Describe how lesson pacing may vary based on specific student Essay

Describe how lesson pacing may vary based on specific student characteristics and complexity of the content - Essay Example There has to be a change in the pace of delivering lectures from the teachers. Otherwise, the lesson will become monotonous. The students will be uninterested in learning the lesson. The teacher may change the pace and impart various activities to rouse interest in the minds of the students. The teacher may induct certain activities or take small tests. This breaks the monotonous cycle of the lesson and imparts something new. A teacher may use interesting references from other books to make the lessons more interesting. Pacing of the lessons is an important criterion for the students to learn. It has been observed that the students learn more if the pace of the delivery of lessons is fast. This means that the students are supplied with more materials to learn. The â€Å"Academic learning time† for students is a small percentage of the total available time. The learning time for the students is only about 17% of the total available time. Therefore, to impart maximum amount of knowledge it is essential for the teachers to follow a brisk pace in teaching the students. It has been observed that the students learn more with brisk pace. However, the efficiency of pacing depends upon the teachers imparting knowledge to the students. The effective teachers tend to cover more in a short period. The less effective teachers are left to cover most of the curriculum in the later part of the course and cannot provide the students with enough time to practice. This makes the students less efficient in the lessons, which makes an important effect on their progress. (Time management, n.d. pp. 4-7; Teaching tip 18, n.d.: Pacing, n.d.) Again, it has to be kept in mind that students may not be open to take the knowledge imparted to them in the short time frame. Therefore, though the teachers may look to finish the lesson in a short period but it may not be useful for the students at all. Therefore, pacing has to develop by

The Food Dilemma of the Omnivore Essay Example for Free

The Food Dilemma of the Omnivore Essay Everybody loves food, especially America. Americans are obsessed with food, and that is correlated to the fact that in America, food is almost always readily available to us. We have fast food restaurants, grocery stores, restaurants, and farmers markets with most of the food being relatively affordable. Our nation without a doubt has many dilemmas that need to be solved, however if you were to group all of these dilemmas into different sets and focus on the â€Å"food† set of the dilemmas, which would be our nation’s current food dilemma? Taking everything into account, finding healthy, tasteful foods seems to be the main concern of many Americans today. With obesity on the rise like it is, healthy foods are a need to many of Americans. However, this is a very difficult dilemma to solve because many of the tasteful foods are usually the unhealthy ones, eating only healthy foods could very well make us miss out on key nutrients our body needs, and also the â€Å"important† qualities of food are only known because of science. Some of the trademarks of American foods are pizza and hamburgers, however when has a regular pizza or regular hamburger ever been ordered by someone on a strict diet or someone who only eats healthy foods? Hamburgers have been transformed into veggie burgers and pizzas have been changed to white pizzas. The problem with veggie burgers and white pizzas are they simply do not taste as good as a regular hamburger or pizza. As Michael Pollen stated, â€Å"to think of some of the most delicious components of food as toxins, as nutritionism has taught us to do in the case of fat, does little for our happiness as eaters† (13). When Americans try and eat healthy, they opt to go for the healthy options and not the unhealthy options even though those are the foods that taste the best. So to conquer the dilemma of finding healthy, tasteful foods, we must find healthy foods that taste as good as the unhealthy foods. In America, the amount of Americans who vow to eat healthy and live a  healthy life has indeed gone up of the past decades, but how come the amount of Americans who get sick and who get diseases have gone up. The quality of life is certainly greater now than it was during World War II and during the steel mill days, but the amount of cancer patients has gone up along with many other life threatening diseases. Could that be connected to the fact that food is no longer what it used to be and vital nutrients are missing from our diet because they are only available to us from unhealthy foods? In The Changing Significance of Food, Margaret Mead brings up the question, â€Å"how can the country be overnourished and undernourished at the same time† (15). Mead is point on when she states that America is overnourished based upon how many healthy foods we have, however it is very interesting when she states we are undernourished at the same time. America is able to be both undernourished and overnourished because the healthy, diet foods do not contain the nutrients we need to live a healthy life. An example of this would be the choice between whole milk and skim milk for a baby or toddler. Skim milk is obviously healthier and does not contain as many calories as whole milk, however does skim milk supply all of the nutrients whole milk does to the body. If we can succeed in adding all of the nutrients we as humans need to the deemed â€Å"healthy† foods, we will be a step closer in conquering the problem of finding healthy, tasteful foods. There are so many foods out there that are labeled healthy, like turkey, white chicken, green tea, and skim milk. However, how do we as consumers know what make all these healthy foods healthy? All of the information we know about food comes from inside a laboratory where food scientists study the components of all the food imaginable. Because of this, any food with any trace of fat in it is automatically thrown out of consideration for being labeled healthy. On the other hand, sure fat may not be healthy, but what if there is a health benefit to eating a certain kind of fat. Maybe down the line scientists will discover a certain kind of fat can help prevent cancer. Going back to Michael Pollen’s article of Nutritionism, Pollen’s quotes Harvey Levenstein when he states â€Å"taste is not a true guide to what should be eaten; that one should not simply eat what one enjoys; that the important components of foods cannot be seen or tasted, but are discernible only in scientific laboratories† (14). Important qualities of  foods now a day are calories, fat and carbohydrates while in the past they were vitamin B, protein and calcium. When producers take out all the unhealthy nutrients in food, the tastefulness of the food indeed goes down, making it a less desirable option. Once again, with the â€Å"important† qualities of food being limited and constraint to a strict standard, it is harder to combat the problem of finding healthy, tasteful foods. Closing out the problems that make it harder to combat the dilemma of finding healthy, tasteful food options, consumers must remember that eating healthy is a very tricky thing. Like stated earlier, the choice between skim milk and whole milk can be a very difficult decision because of the pros and cons of each choice, but in the end the choice should always be decided on which food is better for your body, not which is the â€Å"labeled healthier† option. All in all, our nation’s current food dilemma is finding healthy, tasteful foods because many of the tasteful foods are the unhealthy ones, the country is so concerned about eating healthy we are missing some vital nutrients from the â€Å"unhealthy† foods, and the â€Å"important† qualities of food are only known because of science.

New Teaching Methods for Nontraditional Students Essay example -- Non-

Missing Figures New Teaching Methods for an Untraditional Audience It is becoming more and more common to see older students, or nontraditional students (ages 24 and above), entering college campuses. "Nontraditional" students now make up 36% of the college population (Justice and Dornan, 1). Although some question older students ability to perform in a college setting, research has proven that nontraditional students actually perform better than the traditional students (18-22 year olds). The significant differences between the traditional and nontraditional student has prompted the question whether institutions need to alter their teaching methods to fit the needs of the nontraditional student. As the population of 23+ years old continues to grow in colleges and universities, many feel that the current methods are not intellectually challenging enough for these older students. Much of the data collected in research concludes that the institutions must respond to these differences in motivation and learning. Which means the faculty might soon be challenged to develop more comprehension-based approaches, which will use strategies to explain and apply the course material (Justice and Dornan, 7). This paper will review the unique characteristics nontraditional students possess, compared with traditional students. By pointing out factors such as motivation, coping skills, and learning styles, this paper will illustrate the differences nontraditional students possess for achieving their college education, and why it is important for higher education to alter current teaching methods. These characteristics will illustrate why it is important for universities to change current teaching methods to create an adequate learning ... ... Morris, Emily A., Peggy R. Brooks, and James L. May. â€Å"The Relationship Between Achievement Goal Orientation and Coping Style: Traditional vs. Nontraditional College Students.† Mar. 2003. LookSmart’s FindArticles. 23 Mar. 2004. . Munday, Leo A. â€Å"College Access for Nontraditional Students.† The Journal of Higher Education. Nov.-Dec. 1976, vol. 47. JSTOR. 23 Mar. 2004. . Richardson, John T. E., and Estelle King. â€Å"Adult Students in Higher Education: Burden or Boom?† The Journal of Higher Education. Jan.-Feb. 1998, vol. 69. JSTOR. 23 Mar. 2004. Wolfgang, Mary E., and William D. Dowling. â€Å"Differences in Motivation of Adult and Younger Undergraduates.† The Journal of higher Education. Nov.-Dec. 1981, vol. 52. JSTOR. 23 Mar. 2004. . New Teaching Methods for Nontraditional Students Essay example -- Non- Missing Figures New Teaching Methods for an Untraditional Audience It is becoming more and more common to see older students, or nontraditional students (ages 24 and above), entering college campuses. "Nontraditional" students now make up 36% of the college population (Justice and Dornan, 1). Although some question older students ability to perform in a college setting, research has proven that nontraditional students actually perform better than the traditional students (18-22 year olds). The significant differences between the traditional and nontraditional student has prompted the question whether institutions need to alter their teaching methods to fit the needs of the nontraditional student. As the population of 23+ years old continues to grow in colleges and universities, many feel that the current methods are not intellectually challenging enough for these older students. Much of the data collected in research concludes that the institutions must respond to these differences in motivation and learning. Which means the faculty might soon be challenged to develop more comprehension-based approaches, which will use strategies to explain and apply the course material (Justice and Dornan, 7). This paper will review the unique characteristics nontraditional students possess, compared with traditional students. By pointing out factors such as motivation, coping skills, and learning styles, this paper will illustrate the differences nontraditional students possess for achieving their college education, and why it is important for higher education to alter current teaching methods. These characteristics will illustrate why it is important for universities to change current teaching methods to create an adequate learning ... ... Morris, Emily A., Peggy R. Brooks, and James L. May. â€Å"The Relationship Between Achievement Goal Orientation and Coping Style: Traditional vs. Nontraditional College Students.† Mar. 2003. LookSmart’s FindArticles. 23 Mar. 2004. . Munday, Leo A. â€Å"College Access for Nontraditional Students.† The Journal of Higher Education. Nov.-Dec. 1976, vol. 47. JSTOR. 23 Mar. 2004. . Richardson, John T. E., and Estelle King. â€Å"Adult Students in Higher Education: Burden or Boom?† The Journal of Higher Education. Jan.-Feb. 1998, vol. 69. JSTOR. 23 Mar. 2004. Wolfgang, Mary E., and William D. Dowling. â€Å"Differences in Motivation of Adult and Younger Undergraduates.† The Journal of higher Education. Nov.-Dec. 1981, vol. 52. JSTOR. 23 Mar. 2004. .

Adavantages and disadvantages of space tourism Essay

Tourism is a worldwide popular trend .people love exploring different places by going to destinations which are alien to them. Their are various forms of tourism like ecotourism, cultural tourism, medical tourism ete.. Recently, a new type of tourism was added to list. Namely space tourism. It is just as the name suggest going to space for various purposes like leisure, business ete.. today in this article I will look at the pros and cons of space tourism. One of the main merit of tourism is that it helps to develop economy. As we all know space tourism is a very wide industry hence it will open a path for many job opportunities bringing a solution to the problem of jobless people to a certain extent. Furthermore we will get to discover a wide variety of new things. We can experience firsthand the beauty of comets, asteroids, stars and planets rather than seeing them by using a telescope, after all seeing with our own eyes have a different feel completely. In addition to this ,the fu ture of tourism will flourish. When advanced technological inventions like space shuttles and such are used a lot of people will be attracted to this industry .This is very much true right? Just imagine if we come across an event which we are not very familiar with then the tendency to learn it also grows. On the other hand, there are a lot of demerits of space tourism as well. Space tourism is quite a risky thing. No matter how developed we are if a catastrophe strikes in outer space we are not very likely to survive .moreover, it can be called simply a useless activity. Just for the mere pleasure of the eye there is no need to spend so much. It is a squander of money and time Instead, if that same amount is given to the people who are suffering from famine and natural disasters, magnanimously we can make our world a better place for people of different standards. Space tourism is also affordable to a few. Even one trip to space takes over hundred thousand dollars. This results in different problems between the rich and poor .furthermore, it gives rise to a lot of environmental problems like global warming since a lot of non renewable sources are used in this industry. Space tourism is both a boon and ban .if it is carried out carefully then it will bring about lot of benefits and if it is not carries out carefully then get ready to face the worst outcome.

Opportunity and Threat of Cadbury

Opportunity First of all , Cadbury should increase in market potential of developing counties. Especially expand into the emerging markets of Nigeria ,China and Russia, based on their growing populations, increasing consumer wealth and increasing demand for confectionery products. So that It would be a potential market for Cadbury. Moreover , based on their strong brand name , Cadbury can try doing different types of businesses like innovatively doing Co-Brand Marketing with other brand industries . Ingredient branding in food industries for example published chocolate milk ,ice cream even chocolate tofu pudding. Also doing complementary branding like published T-shirt and accessories . Besides the market , Cadbury should responds to change in consumer tastes and preferences because consumers are more concern health nowadays , low-fat, organic and natural confectionery demand appears much stronger . So that a healthier snacks with lower calories need to be developed. For example Cadbury should launch some links which led to sugar-free & center filled chewing gum varieties and Cadbury premium indulgence treat. Last but not least , Cadbury can put more effort on reducing costs even increasing efficiency . For instance , Moving production to low cost countries, where raw materials and lab our is cheaper besides India . Because Cadbury ‘s production lines are mostly located in high cost countries like Australia and US . And also reducing internal costs like doing global sourcing , procurement , efficient supply chain and wise investment . Threat First of all , Cadbury will face the intense competition against other branded suppliers even global competitors . According to above statistic , Mars-Wrigley and Nestle are the main competitors especially Mars-Wrigley the strongest market sharing in total confectionery . When they set an aggressive price and promotion activity , it ‘s possible to occur price wars in the market which will induce a main threat for Cadbury. Especially affecting their marketing sharing and profits . For example there would be seasonal sales slumps all year round which will reflect to an increase in cost of raw material needs . Second one is â€Å"Copycat† problem. Especially when Cadbury expand into developing countries like China, based on their unhealthy legal system , it ‘s easy to appear â€Å" Copycat† problem which will totally affect their profits , market sharing and their unique images . For example Tempo Tissues is the mainâ€Å" Copycat† problem sufferer when entering in China market . Many fakes products have approached in the market. Last but not least , due to its confectionary products , It ‘s important for them to be aware of upcoming threats . For example taking notes of the changes in the consumers ‘ buying trends . For example low-fat, organic and natural confectionery demand appears much stronger . So that they should shift from chocolates to healthy snacks , otherwise there may be tarnish the Cadbury ‘s brand name and totally affect their income .

Custom Component Development in Delphi

Custom Component Development in Delphi Components are essential elements of the Delphi environment. One of the most important features of Delphi is that we can use Delphi to create our own components. We can derive a new component from any existing component, but the following are the most common ways to create components: modifying existing controls, creating windowed controls, creating graphic controls, subclassing Windows controls and creating nonvisual components. Visual or not, with or without property editor, from scratch...you name it. Developing Delphi components isnt a simple task, it involves quite a bit of knowledge of the VCL. However, developing custom components is not an impossible task; writing components is just pure programming. Articles, Papers, Tutorials What follows is a list of articles that deal with custom component development in Delphi. Accessing protected members of a componentMany Delphi components have useful properties and methods that are marked invisible (protected) to a Delphi developer. In this article, you will find the workaround to this problem - thus enabling you to access a DBGrids RowHeights property, for example.Creating Custom Delphi Components - Inside and OutThis tutorial will explain component writing to you, which should result in more code reuse. It will go over properties, events, and methods, and will also explain how to install components. The final part of this tutorial is about Object-Oriented design.Creating Custom Delphi Components, Part IThis first part demonstrates some of the best approaches to building components, and at the same time provides tips on deciding on the best base class to inherit from, using virtual declarations, the complexities of overriding, and so on.Creating Custom Delphi Components, Part IIQuite often it is necessary to write components that perform more advanced f unctions. These components often need to either reference other components, have custom property data formats, or have a property that owns a list of values rather than a single value. We will explore various examples covering these very subjects, starting with the most simple. Creating Custom Delphi Components, Part IIIThis article is the final part of a three part article on components. Part one covered the basic creating of components, part two covered how to write advanced properties, how to write custom streaming for those properties and sub-properties. This final part will cover property/component editors, how to write dedicated editors for your component/property, and how to write hidden components. More Resources First, if you want more, consider buying a book on Developing custom components.Second, why not try locating an existing (with source perhaps) component you are looking for.Third, when you are 100% sure there is no such question on custom component development you cant answer...there will be something that you dont know. Everything you have to do is to ask a question on the Delphi Programming Forum and wait for answers. Articles, papers, tutorialsHere is a list of articles that deal with custom component development in Delphi. VCL Component Messages [RTF]Component Messages (CM_) are generated only by the VCL and are not reflected Windows Messages (WM_), as one may assume. In spite of that Component Notifications (CN_) are reflected Windows Messages. The idea behind it is, that Windows often sends messages to a parent window of a control instead of the control itself. The VCL simply converts (reflects) these messages to Component Notifications and then sends it to the control, for which the message originally was meant. Delphi Component Building.In this article, read about every aspect of Delphi Component building. Design a TTicTacToe component and learn about: how to build our own components for Delphi, how to add properties, methods and custom events to them, how to wrap them around DLLs, how to install them, how to design a palette bitmap and write on-line help to support the component user. Building SuperComponents in Delphi [download]SuperComponents, also known as aggregate or compound components, are collections of existing sub-components and their relationships combined into a single component. The collections are typically arranged inside a container parent component that manages the visual layout of the sub-components.

Addressing the Impacts of Undergraduates Engagement in Community Service on Stakeholders

Addressing the Impacts of Undergraduates Engagement in Community Service on Stakeholders Introduction Background Information Community service as a concept has gained popularity throughout the world for various reasons. Perold Rahmat (1997:14) are of the view that this concept is gaining popularity in discourses taking place throughout the world. This is especially the case in community development discussions.Advertising We will write a custom research paper sample on Addressing the Impacts of Undergraduates’ Engagement in Community Service on Stakeholders specifically for you for only $16.05 $11/page Learn More Bryant West (2011) views community service as service or activity that â€Å"..is donated or performed by an individual or a group of individuals to benefit the community† (p. 82). The aim of community service is to benefit members of the public or the various institutions that are found in a contemporary society. It is noted that not every individual who provides community service can be referred to as a volunteer. This is a common misconception among members of the public. It is not everyone who is contributing to the wellbeing of the community is doing so at their own free will. This is given the fact that the individual may be compelled to provide community service by various factors. Such an individual cannot be conceptualised as a volunteer. However, those who provide community service on their own volition with the sole aim of benefiting members of the society and the various social institutions can be regarded as volunteers (Hustinx, 2005: 530). So what are some of the reasons that compel someone to provide community service? According to Jones Hill (2003: 539), there are various reasons why one may feel compelled to provide community service against their will. For example, the government may require some people to provide community service as a policy. This is for example when military officers are required to provide humanitarian assistance to members of the public during war. Another r eason may be an order from the court especially for those criminals who are serving their sentence on probation. A school may also require the students to provide community service before they graduate. These are just some of the various reasons that may compel someone to provide community service against their will.Advertising Looking for research paper on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Jehan (2004: 297) opines that recent developments in the world today have greatly affected community service. For example, globalisation has made the community so complex such that several communities around the world are dependent on each other. This being the case, community service in one community may have impacts on another society in a different part of the world. The issue of interdependence among communities is especially significant given the fact that globalisation has created a situation whereby limited r esources have to be shared by the various communities around the world (Jehan, 2004: 297). As a result of globalisation, it is noted that community service requires the engagement of various stakeholders in the society. This is given the fact that a single sector or a single segment of the society cannot effectively meet the requirements of community service in a given society (Hustinx, 2005: 526). Collaboration between various stakeholders such as businesses, schools and such others is needed to improve the welfare of the community. So what are some of the benefits of community service? According to Vermeulen, Nawir Mayers (2003: 12), both the community and the person providing the service stand to benefit from community service. For example as far as the individual is concerned, community service leads to a sense of pride and satisfaction after helping the needy (Dwayne Palmer, 2006: 399). The individual feels needed and feels that they have contributed to the wellbeing of the s ociety. Community service also fosters a sense of responsibility on the part of the volunteer or the person providing the service (Bednarz et al., 2008: 92). The person feels indebted to the community and feels that they have a duty to perform. It is noted that community service strengthens the community benefiting from the service. For example, a business enterprise providing free medical services to the members of the community improves the overall health of the whole community (Altman, 1995: 529). As the volunteer gets to interact with other members of the community, a sense of tolerance develops between the members of the community and the volunteer. This is especially so in regions such as Africa where ethnic and tribal animosity is rife. A volunteer should ideally provide services to all members of the society without discriminating on the basis of ethnicity or other differences.Advertising We will write a custom research paper sample on Addressing the Impacts of Under graduates’ Engagement in Community Service on Stakeholders specifically for you for only $16.05 $11/page Learn More It is important to note that as much as the community and the individual stands to benefit from community service, there are various challenges facing the provision of this service in a given community (Bebbington Farrington, 1993: 202). The challenges vary through time and space. This means that they vary from one community to the other and from one time or period to the other. Such challenges may include the resistance on the part of the members of the community. The members of the community may resist help from outsiders even when it is obvious that such help is to their own benefit. For example, a country in Africa may decline humanitarian help from a Western nation claiming that such assistance may threaten the sovereignty of the country. Another challenge may be resistance and lack of cooperation on the part of the community service prov iders. A case in point is when students resist providing community service when it is made mandatory by the school management. It is also noted that community service may be threatened by lack of funds which will hamper the ability of the organisation or the individual to provide such services. A case in point is when there is lack of donor funding to support famine relief programs in Africa. Problem Statement As already noted in this paper, community service can be provided by different individuals and organisations from within and without the target community. This may include businesses providing community service as part of their corporate social responsibility program, faith based organisations as part of their outreach program or individuals interested in giving back to the community (Booth, 2006: 13). A university is such an organisation that may find it necessary to provide community service as part of its academic and professional program. The university may require the stu dents to participate in community service before they graduate. This is for example when the department of dentistry requires the trainee dentists to participate in dental camps organised in the community to provide members of the community with free dental services. Other activities in which the students may participate include planting trees, cleaning, caring for the needy among others.Advertising Looking for research paper on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Perold Rahmat (1997) are of the view that universities in Africa have embraced community service as a program and strategy aimed at addressing various problems facing such an institution. For example, the universities may require the students to engage in community service in order to gain practical experience as far as working within the community is concerned (Cooke Kothari, 2001: 13). The universities may also participate in community service as part of the institution’s efforts to give back to the community. According to Perold Rahmat (1997: 15), advocates of community service are of the view that such a program can be used by the university to address various issues facing higher learning. To this end, advocates of such a program are of the view that community service benefits not only the community but also the student and the institution as a whole. The community benefits by having its welfare and wellbeing of its members improved while the student benefits by gaini ng working experience among other benefits. The university on its side is able to establish and sustain working relationship with the members of such a community as a result of the community service (Wilson, 2011: 19). One is able to identify the various stakeholders involved in community service in Africa by analyzing the benefits that community service provided by a university has. The stakeholders in such a case may include the students, the university, the government and the community as alluded to above (Mobley, 2007: 129). Out of all these stakeholders, it is noted that the university students who are participating in community service are perhaps the main beneficiaries of such a program. As already indicated in this paper, the students acquire professional skills as a result of their participation and they may also be earning in the process (Perold Rahmat, 1997: 15). This is for example when the students are financed by various donor agencies to participate in community serv ice. It is noted that youths actively advocate for community service programs in African universities. This is perhaps given the fact that they have come to realise that they are the main beneficiaries of such programs. Authors cite the example of the annual South African Students’ Congress (also referred to as Sasco) held in 1996 which passed a resolution supporting compulsory community work for all students in institutions of higher learning (Perold Rahmat, 1997: 16). According to the resolution passed by the students, community work should be in line with what the student is studying in the university. For example, a Social Work student may be involved in the provision of free social services to street children in the cities. The South African National Youth Commission also advocates for a program targeting university students in the country. The commission is of the view that such a program can be used as a creative strategy to finance higher education in South Africa (H ellebrandt, 2008: 222). The commission proposes that students who cannot meet their higher education expenses can collect credits by providing their services to the community. The discourse above illustrates a university-community development partnership in Africa. This is where the university and the community come together to improve the welfare of the members of the society. This paper is going to address the university-community partnership in Africa. The author is going to specifically address the impacts of undergraduates’ engagement in community service on stakeholders as far as Africa is concerned. The researcher will adopt a literature review methodology which will involve a critical review of literature that found in this field. The aim of such a critical literature review is to organise the knowledge base that is found in this field by identifying the various agreements and disagreements among authors and scholars. The literature review will also identify knowledge gaps in the field and propose areas for future studies. Research Objectives This study will have one main research objective and several specific objectives. The main objective is the overall aim and goal of the study. The main objective will be attained by addressing the various specific objectives. The main and specific objectives are as listed below: Main Objective To address the impacts of undergraduate engagement in community service on stakeholders as far as university-community partnership in Africa is concerned. Specific Objectives Analyse the various stakeholders in university-community partnership in Africa Analyse the various impacts of undergraduates’ engagement in community service on the various stakeholders in Africa Analyse the various strategies adopted by universities in providing community service in Africa Analyse the various benefits of community service provided by universities in Africa Analyse the various challenges affecting the impacts of undergrad uates’ engagement in community service in Africa Analyse the various strategies that can be used to improve the quality of community service provided by universities in Africa Provide recommendations for universities in Africa regarding university-community development partnerships in the continent Research Questions Like research objectives, this study will have a major research question and various specific research questions. It is important to note that the research questions are related to the research objectives. This is given the fact that by answering the research questions, the researcher will have addressed the objectives of the research. Major Research Question What are the various impacts of undergraduates’ engagement in community service on the stakeholders as far as university-community partnership in Africa is concerned? Specific Research Questions Who are the various stakeholders in university-community partnership in Africa? What are the impacts of u ndergraduates’ engagement in community service in Africa? What strategies are used by African universities to provide community service? What are the benefits of community service provided by universities in Africa? What are some of the challenges facing community service provided by universities in Africa? How can universities in Africa improve the quality of community service provided? Which areas of university-community partnerships in Africa can benefit from future research? Thesis Statement Undergraduates’ engagement in community service has various impacts on stakeholders as far as university-community partnership in Africa is concerned Methodology As already indicated in this paper, the author is going to use critical literature review as a research methodology. To this end, the researcher is going to identify the findings of various studies in this field and try to identify the various agreements and disagreements between the various authors. One major advanta ge of critical literature review as a methodology is the fact that the study benefits from the various perspectives of different authors in the field. A major weakness of the methodology is the fact that it generates no new knowledge in the field. All the researcher does in critical literature review is reorganise the knowledge that already exists in a given field. The researcher will identify articles from journals, books and such other academic sources that address the issue of university-community development partnership. Several criteria will be used to select articles that will be included as sources in this study. For example, all the articles must come from academic or professional journals that are peer reviewed or from books. This criterion is aimed at providing credible sources for the study. Another criterion has to do with the fact that all the articles must address the issue of community service in the society. This criterion is aimed at providing this author with artic les that are relevant to the topic of the research. All the articles should also be written in English. However, this criterion does not exclude those articles that were originally written in another language but translated later to English. Scope and Limitations of the Study Overview It is noted that it is not possible to carry out a single study that is capable of addressing all the aspects of a given research topic. This being the case, it is important for the researcher to identify the boundaries within which the study will be conducted. Delineation of such a boundary helps the researcher in focusing the study. The issues that will be covered by the study are separated from those that will not be addressed. This reduces ambiguity and lack of clarity in a given study. This study is not different. It is noted that the study has various limitations that may affect the quality of the findings if not addressed. The limitations can emanate from within and from outside the study. Follo wing is a list of the scope and limitations of the study. The researcher will provide strategies to address the limitations where necessary. Scope and Limitations of the Study The study will be limited to community service provided by universities in Africa. Community service from other agencies such as businesses will not be considered The study will be limited to university-community partnerships in Africa. Such partnerships in other countries outside Africa will not be considered for the study It is also noted that the study will be limited to the participation of undergraduate students in community service. Participation from other stakeholders in the university such as lecturers and the university administration will not be the main focus of this paper The study will use information from other studies conducted in the field before. This means that the study will not generate primary data. To uphold the integrity and quality of the study, the researcher will use stringent measu res in selecting the literature that will be used for the study Significance of the Study At any given time, there are a number of studies which are being conducted in a given field. This being the case, any new research or study that is being conducted in the field has to be justified. The study can be justified on the basis of the value that it is going to add to the field. Following is an outline of the significance of this study in this field: The findings of this study will help African universities in identifying the benefits of community service and the challenges facing such programs. This will help them improve such programs in the future The findings of this study will also help universities in other parts of the world to improve their partnership with the communities by learning from the African experience The findings of the study will help policy makers such as government agencies, community based organisations and such other agencies interested in community developme nt identify the importance of university-community partnerships in Africa. This will help the policy makers come up with policies that will support such partnerships in the future Summary In this section, the author introduced the reader to the various aspects of the study that will be conducted later in the paper. Major aspects of the study were highlighted. The researcher started by providing background information on the topic. This was followed by problem statement, research questions and research objectives, methodology of the study, scope and limitations of the study and finally the significance of the study. The following section will provide information on the theoretical framework that will be used. Theoretical Framework Introduction In this section, the writer will provide information on the theoretical framework that will be used for this study. The researcher will use the participatory theory to critically analyse undergraduates’ engagement in community service i n Africa. It is noted that there are various models or theories of participation that are to be found in this field. Most of these theories are borrowed from political participation literature and adapted for participation in the context of community development. The researcher will highlight some of these theories and provide the main assumptions and arguments of the theories. Theoretical framework is an important aspect in any given research. This is given the fact that the assumptions of the theory guide the researcher in conducting the study. By analyzing the various provisions and assumptions of a theoretical framework in the field, the researcher is able to explain and analyse what they observe when conducting the study. Theories are also important since they are used in organising knowledge in a given field in a coherent manner. This makes it easier to retrieve and access the knowledge stored in such a field. Participation in Community Development: Theoretical Models Overview According to Andrea (2000: 28), participation is a very important aspect of community development. Given the fact that university-community participations are aimed at developing the community, it is noted that community development theories are applicable in such a case. Such a community development theory is the one addressing participation in development activities in such a community. According to Chambers (2007: 23), there are various factors that affect participation of various stakeholders in community development activities. These may include the form of motivation that such individuals are receiving, the socio-psychological orientation of the participants among others (Hartslief, 2005: 12). Community Development Participatory Models As already indicated earlier in this paper, there are several participatory models explaining the level and intensity of participation among stakeholders. These models can be borrowed and adapted from political participatory models found in pol itical science literature. Following are the major participatory models that can be applied in the field of community development specifically university-community partnerships in Africa: The Mobilisation Model of Community Development Participation According to this participation model, it is assumed that stakeholders in community development participate in the activities as a result of the availability of opportunities in their surroundings (D’Exelle Riedl, 2008: 12). As far as political participation is concerned, individuals can only participate in political activities such as elections if they are presented with opportunities to do so. In the context of community development, mobilisation participation model holds that an individual will participate in community development if such an opportunity is made available to that individual (Edmunds Wollenberg, 2002: 244). For example, a student will only participate in community service activities if they are provided with th e opportunity to do so. To this end, universities should ensure that they provide the student with the chance and opportunity to participate in community development through community service. This is perhaps the motivation behind the Congress for South African Students cited earlier when members proposed that community service programs should be mandatory in all institutions of higher learning. By making community service mandatory, the university will effectively provide the student with an opportunity to participate in community development (Perold Rahmat, 1997: 100). Mobilisation model theory also stipulates that individuals participate as a result of stimuli from other persons around them (Colby et al., 2011: 55). As far as political participation is concerned, it is noted that people will participate in politics as a result of persuasion and influence from other people around them. The same can apply to community development participation. Individuals may participate in commu nity service as a result of influence from other people. In other words, students in African universities can participate in community service if they are motivated by other people around them. The university can provide such motivators to the students. Community Development and the Social Psychological Model of Participation According to Hellison (2009: 28), stakeholders such as the youth can resist community service for various reasons. It is also noted that there are various strategies that can be used to resist community service or participation in community development activities. This is for example individual rebellion, collective action such as demonstrations among others. Social psychological model of participation can be used to explain such extreme behaviours. In politics, the model can be used to explain political uprising and mass actions such as the ones experienced in Egypt, Libya and other African countries. This theory provides that individuals are utilitarian actor s who are able to analyse the costs and benefits of various actions (Ugochi, 2007: 27). They can analyse the benefits and costs that are associated with their participation in community service activities and they will act based on this analysis. If the student feels that they will not benefit from community service, they are bound to resist and rebel against efforts made to compel them to participate in such activities (Horm Warford, 2003: 144). It is also noted that the individual is an actor who subscribes to a network of social norms and beliefs (Ferraiolo, 2011: 100). It is this network which provides the individual with internal and external motivations to act in a given manner. It is the reason why a student will support calls to make community service mandatory to all students in higher learning institutions in South Africa given the fact that they are tied to such students’ bodies. Participation in Community Service and The General Incentives Model of Participation According to Gillette (1985: 373), there are people who participate in community development with a lot of intensity than others. This is for example those students who will organise community service activities and lobby their teachers and students to join them. The general incentive model can be used to explain such observations. In the context of politics, the theory can be used to shed light on high- intensity forms of participation in political activities. This is for example running for office, campaigning, canvassing and such other activities. In the context of participation in community development and specifically through community service, it is noted that stakeholders need incentives to participate in such activities (Vermeulen, 2005: 34). However, it is noted that we should consider a wider array of such incentives as opposed to limiting ourselves to individual incentives that motivate the stakeholder (Vermeulen et al., 2003: 12). This model is somehow similar to the mot ivation model given the fact that the stakeholder needs a push to participate in community service. There are various forms of incentives that will motivate a stakeholder to participate in community service (Goulding, 2009: 38). A university should be aware of such incentives to ensure that they are put in place where necessary to encourage students’ participation in community development. Such incentives may include the satisfaction that the stakeholder derives from such participation, the recognition that they get among others (Osvaldo Gustavo, 2011: 29). Addressing Impacts of Undergraduates’ Engagement in Community Service in Africa Overview In this section, the researcher will critically analyse issues surrounding the impacts of undergraduates’ participation or engagement in community service in Africa. Among the issues that will be covered include the impacts of such an engagement on stakeholders, the challenges facing such an engagement and strategies use d by universities in community development among others. Stakeholders in University-Community Partnerships in Africa Before looking at the various benefits of community service by university students, it is important to first identify the various stakeholders that are involved in university-community partnerships in Africa. It is after identifying such stakeholders that we can then look at what each of them stands to gain from undergraduates’ engagement in community service. The following are some of the stakeholders: The Student This is perhaps the most important stakeholder in university-community development partnerships (Timms et al., 2005: 9). It is the students enrolled in various departments in the university who are involved in community service most of the time. For example, Perold Rahmat (1997: 102) cites the case of the South African Students’ Congress which was advocating for mandatory community service for all students in institutions of higher learning i n South Africa. From this analysis, we can conclude that the student has a very important role to play in university-community partnership. The student is the link between the university and the community in this partnership. The University As much as one would like to argue that the undergraduate is the most important stakeholder in university-community partnerships in Africa, it is important to note that the student cannot exist or carry out their duties without the support of the university. It is the university which gives such a student the mandate and the authority to provide community service in the society (Hewson et al., 2010: 12). When the members of the community interact with the student during community service sessions, they see the student as a representative of the particular university that they are coming from. This being the case, it can be argued that the university is an equally important stakeholder in the university-community partnership in Africa. It is the u niversity administration which provides the students with transport, finance and other facilities that are needed in carrying out community service. It is also the university which is tasked with the duty of equipping the student with the skills that are necessary in carrying out community service (Long, 1999: 23). The Community It is noted that the community is the major beneficiary of community service provided by the university through the students (Platteau Gaspart, 2008: 34). The participation of the community is very important in community service. It is important to ensure that the members of the community are involved in the process of identifying their needs and coming up with possible solutions to their problems (Shortall, 2004: 120). According to Chambers (2007: 41), it is important to ensure that community service activities are not imposed on the community by the university and the students or any other agency involved in community service. This is given the fact that when that happens, the community is likely to resist such efforts in effect neutralising the intended benefits. This is despite the fact that the community service endeavours may have been tailored to benefit the community and not the student or the university. Impacts of Students’ Participation in Community Service in Africa on Various Stakeholders As already indicated earlier in this paper, there are several impacts of students’ participation in community service in Africa and elsewhere in the world. It is noted that the impacts may vary from one stakeholder to the other depending on the form of community service that is being offered. One thing that has not being noted is the fact that the participation of students in community service can have both negative and positive impacts on the various stakeholders (Madzivhandila, 2005: 3). The impacts on the various stakeholders will be analysed in detail here: Impacts on Students One of the positive impacts of community s ervice on students is the fact that they gain professional experience from their participation (Ribot, 1999: 34). Take the case of a medical student who is about to graduate. Going to the village and providing medical services gives them an idea of what it is like to work in a real life situation It is also noted that participation in such endeavours leads to a sense of satisfaction on the part of the student. The student feels that they have done something useful for the community and this increases their sense of responsibility (Ribot, 2005: 89) It is noted that participation in community service may have financial benefits for the student. This is for example when the student gets paid to perform extra community service or when they perform community service in exchange for credits to finance their higher education However, it is also important to note that participation in community service may have various negative impacts on the student in Africa. For example, participation ma y take a lot of the student’s time. This is time that could have been used in other activities such as reading for an exam (Arnstein, 1969: 222) At times community service may be irrelevant to the student. This is especially so if the student is involved in community service in an area that is not related to what they are studying in school. This may also happen when the student is compelled to perform community service in order to graduate (Sithole, 2005: 177) Impacts on the University Participation in community service has several impacts on the university as an institution of higher learning in Africa. One of the major positive impacts is the establishment of links between the university and the community within which it is located (Andrea, 2000: 18) However, the participation of undergraduates in community service may be expensive on the part of the university. This is especially so if the type of community service the university is involved in is capital intensive (Tim ms et al., 2005: 2). This is significant given that most of the universities in Africa are underfunded Student participation in community service may also enhance the quality of education that is offered by the university. This is given the fact that the education is not only theoretical but also practical. This being the case, the status of the university as far as potential employers are concerned is enhanced Impacts on the Community The welfare of the community is enhanced when the university engages such a community in a university-community partnership initiative. For example, the health of the members of the community improves when the university provides free or affordable medical services to them (Durham, 2004: 600) Participation of undergraduates in community service may lead to what Platteau Gaspart (2008: 1) refer to as ‘elite capture’. This happens when a few members of the community hijack the services provided by the university and excludes other member s of the society. This will in effect lead to community development that is skewed in favour of a few members of the society or the elite Improving University-Community Partnerships in Africa Having looked at some of the benefits and costs of community service as far as university-community partnership in Africa is concerned, it is now important to look at various strategies that may be used by the various stakeholders to improve the partnership in Africa. We can analyse this by looking at some of the key features of a successful university-community partnership in Africa and elsewhere in the world. The following are some of the features: Using Faculty Work to Improve the Welfare of the Community According to Wilson (2011: 21), higher learning institutions using university-community partnerships to engage the community must start by analyzing the importance of such a partnership in achieving the mission and objective of the university. To this end, it does not benefit the universit y or the community for that matter to engage in community service activities that are seen as ‘dumbing down’ the agenda of the institution (Wilson, 2011: 21). As one step towards improving the quality of community service offered by their faculty members and students in general, the university should review the intended community service activities and how they are related to the objectives and mission of the university. Understanding and Respecting the Community A unique feature of students’ participation in community service is the fact that the activities bring together students and members of the community drawn from different racial and ethnic backgrounds (Vermeulen, 2005: 65). This being the case, there is need for the university and the students to respect and appreciate the unique culture of the community within which they are providing community services. A successful community service program is marked by this respect and understanding. It is noted that more often than not, universities make their way into the community and start imposing programs on that society. This is especially the case when universities from the western nations are involved in a university-community partnership with communities from the African continent. Such a university may enter such an African community with what Wilson (2011: 23) refers to as a â€Å"know-it-all† attitude. Such a university will practically force the community to adopt the policies that are proposed by the so called ‘know- it- all’ partner. Wilson (2011: 22) provides the university wishing to improve the quality of community service with a strategy calculated to gain acceptance from the target community. The author is of the view that the university should first immerse itself fully into the target community before initiating engagement. This will make the community accept the university and thus support the activities of such an institution. Africa may be regarded as a backward and primitive continent by many students who are not aware of the diversity of communities in this continent. Such students may be stereotypical when engaged in community service in African communities. This will compromise the community service activities initiated by universities in this continent. Establish Long-Term and Sustainable Partnerships with the Community Wilson (2011: 24) notes that a successful university-community partnership is not an â€Å"episodic phenomenon†. It is not something that develops overnight. On the contrary, such an engagement is â€Å".programmatic, research-based and more often than not long term† (Wilson, 2011: 24). Most communities in Africa are plagued by challenges and problems that have accumulated over the years as a result of negligence from the rest of the world. This is for example problems brought about by colonisation and exploitation of resources by the western nations (Colby et al., 2011: 56). These are some o f the challenges that are addressed by university-community partnership initiatives in Africa. For example, such an initiative may be addressing rampant poverty in Africa which has been brought about by interplay of factors such as bad governance, exploitation, illiteracy among others. To better address such challenges in Africa, the universities should adopt a long term strategy as opposed to a short term form of intervention (Bednarz et al., 2008: 88). As already noted, the problems did not develop overnight. This being the case, a strategy aimed at addressing these challenges should also be long term just like the challenges themselves (Dwayne Palmer, 2006: 400). As a step towards building long term engagements with the community, it is noted that the university should seek the collaboration of other agencies in community development. These are agencies such as the government, faith based organisations and other non-governmental organisations (Osvaldo Gustavo, 2011: 25). It was mentioned earlier in this paper that recent developments in the word such as globalisation and the rise of technology has changed the community completely. This is especially so for African communities which were under the rule of colonialists for a very long time. This being the case, the challenges that are facing these communities cannot be effectively tackled by one agency alone. This is the reason why the university requires other strategic stakeholders to ensure that the university-community development partnership is sustainable (Booth, 2006: 13). Types of Community Service Programs Initiated by University-Community Partnerships in Africa Community service programs take various forms in Africa. The following are just some of these forms of community service programs: Volunteer Service Programs According to Perold Rahmat (1997), a volunteer is a person who takes community service as a form of extra-curricular activity. The volunteer is involved in community service during ho lidays or when they are not having classes in the case of a university student. In volunteer programs, the student is expected to perform general tasks and not necessarily tasks that are related to their academic field. This means that volunteer programs are not taken as part of class work by the university. The student engaged in volunteer community service is not paid. However, it is noted that the university may fund the activities of the volunteer but this should not be taken as payment on the part of the volunteer student (Bryant West, 2011: 85). Work-Study Programs According to Hustinx (2005: 530), this is a form of program that combines studies and working at the same time. For example, the student may be involved in assisting their lecturers in conducting research, teaching other students among other things. A major aim of work-study program in African universities and other universities around the world is to support the student financially. This is especially so if the ad ministration feels that the student is bright but is needy and cannot afford the tuition fees. This is one way of giving back to the community on the part of the university. Placements A well known form of placement program is internship. Internship has become part of the curriculum in many universities in Africa and in the world in general. However, it is important to note that placement is not strictly structured to give back to the community on the part of the university (Perold Rahmat, 1997: 100). On the contrary, the major aim of placement is to provide the student with a link between theory and practice in learning. However, a critical analysis of the program will reveal that it has some aspects of community service in it. This is especially so when the student is attached to community based organisations such as NGOs which are providing free social services to the public. Conclusion This study critically looked at the impacts of undergraduate students’ engagement in c ommunity service in Africa. The researcher started by defining what community service is and what it entails. Some of the benefits and costs of community service to various stakeholders were analysed. The various forms of community service were also analysed as well as the various strategies that can be used by the universities in Africa to improve their community service programs. Recommendations for Future Research Future studies should make an effort to analyse how universities can improve their development partnerships with the communities. This is given the fact that there is very little data in this field touching on this topic Future studies should also try to analyse the impacts of other students apart from undergraduates as far as their engagement in community service in Africa is concerned. This is as a result of the realisation that other groups of students such as post-graduates are also involved in community service References Altman, D. G. (1995). Sustaining interventi ons in community systems: On the relationship between researchers and communities. Health Psychology, 14(6): 526-536. Andrea, C. (2000). Making a difference: Gender and participatory development. IDS, 2000: 5-30. Arnstein, S. R. (1969). A ladder of citizen participation. Journal of American Institute of Planners, 23: 216-224. Bebbington, A., Farrington, J. (1993). Governments, NGOs and agricultural development: Perspectives on changing inter-organisational relationships. The Journal of Development Studies, 29(2): 199-219. Bednarz, S. W., et al. (2008). Community engagement for students learning in geography. Journal of Geography in Higher Education, 32(1): 87-100. Booth, M. (2006). Public engagement and practical wisdom. Perth: University of Western Australia Press. Bryant, J., West, M. (2011). Mutual benefits that can accrue to universities and communities from their interactions with each other. University Avenue, 2011: 80-86. Chambers, R. (2007). Who counts? The quiet revolutio n of participation and numbers. IDS Working Paper, 296: 1-42. Colby, A., et al. (2011). The role of higher education in preparing undergraduates for lives of civic responsibility. University Avenue, 2011: 51-57. Cooke, B., Kothari, U. (2001). Participation: The new tyranny? London: Zed Books. D’Exelle, B., Riedl, A. (2008). Elite capture, political voice and exclusion from aid: An experimental study. CESifo, 2008: 1-32. Durham, D. (2004). Disappearing youth: Youth as a social shifter in Botswana. American Ethnologist, 31(4): 589-605. Dwayne, B. A., Palmer, R. J. (2006). Examining the effects of perceptions of community and recreation participation on quality of life. Social Indicators Research, 75(3): 395-418. Edmunds, D., Wollenberg, E. (2002). A strategic approach to multi-stakeholder negotiations. Development and Change, 32(2): 231-253. Ferraiolo, K. (2011). Assessment strategies in civic engagement and higher education. University Avenue, 2011: 89-102. Gillette, A. (1 985). Youth, literacy and participation. International Review of Education, 31(4): 373-395. Goulding, A. (2009). Engaging with community engagement: Public libraries and citizen involvement. New Library World, 110(1): 37-51. Hartslief, O. (2005). The South African presidential participation program. Presidential Imbizo, 1-19. Hellebrandt, J. (2008). The role of service learning in the new Carnegie Classification for Community Engagement in Spanish language teaching and learning: Policy, practice and performance. Hispania, 91(1): 222-224. Hellison, D. (2009). Engaging urban youths: A youth development perspective. Journal of Physical Education, Recreation Dance, 80(8): 27-34. Hewson, J., et al. (2010). Enhancing social work research education through research field placements. Contemporary Issues in Education Research, 3(9): 7-15. Horm, D. M., Warford, S. D. (2003). Bridging the gap through community collaboration: An evolving role for child development laboratory programs. Advance s in Early Education Day Care, 12: 142-147. Hustinx, L. (2005). Bifurcated commitment, priorities and social contagion: The dynamics and correlates of volunteering within a university student population. British Journal of Sociology of Education, 26(4): 523-538. Jehan, L. (2004). Business-community partnerships: The case for community organisation capacity building. Journal of Business Ethics, 53(3): 297-311. Jones, S., Hill, K. (2003). Understanding patterns of commitment: Student motivation for community service involvement. The Journal of Higher Education, 74(5): 516-539. Long, N. (1999). The multiple optic of interface analysis: UNESCO background paper on interface analysis. Wageningen University, October 1999: 1-24. Madzivhandila, P. et al. (2005). Effective regional improvement and innovation networks: Critical success factors and critical failure factors. Web. Mobley, C. (2007). Breaking ground: Engaging undergraduates in social change through service learning. Teaching Soc iology, 35(2): 125-137. Osvaldo, C., Gustavo, S. (2011). A public citizen: The civic role of an educational institution for the betterment of society. University Avenue, 2011: 24-31. Perold, H., Rahmat, O. (1997). Community service in higher education: A concept paper. 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Everything You Need to Know About The Cask of Amontillado

Everything You Need to Know About The Cask of Amontillado SAT / ACT Prep Online Guides and Tips As you prepare for the AP Literature exam, one of the things you’ll have to do is become an expert in a few literary works that you can use on the composition portion of the exam. We recommend that you choose four to five notable works with different genres and themes to make sure you can write an amazing student choice essay. (Actually...practicing analyzing literature will help you on the whole exam, not just the written portion, so it’s a win-win situation!) But just because these works have to be â€Å"notable† with â€Å"literary merit† doesn’t mean they need to be boring, too! That’s why we’re talking about Edgar Allan Poe’s short story, â€Å"The Cask of Amontillado,† as a good choice for your AP exam. Not only is it widely recognized as an excellent piece of literature, it’s got a little of everything: horror! Suspense! A surprise twist! And as an added bonus...it’s short. To bring you up to speed, we’ll start with â€Å"The Cask of Amontillado† summary, then we’ll jump into character and thematic analyses. By the time you finish this article, you’ll be able to write fearlessly about â€Å"The Cask of Amontillado† on your AP exam. A photograph of Edgar Allan Poe. Historical Background: Who Was Edgar Allen Poe? Critics consider Edgar Allan Poe to be the father of the detective story (thanks to â€Å"Murders in the Rue Morgue,† which predates the Sherlock Holmes stories by more than 50 years!) and a pioneer of the American short story. But despite his literary success, Edgar Allan Poe’s life was marked by tragedy. Orphaned just a year after his birth in 1809, Poe was taken in by John and Frances Allan (who weren’t blood relatives). Frances Allan and Poe fought often, usually over money, and Poe would flirt with poverty throughout his life...especially after he was cut out of John Allan’s will. Poe tried to go to college but couldn’t pay for it, so he dropped out. This was a blessing in disguise, since it kicked off Poe’s writing career. Fueled by both his passion and the death of his older brother, Poe moved back to Baltimore to become a full-time writer. There, he married his cousin- Virginia Clemm- who was just 13 at the time of the marriage. (Poe was 26!) By all accounts, the couple was happy until Virginia’s death thirteen years later. Poe would never recover from her death and would pass away two years later, shortly after turning 40 years old. Poe’s life might have been short, but his writing has lived on. Although Poe was a poet, literary critic, essayist, short story writer, and novelist, he is most well-known today for his grisly stories of terror and the macabre. Most of Poe’s works fall into the Gothic genre, which is characterized by a sense of terror, doubt, and the uncanny. The genre was incredibly popular in the 18th and 19th centuries, and Poe’s writing would make him one of the best-known writers of Gothic horror. Here's what amontillado looks like! The Cask of Amontillado Background â€Å"The Cask of Amontillado† is one of Poe’s most famous short stories, and it was originally published in 1846 in Godey’s Lady Book, the most popular periodical in the United States at that time. Though scholars aren’t 100 percent sure what inspired Poe’s short story, many believe it’s based on a story he heard while stationed at Fort Independence in Massachusetts in 1827. At that time, Fort Independence had a statue of Lieutenant Robert Massie, who had been killed in a sword duel following a card game, on the premises. As legend has it, after Massie’s death, other soldiers took revenge on his murderer by getting him drunk and permanently sealing him in a vault...alive. A more popular theory is that Poe wrote â€Å"The Cask of Amontillado† in response to his personal rival, Thomas Dunn English, who had written a scathing critique of one of Poe’s novels. â€Å"The Cask of Amontillado† skewers elements from English’s novel, 1844, including making references to the same secret societies and subterranean vaults featured in English’s work. Others believe that â€Å"The Cask of Amontillado† was inspired not by a person, but by a widespread fear of being buried alive. Because medicine was in its infancy, sometimes coma victims were assumed to be dead and were buried accordingly, only to awake in their coffins days later. People started inventing easy-open coffins, burial vaults with windows, and even coffins with breathing tubes attached to save people who were prematurely buried. And of course, the fear of being buried alive- only to die in your own coffin- is echoed in the plot of â€Å"The Cask of Amontillado.† Regardless of what inspired Poe to write â€Å"The Cask of Amontillado,† the fact remains that this short story remains one of his most famous and enduring works of Gothic terror. The Cask of Amontillado Summary Now that you know a little bit about the background of Poe’s short story, let’s take a look at the plot of the text. (You can find a free, legal copy of â€Å"The Cask of Amontillado† online by clicking here.) The Story Begins Poe’s short story actually takes place in two time periods. The bulk of the events occur on the night of Carnaval, which is a Western Christian celebration that takes place before Lent. Carnival is a celebration of excess- of food, drink, and fun- before the restriction of the Lenten season sets in before Easter. (In the United States, the Carnival season is better known as Mardi Gras.) But the story is told in retrospect by the narrator, Montresor, fifty years after the event to an unknown listener (only referred to as â€Å"you† in the story). That means that there are actually two different time frames happening in â€Å"The Cask of Amontillado.† Setting the Trap Readers learn that Montresor is planning to take revenge on his one-time friend, Fortunato. Readers never learn exactly what Fortunato has done to Montresor to push him over the edge, only that Montresor feels he is the victim of a â€Å"thousand injuries† and one unnamed â€Å"insult† he must avenge. Readers also learn that Montresor has hidden his rage in order to convince Fortunato that they are still friends- which is all part of his plan. On the night of Carnival, Montresor puts his plan into action. He knows that Fortunato considers himself a wine connoisseur, so Montresor isn’t surprised that Fortunato is already drunk when he finds him in the middle of the Carnival celebration. Montresor tells him about a pipe, or about 130 gallons, of Amontillado he bought. (Amontillado is a fine sherry wine.) But now that he has the wine, Montresor is afraid that he was duped. He tells Fortunato that he was on his way to find Luchresi- another wine connoisseur- to help him determine the wine’s authenticity. Entering the Vaults Montresor’s ploy works. Montresor knows that Fortunato is full of himself, and the idea that someone could judge the Amontillado pricks his ego. As a result, Fortunato insists on checking the Amontillado himself. Montresor half-heartedly tries to dissuade Fortunato, telling him that going into the catacombs, or underground vaults where generations of the Montresor family are buried, will worsen Fortunato’s head cold. Fortunato waves off Montresor’s concerns, saying that he â€Å"shall not die of a cough,† and he follows him into the vaults to taste the Amontillado anyway. As the men venture further into the dark, underground passageways, Montresor makes sure that Fortunato keeps drinking. Fortunato asks about the Montresor family’s coat of arms, and Montresor tells him that their family motto is â€Å"Nemo me impune lacessit,† or â€Å"no one attacks me with impunity.† Fortunato is so drunk that he misses the warning in Montresor’s words, and instead asks whether Montresor is a member of the masons, a fraternity with an elite membership. Montresor says yes and holds up a mason’s trowel, implying that he’s a literal mason instead. Fortunato thinks Montresor is joking, and by the time they arrive at the niche where Montresor says he’s stored the Amontillado, he’s too drunk to notice that there’s no wine inside. He doesn’t even resist as Montresor chains him to the wall. The End of Fortunato Montresor then reveals the bricks and mortar he has stored in the vault, and he begins to wall up the opening to the niche...with Fortunato chained inside. The process is a long one, and Montresor describes Fortunato’s fearful cries and attempts to pull free from the chains. But Montresor is determined, and he throws a lit torch into the niche with Fortunato before he finishes walling him in alive. By this point, Fortunato is panicked. He’s screaming for help, but the pair are so far underground that there’s no one to hear him. He tries to appeal to Montresor’s logic, saying that he’ll be missed by â€Å"Lady Fortunato and the rest.† Montresor is unmoved, finishes sealing up the vault, and leaves Fortunato there to die. Montresor finishes his story by telling the listener that there Fortunato’s bones remain, fifty years later. mninha/Flickr â€Å"The Cask of Amontillado† Character Analysis Read on for an in-depth analysis of the major characters in â€Å"The Cask of Amontillado.† Fortunato Fortunato’s name means â€Å"the fortunate one† in Italian, which is ironic given that he ends up bricked within the Montresor catacombs and left to die. This is just one example of the dramatic irony that permeates the short story. Dramatic irony is when the reader knows something that one or more of the characters don’t know. In this case, readers know what Montresor plans to do, but Fortunato remains ignorant. This creates tension in the short story. As a reader, you want to yell at Fortunato to run away, but you can’t. The thrill of â€Å"The Cask of Amontillado† comes from knowing exactly what will happen and being powerless to stop it. Other than the fact that he seems to have wronged Montresor somehow, readers learn very little about Fortunato directly. Everything we know about his character we have to infer from Montresor’s descriptions of Fortunato and his actions. For example, we know Fortunato thinks he and Montresor are friends, and they likely were at one point. But we also know that Fortunato is â€Å"rich, respected, admired, beloved,† and happy, according to Montresor, at least. But he also seems to be egotistical and self-indulgent; he drinks to excess, has no qualms talking badly about other people (like Luchresi), and thinks he’s the best wine connoisseur around. Ultimately, whether or not Fortunato’s character flaws are enough to warrant Fortunato’s fate is up for readers to decide. Montresor Montresor is the main character of â€Å"The Cask of Amontillado,† and the story is told in first person from his perspective. Like Fortunato, readers know very little about Montresor’s backstory outside of what they can infer from the text. For example, Poe implies that Montresor seems to come from money- he lives in a palazzo, which is basically an Italian palace, which has its own crypt. But Montresor’s actions tell readers even more about his character. First, he’s driven by revenge. He doesn’t take insults lightly, and he’s able to nurse a grudge to an extreme degree. He’s also witty- he makes double entendres about Fortunato’s death that the latter never catches- and knows how to plan ahead, too. But most importantly, he lacks remorse. At the end of the story, Montresor ends with an exclamation, â€Å"In pace requiescat,† which means â€Å"rest in peace.† Montresor is proud of what he’s done...and even prouder that he hasn’t been caught. As a result, his final wish for Fortunato comes across as sarcastic rather than sincere. All of this together makes readers question Montresor’s role in the story. At the beginning, he seems like he’s the protagonist: he’s a man who’s been terribly wronged looking for revenge. But by the end of the story, it’s not clear whether Montresor is the story’s hero...or its villain. Luchresi Luchresi never appears in the story, but he plays a vital role in Montresor’s plan. Luchresi is clearly one of Fortunato’s rivals, if not in reality, then at least when it comes to his expertise in wine. Montresor plays this rivalry to his advantage. He keeps mentioning Luchresi’s name to motivate Fortunato and keep him interested in the Amontillado, especially since he’s drunk and his attention keeps wavering. (Keep in mind that Luchresi is an innocent bystander in all of this- Montresor is just borrowing his name and reputation.) Poe uses the mention of Luchresi’s name to remind Fortunato- and the readers- what’s happening. Unnamed Listener Like we mentioned earlier, â€Å"The Cask of Amontillado† is a story told in retrospect. An older Montresor is speaking to an unnamed listener, recounting how he killed Fortunato in revenge. Readers know nothing about the listener, only that he’s Montresor’s audience in telling the story. But from an analysis standpoint, the listener is important. It reminds us that Montresor is telling this story to someone else, and in doing so, trying to communicate his personal perspective. It makes readers question whether Montresor is telling the whole truth, too. Was Fortunato really as bad as Montresor says he was, for example? Because the story is told from Montresor’s perspective- and likely with an agenda in mind- readers are left wondering if Montresor’s account is totally accurate. Brandon Heyer/Flickr The 3 Key The Cask of Amontillado Themes â€Å"The Cask of Amontillado" is considered one of Poe’s best short stories, and with good reason: it melds tension, horror, and surprise together masterfully. But what are the messages of Poe’s story? Let’s look at three of major themes of â€Å"The Cask of Amontillado† below. The Unreliability of Perception Think of a time that you did something you knew your parents would punish you for. When you explained the situation to your parents, how did you do it? More than likely, you tried to downplay your actions (without lying!) to make the consequences a little less severe. This is a good example of how perspective matters. For your parents, what you did is a serious offense. But if you could just offer a different perspective on things, maybe you won’t be grounded for quite so long! In â€Å"The Cask of Amontillado,† readers are presented with Montresor’s perspective of the story. He tells readers he’s been wronged- for what, he doesn’t say- and paints an unflattering picture of Fortunato. Even though Montresor says he’s rich and well liked, Fortunato’s actions make him seem like a stuck-up, overindulgent idiot. But is that accurate? Because we only get Montresor’s side of the story, it’s hard to know. It’s up to the reader to decide how reliable, or trustworthy, Montresor is as a narrator. Do we believe him and his argument that killing Fortunato was the only way to have his revenge? Or is Montresor just a cold-blooded killer? By making the readers ask these questions, Poe draws attention to the idea that people’s individual perspectives on a situation aren’t necessarily 100 percent accurate. The Danger of Pride Although Montresor is responsible for Fortunato’s death, the latter has a hand in sealing his own coffin, too. Even though he’s drunk and sick, the mention of Luchresi’s name triggers Fortunato’s massive ego. The idea that anyone could be better than him- especially Luchresi, who can’t â€Å"tell Amontillado from sherry†- drives him to follow Montresor into the catacombs. Despite wanting to kill Fortunato, Montresor gives his victim many chances to turn back. Montresor cites Fortunato’s cough, saying that it might be best to ask for Luchresi’s help instead. But each time, Fortunato says he wants to push forward because he cannot stand Luchresi getting credit for determining whether the Amontillado is authentic. It’s his pride that makes him want to beat Luchresi, but in the end, it’s his pride that makes him lose. The Power of Revenge Perhaps the scariest aspect of â€Å"The Cask of Amontillado† is how far Montresor goes for revenge. In many ways, what Fortunato has done to warrant Montresor’s wrath is immaterial; Poe is more interested in how revenge drives a man to extremes. In this case, it’s clear that Fortunato’s perceived wrongs have dominated Montresor’s thoughts and actions. His plan to kill Fortunato is highly premeditated: he’s clearly put a lot of thought into how he will do it, right down to making sure he has bricks and mortar handy to entomb Fortunato alive. This is not a spur-of-the-moment, in-the-heat-of-passion action. No, Montresor has thought long and hard about his plan. Given this, Poe shows readers how powerful the need for revenge can be. Not only can it drive people to extremes, it can warp their sense of reason, too. After all, short of murder, what insult could Fortunato have delivered to warrant such a gruesome death? Could it be that Montresor’s desire for vengeance, rather than Fortunato's actions, are what allows Montresor to justify murder? Ultimately, because the whole story is written from Montresor’s perspective, Poe doesn’t give readers any clear answers. But in doing so, Poe also shows how the truth is often obscured by people’s perceptions and motivations. Now What? It’s great that you’re preparing for the composition part of the AP Literature exam, but don’t forget that there’s a multiple choice section, too. Get the skinny on the multiple choice section- and how to ace it!- here. One of the best ways to practice for any exam is to take practice tests. Did you know that there are practice exams for AP tests, too? Here’s a list of practice tests for the AP Literature exam that you can take to help you study smarter. Now that you’re well on your way to taking an AP English exam, why not try your hand at some other AP tests? Here’s a comprehensive list of all the AP classes and tests you can take to help earn credit for college. Have friends who also need help with test prep? Share this article! Tweet Ashley Robinson About the Author Ashley Sufflà © Robinson has a Ph.D. in 19th Century English Literature. As a content writer for PrepScholar, Ashley is passionate about giving college-bound students the in-depth information they need to get into the school of their dreams. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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Reading and Writing Essay Example | Topics and Well Written Essays - 500 words

Reading and Writing - Essay Example Intellectual abilities are essential in order to be an effective reader. Intellectual abilities like Clarifying purposes, formulating clear questions and distinguishing accurate and relevant information help in effective reading. Before beginning to read, a reader must clarify their purpose for reading a material or content. The content must be foretasted. During reading, a reader should check their understanding about the content and retreat in case if the understanding is poor. The pace at which the reader is reading content is also very important, according to the understanding and familiarity of their concept the speed should be adjusted. After completing the reading, a reader must be able to summarize the content to check if they have grasped the actual message of the author, all these will help the reader in understanding the matter exactly the way it was meant by the author. Questions also help us in better understanding. The more the questions are, the better the understanding is. Formulating good questions before you start reading will give a good depth and different dimensions of the content.

What was is it Like to Participate in Civil War Essay

What was is it Like to Participate in Civil War - Essay Example What was is it Like to Participate in Civil War Slavery was not only the cause of the spark of combat, but also extended its roots into the soldier’s camps when the war began. For instance, black soldiers participated in the war at a significant threat to their lives especially from the confederate government who threatened to execute summarily or sell them to slavery. Some of the black union soldiers were captured and severely humiliated. One black soldier Aerambo Boyart in a letter to his wife reveals the harsh realities of the war as union armed forces attempted to triumph over Charleston. In the letter Boyart writes, â€Å"It is with great pleasure that I send a few lines to alert you that I am in the land of living and in the midst of death in every form and shape†. Participation in the civil required some sense of discipline, it is the universal aspect of nobility in the brigade or army to full execute the mission. Both units maintained a relatively standard discipline in obeying the orders of the camp commanders despite little different expression of opinions during the war period. For instance, when President Lincoln responded to attacks on fort Sumter and called 75000 militia volunteers. One individual Robert Lee of Virginia opposed the decision and even resigned; as a result. Another area where discipline is exhibit is on the slave’s role in the liberation. The slaves in confederacy deserted the plantations and fled to union lines. There also were few insurrections during the war as slave style began to disentangle.