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Beowulf which is well thought out to be one of the most important masterworks of Anglo-Saxon writings
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Beowulf
Upon reading the heroic epic poem, Beowulf which is well thought out to be one of the most important masterworks of Anglo-Saxon writings, and watching the animated version of it, I have recognized some differences and similarities of interpretation. The Film Beowulf, directed by Robert Zemeckis, is an animated movie with the Anglo-Saxon poem version. The film director chose this kind of literary work as it has a piece of very significant information on the subject of controversies and relationships of the society and kingship in Old England. Additionally, the poem is tremendously thrilling and encompasses many amazing, brilliant characters and descriptions. There are a number of differences and similarities between the sections of Beowulf discussed in class, and the analog animated film screened during the three Beowulf lectures available on Canvas in terms of Grendel’s combat with Beowulf and how Grendel passes away, Beowulf’s characteristics, Hrothgar and his actions, Grendel’s mother and her fight with Beowulf, Beowulf’s realm and the combat with the dragon. The dissimilarities between Beowulf the movie and Beowulf the poem are very large. The characteristics of Beowulf seen on the screen are somehow dissimilar from the characteristics in the Anglo-Saxon poem.
The animated film, other than the plot and the setting, is somehow dissimilar from the original poem. It is enjoyable but didn’t follow the original poem. Beowulf is roughly categorized into three parts, all of which focuses on Beowulf’s combat with a specific monster: first Grendel, then Grendel’s mother, lastly, the dragon. In both the film and the poem, the main themes mirror the motivations and the values of the personalities. One of the leading themes of Beowulf, personified by its designation character, is loyalty. To begin with, the animated film portrays Beowulf as a man of imperfection and flaws. Another thing is that the depiction of Unferth and Hrothdar is not similar to the representation in the poem. In the film, Hrothgar is portrayed as a degraded alcohol addict, while Unferth carries characteristics of a pietistic Christian. In the animated film, Grendel’s mother’s representation is slightly not accurate as she is demonstrated as an attractive, seductive woman, the dragon (Beowulf’s child), and mother of Grendel’s (Hrothgar’s offspring). Another thing is that Beowulf turns out to be the ruler of the land of the Danes rather than becoming the king of his native Geatland. On the other hand, both the poem and the animated film have a sense of single-minded determination in a way that neither of them shows much personality. They both have a sense of single-minded determination; neither of them displays much personality, and all characters are incapable of evading their fate. Both Grendel and Beowulf have strange willpower that assists them to be immortalized.
Grendel’s mother is regarded as a huge swamp-like monster who could not be pierced by a mere sword in the poem. According to Beowulf the poem, “it was then he saw the size of this water-hag, damned thing of the deep…He dashed out his weapon, not stinting the stroke, and with such strength and violence that the circled sword screamed on her head a strident battle-song. But the stranger saw his battle-flame refuse to bite or hurt her at all; the edge failed his lord in his need” (Line 1517). On the other side, Grendel’s mother is seen in the film as a very seductive monster that seems to be very lovely and attractive; Beowulf’s sword pierces precisely through her body. They then involve themselves in sexual intercourse. In the animated film, Grendel’s mom murders Beowulf’s men before he contests the dragon. On the other hand, it never occurred because she had passed on.
One thing is that apart from being an animated adaptation of the Old English poem, Beowulf’s film does not disappoint in any way. The construction of the elementary plot and the animated film’s storyline follows that of the imaginative literary source. As seen in the poem, Hrothgar, the ruler of Denmark, is troubled by a ferocious monster known as Grendel. It was after Beowulf comes to Denmark to kill it. Following the poem, Beowulf cuts off the giant’s arm, which on the other hand, succeeds in running away but dies from the injuries. Not so long, Grendel’s mother alternatively revenges her killed son by murdering a lot of men, which results in Beowulf pursuing after Grendel’s mom and kill her too. Before the fight, Beowulf recognizes fate’s master plan in the fight between good and evil, “If death does take me, send … my armor to Hygelac. … Fate will unwind as it must!” (Line 194-661). He gets back with Grendel’s head and is abundantly remunerated by the Danes. One common thing is that in the poem, Beowulf does not have any familial relations with Grendel’s mother or the dragon, and Hrothgar, Grendel, and Grendel’s mom are not connected to one another as in the film.
To conclude, the film preciously bears a resemblance to the heroic poem in a way that there are some differences that the motion picture director did not take into consideration. The poem depicts Beowulf as the main hero who returns to Geatland to become the ruler of his uncle’s monarchy. On the other hand, in the film, Beowulf remains in the realm of the Danes and becomes the ruler of the Hrothgar’s kingdom. Additionally, in the poem, he murders Grendel’s mother, whereas, in the animated film, they engage in sexual intercourse, and after that, Grendel’s mother gives birth to a dragon-like child. In the poem, Beowulf has never involved in any sexual contact with Grendel’s mother. At the end of the film, the dragon which Beowulf endures is not his child. It is an unsystematic hovering monster that he combats when getting back home to Geatland to be present at the coronation and turn out to be a fair-minded king. Beowulf, a protagonist, happens to be is a savior character. He stands up for a reason and conviction against great odds.
Literature Review on Stress faced by Secondary School Teachers in Singapore
Literature Review on Stress faced by Secondary School Teachers in Singapore
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TOC o “1-3” h z u HYPERLINK l “_Toc369600434” Learning Objective PAGEREF _Toc369600434 h 3
HYPERLINK l “_Toc369600435” Timetable for the two hour training session PAGEREF _Toc369600435 h 4
HYPERLINK l “_Toc369600436” Navigation Key PAGEREF _Toc369600436 h 5
HYPERLINK l “_Toc369600437” Icebreaker exercise PAGEREF _Toc369600437 h 6
HYPERLINK l “_Toc369600438” What is stress? PAGEREF _Toc369600438 h 6
HYPERLINK l “_Toc369600439” Stress managing techniques PAGEREF _Toc369600439 h 7
HYPERLINK l “_Toc369600440” Improving well being PAGEREF _Toc369600440 h 7
HYPERLINK l “_Toc369600441” Conclusion PAGEREF _Toc369600441 h 8
HYPERLINK l “_Toc369600442” References PAGEREF _Toc369600442 h 9
Literature Review on Stress faced by Secondary School Teachers in Singapore
Learning ObjectiveIn the contemporary settings, stress has become a common element in peoples’ daily lives. Issues such as financial crisis, autocratic employers, and work overload pose as examples of stress that one faces daily. The contemporary society is characterized by high reliance on industrialization and technology thus giving teachers a stressful period in their line of work. It is universally accepted that the modern society has placed a critical obligation on the teachers’ shoulders. The aforementioned statement is attributed to the fact that the society considers teachers as the entity responsible for molding students or preparing them for the challenges presented by the world. Consequently, with all these responsibilities placed on teachers they are usually susceptible to suffer from stress. From the above statements, one determines that teachers’ stress can be correlated to the negative exposure of emotions like anger and frustration while undertaking their daily tasks (Lambert & McCarthy, 2006). In accordance with the views highlighted by Menlo (2009) in his work, it is suggested that the commencement of multiple innovations in the school setting act as a stressor in the teachers’ lives. Factors incorporated into the school setting such as more administration and time-consuming systems of assessment act as the leading causes of tension in teaching (Kyriacou, 2009). This review will highlight several domains of stress in relation to secondary school teachers in Singapore and provide an efficient way of tackling the stress. Emphasis will be placed on one workshop and expound on it to reveal its beneficence to handling stress.
All over Singapore, teachers are subjected to long working hours and to top it up, there is no guaranteed job security. It is also evident that the nature of the job is transforming and the requirements of the employers and education ministry is also changing thus leading to a highly competitive work domain. Due to the aforementioned facts, the job is becoming more complex and creating overwhelming stress to the teachers. When a teacher strives to attain the required results while enduring such an unfavorable working environment, the individual is susceptible to suffer from stress. In turn, this sort of stress adversely affects the teacher by causing physical and health issues to the individual (Price, 1970). In the psychological context, the key to coping is not found in the stressor but in the coping mechanism (Kyriacou, 2000). The aforementioned author has the belief that it is the actual stress assessment and managing model that has an impact on the magnitude of the reaction of the stressful impetuses. The SMART workshop accommodates cognitive restructuring practices to aid individuals to manage the stress through altering their stress evaluation and perception of stress-induced acts (Palmer & Cooper, 2010). The process of cognitive restructuring involves the attainment of cognizance of any form of cognitive distortions and negative thought practices, challenging the detrimental thoughts, and replacing them with other beneficial habits (Varvogli, & Darviri, 2011).
Timetable for the Two Hour Training SessionPrimarily, an exercise termed as the ‘icebreaker’ has to be conducted for the effective highlighting and execution of the critical problem; namely, stress in secondary school teachers. This review supports the establishment of the training manual for the ‘Stress Management and Relief for Teachers workshop’. This training manual shall be implemented in Singapore for the mainstream secondary schools. The workshop will be executed as a 4-hour program during the regular break in school terms. The Stress Management and Relief for Teachers workshop plays a more critical role than the mere issuance of techniques for relieving stress in the workplace. The adoption of the aforementioned training manual reveals a new framework for managing stress other than merely treating the symptoms related to the stress (Townsend & Avalos, 2007). The underpinning of the SMART workshop is emotional intelligence. Once an individual is able to manage the stress in the workplace, it acts as an advantage to the workers since they increase their output (Menlo, 2009).
Navigation KeyGenerally, stress is discussed in a negative context and yet it can also possess positive values. Stress can be considered as a potential opportunity when it offers several potential achievements. Emmett (2008) expounds on a term referred to as ‘Eustress’. This term simply refers to any form of stress, which bears positive outcomes. Other authors argue that stressors may manifest themselves in environmental form. Under this domain, the stressors that are environmental factors are responsible for accruing stress in an individual’s workplace. Generally, these are prerequisites to a teacher or any other worker experiencing stress reaction (Li & Hong Kong Institute of Educational Research, 2008). The stressors further subdivide into four distinct categories namely organizational level stressors, group level stressors, individual level stressors, and extra organizational stressors (cite). The impact of the stressors on individuals vary, with some having positive effects (self-motivation) while others having the negative or counterproductive effects.
Icebreaker ExercisePrimarily, an exercise has to be conducted for the effective highlighting and execution of the critical problem; namely, stress in secondary school teachers. This review supports the establishment of the training manual for the ‘Stress Management and Relief for Teachers workshop’. This training manual shall be implemented in Singapore for the mainstream secondary schools. The workshop will be executed as a 4-hour program during the regular break in school terms. The Stress Management and Relief for Teachers workshop plays a more important role than the mere issuance of techniques for relieving stress in the workplace. The adoption of the aforementioned training manual reveals a new framework for managing stress other than merely treating the symptoms related to the stress (Townsend & Avalos, 2007). The underpinning of the SMART workshop is emotional intelligence. Once an individual is able to manage the stress in the workplace, it acts as an advantage to the worker since they increase their output (Menlo, 2009).
What is stress?The first act in the complex process of better management of stress involves the effective identification of stress in the workplace (Keeves & Watanabe, 2003). The term stress is derived from the Latin language (strictus) to depict strictness. Stress has managed to become part of every individual’s daily communication and conversation. According to Emmett (2008), stress is correlated to the pace of an individual’s life. With regard to the aforementioned statement, anything horrible or interesting that is responsible for enhancing intensity in one’s life can affirmatively be responsible for stress. According to Keeves, three models of stress exists that one is to consider when highlighting the issues on stress. The first consideration is the environmental model also referred to as the stimulus event. Secondly, is the individual’s response and the final aspect is the boundary between the environs and the individual.
Stress Managing Techniques
After the actual implementation of the SMART workshop, its generic core shifts from managing stress to improving an individual’s well-being (Emmett, 2008). Individuals who advocate for the well-being practice claim that the existence of positive evaluation and emotional states of employees tend to improve their quality of life and overall performance. Under such circumstances, employees tend to have ‘optimal states’ which translate to happier and productive workers (Blömeke, 2013). In the same respect, Warr (1987) asserts that five fundamental components subsist, which contribute to an individual’s mental well-being. These include independence, aptitude, integrated operations, affective well-being, and ambition.
Improving Well BeingIt is universally accepted that stress experienced at the workplace acts as a source of multiple problems in a human’s circulatory system. This can lead to serious heart problems, for example, heart attacks (Boey, 2010). Ultimately, when an individual is subjected to stress his/her body experiences adverse effects of the stress. The SMART workshop adopts both the overt and covert tendencies of individuals in the process of eliminating stress in the workplace. This strategy is developed to tackle the specific stressful situations that have been mentioned by the teachers. The workshop’s focal points are two conventional tactics to stress management namely; a psychological practice intended to highlight the negative perceptions attributed to stress and another psychological practice, which reduces the physical level of stress thus aiming to eradicate stress mentally and physically.
ConclusionIn order to promote the successful advancement of the quality of the education in Singapore, the state has to place its education system at the pinnacle of its priorities. The society considers teachers as the builders of the nation, thus the authorities should improve the working surroundings in the school settings. All the areas tackled above highlight how the education sector can be improved. Focus needs to be placed on the wellbeing of the teachers and clear objectives should be set to ensure efficacy in the system’s operations. The navigation key, stress management techniques, timetable and icebreaker exercise are important parameters for establishing and addressing the issue of stress faced by secondary school teachers.
ReferencesBlömeke, S. (2013). Modeling and measuring competencies in higher education: Tasks andchallenges. Rotterdam: Sense Publishers.
Boey, E. K. (2010). Teacher empowerment in secondary schools: A case study in Malaysia.München: Utz.
Emmett, R. (2008). Manage your time to reduce your stress: A handbook for the overworked,overscheduled, and overwhelmed. Macmillan Audio.
Keeves, J. P., & Watanabe, R. (2003). International handbook of educational research in theAsia-Pacific region. Dordrecht: Kluwer Academic.
Kyriacou, C. (2000). Stress-busting for teachers. Cheltenham: Thornes.
Kyriacou, C. (2009). Effective teaching in schools: Theory and practice. Cheltenham: NelsonThornes.
Lambert, R. G., & McCarthy, C. J. (2006). Understanding teacher stress in an age ofaccountability. Greenwich, Conn: IAP.
Li, Z., Shiu, L., & Hong Kong Institute of Educational Research. (2008). Developing teachersand developing schools in changing contexts. Hong Kong: China University Press.
Menlo, A. (2009). Meanings of teaching. S.l.: Information Age Pub Inc.
Palmer, S., & Cooper, C. L. (2010). How to deal with stress. London: Kogan Page Ltd.
Price, L. W. (1970). Organizational stress and job satisfaction of public high school teachers.
Townsend, T., & Avalos, B. (2007). International handbook of school effectiveness andimprovement. Dordrecht: Springer.
Tsai, S. L., & Crockett, M. S. (January 01, 1993). Effects of relaxation training, combiningimagery, and meditation on the stress level of Chinese nurses working in modernhospitals in Taiwan. Issues in Mental Health Nursing, 14, 1.
Varvogli, L., & Darviri, C. (April 01, 2011). Stress management techniques: Evidence-basedprocedures that reduce stress and promote health. Health Science Journal, 5, 2, 74-89.
Warr, P. B. (1987). Work, unemployment, and mental health. Oxford: Clarendon Press.
Matthew 201-16 The Parable of the Workers in the Vineyard
Matthew 20:1-16: The Parable of the Workers in the Vineyard
The human definition of justice and fairness is subject to a perspective of merit and an entitlement to certain treatment based on an individual’s deeds and actions. As a result, a person who has worked diligently and honestly expects to get compensated fairly. In Matthew 20:1-16, Jesus narrates a parable of Workers in a Vineyard in a unique manner that challenges human conventions on issues of justice, fairness, generosity, and a spirit of enviousness. In the parable, a vineyard owner hires laborers at different times of the day, all for a day’s work. Those hired very early in the morning put in an entire day’s worth of work. Those hired late in the evening only put in a fraction of the time compared to those that came in early. However, at the end of the day, the owner gives them all a full day’s payment. He ensures that everyone is aware of his decision to issue a similar payment despite the differences in the number of hours worked. Unsurprisingly, those hied early are furious and complain that they deserve more for their time and effort. The owner calmly asserts his stance that he has honored every agreement since the workers had entered into an agreement prior to working. The Parable of the Workers in the Vineyard is a story that teaches us about the love of God and how He rewards people based on the opportunities He provides. Regarding humanity and God, the story teaches that the way people think is not the same to what God plans and how He rewards people. Overall, the story means that those that see themselves as more deserving (from their human eyes) in the Kingdom of God, due to their good actions and deeds, would be surprised because God’s grace works differently.
The bible is full of stories that reveal the goodness of God in a way that attempts to show that God does not operate on the same basis as humans. The parable of the workers in the vineyard is an example of how God uses generosity to reward people, even those who may be interpreted as undeserving. Matthew 20: 1-16 looks at God’s graciousness and how he rewards people with unmerited favor, similar to the parable of the wedding feast that is about the universalism of God and how the Kingdom of God is open to everybody. “…So go to the street corners and invite to the banquet anyone you find.’ So the servants went out into the streets and gathered all the people they could find, the bad as well as the good, and the wedding hall was filled with guests.” Matthew 22: 9-10. The feast was prepared for a chosen few. However, those that were invited refused to participate, prompting the host to invite people who would not normally be invited to such events. The goodness of God is again revealed in such an incidence, where people receive and experience God’s goodness even where they have no merit and they do not meet the qualifications that have been set by humans.
The parable of the workers in the vineyard is an indication that the basic values, qualifications, and standards that have been set by humans are not necessarily what God rewards. He is a good and gracious King who extends his love to every one. Human standards are based on minimum requirements and set threshold. However, God is not limited in his desire to connect with His people. He extends mercy and compassion to anyone, even where human eyes may judge those He chooses to bless as undeserving. In this way, the story is similar to the parable of the lost sheep where “The shepherd leaves the 99 others and searches high and low for the lost sheep” (Matthew 18: 10-14). In this parable, human conventions and wisdom would demand that the shepherd takes care of the 99 sheep since they have more value than the one lost sheep. Yet, God’s love is unconventional and stubborn, in that He would leave the 99 to rescue that one soul. In Luke 15: 11-32, the parable of the Prodigal Son is another example where God is ready to extend mercy and gratitude to people who do not deserve an ounce of the same. Overall, the values that God holds dear are not the same as what people have.
The parable of the workers in a vineyard is a story of grace, an indication that God’s intent to bless people cannot be calculated using human measures such as a day’s wages. Matthew 20: 1-16 looks at how God does not look at the deeds or physical appearance of an individual and that “The last will be first and the first will be last.” The last being the first is a true revelation of grace. The confrontation between the vineyard owner and the workers who came earlier to work was as a result of a poor understanding of the concept of grace. Similarly, God has the right to bless whoever He chooses to, using a measure only He can understand. The story extends a vital lesson that God gives gifts and not wages. Wages are given due to a completion of task as per set standards, yet gifts are provided to anyone without favor or merit.
In conclusion, the human perception of merit and performance is not the same as what God uses. The parable of the workers in the vineyard reveals that human notions of justice are influenced by opinions and circumstances about what qualifies as good or otherwise. People emphasize on justice as part of equality. However, the parable in Matthew 20: 1-16 opens up the eyes of people on the fact that God does not apply the regular attitudes that qualify as fair or right. Generosity, God’s graciousness, and His system are challenged in the parable. Christians have a tendency to covet and also show resentfulness of what God gives others and how he rewards people using measures that are not conventional to human ways. The point of the graciousness of God is that no one is deserving of His mercy and grace. The story reveals the graciousness of God and how he uses unmerited grace and mercy to reward people through the rewarding of those that came last first, equaling opportunities for people, and accepting to overlook the physical deeds and actions of people in His actions.