session long project Essay Example

session long project Essay Session Long Project Name: Course: Institution: We will write a custom essay sample on session long project specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on session long project specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on session long project specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Instructor: Date: Session Long Project TRICARE is a health care program under the United States Department of Defense Military Health System. It was previously known as the Civilian Health Program of the Uniformed Services. It was formed to provide civilian health services to the military Personnel and their dependents. The program is managed by the TRICARE Management Activity with authority from the Office of the Assistant Secretary of Defense. After the World War 2, there were major constraints in terms of the resources available at the Military health facilities. These inadequacies prompted the United States Congress to enact a legislation that allows the Secretary for Defense to contract private health care providers to provide their services to the military personnel. TRICARE health program is divided into several unique options; they include TRICARE Standard, TRICARE Extra, TRICARE Prime, TRICARE Reserve Select, TRICARE Reserve Retired, and TRICARE for Life and TRICARE Young Adult and others (Humana 2011). TRICARE Standard is the basic option that is usually available to active duty personnel, retirees from the active component of the armed forces and retirees from the Reserve component who are 60 years or older and their dependents if they are eligible to access the services. It is however, not available to active service personnel. TRICARE standard enables the beneficiary to have access to medical services using any civilian health care provider in the country. This program is provided for by the government. The beneficiary only contributes to cost sharing, deductibles and an allowable charge. The beneficiary accesses health services on a pay to access service basis. The plan allows the beneficiary to access any medical facility and specialized care without prior approval from a primary care manager. The beneficiary contributes to medical costs by paying 25% of the allowable charges and all other related institutional costs that were not included as per the TRICARE agreement. Non-net work providers may charge 15% above the TRICARE allowable charges (Humana 2011). However, TRICARE beneficiaries have limitations in regards from whom they seek treatment.Treatment can be from non-network providers and network providers. Network providers are in contract with the TRICARE Management Authority to provide healthcare. In addition, non-network providers offer healthcare at additional costs because they are not registered to file for claims in regards to the services offered. However, TRICARE services do not cover certain conditions such as psychiatric treatment for sexual dysfunction, obesity, cosmetic disfiguration, physical therapy and others. In the event that an individual loses his coverage, a certificate of creditable coverage is issued to him individually, and the rest of his dependents to show that they were previously covered with TRICARE. The certificate serves the purpose of being in the records so as not to be excluded from new plans in relation to pre-existing conditions. Health insurance Portability and Accountability provides for settlement of claims for the members of in insurance by the United States Labor Department. It provides for the protection of rights of coverage under certain groups. It also protects the users from discrimination due to their medical conditions. Consolidated Omnibus Budget Reconciliation Act (COBRA) provides for workers that they can continue with their group health benefits for minimum periods because of certain unavoidable circumstances such as the loss of employment, divorce, death, paralysis and other occurrences, even after they lose such benefits. In conclusion, the United States has an overall good and stable health system for their workers. However, there is a need for reform to address certain issues for those in service to the country. The United States government should give those in the line access or comprehensive insurance coverage. It is because; they dedicate their lives to defending the country, which is a very difficult task. Therefore, in turn the government should reciprocate such selfless actions and give them the dignity they deserve to access adequate and quality healthcare without pay or at considerable rates. Alternatively, the government can even provide more funding to programmes such as TRICARE to accommodate a larger bracket of people who serve this country with great pride and dedication of duty adequate healthcare

Free Essays on Implications Of Ict

I.C.T plays an important role in todays society, businesses rely on computers and communication networks to operate efficiantly, everyday people keep in touch with families from great distances, information has been made more accessable with the growth of the internet. The information age is here and its use is growing at an alarming rate, computers are becoming smaller, faster, and more powerful than before, machines are replacing humans in the workplace, business meetings are being held over the internet and not in person. In this paper i will discuss the social, ethical and legal implications of I.C.T. Social Implications: At Work The introduction of information technology has caused some unemployment, for example: Â · Computer-controlled warehouses need only a handful of staff to operate them. Â · Computer-controlled robots are now common on production lines, replacing human workers. Â · The old skills of workers in the printing industry are now out-of-date. Â · Some jobs have disappeared as they can now be done automatically e.g. checking football pools coupons, marking multiple choice exam papers. However, it is fair to say that the development of information technology has led to many new jobs such as computer technicians, programmers web designers and systems analysts. It is more likely to have changed someone's work rather than led to them losing their job. This probably meant that people have had to be retrained to use modern technology: Â · Secretaries now use word-processors and not typewriters. Â · Travel agents book holidays by computer, not by phone or letter. Â · Telephone banking has meant that many bank staff now work by phone in front of a computer, instead of being behind a counter. Â · De-skilling has taken place. Some jobs which needed a high level of skill in the past can now be done more easily. For example, print workers today can use DTP software to lay out... Free Essays on Implications Of Ict Free Essays on Implications Of Ict I.C.T plays an important role in todays society, businesses rely on computers and communication networks to operate efficiantly, everyday people keep in touch with families from great distances, information has been made more accessable with the growth of the internet. The information age is here and its use is growing at an alarming rate, computers are becoming smaller, faster, and more powerful than before, machines are replacing humans in the workplace, business meetings are being held over the internet and not in person. In this paper i will discuss the social, ethical and legal implications of I.C.T. Social Implications: At Work The introduction of information technology has caused some unemployment, for example: Â · Computer-controlled warehouses need only a handful of staff to operate them. Â · Computer-controlled robots are now common on production lines, replacing human workers. Â · The old skills of workers in the printing industry are now out-of-date. Â · Some jobs have disappeared as they can now be done automatically e.g. checking football pools coupons, marking multiple choice exam papers. However, it is fair to say that the development of information technology has led to many new jobs such as computer technicians, programmers web designers and systems analysts. It is more likely to have changed someone's work rather than led to them losing their job. This probably meant that people have had to be retrained to use modern technology: Â · Secretaries now use word-processors and not typewriters. Â · Travel agents book holidays by computer, not by phone or letter. Â · Telephone banking has meant that many bank staff now work by phone in front of a computer, instead of being behind a counter. Â · De-skilling has taken place. Some jobs which needed a high level of skill in the past can now be done more easily. For example, print workers today can use DTP software to lay out...

Assess the Components of Cash Flow Statements Research Paper

Assess the Components of Cash Flow Statements - Research Paper Example The implementation of any non cash undergoes changes. 2. There are two methods of preparing a cash flow statement namely;- direct method and indirect method. Direct method uses real cash flow data from the organization’s operations. It presents major classes of gross cash receipts and payments. It is typically used by small firms. While preparing a cash flow using the direct technique, items such as amortization of insubstantial assets, preliminary expenditures, depreciation, and debenture discount are disregarded from the cash flow statement given that the direct method is inclusive of non-cash and cash transactions. Indirect method derives the data from the income statement and from changes on the balance sheet from one period to the next. The income statement and the balance sheet are based on the accrual accounting. It is a partial communication of accumulation basis gains to cash basis gains. 3. Different components of the cash flow statement employ indirect method. For instance we arrive at net cash flow from operating activities indirectly by starting with reported net income and working backwards to convert that amount to a cash basis. Depreciation expense does not reduce cash, but it is subtracted in the income statement. In the indirect method, positive adjustments to net income are made for decreases in related assets and increases in related liabilities, while negative adjustments are made for increases in those assets and decreases in those liabilities (Brahmasrene et al, 2004). The next section of the Statement of Cash Flows is Cash Flows from Investing Activities. Usually, this part comprises of any long-term savings the business makes plus any investment in fixed assets, such as plant and equipment. The last section of the cash flow statement is Cash Flows from Financing Activities (Dechow, 1994). Here, you have to finance your firm with long-term bank loans that have an increase and this is prepared using long terms. If you unite the

Influencing Performance Essay Example | Topics and Well Written Essays - 750 words - 1

Influencing Performance - Essay Example When strategic goals are clearly communicated to the employees, they feel confident and motivated about it. Secondly, â€Å"equal pay for equal work† is an important compensation theory which works towards employee motivation (McIntosh 1998). Inequalities tend to generate between employees when they feel that some other person is getting more for the same work or he/she is not getting adequate compensation for his/her services. It is very important for the organization to observe equity theory of motivation (McShane and Von Glinow 2010) while designing the compensation packages. Also, training and development programmes for employees at different levels work wonders in enhancing performance as they give the employees a chance to increase their skills set. They become more competent to handle more responsibilities with greater enthusiasm and ability which automatically builds upon their positivity towards work. Understanding employee professional and personal needs is the key to their motivation and best performance. Sufficient promotion opportunities, clear goals, mutual working environment and celebrating each and every achievement of employees lies at the heart of bettering the employee performance. Workplace security, safety measures and constructive criticism also form an integral part of this. Describe one method effective leaders can use to improve individual and/or group performance in your organization. Include the role of theory in your discussion. Support your method with a minimum of 1 reference from the literature. Leaders are considered to be effective when they are able to direct the actions of their followers through motivation, planning and judicious implementation of plans. Leaders are considered as role models by the followers because of their charisma or the inherent qualities and values they possess. Leaders are said to be effective when they are able to transfer these to their followers (Leadership Expert webpage 2010). One popular

Green cars (electric cars) Essay Example | Topics and Well Written Essays - 250 words

Green cars (electric cars) - Essay Example ough no one can argue that electricity is a form of â€Å"clean energy† as compared to traditional fossil fuels, the fact remains that this electricity must be generated in some way: whether from coal, nuclear, or hydro stations – all of which represent a definite environmental drawback. Thesis sentence: A tangential problem to electrical generation that few people spend much time thinking about concerns the material that is used to make the batteries which will store the electrical power for the vehicles. V. Total environmental impact of the production process as compared to total carbon output and green technology/electric/hybrid vehicles as compared to the environmental effect s of traditional automobile manufacturing Thesis statement: As factories will need to retool and diverse supplies of â€Å"rare earth† materials will need to be utilized in order to create these batteries, there will be a net loss of the earth’s resources as compared to traditional automotive manufacturing; as such, this analysis asks how this loss will be

Criticism of Action Research

Criticism of Action Research The use of action research in higher education is growing (Mertler, 2006). Action research involves a systematic inquiry wherein educators can utilize their knowledge as practitioners to change and improve educational practices (Kemmis, 2009; Craig, 2009). By systematically and intentionally studying problems within the educational community, they not only contribute to knowledge production but to meaningful reforms as well. Action research is defined as a reflective process of progressive problem solving led by individuals working with others in teams or as part of a community of practice to improve the way they address issues and solve problems (Riel, 2010). The aim of action research is to understand practice and to articulate a philosophy of practice which improves practice (McCutcheon Jung, as cited in Herr, Anderson, Herr, 2005). As a research design, action research is relatively new. Despite its recent popular application, there is still debate on where action research real ly falls as to its nature of inquiry (Ary, Jacobs, Razavieh Sorensen, 2009). Some research experts associate it more with the qualitative tradition, while others assert that its concrete application in research has showed that it relies more on quantitative inquiry (Burns, 2007). However, literature would suggest that action research possesses certain overall characteristics that are different from other research approaches. These are: Problem-solving is highlighted in the scientific study (Pine, 2008; Koshy, 2005; Methodological tools are not rigid and can be modified to suit the demands of the research situation (Cooke Cox, 2005); The research is process is cyclical (Schmuck, 2006; Riel, 2010); There is leaning toward practitioners as researchers (Mertler, 2006; Walter, 2009); No great attempts at objectivity are intended (Kock, 2005); The inquiry has a social dimension (Walter, 2009, IISD, 2010). What sets action research apart from other research approaches is its cyclical nature. This means that as a research method, it proceeds through a chain of steps repeatedly. Unlike traditional research, action research does not end upon the determination of findings and the formulation of conclusions on the contrary, this sparks a renewal of the research process. Hence, action research follows what Riel (2010) calls progressive problem solving (see Figure 1). In the entire research process, there could be multiple cycles and multiple foci of the study. In one research cycle, an action research proceeds in five general steps: 1. identifying an area of focus; 2. Developing an action plan; 3. collecting data; 4. analyzing and interpreting data; 5. reflecting (Herr, Anderson, Herr, 2005, p. 15). Beginning with the identification of the problem, the researcher/s come up with research questions and identifies the type of data needed. Types of data involved in action research can be quantitative or numerical, qualitative or descriptive, but usually both (Creswell, 2005). After data collection, the researcher/s interpret and analyze data. Conclusions are the drawn followed by a period of reflection which researchers engage in to be able come up with another plan of action to improve practice. This goes on until the problem identified is solved or objectives are met (Koshy, 2005). Another important characteristic of action research is that it is value-laden. It rejects neutrality and instead, situates its inquiry in a setting where there are conflicting values or power differentials. It challenges traditional notions of power and values and investigates a problem by analyzing day-to-day realities of the people or community involved. Still another important characteristic of action research is its reflexivity. Reflexivity is essential to action research because it aims to interrogate and examine received proposals for change or improvement by analyzing who benefits of actions implemented in the end (Craig, 2009). Since the foundation of action research by acknowledged pioneer Kurt Lewin, several approaches have emerged and albeit similar in purpose, differ in method and steps toward inquiry (Craig, 2009). Reviewed are three action research methodologies that have been used by researchers in higher education and other disciplines to come up with solutions to pressing problems: practical, participatory, and teacher action research. A discussion of advantages and disadvantages of action research is also discussed. Practical action research Practical action research focuses on a specific research question with the aim of improving practice (Schmuck, 2006). This is sometimes referred to as practical-deliberative action where the researcher (an outsider) collaborates with practitioners in identifying research problems, its causes, and possible forms of intervention. Kemmis (2009) defines it as action research which sharpens individual practical reasoning (p 76). Problem identification is done after dialogue between research and practitioner until consensus is reached. In this sense, the end of practical action research is to improve practice through the application of the personal wisdom of the participants (Grundy, as cited in Pine, 2008, p. 76). Practical action research was influenced by Lewins research within organizations which relied heavily on group dynamics, field theory, and T-groups. While practical action research works toward the improvement of practice, it takes a conservative stance and works in reforming the status quo without addressing power structures or differentials. Practical action research is also a vehicle toward generating practical knowledge (Manfra, 2009). Supporters of practical action research believe that practical knowledge is the most important form of knowledge in teaching (Koshy, 2005) and that the focus of action research must be on teachers issues and problems because they produce knowledge helpful to them in redefining their profession. Practical action research is more concerned with examining real classrooms and real schools (Manfra, 2009, p. 2). In the context of higher education, practical action research aims to help teachers become better practitioners. Because Conducting research has helped teachers we know to consolidate new knowledge, learn about new issues, and develop new teaching methods and strategies (p. 176). Proponents of practical action research emphasize the practicality of action research for teachers as they strive to become better practitioners. Since practical inquiry is more likely to respond to the immediacy of the knowledge needs teachers confront in everyday practice and to be foundational for formal research by providing new questions and concerns, (Cochran-Smith Lytle, as cited in Mertler, 2006, p. 43) practical action research is deemed to be the more authentic methodology for education practitioners. There are criticisms on the authenticity of practical action research (Kemmis, 2009). Some have accused practical action research as straying from the unique spirit of action research because it was influenced by techniques and inputs of outsiders (Pine, 2008). In effect, it ran the risk of research questions being externally formulated and issues which were not reflective of real sentiments and problems of practitioners (Kemmis, 2009). Practical action research is often associated with testing the effectiveness of practices or the applicability of findings conducted elsewhere to local settings. While in general, these studies may contribute to the improvement of practice, practical action research becomes vulnerable to being exploited to legitimize reputations of outsiders reputations than being applied meaningfully in practice (Ary et al., 2009). Participatory action research (PAR) While practical action research is deliberative in purpose, participatory action research takes on a more emancipator role. Traditional research seeks only in the investigation of phenomenon whereas the critical analysis is entrenched in PAR. While practical action research only describes classrooms and schools, PAR is more concerned with how to change structures and in the transformation of society. PAR promotes emancipatory praxis in the participating practitioners; that is, it promotes a critical consciousness which exhibits itself in political as well as practical action to promote change (Grundy, as cited in Manfra, 2009, p. 4). A primary aim of PAR is to transforming educational theory and practice toward emancipatory ends and thus raising fundamental questions about curriculum, teachers roles, and the ends as well as the means of schooling (Cochran-Smith Lytle, as cited in Manfra, 2009, p. 5). As a result, PAR has two overarching objectives (Cooke Cox, 2005): Knowledge production and action for the benefit of a group of people through study, research, education, and sociopolitical action. Empowerment of people by enabling them to construct and use their own knowledge. The key elements in PAR are participation and action (IISD, 2009). These elements are the foundation of the PAR method. With action, research entails beyond merely seeking information but having that action factor that enables positive change. With participation, research should be a participatory process with equal and collaborative involvement groups or communities of interest. Hence, unlike practical action research, PAR does away with process consultancy or the use of outsider experts going into communities and examining, theorizing, and proposing solutions for problems (Kemmis, 2009). The research topic, questions, and solutions must emerge from the communities themselves. Practical action research is not intended to be participatory because the aim is generally extractive; meaning, researchers retain power over process. PAR on the other hand, seeks at empowering the community of interest by opening up the entire research process to their participation. Practical action research is collaborative and is not shy on taking outside partners in planning, data gathering, and data analysis phase. PARs research goals are politicized and aims to illuminate on how social, economic, and political constraints affect the marginalized and powerless sectors in society (GDRC, 2009). Teacher action research Teacher action research is research that is done by teachers for themselves (Johnson, as cited in Mertler, 2006, p. 72). This type of action research enables teachers to make their own classrooms, their methods of instruction and assessments the focus of the study in order to inform and improve practice. Teacher action research benefits teachers by allowing them to understand their work better and from there, come up with ways to improve their effectiveness in the classroom. As a teacher-centered approach to action research, teacher-action research acknowledges first and foremost that the teacher is the most knowledgeable person when it comes to conditions on the ground and recognizes their expertise in carrying out research for the improvement of educational processes and outcomes. There are several motivations for adopting teacher action research: This approach respects and gives significant to the position of the teacher about the problems and issues at the classroom level. Simply put, it acknowledges the teacher as a local expert who has more knowledge about classroom issues than outside experts or consultants (Mertler, 2006). By acquiring data about their own classrooms and practices, teachers are better situated to reflect upon them and are in a better position to implement policies or measures that will enhance their effectiveness. Teacher action research is a feasible way in improving instructional practice and enhancing the intellectual environment among educators. Educators are uniquely positioned to evaluate the classroom situation, implement plans of action, and evaluate them afterwards (Creswell, 2005). Methods, data collection, and analysis The three forms of action research do not differ in their methodology but in the assumptions made and participants worldviews that influence the choice of methodology to be used in implementing the action research (Grundy, as cited in Manfra, 2009). The method of action research involves four general stages of collectively 1) planning, 2) acting, 3) observing and 4) reflecting. This phase leads to another cycle of action, in which the plan is revised, and further acting, observing and reflecting undertaken systematically to work towards solutions to problems whether of a practical or emancipatory nature. Action research accommodates all types of data collected through various techniques. Action research even considers it important to collect multiple measures on the variables of interest in a given study. It allows and in fact, encourages the researcher to triangulate the collected data for greater research credibility. There are four main categories of data collection in action research (Craig, 2009; Mertler, 2006; Cooke Cox, 2005): Observations recorded through fieldnotes or journals to describe in detail what is seen and heard. Interview data through interviews or surveys. Existing documents or records such as lesson plans, student portfolios, school newspapers, minutes of meetings, attendance records, etc. Quantitative measures such as ratings, checklists, tests, or scoring rubrics. Data analysis in action research occurs beginning data collection and afterwards. Most quantitative researchers begin analyzing data after all data is gathered. Qualitative researchers begin analyzing data at the start of the data collection process. Action research combines both processes. Johnson (as cited in Mertler, 2006) suggests that as you collect your data, analyze them by looking for themes, categories or patterns that emerge (p. 87). Analyzing data allows other foci to emerge and influences the research on what other data to look for. Data analysis is not really as exhaustive or as complex in action research as it is with traditional research. However, action research lately has been influenced to adopt more quantitative analysis in order to establish integrity and credibility in the findings. Coding, content analysis, and other qualitative forms of analysis are sometimes buffered with inferential statistics to boost credibility (Sagor, 2005). Critique of action research Action research is applied, empowering, collaborative, democratic and emancipatory. Unlike other research methods, it offers practical solutions toward positive change in practice and in society. It also has its flaws. Its disadvantages include: Subjectivity. One of the main criticisms of action research is that when left unchecked, results are laden with subjectivity (Kock, 2005). There is a tendency for the researcher to be over-involved to the extent that personal biases come into play in the analysis of the findings. Vulnerability to pressure. Another risk factor in doing action research is that the researchers are often subordinates in an organizational setting. When the researcher is an insider in an organization, power relations and differentials may complicate the conduct. Researchers might be pressure or coerced to alter the findings to suit organizational objectives (Noffke Somekh, 2005. Time consuming. The cyclical research process in action research is aimed at understanding and action. The initial research question is rough and may be refined thereafter depending on initial findings. Critics of action research question the fuzzy methodology in action research and the equally fuzzy answers that it gets (Walter, 2009). The redefinition of the research question and the refining of methodology takes time, making the entire research process time-exhaustive and complex. In particular, PAR is inherent undefined in terms of end date. There is no clear timeline when the research is stopped because technically, it stops only upon the resolution of the problem. In terms of knowledge production, PAR is unpredictable and is unlikely to be included in referred journals or get competitive funding (GDRC, 2009). Proposed action research process Despite acknowledged weaknesses, action research is still a viable tool among education leaders in influencing change within the organization. I propose a collaborative teacher action research to enhance professional identity of mid-career faculty leaders through mentoring activities. Enhancing the professional identity of teachers is important especially as they transition into later leadership roles. Like any organization, teachers need to be part of an active and supportive community to guide them in the process of transition. Some teachers in my local setting are ill-prepared to take on leadership roles. Mentoring has been found to improve self-awareness, skills in collaboration, leadership skills, sense of community and commitment to the teaching profession. Since this is a collaborative teacher action research, I will find other teacher-researchers willing to work with me to address the problem of leadership preparation among mid-career educators. We will need to establish understanding about action research as a way to improve leadership capabilities among teachers. Since this is a collaborative research, workload and responsibilities will be divided through consensus and everyone will be a co-researcher to the project. The research action process will proceed in eight steps (Mertler, 2006): Identify the problem (lack of leadership preparation among mid-career teachers) Gather information (done through informal interviews) Review related literature (research on possible solutions) Develop a research plan (meet with co-researchers and come up with a plan) Implement the plan and collect the data (through questionnaires, interviews) Analyze the data (content analysis, descriptive statistics) Develop an action plan (plan a mentoring strategy to solve the problem) Share and communicate results

Jane Campions The Piano - A Metaphor for European Domination Essay

Jane Campion's The Piano - A Metaphor for European Domination The exact nature of the encounters between Captain James Cook and the Polynesian natives of Hawaii as well as all interactions and exchanges between Europeans and native Polynesian peoples of the Pacific while Cook was exploring the islands of Hawaii and after has been investigated by anthropologists and historians for many years. Captain Cook died at the hand of Polynesian natives while he was at Hawaii in 1779. Marshall Sahlins stated that Cook was seen as the god Lono during the celebration of the Makahiki festival taking place at the time of Cook’s visit. Gananath Obeyesekere, in his noted work, The Apotheosis of Captain Cook: European Mythmaking in the Pacific, argues that Sahlins is incorrect in his conclusions about Cook and his myth models, which are defined as indigenous people not using rationality in the same way as Europeans. They underestimate the flexibility and pragmatism of indigenous cultures and cosmology. Obeyesekere argues that the Prospero myth and the Kur tz myth are evident in the works of Sahlins and other historians as well. The Prospero myth that is of the European explorer who brings forth peace and a "civilized" culture to the native peoples of the lands he or she explores. The name "Prospero" is taken from a character in Shakespeare’s play, The Tempest. The Kurtz myth is that of the explorer, who witnesses the raw nature and "uncivilized" culture and ideology of the native peoples and becomes himself "savage". The name "Kurtz" originated from Joseph Conrad’s novel Heart of Darkness and is adopted in Francis Ford Coppola’s cinematic masterpiece Apocalypse Now. Obeyesekere’s ideas are prevalent in The Piano, a feature film involving a lov... ...rts Obeyesekere’s arguments by having the savage element awakened, then subdued with force in the supposedly civilized Europeans, as opposed to Sahlin’s denial of European savagery in the explorations of Cook and the denial that Cook was a savage and bloodthirsty male seeking to kill, using "civilization" as an excuse for killing. This idea is seen in the domination of Ada by both Stewart and Baines, and the males’ violence and sexual aggression toward the innocent and mute Ada. The inability to speak on Ada’s part is a metaphor for her domination by the males, a trait of european culture in the ninteenth century. The piano is the means by which she is able to communicate, embodying both the Kurtz persona in the raw, beautiful sound that flows from the piano, and the Prospero persona in the intricate and ordered melody and harmony with that a skilled pianist plays.