International marketing

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Moulinex, the French-based electrical household appliance manufacturer, started in the early 100's with Jean Mantelet and a few employees who made hand-held mashed potato grinders. With limited technology at the time, the company eventually became very innovative. They began to distribute their grinders all across France and neighboring countries. Their reputation for quality lead to the company becoming infamous for many other kitchen appliances. Many of this included kettles, food processors, and pressure cookers. For the next 60 years Moulinex continued to put comfort in their products first, using its expertise to offer homemakers a different and improved lifestyle. Always a step ahead, Moulinex successfully created innovative and attractive household appliances to meet the changing needs of the modern household (www.moulinex.com).

During the early twentieth century, Moulinex was at the head of the French homemaking industry. Yet, since the mid-180s, Moulinex has experienced a wave of redundancy plans. Under the management of its founder, Jean Mantelet, the company failed to anticipate the economic slowdown of the early 180's (Macaire, Simon). From 185 onward, its losses began to mount up. That year, the first of the redundancy plans led to 1,00 lay offs, and the unfortunate retirement of Mr. Mantelet. In 10, the Moulinex groups debt burden stood at EUR 50 million, and a restructuring of management and marketing procedures did nothing to turn this situation around. The company took on almost a dozen different general managers during the early nineties (Macaire, Simon).

In 14, they introduced another new redundancy plan, which would result in the company shedding 1,500 employees and inevitably closing two plants. In 16, Pierre Blayau took control of the company and provided cash inoculation of EUR 150 million. However, the companys losses still stood at a staggering EUR 107 million. Blayau introduced yet another new redundancy plan, in which ,400 jobs would be lost (Hege, Agelheid). Conversely, the impact of this redundancy plan was offset by the implementation of a reduced working week. Meant to save jobs, the reduced workweek encouraged working time reductions and reorganization. However, the Asian economic crisis in 17, and the 18 economic crisis in Russia, which was Moulinexs second largest market, resulted in a renewed slump in the companys profits.

Against a background of consolidation and production relocation, the Italian group Elfi, which already owned Brandt, bought out Moulinex in late September of 000 (Hege, Adelheid). The merger of Brandt and Moulinex into the Moulinex-Brandt Corporation took place in December 000, with Patrick Puy becoming the new chief executive. The merger was meant to pull the company out of the gutter. Instead, it entered back into the spotlight. The merger was greatly endorsed by most all trade unions represented at Moulinex including; the General Confederation of Labour, the French Christian Workers Confederation, the General Confederation of Labour-Force ouvrière, and the independent Workers Interest Defense Union (Macaire, Simon). The support of the unions made the change easier and more appealing to the employees who feared for their jobs. However, it was opposed by CFDT, who felt that the merger would just increase the amount of debt onto the company.

On the 5 April 001, Mr. Puy introduced a restructuring/redundancy plan to the companys board that would shed almost 4,000 jobs worldwide (Husson, Michel). This would include 1,500 jobs in France and 1,700 jobs in Poland, out of a combined workforce of only ,000. He presented the same plan to the French central works council the next day. The plan provided for the closure of three plants in France, which housed fifty percent of Moulinex's employees, and four more plants elsewhere in the world. At the time of the announcement, Mr. Puy stated, the goal of the plan is to balance the books by 00 and to move into a profit-making situation of % to 4% of turnover by 005 (Husson, Michel). The controversial plan seemed doomed from the beginning, nevertheless something had to be done about the companys debt burden, which now stood at EUR 760 million. Moulinex had to find sources of funding to finance the cost of restructuring, which was estimated at EUR 00 million. The trade unions decided to respond by using the courts. In early 001, the central works council authorized its secretary to request a court-authorized expert appraisal. It was in an attempt to obtain all the information pertaining to the economic, legal, accounting, and management operations underpinning the companys current economic and labor relations situation. The members of the central works council believed that the former management team of Moulinex had indulged in poor management procedures in an attempt to promote the Moulinex-Brandt merger. Consequently, the Nanterre High Court ordered the appointment of an expert to assess the economic situation resulting from the merger. The expert report, which severely criticized the managements rescue plan, was submitted to the central works. Some of the experts called on, considered that the measures put forward failed adequately to address the employee and economic issues. They, in turn, recommended retaining two plants and repositioning manufacturing on mid-range to high-range product lines advocating a redefined innovation policy (Husson, Michel). However, management opted instead to implement the plan in its original form, with only subtle adjustments.

In early September of 001, in light of the fact that no new financial backing had been impending, the Moulinex board of trustees announced that it intended to file for bankruptcy (www.moulinex.com). The management had counted on backing from the banks, an increase in capital by Elfi, and the divestment of assets to fund the rescue plan. However, Elfi, being the main shareholder, went back on their previous decision to increase capital. Consequently, the Nanterre Commercial Court appointed two receivers for a six-month period in an attempt to work out a solution and to find backers. The government indicated that it would provide assistance to Moulinex in order to limit the social and employment repercussions. Only two companies submitted takeover bids for parts of the Moulinex group. One being Fidei, a financial group specializing in buying out ailing companies and the other SEB, a direct Moulinex competitor. Both groups were mainly interested in Moulinexs division of making small electrical appliances, which had great potential of turning over an economic profit (Hege, Adelheid). SEB proposed to keep 4,50 of the 8,85 workforces, to retain only three plants of the company's plants, and to refuse to take over the Brandt division. Fidei, on the other hand, proposed to shed ,500 employees, 1,100 fewer than SEB, but also rejected any buy-out of Brandt. Needless to say, neither of the proposals was supported by the trade unions.

In early October of the same year, Euroland, a Quebec-based investment fund, offered to take over Moulinex-Brandt as a whole. They would provide a cash infusion of EUR . billion and avoid mass redundancies (Husson, Michel). However, it was unable to prove that it had the financial resources required to fund its proposal. Thus, on October fifth of 001 the banks enabled Brandt to resume business activity. From the beginning of the Moulinex crisis, the trade unions had organized numerous demonstrations condemning the announced redundancy plan. Local elected officials and residents had also been involved. The unions had used all the possibilities to fight the plan even lobbying the government to urge the banks to free up the required funding to bail out the company. They have met with the Ministers of Economy, Finance and Industry on several occasions. However, while it appeared in late October that Brandt was on the verge of obtaining a bailout, Moulinex still had its back to the wall. The trade unions continued to battle within each other, causing more diffusion than within the actual boundaries of the company. CFDT had twice disagreed with the other unions; first by rejecting the Moulinex-Brandt merger, which resulted in a CFDT delegate being expelled from the Moulinex board to be replaced by a CGT one, and then by voting against asking the courts to allow an alternative expert appraisal of the restructuring plan. Nevertheless, the critical situation at Moulinex prompted all the trade unions to demonstrate a government intervention to save the company. The fate of Moulinex hung on a decision by the courts. If no buyer stepped in, Moulinex would be forced to close down completely. This would lead to unemployment on a scale that had not been seen for over a decade.

Many companies such as Arcelic-Beko of Turkey, Candy of Italy, Elco of Israel and Whirlpool of the US all bid on Moulinex, which filed for bankruptcy in September as part of the collapse of Moulinex-Brandt. Court-appointed administrators decided to deal separately with Moulinex and Brandt, which came together less than a year earlier when ElFi, the Italian owner of Brandt, bought Moulinex. Moulinex had 11,000 employees, but the focus remained on the fate of its 5,00 workers in France. None of the bidders were keen to buy much more than its domestic operations.

Elco offered to invest Euros 100m over two years in Moulinex, guaranteeing jobs for 4,00 Moulinex workers in France. This was the most generous offer in terms of employment, and one that received warm welcome from French labor unions. The offers were difficult to compare, but Elcos rivals hoped commercial logic, rather than employment considerations would prevail. Arcelic-Beko, a subsidiary of Koc, offered to keep ,100 jobs in France and invest Euros 500m over two years. Candy planned to maintain ,100 jobs and invest Euros 140m over three to four years. Whirlpool wanted to save ,00 jobs and invest between Euros 150m and Euros 00m in the first year.

The Moulinex decision was in the hands of administrators, but the government took a keen interest in the process. The government wanted a strong industrial partner for Moulinex, but it wanted just as much to avoid another round of social unrest at this sensitive time, according to one insider. Moulinex generated more interest from potential buyers than expected, justifying the decision to handle Brandt and Moulinex separately.

However, the French market had been growing at an average 5 per cent a year over the past five years, and Moulinex has some prized assets. In particular were its cookers, and its top-loading washing machines. The fiasco that took place since the bankruptcy announcement proves that the appliance industry is very competitive throughout the world and consolidation is probably needed in order to allow more of these companies to prosper.

In the appliance world toady there are numerous competitors, making the market almost impossible to deal with. Basic economics teaches one that to reach the long run equilibrium an entity must battle through the ups and downs. Yet, as noted earlier Moulinex has unsuccessfully battled for years upon years. That is due to competitors such as, Whirlpool and General Electric. Since the September solvency of the Moulinex group, other appliance manufacturers saw great gains. Whirlpool, for example, saw its stock price rise from about 5 in mid-September to over 75 today. That's almost a fifty percent increase in price over the last twelve months. Sales for appliance manufacturers picked up worldwide following the Moulinex bankruptcy. Most sources credit the success of other appliance companies to the drop in consumer confidence in the Moulinex brand. However, in the last quarter, following the SEB buyout of Moulinex and Krups, the Moulinex brand name started back on the right track.

SEB, the French household appliances group, saw its turnover increase by 6 per cent during the first quarter of this year, to 41m euros. Including the sales of its subsidiaries Moulinex and Krups, turnover reached year-on-year growth of 5.5 per cent. The groups turnover increased worldwide, except in South America, where it fell 14. per cent. Sales in the US went up by 11.1 per cent for SEB alone, and by 5.8 per cent including Moulinex and Krups. In France, the figures were per cent and .8 per cent respectively. In the other countries of the European Union, sales increased by .8 per cent for SEB; consolidated sales went up by .4 per cent.

One of Moulinex's big competitors is General Electric. General Electric states that they are a diversified services, technology and manufacturing company with a commitment to achieving customer success and worldwide leadership in each of its businesses. They operate in more than 100 countries and employ a little over 1,000 people worldwide. General Electric is able to cover a wider range of customers due to their worldwide reputation for quality products. They were able to turn over 15. billion dollars profit in 001, which is extremely larger than Moulinex. Also, General Electric has been placed at the top of the Forbes 500 for several years, whereas it is difficult to even locate financial information for Moulinex.

Another one of Moulinex's American competitors is Maytag. They have been is service for over 100 years and today are a 4. billion dollar home and commercial appliance company. Maytag is among the top three companies in the North American market, offering a full line of washers, dryers, dishwashers, refrigerators and ranges. Maytag is best known for their marketing campaigns. Moulinex lacks the commercial marketing appeal that Maytag has, which has hurt their overall sales.

Moulinex is in a period of consistent failure. The disturbing aspect of Moulinex's decline in the appliance business is the fact that many of the circumstances that Moulinex now faces might have been avoided, and might still be avoided. Much of the problem lies in the fact that Moulinex is subject to French Socialist legislation that generally increases the cost of doing business, and impedes on business policy in the interest of the French citizens. Many of the layoffs that Moulinex was able to carry out, though, had been greeted with picket lines and violence. Though in a Socialist government the workers expect to be more secure, and react more violently to layoffs. In a different environment, the violence and many of the situations could have been avoided.

Previously, Moulinex had been expanding business operations overseas and at home. In 16, Moulinex had projected 40% of its sales would come from outside Europe, and it had far exceeded its projected sales of billion francs in three years (AFP-Extel). In 18, it was reported that Sales had increased by 4. percent (AFP-Extel). However, it was very clear early on that Moulinex was in financial need. Early arrangements had been made with banks to secure favorable loans. As early as July in 001, Moulinex was dispelling rumors that it was going bankrupt. Recently, it had been made known that Moulinex was losing money, but management had remained optimistic, claiming that they had designed a restructuring plan that called for the loss of 4,000 jobs and the resurgence of positive numbers beginning as soon as 00. The response of management was a denial of the inevitable, and the projected job losses were an understatement. However, the workforce's violent responses just four months later might have played a large part in the actual collapse. In October of 001, Moulinex administrators confessed the truths of their circumstances, proclaiming that the sale of assets would not cover their liabilities and that shareholders had nothing to hope for (Le Monde, French Stocks Moulinex).

Moulinex has no doubt dealt with many serious blows to its business. To begin with, Moulinex is a French company. Unfortunately, this implies that Moulinex is subject to strict Socialist legislation that requires that management make a deal with the Unions before any layoffs can be made. The government has recently passed legislation that made it more difficult for companies to layoff employees (Le Figaro, French State). In August of 001, it was thought that only ,00 French jobs would be lost, but continuing talks with Unions meant that in exchange for the loss of these jobs, Moulinex must have maintained two research facilities with 50 and 00 jobs. The cost of maintaining these and continuing research became quite expensive (Le Figaro). On October , Moulinex was forced to sell most of its assets to a rival in the appliance industry, and 8,800 former employees began looking for new jobs.

The labor force resisted any layoffs or partial takeovers that Moulinex proposed. On November 1, 001, workers from Moulinex set fire to an outbuilding and placed generic bombs at several points in the microwave factory where they used to work. They claimed that Moulinex had the decision to either pay them or the building would burn (Mallet). Just a few days later, Moulinex succumbed to the Unions in negotiations. They agreed to compensate ,500 employees with between 0,000 FFr, and 80,000 FFr based on the individual employees' time with the company (Le Monde). More recently, however, SEB has acquired some of Moulinex's operations and has projected an increase in sales at the expense of still more layoffs. Subsidiaries, however, had not been considered in the SEB takeover, and face an uncertain future. Foreign plants, though, have been completely dissolved, as the French company shifts its focus to the domestic market (Le Figaro, Worries Over). Even now, Moulinex is still facing closures and layoffs. There is still time to implement a strategy to avoid the complete closure of the remaining facets of Moulinex. The situation is comprised of three key factors Moulinex must cut costs, the government wants to avoid layoffs, and the workers react violently to layoffs.

The solution, then, is to avoid layoffs without bearing large costs to keeping employees on the payroll. BMW (Bayerische Motor Werk) has had some experience with a similar situation just a decade ago. BMW had recently expanded its markets before 1. German Unification had occurred in 18 and 17 million people entered the German market. BMW had focused much of its resources on satisfying the resurgence of demand. By 1, the German car company, as well as the industry as a whole faced an increase in costs and plummeting demand for automobiles abroad. This in part was perhaps due to the growth of the Japanese car industry and an international recession. In Germany, where one out of six jobs is directly or indirectly dependent on cars, anything that affects the automotive industry has infinite ramifications on things such as morale, GDP, etc. BMW stood alone among Germany's car manufacturers for not having to temporarily shut down plants or reduce the labor force.

The truth is, that the German automobile manufacturing industry survived by using similar means of cost reduction in spite of similar circumstances. Germany, like France, has a socialist government that has strict legislation that prohibits certain behavior of businesses, including layoffs to a large extent. German car manufacturers did not typically lay workers off, rather, they implemented reduced hours at the same pay. Considering that the German Government bears the burden of health care and other services that United States businesses usually provide, the costs of keeping an idle labor force on hand are few. Hourly workers come in reduced shifts to different factories. Many of the factories that were built as expansion operations were temporarily shutdown, reducing costs to the amount of the fixed costs. The German auto industry survived and prospered because it was innovative and found alternative solutions to a problem that many other industries had faced before it.

By reducing man-hours at Moulinex, costs are reduced, and the government and the workforce are more pleased. The government does not find need to intervene in the affairs of Moulinex, as layoffs are few or non-existent. The labor force, too, should remain relatively pleased, and may perhaps sympathize with the company for having compensated and compromised for the sake of the employees.

In the event that Moulinex is still unable to resist impending losses long enough to witness economic recovery, then layoffs are inevitable. If large layoffs are inevitable, at least the workers might recognize that Moulinex had made concessions and did all that they could to keep them on the payroll and protect their interests. Civil disobedience is generally avoided if workers can sympathize with the company and feel that it is better in the long run if the company does commit to a policy of layoffs.

The reaction of many of the German auto manufacturers to BMWs success in the industry was to institute layoff policies. Likewise, if Moulinex's implementation of a layoff-aversion policy fosters growth and success by avoiding short-term costs and liabilities, then one might expect that other small household appliance manufacturers might also have to downsize. In the event that Moulinex should fail, then the competition would definitely purchase Moulinex's closed factories and manage them much more efficiently.

Overall, I feel that Moulinex has the ability to rise above the many problems it has been forced to face. I believe that if it implements techniques such as those followed by BMW, it can once again be a successful company. The new policies and techniques will allow the company to reduce layoffs, but keep employees happy. Based on the research I discovered that Moulinex is a prime example of a centralized foreign subsidiary. The headquarters is located in Paris, France. The headquarters management makes the major decisions. After the decisions are finalized, they are sent to the different branches and executed. Due to the large size of the organization, they tend to apply structural relationships. I knew very little of Moulinex when I first began this project, now I able to compare it to many other large appliance manufacturing companies. I enjoyed researching about this company's highs and lows over the decades.

Works Cited

Hege, Adelheid. Further Restructuring at Moulinex. Institut de Rechercher Economiques et Sociales (translated). /8/00

History of The Moulinex Group. http//www.moulinex.com

Husson, Michel. Industrial Unrest at Moulinex. Institut de Rechercher Economiques et Sociales (translated). 7/1/01

Macaire, Simon. Moulinex chronicle of a death foretold. Institut de Rechercher Economiques et Sociales (translated). /11/01

Moulinex Employees Set Fire to Factory Building. http//www.agrnews.org. 11/1/01

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Details on metamorphosis, my life with the wave, and Harrison Bergeson

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Gregor's metamorphis did not only affect him, it affected his whole family in a certain way. It affected each member of the family in a certain way. When he metamorphosed into the bug, none of his family treated him the same. His sister was the only one who showed any concern about him by bringing him his food each day. She even made him choices of what to eat. To find out what he liked she brought him a whole selection of food, all set out on an old newspaper (8.Kafka, 58). She did not even have to do that. I think she just wanted him to know that she cares for him. She was hesitant about seeing him as a bug and Gregor knew this so every time she would come to feed him, he would hide on the couch, this becoming a norm to the both of them.

It came to Gregor's sister Grete has become grieved, she would not even clean his room, and she would just rush in there and open the window. The very way she became distressed him. Hardly was she in the room when she rushed to the window, without even taking time to shut the door, careful as she was usually to shield the sight of Gregor's room from the others, and as if she were almost suffocating tore the even bitterest cold and drawing deep breaths (4.Kafka, 61). It seemed like she was not doing it because she was caring for her brother, it seem like it has just become an awful chore of hers. Gregor's sister finally lost it when the lodgers seen Gregor and refused to pay the parents for room and board. At one point she says, Things can't go on like this. Perhaps you

don't realize that, but I do. I won't utter my brother's name in the presence of this creature, and so all I say is we must get rid of it. We've tried to look after it and put up with it as far as is humanly possible, and I don't think anyone could reproach us in the slightest (77.Kafka, 74). After all she did for him, looking after him, feeding him, the only one that showed any compassion for him, she was the first one to state it. They all wanted to get rid of him. Gregor was all alone.

The narrator starts to realize that he loves her when she was waiting for him at his apartment, though first he is shocked by seeing her there. Her presence changed my life. The house of dark corridors and dusty furniture was filled with air, with sun, with green and blue reflections, a numerous and happy populace of reverberations and echoes (0.Paz, 64). The way he describes her being there shows that he has compassion for her. She complained about the apartment so he decorated it like a beach, hanging up seashells, putting up models of sailboats, and even installed a fish colony.

He ceases to love her when the fish come into the story. It was not jealousy that I watched them swimming in my friend, caressing her breasts, sleeping between her legs, adorning her hair with little flashes of color (6.Patz, 65). He feels that she was cheating on him with these fish. He did not omit that he was jealous of the fish, but the way he described them. Among the other fish there were a few particularly repulsive and ferocious ones, little tigers from the aquarium with large fixed eyes and jagged blood thirsty mouths (7.Patz, 65). He hated them and the way they got all the attention from the wave. He starts to hate her when he tries to squash the fish, but they swim away and

he starts to drown and all she does is laugh at him. I felt very weak, fatigue and humiliated. And at the same time her voluptuousness made me close my eyes because her voice was sweet and she spoke to me of delicious death of the drowned. When I came to my senses, I began to fear and hate her (8.Paz, 65). That is when the narrator's feelings drastically change about the wave.

When the narrator dispatches the frozen wave into pieces it represents their breakup. It shows that they do not belong with each other anymore. In a restaurant in the outskirts I sold her to a waiter friend, who immediately began to chop her into little pieces, which he carefully deposited in the bucket where the bottles are chilled (0.Paz, 66). This shows the relationship has come to an end. He would never see her again.

When the family first saw Gregor as a bug, he tried to walk out of his room, but his father tries to drive Gregor back into his room using a rolled up newspaper. Gregor tried to turn around but he was not fast enough. His father shoved him back into there. One side of his body rose up, he was tilted at an angle in the doorway, his flank was quite bruised, horrid blotches stained the white door, soon he was stuck fast and, left to himself, could not have moved at all, his legs on one side fluttered trembling to the air, those on the other were crushed painfully to the floor, when from behind his father gave him a strong push which was literally a deliverance and he flew far into the room bleeding freely (1.Kafka, 56). His father did even care if he hurt Gregor as long as he got him into the room.

Gregor's mother wanted to see him, so his sister and she went into his room to see Gregor. They decided to since his footprints were on the floor and ceiling, that his movement would be less hindered if they removed some furniture. While they were out of the room, Gregor climbed on the wall and his mother caught a glimpse of this and fainted. Gregor's sister Grete rushed to get her medicine. She was startled by Gregor following her only trying to help. She ran back into the room and slammed the door on Gregor's face, leaving him locked out. He panics and runs all over the ceiling and floor till passing out. His father getting home from work, irritated because he has not worked in five years sees his son passed out and becomes irritated and starts throwing apples at Gregor, one penetrating his back, which leads to his death.

The two females in Harrison Bergeron are very different, completely opposite. In the story Vonnegut gives you a sense that women are as equal as men are. Coming from the period that he wrote this was never heard of. The first woman, Harrison's mother Hazel was not that bright. Gee, I could tell that one was a doozy, said Hazel. You can say that again, said George. Gee, said Hazel, I could tell you that one was a doozy (0.Vonnegut, 8). This was an example that Vonnegut put in there to show how dumbfounded she was. Her husband George was being sarcastic and she took as if I meant for her to say it again. She could not hold a long serious thought. You been crying? He said to Hazel. Yup she said. What about? he said. I forget, she said. Something real sad on television (84.Vonnegut, 8). Her son just got shot and killed

and she could not even remember what she was crying about. Vonnegut characterized her for not being very intelligent, how most women were stereotyped to be in the 160's.

Then there was Diana Moon Glampers, the Handy-Capper General. She was the law, people were afraid of her. Diana Moon Glampers loaded the gun again. She aimed it at the musicians and told them that they had ten seconds to get their handicaps back on (80.Vonnegut, 8). The people listened to her because they fear because she was the law. This was the totally opposite of Hazel. Where no one would have ever thought of a woman with that much power, she was very smart and had a high ranking class in the government. Vonnegut made these two female characters like this to take away the stereotypes from women.

Please note that this sample paper on Details on metamorphosis, my life with the wave, and Harrison Bergeson is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Details on metamorphosis, my life with the wave, and Harrison Bergeson, we are here to assist you. Your cheap custom college paper on Details on metamorphosis, my life with the wave, and Harrison Bergeson will be written from scratch, so you do not have to worry about its originality.

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Ffs

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A further major difficulty with the discernment of genuine autonomy in those who are dying concerns the close association between the sincere wish to be dead and mental illness, present in up to 5% of those who wish to commit suicide or who request euthanasia. Numerous articles in the literature of psychiatry reveal that the great majority of patients who desire death during a terminal illness are suffering from a treatable mental illness, most commonly a depressive condition. This is not a diagnosis which can easily be made by the average doctor unless he or she has had extensive experience with depression and suicide, and it is frequently missed even in those already under medical care.

It has been suggested, therefore, that patients will be protected by having a psychiatrist see every person who requests euthanasia. But it is not so simple, since only those psychiatrists with extensive experience of terminal illness and suicide will be sufficiently qualified in this area. Frank Varghese, Professor of Psychiatry in Brisbane, believes that if these patients were always seen by someone with the appropriate experience, 'it is unlikely euthanasia would ever go ahead'. Hendin and Klerman, American psychiatrists with extensive experience with suicide, comment that 'there is still too much we do not know about such patients, too much study yet to be done before we could mandate psychiatric evaluation for such patients and define conditions under which assisted suicide would be legal'.

Depressive illnesses can be associated with a number of cognitive changes, including a significant and measurable decrease in intellectual functioning, diminished concentration, indecision, mild memory loss and sometimes confusion. In fact, serious debilitating illness of any kind can cause degrees of confusion and depression. When to these factors is added the lack of any objective criteria for assessing the degree of mental competence required for different kinds of decision-making, simple assumptions about the presence of genuine self-determination evaporate.

Yet another problem is the question of external influence on those who are ill by subtle, undetectable degrees of coercion which would negate freedom of choice and invalidate autonomy. In its Working Paper Number 8 of 18, titled Euthanasia, Assisting Suicide and the Cessation of Treatment, the Canadian Law Reform Commission described this possibility as 'a constant danger', and one that could not be protected against. The 14 Report of the Select Committee on Medical Ethics of the House of Lords concluded 'It would be next to impossible to ensure that all acts of euthanasia were truly voluntary, and that any liberalisation of laws would not be abused'.

When these difficulties are taken together, the conditions necessary for the genuine exercise of autonomy may be doubtful or absent in an unknown number of requests for euthanasia, possibly the majority. It is unlikely that these problems could ever be overcome by any arrangement of words in a draft bill, since they relate to human variables, unable to be measured or even discerned.

Some of the results of an over-ready resort to claims of rights in preference to a reasoned exploration of all the issues in dispute, already mentioned, will now be examined.

First, discussing individual rights cannot settle questions of right or wrong. Rather, it is a way of avoiding the issue. It is often said that, in a pluralistic society, what is ethical or moral is a matter for private determination. Despite that, there is real community consensus on the morality of most of the actions that are the subject of criminal law, and even the most liberal libertarians are as keen as others to articulate their grievance when they feel have been wronged. If, as a society, we cannot agree that it is wrong to take innocent life, that natural rights need respect and protection, and that the frailties of mind and body imposed by serious illness render the sick peculiarly vulnerable to manipulation by others who may resent them for social reasons, on what can we certainly agree? If we cannot agree on the morality of anything, then the law can be dispensed with, except in so far as it represents self-interest or mob rule.

Second, in any discussion of rights, each person may decide which rights they will enter into the debate, and which they will omit. What may seem to be a fair and reasonable treatment of an issue is easily distorted when important matters are omitted. No better example of this can be found than the near-total neglect of the undoubtedly genuine and equal right of every innocent person to their life, while highlighting only the asserted, but unproven, novel right to die. By this omission, the interests of an articulate select group are promoted at the expense of the vulnerable who will be left to take their chance at the hands of those who, in many instances, are already known to want some of them dead. Nothing could be more hypocritical or callous. If the state will not protect the weak, who will?

Third, when the ways are examined in which human rights are commonly promoted, the powerful are seen to have access to, and influence in, the media where they are argued. At present, the diminished autonomy of vulnerable groups is regularly taken advantage of, even as the egalitarian objectives of individual human rights are articulated. It was the view of the former Australian Human Rights Commissioner, Mr Brian Burdekin, from his experience, that the vulnerable sick were already 'the most systematically abused and the most likely to be coerced'. Putting sole emphasis on individual rights has a proven record of breeding hatreds and ignoring the consequences for society, and of by-passing processes which show due regard for the interests of every group in the community.

Sociologists at Flinders University in South Australia in 14 published the results of a survey conducted among doctors and nurses, about their attitudes and practices regarding euthanasia. The survey discovered that on half the occasions doctors admitted they had carried out euthanasia, there had been no patient consent or request. It also uncovered the view of some of these professionals, the acknowledged guardians of health and life, that poor quality of life, mental disability and physical handicap should be sufficient reasons for active euthanasia, whether or not this was requested.

One of the surveyors, who had previously held no particular view on euthanasia, was moved by these findings to publicly express her disquiet that the very arguments about human rights used to promote euthanasia are in fact abused by its practice. She concluded 'There is a danger that legalisation of active euthanasia, voluntary or non-voluntary, may expand the potential for further abuses.' I consider legalisation could undermine the value placed on human life, and erode our sense of security. We need to ensure that the state continues to protect people.'

Conclusion.

Euthanasia cannot be considered without reference to human rights, but all relevant rights should be included. These will include the rights of every person to their life and to the standards of health care appropriate to their illness and, where the provision or quality of that care is demonstrably uneven, to the right to distributive justice to protect the equal rights of all the sick. No right should be included unless its existence has been validated beyond question.

It is not acceptable to want the law changed to uphold a spurious right or even a genuine right that has been shown cannot be protected. Whatever arguments may or may not be thought sufficient to support legalised euthanasia, an appeal to human rights has not been shown to be among them. The claimed rights are either unwarranted misrepresentations of rights, or are 'wants' masquerading as 'rights'.

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AN EXPLORATION OF THE METHODOLOGICAL ASPECTS OF A PROPOSED QUALITATIVE STUDY

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AN EXPLORATION OF THE METHODOLOGICAL ASPECTS OF A PROPOSED QUALITATIVE STUDY

Introduction

Ronald Chenail observed that, Research projects, especially qualitative ones, can become muddled … because when the richness of our curiosities meets the richness of qualitative data, researchers can become overwhelmed with the choices they have to make. (Chenail, 17)

The purpose of this paper is to explore the methodological aspects of a proposed Honours thesis. Through this process, I aim to create something akin to a flight plan to help me navigate my way through the next few months of data capture and analysis without getting lost … in and amongst that vast region located somewhere between the literature, the field and [myself]. (Chenail, 17)

Focus of the study

Meeting Vygotsky

I entered my teaching career not long ago in much the same way as all beginning teachers full of noble ideas of changing young lives, envisaging the meaningful discussion that would take place in my classroom and absolutely determined not to fall prey to the lure of the chalk and talk model. Within six months, my students all sat in a carefully planned seating arrangement (so that they would not talk during the lesson), they rarely asked questions or spoke out of turn, my voice was hoarse by the end of the day and I had bought shares in a chalk manufacturing company.

At this time, I concluded that it was impossible to create a classroom in which the teacher shared power with students, without also creating chaos. I decided that such lofty notions were the pipedreams of educational theorists who had spent too much time away from the day to day reality of the classroom, and resigned myself to the ranks of those who feel they have succeeded if their students are silent and furiously copying down notes from an OHT.

Not long after this, I encountered the Vygotskian theory of Instructional Dialogue through coursework in my Honours program. It piqued my interest and, tentatively, I began to incorporate some of its precepts into my classroom practice. Even at this most amateur level of implementation, the results were very encouraging. My students became more inquiring, focussed debates and discussions began to take place more frequently (without resulting in a noise level that would wake the dead) and my own enjoyment increased.

Thus, my own positive experience with instructional dialogue has led me to focus my study on the practical ways in which instructional dialogue can be implemented as a pedagogical tool in the upper secondary school.

Research Questions

I have developed a set of guiding research questions, which, in the tradition of qualitative research, will undoubtedly be modified as the study unfolds and I will build grounded theory based on the constant comparison of data.

These central research questions include (transcribe some data and use that to inform research questions)

a) What are the benefits of incorporating this theory into one's pedagogy?

b) What are some of the practical ways in which an ordinary teacher can implement this theory in his or her classroom practice?

c) How do students feel about and respond to this approach to teaching and learning?

Theoretical Approach

Vygotskian theory … is a major influence in the effort to rethink schooling in more co-operative and democratic terms and seeks a viable model of schooling that challenges both an industrial mass-production model and a romantic, individualist view of education. (Bredo and McDermott, 1 at 1)

Fathered by Roland Tharp and Ronald Gallimore, instructional dialogue is one of the descendants of Vygotskys theoretical model, lauded by many educational theorists as the key to real teaching - helping students think, reason, comprehend and understand important ideas. (Goldenberg, 1/1 at 16) The spirit of instructional dialogue can be summed up in Tharp and Gallimores own words, To most truly teach, one must converse; to truly converse is to teach. (Tharp and Gallimore, 188 at 111) In the strongest terms, Tharp and Gallimore condemn the teaching methods employed in schools as ineffective due to the sad lack of interaction between teachers and students, noting that connected discourse occurs so rarely that observation barely detects a trace. (Gallimore and Tharp, 10 at 175)

Bredo and McDermott note that, Real or true teaching, for Tharp and Gallimore, consists of assisting performance through the ZPD. Teaching can be said to occur when assistance is offered at points in the ZPD at which performance requires assistance. (Tharp and Gallimore, 188 in Bredo and McDermott, 1 at 4) In simple terms, this assistance is arguably best given through instructional dialogue. To illustrate this, Tharp and Gallimore explore how language is taught and learned in the natural environments of home, community and culture, by contrasting the way in which a caregiver teaches a young child to communicate with the teaching methods generally employed in schools. (Tharp and Gallimore, 188 at 4)

In the former, the childs attempts to communicate are accommodated by the caregiver, who engages the child in a dialogue appropriate to both the childs level of development and interests. Rarely is this done intentionally in these natural speech communities, but it is in this way that children learn language before they even set foot in a classroom. Contrast schools, where teachers generally ignore children, talk over them and dominate the proceedings. (Gallimore and Tharp, 10 at 17)

Tharp and Gallimore assert that natural methods of language acquisition - simplifying speech, repetition, expansion of the adults and childs utterances, assuming the childs perspective - have much to teach schools. (Tharp and Gallimore, 188 at 5) A childs ability to use language is stretched through interaction with more competent speakers, who assume as much responsibility as is necessary to carry on the talk. (Tharp and Gallimore, 188 at 6) In these ways, caregivers engage in a dialogue with young children, unintentionally and naturally giving them their first language instruction, by behaving as if both parties have a shared understanding of the communication taking place.

Thus, instructional conversation can be defined as topic-centered, pragmatic discussion that takes place in a natural social context between individuals who, through allowances made on the part of the more capable party, assume roles as relative equals. In essence, Tharp and Gallimore assert that instructional dialogue is vital to effective teaching because it involves returning to the natural methods already proven to be so successful with young children, as opposed to the artificial setting of school culture and its associated hierarchy.

Literature Review

Tharp and Gallimores Rousing minds to life Teaching, learning and schooling in social context, is undoubtedly the Mecca for instructional dialogue devotees. The central text on this topic, it discusses in detail the theoretical proof that instructional conversation works, drawing largely on various qualitative studies which explore the ways in which caregivers intuitively teach infants and young children to use language.

The interest sparked by this text and other papers by the same authors has resulted in the publication of various books and articles on the topic, including those by Lemke, Renshaw and McLean. One article that contains a particularly clear explanation of both the theory and the practice of instructional conversation is Claude Goldenbergs 1/1 paper, Instructional Conversations Promoting comprehension through discussion. This article is especially valuable for its outline of what the author has identified as, Elements of the instructional conversation (Goldenberg, 1/1 at 1) and its accompanying illustration of instructional conversation in action. Goldenberg illuminates both the theory and the practice of instructional dialogue, and is a useful guide for practicing teachers wishing to incorporate this approach into their pedagogy.

Ethical Considerations

The Australian Association for Research in Education has developed a number of principles to guide educational researchers on appropriate conduct. A number of these principles are relevant to this study, particularly those principles relating to the participants. (AARE, 15 at )

1. Confidentiality

Participants and informants have the right to remain anonymous. (AARE, 15 at 4) The privacy of individual students who have participated in data capture and of the participant school itself both need to be protected. To this end, neither the school nor any individual student will be identified in the study, either through express naming or by implication. In this way, confidentiality is assured, as well as minimising the risk of significant harm to participants through loss of privacy and/or damage to the participant school as an institution. (AARE, 15 at 5)

. Consent

The AARE Code of Ethics strongly advocates the notion of informed consent. As the data to be used in this study involves minors, the consent of both participating students and their parents/guardians has been obtained. All parties have been informed as to the nature and methods of research, its purposes, any risks run by the participants and any other factors which might reasonably be expected to influence their willingness to participate. (AARE, 15 at )

. Deception and Secrecy

Persons should know when they are to be participants in research, be asked for their informed consent, and be entitled to withdraw at any time. (AARE, 15 at )

This guideline has been and will continue to be adhered to throughout the course of this study. At all times prior to data collection (taping a lesson, performing an interview) students have been and will be informed about what is taking place according to the guidelines outlined in () above, Consent.

4. Institutions

No disruption of institutional processes has taken place as a result of this research to date, and none is anticipated. However, should such disruption arise, the appropriate persons will be informed at the earliest possible time of same, and every effort will be made to minimise the negative effects of any disruption.

Permission to conduct this research has been sought and granted by relevant authorities, on condition that the identity of the school will remain confidential. Confidentiality will ensure that analysis and observation can take place without restraint, while preserving the integrity and reputation of the relevant school.

Planning and Research Design

Method

The data collection for this study was carried out in two separate phases. Firstly, over the period of one week, a series of six lessons in a Year 1 Legal Studies class was audio taped with a view to its transcription and analysis.

Secondly, after a lapse of some two weeks, a random sample of five (?) students from the class were interviewed in the Teaching and Learning HOD's office during a class research lesson in the library. The students were given no prior warning so that their responses would be as natural and unplanned as possible. The class as a whole, had been told that interviews would take place at some point in the future. The release of control opens us to unexpected paths of questioning and discovery. (Tsourvakas, 17)

Of course, some kind of game plan is necessary, and to this end, I drafted a short list of questions I wanted to ask the students. These questions included

1. Had the students observed any changes in the way we organised our classroom in recent weeks?

. If so, what had they observed?

. How did they feel about these changes? Positive overall or negative?

4. How productive did they feel these changes were? Why? How do they judge whether the changes have been positive or not?

5. What has my role been as teacher? What tasks did I perform?

Other than these very broad goals in terms of discovery, I allowed the students to go where they wanted with the conversation. Sometimes the things they say when unprompted are more meaningful than the answers they give in response to a direct question because the interviewer is not creating a reality or a lens through which to view the social world of the interaction.

Data

The data collected for this study consists of

1. Six audio taped lessons of a Year 1 Legal Studies class over the period of one week.

. An informal interview/discussion between the classroom teacher and randomly selected students from the class.

Anticipated Challenges

In a study such as this, there are a number of possible difficulties a researcher could encounter.

Challenges related to the collection and analysis of data

Miller and Glassner (17) refer to Silverman (1) when they note the dilemma facing interview researchers concerning what to make of their data. (at ) For example

1. When undertaking an interview with students, what kind of environment should I seek to create in order to conduct that interview formal or informal? Which approach will best suit my purpose and provide me with the best source of information?

. As interviewer, what role should I take? Should I frame my questions loosely and allow students a certain amount of freedom to explore the issues raised, for example, through narratives? Alternatively, should I take a more active role and focus more narrowly on the questions I need answered? Deciding which approach suits my purpose is difficult and probably cannot be done until I am engaged in the interview itself and am able to assess the dynamics of the interaction.

. Miller and Glassner note that how interviewees respond to us based on who we are in their lives, as well as the social categories to which we belong, such as age, gender, class and race is a practical concern as well as an epistemological or theoretical one. (at 101) As their class teacher, will the fact that I am also interviewing them about various aspects of their/our classroom culture and practice make the data gained less valuable or more valuable - than if someone else was performing the interview?

Holstein and Gubrium refer to Charles Briggs and Aaron Cicourel when they note that like all other speech events, interviews fundamentally, not incidentally, shape the form and content of what is said, and furthermore, that interviews virtually impose particular ways of understanding reality upon subjects' responses. (17 at 114) Thus, interviewees are not in possession of information which can be harvested by the interviewer. Rather, they are constructors of knowledge in collaboration with interviewers. (Holstein and Gubrium, 17 at 114)

In short, one central concern I have revolves around my own position of power over students as their teacher, and what impact if any this may have on the data produced in terms of authenticity and reliability.

To over come this, Holstein and Gubrium suggest that attempting to strip the interview of the countless and unpredictable variables and their possible impact is futile. Thus, rather than trying to pursue this course, the interviewer should seek to acknowledge and capitalise on interviewers' and respondents' constitutive contributions to the production of interview data. This means consciously and conscientiously attending to the interview process and its product in ways that are more sensitive to the social construction of knowledge. (at 114)

1. My role as researcher-subject-interviewer-analyst etc. etc.

. Selecting a theoretical position for analysis, a lens through which to view the world

. Assessing the success or failure of my efforts to incorporate instructional dialogue into my pedagogy too narrow a field of study? How worthwhile is this data in terms of qualitative value? Is it too narrow.

Forms of Analysis

Transcriptions of class activity

Drawing on traditional approaches to discourse analysis, those elements of teacher talk that qualify as instructional conversation will be identified and analysed, then critiqued through a Vygotskian lens.

Why transcribe? Nature of the study is that I am a participant-subject-researcher. I am taping my own lessons, thus it would be difficult to make ongoing observations during the course of the lesson. There were, of course, rough field notes taken eg while students were working in groups and I had the freedom to watch as they undertook a task. Transcription provides a permanent record of conversation and interaction to which I can return. Log tapes at important points in case I need to hear the interaction to gain some particular insight.

Could have videotaped, but this was too difficult in terms of obtaining the resources, and I felt, more intrusive. More likely to adversely affect the classroom setting. It's easier to forget about a small tape recorder than a video and a person operating it. Too disruptive. Could have been good as in Lenny study to complement transcript with physical movement and poses, but this added a real degree of difficulty in my mind. Had to capture spoken data primarily, thus audio tape seemed the most accessible and viable option.

Interview data

Silverman refers to Baker when he notes that there are two central issues to be addressed concerning interview data

1. What is the relation between interviewee's accounts and the world they describe? Are such accounts potentially 'true' or 'false' or is neither concept always appropriate to them?

. How is the relation between the interviewer and interviewee to be understood? Is it governed by standardised techniques of 'good interviewing practice'? Or is it, inevitably, based on taken-for-granted knowledge of interpersonal relations?

Silverman goes on to note that there are two different ways in which social researchers address these issues Positivism and Interactionism.

In terms of interview data, its collection and analysis, this study will take an interactionist perspective. In Silverman's words, the primary issue is to generate data which gives an authentic insight into people's experiences; the main ways to achieve this are unstructured, open-ended interviews. (Silverman, 17 at 1)

I want the interviews I conduct to be a freely flowing conversation in which my role as interviewer is not simply that of asking questions and having the students respond. My goal is to have the students themselves bouncing off one another, one adding to what the other has said, fleshing out each other's responses. To a point, I would like the students to lead the direction of the interview so that I can see which aspects of the study spring most readily into their minds and perhaps open my eyes to things that I would otherwise have missed. This seems particularly appropriate given the subject matter of the study instructional conversation. Here, students are permitted to direct the ebb and flow of classroom talk and the teacher's role is that of gentle guide, deftly leading the student from one point to the next as needed to promote learning and understanding. Naturally, there are some specific issues I need to address with the interviewees, and I will direct the conversation in relevant directions as such opportunities present themselves. Goal is not non directive but rather conversational in tone.

Note that interview data will also be transcribed. See above for reasons.

Choice of group interview vs individuals. Why? Positives/Negatives?

Anticipated Challenges

1. Must ensure that some guidance is given, otherwise students may feel lost, unsure what it is I am wanting from them. Aim to provide a broad guideline for talk, a framework within which to interact

. Are the students really giving valuable insights or are they merely presenting me with what they think I want to hear? Given that they knew my study was based on a particular teaching style as implemented by me in their class, perhaps there was pressure on them to participate in my framework, to say they experienced something which perhaps they did not.

. Not addressing all the issues I need to by allowing a more free flowing form of interview. Perhaps there is important data that I have not captured by failing to be more pedantic about what questions I asked.

4. Teacher v student = power relationship, different interactional role and rights.

5. My own total inexperience in this field am I asking the right questions and am I asking them in the right way?????

6. Has there been sufficient observation prior to the interview???? (at ) Glassner study

7. Do I constitute what is a good and bad response??? (101 10 Baker model)

Solutions

1. Cicourel errors are not really obstacles to social research, but rather exhibit basic properties of social interaction. We must learn to 'conceive of the error as evidence not only of poor reliability but also of 'normal' interpersonal relations (at 7)

. Reflexivity????

. I have developed a positive relationship with these students. They seem to feel comfortable expressing their views, and to my knowledge and given my observations and experiences with this class, there is a sense of trust that exists. They seem to understand that we are all entitled to our say and have learned to respect their own and other's opinions. P 100, Glassner, rapport, etc.

4. Work these things into analysis. Be critical, reflective, aware, take off blinkers and be as objective as possible, canvassing options and alternative perspectives. Be aware that there is very little chance of any interview being completely neutral, unbiased and representative. (at 106) Do not treat the data as truth diplays of perspectives (at 107)

Bibliography

Chenail, R.J. (17) Keeping Things Plumb in Qualitative Research The Qualitative Report, Volume , Number , September. www.nova.edu Accessed 7 November 1.

Goldenberg, C. (1/)

Hammersley, M. and Atkinson, P. (15) Ethnography Principles in Practice. Tavistock Publications Ltd, London.

Heath, Anthony W. (17) The Proposal in Qualitative Research. The Qualitative Report, Volume , Number 1, March. www.nova.edu Accessed 7 November 1.

Holstein, J. and Gubrium, J. (17) Active Interviewing. In Silverman, D. (Ed.) (18) Qualitative Research Theory Method and Practice; Sage Publications, London.

Miller, J. and Glassner, B. (17) The 'Inside' and the 'Outside' Finding Realities in Interviews. In Silverman, D. (Ed.) (18) Qualitative Research Theory Method and Practice; Sage Publications, London.

Silverman, D. (1) Interpreting Qualitative Data Methods for Analysing Talk, Text and Interaction. Sage Publications, London.

Please note that this sample paper on AN EXPLORATION OF THE METHODOLOGICAL ASPECTS OF A PROPOSED QUALITATIVE STUDY is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on AN EXPLORATION OF THE METHODOLOGICAL ASPECTS OF A PROPOSED QUALITATIVE STUDY, we are here to assist you. Your cheap college papers on AN EXPLORATION OF THE METHODOLOGICAL ASPECTS OF A PROPOSED QUALITATIVE STUDY will be written from scratch, so you do not have to worry about its originality.

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Microsoft(R) ActiveX(R) Data Objects version 2.0

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CONTENTS

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1. PRODUCT DESCRIPTION

. NEW FEATURES

.1 Asynchronous Connection, Execution, Fetching, and Events

. Data Shaping

. Persistence

.4 Fabricated Recordset Objects

.5 Sort, Filter, and Find

.6 ADO Extensions for VC++

.7 ADO Support for Visual Analyzer (Microsoft Visual Studio(TM), Enterprise Edition Only)

.8 Conflict Resolution for Client Cursors

. Customizable DataFactory Behavior

. TECHNICAL NOTES

.1 Security Enhancements

. Restrictive Behavior

. Customizing Security Settings

4. KNOWN BUGS, LIMITATIONS, WORKAROUNDS, AND LATE-BREAKING DOCUMENTATION NOTES

----------------------

1. PRODUCT DESCRIPTION

----------------------

ActiveX Data Objects (ADO) is an Automation-based interface for accessing data. ADO uses the OLE DB interface to access a broad range of data sources, including but not limited to data provided via ODBC.

Users of RDO and DAO should quickly become comfortable with programming to ADO because the overall design of ADO comes from our experience in developing those interfaces.

Microsoft Remote Data Service (RDS) is a component of ADO that provides fast and efficient data connectivity and the data publishing framework for applications hosted in Microsoft Internet Explorer. It is based on a client/server, distributed technology that works over HTTP, HTTPS (HTTP over Secure Sockets layer), and DCOM application protocols. Using data-aware ActiveX controls, RDS provides data access programming in the style of Microsoft Visual Basic(R) to Web developers who need to build distributed, data-intensive applications for use over corporate intranets and the Internet.

---------------

. NEW FEATURES

---------------

ADO .0 adds several new features for developers.

.1 Asynchronous Connection, Execution, Fetching, and Events

As did RDO .0, ADO now supports asynchronous operations. Asynchronous operations allow you to cancel out of an extended operation or to continue processing while waiting for the connection to complete. Events notify you when an asynchronous operation has been completed. Asynchronous fetching is a feature specific to the client cursor (CursorLocation = adUseClient), which returns the first rows from a query result and then continues fetching in the background while you manipulate the rows that have already been fetched.

. Data Shaping

In conjunction with the MSDataShape provider, ADO can expose data hierarchically. ADO can also expose grouping and aggregation over a recordset.

. Persistence

You can now save a Recordset object right to your local hard drive and load it later (when working with client cursors). This allows you to connect to the server, execute a query, call rst.Save(myfilename), shut down the computer, and later call rs.Open(myfilename,,,adCmdFile) and modify the data.

.4 Fabricated Recordset Objects

You can create Recordset objects in ADO .0 without executing a query against the data source. Just create a new Recordset object, append some Field objects, call rst.Open(), and you now have a Recordset object that you can append data to, remote, and treat just as if the Recordset object had been created from a query.

.5 Sort, Filter, and Find

Allows you to manipulate results at the client when using client cursors.

.6 ADO Extensions for VC++

Provides improved performance for VC++ users by enabling the use of native data types instead of Variants in C++ code.

.7 ADO Support for Visual Analyzer (Microsoft Visual Studio, Enterprise Edition Only)

ADO works with Visual Analyzer, submitting events to help in analyzing performance.

.8 Conflict Resolution for Client Cursors

Provides enhanced functionality for Recordset objects built with client-side cursors in two-tier scenarios. New functions, like Resync and Update, with conflict resolution are now supported on client cursors.

. Customizable DataFactory Behavior

Implicit remoting behavior is customizable now via the DataFactory Handler object implementation. DataFactory handler can be used to customize the open and batchupdate behavior of Recordset objects opened via RDS. You have a choice of writing a new handler yourself or using the default handler (MSDFMAP.dll) that ships with RDS .0. The behavior of the default handler can be driven by editing the default INI file it uses -- MSDFMAP.INI.

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. TECHNICAL NOTES

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.1 Security Enhancements

This release includes security enhancements for ADO and RDS objects so that some of the operations are restricted when Internet Explorer is running in a safe mode.

.1.1. Zones

You can set different security settings for different zones in Internet Explorer 4.0 to customize the behavior of ADO/RDS objects in those zones. The following four zones are defined in Internet Explorer 4.0

Internet zone

Local intranet zone

Restricted sites zone

Trusted sites zone

.1.. Security Levels

For each of these zones, you can specify the security level to use. The following security levels are available for each zone

High

Medium

Low

Custom

Like any other ActiveX controls, in order for ADO/RDS objects to work at all in Internet Explorer 4.0, the security level must be set to Medium or High. Custom settings are used to set ADO/RDS objects to behave in safe or unsafe mode.

. Restrictive Behavior

By default, any unsafe operations on ADO/RDS objects in Internet Explorer 4.0 will result in a user prompt when accessing pages from Local trusted zone, Trusted sites zone, and Internet zone. Unsafe operations on ADO/RDS objects are disabled, by default, for pages loaded from Restricted sites zone. The following describes ADO/RDS behavior when running in these modes

..1 Safe Objects

The following objects are considered safe. This means that unsafe operations (detailed in ..) are disallowed in a safe environment (e.g., Internet Explorer, by default; unless custom settings are used to run in an unsafe mode) and allowed in an unsafe environment (e.g., Visual Basic).

a. RDS.DataControl object

b. RDS.DataSpace object

c. ADO Recordset object

.. Unsafe Objects

The following objects are considered unsafe. They cannot be created directly or indirectly (and given to a user) when operating in a safe environment.

a. RDSServer.DataFactory object

b. ADO Connection object

c. ADO Command object

.. Unsafe Operations on Safe Objects

The following are considered unsafe operations on the safe objects -- RDS.DataControl, RDS.DataSpace, ADO Recordset. These operations are disallowed in a safe environment but allowed in an unsafe environment.

a. RDS.DataControl

i) All two-tier and DCOM scenarios on the RDS.DataControl object. This means that you cannot open database connections on your local machine or from servers to which you connect using the DCOM protocol.

ii) All three-tier operations over HTTP are restricted to the server from which the page has been downloaded. This means that the Server property on the RDS.DataControl object must be equal to the host name (http//server) from which the page has been downloaded.

b. RDS.DataSpace

i) All two-tier and DCOM scenarios on the RDS.DataSpace object. This means that you cannot use the RDS.DataSpace object to invoke business objects on your local machine or over the DCOM protocol.

ii) All three-tier scenarios over HTTP are restricted to the server from which the page has been downloaded. This means that the second parameter in the CreateObject method call on the DataSpace object must point to the same server from which the page has been downloaded.

c. ADO Recordset

i) Making any connection where provider is not MS Remote. So the connection string must start with Provider=MS Remote. The Remote Server tag in the connection string must also be the same name as the server from which the page has been downloaded. Local two-tier and DCOM connections are not allowed.

ii) Local Persistence operations, like saving a recordset to the local filesystem and opening a recordset from file on the local machine.

. Customizing Security Settings

ADO/RDS behavior is controlled by the setting for the Initialize and script ActiveX controls not marked as safe option. You can change the security settings by changing the security level for a specific zone. Default settings for the Initialize and script ActiveX controls not marked as safe option for the intranet zone are as follows

Security level = HighValue = Disable

Security level = MediumValue = Disable

Security Level = LowValue = Prompt

For default settings in other security zones, please refer to the documentation for Internet Explorer.

You can override the default settings by directly manipulating the custom settings for the above option. You can choose to completely disable the unsafe operations (described above), or specify that a warning be displayed whenever such an operation is attempted, or enable such an operation without any warning. You can set different custom settings for different security zones. The following steps must be taken to customize your security settings for a specific security zone

CAUTION Please be aware that by enabling Initialize and script ActiveX controls not marked as safe (step 5 below), you are allowing ANY ActiveX control, safe or unsafe, to be used from within Web pages (which potentially exposes user machines to malicious controls or malicious scripting code). It is recommended that you should do this only in the intranet or Trusted Sites Security Zones and not on the Internet zone.

1. From the View menu in Internet Explorer 4.0, select Internet Options to bring up the Internet Options dialog box. Select the Security tab.

. From the Zone drop-down list, select the zone that you want to customize settings for.

. Select Custom for the selected zone. This enables the Settings button on the dialog box.

4. Click Settings to bring up the Security Settings dialog box.

5. If you want to enable unsafe operations (described in ..) on ADO/RDS objects without any warning being displayed, select Enable for the option Initialize and script ActiveX controls not marked as safe in the Security Settings dialog box. Click OK.

6. If you want a warning to be displayed whenever an unsafe operation (described in ..) on ADO/RDS objects is attempted, select Prompt for the option Initialize and script ActiveX controls not marked as safe in the Security Settings dialog box. Click OK.

7. If you want to completely disable unsafe operations (described in ..) on ADO/RDS objects, select Disable for the option Initialize and script ActiveX controls not marked as safe in the Security Settings dialog box. Click OK.

8. If appropriate, repeat these steps to customize the security settings for other security zones.

. Click OK.

Now ADO/RDS objects will behave in specified custom mode. These settings affect the following behavior of ADO/RDS objects (as described in ..) in the specified security zone -- opening local two-tier connections; working over DCOM; connecting to a server other than the one from which the page was originally downloaded; saving and opening a recordset to/from files on the local machine.

If you set your custom options to Prompt, the following warning is displayed when an unsafe operation is attempted on ADO/RDS objects

The page is accessing a data source on another domain. Do you want to allow this? The user has the option of replying Yes or No. If the reply is Yes, the operation is completed; otherwise it fails.

--------------------------------------------------

4. KNOWN BUGS, LIMITATIONS, WORKAROUNDS, AND LATE-BREAKING DOCUMENTATION NOTES

--------------------------------------------------

4.1 Client impersonation in RDS is not currently supported due to missing support from the operating system.

4. When using adUseClient or remoting against SQL Server 6.5 Service Pack 4, using the DISTINCT keyword in queries will be ignored for updatable result sets. This is a SQL Server issue and should be resolved in a future service pack.

4. When creating Virtual Servers in Internet Information Server 4.0, the following two extra steps are needed in order to configure the server to work with RDS

A) When setting up the server, check Allow Execute Access.

B) Move msadcs.dll to vrootmsadc, where vroot is the home directory of your virtual server.

4.4 When using the Recordset.Save method, for best results use CursorLocation=adUseClient. Some OLE DB providers do not support all of the functionality necessary to support the saving of recordsets, and the client cursor can be used in order to supply that functionality.

4.5 ADO Events

The titles for WillMove and MoveComplete, WillChangeField and FieldChangeComplete, WillChangeRecord and RecordChangeComplete, WillChangeRecordset and RecordsetChangeComplete, and EndOfRecordset all list these as Connection Events. However these are Recordset events.

4.5.1 WillConnect

The description in documentation for the Options parameter to the WillConnect event is incorrect. The only valid option is adOpenAsync.

The documentation for the WillConnect event states that the pConnection parameter can be changed. This is incorrect; the pConnection parameter cannot be modified with an event handler.

4.5. ConnectComplete and Disconnect

adStatus will always return adStatusOK for these events -- the documentation states that these could also return adStatusErrorsOccurred (which is incorrect).

The description for the adStatus parameter also states to set this parameter to adStatusUnwantedEvent to prevent subsequent notifications. However, closing and reopening a connection causes and events that have been turned off in this manner to start firing again.

4.5. WillExecute

The description in documentation for the CursorType parameter states that this parameter cannot be changed if it is set to adOpenUnspecified when this method is called. This is not correct. No matter what the parameter value coming in, it can be changed. If the operation that caused the event was not recordset open then it will be ignored.

The description in documentation for the LockType parameter states that this parameter cannot be changed if it is set to adLockUnspecified when this method is called. This is not true; this parameter can be changed no matter what the incoming value is. Again, if recordset open did not fire the event, it will be ignored.

The remark in documentation that the corresponding pConnection, pCommand, or pRecordset parameter will be set to the object causing the event and the remaining two will be set to Nothing is incorrect. This event will always have a pConnection object reference.

4.5.4 InfoMessage

The description in documentation for the pError parameter states that it describes the error that occurred if the value of the adStatus is adStatusErrorsOccurred; otherwise it is not set. This is incorrect -- this event is fired anytime a warning is returned. In that case, the status for this event is set to adStatusOK and the pError object contains the warning.

The description in documentation for adStatus parameter states that this parameter is set to adStatusOK if the operation that caused the event was successful, or adStatusErrorsOccurred if the operation failed. This event, however, is fired for warnings; the operation can never fail, and the status will never be adStatusErrorsOccurred.

The description for the pConnection parameter states that this connection object reference is to the connection on which the command executed. Warnings can also occur on other types of operations, such as opening a connection.

4.5.5 WillMove and MoveComplete

In the Remarks section, the following Recordset operations can also cause these events to be fired Filter, AbsolutePage, AbsolutePosition. It will also fire if the child recordset has recordset events connected and the parent recordset moves. Also, Delete will NOT fire these events.

4.5.6 WillChangeRecord and RecordChangeComplete

In the remarks section, it should be noted that these events will occur for the first changed field of a row.

4.6 The ADO/RDS documentation refers to a property named URL on the RDS.DataControl object. This property does not exist in the released version of the RDS .0 component.

4.7 Asynchronous Fetching is available in ADO .0 when using CursorLocation=adUseClient. There are two ways to turn this on -- one via the Options parameter to Recordset.Open, and another via the Recordset Properties Collection Asynchronous Rowset Processing property. For best results, always use the Recordset.Open parameter. Not using the parameter can cause the loss of ADO background fetch related events. Additionally, background fetching using Provider=MS Remote is not supported through the properties collection -- only via the Recordset.Open parameter.

4.8 When ADO is returning output or return parameter values to the user from a datasource, ADO will only read the values once from the provider. This means that if the user reads the values before they are ready, they may not be retrieved.

A primary case for this is exhibited by the following code

Sub params()

Dim conn As New Connection

Dim cmd As New Command

Dim rs As Recordset

conn.Open pubs, sa,

conn.Open provider=sqloledb;data source=sqlserver;user id=sa;password=;initial catalog=pubs

conn.Execute DROP PROC test_proc

conn.Execute CREATE PROCEDURE test_proc as SELECT from authors RETURN 1

Set cmd.ActiveConnection = conn

cmd.CommandText = test_proc

cmd.CommandType = adCmdStoredProc

cmd.Parameters.Append cmd.CreateParameter(RetVal, adInteger, adParamReturnValue)

Set rs = cmd.Execute()

Debug.print rs(0)

Accessing the parameter value before the recordset has been closed on a forward-only, read-only cursor on Microsoft SQL Server will result in the parameter value being retrieved before its available. Referring to the parameter only after the recordset was closed (instead of before and after) will retrieve the correct parameter value.

Debug.Print Return Val ; cmd(0)

rs.Close

Debug.Print Return Val ; cmd(0)

conn.Close

End Sub

4. When using CursorLocation=adUseClient, the Recordset.Resync() method is available only for non-read-only Recordset objects.

4.10 In order to use ADO .0 FetchProgress and FetchComplete Events with Visual Basic, at least Visual Basic version 6 is required.

4.11 When using Events in ADO against a provider which does not support bookmarks, the user will receive a RecordsetChanged notification each time ADO is required to fetch new rows from the OLE DB provider. The frequency with which this occurs is directly dependent on the Recordset.CacheSize property.

4.1 When using RDS on an IIS server, the number of threads created per processor can be controlled by manipulating the registry on the Web server. The number of threads per processor can affect performance in a high traffic situation, or in low traffic but large query size scenarios. The user should experiment for best results. The specific value to be adjusted is

HKEY_LOCAL_MACHINESYSTEMCurrentControlSetServicesWSVCParametersADCThreads

where ADCThreads is a user added REG_DWORD in the range 1-50. Default is 6, and invalid values default to either 6 or 50. The user will need to create this registry value; it is not included in the registry by default.

4.1 There are some columns in the Recordset objects returned from OpenSchema on the Connection object that are of a type that cannot be compared to other variables in Visual Basic. These are columns that have a corresponding OLE DB datatype of DBTYPE_UI4. See the OLE DB specification for those columns in schema rowsets that have this type.

4.14 When using the OpenSchema method on the ADO Connection object, it is possible to restrict the results returned by using the second parameter to the function. This parameter contains an array of variant values and can specified in VBA as

Dim criteria() As Variant

criteria(0) = pubs Use the pubs database on the SQL Server

criteria(1) = Empty No restriction on the schema/owner

criteria() = Empty No restriction on the table name

criteria() = table Only objects of type table are returned.

Set rs = cnn.OpenSchema(adSchemaTables, Criteria)

4.15 In ADO, the RecordCount property of the Recordset object may not always be supported by the provider or specific cursor type being used. In those cases in which the provider or cursor type doesnt support RecordCount, -1 will be returned as the value.

4.16 Running Code Examples

You must select the entire code example in order to preserve the paragraph formatting for each line of code. Otherwise, the paragraphs will be ignored when you paste the code into the program window and the code wont run.

4.17 In the documentation for the topic Shape Append Command, the syntax should be shown as follows

SHAPE {parent command}

APPEND {child command} [AS] table-alias

RELATE (parent column TO child column)

4.18 In the documentation for the topic Accessing Rows in a Hierarchical Recordset, the line of code in step should be as follows

Set rstChapter = rst(chapter).Value

4.1 In the documentation for the topic Step4 Manipulate the data (ADO Tutorial), the sample code refers to the Optimize property on the Field object. This is slightly incorrect -- the Optimize property is found in the Properties collection of the Field object when using CursorLocation=adUseClient or a disconnected Recordset object. Sample usage is as follows

rs(au_lname).properties(Optimize) = True

4.0 The documentation for the StayInSync property says that the property indicates, in a hierarchical Recordset object, whether the parent row should change when the set of underlying child records (that is, a chapter) changes.

This is incorrect. The property controls whether or not a reference to a child recordset will change as the user navigates through the parent recordset (the default is True.)

The documentation also states that the property sets or returns a Boolean value. If set to True, the parent Recordset object will be updated if the chapter changes; if False, the parent Recordset object will continue to refer to the previous chapter.

This is incorrect. If the property is True, the child recordset stays in sync -- navigating through the parent recordset changes the data shown in the reference to the child recordset. If the property is False, a reference to a child recordset will continue to contain information for that particular chapter even as the user navigates through the parent recordset.

4.1 The code in the sample in the Accessing rows in a Hierarchical Recordset help topic is incorrect.

The rsChapter object should be dimensioned as an ADODB.Recordset object rather than a variant, and it should retrieve the chapter from the parent recordset with code such as the following

Set rsChapter = rst(chapter).Value

4. The help for the WillChangeRecordset and RecordsetChangeComplete (ConnectionEvent) Methods topic states, A WillChangeRecordset or RecordsetChangeComplete event may occur due to the following Recordset operations Requery, Resync, Close, Open, and Filter. This is incorrect. Filter and Close do not issue this event.

4. The help for the WillMove and Move Complete (ConnectionEvent) Methods suggests that the WillMove event will be issued for Resync. This is incorrect; Resync does not issue this event.

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Yr. 10 Roman HistoryEssay: Julius Caesar Topic: "'Caesar was simply the logical conclusion of developments in the late republic from the Punic Wars onwards.' Why might someone hold this opinion? To what extent do you agree?"

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By the end of the Third Punic War (~146 BCE), Rome had already undergone many significant changes to its political and social structure due to her sudden expansion. There was also unrest in the lower classes, who were struggling because of the constant war, the proliferation of slavery, heavy taxes and the rise of the middle class. As a result, poverty increased drastically in Rome; there was a need for reform, and it was only a matter of time when one man would prove to be so popular as to be voted 'dictator for life', thus making Rome a virtual monarchy. That man was Caesar.

In the post-Punic War period, the Roman peasantry was finding it difficult to prosper. The endless war since 64 BCE had been disastrous. The land itself had deteriorated dramatically, especially during Hannibal's fifteen years of occupation in the Second Punic War, where leaders of both the Roman and Carthaginian armies had deliberately set alight the crops. In addition, peasant Plebeians who were absent from their farms on military service were often away for too long, which led to financial ruin.

It was not long before wealthy Romans especially of the middle 'Equestrian' class began to capitalise on the peasants' misfortune. Using money gained from the wars, the wealthy amassed huge estates by both purchasing many small land holdings from the diminishing peasants, and leasing large areas of ager publicus, or public land from the government.

With the mass acquisition of land by the wealthy came the rise in slavery. As part of the 'spoils of war', the influx of slaves began to render the peasant class obsolete, with slaves replacing the peasants in domestic service, manufacture, mining and agriculture. The wealthy landowners preferred slaves to peasants, as slaves were much cheaper, and many slaves were also previously highly skilled craftsmen.

The capitalist Equestrian class was also charged with the task of collecting tax from those Roman provinces which were exempt from military service. These tax-collectors generated substantial profits from tax-collection, as the company were given the sole right to tax in a particular province could tax as they wished, leaving most peasants destitute.

Faced with such obstacles, the Plebeians of Rome had little choice but to flock to the cities in search for employment; but even there, slaves had become prevalent in society. The poor, who made up the majority of the population, were ready to follow a shining advocate of their cause or to sell their votes to the highest bidder. The gap between the lower and upper classes was extensive, and the people of Rome were clearly crying out for reform.

Attempts at reform began with the brothers Tiberius and Gaius Gracchus, who, in 1 and 1 BCE, endorsed a bill in a bid to redistribute land from the rich to the poor. Despite gaining the support of the lower classes, both brothers were eventually assassinated by a Senate jealously guarding its power. The Gracchi had challenged the power of the Senate, and their successors were to do the same, until the arrival of Roman general Lucius Sulla, who became dictator in 8 BCE after emerging victorious from Rome's first civil war. Sulla aimed to restore the traditional powers of the Senate through a series of extensive reforms, and showed the Roman people a glimpse of one-man rule, and also revealed that the way to power lay in military muscle. The idea of a single leader was now surfacing.

In the 66 BCE, General Pompey of Rome made himself prominent through his conquest of eastern Asia Minor, Syria and Palestine. However, the Senate, reluctant to accept the rising popularity of any one man, refused to acknowledge his achievements. Pompey, and two other leaders of the time, Julius Caesar and Marcus Crassus, then formed a three-man political alliance known as the 'First Triumvirate' in 60 BCE in an attempt to seize control. However, it was not long before the First Triumvirate began to collapse as a result of the strong personal ambitions of those involved. Crassus died in 5 BCE, leaving only Pompey and Caesar remaining. In 51 BCE, Pompey, both jealous and fearful of Caesar's power after Caesar's conquest of Gaul, then turned back to the conservative Senate and ordered Caesar to relinquish his command. Caesar refused, and invaded Italy in 4 BCE, emerging supreme in 45 BCE. Eventually, the citizens honoured Caesar by voluntarily voting him dictator for life in 45 BCE.

Caesar, having gained absolute power, now used it to implement important reforms he tried to restrict dishonest practices in government; he improved the calendar, he reorganised the government system in Italy and most importantly, he attended to the needs of the poor by establishing colonies, distributing free grain, government services and improving the infrastructure. Although some may accuse Caesar of applying these reforms simply to retain popularity, the end result is that the gap between the lower and upper classes was reduced. Despite this, Caesar was popular with neither the Senate nor the Republicans. The Senate was treated with near-indifference, and the Republicans did not like Caesar's autocratic status. On 15 March, 44 BCE (the Ides of March), Caesar was assassinated by a group of aristocrats as he entered a meeting of the Senate. The people were outraged they had preferred the reforms of one man rather than the empty promises of the Republic. Caesar was honoured by the people after death by an elaborate funeral.

The eventual fall of the Republic, and the rise of a man like Caesar was indeed a logical conclusion following the events after the Third Punic War. A mix of factors after the conflict drove the lower classes into poverty, and, because the cries of the exploited poor fell upon a deaf Senate, the advent of a small group of outstanding reformers was inevitable, and the First Triumvirate was formed. However, with such lust for power in the alliance, an eventual clash resulting in the emergence of the strongest leader, Caesar, was unavoidable. Thus, supported by the vote of the people, Rome eventually came to be ruled by one man, bringing an end to the Republic.

Please note that this sample paper on Yr. 10 Roman HistoryEssay: Julius Caesar Topic: 'Caesar was simply the logical conclusion of developments in the late republic from the Punic Wars onwards.' Why might someone hold this opinion? To what extent do you agree? is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Yr. 10 Roman HistoryEssay: Julius Caesar Topic: 'Caesar was simply the logical conclusion of developments in the late republic from the Punic Wars onwards.' Why might someone hold this opinion? To what extent do you agree?, we are here to assist you. Your cheap research papers on Yr. 10 Roman HistoryEssay: Julius Caesar Topic: 'Caesar was simply the logical conclusion of developments in the late republic from the Punic Wars onwards.' Why might someone hold this opinion? To what extent do you agree? will be written from scratch, so you do not have to worry about its originality.

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My last Dutches

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My Last Duchess, Musee des Beaux Arts

World Without Love The Poems My Last Duchess by

Robert Browning and Musee des Beaux Arts by W.H. Auden describes

how people don't care about each other and that world is cruel. In My

Last Duchess the guy is talking the messenger from the duchess

about how he killed his wife and was happy about it, whereas in

Musee des Beaux Arts the kid is dying in water but his father or not

even the people in the ship care about him, they just let him drown in

the water and lastly the poem The Sick Rose by William Blake has

perfect metaphor reflecting the behavior and feeling of a human being

by comparing love to an invisible worm, which destroys people lives.

This three poem reflects people just don't care about each other and

people have lost the meaning of love. In My Last Duchess the guy is

describing to his how he killed his ex-wife and that he was happy

about it. He liked a girl and girl was beautiful and young. She liked to

flirt around and liked everything in this world. She liked all men and

women. She smiles at everyone and like everyone around her. She

smiled at the guy too but he is not happy about it because he thinks

that she is his woman and she should not look at anyone else except

him. Even the guy said to the messenger that, Will't Please you sit

and look at her? (Browning 550), which shows she was beautiful and

one's eyes would just stare at her for a long time. He also said, Her

mantle laps Over my Lady's wrist too much, or Paint Must never

hope to reproduce the faint Half-flush that dies along her throat

Parekh (Browning 550) which shows she was courteous, disciplined

and beautiful. She had a good heart, which loved everyone and made

everyone glad but the author did not like the fact she considers

everyone same as him and that she does not pay more attention to

him than others. The author also gave her a gift but she considered all

the gifts as the same and did not differentiate between a bad and a

good gift. In other she did not care about author's feeling and the love

that author had for her. The author says, Just this Or that in you

disgusts me; here you miss, Or there you exceed the mark (Browning

550) which represents that she treats everyone equal and did not give

more importance to author. She considers author as one of nine

hundred men that she likes. And after a while she passed the author

without a smile, and that offended author because he really liked her

and she did not cared about him. The guy was angry with the lady and

he commanded his men to kill her to show his power over the lady.

The guy says, I gave commands; Then all the smiles stopped

together. (Browning 550) this shows that the author proved his power

over the lady by killing her. The guy wants her command over the lady

so he killed her and now he is regretting for his deeds. And now he

asks the lady in the picture to come back to him. He says, Will't

please your rise?(Browning 550) this shows the guy cares from her

now, after she is dead. This whole scenario reflects that people don't

care about each other. The duchess loved everyone but the guy

wanted her but did not achieve her so he Parekh killed her. This is a

selfish and cruel world we live in. People just don't understand the

feeling and the type of relationship that the other person is trying to

follow. On the other hand the poem Musee des Beaux Arts shows

that people around the world don't care about each other even if the

person is dying. The kids father made him a like wings out wax so he

could fly but he warned him by saying not to fly near sun or near

water, but the kid flew near the ocean water and the wax melted and

the kid fell into the ocean and was drowning. Although the kid was

drowning nobody was even trying to help him save. His father was

busy ploughing the field he did not care either. The sheep were

grazing; the dog was scratching himself on a tree; the sailor was

sailing his ship he did not want himself to get wet and did not want

water on his expensive ship. Everyone around there was selfish and

nobody cared about the kid's drowning. The author says, and, the

delicate ship that must have seen Something amazing, a boy falling

Our off the sky, Had somewhere to go to and sailed calmly on. (Auden

5) this shows nobody cares about the boy in the water. The author

also says, Quite leisurely from the disaster; the ploughman may Have

heard the splash, the forsaken cry, But for him it was not an important

failure. (Auden 5) this reflect the ploughman did care about the boy

just because it was not important to him; it was not a great failure or

loss to the ploughman. Nobody understands the meaning of humanity

or mankind towards his or her fellow beings. This poem reflects that

people love and talk to each other only for their own interest and not

for being Parekh 4 generous or helpful. The most amazing thing about

this poem is people are following their daily routine and a boy is

drowning in the ocean and nobody cares about it. This is utmost

disturbing situation. People have lost the meaning of humanity and

mankind. The people in the whole scenario as described by Auden

reflects that people are just dully walking away doing their daily

business and they assume that nothing is happening around them as if

it is just a normal day and its normal for a kid to drown in water. This

is the most dreadful scene. And lastly the poem The Sick Rose by

William Blake describes people have lost the meaning of love making

them selfish and cold-hearted people. Blake says, And his dark secret

love Does thy life destroy(Blake, 5), which show love is an evil

thing and could destroy ones life. He also says, O, Rose, thou art sick!

The invisible worm That flies in the night (Blake, 5), which reflects

that people have lost he meaning of love and have become cold

hearted. Love is compared to a sick rose and our love for others have

become sick and weak. And in terms of feeling, we absolutely have no

love and even if we do, it is for some selfish purpose that's why Blake

calls love a sick rose. Love is like an evil spirit that in a howling storm

destroying everything that comes in its way. Thus Blake reflects

through this poem that everyone in the world is cold-hearted and

nobody cares about each other. According to me, all of these three

poems reflect as to how people have become selfish and cold hearted

for their own interests. In My Last Duchess the guy is crazy and kills

the duchess just prove his power but fails to reflect care, compassion

and love for human being; also in Musee des Beaux Arts the kids

father, the sailor and even the Parekh 5 people around him do not care

about he kids drowning. Everyone is doing their work as if nothing is

happening there and lastly The Sick Rose which reflects how love has

lost it's meaning and people have destroyed their lives without love

and compassion. Thus according to me all the people in the world are

selfish and don't care about other people's feeling and don't have

affection toward them Parekh 6 Work Cited 1). Blake, William. The

Sick Rose. Literature and the Writing Process. Elizabeth McMahan,

Susan X Day, and Robert Funk. 5th ed. Upper Saddle River Prentice,

1. 5-540. ). Browning, Robert. My Last Duchess. Literature

and the Writing Process. Elizabeth McMahan, Susan X Day, and Robert

Funk. 5th ed. Upper Saddle River Prentice, 1. 5-540. ). Auden,

W.H. Musee des Beaux Arts. Literature and the Writing Process.

Elizabeth McMahan, Susan X Day, and Robert Funk. 5th ed. Upper

Saddle River Prentice, 1. 5-540.

Please note that this sample paper on My last Dutches is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on My last Dutches, we are here to assist you. Your persuasive essay on My last Dutches will be written from scratch, so you do not have to worry about its originality.

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