Explain and evaluate Bebe's teleological argument for the existence of Essay

Explain and evaluate Bebes teleological argument for the initiation of God - Essay ExampleHe was one of the proponents of intelligent design supporting the existence of God, Behe initially supported the scientific theory, however after studying Evolution by Michael Denton changed his mind and started to question the evolution theory. He later came to believe the availableness of evidence at biomedical level. He believed there were system irreducibly complex. He argued that such system could not even by any rule, have evolved by natural selection as proposed by Charles Darwin. He believed that very intelligent house decorator must have created such systems. He believed that only intelligent designer could give the only possible explanations for the complicated structures. His logic was similar with other proponents such as the William Paley of 1802 who gave the proof of the existence of the divine creator. He defended his argument with opening the direct experimental rebuttal. He m ade his thought clear by giving illustration by bacterial flagellum which he claimed to be irreducibly complex therefore required an intelligent designer. His other side is that the flagellum cannot be produced through natural selection operating on random conversion or other unclear process. To falsify his claim he demanded a scientist to go to the laboratory and place a bacterial species without flagellum under selective pressure to grow for ten thousand generation and watch if the flagellum produced. He further said if that could happen then he be neatly be disapproved.To obtain the triumph enjoyed by Darwinism he brought out many observational facts into the coherent framework appealing to people view of the surrounding. He apply the illustrations of how people see through the eye organ. He argued that in 19 century, the anatomy of the eye was well known, and all the complicated ways the eye apply to function by delivering accurate picture. Therefore, to lose the eye was so s erious. It known that the eye could only function

Cooperation is more important than competition Essay

Cooperation is more important than contest - Essay ExampleIn cooperation, there is the corporal role of achieving a goal for the benefit of every angiotensin converting enzyme. Competition in businesses leads to the production of better products and services however, it may lead to the collapse of one business, leaving the other one in the market. In personal development, cooperation is more preferable. It results in better individuals and better society as a whole. Teamwork is the major bearer of cooperation, in which the productivity of each individual is enhanced. The society today embraces competition, which is problematic, instead of embracing cooperation for positive individual and societal growing. Social conditioning is to blame for high competition in the world today. Schools teach students to compete academically, while in the business world, promotions and salary increments are offered on merit of improvements on performances, which is based on ranks. Big businesses, erudition institutions, health care institutions, as well as parents still perpetuate the competition element, disregarding cooperation. None of them realizes the adverse effects competition has on the economy, as well as personal development of individuals. It is quite unfortunate that people are not taught cooperative skills at an early age. This has fostered a culture of competition in the society today. ... Besides, cooperation involves making other people better. This is because while cooperating, talented individuals uplift the less talented individuals. Cooperation in itself is fulfilling and therefore, individuals must adopt it. The skills of cooperation should be imparted in individuals when they are still in their early ages. This way, children grow up into adults who value and embrace cooperation. The process of life is all about relationships and interactions between different people. No man is an island, and therefore, each individual is guaranteed of these interaction s. An individuals life journey starting at their home, school, and workplace is about meeting people and living with them. A student cannot study on their own, an employee too cannot work alone, and neither can a person engage in leisure activities alone. Therefore, if individuals lack cooperation, they will merry miserable lives, since they cannot harmoniously co-exist with others. Skills of cooperation must be inherent in people in order for them to face different situations life presents to them. Cooperation leads to development of the society. In cooperation, one plus one is larger than two, while in competition, it is a zero-sum game, where one wins, and another loses. A case in point is, if two companies are in a competition, one will definitely lose and maybe fall out of business, while the other remains stronger in the market. If this trend is popular in a country, the number of companies may drop, thus adversely affecting the countrys economy. On the other hand, if two com panies decide to cooperate, this results in equal growth of the companies, as they will share improvement ideas. Alternatively, they may merge and form a bigger, stronger company.

Drugs and adolescents Essay Example | Topics and Well Written Essays - 1250 words

Drugs and adolescents - Essay ExampleThe environment where the discussion occurs is calm, quiet and discrete enough to facilitate a fruitful and engaging interview.Drug pace mostly refers to the use of illegal medicines or misuse of prescription or over-the-counter medicates with negative consequences (Conner, Bradley, Gerhard, Terry, and Ernest, 178). Our interview however does not dwell on the aspect of drug abuse that pertains to poor dosage from medical prescription and prescriptive drugs, but instead focuses on this use of drugs for such purposes as pleasure and fun among adolescents. From the onset, the touch sensation I get from my interviewee is that adolescents get entangled in drug abuse for varied reasons, as are their perceptions of the act. A section of adolescents considers drugs abuse safe, depending on how ofttimes you consume and how you can handle yourself during and after consumption, others do not see any harm in having a good time anywhere, anyhow and anyti me, age others consider drug abuse injurious to ones wellbeing and long-term health.Some of the most commonly abused drugs amongst adolescents are valium, cocaine, crystal meth, glue, vapors, heroin, marijuana, tobacco, ether, steroids and alcohol. Students who abuse these drugs often obtain them from friends, fellow students who abuse and /or peddle the drugs or from the streets. Drug abuse among the youth and adolescents is common in un-parented parties and raves, with rates of consumption highest in the evenings and the morning after to lift off the hangovers (Conner, Bradley, Gerhard, Terry, and Ernest, 180).Some adolescents try drugs out of sheer curiosity. These are the ones who have for instance, heard stories of fabulous experiences that are often associated with drug abuse from friends and acquaintances and so they crave to get a feel of it, he adds. Others are not so much influenced by curiosity but by their peers who urge them to take a sip which after all will not kill. Eventually, the initiates are

Invasive Species Position Paper Grading Rubric Essay

Invasive Species Position Paper Grading Rubric - Essay ExampleLater these AHBs were found in Arizona, California and Southern parts of United States.AHBs are more adaptable to tropical regions where the abundance of flora is dependent on unpredictable rainfall. As an adaptability to this component part AHBs they frequently swarm to new habitats, reproduce rapidly with shorter developmental life cycles and survive even on sparse supplies of pollen and nectar.Economic threat Essential contend for honey bees to pollinate crops as well as honey production is the matter of great economic concern. Americans are known to consume about 275 zillion pounds of honey every year. In this context AHBs produce less honey and wax when compared to EHBs. They also produce less wax affecting the manufacture of candles, graduate and floor wax. Due to frequent swarming and extensive put in abandoning nature they are less preferred in managed beekeeping industry.Ecological threat i) They compete and apprize local EHBs and other pollinators for nectar and pollen. ii) AHBs invade EHB hive and are capable of upsurging the hive and replacing the EHB queen. In a single generation the EHB matriline is eliminated and the entire EHB hive being Africanized (DeGrandi-Hoffman 2006). iii) Studies of DeGrandi-Hoffman (USDA 2004) have shown that when EHB queens were inseminated with equal proportions of African and European drone sperms, the EHB queen preferred African sperms, producing on an average of about 70% AHB offspring. These factors may eventually decrease the abundance of other bee species which affects pollen harvest and reduce EHB progeny.Social threat AHBs are more aggressive and sting in greater take on less provocation and respond to any disturbances such as loud noises, strong odors around the hive. They are able to sense threat in spite of appearance 100ft and track upto 1/4th a mile. A sting of a single bee releases a pheromone which stimulates other bees to agitate and attack. The sting of AHBs is know to cause anaphylactic shock. The venom of the bee triggers the release of histamine which can lead to vasodilation and loss of blood pressure. If the condition is not reversed within short time it may lead to conclusion of the person due to shock. Methods of controlAHBs are better pollinators when compared to EHBs as they emphasize on brood rearing and growth of the colony rather than honey production. because their complete elimination is not a wise option. Agricultural Research Service scientists along with groups like the American Beekeeping Federation, the American Honey Producers joining and the Apiary Inspectors of America have been entrusted with the job of finding the solution to the problem of AHBs in US. Two popular basic methods of control arei) Drone implosion therapy By limiting the possibility of Africanized drones mating with Europeans queens where commercial reared queen bee has a chance to mate with common honey bees.ii) Requee ning replacing queen of

Free Market Economy Research Paper Example | Topics and Well Written Essays - 3000 words

Free Market Economy - Research Paper ExampleIn this respect, resources atomic number 18 aloneocated based on demand of those resources and their supply. More often than not, free markets ar closely associated with capitalism with socialists advocating for it. This has made them, on many occasions, to utilized free markets in proposals where the capital allocation of the market is intertwined with self-management within the enterprises alongside the ownership of cooperatives owned by employees. According to Adman Smith, an invisible hand balances supply and demand forces and maintains sense of balance (Smith, 1776, Book IV). Invisible hand refers to the ability of the market to balance itself without government intervention, and which might occur in a free market system of resource allocation. Supply refers to the quantity of product that can be supplied by firms. Demand, on the other hand, refers to the quantity of product demanded by the consumers. Equilibrium occurs for cases where demand and supply curves intersect. This is illustrated in fig 01 below. Fig 01 shows equilibrium position of a demand and supply curve. Source www.learngoldcoins.com This, if taken from this approach, implies that in a free market, monopolies and cartels cannot exist because monopolies are created generally by government help and, therefore, are more likely to co-exist in a controlled economy than in a free economy. Monopolies and cartels thrive well when back up by governments. In such cases, the government notably, provide help to large firms in the form of lower tariffs or taxation. A free economy is characterized by tight competitions. For instances, where businesses sprout with maximum profits following the discovery of some thrilling items of demand, other firms often enter into that business driving the profits down. In this case,... There are various advantages attributed to the free market economy. First, free market economy is characterized by free resource alloc ation with lacking monopolies and cartels. Secondly, the free market system has improved efficiency, as opposed to controlled market system. It is quite apparent that whenever price setting is left to market forces, firms operate efficiently exhausting all their resources to produce at lowest possible prices. Firms in the free market system are often free to enter into any business season consumers access a wide range of products and services. In such a system, no government help or intervention exists. Firms work out a production system that maximizes output and lowers costs. Thirdly, in the free market system, consumers are made to access products and services. In such cases, the existence of demand necessitates the existence of supply. Occasionally, consumers are allowed to get a wide range of products and services. Research shows that when production and investment decisions are made by market forces instead of the government, resource allocation is through with(p) in a way th at that benefits the whole society. Most notable is the fact that in the free market system represents economic freedom for all customers (Friedman & Friedman, 2002, 15). The chart below (chart 02) is the evidence for the worldwide support of the free market system. There are other market systems other than the free market system. They include mixed economy and command economy.

Victorian England Essay Example for Free

dainty England EssayWhen Oliver reaches London he falls into the hands of Fagin who is likened to the devil by Dickens who upon Olivers first meeting is described to be vesture a red cloak and holding a fork in front of a fire, he then continues with a more frightening description, whose villainous-looking and execrable face was obscured by a quantity of matted red hair. Dickens cleverly does this as Fagin like the devil tempts people into a life of misdeed and crime. Even the colours black and red suggest that it was not a nice place, that it was evil and dangerous. Something that Nancy, in the book struggles to break free from like more of the paupers in those situations. Like Oliver, Nancy has a sense of right and wrong, after playing a part of the re-capturing of Oliver she realises what she has done is wrong but it is her loyalties to Sikes and his gang that keep her from taking action sooner.Although she does save Oliver, Dickens keeps the story realistic, when she i s coined to have alerted Mr Brownlow and Rose, Sikes clubs her to death. The one person that ever truly cared for him, who he constantly abused he in the end killed. Dickens based him on typical hardened criminals in Victorian England. Children in Victorian England were intensely used by adult gang members, as pick pockets, prostitutes and even in organised robberies. Once involved in crime there was no escape unless you were very lucky as Oliver was.Oliver is taught to fall and winds up in trouble when he is thought to have stolen from a wealthy man when in fact it wasnt him. Mr Brownlow shows compassion and takes him into his home even though he has been wronged, this is an ideal that Dickens holds dear and tried to vent it through his writing even if he does make it comical when he ridicules the rich by comparing Olivers terrible illness and suffering to Mr Brownlows worrying for his health when he uses a slightly damp cloth.As the future begins to look bright for Oliver you d iscover that Fagin is not far and he wants Oliver back as he could be a danger to them, this is an example of the never-ending crime cycle in Victorian England. Oliver is captured and forced to help Sikes in a robbery where he is shot and then left presumed dead. Dickens uses this as an example of how harsh Victorian England could be Sikes and his gang had fled when it had gone wrong leaving anything that would slow them down.

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.