reflective essay 1984

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Essays on 1984

Hook examples for "1984" essays, the dystopian warning hook.

Open your essay by discussing George Orwell's "1984" as a prophetic warning against totalitarianism and government surveillance. Explore how the novel's themes are eerily relevant in today's world.

The Orwellian Language Hook

Delve into the concept of Newspeak in "1984" and its parallels to modern language manipulation. Discuss how the novel's portrayal of controlled language reflects real-world instances of propaganda and censorship.

Big Brother is Watching Hook

Begin with a focus on surveillance and privacy concerns. Analyze the omnipresent surveillance in the novel and draw connections to contemporary debates over surveillance technologies, data privacy, and civil liberties.

The Power of Doublethink Hook

Explore the psychological manipulation in "1984" through the concept of doublethink. Discuss how individuals in the novel are coerced into accepting contradictory beliefs, and examine instances of cognitive dissonance in society today.

The Character of Winston Smith Hook

Introduce your readers to the protagonist, Winston Smith, and his journey of rebellion against the Party. Analyze his character development and the universal theme of resistance against oppressive regimes.

Technology and Control Hook

Discuss the role of technology in "1984" and its implications for control. Explore how advancements in surveillance technology, social media, and artificial intelligence resonate with the novel's themes of control and manipulation.

The Ministry of Truth Hook

Examine the Ministry of Truth in the novel, responsible for rewriting history. Compare this to the manipulation of information and historical revisionism in contemporary politics and media.

Media Manipulation and Fake News Hook

Draw parallels between the Party's manipulation of information in "1984" and the spread of misinformation and fake news in today's media landscape. Discuss the consequences of a distorted reality.

Relevance of Thoughtcrime Hook

Explore the concept of thoughtcrime and its impact on individual freedom in the novel. Discuss how society today grapples with issues related to freedom of thought, expression, and censorship.

Examples of Propaganda in 1984 by George Orwell

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Exploring The Concept of Dispensation in The Bible

George orwell’s representation of authority as illustrated in his book, 1984, orwell's use of literary devices to portray the theme of totalitarianism in 1984, the culture of fear in 1984, a novel by george orwell, let us write you an essay from scratch.

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1984 by George Orwell: Literary Devices to Portray Government Controlling Its Citizens

The use of language to control people in 1984, dictatorship of the people: orwell's 1984 as an allegory for the early soviet union, searching for truth in 1984, get a personalized essay in under 3 hours.

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A World Without Love: The Ramifications of an Affectionless Society in 1984

On double-think and newspeak: orwell's language, the theme of survival and selfishness in the handmaid's tale in 1984, government surveillance in 1984 by george orwell: bogus security, george orwell's 1984 as a historical allegory, exploitation of language in george orwell's 1984, how orwell's 1984 is relevant to today's audience, the relation of orwel’s 1984 to the uighur conflict in china, symbolism in 1984: the soviet union as representation of the fears people, parallels to today in 1984 by george orwell, the relationship between power and emotions in 1984, proletariat vs protagonist: winston smith's class conflict in 1984, a review of george orwell’s book, 1984, o'brien as a dehumanizing villain in 1984, family in 1984 and persepolis, the philosophy of determinism in 1984, orwell's use of rhetorical strategies in 1984, control the citizens in the orwell's novel 1984, dangers of totalitarianism as depicted in 1984, dystopian life in '1984' was a real-life in china.

8 June 1949, George Orwell

Novel; Dystopia, Political Fiction, Social Science Fiction Novel

Winston Smith, Julia, O'Brien, Aaronson, Jones, and Rutherford, Ampleforth, Charrington, Tom Parsons, Syme, Mrs. Parsons, Katharine Smith

Since Orwell has been a democratic socialist, he has modelled his book and motives after the Stalinist Russia

Power, Repressive Behaviors, Totalitarianism, Mass Surveillance, Human Behaviors

The novel has brought up the "Orwellian" term, which stands for "Big Brother" "Thoughtcrime" and many other terms that we know well. It has been the reflection of totalitarianism

1984 represents a dystopian writing that has followed the life of Winston Smith who belongs to the "Party",which stands for the total control, which is also known as the Big Brother. It controls every aspect of people's lives. Is it ever possible to go against the system or will it take even more control. It constantly follows the fear and oppression with the surveillance being the main part of 1984. There is Party’s official O’Brien who is following the resistance movement, which represents an alternative, which is the symbol of hope.

Before George Orwell wrote his famous book, he worked for the BBC as the propagandist during World War II. The novel has been named 1980, then 1982 before finally settling on its name. Orwell fought tuberculosis while writing the novel. He died seven months after 1984 was published. Orwell almost died during the boating trip while he was writing the novel. Orwell himself has been under government surveillance. It was because of his socialist opinions. The slogan that the book uses "2 + 2 = 5" originally came from Communist Russia and stood for the five-year plan that had to be achieved during only four years. Orwell also used various Japanese propaganda when writing his novel, precisely his "Thought Police" idea.

“Who controls the past controls the future. Who controls the present controls the past.” “But if thought corrupts language, language can also corrupt thought.” “Being in a minority, even in a minority of one, did not make you mad. There was truth and there was untruth, and if you clung to the truth even against the whole world, you were not mad.” “Confession is not betrayal. What you say or do doesn't matter; only feelings matter. If they could make me stop loving you-that would be the real betrayal.” “Power is in tearing human minds to pieces and putting them together again in new shapes of your own choosing.” "But you could not have pure love or pure lust nowadays. No emotion was pure, because everything was mixed up with fear and hatred."

The most important aspect of 1984 is Thought Police, which controls every thought. It has been featured in numerous books, plays, music pieces, poetry, and anything that has been created when one had to deal with Social Science and Politics. Another factor that represents culmination is thinking about overthrowing the system or trying to organize a resistance movement. It has numerous reflections of the post WW2 world. Although the novella is graphic and quite intense, it portrays dictatorship and is driven by fear through the lens of its characters.

This essay topic is often used when writing about “The Big Brother” or totalitarian regimes, which makes 1984 a flexible topic that can be taken as the foundation. Even if you have to write about the use of fear by the political regimes, knowing the facts about this novel will help you to provide an example.

1. Enteen, G. M. (1984). George Orwell And the Theory of Totalitarianism: A 1984 Retrospective. The Journal of General Education, 36(3), 206-215. (https://www.jstor.org/stable/27797000) 2. Hughes, I. (2021). 1984. Literary Cultures, 4(2). (https://journals.ntu.ac.uk/index.php/litc/article/view/340) 3. Patai, D. (1982). Gamesmanship and Androcentrism in Orwell's 1984. PMLA, 97(5), 856-870. (https://www.cambridge.org/core/journals/pmla/article/abs/gamesmanship-and-androcentrism-in-orwells-1984/F1B026BE9D97EE0114E248AA733B189D) 4. Paden, R. (1984). Surveillance and Torture: Foucault and Orwell on the Methods of Discipline. Social Theory and Practice, 10(3), 261-271. (https://www.pdcnet.org/soctheorpract/content/soctheorpract_1984_0010_0003_0261_0272) 5. Tyner, J. A. (2004). Self and space, resistance and discipline: a Foucauldian reading of George Orwell's 1984. Social & Cultural Geography, 5(1), 129-149. (https://www.tandfonline.com/doi/abs/10.1080/1464936032000137966) 6. Kellner, D. (1990). From 1984 to one-dimensional man: Critical reflections on Orwell and Marcuse. Current Perspectives in Social Theory, 10, 223-52. (https://pages.gseis.ucla.edu/faculty/kellner/essays/from1984toonedimensional.pdf) 7. Samuelson, P. (1984). Good legal writing: of Orwell and window panes. U. Pitt. L. Rev., 46, 149. (https://heinonline.org/HOL/LandingPage?handle=hein.journals/upitt46&div=13&id=&page=) 8. Fadaee, E. (2011). Translation techniques of figures of speech: A case study of George Orwell's" 1984 and Animal Farm. Journal of English and Literature, 2(8), 174-181. (https://academicjournals.org/article/article1379427897_Fadaee.pdf) 9. Patai, D. (1984, January). Orwell's despair, Burdekin's hope: Gender and power in dystopia. In Women's Studies International Forum (Vol. 7, No. 2, pp. 85-95). Pergamon. (https://www.sciencedirect.com/science/article/abs/pii/0277539584900621) 10. Cole, M. B. (2022). The Desperate Radicalism of Orwell’s 1984: Power, Socialism, and Utopia in Dystopian Times. Political Research Quarterly, 10659129221083286. (https://journals.sagepub.com/doi/abs/10.1177/10659129221083286)

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1984 George Orwell

1984 essays are academic essays for citation. These papers were written primarily by students and provide critical analysis of 1984 by George Orwell.

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1984 Essays

The reflection of george orwell crystal epps.

"On each landing, opposite the lift shaft, the poster with the enormous face gazed from the wall. It was one of those pictures which are so contrived that the eyes follow you about when you move. BIG BROTHER IS WATCHING YOU, the caption beneath it...

Totalitarian Collectivism in 1984, or, Big Brother Loves You Tiffany Shropshire

Following the political upheaval and struggle for power after the second world war, George Orwell's novel 1984 cautions against the dangers of oppression and exemplifies the consequential nightmarish world of the near future. The plot traces the...

Sex as Rebellion Joe Ward

The opening of Book Two of 1984, in which Winston meets Julia and begins the erotic affair he has so deeply desired, commences the main section of the novel and strikes an immediate contrast between the two lovers. Unlike Winston, Julia is neither...

Class Ties: The Dealings of Human Nature Depicted through Social Classes in 1984 Zachary Zill

In George Orwell's 1984, the differences and relationships between the proles, the Outer Party, and the Inner Party reflect different aspects of human nature and the various levels of the human psyche. The most base, savage level of humanity is...

1984: The Ultimate Parody of the Utopian World Anonymous

"When Thomas More wrote Utopia in 1515, he started a literary genre with lasting appeal for writers who wanted not only to satirize existing evils but to postulate the state, a kind of Golden Age in the face of reality" (Hewitt 127). Unlike a...

Class Conflict: Winston Smith in George Orwell's 1984 Sarah Standish

The title year of George Orwell's most famous novel is nineteen years past, but the dystopian vision it draws has retained its ability to grip readers with a haunting sense of foreboding about the future. At the heart of many of the issues touched...

Methods of Control in 1984 and Brave New World Anonymous

The difference between the methods of control in 1984 and BRAVE NEW WORLD is the difference between external control by force and internal control, enforced only by the citizen's own mind. While 1984's method has real-world precedent and seems...

Time in Modernist Literature Nathan Ragolia

Perception of time represents a major motif in modernist literature. Many works address the subjectivity of our experiences, including how we process and consider the passage of time. Due to the modernist and post-modernist emphasis on style and...

The Impossibility of Redemption for Winston Smith in 1984 Timothy Sexton

In George Orwell's 1984, Winston Smith cannot escape the state's domination. Yet his inability is not only because of government power. Rather, even if he did have an opportunity to leave Oceania, his actions indicate that he would not have the...

Selfishness and Survival in The Handmaid’s Tale and 1984 Soh Li Yin

Are Winston, Julia and Offred eventually made into ‘reluctantly-selfish’ victims of totalitarian regimes or are they innately ‘pragmatically-selfish’ beings? Discuss in relation to The Handmaid’s Tale and 1984.

Offred and Winston, the main...

Power and Emotion in Orwell’s 1984 Anonymous

“How does one man assert his power over another, Winston?” O’Brien asks. Winston’s answer: “By making him suffer” (214). These two characters inhabit George Orwell’s vision of a future totalitarian government that has evolved to its most...

Imagery of Totalitarianism in Nineteen Eighty-Four Elizabeth Marcil 11th Grade

In the novel Nineteen Eighty-Four, Orwell uses several literary techniques to develop the theme that totalitarianism is destructive. He does so by using extensive imagery, focusing on the deterioration of the Victory Mansions, the canteen where...

Pursuit of Truth in 1984 Anonymous College

Contemporary political discourse often references George Orwell’s 1984 as an example of how government interference infringes on our rights as individuals while we remain complacent in the face of these violations. For example, the falsification...

Victorian, Romantic and Modernist Literature: Style as Cultural Commentary Anonymous College

Tony Harrison’s “A Cold Coming,” William Wordsworth’s “Lines Composed a Few Miles Above Tintern Abbey,” Emily Bronte’s Wuthering Heights and George Orwell’s 1984 each display distinct sensibilities that reflect the time from which they emerged....

The Currency of Power in 1984 Katherine Knapp College

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Orwell's Language: Thought Control Tom Armstrong College

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The Freedom to Be Dominated: A Historical Comparison of 1984 to Communist Russia Anonymous 11th Grade

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Models of Rebellion in 1984 and V for Vendetta Joseph Latorcai 12th Grade

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Freud's Impact on 1984 Anonymous College

In his treatise Civilization and Its Discontents , Freud makes an interesting statement about advanced society. He argues that “the price of progress in civilization is paid in forfeiting happiness through the heightening of the sense of guilt,” to...

O’Brien’s Moral Dehumanization: Villainy in "1984" Dylan Kostadinov 10th Grade

“Nobody is a villain in their own story. We're all the heroes of our own stories.” According to George R.R. Martin, an estimable American novelist, an individual's perspective ultimately decides whether he views himself as a protagonist and deems...

Rebellion Across Media: Analyzing "1984" and "Metropolis" Joonhwy Kwon 12th Grade

George Orwell’s 1984 (1949) is a cautionary novel which explores a dystopian society mired in propaganda and totalitarianism. Similarly, director Fritz Lang’s Metropolis (1927) is a critique of a futuristic world where growth and industralisation...

Totalitarian Techniques in 1984 and Red Azalea Anonymous 10th Grade

In order for one to exist in a totalitarian society whose government is successful in its control, one must deal on a day-to-day basis with strong persuasion and propaganda. These totalitarian societies have an iron grip on their people, leaving...

Humanity's Fear: A Comparison of 1984 and Metropolis Anonymous 12th Grade

The fear of a dystopian future that is explored in both Fritz Lang’s film Metropolis and George Orwell’s novel Nineteen Eighty Four is reflective of the values of the societies at the time and the context of the authors. As authors are considered...

The Feminist Lens: Sexism in Dystopian Literature Anonymous 12th Grade

“O, brave new world!” John joyfully proclaims after being told he will have the chance to live in the World State with Bernard and Lenina (Huxley 93). Upon first reading dystopian literature, one might feel much like John, assuming a more...

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Gibbs' Reflective Cycle

One of the most famous cyclical models of reflection leading you through six stages exploring an experience: description, feelings, evaluation, analysis, conclusion and action plan.

Gibbs' Reflective Cycle was developed by Graham Gibbs in 1988 to give structure to learning from experiences.  It offers a framework for examining experiences, and given its cyclic nature lends itself particularly well to repeated experiences, allowing you to learn and plan from things that either went well or didn’t go well. It covers 6 stages:

• Description of the experience
• Feelings and thoughts about the experience
• Evaluation of the experience, both good and bad
• Analysis to make sense of the situation
• Conclusion about what you learned and what you could have done differently
• Action plan for how you would deal with similar situations in the future, or general changes you might find appropriate.

Below is further information on:

• The model – each stage is given a fuller description, guiding questions to ask yourself and an example of how this might look in a reflection
• Different depths of reflection – an example of reflecting more briefly using this model

This is just one model of reflection. Test it out and see how it works for you. If you find that only a few of the questions are helpful for you, focus on those. However, by thinking about each stage you are more likely to engage critically with your learning experience.

This model is a good way to work through an experience. This can be either a stand-alone experience or a situation you go through frequently, for example meetings with a team you have to collaborate with. Gibbs originally advocated its use in repeated situations, but the stages and principles apply equally well for single experiences too. If done with a stand-alone experience, the action plan may become more general and look at how you can apply your conclusions in the future.

For each of the stages of the model a number of helpful questions are outlined below. You don’t have to answer all of them but they can guide you about what sort of things make sense to include in that stage. You might have other prompts that work better for you.

Description

Here you have a chance to describe the situation in detail. The main points to include here concern what happened. Your feelings and conclusions will come later.

Helpful questions:

• What happened?
• When and where did it happen?
• Who was present?
• What did you and the other people do?
• What was the outcome of the situation?
• Why were you there?
• What did you want to happen?

Example of 'Description'

Here you can explore any feelings or thoughts that you had during the experience and how they may have impacted the experience.

• What were you feeling during the situation?
• What were you feeling before and after the situation?
• What do you think other people were feeling about the situation?
• What do you think other people feel about the situation now?
• What were you thinking during the situation?
• What do you think about the situation now?

Example of 'Feelings'

Here you have a chance to evaluate what worked and what didn’t work in the situation. Try to be as objective and honest as possible. To get the most out of your reflection focus on both the positive and the negative aspects of the situation, even if it was primarily one or the other.

• What was good and bad about the experience?
• What went well?
• What didn’t go so well?
• What did you and other people contribute to the situation (positively or negatively)?

Example of 'Evaluation'

The analysis step is where you have a chance to make sense of what happened. Up until now you have focused on details around what happened in the situation. Now you have a chance to extract meaning from it. You want to target the different aspects that went well or poorly and ask yourself why. If you are looking to include academic literature, this is the natural place to include it.

• Why did things go well?
• Why didn’t it go well?
• What sense can I make of the situation?
• What knowledge – my own or others (for example academic literature) can help me understand the situation?

Example of 'Analysis'

Conclusions

In this section you can make conclusions about what happened. This is where you summarise your learning and highlight what changes to your actions could improve the outcome in the future. It should be a natural response to the previous sections.

• What did I learn from this situation?
• How could this have been a more positive situation for everyone involved?
• What skills do I need to develop for me to handle a situation like this better?
• What else could I have done?

Example of a 'Conclusion'

Action plan

At this step you plan for what you would do differently in a similar or related situation in the future. It can also be extremely helpful to think about how you will help yourself to act differently – such that you don’t only plan what you will do differently, but also how you will make sure it happens. Sometimes just the realisation is enough, but other times reminders might be helpful.

• If I had to do the same thing again, what would I do differently?
• How will I develop the required skills I need?
• How can I make sure that I can act differently next time?

Example of 'Action Plan'

Different depths of reflection

Depending on the context you are doing the reflection in, you might want use different levels of details. Here is the same scenario, which was used in the example above, however it is presented much more briefly.

Adapted from

Gibbs G (1988). Learning by Doing: A guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic: Oxford.

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Essay: Reflective essay based on Kolb’s (1984) cycle of reflective learning

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• Subject area(s): Leadership essays
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• Published: 9 June 2021*
• Last Modified: 22 July 2024
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This essay is a reflective essay based on Kolb’s (1984) cycle of reflective learning I will be reflecting upon my experience as part of a group in which the end result was presenting a group presentation. Reflective practice is a mixture of deliberate and calculated thinking alongside more spontaneous thoughts (Neilson, Stragnell & Jester, 2007). Kolbs (1984) cycle consists of four stages. The first stage is concrete experience, which is when the experiences occur or are completed. The second stage is the reflective observation stage whereby the person reflects on the experience. The next stage is abstract conceptualisation this is concluding and learning form the experience. The final stage is active experimentation which involves planning and trying out what you have learned. Kolbs model creates an action plan similar to that in Gibbs (1988) model. In compression in John (2017) model the emphasis is more on retrospective reflection rather than active experimentation.

Concrete experience: we were split into groups in our seminar. I was in a group of 5 and I was lucky enough to know one member of my group but I had never met the other four (who all new each other). From the first group meeting I nominated myself to be the leader and so was involved in delegating tasks to the other team members. This was difficult as at least one of our team members were absent per meeting despite this, due to there being at least 4 team members per meeting there was no social loafing, as predicted by (Klung & Bagrow, 2016). Due to not everyone turning up to every meeting it was hard to contact those who were absent to explain to them what they needed to do creating extra work. However due to social media I was able to make contact with them and explain the tasks to the absent team members. The creation of the PowerPoint was a gradual process that we started during our first seminar and was completed four days before we were due to present our presentation. We faced similar challenges which were also faced in multidisciplinary team (MDT) meeting (Kassianos, 2015) such as availability problems with everyone taking different modules and so having a different schedule and outside of university commitments made it challenging to find a time that suited everyone. I was lucky enough to get on very well with all group members the group was very cohesive which in turn produced a positive group working environment. We ran through the presentation before we presented it to the group to time our PowerPoint and to reduce everyone’s anxiety. Everyone in the group was apprehensive about presenting but the overall nerves were no more than you would normally expect.

Reflective observation: before the first seminar began I was made aware that we would be split in to groups this made me feel anxious as I had no idea who my group members would be and what they would be like. During the seminar I felt relief when I knew I was in a group with a friend of mine but I was still nervous and felt apprehensive towards the other group members. However as I introduced myself to the other members and they introduced themselves to me I felt my anxiety lessen as found by (Marletta, Sarli, Caricati & Mancini, 2017). Although apprehensive and anxious I was excited about the opportunity to make more friends and get to know more of my class mates. The other thing that I found to be anxiety provoking was the thought of the presentation and the fact that I had to rely on other people to produce a good standard of work to be complied in the presentation. I had to rely on the rest of the group members having good presentation skills I think it’s this reason why I decided to take the lead for the first few sessions which could have resulted in some members not feeling able to speak up this has also been found in MDTs by Lichtenstein et al. 2004. I felt angry and irritated about some members lack of commitment as not everyone turned up to every meeting with some people missing meetings more than one occasion I found this to be frustrating as it produced anxiety about the quality of the information within the presentation. Research has found that the group dynamic is effected by each members dedication to the end goal the presentation (Forsyth, 2018). As a results of this the absent members received a debrief of what we disused at the meeting from me. At points I might have been a bit overbearing and my frustration may have come across. As we discussed how we wanted to present our presentation I felt confused as there was a suggestion by a team member that we should all dress up as e.g. a psychiatrist and other suggestions (right before we presented our presentation to the class) of using a stick man to explain our chosen roles. This all produced heated debate which made me feel uncomfortable and resulting in me taking a step back as the role of leader and not really contributing to this debate which was ultimately solved through negotiation (McGrath & Holewa, 2006).

Abstract conceptualisation : although initially anxious about the social interaction involved in this task I made great friends and cemented pre-existing friendships within the group which I will take away from this task. I have learned that despite being anxious the apprehension experienced when I first met my group members wasn’t as bad as I thought it would be and I coped really well. This was the first time I have ever been group leader I have learned that I am good with organising people and delegating tasks. However I might be overly controlling and rigid. This comes down to having overly high expectations of myself and others. My slight perfectionist personality streak came out resulting from self-inflicted pressuring myself to come out of university with a good degree. I have also learned that I am not very good with coping with conflict, when there was conflicting ideas about how to present the presentation. This conflict which caused me to take a back seat as leader and to dissociate from the group I think this is due to prior childhood trauma. Other members of the group, because of different life experiences to mine, were comfortable and sat with the disagreement with some members thriving off it. Most of the group as a whole were anxious about the pentation although one member wasn’t because they are used to giving presentations.

Active experimentation: based on what I have learned from this experience in future team work (and If I am ever involved in a MDT) I will try and be less overbearing and controlling. This will be achieved by putting more trust in people and their ability to work effectively and letting them run with their own ideas instead of micromanaging them. This strategy was found to be effective in MDT team (Fay, Borrill, Amir, Haward & West, 2006). I will try not to retreat from conflict by engaging and contributing rather than avoiding and/or running away from it. I think as a non-confrontational person if I develop the confidence to participate when there is conflict in future I will be able to help the group resolve differences and negotiate a solution in a calm and inclusive manner. This will make me a better leader as well as a better team member.

My overall conclusion from this experience is that I can be a leader and that I can lead effectively although admittedly can be over controlling in this role. I have also learned that presentations are nothing be scared of or to shy away from and that the feeling of apprehensive in relation to public speaking is normal.

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