International Money and Finance Assignment Example | Topics and Well Written Essays - 2500 words

Worldwide Money and Finance - Assignment Example Wilson Cobbett Ltd during 1870s (Yahoo Finance 2007). With this unassuming start, the business association has ascended to get one of the world's perceived avionics organizations profiting by its driving business sector position and solid development potential. BBA Aviation reports yearly deals of 1 million, utilizes roughly 10, 700 people, and works in 11 nations. The organization's significant markets incorporate the United States, Asia, the United Kingdom and Europe, while keeping up its central command in London, England (BBA Aviation Plc 2007). BBA Aviation Plc centers around the arrangement of flight bolster administrations and post-retail administrations and frameworks. The organization's Annual Report 2006 states that it centers around expanding essential administrations, for example, giving flight backing to business and business airplane at just about 150 areas around the world; upgrading turbine motors along with the flexibly and fix of related segments; authorizing segments from OEM s [Original Equipment Manufacturers] and accepting accountability for their help in the Aftermarket; planning, assembling, and fixing of airplane landing gear and water driven frameworks; and preparing pilots and the arrangements of different administrations at Oxford air terminal. During 2006, BBA Aviation reports an absolute turnover of 950.1 million, 556.4 million (59%) of which is shared by its flight bolster division while the staying 393.7 million (41%) is represented by its reseller's exchange administrations and frameworks (Annual Report 2006). Figure 1 further partitions the organization's absolute turnover in 2006 among its specialty units. Figure 1. Portions of Business Units in BBA Aviation's Total Turnover (2006, in million) III. The Global Aviation Market Outfitted with its dedication in the arrangement of magnificent items and administrations to its clients and its developed aptitude increased through its involvement with the market, BBA Aviation is perceived as one of the pioneers in the worldwide aeronautics showcase. In light of the absolute estimation of its turnover in 2006, BBA Aviation's greatest market is the business and general aeronautics advertise which represents 65% of its complete income. The organization likewise catches a huge offer in the business avionics basically on flight support as this fragment gives 30% of its turnover. The business association has a constrained nearness in the military market which shares a pitiful 5% to its gross income (Annual Report 2006). Figure 2. The Markets of BBA Aviation (in light of deals rate) A. General and Business Aviation The organization's activity in the general and business flight advertise has been tested by the verifiably high raw petroleum costs combined with the ascent in normal retail stream fuel costs. In the midst of these dangers in the market condition, BBA Aviation Plc reports a for the most part powerful development as business airplane use recuperated and stayed solid after the brief relaxing in flying hours during the mid 2006 (Annual Report 2006). The business association's standpoint for this market portion is splendid as interest for its items and administrations are required to rise driven by the proceeded with development of customary corporate flight

Medicine and Health National Health Services (NHS) England

Question: Depict about the Essay for Medicine and Health of National Health Services (NHS) England? Answer: The National Health Services (NHS) England is the openly financed arrangement of social insurance. It is in a general sense financed by the general tax assessment framework, and the Department of Health gives human services administrations to all occupants of the United Kingdom (2). Drug stores are a significant piece of social insurance administrations, and there are 10475 network drug stores in England according to the report of 2009. All out subsidizing in 2010-2011 for network drug store was 2.49 billion pounds. Out of this 0.5 billion was the benefit of drug stores as revealed by the Department of Health (3). Network drug stores offer essential types of assistance, similar to removal of meds, wellbeing advancement, administering, way of life exhortation, support for self-care, and coordinating to different administrations. A drug store likewise offers propelled types of assistance as long as the premises and the working drug specialist are certify. With regards to the antagonist ic financing situation in present occasions, there is a need to take up activities for improving and continuing patient administrations (4). With this part of the importance of drug stores in network social insurance and unfriendly subsidizing circumstances, the current composing is the guidance to the Director General of the NHS that incorporates the approaches to activate network drug stores. The quantity of drug stores has ascended to 11,600 drug stores in England in the year 2015. 1 billion remedies are administered in drug stores each year. Out of these drug stores, 48% are chain retailers with 100 or more stores, 39% are free drug stores, and 13% are affix retailers having 6 to 99 stores (6). According to the ongoing reports, the service is about the cut subsidizing of drug stores so as to lessen the quantity of drug stores. The drug stores have been depending on the NHS for their dominant part salary. The service intends to force a 170 million pound cut for high road stores in October 2016. This choice is simply childish and can possibly deny most of the defenseless patients who are in the need of believed wellbeing administrations. In any case, the legislature repudiates that the quantity of drug stores has developed in an improper way, and there is no extra advantages of this gigantic number of drug stores. This prompts the choice that around 2000 drug stores can b e shut during a spending decrease in this year. The United Kingdom is at a significant point where NHS is creating. This draws the consideration of the concerned power to address the issues looked in ongoing social insurance situation. The NHS needs suggestions to prepare network drug stores (5). The primary perspective that will be referenced in such manner is that drug store must be at the core of the NHS. There lies genuine potential for more noteworthy utilization of network drug store in supporting solid living and avoidance of sick wellbeing. For having attractive drug store rehearses, there is a need to have clinically centered administrations in network drug store. This will offer help to the weight on general doctors and crisis offices. It will likewise guarantee that there is an ideal utilization of meds, better patient results and better worth. Seven-day human services would be conveyed thusly (7). One great methodology is include clinical drug specialists when all is said in done doctor rehearses. This will advance drug specialists and drug stores for the time being. This must be taken further, and drug store must be carried nearer to the more extensive essential consideration. Drug specialists are to bring the aptitudes they need to a greater amount of general practices and should utilize the open doors for improving and ensuring the soundness of the ordinary citizens. Arrangement must be made with developing models of care. There is a need of having a financing conversation with the network drug store segment on the best way to present the best subsidizing for changing network drug stores working in the NHS for carrying clear and unmistakable advantages to the general population (8). Network drug stores must assume its job in conveying the efficiencies required by the administration to help the necessary profitability and productivity. NHS must ensure that the network drug stores that the individuals rely on must keep on flourishing. The NHS must place in more assets to specific drug stores in contrast with others and this respect they should think about elements like wellbeing needs of the populace and area of the network. The NHS should likewise set up meetings on the best way to suitably drive imaginative models of making requests of solutions and gather drugs discarded. All drug stores must be permitted to approach the proficiency set forward by the center and talked apportioning. Administrative changes would bring down the working expenses and permit the drug stores to give progressively general wellbeing administrations and clinical administrations. Perspectives and assessments of the drug store segment are welcome on settling on the best way to help unders tanding administrations and productivity by inventive plans. Viability can be improved without settling on the administration quality. Drug stores must not be in bunches and all networks must approach drug stores. The progressions of enormous scope robotized administering plans would likewise give openings, and it would keep up free while seeking after efficiencies (1). As demonstrated, the financial plan for drug store is going to be decreased. Decrease in financing will happen from 2016. There is a longing to work intimately with the network drug stores to convey great consideration to the patients. simultaneously, there is a longing to hold great access to administrations in pharmaceuticals by online administrations and neighborhood network drug stores. This would bolster the change of present drug store practices to a network drug store that is all the more clinically focussed. This would coordinate with essential consideration. Drug specialists would have an increasingly noticeable job over the NHS. Openings are to be misused for improving and securing the soundness of the individuals. The discussion procedure is a crucial chance to support advancements and advise the choices taken up by the division of wellbeing. This would shape the job of drug store in NHS in future. The primary would consistently stay to offer advantages to people in genera l. References gov.uk. [Internet]. 2016 [cited 24 February 2016]. Accessible from: https://www.gov.uk/government/transfers/framework/transfers/attachment_data/record/486941/letter-psnc.pdf england.nhs.uk. [Internet]. 2016 [cited 24 February 2016]. Accessible from: https://www.england.nhs.uk/wp-content/transfers/2014/11/comm-pharm-better-quality-strong pressing care.pdf Todd A, Copeland A, Husband A, Kasim A, Bambra C. The positive drug store care law: a region level examination of the connection between network drug store dissemination, urbanity and social hardship in England. BMJ Open. 2014;4(8):e005764-e005764. Earthy colored D, Portlock J, Rutter P, Nazar Z. From people group drug store to sound living drug store: Positive early encounters from Portsmouth, England. Research in Social and Administrative Pharmacy. 2014;10(1):72-87. Wells K, Thornley T, Boyd M, Boardman H. Perspectives and encounters of network drug specialists and director drug specialists with respect to the New Medicine Service in England before usage. Research in Social and Administrative Pharmacy. 2014;10(1):58-71. Lea V, Corlett S, Rodgers R. Designation: an answer for the outstanding task at hand issue? Perceptions and meetings with network drug specialists in England. Universal Journal of Pharmacy Practice. 2015;. Robson J, Dostal I, Sheik An, Eldridge S, Madurasinghe V, Griffiths C et al. The NHS Health Check in England: an assessment of the initial 4 years. BMJ Open. 2016;6(1):e008840. Marshall M, Bindman A. The Role of Government in Health Care Reform in the United States and England. JAMA Internal Medicine. 2016;176(1):9.

8 Jobs Where You Can Be Your Own Boss

8 Jobs Where You Can Be Your Own Boss trying sincerely and never appearing to go anyplace? your compensation doesn’t stretch that far and there are not many raises not too far off? your colleagues don’t appear to pull a similar weight you are, but then you feel completely stuck in the hamster wheel of the working scene? perhaps it’s time to consider working for yourself for once. this doesn’t should be an unrealistic fantasy. there are vocations out there in which you can decide your own compensation, deal with your own terms, and the sky can be the limit.here are 8 occupations where this and more could be conceivable on the off chance that you buckle down enough.1. land agentyou’ll need in any event a secondary school certificate, in addition to a land permit, however then you can acquire a normal pay of somewhere in the range of $50 and $111k every year. realtors take a shot at commission, so the more properties you sell, the more you’ll make. houses, business structures, plots of land, ranches, and so on. in the event that you can sell it, you can acquire. also, recall that commissions will be higher the higher the estimation of the property. concentrate on the top of the line stuff and begin raking it in.2. land brokerfor a similar measure of instruction and preparing, you can get considerably more cash-flow (a normal of $80-$167k every year). as a dealer, you can sell properties yourself and furthermore deal with an office of different merchants, acquiring a level of their deals and supervising the business all in all. in this activity, the sum you can acquire is practically boundless. start as a specialist, and work your direction up.3. clinical gadget saleswith a bachelor’s certificate or only a secondary school confirmation, you can procure a normal of somewhere in the range of $50 and $165k every year. as deals occupations go, this is one of the most perplexing. it requires a lot of information on the items, and an incredible ability for off ering things to specialists and clinical experts who are careful about being offered to. you may likewise must be prepared in exhibiting your items in real life. it’s a requesting and serious field, however can be mind boggling rewarding and flexible.4. independent writingthe instruction required is totally debatable, yet the prizes are high. in the event that you have the ability, you have the chance to compose everywhere throughout the web from online journals to site substance to articles, whatever you can discover. the principal employments are regularly the hardest to discover, yet achievement fabricates increasingly more success.you’ll need to be acquainted with blog stages like wordpress and online media. when you begin, your lone breaking point is the measure of time you can dedicate to composing increasingly more pieces.5. protection deals agentyou’ll need a secondary school recognition or a bachelor’s qualification, however the cash can be amazi ng. a portion of these employments pay a genuinely standard compensation, however some offer a littler pay and the potential for gigantic commissions. you’ll need to take care of business and perform, yet in the event that you’re available, you can truly make bank.6. deals manageryou’ll need to stir your way up in deals first so as to get to this level, yet you can about twofold your cash if you’re adequate. you’ll deal with your own business group, yet in addition can make deals all alone likewise. that implies commissions for you, in addition to a level of your subordinates’ bonuses. you’ll should be a decent pioneer too, ready to inspire individuals to perform nearly just as you.7.â personal fund advisoryou’ll need a bachelor’s certificate, however you can make anyplace from a normal of $118 to $153k every year. this is another activity that works for the most part on commissions. you’ll must have a sound budg etary brain and an information on how the market functions, so as to assist customers with dealing with their ventures, however it can pay off for you as well.8.â sales engineeryou’ll need a bachelor’s qualification for this situation too, yet the financial potential is strong. deals engineers offer logical and tech items to organizations and partnerships. you’ll need a decent base in deals, in addition to the capacity to oversee connections and state your abilities with certainty. open talking, specialized introductions, and flattering will place you in an advantageous position too.so if you’re toiling ceaselessly for the man and don’t feel you’re winning up to your maximum capacity, consider breaking liberated from the form and making the brave strides towards building your own self-decided vocation.

What Is So Fascinating About Uva Engineering Essay Samples?

What Is So Fascinating About Uva Engineering Essay Samples? The price depends upon the size and urgency. At a business level, it is simpler to assign a share of the profit to a salesman because he's contributed to a particular amount of turnover. There's no alternative on offer. We offer flexible system of discounts, but in addition our discount policy that enables you to conserve money on ordering essays at one time. We must construct shelter for the developing population. Sooner or later in time, public facilities were the duty of the authority. Their work helped as to lessen the death rate which is among the principal reasons that population has been in a position to grow so fast. This is why programs offered with these universities are important. When it has to do with providing energy for the full planet, engineers are using nature to fulfill the requirements of today and tomorrow. However, working in the area of civil engineering the work market is not so bad but the price of pay is horrible. Their job isn't simple to acquire, and definitely hard to control. Despite how the task of the engineer has become more and more difficult, the image and recognition of the engineer for the remaining part of the society has declined over recent years. When you build a productive advertising slogan it offers an accurate picture of what your company is about and the slogan becomes a valuable part of your brand. We're keen to meet the requirements of our clientele. There is an assortment of choices that you can pick from. As an outcome, the number of changes might fall or increase over a concise period of time. Civil engineering also played a part in raising the health and high quality of life. So deciding to go for a career in civil engineering isn't depending on the money. Civil engineers are getting more and more important with time. Though the education isn't going to be easy, I have determined that civil engineering is the career I need to pursue. Getting the Best Uva Engineering Essay Samples The government should employ just enough to regulate and manage the standards. Introduction Civil Engineering is possibly the earliest engineering discipline. I realized that I wished to be a Civil Engineer for a young age. Transport system was improved through the building of highways. Civil Engineering on-line Tutor delivers precise alternatives for each and every subject. It remains one of the oldest disciplines. It is one of the oldest of the engineering professions. It is an interesting profession. Composing the abstract area of the paper is extremely important to comprehend how to compose a civil engineering essaythat mandates an accurate overview of your writing. High school isn't free in Kenya. But it is a whole lot more complicated to quantify the financial worth of an engineer because his output may not be measured directly in monetary terms. Consequently, identification of suitable storage and suitable water resources is crucial. Within this area of the paper, you must relate the results to past work or the way it's linked to a broader picture. There's no extensive list or menu to pick from. This page has to be specific and there has to be a bulleted list. Besides the broad spectrum of challenges, the versatility of projects civil engineers can take part in ensures that you are not likely to have a dull moment on the job. With the growth of technology and the pursuit of knowledge, the area of civil engineering has gotten so vast now that a civil engineer can't possibly know everything about the area. The procedure for registration of any civil engineer by the appropriate authority is extremely crucial. Being an engineer isn't all about constructing, it is likewise about designing not just an ordinary infrastructure but an extremely unique one. Therefore, online degrees remain very helpful for ensuring the access to the proper knowledge. For that reason, it's been proven that these courses are professional, contrary to other unapproved universities that provide sub-standard training in different fields. In the industry of civil engineering computer program application is getting more important, famous and productive.

Aggregate Demand And Aggregate Supply Model - 806 Words

Aggregate demand and aggregate supply model is considering about the economy as a whole and used to explain how national income is determined. (economicsonline, 2016) Aggregate demand is the total demand for the economy scarce resources at a given price level and in a given period of time. It includes export(I), government spending(G), investment(X), some of consumer spending and less imports from aboard(M). The formula is AD= C+I+G+X-M. (economicsonline, 2016) Apart from imports, AD is related with price, so, C, I G and X are have different elasticity with the general level of prices. As shown below, in the short run, if price level decrease, GDP will expand, if price level increase, GDP will contract. The reasons lead to aggregate demand†¦show more content†¦The first one is prices and wages do not respond quickly to change in demand or supply. Another one is firms are often slow to adjust wages. If price level rise, it causes firms are more profitable with same wage, so f irms can hire more employees which lead to the increase of output. The third one is changing firms’ based prices to account for an unexpected increase in the price level can be costly. (Parker, 2014) Because the economy as a whole, AD and AS interact can influence level of price and level of output in the country. Change in AD will lead to change in real GDP, change in real GDP will lead to change in AS, change in AS will change price level. As shown in figure 2, when aggregate demand equal to aggregate supply, the output level Y and price level P will achieve an equilibrium. Change in AS and AD will lead to important effects on unemployment, inflation and price. In short rum, if price level below P, there are more demand than supply, firms will increase production and rise prices to earn more profit, so the excess demand will cause price level back up to the equilibrium level. If price level was above P, some goods and services will surplus, in order to sell more to earn a profit, firms will reduce their prices, or, firms will produce less to decrease loss. Finally, price level will come back to P, macroeconomic equilibrium achieved. (Colin and Susan, 2015) Figure 2 Macroeconomic equilibrium (source: Colin and Susan,Show MoreRelatedAnalysis Of The Aggregate Demand And The Aggregate Supply Model Essay946 Words   |  4 PagesThe aggregate demand and the aggregate supply model is a macroeconomics model that explains price level and real output through the relationship of aggregate demand and supply. The aggregate demand curve consist of consumption(C), investment (I), government spending (G), net export (NX). The question caused by monetary expansion. In this essay, it analysis monetary policy, Philips curve which relation between inflation and unemployment.it draws conclusion and apply the theory into two countries whichRead MoreAggregate Demand and Supply Models1095 Words   |  5 Pagesï » ¿Aggregate Demand and Supply Models Aggregate Demand and Supply Models ECO/372 Aggregate Demand and Supply Models The following report will detail out the current state of the U.S. Economy. The report will discuss the following: * Current economic state in regards to unemployment, expectations, consumer income and interest rates * The existing effect of the economic factors on aggregate demand and supply * Fiscal policies that are currently being recommended by government leadershipRead MoreAggregate Demand and Supply Model - Economic Advisement Essay1647 Words   |  7 PagesAggregate Demand and Supply Model Economic Advisement With a nominal GDP estimated at more than 15 trillion it is clearly the United States economy is one of the largest in the world. A person must have lived in a cave underground for the past several years to not know that the current state of the nation’s economy is in desperate need of improvement. Many academic institutions have thought about how the economy arrived at its current state and how can it be restored. 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We shall also discuss shifts in short run aggregate supply and possible causes for those shifts as well. (AmosWeb, 2014) This model above shows a downward facing aggregate demand curve, the aggregate demand is always represented by a downward slope. 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Eriksons Theory - 1631 Words

Erikson’s Theory Micah Schenk AIU Online Abstract Inside this essay the Erikson’s Theory on developmental psychology is described in full detail, the stages how everyone is affected throughout the stages with detail inside the examples. Using personal and televised characters to define how each character fits inside the specific stage. Detail on how the person had managed to progress or did not progress inside the stage and how to overcome the negative effects. Erikson’s Theory There are eight stages in Erikson’s theory. The first stage in Erikson’s theory is trust versus mistrust, and it lasts from birth through 18 months of age. During this stage, a child must†¦show more content†¦An internal belief that they have individual talents and competencies that are worth developing is built from successful experience in these areas. Children are likely to develop feelings of inferiority regarding their skill sets, sustaining damage to their sense of self confidence if excessive failure or social is experienced detachment during this stage. For example, Christopher is my nephew and he fits this stage perfectly. Christopher is always looking to become more aware of himself. He is constantly looking for activities to get into. For example he joined the middle school football team, joined the after school program, he does study hall to get better grades, and he spends a lot of time with friends. Now Christopher is always putting himself in th e open to meet friends and try to strengthen his talents. With this being done Christopher is advancing in this stage Successfully completing the previous stages prepares the adolescent for identity development, the main task of the next stage. This stage is called identity versus role confusion. Age does not connect the stages because movement through the next four stages is based more on life events. Adolescents begin to understand themselves in many dimensions and are able to self-identify. During adolescence, people must become comfortable with themselves, accepting the differences of their identities and combining theseShow MoreRelatedPersonifying Eriksons Theory Essay872 Words   |  4 PagesPersonifying Erikson’s Theory Erik Erikson was a prominent American psychologist that created many theories about human development and social growth. Erikson produced a stage model based upon the premise that a person lives in the social world and that personality is formed based upon the social interactions that a person experiences. He describes a series of development crises that a person must face throughout the lifespan. Erikson’s theory can be applied to â€Å"The King of Pop†, Michael JacksonRead MoreErik Eriksons Personality Theory2014 Words   |  9 PagesI. Erik Eriksons Personality Theory of Life-Span Identity and Identity Crises I chose Erik Eriksons Personality Theory of Life-Span Identity and Identity Crises to explain my personality development because I believe that a person never stops changing in all aspects, until death, and according to Erikson, it takes a life-span to develop an identity as well as personality. People pass eight stages during the course of their lives, in which segments or certain aspects of ones personality are formedRead MorePavlovs and Eriksons Theories Essay1976 Words   |  8 PagesIvan Pavlov developed a theory called classical conditioning which proposes that learning process occurs through associations between an environmental stimulus and a naturally occurring stimulus. Classical conditioning involves placing a neutral signal before a naturally occurring reflex like associating the food with the bell in Pavlov experiment. 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The key element within Eriksons theoryRead MoreEriksons Psychosocial Development Theory10839 Words   |  44 Pageserik eriksons psychosocial crisis life cycle model - the eight stages of human development Eriksons model of psychosocial development is a very significant, highly regarded and meaningful concept. Life is a serious of lessons and challenges which help us to grow. Eriksons wonderful theory helps to tell us why. The theory is helpful for child development, and adults too. For the lite version, heres a quick diagram and summary. Extra details follow the initial overview. For more informationRead MoreErik Eriksons Theory and Legacy1072 Words   |  5 Pagesadvanced Studies of the Behavioral Sciences. He published many books on his theories and research. He was awarded a Pulitzer Prize and also he was awarded with the national Book Award. He began to studying the cultural life of the Sioux of South Dakota and the Yurok of Northern California. 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He developed a theory that dealt with the stages of human development and was referred to as a Neo-Freudian. A Neo-Freudian are those â€Å"who have revised Sigmund Freud’s theory† (Massey, 1986). His theory argued that â€Å"both society and culture challenge and shape us† (Feldman, 2011). Erik Erikson’s theory of psychological development does not specify specific ages, so the age categories can only be guessed uponRead MoreCritically Evaluate Eriksons Psychosocial Theory2078 Words   |  9 Pagesdevelopment. Throughout this essay, Eriksons psychosocial model will be explored, discussed and evaluated interms of its concepts, theories and assumptions. The theoretical underpinning will be discussed with reference to the nature versus nurture debate and also the continuity versus discontinuity argument. It will then be shown how Erikson has influenced the way psychologists view the importance of identity during adolescents. Firstly, however, Eriksons work will be put alongside that of FreudsRead MoreErikson’s Life Span Development Theories Essay2982 Words   |  12 PagesThesis: The theory of psychosocial development developed by Erik Erikson is one of the best-known theories of personality. Erikson believed that personality develops in a series of stages and described the impact of social experience across the lifespan. Similar to Sigmund Freud, but unlike Piaget, Erikson believed that personality develops in a series of stages that are predetermined. Unlike Freud’s theory of psychosexual stages, Erikson’s theory, that of a psychosocial behavior, describes the

Old ProfessorNew Lessons Tuesdays with Morrie Essay Example For Students

Old ProfessorNew Lessons Tuesdays with Morrie Essay Thesis: In the novel Tuesdays with Morrie, Mitch Aldom gains a new understanding on lifes lessons taught by his old professor Morrie. I. The lesson on the second Tuesday in the novel is feeling sorry for oneself. II. The lesson on the fourth Tuesday is death. III. The lesson on the fifth Tuesday is family. IV. The lesson on the eighth Tuesday is money. V. The lesson on the tenth Tuesday is marriage. Mitch Albom attended many classes taught by Morrie Schwartz during his years at Brandeis University, but he does not attempt to learn the meaning of life until he is in his forties. The knowledge of his favorite professors illness forces Mitch to rekindle an old friendship. In the process of finding an old friend, Mitch acquires many life lessons that give him a new meaning to his existence. Mitch and Morrie meet on Tuesdays. On the second Tuesday, the topic of discussion is feeling sorry for oneself. On this day Mitch asks Morrie, Do you feel sorry for yourself. (Albom 56) Morrie responds: Sometimes in the mornings, thats when I mourn. I mourn what I have lost. I mourn the slow, insidious way in which Im dying. But then I stop mourning. I give myself a good cry if I need it. But then I concentrate on all the good things in life. I dont allow myself any more self-pity than that. Mitch is amazed how well Morrie takes his illness. People in Morries situation sit around and feel sorry for themselves. The idea of putting a daily limit on self-pity is a revolutionary idea for Mitch. This lesson shows Mitch that time on earth is precious and to find a ray of light in lifes darkest days. On the forth Tuesday the lesson deals with death and the appreciation of life. Morrie explains to Mitch that people run from death by filling time with insignificant activities. Morrie asks: Mitch can I tell you something? The truth is if you accept that you can die at any time then you might not be so ambitious. The things you spend so much time on-all this work you do-might not seem as important. (Alden 85) Morrie tries to instill in Mitch that the little things in life are important. Conversations, nature, laughing, and friends are what make life worth living. One can see as the novel progresses that Mitch gains value in this lesson. Mitch does not burry himself in work for his company, but he finds true meaning through the project he develops with Morrie. The visits with Morrie, gaining information, and writing Morries lessons become important. The fifth Tuesday deals with the issue of family. Mitch has a younger brother that is stricken with pancreatic cancer. Mitchs brother flees from his family in desperation to find a cure for his disease. This has left a distance between Mitch and his brother. Mitch wants to revive his relationship with his brother, but he does not know if his brother wants to be revived. In one simple quote, Morrie changes Mitchs outlook on the situation. Love each other or perish. (Alden 91) One can see as the novel progresses, Mitch makes attempts to become closer to his brother. Mitchs experiences with Morrie help him appreciate life. One can get the feeling that Mitch will never take a relationship for granted again, especially one with his brother. On the eighth Tuesday the conversation moves to money. Morrie believes society is too materialistic. Morrie says people believe more is good: owning more things, more money, more commercialism, and more property. Morrie has an interpretation for this. These were people so hungry for love that they were accepting substitutes. They were embracing material things and expecting a sort of hug back. .u7de368502d01f05a619eddc8e6d9d1d3 , .u7de368502d01f05a619eddc8e6d9d1d3 .postImageUrl , .u7de368502d01f05a619eddc8e6d9d1d3 .centered-text-area { min-height: 80px; position: relative; } .u7de368502d01f05a619eddc8e6d9d1d3 , .u7de368502d01f05a619eddc8e6d9d1d3:hover , .u7de368502d01f05a619eddc8e6d9d1d3:visited , .u7de368502d01f05a619eddc8e6d9d1d3:active { border:0!important; } .u7de368502d01f05a619eddc8e6d9d1d3 .clearfix:after { content: ""; display: table; clear: both; } .u7de368502d01f05a619eddc8e6d9d1d3 { 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; } .u7de368502d01f05a619eddc8e6d9d1d3:active , .u7de368502d01f05a619eddc8e6d9d1d3:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u7de368502d01f05a619eddc8e6d9d1d3 .centered-text-area { width: 100%; position: relative ; } .u7de368502d01f05a619eddc8e6d9d1d3 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u7de368502d01f05a619eddc8e6d9d1d3 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u7de368502d01f05a619eddc8e6d9d1d3 .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; } .u7de368502d01f05a619eddc8e6d9d1d3:hover .ctaButton { background-color: #34495E!important; } .u7de368502d01f05a619eddc8e6d9d1d3 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u7de368502d01f05a619eddc8e6d9d1d3 .u7de368502d01f05a619eddc8e6d9d1d3-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u7de368502d01f05a619eddc8e6d9d1d3:after { content: ""; display: block; clear: both; } READ: The French New Wave Essay But it never works.(Albom 125) During this conversation Mitch is writing notes. Mitch does not want Morrie to see his eyes because he knows that everything Morrie is talking about he, himself has been chasing. One can interpret this as a revelation for Mitch. Mitch now realizes what is important in life. Mitch also makes attempts to shed his material existence, although he does not know it. His continuous visits with Morrie give him more satisfaction than .

World War I Essays - Military History By Country,

World War I The name commonly given to the war of 1914-1918, which began in Europe and was fought principally on that continent but eventually involved all the continents of the world. While the wars between Great Britain and France from 1689 to 1815 had been extended to North America, Africa, and Asia, they remained wars between European governments. The term "world war" is properly applied to the conflict of 1914-1918 because the various parts of the British Empire in all continents as well as many countries in Asia and North and South America participated in it. For the first time, all the great powers of the world were engaged: Austria-Hungary, France, Germany, Great Britain, Italy, and Russia in Europe; Japan in Asia; and the United States in North America. It is estimated that by the end of the war about 93 percent of the population of the world was in greater or less degree involved. The two opposing sides in the war were; The Allies Or Entente Powers Britain, France, Russia (left December 1917), Italy (entered May 1915), Serbia, Belgium, Romania (entered August 1916), USA (entered April 1917) The Central Powers Germany, Austria-Hungary, Turkey (entered November 1914), Bulgaria (entered 1915) THE ENTERY OF THE USA TO THE WORLD WAR I The United States was never neutral throughout The Great War, despite the President Woodrow Wilson's declaration of neutrality, and a direct declaration of war against the Central Powers was an inescapable occurrence. When war was come into existence in Europe in 1914, it was impossible for the United States, an emerging world power, to avoid conflict despite its efforts to. President Wilson immediately issued a declaration of neutrality because entering into a war would be against the prevalent progressive spirit of the time and America had a tradition of avoiding European conflicts whenever possible. Nevertheless, The United States remained completely neutral from 1914-1917. " Continued interruption of trade and travel on the seas by both the allies and central powers, especially attacks by German submarines, which was the main reason for the United States to enter the war in 1917." Great Britain's powerful navy quickly took control of the Atlantic and set up a blockade, cutting off American trade with Germany. Germany, on the other hand, attacked British supply lines with their new invention, the U-boat. The United States accepted Great Britain's blockade and stopped trade with Germany, although a demand by the United States that free trade allowed surely have been agreed to. On the other hand, instead of accepting Germany's attempt to stop American shipping to the Allies, Wilson demanded that Germany stop all attacks on American ships, but accepted nearly the same thing when perpetrated by the British. The population of America, although against involvement in the war, supported the Allied cause. This was due to both the cultural similarities and roots shared between the United States and Great Britain and the large scale British propaganda campaign in America, in an attempt to get the United States involved in the war. The propaganda along with German practices of sinking ships without giving passengers a chance to escape and attacking the neutral country of Belgium (both of which violated international law) led to an intense Anti-German sentiment throughout the population. America was clearly not a neutral country, but Americans did not wish to become directly involved in the war. German U-boats had taken many American lives with their attacks on merchant ships, including the Lusitania where 128 Americans were killed, which lead to America demanding an end to the U-boat attacks. The Germans responded by temporally ceasing submarine warfare in 1916 under the Sussex Pledge until 1917 when Germany announced the continuation of submarine warfare and ended diplomatic relations with the United States. In an attempt to eliminate the threat of American involvement in Europe, Foreign Minister Alfred Zimmerman of Germany attempted to provoke Mexico into attacking the United States with the promising her Texas, New Mexico and Arizona in return. The British decoded a message containing Zimmerman's intent and sent to the US, further swaying Americans to action. Berlin, January 19, 1917 "On the first of February we intend to begin submarine warfare unrestricted. In spite of this, it is our intention to endeavor to keep neutral the United States of America. If this attempt is not successful, we propose an alliance on the following basis with Mexico: That we shall make war together and together make peace. We shall give general financial support, and it is understood that Mexico is to reconquer the lost territory in New

Book Designers or Book Design Templates

Book Designers or Book Design Templates Book Designers or Book Design Templates? Last updated: 2017/07/07Freelance journalist Simon Owens wrote a brilliant investigative piece on how the rise of self-publishing has led to a boom of freelance editing services. This is also true in all the other areas of a book’s production, like cover design, layout, and formatting – and is even a growing trend in marketing and publicity.Most independent authors publish with a â€Å"digital first† approach; they tend to invest less in book interior design, layout and typography because most e-readers have standard formatting whereby the reader chooses the font, size and colour. That leaves the cover design. But even with book covers, the thumbnail size of books on Amazon has prompted many authors to think twice before heavily investing in a professional cover design (where quotes can range from $200 to $2000).This tendency to cut corners on design has given birth to another possibility in the past few years: pre-made book layout and cover design templates. It has also given birth to some fantastic websites like Lousy Book Covers and Kindle Cover Disasters, but that’s another story†¦Book design  templates: Opportunities and risksHere’s how Joanna Penn put it in a blog post on DIY book cover design: â€Å"Although I personally believe in paying professionals, I’m also aware that some people want to have a go themselves, or need to because of budget restraints.†That’s the great thing about today’s publishing landscape: there are enough options out there to suit all kinds of authors, including the budget-conscious or DIY-lovers. Joel Friedlander from The Book Designer offers pre-made book design  templates. Graphic design startup Canva has a free online book cover maker. And a number of other websites offer templates and DIY tools for authors to make their own covers based on existing templates.Of course, the risk when using a template is a copyright one. If the site you purchase the templat e (or pre-made cover) from doesn't grant you the rights - or an exclusive perpetual license - as a result of the purchase, then they might be re-selling that pre-made cover to other authors. That's how so many authors end up with covers that look almost identical to another one out there.So, to the question: is it worth investing in a book designer with all the free tools, templates, imagery and DIY advice out there? To answer, I decided to start a little Facebook survey on two indie author groups.A Facebook surveyMost of the members of these groups are professional indie authors who take their writing careers just as seriously as a traditionally published author would. They are educated enough to know about all â€Å"options† out there.In a sample of 116 respondents:70% indicated they worked with a professional designer or design company27% indicated they did their own covers3% indicated they purchased pre-made cover design templatesNote 1: Over 50% of the DIY-enthusiasts in this survey are actually either professional designers (as well as indie authors) or well-versed enough in editorial design to produce covers of a same quality standard as traditional publishing.Note 2: Several authors (around 20) indicated in the comments that they worked with a professional designer for some of their â€Å"main† books and did the covers themselves for short stories.ConclusionsIf over 80% of authors in this sample place a high enough value on book design to consult and hire a professional, it seems reasonable to say that debuting authors should do the same. In an extremely competitive market, first-time authors who want to realistically compete with seasoned professionals would do well to note the value a professional designer can add.DIY tools offer great value to those who already possess design skills, but cannot replace or teach those skills to the uninitiated. Book design templates can be a starting point for a cover, but are rarely â€Å"just right † for the book, which means they will need to be tweaked†¦ and then we’re back to requiring design skills.The results of this mini-survey should come to readers as a relief. For a while, the rise of templates and cheap designs seemed to be leading the book industry towards more visual standardization. Indie authors continuously contribute to publishing’s diversity by blending genres, inventing new ones, and revealing new niche markets. It’s important that this pioneering diversity is equally represented in a new range of book designs.More awesome posts on book design:6 Tips for Briefing your Book DesignerBook Design in Self-Publishing: Breaking New GroundThe Perfect Book CoverWe are big believers in the value of talented professional designers.  So whether you're looking for cover design, typesetting or illustration, visit our designer's  marketplace!

Create a video environment for the organization Essay

Create a video environment for the organization - Essay Example The technologies for this should be efficient and cheaper. Provide for technologies which give room for scalability as Rapid Freight is growing increasingly. This should cover for future expansion utilizing bandwidth by converging different technologies. LAN can be used within a branch and an ISDN between organizations. This includes approaching an IP/VoIP provider. Technology solution The technology proposed which is fit for the situation with Rapid Freight includes installing an IP infrastructure. Convergent IP/ISDN environment is where the organization’s video traffic travels over the organization data network. This usually requires installation of a shared IP gateway, otherwise connection with ISDN ends. The convergent IP environment has the following advantages. In the ISDN only video environment would require activation of a dedicated line to deploy an additional video system, but, in the IP/Convergent, the requirements are straight connection to the enterprise network. This ensures scalability in when company expands. Secondly, IP networks fee payment is not â€Å"metered† as in ISDN, but the fee is paid monthly and sometimes it is fixed. This will relieve the cost incurred by the organization because the users will be using the service as much as they can, but the fee is fixed (Cisco Systems, Inc., 2006). It has direct saving in infrastructure cost since the line from the telecom provider can be shared among the users (PBX trunk). Other than the IP/ISDN convergent video-conferencing environment, the service for ISDN is increased to its maximum available which is the Primary Rate Interface (PBR) having 24 channels in the US and Japan, and 30 in other countries. The LAN will be used in intra-organization branch communication utilizing the bandwidth available which is 384kb/s for PRI. The IP the gateway will be used to link branches and the data centre. IP phones will be introduced by implementing Voice over Internet Protocol with the real ti me transfer protocols. This requires terminating the PBX on IP/VoIP provider. The number of calls will increase to 50-100 over the same PBX circuit (Cisco Systems, Inc., 2006). The VoIP is necessary because its cost is beneficial in the following ways: Rather than paying a per-minute or per-unit fee for calls, VoIP organization usually pays a fixed monthly fee (or nothing). Users can make unlimited calls; participate in multiparty teleconferencing and make facsimile transmissions anywhere in the world. Users also save money by consolidating data and voice networks into a single integrated IP network. Convergent Solution The convergent solution is the integration IP infrastructure and ISDN. IP/ISDN convergent has been used since the service provider is not IP based, but ISDN based. The ISDN-only technology is costly and would be rejected by Rapid Freight which is already experiencing costing problems. The implementation of the IP telephony has also made it possible for many channels to be established for voice, video and data. The channels cannot be reserved for video or data and they are available on-demand. This will accommodate the increasing number of Rapid Freight employees. The PBX is configured to terminate to an IP/VoIP provider. IP software has to be installed usually from vendors like CISCO. If Cisco is used to implement the IP over ISDN, in response of bandwidth

Da Vinci and Freud Essay Example | Topics and Well Written Essays - 1500 words

Da Vinci and Freud - Essay Example The notebooks that Da Vinci left behind disclose an exceptionally alert and incisive mind swimming with so many fantastical initiatives that it would have taken several lifetimes to bring just the realistic to fruition. As a result of what he did accomplish and the truly breathtaking scope of what he intended to accomplish, for most of his legacy Leonard Da Vinci has been relegated to that airy sphere of the genius, removed from the rabble of consistent mediocrity. For this reason, Da Vinci's image has tended to withstand contemporary assaults and interpretations through the ages. Safely removed to a period considered among the heights of human achievement, it has always been easier to simply dismiss any realistic examination into the psyche of his mind by explaining him inadequately away as a genius. The past century, however, has witness a revitalization of the image of Da Vinci that has gotten particularly vital in the past few decades. No longer content to explain away artistic prodigy with the lame excuse of genius, the critical investigation into what has made Da Vinci a titanic figure in history has come down to earth through careful examination of all extant material. Da Vinci's exertions on an assortment of subject matter have made its way across the world, found in museums on nearly every continent. It has even come to light that not everything that is found in the scribbles of those notebooks originated in the mind of Da Vinci himself; he possessed not just a creative mind, but an interpretive mind as well, adapting pre-existing ideas. This new information and the analysis of what had already been known have supplied an enhanced considerate for the process by which Leonardo benefited from the ideas presented by both his peers and predecessors. In this way, Leonardo has been lowered a little closer to earth, while still striding over most of us like an Olympus. Without doing anything to reduce his accomplishments, this new portrait of Da Vinci serves to reveal a figure that is somehow more human and even vulnerable. Yet, despite an artistic canon that is renowned for a massive fresco depicting the Last Supper of Jesus Christ, as well as countless portraits of the Madonna and baby Jesus, Leonardo Da Vinci's contemporary idealization is based upon the conception of the artist as a secular figure. Da Vinci, despite his clear talents as a traditional artist of Biblical images, is foremost grounded in the modern consciousness as a scientist who used his art as a device for peering into the clandestine world that lies hidden just behind the veil of knowledge. The great irony of Da Vinci's life may be that his fame rests greatly upon two of paintings that considered the ultimate Renaissance accomplishment of bringing to life the mysteries of the human soul while he was as a person actually rather disinterested in the affairs of men such as religion and politics. Clearly, Leonardo Da Vinci ranks as one of history's greatest intellectuals, despite his self-exile from much of the realm of society. Just as obvious from the sheer breadth of his accomplishments and the truly astounding range of his interests, Da Vinci suffered-or perhaps thrive would be apt-from conditions related to obsession. Intellectualization is a psychological term used to describe the endeavor of obsessive to sublimate uncomfortable emotional disorders through the

Literature Review of 14-19 Education Essay Example for Free

Literature Review of 14-19 Education Essay Abstract This literature review compares research conducted and articles written about the development of 14-19 education and the changes it has gone through since 2002. It briefly outlines the initial implementation of 14-19 education during the Thatcher government before going on to concentrate on how the Labour government introduced Diplomas and what the Coalition government are doing to push this agenda forward. It asks whether academic and vocational education can ever be valued equally and whether the introduction of 14 year olds in further education establishments is successful or not. The majority of the literature was commissioned either by the government or conducted in 14-19 educational establishments. Similarities and comparisons between the research are identified and questions are asked as to how successful it might be in the future. . History of 14-19 Education The idea of 14-19 education was introduced in 1983 by the Conservative government under its leader Margaret Thatcher. The first development was called the Technical and Vocational Education Initiative (TVEI), and was a pilot scheme was rolled out into schools and colleges in1988. The scheme was run by the Manpower Services Commission (MSC,) which came under the Department of Employment not the Department of Education and Science. Jeremy Higham and David Yeomans point out in the London Review of Education (2011) that, from 1988 to 2002 14-19 vocational education was on simmer and it was not until 2002 under the New Labour government that we saw renewed enthusiasm to for this area of education. The initiative came from the Curriculum 2000 Reform of Advance Qualifications. Between 2002 and 2010 the focus was back on the progression of our young people and, essentially, the future of our work force. The Labour government commissioned an independent enquiry by Mike Tomlinson in 2004 who proposed a new vision for 14-19 education, recommending the introduction of Diplomas. These would build on the strengths of the education system already in place. However the government rejected this and decided to keep GCSE and A levels but to offer diplomas as an alternative the initiative gained respect from schools, colleges and local authorities. Diplomas were introduced in 2008 but have not been successful in gaining credit in industry or education; this has brought forward many issues relating to 14-19 education from teaching and learning, funding, employer contributions and the integration of school age pupils in FE colleges. The current Coalition government commissioned Alison Wolf to review 14-19 education in 2011. Academic/Vocational Education and Funding A major divide in 14-19 education is attitudes towards academic and vocational training. To give equality and value to both sides of what is still an educational ‘divide’ we need to alter society’s thinking and social attitudes. The review of the 14-19 Green Paper by the Department for Education (2002) states that, ‘Pushing for parity of esteem in the current educational climate leads to ‘academicising’ vocational subjects. It was felt by some that the vocational was being forced into the traditional classroom-dominated achievement environment, rather than realistically accepting the different teaching and assessment demands of vocational courses. ’ (DfES, 2002) Even though there are differences between the academic and vocational routes, teaching and assessment methods have to be different, can the value of learning and the qualification be equal? The DfES review does state that to make attitudinal changes requires substantial investment as well as long term consultation and marketing campaigns which they compare to the commitment to improving the long term plan of the National Health Service (NHS). Connexions consulted with learners in 2001 to gain their view on government papers entitled: Green paper-Schools: Building on Success, 2001 and white paper-Schools: Achieving Success, 2001. The focus group of learners conducted by Connexions produced a positive response. Learners were enthusiastic about being asked to participate in the consultation and formulating opinions on education, they concluded that, ‘†¦the choice of core subjects was generally right. They wanted to maintain the entitlement to study a modern foreign language, design and technology, the arts and the humanities. The subjects, deemed essential for personal development for example citizenship (which is to be introduced as a statutory subject within the National Curriculum from September 2002), religious education, sex and health education, physical education, work related learning and careers education should all be compulsory although not necessarily studied to GCSE level if the young person does not want to. ’ (Connexions, 2002) Regarding the discussion on the equality of academic and vocational training young people were of the opinion that, ‘vocational pathways needed to be heavily publicised to young people themselves, employers and higher education institutions so that the pathways became quickly established to form part of the traditional pathways for entry to higher education. ’ (Connexions, 2002) Comparing the two opinions, the DfES review of the 14-19 Green Paper by the Department for Education and the consultations conducted by Connexions both from 2002. The DfES wanted to take their time to ensure development of 14-19 education was more successful, but the learners wanted action to be quick, as they could see the benefit of changing views and progression. This showed that they want to progress and do have aspirations of Higher Education (HE). Tomlinson’s (2004) VE proposal was not taken on board fully, only in part with Diplomas being introduced as an alternative to GCSE and A Levels. Do we need a radical reform of 14-19 education as he suggested? To change deep rooted attitudes and opinions in society about academic and vocational education, maybe it is necessary. An article in the guardian stated prior to launch of the diplomas, ‘We have never seen big new public qualifications arrive with so little input from people who have experience in qualifications and teaching. ’( Meikle 2007) It would seem that the implementation of diplomas has been rushed; therefore they have not achieved the status needed to change opinions. In response to Tomlinson’s (2004) proposals for diplomas the Nuffield Review (2009) asks the question, who is responsible for the Vocational Training Education system? In the UK it is not clear, but does include a long list of people: parents, students, the government, education and training providers and employers. Vocational courses have been seen to have less value than traditional educational routes with fewer opportunities to progress to HE and advanced qualifications but, as Alison Wolf (2011) points out, other countries have reformed their systems and increased numbers of students taking two and three year learning programmes. She states, ‘Bringing vocational pathways into a single framework would give formal equality of standing between, academic, vocational, and mixed pathways, recognise areas of overlap between them; provide opportunities to combine, transfer, and progress between them; and ensure greater educational content within vocational programmes. It would make them easier for learners to identify progression routed to advanced level and beyond. ’ (Wolf, 2011) Wolfe (2011) agrees with the views of Tomlinson (2004) over the integration of academic and vocational education. With this in mind, as well as the research from the DfES and Connexions I quoted earlier, I believe it is the roles and responsibilities that need definition, from the education and political establishments to all people involved as well as those undertaking the training. However, a structured achievement and progression route in VE is necessary to engage employers and bring value to FE training and qualifications if we are to see equality between academic and vocational training. Wolf has recommended that the government extends funding up to the age of 24, as not all students will have achieved a Level 2/3 by the age of 19. To ensure students achieve their potential in Maths and English, extending funding was also proposed. Wolf criticised the funding structure at present, saying that it gave colleges the incentive to create programmes for profit but not for the benefit of the students. She agreed with Foster‘s opinion in 2005, and The Nuffield Review 2009, that funding should follow the learner encouraging institutions to collaborate which would integrate education and provide the best educational programme for each individual student: ‘Policy levers, i.e. funding and performance measures, should focus on collective action rather than promote institutional competition’ (Nuffield, 2009) Funding used as a ‘policy lever’ could achieve more integration of academic skills into vocational areas. Teaching and Learning and Inspection VE has been taught in FE colleges because they are equipped for vocational subjects. Schools have primarily chosen classroom based vocational subjects as they do not have the facilities to offer practical vocational learning, which defeats the object of VE. The opening of new educational establishments currently planned to open between now and 2014 University Technical Colleges (2012) (UTC) will give VE an identity of its own as well as integrate it with the national curriculum. Compulsory education to the age of 18 will be introduced from 2013 with more opportunity and choice being given to students to access VE making it more important than ever to progress 14-19 education. Issues were raised during research by the Learning and Skills Research Network (LSRN) who researched ‘the capacity of the teachers and their institutions to meet the needs of younger learners’ (Harkin, 2006). For example, the college environment could be overwhelming and frightening, especially at lunchtimes. The research questioned who was responsible for the students, were they mature enough to be treated in an adult way? This identified conflicting views: some teachers thought they needed supervision all the time at college but others commented that colleges were not ‘in loco parentis’, but still had a duty of care. They did, however say that college support in the classroom was essential to maintain the safety of the student as well as managing behaviour. In conclusion, it was identified that getting feedback from 14-16 year old students about teaching and learning was difficult due to their unpredictability and poor literacy skills. For example, discussion was often an alien concept for formulating and articulating their opinions and views, it is a more andragogical approach, one not used enough in a school environment for them to feel confident in expressing themselves. FE tutors need to have a clearer understanding of how teaching is carried out in schools, as it probably follows a more pedagogical approach. To ensure that college tutors adapt their teaching to the needs of younger student the TLRC said that, ‘There is a particular need for pedagogical training, rather than training in behaviour management, and for staff to understand the prior attainment of the students’ (Harkin, 2006, p. 36) I feel that there is a need for behaviour management training during professional development as it complement teaching and learning in the classroom. The Nuffield Review (2009) highlighted the importance of teachers being central to the planning of the curriculum for 14-19 year olds, ‘Teaching quality and the relationship between teachers and learners is central to successful education. This requires a respect for the profession of teaching – for the role of teachers as the custodians of what we value and as the experts in communicating that to the learners. Teachers should be central to curriculum development, not the ‘deliverers’ of someone else’s curriculum. (Nuffield, 2009) Tomlinson (2004) said that the quality of learning depends ‘heavily on the quality of the teaching’ and that teachers would need time to develop their own skills in their subject area to keep up to date and inspired, especially in vocational teaching. Foster (2005) also said that, more emphasis was needed on updating professional knowledge and industry development and even suggested sabbatical and secondment opportunities between education and industry. This I feel is idealistic in today’s economic climate but I have in recent years seen increased opportunities to update professional skills within my own teaching establishment. He also asked that FE colleges improve employability and skills in their local area to contribute to economic growth and social inclusion and offer a range of courses that have solid foundations. With these extra roles are FE colleges spreading themselves too thinly? FE colleges are like the ‘middle child’ aiming to please both compulsory education and higher education as well as employers. How can they do this most effectively and gain respectability for the diversity they offer both in courses, abilities, social backgrounds and disabilities of their students? Foster 2005 compared the situation in this country to the one in America where they have no formal inspection process and colleges have a strong self-regulation policy. Giving responsibility and trust to our colleges would see the higher levels of achievement already evident in America. Assessment of institutions is an added pressure. Working in English education we have come to accept it, but is the English system’s controlling, heavy- handed approach necessary? Foster compared Britain with its European neighbours and concluded that they had a much lighter touch. Such development here would give FE tutors more self-esteem, less pressure and more time to teach. Employer contribution FE has always had to promote and build strong relationships with industry and employers, including, supporting apprenticeships and work experience, and forming partnerships with employers to develop qualifications and make them relevant to industry. The TLRP in 2006 concluded that, ‘We need a sector-by sector analysis of the distinctive role apprenticeship can play in providing the knowledge and skills required in the contemporary economic and occupational context. Further and higher education, as well as employer bodies and trade unions, need to be involved in a forward-looking partnership that lifts the work-based route out if its social inclusion ghetto’ (The Teaching and Learning Research Programme 2006, p.40) In 2004, Foster commented that the LSC National Skill Survey of 2004, found that only 15%, of employers had made use of FE colleges when enquiring about training and skills needed in industry. Whilst Tomlinson ( 2004) wanted to reform 14-19 education and merge VE and academic learning, he had no view on how industry and employers would be an imperative and central part of the development in VE. College qualifications and skills teaching will not stand up to industry standards if employers are not consulted thoroughly. They need to be consulted initially to develop qualifications that are relevant as well as periodically to integrate changes, updates and progression within industry. Links with employers have traditionally been through apprenticeships, mainly for 16-18 year olds. The introduction of adult apprenticeships has had an impact on apprenticeships available to young people as older apprentices can offer life skills and additional qualifications to an employer, The Wolf Report confirms this, stating that 19+ students with A levels took the majority of Advanced Apprenticeships. In 2008/9 there was a 7% fall in the number of 16-18 year olds starting on apprenticeships. This was due to the promotion of adult apprenticeships as well as the economic downturn of the country. With the age of compulsory education rising and a lack of apprenticeships being offered by employers, it will be important to strengthen the links with employers to help young people stay in education, learn valuable skills and contribute to society for our future work force. The Wolf Report (2011) highlighted the need for employer engagement, saying that employers have gradually been ‘frozen out’ of the way VE operates. Strengthening links between employers and VE is one of Wolf’s major recommendations, as well as prioritising the development of apprenticeships and work experience and increasing the involvement of employers in FE colleges to improve employability. Her report recommendations summed up below, state; ‘Implementing its recommendations should raise the quality of provision, increase the time spent teaching and thinking about students, reduce the time spent on pointless bureaucracy, increase young people’s skills in critically important areas and make a real difference to young people’s ability to obtain employment’ (Wolf, 2011, p.144). From the TLRP report 2006 and the Wolf Report 2011, 5 years apart, has much changed or been implemented? Working with employers, I have seen the effect of the economic decline in employment opportunities and feel that some of the changes necessary are beyond the power of education specialists and need to come from alternative government policies to increase employment opportunities. The future The future involves change and evolution of what we have in place at present to ensure FE tutors keep up to date with knowledge and skills. The government have introduced 13 University Technical Colleges (UTC) which will start to open in September 2012, with a government commitment to another 24 and plans for 100 in the next 5 years. UTCs are linked to a university and will be open all year round with a timetabled day between 8. 30am and 5. 30pm and cater for between 600-800 students. They will cover academic subjects in Maths, English, Sciences, Humanities and Languages as well as transferable employment skills. UTC students will have two specialist vocational subjects i. e. Engineering and Advanced Manufacturing. The lengthened day will ensure that all homework, enrichment and work experience is covered in the timetable. FE colleges will have the opportunity to become co-sponsors but they will be led primarily by a university. Does this reduce the role of FE colleges? more seems designed to strengthen the progression forward to HE and not FE, whereas Foster (2005) described FE as essential to widening participation in HE and removing barriers. Another emerging education route is Studio Schools which will be state-funded and accommodate 300 students, time tabled between 9am and 5pm. Six are already open with another 6 planned by the end of 2012. They will teach through community projects, enterprise and work experience. By focussing on how subjects are delivered they may be able to contribute to closing the divide in vocational and academic education. These 2 different types of establishments are similar in the way they are designed to transform of 14-19 education, such as opening times and their work and the community experiences approaches to learning. The biggest difference is the number of students enrolled. It seems that large academies have been growing over the last couple of years with numbers in excess of 1000 students. Throughout the research I have read there has been no mention of class sizes. It has been proved in the past that some students do not flourish in a large class environment but yet no one has thought to research this. I think on occasions students become a number and I hope that in the future we can still personalise education for the individual as they are all unique. Conclusion During this literature review I found a diverse range of opinions articles written about VE and academic education and how they can be both valued in society . In January 2012 Alison Wolf backed the action to remove the equivalency of GCSE’s from most vocational subjects. I feel this widens the gap of value between the two education routes but, UTC’s and Studio Schools offer alternatives and it may be an advantage to separate academic and VE entirely. Through this research I have looked at many areas, concerns and government policies and one of the areas that I think is more important and has a direct relationship to teaching is how 14-16 years old learners integrate into FE colleges and whether learning is appropriate and meets their needs this is an important consideration that requires more research. Word Count-3100 Bibliography Connexions. (2002). Results of the Connexions Service consultations held with young people on the green paper. 14-19: extending opportunities, raising standards. Connexions. DfES. (2002). 14-19 green Paper Consultation Workshops Review. DfES. Foster, A. (2005). Realising the Potential, A review of the future of further education colleges. Nottinghamshire: DfES Publications. Nuffield Foundation. (2009). Educational for All The Future of Education and Training for 14-16 Year Olds. The Future of Education and Training for 14-16 Year Olds. Fuller, A. and Unwin, L. (2011). London Review of Education, Vocational education and training in the spotlight:back to the future for the UKs Coalition Government. London: Routledge. Harkin, J. (2006). Behaving like adults:meeting the needs of younger learners in further education. London: Leaning and Skills Council. Higham, J and Yeomans, D. (2011). Thirty years of 14-19 education and training in England: Reflections on policy, curriculum and organisation. London Review of Education, 217-230. Hodgson, A. and Spours, K. (2010). Journal of Education and Work, Vocational qualifications and progression to higher education: the case of the 14-19 Diplomas in the English system. London: Routledge. Hodgson, A. and Spours, K. (2011). London Review of Education, Educating 14-19 year olds in England: a UK lens on possible futures. London: Routledge. Hodgson, A. , Spours, K. , and Waring, M. (2005). Higher Education, Curriculum 2000 and the future reform of 14-19 qualifications in England. London: Routledge. Huddleston, P, Keep, W, Unwin, L,. (2005). Nuffield Review of 14-19 Education and Training Discussion Paper 33, What might the Tomlinson and white paper proposals mean for vocational education and work based learning? Teaching and learning Research Programme (2006). 14-19 Education and Training. London: Teaching and Learning Research Programme. Teaching and Learning Research Programme. (2006). 14-19 Education and Training:A Commentary by the Teaching and Learning Research Programme. London: Teaching and Learning Research Programme. Tomlinson, M. (2004). 14-19 Curriculum and Qualifications Reform, Final Report on the Working Group on 14-19 Reform. Wolf, A. (2011). Review of Vocational Education-The Wolf Report. Websites Studio Schools Trust. n. d. [online] Available at: www. studioschooldtrust. org [Accessed 30 January 2012] University Technical Colleges. n. d. [online] Available at:. www. utcolleges. org [Accessed 30 January 2012] Newspaper Articles Baker, L. (2011). ‘Wolf’s backing of vocational training is great, but she ducks the question of how much it will cost ‘The Times Educational Supplement. 25 March 2011, p. 31. Meikle, J. (2007) ‘Diplomas being introduced too fast, warns MP’s’, The Guardian. 17 May 2007. [online] Vasager, J. (2012). ‘Thousands of vocational qualifications to be stripped out of GCSE league tables’. The Guardian. 31 January 2012. [online] Wolf, A. (2012) ‘An end to qualifications that have no real value’ The Guardian. 31 January 2012. [online].

Child Labour :: essays research papers

Our Efforts and Experiences – Part - I â€Å"In all the civilized societies all over the world system of child labour is condemned as a social evil but the fact is the system is prevelent on a large scale in a country like India. It is noticed that, in recent times our society is showing some signs of awareness about this social evil. This is the first part of the article giving details about the efforts undertaken in and around Ahmedpur for eradication of this system. Since past 12 years I am working on various issues related to rural areas through People’s Institute of Rural Development and Rachanatmac Sangharsha Samiti (Maharashtra). To generate employment for farm labour through â€Å"employment guarantee scheme†is our sustained and major activity. While working with farm labour during 1988-90 I was exposed to the issue of Child Labour. When I saw the children working as child or boned Labour in agriculture, I could realise the intensity of this issue. Agriculture is a main source of employment for labour in rural areas. Child Labour working in farms, or as a bonded labour or as a herdsman has an adverse impact on the employment of adult people. When dialogue was initialed with farm labour on this issue. They narrated that when child works as a Child Labour he/she actually supports the family. They feel that child provides something to eat to a family. This is a general feeling among the rural masses about Child Labour. The common understanding among this labour class is more working hands means more income for a family. But this calls still could not decide, whose hands these should be? They are not understanding that small hands are depriving of big hands from employment. The difficult life they are living and ignorance of these farm labour is responsible for such type of their attitude towards their own children. It made us realised that there is a need of structural   Ã‚  Ã‚  Ã‚  Ã‚  changes in the society and we resolved to work for structural changes. In the society and we resolved to work for structural changes. In the initial period neither we had any plan nor a concrete stralgy to deal with the situation. We decide to have a dialogue with farm labour on this issue. Already we were discussing with them about employment minimum wages, equal wages for equal work, laws for the profection of a farm labour etc.

A Comparative Analysis of the Hero’s Quest: Harry Potter Vs King Arthur Essay

ABSTRACT From the pages of literature many ideas are born. Often these ideas are borrowed, passed down and transferred from work to work; author to author. This has led many to conclude that a generic mold has been established for certain ways of telling-or in some cases retelling-a story, and that authors often write to fit this mold, whether purposefully or not. The main mold discussed by celebrated novelists such as Joseph Campbell, and used frequently by renown authors like J.K. Rowling and T.H. White, is that of the classic hero. Rowling has made her young protagonist, Harry Potter, very similar to the King of Camelot, as presented by the many Arthurian authors, including T.H. White and Sir Thomas Mallory. There are a great deal of parallels between Potter and Arthur and I have analyzed the plot and other aspects of both stories-along with the works of critics and researchers like Campbell-to demonstrate the shocking similarities between the two heroes. The amazing similarities from both stories spawn from the constant recycling of the hero and his quest. Harry Potter as a person, is a very dynamic character with complete mood changes and varying personalities, yet when it comes to his adventures he is not at all unique. King Arthur, as a hero, is a very dynamic character but as a person he is flat and boring. To compare both I read the complete Harry Potter Series by J.K. Rowling ( Harry Potter and the Sorcerer’s Stone, Harry Potter and the Chamber of Secrets, Harry Potter and the prisoner of Azkaban, Harry Potter and the Goblet of Fire, Harry Potter and the Order of the Phoenix, Harry Potter and the Half-Blood Prince, and Harry Potter and the Deathly Hallows.), I’ve read the authoritative Arthurian legends (The Sword in the Stone, by T.H White, and Le Mort d’Arthur by Sir Thomas Mallory.) The author’s own life stories were also analyzed in hopes that I could perhaps come to a conclusion of why their Heroes are so alike. HARRY POTTER VS KING ARTHUR The King Arthur novels have been a part of literature for years, influencing authors, movies and even song writers. This generation’s â€Å"King Arthur† is known by another name. He was conceived on a napkin by a struggling single mom and goes by the name of Harry Potter. Many parts of Rowling’s Harry Potter Series are infused with elements of the Arthurian legend. From reading and researching both stories I have found many parallels between both tales. Arthur and Harry are both the protagonists of their worlds, both were deprived of their parents at an early age, both were on quests to achieve their destiny, both had old wizard mentors, and neither knew of his own importance till a late age. This extended essay explores the themes and characters linking the two tales and also analyzes the author’s life and language and how they affected the story. Joseph Campbell is a world renown author who wrote the book â€Å"The Hero With a Thousand Faces.† Mentally digesting this book has helped me to understand the bonds that tie all heroes together and was what led to the thought that Harry and Arthur are very similar. Both Arthur and Harry fit into the category that Joseph Campbell refers to as the ‘classic hero.’ Both character’s lives follow the pattern of up and downs that rules the life of any literary being. Using excerpts and themes from this and other novels written by Campbell I will bring to light the chilling parallels between both dramas. Both Harry Potter and King Arthur lived lives that were chosen by them. This may seem obvious as their lives were written out by their author’s imagination, but in the novels themselves their fates were pre-destined. Harry Potter was the only person ever to survive Lord Voldemort’s Avada Kedavra curse, also known as the killing curse. Any time that someone does something for the first time–something that was thought impossible–they are immediately raised on a pedestal of awe and leadership. Having survived the curse, Harry thwarted Voldemort’s plan of world domination, therefore saving the wizarding world. Besides being the first to survive the curse, Harry was also the wizarding community’s savior, and he was only one year old. So at a very early age Harry already had a reputation to live up to. What put the final seal on the situation was Sybill Trelawney’s prophecy which stated that â€Å"neither can live while the other survives,† meaning that when Voldemort returned to conquer the world Harry would be the only one capable of saving everyone†¦again. No pressure Harry. His destiny was chosen for him, but then again isn’t every protagonist’s destiny chosen for them in a sense? The magician Merlin, who is living life backwards was already aware of who Arthur was going to be when he urged Uther Pendragon to give him his first born child in exchange for his help to lay with the Duke of Cornwall’s wife, Lady Igraine. Merlin knew Arthur would grow up to be King and save Britain from the Saxons when he saw the Wart stumbling across the forest floor in T.H. White’s â€Å"The Sword in the Stone.† So the fact that he knew Arthur would become King when he asked Uther for his child means that Merlin is the person who chose Arthur’s fate. Had it not been for his request to receive Arthur, Uther would never have given him over and perhaps Arthur would never have become King. Furthermore, Merlin was the one who placed the sword in the stone and prophesied that whoever pulls it out would become King. Merlin already knew that Arthur was of noble blood, but had he not placed the sword in that stone nobody would have known that Arthur was the heir to the throne. So not only did Merlin arrange for King Arthur to actually be born, but he also arranged for the circumstances that made his nobility come to life, therefore Merlin steered Arthur’s destiny. Arthur and Harry were also raised in complete ignorance of their true lineage. Merlin knew that Arthur would not be safe with the Duke of Cornwall on the prowl for Uther’s heir, so he hid him away with a knight named Sir Ector. Knowing that Arthur would be safe Merlin went to live in the woods nearby, and left him alone until his services were needed again. Therefore Arthur grew up thinking he was Sir Ector’s nephew and had no idea of his noble heritage. He lived comfortably enough and managed to gain the proper morals and code of honor that would one day benefit him as King. Harry was not so lucky. From what we surmise from JK’s novels, Harry Potter would have lived quite a comfortable and quiet life had he not been thrown into tragedy when Voldemort attacked. On the night of the attack Harry was barely a year old, and his parents and he were quietly enjoying their evening at Godric’s Hollow. Voldemort burst in and massacred James and Lilly Potter, Harry’s parents, but when he attempted to kill Harry, the love that Harry’s mother had shown in trying to protect her child formed a sort of protective barrier which caused the curse to bounce back and strike Voldemort. Dumbledore hid the orphaned Harry with his Aunt and Uncle Dursley, who wished to have nothing to do with him due to his being of â€Å"that lot,† meaning a wizard. For eleven years Harry grew up hated and ridiculed with his aunt and uncle, not having a clue of his magical world connections. At this point we notice that while Arthur grew up comfortably with his loving foster family, Harry grew up hated and down trod with his unbearable aunt and uncle. Also, while Arthur’s foster brother Kay greatly helped him on quests and adored him as his own brother, Harry was bullied and annoyed by his cousin Dursley. Another striking similarity between Arthur and Harry is that they both exist to protect and save the people they lead. When Harry unwittingly vanquished Lord Voldemort as a young baby he saved the wizarding community from the greatest threat it had ever faced, at least until Voldemort returned in The Goblet of Fire. So from a surprisingly early age Harry was the savior of his people. When he attended Hogwarts and became a prominent figure in the lives of many people he was not only their â€Å"leader,† but their savior. After Lord Voldemort had returned to power Dumbledore started to guess that he and Harry would be pitted against one another until one was vanquished. This was made certain by was Sybill Trelawney’s prophecy: â€Å"‘The one with the power to vanquish the Dark Lord approaches†¦ born to those who have thrice defied him, born as the seventh month dies†¦ and the Dark Lord will mark him as his equal, but he will have power the Dark Lord knows not†¦ and either must die at the hand of the other for neither can live while the other survives†¦ the one with the power to vanquish the Dark Lord will be born as the seventh month dies†¦Ã¢â‚¬  So once again Harry was made the only one capable of saving the world from the evils of Marvolo Riddle, or Lord Voldemort. The power which he had that Voldemort knew nothing about was his deceased mother’s love, which made it possible for baby Harry and teenage Harry to thwart Voldemort on every attempt he made to conquer the wizarding world. In the final part of J.K Rowling’s thrilling series Harry vanquishes Lord Voldemort once and for all, therefore f ulfilling his prophecy and saving â€Å"his people.† Arthur also was presented as a hero and savior for his subjects. According to Geoffrey of Monmouth, historian and author of History of the Kings of Britain, around 1100 Britain was overrun by Saxons, Picts, and Scots. Arthur came about due to the subdued and downtrodden imaginations of the British people. Whenever a people are subject to tyranny they create heroes and saviors. Arthur was the product of poverty, hunger and injustice, so in the Arthurian legends he is the ultimate hero, the total savior and the peace bringer of Camelot. Another similarity between both heroes is that Arthur is helped on his way to victory by the legendary Sword Excalibur, and Harry defeated Lord Voldemort with the aid of The Elder Wand. As both novels developed the presences of many characters guide the protagonists in the right direction, but none more so than their mentor and protector. For Harry it is Albus Percival Wulfric Brian Dumbledore, and for Arthur it is the enigmatic Merlin. Harry was hidden for his own safety by Dumbledore and throughout the whole series he was nudged in the right direction by him. In the Philosopher’s Stone, Dumbledore tells Harry how the Mirror of Erised works, in the Chamber of Secrets he sends Fawkes to rescue him from Slytherin’s Heir and the basilisk, in The Prisoner of Azkaban he gives Hermione the Time Turner†¦there are a cornucopia of examples on how Dumbledore is always helping Harry along the way. Although J.K. Rowling claims that Dumbledore had flaws and was ‘gay,’ he was still one of my favorite characters due to his complete devotion to the novel’s cause: defeating Lord Voldemort. In this sense Dumbledore is Harry’s main parent al figure, aside from his Godfather, Sirius, and he sees him through all the hard times. Merlin is that reason that Arthur exists. So if anything, you could sort of call Merlin Arthur’s father. Not only did he arrange for the birth of Britain’s greatest king, but he made him king by putting the sword in the stone. He guided Arthur through his quests and adventures and made him Lord of the Knights of the Round Table. Whenever anyone thinks about Arthurian legend they think of Merlin. Merlin, who found Wart wondering in the woods. Merlin, who taught him valuable life lessons by turning him into different animals. Merlin, who gave him the marvelous sword Excalibur. In both books the mentors are described as having long, white, flowing beards, pointed hats with stars and astrological robes of purple, half rimmed spectacles and twinkling blue eyes. Is it coincidence that J.K. had all these parallels between Arthur and Harry AND Dumbledore and Merlin? Both Harry and Arthur lead very distinguished, eventful and public lives. The life of the hero isn’t an easy one, but it is quite rewarding. As Campbell puts it â€Å"A hero is someone who has given his or her life to something bigger than oneself† (Campbell). Both of these heroes have accepted their fate and played the role perfectly. A common thread found in most hero stories is the chance at immortality. Campbell writes in his novel, â€Å"The Hero With A Thousand Faces,† that â€Å"To this very day, the possibility of physical immortality charms the heart of man† (Campbell, 188). All hero figures, from Gilgamesh, to Buddha, to Jesus, even Arthur and Harry are all presented with immortality. This longing for eternal life can be understood when we see what a hero is and how man (and woman in JK’s case), fears death. As we know, a hero is spawned during times of upheaval and social distress. Arthur was thought up during the Saxon’s occupation of England and Harry was born when J.K. needed to be saved from poverty and discontent. Whenever a peoples is oppressed they think of becoming rich, overcoming their difficulties and living forever. In Harry Potter and the Philosopher’s Stone, Harry is presented with the opportunity to keep the Sorcerer’s Stone, from which he can create the Elixir of Life, enabling him to live forever. In the Deathly Hallows he was searching for the three Deathly Hallows, one of which was the resurrection stone. The Resurrection Stone made it so that Harry could bring back anyone from the dead. Yet because he didn’t want the Sorcerer’s stone or the Resurrection stone for his own use, he made himself immortal in a different way. He made himself immortal in his follower’s memories and in his many fans’ minds. Arthur, also, had the chance at immortality. On his quest for the Holy Grail he was presented many times with challenges and dilemmas for which the reward was immortality. When Arthur is killed by his son Mordred, he is then taken to the Isle of Avalon to be treated. A popular legend, current among the British people, claimed that King Arthur had never actually died and that he would one day return to his people when their need was great. In this sense King Arthur was thought to be the perfect man, pure of sin. Harry is similarly clean of sin – as Dumbledore tells him in Half-Blood Prince, â€Å"In spite of all the temptation you have endured, all the suffering, you remain pure of heart, just as pure as you were at the age of eleven.† Finally, the greatest parallel between both heroes is the quest. The myths and legends surrounding King Arthur center on the quest for the Holy Grail. According to legend, King Arthur saw the Grail in a vision, and subsequently he and his knights attempted to find the Grail. The Holy Grail and the vessel used by Christ at the Last Supper that was then used by St. Joseph to catch the blood of Christ were then thought to be the same cup. While the location of the Grail was forgotten over time, there was a prophecy at the Court of King Arthur that the Grail would one day be rediscovered by a descendant of St. Joseph. According to the prophecy, the person who would find the Grail would be the person designated to sit in the Siege Perilous, the perfect seat at the round table. This would be Sir Galahad. In comparison Harry Potter is also on a quest. In fact seven quests, one for each book written. Each one of the Harry Potter books written involves quests. In Harry Potter and the Philosopher’s Stone, Voldemort is on a quest to find the Philosopher’s Stone to achieve immortality. Voldemort’s quest becomes Harry’s quest, as Harry believes himself to be the only one capable of stopping Voldemort from obtaining the Stone once he learns that Dumbledore has left Hogwarts. The quest takes Harry through a series of obstacles, and while he is accompanied at first by Ron and Hermione, it is he alone – like Galahad – who must complete the quest and save the Stone from Voldemort. Philosopher’s Stone actually tells us about two quests – the quest for the Stone, as well as Voldemort’s quest to kill the boy who has been prophesized to be the only one who can be his undoing. As Galahad’s seat is marked with his name, signifying that he is the only one who can find the Grail, Voldemort’s attack on Harry as a baby leaves him marked with the scar that signifies Harry as Voldemor t’s equal and as the only one who can vanquish Voldemort. Also, Harry is the only one who can achieve the quest for the stone, like Galahad is the only one who can find the Holy Grail. As in Arthurian legend, Harry is not the only one who embarks on quests through the Harry Potter series. In Philosopher’s Stone, Voldemort uses Quirrell to try to find the Stone. The entire Hogwarts teaching staff (with the one notable exception of Professor Lockhart) is looking for the Chamber of Secrets in Book Two. The Dementors are searching for Sirius Black in Prisoner of Azkaban. The other contestants in the Triwizard Tournament, like Knights of the Round Table, are also on quests as they complete each Tournament task in Goblet of Fire. At the Yule Ball, the contestants and the judges even sit at a large round table. In Order of the Phoenix, Voldemort is on a quest to obtain the prophecy and regain his power. This signifies that many try, or feel compelled to achieve the status of hero, but the true hero doesn’t choose his destiny. The true hero becomes what he is because he has no choice, because it is in his blood. Like Harry and Arthur, who did not choose their future, and never wanted fame and glory, the true hero does things alone. There exists many parallels between both heroes and in finality we can conclude that this is no mere coincidence. Rowling must have intended to at least base her protagonist off of Britain’s greatest hero: King Arthur. The reason that J. K. Rowling is able to put so much life and actuality in her writings is that she herself has experienced much of what she writes. She was born on July 31st, 1965 in Gloucestershire, England. Divorced and living off of welfare Rowling wrote Harry Potter and the Philosopher’s Stone on a napkin between her daughter’s naps. When Harry Potter and the Philosopher’s Stone was published her life changed. Much like Harry’s life, Rowling’s has the characteristics of a fairy tale. Barely making a living she managed to get by and lived in a small apartment flat in Edinburgh, where she says she was rescued by Harry Potter. She was given money to finish her books and has since become richer than even the Queen. She has written the harshness and nightmares of her pre-Potter life into her books, which is why they appear so real. Whenever a people live an oppressed lifestyle they create saviors to rescue them, which is what J.K did. T.H White, on the other hand lived a pretty well off life, yet displeased with the world he too re-made a hero for himself, Arthur. There isn’t much in common between both authors other than their British descent and the fact that they write. Their language is also very similar and the way they write is strikingly alike. Perhaps it’s the fact that they both attended Exeter college? In the quest for literary glory, both authors overcame tremendous upheaval and problems of a bad economic start. Yet they both wrote novels that changed mankind, and that continued the Hero’s journey through literature. It is certain true then, that â€Å"There is only one hero, and he has a thousand faces† (HWTF, Campbell). BIBLIOGRAPHY White, T.H. â€Å"The Sword in the Stone.† Random House, Inc. October 1963 Rowling, J.K. â€Å"Harry Potter and the Deathly Hallows.† Cornell Books, Pittsburgh, Pennsylvania. Rowling, J.K. â€Å"Harry Potter and the Chamber of Secrets.† Cornell Books, Pittsburgh, Pennsylvania. Rowling, J.K. â€Å"Harry Potter and the Sorcerer’s Stone.† Cornell Books Pittsburgh, Pennsylvania. Rowling, J.K. â€Å"Harry Potter and the Prisoner of Azkaban.† Cornell Books, Pittsburgh, Pennsylvania. Rowling, J.K. â€Å"Harry Potter and the Goblet of Fire.† Cornell Books, Pittsburgh, Pennsylvania. Rowling, J.K. â€Å"Harry Potter and the Order of the Phoenix.† Cornell Books, Pittsburgh, Pennsylvania. Rowling, J.K. â€Å"Harry Potter and the Half-Blood Prince.† Cornell Books, Pittsburgh, Pennsylvania. Campbell, Joseph. â€Å"The Hero With A Thousand Faces.† New World Library Books, 1949, First Ed.