Role of Engineer in Global Challenges

Role of Engineer in Global Challenges Executive Summary The present paper discusses roles that engineers could actively play to address the challenges of global food insecurity, WMD terrorism, and environmental degradation. The rationale is premised on the fact that food insecurity, global terrorism, and environmental degradation are at the core of the very existence of mankind.Advertising We will write a custom essay sample on Role of Engineer in Global Challenges specifically for you for only $16.05 $11/page Learn More The results demonstrate that engineers can play an active role in taming environmental degradation by working on ways to actualize the fuel cell technology, developing innovations to capture and store excess carbon dioxide, and initiate sustainable and green engineering to cut down on harmful emissions. In addressing the challenge of food insecurity, engineers can develop novel fertilizers and irrigation capabilities, use biotechnology to develop disease-resistant and fast matur ing crops, and develop new techniques of harvesting rain water for use in irrigation. Lastly, in addressing the challenge of WMD terrorism, engineers can develop high-tech defense mechanisms having the capacity to deal with WMDs before they reach their target, develop and implement comprehensive surveillance systems, and play an active role in developing novel strategies that could be used to neutralize the effects of chemical or biological weapons. The paper concludes by underscoring the importance of engineers in advancing human welfare. The paper recommends (1) core curricula for engineers to be changed to ensure they receive comprehensive training to reflect new challenges and (2) funding and concessions to be made to enable engineers come up with innovative ways to address challenges. Introduction Around the world, demands on the profession and practice of engineering are increasingly shifting to reflect new challenges and expectations fuelled by the pressures of internalizatio n and globalization (Bryce et al., 2004). Today, more than ever before, there are increasing demands for engineering professionals to disembark from the cocoon of narrow technical focus and embrace a positive role in working with their communities to address a multiplicity of challenges and create opportunities that serve to improve life in the universe (National Academy of Engineering, 2012; Vanasupa et al., 2006).Advertising Looking for essay on engineering? Let's see if we can help you! Get your first paper with 15% OFF Learn More The present paper discusses roles that engineers could actively play to address the challenges of global food insecurity, WMD terrorism, and environmental degradation. Rationale It is important to note that these challenges have been carefully selected on a needs assessment basis. Whereas it is a well known fact that the world is facing very many challenges that are hinged on the pressures toward internalization and globalization (Bryce et al., 2004), food insecurity, global terrorism, and environmental degradation are at the core of the very existence of mankind, hence their selection. Environmental Degradation Extant literature demonstrates that â€Å"†¦the global population is currently consuming natural resources at a rate of 120% of what the earth can regenerate† (Vanasupa et al., 2006 p. 375). Industrialized and industrializing counties are well known for their insatiable appetite for fossil fuels; however, available literature demonstrates that not only will we deplete our fossil fuel reserves within the next 40-100 years if we ignore to take immediate action to control their use, but our propensity to consume these resources will continue to accelerate the melting of the polarize caps, leading to flooding (Vanasupa et al., 2006). Excessive consumption of fossil fuels have also been positively correlated with the rapid accumulation of atmospheric greenhouse gases responsible for causing g lobal warming, acid rain, ozone layer depletion, and other forms of adverse environmental events. Engineers can play an active role in taming environmental degradation by working on ways to actualize the fuel cell technology, which has the capacity to convert hydrogen or hydrogen-containing fuels into the much needed electrical energy and heat through approvingly simple and mechanically straight forward electrochemical processes that do not degrade the environment (Nordin, 2010). In essence, the perfection of fuel cell technology by relevant engineers presents our best bet of addressing the real challenges emboldened by the mounting use of fossil fuels, including the depletion of natural resources and the ensuing global environmental concerns.Advertising We will write a custom essay sample on Role of Engineer in Global Challenges specifically for you for only $16.05 $11/page Learn More Engineers also need to come up with technological innovations that could be used by communities and countries to capture and store excess carbon dioxide within the environment so as to prevent global warming (Bourn Neil, 2008). Such innovations require heavy investment in financial resources and heavy concessions from participating stakeholders, but are intrinsically important if we are to reduce the harmful environmental events occasioned by excessive emissions of carbon dioxide and other harmful gases into the environment. Lastly, engineers should be at the forefront in initiating sustainable and green engineering to cut down on harmful emissions into the environment (UNESCO, 2010). Food Insecurity The world’s population has now reached seven billion owing to great advances in health care, elevated levels of prosperity and longer life expectancy, but available statistics indicate that two in every seven people residing in developing countries are exposed to hunger and starvation due to food insecurity brought about by rising temperatures and e rratic rainfall patterns (Fan, 2011). The world’s population, according to these authors, is expected to reach nine billion by 2050, hence the need to come up with approaches and policy frameworks to guarantee food security. Engineers can play an active role in ensuring food security by developing novel fertilizers and irrigation capabilities that will ensure faster and more efficient production of food to feed the population. Agricultural engineers in Israel, for example, have been able to apply modern irrigation techniques and high-yield fertilizers to grow food in arid areas. Second, engineers can use biotechnology and other scientific techniques to develop disease-resistant and fast maturing crops. Such technologically-enhanced crops, in my view, will ensure that food is available in abundance. Lastly, engineers can undertake to develop new techniques of harvesting rain water for use in irrigating crops grown under harsh conditions (Bourn Neil, 2008).Advertising Looking for essay on engineering? Let's see if we can help you! Get your first paper with 15% OFF Learn More Weapons of mass destruction Global Terrorism Owing to the September 11 2001 terrorist attack on U.S. soil, it is increasingly becoming clear that the nexus of weapons of mass destruction (WMB) and terrorism poses one of the greatest challenges to world peace and prosperity. While it is a well known fact that a successful major WMD terrorist assault could lead to mass casualties and generate extensive social, economic and political ramifications that would adversely affect developed and developing countries, non-state actors such as the Al-Qaeda, Taliban, Ansar al-Islam and Islamic Jihad Union have openly stated their insatiable desire to obtain and use WMDs against targets perceived as enemies to their religious fanaticism (U.S. Department of Sate, 2008). Such a global challenge is real considering the amount of information available on the Internet regarding the assembly and use of WMDs, not mentioning the many black market proliferators and transnational criminal networks that ma y seek to benefit financially from the sale of these weapons to terrorists organizations. To minimize the challenge of WMD terrorism, engineers can engage in the development of high-tech defense mechanisms that have the capacity to deal with WMDs before they reach their target. The U.S. military engineers, for instance, have succeeded in developing strategic missile defense systems that can guard the country against incoming missiles. Second, it should be the role of upcoming engineers to develop and implement comprehensive surveillance systems with the capacity to receive and transmit information about the activities of known terrorist groups. In this light, it can be argued that engineers who designed and developed the U.S. drone surveillance systems succeeded to minimize terrorist activities due to their excellent data gathering capabilities. Still, engineers can play an active role in developing novel strategies that could be used to neutralize the effects of chemical or biologi cal weapons in case of use by terrorist groupings (Bourn Neil, 2008). Conclusion Recommendations The present paper has discussed some of the top-most challenges affecting communities globally, including environmental degradation, food insecurity and WMD terrorism. Additionally, the paper has clearly outlined the critical roles that engineers are expected to play to address these challenges in line with their professional calling to advance human welfare. But while these roles lie at the core of the engineering profession, it is imperative to note that they may be unachievable if concerted efforts are not made by stakeholders and governments. It is therefore recommended that the core curricula for engineers should be changed to reflect these dynamics and ensure that upcoming engineers receive comprehensive education and awareness reflective of these challenges. Additionally, concessions should be made by stakeholders in terms of funding and availing the necessary conditions for eng ineers to come up with innovative ways aimed at dealing with these challenges. References Bourn, D., Neil, I. (2008). The global engineer: Incorporating global skills within UK high education of engineers. Web. Bryce, P., Johnston, S., Yasukawa, K. (2004). Implementing a program in sustainability for engineers at University of Technology, Sydney: A story of intersecting agendas. International Journal of Sustainability in Higher Education, 5(3), 267-277. Fan, S. (2011). Global food security challenges and opportunities. International Food Policy Research Institute. Web. National Academy of Engineering. (2012). Grand challenges for engineering. Web. Nordin, N. (2010). Limitations of commercializing fuel cell technologies. AIP Conference Technologies, 1225(1), 498-506. UNESCO. (2010). Engineering: Issues, challenges and opportunities for development. Web. U.S. Department of State. (2008). The global challenge of WMD terrorism. Web. Vanasupa, L., Slivovsky, L., Chen, K.C. (2006). Glo bal challenges as aspiration: A classroom strategy to foster social responsibility. Science Engineering Ethics, 12(2), 373-380.

Causes of the peloponnesian war resulting from differences essays

Causes of the peloponnesian war resulting from differences essays In the Greek city states of Athens and Sparta both had many social, cultural, economic, and governmental differences. These differences which were important to both societies way of life, served as reasoning to why these city states would go to war with each other. There were many reasons for both city states to go to war with each other, and would result in an overall weakening of ancient Greece. The Peloponnesian War would be the war that Athens and Sparta would fight and the winner being Sparta would not come out of the war without being as damaged as Athens. Athens had a free speaking democracy, and was allied with other smaller city states. Sparta had a tough and strong military, and conquered many lands. (Nosotro 1) These two far different ways of thinking and the somewhat close location of both to each other would obviously lead to confrontations between both of these cities. First the formation, and what the Greek states were made up of must be explained to lead into one of t he major Greek city states being Athens. Greece was a primitive nation before the city states that could barely produce enough crops for the Greek people. Before the city states people were more divide and it was harder to survive due to the rough climate and mountainous regions. When the Greek city states were formed, the family or a group of people were now more self sufficient and relied on different members of the household for duties or jobs. (Hatzfeld 42) The man of the house would typically have the job which brought in the money such as being a shoemaker or a stonemason. Since ancient Greece primarily traded within their country the Greek city states allowed Greece to trade more with other countries so now the country was becoming more and more influenced by other surrounding cultures. One example is how Greece would trade for a surplus of wheat and timber from near by Sicily. (Hatzfeld 42)Thi...

Long-term Condition Dementia Essay Example | Topics and Well Written Essays - 4750 words

Long-term Condition Dementia - Essay Example the paper will then attempt to give suggestions and propose a way that is to be employed for her care, also discussing how similar cases are to be handled. To begin with, the scenario of the patient is elaborated along with a brief overview of her condition. Sara had been a teacher for the most part of her life. Having invested around 25 years of her life in this profession, she had established herself well in the field and had eventually been promoted to the position of the Vice Principle in a school. She has lived with her husband, and has two married daughters. Despite being quite capable in her line of work, Sara, now 64 years of age, had to take an early retirement because of her declining health. Sara had started suffering from memory loss some ten years back but initially it was merely thought of as a reaction to her early retirement in terms of de-motivation. She had been living with one of her daughters up till recently but had to be admitted to the hospital when her condi tion started taking a serious turn towards dementia. Dementia is the condition that is particularly difficult to deal with as it affects all spheres of a patient’s life. It is however, particularly difficult for patients, such as Sara, who are at the initial stages of dementia and are aware of their declining health and deteriorating functionality. The patient with this disease was particularly chosen by the writer because of the critical role that her profession plays in the everyday routine of the patients’ life. It is not an illness that can be checked and treated only once in a while but is in fact a sickness that requires constant monitoring on part of the caregivers for the patients. These patients not only require assistance in getting through the day but are also in great need... The intention of this study is dementia as the condition that is particularly difficult to deal with as it affects all spheres of a patient’s life. It is however, particularly difficult for patients, such as Sara, who are at the initial stages of dementia and are aware of their declining health and deteriorating functionality. The patient with this disease was particularly chosen by the writer because of the critical role that her profession plays in the everyday routine of the patients’ life. It is not an illness that can be checked and treated only once in a while but is in fact a sickness that requires constant monitoring on part of the caregivers for the patients. These patients not only require assistance in getting through the day but are also in great need of moral support to ease all the confusion and the eventual aggression that comes with this disease. Sara had been admitted on ward under the care of doctors because she had not been normal for some time. She s eemed confused most of the times and didn’t know where she was and why she was there. Though she did remember and recognized her immediate family and friends and also remembered the events taken place years ago, but she would often forget what she was doing at a particular time in the immediate setting. Sometimes she would find it difficult to retain something that happened minutes earlier. There were times when she would become disoriented to time and place and would wander off around the hospital.

Tough Love Parenting Research Paper Example | Topics and Well Written Essays - 1000 words

Tough Love Parenting - Research Paper Example Tough parenting refers to the act of being aggressive and stern in acting towards behavioral problems with an aim of assisting children to be good people. Although the actions towards bad behavior may seem like an act of cruelty to the child, it is aimed at making the child realize the need to change a given behavioral attitude in preparation to be good people in the future. For example, a parent may decide to withhold all entertainment opportunities to a child until school grades are improved. In extreme cases, a parent may decide to withhold all the financial support to a drug-addicted child until the child sees the need to go to a rehabilitation or correctional facility. According to Zodkevitch, tough love parenting is indeed important and necessary. Zodkevitch argues, â€Å"Tough love action steps a take parents from chaos to functionality, but tough love requires a change from whish-washy parenting to parenting with purpose on a daily basis (Zodkevitch 102). This presents a ver y interesting point of argument. What is the exact cause of behavioral problems to children? Is it poor parenting or a more complex problem that lies within the family and the society? its seems logical to claim that if the problem stems from poor family or societal set up, then tough love parenting may not work at all since it does not address the specific problem. On the other hand, the children may be experiencing behavioral problems due to poor parenting. When the same parents exercise tough love, then the problem escalates rather than solving the issue. A research conducted by Demos based on parenting behavior found that â€Å"high levels of parental warmth and attachment until the age of 10, combined with strict discipline by the time they are 16, play a powerful role in reducing the likelihood that a child would go on to be a binge drinker† (Doward web). This raises a question on what is the best time to implement tough love parental approach. This is because there is still a possibility that the child may develop behavioral problems even at early age. Conversely, it is possible for a child to grow maturely without behavioral problems even without tough parental love. However, the research findings by Demos can be taken as a precursor to the most appropriate period to initiate or stop tough parental love. Based on these findings, it can be argued that continued tough parental love beyond the age of 16 may not work since other factors come into play. For instance, teens over the age of 16 may no longer see the need to be supported by the parents. However, Heineman and Pieper have a very different and perhaps a counter approach to the issue of parenting. They advocate for â€Å"smart parenting† as opposed to tough love parenting. They claim â€Å"you can enjoy a relationship that’s based on mutual respect. You don’t have to get tough-you can get smart† (Heineman and Pieper 2). However, this raises the question of what co nstitutes smart parenting. The two extremes may not work at all situations but it seems more logical to assume that any methodology would apply depending on the particular situation. Therefore, tough love finds profound use when cases of indiscipline have gone overboard. However, on a normal situation, smart parenting should surely prevail. The degree of behavioral problem that may warrant tough love

Virtue and Relativism Essay Example for Free

Virtue and Relativism Essay Give an example of something that one culture might regard as a virtue that another culture might not. Explain why this could lead to relativism. Be sure to support your answer with quote from the text and/or academic resources. Responds to the question below in approx 100 words. It is important for this question that you first define the key terms here Virtue and Relativism. Define Virtue and Relativism: Relativism is the idea that ones beliefs and values are understood in terms of ones society, culture, or even ones own individual values. Virtue is a classification within normative ethics that attempts to discover and classify what might be deemed of moral character. (Gowdy, 2010) One example of something that one culture might regard as a virtue that another culture might not. For example I am a Christian and my sister-in-law is Muslim. As a Christian person I celebrate all Holidays and believe that god is my creator. As for my sister-in-law she does not celebrate Christian Holidays because they dont believe That Jesus Christ was the Son of God. I believe this could be relativism because both of our culture believe in God or what Muslim say Allah which is the same word for God. As in our text it say â€Å" Virtue ethics focuses on the person’s character and what makes, in general, a person good (virtuous) person. † And â€Å" relativism regards values as determined by ones own culture and background. † (Mosser, 2010). Mosser,K (2010) ethics and Social Responsibility. Retrieved from http://content. ashford. edu/books/AUSOC120. 10. 2/sections/sec1. 8 Gowdy,L (2010) Ethics Morals. com Retrieved May 5, 2011 from http://www.ethicsmorals. com/ethicsvirtue. html Discussion #2 Psychological egoism claims that whatever we do, we do out of self-interest. Give an example of an act you think is not done out of self-interest, and explain how the psychological egoist might try to interpret that act as selfish. Respond in approx 100 words. Please be sure to define psychological egoism before providing your example. Define Psychological egoism: Give an example of an act you think is not done out of self-interest, and explain how the psychological egoist might try to interpret that act as selfish. Psychological egoism is the view that humans are always motivated by self-interest. (Mosser, 2010). About a year ago I had volunteered to be the cookie mom for my daughter’s girl scout troop. None of the other parents wanted to volunteer. Being the person I am and also being five months pregnant I decided to take on the job so our girls could sell cookies. I was in charge of getting the cookie orders in on time, picking up orders, collecting the money from the parents and setting up time for our troop to go to different places to sell more cookies. A psychological egoist might try to interpret this act as selfish because since I was in charge of the cookies, I wanted my daughter to sell the most, but all I wanted was for our troop to be able to sell cookies. In our text it say â€Å"The egoist will simply say that you should do what makes you happiest or whatever maximizes your utility. † (Mosser, 2010) Mosser,K (2010). Ethics and Social Responsibility. Retrieved from http://content. ashford. edu/books/AUSOC120. 10. 2/sections/sec1. 8.

An Overview of Indonesias Soil Sickness Essays -- Agriculture Agricul

An Overview of Indonesia's Soil Sickness The proper utilization of the world's soil to provide food for the world's increasing population is becoming an increasingly more important issue. In the tropical rain-forests, especially, the depletion of the natural ecological system has caused massive destruction to the rain-forests' soil, thereby impeding agricultural development. One of the stereotypes which is fostered by a concern for the proper use of the rain-forest habitat is that all slash and burn agriculture -- or swidden agriculture -- is detrimental to the rain-forest habitat, and should be halted completely. While swidden agriculture has caused large amounts of damage to the rain-forest as a whole, the problem lies not with swidden agriculture itself, but rather with the circumstances under which it is carried out. Tropical soils are able to survive, and indeed thrive, when swidden agriculture is executed properly. In Indonesia, examples of both correct and incorrect swidden agriculture methods can be found. The Indigenous peoples, who have been utilizing slash and burn methods of agriculture for centuries, properly burn and farm small plots of land, while letting soils regenerate plots which have recently been farmed. The peasant population of Indonesia, on the other hand, has turned to swidden agriculture by default, and utilizes the land only for short-term gain. The result is the depletion of the soil to an extent where it may never be utilized again. Two different methodologies of the same agriculture can have drastically different effects on the soil; why this is, and the specific processes involved in the soil which either deplete or enhance its quality will be examined in the following pages. In conclusion, ... ...k to colonize new, agriculturally marginal lands. Severe environmental disruption results..." (Goodland, 1984; 183). In order to save its soils, Indonesia needs major land reform policies, or social contracts which will give peasants an alternative to swidden agriculture. Until then, no amount of terracing, placing fertilizers in the soil, reducing slope, or irrigation can undo the damage to tropical soils. Unless something is done quickly, tree cover in the rain-forests may be replaced altogether by imperata savannah grass which threatens to turn Indonesia into a "green desert" (Geertz, 1964; 24). On a larger scale, failure to address the issue of soil depletion in Indonesia may result in the insufficiency of foodstuffs for the Indonesian people. As Edmund G. Brown, Jr. said, "Many past civilizations have fallen with their forests and eroded with their soils."

Peacekeeper, Shepherd, Saviour Essay

Paul Rusesabagina is credited with housing and protecting twelve-hundred, sixty-eight refugees (both Hutu and Tutsi) during the Rwandan genocide, but he did not begin as an ordinary man. He was merely a hotel manager who saw something going terribly wrong and decided to do everything in his power to protect anyone he could. We know that all those refugees were saved solely by Paul Rusesabagina during the peak of the massacre in Rwanda, but how many lives did he save indirectly by his actions? Was the conflict in Rwanda (and the peace that followed) directly affected by the actions that Paul Rusesabagina took to ensure the safety of his family, friends, and the people in general? What role did Paul Rusesabagina play in the conflict and subsequent settlement of the Hutu/Tutsi conflict in Rwanda? I believe that he played three very separate and yet equally important roles: that if the peacekeeper, the shepherd, and the saviour. Paul Rusesabagina has titled his autobiography â€Å"An Ordinary Man,† but he was truly anything but. He was born to a Hutu father and a Tutsi mother on July 15, 1954, and was a middle child in the midst of eight other children. Not only was he a well-educated boy, but he also was fluently bilingual in English and French by the age of 13. He adopted the role of a protector early in life when his family sheltered refugees during the initial stages of the conflict in the late 1950s and 1960s. He originally married a woman named Esther whom he fathered three children, and he aspired to become a minister of the Seventh Day Adventist church, but his seminary plans fell through in favour of entering the hospitality business and his marriage shortly followed. Six years after Paul’s divorce from Esther, he met Tatiana and although she was Tutsi he was no stranger to mixed-race marriage having been raised in one himself. In 1992 Paul Rusesabagina was given the title of assistant general manager at the Diplomats Hotel owned by the Belgian Sabena conglomerate (Rusesabagina). In order to understand what role Paul Rusesabagina truly plays in the Rwandan conflict, we first need to get a better understanding of the conflict itself. Rwanda was acquired by the Belgium after World War I and due mainly to the already skewed balance of power and other aesthetic considerations (Tutsi people had lighter skin, slimmer noses, and generally more Caucasian features which were desirable by the Belgians) the Tutsis were able to maintain the upper hand in the balance of power. The Tutsi ruled while the Hutu were considered the peasant or working-class. In 1959 the Hutu revolution overthrew the Tutsi rule and in the early 1960s the Tutsi fled Rwanda for outlying areas. Many Tutsi fled to Uganda where in 1985 the Rwandan Patriotic Front (a Tutsi rights movement) was formed. All throughout the 80s and 90s, massacres continued with little press in the western world due mostly to the false opinion that the Tutsi/Hutu conflict was essentially a â€Å"cold† war with few or no casualties. In 1993 the Arusha Accords were signed between the RPF and the Rwandan authorities, bringing a promise of peace between the few tribes as UNAMIR (United Nations Assistance Mission for Rwanda) was formed. However, shortly after came the assassination of Melchior Ndadaye, the first Hutu president elected in Burundi, which led the Hutus to believe that the Tutsis were trying to regain control of the region. The Hutus lashed out with more violence against the Tutsis. Rwandan Hutu President Juvenal Habyarimana’s plane was shot down in retaliation on April 6, 1994 with several other Hutu government officials on board. Several other government figures were systematically assassinated that day marking the official beginning of this era’s Rwandan genocide. (Fujii) So where did Paul Rusesabagina, his family, and his hotel fit in to all this senseless violence? When the body count began to rise, Paul hid his family and neighbors inside the Hotel des Mille Collines and disguised them as quests and staff. He began his journey from ordinary to extraordinary as a shepherd; leading his flock to safety (the Tutsi/Hutu refugees staying in the hotel) and protecting them from the wolves that were waiting outside with rifles and machetes. Every civil rights movement is started by a â€Å"shepherd. † Moses parted the sea for the Jews when his people were being oppressed, Martin Luther King Jr. led the African-Americans to freedom from racial discrimination. Millicent Fawcett marched women everywhere towards the right vote. Paul Rusesabagina makes a phone call to Sabena and secures a letter appointing him acting general manager of Hotel des Mille Collines making it possible for him to use his position to shelter more refugees, and also to use the hotel’s local resources to bribe Rwandan soldiers with money and alcohol in exchange for the lives of the refugees. Paul Rusesabagina guided all the refugees he could into the hotel so they could feel hope and find strength in each other. But guiding the flock to safety was a challenge. At several junctures during the movie where he (being Hutu himself) must face the choice whether or not speak out against an injustice, or to carefully go along with the wishes of his oppressors for the greater, later good of his cause. At this point he is starting to take on the role of a peacekeeper. The blue berets sent by the UN to war-torn parts of the world are unfortunately ineffective at subduing many civil conflicts because of the nature of politics. When the United Nations’ peacekeepers failed, Rusesabagina took matters into his own hands and not only bargained for the lives of his people, but inspired in his people a will to live. He encourages his guests to phone anyone they know â€Å"of influence† that they can tell of the horrors they are enduring†¦that those horrors are real, and that no one is intervening. He asks his people to send out the word that becomes their SOS signal and starts to allow for the return of the peacekeeping forces and the (unfortunately slow) evacuation of refugees from the affected area. Ronald Reagan is quoted as saying, â€Å"peace is not the absence of conflict, it is the ability to handle conflict by peaceful means† and this ability to handle conflict without majour aggravation or injury is exactly the skill that Rusesabagina possesses and utilizes well throughout the entire movie. Without his ability to diffuse stressful situations, the death toll of the Rwanda genocides would more than certainly be higher. In several points during Hotel Rwanda, Paul Rusesabagina takes on the role of the Saviour, by not only housing the Hutu/Tutsi refugees, but also by inspiring them to fight for their lives by any peaceful means necessary. He puts himself aside, overwhelmed by emotion and empathy, to save several other people from death. Paul Rusesabagina spared the lives of nearly thirteen-hundred people from the reality of an unspeakable massacre that no one would pay attention to. He consistently puts his peers before himself and sees them as just that: people. Scared people who need someone to help them, to show them courage, and motivate them towards hope for a better tomorrow. Paul Rusesabagina did not draw a line between his Tutsi refugees and his Hutu refugees, he only asked that they do their part, respect him and each other, and not compromise the security of others in the hotel (George). Because Paul Rusesabagina helped his people by doing everything he could, including risking his own life, he can be seen as a saviour. As a final thought, I would like you, the reader, to sit in silence for a moment and think of the millions of bodies that were scattered across the roads and riverbanks in Africa on that day not even two decades ago. Think about all those corpses and realize that those charred and bloodied bodies might have family somewhere still wondering if their loved one might have escaped the carnage. There are still families out there missing their sons and daughters, their aunts and uncles, their mothers and fathers. The family members of those bland statistics you cannot bear to read for the dryness could be a thousand miles away, or they could be the new Canadian standing beside you in the grocery store. Sit and think about how much love you were given, be thankful for the things and the people that you have around you. Be thankful that you live in a peaceful country where your life is not endangered by simply stepping out the door to make a grocery run. Show to the world that you are grateful for what you have, but stand up and be willing to lose it all in the interest of doing the right thing. Be ready at any moment to protect your rights and those around you who cannot protect themselves. Sometimes all it takes is one person. For the Hutu/Tutsi refugees in Rwanda on those days, they had Paul Rusesabagina there being the peacemaker, the shepherd, and the saviour.

Inclusion and diversity Essay

Identify the current legislations and codes of practise relevant to the promotion of equality and valuing of diversity The special educational needs code of practise 2001 This outlines the Constitutional guidance for the responsibilities towards children with special educational needs. This will likely be replaced with the children and young families bill 2013 Codes of practise on duty to promote race equality (2002) This code of practise makes sure that all schools have a written race equality policy written up. this policy should include information on practical on how schools will promote race equality. These are the outcome school policies should be aiming for. Reducing the gap in educational achievement between different races Improving behaviour Improving relationships between racial groups Ensure staff are working in a school that reflects cultural equality Admissions policy which does not discriminate Removing barriers to achievement This helps schools remove barriers holding back achievement of children with special educational needs and disabilities This is the government vision on how schools should go about children with special educational needs or a disability. Early intervention Removing barriers Raise achievement Disability equality scheme and access plan This ensures all schools produce a disability scheme. This scheme should say how schools go about promoting equality of opportunities for pupils, staff and others with disabilities the should also be an action plan that explains how barriers are removed. School policies Most schools have a mission statement that says how school set out how they are working on inclusion and equality. There will also be written policies, for the right and responsibilities of those within the school. Policies will provide guidance for staff and visitors on ways to ensure inclusive practise. There are a number of policies, which are: Race/cultural diversity Safeguarding/bullying Special educational needs Disability and access Equality of opportunity/inclusive practise Gifted and talented pupils Polices are made in response to legislation and codes of practise. The way schools promote rights and equality for children and young people should be put in these policies. There is a much greater focus on pupil’s outcomes. Schools need to monitor the strengths and weaknesses in policy. 1.2 Describe the importance of supporting the rights of all children and young people to participation and equality access Schools have a duty to ensure that all pupils have access to an equal curriculum not matter their race, gender, culture, additional needs or disability. Raising achievement Making sure all pupils have equal access to the curriculum will help the personal achievement of children and young people. Studies over a number of years have shown that some groups of children do not reach their expected achievement. The groups of children that haven’t met expectations are children from black and minority ethnic groups or children who are vulnerable due to their economic or physical circumstances. Equal opportunity does just treating all pupils the same but ensuring that the curriculum meets all the need of each individual pupil. Improving participation Participation means making sure everyone is involved. There should be time granted to talk to children and their parents about the curriculum. Schools can achieve participation by having student councils and parent evenings, also by just asking children in the classroom how they think they learn best and what could be improved. Developing sense of identity Allowing children to access all of what is happening the school gives them a sense of belonging. When giving children the chance to participate they then feel valued and that they are making a valid contribution. We should also help children and young people become independent learners. We can do this by letting children have the chances to make there own choices they are more likely to be more motivated towards their learning. This will give the children the feeling of self-worth and well-being. Improving relationships between individuals and groups Policies that promote equality and inclusion can only give out a positive message. Children need to have their rights protected and should also be taught about their responsibilities to others. Respect can be promoted to children and young people through your everyday actions as you set an example for the groups you work with. 1.3 Describe the importance and benefits of valuing and promoting cultural diversity in work with children and young people Culture has many different meanings. Culture can be perceived as nationality and religions. This gives groups of people in society their identity. By understanding and promoting different cultural diversities in school help the pupil gain a better understand of one another. It is important the you know the cultural diversities of the pupils within your school especially the children you work with as you will be able to  make links between their own lives and learning. Being able to understand a pupil’s background culture will be the stepping-stone to building and effective relationship. As culture in society is very diverse today diversity should be reflected in the curriculum othroughout. For example, stories and dramas from a wide range of different cultures this will show that you value other cultures and allow pupils to explore different cultures from their own. 2.1 describe ways in which children and young people can experience prejudice and discrimination Prejudice stems from a lack of knowledge and understanding of diversity. Prejudice is jumping to a conclusion about children or young people because they are in a certain group. For example, if a child was disabled assuming they have a learning difficulty. When people are being prejudice they tend to label children. Labels may be given to a single child or a group of children. Labels are formed on a specific characteristic because of prejudice for example, a group of children being labelled the â€Å"naughty† children. There are two types of discrimination children and young people face direct and indirect discrimination Direct discrimination Direct discrimination is when children or young people are not permitted to access a part of the schools curriculum due to their gender, race or disability. For example when a school doesn’t accept a pupil because of their special educational needs or a group of children not allowing another child to participate because of their race. Indirect discrimination This is difficult to spot, this can happen when practise and procedures are used without taking individuals circumstances into consideration. A child may not be directly excluded but due to their circumstances they are unable to participate. 2.2 describe the impact of prejudice and discrimination on children and young  people Prejudice and discrimination will only have a negative effect on children and young people. This will have a big impact on their academic progress of children and also discrimination will have a negative effect on their overall health. Children and young people may feel (when experiencing discrimination) Loss of self esteem Anger Confusion Depression Lack of motivation 2.3 assess how attitudes, values and behaviour could impact on work with children and young people Everyone working within a school has the legal duty to protect the rights of children and young people. You must take into consideration how your attitudes and values have an impact on the way you work with children. The way a child is brought up can have an effect on the way they act towards individuals and groups. Personal prejudice can lead to discriminatory practice; learning about the different religious beliefs of the children that you work with and knowing about any special educational needs or disabilities can overcome this. 2.4 describe the importance of promoting anti-discriminatory practise in work with children and young people The promotion of anti-discriminatory practise should reinforce all work done in schools. Schools should not just have policies and statements put in place about anti-discriminatory practice, schools must demonstrate anti-discriminatory practice. It is important to monitor how good practice has a positive effect on children and young people’s education and general  well being. 2.5 describe how to challenge discrimination To be able to challenge discriminations you have to recognise anti-discriminatory practice. All staff in schools must protect children from discrimination if you ignore it that shows you are condoning this behaviour. You have to take into consideration how a child may feel if they are experiencing discrimination and a member of staff who is meant to be supporting them ignores them. The child may see as you agree with the perpetrator or that the way they are being treated is normal. It can be difficult to challenge if it is practiced or institutional by a colleague so it is important how you approach different and difficult situations. To be able to challenge discrimination you need to have knowledge of policy, practice and procedures. If you’re more familiar with what is a good practice you will be able to handle incidents better when they arise. Discrimination can be intentional or just ignorance and a lack of understanding. It will be hard to change the views of others but you must confront discriminatory actions and comments. When challenging discrimination you must: Explain what has happened Tell them what effect is has on the individual Model ways to ensure anti-discriminatory practice When anti-discriminatory practice arises, you must speak to your manager or supervisor. 3.1 describe what is meant by inclusion and inclusive practice Inclusive practice is identifying, understanding and breaking down barriers of participation. Inclusion is about making sure all pupils within schools  are able to participate no matter their background or situation. Inclusive practices will make everyone feel valued and have a sense of belonging. Inclusion is making sure that everyone is provided with the same opportunity and access to a high quality education. 3.2 describe features of an inclusive setting for children and young people A school ethos is hard to sum up; it becomes clearer once you enter a school building. There is a feeling that everyone matters. Children and young people feel confident when they approach a member of staff. The schools surroundings reflect the diversity within the school. An inclusive setting is being able to use the whole school as an approach to learning. Barriers are identified and methods are come up with to remove them. Children with special educational needs or disabilities, have strategies put in place which focus on that child or young persons needs. A school setting, which is inclusive, will have the following features: Barriers are recognise and staff have a good understanding of individuals and groups of children Barriers are minimised or removed Pupils are educated together and not segregated from their peers Children’s views and opinions are listened to and valued There are clear policies and procedures and are reviewed regularly All staff are trained regularly relating to inclusion Schools work in partnership with their stakeholders School and outside organisations work in partnership 3.3 describe how inclusion works in own sector of the children’s workforce Professionals that work with children must all share a common understanding of values and principles of inclusion. The ways in which these values are practiced are different depending on the type of organisation and its role in education. No matter the organisation the child should always be the centre of practice. Early years foundation and the national curriculum gives clear guidance on an inclusive approach to learning and assessment. Early years foundation have set out requirements for meeting the need of all children under its equal opportunity section. The national curriculum statement states schools must: Provide a curriculum which ensures active participation and achievement of all pupils Meet the needs an interests of all pupils Recognise and overcome potential barriers Recognise pupils entitlement to high quality learning experiences Personalised learning School have began adopting a system of personalised learning in an attempt to raise standards. This focuses on individual children and young people. Personalised learning makes sure that all children no matter their background, special educational needs, culture or disability, attain the support they need to progress. When personalised learning is successful, children and young people experience: Personal targets Staff who have high expectations A challenging curriculum More focused assessment Early identification and intervention when targets are not reached Promoting well-being through an inclusive curriculum A schools key role is to provide a good quality education through a curriculum that is inclusive to everyone but the school also has a wide role to full fill ensuring the well being of children, Every child matters/help children achieve very child matters was introduced in 2003 following the death of victoria climbe, although the emphasis is still on better outcomes for children, what was also highlighted in the inquiry was that services to work more closely to support the needs and right of all children. Schools and other child services should be all working towards these five outcomes: Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic well being

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

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

How and Where to Publish Your Short Stories

How and Where to Publish Your Short Stories How and Where to Publish Your Short Stories How and Where to Publish Your Short Stories By Ali Hale One reader asks: â€Å"What advice would you give to someone who has bags of passion and loves life and just happens to have lots of stories and would like to know how to publish or where to publish?† I’m really glad this reader writes from the heart. A short story which is meaningful to you, which celebrates life and which is written with real spirit is much more likely to meet with success than a technically good story without meaning for the author. If you’ve got a stack of short pieces that you’ve written for your own enjoyment and that of friends, consider sharing them with a wider audience. There are dozens of ways to do this, from entering writing competitions to submitting work to magazines to self-publishing, and I’ll discuss a few below. Questions to ask before trying to publishing your story Is your work a complete piece? Even when you’re writing from real life experience (as the reader who asked the question above was), your story needs to be well-shaped, with a beginning, middle and end. There also needs to be some conflict – whether between two characters, or just in a character’s own mind – at the start of the story which is then resolved by the time the story concludes. Without this, your work will read as an anecdote – interesting, perhaps, but not suitable for publication as a story. What genre does the story fit into? Whether you’re aiming for publication in a magazine or journal, or whether you’re planning to self-publish your work, you need to have a clear idea what genre the story is. If you’ve written a science fiction piece, you’ll have little luck submitting it to a magazine of Westerns. And your sweet story about your cat is unlikely to please the readers of â€Å"Tales of the Undead†, however well-written it is. Where to Publish Your Work Either you need to find someone else – probably a magazine editor – who likes your story and wants to publish it, or you need to self-publish. You will probably reach a wider audience with the former method, and you may receive some welcome remuneration, but the latter option gives you total control over when and where your work appears. Publications which accept short stories There are hundreds of magazines, e-zines and websites where short stories are published, and some pay professional rates. One good place to start is the magazine shelves of your local newsagents. Are there any publications devoted to fiction? For example, the UK has many magazines aimed at women such as â€Å"Take a Break†, â€Å"Woman’s Weekly† and â€Å"My Weekly† which publish a couple of short stories each week – and bring out a monthly collection of twenty or so stories. If your writing fits into this genre – commercial in style, with a sympathetic main character (usually a woman) and a positive ending – then they are definitely worth considering. Ive found the blog Womens stories: read, write, enjoy! invaluable for advice on this genre. If you write science fiction, fantasy, horror or literary fiction, you’re unlikely to find magazines devoted to these on the shelves. Try searching online for small magazines which people subscribe to by mail-order: you may be able to order a back issue cheaply or free. Or look for e-zines which you can submit work to online. Self-publishing your stories You can publish your work for free on a website. One easy way is to set up a blog (try www.blogger.com) and post a new short story every week. There are lots of easy ways to create a full website too – try Google Page Creator (Link no longer active). You don’t need to be very â€Å"technical† and you certainly don’t need to be able to programme or understand terms like â€Å"HTML† and â€Å"FTP†. If you are fairly web-savvy, though, you might choose to pay for a domain name and professional web hosting. I’d recommend this if you’re serious about your writing as it means you can use your site as a professional-looking showcase for your work. The other option is to publish printed versions of your stories, to circulate around friends and family – and perhaps more widely. Traditional self-publishing in this way involved paying thousands of pounds for several hundred or thousand copies of your book: new â€Å"print-on-demand† technology, though, means that it’s cost-effective to print just a few copies of your book. A volume of your best short stories could make a lovely present – far more interesting and memorable than a box of chocolates. I recommend Lulu, which I used to print a single copy of my first novel manuscript. It cost me  £7 (about $14) for the whole book, including the postage: I’d have spent just as much on paper and ink if I’d printed it at home, and the result was a high-quality glossy-covered paperback. Lulu’s site is simple to use, and takes you step-by-step through the process of uploading your work and choosing the format of your book. Need to know more? I’ve only touched on some of the issues about publishing short stories, so if there’s something you’d like to know more about, or anything I’ve not covered, please leave a comment here – or use the feedback form on the Contact page – and I will happily address it in a future article. And look out for upcoming articles covering revising your writing, formatting your manuscript correctly, markets for your work, entering short story competitions and more†¦ Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Fiction Writing category, check our popular posts, or choose a related post below:How to Punctuate References to Dates and TimesAmong vs. AmongstWriting Styles (with Examples)

Within a health economic framework, discuss and analyse one chronic Essay

Within a health economic framework, discuss and analyse one chronic disease issue and the possible future implications and impact that they may have on the Australian Health Care System - Essay Example The country’s model for chronic disease management aims to ensure delivery of care during the continuum. Disease prevention strategy starts at the primary level in the healthy population, then to secondary prevention and early detection in the at-risk population and ends with disease management once disease is established besides management and tertiary prevention for people with complex chronic diseases. Although strategies may vary from region to region, they are characterized by the aims of improved access, reduced health inequalities and better outcomes for those with chronic diseases through the policies of self-care, continuity and quality of care (Snodden 2010). Chronic disease As defined by the World Health Organisation, a chronic disease is one, which is of permanent nature with residual disability and caused by irreversible pathological changes. 12 chronic diseases identified by the Australian Institute of Health and Welfare (AIHW) as having a significant impact on t he country’s health care system (Zwar, et al. 2006) are â€Å"coronary heart disease, stroke, lung cancer, colorectal cancer, depression, diabetes, asthma, chronic obstructive pulmonary disease, chronic kidney disease, oral diseases, arthritis and osteoporosis.† (Zwar, et al. 2006, 8). As already mentioned, chronic diseases are managed at primary care level by general practitioners and other professionals of primary health care with tie-ups with specialised agencies. The Bettering the Evaluation and Care of Health (BEACH) report states that most of the above chronic disease are treated at the primary care level except lung cancer and colorectal cancer (Zwar, et al. 2006). Australia’s health system Australia’s health system is considered one of the best in the world with the country’s universal medical insurance scheme Medicare providing access to health care for all. Because of the robustness of the system, life expectancy has increased, childhood and maternal mortality rate, incidence of cancer and heart disease have reduced. Demographic changes to the population are characterised by the increase in the population of people over 65 years. Their population has been estimated at 2.9 million (13.3%) in 2009 as against 1.1 million (8.3 %) in 1971. In spite of the overall achievement, health status of the indigenous peoples is far below the status of mainstream communities. Thus, Australian health system is under constant challenges due to rise in demand, constrained capacity and insufficient health care professionals and infrastructure as are with any other industries such as banking, transport etc. Rise in demand is due to combination of factors such as higher expectations from the health seekers who are now better informed, increasing burden of diseases arising out of problems affluent living conditions attendant with risk factors, increased life span and people’s ability to use advancements in the medical field. These problems of plenty are responsible for ever increasing burden of chronic diseases that make up 70 % of Australia’s health burden which is expected to increase to 80 % by 2020 (Boyages 2010). Since cancer diseases especially lung cancer and colorectal cancer are not being managed at the primary care level, this paper will choose cancer as one chronic disease that is impacting on the country’s health care system. Cancer epidemiology AIHW reports that in 2007 alone new cancer cases diagnosed were about 108,368, 57 % of which were males. There is a risk for 1 in 3 in males and 1 in 4 in females to be diagnosed with cancer before they the age of 75 years. Most common types of cancer were prostate cancer (19,403 cases0, bowel cancer (14,243 cases), breast cancer (12,670 cases, skin cancer (10,432 cases) and lung cancer

Business Ethics of Tiger Automotive Essay Example | Topics and Well Written Essays - 2000 words

Business Ethics of Tiger Automotive - Essay Example The present study would focus on Tiger Automotive that has an original product that has the advantage of having the patent for a fuel-efficient device, and at the same time, the product is beneficial to the consumer as it increase the average car’s mileage by about 45%. More importantly, the patent right protects the company’s product from direct competition hence a complete monopoly in the market which means the company is a price giver. This has resulted in the product being priced at  £45 even though the total cost is  £1. The ethical dilemma is based on overpricing product. However, a manager is faced with the dilemma of maintaining the moral standard of adopting actions that would be preferable to the self-interest of the company of maximizing profits without considering the interest of the public especially the consumers. This dilemma is supported by the fact that the organisation is responsible for its corporate acts that emanates from choices and actions of human individuals, who are the primary bearers of moral duties and responsibility of the organisation and its act. This is an objective that is supported by Adam Smith’s ‘invisible hand’, which supports this as an ethical way of achieve the best self interest of the stakeholders. At the same time, Tiger Automotives has the economic responsibility of generating the greatest profits for the company and benefits for society depending on the Pareto optimality whereby the markets are fully competitive, all customers are fully informed and all external and internal costs are fully included. In the same light, Tiger Automotives has the legal requirement of taking the action that fully complies with the law. This is because the law in a democratic society represents the minimal moral standards of all the people within that society, provided it can be shown that the self-interests of the various groups including individuals, groups and organisations have been included in the formulation process. Using the requirements and responsibilities explained above, this scenario creates an ethical dilemma for the manager. Ethics as defined by Velasquez (2001) can be perceived to be the study of morality and moral standards. The moral standard that the manager is faced with is adopting actions that would be preferable to the self-interest of the company of maximizing profits without considering the interest of the public especially the consumers. By putting their interest in front of the interest of the stakeholders, it is perfect to state that the manager has a moral dilemma due to the fact that the organisation is responsible for its corporate acts that emanates from choices and actions of human individuals, who are the primary bearers of moral duties and responsibility of the organisation and its act. In any organisation, its business ethics practices should be geared towards advancing moral standards as they apply to business policies, institutions, and be havior. According to Velasquez (2001), business ethics need to include analysis of moral norms and values. As a result, its implementation should be in its practice especially in systemic and corporate issues that are ethical and are concerned with individual, society and organisations. The manager, while acting as an agent of the organisatio