William Faulkner and His Rose for Emily

William Faulkner is considered to be one of the most prolific writers and among the most influential ones for that matter in the last century in American Literature. His numerous contributions to the literary field were so immense and, as a result, he became a Nobel Laureate and won the Nobel Prize for Literature in 1949.Advertising We will write a custom critical writing sample on William Faulkner and His Rose for Emily specifically for you for only $16.05 $11/page Learn More His oeuvres range from novels to short stories and poems, and he has created a permanent spot in the history of American literature. A Rose for Emily is regarded as one of the most outstanding and the most controversial pieces of work. This story is full of captivating details which can make a short story really interesting for the reader and for the critics. On the one hand, the vast majority of critics admit that it is not a true style that was preferred by William Faulkner. On t he other hand, it is always interesting to develop various experiments and intrigue the audience with extremely captivating ideas. In fact, William Faulkner made a successful attempt to impress the reader: his A Rose for Emily is a unique collection of ideas and themes which are always interesting to read and evaluate. In spite of the fact that a number of negative opinions were developed around the story, even negative criticism attracted people’s attention and prove how mature the writer could be in the chosen style. Some critics defined A Rose for Emily as a kind of exploitative story not inherent to Faulkner, still, they talked about it and made the author recognizable. People said that even really talented writers could become famous and gain desirable respect and recognition only after their deaths. William Faulkner proved that popularity had a variety of sides, and he chose the one that made his famous during his life, and immortal after his death. A Rose for Emily is the story that is characterized by numerous critical opinions: readers found the story interesting, unusual, and educative; and critics tried to admit as many negative or weak points as possible and prove that the chosen style, relations between the characters, and even frequent use of flashbacks were not winning enough to introduce the most amazing work ever. William Faulkner usually chose some unpredictable development of the events in order to impress the reader and in order to make critics notice his work. Some critics admit that this story was full of â€Å"history’s unwillingness to advance, evolve, or progress† (Aboul-Ela 18). During his life, Faulkner was able to get a number of various opinions and attitudes to his work, still, he was always confident of his abilities and writing style. In general, the criticism that was developed during the time when the author was alive had more negative than positive nature, and it was hard to recognize a true interpretatio n of a story and unclear narration offered. So that â€Å"the critical cannon of A Rose for Emily has become as bloated as the character herself† (Farnoli, Golay, and Hamblin 243).Advertising Looking for critical writing on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More There were many different themes which have been criticized, and critics found it rather interesting to discover weak and strong points of the story: flashbacks which helped to understand that â€Å"aunt Emily was †¦ a little different† (Faulkner and Robinette 10) seemed to be weak enough to explain the essence of the author’s message and the method of characterization seemed to be more strange. Much attention was paid to the relations between Emily and her father which lead to the tragic end of the relations with Homer. It is always interesting to define who should be blamed for a human death, women’s tears, and pain that may be spread over many people around. In fact, with the help of a critical overview, it was possible for the reader to comprehend a true genre of the shot story, and it was not a horror story but an educative lesson that proved ho blind people with their assumptions could be. In spite of the fact that Faulkner was known during his life and a number of his works had been already recognized, not all readers were able to accept his new decision to introduce horrors. And some reader accepted A Rose for Emily not as â€Å"a ghost story at all but rather a story of a woman with a domineering father who grows old and dies in the small†¦ town† (Marius and Anderson 5). In my opinion, this particular story by William Faulkner is characterized by the opinions which could be hardly differentiated before and after his death. There are many supporters and opponents of his talent as they were during his life. It is not very difficult to define some powerful aspects of the story like an amazing flashback at the end of the story when Homer was discovered on Emily’s bed. This idea proved that the power of a woman is worth attention and recognition. Even now the relations between women and men are not similar to each other, and each story may have its own end either dramatic or happy. This is why there are so many reasons to respect the achievements of the author and his ideas which are expressed through the story. A Rose for Emily seemed to be an immortal calling by Faulkner with the help of which he reminds the readers that each type of relations without considering whether it is developed at early times (like it was with Emily’s father) or when a person grows up (the relations with Homer) has its own consequences and may influence a lot of aspects which are so crucial for a human life. The work was first published in 1930 in a copy of Forum, a magazine (Reuben). It was easily one of those short stories that featured most in many collections of shor t stories. It was a work that was not easy to interpret. This is why so many possible and plausible interpretations appeared within a short period of time. The story was popular at the time of its publication. â€Å"A Rose for Emily is by far the best-known, most reprinted, most widely read, and most discussed short story† (Towner and Carothers 63).Advertising We will write a custom critical writing sample on William Faulkner and His Rose for Emily specifically for you for only $16.05 $11/page Learn More In general, the story A Rose for Emily introduced by William Faulkner at the beginning of the 20th century is a perfect lesson for people who live in modern world. Very often people are blind because of the opportunities offered and cannot define their own weaknesses. On the one hand, it is a terrible truth that has to be admitted and cannot be understood. And on the other hand, A Rose for Emily becomes more amazing and educative story that fulfi ls this life and helps to discover the essence of the life. Works Cited Aboul-Ela, Hosam. Other South: Faulkner, Coloniality, and the Mariategui Tradition. Pittsburg: University of Pittsburg Press, 2007. Print. Fargnoli, Nicholas, Golay, Michael, and Hamblin, Robet. Critical Companion to William Faulkner: A Literary Reference to His Life and Work. New York: Infobase Publishing, 2008. Print. Faulkner, William and Robinette, Joseph. A Rose for Emily. Woodstock, IL: Dramatic Publishing, 1983. Print. Marius, Richard and Anderson, Nancy. Reading Faulkner: Introductions to the First Thirteen Novels. Knoxville: The University of Tennessee Press, 2006. Print. Reuben, Paul P. â€Å"Chapter 7: William Faulkner.† PAL: Perspectives in American Literature- A Research and Reference Guide. 2010. Web. Towner, Theresa and Carothers, James. Reading Faulkner: Glossary and Commentary. Collected Stories. Mississippi: The University of Mississippi Press, 2006. Print.Advertising Looking for critical writing on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More This critical writing on William Faulkner and His Rose for Emily was written and submitted by user Bo B. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Essay on Muslims

Essay on Muslims Essay on Muslims Islam, Arab and Middle Eastern Americans: A view from the outside Lee S. Snider Chamberlain College of Nursing Islam, Arab and Middle Eastern Americans: A view from the outside A. Jamal & N. Naber (2008) wrote not all Arabs are Muslims and not all Muslims are Arabs, when in fact, the United States often conflates the categories of Arab and Muslims. The top six countries with the largest Muslim populations are Indonesia, Pakistan, Bangladesh, India, Turkey and Iran. None of these countries are Arab. Arab countries include a diversity of linguistic, ethnic and religious groups (Jamal et al, 2008). In this paper we will discuss what is it to be Muslim in America both pre/post Gulf Wars and post September 11, 2001. First, this paper will explain the basic understanding of Islam and those who practice it and how it differs and relates to three other religious beliefs Christianity, Judaism and the often confused with, Sikhism. Second, this paper will review the differing points of view of Islam and Arabs from both the United Kingdom and United States. How are they the same? How are they different? Why have these nations just started to recognize this group not as citizens, but both as domestic and foreign terrorists? Continuing, we will review the history of Arabs, Arab Americans, Muslims and people of Middle Eastern decent living in the United States. We will discuss some the prejudices and discriminations Arab-Americans, Arabs, Muslims and people of Middle Eastern decent have endured since the two Gulf Wars and the September 11 terroristic attack. Finally, we will discuss what w e can do to help alleviate the current prejudicial and discriminatory attitude of race and religious relations among the United States, Arab Americans, Arabs, Middle Eastern and Islam. Islam, Christianity, Judaism and Sikhism Islam is the second largest religion in the world with over 1 billion followers (British Broadcasting Company (BBC), 2009). Islam was revealed over 1400 years ago in Mecca, Arabia and those who practice it are called Muslims. Muslims believe there is only one God – Allah. Muslims believe that God sent a number of prophets to mankind to teach them how to live according to Prophet Muhammad. Muslims base their laws on their holy book the Quran and the practice of Sunnah (BBC, 2009). To Muslims, the scripture of the Quran is the word of Allah as revealed to the Prophet Muhammad by the Angel Gabriel (Housley, 2007). Approximately one third of the Quran’s text is made up of narratives of earlier prophets, most of them biblical and the Quran rewrites the story of Jesus Christ more radically than that of any other prophet and in doing so reinvents him (Khalidi, 2009). The Sunnah is the practical example of the Prophet Muhammad and the five basic Pillars of Islam. These pillars are (1) the declaration of faith, (2) praying five times a day in a mosque, (3), giving money to charity, (4) fasting and (5) a pilgrimage to Mecca – at least once in a Muslims’ life (BBC, 2009). Christianity on the other hand is the world’s most popular religion with over 2 billion followers. Unlike Muslims, Christians believe in one God and that this God sent his only son, Jesus to earth to save humanity from the consequences of sins (BBC, 2011). Christianity in relation to Islam is viewed both as a precursor in the line of historical monotheism and also as a deficient form that have deviated from its purity (Thomas, 2005). Christians believe in the holy trinity of God the Father, God the Son, and the Holy Spirit. Christians base their beliefs on their holy book, the Bible. One of the most important concepts in Christianity is when Jesus gave his life on the cross-called, the crucifixion, and then his rising from the dead, the resurrection. However, there are many people who identify as Christian without believing in, observing any Christian traditions or holy concepts which would be heresy for Muslims. Negative stereotypes of Muslims and Arabs have

6 Reasons to Read Before Class

6 Reasons to Read Before Class Everyones college and grad school experience is a little different, but the one thing all have in common is reading. You already know that college entails a lot of reading. Guess what? Grad school is way worse.  Expect your reading load to triple, at least, in graduate school. With such a huge set of reading assignments, you might be tempted to fall behind and not read before class. Here are six reasons why you should avoid temptation and read ahead of the class. Make the Most of the Class Time Class time is valuable. Be sure that you can follow along. When you read ahead of time, you are more likely to understand the organization of the lecture. Youll be better able to figure out whats important and what isnt (and thereby take effective notes). Understand the Topic and What You Don't Understand If everything that you hear in class is new, how will you determine what you understand and whether you have questions? If you have read beforehand you can focus your attention on filling gaps in your understanding by paying more attention during some parts of the lecture and by asking questions. Participate Most classes require at least some participation. Be ready to answer questions and to discuss the topic. Its easy to participate when you know the topic. Reading beforehand helps you to understand the material and gives you time to consider your perspective and opinions. Dont get caught unprepared. Professors opinions matter - do not get caught faking it. Show Off Reading before class lets you show that youve read, that you care, and that you are intelligent. Youll be able to ask good questions and participate in a way that demonstrates preparation, interest, and mastery of the material. These are all positive marks in profs views. Participate in Group Work Many classes require group work, often in class. If you have read, you are ready and likely will not mooch off of your classmates, or benefit from their hard work. In turn, if you have read you can tell when the group is taking a wrong turn. Contrary to some stereotypes, effective group work requires preparation. Show Respect Reading ahead of time shows respect for the instructor and interest in the class. While instructors feelings should not be the primary motivator of your behavior, relationships with faculty are important and this is one easy way to get your relationship with your professor off to a good start. Think ahead- faculty are often important resources for advice, recommendation letters, and opportunities. Many students find reading tiresome, a great deal of work. Try employing reading strategies such as the SQ3R method.

Report Assignment Example | Topics and Well Written Essays - 1500 words - 2

Report - Assignment Example Your Supplementary Text helps you or go online. You will use these journal articles to write your structured report. So please keep copies of these articles. Cash, H., Rae, C., Steel, A. and Winkler, A., (2012). Internet Addiction: A Brief Summary of Research and Practice, US National Library of Medicine   National Institutes of Health, Curr Psychiatry Rev. Nov; 8(4): 292–298. King, D., Delfabbro, P., Griffiths, M. and Gradisar, M. (2012). Cognitive-Behavioral Approaches to OutpatientTreatmentof Internet Addiction inChildrenand Adolescents, Journal of Clinical Psychology: In session, Vol. 68(11), 1185–1195 Extend your search by including five other sources of information relating to your topic below. They can be conference papers, newspaper articles, magazines, etc. Enter them in APA 6th edition style correctly here. Internet addiction should be recognised as a clinical disorder, psychiatrist claims, (n.d.). Mailonline, Retrieved from http://www.dailymail.co.uk/news/article-542768/Internet-addiction-recognised-clinical-disorder-psychiatrist-claims.html TIP: The title of your report must be narrow/focussed. You might want to review this title after you have finished the entire report. The title should give the reader a good idea of what to expect in the report. While Internet obtained an indescribable power of impact toward the way people got connected, such technological advance have also altered the relationship between them, creating basis for the scholars to dive into the potential of Internet addiction and its effect on people’s behavioural changes. Researchers ultimately agree that the new digital era has created its impact on the development of the human mind. Despite such useful features as availability to obtain incredible information and opportunity to be more socially connected, possibilities for self-education, freedom from shyness and huge economic betterment, psychiatrists have noticed that excessive use of Internet can lead to

Analysis of Two Articles about Robots Assignment

Analysis of Two Articles about Robots - Assignment Example Robots are largely used to perform labor tasks. The need to increase production and improve efficiency is very necessary and finding the best robot for this is very important. I major in Mechanical Engineering which is directly related to the construction of the robots. The first article, â€Å"Team Designs Tiny Robots That Can Build like Termites† gives a significant design of tiny robots that can build without outside intervention. The second article, â€Å"Believable Robot Characters† gives an account of how important is the believability of robots when it comes to human-robot interaction. The article was published by Dow Jones & Company Inc. in New York, United States and authored by Robert Lee Hotz. The organization of the article only provides a heading and several paragraphs describing what the author wants to pass. It also has an abstract that summarizes what the information contained in it (Robert, 2014). The article is written in simple a U.S English language and is directed to the audience at the annual meeting of the American Association for the Advancement of Science in Chicago. It focuses on the ability of the robots to help in building any structure that they are instructed to. The article was published by Association for the Advancement of Artificial Intelligence, La Canada in the United States and authored by Simmons et al. The organization of the article provides headings and subheadings dividing every point communicated by the authors. There is also a subtract summarizing the content and objective of the article. The article is directed towards people in the entertainment industry who are greatly interested in the human-robot interaction through the integration of consistent storyline, verbal and nonverbal behavior and social context. It is also written in a simple and understandable language (Simmons, 2011).

Oedipus the King Essay Example for Free

Oedipus the King Essay In Sophocles Oedipus the King, the themes of fate and free will are very strong throughout the play. Only one, however, brought about Oedipus downfall and death. Both points could be argued to great effect. In ancient Greece, fate was considered to be a rudimentary part of daily life. Every aspect of life depended and was based upon fate (Nagle 100). It is common belief to assume that mankind does indeed have free will and each individual can decide the outcome of his or her life. Fate and free will both decide the fate of Oedipus the King. Both sides of the argument can be greatly supported. The Greeks believed in the idea that personality of the individual greatly affected his or her life (Nagle 120). Their personality was what decides their own free will. A wise man will make good decisions in his life; an ignorant and stubborn man wont be so fortunate. The character traits of a person have a certain positive or negative affect on the choices that he or she makes. For Oedipus, one of these attributes was the desire for knowledge and truth about his own existence. This driving force in the play led to the truth of his origin. This ties in with his own aspect of free will. His free will is based on his drive for knowledge. Throughout the entire play, Oedipus pushes Tiresias, Creon, Jocasta, the oracle, the messenger, and the shepherd for information regarding his beginnings. Each one of these characters in some way or form refused to give him a thorough answer. As he draws closer to the answer, another character tries to stop his journey. Oedipus continues moving onward even though others request he didnt. Oh no, listen to me, I beg you, dont do this. Listen to you? No more. I must know it all, see the truth at last (Sophocles 195). His desire for truth kept pushing him to continue his search, ultimately leading to his downfall. The entire time Oedipus had the capability to discontinue the plight. However he made the independent decision to continue. Another instance where choices directly linked Oedipus to the prophecy was at the crossroads. Oedipus demonstrates an important trait in his character, stubbornness. This trait is visible when Oedipus reacted to the man pushing him aside at the crossroads. the one shouldering me aside, the driver, I strike him in anger! . I killed them allevery mothers son! (Sophocles 189). In ancient times when a caravan was coming down the road they usually pushed you to the side. Oedipus didnt like this and flipped out, killing all of them. It was his stubbornness that caused this to happen. His personality led to the decision to kill the caravan and unknowingly, his father too. If he were a wise and content man, then his decision would have differed. When Oedipus defeated the Sphinx by solving the riddle, he could have refused to take the missing kings throne. He could have also declined to marry the former kings wife, unaware that the queen was his own mother. He accepted both of these without any regrets. If his decision was different it might have altered the course of events in the future. His personality made sure that the decisions went the way they did. These choices were made by Oedipus with his own free will, his own decisions. He didnt have to accept these gifts, but did none the less. These conclusions would lead to his own demise, but they were his own mistakes, not fate. Free will can also be found in the actions of Jocasta and Laius. The choices they made were not made by their own judgement, but rather reactions to a situation that neither of them was prepared to deal with. Upon hearing the prophecy that foretold the future sins in their household; they made a harsh decision out of fear. They had little Oedipus sent to die at the foothills of a mountain. This reaction seems very cruel, but back in ancient times it was very natural. Being that an oracle foretold the prophecy, Jocasta and Laius responded as any Greek parents would. They solved the problem by removing Oedipus from the equation, but in the end their decision wasnt the right one. This leaves the readers of the play to wonder what might have happened if Jocasta and Lauis never sent Oedipus to die as an infant. Would the prophecy still have taken place? It seems that it wouldnt have, because Oedipus wouldnt have engaged in the misled wandering after he left his adopted home. Oedipus would have had no reason to fulfill the prophecy, but that is another question that we dont know. On the other hand, if Oedipus didnt listen to the prophecy suggested to him in Corinth, he never would have returned to Thebes to carry out his destiny. All these instances can be looked at that free will was the deciding factor. Was it really? Fate can also be looked upon in every instance, equally a strong argument against free will. Oedipus desire for knowledge can also be looked at by the standpoint of fate. He was born with his own stubbornness. The Gods themselves made him that way and it can not be changed. No matter what his decisions were, their gift to him will lead to the path they gave him. He cant escape the fate the Gods have given him. He kept pushing farther and father, but it just led to his downfall. Nothing he could have done would have stopped that. The prophets make this clear in their prophecies throughout the text. All the premonitions they say come true. They cant be avoided because the Gods made you with your personality and it controls your life. Ultimately they control you. When Oedipus reaches the crossroads, it was fate that led to the events that took place. Short work, by god-with one blow of the staff (Sophocles 189). This quote reveals that the gods did play apart in the events that took place. Oedipus prophecy was to kill his own father. Unwillingly because of his stubbornness Oedipus struck down and did indeed kill his father. Because the gods gave him this trait, his fate was unavoidable. The traits of Oedipus would generate the right sequence of events that would eventually lead to his prophecy coming true. Oedipus personality was the cause of the events. His free will blended in with the fate given to him by the gods. All together it was fate that decided these actions. The prophecy given to Lauis and Jocasta is also another example of unavoidable fate. Even though it wasnt there own choices to get rid of their son, their reaction to the prophecy set up the events for the future. If they never sent Oedipus to die at the mountainside, he most likely never would have killed Lauis at the crossroads. Their reaction was to a message given to them by the Gods. The Gods dictated what was going to happen. They told the prophet to give out the prophecy. Leading to the vanquishing of little Oedipus. All along every action leads to ones fate in life. The greatest show of fate in the text is when Oedipus gauges his eyes out with the golden clips. He does this in reaction to the events that take place. Oedipus was aware that he alone was responsible for his actions and gauged his own eyes out. That is the free will standpoint on the issue. Oedipus was at the same time not responsible for his actions. The gods controlled his personality and therefore controlled the outcome of his life. If Oedipus realized this he might not have taken his own sight. The gods use their power to provoke humans free will. They were responsible for the demise of Oedipus, but in the same time convince the human that it was there fault. Free will and fate can be related to every aspect of Oedipus the King. The gods who control fate manipulate the thinking and concepts in humans free will. Ultimately fate is what overcomes all. It may not seem like it, but free will was given to mankind by the gods or God. So in turn the gods decide the fate of everybody when they created man. It was already decided and can not be changed. One can still argue the position that free will is more dominant, but if you relate to creation and how the gods made man, fate overcomes. In Oedipus the King, Sophocles made it clear to his fellow Greeks that mankind has the ability, even with prophecies and oracles, to make choices free from influence of divine forces. He also shows that fate does play a part in humans lives too. They tie into each other for a direct balance. Overall, fate is the divine power that controls free will and determines ones life.

A Stereotypical Media :: essays research papers

The media of today’s society plays the peddler to the stereotypes that plague our country. However, the media is not solely to blame. Susan Sontag states in her essay â€Å"The Image World†: â€Å"Through being photographed, something becomes part of a system of information, fitted into schemes of classification and storage†(Sontag 196). Through our own demand as consumers, the use of advertising in television, newspapers, and especially magazines relays to the public an erratic system of stereotypical information. The system of information relayed through photographic imagery in advertising directly affects the thoughts of society, on how a woman should look and feel. Thus, mixing the stereotypical woman of delicacy, and grandeur with sex and sexuality. The vast amount of stereotypical advertising today is directed at the middle-class, American worker. This specification in advertising is due to the fact that the middle class workers are the main consumers. This idea is represented in the magazine, Newsweek. Printed on April 3, 2000, Newsweek prints numerous articles of news that are not so focused and in-depth, but still contains valid consistency. The magazine is M/C Phillips, Page 2 truly tailored to the middle class and so is its advertising. In the midst of clutter, from articles of political power, to the rise of the doughnut culture, sits an ad of poise and content. Posted by the Target Corporation, a store tailored to the middle class, the ad displays, a very young, beautiful woman covered shoulders to toe in ivy, holding a rayon handbag. She is poised, illustrious and elegant, a mirror image of a statue. The backdrop of the image is calm, organized and serene. The ad reads â€Å"ivy plant $6.99, rayon crochet bag $14.99†(Newsweek 7). However, the ad’s imagery at first glance does not fully portray the stereotypes within it. The appearances of stereotypes in this serene ad are hard to find, but are found deep in the t ext of the image. The apparent purpose of the ad is to sell items such as a handbag, and ivy plants. However, the apparent does not relay the reality. The use of a woman’s stereotypical sexuality covers up the real with the fantasy. A stereotype as defined by the Module, â€Å"Images of Women and Men†, â€Å"is viewed today as a process that distorts reality†(Unger & Crawford 219). So in essence this is what the image, or the advertisement has done. Advertising takes the process of photography, and distorts its reality by applying such methods as stereotyping.

Ex Poser Extensive Reading

ENGLISH TEST 8th Grade/level 4 March 2011 aepas 2010/2011 Name: __________________________________________ Number: _____ Class: ____Teacher: ______________________ _________________ Reduzido Nao Sat Satisfaz Sat. Bastante Excelente Enc. Ed. _____________________ Enc Ex Poser by Paul Jennings 5 10 15 20 25 30 35 40 45 There are two rich kids in our form. Sandra Morris and Ben Fox. They are both snobs. They think they are too good for the rest of us. Their parents have big cars and big houses. Both of them are quiet. They keep to themselves. I guess they don't want to mix with the ruffians like me.Ben Fox always wears expensive gym shoes and the latest fashions. He thinks he is good-looking with his blue eyes and blond hair. He is a real poser. Sandra Morris is the same. And she knows it. Blue eyes and blonde hair too. Skin like silk. Why do some kids get the best of everything? Me, I landed pimples. I've used everything I can on them. But still they bud and grow and burst. Just when y ou don't want them to. It's not fair. Anyway, today I have the chance to even things up. Boffin is bringing along his latest invention – a lie detector. Sandra Morris is the victim.She agreed to try it out because everyone knows that she would never tell a lie. What she doesn't know is that Boffin and I are going to ask her some very embarrassing questions. Boffin is a brain. His inventions always work. He is smarter than the teachers. Everyone knows that. And now he has brought a long his latest effort. A lie detector. He tapes two wires to Sandra's arm. â€Å"It doesn't hurt,† he says. â€Å"But it is deadly accurate. † He switches on the machine and a little needle swings into the middle of the dial. â€Å"Here's a trial question,† he says. â€Å"Are you a girl? † Sandra nods. You have to say yes or no,† he says. â€Å"Yes,† replies Sandra. The needle swings over to TRUTH. Maybe this thing really works. Boffin gives a big grin. â₠¬Å"This time tell a lie. † says Boffin. â€Å"Are you a girl? † he asks again. Sandra smiles with that lovely smile of hers. â€Å"No,† she says. A little laugh goes up but then all the kids in the room gasp. The needle points to LIE. This lie detector is a terrific invention! â€Å"OK,† says Boffin. â€Å"You only have seven questions, David. The batteries will go flat after another seven questions. † He sits down behind his machine and twiddles the knobs.This is going to be fun. I am going to find out a little bit about Sandra Morris and Ben Fox. It's going to be very interesti ng. Very interesting indeed. I ask my first question. â€Å"Have you ever kissed Ben Fox? † Sandra goes red. Ben Fox goes red. I have got them this time. I am sure they have something going between them. I will expose them. â€Å"No,† says Sandra. Everyone cranes their neck to see what the lie detector says. The needle points to TRUTH. This is not what I expec ted. And I only have six questions left. I can't let her off the hook. I am going to expose them both. Have you ever held his hand? † Again she says, â€Å"No. † And the needle says TRUTH. I am starting to feel guilty. Why am I doing this? I try another tack. â€Å"Are you in love? † I ask. A red flush starts to crawl up her neck. I am feeling really mean now. Fox is blushing like a sunset. â€Å"Yes,† she says. The needle points to TRUTH I shouldn't have let the kids talk me into doing this. I decide to put Sandra and Ben out of their agony. I won't actually name him. I'll spare her that. â€Å"Is he in this room? † I say. She looks at the red Ben Fox. â€Å"Yes,† she says. The needle points to TRUTH. â€Å"Has he got blue eyes? I ask. â€Å"No,† she says. â€Å"Brown? † I say. â€Å"No,† she says again. I don't know what to say next. I look at each kid in the class very carefully. Ben Fox has blue eyes. I was sure that she loved him. â€Å"This thing doesn't work,† I say to Boffin. â€Å"I can't see one kid who doesn't have either blue eyes or brown eyes. † â€Å"We can† says Boffin. They are all looking at me. I can feel my face turning red now. I wish I could sink through the floor but I get on with my last question. â€Å"Is he an idiot? † I ask. Sandra is very embarrassed. â€Å"Yes,† she says in a voice that is softer than a whisper. And he has green eyes. † I – READING-COMPREHENSION A – Say if the following statements are true (T) or false (F). Quote from the text to justify your answer. 1. Sandra and Ben Fox are upper class children. __________________________________________________________________________________ 2. Sandra and Ben are very talkative and extrovert kids. __________________________________________________________________________________ 3. Sandra has skin problems. _______________________________________________________ ___________________________ 4. Boffin bought a lie detector. _________________________________________________________________________________ ? ? ? ? B – Match the sentences with the words (write the numbers inside the squares) SENTENCES WORDS KEY 1. form (line 1) 1 a) direction 2. ruffians (line 3) 2 b) wide smile 3. pimples (line 7) 3 c) sound made by surprised person 4. burst (line 7) 4 d) class 5. grin (line 18) 5 e) convince me 6. Gasp (line 20) 6 f) badly behaved people 7. Tack (line 32) 7 g) explode 8. Talk me into (line 35) 8 h) spots on skin C – Read the following statements and find synonymous expressions in the text. 1.David has an opportunity to revenge himself. _____________________________________________________________________________________ 2. The lie detector is extremely correct. _____________________________________________________________________________________ 3. David wants to humiliate Sandra and Ben in public. _______________________________ ______________________________________________________ 4. David is certain that Sandra and Ben are having an affair. _____________________________________________________________________________________ 5. David can’t make it easy for Sandra. ____________________________________________________________________________________ D – Give complete answers to these questions on the text. 1. What is David’s opinion about Ben and Sandra? ____________________________________________________________________________________________ ____________________________________________________________________________________________ 2. How does David describe himself? ____________________________________________________________________________________________ ____________________________________________________________________________________________ 3.Do you think David has a high self-esteem? Quote two sentences from the text to justify your answer. ______________________________ ______________________________________________________________ ____________________________________________________________________________________________ 4. Why did Sandra agree to try the lie detector? ____________________________________________________________________________________________ ____________________________________________________________________________________________ 5. â€Å"Sandra smiles with that lovely smile of hers† (line 20). Comment on this sentence. ___________________________________________________________________________________________ ____________________________________________________________________________________________ 6. â€Å"I wish I could sink through the floor† (line 45). How was David feeling at this point of the story? ____________________________________________________________________________________________ ____________________________________________________________________________________________ II – LANGUAGE FUNCTION A – Complete with FOR or SINCE. 1. ________ two years 2. ________ two weeks 5. ________ one year . ________ last year 3. ________ six months 6. ________ 1999 8. ________ yesterday 4. ________ August B – Choose the correct option and write the corresponding letter in the blanks. 1) He _____ there when he was a child. 6) I _____ her since last year. a) has lived a) haven't seen b) lived b) didn't see 2) They _____ a few minutes ago. 7) She _____ ill since Thursday. a) Left a) Was b) b) have left b) has been 3) I _____ the project last night. 8) _____ to Rome? a) have finished a) Did you ever go b) finished b) Have you ever been 4) I can't get into my house because I _____ my keys. ) It stinks in here; someone _____ smoking. a) Lost a) Was b) have lost b) has been 5) I _____ up smoking last year. 10) I've known her since we _____ at school together. a) Gave a) Were b) have given b) have been C – Complete with the PRESENT PERFECT or the SIMPLE PAST. David _____________________ 1(have) pimples sice he was eleven and he _________________________ 2(try) everything he can on them, but they ____________________ 3(not disappear) for three years. In the past, when he ________________ 4(be) younger, his skin _____________________ 5(not have) any pimples and it _____________________ 6(look) like silk.D – Look at Barry’s plans for the weekend and form sentences about what he’s going to do. Use the expressions in the box. *listen to music *play chess *go on a picnic *clean the house *go cycling *cook a meal 1. _____________________________________________________________________ 2. _____________________________________________________________________ 3. _____________________________________________________________________ 4. _____________________________________________________________________ 5. _____________________________________________________________________ 6. ________________________________________________________ _____________E – Read these sentences and choose the most appropriate answer. 1. I’m so excited! I †¦ my new dress on Friday night! 2. Poor little thing! Look at her face. She †¦. a) am going to wear a) are going to cry b) will wear b) is going to cry c) won’t wear c) will cry 3. You should have brought your umbrella. Look at those dark clouds! It †¦ a) isn’t going to rain b) is going to rain c) will rain 4. -â€Å"Ben is ill†. – â€Å"Is he? I †¦ him tonight. † 5. My cousins †¦ their holidays in London. I wish I could go with them! a) will spend b) won’t spend c) are going to spend 6. Tomorrow we †¦ our old friend Michael in town.We’re so excited! a) aren’t going to meet b) are going to meet c) will meet 7. I hope Caroline likes Robert Redford. I †¦ her to the cinema. a) are going to invite b) am going to invite c) will invite 8. I can’t walk home. I †¦ a taxi. a) am going to call b) will call c) won’t call a) will take b) won’t take c) am going to take F – Read the dialogue below and fill in with the correct form of the future . Bryce: What ____________________________ (you/do) today? Diana: I ___________________________ (clean) my room. It’s a mess. Bryce: Oh, but we have an exam on Monday. __________________________ (you/not study)?Diana: Yeah, I know†¦ but I promised my mum. Oh dear, what shall I do? Well, I ______________________ (try) to talk to her. Bryce: Wait! I ___________________________ (help) you clean your room and then we can study together. What do you say? Diana: __________________________________ (you/do) that for me? Bryce: Of course! What are friends for? Diana: Oh that’s really nice of you! III – WRITTEN PRODUCTION Write a short summary of the story â€Å"Ex Poser†. ____________________________________________________________________________ _____________________________ _______________________________________________

The Delphi Technique: Making Sense of Consensus

A peer-reviewed electronic journal. Copyright is retained by the first or sole author, who grants right of first publication to the Practical Assessment, Research & Evaluation. Permission is granted to distribute this article for nonprofit, educational purposes if it is copied in its entirety and the journal is credited. Volume 12, Number 10, August 2007 ISSN 1531-7714 The Delphi Technique: Making Sense Of Consensus Chia-Chien Hsu, The Ohio State University & Brian A. Sandford, Oklahoma State University The Delphi technique is a widely used and accepted method for gathering data from respondents within their domain of expertise.The technique is designed as a group communication process which aims to achieve a convergence of opinion on a specific real-world issue. The Delphi process has been used in various fields of study such as program planning, needs assessment, policy determination, and resource utilization to develop a full range of alternatives, explore or expose underlying ass umptions, as well as correlate judgments on a topic spanning a wide range of disciplines. The Delphi technique is well suited as a method for consensus-building by using a series of questionnaires delivered using multiple iterations to collect data from a panel of selected subjects.Subject selection, time frames for conducting and completing a study, the possibility of low response rates, and unintentionally guiding feedback from the respondent group are areas which should be considered when designing and implementing a Delphi study. The Delphi technique, mainly developed by Dalkey and Helmer (1963) at the Rand Corporation in the 1950s, is a widely used and accepted method for achieving convergence of opinion concerning real-world knowledge solicited from experts within certain topic areas.Predicated on the rationale that, â€Å"two heads are better than one, or†¦ n heads are better than one† (Dalkey, 1972, p. 15), the Delphi technique is designed as a group communicatio n process that aims at conducting detailed examinations and discussions of a specific issue for the purpose of goal setting, policy investigation, or predicting the occurrence of future events (Ulschak, 1983; Turoff & Hiltz, 1996; Ludwig, 1997). Common surveys try to identify â€Å"what is,† whereas the Delphi technique attempts to address â€Å"what could/should be† (Miller, 2006).In the literature, Delphi has been applied in various fields such as program planning, needs assessment, policy determination, and resource utilization. Delbecq, Van de Ven, and Gustafson (1975) specifically indicate that the Delphi technique can be used for achieving the following objectives: 1. To determine or develop a range of possible program alternatives; 2. To explore or expose underlying assumptions or information leading to different judgments; 3. To seek out information which may generate a consensus on the part of the respondent group; 4.To correlate informed judgments on a topic spanning a wide range of disciplines, and; 5. To educate the respondent group as to the diverse and interrelated aspects of the topic (p. 11). CHARACTERISTICS OF THE DELPHI TECHNIQUE The Delphi technique is well suited as a means and method for consensus-building by using a series of questionnaires to collect data from a panel of selected subjects (Dalkey & Helmer, 1963; Dalkey, 1969; Linstone & Turoff, 1975; Lindeman, 1981; Martino, 1983; Young & Jamieson, 2001).Delphi, in contrast to other data gathering and analysis techniques, employs multiple iterations designed to Practical Assessment, Research & Evaluation, Vol 12, No 10 Hsu & Sandford, Delphi Technique develop a consensus of opinion concerning a specific topic. Ludwig (1994) indicates: Iterations refer to the feedback process. The process was viewed as a series of rounds; in each round every participant worked through a questionnaire which was returned to the researcher who collected, edited, and returned to every participan t a statement of the position of the whole group and the participant’s own position.A summation of comments made each participant aware of the range of opinions and the reasons underlying those opinions (p. 55). More specifically, the feedback process allows and encourages the selected Delphi participants to reassess their initial judgments about the information provided in previous iterations. Thus, in a Delphi study, the results of previous iterations regarding specific statements and/or items can change or be modified by individual panel members in later iterations based on their ability to review and assess the comments and feedback provided by the other Delphi panelists.Other notable characteristics inherent with using the Delphi technique are the ability to provide anonymity to respondents, a controlled feedback process, and the suitability of a variety of statistical analysis techniques to interpret the data (Dalkey, 1972; Ludlow, 1975; Douglas, 1983). These characteri stics are designed to offset the shortcomings of conventional means of pooling opinions obtained from a group interaction (i. e. , influences of dominant individuals, noise, and group pressure for conformity) (Dalkey, 1972).One of the primary characteristics and advantages of the Delphi process is subject anonymity which can reduce the effects of dominant individuals which often is a concern when using group-based processes used to collect and synthesize information (Dalkey, 1972). Additionally, the issue of confidentiality is facilitated by geographic dispersion of the subjects as well as the use of electronic communication such as e-mail to solicit and exchange information.As such, certain downsides associated with group dynamics such as manipulation or coercion to conform or adopt a certain viewpoint can be minimized (Helmer & Rescher, 1959; Oh, 1974; Adams, 2001). Controlled feedback in the Delphi process is designed to reduce the effect of noise. Based upon Dalkey (1972), noise is that communication which occurs in a group process which both distorts the data and deals with group and/or individual interests rather than focusing on problem solving.As a result, the information developed from this kind of communication generally consists of bias not related to the purposes of the study. Basically, the controlled feedback process consists of a well organized summary of the prior iteration intentionally distributed to the subjects which allows each participant an opportunity to generate additional insights and more thoroughly clarify 2 the information developed by previous iterations.Through the operation of multiple iterations, subjects are expected to become more problem-solving oriented, to offer their opinions more insightfully, and to minimize the effects of noise. Finally, the ability to use statistical analysis techniques is a practice which further reduces the potential of group pressure for conformity (Dalkey, 1972). More specifically, statistical ana lysis can ensure that opinions generated by each subject of a Delphi study are well represented in the final iteration because, â€Å"at the end of the exercise there may still be a significant spread in individual opinions† Dalkey, 1972, p. 21). That is, each subject would have no pressure, either real or perceived, to conform to another participant’s responses that may originate from obedience to social norms, customs, organizational culture, or standing within a profession. The tools of statistical analysis allow for an objective and impartial analysis and summarization of the collected data. THE DELPHI PROCESS Theoretically, the Delphi process can be continuously iterated until consensus is determined to have been achieved.However, Cyphert and Gant (1971), Brooks (1979), Ludwig (1994, 1997), and Custer, Scarcella, and Stewart (1999) point out that three iterations are often sufficient to collect the needed information and to reach a consensus in most cases. The fol lowing discussion, however, provides guidelines for up to four iterations in order to assist those who decide to use the Delphi process as a data collection technique when it is determined that additional iterations beyond three are needed or valuable. Round 1: In the first round, the Delphi process traditionally begins with an open-ended questionnaire.The open-ended questionnaire serves as the cornerstone of soliciting specific information about a content area from the Delphi subjects (Custer, Scarcella, & Stewart, 1999). After receiving subjects’ responses, investigators need to convert the collected information into a well-structured questionnaire. This questionnaire is used as the survey instrument for the second round of data collection. It should be noted that it is both an acceptable and a common modification of the Delphi process format to use a structured questionnaire in Round 1 that is based upon an extensive review of the literature.Kerlinger (1973) noted that the use of a modified Delphi process is appropriate if basic information concerning the target issue is available and usable. Round 2: In the second round, each Delphi participant receives a second questionnaire and is asked to review the items summarized by the investigators based on the information provided in the first round. Accordingly, Delphi panelists may be required to rate or â€Å"rank-order Practical Assessment, Research & Evaluation, Vol 12, No 10 Hsu & Sandford, Delphi Technique items to establish preliminary priorities among items.As a result of round two, areas of disagreement and agreement are identified† (Ludwig, 1994, p. 54-55). In some cases, Delphi panelists are asked to state the rationale concerning rating priorities among items (Jacobs, 1996). In this round, consensus begins forming and the actual outcomes can be presented among the participants’ responses (Jacobs, 1996). 3 Rescher (1959), Klee (1972), and Oh (1974) concur that choosing individuals who are simply knowledgeable concerning the target issue is not sufficient nor recommended.Considering the necessity of selecting the most qualified individuals, Delbecq, Van de Ven, and Gustafson (1975) specifically state that three groups of people are well qualified to be subjects of a Delphi study. The authors recommend: â€Å"(1) the top management decision makers who will utilize the outcomes of the Delphi study; (2) the professional staff members together with their support team; and (3) the respondents to the Delphi questionnaire whose judgments are being sought† (p. 85). Delphi subjects should be highly trained and competent within the specialized area of knowledge related to the target issue.Investigators need to closely examine and seriously consider the qualifications of Delphi subjects. Oh (1974) indicates that choosing appropriate subjects is generally based on the judgment and discretion of the principal investigators. Jones and Twiss (1978) state that the prin cipal investigators of a Delphi study should identify and select the most appropriate individuals through a nomination process. Ludwig (1994) also states that, â€Å"solicitation of nominations of well-known and respected individuals from the members within the target groups of experts was recommended† (p. 2). Generally, the pool of selecting possible Delphi subjects is likely to use positional leaders (Kaplan, 1971; Ludwig, 1994), to follow a review of authors of publications in the literature (Meyer, 1992; Miller, 2001), and/or to make contacts with those who have firsthand relationships with a particular issue (Jones, 1975; Anderson & Schneider, 1993). The latter basically consists of individuals who are primary stakeholders with various interests related to the target issue or research effort.Concerning the appropriate number of subjects to involve in a Delphi study, Delbecq, Van de Ven, and Gustafson (1975) recommend that researchers should use the minimally sufficient n umber of subjects and should seek to verify the results through follow-up explorations. Ludwig (1994) notes that the number of experts used in a Delphi study is â€Å"generally determined by the number required to constitute a representative pooling of judgments and the information processing capability of the research team† (p. 52). However, what constitutes an optimal number of subjects in a Delphi study never reaches a consensus in the literature.Delbecq, Van de Ven, and Gustafson (1975) suggest that ten to fifteen subjects could be sufficient if the background of the Delphi subjects is homogeneous. In contrast, if various reference groups are involved in a Delphi study, more subjects are anticipated to Round 3: In the third round, each Delphi panelist receives a questionnaire that includes the items and ratings summarized by the investigators in the previous round and are asked to revise his/her judgments or â€Å"to specify the reasons for remaining outside the consensu s† (Pfeiffer, 1968, p. 52). This round gives Delphi panelists an opportunity to make further clarifications of both the information and their judgments of the relative importance of the items. However, compared to the previous round, only a slight increase in the degree of consensus can be expected (Weaver, 1971; Dalkey & Rourke, 1972; Anglin, 1991; Jacobs, 1996). Round 4: In the fourth and often final round, the list of remaining items, their ratings, minority opinions, and items achieving consensus are distributed to the panelists.This round provides a final opportunity for participants to revise their judgments. It should be remembered that the number of Delphi iterations depends largely on the degree of consensus sought by the investigators and can vary from three to five (Delbecq, Van de Ven, Gustafson, 1975; Ludwig, 1994). Subject Selection Regarding the selection of subjects for a Delphi study, choosing the appropriate subjects is the most important step in the entire p rocess because it directly relates to the quality of the results generated (Judd, 1972; Taylor & Judd, 1989; Jacobs, 1996).Since the Delphi technique focuses on eliciting expert opinions over a short period of time, the selection of Delphi subjects is generally dependent upon the disciplinary areas of expertise required by the specific issue. Regarding any set standards of selecting Delphi subjects, there is, in fact, no exact criterion currently listed in the literature concerning the selection of Delphi participants. That is, â€Å"throughout the Delphi literature, the definition of [Delphi subjects] has remained ambiguous† (Kaplan, 1971, p. 24).Regarding the criteria used to guide the selection of Delphi subjects, individuals are considered eligible to be invited to participate in a Delphi study if they have somewhat related backgrounds and experiences concerning the target issue, are capable of contributing helpful inputs, and are willing to revise their initial or previo us judgments for the purpose of reaching or attaining consensus (Pill, 1971; Oh, 1974). Helmer and Practical Assessment, Research & Evaluation, Vol 12, No 10 Hsu & Sandford, Delphi Technique be needed.Witkin and Altschuld (1995) note that the approximate size of a Delphi panel is generally under 50, but more have been employed. Ludwig (1997) documents that, â€Å"the majority of Delphi studies have used between 15 and 20 respondents† (p. 2). In sum, the size of Delphi subjects is variable (Delbecq, Van de Ven, & Gustafson, 1975). If the sample size of a Delphi study is too small, these subjects may not be considered as having provided a representative pooling of judgments regarding the target issue.If the sample size is too large, the drawbacks inherent within the Delphi technique such as potentially low response rates and the obligation of large blocks of time by the respondents and the researcher(s) can be the result. Time Requirements Conducting a Delphi study can be time- consuming. Specifically, when the instrument of a Delphi study consists of a large number of statements, subjects will need to dedicate large blocks of time to complete the questionnaires.Delbecq, Van de Ven, and Gustafson (1975), Ulschak (1983), and Ludwig, (1994) recommend that a minimum of 45 days for the administration of a Delphi study is necessary. With regard to the time management between iterations, Delbecq et al. (1975) note that giving two weeks for Delphi subjects to respond to each round is encouraged. Ludwig (1994) indicates, â€Å"a drawback to Delphi was that the questionnaire method may slow the process greatly as several days or weeks may pass between rounds† (p. 54).More specifically, since developing the instrument, collecting the data, and administering the questionnaire are interconnected between iterations, ensuring Delphi subjects respond to the investigators on time does in many ways either promote or prohibit the ability of the investigators in analy zing the data, developing a new instrument based upon the prior responses, and distributing subsequent questionnaires in a timely fashion. These are challenging aspects of conducting a Delphi study and do require proper planning and management. The use and prevalence of electronic technologies (i. e. e-mail, teleconferencing, etc. ) may facilitate those who are interested in using the Delphi technique. Witkin and Altschuld (1995) note that electronic technology provides an opportunity for individuals to more easily employ the Delphi process by taking advantages of, â€Å"(1) the storage, processing, and speed of transmission capabilities of computers; (2) the maintenance of respondent anonymity, and; (3) the potential for rapid feedback† (p. 204). Data Analysis Regarding data analysis, decision rules must be established to assemble and organize the judgments and insights provided by Delphi subjects.However, the kind and type 4 of criteria to use to both define and determine c onsensus in a Delphi study is subject to interpretation. Basically, consensus on a topic can be decided if a certain percentage of the votes falls within a prescribed range (Miller, 2006). One criterion recommends that consensus is achieved by having 80 percent of subjects’ votes fall within two categories on a seven-point scale (Ulschak, 1983). Green (1982) suggests that at least 70 percent of Delphi subjects need to rate three or higher on a four point Likert-type scale and the median has to be at 3. 5 or higher. Scheibe, Skutsch, and Schofer (1975) reveal that the use of percentage measures is inadequate. They suggest that a more reliable alternative is to measure the stability of subjects’ responses in successive iterations. In the Delphi process, data analysis can involve both qualitative and quantitative data. Investigators need to deal with qualitative data if classic Delphi studies, which use open-ended questions to solicit subjects’ opinions, are conduc ted in the initial iteration.Subsequent iterations are to identify and hopefully achieve the desired level of consensus as well as any changes of judgments among panelists. The major statistics used in Delphi studies are measures of central tendency (means, median, and mode) and level of dispersion (standard deviation and inter-quartile range) in order to present information concerning the collective judgments of respondents (Hasson, Keeney, & McKenna, 2000). Generally, the uses of median and mode are favored. However, in some cases, as manifested by Murray and Jarman (1987), the mean is also workable.Witkin (1984) questions the appropriateness of using the mean to measure the subjects’ responses if scales used in Delphi studies are not delineated at equal intervals. In the literature, the use of median score, based on Likert-type scale, is strongly favored (Hill & Fowles, 1975; Eckman, 1983; Jacobs, 1996). As Jacobs (1996) states, â€Å"considering the anticipated consensus of opinion and the skewed expectation of responses as they were compiled, the median would inherently appear best suited to reflect the resultant convergence of opinion† (p. 57).The use of mode is also suitable when reporting data in the Delphi process. Ludwig (1994) specifically addressed that â€Å"the Delphi process has a tendency to create convergence, and though this was usually to a single point, there was the possibility of polarization or clustering of the results around two or more points. In these instances, the mean or median could be misleading† (p. 57). CONSIDERING DELPHI SHORTCOMINGS AND WEAKNESSES Potential of Low Response Rates Due to the multiple feedback processes inherent and integral to the concept and use of the Delphi process, thePractical Assessment, Research & Evaluation, Vol 12, No 10 Hsu & Sandford, Delphi Technique potential exists for low response rates and striving to maintain robust feedback can be a challenge. â€Å"In the Delphi techniq ue, [poor response rate] is magnified fourfold because a maximum of four surveys may be sent to the same panelists† (Witkin & Altschuld, 1995, p. 196). If a certain portion of the subjects discontinue their responses during various stages of the Delphi process, the quality of information obtained could be discounted or at least critically scrutinized.As such, Ludwig (1994) specifically addresses subject motivation as the key to the successful implementation of a Delphi study and investigators need to play an active role in this area to help ensure as high a response rate as possible. Consumption of Large Blocks of Time The Delphi technique can also be time-consuming and laborious. Unlike other data collection techniques such as the telephone survey and the face-to-face administration, which can be simultaneously conducted by a group of people and can be completed in a short period of time if the sample size is small, the Delphi technique is terative and sequential. As a result , the necessity of taking large block of time to successively complete a Delphi process is inescapable. Ludwig (1994) indicates that, â€Å"a drawback to Delphi was that the questionnaire method may slow the process greatly as several days or weeks may pass between rounds† (p. 54). Optimally speaking, the iteration characteristics of the Delphi process provide the opportunities for investigators and subjects to improve the accuracy of the results.In contrast, the same characteristic also increases the workload of investigators and the amount of time needed to successfully complete the data collection process (Cunliffe, 2002). Potential of Molding Opinions The iteration characteristics of the Delphi technique can potentially enable investigators to mold opinions (Altschuld, 2003). An experiment, conducted by Scheibe, Skutsch, and Schofer (1975), indicated that Delphi subjects would rate their responses differently after receiving a distorted feedback.Dalkey and Helmer (1963) a lso noted that, â€Å"some ‘leading’ by the experimenters inevitably resulted from the selection of the information supplied† (p. 467). Moreover, Cyphert and Gant (1971) illustrated that a statement in their study was initially rated below average. However, Delphi subjects rated the statement above average after receiving false feedback. Therefore, Cyphert and Gant (1971) concluded that the Delphi technique could, â€Å"be used to mold opinion as well as to collect [data]† (p. 273).Indeed, â€Å"subtle pressure to conform with group ratings† was one of the major drawbacks in the Delphi technique (Witkin & Altschuld, 1995, p. 188). Delphi investigators need to be cognizant, exercise caution, and implement the proper safeguards in dealing with this issue. 5 Potential of Identifying General Statements vs. Specific Topic Related Information An assumption concerning Delphi participants is that they are equivalent in knowledge and experience (Altschuld & Thomas, 1991). However, this assumption might not be justified.More specifically, the expertise of Delphi panelists could be unevenly distributed, especially in the field of high technology (Marchant, 1988; Altschuld & Thomas, 1991). â€Å"Some panelists may have much more in-depth knowledge of certain topics, whereas other panelists are more knowledgeable about different topics† (Altschuld & Thomas, 1991, p. 187). Therefore, subjects who have less in-depth knowledge of certain topics are unable to specify the most important statements which have been identified by those subjects who possess in-depth knowledge concerning the target issue.The outcomes of a Delphi study could be the results of identifying a series of general statements rather than an in-depth exposition of the topic (Altschuld & Thomas, 1991). SUMMARY The Delphi technique provides those involved or interested in engaging in research, evaluation, fact-finding, issue exploration, or discovering what is actually k nown or not known about a specific topic a flexible and adaptable tool to gather and analyze the needed data. Subject selection and the time frames for conducting and completing a Delphi study are two areas which should be considered carefully prior to initiating the study.The additional precautions concerning low response rates, unintentionally guiding feedback, and surveying panelists about their limited knowledge of the topic rather than soliciting their expert judgments should also be built into the design and implementation of the study. The Delphi technique has and will continue to be an important data collection methodology with a wide variety of applications and uses for people who want to gather information from those who are immersed and imbedded in the topic of interest and can provide real-time and real-world knowledge. REFERENCES Adams, S. J. (2001).Projecting the next decade in safety management: A Delphi technique study. Professional Safety, 46 (10), 26-29. Altschuld, J. W. (2003). Delphi technique. Lecture, Applied evaluation design. The Ohio State University. Altschuld, J. W. , & Thomas, P. M. (1991). Considerations in the application of a modified scree test for Delphi survey data. Evaluation Review, 15 (2), 179-188. Practical Assessment, Research & Evaluation, Vol 12, No 10 Hsu & Sandford, Delphi Technique Anderson, D. H. , & Schneider, I. E. (1993). Using the Delphi process to identify significant recreation research-based innovations.Journal of Park and Recreation Administration, 11 (1), 25-36. 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The Delphi method: Techniques and applications (pp. 160-167). Reading, MA: Addison-Wesley Publishing Company. Jones, H. , & Twiss, B. C. (1978). Forecasting technology for planning decision. London, UK: Macmillan Press Ltd. Judd, R. C. (1972). Use of Delphi methods in higher education. Technological Forecasting and Social Change, 4 (2), 173-186. Kaplan, L. M. (1971). The use of the Delphi method in organizational communication: A case study. Unpublished master’s thesis, The Ohio State University, Columbus. Ker linger, F. N. (1973). Foundations of behavioral research.New York: Holt, Rinehart, and Winston, Inc. Klee, A. J. (1972). The utilization of expert opinion in decision-making. AICHE Journal, 18 (6), 1107-1115. Lindeman, C. A. (1981). Priorities within the health care system: A Delphi survey. Kansas City, MO: American Nurses’ Association. Linstone, H. A. , & Turoff, M. (1975). Introduction. In H. A. Linstone, & M. Turoff (Eds. ). The Delphi method: Techniques and applications (pp. 3-12). Reading, MA: Addison-Wesley Publishing Company. Ludlow, J. (1975). Delphi inquiries and knowledge utilization. In H. A. Linstone, & M. Turoff (Eds. ).The Delphi method: Techniques and applications (pp. 102-123). Reading, MA: Addison-Wesley Publishing Company. Ludwig, B. G. (1994). Internationalizing Extension: An exploration of the characteristics evident in a state university Extension system that achieves internationalization. Unpublished doctoral dissertation, The Ohio State University, Colu mbus. Practical Assessment, Research & Evaluation, Vol 12, No 10 Hsu & Sandford, Delphi Technique Ludwig, B. (1997). Predicting the future: Have you considered using the Delphi methodology? Journal of Extension, 35 (5), 1-4. Retrieved November 6, 2005 from http://www. oe. org/joe/1997october/tt2. html Marchant, E. W. (1988). Methodological problems associated with the use of the Delphi technique: Some comments. Fire Technology, 24 (1), 59-62. Martino, J. P. (1983). Technological forecasting for decision making. New York: North-Holland. Meyer, J. H. (1992). Rethinking the outlook of colleges whose roots have been in agriculture. Davis, CA: University of California. Miller, G. (2001). The development of indicators for sustainable tourism: Results of a Delphi survey of tourism researchers. Tourism Management, 22, 351-362. Miller, L. E. (2006, October).Determining what could/should be: The Delphi technique and its application. Paper presented at the meeting of the 2006 annual meeting of the Mid-Western Educational Research Association, Columbus, Ohio. Murray, W. F. , & Jarman, B. O. (1987). Predicting future trends in adult fitness using the Delphi approach. Research Quarterly for Exercise and Sport, 58 (2), 124-131. Oh, K. H. (1974). Forecasting through hierarchical Delphi. Unpublished doctoral dissertation, The Ohio State University, Columbus. Pill, J. (1971). The Delphi method: Substance, context, a critique and an annotated bibliography.Socio-Economic Planning Science, 5, 57-71. 7 Scheibe, M. , Skutsch, M. , & Schofer, J. (1975). Experiments in Delphi methodology. In H. A. Linstone, & M. Turoff (Eds. ). The Delphi method: Techniques and applications (pp. 262-287). Reading, MA: Addison-Wesley Publishing Company. Taylor, R. E. , & Judd, L. L. (1989). Delphi method applied to tourism. In S. Witt, & L. Moutinho, (Eds. ). Tourism marketing and management handbook. New York: Prentice Hall. Turoff, M. , & Hiltz, S. R. (1996). Computer based Delphi process. In M. Adle r, & E. Ziglio (Eds. ).Gazing into the oracle: The Delphi method and its application to social policy and public health (pp. 56-88). London, UK: Jessica Kingsley Publishers. Ulschak, F. L. (1983). Human resource development: The theory and practice of need assessment. Reston, VA: Reston Publishing Company, Inc. Weaver, W. T. (1971). The Delphi forecasting method. Phi Delta Kappan, 52 (5), 267-273. Witkin, B. R. (1984). Assessing needs in educational and social programs. San Francisco, CA: Jossey-Bass Publishers. Witkin, B. R. , & Altschuld, J. W. (1995). Planning and conducting needs assessment: A practical guide.Thousand Oaks, CA: Sage Publications, Inc. Young, S. J. , & Jamieson, L. M. (2001). Delivery methodology of the Delphi: A comparison of two approaches. Journal of Park and Recreation Administration, 19 (1), 42-58. Citation Hsu, Chia-Chien & Sandford, Brian A. (2007). The Delphi Technique: Making Sense of Consensus. Practical Assessment Research & Evaluation, 12(10). Availab le online: http://pareonline. net/getvn. asp? v=12&n=10 Editors Note: Another paper on the Delphi Technique that appeared in Practical Assessment Research & Evaluation is: Yousuf, Muhammad Imran (2007).Using Experts’ Opinions through Delphi Technique. Practical Assessment Research & Evaluation, 12(4). Available online: http://pareonline. net/getvn. asp? v=12&n=4 . Authors Chia-Chien Hsu Post-doctoral Studies The Ohio State University 393 Schrock Road Worthington, OH 43085 Practical Assessment, Research & Evaluation, Vol 12, No 10 Hsu & Sandford, Delphi Technique Tel: (614) 885-0763 E-mail: hsu. 127 [at] osu. edu Brian A. Sandford Assistant Professor 214 Willard Hall Occupational Education Oklahoma State University Stillwater, Oklahoma 74074 405-744-3461 brian. sandford [at] okstate. edu 8

Free Essays on Treatment Of Produced Water

Produced Water Treatment – Future Technologie Polymer modified bentonite or organoclay, ET Ventures - ET #1, made by binding amine polymer with bentonite clay, this converts the clay to an oil-wet, hydrocarbon adsorbent material. Able to adsorb 88% of its own weight in hydrocarbons and 100% by volume. Combined with granular activated carbon treatment gives non-detectable levels of pet. hc's ,oil and grease, and soluble hydrocarbons (EPA methods 418.1 ,413.2 & 8020 respectivley). Units are nearly maintenance free. Spent ET #1 has shown to adsorb volatile hydrocarbons tighly enough to pass the EPA’s TCLP test. This allows the product to be disposed of as non-hazardous waste. However until more experience is gained with the use of ET #1, operators should conduct their own TCLP test prior to disposal. The TCLP test, or the Toxicity Characteristic Leachate Procedure, is used to identify toxic chemicals capable of leaching into groundwater. The spent product can be returned to manufacturer for cost of freight. Alternatively, s ome manufacturers add activated carbon to the organoclay allowing the spent product to be burned as fuel in boilers. Research is still needed to prove this treatment method, for example, it is not know weather the product will concentrate heavy metals or weather the metals will be bound tight enough to pass the TCLP test. Because of the large volume of produced water, the cost of its management has a strong potential impact on the profitability of the domestic natural gas industry, and in some cases, the regulation of produced water disposal can shutdown production operations. Currently, about 60% of the produced water is disposed of through deep well injection at a cost of $0.50 to $1.75/bbl in wells that cost $400,000 to $3,000,000 to install. Furthermore, this option is coming under increasing regulatory scrutiny and is likely to be even more expensive in the future.Researchers at ANL have been using a ne... Free Essays on Treatment Of Produced Water Free Essays on Treatment Of Produced Water Produced Water Treatment – Future Technologie Polymer modified bentonite or organoclay, ET Ventures - ET #1, made by binding amine polymer with bentonite clay, this converts the clay to an oil-wet, hydrocarbon adsorbent material. Able to adsorb 88% of its own weight in hydrocarbons and 100% by volume. Combined with granular activated carbon treatment gives non-detectable levels of pet. hc's ,oil and grease, and soluble hydrocarbons (EPA methods 418.1 ,413.2 & 8020 respectivley). Units are nearly maintenance free. Spent ET #1 has shown to adsorb volatile hydrocarbons tighly enough to pass the EPA’s TCLP test. This allows the product to be disposed of as non-hazardous waste. However until more experience is gained with the use of ET #1, operators should conduct their own TCLP test prior to disposal. The TCLP test, or the Toxicity Characteristic Leachate Procedure, is used to identify toxic chemicals capable of leaching into groundwater. The spent product can be returned to manufacturer for cost of freight. Alternatively, s ome manufacturers add activated carbon to the organoclay allowing the spent product to be burned as fuel in boilers. Research is still needed to prove this treatment method, for example, it is not know weather the product will concentrate heavy metals or weather the metals will be bound tight enough to pass the TCLP test. Because of the large volume of produced water, the cost of its management has a strong potential impact on the profitability of the domestic natural gas industry, and in some cases, the regulation of produced water disposal can shutdown production operations. Currently, about 60% of the produced water is disposed of through deep well injection at a cost of $0.50 to $1.75/bbl in wells that cost $400,000 to $3,000,000 to install. Furthermore, this option is coming under increasing regulatory scrutiny and is likely to be even more expensive in the future.Researchers at ANL have been using a ne...

Analysis of Newspaper Article-Free-Samples-Myassignmenthelpc.com

Analyse Newspaper Article of your Choice. The article that has been chosen for analysis is based on the â€Å"Tillerson sacking† decision that has been taken by Trump. The dismissal of Rex Tillerson from the post of the Secretary of the State was a decision that was taken by Donald Trump with an aim to reduce the divisions of the US administration related to the key issues of foreign policy. The argument on which the entire analysis of the article will be based is â€Å"whether the moves made by Donald Trump were able to reduce the divisions related to the decisions made about the key foreign issues† (Hammond, 2018). I do not agree with the â€Å"America First† movement that had been taken by Trump when he moved into the White House for the first time. The President of America mainly tried to develop its policies related to the foreign policies of the country. Trump has failed in the attempts that were undertaken by him over the years (Acharya, 2014). However, I agree that Trump has taken many steps regarding the shifts to be made from the orthodox methods of governing the country by the Republican and the Democratic presidents in the past. He has made many alliances in order to expand the democratic order of the country that is liberal in nature. The President has withdrawn the US alliance with many important treaties like the Trans-Pacific and the Asia-Pacific Partnership. The country has also withdrawn from the climate change related deal that is signed by greater than 170 countries. The above two deals were made under President Obama and Trump took back the key initiatives that were taken by the previous government. The nuclear agreements that were made by the country with Iran are also under serious jeopardy after the various decisions taken by President Trump (Aradau & Huysmans, 2014). I disagree with the dismantling of policies that have been undertaken by the US government during the last year. The President has been in the position for over a year now and still he has not been able to deliver the promises that were made by him regarding the changes in the foreign policies of the country. The President has not been able to bring any developments in the policies and the international treaties made by the country during the last year (Temby, 2015). I agree with the reviews that were made by the research firm named Gallup regarding the worst image of the leadership of the United States of America that has been formed in the last year. The leadership of the country under Trump was found to be weaker as compared to 134 other countries in the world. The New York Times has reported that the president was totally unable to deliver according the huge promises that were made by him during the last year. The approval of the US leadership was found to be the lowest of about 30% under the governance of Trump (Baylis, Smith & Owens, 2017). I agree with the poll that was undertaken by the organization named Pew Global which in the past year which depicted that more than thousands of the citizens of USA were not happy with the leadership of Trump. The policies related to global issues that were made by Trump were also not satisfactory for the people of his country. The poll further depicted that the support that was gained by Trump was even lesser than the support which was received by George W. Bush after the major controversy that had occurred in the country related to Iraq (Fierke & Jorgensen, 2015). I agree with the step that was taken by Trump regarding the dismissal of Tillerson from the position of Secretary of State and further appointment of Pompeo in the same position. As has been discussed in the article this can be a suitable step for the development of the country and increasing the harmony between the United States of America and the other countries. The reason being that the policies related to global warming may be formed in a better way by Pompeo as compared to those formed by Tillerson (Hammond, 2018). However, the change in the Secretary of State may not have significant effects on the foreign policies that will be formulated by the US government in the future. The nature of the President regarding the ways by which he deals with the officials of the government can still lead to problems related to the formulation of policies. I agree that the ways by which Trump performs his responsibilities may lead to many issues between him and the officials of the government. The foreign policy of USA has been the most affected by the decisions that have been taken by Trump during the year of his tenure. The dismissal of Tillerson and the appointment of Pompeo in the position of Secretary of State can help in the improving the position of USA in the style of leadership that is followed (Holmes & Traven, 2015). I agree with the fact the governing style of Trump depicts that lack of experience and the lack of knowledge regarding the international problems as well. This has further led to an ad hoc process of governing the country by the President. I disagree with the fact that the decision that was taken by Trump regarding the change of the Secretary of State was entirely wrong. The number of conflicts between Tillerson and President Trump has been high and they had difference in opinions in many situations. The appointment of Pompeo can further help the government in making changes in the foreign policies and making improvements in the international affairs of the country (Kelley & Simmons, 2015). The analysis can be concluded by stating that the steps undertaken by Trump to develop the foreign policies of the country were not successful initially. However, the appointment of Pompeo in the position of the Secretary of State can be a huge step towards the development of the country and the improvement of the international relations. The major reason behind making this statement is that the less knowledge of the President regarding international affairs can be complemented by the huge knowledge base of Pompeo. Acharya, A. (2014). Global International Relations (IR) and Regional WorldsA New Agenda for International Studies.  International Studies Quarterly,  58(4), 647-659. Aradau, C., & Huysmans, J. (2014). Critical methods in International Relations: The politics of techniques, devices and acts.  European Journal of International Relations,  20(3), 596-619. Baylis, J., Smith, S., & Owens, P. (Eds.). (2017).  The globalization of world politics: an introduction to international relations. Oxford University Press. Fierke, K. M., & Jorgensen, K. E. (2015).  Constructing International Relations: the next generation. Routledge. Hammond, A. (2018).  Tillerson sacking will not reverse Trump’s foreign failures.  The Age. Retrieved 14 March 2018, from https://www.theage.com.au/world/north-america/tillerson-sacking-will-not-reverse-trump-s-foreign-failures-20180314-p4z4at.html Holmes, M., & Traven, D. (2015). Acting rationally without really thinking: The logic of rational intuitionism for International Relations theory.  International Studies Review,  17(3), 414-440. Kelley, J. G., & Simmons, B. A. (2015). Politics by number: Indicators as social pressure in international relations.  American journal of political science,  59(1), 55-70. Temby, O. (2015). What are levels of analysis and what do they contribute to international relations theory?.  Cambridge Review of International Affairs,  28(4), 721-742

Macroeconomics Essay Example | Topics and Well Written Essays - 1000 words - 8

Macroeconomics - Essay Example function of the economy is also referred to as total supply of the economy as shows the total supply of goods and services that the firms are willing to supply at given price levels. It also shows the capacity of the firms of the economy and the fact that the firms can supply the economy with the appropriate level of goods and services in order to satisfy the demands of the economy. Aggregate supply curves are made on the basis of long and short term which depicts the total supply function of the firms of the economy both in the long term and in the short term for the economy. There can be some shifts in the aggregate supply curve for the economy which can be attributed to number of different factors and variables affecting the economy. These factors can be many some of which may be the change in the size and quality of labor, the mere fact that the labor size has changed that is more and more labor is available to the firms for the production of their goods and services or that the labor which is already available to the economy has gained more and more skills due to which it has become easier to produce more for the economy. Other factors can be the change in technology or it can be said that the technological innovations can cause a shift in the aggregate supply curve of the economy. Â  Increase in wages, increase in production costs, changes in producer ta xes and subsidies, and changes in inflation can also be some of the driving factors in the shifting of the aggregate supply curve for the economy. Different schools of thoughts have different views of economics and therefore they have different approaches towards the determining of aggregate supply of the economy that is to be made to the economy. Aggregates supply is the function of aggregate availability of labor and other resources in the given time period and the price levels for the production of those goods and services that provide the aggregate supply of those goods and services to the