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Free Essays on Tolkien

J.R.R. Tolkien â€Å"John Ronald (â€Å"Ronald† to family and early friends) was born in Bloemfontein, South Africa, on January 3, 1892. His memories of Africa were slight but vivid, including a scary encounter with a large hairy spider, and influenced his later writing to some extent; slight, because on February 15, 1896 his father died.† (Doughan 1) But before Arthur Reuel Tolkien died, â€Å"Tolkien, his mother, and his brother Hilary boarded the SS Guelph at Cape towns harbor. The voyage took three weeks to arrive at Southampton, England.† (Neimark 5) Within six months of finding out his son had died, John Benjamin Tolkien, Arthur’s father, devastated, also died. (Neimark 9-10) In 1900, his mother Mabel and her sister May were received into the Roman Catholic Church. Tolkien and Hilary were brought up in the faith of Pio Nono and were devoted Catholics during the rest of their lives. Father Francis Morgan, a parish priest who was half-Welsh half-Spanish regularly visited the family. (Doughan 2) By the time Tolkien was just 5 years old, his mother taught him to read Latin, French, German, and English. His mother, encouraging his love for plants, also introduced him to the science of botany. (Neimark 10-11) Tolkien returned to King Edward’s in the fall of 1903 on a scholarship. He studied Greek, and on his own, read Chaucer in its original Middle English, the language of England between the 12th and 15th centuries. (Neimark 19) Only a year after returning to King Edwards his mother died on November 14, 1904. He was only twelve years old. Father Francis Morgan was named as Tolkien and his brother Hilary’s legal guardian. (Grotta 25-26) The boys were sent to live with an unsympathetic aunt-by-marriage, Beatrice Suffield. Ronald did not enjoy living with his aunt, but the Oratory and Father Morgan were close and he spent many hours a day there. In King Edward’s he met Christopher Wiseman, a boy who would become his best ... Free Essays on Tolkien Free Essays on Tolkien J.R.R. Tolkien â€Å"John Ronald (â€Å"Ronald† to family and early friends) was born in Bloemfontein, South Africa, on January 3, 1892. His memories of Africa were slight but vivid, including a scary encounter with a large hairy spider, and influenced his later writing to some extent; slight, because on February 15, 1896 his father died.† (Doughan 1) But before Arthur Reuel Tolkien died, â€Å"Tolkien, his mother, and his brother Hilary boarded the SS Guelph at Cape towns harbor. The voyage took three weeks to arrive at Southampton, England.† (Neimark 5) Within six months of finding out his son had died, John Benjamin Tolkien, Arthur’s father, devastated, also died. (Neimark 9-10) In 1900, his mother Mabel and her sister May were received into the Roman Catholic Church. Tolkien and Hilary were brought up in the faith of Pio Nono and were devoted Catholics during the rest of their lives. Father Francis Morgan, a parish priest who was half-Welsh half-Spanish regularly visited the family. (Doughan 2) By the time Tolkien was just 5 years old, his mother taught him to read Latin, French, German, and English. His mother, encouraging his love for plants, also introduced him to the science of botany. (Neimark 10-11) Tolkien returned to King Edward’s in the fall of 1903 on a scholarship. He studied Greek, and on his own, read Chaucer in its original Middle English, the language of England between the 12th and 15th centuries. (Neimark 19) Only a year after returning to King Edwards his mother died on November 14, 1904. He was only twelve years old. Father Francis Morgan was named as Tolkien and his brother Hilary’s legal guardian. (Grotta 25-26) The boys were sent to live with an unsympathetic aunt-by-marriage, Beatrice Suffield. Ronald did not enjoy living with his aunt, but the Oratory and Father Morgan were close and he spent many hours a day there. In King Edward’s he met Christopher Wiseman, a boy who would become his best ...

US Criminal Justice System and Deal with Justice Essay

US Criminal Justice System and Deal with Justice - Essay Example From the theological, and namely Christian point of view, the origin of this problem backs to the beginning of the times, when the first people, Adam and Eve, controlled by the God, did not manage to resist the temptation of the Devil and ate the prohibited fruit. They were deprived of the supreme goods and were exiled from the paradise and went on mortal life on the Earth. This problem is explained by the fact that the thing causing this punishment was not the God’s being angry with them because they violated His prohibition, but the matter of the human choice – they did their choice consciously, and this was their responsibility. No one made them do so, though the devil influenced them, but it is logical that the person decides upon a certain choice on his or her own. Many people, particularly nowadays, consider that the world is unfair and the God does not just things when, for example, a child is born with heavy disease or a human being is killed by another human. à ¢â‚¬Å"The teaching on original sin says that this situation is the result of human choices, not God’s desire.† (Smith, Burr, 2007, 92). It is also necessary to mention that it is not our blame that we are born into the world which has laws, habitual ways of acting and institutions which are not flawless and provide not complete education and development to us, but we are responsible for the change of this state of affairs. This is possible when we realize that the God has granted us with the power to firstly change ourselves, and then – the surrounding world. (Smith, Burr, 2007, 93).

Making a Script for ENGL presentation Essay Example | Topics and Well Written Essays - 750 words

Making a Script for ENGL presentation - Essay Example In the late 1950s and 1960s, the beginning of postmodernism came into scene as a ‘new sensibility’ by attacking modernism’s official status and through canonization in the museum and the academy, as the high culture of the modern capitalist world. It was therefore a populist attack on the elitism of modernism and signaled a refusal of what Andreas Huyssen (1986) calls ‘the great divide’. The American and the British pop art of the 1950s and 1960s also presented a clear rejection of the ‘great divide’, preferring William’s social definition of culture as ‘a whole way of life’. This was proven in the late 1970s when the debate about the postmodernism crossed the Atlantic. Different cultural theorists also debated on the advent of postmodernism in various aspects. For Lyotard, the postmodern condition is the collapse of certainty and the dissolution of the metanarrative of ‘truth’. God, knowledge, higher education, science, the working class, all have lost their authority as centers of authenticity and truth. Popular culture of the postmodern condition is therefore, a culture of ‘slackening’, where taste is irrelevant and money is the only sign of value. For Baudrillard, postmodernism is a culture of the ‘simulacrum’ i.e. an identical copy without an original. Over the years we have seen a historical shift from a metallurgic society to a semiurgic society; destroying the very distinction between the original and copy. The result of this is not a treat from the ‘real’, but the collapse of the real into hyperrealism, where reality and stimulation are experienced as without difference, e.g. Disneyland, for it allows a concentrated experience of ‘real’ America. For Fredic Jameson, postmodernism is theorized from within a Marxist or neo-Marxist framework. It is referred to as the ‘cultural

Police Officer Job Description Essay Example for Free

Police Officer Job Description Essay All police officers take on a basic range of tasks that are either preventive or proactive. Preventive tasks include the provision of protection to the person and property of individuals, preservation of peace and order through their presence and accessibility, and prevention of crime by patrolling the streets. Proactive tasks are searching and arresting criminal offenders and enforcing laws such as traffic and road safety regulations. (Criminal Justice USA, 2008; Los Angeles Police Department, 2008) These tasks require a number of qualifying criteria for police officers. One is physical fitness since the completion of police work becomes more efficient with physically fit police officers. This is the reason why police officers undergo physical training such as the physical agility test and medical examination before qualifying to work the job. Another is psychological fitness since police officers need to develop the values and attitude needed for them to use their authority within the bounds of the law as law enforcers such as social skills. Last is mental and other skills and experience, including driving skills for street patrol, keen eyesight and observation skills, and basic knowledge of the law and legal processes. (Police Oracle, 2008) At a minimum, a high school diploma or equivalent qualification is required for police officers (Criminal Justice USA, 2008). In addition, continued academic and field learning improves the ability of police officers to meet their job. As such, police officers need to develop commitment and dedication to their job since this not only enables them to perform their work effectively but also enhances continued efficiency. In the performance of this range of tasks, police officers take on line and staff jobs. Line jobs pertain to the direct accomplishment of the tasks of police officers especially field work while staff jobs pertain to support for line work such as administrative and other support tasks (Police Oracle, 2008). Police officers need to master not only line jobs but also staff jobs to support and maintain the sound organizational or functional structure of the law enforcement agency inn providing public service.

Does Credentialing Produce Effective Teachers? :: Education Educational Essays

Does Credentialing Produce Effective Teachers? Controversy regarding the relationship between the competence of teachers and the performance of their students causes some people to believe that the qualifications of teachers have no direct effect on their ability to teach efficiently. Others believe that poor student performance is directly caused by the teacher's lack of preparation. Thus the question: is teachers’ lack of preparation contributing to poor student performance on standardized achievement tests? This review contains information regarding teacher credentialing: what is a teacher credential, how is a multiple-subject credential obtained in California, emergency credentials, teacher credentialing is related to student performance, and teacher credentialing is not related to student performance. What is a teaching credential? Teacher credentialing is a process in which teachers become recognized by the state as competent and professional in teaching. There are many different types of credentials, a primary one being a multiple subject credential. According to Dr. Ruth Norton, a professor of education at Cal State San Bernardino, a multiple subject credential allows a teacher to teach all subjects in a self-contained classroom in grades K-12. In California, the multiple subject credential generally applies to grades K-6 because of the structure of the school systems; grades 7-12 generally emphasize single-subject credentials. How is a multiple subject credential obtained in California? In speaking with Jason Moore, an advisor at CSUSB PALS office, to obtain a multiple subject credential in California it is required to have a baccalaureate degree from a four-year university, passed the California Basic Educational Skills Test (CBEST) during their junior or senior year, and participate in a fifth year credential program. Currently, in the extended credential program, the Reading Instruction Competency Assessment (RICA) test is required and as of September 2000, the Math Instruction Competency Assessment (MICA) will also be required. It should be noted that California is the only state that requires the fifth year credential program. In addition, the state of California has a list of competencies of what every teacher should possess to be effective: creating and maintaining effective environments, planning instruction and designing a learning experience for all students, engaging and supporting all students in learning, understanding and organizing subject matter for student learning, assessing student learning, and developing as a professional educator. Emergency Credentials

Imperial Administration in Han China and Imperial Rome

Analyze similarities and differences in techniques of imperial administration in TWO of the following empires: Han China (206 B. C. E. -220 C. E. ) Mauryan/Gupta India (320 B. C. E-550 C. E) Imperial Rome (31 B. CE-476 C. E. ) While imperial administration in Han China from 206 B. C. E to 220 C. E. and Imperial Rome from 31 B. C. E. to 476 C. E. had their similarities like the family roles that the government encourages, living under one ruler who gives the people some control, and the general idea of equalization, they also had their differences.One of these differences being in how each ruler gave their empire control and where they put themselves according to the rest of their empire. Both Han China and Imperial Rome are controlled under one central leader. Both of these leaders give the citizens some form of control and contribution to their empire. The difference is how they give the citizens power. In Imperial Rome, Augustus keeps the reliable forms of the Republic such as the offices, honors, and privileges of the senatorial class as a base for his new restored Republic now called the Principate.In keeping the form of the Republic he still gives power to the Senate. In China, Gaozu kept the Qin Empire as his influence to keep choosing district officials to hold some of his power. In addition, Augustus includes himself as an ordinary citizen. What he altered from the Republic to the Principate is the reality of power. He never called himself the emperor or dictator but called himself â€Å"princeps† meaning first among equals. Gaozu was called the emperor and didn’t disagree in having ultimate power.Instead, he equalized the rest of the people and just put himself on top. Both empires believed in generalization of the people, Augustus just took it a step farther by including himself. A major similarity in both Imperial Rome and Han China is the idea of having the leading role of the family the eldest male and the women having no place in pol itical issues. In Later Han, families believed heavily in respect, obedience, and loyalty to the elder male of the family.In both empires, women stayed home to raise the children and do household chores while the men were soldiers, doing business, and discussing politics. Although women had no role in legal proceedings, they still had a great influence on the male’s decisions. Women gained greater personal protection and economic freedom over a course of years and many influenced and helped shape history. In conclusion, I think the reason that Chinese emperors believed they were of ultimate power was because of the previous dynasties who thought the same thing.The Han Empire had previous influence from all the Chinese dynasties before it. On the other hand, The Roman Empire was younger and might have seen that other empires weren’t happy with the emperor being the central control. Augustus might have taken this as influence to do something different and decided to incl ude himself in the people. Overall, Imperial Rome and Han China are two very similar empires that have the same general idea of how they wanted their empires to be.