Epic of Beowulf Essay -- Epic of Beowulf Essays

The Lead of Beowulf Huy Ngo   Ã‚  Ã‚  Ã‚  Ã‚  Beowulf displays the qualities of a good leader that were mentioned in the speech given by Hrothgar. The speech speaking of the vices and virtues of great political leaders contains many of the same qualities that Beowulf embodies. His boastfulness, generosity and kindness are evidence that he is a good leader and provides for his people. Although the qualities he posses may not be the best-fit qualities of a common man, they are admirable qualities of a strong leader.   Ã‚  Ã‚  Ã‚  Ã‚  Beowulf’s high self-regard acts as a promise to his people. It is a promise saying that he will provide for them and he can keep his country in order and away from harm. Because Beowulf speaks very highly of himself he is required to support his claims and give to the people. Hrothgar claims that flaunting is a way to keep the Geats happy because they believe what he says. â€Å"I will stand by my word make good my promises. To your Geat-friends now will make you come with counsel courage for their hearts through long comfort years†(1706). The Geats need someone to believe in and who would believe in someone with low self-esteem or someone who didn’t believe in themselves. The people need assurance and they found that assurance in Beowulf. Beowulf reassures his people that the Dragon will be dealt with and gives them courage to withstand this threat. â€Å" I lived in my youth through hard war-moments--- now here I am ready battle weary king battered with winters for final glory-time if that grim hall burner will come to meet me from his mound of gold† (pg. 81). Beowulf wants to reassure his people that he can once again succeed in defeating his enemies. The people believe that Beowulf will succeed again. Beowulf’s obligations to the people require him to slay the dragon. Beowulf’s self centeredness is what makes him an ideal leader in the eyes of Hrothgar.   Ã‚  Ã‚  Ã‚  Ã‚  Another reason Beowulf is seen as a good leader is because he does not share the characteristics that were spoken of Heremod. Heremod was portrayed as a bad leader due to his murderous attitude and actions. The vices of Heremod characterize a bad leader and Hrothgar points them out like in his treatment of the Danes. Not so kind was Heremod to the kin of Ecwela care heavy Shield Danes—he brought them no joy but baleful murder ... ...y of your strength lasts for a while but not long after Sickness or spear point will sever you from life. (1762-64) †¦or bane-bearing age – the brightness of your eye will dim and darken. (1767-68) Hrothgar predicts that Beowulf’s pride would be his demise and he was correct because Beowulf chooses to fight the dragon alone in his older years. Beowulf is no longer in his prime and he knows he will not be around forever and hopes to make a final â€Å"score† and let the people live out the rest of their days wealthy and without worry. But Beowulf still wants to fight the beast alone. â€Å"Our old gift lord meant to manage this monster hot battle alone once again with his great wonder strength armed with a war name earned through a lifetime forged now with deeds† (2642-46). Beowulf is not fighting these monsters because he believes he is a god but because he wishes to carry out a promise he gave long ago to his people. His only desire is to make the Geats happy. Beowulf risks his life for his people. He was the apitamy of great kings and was dedicated to his country and people. His promise to the people and his devotion, generosity and kindness are the reasons he is Hrothgar’s ideal leader.

Hamlet, Act 1 Scene 1 Essay -- essays research papers

One of the best known pieces of literature throughout the world, Hamlet is also granted a position of excellence as a work of art. One of the elements which makes this play one of such prestige is the manner in which the story unfolds. Throughout time, Shakespeare has been renowned for writing excellent superlative opening scenes for his plays. By reviewing Act 1, Scene 1 of Hamlet, the reader is able to establish a clear understanding of events to come. This scene effectively sets a strong mood for the events to come, gives important background information, and introduces the main characters. With the use of this information, it is simple to see how Shakespeare manages to create stories with such everlasting appeal. In Hamlet, Act 1, Scene 1 proves to be a vital element to understanding the play. One important task it serves is to determine the mood of the play. From the beginning of the scene, the reader is aware of the atmosphere of mistrust and uncertainty lingering in the air. When the reader is first introduced to the main characters outside the castle, they are suspiciously asking each other to identify themselves. Everyone seems to be on edge from the start, as if anticipating something. Another factor that reveals a mood of wariness and caution is how the night is dark, the air is chilling, and the characters speak of "the bitter cold," (p. 9, ln.8). This evokes a mood of foreboding and mystery. At one point, Fransisco ends his watch thankfully because, "he is sick at heart," (p.9, Ln. 10). Shortly after the atmosphere is created, the reader is introduced to the idea of a ghost, which sets a mood of dread and eerieness. The men speak of the ghost with great fear, and are very apprehensive to witness it again. Also introduced is the impression of death and the supernatural. Although it is assumed that the ghost is that of the late king, it is also presented that perhaps it is a demon, posing as the king. And if it is a ghost, why has it returned? The appearance of a wordless ghost is an important dramatic device that Shakespeare uses to rivet attention to the action, as well as to set the tone of the story. With use of such elements, Shakespeare effectively paints a distinct mood for the remainder of the play. In addition to setting a mood for the story, the first scen... ...uced in Act 1 Scene 1 is Horatio. He is a true friend and confidant to Prince Hamlet. When the men learn of the ghost, Horatio decides that they must let Hamlet know of what they have seen. This in turn, begins the plot. From his description of Julius Caesar and the times of the Romans, we also learn that he is very educated and intelligent. Horatio is well informed and very aware of the circumstances surrounding him. Nearer to the end of the scene, the presence of Prince Hamlet is introduced, although he is not yet present on the scene. By studying Hamlet, it is plain to see that this is a timeless story of mystery, drama and sometimes humour. In order to achieve such greatness, there is a specific criteria that the author must meet. In history, Shakespeare was renowned for writing riveting opening scenes for his plays. From these superior introductions, the reader is exposed to many important factors. Mood, background data and characters are all vital aspects of the play which are shown in the first scene alone. With this information, the reader is armed with the tools that will help them better understand and appreciate the amazing events to come.

To Kill a Mockingbird by Harper Lee :: Racism Race Kill Mockingbird Essays

To Kill a Mockingbird by Harper Lee â€Å"You felt sorry for her, you felt sorry for her?† (Lee 197) A quote from Harper Lee’s award winning novel To Kill a Mockingbird, which says so much. It shows the prejudice present in the 1920’s and 1930’s and how a black man could not feel sorry for a white woman because he was black. Negroes were not treated as equals. In fact, Negroes were believed to be less than second-class citizens, even level with the animals on the social ladder and biologically inferior to whites. Negroes were lynched often in many states, without reason, by white mobs. Blacks weren’t treated right in any part of American society including the courtroom. , with both the lynching in the streets and the prejudice in the courtroom this was a time where blacks did not have a fair chance both in and out of court. Many things happened throughout the past to create racial disharmony in the early 1900’s. Since the first slaves were brought to America whites have seen the Negro race as inferior and unequal. They were merely chattel purchased for the sole purpose as to provide for his master. Slaves were beaten to ‘keep them in line’ or killed to set an example for the rest. As time passed Negroes gained more freedom but also more hatred from the white populace. The formation of the Ku Klux Klan (KKK) in 1866 greatly heightened tension between the black and white races. They preached White supremacy, â€Å"It is simple reality that to be born White is an honor and a privilege.† () To treat a Negro as an equal was viewed not only wrong but also as a direct insult and threat to the white race. â€Å"We must secure the existence of our race and a future for White children† () When a black was accused of a crime or a white person didn’t like him he could be punished by the KKK or mob through lynching, burning, dismembering, and or torturing. Nearly none of the time did the lynchings ever go to court. â€Å"A Mississippi lynch mob of 2,000 burns an accused black rapist alive a coroner’s jury returns a verdict of death †due to unknown causes.† And Mississippi governor Theodore G. Bilbo says the state has â€Å"neither the time nor the money† to go into the matter.

Characteristics of culture Essay

Culture is beliefs and values that are shared and influences effectiveness, they interact with formal structure to get behavioral norm. It is shared basic assumptions that are learned when solving problems of internal integration and external adaptation. There has been evolution of pattern of values, rites, practices, rituals and symbols. Culture is pattern of activities of human beings and symbolic structures that show significance of these activities. Characteristics of culture Culture is learned where its values can be transferred into institutions by means of social interaction and exposure to mass media. This exposure is very important because it reaches everybody and creates awareness about values and beliefs that are shared and no one can lack access to information. A purposeful culture offers order and gives direction and guides in solving behavior of human being because there is a given direction to be followed by every one and proper means of solving human behavior. The beliefs and practice must be common to the society because culture is shared. Members of the same society must have the same culture and share in the beliefs and practices that are set by the society. Culture is cumulative because, it is passed from one generation to another and each new generation is aware of the culture it is supposed to follow. This makes culture have a very strong historical and traditional relevance. (Barry, 2002 pp. 11-17) Culture is dynamic. In case of any change in society, it is able to adapt quickly. This is very important because the world is dynamic and changes can not be avoided at any given time and most of times changes are for the better due to innovations and changes in technology. Culture is perceived based on what we experience, hear or see. Therefore, we should be careful on what we experience, see with our own eyes or hear because it can affect our beliefs either positively or negatively. Culture considers how members perceive things but not whether they like it or not. Sources of culture Culture is transmitted from one person to another through stories containing narrative of events and things like breaking of rules, reaction of past mistakes where one is disciplined after a mistake is done and the punishment available to wrongdoers. The stories are true but are not meant to link past events with present events but only provide an explanation of the performance of events in order to justify practices that are used currently. Culture can come from rituals which are sequence of activities that repeat themselves in order to reinforce key values. The important goals of the firm, ceremonies for recognition and awards and annual picnics are all considered as rituals. In higher learning institutions, the way academic graduates dress and academic procession are the rituals that reinforce great value and beliefs. Material symbols can reflect the seriousness of organization and the quality of product and service which reflect organization personality. The facilities layout of offices and buildings and the way of dressing of employees and the cars driven by the superiors are material symbols. Some places have large well organized offices for their staff and allow staff to be members of clubs and reserve places where managers park their vehicles. Symbols create corporate identity by making workers feel special although those who are not recognized may have negative effect. (Castells, 1999 pp. 15-20) Language can be used to identify members who belong to a particular culture. By learning the language, people show that they accept the language and culture and are ready top preserve it. In computer companies, there is unique language that is used to describe equipments and key personnel. New employee require more time to learn the language and coding system and once everyone learns the language, it is used as a key denominator that unites members to given culture. Culture as civilization The idea of culture developed in Europe in early 19th century and reflected itself in inequalities in European societies, powers and colonies in the world. Culture is identified with civilization and contrasted with nature. Some countries are taken to be more civilized than others and some people are more cultured compared to others. Cultural theorists eliminate mass culture from meaning of culture. Culture is what is thought about and said and popular culture is contrasted with anarchy. This is the account in which culture is linked closely with human behavior and pursuit of perfection by knowing all matters that concerns us. (Galbraith, 1992 pp. 10-16) In practice, caliber arts, museum and classical music are referred to as culture and the term cultured means the people who know these activities and take part in them. There has been contrast between lowest and highest culture but stress has been put in sophistication and refinement of high culture being corrupting and human developments which are not natural and distorting nature of human beings. Folk music produced by people who are working express natural life and classical music is superficial. Indigenous people are taken to be noble savages who live authentic lives and are uncorrupted by capitalists system. Many social scientists do not like monadic culture and opposing culture to the nature and non-elites are cultured just like elites. Symbols are social actor’s practices and the meaning of such practices. Social actors have common symbols of communication to be able to understand one another while the same symbols have personal meaning and importance. Symbols limit cultured thoughts and culture members use symbols in framing their thoughts and expressing themselves in intelligible terms because culture is made possible, readable and reproducible by use of symbols. (Poster, 1990 pp. 23-27) Mass media culture Culture is very significant to mass media because it is integrated pattern of belief, human knowledge and behavior which includes ideas, beliefs, codes, tools, institutions and ceremonies. Social paradigm and culture refers to specific society and a specified time. This means that, there is change from time to time and from place to place. Therefore, there is no theory to determine relationship that exists between culture and economic or political elements in a society. The starting point is rejecting versions of crude economists and sophisticated versions that determine elements that are dominant in social formation. Elements which are dominant in social formation can not be determined by economic base but are determined only by creative act, that is, whether the outcome is of social praxis of social individual’s activities. Theocratic society’s dominant element was cultural and society existed as socialism. In market economies, after introduction of new system in commercial society during industrial revolution, dominant elements in markets economies were also economic. Means of production was controlled by private ownership which led to economy which was socially controlled and market played major role in market economies due to fundamental self regulating systems and are solved by price mechanism rather than by use of social decisions. Interdependence is the relationship between elements with economic element dominating. There are differences that exist between social paradigm and culture because the scope of culture is great and expresses ideas and values that are not necessarily consistent with dominant institutions and characterizes market economy arts and literature where there is significant freedom given to writers and artists to be able to express their own views freely. But in dominant social paradigm the values and beliefs in market society must be consistent with economic elements where economic institutions that determine dominant elites are economic elites who control production. Society can not be able to reproduce itself without dominant beliefs and ideas which are consistent with institutional framework. For example, the social paradigm which is dominant is supposed to be dominant with political elements and political institutions which determine party bureaucracy. The future democratic society corresponds with democratic institutions to ensure there are no formal elites in the society though democracies can not function well without informal elites. (Baudrillard, 1988 pp. 44-47) Mass media produces reality and does not fake things. Mass media does not manipulate democracy because it is democracy which is faked and not the picture of mass media and this shows the reality of current democracy and defines political reality provided by mass media. Furthermore, there can be distorted picture provided by mass media when reported about what causes crisis conflict between different sections of elites. This is where they show the picture which the sections that control them may want to reproduce. For example the media in Anglo-American distorted meaning of Iraqi criminal bombardment in 1998. During the Gulf war, there was distortion of what caused the conflict such as who would be in control of oil in the world with legumes of peace loving between the north and south regimes. Under circumstances like this, mass media is the only one that can tell the truth of the reality when there is division between elites on the way they take political reality. Mass media is very significant whether it is owned by few people or many in order to help in struggle aiming at social change. For example, division among European elites to join monetary union have led to great discussion by the media on meaning of European integration in Britain where there was split of elites. Similar divisions existed between European and Anglo-American over the Gulf crime which was criminal role of supporters of bombardments. About economic reality, there is accurate picture provided by mass media on economic reality today. In this case, the media take market economy for granted ending up with partial picture of reality in the economy where what matters most is whether there is rise or fall in prices, rate of exchange, profits and interest rates. Mass media is not able to see economic problems such as unemployment and poverty and end up faking economic reality. The media is simply able to reflect views of professional politicians, bankers and orthodox economists. (Baudrillard, 1990 pp. 27-31) REFERENCES Barry B. (2002): culture and equality: Ingenta connect pp. 11-17. Baudrillard J. (1988): selected writings: policy press pp44-47. Baudrillard J. (1990): mass media culture, in the revenge of the crystal: Pluto press pp27-31. Castells M. (1999): society and culture: Sage pub pp15-20. Galbraith J. (1992): the culture of contentment: Danny reviews pp10-16. Poster M. (1990): Baudrillard and TV in the mode of information: polity pp23-27.

How does Priestly present Shelia Birling? Essay

In the play â€Å"An Inspector Calls† by J.B.Priestly, Shelia Birling is presented as being honest, perceptive and open to Socialist ideas. Her presentation changes as the play progresses and she changes from naà ¯ve innocence to a more mature and pro-socialist woman with a deep understanding of her capitalistic society’s flaws. At the start of the play, Shelia is portrayed as being naà ¯ve and oblivious to the struggles of the working class, but she shows remorse when her own guilt is exposed. The stage directions tell us that she is â€Å"very pleased with life† and is young, attractive and has just become engaged. However, she does not know about the struggles of the working class and soon expresses horror at her father’s treatment of Eva Smith. Although she has probably never before considered the impact of her decisions on the working class, she shows compassion immediately she hears of Eva Smith’s death. She first exclaims â€Å"How horrible!† and proceeds to tell her father â€Å"But these girls aren’t cheap labour – they’re people.† However, when the Inspector reveals Shelia’s role in causing the chain of events that lead to Eva Smith’s suicide, Shelia is horrified by her own part in Eva’s story and is moved to tears. She feels full of guilt for her jealous actions and blames herself as â€Å"really responsible.† Shelia acknowledges her blame and admits to her jealousy actions, marking her as more progressive and open-minded than the older generation consisting of her parents. Shelia is starting to change and becomes increasingly sympathetic and pro-socialist as the play progresses. As the Play continues, Sheila is presented as being increasingly perceptive and we can see this when after her interrogation, she changes and in a sense begins to adopt the Inspector’s character. When the Inspector starts questioning Gerald and Mrs Birling, Shelia not only insists on watching, but also helps the Inspector by filling in minor details and asking questions of her own. We can see this shortly before Gerald’s questioning, Shelia tells the Inspector â€Å"I don’t understand about you† then â€Å"she stares at him [The Inspector] wonderingly and dubiously† and when Mrs Birling enters â€Å"briskly and self-confidently, quite out of touch with the little scene†¦ Shelia feels this at once. † Shelia is also the first one to realise the Inspector’s semi- omniscience, saying that â€Å"No, he’s giving us the rope – so that we’ll hang ourselves.† Shelia insists that Mrs Birling must not â€Å"build a wall between us and the girl† as â€Å"the Inspector will just break it down,† The effect of these stage directions and dialogue, is to emphasise how Shelia is becoming increasingly perceptive and begins to see through her family’s translucency. We can tell that Shelia is becoming increasingly perceptive and can see how the entire family is involved in this scandal. – Sheila acknowledges the Inspector’s. Realises everyone is to blame, and by not accepting the blame they are digging their own graves. Superior to her family in the sense that the knowledge has hit her; she knows that her family have done wrong. You not only knew her but you knew her very well.† – Perceptive; Knows that everyone is to blame; becomes perceptive. already aware of her actions and how they are wrong. She is willing to change her views but there is a sense of holding back throughout the play, like how she feels the need to share the blame. This is her internal conflict between the views she has been brought up with and the views she knows are right. Priestley uses Sheila to show how the younger generation can change views & realise their mistakes. Shelia’s transformation from an immature girl to an emphatic and mature woman during the course of the play is used as evidence that the younger generation can stop and prevent tragedies such as Eva Smith’s death from happening. Priestly uses Shelia to show that people can change from their capitalistic and materialistic society. ways to a more Socialist and equal society. He does this by showing all the disadvantages of following the capitalist ways by using Sheila as an example and by this, it makes the audience realise the way they are living has a serious effect on the working class (the death of eva smith) and that they should change their ways (like Sheila did) and they will have more sense of morality in their conscience. She admits her guilt, saying that â€Å"It was my own fault† and â€Å"I’ll never, never do anything †

Compared Writing Styles of Rowlandson, Bradford, and Byrd

The writing styles of Rowlandson and Bradford are very similar, while Byrd's writing style is different from the other two. Rowlandson's journal is a narraritive of her captivity, and Bradfords journal is a narrative of his journey to and arrival at his destination in the New World. Byrd's journal was was written as a satire, to essentially make fun of Rowlandson and Bradford's religious views. Mary Rowlandson kept the journal of her captivity to inform future generations of her experiences while being held captive and used as a slave by the Indians whom kidnapped her and her children. Rowlandon's main purpose in this passage is to show how her experiences revealed Gods purpose. Throughout the passagee Rowlandson makes reference to how God helped her through this difficult time. She was very stong in her religion and her views on her faith in God. In the passage Rowlandson expressses her gratefulness that her belief in God kept her from committing suicide. â€Å"I cannot but take notice of the wondrful mercy of God to me in those afflictions, in sending me a Bible. The above quote is one of the many times she makes regerence to how appreciative she is of God in her tine of trouble. As Rowlandon writes, she uses multiple strategies throughout her passage. On one many being allegory. Rowlandon uses allegories by placing biblical quotations to give symbolic meaning to her experiences. William Bradford's writing techniques and purpose are very similar to that of Rowlandson. Bradford writes about his voyage to the New World and experiences that take place once they reached land. Just like Rowlandon, Bradfords writing is to inform future generations of his experiences in the New World. Bradford give account of his voyage to the New World on the Mayflower, landding in the New world, and the hardships that he battled throughout it all. Bradford, much like Rowlandon, talked about how grateful he was for God to provide fot him and bring hin through his trials,. â€Å"But it pleased God before they came half seas over†¦. † In many instances, such as the above, Bradford gave God credit, and was very appreciative of it. William Byrd, unlike Bradford and Rowlandon, did not write a captivity nattatiive, but instead just kept an account of events. He did not give God credit for everything, but instead, used satire to make fun of Rowlandon and Bradford. Byrd was not saying that God meant nothing and he did not believe in him, but he did not constantly credit him with everything. As it is implied, Rowlandson and Bradford have very similar writing techniques, while Byrd had a different style than the other two.

A Reflection in Learning Essay

Introduction I am a registered nurse of twenty years of experience. After graduated from my three-year training in a nursing school, I had been worked in an intensive care unit (ICU) and a pulmonary unit of a public hospital. Now I am working in a non-government organization serving the mentally disabled. No matter which specialty I am working in or how senior I am, I found learning being crucial for professional competence, job satisfaction and personal growth. In this paper, I would like to reflect critically on my experience of learning in nursing with reference to relevant learning theories. Learning in workplace At the time when I started to work as a registered nurse in a new workplace after graduation from nursing school there was no structured orientation program like nowadays. As an enthusiastic beginner with an imminent need, my motivation to learn was very high. I clutched every opportunity to observe how other colleagues perform, to ask questions proactively and to study references from ward manuals and books by myself. In addition, the colleagues were willing to teach and finally I was able to meet the requirement of my new role quickly and smoothly. Formal learning With about a year of experience, I started attending formal in-service training courses. I was assigned to attend trainings of the specialty I was working with and some core management skills. Nevertheless, I got little satisfaction but I did not know the reasons at that time until I was studying my bachelor’s degree program and was promoted to Nursing Officer later on. As a new Nursing Officer I had to deal with a lot of problems which I had not come across before but some issues were the topics that I was studying at that time. I then tried to apply the knowledge and theories into practice. Not only could the knowledge solve my problems, but also the application of theories had enhanced my learning. I realized that putting theories into practice make the learning and working effective and interesting and vice versa. I felt the sense of satisfaction of learning by then. Advanced academic learning I started to pursue a master’s degree program last September. My motivation for advanced academic learning is both extrinsic and intrinsic. The academic requirement for professional nurse is increasing now and I need to upgrade myself so as to be synchronized with the pace of professional development. Academic study has made me more knowledgeable, more critical and more assertive. Moreover, the qualification enhanced my self-confidence directly. The program is actually imposing great pressure on me that I need to struggle for a balanced life between work, family and study. In order to up keep my motivation in learning, I tried hard to make the study more interesting and pragmatic by integrating theories into practice, sharing and discussing with colleagues as much as possible. Social learning My learning experience in the workplace when I was newly qualified was a kind of social learning which Atkinson, Atkinson, Smith, Bern, and Hilgard (1990) described as learning by watching the behaviors and the consequences of others. Social learning is a human instinct and we learn by it consciously or unconsciously. When I was a newly qualified nurse, the need to learn was immediate. I consciously went into the learning process of attention, retention, reproduction, and also motivation. If the displayed behavior was perceived favorable to me, my motivation was particularly high. It was because of my active participation and my self-directed learning, I had a good learning outcome at that stage. Quinn (2001) believed that the quality of the model influence the result of learning. I am always aware of my behavior when I become a senior nurse, need to act as a preceptor or a mentor and especially when I have become the ward-in-charge which Fretwell and Melia (as cited in Hand, 2006) f ound to have an exceptional strong influence on colleagues in their studies. The reinforcement of the displayed behaviors has influence on individual’s motivation to reproduce the behavior. To ensure a favorable learning outcome, I intentionally give positive reinforcement for favorable behavior and negative reinforcement for unfavorable behavior. I value social learning because it is much safer than trial and error in clinical practice and it is a natural way to learn. Reflection and critical reflection From time to time, malpractices happen in every workplace. It is important for persistent reflections to improve nursing qualities. Reflection being described by Raelin (2002) is the practice of standing back to examine the meanings of things happen around us. Reflection helps to identify malpractice and makes improvement accordingly. By reflection, nurses identify areas for improvement and improve their â€Å"quality† as models. Besides, reflection makes us more receptive to the alternatives of reasoning and behaving (Raelin,2001). There is critical reflection which is a deeper and broader type of reflection and is a collective action to enhance organizational learning and change (Gray, 2007). Furthermore, it encourages learning at a more profound and transformative level (Mezirow, 1990). Now I have established the habit of periodical reflection and I am striving to achieve appropriate critical reflection. Critical reflection involves questioning long-established believes and attitudes but may lead to resentment of the staffs. It has to be carried out skillfully at appropriate time. I discovered that the practice of critical reflection would be more receptive if it is done immediately after a critical incidence. Andragogy A part of my learning journey had contradicted to andragogy. Knowles (1990) recognized that adults learn best when they are self-directed and assume responsibility for their learning. He also expounded the following six assumptions of andragogy: 1. Adults need to know the reason to learn. 2. Adults have a self-concept of being responsible for their own decisions and need to have a self-directed learning. 3. Adults come to learn with rich experiences which are the foundation and resources for learning. 4. Adults are more ready to learn if there is a need to learn. 5. Adults’ orientation to learn is problem-centered. 6. Adults are responsive to external motivators and respond better to internal motivators. When going to formal professional trainings, I was assigned to attend some management workshops and lectures when I had only two or three years of experience. At that stage my job duty and responsibility did not include management and I was not interested in it either. So I did not know why I had to learn management. The knowledge I had learnt could not be applied into practice. Actually I was not ready to learn management at that time. It was not self-directed. I am sure that these learning would have been more fruitful if they were arranged when I needed to assist in ward management or if I had at that time a long term perspective of seeing the need to take up a management role one day. Then when I attended the ICU courses, many of the course contents could not be practiced in my hospital which was a rehabilitation hospital that the ICU was small and did not provide care as â€Å"intensive† as other large acute hospitals. A point I had to admit is that my attitude of learning at that time was passive and dependent. After attending a course or a lecture, I could actually discuss with the ward in-charge and give new ideas but I had not done so. My learning at that stage had several points contradicted to andragogy and was the reason why I did not feel satisfied with all that learning. Having got such experience, now when I do training and development plan for my staffs, I usually discuss with them about their needs and preferences. If they need to take some mandatory sessions as required by the hospital, I must make sure they know the reasons. When I coach or mentor new staffs or clinical placement students in my workplace, I would emphasis why they need to learn those things I showed to them. After my colleagues attending a course or a lecture, I usually ask them what they have learnt and encourage them to put theory into practice. Learning style Honey and Mumford (as cited in Penger and Tekavcic, 2009) categorized learning styles into four types as pragmatist, activist, reflector and theorist. My learning style can be described as pragmatist or activist. I enjoy trying new ways and test their practicability in work. I appreciate knowledge and theories that can be put into practice and solve problems. I understand that the characteristics of a reflector being favorable to listen, think and evaluate thoroughly and the characteristics of a theorist loves to see things globally are as valuable as other styles. Now I am trying to further develop my learning style because as remarked by Astin, Closs and Hughes (2006), no one learning style is regarded as the best and it is beneficial to use all four learning styles. From my point of view, different learning style is advantageous to different focus or context of learning. If the focus of learning is to acquire a hands-on skill, activist and pragmatist are more advantageous. If the focus of learning is to understand a phenomenon or a theory, reflector and theorist are more advantageous. Therefore, developing learning styles beyond our dominant types can strengthen our ability to learn. Conclusions This article reviews my learning experience in nursing. Starting with informal learning in workplace, then proceeding to formal in-service education and academic learning, I was being highly pragmatic and my orientation to learn can be explained by andragogy. I value social learning, reflection and critical reflection. My experience has impacted on my style of mentoring and coaching in clinical practice. I am striving to further develop myself to think more proactively and globally which is essential for on-going learning. References Astin, F., Closs, S.J. & Hughes, N. (2006). 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