Thursday, October 31, 2019

C-Span analysis paper Essay Example | Topics and Well Written Essays - 500 words

C-Span analysis paper - Essay Example The so-called C-Span, or the Cable-Satellite Affairs Network, which is an American cable television network that undergoes broadcasting government and public affairs. It is also made-up of several television channels such as; * C-SPAN features live coverage of the House of Representatives * C-SPAN2 covers the Senate and airs Book TV on weekends * C-SPAN3 covers other live events and airs archived historical programming Some are saying that it is a boring show, for it shows information that is not with the interest of some viewers who are seeking only entertainment. C-Span has something to do with American National Government for it also covers the side of political aspects, the current situation of the politics in the country. The happenings inside the state are broadcasted and are shown to the public. By the C-Span we are informed of the events that are happening from time to time. It up dates us to news. It also archives information for future documentation and viewings.

Monday, October 28, 2019

Ethics approaches Essay Example for Free

Ethics approaches Essay Ethics approaches BY tealx021 Ethics in Communication After reading about the ethical considerations considering interpersonal and group communication, there are many similarities. The two differ in the sense of size. This leads to more considerations in the larger of the two, group communication, where there may be many different interpersonal relationships within the small group. However, for this analysis, like the book, I will focus on ethical considerations of the small group as a whole. Interpersonal relationships are unique in themselves, as each one is different han the next. One major ethical consideration in this context is fairness. When people are interdependent, or share mutuality, there are almost always issues of fairness or Justice that arise. These two issues are most commonly based off of individuals feelings and relational satisfaction. In our culture, this sense of Justice or fairness can be attributed to the distribution of rewards in proportion to each partners contributions. Relationships are often times weighed on costs and rewards. When this cost-reward system is unbalanced in relationships, we often see issues rise. Another major consideration in interpersonal relationships is privacy and autonomy, or openness and closeness. In communication, this comes down to self- disclosure. Issues can arise if one partner in the relationship is disclosing too much or too little about themselves, and there is an unbalance between the two relational partners. One major issue in relationships is Jealousy, which can stem from any of these ethical considerations. In small-group communication, there are a few unique ethical considerations that arise. One major issue in small groups is groupthink. Groupthink is the practice of thinking or making decisions as a group in a way that discourages creativity or individual responsibility. Another unique ethical consideration is issues that involve symbolic convergence within in-groups and out- groups. Symbolic convergence can create or develop stereotypes or exclusion within and outside a small group setting. Small-group and interpersonal relationships do also share ethical issues in communication. One of these is the issue of responsibility, which can be constituted as individual responsibility or the other affects responsibility of the whole relationship, and each one. In small-groups, individual responsibility can be hampered by groupthink or Symbolic convergence. In interpersonal relationships, individual responsibility can be hampered by lack of fairness, or lack of interdependence based on self-disclosure. Much or this is based on context, but interpersonal and small group communication share these same ethical considerations. Many of these ethical issues surrounding interpersonal communication can be channeled well through dialogical ethics. Dialogical ethics involves approaching decisions by considering attitudes and behaviors, and illingness or ability of each participant to surrender ones self-interest. This involves having an open mind, and viewing you and the relational partner as equals, almost putting yourself in the other persons shoes, setting aside your perceptual interpersonal relationships. I can attribute this to my own experience, as I feel many of the arguments I have with friends or family members would be solved if we each put ourselves in each others shoes. A good approach to small-group communication is the virtue ethics approach. This approach puts a lot of emphasis on character, and oesnt put a set of rules in place that could potentially cause ethical issues involved in groupthink or stereotypes. This approach would hold people accountable based on character, and would promote creativity and good ideas within a small group. In my own experience in small-groups, everything comes down to virtue, including responsibility, prudence, etc. Many issues could be solved with this approach in a small group context. Both mentioned approaches would fit well in both interpersonal and group relationships, but I feel that I have placed them in their best-fit places.

Saturday, October 26, 2019

Ict Utilisation And Integration In The Classroom Education Essay

Ict Utilisation And Integration In The Classroom Education Essay Technology can be used to strengthen student learning and enhance pedagogy and can be used effectively as a cognitive tool for teaching and learning in the classroom (Bruce Levin, 2001; Bransford, Brown Cocking, 2000). Teachers use technology for a variety of reasons and these include record keeping, writing lesson plans, creating worksheets and communicating with parents. However, despite the widespread use of technology in schools, it seems that teachers are more inclined to use technology to support their existing practices (such as providing practice drills, demonstration).Previous studies revealed how and why individuals adopt new information technologies (Venkatesh, Morris, Davis Davis, 2003), but it is not known what influences teachers to use technology in their classroom; we need a better understanding of the beliefs that inform these decisions. Previous studies have shown various attributes that can be associated with the utilisation and integration of ICT in the classro om. For instance, teachers attributes is variously grouped into personal characteristics, one of such characteristics: Self-efficacy, perceptions and ease of use(Albion, 2001; Enochs, Riggs, Ellis, 1993; Kellenberger, 1996; Riggs Enochs, 1993; Wang, Ertmer, Newby, 2004a). When a teacher perceives that he or she can effectively use technology in the process of teaching and learning, it will impact that teachers ability to use technology in the classroom. However, the factors that influence self-efficacy beliefs towards technology integration remain largely ambiguous, particularly when examining the possible influences of students attitudes towards technology. These beliefs are likely to be related to each other and they interact dynamically in influencing teachers decisions about the use of technology in the classrooms. Bandura (1997) describes perceived self-efficacy as beliefs in ones capabilities to organise and execute the courses of action required to produce given attainments. As this applies to the integration of technology into education, self-efficacy beliefs toward technology integration have been theorized to be a determining factor in how well a teacher is able to effectively use technology to improve teaching and learning. Given that teachers act as change agents for technology integration in schools, it is critical to understand the factors that facilitate and those that act as barriers to teachers use of technology in schools. Research has found that teachers belief on the use of technology is influenced by many factors, such as environment, funds, availability of required technologies etc. (Leggett, Persichitte, 1998). The factors can be classified as either arising from the external environments where the teachers work in or the personal characteristics of the teachers (Chai Khine, 2006). While both internal and external conditions affect technology use in classrooms, (Ertmer 2005) argues that although environmental conditions in terms of technological infrastructures have improved, factors pertaining to teachers beliefs are yet to be resolved. . In Nigeria, there are some cultural factors such as religion, belief, age, that can contribute to teachers inability to integrate technology in the clas sroom (can you support this claim with a literature?). In addition, an issue that arises from Nigeria is that only well-trained teachers have enough confidence to actually use ICT as a teaching mechanism in the classroom teaching (Forster,2008). Before the emergence of ICT, pre service teachers were not expose to new modern channels of information, which and will develop in them self-guided learning materials, placing more focus on learning rather than teaching. Insufficient access to computers is one of the main obstacles for ICT programmes. This is particularly relevant for educational institutions located in rural areas where the school or training institution is the only access point for computers. Swarts(2002) noted that government cooperation is necessary for ICT programmes to be sustainable. Its cooperation is needed in order to support the education curriculum system, which is vital for the survival of ICT utilization and classrooms integration (Kozma, 2008). Purpose This study will therefore look into teachers beliefs about technology usage in the classroom among secondary school teachers in Lagos state, the integration of technology into teaching and its teachers influence on the students attitudes toward technology. Significance of study This study will be significant to the following individuals as stated below: Teachers will be aware 0f the key concern driving policy and interest in the pedagogical integration of ICT and the premise that ICT is important for bringing changes to classroom teaching and learning so as to foster the development of students 21st-century skills. It is important because it will help to build up teachers confidence in using technology in general, which would hence increase their intention and willingness to use technology in the future (Yuen Ma, 2008). It is also useful because it will help to develop a school environment which enables teachers to have more hands-on experience in new technologies (Allan, 2007; Fleming et al., 2007), Students may acquire special, these skills include the ability to become lifelong learners within a context of collaborative inquiry and the ability to work and learn from experts and peers in a connected global community (Law, Pelgrum Plomp, 2008;121) Researchers This study would contribute to the limited research in this area and add clarity to the relationships among these beliefs and will help to them suggest ways of convincing teachers to use ICTs in their classrooms because they are indispensable in this technologically globalised era. Question How do teachers beliefs relate to their instructional technology practices in classroom? 2 How do the environmental conditions affect ICTs use in classroom? What obstructs teachers positive belief about ICT integration in the classroom? Literature Review A major gap has always existed between affluent people living in developed societies with access to modern information technology and underprivileged people living in impoverished and rural communities in developing and least developed countries. Even today, an unequal adoption of technology excludes many from harvesting the fruits of the digital economy (Giri,2002). To investigate the factors hindering teachers readiness and confidence in using ICTs, Tella, Tella,Toyobo, Adika Adeyinka (2007) examined Nigerian secondary school teachersà ¢Ã¢â€š ¬Ã… ¸ uses of ICTs and implications for further development of ICT use in schools using a census of 700 teachers. They found that inadequate knowledge to evaluate the role of ICT in teaching and learning, lack of skills in the use of ICT equipment and software had resulted in a lack of confidence in utilizing ICT tools. This is consistent with Preston (2000) who concluded that lack of technical support to be the key inhibitor to the use of ICT in classroom. As indicated by Bradley and Russell (1997), recurring faults, and the expectation of faults occurring during teaching sessions have reduced teachers confidence and caused teachers to avoid using technology. In addition, obstacles such as access to equipment, time pressures, lack of mentor and opportunities for apprenticeship of observation also have a n impact on teachers ability to use ICT (Slaouti Barton, 2007). Further, teachers workload and time management was found to be inhibiting the implementation of computer instruction in classroom (Guha, 2000). While there is a great deal of studies about how ICT is being used in developed countries, there is not much information on how ICT is being integrated into schools in developing countries (Beukes-Amiss and Chiware, 2006). Investments in ICT for educational innovations and improvements purposes have been continuing, but the need for teachers who will employ it in the classroom as a staple part of the curriculum is disregarded (Niederhauser and Stoddart, 2001; Vacc and Bright, 1999). ICT does not have an educational value in itself, but it becomes precious when teachers use it in the learning and teaching process effectively. As Shakeshaft (1999, p. 4) notes, just because ICT is present does not mean that students are using it. The impact of ICT is strongest when used in a particular content area and further supported by use across the curriculum (Ward and Parr, 2010). Since teachers are the key figures to utilize ICT in educational settings productively and to help integrate ICT into the curriculum, there is every need for them to develop and have positive attitude towards its utilization and efficacy in the classrooms. . ICT promotes a positive attitude towards information technology as an essential p art of a lifelong interest in learning. Teachers also perceive the use of ICT as enhancing recall of previous learning, providing new stimuli, activating the learnerà ¢Ã¢â€š ¬Ã… ¸s response, and providing systematic and steady feedback. It is further perceived as sequencing learning appropriately, and providing access to a rich source of information(Hennessy, Harrison and Wamakote, 2010). For example, Tella et al. (2007) found that computer use by teachers was driven by intentions to use it, and that perceived usefulness was also strongly linked to those intentions. The implication is that teachers will be inclined to use technology if they perceive it to be useful. Furthermore, ICT needs to be linked to specific needs of learners, desisting from the à ¢Ã¢â€š ¬Ã… ¾one size fits allà ¢Ã¢â€š ¬Ã… ¸ approach (Leach, 2005, p. 112). It is most effectively used as a learner-centred tool, instead of within a more traditional pedagogy. The real challenge for educationists is, therefore, h ow to harness the potential of ICT to complement the role of a teacher in the teaching and learning process. Roblyer (2002) found that many pre-service teachers are still entering universities with little knowledge of computers and appropriate skills as well as lacking positive attitudes toward ICT use in the classroom. Again, Gunter (2001) states that many higher education institutions are still failing to prepare pre-service teachers for positive technological experiences and utilisation. This will make it difficult for teachers to be able to transfer their ICT skills to their students and encourage them to implement ICT when they themselves have negative belief toward ICT integration in the classrooms (YÄ ±ldÄ ±rÄ ±m, 2000). Many studies indicate that it is teachersà ¢Ã¢â€š ¬Ã… ¸ attitudes, expertise, lack of autonomy and lack of knowledge to evaluate the use and role of ICT in teaching (or technophobia in teachers) that are the prominent factors hindering teachersà ¢Ã¢â€š ¬Ã… ¸ readiness and confidence in using ICT support(Hennessy, Harrison Wamakote, 2010). In orde r for ICT to be effectively used in education, a sense of its value needs to exist as well as the expectation that its use will lead to success. Teachers education requires instructional design, and a belief about computers needs to be present if all teachers are to use ICT in their classrooms. Classroom practices need to change in order for ICT to be fully effective, and attitudes of some who may be unwilling to move away from the traditional way of teaching, need to be taken into consideration when training teachers for ICT use (Tella, Tella, Toyobo, Adika Adeyinka,2007). Therefore, teachers perceptions of ICT integration and utilization in the classrooms are somewhat related to the technology acceptance model (TAM) which was originated by Davis in 1986 (Davis, 1989). The model indicates that perceived usefulness and perceived ease of use are two specific determinants of a users acceptance of a technology. Perceived usefulness indicates the users perception of the extent that the technology will develop and improve his job performance positively. This includes decreasing the time for performing the job, more productivity and accuracy. Perceived ease of use refers to the users perception of amount of the effort necessary for using the system or the extent to which a user believes that employing a specific technology will be easy. Summers (1990) found that the lack of knowledge and experience in the computing area is one of the most common beliefs for teachers negative attitudes towards computers. Selwyn (1997) found that a major deterent to the use of computers by teachers was computer phobia. These teacher anxieties could be caused by psychological factors such as having little or no control over the activity, thinking that they might damage the computer, and feeling that ones self esteem is threatened; sociological factors such as ICT being regarded as a solitary activity, needing to be clever to use one, and being replaced by the computer; and operational factors such as being beyond ones abilities, having to cope with unfriendly jargon, and the likelihood of the technology going wrong. Teachers should be provided with adequate and appropriate support in their classrooms, and be guided by professional standards that incorporate a code of conduct (Semenov,2005). The successful use of computers in the classroom depends on the teachers belief and attitudes towards computers (Lawton Gerschner, 1982). By means of survey and data collection using questionnaire, the study will also explore factors impeding both qualified and prospective secondary school teachers positive beliefs and their future expectations related to utilization and integration of ICTs in the classrooms during teaching and learning. Research design The design adopted in this study is a descriptive survey method. This will allow the researchers to have a complete description of the impact of teachers belief on utilization and integration of ICTs in the classrooms. Population and Sample The population of the study comprised all public and private secondary schools in Lagos state Nigeria. Three hundred secondary school students from both Twenty five percent public and private schools were purposefully selected because it will not be convenient for the researchers to use all the schools in the Lagos state, again they make a good representation of the schools in the state. Then, a number of teachers in each schools were taken.This gives a total of - which their ages ranged between 25years 45 with a mean age of 35 years ( NB we will get the exact fig. from data collection/questionnaire) They consist of -males and -females. Instrument An instrument named Teachers Belief on Utilization and Integration of ICTs in the Classrooms was developed by the researchers and used for data collection. The instruments consists two sections. Section one requested demographic information from the respondents. The second section contains ten questions on likert type response format and the respondents are requested to choose from strongly agree, agree, disagree and strongly disagree. The instrument was administered on thirty respondents to ascertain its reliability after modification. Procedure All the 250 teachers used for the study were given questionnaires in their respective schools with permission granted by the various authorities of the schools. The administration took place after the school hour in each school. Before then, the entire respondents were informed about the date of the exercise.A day was allocated for two schools. This mean that 15 days was used to cover all the 30 schools selected in which the respondents were selected.(NB pls note how many questionnaires were administered and no. that were valid) Method of data analysis Data collected were analyzed using chi square and why?/? Recommendation( this is just a guess and to know whether it is in line with how it is beig written) The findings showed that most teachers perceived ICT as very useful and as making teaching and learning easier but still do not believe in utilization and integrating them during teaching and learning especially in Nigerian situation where there is no steady power supply, cost of the equipment, unavailability of the ICTs in most schools,lack of expertertise especially in public schools, etc. It was recommended that professional development policies should support ICT-related teaching models, in particular those that encourage both students and teachers to play an active role in teaching activities. Additionally, emphasis should be placed on the pedagogy underlying the use of ICTs for teaching and learning.

Thursday, October 24, 2019

Truth and Goodness in Immanuel Kant and St. Thomas Aquinas Essay

Immanuel Kant and St. Thomas Aquinas account for the existence of truth in sharply contrasting ways. Kant locates all truth inside the mind, as a pure product of reason, operating by means of rational categories. Although Kant acknowledges that all knowledge originates in the intuition of the senses, the intelligibility of sense experience he attributes to innate forms of apperception and to categories inherent to the mind. The innate categories shape the â€Å"phenomena† of sensible being, and Kant claims nothing can be known or proved about the â€Å"noumena,† the presumed world external to the mind.1 Aquinas agrees that all knowledge comes through the senses, but disagrees with Kant in arguing that categorical qualities do not originate in the mind but inhere in the objects themselves, either essentially (determinate of their mode of being) or accidentally (changeable without loss of essence by the object).2 Aquinas further agrees with Kant that all the kn owledge derived from sense experience is knowledge of the essence of things only insofar as it is understood by reason, and thus sense experience is insufficient to constitute knowledge by itself.3 But Aquinas defines knowledge as conformity by the mind to things as they really are, and thus believes the external world is knowable by the mind, both in the essences of things (what they are) and in the act of being (that they are).4 Moreover, for Aquinas, entities are related to each other analogously according to their modes of being, since being is a quality that all existent things share. Thus, being in general is knowable systematically according to a language of existential analogy.5 Kant, in contrast, begins with the assumption that metaphysics is invalid as knowledge... ... 25 Immanuel Kant, Grounding for the Metaphysics of Morals, Translated James W. Ellington, 3rd ed. (Indianapolis/Cambridge: Hackett Publishing, 1993), 9. 26 Immanuel Kant, Prolegomena to Any Future Metaphysics, 842. 27 Immanuel Kant, Introduction to the Metaphysicsof Morals, IV, 24, quoted in Heinrich A. Rommen, The Natural Law: A Study in Legal and Social History and Philosophy (Indianapolis: Liberty Fund, 1998), 89. 28 Immanuel Kant, The Philosophy of Law. An Exposition of the Fundamental Principles of Jurisprudence as the Science of Right, quoted in Rommen, 88. 29 Heinrich A. Rommen, The Natural Law: A Study in Legal and Social History and Philosophy (Indianapolis: Liberty Fund, 1998), 119-121. 30 W. Norris Clarke, S.J., The One and the Many: A Contemporary Thomistic Metaphysics (Notre Dame, Indiana: University of Notre Dame Press, 2001), 12.

Wednesday, October 23, 2019

Information System of Air Asia

2. Information System of Air Asia Information systems are implemented within an organization for the purpose of improving the effectiveness and efficiency of that organization. Capabilities of the information system and characteristics of the organization, its work systems, its people, and its development and implementation methodologies together determine the extent to which that purpose is achieved. Air Asia has carry out three type of information system such as yield management system (YMS), customer reservation system (CRS), and enterprise resource planning (ERP) system. This system make Air Asia more effective and efficiency and possibly able to reduce the cost and eliminated inefficiency in their business. 2. 1 Field Management System (YMS) Yield management system as revenue management system it understands, anticipates, and reacts to the behavior of customer to maximize revenues for the organization. In this system, Air Asia used it to takes into account the operating costs and aids Air Asia to optimizes price and allocate capacity to maximize expected revenues. Air Asia has done two level of optimization that is Seat and Route. For Seat is considered an opportunity to maximize revenue. Seats are available at various prices in different time. A reservation done at a later date will be charged more than the one done earlier (for the same seat). Next is Route, Route is the adjustment of price through a demand when the demand is higher compared to other. The effective method however is to combine these two levels for all flights, all routes so that both the seat and the route are effectively priced for all the flights. Air Asia can more understand the behavior of customer and offering the effectives and efficiency strategy. It also can allocate capacity to maximize the expected revenue. Air Asia can make efficiency to know their customer using IT technology with lowest cost by using this system. 2. 2 Customer Reservation System (CRS) Customer Reservation System is the second system that Air Asia implemented. It is an integrated web-based reservation and inventory system. It is includes Internet, call center, airport departure control. It also a direct sales engine that effectively eliminates the travel agents and the sales commissions that need to be paid to them. By using this system, Air Asia can reduce the cost and eliminates the travel agents and the sales commission to pay them. After that, this system are very customer friendly because the entire customer if want to buy or make a reservation a ticket directly via online, and no need to come to the ticket counter. In conclusion, by using this system effectively, efficiency, customer satisfaction, fast and secure in buying a ticket already met. It means the lowest cost can possibly achieve. 2. 3 Enterprise Resource Planning System (ERP) The last system that Air Asia used in maximized IT to meet the lowest cost during their business activities is the implementation of enterprise resource system (ERP). ERP can represent a comprehensive software approach to support decisions concurrent with planning and controlling the business. ERP is the system that integrated comprehensive software to make the information technology system more effectively and efficiently. By implementing this package, Air Asia is looking to successfully maintain process integrity, reduce financial month-end closing processing times, and speed up reporting and data retrieval processes. In addition, it is a system focusing on capturing transactions in daily operations and helping Air Asia to save its operational costs as well as to increase the efficiency and integrity in its operation. REFERENCE http://itsaboutmymot. wordpress. com/2009/08/31/the-airasia-company-strategic-management-%E2%80%9C-how-airasia-can-be-a-leader-in-the-lowest-cost-carrier-in-the-airplane-industry%E2%80%9D/

Tuesday, October 22, 2019

False Papers Essays

False Papers Essays False Papers Essay False Papers Essay Intro People say that their memories are the most precious things they posses. One may say that memories are â€Å"Every mans memory is his private literature†. Aldous Huxley. We can say that this can be shown in the works of Andre Aciman in False Papers (Square Lamartine) by and Carol Ann Duffy in Nostalgia. Both authors show attitudes and feelings of nostalgia but have incorporated these feelings in different perspectives and attitudes of what nostalgia is. The question that will be discussed in this presentation are: how do both authors Andre Aciman and Carol Ann Duffy in Nostalgia and Square Lamartine use literary devices to portray their feeling of nostalgic feeling? Andre Aciman writes about his past memories from Egypt where he imagines himself reliving his childhood. He links his travels through his past through the different instances and occurrences that have taken place in his past. He links Nostalgia with the linked essays that ponder on the experiences of loss, moving from the forced departure from Alexandria as a teenager and the brief stay in Europe. : He himself quotes that his nostalgia is beautiful because â€Å"Most people are convinced I love Alexandria. In truth, I love remembering Alexandria, for it is not Alexandria that is beautiful. Remembering is beautiful† – Andre Aciman Carol Ann Duffy writes about the romantic view of the past and childhood, where one hopes for the past, by being too prized. She takes nostalgia in a different direction where it sets up a kind of barriers where the poem takes different tracks in writing about relation of the past and the origins of the feelings which draws one back to the past. Body 1 Carol Ann Duffy in Nostalgia talks about how the feelings of romantic view of the past childhood and where ones hope for the past are expressed. In nostalgia she mentions the â€Å"early mercenaries† where the poem first imagines the first feelings of nostalgia: the origins of the feelings preceding the word. Even if emotions have origins, that are even if they don’t always exist, they only seem to some extent more arbitrary, more questionable then they have been so. The idea opens up the possibility of consideration, judgment, of the particular emotion. The usage of â€Å"Early† establishes the origin of the emotion. The â€Å"mercenaries† is a little more complex in the sense that why would someone or anyone leave their home? In this case they are leaving home for money. The word suggest a kind of moral judgment where mercenaries fight for no other reason that money; values, etc, are not an issue for them. Nostalgia is first described as a sickness. This seems both a kind of punishment for the ‘mercenaries’ leaving home – but also a kind of reduction of the general ‘romantic’ aura of nostalgia, its description as a sensitive delicate feeling. The usage of the word ‘wrong’ repeated over and over gives the sense of why there were not used to and what the mercenaries didn’t expect, what was not suited to them, or morally or esthetically wrong, bad in itself. The word ‘wrong’ blurs across al the different shades of meaning, although on it all depends on what your perceive to be the ‘moral’ of the poem. Every detail that they mercenaries felt is wrong; this is emphasized with the repetition of the word and the list of different qualities. Adding to this the emphasized wrongness is the one return: money. It sounds every cold and inadequate place against the list of all that is wrong. The general idea of the first verse sounds critical – especially when it seems to be summed up by the final word of the long second sentence: ‘wrong’ summarizing judgment given emphasis by placing the word; a run on line, completed by this single word alone. It sounds at least temporarily conclusive a moral judgment. In Square Lamartine by Andre Aciman, he uses repetition in making his point. He emphasizes his past feelings with how beautiful it is remembering the time he looked out of the window to remember the same sky, same city and the same feeling that overcomes the memory. My passage to France is no Longer easy I can go to France, But I can no longer be in France. To be in France is to think all of the times I came so close and failed, of near-misses and close calls†. He makes it clear that he’s trying to remember the beauty of the memory of France at that time, yet his attempt to remember that beauty had some â€Å"near-misses and close callsà ¢â‚¬  but to himself he still thinks of it as his failure. The repetition of France emphasizes his point on trying to remember the beautiful city and his memory of the place. To question something is Andre Aciman’s literary technique to bring out the beauty in the memory that he is trying to remember. He also uses the usage of rhetorical questions to question the beauty of the remembering this nostalgia that sends our emotions spiraling. His question â€Å"Why wasn’t I Born here. Why can’t I live here when will it happen, why am I here when it seem too late? Andre Aciman uses the question to ask the reader to sympathize with him. He is questioning how the realistic this feeling is but he still can seem to visualize the beauty of remembering the feeling. He also links the why wasn’t I born here with the live, and his presence of being there. It creates a two sided argument on what its really like to see yourself being there and actually being there. Body 2 In the 2nd stanza Duffy mentions, â€Å"they had an ache here†, â€Å"it was given a name†, â€Å"a sweet pain in the heart†. The ‘ache here’ now seems to be leaving a consultation between the speaker and the doctor, and the ‘here’ point to is the speakers own heart; which comes back to the feelings suffered by the mercenaries is now also suffered by the speaker. The distanced judgment is partially compromises as the speaker too has this ‘illness’. There is a severity factors due to the speakers involvement compromising the distanced judgment, which adds more severity feeling when it suddenly changes from merely ‘making them ill’ to ‘it was killing them’. The making of nostalgia an illness has not only stripped away that romantic aura that nostalgia is meant to feel like but also had increase its strength in the poem distancing and minimizing nostalgia making it more pressing. The language and imagery of the second verse its noticeably more romantic than the first stanza. The feelings that are imagined in the second verse are that of those who stayed put, which were fearful i. e. those who merely imagine the feeling because they do not feel it really. The controversial language/phrasing/imagery of romantic verse is show in â€Å"†¦The sad pipes’ and ‘the dwindling light of the plain’. This poetic phrasing is not only the poet’s own but also the imagination of these stay at homes, fearing nostalgia. The division between those who really felt nostalgia as an illness and those who elaborated upon their fears of what I might be is just a far too simple division. By unnoticeably introducing the word ‘dwindling’ is a different perspective on nostalgia, the first verse emphasized geographic distance and now in ‘dwindling; and in the last two lines of this verse introduces the perspective of time. The last two lines give a sort of snapshot of the memory from ones childhood. The shift is unnoticeable but it will determine how the poem ends. Andre Aciman in his writing uses word choice that laborates the thinking of how beauty is captured though different view. â€Å"†¦ Put off grasping in the hope that, when we’re not looking, when we’ve stopped hoping and thinking and dreaming driven out of its hiding place it might finally decide to tap us on the shoulder and beckon to us with a promise of bliss†. This enhances the speaker’s point of view, the usage of words that show hope of being somewhere and achieving that goal is hidden and with the use of ‘looking’, ‘hoping’, ‘thinking’ and ‘dreaming’ where he creates false sense nostalgia. Since in square Lamartine he is remembering his past time that he spent his childhood in France. Aciman uses figurative language in which he mentions the â€Å"romance of Paris† which he implies as remembering is beautiful. Since romance is a feeling of excitement and mystery associated with love he connects this to his love for Paris and his love in remembering something of the past that is so beautiful, nostalgia. Body 3 In the third stanza Carol Ann Duffy when she says, â€Å"the word was out† this shifts the focus on the personal attachment that people had with nostalgia is now just publically out to be judged and criticized. The usage of the word out emphasizes the word has escaped and so cannot now be contained or restricted in how it will be used or interpreted: and, secondly, the rumor of the existence of this feeling is now general, public property, and so what it might mean, how it might be used, can now no longer be controlled. Duffy uses the priest and the teacher as symbols for questioning the feelings of heartfelt nostalgia. The shift between the first verse where this is that feeling which as become purely mental, imagined, but also mournful, and, as such, impossible to eradicate because it concerns itself not with individual fate and actions but with fixed condition of Nature and Life and not depending on the person individual actions. The priest is â€Å"crying at the workings of memory through the color of leaves† because the memory cannot call back the past. And why at the color of the leaves, because leaves turn red and fall in autumn meaning they die. This creates a time framer where time moves on and cannot be stopped. The teacher turns â€Å"too late† in here attempt to recreate her past through her reading the book. The last verse of the poem returns its focus back to the â€Å"early mercenaries† returning home- that should be the antidote for the illness of the first stanza. The seasonal shift being â€Å"spring† which is a symbol of revival and the repetition of the word â€Å"same† mimics but reverses the repetition of the word â€Å"wrong: in the first stanza. Andre Aciman use metaphors to convey his love and passion for the remembering the time he had spent in France in his childhood. The remembering itself is expressed as beautiful as he uses the comparison of the two different aspects of music and harmony. He does so in the expression â€Å"If Egypt was the bass melody, Paris was the full orchestral score, an Saint Augustine thinking back to the time when we had not yet sooner†¦Ã¢â‚¬  The usage of music helps express the feelings of how the beauty of even the simplest of music elements can make memories so much brighter. The usage of â€Å"bass melody† and â€Å"Paris was the full orchestral score† makes the memory of Paris seem so much full of life. Aciman compares the bass melody which in music is just plays in the background of the music, and makes Paris seem all the more beautiful with enhancing that melodious tune to become that whole orchestral score ignoring the harmony of music. Aciman makes usage of musical methodology to express the â€Å"full orchestral score† which brings outs the beauty in music. This is what makes his remembering the past so beautiful. Aciman also refers back to the past through usage of imagery. Aciman compares the past of Alexandria in compares to the beauty of life and the hardships that he has lived through, viewing up the beauty of man and memories that have been made. He mentions â€Å"Alexandria and dreaming of a Seine scarcely seven minutes away was also cast upon this landscape, a past life, a pluperfect life, a conditional life, a life made, like Paris, for the mind Or the paper†. The indication of a â€Å"seine† which translated in English means a major French river, which is implied as a metaphor. This in turn creates a passage way through his memories which he can flow along and move across time and space, this is indicated with the ‘seine scarcely seven minutes away which was also cast upon this landscape†. The river is his path which he takes back in seven minutes to his â€Å"past life† in which he describes as more than perfect which he images to be more like he had in Paris. Conclusion Overall these two different style writers have combined different aspects of reaching one goal. The different varied styles to achieve their view on nostalgia, may it be from personal experiences of fictional ones. Their different styles contribute to their writing differently. Duffy’s different styles takes nostalgia in a different direction where it sets up a kind of barriers where the poem takes different tracks in writing about relation of the past and the origins of the feelings which draws one back to the past. On the other hand Aciman making the most of nostalgia by expressing his feelings by linking his travels through his past through the different instances and occurrences and linking Nostalgia that ponder on the experiences of loss, moving from the forced departure from Alexandria as a teenager and the brief stay in Europe. Overall the two express their emotions and thought differently Duff on one hand goes to seek the true feelings and origins where as Aciman just want to remember the beauty and emotion filled experience that you get from remembering.