The Legalization Of Physician Assisted Suicide - 976 Words

Research Paper With an advancing medical field, new technology allows doctors to do almost the impossible. Automatic genetic analysis, restoration of eyesight, and robotic limbs remain as some of the most cutting edge innovative technology in the medical field. Society witnesses the creation of even more medical breakthroughs, however, the application of new found research enhances and prolongs the quality of life for humans. A growing elderly population prompts the progression of superior palliative care and hospice care. While end of life care attempts to make the last months of a person’s life as comfortable as possible, ultimately palliative and hospice care become ineffective in helping with the excruciating pain. Thus, the legalization of physician assisted suicide provides a compassionate death while preserving the concept of patient autonomy. Physician-assisted suicide enables terminally ill patients to die comfortably and peacefully in their own homes. Terminally ill patients suffer through constant pain in their final months, and there remains a â€Å"residual obligation to relieve suffering† when palliative and hospice care reach a stagnant point (Quill). Patients will reach a point where the value of life weighs against the consistent suffering they endure on daily basis. Those seeking physician assisted suicide maintain the ability to forcibly starve themselves by declining food and drink. It takes more energy for terminally ill patients to push themselves toShow MoreRelatedThe Legalization Of Physician Assisted Suicide1265 Words   |  6 PagesParker March, 14, 2015 Assisted Suicide Introduction There are several ethical and legal issues that are raised by the majority concerning the legalization of physician assisted suicide and the role of nurses in the process. Assisted suicide is a legal act of assisting those who are suffering from a deadly illness in ending their lives by providing them the means to do it (Griffith, 2014). Netherland was the first country to legalize physician assisted suicide. In 1994, Oregon becameRead MoreThe Legalization Of Physician Assisted Suicide1720 Words   |  7 PagesIt is obvious discussing physician-assisted suicide is a very controversial issue that is discussed daily by those who wish to die to avoid loss of dignity and also by those who think it is unethical. For physician-assisted suicide to even be considered, the patient must be of sound mind when they are requesting death with dignity. Physician-assisted suicide should be a legal option for people who are unable to end their own lives. However, there should be safeg uards to prevent any sort of abuseRead MoreThe Legalization Of Physician Assisted Suicide1984 Words   |  8 PagesAnthony Zhang 4.29.15 Period 3B Living in Pain or Death with Dignity The legalization of physician assisted suicide (PAS) in Oregon in 1994 changed the face of the argument between those who believe in death with dignity and those who believe in letting nature take its course. It was a major victory for PAS advocates as the first state in America had legalized PAS in the country’s history. In 2008, the neighboring state of Washington followed suit with a similar law and legalized PAS by a 58-42Read MoreLegalization Of Physician Assisted Suicide820 Words   |  4 Pageslegalize physician-assisted death within a year. Physician-assisted suicide (PAS), in simple words, means doctors prescribe a lethal dose of medication that patients take themselves. The question that whether the Criminal Code provisions should prohibit physician-assisted suicide has been discussed in public for several decades. Actually, decriminalizing PAS may cause some sorts of abuses, but not decriminalizing it would make more patients dying with excruciating pain. Many doctors and physicians thinkRead MoreThe Need for the Legalization of Physician-Assisted Suicide2485 Words   |  10 Pagesprevent death. Many people turn to a procedure known as Physician-Assisted suicide, a process by which a doctor aids in ending a terminally ill patient’s life. This procedure is painless and effective, allowing patients to control their death and alleviate unnecessary suffering. In spite of these benefits, Physician-Assisted suicide is illegal in many places both nationally and internationally. Despite the fact that Physician-Assisted suicide is opposed by many Americans and much of the world onRead MoreThe Legalization of Physician-Assisted Suicide Essay2393 Words   |  10 PagesSupport for the participation of physicians in the suicides of terminally ill patients is increasing. Much of the controversy surrounding physician-assisted suicide however focuses on the debate over whether the practice should be legalized. A woman suffering from cancer became the first person known to die under the law of physician-assisted suicide in March of 1998. In 1994, voters in Oregon approved a referendum called the Death with Dignity Act, which was enacted in 1997. This law allows patientsRead MoreLEGALIZATION OF ASSISTED SUICIDE IN THE U.S. Currently, physician-assisted suicide or death is2900 Words   |  12 PagesLEGALIZATION OF ASSISTED SUICIDE IN THE U.S. Currently, physician-assisted suicide or death is illegal in all states except Oregon, Vermont, Montana and Washington. Present law in other states express that suicide is not a crime, but assisting in suicide is. Supporters of legislation legalizing assisted suicide claim that the moral right to life should encompass the right to voluntary death. Opponents of assisted suicide claim that society has a moral and civic duty to preserve the lives of innocentRead MoreThe Controversial Debate On Legalization Of Physician Assisted Suicide1290 Words   |  6 Pagesis your life and no one else’s, right? This is the question at the very center of the controversial debate on the legalization of physician assisted suicide in the United States. Anti-physician assisted suicide groups often argue that no individual truly wants to end their life. However, that statement does not ring true to those who would actually utilize physician assisted suicide- terminally ill patients. Imagine being diagnosed with a terminal disease, followed by months and sometimes years ofRead MoreEthical Considerations in Dealing with Changes in the Healthcare System929 Words   |  4 Pagesconsideration that creates controversial discussion is the subject of physician-assisted suicide. Physician-assisted suicide is described as the act in which a physician provides the means necessary for the client to perform the act of suicide. The issue of physician-assisted suicide is viewed through many different perspectives. The topic of physician-assisted suicide has been debated since the development of medicine. Physician-assisted suicide was first legalized in the United States in Oregon in 1997.Read MoreShould Physician Assisted Suicide Be Legalized?1426 Words   |  6 PagesPhysician assisted suicide is also known as assisted suicide. It is a very controversial procedure. It is not favored by many. However, in present day society is little bit inclined towards assisted suicide. There is ongo ing debate on the legalization of assisted suicide. The main reason to oppose of assisted suicide is the fear of mistreatment of the patient, abuse of power and so on. In contrary, many see assisted suicide as a way to decrease pain in the end of life.

The Priest And The Great King By Lisbeth S. Fried - 862 Words

The Priest and the Great King by Lisbeth S. Fried faces the question as to how the Persians dealt with the Jews after the absorption of Judea from the conquest of Babylon. The texts from Hebrew sources suggested the Persian had a sense of reverence for the Jews which was unlike the others. Attempting to use sources other than the Tanach is difficult as there is not much in the way of Persian sources concerning the Jews and Judea but there is some. The province of Judea was called Yehud under Persian rule, and may have been called such under Babylonian rule. The primary source of Persian kindness to the Jews was found in the proclamation made by Cyrus. While there is a Persian record of the decree, the actual language is different than how it is shown in the Tanach. The Cyrus cylinder does not suggest Yehud was singled out as being freed from slavery nor were they singled out as being permitted to rebuild temples which were destroyed under Babylonian rule . All of this opens the door for Frieds’s main question, how did Yehud’s government change from the time of conquest under Babylon to the arrival of Alexander the Great. Was it due to some autonomy given by the king or was it in spite of rules placed by the king, was this change unique; was there a change at all? The physical damage was minimal, but the psychological damage caused by the destruction of the temple and the exile of the priests, royal family, and other like individuals was significant. After Babylon was

Machiavelli as a Humanist free essay sample

A humanist is defined as one who is concerned with the interests and welfare of humans. Niccolo’ Machiavelli can be thought of as a humanist. Although opinions on this differ greatly depending on whom you speak with. Machiavelli’s life consists of so many examples and lessons that he has learned throughout his life. Through my paper, I intend to examine his perception of morality based on his political writings and life experiences. Niccolo’ Machiavelli was born on May 3, 1469 and died in 1527. Although we do not know much about his early life, we know that he was educated according to the humanist ideals of the Renaissance. He was trained at an early age by a latin teacher named Paolo da Ronciglione. He spent his youth in the city of Florence which suffered from continuous political instability. Machialvelli, a humanist, had a practical approach to politcs. He came up with the idea that â€Å"the end justifies the means†. He argued that whether a government is â€Å"good†, can only be determined by looking at whether it is effective. 5 Machiavelli worked under the Republican government led by Piero Soderini. In 1512 when the Spanish troops defeated the republican army the Medici family took over rule of Florence. As a result Machiavelli was put into internal exile. In 1513 he was wrongly accused of conspiring against the Medici family. He was then imprisoned and tortured for several weeks. Afterwards he lived in a small town outside of Florence. It was then that he began his literary career by writing one of his most remembered and debated books called â€Å"The Prince†. It is also one of the most famous works in the history of political philosophy. His experiences as a young man were reflected in his work. â€Å"The Prince† has often been read as a book that promotes a sly and mean way of attaining political power. However, he discerns that morals are very important even though political action sometimes go beyond moral considerations. 5 He also wrote poems and plays and other well known books such as, â€Å"The Art of War†. In â€Å"The Prince†, he asks the question who is a better ruler, the one who is loved by his subjects or the one who is feared by them? 5 Ma chiavelli felt that it would be good to be both of them but if you had to choose then fear would be the best choice out of the two. He made observations about the conduct of political leaders and whether or not they were able to achieve their goals. He then gave recommendations based on these considerations. It is not obvious what he expected to achieve by writing â€Å"The Prince†. According to his writings, he did not believe that Christianity should play a role in government. He believed that it hindered the states power to govern. Machiavelli asserts, the state needs to restrict the power of the church, allowing it to exercise its office only in the spiritual realm. 4 Traditional political theory incorporated â€Å"God† as a way of ensuring stability. Machiavelli did not agree with this. He believed that the power of the state was more important than the moral law of God. One of his most famous passages from his book â€Å"The Prince† reads, â€Å"If all men were good this precept would not be a good one but as they are bad and would not observe their faith with you, so you are not bound to keep faith with them. † 4 It was because of such bold statements that â€Å"The Prince† was put on a prohibited book list by the Catholic church and possibly why today the word â€Å"Machiavellian† means devious or unscrupulous in political dealings. 4 Machiavelli believed that power is best kept intact when the ruler understands that it is power that keeps them strong and not external influences such as religion. He did not promote violence for the sake of itself. He promoted doing whatever it took to keep the state strong and powerful. This was a view similarly shared by one of our modern day activists, Malcom X. In approximately the last 500 years â€Å"The Prince† became a favorite book of numerous political leaders such as Louis XIV, Napoleon Bonaparte and Benito Mussolini mainly due to the technical lessons to be learned from it. He used the term virtu’ in his book â€Å"The Art of War† which is a dialogue on military affairs. It describes the great ability of a general who is able to adapt to various battlefield conditions as they present themselves. It is said that the most vilified of political thinkers is also the one of whom it has been said that he concentrated all his real and supreme values in what he called virtu’. 6 What he meant by this was that a prince would have to develop a different psychology than what he is used to. The â€Å"new† prince is â€Å"prepared to vary his conduct as the winds of fortune and changing circumstances constrain him and not deviate from the right conduct if possible, but be should be capable of ntering upon a path of wrong doing when it becomes necessary†. 7 Some ninety years ago Villari said that Machiavelli always use the word virtue in the sense of courage and energy both for good and evil. To Christian virtue in its more general meaning, he rather applied the term goodness, and felt much less admiration for it than for the pagan virtue that was always fruitful of glory. 2 Although the political life of Niccolo Machiavelli is quite interesting when analyzing his views on government and religion, his personal life and experiences were equally a representation of him as a humanist. He was described by some as never offensive and possessing a genuine understanding of human weakness. Niccolo formed a quite distinct perception of life formulated with generosity and a passion for great deeds. He understood the life lessons of human malice. He learned this through his own personal experiences. Although Machiavelli was only nine years old at the time he remembered hearing people talk about the political events taking place involving the Medici family who ruled Florence at that time. Cosimo de’ Medici the elder had impoverished or banished anyone who he believed due to their wealth or influence may obstuct his plans. 1 Cosimo was willing to do â€Å"whatever it took† to ensure absolute power of the state. He believed that if you want to expand your power politically you can not always follow the Christian principals of morality. Cosimo eventually died and was succeded by his son, Piero who also passed away after only 1 month as the head of the Medici regime. The regime was then headed by Piero’s two sons, Lorenzo and Giuliano. Giuliano was later killed in a conspiracy that was created to kill him and his brother Lorenzo. Lorenzo fled to his escape. Once in his early twenties Machiavelli heard the sermons of a Dominican friar named Girolamo Savonarola. However, he did not share the views of Savonarola. Savonarola belived that the sins of a people have their roots in the behavior of princes. 8 Since Machiavelli did believe that Savonarola was a prophet albeit a liar, he always spoke of him with respect but never became one of his followers. According to Machiavelli, Savonarola made quite a few political mistakes. He allowed the death of 5 Florentines to occur with out defending their right to an appeal by using a new law that Savonarola himself had encouraged the passage of. In reality as Machiavelli later wrote, the fact that the friar had neither endorsed their right to appeal nor condemned their execution â€Å"harmed his reputation† more than any other action. 9 After the death of Savonorola, Machiavelli was nominated as secretary of the Second Chancery which handled the dominions and foreign affairs of Florence. His job was to keep the Signoria and the Ten informed on military and political problems so they could make appropriate decisions. He was a highly unusual chief who knew how to transform his subordinates into friends. 10 This became apparent in letters written by his subordinates. Niccolo’ had a lively curiosity and his wit brought laughter to the members of the Chancery. In July 1499, his job became increasingly difficult when he was sent on his second mission to meet Caterina Sforza Riario. He was sent there to persuade her to accept the renewal of the contract for her son Ottaviano Riario to fight for Florence in the reconquest of Pisa without the increase of salary that she was requesting. 11 Although she liked Florence she refused. Niccolo’ then tried to convince the Signoria that Caterina would be more persuaded it they performed deeds instead of words. Deeds such as paying their old debts and offering better conditions in exchange for using her sons troops. Caterina was always concerned about â€Å"matters of honor,’ which she held â€Å"above all things. † 12 Machiavelli undoubtedly admired her behavior. He also admired her beauty and intelligence. He believed that he had convinced her to settle for a verbal promise instead of a written commitment, however, she soon informed him that she needed a written commitment from Florence. He was undoubtedly surprised and hurt probably due to the fact that he had already told the Signoria that she had agreed and now this made him look bad. In any case, Caterina remained without the protection of Florence, which did not lift a finger when Cesare Borgia laid siege to Forli. 13 Once her fortress was taken she was held for two weeks. Machiavelli wrote about her again in his book called the â€Å"Discourses†. He told the story of a strong woman abducted with her children. Machiavelli also mentioned Caterina in his Art of War, when he described how she defended the fortress of Forli against Cesare Borgia. 14 His words showed deep admiration for her. She had the spirit to await an army as neither the King of England or the Duke of Milan did. 14 His memory of this countess whom he met on one of his first missions remained vivid over the years, and with his accounts of her deeds, he introduced her into legend, making her live forever. 4 Although Machiavelli is no longer shocking, he is still a subject of much debate and controversy. This is mostly due to the fact that he was misunderstood in the past. Works Cited 1. Viroli, Maurizio. Niccolo’s Smile: A Biography of Machiavelli. New York: Farrar, Straus and Giroux, 2000. 13 2. P. Villari, Life and Times of Machiavelli, tr. Linda Villari, 4 vols(London,n. d), II, 92 3. The political Calculus: Essays on Machiavelli’s Philosopy, edited by Anthony Parel, University of Toronto Press, 1972, pp. 157-78 4. Cunningham, Lawrence S.

Social Emotional Screening Essay Example

Social Emotional Screening Essay Social Emotional Screening Name: Course: Date: We will write a custom essay sample on Social Emotional Screening specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Social Emotional Screening specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Social Emotional Screening specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Social Emotional Screening Layla is a 5-year-old girl who lives in Denver Colorado. The people present at the screening were her parents who had recently moved to Denver from Texas and worked at the local fire department. She is the last-born in a family of four children and had just completed her preschool education. Her parents were of concerned that Layla, a previously joyful child, had suddenly become withdrawn and less happy. This was the main reason that her screening was carried from the comfort of her home. The initial analysis was done by her teachers who then reported their concerns to the parents. Their sole purpose for moving was to create a new environment for her in an effort to cater for her wellbeing. Their presence at the screening was a clear indicator that their efforts had not borne fruit. According to her mother, Layla was born full term. Additionally there were no major complications surrounding her birth and the months preceding it. The child has never been diagnosed with any condition that could deter her development. Other than the usual illnesses associated with infancy, her health has been normal as per her previous doctor’s observations. This means that she is a typically developing or healthy child. Layla’s most recent health assessment was on November 5 2012. It was done to monitor her progress after the first few concerns about her withdrawal by her teachers were made. The tool used was the norm-referenced assessment (Burns, 2009). Her performance was compared to that of other children who had previously been subjected to the same test. The results were positive in that she was found to be normal in terms of her emotional development, and thus there was no cause for alarm. The current screening was conducted by a pediatrician through an interview administered to her parents at home. The 18 Month interval of Ages and Stages Questionnaires (ASQ: SE) was administered. The ASQ provides a brief screening of children’s social emotional development. It provides screening of children’s emotional status based on the age of the child. The ASQ’s main aim is to assist parents and caregivers in identifying the possibility of future social and emotional difficulties (Whitcomb et al, 2013). This is done through a thorough assessment of the responses provided to the questions in the questionnaire. It is designed for completion by the child’s parents or guardians who have lived with the children long enough to make solid observations of any changes in their behavior. Layla scored within the normal ranges in all the categories tested in the questionnaire. She did well in the gross and motor categories and the problem solving area. The other two domains, personal-social and communication, were the only areas she seemed to have a problem though not much. The overall results are summarized below: Layla’s score was 35 against a cut off score of 70 The results of the screening were mostly in the affirmative in that the child scored within the normal range in all the five categories that are tested, although there were quite a number of concerns raised. For instance, the parents cited worries over the child’s eating and sleeping habits. They found them peculiar in the sense that she sleeps more and eats less as compared to previous times. Layla had also started most of her time indoors instead of playing with her friends as she used to both at home and in school. She had also developed the tendency of doing things repeatedly for a long period, and other people had started to show concern over her behavior in a more frequent manner. Layla’s case is not severe and therefore does not require mental health evaluation. However, her parents need to take certain measures to ensure that she is steered back to perfect emotional and social health. For instance, they should talk to Layla about what is happening to her before seeking professional help. This is to identify the problem, as she might be aware of the factors affecting her emotional and social health. Layla could have reasons that could explain the results of the screening. Secondly, they should professional assistance in case the child offers no clue to her emotional status. This means she could be subjected to further tests for better diagnosis of the problem. Layla could also be taken to hospital for analysis of her eating and sleeping habits. This would ascertain whether her problems were related to biological and health factors. After the findings, I recommend that her sleeping patterns be predetermined by her parents to ensure she does not oversleep. With regard to eating, a diet should be arranged with strict measures to adhere to it. Her friends could also be contacted to provide more information on their interactions with her because they could be useful in diagnosing her problem. Through collaboration with her teachers and friends, she should be given more activities in which she triumphs as away to make her feel good about herself. With regard to other areas of her wellbeing, Layla should continue to be taken for more tests to monitor her development. This helps in keeping abreast with her development and in identifying future problems earlier. The environment in which the child lives should be made conducive for her social and emotional health. This would assist in further positive development. Her siblings should also be notified about the results of the screening and made to provide emotional support to their sister. In the categories of gross and fine motor, her parents could be of assistance in monitoring the physical development. Physical growth is often an indicator of emotional wellbeing. They should note and report areas where the child has failed to respond positively or as required. Alternatively, her parents could devote more time to her because it could be she feels neglected (Benson et al, 2009). References Benson, J. B., Haith, M. M. (2009). Social and emotional development in infancy and early childhood. Amsterdam: Academic. Burns, C. E. (2009). Pediatric primary care. St. Louis, Mo: Saunders/Elsevier. Whitcomb, S. A., Merrell, K. W. (2013). Behavioral, social, and emotional assessment of children and adolescents. New York: Routledge.

Frankenstein Study Guide

Frankenstein Study Guide Frankenstein, by Mary Shelley, is a classic horror novel and a prime example of the Gothic genre. Published in 1818, Frankenstein tells the story of an ambitious scientist and the monster he creates. The unnamed creature is a tragic figure who becomes violent and murderous after being rejected by society. Frankenstein remains potent for its commentary on the potential consequences of a singleminded search for enlightenment, as well as the importance of family and belonging.   Fast Facts: Frankenstein Author: Mary ShelleyPublisher: Lackington, Hughes, Harding, Mavor JonesYear Published: 1818Genre: Gothic, horror, science fictionType of Work: NovelOriginal Language: EnglishThemes: Pursuit of knowledge, importance of family, nature and the sublimeCharacters: Victor Frankenstein, the creature, Elizabeth Lavenza, Henry Clerval, Captain Robert Walton, the De Lacey FamilyNotable Adaptions: Frankenstein (1931 Universal Studios film), Mary Shelleys Frankenstein (1994 film directed by Kenneth Branagh)Fun Fact: Mary Shelley wrote Frankenstein because of a horror story competition between herself and the poets Lord Byron and Percy Shelley (her husband). Plot Summary Frankenstein tells the story of Victor Frankenstein, a scientist whose main ambition is to uncover the source of life. He succeeds at creating life from death- a creature in the semblance of a man- but is horrified by the result. The creature is hideous and deformed. Frankenstein runs away, and when he returns, the creature has fled. Time passes, and Frankenstein learns that his brother, William, has been killed. He escapes to the wilderness to mourn, and the creature seeks him out to tell his story. The creature explains that after his creation, his appearance caused everyone he encountered to either hurt him or run away from him. Alone and desperate, he settled by the cottage of a family of impoverished peasants. He tried to befriend them, but they fled from his presence, and he killed William out of rage from neglect. He asks Frankenstein to create a female companion for him so that he may not be alone. Frankenstein agrees, but doesnt keep his promise, as he believes the experiment is immoral and disastrous experiment. Thus, the creature vows to ruin Frankenstein’s life and proceeds to kill all whom Frankenstein holds dear. The monster strangles Frankenstein’s wife Elizabeth on their wedding night. Frankenstein then resolves to destroy the creature once and for all. He follows him north, chasing him to the North Pole, where he crosses paths with Captain Walton and reveals his entire story. In the end, Frankenstein dies, and the creature vows to travel as far north as possible to end his own tragic life. Major Characters Victor Frankenstein is the protagonist of the novel. He is an ambitious scientist obsessed with the search for scientific truth. The consequences of his discovery leads to a life of ruin and loss. The creature is the unnamed monster Frankenstein creates. Despite his gentle and compassionate demeanor, he is rejected by society because of his grotesque appearance. He grows cold-hearted and violent as a result. Captain Robert Walton is the narrator who opens and closes the novel. A failed poet turned captain, he is on an expedition to the North Pole. He listens to Frankensteins tale and mirrors the reader as the receptor of the novels warnings. Elizabeth Lavenza is Frankensteins adopted cousin and eventual wife. She is an orphan, yet she finds love and acceptance easily because of her beauty and nobility- a direct contrast to the creatures failed attempts to find a sense of belonging. Henry Clerval is Frankensteins best friend and foil. He loves to study the humanities and is concerned with morality and chivalry. He is ultimately strangled to death by the monster. The De Lacey Family lives in a cottage close to the creature. They are peasants who have fallen on hard times, but the creature idolizes them and their gentle ways. The De Laceys serve as a prime example of familial support in the novel. Major Themes Pursuit of Knowledge. Shelley examines the anxieties surrounding technological and scientific advancement through the character of Victor Frankenstein. Frankensteins discovery and its disastrous consequences suggest that the singleminded pursuit of knowledge is a dangerous path. Importance of Family. The creature is shunned by everyone he encounters. Lacking familial acceptance and belonging, his relatively peaceful nature shifts to malice and hatred. In addition, the ambitious Frankenstein alienates himself from family and friends in order to focus on his work; later, several of his loved ones die at the hands of the creature, a direct result of Frankensteins ambition. By contrast, Shelleys depiction of the De Lacey family shows the reader the benefits of unconditional love. Nature and the Sublime. Shelley evokes images of natural landscapes in order to put human trials into perspective. In the novel, nature stands in opposition to humankinds struggles. Despite scientific breakthroughs, nature remains unknowable and all-powerful. Nature is the ultimate force that kills Frankenstein and the creature, and it is too dangerous a force for Captain Walton to conquer on his expedition. Literary Style Shelley wrote Frankenstein in the horror genre. The novel features Gothic imagery and is heavily informed by Romanticism. There are countless poetic passages on the power and beauty of natural landscapes, and the language often refers to questions of purpose, meaning, and truth. About the Author Born in 1797, Mary Shelley was the daughter of Mary Wollstonecraft. Shelley was 21 when Frankenstein was published. With Frankenstein, Shelley set the precedent for monster novels and created an early example of the science fiction genre that remains influential to this day.

The Horse Problem Math Challenge

The Horse Problem Math Challenge The highly prized skills that employers look for today are problem-solving, reasoning and decision making, and logical approaches to challenges. Fortunately, mathematics challenges are the perfect way to hone your skills in these areas, especially when you challenge yourself to a new Problem of the Week each week like this classic listed below, The Horse Problem. Though they may seem simple at first, problems of the week from such sites as MathCounts and Math Forum  challenge mathematicians to deductively reason the best approach to solving these word problems correctly, but oftentimes, phrasing is meant to trip up the challenge-taker, but careful reasoning and a good process for solving the equation will help ensure you answer questions like these correctly. Teachers should guide students toward a solution to problems like The Horse Problem by encouraging them to devise methods for solving the puzzle, which might include drawing graphs or charts or using a variety of formulas to determine missing number values. The Horse Problem: A Sequential Math Challenge The following math challenge is a classic example of one of these problems of the week. In this case, the question poses a sequential math challenge in which the mathematician is expected to calculate the final net result of a series of transactions. The situation: A man buys a horse for 50 dollars. Decides he wants to sell his horse later and gets 60 dollars. He then decides to buy it back again and paid 70 dollars. However, he could no longer keep it and he sold it for 80 dollars.The questions: Did he make money, lose money, or break-even? Why?The answer:  The man ultimately saw a net profit of 20 dollars; whether you use a number line or a debit and credit approach, the answer should always amount to the same. Guiding Students to the Solution When presenting problems like this one to students or individuals, let them devise a plan for solving it, because some students will need to act out the problem while others will need to draw charts or graphs; additionally, thinking skills are needed for a lifetime, and by letting students devise their own plans and strategies in problem-solving, teachers are allowing them to improve these critical skills. Good problems like The Horse Problem are tasks that allow students to devise their own methods to solve them. They should not be presented with the strategy to solve them nor should they be told that there is a specific strategy to solve the problem, however, students should be required to explain their reasoning and logic once they believe they have solved the problem. Teachers should want their students to stretch their thinking and move toward understanding as math should be problematic as its nature suggests. After all, the single most important principle for improving the teaching of math is to allow math to be pragmatic for students.

Evaluation of a Procurement Plan for use in a project based Assignment

Evaluation of a Procurement Plan for use in a project based ORGANIZATION - Assignment Example The project manager is given the mandate to document the selection process. The committee selected should have three to five people. It should have adequate information about the qualification and willingness of the consultants in pursuing the project and their responses about the project also the evaluation criteria. These are the items which should be contained in the RFR. Planning purchases is the process of determining what to purchase, when and how to purchase or acquire it. Purchase Planning singles out the project whose needs can be met by buying or acquiring services, products and results outside the project organization. Planning purchases also can be used to establish which project needs can be met by the project team during project execution. Mainly, the Purchase Planning includes reviewing the risks found in each make-or-buy decision, and reviewing the kind of contract planned to be used.1 One of its major targets is to reduce risks and to transfer risks to the seller. Make-or-buy analysis is the collection and comparison of opportunities and threats evoked by the make and buys solutions. To the buyers, Purchase Planning assists in cutting down impulsive buying of products and reducing overexploitation of the consumers or the buyers’ decisions by attractive advertisements of the products. There are different tools and techniques, which are used in Purchase Planning , with each aiming at proper planning. Contract type is one of the tools used in Purchase Planning . Different types of contracts are deemed to be suitable for different kinds of purchases. In the identification of the correct type of documentation of a project before contracting, the planner should be aware of the different types of contracts in order to select the most appropriate type of contract for program procurement. Expert judgment plays a vital role in planning for purchases. It can be used as an input

Negotiation and Decision Making Strategy Essay Example | Topics and Well Written Essays - 3000 words

Negotiation and Decision Making Strategy - Essay Example is enjoying increased sales but along with that success comes the need to obtain additional warehouse space. In this market, competition is fierce among those on the waiting list, and the rates are high. Financial issues include signing premiums, common area maintenance (CAM) charges, and term commitments of at least one year. The company has been notified that there is an opening at the industrial sight where it has been on the waiting list for several months. The property management company will be attempting to obtain the highest lease rate for the longest possible term, with as many add-on charges as possible. The goal of this negotiation will be to obtain the needed space without overpaying on the lease itself, reduce the amounts of any extra charges, and obtain a lease term that is long enough to satisfy the property management company without locking ABC Ltd. into space it may outgrow in the next seven years. The negotiation will take place in the conference room at the manage ment company's corporate headquarters, with the Commercial Division Manager, Ms. Fuentes. 1. Body Language - In terms of aiding or hindering communication, body language can be a very powerful. The improper use of eye contact, body positioning and other nonverbal cues can cause the other party to think that you are not listening, don't agree, or are disinterested. 2. 2. Vocal Delivery - Successful communication is not just about what you say, but how you say it as well. There are many lists of phrases or attitudes that block communication, including things like being rude, patronizing, or sarcastic. The bottom line is to communicate understanding and a cooperative attitude. 3. Stress - In any negotiation, individual stress can cause communication to be misinterpreted or not received at all. It is very important that an individual be calm and not suffer anxiety during the course of a negotiation so that he or she can truly hear what the other side is saying and form the appropriate connection that leads to a successful conclusion. 4. My Actions - In this negotiation with the property management company, it will be important that I form a good connection with Ms. Fuentes. I am ultimately going to be trying to emerge with an equitable arrangement that meets her client's needs as well as that of my own company. To accomplish this goal, I will need to demonstrate that I am an effective and engaged communicator and avoid giving negative impressions that block the process. A. I will use nonverbal techniques to demonstrate that I am very interested in what Ms. Fuentes has to say. The techniques I will use will include frequent eye contact with her as we are speaking, facially responding to the points that she makes so as to encourage an open and amicable environment, leaning into the table towards her when I am speaking or when she is making a particularly important point, and allowing comfortable silences to happen so that I don't communicate too much intensity. B. I will use verbal techniques to encourage the discussion, while avoiding the communication blockers of which I am aware.

The Speeches Of Acts Essay Example for Free

The Speeches Of Acts Essay The two-volume set of Luke-Acts was an ancient scholars attempt at defending Christianity as not only a religion, but also as a way of life. While the first volume focused on the life of Jesus, the second volume, focused on the origins of the Christian Church. The speeches found within the book of Acts are ordered in such a way to plainly demonstrate how Christianity progressed from one mans idea into the dominant religion of the time period in which Acts was written. Each speech given is representative of a theme found in the book of Acts. When studying the speeches from Acts, it is important to keep the broader context in mind. The book of Acts itself is about the spread of Christianity and its church throughout the Roman world. It was the story of a spiritual conquest that eventually spread throughout the entire known world. And as with any epic story, it was made up of many smaller stories. Most of these stories found in the book of Acts revolved around a singular speech or occasionally, a group of speeches. In the second volume of Luke-Acts, these speeches make up about one quarter of the entire text. By inserting these unbroken speeches into the book of Acts, the author was able to convey a sense of immediacy that did not normally exist to the reader. When these speeches are observed in their larger context however, they begin to take on an entirely new meaning and intent. This large group of speeches can easily be sorted into groups and themes by looking at who was orating, what their intent was, who the audience was, and what the audiences reactions were. Because Acts was about the spread of Christian Church, the speakers were predominately Jewish-Christians. Paul and Peter orated the majority of the speeches although they are only part of the many Christian advocates who were spreading the Christian message during this time period. Throughout the time frame that book of Acts hopes to frame, many things were happening that were not recorded. It is important to realize that every recorded event portrayed in Acts, surely created Christianesque ripples that flowed continuously outward from the apostles and other devout followers. Many times, Christian speeches and activities often spurred other speeches that were orated by non-Christians. These non-Christian speeches were mainly negative to the Christian cause and were often preemptive to floggings and violence. Even though these outlying speeches are legitimate, the authors function of these speeches remains fundamentally different than that of the pro-Christian speeches found in Acts. Therefore they should be viewed as mere reactions and complements to the Christian speeches rather than speeches themselves. Many of these negative reactions were spurred when Christian speakers attempted to convert devout Jews into Christians, especially early on in Acts. For example, when Paul spoke to a Sadducees council early on in the book of Acts, the reaction the apostles received was not only a speech negating their preaching, but also a beating at the hands of the council. (Acts 5.29-5.40). The apostles were not deterred by these set backs posed by the council however, and they became more persistent in their witnessing to Jews and non-Jews alike. One method used to persuade Jews to cross over into Christianity was the implementation of history in their arguments and speeches. In Acts 13.16-13.41 Paul explained Jesus Jewish origins and how the same Jews that shared his ancestry had eventually rejected him. This message was extremely effective to small groups of Jews, but when a large group amassed during the next Sabbath day, Paul and the apostles were inevitably rejected once again by the Jews. The apostles were not content with speaking only to Jews because in their opinion, God was universal in his love of humans. They hoped to eventually unify Gentiles and Jews under one religion in which all were equal. In hopes of spreading this message to potential Gentile converts Paul and Barnabas traveled to the town of Lystria and spoke to the inhabitants. (Acts14.8-14.20). By healing a crippled man in public, Paul and Barnabas gained the attention of many Gentiles, who immediately regarded them as the Hellenistic Gods Zeus and Hermes. After convincing the masses about the way of Christianity, they traveled outwards from Jerusalem still into yet another Gentile town called Derbe. This continual path away from Jerusalem into the outer world paralleled what the apostles were attempting to do with Gentiles. By allowing the Gentiles to maintain their customs and culture, the way of worshipping the one Christian god became more appealing to the majority of them than pertaining to the typical Roman Gods. The only thing that Christian law required of Gentiles and Jews was belief in the idea that repentance of sin resulted in the forgiveness of God. As the apostles continued to journey outwards away from Jerusalem, the notion of the Christian church spread with them. In some cases the word of Christianity spread faster than the apostles. When Paul traveled to Ephesus in Acts 19.1 for example, he was met with disciples of Christianity who had been baptized in the name of John, but not yet of Jesus. After Paul had spent considerable time in Ephesus, he began his journey back towards Jerusalem. Once Paul was back in Jerusalem, the style of speeches drastically changed from evangelistic to defensive. Now that Paul was back in the midst of the hub of Jewish activity, he was constantly questioned, attacked, provoked, and arrested. When Paul went on trial before King Agrippa in Acts 26.1-26.32 his speech had a different message than most of his previous ones. Paul attempted to pacify his accusers by reverting to his Jewish roots and demonstrating that he had disobeyed no laws while within the temple. Paul summed up his experiences with the Jews and Gentiles and eventually was allowed freedom once again. The purpose for Pauls arrest in the context of Acts, was to not only sum up the previous themes found in the volume, but to also demonstrate the justification of unity between Jews and Gentiles under the same God. After this was accomplished, Paul was allowed his freedom so that he could continue his travels and repeat all of the subsequent themes that came with his earlier travels. Once Paul was in Rome, he continued his preaching to the Gentiles. While in Rome, he was subject to much of the same treatment he had found elsewhere in the world. On one hand, much praise and jubilation followed him, but on the other, he was also eventually persecuted and sent to jail. He was eventually forced to basically repeat his earlier apologies and arguments to justify his freedom. As before, he was allowed release so he could continue preaching and teaching in Rome. (Acts 28.17 28.28) To summarize the book of Acts, once Paul had conquered Jerusalem in a spiritual sense, he set out to conquer Rome as well. These cities represent both the Jewish capital of the world and the Gentile capital of the world. Upon implementation of Christianity of any giving town, the apostles set out to other towns and cities in order to give their powerful speeches, which signified so much more than the words they contained. Works Cited Ehrman, Bart D., The New Testament: A Historical Introduction To The Early Christian Writers. New York: Oxford, 2000. Harvey, A. E., The New English Bible: Companion To The New Testament. Cambridge: Oxford, 1970. Meeks, Wayne A., et al. ed. The Harper Collins Study Bible. Vol. 44. New York: HarperCollins, 1993. Stendahl, Krister. Paul Among Jews And Gentiles And Other Essays. Philadelphia: Fortress, 1973.

Risk Assessments Within The Criminal Justice System Essay -- Criminal

Risk assessments are an essential component to the criminal justice system because without them jails and prisons could not perform their duties and would not be as efficient. Risk in principle is a fact, yet danger is an issue of perception, how much will society tolerate. People tolerate a lot of risks without noticing the dangers. Risk assessments let us know what is not easily noticed though they still have some blind spots where studies need to be done. The ways that community correction agencies use risk assessments, the elements that are risk assessed, and strengths and weaknesses of most risk assessments will be discussed. Uses of risk assessments There are various risk assessments that exist. For example, there are different ones for pre-sentencing, parole, and in-between that time with prison and jail time served for appropriate measures to be determined. These will help the offender get what is needed based on the severity of their needs. For instance, the specific treatments and/or programs for rehabilitation to occur the offender will need to notify the right authorities and the way to do that is filling out an assessment of risk. The first issue to be tackled for an offender is a drug referral if needed since other interventions and programs will not have much effect if the offender will not retain them due to drug use. These treatment facilities communicate with the probation officers. They keep them informed on the offender’s progress and/or issues the offender has. The lower risk offenders are eligible for treatment programs. (Loftus, lecture) There are more opportunities that apply to lower risk offenders, not just treatments and programs. Only lower risk offenders in jail have a chance to volunteer for... ...ing education. The weaknesses that were touched upon were social groups, gender gap, and racial influences. Works Cited Gould A. Laurie, Southwest Journal of Criminal Justice, Vol. 6(3) (2010), P. 267–285, Perceptions of Risk, Need, and Supervision Difficulty in the Community Corrections Setting, University of Texas at Arlington, http://www.jstor.org/. Accessed: 9/10/11 Loftus Rebecca PH.D., Lecture on risk assessments, Fall 2011, Probation and Community Probations. Noted: 9/6/11 & 9/8/11 MILLS F. JEREMY AND KRONER G. DARYL, Criminal Behavior and Mental Health Vol. 16 (2006), P. 155–166, The effect of discordance among violence and general recidivism risk estimates on predictive accuracy, 1Bath Institution, Bath, Canada and Carleton University, Ottawa, Canada; 2Pittsburgh Institution, Pittsburgh, Ontario, Canada, http://www.jstor.org/. Accessed: 9/10/11

Motivation Theories Essay

The motivation theory that I am in most agreement with would be the Diversity view point. We as humans are motivated by a variety of different things; every individual is unique and has different goals, purposes, perspectives and ways of life for one another. This means that one person’s drive for victory and success will be different from another. The Diversity view makes me believe that it is impossible for individuals to have a small set of basic motivations and needs within their human behavior and experiences. Diversity puts into clear view that everyone has and faces different motivations, drives, needs, goals, perspectives, and purposes for what they want out of life. In modern day people live their life and are determined to better their future from their past. This means that the past that I have already lived is what created the path, walkway, stepping stones for who I want to become in the future and, what I plan on accomplishing in life. I live for this belief beca use it is the reason why I do what I am doing today. The plan that I thought I was destined to take three days ago might have been altered today, and I might have to found a new path to follow. As an adult me and everyone else remembers their childhood this is part of life that cannot be avoided. Later in life when we become parents we might or might not incorporate how we were treated and acted as children into our parenting skills. Often we will use our past experiences to set example to our child why they should or should not do something. This is so that we can teach them the right thing to do in certain situations. As we live our daily lives one day at a time, we tent to piece together our memories of events in our past and develop thoughts of what is soon to come in our future. After discussing Diversity my most agreed motivation theory we get to my least agreed one which is Psychoanalytical. I cannot find a single thing on this motivation theory that I agree with. I believe us as humans are the cause of our own actions, and we should be held at fault for them. I believe individuals have to seize control of their life taking responsibility for their actions. Every action that takes place because of human behavior cannot be determined and know by something we have no control over. We as humans do as we please with developed human behavior because we have no boundaries to stop us (realistic). We are in control of our own life and create our own fate (future). We as individuals chose what we want out of life, and how we will obtain it. There are however  unavoidable twist of fates that are created due to another person like murder, car accidents, plane crashes, and exedra. The final claim of my disagreement is we as humans are greedy never satisfied with what we have in life, we always want more. That is what either makes us or breaks us in life thus creating who we are and for what purpose we are that person for.

How and why does Othello’s language change over the course of the Play? Essay

Othello is a classical tragedy in the sense that it has a hero with many virtues who is brought down by a combination of an evil man and his own weakness, jealousy. This rise and fall is echoed in the language given to Othello by Shakespeare which moves from the confidence in front of Brabantio through the violent images and indecision of his undermining by Iago back to some nobility when he realises what he has done. When Othello first appears on stage in Act 1 Scene 2 he has such confidence in his skill with language that he can claim that he is â€Å"rude† in his speech, knowing that no one will possibly believe him. His well-chosen words â€Å"keep up your bright swords, for the dew will rust them† diffuse a potentially dangerous situation and atmosphere. These first few lines create an image of Othello as confident and strong. It also shows that he has a dramatic impact on the other characters and the play itself. The situation arises with Brabantio and his men hold their swords up to Othello and his soldiers, but with those well-chosen words he tells Brabantio and his men to put their swords back in their sheaths. â€Å"for the dew will rust them† is just a bit of sarcasm. He is reminding them that they are merely civilians and policemen and Othello is a military officer and the men behind him are soldiers. It is impossible for Brabantio to win this fight. Earlier when Iago asks Othello if he is secure in his marriage, he replies, â€Å"But that I love the gentle Desdemona I would not unhoused my free condition put into circumscription and confine for the sees’ worth† Here Othello is comparing the value of his freedom and his love for Desdemona to all the treasures of the sea. This is an image typically used by Othello. In scene 3 of the first act Othello is at the Senate, replying to Brabantio’s accusations of casting a spell over Brabantio’s daughter making her fall in love with him. In his speech there is obvious irony and exotic language. Again typical Othello language, â€Å"Rude am in my speech and little bless’d with the soft phrase of peace† that passage is obvious irony as Othello is certainly not rude in his speech he is completely opposite to that. He speaks in dazzling blank line verses that amaze his audience. â€Å"For since these arms of mine had seven years’ pith, till now some nine moons wasted, they have used their dearest action in the tented field, and little of this great world can I speak, More than pertains to feats of boil and battle,† The key test Othello faces is when he has to defend himself in front of the Duke in the council chamber. Brabantio has already accused Othello of witchcraft and the Dukes immediate reaction without knowing it is Othello is one of horror. â€Å"Whoe’e he be that in this foul proceeding hath thus beguiled your daughter of herself†¦ the bloody book of law you shall yourself read in the bitter letter after your own sense, yea, though our proper son stood in your action†. Potentially Othello the soldier is up against the ruling class of Venice but he doesn’t hesitate to challenge Brabantio head on. He is confident enough to suggest Desdemona should be allowed to speak for herself â€Å"Send for the lady to the Sagittary, and let her speak of me before her father†. While they are waiting for Desdemona to arrive Othello launches into a coherently argued forty-line speech. He tells the story of how it was Brabantio himself who brought them together â€Å"Her father loved me, oft invited me, still questioned me the story of my life†. He goes on to describe his distinguished military career. Not only does this get the audience on his side but he is able to use the trick in speeches of describing things in three’s; â€Å"Wherein I spake of most disastrous chances, Of moving accidents by flood and field, Of hair-breadth scapes i’th’imminent deadly breach, Of being taken by the insolent foe, And sold to slavery,†. In this section he conjures up a world dominated by nature and allusions to tribes from classical myths, â€Å"And portance in my travels’ history: wherein of antres vast and desert idle, rough quarries, rocks and hills whose heads touch heaven it was my hint to speak,-such was the process; and of the Cannibals that each other eat, the Anthropophagi and men whose heads do grow beneath their shoulders.†. Even here Othello is able to use words like antres instead of caves and talk of cannibals as Anthropophagi. The rest of the speech is used to show that Desdemona was indeed spellbound but from the story of Othello’s life rather than any magic. He ends triumphantly by rejecting Brabantio’s charge with the two lines â€Å"This only is the witchcraft I have used: Here comes the lady; let her witness it.† After the Turkish fleet was beaten by the storm and defeated by natural rather than military might, Othello has no military duties left to do. Therefore the play now concentrates on the relationships and becomes a much more domestic tragedy. Iago becomes the new enemy not the Turks; he is free to indulge in the evil he has hinted at before. Readers become aware of his evilness as the play unfolds, â€Å"Make the moor thank me, love me, and reward me for making him egregiously an ass and practicing upon his peace and quiet even to madness† Iago as part of this plan gets Cassio drunk because he knows that he can’t hold much drink. Cassio starts a brawl and as a result gets sacked by Othello. Iago then tells him to go and see Desdemona and ask for his job back. Act 111-scene iii is one of the key scenes in the play. At the beginning of this very long scene Othello has complete control over his mind and actions. By the end he is on the edge of being completely insane and the revenge on Desdemona is looming, â€Å"I’ll tear to pieces.† And â€Å"Damn her, lewd Minx†. This is all because of the corruption and evilness of Iago. He has poisoning Othello’s mind. At the beginning, Iago starts to introduce the idea that Desdemona might be unfaithful, as he does throughout the scene Iago exits just after this accusation to leave Othello to contemplate what Iago has just said. Immediately Shakespeare shows through the language that Othello is in two minds about what is going on. His first reaction is to use a bold, manly metaphor from falconry, which is meant to show that he is determined to do what a man must do. â€Å"Thought that her jesses were my dear heartstrings, I’d whistle her off, and let her down the wind.† Yet seven lines later he is using a much more negative image â€Å"I had rather be a toad and live upon the vapour of a dungeon, than keep a corner in the thing I love for others’ uses. Yet, ’tis the plague of great ones.† He rounds of this soliloquy with another phrase showing his confusion when he says â€Å"O, then heaven mocks itself!† before Desdemona enters. At this early stage it is interesting to note that Othello is still able to use irony to put himself down as he did in Act 1 when he says â€Å"Haply, for I am black and have not those soft parts of the convocation that chamberers have,† When Desdemona drops her handkerchief and Emilia finds it and hands it to Iago. He informs the audience of the plot by using a soliloquy. He is going to put it in Cassio’s lodgings to implicate him. Just before Othello comes back in Iago points out the torment that Othello is in, â€Å"The Moor already changes with my poison: Dangerous conceits are in their natures poisons, which at the first are scarce found to distaste, but, with a little act upon the blood, burn like the mines of sulphur.† Othello immediately confirms this when he says to Iago â€Å"thou hast set me on the rack.† Othello’s next soliloquy, while on the surface confident and coherent is in fact a realisation that the military life in which he has been confident in has come to an end. Although the language and structure hark back to his act 1 oratory, he is putting into words the change of scene that has taken place- the enemy has changed from the Turks on the battlefield to Iago in the bedroom. When he is saying farewell to the military life, he not only uses a lot of military images but he also does it in a way that is very formal repeating the word ‘farewell’, â€Å"O, now, for ever farewell the tranquil mind! Farewell content! Farewell the plumped troop and the big wars that make ambition virtue! O, farewell, Farewell the neighing steed and the shrill trump, the spirit-stirring drum, the ear-piercing fife, the royal banner, and all quality, Pride, pomp, and circumstance of glorious war!† Immediately the surface calm of this formal speech is shattered when Othello grabs Iago by the throat and says â€Å"Villain, be sure thou prove my love a whore.† He continues the violent imagery when he says â€Å"Thou hadst been better have been born a dog than answer my wsk’d wrath!† When Iago threatens to go into a sulk at Othello doubting what he is alleging, Othello stops him from leaving but immediately reveals his indecision â€Å"I think my wife be honest, and think she is not; I think that thou are just, and think that thou are not.† This sense of turmoil is further underlined by the aggressive images he uses â€Å"If there be cords or knives, poison or fire or suffocating streams, I’ll not endure’t. – would I were satisfied!† which Iago confirms by saying â€Å"I see, sir, you are eaten up with passion.† Iago then assumes control of the situation and extends the animal sexual imagery by talking about â€Å"Were they as prime as goats, as hot as monkeys, as salt as wolves in pride, and fools as gross as ignorance made drunk.† He introduces the lie of hearing Cassio talk about his love for Desdemona in his sleep. The scene ends with Othello making one last attempt to speak formally with classical allusions â€Å"like to the Pontic Sea, Whose icy current and compulsive course ne’er feels retiring ebb, but keeps due on to the Propontic and Hellespont.† Just before the end Iago and Othello kneel down together and Iago solemnly swears to provide evidence of Desdemona’s wrong doing to Othello. His real state of mind though is shown with the last four lines â€Å"Damn her, lewd minx! O, damn her! Damn her! Come, go with me apart; I will withdraw, to furnish me with some swift means of death for the fair devil. Now art thou lieutenant.† Even in describing Desdemona as a ‘Fair Devil’ Othello uses an oxymoron to show his confusion. Act 4 opens with Othello and Iago discussing the proof that has been obtained so far. It quickly becomes apparent that Othello’s mental state has rapidly deteriorated. When Iago starts to introduce the idea that Cassio has been sleeping with Desdemona with the key word ‘Lie’, the conversation breaks down in confusion over whether Cassio has been ‘lying’ with Desdemona or if Shakespeare is really drawing attention to the fact that Iago is telling a ‘Lie’. Othello’s response is one of total confusion; he abandons the well-formed blank verse he has spoken in for almost incoherent prose. Before he falls into a trance he is reduced to a series of short exclamations, â€Å"Pish! Noses, ears, and lips. Is’t possible? – confess? – Hand-kerchief? – O devil!† Cassio briefly re-enters and is told by Iago to come back after a short while. When Othello recovers from his fit Iago tells him to hide himself and listen to what Cassio has to say. Although Othello is at one level quite aggressive with Iago saying â€Å"Dost thou mock me?† and â€Å"Did he confess it?† It is Iago who is in charge of the situation and Othello is reduced to one or two line interruptions. Just before Cassio comes back in Iago makes it clear how he will use the situation to deceive Othello: â€Å"As he shall smile, Othello shall go mad; and his unbookish jealousy must construe poor Cassio’s smiles, gestures, and light behaviours, quite in the wrong.† Iago leads Cassio on just out of Othello’s earshot by clearly getting Cassio to talk about Bianca while Othello thinks he is talking about Desdemona. The deception is completed by Bianca herself comes in and displays the handkerchief that Iago had planted in Cassio’s room. When Cassio and Bianca have gone, Othello comes back and in one speech shows that he can still hardly believe what has happened, â€Å"Ay, let her rot, and perish, and be damned tonight; for she shall not live. No, my heart is turned to stone: I strike it, and it hurts my hand. O, the world hath not a sweeter creature: she might lie by an emperor’s side and command him tasks.† On one level he is convinced of her unfaithfulness but on another he cannot completely let go of the image of the sweet and beautiful women he has married. Gradually Othello overcomes his squeamishness and as he becomes more determined so his language becomes more violent. At one point he says â€Å"I will chop her into messes – cuckold me!† and in his next utterance he becomes very lucid because he knows exactly what might stop him doing what he thinks should be done, â€Å"Get me some poison, Iago – this night. I’ll not expostulate with her, lest her body and beauty un-provide my mind again – this night, Iago.† When Lodovico and Desdemona come in with a letter re-calling Othello and appointing Cassio in his place as governor of Cypress, Othello’s speech and behaviour once again break down. He is reduced again to a series of exclamations: â€Å"Fire and brimstone †¦ Indeed†¦ Devil!† Culminating in him striking his wife. Lodovico is shocked by what he has seen ands heard, and after Othello has dismissed Desdemona with a series of jerky exclamations and departed himself with the outburst â€Å"Goats and Monkeys!† Lodovico expresses concern when he says â€Å"Is this the noble Moor whom our full senate call all in all sufficient? Is this the nature whom passion could not shake?† The next scene opens with Othello questioning Emilia about Desdemona and Cassio. Despite the fact that Emilia protests that there is nothing untoward between them, Iago has poisoned his mind and he dismisses Emilia’s evidence with the lines â€Å"She says enough; yet she’s a simple bawd that cannot say as much. This is a subtle whore, a closet lock and key of villainous secrets; and yet she’ll kneel and pray; I have seen her do’t.† Othello now can only conceive his wife as a â€Å"Whore†. When he is left alone with Desdemona she immediately senses something is wrong â€Å"I understand a fury in your words, but not the words themselves.† The imagery Othello uses in trying to get Desdemona to confess is that of heaven and hell: – â€Å"the devils themselves†¦double damned†¦thou art false as hell.† This imagery borrowed from Iago shows just what an extent Othello’s mind has been taken over. Othello then embarks on a speech, in which he imagines all the awful punishments he might have to endure like the prophet Job. He realises that although he could cope with all that he cannot cope with the loss of Desdemona â€Å"But there, where I have garnered up my heart, where either I must live or bear no life, the foundation from the which my current runs, or else dries up- to be discarded thence!† The consequences of this bring about the imagery of toads when he had previously used in act 3-scene iii. His most striking picture of how his view of Desdemona has changed comes when he asks Desdemona to look at him, he says â€Å"Patience, thou young and rose-lipped cherubin, ay, there, look grim as hell!† Othello uses an image worthy of Iago when he replies to Desdemona â€Å"as summer flies are in the shambles, that quicken even when blowing†. Yet even now he is aware of the power of Desdemona and dismisses the image with the confused exclamation â€Å"O thou weed, who art so lovely and fair and smell so sweet that the senses ache at thee, would thou hadst ne’er been born!† His next speech re-introduces the cosmic imagery from earlier in the play when he describes his shame at the thought of what Desdemona has done â€Å"Heaven stops the nose at it, and the moon winks; the bawdy wink, that kisses all it meets, is hushed within the hollow mine of earth, and will not hear it.† However before he leaves, he virtually accuses Desdemona of being a common prostitute by describing her twice as a â€Å"strumpet† and once as â€Å"that cunning whore of Venice†. He ends his part in the scene by using again an image of heaven and hell borrowed from Iago when he says â€Å"You, mistress that have the office opposite to Saint Peter and keep the gate of hell!† The powerfulness of the images in these lines shows the extent of Othello’s love for Desdemona and his pain at what he imagines has happened. The image of the fountain shows that he regards Desdemona as the source of his love. The final scene opens with Othello going into Desdemona’s bedroom carrying a candle. His opening words â€Å"It is the cause; it is the cause, my soul. Let me not name it to you, you chaste stars! It is the cause.† are almost a means of ‘psyching’ himself up to do the deed. Othello repeatedly uses the word â€Å"cause† in his opening quote. It could mean one of three things: Desdemona’s infidelity may be the reason which propels his actions; he is also thinking that his actions are in a just cause; or he could be using it in a legal sense as the accusation brought against Desdemona in a court. Either way Othello invents himself as the personification of justice, partly because he cannot bear to face up directly to what he thinks Desdemona has done. When he talks to her sleeping figure he imagines her already as a figure on a tomb and starts on an extended metaphor taken probably from the candle he is holding which has at least shown he has regained some of his composure. Although he is determined to gain revenge he is also acutely aware of the finality of what he is about to do â€Å"yet she must die, else she’ll betray more men. Put out the light, and then put out the light †¦ but once put out thy light, thou cunning’st pattern of excelling nature, I know not where is that Promethean heat that can thy light relume.† His use of classical allusions shows that he has recaptured the fluency of earlier scenes but he still cannot bear to confront Desdemona directly. He compares her to a rose on a tree and when he kisses her he brings up again his image of himself as Justice. The confused state of mind is perhaps shown in his words â€Å"I will kill thee and love thee after† When Desdemona wakes up, Othello, while still determined, is gentle with her. However once she starts protesting her innocence his anger returns and he starts calling her a â€Å"strumpet† and not even allowing her to say a last prayer. When Emilia comes in and draws back the curtains as Desdemona dies, she is appalled and summons Iago among others to witness what has happened. As Emilia starts to reveal what has happened Iago becomes more and more agitated and Othello begins to realise that he has been deceived. Iago stabs Emilia and she dies praising her mistress Desdemona â€Å"Moor, she was chaste; she loved thee, cruel Moor†. This is almost a parallel of Desdemona’s last words protesting her continuing love for Othello. The truth is now out and Othello begins the process of trying to present himself in the best possible light. He begins by recalling his strong point- his role as a soldier â€Å"Behold I have a weapon: A better never did itself a sustain upon a soldier’s thigh.† Perhaps unconsciously Othello is also recalling his role as the agent of justice in his use of the image of the sword. As he regains his eloquence he begins to picture both himself and Desdemona as victims of fate. Probably he is trying to avoid admitting that they are both victims of his own stupidity. Yet in the end the growing realisation of what has happened forces him to have to come to terms with two things. Firstly, he recalls his imagery of heaven and hell and uses it to contrast the innocent Desdemona with his own guilt â€Å"when we shall meet at compt, this look of thine will hurl my soul from heaven, and fiends will snatch at it. Cold, cold, my girl! Even like thy chastity.† This leads him on to an eloquent outburst against himself as he realises his role in the tragedy â€Å"O cursà ¯Ã‚ ¿Ã‚ ½d, cursed slave! Whip me ye devils from the possession of this heavenly sight!† As the surviving characters come on stage Othello turns his language of delivery against Iago himself when he says to Cassio â€Å"will you, I pray, demand that demi-devil why he hath thus ensnared my soul and body?† Iago refuses to say anything and Othello embarks on one final, glorious speech full of poetry and memorable images. He pictures himself as someone who has suffered because of his love for Desdemona â€Å"then must you speak of one that loved not wisely but too well† in explaining his murder of Desdemona he likens himself to quotes â€Å"the base Indian† who â€Å"threw a pearl away† He continues his startling use of imagery by picturing himself as grieving for Desdemona in a way that will heal the situation â€Å"of one whose subdued eyes, albeit unused to the melting mood, drop tears as fast as the Arabian trees their medicinable gum.† Finally he recalls his role as a Christian hero slaying the wicked Turk and his final words combine the themes of death and his love for Desdemona â€Å"I kissed thee ere I killed thee: no way but this, killing myself, to die upon a kiss.† In Othello more than any other tragedy Shakespeare uses the hero’s language to parallel his rise and fall. At the beginning when accused of witchcraft by Brabantio, Othello is completely in control of the situation and his language reflects it. As Iago begins to poison his mind and the scene shifts from the battlefield to the bedroom his language breaks down and he is reduced to a series of exclamations of abuse. It is only at the very end when he knows what has to be done that he becomes calm again and his language regains all its beauty and poetry.

Outsourcing of IT Jobs essays

Outsourcing of IT Jobs essays Companies are under increasing pressure to compete in their marketplaces, thus they are looking at cheaper sources of labor outside of the United States to help cut costs. IBM has become one of the leading companies to follow this business strategy. However, organizations and management must now deal with new problems such as clashes of culture, customs, language, and even political pressure. Outsourcing is the newest trend that Corporate America is using to cut its costs. They are moving U.S. jobs overseas where the labor expenses are cheaper. The outsourcing of America is shaping up as a seemingly inexorable trend, with various consultants estimating that the number of U.S. jobs shipped overseas will climb from the hundreds of thousands we have seen over the last few years to several million in 10 years. (Gumpert, 2004 p.1). Corporations such as IBM, Dell, Microsoft, and American Express have participated in this strategy to cut costs. However, all of these companies will need to learn how to deal with the implications of moving to a cheaper labor force. Why are companies outsourcing many IT jobs? Large American corporations are claiming that they are outsourcing U.S. jobs overseas not only to cut their costs, but so that they can more efficiently compete in the global economy. Also many smaller companies are beginning to take the plunge and send jobs overseas so that they can compete with the larger corporations. Many of our U.S. jobs are being shipped offshore to countries such as India, China, Russia, and the Philippines. Jobs are being transferred to these locations because the countries have a high number of educated and highly skilled, information technology professionals. Programmers and engineers in these countries are willing to work for a much cheaper rate. With this new trend many Americans are wondering if the foreign workers actually possess the skills necessary to do the job. It is a surp...

The Big Black Bear †Comprehension Lesson Plan

The Big Black Bear – Comprehension Lesson Plan Free Online Research Papers The Big Black Bear Comprehension Lesson Plan â€Å"Run!† It wasn’t the word that alerted me, it was the sound of cold hard terror that accompanied it. My mind froze. What could possibly have scared the ever tough Sam so much as to inflict that slight tremor in his otherwise gruff voice? Whatever it was, it had to be bad. Clutching the tent peg in my sweaty right hand, I slowly stood. I felt it before my eyes even caught sight of it. My heart stopped. It was in my throat, I was sure. Darkness swirled around me. It threatened to eat me whole. What was happening? My senses slowly returned and when I regained my eyesight, I wished that I had not. For, standing there, before me, was the biggest most terrifying sight of my life. My gaze slowly traveled downward from the swirling grey sky. The clouds, full of rain, were trying to warn me of something. I was too frightened to take heed of the warning. My breath caught in my throat. There he was. The Big Black Bear. The snout glistened with moisture. The teeth, sharp and browned by the decades of eating raw flesh, were exposed in a sneer. The howl that rose from his mouth curdled my blood. His mighty claws, sharp from all those years of wondering the woods alone, curled like some hideous cockatoos beak. His mammoth form filled my vision and halted me in my tracks, as only those things we truly fear can. Should I run? Should I stand deathly still? That choice was taken from me, for, with a roar that no earthly creature should possess, he pounced. Suddenly my legs were like leaden weights. My feet were heavy, but I ran. I ran as fast as I could go. Where was Sam? Mighty Sam, slayer of the giants? My head was fuzzy, which way was the house? The sound of splashing drew my attention. Would it be a good idea to bring this rabid beast so close to my family? If it did get near, could Suzie outrun him? If anything happened to her on my watch, mum would kill me. Well, at least then I wouldn’t have to worry about this monster getting me. With a gruff shout, Sam saved me once again. â€Å"Look out!† The animal took off after him at breakneck speed. I hadn’t realized how close it had come to getting me. Its horrible mouth had been mere inches from my flesh. I’d have to try to help Sam, of course, after just one more breath. â€Å"Sam!† I shrieked trying to work out where he would have gone. Mum would kill me if anything happened to him, too. Aunty June would be livid. She was upset when he went home from holidays with us last time with sunburn. At last I saw him. He was standing, shivering, trying to stare the beast down. The fangs of the monster dripped with saliva. I could see it was almost literally licking its lips. Its eye glistened angrily, glaring their hunger at us. The target. The next meal. It reared up, ready to pounce. The tongue lolled dumbly in its head, ready to eat us. My legs froze. The expression on Sam’s face was a frozen mask of deathly fear. The big black bear lurched forward†¦ â€Å"BEAR!† It was another insistent screech. Mrs Toppernickel. â€Å"Bear, get into this house now!† The big black bear stopped. Its tongue hung limply out of the side of his mouth. Every summer it was the same. Sam and I would spend at least five out of six days of our holiday trying to get away from that beast. Even its sweet rottweiler head never helped us to like it. It wasn’t a normal dog. Mrs Toppernickel, she never looked after it properly, and she never believed us when we told her of its evil nature. â€Å"Oh, not Bear† she would claim, â€Å"He’s as gentle as a lamb!† Yeah, a lamb with rabies, I say! COMPREHENSION 1. Now that you have read the story, highlight all of the descriptive words and identify them as being either, an adverb or an adjective. 2. Try to answer the following questions. 1. What is the meaning of the following words: a) screech b) lurched c) mere d) limply e)gruff f) curdled g) pounced h) livid 2. What is the purpose of writing the Big Black Bear in capital letters? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3. What kind of person is Sam? ______________________________________________________________________________________________________________________________________________________________________________________________________ 4. What kind of person is Mrs Toppernickel? ______________________________________________________________________________________________________________________________________________________________________________________________________ 5. Why is the persona in the story scared of the Big Black Bear? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 6. What does the quote â€Å"mighty Sam, slayer of the giants† tell us about the way the persona feels about Sam? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 7. What do you think the person in the story was doing when the â€Å"monster† came near him? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 8. What physical description of the Big Black Bear helps to make the reader realize that the characters in the story should be scared? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 9. What was happening to the protagonist when he said â€Å"darkness swirled around me..†? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 10. Why is the author talking about being â€Å"frozen† so often? ______________________________________________________________________________________________________________________________________________________________________________________________________ Now that you have completed the comprehension, think about the title of the story. The Big Black Bear! The word ‘big’ is an adjective, a word that describes a noun. It is not a very interesting word though! Now, let’s try to find some other words to use instead of big and small. ACTIVIY: Choose an appropriate word from the box to fill in the space in each sentence. 1. To cast out over the reef into deep water, Dad needed a big __________fishing rod. 2. During the housing shortage, people were prepared to pay big ________ prices. 3. The visiting pop star stayed in a big _________ suite in the hotel. 4. It looked as if I had mumps, as my glands were big _________. 5. The pyramids are big ____________ tomb for ancient Egyptian royalty. 6. The opposing boxer stood there flexing his bib ____________ muscles. 7. Several people began whispering to each other during his big ___________ speech. 8. The rich stockbroker lived in a big _____________ house on the waterfront. 9. The man seen driving off in the stolen car was short and big ___________. 10. The dead bull had become big _____________ after lying two days in the paddock. ACTIVITY: Now that you have learned some more vocabulary words, use as many as you can by writing an alternate ending to the story. Try to keep to the scaffold of the narrative text type. 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________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Research Papers on The Big Black Bear - Comprehension Lesson PlanThe Hockey GameThe Spring and AutumnThe Masque of the Red Death Room meanings19 Century Society: A Deeply Divided EraCapital PunishmentComparison: Letter from Birmingham and CritoHarry Potter and the Deathly Hallows EssayWhere Wild and West MeetHonest Iagos Truth through DeceptionHip-Hop is Art

An Issue of Two Courts Case Study Example | Topics and Well Written Essays - 750 words

An Issue of Two Courts - Case Study Example Given the fact that the charges that are to be leveled against the officer and the agency in particular have low chances of standing as criminal charges with intent to murder, in all probabilities, it would be certain that the charges could be changed to civil penalties. Greene (2006) states that there are three types of general torts that could be brought up against the police officer and the agency. These would include Tort is a private injury inflicted on one person by another, where the plaintiff is the injured party. Negligence is alleged when a defendant should have anticipated their acts or omissions would result in an injury. The key factors in these cases are that of reasonableness. The US Supreme Court has affirmed that the right to access to the court's assures that no person will be denied the opportunity to present to the judiciary allegations concerning violations of fundamental constitutional rights. US courts have fundamentally presumed that damage actions against the federal government- although not injunctive relief- must be authorized by the US Congress through an explicit waiver of immunity enjoyed by them. Shelton, (2001) states that at present, the Federal Tort Claims Act makes the state and state agencies liable for money damagesfor injury or loss of property or personal injury or death caused by federal government agents. For example both the FTCA, 28 U.S.C. 1346(b), 2671-2680 (1988 and Supp. IV 1992) and the Tucker Act, 28 U.S.C. 1346(a). It must also be remembered that individual agents are no longer immune from liability in USA where a wrongful act in violation of the constitution by a federal agent acting under color of law gives rise to a cause of action for damages against agents, according to the US Supreme Court (Bivens v Six Unknown Named Agents of the Federal Bureau of Narcotics). What one needs to be remember here is that moonlighting is not against the constitution and hence there can be no constitutional violation charge can be brought against the agency or the officer. The greatest probability in the context of the case is the charge of intentional tort against the officer and a charge of vicarious liability against the agency for hiring police officers that made it a habit of moonlighting while nature of the job that they do demands that they give it their whole and undivided attention. Intentional tort would be a voluntary commission of an act that to a substantial certainty will injure another person. This is in fact a large possibility given the fact that an officer who had finished a job at 3:30 am in the morning could not be expected to be in his full senses or give his best to another job of a nature as sensitive as public security is. The agency can also be brought under the jurisdiction of damages by the plaintiff under the scope of vicarious liability, which states that A legal doctrine that holds the

Final Project Research Paper Example | Topics and Well Written Essays - 1250 words

Final Project - Research Paper Example Phoenix Airport is expected to become a â€Å"strong financial partner committed to aviation, to help fund large capital items† (passenger terminals, parking garages) and those items that are not eligible to be funded by Passenger Facility Charges or Airport Improvement Program (for instance, roadway systems). Moreover, Phoenix representatives will participate in the meeting with the FAA for it to fund $200 million in capital projects with AIP grants based on the following plans: the Airport Master Plan, the Airport Capital Improvement Program, and the Airport Layout Plan (Amended and Restated Intergovernmental Agreement, 3). The Airport Improvement Program (AIP) is a program, providing grant for the planning and development of public-use airports, included in the National Plan of Integrated Airport Systems (Faa.gov, n.p.). AIP funding is generated by the Congressional appropriations of revenues paid by airport users (aviation fuel, airline tickets, aircraft registrations, etc) (Master Plan Executive Summary, 4). -  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   AIP offers grants for reliever and general aviation airports (Gateway Airport), which covers a range of 90-95% of eligible costs and 75-80% of eligible costs for large and medium primary hub airports) (Phoenix Sky Harbour) (Faa.gov, n.p.) -  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   For being eligible for a grant, an airport should be included in the NPIAS. Based on the 2013-2017 years plan, both Phoenix Sky Harbor International Airport and Phoenix-Mesa Gateway are included to the NPIAS list (Appendix A – all NPIAS Airports 2013-2017, n.p.). -  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   According to the Appendix A (NPIAS, n.p.) current enplanement at Phoenix-Mesa Gateway is equal to 417  862 with 89 current based aircrafts (Appendix A – all NPIAS Airports 2013-2017, n.p.). According to the Airport Master Plan Executive summary of the Phoenix-Mesa Gateway Airport (2) number of Air Carrier