The Impact of Divorce on Children

The impact of divorce on children Angela Smith PSYC 210 James Varland Liberty University The impact of divorce on children The days of complete families that include mom, dad, the household pet, and several children hardly exist. These families have now been replaced with an increasing number of single parent households due to the increasing divorce rate since the 1970’s. (Price & McKenry, 1988) What kind of impact does divorce play on children under the age of 18 years old today. As we journey into this research, we will see many things that effect children not only emotionally, but spiritually, physically, and mentally.Each of these problems can carry over to adulthood. What we may not realize is that divorce could affect everything up into adulthood of a child. Emotional scars could be left for life. The children are the ones that are left to suffer the most due to divorce. There is so much research on this topic. That alone shows that children are suffering in so many ways due to divorced parents. Divorce is a very stressful experience for any child, regardless of their age. Over half of American children will witness the breakup of a parent’s marriage.Among the millions of children who have seen their parents divorce, did you know that one in ten children will also go through three or more parental marriages? (The Abolition of Marriage, Gallagher) The death of a parent is less devastating on a child than a divorce. There are several areas and stages of pain that is dealt with within a child at the beginning of a divorce. They feel very vulnerable, they feel powerless over the situation, and they have feelings of anger and of course several feeling of guilt. Parents’ sensitivity to their child’s needs has to be a priority in the adjustment of the divorce.Then you need to consider the child’s age also. A preschooler’s reaction and an adolescent’s reaction will be very different from each other. Preschoolerâ₠¬â„¢s tend to be emotionally needy. They have fears related to abandonment, and may display acting-out behaviors. They are likely to become distressed during visit exchanges. (http://cpancf. com/articles_files/efffectsdivorceonchildren. asp) Children from ages 6 to 8 will likely fantasize about their parents but yet are less likely to blame themselves for the divorce.Then children ages 9 to 12 will have a better understanding of their parents divorce and the situation but yet may take the sides with one of the parents. Although adolescents understand and comprehend the divorce of their parents, they are faced with the divorce experience and also their own identities. Adolescents seem to mature more quickly after a divorce. They will take on more responsibilities at home; they learn to appreciate things like an allowance a lot more, and they also learn to gain insight into relationships with others.But on the other hand, they could be drawn into taking on the role of the parent and n ot be able to develop relationships with their own peers. According to research, there are many different approaches that you could take when talking to your children about the divorce. There are definitely ways of saying things at their level and ways to try and make it easier on that individual child. One thing that you have to remember is that there is no best age for a child for divorcing parents. One main thing that you have got to be sure and tell your child is that it isn’t their fault.Children seem to think, especially the younger ones that if I act better or get better grades in school, maybe mommy and daddy won’t be mad at me and leave me. Letting that child know that it isn’t their fault is very crucial for the child. It is very important to let that child know that both parents will still be a part of their lives. When talking to your child about the divorce, you need to keep your emotions under control. If the child sees that you are upset, that wil l also make them upset and the whole situation can be more complicated. Never, never speak negatively about your spouse in front of the child.Your child will need to know a reason but not all of the details. Negativity can cause your child to resent your spouse or you. Children are use to a routine. They will need to know what all will be changing in their life. The children need security. Put your differences aside and get along for the child’s sake. Always listen to your child or children and encourage your child or children to express their feelings. Children have problems finding words to express how they feel. Take the time to help your child understand what they are feeling. And allow the child to be honest.Reassure them that no matter what they have to say or how they are feeling, that neither of these are wrong. That it is okay for them to express themselves. While knowing what to say to a child when talking about divorce there are also things that should not be said when talking to them. Never try to buy your child’s love. Buying the child stuff will only make them feel good temporarily. That feeling will wear off. A child would rather have their parent’s undivided attention in opportunities and joys in life. Nothing can take the place of the love of a parent.The most important thing that I think that a couple should think of first is not to give up on your marriage. There are many alternatives to giving up and letting it end in divorce. (http://www. marriage-success-secrets. com/talking-to-your-child-about-divorce. html ) Statistics are done for very valuable purposes. As I bring some of these statistics to light for you, I think that you will be rather amazed. Children of divorce are at a greater risk to experience injury, asthma, headaches and speech defects than children whose parents have remained married.Children living with both biological parents are 20 to 35 percent more physically healthy than children from broken homes. (Journal of Marriage and Family) Teenagers in single-parent families and in blended families are three times likely to need psychological help within a year. A study of children six years after a parental breakup revealed that even after all that time, these children tended to be lonely, unhappy, anxious and insecure. (Journal of the American Academy of Child and Adolescent Psychiatry) These statistics are surely frightful. And people and politics wonder why our American culture is so messed up.Families today doesn’t seem to believe in morals and they especially do not see the importance of what marriage is all about. God gave us a mate to be with forever. The instructions that God has given us in the Bible are very clear about marriage and divorce. In 1 Corinthians 7:10-14 says, â€Å"I command the married-not I, but the Lord- a wife is not to leave her husband. But if she does leave she must remain unmarried or reconciled to her husband- and a husband is not to leave this wife. But I (not the Lord) say to the rest: if any brother has an unbelieving wife and she is willing to live with him, he must not leave her.Also if any woman has an unbelieving husband and he is willing to live with her, she must not leave her husband. For the unbelieving husband is set apart for God by the wife, and the unbelieving wife is set apart for God by the husband. Otherwise, your children will be corrupt, but now they are set apart for God. (Christian Standard Bible) Another passage that Jesus talks about in the Bible about marriage and divorce and makes Himself very clear about it is in Matthew 19:5 & 9,†(5)For this reason a man will leave his father and mother and be joined to his wife, and the two will become one flesh. 9) And I tell you, whoever divorces his wife, except for sexual immorality, and marries another, commits adultery. † (Christian Standard Bible) This passage sums it all up on divorce. If you are considering divorce and do live by the Bible , I think that there are several things that you need to see and think about according to God’s standard before you actually divorce. This should be considered only in light of the most basic principles of scripture. Is the motive for the divorce Godly? Has the spouse sought advice of wise counselors? Is the divorce a last resort action to be taken?If humans today still lived by God’s standards, the divorce rate and all the problems that follow divorce would not be the way they were. There are so many people that divorce affects and to be greedy and only think of ones own self is inhuman. Even is you have failed with your marriage, there are ways that you can succeed with your divorce. Divorce and all the complications that come along with it can have a significant impact on the well being and development of both children and adolescents. The consequences of divorce can and will impact almost all areas of a child’s life.That not only includes the parent and chil d relationship but also the child’s behavior, emotions, coping skills, and psychological development. No wonder that there is a high demand for mental health professionals and other child specialists. As we have looked at statistics and some ways for the parents to deal with the divorce for the children’s sake, let’s put ourselves in the children’s shoes. What do you think is actually going through their mind? What questions do you think that they are thinking about and wanting to ask?According to the University of Missouri, these are some questions and thoughts that are probably going through a child’s mind during their parents divorce. I need both of you to stay involved in my life. I need letters, phone calls, and lots of questions asked to me. Please don’t fight and work hard to get along with each other. Try to agree on matters that relate to me. When you fight about me, I think that I have done something wrong. Please don’t ask me to send messages back and forth between the two of you. Please remember that I depend on both of you to raise me and to be a part of my life.I need both of you to teach me what is important and to help me when I have problems. Take a minute to imagine just what all goes on in a child’s mind when divorce happens. It is truly a sad situation. Now let’s turn the tables and take a look at some of the positive effects of divorce and children. Now that sounds crazy, right. That is what I thought also until I read some research done on this particular topic. Being a child of divorced parents and looking back, I can actually see some of the benefits that have been seen in the research.Of course no child wants to see their parents gets divorced but if you think about it no child wants to see their parent’s constantly fighting either. If there is any kind of abuse in the relationship, you could actually be hurting your children more by staying together. Children who ha ve gone through divorce with their parents could reap the benefits of spending one on one time with each parent. Despite the difficulties of divorce, the one on one time is a great bonding opportunity for parents and children to experience. (http://www. helium. om/items/1355536-what-are-positive-effects-divorce-children) Just think about it for a minute. The quality time that each parent is able to spend with their child or children is actually increased after a divorce.The total focus of the parent on the child is much more valued now. Children can grow healthy in many types of divorce situations if the three key following conditions are met: first, the basic needs for the children must be met, such as love and physical care, understanding, discipline and safety; second, the children need a sense of belonging or being able to say, his is my family where I am important and a special person; and finally, they also need role models of both sexes in their lives to help them determine t heir proper male and female roles. (http://www. jesuschristismygod. com/index2b. html) Some female children come out of divorce growing into exceptionally good young women. It seems that girls and women strive on more responsibilities and challenges. They connect with their mothers and have deep ties with them. Child psychologist agree that keeping the strength of extended family intact is one of the best ways to provide a good structure for children to deal with divorce.In addition, when both parents have the full support of family and friends that were connected to the kids during the marriage that provides resources to turn to when things get difficult as the adults try to figure out how life as a divorced couple should work with kids. (http://www. articlesbase. com/divorce-articles/the-positive-effects-of-divorce-on-children-2745699. html) It is very important that the parents celebrate certain days, such as birthdays, and holidays, together with their children.This can and will show their children that there are values to be taken and at the same time show the role of a true mother and father relationship. As I sit here and think over all the research and statistics that I have read about and then think about my own situation as a child of divorce, I can identify with several of the characteristics that have been studied. First thing that comes to my mind was how my mom and dad handle the situation of divorce, They would talk bad about the other one in front of me and it seemed as if they were trying to win sides with me when actually all I wanted was both of their love.There was always arguing and fighting in front of me and my brothers which also caused me to grow up with a lot of hostility in me. Everything I did for years was prone to fighting and anger. I remember being took from my house to where my dad would stay for certain weekends and holidays and I all wanted was everyone together, As I look back on it now, I truly wonder if my parents had of m ade different and better choices due to their divorce and the sake of the children, would anything in my life been any different with my attitude or my outlook on things and especially family.I can remember blaming myself for several of the things that was wrong between my parents and also being a mediator between them. My grades in school did go down and I acted out to get the action I was lacking from having both of my parents there when I needed them. I guess that one good thing that did come out of my parents’ divorce was that I had a huge sense of survival and determination due to this divorce of my parents. I can also see where girls seem to make a strong tie with their mothers and become very strong women.I truly think that it has helped make me what I am today. I do not believe that I could of survived some of the abuse I have been through with drug addiction and recovery if I had not set my standards of survival at such a young age. There are so many ways that we can be coached and taught about what to do in this situation. It is a very sad case for a couple to have to come to this point in their lives today. Marriage is not seen as it should be. People take it for granted about having a lifelong mate and companion.We should all go back to the basis of the Bible but with the devil and the secular world taking over today, we as Christians have to stand up and play a huge role in our kids live. I have made a promise to myself that I will not repeat the cycle of my parents. Life is too precious and your children will be grown and gone before you know it. We endure enough pain in this world today and I refuse to allow anymore to be put into my children’s life due to me.This study has just made me a little more determined about living my marriage a a Christian example to my children and working through all the problems that marriage my bring in my direction. The statistics are growing but our God is even bigger.References Christian Standard B ible http://cpancf. com/articles_files/efffectsdivorceonchildren. asp) http://www. articlesbase. com/divorce-articles/the-positive-effects-of-divorce-on-children-2745699. html http://www. helium. com/items/1355536-what-are-positive-effects-divorce-children

How working environment can impact on motivation Essay

(A) Describe, with examples, how working environment can impact on motivation and contribute to an effective workplace in travel and tourism, covering:- * Job location In travel and tourism, the holiday atmosphere at resort contributes to a sense of well-being. Customers are happy to be on holiday and it is relatively easy to have a positive attitude to work. Whereas if you were working in a call centre where you are office bound and have to spend most of the talking to customer on the telephone. The organisation has to consider how this poorer environment can be improved so that staff remains motivated. * Working conditions and Hours of work Hours of work vary tremendously throughout the industry- some people are happy to work unsocial hours because it fits in with their lifestyle or they wish to have time off when everyone else is working. However, the overall number of hours per week should not exceed 40. * Health and safety Safety and security factors must be considered in the workplace, and legislation such as the Health and Safety at Work Act 1974 must be adhered to. Specific regulations also apply where food is served or where the chemical hazards, for example in a swimming pool. All these requirements are important. For some organisations a lapse in safety procedures can mean the collapse of the business and even a prosecution. Companies that organise activity holidays for children, for example must make health and safety a priority. Health and safety is important for both customers and employees. Employees need to know that they can go about their work in a safe environment and work together to ensure their customers are safe. * Equipment and Resources Sate-of-the-art equipment and a pleasant environment are important to motivate staff. * Social event Most companies have a Christmas party or social outgoing for staff. These are useful events to create camaraderie amongst staff and build teams. * Theories of motivation The motivation and commitment of employees is key to success of a team and therefore to the company. Several theorists have come up with models of motivation. The two of that we will look at are Maslow and Herzberg. 1. Maslow Abraham Maslow was an American who in the 1940’s developed a theory of motivation. The theory is valid still for understanding how people are motivated in the workplace. Employers can use it to provide conditions that fulfil people’s needs at the different levels. Maslow theory is displayed as a pyramid because employees can only move up the levels once the lower levels are fulfilled. So, an employee can’t achieve level 4 at work if they are having problems in their personal life or working with colleagues (level 3). Similarly, if they have just been made homeless (level 1) their concern will be finding shelter not performing at work. 2. Herzberg Herzberg’s theory is also known as the ‘hygiene’ theory. Herzberg identified characteristics which make people satisfied with their jobs and those which make them dissatisfied: ‘satisfiers’ and ‘dissatisfiers’. The satisfiers are factors which give people long-term motivation and enable them to enjoy their work: * The type of work * Promotion prospects * Having responsibilities * Sense of achievement * Personal development * Gaining recognition This dissatisfiers or hygiene factors need to be operating well in an organisation but according to Herzberg do not ultimately motivate people. These are: * Salary * Working conditions * Relationships with others- colleagues and managers * Company policy (B) Describe, with examples, how working relationships can impact on motivation and contribute to an effective workplace in travel and tourism, covering:- * Management style Management is about motivating people to act in certain ways so that the team can achieve its common goal. A good manager must inform, motivate and develop the team. The four types of manager/management I will be talking about are:- 1. An autocratic manager An autocratic manager makes all the decisions and announces them to the team. This person is the boss and so has full control. The main advantage of this kind of leadership is that decisions are made quickly, as no consultation is involved. Its other advantages include:- * Where there is a need for urgent action the autocrat will take control * Some team members gain security from being told what to do. Disadvantages include:- * Team members may become frustrated at their lack of control * There may not be room for the team to express creativity * There may be over-dependence on the leaders Autocratic management belongs in a traditional hierarchical structure. 2. Consultative management With consultative management, the leader still makes the decisions but discusses them with the team. The advantages include:- * The team is informed of what is going on * Open discussion is encouraged * The manager spends time with the team The disadvantages are that the team feel involved but frustrated by having no real power. 3. Democratic management With democratic management, the decision-making is shared among the team. The advantages include:- * Ideas are encouraged from everyone * There is greater involvement and commitment from team members * The team is likely to be supportive of the leader * The team is fully informed The disadvantages include:- * Some team members may not be able to cope with being involved in decision-making * The democratic process can take too long * The leader may not agree with the decisions of the team * Powerful team members may take over 4. Laissez-faire management With laissez-faire management the team is left to sort itself out and get on with its work. The manager does not get involved and therefore is not leading the team. The advantages include:- * Highly motivated and skilled people are able to get on with their tasks * The team is empowered The disadvantages include:- * New team members will be uninformed * The team may be left with little or no direction * Teamwork Teamwork skills are essential in the workplace. You must be able to work with other people in a team even if you don’t happen to like them. A team is a group of people who are working together to achieve common objectives. Even when you are not physically with other members of your team, you can work together by contributing to a sequence of activities with a common aim. If you were working as a resort representative in Spain, you would still be working in a team with colleagues in head office in the UK. 1. Team roles Good teams achieve synergy; that is, together they can achieve more than the members could individually. More ideas, energy and resources are generated as a group because:- * The team solves problems and makes decisions together * The team focuses on the priorities, with everyone working towards the same aim * The team provides a sense of belonging and a sense of status * The team provides a support network Not everyone in a team is the same- each person has their own strengths and weaknesses. If each person had the same weaknesses, the team could not work; there needs to be a balance of skills. A method of recognising individuals’ strengths and weaknesses is needed in order to build an effective team. The management expert R.Meredith Belbin has outlined nine team roles necessary for a successful team. One person can represent more than one role, as most people have strengths in more than one area. Belbin’s roles:- > Chairperson/ co-ordinator = The group leader, likely to be relaxed and extrovert, also likely to be a good communicator. They will build on the strengths of team members and give them encouragement. > Plant = The ideas person in the team, a person who is creative in looking for solution to problems, but not always good at details, and so may make careless mistakes. > Shaper = The task leader, who unites ideas and effort. Needs to be dominated and extrovert in order to make things happen. > Monitor/ evaluator = The team analyst, who is not so good at ideas but pays attention to details, thus keeping the team directed towards its target. > Implementer = The organiser of the team, who is able to make the ideas of the plant and shaper and turn them into manageable and realistic tasks. A practical, stable and disciplined person. > Resources investigator = The person who is outgoing and will explore and report on ideas and developments outside the group; is sociable and enthusiastic and good under pressure. > Team worker = A very people-oriented person, sensitive to others’ needs. The team worker has good communication skills and will be good at motivating other. A natural mediator, who will deal with any conflict within the team, this person is very good to have around in a crisis. > Finisher = A person who sticks to deadlines and likes to get on with things. Will probably be irritated by the more relaxed members of the team. > Specialist = This person is single-minded and a self-starter and provides knowledge and skills in specialist areas each of Belbin’s roles acquires a different level of important according to the objectives of the team and the stage in the team’s life. 2. team development Formal teams are part of the structure of an organisation and are planned in order to meet that organisation’s objectives. The formal team will follow rules and regulations and may meet on a pre-arranged schedule and complete administrative procedures. Examples in travel and tourism includes sales teams and marketing teams Informal teams work within or outside formal teams. They are sometimes based on personal relationships between members rather than on work roles. When you complete group work for assignments, you often choose the colleagues you wish. You choose to work with people you like and ones you know will be as committed as you are to the work. This is an informal team. There are several theories of team structure and development, which will help you to understand the effectiveness of teams. Bruce Tuckman (1965) identified four main stages of team development:- * Forming – at this stage, team members form their first impressions of each other and establish identities. They are sounding each other out and finding out what is expected of them. * Storming- the team members have, by now, become more used to each other. Members are prepared to put forward their ideas forcibly and openly; they are also prepared to disagree and so there may be some conflict and hostility. * Norming – the team now begins to establish co-operation. Conflict is controlled, views are exchanged and new standards introduced. * Performing – the team is now working together; it begins to arrive at solutions and achieve objectives. There can also be a fifth stage, called ‘adjourning’ or ‘mourning’, where the team has disbanded and the members miss being part of the team. * Job roles and lines of responsibility An organisation chart shows the structure of the company and how the work is divided into different areas. It also shows the lines of responsibility between staff, so that it is apparent who is responsible to whom. An employee studying a chart will find the possible promotions routes. The chart may show a hierarchical structure or line relationship. This is a very traditional structure and shows a chain of command with each person responsible to the person above them. It is sometimes referred to as a pyramid structure. Many organisations today would be depicted in a chart with a flatter structure. There are fewer layers of management, and each manager has a broader span of control. Restructuring of organisations often involves getting rid of middle managers, hence the flattened structure. * Channels of communication Open communication must be encouraged and ideas should be freely expressed in the workplace. There should be trust and support between team members. An effective leader can encourage good communication and shape the way the team works. * Verbal Verbal communication is the process of sending and receiving messages with words, including writing and there are different ways a person can do verbal communication 1. Telephone 2. Word of mouth 3. Video conference 4. Face to face 5. Presentation 6. Walkie-talkie 7. Meetings 8. Bluetooth/ headset (mobile phone) 9. Radio 10. Sign language * Written Written communication guarantees that everyone concerned has the same information and it provides a long-lasting record of communication for future such as 1. Books 2. Brochures/ leaflets, newspaper 3. E-mail 4. Text (written + electronic + verbal) 5. Fax (written + electronic) 6. Notice boards 7. Minutes of meetings * Electronic Electronic communication means any method used to convey a message that has been transmitted via electronic means such as e-mail, video conferencing, radio, TV, mobile phone, internet, fax etc. * Equal opportunities Legislation exists to ensure that personal receive equal opportunities and that there is no discrimination. The arts of parliament that you should be aware of are:- * Race relations Act 1976 This act makes discrimination on racial grounds unlawful in employment, training, education and the provision of goods, facilities and services. The two main type of discrimination involved in this Act are:- 1. direct discrimination:- discrimination against colour disability, citizenship 2. indirect discrimination:- discriminating a racial group * Sex discrimination Act 1975 This act makes it unlawful to discriminating against someone on the ground of gender, marital status, Gender reassignment or sexual orientation. The act was updated in 1986 to remove restrictions on women’s hours of work and then it allowed women to take h=jobs with flexible hours. This act not only covers discriminations in the workplace but in job advertisements and interviews. * Disability discrimination act 1995 This act makes discrimination against people with disabilities unlawful in respect of employment, education and access to goods, facilities, services, and premises. Employers are required to make reasonable adjustments to accommodate people with disabilities. Examples include providing specially adapted keyboards for arthritis sufferers, facilitating wheelchair access and relocating people with limited mobility to the ground floor. * Equal pay act 1970 This act was introduced to address the problem of women being paid less than men for the same work. It allows employees to claim equal value in terms of demands made on them, such as effort, skills and decisions made. There is also an EU Directive that state that for the same work or work of equal value, sex discrimination must be eliminated in all aspects of pay. * Other forms of discrimination Discrimination at work is a very serious issue and can result in large amounts of compensation being awarded following successful tribunals, not to set up policies to ensure that the workplace is free from discrimination. Measures to be taken include:- 1. Setting up a comprehensive equal opportunities policy covering all aspects of discrimination 2. Training staff in discrimination legislation and on how to implement the equal opportunities policy 3. Setting up complaints procedures for instances of discrimination * Employment rights act 1996 When someone gets a job they can aspect to receive a contract of employment. This is a legally binding agreement between the employer and the employee. Under the Employment Rights Act, the employer must give the employee a written document including the following information, in writing within 2 months of starting work:- 1. Name of employer and employee 2. Date employment began 3. Rate of pay and interval of pay 4. Hours of work 5. Holiday entitlement and pay 6. Job title and brief description of duties 7. Place of work 8. Notice entitlement and requirements 9. Sick leave entitlement and sick pay 10. Pension and pension scheme 11. Disciplinary procedures and grievance producers 12. Date of end of employment it fixed term 13. Additional details about working aboard if appropriate. * Notice board After one month of continues employment an employee is entitle to one week of notice if the employment ends. After 2 years’ employment they are entitle to 2 weeks’ notice, after 3 years, 3 weeks’ notice and so on. After 12 years the legal maximum 12 weeks’ notice is reached. A employee must also give notice of leaving to an employer. After one month of continuous employment, an employee must give a minimum of one week’s notice. Employees are entitled to normal pay during notice periods as long as they are working or available for work. * Redundancy Redundancy pay is calculated according to the employee’s age, length of service and salary. Employees can claim for unfair dismissal if they suspect: 1. There is no real redundancy 2. They were unfairly selected for redundancy Dismissal is treated as redundancy if the whole business is closing or a particular job disappears or requires fewer employees. An employer may offer alternative employment. If the employee unreasonably refuses it they are not entitled to redundancy pay. * EU Directives on hours and pay The European Working Time Directive was enacted in the UK through the Working Time Regulations 1998. This lays down the following: 1. A maximum 48-hours week, averaged over 17 weeks 2. at least 4 weeks’ paid annual leave 3. a weekly rest period of at least 24 hours in each 7-day period 4. a daily rest period of at least 11 consecutive hours between each working day 5. an in-work rest break of 20 minutes for those working hours or more per day Some sectors are excluded from the regulations; one of theses is transport. * National Minimum Wage Act 1998 This Act provides workers with a minimum hourly rate below which their wages will not fall. Those who work part time benefit most, because they are often badly paid. The Low Pay Commission advises the Secretary of State on the value of the minimum rate. A special lower rate applies to 18-to 21years-olds. * Maternity and paternity leave The Employment Relations Act 1999 provides for basic rights for maternity leave. There are three periods of maternity leave. Ordinary maternity leave is for a period of 18 weeks which coincides with the period for statutory maternity pay. This applies to all employees. Compulsory maternity leave extends to a period of 2 weeks after the birth; the employer must not permit the woman to return to work during this period. Additional maternity leave follows immediately after the original 18-weekperiod and must end within 29 weeks of the birth. Employees with at least one year’s service with an employer are eligible for the additional maternity leave. Under the same Act there are provisions to allow parents 3 months’ leave in order to care for a child. This is intended to be taken before the child is five. It is intended to be available to men and to women, in addition to maternity leave. Paternity leave is available to men to: 1. Have or expect to have responsibility for the child’s upbringing 2. Are the biological father of the child, or the mother’s husband or partner 3. Have worked continuously for their employer for 26 weeks ending with the fifteenth week before the baby is due. Eligible employees can choose take either 1 week or 2 consecutive weeks’ paternity leave (not odd days) * Statutory sickness pay An employer must pay Statutory Sick Pay to employees who become sick and who normally earn at least à ¯Ã‚ ¿Ã‚ ½79 per week. After 28 weeks, Incapacity Benefit or Income Support must be claimed instead. * Grievance and disciplinary procedures These must be included in the employee’s written statement or contract, or at least there must be a reference to where they can be found. Disciplinary producers deal with such maters as warnings to be given before dismissal. Warnings might arise from the following:- 1. Lack of capability or qualifications-although the employer has a responsibility to give training 2. Misconduct-which includes habitual lateness 3. Gross misconduct (for example, assault or theft) leads to instant or summary dismissal. Grievance procedures deal with complaints by employees who are not satisfied with aspects of their employment. Employees must be given the name of a person to whom a complaint can b made and should be informed of right of appeal. * Investors in people Investors in people is a UK quality standard development in 1990. Those companies who gain the award have proved that they invest in the training and development of their staff. This is beneficial to employees and also to customers and suppliers. The standard for Investors in people is based on four key principals: 1. Commitment from the top to develop all employees 2. Regular review of training and development needs 3. Taking relevant action to meet those needs throughout people’s careers 4. Evaluating training and development outcomes for individuals and the organisation in order to continuously improve These principals are subdivided into 24 indicators of effective practise, and the organisation provides evidence for assessment against the indicators. Once the organisation gets the award it is entitled to display the Investors in People logo on company literature. * ‘Buddies’ and mentoring Mentoring schemes are growing in popularity. They offer employees a one-to one relationship with a mentor, someone with greater experience and a willingness to listen and advice. The mentor and the mentee meet regularly and discuss aspects of the mentee’s job, such as career development. The mentor does not act as a line manager or superior and is never judgemental, but acts as a sounding board and is able to offer ideas and a different outlook on work issues. The Hilton hotel chain runs a mentoring scheme for its staff at all levels. Its purpose is to support staff in their career development. Mentors at the Hilton chain are often colleagues of the mentees doing similar jobs, which departs from the traditional model. All of the mentors have had mentoring training. Some companies have similar, but sometimes less formal, schemes where a new member of staff is given a ‘buddy’ as a source of information and help. * Job security Many contracts today are fixed term, especially in areas such as visitor attractions. This means that the period of employment is not indefinite but lasts for a period of months or a year or two. The reason for such contracts is flexibility for employers- they can lose staff on fixed contracts at the end of the period without penalty. However, such contracts are demotivating for staff as they worry about their future income and job prospects. C) Describe with examples, how incentives can impact on motivation and contribute to an effective workplace in travel and tourism including: * Remuneration Remuneration means how much you get paid. You would imagine that this is very important as a motivator. In fact, it is an important factor in attracting people to a company but research shows that it is not the most important incentive. * Performance related pay Bonuses are often based on overall profits and awarded to all employees- usually performance related. * Incentive scheme An example of an incentive scheme could be a competition that staff are invited to enter. The competitions may be based on generating new ideas within the company, or how to boost sales, customer satisfaction or commissions on sales. * Discounts Discounts may be given on holidays or travel for those working in the industry. Many who work in travel and tourism receive cheap travel, perhaps by going on standby if they work for an airline or by going on fact-finding trips to a destination if they work for a travel agent. * Holiday entitlement In the UK employees can expect around 4 weeks’ paid holiday per year. In the public sector more holiday is often given, but this may be balanced against lower pay. * Pension schemes A good pension scheme can act as an incentive for many people who are concerned about security in retirement. * Perks As a perk, employees in the travel and tourism industry are often provided with a uniform. They may get to travel or live aboard and be paid to live there. They may be provided with a company car. * Opportunities for promotion and progression Many employees need a challenge and if they are in the same position, doing a job they find easy, they may become bored and less efficient. Thus, opportunities to move on and face new challenges are an important incentive. Opportunities may arise within an organisation and good people are quickly promoted. You may wish to let it be known that you are interested in progression and ask to be sent on relevant training courses and conferences. D) Described, with examples, how training can impact on motivation and contribute to an effective workplace in travel and tourism including: * Training Those employers who wish o ensure an effective workplace will offer ongoing training and development to staff. There are several benefits to organisations add to their workforces. Training can: * Improve individual performance * Improve team performance * Allow staff to be better informal * Equip staff to deal with change and emergencies * Make for a more flexible workforce * Improve morale * Allow managers more time to manage through delegation of other tasks. * Induction training Employers have to provide instruction and training to ensure health and safety, and this is usually a part of induction training. The induction is the first stage of training and is given to new employees; it is important as new employees need to be made welcome and become effective in their work as quickly as possible. Induction covers: * The nature of the job * Introduction to the workplace and to staff * The lines of responsibility * Facilities such as toilets, lockers, canteen * Health and safety basics * Training opportunities * In-house training Large companies offer their own in-house training and may even write their own materials. These training courses are very beneficial as they are tailor- made to meet the needs of the company. * External courses Thousands of external courses are available. These may be specific to travel and tourism or other professional qualifications in areas such as marketing or human resource management. They may be offered by colleges, by travel associations or by private companies. Companies may allow individuals or groups to attend such courses. Some may be long term, leading to advanced qualifications, so a great deal of commitment is required on behalf of the individual.

Analysis of selected passages from Othello by William Shakespeare Essay Example for Free

Analysis of selected passages from Othello by William Shakespeare Essay Othello (345) , Iago (201) , Desdemona (196) company About StudyMoose Contact Careers Help Center Donate a Paper Legal Terms & Conditions Privacy Policy Complaints When William Shakespeare made use of the stylist devices he thus tried to paint a multi-dimensional image of his perceptions that he extended in his characters till the limits of reality and belief. And to design variety in this frame of multi-dimensionality Shakespeare not only expressed through the words in the lines which the characters uttered rather the formation of the words and the lines also revealed certain patterns that could be decoded to detect even more subtle reasons and justification behind those expressions. Such flow and expertise of expressing the conceptions cannot be taught easily through the science of writing rather it required the unschooled instinctive ability like Shakespeare’s to play with the words with a unique skill of potency that can metamorphosed the words to survive as the animated version of Shakespeare’s intellect and vision even after being uttered by the characters in the play. In the following excerpts from the play ‘Othello’, there is a variety of Shakespeare’s usage of stylistic devices to arrange words in order to express the difference of thoughts, moods, intensions and beliefs of the protagonist (Othello) and also how the use of such words in a specific style cater in constructing the plot and developing the characters. Theres magic in the web of it. A sybil that had numbered in the world The sun to course two hundred compasses, In her prophetic fury sewed the work; the worms were hallowed that did break the silk, And it was dyed in mummy which the skillful Conserved the maidens hearts. These lines are from the IV scene of the Third Act of the play, and they are uttered on the grounds of misunderstanding that is set by Iago in the mind of Othello. If we observe closely these lines summarize the truth that Othello is ignorant about and the words reveal the irony that Othello has become a victim of. The use of the words like â€Å"magic† and â€Å"web† are justifiable elements of the speech of a contaminated brain and the word â€Å"magic† can be the symbol of Iago’s spell of poisoning Othello’s mind with suspicion and â€Å"web† can be the symbol for the perplexed state of Othello’s mind, which lost the ability to think and trust his own reasons. And the two hundred years old â€Å"sibyl† can be a metaphor for the evil master minded Iago, whose â€Å"prophetic fury† fabricated the whole chaos to take his revenge. The â€Å"silk† can be speculated as a metaphor for the love of Desdemona that came out of her â€Å"hallowed† trust and faith. And the word â€Å"dyed† can be taken as a pun (when analyzing these lines from symbolic references), as the faithful and sacred love of Desdemona ‘dyed’ or â€Å"died† within her â€Å"maiden heart†. The worth and value purposely exaggerated by Othello is a fine example of hyperbolic fantasies that Shakespeare is capable of designing. And thus the handkerchief becomes the symbol of the thin threaded relationship of Othello and Desdemona that was based on superficial beliefs and yet sought the possibility of sustenance of their love. It is the cause, it is the cause, my soul, Let me no name it to you, you chaste stars It is the cause, Yet Ill not shed her blood, Nor scar that whiter skin of hers than snow, And smooth as monumental alabaster, The above mentioned lines are from the Act V Scene II and anaphoric beginning of this passage is Othello’s expression for his exalted emotional dichotomy of disbelief and love for Desdemona. The repetition of the phrase â€Å"it is the cause† are the words that come out of Othello’s weeping brain that has been so badly eclipsed by the poisoning suspicion injected by Iago that it had totally become impotent of thinking on its own. As these lines are uttered during the climax of the play thus it is quite typical of Shakespeare that he lends his protagonist with an ample energy to utter dramatic and highly emotional phrases which let them have catharsis. The desperate utterance of â€Å"my soul† by Othello shows that perhaps the only salvage left for his consolation is to confide in to his soul. Or â€Å"my soul† can also be taken as Othello’s address to Desdemona as it can be observed that Othello still loves her in these lines. And from the ironic aspect the first line also conveys the meaning that it is the â€Å"soul† of Othello that can be taken as the â€Å"cause† of the whole tragedy, because if Othello had really loved Desdemona from his soul he would have had a complete trust in her love and honesty but since he believed more what he listened to and less what was known to him thus he became the victim of suspicion that proved fatal for him and his love. In the proceeding line the address to the â€Å"stars† is made by Othello to mock at Desdemona’s infidelity. â€Å"Stars† have been used as a metaphor for their heavenly status for chastity. It can also be a reference to the Greek tradition of naming the stars by the names of their gods and goddesses. Thus as Othello has completely lost his trust in his wife thus he consider her reference to be an insult for the stars. These lines depict the imbalance of Othello’s power to reason and think and express in coherence with his flow of emotions. In the later lines he reveals his intension to kill Desdemona, but unlike his valiance as a general, he prefers to strangle her because her physical beauty still absorbs his feelings in love and compassion for her. And being a black man himself he admired her fair skin and he refers to her with two different categories of symbols. The use of â€Å"snow† as a simile conveys the softness and coldness of her fair physique which Othello never wanted to distort by killing with a weapon and the metaphor of â€Å"monumental alabaster† can be referred to the stiff and lifeless beauty of Desdemona that laid with no worth for Othello anymore. I have seen the day That with this little arm and this good sword I have made my way through more impediments Than twenty times your stop. But O vain boast! Who can control his fate? Tis not so now. Be not afraid, though you do see me weaponed. Here is my journeys end, here is my butt, And very seamark of my utmost sail. These lines are uttered in the Act V Scene II which is almost the resolution of the play and it is one of Shakespeare’s special characteristics that his tragic heroes lose the intensity and the energy of their rhetoric in the last scenes of the play. It is because of the reason that Shakespeare develops his tragic heroes to attain the status of being larger than life and thus speech loses its value when the characters become paranormal. In the above lines the most important aspect that one can notice is the tone of submission and retreat which is conveyed by the choice and arrangement of words like â€Å"little arm† â€Å"But O vain Boast!† and â€Å"Who can control this fate?† by Othello who was a valiant and unbeatable general but in these lines appears to be the defeated and subjugated one in the hands of fate. These lines though do not consist of any special rhyme scheme that would help in bringing an effective poetic impact whilst delivering these lines on the stage but the second line does show some signs of alliteration as the words â€Å"made my way through more impediments† as well as in the third line where the words â€Å"twenty times† are stressed and can be delivered with some high pitched voice by the character. But after these lines the tone changes as the desperation and despondency appear in the words. The last three lines are symbolically referred by Othello to his death. And despite he is â€Å"weaponed† yet he is incapable to fight as he desires death due to his lamenting guilt and in vain repentance. In the last line the use of the metaphor â€Å"seamark† is an appropriate expression for Othello’s choice of vocabulary as it adequately represents his experiences and knowledge as a sailor and warrior. Analysis of selected passages from Othello by William Shakespeare. (2017, Jan 13). We have essays on the following topics that may be of interest to you

Management accounting Essay Example | Topics and Well Written Essays - 1000 words - 5

Management accounting - Essay Example It includes a proper comparison of the roles that are performed by management accounting with those that are performed by financial accounting. An appropriate definition of ‘management accounting’ is provided by Institute of Management Accountants. According to this institute, management accounting is the process through which financial information is identified, measured, accumulated, analyzed, prepared, interpreted and communicated to the management who then use these information for the purpose of planning, evaluating and controlling the operations of the firm (Siegel and Shim, Accounting handbook). Management accounting helps in preparing financial reports for various non-management groups like tax authorities and regulatory agencies. In simple words management accounting is such an accounting system that helps an organization and its management to plan, control and make effective decisions. Financial accounting, on the other side, is all about maintenance of record, classification and summarization of financial transactions. American Institute of Certified Public Accountants has clearly defined the term ‘financial accounting’. As per this definition, financial accounting is referred to the art of recording, categorizing as well as summarizing the events and transactions that includes at least one financial character. Three of the basic functions of financial accounting are recording, categorizing and summarizing (Kesavan et al. Engineering Economics and Financial Accounting). According to Vijayakumar, financial accounting and management accounting are the two important branches of accounting and as a consequence they are interrelated. He also opined that management accounting, to a great extent, is the rearrangement of data that arise out of the practice of financial accounting. However, there are several points or aspects where significant differences can be found between these two branches of accounting. Each of these

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Issues in Gumdrop Northern - Essay Example In the later stages, the US military began to understand the different problems from the gumdrop northern and the department of justice and the lawyers came involved in the issue and the leaders were going down the barrels of the prosecution.The authorities of the management became aware of the fact and as the judiciary duties have to be fulfilled. The company had to face certain legal issues regarding the employees as they were at the edge of bankruptcy, In order to maintain the stand in the market the company had fired out the employees for no reasons and the people had to suffer a lot because of the issue. As the company was bankrupted and as they have build rapport with the countries like Argentina and Columbia where the company assets had been transferred to banks in Argentina and which assured customers with good finance which can make them free from creditors.   Exporting of landmines to Afghanistan and Iran in contradiction to the international law and treaty. The supply of the defective land mines to Afganistan and the defective switches of them caused the death of soldiers and children. Ethics engage in the area of interpersonal, group, and community policy at the different levels in the organization and the outcome of the achievement of the result. The ethics is the complex process in the organization. There are different ethical issues in the organization gumdrop, the gumdrop is the organization with the annual revenue of about $500 billion and as the revenue and the outcome are considered they are found to be good performing company, but unlike to the ethical practices the company had  a problems in the product even though they had a good payment been done for its body armor and armored vehicles, the company also uses various substandard products for its manufacturing.

English - reflection Essay Example | Topics and Well Written Essays - 500 words

English - reflection - Essay Example An invention that makes its place in the lives of individuals does not get shunned out unless it is proved to have highly dangerous effects. Therefore, David Suzuki condemns the usage of technology without being sure about its safety and possible side effects. He gave the example of the usage of DDT that is used to eradicate mosquitoes from the environment. Its usage has caused such a diverse range of effects that never could have been predicted by the scientists, for example its concentration in different living things when transferred up in the food chain (biomagnifications), the accumulation of it in shell glands of the birds that causes the thinning of the egg shell, affects of oral contraceptives on women etc. He condemned the latest technologies by stating, â€Å"technological innovations have had detrimental side effects that eventually outweighed their benefits† (347). In his article, he proposed a wishful proposition of appointing certain number of people from the soc iety as representatives who can assess the benefits and cost of any technology before its common usage and decide if it is hazardous or not. The cost and benefit analysis should be done in an unbiased manner with the aim of judging its effects on all living things.

The Lighthouse and Two Lights and Coast Guard Station, Two Lights, Essay

The Lighthouse and Two Lights and Coast Guard Station, Two Lights, Maine - Essay Example The essay "The Lighthouse and Two Lights and Coast Guard Station, Two Lights, Maine" analyzes Edward Hopper's "The Lighthouse and Two Lights" and "Coast Guard Station, Two Lights, Maine". Hopper’s style features shapes that are strongly contrasted against each other, giving them a sense of being solidly real as in his paintings â€Å"The Lighthouse at Two Lights† (1929) and â€Å"Coast Guard Station, Two Lights, Maine† (1927). Although these two paintings seem to have been painted in the same area of the country and in the same style, the paintings achieve different effects. These paintings share similar subjects and locations even though their dimensions are quite different. Both paintings depict scenes found on the coast of Maine. The focal point of both paintings is centered upon a white structure as it appears on a clear day in the style of the American Realist. â€Å"Placed in the middle of a cultural search for an American identity precipitated by a nation al crisis, the artist was caught between hope and helplessness. The quest for what was uniquely American inspired the artist to paint the heroic, the ordinary and the novel†. In painting a coast guard station and a lighthouse, Hopper caught an image of the heroic, the ordinary and the novel all in the singular structure of the building featured. The lighthouse painting is approximately 29 inches high by approximately 43 inches wide while the coast guard station painting is significantly smaller at approximately 14 inches high by approximately 20 inches wide.

Land Law Essay Example | Topics and Well Written Essays - 1000 words - 1

Land Law - Essay Example This is termed as easement by prescription, and is quite frequent on rural lands, where a landowner may fail to realise the surreptitious use of his land. The incorrect location of fences, results in prescriptive easements, if left unchecked.1 The title obtained from enjoyment or use, as stipulated by the law, had been defined as prescription. An easement by prescription was a proprietary interest in the servient land that would have a binding effect on the successors in title to such land. Prescription recognised that on occasion, individuals had to access land belonging to others. Moreover, the law should be flexible, and frequently, over a protracted period the formal process of acquiring rights had to be circumvented.2 Easements arise through three methods; first, prescription at common law. This is based on the assumption that the use had commenced prior to the year 1189, and was for a continuous period of 20 years. The second is that of lost modern grant, which requires 20 years of continuous use to establish an easement by prescription. This is not affected by any evidence, from the servient owner that no grant had been provided. Finally, under the Prescription Act 1832, uninterrupted use for 20 years, establishes a prescriptive right.3 The common law prescription presents several difficulties. In order to rectify this situation, the doctrine of lost modern grant was introduced by the courts. This principle permits a claimant to obtain a prescriptive easement, if he had enjoyed continuous use for 20 years. In Dalton v Angus,4 their Lordships upheld this principle.5 In addition, the Land Registration Act 2002 has sustained the overriding status of prescriptive easements. Although, these interests do not find a place on the land register, they are enforceable against a land owner.6 In our present problem, there

Snow White Laundry & Drycleaners Case Study Example | Topics and Well Written Essays - 750 words

Snow White Laundry & Drycleaners - Case Study Example This essay discusses that the presence of Snow White Laundry & Drycleaners in Sydney has been a welcome phenomenon over the past few decades. Established in 1990, the business has proved to stand the test of time as it is among the most outstanding businesses in the area. The reason behind its inception during that time was to provide a healthy environment through the provision of clean apparels. The business has a staff of 9-10 employees who work to serve the customers that are coming from that area, or visiting from other areas. The growth of the business is determined by the manner in which they advertise their products and services. One crucial area in the running of the business is the incorporation of technology in the company. Engaging actively with customers on most media fronts is what keeps the company on its toes. The management and sales strategies the business employs are among the most crucial aspects that assist in its management and governance. By engaging in all clea ning and laundry operations, the company has something to offer most of its customers. Laundromat and laundry services make it easy for customers to choose what they want, and go for it through different avenues. The conducting of different analysis in the environment where the business is situated provides the company with sufficient information as to what best suits the company. Issues that arise are addressed as the small number of employees and suppliers can be handled, unlike with bigger businesses. Snow White Services offered and the pricing strategy Snow White Laundry & Dry cleaning offers most of the services that other laundry services offer. However, it does not deal in coin-operated services. This probably means that there is no self-service for customers looking to have their garments washed and cleaned. Snow White is located in Sydney 58 Terrace Street, and the business employs 9-10 employees who are capable of handling the number of customers that come in regularly. Th e pricing strategy that is employed by Snow White is based on the amount of time required to do laundry, and the quantity of laundry being done. After-service delivery is also among the business’s repertoire, where laundry can be taken to the respective owners. This is also done for a specified fee that is included in the price of conducting services. This strategy works to increase the service rate and increase the profits they receive (Lynn, 2010). Promotion and the situational analysis surrounding the business Offering deluxe services to some of their regular customers is a worthwhile promotion strategy. The discerning and hand finishing process makes customers’ garments receive extra attention from the employees in the company. This gives the whole process of giving already done laundry a human touch. Moreover, the hour-express service ensures that customers who might be in a hurry can get their garments after an hour. This makes it easy for the business to attract customers from the area, and away from competition. Examining the external and

The Artist Marcel Duchamp Essay Example | Topics and Well Written Essays - 1250 words

The Artist Marcel Duchamp - Essay Example The essay "The Artist Marcel Duchamp" states the Marcel Duchamp, his art, and life. He began to learn artistic processes here, and Duchamp later remarked that his teacher believed the then contemporary impressionist style were debased and sought to instruct only traditional techniques; as a result, Duchamp’s primary influence became his family. During this formative period Duchamp was predominantly influenced by academic style of art including the post-impressionist and symbolist schools. When Duchamp turned 17 he moved to Paris to pursue a career as an artist. He was immediately influenced by the prevailing artistic trend of cubism and much of his early work reflects these influences; Duchamp’s work, however, reflects more eccentric personal images and psychology than most of the established cubist art. In 1912 Duchamp completed one of his most renowned works, ‘Nude Descending a Staircase, No. 2’. While the painting incorporates traditional cubist elements of shifting perspectives, its cryptic title and focus on the movement of the object have led many critics to identify it as a monumental work. Like much great art, the painting was derided upon its release. The work was originally supposed to be exhibited in Paris, but the curator asked Duchamp to change the title to which he refused. When it was finally exhibited in a 1913 New York exhibition the painting was even termed, â€Å"an explosion in a shingle factory. The painting is almost ironically referring to the Renaissance ‘nude’ in its title.

Majority-Minority Question in the Writings of Gandhi and Jinnah Essay Example for Free

Majority-Minority Question in the Writings of Gandhi and Jinnah Essay Two major political leaders stand out in early twentieth century history of India. These two men are Mahatma Gandhi and Mohammed Ali Jinnah. In the lead up to the demand of Indian political leaders for independence from British colonial rule, a major political party was formed, and named ‘The Indian Congress Party’. All areas of British colonial India was represented in the Congress party. British colonial India was made up of people of many religions; the two major ones being Hinduism and Islam. Hindus were in the majority, while Muslims were in the minority, though a sizable minority. Both Gandhi and Jinnah were members of Congress Party. The initial push for independence from British colonialism was supported by people of all religions and from all regions. Of the main actors in the Indian independence movement, Mahatma Gandhi advocated a single united India composed of people of all religions in a secular constitutional democracy. Mohammad Ali Jinnah on the other hand, wanted an India made up of two states of equal parity, Pakistan and Hindustan. Hindustan would be ruled by the majority Hindus while Pakistan would be ruled by the minority Muslims, not as a democracy, but as an Islamic state. His difference of opinion with other Congress Party leaders like Gandhi, led Jinnah to leave Congress Party and to join ‘The Muslim League’. The inability of the two different and extreme positions to reach a consensus, eventually led to the division of British colonial India into two different countries at independence in 1947: India and Pakistan. Gandhi’s Position on Indian Independence Mahatma Gandhi was first and foremost a Hindu. When Gandhi entered Indian politics by joining the Indian Congress Party, he had three major objectives in view. The first was to unite all the people from diverse regions and religions into one united, indivisible India. The second was to awaken in all Indians a sense of nationalism and moral rearmament. The third was to use non-violent civil disobedience to force the British colonialists to grant India both political and economic independence. His speeches and writings were tailored towards these three objectives. Prior to Gandhi’s entry into Indian politics, there had been agitations for political autonomy by Indians. Many of these agitations had turned violent. The British on their part forcefully put down these violent protests, with consequent heavy loss of life of protesting Indians. Gandhi institutionalized non-violent protests as an effective method of forcing British colonialists to grant, first economic concessions and later political self determination to Indians. One of Gandhi’s most quoted famous speeches is one address to all Britons and given in 1942. Leave India to God. If that is too much, then leave her to anarchy. (Gandhi, May 1942) ‘†During the struggle for freedom, Gandhi had written this speech as an appeal To Every Briton to free their possessions in Asia and Africa, especially India†Ã¢â‚¬â„¢ (Philips and Wainwright, 567). In order for both Gandhi’s Indian Congress Party and the Muslim League to present a common front to the British for a unified Indian independence, Gandhi had meeting with Jinnah on many occasions. However, because of their diametrically opposed positions on the majority/minority issue, their talks yielded no positive results. While Gandhi and his Congress party wanted a unified India with a secular constitutional democracy, Jinnah and his Muslim League wanted a two state structure with the Muslim minority being granted political parity with the Hindu majority. Thus the stage was set for division of India into two separate political entities, one secular and the other religious. Jinnah’s Position on Hindu/Muslim Parity The stance of the Muslim minority of British colonial India was articulated by Jinnah in his speeches and talks with British colonial administrators and Gandhi. ‘In 1940 Jinnah said So far as I have understood Islam, it does not advocate a democracy which would allow the majority of non-Muslims to decide the fate of the Muslims’ (Quaid-e-Azam, Vol II) ‘†Also in 1940 Jinnah spoke of how the Muslims constituted not a mere minority, but a nation and must have their own homeland. (Gwyer and Appadorai, 1957) Hence from his speeches and writings, Ali Jinnah left no room for meaningful compromise with those like Gandhi, who wanted a unified independent India, with a secular democratic constitution. Jinnah and the Muslim minority in India feared that the Hindu majority would dominate them and subjugate them in reprisal for the way the Muslim rulers of pre-colonial India had subjugated the Hindu populace which they ruled. In the words of Burke, ‘†At best, Jinnah and his colleagues were apprehensive of the intentions of the Hindu-dominated Congress towards the Muslims, and its ability and willingness to provide for and facilitate the progress and well-being of the minorities. In short, they were seeking to â€Å"escape the yoke of the more numerous Hindus. †Ã¢â‚¬â„¢ (Burke, 1973) NOTES 1. Philips and Wainwright, eds. The Partition of India: Policies and Perspectives 1935-1947. Cambridge, MA: MIT, 1970. 2. Speech delivered at Aligarh, March 6 1940, Speeches, Statements and Messages of the Quaid-e-Azam, Vol II, Khurshid Yusufi, Bazm-i-Iqbal, Lahore 3. Speech at Lahore Session of the All India Muslim League, March 22, 1940,Speeches and Documents on the Indian Constitution 1921-47,Vol II, Gwyer and Appadorai, 1957 4. Burke, S. M. Pakistan’s Foreign Policy: An Historical Analysis (London: Oxford University Press, 1973) p. 65. Bibliography 1. Burke, S. M. Pakistan’s Foreign Policy: An Historical Analysis (London: Oxford University Press, 1973) p.65. 2. Philips and Wainwright, eds. The Partition of India: Policies and Perspectives 1935-1947. Cambridge, MA: MIT, 1970. 3. Speech delivered at Aligarh, March 6 1940, Speeches, Statements and Messages of the Quaid-e-Azam, Vol II, Khurshid Yusufi, Bazm-i-Iqbal, Lahore 4. Speech at Lahore Session of the All India Muslim League, March 22, 1940,Speeches and Documents on the Indian Constitution 1921-47,Vol II, Gwyer and Appadorai, 1957 Internet Sources 5. Gandhi, May 1942, quoted in â€Å"The Partition of India† http://www. english. emory. edu/Bahri/Part. html

Catcher in the Rye Plot Essay Example for Free

Catcher in the Rye Plot Essay When someone is young, they tend to have innocence about them. As children grow up, they no longer possess this natural innocence. Exposure to all of the hatred in the world causes this loss. Holden Caulfield realizes this simple fact, as he himself grows up, and has a difficult time with the change. He experiences problems with communication as well as his school work. A common theme used throughout The Catcher in the Rye has to do with contradictions Holden makes. In J.D. Salinger’s The Catcher in the Rye, first person point of view is used to highlight contradictions Holden makes throughout the novel. Holden’s first contradiction becomes clear in the first few chapters of the book. When it comes to attending movies, he claims that he does not enjoy the company of Robert Ackley or going to see movies. Yet, he attends a show with Ackley. On Friday night, while Stradlater was on a date with Jane, Holden made his own plans. Holden, Mal Brossard, and Ackley went out for a burger and a movie. â€Å"†¦ decided we’d take a bus into Agerstown and have a hamburger and maybe see a lousy movie.†(36) Due to the use of first person point of view, we find out Holden’s inner thoughts instead of just relying on his actions. Also, later on in the novel, Holden goes to yet another movie, despite his claim of not enjoying them. While in the theater, he becomes extremely annoyed with the woman sitting next to him. She cried throughout the entire movie over, in Holden’s words, phony stuff. â€Å"†¦ there was a lady sitting next to me that cried all through the goddam picture. The phonier it got, the more she cried.†(139) We learn about Holden’s inner thoughts because of first person point of view. We can find another contradiction dealing with Holden’s hatred of movies. When he attends the first movie, he goes with Robert Ackley, despite the fact that Holden previously told us that he dislikes him. Holden says that he finds Ackley to be completely annoying. However, he was the one who invited Ackley along. â€Å"I asked Mal if he minded if Ackley came along with us†¦ Mal said he didn’t mind but that he wasn’t too crazy about the idea.†(36) This quote helps show another contradiction of Holden’s through Salinger’s use of first person point of view. Holden also sought out Ackley as a form of comfort after his fight with Stradlater. Holden had no one else to turn to after the fight except for Ackley. â€Å"I had a feel Ackley’d probably heard all the racket and was awake, so I went through the shower curtains and into his room† (46). Salinger again uses first person point of view to show even more of this contraction. Another contradiction that can be found has to do with Sally Hayes. Although Holden calls Sally a phony, he still decides to spend a night with her. In his head, he continues to say how much he hates Sally and how much she annoys him, yet he expresses that he loves her. Holden extends his contradiction by necking with Sally in the back of the cab, and still continues to think about the fact that he hates her. â€Å"I told her I loved her and all. It was a lie, of course.†(125) Holden’s actual thoughts about Sally stick out from the other statements through the use of first person point of view. Holden even goes as far as trying to run away with Sally. He expresses a want of running away and living on their own, right after calling her a pain in the ass. â€Å"I was getting excited as hell the more I thought about it, and I sort of reached over and took old Sally’s goddam hand. What a goddam fool I was.† (132) This contradiction was shown through the use of first person point of view. First person point of view is used by J.D. Salinger to show Holden’s contradictions in the Catcher in the Rye. Holden contradicts himself on a regular basis; it leads him to believe that he is crazy. Due to the fact that he has a problem with communicating to others, letting his feelings out became a challenge. His biggest battle involved his inner thoughts, and the words he actually expressed out loud. We can find most of his contradictions through this battle of words.

Stereotypes and English Language Learning

Stereotypes and English Language Learning When I was working on my undergraduate degree the professor asked the students of the college class to consider what our preconceived ideas and prejudices were about our future students. When I really thought about it I found that I did have prejudices against certain cultures more than others. I found that I considered Caucasian and Asian students to be smart and well behaved and considered African American and Hispanic students as not as smart and poorly behaved. It bothered me quite a bit but I realized I could not change if I did not recognize my faults. Obviously this is not true. The intelligence of a person is not based on their skin color or culture. The thoughts I had in my head came from somewhere. In this research paper I will explore the issue of stereotypes as it pertains to English Language Learners (ELL) who speak Spanish as their first language in particular. When I refer to Hispanic students in this paper I am inferring the student is also an ELL student. I work with Spanish speaking students, primarily Mexican. I felt researching this subgroup would be most beneficial to me and my co-workers. Much of the information could be accurate for other groups as well. The definition of stereotype according to Dictionary.com (2010) is, A set of inaccurate, simplistic generalizations about a group that allows others to categorize them and treat them accordingly. Unfortunately the majority of the stereotypes about Hispanic people are overwhelmingly negative. Some examples of stereotypes against Mexican students are, (1) gang members, (2) boys are macho, (3) girls should be submissive or objectified, (4) large families/many children, (5) dirty, (6) illegal aliens, (7) parents work mainly in the hotel and landscaping industries(Terra, 2010. The photographs below demonstrate some of the images that people are subjected to. People who are not in contact with adults and children from the Hispanic cultures may think that this is how all people from Hispanic backgrounds truly look. Images speak a 1,000 words. The media including television, magazines, and the Internet often perpetuate the stereotypes of different cultures. According to the Media Awareness Network, stereotypes act like codes that show audiences a quick, common understanding of a person or group of people. The image usually relates to a persons class, ethnicity or race, gender, sexual orientation, social role or occupation (Media Awareness Network, 2010). The images Hispanic children and teens are bombarded with can cause confusion. They may get brainwashed into believing that they are supposed to look and behave in a stereotypical manner. The problem with media stereotyping is that stereotyping can reduce substantially the amount of personal differences about people into an over simplified category. Media stereotyping can also convert assumptions about particular groups of people into what is commonly considered a fact. People in power use the media stereotypes to justify statements they make. The media stereotypes also perpetuate inequality and social prejudice (Media Awareness Network, 2010). More often than not, the groups being stereotyped has little to say about how they are represented (Media Awareness Network, 2010). For example television corporations have a lot of power, control, and influence over what images they put on the television programming. If the station chooses to put images of gang violence or stereotypical Hispanic images the culture represented would have an uphill battle trying to get the television station to change the programming to a more positive view of the Hispanic culture. It is important for teachers to attempt to help filter the harmful effects of the media that students of all cultures are bombarded with on a daily basis. Careful selection of books, videos, internet sites, magazines, and activities need to be carefully evaluated before showing them to students. I constantly complain about what I see on television when I watch programs with my sixteen year old daughter. We talk about the inaccuracies and stereotypes. If teachers make children aware of the stereotypes on television the students will learn to see the bias for themselves. After listening to the A-Z lectures (Blecher-Sass Russell-Fowler, 2010) and reviewing the slides it occurred to me how important it is to have a classroom that is representative and respectful of the cultures contained in it in order to address stereotyping. I also know that it is important to expose the children to cultures from around the world. The world is becoming a small place with the instant information of the World Wide Web. Collages came to mind when I thought about representing the different types of people within a culture. Referencing the picture above, the images represented do show people from a Hispanic culture, but so do the three images inserted below. The collage project would be a wonderful activity for the students to undertake. The students would write reports and make collage posters to represent different cultures. I would let them pick from all areas of the world so that we would have a variety of cultures represented in the classroom (Blecher-Sass Russell-Fowler, 2010). (Getty Images, 2010) Traditions can also be a part of a stereotype of a culture. For example, not all Hispanic girls will have a Quinceanera (Terra, 2010). Some Hispanic girls might have a sweet 16 or no significant party at all. I think it is important for teachers to have the parents of the children volunteer in the classroom to share family traditions. My school is 87% Hispanic (CCSD, 2010). It would be extremely interesting and beneficial to the students to learn about the different traditions of their friends families. Many of the students have a culture in common but each family is unique. It is important to highlight the differences and the distinctive attributes of every family. When people think of parent involvement in schools, they typically imagine a middle-class parent attending a PTA meeting or school board meeting, or volunteering to make cupcakes for a class party (Airola, 2004). In this example there is a preconceived notion that only certain people are welcome at school. Or that people need a certain set of skills to help at school. I had a parent just the other day tell me her stay at home husband, only spoke Spanish, when I mentioned I would love for him to come and volunteer in the classroom. I told her that it did not matter. Her husband was uncomfortable volunteering in an English speaking kindergarten classroom. I will continue to welcome all my parents into my classroom. People can stereotype themselves. Sometimes it is comfortable to be what the media says you are. All students may not be headed to college, once they graduate. It is important to make sure that it is the students choice. Educators must not use stereotyping to pigeon hole a student into any educational, vocational, career, or job choice. I have heard too many stories of successful adults that have been told they were, not college material (Jackson, 2010). Teachers should provide students with positive role models, of former ELL students, who have overcome the obstacle of being a non-English speaker, and how they have become success stories. Clark County School District has 65.4% of students who are considered part of the minority population. Hispanic students make up the largest population of students in the Clark County School District (CCSD, 2010). It is imperative that teachers do not stereotype the students into what the media and politicians would like community members to believe. The students that teachers are educating today will be the leaders of tomorrow. (CCSD, 2010) According to Pew Hispanic Center 23% of the Hispanic children in the state of Nevada live in poverty (Demographic Profile of Hispanics in Nevada, 2008, 2010). Nearly one quarter of the children live in low-income areas and go to low socioeconomic schools. The teachers need to take into account that many of the students do not see Hispanic role models in professional jobs in the environment where they live. Teachers have the responsibility to bring in speakers and volunteers to work with the children and open the students eyes to the big wide world outside of their neighborhood. If the children see successful adults who look like them it just may foster their ambition to reach for higher goals in the future. Another definition of a stereotype is a generalized image of a person or group, which does not acknowledge individual differences and which is often prejudicial to that person or group. Many of our students may encounter a feeling of not belonging due to their language and/or culture. An educators job is to try and help students avoid these possible situations by addressing the issue with our entire class, staff, and all that come in contact with the child. Success can only be achieved when all those involved agree to work as a team (Blecher-Sass Russell-Fowler, 2010).

Doris Lessing :: Biography Biographies Essays

Doris Lessing Doris Lessing is considered a South African writer, although Africa is not the place of her birth. She was, in fact, born in Persia (now Iran) to British parents in 1919. As a child, she and her parents moved to Southern Rhodesia (now Zimbabwe), where she lived until 1949 (Sage, 15). White colonists had not previously settled in the part of Africa to which her family moved (Charters 894). In 1949 she moved to London where she still, apparently, resides. Lessing's life appears characterized by displacement. Charters tells us that "Lessing left school at the age of fourteen in rebellion against her mother" (894). Although neither Charters nor Lessing tell us for certain, it seems she may have been pushing against a representative of the colonialist mindset and way of life that she fought as an adult. Her unease with her status as a British national in Africa can be clearly seen in an event related by her biographer Lorna Sage in a quote from Lessing's "Being Prohibited," a piece written for The New Statesman. At the age of 16, Lessing was waiting in a train at a border crossing between Southern Rhodesia and South Africa. The forms she had been given to fill out at the border required her to declare nationality, birthplace, and other information. In this quotation, Lessing relates her discomfort at being one of the "Herrenvolk" (Sage 16): I had written on the form: Nationality, British, Race, European; and it was the first time in my life I had to claim myself as a member of one race and deny the others . . . The immigration man . . . looked suspiciously at my form for a long time before saying that I was in the wrong part of the train. I did not understand him. (I forgot to mention that where the form asked, Where were you born?, I had written, Persia.) "Asiatics," said he, "have to go to the back of the train†¦" "But," I said, "I am not an Asiatic." (Sage 16) For Lessing, this incident seemed to display her lack of a secure "place" in the world. Insecure in the role of British national, unable to be a "real" national of her adopted homeland, she is further separated by the place in which she was born. According to Sage, in the same piece Lessing investigates the idea that maybe "it was her Persian birth rather than her 'red' anti-racist politics that made her a prohibited alien" (16).

Images of Blood in Faulkners Light in August Essays -- Faulkner Light

Images of Blood in Faulkner's Light in August      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   "Blood" is considered by many to be one of the most important ties between human beings; it is therefore frequently used as an image that defines a character or a relationship between characters in a novel. For example, a prince might be defined by his "royal blood," or a weak man described as having "thin blood." Close friends may be "blood brothers," or families may have a "blood feud." In William Faulkner's Light in August, the image of blood permeates the themes of sexuality, race, and religion. Blood is common to all of these themes: it is evident in reproductive cycles and births, it is a medium for the genetic passage of race from one generation to the next, and it serves as a symbol of life or death in many religions. Faulkner centers these powerful images of blood around Joe Christmas, the main character, whose blood, as a force giving him the will to live, is strong despite his sins. Christmas associates physical blood with his impressions of women, defines races and genders by the smell of their blood, and is guilty and damned because of the darkness in his "black blood." Christmas's view of the world and of issues Faulkner intimately relates to him, in particular sexuality, race, and religion, is tinted by the images of blood revolving around him.    Blood is one of the most important elements in Christmas's view of sexuality. He has a twisted perception of women and his sexual role due to his traumatic first exposure to sexuality at the age of five, in which he perceived the sex act as violent and disgusting. Christmas overheard a sexual ... ...ng him lifeless both physically and spiritually, though his influence lasts beyond his years. Christmas's "mixed" blood and mixed ethnicity provide imagery for the themes of race and religion; his conception of himself and the world is strongly impacted by his confusion over these two issues. His ideals are further affected by the connections he draws between blood and sexuality: he views blood as an inherent part of femininity, and he sees sex as a violent struggle for dominance. Whether it is a definition of race, a definition of sin or godliness, or a definition of the essence of females, the image of blood influences Christmas's perception of the world around him.    Works Cited Faulkner, William. Light in August. 1932. Notes Joseph Blotner, Editor's note Noel Polk. New York: Vintage Books, 1990

Pollution and Culture in Greenland :: Greenland Environment Ecology Pollute Essays

Greenland is contaminated with considerable amounts of pollution, caused by large-scale atmospheric circulations, especially in winter. The pollutants in the Arctic are primarily sulfur, which is highly acidic, in both gas and aerosol form. Most of these pollutants are from anthropogenic sources deriving mainly from industrialized areas in the Eurasian continent. In addition to threatening environmental stability, pollution is speeding the unraveling of traditional Inuit culture in Greenland. Climate change is affecting the entire world, yet Greenland is especially sensitive to slight fluctuations due to its dependency of the natives’ traditional lifestyles on the environment. Melting ice and permafrost restrict access to hunting grounds making a traditional way of life consisting of hunting seal and caribou more difficult.2 Every four years, the Inuit living in Greenland, Canada, Alaska, and Siberia convene the Inuit Circumpolar Conference (ICC) to discuss issues of concern. The ICC lobbied successfully to ban a dozen organic pollutants, carried north by winds, that do not evaporate in the Arctic cold. These pollutants were infecting meat and berries, staples of the Inuit diet, as well as the breast milk of nursing mothers.3 There are many more problems facing the sustainability of Greenland, such as trans-boundary pollution and the fact that the Inuit are not an effective lobbying group due to differences in culture, dialect, and lack of communication. In November of 2004, a report by 250 scientists warned that the Arctic is warming twice as fast as the global average, which threatens to wipe out several species including polar bears, and melt summer ice around the North Pole by 2100.4 One of the reasons for the increased warming is that the dark water and ground in the arctic soak up more heat from the atmosphere than ice or snow. The levels of carbon dioxide today are about 379ppm and increasing, a comparable level to 55 million years ago when there was no ice on the planet due to the warmth of the atmosphere.5 If the Greenland ice cap melts, the sea level will rise six or seven meters. Although this is a worst-case scenario, it seems clear that steps must be taken to reduce the concentration of carbon dioxide and other pollutants in our atmosphere. Investigations of pollutants in Greenland during the past fifteen years show that the troposphere is burdened with high levels of trans-boundary pollution. The major anthropogenic contributors to this â€Å"Arctic haze† are central Europe, and northern Russia.

Explain the Purpose of Hermeneutics

The primary need of Hermeneutics is to determine and understand the meaning of Biblical text. The purpose of Hermeneutics is to bridge the gap between our minds and the minds of the Biblical writers through a thorough knowledge of the original languages, ancient history and the comparison of Scripture with Scripture. Through Hermeneutics, Biblical Interpretation can be achieved in three ways; historically, the message and the doctrine. The Bible is totally authoritive and inspired by God, however is it propositional or not? To be propositional means that God reveals certain truths at which we respond in accepting these truths. These certain truths may be found in scripture, creeds and or the teachings of the church. Non-propositional approach emphasise God revealing himself at which we respond with faith being a personal belief in God, resulting in us developing specific ideas and or propositions about God. A non-propositional view believes the Bible is a source book of many different accounts of human response to the divine. In Hermeneutics, there are three, among many, significant schools of thought which we are principally concerned; fundamentalism, liberal approach, and traditional interpretations of Scripture. Fundamentalism was first used in the beginning of the 20th century, whose aim was to preserve what they saw as the ‘fundamentals’ of the Christian faith from being eroded by liberal thinking. The fundamentals included the following beliefs; the divinity of Jesus; meaning he was fully God, that God’s ultimate judgement and the existence of heaven and hell and the physical resurrection of Jesus, among others. Fundamentalists believed in the doctrine of plenary verbal inspiration, this is the understanding that, the Bible is the actual word of God to the extent that it was dictated by God, word for word, to the people who wrote it down. To the fundamentals, the Bible is seen as being ‘inspired’ or ‘breathed’ by God in a direct and ‘unmediated’ fashion, meaning the actual writers of the Bible are just conduits and God is the actual author as it is God’s words that they are included, and so God is the words of the writers. Fundamentalists would declare that their view of the Bible can be found in the words of the Bible itself. Similarly Fundamentalists may argue that the Bible itself makes a clear statement of its own dependability. Since the Bible is regarded as being entirely the work of God and that God is the author it is inerrant meaning it can never be changed, questioned or challenged, to do so means you’re challenging God himself. With this idea that the Bible goes without error goes beyond the concept that it is with theological error. Rather the belief of inerrancy includes freedom from geographical, historical and scientific error as well. The second school of interpretation is Liberalism. This grew out of the discussion amongst rationalism and authoritarianism. The Liberal system of Hermeneutics suggests that the modern mentality was to govern someone’s approach to scripture, such as, if anything was not in harmony with ‘educated’ morality, it was rejected, for example Biblical concepts such as hell, sin and depravity as they offend moral sensitivities, and could not believe that their God could punish them in such a way. The Liberal method of Hermeneutics allows the Bible to be open for criticism like any other scripture, for example, miracles are not always to be accepted as they are not of certain truths and are not scientific. Another approach the Liberal system suggest is that the scripture’s text itself could be rearranged, for instance in authoritive order the law comes first however it may be argued that shouldn’t it be ordered by the times in which they were written? The reason behind this approach is that the Liberal method rejects all forms of inspiration. For a Liberal interpreter of the Biblical, the concept of revelation is redefined to mean human insight into religious truth. One of the consequences of the liberal school of interpretation is that the content of doctrinal and theological are not binding, this results to the belief that religious experience is therefore fundamental and that theology is an afterthought. The Liberals believe that the writers of the Bible accommodated their recipients and hence the Bible is not binding on us. Non propositional theology is often favoured by liberal theologians because it places the emphasis on human experience and rationality. The third school of interpretation is Traditionalism. Traditionalists maintain that the Bible is full of truth, God is revealed within the Bible and that it is inspired by the Holy Spirit. One of the key characteristics of their approach to the Bible is its emphasis on the need to understand the nature of the different types of literature within the bible. However, traditionalists would not accept the fundamentalist’s notion of inerrancy as many would acknowledge that there are mistakes in the Bible. These are seen as a reflection of both the historical context in which they are written and the human fallibility f the authors. As with Liberals, traditionalists believe that some aspects of the Bible need to be reinterpreted for today. Traditionalists place a lot of emphasis on the process of exegesis. However, after establishing the intended meaning of the author the next step in the traditional approach is the question of how it should be applied to Christian today. However, whereas fundamentalists believe that the true meaning of a text should be clear to each reader; traditionalists believe that exegesis is more of a complex process. Another characteristic of the traditionalists is that they are open to a range of different forms of scholarship, for instance, open to forms of textual and historical analysis. However unlike the liberal approach such scholarship is generally used to support conservative positions. Unlike fundamentalists, traditional approaches appreciate both the human involvement in the authorship of Biblical books and the historical/literary process through which the books were developed. However, although they acknowledge this human and historical process they do see it also as inspired by God as they recognise that there is something distinct and authoritive about the canon of scripture. Hermeneutics is the science, as it is guided by rules, and the art, the application of these rules, of Biblical interpretation. The description of Hermeneutics as the ‘art of understanding’ comes from a 19th century theologian, Fredrich Schleiermacher. In interpretation, we approach a text, with either, some kind of prior understanding, prejudgement or a pre-conceived idea in order to read out of the text, known as exegesis. Or openly reading the text, to discover something about it which we would not of known before, known as eisegesis. Eisegesis, is most faithful to text, as you have no opinion on the text at hand, however this is also most confusing as it results in a variety of information. One major scholar, as mentioned, is theologian Friedrich Schleiermacher, a founder of modern Hermeneutics, which within his work Biblical teachings are emphasized. Schleiermacher was the first person to introduce a philosophical theory of interpretation, which is appropriate to the Bible along with other texts. He emphasized the affective or emotions as a source of religious experience which is ultimately different from the purely rational approach of philosophy. Schleiermacher also argued that what makes Christianity very special is the historical event of Jesus whose life was one of perfect God-consciousness. It is this which the early authors attempted to capture in their writings. Schleiermacher believed that as religious propositions can only be made known through language the role of Hermeneutics is to unlock the original experience. Using Kant, Schleiermacher argued that the mind seeks to organise different experiences, which can be seen in the different categories or styles of literature contained within the Bible. One of the purposes of hermeneutics for Schleiermacher is to therefore ensure that the right literary genre is applied to the text. Another major scholar along with Schleiermacher is Paul Ricoeur a great philosopher of the 20th century. Unlike Schleiermacher Ricoeur argued that the author is not important in interpretation of texts, only the reader as he develops a view of the world which is enriched and enhanced through his engagement with the text. Ricoeur established between semantic meaning, what the text says, that can me verifiable and the symbolic meaning, what the text means. It is this symbolic meaning which is the purpose of hermeneutics, as symbols go beyond language to the world itself and to human truths and human experience. Ricoeur argued that in modernity the message of symbols have been forgotten, so the hermeneutical task is to restore the original meanings to symbols. Hermeneutics is therefore the philosophy of finding meaning in life; language not only conveys meanings but Meaning of existence. The world itself, it can be argued, may be considered a text in which we can find the meaning; however the advantage of a written text is its existence which makes it independent from an author and his culture therefore allows us the freedom to question it but to also be questioned by it. However we do not need to believe in the world that the symbols of the text refer to, but we can participate as we have the imagination to do so. Therefore the goal of hermeneutics is the understanding.