The Acquisition of Tense by L1 Arabic Learners of English Language Research Proposal

The Acquisition of Tense by L1 Arabic Learners of English Language - Research Proposal Example One clarification for the trouble is the Aspect Hypothesis. There is likewise a Perceptual Salience Hypothesis (Man, 1990). Others have suggested that syntactic information isn't weakened, rather that the reason is extra-syntactic (Prevost and White, 2000). Additionally for Arabic speakers, there is the issue when last consonant groups happen which are maintained a strategic distance from in their L1. Such phonetic contrasts present troubles (Strange, 1995). Disarray of past tenses was one of the fundamental sorts of blunders in tenses revealed in an investigation of Arab students of English at the University of Sudan (Kambal, 1980). As indicated by the Aspect Hypothesis, â€Å"learners partner shapes that imprint time with the lexical viewpoint inborn in the importance of the verb† (Robinson, 2008:317). Bardovi-Harlig (1998) and Anderson and Shirai (2007) are defenders of the Aspect Hypothesis. Syntactic hypothesis is pushed by any semblance of Donna Lardiere (2007) and is an improvement of Chomsky’s standards. She recommends that the focal inquiry is â€Å"how a student figures out how to relate the specific featural determinations of the objective language †that is, a syntactic portrayal †with their clear acknowledgment in the input† (Archibald, 2000:103). As per the syntactic hypothesis it is either an insufficiency in the information on language structure or mistaken mapping of syntactic portrayals that cause intricacies in gaining tense. The trouble in the arrangement of verbal affectations in L1 Arabic Learners of English Language is because of the impact of L2 procurement of verbal inflectional morphemes. The pertinence of this Aspects Hypothesis will be tried and the elective speculation offered by syntactic hypothesis will be considered inside the setting of SLA (Second Language Acquisition). Youngsters in schools are promptly accessible subjects for study and appropriate in light of the fact that they are at am dynamic learning age. 30 understudies will be looked for at 3 changed capability levels whose first language is

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Architecture And Art Concepts Today Essay - 1458 Words

An empire lasting from 27 BCE to the 5th century CE, the Romans are regarded as one of the more advanced civilizations in ancient history, with its roman arches, running water, sculptures, paintings, architectural designs, and use of a form of modern government. Even though this civilization is long gone, it still continues to influence design, fashion, architecture and art concepts today. One of the longest lasting impressions from Roman Times is their architecture, some of which still currently stands at the very places they were built. This is a testament to the type of builders and architects they were. One of the reasons that Roman architecture is still fully intact or almost fully is due to the concrete also known as â€Å"opus caementicium† (Ward-Perkins 26), which â€Å"was perhaps influenced by pise work(compressed courses of earth)† (Robertson 232), it allowed arches, columns and bricks to be laid more intricately and allowed for more artistic designs in their buildings. Another notable aspect of Roman architecture is their arches which has continued to influences later art eras, such as the Renaissance, Neoclassicism era and Art Deco era. These arches often had an emphasis of curved and diagonal lines at the top of the arch, which gave a repeated slanted large brick pattern at the top of the arch; a type of motif you might see on some Art Deco buildings. Another arch used was the Triumph Arch which could have â€Å" a single, double, or triple entrance, had no practicalShow MoreRelatedAudience About A Culture Or Sub Culture999 Words   |  4 Pagesculture evolved in some way whether it is in architecture, philosophy or any other attribute of culture. Reason to Listen: Not only is it interesting, but is important for us all to understand the historical culture of Ancient Greece and respect the significance the Greeks find behind their culture. Speaker Credibility: Kendall and I have both spent hours researching this subculture in order to provide the most accurate information to give to you all today. Thesis Statement: We are here to inform youRead MoreGreek And Roman Ideas778 Words   |  4 Pages Greek and Roman Ideals When considering the ancient Greek and Roman ideals you can see the distinct similarities in their art, government, monotheism, and architecture. The Romans duplicated many of the Greek styles and modified them to suit their lifestyles. Greece and Rome influences can be seen in art today with the use of concepts, techniques, and styles that were founded by the Greek classical ideal. These include techniques for carving sculptures and the construction of massive metropolitanRead MoreSubject of Study and Importance of the Theory of Architecture.1428 Words   |  6 PagesDEFINITION, SCOPE OF STUDY AND SIGNIFICANCE OF THE THEORY OF ARCHITECTURE. What is it thinking? Thinking is an activity we do naturally and spontaneously, each moment, every day, all human beings around the world during our stay ephemeral passing on this earth. The reality is something we can perceive with the senses, but the reality is something hidden that will not perceive the senses. To any reality we get a lot of questions: what, why, for whom is, by whom, etc.. We ask for things weRead MoreSymbolism in the Gothic Art Movement Essay1747 Words   |  7 PagesThe Gothic Art movement was not just a style of art but an extremely influential period containing its own complex history. The term is used to describe buildings and objects whose forms are based upon a range of characteristics from the middle of the 12th to the end of the 15th century. Gothic style was a development of the Romanesque yet it was Renaissance humanists who first used it as a disparaging term to describe what they saw as the barbaric architecture. With Gothic art being viewed throughRead MoreHum100 - Artistic Themes from Ancient Cultures: Greece and Rome1237 Words   |  5 Pages2006). One constant in both cultures was their pursuit of perfection in their art and architecture. This paper will examine this pursuit of perfection in both cultures and how their impact is felt in the modern age. One of the most stunning facets of ancient Greece was the art that was created. The Greek artisans made the jump from mere rough images during the Minoan time, to the startling life like sculpture and art of the Greek culture. This time is referred to as the classical age; this classicalRead MoreThe Greek s Victory Over Persia989 Words   |  4 Pagesbeginning of not only an era, but of cultural expansion that continues to impact our modern day society. The accomplishments and endeavors of the Ancient Greeks, both visible, such as arts and architecture, as well as intellectually in areas such as philosophy, science and government continue to influence the world today. Many or none of these influential elements of Ancient Greece would have come to fruition in such a†¦. way if the Greeks had not defeated the Persians. The freedom to think and expandRead MoreAnalysis Of Beuys s The Pursuit Of A Social Art 1160 Words   |  5 Pagesthe pursuit of a social art. Beuys defined â€Å"social sculpture† as â€Å"how we mould and shape the world in which we live.† This is not too dissimilar from Lefebvre nations of social space. It is within this context which he makes his famous claim, â€Å"everyone is an artist.† Here he envisioned an art form, in which society could be regarded as one great work of art, (an interpretation of the Wagnerian Gesamtkunstwerk) to which each person can contribute creatively. He viewed the art he made as being a â€Å"stimulantRead MoreThe Dark Ages1025 Words   |  5 Pagesmathematics, art, architecture, improved weather conditions, improvement upon laws, agricultural boom, the printing press (a fundamental part of journalism today), theater, Islam, and impressive leaders. The Dark Ages were not as dark as they are generally made out to be, for the art/architecture, agriculture, and the sciences/mathematics of that time, awe and impact today’s world. There were three styles of art used in the Dark Ages. The Dark Ages’ art began with the Byzantine art style. ByzantineRead MoreArchitecture And Architecture : Architect Frank Gehry1706 Words   |  7 Pagesterms of architecture. Usually, when the term architecture is brought up, those of us who are non-architects tend to close mindedly think only about buildings. This apparent disconnect between what is conceived as architecture and what is conceived as art has long plagued the architects of this world. It is almost as if there is an accepted notion that architects can be artists, but artists simply cannot be architects which decidedly makes architecture first and foremost architecture, not art. ArchitectRead MoreInfluence Of The Bauhaus School Of Design1028 Words   |  5 Pagessociety. The Bauhaus of design had influence creation of the modern architecture. The development of new ideas or ways of thinking, the production of new things such as the use of glass, use of concr ete, and the union between industrial design in art. All of these is taking credit for the influence of the Bauhaus school of design. Bauhaus has influenced many countries around the world creating a movement of visual communication. Its art has increased greatly. It takes a major part in the widespread

The Yellow Wallpaper By Charlotte Perkins Gilman - 1208 Words

Isolation has been simultaneously described as the human race’s largest desire and deepest fear. The idea of isolation is tempting to a person who feels overwhelmed and overly surrounded by human interaction, but it is much less tempting and much more terrifying to one who has truly experienced isolation. Charlotte Perkins Gilman is one person who falls into the latter category. She wrote, â€Å"The Yellow Wallpaper† as a social commentary and personal narrative on the widely accepted treatment of rest cure, which she had undergone herself. She spoke out against the treatment vigorously, as her first hand experiences had given her the perspective that the cure was extremely detrimental instead of helpful. She shed light on the fact that the treatment inherently causes more negative effects then positive because it goes directly against human nature by completely isolating a human being. Although the story was somewhat fictional, it was inspired by her actual experience with the treatment that was administered to her by her husband, Charles Stetson. Stetson was concerned about her, so he went to S. Weir Mitchell, the created of the rest cure. S. Weird Mitchell set up a specific treatment catered towards Charlotte Perkins Gilman, and even let her be treated in her house, which is traditionally not allowed in rest cure. Charlotte Perkins Gilman fought against the rest cure because the treatment promotes extreme isolation which is proven to have serious negative effects on physical,Show MoreRelatedThe Yellow Wallpaper By Charlotte Perkins Gilman885 Words   |  4 Pagesbeen a stigma around mental illness and feminism. â€Å"The Yellow Wallpaper† was written by Charlotte Perkins Gilman in the 1900’s. â€Å"The Yellow Wallpaper† has many hidden truths within the story. The story was an embellished version her own struggle with what was most likely post-partum depression. As the story progresses, one can see that she is not receivi ng proper treatment for her depression and thus it is getting worse. Gilman uses the wallpaper and what she sees in it to symbolize her desire to escapeRead MoreThe Yellow Wallpaper By Charlotte Perkins Gilman846 Words   |  4 PagesHumans are flawed individuals. Although flaws can be bad, people learn and grow from the mistakes made. Charlotte Perkins Gilman’s short story, â€Å"The Yellow Wallpaper†, gives one a true look at using flaws to help one grow. Gilman gives her reader’s a glimpse into what her life would have consisted of for a period of time in her life. Women were of little importance other than to clean the house and to reproduce. This story intertwines the reality of what the lives of woman who were considered toRead MoreThe Yellow Wallpaper By Charlotte Perkins Gilman1362 Words   |  6 Pagesas freaks. In the short story â€Å"The Yellow Wallpaper† by Charlotte Perkins Gilman, both of these elements are present. Gilman did a wonderful job portraying how women are not taken seriously and how lightly mental illnesses are taken. Gilman had, too, had firsthand experience with the physician in the story. Charlotte Perkins Gilman s believes that there really was no difference in means of way of thinking between men or women is strongly. â€Å"The Yellow Wallpaper† is a short story about a woman whoRead MoreThe Yellow Wallpaper By Charlotte Perkins Gilman1547 Words   |  7 PagesCharlotte Perkins Gilman s career as a leading feminists and social activist translated into her writing as did her personal life. Gilman s treatment for her severe depression and feelings of confinement in her marriage were paralleled by the narrator in her shorty story, The Yellow Wallpaper. Charlotte Perkins Gilman was born in 1860 in Hartford, Connecticut. Her parents, Mary Fitch Perkins and Fredrick Beecher Perkins, divorced in 1869. Her dad, a distinguished librarian and magazine editorRead MoreThe Yellow Wallpaper By Charlotte Perkins Gilman2032 Words   |  9 Pagesâ€Å"The Yellow Wallpaper† by Charlotte Perkins Gilman is a poem about women facing unequal marriages, and women not being able to express themselves the way they want too. Charlotte Perkins Gilman was born in 1860, and died in 1935. This poem was written in 1892. When writing this poem, women really had no rights, they were like men’s property. So writing â€Å"The Yellow Wallpaper† during this time era, was quite shocking and altered society at the time. (Charlotte Perkins Gilman and the Feminization ofRead MoreThe Yellow Wallpaper By Charlotte Perkins Gilman904 Words   |  4 Pagescom/us/definiton/americaneglish/rest-cure?q=rest+cure). Charlotte Perkins Gilman wrote The Yellow Wallpaper as a reflection of series of events that happened in her own life. Women who fought the urge to be the typical stereotype were seen as having mental instabilities and were considered disobedient. The societal need for women to conform to the standards in the 1800s were very high. They were to cook, clean and teach their daughters how to take care of the men. Gilman grew up without her father and she vowedRead MoreThe Yellow Wallpaper By Charlotte Perkins Gilman999 Words   |  4 Pages â€Å"The Yellow Wallpaper† is a story of a woman s psychological breakdown, which is shown through an imaginative conversation with the wallpaper. The relationship between the female narrator and the wallpaper reveals the inner condition of the narrator and also symbolically shows how women are oppressed in society. The story, read through a feminist lens, reflects a woman s struggle against the patriarchal power structure. In the â€Å"The Yellow Wallpaper†, Charlotte Perkins Gilman uses the wallpaperRead MoreThe Yellow Wallpaper By Charlotte Perkins Gilman Essay1208 Words   |  5 Pagesthat wallpaper as I did?† the woman behind the pattern was an image of herself. She has been the one â€Å"stooping and creeping.† The Yellow Wallpaper was written by Charlotte Perkins Gilman. In the story, three characters are introduced, Jane (the narrator), John, and Jennie. The Yellow Wallpaper is an ironic story that takes us inside the mind and emotions of a woma n suffering a slow mental breakdown. The narrator begins to think that another woman is creeping around the room behind the wallpaper, attemptingRead MoreThe Yellow Wallpaper By Charlotte Perkins Gilman846 Words   |  4 PagesThe dignified journey of the admirable story â€Å"The Yellow Wallpaper† created by Charlotte Perkins Gilman’s, gave the thought whether or not the outcome was influenced by female oppression and feminism. Female oppression and feminist encouraged a series of women to have the freedom to oppose for their equal rights. Signified events in the story â€Å"The Yellow Wallpaper† resulted of inequality justice for women. Charlotte Perkins Gilman gave the reader different literary analysis to join the unjustifiableRead MoreThe Yellow Wallpaper By Charlotte Perkins Gilman1704 Words   |  7 PagesEscaping The Yellow Wallpaper Charlotte Perkins Gilman (1860-1935) whom is most acclaimed for her short story The Yellow Wallpaper (1891) was a women’s author that was relatively revolutionary. Gilman makes an appalling picture of captivity and confinement in the short story, outlining a semi-personal photo of a young lady experiencing the rest cure treatment by her spouse, whom in addition to being her husband was also her therapist. Gilman misused the rest cure in The Yellow Wallpaper to alarm other

Unemployment in UAE Free Essays

United Arab Emirates is one of GCC members which suffer unemployment increase since the early country development time of the 70th of the past century. According to the (C. I. We will write a custom essay sample on Unemployment in UAE or any similar topic only for you Order Now A The World Factbook, n. d. ) the unemployment rate for the United Arab Emirates is 2. 1%; with roughly 32. 6% of Emirati men and 47. 7% of women out of work. This is based on a study conducted in 2006 from a poll of 4,800 U. A. E nationals of working age. To break it down even further, 73. 8% among those aged between 18-29 were unemployed. 18. 6% of individuals aged between 30-39 were unemployed. 30. % of individuals with a University degree were unemployed. Those of who are educated at the secondary school level constituted a 35. 8% unemployment. This paper addresses and discusses the topic through several resources emerging the situation of unemployment in UAE based on statistics gathered since 2001 till 2010. Furthermore this paper spots and focuses on the associated reasons which are considered as root cause and the effective solution. (Muawia E. Ibrahim, 2004) wrote about the fluctuation of the unemployment among UAE nationals despite of the attractive offers in both public and private sector. Till 2002, 29900 nationals were registered as unemployed in addition to 12600 in 2003. In 2001 2002, 7124 national was graduated from university; this increment in the number of university graduates influenced the phenomena of the unemployment in UAE to score 35% of the total number 29900. According to the planning ministry statistics only 9% of the total workforce was occupied by UAE nationals in 2003 and this situation referred to the incompatibility of academic training and market requirements. The increase of the theoretical than practical academic isciplines graduates is one reason behind this phenomenon; however the market demands the technological and professional field. The gap between the academic institution and the employment institution caused students to wrongly select their studying major which is not required by the market. Because of the deterioration in the standards of students in mathematics, English and Arabic, also lacking basic study skills, research ideas and p ersonal abilities made the university and the higher colleges of technology to spend money on training newly admitted student in order for them to become educated with new academic life requirements. Accordingly, recommendation raised to the concerned institutions to cooperate in prescribing syllabus so that students are well prepared and capable of carrying on with their studies in higher education institution. Also, recommended strong and closer coordination between higher education institutions to design academic programmes that are aligned with the labour market demand. Ultimately the concept of the training students during college period is important to improve the employment relationships. Elsa Baxter, 2009) clearly emphasis on unemployment among UAE nationals at its highest level since the country was founded 38 years ago, with more than 40,000 Emiratis out of work. According to the National human Resources Development and Recruitment (Tanmia) the UAE was suffering unemployment crisis, which will continue to rise unless action is taken. While the local unemployment rate on an influx of expatriate labour and the failure of plans to create more jobs for locals. The UAE society like other Gulf societies is suffering from an article published by the Abu Dhabi based Emirates centre for Strategic Studies and research. Further, the unemployment rate among UAE nationals peaked at 13 percent at the end of 2008. The same rate for expatriates was just 2. 6 percent. Despite of the numerous efforts by the UAE government to tackle the unemployment problem they had little effect. Overall, this problem started to convince us that there is a sort of imbalanced or legal gap, it could also be a lack of coordination among those institutions. UAE unemployment rises to 4%, 2009) unemployment in the UAE jumped to 4 percent in 2008, from 3. 45 percent in 2007, according to figure from the Ministry of Economy. Considering the fact of expatriates have left the country since the global financial crises. Which means the jobless rate among expatriates will not increase sharply. The rate among UAE nationals records a higher increase given the rapid growth in their num ber. However, this is not basically for economic reasons but due to the reluctance of nationals to join the private sector and their preference for the public sector. Anees Dayoub Ben Flanagan, 2006), The high rate of unemployment among UAE nationals was revealed today in a study that found that 32. 6% of Emirati men, and 47. 7% of women, are not in work. Nepotism and the preference for imported labour were seen as being the two main factors behind this. The study by Sharjah University polled a random selection of 4,800 UAE nationals of working age. The unemployment rate among those aged 18-29 was 73. 8%, the newspaper said. In the 30-39 bracket 18. % of those polled were unemployed. Those with a university degree – representing 30. 1% of the total unemployed – are actually less likely to be in work than those with a diploma (21. 1% of the total). Those only educated to secondary school level constitute 35. 8% of people not in work. The predominate reason behind the high figures was nepotism – where jobs are awarded to family members of management – with 74. 3 per cent citing this as a cause. Competition from expatriates was a factor for 30. 9% of those surveyed. Nadim Kawach, 2004), All Arab League countries are suffering from such a problem but joblessness has remained under control in some members, including the UAE, on the grounds their development spending is still high and their economy has been growing fast enough in some years. While unemployment in some member states is as high as 20 per cent, it has remained as low as 1. 8 per cent over the past seven years in the UAE and Kuwait. Unemployment among UAE nationals is higher, standing at around six per cent, given the relatively low numbers of local manpower, according to official figures. But the reasons for unemployment among nationals in the UAE have nothing to do with economic performance but with completely different factors. They include a sharp increase in native graduates, their preference for working in the public sector and the reluctance of the private sector to recruit nationals on the grounds they are costlier. Figures revealed by Matar Humaid Al Tayer, Minister of Labour and Social Affairs, showed around 13,000 known nationals are looking for jobs, accounting for nearly six per cent of the total native workforce of around 200,000 at the end of last year. More than 3,000 nationals are graduating from universities and institutes in the UAE every year and the rate is expected to continue until 2015†¦this requires serious measures to accommodate all those graduates in the labour market,† the Minister told the monthly bulletin of the Abu Dhabi Chamber of Commerce and Industry. UAE has a wealth of oil and is distinct from the rest of the Gulf populat ion density low is supposed to not face many of the problems faced by countries with densely populated, but it turned out, through reports from parties interested in internal and external different that the UAE suffer from the problem of unemployment . The problem has emerged since the early years of statehood movement development. Results of some of these reports prove the existence of the problem of unemployment in the UAE, which is high from the perspective of reality where the UAE Emiratis ratio of two percent of the total workforce, including the state and the rate of thirty-five percent of the UAE based unemployed are university graduates. Reports in this regard indicate that the unemployment rate continues to increase since the year two thousand and six months, until today, although observers show concern about this problem and its future if it remained the case as it is without any progress to solve the problem of unemployment. The truth is that reports attributed the occurrence of the problem of unemployment to many reasons, and of the most prominent and most powerful and realistic is the absence of the comprehensive educational plan and also the absence of co-ordination between state institutions concerned. One of the reasons that have contributed to exacerbate this problem economic boom between the year two thousand and three to the year two thousand and seven, this rapid change and non-measured by the state institutions to create a large gap between the requirements of the labor market and the qualifications of citizens of study process are available, and then came the setback of the global economic to receive its consequences on the State and increase the complexity of the problem. Incurred higher education institutions and universities to pay huge ums in order to bridge this gap for the rehabilitation of citizens and provide them with the skills and science that correspond with the requirements of the labor market, as a temporary solution. On the other hand it is also the reasons is the lack of awareness and poor performance of the individual citizen and not to highlight the seriousness with full opportunity for the development of educational qualifications and scientific capabiliti es to be able to bear the burden of the labor market. There are also other reasons contribute to the survival problem of unemployment in the State, such as nepotism and cronyism, which leads to giving opportunities and positions of responsibility that need to be hard work experience to people who are incompetent and unable to bear the burden required and thus the failure and a waste of time and money at the expense of other citizens. One of the reasons also bring foreign workers without statistical studies and conscious to preserve the rights of citizens in the percentage of jobs available in the state. Through the above discussion of the problem and the reasons for their formation can be ascertained that the fundamental solution is to work on studies and statistics include all the emirates and the development of a future plan, taking into account the current situation and how to deal with him, and directing all state institutions, public and private cooperation and coordination to develop appropriate solutions. Distribution of roles between the emirates to make progress on the economic level in terms of geographic scope and manner of economic activity and also to reduce to bring foreign workers would help alleviate the problem relatively. It is also clear to the country’s lack of national cadres and high-value intellectual and global experience a significant impact on the incidence and the continuing problem of unemployment and others. How to cite Unemployment in UAE, Papers

Deductive Economics free essay sample

An overview and analysis of deductive reasoning and logic in Jevons A Deadly Indifference. This paper deals with the application of macroeconomic principals to real-world problems, by detailing and analyzing instances in which the fictional protagonist makes deductions about criminal behavior patterns by using economic concepts. Economics is not something the average person thinks of as being practical in an everyday sense. Most people excepting those who are economists are only exposed to economic thinking when theyre filing their tax returns, or when theyre trying to figure out why Alan Greenspan can announce that he doesnt feel so well today and suddenly the stock market crashes (why is that, anyway?). Fortunately, Professor Henry Spearman is not an everyday person. In fact, the protagonist of Marshall Jevons A Deadly Indifference proves that economic thinking can not only be practical, but can actually solve crimes. This came as no surprise to me, of course, because I am a regular viewer of The X-Files, where such extraordinary things happen every week. We will write a custom essay sample on Deductive Economics or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page

Good Bye Mr. Chips free essay sample

With gentle wit and kindness, however, Chips quickly earns enough respect from his boys to teach well, if not brilliantly. As he approaches middle age he is content enough at Brookfield, although he knows something is missing. As the novel puts it, Chips â€Å"had been there long enough to have established himself as a decent fellow and a hard worker, but just too long for anyone to believe him capable of ever being much more. † But when Chips meets and marries Kathie on a holiday from school, everything changes: he becomes â€Å"to all appearances a new man. Although Kathie dies in childbirth just a year later, Chips carries his new confidence into life at Brookfield and becomes not just respected but beloved. When World War I breaks out, Chips is finally asked to take over as headmaster of the school. â€Å"For the first time in his life,† Hilton writes, â€Å"he felt necessary — and necessary to something that was nearest his heart. We will write a custom essay sample on Good Bye Mr. Chips or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page † Mr. Chips’s calm wisdom sees the school through the war. When he dies peacefully in his bed years later his last words are the names of the boys he taught over the years. BEFORE AND AFTER WORLD WAR I The world changed completely during the years in which Mr. Chips was at Brookfield. He would have entered the school in the late Victorian era, taught through the Edwardian era, and died between the two great wars of the 20th century, thus witnessing the dawn of the modern world. This was a time of dizzying technological advance: the early years of the 20th century saw the first electric lights, telephone, telegraph, transatlantic cable, elevator, car, and airplane flight. It was also a time when Britain went from being at the height of its imperial power — with countries under its flag around the globe –to seeing its might begin to wane as other nations ompeted for technological, political, and economic advantage. As Mr. Chips began his tenure at Brookfield, English class structure was still rigidly defined — everyone had a place in society, and everyone knew his or her place. But the changes wrought by World War I opened up new opportunities for women, as well as for the working classes. In their first meeting, Kathie asks Chips his opinion on women’s suffrage. By 1906 women were taking to the streets to demonstrate for the right to vote. Public sympathy for the cause grew, and when women had to take on the jobs that men left behind during World War I, they proved their capability. In 1918 women won the right to vote in Britain. For an evocative look at English life in Edwardian time, you may want to view portions of the PBS television series The Manor House, which portrays modern-day volunteers going â€Å"back in time† to become an upper-class family and their servants. Other films that portray this era are Gosford Park and The Shooting Party. WORLD WAR I AND PUBLIC SCHOOLS When World War I broke out in 1914, it became the largest conflict history had ever seen. In the end, the British Empire sent nine million men to war and lost nearly one million of them. Of these men, many were public school boys like those in Goodbye, Mr. Chips. The film shows the first ominous stirrings of war as the new headmaster brings in an Officer Training Corps, and the boys develop a growing distrust of the German teacher, Herr Staefel. When the war first began, many in England thought it would end soon and be â€Å"the war to end all wars. † With this attitude, and with propaganda everywhere urging young men to join the troops, it became embarrassing for a man of military age not to be enlisted. But as the war wore on and uses of new weapons like automatic machine guns, poison gas, tanks, and trench warfare began to claim thousands of lives, public opinion began to shift. Each week newspapers published lengthy casualty lists like those Chips reads to his students. CHARACTER OF MR. CHIPS. Mr. Chips is the central character of the novel â€Å"Good Bye Mr. Chips†. It is really one man story. The character of Mr. Chips is superb stroke of the writer’s pen. The characterization is so artistic that the reader seems to fall in love with this old chap. Mr. Chips was a capable teacher. He loved his profession. He was devoted to his students and teaching. He was very hard working as it was shown by his devotion during the war. He intended to develop an overall development of his students’ personality. He was liked and loved by his pupils as well as by his colleagues. He left an everlasting impression on their minds and hearts and a good number of them came to visit him even after joining their practical life. Chips was a simple and straight forward gentleman. He was first taken to be weak which caused trouble in his class. As a reaction to that he became strict and rigid. This rigidity, however, lost its intensity under the influence of his wife and Katherine and he treated the students as his own sons. His jokes not only made children laugh but also left lasting impressions on their minds. His memories of the fathers and grandfathers of his pupils gave rise to delightful jokes in the class. Chips was a teacher of classical languages He was prominent for his pronunciation, which he did not care to improve. He was traditional conservative in other walk of life. All new trends in fashion and the new movements of women’s freedom did not win favour for him. Mr. Chips was not only practically strong but also had a strong heart, which throbbed in the broad chest. He was not a man who always tried to show his physical strength. His affairs with Mr. Ralston showed the firmness of his belief and ideas, and warmth of his passion. His courage also inspired his students. He even did not care for the exploding bombs during the war and conducted his class successfully. Chips married very late. His married life was the result of accidental meeting with Katherine Bridges, who expired in a delivery case. In spite of the ideological difference, there was an enviable adjustment between them. Under the influence of Katherine Chips, humour became more mature and his discipline also improved . his dealings with the students became appropriate and realistic. He started taking more interest in his school activities. It created in him a new sense of confidence and he became more popular with his students. Chips was a true patriot and he believed that institutions like Brookfield were steams, which fed the mighty river, which was England. So, as a teacher, he had a very clear concept of his national duty, as he taught with courage during the war. Mr. Chips is a remarkable character, who impresses the readers, his personality, his habits, his devotion towards his profession, loyalty towards the ideals and above all his unsuppressed humour made him a person never to be forgotten. KATHERINE BRIDGES Katherine Bridges was a young and beautiful girl of twenty-five. She had blue, flashing eyes, freckled cheeks and smooth straw coloured hair. She was a governess out of job. She gave the impression of being soberly beautiful and not aggressively glamorous (alluring or tempting) . Mr. Chips came across her during his visit to the Lake District. Before meeting her, Chips had never shown any interest in feminine charms and had never thought of family or marriage. But her sweet, free, frank, fearless and impressive manners won Chips heart. She was social and liberal. She was interested in the revolutionary ideas of the writers like Bernard Shaw, Ibsen and William Morris. She was a radical socialist. She was in favour of equality, fraternity and freedom of women. She was revolutionary and was in favour of women’s right of voting. She was the most daring, dazzling and the most modern woman in that old Victorian society of Brookfield. Being a woman did not bar Katherine from climbing hills and riding bicycles. Victorians frowned upon a woman visiting a man living alone, but Katherine did not hesitate to visit Mr. Chips when he was injured. In fact, she wanted woman to be having equal right like men by being admitted to universities and being allowed to vote. Before his marriage, Chips was a dull, dry and neutral sort of person. . He had confidence, satisfaction, everything except inspiration. He drifted aimlessly through life and his teaching lacked orientation. Katherine became a star by which he was to steer his life Katherine made him a new man. With her impressive and charming personality, she induced a new life in the old mind and body of Mr. Chips. She broadened his views and opinions, improved his discipline and sharpened his sense of humour. He was honoured and obeyed by everyone but after his marriage people began to love him due to great change in him. Katherine gave a new dimension to the future of Brookfield. She entered like a gleam of modernity in the ancient surrounding of Brookfield. She was the centre of attention, wherever she went. In other words, like Caser, she came, she saw and she conquered. She persuaded Chips and other teachers to invite the football team of missionary school to play a match with the boys of Brookfield school. That’s why she was popular among the boys and teacher at Brookfield. The sweeter the fragrance, the sooner it is wafted (vanished) away; similarly, Katherine’s life was short and beautiful. She died one year after her marriage on April 1st, 1898 during child birth. She appeared like a shooting-star on the skies of Brookfield. Though she died, yet she lived in the heart and mind of Mr. Chips. Her life left an everlasting impression on Mr. Chips life and behind the serious and sad demeanour (manner) of Mr. Chips, there was always embedded the vivacious(full of life) smile of Katherine Bridges. THE ROW WITH MR. RALSTON The gulf between the past and the future is always unbridgeable. When they do come together, there is bound to be discord. Rarely, does it result in harmony; as with Katherine and Chips. In their case, love proved to be the binding factor. On the other hand, Chips and Ralston had a plain professional relationship which was liable to conflict. This conflict was mainly generated by the difference in their ages and ides. Both held views which were poles apart in all aspects. Ralston was a young man of thirty-seven when eh joined Brookfield as headmaster. His academic record had been brilliant all along. He came to the job full of bright new ideas for the future of the school. Chipshad to step down from the post of acting Headmaster, but this did not disappoint him at all. He was well into his fifties and had become an institution within an institution. The staff and students considered him an integral part of the school, and he felt himself above minor considerations of rank and posting. After Katherine’s death, his attitude to life had become somewhat philosophical. The initial shock had slowly dissolved into a calm acceptance of the fact and her memory lived on like a soft glow in his thoughts. Being thus adjusted in his personal life, he could sit back and bask in the honour and esteem showered on him by both pupils and colleagues. He began to develop many harmless eccentricities (peculiarities) usually found in old school teachers. These quirks of behaviour were not only accepted but even glorified by the students and teachers. So, it was a rude shock for Chips when Ralston called him to his office and asked him to retire. To be sure, he was now sixty years old, but the thought of leaving Brookfield had simply never crossed his mind. He told Ralston he didn’t even want to consider retirement. A long argument ensued and at last Ralston erupted into an insulting tirade. The old teacher couldn’t understand why the headmaster considered his tattered old gown to be slovenly. Ralston had been offended by Chips’ repeated disregard for his orders. He conveyed this to the old teacher in a surprisingly delicate manner. But, Chips saw nothing wrong in his own ways. He couldn’t bring himself to teach the old languages in a new and artificial way. Ralston also pointed out that his pupils were doing miserably in examination. Here to Chips held his own opinion. He believed that education was something more than just passing examinations. For him, it meant the inculcation of a sense of proportion in the students. He thought that Ralston wanted to make Brookfield a snob factory by introducing artificial methods of teaching. The young headmaster was in the habit of going to London to mix with the newly wealthy class. In this way, he would rope in admissions for the school. This had a salutary effect on the finances of Brookfield. But, Chips saw it as an obvious sale of education; totally against the spirit of democracy. He thought over these things silently. Then he rose, gathered his tattered gown and walked to the door. There, he turned and declared his intention of not resigning at all. Having flung the gauntlet at Ralston, he left the room. At the same moment, a little boy who had been listening outside spread the tale around. Both Chips and Ralston were not ready for the reaction. The whole school rose up in favour of the old teacher. There was even talk of a riot if Ralston forced Chips to resign. News of the tussle reached the Board of Governors. One day, the Chairman, Sir John Rivers, visited the school. Significantly, he ignored Ralston and went straight to Chips. During the conversation, he assured him that he could work at Brookfield for as long as he liked. Chips was overwhelmed by this show of love and loyalty. Perhaps, no one else knew that Sir John Rivers had been his pupil. Ralston could never have imagined how deeply Chips had taken root in the hearts of his pupils and colleagues. He learned to his chagrin that some values, however, old fashioned, cannot be simply wiped away. He had the best intentions for Brookfield, but could not compare with chips because the old teacher has given the best part of his life to the school. Brookfield was an old foundation and was established as a grammar school in the reign of Elizabeth I. Externally, it gave the glimpse of a group of eighteen century building centered upon a quadrangle with acres of playground beyond. The village around it was surrounded by an open fen country (marshy place). Chips joined the Brookfield in 1870 and considered it one of the streams, which fed the mighty river that was England. However, in this context, Brookfield was more a leisurely brook than a swiftly flowing stream. Unfortunately, Brookfield could acquire the status of first-rank; the school went up and down, dwindling almost to non-existence at one time and becoming almost illustrious at another. Weatherly took over the charge as headmaster during mid-Victorian days when the school was on the decline. He restored its fortunes somewhat; but it remained, at best a good school of the second rank. Had it not been so, Chips would have never been able to join it. As a matter of fact, both school and schoolmaster mirrored each other perfectly. Brookfield took pride in its relaxed atmosphere, stubbornly refusing to match the place of the outer world. Similarly, Chips held tenaciously on to his cherished old world values. The fact that several notable families supported the school shows that it could inspire loyalty among certain judicious people. The same quality was to be found in Chips. Both of them stood for these precious, though unglamorous sentiments Quite a few students of Brookfield joined the ranks of history makers as judges, members of Parliament, colonial administrators, peers and bishops. But, mainly, the school turned out merchants, manufacturers professional men, country squires and parsons. Such people constitute the very backbone of a society; and, by educating the middle class, Brookfield rendered yeoman’s service to the country. In this regard too, Chips was in complete harmony with the school. Throughout his career, he cared to remember only the boys who became soldiers, professionals and the like, and not the peers and administrators. Conscious of its own easy-going dignified ways, Brookfield had little tolerance for modern methods of commercialized education. This was amply demonstrated by what happened to Ralston. This hotheaded young headmaster came fired with visions of leading the school into the future. Significantly, he clashed with none other than chips; for, the old teacher had now become Brookfield itself. The whole school rallied round Chips and Ralston had to concede defeat. Actually, he was not at all wrong. He only made the mistake of losing the historical perspective. He forgot that some values have a time-honoured sanctity, and therefore, ought to be treated with reverence. He thought that Chips was an impediment (hurdle) to progress. Little did he realize that, by belittling the old man, he was triking at the very roots of what Brookfield stood for. The school and the schoolmaster proved that dignity, honour and a sense of proportion were far more important than glamour and commercialism. MR. CHIPS’ FAREWELL SPEECH â€Å"Parting is such a sweet sorrow†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬  There can hardly be anything sweet in the sorrow of saying farewell to life itself. A shadow of pathos always lurks behind the good-natured banter at farewell parties. Farewells remind us that, after all, everything and everyone must come to an end. Therefore, they are always heart wrenching and odd how much it hurts when a friend or loving one moves away and leaves behind silence. In the novel â€Å"Goodbye Mr. Chips† Chips deserves credit for not letting his farewell degenerate into sentimental squalor (unpleasantness) As a teacher he always avoided to burden his students with dejected thoughts. In fact his speech was replete with crispy jokes underlying moral ideals. Despite the frequent roars of laughter, he managed to reach out and delicately touch the hearts of all the students and teachers. The captain of the school, in his speech, had paid glowing tributes to the services rendered by Chips. In all modesty, the old teacher attributed it to the Captain’s habit of exaggeration. He remarked that it ran in the family because he had punished the Captain’s father for the same failing. The ensuing laughter covered up Chip’s embarrassment at receiving such fulsome praise. Farewell speeches are usually composed of sweet and everlasting memories of past; and that evening Mr. Chips also looked back over the forty two years he had been with Brookfield. But , he chose not to dwell on the burdensome aspect of the past . he mentioned only the sweet memories associated with the school. e. g. He remembered the first bicycle to be used there. He told the boys about the time when there was no gas or electricity at Brookfield. It was interesting g to learn that the staff had nominated a lamp-boy, whose job was to clean, trim and light lamps. Once, there had been a long frost and the whole school had learnt to skate on the fens. During his speech, he also narrated the time when two-third of the school went down with German measles and Big Hall was turned into hospital. The situation became more humorous when Chips related the incident, which occurred on the Mafeking night. Inadvertently, a bonfire was lit too near the pavilion and the fire –brigade had to be called. The Firemen were having their own celebrations and arrived in drunken condition. Towards the end of his speech, Chips stuck a tender note. He said that he would never forget the face of his students. If, later in life, he ever failed to recognize anyone, it would only because of the changed features of that boy. He also owed that he would always remember them as they were. He turned the track of his farewell speech from sadness to fun by mentioning the Chairman, who had unruly hair and poor grammar when he was a little boy. In this way, he felt his pupils as he had always kept them; happy and light hearted. By the skillful use of humour he avoided exploiting the emotions of the innocent students. Actually he did not need any display of sympathy from them because his calm and poise won by devotion and service to Brookfield transcended such pretty consideration. Even his parting words carried only a hint of the wistfulness in his heart: â€Å"Think of me sometime, as I shall certainly think of you†. GOOD BYE MR. CHIPS HAS ANTIWAR THEME What a cruel thing is war: to separate and destroy families and friends, and mar the purest joys and happiness God has granted us in this world; to fill our hearts with hatred instead of love for our neighbors, and to devastate the fair face of this beautiful world. War cannot be justified under any rhyme and reason. When the World War I broke out in 1914, it became the largest conflict that the history had ever seen. The British Empire sent nine million men to war and lost nearly one million of them. Most of them were the public school boys like those mentioned in the â€Å"Goodbye Mr. Chips†. This war was â€Å"the first shock and then the first optimism† as many in England thought it would end soon and be â€Å"the war to end all wars†. With this attitude and propaganda everywhere the army was urging the young men to join the troops regardless of age and height. As in chapter No. 3, it has been quoted that Forrester was the smallest boy at Brookfield, who was killed in 1918. Older men declare war. But it’s the youth who must fight and die! {Herbert Hoover} To Mr. Chips, it seemed tragically sensational when the first old Broofieldian was killed in action. Mr. Chips criticized the Officer Training Corps in the follo wing words, when he came to know that the boys from the same school fought against France hundred years ago:- â€Å"Strange, in a way, that the sacrifices of one generation cancel out those of another† For the first time in history, new weapons of mass destruction ere used killing hundred thousand of citizens. Each week newspapers published lengthy casualty lists like those Chips or Chatteris read out on every Sunday night. Brookfield was an educational institution yet the Military Campus sprung up near Brookfield and Brookfield OTC was developed swiftly; that’s why most of the younger masters were in military uniform for training. The Antiwar theme has also been depicted through Mr. Chips comments about food rationing system during the war as he called the rissole (cake of minced meet â€Å"abhorrendum† i. e. meat to be abhorred. Mr. Chips had sympathy for Max Staefel, the German master, while other had despised him because he belonged to an enemy country although he served at Brookfield. Mr. Chips had anti-war ideas i. e. â€Å"the ideas of dignity and generosity that were becoming rare in a frantic world†. About â€Å"bayonet-practice† Chips held the view that it was a very vulgar way of killing people†. According to him all the explosives used in the war were the invention of a new kind of mischief by some stink merchant in his laboratory. Moreover, the affairs of war were least important to him as he kept his usual lecture even during the air-raid. Through the ideas and comments of Mr. Chips James Hilton has very aptly highlighted war as unwelcomed evil passion. War is only a cowardly escape from the problems of peace. ~Thomas Mann OBJECTIVE. a. The writer of the Novel â€Å"Goodbye Mr. Chips† is JAMES HILTON. b. The real name of Mr. Chips was MR. CHIPPING c. Mr. Chips was born in 1848. d. Mr. Chips lived at Mrs. Wickett’s after his retirement. e. Mr. Chips joined Brookfield in 1870. f. Mr. Wetherby was the headmaster when Mr. Chips joined Brookfield g. Mr. Chips taught at Melbury Public School for one year. . Brookfield was established in the reign of Queen Elizabeth, as a grammar school. i. The school was rebuilt in the reign of George I. j. Mr. Wetherby joined Brookfield in 1840. k. Mr. Chips retired at the age of Sixty-Five. l. At the time of retirement, Mr. Chips was presented with Cheque, a Writing desk and a Clock. m. Mr. Chips met Katherine Bridges in 1896 during the summer vacation in Lake District while climbing Great Gable. n. Mr. Chips was Forty-Eight when he met Katherine. o. Katherine was Twenty-five when she met Mr. Chips. p. Mr. Chips married Katherine in London a week before the beginning the Autumn Term. q. Mr. Meldrum died in 1900 after serving the school for thirty years. r. Chip’s wife and child died on April 1st 1898. s. After the death of Mr. Meldrum, Mr. Chips became the Acting Headmaster of the school. t. Mr. Ralston was thirty-seven when he joined the Brookfield. u. In 1913 Chips decided to retire at the age of 65. v. In July 1916 Chatteris met Chips at Mrs. Wickett’s with a request to join the school once again. w. On November 11th, 1918 Chips caught cold. x. Mr. Chips spent last fifteen years of his age at Mrs. Wickett’s.