Undoubtedly, The Thought Of Living In, Or Forming A Utopian Society Ha

Undoubtedly, the thought of living in, or forming a utopian society has flashed through every person's mind, a few people have even tried to make this ideal dream society a reality. Unfortunately, within the pursuit of these societies the leaders become corrupt and begin to become paranoid with the fear of rebellion. Hundreds were murdered under the reigns of Adolph Hitler and Joseph Stalin in what they considered measures to maintain peace and stability, one must also consider the hardships that the citizens were forced to endure while living under these oppressive governments. This dream of forming and maintaining a utopian society was immortalized in two novels dealing with the same basic ideas, 1984 by George Orwell and Brave New World by Aldous Huxley. Both of these novels deal with the lives of main characters who inadvertently become subversives in a totalitarian government, however these two books greatly differ with the manner in which the government controls the population and the strictness of the measures taken to maintain these stability. This essay with compare or contrast the message and tone of each novel as well as whether the utopia is a positive or negative one. In 1984, George Orwell explores the many facets of a negative utopia. Orwell seems to focus on the measures that the government takes to maintain a public of plebeians who have no personality or identity and believe that they not unique individuals, but instead are part of a greater senseless mob of people who constantly work for a hostile and oppressive government which is involved in incessant wars. These people are taught to love, and then learn fear, their government while believing all of the propaganda that is constantly instilled into their minds as they willing follow their government without contest for the duration of their meaningless lives. The government controls all forms of the media (thus denying the people the basic right of free speech) and use it to personify the government (known as "big brother") and make it seem omnipotent, or all knowing and always correct. Forecasts are changed from one week to the next always proving the government was correct. As was mention ed before, many of the rights that present day Americans take for granted, such as freedom of speech and the inalienable rights of individuals are withheld from the common citizen, the proles. George Orwell obviously meant to portray a negative utopia in the novel 1984. Although the novel Brave New World is comparable to 1984 as both are views of a totalitarian government which attempts to provide its citizens with a utopian society, the differ drastically as Brave New World could be perceived as a positive utopia (in contrast to negative one in 1984). Although there are many drawbacks of this future society such as its lack of individuality and loving relationships, which include not only the love expressed within the confines of a family but also the loved shared between partners in a married couple. Humans were treated as laboratory experiments, created using the Bokanovsky process...embryos are like photograph film, they can only stand red light. On the other hand, though, the citizens had a much greater deal of freedom than what is allowed to those living in the 1984- society. The society is maintained not by force, but through a much simpler and more ingenious solution, the caste system. Every member of the caste system is truly happy with the ir lives; from the lower three castes whose lives consist of meaningless jobs like elevator operators to assembly line workers to the intellectual alpha's who were the thinkers and consumers of the society. This is a much more peaceful way of maintaining the stability of the populace. Since every member of the society is truly content with their lives this is a positive utopia. Fear, paranoia, loneliness, sexual desire and other emotions experienced by Winston Smith, the main character in 1984, are conveyed from the author to the reader through the tone in which the novel is written. Winston Smith is constantly afraid of the government which controls every aspect of his life and is always paranoid that he might accidentally say something in his sleep (in which case he would be detected

School Proposal essays

School Proposal essays The common public school is improving, but it is not without its faults. President Bush and company have created the No Child Left Behind Act to improve the quality of public schooling, but we feel our plan, School Should Be Better Act, is better. No Child Left Behind says nothing of the wretched physical education courses students must endure daily. Nor does it mention the gross over emphasis on homework which causes extreme amounts of unnecessary stress in students already hectic lives. We also feel that the structure of the classroom needs to be changed, focusing more on the way students learn rather than the level of their current knowledge. The First order of business in a perfect school would be to take care of the physical education course. All of the current physical education equipment would be reassessed and used to construct a large hazard course in which childhood games (tag, spider, hide and seek, etc.) would be played. This course would contain at the minimum a spider web section in the roof of the field house and an underwater tunnel system for use in aqua tag. The teachers primary goal in this endeavor would be as a hunter. All of their time would be spent stalking the stray children, and if a child was caught they would be hung upside down from the ceiling totally naked for the rest of the period. The gymnastics program would remain in its current state since essentially nothing would have changed. The level of homework in the classroom is also in need of reconstruction. We feel that homework, while positive in theory, is a waste of time. However much some teachers wish to believe that students actually put forth any amount of effort to actually learn something from their homework, the fact is they do not. The most a student will do at home is try to memorize facts to help pass tests. In a perfect classroom, the teachers lecture should be good enough ...

Quotation Marks and Apostrophe S

Quotation Marks and Apostrophe S Quotation Marks and Apostrophe S Quotation Marks and Apostrophe S By Maeve Maddox Aika asks: how do I properly sequence s and punctuation marks? As I can’t think of any example of beginning a quotation with a disembodied ‘s, I’ll offer this guideline from the Chicago Manual of Style: . . . A term enclosed in quotation marks . . . should never be made into a possessive. 7.30 For example, you can write the Atlantic Monthly’s editor or Gone With the Wind’s admirers because the titles taking the possessive are italicized. You may not, however, do the same thing with the title of a short work such as â€Å"Ode on a Grecian Urn.† Titles of short works are enclosed in quotation marks. You would have to rearrange your phrasing so as not to have: â€Å"Ode on a Grecian Urn†Ã¢â‚¬â„¢s admirers. You’d rephrase it as admirers of â€Å"Ode on a Grecian Urn.† Here is a related entrance on Chicago: Q. When indicating possession of a word that ends in s, is it correct to repeat the s after using an apostrophe? For example, which is correct: â€Å"Dickens’ novel† or â€Å"Dickens’s novel†? A. Either is correct, though we prefer the latter. Please consult 7.15–18 for a full discussion of the rules for forming the possessive of proper nouns. For a discussion of the alternative practice of simply adding an apostrophe to form the possessive of proper nouns ending in s, see paragraph 7.21. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:Creative Writing 10110 Techniques for More Precise WritingContinue and "Continue on"

Consumer Financial Protection Bureau Essay Example | Topics and Well Written Essays - 2000 words

Consumer Financial Protection Bureau - Essay Example It will illustrate the historical supposition of the Bureau creation, its main duties and responsibilities, the purpose for the Bureau, and the analysis of its operation. First, it is worth saying that a new consumer financial protection agency, the Consumer Financial Protection Bureau, was created to protect Americans’ personal finance transactions. It may seem that the creation of Bureau was a result of Congresss effort to reorganize the industry of banking thus preventing the possible economic crises in the future. In the article â€Å"Consumer agency will clarify financial products costs, terms† the interviewer and the advocate for creating the agency Elizabeth Warren, a Harvard law professor and chairwoman of the Congressional Oversight Panel, explained that the new Bureau would give a chance  to American families   to obtain financial security. First published in 2007 in the Democracy Journal, the idea of creating the new bureau described a feisty â€Å"Financial Product Safety Commission† whose agents would be known further to the Americans as firefighters (DePillis, 2011). The creation of the Bureau was called to rule governing consumer financial services and products that included mortgages and credit cards; it was also called to make loan terms and costs more transparent for the Americans. The agency would made credit cards and mortgages easy to follow, avoiding the fine print blurring of risk and cost. The agency was called to make the market more competitive; however, it was not aimed to facilitate the consumers in their purchase responsibilities and to make decisions on money (Mantell, 2010). Elizabeth Warren did not call the agency a â€Å"nanny†, but the force that will allow the market work again and will bring the transparency. In certain period, such transparency will allow penalty fees and charges to go down and credit products to become cheaper. The agency will measure the risk in the financial system, however, it will not ensure

Greenville Jenkins Essay Example | Topics and Well Written Essays - 2750 words

Greenville Jenkins - Essay Example In the Marshalls case, Grenville Jenkins is discriminated against as the member of the Sustainability team because he ought to rectify where he sees excessive spending by the company officials. This is supposed to help in the cost cutting measures of the company. Instead of listening and acting to his claims, the top management ignores him which makes him feel discriminated against. The board of the directors dismisses his allegations instead of seeing into his case by finding relevant measures to counter what he says. Jenkins is frustrated because the law on discrimination of employees does not apply in this case. If were operational, someone could have listened to his allegations and at least put some efforts in rectifying the excesses in the company. As a sustainability member in the company, Jenkins has the right authority to comment about such cases as those of extravagance (EEOC 2009, 1). Maureen Gibson Maureen Gibson, who is the sales representative, is acting against the conf ines of the company regulations. She has turned the working place to a Christian conversion center and does not heed to the instruction. She wears a crucifix on the uniform which against the rules of the company. Even if the law of discrimination suggests that no employ need to be discriminated against her beliefs, Maureen is abusing the opportunity she has been given to the company. When she is warned not t use the company as a preaching ground, she threatens to take legal action, which is an, overreaction. She is supposed to be answerable because of breaking the policies set to enhance equality in the company because she is a distraction to the employees in the company by preaching to them at the wrong place and time (EEOC 2009, 1). The company policy that denies wearing of jewelry on the uniform will counter the case she wants to file for the company. She is defiant and misuses the freedom in the company. She has been performing non business activities in the company premise by m aking the employees uncomfortable. This is against the rules of the company which she chose not to respect. When Maureen is approached by the line manager, she says that she is being denied her rights but, in actual sense she is working out her rights in the wrong place. She is supposed to hearken unto the rules stipulated by the company before taking a step to sue the company. No one is against her work but, the line manager is against her evangelism which affects the comfort of the other workers. The law should also be used to address the case in which the line manager was told about the Maureen’s behavior but ignored. The law should be used to sensitize the company managers and board of directors about the consequence of discrimination (EEOC 2009, 1). Gary Gary who is the primary career of his disabled son needs to be allowed to have flexible working arrangement because he needs to attend to his son needs. Denying Gary that opportunity is as well as discriminating against physical disability. This should be termed as open discrimination be cause the company is in a position to organize a flexible arrangement for Gary to be of use to his disabled son. The company representatives are answerable to the law on discrimination in the company where there is a need to respond to the requests of the company. The company top management who are in the jurisdiction of planning favorable moments for Gary to work

Workplace Evaluation of Status and Economic Comparison

Workplace Evaluation of Status and Economic Comparison Viktoria Konstantinova Key features of Work Practice Organization Evaluate your workplace in the context of its legal status and size in relation to both the Irish economy and world economy I have been on work experience in a community crà ¨che in disadvantage area since January 2014 until the place closed down and unfortunately I couldn’t get their policy and procedures. Therefore I will be evaluating my previous work experience from Level 5. The Child Care Act 1991 is one of the most important and comprehensive piece of legislation, in relation to the care of children. And everyone who is working with children have a legal obligation to adhere to this Legislation and every childcare setting is required to keep a copy of it at their premises and staff should consult and be familiar with roles and responsibilities stated in the Act. Child’s rights are the first Standard in Siolta’s Guidelines and my workplace implements it by offering children choices and uses their interest and initiative to participate in their own development and learning. Another example of promoting children’s rights is that it is now written in the Irish constitution after Referendum on children’s rights were held thanks to UNCRC (United Nation Convention on the Rights of the Child) which is ratified by most countries, except USA, Somalia, South Sudan The setting is privately owned and is located in a big house that was refurbished into a childcare according to all necessary Regulations that are required by law and stated in the Pre-School Regulations 2006. These Regulations provide for health, welfare and development of the children 0 – 6 years. As part of Pre-school regulations 2006 individuals working with children must be qualified to minimum requirement FETAC level 5 Major Award in childcare and Garda Vetted to fulfil their responsibilities to protect children in their care. †The new ECCE scheme directly pays pre-schools to provide a place for one year per child between the ages of 3 years 3 months and 4 years 6 months at September 1st each year. A higher rate is available as an incentive to encourage graduates with a relevant third level degree in early childhood to work in the sector† ( Neylon, 2012:2). Services that operate free pre-school year are required to implement Siolta principles and Aistear Curr iculum along with notification to HSE to run the service, Tax Clearance Certificate, Staff Ratios (â€Å"For each group of 16 children in a full day care setting there must be at least 1 Pre-school leader who meets the qualification requirements outlined above (i.e. minimum FETAC Level 5 or equivalent)† (www.dcya.gov.ie) My work experience has both pieces of legislation on the premises and is available to read for everyone staff and the parents along with inspection compliance forms. Most European countries now provide free universal admission to Early Childhood Care and Education (ECCE) services for children aged three to six. They usually provide subsidies for children aged less than three and children of school age. Ireland only provides free preschool year for specific age group from 3 years 2 months – less 4 years 7months on 1st of September of the year that they are starting. A lot of countries provide long maternity leave for mothers and fathers (Sweden) usually until child is entitled to free education which helps both parents to participate in employment, therefore beneficial to economy. Examine the workplace’s organizational structure, mission statement and values Their services aims and objectives are to provide a service that is based on the needs of the families and children as well as the staff. Like for children: an environment which meets nutrition, health and safety requirements, supports and strengthens family ties, and which reflects the socioeconomic, cultural and ethnic background of its users, which accounts for the additional needs of children (There is a large collection of age appropriate toys and equipment which will ensure that your childs developmental needs are met. The equipment is kept at a level which ensures that your child, as an individual can choose to play with what he/she wishes to. Rooms are bright and spacious with separate sleep room) Adults who respect them as individuals, and foster their unique abilities (physical, intellectual, social and emotional), background and ethnic identities, a curriculum that is consistent yet flexible to reflect children’s interest and encompassing gender equality (room staff are carefully chosen based on a special affinity they have with children of specific age group. They ensure that your child receives constant attention with variety of curriculums according to their age). For families: Supports them in providing an environment which promotes the holistic developmental needs of their children, respects and responds to the needs, values and cultural diversity of the parents (having an active exchange of information between parents and staff on a daily basis by sending home a sheet to let you know what your child has been doing during the day. For staff: goal as a staff team is to facilitate an open and effective working relationship whereby the practitioners are supportive and respectful of one anothers needs (Conducting staff meetings and appraisals on a regular basis and provide learning opportunities both internal and external). Crà ¨ches mission states that their aim is to treat your child as an individual who will receive the very best care and attention that we can provide in a safe, loving, caring and stimulating environment. Setting has a strong commitment to provide a progressive and consistently high quality child care service where the needs of both the children and the families are met. As dedicated Early Childhood Professionals, they believe that children are unique individuals who learn and develop skills through the process of exploration within an educational, play-based curriculum. Our service continues to offer care and activities for children with additional needs. The crà ¨che caters for children from 3 months – 12 years. It’s privately owned crà ¨che and consists of a baby room (3months – 1.5 years), wobbler/toddler room (1.5 years – 3 years), Hi scope room for senior toddlers (3 year – 4 years), Montessori Pre-School (4 – 5 years), Afterschool ( 5 – 12 years). Assess the workplace culture and management practices of your ECCE setting based on your experience My work placement setting is a crà ¨che and Montessori, and offers after school care, ECCE scheme, CETS scheme and full and part time places, sessional Hi-scope classes and is privately owned. Overall values and culture of my work experience is very family oriented, and management practices support parents, children and staff members. The setting has family like environment with a lot of siblings attending a crà ¨che. The management constantly obtains an open door policy allowing parents to either drop off or collect their children at any time. Parents do not take an active role in policy changes, however, management do welcome at any time any suggestions parents might have to change policies as they are always trying to improve our service. Communication between owner and the parent is usually through an email or one to one meetings. Owner and Management are very involved in the crà ¨che life and not only sit in the office, they also working and participate in the activities and outings with children (on one occasion owner came down with her car to bring some of the children that didn’t fit on the bus to the farm). Everyone in the setting follow policy and proced ures, especially on outings and on the school runs. Regular meetings held by the owner and the staff on a monthly basis, and small staff meetings held by manager with room leaders and childcare assistants weekly. Staff are communicating with parents face to face and through little notes that they record what the children did on everyday basis. Relationships and working atmosphere is very friendly and pleasant because owner recognises the complex and fluid nature of the work of the staff in the Centre. And provides staff with on-going and diverse training (Siolta training, they have recently received full Siolta Verification) that will offer them an opportunity to further their skills. Owner and Management believe that this kind of training commitment will lead to the highest possible standard of care for the young people in the Centre and to the development of greater job satisfaction and professional progression for all the staff. And for this reason staff feel valued and motivated in their work. Bibliography Childhood Care and Education 1990–2004† [Online] available at: http://www.cecde.ie/english/pdf/conference_papers/WalshQoQ.pdf last accessed on 1.07.2014 Centre for Early Childhood Development Education (2014) â€Å"Germany† [Online] available at: http://www.cecde.ie/english/pdf/Making%20Connections/MC%20Chapter%206.pdf last accessed on 1.07.2014 Department of Children and Youth Affairs,2011 â€Å"ECCE Programme Guide to the Programme and the Administrative Procedures for Service Providers and Parents† [Online] available at: http://www.dcya.gov.ie/viewdoc.asp?fn=/documents/childcare/GuidetotheProgrammeAdministrativeProceduresforServiceProvidersandParents.htm last accessed 1.07.2014 Department of Education and Science, 2009, â€Å"Developing the workforce in the early childhood care and education sector Background discussion paper† [Online] available at: http://www.education.ie/en/Schools-Colleges/Information/Early-Years/eye_background_discussion_paper.pdf last accessed on 1.07.2014 Early Childhood Ireland, 2012, â€Å"Salary Survey 2012† http://www.earlychildhoodireland.ie/advocacy-research-and-campaigns/research/surveys/salary-survey-2012/ Irish Times.(2011) †Nordic childcare model best for economic and social wellbeing†. Irish Times: Ireland [Online], Available at:http://cmi.mannadev.net/wp-content/uploads/2012/01/Nordic-Childcare-best-for-economic-and-social-wellbeing-Irish-Times-9.6.11.pdf last accessed on 2.07.04 National Women’s Council of Ireland. 2005. â€Å"Accessible childcare† [Online] available at: http://www.dit.ie/cser/media/ditcser/images/accessible-childcare.pdf last accessed on 2.07.04 Neylon G., 2012, â€Å"An Analysis of the Free Pre-School Year in Early Childhood Care and Education (ECCE) scheme – from a Practitioner’s Perspective† [Online], available at: http://icep.ie/wp-content/uploads/2013/02/icep12_submission_19.pdf last accessed on 1.07.2014 Salary Explorer, 2014, [online], available at: http://www.salaryexplorer.com/average-salary.php?loc=81loctype=1job=699jobtype=3show=job last accessed on 1.07.2014 Statistic Sweden, 2014, â€Å"Wage and salary structures and employment in the primary municipalities† [Online] available at: http://www.scb.se/en_/Finding-statistics/Statistics-by-subject-area/Labour-market/Wages-salaries-and-labour-costs/Wage-and-salary-structures-and-employment-in-the-primary-municipalities/Aktuell-Pong/7634/2012/28336/ last accessed on 2.07.04 Policy and Procedure from the creche 2014 Walsh T., (2004) â€Å"Quality: A Global Issue? An International Review of Quality in Early

Knowledge Development in Nursing Essay

A philosophy of nursing should be all encompassing, with its foundation based upon core values and beliefs, while building upon experience. Medicine is often comprised of controversial ethical dilemmas where we must be advocates. In a study that examined the relationship between nurses and physicians it was determined that â€Å"Differences in values, communication, trust, and responsibilities can precipitate conflict between nurses and physicians over ethical components of care. (Corley MC 1998) Developing ones theoretical knowledge and learning how to apply it successfully into their clinical practice is part of the evolving process. The evolution that occurs over the course of a career can be empowering. Hence, it is important to develop positive nurse-physician relationships to bolster confidence and grow from those interactions. The importance of positive nurse-physician relationships has been widely acknowledged (Baggs, 1989; Baggs & Schmitt, 1988; Eubanks, 1991; Fagin, 1992; Mechanic & Aiken, 1982; Prescott & Bowen 1985). Therefore, it is our obligation as professionals to mentor our peers, not only for ourselves, but our patients and families, as well. In an interesting illustration of self disclosure (Kim, H.S., 1999) a practitioner was able to identify the needs of a patient, but clearly had difficulty communicating the needs of the patient to the physician, although some of the difficulties appeared to be cultural in nature. The way we communicate with one another as practitioners, in addition to, how we collaborate and communicate with physicians has a direct impact on patient outcomes. As practitioners we are restricted in performing our jobs if we can not effectively collaborate with the physician. It is herein that the problem lies. The inexperienced or less assertive practitioner will often find it difficult to approach a physician when faced with perhaps the â€Å"Do Not Resuscitate† order that has yet to be signed. With that being said, approaching a family that needs to be educated on the implications of G-tube placement on their family member with prolonged intubatation and no signs of improvement can be daunting without interdisciplinary support. The more experienced practitioner’s clinical judgment is more easily verbalized  because he/she is comfortable in interdisciplinary collaboration, therefore the physician is more likely to involve them in the decision making process. For example in an ICU setting where often times the physician does not involve the practitioner in the decision making process or inform them when a decision has been made it generally creates one of three things. A. the nurse will continue to aggressively pursue the physician until an order is received B. resort to â€Å"slow codes†, or C. resuscitate all patients until told otherwise by the physician (Michael I Rauchman, BA). All of these things lead to negative outcomes for both the families and patients, and we as practitioners. â€Å"Future directions of the discipline are revealed when these linkages between philosophy, disciplinary goals, theory, and practice are strengthened† (McCurry, et al). It is for these reasons, we as practitioners must continually grow and develop through our experiences, always expanding our knowledge in the ever-changing profession we have chosen. Corley MC (1998). Ethical dimensions of nurse-physician relations in critical-care (The Nursing Clinics of North America) 1998 Jun; Vol. 33 (2), pp. 325-37. http://ehis.ebscohost.com.proxy.library.maryville.edu/ehost/detail?vid=19&sid=78745a3b-d950-4ea0-890c-4ee4ab4c4b46%40sessionmgr112&hid=101&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=cmedm&AN=9624207 ISSN#0029-6465 MICHAEL I. RAUCHMAN, BA Medical student McGill University Montreal, PQ RABKIN MT. GILLERMAN G, RICE NR: Orders not to resuscitate. N Engi J Med I 976; 295: 364-366 http://www.ncbi.nlm.nih.gov.proxy.library.maryville.edu/pmc/articles/PMC1875656/pdf/canmedaj01406-0055.pdf Expertise in Nursing Practice Caring, Clinical Judgment, and Ethics