George Orwells 1984 :: essays research papers

1984, George Orwell Winston is the unfortunate victim of a totalitarian society gone haywire. In Oceania 1984, the Party has complete control over every aspect of its citizens’ lives. Telescreens that monitor their movements are found in every house and apartment. If a member of the Thought Police catches you so much as gritting your teeth during one of Big Brother’s speeches, it’s off to the Missionary of Love to be interrogated about your partaking in a conspiracy against the Party. It’s a time of unknowing chaos where war is peace, ignorance is strength, and freedom is slavery. The Party avoids revolt by using an interesting technique--not giving its citizens a reason to revolt. If the Party promises, for example, that there will be no reduction of chocolate rations and there does happen to be a reduction, they simply go back and change their original statement. This meaning they rewrite any newspaper articles, etc. that give evidence that they said there would be a reduction, and destroy all of the old copies. In this way, the Party’s predictions are always true. So our good old friend Winston is sitting in his office one day when he starts to have--gasp!--negative thoughts about the Party and its leader, Big Brother. He buys a diary, a crime considered worthy of death by the Party, and begins to record these thoughts daily. By chance, Winston happens to meet a fellow Party-hater, Julia. They believe that the Brotherhood (an organization against the Party) exists and that their co-worker O’Brien is involved with it. They meet with O’Brien and confirm that yes, indeed, he is involved with the Brotherhood. O’Brien gives them a copy of “The Book'; written by the Brotherhood’s leader Emanuel Goldstein about his political ideas. Julia and Winston are secure in their involvement with the Brotherhood and

Issues of Wider Professional Practice and Professionalism Essay

In this assignment I will be examining some of the main issues I believe impact on teachers’ professional practice and I will look at the way they impact on my employer Inclusive Access (IA). IA is a social enterprise independent specialist training organisation in the Post compulsory education and training (PCET) or Lifelong Learning Sector (LLS). I will attempt to show how some of these issues impact on individual teachers in the organisation and the impact on a teacher’s professional image and status. I will go on to state that the political and economic landscape make it very difficult for organisations like Inclusive Access and for freelance tutors to meet the professional standards required when compared to other PCET organisations in both FE (such as colleges) and HE (such as universities). In conclusion to this assignment, using some of the current influences and changes in government direction and policy, I will reflect on the way I can improve my own wider professional practice and that of my team in my area of responsibility. As Training Manager at a social enterprise there are wide reaching pressures on the organisation that impact on our practice as professional teachers in LLS and on the organisation as a professional training body. In fact these pressures are currently on the whole education system. The political economic social technical, legal and environmental (pestle) factors impact greatly on the question posed for this assignment as we enter possibly one of the most challenging phases for education and particularly PCET in last few decades. At IA there are recurring issues affecting the professionalism of the courses run, the professional nature of the teachers and support staff employed, and the values underpinning the company’s social aims. For example, funding is ever harder to source and the funding streams accessed are varied and fluctuating, originating from a number of sources. This can lead to inconsistency of provision and fitting the courses to the fund rather than the learners thereby impacting on our perceived professionalism. Another example would be the â€Å"rules† on pots of funds from the public sector creating demands for more learners on courses, impacting on class size, or selecting people for courses based on numbers – not suitability, which in turn impacts on drop out rates and dissatisfied learners, potentially affecting our perceived professionalism. There is a move towards contracts being payment by results to drive value for the public purse. This could force smaller organisations like our own, who are less cash and asset rich out of the market. However, on the positive side, it does mean a culture of collaboration (that has not existed for some time) is being resurrected, which in my view is a good thing. In the long run this should raise standards of outcome and a more seamless journey for learners to experience through the LLS. During the development of PCET from the 1980s until present, it is evident that teaching in post compulsory education had to keep up and look beyond today towards the future requirements of the skilled workforce of the future. Further and higher education has become more regulated and scrutinised in a bid for it become better placed to meet the needs of learners and employers. Indeed in the evolution of FE and the LLS during the 1990s saw great change driven politically with economics at its heart, FE teachers contracts were changed, strikes, funding centrally severed so the new regime shaping the way PCET is delivered today and the view of the professional status of teachers in this sector. Shain, 1999 in her research paper said then that â€Å"Teacher’s work in the UK Further Education (FE) sector is undergoing reconstruction through processes of â€Å"marketisation and managerial control†. I would agree with her and can see that this process is even more evident today, witnessed through competition for funding, student numbers, targets, league tables and scrutiny driving the ethos of the sector. I would ask how can the FE teacher be a true professional in their work with this culture around them? Tedder;1994, defines professionalism from his experience of teaching in FE and says that the term professional can convey a range of meanings covering teaching practice, a set of vocational standards, values and a code of conduct for teachers plus a remit for continual monitoring and improvement. This early view (was expressed in 1994) in my opinion has been the way that the sector has consequently developed from within, attempting to drive internally in response to the external pressures to conform to the pressurising pestle factors. In 2007 the Institute for Learning (IfL) was set up in response to the XXX report, and (until recently) endorsed by the government to represent and act as a compulsory body for Lifelong Learning teachers of adult education defining the code of conduct and embedding as compulsory requirements membership to the professional body and requiring evidence of current competence to teach via 30 hours continuous professional development (CPD) per annum, submitted and vetted by the IfL. By the IfL making teacher training and CPD compulsory this has overturned the reluctance of teachers to become dual professionals. Norman Lucas 1996 has argued that this duality of professionalism, i.e. that of being at one and the same time a teacher and an expert in a professional or craft/trade area has dogged the development of a statutory qualification structure. He says that historically lecturers in FE had seen their expertise as sufficient for teaching thereby putting their specialist knowledge above pedagogy. He says that by becoming professional teachers this will narrow their specialist expertise. I disagree with this view. Everyone can remember the good and bad teachers at college / univeristy, and those that not only knew the subject but knew how to teach got the respect and results from their students. Randle and Brady (1997) argue that although they believe teaching in FE has been deskilled and deprofessionalised professional teachers retain a commitment to ‘public service’ values of altruism and teacher autonomy that are fundamentally opposed to managerialism. They believe this is the essence in FE of professionalism and that its paramount to FE. Appendix xxx is an extract to depict the polarisation they described. I believe this point is important and is where individual personal professionalism collectively adds up to professionalism per se in the organisation or the LLS. Elliott (1996) rejects the notion of professionalism in favour of a concept of the ‘reflective practitioner’ for understanding teacher’s work. I believe this is a vital factor in professionalism, but cannot be the only way that a professional improves their practice – what if the teacher is not as self aware or receptive to personal feedback – how can this improve teaching and learning in isolation? Hodkinson (1995) argues for the retention of professionalism without accepting the exclusivity of a profession. He explores the uses and limitations of competence attributes towards a redefinition of professionalism based on notions of ‘personal effectiveness’, ‘critical autonomy’ and community. These to me are self actualisation goals re: Maslow – higher order. But I fear people need a structure, framework and a method to achieve these – why then is a professional body to belong to such a bad thing? The Institute for Learning and Teaching in Higher Education (ILTHE) was an established body that ceased to exist in 2004 and then in 2007 the IfL was set up, reinventing the wheel is a theme of politics I fear. Appendix xxx explains the history of the ILTHE and the HEA. Successive governments and reports including Kennedy in 1998, Tomlinson 2004, Leitch date Wolf 2009, Lord Lingfield 2011/12 continue to change the way education is structured and delivered and depending on which political party is in power depends on the swing between regulation and market forces affecting the culture in lifelong learning. By the very nature of the way the PCET sector is being forced to be accountable it could be seen that it has become de-professionalised, de-characterised and education is becoming de-valued as the accountants take over the establishments to drive value for the public purse. Ofsted scrutiny and league tables shape the way education in FE is delivered as tutors â€Å"fear† for their grade and managers drive for results, where does this leave a professional tutor room to develop as a professional? Illustrating this polarisation of managerialism and professionalism – ref app xxx Many authors reference this including John Lea. John Lea observes that managers and scrutiny of teachers introduced to make them more professional and drive value for the taxpayer and the learner actually have led to teachers becoming de-professionalised per se. He states that by introducing accountability through layers of funding and scrutiny bodies that this has meant the sector has to adopt more of a business approach with colleges becoming more like retail outlets. P75: where learners choose their learning opportunity from a range of providers for the one that markets itself the best. On the negative side this could be students â€Å"consuming† education in the same way they purchase items from a discount shop demanding high quality low prices. He goes on to say: â€Å"of colleges come heavily under this sway we might expect them to seek to eliminate any downside to their students purchase – customer satisfaction or your money back. Will we see a time when students cannot fail a course?† I would ask – is this de-valuing and watering down the status of PCET courses so that anyone can achieve OR does it widen participation and standards leading to a more highly skilled workforce which then reflects well on the professional standards and values of teachers and organisation in the sector? Whichever way it is seen, the reality is that it is happening and the future PCET organisations are moving in this direction. Lord Lingfield in his review – the final report, amongst many recommendations, suggests that the future of PCET will not distinguish between further and higher education and it should merge. This trend is current and set to continue – a great example if here and now – West Cheshire college – my course – the awarding body is Chester University and progession for my cohort is clearly into HE. The simpler the learner journey the more professional it feels for learners too. I believe that in the modern world, standardisation, comparability and the learner journey should be seen as crucial by decision makers and that it will drive development in the sector. To be professional tutors rely on quality time to prepare to keep teaching practice current, incorporating new and innovative teaching methods. This is a difficult task, especially as many tutors are paid sessionally and planning is often not paid for by employers. Similarly professional development and CPD is expected but not often provided by employers. As professionals, tutors are expected to complete 30 hours per annum of continuous professional development (CPD) to reflect and choose the right development. Under the IfL this was implicit and required for membership; this requirement is now voluntary as membership of the IfL rules have changed following Lord Lingfields review of the sector. The best and most forward thinking providers will support their staff to improve; it cannot be left to individuals to choose entirely their own CPD. Since the Institute for learning was set up in 2007 I believe it has not achieved what it set out to do and I concur with many elements in the Lingfield report. I think it little impact in raising the sectors professional status although it has had some impact in raising the standards of teaching. For example after 2007 Neighbourhood colleges were forced to employ only tutors with a preparing to teach in the lifelong learning sector (PTLLS) qualification to lead courses in these centres. Previously anyone could have taught a course in their local community or Neighbourhood College. Insisting on PTLLS has improved the quality of provision but on the downside has meant that local talent and enthusiasm has been lost from those who handed down skills and shared knowledge on a more universal basis. Taking a different view of core professional values that is not about OFSTED or anything other than the traditional role of a teacher – Sue Cross in her book Adult teaching and Learning talks about the professional character of the teacher means assuming the a specific set of obligations and standards but one within which an individuals background expertise and creativity are free to flourish. Sue Cross definition: â€Å"Professional teachers seek to communicate their field of knowledge to the learner with fidelity and accuracy, within the context of their professional ethics and in such a way that the learner is nurtured, supported and able to develop† p 161 She says that a professional teacher has three principal characteristics : that a teachers acts with professional agency, a teacher acts ethically and a teacher exercises professional judgement. And she believes that to be a teacher really means to be a learner yourself. Therein lays the crux of being a professiona l – exercising professional judgement and being allowed to. Society doesn’t allow mistakes nowadays, does being a professional suddenly make a person infallible? Other definitions of professionalism and professional include Marian Wollhouse – teaching the post 16 learner. Marian suggests that there are seven key areas of teaching defined as underpinning the competence that supports and informs all other processes†¦ and the learner is put at the centre of all that teachers do. In that way the context of the teacher as a professional is prescribed and this amongst other influenced the development of the Professional domains written by the sector skills council and published in 2007. In the foreword the Bill Rammell, the then Minister of State for Lifelong Learning, Further and Higher Education, said that the new professional standards were a direct response to Ofsted’s plea for clearer standards. Accountability for teaching and learning and being a specialist in own area was paramount. This was a precursor to the IfL being launched in September of that year. And again more depth and scrutiny in a bid to make the profession of teaching accountabile in September 2012 another new set of Ofsted regulations were put into place this time as well as for all education a specific set for the FE sector. As a direct consequence of Lingfield, Wolf etc and the drive from the government to make organisations more locally accountable this Ofsted framework now puts teaching and learning as the most important factor refocusing the Common Inspection standards. See appendix xxx CIF. Prue Huddleston and Lorna Unwin 3rd edition Teaching and Learning in Further education Diversity and change in chapter 8 talk about Professional development and here I believe is a central factor in the issues of professional conduct and accountability. To be an educator in the PCET sector I believe teachers should embrace all it is to be a teacher. The breadth of skills, the patience, the planning, the innovation and the ability to keep on a personal learning journey can mean it is difficult to fulfil this multi-faceted and demanding role. To do this teachers need to approach their work as â€Å"professionals† and undertake in depth and varied professional development. Without it teachers will become stale, one dimensional not just in their teaching but in their ability to fulfil this role and inspire their learners to achieve. The goals they set for their learners will become less stretching as do then the goals they set for themselves. â€Å"every FE teacher has to make plans to ensure he or she has access to relevant and appropriate professional development opportunities† p 209. Inclusive Access is an independent provider of adult training and education across a myriad of disciplines/ subjects. As my role is multi-faceted I project manage, line manage, develop new business, recruit tutors, in charge of quality for awarding bodies, teach myself. It is a role that I believe requires a hands-on approach and therefore still to teach to keep up my professionalism. This can be a challenge as the role moves towards sometimes more of a managerial overview role. One of IA’s unique selling point is its people. The tutors, assessors and teaching support staff most of who are not directly employed. That relationship is an interesting one to manage; aiming to keep their individual professional values in tune with that of the company. In order to engender the ethos and professional standards required I do have to lead by example, share CPD knowledge and enthuse the teachers to try new teaching methods. IA does not have the IT resources and budgets for example that FE colleges can access. The courses must still be of high quality (or higher) than the competition. Often I think we achieve this through personality of the teachers, their in depth subject knowledge and the way we assist the learners on their journey with signposting and employability skills. Interestingly this is now a key factor that OFSTED will be seeking from FE so I will need to keep a step ahead and look for way to continue to improve our learner experience and our teacher support. I will need to ensure our literature and marketing is standardised with the LLS sector to maximise our visibility and professional image in a competitive environment. My own personal CPD journey will be the vital. I realise there is a lot at stake in the way I view professionalism and being a professional. Not only will these views affect my personal development but because of my role it affects the organisation and the teachers employed. Extrinsic factors that cannot be changed will continue to impact on teacher’s professionalism – pestle factors, ofsted, government papers and reports leading to changes in scrutiny, standards and regulation. But intrinsically the notion of being a consummate professional, loving being a teacher, being honest, reflecting and improving, sharing best practice, keeping always learner-centred and choosing challenging CPD as a lifelong earner yourself, in my view you won’t go far wrong!

How Does It Feel to Be a Problem - 935 Words

How does it feel to be a problem ? is a book addressed to everyone,but particularly to those who think that America is the land of care-free young adults who have nothing to worry about.Being Arab in America has never been easy. Being young Arab living in America is quite something. When I first laid eye on the book,which was given to me by my great English Dr. Sameer Ismaeel, Al-Najah university,I thought it was another book of how miserable Arabs are in the United States.These stories are fimiliar in the Arab world.People are divided into two categories,those who glorify America and make it the dream land of everything.And,those who tare it apart and only see rape,drugs and carelessness.Genuinely,both are incorrect,as America is just†¦show more content†¦Sameer Ismaeel for lending me this refreshing,educational and great book. Now,i l leave you with some references and guides. *key words : young-arab-muslim/nonmuslim-american-dreams-family-love- world-prison-problem-9/11-p alestine-iraq-terrorism-home-life. *guide through the 7 stroies: 1)Rasha : The girl with the jail story. 2)Sami: The christian american soldier in Iraq. 3)Yasmin: A high school girl standing up for her believes. 4)Akram: The grocery kid dreaming of changing his stars 5)Lina: An Iraqi girl living in America and Iraq. 6)Omar: A graduate guy in search for a job. 7)Rami: The relgious guy. *An arabic artical about the book : http://www.aljarida.com/aljarida/Article.aspx?id=165814 *Great interview with the author :Show MoreRelatedMaking A Diagnosis On Danny At This Point904 Words   |  4 PagesAt this point I truly don’t feel that there is enough information to make a diagnosis on Danny at this point. It is my opinion that it would take three or more sessions with him before the proper diagnosis could be made in order to treat him for his illness. Furthermore, I feel that by doing these extra sessions he will begin to open up more and tell me exactly how he is feeling and exactly what is going on in his life that makes him feel the way he do. Yet, I do find that with some of the informationRead MoreEssay about Deborah Tannens Cant We Talk1243 Words   |  5 Pagesfor any class. It relates to a problem that every person regardless of age, race or sex, will have to face many times in his or her lifetime. The problem is that men and women communicate different ly and these differences can often lead to conflict. This case study is very informative because it helps to clarify the thought process of each sex. That said this reading leaves the reader somewhat unfulfilled because Tannen does not offer a solution to the problem. In Tannen’s first sectionRead MoreHow Cal Experiences and All the Difficulties He Has to Face Makes You Feel Sympathetic Towards Him1004 Words   |  5 Pagesdifficulties throughout. Maclavery uses ways in which we feel the innocence of Cal and that we feel sympathetic towards him. The book first introduces his relationship with his father. Shamie, who works in the local abattoir. Maclaverty displays the arrogance and stubbornness of Shamie towards the Protestants. Even though he and Cal receive many of letters of threat, he still refuses to move out off the street, even if it does endanger Cal’s safety. This then shows us the bond betweenRead More parent teacher relationships Essay690 Words   |  3 Pages How often would you say you raise questions about what your child’s/youngest child’s teacher is doing to provide an education for your child? Have you done anything to get to know your child’s teacher or teachers? Have you done anything to get to know your child’s teacher or teachers? Have you done anything to help your child’s teacher or teachers get to know your child and his or her strengths, weaknesses, likes and dislikes? How well do you think you understand what is expected of you as aRead MoreCompare and Contrast the 2 Brothers in Sonnys Blues Essays1074 Words   |  5 Pageshousehold, yet they grew up to be totally different people. As the story progresses we see that both brothers have troubles in their lives and we get to see how each thinks and acts when facing such ordeals. While the brothers differ in the way they internalize and cope with their problems, they both show selfish characteristics, but ultimately feel remorseful for not being in each others’ lives. The narrator though an educator, is not very good at verbalizing his emotions. He tends to be the personRead MoreChildren From Their Bad Habits And Enhance Their Good Behaviors1049 Words   |  5 Pagesproven to be more effective because during the adolescent life cycle stages, there is the confusion of responsibility and parental involvement. Cognitive based family therapy bring in all members of the family and has them work together in their problems. The family can talk about where they are in their life cycles stages and also the mother can be more involved in the cognitive therapy techniques of her son. This is true in the Diaz family because Mrs. Diaz can be aware of the cognitive techniquesRead MoreReflection Paper On Sorrow 1048 Words   |  5 PagesAutumn C. Mathis Terrene Comp. 9 October, 2014 Sorrow Does everyone feel sorrow? That is the initial question to a much larger problem, for it does seem as if some people do not. In any given city you d be able to tell the difference from an emo , and a regular . An emo not necessarily being a dark clad hater, they are just people who feel an emotion to the extreme; someone unable to cope with this emotion in such a way as for it to be invisible to others. Say that this feeling is sorrowRead MorePoems: Where You From? by Gina Valdez, Legal Alien, Elena by Pat Mora, ad Here by Sandra Maria Esteves627 Words   |  3 Pagespoems are connected by the same problem, can be cultural or language problems that the majority of the immigrants suffer. Every single poem have a different story and characters, but with the same problem. Those poems talked about the borders that the majority of the immigrants have, some of them do not feel identify with their new culture, however, others poems showed the language problems that the characters has. Th e points of those poems are basically the problems that the majority of the immigrantsRead MoreEssay Good Boss Versus Bad Boss1150 Words   |  5 PagesRough Draft Good Boss versus Bad Boss How would you feel if you called in to work sick and your boss sympathized but asked when the project you were working on would be finished? If you like most people you would feel guilty about calling in and wonder if you should head to work. How about if you called in sick to work and your boss sympathized and told you to rest up and feel better soon? Would you still feel guilty or would you cuddle down in your bed to rest off the sickness? When comparingRead MoreTreatment Plan 1 Essay1592 Words   |  7 Pagesform of therapy. According to Irvin D. Yalom (1980) there are four concerns that ultimately will be the core of any human problem, which are death, freedom and its attendant responsibility, existential isolation, and finally meaninglessness. These four concerns form the body of existential psychotherapy and make up the the basis in which a therapist conceptualizes a clients problem in order to develop a method of treatment. Kewords: existential therapy . A Conceptualization and Treatment Plan

My Orchard - Original Writing - 1045 Words

My orchard had a lot to teach me. The trees respond to life according to the seasons; I needed to honor that cycle inside of me. There would be a spring with the budding of new growth and then a summer where the new and improved me would blossom and bear fruit. Fall would be the harvest and celebration of me. Winter was the time to let go of who I thought I had become in order to make room for the growth of yet a more authentic me. Life is a process, or better yet, a journey that has its own destination. My destination was rarely known even though I set goals and intentions for myself. Houston had served as my Oz and I, like Dorothy, had returned home again, not only to Sedona but also more importantly, to myself. There’s no place like home. Chapter 14 Synchronicity is choreographed by a great, pervasive intelligence that lies at the heart of nature, and is manifest in each of us through intuitive knowledge. –Deepak Chopra When I returned from Houston, I took a part-time job to work with plants and herbs that were turned into herbal remedies. The company’s relaxed environment and interesting employees made it fun to work there. Best of all, the organically grown and wild plants sustained and nurtured me with their life force and beauty. I sometimes worked with a very unusual plant, the carnivorous Pitcher plant. It is quite beautiful with its long light green stem and alluring delicate looking pink and white leaves that have evolved into a goblet shaped cupShow MoreRelatedSome Keep the Sabbath Going to Church931 Words   |  4 Pagesthe Sabbath Going to Church† I was a little confused and unaware of what was happening in the reading. 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Globalization Has Caused The World - 1138 Words

Globalization has caused the world to change. Globalization is the process by which the world is interconnected through technology and powerful infrastructure for the purpose of communicating and managing resources. Countries around the world have gotten closer over past few decades due to growing integration between economies. It brings the countries closer to each other and make them more interrelated through providing unrestrained trade and financial exchange. Opening up the economy to globalization can have both favourable and unfavourable impact on the country’s economic growth, environment, human capital, cultural dominance etc. The expansion of markets has created an industry that exploits millions of individuals labour in the†¦show more content†¦Organizations have embraced outsourcing principles and adopted them to help in expanding to new markets. Globalization has help the global garment industry and has enabled US multinational corporations to reduce costs and compete effectively in the global market. While the proliferation of outsourcing has been beneficial to short term growth by taking advantages of; low wages, taxes and investment incentives in developing countries, it will significantly dissolve the competitive advantages. â€Å"Structurally, more work was outsourced—thus the â€Å"ancient† subcontracting hierarchy of the apparel industry suddenly became quite modern† (Ross, 2011). The exporting of North American jobs is an issue that is important and will become increasingly so as more and more jobs are shipped overseas. Employers in the global garment industry are now having backlash by consumers due to exploited labour and terrible working conditions of workers. Over the past several decades there has been a growing struggle with workers to improve working conditions and incorporate safety in the workplace. Due to more public awareness of the horrible conditions in sweatshops corporations are pressured to improve the safety and working conditions of the workplace. â€Å"In 1951, an ILGWU historian noted that control over the â€Å"outside system of production†Ã¢â‚¬â€the contractors—had been key to upgrading garmentShow MoreRelatedThe Positive Side Of Globalization1155 Words   |  5 PagesThe Positive Side of Globalization Globalization is what unites this world. As time passes, it has become easier to communicate with people worldwide. With dedication, education and will, you can have a full conversation in a foreign language anytime. If looked at in depth, globalization contributed to the spread of your native language because it was transferred by many people. As you can see, globalization is something that can help us communicate across long distances and much more. There areRead MoreGlobalization : The World Of Politics And The Human Population1648 Words   |  7 PagesGlobalization influences many aspects of human life, it is a process of change, the process of collaboration and integration among the people and businesses of different nations, it is a process propelled by trade, investment and technology. The process of globalization has great purpose for bring people together and sharing ideas however, it has effects on the environment, culture, the economy, politics and the human population ( Globalization 101). Globalization has effected the environment dueRead MoreCritique Nigel Dowers Perspective Of Ethical Development And Globalization1722 Words   |  7 PagesClimate change is related to globalization and development similarly to how economics is related to globalization and development, but with one additional step. 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Art Paper Free Essays

Formal Analysis: The Metropolitan Museum of art boasts an impressive collection of art, among many other things. One piece that stood out the most was Saint John the Baptist Preaching, by Mattia Preti. Though the work has seemingly faded a bit over the last 360 years, it remains in superb condition, which leads one to believe it has been restored over time. We will write a custom essay sample on Art Paper or any similar topic only for you Order Now It is this condition that caught my attention, surprisingly as dull as the piece appears; it stills pops when you make eye contact with it. Why does is pop? What about this work has my attention? My first thoughts were the artist’s ability to capture the human form with the amount of detail Mattia Preti had, was the drawing factor that brought me to choosing this as my focal point on my museum trip. The title is Saint John the Baptist Preaching, yet there are no subjects being preached to in the composition. Saint John is making direct eye contact with you as you are staring at him, which gives the sense of actually being in his presence, and listening to him preach. It seems Mattia Preti wanted the viewers to all feel like they were the ones being preached to from the arrangement of this piece of art. Saint John is situated in the middle of the canvas, slouched and leaning to his left in a sort of lazy posture, with his left hand over his heart. This to me says he is speaking of something in which he truly believes, or loves. Situated below him is a white lamb, which is apparent in many religious paintings, the relevance though escapes me. The human form is captured flawlessly, the artist’s ability to capture proper muscle tone and shape is uncanny, only if for a moment it seems this is a photograph taken in the 16th century. No small detail is over looked, looking closer you can actually see veins in the forearm and hand of the subject. How to cite Art Paper, Papers

Product Life Cycle of Nokia free essay sample

Kapil Kumar 1807 A01 Regd Id 10810515 The product life cycle The most effective way to reduce the impact on the environment is to integrate environmental considerations into the product development process. To do this, designers must consider the environmental impact of materials, energy and toxicity across an e–product’s entire life cycle. The product life cycle begins when raw materials are extracted from the earth and ends when the materials from the products are reused, recycled, recovered or discarded. Currently, most of what we produce goes straight to landfill. The aim is to close the loop and recycle materials back into the manufacturing process. This will conserve the earth’s mineral resources, save energy (by reducing mining and transportation) and reduce waste. NOKIA PRODUCT CYCLE Life cycle thinking, the so called â€Å"cradle to grave† approach, requires that environmental performance of all members in the chain is known and managed. M= Material E= Energy W= Waste Emissions FROM START TO FINISH Ever wondered where your toaster came from? Every product goes through many different Stages from the raw materials to the finished item and production processes Raw materials Stage 1 mining metal ore and smelting into metal alloys *pumping oil and cracking into fuel to make plastics *refining sand into glass and semiconductors *cutting trees and processing them into wood or paper Manufacture Stage 2 Manufacture – parts formation and assembly *transforming material into part via mould or tool *combining parts into subass emblies *combining subassemblies into products *packing products for distribution Purchase Stage 3 Purchase – from shelf to users *exposure of product in retail outlet *support by advertising media *information about product (staff, advertising, leaflet) Use Stage 4 Use – consumption of product installation of products *First use *regular use *maintenance and repair Stage 5 Disposal – collecting and moving the used product *consumer uses the collection system *collectors decide whether the product is reusable, recyclable, or disposable Stage 6 Disposal – reuse, recycling and disposal, and sorting and processing *If reusable, the product is serviced, repackaged and redistributed *If recyclable, the product is disassembled: recyclable components are sent to recycling Centers and non-recyclable components treated as disposable *If none of these apply, the product is land filled or incinerated The complete life cycle of Nokia Commitment to protecting the envi ronment is an integral part of the Nokia Corporate culture and it is embedded in our values. –Life cycle thinking, a conceptweare working to embrace, covers all environmental concerns relating to our products. We believe that Nokias open and ethically sound approach will help us reach the goal of sustainable development – Chairman of the Board and CEO, Jorma Ollila Sustainable development is defined as meeting the needs of the current generation without compromising the ability of future generations to meet their needs. Environ- mental protection is not something that can be added on at the end. It comes at the beginning, taking into account all phases of the product lifecycle. In old school environmental manage- meant a company is responsible only for Its Own environmental impact. At Nokia, however, we have adopted a life cycle concept of environmental management. This concept takes into consideration all phases of the products life cycle, from design and raw mate- rails, to manufacturing and packaging, distribution and use, and finally to end of life treatment. For this reason, the environmental policies and performance of our suppliers are an important part of our own environmental performance. Hence we take environmental issues into consideration when assessing potential or existing suppliers. Environmental management is not a separate process but an integral part of all our operations, and those of our suppliers, inseparable from the processes of manufacturing, distribution and disposal. To reach that goal, we make continual improvements in our own environmental performance, and expect the same of our suppliers. Nokia environmental guidelines for our suppliers. The supplier shall have an environmental policy. This policy, a statement of the organisations environmental principles and intentions, provides the framework for action. It shall be approved by the companys management and be relevant to the organization and its operations. When the organization is part of a larger one, its sub-policy should not be in conflict with policies at higher levels, but should provide more detail and be relevant to individual locations. The policy shall include commitment to environmental protection, prevention of pollution, Compliance with environmental legislation, and continual Improvement. The supplier shall evaluate its suppliers environmental performance and set Environmental improvement targets as necessary. The environmental performance in each stage of the entire supply chain Contributes to the total environmental impact of the final product. This cradle to grave approach adopted by Nokia requires that the environmental performance of all members of the chain is known and effectively managed. This ex- tends upstream along the supply chain to suppliers of components and to the extraction of raw materials. Going downstream this covers the use of the product, as well as the eventual disposal or recycling of components or materials. The supplier shall upon request declare the raw material content of its Products delivered to Nokia. Customers are placing increasing demands for full material declaration, i. e. the total raw material content of the product. This demand applies throughout the whole supply chain. This information is needed in order to utilize the material in the best possible way, e. g. for recycling purposes. A full material declaration is preferable; from the start a minimum requirement is A list of environmentally relevant materials according to a list provided by Nokia End of Life (EoL) practices The supplier shall upon request provide end of life treatment Recommendations for its products. Producer responsibility will require the producer to take back and recycle certain types of end products at the end of their useful lives. Recycling can mean one of several options, e. g. reuse, recycling, refurbishment or conversion. In order to manage the recycling process and increase the eco-efficiency of the process, it is necessary for us to have the relevant data on the raw materials and treatment of the components in our products.