Content And Process Theories Of Motivation Essay

Motivation is a big influencer of productivity. Many supervisors know that what motivates employees to reach their peak performance is not easy. This is because employees respond in many ways to their jobs and their organization’s practices. Thus, a behavior that is motivated is one which is voluntarily chosen by each employee. The content approach to motivation is one that is of the assumption that individuals are motivated by the desire to fulfill inner needs. Content theories are something that is on the needs that motivate people. On the other hand, process approach to motivation is on how and why people choose particular behavior in order to meet their personal goals. Process theories are on the outside influences or behaviors that people choose to meet their needs. These external or outside influences are usually available to supervisors. An example of the content approach to motivation is Maslow’s Hierarchy of Needs which has five level of needs. People go up these levels as their needs are answered. As the lower needs are satisfied, then the higher needs are activated. The most powerful employee need is that one which has not be yet satisfied. Abraham Maslow presented his needs theory in 1942 and then was published in 1954 in Motivation and Personality. This can be advantageous because the employees’ needs are answered as the person is satisfied. But it has its weakness too because it is rigid and does not cover the other small details that need to be taken into consideration when discussing motivations of people. Another content need is the Alderfer’s ERG which identified three categories of needs and its advantage is that there is the addition of the frustration-regression hypothesis that when people are not able to meet their higher level of needs, then, the next lower level needs come out. Meanwhile, another one of the content theory is McClelland’s Learned Needs which divides motivation into the needs for power, affiliation and achievement. This is the theory that is more on people pursuing their goals. People like to control their situations so they take risks and get feedback on their progress. This is mainly what this content theory means. There is also the motivation for power and for affiliation all under McClelland’s Learned Needs. Content needs has advantages especially if the person is motivated internally. But if he is not motivated at all, then these content theories are of not much benefit. (McClelland). Examples of the process theory Vroom’s Expectancy Model which suggests that people must choose among the alternative behaviors because they will be expecting that these behaviors will also lead to one or more desired outcomes and that the other behaviors will also bring undesirable outcomes.   Expectancy states that effort will also lead to first-order outcomes. Equity is the thinking of fairness which is involved in rewards given. Another process theory is the Attention, Relevance, Confidence and Satisfaction (ARCS) Model of Motivational Design or Keller’s ARCS Model of Motivation was conceived in the early 1980s by John Keller. This was derived from his theory of motivation, performance and instructional influence developed in the late 1970s. This is a macro theory that explains a network of relationships of personal and environmental characteristics with focus on the effort, performance and consequences. This is where the idea of reinforcement comes in. It confirms or denies expectations. Several views suggest that internal motivational drives control the lives of peak performers. When one sees a change that lasts, one can be almost be certain that it took roots within the individuals it affects, at the level of their own talents and motives. (Keller). By contrast, many of the quick fixes treat motivation as if it were a fuel one injects into one’s system to make one run, and propose solutions that are external to the individual. Peak performers usually claim that external motivators produce the shortest-lived results. In effect, this theory is based upon the coordinated ideas of many researches that involve human motivation.   It will sustain learner’s motivation to learn. In short, this theory aims at identifying major categories of variables of individual behavior and of instructional design related to individual effort and performance (Wongwiwatthananukit, Supakit)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The ARCS theory integrates several motivational concepts such as the expectancy-value theory, attribution theory, self-efficacy theory, social learning theory, and environmental theories. An effective way of getting attention, the first building block of the ARCS theory is through the collaborative projects and different methods of presentation. Relevance, the next building block of Keller’s model is achieved by letting students take ownership of the learning experience, making them have more responsibility and commitment to the learning experience. By allowing them to choose a relevant task, they are able to better match their motives and values (Fernandez, Jerry). The third building block is confidence and students’ learning is enhanced because of his achievements. Confidence is ego building and can thus enhance the way they perceive and learn things. The final building block is satisfaction and learners must have the possibilities to apply new skills (Driscoll, 1993, p. 318 as qtd in Fernandez). These process theories are useful because there are many environmental factors that can influence a person in many ways since they are coming from outside the person. The only problem with this is when the person does not give attention to his external environment or when the external circumstances are not good for the individuals concerned. Indeed, motivation is why individuals behave the way they do. Two important dimensions of the â€Å"whys† of behavior are activation and direction. First, when people are motivated, they do something. Their behavior is activated or energized. Second, when people are motivated, their behavior also is directed. Motivation focuses on how adolescents direct their behavior, or put another way, the specific behaviors adolescents select in certain situations but not others. Thus, this is what defines motivation—it is why individuals behave, think, and feel the way they do, with special consideration of the activation and direction of their behavior (McClelland, David). WORKS CITED Keller’s ARC’s Model of Motivation. Retrieved May 6, 2008 at: http://www.ittheory.com/keller1.htm Fernandez, J. Attribution Theory and Keller’s ARCS Model of Motivation. Accessed Retrieved May 6, 2008 at:http://chd.gmu.edu/immersion/knowledgebase/strategies/cognitivism/keller_ARCS.htm Pitt, Douglas C. Leadership and Motivation: The Effective Application of Expectancy Theory. Journal of Managerial Issues. Retrieved May 6, 2008 at: http://www.allbusiness.com/human-resources/employee-development-leadership/801576-1.html Wongwiwatthananukit, Supakit, Applying the ARCS model of motivational design to pharmaceutical education. American Journal of Pharmaceutical Education. Retrieved May 6, 2008 at: http://www.findarticles.com/p/articles/mi_qa3833/is_200007/ai_n8910222/pg_8

Bottled Water and Tap Water Essay

The quality of water that we drink is a significant determinant of our health. Guarantee of the safety of water is a base for the prevention of diseases. Several people prefer to drink bottled or commercial mineral water in the presumption that they are safer and have quality as compared to tap water. I believe that tap water is the best choice for a few different reasons. Bottled water is very popular and easily available at most stores. Consumers spend a large amount on purchasing bottled water. People prefer bottled water over tap water because they are saved in plastic containers, which are less weighty. After consume these bottles, people discard the bottle instantly, thus removing the need to carry it around (Conis, 2008) Bottled water can acquire from springs, artesian wells or the source of municipal supply. Bottled water has different types such as natural mineral water, purified water, and spring water (Conis, 2008). Bottled water is a package item, therefore, the Food and Drug Administration regulates it. The quality standards of FDA do not need to expect that to expect that is authorized by the EPA and tap water. The processing plants of bottled water products are inspected by the FDA (www.nrdc.org/water). An important point about the bottled water is that bacteria grow best in moist and damp environments. It indicated that the environment developed by an unrefrigerated water bottle, one time the seal has been opened, is the ideal place for microorganisms to cultivate. This generates undesired risks for human health. On the other hand, tap water comes from sources of lakes or streams. People can acquire water for drink easily from taps. The availability of this water has key health benefits, since it significantly reduces the risk factor of water-borne infections. Like sulphur and iron, this water has hard minerals that give a strong taste. Fluoride is also used in it because fluoride reduces the possibility of tooth decay, which is essential for kids during the period of healthy teeth’s development. According to cruising chemistry, those areas that containing towering degrees of Calcium and Magnesium have very low death rate. Deficiencies in magnesium can create heart disturbances (www.fitsugar.com/Reasons). To make sure the quality and safety of tap water, the suppliers provides yearly report named as â€Å"Consumer Confidence Report†. Furthermore, if an impurity surpasses the EPA standards, the providers are obligated to update the people about impurity, the water supply level, and its effects on health and what initiatives can be made to avoid diseases. Municipal water is governed by the EPA â€Å"Environmental Protection Agency† (www.nrdc.org/water), requiring towns to clean and sterilize it in accordance to the actual standards, Finally, the industry of tap water normally uses chlorine to protect against re-production of harmful bacteria that may leave tap water not taste as good as it would otherwise. In conclusion, though the market of bottled water of many different companies continues to increase, but according to some research and analytical studies, the quality of bottled water is less healthy as compared to the tap water. Researchers show that the tap water appears to be examined regularly and is focused to more strict regulations, Yes, the taste of bottled water is better to some extent but this is so expensive and creates pollution in terms of plastic waste.

Being Professional Nurse

The unsatisfactory professional conduct definition applies to the case study since the conduct of a nurse practitioner failed to meet of the reasonable standards that is accepted by the laws. According to New South Wales consolidated Acts, unsatisfactory professional conduct of registered health practitioner refers to the conduct demonstrated in skills, care excised or knowledge ether in omission or act that is below the reasonable professional standard. In the case study, the nurse shows unsatisfactory professional conduct. Firstly, nurse in case study failed to recognize the worsening health condition of the patient, failed to document assessment and plan of action despite the critical health condition of the client (Savage, 2015). The applicable law was National Laws section 139B meaning of unsatisfied professional conduct of Registered Health Practitioner Law (NSW). Conduct pathways notifications are notifications received that relates to the conduct of professional health practitioner. Factors in the case study that make case to fit the conduct pathway criteria include the misconduct of practitioner and omissions. Case involved misconduct of nurse that failed to provide medical assistance, escalation and document assessment despite client medical condition. Furthermore, practitioner failed to escalate the declining health issue to the health service manager. The practitioner exhibited unsatisfactory professional character and numerous omissions that are not in line with their professional training leading to death (Nursing and Midwifery Board of Australia 2008). Nurse needed to have done emergent medical review, provided immediate assistance, provided faster clinical assessment of the patient for accurate diagnosis and escalates the worsening health condition Health Service Manager to obtain immediate medical intervention. Firstly, the nurse is would have done emergent medical review due to patient’s blood pressure and respiratory rate examination result. Secondly, nurse need to have provided immediate assistance due to continuous abdominal pain which indicate deterioration in health. Thirdly, as a professional nurse there was need for faster clinical assessment by medical doctor as the patient was in red zone which require assessment with 10 minutes to prevent worsening health condition of patient. Finally, nurse would have escalates the worsening health condition of the patient to Health Service Manager for immediate medical assistance of the patient (Pairman and Pi be et al 2015). Medical doctor, laboratory personnel and pharmacist needed to be involved in the coordination of care. Medical doctor would be administering the necessary treatment for the patient. Medical laboratory personnel need for blood and other required medical diagnosis for the patient. Blood diagnosis would have provided the immediate conclusion on the nature and identity of the disease. Finally, pharmacist would obtain the r mended medications for emergent treatment of the patient. The three health care team officers were needed since septicemia is life threatening diseases that need emergency identification and treatment (Andre and Heartfield 2011). There are a number of mitigating factors that reduced the individual’s accountability in the case. Firstly, nurse was busy the afternoon when the patient’s condition was worsening. Secondly, nurse was attending and administering medicine to another emergency patient. Thirdly, patient had been given antibiotics by medical doctor and therefore hoped patient will improve. Fourthly, the regular doctor was not available and was to arrive later. Fifthly, there was lack of clear policies for emergency doctor to attend other patient. Finally, nurse was not aware that at time of â€Å"red zone† policy a doctor should be called to provide medical assistance despite training on the â€Å"Between the Flag† policies (Nursing & Midwifery Board of Australia 2010). According to NMBA Codes and standards, Standard 1 statement 1:1 part requires one to assess plex unstable health care need of patient. This was not the case since the practitioner shows minimal concern on the continuous unstable health condition of the patient. Furthermore, the nurse did not asses the impact of co-morbidity and interprets assessment information correctly. This would have help change the plan of action to have the patient transferred to well equipped facility on time and therefore breach the expected standard of practice of nurse (Nursing and Midwifery Board of Australia 2006). Standard 1 statement 1:2 requires timely use of diagnostic investigation for clinical decision making. In the case study, nurse did not exhibit timely response and effective munication of the patient deteriorating health. Furthermore, escalation of the issue to the health care officer in charge was not done in time. The transfer of patient to another better health facility also failed despite several attempts. Standard 2 Statement 2:1 indicates the need to translate evidences into plan of care which was not the case as the nurse ignored the medical examinations evidence of worsening patient health. The nurse did not do the medical review despite unstable blood pressure and respiratory rate and continuous diarrhea. In addition, the nurse was supposed to take personal responsibility to evaluate medical examination findings for correct decision making. Standard 4 Statement 4:1 is based on evaluating ou es of personal practice. Nurse was required to document treatments or interventions accordingly yet the practitioner asses the patient but fail to document the result. It was also expected that the nurse on duty should apply evidence available to identify appropriate ou e measures. The declining health of patient was placed patient at red zone as described in the between flag policy yet the practitioner did not document this result (Chang and Daly, 2016).   Professional behaviors such as faster response, personal concern, observational skills, medical assistance and good munication skills would made the situation different. Firstly, the worsening health of the patient required faster response in attending the patient (Nursing & Midwifery Board of Australia, 2010). Secondly, continuous pain would attract the nurse to personal concern that is necessary for patient care.   As professional nurse immediate plan of action was required to reduce plications of the septicemia due to delayed treatment. This professional behaviour would attract different plan of action for instance, severe septicemia require patient admission into the medical emergency facility. Thirdly, good observational skills during examination, assessment and provision emergent plan of action or medical assistance would have further change the situation. Based on nurse experience it was important to municate deteriorating health to health service manager (Stein-Parbury, (20 14). Moreover, due to the declining of patient’s health condition the nurse was supposed to have close interdisciplinary engagement to ensure emergent assistance. Fourthly, provision of faster medical assistance to the client due to the continuous diarrhea and back pain was critical since there was no time for delay. Septicemia required quick administration of broad spectrum antibiotics as medical assistance.   I have learned to prepare to adequately to provide all the required care to patient during my professional practice. Firstly, it is my responsibility to provide medical assistance to patient depending on the urgency need of those clients (Pairman and Pi be et al 2015). Secondly, as a professional nurse my response in time of emergency case is highly required because this is necessary for life threatening diseases. Thirdly, documentation of medical assessment and examination result of patient is importance during my professional practice. Finally, escalating patient’s declining improvement to the required health care officers is important. This implies that I have to learn both munication and organization polices of hospital. Communication of the patient medical progress as an aspect of care is vital for new graduate nurse. According to Chang and Daly (2016), personal munication skills for graduate nurse is important for facilitating care plan between patient and other health care team officers. Professional nurse is accountable for effective munication of patient progress, deteriorating health and any medical assistance needs to health care officer in charge or to the medical doctor. In addition, nurse is accountable for documentation of patient’s medical assessment or examination. New graduate nurse need to learn the necessary organization culture and for ease of municating patient condition to other health professionals. American Psychological Association (2010), Publication manual of the American Psychological Association (6th ed.). Washington, DC: American Psychological Association. Andre, K. and Heartfield, M. (2011), Nursing and midwifery portfolios: Evidence of continuing petence (2nd ed.). Chatswood, Australia: Elsevier Australia. Chang, E. and Daly, J. (2016), Transitions in Nursing: Preparing For Professional Practice (4th ed.). Chatswood, Australia: Elsevier. Dempsey, J., Hillege, S., and Hill, R. (Eds.) (2014), Fundamentals of Nursing and Midwifery: A Person-Centred Approach to Care.   Sydney, Australia: Lippincott Williams & Wilkins. Duchscher, J. (2008). A process of b ing: The stages of new nursing graduate professional role transition. The Journal of Continuing Education in Nursing, 39(10), 441-450. Ebert, L. and Gilligan, C. et al (2014), They have no idea what we do or what we know†: Australian graduates’ perceptions of working in a health care team. Nurse Education in Practice, 14(5), 544-550. Fry, S. Johnstone, .J. and the International Council of Nurses. (2008). Ethics in nursing practice: A guide to ethical decision making (3rd ed.). Oxford, UK: Blackwell Publishing. Nursing & Midwifery Board of Australia (2010), A nurses' Guide to Professional Boundaries. Canberra, Australia: ANMC Nursing & Midwifery Board of Australia, (2010), National framework for the development of decision-making tools for Nursing and Midwifery Practice, 2007. Canberra, Australia: ANMC Nursing and Midwifery Board of Australia (2008), Code of professional conduct for nurses in Australia. Nursing and Midwifery Board of Australia (2006), National petency standards for the registered nurse (4th ed.). Nursing and Midwifery Board of Australia, Australian College of Nursing & Australian Nursing Federation (2008), Code of ethics for nurses in Australia. Nursing and Midwifery Board of Australia (2010), A midwives' guide to professional boundaries. Canberra, ACT: ANMC Pairman, S. and Pi be, J. et al (2015), Midwifery: Preparation for practice (3rd ed.). Chatswood, Australia: Churchill Livingstone. Savage, P. (2015), Legal issues for nursing students: Applied principles (3rd ed.). Frenchs Forest, Australia: Pearson Australia. Staunton, P. J., and Chiarella, M. (2013), Law for nurses and midwives (7th ed.). Chatswood, Australia: Churchill Livingstone. Stein-Parbury, J. (2014), Patient and person: Interpersonal skills in nursing (5th ed.). Chatswood, Australia: Churchill Livingstone.

The Self in the Community Essay Example | Topics and Well Written Essays - 750 words

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One page summary ( to be free nation) Essay Example | Topics and Well Written Essays - 250 words

One page summary ( to be free nation) - Essay Example were more affluent, funded the movement of Jews development by financing educational institutes and buying lands in Palestine where Jews workers could be gainfully employed. Hess’ vision of independent Jewish nation was perhaps the key aspect that encouraged Zionists to strive for independent state where Jews could be their own master and live in peace. Herzl, in 1880s, was a dynamic Jewish leader, who had organized the first Jewish movement by forming World Zionist Organization which significantly contributed to the inception of the socio political ideology of a free Jewish nation. The emergence of various Jewish leaders like Syrkin, Ahmad Ha-Am and others influenced migration of Jews to Jerusalem and exhorted the Jews to work in collectives for improved farming. At the same time, they also prepared militarily for any confrontation with Arabs. The WWI was important because while it destroyed the flourishing Jewish communities in Palestine, the intervention of Britain in the land augmented the development of community through increased education facilities, work opportunities, including buying of land. WWII was significant in its holocaust of Jews by Hitler which precipitated the need for independent Jewish State. After the war, with the intervention of United Nations and support of America, independent state of Jews, Israel, was f ormed by partitioning

Advertising Individual CW Essay Example | Topics and Well Written Essays - 1000 words

Advertising Individual CW - Essay Example All the products are priced at very low competitive prices due to the cost saving techniques the company uses to pass the benefits to its customers. We want the people of Marylebone to try out the new trader Joe grocery store and experience a fresh and unique hassle free shopping experience that is unforgettable. The store uses a cultural approach that caters for all traditions while at the same time giving its customers the chance to sample varied and new cultural experiences. Trade Joes stores are different, bigger, with walls decked with cedar planks and their employees wear cool Hawaiian shirts (Trade Joe, Our Story 2012). This gives its customers a fantastic and relaxing shopping experience. Starting as a small chain of convenience stores in the 1950s called Pronto market convenience stores (Gardetta, 2011), Trader Joe has grown tremendously in size, increasing the number of its stores to over three hundred and fifty across American states and has successfully created a large an d loyal customer base in all the states; through its innovative and creative business practices and the company’s desire to fully satisfy its customers’ needs and requirements through excellent customer care and customer feedback (Fast Company, 2011). Trader Joe’s listens and fully responds to the needs of all its customers and it wants to bank on its previous success in America by offering the same unique services and products to the London market. The new Trader Joe advertisement will primarily target single male and female consumers who live alone. The target market is health conscious and college educated, with a household income of above $54000 (The Associated Press, 2003) and who are most likely to have no children at home. The company targets this segment of the London society that is cost-conscious and keen on what they eat hence the use of clear labels on Trader Joe’s products for easy label reading and who would appreciate the different size of packages to cater for single consumers for convenience of use. These customers are very mobile and most likely to have a wide knowledge of exotic foods and beverages. They are adventurous and would not hesitate to try out the diverse and unique varieties offered by Trader Joe grocery shop. Major Selling Idea or Key Benefit to Communicate Trader Joe stores boast of over 2000 unique and high quality products (Trade Joe, 2006) which provide better alternatives to health conscious and environmentally friendly individuals. Over 80% of the high quality products stocked in our grocery stores are branded with trader Joe’s trademark (Kowitt, 2010) as a sign of high quality. These foods are organically produced and have no pesticides suitable for the health conscious individuals. Many of the limited Trader Joe’s products addresses the different consumer needs in their research and development departments with primary focus on quality, packaging and cultural preferences of the cu stomers (Llopis, 2011). The store gives everybody something to love and something to use. Trader Joe is an equal employment company with above average salaries and other employment benefits. It has both permanent and temporally positions. This will benefit the community in a large way by contributing to the economy which will create a good public perception necessary for a successful entry into the market. The Single Most Important Thought You Want A Member Of The Target Audience To Take Away From The

Sacred place Research Paper Example | Topics and Well Written Essays - 250 words

Sacred place - Research Paper Example Consider the difference between a contemporary Catholic Church and the traditional sacred places indicated in the Holy Bible. Sacred places have been part of human life as proven by history. They serve as houses for religious rituals and places for professing beliefs. They cater the traditions that take care of the morality of mankind through ages. Also as the time passed by, various changes happened in the world and sacred places also evolved together with the modernization and civilization of men (Olsen, 2000). Normally religions make use of a guide book that they consider holy or a book that contains the Truth or message of supernatural beings. Usually myths or stories are seen in the book of each religion and later on during the ceremony of the faithful, a certain spiritual leader reads and explains the stories and myths in the book. It is done for the cleansing of the soul as all religions address the concept of spirit or the spiritual nature of human beings (Nye, 2004). In relation to rituals and the history, sacred places change in terms of structure. Ancient sacred places are usually one with nature like mountains, caves, piled stone or near trees and river. Ancient people also built temples for rituals and for communication improvement of the soul with the humanity. As the time goes by, the old temples and natural sacred places are replaced by religious centers located in the cities and buildings (Olsen, 2000). A good example is the Catholic Church and its origin can be traced back from Judaism, a religion in Israel and Jerusalem. Jerusalem is considered as the City of God as verses of several books in the Holy Bible show. Other sacred places of the religion are Mt. Sinai, Rome and places that are not physically visible today like Heaven and Garden of Eden (Holm and Boker, 1994). In order for the believers to understand the message of God, religious centers called churches are built where the members of the religion can practice

Compare To an Athlete Dying Young and Ex-Basketball Player Term Paper - 1

Compare To an Athlete Dying Young and Ex-Basketball Player - Term Paper Example Updike talks about this failure as he had first hand experience of watching young people in his town ruining their lives. As he once said, â€Å"One of the dominant impressions of my growing-up in Pennsylvania - where I saw a lot of basketball games, thanks to my fathers being a high-school teacher and a ticket taker at home games - was the glory of home-town athletic stars, and their often anti-climactic post-graduation careers† (Monroe, â€Å"Inside Game†). Both the titles of the poem are in sync with the context or the content. The titles foreshadow and hence provide the readers with a general idea about the respective subjects of the poems. The title of â€Å"To an Athlete Dying Young† also hints upon the fact that this poem might be an elegy as the readers later find it to be true since the poem deals with death and is written in the memory of an athlete. The tone of the â€Å"Ex-Basketball Player† appears to be pessimistic. In very simple words, the poet depicts his disappointment regarding the behavior of the youth. On the other hand, although â€Å"To an Athlete Dying Young† is an elegy yet it has a comparatively optimistic tone because it portrays death as not only bliss but also describes it as a new beginning. The setting of the poem â€Å"Ex-Basketball Player† is a dreary and a sort of rundown gas station of 1946. The setting of the poem also adheres to the disappointed or dejected mood/tone of the poem. On the other â€Å"To an Athlete Dying Young† is set in an anonymous nineteenth century in town and a cemetery in England. â€Å"Ex-Basketball Player† does not follow any set pattern of rhyme scheme. The poet makes use of the technique of free verse and hence in very simple words conveys the poets perspective to the readers. On contrary â€Å"To an Athlete Dying Young† is a Lyrical poem with a rhyme scheme of AABB. Although it is

In-service teacher training Essay Example | Topics and Well Written Essays - 1250 words

In-service teacher training - Essay Example Such an analysis, based on four key texts, will re-assess the concept of information literacy in Angola, a developing African country. 1. Introduction Discussions over information literacy in the 21st century are very different from those in the 1980s. The report released on January 10, 1989 by the Presidential Committee on Information Literacy raised some important issues, namely â€Å"the Importance of Information Literacy to Individuals, Business, and Citizenship† and â€Å"Opportunities to Develop Information Literacy† [3]. In the same report, some characteristics of a new type of school were described: an â€Å"Information Age School† [3]. The recommendations from this document mirrored the optimism of such a committee, regarding the fundamental and revolutionary role of information literacy and the challenges this new reality presented to scholars, practitioners, and leaders. The question raised is how scholars, practitioners and leaders perceive the issue of information literacy in developed countries; whether in a national or a global framework. 2. Author’s Perspective Diane Zabel highlights the constraints of an attempt to integrate information literacy as a â€Å"mandated credit instruction† [4], based on the difficult current financial situation of many American students. In the article â€Å"Reaction to "Information Literacy and Higher Education" [4], this author is skeptical about the decision of integrating information literacy into the curriculum, especially involving librarians: It is naive to believe that it is easy to add a required course to the curriculum (†¦). The approval of new courses, majors, minors, and changes in the number of credits required for graduation is a rigorous process. Curricular changes must be justified, requiring the completion of a detailed proposal explaining how a change meets educational objectives and strengthens existing programs [4]. On the other hand, Lauer and Yodanis, i n the article â€Å"The International Social Survey Programme (ISSP) : A Tool for Teaching with an International Perspective† [2], explain the advantages scholars have in adopting a less Westernized perspective and developing a global view of the teaching and learning process. Although the three documents share the recognition that information literacy has brought changes to the process of teaching and learning, these authors do not have a consensual stance on the range of application of this new tool and how this reality can be optimized. Zabel raises several constraints in the inclusion of information literacy in the curriculum, whereas Lauer and Yodanis suggest the â€Å"enhancing of global literacy through teaching† [2]. In the 2009 message to students, the dean of the School of Advanced Studies at the University of Phoenix explained the meaning of the scholar - practitioner - leader model. Jeremy Moreland stated: Viewed operationally, the model represents a paradi gm for incorporating lifelong learning (scholarship), social and workplace contribution (practice), and the ability to exert positive influence (leadership) in our learners' academic, professional and personal lives. This means that important theory and research may support professionals in the effective implementation of their work. Consequently, more pragmatic and efficient ways of organizing, monitoring and evaluating public and private

A Lesson Hard Learnt Essay Example for Free

A Lesson Hard Learnt Essay I cannot begin to explain the importance of a mother in the life of a child. A mother’s love is something no one can explain. It is made of deep care, sacrifice and enormous strength. She is the kind of person who would slaughter her own dreams for the dreams of her children. She is someone who would stay up all night when her child is unwell. She is someone who scolds you for the petty things but embraces you when you have failed to keep up with life’s lofty expectations. A mother is a woman who has many roles to play but she would always put her children first. I also had a mother, a mother who loved me with all her might. I failed to understand her intentions behind her scolding, to understand how much she’d done for me, to understand all the hardships she went through to get me where I am. I failed to understand the values and the morals she tried to instil in me to make me a whole woman, just like she was. It was a Friday afternoon. I had just got home from an exhausting day at school. Mum was not home as yet. I lingered around the house thinking that she would be stuck in traffic and I was hoping she would come home soon because I needed to be at a party later that evening. Time passed without me doing anything constructive. I only forced myself to do work when mum was home and so I was enjoying the alone time I had with myself. The phone rang. I picked up the receiver not knowing that this one phone call would change everything forever. A jagged and cold voice whispered the news of my mum’s accident to me. My mum had slipped into a coma and the chances of her surviving where close to impossible. After hearing about this I was left dumbstruck! The receiver slipped out of my vigorously shaking hand. A sharp pain penetrated my veins and spread like a hot burning fire through my body. The fire entered my heart and my heart sank in a pool of escalating anguish. My fingers felt numb and I was unable to move for a few seconds. Slowly my hurt began flowing down my blistering cheeks as tears. The tears were flowing uncontrollably. It has been six months since the accident. In these months I’ve realised the importance of my mum. I feel the emptiness in my life. I took all the things she did for me for granted. I never showed her love and affection that she deserved. When I look back I regret all the things I should have done for her. I regret each and every word that I spat to her in anger. I regret the times we fought. Most of all I regret not telling her I love her. This tormenting experience has taught me to love and appreciate the people who love me because I am incomplete without them. This was a hard lesson learnt.

Wilhelm II: Policy Making in 1914 Berlin

Wilhelm II: Policy Making in 1914 Berlin Q. Who was in charge of policy in Berlin in 1914 and why did they act as they  did? ‘A vigorous transition to an imperialist policy will give Germany the space  it needs . . . An unsuccessful war can no more than set Germany back,  although for a long time; England it can destroy. As victor England will be  rid of an awkward competitor; Germany will become what England is  now, the world power.’ (Das Neue Deutschland) ‘The perpetual emphasis on peace at every opportunity — suitable and  unsuitable — has, in the last 43 years of peace, produced an altogether  eunuch-like attitude amongst the statesmen and diplomats of Europe’ (Wilhelm II) Historians of the Great War divide into two main camps when debating who were the principal policy-makers and men-in-charge of Germany at the outbreak of war in the summer of 1914. The first school, led historians such as Fritz Fischer, argues that Germany’s Kaiser, Wilhelm II, Germany’s Imperial Chancellor, Bethmann Hollweg, and Germany’s Chief of the General Staff, Helmuth Moltke, colluded to deliberately and consciously begin full-scale and non-localized war. This school states that Germany’s imperialist ambitions — as exemplified in the quotations above — growing as they did out of national pride and exuberance of her unification in 1871, had given Germany an insatiable appetite to copy and surpass the political hegemony enjoyed then by England. The second school, led by mostly defunct and sentimental German national historians like Kessler, rejects the suggestion of a ‘premeditated European war’ and posits a state of affairs where, under extreme international pressure, Germany’s politicians had to, as a last resort, cede authority to the military so that they could defend Germany from hostile neighbours. This essay will argue that the great bulk of past and historical evidence  ­Ã¢â‚¬â€ Wilhelm’s and others personal diaries, military documents, parliamentary papers and so on — reveal that the first school has it right when they say that policy was made in collusion between Wilhelm II, Bethmann and Moltke’s army. These policy-makers acted as they did because they feared that their opportunity for imperialist expansion was about to close, and with it Germany’s long-sought-for hopes of world-power. The Imperial Chancellor and Moltke manipulated the Reichstag and Kaiser Wilhelm II so as to engender the deliberate inevitability of war.. According to Hewitson[1], two potentially decisive policy-makers — the German public: particularly the newly-formed industrialized and urbanized classes; and German political parties — were sidelined from major policy decisions near the start of the war. The unification of Germany under Bismarck in 1871 had, like in Italy, summoned up an awesome spirit of nationalism amongst Germans, and this nationalist pride flowed out into ambitions for Germany to have an empire to rival those of England and France. In the same period, German society underwent a tremendous social and political transformation, with power moving from the old Junker and agricultural classes to Germany’s huge new urbanized masses. This shift from agriculture to industry meant that the urbanized Germans now had a potentially decisive voice in national affairs and policy decisions. In 1914 it was not explicit however that Germany’s industrialized citizens would have unanimously backed the typ e of war that was declared by its leaders that summer. Bethmann speciously claimed, after the war, that ‘. . . the war did not arise out of single diplomatic actions, but was rather a result of public passion’. In reality, whilst the German public knew the general background to the international situation, they knew nearly nothing whatsoever about the particular decisions and policies that were being made by their leaders in the critical weeks in July 1914. Of course, not knowing of the seriousness of events in Serbia and Austria, the German public were not able to use their considerable power to have any effect upon the policy-decisions behind those events. Hewitson[2] argues that Bethmann, Zimmermann, Jagow, the Kaiser and Moltke deliberately kept the German people in the dark because they feared that the people might raise opposition to an aggressive and non-localized conflict. Thus, Clemens von Delbruck, Secretary of State for the Interior in 1914, could state that ‘. . . we (the Chancellor’s division) have not spoken about foreign policy at all, the daily press was completely calm, and no one amongst the visitors present suspected the slightest thing about the imminent danger of war’. Journalists and the public they reported for were subjected to a lengthy and elaborate efforts from the Kaiser and his military to conceal Germany’s true intentions until such a point that when did become known to the public, it would like Germany was a victim and only fighting a ‘defensive’ and ‘localized’ war. The Chief of Wilhelm’s Naval Cabinet thus stated in July 1914 that ‘The gove rnment has managed brilliantly to make us (Germany) look like the attacked’[3][4]. A similar blanket was thrown over the eyes of Germany’s politicians and political parties. Immediately after Archduke Ferdinand’s assassination in Sarajevo, most of Germany’s politicians were away from Berlin on their annual holidays; this simple fact meant that their influence over policy, and any opposition they might have normally raised to the aggression of Wilhelm and Moltke, was largely neutralized by their absence. By the time politicians returned to Berlin, the decision to go to war had been made and they had no retrospective power to reverse this policy. Likewise, German politicians were culpable for a major underestimation of the seriousness of events after the Sarajevo bombing. Politicians and liberal newspapers such as the Vossiche Zeitung and the Frankfurter Zeitung said in the immediate aftermath of the assassination that the ‘Serbian government had no part in the crime’; even right-wing newspapers such as the Berliner Neueste Nachricht en neither anticipated nor called for retaliation against Serbia for the assassination. This attitude can be praised for seeking to pacify Germany and to avoid war; it can likewise be criticized for a certain naivety, underestimating the true intentions of the German military. These two groups then — the German public and the German politicians — can be said to have had a very limited effect upon the policy decisions taken in July 1914. If not these, who then were the principal policy-makers in charge in 1914? Kaiser Wilhelm II ostensibly, and perhaps in reality, was a central figure in such decisions. Wilhelm was the supreme figure in German life: he was Commander-in-Chief of the German army, and was empowered by Articles 11 and 18 of the German constitution to declare war. The allies recognised Wilhelm’s centrality in controlling policy in 1914 when at the Treaty of Versailles they named him as a ‘war criminal’ with direct responsibility for Germany’s deliberate attempt to begin the war. This picture of Wilhelm’s central involvement, and his desire for war, is supported by documentary evidence from the weeks and months immediately preceding the war. Writing of Friedrich von Pourtales, German ambassador to Russia, Wilhelm said that ‘†¦ he would do better to leave unwritten’ his thoughts about Russia’s lack of desire for war. Later, also of Pourtales, that à ¢â‚¬ËœHe makes those who are ignorant of Russia and weak, suspect characters amongst his readers, totally confused’[5]. Numerous other ambassadorial documents and diaries reveal that, within the German and international diplomatic community, Wilhelm’s opinions were believed to directly shape and determine the direction of German foreign policy[6]. Given the tone and content of the quotations cited above, it is clear that, if Wilhelm did indeed have as much power as his diplomats believed, that he used this to engender war deliberately and on a grand scale rather ‘in defence’ or in a ‘localized context’. Nonetheless, numerous historians, Kennedy and Herwig for instance, argue that diplomatic assessments of Wilhelm’s powers were blinkered, and that in truth he had profoundly little influence over policy in 1914. Kennedy[7] describes how Wilhelm’s power and influence over policy, at its acme around 1900, began to wane due to scandal and incompetence in the years preceding 1914. The disastrous Daily Telegraph foreign policy decisions, as well as the Eulenberg court scandal, had led to plummet of his authority amongst both the German public and its ruling elites; in Kennedy’s phrase he lacked a ‘personal regime’ that would have provided more decisive influence over policy. Wilhelm II confounded his loss of authority by dragging behind him an entourage of incompetent ambassadorial and diplomatic staff such as Pourtales, Wilhelm von Schoen and Karl Max von Lichnowsky. The Imperial Chancellor, Bethmann Hollweg, had often opposed Wilhelm’s decisions i n the years before the war, and at the moment of the Serbian crisis reports show that Bethmann’s power clearly exceeded that possessed by Wilhelm. For instance, on July 5th 1914, Alexander von Hykos, appealed to Germany for aid in the Serbian crisis; Wilhelm II at once promised Ladislaus Szogyeny-Marich, Austria’s ambassador to Berlin German’s total support, but conditioned this promise with the following words ‘. . . that he (Wilhelm) must first hear what the Imperial Chancellor had to say’. Wilhelm II, conscious of previous challenges to his authority by Bethman, did not want to risk humiliation by promising Szogyeny-Marich Germany’s undoubted support, when he had first to inquire from Bethmann whether indeed the government would endorse such a policy. Further, during the crucial days of policy-making after Ferdinand’s assassination, the Imperial Chancellor deliberately kept Wilhelm II on holiday in Norway, and away from Berlin, for as long as possible. Central military policy-makers such as Tirpitz, Falkenhayn, Moltke and Waldersee returned from their holidays on July 24th; Wilhelm II did not return until the 27th — just one day before the Austrian ultimatum to Serbia became effective. Further, the Serbian government had sent a reply to Austria’s ultimatum on July 25th, yet the Chancellor was not permitted to see this reply until after Austria’s declaration of war. On August 1st the Kaiser, now avowing peace, sought to prevent war by halting German military mobilization in the West, thus enabling Britain and France to make declarations of their neutrality. Nonetheless, his interventions were opposed and by both Bethmann Hollweg and Moltke, and these oppositions proved decisive. All in all, such subservience and acquiescence to the Imperial Chancellor and to Moltke shows the fallacy of the power of the official titles held by Wilhelm II: he was Commander-in-Chief only in name, and the decision behind any declaration of war would be made principally by Bethmann Hollweg and by Moltke. As Stevenson has put it: ‘On each policy-making occasion before the war, and whether counselling war or peace, the Kaiser’s demands were overridden’[8]. Initially, the Kaiser gave his total support in the policy of deliberately beginning war, for he, like most Germans, sought to increase Germany’s international prestige. And during this time, it was advantageous for Bethmann and Moltke to let the Kaiser and his entourage believe that he still retained significant power over foreign policy; but the emptiness of that authority quickly becomes evident during the last week of July, when Wilhelm II turns to oppose war, but is thwarted in his attempts by the more powerful Bethmann and Moltke[9]. The last section of this essay implied that the true policy-makers in Berlin in 1914 were Moltke and Bethmann Hollweg and that their intentions were , from the start of the Serbian crisis, and indeed from much earlier, to pursue a deliberate policy of ‘expansive’ war and to replace England’s world political hegemony with its own. This section turns to examine these claims in depth, and to supply evidence for them. Principally, that the German General Staff and War Ministry, frustrated with the failure of imperialist strategy in recent years, and sensing the opportunity for an imperialist advance rapidly failing, that the military deliberately provoked the international community into the inevitability of war. In the days immediately preceding the Austrian declaration of war, and in stark contrast to the nescience of the German public, leading German military figures knew intimately the state of affairs in Austria and Serbia and were controlling both the flow of information about the crisis and the decisions that were to be made based upon it. Many German military figures were, like German politicians, absent on holiday when the Serbian assassination too place; yet unlike the politicians, Germany’s generals returned quickly to Berlin to seize the opportunity to effect their long-term war strategy. For instance, although later denying the accusation, Waldersee was shown, in recently uncovered parliamentary papers, to have returned three times from holiday back to Berlin during the period July 20th—27th. During these visits he was in intimate contact with Austrian military commanders, and was actively gathering extensive military intelligence about the readiness and preparation of the Austrians to go to war. Moltke, likewise, penned to his wife on July 22nd that ‘I am sorry not to be able to stay here (Karlsbad) another week, but I have to return to Berlin’ and ‘Tomorrow, the 23rd is the critical day! I am eager to find out what will happen’[10]. Comments like these imply a War Ministry highly cognizant of the events about them and of the influence that they might have in directing these events. Thus, historians like Mombauer[11], argue that the German military deliberately escalated the already precarious international situation by effecting a ‘military takeover’ in Germany. For instance, on July 29th, Moltke gave Bethmann a document called ‘Summary of the Political Situation’; yet within three days mobilization of the German army had already begun. ‘The spiritual progress of mankind is only possible through Germany. This  is why Germany will not lose this war; it is the only nation that can, at the  present moment, take charge of leading mankind towards a higher destiny’ (Helmuth von Moltke, November 1914)[12] Helmuth von Moltke, Germany’s Chief of the General Staff, and supreme military leader for most of WWI, had great influence the policy-decisions made in the days immediately preceding war. As the above quotation suggests, and as innumerable other bellicose statements of Moltke corroborate, the German military were inspired to war by the patriotic and nationalistic idea that Germany should have international hegemony over the cultural and spiritual life of man. It is consequently very difficult to believe that Moltke, and other similarly minded military leaders, were content to wait patiently for the realization of these ambitions whilst the opportunity to enact them seemed to be dwindling. Instead, the generals knew that success depended upon an aggressive and vigorous provocation of international tensions so as to ignite war. Moltke was instrumental in effecting this provocation and his slogan that war should come ‘the sooner the better’ has lingered in history as a testament to his bellicose intent. Moltke influence over the Sclieffen/Moltke Plan was enormous, and this plan was perhaps the most explicit declaration of aggressive intent seen before the war — deliberately seeking as it did to violate the neutrality of Belgium and Luxemburg so as to provoke a chain-reaction whereby England and France would be drawn into the war also. Mombauer argues that Moltke and his generals had decided long before the war that a successful campaign would have first to swiftly defeat France and the West swiftly, before turning to combat Russia. This plan depended upon strict adherence to a tight military strategy, and therefore the subjugation, of ‘secondary’ political concerns — such as the preservation of peace! Complicit in these preparations for war was the Imperial Chancellor, Bethmann Hollweg. Though he protested somewhat at the celerity with which the military preparations gathered momentum  ­Ã¢â‚¬â€ Hewitson[13] records an argument (Ausienandersetzung) between Molke and Bethmann on July 30th — Bethmann nonetheless was cognizant of the preparations that his military men were making, and of the fact that these preparations were neither for a defensive nor a localized war. To this end, Bethmann told his ambassadors, on the eve of the war, that ‘. . . we have accepted the role of mediator’ — confirming his acquiescence to the generals’ will. Stevenson argues that Bethmann’s outward protests against war, such as his last minute demand for a ‘halt in Belgrade’, were never pursued vigorously enough or believed either by Bethmann himself or by the military. An entry from General Falkenhayn’s diary, dated July 30th, states that, af ter talks with Bethmann, Falkenhayn had ‘. . . got the decision accepted over the imminent danger of war’[14]. In other words, Bethmann either willingly consented or meekly acquiesced to the preparations for war as readied by Moltke. Wilson argues further that, rather than having a ‘military take-over’ forced upon his government, and thereby being unwillingly dragged into conflict, Bethmann in fact, on the evening of July 30th, still had the chance to pressure Austria to restrict its military mobilization and therefore to slow-down Russia’s also. Bethmann made no such appeal, and therefore, Wilson argues, endorsed the military’s aggressive planning. In the final analysis, the two principal policy-makers in Berlin in 1914 were Molke and Bethmann — though considerably aided by the Kaiser, even if he was not always fully conscious of his contribution to these decisions. The impossibility of maintaining the old argument that German policy-makers only entered WWI in self-defence, and then that they only intended a localized war, ought to be evident to any modern and objective historian. Since Fischer’s seminal War of Illusions was published in the 1967, historians of all countries, aided by the discovery of a vast amount of documentation from the period, have begun to ask not whether Germany sought war deliberately, but why she did so. Principally, Germany sought war because, since the efflorescence of national pride engendered by unification in 1871, Germany possessed a craving to follow the imperialist expansion of countries like England and France — a longing immortalized in the German caricature of Sleepy Mic hael, who has ‘woken up too late’ to claim his part of the international map. In 1914 Moltke and his military advisors thought they saw a moment to realize these ambitions. The European political and military conditions of 1914, aided by the catalyst of Archduke Ferdinand’s assassination, seemed to open a window for a ‘now or never’ lightning military thrust. The usual checks such as the Reichstag and public opinion that might have prevented or at least localized the war, were bypassed by the rapidity of events in the last week of July 1914, and by the lack of information that was made available to these groups. A historian’s final reflection on the question of policy might then be this: that Germany’s irrepressible jealousy of Britain, born out of convictions of her own cultural and spiritual supremacy, led her policy-makers to deliberately engineer the inevitability of war. BIBLIOGRAPHY Brose, E.D. (2001). The Kaiser’s Army: The Politics of Military Technology During the Machine Age. Oxford University Press, Oxford. Carroll, E.M. (1938). Germany and the Great Powers, 1860-1914. New York, Fantasy Press. Coetzee, M.S. (1990). The German Army League: Popular Nationalism in Wilhelmine Germany. Oxford University Press, Oxford. Cole, T.F. (1991). German Decision-Making on the Eve of the First-World War. Kaisermunch Press, Munich, Ferro, M. (1995). The Great War: 1914-1918. London. Fischer, F. (1967). War of Illusions: German Policies From 1911 to 1914. Catto   Windus Ltd, London. Gerghahn, V.R. (1993). Germany and the Approach of War. Herwig, H. (1991). The Outbreak of World War I: Causes and Responsibilities. (5th Ed.) Lexington, Massachusetts. Kennedy, P.M. (Edit.) (1979). The War Plans of the Great Powers: 1880-1914. New Haven, London. Kessel, E. (1957). Moltke. Stuttgart.   Mombauer, A. (2001). Helmuth von Moltke and the Origins of the First World  War. Cambridge University Press, Cambridge. O’Connell, R.L. (1989). Of Arms and Men: A History of War, Weapons and Aggression. Oxford University Press, Oxford. Quirk, R (Et. Al.). (1989). The Oxford English Dictionary. Oxford University Press, Oxford. Stevenson, D. (1988). The First World War and International Politics. Oxford University Press, Oxford. Wilson, K. M. (1995). Decisions for War: 1914. Oxford University Press, Oxford. 1 Footnotes [1] Hewitson, M. (2002). Germany and the Causes of the First World War. Berg, Oxford, p. 195. [2] Hewitson, M. (2002). Germany and the Causes of the First World War. Berg, Oxford, p. 198. [3] Herwig, H. (1991). The Outbreak of World War I: Causes and Responsibilities. (5th Ed.) Lexington,  Massachusetts, p55. [4] [5] Carroll, E.M. (1938). Germany and the Great Powers, 1860-1914. New York, Fantasy Press, p190. [6] Stevenson, D. (1988). The First World War and International Politics. Oxford University Press,  Oxford. [7] Kennedy, P.M. (Edit.) (1979). The War Plans of the Great Powers: 1880-1914. New Haven, London. [8] Stevenson, D. (1988). The First World War and International Politics. Oxford University Press,  Oxford, p200. [9] Stevenson, D. (1988). The First World War and International Politics. Oxford University Press,  Oxford, p251. [10] Hewitson, M. (2002). Germany and the Causes of the First World War. Berg, Oxford, p. 210. [11] Mombauer, A. (2001). Helmuth von Moltke and the Origins of the First World War. Cambridge  University Press, Cambridge, p433. [12] Mombauer, A. (2001). Helmuth von Moltke and the Origins of the First World War. Cambridge  University Press, Cambridge, p283. [13] Hewitson, M. (2002). Germany and the Causes of the First World War. Berg, Oxford, p202. [14] Wilson, K. M. (1995). Decisions for War: 1914. Oxford University Press, Oxford.

Symbols, Symbolism, Images, and Imagery in Macbeth Essay -- Free Macbet

Imagery and Symbols in Macbeth Shakespeare uses many forms of imagery in his plays. Imagery, the art of making images, the products of imagination. In the play Macbeth Shakespeare applies the imagery of clothing, darkness and blood. Each detail in his imagery contains an important symbol of the play. These symbols need to be understood in order to interpret the entire play. Within the play `Macbeth' the imagery of clothing portrays that Macbeth is seeking to hide his "disgraceful self" from his eyes and others. . Shakespeare wants to keep alive the contrast between the pitiful creature that Macbeth really is and the disguises he assumes to conceal the fact. Macbeth is constantly represented symbolically as the wearer of robes not belonging to him. He is wearing an undeserved dignity, which is a point well made by the uses of clothing imagery. The description of the purpose of clothing in Macbeth is the fact that these garments are not his. Therefore, Macbeth is uncomfortable in them because he is continually conscious of the fact that they do not belong to him. In the following passage, the idea constantly reappears, Macbeth's new honors sit ill upon him, like loose and badly fitting garments, belonging to someone else: New honors come upon him Like strange garments,  ... ...nto thinking that there is no turning back and he must continue to murder and deceit. Imagery plays a crucial role in developing of the plot. This is seen through the images of clothing, darkness and blood. Clothing in Macbeth is often compared to positions or ranks. Macbeth's ambition caused him to strive to improve his social standing. Darkness establishes the evil parts of the play. Blood the most dominant image in the play brings a sense of guilt and violence to the tragedy. It leads Macbeth to continue his deceitful life. Shakespeare makes his use of imagery well known. Without imagery Macbeth may have lacked because imagery gives an effect on the play as a whole.

Chivalry :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Micro theme Topic: Courtly songs off differing views of Chivalry, especially of Chivalric love. Contrast as specifically as possible, the views on chivalry in one of these pairs: #’s 2 & 4, #’s 6 & 7.   Ã‚  Ã‚  Ã‚  Ã‚   Courtly songs, both 2 and 4, contain specific views on chivalric love though their views differ greatly. From reading both songs it is obvious that song # 2 centers chivalric love around the adored (female) and song # 4 centers chivalric love on the lover (male).   Ã‚  Ã‚  Ã‚  Ã‚  From song 2 it is clear that to the author, Bernart, love is paralleled to many things. Love equals: self-honor, fear-rejection, and secretiveness. In the song, the view of chivalric honor is based on how the lover is affected by the loved and how this shapes him.   Ã‚  Ã‚  Ã‚  Ã‚  Within the first stanza love is shown equaling joy and self-honor. â€Å"I have joy in it (love), and joy in the flower, and joy in myself, and in my lady most of all† (lines: 5 & 6). The ballad is showing the happiness that love brings and how that it has a strong effect on the smitten.   Ã‚  Ã‚  Ã‚  Ã‚  In the third stanza the quote, â€Å"†¦I can hardly keep myself from running to her; and I would do it, if I weren’t so afraid† (lines: 22 & 23), refers to love causing fear-rejection. The author feels so strongly about his love that it would wound him to know that his love is not accepted or returned.   Ã‚  Ã‚  Ã‚  Ã‚  In the last stanza the song shows how chivalric love can be very secretive. â€Å"Sweet lady, if only you would deign to love me, no one will ever catch me when I lie† (lines: 55 & 56). Sometimes chivalric love must be covered up and kept unknown to anyone. The reasons why can be assumed to be the same as for any young love today that must be concealed.   Ã‚  Ã‚  Ã‚  Ã‚  Song four gets into a completely different view of chivalric love than song 2. It seems as if the author, Peire Vidal, centers chivalric love on the lover. The whole song points out the aspects of the male and what makes him a chivalric lover. Basically, in song four, to be a chivalric lover you must be fearless and good in bed.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"For warrior’s nerve I am worth Roland and Oliver† (line13). This quote is one of many within the song that point out that chivalric love is deemed from honor.

Lies and Deceit in The Great Gatsby :: Great Gatsby Essays

Lies and Deceit in The Great Gatsby In the world people try to hide things from each other but one way or another they find out what they are hiding. In the Great Gatsby by F. Scott Fitzgerald, the secrecy and deceit practiced by Jay, Daisy, and Myrtle leads to inevitable tragedy when the truths are revealed. Jay failed to realize that if you tell a lie most of the time they tend to come to a boil and burst. For example, "My family have been prominent, well-to-do people in this Middle Western city for three generations."....pg.2 why did he have to lie when he knew that if they really got to know him they would find out the truth. Jay gave everyone the impression that he was this kind of rich-snobbish guy. Who knows why. It is not always good to lie. In Jay's case when it came down to them finding out the truth they didn't know whether he was telling the truth or lying. So it was hard for them to believe what he was saying. Daisy was another who would lie because she thought it would keep happiness. The way she lied was different from Jay. She lied to keep the person she thought was the love of her life, Tom happy. Daisy's relationship with TOm was quite unusual. Tom was having an affair with Myrtle and Daisy really wanted to be with Tom, but not really because she only did it because she thought she had to. Daisy was really in love with Jay but because she felt like she had to be in love with Tom she would make up lies to keep them together. Tom pretty much felt the same way or he thought Daisy really liked him so he didn't want to break her heart. But for them it didn't really work out well. If they would of told each other their feelings and wouldn't of held them back from each other they could of discussed their personnal situations and they might of had a nice seperation. But since they chose to keep things back from each other and lie to each other everything went terrible. For instance when the story about Jay and

Foreign Players in English Football

On 30 December 2009, the Barclays Premier League football match between Arsenal and Portsmouth made English football history as the first match not to include any British players. Arsenal’s team of multi-million pound foreign stars won the game comfortably, 4-1; some would argue this is all that matters, but those who are passionate about football – the real connoisseurs of the English game – will recognize a deep underlying issue. Modern day football is unrecognizable compared to what has preceded it.In times past, teams were fashioned by nurturing young home-grown talent and bolstering the squad with a few lads from Scotland and Ireland. Now the common consensus is that to achieve any success it is necessary to catch the attention of an exceedingly wealthy oil tycoon who will buy the club and proceed to spend ? 200 million a year on overpriced talent from the four corners of the world. This ethos is destroying British football. For example in the Premier League there are 337 registered foreign players representing a total of 66 different countries.That equates to an average of 17 foreign players per squad; the averages in Italy, France and Spain are all around 10. On the first day of the inaugural Premier League season in 1992 just 22 non-British players started; on the first day of this season 124 started. It isn’t right that success should be based on finance, is it? In 2004 Russian billionaire Roman Abramovich bought Chelsea F. C. , a team which hadn’t won the league since 1954. He splashed an extravagant amount of money on the creme de la creme of foreign talent from around the globe.Three seasons later they experienced unprecedented success which, would never have happened without the cash injection. However, it was all achieved with just three regularly playing British players, who only made the squad because they were exceptional talents which money could not replace. This set a new benchmark for all the top teams in the land, making a clear statement that if they wanted to match Chelsea’s success they would have to match Chelsea’s spending and sacrifice their home-grown players or risk being left behind.In 1995 the British transfer record was ? 7,000,000; by 2006 the record had sharply risen to ? 30,800,000, and player wages were spiralling out of control. It is true that this has lead to stronger squads, and the Premier League being viewed as the strongest league in the World, with consistent success in Europe, but can it be right to sacrifice our own players for this success? I think not. Journalists, pundits and just about every football fan in England have formed their own theories concerning England’s miserable failure at the 2010 World Cup in South Africa.Many causes have been suggested, yet to me the reason is obvious. If one analyses the teams which were most successful in South Africa, a definite trend appears. Spain won the World Cup this year. Many argue that the y reached the final against Holland mainly because 77. 1% of footballers in their domestic league are qualified to play for the national team, a direct result of home-grown players being given the opportunity in their clubs' first teams. In the Premier League fewer than 40% of players are English. Jose Luis Astiazaran, president of the Spanish Football League, said. Our strategy is to work very hard with young home-grown players and to try to have a mix between them and experienced players†¦ we invest more  and more in young Spanish players than in young foreign players. England has  many times taken young players from outside†¦ these kinds of players are not English. This is one of the most important differences between Spain and England. We invest in  young Spanish players†¦ maybe this is why at the moment you are not creating young English players. † One view is that foreign players benefit the English players, who apparently perform better alongside th e World’s best. I think – don’t you? that if more money, time, and attention were put into cultivating the abundance of young English talent, the English players themselves would be the world’s best. The Premier League have recognised this, and this year the F. A. implemented new squad rules controlling the number of foreign players in each squad. This is a start towards reducing the amount of foreign players in the league, but the rules are too loose and easy to circumvent. Foreign players can be bought in from a young age and developed in the academies; this means the young Englishmen still don’t get the attention they crave in order to advance their careers.In my opinion the influx of foreign players in England is the single most detrimental factor in the game, leading to over-inflated transfer fees, increase in ticket prices, under development of home-grown players and ultimately the destruction of the national team. The Premier League must rev iew its policies, and clubs must invest in their academies or English national football will continue to deteriorate well into the future, and so many young aspiring footballers will be cast aside, and I for one cannot see that happen to the sport I and so many other Brits love.

An Event in Your Life

Chapter 1 The Bertolini: Summary: We open in Florence at the Pension Bertolini, a pension for British travelers. Young  Lucy Honeychurch  and her cousin,  Charlotte Bartlett, are bemoaning the poor rooms that they have been given. They were promised rooms with views. The two women sit at dinner in their pension, along with the other guests. Lucy is disappointed because the pension hostess has turned out to be British, and the decor of the pension seems lifted right out of a room in London. While Miss Bartlett and Lucy talk, an old man interrupts them to tell them that his room has a nice view. The man is  Mr.Emerson; he introduces his son,  George Emerson. Mr. Emerson offers Miss Bartlett and Lucy a room swap. The men will take the rooms over the courtyard, and Lucy and Charlotte will take the more pleasant rooms that have views. Miss Bartlett is horrified by the offer, and refuses to accept; she begins to ignore the Emersons and resolves to switch pensions the next day. Ju st then,  Mr. Beebe, a clergyman that Lucy and Charlotte know from England, enters. Lucy is delighted to meet someone she knows, and she shows it; now that Mr. Beebe is here, they must stay at the Pension Bertolini. Lucy has heard in letters from her mother that Mr.Beebe has just accepted a position at the parish of Summer Street, the parish of which Lucy is a member. Mr. Beebe and Lucy have a pleasant talk over dinner, in which he gives Lucy advice about the sites of Florence. This vacation is Lucy's first time in Florence. Soon, almost everyone at the table is giving Lucy and Miss. Bartlett advice. The torrent of advice signifies the acceptance of Lucy and Miss Bartlett into the good graces of the pension guests; Lucy notes that the Emersons are outside of this fold. After the meal, some of the guests move to the drawing room. Miss Bartlett discusses the Emersons with Mr.Beebe; Beebe does not have a very high opinion of Mr. Emerson, but he thinks him harmless, and he believes no harm would have come from Miss Bartlett accepting Mr. Emerson's offer. Mr. Emerson is a Socialist, a term that is used by Mr. Beebe and Miss Bartlett with clear disapproval. Miss Bartlett continues to ask Mr. Beebe about what she should have done about the offer, and if she should apologize, until Mr. Beebe becomes annoyed and leaves. An old lady approaches the two women and talks with Miss Bartlett about Mr. Emerson's offer. Lucy asks if perhaps there was something beautiful about the offer, even if it was not delicate.Miss Bartlett is puzzled by the question; to her, beauty and delicacy are the same thing. Mr. Beebe returns: he has arranged with Mr. Emerson to have the women take the room. Miss Bartlett is not quite sure what to do, but she accepts. She takes the larger room, which was occupied by George, because she does not want Lucy to be indebted to a young man. She bids Lucy goodnight and inspect her new quarters, and she finds a piece of paper pinned to the washstand that h as an enormous â€Å"note of interrogation† scrawled on it. Though she feels threatened by it, she saves it for George between two pieces of blotting paper.Chapter Two In Santa Croce with No Baedeker: Summary: Lucy looks out her window onto the beautiful scene of a Florence morning. Miss Bartlett interrupts her reverie and encourages Lucy to begin her day; in the dining room, they argue politely about whether or not Miss Bartlett should accompany Lucy on a bit of sightseeing. Lucy is eager to go but does not wish to tire her cousin, and Miss Bartlett, though tired, does not want Lucy to go alone. A â€Å"clever lady,† whose name is Miss Lavish, intercedes. After some discussion, it is agreed that Miss Lavish and Lucy will go out together to the church of Santa Croce.The two women go out, and have a lively (but not too involved) conversation about politics and people they know in England. Suddenly, they are lost. Lucy tries to consult her Baedeker travel guide, but Miss Lavish will have none of it. She takes the guide book away. In their wanderings, they cross the Square of the Annunziata; the buildings and sculptures are the most beautiful things Lucy has ever seen, but Miss Lavish drags her forward. The women eventually reach Santa Croce, and Miss Lavish spots Mr. Emerson and George. She does not want to run into them, and seems disgusted by the two men. Lucy defends them.As they reach the steps of the church, Miss Lavish sees someone she knows and rushes off. Lucy waits for a while, but then she sees Miss Lavish wander down the street with her friend and Lucy realizes she has been abandoned. Upset, she goes into Santa Croce alone. The church is cold, and without her Baedeker travel guide Lucy feels unable to correctly view the many famous works of art housed there. She sees a child hurt his foot on a tomb sculpture and rushes to help him. She then finds herself side-by-side with Mr. Emerson, who is also helping the child. The child's mother app ears and sets the boy on his way.Lucy feels determined to be good to the Emersons despite the disapproval of the other pension guests. But when Mr. Emerson and George invite her to join them in their little tour of the church, she knows that she should be offended by such an invitation. She tries to seem offended, but Mr. Emerson sees immediately that she is trying to behave as she has seen others behave, and tells her so. Strangely, Lucy is not angry about his forwardness but is instead somewhat impressed. She asks to be taken to look at the Giotto frescoes. The trio comes across a tour group, including some tourists from the pension, led by a clergyman named  Mr.Eager. Mr. Eager spews commentary on the frescoes, which Mr. Emerson heartily disagrees with; he is skeptical of the praise and romanticizing of the past. The clergyman icily leads the group away. Mr. Emerson, worried that he has offended them, rushes off to apologize. George confides in Lucy that his father always has t hat effect on people. His earnestness and bluntness are repellent to others. Mr. Emerson returns, having been snubbed. Mr. Emerson and Lucy go off to see other works. Mr. Emerson, sincere and earnest, shares his concerns for his son. George is unhappy. Lucy is not sure how to react to this direct and honest talk; Mr.Emerson asks her to befriend his son. She is close to his age and Mr. Emerson sense much that is good in the girl. He hopes that these two young people can learn from each other. George is deeply saddened by life itself and the transience of human existence; this cerebral sorrow all seems very strange to Lucy. George suddenly approaches them, to tell Lucy that Miss Bartlett is here. Lucy realizes that one of the old women in the tour group must have told Charlotte that Lucy was with the Emersons. When she seems distressed, Mr. Emerson expresses sympathy for her. Lucy becomes cold, and she informs him that she has no need for his pity.She goes to join her cousin. Chapter Three Music, Violets, and the Letter â€Å"S†: Summary: One day after lunch Lucy decides to play the piano. The narrator tells us that Lucy has a great love for playing; she is no genius, but she is talented and passionate, always playing â€Å"on the side of Victory. † Mr. Beebe recalls the first time he heard her play, back in England, at Tunbridge Wells. She chose an unusual and intense piece by Beethoven. At the time, Mr. Beebe remarked to someone that if Lucy ever learned to live as she plays, it would be a great event. Now, Mr. Beebe makes the same remark to Lucy directly.Miss Bartlett and Miss Lavish are out sightseeing, but it is raining hard outside. Lucy asks about Miss Lavish's novel, which is in progress. Lately, Miss Lavish and Miss Bartlett have become close, leaving Lucy feeling like a third wheel. Miss Catharine Alan enters, complimenting Lucy's playing. She discusses the impropriety of the Italians with Mr. Beebe, who half-agrees with her in a subtly a nd playfully mocking way. They discuss Miss Lavish, who once wrote a novel but lost the thing in heavy rains. She is working on a new book, set in modern Italy. Miss Alan talks about Miss Lavish' first meeting with the Emersons.Mr. Emerson made a comment about acidity of the stomach, trying to be helpful to another pension guest. Miss Lavish was drawn to his directness. She tried to stand up for the Emersons for a while, talking about commerce and how it is the heart of England's empire. But after dinner, she went into the smoking room with them. A few minutes later, she emerged, silent. No one knows what happened, but since then, Miss Lavish has made no attempt to be friendly to the men. Lucy asks Miss Alan and Mr. Beebe if the Emersons are nice; after some discussion, Mr. Beebe gives a qualified yes and Miss Alan a no. Mr.Beebe, though he does not say it, does not approve of the Emerson's attempts to befriend Lucy. Mr. Beebe feels badly for the Emersons nonetheless; they are thoro ughly isolated at the pension. He silently resolves to organize a group outing so that everyone will have a good time. Evening comes on and the rain stops. Lucy decides to go out for a walk and enjoy the last bit of daylight. Clearly, Miss Alan disapproves and Mr. Beebe does not approve entirely. But Lucy goes out anyway; Mr. Beebe chalks her behavior up to too much Beethoven. Analysis: Music and Lucy's relationship to her music is one of the novel's themes.Mr. Beebe's comment becomes the reader's hope for Lucy: perhaps one day she will play as well as she lives. Forster speaks in this chapter's opening pages of music's transcendent abilities. It can be the gift of anyone regardless of social class or education. Through Beebe's statement, Forster is suggesting that these qualities also apply to passionate living. To live life well is within the grasp of anyone, despite the prejudices and proprieties of Lucy's world. Her choice of unusual Beethoven pieces is indicative of her passion . She needs more of an outlet than music, but for now her music will have to do.Music puts her in touch with her desires and feelings; the passion of Beethoven makes her resolve to go out alone, despite the disapproval of others. Chapter Four: Summary: Lucy goes out longing for adventure, hoping for something great. She buys some photographs of great artworks at a junk shop, but remains unsatisfied. She wanders into the Piazza Signoria; it is nearing twilight, and the world takes on an aura of unreality. Nearby, she sees two Italians arguing. One of them is struck lightly on the chest; he wanders toward Lucy, trying to say something, and blood trickles from his lips.The light strike was actually a stabbing. A crowd surrounds them and carries the man away. She sees George Emerson, and then the world seems to fall on top of Lucy; suddenly, she is with George Emerson, sitting on some steps some distance away. She fainted, and George has carried her here. She thanks George and asks him to fetch her photographs, which she dropped in the square; when he leaves to get them, she tries to sneak away. George calls to her and persuades her to sit down. The man who approached her is dead or dying. A crowd surrounds the man, down by the fountain, and George goes to investigate.George returns, and they talk of the murder. They walk back to the pension along the river, and George suddenly tosses something into the water. Lucy angrily demands to know what he threw away, suspecting that they might be her photographs. After some hesitation, George admits that they were. He threw them away because they were covered with blood. At George's request, they stop for a moment. He feels something incredible has happened, and he wants to figure it out. Leaning over a parapet, Lucy apologizes for her fainting and asks that he not tell anyone at the pension what happened.She realizes that he is not a chivalrous man, meaning he is a stranger to old-fashioned ideas of courtesy and propriety , but she also realizes that George is intelligent, trustworthy, and kind. She says that events like the murder happen, and that the witnesses go on living life as usual. George replies that he does not go on living life as usual. Now, he will want to live. Analysis: Forster spends the first part of the chapter explaining Lucy's character. She is naive, but she has some strength and passion. She is frustrated by the constraints on her gender, but she is also no firebrand by nature.She feels that she should be ladylike, in the old-fashioned sense of the word, but in practice she wants to be more free and adventurous than that label allows. She feels her emotions most passionately and deeply after she has played piano. Forster often uses the landscape to mirror Lucy's mood. After she finished playing the piano, the rain cleared, mirroring Lucy's tendency to know her own desires most clearly after playing music. As she wanders into the square, the world seems touched by unreality. She longs for an adventure, and she is conscious of being in a different place and wanting to see something rule.It is twilight, a transitional time between day and night, and Lucy is about to have a very confusing and important experience. She is rescued by George, and she cannot seem to decide what to think about it. For his part, George is as taciturn and strange as ever. Forster lets us into his characters' heads, but with George and Mr. Emerson we have only their outward actions and dialogue. Lucy's experience is confusing not only because she watches a man die, but also because she is not sure how to deal with George and how he makes her feel.She recognizes that he is not chivalrous or proper, but she sees goodness in him. She stops by the river and feels somehow comfortable with him, but she nervously asks him not to tell anyone that she fainted and he carried her. For George too, the experience is important. For whatever reason, and in ways that Forster will not allow us to see directly, he is changed. He tells Lucy that he will not return to life as he lived it before; now, he wants to live. The experience has made him appreciate life, perhaps in part because he shared something extraordinary with Lucy.

Discuss Hamlet’s attitude to death and the afterlife Essay

Hamlet a product of Shakespearean times has a different view on death, the afterlife and the divinity of the monarchy to any person today. Everyone in the Elizabethan and Jacobean era believed that there was an afterlife. Everyone believed in God, in witches, fairies and in ghosts. No one saw the dichotomy between their varied beliefs as we do today. Hamlet, as a result of the time in which he was raised, had a very complex attitude towards life and death. This was due to his religious beliefs and his basic morality. Although Hamlet has reasonably strong religious beliefs, he also lived life in the post- renaissance way. The Renaissance era said that there was, more to life than religion and although religion should not be discarded, other things should be considered. ‘Hamlet’ is a typical post-renaissance drama, with several plots interlacing frequently, to produce a complex composition giving meaning through contrast rather than unfolding each event in a single sequence. All the plots involve characters having to kill other characters for one reason or another. For example Claudius plots to kill Hamlet, and Hamlet plots to kill Claudius. It is through Hamlet’s turmoil about whether or not to kill Claudius that his views on religion and the supernatural appear. Although Hamlet wants to kill Claudius, he is prevented from doing so by his religious belief that God gives you life, therefore you have no right to take either your own life of that of another. This is also the reason why Hamlet cannot kill himself. When Hamlet sees Claudius trying to pray, he has a perfect opportunity to kill him but he does not, due once again to the contemporary beliefs about death and the afterlife. He believes that if he kills Claudius whilst he is praying his soul will go straight to Heaven even though he killed old Hamlet. Claudius’ prayers mean that he is in a state of perfect grace, with all his sins forgiven, so therefore, he will go to Heaven. Hamlet obviously does not want this. His father is forced to remain in purgatory and to suffer the misery of wandering the earth night after night because Claudius killed him while he was sleeping and unable to seek redemption. It is not surprising therefore, that Hamlet does not want his stepfather to have the happy ending his father never got. As John Russel Brown says: 1’Within ‘Hamlet’, Shakespeare has created a hero who is compelled instinctively to seek and exact revenge and yet lives in a world created by an all-seeing all powerful, and merciful God. ‘ When Hamlet kills Polonius, he sees himself as ‘Heavens scourge and minister’, as if his violent and instinctive reaction had been in accordance with Gods will. Such references together with various calls upon ‘God’ or ‘Heavenly powers’, remind an audience of secure moral judgements that call for repentance and mercy or for punishment. They mark the play as contemporary, not belonging to a pre-Christian Denmark, and ensure that Hamlet’s progress in revenge does not move him entirely from customary judgements even though he believes he could ‘drink hot blood’ and envisions evil spreading throughout the world. Therefore here Hamlet is showing that although he is a good Christian follower, he seeks revenge for the murder of his father. Laertes, another character to lose his father and his sister, who are both related to Hamlet in one way or another, deals with his feelings for seeking revenge in a very different way to Hamlet. Although at first Laertes believes that Claudius killed his father, his reaction to his father’s death differs greatly. Laertes does not care about morals very much: To hell, allegiance! Vows, to the blackest devil! Conscience and grace, to the profoundest pit! ‘ He is prepared to go to Hell to get revenge for his father’s death. He then continues to say. ‘I dare damnation. To this point I stand. That both the worlds give to negligence, let come what comes; only I’ll be reveng’d, Most throughly for my father. Laertes is saying that he does not care what the consequences are, he will seek revenge even if he has to damn his soul to get it. Laertes decides that he will murder Hamlet, by poisoning the dagger he will be fighting him with. This, he knows, will definitely lead to Hamlets death. Laertes makes a decision and sticks with it, unlike Hamlet who is considered insane around the time he is thinking about killing Claudius. Hamlet is even considering taking his own life; therefore Laertes would appear to be the more stable of the two. However, much of Hamlet’s procrastination lies in the fact that he intellectualizes the moral issues involved in life and death, good and evil. Both characters end up with the same fate; death. Laertes behaves like a typical hero of a revenge tragedy, rushing headlong into revenge and his own death without pausing to weigh the consequences of his actions. When old Hamlet appears, Hamlet questions whether or not to believe it is his father. Hamlet is in a very emotional state, he is thinking of suicide due to his father’s death, and now he has appeared before him, it is little wonder that he is shaken up. Hamlet’s indecisiveness as to whether the ghost is really his father, is seen when he says ‘I’ll call thee Hamlet, King Father, royal Dane’, until he hears otherwise. He is wary because it was believed at the time that ghosts brought evil and were not good however, because the ghost so resembles his father and because Hamlet mourns him, he is prepared to believe that it is an honest ghost. The ghost confirms his identity, to Hamlet by saying ‘I am thy Father’s spirit, Doom’d for a certain term to walk the night, And for the day confin’d to fast in fires, Till the foul crimes done in my days of nature Are burn’t and purg’d away’. Once again, the audience learns something about Jacobean religious views and beliefs. Old Hamlet is telling us that due his being murdered so quickly, he did not have time to repent his sins, and therefore he is stuck in purgatory the place between Heaven and Hell until God forgives them. However Hamlet and Horatio are both men with high academic achievements, and both scholars, therefore it would be unlikely they would imagine such a thing. Both of them see the ghost on the battlement as do Barnado, Francisco and also Marcellus who sees its appearance as a sign that something is rotten in the state of Denmark. Although Gertrude never sees the Ghost, its validity and existence is proven by the fact that both Hamlet and Horatio have seen it. 2 The fact that Gertrude has an inability to see the Ghost might suggest the fact that she had nothing to do with the murder of old Hamlet or that she is too insensitive to see it – an idea born out by her insensitively speedy marriage to Claudius. This also appears to be the case in MACBETH another of Shakespeare’s plays, in the banquet scene, when the guilty Macbeth sees the ghost of Banquo but no one else does. As a result of the information Hamlet receives from his father about his death, and his mother’s behavior, Hamlet feels that life in Denmark is worthless. He feels now with the death of his father, and the incestuous he feels relationship between his mother and Claudius, that his life is also meaningless and worthless thus he discusses committing suicide. ‘O, that this too too solid flesh would melt, thaw, and resolve itself into a dew’. He then describes how distraught he is that his father was only dead a month when his mother got married to Claudius, and how he must ‘hold his tongue’. In spite of this he cannot kill himself because God gave him his life, therefore he has no right to take it. ‘The Everlasting ‘has’ ‘fixed / His canon gainst self-slaughter’.

Overfishing the World Big Fish Population

Over Fishing the World Big Fish Population Insert your Name Here SCI275 Axia College of University of Phoenix The overfishing of our world’s oceans is causing a depletion of some prize fish, such as tuna and swordfish, to the point that some scientists believe that 90% of these big fish populations have been fished out. Jeremy Jackson of the Scripps Institute of Oceanography published a study in 2001 in which he asserts that overfishing is more destructive than toxic pollution or degrading water quality (University of Phoenix,  2007). Dr. Daniel Pauly, Professor and Director of the University of British Columbia's Fisheries Centre, describes it as follow on The Overfishing. org   (2007) website: â€Å"The big fish, the bill fish, the groupers, the big things will be gone. It is happening now. If things go unchecked, we’ll have a sea full of little horrible things that nobody wants to eat. We might end up with a marine junkyard dominated by plankton† (Fishing down the food web,  para. 1). Among the scientific community there is little argument on how to resolve this issue. Research has found that the situation is reversible if addressed now, but states that it will require a change in attitude in how we are using the oceans (University of Phoenix,  2007). To address this issue now, so that we may sustain the world’s big fish population for future generations, we must create a plan of action that includes the following steps (Young Peoples Trust for the Environment,  n.. d. ). Begin with quotas on fish. We can base this quota on scientific estimates of which fish are the most severely depleted, and adjustments can be made to the quotas according to reassessments done every few years as we monitor the repletion of the fish populations. †¢ Larger nets must also be used. As the big fish population has declined, mesh size has gotten smaller. We must increase this back to the original mesh size used perhaps 40 years ago, to allow the smaller fish to escape a nd continue to grow and breed. International agreements to protect important habitats, such as spawning and nursing grounds of these endangered big fish. †¢ Create a system that monitors the catch being brought in by fisheries, and independent fishermen, worldwide. Perhaps assessing severe fines for those caught exceeding the quotas placed on the endangered fish, or fishing in controlled waters, so that the penalty would exceed the expected gain. Educate fishermen on the fact that by following this plan, they are not losing their income but, in fact, helping to preserve their livelihood Most commercial fishermen, such as Pete DuPruis, who owns and operates his own fishing vessel on the Pacific Ocean, will see this as a challenge to their ability to earn a living. DuPruis and his fellow fishermen must be educated to realize that by following the guidelines, we will ensure their livelihood for many years, and the industry for future generations of commercial fishermen. A presentation should be made mandatory, as part of renewing the commercial fishing license, showing the declining numbers in the big fish groups, and how by following these guidelines, we can sustain their industry and the fish population both. Once made to understand that only through these efforts can the world continue to rely on the ocean’s population as a source of food, and that all fishermen worldwide will be held to the same standards, the fishermen should go along with the management plan, even if not happy about it. On the other side of the issue, environmentalists should be happy to help implement and provide data for this initiative to restock the world’s big fish population. By putting this plan into practice, we will also resolve the other problems created by over fishing, as it effects not only the depleted fish population, but also the animals for which those fish are food of choice. Whales are turning to sea otters for food, rather than the sea lions and eals on which they normally feed, as those populations also decline. Over fishing has also caused the use, as stated earlier, of smaller mesh nets, increasing the amount of by catch that is caught in the nets. By catch is the seabirds, dolphins, sea turtles, and even whales that are also caught in the net as they drag it in, and are usually dumped back into the ocean, dead or dying. A drastic reduction in the amount of by catch will subsequently occur with the reinstating of the larger mesh nets. The management plan may cause fishermen to have to look into a second source of income for the first five to ten years, as the most severe restrictions are put into place, giving the fish populations can breed and repopulate, and a reassessment to be done by the scientific community charged with monitoring the big fish groups. Governments might be forced to subsidize the industry for this initial period, to help prevent illegal poaching by some fishermen who saw poaching as their only economic alternative. Consumers would have to reduce their use of fish, and would have to pay more for the fish they did purchase at the market during this period of regeneration, but the result should be the reduction of prices after the fish populations have been restored. The encouraging news is that, by employing this simple plan for the restoration and future sustainment of our ocean’s big fish populations, we will be able to enjoy them as a food source for the foreseeable future. Referecences Overfishing. org. (2007). Overfishing – a global disaster. Retrieved November 07,2009 from http://overfishing. org/pages/why_is_overfishing_a_problem. php University of Phoenix. (2007). Declining fish stock vlr. Retrieved November 07,2009 from University of Phoenix, SCI275 – Environmental Science website at https://ecampus. phoenix. edu/secure/aapd/axia/sci275/multimedia/video/declinining_fish_stock. htm Young Peoples Trust for the Environment. (n.. d. ). Over fishing. Retrieved November 08,2009 from http://www. ypte. org. uk/environmental/over-fishing/29