Church History 1700-1871 Essays - French People,

Church History 1700-1871 1700-1871 - The age of Enlightenment. This period can be situated between the death of Louis XIV, in 1715, and the 9th November 1799, when the future emperor Napoleon Bonaparte took power. The intervening period may be divided into several stages: first the Regency, followed by the reigns of Louis XV and Louis XVI, and finally the French Revolution. France, the most populated country in Europe, was to experience almost eighty years of domestic peace and economic prosperity. With the emergence of the philosophical spirit in salons, cafes and clubs, came the gradual erosion of monarchical authority. Strengthened by their new-found financial power, the capitalistic bourgeoisie showed clear signs of wanting to annex political power, an ambition that would be achieved from 1789 onwards. In the domain of the arts, the ageing Louis XIV hoped to see childhood instilled in everything. Under the Regency, this trend of light heartedness became more pronounced and was to flourish during the reign of Louis XV. The widespread taste for elegance, comfort and beautiful objects even infiltrated the ranks of the bourgeosie. But, in the second half of the century, the philosophers reacted against society's libertine tendencies. They advocated a return to the virtues of the Ancient and Republican Rome, the majority of which would be adopted as the revolutionary ideal. During this time period, people would pay taxes called tithes to the church. You could also pay Indulgences to Church and be forgiven of your sins. Common believe was that the more money you paid in indulgences the better chance you had of going to heaven. The Church of this period is considered by many historians to be a manipulative, influencial and powerful force. Some key figures of this Period are the French Philosophe Voltaire and the King of the time Louis XVI. Voltaire Born on November 21, 1694 in Paris. Voltaire's style, wit, intelligence and keen sense of justice made him one of France's greatest writers and philosophers. Voltaire left school at 16 and soon formed friendships with a group of sophisticated Parisian aristocrats. Paris society sought his company for his cleverness, humor and remarkable ability to write verse. In 1717 he was arrested for writing a series of satirical verses ridiculing the French government, and was imprisoned in the Bastille. In 1726 Voltaire insulted a powerful young nobleman and was given two options: imprisonment or exile. He chose exile and from 1726 to 1729 lived in England. While in England Voltaire was attracted to the philosophy of John Locke. The book was thought to criticize the French government and Voltaire was forced to flee Paris again. In 1759 Voltaire purchased an estate called Ferney near the French-Swiss border where he lived until just before of his death. Ferney soon became the intellectual capitol of Europe. Throughout his years in exile Voltaire produced a constant flow of books, plays, pamphlets, and letters. He was a voice of reason, and an outspoken critic of religious intolerance and persecution. Voltaire returned to a hero's welcome in Paris at age 83. The excitement of the trip was too much for him and he died in Paris. Because of his criticism of the church Voltaire was denied burial in church ground. He was finally buried at an abbey in Champagne. In 1814 a group of ultras stole Voltaire's remains and dumped them in a garbage heap. No one was the wiser for some 50 years. His enormous sarcophagus was checked and the remains were gone. His heart, however, had been removed from his body, and now lays in the Bibliotheque nationale in Paris. His brain was also removed, but disappeared after an auction. Religion

Wind and Water essays

Wind and Water essays Events and changes I have seen in my life are what pulled my body to two sculptures by Gene Koss as soon as I entered the third floor of the Ogden Museum of Southern Art. Encased in glass and sitting on pedestals to the right of the elevator, two of his pieces, River-Dam-Run(1979) and Hurricane on the Bayou(2000), struck a chord within me about the beauty and hostility that mother nature could bestow upon us. I first concentrated on the glass and steel sculpture Hurricane on the Bayou. The use of the crystal clear glass and the jet black steel gave this piece a very cold feeling and sent a quick shiver up my back. Feelings of anxiety over the familiarity with the recent storms were quickly overcome as I could not help but to stare deep into the hypnotic swirls of transparent glass that encased darker whips of steel in the shape of a hurricane. It looked as if I placed my finger on the surface it would slide off as if it were gliding across a slip and slide. To the outside of this magnificent sphere was a protruding piece of glass at the top left in the same transparent shade. I thought of this as a piece of land. The sphere was supported by steel at the bottom, and its geometric lines formed a shape I perceived as a ship. Glancing up further, the steel pushed up into a semicircle which supported the structure at top. In amazement at how a piece of art could bring so many emoti ons of uneasiness and fear, I took my focus off the steel hurricane at the right center of the sculpture. Once again I thanked God that we had missed the wrath of Hurricane Ivan. As I walked over, I started to gaze at River-Dam-Run. The piece of land seemed ever so softly etched out with its indentations being at least as smooth as the running water that frequented it. One could assume that if you were to touch the canyon-like structure there would be a sensation of a warm, sun kissed summer...

Major Project Research Paper Example | Topics and Well Written Essays - 2000 words

Major Project - Research Paper Example As such, these states are referred to as the â€Å"right to work states.† The right to work laws legally ensures that the right of workers to make decisions as to whether to be union members or not, is upheld. The institution of these statutes in the states that have accepted them prohibits institution of agreements made between employers and labor unions, which compel employees to pay union fees or be members of unions, either prior to or after being hired (DelPo & Guerin, 2011). Currently, there are 23 states which are considered right-to-work states and the total would be considered 24 because the territory of Guam has also adopted the laws (Cooper, 2004). State statutes are in a constant flux and there may be new members too as other states such as Indiana contemplate instituting the laws. A large number of states that adopted the right-to-work laws did so in the 1940s and 50s after the legislation of the Taft-Hartley Act of 1947. This act allowed the states to institute the right-to-work laws after the 1935 pro-union Wagner Act was deemed to have given too much power. Currently, 27states as well as the District of Columbia have not yet adopted the rights-to-work laws (Cooper, 2004). The table below shows the legislation timeline for each of the 23 states. Note: It has to be noted that Indiana (1965), New Hampshire, and Delaware (1947) instituted the right-to-work laws in the years within the brackets preceding each state, but they are not included in the table above because they have since then repealed these laws. Prior to the legislation of the Taft-Hartley Act in 1947, which permits states to legislate right-to-work laws, the 1935 Wagner Act allowed unions to have exclusive representation powers. This allowed unions to be the voice of all employees in unionized organizations. Under this legislation the union would be recognized as the official employee’s voice if it could be able to secure 50% of the employees’ votes. For example, if an

Public health and road safety in Australia focus on NSW state Essay

Public health and road safety in Australia focus on NSW state - Essay Example This document examines the validity of this approach with respect to the current situation in New South Wales, Australia and provides justification for the involvement of the public health department in this initiative. It raises points as to why road safety merits the interest of the public health department and is a necessity for the improvement of overall public health. Public health, as defined by the National Public Health Partnership (1998) is â€Å"The organized response by society to protect and promote health and to prevent illness, injury and disability†. Considering that the main focus of the public health department is public health, it is apparent that road safety, which accounts for numerous injuries, disabilities and death in the population is also a point of concern for the public health department (PHD). Road traffic accidents are known to claim over 1.3 million lives a year all over the world (WHO 2011). In Australia alone, 1507 fatal road traffic accidents w ere reported in 2009. New South Wales accounted for 453 of these (nearly one third) (RTA 2010). Considering that each of these incidents could have been prevented, it is obvious that there is a lot of scope for improvement of road safety. A review of the statistics reveals that alcohol and fatigue were quite often the cause of road accidents in the state.

Week 12 Experiential Exercise Essay Example | Topics and Well Written Essays - 250 words

Week 12 Experiential Exercise - Essay Example Because of this the salesperson indicated that they spent a lot of time dealing one-on-one with clients still – something the salesperson indicated is growing rarer and rarer as internet booking becomes a more popular option. They say that their focus on high-end clientele means that they have some insulation against internet-based competition, who are better placed to compete on price than quality of service. Nonetheless, they indicated that developing online tools such as itineraries and so forth have been important elements in staying competitive in the digital age. Other than customer contact, the thing that took up most of this sales person’s average day was spent coordinating with partners that were both in house and out-of-house. They said its incredibly important to be able to understand exactly what you can and cannot offer, and what you can and cannot accommodate, so having personal and professional connections with other parts of the tourism industry is an essential part of a salesperson’s

Mentoring Theory Analysis

Mentoring Theory Analysis The aim of this report is to investigate and analyse mentoring theory and methods so that valid conclusions can be drawn on the ideal mentoring approach. This analysis will be utilised in a real-life mentoring scenario with a group of ELB007 students. Mentoring can occur in an assortment of situations including in education, starting new jobs, further training and development of personnel. In these scenarios, the mentor generally will have more experience and is easily approachable and accessible for the mentee. Society in the 21st century have grown up with the impression that they must constantly pursue the advice of other people. It is more common for an individual to have multiple mentors; the traditional older mentors but also peer mentors and coaches. In this era, mentorship is viewed as a two-way road and takes more commitment and patience to guide young adults of today. The mentoring relationship that is developed should be mutually beneficial where both sides are expected to contribute to one anothers goals and expectations. A crucial component of a successful mentoring relationship is having both the mentor and mentee to have an openness to changes and are eager to learn.[1] This type of relationship can be valuable when the progression of the mentee depends on their development of additional skills. [2] This is because it enables them to absorb more information and gain valuable advice and support needed to grow themselves in both a personal and professional way. Some situations do not easily allow for obtaining objective advice, help and support. Having a mentoring scheme within an organization incorporates all these important services. A mentor is an experienced and trusted advisor (Collins English Dictionary, 2016). Another definition of a mentor and its role, more specifically in the business sector includes: An employee training system under which a senior or more experienced individual (the mentor) is assigned to act as an advisor, counselor, or guide to a junior or trainee. The mentor is responsible for providing support to, and feedback on, the individual in his or her charge. [3] People perceive mentoring in slightly different ways depending on their experience and the use of the mentor-mentee relationship. In addition to this, each organisation has different definitions of mentoring but, within an organisation, everyone possesses the same understanding of what is expected of a mentor in that specific scheme. [4] For this report, the focus is on group mentoring as it is what will be put into practice with the Part B students. This type of mentoring differs from the typical one-to-one. Group projects linked to group mentoring enhance the learning of participants and develop an understanding of how teams operate. Looking at the history of mentoring and its origins, Greek mythology depicts the first insight of a mentor. This can be seen in one of the Greek poems written by Homer. The poem Odyssey describes the journey home of a Greek hero after the fall of Troy. Odyssey, the king of Ithaca, was a Greek hero that entrusted the care of his household to a man named Mentor whilst he was away fighting in the Trojan War. In the poem, mentor serves as a teacher and overseer of Odysseus son, Telemachus. In time, Telemachus ventures in search of his father whilst Athena, Goddess of war, accompanies him and in doing so, undertakes the form of Mentor. [5] From this, the word mentor has evolved to mean trusted advisor, friend, teacher and wise person. Human development relies on various forms of mentoring where one person invests time, energy and personal know-how in assisting the growth and ability of another person. Whilst this is the perceived origin of the term mentor, there are alternative ideas which will be discussed further into this report. There are certain qualities in which a mentor must have in order to accomplish a successful mentoring relationship. The main qualities include: being perceptive, a motivator, have the ability to advise and instruct without interfering, and finally being able to listen, question and feedback to the mentees. In modern day times, coaching and mentoring get used interchangeably but have major differences which are often overlooked. Coaching is an enabling and helping process whereas mentoring is fundamentally a supportive one. Mentors must act objectively when discussing situations with their mentees and allowing the mentees to explore their own idea to achieve a solution is imperative. [6] In this section, the methods and theories of mentoring will be investigated. As explained in section 3.0, the concept of mentoring has been around for many years which has allowed for vast speculation and a wide range of conceptual theories to be created. Many theorists such as Kram, Levinson and Erikson have contrasting theories towards the concept of mentoring. Levinson created his theory in the 1970s where it saw mentoring as a single and hierarchical relationship between two people. Kram, another theorist, also agreed with this mentality and it was only in the 2000s that other concepts were developed by Williams and Baugh indicating that there are many types of mentoring including group mentoring. Following on from this development, Kram updated her theory to agree with this new-found approach. Looking more into Krams mentoring theories, she alluded towards a two-dimensional concept which highlighted the two main functions of mentoring being for psychological support and vital for career development. The mentoring relationship would start with learning each others learning style and habits followed by the mentee learning from the mentor leading to career advancement. This concept focuses on role-modelling, counselling and friendship to be successful. Similar to this, Levinsons theory developed in the 1970s suggests that mentors function as guides and counsellors. This theory implies that both sides of the mentoring relationship to benefit. The mentee gains fundamental knowledge and the mentor gains a sense of well-being from passing on their knowledge to the next generation. [7] This sense of well-being is also confirmed in the theory created by Erikson. This framework states that he mentors main concern is to establish and guide the next generation through nurture. [8] The article written from the point of view of a Marxist feminist suggests different perspectives of the Odyssey poem by Homer. It implicates Athena as being a mentor figure as well as the advisor, Mentor. Athena provides support to Telemachus on his journey to locate Odyssey. She possesses caring and selfless traits, both of which are expected in the mentoring figure of today. This judgement of the poem provides a modern-day outlook of the mentoring concept and aligns with the theories provided by Kram and Erikson which were mentioned above. From the article, mentor is considered in diverse ways. To continue with the theory that Athena was more of a mentor, it is suggested that in the Greek myth, Mentor was a weak man. The goddess Athena was required to intervene with Mentors role to prevent disorder. In Greek mythology, gods and goddess are expected to do everything possible to keep order amongst the people. Athenas actions prove that she was a true mentor as recognised by the people of today. She used her powers to ensure the continuation of a man controlled society by helping Telemachus locate his father and thus preventing his mother taking over jurisdiction. Later in history, as described in the article, mentoring changes from being a natural human function. This enhancement comes from investigating relationships between exceptional people such as Socrates and Plato. These relationships contain an emotional bond which is not spoken of in the Odyssey poem but is anticipated in modern-day mentoring. Levinsons theory, complies with the Odyssey evidence which depicts that only the wealthy (powerful) could have successful mentoring relationships. This idea has progressed throughout the ages and it can now be proven that this mentoring relationship also works with the powerful mentoring the weak and the weak mentoring the weak. Weak and powerful people can be defined through a variety of ways including social status, knowledge, age and professional standing within an organisation. Mentoring interactions in the modern era must be based upon a certain level of trust between the members. It can be seen through this article as well as with the the orists concepts that mentoring has progressed vastly over the years. [5] As stated in section 2.0, the mentoring analysis will take place on a Part B project group. This type of mentoring is different to the typical one-on-one relationship. There are many ways to approach group mentoring including: facilitated group mentoring, peer-group mentoring and finally team mentoring. Facilitated group mentoring allows people to participate in a learning group and benefit from the experience and expertise of the mentor. The richness of the experience multiplies as each group participant brings personal experiences into the conversation. The facilitator asks questions to keep the dialogue thought-provoking and meaningful, shares their own personal experiences, provides feedback and serves as a sounding board. Peer-group mentoring brings together peers with similar learning interests or needs. The group is self-directed and self-managed. Finally, team mentoring offers a methodology for facilitating the learning of an intact team. Together team individuals articulate goals and work simultaneously with mentors who guide them through the process. This allows the team to be supported and to learn from each others experience and knowledge. Having discussed mentoring theories already in this section, the next part is based on methods of mentoring which have been developed over the years. Some of these relate to the theories created and similarities can be drawn from all the methods about to be deliberated. These methods all agree on key skills needed to be an effective mentor which include active listening, advising, receptiveness and the ability to question the mentee through inputting but not dominating the discussion. When the mentee starts to question the mentor, that is when trust has been built. [6] Eric Parsloe provided a mentoring model consisting of four stages. The first stage involves identifying the development needs and objectives of the mentee. This is the stage where the mentor and mentee will build a rapport that will enable them to establish a mutual understanding of how each other work. The first meeting allows both people to gain each others trust and to share the expectations of what they wish to achieve from the relationship. In doing so, any disappointment will be avoided. The next stage focuses on encouragement of the mentee to carry out the actions independently that were decided upon in the first meeting. During the next few meetings, a timetable of meetings should be drawn up and the mentor needs to recognise the development and learning needs of the mentee and how these can be achieved. The third phase of Parsloes model illustrates that the mentor needs to help the mentee execute their actions by guiding them and offering advice and drawing on previous exper iences. After the objectives of the mentee have been met, an evaluation meeting should take place to critically analyse the process and the relationship that has been established. [4] Organisations should monitor the progress of relationships as they develop to maintain a smooth and effective process and to identify and adapt to potential difficulties at an early stage. Another mentoring model is GROW: Goals, Reality statement, Obstacles and Way forward. This model can be considered a map; guiding mentoring partnerships from their current position through to their final destination. GROW provides a structured approach which permits the mentees to find solutions to their problems. It has been used since the 1980s and allows for a full understanding of what is to be expected of the group. A goal is created by using the SMART principles. Every goal decided upon must be specific, measureable, agreed, realistic and timed. A reality statement can be generated to illustrate how far away the mentee is from the GOAL. After this, the mentee needs to find the obstacles that are stopping them from reaching their goal. Obstacles can be found in the mentees environment, resources or lack of and the limitations in knowledge and experience. The last step in the model is isolating the way forward. [10] This is completed by selecting the most appropriate sequences an d combinations of options that will enable the mentee to fulfil all the goals. The path chosen needs to be specific and detailed so that the progress can be gauged. Another model available for mentoring that was also created in the 1980s is the CLEAR model. This was developed by Peter Hawkins and relies on the activities: Contracting, Listening, Exploring, Action and Review. Contracting is similar to the goal making of the GROW model. An open discussion takes place in order to establish the desired outcomes of both the project and from the mentoring relationship. Listening is the next part of the CLEAR model. In mentoring, listening is one of the most important skills that a mentor needs to possess. After listening, exploring allows the mentor to challenge the mentee on their thoughts. When doing this, criticism needs to be kept simple and constructive in this stage by concentrating on the mentees behaviour and not their personal attributes. Action ensues the exploration and supports the mentee in choosing the next steps. After this, a review is carried out which reinforces what has been covered in the meetings and the decisions made. [11] Furth ermore, a review also highlights what needs to be improved and altered in the mentoring relationship so that both parties gain maximum benefit from the partnership. The final review phase is crucial to dictate future meetings. In carrying out either of these models, the motivation of the mentee will increase as well as their building upon their self-confidence. The mentoring relationship can be view upon as a system. When taking systems theory approach to mentoring, one must first understand a system. Systems are interrelated and interact with their environments and through these interactions, they evolve much alike the mentoring relationship. It is first necessary to understand the individual system elements as well as the relationships between them. Putting this into a mentoring context, one mentoring session often has the ability to create an immediate change in an individual. This changed individual will react to the environment in a different way and therefore causes an impact on the environment as well as others that inhabit that environment. A possible implication of applying this theory is the suggestion that individuals should not be coached or mentored in isolation but always in the context of the group (system) in which they work. [4] During the lectures given on this module, the Moore Method was discussed. After further research, it can be seen that this method of mentoring is held in high regard across the academic sector and within teaching. The Moore Method is a Socratic method of teaching and was developed by Robert Lee Moore in the early 1900s. Its main principle draws on encouraging students to solve problems using their own skills of critical analysis and creativity. [12] This method worked by Moore giving his students a theorem and making them come up with a solution without the aid of him or other students in the same class. In turn, the students who had a plausible solution would write it on the board. If an error was found in their solution, the other students will be called upon to find a correction. Where students made improvements on the theorems, they would be rewarded by having their name referred to alongside that theorem. Moore was opposed to ridicule and instead encouraged the students to be open with their solutions without the fear of being put down if they were incorrect. For the more timid students, he would involve them in class discussion and they would gradually gain the confidence to also write their solutions on the board in front of the class. However, the greatest struggle of the Moore Method is patience. When a student is struggling or not has run out of ideas, the mentor or teacher must wait for them to figure out the problem on their own. The mentor must take a back seat for this method to work as it should. The main points to take from this method include the mentoring needing to be confident in their approach from the beginning. This will immediately improve the trust in the mentoring relationship. An additional point is for the mentee to realise that some solutions will come quicker and easier than others. [13] For this report, it was necessary to put the researched mentoring methods into practice. Each Part B group were assigned a pair of Part D mentors. This type of assignment was a means of development for both the mentor and the mentee. In this instance, the Part D mentors were told to take the approach of an individual mentoring a group rather than a group mentoring a group. The module leaders for both ELB007 and ELD033 arranged appropriate times and dates for the mentors to meet their groups for the first time. The first meeting with the Part B group was a chance for everyone to get to know each other and to start building a rapport. This would be vital for a successful mentoring relationship. Gaining a certain level of trust would enable the Part B group together or as individual to easily approach the mentor and ask questions freely. In addition to this, a brief discussion took place to indicate the reason for the part D mentors to be involved in the Part B project and how best to utilise having such an asset readily available for the group. In addition to the introductions and exchange of contact details, this first meeting ensued a topic was chosen and the goals of the project were outlined. It was decided that the main form of communication would be through the mobile application, WhatsApp. This is a messaging application that allowed the mentors and mentees to communicate with each other as and when required. This could be for arranging other meetings or catching up with missed information or even asking questions about their part of the report which was unclear. As the mentor, listening to the discussion taking place allowed for an assessment of the group dynamics to take place. The group was put together randomly and after the first meeting; it still hadnt become clear the roles in which the members would individually play. Naturally, a leader will form in a group of this type who will take control of the situation and organise the group. There were a few contenders for this position in the group as they all seemed confident with the task ahead. To conclude this meeting, future times and dates of meetings were agreed to ensure the best availability for the majority of the people involved. Successful mentoring practice requires both parties agree on the purpose and extent of the relationship including the means, frequency and how confidentiality will be maintained. [1] In these group projects, a limitation that can be identified is the difficulty of finding a time suitable for everyone to be available for a meeting. Amidst these meetings, it can clearly be seen that the GROW method has started to be exploited. The above paragraph outlined the first two stages: Identifying goals and creating a reality statement. These stages were alluded to by employing questions as prompts. To help the Part B students realise specific goals, questions such as: what do you want to achieve? and What are your objects? were asked. Following on from these, they were asked what stage they were currently at and a self-assessment was requested so that the group and mentor understood their positioning in the project and the next steps that needed to be taken. Furthermore, limitations within the group include having limited knowledge of systems methods, and the lack of understanding of the topic and overall project. This type of limitation can induce the phenomenon of groupthink. This can occur when a group makes faulty decisions because group pressures lead to a deterioration of mental efficiency and moral judgement. A group is especially vulnerable when its members are similar in background and when the group is insulated from outside opinions. [13] The Part B group have similar backgrounds when it comes to knowledge of the topic therefore careful observations need to be made and advisement form the mentor needs to be voiced clearly but not in an overpowering manner. For mentoring to work, as discussed in previous sections, the mentor needs to be passive in the meetings and avoid dominating their opinions over the group discussion. In the meetings that followed, each member of the group took responsibility of a section from the chosen topic to work on over the coming weeks leading up to the deadline. During this time, a problem occurred with one of the group members who was unable to complete their section of the report. This was overcome with a discussion with the lecturer and with all the group members agreeing to pick up components of the missing section. As a newly formed group the bonding was easily achieved and everyone able to complete their work, did so in the allotted time. These meetings just described conclude the GROW method by having the group assess their options and a way forward. This, again, was prompted by the mentor by asking the following types of questions: What can you do to bridge the gap? Who can help? What do you need? What are the actions? What is the timing plan and actions following? These enabled the group to gain a full understanding of the project and its direction. This method also included informal mentoring techniques due to the setting and scenario that had been arranged. To reflect on this study, there are many benefits as well as some disadvantages that came from this mentoring project. To start with, being able to work with a group and form a relationship with them allowed us, as mentors, to put into practice some of the approaches that had been researched. This embedded the skills that had been learnt throughout the process and it could easily be seen which methods were more effective than others. However, the process had its disadvantages. To begin with the group did not fully comprehend the extent at which the Part D mentors would be able to assist them in their report even after discussing the reasons behind being involved in the meetings. Having previous knowledge. This was the mentors first time at mentoring a group. To begin with, not knowing the individuals in the group was intimidating and it was difficult for them to initiate the mentoring relationship. A possible alteration for this could have been one-to-one mentoring sessions before the project was started to fully form bonds between the individuals. The mentors personality is not as outgoing as others may have been so asking questions and prompting the group proved more difficult and the mentor was reluctant, at some points, to catechize for answers. However, this did not prevent the mentor from taking a back seat in the meetings and becoming an active listener. If the individuals in the group had questions, the mentor would be able to clearly advise them towards a proper solution. This mentoring process can be seen to correspond with the Moores method. Additionally, more meetings could have been arranged by the group to make full use of the mentors expertise. It is noticeable by the result obtained that there were parts of the report where the mentors knowledge and experience would have helped them obtain a greater result. There were occasions where the mentor ended up invited themselves to the group meetings once a suitable time had surpassed without contact. In the work place, the mentee would normally arrange the meetings with the mentor. This is done as the mentor would not have the time to continuously question if the mentee needed advising or had any questions. In this situation, the mentor had other commitments which took priority over chasing up the group for meetings. Looking back over the whole process, the actions that this mentor would do differently include: Asking more questions. Prompting more contact time with the group. Putting aside more time to get to know the group. Encouraging them to think outside of the box and discuss ideas at meetings as a group rather than trying to work as individuals. By fully employing a method with similar principles as the Moores method, it will enable the above changes to be adopted with ease. Consistently applying this type of approach will make for a more successful mentoring experience. Would have been hard to put the mentoring techniques into practice with the lack of communicating The information I have gathered through the various research I have undertaken for this assignment, indicates that mentoring is a two-way mutually beneficial learning situation where the mentor provides advice, shares knowledge and experiences, and teaches using a low pressure, self-discovery approach. It can be seen that each mentoring scheme within different organisations will vary and the techniques which the mentors will undertake will also differ between mentoring individuals. The methods and theories discussed have been adapted to the changes in society over time.

Rappaccinis Daughter Essay: Allegory of the Garden of Eden

  Ã‚  Ã‚  Ã‚   In the literal sense, Nathaniel Hawthorn's Rappaccini's Daughter is the story about the rivalry between two scientists that ultimately causes the destruction of an innocent young woman. However, when the story is examined on a symbolic level, the reader sees that Rappaccini's Daughter is an allegorical reenactment of the original fall from innocence and purity in the Garden of Eden. Rappaccini's garden sets the stage of this allegory, while the characters of the story each represent the important figures from the Genesis account. Through the literary devices of poetic and descriptive diction, Nathaniel Hawthorne conveys the symbolism of these characters, as well as the setting. The story takes place in mid-nineteenth century in Padua, Italy and revolves around two major settings; the mansion of an old Paduan family, and Rappaccini's lush garden. The mansion is described as, "high and gloomy†¦the palace of a Paduan noble†¦ desolate and ill-furnished†¦" This description establishes a dark mood throughout the story. Hawthorne writes, "One of the ancestors of this family†¦had been pictured by Dante as a partaker of the immortal agonies of his Inferno†¦" The allusion of Dante refers to The Divine Comedy and the Inferno describes the souls in Hell. Furthermore, Baglioni converses with Giovanni in this mansion chamber and tries to manipulate him in his attempt to destroy Rappaccini. In a sense, the dark and gloomy mansion symbolizes the domain of evil. The second major setting is the garden. The author uses poetic diction to describe Rappaccini's garden. Hawthorne writes, "There was one shrub in particular†¦that bore a profusion of purple blossoms, each of which had the luster and richness of a gem†¦seemed enough to illuminate th... ...ce 35 (1989): 43-69. Male, Roy R. Hawthorne's Tragic Vision. Austin: Texas University Press, 1957. Marder, Daniel. Exiles at Home: A Story of Literature in Nineteenth Century America. Lanham: University Press of America, Inc., 1984. Norford, Don Parry. "Rappaccini's Garden of Allegory." American Literature 50 (1979): 167-186. Phal, Dennis. Architects of the Abyss: The Indeterminate Fictions of Poe, Hawthorne and Melville. Columbia: University of Missouri Press, 1989. Person, Leland S., Jr. Aesthetic Headaches: Women and Masculine Poetics in Poe, Melville and Hawthorne. Athens: University of Georgia Press, 1988. Shurr, William H. Rappaccini's Children: American Writers in a Calvinist World. Lexington: University of Kentucky Press, 1981. Waggoner, Hyatt H. Hawthorne: A Critical Study. Cambridge: Harvard University Press, 1955.  Ã‚     

Divorce Across the Lifespan

Divorce Across the Lifespan Final Paper Elizabeth Seckler for Laurie Bulock FST 602 (Human Development Across the Lifespan) MAFS-J003 October 27, 2011 â€Å"I do†. Two small words with such a big meaning. Although fewer individuals are marrying today, nearly 90% of Americans will eventually â€Å"tie the knot† (Goldstein and Kenney, as cited by Cherlin, 2011, pg. 300). However, the meaning of marriage is appearing to lose its effect on individuals, as divorce has become epidemic in the United States (Hoelter, as cited by Santrock, 2011, pg. 459). Since 1960, the divorce rate has varied through the years, increasing considerably from 1960 to 1980, then gradually declining from the early 1980s to 2005, but recently increasing from 2005 to 2007 (Popenoe, as cited by Santrock, 2011, pg. 459). Divorce is a major disruption in the family life-cycling process, adding complexity to whatever developmental tasks the family member is experiencing in its present phase (Peck and Manocherian, 1988, pg. 335). The negative impact of divorce is so strong that children of divorced parents struggle as adults to create a positive, healthy family environment for their own children. All too often, adults who experienced divorce as children prove less capable of breaking the cycle and instead pass on a legacy of tragedy to their children and their children’s children (Fagan and Rector, 2000, pg. 17). Therefore, divorce does not just impact the individual at the time of the dissolution. Instead, divorce negatively impacts an individual in every stage of life. Infancy Of the stages of development across the lifespan, it may appear that infants are the least affected by divorce. However, while babies may not understand anything about separation or divorce, they do notice changes in their parents’ response to them, which impacts future development. According to psychoanalytic theorist, Erik Erikson, who developed eight stages of human development, the first psychosocial stage experienced in the first year of life is called trust vs. mistrust. Trust in infancy sets the stage for a lifelong expectation that the world will be a good and pleasant place to live (Santrock, 2011, pg. 23). Therefore, the foundation of all human interactions is trust. The degree to which trust is present will determine the nature and depth, as well as the length of relationships. If children develop basic trust, they progress through the rest of the developmental stages in a healthy way. However, if mistrust is the primary concept developed in infancy (as in a situation of divorce), the subsequent developmental stages are damaged (Rhodes, 2000, pg. 9). Still, Erikson’s trust vs. mistrust is not resolved once and for all in the first year of life. Children who leave infancy with a sense of trust can still have their sense of mistrust activated at a later stage if their parents are separated or divorced under conflicting circumstances (Santrock, 20011, pg. 187). Additionally, babies experience the distress of the parents and become aware of the changes, and comings and goings of both parents and other caretakers as they form emotional ties. The combination of distressed and/or unavailable parents can create demanding or withdrawn children. As children approach the age of two, their striving toward independence is closely tied to feeling secure; with the loss of a parent, this security is threatened (Peck & Manocherian, 1988, pg. 347). Early Childhood Parents who are struggling with their own sense of failure, anger, guilt, and loss have difficulty providing a stabilizing, consistent environment for their children. This is especially hard for preschoolers who are developmentally starting to move away from home and toward peers and school. They have the beginnings of a sense of morality, combined with difficulty in distinguishing between their thoughts and reality, and thus are especially vulnerable to guilt and confusion (Peck & Manocherian, 1988, pg. 347). They may regress developmentally in a number of ways: separation anxiety, sleep disturbances, bed wetting, clinginess, fear of any leave taking, and aggressive fantasies (Wallerstein & Kelly, as cited by Peck & Manocherian, 1988, pg. 347). Middle & Late Childhood The impact of divorce on children of this age is more profound (Peck & Manocherian, 1988, pg. 51). Children six to eight seem to have the hardest time of any age group (Wallerstein and Kelly, as cited by Peck & Manocherian, 1988, pg. 351), as they are old enough to realized what is happening, but do not have adequate skills to deal with the disruption. They often feel a sense of responsibility, experience tremendous grief, and have a pervasive sadness and yearning for the departed parent. At the same time, they experience recurring fantasies of reconciliation and often think that they have the power to make it happen (Peck & Manocherian, 1988, pg. 51). Additionally, children of divorced parents have lower grades and other measures of academic achievement, are more likely to be held back, and are more likely to drop out of school (Institute for American Values, 2011, pg. 27). Adolescence Adolescence is a stage filled with many changes, both physical and emotional. It is a time when children are beginning their own process of leaving home and forming an identity separate from their parents. At the threshold of young adulthood, relationships take center stage (Wallerstein, Lewis and Blakeslee, 2000, pg. 32). However, the divorce of parents make romance and courtship more difficult and tenuous for the adolescence as they reach adulthood, and the effects on dating seem to be the strongest when divorce takes place during the child’s teenage years (Fagan & Rector, 2000). Older teenagers and young adults date more often, have more failed romantic relationships, and experience a more rapid turnover of dating partners. Not surprisingly, this leads to a great number of sexual partners, which in itself creates a grave risk that one will acquire an STD (Fagan & Rector, 2000). Because of their own unsettled nature, adolescents’ reactions to divorce include anger, a desire for a stable home, and a need for clear boundaries between them and their parents (Peck & Manocherian, 1988, pg. 354). For those teenagers who were already having difficulties, divorce creates an added burden, increasing the risk of emotional problems. In addition to the sexual acting out and multiple partners, children at this age may engage in self-destructive behavior, such as truancy, school failure and substance abuse, (Peck & Manocherian, 1988, pg. 354). Emerging Adulthood While the effects on dating seem to be the strongest when the divorce takes place during the child’s teenage years, they also carry over into adulthood (Fagan & Rector, 2000). In a twenty-five year study, Judith Wallerstein (2000) found that the effects of divorce on children crescendo as they enter adulthood. Their relationships with the opposite sex were often impaired by acute fears of betrayal and abandonment, and many also complained that they had never witnessed a man and a woman in a happy relationship and doubted that achieving such a relationship was possible (Wallerstein, Lewis and Blakeslee, 2000, pg. 2). A recent growth of cohabitation flows in part from the loss of confidence that many children of divorce have in marriage. Having witnessed divorce up close, many young adults are afraid that they will not achieve lifelong love and they feel handicapped in their search for love and marriage by their lack of models of a happy relationship between a man and a woman, t heir lack of knowledge about how to resolve differences, and their expectation of betrayal and abandonment by their partner (Institute for American Values, 2011, pg. 3). In addition, parental divorce increases the odds by 50 percent that adult children who do choose to marry will also divorce; this is partly because children of divorce are more likely to marry prematurely and partly because children of divorce often marry other children of divorce, thereby making their marriage even more unstable and uncertain (Institute for American Values, 2011, pg. 19). Because of increased life expectancy, a growing trend is divorce in families with children being launched (Peck & Manocherian, 1988, pg. 56). While divorce in childhood affects the development of emerging adulthood, a parental divorce in emerging adulthood has a profound impact, as well. When children are no longer the major focus of a couple, marriages become vulnerable and a decision is made to divorce. It may be that divorce oc curs when parents who have stayed together â€Å"for the children† now feel free to end a long and unhappy marriage (Peck & Manocherian, 1988, pg. 357). Despite the fact that they may be out of the parental home, divorce can be very stressful for young adults, with a sense of increased responsibility to their parents and a vulnerability to loyalty conflicts. In addition, young adults may experience a sense of loss of family home, abandonment by parents, and a concern about their own marriage (Ahrons, as cited by Peck & Manocherian, 1988, pg. 356). The biggest risk for the adult child is when the parents â€Å"hold on to them† or assume the role of substitute spouse to fill the loneliness. When the parents are unable to make a meaningful new start, the children may have difficulty moving forward with their own lives (Peck & Manocherian, 1988, pg. 357). Middle Adulthood Divorce in middle adulthood may be more negative than divorce in early adulthood (Santrock, 2011, pg. 515). When divorce occurs for the couple in later life, it reverberates like a shock wave throughout the entire family and there may be three generations of family members whose lives will be altered by divorce (Peck & Manocherian, 1988, pg. 59). The children’s reactions and perceived responsibilities become key aspects of the divorce-adjustment process during this phase. Each parent may want to become reinvolved with the children in a way that is inappropriate; in a role reversal, children may now feel burdened by their parents (Peck & Manocherian, 1988, pg. 359). In addition, the emotional and time commitment to marriage that had existed for so many years may be not lightly given up by one partn er (Santrock, 2011, pg. 515). Many midlife individuals perceive a divorce as failing in the best years of their life. The divorcer might see the situation as an escape from an unsustainable relationship, but the divorced partner usually sees it as a betrayal, or the ending of a relationship that had been built up over many years and that involved a great deal of commitment and trust (Santrock, 2011, pg. 515). An unwanted, unexpected divorce at this stage is traumatic, even when the marriage has been unsatisfactory to each for many years. Starting over as a single person is very difficult, particularly when there is not a clear sense of identity apart from the roles within the marriage. It is especially hard to find renewed meaning in life at this stage of the lifespan (Peck & Manocherian, 1988, pg. 359). Additionally, divorce has negative emotional effects on both divorced men and women as they complain of loneliness, diminished self-esteem, anxiety about the unknowns in their lives, and difficulty forming satisfactory new intimate relationships (Hetherington, as cited by Santrock, 2011, pg. 460). A recent study reveled that following marital dissolution, both men and women were more likely to experience an episode of depression than individuals who remained with a spouse over a two-year period (Rotermann, as cited by Santrock, 2011, pg. 460). Other impacts include the lowering of the economic standing of some middle-aged and older women who have a limited number of options (Mitchell, as cited by Santrock, 2011, pg. 515). Late Adulthood As stated in infancy, Erikson developed eight stages of human development. Individuals experience the eighth stage, integrity versus despair, in late adulthood. This stage involves reflecting on the past and either piecing together a positive review or concluding that one’s life has not been well spent (Santrock, 2011, pg. 594). A well-adjusted older adult feels acceptance with his life and choices; however, when an individual is embroiled in divorce, he has despair and regret over their marital outcomes, thus not experiencing his full potential at this last stage of development. Additionally, in this stage of life, the divorced individuals’ parents may be dead, and their children and siblings involved with their own lives. As a result, they may feel very isolated from their usual social network and that their opportunities are limited. If one spouse has been left by the other, he often feels ashamed, humiliated, and as a result may isolate himself from former ties and may not have the energy or desire to form new relationships (Peck & Manocherian, 1988, pg. 360). Furthermore, there are social, financial, and physical consequences of divorce for older adults (Mitchell, as cited by Santrock, 2011, pg. 607). Divorce can weaken kinship ties when it occurs in later life, especially in the case of older men (Cooney, as cited by Santrock, 2011, pg. 07), and divorced older women are less likely to have adequate financial resources than married older women (Santrock, 2011, pg. 607). Divorce is also linked to more health problems in older adults (Lillard & Waite, as cited by Santrock, 2011, pg. 607). Why do individuals who are happily married live longer, healthier lives than divorced individuals? People in happ y marriages likely feel less physically stressed, which puts less wear and tear on a person’s body; such wear and tear can lead to numerous physical ailments, such as high blood pressure and hart disease (Waite, as cited by Santrock, 011, pg. 459). Conclusion Divorce has universal ill effects on individuals in all stages of life development. If the family is the building block of society, then marriage is the foundation. However, as fewer adults enter into marriage, more adults leave it in divorce, and more adults begin cohabitating, the foundation of marriage is growing weaker and weaker (Fagan & Rector, 2000, pg. 32). It is best stated by Wallerstein et al. (2000): Divorce is a life-transforming experience. After divorce, childhood is different. Adolescence is different. Adulthood- with the decision to marry or not and have children or not- is different. Whether the final outcome is god or bad, the whole trajectory of an individual’s life is profoundly altered by the divorce experience. Marriage is not merely a private preference, but also a social and public good. Concerned citizens, as well as scholars, need to be aware of the long-term consequences of divorces happening every day in America and the implications it has on the stages of development across the lifespan. References Cherlin, A. J. (2011). The deinstitutionalization of American marriage. In A. Guest (Ed. ), Taking Sides: Clashing views in life span development (3rd ed. , pp. 294-307). New York: McGraw-Hill Fagan, P. F. , & Rector R. (2000). The effects of divorce on America (Research Report No. 1373). Retrieved from the Heritage Foundation website: http://www. heritage. org/library/ backgrounder/bg1373. html Institute for American Values. (2011). Why marriage matters, thirty conclusions from the social sciences . New York: Institute for American Values. Peck, J. S. amp; Manocherian, J. R. (1988). Divorce in the changing family life cycle. In B. Carter and M. McGoldrick (Ed. ), Changing family life cycle: a framework for family therapy (2nd ed. , pp. 335-369). Prentice Hall College Div Rhodes, J. L. (2000, Winter). The impact of divorce across the developmental stages. Paradigm, winter 2000. Retrieved from http://www. sequeltsi. com/files/library/The_Impact_of_ Divorce_on_Development. pdf Santrock, J. W. (2011). Life-sp an development (13th ed. ). New York: McGraw-Hill Wallerstein, J. S. , Lewis, J. M. , and

Quotations From Enders Game by Orson Scott Card

Quotations From 'Ender's Game' by Orson Scott Card Enders Game is a science fiction novel by Orson Scott Card, who was inspired by Isaac Asimovs Foundation series. Enders Game centers on Andrew Ender Wiggin, a young boy who is being trained to become a leader in the war against an alien race. The story first appeared as a novella, which Card expanded into a series of books. The book has become suggested reading for those thinking of entering the military. Here are a few quotes from the novel. Chapter 1 And there are doubts about him. Hes too malleable. Too willing to submerge himself in someone elses will. It was not his fault he was a Third. It was the governments idea, they were the ones who authorized it - how else could a Third like Ender have got into school? I could kill you like this, Peter whispered. Just press and press until youre dead. Chapter 2 And do you know why you dont mean it? Valentine asked. Because you want to be in the government someday. you want to be elected. And they wont elect you if your opponents can dig up the fact that your brother and sister died in suspicious accidents... Youre his monitor now, said Peter. You better watch him day and night. Chapter 3 Knocking him down won the first fight. I wanted to win all the next ones, too. So theyd leave me alone. It was what I was born for, isnt it? If I dont go, why am I alive? Chapter 4 With Ender, we have to strike a delicate balance. Isolate him enough that he remains creativeotherwise, hell adopt the systems here and well lose him. At the same time, we need to make sure he keeps a strong ability to lead. Were going to make him the best military commander in history. And then put the fate of the world on his shoulders. Chapter 5 Make friends. Be a leader. Kiss butts if you have to, but if the other guys despise you-you know what I mean? Enders isolation was over. Chapter 6 Im a murderer, even when I play. Peter would be proud of me. Chapter 7 Whatever it meant to Alai, Ender knew that it was sacred; that he had uncovered himself for Ender. It set her apart, made her different, split the army. Its Wiggin. You know, that smart-ass Launchie from the game room. the adults are the enemies, not the other armies. They do not tell us the truth. Enders anger was cold, and he could use it. Bonzos was hot, so it used him. If you want, Ill pretend you won this argument. Then tomorrow you can tell me you changed your mind. Chapter 8 Listen, Ender, commanders have just as much authority as you let them have. The more you obey, the more power they have over you. Its the teachers, theyre the enemy. They get us to fight each other, to hate each other. This game knows too much about me. This game tells filthy lies. I am not Peter. I dont have murder in my heart. Chapter 9 Well, Im the bloody bastard you wanted when you had me spawned. What do you tell him, I need citizens access so I can take over the world? She was one of them now. Chapter 10 It was a strategy. Graff had deliberately set him up to be separate from the other boys, made it impossible for him to be close to them. And with that anger, he decided he was strong enough to defeat them- the teachers, his enemies. Chapter 11 You want to make me the best soldier possible. Go down and look at the standings. Look at the all-time standings. So far youre doing an excellent job with me. Congratulations. Now when are you going to put me up against a good army? The teachers got me into this-they can keep me safe. Chapter 12 Ender Wiggin must believe that no matter what happens, no adult will ever, ever step in to help him in any way. Dont be alone. Ever. -Dink. I cant help that Im bigger than you. Youre such a genius, you figure out how to handle me. Chapter 13 it only works because whats between you, thats real, that matters. We are the Third Invasion. Chapter 14 From now on the enemy is more clever than you. From now on the enemy is stronger than you. From now on you are always about to lose. You will learn to defeat the enemy. Strange dreams are a safety valve, Ender. Im putting you under a little pressure for the first time in your life. Chapter 15 And always Ender carried with him a dry white cocoon, looking for a place where the hive-queen could awaken and thrive in peace. He looked a long time. Source Seiler, Edward. Isaac Asimov Home Page. Asimov Online.

Are government justified in controlling the flow of informat essays

Are government justified in controlling the flow of informat essays What would happen if a government held all information back from their citizens? Would you be willing to trust the government to make the right decisions for you? How would you know that they were going to be a responsible government and heed your wishes as a citizen? The dilemma is that you couldnt know for sure. What if it was an important decision on where your tax dollars were going? How could you trust someone with decisions if they were with holding information from you? In a responsible democratic government information is given to us. But in some cases information is with held about money not because it is a question of national security but because the people behind the decisions are doing it for personal gain. The government is looking out for its own interest and not its citizen. The people elect governments into parliament because they are supposed to look after the peoples best interests. This didnt happened with the Canadian liberal government and the sponsorship scandal. The government with held information about $100 million dollars and where it was being spent. The government gave it to various crown corporations who supported the liberal party. The liberal party still cant account for who spent the money and where it was spent. Now the country is out of $100 million because the government didnt feel obligated to inform their citizens about their expenditures. This is the perfect example of why the government should inform the public of t heir actions. However there are some situations where the government should withhold information for the benefit of the country. Imagine if the people were informed about everything the government was doing or what they planned to do. This society would be quite unstable. During times of war, the government can validate withholding information for national security. If the government had informed the people of their plans for Operation Overlord, D-Da ...

Making Of A Quagmire by David Halberstam Assignment

Making Of A Quagmire by David Halberstam - Assignment Example First off, David Halberstam is well inclined to raise the theme of public mismatch and ignorance of the right news which came to be the major conflict between the US government and the press. In a democratic society, the agenda-driven news let the rest of the public fall into the pit of fallacies. Thus, the problem cannot be solved. Halberstam tells about that fact in a simple manner, namely: â€Å"The split between the American press and the American mission was very much the product of our country’s traditional freedoms and attitudes† (7). Hence, the political schemes and intentions of the officials go far beyond of the American people’s expectations for peace and unity. To be plain, the nation of Americans has many to do with the internal and external social and economic problems. However, the war feeds the American economy and gives pit more potential in dictating the democratic values worldwide. Halberstam notes the wrongfulness of the American mission in identifying the nature of things within a definite country, in his case it is all about Vietnam, of course. Thus, he states that the Government was dealing â€Å"with its own shrewd people, who knew more about the Government than it knew about them† (Halberstam and Singal 119)†¦ That is to say, the mismatch is allegedly absorbs the process of decision-making among the American officials so high at provoking conflicts in the Middle East and other parts of the world. As a result, innocent lives get lost in a bloody opposition between the command from Washington and the resistance to kill from the side of ordinary soldiers. Different cultures, religions and ways of living life cannot be just changed through the military expansion. A more rational solution should take place in the world of information sound-minded objectivity. American troops are to be pulled from Afghanistan for that simple reason that, historically, this

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