Analysis Of George Orwells 1984 English Literature Essay

Analysis Of George Orwells 1984 English Literature Essay â€Å"George Orwell’s was born in India, the second child of Richard Wellesley Blair and Ida Mabel Limonzin. In 1904 Orwell moved with his mother and sister sngland, where he attended Eton. His first writings Orwell published in college periodicals. During these years Orwell developed his antipathy towards the English class systems.† (Blair, â€Å"George Orwell† P.2) In 1922 Orwell began to experience what life was like, when he went to Burma to server in the Indian imperial police he began to understand the types of government that dictated the views of many societies such as the imperial rule which led to his resignation as assistant superintendent. After his journey in Burma, Orwell returned to Europe but he was poor and had no money, no college degree and thus couldn’t find any job or anyone to help him financially. In order to understand society better Orwell attempted to get himself arrested as a drunk one night in order to get a better understand o f life in prison, which would perhaps give him an inside into the human mind about exactly what makes a person do a crime and how their psychology changes once they go to prison. This helped him focus his efforts when he wrote 1984 because he explores how a socialist world controlled by big world and allows the thoughts of the main character (Winston) to be able to be read by the audience. The most important part of his life that affected 1984 the most was when in 1930 Orwell decided to adopt socialistic views. â€Å"He fought alongside the United Workers Marxist Party militia and was shot through the throat by a Francoist sniper’s bullet† (Blair, â€Å"George Orwell† P.3) During chaos when Stalinists captured his friends he luckily escaped, the war made him a strong opponent of communism as an advocate of the English brand of socialism. Orwell also opposed a war with Germany, but he condemned fascism and during World War II he served as a sergeant in the Home G uard and worked as a journalist for the television broadcasting company BBC. His first satire titled The Animal Farm was perhaps the wittiest novels ever published were not only was there humor, but there was also a strong scent of hate towards the Russian revolution. This let him to 1984 which was a very bitter protest against the nightmarish future and corruption of the truth and free speech of the modern world. Orwell’s life not only created a masterpiece of works that sound like something that would happen in real life, but for his time he had an amazing imagination for constructing a world controlled by one man, and were no one could be trusted and the life of the party depended on the corruption of historical documents and lying to the people. Main Characters: Winston Smith: Winston is the novels protagonist. He is thirty nine years old and works in the Ministry of Love correcting historical errors. Smith has an ulcer on his leg which prevents him from walking long dist ances as that irritates it and causes pain. He also dislikes the party, and hopes to find someone who shares his enthusiasm for finding a way to liberate his people from the dictatorship of Big Brother. Winston truly believes that he could save the world from the Big Brother party and puts himself in peril by joining O’Brien and at the novels resolution is betrayed, loses his beloved Julia and ends loving Big Brother and the party. His aspiration is was to be able to change what the party has done to the world and be able to live freely without oppression.

Inclusion in Special Needs Education Research Paper

Inclusion in Special Needs Education - Research Paper Example Discussion According to Ballard (1997: 244): Inclusive education is understood as a non-discriminatory practice of providing individuals of whatever age, color, ethnicity, culture, gender, or even disability the equal treatment they deserve at classroom setting and the school community (Ballard, 1997). These learners are given equal rights and involve all students in a community. There are no exceptions to access the culturally valued curriculum of their society whatever may be the intellectual, physical, sensory or other differences they may have. They are treated as full-time valued members of society. Inclusion accepts and practices diversity in the assimilation process. Colonization of minority experiences by prevailing and popular culture, thoughts and actions are as much as possible diminished (Ballard, 1997). There were set unique characteristics of integration as against inclusion. Integration involves the provision of support to students with special needs in the same mainst ream classes where regular and disabled children are educated side-by-side (Farrell, 2010). Inclusion, on the other hand, poses a major restructuring of schools to inherently educate all students in the communities. Ballard (1997) recommended that physical education teachers and their trainers should establish clear contexts for their work based upon ethos committed to fundamental restructuring and adaptation of existing policies, learning, teaching, and assessment practices. It is important that teachers are adequately prepared to meet the special needs of children. The teachers should be responsive to a diverse range of pupil needs to address inclusive education. In the mid-1990s, the rights of all learners (including young disabled people and those with special educational needs (SEN)) to experience education alongside their age peers in a mainstream, rather than segregated, settings has increasingly become a defining feature of government policy in many countries (Farrell, 2010) . The Salamanca Statement on inclusive education (United Nations Educational, Scientific and Cultural Organization, 1994), has many governments committed to providing a more inclusive education system based on an accepted ideological assumption that all children should have a fundamental right and equal opportunity to experience education in mainstream schools (Barton, 2009). The Salamanca Statement specified the inclusion of all young disabled people and those with special educational needs in mainstream settings. Mainstream schools must accommodate all children regardless of their physical, intellectual, social, emotional, linguistic and other conditions (Garner, 2009). Implementation It was suggested that hiring well-prepared teachers with sufficient training or experience with SEN pupils is important for mainstream inclusion (Sachteleben, 2010). These teachers are well-versed on available resources online and use of technologies that aid in addressing SEN pupils. Continuing educ ation for capable mainstream teachers may also be adopted. But most importantly, capable teachers should be properly benefitted to make them stay in the school and in the profession.

Organisational Behaviour and Development-Assessment Task No 2 Essay

Organisational Behaviour and Development-Assessment Task No 2 - Essay Example These are the questions we will seek to address in this report and attempt to provide solutions based on various researches. Emotions in the workplace have a profound effect on everything we do as it affects thoughts and behaviors. On the other hand, attitudes are a representation of beliefs, feelings and behavioral intentions towards a person, object or event and involve conscious logical reasoning unlike emotions which occur as events often without awareness. Emotions affect workplace attitudes. In the workplace as we interact with co-workers, individuals experience a variety of emotions that shape our feelings towards the company, the job itself and our bosses. The most common of this attitude researched about in the work place are job satisfaction and organizational commitment (Workplace emotions and attitudes, n.d). From our case study, Fran’s Hayden suffered significant adverse effects at Dairy engineering arising substantially from job satisfaction and job role expectat ions. Job satisfaction represents an individual’s evaluation of their job and work content (Workplace, n.d). Frans expectations were affirmed from Peter Bruton her boss, Rob the chief accountant and herself. First we learn that Fran’s was interested in a position in the dairy engineering in the hope that she will gain practical experiences in addition to the higher salary. She was offered a position she knew she will not enjoy but still went ahead and accepted it. she was told her work will entail compiling the monthly report known as â€Å"big brother† but later she found her work was entirely clerical which made her wonder why MIS needed her yet she had very little to do in that department. Obviously Fran’s expectations of practical experience were not met. The other problems identified from the case study that made it unbearable for Fran is the poor organizational structure of dairy engineering. Every organization has components that require profession al and effective management. The key components of an organization are people and structure. Formal organizational structures are hierarchical with people at each level having their own objectives and people at the lower levels report to higher level managers. This system has the principle of unity of command inbuilt in it. This determines the efficiency of the organization which depends on the free flow of information, efficient communication system, well defined authority and responsibilities supported by detailed policies, rules and regulations. An organization must have outlined systems that are understood by everyone in the organization (Ashraf, n.d.). Looking at the Fran scenario in the dairy engineering, there was no formal on boarding process in place. On her first day of work, she was accompanied by a colleague who introduced her to the rest of the team then her boss explained to her what her duties are and she started working. A formal new hire process ensures that new emp loyees like Fran are given the same information with respect to company policies, expectations and procedures that ensures consistency and accuracy (Plowman, 2010). When Fran boss went on leave, Fran took orders from Rob the chief accountant who gave her the opportunity to attend a management workshop in Auckland. When Fran got back, her boss Burton was furious that he had not been consulted and he felt his authority was being undermined.Fran is not to blame since all she did was do as she was told. The