The Scarlet Letter Notes By Chapter Essays - English-language Films

The Scarlet Letter Notes By Chapter THE SCARLET LETTER The Custom House: Hawthorne says that he writes to the whole world hoping that someone will understand what he is talking about. He goes on to speak about Salem, where his relatives have lived and died since its existence. Over time Salem has become more of an instinct to his family, and has tried to escape, but always come back. His children were not born in Salem because he wanted to break free of the tradition. He compares people to plants in that if you do not transplant, future crops will be ruined. He descries his forefathers as Puritans. They would not approve of his lifestyle as a writer because it is to unproductive. He then describes his return to Salem and his new job at the Custom House. His employees are elderly veterans that both amused and pained the author. After the men found out he meant no harm they relax and spend their time telling stories. Custom House Inspector- head leader of all custom houses, great physical condition despite of old age, but had no brains. His father put him into his position. He has no memories of experiences, only food. Collector- very old, strong spirit, his age has physically affected him, in war he was brutal, but now he wouldn't hurt a fly. Surveyor- more in contact with his thoughts than with the real world, motto: ?I'll try, sir!?, described as a rusty sword Author's title: Surveyor of Revenue One rainy day he looks through old barrels of articles and finds a scarlet letter ?A? and a document describing the life of Hester Prynne. He claims that these serve as documents of proof for his novel. (These were never found and were probably made up to give the novel a historical sense.) He decides to write a book based on this. He does his writing under moonlight or firelight. As he writes he realizes he must leave the Custom House. It's way of producing a stable life is addicting. It doesn't allow you to ?support yourself.? But then he is promoted to ?P.P.? and decides to stay. Just as he begins to feel comfortable he was fired. Because of this he returned to writing. (Metaphor used: political guillotine.) He claims that although the story is somber, his mind-frame while writing remained cheerful. He says he holds no grudges and that the Custom House people do not interest and upset him anymore. He thinks that he will die and soon be forgotten in Salem. He also doesn't think that future generations will find much of an interest in Salem, beyond the town's water pump. Chapter 1: The Prison Door A crowd of men and women is gathered outside of Boston's prison door. Although Boston was originally designed as a Utopia, but the first few things to be built were the prison and the cemetery. He also says that the prison has been aged quickly. Outside of the prison is a small lot with wild plants growing in it. The most important is the rose bush. It offers comfort to prisoners being brought into jail and to people about to be executed. This rosebush has been kept alive in history and outlived the gigantic pines and oaks around it. Chapter 2: The Market Place The author starts the chapter with a crowd outside the prison gate. He explains that in this time even minor violations and punishments were treated exactly the same as executions. Women of this time were not only larger physically, but were more forceful verbally as well. This is the main reason they dislike Hester, who is better looking than they are. They feel that her punishment should be severe, from a branding on her forehead to death. Hester comes out of the prison and allows her three-month-old child to see natural light for the first time. She then shifts her baby to her other arm to reveal a scarlet ?A? on her. It is described as ?artistically done,? ?gorgeous,? and ?elaborate.? Hester Prynne- young, tall, with a figure of perfect elegance on a large scale, dark hair that was ?so glossy that it threw off the sunshine with a gleam,? deep black eyes, beautiful face, ladylike Hester surprises the crowd by coming out with dignity and beauty instead

Sophie Germain - Pioneer Woman in Mathematics

Sophie Germain - Pioneer Woman in Mathematics Sophie Germaine dedicated herself early to becoming a mathematician, despite family obstacles and lack of precedent. The French Academy of Sciences awarded her a prize for a paper on the patterns produced by vibration. This work was foundational to the applied mathematics used in construction of skyscrapers today, and was important at the time to the new field of mathematical physics, especially to the study of acoustics and elasticity. Known for:First woman not related to a member by marriage to attend Academie des Sciences meetingsFirst woman invited to attend sessions at the Institut de FranceDates: April 1, 1776 - June 27, 1831Occupation: mathematician, number theorist, mathematical physicistAlso Known as: Marie-Sophie Germain, Sophia Germain, Sophie Germaine About Sophie Germain Sophie Germains father was Ambroise-Francois Germain, a wealthy middle class silk merchant and a French politician who served in the Estates Gà ©nà ©ral and later in the Constituent Assembly. He later became a director of the Bank of France. Her mother was Marie-Madeleine Gruguelu, and her sisters, one older and one younger, were named Marie-Madeleine and Angelique-Ambroise. She was known simply as Sophie to avoid confusion with all the Maries in the household. When Sophie Germain was 13, her parents kept her isolated from the turmoil of the French Revolution by keeping her in the house. She fought boredom by reading from her fathers extensive library. She may also have had private tutors during this time. Discovering Mathematics A story told of those years is that Sophie Germain read the story of Archimedes of Syracuse who was reading geometry as he was killed- and she decided to commit her life to a subject that could so absorb ones attention. After discovering geometry, Sophie Germain taught herself mathematics, and also Latin and Greek so that she could read the classical mathematics texts. Her parents opposed her study and tried to stop it, so she studied at night. They took away candles and forbid nighttime fires, even taking her clothes away, all so that she could not read at night. Her response: she smuggled candles, she wrapped herself in her bedclothes. She still found ways to study. Finally the family gave in to her mathematical study. University Study In the eighteenth century in France, a woman was not normally accepted in universities. But the École Polytechnique, where exciting research on mathematics was happening, allowed Sophie Germain to borrow the lecture notes of the universitys professors. She followed a common practice of sending comments to professors, sometimes including original notes on mathematics problems as well. But unlike male students, she used a pseudonym, M. le Blanc- hiding behind a male pseudonym as many women have done to have their ideas taken seriously. Mathematician Beginning this way, Sophie Germain corresponded with many mathematicians and M. le Blanc began to have an impact in turn on them. Two of these mathematicians stand out: Joseph-Louis Lagrange, who soon discovered that le Blanc was a woman and continued the correspondence anyway, and Carl Friedrich Gauss of Germany, who eventually also discovered that hed been exchanging ideas with a woman for three years. Before 1808 Germain mainly worked in number theory. Then she became interested in Chladni figures, patterns produced by vibration. She anonymously entered a paper on the problem into a contest sponsored by the French Academy of Sciences in 1811, and it was the only such paper submitted. The judges found errors, extended the deadline, and she was finally awarded the prize on January 8, 1816. She did not attend the ceremony, though, for fear of the scandal that might result. This work was foundational to the applied mathematics used in construction of skyscrapers today, and was important at the time to the new field of mathematical physics, especially to the study of acoustics and elasticity. In her work on number theory, Sophie Germain made partial progress on a proof of Fermats Last Theorem. For prime exponents less than 100, she showed there could be no solutions relatively prime to the exponent. Acceptance Accepted now into the community of scientists, Sophie Germain was allowed to attend sessions at the Institut de France, the first woman with this privilege. She continued her solo work and her correspondence until she died in 1831 of breast cancer. Carl Friedrich Gauss had lobbied to have an honorary doctorate awarded to Sophie Germain by Gà ¶ttingen University, but she died before it could be awarded. Legacy A school in Paris- LÉcole Sophie Germain- and a street- la rue Germain- honor her memory in Paris today. Certain prime numbers are called Sophie Germain primes. Print Bibliography Bucciarelli, Louis L., and Nancy Dworsky. Sophie Germain: An Essay in the History of the Theory of Elasticity. 1980.Dalmà ©dico, Amy D. Sophie Germain, Scientific American 265: 116-122. 1991.Laubenbacher, Reinhard and David Pengelley. Mathematical Expeditions: Chronicles by the Explorers. 1998.Sophie Germains story is told as part of the story of Fermats Last Theorem, one of five major themes in this volumeOsen, Lynn M. Women in Mathematics. 1975.Perl, Teri, and Analee Nunan. Women and Numbers: Lives of Women Mathematicians Plus Discovery Activities. 1993.

What do Ain't I a Woman and Address to the People of the Free States Essay

What do Ain't I a Woman and Address to the People of the Free States by the President of the Southern Confederacy tell us about the divisions between people in United States during the 1860s - Essay Example Division between black and white people was on the basis that, black people were considered slaves while white people were considered citizens. Black people at that time did not enjoy any individual rights as citizens they were property to be owned. However, white people were full citizens with rights, and they owned black people as their own property. Davis in his speech said â€Å"†¦.in the Southern Confederacy†¦.slaves and their children†¦.considered as property†. Truth said, â€Å"†¦negroes of the South†¦are talking about rights†. The division caused white people to see black people as being lesser of humans and thus making them properties and slaves. Ethnicity and hatred, between blacks and white escalated due to the division among them (Rodriguez 110). Women during the 1860s fought to have same rights as men did. In this case, both black and white women suffered. White women were oppressed in the South with their husbands same as the way Negroes were also oppressed in the South. Women together with Negroes were denied rights because of they were less educated. Truth says â€Å"a man in black†¦says women cannot have rights as men†. The division caused women to be seen as the weaker sex in capable of doing duties on their own. On the women side, they started fighting to have same rights as men and overcome male chauvinism (Rodriguez 105). The division between the people living in Northern and Southern United States came as a result of declaring slavery to be illegal in the Northern part of the United States. Abraham Lincoln declared slaves to be free in the all the Northern states in America. This made the Southerners separate with the Northerners since in the South slavery was still legal. According to Davis â€Å"..Lincoln has declared that slaves†¦may be incorporated in the Army and Navy†. Truth asserts that â€Å"the negroes in the South†¦women, in the North, talk about rights†. The division between the South

Organization Theory, Design and Change Essay Example | Topics and Well Written Essays - 250 words - 5

Organization Theory, Design and Change - Essay Example In order for a business to achieve effective coordination, excellent decision making and efficient problem resolution framework, it may adopt either a rigid or flexible approaches in addressing issues. To start with, in standardization, definite models which are regarded to be suitable in certain situations may be applied. However, the business may approve mutual adjustment technique whereby depending on the prevailing circumstances, the managers on the ground may decide to use their own judgments in determining the best technique and solutions to the emergent problems. It is important to note that all the discussed mechanisms are necessary and can appropriately apply in different circumstances. For instance, centralization may be more suitable in cases where a business needs to make decisions in regard to long term strategies while decentralization is more effective on the situations that require middle and lower level managers to decide on the real problems occurring on the ground. Besides, standardizations may best fit the circumstances that require conformity while mutual adjustment may be more appropriate in addressing unique issues and special

Ethics Essay Example | Topics and Well Written Essays - 2000 words - 8

Ethics - Essay Example Section 2 of the BCS Code of Conduct clearly states on specific responsibility in the business environment: â€Å"You shall have regard to the legitimate rights of third parties† (bcs.org, 2009). It is clearly identified that the term third party consists of potential competitors or any member of the public society who could be adversely affected by certain elements of an information technology system without their full knowledge of these activities. In Joan’s situation, there is clearly an ethical dilemma as none of the aforementioned public officials or corporate officers are aware that information about them is being stored, accessed, and analysed in the INF Ltd. database. Though it has not been offered as to why this information is actually being collected, simply gathering information for future or current use about these officials and public figures creates non-compliance to ethical obligations of the business. This information could be being collected to sell to competing organisations in similar business markets, as one example. Joan has an obligation to recognise that these activities are immoral based on the BCS Code of Conduct and she has legitimate concerns over how this information is being handled and processed. In the event that any of this information might be given to other third parties, there are unlimited opportunities to cause harm to the individuals whose information is being collected. â€Å"You shall avoid any situation that may give rise to a conflict of interest between you and your relevant authority. You shall make full and immediate disclosure to them if any conflict is likely to occur or be seen by a third party as likely to occur† (bcs.org). In Joan’s situation, she has been chosen for the task of collecting this information therefore a conflict of interest has been created not only between herself and her employer, but potentially

CPD in Health and Safety Practitioner Roles

CPD in Health and Safety Practitioner Roles Chapter 1 Introduction On the 1st January 1993 six regulations relating to health and safety came into force in Great Britain, these six regulations would ultimately have a major impact on how safety is managed today and would significantly influence the future development of the Safety and Health profession. The regulations themselves were based on European Community Directives, designed to create a common standard of health and safety legislation across all member states. In what has become known to Safety and Health Professionals as the six-pack regulations, it included; The Management of Health and Safety at Work Regulations 1992 The Workplace (Health, Safety and Welfare) Regulations 1992 The Manual Handling Operations Regulations 1992 The Health and Safety (Display Screen Equipment) Regulations 1992 The Provision and Use of Work Equipment Regulations 1992 The Personal Protective Equipment at Work Regulations 1992 The introduction of these regulations realised a move away from prescriptive legislation, such as the Factories Act 1961, and Railways Shops and Premises Act 1963 which had traditionally â€Å"spelt out in detail what should be done† (HSE, 2003, p.4) to a risk assessment based approach to managing safety and health in the workplace. Importantly the introduction of the Management of Health and Safety at Work Regulations (MHSWR) required employers to â€Å"appoint one or more competent persons to assist him in undertaking the measures he needs to take to comply with the requirements and prohibitions imposed upon him by or under the relevant statutory provisions† (HMSO, 1992, p.3). Arguably the MHSWR focused many employers attention on the need to employ Safety and Health Practitioners in some capacity; this in turn heralded a period of unprecedented training and recruitment for such roles. Today the spotlight has turned to the future development of the profession, and the maintenance of individual competence through Continuing Professional Development (CPD). Aims and objectives The aim of this research document is to identify current attitudes towards the increasingly important task of Continuing Professional Development (CPD), for those employed as Safety and Health Practitioners or in professions that further the improvement of workplace safety and health standards. This may be through enforcement such as Environmental Health Officers (EHO), employed by local government or specialised roles such as Occupational Hygienists responsible for measuring workplace noise and dust exposure levels to ensure compliance with legislative standards. For clarity many but not all Safety and Health Practitioners employed to directly manage an organisations safety and health or consultants employed in this field would typically belong to professional bodies such as Institution of Occupational Safety and Health (IOSH), or the International Institute of Risk and Safety Management (IIRSM). Whereas those employed as EHOs would firstly belong to the Chartered Institute of Environmental Health, with perhaps secondary membership of IOSH as they may have elected to specialise in workplace safety and health over food safety. Other specialists that may hold membership of IOSH in addition to their own professional institutes may include Occupational Hygienists (British Occupational Hygiene Society) and Occupational Health Nurse Practitioners (Association of Occupational Health Nurse Practitioners UK). Background With the role of the Safety and Health Practitioner becoming increasingly important to businesses, the profession should rightly seek to, firstly attract and retain the best calibre of recruits to its ranks! For the Safety and Health profession this hasnt always been easy. Caught in what Harrison (2009) describes as the ‘Talent Wars the profession finds itself competing amongst many others that do not have the somewhat negative associations the world of Safety and Health has developed. As a result Safety and Health management has not been the career of choice of many individuals; Kletz argued that; At one time safety was considered a suitable job for one of the less able employees. Those days have largely passed and the standard of safety professionals has improved greatly over the last 20 years but many companies still think that safety is a suitable home for those for those who have a few years to go before retirement. Kletz, 1990, p. 321 One would argue the statement made in 1990 has just as much relevance today. Kletz identified that businesses should look beyond traditional stereotypical boundaries â€Å"perhaps companies will allocate more of their best people to safety and loss prevention when they realise that the right sort of person will not just worry about hard hats and tripping hazards.†(Kletz, 1990, p.321) From the latter part of this statement one conjures up the traditional view of the safety person as being a solitary policeman type figure in the workplace. This outdated view of how Safety and Health Practitioners work still contributes to the negative image of the profession held by certain sections of the national press, a number of which have wasted little time in publicising stories that have more to do with poor or ineffective management than improving actual workplace safety and health? In possibly the most widely carried story; the BBC including many national newspapers reported â€Å"a head teacher has bought safety goggles for his pupils to wear when they play conkers in the playground† (BBC, 2004, p.1). Although the decision to purchase the goggles was taken by the schools headmaster, when it came to reporting the story it became another example of health and safety gone mad! The press on this occasion preferring not to question the lack of any professional advice available to the Headmaster and how he came to his decision in its absence! In return should there be any surprise that the media is held in low esteem by Safety and Health professionals? In a recent reader survey in Health and Safety at Work magazine Safety and Health Practitioners were unanimous in their opinion both the media and risk averse decision makers were responsible for the professions poor image; Table 1 :Whos most to blame for health and safetys poor public image? 1. The media 44% 2. The HSE 2% 3. The safety profession 7% 4. Risk-averse decision-makers 47% HSW, 2008 If the profession is to break this cycle of negative public portrayal one would argue the modern day workplace requires an equally modern and professional Safety and Health Practitioner. One who is not only an expert in his or her field, but also possessing the traits of a diplomat, as well as a management and compliance systems specialist? The development of the modern day safety and health practitioner The introduction of the ‘six pack regulations in 1993 heralded an increase in the need for businesses to either employ dedicated or have access to professionals able to assist management in meeting their Safety and Health responsibilities. Since 1993 recruitment to the profession has been drawn from a vast mix of disciplines, including construction trades such as scaffolders and electricians; production staff and administrators to name just a few. Such a large influx resulted in an increasing the need for initial training and ultimately CPD courses to meet the developing needs of Safety and Health Practitioners. For those first entering the profession a wide range of qualifications currently exist, including the ever popular National Examination Board for Occupational Safety, National General Certificate, promoted by NEBOSH as a first step towards a career in health and safety, accepted by the Institution of Occupational Safety and Health (IOSH) â€Å"in meeting the academic requirements for Technician Membership of IOSH† (Tech IOSH) (NEBOSH, 2009, p.2), and National Vocational Qualifications at levels 3 to 5. Further courses such as the NEBOSH Construction Certificate and Diploma are also on offer to prospective candidates and are held in high regard by employers. In addition training providers such as the British Safety Council have for a number of years offered their own awards including a level 6 Diploma award. Many have entered the profession because of transferable skills in areas such as engineering, which may be employed in the many technical aspects of the profession; such as machinery guarding design. However such routes into the profession do not exclude individuals from attaining accredited safety qualifications which are seen as the building blocks for future development. It is important to recognise that such courses provide initial development for individuals either in the early stages of their career or for those wishing to advance their careers. However the increasing drive for professionalism, new legislation technology and increasing movement of Safety and Health Practitioners between different sectors of the economy, has given CPD a critical role in maintaining competence throughout an individuals career. To attract new talent and support professional development opportunities there has been a veritable explosion in the variety and availability of courses accredited by IOSH in safety and health management. Higher education establishments across the United Kingdom increasingly offer courses including; Glamorgan University MSc Safety, Health and Environment Management University of Wales Institute Cardiff MSc Occupational Health and Safety Greenwich University BSc Occupational Safety, Health and Environment For those entering higher education or wishing to pursue a post-graduate degree course the profession has become an increasingly popular choice. It would however be unfair to focus solely on the university sector for the increasing availability of courses. Course providers registered with the National Examination Board for Occupational Safety and Health (NEBOSH) â€Å"now number 400 course providers across 80 countries† (NEBOSH, 2009, p.2). Similarly IOSH Course providers number over 300 globally who cover a wider range of industries such as construction, healthcare and public and service sectors. They include a diverse range of organisations including further education colleges, and large and small consultancies that have developed in response to increasing demand from businesses. More specialist organisations allied to specific industries, such as the UKs Mines Rescue Service, and local authority Fire and Rescue services have increasingly brought their specialist expertise and training skills to the wider marketplace to deliver either NEBOSH accredited courses or general fire and safety awareness courses. In addition to accredited courses most consultancies and organisations deliver numerous short courses typically of 1 or 2 day duration designed to either refresh and update knowledge or inform attendees of the latest legislative developments and their impact, which contribute towards individuals CPD. The professional safety and health practitioner The spread of industrialisation and the introduction of new technology has brought society many new professions over the last three decades, examples include social workers and information technology specialists, who are now readily accepted professionals in their own right. The challenge for the modern day Safety and Health Practitioner is to gain equal professional acceptance in the workplace and in wider society. This leads one to question our understanding of the words profession and professional in relation to the work of the Safety and Health Practitioner. As already identified poorly researched press reports have in the main presented a poor image of the profession. Secondly our image of professions are often linked with the traditional professions and professionals such as lawyers, pharmacists and accountants, who often work in small practices or partnerships in many cases readily accessible to the public through locally, based high street practices, if and when their services are required. When used the public rightly expect a quality assured service from such professionals, based on up to date knowledge, experience and ethical practices. In light of the growing need for multi-disciplined Safety and Health professionals and the requirement to demonstrate increased professionalism that expected from an organisation whose members are able to attain Chartered status, is the word clearly defined and understood by those of us who promote the concept? What is expected from a profession and professional person in the modern age? Firstly Madden and Mitchell define a profession as; A discrete body of individuals applying advances learning or scientific knowledge and expertise to provide a service to clients and bound together by a membership of a professional body which assumes responsibility for monitoring professional standards and which confers benefits and may impose sanctions on members Madden and Mitchell, 1993, p.8 One would argue this particular definition is heavily weighted to the client (customer) and the governing professional body, essentially missing out the beneficial impact that professions have upon wider society and the advancement of learning in their specific fields of expertise. A much more succinct and publicly recognisable definition of what it is to be a professional is given by McGill and Beaty who argue; The term ‘professional is associated with work which is valued highly in society. The professions lawyers, doctors, social workers, accountants- are highly trained and often highly paid members of society. In this sense the term professional is a kitemark given to those who complete a rigorous and demanding training and then continue to develop their speciality within the profession through further formal training and experience. The professions are characterized by codes of conduct which they require of their members and also a degree of individual autonomy and responsibility for their working practice. McGill and Beaty, 2001, p.184 The recognition of the importance of â€Å"further training, experience and individual autonomy† could almost have been written with the Safety and Health Practitioner in mind. Rapidly evolving health and safety legislation over the last 15-20 years coupled with advancing workplace technology, has introduced the potential for new risks to emerge in the workplace, such as stress. This has required Safety and Health Practitioners to constantly update their knowledge and skills, just as McGill and Beaty suggest. One would also add a further challenge that faces every ‘professional besides the maintenance of technical knowhow and that is maintaining the personal motivation to learn. When referring to learning in this particular context it is not based on short duration learning but the acceptance of lifelong continuous professional development. OHoule (1980) argued the need and commitment to lifelong learning was a reflection of the standing of a profession. Drucker captures the responsibility for learning and the autonomy of the professional in the following quotation; No one can motivate him(sic), he has to motivate himself. No one can direct him, he has to direct himself. Above all no one can supervise him. He is the guardian of his own standards, of his own performance and of his own objectives. He can be productive only if he is responsible for his own job. Drucker, 1973, p.47 Another key driver in the professionals quest for up to date knowledge is todays litigious society. The professional is more than ever being held accountable for his or her actions, and will find themselves increasingly questioned on the validity of the advice they give and to demonstrate competency to practice. Watkins and Drury argued that; The shift away from trusting professionals to do their work properly because they are professionally qualified, towards accountability, has resulted in the need for effective measures of competence, skills and service. This is welcomed by true professionals since it brings with it opportunities to establish more open relationships with customers to enhance personal growth and development. Watkins and Drury, 1995, p.31 A far cry from when the word of the professional in whatever field was accepted without question. The need for Safety and Health Practitioners to develop both their knowledge and professionalism throughout their career is clear. Employers expectations of the profession are high, and rightly so. Failure to develop ones knowledge ultimately brings doubt as to individual competence to practice. This over-riding need to maintain competency demonstrates the importance of CPD for Safety and Health Practitioners, but has such importance been recognised by employers? The mix of new legislation, maintaining competence and customer expectation regarding the delivery of a quality assured service creates a heady mix of priorities in addition to everyday work activities for the Safety and Health Practitioner. Educational researchers such as Field have provided some warning of the impact on continuing professional development that legislation alone can bring; â€Å"Environmental regulations, health and safety legislation and food hygiene regulation all require training to set standards and often generate further training needs as managers and other try to keep abreast of the implication of the latest legislation† (Field, 2000, p.74). Training in this case; creating a perpetual cycle of further training in ever more detail in an attempt to improve job related knowledge. The challenge for Safety and Health Practitioner is recognising the importance of CPD to professionalism and the planning and prioritising of the right mix of learning opportuniti es that develops competence, which as Renkema (2006) argued translates into improved lifetime employability in an ever changing workplace. 2 Literature Review Meeting the challenge of continuing professional development Continuing Professional Development has now become a familiar task for professionals, a point supported by research into professional associations in the UK by the Professional Association Research Network (PARN) at Bristol University who â€Å"found that of the 162 respondents, 62% had developed a CPD policy and programme† (PARN, 2001, p.1). With such a high proportion of institutions actively involved in developing and running CPD programmes, it is important to look at some of the key drivers behind such schemes. CPD for Safety and Health Practitioners has now become a well established activity, with a scheme established as far back as 1992 (IOSH, 2008). In addition to any employer funded training CPD is actively supported by IOSH through a network of monthly branch level meetings and activities that allows members to participate in what are generally free CPD activities. The development of a CPD scheme for IOSH members was integral in the decision to award Chartered status to the profession, which from 2005 has enabled members to attain Chartered Safety and Health Practitioner status after meeting the qualifying criteria set by IOSH. Establishing a CPD scheme is only one part of the equation, ensuring ongoing active participation is another. Like many other professionals Safety and Health Practitioners are faced with numerous demands on their time from either work or their home lives, all too often CPD must be fitted in as and when allowed. Research by Dowsell et al into CPD found that; courses made heavy demands on workers free time; 48 per cent of those interviewed thought their participation in continuing professional development put a strain on their home and family lives and 10 per cent thought it was causing a serious detrimental effect.Dowsell et al conclude that for those in employment, having time to engage in professional development is extremely important. Dowsell et al, 1999. P. 23 One would argue that the difficulties identified are not unique or specific. Safety and Health Practitioners are faced with the â€Å"same pressures as other occupations when considering responses: to changes in technology and knowledge; demands for quality and accountability† (Rapkins, 1995, p.49). IOSH (2008) have long campaigned for CPD to be viewed as an everyday routine activity and not as an additional burden, such a statement could be seen as an attempt to remove some of the everyday concerns that have grown up amongst Safety and Health Practitioners on the subject. This leads one to the question what barriers exist to participation in CPD? Research by Lifelong Learning UK an independent employer led skills council found that trainers in the lifelong learning sector identified specific barriers to CPD. Participants who took part in the research were able to choose more than one option; Table 2: Perceived barriers to CPD Lifelong Learning UK, 2008, p.14 Barriers to CPD are not unique to any one sector or profession. Research by Friedman et al identified the following barriers; Time, cost, and access were the most frequently cited barriers to carrying out CPD. Clearly, time pressures at work, combined with the demands of home and family, make undertaking CPD a difficult task for many, however motivated they may be. Another barrier affecting CPD participation is that professionals are not homogenous. A range of factors such as differences in career stage, preferred learning style, individual ambition affect the likelihood of taking part in CPD. The lower likelihood of older professionals participating in CPD was mentioned because of their comfortable positions or because they regarded themselves as carrying out activities which will achieve the aims of CPD without following a formal CPD programme Friedman et al, 2001, p.6 Employers increasingly need to recognise the benefits of CPD to their businesses and are ideally positioned to offer greater support to overcome the barriers that have been identified, but how should this be achieved? Francis et al (1997) argued for CPD to be linked to longer term business planning, also stating that companies viewed CPD in the narrow confines of cost to the business without looking at longer term benefits. Research by Friedman et al (2001) supported this point and argued for a greater link with company appraisal schemes as a means to encourage participation in CPD whilst at the same time offering an organisational support framework such as time and resources to the individual. Friedmans approach is backed by research by Kingston University Hull (2006) which identified the incorporation of personal development plans into CPD as a key element in the ability of professionals to align professional development needs with those of the employer. Importantly this supposes the act of appraisal is purely centred on personal development and not as Craft (1996) argued used to determine accountability, through audit cultures and numerous regimes relating to satisfying bureaucracy rather as Sachs (2003) argued, satisfying the professional needs of the individual professional. Importantly not all academics share Freidmans approach to CPD. Millar (1991) took the view that professional themselves should carry the burden of time and cost of CPD to advance their careers, to be recouped later through higher salaries. With such divergent views, significant barriers regarding responsibility for resourcing CPD remain to be overcome. To place oneself solely in the hands of the employer to achieve the required CPD criteria invites problems, especially when training is often the first activity to be cut when the corporate purse strings tighten (Adults Learning, 2003). As a result Safety and Health Practitioners risk having CPD activities limited or even curtailed for reasons outside their control. As the profession matures there should be increasing recognition that Safety and Health professionals have to take greater responsibility for their own learning following initial qualification, just as other professions such as teaching have done have done. This may only be achieved through improved planning for and practising a range of informal or formal CPD activities. Failure to develop professional knowledge can have a serious impact upon employers and the individual professional, a point recognised by IOSH â€Å"the outcome of failing to perform at an acceptable level can be critical. It is essential to refresh, maintain and develop the skills needed for competent performance† (Harvey, 2005, p.22). To adopt the mantle of a professional in ones chosen field, then participation in CPD should be ultimately viewed as a necessity and not as an â€Å"optional extra which only the high academic professional would posses, but in fact viewed by many as a necessity and a right to practice safely and effectively† (Davies, 1997, p.5). Harris (2009) supports Daviess view in that becoming professionally qualified should not be seen as the end of learning but in fact the beginning of a career long journey. The rise of continuing professional development Research by Eraut argued that the continual development of professional knowledge is ultimately linked to â€Å"moral probity, service orientation and codes of conduct† (Eraut, 1994, p.2). Erauts comments indicate that professionalism comes at a price in terms of time and dedication. This ultimately manifests itself through the delivery of a professional service to an employer or client, where advice and guidance is based on up to date knowledge and competence to practice. However as an upside Rueschemeyer argued that there were certain benefits associated with the status of a professional; Individually and in association, collectively, the professions ‘strike a bargain with society in which they exchange competence and integrity against the trust of client and community, relative freedom from lay supervision and interference, protection against unqualified competition as well as substantial remuneration and higher social status. Rueschemeyer 1983, p.41 Rueschemeyer comments support the importance of CPD as a vital component in demonstrating to those that use our services that post qualification, the professional has continued to update his or her knowledge. Rueschemeyers comments regarding the relative freedom of the professional must be accompanied by a degree of self discipline, and willingness to participate in CPD; not just for individual benefit but for the advancement of the profession as a whole. Both established Health and Safety professionals and new entrants to the profession could be forgiven for thinking that CPD schemes are a relatively new process in the quest to maintain professional standards! However research by Friedman (2000, p.23) identified that â€Å"CPD in the UK originated in the late 1970s, but was only formally adopted and defined by professional associations from the mid-1980s†. This is supported by Lester who states that it is â€Å"only in the last ten to fifteen years of the twentieth century have professional bodies taken systematic steps to ensure their members continue their development on an ongoing basis† (Lester, 1999, p.2) In the United Kingdom such schemes may now be found across a diverse range of professions including; Nursing, Teaching, Environmental Health, Legal and Occupational Safety Health to name just a few. Common to all CPD schemes is the maintenance of professional and ethical standards set by the respective professional body thereby ensuring public confidence in both the professional and the respective institution. What has driven this apparent explosion of interest in CPD in recent years? Firstly one would argue the current rate of technological change in our society remains significant, forcing a constant revaluation of our knowledge. This particular point is supported by Zia (2004, p.1) who argues; As a result of increase in the rate of evolution of knowledge, technology and industrial organizations, it is shocking to realize that while in the sixties the knowledge acquired in engineering schools remained valid for about fifteen years, today this time span has decreased to about 3 years. That is to say the average period of renewal of engineering knowledge has reached the same duration as that of studies in a school of engineering in Europe. Zia, 2004, p.1 Secondly the recognition by professional institutions of the need to further develop themselves, and in doing so enhance not only the organisations status and that of its members; but as Weightman (1994) argued, professional institutions should also influence the broad range of competencies required to practice effectively. Safety and Health professionals are no longer able to rest on their laurels following initial qualification; and as Friedman (2000) argued, in order to provide professional and competent advice the process of learning must continue after initial training. At the core of all CPD schemes is the need for professionals to embrace the much wider concept of lifelong learning. A phrase all too often used, but what does it mean in practice? Jarvis (2008) describes it as a number of processes that ultimately delivers a continually changing person. Kronkol (2005) viewed CPD as a structured approach to lifelong learning, arguably more comprehensive which involves greater self reflection and critical thinking, which leads one to question if they are one of the same. Some may even view it negatively as the latest in a long line of politically driven statements relating to education (Biesta., 2004). Cropley (1979) argued there were two distinct approaches to lifelong learning: minimalist and maximalist. â€Å"The minimalist approach equates with in service, recurrent formal education and training in what Attewell et al (2005) describes as achieving certificated training. The maximalist approach views it as involving â€Å"a fundamental transforma tion of society as a whole so that society becomes a learning resource† (Cropley, 1979, p.5). Research into lifelong learning by Smith et al supports Cropleys work in that it identifies the almost limitless boundaries for learning and promote the concept that it should include both informal and formal learning. Based on Cropleys comments the current status of lifelong learning in connection with CPD remains somewhat narrowly focused towards the minimalist approach, centred on formal training. One would argue this narrows the professionals view of what might constitute CPD, and creates a dependency culture where CPD should be provided to the professional, usually by the employer, based on narrow concept of traditionally run classroom based learning. Whereas the maximalist view requires the professional to look much more broadly as to where learning opportunities may come from, and seeking out a greater mix of experiential learning opportunities as opposed to the narrowly focused academic or classroom based route to learning. In support of Smith et al, Longworth (2003, p.12) argued that lifelong learning is a much wider concept â€Å"learning means giving ownership of learning to the learner him or herself and not the teacher a

Sport Is The Greatest School Of Vanity :: essays papers

Sport Is The Greatest School Of Vanity It is two o’clock on Saturday the 22 February 2000. It is the day of the annual Hilton VS Michael House rugby game. In the stands, five hundred schoolboys eagerly await the arrival of the fifteen so-called â€Å"Gods† dressed in the black and white to come racing onto the field. As the â€Å"Titans† take the field all five Hundred of them jump up and praise them in one euphoric roar. The out come of the game is eight to five in Hiltons favor. They all run on and form a circle around the fifteen victorious â€Å"Gladiators† and as they sing O’ boys the spirit and not to mention the ego’s are raised to an all time high. It is three o’clock on Saturday the 12 November. It is the Natal Witness inter-schools chess championship and Hilton College has made it to the finals. The best players from either side are competing for one of the most prestigious chess titles in South Africa. In the stands, nobody, as usual. The pressure is getting to both of the boys, but in the end Hilton pulls through with a tight win. The boys get into the bus and go back to school. Monday morning comes and the whole school is â€Å"bowing† down to the almighty fifteen who by this stage are over flowing with arrogance and contemptuous pride. The praise that they receive is almost overwhelming. Monday morning comes and no one even says good morning to the members of the chess team. The praise that they receive for their good effort is non-existent. This is the case in many schools all over the world where students are praised for their performance on the sports fields and not in the classroom. The question one has to ask him or her is what are students actually sent to school for is it to succeed on the sports field or is it to achieve in the classroom. Many say that it should be a careful and equal balance between the two, yet very often it leans too much in favor of sport. This is when schools start getting the attitude that sport comes first and work comes second. Average students that are good at sport are given scholarships instead of the knowledge hungry hard workers who want to succeed in life not sport. Sport Is The Greatest School Of Vanity :: essays papers Sport Is The Greatest School Of Vanity It is two o’clock on Saturday the 22 February 2000. It is the day of the annual Hilton VS Michael House rugby game. In the stands, five hundred schoolboys eagerly await the arrival of the fifteen so-called â€Å"Gods† dressed in the black and white to come racing onto the field. As the â€Å"Titans† take the field all five Hundred of them jump up and praise them in one euphoric roar. The out come of the game is eight to five in Hiltons favor. They all run on and form a circle around the fifteen victorious â€Å"Gladiators† and as they sing O’ boys the spirit and not to mention the ego’s are raised to an all time high. It is three o’clock on Saturday the 12 November. It is the Natal Witness inter-schools chess championship and Hilton College has made it to the finals. The best players from either side are competing for one of the most prestigious chess titles in South Africa. In the stands, nobody, as usual. The pressure is getting to both of the boys, but in the end Hilton pulls through with a tight win. The boys get into the bus and go back to school. Monday morning comes and the whole school is â€Å"bowing† down to the almighty fifteen who by this stage are over flowing with arrogance and contemptuous pride. The praise that they receive is almost overwhelming. Monday morning comes and no one even says good morning to the members of the chess team. The praise that they receive for their good effort is non-existent. This is the case in many schools all over the world where students are praised for their performance on the sports fields and not in the classroom. The question one has to ask him or her is what are students actually sent to school for is it to succeed on the sports field or is it to achieve in the classroom. Many say that it should be a careful and equal balance between the two, yet very often it leans too much in favor of sport. This is when schools start getting the attitude that sport comes first and work comes second. Average students that are good at sport are given scholarships instead of the knowledge hungry hard workers who want to succeed in life not sport.

Final Assignment HUM

You are the news director of a local television station. The city council has Just voted to close city parks 3 days a week to save money. Meanwhile, a major celebrity has died. The park story has greater effect on your viewers, but the celebrity death will get bigger ratings? Which do you make your lead story and why? As a viewer I would normally say put the park story first 100 percent. This is local broadcast I want to hear about information that affects me directly.This is not the ease, though. As a news director I would put the story of the celebrity death in the lead position for the higher ratings. This may not seem like the best choice, but it is a numbers game. The good thing that may come out of leading with the passing of the celebrity is that more viewers will learn about the closures at the city parks, since they will be tuning in anyway. It is this channels responsibility to get the news out to the public, but it is the director's choice of what order that news will be s een.It is also likely that the national stations, internet, and radio will be reporting the story as well. This can mean some viewers may already be aware of celebrity death, but ultimately the city park story can run behind it. It is Just not as attention getting as the other story. This may not have been the case fifty or seventy-five years ago. Since the news traveled much slower then, the local happenings would be much more in the forefront, with national headlines taking longer to reach faraway places.This Just shows how media has changed over the last century. It will disappoint various viewers who may be tired of hearing about the death who then turn on the local station and see it again, but that is both the advantage and disadvantage of how the media is delivered in this day and age. We can learn about news almost instantly (advantage), but with every type of media outlet reporting on the most recent buzz, it can also become redundant very quickly as well (disadvantage).It is not an easy call to choose what the lead story will be because there will always be someone who has n opinion about what should have run first or could have been better, and there always will people to criticize the actions of others. Explain the effect of relationships among television, movies, and electronic games with culture. Television, movies, and electronic video games, and culture are all related and they all influence each other. Like the saying life does imitate art and are does imitate life.There are numerous television shows that relate to everyday life from the past to the present and most like will continue into the future – Just a few examples are: Friends, Sniffed, and Modern Family. The same goes for movies. The classic culture related film is: boy meets girl, boy falls in love with girl, boy loses girl, and boy gets girl back in the end. Who has not had at least one relationship like this in the past? They also relate to each other. A television show hasn 't really become an icon until it is made into a movie these days, for example Sex in the City has had not one, but two movies spawned from the show.Electronic games are included as well. There are quite a few movies that have been created from video games, like Laura Croft: Tomb Raider for example; and there have been movies that seem almost specifically made to become electronic games like Torn. Whether a person watches a movie or television show because he or she can relate to it or if it is purely entertainment, it does affect culture because it becomes a part of each person. People quote funny lines from a movie or show, why, because it they connect with what they watched and share it with others.It can then catch on and become should slang – who can forget â€Å"don't have a cow man† or â€Å"you got it dude†? Some movies, television shows, and electronic games do depict violence and demeaning social situations. They often get blamed when people in real li fe commit violent crimes. This is a topic people feel strongly about on both sides, and is not easy to defend or condemn. The most important thing to do is to talk open with our children, teach them clearly what is right and what is wrong, and give them self-confidence and self-worth, so in a controversial situation they are able to make the right decision.

Summary Of The Letter From Birmingham Jail Essays - Free Essays

Summary Of The Letter From Birmingham Jail Essays - Free Essays Summary Of The Letter From Birmingham Jail On Good Friday in 1963, 53 blacks, led by Rev. Martin Luther King, Jr., marched into downtown Birmingham to protest the existing segregation laws. All were arrested. This caused the clergymen of this Southern town to compose a letter appealing to the black population to stop their demonstrations. This letter appeared in the Birmingham Newspaper. In response, Martin Luther King drafted a document that would mark the turning point of the Civil Rights movement and provide enduring inspiration to the struggle for racial equality. Martin Luther King's Letter from Birmingham Jail strives to justify the desperate need for nonviolent direct action, the absolute immorality of unjust laws together with what a just law is, as well as, the increasing probability of the Negro resorting to extreme disorder and bloodshed, in addition to his utter disappointment with the Church who, in his opinion, had not lived up to their responsibilities as people of God. King's justification to the eight clergymen for protesting segregation begins with a profound explanation of their actions, Nonviolent direct action seeks to create such a crisis and foster such a tension that a community which has constantly refused to negotiate is forced to confront the issue. The actions of the African American people are overdue and very well planned as King had explained in the letter. Their quest was to force the white politicians to negotiate and actually heed the requests for desegregation. As King explains, past promises have been broken by the politicians and merchants of Birmingham and now is the time to fulfill the natural right of all people to be treated equal. Violence is not what King wants, he simply wants unjust laws to change and the Supreme Courts 1954 ruling to be upheld. Secondly, Kings answer to the clergymen's assertion that breaking the law is not the way to achieve the results the African American is looking for. Conversely, one has a moral responsibility to disobey unjust laws. I would agree with St. Augustine that, an unjust law is no law at all. King does not feel that they have broken the law, his definitive answer to the clergymen is that a law that is not morally sound is not a law. Laws are made to protect the people not degrade and punish. As far as King is concerned, the African American will continue to do whatever is necessary, preferably non-violently, to obtain the legal and moral right that is theirs. If they are not allowed this peaceful expression of the needs they so desire, it could lead to a much uglier action. Dr. King expressed his concern that if something is not done with these feelings and absolute needs of the African American there will be violence and mayhem. The Negro has many pent-up resentments and latent frustrations, and he must release them. So let him March. History has shown that if a person or people are ignored they will become violent and fight for their God-given rights. King diligently explained that black nationalist groups are becoming prevalent in society and he has faith that the Negro Church has had direct influence in keeping the violence from erupting. However, how can they are expected to stay complacent? Finally, the sheer frustration King felt was with the Church in general. In deep disappointment I have wept over the laxity of the church. There can be no deep disappointment where there in not deep love. This is probably the most heartbreaking assertion King makes. He feels that the Church has skirted its responsibilities to the African American people, hiding behind anesthetizing security of stained-glass windows. King summarizes his letter by making the point that he hopes that the Church will see it's responsibilities it's means it is/you need its as people of God and understand the need for direct action, the justification of unjust laws and the impending danger of the African American rising up in violence if they are not heard. Martin Luther King does this all in a diplomatic, heartfelt and completely inoffensive voice.

#FreelancerFriday #1 - Rebecca Faith, Editor

#FreelancerFriday #1 - Rebecca Faith, Editor #FreelancerFriday #1 - Rebecca Faith, Editor â€Å"In my experience successful authors are open to revision. It’s not easy to hear the eighty or ninety thousand words you’ve just poured your soul into are not up to par. But if you can leave a little bit of your ego behind and dive into the art, and find someone you trust to be there with you, I don’t think good authorship is beyond many people. It’s a form that invites participation for those who are willing to do the work.†Rebecca Faith is one of the members of Reedsy's advisory board, and also an outstanding editor.A quick anecdote that probably says more about Rebecca than any interview possibly could. The interview below is the first half-hour of our conversation. As I was thanking her, I mentioned that I didn’t want to take up any more of her time with questions about editing that would just be thinly-veiled attempts to find guidance with my own (pretty blocked) novel I’m working on. She pushed through my chronic shyness whe n it comes to talking about creative projects, and spent another half-hour, right there, listening patiently and dispensing insightful advice. Advice, by the way, that went way beyond any of the feedback I’d had from beta readers, best friends, anonymous message boards, and so on. It was neat to see someone almost spontaneously giving off editorial assistance. But you can meet her for yourself below.–REEDSYHow would you describe what an editor does for an author? It seem like the simple answer is â€Å"They edit,† but I wonder what you see that as consisting in. Some would see editing as just being fixing spelling mistakes.REBECCA FAITHSometimes it is. It really depends on the kind of editing we’re talking about. There’s a very nuts and bolts straightforwardness about proofreading and line editing. Those editors bring a level of professionalism and polish to written work, and you really can’t put a price tag on that. It’s very importa nt.But developmental editing or content editing has surged in prominence since self-publishing has become more popular. A good editor helps drawn an amateur into more professional ranks by offering a lot of insight about craft, character development, style, plot production, and so on. There’s a nice collaboration between good editors and authors that really teases out the creative process. The most succinct way that I could say this is a good editor helps an author inhabit their work more fully and helps them stretch beyond their perceived limits of skill.REEDSYI like that. You’ve identified the two very different parts of the editing process.REBECCA FAITHThere’s the technical side which is grammar, conventions, â€Å"How the hell do you use a semicolon?†; and there’s the subjective side: â€Å"Yes, you might have conceived your ideas and your characters in a particular way but I’m here to help you reach beyond the limits that you’ve imposed on your own imagination.† I don’t know that you can ever quantify that or articulate it without experiencing it first-hand, but that’s my best effort.REEDSYCould you talk about how talking to an author can be part of that process? It seems tricky to do a developmental edit working with the manuscript alone.REBECCA FAITHI think the face-to-face or phone-to-phone interaction is important. It’s more important for content editing or developmental editing because there’s a certain kind of idea exchange; where the characters or the content come alive. A good editor feels the reality of a book as strongly as the author does. If a particular passage feels awkward, or it’s not reading well, or there’s a continuity issue - meaning it’s not lining up with the rest of the book - a live chat gives us the opportunity to troubleshoot it. That’s very hard to do with just the page. I might say â€Å"This line of dialogue feels h ollow to me and I don’t now if you mean x, y, or z, but what’s being communicated to me is this.†The developmental work requires a live component, although I was resistant to that when I first started editing. It’s always quite nerve wracking to work with people and their art. It’s important to take the right tone and tack when you’re talking out things. Who am I say to say to an author â€Å"I don’t think your character would do this.† Thats a lot of ownership on my part. Face-to face work needs good editors who have a very cogent understanding of how to bring out an author’s best work while also pressing those limits that we talked about.REEDSYAre there limits on what an editor can do for an author?REBECCA FAITHAt some points I’ve had to say â€Å"Look the work is not good, the book is not good, and you should stop working on it. Let’s go back to some craft lessons, let’s talk about short stories, creative non-fiction, let’s learn how to write.† An editor can’t take an author who has no skills and no desire to revise, and make that person a better writer. So I suppose the limit of an editor is a closed mind. There’s not much you can do with someone whose work is atrocious but who doesn’t believe it, and who doesn’t trust in the curated opinion of an editor.An editor is like a chef. Good chefs have developed their palates: they’ve tasted everything, single ingredients, complex foods, they’ve honed their tongue like a fine-edged sword, and that sword can taste the difference between ‘tangy’ and 'sour.’ A good editor has honed their literary palate by reading everything: genres they love, genres they don’t; they’ve read craft books, they’ve read the Chicago manual, they read blogs about punctuation and they’ve developed a keen taste for what good writing is. Then, like a chef, they can transform that into any dish. A good chef can’t just cook one thing well, and a good editor can’t just edit one genre. Generally an editor is going to take that sophisticated palate and apply it across anything.The resistance is the diner who salts his food before he eats, who is not willing to taste and be led on a culinary journey. Authors who don’t want to open their eyes and their minds to their editor will never get better. The only limit of a truly excellent editor is an author who won’t release their mind to that help.REEDSYWhat’s the appeal of editing? I feel like most people told to sit in a room with unedited work would balk at that; do you like what you do?REBECCA FAITHI love what I do. I wanted to be an editor since other girls were dreaming of being ballerinas. I don’t think I had language for what I wanted to do; I just started hoarding red pens and hoping for the best. I love losing myself in line editing the same way others love losing themselves in doing the laundry. There are correct answers. There’s a certain comfort in that, it’s almost mathematical. Grammarians, people who truly love our language, can at once respect the rules of that language and acknowledge that language is a communicative tool; and so there’s also play within grammar. It’s not all cut and dry; there are moments where we break the rules.But my real pleasure as an editor is the developmental editing. Helping someone discover the work that lives in their soul is a privilege. Being in that space with an author who’s trying to give life to something that does not exist outside of their own mind is an incredible thing to witness, and I’m in awe every time.I’m working with a client now who came to me with a full completed draft. After the first three chapters I went to her and said â€Å"You know, this is really terrible. I think it’s not the story you want to tell; I th ink it’s just the story that occurred to you first.† We’ve been working together on a draft where you don’t even recognise where it came from. She’s working so hard and so well and so productively; she’s writing a book she won’t just be proud of but that people will love. Watching that happen, watching someone’s mind give life to things that are not there, that’s magic.So I suppose it takes a certain amount of creativity for someone to go into editing. You have to have a mind that sees potential where it’s hiding, but also a mind that makes space for someone else to roam around freely, and create. There’s a balance for good editors between offering structure, lending out my palate, and also sitting back and saying â€Å"What do you taste? What are you baking?† I’m a sous chef in the kitchen. It takes a certain kind of person to enjoy that behind the scenes work.REEDSYWhat makes a good developme ntal editor? It seems difficult to look at two people and tell who’s better. I’ve heard experience thrown around as a way of doing this.REBECCA FAITHI think experience is important. But there’s a balance between being the scaffolding, and then also the architect. A good developmental editor gives authors the structure they need to be free. If you’ve ever had to write an essay for a class, you’ll know writing for a prompt is much more directed than writing on 'a topic of your choice.’ That’s the death knell for a lot of people because it’s too much open space. A good developmental editor creates a structured place for an author to live in, creatively. They have no ego about their author’s work. As much as I invest in my authors work- and I feel the heartbeat of their characters and I care deeply about what happens to them - I have no desire to make that work my own. There’s a lack of covetousness with a good editor wherein you truly are working in service of another person’s artwork, and I think that’s a quality even experience can’t necessarily teach.REEDSYOnce you’ve engaged with a client and want to start an edit, what happens?REBECCA FAITHA lot of my clients have just an idea for a book. For those people we start with a one page synopsis, which is much much harder than you might imagine. For people who have a completed first draft I start reading and after 25 or 30 pages I edit and make margin notes. I send that work back to the author and then we talk. We talk about the work, we talk about the edits, about subjective and objective things; we do grammar lessons and we also talk about character motivation and how things are shaping up. Generally we’ll proceed along in that fashion until the end of the book. First drafts are generally extremely malleable and change very quickly. A lot of rewriting happens after a first draft so I’ll also guide write rs through rewriting, what’s interesting to me as a reader, questions they should be asking themselves about their characters, and we go through the work using it as a practicum for being a better writer and expanding the usefulness, utility and beauty of a manuscript.REEDSYSo what about when someone has just an idea?REBECCA FAITHThe line that I draw is that a substantive editing is based off a completed first draft, while in developmental editing we’re developing from an idea.In developmental editing, you come to me with an idea. We start by talking about it and I require a one-page synopsis. People spend months on a one-page synopsis. It makes plain where there’s not enough plot, which is often a problem - authors tend to have a pretty good handle on the beginning and end of a book, and the middle is a wasteland where forward momentum goes to die. The one page synopsis helps us hone in on conflict, character development, protagonists, antagonists; a lot can be accomplished within the confines of an 8.5" x 11" page. That usually requires a few hours of Skype conversation, a few drafts, a lot of brainstorming.From there we move into what I call chapter-snapshots. You get a short paragraph, maybe five or seven sentences, to articulate what happens in each chapter. Again, we’re trying to avoid the problem of authors getting off to a sprint when the race begins, then having an asthma attack laying down at the side of the road by chapter 12. That foundation-laying helps engage authors engage with and confront the problems of their work.After that we start writing. The snapshots are very productive, and usually make people feel pretty excited. The author has now done the work of creating some of that structure on their own, and it becomes much easier to then say â€Å"OK, I’m going to write chapter one† because you know where chapter one begins and ends/ Working within those structures I often find that people become much m ore creative. They might say â€Å"I started to write chapter one but it’s much more difficult than I expected because I had so many ideas while I was writing,† and then we revisit how those ideas integrate into the chapter snapshots and the synopsis.It’s very difficult to build on nothing, so once an author does the hard work of laying the foundation, the house goes up quicker than you might imagine.REEDSYSo there isn’t some place an author needs to be in before you can come in and help. You can be there at any stage of the project.REBECCA FAITHAnyone with even just the flame of desire to write a book can work with me. If someone comes to me and says â€Å"I want to write, but I don’t know what to write,† that’s OK. I start by asking that person what they like to read. I help them curate their own literary palate. I ask them what movies they like, what music they like; like, â€Å"What is your artistic profile?† Based on that I’ll make some recommendations about authors that are doing great work, and we’ll talk about books. We’ll talk about reading. I might give a couple of small writing assignments: free-write for me about someone in your office from the time they wake up to when they sit down at their desk.Writing is a thankless and difficult process. To anyone with the heart to do it I say bring it on. So many of us are limited in our ability to produce art. Not everybody has the skill or patience for an instrument, or we don’t have the balance and the grace for dance, and when we dip a paintbrush in paint we just end up with splatters on a canvas. But writing uses something that’s inborn. We all have this language. Because of the structure of writing, because of the structure of grammar and good story production, pages are just waiting to be filled. It does take some discipline, I’m not saying it’s easy - it’s the hardest work you can do in some ways, artistically. But it’s there if you have language. It’s a true laying bare of the soul, and anyone who’s willing to do that work is welcome to call me.REEDSYIf writing is a thankless and difficult process, is there a parallel for what you’d call the editing life?REBECCA FAITHEditing is not thankless! Editing is wonderful, in fact. I feel very close to my clients; by the end of our work many of them are friends. Editing is intimate process because, and this goes back to you asking about the qualities of a good editor, an editor mustn’t create shame; an editor has to actively quell embarrassment. The safe space that we create for our authors is a place where they can take risks and fall flat on their faces and not feel stupid about it. How many people have adult-to-adult conversations about sex, religion, ideology? These issues all come up in the course of creating three-dimensional characters. Authors and editors have to bring their whole his tories to the table and be comfortable with that. I’m very humbled by the collection of books I have at home where I’m mentioned in acknowledgements. I think editing is the long straw; I wouldn’t have it any other way. I find my work deeply gratifying.In my experience successful authors are open to revision. It’s not easy to hear the eighty or ninety thousand words you’ve just poured your soul into are not up to par. But if you can leave a little bit of your ego behind and dive into the art, and find someone you trust to be there with you, I don’t think good authorship is beyond many people. It’s a form that invites participation for those who are willing to do the work.REEDSYRevision is interesting, because it’s such an important part of writing, but it doesn’t apply to other uses of language; it would be insane to revise everything you say before you say it.REBECCA FAITHIt would, but think about the times you wish you could have taken it back! The thoughtfulness we can bring to writing is a double-edged sword; if you’ve ever read something overworked you know what I’m talking about. But putting work on a page is an opportunity for people to really lay bare a certain amount of soulfulness, look at it objectively and say â€Å"Who am I? What is this?† There’s so much value in that clarity. I think authorship is a process of self-discovery as much as it’s a process of discovering worlds that don’t exist yet.You invite an editor to accompany you and be a spirit guide. Editors who don’t take that privilege incredibly seriously should not be editors. It’s humbling to be entrusted with that privilege. I think people who want to write should write, and editors are out there who want to help.REEDSYWhen do you think the writing process ends? In traditional publishing it seems like it passes into the hands of the publisher. How would you talk about whe n a manuscript ends, for authors and for editors?REBECCA FAITHSome people say that work is never finished. I think that’s incorrect, and also very depressing.REEDSYLike, the idea that you don’t finish a novel, you put it away.REBECCA FAITHI think that’s just†¦ what an awful thing to say. I think work reaches a place where it’s take the form that we’ve imagined it to. We feel like the journey we’re talking about has ended. Our characters have completed their journey. The work has reached a level of polish that’s industry-standard and acceptable. There’s an objective level to that - is it free of errors, as error free as a work can be? We also have to look at our characters. Have they changed? Have they grown? Have they gotten from point A to point B? I think that’s our best view of what’s happening.REEDSYThanks Rebecca.

Self Introduction Issues Essay Example | Topics and Well Written Essays - 250 words - 1

Self Introduction Issues - Essay Example I am a deep writer, preferring complex and interconnected topics than straightforward concepts. At the moment, I can say I have been writing for two years. In some cases, especially creative writing, I write papers that are longer than expected because I have â€Å"a lot to talk about.†My personal philosophy on writing is that it is a medium of communication; what I cannot relay verbally I put down. I also believe that writing is part of history. Consequently, by documenting what I experience and think, I leave a historical legacy that others can be inspired by. I hate the ambiguity that sometimes creeps into writing (Widdows 26). Over the years, I have accepted that it is a part of writing that cannot be avoided, but I hate that it hinders my prolificacy. What I like about writing is the appreciation people show for the thoughts and feelings that I put out. The first quote in the book feels true for me; the rest seem to contradict my experiences with – or opinions of à ¢â‚¬â€œ writing.

Judaism and Hinduism Research Paper Example | Topics and Well Written Essays - 1500 words

Judaism and Hinduism - Research Paper Example This paper helps to discuss the various details, rituals, characteristics etc of both Judaism and Hinduism and aims to locate the similarities and differences between the two as well. Judaism is said to be the modern religious philosophy and the way of life that the Jewish people follow. This form of religion has been said to arise from the Hebrew Bible and helps to depict the relationship that God had developed with the children of Israel, the original Jews. It has been established for over 3000 years now and the texts or scriptures of the religion have been greatly influenced by Abrahamic religions that include Christianity, Islam as well as the Baha’i faith. The Torah is the authoritative scripture that is made use of while referring to, understanding and learning about the religion of Judaism. Hinduism on the other hand is the main religion that is followed in the Indian subcontinent and its followers follow the Sanatana Dharma which basically constitutes the eternal law. It has been known to be one of the oldest living religions known to mankind, formulated during the Vedic period during the Iron Age in India. Most Hindus engage in several rituals throughout the course of the year, both at home as well as at the temples. The most devout Hindus perform actions like waking up early to pray to the Sun god as well as worshipping the shrine that they have in their homes. They usually offer incense and food to the Gods as well while reciting hymns from religious scriptures and texts as well as sing and meditate with the help of devotional hymns, dedicated to God. Whenever there is an auspicious occasion in a Hindu household, like a marriage, birth of a baby, as well as death, rituals are followed in order to ensure that God is viewed as sacred despite the kind of adversities and joys that a human being might undergo during the course of his lifetime. Hindus chant a variety of mantras as well as undertake religious customs and rituals with great pride and devotion. For example, when upper caste children reach the age to begin with formal education, they have to undergo the sacred thread ceremony which is also known as the â€Å"Upanayanam†. Another ritual that is followed and is customary in all Hindu households is covering the body of a dead person with a white cloth, worshipping it as well as performing a ‘puja’ or a sacrifice to God and then burning the body on a funeral pyre and cremating it. Judaism is a faith that does not have as many rituals as Hinduism. However, Jews do follow a number of rituals like performing a bar mitzvah, havdalah etc. A bar mitzvah marks the coming of age of a Jewish child. When he or she reaches puberty, the family and friends conduct a bar mitzvah where the child then undertakes his journey into the rest of his life and is referred to as an adult in the religion. He receives money and gifts from his family and friends in order to embark upon the second chapter of his life. A havda lah on the other hand is a ceremony that is performed by most Jews around the world in a compulsory manner. According to this ritual, a brief ceremony takes place which marks the end of the Sabbath. It is a very short and simple procedure and mostly entails and provides emphasis on the spiritual aspect of a human being rather than a physical entity of God. Hinduism and Judaism share a number of similarities between each other however, also have a