Compare the historical value of Turgenev's Fathers and Sons with Essay

Compare the historical value of Turgenev's Fathers and Sons with Gogol's Inspector General - Essay Example During this time, there were cultural differences between the liberals and the growing nihilist uprising. However, in â€Å"Inspector general,† the author has focused on mistaken identity committed in the Russian society. These two books have common similarities and differences, which have been asserted through the mode of translation, the author’s concerns, the cultural and historical differences especially in history and literature. Therefore, this paper will focus on these books outlining both the differences and similarities to outline relationship with Russia’s history. Change is the main concern in the two books. In the ‘Fathers and sons’, Turgenev addresses the interest in change with the aim of addressing intergenerational differences in the Russian society. Life’s hyperbole and the balance between the text and the contemporary issues in society is the author’s main concern. In addition, his work is highly topical as it universa lly appeals the elegance of love. The author also deals with love versus psychology, which has been acutely portrait by the author. While on the other hand, the government inspector hinges on a mistaken identity. In the book, a lowly impoverished civil servant who comes from Petersburg is viewed as poor and comes from low social class. Hlestakov is mistaken for being a highly ranking government inspector by the provincial town members. ... He does this by elaborating on the misconception that the town people held before (Harrower 2011). The government inspector majorly ridicules the extent to which bureaucracy has affected Russia through the corruption. In this Russian drama about life, corruption, and human deception are vividly explored. The governor addresses the audience by asking what they were laughing at when he talks about corruption. He refers to the citizens as laughing at themselves showing how government official lacked respect to people. This is analyzed in the play’s epigraph, which asserts that one has to be blamed for cause of crooked face. On the other hand, in the fathers and sons, the author introduces double characters, Bazarov and Arkady that possesses different traits (Edmunds and Turgenev 1965). The two characters oppose each other in a more nihilistic manner in their emotions. Bazarov shows his love for Madame Odintsova and Fenichka and this shows deep emotion through the characters, whic h brings the need for care and concern to other people. The other character portrays a picture of carelessness and lack of respect to humanity just to show how indiscipline has taken root in Russian society. Ivan Turgenev is the most ranked democratic and western author in the republic of Russia who embraced the Russian literature in an insightful manner. This novel is the most accessible Russian novel. His novel was attacked and opposed by other Russian authors like Leo Tolstoy and Dostoyevsky as he was progressing in a liberal manner in the western mode of literature (Harrower 2011). Furthermore, he was criticized for failure to create a forceful and a dedicated radical hero. In the comedy, â€Å"The inspector general† by Nikolai Gogol, has become a stepping stone for the Russian

Tools, stucture & sing in Design Assignment Example | Topics and Well Written Essays - 500 words - 1

Tools, stucture & sing in Design - Assignment Example Surprisingly, there was not permanent structure with caves been the first to be developed (Bramle & IDMME Conference, 2005, p. 156). Need for protection from animals led to development wood and mud structures driven by designer/maker/user. Structures developed based on age of needs with people disturbed by the need to protect themselves from animals and hence constructing mud and wooden based structure such as cliff dwellings of American Southeast. The color forms the basic element evident here as red color has been used to indicate need for life savers. It matches earlier signs that printed such signs in red and black using charcoals while ochre stones were painted by yellow oxides. The signs have used red colors and a plus sign to visually create a perception on the significant of such signs, red color is always attached to blood and danger and hence a person is attracted to pay attention to such

Byzantine up to the Early Reniassance Essay Example | Topics and Well Written Essays - 750 words

Byzantine up to the Early Reniassance - Essay Example Their paintings thus entailed naturalism and reality (Lahti 10). These artists comprised Donatella, Masaccio, Giotto, Brunelleschi, among others. Their art sought to refute global gothic style diffusing during that era. Scientific relations also comprised a feature of their paintings. Their art exemplified lots of skill and prowess. The art entailed lots of influence emanating from Roman Catholic. Another feature eminent throughout the images would be use of extra light and color in paintings. This exemplifies that the paintings depicted a higher quality compared to those produced in premature renaissance. Artist enjoyed lots of funding from wealthy families and religious persons. The sponsors chipped in coupled with the target of developing the sculptures and painters while portraying their skill. Multiple Choice Questions 1) Donatella encompassed a Florentine A) Painter b) Drawer c) Singer d) Ruler 2) Renaissance expounds a practice enveloping A) Eastern Rome B) Central Rome C) Wes tern Rome d) Europe 3) Early Renaissance entailed artists that refuted art that was a) Gothic b) Natural C) realistic d) Revolutionized 4) Artists during early renaissance included a) Brunelleschi b) Leonardo da Vinci c) Michelangelo D) Raphael First Image (1427) Figure 1: The Holy Trinity, Florence. Retrieved from http://www.italian-renaissance-art.com/Masaccio.html The painting above encompasses an esteemed masterpiece during 1427. This entails one of Massacio’s works. This entails a Holly Trinity painting for Novella church that encompasses its situation in Florence. Unlike prior painting, this painting entails depictions of revolutionized art. One indispensable feature would be improved use of light. The painting differs from earlier ones with reference from the ideology that the latter just showed lines. The lines showed demarcations that unveiled different partitions of a drawing. More so, the image encompasses relations to Roman Catholic convictions (Lahti 15). This dr aws explanations from the ideology that Roman Catholic entailed a distinct religious culture. Another similarity to images and arts of this era entails their refutation to Gothic styles. This expounds that Massacio refuted the diffusing ideologies of Goth existing during that duration. Therefore, he sought making art that depicted reality and naturalism. In addition, the painting depicts human bodies in a rational manner. This draws basing from the ideology that earlier paintings comprised of images that entailed no clarity. The imager also entails depictions of societal beliefs. This exemplifies that this art correlates to Eastern Rome’s catholic beliefs. Second image (1415-1416) Figure 2: â€Å"St. George† Retrieved from http://www.italian-renaissance-art.com/Donatello.html The image above depicts a sculptor that owes its making to a renowned Florentine. Donatella encompassed a sculptor that made history in Rome. His art entails illuminations of sculptures that depic ted lots of humanism. The sculpture above represents Saint George. Unlike the belief by Catholics that saints ought to depict solemnity, Donatella refuted those arguments by making Saint George appear serious and prepared to combat the enemy. Similarities between Masaccio and Donatella’s images The images depict lots of realism (Lahti 20). This gains explanations from the ideology that they entail real features comprising a being’

Strengths And Weaknesses Of Studies On Job Satisfaction Education Essay

Strengths And Weaknesses Of Studies On Job Satisfaction Education Essay Job satisfaction is a state whereby an employee is content with the situation around him/her. Satisfaction occurred when you get everything you desire from your work. The achievement of one desire to work leads to job satisfaction. The desire may be financial, prestige, social recognition or just to find something to do or somewhere to go, etc. Locke (1976) defined job satisfaction as a pleasurable emotional state resulting from the perception of ones job as fulfilling ones important job values, provided these values are compatible with ones needs. www.4u-2.com//HYPERLINK http://www.4u-2.com//job-satisfaction-of-call-center-employeesjobHYPERLINK http://www.4u-2.com//job-satisfaction-of-call-center-employees-HYPERLINK http://www.4u-2.com//job-satisfaction-of-call-center-employeessatisfactionHYPERLINK http://www.4u-2.com//job-satisfaction-of-call-center-employees-of-call-center-employees Bram Steijn (2000) cited (Hackman Oldman 1980) that believed a higher job satisfaction is associated with increased productivity, lower absenteeism and lower employee turnover. A lot of research or studies had been carried out on job satisfaction. Many of them are carried out to establish the level of job satisfaction among a group of employees or a profession, many establishes the relationship between job satisfaction and constructs like commitment to work, motivation at work, managerial approaches, productivity etc. This chapter will discuss the strengths and weaknesses of many of these studies and also highlight how this present research will contribute to them. 2:1 Job satisfaction among the professionals Roberto Jon, (2003) analysed the level of job satisfaction by certified athletic trainers in selected National Collegiate Athletic Association (NCAA) Division I-AA institution having football programmes. They made use of an excellent job satisfaction scale called the Minnesota Satisfaction Questionnaires to collect the data from the 240 samples around the country, 138 questionnaires were returned among which only 31% were young employees. The one way analysis plus post hoc which were perfect were used to analyzed the data. The percentage of the young employees used for the analysis was low. In these present studies 100% of the samples will be young employees in order to establish the factors affecting job satisfaction among them. www.thesportjournal.org//HYPERLINK http://www.thesportjournal.org//job-satisfaction-among-athletic-trainers-ncaa-division-iaa-institutionsjobHYPERLINK http://www.thesportjournal.org//job-satisfaction-among-athletic-trainers-ncaa-division-iaa-institutions-H YPERLINK http://www.thesportjournal.org//job-satisfaction-among-athletic-trainers-ncaa-division-iaa-institutionssatisfactionHYPERLINK http://www.thesportjournal.org//job-satisfaction-among-athletic-trainers-ncaa-division-iaa-institutions-HYPERLINK http://www.thesportjournal.org//job-satisfaction-among-athletic-trainers-ncaa-division-iaa-institutionsamongHYPERLINK http://www.thesportjournal.org//job-satisfaction-among-athletic-trainers-ncaa-division-iaa-institutions-HYPERLINK http://www.thesportjournal.org//job-satisfaction-among-athletic-trainers-ncaa-division-iaa-institutionsathleticHYPERLINK http://www.thesportjournal.org//job-satisfaction-among-athletic-trainers-ncaa-division-iaa-institutions-HYPERLINK http://www.thesportjournal.org//job-satisfaction-among-athletic-trainers-ncaa-division-iaa-institutionstrainersHYPERLINK http://www.thesportjournal.org//job-satisfaction-among-athletic-trainers-ncaa-division-iaa-institutions-HYPERLINK http://www.thesportjournal.org//job-satisfactio n-among-athletic-trainers-ncaa-division-iaa-institutionsncaaHYPERLINK http://www.thesportjournal.org//job-satisfaction-among-athletic-trainers-ncaa-division-iaa-institutions-HYPERLINK http://www.thesportjournal.org//job-satisfaction-among-athletic-trainers-ncaa-division-iaa-institutionsdivisionHYPERLINK http://www.thesportjournal.org//job-satisfaction-among-athletic-trainers-ncaa-division-iaa-institutions-HYPERLINK http://www.thesportjournal.org//job-satisfaction-among-athletic-trainers-ncaa-division-iaa-institutionsiaaHYPERLINK http://www.thesportjournal.org//job-satisfaction-among-athletic-trainers-ncaa-division-iaa-institutions-HYPERLINK http://www.thesportjournal.org//job-satisfaction-among-athletic-trainers-ncaa-division-iaa-institutionsinstitutions The findings or the results of analysis found that there is significant difference (p less than 0.05) in trainers job satisfaction and their various employment positions. While those in high/upper position(which assume to be among the old employees) were most satisfied with their jobs, those in low post were not and these are mainly the assistant trainers and graduate assistant( mainly young employees). Even though the study did not mention the theory used, it was established that the older trainers experience greater job satisfaction than young trainers. This present study will consider using some established theories to buttress its findings. The above study was supported by K. Chandraiah et al (2003)s study that investigated the effect of Age on Occupational stress and job satisfaction among managers of different age groups. They made use of the Occupational Stress Index and Job Descriptive Index to gather data from the 105 samples out of which 35 were young employees. One of the results of the findings found that the young employees/managers are more stressful due to the load of work and thereby job unsatisfied. http://medind.nic.in/iay/t03/i2/iayt03i2p6.pdf. The scales used were good, the samples were well selected in and around Calcutta city but the number of the young employees involved were few. This research aims to concentrate on the young employees who happen to be the future strength of any organisation. Patrick Manuel, (2007) also supported the above in their study that investigated job satisfaction among practising pharmacy. They made use of Rasch Rating Scale Model, gathered data from 5000 samples throughout the United States but finally made use of 840 for the purpose of data analysis. One of their findings which I am very much interested in found that the older, higher-wage earning pharmacists working at independence practice sites experience greater amount of job satisfaction. http://ijahsp.nova.edu/articles/vol5num4/pdf/hardigan.pdf .This meant that the young pharmacists/employees in this study were less job satisfied. Ibrahim et al, (2005) investigated job satisfaction of primary health care physician at capital health region discovered that age affect job satisfaction and that the higher the age the higher the job satisfaction. This result indicated that the young employees are not job satisfied. Ibrahim et al (2005) did a very good job but the numbers of young employees used were few. This study will use 100% of young employees as its samples. www.HYPERLINK http://www.mejfm.com/journal/July05/PDFs/JobSatisfaction.pdfmejfm.comHYPERLINK http://www.mejfm.com/journal/July05/PDFs/JobSatisfaction.pdf/HYPERLINK http://www.mejfm.com/journal/July05/PDFs/JobSatisfaction.pdfjournalHYPERLINK http://www.mejfm.com/journal/July05/PDFs/JobSatisfaction.pdf/July05/PDFs/JobSatisfaction.pdf Sharon and Zhan, (2003) made use of bottom-up theory as on one of the theories and questionnaires with high reliability and validity values in their survey of job satisfaction of recent graduates in financial service . One of the results of the findings indicated that graduates were fairly satisfied with their jobs and not extremely satisfied. www.bls.gov/opub/cwc/cm20030522ar01p1.htm. The use of young graduates which I can classify as young employees was excellent but the study focused on a particular professional. This study will make use of the bottom-up theory as they did but will include young employees from other professional fields such as teaching, nursing, call center, care workers, transport etc. A.O. Okaro et al (2010) evaluated the job satisfaction level of Nigeria radiographers working in the South-Eastern, Nigeria. Using 28 item self-completion questionnaires and later analysed the data with Statistical Package for Social Sciences(SPSS), concluded that Nigeria radiographer working in the South Eastern are not job satisfied with their job and would prefer another job if given a choice. www.euroHYPERLINK http://www.eurojournals.com/ejsr_39_3_13.pdfjournalsHYPERLINK http://www.eurojournals.com/ejsr_39_3_13.pdf.com/ejsr_39_3_13.pdf Susan J Linz (2002) analyzed the nature and scope of job satisfaction among the Russian workers. The study was in four different folds, among them was the use of survey data to identify level of job satisfaction by 1200 survey participant; investigate the variation in job satisfaction explained by differences in worker characteristics e.g. age. Sex. Her findings found that respondents were generally satisfied with their own job and the kind of work they do in their job. It was also revealed that the older workers (born before 1965) were significantly more satisfied with their job and work more than young workers and older workers also thought less frequently about quitting. The concentration will be on the young employees in this study and will involve only those in the city. http://HYPERLINK http://deepblue.lib.umich.edu/bitstream/2027.42/39852/3/wp468.pdfdeepblue.lib.umich.edu/bitstream/2027.42/39852/3/wp468.pdf. Muhammad Masroor Alam and Jmilha Fakir Mohammmad (2009) investigate the level of job satisfaction and intent to leave among Malaysian nurses. The results of the study found that the nurses were moderately satisfied with their job in all six facets of job satisfaction i.e. satisfaction with supervisors, job variety, closure, compensation, co- workers and HRM/ management policies. They also found that the nurses perceived a lower level of intention to leave. www.saycocorporativo.com/saycoUK/BIJ/journal//Article_10.pdf In support of the above research and some others, Bram Steijn (2002) cited Reiner and Zhao (1999) who reported only a significant effect of age and Ting (1997) who reported mixed results with significant effects for age and race but not for education and gender. http://soc.kuleuven.be/io/egpa/HYPERLINK http://soc.kuleuven.be/io/egpa/HRM/potsdam/steijn.pdfHRMHYPERLINK http://soc.kuleuven.be/io/egpa/HRM/potsdam/steijn.pdf/potsdam/steijn.pdf Contrary to the above findings and some others Sariye Gaziolu and Aysit Tansel (2002) observed a non-linear relationship between age and the four measures of job satisfaction. This non-linearity showed a U- shaped relationship. Sariye Gaziolu and Aysit Tansel (2002) cited the study of Clarks (1996) and Clarks et al (1996) that also reported significantly U shaped pattern in age for several job satisfaction measures. www.erc.metu.edu.tr/menu/series03/0303.pdf Safdar Rehman Gehazi and Umar Ali Khan (2007) conducted a study to measure the general and facet specific job satisfaction of the head teachers and the influence of gender and school location on their job satisfaction. They made use of Minnesota Satisfaction Questionnaires (MSQ) and self developed Individual Data Sheet (IDS) to collect data from the respondents. Using the SPSS-10, the findings of the study showed that; head teachers were generally satisfied with their posts; the female head teachers were more satisfied that the male head teachers and that the head teachers located in the urban areas were more satisfied than those located in the rural areas. This study will establish among other things the relationship between the job satisfaction and city life using 100% of city based young employees. www.usindh.edu.pk/suje//Issue%202007/Dr_Umar_Ali.pdf 2:2 Job satisfaction in relation to other constructs Many research works had been done to establish the relationship between the job satisfactions and other constructs such as organisational commitment, life satisfaction, compensation, managerial styles, working condition, personality, etc. 2:2:1 Organizational commitment Stranglen (2009) defined an organizational commitment as how employee identifies him/herself with the organization. L.K. Stranglen (2009) carried out a research to determine whether job satisfaction correlates with organisational commitment. 76 nursing home foodservice employees were the participants. Job satisfaction and organisational commitment survey were used to collect the data. The findings of the research indicated that satisfaction with work itself correlates to organisational commitment and to other three subcategories: organisational identification, involvement in the organisation and loyalty. According to the study, satisfaction with work did not correlate with satisfaction with pay, benefit or operational procedures. It was also found that the years employed did not correlate with identification, involvement or loyalty for the organisational commitment survey. www.minds.winsconsin.edu. Stranglen (2009) cited the study of Sneed and Herman (1990) that found hospital food service employees 29 years old and younger were less committed to the organization than were employees over 30 years. Stranglen (2009) also cited Shen, Pitt-Catsouphes and Smyer (2007), they reported that older employees are more likely to report high commitment to employer than either young employees or employees at the mid life. . www.minds.winsconsin.edu Stranglen (2009) also indicated that young employees scored lower on loyalty which was one aspect of commitment. Stranglen (2009) cited Feinstein and Vondrasek (2001) who found that employees could be more committed to the organization by increasing compensation, working conditions and improving policies. All the above research works indicated that young employees have less organizational commitment. This I think may be as a result of job dissatisfaction. This study will investigate the factors that actually influence job satisfaction among city based young employees and also analyses the possible correlation between job satisfaction and city life, managerial approaches and opportunity gained at work. The study will make use of 100% young employees as the participants. Adeyinka, et al (2007) investigated work motivation, job satisfaction and organizational commitment of library personnel in academic and research libraries in Oyo State, Nigeria. They used a modified questionnaire tagged Work motivation, Job satisfaction and Commitment (WMJSCS) to collect the data from 200 library personnel. The instrument consisted of 3 parts namely motivation, job satisfaction and commitment. The results of the study found that there is a correlation between perceived motivation, job satisfaction and commitment although the correlation between motivation and commitment was negative. In other case, motivation is seen as an ingredient that increases employees performance and job satisfaction. The findings also confirmed that there is a relationship between the organization commitment and job satisfaction. This indicated that those employees who are job satisfied may be committed to the organization. www.webpages.uidaho.edu/~mbolin/tella2.pdf 2:2:2 Life satisfaction Andrew J Wefald et al (2008) studied the relationship of life and job satisfaction to emerging attitude, using 532 participants of 62% males and 37% females. They made used of self developed questionnaires and many others surveys such as Life Satisfaction (Diener, Emmons, Larsen Griffing, 1985). The study found a correlation between life satisfaction and job satisfaction was significant at 0.36 (p less than 0.01). Their hierarchical regression analysis revealed that, after controlling for demographic variables, job attitude predicted both life satisfaction and job satisfaction however the relationship was stronger for job satisfaction. www.midwestacademy.org/Proceedings//Wefald,Smith,etal_33.pdf. This study will analyse a possible correlation between job satisfaction and city life among the young employees. 2:2:3 Training and Workplace performance Melanie K. Jones et al (2008) in their paper analysed the relationship between training, job satisfaction and workplace performance using the British 2004 Workplace Employee Relations Survey (WERS) found that workers who receive very short amount of training (less than one day) in the previous year are actually less satisfied on several dimensions than those who received no training at all. They also considered an interaction between age and training and discovered a significant à ¢Ã¢â€š ¬Ã‚ ¦. for workers in their thirties. The interaction terms used were also significant for those whose tenure is either 2 or less than 5 or 5 to less than 10 years. This study will analyse a possible correlation between job satisfaction and opportunity (training, pay etc) gained from the job among the young employees http://ftp.iza.orgHYPERLINK http://ftp.iza.org/dp3677.pdf/HYPERLINK http://ftp.iza.org/dp3677.pdfdp3677HYPERLINK http://ftp.iza.org/dp3677.pdf.pdf. Melanie K. Jones et.al (2008) cited the study of Siebern-Thomas (2005), who found that job satisfaction tended to be greater where there was availability of work training. Also cited Hersch (1991), he found that over educated workers were less satisfied than adequately educated workers. http://ftp.iza.orgHYPERLINK http://ftp.iza.org/dp3677.pdf/HYPERLINK http://ftp.iza.org/dp3677.pdfdp3677HYPERLINK http://ftp.iza.org/dp3677.pdf.pdf 2:2:4 Job stress Nilufar Ahsan, et al (2009) investigated the relationship between job stress and job satisfaction among university staff in Malaysia; the aim of the study was to identify stressor issues that will influence the academy staffs job satisfaction. They made use of 300 respondents from the public university in Klang Valley and also use cross sectional analysis, descriptive analysis and regression analysis to analyse the data collected. The following are some of the findings of the study- there was a relationship between management role and job stress; the association between relationship with others and job stress was not significant; the relationship between role ambiguity and job stress is significant; the relationship between the job stress and job satisfaction is significant. www.euroHYPERLINK http://www.eurojournals.com/ejss_8_1_11.pdfjournalsHYPERLINK http://www.eurojournals.com/ejss_8_1_11.pdf.com/ejss_8_1_11.pdf Nilufar Ahsan, et al (2009) cited the UK study of (Townley 2000) that indicated that the majority of the workers were unhappy with the current culture where they were required to work extended hours and cope with large workloads while simultaneously meeting production targets and deadlines. They also cited (Alexandros-Stamatios et al, (2003) that concluded that management role of an organisation is one of the aspects that affect work related stress among workers. www.euroHYPERLINK http://www.eurojournals.com/ejss_8_1_11.pdfjournalsHYPERLINK http://www.eurojournals.com/ejss_8_1_11.pdf.com/ejss_8_1_11.pdf 2:2:5 Individual and job related factors Sariye Gaziolu and Aysit (2002) observed the job satisfaction in Britain considering individual and job related factors. The four measures of job satisfaction considered were; satisfaction with influence over job, satisfaction with the amount of pay, satisfaction with sense of achievement and job satisfaction with respect from supervisors. The paper analysed the above measures of job satisfaction using a data of 28240 British employees Workplace Employee Relations Survey (WERS97) and investigated their relationship to individual and job characteristics. The findings of the study indicated that women were more satisfied with various aspects of their job compared to men. They also observed that satisfaction with the sense of achievement and satisfaction with respect from the supervisor reached a minimum at the ages of 22 and 28 years respectively. They observed that those with higher levels of education have lower satisfaction than those with low level of education. They also observed that training opportunity in the past year led to job satisfaction as compared to no training. A non-linear relationship between establishment size and the four measures of satisfaction was also observed.www.erc.metu.edu.tr/menu/series03/0303.pdf 2:2:6 Personality Jennifer S. Skibba (2002) evaluated how personality and job satisfaction affect job performance in employees at a Central Wisconsin fire department. The main objective of her study was to see if there was any relationship between job performance, personality and job satisfaction. Among other scales used were Cattells 16 Personality Factors and the participants were all the 38 fire fighters in a local fire department. She found that most of the employees were generally satisfied with the job, work on present job and people on present job. The study also pointed out that most of the employees were unsatisfied with pay, supervision and opportunity for promotion. The results of the 16 Personality Factors scale used indicated Warmth and Sensitivity factor as the lowest while the highest mean was found for the Self-Reliance factor. Job satisfaction was positively correlated with the personality factors of liveliness, leadership potential and self-esteem but was negatively correlated with dominance, tension and independence. Jennifer S. Skibba (2002) cited Abraham (2000) that found that personality cynicism was the best predictor of job satisfaction. http://www2.uwstout.edu/content/lib/thesis/2002/2002skibbaj.pdf Muhammad Masroor Alam and Jmilha Fakir Mohammmad (2009) cited Purani and Sahadev (2007) who argued that while issues like supervisory behaviour and compensation form a part of the micro issues regarding a sales persons engagement with the organization, the overall policies and strategies regarding the personnel is associated with a macro perspective with regard to the persons evaluation of the organization. Muhammad Masroor Alam and Jmilha Fakir Mohammmad (2009) saw compensation as one of the most extrinsic indicators of job satisfaction and argued that this dimension determines the level of job satisfaction of employees by knowing how much they are satisfied with the pay or compensation or any other security their jobs have provided to them. They cited Churchill et al (1974) that considered compensation as one among the dimensions of job satisfaction among sales people. www.saycocorporativo.com/saycoUK/BIJ/journal//Article_10.pdf 2:3:0 JOB SATISFACTION THEORIES 2:3:1 Bottom-up theory and the top-down theory. Sharon and Zhan, (2003) conducted a research to explain how two social theories compete to explain what determines job satisfaction: the bottom-up theory and the top-down theory. The bottom-up theory basically indicates that persons have desires and they will be glad if their desires are met or satisfied. The total of positive and negative effects is used to establish happiness. www.bls.gov/opub/cwc/cm20030522ar01p1.htm. If the positive effects are larger than the negative effects, individuals will judge their life as happy. Sharon and Zhan, (2003) explained that top-down theory indicates that there is a global propensity to experience things in a positive way. In other words, all individuals have a desire to be happy and this attitude will be the major influence on their lives. Thus, feelings about job satisfaction are generated in one of two ways: from the bottom up by adding positive effects and subtracting negative ones, or from the top down by the diffusion of ones desire to be happy. (Sharon and Zhan, 2003) http://www.bls.gov/opub/cwc/cm20030522ar01p1.htm 2:3:2 Maslows Hierarchy of Needs Stranglend (2009) cited and explained Maslows Hierarchy of Needs as the theory that is based on a hierarchy of needs. Also cited Bor, Kraft and Sjunnesson, 2007) that indicated that the theory can be showed as a pyramid that has five levels starting from physiological, safety, love/belonging, esteem and then self-actualisation which are grouped as deficiency needs. Maslow believed that to motivate an individual he/she must meet the basic needs of food, shelter and warmth, and then move to the next level until he/she reached the highest level self-actualisation, a level where one purses inner talent, creativity and seeks fulfilment. www.minds.winsconsin.edu. 2:3:3 Herzbergs Two Factor Theory Stranglend (2009), also Herzbergs Two Factor Theory that was developed by Frederick Herzberg. The theory suggested Satisfaction and Dissatisfaction are influences upon employees from two factors known as Motivators (intrinsic factors) and Hygiene (extrinsic factors). (Allen, 1998). http://www.imdb.com/title/tt0120533/. The factors affect motivation at workplace. It was further explained that Dissatisfaction is related to circumstances close to the work environment such as working conditions, security, pays, quality of supervision and relationship with co-workers rather than from the job itself. Deficiency of any of these conditions could cause dissatisfaction but has little effect on long-term satisfaction. These factors are referred to as hygiene or maintenance factors by Herzberg. Satisfaction is the relationship to the job itself or aspect from it. This includes the nature of job, recognition, achievement, personal growth and advancement. Herzberg regards them as motivators. www.minds.winsconsin.edu. 2:3:4 Lockes Value Theory Stranglend (2009) also cited and explained Lockes Value Theory. A part of the theory indicated that satisfaction is achieved when job results the employees receive matche those outcomes they desire. It also indicated that the more results people value and receive from the job, the more they are satisfied and vice versa. Stranglend (2009) also cited (Greenberg and Baron, 1997) who stated that the main purpose of Lockes theory is understanding the discrepancy between what one desires in a job and what one has in a job that affects satisfaction. For example, if one desires to be recognised in a job and that same employee received recognition, he/she will be satisfied. If such an employee was not recognised, he/she may be dissatisfied. www.minds.winsconsin.edu. 2:3:5 Expectancy Theory Expectancy Theory emphasised that employees are motivated to do their jobs when they achieve what they want or actually expected from the job. It also explains the role of motivation in the overall work environment. Stranglend (2009) also cited (Greenberg and Baron, 1977) who stated that an important part of expectancy theory is motivation coupled with an employees expertise and capabilities, role perception and opportunity which influence job performance. There are managerial methods of expectancy theory that can help to motivate employees. According to them, good managers will inform the employee what is expected from and will help them to reach the desired level of performance. www.minds.winsconsin.edu. 2:3:6 Equity theory A.O. Okaro et al (2010) cited the equity theory which views motivation as reliant upon the need for fair treatment (Porter, 1961) and the goal or intention theory which postulates that performance is determine by the goal to which an employee is committed (Vroom, 1964) Stranglend (2009) the theory explains that the employee is satisfied if the input (challenging work, qualification) is equal to the outputs (pays, benefits). This is what its referred to as equality. www.minds.winsconsin.edu. 2:3:7 Job Characteristic Model Rajah (2009) cited Hackman and Oldham that proposed the Job Characteristic Model, which states that there are five core job characteristic which impact three critical psychological states. The five core job characteristic skills variety, task identity, task significance, autonomy and feedback. All these are combined together to form a motivating potential score. The three critical psychological states are experienced meaningfulness, experienced responsibility for outcomes and knowledge of the actual results. All these influence work outcomes (job satisfaction, absenteeism, etc). (Rajah, 2009) http://www.slideshare.net/roadies_virus/job-satisfaction-1881481 2:4:0 Job satisfaction The scales In measuring job satisfaction of the employees, the most common means of data collection is Likert Scale. Others are yes/no questions, true/false questions, points systems, checklist, and forces choice answers. (Rajah, 2009) The major and common scales used for measuring job satisfaction apart from the self developed questionnaires are: 2:4:1 The job descriptive index (JDI): Stranglen (2009) explained that the scale or questionnaire is based on yes, no or a question mark answers. The questions are based on how satisfied the employees are about their jobs and not on how they feel about it. The scale consists of five facet of job satisfaction which are; satisfaction with co-workers, satisfaction with the work itself, satisfaction with the pay, satisfaction with the opportunity for promotion and satisfaction with supervision. (Greenberg and Baron, 1997) as cited by Stranglen (2009). Many researchers had made use of this scale. www.minds.winsconsin.edu. This study will make use of this scale to investigate the factors that actually influence job satisfaction among city based young employees. 2:4:2 The Minnesota satisfaction questionnaires (MSQ) Strangled (2009) explained MSQ as a scale that is developed into two forms. The short form that contains twenty items measure overall satisfaction. The long form contains one hundred items and measures twenty facets. According to (Greenberg and Baron, 1997) in (Strangled, 2009), the scales allow the employees to rate their dissatisfaction to satisfaction about various aspects of facets of the job. Also according to them, the higher the score on the Likert scale the higher the satisfaction. www.minds.winsconsin.edu. MSQ have been used by lots of researchers. For example, Safdar Rehman Gehazi and Umar Ali Khan (2007) cited McCann (2001) who made use of MSQ in his study to measure the job satisfaction of directors in California and Dutka (2002) also use the same questionnaires in his study on job satisfaction and organizational climate relationship for female administrators of higher education institution. Roberto Jon, (2003) also made use MSQ to analysed the level of job satisfaction by certified athletic trainers in selected National Collegiate Athletic Association (NCAA) Division I-AA institution having football programmes. www.thesportjournal.org//HYPERLINK http://www.thesportjournal.org//job-satisfaction-among-athletic-trainers-ncaa-division-iaa-institutionsjobHYPERLINK http://www.thesportjournal.org//job-satisfaction-among-athletic-trainers-ncaa-division-iaa-institutions-HYPERLINK http://www.thesportjournal.org//job-satisfaction-among-athletic-trainers-ncaa-division-iaa-institutionssatisfactionHYPERLINK http://www.thesportjournal.org//job-satisfaction-among-athletic-trainers-ncaa-division-iaa-institutions-HYPERLINK http://www.thesportjournal.org//job-satisfaction-among-athletic-trainers-ncaa-division-iaa-institutionsamongHYPERLINK http://www.thesportjournal.org//job-satisfaction-among-athletic-trainers-ncaa-division-iaa-institutions-HYPERLINK http://www.thesportjournal.org/..

Censorship in Public Schools Essay -- essays research papers fc

because he thinks they might contain "obscenities or offensive sexual references" (Berger 59). -A Vermont high school librarian is forced to resign because she fought the school board's decision to remove Richard Price's The Wanderers, and to "restrict" the use of Stephen King's Carrie and Patrick Mann's Dog Day Afternoon (Jones 33). -An Indiana school board takes action that leads to the burning of many copies of a textbook that deals with drugs and the sexual behavior of teenagers (Berger 61). These cases of censorship in public schools are not unusual and there is evidence that such challenges are increasing (Woods 2). These challenges are actually typical of the ones being leveled against school libraries today. These challenges can come from one person or a group concerned with the suitability of the material in question. In almost every case, the effort to ban books is said to be "justified by fear of the harmful effects that the books may have on young children" (Berger 59). The result of these censorship attempts has been two opposing sides: one side believes that "more suitable materials can usually be found from among the wealth of materials available on most subjects (Woods 1), and the other side believes that students' "intellectual freedom" can be upheld only if students are allowed to examine "any available relevant materials in order to gain the insights needed to reach their own conclusions" (Woods 1). In the simplest terms, the debate is between censorship and the freedom to read. The most important question when discussing censorship deals with its constitutionality; does censorship violate the First Amendment's guarantee of free speech? Censorship advocates actually use the words of the First Amendment to make their point; "the amendment reads, 'Congress shall make no law...", it does not say, "There shall be no law...'" (Berger 69). They believe that, although the federal government is forbidden to censor, it is not unconstitutional for states and local communities to pass censorship laws (Berger 69). Also, since the US Supreme Court does not believe the First Amendment protects all forms of expression (child pornography, etc.), then proponents of censorship believe that censorship laws are constitutional (Berger 69). Anti-censorship has the upper-hand, constituti... ...ensors react when they find anything they deem objectionable in the school. Why will people react emotionally, even violently, to certain spoken or written words, while in many cases having mild reactions to the actions described by the words? While D.H. Lawrence has seen considerable censorship due to his affinity for sexual content, Shakespeare has enjoyed relative peace even though Othello and his lover made "the beast with two backs" (I.I, 119-120). I, myself, will continue to struggle against the censors who seek to control written expression in our schools while waving the banner of freedom, for it is censorship that we must fear, not words, and hope that in the future, the true obscenities of the world (poverty, hunger, war) will be what we shall strive to censor. Works Cited Berger, Melvin. Censorship. New York: Franklin Watts, 1982. Jones, Frances M. Defusing Censorship: The Librarian's Guide to Handling Censorship Conflicts. Phoenix: The Oryx Press, 1983. Salinger, J.D. The Catcher in the Rye. Boston: Little, Brown and Company, 1945. Woods, L.B. A Decade of Censorship in America: The Threat to Classrooms and Libraries. London: The Scarecrow Press, Inc., 1979

Colloquial English Grammar

Estonian Business School Institute of Foreign Languages GRAMMAR OF SPOKEN ENGLISH Term Paper By Maria Esko BBL-2 Supervisor: Ludmilla Podolski Tallinn 2012 Table of Contents Introduction3 Common Features of Spoken English4 Grammar Characteristics7 Clause Combination7 Position of items8 Pausing, Repeating and Recasting8 Organising the discourse9 Ellipsis9 Response Tokens10 Vague Expressions11 Headers and Tails11 Conclusion12 References13 Introduction In the business world, communication is vital for creating new networks and acquiring important business partners.Communication is the activity of conveying information. Effective communication skills can be considered the key to success. I have chosen to investigate English spoken language in order to clarify what spoken English grammar is. As a non-native speaker I consider learning spoken grammar incredibly important in order to understand the other party. The communication process can be considered successfully completed only when the listener has understood the message of the speaker. The fact that speaking and writing are different is quite obvious.The studies of the spoken English grammar have been neglected for a long time, since it was considered as confusing and full of mistakes. Development of technology has made it possible to analyse spoken language more thoroughly. Therefore many fascinating facts about spoken Grammar have arisen. In this paper I will use the term spoken grammar in the meaning of colloquial English. The characteristics of formal English speaking, e. g. prepared speeches are not analysed in this term paper. This paper gives an overview of the main features of the grammar of spoken English.The differences between spoken and written English are supplied with illustrations. In the conclusion the overall characteristics of the grammar of spoken English have been summarised. Common Features of Spoken English Is there any grammar in spoken English? To answer this question I have to define the overall meaning of grammar. According to Encyclopaedia Britannica the term grammar in a restricted sense refers only to the study of sentence and word structure (syntax and morphology), excluding vocabulary and pronunciation.Although language is the same the grammar of spoken English may differ since following the grammar rules during a conversation is time consuming and unnatural. When spoken language is observed in more detail it also has patterns and specific structures which may be considered as the grammar of spoken language. During a conversation we do not have much time to think what we are about to say and can not plan our speech in advance (excluding some special cases). While listening to a recorded speech it feels normal, fluent and easy to follow. On the other hand, when put on paper it is rather difficult to understand.However it gives an opportunity to notice some specific features of colloquial English language, such as silent pauses, voice filled pauses, repetitions , false starts, discourse markers(small words or fixed phrases used to indicate the beginning or the end of an idea) and short forms (Leech, Svartvik, 2002). Specific features mostly have a contextual meaning for the listener and can indicate different changes in the subject of the conversation. In this paper the term Spoken English language is understood in a narrow sense. It only includes the colloquial English and face-to-face interactions.Prepared speeches and other types of formal English speaking are not taken into account and are not discussed in the given work. In the figure below are presented the seven most typical conditions operating in real-time conversation. These features best describe why spoken language is so difficult to put in writing. Figure 1: Seven conditions operating in conversation (Leech, n. d. , figure 2) Further is given an example of a conversation which illustrates the conditions generally operating in a conversation. It will be later analysed and used as an example for various items of spoken grammar.Four speakers are sitting at the dinner table talking about a car accident that happened to the father of one of the speakers. At the end of this sequence they switch to another topic. I’ll just take that off and Have you got hold of it? are references to a large pan which is on the dinner table. The = sign indicates an utterance which is cut short The + sign indicates an interrupted turn which continues at the next + sign A: I’ll just take that off. Take that off. B: All looks great. C: [laughs] B: Mm. C: Mm. B: I think your dad was amazed wasn’t he at the damage.A: Mm. B: It’s not so much the parts. It’s the labor charges for= D: Oh that. For a car. B: Have you got hold of it? A: Yeah. B: It was a bit erm= A: Mm. C: Mm. B: A bit. A: That’s right. B: I mean they said they’d have to take his car in for two days. And he said all it is is straightening a panel. And they’re like, à ¢â‚¬ËœOh no. It’s all new panel. You can’t do this’. C: Any erm problem. B: As soon as they hear insurance claim. Oh. Let’s get it right. C: Yeah. Yeah. Anything to do with+ A: Wow. C: +coach work is er+ A: Right. C: +fatal isn’t it. A: Now.As can be seen in the example taken from Cambridge Grammar of English a comprehensive guide spoken and written English Grammar and usage (Carter, McCarthy, 2006, 165), understanding of the text depends on the context and the immediate situation. Example shows some of the units that can be frequently encountered in spoken grammar, such as indeterminate structures ellipted forms, incomplete structures, subordinate clauses not obviously connected to any particular main clause, interrupted structures with other speaker contributions intervening, words whose grammatical class is unclear.Conversation happens in real time and is spontaneous, therefore speakers make mistakes and we can observe common features of spoken grammar. Some sentences are confusing and hard to understand because we do not have the knowledge of the shared background of the conversation. It is difficult to represent speech in writing so that the reader could easily follow the written conversation. In order to do so there have to be made many remarks to explain what the speaker means. In real-time conversations emotions and vocal intonations are important to understand the speaker.Moreover, it is difficult to determine when the sentence starts and when it ends. This conversation is meant to illustrate precisely what is analysed in the term paper. Spoken Language and Interpersonal Communication In this paper only one part of spoken English will be discussed which is colloquial English. It is an informal interpersonal communication and has its own peculiarities. Conversations are typically carried out in face-to-face interaction with others. They are tied to the participants and the immediate situation. Speakers usually share a common contextual ackground and exchange meanings rather than the content of the message. Meanings will vary depending on the specific social, cultural and institutional knowledge (Biber, Conrad, Leech, 2002, 428). Grammar Characteristics Spoken language and written language coexist. They are not divided sharply but have many different characteristics. Therefore the grammar of colloquial English differs from the written one. There are many differences that could be mentioned; however, due to the limitation of space they remain outside the scope of this paper, which gives a brief overview of the main features of spoken English.Clause Combination In spoken English it is typical when the hierarchy of clauses in sentences is in discord. In real-time communication the speaker is not able to construct over-elaborate patterns of main and subordinate clauses. Usual are sequences of clauses connected by coordinating conjunctions (Carter, McCarthy, 2006, 170). Conjunctions are a grammatical resource to link text. In speech coordinating conjunctions are more frequent than in writing. Coordination is less empathic and more vague, which is characteristic of speech (Leech, Svartvik, 1983).Often subordinate clauses are used by one of the speakers to maintain the conversation or to give additional comments. They often occur after a pause to give evaluation to what have been said. Sometimes clauses â€Å"blend† in a sentence it happens when the beginning of a sentence is different from how it was completed. This syntactic structure is common in spoken language and is easily understood by the listener. (Carter, McCarthy, 2006, 171): Well, no, Melanie’s actually still a student and she still has ten hours of lectures a week, so she works in McDonald’s in her spare time cos she needs the money and she works in McDonald’s in Hatfield†¦.Subordinate clauses: A: So I turned round and chased after him. B: Just as I would have done. Clausal blend: They ’ve nearly finished all the building work, hasn’t it? Position of items Spontaneous speech often requires adjustments to be made according to the communicative needs. Therefore it is natural when the speaker changes the position of items in a sentence in order to help the listener to the understand information better (Carter, McCarthy, 2006, 172). In colloquial English subject-verb inversion often takes place.In informal speech it helps to emphasise the subject (Leech, Svartvik, 1983): B: I think your dad was amazed wasn’t he at the damage. Pausing, Repeating and Recasting There are two types of pauses: unfilled and filled. Unfilled pauses are just silent and quite short. They often indicate a change in the direction or the subject of the conversation. Filled pauses are marked by vocalisations, such as er, erm, uh or uhm. These marks can indicate a shift in the topic or that the speaker has not yet finished talking and is thinking of the best way to continue (Ca rter, McCarthy, 2006, 172).Repetition and recasting are very common in colloquial speech. When answering a question by repeating words or phrases the speaker can get some more time to think. Usually repetition occurs at the beginning of an utterance or clause. Recasting is normal in real-time speaking. It happens due to the fact that the speaker is talking very fast and needs to reformulate words or phrases (Carter, McCarthy, 2006, 173-174): I spoke to her last night†¦well, she’s not going to take the job. It was, er, the director, wasn’t it? I, I’m, I’m not sure he’ll he’ll be able to arrange that at such short notice.Organising the discourse Spoken language seems quite unorganised. However, speakers often use specific words and structures to indicate how the speech will continue. For example items such as anyway, okay, right, I mean, so, now, etc. These items are named discourse markers. Structurally these markers do not belong to cla uses (Carter, McCarthy, 2006, 174-175). One of the more frequent discourse markers in spoken English is like it is used to mark direct speech (Adolphs, Carter, 2003): Right, we’d better try to phone and see what they have to report.And they’re like, ‘Oh no. It’s all new panel. You can’t do this’. Ellipsis Ellipsis is the absence of elements required by the grammar. However the message doesn’t suffer and missing parts can be understood from the context. In most conversations ellipsis can be classified as initial ellipsis and final ellipsis in some cases also medial ellipsis takes place. In initial ellipsis, words at the beginning of the sentence are dropped, in correspondence in the medial ellipsis in the middle and in the final ellipsis at the end of a sentence (Biber, Conrad, Leech, 2002, 441-443).Also ellipsis can be categorised situational, textual or structural (Carter, McCarthy, 2006, 181): Initial ellipsis: Didn’t know tha t film was on tonight. – I is omitted. Final ellipsis: A: I suppose Kathy is still living in that same place. B: Yeah, she is. – living in that same place omitted Medial ellipsis: Yeah dude, I’ gotta start working. – instead of I have got to Ellipsis is highly characteristic of spontaneous speech. During a conversation speakers need to reduce syntactic complexity due to real-time pressures.Ellipsis also takes place when avoiding unnecessary repetition and giving fast responses to other speakers (Biber, Conrad, Leech, 2002, 441). Response Tokens Response tokens are very common in spoken language. These are some adjectives and adverbs used to give quick and clear response to the speaking partner and to show that the user is listening and understands what is said to him. Such words include absolutely, definitely, great, fine, good, really. Some words have an association with a particular context. For example fine is used when making arrangements and reaching decisions.Response tokens help the listener to give quick feedback to the speaker, which is very convenient in case of a conversation (Carter, McCarthy, 2006, 188-189): C: Yeah. Yeah. Anything to do with+ A: Wow. C: +coach work is er+ A: Right. C: +fatal isn’t it. A: Now. Vague Expressions Speakers tend to avoid aggressive or authoritative language and in order to sound polite and to soften the language vague expressions are used. The most common are stuff, like, anything, kind, whatever, sort of, etc. Vague expressions soften the information and often are used before some accurate or precise information (Carter, McCarthy, 2006, 202-203).Sometimes these expressions are overused by the speaker: Between then and like nineteen eighty four I just spent the whole time, I mean for that whole sort of twelve year period or whatever, erm I was just working with just lots and lots of different people. Headers and Tails Headers and tails are very common features of spoken language. The y rarely occur in written English and seem very strange. A header occurs in a sentence where an item within a clause structure is placed before the clause and repeated in the clause itself. In other words the header stands in the initial position.Most typically header consists of a noun phrase and is followed by one or more pronouns. Headers are used by the speaker to help the listener to orientate in the facts (Carter, McCarthy, 2006, 192-193): The teacher with glasses, he seems very nice. Tails are similar to headers; the difference is that these items are placed outside the clause structure. Tails are also typically noun phrases. Their purpose is to clarify something mentioned in the main clause. Usually tails clarify or repeat the referent of a pronoun (Carter, McCarthy, 2006, 194-196): They’re incredibly nice, our neighbours.Conclusion In conclusion it is possible to say that English spoken language has grammar. However there is still much to be researched. The need to i nvestigate spoken grammar is important in order to improve the speaking skills. In world where communications are developing so rapidly, spoken language and the mastery of it is an empowering skill. Writing is practiced everywhere in the world but the art of conversation is practiced rarely (Brazil, 1995, 11). Spoken grammar highlights the contextual and interpersonal aspects of communications. It is an interactive process and usually it is quite rapid.Therefore speakers use different structures in order to give quick comments or answers. Those structures include response tokens and ellipsis. Often the speaker changes the position of items in order to help the listener to understand the topic. In order to make the speech softer and less authoritative speakers use vague expressions. During the conversation the speaker often looses track of thoughts and therefore pauses, repetitions and recasting help to combine new clause structures. Many other characteristics of the grammar of spoke n English can be named.The knowledge of the grammar of spoken English is important for business communications. People need the necessary skills to express themselves in a best possible way. Studying this subject will provide a better understanding of grammar as a whole and can be a source of new knowledge. References Adolphs, S. , Carter, R. , 2003, And she’s like it’s terrible, like: Spoken Discourse, Grammar and Corpus Analysis, International Journal of English Studies Biber, D. , Conrad, S. , Leech, G. , 2002, Longman Student Grammar of Spoken and Written English, Edinburgh: Pearson Education Limited Brazil, D. 1995, A Grammar of speech. Oxford: Oxford University Press Carter R. , McCarthy m. , 2006, Cambridge Grammar of English a comprehensive guide spoken and written English Grammar and usage, Cambridge University Press Eggins, S. and D. Slade, 1996, Analyzing casual conversation. London: Cassell Leech G. , Svartvik J. , 1983, A communicative grammar of English, Moscow Prosveshchenie Leech G. , Svartvik J. , 2002, A communicative grammar of English 3d edition, London: Pearson ESL Leech, G. , n. d. , English Grammar in Conversation Lancaster: Lancaster University

Free Essays on Beowulf- A True Epic Hero

Beowulf- A True Epic Hero Beowulf is the most well- renowned work of Old English. The epic tells the story of a hero named Beowulf. Beowulf’s character potrayed many Anglo-Saxon ideals. Beowulf was loyal, strong, fearless, and bold. Anglo-Saxon heroes proved themselves by doing good deeds, exemplifying bravery, and showing honor. Beowulf was considered the strongest warrior around, he would fight any creature to protect his King, and country from danger. Beowulf was very boastful. He never resisted in singing his own praises. In lines 43-47 of the excerpt from Beowulf it states, What man, Anywhere under Heaven’s high arch, has fought In such darkens, endured more misery or been harder Pressed? Yet I survived the sea, smashed The monsters’ hot jaws, swam home from my journey. These lines clearly allow us to see that Beowulf has a great sense of pride. Beowulf is afraid of nothing. His fearlessness is what made him such a great hero. Although many people may have thought that pride would be his downfall, I interpreted it as his motivation. No one else would have volunteered their lives such as Beowulf did. Without hesitation, Beowulf would come to the rescue. Although Beowulf had many great qualities that made him extremely admirable, he lacked humility. Even is his youngest days, he boasted. Beowulf had a swimming match with one of his best friends, Brecca. Neither of them knew the dangers of swimming out to sea with dangerous sea creatures, and terrible monster’s lurking in the waters. In lines 9-11 of the excerpt, Beowulf states, He could never leave me behind. swim faster Across the waves than I could, and I Had chosen to remain close to his side. Even though Brecca and Beowulf were like brothers to each other, Beowulf never hesitated to state that he was the better of the two. In Beowulf’s eyes, there was no greater man than he. Beowulf never gave up. He always believed that his f... Free Essays on Beowulf- A True Epic Hero Free Essays on Beowulf- A True Epic Hero Beowulf- A True Epic Hero Beowulf is the most well- renowned work of Old English. The epic tells the story of a hero named Beowulf. Beowulf’s character potrayed many Anglo-Saxon ideals. Beowulf was loyal, strong, fearless, and bold. Anglo-Saxon heroes proved themselves by doing good deeds, exemplifying bravery, and showing honor. Beowulf was considered the strongest warrior around, he would fight any creature to protect his King, and country from danger. Beowulf was very boastful. He never resisted in singing his own praises. In lines 43-47 of the excerpt from Beowulf it states, What man, Anywhere under Heaven’s high arch, has fought In such darkens, endured more misery or been harder Pressed? Yet I survived the sea, smashed The monsters’ hot jaws, swam home from my journey. These lines clearly allow us to see that Beowulf has a great sense of pride. Beowulf is afraid of nothing. His fearlessness is what made him such a great hero. Although many people may have thought that pride would be his downfall, I interpreted it as his motivation. No one else would have volunteered their lives such as Beowulf did. Without hesitation, Beowulf would come to the rescue. Although Beowulf had many great qualities that made him extremely admirable, he lacked humility. Even is his youngest days, he boasted. Beowulf had a swimming match with one of his best friends, Brecca. Neither of them knew the dangers of swimming out to sea with dangerous sea creatures, and terrible monster’s lurking in the waters. In lines 9-11 of the excerpt, Beowulf states, He could never leave me behind. swim faster Across the waves than I could, and I Had chosen to remain close to his side. Even though Brecca and Beowulf were like brothers to each other, Beowulf never hesitated to state that he was the better of the two. In Beowulf’s eyes, there was no greater man than he. Beowulf never gave up. He always believed that his f...