Digital Fortress Chapter 115-117

Chapter 115 The emptiness in David Becker's mind was absolute. I am dead. And yet there was a sound. A distant voice†¦ â€Å"David.† There was a dizzying burning beneath his arm. His blood was filled with fire. My body is not my own. And yet there was a voice, calling to him. It was thin, distant. But it was part of him. There were other voices too-unfamiliar, unimportant. Calling out. He fought to block them out. There was only one voice that mattered. It faded in and out. â€Å"David†¦ I'm sorry†¦Ã¢â‚¬  There was a mottled light. Faint at first, a single slit of grayness. Growing. Becker tried to move. Pain. He tried to speak. Silence. The voice kept calling. Someone was near him, lifting him. Becker moved toward the voice. Or was he being moved? It was calling. He gazed absently at the illuminated image. He could see her on a small screen. It was a woman, staring up at him from another world. Is she watching me die? â€Å"David†¦Ã¢â‚¬  The voice was familiar. She was an angel. She had come for him. The angel spoke. â€Å"David, I love you.† Suddenly he knew. Susan reached out toward the screen, crying, laughing, lost in a torrent of emotions. She wiped fiercely at her tears. â€Å"David, I-I thought†¦Ã¢â‚¬  Field Agent Smith eased David Becker into the seat facing the monitor. â€Å"He's a little woozy, ma'am. Give him a second.† â€Å"B-but,† Susan was stammering, â€Å"I saw a transmission. It said†¦Ã¢â‚¬  Smith nodded. â€Å"We saw it too. Hulohot counted his chickens a little early.† â€Å"But the blood†¦Ã¢â‚¬  â€Å"Flesh wound,† Smith replied. â€Å"We slapped a gauze on it.† Susan couldn't speak. Agent Coliander piped in from off camera. â€Å"We hit him with the new J23-long-acting stun gun. Probably hurt like hell, but we got him off the street.† â€Å"Don't worry, ma'am,† Smith assured. â€Å"He'll be fine.† David Becker stared at the TV monitor in front of him. He was disoriented, light-headed. The image on the screen was of a room-a room filled with chaos. Susan was there. She was standing on an open patch of floor, gazing up at him. She was crying and laughing. â€Å"David. Thank God! I thought I had lost you!† He rubbed his temple. He moved in front of the screen and pulled the gooseneck microphone toward his mouth. â€Å"Susan?† Susan gazed up in wonder. David's rugged features now filled the entire wall before her. His voice boomed. â€Å"Susan, I need to ask you something.† The resonance and volume of Becker's voice seemed to momentarily suspend the action in the databank. Everyone stopped midstride and turned. â€Å"Susan Fletcher,† the voice resonated, â€Å"will you marry me?† A hush spread across the room. A clipboard clattered to the floor along with a mug of pencils. No one bent to pick them up. There was only the faint hum of the terminal fans and the sound of David Becker's steady breathing in his microphone. â€Å"D-David†¦Ã¢â‚¬  Susan stammered, unaware that thirty-seven people stood riveted behind her. â€Å"You already asked me, remember? Five months ago. I said yes.† â€Å"I know.† He smiled. â€Å"But this time†-he extended his left hand into the camera and displayed a golden band on his fourth finger-â€Å"this time I have a ring.† Chapter 116 â€Å"Read it, Mr. Becker!† Fontaine ordered. Jabba sat sweating, hands poised over his keyboard. â€Å"Yes,† he said, â€Å"read the blessed inscription!† Susan Fletcher stood with them, weak-kneed and aglow. Everyone in the room had stopped what they were doing and stared up at the enormous projection of David Becker. The professor twisted the ring in his fingers and studied the engraving. â€Å"And read carefully!† Jabba commanded. â€Å"One typo, and we're screwed!† Fontaine gave Jabba a harsh look. If there was one thing the director of the NSA knew about, it was pressure situations; creating additional tension was never wise. â€Å"Relax, Mr. Becker. If we make a mistake, we'll reenter the code till we get it right.† â€Å"Bad advice, Mr. Becker,† Jabba snapped. â€Å"Get it right the first time. Kill-codes usually have a penalty clause-to prevent trial-and-error guessing. Make an incorrect entry, and the cycle will probably accelerate. Make two incorrect entries, and it will lock us out permanently. Game over.† The director frowned and turned back to the screen. â€Å"Mr. Becker? My mistake. Read carefully-read extremely carefully.† Becker nodded and studied the ring for a moment. Then he calmly began reciting the inscription. â€Å"Q†¦ U†¦ I†¦ S†¦ space†¦ C†¦Ã¢â‚¬  Jabba and Susan interrupted in unison. â€Å"Space?† Jabba stopped typing. â€Å"There's a space?† Becker shrugged, checking the ring. â€Å"Yeah. There's a bunch of them.† â€Å"Am I missing something?† Fontaine demanded. â€Å"What are we waiting for?† â€Å"Sir,† Susan said, apparently puzzled. â€Å"It's†¦ it's just†¦Ã¢â‚¬  â€Å"I agree,† Jabba said. â€Å"It's strange. Passwords never have spaces.† Brinkerhoff swallowed hard. â€Å"So, what are you saying?† â€Å"He's saying,† Susan interjected, â€Å"that this may not be a kill-code.† Brinkerhoff cried out, â€Å"Of course it's the kill-code! What else could it be? Why else would Tankado give it away? Who the hell inscribes a bunch of random letters on a ring?† Fontaine silenced Brinkerhoff with a sharp glare. â€Å"Ah†¦ folks?† Becker interjected, appearing hesitant to get involved. â€Å"You keep mentioning random letters. I think I should let you know†¦ the letters on this ring aren't random.† Everyone on the podium blurted in unison. â€Å"What!† Becker looked uneasy. â€Å"Sorry, but there are definitely words here. I'll admit they're inscribed pretty close together; at first glance it appears random, but if you look closely you'll see the inscription is actually†¦ well†¦ it's Latin.† Jabba gaped. â€Å"You're shitting me!† Becker shook his head. â€Å"No. It reads, ‘Quis custodiet ipsos custodes.' It translates roughly to-â€Å" â€Å"Who will guard the guards!† Susan interrupted, finishing David's sentence. Becker did a double-take. â€Å"Susan, I didn't know you could-â€Å" â€Å"It's from Satires of Juvenal,† she exclaimed. â€Å"Who will guard the guards? Who will guard the NSA while we guard the world? It was Tankado's favorite saying!† â€Å"So,† Midge demanded, â€Å"is it the pass-key, or not?† â€Å"It must be the pass-key,† Brinkerhoff declared. Fontaine stood silent, apparently processing the information. â€Å"I don't know if it's the key,† Jabba said. â€Å"It seems unlikely to me that Tankado would use a nonrandom construction.† â€Å"Just omit the spaces,† Brinkerhoff cried, â€Å"and type the damn code!† Fontaine turned to Susan. â€Å"What's your take, Ms. Fletcher?† She thought a moment. She couldn't quite put her finger on it, but something didn't feel right. Susan knew Tankado well enough to know he thrived on simplicity. His proofs and programming were always crystalline and absolute. The fact that the spaces needed to be removed seemed odd. It was a minor detail, but it was a flaw, definitely not clean-not what Susan would have expected as Ensei Tankado's crowning blow. â€Å"It doesn't feel right,† Susan finally said. â€Å"I don't think it's the key.† Fontaine sucked in a long breath, his dark eyes probing hers. â€Å"Ms. Fletcher, in your mind, if this is not the key, why would Ensei Tankado have given it away? If he knew we'd murdered him-don't you assume he'd want to punish us by making the ring disappear?† A new voice interrupted the dialogue. â€Å"Ah†¦ Director?† All eyes turned to the screen. It was Agent Coliander in Seville. He was leaning over Becker's shoulder and speaking into the mic. â€Å"For whatever it's worth, I'm not so sure Mr. Tankado knew he was being murdered.† â€Å"I beg your pardon?† Fontaine demanded. â€Å"Hulohot was a pro, sir. We saw the kill-only fifty meters away. All evidence suggests Tankado was unaware.† â€Å"Evidence?† Brinkerhoff demanded. â€Å"What evidence? Tankado gave away this ring. That's proof enough!† â€Å"Agent Smith,† Fontaine interrupted. â€Å"What makes you think Ensei Tankado was unaware he was being killed?† Smith cleared his throat. â€Å"Hulohot killed him with an NTB-a noninvasive trauma bullet. It's a rubber pod that strikes the chest and spreads out. Silent. Very clean. Mr. Tankado would only have felt a sharp thump before going into cardiac arrest.† â€Å"A trauma bullet,† Becker mused to himself. â€Å"That explains the bruising.† â€Å"It's doubtful,† Smith added, â€Å"that Tankado associated the sensation with a gunman.† â€Å"And yet he gave away his ring,† Fontaine stated. â€Å"True, sir. But he never looked for his assailant. A victim always looks for his assailant when he's been shot. It's instinct.† Fontaine puzzled. â€Å"And you're saying Tankado didn't look for Hulohot?† â€Å"No, sir. We have it on film if you'd like-â€Å" â€Å"X-eleven filter's going!† a technician yelled. â€Å"The worm's halfway there!† â€Å"Forget the film,† Brinkerhoff declared. â€Å"Type in the damn kill-code and finish this!† Jabba sighed, suddenly the cool one. â€Å"Director, if we enter the wrong code†¦Ã¢â‚¬  â€Å"Yes,† Susan interrupted, â€Å"if Tankado didn't suspect we killed him, we've got some questions to answer.† â€Å"What's our time frame, Jabba?† Fontaine demanded. Jabba looked up at the VR. â€Å"About twenty minutes. I suggest we use the time wisely.† Fontaine was silent a long moment. Then sighed heavily. â€Å"All right. Run the film.† Chapter 117 â€Å"Transmitting video in ten seconds,† Agent Smith's voice crackled. â€Å"We're dropping every other frame as well as audio-we'll run as close to real time as possible.† Everyone on the podium stood silent, watching, waiting. Jabba typed a few keys and rearranged the video wall. Tankado's message appeared on the far left: ONLY THE TRUTH WILL SAVE YOU NOW On the right of the wall was the static interior shot of the van with Becker and the two agents huddled around the camera. In the center, a fuzzy frame appeared. It dissolved into static and then into a black and white image of a park. â€Å"Transmitting,† Agent Smith announced. The shot looked like an old movie. It was stilted and jerky-a by-product of frame-dropping, a process that halved the amount of information sent and enabled faster transmission. The shot panned out across an enormous concourse enclosed on one end by a semicircular facade-the Seville Ayuntamiento. There were trees in the foreground. The park was empty. â€Å"X-eleven's are down!† a technician called out. â€Å"This bad boy's hungry!† Smith began to narrate. His commentary had the detachment of a seasoned agent. â€Å"This is shot from the van,† he said, â€Å"about fifty meters from the kill zone. Tankado is approaching from the right. Hulohot's in the trees to the left.† â€Å"We've got a time crunch here,† Fontaine pressed. â€Å"Let's get to the meat of it.† Agent Coliander touched a few buttons, and the frame speed increased. Everyone on the podium watched in anticipation as their former associate, Ensei Tankado, came into the frame. The accelerated video made the whole image seem comic. Tankado shuffled jerkily out onto the concourse, apparently taking in the scenery. He shielded his eyes and gazed up at the spires of the huge facade. â€Å"This is it,† Smith warned. â€Å"Hulohot's a pro. He took his first open shot.† Smith was right. There was a flash of light from behind the trees on the left of the screen. An instant later Tankado clutched his chest. He staggered momentarily. The camera zoomed in on him, unstable-in and out of focus. As the footage rolled in high speed, Smith coldly continued his narration. â€Å"As you can see, Tankado is instantly in cardiac arrest.† Susan felt ill watching the images. Tankado clutched at his chest with crippled hands, a confused look of terror on his face. â€Å"You'll notice,† Smith added, â€Å"his eyes are focused downward, at himself. Not once does he look around.† â€Å"And that's important?† Jabba half stated, half inquired. â€Å"Very,† Smith said. â€Å"If Tankado suspected foul play of any kind, he would instinctively search the area. But as you can see, he does not.† On the screen, Tankado dropped to his knees, still clutching his chest. He never once looked up. Ensei Tankado was a man alone, dying a private, natural death. â€Å"It's odd,† Smith said, puzzled. â€Å"Trauma pods usually won't kill this quickly. Sometimes, if the target's big enough, they don't kill at all.† â€Å"Bad heart,† Fontaine said flatly. Smith arched his eyebrows, impressed. â€Å"Fine choice of weapon, then.† Susan watched as Tankado toppled from his knees to his side and finally onto his back. He lay, staring upward, grabbing at his chest. Suddenly the camera wheeled away from him back toward the grove of trees. A man appeared. He was wearing wire-rim glasses and carrying an oversize briefcase. As he approached the concourse and the writhing Tankado, his fingers began tapping in a strange silent dance on a mechanism attached to his hand. â€Å"He's working his Monocle,† Smith announced. â€Å"Sending a message that Tankado is terminated.† Smith turned to Becker and chuckled. â€Å"Looks like Hulohot had a bad habit of transmitting kills before his victim actually expired.† Coliander sped the film up some more, and the camera followed Hulohot as he began moving toward his victim. Suddenly an elderly man rushed out of a nearby courtyard, ran over to Tankado, and knelt beside him. Hulohot slowed his approach. A moment later two more people appeared from the courtyard-an obese man and a red-haired woman. They also came to Tankado's side. â€Å"Unfortunate choice of kill zone,† Smith said. â€Å"Hulohot thought he had the victim isolated.† On the screen, Hulohot watched for a moment and then shrank back into the trees, apparently to wait. â€Å"Here comes the handoff,† Smith prompted. â€Å"We didn't notice it the first time around.† Susan gazed up at the sickening image on the screen. Tankado was gasping for breath, apparently trying communicate something to the Samaritans kneeling beside him. Then, in desperation, he thrust his left hand above him, almost hitting the old man in the face. He held the crippled appendage outward before the old man's eyes. The camera tightened on Tankado's three deformed fingers, and on one of them, clearly glistening in the Spanish sun, was the golden ring. Tankado thrust it out again. The old man recoiled. Tankado turned to the woman. He held his three deformed fingers directly in front of her face, as if begging her to understand. The ring glinted in the sun. The woman looked away. Tankado, now choking, unable to make a sound, turned to the obese man and tried one last time. The elderly man suddenly stood and dashed off, presumably to get help. Tankado seemed to be weakening, but he was still holding the ring in the fat man's face. The fat man reached out and held the dying man's wrist, supporting it. Tankado seemed to gaze upward at his own fingers, at his own ring, and then to the man's eyes. As a final plea before death, Ensei Tankado gave the man an almost imperceptible nod, as if to say yes. Then Tankado fell limp. â€Å"Jesus.† Jabba moaned. Suddenly the camera swept to where Hulohot had been hiding. The assassin was gone. A police motorcycle appeared, tearing up Avenida Firelli. The camera wheeled back to where Tankado was lying. The woman kneeling beside him apparently heard the police sirens; she glanced around nervously and then began pulling at her obese companion, begging him to leave. The two hurried off. The camera tightened on Tankado, his hands folded on his lifeless chest. The ring on his finger was gone.

Family Nursing Diagnoses Essay

The family discussed in this paper consists of five children belonging to two parents. Included are the father (PF), age 60, the mother (EF), age 54, and five children (CF, JF, AF, KF, KF), whose ages are 18, 16, 14, 12, and 9. All of the children are biological to the two parents who have been married almost 30 years. The father is a small business owner of a furniture store in downtown. He is the sole financial support of the family. The mother is a stay at home mom and home-schools the three younger daughters. The children are all almost two years apart except for the youngest. The oldest son, CF, lives at home and has just graduated high school after being home-schooled by his mom for most of his grade school life. He will be attending college in the summer and fall. The second son, JF, lives at home and is going to be a junior at a private high school in Raleigh this coming school year. The three younger daughters all live at home and are home schooled by their mom. In general, the family stays very busy with their individual lives. They make time almost every night before bed to get together and have family worship. The kids would like it if they had more time with their dad but say that he works a lot and that it is okay because they understand why. The mom would like to have more time to plan meals for dinner but is so busy that she has to buy their meals from a company that pre makes them and freezes them. The mom says that she used to be able to cook before she had kids and even had time to exercise but now she just barely has time in the day to get  everything done on her list. The husband spends six days a week at work, 12 to 14 hours every day. It is all he has known for the past 30 years. He would like more time to spend with his kids but somebody has to run the business and ensure that the family is provided for. The whole family agrees that they wish they did more together as a family outside of their home and going to church. Their biggest concerns are a lack of time and a conflict in everyone’s schedules as well as a desire to work on their diet and nutrition. After asking them, they would love to go to the park together and go on vacation as a family more often than once a year, which is stressful enough to plan that. The wife hopes to be able to start cooking meals again for the family and planning healthier snacks for the kids. The husband says that he pretty much eats pepperoni pizza every day. The family is very close to their extended family, which is huge. For the most part, the family spends as much time as possible with the mom’s parents. The kids all have strong bonds with their grandparents. These relationships are very important to the family. Using the Friedman Family Assessment Model helped me to gather and organize my verbal conversations I had with the family. It was helpful in pinpointing appropriate nursing diagnoses and health issues for this family. The family structural assessment was broken down into communication, roles, power, and family values. Communication between the family members was easily assessed from conversation. The three younger girls tell me that they get along most of the time and do everything together. That being said however, the oldest daughter, 14, expresses that she sometimes feels held back from doing teenage things because her two younger sisters cannot be included. The boys share a room together and get along quite well. It is important to note that they both have very different schedules and do not spend a whole lot of time together like they used to be able to do. They both tell me however, that they are still best friends. The oldest brother jokingly says that his younger brother, JF, can be really annoying and loud sometimes and then the whole family chimed in saying, â€Å"Oh yes that’s our JF!† JF agreed smiling. Between the mom and dad there was little emotional  conversation noted and it got very awkward when I started to ask about their communication. The dad said shortly that it was â€Å"just fine.† The mom obviously disagrees because she rolled her eyes at me. Seems to be a lot of tension between the parents when it comes to communication. The mom later told me that they are working on it and some days are better than others. The dad was very good about keeping the kids under control when it came to family meetings with me. At times, everyone would be talking and it could get loud but PF would get the kids to be quiet and remind them to be respectful of whomever is speaking. I can see that the kids all respect and love their father. He is constantly joking around with them and can be very sarcastic. The kids love this but the wife, not so much sometimes. The family’s roles were very clearly defined. The mom makes the rules at home. She actually does a lot for the home as far as maintenance and improvements go. She also pays all of the bills and manages all of the money. The mom also home-schools the three youngest girls and spends her days taking them to different classes and activities. The mom is also the disciplinarian of the kids when it comes to grounding them or even taking the door off of their bedroom. On top of everything, the mom also makes sure there is food on the table every night. Over the last few years this has been a struggle for her because she does not have the time to plan healthy meals like she used to. She is not even able to cook them anymore and has to buy their meals from a company that pre-makes them and freezes them. The dad stays busy running the small furniture business downtown. He gets home from work around 6 o’clock every night and is exhausted. He does all of the yard work, with the help of they boys, and he says that he enjoys it because he gets to get up on his big tractor. The dad also manages the rental house they have next door. There is a lot of stress on the dad being the sole financial provider of the household. Community and public health nursing assesses the relationship of variables in the community with the patients and overall health. Personal upbringings, culture, religion, and ethnicity are all variables that are considered in order to have a basic understanding of the community’s framework. After doing the family assessment, using my windshield survey, and current  research, nursing diagnoses related to this family and interventions with potential outcomes will be discussed. Nurses are advocates for patient whether it is within a hospital or in community health nursing. Advocacy in community health is the nurse advocating the family or community’s needs to organizations and businesses that can or are supposed to help the community. Incorporating Jean Watson’s theory of caring is important when providing education for a family within a community. Watson’s theory uses a contemporary holistic framework viewing the persons into dimension of body, soul, and mind. Nursing is always changing yet the foundation and values will forever stay the same; evident by Watson’s theory of caring. This caring theory is a moral/ethical foundation for professional nursing. Caring science is a sacred science that acknowledges the connection of nurses with the human-environment field (Watson, 2012). The nursing profession must be careful in sustaining meaningful, ethical, philosophical foundation to its’ science and theories (Watson, 2012). There are three nursing diagnoses that apply to this family based off of the assessment: knowledge deficit related to emotional state affecting learning, imbalanced nutrition more than bodily requirements related to lack of knowledge of nutritional needs, food intake, and/or appropriate food preparation, and lastly, activity intolerance related to insufficient sleep or rest periods. Healthy People 2020 leading health indicator of nutrition, physical activity, and obesity applies to this family’s vulnerability. Most Americans do not eat a healthy balance diet in combination with no getting enough exercise therefore leading to obesity (Healthy People 2020, 2015). Generally speaking, the family is not obese, however, a few are a bit overweight and the boys and dad have no muscle tone due to either stress (on the dad’s part) or lack of physical activity (on the boy’s part). Three interventions related to the nursing diagnoses and the Healthy People 2020 LHI include; educating the family on time management and prioritization, having a family dietician consult meeting with the family on better eating habits and balanced convenient meals, and establish guidelines and goals with the family for physical activity. A recent study done on time management shows the effectiveness of time prioritization coaching (Boniwell, Osin, & Sircova, 2014). This article may be an effective tool in  addressing the family’s imbalance of time management and perspective therefore resulting in improved stress over a lack of time. Conflicting values may be a closed mindedness towards approaching time management through coaching and the family will therefore not make improvement on time management. Due to the nature of coaching, there may be some ethical issues such as upholding a professional relationship, maintaining expertise, respect, and competence in coaching. That being said, the family could benefit a lot in time prioritization coaching. In order to address the imbalance of nutrition diagnosis, a recent clinical study shows that online dietician services can help families with what they eat on a specialized personal level. With the Internet ever evolving, why not be able to meet with a dietician onl ine that can evaluate the family’s nutritional status and provide healthy interventions (Brandt, Pedersen, Glintborg, Toubro, Nielsen, Eysenbach, Sendergaard, 2014). This may be just what the family needs; internet-based interactive and personalized weight management. Family values may differ in that they do not feel they need to spend money on a dietician program of any kind and know what is healthy and what is not. Basically, the family may be somewhat in denial therefore preventing the family from receiving education and personalized information to improve their diet. Ethical issues include the risk for developing an eating disorder, maintaining a professional relationship, and the management of patient data must be secure. Addressing the nursing diagnosis of a need for physical activity will require improvement on time management. The family needs to be provided with a list of activities that can be done together as a family and on their own. The mom would love to join a gym but in the past when she does join she never finds the time to go. In order to solve this problem, the mom needs to sign up for classes that are at a scheduled time so that she can put these times in her schedule and make the time for her to go. A conflicting value of the mom may be that she feels she should be spending that time with the family instead of on herself, which would prevent her from getting the physical activity she needs to improve her health. Ethical considerations for improving the family’s physical activity include respecting the individual’s wishes, offering a non-judgmental environment, and protecting the individual’s information. References Boniwell, I., Osin, E., & Sircova, A. (2014). Introducing time perspective coaching: A new approach to improve time management and enhancing well-being. International Journal of Evidence Based Coaching & Mentoring, 12(2), 24-40. Brandt, C. J., Brandt, V., Pedersen, M., Glintborg, D., Toubro, S., Nielsen, J. B., Eysenbach, G., Brandt, K., & Sendergaard, J. (2014). Long-term effect of interactive online dietician weight loss advice in general practice (LIVA) protocol for a randomized controlled trial. International Journal of Family Medicine, 1-6. Healthy People 2020. (2015). Leading health indicators. Retrieved from http://www.healthypeople.gov/2020/Leading-Health-Indicators Stanhope, M., & Lancaster, J. (2012). Public health nursing: Population-centered health care in the community (8th ed.). St. Louis, Mo: Mosby Elsevier. Watson, J. (2012). Human caring science (2nd ed.). Sudbury, MA: Jones & Bartlett Learning, LLC.

Levi’s Strauss: a case study from an organizational plan point of view Essay

Levis is undoubtedly one of the most recognizes brand of jeans on the planet. The business found by the Strauss family in 1875, initially manufactured jeans for miners out of tent fabric and canvas. However they later shifted to manufacturing jeans from denim which gained popularity amongst miners during the California gold rush. Strategic elements of an organisational plan The process of developing strategic elements of an organisational plan involves three broad categories. Analysing: Levi’s Strauss analysed its visions, mission objectives and external environments. This meant evaluation of the current market share and its segmentation, product range of competitors and what the company may want to do about it. Decision: From the findings of the analysis, the company had to decide on two main factors. What industries to try and expand into and how to be competitive in those industries. As such Levi commissioned market research agencies to carry out survey and research on the habits and attitudes of its customer base. This was all done with the idea of moving into the higher price clothing market since up until now Levi has mostly produced casual wear of the low price category. After such quantitative surveys the target market was selected. This target market comprised of Independent consumers with expensive tastes looking for classic designs which are not massed produced and rely on individual styling and fitting. It was then decided by Levi to carry out analysis of its target market in order to study their attitudes and behaviour in details so that further plans to enter the specific market segment can be made. It was decided by Levi to avoid direct price wars and as a result Levi decided to charge 10% above the prices of it closest competitors. In order to cater to the classic independent nature of the target market segment, Levi also decided to distribute through quality departmental store chains. The final stage of the decision making process involved carrying out tests for acceptability. This was done through the use of consumer discussion panels led by psychologists and were targeted at seeking out the real motivations behind the way the target market behaved. This led to the understanding that Levi was not just ready to produce classic suits because of the affiliation of its brand identity and value with casual standardised clothes and its strong ties and origins to jeans related clothing. This in turn led to the marketing team to focus on jackets and trousers rather than suits so that it can first overcome its image for casual apparel. Actions : The final step in the process for developing strategic elements for organisational plan involved the process of bringing all that planning and decision making to reality. The decision was made by levi to emphasise mainly on jackets and trousers in its new Tailored Classics line and so the initial idea of suits was dropped before the new line was launched. The organisational plan developed by Levi in order to move into new market segments, mainly the higher priced clothing market when put into effect, showed signs of underperformance. This was mainly because of the decision to abandon the manufacturing of suits based on its acceptability test findings. Those findings convinced the marketers in Levi to accept that Levi was too closely associated with casual only wear and customers were not favourable of the idea of Levi producing classic natured suits of non standardised but custom shape and taste. It was later evident that Tailored Classics failed to achieve its sales targets in the consequent months after its launch. Strategic effects on an organisational plan The implementation process of the organisational plan drawn up by Levi involved implementing its various quantitative and behavorial reseach findings in its final execution of the organisational plan. This meant moving away from its initial decision to produce what the target customer segment wants and manufacturing jackets and trousers instead. The decision was made on the basis of accpetability test results. In order to overcome the underperformance of the Tailored Classics line in its inital few months prices were reduced to meet sales targets which failed critically. The effects of these on the stakeholders was reduced returns for the investors, and a lack of faith in the brands ability to cater to the custom independent classic demand andconseuquential underperformance of the brand hindering its brand expansion. Strategy to communicate organisational plans to key stake holders To come up with an workable plan, the Levi public relations had to work through a sequence of steps. The first of such steps was setting out a communication objective. Ideally, whatever the objective is , it is best effective if its specific, measurable,achievable and realistic. The communications objective for Levi was to convey to the customer that levi is able to make a good suit when they put their mind to it despite its origins being in the jeans manufacturing industry and its past history of mostly casual only clothes. Secondly The Levi staff had to come up with a key message to its stake holders. The most important stakeholders group, the consumers themselves were made aware of the message with the help of the name for the new line â€Å"Tailored Classic†. This conveyed the idea that Levi is engaging in the manufacturing of non standardised custom classic wear that were more tailored to the customers individual need. Having decided upon the overriding key message each seprate group of stakeholders were prioritised and a seperate key message was set for them in order to make sure that most of the stakeholders were addressed and no one felt left out despite the aim of targetting the new line at the higher prices market. Different communications tactics had to be developed for each of the stake holders groups, ranging from the consumer, the media, the investors and the donors and volunteers involved with Levi. Finally the budgets and responsibilities were decided upon by the Levi directors based on their surveys and were allocated amongst its different departments and staff. Evaluation: Following all the steps regarding implementation of the strategic elements of the organisational plan and the process of communicating with the various stakeholders, Levi had to ensure that it was wrking to achieve the objective set. And depending on the results of the various surveys and research, starting from the consumer behaviour patterns and spending habits, the analysis of its target customer segment and finally the acceptability test of its new line before its launch all in term one by one allowed levi to review and change its key messages, communication tactics and finally its objectives. Ths led to the final decision to focus mostly on the jackets and trousers market rather than the tailored suits market because of the lack of the consumer confidence in Levi’s ability to produce tailored suits that meets individual reuqirements. Overall the assessment and evaluation process contributed to a great extent in the final decision to introduce the new line in a much differ ent form than intitally percieved.

America War Efforts and Just War Theory Essay Example | Topics and Well Written Essays - 500 words

America War Efforts and Just War Theory - Essay Example Admittedly, the 9/11 terror strikes were heinous acts that cannot be justified under humanitarian principles. Alan Dowd asserts that the 9/11 attacks were not an attack on the United States alone but on all of human civilization. The author explains in detail the meaning of civilization and cites examples from recent history when it was saved by American military intervention, the chief examples of which are the two World Wars waged in the last century. Continuing in this vein, Down equates the threat posed by networks such as Al Qaeda to that of totalitarian rulers of the past, including Hitler and Stalin. He tries to draw an analogy between the ongoing military engagements of the United States to its major confrontations against Nazism and Stalinism. Dowd ends the article on a hopeful note, that America and its coalition partners will prevail in the War on Terror, just as they had done on crucial junctures of recent history. It is important to note that Alan Dowd does not make a serious effort to justify the War on Terror with the conditions laid down by the Just War theory. The author had not undertaken this task probably because he had a weak case to argue. The invasion and occupation of Iraq is a breach of several of the Just War conditions, the most blatant of which is the numerous civilian fatalities that the war has caused. The article written by Charles Kegley Jr and Gregory Raymond takes a critical look at the doctrine of Pre-emptive war, which was the cornerstone of the eight-year term of George W. Bush. The authors explain the weak premises upon which this doctrine is based and how it fails the standards set by the Just War theory.

Access to Insurance Versus Access to Care Research Paper

Access to Insurance Versus Access to Care - Research Paper Example They have limited access to health care compared to legal immigrants and native citizens. Overtime, undocumented immigrants are restricted from accessing Medicare and obtaining Medicaid, which are the main insurance programs. Fear of deportation, job restrictions and language barriers are the vital factors limiting undocumented immigrants to accessing health care (Bond & Bond, 1994). In order to provide unlimited health care to United States citizens, there should be an amendment on health care system policies. Policies for improvement include universal health care, increasing competition and accountability in health care, and making health care system accessible and affordable. Implementing these policies would ensure that all inhabitants of United States access affordable health care. Policy makers should implement a single health insurance system policy for realization of health care accessibility. In this policy, all citizens are entitled to medical care in spite of age, job or race according to Medicare system. In addition, the government should design strategies of providing medical insurance and not just delivering health care to strengthen Medicare policy. Furthermore, implemented policies should encourage non-profit and private health care resource providers. Implementation of health and Medicare policies would ensure accessibility to quality and affordable care to all citizens irrespective of income or employment status. Though there is availability of health care access, high prices of insurance policies hinder it. To enhance affordability and access of health care, provision of medical care should be through auto insurance system. An auto insurance system would widen choice for insurance cover and lessen government bureaucracy in health care sector. Increasing choice of health care would present different health care choices for citizens. Besides, competition amongst health care providers would increase which will consequently decrease

Business Intelligence (SLP) Coursework Example | Topics and Well Written Essays - 500 words

Business Intelligence (SLP) - Coursework Example Business Intelligence systems use tools to gather, store, analyze and present data which is then used to create business strategies. Business intelligence systems use enterprise wide data which minimizes the need for technical and clerical staff. One of the top players in the field of business intelligence is SAP which has developed tools primarily in three categories to aid decision making; the categories include performance optimization applications, business intelligence platform packages and packages for small and medium sized businesses. The data gathered through business intelligence is spread across a variety of locations in a business context such as the marketing department, finance department, operations etc. In order to take informed, strategic decisions there is a need for this data to be structured in a user friendly manner. Traditionally, the IT department in any organization would allow the use of structured reports from various departments which although would present the information but the integration of the information would be a cumbersome process. This is where the SAP Crystal Interactive Analysis Desktop Edition (formerly known as SAP Business Objectsâ„ ¢ Interactive Analysis, Desktop edition) comes in. The Desktop edition provides self-service data access, multiple source data analysis and trusted insight. This tool allows business managers to develop ad-hoc, interactive reports which can help answer the ever evolving business questions. SAP Crystal Interactive Analysis does not only allow the b usiness managers to view information based on the needs of the specific problem at hand but allows them to conduct an analysis of the information presented. The Interactive Analysis tool gives its users the ability to conduct contingency based analysis of business critical information. It allows the decision makers to combine many types of data from different sources. For example, a production manager can access

Fundamental framework of engaging in marketing communication Essay

Fundamental framework of engaging in marketing communication - Essay Example The paper tells that marketing communications entails all the messages as well as related media utilised in communicating with a market. It consists of promotion aspect in the marketing mix of four Ps: place, price, product, and promotion. Marketing communication is the art and science of communicating information, which an organisation wishes to divulge towards the public. Such information could be associated to a product’s marketing, talk concerning the launch of a new commodity, or even the community initiatives that the company assumes. Marketing communications aid in defining the relationship of a firm with its customers. Marketing communication, as an organisational unit, emphasises the strategic significance of such communication as well as its lasting impact upon consumers. The models of communication can assume a predictive guide though recognition of the unpredictability and autonomy of the consumers is the most important outcome. It is essential for effectiveness in the use of the various resources allocated to the tools of marketing communication. For achievement of this, a comprehensive understanding of the process of strategic planning of marketing communications is necessary. The most relevant issues entail the marketing communication tools’ role in influencing the choices of brands and how such brands could be effectively used in delivery of promotional messages. It is also relevant to understand how firms can identity the most effective media strategy to enhance maximisation of the population of the reached target audience and also boost the potential of processing and acting upon such communication messages.... JD retail shop has been supplying the United Kingdom with the greatest as well as the latest branded street style sourced from the leading brands around for more than thirty years. It has thousands of official stocks and JD exclusives from the top brands such as Adidas originals, Fila, Nike, Converse, McKenzie, Fred Perry, Lacoste, Carbrini, Reebok, Duffer of St. George, Goi Goi JD, and Timberland at all times. JD is famously known as â€Å"King of Trainers† and thus strives to supply the best brands in terms of footwear. It has the latest and best trainers for all people ranging from men to women and to kids (JD 2012). Critical Evaluation of Marketing Communications’ Role Effective plans of communication add value to firms as well as regularly make the variation between programs’ success or/and failure (Laric & Lynagh 2010). It is imperative to note that communication is the process of exchanging information between people via a general system of signs, behaviou r, and symbol. An effective communication plan aids in overcoming the obstacles in the market by creating a common language as well as framing the message (Kotler & Armstrong 2009). Such plans help in the organisation of key message hierarchy as well as pinpointing different specifics concerning the audience or target market in terms of delivery and timing (Fill 1999). Marketing consists of the strategising and implementing process of the different ideology, promotion, pricing, as well as distribution of a commodity or service as well as ideas to ensure that the needs, objectives, and wants of the customers and the enterprise from which the specific idea, product, or service comes from are well

Organisational Behaviour (OB) Assignment Essay Example | Topics and Well Written Essays - 3000 words

Organisational Behaviour (OB) Assignment - Essay Example He tried to change the organizational structure to modify the corporate culture of the company. The company formed corporate tie ups with many companies to build its brand and increase exposure. These features introduced several forms of changes in the company. Firstly due to the redesigning of the product lines the patterns of work system in the company changed drastically. This began with the changes in the job description and skills and techniques of the workers as more emphasis was laid on the electronics goods and products. Changes in the organizational structure were seen in the form of centralizing the electronics department. The hierarchy of authority was modified. Division of labor was re-introduced with more emphasis on the R&D field. The hierarchy levels were reduced and more interaction was provided between the managers and front line mangers of the company. More hierarchy levels mean greater complications which would disrupt the decision making process gradually. The com pany previously had each unit with its own planning, human resources, finance, and sales functions and operated with considerable autonomy. This was not a very feasible strategy as it led to more troubles than solutions. Firstly, providing each unit with separate departments increased the cost of the company as it would be hiring many employees for each department. The autonomy offered to each unit would further increase the gap between the inter departments as there would be lack of communication. The span of control was reduced with Stringer laying off 10,000 jobs which comprised of 7% of Sony’s global workforce and shut down 11 out of 65 production units across the world (Howard Stringer: Turning Sony Around, 2003). This helped in reducing operation costs, reduced levels in hierarchy and better control by the managers. Sony was not advanced in technology and was redundant in its product designs. With the introduction of Apple iPods, the company felt the need to bring in ch anges in its working culture. Stringer who had introduced the changes believed that the new structure would streamline and speed up decision making across Sony’s product lines. It permitted uniform software development across the lines so that the products of the company would operate seamlessly with one another. This in turn eliminated the design and product redundancies and optimized the firm’s Research and Development spending. Apart from this, the corporate culture also saw changes in the company. sonSony had been long exposed to its conservative culture. When Stringer decided to introduce change in the company he faced oppositions as the cost of change was thought to be unnecessary by many people in the organization, stringer incorporated the idea of increasing the R&D area. He made them realize that R&D could save the company and it would attract customer attention. He made them realize that the problem with Sony products was not with its technology alone but als o the product utility. The change plan also affected specific technologies. For example, Sony executives declared that television was of the utmost importance to the company. The firm scraped the production of cathode ray tube (CRT) television sets and focused on LCD and rear-projection TVs and technology. Also, Sony focused on self-luminous flat –panel organic light-emitting diode (OLED) displays, on high-definition technology, Blu-ray, and

Comparing Piaget and Vygotski Essay Example | Topics and Well Written Essays - 1250 words

Comparing Piaget and Vygotski - Essay Example The child learns from adults who behave according to the cultural norms in which the child is reared. The child uses certain adaptive tools for acquiring information from his or her surrounding, language is one such tool (Funderstanding, 2008). Following are some Key Terms of this theory: In Piaget’s approach towards learning, the purpose of education in class room is to provide pupils with opportunities to learn through interaction with the environment. According to Piaget all cognitive learning of a child occurs in stages. This learning is developed by forming of mental concepts. For this it is necessary for the child to have a supportive and rich environment that allows experiential learning. According to Vygotsky, the child’s primary source of education is the teacher’s personality rather than the school environment. The teacher is the child’s MKO i.e. more knowledgeable other and the child internalizes the teachers values and adopts the teachers traits automatically. So the value of education according to Vygotsky is to present the child with an MKO who will be the child’s role model and will transmit knowledge by demonstrating it in front of the child through his or her behavior and actions (Learning Theories, 2010). In Piaget’s approach, the teacher is just a supervisor. He or she just provides the child with an enriched environment, facilitates learning process monitors the child’s work and provides the child with countless opportunities to understand the world and develop his or her own cognitions about the world as the child experiences it. The teacher’s role in this theory is highly objective and impersonal. According to Vygotsky, the teacher is the role model for the child. Whatever the child learns is what he adopts from his teacher. Social cognition is developed in the child by blindly assimilating the teacher’s traits. Intellectual development comes after it. Therefore the role of

Report Essay Example | Topics and Well Written Essays - 1500 words - 5

Report - Essay Example One can also use feedback in acting as role model that will eventually help other people follow the same example, thus heading to the right direction. Many people widely recognize feedback as an important part of the learning cycle, as it helps in modeling the children at tender age, hence adopting the rightful behavior that is essential for enhancing their performance. Table of Contents 1.0 Introduction †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 4 2.0 Background †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 4 3.0 Evaluations on the use of student feedback †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5 3.1 Areas of feedback use †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5 3.2 Areas essential for gathering feedback †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 6 3.3 Characteristics of effective feedback †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 6 4.0 Potential benefits of student feedback †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 7 5.0 Potential challenges associated to use of feedback †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 7 6.0 Findings of preliminary research †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. ... †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 10 1.0 Introduction Feedback refers to any form of response that goes in hand with the student’s work as it serves as an assessment task, performance or product. People that usually have the mandate of giving feedback may include teachers, external assessors, or student peers while it comes in either written or spoken form. Many people widely recognize feedback as an important part of the learning cycle, but to some extent, students and teachers come out into expressing their disappointment and frustrations on the process of conducting feedbacks. Some students cite that feedback on assessment in unhelpful process or unclear, and to some extent demoralizing. Lecturers that oppose the use of feedback also cite that some students do not know how to incorporate feedback advice into fulfilling their subsequent tasks, hence making the process ineffective (Brennan & Williams, 2004). This research paper is going to evalua te on the use of student feedback in the higher education institutions while outline some potential benefits and challenges associated to this strategy. 2.0 Background Providing feedback on a regular basis to the students in regards to the level of performance is the most powerful tool for enhancing teaching process. In simple terms, feedback deals with sharing of information on the student’s performance. Positive feedback intends to sustain appropriate and effective behavior while negative/corrective feedback serves the purpose of changing behavior that the learning institution considers as inappropriate or ineffective. Therefore, it is important to have a mixture of positive and corrective feedback while this feedback should also be specific enough for students to understand with ease, and hence being able to identify the type

Why Abortion is Immoral Essay Example | Topics and Well Written Essays - 1000 words

Why Abortion is Immoral - Essay Example Marquis’s objective in his essay â€Å"An Argument that Abortion Is Wrong† is to show that the ending of a pregnancy before birth is a crucial breach of ethics. The author supports the prohibition of abortion since it counters certain aspects of life ethically. He trusts that a fetus is an existing being and has the right to live. In the thesis, the writer says that the right to life overrides that of self-body control; thus abortion is wrong. The article also shows that human beings try to exclude fetuses as living beings, but Don Marquis criticizes that point by describing a fetus as being living within another organism. The author also attacks pro-choice’s belief that only people have the privilege to live by pointing out that there is no means to confirm that a fetus is not a person. However, he agrees that in particular circumstances abortion is valid. According to Don Marquis, abortion is morally legal in cases such as when the pregnancy endangers the life of the mother, it is fourteen days and below after conception or rape. Generally, the author’s persuasive argument lies in the fact that the act of abortion is wrong since it involves killing a human being just like any other. Based on traditional, ethical and religious laws in conjunction with the law of nature, every living being has a right to life. For that reason, I believe that an abortion is a wrong thing to do, especially to an innocent person. I agree with Don Marquis’s notion that abortion is an immoral act unless the circumstances revolving around the pregnancy counter other moral aspects. Ethical theories dictate that people have a social responsibility to look after incapacitated human beings. An incapacitated person refers to an individual who lacks the ability to live normally or do ordinary things since they lack certain cognitive aspects.

The Merchants Tale Essay Example for Free

The Merchants Tale Essay The use of the word ‘but’ in line 843 is the first signal to the audience that there is going to be a significant change within Januarie’s fortune. Up until this point he has been considerably lucky; he is described as a ‘worthy knight’ who has ‘lived in greet prosperitee’ and has been married to ‘fresshe may, his paradys, his make’. Through this excessive amount of fortune, Chaucer has led the audience to believe it is too good to be true, and so the change is almost inevitable. Januarie’s fortune is represented by the image of ‘the scorpion’, which smiles with its face while stinging with its ‘sweete venym queynte’, just as Januarie is deceived into believing he has found stable happiness when he suddenly goes blind. When Januarie becomes physically blind, this becomes a fulfilment of the metaphorical blindness of self-delusion which has afflicted him from the outset. On line 386, the audience are reminded of the proverb ‘love is blind’, and Januarie’s character has been built up to this point as a demonstration of the truth of this saying. At this point in the tale, we have only recently heard May’s voice for the first time, (like 770) but we are yet to know much about May’s personality from anyone other than Januarie’s perspective. However, the females already mentioned in the tale, such as Abigail, the wife of Nabal and Rebecca, the mother of Jacob all gained their own fortune and power through the use of deception and trickery, inclining the audience to believe that May is going to use similar techniques. It soon becomes apparent that this deception is at the hands of Januarie, ‘for as good is blind deceyved be / As to be deceyved whan a man may se’. The fact that he is being deceived because of both his physical and mental blindness makes Januarie appear vulnerable, and the audience almost begins to pity him, showing that the power balance has shifted abruptly from Januarie to May. The language Chaucer chooses to use contributes to demonstrating this power balance effectively. Fortune is personified in this passage, as is common in Chaucer’s writing. Like a number of abstract qualities which have the female grammatical gender in Latin, the personification is feminised, and she is presented as a woman, often blindfolded, to demonstrate the arbitrariness of her operation, an holding a wheel on which her victims rise and fall. When comparing this image to May, it is clear that she now has full power and control over Januarie. It is not only clear how May has gained power over this passage, but also how Januarie has lost his. He becomes so possessed by jealousy that He nolde suffre hire for to ride or go/ But if that he hadde hond on her alway’ , ‘nor anywhere/ Would he allow his wife to take the air/ Unless his hand were on her, day and night’. Towards the beginning of the tale, it is unlikely that Januarie would have been so possessive over his new wife, as he had enough confidence within himself to prevent any jealousy. When he loses his sight, it is apparent that his self-consciousness becomes particularly strong, once again making him seem vulnerable and helpless, and May’s dishonesty only increases Januarie’s lack of power.

Education is the key to development

Education is the key to development Introduction Education is the key to development. Since independence, successive governments accorded importance to education and endeavored to improve the low indicators but progress has been slow. In recent years, governments approach towards planning and delivery of education has been guided by overall reforms of the system. The federal and provincial governments clearly see their role shifting from being sole provider of education services to also acting as facilitator and financier of the private sector including the non-profit providers. The government fully realizes that it cannot achieve the millennium development goals (MDGs) alone without the help of other providers of education. the governments recognition of the role of the private sector and civil society organizations (SCOS) is explicitly expressed through the poverty reduction strategy paper (PRSP), education sector reform (ESR) action plan, education policy, and education for all documents, and establishment of education foundatio ns at the national and provincial levels. The corporate sector is emerging as an important player in supporting social development causes, specially education and health. However, the business sector is wary of entering into partnership with government due to the absence of a clearly defined and mutually agreed framework for cooperation and partnership. Public Private Partnerships (3ps) have been expanding over time and have taken various forms. the most common 3ps programmes being delivered by CBOs, NGOs, private sector, education foundations, corporate sector and other providers that are scaling up include: (a) community schools; (b) fellowship schools; (c) adopt-a-school; (d) grant-in-aid to the private sector; (e) school management by NGOs; (f) teachers training; and (g) individuals donating in several ways to schools at local levels. It has been estimated that the private sector is contributing 0.7 % of GNP in education. This includes largely the for profit institutions. Backdrop and Rationale Of Public Private Partnerships In Education Present Scenario Of Education Sector In Pakistan Education is the prime catalyst to national development. Despite high importance attached to education by successive governments reflected through multitude of policy packages, the state of affairs is far from desirable. At the time of independence in 1947, Pakistan inherited only 8000 schools which increased to 1, 70,000 in 2003. Gross enrolment in primary schools increased 40 times (from 0.77 million in 1947 to 20 million in 2003) and literacy rate increased from 16% in 1951 to 51.6% in 2003 but a lot still needs to be done. The federal and provincial governments policies, planning and delivery of education has been under constant review and revision according to the changing needs over time, particularly in the last decade. The government fully realizes that public sector alone cannot meet the myriad challenges to provide necessary resources, services and expertise to effectively address educational issues. There has been a clear realization on part of the government of shifting i ts role from being the sole provider of resources and education delivery to also acting as a facilitator of the private sector and of civil societys efforts in Pakistan. Need For Public Private Partnerships Emergence of Corporate Sector in 3Ps: The governments recognition of the role of the private sector and civil society organizations (CSOs) has explicitly been expressed through the Poverty Reduction Strategy Paper (PRSP), Education Sector Reform (ESR) Action Plan, Education Policy, education for all documents, and establishment of Education Foundations at the Federal and Provincial level. Recent years have witnessed the Education Foundations restructuring to enhance their efficiency and impact. Public Private Partnerships (3Ps) have been expanding over time and it has been estimated that the private sector including non-profit organizations contribute about 0.7 per cent of GNP in education. There is an increasing acceptance of the Adopt-a-School Programme (ASP) and recognition of the leading role of civil society organizations such as Idara-e-Taleem-o-Aagahi (ITA), Sindh Education Foundation (SEF) and Pakistan Centre for Philanthropy (PCP) in motivating the corporate sector, which is emerging as an important player in supporting public sector institutions through private providers, especially through the ASP modality. There are several other organizations mobilizing the corporate sector to support direct education provision, total school management, professional development of teachers, scholarships etc. The corporate sector on its own initiative is also engaging with public sector such as the partnership between the Federation of Pakistan Chambers of Commerce and Industry (FPCCI) and the City/ District Government for monitoring and school improvement. Structural Forms Of Public Private Partnership There are various manifestations and forms of 3Ps in the country. The most common 3Ps programmes being delivered by Education Foundations, NGOs, CBOs, the private sector, the corporate sector and other providers. These include: Contracted management of public schools by NGOs Afternoon institutions System: Up gradation of Institutions through Community Participation Programme (CPP) in Punjab and Public-Private Collaboration (PPC) in NWFP Adopt a School / School Improvement Programme (SEF, PCP) Community Schools Capacity Building of School Management Committees (SMCs) / Parents Teachers Associations (PTAs) / School Councils Community Learning /Literacy centers (using school premises and facilities) Volunteer teachers or other individuals sharing skills, donating time etc Individuals donating funds to provide missing infrastructure and educational material In 2001, the share of private sector in education in Pakistan was 21%. In 2005, the ratio of public schools in Pakistan was 67% and in Punjab it was 58%. The share of private sector schools in Pakistan is 33% and in Punjab it is 42%. If the pattern continues, the expenditure on education in private sector will exceed the total expenditure in public sector in the next five years.The policy makers are sanguine now that only conscientious, coordinated and concerted efforts of all stakeholders in Public -private Partnership (PPP) could be a viable option. Government alone will not be able to accomplish the gigantic task of attaining the goal of sustainable quality education and meet the targets of Millennium Development Goals (MDGs) and Education for All (EFA). Pakistan like many other developing countries is facing myriad challenges for improving access, equity and quality of education. The country has a population of 160 million people more than 33% mired in abject poverty, living below the poverty line. The overall literacy rate is 55% whereas it is 36% for females. Pakistan has 6.5 million children out of school and 80% of them have never been enrolled in a school. 40% students drop-out before they reach grade IV and 77% of the total enrolled children drop out while climbing the ladder and reaching X grade. Pakistan is at serious risk of not attaining MDG and EFA targets by 2015. The Gender Parity Index (GPI) of Pakistan (0.73) is one of the lowest in the world. Keeping in view one of the lowest Human Development Index (HDI) indicators, there is an urgent need to have a system of affordable quality education, socially acceptable to all stakeholders. The Punjab Education Foundation The Punjab Education Foundation (PEF) was established through Punjab Education Foundation Act, 1991, by Punjab Assembly. Under the enactment, PEF advanced loans and grants to private entrepreneurs, for the construction of schools, for the promotion of education from 1991 to 2004. PEF was restructured through an Act by Punjab Assembly in 2004 for promotion of education, specifically encouraging and supporting the efforts of the private sector in providing education to the poor. The major difference of the two enactments in 1991 and 2004 is primarily a paradigm shift in policy formulation and implementation to encourage the private sector and involve all stakeholders for access, equity and quality in education. While PEF Act 1991 empowered the Government through the bureaucratic control over the affairs of the Foundation with Chief Minister of the province as a Chairman of PEF and a senior bureaucrat as its Managing Director, the PEF Act 2004 conferred the entire management and control of the Foundation to the Board of Directors. Under PEF Act 2004, the Board appoints Managing Director/Chief Executive and other employees of the Foundation and determines the terms and conditions of their employment. Functions Of Punjab Education Foundation Section 4 of the PEF Act, 2004 assigned the following functions to the restructured Foundation: 1. Provide financial assistance for the establishment, expansion, improvement, and management of educational institutions and allied projects; 2. Provide incentives to students, teachers, and educational institutions; 3. Promote public-private partnerships relating to education; 4. Provide technical assistance to educational institutions for testing policy interventions and innovative programs for replication; 5. Rank private educational institutions based on educational standards; 6. Raise funds through donations, grants, contributions, subscriptions etc.; 7. Assist educational institutions in capacity building, including training of teachers; 8. Undertake any other function as may be assigned to it by the Board with the approval of the Government. The Rules and Regulations Are Annexed as ‘A Strategy Of Punjab Education Foundation The Board of Directors formulated the strategy for the PEF and adopted a flexible approach. They decided to provide better quality education through private sector to low income households and provide technical assistance in the form of teacher training and professional development for privately managed schools for less affluent sections of society. It was decided to support schools in less affluent areas and preference for female education. It was decided to introduce instruments for financial assistance on per child enrolled basis and education vouchers for households in slums to enhance enrolment and impart quality education. The strategy looked at selecting institutions with good track record and results to be considered for monetary rewards and financial assistance in terms of quality education and enrolment. PEF Budget The budgetary support to PEF programs is being provided by the Government of Punjab as an integral part of Annual Development Program (ADP) as one-line budget. The budget profile is given as annexture ‘B 1 and 2. Programs Of Punjab Education Foundation The following initiatives of PEF are aimed at ensuring access, equity and quality of education, enabling the poorest of the poor and less advantaged sections of society. 1) Foundation Assisted Schools (FAS) Program 2) Continuous Professional Development Program – CPDP 3) Education Voucher Scheme – EVS 4) Teaching in Clusters by Subjects Specialists – TICSS Program Foundation Assisted Schools (FAS) Program The Foundation Assisted Schools (FAS) is the flagship program of the PEF to encourage and promote access and improve the quality of education by providing financial assistance at the rate of Rs.350 per child per month to private schools on per child enrolled basis. FAS Policy Instrument And Selection Criterion Through FAS intervention, the PEF has demonstrated: a) That whereas it is the responsibility of the Government to ensure that all school going children should get free education, that the state should fund it, it should not necessarily provide the service i.e. there is a need to separate the financing of the service from its provision; b) That through Public -private Partnerships, better quality education can be provided at a cost significantly less than incurred by the Government of Punjab to educate a child in the public schooling system. c) That the financial assistance on per child enrolled basis through FAS program is driven by considerations of equity, quality and access to all. Selection criterion is given as annex ‘C FAS Program Statistics FAS Program was launched as pilot project in 54 schools in 2005 in five districts of Punjab i.e. Chakwal, Khushab, Bahawalpur, Lahore and Sialkot. The districts were representative of all the 36 districts of Punjab in terms of levels of literacy and human development index categorized in Multiple Indicators Cluster Survey (MICS, 2004). The schools were selected on the basis of criteria mentioned in annex ‘C ‘. In 2006, the scale of pilot was increased to 184 schools, covering 10 districts. In 2007, the Program was evaluated by the Planning and Development Department and was rated as a successful intervention so far as enrolment, retention and quality learning outcomes of the students were concerned. During a presentation to Chief Minster Punjab, it was decided that FAS should concentrate the Southern Punjab districts having the lowest literacy rate and highest concentration of out-of-school children in Punjab i.e. Rajanpur, Dera Ghazi Khan, Muzaffargarh, Multan, Bahawalna gar, Bahawalpur and Lodhran. FAS program focused these seven districts since 2007. More than 90% of the total strength of students in FAS program belong to the seven districts of Punjab. Progression of schools and the number of students (Male and Female) in FAS program from 2005 to 2009 is given as annex ‘D As a result of financial and administrative empowerment and autonomous academic leadership at school level through Public -private Partnership (PPP), the following statistically significant landmarks have been achieved: PEF empowered private sector schools in providing quality education to 529210 students in 1337 schools to the less privileged and disenfranchised sections of society in Public -private Partnership. The parents have been relieved from payment of fee with increase in disposable income. The managements of private schools have been relieved from financial hardships. The school management now exclusively concentrates on quality education and are relieved from collection of fee from poor parents, which often they used to delay for months. In case of drop-out of the child, the schools were previously deprived of fee amount, before their partnership with PEF. The private sector schools have invested heavily in physical infrastructure to accommodate more students, thus enhancing their revenues because in FAS model, the money follows the child and not the school. In order to enhance quality standards, the private schools hired better and qualified teachers in addition to the existing faculty thus impacting not only the learning outcomes of the students but also the peers and associates in the partner institution. The salaries of teachers before introduction of FAS model were Rs.2500 per month approximately and enhanced to Rs. 6500 in 2008 and are now being enhanced to Rs.8500. In Pakistan, more than 40% students are dropped and are out of school by the time they reach grade IV but in FAS partnership model, drop-out rate is zero. In case of absence or truancy of a student, the private school management follows the students due to their pecuniary interests attached with the child because the payment by PEF is made on the basis of surprise physical verification of the students in the classroom by monitoring and evaluation teams and QAT by third parties engaged by PEF. Through reward mechanism by PEF and better salary structure the teachers are motivated, resilient and diligent. The schools have complete administrative, managerial and financial empowerment with impeccable academic leadership. Impact Of FAS Program On The Learning Outcomes Of Students And Capacity Of Schools The following achievements have been verified over a period of four years (2006-2009) in FAS partner schools: During a period of four years (2005-2009), the mean average of students in terms of learning outcomes in FAS partner schools was raised from 63 % to79%. The results of 200 schools in the band of 80%-90% have been analysed. They have qualified Mathematics and Science teachers. The schools falling below the threshold of 40% have another important nexus. None of the teachers of these schools has been imparted pre-service training. The girls performed very well in the QATs and excelled over boys. The high performing schools have a very high concentration of post-graduate teachers. More than 95% of teachers in these educational institutions are either graduates or post-graduates. The Continuous Professional Development Program (CPDP) discussed as PEF intervention helped the teachers of the FAS partner schools to enhance their secure understanding of the didactic resource base and improve their pedagogical skills PEF through CPDP trained 86027 teachers of FAS partner schools and non-partner low cost private schools. There is continuous improvement in the percentage of students getting more than 90% marks. In QAT 1 in 2006, 0.96% students secured more than 90% marks whereas in QAT 2 in 2007, the percentage rose to 1.26. In QAT 3 in 2008 it rose to 16.64% and in QAT 4 it jumped to 17.63%. There was a constant decrease in the percentage of students getting less than 40% marks. From 21.55% students getting less than 40% marks in 2006, it gradually decreased to 16.53% in 2007, 4.32% in 2008 and 4.26% in 2009. The students in the cohort of 80% to 90%, 70% to 80%, 60% to 70% and 50% to 60% showed respectable improvement in a period of four years. FAS Achievements In Public-Private Partnership PEF is promoting affordable quality education in 1337 schools in the province of Punjab. The numbers of students benefitting from FAS program are 529210. The number of male students is 267107 (50.47%) and female is 262103 (49.52%). Through FAS highest priority has been accorded to female education. Fortunately the drop-out rate is zero since the schools follow the students in case of absence and truancy for the pecuniary reasons since PEF funding follows the student and not the school. Continuous Professional Development Program – CPDP It is not possible to raise the standard of education without qualified, satisfied and competent teachers. The development of human didactic resource base is a very time-consuming, slow, gradual and consistent process. To ensure the quality education, there has to be a nice mix of institutional and governance arrangements both in public and private sectors dovetailed with quality mentoring in an enabling teaching-learning environment with objectively verifiable indicators. The quality education is assured primarily because of quality mentoring, quality curriculum, resilient management, conducive, congenial and enabling teaching learning environment, good governance, transparent processes, rigorous and candid monitoring and evaluation, evaluative scrutiny and integration of the lessons learnt into the system for continuous improvement The premier academic institutions in Punjab i.e. Punjab University-Institute of Education and Research (IER), Government College University (GCU), Beacon house National University (BNU), FC College University were engaged to impart training to the teachers of private schools. The lead Non Governmental Organizations (NGOs) in the field of professional development and capacity building were selected through an open and transparent competition. The mentors engaged by the NGOs were selected through a special selection board constituted by PEF. School Leadership Development Program (SLDP) More than 80% of the participants reported that the school management was not allowing them to apply the new methodologies of teaching based on comprehension. Instead, the schools were interested in rote learning, so that their students score high marks in the examinations conducted by Punjab Examination Commission and the respective Boards of Intermediate and Secondary Education in the province of Punjab. It was proposed by the participants of CBT in their feedback that the leadership of the partner schools should be sensitized about the importance of secure understanding of the content knowledge by the students instead cramming and rote learning. In this background, it was considered necessary to start a School Leadership Development Program (SLDP) for the Principals and Vice Principals of the FAS partner schools and Non-FAS schools. SLDP met a huge success since the Principals and Vice-Principals of the educational institutions allowed their teachers to apply and practices learned by them in CBT. Education Voucher Scheme – EVS Concept: To ensure educational justice and avoid educational apartheid in society, the poorest of the poor and disenfranchised sections of the society must get equal opportunity and access to quality education enabling the future generations to get out of the vicious circle of poverty and deprivation. For the people on the brink of society, education is the only conduit to develop capabilities of the less privileged people in urban and rural slums Modality: Through EVS, education voucher have been delivered to all households in the urban slums for the children in the age cohorts of 5 to 13. The slums were surveyed and it was established that all the households in the locality were living below poverty line, At a pilot stage, 1053 households were given an opportunity with freedom of choice to access the quality school of their choice for their children. The voucher is redeemable against payment of fee in the educational institutions. EVS is meant to ensure the freedom of choice, productive efficiency, equity and social cohesion. The EVS makes the schools accountable to the parents instead of government functionaries of education department. In FAS, the private school entrepreneur has the choice to admit a student or not. In EVS, the choice to select a school remains with the parents because they are carrying the education voucher issued by PEF. The partner schools are subject to periodical review dependent on the results of their student s, additional private investment and improvement in working conditions for the teachers. The data of schools and students during the years 2006-2009 is annexed as ‘G Selection Criteria of EVS Partner Schools EVS provides incentive to parents to send their children to school. The Scheme became a source of competition for private schools of the area. The following selection uniform criterion has been applied across the board: 1. The fee paid by PEF to the partner EVS school will be Rs. 300/= per child per month. The schools charging higher fee can also apply but they will not paid higher than Rs.300/= and will not be entitled to charge from the students. The enrolment should be between 100 and 500. The school should have respectable infrastructure and enabling teaching learning environment. The partner schools should lie within  ½ kilometer radius of the selected area/beneficiaries of the vouchers. However, if the parents desire to select a school at a larger distance, PEF will have no objection, provided the school fulfills the selection criteria of PEF. 2. PEF advertises in print media to solicit interest from prospective partner schools and preliminary test of selected subjects is held in short-listed schools. Physical inspection of the school is also carried out. 3. PEF Project offices display list of all partner schools at their office and parents are free to choose a school of their choice. 4. It is mandatory under the EVS policy that a household shall admit both the boys and girls in the age cohort of 5-13 years. In case a household does not admit a girl through a voucher in EVS, the voucher for boys shall not be valid. The conditionality coupled with awareness campaign persuaded the parents to send the boys and girls to school together. The EVS policy instrument significantly reduced the child labour in the area since the boys employed in workshops and hotels and girls employed in the household chores in the neighbourhood joined the EVS schools. EVS Achievements in Public-Private Partnership Through EVS, PEF is providing free quality education to 31053 students in 167 schools. 15138 (48.74%) male students and 15915 (51.25%) female students are the beneficiaries of the program. The parity of male and female students was ensured through the policy instrument of EVS. It is mandatory under the EVS policy that a household shall admit both the boys and girls in the age cohort of 5-13 years. In case a household does not admit a girl through a voucher in EVS, the voucher for boys shall not be valid. The conditionality coupled with awareness campaign persuaded the parents to send the boys and girls to school together. The EVS policy instrument significantly reduced the child labour in the area since the boys employed in workshops and hotels and girls employed in the household chores in the neighbourhood joined the EVS schools. Teaching In Clusters By Subjects Specialists – TICSS Program The entrepreneurs of the low cost educational institutions in rural and urban areas cannot afford quality mentors because the people of eminence and erudition with professional integrity of performance with higher academic qualifications demand higher salaries, which they cannot afford. It is almost a truism that the quality in education turns on the axle of interaction between the teacher and the student. Without quality instruction in the low cost schools, there is a remote possibility of better learning outcomes of the students. Resultantly the low cost schools in remote rural areas, peri-urban areas and slums could not improve the quality of instruction. PEF launched TICSS program, engaging people of outstanding academic excellence at the market salary, graduating from the best academic institutions in the province and deputed them to the low cost educational institutions in urban and rural areas of the province. The subject specialists engaged under the auspices of TICSS program not only impacted the learning outcomes of the students in terms of concept clarity and secure understanding of the subject knowledge but also impacted the peers and associates, engaged by the low cast schools. The Subject Specialist (SS) with high grade post-graduate degree could be hired within a salary range of Rs 30,000 —35,000 for a low cost school which pays its teachers a meagre average salary of Rs 3500—Rs 6000. TICSS demonstrated that Subject Specialist deputed to the low cost schools played a catalytic role in uplifting the educational standards and bringing innovations in a number of spheres in the schools academic and social milieu. SS is visiting 2-3 schools in a week and teaching the students in actual class room theatrics. SS impacted the learning outcomes of the students and the mean average of the students increased from 33% to 55% in a period of three years. Subject Specialist influenced the teaching and communication practices of the peers and assoc iates. TICSS model proved to be cost effective, economical and beneficial. Policy matrix is annexed as ‘F The Subject Specialists under auspices of TICSS are an extended arm of the Academic Development Unit (ADU). They teach in the cluster of three schools in core content subject knowledge i.e. Mathematics, English, Physics, Chemistry and Biology. They help ADU team to design tests for the assessment and examination of the Foundation assisted schools under FAS and carry out tours to ensure the accuracy of information in terms of enrolment in the FAS Program. They are part of assessment and examination teams constituted by PEF and liaise with the other leading experts engaged in teachers training and professional development in public and private sector and share experiences for the promotion of quality education in private sector. They are also tasked to develop a resource base for pedagogy and core content subject knowledge base for the benefit of teachers of the private educational institutions. TICSS Achievements In Public-Private Partnership TICSS program has been widely acclaimed and appreciated by all the stakeholders in education. There is incessant demand from low cost private schools for vertical and horizontal expansion of the program in the larger public interest PEF selected and deputed 180 Subject Specialists, 95 (52.77%) male and 85 females (47.22%) to 24 districts of the province of Punjab. 162000 students benefitted from the expertise of the Subject Specialists in an academic year. Way Forward For Public-Private Partnership Initiatives Of PEF The Public-private Partnership programs of PEF have the secure potential to promote quality education at affordable cost to the less-affluent and disenfranchised sections of society at a much lower cost in Public Private Partnership. The consistency and continuity of the systems according to the statutory requirements of PEF Act 2004 is the only viable, workable and sustainable solution. The enactment discourages the bureaucratization and compartmentalization of the programs and envisaged transparency, accountability through institutional and constitutional mechanism. The programs of PEF are replicable, cost effective and competitive. The partnerships work for a win win situation for both public and private sectors, ensuring outreach of the programs, to the far-off rural areas and urban slums, often neglected due to variety of reasons. The programs of PEF have already been replicated in the federal territories by the national government and four provincial governments by slightly cha nging the methodology to accommodate indigenous and local requirements. The incessant demand, affordability and social acceptability by the general public, elected representatives, district governments, civil society organizations, non-governmental organizations, print and electronic media and private educational institutions is hanging heavy on the political leadership of the province. The popularity of the PEF programs in Public-private Partnership and the extreme public pressure of the stakeholders in the form of teachers, students, parents and communities is the sure and secure hope for the continuity of the programs. The government has no option but to continue funding the PEF initiatives. How to win the lost confidence of international donors and agencies remains a myriad challenge for the leadership at PEF. Overall Outcome Analysis Of The PEF Initiatives It has been successfully demonstrated that the PEF programs in Public-private Partnership are cost effective, economical and efficient in terms of service delivery mechanism. The synergy of forging Public -private Partnership has started paying dividends, at a socially acceptable and affordable cost. The private educational institutions providing quality education in less privileged urban, suburban and remote rural areas were hard pressed for financial support. During the quality assurance tests, the students of Foundation assisted schools have shown remarkable performance. PEF has introduced performance based financial incentives by awarding cash prizes to the teachers of the best performing schools for their integrity of performance and quality service delivery. The Public-private Partnership programs are promoting affordable quality educati

Psychological Novel in English Literature | Essay

Psychological Novel in English Literature | Essay A psychological novel, also called psychological realism, is a work of prose fiction which places more than the usual amount of emphasis on interior characterization, and on the motives, circumstances, and internal action which springs from, and develops, external action. The psychological novel is not content to state what happens but goes on to explain the motivation of this action. In this type of writing character and characterization are more than usually important, and they often delve deeper into the mind of a character than novels of other genres. The psychological novel can be called a novel of the inner man, so to say. In some cases, the stream of consciousness technique, as well as interior monologues, may be employed to better illustrate the inner workings of the human mind at work. Flashbacks may also be featured. (en.wikipedia.org/wiki/Psychological_novel) The period (1900-1950) witnessed a great change in the novel and a variety of many and different kinds of novels emerged within this period. Before the rise of the psychological novel, there used to be the traditional novel in which the writer told his stories for their own sake, keeping himself and his ideas out of them, and drawing his characters mainly from the outside, clearly seen figures in a clearly observed world. (133) However, writers like Richardson and Fielding involved their own philosophy of life to their novels. Dickens started using the novel as a tool for the reform of social evils in his society. Psychoanalysis began to appear with the late Victorian writers. With the late Victorian period, psychological analysis began to appear in novels like that of Henry James. James focused on the motives and psychology of his characters rather than their actions. This depended on the readers part in the novel; the reader not reads the novel, but also analyses the characters. (132, 133) Both the French and Russian Novels influenced the English novel to a great extent. There was and an attack on the traditional English novel. By the nineties, George Moore and Someres Maugham were greatly influenced by the French novel. As Collins puts it, French influence meant in part an aggressively frank realism but more importantly it meant greater attention to structure and expression. (137) The Russian novel, however, had a much more and deeper impact on the traditional English novel after the publication of the translations of great writers such Tolstoy and Dostoevsky. The Russian novel stressed the importance of the inner self and the subconscious. As Collins mentions in his book,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  By the work of the Russian masters it was possible to realize   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  How much more deeply one could penetrate into the human soul   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  than English novelists had so far attempted. Many felt that in   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  comparison with such work the English novel appeared   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  provincial and soulless, half-blinded to the psychological   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  wonders of human personality. The influence of the Russian   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  novel came to a head in time to join the forces with the   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  psychology of the subconscious mindThe time was ripe for an   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  attempt to revolutionise the English novel. (137) The stream of consciousness is one of the distinguishing features of a Psychological Novel. It is an important aspect of a Psychological Novel. The term stream of consciousness was coined by the American philosopher and psychologist, William James. It was used for the first time in the review that the novelist/philosopher, May Sinclair, in 1915, about the first volume of Samuel Richardsons Pilgrimage. The stream of consciousness   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  refer[s] to a method of presenting, as if directly and without   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  meditation, the flowing or jagged sequence of thoughts,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  perceptions, preconscious associations, memories, half-   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  realized impressions, and so on, of one or more characters-the   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  attempt, in fiction, to imitate the complete mental life as it   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  manifests itself in the ongoing present. (233) The stream of consciousness technique has been widely used by many famous 20th century English and American novelists. It is used by James Joyce in his novel Ulysses. It is employed in nearly all of Virginia Woolfs novels, namely; To the lighthouse, Mrs. Dalloway, The Waves, Jacobs Room and Between the Acts. It is also used in William Faulkners The Sound and the Fury, As I Lay Dying and Absalom! Absalom!. Moreover, Samuel Becketts trilogy: Molloy, Malone Dies, The Unnamable as well as D.H. Lawrences Sons and Lovers and Women in Love are good examples of such a technique. However, the origin of the stream of consciousness technique is believed to go back to the eighteenth-century fiction. William Faulkners The Sound and the Fury (1929), which is the main subject of this paper, is rich in the stream of consciousness technique, particularly the first three sections. In the first section, Benjys section, Faulkner uses the stream of consciousness to reflect the flow of thoughts inside Benjys mind. There is no chronological order in anything Benjy mentions. Rather, there are rapid time shifts for he relates a certain event and then goes on to speak about an entirely different event. Then he moves back to complete the first event or he might not. (revise the novel and provide example using quotation). Another aspect that is related to the stream of consciousness technique and is obvious in this section is the association of images or the preconscious associations as Kawin so describes it. For example, the sound of the word caddie reminds Benjy of his sister Caddy. This shows that the reader is not only reading the novel and following its events, but the reader is also making deductions. Benjy is not saying that caddie reminds him of his sister Caddy, but it is the reader who deduces this idea. This is the role of the reader and this is what makes a psychological novel unique and different; the reader has a role in the novel. The characters do not say that they are using the stream of consciousness technique, but it is the reader who finds out this. In this respect, Kawin points out that   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Benjy is not aware that X reminds him of Y and that he has   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  an attitude toward the difference between X and Y (he does not   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  say to himself that he misses Caddy, for instance). But the reader   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  deduces the meaning of the juxtaposition of X and Y, which is   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  his thought, and his occasional bellowing can be taken as   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  further evidence (that he misses the Caddy he thought of when   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  he heard caddie, though he cannot say this). (253) Although the style of Benjys section is very simple and so is the vocabulary, this section is considered the most difficult in the whole novel. This is due to the fact that Benjy is an idiot with the mind of an infant. In addition, the present and the past are one thing for Benjy; he has no sense of time. Faulkner again employs the stream of consciousness technique in the second section of this novel, which is Quentins section. Quentins section is easier to read than Benjys. One can follow with what he is saying whether italics are used or not to indicate his moving to relate a memory from the past. Unlike Benjy, Quentin completes every event that he relates to the very end. However, and like Benjys section, Quentins section is characterized by an extreme flow of thoughts when remembering certain memories during his last day before committing suicide. Quentin, for example, describes his confrontation with Herbert, Caddys suitor, telling him to leave town and never try to see Caddy again:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  I came to tell you to leave town   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  he broke a piece of bark deliberately dropped it carefully   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  into the water watched it float away   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  I said you must leave town   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  he looked at me   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  did she send you to me   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  I say you must go not my father not anybody I say it   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  listen save this for a while I want to know if shes all right   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  have they been bothering her up there   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  thats something you dont need to trouble yourself about   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  then I heard myself saying Ill give you until sundown to   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  leave town (159) This is a typical example of the stream of consciousness technique, where there is no punctuation, no capitalization, and no full stops. This helps Quentin to reflect his thoughts without any kind of interruption. In addition, Quentin uses a past stream of consciousness in relating certain episodes in his life. This is due to the fact that the day in which he is speaking is the last day before his death. Quentin will commit suicide shortly after the last page of this section. This day is the only present for Quentin; everything else is past for him. Quentins section is clearly different from Benjys and in explaining this difference, Chase claims in The American Novel and its Tradition:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In the Quentin section of The Sound and the Fury [the reader]   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  find[s] some of the same evocativeness of the Benjy section.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Eventsassume new dimensions, because now they are called   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  forth in a fairly complicated and sophisticated mind. Quentins   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  mind like Benjys, in this respect, is obsessive and returns again   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  and again to a few images and ideas; and this gives a necessary   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  consistency to what might otherwise be an inchoate flow of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  reminiscence and perception. (228) The stream of consciousness technique is not used in the third section, Jasons section, as much as it is used in Benjys and Quentins. Jason is not really obsessed with the past as Benjy and Quentin are. He is rather obsessed with his present financial situation; he only thinks of money and how to gain larger amounts of money. He is even ready to steal others if this is the only way for him and this is what he does with his niece, Quentin. He takes most of the money sent by her mother, Caddy, and leaves her very few pennies. Dilsey better describes Jason when she tells him, Yous a cold man, Jason, if man you is (207). An example of the stream of consciousness technique in this section is when Jason remembers a series of past events such as having an idiot brother and a second brother who is a Harvard student who committed suicide. He also remembers his sister who committed promiscuity and since then it was ordered that her name should not be mentioned anymore in the house:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Like a man would naturally think, one of them is crazy   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  And another one drowned himself and the other one was   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  turned out into the street by her husband, whats the rea-   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  son the rest of them are not crazy too. All the time I could   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  see them watching me like a hawk, waiting for a chance to   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  say Well Im not surprised I expected it all the time the   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  whole familys crazy. Selling land to send him to Harvard   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  (233) As for the fourth and last section, Dilseys section, it focuses on Dilsey, the negro servant in the Compson house and mentioning any missing details in the previous three sections. Although this section is devoted to Dilsey, after whom this section is named, it is narrated in the third person point of view unlike the other three sections of the three brothers. The stream of consciousness technique is not employed in this section. On the other hand,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  [t]he final section offers us the first straightforward narrative.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Here Faulkner adjusts his style to fit the character of Dilsey. We   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  have a quiet, dignified style; the reader is presented the events of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  the fourth section without any comment or without any   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  complicated sentence structure. And in the light of the other   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  three sections narrated by a Compson, this final section has   Ã‚  Ã‚  Ã‚  Ã‚  Ã ‚  a strong sense of control and order. Faulkner uses the stream of consciousness technique in the first three sections and this narrative technique indeed distinguishes these sections. However, when Faulkner dispenses with it in the last section, he is still able to give Dilseys section an air of uniqueness. Of all the characters in The Sound and the Fury, Dilsey appeals much to the readers. This is something intended by Faulkner in his novel. Dilsey accepts things as they really are; she lives in the real world. As a result, when all the other characters are at loss, Dilsey is morally active. Another important feature of a Psychological Novel that is employed by William Faulkner in The Sound and the Fury, particularly the first three sections is the interior monologue. The interior monologue is [a] technique of recording the continuum of impressions, thoughts and impulses either prompted by conscious experience or arising from the well of the subconscious. The interior monologue is the inner voice of the character. It does not only reveal the psychology of each character, but also how each character differs in their reaction toward certain people or events. The interior monologue shows that not all the characters think the same way. William Faulkner has used the interior monologue narrative technique with Benjy, Quentin and Jason to uncover the attitude and feelings of each towards their sister, Caddy. In the first section, Caddy is portrayed as the caring and loving sister. She is a source of joy and comfort for Benjy. She is always looking after him and that is why he loves her more than any of his two brothers. When reading the first section, one can realize that nearly all of Benjys memories are associated with Caddy. She is the one whose picture is still present intensively in his mind because she has played the greater role in his life. In the second section, Quentins inner voice makes the reader find out that he truly loves his sister, Caddy. Even when he knows about her promiscuity, he tries to help her and stand by her side rather than pose difficulties upon her; he confesses to his father that he has committed incest with his sister in order to make it appear that it is his own fault. In the third section, the interior monologue reveals how much Jason hates his sister, Caddy. He greatly supports the idea that her name should not be mentioned anymore in the house in order to forget the shame she has brought the family. However, he takes from the money she sends her daughter and he leaves his niece very few amounts of what her mother sends her. Thus the sound and the fury is a good example of a psychological novel in exemplifying through the stream of consciousness technique.