The Bells Toll For Her - Literature Essay Samples

â€Å"No man is an island, entire of itself; every man is a piece of the continent. . . therefore never send to know for whom the bell tolls; it tolls for thee.†Ã¢â‚¬â€John Donne, Devotions Upon Emergent OccasionsThe year is 1923. In the suburbs of London, Virginia Woolf sits down to write Mrs. Dalloway. The Great War has been over for five years, but its memory still haunts　millions. More than nine hundred and fifty thousand young Englishmen lie in their graves—infinite bells, surely, have mourned these dead. In Mrs. Dalloway, Woolf echoes these bells through the constant striking of the hours. But the bells in Woolf’s work are not merely markers of time. Particularly in the novel’s post-WWI setting, they are a motif for death and its ineluctable approach. From the very opening pages of her work, Woolf attributes a certain je ne sais quoi to the bells that strike the hours. The protagonist Clarissa Dalloway, as she walks down the street, affirms â€Å"a particular hush, or solemnity; an indescribable pause; a suspense†¦ before Big Ben strikes† (4). Clarissa anticipates the bells; and the passage immediately following reads â€Å"There! Out it boomed. First a warning, musical; then the hour, irrevocable† (4). What could this description signify? In the beginning of the novel, it is perhaps difficult to grasp an interpretation. To approach the bells of Mrs. Dalloway, we must first study their three different aspects—and images with which they are associated.The first significance of the bells involve the unavoidable passage of time, which Woolf evokes through images that are—quite literally—striking. The bells are â€Å"direct† and â€Å"downright† (48), â€Å"with overpowering directness and dignity† (118); they â€Å"counse[l] submission† and â€Å"uph[old] authority† (102). Woolf’s language is clear: the hours that toll carry the same note of certitude and finality as a hammer closing an auction, or a bomb destroying a target. They are direct, powerful, and â€Å"irrevocable.† Much in the same tone, Woolf associates this potent striking of the hour with death. When Peter leaves Clarissa house, he hears â€Å"St. Margaret’s. . . stroke of the hour†: â€Å"the sudden loudness of the final stroke tolled for death,† and Peter imagines â€Å"Clarissa falling where she stood† (50). It is as if the bells fell Clarissa—or as if they toll for her death. Here Woolf revives the idea of the irrevocability of the hours; for Peter Walsh exclaims, â€Å"No! No! She is not dead! I am not old. . .† (50), as if to fight the inevitable passage of time—the passage towards death. Frequently indeed, the idea of death surrounds the bells that announce the hours. The following passage, however, addresses death in a different way from the above: It was precisely twelve o’clock; twel ve by Big Ben; whose stroke†¦ blent with that of other clocks, mixed in a thin ethereal way with the clouds and wisps of smoke, and died up there with the seagulls† (94).Death, here does not evoke the striking image of â€Å"Clarissa falling† (50). Rather, its â€Å"ethereal† mà ©lange with â€Å"clouds and wisps of smoke† suggests a more ephemeral representation of death: like the bells’ reverberations, fading away gently yet surely among the seagulls. Thus the second significance of the bells portrays death in a more melancholic light. It is under this light that â€Å"the sound of the half hour dies away† (103), and â€Å"the sound of the bell flooded the room with its melancholy wave† (118). Woolf evokes the sound and echo of the London bells that—here, instead of adumbrating the approach of death—induce the reader to â€Å"hear† an almost forlorn dolor. This dolor, precisely, takes on its full meaning in the novel’s post-WWI setting. Although the Great War has ceased its fires for five years, its survivors have hardly forgotten its horrors. For some unfortunate, besides, the war still rages—as Clarissa remarks, â€Å"the war was over, except for some.† Mrs. Foxcroft, for example, mourns the loss of her â€Å"nice boys,† as does Lady Bexborough that of â€Å"John, her favourite† (5). For many, indeed, the bells still toll poignantly. Perhaps the remembrance of the war manifests itself most clearly in the character of Septimus Warren Smith.Septimus fought in World War I; he has survived, but not without scars. To begin with, he suffers from a form of shell shock: an indifference to all sensations. For Septimus, â€Å"the intoxication of language—Anthony and Cleopatraha[s] shriveled utterly† (88); â€Å"Even taste†¦ had no relish to him† (87). Hallucinations pursue him, too: he sees ghosts of the dead, often of his good frie nd Evans who died in the war (70). Clearly, Septimus is a martyr of the War, and he must moreover deal with its aftermaths—namely, the visits of Dr. Holmes, the â€Å"repulsive brute† who attempts to cure him of his war scars (92). Eventually, as all martyrs do, Septimus jumps from a window to his death. It is through Septimus that we remark the bells’ third significance: in tolling for death, they represent a relief from all worldly difficulties. In the first pages of the novel, Clarissa reads a line from Shakespeare’s Cymbeline that begins thus: â€Å"Fear no more the heat o’ the sun /Nor the furious winter’s rages† (IV, ii). These lines occur in Cymbeline as a funeral chant; they address the character Cloton, who longer needs fear any â€Å"heat† or â€Å"rage† of the mortal world. In the same way, death protects Septimus from any further suffering. That is why, at his death, his wife Rezia hears the striking of six o ’clock and remarks â€Å"how sensible the sound was† (150). The bells announce death, but they are somehow sensible, even comforting. To conclude, then, the bells in Mrs. Dalloway are perhaps best described by the â€Å"late clock† that rings â€Å"volubly and troublously† (128). They are a motif for death and its steady advent, but the novel’s setting enriches the motif to contain at several levels of meaning; thus when the bells speak, they are voluble and troubling. Perhaps the mysterious description of the bells in Mrs. Dalloway’s opening—mentioned earlier—is founded upon the image of an air raid: the â€Å"particular hush† evokes the calm before the storm; then, â€Å"Out it boomed,† the bombs drop, and the â€Å"leaden circles† dissolve in the air, â€Å"irrevocable† (4). Death hangs in the air. Thus the bells toll, not only for the dead or Septimus, but also for Clarissa, and Peter, and all En glish who underwent the strains and losses of World War I. The bells toll for Virginia Woolf, too. As she wrote Mrs. Dalloway, listening to the hours come and go, one wonders if she envisioned her own death, to ensue some eighteen years later.

A.A. Milne’s The House At Pooh Corner - 914 Words

Richard Robinson, the President and CEO of Scholastic Inc., the world’s largest publisher and distributor of children’s books, said that a great children’s text contains a simple and original idea, is written with humour and makes the world more interesting. Despite being published in 1928, A.A. Milne’s The House At Pooh Corner remains a highly effective children’s text. The text meets the criteria set out by Richard Robinson and it has been able to do so through its good uses of literary elements such as style, themes and characters. Some examples of this can be linked to the works of various developmental theorists such as Jean Piaget, Lev Vygotsky and Erik Erikson. Most children like humour, and other â€Å"funny things† in general. The†¦show more content†¦The text’s humorous style is therefore very important in drawing the attention of its readers. The themes of this text are very simple but are important and easily conveyed to the young readers. Some of the themes include sharing, cooperation and generosity. In Chapter 1, Eeyore feels sorry for himself and thinks that â€Å"The others will be sorry if I’m getting myself all cold†¦ one of them will begin to say to himself: ‘Eeyore can’t be so very much too Hot about three o’clock in the morning.’ And then it will Get About. And they’ll be Sorry.† (P9-10) But on the contrary, Pooh and Piglet realise that Eeyore does not have a house and they were quite worried so they decided to build a house for him. â€Å"‘I’ve been thinking of Eeyore†¦ poor Eeyore has nowhere to live†¦ You have a house and I have a house†¦ poor Eeyore has nothing†¦ Let’s build him a house.† (P7) This is a perfect example of the the aforementioned themes where Pooh and Piglet work together to help and care for E eyore. The remarks by Eeyore are very self-centred because he is believing that everyone should be focusing on him and that they should feel the same way he does. On the other hand, Pooh and Piglet are not so worried about themselves but are thinking about Eeyore instead. These two phenomena are described as egocentrism and â€Å"decentering† respectively in the Pre-Operations Stage of Jean Piaget’s Stages of Cognitive Development. Piaget stated that children between the age of 2 and 7 are usually â€Å"egoShow MoreRelatedThe Beloved Childrens Storybook, Winnie the Pooh by Alan Alexander Milne1135 Words   |  5 PagesIntroduction Winnie the Pooh is a children’s storybook written by one of the most famous children’s British writers, Alan Alexander Milne in 1926. Milne’s inspiration of the character was from a stuffed animal that his son, Christopher Robin owned in the nursery. Therefore, Milne made up a special bedtime story for and about his son; it was about a â€Å"silly old bear†, some other animal friends and many pots of honey. The Pooh series, including Winnie the Pooh and The House at Pooh Corner were instant bigRead MoreChildrens Literature13219 Words   |  53 Pageswith an adult author. James Barries friendship with the Lewelyn Davies boys resulted in the play Peter Pan, or The Boy Who Would Not Grow Up (1904) and the novel Peter and Wendy (1911). The bedtime stories that A.A. Milne told his son Christopher Robin were revised into Winnie-the-Pooh (1926). Although childrens literature is intended primarily for children, it is more accurate to view such texts as having dual audiences of children and adults. Adults, particularly parents, teachers, and librarians

Analysis Of Mary Shelley s Frankenstein - 1597 Words

While the idea of contrasting right and wrong has been a popular theme in literature, it is most noticeably show in Mary Shelley’s Frankenstein. Frankenstein follows the story of a young scientist who tries his hand at God and, to his misfortune, has to deal with the consequences. Victor Frankenstein is a promising young scientist in the field of chemistry, until he creates life in an inanimate body and the Creature he makes wreaks havoc on all he holds dear. Between the several characteristics and journeys undertaken in Frankenstein, there are distinctive elements that can be contrasted which enhance the importance of themes within the novel. First, one of the most recurring themes in Frankenstein is alienation and seclusion felt by the†¦show more content†¦If he is a monster, it is society that made him so. He is, then, only a metaphor of a monster† (Bissonette 103). Bissonette chooses to highlight the effect society has on the Creature and how the Creature transitions from good because it epitomizes the issue of acceptance and love within the novel . Also a major contrast between Victor Frankenstein and the Creature is their purpose for living. Victor, despite making major breakthroughs in chemistry and making a name for himself, wants to be remembered as the one who can reanimate a dead corpse. Victor’s objective is to create a creature that, â€Å"would bless me as its creator and source; many happy and excellent natures would owe their being to me† (Shelley 33). This overreaching ambition is the reason Victor creates the Creature and, also, his fatal flaw. On a more humble side, the only thing the Creature wants from the world is to be loved and accepted. In the beginning, the Creature is born innocent and pure but eventually, through the vices and cruel experiences of society, turns into the cold monster known by the end of the novel. The Creature is able to see the love and reverence people are capable of having for one another, but knows he can never be a part of it, â€Å"[t]he mild exhortations of the old m an, and the lively conversations of the loved Felix, were not for me† (Shelley 84). After he finally understands he will not be able to have a connection with another being, it isShow MoreRelatedAnalysis Of Mary Shelley s Frankenstein1411 Words   |  6 PagesIn the early 1800s Mary Shelley set pen to a paper and started to develop a novel that little to her knowledge would become world renowned. In 1818 she finished and published the novel to sell to the European public. The novel caught the world off guard in the way that a female was able to write about such harsh, dark, and evil things in a European society whose authors like John Locke and Charles Montesquieu preached enlightenment, self exploration, and individualism all in an optimistic enablingRead MoreAnalysis Of Mary Shelley s Frankenstein1615 Words   |  7 Pagesa whole and how accurate a depiction they might think it to be, they will miss out on many of the qualities of the painting that reside below the immedia tely apparent surface level. Mary Shelley’s Frankenstein is a text dedicated to expounding upon the dangers of such superficial analysis. In Frankenstein, Mary Shelley openly condemns the surface level and appearance oriented methodology under which the human mind operates. The very protagonist of the novel is inspired solely by reputation and howRead MoreAnalysis Of Mary Shelley s Frankenstein 1758 Words   |  8 PagesFrankenstein was published over 200 years ago. Ever since it was published, it has been one of the most famous books known to literature. History.com Staff states that this book, by 21-year-old Mary Wollstonecraft Shelley, is frequently called the world’s first science fiction novel (History.com Staff). According to Wikipedia, Shelley was an English novelist. She was born August 30th, 1797. She died on February 1st, 1951 (Wikipedia). Shelley came up with the idea of Frankenstein as she andRead MoreBiblical Analysis Of Mary Shelley s Frankenstein 1376 Words   |  6 PagesLiterature 16 November 2015 Biblical Analysis: Frankenstein Frankenstein by Mary Shelley often refers to the bible on a number of occasions. However, it is worth noting that many references used by Mary Shelley in Frankenstein can often be identified in Genesis. Much like Genesis, the story of Frankenstein is a viable creation story. The book of Genesis first explains the creation of man and woman, and also recounts the fall of humanity. Unlike Genesis, Frankenstein begins with the fall of humanityRead MoreAnalysis Of Mary Shelley s Frankenstein And Frankenstein1410 Words   |  6 Pagescompassion and sympathy through the love of a person whom cares very deeply about them. In Frankenstein by Mary Shelley, the three main characters Robert Walton, Victor Frankenstein and Frankenstein (The Monster) are shown throughout the story, longing and in search for a companion. Throughout the story, the characters struggle with the battle of wanting either sympathy or compassion from a person or both. Mary Shelley shows the true indication of Human Nature by showing the importance of sympathy andRead MoreAnalysis of Mary Shelley ´s Frankenstein991 Words   |  4 Pagesalive. If it can learn, eventually speak, or came about because of another, it’s a person. The Creature of Mary Shelley’s Frankenstein is no exception. Victor’s creation needs nourishment, education, and morals, which should be provided by it’s creator, it’s parent, just like any other child. The way that needs of an individual are met shapes the outcome of their life. In her novel, Shelley demonstrates this impact that parents have on their child’s life through the contrasting upbringing of VictorRead MoreAnalysis Of Mary Shelley s Frankenstein 1701 Words   |  7 Pages Frankenstein is a novel that is practically devoid of any female presence, yet author Mary Shelley pens a story that is lush with portrayals of feminine ideology. Throughout the course of this novel, the audience is introduced to three different female characters. The first is Elizabeth Lavenza— Victor Frankenstein’s wife. She is presented as a passive and weak woman who embodies the traditional role of women in the 19th century. Caroline Beaufort is present in the novel, but her role is limitedRead MoreAnalysis Of Mary Shelley s Frankenstein 1038 Words   |  5 PagesAlexi Torres English III Dr. W.W. Allman December 1, 2015 Frankenstein In Mary Shelley’s, Frankenstein, she shows that good people can turn evil, but are not born this way. Humans being rude and isolating someone can make a person go insane and do things they are not proud of. Shelley shows this through the creature that Frankenstein creates and gives examples showing his evilness, but also shows that the creature tries to explain many times that he wants a friend and cannot find one becauseRead MoreAnalysis Of Mary Shelley s Frankenstein 1088 Words   |  5 PagesCreature’s Argument In the novel, Frankenstein, by Mary Shelley, the Creature s only need is for a female companion, which he asks Victor Frankenstein his maker to create. Shelley shows the argument between the creature and Frankenstein. The creature says: I demand a creature of another sex, but as hideous as myself (Shelley 139). Shelley shows what the creature wants from Frankenstein and what his needs are. Shelley gives us an idea of the sympathy that Frankenstein might feel for the creature evenRead MoreAnalysis Of Mary Shelley s Frankenstein 843 Words   |  4 PagesThe Wretch Frankenstein is a novel written by English author Mary Shelley about a peculiar scientist named Victor Frankenstein. Victor, who is a scientist endeavoring to make history, engenders a monstrous but attentive creature in an eccentric scientific experiment. The monster that he engenders faces abnegation and fear from his creator and society. The monster is the worst kind of scientific experiment gone awry. The creature has compassion for society but additionally wants to take revenge on

Especially the French Revolution and Napoleonic Era free essay sample

It provided the focus of political debate and revolutionary law-making between the periods of the  National Constituent Assembly  and of the  National Convention. * The Legislative Assembly was driven by two opposing groups. The members of the first group were primarily moderate members of the bourgeoisie that favored a  constitutional monarchy, represented by the  Feuillants, who felt that the revolution had already achieved its goal. [1]  The second group was the democratic faction, for whom the  king  could no longer be trusted, represented by the  new  members of the  Jacobin club. 2]  This group claimed that more revolutionary measures were necessary. [ * the citizens of Varennes had been asked to elect their own municipal and regional governments and to participate directly in the day-to-day implementation of new laws * Louis XVI fleeing the very constitution he had sworn to defend * Appearance of soldiers in Varennes had led to enormous tensions. We know that this action was part of the general movement of troops intended to protect the king’s escape, a conspiracy in which Bouille was intimately involved. We will write a custom essay sample on Especially the French Revolution and Napoleonic Era or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The king’s flight had dangerous conspiracies involving foreign soldiers and perhaps foreign armies * The night the king suddenly appeared in a small town in northeastern France is arguable one of the most dramatic and poignant moments in the entire French Revolution. * Local inhabitants=reshape their lives * Louis’ most pervasive impact on the train of events probably came less from what he did than from what did not do: from his very lack of leadership, his indecision and inconsistency WATERLOO: JUNE 18, 1815 The errors made by Napoleon and other French commanders during the Waterloo campaign were severe, indeed perhaps even decisive * His own destiny was almost more important to Napoleon than the thousands—and finally millions—of lives that were lost in the course of his pursuit of it * Hundred Days (stage four) FRENCH REVOLUTION APP * Directory, a body of five directors that held executive power in France

The U.S. Penal System Essays - Penology, Criminal Law, Criminology

The U.S. Penal System Prison inmates, are some of the most "maladjusted" people in society. Most of the inmates have had too little discipline or too much, come from broken homes, and have no self-esteem. They are very insecure and are "at war with themselves as well as with society" (Szumski 20). Most inmates did not learn moral values or learn to follow everyday norms. Also, when most lawbreakers are labeled criminals they enter the phase of secondary deviance. They will admit they are criminals or believe it when they enter the phase of secondary deviance (Doob 171). Next, some believe that if we want to rehabilitate criminals we must do more than just send them to prison. For inezce, we could give them a chance to acquire job skills; which will improve the chances that inmates will become productive citizens upon release. The programs must aim to change those who want to change. Those who are taught to produce useful goods and to be productive are "likely to develop the self-esteem essential to a normal, integrated personality" (Szumski 21). This kind of program would provide skills and habits and "replace the sense of hopelessness" that many inmates have (Szumski 21). Moreover, another technique used to rehabilitate criminals is counseling. There is two types of counseling in general, individual and group counseling. Individual counseling is much more costly than group counseling. The aim of group counseling is to develop positive peer pressure that will influence its members. One idea in many sociology text is that group problem-solving has definite advantages over individual problem-solving. The idea is that a wider variety of solutions can be derived by drawing from the experience of several people with different backgrounds. Also one individuals problem might have already been solved by another group member and can be suggested. Often if a peer proposes a solution it carries more weight than if the counselor were to suggest it (Bennett 20-24). Further, in sociology, one of the major theories of delinquency is differential association (Cressey 1955). This means some people learned their ways from "undesirable" people who they were forced to be in association with and that this association "warps" their thinking and social attitudes. "Group counseling, group interaction, and other kinds of group activities can provide a corrective, positive experience that might help to offset the earlier delinquent association" (Bennett 25). However, it is said that group counseling can do little to destroy the power of labeling (Bennett 26). The differential-association theory emphasizes that a person is more likely to become a criminal if the people who have the greatest influence upon them are criminals (Doob 169). Most of today's correctional institutions lack the ability and programs to rehabilitate the criminals of America. One can predict that a prisoner held for two, four, eight or ten years, then released, still with no educationling, there is disadvantages. For inezce, members of the group might not be as open or show emotion because they want to appear "tough." Also the members might not express their opinions openly because the others might see it as "snitching." For the group to work it takes a dedicated counselor (Bennett 22-23). Another type of correctional center used for rehabilitation is halfway houses. Halfway houses are usually located in residential communities and are aimed to keep offenders in the community. The name comes from the fact that they are "halfway between the community and the prison" (Fox 60). The "rationale" behind halfway houses is that criminal activity originates in the community, so the community has a responsibility to try to correct it. Also, sending a person who has deviant behavior and who has been associated with criminal influences, to prison would just make the problem worse (Fox 61). "The best place for treatment is in the community; this prevents the breaking of all constructive social ties" (Fox 61). Programs in halfway houses usually involve work release or study release and group sessions for therapy and counseling. Most programs vary greatly depending on the administrator. Generally, the purpose is to "reintegrate" members back into the community. There are three systems generally used in programs and in the process: "change by compliance, client-centered change, and change by credibility in that it

Synthesis Outline Essays

Synthesis Outline Essays Synthesis Outline Essay Synthesis Outline Essay Essay Topic: Synthesis Thesis Analysis of the Non-Correspondence between Central Luzon State University Business Administration sophomore students’ major field of study and their freshmen preferred accounting course Title Page Approval Sheet Biographical Sketch Acknowledgement Table of Contents List of Figures List of Tables List of Appendices I. The Problem and its Background Introduction Statement of the Problem Objectives of the Study Significance of the Study Scope and Limitation Definition of Terms Conceptual Framework II. Review of Related Literature Local Foreign III. Research Methodology Overview Research Strategy Respondent Sampling Technique Data Gathering Tool Data Processing and Analysis IV. Results and Discussion V. Conclusions VI. Recommendations References Appendices The Problem and Its Background Introduction Statement of the Problem Generally, this study aims to answer the question â€Å"How does the CLSU BA Sophomore students’ major Field of study not correspond with their freshman preferred accounting course? † Specifically, it aims to seek to answer the following questions: 1. What are the factors considered by the CLSU BA Sophomore students in their choice of major field of study? 2. What are the sources of information that CLSU BA Sophomore students used in their major field of study selection process? 3. How do those factors and sources of information affect the CLSU BA Sophomore students’ decision of not choosing accounting as a major field of study? Objectives of the Study The general objective of this study is to analyze the non-correspondence between CLSU BA Sophomore students’ major field of study and their freshman preferred accounting course. The specific objectives are the following: 1. To determine factors considered by the CLSU BA Sophomore students in their choice of major field of study. . To determine the sources of information that CLSU BA Sophomore students used in their major field of study selection process. 3. To evaluate how those factors and sources of information affect the CLSU BA Sophomore students’ decision of not choosing accounting as a major. Significance of the Study This study will provide significant contributi on to the students, CLSU Department of Accountancy and accounting education. For the students, this study will guide them in their major field of study selection process. This may assist them for better decision-making. For the CLSU Department of Accountancy, this study may be of interest because it will give information of what underlies the non-correspondence between CLSU BA sophomore students’ major field of study and their freshmen preferred accounting course. In addition, it will help the department in more actively screening and recruiting students to major in accounting course. For the accounting education, this study will yield insights where the accounting educators may base the activities that can be undertaken to improve the accounting education in our country. Scope and Limitation The scope of the study will be the sophomore students of academic year 2011-2012 with major field of study other than accounting in the College of Business Administration and Accountancy in Central Luzon State University. In addition, these sophomore students have accounting as their preferred freshman accounting course. This study will not include those students whose preferred freshman accounting course is accounting but did not enroll in the College of Business Administration and Accountancy during their first year. Moreover, this study will not cover those students with preferred freshman accounting course that enrolled in College of Business Administration of Accountancy during their first year but did not take their second year in the same college and/or university. Conceptual Framework Independent variablesDependent Variable The above figure provides the explanatory framework upon which the entire analysis of the non-correspondence between CLSU Business Administration sophomore students’ major field of study and their freshman preferred accounting course will rest. The framework shows the independent and dependent variables. It is based on the input-process-output relationship. This relationship reflects the decision-making process of the students in their major field of study selection. The decision-making process is shown within circle with broken lines. There will be no theoretical framework used on the study since it will focus only on determining the relative importance of criteria used to select a major not on the decision-making process itself. The factors and sources of information are considered as the key inputs present in the decision-making process of the students; hence, these elements are within the circle. These key inputs will be considered as the independent variables. To guide the analysis, it is assumed that the students take into account all the relevant factors in their decision-making given three limitations: one year time frame, opportunity cost of choosing the wrong major is high and taking double major is not allowed. It is based on the premise that students maximize their resources given the three limitations. Furthermore, the analysis will be based on the premise that the students make decisions using the information from important referents and not on isolation. The dependent variable is the decision of not choosing accounting as a major field of study. It is related to the output of the decision-making process where the sophomore students chose majors which are not corresponding to their freshman preferred accounting course. As shown in the figure, the dependent variable is outside the circle with broken lines. This is because the decision of not choosing accounting is only indirect product of the selection process. Still, this decision is dependent on the key inputs because once the sophomore students chose business majors other than accounting they cannot choose accounting anymore. This is when the third limitation- taking double major is not allowed is present. Broken lines are used to show that decision of not choosing accounting as a major is not an isolated decision and to portray the association between the key inputs and the dependent variables. Research Methodology Overview Research Strategy The research strategy that will be used for the study is Survey Approach. It will be used to view comprehensively and in detail the data that will be gathered to analyze the non-correspondence between CLSU BA sophomore students’ major field of study and their freshmen preferred accounting course. This approach will be adopted the survey approach to emphasize the quest for details of tangible data- data that can be measured and recorded. The research strategy will contain two (2) phases. In the first phase, the researchers will run focus groups of CLSU BA sophomore students with major field of study non-corresponds with their freshmen preferred accounting course. The focus group is a research in which students are informally interviewed in a group discussion setting. The researchers will gather together these students to discuss the issues affecting the research study. In addition, there will be a moderator, aside from the researchers, to facilitate free and open discussion in the group. In the second phase, the researchers will then use what they will learn in focus groups to design a questionnaire that will allow collecting systematic and quantitative data about the non-correspondence of the major field of study of CLSU BA sophomore students and their freshmen preferred accounting course. The questionnaire will be distributed in broader range of sample students. Respondents The respondents of this study will be the CLSU Business Administration sophomore students whose major field of study does not correspond with their preferred freshman accounting course. These are the students whose first choice is accounting in their application for College Admission Test in Central Luzon State University but selected business major other than accounting in their sophomore year in College of Business Administration and Accountancy in the university. Sampling Technique The study will use purposive sampling wherein the respondents will be ‘hand picked’ for the research. The term is applied where the researcher already knows the names of CLSU BA sophomore students, whose major field of study did not correspond with their freshmen preferred accounting course, and will deliberately selects particular ones because they are seen as instances that are likely to produce the most valuable data. Data Gathering Tools The research will use: documents containing the list of names of the respondents; tape-recorded conversation in the focus group; and questionnaires that will be distributed to the respondents. Data Processing and Analysis The data that will be gathered using the data gathering tools will be presented and analyzed to attain the objectives of the study.

Start a fine dining restaurant in Chicago Research Paper

Start a fine dining restaurant in Chicago - Research Paper Example If an opportunity to start the business of fine dining restaurant is given, it would be a nice experience to open a new unique fine dining restaurant based on simplicity, sleek design and finest of foods and services and with a unique theme. Detailing about the product, the first desire is to provide best quality food. In this regard, the key strategy would be to provide a menu which enlists a combination of dinner and lunch what patrons cannot find anywhere else in terms of quality, appearance, ingredients and taste that would be served without being invasive. When it comes to the type of food, it would be best to include comfort food. Owing to the fact that comfort food is highly popular in Chicago, easy to made, easy to digest, soft in consistency, rich in calories and can be made with a little different touch. With regard to the planned rendered services, the restaurant would entail a combination of dynamic and highly experienced chefs and associates owing to the fact that excell ence and perfection generally comes with experience. In terms of recipe, the menu would be prepared on the basis of local tastes, evolving trends and according to the preferences of the patrons as well. On the other hand, when it comes to music, a certain type of music should be played which influences the concept as well as suites the theme. A live classic music including jazz, doowop, and piano among others would be made available in the fine dining restaurant owing to the fact that people often prefer to visit such kind of restaurants on special occasions, thus the food and music should not be aggressive rather the ambience and theme should be based on tranquility and simplicity. Music on demand would also be included in the menu. GIVE YOUR FINE DINING RESTAURANT A NAME. EXPLAIN WHY THIS ADDS VALUE TO YOUR BUSINESS. The name of the unique fine dining restaurant would be â€Å"The Appetizer Aroma†. The pertinent reason behind this unique name is that people gets addicted to food mainly for two reasons, first is for appetite and secondly for its mesmerizing smell. The name of the restaurant contains both the key elements that would facilitate to draw people for food along with services. WHY IS CHICAGO A GOOD LOCATION FOR A FINE DINING BUSINESS? Regarding dining, Chicago offers amid the best restaurants in the nation. Chicago has always a special place which reflects the culture of perfect bars, quality bartenders and leisurely music among others (Chicago, â€Å"Chicago Magazine†). From many decades, Chicago is well known for the availability of a selection of most revered restaurants and finest cuisine. Chicago provides a wide selection of dining ranging from Asian restaurants to traditional Italia n restaurants (Chicago, â€Å"Chicago Magazine†). WHAT FORM OF BUSINESS OWNERSHIP WILL YOU TAKE AND WHY? With regard to business ownership, entering into the partnership, LLC and corporations result in certain monetary expenditure, which is not in case of sole proprietorship. Accordingly, in sole