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Self Evaluation Upon Learning This paper describes a process of self-evaluation, reflection upon learning, and planning for future developments. As well as considering the learning points which have been successfully internalized over the course of the semester, it will incorporate reflection on strengths and weaknesses, and begin to outline future communication with putative employers. In addition to presenting some analysis of the formal and academic aspects of the experience, it will discuss the interpersonal aspects of learning, and the development of those capacities which may have professional and vocational applications. As Stenhouse points out, ‘A curriculum is an attempt to communicate the essential principles and features of an educational proposal in such a form that it is open to critical scrutiny and capable of effective translation into practice. (1), However, negotiating the formal structures and requirements of the curriculum is only one aspect of the learning process. A perceptible process of transformation has begun in education, away from a lecture based didactic approach and towards adaptable, flexible modes of learning and teaching. Accordingly, this record of reflective learning will discuss the use of oral, listening and communication skills, considering self-management in group situations. In conclusion, it will present a flexible plan for the future, outlining the skills which need to be developed and providing some indicative targets and points for action. This piece presents my own reflections, and where appropriate, makes reference to appropriate research and analysi s by published authorities. From a purely personal perspective, undertaking the module involved a reconsideration of my own identity and purpose, and the sorting through of the multiple dimensions and preoccupations of my life. As Hall points out, ‘†¦no one has one identity; and indeed those identities may be in tension (one example would be the ways in which â€Å"mother† and â€Å"worker† are often understood as existing in tension. (2) Consequently, it was important to reconfigure ones self-identity and direction in the light of new knowledge and perspectives. In this respect, it is important to be aware that personality and self-image are often key determinants in setting personal objectives, defining outcomes, and constructing the parameters within which any one of us can grow and interact with their environment. As Elliot puts it, ‘We often think of the self as primarily a private domain, an inner realm of personal thoughts, values, stri vings, emotions and desires. Yet this view, which seems largely self-evident, is in contrast to the way in which sociologists study the framing of personal identity and the self. (3) Therefore, locating oneself within a social continuum, in some ways a necessary social skill and a pre-requisite of social/group orientation, can be both limiting and damaging. It is also important to consider cultural identity and the way national, regional, chronological and even familial micro cultures are profoundly constructive of our own life politics. It has become a truism in life-politics that emotional awareness – or emotional intelligence – is a fundamental determinant of how individuals will approach, engage with, and function with regard to social structures, whether the latter are in the public or private sphere. As Goleman explains, ‘self-awareness – recognizing a feeling as it happens – is the keystone of emotional intelligence†¦.the ability t o monitor feelings from moment to moment is crucial to psychological insight and self-understanding. (4) Some individuals may have this capacity through innate cognitive ability, whilst others must attempt to construct it using deliberately reflective techniques. However, the experience of the module has illustrated to me that it is not an option: interpersonal effectiveness basically demands that individuals exercise this facility, or develop it, as appropriate. As Bolton explains, ‘Reflective practice and reflexivity are not subjects but a pedagogical approach which should pervade the curriculum. (5) This is not say that formally defined subject knowledge, academic skills, or the didactic position, itself, are in any way less relevant or marginal in the curriculum process. It does indicate however that the ability to manage the dynamics of learning, and to demonstrate it through interpersonal growth, has become more prominent. It is fair to argue then, as Fraser and B osanquet have done, that ‘†¦Students are the receptors of the curriculum and their impact upon it varies†¦ (6) I found that, in the interactive learning environment, the effectiveness of the curriculum was determined and defined to a significant degree by us as learners, and in particular by our willingness to contribute new knowledge as perceptions. In this respect, the module was As Fraser and Bosanquet point out, ‘The changing nature of knowledge relevant to the discipline, and research in the discipline area, also influence the structure and learning goals of the programme†¦. (7). I consider that one of the key aspects of the module was its capacity to develop interpersonal working and the ability to work within a group dynamic. The resolution of issues, coordination of effort, and maximisation of individual skills through delegation are all highly transferable skills, which added to the developmental strengths of the formal curriculum. As Dav is observes, ‘Whilst there is demand for the traditional ability to analyse, think critically an work independently†¦, there is also a growing demand for ‘†¦transferable skills†¦.communication, team working,†¦and problem solving. This requires ‘careful curriculum planning, support mechanisms, teaching methodologies and assessment strategies†¦ (8). As discussed above, there are a range of factors which form the individuals attitudes and effectiveness within this dynamic, in terms of what they deem acceptable or effective approaches. Many of these are culturally formed, and may be interpreted within frameworks such Hofstedes Cultural Dimensions Index. Within this, Hofestede projects, each culture has tolerances and behavioural norms which dictate group behaviour, as well as strategic thinking within organisations. He defines these criteria as uncertainty avoidance, power distance, long/short term orientation, gender, i.e. masculinity a nd femininity, and individualism/collectivism. (9). Perhaps more revealing than this scheme of wide cultural sub-groups, however, is the related idea that these are just one component in tripartite scheme which includes universal human traits, ‘learned behaviour and values, and individual personality traits. (10) I consider that the recognition of individual strengths and weaknesses is a key factor, not only in the recognition of individual contributions, but in effective team building. I have definitely learned that assembling a team is a skill in itself. Simply pushing together a random group of individuals is not team-building. Correspondingly, one learning point which I can take from team working on the module, is that different individuals place value upon different aspects of interpersonal dealings, and that this has to recognised, despite personal preferences. For example, some co-learners on the module – and through logical extension, some colleagues in a professional situation – placed a high value on directness within relationships, and preferred immediate action to a deferred approach. Conversely, some personalities felt far more secure with an incremental approach to issues, preferring to delay action until the maximum possible information and analysis was assembled. Some individuals placed a high premium on relationship building through personal interaction, and took this as the inception of a trust network, before moving on to the specifics of a problem or issue. Meanwhile, some individuals were comfortable with the exact reverse of this; they wanted to stay focused on the dimensions of the issue, and preferred to leave the interpersonal dimensions of team building to take their natural course. The main learning point which emerged from this for me, was that such characteristics needed to be recognised, accepted, and factored into team building, as well as its functioning dynamic. No one individual conforms abso lutely to a specific personality or behavioural type: however, their dominant personality traits are likely to be those which emerge at key decision making moments. To get the best out of people and teams, the nature of their contribution needs to be taken into account. As Sonnetag observes, ‘There is relatively consistent empirical evidence for a positive relationship between specific aspects of individual well-being and.performance. (11) The ability to ensure this well-being and secure the related performance – in myself as well as in other learners – and eventually co-workers – is one of the key developmental points that I will take from the module as a whole. . As Murphy and Riggio indicate, ‘†¦complexity provides the resources (cognitive, social, behavioural) for generating numerous possible responses to a given situation. Individuals as well as organizations are healthy and thrive when they are capable of many responses to a given situation, and become brittle and vulnerable to changing conditions when they are uniform and specialized. (12). I prefer to think of this as understanding the personal, interpersonal, and strategic implications of the psychological contract. As Williams indicates regarding this phenomenon, ‘this interpersonal aspect to fairness reminds us that there is a social basis to the exchange relationship between employer and employee and we might expect this to be part of the psychological contract. (13) One of the key objectives that I will take away from the module is the ability to understand – through use of a reflective cycle the development of psychological contracts between individuals, within groups, across stakeholders, and between employees and management. I recognise that this, in itself, is an objective which relies heavily on the capacity to use ones own emotional intelligence, and that this in itself is an on-going task. As Goleman has observed, , ‘ †¦unlike the familiar tests for IQ, there is, as yet, no single paper and pencil test that yields an emotional intelligence score, and there may never be one. ‘ (14) In fact it could be argued that those with emotional intelligence as a dominant aspect of their skills set, tend to eschew formal learning situations altogether, relying on their reading of situations and interpersonal skills rather than credentialism to get where they want to be. The important point for me here is to recognize that these skills are increasingly important in the socialized workforce, and central to achievement of common goals. As Guest and Conway have indicated, ‘†¦built on the three pillars of fairness, trust and delivery of the deal between organizations and employees, a positive psychological contract is the best guarantee of good performance outcomes. (15) Here are some key points for my development, around which specific targets may be developed. Have I planned and managed my own workload effectively: have I consistently met deadlines, without suspending working routines, or the absorption of resources of time from other projects or priorities? In team working situations, was I effective in determining the roles allocated to myself and others, using prior knowledge about myself and them? Did I retain effective control over my role, and did my input have a discernible and measurable impact on the project as a whole? How will I assess whether or not I have consistently managed work relationships in an effective way? Assuming I can assemble such an assessment, would my co-learners or colleagues evaluations be likely to support this? Is my role – or the role of others – clear to everyone concerned? In my estimation, and with regard to the insights I have obtained about interpersonal effectiveness from the module, achievement of these objectives would go a considerable way towards making me an effective learner. They are also principles which could be deemed constructive of a learning organization as a whole, something which, in my view, we should all regard as the worthwhile outcome of our individual contributions. As Hyam and Mason point out, ‘The learning organization, argue its advocates, is one in which managers perceive their position in the organization, and their relationship with subordinates, in a radically new way, utilizing new metaphors and ways of understanding. (16). One way to measure individual progress towards this outcome would be through the use of a reflective scheme such as Gibbs Reflective Cycle.: Within this, the learner or practitioner can use description to visualize developments or events, subsequently evaluating their own emotional respo nse in the ‘feelings stage of the process. From there you progress on to the evaluation and analysis stages, seeking out any wider implications or perceptible patterns from the situation, before proceeding onto the conclusion and action plan. I consider this skill-set to be of huge importance, because wherever you go in the contemporary employment scene, you will encounter an appraisal and system, and some form of target setting regime. Being aware of ones own real situation in relation to the requirements of a professional situation, is therefore just as important as finding out about the perceptions of others. In my opinion, this is the difference between merely transactional or genuinely transformational management. As Fincham and Rhodes express it, the transactional model is ‘†¦simply a mutual exchange for economic or political reasons between leader or follower. In transformational leadership a deeper, more powerful process is present. Here one or more p ersons engage with others in such a way that leaders and followers raise each other up to higher levels of motivation and morality. (17). It can be argued therefore that worthwhile transactional management begins in the personal sphere. Footnotes 1.) Stenhouse, L (1975, .An Introduction to Curriculum Research and Development .London: Heinemann, p.4. 2 ) Hall, S., ‘Who Needs Identity? in Hall, S., and du Gay, P., (1996), (eds), Questions of Cultural Identity, Sage, London. p.5. 3.) Elliot, A., (2001), Concepts of the Self, Polity Press, Cambridge p.24. 4.) Goleman, (1996), Emotional Intelligence: Why It Can Matter More Than IQ, Bloomsbury, London. p.43. 5.) Bolton, G., (2005), Reflective Practice: Writing and Professional Development, 2nd Edition, Sage, London, p.3. 6.) Fraser, S., and Bosanquet, A., (2006), ‘The curriculum? That is just a unit outline, isnt it?, Studies in Higher Education, 31, pp.269-284, p.274 7.) ibid. 8.) Davis, M., (2003), ‘Barriers to reflective practice: the changing nature of higher education in Active learning in higher education 4 (3) pp. 243-255, p.247. 9.) Hofstede, G., (2003), Cultures and Organizations: Intercultural Cooperation and its Importance fo r Survival, Profile Business, London. p.9 10.) ibid., p.6. 11.) Sonnetag, S., (ed), (2002) Psychological Management of Individual Performance, John Wiley and Sons, Chichester, p.4110. 12.) Murphy, S.E., Riggio, R.E., (2003), The Future of Leadership Development, Lawrence Erlbaum Associates, Mahwah NJ, p.13. 13.) Williams, R.S., (1998) Performance Management: Perspectives on Employee Performance, International Thomson Business Press, St.Ives, p.183. 14.) Goleman, (1996), Emotional Intelligence: Why It Can Matter More Than IQ, Bloomsbury, London p.44. 15.) Guest, D.E., and Conway, N., (2004), Employee Well-being and the Psychological Contract: A Report for the CIPD, Chartered Institute of Personnel and Development, London, p.vii. 16.) Hyam, J., and Mason, B., (1995), Managing Employee Involvement and Participation, Sage, London, p.145. 17.) Fincham, R., Rhodes, P., (2005), Principles of Organizational Behaviour, Oxford University Press, Oxford p.345. Bibliography Armstrong, A., and Baron, A.,(2005), Managing Performance: Performance Management in Action, CIPD, London. Armstrong, A., (1994), Performance Management, Kogan Page, London. Arthur, M.B., (1996), The Boundaryless Career: A New Employment Principle for a New Organizational Era Oxford University Press. Baker, J., (1988), Causes of Failure in Performance Appraisal and Supervision: A Guide to Analysis and Evaluation for Human Resources Professionals, Quorum Books, New York. Barrow, G., and Newton, T., (2004), Walking the Talk: How Transactional Analysis is Improving Behaviour and Raising Self-Esteem, David Fulton, London. Bolton, G., (2005), Reflective Practice: Writing and Professional Development, 2nd Edition, Sage, London. Davis, M., (2003), ‘Barriers to reflective practice: the changing nature of higher education in Active learning in higher education 4 (3) pp. 243-255 Fincham, R., Rhodes, P., (2005), Principles of Organizational Behaviour, Oxford Un iversity Press, Oxford. Forster, M., (2005) Maximum Performance: A Practical Guide to Leading and Managing People at Work, Edward Elgar, Cheltenham. Fraser, S., and Bosanquet, A., (2006), ‘The curriculum? That is just a unit outline, isnt it?, Studies in Higher Education, 31, pp.269-284. Goleman, D., (1996), Emotional Intelligence: Why It Can Matter More Than IQ, Bloomsbury, London. Guest, D.E., and Conway, N., (2004), Employee Well-being and the Psychological Contract: A Report for the CIPD, Chartered Institute of Personnel and Development, London. Hall, S., ‘Who Needs Identity? in Hall, S., and du Gay, P., (1996), (eds), Questions of Cultural Identity, Sage, London. Hiser, S., ‘e-Recruitment: Tools help staff see the effects of effort. Financial Times , Published: November 7 2007. INTERNET, available at https://www.ft.com/cms/s/0/c8757344-8c95-11dc-b887-0000779fd2ac.html, [viewed 12.4.08] n.p. Gerte Hofstede Cultural Dimensions Website, INTERNET, available at https://www.geert-hofstede.com/hofstede_dimensions.php?culture1=95culture2=18#compare [viewed 20.8.08] n.p. Hofstede, G., (2003), Cultures and Organizations: Intercultural Cooperation and its Importance for Survival, Profile Business, London. Holland, J.L., (1997), Making Vocational Choices: A Theory of Vocational Personalities and Work Environments, London. Hyam, J., and Mason, B., (1995), Managing Employee Involvement and Participation, Sage, London. Maslow, A.H., (1970) Motivation and Personality, 3rd Edition, Harper Collins, New York. Murphy, S.E., Riggio, R.E., (2003), The Future of Leadership Development, Lawrence Erlbaum Associates, Mahwah NJ. Sonnetag, S., (ed), (2002) Psychological Management of Individual Performance, John Wiley and Sons, Chi chester. Stenhouse, L (1975, .An Introduction to Curriculum Research and Development .London: Heinemann. Walters, M., (1995), The Performance Management Handbook, Institute of Personnel and Development, London. Warmington, A., Lupton, C., and Gribbin, C., (1977), Organisational Behaviour and Performance: an Open Systems Approach to Change, MacMillan, London. Williams, R.S., (1998) Performance Management: Perspectives on Employee Performance, International Thomson Business Press, St.Ives.

Introspection vs Behaviourism - 849 Words

So, should psychology study things and hypothesize about things that are not directly observable? Before I begin my argument I want to point out that the word psychology is the combination of two terms - study (ology) and soul (psyche), or mind. The derivation of the word from Latin gives it this clear and obvious meaning: The study of the soul or mind. I believe that Behaviourists such as Watson wished to alter the meaning of the word ‘psychology’ because it was not sufficient or capable of answering the metaphysical questions such as â€Å"what is the mind?† and â€Å"what is consciousness?† They believed that the discipline could only be effective or ‘scientific’ if every hypothetical question could be operationalized and therefore quantified,†¦show more content†¦Human motivations, emotions, thoughts and behaviours are messy, unpredictable and every human being is a unique bit of mystery. Maybe it shouldn’t be a question of ‘can the experiment be replicated in the laboratory’ because we don’t live in labs. I believe a more pragmatic approach will eventually answer many of the questions psychology struggles with and that’s also what I think MacDougall was advocating in his argument. Watson, as a leading behaviourist of the day advocated for complete rejection of mental phenomena and the concept of consciousness had no place in science b/c mental phenomena cannot be directly observable. So Watson was suggesting that psychology can only be defined as a science if it denies the mind, whaa?! I suggest advocates for this position would instead be more comfortable if they left â€Å"Psych†ology to its rightful place as the study of the human mind, and therefore human nature, and instead form a science called Behaviourology. But really, what is the point of experimenting and making observations if you don’t further attempt to determine WHY the observed behaviour occurs? For example: take a child that was physically abused every day of his life and then observe that he grows into an adult who physically abuses his children. Wow how fascinating, not. I believe that this only becomes a question for/of psychology when the observer attempts to determine WHY these patterns ofShow MoreRelatedThe Theory Of Psychology And New Schools1057 Words   |  5 Pagesdown of mental processes into its most fundamental components in trying to understand a person s mind. Then came functionalism (James,1902). Functionalists weren t concerned with mental processes, but in the role, that these processes played. Behaviourism (Watson, 1931) attempts to explain behaviour by environmental causes rather than by internal forces. They believe in experimenting on observable components while completely ignoring the unobservable mental processes. Gestalt psychology (WertheimerRead MoreThe Theory Of The Mind And Behavior1264 Words   |  6 Pagesthat we are born with imprinted knowledge. Aristotle, a student of Plato, theorized the concept that we were born a blank canvas and the development of our minds are sculpted by our experience, demonstrating that modern psychological debates of nature VS nurture, and interests of the functions of the mind, have been discussed for centuries. Psychology as we know it today is the scientific study of the mind and behaviour. All scientists whether chemists, biologists, physicists or psychologists mustRead MorePsychology Ncert Book 1 Chapter Notes11190 Words   |  45 Pagesconstituents or the building blocks of the mind. Psychologists during Wundt’s time analysed the structure of the mind through introspection and therefore were called structuralists. Introspection was a procedure in which individuals or subjects in psychological experiments were asked to describe in detail, their own mental processes or experiences. However, introspection as a method did not satisfy many other psychologists. It was considered less scientific because the introspective reports couldRead MoreThe Philosophy of Happiness11705 Words   |  47 Pagesanother’s. But he does not really address the problem inherent in the Greatest Happiness Principle, that it leaves room for the misery of an individual to be discounted in order to inc rease the he overall total of happiness in the community. Happiness vs Duty At the opposite extreme from utilitarianism, in modern times, stands the moral theory of Kant. Kant’s starting point is that the only thing that is good without qualification is a good will. Talents, character, and fortune can be used to bad ends

Essay on the Artist as Hero in A Portrait of the Artist...

The Artist as Hero in A Portrait of the Artist As a Young Man A Portrait of the Artist As a Young Man by James Joyce is a partly autobiographical account of the authors life growing up. The novel chronicles the process through which the main character, Stephen, struggles against authority and religious doctrine to develop his own philosophies on life. Stephen is not necessarily rebelling against God and his father as much as he is finding his own person, creating his own life. He is an artist, not because of the outcome of his life, but because of the process he goes through to achieve that outcome. The artist is a hero because of the sacrifices he makes, the persecution he endures, and the risks he undertakes merely to†¦show more content†¦God would look down on him and on them and would love them all. It was easy to be good. Stephen has just thrown away a slow but obvious rebellion and endured a life of humiliation and ridicule, only to end up back where he started. His easy retreats back to conformity and accepted doctrine are used to demonstrate how all the more profound his ultimate evolution into an artist is. It also shows how the artist, like Hercules or Superman, is a hero; not because of the arduous physical tasks, but rather, because of the more difficult mental and spiritual changes and challenges that need to be overcome. Secondly, Stephens decision to pursue his life as an artist, over his family, his country, and in some ways, God, shows that he is not being selfish and self-centered. He chooses a potential life of loneliness, poverty, and exile over a less grueling life of conformity and obedience. Stephen decides to lead such a life not because he is masochistic, but because he realizes the corruptness of the world he lives in. Even at an early age, he experiences the flaws of what is to be accepted as true and just. For instance, after his personal and social triumph of going to rector to tell on Father Dolan, after his cruel and unjust beating, he is disillusioned to find that the rector, Father Dolan and his own father had a hearty laugh together over it. Ha! Ha! Ha! Stephen realizes that he has to createShow MoreRelated Essay on Discourse in A Portrait of an Artist as a Young Man1470 Words   |  6 PagesAuthoritative Discourse in A Portrait of an Artist as a Young Man    In James Joyces A Portrait of An Artist As A Young Man, the main character, Stephen Dedalus, struggles between his natural instincts, or what Bakhtin calls the internally persuasive discourse that [is not] backed up by [an] authority at all, and his learned response, reinforced by the authoritative discourse of religion. To Stephens internally persuasive discourse, his natural sex drive is not wrong. 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The Nature of Lucy Essay Example For Students

The Nature of Lucy Essay William Wordsworth is a revered romantic poet who believed that the meaning of romanticism is best illustrated when using everyday life events and familiar speech. Wordsworths explicit love of nature and mastery of the language allowed him to bring such emotion and power into each poem without the use of sophisticated words, which he believes takes away the effect of what is trying to be said. His intentions were such that any man capable of reading, well educated or not, could feel these emotions and fully understand his projected messages. He drops to the earth, for once, all that matter-of-factness of which Coleridge complained (Internet Bartleby). (Coleridge did not look to nature the way Wordsworth did).Wordsworth best shows his love of nature throughout his renowned Lucy Poems. In these poems Lucy is considered a child of nature. She is pure like the earth and has been cared for by nature since her tenderest years, Nature vowed to make her a Lady of her own (Bartleby). Wordswor th seems to believe that her death was an act of fate, with Nature being so in love with her that it had to take her back from the Earth. Nature serves as a vitalizing, inspiring force in all Wordsworths works. According to Wordsworth People are at their best when close to the splendor and mystery of nature. (Internet Anonymous 1 )The attitude toward Nature in the literature of any age may be tested in two ways: by what is said, and by what is left unsaid, and of these the second is perhaps the more significant (Reynolds 7). The omitted information of the identity and age, and the realization of Lucy has puzzled critics since the publications of these Lucy Poems. Perhaps this is what has kept readers so interested and critics so baffled. She is thought to be Wordsworths fantasy or his lover, and to some she is believed to be a relative who he held very close to his heart. He (Wordsworth) believed that it was especially in the language of nature that man could know ultimate truths. These truths coexist both in the human mind and in the depth of things, but rarely become knowable in direct intuition.(Perkins 92) The mind of man is naturally the mirror of the fairest and most interesting properties of nature (Stallknecht 46). Every man has some knowledge of nature, so every man should be able to interpret what Wordsworth is saying. However, it is the way the mind works and the difference in interpretations that is interesting.One Critic claimed: She may be linked to the wild boy of Tintern Abbey, who was lost when the narrator left Nature and childhood to become an adult (Internet Anonymous 2 ). Her morality is the more significant, since it brings together two irreconcilable ideas Lucys beauty and the ineluctable fact of her death, all the more unthinkable if it should take place in her youth (Beer 96). Whatever the relation or age, his love for Lucy sh ows so vividly throughout each of these poems that the reader can feel it. Lucy is construed as many different people and objects, but only Wordsworth will know the true identity. Lucy Gray, Strange Fits of Passion Have I Known, She Dwelt Among the Untrodden Ways, I Traveled Among Unknown Men, Three Years She Grew in Sun and Shower, and A Slumber Did My Spirit Seal are the six poems known as The Lucy Poems. A process seemed to arise as the poems were read in order of their publications. Starting from the night of her assumed death, Wordsworth gives a description of her life. He writes on who she was up to his opinion of her reason for death. He then expresses his reactions to the passing of his beloved Lucy. How can one properly describe the death of a young girl who has lived close to the genius of nature? (Beer 95)Many critics have analyzed these poems, and many of the same conclusions have come to arise. Wordsworth brings nature from the Earth to the Heavens in his poem She Dwelt Among the Untrodden Ways. .ufc2ba9d9924dbcea31e5ef015ce8de6f , .ufc2ba9d9924dbcea31e5ef015ce8de6f .postImageUrl , .ufc2ba9d9924dbcea31e5ef015ce8de6f .centered-text-area { min-height: 80px; position: relative; } .ufc2ba9d9924dbcea31e5ef015ce8de6f , .ufc2ba9d9924dbcea31e5ef015ce8de6f:hover , .ufc2ba9d9924dbcea31e5ef015ce8de6f:visited , .ufc2ba9d9924dbcea31e5ef015ce8de6f:active { border:0!important; } .ufc2ba9d9924dbcea31e5ef015ce8de6f .clearfix:after { content: ""; display: table; clear: both; } .ufc2ba9d9924dbcea31e5ef015ce8de6f { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ufc2ba9d9924dbcea31e5ef015ce8de6f:active , .ufc2ba9d9924dbcea31e5ef015ce8de6f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ufc2ba9d9924dbcea31e5ef015ce8de6f .centered-text-area { width: 100%; position: relative ; } .ufc2ba9d9924dbcea31e5ef015ce8de6f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ufc2ba9d9924dbcea31e5ef015ce8de6f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ufc2ba9d9924dbcea31e5ef015ce8de6f .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ufc2ba9d9924dbcea31e5ef015ce8de6f:hover .ctaButton { background-color: #34495E!important; } .ufc2ba9d9924dbcea31e5ef015ce8de6f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ufc2ba9d9924dbcea31e5ef015ce8de6f .ufc2ba9d9924dbcea31e5ef015ce8de6f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ufc2ba9d9924dbcea31e5ef015ce8de6f:after { content: ""; display: block; clear: both; } READ: Types Of Computer Graphics EssayA critic, Bateson , remarks that he sees Lucy as a violet hidden from the public world, and the single star represents her importance in the private world. Beer reacts to Batesons thoughts by adding that he believes that the landscape created by these two objects is that of Wordsworths new universe of life. The flower represents human affection and tenderness for the particular, and the star focuses on the human imagination and the wondering of perception. He believed that Lucy possessed the qualities of both: her growth in the flesh portrays the organic harmony of a flowers growth, while her own inward light gives her the quality of a star (Beer 95-6). Geoffrey Hartman a renowned critic added that he believed that when people amount to nothing in the eyes of the world, they become their own world in each others eyes (Hartman 43). Strange Fits of Passion Have I Known, this poem is highly significant in its portrayal of the senses and emotion and how he ties this into nature. From the very beginning Strange Fits of passion Have I Known to the very last lines, Oh mercy! to myself I cried, If Lucy should be dead! Wordsworth also heightens the feeling of emotion in the narrative technique he uses. His language is plain, which leaves more room for the reader to concentrate on content rather than style. Because his poem is very emotional, it seems obvious that this poem be about love. His love seen in this poem is not only described in the descriptions of the lover but also in descriptions of nature. As in most of Wordsworths work nature is an established part of his style. His love for the outdoors and all things natural shows here with references to a rose in June, and the evening moon. Symbols of death are paramount to the poem with words showing sadness and mourning such as the moon descended, and the planet dro pped, as though nature fears with him. The poem is written in past tense and so the fear of gloom and death are prominent. Many believe Lucys the moon going down represents death, but in reality the moon returns every night. Poets added moonlight to their poems to instill the thoughts of mystery, since darkness has a premonition of fear (Reynolds 23). Many believe that since this is true, Wordsworth is talking about a ghost. Lucys identity mirrors that of a ghost in all but one poem (Lucy Gray) in the way she makes her exit, always with an immediate sense of nonexistence. Her reflection through forests and the moon (the indicator of Lucys presence) indicate an alignment with nature, and departure with men. (Cunningham)One could link Lucy with Lucy Gray, his poem, where according to superstition, Lucy died in the midst of nature, but her spirit as been seen there. However, Wordsworth did not believe in writing about the supernatural, so once again the identity remains unknown. In the study of the evolution of the love of nature three stages have come about. The third stage is based on the cosmic sense, or the unity between man and nature. The second stage is recognized as the world around us and its beauty and worthiness of close study. In the first stage nature deals with human actions and passions (Reynolds 27-8). Wordsworth has touched each of these stages in the Lucy Poems. Most poetry relies on the first stage, but because of Wordsworths creative ability he brings in every stage and shows how Lucy resembles each. This truly makes Lucy Natures Child. Bibliography:Works CitedAnonymous 1. 15 Jan. 1997. Gatech Inc. 31 Oct. 2000. Anonymous 2. 17 Jan. 1997. Gatech Inc. 31 Oct. 2000. .u3a8e305601671818cf1e50733c5ad82b , .u3a8e305601671818cf1e50733c5ad82b .postImageUrl , .u3a8e305601671818cf1e50733c5ad82b .centered-text-area { min-height: 80px; position: relative; } .u3a8e305601671818cf1e50733c5ad82b , .u3a8e305601671818cf1e50733c5ad82b:hover , .u3a8e305601671818cf1e50733c5ad82b:visited , .u3a8e305601671818cf1e50733c5ad82b:active { border:0!important; } .u3a8e305601671818cf1e50733c5ad82b .clearfix:after { content: ""; display: table; clear: both; } .u3a8e305601671818cf1e50733c5ad82b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u3a8e305601671818cf1e50733c5ad82b:active , .u3a8e305601671818cf1e50733c5ad82b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u3a8e305601671818cf1e50733c5ad82b .centered-text-area { width: 100%; position: relative ; } .u3a8e305601671818cf1e50733c5ad82b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u3a8e305601671818cf1e50733c5ad82b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u3a8e305601671818cf1e50733c5ad82b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u3a8e305601671818cf1e50733c5ad82b:hover .ctaButton { background-color: #34495E!important; } .u3a8e305601671818cf1e50733c5ad82b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u3a8e305601671818cf1e50733c5ad82b .u3a8e305601671818cf1e50733c5ad82b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u3a8e305601671818cf1e50733c5ad82b:after { content: ""; display: block; clear: both; } READ: An Analysis of The House on Mango Street House Man EssayBartleby. 2000. Bartleby Inc. 31 Oct. 2000 . Beer, John. Wordsworth and the Human Heart. New York: Columbia University Press, 1978. Hartman, Geoffrey. Beyond Formalism. New Haven and London: Yale University Press, 1970. Perkins, David. Wordsworth and the Poetry of Sincerity. Cambridge, Massachusetts: The Belknap Press of Harvard University Press, 1964. Reynolds, Myra. The Treatment of Nature In English Poetry. Chicago: The University of Chicago Press, 1909. Stallknecht, Newton P. Strange Seas of Thought. Bloomington: Indiana University Press, 1958. Stein, Edwin. Wordsworths Art of Allusion. University Park and London: The Pennsylvania State University Press, 1988. Wu, Duncan ed. Romanticism: An Anthology. Malden:Blackwell Publishers Inc., 1998.

To what Extent was the fall of the 1918-22 Coalition Government due to economic factors Essay Example

To what Extent was the fall of the 1918-22 Coalition Government due to economic factors Essay The fall of the Coalition Government was due to economic factors, but there were other factors that contributed to the fall. The problem with Ireland, the Foreign Policy and the parties and politics also caused the fall. The coalition was firstly formed because of a number of factors; the conservatives were low on confidence and thought that they could use Lloyd Georges personality to help them get into power. There was also lots of problems to sort out after the war and it was seen that these could have been dealt with easier in a coalition. The main part of this essay will be split up into three sections; one will talk about the economy, one about the foreign affairs and one about internal politics. There will then be a conclusion. The fall of the economy is the main theme of the essay. World War 1 had major effects on Britains economy. By the end of the war a total of 745 000 Britons had been killed and 1. 6 million Britons had been wounded. This obviously meat that when it came Britain recovering from war and trying to get back to normal there were less people available for work because of injury or death. We will write a custom essay sample on To what Extent was the fall of the 1918-22 Coalition Government due to economic factors specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on To what Extent was the fall of the 1918-22 Coalition Government due to economic factors specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on To what Extent was the fall of the 1918-22 Coalition Government due to economic factors specifically for you FOR ONLY $16.38 $13.9/page Hire Writer 3. 5 million people were receiving some form of pension or supportive allowance, so a large amount of government money was being used up on this. Britain were also owed a lot of money by Russia and needed this money to pay back the U. S. but Russia werent paying up. The unemployment levels were rising extremely high and by 1921 the figure for unemployed was over 2 million. This meant that people would have been discontent with the government and their actions. The war meant that lots of munitions and arms would have needed to be produced, however there was an over-investment in all of this, which was a waste of government money. All of these factors had harmed the economy and led to inflation, which in-turn led to the British public being unhappy with the government and Lloyd George was becoming more and more unpopular. Foreign affairs contributed to the fall of the coalition government as well. This includes the Foreign Policy and the Irish question. The Irish question was the most troublesome political problem the coalition faced. It was a very violent problem as violence was used a lot of the time by the Irish, this violence harmed Lloyd Georges reputation as Prime Minister because he took the blame. On Bloody Sunday, 14 Britons were shot dead and British troops had fired on an unarmed crowd killing another 12. In Ireland, almost 1000 people were killed between January 1919 and July 1921. This is an example of the violence and why it tarnished Lloyd Georges reputation. England lost Ireland and this was a big blow to its empire. Foreign policy was a concern throughout the few years for the coalition; it was always another worry and another problem along with all the rest. There were problems with the Treaty of Versailles because the Liberals thought it was too harsh on Germany but the Conservatives thought it was too lenient. So here there was an argument caused. Lloyd Georges foreign policy was aimed at reconciling France and Germany and bringing the Soviet Union back into World Affairs. However these failed and the Frenchs hate for Germany was still just as strong. The treaty of Sevres which was signed with Turkey meant that most of the Ottoman empire was distributed to the victors of World War 1. This treaty was considered far too harsh and a conflict was made between Britain and Turkey. Chanak also caused harm to the coalition. Because Lloyd George was pro-Greek and the conservatives were pro-Turkey, George had offended them and was risking war at a time when morale was low and no-one wanted another war. Internal politics is the last factor which helped cause the fall of the coalition government. Parties and politics and the Coupon Election are the main points. The Coupon Election was an electoral act that existed between Lloyd George and his Conservative party allies. 2 Liberal parties were split down the middle into Lloyd Georges Liberals in the coalition and Asquiths Liberals outside of the coalition. During the coalition and the coupon election Lloyd George had a great partnership with Andrew Bonar Law. During the coupon election Law was of great help to George and when he resigned in 1921 Lloyd George was left in a vulnerable position and the problems of the coalition got even greater. The way the parties were structured at this time is this final reason for the fall. Basically the Liberals should have been the opposition leadership to the Conservatives and were up until they split into two parties; Coalition liberals and Asquiths Liberals. This split allowed Ramsey MacDonalds Labour party to leap-frog the Liberals and become the opposition leadership and the Labour partys support was increasing which was a problem for the coalition. The communist party were only a small party without a lot of support and were really unable to influence the elections. The economy was the main factor for the fall of the coalition government, more so than any of the others discussed. However the other factors which were discussed were also important in the fall of the government. The other factors just made the situation for the coalition government worse and the economy couldnt be dealt with because of all these other problems. The Honours Scandal, used as excuse by the Conservatives to end the coalition, did not bring about the fall on its own. Honours Scandal was where people could donate money to a political party and therefore receive a title i. e. Lord. Lloyd George didnt use it correctly and gave titles to just about anyone requesting them. The Conservatives had had enough of Lloyd George and wanted to get rid of him, and the Honours Scandal gave them a convenient excuse to get rid of him. The end of the coalition was significant as a whole because it meant the end of them for a long period of time. There wasnt another coalition that decade.

Mice and Men essays

Mice and Men essays John Steinbeck in Of Mice and Men seems to be ultimately pessimistic, suggesting that humans seem fated to be alone, to strive for dreams that may be unreachable. Even though people think that they can achieve a finer life, mostly those are the people who never do. They try their hardest to overcome the odds of being a hopeless soul. In many ways, Curleys wife wants to have an improved life. For example, when the other hands are playing a horseshoe tournament Curleys wife tries to obtain attention from the sullen Lennie, Why cant I talk to you? I never get to talk to nobody. I get awful lonely (87). Curleys wife loneliness reveals that she longs for somebody to talk to even a slow mined person. In addition, this loneliness tells the reader that perhaps she does not love her husband. Gloomily she says, I tell you I aint used to livin like this. I coulda made somethin of myself (88). Her regrets have a long lasting pain that haunts her. She wants vengeance but cannot do anything about it because she is trapped and cannot accomplish her dream. For instance, Curleys wife confides in Lennie about her talent, Coulda been in the movies, an had nice clothes. . . an I coulda sat in them big hotels, an had pitchers took of me (89). Her fantasies and dreams are to be having a part in the movies and a life of luxury. Part of her unhappiness with her life is that it can never measure up to her dreams. Overall, Curleys wife will never get a chance to accomplish her goals in life because she risked her own life with a panic stricken bear. Candy , as all humans , wants in a the special agreement. ...

Jerusalem History Movie Review Example | Topics and Well Written Essays - 750 words

Jerusalem History - Movie Review Example Jerusalem has got a start some 6000 years ago and proclaimed that the Mount Moriah will connect them to their God. Villages and then a city slowly developed around the mountain. In about 1000BC, King David conquered and made up Jerusalem as the capital for the tribes of Israel. He also brought a belief in new god and then his son, King Solomon built a great temple on the Holy Mountain. 3000 years later, the mountain is hidden under a platform made of stone 'The Temple Mount'. However the Temple was destroyed long years ago, the Jews from all over the world still gather near reminisce of the wall. The wall has got the name 'The Western Wall'. It's said that the God's presence is particularly strong there in the walls. Papers of messages to the god were packed between the stones by the believers. Jews tells that they can hear the voice of God on touching that stones. They strongly believe that the stones are standing there hearing prayers of mankind for thousands of years. Al-Aqsa Mosque in Jerusalem is considered the third-holiest city in Islam. Directly above the western walls, stands a magnificent Islamic triumph, 'The Dome of rock' which was completed when the Muslims were vowed to reform it. Islam proclaims that this was the place where Prophet Mohammed was send to heaven to speak with Allah. Muslims comes to this Dome of Rock can be seen crying because of their strong belief and prayers. About 400 yards away is the 'Church of the Holy Sepulchre', which is very important to Christians. The church was built in 1149 and some say that it's the location of Jesus. Inside the church lies the holy rock of Golgotha. Christians believe that this rock is from the hill where Jesus was crucified. Christians are saying that by seeing and touching that place they can strengthen their faith. With all these religious, cultural and historical claims of the city, Jerusalem is crowded with believers of all these religions even though they are fighting for it. I am concluding the documentation with a verse from the Bible "As the mountains surround Jerusalem, so the LORD surrounds His people from this time forth and forever." ( Ps 125:2 -The Bible) for the peaceful life of Everyone.Documentary Feedback This video should be able to provide information regarding significance of Jerusalem to Jews, Christians and Muslims from the depth of its history. Each of them has their own religious evidences and pilgrim homes and historical bases as stated in the above paragraphs. The selected documentary video has provided almost same religious and historical outlook to the three religions stating a reign that has given birth to the construction of pilgrim homes as well as belief in the respective religion. I recommend this video for getting the viewer an overall brief view on the history of the Jerusalem as well as its equally alienated significance to Judaism, Christianity and Islam. I am happy to bring before you some quotes I just referred. 1. "Without Jerusalem, the land of Israel is as a body without a soul."(Elhanan Leib Lewinsky; Hebrew writer and Zionist leader) 2. "Every

Management issue Assignment Example | Topics and Well Written Essays - 750 words

Management issue - Assignment Example Many organizations fail on this issue as they do not apply or rather use the appropriate management strategies (Hopkins, 3). With the interconnectedness of factors in the market, risks in companies may crop up from any corner across the globe and cause uncertainty and volatility which in turn increase the pressure on managers. Moreover, the uncertainty increases the management need for specific and accurate data. This goes along with the need to ensure that every decision the management makes take into account several alternatives in related issues. Various factors have come to the forefront forcefully due to the ever changing nature of markets across the globe. These factors have a greater impact on risk management of businesses. To start with, operational risk is on top of this list. With the ever rising complexity in transactions, the world’s nature of every market and the particular risks they represent is common for companies. Thus, comparing to the previous years, a number of firms have an employment position for operational risk officers; such positions never existed in previous years. Secondly, economic models are now on a focus. These have led to various questions that lack easy answers. For instance, given a capital challenges that resulted to a crisis in the organization, should the firm continue using the same proprietary model? Proper models or rather proper use of these models is at stake in many organizations since they have an impact in the firm’s risk management. In addition, the corporate governa nce is an upcoming factor which is being focused by risk managers. These managers are currently involved in companies’ corporate governance and other discussions such as compensation. In most cases, they are asked to give opinions on packages of compensation and if the incentives in these packages might height the company’s profile. Lastly, the role of overall management in the modern companies is dramatically changing. The risk-related

Nelson Mandela Spiritual Biography Essay Example for Free

Nelson Mandela Spiritual Biography Essay Nelson Mandela challenged the status quo in many ways weather it was done politically, socially, or personally, in order to achieve such high goals Mandela paid many great personal expenses. Before the acts of Nelson Mandela, the country of South Africa was broken; it was plunged in a deep racism with the election in 1948. The regime of 1948 committed the crime of Apartheid which is defined as the action of committing inhumane acts of a character similar to other crimes against humanity which is committed in the context of an institutionalized regime which systematically oppresses and dominates one racial group over any other racial group or groups and commits it with the intention of maintaining that regime. Mandela would oppose the ideas of this regime and eventually play a major role in the elimination of the apartheid they worked in evil to create. In his autobiography Nelson Mandela describes his trials and tribulations on his journey to the freedom of South Africa hence the name of the book â€Å" Long Walk To Freedom†. From the time when he was young, Mandela was raised to be a leader. Nelson Mandela belongs to a cadet branch of the Thembu dynasty, which reigns in the Transkei region of South Africas Eastern Cape Province. When Mandela was nine, his father died of tuberculosis and the regent, Jongintaba, became his guardian. He attended many schools including The Wesleyan College in Healdtown, this is where most of the Thembu royalty went to college. Jongintaba conditioned Mandela to be a leader and these characteristics’ show during his presidency. However this leadership training was cut short by the fact that so many people of royalty face, arranged marrage. Shortly after leaving Fort Hare, Jongintaba announced to Mandela and Justice (the regents son and heir to the throne) that he had arranged marriages for both of them. He fled to Johannesburg in order to avoid being forcefully married and what he found was a country whose national flag was in the dictionary next to the word apartheid. Determined to change the status quo he embarked on a political campaign and joined the ANC and began practicing terrorism. He was arrested and sentenced to life in prison. He was released twenty seven years later by making the promise that he would stop participating in terrorism. He went back to the ANC and used it as his political party to run for office. He won due to the fact that he had won the right to vote for many of the black South Africans who supported him. He unified the country, most notably through rugby, but also helped to raise many of the blacks, whale not neglecting the whites, out of poverty. He is still an influential character to this day, and leads many humanitarian organizations. He is currently in the hospital due to medical troubles but he is expected to make a recovery. Starting in his early life Nelson Mandela always challenged the status quo. During this time he escaped an arranged marriage and thus beginning a life of meaningful defiance, defiance that would improve the lives of all those around him, defiance that lift a race from the depths of poverty, defiance that would end apartheid. He began his political campaign through peaceful protesting taking from the ideas of Gandhi with peaceful non- violent protest. This is shown by â€Å" I cannot pinpoint the a moment when I became politicized, when I knew that I would spend my life in the liberation struggle. To be African in South Africa means that one is politicized from the moment of ones birth , weather one acknowledges it or not.† (Long Walk to Freedom 208). He joined the ANC and on December 5 1956. Shortly after Mandela and 150 others were protesting non- violently and were arrested and charged with treason, however all of the defendants received acquittals. Mandela realized that he would need more aggressive tactics in order to end apartheid. He defied the 1948 regime which supported and strengthened apartheid in South Africa, exemplified by a biography of Nelson Mandela â€Å" The NP seized the political initiative in 1948 and retained it into the early 1950s, pushing through its agenda of apartheid legislation without seeming to pay any heed, let alone making any compromises, to the political forces arranged against it.† (Nelson Mandela 46). This quote exemplifies why Mandela abandoned his non- violent means, because the regime had total support from the white population and would not change its views in any way. In 1961 Mandela became the leader of the armed wing of the ANC and continued his defiance by violent means. Mandela described the move to armed struggle as a last resort; Due to the fact that the oppression and violence from the government was increasing despite his best efforts, this convinced Mandela that even with many more years of non-violent protest against apartheid, he could not eliminate apartheid non-violently. And in June 1961, Mandela sent a letter to South African newspapers warning the government, that if they did not meet their demands, the Umkhonto we Sizwe would embark on a campaign of sabotage. The letter demanded the government accept a call for a national constitutional convention. The demands were not met by the government and beginning on 16 December 1961, the Umkhonto we Sizwe with Mandela as its leader, launched a bombing campaign against government targets with the first action of the campaign being the bombing of an electricity sub –station. In total, over the next eighteen months, the Umkhonto we Sizwe would initiate dozens more acts of sabotage and bombings. This is shown by his quote â€Å"I do not deny that I planned sabotage. I did not plan it in a spirit of recklessness nor because I have any love of violence. I planned it as a result of a calm and sober assessment of the political situation that had arisen after many years of tyranny, exploitation and oppression of my people by the whites.† (Nelson Mandela). This exemplified his true defiance of apartheid, that he was willing to corrupt his values to achieve a goal. Nelson Mandela did not follow the status quo by any means during these years of his life. His trial also exemplifies how he did not follow the status quo. He tried to use his trial to fight apartheid but this argument did not abide so well with the white judge who was appointed by the 1948 administration. In the end he was found guilty of many crimes as stated in â€Å" Crimes Charged: (1) The commission of acts of sabotage together with the communist party; (2) conspiracy to aid or procure wrongful acts concerning the recruitment of persons for training in the preparation and use of explosives for committing acts of violence, conspiracy to commit acts of guerilla warfare, acts of assistance to military units of foreign countries invading South Africa, and acts of participation in violent revolution; (3) the execution of the common purpose of committing the acts set out above; (4) soliciting money in South Africa and abroad and disbursing those funds in the interests of their campaign† ( Great World Trials 347). Although this quote may be long and difficult to read, it is indicative evidence for what they are truly imprisoning Mandela for, to silence his defiance. After his trial and conviction and he was taken to Robben Island where he would truly begin his spiritual journey. Even the prison system in South Africa was segregated and Mandela was a D- Class Prisoner and was only allowed one visit and letter per month. However even though Mandela was in Jail his wife, Winnie Mandela continued defying apartheid shown by â€Å" All the while, Mandela’s wife, Winnie Mandela, who was both his loyal supported and respected representative on the outside, spent the decades protesting and periodically being tried, imprisoned, and banned for her political activity.†( Great World Trials 352). Mandela began a journey of knowledge gaining a Bachelor of laws from the University of London via their external program shown by â€Å" I was still in the midst of perusing my L.L.B. at the Universi ty of London. I had started studying for the L.L.B. at the University of London during the Rivonia Trial† ( Long Walk to Freedom 504). This clearly exemplifies Mandela’s defiance, that even though they locked him up he still perused his goal of ending apartheid which he found to be best served by furthering his education and gaining a law degree. Mandela also read poetry growing very fond of a poem by William Earnest Henley called Invictus. These beautiful words inspired him to not be revengeful towards the whites who put him in prison but rather to seek unity. Mandela was eventually released from jail on February 2, 1990 after he made a deal with President F. W. de Klerk who had gotten rid of the ban on ANC and other organizations like it. Upon his release from prison he rejoined the leadership of the ANC now lead by Chris Hani. Mandela gained control of the ANC in April of 1993 following the assassination of Chris Hani. By then the ANC and other anti- apartheid organizations had won the rights of the black population to vote. Mandela used the ANC as his political party to commit the ultimate act of defiance, run for the presidency of South Africa. The ANC won 62 percent of the votes in the election, and Mandela was inaugurated as South Africa’s first black president on May 10 1994. Nelson Mandela viewed this as the beginning of his journey and not the time to relax shown by â€Å" I have walked that long road to freedom. I have tried not to falter; I have made missteps along the way. But I have discovered the secret that after climbing a great hill, one only finds that there are many more hills to climb. I have taken a moment here to rest, to steal a view of the glorious vista that surrounds me, to look back on the distance I have come. But I can rest only for a moment, for with freedom comes responsibilities, and I dare not linger, for my long walk has not yet ended.† ( Long Walk to Freedom 640). Mandela had committed the ultimate act of defiance of running for president and came out victorious, the white residents of South Africa was in for some payback for imprisoning him for 27 years, at least that was the general idea carried by the white population when Mandela was elected, but Mandela had other plans. When Nelson Mandela first walked into his office as president he found many of the people who worked in his office, such as secretaries, packing up their things in anticipation of Mandela firing them. Mandela called them into his office and many thought that they were about to get fired. Instead Mandela asked them to put aside their political views and asked all of the old employees to stay and work with him. In doing this he is once again defying the status quo, which was that he would seek revenge on the whites for his imprisonment, but instead of revenge he sought unity. He unified the country in many ways most notably through rugby. He now asked others not to follow the status quo. He asked to blacks to back the previously hated Springboks, the South African Rugby Team. A movie named Invictus tells the story of this as the underdog South African team lead by the captain of the rugby team Francois Pienaar won against the favored New Zealand rugby team. This is shown by â€Å" When he took the field in a rugby uniform after South Africa won the 1995 World Cup, the virtually all white crowd chanted, â€Å" Nelson! Nelson!†.† (Nelson Mandela 142. During his reign as president Nelson Mandela virtually ended apartheid in South Africa ushering in a new era for prosperity for the country. In all Nelson Mandela was a very influential human rights activist and his work can be categorized to be as great as the work of Gandhi or Martin Luther King Jr. due to the basic human rights that he rightfully gave to so many South Africans. He also is an influential leader to this day and has his name on many charitable organizations. He defied the status quo of a country and won. In the End these words given the title of Invictus by William Ernest Henley truly reflect Nelson Mandela’s desire for unity and his capacity for forgiveness. Out of the night that covers me, Black as the Pit from pole to pole, I thank whatever gods may be For my unconquerable soul. In the fell clutch of circumstance I have not winced nor cried aloud. Under the bludgeonings of chance My head is bloody, but unbowed. Beyond this place of wrath and tears Looms but the Horror of the shade, And yet the menace of the years†¨Finds, and shall find, me unafraid. It matters not how strait the gate, How charged with punishments the scroll. I am the master of my fate: I am the captain of my soul. Works Cited Mandela, Nelson, Wyk Chris Van, and Paddy Bouma. Long Walk to Freedom. New York: Flash Point/Roaring Brook, 2009. Print. Maltz, Leora. Nelson Mandela. San Diego: Greenhaven, 2004. Print. Knappman, Edward W. Great World Trials. Detroit: Gale Research, 1997. Print. Invictus 2009. Perf. Morgan Freeman and Matt Damon. Warner Bros., 2009. BrainyQuote. Xplore, n.d. Web. 17 Dec. 2012.