What different views of the Duke are presented in acts 1-3?

Written in the early 17th century, ‘Measure for Measure' was one of the many plays that Shakespeare wrote to entertain his King, which at the time was James I. Shakespeare used this play to present his own views of the King, and his ideals of a King through his presentation of the Duke Vincentio. A more complex character than first believed, Shakespeare transforms the Duke throughout the play. As the Duke set out on a quest to not only escape the pressures of his role, but to learn from his experiences and find himself. The Duke is the first person to speak; this is one of Shakespeare's common techniques to indicate who he deems most important in the play. Even if it appears that the story evolves around the character of Angelo, under the surface it is evident that the Duke is the catalyst behind it all. At the start of the play we see that the Duke is a man with general morals, complimenting the people under him. This is Shakespeare showing us from the start that he wishes the Duke to be seen as a good man. In the first scene we learn that for the head of a city he does not enjoy being in the public eye, â€Å"I love the people, but do not like to stage me to their eyes†. This quote also shows us that he is an honourable and caring Duke as he loves his people, but he doesn't have the confidence to assert his authority. In the beginning of the play the view of the Duke is formulated to be that he is nice but a little spineless; allowing his streets to be filled with sin, â€Å"bawds†, â€Å"thief's†. To re-enforce the opinion that Duke is honourable, Shakespeare makes the Duke accept fault for the state that the town is in, â€Å"'twas my fault to give the people scope†, although he still doesn't do anything about it. When the Duke is talking to Pompey in act three scene two, we see a different character emerging. From his ‘real life' experience he appears to have gathered confidence and is beginning to show signs of authority, he calls Pompey a â€Å"wicked bawd† to tell him how disappointed he was with him. However these new found urges have to be suppressed as he is under the guise of the Friar, so he uses religious references to voice his feelings instead, † if the devil have given thee proofs for sin†¦Ã¢â‚¬ . Shakespeare uses verse here to emphasise the seriousness as it is more rhythmic and emphasised by the stresses in the line due to iambic pentameter. By the end of act three, the Duke is almost ready to take the reigns back of Angelo, as he has reached a point where he knows what a leader should be, and has gathered the knowledge and confidence to assert himself; â€Å"He who the sword of heaven will bear should be as holy as severe†. In Shakespeare's time, Kings were the closest thing to Gods and therefore had to be perfect role models. Here the Duke is saying that they should be perfectly balanced; as good and moral as they are strict. However the Duke shows a darker side of him, perhaps the slight edge of coldness needed to rule successfully, but nevertheless the Duke creates his own amusement whilst under the guise of the Friar to control the characters to carry out his plan. Although this was done to benefit his people, as he protected the almost innocent and also teach the guilty a lesson. Shakespeare deliberately manipulates the audience's opinion o the Duke throughout the play as the character himself changes drastically from start to finish. Firstly we see his understudies having great respect for him, â€Å"always obedient to your grace's will†. However in act three it becomes clear to the audience that the townspeople only like him because they are allowed to do as they please. The character of Lucio personifies the feelings of the townspeople when he tells the Duke himself, (disguised as the friar) that he doesn't doubt the intelligence or honour of the Duke, calling him â€Å"wise†; although also referring to him as, â€Å"Avery superficial, ignorant, unweighing fellow†. Thus clarifying that the townspeople don't know the Duke and moreover that the Duke doesn't know them, â€Å"ignorant†. There is debate however that Lucio is aware that is the Duke and is deliberately making use of this to voice his true opinions of him, or perhaps merely for his own amusement as Lucio is a joker type character. However it could be countered by saying that this is too intelligent for Lucio and this is simply a comedic scene as Lucio is ‘putting his foot in his mouth'. Shakespeare makes the Duke speak in verse here, serving multiple purposes; firstly because it is more relaxed as the scene is a comedy. Secondly because it is a scene to move the story of the play on and verse would take to long to do this. We also gather the character of Escalus' opinion of the Duke whilst he is still disguised, although it is great contrast to Lucio's. The character of Escalus appears as the wise old advocate, pointing out straight away one of the key themes of the entire play and also one of the main reasons that the Duke went into hiding; â€Å"above all other strifes contended especially to know himself†. It is also debated that Escalus was aware of the disguise and knew exactly what he was doing, yet in this case it is more likely to be the case, as Escalus is the ‘right-hand-man'. This theory is reinforced by the fact that Escalus then compliments the Duke, knowing that revealing the fact that the Duke's inner most fears are visible to someone else, he provides a comforter, â€Å"Rather rejoicing to see another merry, than merry at anything which professed to make him rejoice†. Meaning that the Duke would rather see others happy than be happy himself. I feel that the true opinion of the Duke lies somewhere in between Lucio's and Escalus' views, as he was ignorant of the townspeople, however he is wise and very caring, shown in how he deals with Angelo at the end of the play.

Master Harold and the Boys

Master Harold and the Boys, a play written by famous playwright Althol Fugard, shares the story of a seventeen year old white boy, Hally, who spends time with two African- American servants, Sam and Willie. While the majority of the play is a conversation between the three inside a tea room, Fugard does a brilliant job of exposing the struggles that is dealt with at the time. The context of Master Harold and the Boys is deep and meaningful, especially since the play sets in South Africa. He depicts how industrialized racism really is, showing that when an individual lives under a certain set of assumptions, it is really easy to catch others views of hatred, bigotry, and at the time, apartheid. Fugard shows his true artisism for publishing this play because it takes a true artist to be able to confront problems that a society deals with and to be able to make people more considerate of their actions towards others. There is a great deal of emotional value that comes with this play. When this play was written back in 1982, South Africa was still dealing with apartheid which is similar to the United States' time of segregation. In fact, the emotional value of this play was so enormous that it was actually banned in South Africa at the time. The plot is heavy because it takes Hally's childhood innocence and turns him towards a poisness bigotry, just like what most of the adult society did during that time. The real turning point is when Hally finds out about his father returning home from the hospital. In the beginning of the play, Sam and Willie talked about ballroom dancing. They could relate to readers of the play who also dance because they might understand the pressures of dancing and the amount of skill that goes into it. However, no matter what the pressures of dance may be, it is never acceptable for a man to hit a woman. Fugard might have showed this side of Willie because domestic relationships were very common back in the 1950s. Even though there was a rise in feminism movements, men still had most of the control and strength. While blacks were still considered to be property, women during that era did not have many rights as well. Hally, Sam, and Willie have more of a friendship during the beginning of the play, but when Hally becomes distraught with the news of his dad coming home, he violently unleashes on his servants. It becomes clear that his father's vicarious racism was a learned behavior observed by Hally. From this point on, Hally no longer treats Willie and Sam as friends, but as subservient help. Hally demands that they must call him â€Å"Master Harold† as he spits on his servants. Using the word â€Å"master† showed that Hally had full possesion over them, and he wanted them to know it. He also used the spitting incident as a way to show control because that was typical during that time era. Spitting on someone is considered to be very degrading to that individual and is a form to show their unworthiness. I think my personal impact on the play has definitely changed. After I read the play, I understood what happened, but it was not until our class discussion where I really put the pieces of the play together. One eye opener during out discussion was when we were talking about the word â€Å"boys† in the title. I simply thought that Fugard used that word because of their gender, but I had no idea that using the word â€Å"boy† towards a black person is degrading. I really admired how Fugard attacked this problem that was facing South Africa's society and how he exposed the realities of bigotry. I think it would be great to see this play as a production. I believe the acting of the words verses just a persons imagination could be a real eye opener to how people see and treat others. This play will continue to be relevant in American and South Africas societies because it is a reminder of our history and how our society needs to continue to grow away from racism and towards a more accepting society of all. Master Harold and the Boys â€Å"Master Harold†. . and the Boys is not an overtly political play, but a depiction of â€Å"a personal power? struggle With political implica-tions. † The only definition that the South African system can conceive of in the relationship of White to Black is one that humiliates black people. This definition â€Å"insinuates itself into every social sphere of existence, until the very language of ordinary human discourse begins to reflect the policy that makes black men subservient to the power exercised by white children. † In the society depicted by Fugard White equals â€Å"Master† and Black equals â€Å"boy. It is an equation, continued Durbach, that ignores the traditional relationship of labor to man-agement or of paid employee to paying employer. During the course of the drama, Hally rapidly realigns the components of his long? standing friend-ship with Sam into the socio? political patterns of master and servant. Hally changes from intimate familiarity with his black companions to patroniz-ing condescension to his social inferiors. It is an exercise of power by Hally, himself a â€Å"boy† who feels powerless to control the circumstance of his life and therefore seeks some measure of autonomy in his interaction with Sam and Willie.Robert Brustein, in a review in the New Repub-lic, described' ‘Master Harold† . . . and the Boys as the â€Å"quintessential racial anecdote,† and ascribed to Fugard's writing â€Å"a sweetness and sanctity that more than compen sates for what might be prosaic, rhetorical, or contrived about it. † There is a sugges-tion that Fugard' s obsession with the theme of racial injustice may be an expression of his own guilt and act of expiation. As Brian Crow noted in the Inter-national Dictionary of Theatre, Critical Overview 24 biographical in-formation, however, is not needed in order for the play to make its full impact in the theatre.This is achieved primarily through an audience's empathy with the loving relationship between Hally and Sam and its violation through Hally's inability to cope with his emotional turmoil over his father, and its expression in racism. If to what extent the play manages. . . to transmute autobiographical experi-ence into a larger exploration or analysis of racism in South Africa is arguable; what seems quite cer-tain is its capacity to involve and disturb audiences everywhere. Yet not all critical reaction to Fugard's work has been positive. Failing to see the play's wider mes sage on racism, Stephen Gray saw â€Å"Master Harold† as nothing more than a play about apart-heid. In a 1990 New Theatre Quarterly article, Gray noted that South Africa's dissolution of apartheid has made the play obsolete, stating that it â€Å"feels like a museum piece today. † Other negative criticism found the play's black characters to be falsely represented As Jeanne Colleran reported in Modern Drama, â€Å"To some black critics, the character of Sam is a grotesquerie.His forbearance and forgive-ness, far from being virtues, are embodiments of the worst kind of Uncle Tom? ism. † Such reproach prompted Fugard to clarify his intentions during the Anson Phelps Stokes Institute's Africa Roundtable. As Colleran reported, Fugard stated that his inten-tion was to tell a story: â€Å"I never set out to serve a cause. . . . The question of being a spokesman for Black politics is something I've never claimed for myself. † Such criticism for â€Å"Master Har old† was spo-radic, however The majority of Critics and audi-ences embraced the playas important and thought? rovoking. Commenting on Fugard's ability to fuse theatricality with strong political issues, Dennis Walder wrote in Athol Fugard, â€Å"Fugard's work. . . contains a potential for subversion, a potential which, I would suggest, is the hallmark of great art, and which qualifies his best work to be called great. † In this essay Wiles examines Fugard' splay as a political drama, taking into account the dissolution of the apartheid system in South Africa and how that affects contemporary perceptions of the work. He concludes that the play is still relevant as a chroni-cle of human relations.What happens to the overall effect of a play when the societal forces that shaped it have changed to the point where the playwright himself says: , , [A] political miracle has taken place in my time. † Such might appear to be the case for Athol Fugard and his play â€Å"Ma ster Harold†.. and the Boys The South African system of apartheid? legislated separation of the races? has been dismantled; free and open elections have been held; a black man, Nelson Mandela, has been elected president of the country. The power of whites, regardless of their age or station, to subjugate and humiliate blacks with he full blessing of the government and society at large has evaporated. The question that begs to be asked, then, is: What is this play about if not about political struggle? By focusing attention on the adolescent antago-nist Hally, Fugard creates a more personal drama-, a drama rooted in the uncertainties of a youth who attends a second? rate school and whose parents own and operate a third? rate cafe. Displaying â€Å"a few stale cakes,† â€Å"a not very impressive display of sweets,† and â€Å"a few sad ferns in pots,† the St.George's Park Tea Room hardly seems the seat of power. And, the arrival of Hally, in clothes that are â€Å"a little neglected and untidy† and drenched from the heavy rains that keep customers away, does little to prepare the audience for the play's explosive confrontation. When Hally enters the cafe, it appears that he is glad for the lack of patrons so that he and Sam and Willie can have a â€Å"nice, quiet afternoon. † There is the implication that both he and the two men have enjoyed these types of days in the past.Hally's world, however, begins to crumble when Sam in-forms him that his mother has gone to the hospital to bring his father home. Hally's annoyance at the comic books piled on the table? â€Å"intellectual rubbish†? changes into fury when Willie throws a slop rag at Sam, misses, and hits Hally. Hally swears and tells both Willie and Sam to â€Å"stop fooling around. † Hally calls Sam back to have him explain what Hally's mother said before she left for the hospital He convinces himself that his father is not coming home, that Sam heard wro ng, and that the world he has created for himself will continue undisturbed.His willingness to shift the discussions to the varieties of textbook learning and then to the more Important learning gleaned from the servants quar-ters at the old Jubilee Boarding House under the tutelage of Sam and Willie, indicate Hally's inabili-ty to accept that his life is about to change once again. Hally returns to the comfort of the historical past, discussing Joan of Arc, World War I, Charles Darwin, Abraham Lincoln, and William Shake-speare with Sam. He also returns to his own familiar past and the flying of a homemade kite that Sam made for him.It is the kite that provides Hally with the defin-ing moment of his young life a black man and a young white boy enjoying each other's company and a shared accomplishment. Hally says, â€Å"I don't know how to describe it, Sam Ja! The miracle happened! † Hally appears to want to return to the safety of their shared past when he mentions to Sam tha t â€Å"[I]t's time for another one, you know. † The uncertainties of adolescence challenge Hally's place, not only in the world at large but in his family as well. Of his time spent with Sam he summarizes: â€Å"It's just that life felt the right size in there. . . ot too big and not too small. Wasn't so hard to work up a bit of courage. It's got so bloody complicated since then. â€Å"Hally's violent reaction to the news that his father is indeed returning home (the stage directions describe Hally as â€Å"seething with irritation and frustration†) clearly illustrate the complications Hally must now face. â€Å"Just when things are going along all right, without fail someone or something will come along and spoil everything. Somebody should write that down as a fundamental law of the Universe The principle of perpetual disappoint-ment† Hally's attack on Willie's backside WIth a ruler and the â€Å"I? llow? you? a? little? freedom? and-? what? do? you? do? w ith? It† speech show that Hally resists acknowledging the changes and accompany-ing complications that will inevitably take place when his father returns home. In the ensuing ballroom dancing discussion (Fugard himself was a dancing champion in his teens), Sam describes the dance finals â€Å"like being in a dream about a world in which accidents don't happen. † Sam's view of the world as dance floor contrasts sharply With Hally's nostalgic view of life as the right size in the old Jubilee Boarding house. Hally wants things to remain static, to never change.Sam, on the other hand, wants the world â€Å"to dance like champions instead of always being a bunch of beginners at it. † There are no collisions in Sam's view because the participants have discovered ways of moving around the dance floor without bumping into one another; symbolically, this is Sam's hope that the world can live together peacefully without prejudice or inequality. Hally appears momentarily co nvinced at the end of this discussion: â€Å"We mustn't despair. Maybe there is hope for mankind after all. † But then the phone rings and Hally's world shatters with the news that his mother will be ringing his father home. At this point, Hally's demeanor becomes â€Å"vicious† and â€Å"desperate,† and at the end of the conversation Hally is â€Å"desolate. † He slams books and smashes the bottle of brandy his mother had told him to get for his father. With reckless words and ugly laughter, Hally mocks his crippled father, insinuating him into the dance metaphor as the ones who are â€Å"out there tripping up everybody and trying to get into the act. † His childhood world is now smashed beyond recognition as Hally swears at Sam and chastises him for meddling in something he knows nothing about.Hally's adolescent posturing leads him to de-mand that Sam call him â€Å"Master Harold, like Willie [does]. † Because he cannot control the events sur-rounding his father's homecoming, Hally lashes out at the convenient targets of Willie and Sam, people he feels he can control. The youth's petulance manifests itself with a vengeance. Hally lets fly with a racist comment and compounds the ugliness of the offense by insisting that it is a â€Å"bloody good joke. † Hally's final act of naked cruelty is to spit in Sam's face. For Hally, the bond with Sam is forever broken.The demarcation between master and ser-vant is clearly defined. Although sorely tempted to repay violence with violence, Sam remains the gentle father, the true friend, the moral teacher. Having removed the symbol of servitude (the white servant's jacket) that distinguishes him as a â€Å"boy,† Sam presents the personal rather than political response to Hally's indignities? an extended hand and the offer to try again and â€Å"fly another kite. † But Hally has shamed himself beyond compassion and cannot respond to Sam's final lesson.Errol Dur bach wrote in Modern Drama that the final dramatic images? he rain of despair, the wind where no kites fly, the hopelessness of rela-tionships ripped apart by racist attitudes, the com-forting music that elicits compassion for children who are a victims of their own upbringing, and â€Å"the image of a world where ‘Whites Only' leave two black men dancing together in an act of solidari-ty†? represent Fugard's movement between hope and despair, qualified only by the realization that â€Å"‘Master Harold' grows up to be Athol Fugard and that the play itself is an act of atonement to the memory of Sam and ‘H. D. F. [Harold David Fugard]? the Black and White fathers to whom [the play] is dedicated. â€Å"So, then, back the original question? what is the play about if not political struggle? It is a play about fathers and sons, and how those roles can be both supportive and destructive. It is a play that illustrates how relationships can be strained by factors beyond the participants. It is a play that offers suggestions and gestures for forgiveness and compassion. It is a play ultimately about race. Not black, or white, or red, or yellow, or brown, but human. Master Harold and the Boys In the play Master Harold and the boys, the telephone is a very significant symbol. It acts as a scene changer, as well as a mood changer the most for one particular character, Hally. In this summary, I will briefly describe a few instances throughout the play where the telephone is described, and the effects it has on the characters. In the beginning, Hally, a young white man arrives at his mother and father’s restaurant where he is greeted by two black â€Å"servants. † One of the â€Å"servants†, Sam informs Hally that his mom had phoned for him about a half an hour ago.Hally’s mood immediately changed from happy/content to nervousness/worry. Hally seemed to know that when his mother called, it was for good reason. Hally began pestering Sam with questions about the phone call. He wanted to know where his mother called from, what she called for and how long ago it was that she called. Sam explained that his mother had told him that she was bringing his f ather home from the hospital. Hally then became even more worried and tried to accuse Sam of lying. There was no way Hally’s mother was bringing his father home from the hospital, because he was still too sick.He then tried to call his mother at home, but there was no answer. This made Hally contemplate if the news could be true. As the two servants went back to work, Hally stood alone in confusion and worry. All he could seem to do is think about what this news means, and how it will affect him. Ring†¦ring†¦ring. Sam answers the phone while Hally stops his train of thought. He is listening and holding on to every word Sam says. This telephone call acts as a scene changer and also a mood changer for Hally and the servants; they all stop what they are doing to find out what is happening.Hally relates the phone ringing to something bad happening. Sam tells Hally that it is his mother on the phone for him. In worry Hally asks if the call is local or private, almost as if he is preparing his speech to his mother. Once Hally musters up the courage to speak on the phone, Hally finds out that the news is true; Hally’s father is asking to come home. Shocked, he cannot believe what he is hearing. He becomes angry with his mother, demanding that she make him stay at the hospital. But you know that Hally doesn’t really seem to care how his dad is feeling, he just doesn’t ant him back home. Hally’s mom agreed to try to keep his father at the hospital, but she wasn’t making any promises, Hally’s father was acting too persistent with his decision. Hally’s mother told him that she would call him back. After he hung up the phone, he was in complete shock. All he could do was stare at the telephone as Sam and Willie began bombarding him with questions. Hally had told them that Sam was right and his father wanted to come home. Hally’s mood changed to anger after that phone call.He kept going back and forth across the restaurant saying what kind of a mess this was going to make for him. He even got so angry about this news, that he began ordering same and Willie around, telling them to quit fooling around and to get back to work. As the servants obeyed his command, all Hally could do is pace back and forth through the restaurant and wait for that next phone call. Then, finally†¦ring†¦ring†¦ring. Hally took a lot longer to answer the phone this time. Sam even had to remind him not to keep his mother waiting.Hally’s mom was calling from home this time. She told her son that his father was home. Infuriated, Hally scolded his mother, asking her why she didn’t stop him and why she didn’t make him stay. He went on to tell his mom that he had an exam coming up, and how could he focus on that when his father is home causing trouble. Hally’s mom tells him that his father wanted to speak with him. Hally’s tone immediately changed when he spoke w ith his father. He sounded happy to speak with him, asking him how he was feeling. He also told his father that he was happy that he was home.After he hung up the phone he went right back to being angry. He acted like he was so much more superior to the black servants, walking around telling them what to do. In conclusion, the telephone was a very important symbol in the play Master Harold and the boys. Every time the phone rang, it changed all of the characters mood. Although the telephone acted like more of symbol to Hally, it did affect all the characters. Each time the telephone rang, Halley’s mood grew more nervous and more angry. He related the telephone ringing to anger, worry and frustration

Power in of Mice and Men Essay

The theme of power is prevalent throughout the novel Of Mice and Men. Steinbeck uses various methods and techniques to establish the dynamics of power on the ranch. In the first extract, George and Lennie are in the brush and we get a strong sense of George’s parental control over Lennie, but it also shows how Lennie’s physical stature gives him a degree of power over George. In extract two we meet Curley for the first time, and his authority over the ranch workers is clearly asserted through the various ways in which Steinbeck describes him. And finally, in extract three, we see the first fight of the novel. The fight is very diverse in how it portrays power. At different stages in the fight some people have more authority over others and we see how the workers feel more powerful together as opposed to individually. In this extract the ‘hierarchy’ of power on the ranch is very shaken up. Extract one focuses on George and Lennie’s relationship. Even from the onset words such as ‘’timidly’’, ‘’softly’’, and ‘’gently’’ help to establish the dynamics of their relationship. These words portray Lennie as a weak, almost fragile character in contrast to words such as ‘’jerked’’, ‘’scowled’’, and ‘’bastard’’ which portray George as impatient and annoyed, almost like an exasperated parent. Steinbeck uses a multitude of exclamation marks to emphasise George’s frustration. Ellipses are also used throughout the extract to show how Lennie hesitates and stutters though his sentences. This clearly shows that he is unable to recall information and is, at times, very nervous. This reiterates the fact that George holds the reins of power in the relationship. It is significant, maybe, that Steinbeck describes George as a ‘’little man’’. It points out that physical stature does not equate power in this relationship. If this was not true the tables would be turned as Lennie towers over George, which is why it is strange that he is so reliant on George. This really shows how Lennie is less powerful. Lennie’s metal disability makes him vulnerable because he is unable to retain information. This is shown through Lennie’s very simple language. â€Å"..But it didn’t do no good† Steinbeck also uses many question marks to show how Lennie is constantly asking questions and therefore constantly seeking guidance from George, and again, that’s what gives George the edge over Lennie. When discussion moves to the bus tickets and work cards Lennie realises that he doesn’t have his. â€Å"He looked down at the ground in despair† which shows that he is ashamed and perhaps a little frightened of George’s reaction, but Steinbeck then goes on to say that George took responsibility for both of the work cards, knowing that Lennie could not be trusted. This, again, demonstrates the balance of power and shows that both George and Lennie are aware of how much power the other possesses. After looking for his work card in his pocket, Lennie take out a mouse to which George replies sharply. â€Å"What’d you take outta that pocket?† George’s tone is accusatory which shows that he is astute. He then continues to bombard Lennie with questions, which gives Lennie the chance to demonstrate another type of power – his cunning. He attempts to deceive George. â€Å"Ain’t a thing in my pocket† Although childlike, this sentence shows that Lennie’s mind is able to think of plans. How would he keep the mouse? By attempting to deceive George. Eventually, George’s patience wears thin and he exclaims â€Å"Give it here!† shouting at Lennie like a parent. Throughout the extract George issues a multitude of orders to Lennie. â€Å"You ain’t gonna say a word†, â€Å"We’re gonna work†, â€Å"You jus’ stand there†. These commands show just how pliable Lennie is and how George uses his power to make Lennie comply. George also uses idle threats to manipulate Lennie. â€Å"†¦if I didn’t have you on my tail†. This, again, shows George’s parental control over Lennie and goes hand in hand with his use of the dream to make Lennie work. Just as a child would get no presents at Christmas, Lennie would not be allowed to tend the rabbits if he steps out of line. But, as much as George chastises Lennie, he does give him appropriate encouragement. â€Å"Good boy. That’s swell.† Extract two focuses on Curley. When he enters the bunkhouse his authority over the ranch workers becomes very apparent. Steinbeck says that â€Å"he wore a work glove† and â€Å"he wore high-heeled boots†. The simple fact that Curley has to wear certain items of clothing suggests that his authority is somewhat artificial as opposed to Slim, whose power comes naturally. It is important to note how Curley’s body language changes when he notices the new men. He â€Å"glanced coldly†, â€Å"his hands closed into fists† and â€Å"his glance was at once calculating and pugnacious†. This kind of body language is very aggressive and he uses it to dominate the men. â€Å"Lennie squirmed under the look and shifted nervously on his feet† which shows that Curley’s power is very obvious and he continues to assert his power by invading Lennie’s personal space and speaking to him with a very brusque tone. Curley is quick to confront Len nie, as he feels like Lennie will be a threat dure to his size. â€Å"Let the big guy talk.† Lennie is unsure of how to respond to this and â€Å"twisted with embarrassment† which shows just how debilitated he is. As usual, George stands up for him and challenges Curley’s power. George has a very monosyllabic tone of voice when speaking to Curley which shows that he does not feel the need to elaborate and is perhaps being defiant. â€Å"Yeah, it’s that way.† Lennie looks helplessly to George for instruction when given the chance to talk which again demonstrates George’s power over him. Eventually, when Lennie does speak, he speaks â€Å"softly† which suggests a lack of power and perhaps a degree of uncertainty. Curley starts to get aggressive with Lennie, but the anger is totally unprovoked. Even Candy is wary of Curley’s power and â€Å"looked cautiously at the door to make sure no one was listening† before telling George that Curley is the boss’s son and that he is â€Å"pretty handy†. In this role, authority is implicit and Curley evidently has a lot of physical power if he is being described as â€Å"handy† by the other ranch workers. This is important to note in extract three when Lennie and Curley have a fight. At the beginning of extract three, Curley feels his power is being threatened by Carlson. He uses very authorial body language to regain this power but it is in vein as the ra nch workers feel comfortable standing up for themselves when they are together. Carlson lectures Curley on how he isn’t as powerful as he likes to think. Candy â€Å"joined [Carlson’s attack] with joy† and this is far from how Candy was acting at the end of extract two. Again, the ranch workers feel safer in large groups. Perhaps Curley decides to fight Lennie because he wants to demonstrate his strength and feels that Lennie is the weakest of the workers, therefore, the easiest to fight. Curley â€Å"stepped over to Lennie like a terrier†. Here Steinbeck, yet again, uses a simile to describe the invasion of Lennie’s personal space. â€Å"Then Curley’s rage exploded† and he uses a lot of expletives to provoke Lennie. This can be compared to George’s language and how he curses at Lennie calling him a â€Å"big bastard†. Perhaps Curley’s reaction is so vicious because he is afraid of being humiliated in front of the workers. â€Å"Lennie looked helplessly at George† which shows that he is weak, but more so vulnerable. Yet again, he looks to George for direction. At first, Lennie doesn’t fight back because he knows that if he gets himself into trouble he won’t be allowed to tend the rabbits, although when Curley starts getting very violent George encourages Lennie to fight back. â€Å"Get him, Lennie. Don’t let him do it.† The fact that Lennie has to be told by George to protect himself shows just how much leadership George has when it comes to Lennie. The line â€Å"I said get him† also emphasises George’s control. Lennie, however, redeems himself and crushes Curley’s hand. Lennie is so adamant to do what George has told him to do that he stills holds on to Curley’s fist even though George is slapping him and telling him to stop. â€Å"George slapped him in the face again and again, and still Lennie held on to the closed fist.† In conclusion, I think it is difficult to define the most powerful man on the ranch as Steinbeck presents so many different types of power; innate, physical, implicit, parental etc. Throughout all three of the extracts the balance of power shifts frequently, but authority is always evident. Steinbeck shows it very cleverly and subtly, almost manipulating the reader to anticipate certain reactions from certain characters which is why I find these extracts so engaging to read.

The rule in Salomon v Salomon & Co [1897] AC 22 has been described as Essay - 5

The rule in Salomon v Salomon & Co [1897] AC 22 has been described as one of the corner stones of English Company Law. Discuss the rationale and impact of the decision on company law - Essay Example However, this paper argues that such balance has positive implications. The House of Lords decision in the case was good. At various general levels, Salomons case had universal recognition of the authority and principle where corporations were separate legal entities. Cases of this nature had firm establishment of incorporation, and new as well as separate artificial entities came to existence. From a legal perspective, corporations are distinct persons that have their personality independent of and distinct from the persons forming it, invested money in it, and directed and managed the operations (MÃ ¤ntysaari, 2006, p 34). The identity that corporations are separate legal entities in their right forms grounds for modern corporate law such as in Department of Trade and Industry v MacLaine Watson & Co Ltd. Every legal system that attains various levels of maturity appears to enjoy compulsion by the increasing complexities of human affairs and creation of persons without human characteristics. Consistency with such observation illustrates that various central and essential notions that give logical symmetry in industrial feudalism are personification of industrial enterprises. The support awarded to principles of legal personality separateness is shared among academic commentators and are unbroken into judicial and legislative circles (Ferran & Ho, 2014, p 312). The principle has enshrined depictions in section 124 in Corporations Act. The judiciary has consistent reaffirmations of the need of treating the legal doctrine with few exceptions. Subsequent Australian and English decisions of the court uphold the Salomon principle. Since Salomons case had the decision, the entire separation of company and members is rather evident. The ruling stands the test of time even with few exceptions (Routledge. 2010, p 352). In theory,

Utilizating halophytes in afforestation and reforestation reducing Research Proposal

Utilizating halophytes in afforestation and reforestation reducing pressure on deforestation - Research Proposal Example On the other hand, reforestation refers to the development or maintenance of an existing forest through the act of planting trees when others are cut. Deforestation may not prove a very effective means of reducing pressure on deforestation leading to better chances on environmental maintenance. Through these measures afforestation and deforestation, the environmental aspects would indicate an improvement that ranges from the reduced pressure on deforestation. The challenges faced by many countries on fighting the environmental changes occasioned by the high rate of deforestation, there have developed options that would aid in providing solutions to deforestation. Through these, the application of halophytes has proven an option to aid in providing the environmental cover necessary to improve the environment. The application of halophytes proves applicable based on their ability to withstand tougher grounds and grow into plants that will keep the necessary green cover available. The environmental efforts to redeem the environment have mostly proven futile leading to the need to develop netter approaches to the problem hence the study below: Many environmentalists have developed approaches towards the solving of deforestation. Despite these efforts, deforestation still on the rise and has provided for a fear of the environment caused by the increasing effects and loss of the earth’s cover. Many efforts have emerged aimed at reducing the effect and creating a means of dealing with the challenges. These range from afforestation to the campaigns promoting reforestation. The application of these means did not yield much and hence the concentration of many on studying these aspects to reveal better approaches to the problem. The application of resistant plants and those that can grow under difficult conditions has provided the option that many consider workable in reducing the pressure on deforestation. The

Evidence-Based Practices in Nursing Research Paper

Evidence-Based Practices in Nursing - Research Paper Example Also, a primary care nurse is often the first person to working with clients who are dying, increasing the safety of patients, increasing patient outcomes and their overall experience in healthcare. In this paper, it is the intent of the student to show how evidence-based practice in primary care nursing correlates with the steps in the nursing practice for Neonatal Care (NICU) using the total patient care model. Care Delivery Model The team care delivery model seems to be the most relevant model for working in the Neonatal ICU to insure patient safety. When infants are in the intensive care unit they have different needs than infants who are in a regular nursery. In order to make sure that infants, parents, and family needs are met while the infant is in the ICU, a team provides around the clock care for each infant. According to our textbook, the RN is in charge of planning and providing the tasks to the other team members as to what is needed for each infant. The RN creates a coll aborative environment with all of the team members and is responsible for scheduling each member of the team. As a primary care nurse, being a part of the team is essential because the primary care nurse is the first one to see the infants in the ICU on a daily basis. Working as part of a team makes sure that the infants are cared for during breaks, lunches, and other situations that may come up for individual nurses. How Steps in Nursing Process Relate to Evidence-Based Process (A) Assessment The assessment area for evidence-base nursing in the literature is largely based on assessing the overall NICU programs. In some of the literature, it is shown that nurses are not always knowledgeable about evidence-based practice which may inhibit their ability to use certain interventions (Smith, Donze, Cole, Johnston, & Giebe , 2009). Using evidence-based practices has been shown to increase the level of care for patients by about 30% (Smith, Donze, Cole, Johnston, & Giebe , 2009). Allen an d Chubb (2010) add that using evidence-based assessment can help to redirect the needs of a Neonatal unit to improve care on every level. Russ, Dougherty, and Jagadish (2010) state that evidence-base practice can help nurses narrow the knowledge gap when they are working in the NICU which enhances their ability to o their jobs. (D) (Nursing) Diagnosis In diagnosis, evidence-based nursing provides an understanding of the interventions that have been used to assist in many conditions. D’Agostino (2010) suggests that the literature provides many cases of information about premature babies and how to diagnose their problems. The process of diagnosis was discovered through a series of evidence-based articles in electronic journals. The research provided a concrete foundation for working with premature babies and it provided the information that the nurses needed to proceed with a specific process. This is one of the roles that evidence-based processes have in diagnosis. Another ro le of evidence-based nursing is to provide the opportunity for nurses to discern the difference between quality studies and those that re not of good quality. As an example, Stapelkamp, Carter, Gordon and Watts (2011) studied the research on children and acute pain. They found that there were several articles that were not as good as others when

LGBT Community in the workplace Research Paper Example | Topics and Well Written Essays - 7000 words

LGBT Community in the workplace - Research Paper Example Early in the morning hours of Saturday, June 28, 1969, plainclothes officers and uniformed patrolmen from the New York City Police Department’s Public Morals Squad raided the Stonewall Inn, a popular but illegal gay bar in Greenwich Village. The raid sparked several days of demonstrations and clashes with police, ranging in intensity from passive to confrontational. The demonstrations culminated in the first gay pride’s march from Washington Square Park to Central Park (Teal, 2010). The riots that followed the Stonewall Inn event are regarded as the beginning of the transformation of gay rights movement. Since then, the gay rights movement evolved into a controversial and powerful social and political force in today’s society. In 1973, the American Psychiatric Association removed homosexuality from its official list of mental disorders. In January 1978, Harvey Milk, an openly gay man, was sworn in as a member of the San Francisco Board of Supervisors. Mr. Milk’s first feat was to sponsor a bill that would outlaw sexual orientation discrimination. The same year in the month of November, Mayor George Moscone and Harvey Milk were assassinated by Dan White, another member of the board who recently resigned and who wanted back in. (www.infoplease.com) After 40 years of fighting, political leaders are embracing the movement and are knocking down walls such as lifting the ban on participation in the Armed Forces and legalizing gay marriage in support of what has evolve to be the LGBT community. The evolution of the movement has had such a tremendous influence in the political arena that it has led to â€Å"nominating at least two transgender officials, for the first time in history, to senior posts in the federal government under the Obama administration† (Teal, 2010). The intensity of homophobia in America has led to many gays being viewed as mentally ill in medical terms, sinners in religious terms and criminals in legal terms. Gays have

SIDRA Medical and Research Centre Case Study Example | Topics and Well Written Essays - 6750 words

SIDRA Medical and Research Centre - Case Study Example The ownership type of this centre is of a private nature. This centre is located in the Doha city of Qatar and owned by a company known as Zawya Industrial Classifications. It is expected that the centre will be built on a 2,500 acre piece of land found at the Education City campus. The architect for construction is OHL International while the designer is known as Cesar Pelli of Pelli Clarke Pelli and Blerbe Becket, which is an executive architectural firm (Pelli & Michael 25). The funding for the construction and development of the facility will be from the Qatar Foundation; hence, the Qatar government believed to be the client for the building. The geographical location of the building is one opposite the Education City and adjacent to the Science and Technology Park as well as National Convention Centre, both in Qatar. Project description Currently under construction, this facility will be considered the best groundbreaking hospital in the region, offering digitalized education an d research on the health of both children and women from the region as well as internationally. The initial structure of the building was slotted to be able to contain a capacity of 400 beds, 550 beds at most after expansion as shown in image 1 below. The construction cost including the furnishing with required equipment has been estimated by the Qatar Foundation at a cost of $7.9 billion. 1. Architectural image of SIDRA when complete 2. Interior design of SIDRA http://pcparch.com/project/sidra-medical-and-research-center#view-image The design for the centre both interior and exterior shall comprise of cutting edge glass, steel and white ceramic structure thus, guaranteed to provide an ideal environment for privacy, tranquility and healing for patients as shown in image 2 above. The official opening of the centre for patients to access is expected to be in the year 2015 when the centre shall fully be operational. Concept (Mission statement and goals) As a part of highly digitalized dynamic education and research environment in Qatar, SIDRA will comprise of international institutions that are leading such as Weill Cornel Medical College and BGI-Health Asia Pacific. The mission statement is to raise the health care standards throughout the country with a main focus on women and children while providing valuable learning and research opportunities. This will encompass three main missions which includes providing world class medical and patient care, provision of medical education and facilitation of biomedical research. The centre’s main goal is to be a fully ultra-modern, digitalized/all-digital research and academic medical centre through the setting up of new patient care standards for children and women in Qatar, regionally and internationally (Qatar Investment and Business Guide, 13). Spatial analysis The spatial analysis of SIDRA details the need for proper coordination between engineering and architectural components of the construction. Consequentl y, the quality of the architectural components of the project as well as the constructability will be analyzed. The architectural documents will also be reviewed to ensure that none of them potentially conflicts in any manner with other disciplines (Park 15). Circulation/way finding In this scenario, this case study can reveal that as in the case of most international buildings, the floor plan of SIDRA portrays various symmetries such as C ­Ã‚ ­1, C4, and D1 for various rooms and floors of the building. This case is also a common feature in which the symmetrical dispositions of the building are being emphasized both by local and global symmetry. This then becomes the determinant for its organizational design. By being able to read the symmetry of a building, one is capable of reading the spatial

Proposal on efficiency by design Lab Report Example | Topics and Well Written Essays - 500 words

Proposal on efficiency by design - Lab Report Example Many people believe that termites are just a liability in terms of destroying structures but East gate Building, an office complex in Harare, Zimbabwe, in Africa has a different story. The air conditioning systems in this gate are designed on self-cooling mounds of Macrotermes michaelseni. The termites maintain their inner nest temperature to within one degree, day and night as the temperatures outside moves from 42 Â °C to 3 Â °C (Downton, 407). Through this, there is considerable energy saving and this case presents a good example of bio mimicry and its application. This concept can be applied in many other such structures with the aim of harnessing the activities of the termites to release energy for use in architectural concepts (Florax, et al, 63). Florax, R J. G. M, Groot H. L. F. De, and Peter Mulder. Improving Energy Efficiency Through Technology: Trends, Investment Behaviour and Policy Design. Cheltenham: Edward Elgar Pub, 2011. Internet

The First Generation College Student Scholarship Essay

The First Generation College Student - Scholarship Essay Example As an FGCS, going to college is one of the proudest moments in my life because I know that I have the opportunity to improve the lives of my family members who never had the chance to attend college. Going to and graduating from college also means that I get to realize my dream of starting my own healthcare-related organization. Â  According to Engle (2007), FGCS face a lot of challenges in relation to staying enrolled in, and graduating from college, among them being the inability to reach the required GPA for graduation. As a result of having good grades, with a GPA of 3.5, I have joined the National Society of Collegiate Scholars (NSCS) so as to increase my chances of getting a scholarship to further advance my studies. Right now, I am an undergraduate student majoring in Science in Health Administration with more concentration on Health Information Systems. With good grades, I am hopeful the NSCS will sponsor me to pursue a master’s degree in Business Administration with a special focus on Health Care Management. Â  Currently, I am working as a Medical Administrative Assistant so that I can gain experience in the field of healthcare management but also so that I can get additional money to support myself. After I am done with my studies, however, I would like to manage the information technology department of a facility that deals with healthcare delivery. By working in such a facility, I will be exposed to all manner of patients and get to learn their problems and discover what kind of help they need. Â  Having the access to patient records while working in the information technology department will give me information regarding the plight of special groups of people in the society. Since my long-term goal is to set up a non-profit organization that caters to the needs of special groups of people in the society, the information gained during my managerial job will be of utmost importance.

Macbeth Assessment Essay Example for Free

Macbeth Assessment Essay Macbeth written in 1606 has proven to be one of Shakespeares most successful and popular plays. It wasnt just the plays that were popular William Shakespeare born 1564 is the most famous play writer in the world. He was born in Stratford upon Avon. He wrote 34 plays, Macbeth being just one of them. There are many reasons why Macbeth has proven to be so popular. It is the third shortest play written by Shakespeare, it is fast moving including death, murder, deception, and betrayal. The play follows the story of a man who was desperate for power and turns to murder to get his own way. It has conserved its title as an exceptional play as it appeals to audiences both today and in Shakespeares time, by including factors that appeal to everyone. In Shakespeares time people would be intrigued by the supernatural, as they were xenophobic, they took a dislike towards the witches. They didnt understand them even today when we know a little more about the supernatural it is still a topic people would like to know more about. The play makes you want more. You want to find out if he was a good king or if he would really murder his best friend. It is an unpredictable play you dont know what is going to happen. Theatre going was very popular in the 1600s because not only was it for the rich the poor could enjoy the entertainment as well. Many people enjoyed the magic of the theatre, thats what made it such a success. The globe built in 1599 was one of the first theatres in London, it could seat over 3,000 people but sadly tragedy struck in 1613 when the great fire of London burnt down the theatre along with many other famous landmarks. It was a great loss in everyones eye, so a year later the globe was replaced. It cost à ¯Ã‚ ¿Ã‚ ½1,400 to rebuild. It didnt take long before the theatre had paid for its self as it was so popular. The poor people would sit in the pit they would only have to pay 1p but if it rained they would get wet, as there was no shelter. The rich people could sit around the sides where they would be able to see everything as the seats were tiered along the sides they were sheltered from the cold. They would have had to pay around 10p for their seat. As a variety of people attended the play would have to cater for a range of people. Not a play for the rich or poor. If the king didnt approve of they play he could stop the performances. Shakespeares plays were clever they contained blood guts and gore. The monarchy and the political situation at the time had much to do with why the play had proven to be so popular. King James the first was new to the throne, as Elizabeth had died. Elizabeth was a popular queen where as James the first had shown to be very disliked. They worried what king James would be like on the throne they were right to be worried King James was evil he burnt and tortured Catholics. The declining catholic population soon grew to hate him and in 1605 a plot was taken against him in hope he would die. Guy Folkes attempted to blow the house of parliament up in The gun powder plot fortunately for the king he was unsuccessful. He was later executed. A year later when Shakespeare was writing Macbeth he had to be very careful on what he included. If James the first did not like the play and took offence to it then he could have Shakespeare killed. Shakespeares presented the play in good light. He displayed Duncan the king as a good king whom people loved, James would have liked this as he thought it portrayed himself but really Shakespeare was showing James to be Macbeth. The play showed a warning if a man killed the king he would suffer a fate as bad. The main theme of the play shows a man who is led to despair by his controlling wife. He starts as a loyal soldier serving his king to the very best. Due to his service he was made Thane of Cowdor, but that was not enough for him and his power mad wife. They thought of an evil plot to kill the beloved Duncan. They arranged to kill him in his bed and make it look as if his own guards have killed him. They succeeded in their plot for greatness. Macbeth is crowned king. Duncans sons who would have been next to the thrown, but they fled as they thought they were suspects for the murder. Macbeth now had the taste for murder. He killed his best friend Banquo. Later he tried to kill Macduff a fellow soldier but was unsuccessful as Mac duff got away. Macbeth was mad by this and instead of trying to kill Macduff he killed his wife and children. How could a man be so cruel as he may have suffered the pain of a child being taken from his life. Macduff was on his way to England to fetch an army thousands big. Lady Macbeth went mad with guilt and killed herself. Once Macbeth heard news of the triumph against him he started to worry. He got ready for a fight he placed on his amour ready. When Macduff arrived they fought their way into Macbeths castle in Dunsinane. Macbeth fought till the very end until it became too much he suffered a soldiers death. The supernatural had a large role in the play Macbeth. Macbeth included the supernatural, as the audience then were scared and shocked by it. They were scared of witches as they thought of them as bad. So when the play Macbeth was written Shakespeare included witches in the very start. This would have shocked the audience making them interested in the play from the very start. They would want to know what happened to them. Audiences now would be curious to see the supernatural and how the witches act. The witches cropped up several times in the play to keep the audience watching. The witches open the play when shall we three meet again, in thunder, lightning or in the rain? When the hurly burlys done, when the battles lost and won, that will be the set of the sun where the place upon the heath Macbeth is a very fast moving play, which included a lot of action. The play is short, it is so fast moving to keep the audiences attention. I think the action and length were quite important to an audience. If the play were long and lacked action the play would be unpopular and found boring. Plays had to appeal to everyone it would be important to keep them interested and as there would be peasants viewing they would have to cater for them. The plots would have to be quite straightforward so the peasants could understand. The main events in the play link with each other. The witches have an important role in the play on the heath in act 1 scene one and again in act 1 scene 3. They tell Macbeth and Banquo their future. The next important scene is Act 1 scene 5 when Duncan comes to stay with Macbeth to celebrate Macbeth becoming the Thane of Cowdor but sadly Duncan is brutally murdered in his own bed. Macbeth is forced to do the deed by his crazed wife. Then Macbeth is crowned king. The next important scene is when Macbeth gets Banquo killed and Banquos ghost comes to haunt him. Lady Macbeth tries to make excuses to cover his moments of madness. She tells the people not to leave, as this will offend him. Dray you keep seat. The fit is momentary upon a thought. He will again be well. If much you note him you shall offend him and extend his passion feeds and regard him not. The witches then appear again in act 4 scene 1. This time the witches didnt find Macbeth, Macbeth went to find the witches. He wanted to know more. So the witches tell Macbeth in words, which have a double meaning. This makes Macbeth thinks he is going to rule as king for a long time. Macbeth next tries to kill Macduff but is too late Macduff is already on his way to England to fetch an army to kill Macbeth. Then Malcolm can return as the rightful king. In rage Macbeth kills Macduffs wife and children. Meanwhile his own wife is going mad with guilt. She thinks she has a spot of Duncans blood on he hand, which she cant wash off. This time lady Macbeth has turned out to be the one with feelings instead of being callas. She had always called Macbeth a coward for showing signs of feeling Are you a man? he often tries to prove himself. What man dare, I dare Lady Macbeth becomes so deranged she kills herself. Then we meet the biggest scene, act 5 scene 3 at Dunsinane castle. Malcolms army fight there way into Macbeths castle to return the rightful king to the thrown. Many play writers would have included guts and gore to surprise the audience. If all plays were written about love and everything was perfect plays would become boring. Showing guts and gore with lots of action would keep the audiences interested. The technology back then wasnt that good not compared with today, but audiences back then would be impressed by Shakespeares use of trap doors and fake blood. The trap doors would be used for the witches and Banquos ghost to appear and disappear. This would reflect the power of the witches . They may have lowered Banquos ghost down on a rope to make it look as if it was floating. Many of these effects are still used today while doing performances of the play. The goriest bits in the play would be the murder scenes. Especially the scene with Duncan they would have used a lot of fake blood. Macbeths character changes quite significantly during the play he starts off as a loyal soldier dedicated to his king. He changes after his first meeting with the witches, once he knew his destiny he would do anything to get it as soon as he could. The witches told him he would be thane of Cowdor, and then he would be crowned king. His power mad wife often challenged his position. Why do you make such faces Macbeth showed feeling he didnt want to kill Duncan but callas Lady Macbeth drove him to it That I may pour my spirits in thine ear and chastise with the valour of my tongue this shows the power she had over him. Macbeth is good not evil yet I do fear thy nature, it is too full othmilk of human kindness Where as Macbeth is a gentle person. Lady Macbeth calls upon the spirits to make her evil enough to commit murder. Come you spirits that tend on mortal thoughts, unsex me here and fill me from the crown to toe top full of direst cruelty make thick my blood. The planning of Duncans murder was quite disturbing Lady Macbeth proves her callas feelings. The death is like a challenge. Art thou afeared to be the same in thine own act and valour as thou art in desire? She accuses him of breaking promises, that he isnt strong enough to accept the challenges wouldst thou have that which thou esteemst the ornament of life, And youre a coward in thine own esteem Macbeth braves himself as a man and accepts the challenge I dare do all that may become a man, who dares do more is none Lady Macbeth shows some feeling like the feeling she may once have had for her child I have given suck and know how tender tis to love the babe that milks me. I would, while it was smiling in my face, have plucked my nipple from his boneless gums and dashed the brains out, had I so sworn to you have done to this Her feelings soon turn evil as she says to Macbeth she would rather kill her child than break her promise. There was also many reasons why Macbeth shouldnt kill Duncan Hes here in double trust first I am his kings man and his subject, strong both against the deed then, as his host. Who should against his murder shut the door, not bear the knife myselfthis Duncan been so clear in his great office Macbeth was related to king, he was Duncans host. Duncan was a good king if Macbeth went ahead with the murder he could loose everything. It was worse to kill a king than anyone else. It was a huge sin against god. God chose who was to be king. Lady Macbeth made most of the plans for the murder, she controlled Macbeth. She told him when and how to commit Duncans murder. Macbeth said the dagger showed the way to Duncans room. The night for Duncans death was perfect. Crows searched the courtyard a sign of death. An owl shrieked anther sign that evil was in the air. When Duncan had retired to his room and the guards had fell asleep Macbeth brutality stabbed Duncan in the chest with a dagger. Macbeth returned out of Duncans room with the evidence in his hand. He refused to re-enter the room so lady Macbeth took them back in the room and put the blood of Duncan on the guards face to make it look like they had killed Duncan. Macbeth didnt prove to be a very good or popular king. Many people didnt respect him. He lost many of his friends especially his supposed best friend Banquo whom he had killed as he suspected Macbeth had killed Duncan. Later at one of Macbeth banquets, he started to talk to a ghost that wasnt even there. Lady Macbeth tried to cover it up. The second meeting with the witches as deliberate they told Macbeth words with double meanings. They told Macbeth he would be king until the wood moved. Macbeth thought he was safe, as wood couldnt move. The witches tricked Macbeth so the audience would see the witches as evil. Macbeth wasnt much better himself the most loyal thing he did while wearing the crown was suffer a soldiers death. He died a lonely man his wife had gone crazy and killed herself she jumped of the castles balcony. The audience views Macbeth would change at different points in the play. They would see him as a loyal soldier but then he turned evil but he still had some feelings he didnt want to kill Duncan he was bullied by his wife. After the dirty deal was done he never returned from the evils scheming. In conclusion I think Macbeth is a very good play. It is a fast moving play. Which includes love, deception, and murder. Aspects that would appeal to all audiences. The audience would be relieved that justice was done. By including these features I feel that Macbeth has proved the test of time as one of the best plays of all time. Many theatres today still make reproductions of the play. I think Shakespeare truly has lived up to his title as a great play writer.

The Main strengths and weaknesses of this play Essay Example for Free

The Main strengths and weaknesses of this play Essay In the first scene at the beginning of the play the Birling family Arthur, Sybil, Shelia and Eric along with Gerald Croft were sitting around the dinner table celebrating Sheila and Geralds engagement. So the atmosphere would have been exciting and relaxed, its one of the happiest nights of my life. I thought that it was a very good way of introducing the characteristics of the characters, for example Eric was very quiet, Mrs Birling was very bossy. Be careful with it. I expected that someone in the family would commit a serious crime and the inspector would come and investigate the crime, I thought this because of the title and the fact that everything seemed to smooth. In the play an inspector calls at the beginning where Mr Birling is giving his speech, J. B Priestly uses Dramatic Irony, this shows how confident Mr Birling is, Mr Birling says to war I say fiddlesticks this shows the dramatic irony makes Mr Birling look silly because the audience knows that everything that Mr Birling said was completely wrong. This was the prefect time for the inspector to enter to show that Mr Birling was totally wrong. I liked the chain of events used in killing Eva Smith. Mr Birling was just thinking about his business when he sacked Eva smith from his company She wanted 25 shillings a week instead of 22 and six pence you made her pay a heavy price for that and now shell make you pay a heavier price still. Shelia also helped in her suicide, she got Eva smith sacked form her last job because she was having a bad day and Max McKenzie-cook 25 November 2000 An Inspector calls by J. B Priestly Caught Eva smith smiles because the dress didnt suit Sheila and she complained and got her fired. Gerald had an affair with Eva Smith but it was all over and done with last summer Eric got her pregnant and abandoned her along with the baby. I thought it was interesting because the werent directly responsible for her death but they played their part.

How to Identify Different Types of Learners

How to Identify Different Types of Learners How does a teacher identify the different types of learners in a language classroom and how best plan for this afterwards? ‘†¦plan, teach / act, observe and reflect†¦Ã¢â‚¬â„¢ (Sue Davidoff and Owen van den Berg, 1990) The Observation My observation was undertaken at the British Council in Kuwait/Gulf Region[ej1]. The observation class was of mixed nationality Arabic Language speakers at Intermediate level. There were twenty students in total, 80% males to 20% females. The class comprises of 30% students, 60% working or professional people 10% homemakers others. The age range is between 20 to 55 years. The class is halfway through a 6 months language course. I observed and was involved in a 90 minute lesson focusing on vocabulary, reading and speaking. At the end the teacher answered my prepared questionnaire (see Appendix)[ej2]. The following essay consists of a brief theoretical, analytical and practical examination of learning styles and typologies in a language classroom and how best to plan for them. It includes an analysis of specific elements from the observed lesson (see Appendix for a transcript[ej3]) put in the context of theory and intended future practise. To support the lesson, the teacher used the white board, an overhead projector with one transparency and three handouts. Whole class work focused on provision of vocabulary and contextualisation of the material. The material was real and relevant to contemporary interests and cultures. The teacher used discussion starters to motivate and encourage student interest and involvement (as Allwright and Bailey advise, 1991) Responses were elicited from the class and supported through teacher modelling of pronunciation and writing on the white board. Individual work was limited. The teacher had established small groups (three to four students) aimed at balancing ethnic background and gender. Research shows the importance of understanding and catering for different learning styles and cognitive strategies. When a learning style is not catered for, the student can easily become ‘bored and inattentive, do poorly on tests, get discouraged about the course, and may conclude that they are not good at the subjects’ (Zhenhui, 2001). Various parameters have been constructed for defining student’s preferred way of learning, such as Knowles (1982) concrete, analytical, communicative and authority-orientated learning styles (cited in Richards, 1994). Another defines the groups as auditory, visual and kinaesthetic learning styles (Krause et al, 2003, pp154-155) whilst figure 1 gives a representation of student and teacher inter-reactions dependent on learning styles. Some researchers such as Richards (1994, pp.59-77) consider an individuals culture as vital to understanding learning styles. Ladson-Billings (1995) advocates a method of Culturally Responsive Teachin g which integrates cultural points of reference through out the learning process. Others disagree (Kubes, 1998, cited in Krause) and cite more universal forms of learning. This class was both interested and engaged in its learning. However, during the interview, the teacher expressed a wish that there was more time for individual tailoring. The teacher acknowledged that this would better cater for the range of learning styles. More concrete resources (actual materials eg fruit, etc) and increased use of visual aids (magazines, more transparencies, laminated pictures) may also help to convey understanding and increase retention. Two ‘tests’ were used during the class one was a linking exercise and one a reading exercise. The teacher finished the lesson with each student expressing an opinion on an article using the lessons language. Whilst these were not formal tests, they involved assessment strategies. As Nunan points out (1990, p62) assessment contributes part of the information for student evaluation. As this infers, the tools for student assessment, be they observational, formative or summative, need to balance with an understanding of the ‘bigger picture’. For example, the goal may be to allow students to understand, practise and develop their own language and learning strategies (see Hismanoglu’s exploration of Language Learning Strategies, 2000) – be they direct or indirect strategies (Oxford, 1990, p9). Most students require clear and precise scaffolding (Vygotsky, in Krause, 2003, pp60-65) to develop their metacognitive practises for making meaning. Assessme nt can act as a benchmark to the success of the learning process and show the teacher areas that need to be covered again or in a different way. There is no space here to do full justice to the impact of the learning environment upon students yet it needs inclusion for a balanced understanding of students learning styles. Suffice it to say that, as Nunan and Lamb say (1996), the teacher needs to aim for a safe, positive and progressive environment that encourages student participation, thinking and risk-taking. Much as assessment is an end result of reflection upon what one wants to define, the learning environment should be based upon a thorough understanding of theoretical aspects. For example, traditional teaching methods tended towards a unitary approach to intelligence. Contemporary theories, such as Gardner’s work on multiple intelligences (cited in Krause et al, 2003) allow for the inclusion of variable factors that define a student’s strengths and weaknesses. Many agree with Wilson’s (1998) assertion that Gardner’s MI theory helps teachers createâ€Å"†¦more personalized and diversifi ed instructional experiences† and develops â€Å"empowered learners† (http://www.newhorizons.org/strategies/mi/wilson1.htm) Figure 2. Adapted from Huitt, 2004, http://chiron.valdosta.edu/whuitt/col/regsys/maslow.html This holistic approach agrees with an understanding of other influences upon learning, Maslow’s hierarchy of needs for example (see Figure 2), or Bronfenbrenner’s (1979) ecological systems theory. These ‘ecological’ factors encourage more integrated forms of assessment and are particularly useful in understanding various forms of ‘washback’ (see Cushing Weigle, 2002) that may result. Other more structured tests such as the Myers-Briggs Type Indications Survey, (Myers McCaulley, 1985) may also have their place. The teacher used gender and ethnic background to balance the groups. The groups worked well together in a pro-social manner. However, Woods encourages conscious examination of an educators own attitudes, especially when the may cause subconscious actions and opinions to form (Woods, 1996). Should the two parameters of gender and ethnicity become constraints, then they are not valid means of group construction. Sometimes is appeared that not all group members contribute in their cooperative learning. However, research has shown that even those who do not appear to be so communicative do benefit to a degree from the listening and processing that this format provides. It may be that they are better at working individually and as such should have the opportunity to do so. The teacher used elements of the 3 P’s approach presentation, practise, production. However, as the lesson transcript shows, the language was expanded in what became more of a Harmer-style engage – study – activate method. I would like to list the implications for my own teaching under the following points: Use a wide range of teaching strategies and styles to ensure comprehension eg support spoken material with writing on the white board, leave the transparency up on the overhead projector, bring in concrete materials, provide visual clues, model your required responses, â€Å"set short, realistic goals and review and recycle often.† (Antonaros, 2005 ), role play, use song. Use methods according to the area you wish to cover, the materials you have prepared and present concisely and precisely. If the area is suited best to direct instruction then use it, if student-centred instruction or co-operative groups then vary accordingly. Motivation and interest are paramount, but sound understanding is the goal. Prepare your materials so that they are interesting, real, relevant, encourage thinking whilst supporting language development. Take an action research approach to (for example Wright’s, 1987, 2005) to develop a thorough understanding of my students learning and cognitive styles and my own attitudes. Use active listening to understand, modelling to improve and discussion to encourage communication Use teacher modelling strategies to develop the student’s autonomous language learning skills as exemplified by Lowes and Target (1998) in Helping Students to Learn. Providing a positive learning environment where mistakes are not derided Assign homework that re-caps and therefore re-enforces the issues covered in the lesson. Ensure equity in communication – make sure everyone has a chance to speak. â€Å"Every teacher who has taught a group of grown-ups knows that some individuals may be reluctant to speak, especially when they realize or assume that other students are more fluent.† (Turula, 2002) References Allwright, D. Bailey, K. (1991). Focus on the Language Classroom. Cambridge, UK: Cambridge University Press. Antonaros, S. (no date) Looking Inside and Out for the Answer to Motivating Our Learners http://www.tesolgreece.com/nl/75/7505.html) Accessed 7th February 2006 Davidoff, S., Van Den Berg, O. (1990) Changing Your Teaching. The challenge of the classroom. Pietermaritzburg: Centaur Publications Gardner, H. (1983) Frames of Mind. New York: Basic Books, Harmer, J (1998) How to Teach English. Harlow, UK: Longman Hismanoglu, M. (2000) ‘Language Learning Strategies in Foreign Language Learning and Teaching’, The Internet TESL Journal, Vol. VI, No. 8, August 2000 Knowles, L (1982) Teaching and Reading. London, UK: National Council on Industrial Language Training. Krause, K., Bochner, S., Duchesne, S. (2003) Educational Psychology for learning and teaching. Southbank, Victoria: Thomson. Kubes, M (1998) Adaptors and innovators in Slovakia: Cognitive style and social culture. European Journal of Personality, 12(3), pp.187-198 Ladson-Billings, G. (1995). But thats just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34(3), 159-165. Lowes, R. Target, F. (1998). Helping Students to Learn. London: Richmond. Malamah-Thomas, A. (987). Classroom Interaction. Oxford, UK: Oxford University Press. Nunan, D., Lamb, C. (1996). The Self-Directed Teacher. Cambridge, UK : Cambridge University Press. Oxford, R. (1990). Language Learning Strategies: What Every Teacher Should Know. New York, USA: Newbury House Publishers. Richards, J.C., Lockhart, C.L. (1994). Reflective Teaching in Second Language Classrooms. Cambridge, UK: Cambridge University Press. Richards, J.C. Nunan, D. (eds.). Second Language Teacher Education. Cambridge, UK: Cambridge University Press. Turula, A (2002) Language Anxiety and Classroom Dynamics: A Study of Adult Learners. Forum English Teaching Online, US Dept of State, Vol. 40 (2). http://exchanges.state.gov/forum/vols/vol40/no2/p28.htm#top Wilson, L (1998). Whats the big attraction? Why teachers are drawn to using Multiple Intelligence Theory in their classrooms? http://www.newhorizons.org/strategies/mi/wilson1.htm Accessed 7 February 2006 Woods, D. (1996) Teacher Cognition in Language Education. Cambridge, UK: Cambridge University Press Wright, T. (1987). Classroom Management in Language Education. Hampshire, UK: Palgrave Macmillan Wright, T. (1987). Roles of Teachers and Learners. Oxford, UK: Oxford University Press. Zhenhui, R. (2001) ‘Matching Teaching Styles with Learning Styles in East Asian Contexts’, The Internet TESL Journal, Vol. VII, No. 7, July 2001 Websites Matching teaching styles: http://iteslj.org/Techniques/Zhenhui-TeachingStyles.html accessed 3 February 2006. Language Learning Strategies: http://iteslj.org/Articles/Hismanoglu-Strategies.html accessed 3 February 2006 Maslow’s Heirarchy of Needs, Huitt, 2004, http://chiron.valdosta.edu/whuitt/col/regsys/maslow.html. Accessed 7 February 2006 Language Teaching http://www.ittmfl.org.uk/modules/effective/6a/paper6a4.pdf accessed 5 February 2006 [ej1]Where exactly, or does this remain hypothetical? [ej2]Need to verify and add number [ej3]Need to verify and add number

Joeseph Mccarthy Essay -- essays research papers

Who was Joseph McCarthy? Joseph R. McCarthy was born in 1908 on a family farm in Wisconsin. He went to a country school and decided he was done with his education at the young age of 14. After that, he explained to his family that he was finished with his studies and wanted to become a farmer like his father. Joe began a profitable business of raising chickens after borrowing a plot of land from his father. Unfortunately, Joe became very ill and his business perished. Joe decided that he would go to work. At age 19 he became the manager of a grocery store in Manawa, a town thirty miles away. Some friends of his convinced him to go back to high school. He was a very smart man and, at the age of 20, managed to finish four years of high school in just one year. In 1930 he enrolled in Marquette University in Milwaukee where he soon succeeded in getting his law degree in 1935. He ended up moving north to Waupaca. There he ran and won the judgeship for the Tenth District of the Wisconsin Curcuit Court. In 1942, Joe enlisted in the Marine Corps even though he was exempt for the draft due to his public position. In his first two years as a lieutenant, he went on many flying missions, broke his leg on a ship during a party and gained a lot of attention from the press along the way. Although later he claimed that his injured leg was caused by ten pounds of sharpnel that he was carrying at the time. There is also a dispute about exactly how many flying mis...

Cortes : The Two Face :: essays research papers

Cortes: The Two Face   Ã‚  Ã‚  Ã‚  Ã‚  Don Fernando Cortes was either a misguided religious extremist on a quest to serve his earthly king and immortal god or simply an entrepreneur who wished to achieve great status, power and wealth. Cortes is in love with the idea of conquering new worlds in the name of God to convert their heathen inhabitants into righteous followers of Jesus. The problem is that Cortes is also in love with himself and the future power that he might one day hold. Cortes is largely a hypocrite and shows that very much through his actions. He often tells his men and the king that God undoubtedly on there side. He attempts to prove this through his accounts where describes his small regiments of no more than one thousand men defeating massive armies of forty thousand to two-hundred thousand Indians. Many times it seems though Cortes truly is being helped by God but he quickly contradicts these possibilities with his sinful actions. Cortes seems to get a large amount of help from God for someone who reacts with merciless vengeance and accepts slave women as gifts. However, one might say that Cortes could be forgiven for his ignorance in accepting human beings as property because in the 1500’s the Catholic Church in Spain lead its followers to believe that the act of slavery was in fact not a sin. Cortes explains that he merely wants to enslave the Indians so that they may better learn the ways of the Catholic Church and of Spanish culture. He figured that it was his duty to enslave these people because it was the only way of turning them away from their horrible sins such cannibalism, sodomy, and their horrific practices of sacrifice. Cortes attributes much of his success and victory to the will of God. â€Å"They should observe that God was on our side, and to Him nothing is impossible, for, as they saw, we had won so many victories in which so many of the enemy had died, and none of us.†(Cortes, 63) He feels that God is helping him to punish theses people for their sins and save their souls by helping to enslave them for it’s the only way to lead them towards Jesus Christ. There is a chance that Cortes truly was a genuinely a religious man believed strongly in the true principles of the Catholic faith but it’s not likely.

wild flower :: essays research papers

Wild Flower†¦Ã¢â‚¬ ¦ â€Å"But father I love him!† said Tallulah, which means running water, and ran out of the tepee. Tallulah ran and ran not seeing the way. Tears were coming from her big brown eyes, passing soft pink cheeks, falling to the ground. She knew that she will never see her father again. There was love in her heart for him however the other feeling took over. Tallulah fell on the ground where green soft grass welcomed her beautiful small body that was gasping for air. Silk long black as a wing of a raven, hair were all over the face trying to dry the tears that were not stopping. Now Tallulah felt free. Free to do whatever she wished however the only thing she wanted was his love. The love that she met six months ago in the woods, while collecting berries for her family. It was love at first sight. Tallulah remembered that day like it was yesterday. His big blue eyes showed unlimited skies and ocean waves. Red hair endlessly played games with the sun. The lips, color of red wild flowers, spoke sweet words that melted in the air. Light skin was soft and warm to touch covered big built body that brought Tallulah security and took fears away. His name was Brendan, Brendan Smith. Brendan was a soldier that came from Ireland with his father looking for better being. At his eighteen Brendan knew the rules of life. Even as a soldier it was hard for him to accept the war and deaths of many innocent people. Brendan got used to seeing Indian people moved by force from one place to the other. He put himself in their position and imagined what kind of suffering they are going through but it was not in his power to change anything, to stop the war. * * *   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Oh Lord, what a beautiful flower you grew on this earth,† said Brendan looking at Tallulah. She Looked at him and was about to run away but her legs did not listen. â€Å"Do not worry I would not heart you. Just tell me your name.† no answer.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Fine, don’t say a word; just let me look at you. Let me look into your brown eyes. Oh, they are so pure, I think I am getting lost in them.† Tallulah smiled. â€Å"Your smile is full of joy and innocence,† Tallulah looked down and her cheeks became red.

Development of Quality players Essay

On a performance perspective, the LTA stated some à ¯Ã‚ ¿Ã‚ ½7.3m has been spent on delivering the LTA Performance programme. This is set to provide financial support to more than 600 talented youngsters aged 8 to 21 years old. (LTA, 2002) The performance programme is constituted of six stages. Initially beginning with Mini-tennis (4 – 8 year olds), then progressing to Club Futures (8 – 10year olds), County Futures (11-13 year olds), National Futures(11 – 13 year old), Academies and Intermediates (14 -22 year olds) and Seniors. The development of such a structure has mainly down to the former French performance director of the LTA, Patrice Hagelauer, and his knowledge and implementation of the French development system. Originally seven Tennis Academy centres were proposed but due to the lack of junior talent coming through this was rationalised to four centres namely Bath, Leeds, Loughborough, and Welwyn Garden city. The Loughborough academy alone is costing the LTA à ¯Ã‚ ¿Ã‚ ½2m. In addition to this a à ¯Ã‚ ¿Ã‚ ½30m (Harris, 2001) National Centre is in the pipeline and is due to be built at Roehampton and subject to planning process should be ready by 2006. This is set to consist of 6 indoor, 4 grass, 6 hard and 6 clay courts, gymnasium, player and coach support services, accommodation and medical centre. The LTA is likely to meet the majority of costs for the centre although The All England Lawn Tennis Ground plc are lending a proportion of building costs. This development has been met with mixed reactions Mark Petchey Sky TV presenter commented â€Å"Once again the LTA have their priorities wrong. Unless good youngsters are coming through, the National centre will be a white elephant. Indeed it has been further commented that the belief that there is a misconception that we have talented youngsters (Bob Brett) in the last 10 years there has only been 2 juniors in the International Tennis Federation’s top 50. One of the key suggestions causing the lack of talented juniors is the quality of coaches in Britain. On 2002 spending figures only 3% of the budget was allocated to coach education. There are currently 2,100 LTA licensed coaches working in clubs in the UK (Jago, 2002). Although that may sound substantial when this figure is put along side the total number of registered player (116,588) it amounts to one coach for every 55 players. The comparison of this to the French’s excess of 4000 licensed coaches clearly illustrates we have some catching up to go (Jago, 2002). The LTA aims to initially identify talent through the nation’s club system. Yet the current established club structure is will behind that of France and Germany. (Figure 5) France has some 9,200 clubs compared to the 2,400 on Britain (Fordyce, 2002). In addition most of the clubs in France have five courts and a clubhouse. Around 8000 of them were built and maintained by cities and local authorities, each one costs à ¯Ã‚ ¿Ã‚ ½500,000. The idea of which would be a dream to the LTA and leave them with a substantially greater proportion of finance to invest in more for coaches, development programmes and competition structures (Jago, 2002) The culture of British tennis clubs may also be to blame. Tennis clubs in Britain might be a pleasant place for an adult to play a few sets on a Sunday afternoon – but they do little to help the country produce future champions. The former performance director Patrice Hagelauer, stated â€Å"The culture is one of leisure and social tennis – which is great, if you also have junior tennis and competitive tennis, but at a lot of clubs, that is not there† (Fordyce, 2002).  However, the key to developing successful players may not lie in the relatively expensive problems of increasing the number of clubs, courts and coaches but may be more with how we deal with potential talent and develop it. The LTA currently relies on talent selection, which is a process of differentiating between those young performers who are already in the sport in order to provide those with the greatest potential with opportunities for advanced level training, support and competition. However, there are a number of disadvantages with this method. Initially it relies on juniors to be playing the game and it has been shown that we currently fall behind in this area. Also, individuals usually compete with others in a similar age group and the most talented from that age group stand out. Selection of success at this young age may not be a direct indicator of potential due to the fact that it fails to take into account the varying maturation levels evident in individuals of the same age that actually dictates there power and strength due to their greater size evidently providing an advantage to those who have had a faster maturity rate. This may go some way in explaining why those talented at that young age and are selected to be developed fail to continue through and emerge and successful players on the senior circuit. It is obvious that this current method which the LTA employs doesn’t seem to working very well. Our only two players in the top 100 have been described as an ‘accident and a foreigner’ (Roberts, 2002). Tim Henman’s talent was tutored in a privately-run development scheme, and Greg Rusedski, was developed in the Canadian tennis system. Around the world other countries seem to have realised more efficient way of finding talented individuals. Much of the sporting success of Australia has been down to the realisation back in 1988 by the Australian Institute of Sport and particularly Dr Allan Hahn that it is no longer possible to have a reliance on club systems to deliver talent at an elite level. He stated that â€Å"to continue to be internationally competitive, we must actively seek to unearth the talent†. Talent searches initially implemented in rowing spread to a wide variety of sports, and following the announcement in 1994 of Australia to host the Sydney Olympics back in 2000 their in Federal Government allocated $500,000 a year for two years for national talent identification. The success of many Australian athletes at these games demonstrated the significance of such a programme (AIS, 2003). Subsequently in 2002, the tennis specific talent search was implemented namely the Targeted Athlete Project (TAP) . The program is individually designed to each player in the scheme to make them a better player. Each player is assessed upon joining TAP and areas of weakness identified. Funds are then allocated to addressing these problems (Tennis Australia, 2003) This programme aims to support 30 of Australia’s best boys and 30 of there most talented girls. Current members of the programme range from the ages of 11 to the oldest, 22-year-old Evie Dominikovi. With this system in place, Australia, who currently possesses the world’s number one in the male game, Lleyton Hewitt, will no doubt create many more players of international calibre. The adoption of such a scheme may make considerable financial sense for the LTA. Through the development of a screening process that identifies key multivariate constituents of a successful elite player more appropriate funding can be targeted at a limited number of individuals who it is known that they possess the right psychological, physiological, skill/decision making and even sociological aptitudes necessary for success. A system implemented in schools would not just limit the search to those who are currently active in tennis. This would eliminates both the players’ frustration of continued participation in a sport that they are not physiologically suited to and will prevent wasting finances on developing a talent that never had the potential to make it to the top, thus allowing the LTA to get the most out of its limited resources.  Can we develop talent and increase participation numbers simultaneously? The LTA may have set itself an impossible task of increasing player numbers and developing better quality players with the current finances. In an attempt to achieve both finances are spread too thinly and neither is achieved successfully. It is evident that these two aims may not be as mutually supportive as the LTA consider them to be. Indeed it has long been stated the key to possessing high numbers of elite sports players from a nation is to have a broad base of participation and the broader the base the increase in likely hood and probability there is of finding quality players. There are several critical flaws in this assumption and there are anomalies in statistics that prove so. Figure 6 demonstrates the weak relationship between these two variables and an increase in players is by no means a necessary pre-requisite for developing large numbers of elite performances. This is clearly highlighted in the case of Russia which has double the amount of tennis players Britain has in the top 100 yet has a 1/18th of the amount of total registered players (ETA 2000). Indeed although increasing the number of players may not have a direct effect on the number of elite players, the concentration of efforts in talent identification and development which will produce a greater number of elite players may have a combined effect in inspiring more players to take up the game; increasing the sports national profile and subsequent possibility of an increase in the sports allocation of financial assistance from national sources which would assist in broadening participation.

Indian Army Essay

India has one of the best armies in the world. The Indian Army came in existence with independence and has inherited most of the infrastructure of the British Indian Army. In whichever war they have been presented, victory was always theirs. Apart from conflicts, the army has also been an active participant in the United Nations Peacekeeping missions. The British army was a critical force for the dominance of the British Empire, both in India and across the world. In World War I and II, the Indian Army has served. They have fought in Europe, Africa and the Middle East and won glory for the British Empire. They have served in France and many other countries too. The primary mission of the Indian Army is to ensure the national security and defence of India from the external threats and aggression and maintaining peace and security within its borders. They also conduct rescue operations during natural calamities and other destructions. The army also includes the Indian Air force and the Indian Navy. Since the freedom of India and the formation of Pakistan, the first war was in 1947 itself for the state of Kashmir. From then on there have been several wars that the Indian Army has faced like the Sino-Indian War in 1962, The Indo- Pakistan war in 1965 and again the Indo-Pakistan war in 1971, later Kargil war in 1999 and have returned all with victory. Apart from these wars, they have also been active participants in peace and assistance missions like during the Korean war, the Indian Army was sent to Korea for peace keep and medical assistance in 1953, they were there for the Liberation of Goa in 1961, they have also undertaken numerous Un peace keeping missions. For our Indian soldiers to be well organized, and alert they do follow certain principals in life and the qualities that they follow is what makes them stand apart from the rest of the world in many ways. The main qualities that they posses and cling on till the end are: Firstly Discipline – The Indian Army is well disciplined and trained on a regular basis. Second is the love and respect they build for their country that no conditions could break it. The next is the Do or Die situation. The courage they have cannot be measured in any aspects as they are very much willing to die for their nation. The passion for their nation is something that we as citizens of India should look up and learn. The Indian Army is the most powerful army and they have no failures recorded. With more equipment’s and proper training, India could be more proud of her Jawans in the coming years and we should respect and honour the soldiers who guard us day and night, sacrificing their pleasures for the safety of the nation. India has one of the finest armies in the world. Our soldiers have proved their mettle in all theatres of wars since prehistoric times, hi recent times our soldiers were sent to the Congo, Suez, Indo-China and Korea on missions of peace. During the last two World Wars our soldiers fought in Europe, Africa and the Middle East and won laurels for the British Empire. Our soldiers served in France and other countries also. They helped to bring Hitler and his armies to their knees. Wherever they were sent, victory was theirs. It goes to the credit of the Indian Anny that the first Victoria Cross went to the credit of an Indian soldier. Our soldiers have never surrendered. Their motto has always been â€Å"do or die†. In the India-China war of October-November 1962 and later in the Indo-Pak war of September, 1965 one Indian soldier killed many times his enemy counterparts on various fronts. If India retreated in the India-China war it was not for want of courage but for want of adequate weapons which the Chinese had and we did not. hi fact our soldiers were not even adequately clothed. As an American paper said, our soldiers were fighting on icy tops of the mountains in summer uniforms. If we had fought for the British so heroically, we could certainly fight for defending our freedom. But we have to train our army for the purpose. We are not only short of weapons but also short of trained officers to lead the armies. We will have to fill all the gaps as rapidly as possible. It is a hazardous task to give rapid promotion to junior officers but we are sure they will justify the confidence of the nation placed in them. The Indian Army has three wings-land forces, navy and air force. The Chiefs of the three forces are directly under the President of India, who is the Supreme Commander of our armed forces. The three wings of the Indian Army need to be strengthened. It is a pity that some of the leaders of our country failed to foresee the Chinese threat and slowed down defense production. The India-China war has served a useful purpose. With the aid of  friendly nations we will soon make up the loss. Let every Indian soldier remember the inspiring message of one of the ablest leaders of India, Sardar Patel:- â€Å"The deeds of gallantry you performed in the two Great wars adorn the pages of world history. Even the enemy recognised your merit in war. You proved yourself first-class soldiers, inferior to none in the world. But then you fought for others. Now you have to fight for your own country, your beloved India. â€Å"You should prepare yourself for the responsibility which will continue to increase. We have won the freedom. It is for you to guard it. You have to make an all-round effort to maintain and consolidate it. Let the discharge of your duties be your privilege. You will enhance the reputation of your country and the country will be proud of you.†