Analysis of Atlas Shrugged

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Critique of Atlas Shrugged

The novel, Atlas Shrugged, by Ayn Rand, is a book about the importance of the mind to man's existence. It is the story of what may happen if man ceases to employ reason in his life. Set in the United States, in an unknown future, the heroine is Dagny Taggart, vice-president of Taggart Transcontinental railroad. Power-hungry bureaucrats implement socialist legislation, causing the country to fall into a depression. Throughout the story, Dagny fights to keep the "looters" from destroying her railroad. She struggles to find "the destroyer," the one who is convincing the "men of mind" to disappear. In the end, after he and the other strikers have won, she realizes that the destroyer is truly the embodiment of what she thinks an ideal person should be. Dagny demonstrates the motif that gender does not limit human greatness. She is an example of a domineering woman shown in a positive leadership role.

Dagny leads Taggart Transcontinental from behind the scenes. She is vice-president, and her brother, James Taggart, is president. Dagny exhibits many traits characteristic of a good leader, and without Dagny's leadership, the railroad would collapse. Unlike Dagny, James Taggart has no leadership skills. James wants to buy rail from Orren Boyle because he is James' friend; whereas (1) Dagny wants to buy rail from Hank Rearden because he is reliable. She does not want to sacrifice herself and her business merely for the sake of her brother's friend. James won't listen to Dagny, however, and orders the rail from Orren Boyle's company, Associated Steel. Orren Boyle fails to deliver the rail on time, so Dagny ignores her brother's instructions, and () orders rail made of a new, better metal, called Rearden Metal, from Hank Rearden.

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When deciding what sections of railroad to repair, and where to lay new rail, Dagny decides to repair and expand the Rio Norte Line in Colorado, in order to transport the products of a local industrial boom. James wants her to lay new rail on the San Sebastian Line in Mexico, not based on reason, but because he thinks that the people of Mexico need it. () She rejects his ideas, and does what is best for Taggart Transcontinental.

James meets with three other men in a bar, discussing the future of business in the country. Here, James learns that Dagny has moved north of the Mexican border every piece of equipment that she can find, leaving only one decrepit, old train that is useless for moving any freight. (4) She does this to save Taggart Transcontinental from losing money if the People's State of Mexico nationalizes the rail. James is furious about this and tells her, "Just wait until the board meeting next month... you're going to have to answer for this." Dagny responds by saying, (5) "I'll answer for it." This illustrates the degree to which Dagny is more confident than James as a leader. James is a man, yet he has no confidence in his ability to lead other men. Conversely, Dagny is a woman, yet she has great confidence in her ability to lead other men.

The National Alliance of Railroads passes the Anti-dog-eat-dog Rule, forcing the Phoenix-Durango railroad to shut down. The closing of the Phoenix-Durango eliminates the only competition to Taggart Transcontinental in Colorado. The loss of the Phoenix-Durango railroad upsets Ellis Wyatt,owner of Wyatt Oil, and he arranges a meeting with Dagny. He tells her that he will not accept poor service merely because Taggart Transcontinental has no competition, and Dagny tells him, (6) "You will get the transportation you need, Mr. Wyatt." Dagny is confident that she can lead her company more effectively than her brother, and meet Wyatt's demands.

Having promised Ellis Wyatt transportation, Dagny needs to receive the Rearden Metal rail, originally scheduled for delivery in twelve months, in nine months. She meets with Hank Rearden to discuss this. During their meeting, they discuss the Anti-dog-eat-dog Rule. Rearden says to Dagny, (7) "When I heard about that Anti-dog-eat-dog business, it made me sick. But don't worry... You and I will always be there to save the country from the consequences of their actions." This conversation introduces us to the male equivalent of Dagny Taggart, Hank Rearden. It illustrates that although Dagny is a woman, she can still be as great a man as Hank Rearden.

(8) Dagny goes to the Rio Norte Line to lead construction herself, because the foreman is incompetent. When the foreman fails, and then appeals to Dagny that he did his best, she tells him, () "I've hired you to do a job, not to do your best." This supports the motif that gender does not limit human greatness, showing that Dagny is more capable than the foreman, despite his being a man.

James Taggart does not trust his own judgment; rather, he makes decisions based solely on public opinion and political pressure. He refuses to use rail made of Rearden Metal Because of public opinion that the metal is unsafe. (10) Dagny responds by saying that she will leave Taggart Transcontinental, form her own company, and build a new railroad line, called the John Galt Line, by herself; then she will sell it to Taggart Transcontinental. By doing this, Dagny takes full responsibility for her own judgement, and James does not have to take any risks. Despite all of the public opposition, Dagny completes construction of the John Galt Line. (11) She asks for volunteers to run the first train, and, as a testament to her ability, every engineer volunteers.

When James Taggart is describing his sister's effectiveness concerning the building of the John Galt Line, he tells the Board of Directors, (1) "Oh yes, you may feel full confidence. My dear sister does not happen to be a human being, but just an internal combustion engine, so one must not wonder at her success." When a delegate from the Union of Locomotive Engineers tells Dagny that they won't allow her to run a train on rail made of Rearden Metal, she tells him to (1) "Get out of here." Dagny will not allow another person to dictate either her thoughts or her actions under the mask of her consent.

Due to the number of volunteers, Dagny will draw a slip of paper with an engineer's name on it from a pile of paper containing every volunteer's name, to determine who will drive the train. When she draws the name, she tells Eddie Willers to (14) "Tell him that I'm going to ride with him in the cab of the engine on that run." An old engineer responds, (15) "I thought you would, Miss Taggart." Dagny's employees feel a high level of admiration for her, and place a high degree of trust in her ability as a leader.

While giving a press conference before the first run on the John Galt Line, Dagny is unapologetic about her success, and asks a reporter if he would please quote her as saying, (16) "Miss Taggart says -- quote -- I expect to make a pile of money on the John Galt Line. I will have earned it. Close quote." During a photo shoot after the press conference, a reporter asks one of the brakemen, "Do you think you'll get there?" To which the brakeman responds, "I think we'll get there, and so do you brother." (17) This is an example of the train crew's confidence in Dagny's judgment. When Dagny is asked, "What's going to support a seven-thousand ton train on a three thousand ton bridge?" She replies, (18) "My judgment." Dagny has absolute confidence in her judgment, so much that she is willing to stake her life on it.

Dagny begins looking for the inventor of a new kind of motor. Her search takes her to Wyoming, where she has a conversation with a short-order cook in a diner, and is shocked to learn that the cook is Dr. Hugh Akston, a retired world-renowned professor of philosophy. During their conversation, Dagny asks Dr. Akston to work as head chef on one of her dining cars, and he refuses. In an effort to persuade him to work for her, Dagny says, (1)"I'm so sick of them, I'm so hungry for any sight of anyone who's able to do whatever it is he's doing!" When Dagny returns from Wyoming, she is upset that bureaucrats have passed the Preservation of Livelihood act. (0) Dagny refuses to submit to this new law, or any of the profligate deals that the looters try to make with her, and she fights to continue leading her company. Dagny proclaims to the statue of Nat Taggart, (1) "I won't surrender it to the men of blood and rust -- and I'm the only one left to guard it." Dagny is willing to lead the entire world through the depression.

Upon realizing that she will never find the inventor of the motor, Dagny seeks a scientist who can rebuild it, but none of the applicants is acceptable, and () Dagny orders them all out of her office.

Dagny attends her brother's wedding. At the wedding, James Taggart's new wife, Cheryl Taggart, approaches Dagny and tells her, "I'll put you in your place. I'm Mrs. Taggart. I'm the woman in the family now." Dagny responds by saying, () "That's fine, I'm the man." This is another incidence of the motif that gender does not limit human greatness, by showing that a woman can have the traditionally male role of greatness.

When a railroad worker questions Eddie Willers in the terminal cafeteria about the ability of Dagny Taggart, Willers responds by saying, (4) "Oh yes, you bet she's a smart woman!" Eddie is devoted to Dagny, and admires her great productive ability. When Dagny attends a Taggart Transcontinental board meeting, (5) the other members of the board have so much confidence in her ability that they assume that she can do the impossible, and when she tells them that she cannot, a board member says, (6) "We know that you have the ability to find some way to do it." Dagny also exhibits confidence in her ability, and when Dagny speaks with a childhood friend, Francisco d'Anconia, and he tells her that she will have to endure much injustice alone if she fights the strikers, she says, (7) "I'm glad I'll have to do it myself." Dagny is confident that she can lead the entire world out of a depression completely by herself.

When Dagny resigns and retreats to her cabin in the Berkshires, James Taggart appoints a new operating vice-president at Taggart Transcontinental, Clifton Locey. He is completely unlike Dagny, although he claims that he is equally good at operating the railroad. When an emergency occurs, however, he quietly calls Eddie Willers into his office, and (8) "Asks [him] -- casually... what Miss Taggart used to do in such an emergency." When Clifton Locey fails to secure a train for a politician's speaking tour, James Taggart tells him, () "At least when my sister ran the place, I wasn't awakened in the middle of the night over every spike that broke in Iowa...!" This accentuates that fact that Dagny Taggart is a greater leader than Clifton Locey, even though he is a man, which is an example of the motif that gender does not limit human greatness.

While living in Nat Taggart's cabin, (0) Dagny is still productive, despite being far from civilization. She (1) "cooked her meals on a wood-burning stove and gathered the wood on the hillsides. She cleared the brush from under her walls, she reshingled the roof, she repainted the door and the frames of the windows. Rains, weeds and brush had swallowed the steps of what had once been a terraced path rising up the hill from the road to the cabin. she rebuilt it, clearing the terraces, relaying the stones, bracing the banks of soft earth with walls of boulders," () "It gave her pleasure to devise complex systems of levers and pulleys out of old scraps of iron and rope, then to move weights of rock that were much beyond her physical power... she understood that what she needed was the motion to a purpose." While Dagny stays in her cabin, the looters quickly cripple the railroad without her leadership. When James Taggart speaks with Hank Rearden, he says, "It's her duty to come back! It's her duty to work!... () We need her!" Dagny's leadership is indispensable to the success of Taggart Transcontinental.

(4) Dagny tries to stop a man from quitting and joining the destroyer, Dagny's plane crashes in the mountains, and she accidentally finds the valley where the destroyer lives. He blindfolds her so that she will not be able to find the valley again, and flys her out of the valley. When Dagny returns from the valley, she finds that the condition of the country has worsened considerably since she has been away. She sums up her feelings about this when she says that (5) "she kept wanting to approach strangers, to shake them, to laugh in their faces and to cry, 'snap out of it!" Dagny has returned, and the looters once again exhibit over-confidence in her ability, continuing to ask her to do the impossible. She tells them again that she can't do the impossible, but they don't understand that even her exceptional ability can't save them, and her brother tells her that she must do something, telling her (6) "It's your special talent. you're the doer." Dagny insists that her brother be realistic, and understand that some things cannot be done, to which he responds, (7) "You're the realist, you're the doer, the mover, the producer, the Net Taggart, you're the person who's able to achieve any goal she chooses! You could save us now, you could find a way to make things work -- if you wanted to!"

John Galt is the man who invented the motor, the destroyer, and the ideal man. He seizes radio and television stations to give a speech to the American people. After he is finished with his speech, Dagny asks Eddie Willers what would happen if she quit. He tells her that (8) "There would be no Taggart trains within a week. Maybe less," so important is Dagny to the success of Taggart Transcontinental.

When Mr. Thompson is asks Dagny for advice about how to save the economy, she is honest and tells him that it cannot be done. He tells her, () "I trust you, Miss Taggart. You've got more brains than all my boys, you've done more for the country than any of them." (40) "You know, Miss Taggart, I feel better whenever I talk to you. It's because I trust you. I don't trust anybody around me. But you -- you're different. You're solid."

Atlas Shrugged is a flawless novel. Dagny Taggart is a powerful heroine who exhibits the best qualities that humanity has to offer. She is a consummate example of someone possessed of a rational self-interest. James Taggart exemplifies the worst that humanity has to offer, the perfect villain. He is a nihilist who believes in collectivism and altruism. History places him with infamous villains like Adolf Hitler, Stalin, and Mao. He does not want to succeed, he only wants to see successful people punished for succeeding where he could not. He uses the doctrines of altruism and collectivism as means to enslave the productive people he hates. In the end, he inevitably realizes his own depravity and loses his mind. Rand uses the contemporary characteristic of a domineering woman in a positive leadership role to allow her heroine to defeat the looters of society. Throughout the looters' reign of terror, Dagny surpasses even John Galt in her leadership, because she is the only productive mind that did not surrender to villains like James Taggart. Atlas Shrugged is the second most influential book in the United States, after the Bible, and anyone who reads the novel can never forget the example set by Dagny Taggart, and it is difficult not to strive to achieve as she has.

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Hello

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Every one like art. JSKA JA cjsn cnkan sd cnsan mslanmclkaslckjnsacljns lnsa kcjnsak dknmcsaciksna ncksanm cjs cja cxj ck sd skd hello, u like art dont yuo? sknd sadmn dsak dsakmn samnd sdakn sdakn dsan adn mad;m adm adkm adnjl mdsajnl njdsaj sadk dsaknm sdakn lsdakljnsadsamd sadkdasdn msadsm dsadjksadsadjn sadsd. Walking across the Atlantic

I wait for the holiday crowd to clear the beach

before stepping onto the first wave.

Soon I am walking across the Atlantic

thinking about Spain,

checking for whales, waterspouts.

I feel the water holding up my shifting weight.

Tonight I will sleep on its rocking surface.

But for now I try to imagine what

this must look like to the fish below,

the bottoms of my feet appearing, disappearing.

--Billy Collins

Introduction to Poetry

I ask them to take a poem

and hold it up to the light

like a color slide

or press an ear against its hive.

I say drop a mouse into a poem

and watch him probe his way out,

or walk inside the poems room

and feel the walls for a light switch.

I want them to waterski

across the surface of a poem

waving at the authors name on the shore.

But all they want to do

is tie the poem to a chair with rope

and torture a confession out of it.

They begin beating it with a hose

to find out what it really means.

ABOUT BILLY COLLINS

Collins is the author of six books of poetry including, Picnic, Lightning (17), The Art of Drowning (15), The Apple That Astonished Paris (188), and Questions About Angels (11), which was selected by Edward Hirsch for the National Poetry Series. He also has recorded a spoken word CD, The Best Cigarette (17).

Edward Hirsch praised The Art of Drowning Billy Collins is an American original, a metaphysical poet with a funny bone and a sly questioning intelligence. He is an ironist of the void and his poems--witty, playful, and beautifully turned--bump up against the deepest human mysteries.

Collins poetry has appeared in anthologies, textbooks, and a variety of periodicals including Poetry, The American Poetry Review, The American Scholar, Harpers, The Paris Review and The New Yorker. One of his poems was selected for The Best American Poetry 1 and another was included in The Best American Poetry 1. Recently the New York Times featured him in a front page article.

He has received fellowships from the New York Foundation for the Arts, The National Endowment for the Arts and the Guggenheim Foundation. He has also won the Bess Hokin Prize, the Frederick Bock Prize, the Oscar Blumenthal Prize, and the Levinson Prize --all awarded by Poetry magazine. In 1 he was chosen by the New York Public Library to serve as Literary Lion. For several years he has conducted summer poetry workshops at University College Galway. He is poet-in-residence at Burren College of Art in Ireland and professor of English at Lehman College (CUNY).

Poems by Billy Collins - Indexed by title

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Another Reason I dont Keep a Gun in the House Here at Big Snap; also in audio. Also available here at NPR.

The Art of Drowning Here at Big Snap; also in audio.

Ave Atque Vale On the Magma site.

Child Development Here at Big Snap; also in audio. Also available here, on the Soliloquy site.

Consolation Here at Big Snap.

The Dead On the Soliloquy site.

Dear Reader On the Poetry Daily site.

The First Dream Here at Big Snap; also in audio.

Fishing on the Susquehanna in July Here at Big Snap.

Flames Here at Big Snap; also in audio.

Forgetfulness Here at Big Snap.

The Guest On the Soliloquy site; from the very rare, out of print, Video Poems.

Hangover Procedure #1 Emptying The Jacket Pockets On the Soliloquy site; from the very rare, out of print, Video Poems.

The History Teacher On the Soliloquy site.

I Ask You On the Cortland Review site; audio also available.

I Chop Some Parsley While Listening to Art Blakeys Version of Three Blind Mice Here at Big Snap.

I go back to the house for a book On the Poetry Daily site. Also available here at the Soliloquy site.

Introduction to Poetry On the Poetry Daily site. (Dont miss the excerpt on their home page.) Also available at other sites One at the Soliloquy site; Another at the Poems on Poems index.

Invention On the Atlantic Monthly site; audio also available.

Japan Here at Big Snap. Also available here on the Soliloquy site

Jazz and Nature On the Doubletake site.

Lines Lost Among Trees On the Soliloquy site.

Man Listening to Disc On the Atlantic Monthly site; audio also available.

Marginalia On the Soliloquy site.

Neither Snow On the Cortland Review site; audio also available.

Nostalgia Here at Big Snap.

On Turning Ten Here at Big Snap. Also available here on the Soliloquy site.

Nightclub Here at Big Snap.

Paris On the Poetry Daily site.

Pin-up Here at Big Snap; also in audio.

Putting Down the Cat On the Soliloquy site.

Questions about Angels On the Soliloquy site.

Sonnet On the Poetry Daily site.

Shoveling Snow With Buddha On Kapakahis Poetry Favorites site.

Reading an Anthology of Chinese Poems of the Sung Dynasty, I Pause To Admire the Length and Clarity of Their Titles On the Poetry Magazine site.

Study in Orange and White On the Poetry Magazine site.

Thesaurus On the Soliloquy site.

Three Wishes On the Poetry Daily site.

Walking across the Atlantic Here at Big Snap; also in audio.

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The Death of the Moth, shows how the moth resembles virginias life

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The moth is a little part of life but is a big part of Virginia's life. A moth might just be a little creature flying around in a window-pane to you but to Virginia, it symbolically represents her life. In the essay " The Death of The Moth", by Virginia Woolf she symbolically represents how this moth she is watching resembles herself.

The moth in the beginning is very energetic and seems pleasured by just flying around in the window. As the time goes on, as she sits and watches the hay-colored moth, it seems to get tired. "He was trying to resume his dancing, but seemed either so stiff or so awkward that he could only flutter to the bottom of the window-pane; and when he tried to fly across it he failed." As more time passed on the moth shows less of a sign of life. It seems everything disappeared from its life and it had no reason to live.

In the start of this essay the moth is very lively and when he is like this the outside or the rest of the world is lively as well. The day was described as pleasant, mild and benignant. The ploughs were scoring the fields and the rooks were soaring around the tree tops. Then when he is dying and eventually dead the rest of the world is also in a state of deadness. "Stillness and quiet had replaced the previous animation." the horses stood still and the birds had left to go feed in the brooks.

This is all symbolic for the author's life. At one time in her life she had fun, was happy and was always around people doing things being noticed. Which links to the activity going on outside in the beginning of the essay and her noticing the moth. Then as her life goes on it becomes dull and lonely. Which is what happened to the moth it goes from a state of bliss to death, and from this change in the moth's life, the life around it also starts to slow down. So as she got older her life became useless and the people around her seemed to no longer be involved in her life, bringing her to her suicidal death.

So in the end she is comparing herself to the moth in which the life around both of them was both dull and lifeless and that's why Virginia and the moth both came across their own deaths. Her life was strange before her death along with the moth, "Just as life had been strange a few minutes before, so death was now as strange."

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Cloning Human Beings

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Cloning Human Beings

The cloning of human beings has been an issue that many people believe strongly in. The cloning of animals such as cows and sheep have already been successful, and many people think that the cloning of human beings is just the next step. This, however, has not gone over well with the government of the United States. Recently, a hearing has been underway to decide whether cloning should be legal in the United States. In fact, President George W. Bush has said that he will do everything possible to ban human cloning. The issue here should not be whether human cloning should be legal, because it should. The government should instead implement rules and regulations to regulate and police cloning research and development. Cloning is not a horrible science experiment, but a monumental scientific development.

Many people look upon the idea of human cloning with fear and disdain. Many do not realize that the cloning of human beings could be beneficial to the human race. Many researchers involved in cloning experiments believe that cloning could offer a way for infertile couples and other couples a way to reproduce, when they otherwise could not. Cloning could offer the gift of life to those who might not be able to obtain it by other means. No one is saying that this would be the best way to reproduce, but it could be a valid option to those who wish. Another case in which human cloning may be acceptable could involve a child who needed an organ such as a kidney, or bone-marrow transplant. If cloning were an option, the parents could choose to clone the child in order to produce another who could donate whatever is needed. This is a possible option and does not mean that it would be an actual implication of cloning.

Human cloning also offers a possibility that until very recently seemed very far fetched. Cloning offers the possibility of allowing those who are dead, in a sense, be born again. In fact, many people believe that this may be the best way human cloning technology could be used. Families could bring back a dead family member or relative. This idea already appeals to many families who have invested money and time into this new possibility. One couple who lost their baby in a botched surgery, has already donated $00,000 to the Clonaid company in order to clone their dead baby. This is not the only case; many families are saving the cells of their dead family members in hopes that one day that may be able to see them once again.

Cheap University Papers on Cloning Human Beings

There is also an aspect which may stand as middle-ground between the two oppositions. Though people may think that human cloning is wrong, many scientists believe that human cloning research should continue because scientists might be able to develop new treatments for diseases based on cloning techniques. For instance, Dr. Harold Varmus, head of the National Institute of Health, states that cloning research might be able to help cure diseases and save lives. Researchers do not have to necessarily clone humans, but could instead use the new developments and techniques to help those already alive.

The implications of cloning technology have sparked the debate. Many question the moral and ethical aspects of cloning. Many ask if it is ethical to bring a child in to this world to replace someone else. This the same question of whether it is right to have another baby after one has died. No one is say that the childs sole purpose is to replace some one else; the child is brought into the world to be loved. There also have been defects in animal clones and some wonder if the weight of a human life is less that that of a science experiment. Life is precious and defects could occur, that is precisely the reason the government should regulate and monitor all cloning research and development. With regulations perhaps cloning experiments may not be as harmful, and safety measures and precautions can be taken before any experimentation could be done on humans. This would also ensure that the technology is advanced enough to ensure that no harm is done. Banning cloning could possibly make it more dangerous by making such work illegal governments would lose their ability to regulate it. Daniel J. Kevles, the director of the Program in Science, Ethics and Public Policy at the California Institute of Technology in Pasadena, Calif., made that point in the February 6, 17 New York Times

As the technology evolves to invite human experimentation, it would be better to watch and regulate rather than prohibit. Outlaw the exploration of human cloning and it will surely go offshore, only to turn into bootleg science that will find its way back to our borders simply because people want it.

It would be far better to have control over human cloning then to have absolutely no power to regulate what can and cannot be done.

Human cloning is a technology that cannot be avoided. There are many ways in which people may be able to benefit from this new technology. With government regulation perhaps this technology can be put to good use and we can avoid and control problems that may arise. Human cloning is now the future in science, and the future and cannot be avoided. With cooperation and regulation we can face the future safely and benefit from it.

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Starting a business

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THE STUDY OF EMOTIONAL INTELLIGENCE WITHIN THE EDUCATIONAL SECTOR.

BY TUNDE ADELEYE

Abstract

The study of Emotional Intelligence has gained prominence over the years, more so, as it centres on a person's cognitive ability to perceive, understand and manage emotion. It is also a set of skills, when used effectively, to regulate emotion in self and in others. This paper sets out clearly to focus on the study of emotion within the educational sector. This is a relatively new concept in the educational establishment, although not remotely distant to the study of why some pupils with emotional problems behave the way they do. The emotional Intelligence framework developed by two researchers will be used as a focal point to examine the four major areas associated with emotion. Secondly, this paper will argue extensively that most teachers are not attuned to the problems associated with the Emotional Intelligence of students and how to manage them appropriately.

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Finally, and of crucial importance, this paper will attempt to find out if there is a validity to the concept of Emotional Intelligence and how this can be incorporated into the National curriculum.

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Introduction

The study of Emotional Intelligence is far too important to dwarf into insignificance. In our everyday life, our emotions shape our thoughts, feelings and to a considerable degree, it will almost certainly demonstrate how we manage them. In the contemporary world we live in today, it becomes quite clear that societal problems that afflict one person or one family can affect them for many generations to come. These problems stem from addiction, anger, depression, abandonment, abuse, neglect, rejection, etc.

Undoubtedly, everyone needs love, fulfilment and acceptance in their lives. Not surprisingly, it is their inability to recognise and manage their emotions and that of others that has continued to be the focus of empirical study over the years.

Quite a number of definitions on Emotional Intelligence have been proffered by several psychologists and academicians. They all offer a succinct definition about Emotional Intelligence, and all are agreed at least in principle, that it refers to out innate ability to recognize the meanings of emotions and to reason and problem solve on the basis of them.

Perhaps a more detailed definition was the one given by Josh Freedman, an educator, who said "Emotional Intelligence is the inner capacities that let us create optimal relationships with ourselves and others. The skills include using thoughts, feelings, and actions to build self knowledge, self management and self direction"

During the course of teaching at William Edwards school, one of the major problems I have observed is the unruly and sometimes aggressive behaviour of some students, especially towards teachers. Quite rightly, I found this form of behaviour very hard to accept due to the fact that I come from an ethnic background where is it considered objectionable to disrespect elders.

Having taking a cursory look at the behavioural problems of some students, it is plausible to argue that these problems can only emanate from three main areas, notably; the home, societal influence and the mental state of an individual. In the same breadth, it will be incorrect to assume that all students who have behavioural problems have the same emotional and psychological needs.

Admittedly, like any adult, children have needs which sometimes are not satisfied. Depending on the nature of the need not met, which could either be phyisical, mental or emotional abuse, the effect of this can be rather traumatic for any child. Eventually they become frustrated and these can be acted out in various ways and typically seen as "misbehaviour".

One obvious form of "misbehaviour" often exhibited by some children has been correctly dignosed as Attention Deficit Disorder. Undeniably, students with ADD are prone to have bouts of inattention, impulsiveness and hyperactivity. It is also a known fact that students with ADD tend to learn best when teachers are able to understand and identify their special needs. Once this has been established, teachers can then structure their educational programmes to meet these needs.

The importance of emotions

Understanding the complexity of emotions is a difficult task as it varies from one individual to another. Yet it has to be borne in mind that what constitutes and inevitably leads to various emotions remains a critical component of emotional intelligence.

For instance, when a student's behaviour is called into question, the emotional state of the student may lead to resentment. If not diffused properly, resentment may lead to anger and when this continues or intensifies, may subsequently lead to rage. It is therefore imperative to have the skills to discern how emotions combine and change in the course of dealing with other people.

To a larger extent, all humans possess the basic emotional needs which perhaps is the potential source of uniting all members of the human species. These needs can be expressed in a multitude of ways ranging from respect, acceptance and love. Although it has to be stressed that one person may need more love, whislt others may crave for more freedom and independence. However, unbriddled freedom or too much indulgence on food, may have a long term adverse effect on a person which, ultimately may lead to other problems, psychological, emotional or physical.

What makes emotional intelligence difficult for many teachers to embrace is the salient aspect of trying to understand and manage the emotional problems of many students. To compound this even further, teachers too have their own emotions that in most cases is not in sync with that of the students.

In a concerted effort to use their own skills and self- knowledge to identify the emotional state of certain students, the conclusive truth is that teachers have not been trained to offer counselling to some students. Rather than go down this route, such students have been unfairly labelled and misunderstood.

The perennial question now is; should teachers be allowed to assume sole or part responsibility of managing the emotional problems of students? Or should this activity still remain that of the parents and counselling experts? The answer is far fetched, but certainly not an improbable one that will defeat a collective sense of reasoning.

Arguably, it is usually children in dysfunctional families whose emotional needs are not met. As is often the case, they may witness scenes of constant parental conflict, fighting, alcoholism, physical, mental and sexual abuse and neglect. During these formative years of their young lives, they are subjected to a myriad of negative emotional feelings which painfully leads to depression, loneliness and hopelessness.

Following on from this, when some of these psychologically abused children with bottled up emotional problems are faced with confrontation or control by teachers or their peers, the only way out for them is to release their anger and bitterness in an aggressive manner. This is however not advancing the notion that every aggressive student has an emotional problem that can be traced back to the family.

Using the four branch model of Emotional Intelligence of Mayer and Salovey (17), it is worthwhile discussing the elements of each branch and use it as a construct to understand the underpinning reasons each one.

Four branch model of Emotional Intelligence

·Perception appraisal and expression of emotion

·Emotional facilitation of thinking

·Understanding and analysing eemotions; employing emotional knowldege

·Reflective regulation of emotions to promote emotional and intellectual growth

Perception appraisal and expression of emotion

This is the ability to identify emotion in one's physical states, feelinigs, and thoughts. It is also the ability to identify emotions in other people through language, sound, appearance and behaviour. Clearly, there is a distinction between the two. The former is dealing with the emotive feeling of self, whilst the latter is about the emotive feelings of others.

This contruct is extremenly important for teachers to be able to recognise and integrate their own emotional feeling with that of others, i.e colleagues and students. For example, our emotions help us to communicate with others. Similarly, our facial expressions can convey a wide range of emotions.

A likely scenario could be, if a student looks sad or hurt in the classroom, are they signalling to teachers that they need help? If this were to be the case, are teachers effective at identifying the signs and showing empathy by listening to and reassuring the student that they important and cared about? This will depend on the perceptive ability of the teacher to first identify the emotion of the student and to express their own emotion in a positive manner.

Emotional facilitation of thinking

Most of the time, our ability to think proactively enables us to use our feelings constructively to make better decisions. This is true because our emotions serve as an invaluable source of information.

Although sometimes, when a person's emotional connections are severed from the brain, he or she will be deprived of the ability to make simple decisions. The reason why this remains a perturbing issue is because such person will not be in a vantage position to know how he or she will feel about the choices the make. Nevertheless, the ability to let one's feelings guide them to what is important to think about can not be discounted.

Understanding and analysing emotions; employing emotional knowldege

This is the ability to understand the meanings of emotions and how they change. Equally important is the ability to interpret the meanings that emotions convey regarding relationships, such as that sadness often accompanies a loss.

In addition, this construct also gives us the ability to understand complex feelings; simultaneous feelings of love and hate or blends such as awe as a combination of fear and surprise.

For instance, a student who has just experienced the sad feeling of losing a loved one, he or she is likely to go through a mixed feeling of craving love from others, and at the same time, expressing a feeling of hate and anger as a result of their loss. In this kind of scenario, a teacher has to be able to recognise likely transitions among emotions, such as the transition from needing love to extreme anger and hate.

Reflective regulation of emotions to promote emotional and intellectual growth

This is the ability to take responsibility for ones's own feelings and happiness. It is also the time to reflectively monitor emotions in relation to oneself and others, such as recognising how clear or rational their actions are. Further to this, it is the ability to manage emotion in oneself and others by moderating negative emotions and enhancing pleasant ones; without repressing or exaggerating information they may convey.

It is especially with this contruct that I strongly feel that teachers have not received any training in a bid to manage the emotional problems of students. Rather than manage the emotional problems of students, what seems to be unmistakably true is the fact that they are good at recognising the problems than resolving them in the long term.

The validity of Emotional Intelligence

The concept attached to Emotional Intelligence can be used interchangeably with Intelligence Quotient. However, there is a sharp distinction between the two. Where IQ is a fixed capacity for processing cognitive information, EI is a set of learnable skills for making decisions, living in integrity, and connecting with others.

According to Mayer, he posited that each baby is born with a certain potential for emotional sensitivity, emotional memory, emotional processing and emotional learning ability. Based on the premise of these four inborn components, he further remarked that they formed the core of one's emotional intelligence. On the strength of this, the innate intelligence can either be developed or damaged with life's experiences, particularly by the emotional lessons taught by the parents, teachers and family during childhood and adolescence.

The validity of EI can be extended to mean it is quite possible for a person to start out with high EI, but then be emotionallly damaged in early childhood, resulting in a low EI later on in life. In contrast, it is also possible for a child to have a relatively low EI, but ultimately receive healthy emotional nurturing and love.

Can Emotional Intelligence be inconrporated into the National curriculum?

In the past when innovative changes were introduced by the Governemnt into education, they have either met with stiff resistance from parents or from the teachers. The problems of implementing such changes were probably seen as impractical and

one not likely to promote the mental development of the students.

Giving this view, the argument that the standard of discipline has fallen since corporal punishment was outlawed, can be ignored. Today, teachers spend so much time trying to control students in the classroom that there is little or not time left for teaching. The matter becomes increasingly worse taking into account that teachers can not expel a child from school, since such a student be become a liability to society.

A feasible and pragmatic system being practiced by William Edwards School is to place students who have emotional problems on Anger Management sessions. It does prove the point that EI is teachable given the necessary resources and the skills of the counsellor. However, an extention of this point is that teachers should be trained on how to integrate the learning process with Emotional Intelligence if EI is critical, then must be teachable.

As it were, many teachers at William Edwards School are ill-equipped to get to know a student at the level of identifying his or her unique emotional needs. They are also ill-equipped to meet those needs. As I argued earlier, this is partly due to the lack of training and partly due to the lack of priority by the educational system itself.

Further still, it has to be recognised that teachers themselves are so preocupied with their own emotional needs that it is seemingly impossible for them to acquiant themselves with the emotional needs of their students. Even when the teachers are aware of the emotional needs of each student, the school is not designed to support teacher in helping the student in this area.

Conclusion

This paper has discussed the concept of Emotional Intelligence in the educational sector and its validity. It has also given a comprehensive analysis of the four branches of EI giving examples in the process. In particular, it has highlighted the problems associated with the emotional problems of students and concluded that such problems were either as a result of parental neglect, abuse or loss.

In the main, such students with emotional problems act out their frustrations, anger and general behavioural problems in school, since students no longer have a respect for teachers and authority.

Lastly, this paper has argued that teachers are not properly trained to cope with the emotional demands and problems of all students. The problem of introducing emotional intelligence into the national curriculum was also commented upon. This may meet with resistance from teachers themselves as they be see the management of emotional problems of the students, the sole responsibility of their parents.

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Marxism and the Media key concepts and cultural trends (Pluto Press 00).

1)Stems from the work of Karl Marx (1818-188). Not a sociologist, but a political philosopher. Karl Marx worked closely with Friedrich Engels

)For a large part of the 0 Century, Marxism was said to be the organising principle of societies that contained 1/ of the earth's population.

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)Huge impact in sociology

4)Splits into two braches Humanist Marxism and Scientific Marxism

5)Recent influence in terms of the Frankfurt School and also the work of Pierre Bourdieu.

1)Classical Marxism explores the historical development of Western Capitalism through a number of stages. A) Primitive Communism B) Ancient Society C) Feudalism D) Capitalism E) Communism. In each stage conflict between opposing groups brings about social change. A difficult term for this view of history is dialectic materialism.

)Ideology Marx focussed on the inequalities of capitalism. In capitalist society, the bourgeoisie own the means of production (own large amounts of capital and therefore have power), whereas the proletariat sell their labour power for a wage. This is where the conflict rests. The system dictates that the ruling class generate more profit (achieved by decreasing wages). Overtime, the worsening of conditions, exploitation and lowering of wages results in a situation where the working class become aware of their class position and unite in a state of revolutionary consciousness. Revolution is, therefore, inevitable. Marx argued, throughout his life, for an end to inequality, exploitation and alienation. Communist society, for him, provided the logical solution for the ills of capitalism.

Classical Marxism is seen as deterministic. The individual is determined by society and is a passive victim of historic and economic forces.

Marxists view capitalist society as being one of class domination; the media are seen as part of an ideological arena in which various class views are fought out, although within the context of the dominance of certain classes; ultimate control is increasingly concentrated in monopoly capital; media professionals, while enjoying the illusion of autonomy, are socialized into and internalize the norms of the dominant culture. The media, taken as a whole, relay interpretive frameworks consonant with the interest of the dominant classes, and media audiences, while sometimes negotiating and contesting these frameworks, lack ready access to alternative meaning systems that would enable them to reject the definitions offered by the media in favour of oppositional definitions.

Curran and Gurevitch (177) pp. 4-5

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Slades haircut

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Slade's Haircut

When Slade steps out of the front door he is blinded for a moment by the white, fizzing sunlight and reaches instinctively for his dads hand.

Its the first really warm day of the year, an unexpected heat that bridges the cusp between spring and summer. Father and son are on their way to the barbershop, something they have always done together.

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As Always, the routine is the same. Its about time we got that mop of yours cut, Slade's dad will say, pointing at him with two fingers, a cigarette wedged between them. Perhaps I should do it. Where are those shears Janet?

Sometimes his dad chases him round the living room, pretending to cut off his ears. When he was young Slade used to get too excited and start crying, scared that maybe he really would lose his ears, but he has long since grown out of that.

Mr. Chuckles' barbershop is in a long room above the chip shop, reached by a steep flight of stairs. There is a groove worn in each step by the men who climb and descend in a regular stream. Slade follows his father, annoyed that he cannot make each step creak like his old man can.

Slade loves the barbershop its like nowhere else he goes. It smells of cigarettes, men, and hair oil. Sometimes the smell of chips will climb the stairs along with a customer, and when the door opens the waiting men lift their noses together.

Black and white photographs of men with various out-of-fashion hairstyles hang above a picture rail at the end of the room, where two barbers chairs are bolted to the floor. They are heavy, old-fashioned chairs with foot pumps that hiss and chatter as Mr. Chuckles, the rolls of his plump neck squashing slightly, adjusts the height of the seat.

In front of the chairs are deep sinks with showerheads that have long metal hoses attached to the taps, not that anyone seems to use them. Behind the sinks are mirrors and on either side of these, shelves overflowing with a mixture of plastic combs (some plunged into a glass bowl containing a blue liquid), shaving mugs, scissors, cut throat razors, hair brushes, stacked neatly in a pyramid, and 10 bright red tubs of Brylcreem.

At the back of the room sit the customers, silent for most of the time, except when Mr. Chuckles breaks off from cutting and takes a drag of his cigarette, sending a wisp of gray-blue smoke like the tail of kite twisting into the air.

When it is Slade's turn for a cut, Mr. Chuckles places a wooden board covered with a piece of oxblood red leather across the arms of the chair, so that the barber doesnt have to stoop to cut the boys hair. Slade scrambles up onto the bench.

The rate youre shooting up, you wont need this soon, youll be sat in the chair, the barber says.

Wow, says Slade, squirming around to look at his dad, forgetting that he can see him through the mirror. Dad, Mr. Chuckles said I could be sitting in the chair soon, not just on the board!

So I hear, his father replies, not looking up from the paper. I expect Mr. Chuckles will start charging me more for your hair then.

At least double the price, said Mr. Chuckles, winking at Slade.

Finally Slade's dad looks up from his newspaper and glances into the mirror, seeing his son looking back at him. He smiles.

Wasnt so long ago when I had to lift you onto that board because you couldnt climb up there yourself, he says.

They dont stay young for long do they, kids, Mr. Chuckles declares. All the men in the shop nod in agreement. Slade nods too.

In the mirror he sees a little head sticking out of a long nylon cape that Mr. Chuckles has swirled around him and folded into his collar with a wedge of cotton wool. Occasionally he steals glances at the barber as he works. He smells a mixture of stale sweat and aftershave as the barbers moves around him, combing and snipping, combing and snipping.

Slade feels like he is in another world, noiseless except for the scuffing of the barbers shoes on the lino and the snap of his scissors. In the reflection from the window, a few small clouds moved slowly through the frame, moving to the sound of the scissors click.

Sleepily, his eyes dropping to the front of the cape where his hair falls with the same softness as snow, he imagines sitting in the chair just like the men and older boys. The special bench left leaning against the wall in the corner.

He thinks about the picture book of bible stories his aunt gave him for Christmas, the one of Samson having his hair cut by Delilah. Slade wonders if his strength will go like Samsons.

When Mr. Chuckles has finished, Slade hops down from the seat, rubbing the itchy hair from his face. Looking down he sees his own thick, blonde hair scattered among the browns, grays and blacks of the men who have sat in the chair before him. For a moment he wants to reach down and gather up the broken blonde locks, to separate them from the others, but he does not have time.

The sun is still strong when they reach the pavement outside the shop, but it is less fiery now, already beginning to drop from its zenith.

I tell you what, lad, lets get some fish and chips to take home, save your mom from cooking, says Slade's dad and turns up the street.

The youngster is excited and grabs his dads hand. The thick skinned fingers close gently around his and Slade is surprised to find, warming in his fathers palm, a lock of his own hair.

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