Strategic Management Case Study Example | Topics and Well Written Essays - 500 words - 2

Strategic Management - Case Study Example This novel concept prioritizes removing the distinction between the categorization of businesses for profit from those which are essentially for benevolent purposes. This posits that for a company to have a competitive edge, it does not mean that it should lose grasp of social issues that prevail within the community. Rather than having substantial social functions as a distinct aspect of a corporation, shared value envisions a business enterprise that is founded upon it. The company’s productivity has a direct connection with social issues which affects effectiveness. This mandates a need to invest in factors which have the strongest link to company productivity that include: environmental impact, supplier access and viability, employee skills, worker safety, employee health, water use, and energy (Kramer and Porter 8). This is differentiated from corporate social responsibility (CSR) since CSV is not merely a reactionary measure of a corporation which is optional on its part. The CSR functions of business is usually an adjunct of the business which exists separate from its corporate goals and implemented as a manner of goodwill to improve its reputation. On the other hand, CSV is founded on its own economic worth wherein social value is inherently a part of it. This is a direct deviation from capitalism where big business is equivalent to big profit. In this regard, it is not uncommon to ascribe the characteristic of a dog-eat-dog scenario in the name of profit to the prejudice of social and environmental concerns. The article dubs this as the new standard that veers away from capitalism which has acquired a notion of distrust. What Kramer and Porter propose is an innovative change that will ultimately redefine business. The paper provides examples such as WaterHealth International which provides clean and inexpensive water to people in some parts of the Philippines, India and Ghana, Revolution Foods which provide healthy meals to

Justification of Assisted Suicide Essay Example for Free

Justification of Assisted Suicide Essay The choice a terminally ill patient makes should be available to them in the event they no longer want to suffer. According to Dame Jill Macleod Clark, who sits on the Council of Deans of Health, states â€Å"those who have cared for terminally ill patients, friends or family know their greatest fears and anxieties are about intractable sufferings, and their desire for a dignified and peaceful death† (2011). When patients who are terminally ill want to hear options the argument has been made that all options are not available because assisted suicide comes with scrutiny and consequences. On the other hand opponents of assisted suicide do not believe this is the only way to secure a good health alternative. Opponents believe that it is important to make a patient feel comfortable and help them improve their quality of life not end life just because it is an option or that they may feel they are a burden to loved ones. Assisted suicide can be performed by a physician or a person who is willing to help a patient end their life. This paper will focus on physician assisted suicide (PAS), this has been a controversial issue in many countries and have many different opinions on the ethics behind assisted suicide. To further examine the data the utilitarian ethics approach will be used. It is important to remember that utilitarian ethics considers the consequences of actions. Indentify the Problem: Assisted suicide is it ethical or unethical? Is it right for a physician to assist a patient to kill themselves? This is the main focus of assisted suicide and the justification of the situation has been at debate for a long time. The problem is if a physician assists a patient with suicide how are they holding up the oath they took as a doctor. Doctors are healers they are to help a person feel better, make them well, and give them treatment when necessary. Physician-assisted suicide is fundamentally incompatible with the physician’s role as healer, would be difficult or impossible to control, and would pose serious societal risks. Instead of participating in assisted suicide, physicians must aggressively respond to the needs of patients at the end of life (Code of Medical Ethics, AMA (1994). † The opponents would say it is a physician’s duty to uphold what a patient may want, if the patient is terminally ill and in constant pain, why should they have to suffer? It is important for physicians to care for their patients and give them what they need to sustain a livable life. To what extent should a physician go to ensure the patient is happy and satisfied with their treatment? At some point a person will know someone who was in constant pain and wanted to end their life only to have to continue with treatment because the attending physician was obligated to do his job, what he went to school for, to ensure the welfare of their patient. The debate is still ongoing as to how assisted suicide would benefit a patient, the pro’s and con’s as well as the consequences of the actions. Clarify Concepts: What is Assisted Suicide? Assisted suicide can be done by a physician or a person willing to help assist a patient in taking their life. What is Assisted Suicide? Assisted suicide is also known as euthanasia and is defined by dictionary. com as also called , the act of putting to death painlessly or allowing to die, as by withholding extreme medical measures, a person or animal suffering from an incurable, especially a painful, disease or condition (2012). There are several different kinds of euthanasia, the first can be drugs prescribed by a doctor which is administered by the patient to end life. The second type of euthanasia is by machine, if the patient is on a machine to keep them alive they would request the machine be unhooked to end life. The third and highly debated form of assisted suicide is by physician. A patient may request the help to end their life and this is how the assistance comes into play. A doctor or a person they trust will assist them in passing into the next life. Currently assisted suicide is illegal except in the state of Oregon, the Netherlands and Belgium (Clark, 2011). Indentify Possible Solutions: Proponents and opponents speak out! According to proponents of assisted suicide terminally ill people who will die are in unbearable pain should not be held to continue to endure the pain against their wishes (Fenigsen, 2011). If laws were put in place to help those who are in this position have a choice, it could keep the cost of assisted living facilities and critically ill facilities down. When faced with a patient who requires knowing their options, the option of assisted suicide should be presented to the patient. How this can be achieved is with a guideline for doctors and nurses to follow when speaking to a patient on their options when having to live in constant pain. Proponents believe assisted suicide is ethically justified because it is not fair to a patient to continue to endure endless suffering when there are alternatives if they were available. Opponents compare assisted suicide to abortion. There is no justification for ending a life. Pain could possibly bring on a sense of wanting to do more by a patient if shown they could go on and live their lives. Assisted suicide is not the answer to all problems and it is not an answer to a person living in pain. Give the individual a will to live and they will find a way to go on. Examination and Assumptions Proponents assume that assisted suicide should be legal because it gives a patient the opportunity to determine how they want to end their life. They are given the chance to determine if they want to continue life as they are currently living. The patient would know that at any point in time during their illness they can ask a physician to help them with ending their life. By justifying assisted suicide patients and physicians do not have to fear being found out. They would be able to perform the suicide without feeling they did an injustice. No injustice to the patient and no injustice by the patient would equal a favorable outcome to assisted suicide. Opponents assume that assisted suicide should not be legal because a physician should do what it takes to ensure a patient is being cared for. There should not be an easy way out of a situation when faced with pain or the idea of knowing one is terminally ill. There are hospices in place to take care of these patients, there are ways to maintain pain and keep it at a minimum. Life can go on even for those living with pain with the help of family, friends, and a physician. A patient can continue life and possibly have a normal life without ending it suddenly with assisted suicide. Opponents of assisted suicide assume doctors and nurses who support assisted suicide are failing their patients. Opponents assume that if doctors or nurses even give a hint to a patient that assisted suicide may be an option it could give a patient who was looking for support a sense of hopelessness. This is something that the medical community wants so desperately to avoid. Stephen Wright, who is the chair of the Sacred Space Foundation, put it best when he stated â€Å"the debate about assisted suicide is a slippery slope† (2011). Those who are in favor of a change in the law state there is no evidence that legalizing assisted dying leads to vulnerable people being killed against their wishes (Wright, 2011). But an example of how this did not exactly pan out was in the Netherlands in the 1980’s where it was determined it was legal to let one end one’s own life. With this decision thousands of Dutch patients wanted to have someone help them with assisted suicide requests. Information on assisted suicide and ethics Dr. Gary Black and Dr. Ronald M. Levine, were physicians licensed to practice medicine in Connecticut. The two doctors put forth to the Connecticut courts a request to be protected from prosecution because they wanted to counsel patients on assisted suicide. Both doctors felt that they should be able to at least counsel patients about the option of assisted suicide because the patients they dealt with had life threatening illnesses such as HIVor other terminal issues. The courts did not think the two had a basis to change the law or even the wording of the law. The Connecticut courts gave this as the reason as to why they would not change the law for the two doctors: â€Å"The court noted that Connecticut citizens have raised a myriad of concerns at public hearings on unsuccessful bills that would have amended [section] 53a-56 to permit physicians to assist their patients in ending their lives. As one individual testified at a public hearing on Conn. House Bill 6928, An Act Concerning Death With Dignity (1994): Is assisted suicide the kind of choice, assuming it can be made in a fixed and rational manner, that we wish to offer a gravely ill person? Will we not sweep up in the process some who are not really tired of life, but think others are tired of them? Some who do not really want to die, but who feel that they should not live on because to do so when there exists the legal alternative is a selfish and a cowardly act[? ] Will not some feel an obligation to have themselves eliminated in order that the funds allocated for their illness might be better used by their families? Or financial worries aside, in order to relive the families of the emotional strain involved[? ] (Bostrom, B. , 2011). â€Å"The Decision to Leave a Person Alive. The case of Mr. and Mrs. S became well known in Holland because of press reports and TV broadcasts. As a result of an error in anesthesia, Mrs. S had been in a coma for years. Her husband did not abandon her, visited her every three months, and had been very involved on her behalf. He had devoted all those years to intense reflection, and many times had requested the doctors to put an end on her life. No one wanted to make this kind of decision. Butso reasoned Mr. Sto keep a comatose patient alive is also a decision, and one that needs to be justified† (Fenigsen, R. 2011). Moral Reasoning We will apply utilitarianism to this dilemma by asking, what solution leads to the greater good? â€Å"Utilitarian ethical theory judges the rightness and wrongness of an act in the terms of its consequences in particular, whether it produces the greatest balance of pleasure over suffering for everyone involved (Waller, B. , 2011). † A simple act such as physician assisted suicide may seem simple the patient is suffering, and the patient wants to end their suffering, therefore why not help them end their life. This simple act would come with consequences as with any act. The medical community would be frowned upon; physicians are no longer keeping to an oath they took to be a doctor. The utilitarian would say that we should consider what specific act would produce the best overall consequences (Waller, B. , 2011). The act of a physician assisting in suicide could not possibly have a positive outcome, after all a life has been taken. On one side we have these positive outcomes if we allow assisted suicide, the civil right of a person who is terminally ill and wants to end his and his familys suffering once and for all would be protected. A person will get the right to die without pain and with dignity. Finally allowing assisted suicide would protect patients who are terminally ill because only those who really need it will be helped whiles others will not. But there are also many negative outcomes if we allow assisted suicide. Assisted suicide is against majority of religions. The elderly could become a target for assisted suicide by physicians or even family members. Depressed people who are not fully aware may want assisted suicide and not realize the task they are asking to be performed. Assisted suicide may at ome point be taken for granted by healthcare. The cost of taking care of a terminally ill patient can decrease if assisted suicide was available. Also the fact that some patients may not be able to pay for the medical treatment and the patient may feel ending his or her life would stop the mounting costs. Given these two lists, it would be hard to say which one outweighs the other. For assisted suicide to be justified and legal both sides would have to be carefully considered. A utilitarian would not agree if the assisted suicide was based on the patient’s request. The utilitarian would remind us that other people are affected by a patient’s decision. Even if assisted suicide would be in the best interest of the patient, it may be considered wrong because of the effect it could have on loved one. If loved ones were to support the patient’s decision to terminate their life then the utilitarian would agree that the decision would be beneficial. If we are to use the utilitarian point of view as to whether assisted suicide should be legal, then if it is legal the moral way to ensure that the legal system works is to ensure the best consequences come from the action. Consequences Assisted suicide could work for the patient who is critically ill. It would give them a sense of ending the pain. The patient would no longer have to live in pain or be a burden on family who may be taking care of them. Morally physician assisted suicide could not be justified because. Assisted suicide could pose a problem for the patient because family members may not be aware of their loved ones wish. Doctors and nurses could be held liable by the family for assisting or even suggesting assisted suicide. Those patients wanting assisted suicide could increase if a law was passed allowing patients to ask for help with killing themselves. Currently it is not actable to help a patient in committing suicide but if the law was to take affect and it has in Oregon and other countries, it would pose the ultimate issue. Is it right to kill a person because they are in pain, terminally ill, or have Alzheimer’s? This would open doors for people to ask for assisted suicide when it is not necessary. Others who want to help people kill themselves would want the right to assist in suicides. If the laws are not governed properly and studied the death rate could be higher than normal. Finally the moral idea of taking a life for no other reason than they wanted it and it was warranted because they had the entire item listed on a checklist completed does not seem ethically correct. Not politically correct but ethically correct, there are no morals or scruples considered when taking a life this way, it is the law so be it.

Blackbird Play Review And Analysis Theatre Essay

Blackbird Play Review And Analysis Theatre Essay After being separated for 15 years, Una comes looking for Ray at his workplace after discovering his picture in a magazine. They once had an illicit relationship, and have been suffering the consequences ever since. What transpires next is a series of chilling twists and turns as details of their sordid past begin to unravel. Blackbird is essentially a 75-minute duologue between two tormented souls, in an extremely filthy and under-maintained office pantry, which Ray calls a pigsty. This intense confrontation, being the focal point of the entire play, situates itself in a confined space. The claustrophobia is evident in the beginning of the play, when Ray keeps finding excuses to leave the pantry. Director Tracie Pangs artistic directions add a dimension of compelling realism, that would have been otherwise missing from the near-claustrophobic confrontation taking place onstage. The minimalist set design by Nicholas Li (with just a dim fluorescent tube light, a dispensing machine, a clogged litter bin, a few lockers, one table and four chairs) echoes Rays repressed life. The barbed wire lining the top of the set is a fitting reminder of the entrapment Una felt throughout her entire life. The subtle use of sound by Darren Ng (constant buzzing sound of a dully running office) also contributes to the mellow tone of the play. The most sublime scene in the play fully transports the audience to relive that fateful moment of elopement 15 years ago. The interplay between actors, set, lights and sound is at its best. Darren Ngs sound design (seagulls on a beach, a bell tolling midnight) balances perfectly with the action onstage, teasing out the nuances during that scene. The projection of symbolic images on the pantry windows also creates a stunning effect. It is no surprise that David Harrowers script has received the critical acclaim it has. The beauty of the script lies in its emotive capture of the juvenile mindset. The lines written for Unas flashback of her younger days (the yearning thoughts, the defence mechanism, the way a young girl would see the world) is spot-on and succinct. I am impressed by how Harrower slowly teases the audience by choosing to reveal morsels of new information about their past as the plot unfolds, thus ensuring that the audience is constantly engaged. Every line of dialogue between Una and Ray is wrought with a dark emotion which blurs the boundaries between right and wrong. The audience plunges deep into the damaged and disturbed psyches of Harrowers two characters who seek for answers but arrive at none. Like most plays dealing with illicit affairs, Blackbird leaves the audience questioning: Who is the culprit? Who is the victim? Is there necessarily a clear-cut right and wrong in their relationship? It is Una who discovered Rays whereabouts and sought him out, but to what purpose: Revenge, reconciliation or resolution? Augusto Boal, the founder of Theatre of the Oppressed, sees theatre as the passionate combat of two human beings on a platform (Boal, 1995). Boals approach attempts to substitute passivity with empowerment (monologue with dialogue). Monologue creates a relationship of oppressor versus oppressed, as the person talking forces his counterpart into listening. All relationships could tend to become a monologue, a man and a woman, one of them tends to become the actor and the other one, the spectator.  Human relationship should be a dialogue but one of them sometimes becomes active and the other passive.   So oppression is this: All dialogues that become monologues (Boal, 1979). In Blackbird, the roles of the oppressor and the oppressed are constantly reversed as Una and Ray attempt to assume power over each other. The confrontation between Una and Ray starts at a frenetic pace with Una being the oppressor, circling Ray like a vulture and forcing him into a corner with words like a scalpel. Ray keeps finding excuses to leave the pantry as he suspects Una of hiding a weapon. However, the tables are turned (literally) when Ray starts to justify his wrongdoings with an assertive tone, leaning towards Una with clenched fists, while Una tries to avoid him by facing the wall. During Unas flashback monologue, she clutches her bag tightly as she recalls about her suffering, while Ray collapses into a chair, burying his head in his palms with repent. The tug-of-war continues as they dig up the past through passion-laden monologues and exchanges. Blackbird is a dialogue of hurt and wayward passion, told with superb onstage chemistry. Credit goes to Daniel Jenkins and Emma Yong for digging deep to produce extraordinarily layered performances. Their excellent turns bring Harrowers deservedly-acclaimed script to life. I specifically wish to highlight Emma Yongs performance. Yongs connection to her character Una is exceptionally amazing. She shows her remarkable versatility as a 27-year-old who has experienced deep tragedy as a child. This illicit affair resurfaces after 15 years where Ray has moved on to a new life, while Una has been left to drown in shame. She remains stone-faced the entire time but her eyes express a myriad of emotions, from hatred to madness to confusion to yearning. Yongs tears of conflicted pain during her flashback monologue is beautifully heart-wrenching. She ably navigates the complex psychological aspect of Unas character and conveys the emotional range required for a character who had sexual intimacy with a man at a tender age. However, one minor flaw would be her pace in line delivery, which sounds rushed at times. Jenkins plays his character Ray with equal passion. His pace, in contrast to Yong, is more balanced. He discharges his performance with gusto, engaging the audience and leading them to sympathise with his plight as the drama unfolds. I was surprised that Jenkins was not initially cast as the male lead. Blackbird was postponed from March 2010 to September due to the unusual circumstance of actor Patrick Teoh quitting the production. Teoh felt that he was unable to fulfil the demands of the role. After watching the play, one could probably see where he was coming from. It is essentially just two people in the same space for 75 minutes, but truth be told, it did not feel that long at all. The 75-minute playing time is filled to the brim with palpable tension and raw emotions. When the cliffhanger climax ended with a truly unexpected twist, I found myself at the edge of my seat. Quoting Unas opening line: Shocked? Yes indeed. Blackbird appears to be a simple situation begging for a simple judgment: It was abuse, was it not? But the complicated tangle of emotions leaves one with a feeling of disquiet and unease which is hard to shake off, even after the curtain falls.

The Glass Menagerie :: essays research papers

The play the Glass Menagerie supports the theme of illusions. A menagerie, a zoo, refers to a group of inhuman creatures. Since the creatures are glass, they are very fragile and not real. The title specifically refers to Laura’s collection of glass animals mainly horses. To escape the harshness of reality, Laura spends hours playing with the menagerie; this is an imaginary world for her. It is not only Laura, it is all of the Wingfields, they are all fragile enough to break easily. They burn with the slow and impeccable fires of human desperation.   Ã‚  Ã‚  Ã‚  Ã‚  The Glass Menagerie is a sad story of hopelessness and tragedy, a story of human nature and how it affects people's lives. The story itself may not seem tragic but the social downfall of the Wingfield's in itself is tragic. Williams shows the Southern family in decline, with certain members holding desperately to past visions of grandeur. Amanda Wingfield desperately clings to her romanticized memories of her southern past. Williams makes it clear that her memories are just mere illusions. The south has a tragic history, just like Amanda and Rose.   Ã‚  Ã‚  Ã‚  Ã‚  As you read into the play, you understand that the Wingfield's live in a life of fantasy wrapped in tragedy. Many aspects of their life, I believe, are very depressing and heartbreaking.   Ã‚  Ã‚  Ã‚  Ã‚  Such is the case of Amanda Wingfield. A southern girl, who had the opportunity to marry very rich husbands. She takes a wrong turn and marries a drunk who deserts he, there is no coming back from the one mistake. Everyday she reminisces about her past life and how glorious it once was. Tennessee Williams uses this as a perfect way to compare their present life to their past, creating a feeling of misery and pain.   Ã‚  Ã‚  Ã‚  Ã‚  These feelings of misery and hopelessness are enforced by her children's sorrows and wretched lives. As Laura develops a inferiority complex after going to school for one day, the reader develops a sense of compassion.

Introduction to Science

2 Moderately unfamiliar Assumptions About AY-Qaeda Introduction to Homeland Security Research Paper August 17, 2013 Mr.. William R Did Lori 2 moderately unfamiliar assumptions about al-Qaeda Abstract From intellectuals to policy-makers alike. All of the extraordinary output on the subject of al-Qaeda, has recently led to a number of far-reaching theories about the group which remain startlingly unexplored.The two assumptions, this paper examines and reveals each one's foundational role in assertions as well as debates about leaked, despite the relatively unexplored status of each. These 2 assumptions relate to: (1) the role of the internet in actual terrorist activity; and (2) the association between combating a global â€Å"AY-Qaeda and combating al-Qaeda In Iraq†. Introduction Miller's ever-burgeoning bookish literature which anyone familiar with terrorism would recognize, quickly titled the ‘Six rather unusual propositions about terrorism'.Is what my research paper pl ays off. In 2005, Miller's astute and incisive piece brought to the forefront six unfamiliar assumptions about terrorism that should already have spawned discussion among intellectuals In the field, but ad not, until his work provocatively presented those propositions. In a similar stratum, this research paper focuses on 2 rather unfamiliar theories about al-Qaeda which I think demand far greater research, attention, and debate than Miller's had received thus far.It Is my Intention to focus these reflections on some Insufficiently explored theories regarding particularly al-Qaeda. However, most of the theories relate more broadly to terrorism concerning Issues In general. What Is meant here by the phrase moderately unfamiliar assumptions ? By ‘ unfamiliar this dialogue reposes that the thinking explored here prowl beneath many of the affirmations made by intellectuals on al-Qaeda. This coupled with getting beneath many of the affirmations frequently put forward by political ty pes (politicians and policy-makers).Humbly, this Is not to Imply that these particular assumptions are shared universally: in fact, many of the theories are really opposing pairs of, dichotomous conjectures, Witt those partisan to one side to a certain debate embracing that conjecture while their opponents reciprocate the other. Centrally the point is that these outright and racial foundational notions concerning al-Qaeda, are for many assertions made by those addressing key issues and debating in the field.By ‘ assumptions these reflections suggest that Miller's six assumptions have been given inadequate attention in terrorism scholarship and dialogue. Not saying that these assumptions have been converted into the bases for other claims because they have been considered so obviously true and were taken for granted, or so indispensable research as to be automatically accepted for any scholarship whatsoever to continue. Contrarily, these assumptions engross some complex, incons equential matters.This being said too often they have been accepted and neglected in favor of important research in other directions. What I hope to achieve with this paper is to draw attention to them, and in doing so, persuade their investigation through due diligent research and in depth analyses. Far too often these assumptions have not been totally ignored, but they have been left moderately unexplored. In addition, they also have been taken as the basis for other claims and assertions.For this reason, this research paper investigates 2 of the six assumptions, n an attempt to reveal what is habitually taken for granted in many conversations about al-Qaeda. This coupled with the consequent penalty for assertions made about counterterrorism and terrorism. In addition, proposals for how each assumption could be explored more completely and systematically are offered. This research paper then concludes by making a note of social science, and that it may never offer perfect answers on issues such as those brought up earlier.Moreover, headway towards a more scrupulous and more researched deliberation on these matters would represent significant progress. Assumption 1: The role of the internet The first moderately unfamiliar assumption requiring in depth research concerns the function of the internet in the dynamics of al-Qaeda, and its product of terrorism. Generally it has become normal to refer with awe to the purportedly amplified central – role that the internet has assumed in the progression of terrorist activities regarding al-Qaeda and its cells .As for the most part, in a thorough discussion, Atman (2006) suggesting that it ‘is no embellishment to say that the Internet is the solitary most significant factor in transforming mostly local Jihad concerns and actions into the truly universal network that al Qaeda has developed into today', and culminating in the claim that ‘al Qaeda is hastily becoming the foremost web- directed guerrilla network in the world' (up. 124, 149). Atman and others who trenchantly talked about the position of the internet in al-Qaeda progression collects evidence of vast amounts of Jihads online activity to craft their case.Chat rooms, emails and Web sites all bristle with Jihads discussion, dissemination, and debate, providing resources vital to individuals studying al-Qaeda. However, the real mentality of such virtual movement to al-Qaeda and its acts of terrorism remains a relatively unexplored theory in these intellectual accounts of the internet transformation role for al-Qaeda. Some questions some, are internet-based communications in tact bringing together factions who would not otherwise have met?Or question two dose it Just simply provides an easier, less costly, and more rapid platform for terrorist or radical type exchanges that nevertheless would likely have otherwise taken place? Thirdly, do the social networks acknowledged by Seaman (2008, esp.. up. 109-123) being facilitate d ND amplified through use of the internet, or is the primary meaner of face-to-face contact still the way in which definite terrorist goings-on come about? Lastly, is virtual training materials replacing actual physical terrorist training camps.Or dose those found guilty of the 7 July 2005 bombings in London, demonstrate connections to ‘conventional', physical training camps and are they still a key element of terrorist activity? Moreover, dose a rather simplistic, but nevertheless helpful, similarity underscores the point and again asks this question. If an unfamiliar person were to investigate my wan communications, they would surely find an enormous amount of correspondence taking place over the internet, mostly through emails and research. They might be coaxed to conclude that such correspondence would not be taking place if I were lacking access to the internet.Now a conclusion such as this is not inevitably warranted however, as many of the very same correspondence that I currently converse through emails are the very same I would communicate if the internet didn't exist. Instead I would use phone calls, letters, and face to face letters, meetings. So, my use of the internet definitely would exhibit an advancement in my earns of communication, the real effect if truth be told would be a displacement of associations and communication that would on the other hand occurred otherwise. So that meaner that the substantive effect would, in reality, be far slighter than it first appeared.Scholarly Works such as that of â€Å"Limit already have begun to suggest that at least somewhat similar phenomenon may characterize the role of the internet in radical Salamis discussions and activity. † [1] â€Å"Limit (outwitted a doubt, the internet has played an important and significant role in spreading al-Qaeda ideology and usage, especially as images and videos from Iraq have disseminated quickly and widely around the country, and indeed, around the world . But the oft-asserted and oft-bemoaned link between the role of the internet and actual terrorist activity remains undocumented, unclear – and a sixth rather unexplored assumption.Research must continue in the direction provided by Bunt (2003), Wingman (AAA, Bibb), and others, and evolve further still from an analysis of what terrorists try to accomplish over the internet to what in fact the actual effects and consequences of such virtual activities are. † Assumption 2: The relationship between fighting ‘AY-Qaeda in Iraq' and fighting al- Qaeda globally On November 16, 2002 in a notoriously proclaiming speech President George W. Bush stated that â€Å"We're taking the fight to the terrorists abroad, so we don't have to face them here at home. [3] This bold statement that he and several of his constituents have repeated numerous times since. In response, pundits , scholars, and critical politicians, like Simon and Benjamin (2005, up. 192-193), have retorted that such a notorious proclamation coupled with the conception of the threat faced in Iraq by Americans and its allies alike, is deeply misguided. Several of these critics push and take it a step turner still, declaring Nat t there is little to no correlation between now America fares in Iraq as well as how a global counterterrorism campaign in opposition to al-Qaeda would proceed.The dichotomy of these opposing views constitutes some relatively unexplored yet significant opposing assumptions. Of course Bush and his constituents reciprocated several arguments in their favor as well fore example: â€Å"not only that killing or capturing terrorists in Iraq prevents them room ever getting to American shores,†[3] also, and probably more convincingly, â€Å"that dealing â€Å"AY-Qaeda in Iraq† a visible defeat will turn the tide of global support against the group. [3] Supporters of these views in particular are later fond that invoking Osama bin Alden's own claim that â€Å"w hen people see a strong horse and a weak horse, by nature, they will like the strong horse. † This statement by Bin Laden was used to the advantage of Bush which meet that, for those who supported his comments, meet that success in Iraq holds the the key and potential of becoming a success globally in slowing the momentum spawned by al-Qaeda in recent years. By saying this the assumption of the right is that crushing ‘AY-Qaeda in Iraq' can and will contribute to crushing al-Qaeda globally.Conversely, Left wingers (Bush's critics) uphold that there was little to no al-Qaeda presence in Iraq before the American invasion in 2003 coupled with the notion that America's expensive and gory efforts in Iraq are in fact, purely a distraction of capital and attention from the global operation against the terrorist group that actually attacked the US on 11 September 2001. The left wingers in general focused on the first and weakest of Bush's two main arguments.The Intel into Iraqis show that terrorist cells in Iraq are in fact mostly Iraqis as opposed to outsiders who were not affianced in terrorist actions before America entered Iraq. Consecutively, critics assert that even dealing â€Å"AY-Qaeda in Iraq† a evident defeat will yield little to hinder al-Qaeda globally. This assumption in this regard by left wingers is that even a comprehensive defeat of â€Å"AY-Qaeda in Iraq† would offer an immaterial role to America's global counterterrorism efforts. So the question is which one these partisan assumptions â€Å"if either† are correct.This is enormously the meat of today's debate/research concerning forward momentum in Iraq. The dichotomy of opposing assumptions sadly, and shockingly, had been given virtually no attention by intellectuals at the time. Scrupulously, the question of whether an observer crushing of ‘AY-Qaeda in Iraq' would persuade Shadiest and potential Shadiest worldwide hadn't been the subject matter of almost all d etailed research at the time. Cook's (2003) intuitive paper entitled, â€Å"The recovery of radical Islam in the wake of the defeat of the Taliban,† spelled out the type of research that could be a necessary modeled.In that paper, Cook traces Jihads debates and proclamations to reveal the ways in which America's notable but incomplete defeat of the Taliban in late 2001 was hastily rationalized and explained away by Shadiest globally. This left them with little if no impression helpful to America's counterterrorism efforts. [10] Some would say that what is needed for success in Iraq is a parallel study, tracing Jihads debates since 2003 coupled with investigating whether the evident success or failure of â€Å"AY-Qaeda in Iraq† shows to have had any impact on generating or dampening though undoubtedly more difficult concern for al-Qaeda globally.Also it is by no meaner definitive as to the probable results of future developments in Iraq, such a study of the past ten yea rs would provide enormous input to ongoing debates coupled Witt laying the dauntlessly tort evaluating, in a grounded and intellectual manner, the inferences that success by the US against â€Å"AY-Qaeda in Iraq† either will or will not yield useful effects against al- Qaeda on a broader scale. In addition, exploring another prospectively intuitive approach to these dichotomies of assumption could emulate Shannon and Tennis's (2007) fascinating â€Å"Militant Islam and the futile fight for the reputation†. 27] Just as these intellectual types examine past manifestations of American determination in order to evaluate whether militant Psalmists ever truly rework their opinion of the US as wish-washy, current and future research can and should explore whether defeats in one ring for worldwide terrorist groups in reality have any impact on the drive of such groups globally. Research down both these positions, and in other directions additionally one hopes, would fall short of providing any definitive answers as to the connection between the war against â€Å"AY-Qaeda in Iraq†and the war against al-Qaeda globally.

Difference Between Civil and Criminal Law

This assignment will consider the differences in Civil and Criminal law. It will explain the roles of solicitors, Barristers, Judges and Magistrates. It will also critically look at the features of the European Court of Human Rights 4Civil law is a private law. it settles matters between two individuals and organisations. It still has the roman standard in many countries because it was originated from the Roman law. The end result is mostly damages in civil law. Example of civil cases includes Donoghue v Stevenson [1993] where Donoghue sued Stevenson for damages of ? 00 for drinking contaminated ginger beer which had negative effect on his health, Millar v Taylor (17690) is another example of civil case 5Criminal law considers crimes committed against the crown ( R ). [6]  Ã¢â‚¬Å"Government identifies and criminalises behaviour that is considered wrong, damaging to individuals through criminal law† Jacqueline Martin and Chris Turner define crime as  [7]  a conduct forbidd en by the state. when a conduct is regarded by the state as being criminal, there is always a punishment attached to it†. i. e. murder and theft.Example of criminal case includes R v Wilson (1994) and R v Brown (1991) where R stands for the Crown or the State. Criminal law was made to protect organisations, individuals, the society and their properties. They are also made to punish offenders. The aim of sentencing offenders also include reparation, incapacitation, deterrence and reformation Read more: Differences between civil and criminal | Law Teacher http://www. lawteacher. net/criminal-law/essays/differences-between-civil-and-criminal-law-essay. php#ixzz2RCimULfN Follow us: @lawteachernet on Twitter | LawTeacherNet on Facebook DifferencesCriminal law is drafted by the government. It is made by the crown ( R ) and passed by Parliament before it goes to the monarch for â€Å"rubber-stumping† as law. (This process is known as ‘Royal Assent’). Offenders are prosecuted by the Crown when they commit crimes against citizens. It is the duty of the police to enforce the law. 8Civil law applies to the principals of common law but in civil actions unlike criminal proceedings, the Crown takes no sides. The crown supplies the court, the judge and if necessary the enforcement of the judge’s rulings. Punishment 9Criminal law punishes guilty defendant by either incarceration in a jailed.There are also fine paid to the government in exceptional cases. Community service could be the punishment on offenders depending on the type of crime committed. Contrary to criminal law, defendant in civil law is not imprisoned when found liable but reimburse the claimant for losses by the defendants act. Burden of proof In criminal law, one can never be guilty without â€Å"proven 99 percent guilty beyond reasonable doubt â€Å"as per Lord Denning. When one feels that the crime committed is done due to his or her insanity, then the burden lies on the de fendant to prove it.The Crown has the right to punish criminal offenders because all crimes are against the state. For example, if one commits the crime of burglary by breaking into a house and steal, the state will prosecute the offender when even the victim brings private proceedings against the burglar. Read more: Differences between civil and criminal | Law Teacher http://www. lawteacher. net/criminal-law/essays/differences-between-civil-and-criminal-law-essay. php#ixzz2RCicKzlV Follow us: @lawteachernet on Twitter | LawTeacherNet on Facebook

Trucking is the Most Common American Job in Each State

Trucking is the Most Common American Job in Each State If you were on the fence about enrolling in a Class A CDL class, wait no longer! Truck driver has just passed secretary to become the most common U.S. job, according to the latest Census Bureau data and Roadmaster.com! According to NPR, the decline of secretary positions due to the rise of personal computers, the outsourcing of manufacturing, and the erosion of regional specialization are all contributing factors to this shift. Globalization and technology have made big changes to farmers and machine operators across the country.In Washington, D.C. and neighboring Virginia and Maryland, job holder majority is held by government workers, federal contractors, and software developers, but elsewhere in the heartland, truck drivers are leading the way. Of course, the Census Bureau also groups all truck drivers and delivery people into the same category- other fields like teaching are split into subgroups that lessen their statistical impact.Truck driving also has the benefit of always rem aining a necessity- people will always need to get their products from point A to point B, and trucks pick up where planes, trains and boats leave off.Despite the popularity of the gig in the rig, according to Roadmaster there’s still a shortage of qualified drivers, so if you’re considering a license, consider this the sign you’ve been waiting for and get to work to get behind the wheel!

Columbine Essays - Columbine High School Massacre, Death, Murder

Columbine Essays - Columbine High School Massacre, Death, Murder Columbine Columbine The tragedy at Columbine High School is something that will be remembered and talked about for many years to come. People from across the nation have all heard about this event. But there are still a couple questions that people have. For instance whos to blame? The kids alone, the parents for how they brought the children up, or even actually the students at Columbine? Most say that the parents are to blame, but who actually knows? In my opinion the only two people that can actually answer this question truthfully are both dead. Everyone wants answers. Did the kids have help? Who was it? Who sold them the weapons and why? Why did they do this? How could they do this? I had a class about the last question. Who could actually go into a room and commit a crime of massacre in a school of people that you know and have grown up with? Most of our class thought that they couldnt ever get enough anger to do anything even remotely as bad, but when you actually think about it, if you had no fr iends and where made fun of all the time. It looked like your parents, teachers, and even all your own piers where against you. I think anyone could snap and maybe even do something as drastic as this (Why at Columbine High). Did the boys, Dylan Klebold, 17, and Eric Harris, 18, have any help doing this crime. As of yet no one has true evidence that proves they did except they did find who sold them the weapons. Police found around thirty small bombs and one twenty-pound propane bomb in the school, enough explosives to blow the school into almost nothing. For this reason people believe that the boys either had to have help or they had visited the school many times to plan this assault. No one talking though and no proof has been found. Their not only looking for information from someone that could point to someone that had helped theyre also looking for someone that had known that this was going to happen, so that they may find the answers to so many questions (The Colorado Shooting : Who Helped). Besides many bombs the police had also found a horrible suicide note. Your children who have ridiculed me, who have chosen not to accept me, who have treated me like I am not worth their time are dead. THEY ARE (expletive) DEAD. I may have taken their lives and my own - but it was your doing. Teachers, parents, LET THIS MASSACRE BE ON YOUR SHOULDERS UNTIL THE DAY YOU DIE. Those lines from the note have to be the worst thing Ive read in my life. Its almost as if they are completely happy with doing this, and they think that theyre doing for the good of the people. The letter goes on to say, You may think the horror ends with the bullet in my head, but you wouldn't be so lucky. All that I can leave you with to decipher what more extensive death is to come is 12Skizto. You have until April 26th. Goodbye. This is something that Ive only read in this one place 12Skizto what could it mean? So far course they believe it had something to do with the bombs they found in the sc hool, but who actually knows? The way they word everything is so sad. Its sad because just by reading these pieces of the note you know they must have had so much hatred towards their parents, teachers, piers, and even the parents of their piers (Police Discover Possible Suicide Note). Another tragic event that happened out of all this is the martyr Cassie Bernall's death. This girl stood up and said, There is a God, and you need to follow along God's path. And because of that simple statement that she said directly to the boys they shot her dead. What a brave little girl, giving up her life in hope that maybe just maybe the boys may stop. Unfortunately it had no effect. And now the death of Cassie Bernall will stay with everyone as the martyr of the

Project Planning & Control - Project Management Coursework

Project Planning & Control - Project Management - Coursework Example The EAC project is viable and is likely to run into specific risks that are not easy to factor into the project management. The same applies with the possible opportunities the project is likely to meet in its course. As such, the Gantt chart will lack the two figures, which are vital since the project managers must always be on the outlook for either the risks or opportunities since they both influence the success of the project. Risks and opportunities are uncertain factors often considered by project managers but they cannot factor in either in the project (Roeser, 2013). The uncertainties in the two arise from the magnitude and nature of their effects on the project. As such, project managers can only anticipate risks and handle them based on the prevailing factors. In retrospect, project management requires a degree of versatility in order to enable the project managers consider the two factors and change the nature of the project based on the influence of either the risks or the opportunities they face at various stages. The Gantt charts alongside show project process. They illustrate the project schedule as different activities occur at various stages. In doing this, he charts show the relationship among the activities. Key among the activities shown in the chart is project preparation and the WBS activities. Additionally, the charts portray the computation of both the pessimistic and optimistic showing their expected start and end

Film Noir Essay Example | Topics and Well Written Essays - 1250 words

Film Noir - Essay Example The term was initially coined by Nino Frank, who described a highly stylized form of movies that Hollywood began producing following the wars and the Great Depression. The movies primarily revolved around criminal investigations and had a very dark tone. Some examples of Film Noir include The Set up and the Big Sleeper. Among some contemporary examples are Twelve Monkeys and Seven. Before Film Noir transcended into a distinctive genre, such movies were largely referred to as ‘melodramas’. Film Noir is primarily characterized by dark visual that matches the theme and the plot of the movie. D.O.A is one of the best examples of a Film Noir as it embodies all characteristics and elements of one. The movie is about a man who is slow-poisoned by a group of unknown and has only a small amount in which he must find out why was he killed and the people who were behind it. The plot to kill him is unusual and it contains a thrilling investigation that eventually unravels the elabor ate intrigue that surrounds his death. The overall tone is quite dark and it shows some gaping flaws within in human beings, who are willing to kill anyone in order to conceal their own crimes. Even the characters and plot twists are somewhat cliched within the framework of this genre. For instance, the storyline is always centered on a criminal activity, mostly murder and its subsequent investigation that is carried out by cynical protagonist, usually a thick-skinned detective or a victim of circumstances, like the protagonist in D.O.A., who is forced to confront some of personal conflicts through the investigation of the case. The visual cues are adequate to classify D.O.A. as Film Noir; besides the color tone, the camera angles also play an integral part in building up the tension and to maximizing the suspense. The movie starts off with the camera following a man, who is walking into the police department. The man is the protagonist named Frank Bigelow trudging the police depart ment to report his own murder. This is a classic cinematic stunt employed by the filmmaker, there is suspense from the beginning and the unconventional plot twist is ostensible as the man is trying to report his own murder. The camera angle largely alternates between low angle and a Dutch tilt. The latter involves a titled camera shot, which shows the distress or the psychological turmoil of the characters, whereas the former shot is taken from below the eye line, which is meant to take a full-length shot of the character, while skillful concealing eye contact that enhances the mysterious persona of each character (Conard and Porfiro 135-137). Even the DOA includes many lower angle shots, whereby the mystery surrounding the character is amplified. These shots intensify the character’s emotions that are being projected to the audience; as mystery and suspense serve as the core cinematic elements, only camera shots that are known to obscure part of the character’s face a re incorporated by the filmmakers. As a matter of fact, Film Noir is vastly known for using unusual camera angles and special effects that underline the dark and gloomy tone of the story. The narrative structure of Film Noir has very distinct features, which sets it apart from other genres. The entire D.O.A. is told through Bigelow’s flashbacks, as he relates to the officers the perils he goes through in order to find his killers. It switches back and forth to provide the back-story of Bigelow and also showed the actual events that triggered the conflict of the story. Almost all noirs are popular for not following any chronological pattern in its narratives and the flow is often disrupted by the flash-backs and forwards, which is

Personal and Professional Development Essay Example | Topics and Well Written Essays - 2000 words - 1

Personal and Professional Development - Essay Example Based on my personality and self-assessment test result, a personal career action plan was presented in this report. Table of Contents Executive Summary ............................................................................................................... 2 Table of Contents ................................................................................................................... 3 1. Introduction ................................................................................................................ 4 2. Application of Theoretical Frameworks to Learning Experiences ............................ 5 2.1 Myers-Brigg’s Test ..................................................................................... 5 2.2 Johari’s Window ......................................................................................... 6 2.3 SWOT analysis ........................................................................................... 7 3. Career Action Pl an .................................................................................................... 7 4. Conclusion ................................................................................................................ ... ...................................................................... 16 Appendix IV – SWOT Analysis Framework ........................................................................ 17 1. Introduction The act of getting to know oneself is important in both personal and professional development. Basically, my future career goal is to become a successful and effective HR manager. To make my future career goal a reality, I take it as a challenge to continuously improve my leadership skills at all times. Managing people is one of the most difficult jobs a person can have. Aside from keeping each employee motivated at work, it is part of the HR managers’ responsibility to handle each corporate employee effectively. By doing so, the HR manager can help the company save a lot of time, money, and effort in training and retaining a large number of highly competitive employees (Jackson, Schuler and Werner, 2012, p. 194). A company is usually composed of a group of diverse empl oyees. The fact that each employee has a unique set of cultural background, religious beliefs, educational attainment, work attitude and behaviour makes the task of HR managers even more complicated than it seems. For this reason, I assume that there is a strong need for HR managers to further improve their leadership skills. Leadership is strongly relevant to my preferred professional career and development. By focusing on the need to improve my leadership skills, I will be able to strongly â€Å"influence, select, equip, and train† employees without the need to use strong force on them (Winston and Patterson, 2006, p. 7). Furthermore, I strongly believe that through the use of a strong charismatic technique, I could easily win the attention and support of each employee. This will make me able to

Emerging market not mergers and acquisition Essay

Emerging market not mergers and acquisition - Essay Example It occurs when government decide to open up its market for global trade by way of minimising tax rate and other trade restrictions2. On the other hand, globalisation is described as growing financial integration of economies around the world. Globalisation is much comprehensive idea than trade liberalisation. It denotes increased global movement of products, services, money, information and human resources. This increased movement is made possible by increased trade liberalisation3. One key aspect of this trade liberalisation is regional integration. It is a manifestation of individuality and determination, combined with establishment of global institutions, which express a precise identity and determine shared international business activity within a specific geographic region. However, economists often argue that in the context of globalisation and international trade, if regional integration can hinder or facilitate trade liberalisation, moving onto the development of a new econom ic model of international growth4. Trade liberalisation is described as any activity that makes the business administration more unbiased and nearer to a trade system, which is unrestricted from government intervention5. During the past decades, trade liberalisation has been the hallmark of economic policy in the entire world. Practically, government in various nations have taken significant steps in order to broaden the role of multinational organisations when conducting their multifaceted economic activities6. The main objective of trade liberalisation is therefore to enhance the economic effectiveness of the entire nation by creating a transparent and unbiased system of inducements that shall remove export partiality, direct inhibitions to business and economic falsifications caused by trade administration. In general, trade labialisation comprise elimination of export barriers and quantitative restrictions (QRs) along with

The West Side Story Essay Example | Topics and Well Written Essays - 1000 words

The West Side Story - Essay Example But for everything to be alright, there was a very high price to pay, and that is Tony’s death. The West Side Story was a musical that borrowed the concept of Romeo and Juliet. It had the same plot line. There were lovers who wanted to be together despite their differences. They succeeded only to fail in living together since they died together. Of course the stories wouldn’t be that much similar or else it won’t be successful anymore. The West Side Story was a story of two rival gangs, same as Romeo and Juliet’s two rival families. It was set in Manhattan, New York. During the time the story was finalized, gang violence was rampant. It was very timely and it intrigued the public because it had a relevant social issue. The West Side Story was not just a tragedy because of the dark mood and depressing final act that it had. It was also a story about how triumph can have a very high price. In this case, it was death. With Tony’s death, the rival gangs joined together realizing what hate and anger can do to them. When Maria declared that â€Å"all of (them) killed him, not with bullets or guns, but with hate. (And now she) can kill too because now (she) has hate,† it made them realize the alarming situation of how every one of them can die because of their hatred towards each other. And this hatred is not even something that has enough bearing. They were just fighting because they had different racial backgrounds. They have different beliefs and perspectives. The hatred was passed on from one generation to another. When Anita tried to send Tony a message, she was almost raped by the Tony’s group. She was treated with disrespect and because of this, she sent out a distorted message. Instead of warning them that Chino is looking to kill Tony with a gun, she blurted out that Maria was killed by Chino in a fit of jealousy and rage. And this caused Tony to seek out Chino and his death. Anita was touched by hatred because of what was done to her. Something that could have been prevented if only she was treated with respect. But as Tony felt that it will be alright in the end, it did become alright. When the members of both gangs joined together to carry Tony’s body, it symbolizes intersecting of racial differences to repent and have peace with each other. This plot line is still powerful even up to these times. This is a story about racial differences. It tells us what biases and prejudice can do to us. It is still a significant social issue until today. It is still a challenge for some people to accept another race as part of a group or a team. Gangs are street groups. They are created to protect their territories, places where they grew up, places where they are comfortable with. Of course, as any other person, if your personal space is threatened, you fight for you. This is the same for gangs. They fight for their space. They believe that only one group can stay in one place. But because p eople cannot compromise and because hatred is set so deep in their hearts, people die. The characters in the story signify the different personas that are involved in street gangs. There are the leaders, their successors, the followers and their women. The women are not muses of the gangs. They are not direct members of the gang. They are only associated with the gang members by blood or by relationship. They may be a sister, cousin or girlfriend. But even if they are not members of the gang, they still get involved in whatever conflicts there are between the gangs. Since they are associated with the members by blood or relationship, it is believed that their loyalty will be with their own. As Chino said to Maria when her brother was killed by Tony, she should â€Å"stick with (her) own kind.† That was the thought process of someone whose racial belief is

American Revolution. Events in American Revolution Essay

American Revolution. Events in American Revolution - Essay Example Born in every era they shape the history of the country. American Revolution was guided by many such people who led the revolution from the front and made it successful. However the events that trigger the revolution are merely momentous and act as a trigger. Reasons for revolution get accumulated over a period of time. The societal unrest reaches its peak. Any event that occurs after that triggers the change that has been so desired. The causes that led to American Revolution were many. As we look back we see them as many dots which could be connected now to make the event logical. Social Structure of American society at the time of Revolution - American society at the time of Revolution was divided into multiple classes at the time of revolution. While some of these classes participated in the revolution, there were also others who were dissociated from the revolution by virtue of their social status. There was nobility from England members of who were self-made land owners in Amer ica. They were resourceful and wealthy. Tradesmen, merchants and land owners looked at freedom of enterprise for expansion and growth. This was growing middle class and was an active participant in revolution. The lower strata comprised workmen, indentured prisoners and Indians. This lower stratum did not really care about revolution as they were unable to relate with the new found freedom and were not expecting the change in government to bring about change in their lives. World over rise of leadership for revolutions and rebellions has always been through middle class. American Revolution was no exception. Leaders from this class were enlightened by thoughts of leaders of French and European revolutions. They yearned to bring about same changes in American society as well. Rule of British Parliament - Parliament of Britain thought of America as a colony, one amongst many they ruled. Naturally they wanted to impose their rules and regulations over America. Although Britain had emer ged victorious in French and Indian War, her economy suffered badly. Wanting to recover a debt-ridden economy, Britain demanded more revenue from colonies. Even if French were defeated, the colonies did not trust Britain for their protection. Series of Acts - From 1763 to 1769 Britain passed series of legislation imposing new taxes on America as a colony with the primary motive of generating more revenue. Some significant acts passed were as follows: Sugar Act (1764) – increasing duties on sugar imported from West Indies Currency Act (1764) – banning American assemblies from issuing paper bills or bills of credit Quartering Act (1765) – colonists to feed and house British soldiers. Stamp Act (1765) – direct tax imposed on marriage licenses, playing cards, newspapers etc. the revenue generated from this tax was meant for colonies to pay for their defence. Townshend Acts (1767) - colonial officials were given independence to impose their own taxes apart fro m the ones that are already imposed by British parliament. This independence further incurred taxes on glass, tea, paper etc. These taxes created unhappiness and furore in American society and were viewed as unjust and uncalled for. These acts severely restricted freedom of enterprise shrunk the size of profits or revenue earned and along with that came additional burden of feeding and housing British army. This resentment kept boiling for more than seven years and finally erupted into a revolution. People in America viewed themselves as citizens of New World and they strongly demanded that they should have legislative authority to decide what is best for them. According to them these acts were merely for additional revenue generation without consideration of people on whom these acts were imposed.

Emerging market not mergers and acquisition Essay

Emerging market not mergers and acquisition - Essay Example It occurs when government decide to open up its market for global trade by way of minimising tax rate and other trade restrictions2. On the other hand, globalisation is described as growing financial integration of economies around the world. Globalisation is much comprehensive idea than trade liberalisation. It denotes increased global movement of products, services, money, information and human resources. This increased movement is made possible by increased trade liberalisation3. One key aspect of this trade liberalisation is regional integration. It is a manifestation of individuality and determination, combined with establishment of global institutions, which express a precise identity and determine shared international business activity within a specific geographic region. However, economists often argue that in the context of globalisation and international trade, if regional integration can hinder or facilitate trade liberalisation, moving onto the development of a new econom ic model of international growth4. Trade liberalisation is described as any activity that makes the business administration more unbiased and nearer to a trade system, which is unrestricted from government intervention5. During the past decades, trade liberalisation has been the hallmark of economic policy in the entire world. Practically, government in various nations have taken significant steps in order to broaden the role of multinational organisations when conducting their multifaceted economic activities6. The main objective of trade liberalisation is therefore to enhance the economic effectiveness of the entire nation by creating a transparent and unbiased system of inducements that shall remove export partiality, direct inhibitions to business and economic falsifications caused by trade administration. In general, trade labialisation comprise elimination of export barriers and quantitative restrictions (QRs) along with

American Revolution. Events in American Revolution Essay

American Revolution. Events in American Revolution - Essay Example Born in every era they shape the history of the country. American Revolution was guided by many such people who led the revolution from the front and made it successful. However the events that trigger the revolution are merely momentous and act as a trigger. Reasons for revolution get accumulated over a period of time. The societal unrest reaches its peak. Any event that occurs after that triggers the change that has been so desired. The causes that led to American Revolution were many. As we look back we see them as many dots which could be connected now to make the event logical. Social Structure of American society at the time of Revolution - American society at the time of Revolution was divided into multiple classes at the time of revolution. While some of these classes participated in the revolution, there were also others who were dissociated from the revolution by virtue of their social status. There was nobility from England members of who were self-made land owners in Amer ica. They were resourceful and wealthy. Tradesmen, merchants and land owners looked at freedom of enterprise for expansion and growth. This was growing middle class and was an active participant in revolution. The lower strata comprised workmen, indentured prisoners and Indians. This lower stratum did not really care about revolution as they were unable to relate with the new found freedom and were not expecting the change in government to bring about change in their lives. World over rise of leadership for revolutions and rebellions has always been through middle class. American Revolution was no exception. Leaders from this class were enlightened by thoughts of leaders of French and European revolutions. They yearned to bring about same changes in American society as well. Rule of British Parliament - Parliament of Britain thought of America as a colony, one amongst many they ruled. Naturally they wanted to impose their rules and regulations over America. Although Britain had emer ged victorious in French and Indian War, her economy suffered badly. Wanting to recover a debt-ridden economy, Britain demanded more revenue from colonies. Even if French were defeated, the colonies did not trust Britain for their protection. Series of Acts - From 1763 to 1769 Britain passed series of legislation imposing new taxes on America as a colony with the primary motive of generating more revenue. Some significant acts passed were as follows: Sugar Act (1764) – increasing duties on sugar imported from West Indies Currency Act (1764) – banning American assemblies from issuing paper bills or bills of credit Quartering Act (1765) – colonists to feed and house British soldiers. Stamp Act (1765) – direct tax imposed on marriage licenses, playing cards, newspapers etc. the revenue generated from this tax was meant for colonies to pay for their defence. Townshend Acts (1767) - colonial officials were given independence to impose their own taxes apart fro m the ones that are already imposed by British parliament. This independence further incurred taxes on glass, tea, paper etc. These taxes created unhappiness and furore in American society and were viewed as unjust and uncalled for. These acts severely restricted freedom of enterprise shrunk the size of profits or revenue earned and along with that came additional burden of feeding and housing British army. This resentment kept boiling for more than seven years and finally erupted into a revolution. People in America viewed themselves as citizens of New World and they strongly demanded that they should have legislative authority to decide what is best for them. According to them these acts were merely for additional revenue generation without consideration of people on whom these acts were imposed.

Total Quality Management Definition Essay Example for Free

Total Quality Management Definition Essay Total Quality Management is a set of management practices aimed at meeting and even exceeding needs of customers and organizational objectives. The Japanese Industry started it in the 1950’s but it gained popularity from the early 80’s. TQM seeks to merge organizational functions like production, customer service, design and marketing, and has a strong emphasis on process measurement and controls as a way of continually improving the products or services offered by the organization. TQM describes the culture, attitude and organization of a company in the provision of products and services to satisfy needs of customers. Quality is required with efficiency and effectiveness in operations and reducing losses, minimizing defects and waste. Impact of globalization   As companies get bigger, there is an increasing demand for JIT (just-in-time) management, which TQM embraces. This makes things move faster, further pushing along globalization. This also calls for the removal of bottlenecks in production resulting in high quality. Globalization calls for things to be faster, better (because if youre not good, youre not utilizing your competitiveness), and hence comes TQM philosophy, which embraces that. However, globalization has brought about a demand for high skilled labour, which cannot be found with workers with low-level education, who are the majority. Their employment leads to low quality of work. Similar to that are organizations, which want to cut costs on wages and therefore employ workers with a poor educational background. Competitiveness is characterized by high labor costs; therefore, low labor costs are characterized by lower productivity. Women on the other hand, are unfortunately still engaging in low-wage and low-productivity jobs, especially in the Middle East, North Africa and South Asia where womens participation in the global labour market is behind. Application of TQM Both the management and the employees can and should be involved in the process of TQM to improve the production of goods and services. TQM should be driven by a purpose and there should be a clear focus on the future vision of the organization. TQM can also be used as a way of encouraging the potential and creativity of an employee to be displayed as well as improving clients service. TQM calls for organizations to strive to continuously improve its processes through accumulated knowledge of workers and their experience. TQM is easily adaptable, for instance, it was at first an application of manufacturing operations but is now even applied to the service sector. According to Khurram Hashmi (2000), TQM is the foundation for activities, which include: Commitment by senior management and all employees Meeting customer requirements Reducing development cycle times Just In Time/Demand Flow Manufacturing Improvement teams Reducing product and service costs Systems to facilitate improvement Line Management ownership Employee involvement and empowerment Recognition and celebration Challenging quantified goals and benchmarking Focus on processes / improvement plans Specific incorporation in strategic planning This shows that all personnel, in Manufacturing, Marketing, Engineering, Research and Development, Sales, Purchasing, Human Resource, etc, must practice TQM in all activities. TQM is based on continuous improvement, both in strategic planning and in the execution of work. It seeks to avoid mistakes and defects and continually improve results through increasing the organizations resources. The major areas including supply generation, demand generation, technology, operations and people capability. It also maintains that mistakes can be identified and stopped and repetition prevented through change. Implementation of TQM A preliminary test, like a management audit should be done to asses the current state in terms of organizational functioning and establishing where change is needed. There should however be a positive attitude towards change or TQM would be ineffective. Other conditions are stable finances, good administrative systems and managerial skills and optimistic employee morale If these conditions cannot be met, it is advisable to postpone the implementation until when the organization is healthy enough with regard to these. Certain levels of stress, with regard to people feeling a need for change are however needed when implementing TQM. Kanter (1983) described certain building blocks, which should be present in effective organizational change. They include departures from tradition, a crisis or galvanizing event, strategic decisions, individual prime movers, and action vehicles. Departures from tradition are moving from normal operations in an attempt to solve a problem. A crisis, like reduction in finances, may prompt people to act. A strategic decision like a plan acting on the crisis may be implemented by a leader, who becomes the prime mover. The leader takes charge of the new idea or plan and leads people in its implementation. Action vehicles then used and mechanisms put in place to enabling the occurrence of the change.          References International Labour Organization Report (Dec 9, 2005) Globalization failing to create new, quality jobs to reduce Poverty. Retrieved from http://www.globalpolicy.org/globaliz/econ/2005/1209reduce.htm on October 3, 2007 Hashmi, K. (2000) Paper on â€Å"Introduction and Implementation of Total Quality Management† Retrieved from http://www.isixsigma.com/library/content/c031008a.asp on October 3, 2007 Martin, L. (1993). Total Quality Management in the Public Sector, National Productivity Review

The Opening Sequence Of Mary Poppins Film Studies Essay

The Opening Sequence Of Mary Poppins Film Studies Essay The opening sequence of Mary Poppins shows a backdrop of the city of London. Credits scroll by as the camera pans from right to left on the backdrop until it zooms in on Mary Poppins, (Julie Andrews), sitting on a cloud. A medley of songs: Feed the Birds, A Spoonful of Sugar, and Chim, Chim, Cher-ee play in the background. Finally, the camera pans down to a park where Bert, (Dick Van Dyke) sings and plays a one-man-band to a crowd of onlookers. He begs a tip from an affluent audience and then leads the viewer to Cherry Tree Lane. This introduces the story, characters, and location of the film. Bert tells of a changing wind, which suggests that Mary Poppins is arriving. Using the same backdrop of London at the beginning and the end brings the movie full-circle when the wind changes again and Mary returns to the clouds. At the end of the movie, Mary leaves while the Banks family flies kites together. Bert says goodbye to Mary on her way back to the clouds over London. The song, Lets Go Fly a Kite plays as credits roll past. The movies theme is that only a tuppence of change can make a difference. Mary Poppins brings that change when she teaches the Banks family that little things like a tuppence for feeding birds, making chores fun when the children clean their rooms, and going for imaginary outings in the park can make a difference in the their lives. The opening scene sets up this theme when Bert expects a tip from his well-dressed audience. Some give generously to help him, but others dont give anything at all. Did you find the aforementioned film to be satisfying and/or entertaining? Did it make an impact that will be lasting? Will you or will you not recommend it to others? Why? Mary Poppins is an entertaining childrens movie, although I dont care for other musicals. It reiterates how I feel about doing small things that make a difference to help others. I recommend this movie to parents of young children because I think it would appeal to a young audience. It has great music like A Spoonful of Sugar, animated scenes of penguin waiters, and colorful carousel ponies that children would like. Isolate a five-to-ten minute continuous stretch of the required film from Lesson 4 or Lesson 5. As an exercise, turn off the sound and watch for every cut in a scene(s). Briefly describe a number of editing cuts you see. Be explicit about what film stretch you observed and what editing cuts are evidenced. Is the cutting conspicuous or inconspicuous, rapid or slow, smooth or jarring? What is the point of the cutting in each scene(s)? To clarify? Lyricize? Create suspense? Explore an emotion or idea in depth? Explain. Describe how the action is pictured in these cuts. In scene 13, Mary and the children visit Uncle Albert. They walk down an alley to a building. The camera cuts to a low angle shot of Mary at the door. After Bert opens the door for them to come inside, the scene cuts to a shot inside Uncle Alberts home. A medium shot shows Bert, Mary, and the children (Mat Garber, Karen Dotrice) standing by a stairway. The camera pans and follows them through another doorway. The scene cuts to another room they all go in. The camera pans to an establishing long shot of everyone in the room including Uncle Albert (Ed Wynn) who sits in the air near the ceiling. The next cut is a high angle shot from Uncle Alberts point of view looking down to Mary, Bert, and the children. It cuts to a close-up of Uncle Albert laughing and gesturing with his hands. Then a cut to a high angle reaction shot of the childrens faces as they see Uncle Albert. Several reaction shots, low or high angle shots, and close-ups cut back and forth from Uncle Albert laughing and tumbl ing in the air, to the children laughing, to Bert trying to keep from laughing, and Mary admonishing them. A cut to a long shot for reestablishing everyones place in the room keeps viewers focused. Finally, all four characters join Uncle Albert in the air for tea. The conspicuous and classical cuts jump back and forth quickly, but they are smooth and give emotional details of the facial expressions of the characters and physical details of where everyone is in the room. For instance, one can see that Mary disapproves when she rolls her eyes, glares down at the children, or looks crossly at Bert in several two shot cuts. In other cuts the camera shows disorienting shots of Uncle Albert near the ceiling, or follows him as he tumbles around. Using the required film viewed from Lesson 2, 4, or 5, concentrate on sound effects in one scene with quite a bit of movement. Describe the different sounds/noises in the scene and how they are used. Watch this one scene again without sound. How do sound effects contribute to the impact of the scene? As with #3, be explicit about what scene you observed for sounds and movement. In the Step in Time dance number of scene 19, chimney sweeps dance on rooftops. Dancers keep time with the rhythmic music, but no tapping feet are heard. The music seems to tap the beat for them. When the songs lyrics say, act like a birdie, a shrill whistle mimics a birds sound. When Admiral Boom (Reginald Owen) fires on the dancers, the audience hears hissing, pops, and booms of rockets soaring through the air with whizzing sounds. Without sound, the chimney sweeps appear to be marching to war. This might be confusing when Admiral Boom fires rockets across the sky, but the cheerful vocals and the beat of the music soften the scene so the viewer is entertained instead of misinterpreting it as a war scene or being bored by its length. Using the required film viewed from Lesson 2, 4, or 5, describe how music is employed. What type of musical score does the film feature-orchestral music, jazz music, ballroom music, vocals, etc.? What types of musical instruments are heard? List several instruments. Is music used to underline speech or is it employed only for action or dance scenes? What precise songs, tunes, or vocal performances are prominent? The music in Mary Poppins sets the tempo of the movie and allows characters to sing what is happening instead of using boring dialogue. For instance, Mrs. Banks (Glynnis Johns) sings about her role in helping Womens Votes, and Mr. Banks (David Tomlinson) sings about keeping his home on schedule. The film uses vocals and orchestra music throughout the movie. Violins, cellos, drums, flutes, trombones, harps, cymbals, and tubas can be heard in the orchestra. The movie depends on vocals and music to underline speech and tell its story; however the chimneysweep Step in Time sequence uses the music for action and dance. Other favorite songs of the movie are A Spoonful of Sugar, Supercalifragilisticexpialidocious, and Chim, Chim, Cher-ee. Now a Disney classic, Mary Poppins is a favorite of children and adults.

Effective Teaching Practices in the Writing Classroom Essay -- English

"While I had thought initially to matriculate into the English Department, it seems to be more heavily weighted toward theory than application, whereas the pedagogical training that I consider necessary for teaching is available through ETAP." So I had thought and so I wrote in my application for admission to the doctoral program. At the same time, realizing that I still would need a solid grounding in my subject area to teach composition and rhetoric, my goal for pursing a Ph.D., I co-matriculated the next semester into the English Department's M.A. program on the writing sequence. Returning to school from a corporate background meant that, while I had trained individuals and small groups in the workplace, I had had no classroom experience with teaching writing. As well, the sun has risen so many times on my memories of learning to write myself that those memories are fairly well bleached out by now. Yet, after almost two years worth of education and English courses, I have learned little about effective teaching practices in the writing classroom. I’ve read about issues of culture and diversity (Apple, 1996; Banks, 1997; Bruner, 1996; Freire, 1998; hooks, 1994) and I’ve been exposed to the history of composition and different approaches to teaching writing (Berlin, 1987; Durst, 1999; Elbow, 1973; Haswell, 1991; Herrington & Curtis, 2000; Lindemann, 1995; Miller, 1993, for example). The better part of class time has been spent discussing racism and feminism and sexism and classism and Marxism and structuralism and expressionism and post-colonialism until the appearance of "ism" makes my eyes glaze over. The teaching of anything concrete or structured, such as the specific formats put forth by current-traditional rhetoric or gr... ...000). Persons in Process: Four Stories of Writing and Personal Development in College. Urbana, IL: National Council of Teachers of English. hooks, b. (1994). Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge. Lindemann, E. (1995). A Rhetoric for Writing Teachers (Third ed.). New York: Oxford University Press. Miller, S. (1993). Textual Carnivals: The Politics of Composition. Carbondale and Edwardsville, IL: Southern Illinois University Press. Richlin, L. (Ed.). (1993). Preparing Faculty for the New Conceptions of Scholarship (Vol. 54). San Francisco: Jossey-Bass. Sosnoski, J. J. (1991). Postmodern Teachers in Their Postmodern Classrooms: Socrates Begone! In P. Harkin & J. Schilb (Eds.), Contending with Words: Composition and Rhetoric in a Postmodern Age (pp. 198-219). New York: The Modern Language Association of America. Effective Teaching Practices in the Writing Classroom Essay -- English "While I had thought initially to matriculate into the English Department, it seems to be more heavily weighted toward theory than application, whereas the pedagogical training that I consider necessary for teaching is available through ETAP." So I had thought and so I wrote in my application for admission to the doctoral program. At the same time, realizing that I still would need a solid grounding in my subject area to teach composition and rhetoric, my goal for pursing a Ph.D., I co-matriculated the next semester into the English Department's M.A. program on the writing sequence. Returning to school from a corporate background meant that, while I had trained individuals and small groups in the workplace, I had had no classroom experience with teaching writing. As well, the sun has risen so many times on my memories of learning to write myself that those memories are fairly well bleached out by now. Yet, after almost two years worth of education and English courses, I have learned little about effective teaching practices in the writing classroom. I’ve read about issues of culture and diversity (Apple, 1996; Banks, 1997; Bruner, 1996; Freire, 1998; hooks, 1994) and I’ve been exposed to the history of composition and different approaches to teaching writing (Berlin, 1987; Durst, 1999; Elbow, 1973; Haswell, 1991; Herrington & Curtis, 2000; Lindemann, 1995; Miller, 1993, for example). The better part of class time has been spent discussing racism and feminism and sexism and classism and Marxism and structuralism and expressionism and post-colonialism until the appearance of "ism" makes my eyes glaze over. The teaching of anything concrete or structured, such as the specific formats put forth by current-traditional rhetoric or gr... ...000). Persons in Process: Four Stories of Writing and Personal Development in College. Urbana, IL: National Council of Teachers of English. hooks, b. (1994). Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge. Lindemann, E. (1995). A Rhetoric for Writing Teachers (Third ed.). New York: Oxford University Press. Miller, S. (1993). Textual Carnivals: The Politics of Composition. Carbondale and Edwardsville, IL: Southern Illinois University Press. Richlin, L. (Ed.). (1993). Preparing Faculty for the New Conceptions of Scholarship (Vol. 54). San Francisco: Jossey-Bass. Sosnoski, J. J. (1991). Postmodern Teachers in Their Postmodern Classrooms: Socrates Begone! In P. Harkin & J. Schilb (Eds.), Contending with Words: Composition and Rhetoric in a Postmodern Age (pp. 198-219). New York: The Modern Language Association of America.

John Winston Lennon :: Essays Papers

John Winston Lennon "You make your own dream. That's the Beatles' story, isn't it? That's Yoko's story. That's what I'm saying now. Produce your own dream. If you want to save Peru, go save Peru. It's quite possible to do anything, but not to put it on the leaders and the parking meters. Don't expect Jimmy Carter or Ronald Reagan or John Lennon or Yoko Ono or Bob Dylan or Jesus Christ to come and do it for you. You have to do it yourself. That's what the great masters and mistresses have been saying ever since time began. They can point the way, leave signposts and little instructions in various books that are now called holy and worshipped for the cover of the book and not for what it says, but the instructions are all there for all to see, have always been and always will be. There's nothing new under the sun. All the roads lead to Rome. And people cannot provide it for you. I can't wake you up. You can wake you up. I can't cure you. You can cure you." ~John John Lennon was known best for his music, but in addition to that he was a philosopher, artist, visionary, social leader and most importantly a common man with a dream. John Lennon was born October 9th, 1940 in the town of Liverpool, England. His father abandoned him at the age of two. Three years later he was also abandoned by his mother. He was raised primarily by a woman John affectionately called, â€Å"Aunt Mimi.† Later in his life, John reestablished a relationship with his mother only to lose her again when she was killed by a drunk off-duty police officer. As a teen, John formed a band called the "Quarry Men" with boys from his High School. After a performance, one of the members, brought his friend Paul McCarthy to meet John. After hearing Paul play he immediately asked him to join his band. Later Paul brought George Martin into the group and soon the band that would later take the world by storm, was born. One of the so called "5th Beatles" the best friend of John, Stuart Sutcliffe, left art school, at John's urging and joined the band.

Pure Cultures Lab Essay

Introduction : Pure cultures are made of only one type of organisms and can be used to study their properties. A method used to isolate pure cultures is making a steak-plate, which is a dilution process in which culture is spread over an agar plate in a certain manner. Using a loop rod, culture was taken from the tube and dragged across area 1 several time,of the agar. The agar was then turned 90Â º, and the loop was flamed and cooled. Taking some culture from area 1, it was dragged over area two,and the same steps were done for areas 3 and 4.Another technique used was spread-plate, where the same culture is spread over the agar plate using a sterile L-shaped bent glass rod. The rod was dipped in 95% ethyl alcohol and flamed to sterlize. The nutrient agar was then placed on the plate, and spread with rod. An environmental plate was used to test the cultures of a random object, in our experiment, it was the ocular lens of a microscope. A cotton swab was dipped into sterile water, and a random item of our choice was swabbed. After mixing the swab back in the water, the contaminated water was applied to a spread plate. Results: See attached Discussion: All the plates were successful is isolating the pure cultures except the environmental. The reason for this may have been that there was no bacteria, due to the fact they had been recently cleaned. The slant agars were able to pick up on the bacteria to show the growth. The vial that had bright yellow bacteria growing was M.leuteus, showing the successful isolation and identification. Other vials that had M.Letues and S.marcescenes had a very slight shade of bacteria growth. Questions: 1. No because a when a broth culture is used, it has not been inoculated from a pure culture, the only way would be to use a streaking method or spread plate. A mix culture slant is hard to isolate, because bacteria is clumped together, getting a single colony is difficult. These may cause contamination to the bacteria during the inoculation period. 2. If there was more culture in quadrant 4 than 3, it is due to the loop being dragged back into quadrant 1. The nutrient agar that was in 1 came back to 4, and showed more culture.

Consider how and why Shakespeare Essay

â€Å"Consider how and why Shakespeare uses natural images in Sonnet XVIII, â€Å"Shall I compare thee†¦ † and act two, scene two, of â€Å"Romeo and Juliet†. In my coursework I am going to analyse two works of Shakespeare, these will be Sonnet XVIII and Romeo and Juliet. Both of these poems show share similarities, the main one being the theme – love. In Sonnet XVIII, a man is talking about a woman, and is trying to find a comparison to her, that will do her beauty justice, whilst Romeo and Juliet follows a love story, between these two characters, it is a romantic play, which ends in tragedy. Another shared feature of both plays is Shakespeare’s use of ‘Natural Imagery’. This is a technique that is often used by writers, and is a favoured method of writing used by Shakespeare. Natural imagery is used in writing for description and/or comparison. In these two instances, it compares characters and feelings to that of nature. In Shakespeare’s era, nature was enjoyed by most people, as it was all around them – it was something that everybody understood, Shakespeare used natural imagery as something that people could relate to – they knew that the Sun was warm, that the night was mystical, and that fire was passionate, therefore if something or someone was compared to one of these, they knew exactly what was meant. Act two, scene two in Romeo and Juliet is set in Capulet’s orchard. This setting is full of natural beauty – plants, flowers, insects – this reflects Romeo and Juliet’s natural love for each other. When he enters into the orchard, he talks about Juliet; he says that ‘Juliet is the Sun’. This is the first of many natural images within this scene. His comparison of her to the Sun shows very strong feelings – the Sun is essential to life, it gives light and warmth to the world – Romeo is saying that without Juliet, he could not live and that she is the light of his life. Stars are an amazing part of nature; they light up the night skies, they are bright and beautiful. Romeo compares Juliet’s eyes to â€Å"Two of the fairest stars in all the heaven. † This describes the beauty of her eyes, how they are bright and vivid. The way that stars give light also describes his illuminate feelings for her. Stars also were thought to speak to people (Astrology). Romeo feels that Juliet’s eyes are so beautiful and complex that they tell him a story of love and passion. â€Å"O speak again, bright angel†. Romeo refers to Juliet. This statement is very ironic. Romeo states this as a positive comparison – angels are beautiful, they are angelic. They show immortality, just like his love for her. However, the â€Å"bright angel† that he speaks of, is God’s bright angel, named Lucipher, this bright angel fell from heaven to hell, just as Juliet will fall from life, or love, to death. Whilst on the balcony, Juliet is talking about her love for Romeo, but how he is a Montague. She says how a name is only a name, and not a person. â€Å"That which we call a rose by any other word would smell as sweet. † A rose is a beautiful flower; it both looks beautiful and smells sweet. This natural image shows Juliet’s feelings for Romeo – he is beautiful, calm and kind. With this comparison the audience can relate more towards how Juliet feels, and her way of thinking, that Romeo is the same, loving person, whatever his name may be. However this comparison is also an example of dramatic irony. A rose is born; it flourishes with beauty, but then withers and dies; just like their love, at this point there love is just being born, but by the end of the play they die. The audience are aware of a tragedy in the end of this play, as the prologue suggests this, however at this point the characters are completely oblivious to this. At the opening of this scene, the ‘envious moon’ is portrayed as a negative thing (the Sun is much more beautiful than the Moon, and only the Sun can conquer the Moon, by spreading light onto the night). At this point in the scene, the moon is again described negatively. Romeo tries to swear by the moon of his love for her. However Juliet then speaks, â€Å"O swear not by the moon, th’ inconstant moon†. The moon is forever changing; Juliet wants their love for each other to stay the same; they are already feeling true love for each other, why would they want that to change? Juliet now speaks of how quick their meeting has been, â€Å"too like the lightening,† she describes it as. Lightening is quick but beautiful, just like their meeting. It is also bright and powerful, like their love for each other. However lightning also symbolises danger, it is destructive, just like their relationship. The meeting that they have just had is the beginning of all of this: they declare their love for each other and so the destruction of their lives begins, their love is quick but beautiful. Juliet’s comparison to the meeting is more accurate than she thinks, again showing dramatic irony. On their parting, Juliet compares Romeo and their love like a â€Å"wanton’s bird†, this is a caged bird, reflecting how their love should be freed, and how it is forbidden. She goes on to say that were Romeo a bird she would â€Å"kill thee with much cherishing. † This statement is incredibly ironic and foreshadows events, as their love for each other does end up in killing them both. Romeo then says to Juliet, ‘Sleep dwell upon thine eyes,†. This again foreshadows events that are to come. Romeo is wishing Juliet to go to sleep. This is ironic as Juliet’s sleep later on in the play ends in the suicide of Romeo. In Sonnet XVIII, the narrator of the poem is trying to compare a beautiful woman to something that will do her justice. He begins to compare her to a summer’s day, but then realises that she is much better than that. The initial comparison to a summer’s day is the first and most obvious example of natural imagery – summer is beautiful and warm, much like the woman he speaks of. He goes on to say how â€Å"Rough windes do shake the darling buds of Maie. † This shows how summer is vulnerable, the woman is not. The word â€Å"buds† also represents new life, or new love. Shakespeare then goes on to describe the negative aspects of summer, â€Å"lease hath all to short a date†. This states how summer is short – it begins and ends. The woman’s beauty is ongoing, it does not begin, nor end, it is eternal. The sun is now personified, to make it easier for the audience to compare it to the woman; it is described as the â€Å"eye of heaven†, with â€Å"often is his gold complexion dim’d. † This presents another difference of the woman to the sun – the sun brightens and dims but, once again, the woman’s beauty is constant, it is forever the same. The word â€Å"gold† in this phrase also symbolises wealth and beauty, much like the woman. â€Å"Nor shall death brag though wandr’st in his shade,† The writer has previously stated how her beauty is immortal, it will defeat death. In this line the write personifies death – â€Å"wandr’st in his shade. † This makes the task of defeating death seem much easier if death is actually mortal. The final two lines, which are also a rhyming couplet, are like a conclusion to the poem and the writer’s thoughts. He explains how her beauty is immortalised through the poem. â€Å"So long lives this, and gives life to thee. † The word â€Å"this† within the line is once again, personification, this time of the poem itself. It is stating that the woman’s beauty has been trapped and kept alive within the poem. The personification of the poem makes it much easier for the audience to understand how her beauty is immortalised through it – if the poem lives, so does the woman’s beauty. To conclude, I have found a lot of natural imagery in both of the works that I have read. In Romeo and Juliet, the natural imagery is used mainly to compare the feelings they have for each other to nature. However, the way it is used is very ironic – almost every use of natural imagery has a double meaning, e. g. â€Å"Rose†, Juliet means this to be beautiful, however it also shows how, just like a rose, their love will begin, flourish, and eventually die. At the time of the meeting that Romeo and Juliet have, they are not aware of the tragedy that is about to occur. In Sonnet XVIII, the natural imagery is used to compare beauty. It is used to show how beautiful the woman is, as she is portrayed better than nature, or â€Å"a summer’s day†. This poem seems to be negative throughout, but is, in fact, just reflecting upon how beautiful the woman in the poem actually is. I can see from both of these texts that natural imagery is an effective way to describe thoughts, feelings, and things. The audience of the time would have easily been able to relate to each of the natural images that Shakespeare presented to them.