Example Statement of Purpose Teacher

Example Statement of Purpose Teacher The genesis of my intense interest in education, an interest which has now evolved into an aspiration and a pursuit for a career in the field, happened during my undergraduate studies, while I was a student of humanities. Eventually became the primary motivation for graduate and now for further Studies in Education Language, Culture Teaching at YORK University. My desire of further study in Education is derived from the need of our people and their welfare. Since 2003, once I completed my MSc in Psychology choose the profession of teaching as a career. I started teaching in a secondary school where I was able to help students in their studies of psychology related subjects. I use to meet the students parents and try to find out how to make a healthy relationship between students and parents. As I believe on continuous learning when ever there is as opportunity either to learn new strategies or any sort of teachers training found my self engaged in it. It always fascinated me to help people to improve their Education standards, life style and facilitate them by provision of my expert opinion and guidance for them through my education and experience. I strongly believe that MEd Education is exactly the sort of qualification required though which improvement of the Education standard of communities through education can be achieved. It is also an effective tool to promote the awareness about fundamental issues, and facilitate research to find different methods of teaching. It is to improve the education and well being of people with in the local communities and across the nation and different civilizations. It helps to facilitate people who are not fortunate enough to acquire the fruitful education system and well being. Education Language, Culture and teaching are an exciting and growing field of study. The field challenges its professionals to confront complex teaching methods, such as improvements access of education, and strong emphasis on the study of strategies to improve individuality with close attention to the cultural context. With the help of this degree I may seek to acquire or extend my knowledge and skills in early intervention (0 3 years), preschool programming (0 5 years), family services and public policy for children and families. Education studies are a diverse and dynamic field. As professionals come from varying educational backgrounds and can specialize in different fields. It is a very popular field geared toward serving others. These professionals then can better serve local, national, and international communities. They are leaders who meet the many exciting challenges in protecting the bad affects on study today and in the future. Not only for wellbeing but it is a reward ing field as well. The field of education offers great personal fulfillment working towards improving education standards and be able to suggest the learners the right way. YORK University of Toronto has the richest environment of latest facilities, courses and research facilities available. Making this degree from York University is the most urgent priority in my life. I became aware of Universitys Education programe and the degree that university offers fit exactly what I need and the goals in my professional carrier which I want to achieve. I regard this degree as a tool which will help me to make best changes in society and economy. Attending the degree is a major step preparing for a bright successful future in the Teaching. It is right time to start something innovative and to reach new goals in my life. The purpose to apply for a place at your university is precisely to acquire the depth of knowledge and sophistication of methodology to attain a superior level of expertise by way of strict training. In my previous academic background I have done my undergraduate study. I majored in Psychology because I have a keen interest in psychological disorder. I attained my undergraduate degree form Punjab University Lahore. I was outstanding both at academic courses and extracurricular activities. I was  among the best five in a class of 25. I acted as the assistant to the editor-in-chief  of the school literary newspaper. I am also in-charge of Student First Aid. During my Graduate Study in Psychology from Punjab University, I was among the best 5 in a class of 20. But at that time I begin to feel my needs for self-development in Psychology are not being satisfied because of the lack of necessary latest equipments and facilities available for research and development in this field. The lack of the latest  collection of books on psychology and researches facilities in our library also affected my systematic research. After postgraduate, I have completed different case studies on Educational  Psychology, on social Psychology and Muslim psychology. I also made a notebook on statistical psychology. During my Postgraduate study I visit Fountain House Mental Hospital, Lahore and different Psychiatry department for taking the case history and research findings. After finishing my graduate study in 2002 I start teaching in The  Educators School Lahore which is the project of Beacon house school system Pakistan. I teach mathematics and science and psychology subjects. Now I am doing a job in The Lyceum as pre school teacher. During teaching, my achievements are as following In 2004 I was appointed as the leader of school Teaching. On this post, I make term-based teaching plan, organize discussion and assessment, and coordinate testing. I won the title Excellent Young Teacher awarded by The Educators   for the years 2004, and 2006 respectively. I also have a title of the good teacher prohibiting the Parents complaints The education is a field that offers an abundance of job opportunities to suit a variety of interests and skills. Whether you are more interested in crunching numbers, conducting research, or working with people, there is a place for you in the field of Education. Recent college graduates and those that have been in the field for years have something to offer and to gain in this field. It is ideal for those that gain satisfaction knowing that they are working to improve the lives of others. Once graduate the professionals can work in both public and private sector organizations. Many graduates find work in public sector in local, state, or federal teaching institutes. Also the jobs available are at different schools, day care center or pre-school. Another great opportunity Is to avail the opportunity of working as researchers. Those interested in working for a non-profit organization can find jobs in NGO or research for organizations, or a local non-profit that focuses on specific Educational issues. Achievements cant quench my thrust for self improvement my personal desire is to always go further. This study at your university does help me to find innovative ways to accomplish my goals and to realize my full potential in every aspect of my future professional carrier. I want to approach my carrier with the best possible qualification and study at your institute is essential to such development. Making this degree is the most urgent priority in my life. I became aware of University programmes that you offer. The degree fit exactly what I needed and the goals in my professional carrier which I want to achieve. I regard this degree as a tool which will help me to make best changes in society and economy. Attending the degree is a major step preparing for a bright successful future in the social world. It is right time to start something innovative and to reach new goals in my life. I had chosen this option and this carrier goal is based on my skills, interests and carrier possibilities. I always set up my carrier goals high enough. My ultimate goal is to be a professional and a better human being .I shall be thanking full to you for your kind consideration.

Film Analysis of Malicks Badlands (1973) Essays -- Cinematography Fi

The reclusive film director Terrence Malick has to date, only directed a small number of films. His twenty year hiatus between directing Days of Heaven (1978) and The Thin Red Line (1998), may provide the explanation for such a sparse back catalogue. Malick’s refusal to talk with the media, has led to hearsay, as to how he occupied his time during the hiatus. Malick’s directing debut Badlands (1973) is a collection of concepts, all carefully moulded together to create one iconic piece of film. This process draws in and also alienates the audience. Malick’s style is positively noted by critics to be influenced by European philosophy. This is clearly due to Malick’s study of philosophy at Harvard and Magdalen College Oxford. There is no given explanation to the mindless violence featured within the film, mainly due to the films resistance to the straight forward approach. The familiar and the unknown are carefully merged together. The only way of gaining an understanding into the hidden meanings within Badlands is by breaking down the film, by looking at the characters, the use of sound, the visual setting and the films genre. The illusionary effect of Malick’s style means that all is not as it seems. The films protagonists Kit Caruthers (Martin Sheen) and Holly (Sissy Spacek) are loosely based on the real life adolescent criminals Charles Starkweather and his girlfriend Caril Ann Fugate. Starkweather and Fugate become infamous after their murder spree through Nebraska and Wyoming in the 1950’s, however the story of two young fugitives in love is not one that is unfamiliar with audiences; the most notable is Arthur Penn’s Bonnie and Clyde (1967). The character of Kit also bears a resemblance to Jim Stark, James Dean’s character i... ...ames Dean. Available at: http://panicon4july.blogspot.com/2010/01/doing-his-best-james-dean-terrence.html (Accessed 19/12/2010) Film reference: Badlands. Available at http://www.filmreference.com/Films-Aw-Be/Badlands.html (Accessed 19/12/2010) Films Absence of Malick (2003) Dir. David Gregory [DVD]. USA: Warner Home Video. Badlands (1973) Dir. Terrence Malick [DVD]. California: Warner Home Video. Books Elizabeth Weis, John Belton (1985) Theory and Practice Film Sound, New York: Columbia University Press, pp 346. Hannah Patterson (2007) The cinema of Terrence Malick: poetic visions of America, London: Wallflower Press, pp 6. John Gibbs and Douglas Pye (2005) Style and meaning : studies in the detailed analysis of film. Engalnd: Manchester University Press, pp 42-52. Lloyd Michaels (2009) Terrence Malick, New York: University of Illinois Press.

How McEwan Presents Ideas about Memory and Recall in Enduring Love :: Enduring Love Ian McEwan Literature Essays

How McEwan Presents Ideas about Memory and Recall in Enduring Love In ‘Enduring Love† McEwan has created a storyline that refers to the 1st person narrator’s own perception of his own mind and memory. Because of this we do not know whether to trust Joe or not as he is extremely biased in his own opinion. At the very beginning of the novel we, as the reader, feel extremely safe being â€Å"in Joe’s hands† because we see the very scientific, rational mind; however as we go on through the story we see the loss of rationality and we are given hints not to trust Joe as much as we did; â€Å"His writing’s rather like yours† and â€Å"Mr Tapp went to the toilet, not his daughter†. Within the opening chapter we see as a very clear memory from Joe of the balloon accident. Within this chapter we see the very rational side of Joe where we see the view of the balloon accident from a â€Å"buzzards† point of view so that it looks like the people who are within the balloon accident are on a snooker table coming from all direction. Joe is able to stop time here and point out where absolutely everyone is in relation to himself and the actual balloon. The use of narrative and chronological time not being the same in the first chapter also gives the reader different views of Joe’s own memory and what kind of state he is in within the first chapter; the change from people running towards the balloon to then of Joe’s and Clarissa’s reunion to then being back at the balloon accident. From the very beginning of the novel we, as the reader, see that Joe is a very rational person who has to think about every single detail of his own life and other people’s lives around his own. However in Chapter 3 we see a very emotional part of Joe as he describes what both he and Clarissa are up to after the great tragedy of the balloon accident; â€Å"why didn’t I think of this?† and â€Å"she caressed my balls†. This defiantly shows another side of Joe that we hadn’t seen yet, this gives the reader the insight into Joe so that we know what different sides there are to him that can affects his own memory. This is extremely important for the reader as we must know whether the narrator is trustworthy or not. At his point we are given no reason to doubt Joe and what he is telling us. However at the end of chapter 3 we are given an inclination not to trust Joe as much as we do as Jed

A General Model of Publication :: Publication Process Media SGML Essays

A General Model of Publication Although the medium and the material may differ vastly, essentially the same common process is always involved in publication (Fig. 1). For on-line publications this model makes it possible to automate many of the steps involved (see module on Automated document processing). Figure 1. A model for the publication process. The same general pattern of steps occurs whatever the publication and whatever the type of material involved. This model encompasses all the stages described earlier, but in a somewhat more formalized form. We can summarize the steps as follows: Submission The author submits material to the editor. Acquisition The publisher acquires material. Here we take this to include permissions. Details of the submission are recorded and an acknowledgment is sent to the author. Quality assurance The material is checked. Errors are referred back to the author for correction. Production The material is prepared for publication. This stage includes copy-editing, design, typesetting, printing and binding. Proofs are checked both by the author and editor and any typesetting errors are corrected. For books, an ISBN number is obtained. Distribution The publication is shipped to stores etc for sale. It is publicized so that people know that it is available. The Internet offers advantages for publications of all-kinds. These include:  ¡P  Ã‚  Ã‚  Ã‚  Ã‚  instant world-wide availability;  ¡P  Ã‚  Ã‚  Ã‚  Ã‚  publication features of the World-Wide Web;  ¡P  Ã‚  Ã‚  Ã‚  Ã‚  eliminating distribution costs;  ¡P  Ã‚  Ã‚  Ã‚  Ã‚  reducing production costs - no need to print "hard copy";  ¡P  Ã‚  Ã‚  Ã‚  Ã‚  potential world-wide audience; and  ¡P  Ã‚  Ã‚  Ã‚  Ã‚  "niche"/special interest publishing becomes viable. The World Wide Web expands the traditional notion of a publication in several ways:  ¡P  Ã‚  Ã‚  Ã‚  Ã‚  it is possible to include multimedia elements;  ¡P  Ã‚  Ã‚  Ã‚  Ã‚  it is possible to include hyperlinks to information anywhere;  ¡P  Ã‚  Ã‚  Ã‚  Ã‚  it is possible to draw together information from many different sources;  ¡P  Ã‚  Ã‚  Ã‚  Ã‚  hypermedia books are not limited to the traditional "linear" structure of printed books. They can, for instance, provide several alternative paths through a set of documents, or allow readers to pursue material to whatever depth they wish; and  ¡P  Ã‚  Ã‚  Ã‚  Ã‚  it diminishes the distinction between tradtitional text-oriented publications and other products, such as databases and on-line software. Legal issues Legal issues abound in the publishing business. Although legal issues are not dealt with in detail here the editor should make every effort to keep up to date with issues and changes. Each publication should be carefully checked to ensure that legal risks are minimized. Some of the legal matters involved in publishing include:  ¡P  Ã‚  Ã‚  Ã‚  Ã‚  Contracts Publishers always need to ensure the legal status of material that they publish.

Individualism and Happiness

Pursuit of Happiness Happiness is not one thing; it means different things in different places, different societies, and different cultural contexts. There are multiple â€Å"pursuits of happiness†. It's impossible to define â€Å"happiness†. It's left to each of us to define what â€Å"happiness† is. Happiness cannot be achieved in minutes it comes from the pursuit of happiness, Working towards and achieving goals. Pursuit of happiness differs from person to person and from culture to culture. Diener and his colleagues (Diener et al. 2003) believe life evaluations are important to the quality of life in all societies because it is hard to imagine either a good life or a good society without a positive sense of SWB (positive psychology pg114). However, they argue that every culture has set values, and goals that people use to evaluate their happiness. Culture refers to beliefs, social norms, religious background, these characteristics shared by people in a place and time for everyday existence. Understanding the culture differences will allow you to understand the differences in of happiness.For the most part each culture has certain values and goals that are looked upon to be the acceptable norm for happiness and that is how happiness is measures. The media, parents, schools, peers influence the way people think, act, and feel towards a successful life. The general population that surrounds you influences people's ideas about the meaning of happiness and how to achieve it. Comparing the traditional American perspective on happiness with the traditional Asian perspective on happiness, by cultural and historical factors that contribute to happiness.Americans are individualistic culture which means the people are primary focus is that of themselves and their immediate families. In contrast to Asians, which are, collectivistic cultures, where the members are concerned more with the well being of the group rather then their own well-being. On a verage, people living in wealthy nations are happier than those living in less wealthy nations. The untied States is near the top of the income measure, 6th in life satisfaction. Japanese like and have high income, but only moderate in subjective well-being.China ranks very low on income measure and higher then Japanese in subjective well being measure. Over the past 25 years, history of international surveys have not changed the ranking have been quite stable. | Asia collectivist culture characteristics traits: * Each person is encouraged to be an active player in society, to do what is best for society as a whole rather than themselves. * The rights of families, communities, and the collective supersede those of the individual. * Rules promote unity, brotherhood, and selflessness. Working with others and cooperating is the norm; everyone supports each other. * As a community, family or nation more than as an individual. * United States Individualism cultures characteristics traits : * â€Å"I† identity. * Promotes individual goals, initiative and achievement. * Individual rights are seen as being the most important. Rules attempt to ensure self-importance and individualism. * Independence is valued; there is much less of a drive to help other citizens or communities than in collectivism. * Relying or being dependent on others is frequently seen as shameful. People are encouraged to do things on their own, to rely on themselves. * The stereotype of a ‘good person' in collectivist cultures is trustworthy, honest, generous, and sensitive, all characteristics that are helpful to people working in groups. In contrast, a ‘good person' in individualist cultures is more assertive and strong, characteristics helpful for competing. Asian members rate happiness and life satisfaction on the lower end of the scale. They do not think of their life as being happy or sad, satisfying or dissatisfying it just is what it is.Believing emotional feelings are te mporary they live in the now rather then wanting more for tomorrow. In Asian cultures, regard how others view you and necessary related to how they view themselves. Positive feelings occur when pleasing others, fulfilling social expectations. Achieving goals that enhance interdependence is directly related to happiness in collectivist cultures. For Americans positive feelings are strongly related to goal achievement. Achieving goals enhances our independence giving us a sense of pride and accomplishment.That feeling is important to Americans in reaching happiness promoting mutual trust and support in relationships is directly related to happiness and well being within the Asian culture. In individualistic cultures, a shared belief in the importance of feeling good about oneself promotes self-enhancement and social exchanges characterized by mutual approval and praise. Considering the wide ranging influence of culture on peoples feelings, thought, and behaviors (Markus ;amp; Kitayama , 1991), different types of persuasive messages may very well influence people differently in cultures as distinct as north America and east Asia.

Powerplay in Texts – Antony and Cleopatra (Shakespeare), Gladiator (Ridley Scott) & the Statue of Liberty (Warren Brown)

Power is conditional; it’s a measure of one individual’s ability to control the environment around itself, including the behaviour of other entities through manipulation and exploitation. The application of power, whether this be physical or sexual, individual or political, private or public, replicates one’s ability to control, command and influence others. Ultimately, an entity with power is permitted to employ this for the benefit of others, or unfortunately to their detriment. Power is transient therefore, gains or losses in power can significantly impact on an individual’s human experience. Three texts permeated by power struggles include Shakespeare’s catastrophic play Antony and Cleopatra, Ridley Scott’s film ‘Gladiator’ (2000), and Warren Brown’s political cartoon ‘The Statue of Liberty’. Each composer employs a variety of literary and visual techniques including dialogue, symbolism, sound (both diegetic and non-diegetic), mise-en-scene, irony, soliloquy and emotive language, to explore the transformative effect of power on the human experience. These powerplays are extremely persuasive, and thus we are convinced to embrace the perspectives offered in these texts. The major powers examined in the three texts are political, militaristic and sexual. Antony and Cleopatra is a disastrous play that illustrates a chronicle of two leaders from two very different worlds who fall profoundly in love with each other and their endeavor to sustain their relationship against the Roman Empire, however, it ends tragically with their suicides. Antony grapples with the conflict between his love for Cleopatra and his duties to the Roman Empire; the geographical poles that draw him in opposite directions represent deep-seated conflicts between his reason and emotion, his sense of duty and his desire, his obligations to the state and his private needs. Soliloquies are used throughout the play as a means of aiding the audience to understand the subconscious thoughts of the characters. In Act IV, scene 12, Antony states to himself â€Å"O sun, thy uprise shall I see no more†, foreshadowing his own death. Various persuasive forms of power are displayed in this play convincing us to embrace perspectives offered in this text; those forms of power being political, sexual and militaristic. Before Antony met Cleopatra, he held military and political power so great, even his lieutenants were afraid to out preform him, â€Å"But ‘twould offend him, and his offence†¦Should my performance perish. † Antony’s affair with Cleopatra makes him disregard his responsibilities where the sexual power present allows for passion to overtake his reasonable judgement. Antony knew this in his use of fertility and sexual imagery in the metaphor â€Å"These strong Egyptian fetters I must break, or lose myself in dotage. † Sympathy for Antony was formed through his personal conflict between love and duty, thus weakening Antony’s control over himself and his known loss of power. Antony blames himself for the wrong decision â€Å"My very hairs do mutiny, for the white†¦reprove the brown for rashness† Here hair is used as a metaphor for age, and Antony hasn’t acted as a man with â€Å"white† hair should which is with maturity, instead acting on impulse, brown hair symbolising a younger man. We see the enchanting sexual power of Cleopatra when Enobarbus’ explains to Agrippa â€Å"From the barge, a strange invisible perfume hits the senses†, personifying the sexual power held by Cleopatra, not only over Antony, but the radiating power she holds over all who cross paths with her. â€Å"Mardian, go tell him I have slain myself. † This order delivered by Cleopatra herself is the order, which ultimately, brings Antony to kill himself illustrating Cleopatra’s manipulative power over him. When she learns that she’s being taken to Rome, it produces a fear of humiliation for her; accordingly, she ends her life. Caesars’ use of Antony’s own surrendered men in the front battle line creates a psychological advantage over Antony by bringing emotion onto the field, â€Å"Plant those who have revolted in the van†¦that Antony may seem to spend his fury†¦upon himself†. The emotive language manipulates the situation by making Antony feel he is fighting himself when fighting his deserted soldiers through metaphrasing them as himself. The suicide of both Antony and Cleopatra takes away from Octavius because they become tragic lovers who would always be remembered, â€Å"Our army shall†¦in solemn show attend this funeral†¦and then to Rome†¦see†¦high order in this great solemnity. † Irony is used when Caesar parades both Antony and Cleopatra to maximise his gain in power but instead makes the best political move giving them a great ceremony. The varied force of power is extremely persuasive. Throughout the entire play the effects of Powerplay direct the vents of the characters lives and create and destroy relationships between all characters involved, persuading us to embrace these perspectives concerning the significance of power in the human experience. Similarly, Scott’s film Gladiator, Maximus (Russell Crowe), the Roman general turned Gladiator and Commodus, the son of the Emperor Marcus Aurelius manipulates others to gain power in order to fulfill their desires. The dominant po werplays in this text and political and militaristic, and due to the perspectives offered on the significance of power in the human experience, we are persuaded to embrace these perspectives. Maximus is portrayed as a powerful character by Scott through the use of mise-en-scene, in particular Maximus’ costumes, that being of an Upper Class Roman General and props (ie – his Imperial Sword), and the fact that when we see Maximus fighting, whether it be at the beginning of the film with the Barbarians or near to the end in the arena, we see him through a low-angled camera shot, exemplifying his fighting power and knowledge over his enemies. Maximus’ image of power is gained, lost, and then later re-gained through the duration of the film, despite the capturing of this power ultimately leads to his death. Correspondingly, we are persuaded to embrace these perspectives about the significance of power in the human experience in Warren Brown’s political cartoon ‘The Statue of Liberty’. This text uses a number of techniques to convey its political power play perspective including contrast of size between the two personas. It is a widely shared notion that power is associated with size; the greater the size the greater the level of power. Yet, this cartoon chooses to test this and illustrate the idea that Osama holds power over the Statue of Liberty. This is both ironic and a contrast of size. Although America, represented as the Statue, has been damaged to various terrorist attacks, it still aims to protect itself, just as Maximus aimed to protect Rome at all costs, even after he had been captured and sold as a slave and gladiator. The fact that Osama is not present within this frame suggests that he holds power of the statue. The political perspectives offered in this text are persuasive, thus convincing us of the significance of power in the human experience.

Collective security during the interwar period Essay

The term ‘collective security’ can be defined as a security agreement in which all states cooperate directly, collectively, and and every state accepts that the security of one is in the concern of all. In other words, when one of the states part of this agreement violates the rights to freedom of other nations, all other member states will have to join forces to restore peace, penalizing the aggressor state. This model is based on participation and compulsoriness. An agressor state is about to meet a united opposition of the entire world community. The concept of collective security is based on the consent of all or the majority of states to act against any state that unlawfully violates peace. The main idea of collective security is the assumption that no state will want to change the power and order of world community, and if so, all other states will act together against the aggressor state in order to reestablish the global equilibrium. An ideal collective security organization assumes a very high degree of congruent interest among its members. 1 Interstate rivalry and power politics and effectively elliminated.2 As a legal form of states’ cooperation, a collective security system differs from any traditional alliance. The alliance is the way in which a state gets benefits in the event of a conflict after an agreement with another state or several states involved to a predetermined level to maintain their common interest. Alliances form because weak states band together against great powers in order to survive in an anarchic international system.3 The alliance pattern involves the decision to change or maintain the balance of power at local, regional or global level. In general, an alliance has on the other side another alliance with opposite purposes. It is, therefore, a structure of bloc against bloc. Arising from the need to find a way to avoid the outbreak of a new world war, collective security represented, in the interwar period, at least for some countries in Europe, almost the only option of foreign  policy that seemed viable to defend the national interests. The term ‘League of Nations’ (Society of Nations) existed since 1908, when Là ©on Bourgeois4 proposed a new system of organizing international relations. The idea was taken up and supported by groups and associations in France, Great Britain and United States of America, where presidents Roosevelt and Taft supported the formula of a security system in which aggressors automatically received economic and military sanctions from the international community. In June 1915, a League for strengthening peace, supported by Taft, was in favour for a Society of Nations based on collective security and strengthening international law. President Woodrow Wilson is the one who, on 27th of May 1916 marked for the first time, in concrete, institutional terms, the project of such an organization. In 1920, the League of Nations formally established, with the entry into force of the Covenant of the League of Nations, ratified by 42 states in 1919. The organization was meant to include all countries and to resist aggression in all parts of the globe.5 While all members participated in the General Assembly, the League Council was established to guide the operation of the organization. 6 The authority of the League was never seriously questioned, until the early 1930s, when a series of events proved its ineffectiveness. The League of Nations was concieved as a tool for maintaining international peace and security and for promoting interstate cooperation. The main mean by which the League was to ensure peacekeeping was a collective security system, at least in Europe, based on the principle ‘all for one’. According to this principle, all states should have been engaged in mutual guarantee of international peace and security. This concept was included in both League of Nations Covenant and peace treaties. The problem of creating a collective security system specifically concerned the small and medium states. With no ability of defending themselves in the face of possible aggression coming from great powers, the system of collective security was the only defending solution. Hence, the small and medium states were the most active in terms of supporting the Society of Nations’ efforts of peacekkeping. Their position towards this problem proved to be crucial both on the prospects of the forum in Geneva , as in peace prospects. The League of Nations represented a start in the process of democratization and evolution of international life, in the direction of establishing a new system in which  all states can find a place and role, a tribune for expressing their positions, under the aegis of general principles of international law. There were obtained achievements in different fields, of interstate cooperation, there were tested some mechanisms of peacekeeping, there were made efforts for promoting economic development in the spirit of interdependence, which was more and more obvious at an international level. Contrary to all these positive elements, the League of Nations was ultimately a failure and couldn’t fulfill its key objectives: prevent another war by creating a security system based on collective guarantees, resolving conflicts by peaceful means and eliminating economic crises by promoting openness in international trade relations, according to the requirements of globalization. The general crisis in 1929 – 1923 which had devastating effects on the economic, political and moral field and the rise of the totalitarian regimes opened the door for the World War II, which ended, at the same time, the attempt of a League of Nations in building a world of peace, security and prosperity. The League of Nations ceased to function with the beginning of World War II, although the formal decision to dissolve the League was adopted after the entry into force of the UN Charter on April 18, 1946. The United Nations, like the League, emerged in the wake of a devastating war.7 Romania in the League of Nations In order to better understand how the system of collective security works, I chose to talk about what meant to Romania the membership in the League of Nations and the benefits it enjoyed through this status. Romania, one of the 32 founding members of the League of Nations, contributed, under the aegis of this organization, at creating a general security system throughout Europe and especially in South Eastern Europe. Romania’s main purpose was keeping the territorial status-quo, which implicitly meant the integration of Greater Romania. Regarding the benefits of being part of the League, an advantage would be the prestige of being a member, as Nicolae Titulescu said: â€Å"Allow me to express my deep gratitude for the great honor you have done to my country and to me, personally, by handing, through your votes, the great dignity of being President of the 11th Assembly of League of  Nations†.8 The benefits arose from correlating the membership with the fact that Romani a had emerged victorious from the Great War, won enough territories to unite Romanians under one state and needed protection because these territories were an inportant target for the neighbours also. Aditionally, the League united the world’s most influential states and declared a forum for discussion in the spirit of arbitration, consensus and justice. Therefore, the member states were seen from the outside as being driven by the same values. Accepting Romania in the League of Nations meant the acknowledgement that it agreed with the principles of the organization. The League of Nation’s main goal was ensuring peace. From my point of view, all nations that were members of the League, believed in democracy and freedom, but the political leadership had not always reflected these ideals. When the political leadership tended to war, the only barriers were those related to methods and not to ideals. The benefit that Romania had being a member of League of Nations was one of prestige, because joining the organization meant a statement of principles that corresponded to those of the civilized world. Therefore, being a member of the League indicated that the state was inte grated in the world’s civilized nations and that’s what Romania wanted. Joining the League of Nations meant for the Romanian people the end of the period in which was threatened by the Great Powers and could not develop because of that. Once it joined the Society of Nations, Romania acceeded all the international organisms related to the League. Among these, the one that brought the most benefits to Romania was International Labour Organization. A very good study of that time’s ideas regarding the International Labour Organization was made by Grigore Trancu-IaÅŸi9, in a conference form, shown in ‘Romania’s foreign policy, 19 public lectures organized by the Romanian Social Institute’. The author identified the principles of this organization as needed to be urgently implemented by its members. The principles could be regarded as ‘left’, but were more like ideas that approached the society to social justice. The League recognized the idea that its supreme ideal was that peace cannot happen where there is no social justice. The International Labour Organization ensured bringing social justice through the prospect of working conditions. Romania, as a member of the Organization, registerd benefits in the social justice and had the right of decision over these measures. This paper aims to analyze what  collective security meant for the society in the inter-war period and, particularly, what meant to Romania and the effects of being in a collective security organization. Romania had multiple benefits generated by its membership in the League of Nations, even though this organization failed on its supreme mission. Romania’s benefits from being a member of the League related to international prestige, good relations with the neighbours, social justice and the most important, international power increase. 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