Process of Self-evaluation and Reflection upon Learning

Process of Self-evaluation and Reflection upon Learning Self Evaluation Upon Learning This paper describes a process of self-evaluation, reflection upon learning, and planning for future developments. As well as considering the learning points which have been successfully internalized over the course of the semester, it will incorporate reflection on strengths and weaknesses, and begin to outline future communication with putative employers. In addition to presenting some analysis of the formal and academic aspects of the experience, it will discuss the interpersonal aspects of learning, and the development of those capacities which may have professional and vocational applications. As Stenhouse points out, ‘A curriculum is an attempt to communicate the essential principles and features of an educational proposal in such a form that it is open to critical scrutiny and capable of effective translation into practice. (1), However, negotiating the formal structures and requirements of the curriculum is only one aspect of the learning process. A perceptible process of transformation has begun in education, away from a lecture based didactic approach and towards adaptable, flexible modes of learning and teaching. Accordingly, this record of reflective learning will discuss the use of oral, listening and communication skills, considering self-management in group situations. In conclusion, it will present a flexible plan for the future, outlining the skills which need to be developed and providing some indicative targets and points for action. This piece presents my own reflections, and where appropriate, makes reference to appropriate research and analysis by published authorities. From a purely personal perspective, undertaking the module involved a reconsideration of my own identity and purpose, and the sorting through of the multiple dimensions and preoccupations of my life. As Hall points out, ‘†¦no one has one identity; and indeed those identities may be in tension (one example would be the ways in which â€Å"mother† and â€Å"worker† are often understood as existing in tension. (2) Consequently, it was important to reconfigure ones self-identity and direction in the light of new knowledge and perspectives. In this respect, it is important to be aware that personality and self-image are often key determinants in setting personal objectives, defining outcomes, and constructing the parameters within which any one of us can grow and interact with their environment. As Elliot puts it, ‘We often think of the self as primarily a private domain, an inner realm of personal thoughts, values, strivings, emotions and desires. Yet this view, which seems largely self-evident, is in contrast to the way in which sociologists study the framing of personal identity and the self. (3) Therefore, locating oneself within a social continuum, in some ways a necessary social skill and a pre-requisite of social/group orientation, can be both limiting and damaging. It is also important to consider cultural identity and the way national, regional, chronological and even familial micro cultures are profoundly constructive of our own life politics. It has become a truism in life-politics that emotional awareness – or emotional intelligence – is a fundamental determinant of how individuals will approach, engage with, and function with regard to social structures, whether the latter are in the public or private sphere. As Goleman explains, ‘self-awareness – recognizing a feeling as it happens – is the keystone of emotional intelligence†¦.the ability to monitor feelings from moment to moment is crucial to psychological insight and self-understanding. (4) Some individuals may have this capacity through innate cognitive ability, whilst others must attempt to construct it using deliberately reflective techniques. However, the experience of the module has illustrated to me that it is not an option: interpersonal effectiveness basically demands that individuals exercise this facility, or develop it, as appropriate. As Bolton explains, ‘Reflective practice and reflexivity are not subjects but a pedagogical approach which should pervade the curriculum. (5) This is not say that formally defined subject knowledge, academic skills, or the didactic position, itself, are in any way less relevant or marginal in the curriculum process. It does indicate however that the ability to manage the dynamics of learning, and to demonstrate it through interpersonal growth, has become more prominent. It is fair to argue then, as Fraser and Bosanquet have done, that ‘†¦Students are the receptors of the curriculum and their impact upon it varies†¦ (6) I found that, in the interactive learning environment, the effectiveness of the curriculum was determined and defined to a significant degree by us as learners, and in particular by our willingness to contribute new knowledge as perceptions. In this respect, the module was As Fraser and Bosanquet point out, ‘The changing nature of knowledge relevant to the discipline, and research in the discipline area, also influence the structure and learning goals of the programme†¦. (7). I consider that one of the key aspects of the module was its capacity to develop interpersonal working and the ability to work within a group dynamic. The resolution of issues, coordination of effort, and maximisation of individual skills through delegation are all highly transferable skills, which added to the developmental strengths of the formal curriculum. As Davis observes, ‘Whilst there is demand for the traditional ability to analyse, think critically an work independently†¦, there is also a growing demand for ‘†¦transferable skills†¦.communication, team working,†¦and problem solving. This requires ‘careful curriculum planning, support mechanisms, teaching methodologies and assessment strategies†¦ (8). As discussed above, there are a range of factors which form the individuals attitudes and effectiveness within this dynamic, in terms of what they deem acceptable or effective approaches. Many of these are culturally formed, and may be interpreted within frameworks such Hofstedes Cultural Dimensions Index. Within this, Hofestede projects, each culture has tolerances and behavioural norms which dictate group behaviour, as well as strategic thinking within organisations. He defines these criteria as uncertainty avoidance, power distance, long/short term orientation, gender, i.e. masculinity and femininity, and individualism/collectivism. (9). Perhaps more revealing than this scheme of wide cultural sub-groups, however, is the related idea that these are just one component in tripartite scheme which includes universal human traits, ‘learned behaviour and values, and individual personality traits. (10) I consider that the recognition of individual strengths and weaknesses is a key factor, not only in the recognition of individual contributions, but in effective team building. I have definitely learned that assembling a team is a skill in itself. Simply pushing together a random group of individuals is not team-b uilding. Correspondingly, one learning point which I can take from team working on the module, is that different individuals place value upon different aspects of interpersonal dealings, and that this has to recognised, despite personal preferences. For example, some co-learners on the module – and through logical extension, some colleagues in a professional situation – placed a high value on directness within relationships, and preferred immediate action to a deferred approach. Conversely, some personalities felt far more secure with an incremental approach to issues, preferring to delay action until the maximum possible information and analysis was assembled. Some individuals placed a high premium on relationship building through personal interaction, and took this as the inception of a trust network, before moving on to the specifics of a problem or issue. Meanwhile, some individuals were comfortable with the exact reverse of this; they wanted to stay focused on the dimension s of the issue, and preferred to leave the interpersonal dimensions of team building to take their natural course. The main learning point which emerged from this for me, was that such characteristics needed to be recognised, accepted, and factored  into  team building, as well as its functioning dynamic. No one individual conforms absolutely to a specific personality or behavioural type: however, their dominant personality traits are likely to be those which emerge at key decision making moments. To get the best out of people and teams, the nature of their contribution needs to be taken into account. As Sonnetag observes, ‘There is relatively consistent empirical evidence for a positive relationship between specific aspects of individual well-being and.performance. (11) The ability to ensure this well-being and secure the related performance – in myself as well as in other learners – and eventually co-workers – is one of the key developmental points that I will take from the module as a whole. . As Murphy and Riggio indicate, ‘†¦complexity provides the resources (cognitive, social, behavioural) for generating numerous possible responses to a given situation. Individuals as well as organizations are healthy and thrive when they are capable of many responses to a given situation, and become brittle and vulnerable to changing conditions when they are uniform and specialized. (12). I prefer to think of this as understanding the personal, interpersonal, and strategic implications of the psychological contract. As Williams indicates regarding this phenomenon, ‘this interpersonal aspect to fairness reminds us that there is a social basis to the exchange relationship between employer and employee and we might expect thi s to be part of the psychological contract. (13) One of the key objectives that I will take away from the module is the ability to understand – through use of a reflective cycle the development of psychological contracts between individuals, within groups, across stakeholders, and between employees and management. I recognise that this, in itself, is an objective which relies heavily on the capacity to use ones own emotional intelligence, and that this in itself is an on-going task. As Goleman has observed, , ‘†¦unlike the familiar tests for IQ, there is, as yet, no single paper and pencil test that yields an emotional intelligence score, and there may never be one. ‘ (14) In fact it could be argued that those with emotional intelligence as a dominant aspect of their skills set, tend to eschew formal learning situations altogether, relying on their reading of situations and interpersonal skills rather than credentialism to get where they want to be. The impo rtant point for me here is to recognize that these skills are increasingly important in the socialized workforce, and central to achievement of common goals. As Guest and Conway have indicated, ‘†¦built on the three pillars of fairness, trust and delivery of the deal between organizations and employees, a positive psychological contract is the best guarantee of good performance outcomes. (15) Here are some key points for my development, around which specific targets may be developed. Have I planned and managed my own workload effectively: have I consistently met deadlines, without suspending working routines, or the absorption of resources of time from other projects or priorities? In team working situations, was I effective in determining the roles allocated to myself and others, using prior knowledge about myself and them? Did I retain effective control over my role, and did my input have a discernible and measurable impact on the project as a whole? How will I assess whether or not I have consistently managed work relationships in an effective way? Assuming I can assemble such an assessment, would my co-learners or colleagues evaluations be likely to support this? Is my role – or the role of others – clear to everyone concerned? In my estimation, and with regard to the insights I have obtained about interpersonal effectiveness from the module, achievement of these objectives would go a considerable way towards making me an effective learner. They are also principles which could be deemed constructive of a learning organization as a whole, something which, in my view, we should all regard as the worthwhile outcome of our individual contributions. As Hyam and Mason point out, ‘The learning organization, argue its advocates, is one in which managers perceive their position in the organization, and their relationship with subordinates, in a radically new way, utilizing new metaphors and ways of understanding. (16). One way to measure individual progress towards this outcome would be through the use of a reflective scheme such as Gibbs Reflective Cycle.: Within this, the learner or practitioner can use description to visualize developments or events, subsequently evaluating their own emotional response in t he ‘feelings stage of the process. From there you progress on to the evaluation and analysis stages, seeking out any wider implications or perceptible patterns from the situation, before proceeding onto the conclusion and action plan. I consider this skill-set to be of huge importance, because wherever you go in the contemporary employment scene, you will encounter an appraisal and system, and some form of target setting regime. Being aware of ones own real situation in relation to the requirements of a professional situation, is therefore just as important as finding out about the perceptions of others. In my opinion, this is the difference between merely transactional or genuinely transformational management. As Fincham and Rhodes express it, the transactional model is ‘†¦simply a mutual exchange for economic or political reasons between leader or follower. In transformational leadership a deeper, more powerful process is present. Here one or more persons engage w ith others in such a way that leaders and followers raise each other up to higher levels of motivation and morality. (17). It can be argued therefore that worthwhile transactional management begins in the personal sphere. Footnotes 1.) Stenhouse, L (1975, .An Introduction to Curriculum Research and Development  .London: Heinemann, p.4. 2 ) Hall, S., ‘Who Needs Identity? in Hall, S., and du Gay, P., (1996), (eds),  Questions of Cultural Identity,  Sage, London. p.5. 3.) Elliot, A., (2001),  Concepts of the Self,  Polity Press, Cambridge p.24. 4.) Goleman, (1996),  Emotional Intelligence: Why It Can Matter More Than IQ,  Bloomsbury, London. p.43. 5.) Bolton, G., (2005),  Reflective Practice: Writing and Professional Development,  2nd Edition, Sage, London, p.3. 6.) Fraser, S., and Bosanquet, A., (2006), ‘The curriculum? That is just a unit outline, isnt it?,  Studies in Higher Education, 31, pp.269-284, p.274 7.)  ibid. 8.) Davis, M., (2003), ‘Barriers to reflective practice: the changing nature of higher education in  Active learning in higher education  4 (3) pp. 243-255, p.247. 9.) Hofstede, G., (2003),  Cultures and Organizations: Intercultural Cooperation and its Importance for Survival,  Profile Business, London. p.9 10.)  ibid.,  p.6. 11.) Sonnetag, S., (ed), (2002)  Psychological Management of Individual Performance,  John Wiley and Sons, Chichester, p.4110. 12.) Murphy, S.E., Riggio, R.E., (2003), The Future of Leadership Development,  Lawrence Erlbaum Associates, Mahwah NJ, p.13. 13.) Williams, R.S., (1998)  Performance Management: Perspectives on Employee Performance,  International Thomson Business Press, St.Ives, p.183. 14.) Goleman, (1996),  Emotional Intelligence: Why It Can Matter More Than IQ,  Bloomsbury, London p.44. 15.) Guest, D.E., and Conway, N., (2004),  Employee Well-being and the Psychological Contract: A Report for the CIPD,  Chartered Institute of Personnel and Development, London, p.vii. 16.) Hyam, J., and Mason, B., (1995),  Managing Employee Involvement and Participation,  Sage, London, p.145. 17.) Fincham, R., Rhodes, P., (2005),  Principles of Organizational Behaviour, Oxford University Press, Oxford p.345. Bibliography Armstrong, A., and Baron, A.,(2005),  Managing Performance: Performance Management in Action,  CIPD, London. Armstrong, A., (1994),  Performance Management,  Kogan Page, London. Arthur, M.B., (1996),  The Boundaryless Career: A New Employment Principle for a New Organizational Era  Oxford University Press. Baker, J., (1988),  Causes of Failure in Performance Appraisal and Supervision: A Guide to Analysis and Evaluation for Human Resources Professionals,  Quorum Books, New York. Barrow, G., and Newton, T., (2004),  Walking the Talk: How Transactional Analysis is Improving Behaviour and Raising Self-Esteem,  David Fulton, London. Bolton, G., (2005),  Reflective Practice: Writing and Professional Development,  2nd Edition, Sage, London. Davis, M., (2003), ‘Barriers to reflective practice: the changing nature of higher education in  Active learning in higher education  4 (3) pp. 243-255 Fincham, R., Rhodes, P., (2005),  Principles of Organizational Behaviour, Oxford University Press, Oxford. Forster, M., (2005)  Maximum Performance: A Practical Guide to Leading and Managing People at Work,  Edward Elgar, Cheltenham. Fraser, S., and Bosanquet, A., (2006), ‘The curriculum? That is just a unit outline, isnt it?,  Studies in Higher Education, 31, pp.269-284. Goleman, D., (1996),  Emotional Intelligence: Why It Can Matter More Than IQ,  Bloomsbury, London. Guest, D.E., and Conway, N., (2004),  Employee Well-being and the Psychological Contract: A Report for the CIPD,  Chartered Institute of Personnel and Development, London. Hall, S., ‘Who Needs Identity? in Hall, S., and du Gay, P., (1996), (eds),  Questions of Cultural Identity,  Sage, London. Hiser, S., ‘e-Recruitment: Tools help staff see the effects of effort.  Financial Times , Published: November 7 2007. INTERNET, available at http://www.ft.com/cms/s/0/c8757344-8c95-11dc-b887-0000779fd2ac.html, [viewed 12.4.08] n.p. Gerte Hofstede Cultural Dimensions  Website, INTERNET, available at http://www.geert-hofstede.com/hofstede_dimensions.php?culture1=95culture2=18#compare [viewed 20.8.08] n.p. Hofstede, G., (2003),  Cultures and Organizations: Intercultural Cooperation and its Importance for Survival,  Profile Business, London.   Holland, J.L., (1997),  Making Vocational Choices: A Theory of Vocational Personalities and Work Environments,  London. Hyam, J., and Mason, B., (1995),  Managing Employee Involvement and Participation,  Sage, London. Maslow, A.H., (1970)  Motivation and Personality,  3rd Edition, Harper Collins, New York. Murphy, S.E., Riggio, R.E., (2003), The Future of Leadership Development,  Lawrence Erlbaum Associates, Mahwah NJ. Sonnetag, S., (ed), (2002)  Psychological Management of Individual Performance,  John Wiley and Sons, Chichester. Stenhouse, L (1975, .An Introduction to Curriculum Research and Development  .London: Heinemann. Walters, M., (1995),  The Performance Management Handbook,  Institute of Personnel and Development, London. Warmington, A., Lupton, C., and Gribbin, C., (1977),  Organisational Behaviour and Performance: an Open Systems Approach to Change,  MacMillan, London. Williams, R.S., (1998)  Performance Management: Perspectives on Employee Performance,  International Thomson Business Press, St.Ives.

Abraham and his Relationship with God

It is through our unwavering trust and fear in God that he/she is able to truly recognize our faith and deem us righteous or wicked. The near sacrifice of Isaac is undoubtedly the toughest test for Abraham to prove himself to God. The son that Abraham had longed for all his life and whom God finally provided for him was to be killed by Abraham, himself, as a sacrifice. Abraham intending to obey this seemingly merciless and unreasonable request from God was indubitably his most relevant showing of loyalty and trust.The submission of Isaac to his father is symbolic of the death of Jesus Christ, who died with complete trust in God knowing that he died for our sins (Malaty 28). The trust that Isaac shows in Abraham is synonymous with the trust that Abraham shows in God. Just as Isaac trusted that Abraham was doing what was best for him, Abraham knows that God would not steer him in the wrong direction. God consistently rewards the abandonment of natural human reason when obeying a reques t of his/hers. As is reflected in Dei Verbum, â€Å"The obedience of faith† (Rom. 3:26; see 1:5; 2 Cor 10:5-6) is to be given to God who reveals, an obedience by which man commits his whole self freely to God, offering the full submission of intellect and will to God†¦ † (Pope Paul VI 55). Therefore God is characterized in Genesis as knowing what is best for humankind even though his/her methodology is somewhat random and selective (Malaty 39). God says to Abraham after he stops him from killing Isaac, â€Å"for now I know that you fear God, since you have not withheld your son, your only son, from me† (Genesis 22:12). Throughout Genesis the theme of fear in God is Just as prevalent as trust in God.During his travels Abraham encounters the Pharaoh of the Egyptians and King Abimelech of Gerar. He realizes that both kingdoms have no fear in God and that they will surely kill him in order to take his wife. By telling both the Pharaoh and the King that Sarai is his sister, he protects both kingdoms as well as himself. At first it may appear that Abraham is acting sly or deceitful towards these seemingly innocent rulers. However, it becomes more and more clear that Abraham does not aim to trick or deceive, he simply gives these rulers an opportunity to act morally or immorally in he eyes of God, who in turn can deem them righteous or wicked.Abraham states to King Abimelech, â€Å"l did it because I thought, there is no fear of God at all in this place and they will kill me because of my wife. † (Genesis 20:11). By lying about his wife, he allows God to instill fear into the rulers of both Kingdoms, and in doing so protects the lives of all the members of their lands. God uses fear as a tool to implant faith into his/her followers. When Abraham is sleeping, â€Å"a terrifying darkness descended upon him† (Genesis 1 5:12) and God notifies him of the oppression that his ancestors ill endure.By instilling this sense of terror, God is able to form a bond of trust in his/her followers, which might otherwise go ignored. It can be perceived that God is scaring people in order to get what he/she wants. I look at it from the perspective of God using fear in order to make people realize that he/she is the one true God. And once people come to this realization that he is the father almighty, he has gained their unwavering trust and devotion, as seen through Abraham. He/she does the same with Sarah when telling her that in her old age she will bear a child.She laughs at this and says, â€Å"After I have grown old, and my husband is old, shall I have pleasure? † He/she questions her laughter and says, â€Å"Is anything too wonderful for the Lord? † (Genesis 18:12-14). Sarah denied her laughter out of fear of God, and through this exchange she realizes that nothing is too powerful or great for the Lord to accomplish. As such is demonstrated during his dealings with the two cities of Sodom and Gomorrah. Th e destruction of the cities of Sodom and Gomorrah by God was due to their lack of faith. They acted wickedly and had no fear of God, which nevitably led to their demise.God acts Justly in his/her decision to destroy the cities. God believes that trust between him/her and his/her followers is crucial and that it must be mutual. Therefore before burning the cities, God makes Abraham aware of his plan as not to deceive him. The Lord states, â€Å"Shall I hide from Abraham what I am about to do, seeing that Abraham shall become a great and mighty nation, and all the nations of the earth shall be blessed by him? No, for I have chosen him, that he may charge his children and his household after him to keep the way of the Lord by doing ighteousness and Justice. (Genesis 18:17-19). God is aware that Abraham is to be father of many great nations. He/she realizes that if he/she wants these nations to be moral, dignified lands full of righteous and honorable humans, that Godself must not form ulate the foundations of these new nations with deceit and duplicity. Abraham and the Lord negotiate the terms of the destruction and God agrees that no innocent people shall be harmed. After the two angels sent by God realize that no one in the cities is worthy of salvation, the cities are obliterated and only Lot and his two aughters are saved.While in many other books of the Old Testament, God can be seen as vindictive and hypocritical, it is obvious that God is characterized in Genesis as fair and trustworthy. He notifies Abraham of his plans, forming a mutual trust with him, and saves his family from the destruction. It is important to God not only that his followers act morally but also that he/she holds himself/herself to the same standards. Dei Verbum states, â€Å"To this people which He had acquired for Himself, He so manifested Himself through words and deeds as the one true and living God thatIsrael came to know by experience the ways of God with men. † (Pope Paul VI 514). God realizes that in order to make the covenant witn Abraham last he/she nas to esta himself/herself through his actions as the one true God. Acting deceitfully or immorally would undoubtedly Jeopardize that. It is obvious throughout Genesis 11-22 that God looks favorably upon those who show him/her fear, and uses fear as a tool to instill a mutual trust between him/her and his/her followers. Fear and trust go hand and hand in the eyes of God and this is demonstrated through the characters in Genesis.Abraham's near sacrifice of Isaac, the obedience of Pharaoh and King Abimelech, and the destruction of Sodom and Gomorrah all exemplify this claim. This might cause one to wonder why God must test his subjects' fear if he/she is indeed all knowing. If God already knows that he/ she trusts someone or that this individual fears God, it would appear that he/she tests him/her solely in order to gain their trust. As I stated, trust and fear are synonymous throughout Genesis and God emphasizes their significance while formulating his/her Judgments of certain individuals and nations.

Beggar at Damascus Gate

‘Yasmine Zahran was born in Ramallah, Palestine. She was educated at Columbia University, and London University. She earned a doctorate in archeology from the Sorbonne. She is the author of two previous books; one on ancient Palestine, Echoes of History, and a novel, The First Melody [3]. ’ A Beggar at Damascus Gate is a story of love, intrigue and mystery.It is quite difficult to classify it in a single genre. At one point it seems like a love story, at another, like a spy novel, and yet at other times, it just seems like a literary work of history [2].Cold and alone in a small inn, an archaeologist/professor, Foster comes across an old dusty canvas bag in the closet of his room. Opening this, he finds letters and journals. He hesitates at first, not wanting to go through someone else’s personal journals, but curious, he reads them, to discover that they belong to two lovers – A Palestinian woman Rayya, living in exile in France and an English man Alex. Th ey were married to each other. What follows is a well crafted novel, weaved with passages from the lovers’ journals. Foster is fascinated, and decides to compile the journals and letters into a single manuscript, and get it published.Zahran’s novel can simply be called a master piece. â€Å"It is story about lovers of two contending cultures. † Rayya is a deeply patriotic woman, completely devoted to her cause, of seeing Palestine as a free and sovereign state. A lot of the narrative is based on Rayya’s determination. The book is set in the time immediately after the 1967 Arab-Israeli conflict. Palestine is under military occupation. Britain has colonized Palestine. There relationship is marred by political instabilities, and stubborn national loyalties. When Rayya and Alex first come to know each other, Zahran follows a light-hearted course.Both tease each other about their backgrounds, their different cultures and their different heritage. But slowly an d sadly, this emerges into a much deeper rebellion – both begin getting suspicious about each other. Is Rayya more devoted to her homeland, or to her love? Is Alex really the man he shows himself to be [2]? Suspicions begin when Rayya discovers that Alex can speak Arabic [4]. She begins fearing that he could be an English spy. There relationship is painful and poignant. At times, out of national loyalty, both try to separate from each other, but emotions continue to draw them together.Rayya’s suspicions eventually cause Alex’s death [4]. The narrative follows the eight year relationship between the two. Zahran also brings out the contemporary Palestinian culture and thought to life. In fact, the plight of the Palestinians’ is what stands out most in the book. Even something as strong as true love is not able to bring two people from these two vastly different cultures together. The fate of the Palestinian people hangs continually over their relationship a nd the story follows a tragic path of treachery and suspicion. The book shows the â€Å"collective psyche of the Palestinian people, and what the ‘Nakba’ did to it [2].† Palestinians were expelled from their territory, where Israel was born. The Palestinian exodus is called the ‘Nakba,’ meaning disaster. Zahran cleverly intertwines snatches of the journals in the narrative, and we come across Rayya’s poetry, which is very moving. Her writing is dreamlike and full of feeling, ‘A poetic, empowering portrayal of the struggle for liberation – both personal and political liberation [2]. ’ Foster spends ten years looking for the couple desperately, and finally, is about to give up hope, till he actually finds Rayya.The tension builds up, and ultimately, Zahran brings us to an anti-climax, as life often is [2]. Good does not always triump over evil, nor does love over hate. Zahran avoids using cliche’s [2]. What she depicts is the true plight of millions displaced from their very homeland. The relationship between Alex and Rayya too is not a typical one. Both have their national loyalties, and will abide by them no matter what. Rayya, in particular is passionately devoted to the Palestinian cause. Never does Zahran isolate the characters from the life around them.It is indeed the life and the war around them that lead to their separation. What many critics believe is that Alex probably never truly understood Rayya’s passion for her homeland, since he had never lived a life of oppression. He did not understand what it was like to have your home country and people under military occupation, for years. Rayya, on the other hand had been brought up in a time and region of constant political instability and military warfare. The experiences in her life had shaped her into an intensely patriotic, strong person, defending her cause, her people and her nation.Written in first person, from the mind of Fo ster, Zahran has built up an interesting and engaging narrative structure that keeps the reader captivated. In fact many have found Zahran’s writing almost magical, and strangely close to life. Her style is deceptively simple. It can undoubtedly be accepted that ‘A Beggar at Damascus Gate’ is one of the best works of contemporary literature. The book is also a beautiful preservation of an emotional human relationship, and the culture and life of a daunting era. The book ends vaguely, but Zahran has made herself clear. The tragedy lies not only in Alex and Raya’s alienation.It lies in the damage war and conflict can do. Zahran states it herself – â€Å"Love is a constantly changing landscape [1]. † Even though the lovers cannot be together by the end, Zahran does not leave the reader dejected. What Rayya and Alex shared may not have lasted, but it left its impact. For both, the relationship proved to be a journey of self-discovery; â€Å"the final resolution surprises them both and reveals a depth to their commitments that neither had previously realized [3]. † It also proved to be a deep experience for Foster, and resulted in his determination to find either of the two, and to get the manuscript published.What is more haunting is the fact that readers, even today can understand the strife of the characters – Palestine is still far from free. Rayya’s dream is still a dream; her homeland is still not free. As Marzahn stated in her review; â€Å"We all need a little place to call home, a little piece of world to which we belong. The realization for some people that it is not possible to return home is one of sorrow. Reading The Beggar at Damascus Gate by Yasmin Zahran brings to the forefront that poignant struggle facing many Palestinians.It is a book that makes one think about home, loss, and the just cause [4]. † Works Cited: 1. Zahra, Yasmin. A Beggar at Damascus Gate. The Post Apollo Press, ISBN: 0-942996-24-0 2. Amazon Reviews, A Beggar at Damascus Gate, retrieved from http://www. amazon. com/Beggar-at-Damascus-Gate/dp/0942996240 3. Swensen, Cole and Cooke, Miriam, A Beggar at Damascus Gate (short review), retrieved from http://www. postapollopress. com/A_Beggar. html 4. Marzahn, Michelle A. A Beggar at Damascus Gate: A War Between Emotions and Politics, Book review from Al Jadid, Vol. 2, No. 7, May 1996

Hank Aaron Biography Essay - 718 Words

Henry Louis Aaron (Hank) Aaron Date of Birth: February 5, 1934(the day before Babe Ruth turned 39). Birthplace: Mobile, Alabama, United States Date. Circumstances of Death: Living Early Life: The second of nine of Herbert and Estella Aaron’s , he weighed just 2 and 1/4 pounds at birth. Hank was a quiet boy who just had one or two friends in the neighborhood. When Hank was eight he saw his first major league game. After the game he knew he wanted to be a major league baseball player which is a good dream because it makes you work hard to make it come true. Hank would sometimes skip school and go down to the baseball bleachers and liked watch players like Joe Dimagio, and Micky Mantel. When his parents found out that†¦show more content†¦Accomplishments: He broke ground for the participation of African Americans in professional sports. Hank Aaron broke Babe Ruths career home run record, although he hit a respectable .280 with 13 home runs before breaking an ankle in September. In 1955, Aaron became the Braves starting right fielder and he won the NL batting title in 1956 with a .328 average and 26 home runs. His all-time career mark of 755 home r uns was built on a remarkable 20-season stretch from 1955 through 1974. He hit 40 or more home runs in 8 of those seasons, 30 or more in 15, and 20 or more in all 20. He also batted over .300 fourteen times. His top batting average was .355 in 1959; his best home run season was 1971, when he had 47. Fascinatingly, he hit 44 home runs--his uniform number--in three different seasons, 1957, 1963, and 1965. The Braves, who had moved to Atlanta in 1966, announced that he would be held out of the opening series in Cincinnati so he would have a chance to break the record before his home fans. However, Baseball Commissioner Bowie Kuhn ordered the team to use Aaron in Cincinnati, and he tied the record in his first trip to the plate. 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