rose for emily Essay examples - 898 Words

1. Arrange these events in the sequence in which they ACTUALLY occur chronologically (real time): a. Homer’s arrival in town b. the aldermen’s visit c. Emily’s purchase of poison d. Colonel Sartoris’s decision to remit Emily’s taxes e. the development of the odor around Emily’s house f. Emily’s father’s death g. the arrival of Emily’s relatives h. Homer’s disappearance 2. D, F,A,C,H, E, B,G NOW list the events in the SEQUENCE in which they are PRESENTED IN THE STORY (the orchestration of PLOT). 1. Why do you supposed Faulkner presents these events OUT of their actual chronological order? Faulkner wants the reader to stay in engaged and get an understanding of what could have lead up to the possible odor coming from†¦show more content†¦(Be sure to SUPPORT your answers with evidence from the text.) Exposition Ends when Homer is introduced because at that point all characters have been introduced. Climax begins when Emily goes to purchase Arsenic because the writer adds tension for the reader to see exactly what Emily will do with the Arsenic. Resolution begins when Emily’s family enter the home and find the body of Homer which lead to the cause of the odor from the home. 4. Emily is clearly the story’s PROTAGONIST. In the sense that he opposes her wishes, Homer is the ANTAGONIST. What other characters --or what larger forces -- are in CONFLICT with Emily? The Board of Elderman, Four Men who crossed the Lawn and the Women of the Town are in conflict with Emily 5. Explain how each of these phrases moves the story’s plot along:The original version of â€Å"A Rose for Emily† included a two-page deathbed scene revealing that Tobe, Emily’s servant, has shared her terrible secret all these years, and that Emily has left her house to him. Why do you think Faulkner deleted this scene? Do you think he made the right decision? (Be sure to SUPPORT your answers with evidence from the text.) Faulkner deleted the scene because Tobe as a character was portrayed just as a servant throughout and seen going back and forth the grocery store. More detail would have been presented in how he shared the secret. Faulkner made the right decision because Tobe’s character /role stayed consistent throughout.Show MoreRelatedAnalysis Of A Rose For Emily Essay1643 Words   |  7 PagesBeing An Outcast: Emily As Manifesting Thematic Alienation in Faulkner’s â€Å"A Rose for Emily† I. Introduction Being taught in high schools and universities all across the nation, William Faulkner’s short story â€Å"A Rose for Emily† has achieved a great deal of both academic and mainstream respect in the United States. In being arguably one of Faulkner’s strongest stories, and since Faulkner himself has assumed the position of being one of the great masters of American fiction, â€Å"A Rose† is undoubtedlyRead MoreMotivation In A Rose For Emily836 Words   |  4 PagesWilliam Faulkner’s A Rose for Emily is a very intriguing short story about Miss Emily Grierson. In her early life, her father sheltered her from all men that wanted her. When he later died, she found a delightful man named Homer Barron. Emily and Homer had a relationship that was shamed by many of the people of Jefferson. Miss Emily’s name had always been in the gossip of the town. Miss Emily stayed confined in her home for the majority of her life. When she finally died, her family e ntered a roomRead MoreA Rose For Emily Analysis1020 Words   |  5 PagesIn â€Å"A Rose for Emily† by William Faulkner, it is apparent that the topic of this narrative is about one dealing with newly found changes in their life. In this short story, the protagonist, Emily Grierson, deals with heavy amounts of adjustment and loss, along with the judgement of the people of her town. In this story, Faulkner focuses on capturing the physical and mental struggles of transitioning from traditions one has always known to changes that make one’s life completely different. The settingRead Moreâ€Å"A Rose for Emily† Essay704 Words   |  3 Pagesï » ¿Samuel Martin Instructor Waszak LIT 100 December 7, 2014 â€Å"A Rose for Emily†: Explain what we learn about Miss Emily’s character in the story (not just what she does, but what kind of person she is). Use specific evidence found in the story to support your conclusions. Be alert to the possibility that the narrator who reveals this evidence to us might have certain biases of his/her/their own. In the poem â€Å"A Rose for Emily†, William Faulkner stated that â€Å"another sad and tragic manifestationRead MoreA Rose of Death in A Rose for Emily by William Faulkner667 Words   |  3 PagesA Rose for Death Among many twentieth-century writers who have attempted to write about murder and mystery, William Faulkner’s ability to create an uncomfortable mood is incomparable to any other. When Miss Emily Grierson died, our whole town went to her funeral. In the introduction of A Rose for Emily, the pages are immediately infested with the theme of death, which brings the reader to question why this story has such a depressing tone upon separating the front cover from its pages. MakingRead MoreA Rose For Emily By William Faulkner1270 Words   |  6 PagesWilliam Faulkner’s short story â€Å"A Rose for Emily† thoroughly examines the life of a strange woman name Emily Grierson who lives in the town of Jefferson. If we examine â€Å"A Rose for Emily† in terms of formalist criticism, we see that the story dramatizes through setting, plot, characterization, and symbolism on how Miss Emily’s life is controlled by a possessive love she had for her father and lover. William Faulkner uses Emily’s life as the protagonist to examine from a formalist aspect. In orderRead MoreA Rose For Emily By William Faulkner1507 Words   |  7 Pagesliterary reputation included poetry, novels, short stories, and screenplays. Faulkner won two Pulitzer Prizes for Fiction and the Nobel Prize in Literature. â€Å"A Rose for Emily† is a short fascinating story written by William Faulkner and it was his first short story published in a national magazine. The story involved an old woman named Emily Grierson, the daughter of a rich man that was considered a hero in the town where they lived. The story takes place in the fictional Town of Jefferson, MississippiRead MoreWilliam Faulkners A Rose for Emily1600 Words   |  7 Pages William Faulkners A Rose for Emily  is set in the small southern town of Jefferson during the early decades of the twentieth century . At this time, vast and cardinal changes were being made by the upcoming new south to conceal and move from the horrid truths that were a part of the towns history. In lieu of this, Je fferson was at a turning point in which they were having difficulty coming to terms with these changes . Integrating Faulkners use of character and symbols with other sourcesRead MoreA Rose For Emily By William Faulkner1326 Words   |  6 PagesA Rose For Emily Fiction Analysis English Literature Essay In A Rose for Emily, William Faulkner tells the story of an old and lonely lady stuck in her own timeframe. Her controlling father died some thirty years ago and she has never quite found her own ground. Her house has become the most hideous looking home on the once most select street in the city. Previously elegant and white with scrolled balconies, it was now encroached with dust and decay. The people in Miss Emily s city gossip aboutRead MoreA Rose For Emily By William Faulkner1277 Words   |  6 PagesMiss Emily Grierson, the main character in the strange short story â€Å"A Rose for Emily† written by William Faulkner. It would be best to examine her in a mental capacity as well as the circumstances that may affect her. Throughout the story, Miss Emily’s unpredictable and eccentric behavior becomes unusual, and the reader, like the townspeople in the story, is left to speculate how Miss Emily has spent years living and sleeping with the body of Homer Barron. An important quote from the story was that

Thomas Jefferson s Declaration Of Independence And Bill...

Thomas Jefferson’s ideas of equality and a government that is ran for and by the people were established in the United States’ Declaration of Independence and Bill of Rights. Specifically, he proposed a doctrine of natural rights rather than divine rights. To elaborate, Jefferson worded it as such, in the Declaration of Independence, â€Å"We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness†. Additionally, Jefferson campaigned to have the Bill of Rights added during the Constitutional Debate. However, because the way he lived his life and personal decisions he made, the question of if Thomas Jefferson believed in the principles detailed in the Declaration of Independence has long been a topic of discussion. Jefferson was known a genius level writer who also possessed the ability to speak many languages. His e laborate yet concise writing style was only outshined by the lavish preference to luxury goods Jefferson endured throughout his life. Jefferson’s morals are a common topic of debate in American literature. I examined many articles containing details of Jefferson’s propensity to live life against the principles he assigned to the nation he helped found. Jefferson traded and owned slaves throughout the span of his lifetime. Contrarily, Jefferson was an advocate for equality as well. Additionally, Jefferson was a constantShow MoreRelatedCompare And Contrast Patrick Henry And Thomas Jefferson1220 Words   |  5 PagesPeriod Compare and Contrast Essay 20 October 2017 The Demand for Independence vs Death The revolutionary period was the age of reason. It was the period in time when civilians wanted to take control of their unalienable rights; â€Å"Life, Liberty and the pursuit of Happiness† (Jefferson). Both Patrick Henry and Thomas Jefferson took part in the revolutionary period. They were both leaders that took action to receive independence from Great Britain. The two revolutionary leaders are remarkably comparableRead MoreJean Jacques Rousseau And The Declaration Of Independence Essay1459 Words   |  6 Pagespeople should decide how they are governed. Like The Social Contract, the Declaration of Independence is a document that sets out to explain the relationship between a government and its people based on an an understanding of that relationship. The Declaration of Independence was composed by Thomas Jefferson in 1766, and shares many of the same ideals as The Social Contract. The Social Contract and the Declaration of Independence are more similar than different beca use Jean-Jacques Rousseau influencedRead MoreWho Is Thomas Jefferson?993 Words   |  4 Pages Who is Thomas Jefferson? Matthew Backlin United States History 1 A CP October 18, 2015 Who was Thomas Jefferson? Most people just think of him as the man who wrote the Declaration of Independence or just one of our many presidents. That’s not the case. Jefferson was more than that, He was a very intelligent man and a loving father and grandfather. Thomas Jefferson was also an inventor and one of the most significant men in the history of makingRead MoreThomas Jefferson And The Declaration Of Independence1125 Words   |  5 PagesThomas Jefferson attended law together school together with George Wythe. Notably, Wythe was a legislator when Thomas Jefferson drafted the new law of Virginia. Also, he wrote the Declaration of Independence document during the revolution. Essentially, he was of the opinion that the battle could be won, and when this happens, the young country would require a new law to govern the people. Therefore, he took the initiative of developing the law, getting it enacted during the revolution. In this periodRead MoreThe Second Presi dent Of The United States953 Words   |  4 PagesStates, the writer of the Declaration of Independence, the creator of the University of Virginia, and the Statue of Virginia for religious freedom are all terms that have been used to describe one of the most influential and devoted people in American history, Thomas Jefferson. He published many works that expressed his views of how to strengthen government in America and put power in the hands of the citizens (Wagoner, 2004, pg.19). Throughout my learning experience, Jefferson has been one of the threeRead MoreThomas Jefferson : A Founding Father844 Words   |  4 PagesThomas Jefferson: A Founding Father There are a quite a few Founding Fathers that created this nation. One in particular is Thomas Jefferson who is most commonly known as the writer of the Declaration of Independence. Thomas Jefferson was born in Shadwell, Virginia on April 13, 1743. At the age of 9 he officially began his studies. He continued through boarding school until he was sixteen all the while excelling in the classical languages. Thomas Jefferson owed his fortune to his father, PeterRead MoreAditi Patel. Hist 1301. Prof Endsely. April 29, 2017. Thomas1046 Words   |  5 Pages2017 Thomas Jefferson In Shadwell, Virginia, Thomas Jefferson was visualized on April 13, 1743. He was not only the third president (1801-09) of the United States of America. He was also an originator of the U.S. Assertion of Independence; the country s first secretary of state (1789-94) and second VP (1797-1801). Jefferson passed on to the great beyond in bed at Monticello (located near Charlottesville, Virginia) on July 4, 1826. On April 13, 1743, the creator of the American Declaration of IndependenceRead MoreThe Declaration Of Independence, By Thomas Jefferson, And Martin Luther King Jr.1138 Words   |  5 Pageshave the right to be free. The â€Å"Declaration of Independence,† written by Thomas Jefferson, and Martin Luther King Jr.’s â€Å"I Have a Dream† speech both address the problem of not being free. Even though Thomas and Luther were alive 150 years apart and had very different lives, they both faced the same issue of human equality that drove them to write some of the mos t influential works in American history. Although they bear some superficial similarities, the difference between the Declaration of IndependenceRead MoreThe Road Of Democracy For America1334 Words   |  6 Pagesfor America was a long one. This road starts before America was its own country it was under the rule of the British Empire. Under the Monarch the colonist’s individual rights were completely compromised in return for order and stability. Colonists felt as the King was wrongfully infringing upon their rights and declared independence from the British. Down the road during the Revolutionary war America functioned through the Articles of Confederation, a system where the power was given to the statesRead MoreThomas Jefferson s The Declaration Of Independence984 Words   |  4 PagesBy the 1770’s the thirteen colonies had become un-happy with their motherland of Britain. The colonists believed they were being taxed unjustly. Soon the bigger issues like politica l differences became obvious the thirteen colonies decided to declare themselves separate from Britain. The Continental Congress created a committee to write a draft stating the colonies had the â€Å"right to be independent states†(Shi and Mayer 2016, 104). The group designated Thomas Jefferson to be the main author. In

Mahatma Gandhi and his non-violent struggle Free Essays

Mahatma Gandhi and his non-violent struggle against the British Empire was a result of the political situation in India. Prior to World War II, the world has witnessed the rise of the Soviet Union in terms of political and military power. We also saw the rise of popular national liberation movements across the colonized world. We will write a custom essay sample on Mahatma Gandhi and his non-violent struggle or any similar topic only for you Order Now In most colonies, the way of gaining independence from Western colonialism has been through the waging of armed revolutions, such as the struggle of the Chinese and the Malaysians, led by Mao Tsetung and Sukarno, respectively. However, such a type of struggle for Indian independence was essentially difficult in Indian society where a strict and clearly defined caste system was in place. The caste system hindered the creation of unity of Indians as a united people while transcending class divisions. More so, divisions between the ranks of the Indian people became more pronounced as fighting between rightist Hindu fundamentalists and left-wing communists never stopped, with both espousing violent means of securing Indian independence. All of these confused the majority of a people who continued to wallow in poverty and desolation. In all of these, Mahatma Gandhi emerged to present an alternative viewpoint, a seeming middle-ground between the pro-people radicalism of the left and the religious conservatism of the right. Related article: Favoring Pragmatism Over Principle It was founded on the principle of non-violent struggle. It dismantled all previous ideas that political power comes from the barrel of a gun. Gandhi turned the idea of revolution on its head and succeeded in doing so. While a major factor for their triumph was the waning power of the British empire after World War II, their struggle through non-violent means inspired other civil libertarians the world over to give peace and non-violent struggle a chance prior to the taking of arms. As can be seen from above, Mahatma Gandhi was clearly faced with almost immense tasks, particularly leading the Indian people in the path to independence, despite the power of the British Empire and the ethnic tensions evident in Indian society. At a time when almost the entire colonial peoples of the world were engaged in armed struggle, Gandhi decisively implemented his idea of non-violent struggle to force the British Empire to recognize their demands for sovereignty and independence. He utilized creative forms of protest, such as the non-payment of taxes, peaceful marches to the sea, even if these actions were met with brutal force by British security forces. One of the great things about Gandhi was his ability to present his vision of a free and independent India to the masses in very simple terms which could be clearly understood and grasped. More so, he fully understood that Indian culture was still basically rooted in Hinduism. He believed that the application of foreign theories such as Marxism and nationalism might isolate the independence movement from the vast majority of the people. He was also a very simple man, who embraced the entire cross-section of Indian society, even the so-called untouchables, to the extent of earning the ire of the elite Brahmin caste. As such, his own person was a concrete mobilizing force to move the Indian people into action and determine their destiny. On the other hand, a minor weakness of his leadership was the seeming personality cult that ensued even years after his death. This is shown by the absence of second-liners to continue his work in building a just and peaceful Indian society. While all the mass actions were joined by Indians from different castes, the focus was always primarily on Gandhi’s thoughts and decisions. Such a personality-based leadership, while effective in inspiring people into action, cannot work in the long-term insofar as empowering the people and sustaining the gains of Indian independence. This is due to the lack of a concrete organizational structure to effectively implement the ideas of Gandhi. Lastly, Mahatma seemed to favor speaking in very mystical and vague language, which tends to confuse his followers as to the exact meaning of what he wants to articulate. Nonetheless, his leadership style was still very effective in mobilizing almost a billion people to demand their independence from the British Empire. Being a charismatic leader, he used his gift of astute yet mystical articulation to convince all sectors of Indian society about the necessity of seeking independence. The clearness of vision and objectives, and the creativity of his means of action of pursuit of these goals, were also indispensable factors of his success in leadership. More so, his propensity for personal sacrifice, at the cost of his life and liberty, in pursuit of his goals are very high on the list of his outstanding leadership qualities. Years of imprisonment and the beatings he received from the British security forces did not deter him from continuing his leadership. This is a crucial part of his leadership style, especially when not many leaders in the world are prepared to do sacrifices like such. Usually, leaders are hidden above their ivory towers and palaces, to the extent of alienating themselves from the people they serve. Gandhi, however, was different, as he was like the common everyman, save that it was his leadership of commitment and sacrifice that helped his people achieve independence. In terms of my own personal leadership style, I accede to the leadership traits of Gandhi, in terms of his clarity of vision and propensity for sacrifice. In any organization, these are very fundamental because these will determine how the followers will appreciate their role in the organization. If the vision and goals are clear, the followers can quantitatively measure, in a given amount of time, the progress of the organization and their individual development as well, relative to the vision and objectives. It ensures that the organization does not operate in limbo, without any purpose or necessity of existence. Gandhi’s propensity for sacrifice can also be incorporated in my leadership style. It is important for followers to see and realize that the leader himself is willing to lay himself on the line in pursuit of the vision and goals of the organization. Such a leadership trait reassures the followers that the leader is serious about the success and development of the organization and dismantles notions that the leader’s only interest is to make his people follow orders and deliver results. However, my leadership style differs with Gandhi insofar as adopting a pragmatic and realistic view on plans and actions. I would accede more, in this regard, to the Leninist maxim of â€Å"concrete analysis of concrete conditions†, instead of the Gandhian mode of relying heavily on a notion of non-violence in the face of difficult odds, as I still contend that the success of Gandhi and his movement was also based on external factors (e.g. British losses after World War II) than his non-violence alone. I even surmise that without the world wars and the decline of the British Empire, his non-violent movement would never have been successful. Nonetheless, the above mentioned leadership traits of Gandhi are included in my notion of the ideal leader – clarity of vision and goals, and propensity for sacrifice. In analyzing situations and challenges, and making decisions, it must include the Leninist maxim of â€Å"concrete analysis of concrete conditions†, without, of course, prejudicing the principles and objectives inherent in the organization. A leader must always seek to create candor and camaraderie among his followers, to drive home the point that no unseen barrier exists between them. More importantly, the leader must always seek ways of empowering his people and training new second liners, based on the idea that leaders, no matter how great they are, will always have to step down and be replaced by new blood. If possible, the leader must shun micro-managing the affairs of the organization, especially when competent persons have been assigned to ensure the success of projects and goals. However, while being democratic and consultative as possible, the leader must exercise full control of the more important decisions of the organization, based on the notion that his experience and vision will always be beneficial for the future of the organization. Works Cited: 1. Gandhi, M. (1962). Essential Gandhi. Edited by Louis Fischer. New York: Vintage   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Books. How to cite Mahatma Gandhi and his non-violent struggle, Essay examples

Mahatma Gandhi and his non-violent struggle Free Essays

Mahatma Gandhi and his non-violent struggle against the British Empire was a result of the political situation in India. Prior to World War II, the world has witnessed the rise of the Soviet Union in terms of political and military power. We also saw the rise of popular national liberation movements across the colonized world. We will write a custom essay sample on Mahatma Gandhi and his non-violent struggle or any similar topic only for you Order Now In most colonies, the way of gaining independence from Western colonialism has been through the waging of armed revolutions, such as the struggle of the Chinese and the Malaysians, led by Mao Tsetung and Sukarno, respectively. However, such a type of struggle for Indian independence was essentially difficult in Indian society where a strict and clearly defined caste system was in place. The caste system hindered the creation of unity of Indians as a united people while transcending class divisions. More so, divisions between the ranks of the Indian people became more pronounced as fighting between rightist Hindu fundamentalists and left-wing communists never stopped, with both espousing violent means of securing Indian independence. All of these confused the majority of a people who continued to wallow in poverty and desolation. In all of these, Mahatma Gandhi emerged to present an alternative viewpoint, a seeming middle-ground between the pro-people radicalism of the left and the religious conservatism of the right. Related article: Favoring Pragmatism Over Principle It was founded on the principle of non-violent struggle. It dismantled all previous ideas that political power comes from the barrel of a gun. Gandhi turned the idea of revolution on its head and succeeded in doing so. While a major factor for their triumph was the waning power of the British empire after World War II, their struggle through non-violent means inspired other civil libertarians the world over to give peace and non-violent struggle a chance prior to the taking of arms. As can be seen from above, Mahatma Gandhi was clearly faced with almost immense tasks, particularly leading the Indian people in the path to independence, despite the power of the British Empire and the ethnic tensions evident in Indian society. At a time when almost the entire colonial peoples of the world were engaged in armed struggle, Gandhi decisively implemented his idea of non-violent struggle to force the British Empire to recognize their demands for sovereignty and independence. He utilized creative forms of protest, such as the non-payment of taxes, peaceful marches to the sea, even if these actions were met with brutal force by British security forces. One of the great things about Gandhi was his ability to present his vision of a free and independent India to the masses in very simple terms which could be clearly understood and grasped. More so, he fully understood that Indian culture was still basically rooted in Hinduism. He believed that the application of foreign theories such as Marxism and nationalism might isolate the independence movement from the vast majority of the people. He was also a very simple man, who embraced the entire cross-section of Indian society, even the so-called untouchables, to the extent of earning the ire of the elite Brahmin caste. As such, his own person was a concrete mobilizing force to move the Indian people into action and determine their destiny. On the other hand, a minor weakness of his leadership was the seeming personality cult that ensued even years after his death. This is shown by the absence of second-liners to continue his work in building a just and peaceful Indian society. While all the mass actions were joined by Indians from different castes, the focus was always primarily on Gandhi’s thoughts and decisions. Such a personality-based leadership, while effective in inspiring people into action, cannot work in the long-term insofar as empowering the people and sustaining the gains of Indian independence. This is due to the lack of a concrete organizational structure to effectively implement the ideas of Gandhi. Lastly, Mahatma seemed to favor speaking in very mystical and vague language, which tends to confuse his followers as to the exact meaning of what he wants to articulate. Nonetheless, his leadership style was still very effective in mobilizing almost a billion people to demand their independence from the British Empire. Being a charismatic leader, he used his gift of astute yet mystical articulation to convince all sectors of Indian society about the necessity of seeking independence. The clearness of vision and objectives, and the creativity of his means of action of pursuit of these goals, were also indispensable factors of his success in leadership. More so, his propensity for personal sacrifice, at the cost of his life and liberty, in pursuit of his goals are very high on the list of his outstanding leadership qualities. Years of imprisonment and the beatings he received from the British security forces did not deter him from continuing his leadership. This is a crucial part of his leadership style, especially when not many leaders in the world are prepared to do sacrifices like such. Usually, leaders are hidden above their ivory towers and palaces, to the extent of alienating themselves from the people they serve. Gandhi, however, was different, as he was like the common everyman, save that it was his leadership of commitment and sacrifice that helped his people achieve independence. In terms of my own personal leadership style, I accede to the leadership traits of Gandhi, in terms of his clarity of vision and propensity for sacrifice. In any organization, these are very fundamental because these will determine how the followers will appreciate their role in the organization. If the vision and goals are clear, the followers can quantitatively measure, in a given amount of time, the progress of the organization and their individual development as well, relative to the vision and objectives. It ensures that the organization does not operate in limbo, without any purpose or necessity of existence. Gandhi’s propensity for sacrifice can also be incorporated in my leadership style. It is important for followers to see and realize that the leader himself is willing to lay himself on the line in pursuit of the vision and goals of the organization. Such a leadership trait reassures the followers that the leader is serious about the success and development of the organization and dismantles notions that the leader’s only interest is to make his people follow orders and deliver results. However, my leadership style differs with Gandhi insofar as adopting a pragmatic and realistic view on plans and actions. I would accede more, in this regard, to the Leninist maxim of â€Å"concrete analysis of concrete conditions†, instead of the Gandhian mode of relying heavily on a notion of non-violence in the face of difficult odds, as I still contend that the success of Gandhi and his movement was also based on external factors (e.g. British losses after World War II) than his non-violence alone. I even surmise that without the world wars and the decline of the British Empire, his non-violent movement would never have been successful. Nonetheless, the above mentioned leadership traits of Gandhi are included in my notion of the ideal leader – clarity of vision and goals, and propensity for sacrifice. In analyzing situations and challenges, and making decisions, it must include the Leninist maxim of â€Å"concrete analysis of concrete conditions†, without, of course, prejudicing the principles and objectives inherent in the organization. A leader must always seek to create candor and camaraderie among his followers, to drive home the point that no unseen barrier exists between them. More importantly, the leader must always seek ways of empowering his people and training new second liners, based on the idea that leaders, no matter how great they are, will always have to step down and be replaced by new blood. If possible, the leader must shun micro-managing the affairs of the organization, especially when competent persons have been assigned to ensure the success of projects and goals. However, while being democratic and consultative as possible, the leader must exercise full control of the more important decisions of the organization, based on the notion that his experience and vision will always be beneficial for the future of the organization. Works Cited: 1. Gandhi, M. (1962). Essential Gandhi. Edited by Louis Fischer. New York: Vintage   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Books. How to cite Mahatma Gandhi and his non-violent struggle, Essay examples

Problem Based Learning in Engineering Free-Samples for Students

Question: Examines the relationship between test anxiety in University Students and their Performance in Examinations. Answer: Educational Institutes have been providing education to students from long time now. It is near to impossible to track down the first one of them. However, the way teaching has seen major changes every now and then. Earlier, the focus was on getting the students mugged up with all the theory. Later, the practical scenarios came into existence. The lecture started to have some examples from real world. The time has come when the way of lecture based teaching is getting revamped into more learner centric approaches. These are thought to be providing more insights to students than the traditional; methods. The teachers are also emphasizing on the same. The practical problem solving approaches are now seen as the regular way of teaching in most of the reputed institutes. These help the student to gain knowledge which they can actually use in the real world. The theoretical knowledge is less useful when it comes to real world scenarios (Hung, 2008). Problem Based Learning (PBL) Problem Based Learning is a methodology in which the students themselves create goals and learn by trying to achieve them by solving the issues at hand. They learn through their own experiences. The man idea behind PBL is not to achieve a certain goal but to inculcate the skills in the learner by way of making them achieve the goals. The approach helps in improvisation of communication skills of the learner a lot. The leaner can feel the difference after he / she attends a particular session and then work on his / her own. Most of the time, the PBL helps in grooming the learner to work in a Team Environment which is much more essential in todays fast paced life. Wood (2003) thinks of the PBL as a process which make use of the known issues within a model which helps in the development of understanding and knowledge. As per him, the process is a continuous one and starts with the self-identification of goals by the learners. Students will perform independent studies and then present themselves in a group where they can discuss the topics. These help the students to learn in a PBL manner and they also learn to work in a team. The group size need not be large. It can be a small group of 9-10 people. The members of the group have their individual roles to play within the group. Problem Based Learning is a great way for learners to showcase their talent in front of a group at a very early age. Many people face issues in their prime time working in a team environment (Lundeberg, 2009). Thus, PBL from starting of educational career is good for the learners. Problem Based Learning in Engineering Education PBL was first started in Medical stream but now it has seen wide acceptance in all kinds of streams. The PBL helps the learner to develop skills which they will practice in future to solve life issues. It helps learners choosing any career. The students in an Engineering Institute can be asked to deal with any kind of uncertain situation (Felder, 2004). They might have to solve complex issues in their work floor that too without much details about the task. They have to figure out on their own. The engineers also have to work in a team environment in all the job scenarios. They cannot work alone and achieve the targets. If we look at the current people who are already employed for last decade after undergoing engineering education, they are reluctant to work in a team environment. Also, they lack problem solving skills when they are up against any issue out of the blue. The addition of engineering students in top white collar jobs decreased and attrition rate increased because of lac k of skills in the folks. The main problem with the engineering student before was the traditional way of teaching in a passive classroom environment. Currently, the students are being taught in field by giving them real life issues which they have resolve by working in a team. One of the main aim of having Engineering as a stream is to groom learners into a problem solver who can think intensively on any given problem at any point in time. He will be a life-long learner and will try to resolve everything which come his way. Thus, having a problem based learning in Engineering is very much critical at this juncture and all institutes should focus towards the same. Problem Based Learning promoting Critical Thinking in Engineering Students As discussed in the above sections, the future Engineers should be ready to tackle any kind of situation. For this, they need to be active and become a critical thinker. A critical thinker is a one who understands the problem from all facets and try to find out alternative solutions to the problem. Out of the alternatives which have been found out, the people will find out the appropriate solution and resolve the issue. The Problem Based Learning approaches focuses on the learners soft skills development as well as providing them the option to choose their own research to come up with the solution (Ary, 2010). The research promotes the critical thinking within the learner. The learner goes through extensive research by reading many new things and then analyze those with the help of tools. This develop a sense of self-confidence within them. As a result, critical think is promoted. The Engineering learners needs a critical thinking approach whether a learner is a Computer Science bachelor or a mechanical. Everyone needs to have thinking and delivering abilities to excel in their career. The country needs people who can get up in their feet and solve complex issues thereby helping others. PBL helps the learner in achieving the same. The engineers also undergo programmatic implementations within the PBL method. These helps the learners to become confident that they can go through any kind of situations and can try to resolve it. The people within the engineering curriculum are handed over the problem sheet which they have to discuss as a group and then come up with the best approach to work towards that issue. This is the best way to teach a learner and groom him / her to excel in the future (Savin-Baden, 2000). Conclusion In the above section, we discussed that the practical problem solving approaches are now seen as the regular way of teaching in most of the reputed institutes. The way of teaching will again get better few years down the line. The Problem Based Learning is at present the best way in which critical thinking can be promoted in Engineering Students. These help the student to gain knowledge which they can actually use in the real world. The theoretical knowledge is less useful when it comes to real world scenarios. The students in an Engineering Institute can be asked to deal with any kind of uncertain situation. They might have to solve complex issues in their work floor that too without much details about the task. Thus, having a problem based learning in Engineering is very much critical at this juncture and all institutes should focus towards the same. References Ary, D., Jacobs, L. C., Sorensen, C. (2010). Introduction to research in education (8th ed.). Belmont, CA: Wardsworth Felder, R. M., Brent, R. (2004). The intellectual development of science and engineering students. Part 2: Teaching to promote growth. Journal of Engineering Education, 93(4), 279291 Hung, W., Jonassen, D., Liu, R. (2008). Problem-based learning. In J. M. Spector, M. D. Merrill, J. V. Merrinboer M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (pp. 485506). 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