Two chapters in great expectations Essay Example for Free

Two chapters in great expectations Essay Magwitch also refers to Pip as master after he has been invited into his home, although Magwitch is older and wiser, he seems to be looking up to Pip. However, when Magwitch is questioning Pip about his fortune, Magwitch seems to gain more power with the more knowledge he reveals. Once he had eventually said Ive made a gentleman on you! he had the most power in the scene. Pip was speechless, he had gone through his whole life thinking it was Miss Havisham who had been the benefactor and was disappointed that he had become a gentleman because of a man lower than himself. Pip in chapter 39 says very little, but thinks a lot. Magwitchs large amount of dialogue in this chapter contrasts with Pips minor spoken responses. This suggests that both men feel awkward and to a certain extent, nervous. The uncomfortable atmosphere reaches the reader as they read the chapters narration. My attention so attracted by the singularity of his fixed look at me, the words died away on my tongue. Pip feels intimidated by Magwitch staring at him; it is like Pip has become the child out on the marshes again. Pip (the man with high social class) being intimidated by Magwitch (a man who was so low compared to Pip), shows how much power Magwitch had in this scene. I think Dickens life has influenced the story a lot. Pips character starts off as a poor boy readers have sympathy for. He later changes drastically to a cocky narrow-minded gentleman. Dickens was born into a large family who didnt have much money. I think Pip as a young boy mirrors Dickens when he was a child, as they both have problems and struggles in their lives. When Pip becomes a gentleman a reader will tend to like him less as he becomes the villainous character of the story, being selfish and frowning upon those lower than himself. Because our opinions of this character change when he becomes a successful gentleman, this may be because Dickens himself didnt like or agree with gentlemen. Dickens has also influenced equality and second chances in Great Expectations. Magwitch who was a convict sent to Australia started a new life there, he became a shepherd. His boss died and left the money and position to Magwitch. Magwitch sent the majority of the money he made and his property to Pip through Jaggers, a London lawyer. Magwitch has tried to set his past right by helping out Pip who helped him when he was a desperate escaping convict. Equality is shown in Great Expectations as Magwitch, who was a very lower class convict, made a poor boy into a gentleman. This shows that the lower class were often under-estimated. Magwitch is introduced to a reader twice, both at tense times. I think that these introductions are misleading as Magwitch, although comes across very frightening in the first chapter; he becomes the good guy of the novel. In chapter one, Magwitchs description leads a reader to believe he is a typical threatening criminal. When the reader discovers that he is in fact the benefactor, there is a pleasant surprise. With Magwitch being the benefactor, I think this could be Dickens putting across another opinion. A readers opinion of Magwitch changes dramatically when the benefactor is revealed, this could be Dickens warning people about their first impressions. Our first impression of Magwitch is that he is a bad man; however he later turns out to be nothing what a reader expected. Once the reader knows that Magwitch has given Pip a new life, Magwitch is seen with a lot more respect. This could be Dickens showing he thinks people should be more respected by the upper class I find the introduction in the first chapter more effective than the second. This is because it is the opening to the story and I had little knowledge of what the novel was like. The language in the first chapter is a lot more descriptive then in chapter 39; the descriptions create imagery of quite a dull and bleak scene. The descriptions often leave us with unpleasant pictures like overgrown with nettles, this description shows the area is run down as it isnt in perfect order, it is quite an abandoned place. The unpleasant setting has a strong bleak atmosphere which matches well with the two characters bad situations. Pip and Magwitch are both having negative experiences in their lives, although theyre not keen on each other, they have similarities. This could represent the lower class should stick together in hard times like work houses or even daily struggles; struggles which the upper class would often frown upon. Also in chapter 1, Pip is innocently visiting his dead family but encounters an intrusion from Magwitch. I think this causes tension in the scene because it seems disrespectful towards Pip, disturbing him at this time. Chapter 39 had more emotive language and atmosphere, although Pip has the most power, I still think he fears Magwitch. Even after Magwitch admitted he was the benefactor. He took both my hands and put them to his lips, blood ran cold within me this shows Pip still has negativity towards Magwitch but the description of these feelings in chapter 39 has more depth than in chapter 1. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Great Expectations section.

Role of a Mentor within Pre-registration Midwifery Education

Role of a Mentor within Pre-registration Midwifery Education The aim of this assignment is to critically analyse the theoretical principles involved in teaching and learning for personal and professional practice. I will critically evaluate the role of a mentor within pre-registration midwifery education through personal reflection. I have attached details in appendix one which explores the experience and my feelings. To maintain confidentiality and to act in accordance with the Nursing and Midwifery Councils professional standards (NMC, 2015) all names have been changed. The role of a mentor has been enshrined in midwifery practice and pre-registration education for a number of years now with the NMC (2008) defining the role as making judgments about whether a student has achieved the required standards of proficiency for safe and effective practice for entry to the NMC register. The role is seen as critical in helping facilitate development of future generations of midwives as well as preparing students for life as a professional and enabling students to register as competent practitioners and become mentors themselves (Lawson Bunyan, 2013). Mckimm, Jollie and Hatter (2007) further identifies benefits to organisations such as increased staff morale and job satisfaction, increased inter-professional working and co-operation while for the mentor this can improve leadership and communication skills while raising profile in the organisation. To undertake the role existing midwives must work within a defined framework meeting outcomes inÂÂ   eight domains (appendix two) and for this assignment I am going to reflect on my experience relating to these (NMC, 2008). Bloom, Engelhart, Furst, Hill and Krathwohl (1956) divide learning into three domains: cognitive (mental skills), affective (feelings and emotions) and psychomotor (physical skills). Within each there is a taxonomy associated with the overarching aim of moving to higher levels through learning (appendix three). Learning can be defined as acquiring knowledge, skills and attitude by study, experience or teaching (Jarvis, 1983). It can be argued that Blooms taxonomy is too simplistic and outdated for adult learners on clinical placement and mentors need to consider many other factors that lead to effective learning such as student perception, sociological influences and personal motivation (Hinchliff, 2009). Kolb (1984) developed a learning theory that works on two levels. First a four stage cycle (appendix four) for a learner to progress through. A learner can enter the cycle at any stage as each is mutually supportive of and feeding into the next, Kolb concludes effective learning only occurs when a learner is able to execute all four stages of the cycle; no one stage is effective as a learning tool on its own. It can be argued that this cycle is simplistic as some learners may flit around the cycle instead of naturally feeding to the next (Dyke, 2006). Secondly, Kolb describes learning styles (appendix five) which are influenced by a variety of factors, for example social environment or previous educational experiences. By mentors knowing a students preferred learning style this enables learning to be orientated to individual needs or circumstances. Learning styles were further developed by Honey and Mumford (1982) who identified four distinct styles which learners naturally prefer. To maximise potential learners need to understand their own learning style and seek out opportunities using that style. As mentor, if you teach according to preferred learning style, you are creating tailored learning experiences and meet outcomes of domain two (NMC, 2008). Mentors and students should also take opportunities to improve learning skills and processes where there are known weaknesses so one should always strive to develop ability to teach and learn in other styles too (Stuart, 2013). Honey and Mumfords (1982) learning styles can be used alongside Kolbs cycle of learning (appendix six). However, some students may get stuck in one part of the cycle so mentors need awareness of this to help move students forward. During placement my mentor and I did not know if I would have the opportunity to perform an episiotomy so Suzanne worked through Kolbs cycle. We simulated this on a model using my existing knowledge. I was able to identify dexterity problems (being left-handed) and weakness in my rational knowledge; from this I knew I needed to practice more and do more research. Suzanne also reflected on her own experiences and we agreed for me to research the evidence base so I could demonstrate improved knowledge and understanding of rationale, outcomes and implications for recovery. A week later we simulated the process again and because I had had time to analyse this I was much more confident, explaining rationale and what I would do in a real life situation. It was interesting to see the change in my own confidence as my knowledge increased. I know in future I will take more opportunities to use similar formats of learning as it works well for me and by repeating quickly I know my confidence wi ll grow. Simulation has roots in behaviourist theory; it allows practice in a safe environment so there is a degree of familiarity (Hinchliff, 2009). Gibbs (1988) believes simulation is invaluable while Quinn Hughes (2013) debate validity of transferrable skills so students need to assess the value of this method for themselves. Suzanne successfully demonstrated meeting outcomes of domain two (NMC, 2008).ÂÂ   When the opportunity presented in real practice, I was confident in infiltration and performance, Suzanne was supportive throughout and despite me being nervous inside I completed it safely and effectively and we were able to reflect again afterwards. I am a dual pragmatist/theorist (appendix seven) but I think I would have been happy to get stuck in and do this with someone talking me through it but I can now see benefits from this method. As a learner if I were to just do things, I could become competent but without feeling, watching and thinking so when matched togethe r, one can see how some types of learners may get stuck in one part of the cycle and a good mentor can recognise this, and help to move the student on. In contrast, if mentors do not move through the cycle then this can be frustrating for the student. I had completed the cycle in a similar way as above for applying a fetal scalp electrode and was ready for the active phase. However, when opportunities arose with Helen she did not offer me the opportunity to demonstrate the clinical skill and failed to meet outcomes in domains five, six and eight (NMC 2008).ÂÂ   Under the pre-registration standard for midwifery education (NMC, 2009) students should have a range of clinical experiences and in practice Stuart (2013) identifies that mentors may be influenced by personal bias for, or against the student. I think this can also be a problem for students having personal bias for, or against a mentor so in future will consider critical thinking in relationship problems. At the time, I was concerned I was unable to build experience but can now see that I should have been more active in discussing concerns and looking at how to overcome t hese together.

Arab Israeli Conflict Essay -- Israel v Palestine, Jew v Arab

The Arab-Israeli conflict is a struggle between the Jewish state of Israel and the Arabs of the Middle East concerning the area known as Palestine. The term Palestine has been associated variously and sometimes controversially with this small region. Both the geographic area designated by and the political status of the name have changed over the course of some three millennia. The region, or a part of it, is also known as the Holy Land and is held sacred among Jews, Christians, and Muslims. In the twentieth century it has been the object of conflicting claims of Jewish and Arab national movements, and the conflict has led to prolonged violence and in several instances open warfare opposing Israel's existence. These wars, which occurred during the years of nineteen forty-eight to nineteen forty-nine, nineteen fifty-six, nineteen sixty-seven, nineteen seventy-three to nineteen seventy-four, and nineteen eighty-two were complicated and heightened by the political, strategic, and econo mic interests in the area of the great powers. This fight is the continuation of an Arab-Jewish struggle that began in the early 1900's for control of Palestine. The historic and desirable region, which has varied greatly since ancient times, is situated on the eastern coast of the Mediterranean in southwestern Asia. The strategic importance of the area is immense. Through it pass the main roads from Egypt to Syria and from the Mediterranean to the hills beyond the Jordan River. Palestine is now largely divided between Israel and the Israeli-occupied territories, parts of which are self-administered by Palestinians. The ongoing feud is and was based around competing land claims and the two opposing viewpoints are that the Palestinians lived in the region long before Jews began moving there in large numbers in the late 1800's and that Jews believed they were justified by Zionism. â€Å"Chiefly, today’s Palestine question has to do with Jews and Arabs. Over the centuries, both groups have developed deep historical roots in a place both regard as a Holy Land. Both have strong emotional ties to it.† (Carrol, 3) This paper will discuss how discrimination against Arab-Palestinians is justified by Zionism and the results of these actions, the origins, purposes, and effects of the Arab â€Å"Intifada,† and what the future holds for the Arabs and Jews living in a race/religion biased land.   Ã‚  Ã‚  Ã‚  Ã‚  In... ...ng violated and it must terminate. From this paper, it is clear to see that discrimination against Arab-Palestinians is harmfully justified by Jewish Zionism, the Intifada is not a meaningless attack on the Jews, however, Arabs are quite hypocritical by reciprocating violence, and that the future may or may not hold peace in divided Israel because it, more or less, depends on Arab-Israeli compromises. As it is known, these compromises always tend to include conflicting agendas. Peace, surely, can be reached. It is merely decision regarding which side will initiate and negotiate first. Taking a look at peace talks today, this does not appear to be happening in the near future. It is amazing to bear witness to the incredible amount of violence and hate in a so-called â€Å"Holy Land.†   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Works Cited Binur, Yoram. My Enemy, Myself. London: Doubleday, 1989. Carroll, Raymond. The Palestine Question. New York: Franklin Watts, 1983. Cheshin, Amir S. Separate and Unequal, the Inside Story of Israel Rule in East Jerusalem. Cambridge, Massachusetts: Harvard University Press, 1999. Ya’ari, Ehud. Intifada. New York: Simon and Schuster, 1989.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  

Use of Photographs in This Is a Photograph of Me and Photograph, 1958 :: Photograph

Use of Photographs in This Is a Photograph of Me and Photograph, 1958  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   At first glance, "This Is a Photograph of Me" by Margaret Atwood and "Photograph, 1958" by Patricia Young are strikingly similar works in that both poems utilize the imagery of a photograph as a communication device however, upon closer examination   they differ markedly in the approach each poet takes in utilizing this same device.   The similarities between these two poems are immediately obvious to the reader; both poems are written by female poets,   both poems have the poet as the speaker,   both poems describe how the poet feels about herself, and both poems utilize the photograph as a device to convey their message to the reader.   Less obvious, is the differing approaches taken by each poet.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the poem "This Is a Photograph of Me" by Margaret Atwood, the photograph is used by the poet as a device to directly communicate her message to the reader.  Ã‚   The title of the poem announces in a direct and forthright way that the poem will be a self examination.   The poem begins with Atwood directly and literally describing the photograph itself: "It was taken some time ago. / At first it seems to be / a smeared / print: blurred lines and grey flecks / blended with the paper."   The poet's use of words like "smeared", "blurred" and "blended" immediately and directly communicates to the reader that the poet feels unclear, directionless and without focus.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   After this opening stanza, the poet begins to describe the contents of the photograph: "then as you scan / it, you see in the left-hand corner / a thing that is like a branch: part of a tree" and "to the right, halfway up / what ought to be a gentle / slope, a small frame house."   Margaret Atwood is gradually drawing the reader inward, from the outside edge of the photograph towards the center of the photograph, the poem, and the poet herself.   This can be seen clearly on the following lines: "I am in the lake, in the center / of the picture, just under the surface."  Ã‚   The atmosphere created is one of introspection and self examination: "but if you look long enough, / eventually / you will be able to see me."   Atwood is using the device of the photograph to draw the reader from the outside world inwards to her world in the center of the photograph.

The Qualities of Real Friends Essay -- Papers

The Qualities of Real Friends To have friends is an essential part of life and comfort. When you were little you had friends in school that you could play with. You shared your toys with them and laughed with them while the teacher was speaking. When you were in middle school, you probably adopted a clique of friends to see after class and hang out with after school. Later on in high school, you most likely narrowed your choice to one companion that you could share your troubles with. These are the people you chose to spend that time of your life with, and these are the people that cultivated who you are. Everyone has certain expectations of what a valuable friend should be like. What I think makes a friend is loyalty, personality and availability. A good friend has to be loyal and trust worthy. You can't live your life afraid that the person that you trust the most is going to betray you. I think in the beginning of each friendship you should test your friend's loyalty. You should never tell them too much of yourself too soon and have high expectations. When they have proven to you that they have a good heart and don't mean malice to you, then you should hold them close to your heart. It is a strong feeling of sanctuary to know that the person you call at night to spill your life to will never tell a soul. It is not good to keep things inside all the time and sometimes you need someone to share your feelings with. At other times you want someone to listen to your daily life and go through the same trials of events that happen to you; however, your friends can give you an objective point of view. Excellent friends are the ones who are enjoyable to be with. They have to have an amazing ... ...an share. When you don't spend time with your friend, both of your lives will seem distant and there won't be anything to talk about either. Who influences you when you are younger affects who you are in the future. When you are young, your mind is very fragile and is easily brainwashed by external factors. If you pick friend that has bad values you are most likely to attain the same values. There is an old saying that goes "You are who you hang out with". It is a very simple saying but there is a whole lot of truth in it. A really good friend is one who will give you good morals and has a good conscience. The person will help you gain strength and help you stand up for yourself. You want somebody that stands up straight by your side and is proud to have someone like you by theirs. An ideal friend will help you grow as a person and build your character.

It’s Your Ship

Book Information Title: It’s Your Ship: Management Techniques from the Best Damn Ship in the Navy Author: Captain D. Michael Abrashoff Publisher’s Name: Warner Books, Inc.Publisher’s Location, Year of Publication: New York, NY, 2002 Number of Pages: 210 pages Content The overall objective of the book is to teach new, and old, leaders to become better leaders. While anyone can benefit from reading this book, the intended audience is leaders in any organization. One statistic that should be alarming to all leaders of businesses was that 65 percent of people leave their companies because of the managers (Abrashoff, 2002). How do leaders change that statistic?Abrashoff believes that running a ship is very similar to running any business; it takes motivating a crew to perform at the best of their abilities to achieve optimal efficiency and completion of tasks. He successfully takes his experiences from leading a Naval crew and teaches the audience how to apply it to t heir organizations. Along with highlighting every winning moment he and his crew experienced on the USS Benfold, Captain Abrashoff also shows failing moments the team had to endure. Those examples show the audience that in order to succeed, there has to be some trials along the way.Abrashoff introduces readers to the 11 lessons he has learned that helped him become a better leader: take command; lead by example; listen aggressively; communicate purpose and meaning; create a climate of trust; look for results, not salutes; take calculated risks; go beyond standard procedure; build people up; generate unity; and improve the crew’s quality of life. He dedicated a chapter to each lesson and explains the importance of each and how to apply them to any business. Chapter one talks about how Abrashoff became the captain of USS Benfold and how he had to take command.His first obstacle was wondering if everyone was going to like him. He quickly realized that â€Å"be likable is not hi gh among a ship captain’s job requirements†¦ to be respected, trusted, and effective† is (Abrashoff, 2002, p. 12). After that, he realized â€Å"a challenge for leaders†¦ is attracting and retaining †¦ the best employees and more important, how to motivate them so that they work with passion, energy, and enthusiasm† (Abrashoff, 2002, p. 12). Leaders need to listen to their employees so they can better understand what they are going through. Along with listening, employees need to be motivated.Motivation helps employees want to do their work and do the best job. Another obstacle was learning the real reason why soldiers were not re-enlisting. Abrashoff (2002) stated the following: I read some exit surveys, interviews conducted by the military to find out why people are leaving. I assumed that low pay would be the first reason, but in fact it was fifth. The top reason was not being treated with respect or dignity; second was being prevented from maki ng an impact on the organization; third, not being listened to; and fourth, not being rewarded with more responsibility. p. 13) All of those reasons are very similar to why people are leaving civilian jobs. Only one conclusion could come from it: all leaders are making the same mistakes. The best answer for those obstacles was summed up perfectly when he talked about his organizing principle. Abrashoff (2002) said â€Å"the key to being a successful skipper is to see the ship through the eyes of the crew† (p. 13). The leader does not always come up with the ideas; leaders would benefit greatly if they listened to their crew more. Empowering employees makes them realize their potential.When â€Å"given the right environment, there are few limits to what people can achieve† (p. 31). After taking command, a great leader must lead by example. In chapter two, Abrashoff discovered â€Å"90 percent of the time, I was at least as much a part if the problem as my people wereâ €  (p. 33). When things go wrong and tasks are not completed, a manager usually blames the employees. Abrashoff used a different approach; he looked at himself and wondered what he may have done wrong in certain situations. By recognizing their own faults, a leader can learn from them and show their employees that they are learning from them.There were four sections of the chapter that was very important. The first section was on remembering the effect one has on people. Leaders need to understand how they affect their people, â€Å"their optimism and pessimism are equally infectious† (p. 35). If the leader is in a bad mood, the employees will sense that and be in the same mood. Abrashoff talks about his â€Å"dark side† and how he purposely stays away from his crew when he is having a bad day. The second section talks about holding leaders accountable. Leaders need to make sure they recognized their part in a mishap and take some of the blame.The Washington Post te st was the next section. If there is any concern on whether something is the right thing to do, picture it being on the front page of a newspaper. Would it cause embarrassment or would it be something to celebrate? Abrashoff thinks that every decision a leader can make should be based on that test. The last section is about obeying a policy even when a leader disagrees. There are plenty of times a manager will disagree with a policy or procedure handed down by upper management; a great leader will support it anyway.Undermining superiors will show employees that they can do the same. In chapter three, Abrashoff stresses the importance of listening. He talked about his experiences with watching William Perry have conversations with people and how Perry always gave his complete attention to each person. In result, Perry was respected and people felt good in his presence. Abrashoff started to focus on really listening to his crew and treating each conversation like it was the most impor tant conversation he was having. While having these conversations, Abrashoff learned to â€Å"see the ship through the crew’s eyes† (p. 4). He discovered that his crew had many good ideas about how to make the environment more enjoyable; they were there every single day and knew a lot about the day-to-day operations on the ship. It would make sense to listen to their ideas. One of his first goals was to learn every soldier’s name, their spouse’s name, and all the names of their children. Then, he continued to learn different things about each of them. He talks about realizing his crew was just like him, â€Å"they had hopes, dreams, loved ones, and they wanted to believe that what they were doing was important† (p. 46).In turn, his crew earned more of his respect and it became easier for them to talk to him and share their ideas. Finding round people for round holes was his next point in the chapter. Since he knew his people so well, he was able to match them with the perfect job. After having an assistant that was not good at handling paperwork, Abrashoff found a younger seaman named David Lauer, who was labeled as a â€Å"troublemaker† to take over the task. Lauer shined in that task and Abrashoff asked him why he had so much trouble in his last job. The seaman said that he felt like his suggestions were not being heard and he just gave up.This example proved that listening aggressively can benefit leaders immensely. â€Å"Word magic† was the last lesson Perry taught Abrashoff. Abrashoff believed â€Å"if leaders back their words with action†¦ practice what they preach, their words create a self-fulfilling prophecy† (p. 50). Every time someone talked about the USS Benfold, it was referred to as â€Å"the best damn ship in the Navy. † He wanted his crew to say it so they believed it and in turn, everyone else believed it. The next lesson is about communicating the purpose and meaning of every task.Abrashoff said it best in the first sentence of chapter four, â€Å"the whole secret of leading a ship or managing a company is to articulate a common goal that inspires a diverse group of people to work hard together† (p. 52). When employees understand why a task it needed and how they can benefit from it, they are more likely to give their all in completing it. It is a shame that someone spends so much time at work and does not believe in the work they are doing. He wanted his crew to really love what they were doing every time they boarded that ship.If a leader makes their crew think they can do anything, they will believe it. Abrashoff thought that if he communicated with his crew about everything, they would understand and be more involved. He was against keeping his people in the dark, â€Å"secrecy spawns isolation, not success† (p. 55). It would be an advantage to the entire team when everyone knew the goals. That ties into opening up the clogged channels in an organization. By communicating the information effectively, the team produced better results. Abrashoff gave the example of the communication system in the Gulf War and how vital messages were never received.With the idea from one of his crew members, John Rafalko, the airways were cleared and messages were received. Abrashoff gave complete credit to Rafalko, claiming he only listened to the idea and supported Rafalko. Chapter five addressed the importance of creating a trusting environment, â€Å"the best way to keep a ship—or any organization—on course for success is to give the troops all the responsibility they can handle and then stand back† (p. 63). When employees are trusted to do their jobs, it makes it easier for them to focus on the task, not the micromanaging.Another way to encourage trust in the workplace was to not make employees compete against each other. Abrashoff wanted his candidates to work together instead of working against each other . He believed that that competition created distrust and division among the crew and in the long run, did not help the entire crew. Abrashoff said that anyone can bounce back from a bad decision. By helping someone recognize their screw up, it sends a message to the entire team that they will receive the same attention. By giving up on someone, â€Å"they understand instantly that there’s no room for redemption†¦Ã¢â‚¬  (p. 7). Also, never bring a problem to the boss if it can be fixed without him; Abrashoff did advise to only get the boss involved if it cannot. Finally, when dealing with a difficult boss, it is best to shield the crew from that person. The morale stays high and it is less likely for employees to be corrupted or turned off by that person. The chapter on looking for results, not salutes, talked about looking at every one as an equal. Abrashoff encouraged leaders to let their crews speak up with their ideas; they should be able to question the authority.B y knocking down barriers between the captains and the crew members, it encourages people to get to know one another and be more likely to speak up when something can be done better. Abrashoff gave many examples throughout the book about his team questioning some of the decisions and policies in place and in the end, the team improved some things. Here, again, he stresses the importance of involving the team in everything and letting them get involved in the decision-making process, â€Å"innovation knows no rank† (p. 96). With the achievements, he did tell leaders to accept failures.Leaders should not reprimand employees when they make an attempt to solve a problem and it does not work; everyone should have the â€Å"freedom to fail† (p. 94). The next chapter talked about taking calculated risks. Employees worry about taking risks because the consequences can be devastating. Disciplinary action, even termination, can be the result of taking a risk and failing. Abrashof f believes in celebrating the risk-takers, even if it ends in failure. Everyone makes mistake; â€Å"show me someone who has never made a mistake, and I will show you someone who is not doing anything to improve your organization† (p. 04). The people that make their own decisions are the ones leaders should really be behind. Abrashoff said â€Å"if all you give are orders, then all you will get are order-takers† (p. 107). Leaders need to let their employees take responsibility; that is how self-starters are born. When that self-starter is unearthed, leaders need to take a chance on them. Abrashoff proved that even the delinquent crew member can turn out to be a hard working one. He used the example of the crew member who was left behind because he forgot to set his alarm.The sailor was placed on restriction since it was a serious offense, but he continued to excel in his job. When he found out his mother was ill, he put in for leave and was turned down by every leader. Abrashoff decided to grant him the leave and it did wonders for the sailor. He was very motivated to do a great job and to not let down his team mates again. In the end, the sailor left the Navy and became a defense contractor. The last section of the chapter was about breaking rules. Abrashoff said to break the rules that did not make sense and break the ones that did make sense, just very carefully.This part was pretty self-explanatory; it is okay to challenge the rules. As he was saying throughout the entire book, if something is wrong, find another way to do it. There are bad rules and it is the leader’s job to find a better way to do things, or encourage their employees to find a better way. Chapter eight was all about going above and beyond. Abrashoff thought to get outstanding results, leaders had to go beyond the standard procedures, â€Å"innovation and progress are achieved only by those who venture beyond standard operating procedures† (p. 119).Like he has said many times in the book, Abrashoff wanted his crew to take those risks and really think of way to change the system. He wanted self-starters and people with great ideas because it was not just his ship, it was everybody’s ship. In chapter nine, Abrashoff goes back to his people and talked about building them up. This chapter had a lot of points in it and it is one of the important lessons in the book; confident employees help any organization. Building self-esteem in the individual benefits the entire team, â€Å"never tear them down; help them grow strong† (p. 41). The message ties in with the trust piece; showing an employee that they are trusted and cared for makes a big difference in the way they work. Praise every single success, no matter how big or small, was important to Abrashoff. He believed that this practice, not only, worked on crew members, but it could be used on the big bosses: If you want to achieve anything in a large bureaucracy, get inside the b osses’ head. Anticipate what they want before they know they want it. Take on their problems; make them look so good that you become indispensable.When they can’t get along without you, they will support nearly anything you seek to accomplish. (p. 141) If leaders just trusted their people more, they would see that they usually get it right. People with talent, when motivated, can surprise people and move up in the ranks. Employees want to do a good job and prove they can do the job; leaders should trust that they can. And leaders must trust the new people and teach them well. New people are a great asset to any organization; they can be molded, with the proper training, into anything the leader wants.It is important to keep them fired up; any old influences—older crew members—can ruin their attitudes with any negativity. A proper â€Å"welcome aboard† program is imperative; newbies can be discouraged very easily if their first day is a disaster. Mo st importantly, expect the best from every employee. Leaders need to invest fully into their people and they will get it back tenfold. Abrashoff stated that if we â€Å"stopped treating them as if they are stupid, they would perform better† (p. 158). When they are not performing at their best, leaders should give honest feedback constantly.The employees cannot fix their problems if they do not know what they are doing wrong. This reduced the surprises during the review process; leaders would not have to talk about all the things that need improving during the review if they do it in the moment. Another best practice is to ask the bottom performers to rate their performances themselves. They are more honest to the fact that they are the bottom performers compared to their team mates. After that, come up with an action plan and set expectations on when to fix the problems.Leaders, then, should continue to coach in the moment and be open and honest with their employees. A team c annot succeed if they is no unity. Chapter ten addressed the importance of unity in a team and how the leader must create that with his employees. He claimed that â€Å"one of the toughest things for organizations to accomplish is to get people to set aside personal differences and work for the good of everyone involved† (p. 168). One of his main focuses was to train for unity. He started off with finding common interests among everyone. Then, he wanted his crew to find â€Å"positive reasons to value others† (p. 173).He, ultimately, experienced a decline in the reports on racial prejudice and sexual harassment because the ship’s morale was very positive. Punishment needs to be dealt out fairly in organizations. Leaders need to hold their team accountable for their actions, but also, learn to give them a second chance. Every employee needs to know they will be punished accordingly and after they have paid for their crime, the slate is wiped clean. Going back to the chapter about accepting the failures, it is important to learn from it and move on. Abrashoff believed everyone deserves a second chance, just like the sailor how overslept.Now any man would say if his woman is not happy, he is not happy; Abrashoff agreed with that ideal. By making the women feel like part of the team, just as the men did, Abrashoff prevented gender issues. Sexual harassment was down and everyone respected one another. It, also, helped the men on the ship calm down and be more mature. They saw the women as their equals and pushed them to step it up a bit. This lesson is very important in civilian organizations; equality between the sexes still has not been achieved and many leaders should take notes on this chapter.Abrashoff ended the chapter with examples of extraordinary female sailors he has worked with and how important they were to his team. The last lesson that Abrashoff talked about was improving the quality of the team’s life. He embraced the idea of having fun with the team and making the work environment fun. Many leaders frown upon fraternization and would probably look at Abrashoff’s practices as that. But his message was all about enjoying life and friends and he did it in very simple ways. He organized karaoke and alcohol-free happy hour on Fridays, movie nights on Saturdays, and playing music anytime work was involved.It lifted the morale and everyone was laughing and having fun. Good food was another important part of improving the quality of life in the crew members. Abrashoff saw food as an important part of the ship. People could relax and socialize over a good meal and productivity could only increase. Even having a Thanksgiving meal when one is far away from home sends a caring message to the crew and makes people feel good. Reviewer’s Evaluation In my opinion, this book can be very helpful to anyone trying to be a better manager.It really opens the reader’s eyes on the proper way to manage and how to let go of the â€Å"typical† manager style. I really like the part about looking through the employee’s eyes and getting the employees more motivated to do a better job. I believe Abrashoff really challenges the common ideal that managers should be unapproachable and listened to; authority and rules should never be questioned and always followed. He promotes risk-taking and challenging bad rules and really wants the leader to empower their team to make decisions and be innovative.It’s Your Ship is an informative book that can help any leader become a better leader or learn new techniques to become the best leader. I am not sure how this book looks compared to other books like it, but I know the title alone is catchy and I would probably pick this one up first if I had to choose (I think it is because the word â€Å"damn† is on the cover! ). I think it was very appropriate for us BBA students in the business administration field because most of the jobs are supervisor positions. Not only can we students benefit from it, I think everyone can take some pointers from this book.Some may not make it to a supervisor position in an office or retail setting, but there are leader positions everywhere: churches, volunteer work, etc. Each and every leader/manager can really profit from this book. The contribution of the book is huge; the message is so important to all managers. From my experience, I have been managed by many managers and became a manager myself. Many of these lessons would have been an advantage to my superiors and to me. Some of the chapters really spoke to me, such as learning to trust people to do their jobs.I can admit that that was one area that I struggled in when I was a store manager. I really feel that Abrashoff did a great job explaining his practices and he made it very interesting to learn about them. I would definitely recommend this book not only to BBA students, but to many of my retail friends and som e of my current supervisors. Reviewer’s Information Name: Shanita Kitts Affiliation: Averett University Address: 1300 Dover Place, Lynchburg, VA 24502 References Abrashoff, D. M. (2002). It’s your ship: Management techniques from the best damn ship in the navy. New York, NY: Warner Books, Inc.

George Orwell 1984 Essay

In this essay I intend to investigate experiences and historical events in Orwell’s lifetime. These events may have significantly influenced Orwell’s style, structure and theme, contributing to the political and artistic nature of his novel. I also intend to compare the contradictory interpretations of Orwell’s ‘message’. Did he intend 1984 as a warning, a prediction, or a historical novel? Despite its critics 1984 has made a significant impression on the modern world. Its infiltration into reality television may not be a tribute Orwell would have appreciated but many of his terms and phrases have been used to highlight threats to social and personal freedom. I will use this as a basis to ascertain whether there are other aspects of Orwell’s novel that have become reality in the modern world. 1984 by George Orwell was written in1947/48. This era has been referred to as ‘The age of anxiety, the age of the lost generation’. (www. historyguide. org/europe/lecture10) It was a nightmare world where individuality was lost. The totalitarian states of the time, exercised complete control over the lives of their human subjects. The Great War (World War One) facilitated totalitarian regimes, simply because war has only one objective: victory. â€Å"Individuality is sacrificed for collectivism and freedom is restricted as governments reject liberal values†. (www. historyguide. org/europe/lecture10) This mood of anxiety and conformity, is clearly illustrated in 1984; this is portrayed in the early pages of the novel and is maintained throughout. Orwell cleverly uses his descriptive talent, to set the scene for his reader. At the very beginning of his novel ‘the vile wind, the swirl of gritty dust’ (Page 4) projects a negative image of life in 1984. The maintenance of these visual images is preserved and comparisons, between post-war Britain and 1984, are recognisable. Examples of these are the shortages, rationing and the bombsites of the 1940’s. Orwell successfully engages the readers’ senses to conjure up images within the mind of the reader. ‘The hallway smelt of boiled cabbage and old rag mats’. (Page 4) I found phrases like this one actually made me feel the squalor and deprivation he was describing. The use of visual cues is also a theme, which starts on the first page of Orwell’s novel. He continually presents images that could be describing London during the 1940’s, but are in fact describing life in 1984. ‘A coloured poster too large for indoor display has been tacked to the wall ’(Page 4) Orwell has managed to reaffirm the squalid surroundings by the use of the word ‘tacked’ before he has even described the poster. ‘It depicted simply an enormous face, more than a metre wide: the face of a man of about forty-five with heavy black moustache and ruggedly hand-some features’. Many have suggested that Orwell based his character â€Å"Big Brother† the leader of the party on Stalin and Hitler because they all shared similar physical characteristics and had the ability to â€Å"manipulate the minds of the masses†. (The Worlds Most Evil Men). However, Churchill was also â€Å"recognised for his skill in altering peoples minds†(The History Of World War II) which could be interpreted that, the people of the 1940’s were being manipulated, regardless of their countries political status. His creative talent excelled itself with the name of his totalitarian leader. Big Brother conveys an image of trust and loyalty with the idea that he is a member of your family who is a figure affording protection and security. This is a complete contradiction to the lives of the Russian citizens under Stalin or the German people during Hitler’s rein and indeed the population of nineteen eighty four had little opportunity to feel safe. The naming of other characters within his novel, I suspect, had a deeper meaning. For example Emmanuel Goldstein’s face was described as It resembled the face of a sheep and the voice, too, had a sheep like quality. The significance of this description becomes more meaningful if you look at a poster (see appendix 1) used during World War II. Henri Guigon represented Churchill as a British bulldog in an American poster. To the whole world Britain’s new prime minister epitomised the stubborn and proud nature of the British. Orwell uses animals for descriptive comparison frequently in his writing but the use of a sheep, in this instance, is a curious choice. The character Goldstein is the leader of the opposition and sheep like qualities conjure up images of low intelligence and all following the crowd. This is a form of sarcasm that implies ridicule, disapproval, or contempt Sarcasm often includes an element of irony. Winston’s description of the opposition is not dissimilar to party members. Orwell could have been expressing his concerns with how Churchill’s War Cabinet, had on occasions, behaved no differently from the fascist regimes of the era. News was censored, wages controlled and travel restricted under the guise of wartime necessity. (Guardian 2002). However Goldstein is a Jewish name and World War II had just ended when this book was being written. Goldstein is used as a scapegoat in 1984, which has, parallels with the Nazis attempt to blame their problems on the Jews. In my opinion the name of Orwell’s main character Winston Smith also had a deeper, if somewhat personal meaning. Orwell was a dying man, when he wrote this novel, and he was probably aware it would be his final legacy to the world. He had a reluctant admiration for Churchill. Although he did not always agree with his policies he admired him not only for his courage but also a certain â€Å"largeness and geniality†. The History Of World War II) This admiration was expressed in the form of poetry that he rarely wrote. (See appendix 2). It is a fitting acknowledgement of this respect, that Winston became the name of his primary character. Smith is simply a very common English name, which gives the impression that Winston Smith is a very ordinary citizen not dissimilar to oneself. The caption under the Big Brother posters read â€Å" Big Brother is watching you† (Page 4) Orwell’s use of capital letters for this caption, and indeed others later in the book, gives increased impact to the reader of the significance of these words. It gives a sense of the controlling nature of the society in which the citizens of 1984 lived; constantly being watched by the eyes of Big Brother. It was similar to the blackouts enforced during World War II where wardens’ patrolled neighbourhood, and failure to conform, resulted in humiliating offenders in front of their neighbours. (The History Of World War II) The use of posters and slogans in Orwell’s novel may well have been inspired by the vast array of similar images used during World War II. England and Germany, among others, used large images, in a poster format, to send messages to their people. These were used to encourage conformity, solidarity and patriotism within each nation. At times they were also used to inflate morale at home and abroad, while at the same time humiliating and ridiculing their opponents. (See appendix 3) A good example of this, used in World War II, is the appearance of ‘V’ on walls in German- occupied Belgium. The Flemish speaking Belgians would interpret this as ‘vrijheid’, which means freedom, and the French speaking Belgians would understand this to mean ‘victoire’ (victory). This is a cruel psychological attack on an already defeated nation. Winston describes party slogans, in 1984, on the walls of buildings, which also have contradictory meanings. â€Å"War is peace, Freedom is Slavery and Ignorance is Strength† (Page 6) Orwell uses this type of psychological approach in different ways throughout his novel. Orwell’s wife, Eileen O’Shaughnessy (1905-1945) had a degree in psychology from Oxford University. Obtained in the 1920’s this would have been a significant achievement for a woman at that time and her influence on Orwell’s writing has been recognised. Eileen wrote a poem called â€Å"End Of The Century, 1984†(1934). There are similarities between the futuristic vision of Eileen’s poem and Orwell’s 1984, including mind control and the destruction of personal freedom. (www. arlindo-correia) The aggression, described by Winston, during the two-minute hate, and the hangings could have been influenced by Eileen’s psychological knowledge. There are various psychological theories as to why people display aggression. Sigmund Freud (1856-1939) believed aggressive impulses are a reaction to frustrations of daily lives. This theory could easily be applied to the citizens in 1984. Freud’s theories were very influential during the 1940’s/50’s and his written articles had an almost political language, when referring to human behaviour, which may have appealed to Orwell’s political and artistic nature. Behavioural psychologists believe behaviour is learnt through reinforcement; their theory is that humans respond to social reinforcement such as social approval. In the 1940’s solidarity and conformity in Britain was achieved via camaraderie â€Å"every one doing their bit†. (Yesterdays Britain) In 1984 it was built on fear. In the following quote Winston describes what happens to citizens who don’t conform to the party’s political orthodoxy. In the vast majority of cases there was no trial, no report of the arrest. People simply disappeared, always during the night. Your name was removed from the registers, everything you had ever done was wiped out, your one-time existence was denied and then forgotten. You were abolished, annihilated: vaporized. (Page 22) This type of enforcement was common after the death of Lenin in 1924. His successor Josef Stalin turned a popular revolution based on freedom and equality, into a totalitarian dictatorship maintained solely by terror. He said â€Å"The death of a man is a tragedy; the death of a thousand is a statistic† (World Most Evil Men). A census in 1937 estimated that Russia’s population was twenty million short of what it should have been, although this information was withheld and emigration and famine were factors Stalin’s purges accounted for millions of deaths during his rule. Winston describes the use of purges during the formation of the party. The intense anger and hatred that Winston describes are characteristic of mob behaviour and learning. The characters of Orwell’s novel show almost animal like hatred for the opposition and hero worship for Big Brother. This behaviour appears unrealistic, but if you look at Britain during World War II there are some striking similarities. The people of Britain were suffering a savage war with horrors, deprivation, shortages and bombings. Death and loss were a constant threat, yet ordinary British people obeyed government instructions â€Å"keep calm and carry on†. The conformity of the people of 1984 is portrayed in different ways firstly; party uniforms remove any possibility of individuality. The idea that men and women wore the same uniform also removed gender as a source of identity. ‘ I’m going to get hold of a real women’s frock from somewhere and wear it instead of these bloody trousers’. Julia goes on to say ‘In this room I’m going to be a woman, not a party comrade’. (Page 164) During the war women’s role changed and they were required to do the work previously done by men. The uniforms they wore, although practical, had a distinctly masculine appearance. Clothing was rationed until March 1949 and women had learnt to live independently. The Bible (Deuteronomy 22. 5) clearly states, â€Å"The women shall not wear that which pertaineth unto a man† highlighting the social unacceptability of women wearing trousers. This did not change until the 1960’s. Gender identity refers to the psychological and biological dimensions of sex. Freud (1925) described this as â€Å"Psychical consequences of anatomical distinction between the sexes†(Freud 1925) In the modern world, there is legislation that prohibits discrimination, because of a person’s gender identity, which is part of the human rights laws. (www. ransgenderlaw. org) Although Orwell gives his characters names, the society he is describing mainly refer to each other as comrade. This was also a common term used in Nazi Germany, during World War II. Removing the use of personal names is another means of removing an individual’s identity and individuality. The party is all-powerful, friendships and family structure is suppressed to limit the possibility of divided loyalties. The party demands absolute loyalty in thought and deed. Children are brainwashed via organization such as the Junior Spies and Youth Groups these are similar to Adolph Hitler’s Youth League, during World War II. Education was designed to suppress independent thought and sources of information were restricted and controlled. In the 1940’s most educational establishments, educated children via the ‘didactic model’ sometimes called teacher- centred teaching. This method is where knowledge is passed from teacher to pupil. The teacher speaks and the pupil’s listen. In the modern world students are educated via the ‘critical method’ this is sometimes called ‘student-centred learning’. This is a process where students are taught to explore, question and formulate truth and opinions for themselves. The use of investigating, discussing and debating are used to facilitate the development of independent thought. (Pollard1998) One of the most chilling depictions of the repressive and controlling nature of life in 1984, in my opinion, is the inclusion of the telescreen.. â€Å"The telescreen receives and transmitted simultaneously, you had to live did live, from habit that became instinctive in the assumption that every sound you made was over heard, and except in darkness, every movement scrutinised†. Page 5) The use of the telescreen was an ingenious concept, taking into account the era. Technology was primitive compared to the modern world. However, the military during World War II improved radar and rockets, this enabled the post war development of television (1946) and close circuit television (CCTV) (1949). The Star newspaper (January 14 1949) included an article explaining a â€Å"New system of television being used to aid road safety†. This system carried signa ls direct from a camera to a screen with both visual and audio reception, this was known as CCTV. The summer of 1949 saw the technology and the knowledge but not the resources available to launch satellites (The Star 1949) which we now know can be used to monitor, observe and transmit around the world. In today’s society Britain has earned a reputation as a world leader of surveillance. It is estimated that the average British citizen is caught on camera up to three hundred times per day (The Star 2005). However, observation of British citizens is not a new concept. During World War II mass observation was the government’s way of keeping in touch with the mood of the people. Tom Harrison, the director of mass observation called for observers to monitor war morale. Citizens’ reactions in cinemas were monitored to perceive the mood of the nation (Yesterdays Britain). Orwell used irony extensively through out his novel. For example He was alone: no telescreen, no ear at the keyhole, no nervous impulse to glance over his shoulder or cover the page with his hand. (Page 214) This contradicts appearance with reality and allows the reader to understand Winston’s motives and rebellion. Later the reader is informed that in fact the telescreen is hidden behind a picture, which was offered for sale by Mr Charrington earlier in the novel. This suggests to the reader that an enemy is not always obvious. The friend and foe situation between the Communists and the Nazi’s during the 1940’s is a clear example of a hidden enemy. In the present world, America and Britain are fighting a War on terrorism. It appears ironic that we are fighting a war against an unknown enemy; at home and abroad. Orwell’s character Winston Smith is frequently concerned with the parties’ alteration of facts and history. The quote â€Å"He who controls the past controls the future† is a terrifying notion. The alteration of history, whether personal or social removes individuality and identity it also, to a certain extent, changes reality into anything the ruling party deems it to be. Stalin, after the Russian revolution, had history rewritten to magnify his part in events. Trotsky’s part had been erased from Soviet textbooks. (Time Archive 1940) For information and historical events to be constant and unalterable they need to be remembered. Humans have a complex memory system, which enables information received from the environment to be processed. Short-term memory (STM) is information that is held temporarily and long-term memory (LTM) is a permanent storage system. For information to pass from STM into LTM individuals need to pay attention to the received information. Repetition, relearning and making the information meaningful help to maintain the information permanently. Orwell’s 1984 society appears to be attempting to remove LTM from its citizens. Information is received via telescreens but due to poor LTM development this information can be altered without the individual remembering the original information. This is achievable partly due to the act that new information interferes with previous memories. Orwell expressed his concerns (Politics and the English language) that government officials debating on historic events trivialised the truth and found ways to convince everyone that history never happened or happened but it didn’t mater any way. Young children have a limited memory capacity due to underdevelopment of the pre frontal cortex but also because they are not particularly interested in remembering the past thus make little effort to develop ways of making memories meaningful, which also makes recall more difficult. Orwell use’s this concept in his novel in a variety of ways. Firstly the characters in 1984 are more concerned with survival than the past. The present is more relevant to this aim than events from the past. With the invention of Newspeak, the official language of Oceania it enables the party to restrict speech, thought and consequently memory. Many in today’s society, would suggest that politicians have perfected their own form of â€Å"Newspeak†. The use of text messaging is also a modern day form of newspeak. Orwell was concerned with the use, or misuse of the English language. He felt that words with variable meaning were often used with the intent to deceive and that language was intended for expression not concealing or preventing thought. In the modern world the media is required to present a ‘balanced’ coverage of news and public affaires. However this results in a form of ‘double think’ in which truth is immediately neutered by an opposite truth. The second section of Orwell’s novel deals mainly with the love affair between the characters Winston and Julia. This gives the novel direction and hope. However, the inclusion of â€Å"the book† makes this a difficult section to read. Orwell’s intentions may well have been to explain the futility of war where there are no winners or indeed losers; just simply the maintenance of war. Hitler wrote a book called Mein Kampf (My Struggle) outlining his vision of the future of Germany. It was a ranting, sometimes unreadable vision of the future of Germany (The world’s most evil men). This may have been the inspiration for the inclusion of â€Å"the book† in Orwell’s novel. Orwell uses various figurative language through out his novel, this gives the writing greater power of expression and meets Orwell’s criteria for artistic purpose (Why I Write). For example the melodramatic use of the nursery rhyme â€Å"Oranges and lemons†, say the bells of St Clements’s! (Page 112) Is an epigram, the rhyme symbolizes, in an almost child like way, the past. Orwell maintains the original historical names of the London churches before the formation of the party. Through this symbolic representation it gives Winston hope that, fragments of the past can survive. Other characters gradually piece together the rhyme until Charington finally completes it during the capture of Winston and Julia. These Churches are recognisable in London today and keep the novel relevant after the year 1984. Orwell uses innuendo with the words â€Å"we shall meet in the place where there is no darkness† (Page 118). Winston believes these words are from O’Brien but Orwell manages to keep the origin and the significance of these words unknown until Winston and Julia are captured. This creates and develops a sense of foreboding and suspense, which maintains the controlling and manipulating society, which is being portrayed in 1984. Winston’s dreams of the â€Å"Golden Country† are the direct opposite of his reality in 1984. They represent peace, beauty, unity and uniqueness. These are Freudian theories as they reveal Winston’s subconscious. The capture and subsequent torture of Winston shows a curious, horrific and terrifying journey. The absolute and total destruction of the mind and body. However, the language and tone is calm and detached with surprisingly little malice, anger or hatred. This gives a deeper more powerful description of what Orwell is suggesting the future could be. It also gives the character O’Brien a more complex personality. He is constantly switching between ‘good guy’ and ‘bad guy’. This intrigues the reader, as well as Winston. Is he friend or foe? He has the â€Å"power† to do good or evil, which will he choose? Orwell is using an interesting psychological theory. He is suggesting that not all evil men are bad all the time and thus good people do not always act nicely. The reader is left with a feeling of wanting to like O’Brien but at the same time hating him for his cruelty. This strange relationship is as contradictory and confusing as Churchill and Roosevelt’s involvement with Stalin (1939). Despite the catastrophic purges, and the negative value that Stalin had demonstrated over human life, they still became allies. Churchill said of Stalin, at the Yalta summit, â€Å"I walk through the world with greater courage when I find myself in a relationship of friendship and intimacy with this great man. † Stalin concealed a cruel and calculating nature prepared to commit war crimes at least as evil as those of the enemy. (Worlds Most Evil Men) Winston represents mankind (us)†If you are a man, Winston, you are the last man. †(Page 309) Winston’s torture and re-education is his or our chance to save humanity, freedom, individuality, choice, beliefs and the right to be different. Orwell has used psychological manipulation of the mind to project a horrific interpretation of the destruction of mankind Orwell uses a terrifying concept, by taking Stalin and Hitler’s atrocities to a whole new level: total and absolute conformity in life as well as in death. So long as human beings stay human, death and life are the same thing. (Page 156) Orwell’s novel in my opinion is a plausible projection of the future as he saw it in 1948. Projections of the future, often allows the reader to become detached because the people appear different from oneself. However, Orwell creates characters that are not dissimilar from us (the reader). The inclusion of the proletarians, that cleverly maintain sentimental songs and normal human compassion, also prevents detachment and preserves recognisable modern parallels. The setting of this novel is used to maintain the past, the present and the future. For example, the central administration building of The University of London which was used during World War II as the headquarters for the ministry of information. All censoring systems were coordinated from here. It bears a striking resemblance to the Ministry of Love described in 1984 and amusingly its telegraphic address was â€Å"miniform†. (www. orwelltoday. com) All other significant buildings, described in 1984 can be located in London today. This was probably Orwell’s intention and it keeps the novel viable even after the year 1984. In returning to the original question I feel I have demonstrated that George Orwell used many sources of inspiration, from the world, in his writing of 1984 and it powerfully reflects the times in which it was written. After the publication of Animal Farm (1945) Orwell explained that he intended â€Å"to fuse political purpose and artistic purpose into one whole†(Why I Write). This suggests that Orwell was concerned with Britain’s future. Even with overwhelming evidence of the evil nature of the Stalin regime, they still became allies with Britain and America. Malcolm Muggeride said of Orwell â€Å"He loved the past, hated the present and dreaded the future. I strongly believe that Orwell intended 1984, as a warning of what the world could become, not necessarily what it would become, if ‘we’ (the future) did not take action and responsibility. Orwell has left a legacy, a permanent warning. For the present and the future, to prevent the formation of the totalitarian states of the past. His terminology has given modern day man, the language to express themselves and to protect civil liberties and influence human rights. 1984 is a political satire that exaggerates all that was wrong with the world in 1949 to hopefully shock and horrify a nation into action and prevent this type of society becoming a reality. Although the date of the book has passed the message is still clear and in some ways more relevant today, than when it was written. The advances in technology have made the surveillance and monitoring of citizens easier and more commonplace. Freedom, in the true sense of the word still depends on where you live, your age and your gender. However, I feel Orwell’s novel should be recognised for its extraordinary impact and significant contribution to human rights in the modern world. Although Orwell’s warning has been subjected to many interpretations I feel a novelist is supposed to make you think and possibly reflect: you must agree, job well done. Despite its critics 1984 has sold millions of copies and has been translated into 65 languages.