer did. This distinction led Lord Denning MR to suggest in Dick Bentley that the presence of fault was the basis for the distinction. However, it consumems wrong to suggest that fault is the only test, and arguably what Lord Denning was stating was simply that the obligation broken was an obligation to exercise likely care and skill. The true test ought therefore to be that the dealer was in a better position to discover the truth and therefore impliedly took personal righteousness for the truth of statements made.Why did dissenting Judge Morris LJ disagree with the conclusion of the majority of the Court of Appeal?Morri s LJ disagreed with the findings of Denning LJ and Hodson LJ and felt that the appellants statement that the car was a 1948 model was a fundamental term of the contract, i.e. a contractual condition. What persuaded Lord Morris was that the car was described in the invoice specifically as a 1948 Morris. The dealer did not get any such thing and so, according to Lord Morris, there was a breach. He arrived at this conclusion based on his statement that the respondents promise to pay the appellant 290 for the car (a figure arrived at by reference to the value of 1948 cars) was the consequence (i.e. a counterpart) of a term of the contract that the particular car was a 1948 model. Thus, Morris LJ felt that the application of the so-called importance attached test rendered the appellants statement a term of the contract for sale as opposed to a mere representation. In other words, Morris LJ believed that the appellants statement related to a vitally all important(predicate) matter it de scribed the subject-matter of the contract then being made, and directed the parties to, and was the basis of, their agreement as to the price to be paid or credited to the respondent. He made reference to the words used by Scott LJ in Couchman v Hill5 and stated that, in his opinion, the appellants statement was an item in the description of what was being sold and that it constituted a substantial ingredient in the identity of the thing sold.Whereas Denning LJ felt that the trial judge was unnecessarily bogged down with the technical legal translation of condition and warranty, Morris LJ stressed that he saw no need to depart from the original verdict because he could not see that the trial judge in any way misdirected himself or misapplied any principle of law.BibliographyCases ConsultedOscar Chess Ltd v Williams 1957 1 ALL ER 325 (CA)Dick Bentley Productions and Another v Harold Smith (Motors) Ltd 1965 2 All ER 65 (CA)Couchman v Hill 1947 1 All ER 103 (KB)Heilbut, Symons Co v B uckleton 1913 AC 30 (HL)Routledge v McKay 1954 1 All ER 855 (CA).Legislation ConsultedSale of Goods Act 1893 (22 Halsburys Statutes (2nd Edition) 991).Text ConsultedPoole, J. Textbook on Contract Law (6th Edition), Blackstone Press (2001), pp155-6Poole, J. textbook on Contract (4th Edition), Blackstone Press (1999), pp249 and 252-4.1Footnotes1 Under section 11 of the Sale of Goods Act 1893 (22 Halsburys Statutes (2nd Edition) 991), the plaintiffs would have been entitled to treat such a condition as a contractual warranty, breach of which would give rise to an action for damages.2 Heilbut, Symons Co v Buckleton 1913 AC 30 (HL).3 1954 1 All ER 855 (CA).4 1965 2 All ER 65 (CA).5 1947 1 All ER 103 (KB).

The Gender Pay Gaps

The Gender Pay GapsThe U.K gender indemnify pause is nowadays angiotensin-converting enzyme of the highest of Europe. Men earn 21, 1% more than woman, based on the bonnie difference between gross hourly earnings (figure 1, statistics.gov.uk, 2009). Even if the net income opening between men and women has fallen quite dramatically over the past 30 years, the headline masks some little positive developments in recent years. UK is utilize to each generation of women reservation progress relative to the maven before. But this process has slowed with the current generation doing only slightly better than the previous one. by and by several(prenominal) researches, the complexity of the topic arises many factors and proofs demonstrate this difference, thus leading to a high diversity of opinions.This gap varies according to the kind of work in April 2009 hourly rates for men were 12.97 for full-timers, 7.71 for part-timers. For women, hourly rates were 11.39 for full-timers, 7.86 for part-timers (R. Barnett, Sky News, 2010).Between the backstage sector and the public sector, the gap is considerably changing. In 2008, in the confidential sector the pay gap was 21.7 % while in the public sector it was 13.8 % (The Times, 2008). Paradoxically, as token the Office of National Statistics in 2009, full-times 16-17 years-old feminines earned 12.6% more than males, on the other hand, part-times females earned 1.3% less than males.Thus, surveys underline real contradictions existing in the English system of payment. The goal of this essay is maiden to review the possible causes and origins of this inequality by analysing the political and socio-cultural values of get together Kingdom relating the pay gap, and reciprocal ohmly show the measures that should and could be taken to contend it.The first part treats of the major inequality facing females, the stereotyping of womens careers, perception of womens work, and how social roots act on todays women life. I n the second part we talk first about the precedent regimen actions, past the actual actions and state of mind of UK, and the European precautions to fight the pay gap.1- The reasons of this pay gap.Many causes can explain the pay gap existing in United Kingdom recent researchers urinate pursued a number of hypotheses, sometimes exploiting unique features of specific data sets, in attempts to answer this question. The trade Union carnal knowledge (TUC) in its compensate of 2008 explained the UK actual pay gap in terms of 4 explanations. 36% of the pay gap could be explained by differences in lifetimes workings patterns, 18 % is caused by labour market rigidities, 38% is caused by direct discrimination and individuals careers preferences, and 8% is caused by the fact that older women had power educational attainment. secernment is the most current argument used to explain the gender pay gap. Evidences from a range of sources indicate that recruitment and selection processes, an d a substantial tip of excogitate stereotyping, perpetuate an industry profile in which the men dominate the high-earning jobs and women the low-earning jobs.As point the Telegraph magazine the 5 September 2007, the Chartered charge Institute (CMI) published a survey founding that mal managers were remunerative 12.2% more than females in 2007. It shows that with the same job, females are still pay frequently less than males. another(prenominal) study published by the UK government called National comparability Panel, states that Women under the age of 44 are better qualified than their male counterparts but apprehend 21% lower wages.another(prenominal) idea largely sustained by the professor J. Shackleton of the University of East London. He argue that the differences came down to individual lifestyle preferences (dailymail.co.uk, 2008) female grads tend to choose subjects such as psychology or education, which lead to lower-earning careers, while few opt for maths or enginee ring, which are more presumable to result in lucrative jobs . This idea is supported by a survey of 2007 stating the womens top ten occupations (Table 1)Table 1Womens top ten occupations, second quarter 200741Standard Occupational Classification Total in employment (000s)1 Sales Assistants and Retail Cashiers 1,0942 Teaching Professionals 8733 healthcare tie in Personal Services 8014 Secretarial and Related Occupations 7935 Childcare Related Personal Services 7216 Administrative Occupations Finance 6007 Health Associate Professionals 5868 Elementary Personal Service Occupations 5679 Administrative Occupations General 55610 Elementary Cleaning Occupations 483Total of these 10 occupations 7,074Total women in employment 13,196Source TUC report 2008The report points the fact that females are more likely to work in service occupations and males to management and skilled trades.Moreover this job segregation is accentuated by the fact that girls are steel stereotyped into careers t hey should pursue. The neoclassic way of thinking of the 1960s says that there are womens jobs and mans jobs and promotes the disproportionate success of patriarchy and male dominance. Women are only 22% of computing students and 15% of engineering students, and when it comes to the first employment therefore the choice is different, on the womens top 25 preferring graduate jobs, 12 are in the public and voluntary sectors, and in this case high pay is unusual. Moreover, women look for lower first salary than men expect, less likely to attempt to transact over pay, less likely to seek promotion and do not look for other jobs in pursuit of high pay (The Sunday times, 2008).In an international comparison this high UK pay gap exists because a lot of women work. For example, Italy has a gender pay gap one-half the UKs one, but its overtaxed and overregulated create few opportunities for women to work.But its tending to change, as point C. Hakim in her book Work-lifestyle choices in t he 21st century preference possibleness (2000) The equal opportunities revolution means that the full range of occupations and activities become accessible to all women For several reasons, the womens work is under-valued. This undervaluation have two facets females tend to be paid less than males for the same work, and the jobs that they do tend to attract lower wages then mens jobs. D. Grimshaw and J. Rubery of the Machester Business School have identified quintettes Vs involving to create lower pay.The Visibility, big(p) and undifferentiated pay and grading bands do not recognise womens skills that conceal different skills and examines.The Valuation, it means that there is a tradition in the British husbandry for not giving a high value to womens skills.The Vocation, it determines that the skills of women are natural, which accentuate there low valuation.The Value added, tends to say that jobs of men are more likely to imply a higher value to a process.The Variance, for both employers and women themselves, part times work is often seen as synonymous with unskilled workAnother cause of this gender pay gap is that it has been seen that women are more likely to work in part-time jobs. This is quite a big problem for womens pay, as point a survey done by the ONS in 2009, the average hourly wage for a full-time job was 11.39 and 7.86 for part-timers.In addition to a lower wage for the part-timers, women have more interruptions to their careers. A research for the Equalities Review found that three kinds of people have disadvantages in getting jobs, the disable people, Pakistani and Bangladeshi women and mothers (R. Berthoud, M. Blekesaune, 2007). A study of 2007 of seven industrial countries found that there were considerable negative effects on mothers wages. United Kingdom had the highest penalty, 8% for one child, 24% for two children and 31% for three children.As point previously, 53.6% of women worked in the top ten occupations in 2007, moreover the in fluences of gender-stereotyped early environment limited choices for girls at school.Whats more whatever industry or occupations women work for men were earning more than women with graduations in the same subject.Some studies only ifify this pay gap because of the better productivity of men over women. First women would be more concern with childbearing, second there is the argument that women are less competitive and more-risk averse than men. As a result they select lower-paid occupations. (fazeer.wordpress.com, 2009)Politically talking, David Laws the Liberal Democrats families spokesman, said that the TUC reports proved the damage done by the Britains society in the 1980s by the Conservative giving medicationFinally, gender pay gap is caused by many little factors contributing on their way to this inequality.While good progress had been made in several areas like childcare and the right to request flexible working, the women and work commission remained disappointed in the d eficiency of progress. Mentalities are changing but the persistence of a significant gender pay gap (21.1%) in UK state not only impacts on womens life but also womens continuing experience of discrimination.To fight this phenomenon, national as international organizations such as the European commission or the Government Equality Office of England, plan to use a serial publication of measures aiming to reduce significantly the pay gap.2- How to fight the gender pay gap?Since the equal pay act of 1970 which aim to prohibit in terms of pay and conditions of employment, any less favorable treatment between men and women, criticized as it fails to address the gap between ethnic minorities, a lot of things have changed.In 1997, the Single Status was intended in order to establish whether jobs were of equal value, and to delete the need for equal pay claims bring in a pay model. Another regulation was bringing to the equal pay amendment in 2003. Nowadays several actions are implemented a t the national level as European to deliver real results.The making up 40 years later is not positive it lacks a requirement for transparent reporting. Several institutions start making pressure on the English government. The Women and Work Commission accuses the government for not having encouraged girls to choose non-traditional jobs and look for the promotion of qualifies flexible and part-time work. (Dailymail reporter, 2009).Several progresses have been done on the public sector, in 2007, in the form of the public sector duties, England welcomed a impertinent generation of equality legislation. The duty tiled the way for greater transparency across the sector, and moved the onus onto public sector employers to address and depict pay inequalities within its workforce. (R. Lewis, S. Smee, 2009). In 2008, the public sector had a pay gap of 13.8 %, the private sector 21.7 % (The Times, 2008).The Equal Opportunities Commission has developed a five step model to be used by party t o avoid inequalities. A full pay audits provide a measurement of pay but also they ensure that employer takes action to remove any injustice.The first step decides the scope of equal pay review and identify data required, the second step identify where males and females do the equal work. The step three to identify any pay gaps consists in collecting pay data. In case of gap found the step four establish the causes of pay gaps. The step five consists in developing an equal action plan, reviews and monitors. Today this action plan is already performed by several employers. (R. Lewis 2009). The government now have to work with the private sector in particular to develop guidance for managers on how to use flexible working in order to bring benefit to their business and employees.The UK government now knows the imperative for raised transparency around pay system, the GEO (Government Equalities Office) in its business plan 2009/10 outlines several reforms and objectives promoting trans parency and equality. Among those, develop the cooperation with organisms such as the EHRC (European Human Right Commission) and the TUC (Trades Union Congress) is a priority to better palliate to the pay gap problem. Introduce a new power in the Equality bill to request large private sector employers to report on their gender pay gap if there is no progress made on voluntary reporting by 2013.However, overture within the bill contain a power to require private sector employers with at least 250 employees to report the gender pay gap. That is to say that over 4, 7 millions businesses in UK, approximately 6,000 organisations have over 250 employees, which is quite unlikely to have a significant impact. feeling abroad, France and Sweden inspire good pay equity framework. They have adopted in 2001 compulsory pay legislation. Organisations with 50 or more employees are required to negotiate agreement son equality at work and submit an annual report including information on pay range, nu mber of women in highest paid position, and average monthly pay (R. Lewis, S. Smee, 2009).In order to force European governments to tackle the gender pay gap, the European parliament takes resolutions. In its report of the 10 February 2010, by managing the governments initiative, the social partner initiatives and good practices initiatives, the gender pay gap would progressively disappear.Thus the European commission will put forward a new EU strategy for gender equality for 2010-2015, augmenting sanctions, furnish pay transparency and regular reporting on the pay gap. The commission will also elevate the awareness among employee and employers, encourage the equality at the workplace with equality label awards and charters. In France, in 2004 the label galit professionel has been created, thus companies can obtain it if they follow a special procedure. Whats more the commission assists the development of tools to helper employers understand gender pay gap within their organisatio n. Germany developed software calculating the wage gap helping employers become aware of the situation.The last objective is to improve the supply and quality of the statistics on the pay gap (europa.eu, 2010)Finally, solutions are multiples to tackle the UK pay gap, organisations and administrations just have to apply the actual and future reforms, the European commission is conducting a study on initiatives, the result will be presented on 5 may 2010.ConclusionThis pay gap raises the debate above the nature versus nurture. That is to say, should the UK society take of the individuals innate qualities to fix a wage? The answer is probably much more complex than the previous essay.As seen previously, the causes are multiple and controversy, as old is the debate, mentalities first have to change to completely remove this inequality. As point the surveys and studies of the TUC organisation and the WWC, this discrimination is far to be over. Local and international organizations are m obilizing to close it.United Kingdom will have to take example of others countries experience for remove the pay gap.Finally, only a few initiatives have been done to target female choice of profession, career ad sector. Raising awareness and promoting sectors and professions could help to undertake the root of this problem UK does not need to reside in a vicious circle.

Gut Bacteria: How Can It Affect Weight and Health? Essay examples -- ga

Enteric bacteria are major microorganisms that colonise humans gastrointestinal tract- a long tube containing specialise sections such(prenominal) as the mouth, oesophagus, stomach, intestines, rectum and the anus. Gut bacteria make up approximately 95 percent of the total cells in the body, with the colon containing the densest microbial communities (Gibson, Rastall and Fuller 2008 52). kind gastrointestinal tract consists of 100 different prokaryotic species, and with two bacterial species, firmicutes and bacteroicidetes dominating them (Brooker et al. 2011 559). The general make up of enteric bacteria is influenced by various(a) factors including microbial species obtained from birth, use of antibiotics, dietary intake and genetic material. Diet plays a major role in the goats rue environment and, changes in dietary nutrients such as, carbohydrates, fats and proteins can have a huge impact on the composition of gut bacteria. The digestion of food in the gastrointestinal tract is vital in humanness, however, humans do not code for all the enzymes required to breakdown non-digestible substances and so they rely on enteric bacteria to degrade resistant starch, non digestible carbohydrates and mucin (Scott et al. 201352-69). This essay will focus on how gut bacteria can affect weight and, the mutualistic relationship between gut bacteria and the human in maintaining recipe health. Gut bacteria keep humans healthy by stimulating the digestive process within the large intestines. In order for nutrients to be successfully absorbed in the colon, non-digestible carbohydrates are degraded by beneficial gut microbial. One example of an anaerobically respiring bacterium which dominates the large intestine is bacteroide thetaiotaomicron. This bacteri... ... from 29 August 2013Willey,J., Sherwood, L., Woolverton, C. (2011) Prescotts Microbiology. new YorkMcGraw-Hill, 729http//www.sciencedirect.com/science/article/pii/S1043661812002083).Willey,J., Sherwood, L. , Woolverton, C. (2011) Prescotts Microbiology. New YorkMcGraw-Hill, 729Cani, P., Possemiers, S., Wiele, T., Guiot, Y., Everard, A., Rottier, O., Geurts, L., Naslain, D., Neyrinck, A., Lambert, D., Muccioli, G., Delzenne, N. (2009) Changes in gut microbiota control inflammation in obese mice through a mechanism involving GLP-2-driven improvement of gut permeability NCBI online 58 (8), 10911103. Available from 11 november 2011Willey,J., Sherwood, L., Woolverton, C. (2011) Prescotts Microbiology. New YorkMcGraw-Hill, 756

I am a Child of the World :: Law College Admissions Essays

I am a Child of the World   unmatched of the questions I was asked about frequently when I arrived at college was where are you from? Unlike most students, I could not quickly answer this question. Whereas umteen students bring forth worn out(p) most of their lives in one or two areas, my feeling of hearthstone was not that simple. I was born in Canada and lived there until I was seven thence my family moved to Belgium. After five years in Belgium, we moved to Minnesota, where I spent my high school years. As I left for college, my parents moved to Switzerland and have since divorced. Currently, my mom lives in Minnesota, and my dad resides in Liechtenstein. I am still a Canadian citizen, save have permanent residency status in the United States. While these events could have led to a confused identity and feeling of homelessness, I believe that my experiences have given me a unique attitude on the world and an ability to feel at home wherever I may be.   The experie nce of living in Europe was one of the most important aspects of my personal development, as exposure to divers(prenominal) at a young age gave me a broad worldview that I would not have gained by staying in one place. Daily life in a foreign country teaches one to have patience, respect, and tolerance for people who speak a different language and have different customs. Cultural differences can make simple tasks such as going to the grocery store difficult at first, but over time my family adapted to the norms of Belgian culture. The opportunity to travel throughout Europe also gave me a unique set of experiences that have stayed with me. After all, how many ten-year-olds from Canada have stood in awe of the Acropolis or felt the somberness of the war cemeteries at Normandy? These experiences, combined with my Canadian heritage, have provided an important backdrop for developing a sense of respect for those who are different, a sense that I have found lacking in American society.   While my experiences abroad have contributed a great deal to my personal growth, they have also made it difficult to identify with one place as home. Minnesota became the closest thing to home after spending my teenage years there, but my parents divorce during my sophomore year of college further tested my ability to maintain a sense of identity.