English as Foreign Language (Efl) Teaching and Learning at the Undergraduate Level Treatment of Errors and Mistakes Essay Example

English as Foreign Language (Efl) Teaching and Learning at the Undergraduate Level: Treatment of Errors and Mistakes Essay Human speech is very much complicated. It cannot be explained from any single source. The first sound a child makes on coming into the world is one of discomfort, it is a cry, a reflex action and the child does not expect a response. People first learn their native languages through making all kinds of errors and mistakes, and getting the necessary correction and help from their parents and teachers. The same thing happens when people are learning their foreign languages. In this research paper, I would like to discuss whether or not linguists believe that teachers should correct their students’ errors, and if so, what to correct, how to correct, and when to correct. It is very important for teachers to know and understand this information when they teach students because how they address these issues will have great impact on students’ language learning process. Many people find these two words with similar meanings, but when we are talking about errors and mistakes in language learning, they are representing two different things. Mistake means that learners already know or understand the usage of the language, but unintentionally say or use it in the wrong form or way. However, learners will be able to notice it and self-correct it immediately, and this is called a mistake. On the other hand, the error means that learners use the wrong term, word, or form, and they are unable to recognize the problems. At this time, an error is made and it is needed for somebody to point it out to the learner to correct it. It is interesting to see how error treatment has evolved all these years. We will write a custom essay sample on English as Foreign Language (Efl) Teaching and Learning at the Undergraduate Level: Treatment of Errors and Mistakes specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on English as Foreign Language (Efl) Teaching and Learning at the Undergraduate Level: Treatment of Errors and Mistakes specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on English as Foreign Language (Efl) Teaching and Learning at the Undergraduate Level: Treatment of Errors and Mistakes specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Just a half century ago, when language teachers were enthusiastic about audio-lingual method, nobody had really considered or worried about error treatment. When using audio-lingual method, it came with different sets of dialogues; teachers only needed to guide students to practice all kinds of drills from the set dialogues, and did not need to think about how to deal with errors because students would not have the chance to make any (Hendrickson, 1978, p. 387-88). In practical, Audio- Lingual method (ALM) was not working for people whose learning purposes were communication not memorization of a set of dialogue ould deal with, and they started to modify their teaching methods to focus on communication. Due to this change, students began to make different errors while they were practicing and learning the language, and this transformation made many linguists take into account about how to deal with students’ errors. Previously, when teachers were still using ALM, the errors we re avoided, but with the new teaching approach, some linguists strongly argued that learners’ errors should be corrected immediately, and those errors were not learners’ responsibility to recognize but teachers’ to correct (Hendrickson, 1978, p. 87-88). Literature review While experimenting with different teaching methods, there were two different voices about how to treat students’ errors. One group of linguists thought that the errors students made did not need correction; however, another group of linguists felt that teachers had the obligations to correct students’ errors. The former group of linguists suggested not to correct students’ errors because they felt it was wasting of time for teachers to do that and the outcome was not sufficient since students were still making the same errors over and over again. The other main point the linguists were arguing about is that the error correction would hinder learners’ willingness to speak up in the class because they would be afraid of making any errors and being corrected by teachers. As a result, student’s tensions and anxieties would build up, they would become hesitant to speak and they would develop a lack of confidence in learning the language (Lyster, Lightbown Spada, 1999). Some people may think correcting students’ errors is appropriate; there was another group of linguists who thought that correcting students’ error is not essential for the learners to acquire the language. Just like children, when they tried to learn their native language, they made all kinds of mistakes and got corrected from their parents and teachers (Bartram Walton, 1991, p. 12-13). But the questions are how to do it – what types of errors should receive the top priority treatment, how and when to correct. Currently, linguists think that teachers should first treat students’ errors when they impede the communication (Bartram Walton, 1991, p. 32-40). In other words, when listeners have difficulty to understand the meaning of the message that students are trying to get across, teachers put their focus on making semantic feedback other than correcting syntactic ones. Bartram and Walton (1991, p. 30-31) suggest that different ways of treating students’ errors will have different learning outcomes for students, and teachers need to build up a trusting and confiding relationship with their students. Language Learners need to know from the beginning of the class that making errors and mistakes while they are learning a language is some sort of necessary process, and there is no need to feel ashamed of or embarrassed. Different people know something a little bit better or different than another person, so when language teachers give out their feedbacks on errors, they are not judging but supporting their students. If students make errors, teachers can remodel it by saying it correctly, paraphrase it by saying it in different ways, or prepare a grammar lesson at the end of a class for students. As a language teacher, I strongly believe that students’ errors are signs of learning and depending on the types of errors and situations, teachers need to offer students the correct ways or usages of the language, and students have the rights to know. Teacher needs to know when, what, and how to correct a student’s error, but it is also easy to get carried away and lose the focus. Hendrickson (1978, p. 389-90) and many linguists claimed that it is better not to stop or interfere students in a middle of a conversation or speech just because of some errors. The corrections which are done through breaking up students’ thoughts do not really have sufficient results; instead students feel less motivated and upset from the correction (Lyster, Lightbown Spada, 1999). To improve the efficiency of error correction by students, teachers can be selective and systematic about the particular errors that they would like to deal with at that certain learning stage, and work with students from that point. The other problem they talked about was overwhelming students by correcting their errors. This is an important issue to consider when dealing with error treatment and I think building up a trusting and confiding relationship between teachers and students is fundamental. Suggestion for Future Teaching: The error correction task is a very hard work for a teacher. A teacher need to constantly monitor his students’ language, and in a split foreign, the teacher needs to distinguish, either it a mistake or an error. If the teacher decides not to correct that error at that moment, then he needs to keep in mind to review this problematic area with his students later. Teachers should adopt some teaching strategies about how to deal with different types of students errors. In the case of the first type of errors, the teacher may focus on is the one which confuses or impair the understanding of listeners. Though some linguists suggest of not interrupting student’s speech, but if the language that a student is using makes the other people confused, then the teacher should take step in and try to clarify what he/she means. This is why; some errors and mistakes should be corrected. The teachers may deal with this type of problem by guessing what the student is trying to say, and using the correct form and words to remodel the sentence; or he will use different words with similar meanings to understand student’s intension. While I try to clarify the meaning, students get a chance to hear how to say a particular sentence or use a specific word correctly in a natural way. However, this communication problem is not easy to deal with. To use myself as an example, while I was learning English, I often made the same error several times a day; even though my teacher corrected me more than once, I still kept saying it wrong. I had countless experience about this, and amazingly one day out of blue, I started to say it right, and use it right. Although many linguists have suggested that error correction is just a waste of time, my personally experience shows that this is not true. Those corrections did work, but it just took time for my brain to process those information and time to digest. I think I am the best example of successful error correction. Language teachers may use to solve communication errors is increasing students’ chances exposed to an English environment. Teacher may encourage their students to listen to English songs or radio stations, and watch English channels with covered up Bengali subtitle outside of classroom. In the class, teachers can give them different articles to read with varieties of interests to increase their English proficiency level. It is long been asserted that the students’ communication errors come from their lower English level and lack of exposure to English. By maximizing their chances to read, listen to, and speak in English, they will less likely to produce communication errors. Another problem area the teacher may deal with is grammar. If a couple of students in the classroom often make the same or similar errors repeatedly, the teacher may start to pay attention to the problem. The teacher may not correct them directly, but rather design a mini lesson that refers to the particular grammar problem. The teacher may try to deliver the lesson as soon as possible because I do not want other students to think that the way they say it is acceptable and adopts the same error. Sometimes a mini-grammar lesson at the end of class works to supplement and conclude that day’s lesson. For example, if students are confused about when to use past tense, first, the teacher may write down different sentences in pairs – one with correct tense, and one with incorrect tense aspect, and have students to figure out which one is correct. After they are clear about when and how to use the past tense, I would then ask them to generate their own sentences in past tense, such as what they did yesterday, before the class, or anything happened before now. When they are done, the teacher may ask them to share their sentences with the class, and pass around a big poster to let students write down their past tense sentences. After they all finish, the teacher may hang the poster on the wall to remind students about the past tense they just learned. It is significant that, when and how to correct errors, and enhance teaching the grammar concept. Teachers often feel exhausted and disappointed about the result after correcting students’ error because those errors do not seem to go away. Students are making the same error over and over again. When I ask students to write down their own sentences using the just learned grammar rules, and put them on posters, they will feel ownership of what they have just produced. They will remember that sentence or even that grammar rule longer. And by hanging the poster on the classroom wall, this is another way of preventing students from making the same or similar mistake again. If the same problem occurs, the teacher may point to the poster to remind students. Conclusion: Correcting errors is not random and massive. Teachers need to be systematic and selective about which errors they are going to correct, when and how to correct them. Before doing the research on this topic, I had never thought about how hard it could be for a teacher to correct students’ errors. After studying about this topic, I found some linguists do not believe in error correction and think it is inefficient to correct students’ errors, while other linguists think in totally opposite direction. These elements are crucial to consider because bad correction can result in negative feelings and attitudes from students, such as avoidance, hesitance, humiliation, low motivation, and embarrassment. The teacher should be flexible and open-minded in acquiring varieties of teaching and correcting methods. Having gained so much knowledge from the research, I have some ideas about how to implement error correction in my future classroom. First main point to remember is not to interrupt student’s speech: even though, there is an error, as long as everybody understands. The teacher may ask questions, paraphrase, or reformulate the sentence when I do not understand what student is trying to say. The teacher may also use all kinds of supplement reading, listening, and speaking materials to boost student’s exposure to English, which I think will reduce their chances to make communication errors in the future. When dealing with frequently appearing grammar errors, the teacher may set up grammar lesson to explicit state the rules and exceptions for students, and post the information on the wall, where students can see it constantly without any intensions.

Use of Names of Greek Letters in English

Use of Names of Greek Letters in English Use of Names of Greek Letters in English Use of Names of Greek Letters in English By Mark Nichol Because of the significance of Greek civilization in the development of engineering, mathematics, and science, names for Greek letters of the alphabet are widely employed in English to represent various constants, functions, and variables, though such use has extended to less technical contexts as well. Here’s a discussion of more casual usage. Alpha and beta, the words for the first two letters of the Greek alphabet, were combined- in Greek, Latin, Middle English, and Modern English consecutively- to denote a set of letters, constituting a language’s written system, arranged in a traditional order. The first and last letters, alpha and omega, also have a resonance in Christianity, as the Bible has God referring to himself as â€Å"the beginning and the end, the first and the last.† Alpha also has a sense borrowed from the use of the term in science to describe the first, primary, or dominant specimen in a group, as in referring to the leader of a wolf pack as the alpha. By extension, in popular culture, an alpha male is a dominant, competitive, and aggressive man. Alpha is also the first stage in development of a product, especially software or hardware, during which the bugs are (ostensibly) worked out. Beta, in turn, refers to the next iteration of a product when a select group of people not involved in development of the product are invited to test it to enable further refinement. The word is also used in rock climbing as slang for â€Å"advice,† but this usage apparently stems from the name of the obsolete Betamax videotape format, not directly from the name of the second letter of the Greek alphabet. Delta, based on the shape of the Greek letter by that name, came in English to refer to a triangular area of land where a river divides into smaller flows of water as it nears an ocean; numerous deltas exist around the world, but the most prominent are the Nile Delta, in Egypt, and (to Americans, at least) the Mississippi River Delta, in Louisiana- the latter not to be confused with the Mississippi Delta, a land-bound geographic region in the northern part of Mississippi. It is the latter designation, not the former one, that inspired the phrase â€Å"Delta blues† to refer to the distinctive music form that developed in that part of the United States. Iota, as the smallest letter of the Greek alphabet, came to mean â€Å"a very small amount,† as in â€Å"He doesn’t have an iota of common sense.† The word was sometimes transcribed by Latin scholars as jota, which led to the synonym jot. (This is also the source of the verb jot, meaning â€Å"quickly make a note.†). Omega, as mentioned before, refers to the last or least of anything, including the omega wolf in a pack, while psi, in addition to its frequent use in scientific and technical contexts, refers to psychic or paranormal activity. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Arrive To vs. Arrive At"Confused With" and "Confused About"Nominalized Verbs

American Poetry Interpretation Paper Research Proposal

American Poetry Interpretation Paper - Research Proposal Example It is quite intriguing to know that the speaker in this poem questions through several inquisitive remarks the need for building walls to his laconic neighbor, but at the same time the speaker takes the initiative every year to let his neighbor know about the wall-building task. Besides that, the speaker also repairs the walls that have been destroyed by the hunters. It is also shocking the way the seemingly peaceful neighbor is described by the speaker 'like an old-stone savage armed' (1914). John C. Kemp explains the irony in this poem as follows: 'Ironically (and there is much irony in this poem), although the speaker complains about his neighbor's unfriendliness, his own susceptibility to subjective vision and his willingness to let his imagination run away with him predispose him also to prejudicial attitudes.' (Kemp, 1979, in Modern American Poetry, 2002a). It is obvious that "Mending Wall" is concerned with the state of incommunication between the neighbors (Montiero, 1988, in Modern American Poetry, 2002a), but a central theme of this poem is related to the critical spirit of the speaker that echoes some kind of influence from authors like Emerson and Thoreau. Analyzing the speaker's attitude towards his neighbor, Racher Hadas makes the following assertations: 'What he objects to is not so much the sentiment itself as the unwillingness or inability of the other to think for himself, to "go beyond his father's saying."' (Hadas, 1976, in Modern American Poetry, 2002a). Furthermore, the use of irony, ambiguity, and critical thinking in Frost's poetry can be understood from his remarks in the essay "Education by Poetry" as follows: 'Poetry provides the one permissible way of saying one thing and meaning another. People say, "Why don't you say what you mean" We never do that, we being all of us too much poets. We like to talk in parables and in hints and indirections--whether from diffidence or some other instinct.' (Frost quoted by Raab, 1996, in Modern American Poetry, 2002a). On the other hand, in "The Road Not Taken" there is a subtle irony hidden through some ambigous lines that many readers fail to understand in their right dimension. The speaker had been faced with the challenge of choosing between two paths that in essence are equivalent ('...Then took the other, as just as fair...', '...really about the same...', '...equally lay / In leaves no step had trodden black...' (Frost, 1916)). The final stanza can be interpreted with a deeper meaning that the one that lies in the surface as Jay Parini points out: 'My guess is that Frost, the wily ironist, is saying something like this: "When I am old, like all old men, I shall make a myth of my life. I shall pretend, as we all do, that I took the less traveled road. But I shall be lying."' (Parini, 1988, in Modern American Poetry, 2002c). Indeed, the speaker chose the "road less traveled" but this doesn't mean that it was in fact the best decision in the long run (Richardson, 1997, in Modern American Poetry, 2002c). For Robert Faggen, the hidden implications of this poem can be found in the fact that 'It parodies and demurs from the biblical idea

Tegan as One of the Largest Educational Toys Distributor Assignment - 3

Tegan as One of the Largest Educational Toys Distributor - Assignment Example In the case of Tegan, the outsourcing offered some benefits since the company’s outsourcing partner Hrad Technica had possessed significant experience in that field. The Tegan entered into a fixed cost contract with Hrad so that Tegan can avoid further costs related to project development. The outsourcing concept has assisted Tegan to escape from the trouble of reinvesting in the technology. Figure 11.20 indicates that outsourcing process would benefit the firms to reduce the costs by approximately 40% (Developing information systems). The Tegan could also take advantages of various costs such as operational and maintenance costs and project development costs. Moreover, Tegan has not adequate expertise to develop a new A/P system itself. Therefore, it is identified that outsourcing the A/P project was the best-fitted move for Tegan when comparing with other available alternatives. From a detailed study, the outsourcing challenge â€Å"scope of a definition† was the fact or that worsened the outsourcing process. Most of the companies fail to define a specific scope for the proposed program while outsourcing their IT projects. These contractual misunderstandings raise many problems and weaken the project development. Under such circumstances, the beneficiary organization tends to believe that the required services are within the scope of the contract whereas the service provider argues that it is outside the contract and therefore the organization must pay extra fees. Same is the case happened with Tegan and Hrad. During the progress of the project, Hrad Technica identified certain system features such as â€Å"computational forecasting algorithms for selecting and ordering payments† that had not been defined in the initial scope of the contract (Staats & Upton). This situation led to time delay and the need for extra funds for the completion of Tegan’s project. There are some tradeoffs involved in having the requirements analysis for a project performed by one of the firms that would ultimately bid on the project. While performing requirements analysis, the project development firm must try to accumulate information regarding the client firm wherever it is possible. Sometimes, the firms send their official representatives to scrutinize the client’s current systems and practices even though it involves some additional costs. This practice may assist the project development team to acquire the client’s trust. Generally, outsourcing firms also give an opportunity for the client to posts feedbacks at various phases of project development. Although the client’s frequent intervention may interrupt the project development flow, it is a better strategy to provide improved services to the client firms.

Management 4900 Essay Example | Topics and Well Written Essays - 2500 words

Management 4900 - Essay Example It should state the result, its significance and any other conclusion(s), which may be relevant. Introduction: A novel mouse mutant and the corresponding protein, mKIAA058 (in the following ‘KIAA’), was identified and further analysed. In order to understand the functions of this gene/protein, a mouse strain containing a non-functional allele (mKiAA058-; Null-allele) was successfully established. First data indicated an autosomal recessive inheritance as heterozygous (KIAA+/-) as well as homozygous knockout (KIAA-/-) animals were identified. The deficiency of this protein (‘Knockout KIAA’) affects multiple tissues, including skeletal defects (delayed/reduced development of bone and cartilage; growth retardation) as well as a progressive form of vascular degeneration. Later, a corresponding disease in humans was found in a small number of very young patients. The prospects of the patients are not clear at the time and the analysis of the mouse model may provide some hints for the severity of the disease. The analyses of the molecular mechanisms underlyi ng the disease are still ongoing and some problems and experiments linked to these studies are given in the following. Statistical tests may be used to answer some of the questions. In order to define potential effects of the presence/absence of the KIAA protein on the inheritance patterns, a number of breedings were performed. The genotypes of the parents were known and the genotypes of the litters (age: 14-16 days) were analysed by allele-specific PCR reactions. In three parallel experiments (1.1, 1.2, 1.3), crossings of 5 wildtype males (KIAA+/+) with 10 heterozygous females (KIAA+/-) were started and all litters (given as total number of mice) were genotyped and the numbers of all possible genotypes are given in the following Table 1. All tested mice appear normal and show no altered phenotype at the tested age (day 14-16). In three parallel

Nihilism in T.S. Eliot’s The Wasteland

Nihilism in T.S. Eliot’s The Wasteland Chapter 1 Introduction Nihilism is a very popular concept in English Literature and many authors have taken Nihilism as a theme in many of their works. The word Nihilism has long history. The word Nihilism is the resultant of the Latin phrase ‘Nihil’, which means anything does not exist. This term grew to be preferred with the newsletter of Ivan Turgenev’s novel Fathers and sons (1862) the place he used nihilism to explain the basic and rudimentary scientism supported by way of this character Bazarov who sermonizes a statement of belief of total negation. There are a couple of interpretations of the phrase Nihilism, as many critics have stated about Nietzsche that he believed within the literal dying of god. Nietzsche in lots of his works expresses a terror that decline of religion, the upward thrust of atheism, and the nonappearance of a better moral authority would thrust the world into chaos. The western world for a long time was depended on the rule of god for steering and direction and the way in which it gave order to society and which means to way of life or existence . Without this, Nietzsche says that society will move into an age of nihilism. Friedrich Nietzsche (1844–1900) is one of the most popular name to be associated with the concept of Nihilism, as he has referred and thereby included this concept in many of his works. He was a German thinker and philosopher of the late 19th century who defied and challenged the fundamentals of Christianity and conventional and traditional morality. Nihilism in step with Nietzsche is first of all the situation where the world appears to be without value, morals, the world after the loss of life of god. There is not any get away from the fact and whilst there is not any approach to reconcile oneself to it, since all of the method have utterly failed. This can be a predicament, an untenable trouble, a state of powerlessness that we cannot probably suffer. For the world seems to be without value precisely on account that the values we invested on this world are failing: they now not participate in their ordering or organizing perform. Nietzsche is probably associated with nihilism that put his factor ahead via saying that its corrosive and mordant results would eventually smash all moral, religious and metaphysical convictions and precipitate the finest trouble in human historical past Nihilism is a term which describes the lack of value and meaning in individual’s life. When Nietzsche mentioned that god is lifeless, he meant that Christianity has somewhere been lost as a guiding force in our lifes and there is nothing to replace it. Nietzsche’s philosophy arrives from the rejection, from outrage on the world, from the simple that world reasons. It is only once we learn to care for this pain, when we observe its vigor, that we will be able to appreciate the world as it is. This needs that we confront nihilism, now not most effective nihilistic attitudes or role but most of all the nihilism of what occurs, the nihilism of our lives. Nietzsche is famous for proclaiming death of god. Through talking concerning the demise of god, Nietzsche is maintaining come what may that god existed for a time and that he died, ceased to exist. Nietzsche is just not pronouncing that god literally existed and he actually died. What he means is right here is that the sugg estion of god performed a principal and a unifying function in western philosophical concept as good as everyday lifestyles, and that this proposal has ceased to satisfy its operate. The topics of nihilism and faith, nihilism and morality, and overcoming of nihilism. This thematic focal point reflects three primary features of view of which nihilism is massive for Nietzsche’s idea. The dying of god represents a predominant precondition for the uncompromising stance regarding the diagnosis of nihilism. After Nietzsche, the influence of nihilism has its clearest and most sustained effect within the huge area of morality; finally the doctrines of eternal return and the desire to power conceived as stratagems for the overcoming of nihilism. In all of the three sections, religion, morality and the overcoming of nihilism – a growing universalization of the predicament of nihilism makes manifest. Nietzsche, at the end of the 19th century mentioned that the approaching century will be the story of nihilism-the expertise of the dying of god and the simultaneous retention of the ancient expectations in regards to the which means, rationale and worth. For the duration of the transitional period of nihilism, humans will think that there is not anything rationale, meaning or values. In short, the world identity nothing-that is the expertise of nihilism-the interpretation of the new world order in phrases of the categories correct to the ancient, now defunct worldview. Nihilism is theref ore a transitional state that outcome from having one foot in the historic world and the opposite in the new of expectations proper to the Christian world view. The points that Nietzsche had put forward regarding Nihilism were critiqued by several religious challengers, and existentialist. One of the popular critics called Albert Camus, believe that the human beings generally logs and desires for higher order absurd. He also said that the death of god was insignificant and unimportant and that the entire mankind, do not need any higher authority or power and danger of divine wrath to live a contented, happy life full of morals. Nietzsche talked about the end of Christian morality in the world. Nietzsche in God is Dead stated that he believed that here is no longer a real essence or substance to conventional and traditional social, political and religious values. He witnessed that old values and old ethics, probity and morals, now, don’t have the same power that they once had. At this stage, he announced the death of god, stating that the traditional or time-honoured resource and basis of transcendental value, God, no longer did not ho ld any importance in modern culture and was efficiently dead to us. Generally, Nihilists believe in the fact that without any apposite and apt source of complete , universal, and inspirational values, then there cannot be any real values at all. Chapter II Unveiling Hidden Aspects of Nihilism in T.S. Eliot’s The Wasteland T.S. Eliot (1888-) was born and brought up in St. Louis, Missouri. He went to Smith Academy in St. Louis and after that the Milton Academy in Massachusetts, as his family was initially from New England. Eliot started courses at Harvard University in 1906, graduating after three years with a Bachelor of Arts degree. At Harvard, he was extraordinarily affected by teachers eminent in verse, rationality and abstract feedback, and whatever is left of his artistic profession would be formed by each of the three. Not long after the turn of the century, Eliot started seeing his poems and short stories in print. T. S. Eliot was a writer, screenwriter and scholarly commentator and a Nobel Prize victor for his excellent work. Some of his best known works incorporate the poems The Love Song of J. Alfred Prufrock, The Waste Land, Murder in the Cathedral The Hollow Men, Four Quarters and the plays Murder in the Cathedral and The Cocktail Party. His most renowned exposition remains Tradition and t he Individual Talent. For his lifetime of idyllic advancement, Eliot won the Order of Merit and the Nobel Prize in Literature in 1948. The Waste Land, by T. S. Eliot, showed up during an era when European culture was not knowing as to what to do with itself. Europe had quite recently risen up out of World War I, a war which had damaged the landmass , its general public and society. Numerous people of that time believed in the fact that society has become disordered, chaotic,coldhearted and humans without any sentiments. A feeling of disappointment, disillusion and criticism got to be proclaimed and nihilism became popular and came to the front. The poem then was known as a poem which reflected the condition after the war and how that resulted in degradation and loss of values and ideals,and further resulting, a loss in faith. The Waste Land also expresses the hopelessness which was present in that time in the society. People felt that nothing is left. The poem commences with the central character of the poem, of the wasteland, thinking about the spring: April is the unkind and callous month, variety Lilacs out of the dead land, amalgamating Memory and desire, blending Dull roots with spring rain. Winter keep us warm, covering Earth in dreamy snow, feeding A little life with dried tubers. This passage is an indication of the extent of the dilapidation, deprivation and corruption and degradation of man. The man has drawn and has gone so low into depravity, corruption, and decadence and evil that he now wants to live a life of unawareness and due to this they are not living a complete and a fruitful life. April, the month in which spring starts, is no more a happy time in which new life is commended and rejoiced, yet a coldblooded time of resurrection that reminds man that his own particular life is frightfully unfilled and is empty. The speaker then reviews the time he initially understood that his life has become empty, blank, vacant and bare. In the springtime, he says, he gave his mate hyacinths. When he gave a glimpse to her, then he noticed that his beloved arm’s were full of beautiful flowers and from her hair, water was dropping, then he anticipated to see joy, contentment, fulfillment and satisfaction on her face, but saw nothing. As of right now, he understands that genuine bliss cant be found in passing and temporary things. The world holds nothing for him- Oed und scoff das Meer-forsaken and vacant is the ocean. It is conceivable that Eliot resulted in these present circumstances same acknowledgment through a comparable reason, as he and his wife had an exceptionally miserable relationship. The hero then goes up against us a trip through society, an excursion that shows the full degree of human corruption and profound spiritual emptiness and blankness. In the first scene of A Game of Chess, an affluent couple is indicated at home, living futile lives and a life without meaning which is made out of dull schedules. Their relationship is constrained and simulated, every so self-assimilated that not one or the other can correspond with the other. The world war I is one of the most enormous disaster and misfortune in the history. The after effects of the war to had a drastic effect on the ordinary people. The condition of that time was also portrayed in literature, and in poems as well. T.S. Eliot is one of the most important war-poet who in his poem the wasteland, depicts the condition of mankind struck in paramount destruction and demolition following the war. The poem is divided into five parts and its puts forward some of the themes like social devastation, thrashing of joy and looking forward in future and belief in nothing. The poem begins with the first part of the poem named as, ‘The Burial of the dead’. In this section , the speaker can be Eliot himself, is describing the seasons. Spring brings reminiscence and the necessitate and need and then the speaker’s memory drifts back to time to munich, to childhood sled rides and to a potential romance with a hyacinth lady. He then goes on remembering som e other incidents which includes the fortune teller namely , Sosostris and then he finds himself on the London bridge. The third part ‘ The Heart Sermon’ opens with a picture of river. The speaker is sitting on the banks and muses on the deplorable condition of the world and then the scene shifts to maidens singing a song of lament and one of those id crying because of the fact that the world has lost its innocence to a similarly lustful man. The fourth section, ‘ Death by Water’, describes a dead Phoenician lying within the water. The speaker cries for rain and it finally comes. Second part of the poem is a very famous part which is named as ‘ A game of Chess’ which focuses on the aspect that humans share some similarities with the pieces just like there are on the board of chess. The title suggests the horrible conditions after the war for the complete society. People were living on the wasteland, and they have been clutched and compressed in a situation just as pieces in chess. One of the line of the second part of the poem which involves the fisher king myth and it underlines the infertility and barrenness of humanity after the war. There was no love , communication between the lovers and thus it resulted in no reproduction at all. The idea of nothingness and emptiness is the central theme of the poem, which is the symbol of realism of that society. The famous poem the Wasteland is divided into five parts which represents five totally different elements of earth, fire, water, etc, because of the hunter picture in a search. The effects of the war was as such that it did affected the physical environment but it also resulted in the loss of spiritual and moral life and its vitality, liveliness and strength. Because of this condition it was difficult for people to return on the previous innocence and it was marked by emptiness and a search which goes on its journey without any probable scope of improvement. The second part of the poem is also marked by hopelessness, degeneration, infertility, unworthiness and cruel condition of humanity. Humanity has no other option to flee and runaway. But people were still living and continuing there designated roles and was living in horrible conditions around them. The title of the second part is highly symbolic, just as in the game of chess there is an division based on hierarchy, in the same w ay humans are also divided on several parameters and social realities. The second part of the poem can itself be divided into two parts, the first one is concerned with the richer class and the setting is their respective households. And second part depicts the poorer class and the action takes place in a pub. The main subject matter of first part is despair , despondency and lack of optimism are portrayed here. The unproductiveness and aridity of the setting is a major theme which is highlighted by focusing on social classes and persons. The barrenness of marriage is also emphasised to all classes of society and the fact that love does not appear anymore. At the end, what is left behind is darkness, dimness and sadness and a crystal clear picture of the wasteland. Chapter III Conclusion Nihilism is one of the most celebrated notion in English language and many writers have taken Nihilism as a subject matter in many of their works. The word Nihilism has long history. The word Nihilism is the resultant of the Latin phrase ‘Nihil’, which means anything does not exist. Nihilism in step with Nietzsche is first of all the situation where the world appears to be without value, morals, and the world after the loss of life of god. There is not any get away from the fact and whilst there is not any approach to reconcile oneself to it, since all of the method have utterly failed. For the world seems to be without value precisely on account that the values we invested on this world are failing: they now not participate in their ordering or organizing perform. This can be a predicament, an untenable trouble, a state of powerlessness that we cannot probably suffer. Nihilism is therefore a transitional state that outcome from having one foot in the historic world and the opposite in the new of expectations proper to the Christian world view. There are many elements of Nihilism which are found in T.S. Eliot’s the Wasteland. The wasteland causes a sensation once it absolutely was printed in 1922. Nihilism with reference to the Wasteland talks about the end of Christianity and religion as a guiding light to the people because of the growing power of the evil and the victory of good over bad. The Waste Land, by T. S. Eliot, came up during an era when European culture and world was not knowing as to what to do with itself. Many people of that time believed that society has become disordered, chaotic ,and humans without any sentiments. A feeling of disappointment, disillusion and criticism got to be emphasized and nihilism became popular and came to the front. The poem then was known as a poem which reflected the condition after the war and how that resulted in degradation and loss of values , morals and ideals ,and further resulting, a loss in faith. The Waste Land also expresses the hopelessness which was present in t hat time in the society. People felt that nothing is left on which they can believe and attain solutions to their various problems. With his depiction of London as the ‘unbelievable and incredible city’ whose populace has been fixed by death, Eliot plainly depicts the sadness experienced by the British after the war. The city is not just possessed by the coagulated waterway of sighing masses which courses through its mist secured roads, however by the spooky memories of officers like Stetson who lost their lives amid the war. Like The Sound and the Fury, ‘The Wasteland’ endeavors to pass on the agnosticism of its day through its extremely structure and style. By its disconnected lines and various dark references, the poem introduces an age in which otherworldly and existential assurance.Remaining out of sight of this poem is the Fisher King, a legendary figure from Arthurian legend. His barrenness speaks to the sterility of the age, and his just trust is that somebody will ask him what it is that upsets him. In The Wasteland, Eliot is underlining the way that the issue for present day man is not to be found in the absence of bounteous answers, however in the absence of the best possible inquiries. The age that delivered World War I couldnt settle its own particular issues; just a come back to the knowledge that had gone before it offered any trust. These works impart a compelling truth: that in his ascent to power and investigative ability, humankind lost his direction. Perplexity rules and his tower is left to disintegrate. This is skepticism: the breaking down of all esteem; the lethal oversight of overlooking that the most valuable things that a man has are not those things which can be full in a wash room, put away in a ledger. Yet, as Eliot saw, there is trust: escape from the maze of negligibility is not found by pressing forward into the dimness, however by taking after the breadcrumbs of times long past once again to the doorway and to escape. The poem’s main element of ni hilism can be found in a manner that the death of Christianity and religion as a source of enlightenment and inspiration from is as it is dead because of the increased corruption and loss of values and morals. The poem also gives many examples in various sections about the degrading values and morals and the way people are becoming materialistic and only thinking about themselves rather than humanity on a whole. Works Cited:

Diversity of Education Essay -- College University Education Essays

Diversity of Education Dr. Martin Luther King, Jr. once stated, â€Å"Most†¦think that education should equip them with the proper instruments of exploitation so that they can forever trample over the masses. Still others think that education should furnish them with noble ends rather than means to an end.† What Dr. King was getting at in The Purpose of Education is that education holds many different values for many different people. How can we go about determining one standard value of a college education for a country so recognized for its diversity? Also, is it really true that everyone in our divergent society has an equal opportunity to attend a university? We cannot ignore the fact that the characteristics that separate us will ultimately have a profound impact on both our individual opportunities for and values of a university education. A kid growing up in poverty does not have near the same probability of graduating from a university as a wealthy individual does, and each learns to value post high school education accordingly. Do you think most poor hungry kids are going to think about college after seeing flashy drug dealers from their own neighborhoods driving Benzes, wearing designer clothes, loaded with jewelry, and toting matching Rolex watches? They know this kind of life is morally wrong, but do you think they would rather see their families continue to live like rats? Many of these kids have already dropped out of high school to better support their families by working a full time job. So many times funding is not the only problem. Sure, they could probably get financial aid to go to college and make even more money in four to six years, but hungry stomachs and overdue rent payments just can’t wai... ...cation to a much lesser extent. They usually go on to live a comfortable life, but they sadly remain stuck in their characterless world of superficiality. Lower class students learn to value their education the most, but rarely get the opportunity to do so. They end up as the realest people with the most heart, but go on to live life struggling. So the winners are those who find the perfect balance of opportunity and value, and in my opinion they are the middle class students. These students not only grow intellectually, but they also grow to improve a great deal in character. If these students can make it past the strenuous college years, they will go on to live a special balance of comfortable living along with a good personality. Life does not always appear to be fair, but sometimes we think we are losing life’s battle when we are actually winning its war.