Report discussing from an administration and security perspective, the Essay

Report discussing from an administration and security perspective, the role and function of SAMBA within a UNIX network - Essay Example Organizations use Linux servers when it comes to the protection, reliability and perfection. Although, the Microsoft has a vast variety of software and products, still Linux based server are maintained for storing research data, financial data, demographics of any sort vice versa. Due to Linux non user friendly environment, it cannot be used for workstations. A Microsoft window is more users friendly and has lots of accessibility options which make it advanced in this compartment. These days most of the organization wants to provide access to the data which has been maintained on the Linux server. Apart from the Linux server, all the servers and workstation are running on the Microsoft Windows environment. The Samba server needs to be installed on either any one of them; it can be installed on Linux server or Microsoft windows server for providing access to the files stored in Linux server. If printing services are required from the Linux machine to the Windows Platform, or either way, the Samba server will do it for you. There are many definitions on the World Wide Web. www.Stason.org defines that â€Å"SAMBA is a suite of programs which work together to allow clients to access UNIX file space and printers via the SMB (Session Message Block) protocol†. Another good definition is given on www.Ubuntu .com which states that â€Å"Samba is an implementation of the SMB/CIFS protocol for the Unix systems, providing support for cross-platform file and printer sharing with the Microsoft Windows, the OS X, and the other Unix systems†. The software must contain the source code and there will be no restriction in distribution of the source code. The source code can be easily accessible through a free-of-charge website. The source code must be in a programmable form so that the programmer can modify the software as per requirement. The license must allow a different name or version number of the software if the

Witness Essay Example for Free

Witness Essay The motion picture witness directed by Peter Weir in 1985 is a uniquely classic film which has no Hollywood cliches and the setting of different worlds help the audience develop ideas. Weir uses the Philadelphia Police Department scene to convey idea of police corruption. Significantly he uses a rare combination of synthesised 1980s soundtrack and a close up of Samuel Lapp. While Samuel Lapp walks about the police station he recognises Mcphees picture in a glass cabinet Samuel stops and stares at Mcphee who is the murderer. It is at this point that the close-up of Samuel staring in prominent the soundtrack of a high pitched synthesised actually gets louder as they full impact of this scene prevails. Weir uses a close up of Samuel to show his shock and dismay as a facial expression,he also combines this with the high pitch Soundtrack to create suspense. The impact on the audience is realisation that the pivotal scene in the film and that the murderer is in fact a policeman. The use of western setting such as a city police station and the concept of police corruption. The fast food scene is used to portray the idea of different worlds. Weir uses the sound effect of the kitchen as the connection to the world that we know and a long shot showing John, Racheal and Sam are eating. John, Racheal and Samuel are sitting at the diner and just about to eat lunch the clash at different worlds is present when John starts to frantically eating the hot dog while Racheal and Samuel go in there habit of praying before eating the sound effects of the cars outside and the sound effects of the kitchen. Weir uses the long shot to show the difference between Books world and Lapps world. The use of the scenery, the soundtrack and the long shot of the table shows the concept of different world and different experiences The barn raising scene has been one of the most famous scene in Hollywood because it shows how Book has moved into a new setting. The panning on the lemonade showing the friendship o the two men that like Racheal it also shows the idea of community acceptance of two men from different areas start areas start to work together. Weir uses the panning technique to show a development on the idea that Daniel and Book would have a long lasting friendship. The setting of the Amish country and the western man (Book) working together as a community which help the audience develop and idea of friendship. During the final scene the bell ringing scene was a significant courageous moment for Samuel this shows he is independent. The long shot of the Amish men coming over the hills to help shows of a close-knit community of the Amish. Weir uses the long shot to show that the neighbours would come and assist them in any in any way. The impact on the audience is the realisation that this is a pivotal scene from the point of view of Samuel because the courage that he possesses to stand up against the evil that is terrorising there house. Weir has intelligently shown Amish setting of the rural farm and the bell tower yard contrasting the frantic western setting out of the fast food diner and the busy police department. These choices of setting helped Weir establish his ideas of police corruption inside the police department and the unity and combined strength within the Amish community

Social Care For Older Adults In England Social Work Essay

Social Care For Older Adults In England Social Work Essay During the last two decades social care for older adults in England has witnessed many significant changes. Implementation of the community care reform, privatisation of the social care and Direct Payments have had an impact on the social work as a profession to date. In the first part of the literature review I would like to give an overview how all of these initiatives shaped present social work practice for older adults and then focus strictly on personal budgets and recent research of the practice. Traditional social work characterises working closely with the service user, building very much needed relationship, assessing problems, making a judgment about coping abilities, looking on range of resources and at the end making an informed professional judgment about the best way to support service user (Lymbery, 1998). Dustin (2006) presents traditional set of skills such as communication and interpersonal skills, use of self, negotiation and mediation skills as well as appreciation of organisations and procedures as a core of the practice. In the 1980s governments concerns about increasing number of older people as well as running very expensive residential care have been a driver for transformation delivery of social care (McDonald, 2010). Furthermore, and most significantly, a new Conservative political view included: a belief in the greater economy, efficiency and effectiveness of private sector management; consumerism; the virtues of competition and the benefits of a social care market; and a deep mistrust of public service professions and their claims to special knowledge and expertise (Lymbery, 1998, p. 870) had its reflection in implemented legislations and community care reforms. The White Paper Caring for People: Community Care in the Next Decade and Beyond and The NHS and Community Care Act 1990, implemented in 1993, introduced care management and changed the role of the social worker in statutory sector. Hugman (1994, p.30) argues that the care management is a move away from professionally defined responses to need to managerialist responses dominated by resource priorities. McDonald (2010, p. 28) also states that professional discretion has to a large extend been replaced by formulaic approaches to assessment and service eligibility. Community care reform imposed on practitioners to focus more on the processes and on more complex bureaucracy what affected other aspects of care managers/social workers practice such as limited and formal contact with the service user and therefore difficulties in building up relationships with the client, reduced emotional support, counselling role, advocacy role, group work, less attention to monitoring and reviewing (Lymbery, 1998; Postle, 2002; Weinberg et al. 2003; Carey, 2008). Carey (2008, p. 930) states that: the quasi-market system has also helped to create a complex administrative system based around the management of contracts, assessments, care plans and a seemingly infinite variety of bureaucratic regulations and procedures. Most such tasks are relentlessly processed by often perplexed care/case managers, many of whom quickly begin to question any initial motivations to enter social work. Lymbery (1998) points out that more administrative system and budgetary constraints took away from practitioners a sense of traditional role and increased monitoring of social workers decisions. It has been argued, that key community care reform objectives such as a wider range of choice of services, reducing unnecessary paperwork, meeting individual needs in a more flexible and innovative way have not been achieved (Scourfield, 2006; Carey, 2008). The next important step for the shape of present social care has been introduction of direct payment schemes. The British Council of Disabled People (BCODP) presented findings of their research in publication Cash in on independence with evidence that directly provided services were inflexible, unresponsive, unreliable and take away service users control over the support (Zarb and Nadash, 1994). The BCODP also proved that direct payments can be cheaper and at the same time can provide a higher quality of support (Glasby and Littlechild, 2009). Under the pressure of sustained and strong campaign for reform from the BCODP and other bodies, the government finally implemented The 1996 Community Care (Direct Payment) Act (Glasby and Littlechild, 2009). The Act allowed making cash payments by local authorities to individuals to arrange their own support (McDonald, 2010). In 2000, direct payments were extended to other service user groups and from now on older adults could also benefit from it (Glasby and Littlechild, 2009). Following direct payments, in 2003, the charity organisation in Control, focused on people with learning disabilities, developed the new way of organising care called self-directed support (Glasby and Littlechild, 2009). Browning (2007, p. 3) states that the introduction of self-directed support is potentially the biggest change to the provision of social care in England in 60 years. The terminology has developed during the process of implementation of this concept. By 2004 in Control started using the term individual budget which describes budget from several different streams such as the Access to Work; the Independent Living Fund; Supporting People and the Disabled Facilities Grant; local Integrated Community Equipment Services, adult social care and NHS resources. In the pilots where funding streams were not integrated and projects relied on social care funds the term personal budgets was being used (Glasby and Littlechild, 2009). The in Control Partnership desire was to have the ir concept to be fitted to the existing social care arrangements, to free up available resources, which were tied up in existing buildings and pre-paid services and to allow people to use them flexibly and creatively (Glasby and Littlechild, 2009, p. 77). The aim of personal budgets was to shift power to service users by adaptation to the way of allocating resources, controlling and using the support (Routledge and Porter, 2008). At the same time the government was facing challenges such as aging population, care within the family becoming less an option, more diverse communities, higher expectation form the service as well as continuing desire to retain by people control over their lives as much as possible, including risk management (DH, 2005; HM Government, 2007). Older adults are the largest group of recipients of social care with more than a one million in 2006 (Leadbeater et al., 2008). The number of people of state pensionable age is gradually increasing with twelve million in mid-2009 (ONS, 2010). Some of the above factors have been a drive for governments increasing interest in a personalised system as a way of saving cost in already constrained budget (Glasby and Littlechild, 2009). From 2005, numerous documents such as Independence, Well-Being and Choice, Our Health, Our Care, Our Say: A New Direction for Community Services, Opportunity Age and Improving the Life Chances of Disabled People, Transfo rming Social Care stated governments support and shift towards personalisation (Routledge and Porter, 2008). In 2007, The Putting People First concordat informs about reforms to transform the system, based on  £522 million Social Care Reform Grant, to include service users and carers at every step of organising care (HM Government, 2007). Although the government states the way forward, it gives little explanation what it will mean for the front-line practitioners, for their roles and tasks required under new arrangements (Lymbery and Postle, 2010). It states the time has now come to build on best practice and replace paternalistic, reactive care of variable quality with a mainstream system focussed on prevention, early intervention, enablement, and high quality personally tailored services (HM Government, 2007, p 2). The Putting People First concordat (2007, p. 3) also says about more active role of agencies, emphasises greater role of self-assessment, therefore giving social workers more time for support, providing information, brokerage and advocacy. It also underlines importance of person centred planning, self directed support as well as personal budgets being for everyone. Glasby and Littlechild (2009, p. 75) define personal budget as: being clear with the person at the start how much money is available to meet their needs, then allowing them maximum choice over how this money is spent on their behalf and over how much control they want over the money itself. The recently published, in 2009, Working to Put People First: The Strategy for the Adult Social Care Workforce in England states a bit clearer roles and tasks of front-line staff under new arrangements and recognises social workers role as a central in delivering personalised service. Social workers play a key role in early intervention, promoting inclusion and developing social capital as well as safeguarding adults in vulnerable circumstances. They are skilled at identifying models of intervention, some therapeutic, some task centred and working through with people the outcomes to be achieved. They also undertake navigator and brokerage roles as well as supporting self-assessment (DH, 2009, p. 34). However, Lymbery and Postle (2010) points out that the strategy does not explain who will be undertaking specified roles and tasks, we have the right people doing the right roles and not using highly skilled workers for lower skilled tasks (DH, 2009, p. 33), and therefore the situation from community care reforms replicates where introduction of care manager denied the unique position of social worker. On the other hand, Glasby and Littlechild (2009) point out that the change of the social workers role from focusing on assessment to support planning and review will give more chances to work in partnership with service users to support them, what was the reason for many to come to the social care profession. Implementation There is an agreement that social workers motivation and support are crucial for the success of personalisation and based on their education and experience they are best-placed to fulfil roles and tasks in the new arrangements (Tyson et al. 2010; Samuel, 2010). Results from Community Care and Unison this year survey regarding impact of personalisation on social workers reviled that 88% of respondents had recognised some impact on their job, with 40% saying it had been positive and 29% negative (Samuel, 2010). Two years ago in similar survey, negative impact of personalisation claimed only 18% of respondents (Samuel, 2010). One of the most important evaluation of personalised budgets undertaken by IBSEN (2008) indicates that practitioners attitude towards the new system was based on the positive experiences of service users, strong leadership from managers or implementation team. On the other hand, hindrance for positive experience included high workloads, poor information and trainin g about IBs, and the lack of clarity about detailed processes as new systems were put into place (Glendinning et at., 2008, p.22). The IBSEN study also indicates that inclusion of front-line practitioners in developing documentation and processes was key factor for successful implementation. The limitations of the IBSEN study are that it have been conducted in very tight timescales and with continues policy changes and delays, however it is a crucial research on the early impact of individual budgets (Glasby and Littlechild, 2009). My research study will examine in depth the experiences of front-line practitioners of implementation of the personalisation and will also look at their positive and negative drivers. Bureaucracy The Community Care survey has found that two-thirds of respondents experience increase in bureaucracy as a result of transformation (Samuel, 2010). There has been an indication in the IBSEN study, two years earlier, that completing assessment and other office based duties was time consuming, however this increase was not significant. Although increased bureaucracy was an effect of more administrative approach of care management after community care reforms (Weinberg et al., 2003), it has been pointed out by Richard Jones, president of the ADASS, that some councils had over-complicated processes such as self-assessment and support planning (Samuel, 2010a). My research will provide in depth insight of the administrative role of the front-line practitioner in current system. Processes The social workers experiences varied significantly regarding assessment process based on self-assessment, with some seeing it as a complete transformation, where for others it was a move towards further development of practice (Glendinning et al., 2008). At the beginning working in dual assessment systems has been recognised as a major challenge (Glendinning et al., 2008). Moreover, the view of social workers from Community Care survey match with opinion form IBSEN study that self-assessment was not giving complete picture of a persons needs, with no focus on risk, issues regarding carers and their needs, and putting at risk social workers skills and professionalism (Glendinning et al., 2008; Samuel, 2010). The in Control report of the Second Phase (Hatton et al., 2008) sees self-assessment approach as the way to reduce the process and at the same time social workers time on this task. On the other hand, Lymbery and Postle (2010, p. 11) point out that assessment is at the heart of w hat social workers do and that not all service users have a ability and knowledge to recognise their needs and then to find appropriate ways to address these needs. Front-line practitioners reported that self-assessment usually has been undertaken with support from a family member or a friend, which has been seen as essential support (Glendinning et al., 2008). It can be seen as a potential ground for conflict of interest between service users and carers with examples such as need for respite care or risk within home setting (Lymbery and Postle, 2010). On the positive side, some front-line practitioners indicated that self-assessment shows that peoples views were taken seriously and as having the potential to generate positive discussions about needs and outcomes (Glendinning et al., 2008, p. 147). The IBSEN study recognises that social workers involvement in this process in work with older adults may be of more importance. Older people become more isolated, have less available supp ort from family, they tend to under-assess their own needs as well as do not perceive their behaviour as creating risk (Glendinning et al., 2008, p. 147). CSCI (2009, p. 137) back up above points regarding assessment stating that In practice, and particularly for people with complex needs, self-assessment entailed intensive support from care managers, more demanding of staff time and skills than traditional professional assessment. However, Community Care survey (2010) showed that two-third of social workers did not have enough time with service user to support self-assessment. In support planning process, exploring options, co-ordination, building confidence and empowering service users and carers were the main roles and tasks mentioned by care co-ordinators (Glendinning et al., 2008, p. 147). Many co-ordinators taking part in IBSEN study admitted that the focus on outcomes had an important impact on their practice. Some participants said that one of their roles was to translate the information given by service user in order to produce a meaningful plan. One of the key issues, raised by practitioners, was confusion whether allocated monies based on for example personal care needs could be used flexibly to purchase other services. Further source of confusion and frustration for front-line staff as well as service users and carers, reported in the IBSEN study, was regarding the material good allowed to be purchased and whether family member could be paid for provided support. Specifically regarding older adults, the issue has been raised that their needs ten d to change much faster, therefore a support plan may be out of date within a couple of months (CSCI, 2009, p. 140). In relation to support planning, the Resource Allocation System (RAS) has been perceived by front-line staff as purely mathematical, easy to use tool, on the other hand, some practitioners said that such mechanical approach to allocation of resources cannot fairly and accurately distribute resources due to complexity of service users needs and circumstances (Glendinning et al., 2008). This research will look at the experiences of front-line staff regarding assessment process, support planning as well as resource allocation in new arrangements. Risk management In CSCI report (2008) there is indication that the new arrangements for social care might increase the level of risk for service users. This issue arise especially where service user with complex needs is involved, as he/she might not be able to show distress (CSCI, 2008). Lymbery and Postle (2010) state that critical in terms of safeguarding in new arrangements is to retain professional engagement with service user. The IBSEN study states that giving service users more responsibilities and therefore more risk was in personalisation philosophy from the very beginning and also recognises that it is a difficult shift for care co-ordinators (Glendinning et al., 2008). Front-line staff had concerns that money could be spend inappropriately by service users, that they might not have appropriate skills and experience to employ PAs, that PAs had proper training to provide for example personal care tasks in safe and effective way (Glendinning et al., 2008). Contrary to that, in Control Third Phase evaluation (2010, p. 73) evidence suggests that people feel and are safer when they are In Control of their support and their money and they can determine what happens around them on a day-to-day basis. In in Control study 60% of professionals said that there was no change in risk management from the start of Personal Budgets (Tyson et al., 2010). On the other hand, Community Care survey (Lombard, 2010) found that 37% of social workers do not know what to do when care arranged by service user puts him/her at risk. My research project will examine in depth the view of front-line staff regarding risk assessment and implication, if any, of shifting more responsibilities to service users. Training, knowledge and skills The IBSEN study found out that most of the care co-ordinators had training provided before implementation of the individual budgets, however there was some who did not have any before undertaking first IB case (Glendinning et al., 2008). The participants in the IBSEN study said that training was focused more on the idea and philosophy behind individual budgets, and did not concentrate enough on processes (Glendinning et al., 2008). Successful in terms of informal training were recognised interactive activities such as team meetings, meeting with IB team workers and development officers and peer support development groups (Glendinning et al., 2008; Lombard, 2010). The Community Care survey on personalisation shows that there are significant knowledge gaps amongst social workers (Lombard, 2010). 63% of respondents admitted the need for brokerage skills, with only 31% stating that they have them. An understanding of the key terms and overall knowledge about personalisation has improved (57%), however 14% of social workers still understand little or nothing about individual and personal budgets (Lombard, 2010). Only 49% of practitioners said that they feel they have enough knowledge about employing personal assistant (Lombard, 2010). My research will examine the experiences of front-line practitioners regarding received training as well as subjective opinion about skill gaps in their practice. Mindset, culture The need for cultural shift and change of mindset of service users and practitioners has been recognised in several publications as one of the most important issues (Glendinning et al., 2008; CSCI, 2009; DH, 2010). The CSCI report (2009) shows that it was not expected from older adults that they will appreciate additional responsibilities in managing individual/personal budgets, however in some sites more older people decided to have Direct Payment and to manage the money by themselves. In addition, in Control report (2010, p. 135 136) shows that by the end of 2009 30.000 people were having Personal Budgets across 75 local authorities with older people being the largest group of receivers (53%). The in Control evaluation was based on online data voluntarily shared by local authorities, however there was no requirement on authorities to share data as well as not all authorities included breakdown by social care group, therefore the information from this report does not show an accura te national picture (Tyson et al., 2010). The Personal Budgets for older people making it happen guidance (2010) emphasises importance of sharing successful stories and cases in order to challenge front-line practitioners stereotypes and increase positive attitude towards older people as a recipients of personal budgets. Resources In this year Community Care survey 36% of respondents said that resources have been the biggest barrier for successful implementation of personalisation. Moreover, based on the information about planned cuts in public sector by the current government, 82% of respondents said that this will slow down the progress of personalisation (Samuel, 2010). It has been pointed out in several publications (Glendinning, 2008; Carr and Robbins, 2009; Samuel, 2010) that front-line practitioners using only public resources face significant challenges in exercising choice, control and independence of service user and his/her own creativity. It is well pictured in this quote this is more difficult when a budget is strictly for personal care that is essential the equivalent of 30 minutes washing and dressing a day is not going to allow much creativity (Fighting Monsters, 2010). Social workers under new arrangements will still be responsible for control expenditure with funding targeted at those most i n need (HM Government, 2008, p.9) what clashes with one of the key principle Putting People First which is prevention and early intervention (Lymbery and Postle, 2010). This research project will examine in depth the view of front-line staff about using of existing social care resources in order to fulfil policies principles and meet older adults needs. Services In the CSCI report (2009) it has been emphasised that to allow people to exercise choice and control and to feel independent, together with transformation of the system, the existing services need reconfiguration. At the moment services are limited and insufficiently flexible, where day services are traditional and predominantly based in buildings, and where block contracting arrangements limit the range of services on offer (CSCI, 2009, p. 148). The Community Care survey (2010) found out that 56% social workers have noticed that services such as day centres are being closed down on the assumption that using personal budgets will mean reduced use of such services. Services, especially from local authority, will have to by attractive, flexible to needs, affordable, price competitive, sustainable, well structured and managed to meet service users needs (Tyson et al., 2010). My research will examine social workers experiences of changes in structure of services for older adults with the emphasise on increasing their choice, control and independence.

Mexican Immigration Before and After World War II Essay -- Mexicans Al

Mexican Immigration Before and After World War II Coming from a life of poverty and despair would cause anyone to search for a better life; a life in which there is the belief that all of your dreams can come true. This is the belief that many Mexican immigrants had about â€Å"El Norte,† they believed that the north would provide them with the opportunity that their life in Mexico had not. Many Immigrants believed that the United States was â€Å"the land of opportunity,† a place to find a successful job and live out the life that one only dreamt about living. The North was an open paradise for the immigrants. They were told by the people who had already ventured to the north that the United States was a â€Å"simple life, in which one could live like a king or queen, but in reality immigrants were treated like slaves in the new country that promised them their dreams.   Ã‚  Ã‚  Ã‚  Ã‚  Most Immigrants who enter the United States are searching for work and the opportunity to live a better life. They are from small towns deep within Mexico that do not offer much opportunity for the people of the town to live a prosperous life and to provide for their family. In the small town of Sierra Mixteco, men women and children arrived in town at various times of the day bent over loads of fire wood gathered from the mountains to sell in the town market. For those who did not sell fire wood, they spent their time making straw hats to sell in the markets of larger towns, both of these jobs only provided pennies a day for the families to survive on. So the stories that the men brought back from the North gave the people of the small towns the hope that a better life did exist.   Ã‚  Ã‚  Ã‚  Ã‚  It was typical for the men to travel to the north first in order to find a job and set up the life for his family. In the town of San Geronimo, 85% of all men over the age of 15 had left the village in search of work in other parts of Mexico and in the United States. The men would make the trip alone and would send the money that they had made to their wives and children back in the village. The trip to the North was long and very dangerous. For the men who entered the country illegally, the trip could even be deadly. For the men who did have some money, they would hire a â€Å"coyote,† a man who would help them cross the border for a price. Sometimes coyotes were legitimate people who sought to help others, while... ... wish come true by finally making it to the North, all of their dreams did not come true. As seen through the decades, there was not an abundance of jobs available to immigrants and those that were available were low paying. Many immigrants simply worked until they had made enough money and then went back home to Mexico. In the fall for example, after the harvest in the valley, families of Mexican and American children would load up and head back to Mexico for weeks and months. School teachers would say, â€Å"What a shame it was that Mexicans did that to their children† (taking them out of school to travel back to Mexico). The life of immigrants was not all that they had expected, many were homesick for their native land, but yet they did not want to convey to their families how depressing life was in the United States; they only shared the good news. The immigrants at first certainly did not have the opportunities they were promised but they did contribute greatly to our national image and wealth. They also filled a large void after the war started and were given skilled jobs in return for stepping up. All information taken from: The American Identity CD www.Wikipedia.org

Сompare and contrast the way nature is represented in the following Romantic poem and extract from a Romantic poem

Percy Bysshe Shelley's ‘Mont Blanc' and lines 452-542 from Book Sixth of The Prelude by William Wordsworth (Romantic Writings: An Anthology, pp.329-32 and pp.133-5 respectively) Both literary texts that we will be dealing with in this essay, Percy Bysshe Shelley's ‘Mont Blanc' and an extract from Book 6 of The Prelude by William Wordsworth belong temporally to the Romantic Period (1780-1830), with the former having been written in 1816, and the latter completed in 1805, although it was not published until 1926. Wordsworth belongs to the ‘first generation' of Romantic writers, whose Romantic literature was wartime literature. Thus he had lived through the Revolutionary period and had also witnessed the aftermath of it: the dissipation in a long war. Despite his initial sympathy towards the early ideas of the Revolution concerning man and human liberties, he came to abandon them, turning from a fervent progressist into a resigned conservatist. He began to argue against the received idea of poetic language as a refined mode of eloquence available only to those with an education in previous literary models, employing the ‘language of men'. The ‘second generation', however, in which Shelley is included, belong to the post-war period, and having lived neither through the Revolution itself nor the reaction, they saw this change of view as a betrayal. Shelley's writing can be characterized as a continuous rebellion aiming at the establishment of the reign of love and freedom in human society. ‘Mont Blanc' constitutes an impressive statement of his belief in a benevolent force in Nature and of moral activity in man. Likewise, Wordsworth's Book 6 from The Prelude, entitled ‘Cambridge and the Alps', aims at charting ‘the growth of a poet's mind', with particular emphasis on the importance of Nature, which is always a key notion in his philosophy and poetry. Having given this background, we will start comparing and contrasting the way Nature is represented in the two writings with reference to their characteristics in terms of poetic form and language. ‘Mont Blanc' ‘Mont Blanc' is a 144-line ode composed during the writer's journey to Chamounix Valley in South-East France and intended to reflect the scenery through which he travelled. It is divided into five stanzas, with diversity in the number of lines in each, and is written in irregular rhyme as well as rhythmic pattern. This abandonment of regularity of pentameter iambics expresses a sense of freedom which aims, in turn, at bringing about feelings of sublimity evoked by such a close contact with Nature. The point of view is of first-person, conveying, thus, immediacy. The poem begins with the claim: ‘The everlasting universe of things/flows through the mind.', with which Shelley states his response to Mont Blanc: to consider what the landscape before him can teach about the merging of Nature and the mind. In this first stanza, Shelley develops his understanding of the mind participating in Nature, comparing the human mind to a small stream surrounded by waterfalls and a river: ‘The source of human thought†¦such as a feeble brook†¦where waterfalls around it leap forever†¦' (ll.5-9). Later in the poem as well, several ways in which the mind participates in the creative forces evident in the landscape are indicated, as in Lines 37-41, where his mind ‘now renders and receives fast influencing†¦.One legion of wild thoughts†¦'. He realises that knowledge is a combination of sensory perceptions and the ideas of the mind. The river can then serve as a symbol for the mind, a conscious power and a source for imaginative thought when he finishes the stanza with ‘thou art there!'. Also, at the end of the poem, addressing the mountain, he states that ‘the secret strength of things/which governs thought, and to the infinite dome/of Heaven is as a law, inhabits thee!' (ll.139-141). However, at certain parts, this response is implied as impossible; this world of thought is too great for a human to comprehend (‘for the very spirit fails/Driven like a homeless†¦among the viewless gales', ll.57-59). By these means, the sublime of Nature is being foregrounded. The starting lines of the second stanza talk of the scene before him, the Arve, which is represented as the Power: the universal realm of thought, which surprises us by ‘bursting' into view like lightning (‘Thus thou; Ravine of Arve†¦Bursting through these dark mountains†¦', ll.12-19). The syntax of these lines is unusual; ‘Thus' probably confirms evidence for the previous claim, although it is not clear what is being demonstrated; then, we have sentence fragments, the use of dashes, even the word order of ‘dark deep', that reverses typical locution. This disrupted, unusual syntax denotes the pressure of this overwhelming experience, causing Shelley's senses to instantly break down. Finally, we have an animating metaphor: the Ravine, which is addressed as if it were animate (‘Thus thou'), and the Arve, which descends as Power from ‘his secret throne' (ll.16-17). This allows for the writer to later address direct questions to Mont Blanc, suggesting a presence in it that finds an answering response in us (‘Is this scene†¦once this silent snow?', ll.71-74). In this third stanza, Mont Blanc is presented as ‘piercing the infinite sky' (l.60), whose subject mountains have ‘unearthly forms' (l.62) and the deeps are ‘unfathomable' (l.64), introducing thus its connections to this higher power. The alliteration in Line 78 ‘so solemn, so serene' foregrounds the perception that Nature can be both benevolent and malevolent, depending on the relationship one chooses to establish with it. In any case, even though the power is too great for mankind, it can indeed serve as a teacher who ‘teaches awful doubt' (l.77), or a faith in human nature that will revolutionise the world. This language encourages us to conceive the mountain as a consciousness something like-if not superior to-human thought, leading imagination to expand itself to the dimensions of it. In Lines 139-144 the power of the universe is symbolised by Mont Blanc, denying thus the existence of a natural religion, but for that power to have any meaning, one must exercise the imagination. The questions with which Shelley ends the poem grant the reader freedom to ponder the ultimate question of what is Nature if it doesn't merge with human mind and imagination, reflecting perhaps the freedom that he has experienced. The Prelude, Book 6 Let's move to the extract from Book 6 of The Prelude now, which is structured as a narrative, telling a story which is complete in itself, as well as being part of The Prelude as a whole, and which forms part of Wordsworth's autobiography. It is also lyrical in that in recounts his feelings and actions at a unique or typical moment: during his crossing of the Alps. It is written in blank verse, which perhaps helps avoid monotony, and the rhythm is iambic pentameter. In Lines 453-456, Wordsworth expresses his disappointment in Mont Blanc: it is a ‘soulless image', which ‘had unsurp'd upon a living thought/That never could be'. A ‘living thought' is better than ‘a soulless image': it is better to ‘think' than merely ‘to see'. Here, political language is applied to nature and the working of mind (‘unsurp'd), which could imply his disappointment in the contemporary political events. However, the sight of the Vale of Chamounix is quite compensatory: it is a ‘book' from which the young and old learn (ll.473-7). He finds fascination in the landscape, which did ‘make rich amends' and ‘reconciled us to realities' (ll.460-1). The imagery of country life, such as small birds co-existing with eagles, a reaper at work in the fields, and the threat of Winter in the autumn sunshine, which is similed to ‘a tamed lion' (ll.466), are all experienced as edifying. The climax comes at Line 524, when it dawns on them that they have crossed the Alps without knowing. The element of surprise is prominent in this climax: ‘I was lost as in a cloud' (l.525), which is perceived as the ‘Power'. The writer experiences a spiritual catharsis by being revealed of the power of the mind and the free-flowing spontaneity of the language conveys to us this uplifting rush of exaltation. Wordsworth celebrates the way ‘that power†¦came†¦athwart' him' (ll.527-9). So, impotence in the presence is followed by a future of infinite possibility, which is achieved through imagination and moves the poet from the disappointing place to time. The ‘living thought/that never more could be' (ll.455-6) is succeeded by a reference to ‘something evenmore about to be' (l.542). He is lost in the realm of time along with imagination, which transcends the human senses. Nevertheless,'the light of sense/goes out in flashes that have shown to us/the invisible world' (ll.534-6). This image conveys a denial that the normal faculties of consciousness are adequate to discover ‘our destiny, our nature, and our home' (l.538). The repetition of ‘hope' in Line 540 strongly foregrounds Wordsworth's desire to reconstitute its grounds in a dark time of post-revolutionary reaction and despair. Conclusion On balance, these two literary works share an interesting similarity in their use of apocalyptic and millennial imagery to express the relationship of man to Nature and to higher powers; they are both successful in making their readers aware of the greater harmony of the universe, both within and outside the boundaries of time. However, where Wordsworth admitted his disappointment on the view of real Mont Blanc, Shelley's reaction was the opposite. Furthermore, while Wordsworth places great emphasis on the interaction of the human mind with its environment, Shelley emphasises the passivity of the mind in the ‘unremitting interchange' with ‘the clear universe of things around' (ll.39-40); Nature is the messenger and the imagination acts upon it only after having received it.

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buy custom The Effects of the Media on Students essay MTV has made it possible for children to listen to more than ten thousand hours of rock music. This is intensified as the children spent countless hours gazing at MTV. Our media has exposed children and teenagers to sensual images as well as violent scenes. Such influence is what is driving students to take part in violence activities because that is the information that they consume daily and that is basically what they spend most of their time thinking about. Children have a tendency to put into practice that which they have watched other people doing and that is the reason this practice gets its way in high schools and colleges. Our world has become a scary planet because of the great exposure to violence. Everyone has taken part in destroying the innocence of our children who are students in this schools where violence, shooting and bullying is the order of the day. One of the environments which impart violence in students is the media. Its quite obvious that what is in the heart of a person is what comes out and whatever one thinks about is what they will end up doing. For these reason the minds of the young people are overwhelmed with violent scenes and because what is in the heart is what comes forth that is the reason they are active participants of violence at schools. Though the media people deny that this isnot the ultimate truth then the question remains where do our children learn violence from? One of the hardest realities is that the broadcast is meant to affect the lives of people therefore their no way they can say that what they air plays a little part in the violence being witnessed at our schools (Elliott, Hamburg Williams 1998). The media affects our social lives and the violence that is being broadcasted on the television imparts our family and society to a very large extend. Violence is one of the common aspects of the movies that are shot. Its the responsibility of everyone to work hard at reducing the violence that we see in our society. Basing on the amounts of violence that children are exposed to its very easy to predict the behavior that follows. It should not be a shock to many that our schools have become violence grounds because that is the only place where students can put to practice that which they have seen on the television. Some two prominent surgeons linked the violence and aggression in students to the media. Scientific research that has been recently done indicate that the excessive violence on the television has found it ways to the street. A study that was carried on children for about five years indicated that aggression and violence in children with their parents or at school is related to the violence the children watch on the television. Further studies that were conducted with a number of psychologists indicated that the television habits that children acquire at age eight influence their behavior through childhood as well as adolescent. Therefore, the more violent scenes that children prefer at grade three the more aggressive their behavior become. For this reason psychologist concluded that the effects of the media on children is accumulative. Twenty years down the line after the research that was done the trend still takes course (Benbenishty Astor, 2005). Its evident through the research that has been conducted that children who watch violent scenes at age eight are more likely to take part in violent actions at their later age or even take part in child abuse before age thirty. Therefore its important to understand that excessive exposure to televised violence is the main cause of the violence in our society. Its evident that violence that is aired on the television affects the youngsters be it girls or boys at whatever intelligence and socioeconomic level. The senses of youngsters and adolescents are assaulted by the images they watch on MTV. Therefore its important for something to be done in order to reduce the violence in our media before our society looses its sense of direction as the young people take part in violence or fall victims of violence at our learning institutions. Buy custom The Effects of the Media on Students essay