The Love Song of A J Prufrock Essay Example For Students

The Love Song of A J Prufrock Essay These lines present an image of calmness or stillness. Spread out is used to give a feeling of openness. The word etherised gives a feeling of stillness, as a patient under anesthesia, which flows along with the feeling of calmness that was presented in the previous line. The simile can also be connected to the later phrase : When I am formulated, sprawling on a pin (line 57) which signifies Prufrocks vulnerability. Let us go, through certain half-deserted streets, This sentence creates images of shady deserted alleys. The word certain shows that Prufrock is aware of his destination, and he is urging his lover to follow him. We will write a custom essay on The Love Song of A J Prufrock specifically for you for only $16.38 $13.9/page Order now The muttering retreats Of restless nights in one night cheap hotels. In this context, retreat can mean a sanctuary or a place of hiding for Prufrock. He is perhaps running away from the harsh realities of his life. In these lines, he seeks retreat in the one night cheap hotels. The word muttering is used in place of e.g. murmur because muttering creates a feeling of shadiness and suspicion. It creates an image of spies whispering to one another in secret. This word is used in order to show how Prufrock is hiding from his outside life. The phrase one night cheap hotels represent a one-night stand, and it is a place where he would take a prostitute and not a respectable lady. Thus, Prufrock is currently in the company of someone of lower stature, like a prostitute. And sawdust restaurants with oyster shells; The conjunction and used in the beginning signifies that the restaurants are part of his retreat. The term sawdust indicates that it is a cheap and shoddy restaurant, where perhaps none of the upper class would visit. The oyster shells can be seen as an aphrodisiac. It fits into the entire notion of his retreat, as an image of a shady cheap restaurant under a deserted hotel. He could have been feeding his lover the oyster shells (aphrodisiac) in order to set her into the mood of the night ahead. Streets that follow like a tedious argument Of insidious intent This phrase brings to mind the image of a long, winding, indirect road. The term tedious argument creates a feeling of never ending conflict and confusion. This could represent Prufrocks path in life. The term insidious intent creates the sense that the streets lead to a bad or sly purpose. Thus, he is using his lady merely for his own intent. To lead you to an overwhelming question Oh do not ask, What is it? Let us go and make our visit. Within this context, the overwhelming question is What is it? Prufrocks lover is questioning his current mood. Perhaps she knows that he is being very reserved, and is not revealing everything to him. And she suspects that he is merely using her for his own reasons (sex). Prufrock does not answer her, which could signify that she had hit the truth right on the dot. Prufrock merely brushes her question away and urges her to go to the hotel with him. In the room the women come and go Talking of Michelangelo In the beginning, the above lines do not seem to fit in with the preceding stanzas. However, upon closer interpretation, the first appearance of this stanza could be demonstrating the erotic and darker side of Michelangelo, as opposed to the next mention of it which later represents the more professional and respected side of Michelangelo. So now, instead of the women talking of someone besides Prufrock, Michelangelo is Prufrock. The room in which the women are in could be a brothel room or the cheap hotel room that he is currently in. The room could represent the place and all the women whom he have slept with before. They are talking about Michelangelo because like Prufrock, he was unmarried and had no children. T.S.Eliot used the mention of Michelangelo as he was a famous painter, and thus the reader would be able to recognize who he is. The yellow fog that rubs its back upon the window-panes, The yellow smoke that rubs its muzzle on the window-panes, Licked its tongue into the corners of the evening, Lingered upon the pools that stand in drains, Let fall upon its back the soot that falls on chimneys, Slipped by the terrace, made a sudden leap, And seeing that it was a soft October night, Curled once about the house, and fell asleep. T.S.Eliot uses the mention of a yellow fog in this stanza to represent a cat, which in this context, represents a sensual and erotic animal in its movements. Thus, this entire stanza is a sensual connotation. The yellow fog creates a sense of disgust and dirtiness, and can also be used in the context of a coward, as a coward can often be called yellow-bellied. Thus, in a way, Prufrock is the fog, as he is cowardly enough to use his lady through insidious intent. The corners of the evening creates an image of dark shady places, and it is the certain half-deserted streets that Prufrock led his lover through. Thus, in a way, this entire stanza represents what has just happened before in the previous few stanzas. The soot could represent the prostitute, as soot is unclean and trash like. The last lines slipped by a terrace, made a sudden leap represents the act of lovemaking itself. The last line curled once about the house, and fell asleep represents the resolution of sex. .u3b5651ac1ec3b28792a802b7070d962b , .u3b5651ac1ec3b28792a802b7070d962b .postImageUrl , .u3b5651ac1ec3b28792a802b7070d962b .centered-text-area { min-height: 80px; position: relative; } .u3b5651ac1ec3b28792a802b7070d962b , .u3b5651ac1ec3b28792a802b7070d962b:hover , .u3b5651ac1ec3b28792a802b7070d962b:visited , .u3b5651ac1ec3b28792a802b7070d962b:active { border:0!important; } .u3b5651ac1ec3b28792a802b7070d962b .clearfix:after { content: ""; display: table; clear: both; } .u3b5651ac1ec3b28792a802b7070d962b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u3b5651ac1ec3b28792a802b7070d962b:active , .u3b5651ac1ec3b28792a802b7070d962b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u3b5651ac1ec3b28792a802b7070d962b .centered-text-area { width: 100%; position: relative ; } .u3b5651ac1ec3b28792a802b7070d962b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u3b5651ac1ec3b28792a802b7070d962b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u3b5651ac1ec3b28792a802b7070d962b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u3b5651ac1ec3b28792a802b7070d962b:hover .ctaButton { background-color: #34495E!important; } .u3b5651ac1ec3b28792a802b7070d962b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u3b5651ac1ec3b28792a802b7070d962b .u3b5651ac1ec3b28792a802b7070d962b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u3b5651ac1ec3b28792a802b7070d962b:after { content: ""; display: block; clear: both; } READ: A Small Elegy Poem EssayAnd indeed there will be time For the yellow smoke that slides along the street Rubbing its back upon the window-panes; In these lines, Prufrock changes his attitude into a more restrained manner. He is stating that there will be enough time for him to have sex now, and that he need not rush. It is as if he has developed a more reluctant and hesitant behaviour towards the events in his life. There will be time, there will be time To prepare a face to meet the faces that you meet; In this line, he states that there will be a time to prepare a mask in order to meet people. This could be placed in context with Prince Hamlet, as in Hamlet, the prince had to pretend to mask himself in insanity in order to fool the people around him. Thus, Prufrock can be attempting to hide his true self ( that of vulnerability, of indecisiveness) to the people around him. And the statement of faces that you meet suggests that everyone else he meets also wears a mask to hide who they are. There will be time to murder and create, And time for all the works and days of hands That lift and drop a question on your plate; These three lines give a sense that Pufrock feels he has control over when he wants to do things. There will be time gives a relaxed feeling, in which nothing is rushed. The mention of the works and days of hands convey an image of the hands of a clock; thus, Prufrock is basically saying that there will be time in order to e.g. ask the question, etc. Time for you and time for me, And time yet for a hundred indecisions, And for a hundred visions and revisions, Before the taking of toast and tea. This stanza continues the feeling of limitless time. And here he says that there is time for him to make visions of his decisions, before the taking of toast and tea. That is, the final decision is made. However he actually does not possess this much control over time as he so confidently stated in this stanza and the previous three lines, because he later says I grow old, I grow old.(line 120). More Comments T.S.Eliots presents his poem The Love Song of Alfred J.Prufrock in such a way that it captures and binds the audiences attention throughout the entire duration of the poem. First of all, he uses a variety of lengths for his stanzas. For example, the first stanza is as long as 12 lines but the second stanza is only a mere 2 lines. This avoids a sense of repetition as it is not the same length over and over and over again. Eliot also uses the technique of iambic pentameter in most of his lines. For example, Of rest/less nights/ in one/night cheap /hotels creates a rhythm rather like a drumbeat. It sets the pace for the most part of the poem, making it seem as if Prufrock is emitting a steady flow of his thoughts. This allows the reader to create an image of Prufrock as being an introvert, or a person who is more likely to think things over very carefully in his mind before saying it aloud. This can be supported by Prufrocks claim that he is cautious and meticulous. He also measures out his life in coffee-spoons, which demonstrates how he is very careful and precise in his endeavor of daily events. Also, with the use of rhyming Eliot creates a flow of Prufrocks thoughts from one to another. For example, one of the uses of the name Michelangelo could be that Eliot wished to create a sense of a flowing motion that is more gentler on the ears, as the word go rhymes with Michelangelo. The letter M also creates a gentle peaceful sound that further contributes to the flow of that particular thought. If Eliot had chosen a different name e.g. Luigi, the effect would have been different as it creates a rather abrupt and harsh stop to the entire motion of the thought. Thus, in a sense, by Eliots use of rhythm and rhyme, the poem manages to develop into an entire piece of motion. Eliot also uses the remarkable tool of using the sound of certain words in order to create a specific mood in regard to a particular line or stanza. For example, the lines Streets that follow like a tedious argument Of insidious intent creates a feeling of suspicion and slyness, as the sss sound is usually associated with a snake, which is often seen as a conniving and devious creature. In this context, Prufrock is the devious creature as he is attempting to persuade his lover to go to the one night cheap hotels with him so he could merely use her for sex as a form of retreat for him. With the use of rhyming also creates the belief that Prufrock is of the upper class, as in the Shakespearan times, the nobility would often talk in rhyme. Hence, not only does this fit in with an image of him formally dressed with his morning coat and necktie, it also enables the audience to understand that Prufrock is of the educated and respectable class. Thus, Eliot is trying to convey that even though Prufrock is knowledgeable and educated, he is still insecure and unconfident of basically everything in his life, as shown with his lines time for you and time for me, and yet time for a hundred indecisions .ud3cf615b95fedc69fa6a3fdd044a23bb , .ud3cf615b95fedc69fa6a3fdd044a23bb .postImageUrl , .ud3cf615b95fedc69fa6a3fdd044a23bb .centered-text-area { min-height: 80px; position: relative; } .ud3cf615b95fedc69fa6a3fdd044a23bb , .ud3cf615b95fedc69fa6a3fdd044a23bb:hover , .ud3cf615b95fedc69fa6a3fdd044a23bb:visited , .ud3cf615b95fedc69fa6a3fdd044a23bb:active { border:0!important; } .ud3cf615b95fedc69fa6a3fdd044a23bb .clearfix:after { content: ""; display: table; clear: both; } .ud3cf615b95fedc69fa6a3fdd044a23bb { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ud3cf615b95fedc69fa6a3fdd044a23bb:active , .ud3cf615b95fedc69fa6a3fdd044a23bb:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ud3cf615b95fedc69fa6a3fdd044a23bb .centered-text-area { width: 100%; position: relative ; } .ud3cf615b95fedc69fa6a3fdd044a23bb .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ud3cf615b95fedc69fa6a3fdd044a23bb .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ud3cf615b95fedc69fa6a3fdd044a23bb .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ud3cf615b95fedc69fa6a3fdd044a23bb:hover .ctaButton { background-color: #34495E!important; } .ud3cf615b95fedc69fa6a3fdd044a23bb .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ud3cf615b95fedc69fa6a3fdd044a23bb .ud3cf615b95fedc69fa6a3fdd044a23bb-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ud3cf615b95fedc69fa6a3fdd044a23bb:after { content: ""; display: block; clear: both; } READ: Poetry review Essay PaperIn this poem, Eliot uses the first point of view throughout the entire poem. An example is shown in the line Let us go then, you and I, where it enables the audience to immediately pay attention to the poem as it insinuates that Prufrock was inviting the reader to follow him to his destination. However, on closer inspection, the reader finds out that Prufrock was not inviting the reader, but was instead referring to his lover. By the use of 1st person, the reader is able to delve deep into the recesses of Prufrocks mind in order to understand and sympathize with his innermost thoughts and feelings, as well as be able to see Prufrock in the way that he sees himself. For example, the reader is able to perceive Prufrocks thoughts regarding himself in his confessions at times, almost ridiculousalmost, at times, the Fool. By the use of 1st person, Eliot also manages to convey very successfully to the reader the extreme indecisiveness that Prufrock is going through, as shown in the lines Do I dare disturb the universe?, Shall I part my hair behind? Do I dare eat a peach? This way, it creates a feeling that Prufrock is pleading the audience to perhaps help him discover the answers to his questions., or to help him overcome his indecisiveness. In lines 1 to 30, the meaning and idea of the stanzas stand opposite to the rest of the poem. In these few stanzas, Prufrock conveys to us the more sensual and dirty side of him, with his urging of his lover to follow him to the one-night cheap hotels. The thoughts and phrases here such as let us go, through half deserted streetslet us go make our visit convey to us that he is in a rendezvous with his lover, and the mention of one night cheap hotels insinuates that she is not a lady of the respectable class. However, although he is using the lady as a form of a retreat, he is still unsatisfied and restless with what he has. It later ties into his question of and when I am formulated, sprawling on a pinthen how should I begin to spit out all the butt-ends of my days and ways? The image of him formulated and pinned against the wall like an insect specimen arouses the question of whether Prufrock is restrained and looked condescendingly down upon by perhaps a lady of a more respectable status. He is pondering the heavy task of explaining about his sleazy acts (prostitutes in one-night cheap hotels) and of the task of justifying those acts. However, after the first 3 stanzas, Prufrock seems to change his personality from one of a sleazy restless lover to a hesitant and reluctant old man. He repeatedly states that there will be time for several things, e.g. sex (yellow fog). He also states that there is time to create a new personality for himself in order to disguise his true self from the rest of society e.g. shown in the lines there will be timeto prepare a face to meet the faces that you meet. In short, he is procrastinating with everything in his life, and he is reluctant to step forward to do what he wants. Later throughout the poem, his extreme indecisiveness can be felt strongly through his constant question of Do I dare? We know that these lines present an image of dirtiness, but it also shows desire. The metaphor of a fog-like cat to sex shows that it is an enjoyable and sensual experience, and that is the reason he goes to the prostitutes. This can be shown because later in the poems, as he shows his insecurities about his choices concerning women, he does so in a clean and respectable environment (toast and tea, braceleted arms, etc). This gives us the impression that part of his insecurity of his choice would be the choice between a clean life with little sensuality, or a very unclean but sensual life. It seems that he believes that the two cannot coexist. Later in the poem we see more superficiality, After the cups, the marmalade, the tea, Among the porcelain, among some talk of you and me. But here in the beginning, he describes things as very real, and very emotional, like the sensuality truly affects him in a way that the superficiality offered by cleaner women cannot. He says if one settling a pillow by her head Should say That is not what I meant at all Now this seems to imply that what he DID mean could be sensuality in the way he had it with the prostitute, but he is afraid, that if he tries to achieve this level of sensuality with the more clean, respectable woman, they will throw off a shawl and tell him that that is not what they expected of him. That they did not expect him to want this level of sensuality from them.

Free Essays on Women Should Not Be Allowed In Augusta National Golf Club

The Augusta National Golf Club is a private golf resort for men. This is the how this club was founded, and how this club should stay. There has been a huge uproar lately about the issue of whether women should be allowed as members. Augusta National has taken the stance that they are a private organization, and do not have to admit women as members. To some people, not allowing women to join may not be ethically or morally correct, but the law allows it. One of the four most prestigious golf tournaments in the world is held there annually. Because this golf tournament is highly visible, with many sponsors, some people believe women should be allowed. Women should not be allowed to join simply for this reason. Ms. Robinson compared this issue to the racial problems of the past. To compare an issue of whether a woman should be allowed to join a golf club to what the black people in America suffered is ludicrous. The United States was founded on the principles of a Constitution and a Bill of Rights. The freedom to choose with whom we associate is inherent in the formation of this country. The members of Augusta National are exercising their constitutional right to reject or admit whomever they choose into their private club. Augusta National receives no monetary support from the government or charges the guests to play their course. All money generated for the club is from private fundraising and member donations. The government has no right to tell a private entity with whom they should include in their membership. If the membership chooses to allow men only, the constitution should support this. Augusta National has done some very good things for the state of Georgia as well as the game of golf. The Masters, which is played at Augusta National, is one of the most anticipated golf tournaments yearly. This tournament not only brings players from around the globe to the town of Augusta, it also brings many tourists. Th... Free Essays on Women Should Not Be Allowed In Augusta National Golf Club Free Essays on Women Should Not Be Allowed In Augusta National Golf Club The Augusta National Golf Club is a private golf resort for men. This is the how this club was founded, and how this club should stay. There has been a huge uproar lately about the issue of whether women should be allowed as members. Augusta National has taken the stance that they are a private organization, and do not have to admit women as members. To some people, not allowing women to join may not be ethically or morally correct, but the law allows it. One of the four most prestigious golf tournaments in the world is held there annually. Because this golf tournament is highly visible, with many sponsors, some people believe women should be allowed. Women should not be allowed to join simply for this reason. Ms. Robinson compared this issue to the racial problems of the past. To compare an issue of whether a woman should be allowed to join a golf club to what the black people in America suffered is ludicrous. The United States was founded on the principles of a Constitution and a Bill of Rights. The freedom to choose with whom we associate is inherent in the formation of this country. The members of Augusta National are exercising their constitutional right to reject or admit whomever they choose into their private club. Augusta National receives no monetary support from the government or charges the guests to play their course. All money generated for the club is from private fundraising and member donations. The government has no right to tell a private entity with whom they should include in their membership. If the membership chooses to allow men only, the constitution should support this. Augusta National has done some very good things for the state of Georgia as well as the game of golf. The Masters, which is played at Augusta National, is one of the most anticipated golf tournaments yearly. This tournament not only brings players from around the globe to the town of Augusta, it also brings many tourists. Th...

Product Life Cycle Assignment Example | Topics and Well Written Essays - 750 words

Product Life Cycle - Assignment Example 1. Assumptions of the analysis were not all correct as at the time the research was carried out. Foremost is the fact that very few disposable diapers are utilized every week, on a standard basis, then reusable diapers their impact to the environment may be overstated. Secondly, even though the concerned researchers made an assumption that incineration is the most preferred alternative of waste management, this concept is not globally accepted. This, therefore, means that not everybody is in agreement with this kind of waste disposal.There is a considerable opposition that exists to the utilization of incineration which at times could prelude this option of waste management from taking over as the basic method of waste disposal. Presently, several disposable diapers are usually landfilled. This, therefore, means that the impact to the environment of disposable diapers that can be attributed to waste disposal could greatly differ from the estimates provided by the researchers. Being the leader of Arthur D.Little project team, I would not necessarily recommend any particular diaper. This is because, from the data provided, disposables use more raw materials than reusables. On the other hand, reusables consume more water and energy resources that are non-renewable. Globally it is hard to choose one diaper instead of the other. In regions where solid waste is the most burning environmental problem such as New York reusables could definitely be given a nod. Consequently, regions with water scarcity such as California, disposables, in this case, are deemed the best choice for the environment. 2. To be able to give a correct estimate of the reusable diapers’ cost to consumers, valuation of the home labor required to clean reusables should at least be at the minimum wage; since this wage rate is a representation of the lowest estimate of the incurred opportunity cost.

Accounting does not communicate reality, it constructs reality Essay

Accounting does not communicate reality, it constructs reality - Essay Example Accounting is a language of business through which the information is passed to the users of the financial statement. The users then can on the basis of those information can their own decision and plan of action. Thus it can be defined that accounting is not merely a method of keeping records but a method for taking decision on the basis of the information that is provided by accounting (Bion, 1968). An effective medium of communication is required by the entity handling its employees, clients, suppliers. Accounting is considered as an intrinsic an important element of the entity. Accounting helps the business entity in preparation of budget, reporting and also in recording of income that is required by the managers as well as others. There are different users of accounting which can be mainly classified as the external users that includes investors, taxing authorities, customers and creditors and the internal users that includes the management and the employees (Drury, 2008). Accounting mainly communicates variety of information to various parties that are interested in the information supplied by accounting with the help of different mode of communication such as by publishing of annual report, internet, social report and applying various mediums such as by adding pictures, charts, narratives, graphs. The accounting communication is considered as an important aspect as it provides a clear picture to the various things. Accounting communication is verbal as well as non verbal. Accounting communication is required for management accounting. The art of communication applied in management accounting is mainly backed by the need and demand. There are mainly two different ways of communicating financial information is Business Intelligence and costing data (Keele Management School, 2012). Accounting same as that of advertisement can be perceived as mythological and as a metalanguage in which the signs are used to explain the mythical meaning. Accounting

Post Civil War Industrialization and Its Impacts Assignment

Post Civil War Industrialization and Its Impacts - Assignment Example Accordingly, the following analysis will discuss three of the major aspects of industrialization from 1865-1920 and how these aspects influenced issues pertaining to the economy, politics, and the society of the United States. It is the hope of this author that such a unit of analysis will be beneficial in seeking to understand how the United States developed during this period of time and how the nation itself shifted from a primarily rural society to one that was dominated by a handful of major industrial centers. One of the first ways that industrialization changed the United States has to do with the change in the economy (Bates, 2013). After the conclusion of the Civil War, the North had built an impressive system of factories that was capable of supplying were material to the many tens of thousands of soldiers that were in the field. However, after the work included, the need for these factories to continue to produce war goods was of course immediately suspended. However, the infrastructure, machinery, and expertise that was developed during the war years provided a substantial base through which additional production of non-war related materials could take place. Ultimately, this process fundamentally shifted the way in which the economy was based. Prior to this particular point in time, the United States was primarily an agrarian society that relied upon the sale of food supplies and/4 other types of raw material. However, with the introduction of steam power and the changes in producti on that industrialization promoted, the United States began to be a dynamic economic force that was able to produce many finished as society changes the goods. This particular economic shifts created a situation by which large demand for labor case you represented within a relatively small geographic area. Although it may seem as if the era after the Civil War and up until the 1920s is ages removed from the current time, this period of industrialization laid a framework for modern, developed, and society that we currently reside within. Furthermore, the political changes, shifts and immigration, and changes with regards the way in which the population was represented at continue to define the way in which the United States developed and is exhibited within the modern era. Â  

Japanese animation and how its been influenced by American culture in the 20th century

Japanese animation and how its been influenced by American culture in the 20th century Introduction In this essay I shall investigate to what extent twentieth century American culture has influenced Japanese animation. I shall examine the history of Japanese film, paying close attention to the rise of animation as an independent art form; determine what facets of American culture have appeared and influenced Japanese animation, including language, pop culture and consumerism; present two case studies of Japanese animated productions that adhere to the American influence; and draw conclusions from my findings. For my research I shall be referencing literature on Japanese animation, American culture and film history. The case studies shall consist of films by Osamu Tezuka and Mamoru Oshii. History of Japanese Animation The Japanese film industry was born out of the fascination with Edisons Kinetoscope. The Kinetoscope had been first shown in New York in 1894, and two years later the Japanese imported several to their cities. This was a period of celebration and novelty as the Sino-Japanese war had been won in 1895 with Japan forcing the Chinese invasion out of Korea; proving that Japan could adjust to the modern civilization [sic] which less than fifty years earlier had arrived knocking at the closed gates of the country in the person of Commodore Perry. It was the reign of Emperor Meiji, spanning 44 years from 1868 to 1912, which welcomed an era of rapid commercial expansion. In 1897, the Lumià ¨re brothers Cinà ©matographe arrived with a mixed bill of films including Baignade en Mer and LArrivà ©e dun Train en Gare. This was followed by the Edison Vitascope and its films The Death of Mary Queen of Scots and Feeding Pigeons. These innovative projectors were extremely popular with the Japanese, including the future Emperor Taisho. The public were arriving in their thousands to watch these films and continued to do so for another twenty years. Throughout this period the Japanese were importing films from Europe and the United States. It was only in 1912 that Japan founded its first production company; Nikkatsu Motion Picture Company. Established as an independent company under the title Japan Cinematograph Company, Nikkatsu started mass distribution and production of films in the 1920s. This meant that Japan was still dependant on films produced in the West to exhibit in its cinemas in the 1910s. During the First World War (1914-1918) European films were unavailable and to fill the void Japan began to heavily import films from Hollywood. One particular film that was to change the way the Japanese read film narrative was D.W. Griffiths 1916 feature, Intolerance. Perhaps the director nost influenced by Griffith in this early period of Japanese film was Norimasa Kaeriyama. Kaeriyama introduced advanced film technique into Japan and helped establish the Film Record, the countrys first motion picture magazine. His films were heavily inspired by the Hollywood narrative structure and were dedicated to: the introduction of long-, medium-, and close-shots, together with editing principles; the conversion to realistic acting; and the use of actresses in womens roles instead of oyama (oyama impersonators were previously used instead of actresses for female roles). After the death of Emperor Taisho in 1926 Japans new Emperor, Showa (Hirohito), began to reject the liberal attitudes towards Western influence of his predecessor. There was more emphasis on creating greater armies and a more powerful navy than building diplomatic relations. Before the Great Depression rocked the United States and Europe, Japan had already suffered; this was accelerated by the population boom across the country. Japan now put emphasis into its manufacturing and exportation of goods. Japans foreign policy had become one of aggressive expansion; they had seized control of the railways in Shandong, China, but were forced to withdraw after China boycotted Japanese exports. There was unrest in the country as labour unions were growing and dissatisfaction bred. Strikes and boycotts were rife, and this was reflected in the films of the time. Period drama films afforded the public the luxury of escapism while, on the other end of the scale, left-wing tendency films that soug ht to encourage, or fight against, a given social tendency played to the nation. This period of filmmaking in Japan proved that the industry had grown up from its humble origins and was establishing its own themes. The influx of the talkies from Hollywood finally pushed Japanese filmmakers to produce their own sound filmes. In the early 1930s sound became the norm for Japanese productions and therefore pushed the boundaries of the industry; allowing directors such as Teinosuke Kinugasa to create lavish dramas that were adored by the public. Suddenly the door was open for filmmakers to adapt historic tales dramatically. These dramas were singled out by the Emperor who saw them as an important tool to boost the nations morale, showing the masses how important history was; and how important it was to actually make their own history. The second Sino-Japanese war was not unexpected. The film industry had to develop the skills to produce the war genre. The first Japanese war movie was Tomotaka Tasakas 1938 feature, Five Scouts (Gonin no Sekkohei). It is interesting to note that this film does not include the pride, nationalism or propaganda that was being released in the United States, Britain or Ger many. The story dealt with the lives of five soldiers caught up in a battle that they know they must fight. This narrative development of character over plot is still used in modern cinema, most recently in Sam Mendes Jarhead (2005). After the destruction of the Second World War, Japan was forced to rebuild as a nation. The Emperor saw the need to keep the cinemas open (at least those that still remained). Production continued, some unfinished films were abandoned due to their military narrative, and projects that had been discarded before the outbreak of war were completed. The occupying Allied interim government announced a list of prohibited subjects, these included militarism, revenge, nationalism, religious or racial discrimination, feudal loyalty, suicide, cruelty, exploitation of children and opposition to the occupation. Editorial power had been taken away from the filmmakers and left with a foreign military presence. Out of this period two important directors were to emerge; Kurosawa and Kinoshita.In 1950, Akira Kurosawas Rashomon was released. The film introduced new ideas to Japanese, and world, cinema. It was the first film to use flashbacks that disagreed with the action they were flashing back to. I t supplied first-person eyewitness accounts that differed radically; one of which came from beyond the grave. The final scene saw no Hollywood resolution with three self-confessed killers and no explanation. His later films included Seven Samurai (Shichinin no samurai) (1954), The Hidden Fortress (Kakushi-toride no san-akunin) (1958) and Yojimbo (1961). Keisuke Kinoshita directed Japans first colour film in 1951 with Carmen Comes Home (Karumen kokyo ni kaeru). Kinoshitas work is much lighter than that of Kurosawa and his influences seem to come from French comedies; most notably in the two Carmen movies featuring the stripper-with-a-heart-of-gold Carmen. Both these and other films explore the need for a character to leave the countryside and head to the new cities. This was echoed in Japans successful attempts to join the United Nations in 1956. In 1958 the first cartoon feature from Japan was released from the Toei studios. Panda and the Magic Serpent (Hakuja den) was directed by Kazuhiko Okabe and Taiji Yabushita and tells of two lovers in ancient China who must battle evil to find happiness. The film combines bizarre supernatural sequences, psychedelic montages and instantly likeable songs. Even though it can be argued that this is the Japanese interpretation of Disneys 1940 classic Fantasia, Panda and the Magic Serpent heralds the beginning of the Japanese animation industry (anime). Anime is the term used to describe Japanese animation. Since the 1950s Japan has been at the forefront of not only producing animation but is a world-leader in comic book art, or Manga. It is best described by Gilles Poitras: Anime (pronounced ah-nee-may), as defined by common non-Japanese fan usage, is any animation made in Japan. In Japan, the word simply means animation. While anime is sometimes erroneously referred to as a genre, it is in reality an art form that includes all the genres found in cinema or literature, from heroic epics and romances to science fiction and comedy. Whereas anime is what people would refer to as cartoons, Manga is the illustrated storyboards that the reader animates in his or her head. The fact that Manga is read by a whole cross-section of society is notable because it is; simply too fascinating, colorful [sic], and rich a literary medium to be left solely to children. The 1960s saw a host of anime films released. In The Enchanted Monkey (Saiyu-ki), directed by Daisaku Shirakawa, Taiji Yabushita and Osamu Tezuka in 1960, the story is a retelling of part of the epic Chinese classic, The Journey to the West, written by Wu Cheng-En in the sixteenth century. This technique of updating early stories was a popular theme in anime and is still used today. However, it was not only the cinema that was releasing anime productions. Japanese television aired Mighty Atom (Tetsuwan Atomu) from 1963 to 1966. Mighty Atom was the creation of Dr Osamu Tezuka, an influential figure in the early development of Manga. It was the first animated series produced by Tezukas television and film production company, Mushi Studios. The initial episode was shown as a television special on New Years Eve (one of the most widely viewed evenings on Japanese television) and became an instant success. When the series was shown in the United States the characters name was changed to As troboy due to DC Comics already owning a character called The Mighty Atom. The series proved to be extremely popular with children, and sparked controversy amongst parents who, even though the translation was greatly softened and sometimes edited for juvenile audiences, complained that the often dark subject matter was not suitable for impressionable young minds. Some episodes exhibited increasingly dreamlike and surreal imagery. This argument still persists today with the debate on whether graphic violence in cartoons (or anime) can prove detrimental to a young audience. The 1970s was a time of consolidation for the animation studios. The worldwide popularity of anime had afforded hundreds of studios to be set up to produce a plethora of films and television series. The moon landing in 1969 fired the imagination of the world with more emphasis on science fiction; and that is what the audience wanted. Fans of anime, or otaku, from around the world demanded new productions from these studios, and in turn the studios delivered new and advanced films. Otaku derives from the Chinese character for house and the honorific prefix o-. This translates as your honourable house. It is an extremely polite way of saying you when addressing another person in conversation; the writer Akio Nakamori proposed that the term be applied to the fans themselves. Another interpretation, as used by the Japanese media, is that of extreme fixation, which is probably closer to the truth. Either way it is the fans of anime that have been the driving force behind its success. In 1971 an animator directed 24 episodes of an anime series called Lupin III (Rupan sansei). It was the start of a very important career for perhaps the most important animator to come out of Japan. This man was Hayao Miyazaki. The series ran from 1971 to 1972 and was so successful that a number of sequels were made as well as theatrical releases. Lupin III describes the life of gang members in 1970s society. The action targeted the adult audience with its violence, sex, dark humour and contemporary soundtrack. Eight years later Miyazaki went on to direct The Castle of Cagliostro (Rupan sansei: Kariosutoro no shiro). The film is a continuation of the Lupin franchise that started with the television series in 1971. The emphasis is on the characters rather than the plot; a trait that Miyazaki develops over the course of his career. Even though the film is far from being one of the best examples of anime from the 1970s, the pace, comedy and willingness to show anti-heroes captures the f eeling of the decade. Another example of an anime series that became global was Gatchaman Science Ninjas (Kagaku ninja tai Gatchaman). This series originally ran from 1972 to 1974 in Japan before being renamed Battle of the Planets when it aired in the United States in 1978. Yet again the re-dubbed, re-edited version was toned down for the Western audience, so much so that the series was moved from Earth to outer space; sequences with a robot (7-Zark-7) were added to patch the safer storylines together, make up for the lost (edited) footage and jump on the Star Wars R2-D2 bandwagon; exploding planes and ships were always robot-controlled and Spectra forces constantly ejected. The original Gatchaman series introduced characters that had feelings and motivation; there was character development and ongoing sub-plots. They sought revenge, felt jealousy and fear, had relationships, and got hurt. The villains were unabashedly evil, not misguided. The heroes didnt always win, at least not completely.It was as if the West was still not ready to embrace anime and Manga as an art form that was acceptable for adults to enjoy. Anime was still widely seen as cartoons for children in the 1970s. The Japanese animation industry went from strength to strength in the 1980s. It was the decade that saw the Western world finally succumb to the power of anime. This was a two-pronged attack; a Manga pincer movement. For those that still believed animation was for children there was the extraordinary global phenomenon that was Transformers, and for those that were looking for an alternative cult classic there was Akira. In 1984, American toy manufacturer Hasbro bought the rights to produce transforming robots from Japanese company Takara. To bolster the sales of their new line Hasbro decided to use anime as the frontline attack on the target audience (children). The result was the extremely successful Transformer series. This series led to the production of the 1986 feature film, Transformers: The Movie. This was the first real evidence of American culture, in its consumer form, influencing Japanese animation. In stark contrast of the animation-as-advert, Katsuhiro Ôtomo directed the 1988 classic Akira. The film was soon to become a benchmark for anime in Japan, and across the world. This was a film that was aimed at adults with dark, subversive themes. The futuristic settings of Neo-Tokyo were apocalyptic and tinged with doom. After Akira it was widely accepted that anime was not just for children. The 1990s saw anime reach mass appeal as the release of such films as Patlabor (Kidà ´ keisatsu patorebà ¢) (1990), Patlabor II (Kidà ´ keisatsu patorebà ¢ 2) (1993) and Ghost in the Shell (Kà ´kaku kidà ´tai) (1995) by Mamoru Oshii found an international audience; Hideaki Anno and Kazuya Tsurumakis 1997 feature End of Evangelion (Shin seiki Evangelion Gekijà ´-ban: Air) followed on where the original Japanese television series left off; and of course Hayao Miyazakis Crimson Pig (Kurenai no buta) (1992) and Princess Mononoke (Mononoke-hime) (1997). The American influence was still rife as the toy industry, in particular the computer and video game market, provided the plotlines to a number of films and television series including Street Fighter II: The Movie (1994), Battle Arena Toshinden (1997) and the original series of the next big thing, Pokà ©mon (1998 onwards). In 1999, Michael Haigney and Kunihiko Yuyama directed the feature length version of the popular Pokà ©mon ser ies; Pokà ©mon: The First Movie. Whereas the 1980s saw Transformers flood the childrens market, the beginning of the new millennium saw the Japanese revenge. Pokà ©mon originally began as a video game, on the Nintendo Gameboy: The Pokà ©mon game was the platform for the Pokà ©mon brand to kick-start what would become the worlds largest success story in the game-licensing card-collecting business. The video game gave the characters identities, the collection cards gave them powers, the movie added life to the brand, and word-of-mouth spread the news. The Pokà ©mon invasion is still evident nearly ten years later as the television series is still in production, with two feature film sequels having followed the original cinematic release. The consumerism powers of America had truly influenced anime. American Cultural Invasion The cultural invasion from the West began in earnest at the turn of the twentieth century. Japans industrial revolution had been slow to start but quickly gathered momentum. By 1890 there were two hundred large steam factories where twenty years earlier there had been none; steamship tonnage increased from 15,000 to over 1,500,000 tons in the period between 1893 and 1905; and by 1896 things Western were in full fashion derbies or straw boaters were worn with formal kimono, the big gold pocket-watch was tucked into the obi, and spectacles, whether needed or not, were esteemed as a sign of learning. Ironically, the period when Japan found itself bowing down to the pressure of American influence was directly after fighting a war against it. When the atom bombs were dropped on Hiroshima and Nagasaki it was not just the radiation that remained in Japan. Any country that has been invaded will always have traces of the invaders culture embedded into the normal life of its habitants. The All ied (most notably the American) control of Japan directly after the war was to allow Western influences to develop into the Japanese way of life. This influence was both highly visual as well as subliminal. America saw the clandestine operations there were not only as part of an effort to defeat Japan but also as the opening wedge for post-war Southeast Asia. The Japanese were suspicious of the Western approach to education and the governing of their homeland. The Occupation, they thought, had destroyed traditional Japanese virtues and unleashed a wave of selfishness and egotism. In an interview with the elderly president of a real estate company in Oita City, author Jeffrey Broadbent discovered the feelings of the former owbers of the land: Due to American influence, the heart of our people has been lost our way of thinking that, if its good for the progress of the whole, its good to sacrifice yourself The Japanese strength from group unity has been lost. The other side of the coi n is the very noticeable, consumer-led American cultural assault on Japan.The way in which American culture has seeped into the Japanese way of life is what Koichi Iwabuchi writes as: strategies that incorporate the viewpoint of the dominated, who long ago learned to negotiate Western culture in their consumption of media products imported fro the West. Depending on the viewpoint of the individual, culture and life in Japan, and especially that in the densely populated areas, are influenced by the same commercial culture that defines the American way of life today. Japanese streets are now littered with the flashing neon signs that are found (admittedly all over the world) adorning the pavements of any American town or city. Western branding has left its mark on Japan. The American phenomenon of the fast-food culture such as McDonalds, Burger King, Dunkin Donuts, Kentucky Fried Chicken, Baskin-Robbins, and other outlets dominate the Japanese urbanscape more than in America. As a mat ter of fact the first Disneyland outside the United States was built in Japan. Even when taking into consideration the immense popularity of Japanese culture (for example, the growth of Yo! Sushi restaurants in the UK) and the Wests embracing of Eastern philosophies (in this case Shinto and Buddhism), it is safe to say that Japanese culture has been more extensively shaped by its American counterpart than vice versa. If it is indeed true that Japans exports of products and manufactured goods far outweighs its imports, then it is also true that Japan imports vastly more information about or from the United States than the other way round. Japan is today regarded as one of the leading powers in the world especially in the representation of its national media; the Japanese population of more than 120 million people and its economic wealth make the Japanese audiovisual market, along with that of the United States, one of the only two self-sufficient markets in the world. However, this does not mean that foreign popular culture is no longer consumed in Japan; American popular culture has continued to strongly influence and saturate Japan. Japan is one of the biggest buyers of Hollywood movie and many Japanese television formats and concepts are also deeply influenced by and borrowed from American programmes; yet the format is quite often changed to make it more suitable to a Japanese audience: What was marked as foreign and exotic yesterday can become familiar today and traditionally Japanese tomorrow. Kosaku Yoshino writes that although Japan has developed a relative maturity of its cultural industries, it still hasnt fo und itself fully expanding on the exportation of its television programming and films to other regions of the world. This unexportability of Japanese media can be explained by the term cultural discount: A particular programme rooted in one culture and thus attractive in that environment will have a diminished appeal elsewhere as viewers find it difficult to identify with the style, values, beliefs, institutions and behavioural patterns of the material in question. Included in the cultural discount are reductions in appreciation due to dubbing or subtitling. The biggest media products that the Japanese have managed to export, despite cultural discount, is Manga and anime; but is this due to American cultural influences shaping the genre into a more Western-friendly medium? Case Study 1 Alakazam the Great (Saiyu-ki) The first example of a Japanese animation that has been influenced by American culture is the 1960 feature, The Enchanted Monkey (Saiyu-ki), directed by Daisaku Shirakawa, Taiji Yabushita and Osamu Tezuka for Toei Studios. It was released in America as Alakazam the Great in an attempt to win a bigger audience by moving away from the emphasis of the ancient Eastern tale, the story is a retelling of part of the epic Chinese classic The Journey to the West (Xiyouji), written by Wu Cheng-En in the sixteenth century. The title name-change and the subsequent character name-changes point to the influence that America held over Japanese culture at the time. The original story chronicles the many encounters of Sanzo, a monk who travels from China to India to obtain a copy of the original Buddhist scriptures to bring back to his country and teach the purity of Siddhartas original messages. In Osamu Tezukas film the star of the show is not Sanzo but Son Goku, the monkey king. Son Guko is a tale nted but arrogant warrior that is sent on a journey by Buddha to learn the virtues of humility and compassion. However, when re-dubbed and released in the United States the characters changed. Sanzo became Prince Amat and turns out to be the son of Buddha. Buddha in turn is named King Amo, Sir Quigley (Pigze), Lulipopo (Sandy), and Son Goku is renamed the titular Alakazam. Considering the fact that the storyline was centuries old there is more than a passing resemblance between the character of Alakazam (Son Guko) and the way in which Japan was seen by the rest of the world. In the tale the protagonist is king of his surroundings (Japan in the late 1930s and early 1940s) before he discovers the existence of a people that are more powerful than him. In an attempt to beat them he sneaks into their world and begins a pre-emptive strike against them (Pearl Harbour attack). He is then disciplined by a greater being (America) before being allowed to continue his journey under the agreement that he learns from his mistakes (the Occupation and the subsequent acceptance into the United Nations). I believe the fact that Tezuka decided to use the story to create this, the third Japanese feature length animation, demonstrates an understanding of the ever present American dominance over Japan. The aesthetics of the production borrow from the American animations of the time. In the post-war period it was evident that the biggest influence on the explosion of Manga style artwork came from the imports of European and American comic books and animation. The most famous being the work from the studios of Walt Disney. Osamu Tezuka was originally a Manga artist before he became involved with anime. His style and technique was heavily influenced by Disney (he admitted to watching Bambi 80 times and Snow White 50 times). The studio that he worked for, Toei, strived for that same cross-cultural, cross-generational appeal of Disney, albeit using more Asian scenarios. Considering that he had studied Disneys Bambi to the point of obsession it is not surprising to learn that Tezuka noted how Bambis childish attributes, such as his big eyes and large head, were an ideal way of conveying complex emotions. The influence of the West is truly evident in this film, and many that followed it. Case Study 2 Ghost in the Shell (Kà ´kaku kidà ´tai) (1995) The second film I am looking at in detail is Ghost in the Shell (Kà ´kaku kidà ´tai) (1995), directed by Mamoru Oshii. It is widely accepted that anime has been inspired by a number of different factors that draws simultaneously on medieval Japanese traditions, on American cyberpunk styles, and on an imagery of ethnic and cultural mixture (of the sort envisioned in Blade Runner) that never quite evokes any specific human society, but that in various ways hints of the American dream of a multicultural society and suggests the extent to which the American science fiction film has become a key narrative type for much of contemporary culture. This cyberpunk culture has been lapped up by the Japanese and features heavily in Manga and anime. Perhaps the most famous writers and contributors to this particular genre are William Gibson, author of the cult Neuromancer and Philip K. Dick, author of Do Androids Dream of Electric Sheep?, the novel that was the basis of the 1982 classic Blade Ru nner. Both these writers provided a futuristic world that could be further advanced by the medium of animation. The plot of Ghost in the Shell parallels Neuromancer very closely, except that rather than an artificial intelligence seeking to be free by merging with its better half, an artificial life form (the Puppet Master) seeks to free itself by merging with the protagonist (cyborg Major Motoko Kusangi). Developing similar themes to Gibson and Dick, Oshiis interest in mankinds over-reliance on technology is brought to a logical conclusion in Ghost in the Shell, which foregrounds fundamental questions about what it is to be human in an increasingly computerised cyberworld, where a computer programme gains sentience and also questions its own function in the acquisition of power, autonomy and longevity. In Do Androids Dream of Electric Sheep? and later Blade Runner the plot and characterisation are centred on the struggle to determine what is human and what is machine. It can be argued that Neuromancer borrows from modern Eastern culture as the locale is set in Japan, however, it is the significance of the characters rather than the setting that has cemented it as a science-fiction classic. In Dicks novel, the opening image of the book, comparing nature to technology, sets the tone of this narrative. The protagonist, Case is a combination of man and machine; a now common trait amongst Cyberpunk literature and animation.It is this imagery that Oshii has borrowed from the West that has provided the background to his work; Blade Runner has been labelled as one of the finest examples of post-noir with its anti-heroes, atmospheric lighting and dark storylines, and Oshii replicates this in his film. He uses sound, and in particular the score written by Kenji Kawais to achieve an emotional response from the viewer that is a million miles from any Disney cartoon. He presents Ghost in the Shell with the feeling of a bona fide film noir that just happens to be an anime production. As such Oshii has admittedly borrowed American ideas, themes and culture but he has formed his own creative style out of it. He uses the medium not only to entertain but to put forward questions of morality to an audience that are not treated like children: Oshii develops the form by refusing innocence and indifference, insisting upon only the maturity of the medium. Indeed, while in an accessible, orthodox model, it only advances the case further that all animation is in some sense experimental, even within populist forms. Conclusion From my research I have drawn the conclusion that Japanese animation has indeed been influenced by twentieth century American culture. This has happened side by side with the country as a whole accepting elements of Western popular culture. As early as the beginning of the century under the leadership of Emperor Meiji Japan began to embrace the West after years of being an insular island race. It was immediately after the end of the Second World War, when Japan was occupied by the Americans under General MacArthur from 1945 to 1951, that the floodgates opened. American control influenced education, culture and general living. Whereas the older generation saw this as Japan losing its heart the younger generation thought of it as a fresh start. This is evident in Japans rise to power in the 1960s onwards. The Feudal system of Japan that had reigned until 1868 had been disregarded; the way of the samurai had been supplanted by the power of the microchip. The nation had taken on board Am erican culture and adjusted it for their own purpose. This ability to progress with outside influences paved the way for animators such as Kazuhiko Okabe, Taiji Yabushita, Osamu Tezuka, Hayao Miyazaki, Katsuhiro Ôtomo and Mamoru Oshii. It is worthy of note that it has not completely been one-way traffic. The Japanese animators have been influenced by American culture (Disney, comic books, Cyberpunk, etc.) but in turn the Americans, and the West, have imported attributes specifically found in Manga and anime. The creative team behind The Matrix trilogy, Andy and Larry Wachowski, are Japanese anime fans and were the driving force behind the 2003 animated film The Animatrix. Advertising agencies in the United States have also picked up on the popularity of anime with the Coca Cola group producing the Obey Your Thirst Voltron campaign, combining anime and hip-hop to sell Sprite.Sales of Manga comics and picture novels in North America grew over 40 per cent to $140 million in 2004. This trend was also boosted when director Hayao Miyazaki won the Oscar for Best A

Vagal Nerve Stimulation and Epilepsy :: Biology Essays Research Papers

Vagal Nerve Stimulation and Epilepsy Epilepsy is a brain disorder characterized by seizures which occur when neurons fire uncontrollably and chaotically. The four most common categories of seizures are: simple partial, complex partial, secondary generalized tonic-clonic, and generalized tonic-clonic. A partial seizure is one in which epileptic activity stays in a focused area of the brain. During a simple partial seizure, the patient maintains full consciousness and experiences hallucinations, illusions and/or muscle jerking. A patient experiencing a complex partial seizure has impaired consciousness and often makes automated movements. A generalized tonic-clonic (GTC) seizure is characterized by complete loss of consciousness, rhythmic jerking, and a period of unresponsiveness. A secondary generalized tonic-clonic (SGTC) seizure is one in which the epileptic activity of a partial seizure spreads to the entire brain, resulting in a generalized seizure.(3). Epilepsy has a variety of different pathologies. These include genetic factors, poisoning, and brain injury. High levels of excitatory neurotransmitters, low levels of inhibitory neurotransmitters, and abnormal wiring are all thought to be causes of seizures. Possibly, abnormalities in the cell membrane play a part in causing seizures. (3). This makes sense since the cell membrane essentially controls the polarization of the cell, which in turn controls the activation of signaling between cells. Often, seizures are caused by a deficiency of GABA, a neurotransmitter which inhibits the passing of information from one neuron to another. (1). Seizures which are caused by lack of inhibitor could, in a way, be likened to the example of a chicken which runs around for some time after its head is cut off. The spastic wild activity of the chicken is due to the fact that the inhibitory neurons are all in the head, which was removed. There is nothing to control the excitatory neurons. Similarly, without enough inhibiting GABA, many neurons send signals all at once, and there is nothing to stop them. One of the more recent forms of treatment for epilepsy is called Vagal Nerve Stimulation (VNS). The first VNS device was implanted into a human in 1988. ((2).) The vagus nerve is a cranial nerve controlling muscles involved with swallowing, speaking and coughing. The nerve is also involved with receiving input from and sending information about the heart, stomach and lungs to the brain. (6). The Vagus Nerve Stimulator is a small generator which sends electrical activity to the brain to prevent seizures. (5).

John Dewey and early childhood education Essay

â€Å"Education is not preparation for life. Education is life itself. † – John Dewey (1859-1952) (Ministry of Education, Singapore, 2003) The set of Desired Outcomes of Pre-school Education that the Ministry of Education(MOE) had put together in 2003 highlighted the significant importance of pre-school education being the platform for lifelong learning. It’s intention were far beyond preparation of these children merely for Primary School curriculum (Wong,2000). Very much alike to John Dewey (Dewey)’s quote, MOE’s take on pre-school education exists similar context. I felt that it challenges the perceived notion that education is only about getting the necessary qualifications or securing a good job. However, with an open mind, education in fact occurs throughout life. This brings about a few educational principles of Dewey which had influenced me in my workings with children in a pre-school setting. I felt that the central concept of Dewey’s view of education was that there should be greater emphasis on allowing children develop problem solving skills, critical thinking skills, and being able to make decisions on their own, rather than simply on the memorization of lessons. Through real life experiences, instead of merely being on the receiving end of secondhand information, children were able to develop the required skills effectively (Seefeldt and Barbour, 1998). Active learning has been widely advocated in my child care centre. I often incorporate and encourage it too. Let’s say I will be teaching on the theme of occupation and doctors are the topic of the week. For the younger age group like pre-nursery and nursery, I would provide real materials like a doctor play set. Children would be encouraged to explore these materials at their own pace and interests. They would be able to experience how it feels like being a doctor and thereafter get an insight of what a doctor’s work scope is about. Concurrently, they would be exposed to the instruments that a doctor uses. I would also ask children open ended questions like â€Å"What does a doctor do? Which tool do you think a doctor uses to hear your heartbeat? If you are a doctor, how would you hear my heartbeat? †. I believe  that such open ended question encourages children to construct their own understanding of concepts. I would also drop hints and attempt to spur their interest when children become uninterested and seem clueless. On top of these activities, for the kindergarten classes, I would introduce a â€Å"Doctor of the day† where the child would, alongside the teacher, assist in the daily temperature taking of children. This way they would understand the concept of what is taken to be ill and what is not, and also who should they visit at times when they fall sick. I would also liaise with a nearby clinic and bring the children on a trip, getting the doctor to assist in giving the children a short demonstration of a regular consultation in the clinic. The children will not only be able to see how a clinic setting is like, they will also be able to pose questions to the doctor to find out more. Following which, I would plan for a clinic role play where children are free to express their own interpretation and ideas of a being a doctor. In tie with Dewey’s avocation of active learning, this concept of learning has been strongly supported by the local context too. In the Code of Ethics, professionals are obliged to promote and encourage children to be actively involved regardless of ability (Association for Early Childhood Educators, Singapore, 2005). Dewey also advocated that the school is a social institution (Flanagan, 1994). He believed that through social interaction with adults and peers, learning would be further reinforced (Henniger, 2002). Communication with peers or adults allows children to think, process their thoughts into verbal words and therefore encourages and stimulates a child’s thinking. Interactive learning is also vital to social development. Being able to develop a positive and satisfying relationship with peers and adults is crucial for effective social interaction and is often a focus of pre-school programs (Early Childhood Teachers’ Association, 2003). In my workings with children, I have realized the important role social interaction plays in a child’s development. Children across all pre-school levels enjoy talking and interacting with each other over their thoughts, opinions and experiences. One way I encourage this is by planning for problem solving in group discussions. For instance, the kindergarten children would be issued a problem at the start of the day: â€Å"What are the features of an insect? † They would then be divided into groups to explore the problem by going into the various learning centres I have set up toacquire the information. This can be followed up by bringing the children on a field trip to the Botanical Garden where children are able explore on the topic and make drawings and notes on their observations as a group. At the end of the day, they would discuss about their gatherings again in groups, and then present their findings. Other than learning how to function as a member of a group, children would also be able to learn cooperative skills and conflict resolution through the activity. Besides peer interaction, adult interaction plays an equally important role. In the Assessment of Licensing Standards in child care centre, staffs are to encourage interaction with children in order for children to be able to understand self and others (Ministry of Community Development and Sports, 2003). In the pre-nursery and nursery classes, I take time to listen, make eye contact and respond to children. This makes children feel comfortable and it motivates them to interact more with adults. I would also plan for activities like dough play and painting on large papers where children are able to proceed with the activity together. Through such activities, they are able to discuss, comment and communicate with each other too. I would also ask questions like, â€Å"What do you think Clarisse has molded? Does it look like a sandwich? † which allows for creative thoughts to be expressed and interaction to take place. Dewey’s philosophy perceived a teacher’s role as a guide and observer, rather than an instructor or a disciplinarian. The teacher is to provide and prepare the environment and curriculum to allow children to benefit and learn productively from it. Teachers were also expected to observe children and come up with activities designed to facilitate optimal learning (Feeney, Christensen and Moravcik, 2006). For the pre-nursery and nursery classes, I would provide a large variety of materials where children would be given the choice to choose based on their preference. I would not interfere in their choice activity as long as it conforms safety standards. I would also plan for activities where children could explore and exercise trial and error. For instance in the dough making session, they would be able to explore how much water is needed to achieve the texture of dough they would like, and what should be added when the dough becomes too soft. However, I would be guiding children whenever they are stuck or faced with much difficulty. I would also put up children’s work like their art work at a prominent corner of the classroom to make them feel that their work is valued. For the kindergarten classes, I would plan the lesson together with the children and come up with activities that could tap on their interest. For instance, discussing with children about which occupations interests them the most by showing them a variety of it. After the children have made their choices, I would plan activities catered to their interest. Throughout the lesson, I would make observational notes about each child and provide experiences or materials catered to individual’s interest. For example if a child shows immense interest in the occupation teacher, I would plan for the child to have a go at teaching his fellow classmates a song. Or if a child is interested in being a policeman, he could patrol the corridors before nap time to ensure that children are not hiding in the toilets or up to mischief. Similarly, under the Framework for Kindergarten Curriculum, MOE recommend putting their principles into practice in a few ways. These includes, preparing the learning environment by encouraging learning at their own pace and choice, planning meaningful activities based on children’s interest and abilities, allowing resources and materials to be easily and readily available and observing and monitoring children’s development. (Ministry of Education, Singapore, 2003) Through Dewey, I become aware of various methods and principles which plays a vital role in children’s pre-school learning. Though there were also controversies in Dewey’s philosophy, I believe that each philosopher possesses their own virtues and Dewey was one which struck me the most. References Association for Early Childhood Educators, Singapore (2005). Code of ethics. Retrieved March 23, 2010 from http://www. aeces. org/code_of_ethics Early Childhood Teachers’ Association (2003). Educating young children. Journal of early childhood teachers’ association inc and school of early childhood university of technology, 9(1) Feeney, S. Christensen, D. Moravcik, E. (2006). Who am I in the lives of children? : an introduction to early childhood education (7th ed). Upper Saddle River, New Jersey. Pearson Education. Flanagan, F. M. (1994). John Dewey. Retrieved March 24, 2010 from http://www. admin. mfu. edu/ctlf/Ed%20Psych%20Readings/dewey. pdf Henniger, M. L. (2002) Teaching young children: An introduction (2nd ed). Upper Saddle River, New Jersey. Pearson Education.

The Implementation Of Performance Management System Education Essay

IntroductionGlobalization together with a competitory universe environment and developments in engineering have made it imperative for all sectors in the economic system to supply better services to their clients and secondary schools are no exclusion. The Government of Mauritius realized that human capital is an of import resource with which Mauritius has been endowed, and that optimal usage demands to be made of this resource in all sectors and the instruction sector was no exclusion. Being cognizant that public officers working in schools ( both primary and secondary ) need to be dynamic, proactive, vivacious, frontward looking, advanced, effectual, executing and consequences oriented, it became imperative to set in topographic point a system which would let non merely to measure the public presentation of Educators working in these schools but besides to analyse their preparation demands. In 1976, the authorities introduced free secondary instruction for one and all and in 2005, made instruction compulsory for all kids up to the age of 16 old ages. Since so, it has become the duty of the Educators working in secondary schools to bring forth citizens with the needed accomplishments and competences needed by the economic system. Bearing in head that the one-year budget for Performance Management for secondary instruction is Rs.1.2 million, it becomes imperative that authorities ensures that public financess are being decently used in order to run into the outlooks of the citizens. The vision of the Ministry of Education is ‘to provide Quality Education to All ‘ . To accomplish this vision it is of import that those who deliver the service in the instruction system execute to the best of their ability. Thus it becomes necessary non merely to measure the forces working in our secondary schools, but besides to look into their preparation demands. The PMS can let to function this double intent which was non being achieved through the present Performance Appraisal system i.e. the Confidential Reporting System in the Civil Service in Mauritius which dates back to colonial times. Confidential Reporting has been in topographic point since 1963 and amended twice since so in 1973 and 1979. However, as ment ioned above it is no longer functioning its intent due to its legion failings viz. , it is a cosmopolitan one tantrum system for all public officers, there is no engagement of the appraised and he is non made aware of his strengths and failings, therefore doing the system unjust and inconsistent, it has no yardstick to mensurate the grade of public presentation of assorted facets of the occupation as there are no fit professional criterions, all standards are assigned the same evaluation, thereby doing no difference between most of import and least of import standards, subjectiveness, prejudice and bias are ineluctable in this system of describing as it does non follow a scientific attack and the system is used merely for publicity and does non place the preparation demands of the officers in the visible radiation of ascertained public presentation. The restrictions of the Confidential Reporting System gave rise to the demand for better system whereby both valuator and appraisee would be taken on board. An effort was made to present a new public presentation assessment strategy in the mid-1990s but it failed likely due to its bad selling, which led to resistance from both Trade Unions and Public officers. Against this background, a Task Force on Performance Management was set up which created a Framework for all Departments/Ministries to follow corporate strategic planning and step accomplishment of organisational aims and divisional work marks against established public presentation indexs. The Draft Performance Management Framework stipulated that the assessment of employees should get down with a public presentation understanding based on a preset work program, continued with regular reappraisals and completed with a general reappraisal of public presentation, appraisal of development demands and acknowledgment of public presentation. In line with the recommendations of the Task Force on Performance Management, the Pay Research Bureau ( PRB ) study 2008 recommended inter alia that all Ministries/Departments should measure and reexamine sporadically their public presentation in relation to established marks ; they should follow and implement a Performance Review Scheme as an built-in portion of Performance Management on a uninterrupted footing ; and the Ministry of Civil Service and Administrative Reforms should move as a coordinating Ministry, responsible to spearhead the debut of the Performance Management System and instill a Performance orientated civilization in the Public Service. Furthermore, the PRB 2008 in its study recommends that as from fiscal twelvemonth 2011-2012: ( I ) increases may be granted three months before for employees who perform beyond the acceptable criterions systematically for a period of one twelvemonth and nine months ; and ( two ) more than one increase may be granted at a spell, say two increases, for uninterrupted outstanding public presentation for three back-to-back old ages. The PMS is still in its babyhood in State Secondary Schools being introduced in the educational system merely in 2008. Mauritius is divided into four educational zones and the navigation in secondary schools was done in all schools of educational zone 3 during the twelvemonth 2009 and in this current twelvemonth they are in their 2nd PMS rhythm whereas the secondary schools of the other 3 educational zones ( 1, 2 and 4 ) are in their first PMS rhythm. It is hence of import to analyze whether all stakeholders have the necessary cognition and apprehension of the Performance Management System, the nature of the current Performance Management agreements, the Performance Management Process, the Performance Measures in order to mensurate its effectivity in State Secondary Schools in Mauritius.1.1 Knowledge and apprehension of PMSThere are legion definitions of Performance Management, from the general position, as a agency for an organisation to recognize its aspiration ( IDeA, 2001 ) to th e more specific one, aiming at single employees, directing and heightening their public presentation, therefore bettering organisational effectivity ( Williams, 2002 ) . However, the common characteristic of all definitions lies in the accomplishment of the organisations ‘s ends or aims: It is the procedure of bettering the quality and measure of work done and conveying all activity in line with an administration ‘s aims ( Bruno walters, 1995 ) . Harmonizing to the Local Government Improvement and Development, UK public presentation direction is ; taking action in response to existent public presentations to do results for users and the populace better than they would otherwise be. All these definitions merely give the intents of the Performance Management system. ( Armstrong and Baron, 2004 ) have stressed that public presentation direction is a tool to guarantee that directors manage efficaciously ; that they guarantee the people or squads they manage know and understa nd what is expected of them, have the accomplishments and ability to present on these outlooks, are supported by the organisation to develop the capacity to run into these outlooks, are given feedback on their public presentation and have the chance to discourse and lend to single and squad purposes and aims. It is besides approximately guaranting that directors themselves are cognizant of the impact of their ain behaviour on the people they manage and are encouraged to place and exhibit positive behavior. Execution of a Performance Management System will assist to obtain better consequences from persons, squads and the organisation as a whole as both valuator and appraisee understand and manage public presentation as per an agreed model for planned ends, aims, criterions and competences. This appears to be a more comprehensive definition of Performance Management as it gives all the of import phases in public presentation direction but does non speak on placing public presentation spreads and supplying the necessary professional development. ( Armstrong, 1999 ) identifies the chief extra characteristics of public presentation direction as: the engagement of all members within the organisation as spouses in the procedure, concern with inputs ( competencies and accomplishments ) every bit good as end products, based upon understandings refering answerability and duty, concern with squad public presentation every bit good as single public presentation, uninterrupted procedure and non reliant on an one-year reappraisal, personal reappraisals focus on constructive patterned advance, betterment and development, recognizes the demand for preparation and dressed ores on ‘self managed ‘ larning ‘ , feedback is every bit much spontaneous as possible and non reliant on luxuriant signifiers. ( Engelmann & A ; Roesch 1996 ) identified negative effects of ill designed and ill administered strategies as: hapless motive and ego regard because employees receive unequal feedback on their work public presentation, small o r no focussed communicating about public presentation between directors and employees ; inefficient usage of directors ‘ clip and judicial proceeding over alleged prejudiced actions.The Performance Management Procedure:Performance direction means a shared committedness to high public presentation. It helps to concentrate attending on more effectual instruction and monitoring to raise the quality of learning and to profit students, instructors and the school. It means supplying appropriate and effectual personal preparation and development to guarantee occupation satisfaction, a high degree of expertness and patterned advance of staff in their chosen profession1. Performance Management is an on-going, synergistic procedure between an employee and his/her supervisor. It involves the undermentioned phases: Pre-appraisal – Planning and holding on Performance: The valuator discusses and records precedences and aims with each of the instructors in his/her squad and discusses how advancement will be monitored through a two manner communicating between valuator and appraisee. A work program is developed and agreed upon by both parties. Mid-appraisal – Pull offing Performance: At mid term of the stage, the appraisee is called upon to transport out a self rating of the accomplishments and public presentation spreads as per the work program, following which the valuator conducts a formal interview with the appraisee to reexamine and enter advancement made on the public presentation understanding and to inform him of the countries that need betterment. Final Appraisal – Reviewing Performance. At the terminal of the one twelvemonth rhythm, the valuator reappraisal, evaluates and paperss the public presentation of the appraisee during the appraisal period. The appraisee is called upon to one time once more self evaluate his/her public presentation against the work program agreed upon during the pre-appraisal phase. The valuator carries out a concluding interview to give the appraisee specific public presentation information in respect to good public presentation and to 1. [ Online ] available at hypertext transfer protocol: //www.burford.oxon.sch.uk/policy/performancemanagementpolicy.htm [ Accessed on 13 November 2010 ] supply any pertinent suggestions for betterment, and action programs are developed in audience with both parties for lacking countries. This type of communicating and certification allows chance for an appraisede to adhere to the expected consequences for the station during the following appraisal twelvemonth.1.3 Nature of current Performance Management SystemEffective public presentation direction requires consistently determinant and pass oning what needs to be done ( purposes, aims, precedences and marks ) , a program for guaranting that it happens ( betterment, action or service programs ) , some agencies of measuring if this has been achieved ( public presentation steps ) and information making the right people at the right clip ( public presentation coverage ) so determinations are made and actions taken2. The PMS ‘s function can be classified into three chief classs: ( a ) Strategic: consist the functions of pull offing scheme execution and ambitious premises ; ( B ) Com munication: comprises the function of cheque place, following with the non negotiable parametric quantities, pass oning way, supplying feedback and benchmarking ; ( three ) Motivational: comprises the function of measuring and honoring behaviour and encouraging betterment and acquisition 1.3.1. Performance Management System in United Kingdom: Findingss of ( Andrew Brown, 2005 ) in ‘Implementing public presentation direction in England ‘s primary schools ‘ showed that considerable fluctuation exists among primary schools as to how they are implementing public presentation direction. This was due to confusion and uncertainness on the portion of all stakeholders refering the significance and intent of public presentation direction. He concludes that factors that influence the effectivity of public presentation direction in any one primary school are the extent to which: ( a ) the caput, instructors, governors and public presentation direction advisor have a common apprehension refering the significance of public presentation direction and the intents of presenting the enterprise into schools ; ( B ) all relevant stakeholder groups are suitably and sufficiently good trained to implement the enterprise ; ( degree Celsius ) the school ‘s organisational civilization is such that the determination to present a system of public presentation 2. [ Online ] available at hypertext transfer protocol: //www.idea.gov.uk/idk/core/page.do? pageId=4405770 [ Accessed on 13 November 2010 ] direction is perceived by the school ‘s caput, instructors and governors to be an appropriate and worthwhile one ; ( vitamin D ) the public presentation direction aims which the caput and instructors receive are sufficiently specific, mensurable, relevant and ambitious ; ( vitamin E ) the methods and indexs adopted to mensurate the public presentation direction aims of the caput and instructors are considered to be sufficiently varied and just ; ( degree Fahrenheit ) the construct of â€Å" overall public presentation † is sufficiently good defined, mensurable and accepted by both the valuators and appraisee ; ( g ) sufficient resources are available to implement instructors ‘ single professional development programs ; ( H ) the associated wage and wages systems are perceived to be both just and feasible. In short, England has a good established Performance system including Performance Thresholds, nevertheless, there is no consensus on whether fiscal inducements wo uld actuate instructors in advancing good instruction ( Croxson,2001 ) . 1.3.2 Performance Management System in New Zealand: Effective public presentation direction involves sharing an apprehension of what needs to be achieved and so pull offing and developing people in a manner that enables such shared aims to be achieved ( Dransfield, 2000 ) . In New Zealand, since 1997 public presentation assessment is compulsory for all instructors who are appraised against nine Professional Standards which include: professional cognition, professional development, learning techniques, pupil direction, motive of pupils, publicity of Te Reo Maori linguistic communication, effectual communicating, support for and cooperation with co-workers and part to wider school activities. These professional criterions aid to guarantee that employer and direction outlooks are clear and consistent across each school. Based on these criterions public presentation indexs are developed which require the school to place cardinal facets of public presentation ( that can be verified ) , fi nd what information is needed to measure public presentation against each of the professional criterions, make up one's mind how public presentation is to be assessed ( the appraisal method/s ) , design methods for roll uping the public presentation information. Performance indexs are reviewed from clip to clip to guarantee they are still relevant and appropriate. The public presentation assessment is carried out which focuses on the nine professional criterions and leads to a written appraisal study for treatment and audience with the instructor. This public presentation assessment includes readying of a statement of aims which are discussed and agreed upon at the beginning of the public presentation direction rhythm. Then there is an interim assessment, the intent of which is to supervise advancement against professional criterions and to foreground success and turn to any concerns. It besides provides an chance to discourse and enter any alteration to the agreed public presentati on outlooks. The reappraisal may affect observation of instruction, an interview and readying of an interim study. The following phase is the Final Appraisal whereby the valuator and appraisee meet to discourse the instructor ‘s public presentation over the twelvemonth based on professional criterions and indexs. The valuator informs the appraisee of the accomplishments and discusses what needs to be addressed in the undermentioned twelvemonth in footings of farther professional development. Teacher public presentation may besides include equal assessment, parent feedback, pupil feedback, pupils ‘ public presentation consequences and documental grounds such as lesson programs, appraisal records and resources used. Once instructors have met the appropriate degree of professional criterions they entree the 2nd tranche of salary rates ( Ozga, 2003 ) . Principals may postpone patterned advance for instructors who have non met the professional criterions at the appropriate de gree during the assessment period but so they must set in topographic point a plan for support and development to help the instructor to run into the criterions. If a instructor disagrees with the recess of the salary increase the instructor may, within 14 working yearss of being notified of the deferral seek a review3. However, ( Carol Cardno, 1999 ) states that in New Zealand the public presentation direction system has non good started and has non improved the public presentation of instructors and pupils. The New Zealand policy resembles closely our Mauritanian system, whereby the primary intent is to supply a model for bettering quality of learning. There the school board is responsible for seting in topographic point an assessment procedure with appropriate professional development orientation ( Cardno, 1999 ) . ( Rohento, 1992 ) found that instructors supported the debut of pecuniary inducements, and believed that a performance-related wage strategy would increase their attempt and have a positive consequence on student attainment. Harmonizing to some caputs, although the public presentation direction was non used to penalize hapless executing instructors, it was a utile agencies of placing and turn toing countries of failings with instructors ( Burgess et al, 2001 ) . 3.Draft National Guidelines for Performance Management in Schools, Ministry of Education, 1995.1.3.3 Performance Management System in Malaysia and CanadaMalaysia has adopted a Result-based Management Approach ( RBM ) , which focuses on systematic and structured public presentation direction, whereby, the Intergrated Performance Management Framework ( IPMF ) helps in being results-oriented in plan planning and delivery4. Canada is in its early phase on public presentation direction which has replaced the â€Å" Supporting Teaching Excellence † which was the instructor public presentation assessment policy. The policy model for pull offing people is effectual as of July 2010. It applies to the nucleus public disposal and is said to necessitate sustained leading and investing of clip and money5.1.3.4 Performance Management System in MauritiusIn the Mauritian context small research has been done as the PMS is still in its early phase. The lone research on the effectivity of Performance Management System has been carried out by ( Chittoo and Ramphul, 2006 ) in the Health Sector where they claim that Performance Management in the instance of Mauritanian infirmaries is still a implausible thought because irrespective of how good a technique it is, there is a fright to implement it due to swerve deficit of s taff who still have to fulfill the clients to the ‘extent possible ‘ . The execution of public presentation direction may do affairs worse in the present state of affairs. The failings and prejudices that can do the PMS to neglect include absence of engagement, organisation civilization, low dignity, high outlooks and inaccurate evaluations ( Lukheenarain, ( 2009 ) . Published in a imperativeness article, caput instructors and school principals are said to be kicking about an overload of paperwork. Performance Management is seen as a good thing where instructors can hold their say in their public presentation assessment, nevertheless, tonss of administrative work coming with the system, can be a hurdle6. 4.http: //www.tbs-sct.gc.ca/pol/doc-eng.aspx? id=14226 5.http: //www.minedu.govt.nz/NZEducation/EducationPolicies/Schools/SchoolOperations/EmploymentConditionsAndEvaluation/PerformanceManagementSystems/PMS 6.Kot Zot Mauritius Portal Mauritius Newspaper Syndicating Mauritanian News.Effectiveness and Efficiency( Anthony and Young, 1994 ) argue that efficiency and effectivity are the two key standards for judging public presentation. Effectiveness is seen as the relationship between an organisation ‘s end product and its aims ( results or consequences ) and efficiency as the ratio of end products to inputs ( e.g. disbursals ) , or the sum of end product per unit of input. In add-on, ‘Economy ‘ ( i.e. inputs ) is frequently added to finish what is normally referred to as the ‘Three Es ‘ of public presentation measuring ( Hyndman & A ; Anderson, 1997, Boland and Fowler, 2000 ) . To enable the rating of economic system, efficiency and effectivity, it is necessary to mensurate inputs, end products and results ( or consequences ) . However, in public sector organisations which frequently have multiple, long term non-financial aims focused on social impact, it can turn out hard to mensurate the ‘three Es ‘ and hence hard to measure public presentation ( Hyndman & A ; Anderson, 1997 ) . ( Neely, Kennerley and Martinez, 2004 ) reported that there has been much prescription sing the design of PMS but really small consideration of whether such systems really work ( Neely et all, 2004 ; France & A ; Bourne, 2003 ) . It is deserving observing that Speckbacher et Al ( 2003 ) have reported that 8 % of 174 German talking states decided non to implement a Performance Measurement System because they could non see the advantages or ‘positive impact ‘ particularly given the attempt required to implement such systems. The above literature reappraisal raises a figure of inquiries that are relevant to this survey. In peculiar whether public presentation direction in schools leads to improved public presentation or merely answerability. It is merely through a farther research on the effectivity of public presentation direction for pedagogues in State Secondary that it would be possible to convey out the strengths and failings of the system and aid to do recommendations to the governments on how to better the system so every bit to carry through the vision of the Ministry of Education of ‘Quality instruction for All ‘ and besides do it sustainable in all province secondary schools in the hereafter.HypothesisThe Performance Management System for Educators in State Secondary Schools, if decently understood and implemented will assist to better School Effectiveness in footings of both pupil and instructor public presentation.Methodology2.1 Purpose of the surveyThe research paper has assorted aims. First given the increased accent on public presentation direction in Mauritius following the defects of the Confidential Reporting system, the paper examines the extent to which both Educators and Curates have a cognition and apprehension of the Performance Management System. Second it provides an overview of how the current public presentation direction system is being implemented in secondary schools in Education Zone 3 in Mauritius. Third it looks into how assorted standards used in the measuring of single public presentation in schools are related to teacher attitudes and perceptual experiences. It probes into the strengths and weaknesses/problems and troubles being encountered both by valuator and appraisee in the execution of the system. Last it makes an attempt to measure the effectivity of the Performance Management System as it is presently implemented in province secondary schools and do an effort at explicating recommendations to policy shapers on the betterments ne eded to do this system sustainable in secondary schools in the hereafter. The usage of multiple methods in a survey secures in-depth apprehension of the phenomenon in inquiry because it adds energy, comprehensiveness and deepness to the probe ( Cresswell, 1994:174 ; Denzin & A ; Lincoln, 1998:163 ; Salomon, 1991: 10 ) . Therefore, both quantitative and qualitative informations aggregation techniques were used. Research Design: The research documented in this paper relied on informations obtained from both primary and secondary beginnings. Survey Questionnaire: The quantitative attack involved a questionnaire study, because it helps to garner informations at a peculiar clip with the purpose of depicting the nature of bing conditions ( Cohen & A ; Manion, 1995:83 ) . Questionnaires were used for both Educators and Rectors and included chiefly closed inquiries and three unfastened ended inquiries. For the closed inquiries the Likert graduated table was used. The questionnaire foremost asked for demographic informations such as age, gender, station held and old ages of experience in the station. Then respondents were asked inquiries on their cognition and apprehension of the Performance Management System. Next, respondents were asked their positions on the nature of the current Performance Management System agreements at their school, the Performance Management procedure and the standards used in the measuring of single public presentation. Open ended inquiries related to the strengths and failings of the current Performa nce Management System at their school and the betterments they would wish to see in the present system. The questionnaires were designed in a logical and specific mode to accomplish the necessary consequences. The subsequent stairss were pursued in the undermentioned order: Shaping ends and aims, planing the methodological analysis, finding feasibleness, developing the instruments, choosing a sample, carry oning a pilot trial, revising the instruments, carry oning the research, analysing the information and devising recommendations. Questions for both classs were dispensed on a pilot footing in one school and necessary amendments were made. Interviews: In add-on to questionnaires, qualitative information was collected through semi structured interviews with Curates and the Zone Director in order to acknowledge their perceptual experiences on the effectivity of the Performance Management System in Secondary Schools in Zone 3 and notes were taken. The notes consisted of statements and remarks made by the interviewees which were identified as being important and of import. Triangulation: While questionnaires and interviews were the primary methods of informations aggregation, the secondary methods of informations aggregation included survey of statistics from the Ministry of Education and other relevant paperss such as the Performance Management Guide by the Ministry of Civil Service Affairs, the Pay Research Bureau Report 2008 and the Confidential Reporting system.2.3 ParticipantsIn Mauritius, there are 3439 Educators ( appraisee ) and 63 Curates ( valuators ) in State Secondary Schools over the island. For the intent of this research the mark population consisted of 660 Educators ( appraised ) and 12 Curates ( Appraisers ) working in State Secondary Schools in Zone 3 as they are the lone secondary schools which are finishing their 2nd PMS rhythm, the first one holding been completed on a pilot footing in 2009. Zones 1, 2 and 4 have non yet completed a full Performance Management rhythm. Questionnaires were administered to 280 Educators and Curates fr om 8 province secondary schools, who formed the sample population. 245 Educators and all 8 Curates responded favorably. Semi-structured interviews were held with the 8 Curates and the Zone Director who is by and large responsible for the overall direction of different schools in this Zone.2.4 Analysis TechniquesChi square trial, Pearson correlativity and Factor analysis are carried. The consequences are used to mensurate the cognition and apprehension of both Educators and Rectors of the current Performance Management System, its procedure, the importance of its different standards in the measuring of the public presentation of persons, respondents ‘ attitudes and perceptual experiences on the public presentation steps, the strengths and failings of present Performance Management System and the betterments they deemed necessary. These findings are so related to the literature findings. They are analyzed in order to judge the efficiency of the present system so as to explicate necessary recommendations for policy shapers to do it more effectual and sustainable as a agency of mensurating public presentation of all Educators in Secondary schools in Mauritius.Datas AnalysisQuestionnaire informations were computerized utilizing SPSS package. Open ended inquiries were categorized harmonizing to the response. For the structured interviews, qualitative informations, forms and classs were identified and described. Validity was ensured through triangulation whereby study informations from pedagogues were verified with study informations from curates and farther supplemented by the interviews of the Rectors and the Zone Director.3. FindingssThe perceptual experiences of the effectivity of the execution of PMS in our State Secondary schools are discussed and linked with the literature harmonizing to the undermentioned classs: cognition and apprehension of PMS ; nature of current PMS agreements ; Performance Management Process ; public presentation steps ; and PMS from an administrative point of position. Educators who responded to the questionnaire have a average age of 36.4 ( SD=0.889 ) , an mean old ages of 8.2 ( SD=1.48 ) old ages of learning experience, 58.5 % of whom were female and 18.3 % held place of duty as caput of section. They were all appraised by their curate.3.1 Knowledge and apprehension of PMSFigure 1. Knowledge and apprehension of PMS Questions were framed harmonizing to literature findings as referred to in Figure 1. The survey has revealed that more than 50 % of pedagogues believe in the importance of PMS for set uping a high public presentation civilization, concentrating on end product and procedures of accomplishing consequences and bettering the procedure of instruction and acquisition. As Walter ( 1995 ) stated, PMS is the procedure of bettering the quality and measure of work done and conveying all activity in line with an administration ‘s aims.3.2 Nature of current PMS agreementsAn analysis of the public presentation direction procedures and activities in the school provides an apprehension of the execution of PMS. 74.5 % of pedagogues believe that PMS is a good planned procedure. One of the purposes of PMS in to better public presentation of schools. Harmonizing to Jenny Ozga ( 2003 ) , the nucleus premises of public presentation direction are that public presentation degrees in the public sector can be raised, that is to do the schools on Scotland more efficient and effectual than in Finland. Reliance on mark scene and monitoring as a cardinal component of the direction of instructors rises concern about the possible distorting effects of marks on relationship between instructors and directors, and on instructors ‘ definition of their nucleus undertaking. Teachers and caputs experience under force per unit area to show good public presentation. This position was besides reflected in our survey, the sentiment of pedagogues on effectivity of PMS in their school and whether current PMS agreement leads to betterment in public presentation of school have been analysed utilizing cross tabular matter and Chi-square ( I†¡2 ) trial to happen out if there is an association between these two variables. The formulated hypothesis is H0, there is no association between sentiment on effectivity of PMS and PMS really taking the betterment in public presentation and H1, there is an association between sentiment on effectivity of PMS and PMS really taking the betterment in public presentation. Table 1 shows that bulk of pedagogues do non hold that PMS leads to betterment ( 33.1 % ) and are decrepit linked to school effectivity ( 40 % ) . I†¡2 50.248 with grades of freedom 8. Probability ( 0 ) is 5 % . Therefore at 5 % degree of signifigance H0 is rejected and we accept H1. Cramer ‘s V value being 0.320 shows weak relationship between the two.Table 1. PMS arrangement – betterment in school public presentation * Opinion of PMS as appraisee CrosstabulationOpinion of PMS as appraisee Entire Not effectual Reasonably uneffective Neither effectual nor uneffective Reasonably effectual really effectual Disagree Count 11 11 26 11 1 60 Expected Count 5.9 5.9 19.8 24.2 4.2 60.0 Neither agree nor disagree Count 12 12 33 44 3 104 Expected Count 10.2 10.2 34.4 42.0 7.2 104.0 Agree Count 1 1 22 44 13 81 Expected Count 7.9 7.9 26.8 32.7 5.6 81.0 Entire Count 24 24 81 99 17 245 Expected Count 24.0 24.0 81.0 99.0 17.0 245.0 In the survey on â€Å" Implementing public presentation direction in England † s primary school † , ( Brown, 2005 ) , 24 out of 30 headteachers considered the public presentation direction preparation which they have received as unsatisfactory and most of the instructors stated that there was no formal preparation in public presentation direction. Merely 20 % of curates ( 8 in all ) and 25 % of pedagogues ( 247 in all ) agree that sufficient preparation was given before execution of PMS, and they believe that the preparation was non effectual and excessively brief ( based to open ended inquiries and interview ) . Training on PMS is believed to be deficient, there has been no farther preparation or follow up and new recruits are non offered any signifier of preparation or briefing. PMS, so far, has non helped to better school effectivity or pupil public presentation. They are non confident about the success and sustainability of PMS. Once the PMS rhythm is over, there is no coverage and follow up and pedagogues are non offered developing harmonizing to their demands. The biggest job they are confronting is clip restraint, to follow single pedagogue and transport out one to one interview. Interviews carried out with curates gave farther penetrations into the execution of PMS. All curates believe that PMS is an of import tool for estimating public presentation and guaranting answerability. PMS is seen as really much adapted to the new direction paradigm, quality confidence and undertaking based budgeting ( PBB ) . It is being implemented without major jobs, all staff are join forcesing, there is no job with the work program, midterm assessment and terminal of twelvemonth assessment. Everything is being done satisfactorily and curates find PMS better than the â€Å" confidential study † . They view PMS as bettering collegiality and believe that with clip it will further better. However, it is done automatically because they all know that they have to follow.3.3 Performance Management ProcessHarmonizing the survey on ‘Teacher perceptual experience of the effectivity of instructor assessment in Botswana ‘ ( Monyatsi, 2006 ) , bulk of respondents ( 44.7 % ) agreed that assessment procedure in Botswana motivates instructors. However, in our survey on the province secondary schools in zone 3 merely 20 % of pedagogues find PMS utile and the bulk ( 66 % ) are apathetic to public presentation direction but go through the gestures. 52 % of the respondents agree that the valuator invites self-appraisal and uses congratulations to actuate pedagogues. Confidentiality and trust issues, particularly in relation to appraisal coverage and who has entree to the information was one on the participants concern, ( Cardno, 1999 ) . 57.2 % of the pedagogues responded positively when asked whether they trust PMS procedure in their school and 75 % feel that confidentiality is maintained throughout the PMS procedure. This shows that confidentiality and trust is non an issue in our schools. An analysis of discrepancy ( ANOVA ) is used to compare current PMS taking to betterment in public presentation of pedagogues to the existent assessment procedure is given in table 2 below. As the homogeneousness of discrepancy trial ( .000, .001, .019 ) is & lt ; .05, the ANOVA tabular array was constructed as shown in table 2. The significance value being & lt ; 0.05, we reject the void hypothesis and accept that there is a difference between the current PMS agreements taking to betterment in public presentation of pedagogue and the assessment mechanism carried out by the curate as promoting for pedagogues.Table 2. ANOVA to compare current PMS taking to betterment in pedagogue public presentation and the existent assessment mechanism by utilizing congratulations, discuss public presentation and non personality and encourages self-appraisal.Sum of Squares ( combined ) df Mean Square F Sig. Curates use congratulations to do motivate pedagogues 46.599 2 23.300 19.481 .000 Curates discuss public presentation non personality 35.246 2 17.623 15.834 .000 Rector invites self assessment 45.989 2 22.995 24.768 .000 Brown ( 2005 ) besides investigated how PMS would assist to better professional development of instructors. The positions of both caputs and instructors were assorted. On the positive side, some instructors felt that a formal one-year reappraisal, to reflect on assorted facets of their public presentation enabled them and their leader to jointly explicate a extremely individualized development program. However, it was reported that even though an appropriate program had been formulated, it had non been implemented due to shortage of clip and resources. One of the premier importance of PMS is staff development. Khim Ong Kelly et Al ( 2007 ) stated that there are important challenges in efficaciously measuring the aptitude of instructors for different calling paths and in measuring what constitutes good public presentation. In England primary schools, ( Brown,2005 ) , the positions of both caputs and instructors about public presentation direction assisting to better professional devel opment of instructors are assorted. The boxplot ( Figure 2 ) show a normal unskewed distribution with 32 % response as impersonal, same applies for public presentation reappraisal being a preparation program for each pedagogue. This shows that the same uncertainness applies to our system.Table 3. Rotated Component MatrixComponent 1 Problem work outing accomplishments .787 Duty .756 Versatilty .755 Leadership .739 Planing .730 Strategic thought .710 Technical cognition .703 1 Strongly disagree-15 % 2 somewhat disagree-14 % 3 neither agree nor disagree34 % 4 somewhat agree-32 % 5 strongly agree-4 %3.4 Performance stepsOne ground for replacing the confidential study is because it has no yardstick to mensurate the grade of public presentation of assorted facets of the occupation as there are no fit professional criterions. Furthermore, there is general consensus from all the research conducted that the ends of public presentation direction system or assessment are to better quality and answerability. In their survey, Chittoo and Ramphul ( 2006 ) , referred to the systems attack with the 3e ‘s – economic system, efficiency and effectivity. However, the extent to which this mark is achieved remains blurred due to restraints such as clip, fiscal resources and staff. The great bulk ( around 80 % ) of respondents agree that the standards in the measuring of single public presentation ( student focal point, competency, attending and promptness, communicating accomplishments and others ) are of import or critical. Factor analysis was carried out to happ en out which PMS measures pedagogues see to be more of import. The 26 PMS steps rated by the respondents were considered in this trial which is applicable as the determiner ( 1.11 ) is greater than 1A-10-5. Table 3 shows the revolved constituent matrix with some PMS steps in footings of precedence as seen by the pedagogues. It is interesting to observe that the first three steps are related to personality traits and accomplishments. However, 60-70 % pedagogues believe that PMS is undependable to mensurate public presentation, is drawn-out and clip consuming, with excessively much paper work and that there has non been follow up for the preparation demands identified during assessments. These findings are confirmed utilizing bivariate correlativity trial. At 1 % degree of significance ( two-tailed ) , there is a weak but negative correlativity ( Pearson Coefficient ( R ) is -0.002 ) between the standards to be assessed and the manner of appraisal in PMS.3.5 PMS from an Administrative point of positionThis survey confirms information published in local imperativeness article, that is PMS is seen as a good thing but tonss of administrative work coming with the system can be a hurdle. The Zone Director monitors the execution of PMS in the schools. She confirmed that all schools in zone 3 are implementing PMS as instructed. Curates do kick about PMS being clip devouring but they all managed to finish the procedure. However, she is non satisfied with the execution of PMS, accent is laid on measure, guaranting that PMS is implemented in all schools, but there is no quality, no clip for analysis of public presentation, rating and proper coverage. The Ministry is concerned with the completion and entry of the PMS, but there is no construction for follow up and developing. As Lukheenarain ( 2009 ) stated, certain failings and prejudices can do PMS to neglect, some of them as revealed by our survey are: no analysis, no follow up and deficiency of support from higher gove rnments, no clear guidelines of what to make after one PMS rhythm, deficiency of forces and clip restraints. The strength of PMS is that pedagogues and curates are cognizant of what that are supposed to make harmonizing to their work program, they hence make the necessary attempt to accomplish their cardinal consequence countries by executing the cardinal undertakings. The Zone Director is unable to state if some schools are making better than others because of PMS as there is no analysis done, but she believes that if done decently with an appropriate mechanism for analysis, preparation and coverage, PMS is traveling to be fruitful. The whole PMS needs reappraisal, harmonizing to her it has to be seamster made for instruction sector and should be user friendly and attractive for both valuator and appraisee. To do PMS sustainable, at the terminal of each rhythm there should be a mechanism for coverage, analysis and forming preparation Sessionss to make full in the public presentatio n spreads identified. Furthermore, some pedagogues proposed the debut of wage related public presentation in order to actuate and promote them to follow the system. We would wish to thank Mrs R. Koomar for her valuable aid and back up throughout this research paper.CONCLUSION AND RECOMMENDATIONS.The intent of this paper, as stated at the beginning, has been to look at the effectivity of the execution of public presentation direction system for pedagogues in province secondary schools of educational zone 3. All schools in Zone 3 are implementing PMS as instructed by the Ministry of Education and Human Resources. The bulk of pedagogues believe that execution of PMS can be good as it will set up a high public presentation civilization in the instruction system. However, the bulk of pedagogues in Zone 3 are apathetic to PMS but merely follow with another bureaucratic standard. Analysis has shown that execution of PMS is non linked to effectiveness in the sector. This survey shows that all those involved should possess the cognition and apprehension of its intents, procedures and step, if the whole procedure is to be effectual. There is a deficit of work force to work on public presentation direction system in schools and therefore it is seen as an extra undertaking. Curates and pedagogues likewise in Zone 3 believe that execution of public presentation direction system has resulted in more paper work instead than concrete action. There is no proper staff development follow up in topographic point and as a consequence pedagogues and curates feel PMS has non produced the coveted results. Allotment of financess and proper preparation are non in topographic point to run into the demands of pedagogues and curates likewise. Emphasis is laid on completion of the public presentation direction rhythm and the results are kept in shortss and no proper actions taken to rectify any failings or reward those who are executing to the satisfaction of the top direction. Bearing in head the benefits which the public presentation direction system can convey to bettering the effectivity of services in province secondary schools, the undermentioned steps should be looked at and set in topographic point. Curates and pedagogues should be given more appropriate preparation on public presentation direction system which is tailored to the demands of instruction. It should be related to pay ; extrinsic wages can assist to better pedagogues ‘ public presentation. Educators who are executing outstandingly should be rewarded with another increase on the wage spinal column that is the pedagogue can leap two graduated tables on the wage ladder. There should be more committedness from the top degree of disposal ; the Ministry of Education should be committed non merely to measure ( figure of schools who have completed the rhythm ) but besides to quality of the results. It will add drift and motivate staff to take public presentation direction more earnestly. The Ministry should look into geting more financess for formal and on-going preparation. Professional development of the staff should be given due consideration so that pedagogues can profit from it and happen the exercising of public presentation direction system fruitful. Protected clip should be given to the valuator and appraise likewise so that they both can give due consideration PMS. Regular update should be held at regular intervals during the twelvemonth so that all freshly recruited pedagogues and curates are acquainted with the system. PMS should be reviewed, updated at sensible periods so as to aline it with the vision of the Ministry of Education of â€Å" Quality instruction for All ‘ . Further research on the topic should be encouraged by the Mauritius Research Council, the University of Mauritius, the University of Technology, Mauritius and other third establishments through the Student Research Grant Scheme as proposed in the Budget for 2011 and recommendatio ns made should be studied and implemented where executable. Professional Standards for Educators should be worked out in coaction with this cell because it is good known in direction that if the person/s who are traveling to be affected by policy determinations are taken on board in the treatment phase, they feel a committedness to the determination and will seek to stay by them and make the ends set. Those non making the set marks should non be regarded as ‘ failures ‘ , instead they should be given in service and professional development classs to assist make full the public presentation spreads identified during the execution phase. Use of engineering can be of aid in cut downing the excess paperwork.