Comparing the Concepts of Authority and Individualism in Literature :: Shawshank Redemption Fahrenheit 451 Essays

Comparing the Concepts of Authority and Individualism in Literature Authority is defined as a person or group of people who control the society and make major decisions affecting the society. Individual is a person who has no particular influence on the society and neither do his decisions. The term Authority may be applied to any type of people who hold some sort of influence or power on the society such as The Police; Courts from local courts to supreme courts and of course the ruling party of the government. The individual may be a single civilian. This essay will compare and contrast the way the following text types present the concept of Authority and the individual: Fahrenheit 451, by Ray Bradbury; Billy Budd, by Hermann Melville; Shawshank Redemption, by Hollywood Studios; And the poem Naming of parts by Henry Reed. It will discuss how symbolism, language of features, themes, and text form contributes to the way they present the idea of Authority and Individual. It will also discuss the state of Authority in that particular text type (for example is the Authority right or wrong in it’s believes and practices), Fahrenheit 451 is a book written by Ray Bradbury, set in a futuristic society, about a fireman named Guy Montag whose job is to go and burn the books, which are forbidden, being the source of all discord and unhappiness. The two main themes in this novel are Social change and the banning of books to stop inequality and Individualism. One of the changes the Authority is responsible in this novel is Social change. Their main purpose is to not let the individual think alone. The Authority does this by giving individuals no time to think, as captain Beatty puts it: ‘Give them zippers instead of buttons’ (pg 63) Clarisee also says in School, children are given fun activities, are blasted with useless facts and information, and given no time to ask questions. In the world of Fahrenheit 451 the books are banned. Figures of Authority believe that books create inequality by creating an educated class: ‘We must all be alike. Not everyone born free and equal, as the constitution says, but everyone made equal. Each man the image of every other†¦Ã¢â‚¬â„¢(pg 65) Books present readers with conflicting views, thus causing confusion: ‘We stand against the small tide of those who want to make everyone unhappy with conflicting theory and thought’ (pg 69)

Guidance Services

GUIDANCE SERVICES IN ELEMENTARY, SECONDARY & TRETIARY LEVELThe school is expected to provide more than just teaching and instruction. A school programme includes all those activities other than instructional which are carried out to render assistance to pupils in their educational, vocational, personal development and adjustment.GUIDANCE SERVICES IN ELEMENTARYThe elementary school counsellor serves the needs of all elementary students, to help them develop, academically, socially and emotionally. The school counsellor’s role is constantly changing, reflecting the needs of the many people in our school community; children, parents, teachers, and administrators. A variety of services are provided: Guidance LessonsThe elementary guidance curriculum is child-centred and developmental – considers the characteristics and needs of each age and grade level. The curriculum encourages students to:– develop positive self-image – become more aware of the relationships between themselves and others – recognize their own needs and goals Individual Counselling ServicesElementary school counsellors meet individually with students to provide support for school-related issues. The counselling strategies vary with each student’s needs and are provided on a short-term basis as determined by the school counsellor. Students can refer themselves to the counsellor or can be referred by parents, teachers, or other school staff. Group Counselling ServicesElementary school counsellors meet with small groups of students on various topics. Topics are determined by the children’s needs and interests.ConsultationSchool counsellors, parents, and teachers work together to support children. Elementary school counsellors work with parents: – to exchange and gather information – to provide recommendations; and – to discuss parenting concernsElementary school counsellors work with teachers, administrators, and other staff: †“ to provide information, materials and referral assistance – to address student needs, especially within the Instructional Support Team (IST); and – to promote a positive learning environment.Is it time to speak with the counsellor?Parents should feel free to call the counsellor when they notice certain signs of potential problem in their child: – You see a dramatic change in your child’s behaviour. A happy child becomes withdrawn. A friendly child wants to be alone. – There’s been a change in your family. A new marriage, a severe illness, a divorce or a new baby can all effect school work. -Your child begins acting out and fails to respond to your usual methods of discipline. The behaviour that you see at home may also be occurring at school.GUIDANCE SERVICES IN SECONDARYThe Guidance Department is committed to helping students successfully navigate through high school academically, socially, and personally. This begins with the guidance counsellors visiting the middle schools to help 8th grade students make informed decisions about course selection and getting involved in school activities at the high school. This is done in conjunction with an eighth grade parent night to introduce parents to the high school. ONCE STUDENTS HAVE TRANSITIONED IN AS FRESHMEN, meet the ninth graders in groups to stress the importance of being an active participant in their high school education. It is important for students to understand early on that the decisions they make as freshmen can impact their future plans.IN THE SOPHOMORE YEAR, administer the PLAN assessment to all 10th graders and then schedule individual meetings with the students and parents to begin the discussion and planning for what comes after high school. We often refer to this meeting as â€Å"The Kick-off† to the college planning process. BY JUNIOR YEAR, students should be in full gear with their post secondary planning and help jump start this by providin g students with the tools to get started in group sessions. THE COMPREHENSIVE GUIDANCE PLAN CULMINATES IN THE SENIOR YEAR , with individual meetings with seniors and  their parents to help guide them through the post-secondary and college application process. -Donna Lyons, Director of GuidanceTHE GOALS OF THE SCHOOL COUNSELING PROGRAM ARE:†¢To help students in developing the ability to make decisions regarding personal, social, and educational matters. †¢To assist parent/guardian(s) in developing skills needed to support the student’s post-secondary enrolment and career exploration processes. †¢To support personalized assessment of the educational and career options available to each student. †¢To make appropriate referrals concerning community and school resources. †¢To assist students, parents, and others involved in addressing concerns and issues associated with the classroom and school environment. †¢To assist in the implementation of progr am accommodations granted as part of approved special education Individual Education Plans (IEP) or regular education 504 plans.Test PreparationThe Guidance Services Department at most schools offers students test preparation materials to help the students prepare for the various standardized tests they are exposed to during their middle school and high school careers.Program PlanningProgram planning is another key service offered by guidance departments. Program planning involves helping the student decide what classes he wants to take during his middle school and high school career. Program planning not only helps the student decide what electives to take and what classes are best for his academic abilities, it ensures that the classes the student is taking fulfil the high school's graduation requirements.Individual/Group CounsellingIndividual counselling and group counselling comprise counselling sessions held between a guidance counsellor and a student or group of students. Thes e sessions seek to address psychological, social and academic issues that can range from problems with school work, to bullying, to health concerns like depression. During these types of sessions, the parents of the student may be contacted and the student may be referred to an outside agency if the  problem warrants such action.College/Career PlanningThis service seeks to help students decide what they want to do after they are finished with their high school career. If the student wants to attend college after high school, the school selection and application process can be overseen or aided by the guidance counsellor. If the student wishes to enter the workforce immediately after high school, the guidance counsellor can aid the student in finding work, resume building, interview etiquette and many other employment-seeking skills.Guidance and Counselling has been defined as a profession involving an â€Å"integrated approach to the development of a well-functioning individual p rimarily by helping him /her to utilize his/her potentials to the fullest and plan his/her present and future in accordance with his/her abilities, interests and needs.†(RA 9258, Rule 1, Section 3) The PSHS-CARC Guidance Program is based on the needs of the starting campus and its budgetary limitations.Sponsored Link2014 Scholarships Scholarships for Students Undergraduate, Masters, PhD etc scholarship-positions.comGUIDANCE SERVICES IN TERTIARYInformation This refers to the intentional and purposive delivery of information to students; the primary purpose is to enable students to use said information to guide their choices and actions inside and outside of the University. Information varies and may be categorized as institutional, educational, occupational, and personal. Modes of delivery include dissemination through bulletin board, postings, flyers, brochures, orientations, meetings, and consultations.Individual InventoryThis refers to the process of accumulating and analyzi ng information about students on an individual basis through the use of an inventory form and through routine interview. Data solicited may include demographic information, academic records, psychological assessment data, and personal needs and problems. Data may be used to check for students who may need  counselling or specialized guidance services, and to inform the development and enhancement of student services.TestingConsistent with the objective of being able to assess relevant educational and psychological data from students, a testing program is designed and implemented. The testing program aims to help the students gain understanding of their needs and personality, to realize their potentials, to identify their strengths and weaknesses, and to know the implications of these. The main task of this service is the administration, scoring, and interpretation of standardized psychological tests of personality, interest, needs, aptitude, and intelligence, as well as the develo pment and use of affective scales that can be used to come up with a more complete picture of a student's traits or characteristics.CounsellingThis refers to the purposive interaction between student and counsellor, individually or in groups where the needs, problems, or difficulties of the student are shared, examined, and processed with the end goal of empowering the student to effectively manage his concerns. Areas of concern can be academic, personal, or social in nature and may focus on one's personality, emotion, attitude, values, or actual behaviour, Students can avail of counselling voluntarily (walk-in) or by referral from faculty, counsellors, parents, and other students.Personality Education Program This is a curriculum-based psycho-educational program designed to facilitate the total personality development, psychological wellness, and life adjustment of students.Career DevelopmentThis refers to the set of services specifically designed to assist students in their career planning and choices. These services can be categorized as career education (i.e. seminar on writing an effective resume); career information (i.e. job postings); and career placement (i.e. job fair).Special Guidance ServicesDevelopmental Learning SessionsThis refers to seminars or workshops facilitated by counsellors or invited resource persons on topics not covered by the information service and personality education classes. The aim of such program is to facilitate the learning experience of students on a wide variety of topics that could help them in their adjustment in school and life in general.Psychotherapeutic Intervention ProgramThis refers to programs specifically planned, designed, and implemented to meet the need of a particular group of students (i.e. athletes, single-mothers). The aim of such program is to promote psychological wellness and prevent future incidents of maladjustments or to remedy an already existing case of maladjustments among students belonging to sp ecial target groups.Research and EvaluationResearch is a guidance function where the counsellors develop and implement research plans that would generate empirical data about students and student’s life that could be used to inform policy and decision-making in the University, especially on matters relevant to student welfare and development, and to inform the direction and suitability of the various guidance services.Evaluation is a guidance function where the counsellors develop and implement assessment and evaluation plans that would provide soft and hard data on the quality, results, and impact of the various student services and programs. Evaluation data can be used as basis for enhancement of existing programs and development of new programs. Referral and ConsultationCounselling or clinical cases deemed beyond the level of expertise or resources of the faculty counsellors are referred to others to ascertain that students in such cases would be able to benefit from the b est available intervention.Follow-upThis refers to the formal and systematic monitoring of the individual progress of current students who have undergone academic advising, counselling, referral, placement, or any special intervention program. Returning students and those who are in academic probation are also monitored whenever needed. http://www.pnu.edu.ph/page/osass_guidance.php

Beethoven Early Life and Talent - 1239 Words

Early life and talent Kurfà ¼rstliches Schloss (Electoral Prince s Castle) in Bonn, where the Beethoven family had been active since the 1730s House of birth, Bonn, Bonngasse Beethoven s parents were Johann van Beethoven (1740 in Bonn–1792) and Maria Magdalena Keverich (1744 in Ehrenbreitstein–1787). Magdalena s father Johann Heinrich Keverich had been Chef at the court of the Archbishopric of Trier at Festung Ehrenbreitstein fortress opposite to Koblenz.[2] Beethoven was, like their first child Ludwig Maria, named after his grandfather Ludwig (1712–1773), a musician of Roman Catholic Flemish ancestry who was at one time Kapellmeister at the court of Clemens August of Bavaria, the Prince-Archbishop-Elector of Cologne, and who†¦show more content†¦Beethoven considered leaving Vienna: in the fall of 1808, he was offered a position as chapel maestro at the court of Jerome Bonaparte, the king of Westphalia, which he accepted. To persuade him to stay in Vienna, the Archduke Rudolf, Count Kinsky and Prince Lobkowitz, after receiving representations from the composer’s friends, pledged to pay Beethoven a pension of 4000 flori ns a year. Only Archduke Rudolf paid his share of the pension on the agreed date. Kinsky, immediately called to duty as an officer, did not contribute and soon died after falling from his horse. Lobkowitz stopped paying in September 1811. No successors came forward to continue the patronage, and Beethoven relied mostly on selling composition rights and a smaller pension after 1815. [edit]Loss of hearing Beethoven in 1803 Around 1796, Beethoven began to lose his hearing.[8] He suffered a severe form of tinnitus, a ringing in his ears that made it hard for him to perceive and appreciate music; he also avoided conversation. He lived for a time in the small Austrian town of Heiligenstadt, just outside Vienna. Here he wrote his Heiligenstadt Testament, which records his resolution to continue living for and through his art. Over time, his hearing loss became profound: there is a well-attested story that, at the end of the premiere of his Ninth Symphony, he had to be turned around to see the tumultuous applause of the audience; hearing nothing, he began to weep.[9] BeethovenShow MoreRelatedLudwig Van Beethoven, One of the Greatest Composers of the Roomantic Period1099 Words   |  4 PagesThe Life of Ludwig van Beethoven Multitudes of music books recount the life of Ludwig van Beethoven and his contributions to music. There are many different texts that provide hard evidence that he was an individual who went on to become one of the best-known composers of all times. The early life of music saw many composers try to succeed with writing and publishing music. However, Ludwig van Beethoven emerged to become a crucial figure during the transition from Classical to Romantic erasRead MoreThe Era Of Music During Beethoven And Dido And Aeneas By Henry Purcell768 Words   |  4 PagesMusic is a crucial part of life. Conducting, composing, or listening to music are things most people do everyday. Music exposes feelings and portrays a part of history. Listeners enjoy different genres. They may like music of different tempos or dynamics. Many composers may only focus on one instrument to perfect. Regardless of taste or need for music, it is all important. Two of the important pieces learned in the beginnin g music class are Symphony No. 5 in C minor by Beethoven and Dido and Aeneas byRead MoreThe Life And Works Of Ludwig Van Beethoven1016 Words   |  5 PagesThe Life and Works of Ludwig van Beethoven What you are, you are by accident of birth; what I am, I am by myself. 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He is known for being the most famous composer of the classical and romantic periods of music. According to the â€Å"Enjoyment of Music† manual, Beethoven was born in Bohn, Germany. His father, with his grandfather, was the two singers at the court of a local prince, Friedrich Max. (Forney and Machlis 197). Beethoven began to take an interest in music from an early age. JohannRead More Beethoven Essay706 Words   |  3 PagesThe rise of Ludwig van Beethoven into the rank of history’s greatest composers was paralleled by and in some ways a consequence of his own personal tragedy and despair. Beethoven’s family was of the Flemish origin. His mother, Maria Magdalena, died after a long illness when Beethoven was only 17. He was not the only child in this family though. He had 2 brothers and 1 sister, both to which were disorganized and unruly. His family was always in constant need of funds. Beethoven showed his extraordinaryRead MoreModern vs. Classical Music955 Words   |  4 Pagesthe late 17th century to early 19th century, the phenomenon that is the evolution of Liturgical Music had hit the Classical era; extremely skilled artists such as Mozart, Beethoven, Haydn and Schubert were producing masterpieces for the courts of the upper class. Because the culture that surrounds these classic artists and the modern artists has changed greatly over hundreds of years, the skill involved in becoming a master of the art has not. Though taken very early in life from ongoing battles withRead More Ludwig Van Beethoven Essay1285 Words   |  6 Pagescomposer and pianist, Ludwig van Beethoven, was born December 1770 and spent most of his life in Vienna, Austria. His first teacher was his alcoholic father, who worked as a musician at the Court of Bonn. Teaching him day and night, Ludwig suffered from his fathers harsh and erratic behavior. For a time, he and his father played at the Church. As his fathers alcoholism increased, Ludwig became the main musician. Beethovens talents were discovered at an early age, and he was sent to ViennaRead MoreBiography Of Ludwig Van Beethoven s Influence On The Development Of World Music957 Words   |  4 PagesLudwig Van Beethoven was born in Bonn. He born on December 17, 1770, and died on March 16, 1827. He was a German composer and musician, one of Vienna’s classical music representatives. His music had a great contribution to the world music. He set the culmination of classical music in the Classical Era (1750-1820), while opening up the road of the romantic music in the Romantic Era (1820-1900), played an important role on the development of world music. He created â€Å"nine numbered symphonies, 32 piano