Vision Statement Essay Example for Free

Vision Statement Essay The vision of a man is the framework that shows the depth of his knowledge, the tenacity of his personality and how far he would go in the race of life. It is in lieu of this fact that I write this vision statement which depicts what my professional life would be in the next five years. I am a highly motivated individual with interests in human resource management, finance and sales. I would be keenly involved in developing the innate qualities I have in enhancing the capacity of the people around me especially members of staff and those on the management board I belong to. As the President of the SEB Mortgages Inc. , San Angelo TX, sub-prime mortgage broker in the area, five years would have been effectively used to improve on my managerial skills with respect to continuous training of loan officers and sales representatives. This would definitely not be a one-man affair as I would maintain contract relations with appropriate professionals in accordance with regulations guiding contracts and agreements. I would also maintain high quality staff profile within the organization as a holistic approach for increased company returns. My financial status would be greatly influenced by the output of the company, and many investments in other companies. There would be continued solicit in real estate investment and infrastructure development. The concern is to expand my financial capacity and boost the financial capacity of the mortgage broker. As the company grows in its financial capacity, it may become necessary to prepare it for listing on the Stock Exchange market as a major stock. This process is in sequence: education initiated at various colleges has prepared me for ongoing managerial skills. With the Bachelors degree in organizational management in just a few years, I would become further equipped for the noble task ahead. It would widen the scope of education and provide more opportunities to implement these skills. My professional life would also be harmonized with my social and other areas of my life.

The Issues Surrounding Disability Social Work Essay

The Issues Surrounding Disability Social Work Essay There is a lot of discussion of how disability is described. The literal meaning of disability is difficulty with ability. This implies some form of mental or physical impairment that can manifest problems with mobility or awareness. According to the Disability Discrimination Act 1995, disability impairments can include sensory impairments such as hearing or sight, mental impairments such as depression or learning difficulties and physical impairments such as wheelchair users. People with disabilities may face problems, and not only because of their particular impairments but by social factors such as attitudes, stigma and physical obstructions, for example, ease of access to buildings or transport. The description of disability has varied over the years but the Disability Discrimination Act 1995 describes it as, he/she has a physical or mental impairment which has a substantial and long term adverse effect on his/her ability to carry out normal day to day activities Thompson and Thompson (2008) state that historically, people with disabilities were considered tragic, different or in some way devious. They were not allowed to work, mix with others or travel and many were placed in asylums. Ingstad and Reynolds, (1995) claims that, media representation of disability often relates to insanity and evil. This is evident in such things as super hero movies, where the bad character is often portrayed as physically deformed or mentally unstable. However, throughout history there have been people with impairments that in todays society would have been viewed as disabled, Franklin D Roosevelt, four times president of the United States, had polio. The poet Lord Byron (mad Lord Byron), who was born with talipes, known then as a club foot, and whose name today is still synonymous for someone dashing, Byronic. Admiral Nelson, known for his great naval victories against the Napoleonic French and particularly the battle of Trafalgar, he is not viewed as disabled although he was blind in one eye and only had one arm. In todays society he would have been seen as a disabled seaman. But when we look at these people we do not see their disabilities, we see heroes, great leaders and writers. Did society just look past their impairment and just see their achievements?. (Ingstad and Reynolds, 1995). According to Finkelstein (1980), people with disabilities have existed in comparatively large numbers throughout the world and in different societies for centuries. What is also evident is that the cultural understanding and responses to impairment and disability have varied and still do. There is a real cultural stigma towards people that have any sort of physical or mental difference to the norm. This can be traced back to ancient Greek and Roman times. Finkelstein (1980) goes on to say that, all though the degree of bias has varied from time to time, peoples perceptions of impairment and disability have remained much the same since the industrial revolution in the nineteenth century. The start of the industrial revolution introduced the concepts of urbanization and paid labour. This brought new problems for people who were unable to compete for work. After being scrutinised and labelled by doctors and other professionals, these people were put in to hospitals or asylums where they remained for very long periods and sometimes indefinitely. This kind of treatment carried on throughout most of the western world and all through the first half of the twentieth century. Drake (1999), states that the Eugenic legacy, which looked at the assumptions of human mental characteristics, was in some way influential in forming a different outlook on impairments. Drake continues, the Eugenic legacy came to a logical conclusion during the systematic murders in the Nazi death camps of thousands of disabled people considered undeserving of life, worthless and a burden on society. In the 17th century impairments or disabilities were seen as punishments from God, and explained by using religion, superstition, or myths and legend. Some of these beliefs remain to this day such as the belief that a disabled person must have been evil in a previous life and is now being punished. (Campbell and Oliver 1995) I remember in 2003 former England manager, Glenn Hoddle was sacked from his position for saying that disabled people are paying for sins they committed in a previous life. But in other religious cultures in societies, disability may be seen as being chosen by god. (Campbell and Oliver 1995) Cultural values and Society can be responsible for imposing disability on someone with impairments. This is mostly done unintentionally or by misinterpretation but it results in excluding people with some form of impairment from participating in society. Therefore it is understandable that disabled people will see themselves, as an oppressed group. To understand this, there has to be a definition between the person with the impairment and the social construction, called disability. (Oliver 1996) What this means is that todays society defines the impairment as it is seen, i.e. the lack of a limb or limbs, organism or motor functions of the body that are not working properly, and the disability as the restrictions and disadvantages that go with it. Oliver, states that, We see disability as the disadvantage or restriction of activity caused by a contemporary social organisation which takes little or no account of people who have physical impairments and thus excludes them. (Oliver 1996, p22) The common view today, according to Campbell and Oliver (1995) is that a persons impairment is the cause of their disability and that their disability is a medical problem that has to be overcome. This refers to the medical model approach which focuses on prevention and cure. In many countries this has caused a growth of prosperous and costly industries involved with disability comprising voluntary organisations, drug companies, private businesses, charities and government institutions. These will be staffed by an army of professionals including support workers, doctors, nurses, occupational therapists and social workers. This attitude can have a negative effect on the way society see people with impairments and will result in stigmatisation. In addition to this, if society sees the impairment as the problem, surely it is logical to see that these problems must be cured or fixed in order for them to fit in to normal society. The outcome is that, people with disabilities are labelled as disabled people this may look like a play on words but what this shows is that the disability is seen before the person. Society sees people with disabilities as, not normal, this implies abnormal, and further reinforce the stigmatisation and stereotyping of people with disabilities being seen as inadequate and dependant. Are some people with disabilities more vulnerable than others According to Hales (1996, p152) Prejudice is a negative attitude towards particular groups of people based on negative traits assumed to be uniformly displayed by members of that group Hales uses the example, that it is commonly assumed, that younger people with learning disabilities have no interest in forming long term relationships, an adult sex life or having children. Hales describes this as issue as being social attitude rather than the physical disabilities faced by the people themselves. It is difficult to say if some people with disabilities are more vulnerable to discrimination than others as there are so many factors to consider. Cost for example. Barnardos (2011) state that, the costs involved in bringing up a child with a disability is much greater than raising non disabled children. Barnardos also state that, it may not just be the higher cost of living, no qualifications and unemployment that are causing discrimination. But the fact that living in deprived communities where the understanding of disability is lower than the more affluent areas. One fifth of children with disabilities live in poverty stricken areas, resulting in social exclusion, discrimination and causing multiple oppressions. (Barnardos (2011). Marginalisation and exclusion refers to people with disabilities not being included in everyday life. This includes non equality in the work place. (Barns and Mercer 2003) state that, while some benefits such as disability living allowance (DLA), are in place to help people cope financially with social and work factors, it can also have an adverse effect by highlighting a dependency on benefits. This again can lead to stigmatisation and oppression. New labour recognised this problem and developed the welfare to work policy in 1997. The government documented that unemployment for people with disabilities was far higher than it was with non disabled people. A high percentage of people with learning disabilities live in poverty. 24 % of working age people with disabilities do not have formal qualifications. (HM Government 2011) The government recognises a link between unemployment and social exclusion. In 1989 the government set up the social exclusion unit (SEU) to improve the educational prospects for children with disabilities. Although this was a step in the right direction, it is worth noting that the minister for education at this time was David Blunkett, who is classed as a person with a disability. (Dan 2005) When people think of disability they think of the obvious such as wheelchair users. There are some things put in place for people with physical disabilities. Examples of these are wider doors, ramps, higher power points, lower light switches, audio and visual aids, lowering busses and disabled parking (Hales 1996). But in my opinion people with learning disabilities seem to be less understood. Therefore, I feel that, it can be argued that people with learning disabilities are more vulnerable to discrimination than other. Why do some people reject the disability label and some accept it? According to Barnes (1991), some people will accept the disability label, feeling that they are not able to cope in society and they are in a sort of limbo, waiting for a cure and the hope that one day they may get fixed. This may be because they have been conditioned by a non disabled society to accept their lot in life; they are broken and need a cure. Some disabled people will obviously want a cure and will actively help in working to find one, thus giving their life some meaning and a reason to belong. Some need to succeed in order to belong, some need to belong in order to succeed. (Hill Country Disabled Group) According to Clapton Fitzgerald (1997) this stems back to the medical model of disability that perceives impairment as something that has to be fixed, i.e. a person is disabled because of their individual impairment so consequently they will require medical interventions to give them the skills to adapt in our non disabled society.   There are disadvantages to being labelled as disabled. But there can also be advantages. In my experience, in having dyslexia, (which was discovered while I was at university), I am classed as a disabled student. I do not see myself as being disabled as there are no physical signs of dyslexia and it is something I have lived with all my life without knowing. Initially, I resented the disability label, but in accepting it, I received the help I need to complete my course. Some of my fellow students see such a label as stigmatising, and even though they have similar pattern of difficulties, they did not want to seek help for fear of being labelled. There are the people who see disability as a social problem put on them by a non disabled society that impairs physically disabled people. It is argued that no one has made a specific distinction between biological impairment and social disability. (Clapton Fitzgerald (1997) This is seen as the key to the British social model of disability and was originally devised by disabled rights activists in the 1970s. This move forward was developed by disabled people and their own experiences of living with impairment in Western society (UPIAS 1976) The social model has been widely acknowledged and developed by disability rights groups all over the world. It is now the foundation and the principle way of thinking in regard to policy-making for countries as diverse as Japan, South Africa and the USA. The social model of disability is not complicated; it just highlights the cultural, economic and environmental barriers experienced by people who are seen by others as impaired. According to Barnes (1991), these barriers can include: education problems, communication issues, problems within the working environments, insufficient disability benefits, social support services, inaccessible transport, housing and public buildings and the devaluing of people labelled disabled by negative imagery and representation in the media such as films, television and newspapers. From this viewpoint it is easy to see why some people will reject the label of being disabled and see their disability as a failure by society to accommodate their personal and combined needs within the confines of conventional society. (Barnes 1991) What can be done to effectively counter discrimination? Oliver (1990).explains that, peoples perceptions of disability and rehabilitation are changing. The 1960s saw the start of this change with politicians, policy makers and social workers realising that the world can no longer look at the disability issue as an individualistic medical problem, (Barnes and Mercer 2003). One of the reasons for this is that people with any form of impairment, be it cognitive or physical, are seen as abnormal and labelled as disabled. The fact is, that these people represent a growing segment of the global population and must be treated as equals. In brief, this means that the social model of disability is a tool to help us recognise the disablement caused by societys preconceptions of people with disabilities and help improve policy making. (Oliver 2004) Ten years ago, Glasby and Littlechild (2002), stated that, what is needed to effectively counter discrimination is to move away from government run professional services. They foresaw a need for greater investment in user led initiatives, especially regarding direct payments. This should give thousands of disabled people across the UK a better chance of achieving real independent living. Glasby and Littlechild go on to say that this could be achieved by setting up a new national body working directly with the National Centre for Independent Living (NCIL). Along with the distribution of direct payments, this new organisation could produce a standardized assessment for direct payments, reducing mistakes and making it easier for service users. Barns (2004) explained that, such an organization could also monitor local user groups that provide services for direct payment users. This would also give this new organisation the opportunity to benefit from a wealth of experience and expertise that has been developed by disabled people for over twenty years. (Barns 2004) The problem at this time was that, the government authorities were reluctant to implement direct payment policy for a number of reasons. Nowadays, direct payments are offered as a matter of course. During my third year placement in social services, It was actively encouraged to offer this service, in fact, I could not complete a unified assessment without doing so. We also recognise organisations such as the Rowan. This is a registered charity that provides direct Payment and Personal Budget support for service users. The Rowan has a vision of, A society that is fully inclusive in which the barriers, whether environmental, attitudinal or institutional, that prevent disabled people from having equality of opportunity have been removed. (The Rowan Organization 2012) As social workers we have the training to act in a non discriminatory way. We follow guidelines in our codes of practice such as, upholding public trust in social services and not unlawfully discriminating service users. Anti discriminatory practice is fundamental to the practice of good social work. It is important not to assume what difficulties people have with their disabilities. This in itself is a form of oppression, as only people with disabilities will know what its like to face disability discrimination. I feel that one of the most important roles as a social worker is advocacy. This will ensure that the voices of peoples with disabilities are heard. Legislation is main area that can help fight discrimination and oppression. The Equality Act 2010 enforces a duty on employers to make adaptations that will aid disabled people in the work place. This act also makes it illegal to treat people differently because of their disability. According to Barns (2003), the equality movement and looking into the problems of disablement has brought forward the concept of independent living. This concept was first used in the United Kingdom during the 1970s, after being adopted by disability activists in the USA. These activists called themselves the ILM or independent living movement. This movement was partly developed within campuses of American universities and partly from the on-going efforts of the disability activists who were attempting to influence, not only US disability legislation in the 1960s. But also, peoples discriminating perceptions of disabled people. Disability Wales ran a campaign from April 2010 to March 2011. This was called independent living now. This highlighted six main calls to action that disabled people had deemed essential in further development of Independent Living. These are: 1. Improved access to information, advice, independent advocacy and peer support services for all 2. Availability of accessible and supported housing to meet individual requirements 3. A comprehensive range of options and genuine choice and control in how personalized care and support is delivered 4. Improved access to Person Centered Technology (aids equipment) 5. A barrier free transport system, including all modes of transport 6. Enabling access, involvement and social, economic and cultural inclusion for all disabled people. This concept of independent living is a broad one and is usually associated with younger and middle aged people with physical and sensory conditions. But this concept does apply to everyone in the disabled population. This includes people with high support needs and people with cognitive conditions such as learning disabilities and mental illness (Barnes 2003). Because of this, independent living does have some criticisms. My own experience of working with a young man who had learning disabilities was not very successful. This person was granted independent living and was given his own flat. The problem was that all his friends did not have any kind of impairment. This was causing real problems as they were encouraging him to spend his disability allowance on alcohol and having parties at his flat. In turn this was causing problems with the neighbours because of the constant noise. This also resulted in him not having any money for food and being drunk most of the time. This was caus ing him to have health problems, which resulted in him being returned home to his parents. Conclusion In concluding this assignment, I have discussed why there is disability discrimination both from an historic and societal point of view and how people are disabled by these views. I have also discussed the different levels of vulnerability and who I feel are the most vulnerable in our society. In addition, I have covered why some people accept the disability label whilst others reject it, and what can be done in the hope of effectively countering disability discrimination. 3249 words Acts Disability Discrimination Act 1995. Equality Act 2010

Analyzing A Selection Of Childrens Literature English Literature Essay

Analyzing A Selection Of Childrens Literature English Literature Essay With the birth of the field of childrens literature over two centuries old, Carnegie Medal winners represent only a small part of the history and tradition of childrens literature. The Graveyard Book (2009), the most recent addition recipient of the award, follows some of the traditions of the field, and differs in others. In my attempt to discuss how The Graveyard Book fits into the history and tradition of childrens literature, I will be comparing it with other notable works in the field, specifically, Robert Louis Stevensons Treasure Island (1883), J. K. Rowlings Harry Potter and the Philosophers Stone (1997), and Philippa Pearces Toms Midnight Garden (1958). As a fellow Carnegie winner, Toms Midnight Garden, offers a comparison of fantasy fiction, and when considered with Harry Potter and the Philosophers Stone provides an interesting view of the changes that have occurred in the genre over the years. Treasure Island is structured similarly to The Graveyard Book, and both novels are good examples of the bildungsroman genre. In the course of this essay I will be referring to a range of critical material relevant to my discussion. The effect of childrens literature on children, and the reverse, is circular; as childrens attitudes to the world around them change, so too does the literature written for them, and as that literature changes, it again affects childrens attitudes. Furthermore, the evolution of adults understanding of childhood has affected which books are deemed suitable for publication. Childrens literature commonly exemplifies the beliefs and context of the culture in which it is written, however, since the majority of childrens literature is written by adults, it often reflects issues that concern adults, and not the intended audience. Adult-authors must make assumptions about the reaction of a child-reader or the behaviour of a child-protagonist, and in doing so, can sometimes offer a poor representation of a childs perspective. This difference between the adults and childs attitude to childrens literature can often be seen in the contrast between best-selling books, and those books that win lit erary prizes. Contrary to this, The Graveyard Book has won the Newbery Medal, Hugo Award for Best Novel, and the Locus Award for Best Young Adult novel in 2009, and the 2010 Carnegie Medal (Wikipedia contributors, 2011), spent fifteen weeks on the New York Times best-seller list for childrens chapter books (Rich, 2009), and has a film adaptation currently in production (Wikipedia contributors, 2011). Gaiman himself recognized the unusual nature of a book being both popular and prestigious, saying that typically there are books that are best sellers and books that are winners (Gaiman quoted in Rich, 2009). The popularity and prestige of a childrens book is dependent on a number of different elements; instruction and/or delight, and social, cultural and historical contexts (Maybin, 2009, p. 116). Maybin states that prizes signify a books prestige in the eyes of the critics, but they are not necessarily an indication of its appeal to children (Maybin, 2009, p. 118). The division between the childrens books awarded literary prizes, and those that are popular with children is significant. An example of such division can be seen when comparing Philip Pullmans Northern Lights (1995) and Rowlings Harry Potter and the Philosophers Stone; Northern Lights was the 1995 Carnegie Medal winner, while Harry Potter and the Philosophers Stone only reached the shortlist for the 1997 Medal, but went on to win the Nestlà © Smarties Book Prize, The British Book Award for Childrens Book of the Year and the Childrens Book Award, all of which, suggestively, have involved children in the judging process. Like The Graveyard Book, both books are fantasy-adventure novels featuring a young protagonist. All three novels are read an enjoyed by adults and children, but while Northern Lights is considered by adults to be quality literature, Harry Potter is criticised being not literature but a phenomenon (Zipes, 2009, p. 289). Nicholas Tucker (2009) argues that the criteria for judging the quality of childrens books varied according to conceptions of childhood; for those with a romantic conception, the emphasis is on an exciting, imaginative storyline, whilst those who view childhood primarily as preparation for adulthood favour books that are truly representative (Tucker, 2009, p. 153). If compared to earlier childrens books, it appears that modern childrens literature reflects the development of a clearer concept of childhood. The debate surrounding instruction and delight in childrens literature is one that has occupied scholars for centuries. The first childrens book to combine the two concepts was A Little Pretty Pocket-Book (1744), published by John Newberry, and featuring the motto, deluctando monemus instruction with delight. (Montgomery, 2009, p. 13) Prior to A Little Pretty Pocket-Book, the majority of childrens literature was Puritan in nature, and advocated childrens conversion to Christianity in order to save their souls from eternal damnation. Their concept of original sin resulted in explicitly didactic literature intended to educate children both religiously and morally. Newberys childrens book was, according to Jack Zipes, the first childrens book in which amusement rather than religious indoctrination is the central concern (Montgomery, 2009, p. 13). In contrast to the clearly religious books generated by the Puritans, Newberys books appealed to parents more interested in social and financ ial improvement; Letter to Sir declares that learning is a most excellent thing and can raise a boy from a mean State of Life to a Coach and Six (Montgomery, 2009, p. 14). A Little Pretty Pocket-Book marks the beginning of an evolution of the purpose of childrens literature into a concern more for the moral development of a child; with an emphasis on becoming a good person for the sake of ones emotional well-being rather than for fear of eternal damnation. The Bildungsroman novel, considered to have begun with the publication of Johann Wolfgang von Goethes The Apprenticeship of Wilhelm Meister in 1795-6, emphasizes this psychological development. The genre is generally distinguished by a number of topical and thematic elements (Iversen, 2009), and narrates the protagonists maturation over the course of the novel. The protagonist is usually young, and, following early unhappiness leaves home on a long and demanding journey, along the way maturing into a self-aware, socially-responsible young adult. Structurally, a Bildungsroman will often favour inter-character dialogue over extensive plot development, which causes the readers attention to be centered firmly on the protagonist. Whilst a Bildungsroman is deemed to be a German novel, many scholars use the term (spelled without a capital) to refer to other novels of a similar style that have been published elsewhere. With this in mind, it can be reasoned that The Graveyard Book follows the traditions of a bildungsroman novel. The Graveyard Book incorporates a number of the elements present in other coming-of-age novels indeed, Gaiman himself has admitted that the novel was greatly influenced by Kiplings The Jungle Books (1894), which may be considered one of the best-known of such novels (Horn, 2010). Gaiman described the idea as, something a lot like The Jungle Book and set it in a graveyard (Gaiman quoted in Rich, 2009). The similarities between the two books are clear; in the book titles, the protagonist, even in individual chapters, for example the comparisons between the third chapter in The Graveyard Book, The Hounds of God and the second chapter in Book One of The Jungle Books, Kaas Hunting. Gaimans ability to take the premise of a popular book over a hundred years old and develop it into an enjoyable childrens book that is both modern and relevant, demonstrates how the traditions of childrens literature can be transformed to meet the demands of a new audience. A further example of the on-going tradition of the coming-of-age novel is the Harry Potter series, specifically Harry Potter and the Philosophers Stone. The protagonists in both the Harry Potter novels and The Graveyard Book are orphaned as babies when their parents/family are killed by a murderer who, after failing to kill them, continues to hunt them until the two meet in a final show-down. This premise features in numerous books for children throughout the history of childrens literature, from the already mentioned Jungle Books to Lemony Snickets A Series of Unfortunate Events (1999-2006). The similarities between Harry Potter and Voldemort and Nobody Owens and the man Jack extend further than the latters desire to kill; the plots of both novels build from the murder of the protagonists family, and in both cases these murders are prompted by a prophecy that the protagonist would be the downfall of the antagonist. This concept of the child-hero is a popular one in childrens fiction and features throughout the history of childrens literature, from Wart in T. H. Whites The Sword in the Stone (1938) to Percy Jackson in Rick Riordans Camp Half-Blood series. Orphaned (whether literally or figuratively) protagonists appear frequently in childrens literature, from folk tales to contemporary fiction. A valuable literary device, an orphan provokes sympathy and can generate a perceived alliance between protagonist and reader. An orphaned child protagonist can also be convenient for the author since without parents, the budding child hero has more freedom to experience the, sometimes life-threatening, adventures that encourage his maturation. This can be seen in Toms Midnight Garden, the 1958 winner of the Carnegie Medal, and one of the Carnegie Medal 70th Anniversary top ten (The CILIP Carnegie Kate Greenaway Childrens Book Awards, 2007). Tom is able to visit the garden partly because of the absence of his parents whilst he is being cared for by his aunt and uncle, it is clear from the novel that neither adult is accustomed to caring for a child, and Tom takes advantage of this to pursue his nightly visits to the garden. Whilst Tom can be c onsidered a temporary orphan in a figurative sense, Hatty is literally an orphan, having lost both of her parents at a young age. Their status as orphans is not the only thing that Hatty and Bod share; as Hatty grows up, she ceases to see Tom, in the same way that Bod ceases to see the residents of the graveyard. Alison Waller (2009) argues that in young adult fiction the ending is always presumed to be a realisation of adulthood and maturity. (Waller, 2009, p. 54) This idea of maturation is reminiscent of Barries Peter Pan (1911) and Wendys realisation that she and her brothers cannot stay in Never Land, but must return home to grow-up. Humphrey Carpenter (1985) compares Tom and Peters attitudes to their ageing, arguing that the storys conclusion describes Toms acceptance of what Peter Pan can never accept: that Time must be allowed to pass, and growth and even old age must be accepted as necessary and even desirable facets of human nature (Carpenter, 1985). Like his predecessors in the traditions of the coming-of-age novel, Nobody Bod Owens is a likeable character, intriguing, and often contradictory in his behaviour; obedient, yet always questioning, determined, yet often managing to find trouble, courageous, yet sensitive. Happy as he is with his adoptive family in the graveyard, at the end of the novel, when he has become a young man, Bod declares that he want[s] to see lifeà ¢Ã¢â€š ¬Ã‚ ¦ I want everything (Gaiman, 2009, p. 286). While this journey of maturation shares a theme with Treasure Island, Bods declaration is in contrast to Jims final words which, rather than being optimistic at the possibility of future adventure, are fearfully reminiscent of the accursed island (Stevenson, 2008, p. 191). Structurally, The Graveyard Book and Treasure Island share some similarities; both novels centre around the adventures of a single, male protagonist, both novels can be described as being coming-of-age stories, and both novels have resolv ed endings. The novels differ in their point of view; where The Graveyard Book is generally narrated in the third-person, Treasure Island is narrated in the first-person, by Jim Hawkins. However, both novels do deviate from their standard narrative form there are several parts of The Graveyard Book where the events are recounted by either the man Jack or by Scarlett, and in Treasure Island, for chapters 16-18, Stevenson shifts the control of the narrative from Jim to Doctor Livesey. In an illustrated talk, Kim Reynolds suggests that childrens literature in its current state has been moulded by practices that began in the nineteenth century, and that whilst the content of books today differs significantly from those of the nineteenth century, there were still the same kinds of divisions then, that we have now in terms of what we might call good literature (Reynolds, EA300 DVD1, no. 5). A recurring theme in childrens literature across the years is the idea of home. Central to the domestic and school stories popular with girls in the nineteenth century, and to adventures stories popular with boys during the same period, home is either the setting for such novels, for example in Little Women, or a place of safety that the protagonist can return to after his adventures, like in Treasure Island. The Graveyard Book parts from this traditional notion of home; what should have been Bods place of safety became the place where the man Jack murdered his family, so home beca me a place that does not follow the traditional domestic image. When he leaves the graveyard as a young man, he realizes that if he does return, it will be a place, but it wont be home any longer (Gaiman, 2009, p. 286). Contrary to many earlier childrens novels advocating the traditional correlation of home and safety, in The Graveyard Book Bod is in fact safer among the dead in the graveyard, a place that is stereotypically considered scary or even dangerous. In the last two centuries, there has been a significant change in how ghosts are portrayed in childrens literature; early literature saw ghosts that were frightening, and used to teach children morals, while in contemporary literature they are just as likely to be friendly or even amusing. Both interpretations can be seen in the Harry Potter series, with the Bloody Baron representing the fearsome ghost, and Nearly Headless Nick representing the friendly. The tradition of friendly ghosts in childrens literature, such as those in The Graveyard Book, appears to have begun with William Pà ¨ne du Bois book, Elisabeth the Cow Ghost (1936) (Pearce, 1995). The appearance of ghosts in childrens fiction increased during the 1970s and 1980s, with a numb er of novels that used ghosts to teach their readers about historical events, and others that a child protagonist helping a ghost to accept his fate and move on. This is in direct contrast to The Graveyard Book, where it is Bod that has to move on into the world of the living, while the ghosts are left in the graveyard. The publication of The Graveyard Book follows a recent rise in the popularity amongst children and young adults of paranormal fiction. Fantasy fiction as it is today has been developing since the revival of folk and fairy tales in the early 1800s, advancing particularly during the First Golden Age of childrens literature. Modern fantasy tends to reject traditional sentimentality, exploring instead complex moral and sociological issues. In a similar way to modern realism, modern fantasy fiction has broached a number of taboo subjects, the most significant in The Graveyard Book, being death. In the early history of childrens literature, when death occurred in a book, it was often as a punishment, used to illustrate where the wrong path could lead. In contrast, in The Graveyard Book death is treated as a natural part of life not to be either welcomed or feared. However, unlike other childrens fiction that handles the subject, death in The Graveyard Book is largely regarded light-hearte dly, unlike for example in The Other Side of Truth, where their mothers death acts at the catalyst for Sade and Femis subsequent ordeals. The acceptance of subjects that have previously been considered taboo is, according to Rachel Falconer (2009) a result of changing conditions of contemporary childhood (Falconer, 2009, p. 373). The Graveyard Book encapsulates some of the major traditions of childrens literature and is reminiscent of some of the most noteworthy works in the history of the field. At the same time, the novel pushes the boundaries of what is accepted, unmasking a taboo subject and treating it positively but tastefully. A best-seller, the novel continues the current trend of paranormal fiction, and bridges the gap between the popular and the prestigious by winning numerous literary awards. Neil Gaimans description of his book as a book about life and childhood and the value of childhood (Gaiman quoted in Horn, 2010), places it firmly amongst the fields traditions, and the books double-win of the Newbery Medal and the Carnegie Medal gives it a significant role in the continuing development of the field of childrens literature.

Distillation Essay -- Organic Chemistry Distillation Water Essays

Distillation I. Introduction   Ã‚  Ã‚  Ã‚  Ã‚  The process of distillation has been used by humans for years to create alcoholic beverages. Distillation is the process of boiling a pair of liquids with different boiling points and then condensing the vapors above the boiling liquid in an attempt to separate them. One might suspect that the mixed two liquids of different boiling points could be separated simply by raising the temperature to the lower boiling point of the two liquids. However, this is not the case. The two liquids â€Å"boil† together at some temperature between their two boiling points.   Ã‚  Ã‚  Ã‚  Ã‚  Raoult’s law states that the vapor pressure of one liquid is equal to the product of the vapor pressure of the pure liquid and the mole fraction of that liquid in the liquid. The total vapor pressure is simply the sum of the partial pressures of the two liquid components. Dalton’s law states that the mole fraction of one liquid in the vapor is equal to the partial pressure of the liquid divided by the total pressure. These laws can help explain the process of fractional distillation.   Ã‚  Ã‚  Ã‚  Ã‚  When a mixture of ethanol and water is heated, it will boil at a temperature between 78.3 C (the boiling point of pure ethanol) and 100 C (the boiling point of pure water). In fractional distillation, the vapor will condense on a surface. The condensate will then evaporate again and then condense on another surface. This process will continue until the percentage of ethanol in the mixture continues to get larger as the percentage of water decreases. The more â€Å"surfaces† that the vapor settles on, the higher percentage of ethanol one will collect. However, one will never collect pure ethanol. Ethanol and water form an azeotrope at 78.15 C. An azeoptrope is a mixture of liquids of a certain definite composition that distills at a constant temperature without change in composition. The azeoptrope of ethanol and water will be 95% ethanol and 5% water.   Ã‚  Ã‚  Ã‚  Ã‚  The purpose of this experiment is to compare the processes of distillation and fractional distillation to discover which procedure enables a more pure sample of ethanol to be collected from an ethanol/water mixture. II. Procedure   Ã‚  Ã‚  Ã‚  Ã‚  For simple distillation, I added 4 mL of a 10-20% ethanol-water mixture to a 5 mL round-bottomed long-necked flask. I joined the flask to a distilling head fitted with a thermometer through... ...iling points will have a constant boiling point. 6. When water is distilled, it does not vaporize all at once when the boiling point is reached. When some water molecules evaporate, the kinetic energy of the remaining liquid goes down and the temperature drops slightly. As a result, the rest of the water needs to be heated again before more molecules of water evaporate. A constant source of heat is needed. 8. It is dangerous to carry out a distillation in a closed apparatus because vapor takes up more space than a liquid. So in a closed apparatus, the vapor pressure would build up, and the apparatus would explode. 9. Slower distillation results in better separation of liquids, because time is needed for the liquids to meet the vapors in the distillation/condensation process. If this is done too fast, then the vapor doesn’t go through as many distillation/condensation cycles, and the final sample will not be separated into its too components as much. 10. A packed fractionating column is more efficient than an unpacked one because a packed column provides more surface area for the vapor to condense on. The more it condenses, the more efficient the separation of the liquids.

Digestive System Essay -- essays research papers

Purpose The digestive system prepares food for use by hundreds of millions of body cells. Food when eaten cannot reach cells (because it cannot pass through the intestinal walls to the bloodstream and, if it could would not be in a useful chemical state. The gut modifies food physically and chemically and disposes of unusable waste. Physical and chemical modification (digestion) depends on exocrine and endocrine secretions and controlled movement of food through the digestive tract. Mouth Mouth Food enters the digestive system via the mouth or oral cavity, mucous membrane lined. The lips (labia) protect its outer opening, cheeks form lateral walls, hard palate and soft palate form anterior/posterior roof. Communication with nasal cavity behind soft palate. Floor is muscular tongue. Tongue has bony attachments (styloid process, hyoid bone) attached to floor of mouth by frenulum. Posterior exit from mouth guarded by a ring of palatine/lingual tonsils. Enlargement sore throat, tonsillitis. Food is first processed (bitten off) by teeth, especially the anterior incisors. Suitably sized portions then retained in closed mouth and chewed or masticated (especially by cheek teeth, premolars, molars) aided by saliva Ducted salivary glands open at various points into mouth. This process involves teeth (muscles of mastication move jaws) and tongue (extrinsic and intrinsic muscles). Mechanical breakdown, plus some chemical (ptyalin, enzyme in saliva). Taste buds allow appreciation, also sample potential hazards (chemicals, toxins) Swallowing In leaving the mouth a bolus of food must cross the respiratory tract (trachea is anterior to oesophagus) by a complicated mechanism known as swallowing or deglutination which empties the mouth and ensures that food does not enter the windpipe. Swallowing involves co-ordinated activity of tongue, soft palate pharynx and oesophagus. The first (buccal) phase is voluntary, food being forced into the pharynx by the tongue. After this the process is reflex. The tongue blocks the mouth, soft palate closes off the nose and the larynx rises so that the epiglottis closes off the trachea. Food thus moves into the pharynx and onwards by peristalsis aided by gravity. If we try to talk whilst swallowing food may enter the respiratory passages and a cough reflex expels the bolus. Oesophagus The oesophagus (about 10") is the first part of the... ...a mixture of mucus and serous fluids, each produced to various extent in various glands. Also contains salivary amylase, (starts to break down starch) (antibacterial) and antibodies. In some mammals (and snakes!) saliva may be poisonous, quieting down living prey. Pancreas Endocrine and exocrine gland. Exocrine part produces many enzymes which enter the duodenum via the pancreatic duct. Endocrine part produces insulin, blood sugar regulator. Liver and gallbladder Bile, a watery greenish fluid is produced by the liver and secreted via the hepatic duct and cystic duct to the gall bladder for storage, and thence on demand via the common bile duct to an opening near the pancreatic duct in the duodenum. It contains bile salts, bile pigments (mainly bilerubin, essentially the non-iron part of hemoglobin) cholesterol and phospholipids. Bile salts and phosholipds emulsify fats, the rest are just being excreted. Gallstones are usually cholesterol based, may block the hepatic or common bile ducts causing pain, jaundice. Liver Multi functional: important in this context since the capillaries of the small intestine drain fat and other nutrient rich lymph into it via the hepatic portal system.

Summary of Plato’s Apology

PLATO’S APOLOGY In Plato’s Apology, I found that it is only named â€Å"Apology† but there is nothing about apology there. It is mainly the defense of Socrates for his accusations. He was a very decent intelligent man. Socrates said – â€Å"I am not a clever speaker in any way at all-unless, indeed, by a clever speaker they mean someone who speaks the truth. † By this statement he was able to make people think that he is only telling the truth, not making false things with his intelligence. I am amazed by the wisdom of Socrates. He was 70 years old when the prosecution happened. In that age he defended himself well and gave so practical logic in his speech that the accusers were just being dumb. Another thing that caught my attention is Socrates found the universal nature of human beings. All of us think that he is the most intelligent human in the world and no one can understand anything as he can. May be there are some people somewhere who are wiser than him but they are not around him. Socrates said, â€Å"I am wiser than this man: neither of us knows anything that is really worth knowing, but he thinks that he has knowledge when he has not, while I, having no knowledge, do not think I have. I seem, at any rate, to be a little wiser than he is on this point: I do not think that I know what I do not know. † With this speech he direct attacked the so called wise people of all time. Every human is same. God gave us all same talent. No one is more intelligent than the others. Who understand it, he become wiser. I found that the main reasons of accusing Socrates was not believe in the old gods and corrupting the youth of Athens. In those days, it was uncommon for anyone to go against the beliefs that were brought upon them. Meletus said that he is suing Socrates for voluntarily corrupting the young. It’s stupid to sue someone just because they don’t believe in your beliefs. All the major religions and scientific inventions of the world came by the different thinking. If men didn’t think different we would be live in the cave till now may be. I am inspired by Socrates wisdom and thought. Try to see things differently. Judge them in my own way. If they are wrong and I am right then I will not care what other people think. I will loud my voice, give people logic and will definitely prove that I am right. MD ABDULLAH AL MASUD ID # -02083047

Course outline of managing organisation course

Law Theatre (604) Wednesday 16:ooh- 18:00 Thursday g:ooh- al:ooh Friday 14:00 – 16:00 You are also required to attend ONE (1) one hour tutorial per week. There are a number of tutorial options for students. Please see the NUNS enrolment system for details of tutorial times. Tutorials start in Week 2 (to Week 13). A full list of tutorials, times and tutors will be on the Course Website. 2. 2 Units of Credit The course is worth 6 units of credit. There is no parallel teaching in this course. 2. 3 Summary of Course Managing Organizations and People is a foundational core course offered in the main bachelor degree programs.This course introduces students to the knowledge and skills required to successfully manage organizations and people in a global economy, based on contemporary research and practice. The course is designed to provide strong foundations for the development of future organizational leaders and managers who will be able to successfully respond to complex and turbul ent environments, promote and sustain competitive advantage, ensure ethical and social responsibility in business practice and decision making, and manage changing social, increasingly global and diverse workplace.Topics include: the role of organizations in odder societies, sustainability and corporate social responsibility, the importance of organizational leadership, power and networks, sources of conflict, problem solving, group motivation and behavior, as well as professional skills. 2. 4 Course Aims and Relationship to Other Courses The aim of MOTION is to provide you with an introduction to principles, practices, issues and debates that are relevant to the management of organizations.You will study concepts and theories that help explain the attitudes and behaviors of employees and managers. As a core course in the Bachelor of Commerce degree, the activities, materials and assessments have been designed to provide students with the opportunity to develop skills relevant to th eir studies and employment. 2. 5 Student Learning Outcomes 2. 1 Student Learning Outcomes By the end of this course, you should be able to: Content outcomes: 1 . Explain the central role of organizations in society 2. Evaluate the value and importance of the human side of organizations 3. Scribe the interconnections between individual(s), team(s) and organization(s) 4. Understand the language of organizations and management Skills outcomes: 5. Acquire foundational academic research skills 6. Monster familiarity with the process of critical analysis 7. Enhance your effectiveness in working in groups and teams 8. Learn independently and assume responsibility for the learning process ASP Undergraduate Program Learning Goals and Outcomes 1 . Knowledge: Our graduates will have in-depth disciplinary knowledge applicable in local and global contexts.You should be able to select and apply disciplinary knowledge to business situations in a local and global environment. 2. Critical thinking a nd problem solving: Our graduates will be critical thinkers and effective problem solvers. You should be able to identify and research issues in equines situations, analyses the issues, and propose appropriate and well-justified solutions. 3. Communication: Our graduates will be effective professional communicators. You should be able to: and presentation for the intended audience, purpose and context, and b.Prepare and deliver oral presentations that are clear, focused, well-structured, and delivered in a professional manner. 4. Teamwork: Our graduates will be effective team participants. You should be able to participate collaboratively and responsibly in teams, and reflect on your own teamwork, and on the team's processes and ability to achieve outcomes. . Ethical, social and environmental responsibility: Our graduates will have a sound awareness of the ethical, social, cultural and environmental implications of business practice.You should be able to: a. Identify and assess ethi cal, environmental and/or sustainability considerations in business decision-making and practice, and b. Identify social and cultural implications of business situations. The following table shows how your Course Learning Outcomes relate to the overall Program Learning Goals and Outcomes, and indicates where these are assessed (they may also be developed in tutorials and other activities): Program Learning Goals and Outcomes, and indicates where these are assessed.Program Learning Goals and Outcomes Course Learning Outcomes Course Assessment Item This course helps you to achieve the following learning goals for all ASP undergraduate students: On successful completion of the course, you should be able to: This learning outcome will be assessed in the following items: 1 Knowledge Tutorial activities Assignment 1 Assignment 2 Critical thinking and problem solving 5. Demonstrate familiarity with the process of critical analysis Tutorial activities Exam Written communication 6. Enhance y our effectiveness in working in groups and teams 7. Earn independently and assume responsibility for the learning process team activity Spot quiz b Oral communication 8. Learn independently and assume responsibility for the learning process Tutorial participation mark 4 Teamwork 7. Enhance your effectiveness in working in groups and teams Tutorial participation mark Ethical, environmental and sustainability responsibility 2. Evaluate the value and importance of the human side of organizations Spot quiz b. Social and cultural awareness 3. Describe the interconnections between individual(s), team(s) and organization(s) 4. 1 Approach to Learning and Teaching in the Course MOTION has been designed to provide you with a complete learning experience that incorporates interactive teaching and learning and provides a strong foundation for successful studies in your Bachelor's degree. We encourage student contributions, through discussion and questioning that draw upon your reading and life experiences. 3. 2 Learning Activities and Teaching Strategies Role of Lectures – The lectures provide a forum to introduce students to the main issues, theories and conceptual frameworks for each topic.Lecture notes for each seeks topic will be available on the course website on the preceding Sunday. For example, the Week 4 lecture handout will be available to you on the Sunday before the lecture week. There will be specific information provided in the lectures to assist you in the spot quizzes Role of the Tutorial – The tutorials use a variety of experiential learning activities which encourage active engagement in the tutorials. The weekly tutorials provide you with an interactive environment to enhance your formal and informal learning in the course.The more conscientiously you participate, the more you will enjoy and learn from the tutorials. The tutorials also provide you with opportunities to improve important interpersonal skills by working with other students i n groups and teams, building relationships and networks, and being exposed to the opinions and values of others. Role of Everest Simulation – The Everest Simulation provides students with a hands-on experience of concepts taught in this course.Abele S, & Starters G, 2008, Coordination Success and Interpersonal Perceptions: Matching Versus Mismatching, Journal of Personality and Social Psychology, Issue: Volume 95(3), September, p 576-592 Brother D A, 2012, Self-Monitoring Tools and Student Academic Success: When Perception Matches Reality, Journal of College Science Teaching. 5 Mammon: 26-32. AND 2. You must find at least TWO (2) and a maximum of FOUR (4) academic articles in the allowing library databases: ABA Inform; Business Source; Web of Science that are relevant to support your analysis. Note: websites and books are not valid sources for this assignment.Marking criteria: Development of a consistent, clear and well-supported answer to the question Overall quality of anal ysis, depth of reflection/ thinking in terms of the key themes and issues raised in the question Quality of academic research (sourced from appropriate Journals/ databases, appropriate number of sources, relevance of sources to your argument) Appropriate structure (logical sequence; transitions teens parts; well-developed paragraphs) Clarity of expression & grammar Correct format of in-text citations and bibliography using Harvard style .DUDE Harvard Guide) Appropriate document formatting as per requirements on section 4. 6 of the Course Outline and length (1,000 words +1- 10%) 4. 3. 2 Assignment 2 Requirements: Report – 30% of final mark Due date: At WEEK 11 in the tutorial. You must also upload an identical copy via â€Å"Turn-it-in† on or before your due date or your assignment will not be marked. Submission procedure: See section 4. 4 â€Å"Assignment Submission Procedure† in this ours outline Weighting: 30% of your total course mark Length: 2,500 words +1- 10% The word count must be disclosed on the coversheet of your report.Report Focus: Critically analyses your individual and team's experiences in a virtual world and as a physical team by using the results in the Everest simulation using the following three course concepts 1) Communication (including distribution effect) ; 2) groups and teams; and 3) leadership The report must address the following areas: Included in word limit Assignment cover sheet: No Title page: Executive summary: Table of contents: Introduction: Yes (approve 250 words) Body: Critically analyses your individual and team's experiences and results in the two Everest simulations using the following three course concepts: 1 .Communication including distribution effect 2. Groups and teams including virtual teams 3. Leadership Yes (approve 2100 words) Conclusion (Briefly summarizing what you have learnt from the experience) Yes (approve 1 50 words) List of references / bibliography Compulsory appendices: All students who were â€Å"participants† (not â€Å"observers†) in Everest must attach a copy of the â€Å"Goals on Track† page from the simulation All students (participants & observers) must attach a copy of team contract NoReference requirements: You must use a minimum of six (6) academic references to support your analysis Marking criteria: and issues raised in the Everest experience Quality of academic research (appropriate number of academic sources, relevance of sources to your argument) Appropriate structure (logical sequence; transitions between parts; well-developed paragraphs) Clarity of expression & grammar Correct in-text citations and bibliography format using Harvard style . DUDE Harvard Guide) Correct document formatting as per requirements in section 4. 6 of the Course Outline, length (2,500 words +1- 10%), and inclusion of compulsory appendices.More information about the Everest Simulation can be found in the Student Workbook, and guidance will be provided to students during the semester via the course website. 4. 3. 3 Individual Participation – 20% of final mark Tutorial Attendance and Participation: (5%) Preparation for, and active participation in, your lectures and seminars is a vital component of the learning in this subject and as such students who prepare and participate in the classroom will be rewarded. Participation may involve small group discussion, short informal presentations to the class, answering questions, participation in class discussion.Participation marks are based on the degree to which students make an informed contribution to class and small group discussion. Simply attending tutorials without getting involved in class discussion is of little value to you or your classmates and will result in a minimal participation mark. To be eligible for the Tutorial Attendance and Participation mark students must attend a minimum of nine(9) tutorials. Students must ensure their attendance is taken. If students have a valid reason to be absent, documentary evidence (e. G. Medicate certificate) must be presented to the tutor in the next tutorial. Grading: