The Poem Italy As School Boys Sam And Antonello Learned...

In Italy as school boys Sam and Antonello learned a poem a week. They could recite those poems word for word. But they were simple poems about animals and naughty children, about trees and rivers. Slav’s poems were long and complex, often they didn’t understand them but Slav’s voice reading the words was mesmerising and so they listened. From these poems, Antonello captured and stored images, be they migrating birds or the five cities as teeming sores, as parasites, they came back to him often when he was sketching, they forced him to look closer, to look from another angle. Some of these sketches, inspired by the poems Slav read to him were wonderous, unexpected, in them there were details that Antonello didn’t know he had seen. All three of them were happy to be working on the bridge, it was a big job but that gave them some security. At least for a couple of years they’d have ongoing work. And it was an essential project, everyone said so. But there were regular industrial disputes. The English companies did not understand the Australian unions, and there seemed to be a never ending inventory of problems, frequent demarcation disputes, and fuck ups. Many of the workers paid membership in more than one union to make sure they could complete whole tasks but occasionally a worker or a team was asked to do something that was not part of their job, when they objected the managers would insist, and at a moment’s notice the men had downed tools and marched off the site. The

Throw Your Hands in the Air Maybe You´ll Hit a Drone Essay

Throw Your Hands In The Air†¦Maybe You’ll Hit A Drone It is never too early to be concerned about the future. Especially if the argument and the justification for concern can be made now. Jeff Bezos’ of Amazon has proposed a drone fleet that will venture into an unfamiliar frontier of package delivery, bringing customers all orders under 5lbs their package by one of Amazons specially designed â€Å"octocopters†. Though this plan is nothing more than to use drones to deliver packages the idea is extreme and has people up in arms. The reason people are concerned is because they foresee the older and larger issues that are being reintroduced by this new plan. The issue of drone use has been an extremely controversial topic in the US. There has†¦show more content†¦Speaker, is surveillance, not the delivery of packages.† Poe is not only voicing his own concerns in his statement, but also the concern of his constituents. Poe is fully aware of the larger issue because as a Republican representative from Texas he has been in many meetings in congress for different issues that all address protecting privacy of Americans. Poe knows that if the plan were to grow that would mean the American government is supporting and putting time, effort, and funds into something that goes towards violating the right to privacy the American people have. However, the authors response to the Poe statement is to present evidence of another senator who claims, Before drones start delivering packages, we need the FAA to deliver privacy protections for the American public, This defense to the argument that people shouldn’t be concerned of Amazon’s drone use yet this falls short of addressing the real issue. Senator Ed Markey, who made this defense, is ignoring the point that this plan like any other drone related plan would be infringing people’s privacy. People are right to be up in arms so they can protect themselves from the government allowing their privacy to be violated. To claim that it s only with regard to the Amazon drones is a bold claim because there are a hundred other proposed plans from the past that have threatened or actually

Literary Criticism of The Namesake free essay sample

Allusions to Nikolai V. Gogol and his short story The Overcoat permeate Jhumpa Lahiris novel The Namesake, beginning with Gogols being the name the protagonist is called through most of the book. Yet few of the reviewers of the novel mentioned Nikolai Gogol at all in their discussions of the novel, except to describe the protagonist Gogols loathing of his name, or to quote without comment or explanation Dostoevskis famous line, We all came out of Gogols Overcoat. So far, no one has looked beyond the surfaces to examine the significance of the allusions to Gogol that are so much a part of the fabric of Lahiris novel. Without the references to Nikolai Gogol, it is easy to read the novel as simply another account of the difficulties of a first-generation American trying to find himself, nicely written, but not particularly thought-provoking. It may seem merely unexamined documentation of the confusion of its main character, a confusion which itself has become a bit of a cliche. The conventional wisdom about first generation Asian Americans is that an awareness of two cultures is a kind of curse which makes them unable to understand who they really are, as if identity were nothing more than cultural identification. Read with an understanding of the significance of the Gogol story, however, the novel is much more clearly an elucidation of the causes and meaning of that confusion, which comes not only from having a multiple cultural identity, but from some of the ways in which people in modern American society tend to view identity. In particular, the allusions to Gogol, along with the motif of naming and Lahiris own unique literary style, seem to suggest that some of the characters unnecessary unhappiness arises from the tendency to identify oneself with the aspects of selfhood that William James called the material self, ones surroundings, clothing, food, and possessions, and the social self, the loves and friendships that surround us. Furthermore, in a mobile society like modern America, unfortunately, the relationships of the social self are apt to be transitory, which seems to be part of the protagonists problems in The Namesake. In addition, although James includes the immediate family as part of the material self, the protagonist does not seem to realize the extent to which this is true until too late, which is also not uncommon. In any case, what is often left underdeveloped is the essential self, the organizing consciousness that strives to understand the meaning and patterns of the events of ones life in this world, that searches for continuity, or that seeks a way to make peace with the irrational. At first it seems that neither the hapless Akaky Akakyvitch of Gogols story nor his eccentric creator can have anything in common with the bright, handsome, conforming Gogol Ganguli of Lahiris novel, or this fantastic, grotesque, and very Russian nineteenth-century short story with the seemingly realistic novel about a twentieth-century Indian-Americans search for an identity in American society. Nevertheless, The Overcoat is about identity, among other things. The protagonists name, Akaky Akakyevitch, suggests a contradictory identity in itself, being a saints name and yet sounding like a Russian baby-talk word for feces; and of course the name is also simply a repetition of his fathers name. Akaky is a non-entity. A scrivener, he delights in copying out other peoples writing, and yet is strangely unable and unwilling to try to write anything of his own, or even to change a word in the original text when he is specifically asked to. As a text, he isnt anyone; he is simply copies of what is written by others. But this copying is bliss. His very lack of identity is the source of his happiness. This changes when is obliged to buy a new overcoat, a costly overcoat, and becomes another person. Or rather, he becomes his overcoat. He and his new overcoat are even invited to a party in its honor by the assistant head clerk of his department. He becomes a new man, noticing women, for instance, when before he would forget where he was while crossing the street. As he is coming back from this uncharacteristic outing, his overcoat is stolen. When he reports the loss to a local dignitary (on his co-workers adviceno idea is his own), he is bullied and insulted for his temerity in approaching such an important person. Tellingly, the Very Important Person demands, Do you realize, sir, who you are talking to? (Gogol 263), as if he didnt know who he was himself, without its being reconfirmed by others fear of him. Exposed to the cold once again, the overcoatless Akaky then catches a fever and dies, but this is not the end of the story. Shortly after Akakys death, a living corpse who looks like Akaky begins haunting the same square in which Akaky was robbed, but this time as a stealer of overcoats rather than as a victim. One of this Akakys victims is the same Very Important Person who bullied him, who had been mildly regretting his harshness, and who is now frightened into real repentance. The last we hear of Akaky and his ghost is when a policeman sees a burly man whom he takes to be the ghostly overcoat thief, accosts him, and finds instead a man who is clearly not Akaky, but may be the original thief who robbed him. Its a strange story, suggesting very non-American ideas about identity and the undesirability of having a fixed identity. The overcoat that Akaky buys at such cost seems to be both the material self and the social self, both of which he previously lacked, and which he then mistakes for who he is. Vladimir Nabokov even suggests that for Akaky, the coat is like a mistress or a wifesome one/thing that defines him as a normal member of society and yet paradoxically causes him to lose his essential self. One can read the story as a kind of parable about identity theft and shifting identities, in which Akaky goes from being no-one, to being an overcoat, to being a ghost, and finally to being, perhaps, a version of the very person who robbed him, or at least into something that can be mistaken for him. Charles Bernheimer has suggested that the story reflects Nikolai Gogols own horror of having a fixed identity. One of the reasons that Gogol was unable to finish Dead Souls, Bernheimer says, was that for Gogol to write The Book would be equivalent to a fixing of his personality, an act of definition that would subject his secret soul to understanding, to penetration and violation by the other (54). Richard Moore suggests as well that Akakys copying is parallel to Gogols own writing in which he assumes a series of voices. There is a way in which Akaky, then, is a version of his creator. Moreover, the ending is deliberately ambiguous so as not to impose a meaning, an identity, on the story itself. The true protection seems to lie in not being known, not being knowable, and yet, some kind of outward identity is necessary too. The Overcoat is a meditation on identity and loss, but exactly what it is saying about these abstractions is ambiguous, because the story is clothed in language and structured to evoke meanings and evade them at the same time. The meaning of the story is not just in the plot; in fact, Vladimir Nabokov suggests that to the extent that the story has a meaning, the style, not the plot, conveys it. The story combines voices and tones and levels of reality. Nabokov says, Gogols art discloses that parallel lines not only meet, but they can wiggle and get most extravagantly entangled, just as two pillars reflected in water in the most wobbly contortions if the necessary ripple is there (58). Multiple, contradictory realities and identities exist as once. Like a Zen paradox, the story does not have a fixed meaning, but serves rather to create a space in which the reader can experience his own private epiphany. It is this ambiguity that draws Ashoke Ganguli, Gogol Gangulis father, to the story in the first place. As he reads the story on the almost fatal train ride that becomes a turning point in his life, Ashoke thinks, Just as Akakys ghost haunted the final pages, so did it haunt a place deep in Ashokes soul, shedding light on all that was irrational, that was inevitable about the world (Lahiri 14). Lahiri does not tell us any more than this about what exactly it is that he understands about the irrational and the inevitable, because she, like Gogol, is working to evoke meanings rather than convey them. But perhaps one thing that Ashoke responds to in the story is the sense that both reality and identity are multiple, existing on many planes at the same time. Life is not a simple, rational, sequential experience. Ashoke gains some unarticulated knowledge from the story that enables him to be many people at once and accept the contradictions of his life. He himself is both the dutiful son who returns to India every year to see his extended family and the man who left this hurt and bewildered family behind to begin a life in another country, both a Bengali and the father of two Americans, both the respected Professor Ganguli and the patronized foreigner, both Ashoke, his good name, and Mithu, his pet name. His world is not just India and America but the Europe of the authors he reads, his time both the twentieth and the nineteenth centuries. A person is many people, just as Akaky is all of the documents he copies and no one in himself. For Gogol Ganguli, however, the several identities that he takes on in the course of the novel are a source of pain, perhaps in part because he passively accepts them one after the other, often conjoined to a relationship with a woman, apparently confusing a series of material and social selves for who he is. Moreover, because these outer selves are sequential rather than simultaneous, they provide him with no sense of continuity, which is part of their function in the lives of more contented and secure people. And as in Nikolai Gogols short story, the meaning of Lahiris novel seems to lie not so much in the plotline as in the style. It is a type of realism that assumes that to show reality, one must abandoned the tight causal plot of realism to show the randomness and irrationality of the events that define the characters lives. In addition, the present tense prose, which at first may seem to be merely trendy and irritating, also creates the effect of suppressing the shared past that connects writer and reader, as Ursula Le Guin has observed with some asperity about present tense prose in general (74). In this novel, however, the effect seems deliberate, as the characters are indeed cut off from their pastsby physical distance, in the case of Ashoke and Ashima, or by the inability to understand the significance of the past, in the case of Gogol Ganguli and his wife Moushimi. Thus it seems appropriate that the readers are cut off from this past as well. Lahiris dispassionate, elusive style is one of the many items to come out of Gogols overcoat. From him through Vladimir Nabokov and the modernists she has taken the idea that the style is the meaning, not merely the means of conveying it. The way in which she writes also comes through a tradition of American writers as well, particularly Hemingway and Raymond Carver, who acutely observe the details of physical reality as a way of implying the characters inner struggles (Big Two Hearted River and Cathedral, for example). Yet this style is blended with Gogol to create a hybrid entity, Russian, American, and Indian, through which Lahiri creates vivid characters whose identities are nonetheless unknowable. Lahiri layers on detail after detail, until we can see the last eyelet in Ashokes shoes. But something essential is always left out. We learn the names of all the people who attend Ashimas parties. We dont know what Ashima or Ashoke like about these friends or what makes them more than names. We know that the first girl Gogol has sex with was wearing a plaid woolen skirt and combat boots and mustard tights (105), but we dont know her name or what she looked liked or even the details of her body that a man would be more likely to remember than the girls clothing. We know what Gogol reads as a boy and the names of his boyhood friends, but we dont know what he thinks about these books or likes about these friends. We know what Gogol and his wife Moushumi say when they are chattering at yuppie dinner parties, but not what they say to each other when they are arguing or when they are expressing their love for each other. We sometimes learn what the characters feel, although more often, we are given a catalog of the details of their surroundings which they are noticing while they are having the feeling. And we almost never know what the characters are thinking, about who they are to themselves as they experience the rush of sounds and sensations that are their lives. Introspection, even if it were presented as interior monologue, would suggest that this voice was who the character really was. The effect is both eerie and deliberate, and perhaps suggests the ways in which essential identity, the self as a continuous organizing consciousness, is beyond the power of words to describe. We can only know the surface. A sense of what lies beyond the surface can only be evoked and illuminated. Four Perspectives Continued from Gogols Namesake: Identity and Relationships in Jhumpa Lahiris The Namesake Author: Judith Caesar The novel is told through the sensibilities of four different characters, Gogol Ganguli, his mother Ashima, his father Ashoke, and his wife Moushumi, all of whom reveal different aspects of the material world and the personal relationships which are a part of each characters outer identity. Of these people, Ashoke alone seems to have found the balance among the various aspects of self that enable him to live comfortably in a foreign country which his children will experience differently than he does. He has his family back in India, a network of Bengali friends whom he has known since coming to America, a house that he has lived in for years, and familiar Indian customs blended with American ones until the blending itself becomes familiar, all of which provide an outer protection for an inner self. The material world of America seems to be a source of unhappiness to Ashima (it is her consciousness, not Ashokes, that frequently notices American habits with distaste). Thus throughout the book, she struggles to recover the material and social selves of her life in India and yet somehow adapt herself to life in the country to which she has come. For both Gogol and Moushumi, the process of finding a way to live comfortably with what seems to them a double identity, two very different outer worlds, is even more complex, since, like other young Americans, they tend to confuse the outer identity with who they are. In part, they do this because modern consumer culture tends to encourage people to view themselves as their material selves, which makes finding a sense of self even more challenging for a person raised among different cultures and subcultures, especially if he concentrates on the question, Which am I? , rather than realizing that he is both all and none of them. Ashoke Ganguli seems to want to help his son discover a way in which to live with the complexity of identity. To begin with, following Bengali custom, he attempts to give him two identities, one identity, his daknam or pet name, who he is to the people who have known and loved him all his life, and another name, his bhalonam, his good name, who he is to the outside world. This will embed in him the knowledge that he is at least two people, who he is to his family and the people who care about his, and who he is to outsiders. Perhaps he also wishes to convey the idea that identity is multiple and many faceted, like reality. It is not one thing or another, but simultaneity, as his own life has been. But the good name Ashoke later selects, Nikhil, the five-year old Gogol and his school reject; and then the eighteen-year-old Gogol rejects the name Gogol and becomes his good name, Nikhil, to everyone except sometimes his parents. Ashoke has given his son two names, two identities, but Gogol must find their meaning for himself in the country and the time in which he has been born. And with his acceptance and rejection of his two names, he begins a pattern of first accepting and then rejecting outer identities that seem imposed on him by others and which he is seems unable to distinguish from his essential self. He seems to think he must be one thing or another, Bengali or American, rather than accepting ambiguity and multiplicity. The name Gogol means very different things to Gogol and Ashoke. To Ashoke, the name Gogol is first of all a reminder of the way in which the reading of Gogols short story saved his life, how it was his dropping of the page from the story that alerted rescuers that he was still alive after the train wreck and made them stop and pull him out of the wreckage where he would otherwise have perished. It is a rebirth of himself in a different form, as a person who wants to leave India and travel to other places, to form an identity for himself different from the one created by his life in India. And so, in a way, is the birth of his son. But Gogol is also a connection to his own family, to his grandfather who told him to read the Russian realists, and whom he is going to see at the time of the train wreck. There is an identity here that transcends culture, as generations of Indians (ultimately, Gogol Ganguli becomes the fourth) find a sense of lifes essence in an English translation of a Russian work. But to Gogol Ganguli, Gogol is simply a strange name that he has been saddled with by accident. It makes him too different. (And it probably doesnt help that when pronounced correctly, the name sounds like the English word goggle). When he is in high school and supposed to study Gogols story in English class, he refuses to read it. And strangely, instead of leading a discussion of the story itself, his teacher tells them about Gogols life, focusing on Gogols inner torment and his death by self-starvation. Gogol the writer is reduced to what was most bizarre about his personal life, for the delighted horror of American teenagers. He is treated in exactly the way the living Gogol most feared. He becomes his difference, not his genius. And ironically, because of Lahiris style, the teacher himself becomes nothing more than his clothing and his mannerisms. To Gogol Ganguli, then, Gogol becomes the identity of a foreign madman who never experienced sex or any of the other initiations that lead to an adult identity for modern Americans. And yet he is still ambivalent. As Lahiri explains, To read the story, he believes, would mean paying tribute to his namesake, accepting it somehow. Still, listening to his classmates complain, he feels perversely responsible, as if his own work were being attacked (92). Throughout the novel, many of the most significant conversations between Gogol Ganguli and Ashoke begin with Nikolai Gogol, as Ashoke attempts to connect with his son through Gogol the same way that the Russian writer connected him to his grandfather. But Gogol Ganguli rejects these gestures, not recognizing them for what they are. When Gogol Ganguli is fourteen, his father gives him a hard-bound copy of Gogols short stories; Gogol thanks him politely and then continues listening to his Beatles album. When Ashoke quotes to him, We all came out of Gogols Overcoat, Gogol Ganguli asks, Whats that supposed to mean? His father doesnt answer, but merely tells him it will make sense to him someday (78). Characteristically, Lahiri doesnt tell us how it makes sense to Ashoke, or how it will later make sense to his son. Later, when Gogol is no longer officially Gogol but Nikhil, Ashoke does tell him directly part of the personal significance of the name to him, how it was by dropping the page of Gogol that he was rescued the night he almost died. When Gogol asks his father if he then reminds him of that night, Ashoke replies, You remind me of everything that followed (124). For Ashoke, Gogol is a new life, a rebirth, the creation of another life in another country, both his own life and his childrens. While Gogol Ganguli is disturbed by this knowledge, Lahiri doesnt tell us precisely what he understands from it, except to imply, perhaps, that he feels to some degree guilty about having changed his name to Nikhil. For at eighteen, Gogol rejects the name, and with it, the trans-cultural identity that his father tried to give him. Although Nikhil is an Indian name, it enables him to try on a sophisticated identity he thinks he wants, sexy, cool, normal. (He is Nick in dialogue later in the novel, especially when he is talking to Americans who are not the children of immigrants). Nikhil is his overcoat which makes the ways in which he is different from other Americans invisible. Thus it is as Nikhil that he first kisses a girl, thinking afterward as he tells his friends about it, it hadnt been Gogol who kissed Kim. Gogol had nothing to do with it (96). It is Nikhil whom he becomes at college and as Nikhil that he has his first girlfriend. Yet despite their apparent intimacy, he never introduces the girlfriend Ruth to his parents, because He cannot imagine being with her in a house where he is still Gogol (114). And Ruth herself is part of a series of identities which Gogol tries on, in this case, probably, the identity of typical Yale student. She is never precisely who she is in herself, since we never know the traits he values in her or what they talk about or who he is to her. The relationship dissolves when she goes to England and comes back full of British mannerisms and expressions which have no place in his life. Thus, a person who had once seemed the emotional center of his life moves out of it forever, beginning a pattern which will continue throughout the course of the novel. Perhaps it is not particularly unusual that he seems to have no lasting friendships to give him a sense of continuity either; his emotional life centers on his lovers, and when each woman ceases being his lover, she moves out of his life entirely, taking with her the self he was with her. The overcoat, the name Nikhil, seems to represent part of the material self, along with the  personal possessions, the clothing, the food, the houses and apartments. The transient love affairs like that with Ruth through which Gogol becomes a series of alternate identities are also the overcoat. Or to be more exact, his relationships provide him with possible identities which he passively accepts, at least temporarily. But to him, unlike his father, these identities come one at a time and are mutually exclusive and transitory. They are not what protect him from the outside world, but rather a disguise that he confuses for himself. This becomes even more clear when time shifts, and we next see Gogol twelve years later when he is an architect living in New York, where he has gone in part to escape being too geographically close to his family. Although he is now a grown man, he still seems to be going through the adolescent struggle to form an identity for himself separate from the world of his parents. His being an architect seems to be a metaphor for the building of an outer self that he himself has designed. Yet he doesnt seem to have been able to do that. Tellingly, he wanted to build homes, but ends up designing staircases and closets for offices instead. Instead of making personal spaces, he creates impersonal public ones; even his own apartment remains as an impersonal space, without decor, without anything of him in itor perhaps its very absence of personality reflects him and the way in which he lives elsewhere, in other peoples spaces and material and social selves. Maxine, a beautiful, wealthy American woman from an old WASP family has sought him out after they met at a party and absorbed him into her world and her lifestyle. He spends most of his time in the house where Maxine lives with her parents, learning their tastes in food, wine, dress, and conversation. She has a sense of herself, of the continuity of her life with that of her parents and grandparents that he thinks he will never have, because he doesnt have a sense of what he might have in common with his parents emotionally or intellectually. At one point, He realizes that she has never wished to be anyone other than herself This, in his opinion, was the biggest difference between them (138). And yet he never actively tries to create another identity for himself, as his parents have done, or to make sense of the one he has by trying to understand more about the permanent relationships in his life, those with his family. Maxines sense of continuity and selfhood enable her to weather unhappy love affairs (she has just gone through one before meeting Gogol) without being devastated by them. Perhaps this is part of what draws him to her. She and her house and her parents summer place in New Hampshire and their whole material world are his next identity. He is Maxine Ratcliffs lover, or, as her parents introduce him, the architect Max brought up with her (157). Its a lovely, expensive, comfortable identity, given to him as a love-token, which he seems to accept without thought. The only problem is that he cannot reconcile it with his identity as Ashima and Ashokes son and thus on some level, it feels like a betrayal. Its not just a rejection of the home and food and conversational style of his parents, or of personal habits that are not to his personal taste; to him it seems a rejection of them. Thus he imagines hearing the phone ring in the middle of the night at the summer cottage and thinks its his parents calling him to wish him a happy birthday, until he realizes that they dont even know the number. The call is an imaginary connection to a self he has tried to cut himself away from to become something different from the identity which he thinks has been given him by his parents. It is a reminder of the guilt he feels in rejecting their world and by extension, them. He hasnt yet realized that instead of being an identity imposed on him from outside, they are part of the pattern of key relationships in his life through which he can define himself. Gogols way of living with Maxine and thinking about himself changes when Ashoke dies suddenly and unexpectedly of a heart attack. The material self is not the real self. And yet it is also necessary, just as Akakys overcoat was. The paradox is true in the way the multiple realities and identities of The Overcoat are true. Ashoke has created a material self of familiar rituals, places, and foods and social self in his relationships with other Bengali families, both of which have formed a buffer for him, allowing him to live as a complex human being in a country which still seems to feel foreign to him. When Ashoke dies, all that is left of him are his material and social selves, the anonymous apartment where he was living by himself while on a fellowship at another university, his clothing, which Gogol Ganguli collects from the hospital, his rental car, the meager possessions in the apartment, the more ample possessions in the house he shared with Ashima, the scores of condolence letters that come from colleagues and friends that represent a lifetimes network of relationships. These things both are and are not Ashoke. They make the absence of his  living self in all its potential so much more acute. Perhaps to feel that sense of lost potential, Gogol stays overnight in his fathers apartment, drives the car, and then returns to stay for weeks in the house in which Ashoke lived with Ashima, not only to comfort his mother but to immerse himself as much as he can in who his father was. Lahiri describes all of Ashokes possessions and the places he lived in intricate detail, catalog af ter catalog of specific and vivid descriptions of objects, their shape, color, texture, turning them into a trope for Gogols grief. She describes the objects instead of the grief to show us more powerfully that griefs intensity, for the grief is beyond words. Only the objects are not. They alone can evoke that an approximation of that grief. She also describes the objects because that is what Gogol focuses on while feeling that grief. Among Ashokes possessions is a copy of The Comedians, Graham Greenes bitter novel about murder and revolution in Papa Docs Haiti, in which the characters come to regard the horror of the police state with a mixture of idealism, cynicism, and a strangely energizing despair. Like The Overcoat, its a work about the absurdity of the human condition, and its a key to understanding something of Ashokes sensibility and his rich and complex intellectual life. This is the book he was reading when he died. But Gogol apparently never thinks to read it. After his fathers death, and in part perhaps because of his guilt over the way he had distanced himself from his parents, he separates himself more and more from Maxine and her world, presumably to Maxines confusion and distress. But he himself doesnt seem to realize why he is doing this. Finally, when the relationship ends, we are told almost nothing about what he thinks or feels. We merely learn what he does and more tellingly what he fails to do. When Maxine comes to visit him in his family home, now a place of mourning of which she is not a part, he doesnt bother to translate what people are saying (in Bengali), to introduce her to everyone, to stay close by her side (182). It is the same technique Lahiri used to convey Gogols desolation at the loss of his father, but now it is used to imply something different, to suggest, perhaps, the difficulty of understanding ones own motivations, especially concerning deeply felt emotions. The self that he assumed with Maxine is abandoned, an empty shell of a self he can walk away from with few regrets. It is not who Gogol is. Indeed, Gogol defines himself primarily by who he isnt, by rejecting or refusing to choose potential definitions, as he did when he was a baby and refused to choose the object that was supposed to foretell his occupation in life. There seems to be in Gogol a reluctance to explore on his own, to make the active choices through which some people can gain a sense of self. After Ashokes death, a memory returns to Gogol, a memory of one of the few significant exchanges between father and son Lahiri reports which did not involve a discussion of Nikolai Gogol, perhaps because it suggests an idea about identity so different from that of Gogol, of identity as something to be actively created. (Yet it too is one of the many simultaneous and contradictory truths about reality and identity). Ashoke takes Gogol Ganguli on a walk on Cape Cod, picking their way over the rocks to the last point of land, the furthest point east, the place where they can go no further, with Gogol literally following in his fathers footsteps. Try to remember it always, his father tells him. Remember that you and I made this journey, that we went together to a place where there was nowhere left to go (187). The anecdote is an open metaphor, and although Gogol Ganguli himself doesnt seem to explore its meaning, the emblematic image seems to suggest the way in which his father had wanted to guide him, to show him that exploration could be exhilarating, that he wasnt too little to discover for himself where he could go and what he could do. It also suggests that the action of seeking can in itself be part of who one is, how one defines himself. However, at the time, and indeed even as an adult, Gogol doesnt seem to understand this meaning or this feeling. In fact quite the opposite sensation occurs to him later, when he is in Paris with his new wife Moushumi on what could have been like a honeymoon for them but which is not. He looks at the way in which Moushumi had created a new life in a foreign country for herself when she had lived in Paris before she met him. He thinks, here Moushumi had reinvented herself, without misgivings, without guilt He realizes that this is what their parents had done in America. What he, in all likelihood, will never do (233). The choice of Moushumi as a lover and then a wife seems to have been part of an unconscious attempt to concretize another identity, an adult identity that would connect him to his childhood world an

The Crucible Essays (415 words) - Salem Witch Trials, John Proctor

The Crucible The Crucible Can a person's opinion equal their fate? In Arthur Miller's The Crucible, John Proctor's stand in a society where opinion drove fate created ignominy towards him and his beliefs. First he hid his horrible sin inside, fearing the consequences. When he finally did, he was placed in a tangled labyrinth of feelings as to what his next action should have been. Lastly, it was Proctor's defiance and integrity in his own self that proved him stronger than the entire community of Salem. Proctor's tremulous feelings and general unease of the situation built up to his defining point of confession. Church and government came together to coercingly control Salem and its actions. Proctor saw this and feared, for diabolism was a practice unheard of. "You must understand, sir, a person is either with this church or against it - there be no road between. We live no longer in the dusky afternoon and evil mixed itself with good and befuddled the world. Now by God's grace the good folk and evil entirely separate." -Deputy Danforth John contemplated his actions and reached an influential decision towards what his fate would be - after all, he believed, he could control it. As he stated defiantly, "I want my life... I will have my life." After John confessed, he believed he had done Elizabeth and the children good, for they were the wellspring of his life. He would be free, accepted by Salem still. The powerful effect of his trial and disagreement and its conflicting with Salem's way of life had already left a silent yet profound mark on everyone. Knowing that imperfection lurked among the good folk, the government wished to announce to the world who the sinning man was. Proctor was paradox to this - he wished nor believed anything of the sort, as his name was the only thing left of him. The Church and government robbed him of everything else that could make him man - his honor, his morals, his shame. Towards the very end of his tribulation, he states: "I do think I see some shred of goodness in John Proctor. Not enough to weave a banner with, but white enough to keep it from such dogs.. show honor now, show a stony heart and sink them with it!" Horrified, he could not accept anymore torture to himself. He thought he was free, nothing more to give. Yet for Proctor, it was too much. A line had to be drawn somewhere. That line was the good name of Proctor - and little did he know, his opinion would drive his fate out of Salem and into the horrors of death.

Military Aircraft Essays - Stealth Aircraft, Monoplanes, Free Essays

Military Aircraft Essays - Stealth Aircraft, Monoplanes, Free Essays Military Aircraft Thesis: Military aircraft has become more sophisticated in variety, effectiveness in war situations, and special maneuvering techniques in recent years. Military aircraft has become more sophisticated in variety, effectiveness in war situations, and special maneuvering techniques in recent years. With the advance of stealth technology, many new and very effective aircraft have been developed. The F-117A was used during Operation Dessert Storm and every plane came back without a scratch. The very expensive B-2 stealth bomber has never been used in actual war, but during testing it was a success. The Advanced Tactical Fighter program was started to make an aircraft that could supercruise, the ability to cruise at supersonic speeds, and didn't cost very much. The YF-22 and YF-23 were the first planes to accomplish this. With all the planes we know of, there are also top secret programs probably going on right now. A new fighter that has never been heard of before has been spotted. As John Welch, the assistant secretary of Air Force said, "Stealth gives us back that fundamental element of war called surprise" (Goodall 9). After it was found that aircraft could be very useful in war, it was used for large scale reconnaissance. Then people started to add bombs to aircraft and then airplanes started to become an essence of war. After World War 2, new bombers were developed with fast speed, and could travel far distances. They could also carry nuclear bombs and missiles. The use of the bomber aircraft then led to the fighter, which was equipped with guns and missiles. Helicopters were also found to be good strike aircraft. They were armed with cannons, machine guns, rockets, torpedoes, and a variety of missiles. Vertical takeoff made the helicopter an advantage. The first flight of the F-117A was in June of 1981 in Groom Lake test facility. The total cost for the development of the F-117A was just under two billion dollars, but it only cost $43 million to make each plane. It became operational in October of 1983 and was the first operational stealth aircraft ever built. The F-117A is a night attack plane powered by two, nonafterburning General Electric engines. F-117As were designed for first-strike capabilities and to be able to fly into any countries airspace undetected. The primary task of the F-117A is to break through enemy airspace, destroy high value targets, and return back unharmed. They were considered to first be used in several different tasks, but weren't used until Operation Dessert Storm where they did an excellent job. As Donald Rice, Secretary of the Air Force, said, "Everyone now agrees the F-117 was a real bargain" (9). During Operation Dessert Storm the F-117As were found out to be very successful. The war began on January 16, 1991 when the F-117A fighters entered the Iraqi airspace on their way to downtown Baghdad. There were 43 of them over the skies of Iraq and not one was lost even though they went against one of the most modern air-defense systems in the world. Operation Dessert Storm was the largest aerial bombing attack in war history. It was also the first time a stealth aircraft was used as a main weapon. On the first day of Desert Storm the Lockheed F-117As dropped sixty-two 2,000 pound bombs on Baghdad destroying the most critical targets of the Iraqi military, including the headquarters of the Iraqi air force. "We've seen that not only does stealth work, but that it puts fewer assets at risk and saves lives" (9), as Donald Rice said. The pilots of those F-117As flew through the hardest anti-aircraft missiles any pilot has ever flown through. When you think of stealth, most people probably think of B-2 stealth bomber, but most people don't realize that it hasn't even been used in a real war situation yet. In November of 1987 the Pentagon ordered the first four B-2s to be built for $2 billion. Each B-2 cost $437.4 million to build. After the military liked the bomber, they originally ordered 133 of them, then they cut back to 75 because of the deficit-reduction bill. Then, in 1992, the House of Representatives voted to buy only twenty, and later only 15 saying that 10 would be enough. With four General Electric

Antonymy - Definition and Examples in English

Antonymy s in English The semantic qualities or sense relations that exist between words (lexemes) with opposite meanings in certain contexts (i.e., antonyms). Plural antonymies. Contrast with synonymy. The term antonymy was introduced by C.J. Smith in his book Synonyms and Antonyms (1867). Pronunciation:Â  an-TON-eh-me Observations Antonymy is a key feature of everyday life. Should further evidence be required, try visiting a public lavatory without checking which is the gents and which is the ladies. On your way out, ignore the instructions which tell you whether to push or pull the door. And once outside, pay no attention to whether traffic lights are telling you to stop or go. At best, you will end up looking very foolish; at worst, you will end up dead. Antonymy holds a place in society which other sense relations simply do not occupy. Whether or not there exists a general human tendency to categorize experience in terms of dichotomous contrast ([John] Lyons 1977: 277) is not easily gauged, but, either way, our exposure to antonymy is immeasurable: we memorise opposites in childhood, encounter them throughout our daily lives, and possibly even use antonymy as a cognitive device to organise human experience. (Steven Jones, Antonymy: A Corpus-Based Perspective. Routledge, 2002) Antonymy and Synonymy For the better-known European languages at least, there are a number of dictionaries of synonyms and antonyms available, which are frequently used by writers and students to extend their vocabulary and achieve a greater variety of style. The fact that such special dictionaries are found useful in practice is an indication that words can be more or less satisfactorily grouped into sets of synonyms and antonyms. There are two points that should be stressed, however, in this connexion. First, synonymy and antonymy are semantic relations of a very different logical nature: oppositeness of meaning (love:hate, hot:cold, etc.) is not simply the extreme case of difference of meaning. Second, a number of distinctions have to be drawn within the traditional concept of antonymy: dictionaries of antonyms are only successful in practice to the degree that their users draw these distinctions (for the most part unreflectingly). (John Lyons, Introduction to Theoretical Linguistics. Cambridge Univers ity Press, 1968) Antonymy and Word Classes Oppositeness . . . has an important role in structuring the vocabulary of English. This is especially so in the adjective word class, where a good many words occur in antonymous pairs: e.g. long-short, wide-narrow, new-old, rough-smooth, light-dark, straight-crooked, deep-shallow, fast-slow. While antonymy is typically found among adjectives it is not restricted to this word class: bring-take (verbs), death-life (nouns), noisily-quietly (adverbs), above-below (prepositions), after-before (conjunctions or prepositions). . . . English can also derive antonyms by means of prefixes and suffixes. Negative prefixes such as dis-, un- or in- may derive an antonym from the positive root, e.g. dishonest, unsympathetic, infertile. Compare also: encourage-discourage but entangle-disentangle, increase-decrease, include-exclude. (Howard Jackson and Etienne ZÃ © Amvela, Words, Meaning and Vocabulary: An Introduction to Modern English Lexicology. Continuum, 2000) Canonical Opposites [W]hile antonymy is variable (i.e., context dependent), particular antonym pairs are often canonical in that they are known without reference to context. . . . For example, the color senses of black and white are opposed and so are their racial senses and their good/evil senses as in white magic and black magic. Canonicity of antonym relations also plays a role in context-specific antonymy. As Lehrer (2002) notes, if a frequent or basic sense of a word is in a semantic relation with another word, that relation can be extended to other senses of the word. For example, the basic temperature sense of hot contrasts with cold. While cold does not usually mean legally acquired, it can have that meaning when contrasted (with enough context) with hot in its stolen sense, as in (9). He traded in his hot car for a cold one. (Lehrer 2002) For readers to understand the intended sense of cold in (9), they must know that cold is the usual antonym of hot. Next they must deduce that if cold is the antonym of hot, then no matter what hot is used to mean in this context, cold means the opposite thing. The stability of some such antonym pairs across senses and contexts is evidence that those antonymic pairings are canonical. (M. Lynne Murphy, Semantic Relations and the Lexicon. Cambridge University Press, 2003) Antonymy and Word-Association Testing If a stimulus has a common opposite (an antonym), it will always elicit that opposite more often than anything else. These responses are the most frequent found anywhere in word association. (H.H. Clark, Word Associations and Linguistic Theory. New Horizons in Linguistics, ed. by J. Lyons. Penguin, 1970) See Also AntithesisVocabulary Builder #1: AntonymsWriters on Writing: Ten Tips for Finding the Right Words

Cash for Grades Research Project Essay Example | Topics and Well Written Essays - 1500 words

Cash for Grades Research Project - Essay Example Long-term, cash for grades programs are not effective and do not produce the desired educational outcomes which schools hope they will. â€Å"Paying students to behave is totally immoral. How will kids react when the money stops?† (Gill and Lam, 7). This is a good point which reinforces the idea that these programs are not effective long-term. Local high school and university budgets are strained, especially during times of economic difficulty, therefore supporting these programs indefinitely would not be possible from the budget viewpoint. There is bound to be an emotional reaction in students when these programs can no longer be supported which could actually de-motivate students to learn. Therefore, short-term they definitely can motivate students to achieve higher test scores or to absorb class materials, however long-term there are too many potential negative outcomes. These would be expensive programs, especially if, short-term, these programs motivated students to achieve very high grades so that a higher percentage of students achieved A grades. The end result of ending these programs due to budget problems could cause serious academic learning problems with students who had become accustomed to this added incentive. On a different note, the achievement gap between rich and poor students exists because of the quality of life differences for each socio-economic group. In psychology, Abraham Maslow identified a hierarchy of needs, common needs shared by all people in society, which identify physiological needs as the most primary (Weiten and Lloyd, 2005). Physiological needs include shelter, clothing, food and other basic life essentials. Maslow offers that people cannot achieve any greater contribution to becoming a better member of society until these basic needs are satisfied. People with higher economic means do not concern themselves as much with

Write and discribe the poem Essay Example | Topics and Well Written Essays - 750 words

Write and discribe the poem - Essay Example Like the hands of the child whose mother left him in darkness./ (lines 4-5). Here, I have related the emptiness of ocean with the despair of a child whose mother has left him alone and has departed him. The empty hands of the child mean that he has nothing left to him for hope. He has no hope of life, love, care, and shelter. He is desolate and deserted. Just like him, the ocean is empty and has no hope for any water coming in, which refers to the fact that the world is empty of loving people, and there is no hope for such people for good. The next metaphor that I have used in the poem is comparing a beautiful lady with love. The narrator states that he saw a beautiful dame right at the moment he was feeling thirsty, and to his surprise, she was carrying a pitcher that must contain water for him. She was coming toward him, inviting him to drink from the pitcher. The narrator ran to her, even when his feet were injured, but to his dismay, he was not able to walk fast. Still, he managed to reach her, and was shocked to see that the lady was no more a dame, she was love in disguise, ugly and uninviting. She jumped at him, and ate him up, which has a very deep meaning. The narrator, in fact, had met a beautiful lady, but he was so thirsty that he could not see clearly. This means that he found the love of his dreams, but he was so thirsty of love, that he could not recognize the real, ugly intentions of the woman. He fell in love with her, but when he found out her insincerity and dishonesty, it was too late. She had brok en his heart. The third metaphor is here: /The pitcher was empty, Like the hands of the child whose mother left him in darkness./ (lines 14-15), which means that the woman he had loved had nothing in her heart for him, and was dishonest. She ate him up, means that she broke his heart. The narrator says he is no more, which means that he is totally wrecked, and feels like dying. Hence, I have used metaphors at three different places as

American Literature Questions Essay Example for Free

American Literature Questions Essay 21. The leader of the Irish National Theater Movement in the early 20th century was ______. A. W. B. Yeats B. Lady Gregory C. J. M. Synge D. John Galworthy 22. T. S. Eliots most popular verse play is ______. A. Murder in the Cathedral B. The Cocktail Party C. The Family Reunion D. The Waste Land 23. The American writer ______ was awarded the Nobel Prize for the anti-racist In- truder in the Dust in 1950. A. Ernest Hemingway B. Gertrude Stein C. William Faulkner D. T. S. Eliot 24. Hemingways second big success is ______ , which wrote the epitaph to a decade and to the whole generation in the 1920s, in order to tell us a story about the tragic love affair of a wounded American soldier with a British nurse. A. For Whom the Bell Tolls B. A Farewell to Arms C. The Sun Also Rises D. The Old Man and the Sea 25. With the publication of ______ , Dreiser was launching himself upon a long career that would ultimately make him one of the most significant American writers of the school later known as literary naturalism. A. Sister Carrie B. The Titan C. The Genius D. The Stoic. 26. Henry James is generally regarded as the forerunner of the 20th -century â€Å"stream -of-consciousness†novels and the founder of ______. A. neoclassicism B. psychological realism C. psychoanalytical criticism D. surrealism 27. In 1849, Herman Melville published ______ ,a semi-autobiographical novel, con- cerning the sufferings of a genteel youth among brutal sailors. A. Omoo B. Mardi C. Redburn D. Typee 28. As a sequel to The Adventures of Tom Sawyer,______ marks the climax of Mark Twains literary activity. A. The Adventures of Huckleberry Finn B. Life on the Mississippi C. The Gilded Age D. Roughing It 29. Realism was a reaction against ______ or a move away from the bias towards romance and self- creating fictions, and paved the way to Modernism. A. Romanticism B. Rationalism C. Post-modernism D. Cynicism 30. When World War II broke out,______ began working for the Italian government, engaged in some radio broadcasts of anti- Semitism and pro- Fascism. A. Ezra Pound B. T. S. Eliot C. Henry James D. Robert Frost 31. In 1915 ______ became a naturalized British citizen, largely in protest against Americas failure to join England in the First World War. A. Henry James B. T. S. Eliot. C. W. D. Howells D. Ezra Pound 32. What Whitman prefers for his new subject and new poetic feelings is â€Å"______ ,† that is, poetry without a fixed beat or regular rhyme scheme. A. blank verse B. free rhythm C. balanced structure D. free verse 33. The American woman poet ______ wanted to live simply as a complete independent being, and so she did, as a spinster. A. Emily Shaw B. Anna Dickinson C. Emily Dickinson D. Anne Bret 34. The Birthmark drives home symbolically ______ point that evil is a mans birthmark, something he was born with. A. Whitmans B. Melvilles C. Hawthornes D. Emersons 35. The Financier ,The Titan and The Stoic written by ______ are called his â€Å"Trilogy of Desire†. A. Henry James B. Theodore Dreiser C. Mark Twain D. Herman Melville 36. Disregarding grammar and punctuation,______ always used â€Å"i† instead of â€Å"I† in his poems to show his protest against self-importance. A. Wallace Stevens B. Ezra Pound C. Robert Frost D. E. E. Cummings 37. Though Robert Frost is generally considered a regional poet whose subject matters mainly focus on the landscape and people in ______ , he wrote many poems that investigate the basic themes of mans life in his long poetic career. A. the west B. the south C. New England D. Alaska 38. Most critics have agreed that Fitzgerald is both an insider and an outsider of ______ with a double vision. A. the Gilded Age B. the Rational Age C. the Jazz Age D. the Magic Age 39. In the American Romantic writings,______ came to function almost as a dramatic character that symbolized moral law. A. fire B. water C. trees D. wilderness 40. The desire for an escape from society and a return to ______ became a permanent convention of the American literature. A. the family life B. nature C. the ancient time D. fantasy of love 21. The Renaissance marks a transition from ______ to the modern world. A. the old English B. the medieval C. the feudalist D. the capitalist 22. The great political and social events in the English society of neoclassical period were the following EXCEPT ______. A. the Restoration of King Charles II in 1660 B. the Great Plague of 1665 C. the Great London Fire in 1666 D. the Wars of Roses in 1689 23. With the scarlet letter A as the biggest symbol of all, ______ proves himself to be one of the best symbolists. A. Hawthorne B. Dreiser C. James D. Faulkner 24. The author of Leaves of Grass , a giant of American letters, is ______. A. Faulkner B. Dreiser C. James D. Whitman 25. In Tender is the Night, ______ traces the decline of a young American psychiatrist whose marriage to a beautiful and wealthy patient drains his personal energies and corrodes his professional career. A. Dreiser B. Faulkner C. Fitzgerald D. Jack London 26. Melville is best known as the author of his mighty book, ________, which is one of the world’ s greatest masterpieces. A. Song of Myself B. Moby Dick C. The Marble Faun D. Mosses from an Old Manse 27. The theme of Henry James’ essay â€Å"______† clearly indicates that the aim of the novel is to present life, so it is not surprising to find in his writings human experiences explored in every possible form. A. The American B. The Europeans C. The Art of Fiction D. The Golden Bowl 28. During WWI, ______ served as an honorable junior officer in the American Red Cross Ambulance Corps and in 1918 was severely wounded in both legs. A. Anderson B. Faulkner C. Hemingway D. Dreiser 29. In order to protest against America’ s failure to join England in WWI, ______ became a naturalized British citizen in 1915. A. William Faulkner B. Henry James C. Earnest Hemingway D. Ezra Pound 30. Robert Frost described ______as â€Å"a book of people,† which shows a brilliant insight into New England character and the background that formed it. A. North of Boston B. A Boy’s Will C. A Witness Tree D. A Further Range 31. We can easily find in Dreiser’ s fiction a world of jungle, and ______ found expression in almost every book he wrote. A. naturalism B. romanticism C. transcendentalism D. cubism 32. As an active participant of his age, Fitzgerald is often acclaimed literary spokesman of the ______. A. Jazz Age B. Age of Reason C. Lost Generation D. Beat Generation 33. From the first novel Sister Carrie on, Dreiser set himself to project the American values for what he had found them to be: ______ to the core. A. altruistic B. political C. religious D. materialistic 34. The 20th -century stream- of- consciousness technique was frequently and skillfully used by ______ to emphasize the reactions and inner musings of the narrator. A. Hemingway B. Frost C. Faulkner D. Whitman 35. With the help of his friends Phil Stone and Sherwood Anderson, ______ published a volume of poetry The Marble Faun and his first novel Soldiers’ Pay. A. Faulkner B. Hemingway C. Ezra Pound D. Fitzgerald 36. The Sun Also Rises casts light on a whole generation after WWI and the effects of the war by way of a vivid portrait of â€Å"______. † A. the Beat Generation B. the Lost Generation C. the Babybooming Age D. the Jazz Age 37. Within her little lyrics Dickinson addresses those issues that concern ______, which include religion, death, immorality, love and nature. A. the whole human beings B. the frontiers C. the African Americans D. her relatives 38. H. L. Mencken, a famous American critic, considered ______ â€Å"the true father of our national literature. † A. Hamlin Garland B. Joseph Kirkland C. Mark Twain D. Henry James 39. In his poetry, Whitman shows concern for ______ and the burgeoning life of cities. A. the colonists B. the capitalists C. the whole hard -working people D. the intellectuals 40. In 1837, ______ published Twice Told Tales, a collection of short stories which attracted critical attention. A. Emerson B. Melville C. Whitman D. Hawthorne 21. The work ________ by William Blake is a lovely volume of poems, presenting a happy world, though not without its evils and sufferings. A. Songs of Innocence B. Songs of Experience C. Poetical Sketches D. Lyrical Ballads 22. The plays known as â€Å"the Lawrence trilogy† are all the following EXCEPT ________. A. A Collier’ s Friday Night B. Lady Chatterley’ s Lover C. The Daughter in Law D. The Widowing of Mrs. Holroyed 23. Greatly and permanently affected by the ________ experiences, Hemingway formed his own writing style, together with his theme and hero. A. mining B. farming C. war D. sailing 24. â€Å"The dignity of movement of an iceberg is due to only one -eighth of it being above water. † This â€Å"iceberg† analogy about prose style was put forward by ________. A. William Faulkner B. Henry James C. Ernest Hemingway D. F ·Scott Fitzgerald. 25. In Go Down, Moses, ________ illuminates the problem of black and white in Southern society as a close- knit destiny of blood brotherhood. A. William Faulkner B. Jack London C. Herman Melville D. Nathaniel Hawthorne 26. In Death in the Afternoon ________ presents his philosophy about life and death through the depiction of the bullfight as a kind of microcosmic tragedy. A. William Faulkner B. Jack London C. Ernest Hemingway D. Mark Twain 27. William Faulkner once said that ________ is a story of â€Å"lost innocence,† which proves itself to be an intensification of the theme of imprisonment in the past. A. The Great Gatsby B. The Sound and the Fury C. Absalom, Absalom! D. Go Down, Moses 28. Walt Whitman believed, by means of â€Å"________,† he has turned poetry into an open field, an area of vital possibility where the reader can allow his own imagination to play. A. free verse B. strict verse C. regular rhyming D. standardized rhyming 29. Herman Melville’s second famous work, ________, was not published until 1924, 33 years after his death. A. Pierre B. Redburn C. Moby-Dick D. Billy Budd 30. In 1920, ________ published his first novel This Side of Paradise which was, to some extent, his own story. A. F ·Scott Fitzgerald B. Ernest Hemingway C. William Faulkner D. Emily Dickinson 31. Unlike his contemporaries in the early 20th century, ________ did not break up with the poetic tradition nor made any experiment on form. A. Walt Whitman B. Robert Frost C. Ezra Pound D. T. S. Eliot 32. While Mark Twain seemed to have paid more attention to the â€Å"life† of the Americans, ________ had apparently laid a greater emphasis on the â€Å"inner world† of man. A. William Howells B. Henry James C. Bret Harte D. Hamlin Garland 33. At the age of eighty -seven, ________ read his poetry at the inauguration of President John F. Kennedy in 1961. A. Robert Frost B. Walt Whitman C. Ezra Pound D. T. S. Eliot 34. Of all Herman Melville’s sea adventure stories, ________ proves to be the best. A. Typee B. Redburn C. Moby – DickD. Omoo 35. Man is a â€Å"victim of forces over which he has no control. † This is a notion held strongly by ________. A. Robert Frost B. Theodore Dreiser C. Henry James D. Hamlin Garland 36. With the publication of ________, Theodore Dreiser was launching himself upon a long career that would ultimately make him one of the most significant American writers of the school later known as literary naturalism. A. Sister Carrie B. The Titan C. An American Tragedy D. The Stoic 37. Nathaniel Hawthorne was affected by ________’s transcendentalist theory and struck up a very intimate relationship with him. A. H. W. Longfellow B. Walt Whitman C. R. W. Emerson D. Washington Irving 38. Among the following writers ________ is generally regarded as the forerunner of the 20th -century â€Å"stream of consciousness† novels and the founder of psychological realism. A. T. S. Eliot B. James Joyce C. William Faulkner D. Henry James 39. Walt Whitman wrote down a great many poems to air his sorrow for the death of President ______, and one of the famous is â€Å"When Lilacs Last in the Dooryard Bloom’ d. † A. Washington B. Lincoln C. Franklin D. Kennedy 40. The Marble Faun by Nathaniel Hawthorne, a romance set in______, is concerned about the dark aberrations of the human spirit. A. France B. Spain C. England D. Italy [pic] [pic] [pic] [pic] [pic] [pic]

Wife vs. Daughter in Only Daughter by Sandra Cisneros and Why I Want a

What is a Wife? What is a Daughter? Are they the same, or are they different? A wife supports a husband, but a daughter could also have the same position could she not? A daughter could marry and become a wife, and still be a daughter. Than again, a wife could be an only child, and a wife could have no father. A wife compares to a daughter in many ways, and differs in many different ways as well. All in all, it?s quite possible that all women, go through at least one of these titles, at one point in there lives. In the short story ?Why I want a wife? by Judy Brady, she goes into detail what being a wife is like. The tedious details of day to day activities, the strain and hard work of being a ?good wife?, and the unappreciated service a wife must perform to be accepted by her husband. This story made me feel like, the author felt a little surprised of what she actually does from day to day being a wife, perhaps a little bit bitter toward those who do not notice her action. That brings me to another short story, ?Only Daughter? by Sandra Cisneros. This story is of a Dau...

Feu You and Me

EXECUTIVE SUMMARYThere are four (4) key success factors which are critical to the success of a regular law school industry. These are :1) Good reputation of the school;2) High quality of instruction;3) Consistently high passing percentage of graduates in the bar examinations;4) Consistency of graduates making it to the top 10 in the bar examinations.Currently, Far Eastern University Institute of Law (FEU-IL) has an average of 22. 4% passing percentage in the bar examinations in the last five years. Compared to leading law schools such as Ateneo de Manila University School of Law, University of the Philippines and San Beda College of Law (average passing percentage in the last five years is 89. 6%, 77. 37% and 84. 29% respectively), Far Eastern University definitely does not belong to one of the preferred law schools in the country. At present, FEU-IL has inadequate facilities and library collection. It does not join in Law Debating Competitions and does not even have an official FEU-IL Journal which other leading law schools would normally have. However, FEU-IL has a dynamic and proactive Dean who has strong linkages with Law schools in the Philippines. This distinct competitive advantage can be utilized in order to make the Marketing Plan an effective and successful one for purposes of 100% enforcement. Several marketing strategies were formulated for the FEU-IL. Some of these are as follows: ) Product Development Strategy = This includes enhancement of the Mission / Vision Statement of the FEU-IL, improvement of the facilities and library collection, enhancement of the IL curriculum which would eliminate the Socratic Method of teaching, involvement of faculty members in the syllabi construction and curriculum development for IL, creation of the FEU-IL journal, and conducting seminars for lawyers under the Mandatory Continuing Legal Education Program (MCLE) 2) Product Positioni ng Strategy = This includes the formation of the FEU-IL Debating Council, and the formation of the FEU-IL Website. ) Predatory Marketing Promotion Strategy = This distinct strategy involves campus visits by the Dean of the Institute of Law in cooperation with the Admissions and Placement Office. 4) Other advertising and PR blitz – This includes print advertisements and write-up showcasing the top graduates of Far Eastern University, distribution of flyers, TV guestings and other press releases. The marketing expense rate for 2006 (1. 72%) is considered within acceptable range. As a result, marketing plan will post a phenomenal growth rate of 46. 0% by SY 2006-2007. With the execution of this marketing plan, FEU-IL will become the preferred law school in the Philippines as it achieves the following in the year 2007: 1. Increase market share by 5%. 2. Reinforce the brand to aspiring lawyers through niche marketing. 3. Increase visibility in all legal fora. 4. Attract better qua lity students in order to raise the bar passing percentage of the school. 5. Increase profit by 10%. CURRENT MARKETING SITUATION TYPE OF INDUSTRY:Regular Law School IndustrySIZE OF THE INDUSTRY:This marketing plan will focus only on the regular law school industry in the NCR Region (such as Ateneo de Manila University (AdMU), University of the Philippines (UP), San Beda College (SBC), University of the East (UE), Lyceum University (Lyceum), Arellano University School of Law (AUSL), San Sebastian College (SSC), Manuel L. Quezon University (MLQU) and Far Eastern University (FEU). This excludes hybrid programs such as the JD-MBA program. Over the years, the number of law schools has steadily increased and recently, the Commission on Higher Education (CHED) reported that there are 104 law schools operating in the country. The great majority of lawyers graduated from private law schools. Of the 59 law schools listed by the Supreme Court in 1999 in connection with the bar examinations for that year, only eight are state or public law schools. Of the eight state-supported schools, two are established by chartered cities, five are regional schools, and one national law school which is the UP College of Law. About 28 law schools are university-based. At least nine schools are run by Catholic religious orders. One law school forms part of a state university established for the Muslim community and maintains education in Islamic Law. The Commission on Higher Education (CHED) supervises law schools in the country. Graduates earn a Bachelor of Laws (LL. B. ) or Juris Doctor (J. D. ) degree. The potential market would comprise fresh graduates, holders of MBA and PhD Degrees, doctors, nurses, accountants, engineers, architects and government officers STRUCTURE AND DYNAMICS OF THE INDUSTRY: Around 80% of the average law school population are working students who study at night being taught mostly by part time faculty, while the rest are enrolled in day or weekend classes. Most Philippine law schools subscribe to the American law school teaching model. Law teaching was done through lectures. English is the medium of instruction. Class attendance is compulsory. The â€Å"modified Socratic method† in which questions and answers were generally derived from assigned texts and the case study system are the most widely used. A strategic weakness of the legal education in the Philippines is the part time character of the faculty. Law schools draw lecturers from the courts and law firms. Pursuing their full time work in the Court of Appeals or Regional Trial Courts and in law offices, law teachers go to the law schools in the evening to lecture or hold classes, within the duration of their contracts. Moreover, hardly is there a full-time law dean. The only exception prevails in the U. P. College of Law which keeps a full-time dean and 20 full-time faculty members, in addition to 30 adjunct or non-regular professorial lecturers. The annual bar examinations is a rite of passage deemed locally to be the ultimate test of excellence for students and for law schools. Each year, on four Sundays in September, around 4,000 law graduates take the bar examination. About 20% pass each year, or about 800 new lawyers. Applying this gauge, a little over 15% of law schools are performing above par. The Supreme Court is constitutionally vested with the exclusive power over admission into the bar. It exercises this power through the bar examinations, administered by the Court itself. By way of example, the Court, by identifying the subjects and the coverage of each subject, effectively tells the law schools what courses to offer and what laws to teach. Tools that were utilized in order to assess the structure of the industry are: 1) Porter Framework – The ultimate function of this framework is to identify companies competing with each other and analyze the four factors affecting the competitive situation of the Regular Law School Industry (NCR) 2) Mckinsey Matrix – One of the tools used in order to analyze the competition. This matrix is composed of two parts such as the business position in the vertical analysis and market attractiveness in the horizontal axis. 3) Winner Analysis – It is used to analyze what makes a competitor a winner and a loser. The FEU-IL will be evaluated based on the industry’s assessment of winners and losers. 4) Competitor Fact Sheet (Figure 4. 1)– contains comprehensive facts about the competitors in the regular law school industry. Detailed facts are presented such as: how old is the law school, size of enrollment, number of topnotchers for the last five (5) years, Average passing percentage for the last five (5) years, tuition fees, best features, professor-student ratio, and areas for improvement. PORTER FRAMEWORK [pic] REGULAR LAW SCHOOL INDUSTRY This framework establishes the market segments which the FEU-IL can tap (i. . New graduates and Entrepreneurs). There is also a need to be competitive on facilities and library collections as this affect the regular law school industry where FEU-IL belongs MCKINSEY MATRIX (Figure 6. 1) The matrix utilized two (2) components that determined the over-all performance of the regular law school industry, namely: Business Position and Market Attrac tiveness. The business position is based on the following criteria: 1. Revenues 2. Enrollment 3. Stability 4. Growth On the other hand the market attractiveness is based on the following criteria: 1. Track Record 2. Reputation 3. Quality Instruction 4. Facilities 5. Reasonable tuition fees The matrix will indicate that UP, SBC and AdMU are leaders of the industry. However, UST and AUSL are beginning to make their marks in the industry. UST and AUSL have the potential of becoming the leaders in the industry. MLQU lags behind among the law schools mentioned. WINNER ANALYSIS (Figure 6. 3) In the Winner Analysis, you will see that FEU is considered a loser, having 3 out of 4 characteristics of a loser. THE STATE OF THE PHILIPPINE LEGAL EDUCATION In a recent study, it was observed that schools that do well in the bar examinations â€Å"remain to be producers of higher percentage of passing rates and they share similar policies such as the rigid/screening process, maintenance of high level of academic performance in their law subjects, adoption of the quotient point index (QPI) to remain in the law school, hiring of deans with pro-active hands-on management style, and infusion of financial resources to the law library to better equip the faculty and students with the mass of the legal knowledge, data and materials to enhance their skills and aptitude in the field of law. The study recommended that the law curriculum/program be improved and developed so as to produce competent world-class lawyers with proper sense of ethical values in exercising their profession. It is also stressed the need for new policy standards on the law program that will take into account several major developments in the field of law during the past decade and the trend towards globalization of the practice of the profession. THE USE OF TECHNOLOGY The Arellano University School of Law is the only law school in the Philippines with a comprehensive legal database and which is available for free on the internet. Lex Libris, which is on subscription basis, and which provides practically the same data, is another Philippine database. Many of the younger law faculty in Metro Manila use computers to illustrate material in class through powerpoint presentations. They are likewise already transmitting syllabi and course materials to students over the Internet. Electronic casebooks and textbooks are now being marketed locally although they are not very popular among law students. No law school in the Philippines, as of this writing, has required students to own or bring computers.KEY SUCCESS FACTORSConsidering the current external environment, the following constitutes the key success factors critical to the success of the industry: 1. Good reputation of the school 2. High quality of instruction 3. Consistently high passing percentage of graduates in the bar examinations. 4. Consistency of graduates making it to the top ten in the bar examinations.OPPORTUNITY AND ISSUE ANALYSIS BRIEF HISTORY OF THE COMPANYThe FEU Institute of Law opened its doors in 1934, making it one of the older colleges of law in the country. It prides itself as a pedigreed law school from whose ranks two other law schools located in the university belt were formed. The Institute is proud of its alumni whose accomplishments have honored their alma mater and the legal profession. These include two justices of the Supreme Court, a Secretary of Justice, several Justices of the Court of Appeals and Sandiganbayan, regional and municipal trial court judges and government prosecutors. In addition, many of its graduates now occupy positions of leadership in the community and play vital roles in legal practice, business and government service. Also, the Institute has the unique distinction of having two Senate Presidents serve as Dean – Jovito Salonga from 1957-1961 and Neptali Gonzales from 1976-1986. In 2003, the Institute teamed-up with the De La Salle University Graduate School of Business to offer the JD-MBA program, the first graduate dual degree program in law and business administration. The dual degree program prepares students to approach problems from the perspectives of both a business executive and a lawyer. This program is designed to provide students with the knowledge and skills necessary to excel in two interrelated disciplines and to understand the interrelationships between them. It has been the Institute’s consistent policy to provide quality legal education at an affordable cost. The Institute of Law endeavors to maintain its tradition of being a law school that remains a haven for the working but deserving class. VISION STATEMENT It has been the Institute’s consistent policy to provide quality legal education at an affordable cost. The Institute of Law endeavors to maintain its tradition of being a law school that remains a haven for the working but deserving class. MISSION STATEMENT To complement the objectives of the legal education enumerated in Republic Act 7662, the Institute of Law is committed to pursue the following: †¢ To impart to the law students a broad knowledge of law and its various fields, and of the role and functions of legal institutions; †¢ To develop their legal research skills and to analyze, articulate and apply the aw effectively, as well as to enable them to gain a total approach to legal problems and issues †¢ To prepare law students for advocacy, counseling and decision-making and imbue them with the ability to deal with legal problems; †¢ To inculcate in them the ethics and responsibilities of the legal profession; †¢ To train young men and women for the legal profession known for their technical competence, professional zeal and unblemished integrity. BUSINE SS SYSTEMS MODEL a) Admission of students b)Processing of students [pic] [pic] The FEU-IL Business System Model describes the processing of human resources, particularly lawyers. It has two components: 1) Admission of Students — Before a student is admitted in the FEU-IL program, he has to take an entrance examination. Once he passes the entrance examination, he becomes eligible to enroll in the FEU Institute of Law. 2) Processing of Students – Once a student becomes eligible to enroll at the FEU Institute of Law, he now enrolls the subjects which he is required to complete. All methods of instruction are done inside the classrooms with the Professors of Law supervising the students. Final grades will be given to the students through the professors of law at the end of every semester. Upon completion of all the academic requirements, he now becomes eligible to take the Bar Examination administered by the Supreme Court. The graduate reviews for six months and once he passes the bar examinations, he is now admitted to the bar. It is important to take note of the business system model because this will be the blue print for making the marketing plan for the FEU-Institute of Law SWOT ANALYSIS A SWOT analysis is a tool in determining the company’s strengths and weaknesses, exploiting the different opportunities which the company might face and thinking of ways in order to ward off the possible threats that it may face. It tends to present alternative courses of actions that will be the basis for the various marketing strategies that will be utilized for the marketing plan of FEU-IL. The strategies should address the following issues: †¢ How can the company overcome its weaknesses to ward off the threats it faces? (WT Strategies) †¢ How can the company utilize its strengths to ward off the threats it faces? (ST Strategies) †¢ How can the company utilize its strengths to exploit the opportunities it faces? (SO Strategies) †¢ How can the company overcome its weaknesses to exploit the opportunities it faces? (WO Strategies) |Opportunities (O) |Threats (T) | | |MRT |Bad pronouncements about lawyers | | |Good write-up about FEU |Many lawyers are dragged in scandals | | |TV guestings |High attrition rate in the bar examination | | | |High cost of living | |Strengths (S) |SO Strategies |ST Strategies | |Good location |Flyer Distribution at MRT (O1,S1, S3) |Print Ad showcasing top gradua tes of FEU-IL| |Reasonable fees |TV pluggings (O2, O3, S4) |(T1, T2, S3) |Good Instruction |Press releases of testimonials who |Intensive Review for the bar examinations | |Proactive dean |benefited from the reasonable tuition fees |(T3, S2, S3) | |Offers the MBA-JD Program in cooperation |(O2, O3, S2, S3) |Inviting bar lecturers and appointing them | |with the DLSU School of Graduate Studies |Conduct a Tamaraw Tour in chosen |as professorial chairs (S2, S3, T1, T2, T3)| | |universities and provide promotional CDs |Aggressive improvement of the physical | | |for give away (S4, O2, O3) |plant and library collection of the | | | |Institute (S4, T3) | | | | | |Weaknesses (W) |WO Strategies |WT Strategies | |Inadequate facilities |Full scholarship to honor graduates with |Creation of the FEU IL Journal containing | |Low passing percentage rate as compared to |stipend (W3, O2, O3) |the published works of the FEU-IL Faculty | |the leaders |Creation of the FEU Law Debating team to |with th e latest legal updates and Supreme | |No topnotchers for the last five (5) years |prepare FEU-IL students to win in |Court Resolutions (T1, W4,) | |Current image: not a preferred law school |competitions (W2, W3, W4, W5, S3) | | |Inability to attract quality students |Creation of the FEU-IL Website containing | | |Support Staff service |the IL Curriculum, syllabi and other | | |Lack of financial resources |activities that are pertaining to the | | |Faculty unrest |Institute of Law (i. e. bar exam operations,| | |No fulltime Associate Dean |articles published by FEU-IL faculty, etc. )| | |Inadequate library collection |(W4, W14, O2) | |Absence of professorial chairs | | | |Problem in salary structure of faculty | | | |members | | | |Weak U-belt Consortium Bar Review | | | |Lack of published research colloquia within| | | |the Institute | | | |Faction in the IL Alumni Foundation and IL | | | |Management | | | STRATEGIC ISSUES 1) How will the Far Eastern University Institute of Law inc rease its market share? 2) How will Far Eastern University Institute of Law become the preferred law school in the Philippines? DISTINCT COMPETITIVE ADVANTAGE FEU-IL has a pro-active, young and charismatic Dean who is elected President of the Association of Law Schools in the Philippines for three consecutive terms and who finished his Master of Laws at Harvard University, U. S. A. SUSTAINABLE COMPETITIVE ADVANTAGE The FEU — Institute of Law has produced a total of 74 topnotchers for the last 71 years of forefront in the law school industry. One of them is Artemio Panganiban, now the Supreme Court Justice of the Philippines, and Jose N. Nolledo, an author of various books in Commercial Law and Remedial Law. MARKETING GOALS / OBJECTIVES 1. Within 2007, FEU Institute of Law will increase market share by 5%. 2. Reinforce the FEU Institute of Law brand to aspiring lawyers through niche marketing. 3. Within SY 2006-2007, the FEU Institute of Law will increase visibility in all legal fora. 4. Within 2007, FEU Institute of Law will be able to attract better quality students in order to raise the bar passing percentage of the school. 5. Within 2007, FEU Institute of Law will increase profit by 10%. MARKETING STRATEGIES I. PRODUCT DEVELOPMENT STRATEGY a. Enhancement of the Mission and Vision Statement of the FEU-IL The Vision and Mission Statement of FEU-IL should be improved and enhanced in order to achieve the above marketing goals. The following is the suggested Mission/Vision for FEU-IL: We are committed to produce lawyers equipped with globally relevant, competitive and real world skills. Our graduates are trained to be service-oriented to their clients but at the same time mindful of their social responsibilities to the community and their ethical duties towards the administration of justic e. † â€Å"Through our core values of teamwork, responsibility and integrity, we shall passionately dedicate ourselves to the development of the mind and spirit of our students by adequately preparing them to become committed and responsible citizens responding to the changing needs of the global community and ready to provide the required specialized legal services. † b. Physical Plant: There is a need to be aggressive in purchasing law books that will be utilized by students for their studies. The FEU Law Library must be physically equipped and ready for the acquisition and storage of new books that will be used as a tool for effective instruction. There is also a need to improve the physical plant of the Institute. Most of the law schools in the University belt area are now having sound proof rooms and sturdy chairs with AVR facilities. Some law schools have their own exclusive law building to accommodate more enrollees with state-of-the-art facilities. Today, there is no escape for the need of becoming globally competitive in terms of facilities and instruction. It is also appropriate for the University to have an image of a technologically oriented institution with a view of providing quality but affordable legal education for the working class. c. Enhancement of the IL Curriculum: In a recent study of the Best Practices of Law Schools in the United States and United Kingdom, the following were noted: 1. A law school can best achieve excellence and have the most effective academic program when it possesses a clear mission, a plan to achieve that mission, and the capacity and willingness to measure its success or failure. Absent a defined mission and the identification of attendant student and institutional outcomes, a law school lacks focus and its curriculum becomes a collection of discrete activities without coherence. If a school does not assess its performance, it can easily be deluded about its success, the effectiveness of its pedagogical methods, the relevance of the curriculum, and the value of its services to its constituencies. A law school that fails to assess student performance or its performance as an institution, or that uses the wrong measures in doing so, has no real evidence that it is achieving any goals and objectives. A law school that lacks evidence of achievement invites demands for accountability (Gregory Munro, Outcomes Assessment For Law Schools 3-4, Institute for Law Teaching 2000) 2. It is especially important for law schools to clearly articulate specific outcomes for their programs of instruction. 3. Law schools should be encouraged to coordinate their programs of instruction and to integrate the teaching of theory, doctrine and practice. Legal educators should be discouraged in relying on the case method / Socratic dialog, to make problem-based learning the primary mode of instruction and to be more attentive to basic principles of effective education. 4. There is a need for law schools to employ teachers who are 100% committed to excellent teaching and to establish improved teacher development programs. 5. There must be a regular evaluation of the school’s program of instruction to determine whether its objectives are achieved effectively or efficiently. This can be done by soliciting and incorporating opinions from outside the academy, and gathering information from students about their needs and objectives. 6. Best practices for delivering instruction are: 1) Coordinate the Program of Instruction; 2) Integrate the teaching of theory, doctrine and practice; 3) Employ basic principles of effective educational programs; 4) Encourage active learning and give prompt feedback; 5) Effective Time Management; 6) Use of technology. In this regard, it is suggested that the Institute of Law enforce the following in the enhancement of its Faculty Instruction: 1. The problem method (as opposed to the Socratic Method) should be used to achieve clear, appropriate objectives. It requires students to analyze and answer legal problems in context. Extensive research of the students is required. If possible, cases and Supreme Court rulings should be assigned to facilitate legal problems in context. It is also advised that there must be integration of teaching theory, doctrine and practice. Exposure to real life situations (i. e. interviews or sponsored tours) should also be incorporated in each subject so that students will have to apply what they have learned in theory. 2. All subjects offered by the FEU-IL must have a syllabi in modular format, specifying the topics to be discussed with the objectives to be achieved every meeting. Activities every topic should be indicated to guide students on what is expected of them every meeting. 3. Recruitment of efficient and effective teachers who are 100% committed to teaching is imperative. That is why a regular evaluation of quality of instruction of teachers should be done on a regular basis (i. e. monthly) to determine if effectiveness of the instruction is being done consistently and regularly. Feedback from students regarding their suggestions and concerns should be addressed immediately, favorable or unfavorable. 4. It is imperative that faculty members take part in the program development of the Institute’s curriculum. Committees should be formed among the faculty members in the Institute of Law to make faculty members involved in IL’s growth and development. 5. In determining the placement of law graduates who newly passed the bar, continuous collection of data on educational outcomes will be used for the school to articulate how these educational outcome data is used to improve individual student and overall program performances. This can be done by soliciting and incorporating opinions from different employers outside the academy. 6. Strategic planning workshop is therefore imperative to achieve excellent quality of instruction. Participants will be the Dean of the Institute, the Associate Dean, chosen faculty of the Institute, the Supervisor and a Supreme Court Justice (if possible) to map out program of activities and wish list for the Institute of Law. d. FEU-IL Journal The formation of the FEU-IL Journal is an excellent tool for research and development and a good forum for IL faculty members to publish their works. It is suggested that FEU-IL coordinate closely with the Office of Research and Development of Far Eastern University for the mechanics. e. MCLE Provider For your information, the Mandatory Continuing Legal Education (MCLE) is a requirement for all lawyers to comply. In this regard, all members of the bar are required to attend the MCLE seminars to be abreast of the new laws and procedures in the legal profession. Currently, some agencies and universities (i. e. UP College of Law, Arellano Law School, Integrated Bar of the Philippines) are already MCLE providers, giving seminars for the lawyers. As of this date, no agency or law school in the University Belt Area has become an MCLE provider. It is suggested that the FEU Institute of Law would apply as an MCLE provider. To be an MCLE provider at an affordable fee will be a good promotion for the school, aside from the fact that it is a good source of funding for the FEU Institute of Law for the improvement of its facilities and physical plant. f. Administration of the FEU Institute of Law: A delineation of duties and responsibilities is now appropriate and forthcoming for the FEU Institute of Law with respect to its Dean and Associate Dean. The Associate Dean should now be directly in-charge in serving the needs of the students and faculty in the Institute of Law while the Dean is directly in-charge of networking and promoting FEU Institute of Law with other universities and colleges Managing the Curriculum, Instruction, faculty and students should be done by the Associate Dean. Staff members should also be pro-active in walking the extra mile in giving excellent service, not only to students, but also to visiting prospective students. There should be series of training for the staff members of FEU-IL to prepare them for the SY 2005-2006. II. PRODUCT POSITIONING STRATEGY a. Formation of the FEU-IL Debating Council There must be an active Law Debating Council to compete with the different law schools within the country. The formation of an active Law Debating Council will expose the students to various debating competitions. With the aim of becoming No. 1 in debating competitions, it will help boost the image of the FEU Institute of Law across all law schools in the country. The Oracle and Debating Council is the official debating council in Far Eastern University. It is suggested that the FEU Oracle and Debating Council should help in the formation of an active FEU Institute of Law Debating Council to help boost the FEU Institute of Law’s image in winning debate competitions. b. FEU-IL Website There must be a regular, effective and comprehensive FEU-IL Website that will show the Institute’s Vision, Curricula and syllabi of the different subjects. The Website is also a good tool for the Institute to make it as a forum for bar exam operations. III. PREDATORY MARKETING PROMOTION STRATEGY AGGRESSIVE ARTICULATION CAMPAIGN (TAMARAW CAMPUS TOUR) Leading law schools in the industry do not engage in an aggressive articulation campaign since they are confident that there will have enrollees, considering their reputable image in the industry. Therefore, a flank attack is necessary to attack the weakness of these leading law schools. It is suggested that the Dean of the Institute of Law, in coordination with the Admissions, Placement Office, establish a strategy on how to go to different colleges and universities in the Metro Manila Area, and possibly in the provincial areas, to articulate the FEU Institute of Law. No dean in Metro Manila has done any aggressive articulation campaign by going to different universities and colleges. It will be the first time in history that a dean will be doing school to school articulation on behalf of the FEU Institute of Law. In-campus entrance exams, in coordination with the Registrars of the universities involved, may also be conducted to further facilitate the admission of students who desire to take up Bachelor of Laws. That is why there is a need for a fulltime Associate Dean who should be the one in-charge of the management and administration of the FEU Institute of Law while the Dean is busy establishing network and doing articulation within the country. IV. ADVERTISING AND PR BLITZ The company will engage into the following advertising and promotion strategies: 1. Print ads or write-up showcasing the top graduates of Far Eastern University (i. e. Justice Artemio Panganiban) 2. Distribution of flyers near the MRT UBelt station regarding the FEU-IL 3. Engage in TV guestings to give FEU-IL the opportunity plug its IL program. 4. Press release of testimonials of several FEU-LAW Alumni. 5. Distribution of brochures and promotional CDs during the Tamaraw Campus Tour CURRENT MARKET SEGMENTATION STRATEGY OF FEU-IL [pic] Proposed Segmentation Strategy for FEU-IL: Within 2008, the market segmentation will be composed of 90% Fulltime students and 10% Working professionals as hereto indicated: ACTION PROGRAM FOR SY 2005-2006 Sales Plan June – August 2005 |Activity |In-Charge |Target Date |Budget |Expected Output | |Printing of brochures |Associate Dean |June 1, 2005 |Printing |10,000 brochures printed | | | | |P4 x 10,000 = P40,000 | | |Training of Office Staff |Associate Dean |July 15, 2005 |Food |Trained office staff | | | | |P135 X 7 = P945. 0 | | |Printing of Flyers |Associate Dean |June 1, 2005 |P2 X 20,000 = P40,000 |20,000 flyers printed | |Promotional CDs |Associate Dean |August 1, 2005 |P25 X 200 = P5,000 |200 Promotional CDs for give| | | | | |away | |TAMARAW CAMPUS TOUR / |Dean / Admissions and |July 15, 2005-August|Transportation |Visited 45 schools | |Articulation , Metro |Placement Office |30, 2005 |P200 X 3 (schools)=P600 X 15 | | |Manila Area | | |days= P9,000. 00 | | |MCLE provider |Associate Dean |June 30, 2005 |Application fee =P2,000. 00 | | September – November |Activity |In-Charge |Target Date |Budget |Expected Output | |Printing of the FEU IL |Dean / Associate Dean / |October 15 |P45,000. 0 |Printed Journal | |Journal |Director for Research and| | |containing published | | |Development | | |works of faculty | | | | | |members of the FEU-IL, | | | | | |with up to date laws | | | | | |and Supreme Court | | | | | |rulings | |School Tour / Articulation |Dean / Admissions and |September 15- November|Transportation |Visited 45 schools | |, Metro Manila Area |Placement Office |15 |P200 X 3 (schools)=P600 X 15 | | | | | |days= P9,000. 0 | | |Information Dissemination |Dean |November 30, 2005 |Flyers |Printed flyers and | |for the MCLE Seminars | | |P4 x10,000 = P40,000 |posters for the MCLE | | | | |Posters |Seminars | | | | |P25 X 200 = P5,000 | | December 2005-February 2006 |Activity |In-Charge |Target Date |Budget |Expected Output | |School Tour / Dean / Admissions and |January 15-February |Transportation |Visited 15 schools | |Articulation, Provincial|Placement Office |28, 2006 |P400 X 3 (schools)=P1,200 X 5= | | |Area | | |P9,000. 00 | | |MCLE Semi nar |Dean / Associate Dean |January, 2006 |Food |An MCLE accredited | | | | |P60 x 75 = P4,500 |seminar for the lawyers | | | | |Production of handouts | | | | | |100 pages x P2 x 75=P15,000. 0 | | March 2006-May 2006 |Activity |In-Charge |Target Date |Budget |Expected Output | |School Tour / |Dean / Admissions and |March 15, 2006-May |Transportation |Visited 15 schools | |Articulation, Provincial|Placement Office |15, 2006 |P400 X 3 (schools)=P1,200 X 5= | | |Area | | |P9,000. 00 | | |Printing of the FEU-IL |Associate Dean / Director |April 15, 2006 |P45,000. 0 |An informative journal | |Journal |for Research and | | |containing the latest | | |Development | | |laws, decisions of the | | | | | |Supreme Court and | | | | | |administrative bodies; and| | | | | |articles written by | | | | | |Faculty members of the | | | | | |FEU-IL | |Promotional CDs |Associate Dean |March 1, 2005 |P25 X 200 = P5,000 |200 Promotional CDs for | | | | | |give away | ADVERTISING PLAN June – Augus t 2005 Activity |In-Charge |Target Date |Budget |Expected Output | |Production of posters |Associate Dean |August 15, 2005 |Printing |50 sets of printed posters | | | | |P20 x 50 = P1,000. 00 | | |Production of T-Shirts |Associate Dean |July 1, 2005 |Printing |50 shirts produced | | | | |P50 x 250 =P5,000. 00 | | March 2006-May 2006 Activity |In-Charge |Target Date |Budget |Expected Output | |AD regarding the FEU-IL |Dean |March 15, 2006- |Billboard = P30,000. 00 |-Billboard advertising the | |and its successful | | |Newspaper Ad (for |FEU-IL | |graduates or topnotchers | | |PDI)=P50,000. 00 |-printed advertisement of | | | | | |the FEU-IL | PR PLAN June – August 2005 Activity |In-Charge |Target Date |Budget |Expected Output | |TV Guesting |Dean |July 15, 2005 |Tranportation= P200 |Guested in a TV program to | | | | |Honorarium= P2,000 |give his legal opinion on an | | | | | |important issue; Plugged | | | | | |FEU-IL | September – November 2005 |Activity |In-Charge |T arget Date |Budget |Expected Output | |Write-up in a newspaper |Dean |October 15, 2005 |Honorarium for the writer |Published article | |regarding testimonial of | | |P5,000. 0 |regarding the testimonial | |an FEU-IL Alumnus (PDI) | | | |of one of the successful | | | | | |FEU-IL Alumnus | |Write-up in a magazine |Dean |November 15, 2005 |Honorarium for the writer |Published article | |regarding one of the top | | |P5,000. 00 |regarding one of the top | |graduates in the FEU-IL | | | |graduates in the FEU-IL | December 2005-February 2006 |Activity |In-Charge |Target Date |Budget Expected Output | |TV Guesting |Dean |July 15, 2005 |Tranportation=P200 |Guested in a TV program | | | | |Honorarium=P2,000 |to give his legal opinion| | | | | |on an important issue; | | | | | |Plugged FEU-IL | FAR EASTERN UNIVERSITY INSTITUTE OF LAW FINANCIAL PROJECTION OF REVENUES AND EXPENSES FOR SY 2005-2006 a) Growth Rate | |Revenues |Increase (Decrease) |% | |SY2004-2005 |P14,063,233. 00 | | | |SY2005- 2006 |P14,488,740. 0 |P 425,517. 00 | 3. 02 | |SY2006-2007 |P21,285,000. 00 |P6,796,260. 00 | 46. 90 | b) Marketing Expense Rate | |Revenue |Attributed Marketing Expense |Marketing Expense Rate | |SY 2005-2006 |P14,488,740. 00 |P267,124. 00 |1. 84% | |SY 2006-2007 |P21,285,000. 00 |P365,885. 00 |1. 72% | ) Revenue-Marketing Expense Ratio NR – OR ————————= 21,285,000. 00 – 14,488,740. 00 =P6,796,260. 00 NME-OME ————————————– —————– 365,885 – 267,124. 00 P98,760. 00 P68. 82 ** For every P1 spent on marketing expense, FEU-IL generates P68. 82 return. Thus, the marketing plan is deemed cost effective. The additional P98,760. 00 marketing budget can yield an incremental tuition revenue of P6,796,260. 00 (Note: The impact of a marketing budget can only be reflected in the succeeding schoolyear) RISK ASSESSMENT AND CONTROLS Predicted Problems to be encountered |Suggested Control Measure | |Marketing Budget might not be approved by top management |Always provide a justification for the approval of the marketing | | |budget | |Press releases may not be cost-effective |PR Company must submit copy of press releases for documentation | | |purposes. Press releases should be filed properly with all the | | |expenses allotted to it. The papers should be placed under Public| | |Relations file with the indispensable back-up in case of | | |misplacement; | | |There must be proper recording and filing of all expenses | | |incurred. | |Students, Staff and Faculty members might not cooperate |Make the students, staff and faculty members appointed responsible| | |and accountable in certain tasks | |Desired outputs of the Marketing plan are not met. A regular post-evaluation per activity must be done to determine | | |the problems encountered and the solutions to be done in order to | | |arrest future problems; | |A scandal may erupt which could lead to tarnish the name of |The IL Dean, Associated Dean and Faculty should guide properly IL | |the FEU-IL |students and graduates | |Factionalism could affect marketing efforts |Infuse new blood. | A P P E N D I X ———————– Promotion of the school Substitutes Good income Entrepreneurship Managerial work Overseas work Stud ent enrolls ee To be an esteemed professional Pursue other high income professions such as medicine, architecture, accountancy, engineering Professional Growth in legal practice Diploma / Certificate of Participation in Seminars sponsored by the IBP The need to pass the bar exams Enroll in Hybrid programs (MBA-JD Program) To go to law schools outside NCR Customers: †¢ New graduates †¢ Professionals †¢ Entrepreneurs †¢ Government employees 3-time flunkers in the Bar †¢ exams †¢ Transferees COMPETITORS SBC (Leader) UP (Leader) AdMU (Leader) FEU (Laggard); UST (Laggard) Lyceum (Laggard) SSC (Laggard) AUSL (Laggard) Suppliers: * Publishing Companies * E-learning resources * Office Equipment Distributors * Office Supplies Distributors * Furniture Distributors * Staffing * Law Professors New Entrant None Graduate reviews for the bar exams Student attends class and professor teaches, mentors and counsels student If prospective student passes, he enrolls Prospe ctive student takes entrance exam Will student graduate? If no If yes Graduate fails bar exams Graduate is admitted to the bar. [pic]