Pakistan India free essay sample

India and Pakistan have been in a dispute, which is well known around the globe. Many factors contributing to this dispute have caused much turbulence throughout their entire region. There are both similarities and differences between the two states, and just like most disputes, the differences are the ones that stand out most. In an article found, the author states â€Å"India seems to me to be a robust democracy, with a vibrant economy. It feeds its own people. Pakistan is on the verge of being a failed state, the economy is in shambles, and the country requires foreign aid to survive† (Chawla). How is it that two states are so different now, when they have only been apart for such a short period of time? When it comes to comparing the differences between India and Pakistan, the main features that stick out to me are religion, geographical size, and their military forces. We will write a custom essay sample on Pakistan India or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page While both are close in size when comparing Muslim populations, India is known as a secular nation, and Pakistan as a Muslim state. Geographically speaking, Pakistan is much smaller than India when it comes to territory of land and their population count. Pakistan used to control the area on the eastern side of India, which is now known as Bangladesh. Pakistan now entails 340,403 square miles, compared to India whose territory consists of 1,269,221 square miles. The military comparison is also one that can be used to justify the significant differences between the two states of India and Pakistan. As stated before, India is larger geographically speaking, and also when speaking of military strength. As our text states, Pakistan is a â€Å"major military force† as well as â€Å"a nuclear power† (South Asia, p. 14). But, much of Pakistan’s military equipment comes from the United States used, and is not anywhere near the strength of India’s. Although they are extremely different when it comes to their religion views and cultural life, both states share some similarities that could potentially assist them in vanishing their disagreements in the near future. Politically, they share the same views on system of government views that the war on terrorism needs to end. Both states have a President, a Prime Minister, and each sub-state within the two all have their â€Å"local† government framework systems. I believe that sharing this commonality is extremely influential in getting the two states to eventually communicate in a more beneficial and civil matter. Both states also have strong agricultural dominance when being compared with other countries. India is reliable when it comes to production of food grains, cotton, tea, and tobacco. And, Pakistan shares the agricultural dominance in that over half of its working population is involved in the agricultural industry. With India and Pakistan not being able to get along and effectively communicate with each other, it prohibits the entire country from succeeding in all areas. The development of this region needs to grow, improve, and amount to a steadier environment, and unfortunately, most of the blame for its failures is placed on the discrepancies between the states of Pakistan and India. Additional Outside Sources: Chawla, Lakhmir. India and Pakistan: what’s the difference?. Open Democracy-Free Thinking of the World India and Pakistan: what’s the difference?. The Print House, 02 Nov 2010. Web. 6 Oct 2012. .

Constitutional Monarchy Definition and Examples

Constitutional Monarchy Definition and Examples A constitutional monarchy is a form of government in which a monarch- typically a king or queen- acts as the head of state within the parameters of a written or unwritten constitution. In a constitutional monarchy, political power is shared between the monarch and a constitutionally organized government such as a parliament. Constitutional monarchies are the opposite of absolute monarchies, in which the monarch holds all power over the government and the people. Along with the United Kingdom, a few examples of modern constitutional monarchies include Canada, Sweden, and Japan. Key Takeaways: Constitutional Monarchy A constitutional monarchy is a form of government in which a non-elected monarch functions as the head of state within the limits of a constitution.Political power in a constitutional monarchy is shared between the monarch and an organized government such as the British Parliament.A constitutional monarchy is the opposite of an absolute monarchy in which the monarch has total power over the government and the people. Power Distribution in a Constitutional Monarchy Similar to the way in which the powers and duties of the President of the United States are described in the U.S. Constitution, the powers of the monarch, as the head of state, are enumerated in the constitution of a constitutional monarchy. In most constitutional monarchies, the monarchs’ political powers, if any, are very limited and their duties are mostly ceremonial. Instead, real governmental power is exercised by a parliament or similar legislative body overseen by a prime minister. While the monarch may be recognized as the â€Å"symbolic† head of state, and the government might technically function in the name of the queen or king, the prime minister actually governs the country. Indeed, it has been said that the monarch of a constitutional monarchy is, â€Å"A sovereign who reigns but does not rule.† As a compromise between placing blind trust in a lineage of kings and queens who have inherited their power, and a belief in the political wisdom of the people being ruled, modern constitutional monarchies are usually a blend of the monarchal rule and representative democracy.  Ã‚   Besides serving as a living symbol of national unity, pride and tradition, the constitutional monarch may- depending on the constitution- have the power to disband the current parliamentary government or to give royal consent to the actions of the parliament. Using England’s constitution as an example, British political scientist Walter Bagehot listed the three main political rights available to a constitutional monarch: â€Å"the right to be consulted, the right to encourage, and the right to warn.† Constitutional vs. Absolute Monarchy Constitutional Monarchy A constitutional monarchy is a blended form of government in which a king or queen with limited political power rules in combination with a legislative governing body such as a parliament representing the desires and opinions of the people.   Absolute Monarchy An absolute monarchy is a form of government in which a king or queen rules with total unchallenged and unchecked political and legislative power. Based on the ancient concept of the â€Å"Divine Right of Kings† suggesting that kings derived their authority from God, absolute monarchies operate under the political theory of absolutism. Today the only remaining pure absolute monarchies are Vatican City, Brunei, Swaziland, Saudi Arabia, and Oman. After the signing of the Magna Carta in 1512, constitutional monarchies began to supplant absolute monarchies for a combination of similar reasons, including their often weak or tyrannical kings and queens, failure to provide funds for pressing public needs, and refusal to address valid grievances of the people.   Current Constitutional Monarchies Today, the world’s 43 constitutional monarchies are members of the Commonwealth of Nations, a 53-nation intergovernmental support organization headed by the sitting monarch of the United Kingdom. Some of the best-recognized examples of these modern constitutional monarchies include the governments of the United Kingdom, Canada, Sweden, and Japan. The United Kingdom Made up of England, Wales, Scotland, and Northern Ireland, the United Kingdom is a constitutional monarchy, in which the queen or king is the head of state, while an appointed prime minister leads the government in the form of the British Parliament. Bestowed with all lawmaking powers, the Parliament is composed of the House of Commons, the members of which are elected by the people, and the House of Lords made up members who have either been appointed or have inherited their seats. 28th September 1952: Princess Elizabeth watching her son Prince Charles playing in his toy car while at Balmoral. Lisa Sheridan / Getty Images Canada While the monarch of the United Kingdom also serves as Canada’s head of state, the Canadian people are governed by an elected prime minister and a legislative parliament. In the Canadian parliament, all laws are proposed by a popularly-elected House of Commons and must be approved by the royally-appointed Senate.   Sweden The King of Sweden, while the head of state, lacks any defined political power and serves a largely ceremonial role. All lawmaking power is vested in the Riksdag, a single-chambered legislative body composed of democratically elected representatives.   Japan In the world’s most populous constitutional monarchy, the Emperor of Japan has no constitutional role in the government and is relegated to ceremonial duties. Created in 1947 during the country’s post-World War II U.S. occupation, Japan’s constitution provides for a government structure similar to that of the United States. Newlywed Prince and Princess Hitachi pose at the doorway of the imperial Palace. Bettmann Archive / Getty Images The executive branch is overseen by a royally-appointed prime minister who controls the government. The legislative branch, called the National Diet, is a popularly-elected, bicameral body composed of a House of Councillors and a House of Representatives. The Japanese Supreme Court and several lower courts make up a judicial branch, which functions independently of the executive and legislative branches. Sources Bogdanor, Vernon (1996). The Monarchy and the Constitution. Parliamentary Affairs, Oxford University Press.Constitutional Monarchy. British Monarchist League.Dunt, Ian, ed. (2015). Monarchy: What is a Monarchy? politics.co.ukLearning with the Times: 7 nations still under absolute monarchy. (Nov. 10, 2008) The Times of India

According to Primo Levi's Survival in Auschwitz, how did Auschwitz Essay

According to Primo Levi's Survival in Auschwitz, how did Auschwitz systematically dehumanize the prisoners - Essay Example Men, women and children were dumped in the concentration camps not for the purpose of reformation and rehabilitation. Their spirits were totally subdued before their bodies were disposed of through heinous procedures. Primo Levi writes, â€Å"Then for the first time we became aware that our language lacks words to express this offence, the demolition of a man. In a moment, with almost prophetic intuition, the reality was revealed to us; we had reached the bottom. It is not possible to sink lower than this; no human condition is more miserable than this, nor could it conceivably be so.†(16) Even the garbage that is being lodged in the dumpers commands some sort of discipline and procedure for disposal. But the human beings in the concentration camps were stripped of all their possessions, their self-respect included. Levi’s only apprehension was what he was going to lose next? Was there anything more for being robbed at all! Dehumanization is the psychological process; o ne’s feelings and emotions are attacked. It is more vicious than the physical violence. In the psychological torture of an individual he is made to feel not worthy, he is the lesser category of a human being. ... SS was the German force who generally handled the affairs of concentration camps. These camps were spread across the occupied Europe and Jews were going to be the main group of prisoners here. As the account of those dark days begins, Levi vividly describes a scene of deportation where before a group of isolated Jews waiting in some station, a notorious transport train came and halted. Levi was one of these unfortunate people, and he writes that the â€Å"goods wagons closed from the outside, with men, women and children pressed together without pity, like cheap merchandise, for a journey towards nothingness, a journey down there, towards the bottom.† (12-13) So what did this bottom mean? Was it a seemingly endless see of grief, wherein the unfortunate Jews were being thrown to explore the so called bottom? To reach this bottom, each and every prisoner was to be transcended through a definite process of systematic torture. This was the avenue of Nazi torture and related contor tion tactics to humiliate the otherwise cultured and generally well-to-do people †¦ Europe’s Jewish people. Nazi concentration camp administrators divided the captured and/or deported Jews in different groups mainly as per their working capabilities. Levi was put in the group of mostly young adult males, who could be used as forced labor under conditions of strict bondage. This bondage extended from mere enslavement to continuous subhuman living. The prisoners were kept on minimal food. They were subjected to terrible cold. They were forced to denude before each other and bath together in a crowded manner. They were to stand in ankle deep ice cold water. Being a forced laborer, Levi was asked to do various sorts of works by the Officers at

Indian Self Determination Act 1975 Essay Example | Topics and Well Written Essays - 750 words

Indian Self Determination Act 1975 - Essay Example (Indian Country Today 2005). At different times they ranged from extremes of conservative ideology (termination) to liberal (trust status bureaucracy) making it almost impossible for Indian community leaders to adequately plan and execute successful strategies. This Act promised a more Indian driven approach of self-determination to enhance the stability and improvement of social and economic conditions for the Indian people.. Within federal law it provided for maximum participation for Indians in their own governance and education. Certainly economically the policy has proven to be a success since in the 90s Indian per capita income has risen 33 percent compared to the national US rate of 11 percent. However, in 2000 per capita income was still less than half of the US average. Nevertheless in the last decade of the 20th century there was a striking improvement in education and housing as well as income. Although Indian per capita income gained 49 percent in the 1970s, this was prim arily due to government grants, which have been decimated by subsequent administrations. This source of income has been replaced by Indian generated made possible by the above Act and subsequent legislation such as the 1988 Indian Gaming Regulatory Act. Effect of the Act After the Indian Self Determination Act of 1975 some tribes took advantage of the later Indian Gaming Regulatory Act to set up profitable gaming facilities such as bingo halls. Therefore some people assume that improved Indian economic conditions were due to the advent of the gaming operations. However other tribes such as the Navajo also improved their economic prospects without going into gaming (Indian Country Today 2005) Therefore, I submit increased Indian prosperity was due fundamentally to the enabling 1975 legislation, and the operation of gaming facilities was only one of many paths to this increased prosperity. Even before the 1975 Act the first contemporary Indian controlled school was established by the Navajo in 1966 as a departure from the assimilation model to one in which education was based on their own cultural and linguistic needs (Tippeconnic 2000). The success of this educational initiative formed the blueprint for the 1975 Act giving similar rights to all tribes and was as important as the concurrent gaining of land, water and governance rights. The advent of Indian controlled schools has resulted in improved academic achievement, lower drop out rates and more students succeeding at the post secondary level. Indian schools without federal funding naturally have the greatest control over their curriculum, but of course more limited resources. While the 1975 Act promotes a policy of Indian self-determination, some communities still resent this and feel Indians must assimilate into the dominant culture. Also, although the 1975 Act was intended to give Indians a great degree of self-determination, they are still subject to federal legal jurisdiction even for local issues. For example, a Navajo Supreme Court ruled in about 2000 that it lacked jurisdiction in an employment case because the school board involved was funded with grants from the Bureau of Indian Affairs.(Tohtsin 2001) Therefore any suit against the school board must be brought in federal court rather than the Navajo Supreme Court. Conclusion In spite of those people including some politicians, who feel that Indians should abandon their own culture and

Different Cultures Residing In Close Proximity Cultural Studies Essay

Different Cultures Residing In Close Proximity Cultural Studies Essay This report of cross cultural management on the analysis of different cultures residing in close proximity will discuss the differences and similarities individuals share belonging to different cultures and ethnicity. It also highlights the facts about different cultures and the similarities which caused some troubles or helped during the entire course of PALS. We spent quite a time during this complete course of PALS and experienced a lot of different incidents due to which we concluded lot of information about Pakistani culture as well as the fact that managing diversity in culture while working on any thing is difficult and requires expertise. We had two major ethnicities in our group, Pakistani and Chinese. There were few similarities and little dissimilarity in both the cultures. If discussed with reference to the cross cultural theory of Fons Trompenaars. With the five basic dimensions of the cultural model which depicts the way human beings deal with one another, the differences of Pakistani and Chinese culture we encountered will be discussed. Personal Experience In the entire time during our PALS course, we had different conflicts with each other which we had to sort out but one thing that we all noticed was that all of us were comfortable in working as a team, though in the start the females took time in trusting on Shakoor and myself but once they were comfortable, we made a nice group which actually showed that all of us were used to of being a part of some team, group or a family. We behaved properly and tried to even subjugate our own feelings for the sake of harmony among the group members, especially the girls were peace makers. They most of the time used to communicate in a certain way that it never looked as if they disagree over something it always used to be something like you are absolutely right, we should think about it and later on a better time they used to present their own ideas which maintained the accord of the whole group and it felt like a family of five (5) members. Cross Cultural Theory Individualism vs. Collectivism Individualism refers to the way of living which characterises people with their self as most important; it focuses on I most rather than on We whereas Collectivism refers to the way where the actions are based for the betterment of the whole group, team or community (Arrindell, Hatzichristou, Wensink, Rosenberg, Twillert,, Stedema, Meijer 1997). It was concluded from the above stated example that Chinese and Pakistani, both the cultures are collectivists. One Pakistani though but it was enough to conclude that he was more interested in group work, team and association with a certain group rather than working alone and getting credit for that. Part 2 Focus on Self I being the leader of the group had to intervene and interfere in every matter of the group. The major feelings that I experienced during the whole session of PALS were very nice, it was a very nice experience overall, though with a little up and down. Being a part of majority Chinese based group I did not encounter much difficulty in the communication and interaction in the group yet I felt that when two persons belonging to a culture with high context communication, it becomes a little difficult to judge which way to go. Personal Diary Shakoor, the Pakistani male and I myself were discussing about the Activity related to the implications of differences in cultures in the business management of any organization. During the whole discussion I observed that he never disagreed with me directly, wherever he might have had felt the need of disagreement he fell quiet and said something like it is your opinion and I respect that I observed that his way of communicating was high context based. It had two meanings and a person like me belonging to the same type of culture with high context communication was able to understand his way of avoiding any feud between the members. Therefore he always had an indirect way of interacting. Cross Cultural Theory Applied; High vs. Low Context The famous theory of High vs. Low Context Cultures explains that different cultures have different styles of communication. These can be categorized on the basis of the type of culture, it can be high context and it can be low context. In high context cultures, the real meaning of the statement is hidden and embedded somewhere deep and is not clearly stated or written openly that everyone can understand it. People belonging to low context cultures face difficulty while interacting with the high context cultures (Hall Hall 1990). Low Context cultures are those where interaction and communication style is straight forward and simple. Whatever is said is meant in the same way, no double meanings can be applied to low context culture based communication (Kim, Pan Park 1998). The effects of PALS on My Personality The PALS group was supposed to work in harmony and with coordination, one thing which I lacked before entering in to it. I being a dominant person in nature had to listen to everybody and then decide what to do, this made me realize that working in a team and group is far better than working alone because we used to have lots of ideas at one place and then we used to incorporate them in a unique way of our own with mutual consent of everybody. I learnt to work in a team. Part 3 Focus on Other Individuals PALS was targeted towards learning the differences and the similarities of different cultures and to learn the best ways to deal with these differences and cash them for the benefit of the community and if working in an organization then for organizational goals. Personal Diary Once we all members were sitting and were chatting, nothing related to the studies or the PALS, it was then that Li Ran asked every one of us to join her on dinner. We all accepted it except for Shakoor, the Pakistani male; he apologized and said some other time. In our Chinese culture it is taken as an insult if somebody invites you on dinner and one refuses it. But Li Ran did not take it in the same way taken in our culture; she accepted the decline of Shakoor and continued with the discussion in the same pace as it was before Shakoors refusal. I came to the conclusion that Li Ran understood the fact that in Pakistani culture one is free without any obligations of courtesy to refuse and decline any ones invitation to dine together, just with a mere apology. Effects on Each Other Many different incidents took place during PALS which were noteworthy and due to which all the members of the group came to certain rules and the over all harmony of the group was maintained, like at times there was a conflict about the gender biasness from Shakoor, the Pakistani male; he used to be of the favour during discussions and even in the distribution of tasks which depicted that he belongs to a masculine dominant culture, but regardless of that, after some time he became accustomed to the fact that in Chinese culture, gender discrimination is not encouraged, and men and women are dealt at equality. This difference was balanced by both the cultural representatives with mutual understanding and thus the group was based on equality. Cross Cultural Theory Applied Egalitarianism Egalitarianism refers to the belief that explains that everyone is equal; no discrimination should be done on the basis of gender, cast, creed, or ethnicity. It favours the equal free chance to every one (Putterman. L, John. E. R, and Joaquim. S. 1988). Murray N. R. (1970) says that a free market should have liberty for everyone of a fair chance. It should not pose any restrictions on the basis of gender. It was thus concluded that to work in a group or for any betterment of the community or an organization, it is necessary to neglect the factor of gender, cast and creed. Part 4 Focus on Interactions In the PALS course, it was majorly focussed on the interactions and lessening the communication gaps between the members belonging to the different culture and backgrounds. It was so scheduled in the basic course outline that we had to interact and come close to each other in order to reach to certain decisions about the projects, assignments and simultaneously get to know each other. Personal diary I observed that in the start of PALS, the group members were distant from each other, the females became acquainted with each other, but shakoor and I myself were still strangers to the rest of the group. it was shakoor, the Pakistani male; who broke this ice wall and started a proper introduction in a very friendly way, and because of his initiative we got to know each other. It urged me to get to the depth of the fact and I realized that we Chinese are slow and a little reserve with people we dont know and we take quite a time in socializing with people. On the other hand Pakistani culture definitely must be easy in socializing because Shakoor who belonged to Pakistan was at ease in interacting with us, he asked us personal questions as well which according to our Chinese culture were taken as very informal and something to be asked from people you know for years. Another thing which I noticed was that all of us used to use our body language and facial expressions a lot. It was our non verbal communication that established such a relationship among all the members that we never felt a need for disagreement overtly, our facial and body language was enough for that and thus it never came in between us and formed any basis for conflicts in negotiation. Cross Cultural Theory Applied Cultural Influences on Nonverbal Behaviour; Regulators Regulators are the gestures and behaviours that regulate the communication among people in a continuous flow without any hurdle. It is said that regulators are the control factors in interacts and communications (Ekman Friesen, 1969). Thus it was easy to interact in PALS group because of the non verbal communication which all of us were accustomed and attuned to. It did not cause any trouble while discussing and negotiating over something. Part 5 Focus on Cultural Diversity As four (4) out of five (5) of our members of group belonged to china, it was not difficult for me, even as a leader to adjust and control the group. only one person Shakoor was from Pakistani culture. So if discussed from Pakistani and Chinese cultural differences, it can be easily said that there are similarities more as compared to the differences. We came to certain conclusions together as well like both the cultures are high context based, both are family and group oriented, both are good negotiators etc. Personal Diary Once, all of the members of our group went to market. We had to buy few things for our daily use, girls went their way and both I and Shakoor, the Pakistani male went our own separate ways. During my shopping I liked one shirt when I enquired about the price of the shirt I felt it was expensive, I started negotiating on the price and finally settled on the price which was under by budget and the shop keeper was happy too. When all of us friends met for lunch after the shopping and started showing our buying, Shakoor had bought the same shirt I had bought, when I asked about the price thinking that he must have paid higher price for it then I bought on, I was shocked to learn that he had bought on exactly the same price I bought on. I realized then that even Pakistani people are good at negotiating the prices and price factors are important to them in the same way as it is important for us Chinese. Question 2 PALS Group as an Cross Cultural Team If the members of the PALS group were working as a team in an organization, it will have some benefits and some difficulty. Organizations are different from learning institutions, therefore working in organizations on strategies will be different from working on activities and assignments for educational institutes. Cross cultural teams can be managed and trained according to the needs and targets of an organization. There can be many ways to do that like Improving Common Characteristics for effectiveness Improving common characteristics among diverse cultural representatives means that whatever characteristics are common to all (in this cane both) the cultures should be developed in such a way as to target it for the benefit of the organization. For example both Chinese and Pakistani cultures have people with good negotiating skills; it can be so designed that the cross cultural team comprising Chinese and Pakistani could make a nice strategic negotiating team which can be utilized at the time of strategic alliances and bidding negotiations as well as at price settlements. Intercultural Assessment and training Programs We encountered moments in our PALS course where we had to adapt and adjust to the Pakistani culture as well knowing the fact that it is not common in our Chinese Culture, I would come to the conclusion that if same policy is adopted while working in an organization, that is accepting and adjusting to the norms and values and practices of people belonging to other cultures can create a very strong team which in turn will be good for the Companys target and aim. Training programs can be arranged for the team members creating such situations in which it is bound for them to choose the option of way of other cultures and so become accustomed to it. Common Language One of the most important factors that form a basis of successful team is common language that is medium of interaction and communication. If a team with members especially belonging to different cultures have to work together for a common goal should have one common language as well, which in our case was English (Barbara, 2001). One of our members, would not declare the name here, had week English, due to which that person was unable to participate equally in the discussions as others did. This never created any difficulty for us because we had Chinese too as our common language but yet in any organization it could have created troubles during interactions. Dealings with immigrants As Shakoor, Pakistani male is an immigrant, so dealings with an immigrant are different. We four people had one common language, Chinese but he was not aware of Chinese Language so we in the start used to use Chinese language as our common language and he used to feel like an outsider but then suddenly we realized that he was the one to break the ice among we members and then we started using English as our common medium of interaction. Shakoor then was comfortable among us. So if dealing with an immigrant in an organization one must be careful in the language and the words he uses, should be known to everyone belonging to that team.

Discuss Eliot’s treatment of the theme of the modern city in Essay exam

Discuss Eliot’s treatment of the theme of the modern city in Preludes. Also refer to The Love Song of J. Alfred Prufrock if you wish. In both ‘Preludes’ and ‘The love song of J. Alfred Prufrock’, the modern city is one of the main themes. Eliot’s fascination with the modern city could stem from the fact that he was an American, and so when he moved to England in 1915, the modern city was a part of England of which he was in awe. Eliot was also influenced by the French poet, Charles Baudelaire who explored the poetic possibilities of â€Å"the more sordid aspects of the modern metropolis.† I believe that this is what Eliot is doing in Preludes; I believe he is exploring the poetic possibilities of the city. In ‘Preludes’, Eliot begins the poem with â€Å"The winter evening settles down / With smell of steaks in passageways / Six o’clock.† Here, Eliot has personified the weather and made wide use of sibilance. By using sibilance, he makes the â€Å"passageways† seem eerie and mysterious. Eliot then continues with â€Å"The burnt-out ends of smoky days / And now a gusty shower wraps.† These two lines suggest endings, as life is firstly compared to a cigarette, where it burns away to nothing and then the line â€Å"And now a gusty shower wraps† makes use of pathetic fallacy, as the turbulent day in the city is over, just like the â€Å"gusty shower† has finished. The last two lines of the stanza create the impression of a city atmosphere which is dingy and dark; â€Å"And at the corner of the street / A lonely cab horse steams and stamps.† The cab horse could mirror people in the city, as many of them are lonely, and â€Å"at the corner of the street† suggests isolation and dinginess mixed with a familiar city image. In the second stanza, El... ... mirroring the harsh world which the city is. â€Å"The worlds revolve†¦Ã¢â‚¬  suggests that in cities people are living in their own different worlds, behind â€Å"masquerades†, which is a theme also present in ‘The Love Song of J. Alfred Prufrock’ with the line â€Å"To prepare a face to meet the faces that you meet.† In ‘Preludes’ and ‘The Love Song of J. Alfred Prufrock’, Eliot illuminates the modern city in a very harsh light. Eliot seems to focus on the negative points of the city such as its darkness, loneliness and how threatening it can be. This could be due to the fact that Eliot was writing about these city themes after Darwinism, and just before World War One, when the city and civilisation were seen as the things which would eventually destroy man. Eliot discusses the theme of the modern city truthfully and writes about it in the stark way in which he views it.

Rousseau’s Theory of Education

Rousseau lobbies against an educational system that tries to teach children concepts and facts before such time, as they would make use of them. He believes that a child should not neglect those studies, which meet his present needs, in order to learn that which he may acquire in later years. He claims that experience and emotion are our real teachers, thereby reinforcing the theory that a child should not be educated in matters which are not pertinent to their current station in life. He contends that a child should â€Å"remain in complete ignorance of those ideas which are beyond his grasp† (p686). In essence, Rousseau argues that the healthy spontaneous impulses of children were being repressed by the adult demands for emotional restraint, intellectual precision and social conformity as abdicated by the social and educational practices of his time. Rousseau constructs a theory of education, starting with the influence of the child's natural environment, which should prevail over the influence of society and social institutions. Rousseau advocates allowing children to grow and develop naturally, in direct opposition to the prevailing methods of teaching. Children should be encouraged to develop their faculties through experience. This forms the basis for his fundamental principle of education. Rousseau argues that to be of use to a child, a concept must be relevant to his age. Rousseau promotes involving the student in hands-on learning experiences, as opposed to the more traditional methods of instruction. Children pay little heed to verbal explanation, nor do they remember them in his opinion. He stresses the importance of discovery as a learning tool. Ideas that seem difficult at the onset become less daunting when introduced using a hands-on approach. Simply stated, he proposes to teach his pupil through â€Å"doing†, using words only as a final recourse. I don†t think Rousseau†s plan appealed to the peasants and urban workers in the 18th century. These people were hard workers who would have their children working to feed the family rather than wandering about the countryside learning. If their children had to be schooled, they most likely would have preferred they were subjected to the discipline provided by formal schools in towns and villages which were beginning to appear. Not only did these schools provide a more Christianity based education but kept the children busy and out of the parents way. The people of this time were very focused on discipline and control of their children, allowing the child to explore and learn on their own was the opposite of traditional treatment of children at this time. â€Å"Spare the rod and spoil the child† was a catch phrase of the 18th century and was taken quite literally. Any indications of an independent nature in a child were beaten out them and asking questions was often viewed as a challenge to authority and children were expected to accept all knowledge provided them on faith which was again the opposite of Rousseau†s plan. Since Rousseau†s plan was focused on education based on scientific principles it would go against many of their hardened Christian beliefs about how the world worked. The enlightenment may have been a big influence to Rousseau, but the peasants and urban workers of the 18th century were not particularly interested. For Rousseau to be properly understood we must examine his revolutionary ideas in terms of his relationship to the 18th century enlightenment. During this time a great premium was placed on the discovery of truth through the observation of nature, rather than through the study of authoritative sources, such as Aristotle and the Bible. Rousseau shared the enlightened view that society had perverted natural man, the â€Å"noble savage† who lived harmoniously with nature, free from selfish want, possessiveness and jealousy. One main feature of the enlightenment was that nothing was accepted on faith or face value and he expected no less from his students, he would demonstrate his teachings and not expect them to accept just a verbal description. Rousseau stressed that feeling and sentiment were two very important factors in the motivation of humankind. He emphasizes the need to live and develop in conformity with Nature. The child must be raised in a rural rather than an urban environment, so that he may develop in continuity with nature rather than in opposition to it. A child†s character will mature in harmony with nature if that child†s natural curiosity is allowed to develop unhindered by the corruption of society. All of Rousseau†s educational theories had roots in the enlightenment of the 18th century.