Virginia Woolf :: Biography Biographies Authors Writers Essays

Virginia Woolf Missing Works Cited The Victorian Era was a time of very rigid and strict lifestyles. In the 1900's there were special rules of conduct to be followed for everything. Victorian society required everyone to follow every protocol and nobody was excluded from these 'duties'. Victorians and Edwardians believed that there should be no awkward silences or pauses during conversations, it was considered impolite. It was also believed that people should dress for dinner every night regardless of the presence of company. It was uncommon to express one's feelings or to hold an opinion or point of view other than the norm. These were among the many rules that made up the foundation of Victorian society. Virginia was born during the Victorian/Edwardian Era and lived under the iron fist of her father Leslie Stephen. Virginia's mother died when she was young which left her father in charge of the household. He was a man who strongly believed in the customs of Victorian society and he insisted that they were followed to the letter. He enforced the required rules of conduct and behavior but Virginia found it all very "oppressive". Virginia Woolf http://metalab.unc.edu/cheryb/women/Virginia-Woolf.html went through a lot of anguish throughout her life. She suffered numerous nervous breakdowns and never managed to lead a normal life. After her father's death in 1904 she moved with her brothers and sister to Bloomsbury. She thought her father's death was "the end of tyranny". She also thought that the move from Kensington, where she lived before, to Bloomsbury, " was the gulf between respectable, mummified humbug and life crude and impertinent perhaps, but living†¦ The new generation wanted air, simplicity and light and the move was escape from the past and all it's horrors"(108). During the early 1900's Virginia and her siblings were comfortably settled in . One Thursday evening her brother Thoby decided to start a ritual by inviting a few of his Cambridge friends home and thus began a circle of artistic and cultural group of friends. At first Virginia found them unusual but soon she joined in their lengthy conversations about art, poetry and culture. She was intrigued by their conversations which eventually took a different turn and soon they found themselves discussing topics such as religion, sexuality and other subjects that were considered taboo at the time. Thoby's Thursday evening friends originally included Clive Bell, who Virginia thought was, " a sort of mixture between Shelly and a sporting country squire"(112).

The basis is the desire to achieve purity of views on life

Primitivism is one of the greatest events in European Art, which appeared in the beginning of XX century as a result of interest of professional artists to traditional creative works of nations of Africa, America and Oceania, to city and peasant folks and to children creative works as well.The basis is the desire to achieve purity of views on life, which is the feature of consciousness, unspoilt by civilization. Besides the fact that primitivism was one of the leading art tendency of are in XX century, it determined stylistics of many different directions (such as expressionism, surrealism, etc) and became the integral part of their language of expression.The very term â€Å"primitivism† is also used in respect of so-called naà ¯ve art, it means to creative works of artists, who didn’t receive proper education, but who became participants of common art process (for example, French painter Henri Rousseau, Yugoslavian painter Ivan Generalich, etc).The main characteristic s of this art can be formulated by following words: â€Å"freshness and spontaneity of perception and creation†¦ real and non-affected naivety, life-asserting optimism and colorful folk, spontaneous pleasure of â€Å"amazement† and perception of environment, naturalness and organic of realism, possessing not only visibility but the essence of subject and event†¦Ã¢â‚¬  (Ostrovskiy, â€Å"About City Art Folk† – Soviet Fine Art’74, M., 1975, pp. 308-309).The main characteristic of primitivism is program simplifying of art. To crystallize, to clear the emotion you can also by way of simplification, some kind of idealization of subjects. Henri Russeau exhibited his paintings together with other impressionists.The naà ¯ve, childish judgment helps to clear up the final essence, to take away details which make the things more difficult and revulsive.This sincere impulse which is common to folk art receives art importance and status of the modern crea tive method. We need to add that primitivism helped to combine new art directions with folk traditions (outrage of clear color, figuration and ornaments) and with children painting, which is so dear to the heart of any person (paintings of P. Klee and some other German expressionists).Still, to tell the truth, approach of primitivism to masses is quite phantom in many respects: even folk art nowadays seems to consist of two layers: professional sees it in a different way. In fact, primitivism (especially one which approaches to children painting) is stylistic masking of expressionism.For example, paintings of genius Austrian expressionist Oscar Kokotka remind folk pictures only for specialists. M. Shagal has significantly simplified images of bourgeois which are closer to symbolism. The elevated style of his paintings show contrast with so-called illusive reality of provincial town because of his sketchiness of the painting.

Uniforms vs No Uniforms

Students at schools with enforced dress codes behave better than students at schools without enforced dress codes. They tend to be more educated, have more discipline, and have better manners than those students without enforced dress codes. Students with enforced dress codes tend to be more educated than those students who go to schools without enforced dress codes because they tend to attend school more. According to research, students that have uniforms have better attendance because they don't have to worry about what they are wearing to school because everyone is wearing the same style of clothing. No one is there to criticize them about how their shirt is ugly or how their shoes don't match what they're wearing. One of the reasons why students don't go to school is because they don't have the right clothes to fit in or be cool and they don't want to get bullied by the â€Å"cool† kids. Another reason why students with enforced dress codes are more educated is because since everyone is wearing the same thing, they aren't worried about who is wearing what. Since they don't have that on their minds, they have more time to worry about their education and pay more attention in class. Many students like to gossip about what others are wearing. It may be in a positive way or in a negative way. But either way, the have their minds occupied on something other than their classwork. Students who go to a school with enforced dress code are more likely to focus on their education because they are going to school to learn, not to worry about who is wearing the latest clothes trend. Students tend to be more disciplined if they attend schools that enforce dress codes because they have more order at their school. These students are ordered to follow a certain dress code and it is up to them if they want to respect authority or not. Those who choose to listen and go to schools with enforced dress codes are obviously more disciplined than those who don't go to dress code enforced schools. These students don't really get into fights or talk back to their teachers. These students tend to be more respectful to teachers and students because they are willing to follow all of the school's rules. They listen to teachers and set good examples. It is said that kids are better behaved when they are dressed neatly and modestly. Students that attend dress code enforced schools have more manners and class than those students that don't go to dress code enforced schools. The reason why these students have more class is because they know how to dress respectively. They don't go around town in shorts or pants that hang below their underpants. They aren't the type of people that wear chest revealing shirts. These students are very respectful and show a lot of class. Schools that enforce dress codes tend to have fewer fights occur on their campus. Their students are better behaved and have more manners than students that go to a school where they don't enforce dress codes. According to research, a lot of fights start out because a student made fun of another student's clothes. Well, if schools were stricter on what students were allowed to wear and maybe make the students wear uniforms, these fight would never occur. There was a boy named Johnny who was very smart. He never got anything lower than a A in any of his classes. He was also very athletic and enjoyed playing sports. You would think that everything was going well for him except for the fact that Johnny had no friends. You see, the kids at school didn't want to be friends with him because of the way he dressed. His parents couldn't afford to buy him clothes that were â€Å"in† so he didn't fit in with the â€Å"cool† kids. The kids at school were too embarrassed to be seen talking to Johnny, so they just avoided him. Johnny was always getting picked on. The kids at school would often call him names and drop his books in the hallway to seem cool and fit in with the other kids who were doing it. Even though Johnny was very athletic, he was always the last one to be picked when playing a sport. Johnny became very lonely and depressed because as a kid, he never had any friends. He started slacking in school, no longer getting â€Å"A's†. He began to get â€Å"C's† and â€Å"D's† with a few occasional â€Å"F's†. He began to skip classes so that he wouldn't have to go through the whole bullying situation. He stopped playing sports for they just didn't bring him much joy anymore. One day when Johnny was at the mall, he saw the pair of Levi's that everyone was wearing to school on a mannequin in a store window. He went in the store and tried them on. He loved the way that he looked in them and thought that if he wore them to school, some of the kids would think that he was cool and possibly be friends with him. But when he flipped over the price tag and saw that the jeans cost $39. 9, his hopes went down. He could never afford to buy forty dollar jeans. Then an idea came to mind. He thought that if he stole the jeans without anyone noticing, then he could have them without paying for them. So Johnny walked out of the store with the jeans on hoping that no one would notice. Unfortunately, Johnny got caught. Security called his parents in and Johnny got scolded by security. They told him the consequences of stealing and how he could end up in jail. When his parents got there, they asked Johnny why he stole the pants and he told them the truth. When they realized what was going on, they transferred him to a school where the kids had to wear uniforms. Johnny realized how great his new peers were and loved the fact that no one was making fun of him because of his style of clothing. At the new school, Johnny became his usual self again, getting straight â€Å"A's† and playing sports. The only difference was that he now had a lot of friends. Therefore, students who attend schools that enforce dress codes are better behaved than students who go to schools that don't enforce dress codes. These students dress better, have better manners, and they show a lot of discipline. Unlike students who attend schools that don't enforce dress codes who have no discipline what-so-ever and who dress like they don't even care that they are going to school. Overall, education is very important and should be taken very seriously. Students should behave and be respectful to all peers and teachers. If students tend to behave better with enforced dress codes, than all schools should enforce dress codes. After all, how we dress does matter and it affects our performance very much.

Why Quaid Left Congress

In 1913 the Quaid-i-Azam joined the All India Muslim League without abandoning the membership of the Congress of which he had been an active member for some years. But this membership of the two organizations ended in December 1920. On the occasion of the special session at Nagpur the Congress adopted a new creed which permitted the use of unconstitutional means and decided to resort to non-violent non-co-operation for the attainment of self-government.The new policy and programme in essence envisaged withdrawal of the students from schools and colleges, boycott of law-courts by lawyers and litigants as well as the impending elections to the legislatures under the Government of India act 1919 either as voters or as candidates. 1 The new philosophy of the Congress had been shaped almost entirely under the influence of Gandhi who had, by then, emerged as a commanding figure in Congress politics. Although there were many prominent Congressmen such as C. R.Das and Lala Lajpat Rai who did not subscribe to the programme of non-co-operation2, Jinnah was the only one in a crowd of several thousand people who openly expressed serious disagreement. A constitutionalist by conviction he was unable to endorse, what he called, a sterile programme that the Congress intended to pursue. He was not opposed to agitation or, even putting stronger, pressure on the Government but he distrusted the ‘destructive methods which did not take account of human nature, and which might slip out of control at any time’3.He was convinced and he did not hesitate to tell Gandhi directly that ‘your way is the wrong way: mine is the right way – the constitutional way is the right way’4. But his voice of practical statesmanship was not heeded and Jinnah walked away not only out of the Congress session but from the Congress Party as well. Commenting on Jinnah’s courage as the solitary opponent of the Boycott resolution Col. Wedgwood, who was present in the Con gress session as a fraternal delegate of the British Labour Party, observed that if India had only a few more men of Jinnah’s convictions she would not have to wait for long for her independence. Jinnah’s rupture with the Congress has been variously interpreted. Jawaharlal Nehru in his Autobiography is of the view that â€Å"Temperamentally he did not fit in at all with the new Congress. He felt completely out of his element in the Khadi-clad crowd demanding speeches in Hindustani†. 6 In a later work he has reiterated that Jinnah left the Congress ‘because he could not adapt himself to the new and more advanced ideology and even more so because he dislike the crowds of ill-dressed people talking in Hindustani, who filled the Congress’7.This is hardly a convincing explanation of Jinnah’s breach with the Congress. During his fourteen year old8 association with the body he had freely mingled with the ‘Khadi-clad’ and ‘ill-dres sed’ crowd at its meetings. This criticism, moreover, does not appear to reckon with the fact that the people whom Jinnah led in later years – the Muslims – were even poorer and less educated than Hindus who swelled the Congress gatherings and felt completely at home among them.It is of course true that the wilderness of unconstitutionalism had no appeal for him. There was nothing mealy-mouthed about it. He was convinced that Gandhian methodology for the solution of political problems would do great harm than good to India and especially the Muslims, as indeed it did. The Moplahs, the descendants of Arab sailors living along the Malabar Coast, rose in revolt against the British in August 1921 as partners in the non-co-operation movement and lost no less than 10,000 lives9.The Chauri-Chauri tragedy in the district of Gorakhpur, in February 1922, where twenty two policemen were overpowered and brutally burnt alive in the adjoining police station by a frenzied mob was also a sequel of Gandhi’s civil disobedience movement. Whether it was on account of excess such as these or some other unexplained factors, Gandhi realised his mistake at this stage; calling it a Himalayan blunder he called off the movement. Another Hindu writer would have us believe that Jinnah was a ‘misfit in the Indian National Congress after its assumption of a new complexion of agitation against the British Government’. 0 Writing in defence of the Nagpur Resolution, a British biographer of Gandhi has likewise suggested that the Congress demand for Swaraj ‘within the British Empire if possible or outside it if necessary’ was the clause which ‘killed the alliance with Jinnah and the Muslim League’. In his opinion ‘the suggestion that India might quit the Empire was too much for him – having talked himself into total inefficacy he deserted Congress for ever’11. The proposition that Jinnah was in league with the forces of British Imperialism is manifestly ncorrect. Any one who has made a dispassionate study of Jinnah’s political career and his public utterances inside as well as outside the Legislative Assembly would not fail to see that he was the bitterest critic of British rule throughout his public career. Immediately after the stormy session of the Congress at Nagpur, Jinnah explained the reasons for his dissociation from the Congress. Talking to a Hindu journalist he said ‘I will have nothing to do with this pseudo-religious approach to politics.I part company with the Congress and Gandhi. I do not believe in working up mob hysteria. Politics is a gentlemen’s game’12. Speaking several years later, he charged Gandhi with destroying the ideal with which the Congress was started. He was the one man responsible for turning the Congress into an instrument for the revival of Hinduism’13. These words are neither a mere accusation nor a revelation. ‘Ga ndhi’, in the words of Jawaharlal Nehru ‘was essentially a man of religion, a Hindu to the inner-most depths of his being14.His oft-expressed desire to live for 125 years was an old Hindu aspiration which ‘according to Hindu tradition was the full span of human life’15. Even the political terminology he coined and the weapons he used to fight his political battles were characteristically Hindu. In an article, entitled, ‘The Doctrine of the Sword’, written in 1920, he proudly proclaimed: ‘I have therefore ventured to place before India the ancient law of self-sacrifice. For Satyagraha and its off-shoots, non-co-operation and civil resistance, are nothing but new names for the law of suffering.The Rishis who discovered the law of non-violence in the midst of violence were greater geniuses than Newton. They were themselves greater warriors than Wellington’16. Despite his frequent professions that he was equally dedicated to all religi ons17, Gandhi left no one in doubt as to what his own religious beliefs were. In a language free from all ambiguity he said that he was Sanatani Hindu ‘because I believe in the Vedas, the Upanishadas, the Purana and all that goes by the name of the Hindu scriptures, and therefore in avatars and rebirth’18.It was his religion and not politics which appealed to his Hindu followers. In the words of Subhas Chandra Bose, ‘when the Mahatma speaks, he does so in a language†¦of the Bhagvat Gita and the Ramayana. When he talks to them about Swaraj†¦he reminds them of the glories of Ramarajya (the Kingdom of King Rama of old) and they understand. And when he talks of conquering through love and ahinsa (non-violence) they are reminded of Buddha and Mahavira and they accept him,19.In spite of ‘Himalayan’ miscalculations that he made and the obvious political blunders that he committed his popularity among the masses hardly ever waned. The explanation of this curious phenomenon lies in the fact that ‘he played cleverly on the religious superstitions of the ignorant and poverty-stricken millions of India and got away with it’20. It was this approach to politics which repelled Jinnah and his departure from the Congress may be regarded as the starting point of a long process of self-examination.He was therefore to look more and more to the needs of his own community. It may be mentioned in the passing that Gandhi and Jinnah were each other’s antithesis in beliefs and ways of life and furnished an interesting study in contrast. There was hardly anything in common between them which could hold them together on one political platform for any length of time. Gandhi had been active in politics since his return from South Africa in 1915 and had consistently waged battles against the British Government on the question of political and constitutional future of India.But an accurate knowledge of facts and their details was not one of his otherwise numerous accomplishments. He himself admitted to Chimanlal Setalvad during the second session of the Round Table Conference that he had never read the Government of India Act of 1919. 21 In 1942 he wrote to Viceroy Lord Linlithgow that ‘he had been reading for the first time the Government of India Act of 1935’ and added ‘that if only he had studied it carefully†¦the course of Indian history might well have been different’22.He was an enigma and a sort of mystic who seldom spoke directly and mostly acted on impulse which he conveniently descried as his ‘inner voice’. Even his closest associates like Nehru found him to be ‘a very difficult person to understand’ because ‘sometimes his language was almost incomprehensible to an average modern’23. Lord Wavell at the end of one meeting with him complained that ‘he spoke to me for half an hour, and I am still not sure what he meant to tell me. Every sentence he spoke could be interpreted in at least two different ways.I would be happier were I convinced that he knew what he was saying himself, but I cannot even be sure of that’24. He was quite capable of interpreting and reinterpreting his own statements and was ‘perfectly prepared to go back at any time on anything he had said earlier’25. He could assume that role of a dictator in the Congress Party when it suited him while on other occasions when he believed that Hindu interests could be better served by his silence he would withdraw and innocently plead that he was not even an ordinary member of that Party.Jinnah, on the other hand was a down right political realist. True to his legal profession he would prepare his brief only after he was sure of his facts. There was a great deal of political idealism in him which was to grow with years but it was always based on the stark realities of the situation. He honoured his pledged word and as Lord Pe thick Lawrence said, ‘a man of very firm resolution, a man who when made a promise always kept it and if he felt any body else with whom he was negotiating failed to keep his promise he reacted very strongly’26.To say that the two-nation theory was the only ‘wall between Gandhi and Jinnah’27 is to oversimplify their mutual differences. It was a clash of two strong personalities, two distinct value systems and two irreconcilable ideologies and it were these differences what were ‘to dictate the course of the pen that wrote the history of India’28. Gandhi was a ‘strong man’ and he wanted complete submission not only from his followers but also from his co-workers. To expect Jinnah to offer unconditional acquiescence to any one and least of all to person like Gandhi was to hope for the impossible.This was completely alien to his way of thinking. The surprising thing is not that Jinnah left the Congress in 1920 but that he did not quit it earlier? It is therefore not a far-fetched assumption that Jinnah would have given up the Congress even if he had not voted for non-co-operation at Nagpur. It may have come about a little later but to expect that he would have continued to work in the Congress, in spite of Gandhi’s ascendancy with Hindu philosophy as the guiding star of his politics, appears highly unlikely.

Ikea-ERP Management Information Systems Essay Example | Topics and Well Written Essays - 750 words

Ikea-ERP Management Information Systems - Essay Example It is evidently clear from the discussion that IKEA leads in the world as a furniture retailer dealing with home appliances, ready-to-assemble furniture and accessories. The company has over 313 stores and operates in more than thirty-eight countries. IKEA launched a project aimed at introducing a Geographical Information System (GIS) into the wood sourcing system of the company in the year 2007. The problems that the GIS aimed to solve involved; availability of forest resource data on sub-country resource level, and region of origin in wood tracing. Using the GIS, the company could solve problems by getting the data, inputting into computers and storing them for reference and retrieval by the managers and other workers interested in using them. Implementation of the GIS by IKEA The company developed a forest tracing system for the regions of origin. According to IKEA, the region of origin referred to a unit of the territorial division of a country, which the company suppliers refere nced in the declarations of wood origin. The territory, in this case, was a forest management unit or had an administrative status. The company failed in the implementation of the system in that there was no clear definition of boundaries of the territories. In addition, the company’s forestry policy implementation failed due to lack of clear characteristics of the territorial divisions chosen. There was not enough information about the forest resources of the territories leading to failure in the implementation of the system. If the units were smaller than they are, data management would have been easy. However, as we have seen, the company used large areas and thus the territories were large. This made reporting from such units irrelevant and reduction in the credibility of doing so. In this case, the suppliers had problems in using the division structure to separate wood flows. Furthermore, there was a large variation in territorial sizes in both territorial division units and territorial divisions of a country. The forest resource, data availability at regional levels should be according to tree species groups or tree species. However, the company failed to implement the system according to this criterion. There was a lack of crucial statistical information such as growing stock and cuttings in some cases. For example, Romania had no reliable data giving the growing stock in the region. These problems, therefore, lead to generalizations. For instance, the data on three groups rather than on individual tree species leads to complete uncertainty and thus difficulties in using GIS successfully. The GIS functionality According to the IKEA Company, there could be three users of the GIS. These users include the forestry staff, suppliers and buyers. The forest staff was to use the technology in the following ways: 1. Entering, visualizing and editing the data of forest tracing system and that of wood procurement planning 2. Performing risk assessment at th e regional level defined for the purposes of audit planning 3. Obtaining summaries of the wood volume from wood procurement planning and forest tracing data 4. Exporting and saving tables, maps, wood procurement planning, and forest tracing data.

E-Commerce Dissertation Example | Topics and Well Written Essays - 10500 words

E-Commerce - Dissertation Example The fragmentation that has been mentioned above has been largely responsible for the cause of low productivity and deteriorating operational efficiencies in construction companies. On a positive note it can be said that, with the advent of information technology, construction companies are being seen increasingly using innovative information technology tools in order to address the issues associated with fragmentation. According to Lee and Yu several construction companies have been able to accrue the benefits of web based project management and internal administration system which in turn has enabled mangers to enhance their productivity as well as operational efficiency. The incorporation of information technology in the form of web based project management and internal administration system has also enabled construction companies to enhance coordination and collaboration among various operational departments that exist within the companies. Not only has this system facilitated collaboration and coordination between operational departments within one company but has also enabled two companies, engaged in one project, to enhance their coordination. As a conseq uence of that a robust line of communication could be established between business units of a company which in turn facilitated effective channelization of information thereby enhancing operational efficiency. Such have been the benefits of an all integrated web based project management and internal administration system.

E-learning Essay Example | Topics and Well Written Essays - 3000 words

E-learning - Essay Example The acquisition of learning techniques and styles by students depends on the personal characteristics of the student, the subject of study, and the student’s level of understanding of the subject. Research confirms that different people prefer different approaches to learning. No one approach or strategy of e-learning is optimal for all students. The methods and technologies used for e-learning in the United Arabs Emirates include the use of web-based education techniques, podcasting, internet video conferencing, social networking software, and computer-assisted instructions, among others. The styles of e-learning are especially gaining popularity in the higher education sector where most of the students are distant learners. This paper discusses how the learning preferences of an individual influence the extent to which e-learning can be an effective learning tool, especially in the United Arabs Emirates. E-learning allows the adoption of the education content to suit the learning styles of individual students. It may entail the incorporation of digital media, digitized materials, graphics, web-based interactions, interactive videos, among others. The adoption of different learning styles and methods impact on the effectiveness of e-learning in the higher education sector. Some researchers have supported the adoption of e-learning with the argument that it allows for the adjustment of educational content to suit the learning needs of the students. However, majority of studies in this field have been confined to the use of standard conventional learning styles in the e-learning systems (Brown, Zoghi, Williams, Jaberzadeh, Roller, Palermo, & Holt, 2009, p.4). This includes tutorial, lecture, problem-based learning, and written text. The relationship between the styles of e-learning and the effectiveness of the e-learning system, as well as the attitude of students towards e-learning, h as been discussed in