Personal Aims and Objectives for Work Placement Essay Example

Personal Aims and Objectives for Work Placement Essay The chief purposes and aims for my work arrangement in the Limerick Youth Service ( LYS ) that I would wish to accomplish are: To develop my communicating accomplishments. To derive an penetration into working in an educational environment. To increase my assurance. To increase my ability to work efficaciously as a member of a squad. We will write a custom essay sample on Personal Aims and Objectives for Work Placement specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Personal Aims and Objectives for Work Placement specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Personal Aims and Objectives for Work Placement specifically for you FOR ONLY $16.38 $13.9/page Hire Writer To develop the cognition to cover with a revelation should the circumstance occur. During my clip working at the LYS, I hope to accomplish these purposes and aims successfully. Description of Host Organisation Historical Background. Sr. Joan s bequest the Limerick Youth Service provides touchable cogent evidence that positive community endeavour makes a difference ( McAleese, M. Joan s People, 2003:5 ) The LYS was established in 1973 by Sr. Joan Bowles. In 1976, the Lower Glentworth Street premises were bought and opened ; and the redevelopment of the Ballyloughran Centre began. The resource Centre in Glentworth Street officially opened in 1987 and the Youth Information Service was established. The LYS has grown into the largest local Youth Service in Ireland, distributing throughout Limerick metropolis and county. ( Moyross, Southill, Glentworth Street, King s Island, John s Street, etc ) Purposes and Objectives/Mission Statement. To back up and promote immature people to be active participants in determining their hereafters ( hypertext transfer protocol: //www.limerickyouthservice.com ) Purposes: Service Delivery: Making certain that services delivered are immature people centred. Engagement: Making sure the immature people feel like they are portion of something which in bend may beef up their engagement in their community. Advocacy: Giving the young person a voice. Leadership: Deriving the assurance to be a leader, animating others. Partnership: Working as portion of a squad to heighten the lives of immature people. Excellence: Working to accomplish the best. The purpose of the service is to recommend on behalf of all immature people in Limerick, irrespective of background, ethnicity, economic position or vicinity, whilst empowering and promoting them to take a prima function in determining their ain hereafters and that of their communities ( hypertext transfer protocol: //www.limerickyouthservice.com ) Organizational Size and Structure. The LYS is one of the largest Young person Services in the state, distributing throughout Limerick metropolis and county. Undertakings range from Garda Diversion Projects, Youth Cafes, Youth Justice Projects and Youth Intervention Projects to the Community Training Centre Projects. The LYS plays a immense function in the lives of the immature people of Limerick and this is chiefly down to the big figure of youth workers, drug workers, counselors, instructors, voluntaries and anyone working with the general working of the LYS throughout the many and varied Centres in Limerick. Work Placement Description Description of section where work arrangement was located. =Community Training Centre/F.E.T.A.C= Limerick Youth Service Community Training Centre offers Education and Skills based preparation to immature people in a non-judgemental, supportive and vivacious environment ( hypertext transfer protocol: //www.limerickyouthservice.com ) I was based in the LYS Community Training Centre ( CTC ) in Glentworth Street in Limerick metropolis. The CTC has over 150 pupils in assorted educational programmes such as: Junior Certificate Leaving Certificate Applied F.E.T.A.C During my arrangement, I was working with the F.E.T.A.C trainees. These trainees are divided into Groups A, B, C, D, E and Horticulture ; each group contains between eight and 15 pupils. Groups A-E are based in the CTC in Glentworth Street, while the Horticulture group are in Southill Southside Factory. In the CTC, each group spends either a forenoon or afternoon in categories, working on their F.E.T.A.C faculties and the remainder of the twenty-four hours working in their chosen undertaking. The pupils work through a series of faculties throughout their two old ages at the Centre, working through a full Degree 3 Certificate and traveling on to Level 4. These faculties include: Retail Gross saless Consumer Awareness Personal and Interpersonal Skills Food and Nutrition Stress Awareness Health Related Fitness Mathematicss Communicationss Art I.T. The undertakings ran in the CTC include: Restaurant Bakery Kitchen Funky Flowers Gardening These undertakings give the trainees the opportunity to see mundane on the job life. The trainees besides complete an I.A.S faculty based on the undertaking they are in. This is an Integrated Assessment System and is based on the practical work they do along with the theory that coincides with the undertaking they are in. =Horticulture= I was besides linked with the Horticulture Group. The Gardening undertaking is located in the Southside Factory in Southill. When there, the trainees work with Ger O Brien ( Horticulture Instructor ) , in the tunnel make fulling baskets, window boxes and pots, doing up the window boxes and care. They besides have categories, as like the CTC, where they work on their F.E.T.A.C faculties. They besides have activity clip, where they can play pool, have a boot about or surf the web. Work Placement duties/responsibilities and how these evolved. I worked 9-4 each twenty-four hours in the LYS. One of my chief responsibilities throughout my arrangement was literacy and numeracy support. There are seven categories each twenty-four hours, three in the forenoon and four in the eventide. The trainees worked on their assorted F.E.T.A.C faculty enchiridions in these categories. My function in the schoolroom was to assist certain trainees with reading, explicating the inquiries or spelling, as many have larning troubles, particular demands or aliens who do non hold English as their chief linguistic communication. At the beginning of my arrangement, a new degree 4 Tiling faculty was to be introduced. As I would be helping in the bringing of this faculty when linked with the Horticulture group, I was asked to assist with the research and the seting together of the new stuff. This was a long procedure as all the information had to be laid out every bit clearly as possible to do it easy to understand. The LYS sets up athleticss faculties for the trainees each hebdomad. Sometimes, I had to travel out to UL with one of the instructors and a Group, if the regular pupil was non in. Each group got a opportunity to travel play the athletics happening at each clip ( changed every fifth hebdomad ) , be it badminton, football or volleyball. On reaching at the tribunal in UL, the session began with the instructor explicating the rudimentss of the peculiar athletics and so acquiring the trainees to set this into practise. The athletics session lasted for an hr and when back at the Youth Centre, the trainees were given worksheets to finish, based on the athletics merely covered ; so I helped any trainee that needed aid traveling back over the theory of the athletics or spelling. At the beginning of my arrangement, I was linked with the Horticulture Group, which meant I was supposed to be working with this group out in Southill for the continuance of my arrangement ; unluckily nevertheless, I merely got one month with this group in the terminal, as Ger was absent for two months due to an hurt. However, when I was working with them, my duties evolved, in that, in the CTC, where I was needed as a schoolroom support ; in Southill, I was needed to help in the existent bringing of the F.E.T.A.C degree 3 / 4 faculties. This was a immense duty to take clasp of as, when in the categories in the CTC, there was the confidence of holding a instructor in the category besides, whereas, in Southill, I was on my ain nevertheless, I was determined to take it on. Working with the Horticulture group, my duties included the instruction of the categories, organizing times for the ILP s, assisting Ger in the tunnel and instance conferencing. =ILP Individual Learning Plan= On the first Wednesday of every month an ILP twenty-four hours was held. Every trainee has a cardinal worker. On ILP twenty-four hours, trainees meet with their cardinal worker and travel through the advancement they have made since the last meeting, marks they have achieved and would wish to accomplish by the following meeting, general well-being, attending, etc. For the ILP s, I organised the times for each of the trainees in the Horticulture group to be in at and asked the inquiries along with Ger, which the trainees answered into their booklet. When all the meetings ended, I typed the information given into a database with all their old ILP information. =Case Conferencing= This was a meeting with Ger and myself, the director, a young person worker, an protagonism worker, and the learner support teacher. The twenty-four hours before the instance conference, Ger asked me to compose up a few points on each of the trainees based on attitude, attending, advancement on F.E.T.A.C faculties, how they get along with the remainder of the group, etc. During the meeting, myself and Ger went through each of these with the others, who gave feedback on what each trainee should travel onto following, whether or non they should travel on work experience, how long they have left in the programme and so on. I took note on what booklets to roll up from the Youth Centre for any trainee that needed a new faculty. When working out in the tunnel with Ger, I helped with the care of the flowers, composing out grosss, composing out orders for flowers, numbering anything that came in from orders and taking note of how many baskets, pots or window boxes that went to the Youth Centre to be sold. Work Placement Supervision and any Training. I attended staff preparation yearss within the service which were made available to us, including Manual Handling and Child Protection. =Manual Handling= The manual handling class covered how to transport or travel heavy objects to diminish the hazard of hurt to the dorsum. Manual handling besides includes seeking to cut down the hazard of hurt by flexing and writhing, insistent gestures or keep fixed places for long periods at a clip. Robert Graham conducted this class and went through all the theory. At the terminal, we had a practical of traveling a box, by keeping the right position, flexing the articulatio genuss and maintaining our dorsums straight, keeping the box at the Centre of gravitation of our organic structure and puting the box back down. =Child Protection= At the beginning of my arrangement, I completed a two twenty-four hours Child Protection class. Throughout this class we completed four faculties in Raising Awareness on Child Protection Issues. In the first faculty, we went through legal contexts, definition and cognition of kid maltreatment and guidelines to covering with a revelation. In the 2nd faculty, we went into a more in-depth item on the legal contexts, how to develop a kid protection policy, processs for describing suspected or disclosed maltreatment and how to enter them. In the 3rd faculty, we explored issues of enlisting, choice and direction of staff and voluntaries and support systems available. In the 4th faculty, we went through how to place ways of making a safer environment whilst working with kids and immature people kids s rights, kid centred attack and codifications of behavior. On completion of this class, I received a certification of engagement from the HSE. Contemplation on Work Placement Experience Your response to the Work Environment and your Role. I admit, I did non accommodate really rapidly to this arrangement, as it was ab initio really dashing. Being quite shy and quiet and coming from the state, the ideas of working with the immature people of Limerick metropolis in the LYS all of whom had dropped out of school and the bulk had been in problem with the Gardai was rather terrorizing. I had the stereotyped position of hoodies and sing I used to traverse the route when nearing a group of them in the metropolis, I did non cognize how I would respond working in the LYS. However, maintaining an unfastened head which is really necessary, sing you hear everything from fellows, gestations, household jobs to stealing autos and drugs, and besides being asked everything about your ain life I found I finally settled into arrangement and rather enjoyed the experience. With respects to my function in the arrangement, I found I adapted rather good. Equally long as the trainees did non experience excessively pressured and realised that we wanted to be at that place and assist, they were easy to work with. Bing a schoolroom helper was a really rewarding experience, when the trainees were in the signifier for work. Yes, there were yearss when there was non a hope that work would be done, because if a trainee was non in the temper to work, so there was no opportunity that it was traveling to go on, as they do non truly hold any involvement in the categories hence, the bulk have dropped out of mainstream school so I merely took it twenty-four hours to twenty-four hours as it came. This is what I found throughout my arrangement no two yearss were the same. Social and Cultural accommodation. Most of the trainees I was working with were from disadvantaged backgrounds, from different states or from a traveler background, so there were many cultural differences. As I mentioned before, I had stereotyped many of the immature people as the typical hoody type, nevertheless, after working in the LYS this changed. A batch of the trainees in the Youth Centre had hapless literary accomplishments and it was surely an eye-opening experience to see this how had so many immature people fallen through the mainstream instruction system? How so many been able to acquire through primary school without being able to read or compose is flooring. Many of these immature people, nevertheless, felt as if they did non necessitate any instruction to acquire through life. This was surely a different experience, sing I was ever brought up with the usual expression of stay in school and grew up with people who were told the same and brought up with the same ethical motives. Quite a few of the trainees were travelers, which is a wholly different cultural background to mine. The ground many of the travelers are in the Youth Centre in the first topographic point is to gain money for their households. Again, many have left or been kicked out of school because they were non accepted or non seen to travel far in life. Traveller households are particularly rigorous with the misss and this is the ground many of the traveler miss marry immature every bit immature as 15 and 16. Many of the traveler misss in the Youth Centre are either engaged or married. This is a complete civilization daze compared to my ain. I am decidedly more culturally cognizant after acquiring the chance to work with people who have backgrounds really different to my ain. Challenges/Problems experienced and how you responded. The chief challenge I experienced with my arrangement was deriving the regard of the trainees, as there was really small age difference and many of them were closed-minded and merely wanted to acquire through the twenty-four hours without seting in the attempt needed. Although being at that place to assist, sometimes the trainees were merely earnestly non in the signifier for working and seeking to acquire them to compose a sentence was impossible. Bing reasonably much the same age as the trainees younger in some instances made it difficult to acquire many of them to listen besides. They felt as if Why should I listen to her when she s younger than me? , which I wholly understood. On these occasions, I remained composure, tried to acquire the trainees to gain I was merely at that place for their ain benefit and tried to acquire them to make a little spot of work, be it a page or two, of the faculty they were working on. I neer pushed them to make excessively much at these times a s I knew this could do the state of affairs worse. Another clip, one of the trainees began to do inappropriate comments, like whistling at me. I kept disregarding the behavior, believing they may come to gain it was raging me. One twenty-four hours, one of the instructors heard them and he was sent place. He had to apologize and I accepted his apology on the status that it was to halt, which he agreed to make. Personal Development. I found working in this arrangement ab initio really daunting because, as I mentioned before, I had stereotyped them all to be hoodies . However, one time I settled into the arrangement, I realised this to be untrue. Many of the immature people in Limerick have these labels stuck on them because of where they are from, their background or their civilization. This experience taught me non to pre-judge people before I get to cognize them which I see as a large personal development. Before working in the Youth Centre, if I was walking along the street in the metropolis and came across a group of young persons that had that typical hoody expression, I found myself traversing the route to avoid them. However, this changed through working with the immature people in the LYS. I now know that nine times out of 10, there is nil to be worried about when go throughing these immature people the bulk of them are really nice people and I no longer traverse the route. I find I am more confident for holding worked in the LYS, as in the beginning I was rather diffident and quiet. However, after working with the trainees, there is no pick but to derive assurance as they will state it like it is and ask every inquiry about your personal life ; so assurance is cardinal when covering with them. How the Work Placement complemented your Academic Programme. I chose to make the Arts class as I had an involvement in go oning on to finish an hDip and travel into secondary instruction. So working in the Youth Centre gave me a good penetration into what it is like working with immature people in a schoolroom scene. So in this manner I believe that my arrangement at the LYS complemented my academic programme. Deductions for Career Plans. Not to the full cognizing what I want to make with respects to my calling, the placement twelvemonth was really good. Placement at the LYS gave me a great penetration into working in an educational and youth work environment. Having volunteered at my local young person nine a few old ages ago, I knew I was interested in working with immature people and after my arrangement in the LYS this has strengthened my involvement, so much so, I am earnestly sing a calling in this line of work. Specific Area of Interest The most interesting facet of my arrangement in the LYS was happening out all the work that is done for the immature people of Limerick metropolis and county throughout all the assorted Centres in Limerick. Before my arrangement, I thought all the LYS was in Glentworth Street ; nevertheless, I could non hold been more incorrect. There are many and varied Centres throughout all of Limerick including: Northside Youth Cafe Moyross Youth Intervention Project Southill Youth Intervention Project Northside Youth Justice Project Garryowen Youth Justice Project King s Island Youth Project Rathkeale Youth Project Castleconnell Youth Project Young person Information Southill Fullflex Project Our Lady of Lourdes RESIN Project John s Street Garda Youth Diversion Project Young person Baseball clubs Youth Democracy Undertakings Drugs Undertakings Limerick City Youth Forum =Northside Youth Cafe= The Northside Youth Cafe provides a merriment and safe environment for the immature people in the community to run into new people hang out with friends. It provides a infinite with music, information, advice, extracurricular activities and much more. Equally good as utilizing the Cafe , the immature people can go involved with the running of the cafe besides. This Youth Cafe , along with the others in Limerick, is a great manner of maintaining the immature people off the street and out of problem. = Youth Intervention Projects= The Youth Intervention Projects in Moyross and Southill are aimed at the immature people of the countries, between 10s and 16 old ages old. They are funded by the HSE and their chief purposes are to develop societal and personal accomplishments of the immature people, to give the educational support to the immature people to assist them stay in mainstream schooling and to back up the households of the immature people involved. =King s Island Youth Project= This undertaking is run for the immature people of the St. Mary s Park country, aged between 12 and 18 ; by the Limerick Youth Service and the Gardai . It aims to assist immature people stay out of a life of offense and assist them do positive picks by supplying services such as drop-in installation, household support, summer programmes, activities and calling counsel. =Southill Fullflex Project= In the Southside Factory , there is a broad assortment of installations available for the immature people of the environing communities. These installations include: a Youth Cafe , PC Suite, Art Room, Music Room, Recording Studio, Dancing Studio, Pool Tables, Sports Pitches and Meeting Rooms. The LYS CTC s Horticultural group work from this infinite besides a tunnel is set up outside which keeps all the flowers and merchandises made by them. The purpose of the Southside Youth Space is to supply a location where immature people can prosecute in a procedure of growing and development that will ease them in accomplishing their full potency. ( hypertext transfer protocol: //www.limerickyouthservice.com ) =Limerick City Youth Forum= The Limerick City Youth Forum meets hebdomadally and organise events for the immature people of Limerick. They besides act as a voice for the immature people, discoursing and runing the cardinal issues of concern of the Youths. =Garda Youth Diversion Projects= The purpose of these undertakings is to seek and forestall the immature people in the country from acquiring involved in a life of offense and anti-social behavior by acquiring them involved in merriment, educational and vocational programmes. These programmes offer the immature people to work together as a squad and acquire to cognize and run into new friends. These youth recreation undertakings besides try to heighten the relationship between the immature people and the Gardai . When I began in the LYS and found out about all the different Centres and undertakings, I was amazed, but interested to happen out about them all. Although I did non acquire to see all of them, it was interesting to see how they all interlinked with each other, for illustration, the Horticultural group working from the Fullflex Centre ; the athleticss activities held on a Monday involved trainees from both the CTC and John s street and if available they used the athleticss installations in Fullflex. I looked up information on what the remainder of the undertakings worked on and cognize some other pupils who worked in some of them besides and were needed to organize young person nines. The Limerick Youth Service is a really dedicated administration and works to better and heighten the lives of the immature people in Limerick metropolis. It is a shame that in the current economic position, the Ballyloughran Leisure Centre had to be closed as it was a great manner for the trainees to ac quire off from the norm of working and category work and acquire a spot of clip to loosen up and bask themselves. the Limerick Youth Service has accomplished rather an sum on really limited financess and the most meager if so any fiscal support from our local Government Body. But to be realistic if we are to go on even at our present rate of enlargement and hope to develop our Service for the immature people of Limerick to anything what we would wish it to be so we need farther support and public support ( Forde. 2003:73 ) Decision Placement at the Limerick Youth Service was a truly eye-opening experience. It made me gain the extent of which the immature people of Limerick metropolis are being labelled wrongly. The LYS shows that if they are given a opportunity, they can accomplish anything they want. I fell I achieved all my purposes and aims that I set for myself at the beginning of my arrangement. My communicating accomplishments improved vastly throughout this arrangement, as they are rather indispensable for this type of work, as the bulk of the trainees are really vocal and it was really of import to listen to them. When working in the schoolroom, I gained an penetration into what it is like to work in an educational scene ; assisting the trainees with their booklets, rectifying the booklets and organizing any booklets needed. This was a good experience as I am interested in secondary instruction as a possible calling, so this gave me an thought of what it is like working in a schoolroom. Working in this arrangement increased my assurance significantly, as in the LYS, the trainees can be hard to cover with and it is merely with assurance that there is any opportunity of acquiring the immature people to listen. I believe I worked as portion of a squad while on arrangement in the LYS. Working in the schoolroom with the instructor and sometimes another pupil, we had to work together to make up ones mind who worked with who and to acquire the category to run every bit swimmingly as possible. Throughout my arrangement, I completed a Child Protection class and in this we dealt with how to cover with revelations by remaining composure, listening, believing them, reassuring them, entering what they said in authorship and describing the revelation. Overall, my arrangement in the Limerick Youth Service was rather gratifying. It was a really good arrangement as it has given me a great experience in working in an educational environment. During my clip at that place, I reached all my purposes and aims that I was trusting to accomplish and derive a batch of experience and cognition into working in Youth Work.

The Struggle of Good vs. Evil in J.R.R. Tolkien’s the Lord of the Rings Trilogy Essays

The Struggle of Good vs. Evil in J.R.R. Tolkien’s the Lord of the Rings Trilogy Essays The Struggle of Good vs. Evil in J.R.R. Tolkien’s the Lord of the Rings Trilogy Paper The Struggle of Good vs. Evil in J.R.R. Tolkien’s the Lord of the Rings Trilogy Paper Essay Topic: The Book Thief The Hobbit The Lord Of the Rings the Fellowship Of the Ring The Struggle of Good vs. Evil in J. R. R. Tolkien’s The Lord of the Rings Trilogy J. R. R. Tolkien is one of the most influential fantasy writers of all time. He has been referred to as the â€Å"father† of modern fantasy literature. Tolkien was an English writer, poet, philologist, and a professor at Oxford University. He has written The Hobbit, The Silmarillion, the famous Lord of the Rings trilogy, and more. The Lord of the Rings has inspired literature, artwork, music, film, videogames, and television. In The Lord of the Rings trilogy, Tolkien suggests that the ends do not justify the means. J. R. R. Tolkien was born on January 3rd 1892, the child of Arthur and Mabel Tolkien. Arthur Reuel Tolkien was 31 years old when he proposed to 18 year old Mabel Suffield. She gladly accepted, but her father was not too happy. He thought Mabel was too young to be married, so the wedding was put off for a few years. In 1891, the two finally got married. Mabel’s father was not pleased, he didn’t think the Tolkien family was good enough for the respectable Suffield family, but he gave the couple his blessing. Arthur’s banking business in England was not doing well, so he decided to move to the city Bloemfontein, South Africa because it would be more profitable. Mabel wasn’t too thrilled about the move. In a letter to her family she called Bloemfontein a Owlin Wilderness! Horrid Waste! (Doughan). They would end up staying there for a while. Arthur Tolkien wrote the following to his mother on January 4th, 1892: My dear Mother, I have good news for you this week. Mabel gave me a beautiful little son last night (3 January). It was rather before time, but the baby is strong and well and Mabel has come through wonderfully. The baby is (of course) lovely. It has beautiful hands and ears (very long fingers), very light hair, Tolkien eyes and very distinctly a Suffield mouth. In general effect immensely like a very fair edition of its Aunt Mabel Mitton. When we first reached Dr Stollreither yesterday he said it was a false alarm and told the nurse to go home for a fortnight but he was mistaken and I fetched him again about eight and then he stayed till 12. 40 when we had a whiskey to drink luck to the boy. The boys first name will be John after its grandfather, probably John Ronald Reuel altogether. Mab wants to call it Ronald and I want to keep up John and Reuel†¦ â€Å"J. R. R. Tolkien :: Biography† So, J. R. R. Tolkien was born on January 3rd. Even though his first name was John, nearly everyone called him Ronald. South Africa could be a challenging place for a young boy to grow up. When Ronald was very young, he was bitten by a tarantula. Later on, giant spiders appeared in his writings (Tolkien, J. R. R. Fun Facts and Information). Mabel still hated living in South Africa. The Tolkien family planned a trip to go back to England, but Ronald’s brother, Hilary Arthur Reuel was born, so they stayed in South Africa for a while. Once they planned to go back to England again, Arthur got ill and said he would meet the rest of the family when he got better. Around Christmas time, the Tolkiens heard that Arthur had contracted rheumatic fever and he would have to stay in South Africa even longer. On February 14th, 1896, Arthur suffered a severe hemorrhage, and died the next day. Mabel decided to move with the two boys to a cheap cottage in Sarehole, and home school them until they were old enough to attend King Edward‘s school. Tolkien learned how to read when he was 4 years old, and soon he learned to write very well. He loved learning languages. Since he loved anything having to do with words, his mother gave him loads of books to read. His favorites were Red Indian books, Arthurian legends, George MacDonalds Curdie books, and the Red Fairy Book. When Tolkien was young, the little money being sent from Mabel’s father stopped because the family switched to Roman Catholicism. Tolkien was accepted at King Edward’s when he was eight years old. Everything was going fine until Mabel was diagnosed with diabetes in 1904. By the summer, she was able to leave the hospital. Father Francis helped the family so they could stay at a clerical country retreat house. In November, Mabel collapsed into a diabetic coma, and died on the 14th. Ronald and Hilary were now orphans. Father Francis chose who the boys should live with. He had to make sure he chose carefully because most of their family were Protestant. Father Francis chose their aunt Beatrice Suffield to be their caretaker. She had no religious affiliation. While living with their aunt, Tolkien began to study more languages. Since he knew Greek and Latin, it gave him the opportunity to study Anglo-Saxon. He read beowulf, which was one of his favorite stories. Tolkien really loved philology, the study of words. He began to make up his own languages with his cousins. The first language they made up was called â€Å"Nevbosh. † Tolkien wanted to make a language with â€Å"Greek-style† words. He borrowed a few of Father Francis’s Spanish books, and the next language he came up with was â€Å"Naffarin,† which was heavily influenced by Spanish. Tolkien decided to go even further, and create a whole new alphabet to create a new language called â€Å"private lang. † Father Francis thought that the boys were unhappy living with their aunt, so he sent them to live with another woman named Mrs. Faulkner. There was another border at the house that Father Francis was unaware of, a 19 year old girl named Edith Bratt. She was three years older than Tolkien, and they ended up falling in love. Once Father Francis heard about the two, he forbade Tolkien to see her. Tolkien wasn’t rebellious, and he also depended on Father Francis for financial support, so he agreed. During this time Tolkien was trying to get into Oxford University. He was distracted from working on his â€Å"private lang† and thinking about Edith, so he didn’t get in. In his diary, on January 1st, 1910, he wrote Depressed and as much in dark as ever. God help me. Feel weak and weary (qtd in Doughan). Shortly after, Tolkien and Edith decided to meet secretly. Father Francis heard about their meeting, and banned Tolkien from seeing her until he turned 21. Tolkien concentrated on his studies to get his mind off of Edith. In December he was ready to retake the Oxford scholarship exam. This time, he was accepted. During his first year of studies, Tolkien was very interested in Germanic literature and Comparative Philology. One of his professors thought he would be interested in the Welsh language, and recommended that he study it. On January 3rd, 1913, Tolkien finally turned 21. He was now free from the ban of seeing or talking to Edith. He wrote a letter to Edith on his birthday asking her to marry him. In her reply letter, Edith said she was already engaged to marry her friend’s brother. Tolkien met Edith at a train station and convinced her to break off the engagement and marry him instead. She said the only reason she was going to marry the other guy was because she knew no other eligible young men except Tolkien, whom she thought didn’t love her anymore. Tolkien told Father Francis about their engagement, and he gave the couple his blessing. Edith converted from the Church of England to Roman Catholicism for Tolkien. It was now 1914, and World War 1 was starting. Tolkien wasn’t too thrilled about going to war, but a few close friends were enlisted, and he heard it might be possible for them to be in the same regiment, or even the same battalion. So Tolkien enlisted, and attended army drills. In 1915, he passed his final exams. After getting his degree, he had to take up duties of being second lieutenant. He wasn’t with his friends as he hoped, and everyday was depressing. He ended up being appointed battalion signaling officer. Before the battalion went off to France, Edith and Tolkien got married on March 22nd, 1916. They went on their honeymoon, but Tolkien had to leave England very soon after to fight in France. Once Tolkien arrived in France, he realized his whole army kit was missing, and he had a lot of problems with borrowing and buying replacements. He spent writing poetry and listening to seagulls pass by. Tolkien always remained uninjured for the duration of his service. He received a letter from his good friend Christopher Wallace that their friend Gilson had died. Tolkien had caught trench fever, and was sent back to Edith in England. He received news from Christopher again, about the death of their friend Geoffrey Bache Smith. G. B. Smith’s last words to Tolkien were â€Å"May you say the things I have tried to say long after I am not there to say them† (J. R. R. Tolkien :: Biography). These words inspired Tolkien. He began to think about mythology and the languages he created. He never liked the fact that England had no true mythology, and he decided he would create one. He began to write â€Å"The Book of Lost Tales† which would end up being The Silmarillion. On November 16th, 1917, John Francis Reuel Tolkien was born. He was named after Father Francis, and of course Tolkien. The Tolkien family moved to Oxford after the war finished. Tolkien started working for the New English Dictionary. He found learning about words very interesting, but he thought the alphabet he came up with, The Alphabet of Rumil,† was thrilling. In 1924, Tolkien became Professor of English Language. He also took the position of the Anglo-Saxon chair at Oxford. Also that year, his 3rd son, Christopher Reuel Tolkien, was born in November. On May 11th, 1926, at a meeting of the English Faculty at Merton College, Tolkien met Clive Staples Lewis, most commonly known as C. S. Lewis. C. S. Lewis wrote his first impression of J. R. R. Tolkien in his diary. He wrote, A smooth, pale, fluent little chap. No harm in him: only needs a smack or so (Armstrong). Tolkien and C. S. Lewis would end up becoming lifelong friends. Three years later, Tolkien’s fourth and last child, Priscilla Mary Tolkien, was born. One day while grading exam papers, Tolkien noticed that One of the candidates had mercifully left one of the pages with no writing on it (which is the best thing that can possibly happen to an examiner). I wrote on it: In a hole in the ground there lived a hobbit. Names always generate a story in my mind. Eventually I thought Id better find out what hobbits were like. But thats only the beginning (qtd in Doughan). This would be the start of The Hobbit. He worked on it for a while, but by 1936, he abandoned it. He couldn’t figure out how to end the story. The publishers Allen Unwin said they would publish the book if he could write a proper ending. The Hobbit was published on September 21, 1937. The book was a hit. C. S. Lewis complimented Tolkien by saying, All who love that kind of childrens book which can be read and re-read by adults should take note that a new star has appeared in this constellation (qtd in Armstrong). In December, Tolkien started to write another story about hobbits, continuing where The Hobbit left off. He referred to his epic as The Lord of the Rings. He stopped working on it for a while to serve as air raid warden duty on and off during World War 2. He started working on it again, but began to avoid C. S. Lewis. He would harshly criticize The Lord of the Rings at times, and Tolkien thought C. S. Lewis’s The Chronicles of Narnia were ridiculous (Gilsdorf). Tolkien was also a little frustrated that it was so easy for C. S. Lewis to write nearly a book a year, while he was still struggling to finish his book. Finally after 12 years, The Lord of the Rings was finished. He sent it to C. S. Lewis for his opinion, and he said, â€Å"There are many passages I could wish you had written otherwise or omitted altogether, but he also said the work, is almost unequalled in the whole range of narrative art known to me (qtd in J. R. R. Tolkien :: Biography). Tolkien needed to find a publisher for the book. He didn’t want to use Allen Unwin publishing again because they gave him a lot of problems when publishing The Silmarillion. He decided to go with Collins Publishing. Everything was going great, until Collins said the book was too long and it needed cutting. Tolkien now had no other choice but to use Allen Unwin. He decided to split the book into three parts. Once the books were published, they were a hit. The Lord of the Rings was a best-seller. Once it reached America, it got many student fans. Students at Yale University bought the books faster than The Lord of the Flies, and at Harvard, it overtook The Catcher in the Rye. Frodo Lives and Gandalf for President were popular slogans, and J. R. R. Tolkien is Hobbit-forming appeared as graffiti. Tolkien’s fandom was getting too hectic, so he and Mabel decided to move about 2 miles away from Oxford. After the move, officially retired. On November 22nd, 1963, C. S. Lewis died. Tolkien didn‘t write anything for his obituary, but he wrote to his daughter Priscilla, This feels like an axe-blow near the roots (qtd in J. R. R. Tolkien :: Biography). When Edith was 82, she got very sick. She was taken to a hospital, suffering from an inflamed gallbladder, and died on Monday, November 29th, 1971. Tolkien was heartbroken. He was very lonely after Edith’s death. Later on, Tolkien had an acute bleeding gastric ulcer, and was rushed to the hospital on August 31st, 1973. The next day a chest infection had developed. John Ronald Reuel Tolkien died, September 2nd, early Sunday morning, at age eighty-one. He left his legacy of amazing books. In The Lord of the Rings, the Dark Lord Sauron forged the One Ring in the fires of Mount Doom thousands of years ago. He used the One Ring to control the leaders of Middle Earth. During a battle, King Islidur cut off Sauron’s finger, separating him from the Ring. This destroyed the Dark Lord (his soul still remained) and Islidur kept the Ring as his own. Islidur ended up losing the Ring in a river until a creature called Gollum found it and kept it for hundreds of years. One day Bilbo Baggins, a hobbit from The Shire, found the Ring. After being in exile for 2,500 years, Sauron has returned to Mordor. He started to build an army, trying to find the One Ring. The story starts off with Bilbo Baggins having the Ring, and leaving it to Frodo, his second cousin once removed. Their wizard friend Gandalf is suspicious of the ring and finds out that it is the One Ring and that Sauron’s Ringwraiths are coming to the Shire to search for it. Gandalf convinced Frodo to leave The Shire immediately. Frodo’s gardener Samwise Gamgee, and a pair of cousins Merry and Pippin, leave with Frodo. Frodo must destroy the Ring, and the only way to do that is to take it to Mount Doom, where it was forged. Over the course of the books, the hobbits are constantly being hunted by Sauron’s followers. They are helped by elves, men, and a dwarf. At the end of the book, Frodo makes it to Mordor, and destroys the Ring in the fires of Mount Doom. Sauron and the Ringwraiths disappear and Aragon becomes king at last. In The Lord of the Rings trilogy, Tolkien suggests that the ends do not ustify the means. Tolkien wants us to learn that we must stay pure, and not lower our standards just because we are fighting for the greater good. In the trilogy, the One Ring is pure evil. It corrupts anyone who has it in their possession. In The Fellowship of the Ring, the elf Elrond said: We cannot use the Ruling Ring. That we now know too well. It belongs to Sauron and was made by him alone, and is altogether evil. Its strength, Boromir, is too great for anyone to wield at will, save only those who have already a great power of their own. But for them it holds an even deadlier peril. The very desire of it corrupts the heart. â€Å"Tolkien 241† It appears that the character Frodo is just like any other ordinary hobbit. His heart is what sets him apart from the other hobbits, and also from the other races of Middle-earth. Frodo’s heart is pure and incorruptible. Frodo was able to bear the Ring without giving in to its powers. The Ring seemed to tempt every other member in the Fellowship, no matter how good and pure they are. In The Fellowship of the Ring, Frodo tried to make Gandalf take the Ring from him. Frodo said that he was wise and powerful, so he should take it. ’No! ’ cried Gandalf, springing to his feet. ’With that power I should have power too great and terrible. And over me the Ring would gain a power still greater and more deadly’† (Tolkien 60). Gandalf is a very pure and good wizard, but even he knows he will give in to the evil of the Ring. Sam Gamgee is probably the most loyal character in the trilogy. Towards the end of The Return of the King, Frodo becomes very weak and exhausted. Sam is the only reason why Frodo made it all the way to the end. Even though Sam is such a loyal and pure character, he is still tempted by the Ring. In The Return of the King, when Frodo was captured by the orcs, Sam took the Ring from him because he thought Frodo was dead. He says: But you’re in the land of Mordor now, sir; and when you get out, you’ll see the Fiery Mountain and all. You’ll find the Ring very dangerous now, and very hard to bear. If it’s too hard a job, I could share it with you, maybe? â€Å"Tolkien 890† When he rescued Frodo, Sam hesitated to give the Ring back to him, which makes it clear that Sam is affected by the power of the Ring. In The Fellowship of the Ring, while Frodo was resting, he had a feeling unfriendly eyes were watching him. When he turned around it was Boromir, his face smiling and kind. Boromir begins to talk about how he wants the Ring and could use it for good for his people. He says, ‘True-hearted Men, they will not be corrupted. ’ When Frodo begins to disagree with his plan, he say: I am a true man, neither thief nor tracker. I need your Ring: that you know now; but I give you my work that I do not desire to keep it. Will you let me make trial of my plan? Lend me the Ring! â€Å"Tolkien 390† Frodo refuses to give up the Ring, angering Boromir. He says: ’How it angers me! Fool! Obstinate fool! Running willfully to death and ruining our cause. If any mortals have claim to the Ring, it is the men of Numenor, and not Halflings. It is not yours save by unhappy chance. It might have been mine. It should be mine. Give it to me! ’ â€Å"Tolkien 390† Boromir then leaped at Frodo trying to snatch the Ring. Once Frodo got further away from Boromir, Boromir realizes what he just said and did, and breaks down apologizing to Frodo. Being near the Ring corrupted Boromir greatly. He wanted to use the Ring to fight against Sauron. Using the Ring would have made Boromir evil and corrupt. In The Lord of the Rings, there is a major difference between the good and the bad characters. Sauron and the orcs are evil, while for example the members in the Fellowship are good. The characters are either good or bad, with no grey area in between. The only character who struggles between the two, is Gollum. Gollum was once a good hobbit named Smeagol. On a fishing trip with his friend, he came across the Ring. He wanted it so badly that he killed his friend. It was just like Gandalf had said, â€Å"’For nothing is evil in the beginning. Even Sauron was not soâ€Å" (Tolkien 261). He became so absorbed in the Ring, that over time, he became Gollum. Gollum and Smeagol often struggle with each other. â€Å"The character Gollum shows the good vs. evil struggle within himself. Gollum started out good, but felt the power of the ring and turned evil. Throughout the book you see him struggle between serving Frodo (good) and possessing the ring (evil)† (Fair). Smeagol loves Frodo and wants to help him, and Gollum loves the Ring so much that he is willing to kill again. Whenever Gollum had quiet time to himself, he debated with himself. We needs it. Must have the precious. They stole it from us. Sneaky little hobbitses, wicked, tricksy, false. No, not master . . . Master’s my friend. You don’t have any friends. Nobody likes you. Not listening. I’m not listening. You’re a liar. And a thief. Murderer. Go away. . . . I hate you. . . . Leave now and never come back â€Å"Tolkien 620† In this particular debate that happened in The Two Towers, Smeagol won, but most of the time Gollum wins, like in this debate: ’But there’s two of them. They’ll wake too quick and kill us,’ whined Smeagol in a last effort. ’Not now. Not yet. ’ ’We wants it! But’ -and here there was a long pause, as if a new thought had weakened. Not yet, eh? Perhaps not. She might help. She might help, yes. ’ No, no! Not that way! ’ wailed Smeagol. ’Yes! We wants it! We wants it! â€Å"Tolkien 619† The character Gollum shows how powerful the Ring can be. J. R. R. Tolkien was one of the most influent ial fantasy writers. In The Lord of the Rings trilogy he wanted to stress the importance of staying good and pure no matter what life throws at you. The One Ring represented all of the evil and temptation in the world. The character Frodo Baggins was the only one in all of Middle-earth who could bear the Ring without giving into its temptation of power. Frodo could have taken the easy way out, and used the Ring like any other character would have, but instead he stayed pure and incorruptible. Armstrong, Chris. J. R. R. Tolkien and C. S. Lewis: A Legendary Friendship | Christian History. ChristianityToday. com | Magazines, News, Church Leadership Bible Study. 8 Aug. 2008. Web. 09 Jan. 2011. . Doughan, David. J. R. R. Tolkien: A Biographical Sketch. The Tolkien Society. Web. 7 Jan. 2011. . Fair, Kay. Analyzing The Lord of the Rings: Good Vs. Evil. Associated Content from Yahoo! Associatedcontent. com. Web. 09 Jan. 2011. . Gilsdorf, Ethan. J. R. R. Tolkien and C. S. Lewis: A Literary Friendship and Rivalry Made in Oxford LiteraryTraveler. com. Literary Traveler, Literary Tours, Travel Writing, Travel Literature, Ereaders, EBooks, Travel, HemingwayLiteraryTraveler. com. Web. 09 Jan. 2011. . J. R. R. Tolkien :: Biography. Arwen-Undomiel. com :: Dedicated to J. R. R. Tolkiens Lord of the Rings ::. Web. 07 Jan. 2011. . Tolkien, John R. R. The Lord of the Rings [one Volume Edition with the Index and Appendices]. London: HarperCollins, 1995. Print. Tolkien, J. R. R. Fun Facts and Information. Fun Trivia Quizzes Worlds Largest Trivia and Quiz Site! Web. 09 Jan. 2011. .

Recommended Reads for High School Freshmen

Recommended Reads for High School Freshmen These are a sampling of the titles that often appear on high-school reading lists for 9th grade, as they encourage independent reading and are written at a level appropriate for a high school freshman. Literature programs vary by high school, but the books on this list are important introductions to literature. Perhaps most important, these works can help students develop stronger reading and analysis skills that theyll be required to call on throughout their secondary education, as well as in college courses. Recommended Works for a 9th Grade Reading List All Quiet on the Western Front - Erich Maria RemarqueAnimal Farm - George OrwellBlack Like Me - John Howard GriffinBury My Heart At Wounded Knee - Dee BrownThe Good Earth  - Pearl S. BuckGreat Expectations - Charles DickensGreat Tales and Poems of Edgar Allan Poe - Edgar Allan PoeThe Heart Is a Lonely Hunter - Carson McCullersHound of the Baskervilles - Arthur Conan DoyleI Know Why the Caged Bird Sings - Maya AngelouIliad - HomerJane Eyre - Charlotte Brontà «The Little Prince - Antoine de Saint-Exupà ©ryLittle Women -  Louisa May AlcottLord of the Flies - William GoldingNine Stories - J. D. SalingerOdyssey - HomerOf Mice and Men - John SteinbeckThe Old Man and the Sea - Ernest HemingwayA Separate Peace - John KnowlesSlaughterhouse-Five - Kurt VonnegutA Tree Grows in Brooklyn - Betty SmithTo Kill A Mockingbird - Harper LeeThe Yearling - Marjorie Kinnan Rawlings

An economic issue due to interest Essay Example | Topics and Well Written Essays - 750 words

An economic issue due to interest - Essay Example Before President Bush left the office, he left behind a huge burden on the Americans economy that was used to finance two very expensive wars in the history of America. The debt runs for a period of years until 2011. This is what Obama government had to first deal with when he took over office in 2009. Sound economic policies guide a government to economic growth and expansion. In includes the changes made by the national budget that alters spending and taxes affecting the economy. Fiscal policies play an important role in driving the Americans economy especially after the great depression when the government decided to take a proactive role in guiding US economic affairs. The role of a fiscal policy is to influence macroeconomic productivity levels by increasing or reducing taxes and public spending. Each policy is distinct depending on what the government wants to correct or attain. For instance, a slow economy has high levels of employment, low levels of consumer spending, and les s business. Here, the government will fuel it by reducing the levels of taxation and increase the public spending. More money in circulation will increase consumer spending, boost businesses, and increase employment levels. However, the effects of fiscal policies differ with different economies. This is because in different economies one class or various classes of individuals are affected by a move to cut taxes or increase spending. For instance, in America, arguably only a small percentage pays taxes, which is about one percent of the population. Therefore, a move to increase tax or reduce tax will only affect a small percentage of the population. It is also unknown to what extent a government should get involved in an economy to get it moving, which leaves policy makers on a hanging balance. After Obama joined government, a fiscal policy of its kind was adopted in America to curb

Amazon Case Study Example | Topics and Well Written Essays - 1250 words

Amazon - Case Study Example Some aspects of Amazon’s operations are characteristic of a manufacturing organization while some are characteristic of those of a service organization. The manufacturing aspects are manifest in the company’s library of software. Although Amazon provides this software for free to merchants and independent programmers, it charges a fee when these users use the software to sell their products and services through Amazon. Amazon’s operations that are characteristic of a service organization include the online platform it provides to its customers, which enables them to purchase goods through a simple mouse click. The marketing of Kindle and Kindle-related products also has aspects of both manufacturing and service provision. Kindle is a software-hardware platform that enables users to access electronic print material. The manufacturing component is manifest in the Kindle electronic device which Amazon manufactures and sells to customers. The service component is manifest in the access to electronic print material that Kindle provides to users at a fee. Therefore, when marketing Kindle, Amazon has to market both the unique features the device provides and the unique services that customers can obtain through it (Griffin, 627). Q2 Amazon’s operations almost entirely depend on technology in one way or another. In most cases, the technology involved is computer technology. Firstly, Amazon’s service operations are anchored on the internet. Amazon’s business platform is located on the internet and, therefore, the company has to invest in computers and accessories that facilitat e internet access and software development. Similarly, Amazon’s customers have to get on the internet in order to access the company’s platform. To do this, they require the use of computers, iphones, tablets, cell phones or any other device that provides internet access. Furthermore, operations that facilitate service provision at Amazon’s facilities are highly automated. Workers use computer programs to monitor and manage customers’ orders. Finally, a system of automated bins and chutes is responsible for sorting goods and moving them to and fro the shelves (Griffin, 626). Amazon’s manufacturing operations are also highly dependent on computer technology. The manufacturing operations include the development of software programs for Amazon’s library of software service and the production of the company’s Kindle device which is a software-hardware platform that provides instant access to electronic books, newspapers, magazines, journa ls and other electronic print material. The development of software is a manufacturing activity that involves the development of software programs from scratch using computers as well as software developing tools and programs. This software is availed to merchants and independent programmers who may use it to sell their products through Amazon at a fee. In addition, Amazon develops Kindle’s software using computers and software developing tools. Finally, Amazon manufactures the Kindle electronic device whose hardware component is based on computer technology (Griffin, 626). Since Amazon does not have facilities or resources for manufacturing electronic devices, it usually contracts other companies with that ability to manufacture the device on its behalf. Q3 Amazon has

Never Ever Give Up on Life Essay Example for Free

Never Ever Give Up on Life Essay Never ever give up on life! No matter how hard life gets. Everyday one is faced with problems, some are worse than others. Just because one thing in life goes wrong doesnt mean you are to stop and just shut the book. One is supposed to use that as a lesson and keep flipping pages on the book. God put us all on this Earth for a reason. Everyone was made to do a little or major change in this world. Throughout those obstacles we face everyday is how people will insult us and try to bring our self-esteem down to the ground. But no dont let that happen, we are beautiful so dont let anyone tell you otherwise. Relationships! Thats another thing that can mess up a lot of peoples brain. Just because your boyfriend/girlfriend left you, doesnt give you the right to take your life away. You are worth much more than that. Trust me! God created a soulmate for all of us, but its on us to go out and search for it. Dont literally mean go flirt with a thousand people but talk to others get to know them better and determine what they really mean to you and where they stand at. But like I said giving up on life because your partner left you is not a great idea for he/she is happpily going on with their life. Dont you think if they actually felt a little remorse or something they wouldve maybe came back to you or even considered to apologize or something. So my only word of advice is never ever ever give up on life regardless of how bad the circumstance is.

god v satan :: essays research papers

The bible is one of the most will known books in the world (manly because there are a lot of cristons that fell it is necessary to tell as many people as possible). The bible has been translated and printed then and re-translated and re-printed for centuries {from [original langue]}. The bible was all so written about 40 years after the events that it describes. The ferst part of the bible was written by â€Å"James, half brother of Jesus† (http://www.carm.org/bible/biblewhen.htm) wrote it in the â€Å"40's or 50's† (http://www.carm.org/bible/biblewhen.htm) or Galatians written by Paul in the year 49. With all this it is very likely that something got mixed up in the translation. The bible has mixed signs and inconsistent that proves Satan was the god that was referd to in the bible. Satan set about to deceive everyone and lure them in to sin buy offering false redemptions. We all know god created the world in 7 days so we can use this as a gage for God’s design skills. The world is fare from being perfect, and really it has been badly designed. The land mass is bunched together in the northern hemisphere leaving some smaller ilandes but manly water in the southern hemisphere. The magnetic feled of the earth is constantly moving the weather is all messed up. Still leaving some areas on the world heavily populated and others almost desert. Thins is obviously the result of poor planning and for an all-powerful god this is just negugins. Dose this mean God is a bad designer? No because refuses to show himself because that would take away the faith part of the Christianity faith. If you look at the stories in the bible like the story of Jesus (what most the bible is about) the cross he dies on is a great symbol just look at it, it have strong vertical and horizontal lines. These types of lines are carming, sturdy, reliable and if made big can be towering and thretning but because they cross in the middle it is also unsettling as your eyes follow the lines they relaxes and then the center that you came to focus on startles you. The cross is a will designed symbol. The Ten Commandments is another example of great designed. Ten the basus of the decimal system is a mentally satisfying number. If you look at the Ten Commandments you can see they are not all needed like â€Å"Thou shalt not steal† and â€Å"Thou shalt not bear false witness against thy neighbor.

Preface to ‘Joseph Andrews’

In his Preface to ‘Joseph Andrews’, Fielding claims that human vices in his novel are ‘never set forth as the objects of ridicule but detestation’. To what extent are ‘Joseph Andrews’ and ‘Robinson Crusoe’ concerned with issues of morality?Despite the fact that ‘Joseph Andrews’ and ‘Robinson Crusoe’ approach their concern with issues of morality differently, they both interrogate the subject to the extent whereby, throughout the majority of both novels, they reveal and question existing ideals of society’s principles: â€Å"Robinson Crusoe initiates that aspect of the novel’s treatment of experience which rivals the confessional autobiography and outdoes other literary forms in bringing us close to the inward moral being of the individual† (Watt, 75). This quote summarises the argument ahead and captures Defoe’s intentions.It is also one of the many critical debates that surround this concern, that accentuate how Fielding and Defoe’s involvement in this matter is significant and almost revolutionary. Whereas Watt’s comment below encapsulates what Fielding aims to achieve: â€Å"Fielding†¦ attempts to broaden our moral sense rather than to intensify its punitive operations against licentiousness. † (Watt, 283). Both of the above quotations provide an insight into both writers’ new and innovative approaches that can be considered to be quite rebellious, compared to other works from the eighteenth century.Throughout Andrew Wright’s essay titled ‘Joseph Andrews: Art as Art’, it is argued that â€Å"Fielding believes that the function of the novel is to provide a paradigm of civilisation which is above the level of ordinary moral imperatives† (Wright, 24). Thus, one may assume that Fielding’s intention is to set a raised barrier of morality in order to demonstrate how low civilisation measures up to it. He also contends that there is much evidence within and outside Fielding’s novel’s to suggest that Fielding did not have high hopes for human beings to become perfect or for society to transform and become flawless.This pessimism entails that human beings are hopeless. However, Fielding wrote in ‘The True Patriot’ on November 12th, 1745 that there are â€Å"some imperfections perhaps innate in our Constitution, and others too inveterate and established, to be eradicated; to these, wise and prudent Men will rather submit, than hazard shocking the Constitution itself by a rash Endeavour to remove them† (Wright, 30). This statement implies that Fielding’s exploration of vices within the narrative was not designed to change civilisation but to reveal its comportment in all veracity.Wright almost discusses the same notion and argues that â€Å"it is impossible to make a bad man good, and good men will very probably grow wise without much prompting. The function of art, therefore- and if this is not a tautology- is to provide a kind of ideal delight† (Wright, 30). Therefore, it is fair to suggest that Fielding does not intend to improve society or change the nature of human kind. Instead, he aims to encourage acceptance of civilisation; his revelation of flaws is formulated in order to allow his readers to find a way of rejoicing them.Thus, morality is a significant theme within the narrative and could be argued to be the purpose of the book. The rationale as to why this does not appear obvious or heightened is because it is not a concept of morality that is usually highlighted or celebrated. Within this balance of rejection and acceptance, Fielding creates a new type of morality and happiness and this can be reinforced in book three, chapter three, when Wilson unfolds his tale of moral deterioration and debauchery in London: â€Å"I soon prevented it.I represented him in so low a Light to his mistress, and ma de so good an Use of Flattery, Promises, and Presents†¦I prevailed the poor Girl, and convey’d her away from her Mother! In a word, I debauched her. -(At which Words, Adams started up, fetch’d three Strides across the Room, and then replaced himself in his Chair. ) You are not more affected with this part of my story than myself: I assure you it will never be sufficiently repented in my own Opinion† (Fielding, 180).This extract promotes acceptance of immorality and shamelessness. The way in which Adams reacts for a moment and then replaces himself in his chair demonstrates a sense of tolerance but also acknowledgment. This is symbolic of Fielding’s approach to morality throughout the entire novel; it is important to be aware of corruption but to attempt to repent it could cause more damage. Similarly to ‘Joseph Andrews‘, ‘Robinson Crusoe’ shows many preoccupations with the concept of morality.However, more so than Fielding (al though Fielding also uses this device), Defoe utilises religion in order to determine a social moral code; he uses the boundaries and margins of religion in order to measure Robinson Crusoe’s principles. For example, the novel presents a protestant work ethic where success in business, in life is a message that you will go to heaven. Throughout the novel, Crusoe suggests that God is capitalist and that material increase suggests spiritual happiness and a closer relationship to God.This is evident on many occasions throughout the novel, for example, Crusoe converts Friday to Christianity and relates closer and closer to God as the novel progresses: â€Å"From these things I began to instruct him in the knowledge of the true God. I told him that the great Maker of all things lived up there, pointing up towards Heaven. That He governs the world by the same Power and Providence by which He made it. That He was omnipotent, could do everything for us, give everything to us, take e verything from us; and thus by degrees I opened his eyes. (Defoe, 213). The significance of the theme of morality (or the Protestant religion as it is referred to within the novel) can also be reinforced by the way in which Crusoe teaches and learns about religion and preaches about its glory to others, such as Friday. This is also evident within ‘Joseph Andrews’ as the reader witnesses Joseph’s attempts to gain attributes similar to Joseph from the bible. For example, he is seen as a father figure within his community. Within his essay, ’Robinson Crusoe and the state of nature’, Maximillian E.Novak argues that â€Å"Defoe was not only delineating the condition of man in the state of nature but also the cultural and political evolution which, by transforming the state of nature, created civilisation and government† (Novak, 23). This suggests that Defoe contributed to a more polished and advanced society that was in the making at the time of t he novel’s publication. He discusses three opinions on the private physical men that were current in Defoe’s day: one being that despite being isolated, man would achieve the same intellectual and moral condition that he would if he ould were raised in society. (Novak, 23). Although the category that Novak feels Crusoe belongs to is the third whereby â€Å"he survives his solitude, but he is always afraid, always cautious. Defoe recognised the benefits of the state of nature, but he believed that the freedom and purity of Crusoe’s island were minor advantages compared to the comfort and security of civilisation. † (Novak, 23). This view implies that human beings almost do not exist without society because they are so formulated by society that without it, there is nothing left.Novak suggests this when he states that human beings are more affluent in society than alone and isolated. This therefore entails that it is society that provides our moral groundin g and that aspects of society such as religion are dominant of what we believe to be right and wrong. Thus, religion is our guide to life and what encourages us to follow codes of moral conduct: â€Å"it is Puritan individualism which controls his spiritual being† (Watt, 74). This can be emphasised within the text as the reader follows Crusoe’s spiritual journey.The reader witnesses how God brings Crusoe back onto the track of Providence which is why he has to relearn everything, including how to behave. Throughout ‘Joseph Andrews’, religion acts as a principal for people to live by and the characters that live up to the standards are used to set an example, such as Joseph. Creating another relationship between both texts, religion is a way for morality to succeed; Fielding makes moral characters virtuous and successful, he also mocks the immoral society that does not have religious beliefs and thus shows that morals equal success.While Defoe shows that re ligion provides Crusoe with moral demeanour. This has an underlying tone of significance about human beings’ behaviour and what we need to survive, as we observe how Crusoe needs routine and time in order to allow him to feel as though he has control. This also relates to the politically charged atmosphere of the time about the need for a ruling monarchy and colonialism because the restoration demonstrated how the public were unable to direct their own lives; they needed demands from authoritative figures in order to provide them with comfort and assurance.For example, Crusoe recreates what he knows from England, such as, farming and building: â€Å"In about a year and a half I had a flock of about twelve goats, kids and all; and in two years more I had three and forty, besides several that I took and killed for my food. And after that I enclosed five several pieces of ground to feed them in, with little pens to drive them into, to take them as I wanted, an gates out of one piece of ground into another† (Defoe, 146).Consequently, both ‘Joseph Andrews’ and ‘Robinson Crusoe’ are concerned with morality to the extent that they aim to produce ideals of morality that they believe to be revolutionary compared to the capitalist society from which they derive from. Ian Watt argues that â€Å"the highest spiritual values had been attached to the performance of the daily task, the next step was for the autonomous individual to regard his achievements as a quasi-divine mastering of the environment. It is likely that this secularisation of the Calvinist conception of stewardship was of considerable importance for the rise of the novel† (Watt, 74).Thus, it can be argued that not only were ‘Joseph Andrews’ and ‘Robinson Crusoe’s’ moral content innovative and enlightening, they were also significant contributors to the ‘rise of the novel’ and a new way of thinking. This renaissance c an be considered as an essential element of the restoration of the time. The fact that Watt explores both novels and novelists in his book ‘The Rise of the Novel’ also accentuates this notion. Throughout her critical study of eighteenth century literature, Pat Rogers discusses the context of the writer’s of the time.She suggests that it was literature’s responsibility to reflect reality and also make sense of it; â€Å"to distil general laws and detect patterns in apparently random occurrences† (Rogers, 11). This is evident in both novels, for example, the way in which Fielding crafts a ingenuous representation of the moral state of society within ‘Joseph Andrews‘: â€Å"Your Lady talks of servants as if they were not born of the Christian Specious. Servants have flesh and blood as well as quality† (Fielding, 260).It is also a dominant feature of ‘Robinson Crusoe’ whereby there are many references to the immoral natur e of English society:† greatly concerned to secure myself from any attack in the night, either from wild beasts or men† (Defoe, 74). For example, this suggests that men are the equivalent to ‘wild beasts’ and also just as threatening, implying that men have become corrupt and out of control, showing a lack of consideration for the rest of society. Thus both novels formulate parodies of the truth that reveal the decay of decency and morality.Rogers supports this argument and reinforces both writers’ methods of portraying such ideals: â€Å"they deal for the most part with the experience of everyday of men and women in society; their tone was plain and worldly, they sought to avoid a recondite air, and they addressed the reader with easy confidence†¦the actions of other people form the most obvious objects of our moral perceptions; when we make moral judgements, we apply ourselves decisions we have made about the behaviour of others. Not only do w e perceive that an act is right or wrong, but we assign merit or blame to the perpetrator of the act. (Rogers, 147). To conclude, both novels have dominant themes of morality, ‘Joseph Andrews’ concentrates on everyday life and behaviour and ‘Robinson Crusoe’ approaches morality from a broader perspective and through the characteristic of religion. Consequently, both novels attack the negative attributes of society and mankind in a rather satirical manner; they observe the truth about people’s principles and encourage enthusiasm for the reader to reach their own conclusions, in order for them to recognise flaws.Not only are both books innovative and rather rebellious, but they can both be considered as fundamental stimulants for the ‘rise of the novel’. Historical evidence of the eighteenth century and the tradition of writing at the time can also support both writers’ objectives in incorporating such dominant themes of morality. T his is because of the lack of individualism and the control of a newly capitalist civilisation. Therefore, overall there is much evidence to support this argument and many existing critical debates, to suggest that both Fielding and Defoe are deeply concerned with the issues of morality.Both ‘Joseph Andrews’ and ‘Robinson Crusoe’ can be read as a reflection of life and human behaviour to the extent whereby they highlight the state of morality and its function within society. Bibliography: Bell, A. Ian. ‘Defoe’s Fiction’. Kent: Biddles Ltd, 1985. Butt, John. ‘Fielding’. London: Longmans, Green & Co Ltd, 1959. Defoe, Daniel. ‘Robinson Crusoe‘. Berkshire: Penguin Books Ltd, 1994. Fielding, Henry. ‘Joseph Andrews‘, ‘Shamela‘. Oxford: Oxford UP, 1999. Novak, E. Maximillian. Defoe and the Nature of Man’. Oxford: Oxford UP, 1963. Macalister, Hamilton. ‘Literature in Perspective- Fiel ding’. London: Evans Brothers Limited, 1967. Paulson, Ronald. ‘Fielding- A Collection of Critical Essays’. New Jersey: Prentice Hall Inc, 1962. Rogers, Pat. ‘The Context of English Literature- The Eighteenth Century’. London: Methuen & Co Ltd, 1978. Watt, Ian. ‘The Rise of the Novel’. London: Chatto & Windus, 1963. Wright, Andrew. ‘Henry Fielding: Mask and Feast’. London: Chatto & Windus, 1968.

Interpersonal Roles

Lamond, D. (2003). Henry Mintzberg vs. Henri Fayol: Of Lighthouses, Cubists and the Emperor's New Clothes. Journal of Applied Management and Entrepreneurship, 8(4), 5-23. This article talks about Mintzberg’s and Fayol’s theories regarding managerial work. It is mentioned that Fayol’s managerial function and Mintzberg’s managerial roles can be connected with one another. (Tsoukas 1994, as cited by Lamond, 2003) â€Å"the logical links between Fayol’s functions and Mintzberg’s roles are demonstrated†. This article explains the interrelation between managerial functions and managerial roles in particular group so that the management in organisation can run effectively. This article is useful for the author’s research as it gives explanation about the importance of interpersonal roles in relations with managerial functions while Robbins et al. (2003) book only provides the basic theoretical managerial roles without further relate with any other managerial components. Mintzberg, H. (1975). The manager's job: folklore and fact, Harvard Business Review, 53(4) 49-61. Mintzberg’s (1975) article shows how interpersonal roles play important part for managers to make decisions and strategies; it also describes the importance of how interpersonal roles are integrated with other roles to achieve effectiveness of managerial work. Mintzberg (1975) suggested that â€Å"Three of manager’s roles arise directly from his formal authority and involve basic interpersonal relationship. † (p. 54). This article is useful for the author’s research as it gives an insight towards the importance of interpersonal roles for manager to avoid misunderstanding between the modern and traditional managerial works. This article is better compared to Pavett and Lau (1983) about managerial work’s article because it provides several examples that support the importance of international roles by providing evidence in reality such as the modern and traditional managerial works that have been misunderstood by society. Pavett, C. M. , & Lau, A. W. (1983). Managerial work: The Influence of hierarchical level and functional speciality. Academy of Management Journal , 26(1), 170 – 177. Through this article, Pavett and Lau (1983) show the influence of hierarchical level and functional speciality on managerial roles. (Mintzberg, 1975, as cited in Pavett & Lau, 1983) â€Å"differences in managerial work involve the relative’s importance of the roles across hierarchical level and functional speciality†. The research focuses on the integration between hierarchical level and functional speciality with managerial roles. This article is useful to the author’s research topics as Pavett and Lau (1983) give a relevant statistics about how hierarchical level, functional speciality and managerial roles are integrated, especially when the interpersonal roles are dominantly seen in hierarchical level and functional speciality as an essential part compared to the book written by Robbins et al. (2003) which only mentioned about the theory without justified examples to support it. Robbins, S. P. , Bergman, R. , Stagg, I. , & Coutler, M. 2012). Management 6 (6th edition). French Forest NSW, Australia: Pearson Australia. Robbins et al. (2012) contains a brief explanation about Mintzberg’s interpersonal roles with its duties and responsibilities. Robbins et al. (2012) suggested that â€Å"All managers are required to perform duties that involve people (subordinates and persons outside the organisation) and other duties that are ceremonial and symbolic in nature†. The study explains that inter personal roles are more likely involve outsiders. This book is beneficial for the author’s research topic, as Robbins et al. (2012) gives plenty explanations about the benefit of interpersonal roles and how each roles are linked well together. The main limitation of the article is that the authors do not put sufficient details and examples about each roles compared to the article of Mintzberg (1975) which mentioned the clear evidence regarding interpersonal roles in everyday life by providing explanation about the modern and traditional way in defining managerial works.

School as Democratic Institutions

School as Democratic Institutions Academic freedom is a freedom to teach or to learn without inference by a government. Read about the restrictions of the academic freedom at institutions. Hashtag: #DelhiDecides School as Democratic Institution A democratic society is one ruled by the people. Therefore, the people decide who will head their government such as the #DelhiDecides in India and can freely express their sentiments or criticism against anyone in the public service. In practice, this particular power in some country is limited to influential democratic institutions such as schools where academics cannot express their opinion on social issues regardless of their academic freedom. Institutions supporting democratic way of life are organizations that promote good governance, rule of law, human rights, preservation of the environment, education, and so on. News Media is a democratic institution that often elicits accountability from state actors; promote peace and human rights. Academic institutions, on the other hand, are moral and democratic as they developed students’ moral and civil character, and promote a sense of community and participation in democratic processes. In other words, news media and schools have the power to influence and modify a social order. Some academics are aware of their influence and exercise their freedom as citizens of the state to express their thoughts and opinions in and out of school. For instance, social media users are freely giving their opinions regarding the election in India where #DelhiDecides. Some of them were academics expressing their thoughts on political issues, criticizing candidates, and policies of the incumbent government. These practices are actually encouraged by the institutions as concerned citizens contributing to public debate. However, they should make it clear that their views are not of the institution but their own. Moral Failure in Academic Institutions Academic freedom, therefore, is merely a guarantee that academics are free to research and publish papers on issues they find disturbing without government intervention. It is not about resistance but the use of freedom for the public good through research, dissemination of knowledge, and promotion of independent thinking and expression within the academic atmosphere. Overlapping Rights and Politically Motivated Restrictions The confusion in academic freedom, particularly in higher education, is in the overlapping scope of academic democracy and academic freedom. For instance, the rights specified in the academic democracy that says â€Å"within academic sphere† limit the rights provided by academic freedom of free expression and academic participation in activities that can help expands the frontiers of knowledge. In other words, contrary to belief, they can freely express their opinion but on the institution or the system in which they work and nothing more. However, if one would look closely on the recommended universal application of academic freedom, it will be quite clear that academics have the right to participate and contribute to social change. The UNESCO recommendation clearly states that academics should enjoy civil and political liberties and these include freedom of thought, conscience, religion, expression, assembly, association, and the right to contribute to social change. Specifically, academics can express their opinion on state policies and issues particularly those affecting the quality of education. The extent of academic freedom, therefore, depends on state policies that are often highly political. In fact, the freedom of expression and association in academic sphere are restricted along with terms commonly used by some governments to imply severity of violation and punishment. These include suppressing freedom of expression for â€Å"public safety†, a political act â€Å"necessary in a democratic society†, and it is â€Å"prescribed by law† so do not talk against your government. Instead of letting academic intellectuals share their expertise as valued citizens of the nation, the government created a climate of fear.

Affirmative Action Initiative in South Africa

Affirmative Action Initiative in South Africa Affirmative action is an initiative adopted by the South African government, which seeks to correct the imbalance of wealth and provide opportunities to the people who were adversely affected as a result of the apartheid regime. It has created a situation where organizations are required to meet specific employment targets for persons of colour in order to operate to the satisfaction of the state. As a result, these people are able to participate in the corporate environment at an accelerated rate. On the contrary, many white South Africans are finding it difficult to obtain their most select employment. The efficiency of affirmative action is best analyzed by assessing its objective of promoting black representation in the workplace and comparing it to empirical evidence. Figures provided by the government indicate that the unemployment rate has steadily declined annually since the inception of the study (September 2001). The September 2007 average unemployment rate of 23% is signi ficantly lower than 29.4% in September 2001. This provides evidence that the policy is doing well to provide work to more South Africans. (www.statssa.gov.za/publications/P0210/P0210September2007.pdf) However, a more in-depth study reveals the change in unemployment rates amongst each population group. The best results have been for black people with a decline from approximately 35% (September 2001) to 26.8% (September 2007). The Indian people in the country also improved from approximately 19% to 10% over the same period. White and coloured unemployment rates have remained relatively static over this period at approximately 5% and 20% respectively. This bodes well for black and Indian people and is a strong indicator that affirmative action is achieving its goals. The policy seems to be failing in its attempt to compensate the coloured population. (www.statssa.gov.za/publications/P0210/P0210September2007.pdf) However, there are problems that are emerging from affirmative action tha t is having a detrimental effect on the performance on enterprises and the overall success of the economy. The instantaneous and rapid enactment of affirmative action has seen unqualified persons attaining important positions. Many of these people were/are incapable of fulfilling the roles they have been assigned. This has a negative impact on, firstly, the corporation employing these people as they incur costs without the required level of service from their employees. It also adversely affects the consumer, who is dependant upon those employed by organizations to make the best decisions in order to obtain maximum reward. A situation exists whereby unskilled employees are filling skilled positions. (www.sairr.org.za/press-office/institute-opinion) Another concern is that many white South Africans are leaving the country, resulting in a major shortage of fundamental skills. The South African Institute of Race Relations (SAIRR) revealed that between 1995 and 2005, one million white S outh Africans moved abroad. The lack of adequate services has left the country in desperate need of professionals. These people also served as mentors/teachers to inexperienced employees and accelerated their development in the organizations thus exacerbating the problem of their departure. (www.fin24.com/articles/default/display_article) Many contend that a weakness of the affirmative action policy is that it creates a minority of rich black people and does not help the rest (www.new.bbc.co.uk). The majority of the black population are unskilled workers without educations. These people are likely to struggle even with affirmative action in place as their employment options are limited to low income earning sectors due to educational and language problems. It is anticipated that the current generation of black children will reap the benefits of the policy. The government has put facilities in place to ensure these people are schooled and can attain funding for universities. These ar e the real beneficiaries of the system as their employment options are diverse. It would therefore seem that the efficiency of affirmative action should only be interpreted to a significant extent when the current black youth reaches adulthood.

The impact of Directive on UK Law Essay Example | Topics and Well Written Essays - 1750 words

The impact of Directive on UK Law - Essay Example Van Duyn made it clear that this was also true of Directives. If Directives are binding then it is possible that they will be relied upon in national courts, but clearly each case will turn on its own facts. Therefore since Z works for a Council this can be construed as an emanation of the State (specifically Case 103/99 Costanzo [1989] ECR 1839) and it is submitted that prima facie he is able to rely on the government’s non implementation directly in a UK court or tribunal provided the Directive is unconditional and sufficiently precise. However this is not true for D. His employer is a private company and as seen in the following case, the Court of Justice does not allow the direct horizontal enforcement of Directives. In Case 152/84 Marshall v Southampton and South-West Hampshire Area Health Authority (Teaching) [1986] ECR 723 [1986] 1 CMLR 688 Helen Marshall sought to sue a health authority for retirement age discrimination under the Equal Treatment Directive 1976. Her employer dismissed her at 60 in line with her contract. National law exempted retirement matters from its scope -- it did not impose retirement age at 60 - - only that women became eligible for pension at 60. The Court of Justice held that there was no ‘horizontal effect’ to a Directive where a government had failed to implement a Directive. Helen Marshall could not sue the Health Authority in these circumstances. If the employer is not the State or an emanation of the State then the Court of Justice allows the national court to look at indirect effect.