Biblical Leadership

The biblical account for leadership varies in manner but similar in substance, as it is given in the Bible's major divisions, the old and new Testament. The biblical leaders prior to Jesus are chosen by God, and the circumstances that these leaders face has God's direct intervention. Jesus and the Old Testament leaders through Martin Buber, both show leadership in a non-conventional manner. Though there are differences, there are also similarities in their approaches to the sense of leadership.Biblical leadership basically does not concern superiority of one over another; this is primarily due to the account that biblical leadership is not defined as the conventional and/or modern account of the position. In the Bible's Old Testament, God does not often choose the physically powerful individual, but the weak ones (Buber, 2002). Take the case of David for instance, David does not have brute force to begin with, yet he is chosen by God to lead the people of Israel against the Philistin ians.There are conversely a few exceptions such as Samson, but still, his physical prowess acquired is through God's divine intervention (Buber, 2002). The Bible appears to conform to an unorthodox concept of leadership; which only goes to show that the law of nature is not always plausible (Buber, 2002(. . Meanwhile, biblical leadership in Christ's account generally calls for humility and simplicity. Christ constitutes that a person should not be called master because there is only one true master, the Lord (Matt 23:10-12, New American Version) (Mark 10:31, New American Version).The context of leadership then does not encompass on the power that withholds people on earth but the power that is of God. Ironically, Christ's account of biblical leadership differs as it poses a challenge since people tend to invest on earthly pleasures such as houses, lands, and other property (Mark 10:29, New American Version). Jesus' leadership by example conforms to the main ideas of humility and sim plicity. One is that he does not make use of his stature as the physical manifestation of God; he shows neither signs of any supremacy nor discrimination of man.He washed his apostles' feet so as to prove that his leadership is more on service and not on being served. Jesus speaks of leadership as not to exercise his own will but to serve in instigating the will of God (Mark 10:33-34, New American Version). In addition, Jesus does not institute any commandment by his own authority, but the authority of God. It is now clear that the concept of Biblical leadership is far different from the conventional definitions of humans.The human principle accords with nature as the strong always rule and the weak, otherwise. The modern take on leadership concerns power, wealth, influence, and in some cases, property, it is in this account that Biblical leadership differs from that of the modern. Current United States president George W. Bush exemplifies the modern approach to leadership; he diffe rs from Christ and Buber's accounts. One is because Bush is addressed as President or Mr.President; he is then called or addressed to as a master in this sense. Second is that the United States is considered the most powerful among nations, thereby giving Bush strength, and conformity to nature’s claims. Last is that Bush exercises his authority and leadership in his own will, and does not put any other will in to consideration but his will alone. This is most blatant in his declaration of war against Iraq and Afghanistan; the United States president did not seek for congress approval,Biblical leadership by perspective differs from that of the secular, from how it is executed in the bible and how it is practiced in the modern standard. In any case, there is no implication of transparent supremacy in the Bible’s context of leadership. Furthermore, the Bible does not account with nature as far as strength in relation to leadership is concerned. The biblical outlook simpl y does not concur with the modern and worldly belief of leaders. References Buber, M. Biemann, A. (Ed. ). (2002). The Martin Buber Reader: Essential Writings. New York: Palgrave Macmillan.

Christmas Celebration

Christmas Celebration Many people celebrate Christmas but don’t believe in God or Jesus. It’s a holiday that many people will celebrate together by giving each other gifts and spent time with family. The day of Christmas is the birth of Jesus Christ. It is usually celebrated on December 25 each year. Many people around the world will usually celebrate it. It’s a time for family and friends to come together to celebrate a time of joy and love. People also think that on the day of Christmas it should be a day of peace around the world.Little kids will be exited on the day of Christmas because they often get many gifts or present from their friends and family. Many of them will also believe in Santa Claus. On the night before Christmas, kids will prepare a list or a letter to Santa telling him what they wish for. They will also have some cookies and drink on the table for him to eat. Kids have been told that if they are bad and naughty then they will get coal. But i f they are nice then they will get gifts.In their mind Santa Claus is dressed wearing a red coat with white collar, a Santa hat, black boots and leather belt with white bearded. They believe that on that night which is called Christmas Eve, Santa Claus will deliver presents with a sleigh and many reindeer to the well behaved children’s. He will come through the chimney on the roof. Then slide down and walk through the fire place. Then on the morning day of Christmas kids will wake up and presents will be under the Christmas tree. Some kids don’t believe in Santa Clause because they think it’s not real.They might have found out and knows about it. Some kids might be bad and never really got presents. It could also be when they were a kids their family never told them about how Santa Claus exist and how they deliver gifts. They think it is their parents the one who got the present to them and pretend to be Santa. Even though some kids know it’s not true but they still pretend to believe in it. They could be happy from writing the letter to Santa and waking up next morning seeing the presents.It really depends on themselves if they believe it or not. Maybe as they grew older and found out it is their parents then they might be sad and disappointed. I once believed in Santa Claus as a kid because I got present the next day I woke up from every Christmas. But then later on as I grew older I kind of know it was my aunt the one who gave me the presents. I remembered that as a kid before I know the truth it was fun on Christmas Eve because I went to sleep early and the next day I woke up with presents.And once I don’t believe in it then every Christmas there wasn’t gift to me from Santa Claus. I just got gifts from friends and family. This belief can be something going on till today. If each family has children then they can be the one telling them about Santa Claus and make them believe into it. Different culture can celebrat e Christmas in their way but it’s quite the same. With a Christmas tree and giving gifts. Santa Claus is always the same look. Mostly every country in the world will celebrate Christmas.Some of them celebrate early in December and others celebrate early in January. On December 24 the day or night before Christmas which is Christmas Eve is a night where they prepare things. I think Christmas has a beautiful decoration. Mostly if Christmas is celebrated then they would also have a Christmas tree. The Christmas tree will have lights and ornament. The house itself might as well be decorated. Some people will decorate their yards with Christmas figure. And at night it looks nice when it is dark and those Christmas decoration has lights.

How to Write the Columbia University Essays 2017-2018

Columbia University is one of the world’s leading research institutions and one of the best universities in the country. Originally founded as King’s College in 1754, today Columbia attracts top-performing students from all around the globe with its combination of a world-class academic program and its location in the social and cultural hub of New York City. With such a great academic experience comes high interest, limited space, and an increasingly difficult path to an acceptance letter. For its class of 2021, Columbia admitted a mere 5.8% of its applicants. As a result, competitive applicants will need to write extremely compelling essays in order to stand out in the admissions process. When applying to Columbia, you will submit either the Common App or the Coalition Application, each of which includes a general 650-word essay. For more advice on how to craft a stellar response to the 2017-2018 Common App and Coalition essay prompts, see ’s guides on the   Common App Essays and the Coalition Essays . In addition to the general essays from the Common App and Coalition Applications, Columbia has four â€Å"essay† questions that they want you to answer for their school in particular. These essays can be broken into two groups: Luckily for you, is here to help. In order to give you the best shot possible for the class of 2022, we’ll be offering you plenty of practical suggestions for how to navigate this year’s supplemental essays. We’ll also be adding a few suggestions on how you might try something a little bit more adventurous in your writing to stand out from the crowd. This prompt is asking you for a list — no snappy introductions or grandiose concluding statements. But keep in mind that even when you are writing a list, you are still telling a story. The items you put at the beginning and the end of the list matter, and there is room for humor and dramatic effect. Let’s handle the formatting first. You can organize your list by using periods to separate different words and phrases. A bare-bones response to this question might start out something like this: Exciting. Something unexpected. Being in awe of my peers and constantly learning from them. Studying with the top researchers in the field of biology. Doing interdisciplinary work that addresses real-world issues. Always being exposed to new ideas. Inspiring and uplifting. You get the idea. But, as you read this sample response, you may get the sense that it is extremely broad (sort of like Columbia’s mission statement ). Large institutions have to use vague statements of general purpose because they need to represent a huge body of interests without stirring up controversy. But you are just one person, peculiar in your own interests and passions. And Columbia wants to see that person. Once you get past the mission statements written by committees of administrators and into the classes, the books, the late-night poetry readings, the frantic scribbling at the end of a linear algebra midterm†¦ then Columbia becomes an interesting and lively place.    The key to writing a compelling answer to this question is to recognize that you are not just describing your ideal college community but also yourself and how you hope to interact with that community. Maybe you want a community that â€Å"welcomes a small-town entomologist into the big city,† or maybe you want a community â€Å"full of hands with paper cuts from thumbing through The Critique of Pure Reason. † Your answer to this question can be part personal essay and part aspirational statement about what you want your college to look like. First, it helps to have an expansive sense of what the word â€Å"community† might mean. It can refer to your friends, your professors, your classmates, but also your TAs, the people who clean and serve food on the campus, the musicians who play on New York Subway. Maybe you want a college campus that is â€Å"loud with the sound of the city,† but where the libraries â€Å"are quiet with the frantic intensity of thought.† As you write, try to avoid vague buzzwords like â€Å" innovation ,† and hackneyed phrases like â€Å"cultivates leadership ,† and â€Å"values sustainability .† These words may sound fancy, but if they already appear in the promotional materials for every college and university that you are applying to, then chances are your admissions officers are already tired of hearing them. Instead of a college community that â€Å"values sustainability,† maybe you want a college community that is â€Å"doing everything it can to fight global warming.† Instead of a college community that â€Å"cultivates leadership,† maybe you want a college community that â€Å"asks me to listen, intently and respectfully to those with which I disagree, even if they don’t believe in climate change.† Don’t be afraid to offer a list that speaks to your own values, where each item contributes to a narrative about you that is bigger than the sum of its parts. Finally, if you really want to go out on a limb, you might recognize that a list can also be a poem. Maybe you want a community â€Å"that reaches beyond the ivory tower, that turns around to speak truth to power.† That rhyme is a little clammy. You can probably do better, and we encourage you to try. You might suspect that this part of the application has some kind of hidden trap. If you do not list a certain work or publication, does that rule you out? Is there anything they are looking for specifically? The answer to both of these questions is no. For this segment, honesty is key. The admissions committees are looking to understand who you are through your interests. It is true that Columbia is looking for some degree of sophistication. But don’t let this discourage you: Not everyone reads Aristotle for fun! Moreover, even if you spend some time reading Archie Comics , you can have an intricate reading of those too! The sophistication of your chosen reading material does not necessarily reflect the sophistication of your reading practice. As a general rule, you should make sure that your reading list reflects a high school reading level, even if it has a few more eclectic, â€Å"fun† titles thrown into the mix.    Across these lists, you also have the opportunity to show you are intellectually curious and interested in subjects beyond your chosen area of study. Because Columbia offers its students a liberal arts education, neuroscience majors may find themselves in a discussion about Gertrude Stein (they might even learn that the poet of â€Å"A rose is a rose is a rose† was herself quite dedicated to the modern study of physiology and cognition). If you are applying as a STEM major, you might include some of your favorite novels, whether it be the early nineteenth-century study of manners in Jane Austen’s Pride and Prejudice or the eco-utopian science fiction of Kim Stanley Robinson’s Mars Trilogy . On the other hand, if you are applying as an English major, you might demonstrate your interests in the narratives that live outside of literary texts by including some of your favorite works on science, politics, and economics. After all, Thomas Piketty’s Capital in the Twenty-First Century begins with an analysis of â€Å"property† in Jane Austen, and Naomi Klein’s analysis of the politics of climate change in This Changes Everything quotes Robinson’s novels. In all of these lists, the most important thing is to remain true to yourself; don’t make things up for the purposes of sounding fancy. A world where everyone has read the same few â€Å"important† books would be a very boring world indeed. No special tricks here. These works should be directly from your literature class’s syllabus: just list the titles of your favorite required works from the year. Unless they are relatively unknown, there is no need to include the author’s name. If you are an international student, use this opportunity to showcase titles that might not normally appear in an American high school curriculum. Make sure to use the translated titles into English. We recommend a minimum of three or four works and a maximum of about ten works. Remember that these can be both fiction and non-fiction; ideally, your list will offer a mixture of both. The fiction works should not be from your school courses, even if you did not list them on the first part of this supplement. As with the previous question, you should give a minimum of four texts and a maximum of ten. The point here is not to give an exhaustive list of your reading, but rather to give the admissions officers a sense of your interests. In terms of works that would be inappropriate to list, remember that these are books you’ve read within the last year. Maybe you feel like Charlie and the Chocolate Factory was an important novel to your childhood and shaped you as an individual, but unfortunately, Columbia is only looking for more recent reads. But, if you reread an important text every year, feel free to include it. After all, U.S. Supreme Court Justice John Roberts reportedly rereads Samuel Johnson’s â€Å"The Vanity of Human Wishes† every year . Feel free to include texts from any genre, even comic books. Some graphic novels, like Emil Ferris’ My Favorite Thing is Monsters are modern classics that tackle tough issues, like racial tensions in Chicago, the beauty of Fuseli’s The Nightmare , and the long history of Nazi Germany. The most important thing to remember is that these are books you have discovered, read, and enjoyed within at most the past year. They should reflect who you are at the moment! As a formatting note: If you read these titles in a language other than English, feel free to make a small note in parenthesis after each title noting this, for example, Les Misà ©rables (read in French). Submit your essay and we’ll get back to you with helpful edits. There is no need to make a distinction between â€Å"print† and â€Å"electronic,† as most publications are currently available online. Unlike other sections where it is useful to have a mix of answers, hunting down different publications that are solely online or solely print is completely unnecessary. Examples of appropriate publications can include but should not be limited to: The New York Times , The Economist , Astronomy Magazine , International Journal of Psychology , American Anthropologist , etc. Don’t forget that scientific, economic, and social sciences journals count as publications! At the same time, it’s perfectly fine some on your list are not that â€Å"sophisticated.† Even sites like Buzzfeed, which by some are not considered extremely serious news sources, can add value to your application if you feel their content is representative of your interests. One final note: These days, there are a lot of â€Å"news† outlets that do not conform to the traditional standards of journalistic integrity . Alex Jones’s InfoWars comes to mind as a prominent example. If you visit and read from sites like this, it is, of course, up to your discretion whether or not you include them on your list. One argument for including a site like InfoWars might be that you read it, not for â€Å"information,† but rather to study the media that millions of Americans read and watch every day, for better or worse. If you are interested in journalism or media criticism, you might write a very compelling response to the fourth essay prompt below that asks you to talk about your intended field of study. You might start that essay by saying: â€Å"You might have been surprised to see The Daily Stormer listed alongside the New York Times in the list of publications that I regularly read above. I included that site because I have long followed the work of the Southern Poverty Law Center , and I am interested in studying how white supremacist ideas spread in our modern media ecology.† (Indeed, the Columbia Journalism school just so happens to be doing a lot of work on exactly this issue.) This category is the most general, meant as an opportunity to showcase what you do when you are not reading. This can include anything from big music concerts to theatre performances to museum exhibits. You can even list video games (there is a rapidly growing world of philosophically and emotionally sophisticated games, like That Dragon, Cancer , that are worthy of study alongside any other work of literature). You can also use this category to display your interest in international issues. Maybe you attended an exhibition on the art of climate change in Beijing or were captivated by Gianfranco Rosi’s Fire at Sea . Maybe you are a regular reader of the trendsetting African literary blog Brittlepaper . But what if you haven’t done lots of fancy travel? What if you don’t live in a big city with lots of fancy museums? Even small local events are worth listing here if you got something out of them. There is no reason why you should be shy about including a local theater production, a community dance competition, or an exhibit from a local artist. Showing that you are aware of the various forms of art and life that flourish outside the circuit of Guggenheim Fellowships and Booker Prizes can add an important dimension to your application. In this essay, the admissions officers want to know why you want to attend Columbia in particular. Not just because it is a big fancy school with brand recognition, but because you are attracted to the specific courses Columbia offers, the ways it trains its students, and social and cultural institutions that surround it in New York City. Columbia wants to know that you have taken some time to research what they have to offer. Before you can write a compelling answer to this question, you will need to dig deep on their website. For this essay, generic kiss-up praise for Columbia’s â€Å"high-quality academic curriculum, outstanding professors, and talented students† is not going to cut it. Anyone can write that. You should also try to reach beyond patinas to the things that Columbia touts in its promotional materials. Everyone who is applying to this school knows that Columbia is â€Å"famous† for being located in New York city, for having all of its students take a â€Å" Core † curriculum, and for emphasizing academics over athletics. The admissions officers’ eyes probably glaze over a little bit every time they hear a student parroting back to them a line like this: â€Å" I am excited to take Contemporary Civilization and join into the tradition of students who have, since 1919, assembled to discuss important works of moral and political thought from Plato to the present .† A good response to this prompt starts with the recognition that it is not just asking you to tell what is â€Å"valuable† about Columbia itself. They are asking you to talk about how the values and commitments that make you a distinctive and interesting person are related to the dazzling array of opportunities that Columbia has to offer. You want to share something that is specific about yourself and pair it with something equally distinctive about the university. Maybe members of your community have recently been deported, and you are especially interested in the work that Columbia’s School of Journalism has done reporting on that issue. Maybe your interest in mathematics and computer science led you to start reading up on automata theory , and you are excited to attend the Math department’s Samuel Eilenberg Lectures — a series named for a former Columbia professor who made great contributions to that field. As you do your web search to try and find out how your interests intersect with Columbia, the more specific you get, the better. Columbia is a massive institution, and there is a lot happening there — much of which your admissions officers might not even know about! If you can teach them something about their own institution, then you are more likely to capture their attention. Another thing that makes Columbia distinctive is not just the work that happens within its walls, but also its location in New York City. Maybe you are excited to take an Art History class where you can go to the Metropolitan Museum of Art and see â€Å" The Death of Socrates † in person while reading The Phaedo . Maybe you are interested in the socioeconomic issues associated with gentrification , and want to study first hand the classic case of Brooklyn. As you write this essay you should not be afraid to talk about how your interest in Columbia lies in how that institution is related to the urban environment that surrounds it. Note: This final question differs slightly between applicants to Columbia College or to the School of Engineering and Applied Sciences. For applicants to SEAS, there is no option to apply as undecided, so the second sentence is omitted from this prompt. The admissions committee is interested in knowing what you find fascinating about your field and what you have done to broaden that interest. They are trying to weed out people who are applying for a given major just because it sounds fancy. But, more than that, they also want to see what makes you tick, how your passion for learning carries you beyond your high school classes, and what keeps you up at night in a fever pitch of wonder and excitement. You want to find the best, and most concise, way to showcase your passion. 300 words are a lot fewer than you would think! At , we have broken down the â€Å"Why Major?† essay into two main questions: Your essay should seek to address both of these questions with as high a degree of specificity as possible. Because this essay is so short, it is difficult to address a general field. You cannot fully explain your love of a subject with a mere 300 words. â€Å"I love astronomy† is not sufficient. Instead, you could write more specifically about your interest in exoplanets and astrobiology. Include a personal story about stargazing as a child that sparked your love of the field and mention scientific research completed in high school that further cultivated your interest in the stars. It’s also possible that you are still figuring out what you want to study. No intellectually curious seventeen-year-old is ever certain about the topics and disciplines that will drive their future studies. One way to communicate your interest and your desire to continue exploring a given topic is to talk about a recent conversation you had with someone who is already immersed in a field that you are curious about. An essay might begin: â€Å"Ever since my high school teacher combined potassium permanganate and glycerol and set his lab coat on fire, I’ve been fascinated with the chemical property of flammability. In order to learn more, I reached out to John McJohnson, a graduate student studying autoignition temperatures at the University of California, Davis. What most excited me about our conversation was†¦Ã¢â‚¬  Of course, in order to write this essay, you need to actually have a conversation with someone who is working in that field. If you live in a town that has a research university, and if you are considering majoring in chemistry, you can actually go to the chemistry department’s university website, find a professor or graduate student whose work looks interesting to you, and send them an email asking to meet for coffee. This may seem intimidating, but we can assure you that there are lots of researchers who might be willing to take 30 minutes out of their day to talk with a young person about their work. You might not get a response (most of these people are very busy), but the sooner you get used to reaching out to potential future colleagues and making connections, the better off you’ll be. No matter what approach you take to this question, you’ll want to be sure to avoid cramming in too much jargon in an effort to communicate your technical mastery. You only have 300 words, and the point of this essay is not to dazzle your reader but rather to show what practical steps you’ve taken to explore and develop your intellectual interests.   However, you choose to write your essays, dare to be a little creative. Don’t just describe the university that the Columbia admissions officers already know. Ideally, they will see their campus a little bit differently after having read what you imagine it might be to you. As Columbia’s website says, they are looking for students who â€Å"will take greatest advantage of the unique Columbia experience and will offer something meaningful in return to the community.† The advice we’ve offered in this article is only a sampling of what we try to do with our clients at . If you want help on your Columbia application and essays, check out our College Apps Program and our Essay Editing Program .

Globalisation Essay Example | Topics and Well Written Essays - 1000 words - 8

Globalisation - Essay Example Microsoft has been known to possess monopolistic power in the manufacture and market for operating systems for most Personal Computers, in addition to being involved in far-ranging attempts to defend its operating system monopoly through using a wide range of exclusionary practices .Finally, Microsoft activities have been harmful to innovation and by extension to consumers (Eisenach & Lenard,2000). 2. Microsoft’s monopolistic practices are harmful to consumers in that the corporation being the sole provider of operating systems can set practically any price that they want, a process known as price-fixing. Price –fixing can be easily done in spite of demand, since the company is aware that consumers have no choice. Secondly Microsoft can even supply products that are inferior a practice that can further injure the consumers. Thirdly Microsoft’s monopoly kills innovation simply because the company lacks the incentive to innovate and thus fails to offer new as well as improved products; something that makes consumers enjoy what they want and how they want it (Gow, 2007). 3. Companies like Microsoft should be regulated because their dominance can hurt consumers by allowing the corporation to overprice its products in addition to suffocating innovation by competitors, keeping them out of the market fearing demolition by the main player. Microsoft therefore should not be permitted to dominate as it had done before for instance through abusing its operating system through incorporating its own Media Player capable of playing films and music, into its Windows operating system. This practice shut out other competitors such as RealPlayer. Microsoft therefore should be regulated so that other companies can grow and innovate especially in this information economy. 1.One of the most profound experiences I have had of globalisation is with Amazon.com.Amazon.com is the biggest internet-based retail store in America which began as a bookstore

Critically explore the notion of revolution and its potential impacts Essay

Critically explore the notion of revolution and its potential impacts on social development - Essay Example The most well-known revolutions in the west history include The French Revolution (1789), the English Revolution (1640), the Russian Revolution (1917) and the American Revolution (1776) (Goldstone 1982, p.189). Social development, on the other hand, is the progressive and qualitative transformation of the social order within a society because of changes in ideologies. In this respect, social development is a function of social change; societies continuously undergo changes that result in improved institutional structures. Revolution and social development are thus closely related in that society progresses by evolutionary mechanisms; society’s reorganization through revolutions is the first step to social change, thus social development accordingly. Social development implies an improvement in social institutions that lead to improved quality of life in the society. Since time immemorial, many theorists have tried to explain the linkage between revolutions and social developme nt; specifically, a lot of attention has been drawn to the causal relationship between revolutions and social development. ... However, all these revolutions have instigated fundamental changes in cultures, economies and socio-political structures in those ancient societies. The notion of revolution has interested historians and political scientists for many years to the effect that the study of revolution has led to the evolution of two broad approaches; the historical and theoretical approaches (Lipsky 1976, p.495). The historical approach mainly focuses on the course of events of a given revolution in history, outlining its development and causal factors. The theoretical approach, on the other hand, is interested in formulating a general theory of revolution through examination of selected examples of revolutions in history; theorists in this approach focus on cause-effect relationships and classification of revolutions into various types. They are also interested in the dynamics of the revolutionary process and the long-term impact of revolutions on society. The causes of revolutions have been a focal po int in revolution studies; theorists have tried to explain the origin of revolutions as a two-step process; a sudden change in the existing order occurs creating the conditions for a revolution to occur. In such enabling socio-political environment, any unfortunate eventuality in a society such as a poor harvest can trigger a revolution. For instance, Marxism posits that revolution is a result of the inevitable conflict between classes for the means of production (Britannica.com, n.d). Tocqueville, another 19th century theorist, argues that revolutions in a society arise out of the demand for accelerated socio-economic progress (Lipsky 1976, p.496). However, modern approaches have linked revolutions to multiple

Careers in Math Essay Example | Topics and Well Written Essays - 500 words

Careers in Math - Essay Example This change in gas prices has been attributed to many things, including the war in Iraq, and Hurricanes Katrina and Rita. This is a real life example of the pre-calculus concept of functions. The problems with modeling this situation are obvious. There are so many factors that could be involved it is difficult to tell which is the actual cause of the change, and then there is the difficulty with the rate of change. Finally, there is the pesky problem of the spot price and the difficulties with assessing how spot prices affect retail prices. Retail prices usually follow the spot price shifts, but they sometimes lag behind (This Week in Petroleum 2005). These are the sorts of issues that must be analyzed and solved by mathematicians working out in the real world. One person who designs and runs numerous mathematical models for decision making purposes is Amanda Peterson, who works in the Operations Research department of the Dynamic Research Corporation. Often, decision problems can be solved using mathematical equations, but there are "cases when the situation is too detailed for a math model alone or the customer prefers a more visual product" (MAA Online 2005). Then she writes a computer program called a simulation model to simulate the different aspects of the problem. Decision makers can use this model to test different scenarios.

A World of Art Essay Example | Topics and Well Written Essays - 1250 words - 2

A World of Art - Essay Example SUBJECT SUMMARY Although, Van Gogh and Da Vinci were from separate eras who led distinct lives, they had at least two things in common: their love of art and the fact that they are legendary. The drama they ensued during their lifetimes distinctly shaped them into the men and artists they became, even how they fared in the view of the public. Their differences of experiences in life were evident in their painting styles through elements and principles of design. This division of talent helped shape them into separate, popular artists that each recognized separately of one another. BODY Leonardo da Vinci lived before Van Gogh in 1452, born in Vinci, Italy on April 15 (Leonardo, 2011). Out of everything he did, da Vinci was most noted for his paintings. However, he also heavily influenced people because he beheld one of the most amazing minds of the Italian Renaissance through his work as not just a painter, but as a sculptor, engineer, architect, and scientist (Leonardo, 2011). This i s not really well-known about him, but da Vinci was an illegitimate son of Ser Piero da Vinci and a village woman, Caterina (Leonardo, 2011). Not much is remembered of his mother. His father, on the other-hand, was a noticeable notary who apprenticed da Vinci to Andrea del Verrocchio in 1435 to 1488 (Leonardo, 2011). Opposite of rebellion, da Vinci conformed to tradition. He studied Verrocchio, especially his obsessive methods of perfection in regard to the human figure (Leonardo, 2011). In fact, one of da Vinci’s first paintings came from his assistant work in Verrocchio’s shop when he painted Baptism of Christ (Leonardo, 2011). Despite learning from another artist, da Vinci remained original in his work, not a copier or lesser talented person of his predecessor. Da Vinci set up his own shop after several years in 1478, and by 1481 he was asked to create an altarpiece in a major church entitled Adoration of the Magi (Leonardo, 2011). His experimentation during the Mil anese period where he dabbled in different oils for his paintings did not bode well for future view. Many paintings at that time were lost. Specifically, his infamous artwork The Last Supper had been reduced to mere spots and later reconstructed to what it is today (Leonardo, 2011). Later in life during 1500s, da Vinci focused his talents on human vitality (Leonardo, 2011). His painting Mona Lisa, arguably his most famous, is a product of da Vinci’s human portrayal. By 1506, da Vinci began to focus on science and the living organism (Leonardo, 2011). A few scientific analyses da Vinci conducted were: firearms, growth of plants, flight of birds, and geology (Leonardo, 2011). Before da Vinci died, the French king, Francis I, gave him a country estate in Cloux, France, which is where da Vinci passed away on May 2, 1519 at 67. Vincent Van Gogh entered the world on March 30, 1853 in Groot-Zundert in Holland from a Protestant minister, Theodorus, and his mother, Cornelia (Vincent, 2011). He received his name after he was born a year after the death of his younger brother, a stillborn (Vincent, 2011). Like da Vinci, little is understood or known of Van Gogh’s childhood, but there is speculation that Van Gogh’s mother encouraged him to draw and paint (Vincent, 2011). Before his artistry, Van Gogh was hired on at his Uncle’s company. The firm was called Goupil and Company, a company with art dealers, that Van Gogh worked for starting at age 16 and remained at for

Nursing managemnt Assignment Example | Topics and Well Written Essays - 500 words

Nursing managemnt - Assignment Example 58). As a health professional, nurses often find themselves in an ethical dilemma when administering these palliative interventions; thus, authors of the article define and differentiate palliative sedation, voluntary euthanasia, and physician-assisted death. According to Parker, Paine & Parker (2011), palliative interventions differ only in terms of the actor’s identity as palliative sedation administer sedatives to relieve intractable pain and other distressing symptoms that often accompany later stages of a terminal illness, physician-assisted death prescribes barbiturate at a dose that enables patient to immediately terminate his/her own life when he/she chooses to ingest it, and voluntary euthanasia entails an affirmative act of one person to bring about the death of another (p. 59). Differences between the palliative interventions were clearly addressed but not the boundaries between law and bioethics which has caused ambivalence among health care providers, particularly nur ses. The law grounds palliative interventions to the patient’s right to autonomy but the ethical distinction between affirmative interventions and passive decisions opposes the general application. Meanwhile, bioethics justify palliative interventions in terms of double-effect but some state laws limit application because palliative interventions might be considered as homicide subject to criminal prosecution. In line with this, commentators proposed the development of clinical guidelines that are susceptible to universal population to enhance critical thinking and analysis of nurses in palliative measures and to create a framework for a focused decision process, and should include: education of medical and nursing staff, a provision that limit and incorporate safeguards, implementation of palliative after consultation of the attending physician to the interdisciplinary team, establishment of an internal mechanism, and adopting sedation

Til Death do us Part Essay Example | Topics and Well Written Essays - 750 words

Til Death do us Part - Essay Example This couple has a healthy and happy marriage. It has not been without conflict, but it is still a successful relationship. According to the model, Martha and Robert have gone through various stages in their relationship. Due to the time period, they probably rushed through these stages much faster than they normally would have. Marriage normally takes place during the bonding stage, which is the final stage. However, Robert was sent away during their first year of marriage. This distance caused them to have to revisit some of the earlier stages. They stayed connected through letters, which allowed them to intensify their relationship. When Robert returned, it was difficult at first. They had to learn how to live together again. The births of their two children so closely together did not allow them to spend much time together. That postponed the integrating stage until their children were grown. It was then that they began spending more time together again. Finally, when Robert retired they were able to enter the bonding stage. Although this was also difficult at first, they found a way to make it work. That they can finish each other's thoughts, and can not imagine life without the other shows that they are truly in a successful relationship. Rudy and Bill's marriage also started out quickly. They were married after only a few meetings, and Bill was sent overseas soon after their marriage began. They probably never left the experimenting stage. It is during this stage that couples find out if they should stay together or not. Had they given this more time they probably would have decided to end the relationship. When Bill returned he was a stranger to both Rudy and their son. Rather than going through the development stages again as Robert and Martha did, they seemed to move to the termination stages. Both seemed to think in terms of "me" rather than "we." This is demonstrated when Bill said he wanted things done "his way" not hers. Rudy was unhappy and wished she could stay with her parents. Bill also began spending more time with his friends and going out after work, without Rudy. These are signs that they were differentiating. The next stage is circumscribing, when communication between the couple diminishes. Certain topics are avoided, for example, Bill's dance partners. Bill and Rudy, though living together, lived very separate lives. Rudy's was home with her children, while Bill's was out with his friends. Eventually they even moved into separate rooms in the house. This is representative of the avoiding stage. The final stage would be termination, but this relationship never reached this stage. Rudy believed that divorce was never an option, and her unhappiness not important. Bill does not seem to see a problem with their relationship. One theory that relates to this case study is Mary Anne Fitzpatrick's Marital Communication Theory. According to this theory, there are three types of couples in a marriage, the traditional type, independents, and separates. Couples can move among these types, but their communication styles will be reflected in their type of relationship. Robert and Martha seem to be traditional in their roles. They share a lot, and each person's role in the relationship is defined clearly. Rudy and Bill, on the other hand, are separates. They do not spend much time together, and live separate lives, even though they are still married. This is reflected in how they communicate. Neither seems to hear what the other is

IT Ethics Essay Example | Topics and Well Written Essays - 250 words

IT Ethics - Essay Example This is forcing companies to regulate as well as contain company secrets in an enclosed circle of managers as a means of protecting the future of an IT organization. However, the state of the economy has influenced the ideology that ‘every person has a price’. Managers are poached from one firm to another, which implies that individuals can reveal secrets of the firm to competitors (Kelly, 2006). This has made business difficult, especially with the growth of the World Wide Web (www). Social media sites are being banned in organizations to protect company operations and regulate employee activity. In some cases, managers monitor the activities of employees on their computers to ensure that employees follow protocol at work. This has affected privacy in the office; however, it benefits the firm in containing secrets and/or confidential information. In conclusion, IT companies are struggling in containing company secrets. This is attributed to the harsh economic times, as well as corruption in various sectors. This has prompted firms to clampdown on social media sites to preserve the security of information in the firm (Kelly, 2006). Though privacy is fore-gone in companies for employees, the firm will overlook ethical behavior, for information

Discuss Stevensons presentation of the charchacter of Mr Hyde in the novel Essay Example for Free

Discuss Stevensons presentation of the charchacter of Mr Hyde in the novel Essay The Character Mr Hyde, in the book Dr Jekyll and Mr Hyde by Robert Louis Stevenson is left a mystery to the reader for the majority of this Victorian Gothic Horror. The suspense of this book would have been ever more relevant in Victorian times, due to the menacing and real evil of Jack the Ripper, a serial murderer who preyed the streets of London in the late 1800s. Jack is a person with which through the book, Edward Hyde shares certain characteristics, such as leading a double life. Investigators suspected Jack the Ripper to be a respectable man in daylight hours. They never did catch him. The first initial sighting of this stumping, little man was in the dark and early hours of the morning. This already suggests that Mr Hyde is not quite normal, as stereotypically bad things come out at night, so automatically the reader is intrigued. In addition, you can tell that he is going to be an important factor to the book when he tramples a child like a Juggernaut with no feelings and it is chilling to think what kind of a man does this. The person to witness the preliminary event involving Mr Hyde was Mr Utterson; Mr Jekylls friend and lawyer. In the event, a cheque with Mr Jekylls name on it was handled by Mr Hyde and given to the trampled childs family in the hope that they would keep his mistake a secret. No gentleman but wishes to avoid a scene. First impressions are the basis on which the majority of Hydes character is built, almost as if Stevenson doesnt let you see past Hydes (generally bad) first impressions to a sad creature that ends up weeping like a lost soul. Right at the beginning of the book, when we find Hyde trampling a child, Utterson has already taken a loathing to [his] gentleman at first sight and the ugliness of Hyde brought out the sweat on [him] like running. Then later, a witness to a murder remembers a previous meeting with Hyde, in which she had conceived a dislike for him. Further on in the book the effect Hyde has on people gets stronger as he grows in evil and stature. With his remarkable combination of great muscular activity and great debility of constitutionthis bore some resemblance to incipient rigor, and was accompanied by a marked sinking of the pulse. This quote describes Mr Hydes appearance, and the extent of his deformities. We begin to understand why he avoids daylight and why the public avoid him. There are numerous occasions of people feeling nauseous after meeting Hyde, and few people are unmoved on first meetings with him, Sir Danvers Carew is one of those who remain unmoved, but nothing good comes out of it. In the Carew Murder Case, we begin to understand the depth of Mr Hydes character. This is the first instance in the book where he is compared to an animal or being backward to society by dramatically changing his suspiciously polite mood to ape-like fury. This horrific change resulted in a vicious attack on Sir Carew, the person Hyde was so politely speaking to in the street who also happened to be a famous MP. Moreover, for an MP to be clubbedto the ground by a hailingstorm of blows was a crime of singular ferocity that London was startled by. A maid witnessed this cruel murder from a nearby house and gave Edward Hydes name to the police. The police then searched Hydes house in Soho, a downtrodden area of London that was lived in by the working class, the rooms were furnished with luxury and good taste but the house was in a mess, almost as if had been vandalised. This confirms to the reader that Hyde is a complicated and probably lonely person. There is almost an element of pity towards Hyde from the reader. In the final chapters the anticipation for something climatic to happen is at its largest and as anticipated, the mystery of Edward Hyde is unravelled and we see a somewhat unexpected side to him, although quite understandable because of his general unpredictability. Many questions arise within the reader when the usually brutal creature is found alone and dead in a cabinet as if he was vulnerable. Throughout the book, Edward Hyde is also depicted as being growing and ominous evil and as his inner evil grew he had also grown in stature, and to find him dead instead of the suspectedly murdered Dr Jekyll is certainly a shock to the reader. Many disreputable tales came out of that mans [Mr Hydes] cruelty and the fact he was still roaming the streets was unnerving to those who knew of him, yet he is found to have possibly committed suicide even though he had an immense love of life and fears [Dr Jekylls] power to cut him off by suicide In conclusion, I think that Hyde has been portrayed to be the pure evil of Victorian times and that Robert Louis Stevenson was really writing about the battle between good and evil. For example the times all through the book when Jekyll has had to clear up after Hydes mess (trampling the child was covered up with a cheque) is like the Victorians having to clear up after mistakes in their society and lives. Another example is Hyde being scared that Jekyll could stop him from living, which is saying that in the end good has more power over evil. In the book there is also an element of pity towards Hyde, as if he is the misunderstood character, but I suppose this pity for him could be a trap and in the end you will never see any real good out of him, this is along the lines of what Jekyll said in the final chapter. In this book, Stevenson has focused on Juxtaposition (opposites) and Jekyll and Hydes battle with each other is a metaphor of this. This book was a horror novel in Victorian times, and rightly so, with their obsession with hell and Jack the Ripper still roaming the streets this novel gave them even more reason to fear God and the evils that surround them.

Plagiarism Essay Example for Free

Plagiarism Essay Plagiarism is the practice of dishonestly claiming or implying original authorship of material which one has not actually created, such as when a person incorporates material from someone elses work into their own work without attributing it. Within academia, plagiarism is seen as academic dishonesty and is a serious and punishable academic offense. Plagiarism may happen unintentionally in the case of unconscious plagiarism or if a plagiarist is unaware of the need for citation. Non-attribution in ipse is not necessarily plagiarism; it is only such when the norms of the community are affronted. In normal discourse, it is not usual to make attribution. Likewise, use of non-attributed Biblical phraseology or quotations in a sermon is acceptable. To an extent, accusations of plagiarism seem to be attracted by a perceived hubris on the part of their target. Plagiarism is not necessarily the same as copyright infringement, but necessarity to prevent plagiarism using free online plagiarism checker. which occurs when one violates copyright law. The copying of a few sentences for a quotation is fair use under US copyright law, but, if not attributed to the true author, it is plagiarism. Punishments  In the academic world: Plagiarism is a serious academic offense which can result in punishment ranging from a failing grade on the particular assignment (typically at the high school level), or the course (typically at the college level), leading cumulatively to an academic suspension or expulsion. Being found guilty of plagiarism can ruin an academic career; it may result in revocation of ones degree, or the loss of ones job, and will result in the loss of academic credibility. Charges of plagiarism are resolved through internal disciplinary proceedings (which students usually agree to be bound by when they enter a course). Generally, although plagiarism is often loosely referred to as theft or stealing, it has not been prosecuted as a criminal matter in the law courts, according to Stuart Green. Likewise, plagiarism has no standing as a criminal offense in the common law. Instead, claims of plagiarism are a civil law matter; acts that constitute plagiarism are in some instances treated as copyright infringement, unfair competition, or a violation of the doctrine of moral rights. Frequency of plagiarism There is little academic research into the frequency of plagiarism. Any research that has taken place has focused on universities (higher education). There are no published statistics for the school or college (further education) sectors; awarding bodies do not maintain statistics on plagiarism. Of the forms of cheating (including plagiarism, inventing data and cheating during an exam), students admit to plagiarism more than any other. However, this figure decreases considerably when students are asked about the frequency of serious plagiarism (such as copying most of an assignment, or purchasing a complete paper from a website – 20% and 10%). Recent use of specialist detection software (see below) has given a more accurate picture of prevalence. Practical advice Plagiarism is sometimes difficult to avoid in writing, because writers are not always consciously aware of the source of the wording, or the source of the idea. To ensure that a writer will avoid plagiarism, it is necessary to keep track of the sources used, and record them accurately. In past years, when students copied extracts from books onto index cards or notebooks by hand, it was customary both to rephrase the idea, so it could be used in the author’s words and properly credited, and also copy what seemed to be useful quotations, so they could be quoted with a proper source. In working with photocopy or print out, it is normally easier to mark the pages, usually with different color pens or markers. When working with computer files on the screen, it is advisable to employ the annotation or comment features of the software. In any case, it is necessary to ensure that the notes are clear, that the photocopied or downloaded material includes the name and date of the source; that when working with online material, the date and URL are always recorded. The use of reference management software can be helpful in keeping track of the material. When working with sources other than book and articles, it is necessary to keep track of the sources, and the details are explained in the style manuals. Unintentional Plagiarism on the Internet Very well known works are often used without citation or attribution but this does not mean that the practice is either permissible or desirable. Some works are very well known in one country but little known in other countries. Authors may quote or adapt works which do not need attribution in their country. Authors may then put such unoriginal work onto the Internet without realizing the need for attribution. Organizational publications Plagiarism is presumably not an issue when organizations issue collective unsigned works since they do not assign credit for originality to particular people, there is no question about taking credit for someone elses ideas. These are not original works of research, and necessarily provide a summary of others work. As the academic level increases, so will the quotation marks and footnotes. But even a textbook will not use a direct quote with some sort of appropriation. As Jefferson said in the Declaration of independence, However, even such a book does not make use of words, phrases or paragraphs from another text, or follow too closely the other texts arrangement and organization. Within an organization, in its own working documents, standards are looser but not non-existent. If someone helped with a report, they expect to be credited. If a paragraph comes from a law report, a citation is expected to be written down. Technical manuals routinely copy facts from other manuals without attribution, because they assume a common spirit of scientific endeavor (as evidenced, for example, in open source projects in software) in which scientists freely share their work. The Microsoft Manual of Style for Technical Publications Third Edition (2003) by Microsoft does not even mention plagiarism, nor does Science and Technical Writing: a Manual of Style, Second Edition (2000) by Philip Rubens. The line between permissible literary and impermissible source code plagiarism, though, is apparently quite fine. As with any technical field, computer programming makes use of what others have contributed to the general knowledge. It is common for university researchers to rephrase and republish their own work, tailoring it for different academic journals, and often also for a newspaper article, in order to disseminate their work to the widest possible interested public. However, it must be borne in mind that these researchers also obey limits: if half an article is the same as a previous one, it will be rejected. One of the functions of the process of peer review in academic writing is to spot such errors. Public figures commonly use anonymous speech writers. However, if a speech uses copied material, it is the public figure who may well be embarrassed. In 1988, Delaware Senator Joe Biden was forced out of that years US Presidential race (but remained in the US Senate) when it was discovered that a part of one of his campaign speeches contained plagiarism. Famous accusations and examples of plagiarism Academia and Scholarship Numerous passages of Robert Masons 1983 Vietnam War memoir Chicken hawk were copied, almost word-for-word, by Charles Sasser and Ron Alexander in their 2001 book, Taking Fire. James A. Mackay, a Scottish historian, was forced to withdraw all copies of his biography of Alexander Graham Bell from circulation in 1998 because he plagiarized the last major work on the subject, a 1973 work. Also accused of plagiarizing material on biographies of Mary Queen of Scots, Andrew Carnegie and Sir William Wallace he was forced to withdraw his next work, on John Paul Jones, in 1999 for an identical reason. Psychology professor Rene Diekstra author of popular books left Lei den University in 1997 after accusations of plagiarism. Proceedings continued as of 2003, with Diekstra contesting a report about him on this matter. Historian Stephen Ambrose has been criticized for incorporating passages from the works of other authors into many of his books. He was first accused in 2002 by two writers for copying portions about World War II bomber pilots from Thomas Childers The Wings of Morning in his book The Wild Blue. After Ambrose admitted to the errors, the New York Times found further unattributed passages, and Mr. Ambrose again acknowledged his errors and promised to correct them in later editions. Marks Chabedi, a professor at the University of the Witwatersrand in South Africa, plagiarized his doctoral thesis. He used a work written by Kimberly Lanegran at the University of Florida and copied it nearly verbatim before submitting it to The New School. When Lanegran discovered this, she launched an investigation into Chabedi. He was fired from his professorship, and The New School revoked his Ph. D. Author Doris Kearns Goodwin interviewed author Lynne McTaggart in her 1987 book The Fitzgerald’s and the Kennedy’s, and she used passages from McTaggarts book about Kathleen Kennedy. In 2002, when the similarities between Goodwins and McTaggarts books became public, Goodwin stated that she had an understanding that citations would not be required for all references, and that extensive footnotes already existed. Many doubted her claims, and she was forced to resign from the Pulitzer Prize board. A University of Colorado investigating committee found Ethnic Studies professor and activist Ward Churchill guilty of multiple counts of plagiarism, fabrication, and falsification. The Chancellor has recommended Churchills dismissal to the Board of Regents. The action is currently pending Churchills appeal. Journalism In 1999, writer and television commentator Monica Crowley allegedly plagiarized part of an article she wrote for the Wall Street Journal (August 9, 1999), called The Day Nixon Said Goodbye. The Journal ran an apology the same week. Timothy Noah of Slate Magazine later wrote of the striking similarities in her article to phrases Paul Johnson used in his 1988 article for Commentary called In Praise of Richard Nixon. New York Times reporter Jay son Blair plagiarized articles and manufactured quotations in stories, including stories regarding Jessica Lynch and the Beltway sniper attacks. He and several editors from the Times resigned in June 2003. [ Moorestown Township, New Jersey high-school student Blair Horns tine had her admission to Harvard University revoked in July 2003 after she was found to have passed off speeches and writings by famous figures, including Bill Clinton, as hers in articles she wrote as a student journalist for a local newspaper. Long-time Baltimore Sun columnist Michael Olesker resigned on January 4, 2006, after being accused of plagiarizing other journalists articles in his columns. Conservative blogger Ben Domenech, soon after he was hired to write a blog for the Washington Post in 2006 was found to have plagiarized a number of columns and articles hed written for his college newspaper and National Review Online, lifting passages from a variety of sources ranging from well-known pundits to amateur film critics. After initially blaming any wrongdoing on past editors, Domenech eventually resigned and apologized.

The Threat Of Natural Disasters To Cambodia Environmental Sciences Essay

The Threat Of Natural Disasters To Cambodia Environmental Sciences Essay A Discussion on Building Resilient Communities, A Case Study of Cambodia. All through the 20th century, cities of the world have grown in size and importance, with an estimate of about half of all people living in urban areas and their numbers are expected to rise to at least 60 per cent by 2030 (UNHSP, 2002). Ironically, while cities are of vital importance as economic engines, hubs for transportation and communications, cultural centers and homes to the majority of the earths people, they are particularly vulnerable to natural and environmental hazard impacts. During the 1990s, losses from natural disasters were more than four times greater than during the 1950s, with more than 500,000 fatalities and over $1 trillion in damages (Walter, 2003). The existence of multifaceted and cascading hazards in Cambodia has occurred in time past causing large destructions. These hazards that occur are most times unavoidable but their impact could be reduced if the necessary circumstances are put in place. Managing natural and environmental hazards is essential because they pose significant threat to the human populace, carrying the potential to disrupt economic and social activities, cause substantial damage to property and even kill people. The best form of addressing such situations is to make the necessary investigations and preparations for emergency response when (before and after) these hazards occur. Basically, building resilient cities are an act of preparation for the inevitable natural hazards. Cambodia is located in the tropical zone, Southeast Asia, about 10-13 degrees north of the equator. Its climate is dominated by the annual monsoon cycle with its alternating wet and dry seasons, making it warm to hot throughout the year. It covers an area of about 181,035 square kilometres and is divided into 24 provinces as seen in figure 1. It is bordered to the North by Thailand and Laos, to the East and South by Vietnam, and to the South and Southwest by the Gulf of Thailand. Most of Cambodias land is relatively flat with vast tracts of land given over to rice production. Annual rainy season commences in July, with flooding occurring between September and December. During the monsoon season, Cambodia experiences flash floods usually after heavy rainfall. The provinces of Battambang, Kampong Chnang, Kampong Speu, Kampong Thom, Kampot, Kandal, Pursat and Rattanakiri are regularly hit by flash flooding. The second type of flood, the much slower but prolonged flooding, is caused by the overflow of Tonle Sap River and Mekong tributaries, inundating the provinces of Kampong Cham, Kratie, Kandal, Prey Veng, Stung Treng, Svay Rieng and Takeo. In 2000, Cambodia saw the worst flooding in recent history, with a total estimated damage of USD150 million. It affected more than three million people in 22 of the 24 provinces of the country, displacing 85,000 families and killing 182 (ECHO, 2008). Drought in Cambodia is characterized by loss of water sources caused by the early end or delays in expected seasonal rainfall. The traditional drought/lean season is between the months of August and November. Although not as severe as floods in terms of impact, it severely affects farming productivity especially among rice growing communities who rely solely on rain or river-fed irrigation. Low agricultural yield due to extended drought has increased indebtedness of families and contributed to widespread food shortages. The worst drought incident in 2002 had affected two million people and incurred a total damage of USD 38 million, (ECHO, 2008). No one can stop natural disasters. However, we can reduce the impact of natural disasters on the physical and the socio-economic losses in society. It is notable that victims of disasters mainly come from the least wealthy and influential; those in unsafe houses and engaged in more dangerous activities, who have limited options and entitlements. In any case, university students killed in school annual graduation or new born babies in health care facilities are especially disturbing aspects of the aftermath of disasters. Surely, these places should put safety issues first. Due to environmental degradation and human activities, natural hazards have been persistent. The Mekong flood in 2000 gave Cambodia the most terrible incident in the last 70 years, causing both socio-economic and physical damages. According to the official report of the National Committee for Disaster Management (NCDM) (2006), the floods affected about 3.4 million people with 347 fatalities, 80 percent of which were children. Moreover, schools and other infrastructures such as hospitals, houses, and pagodas were seriously damaged, with a total estimated loss of US$161 million. Again, floods hit Cambodia in 2001 and 2002, damaging approximately US$36 million and US$12 million respectively. In 2001, the floods killed 62 people while in 2002 the floods killed 26 (40 percent of whom were children), and many schools were destroyed. Figure 1.Map of Cambodia with Provinces cambodia-map-provinces.jpg Because many Cambodians depend upon subsistence agriculture for their source of revenue, they are particularly vulnerable to suffering hunger, poverty, or even the loss of life, when such disasters hit. This vulnerability has increased in recent years because of a series of almost consecutive annual disasters that have not allowed people the opportunity to recover from previous floods or droughts. The Royal Government of Cambodia and other stakeholders, including NGOs and the donor communities, have been increasing cooperation to allow for joint responses to the needs of the affected population when disasters strike. The overall goal is to ascertain and address the root causes of vulnerability to disasters. There is thus a need to identify and prioritize areas that are prone to natural disasters, and areas in which the population suffers most when disasters strike. Flood affected areas, rice dependency, and food security are considered when determining areas that should be prioritised for flood related interventions. The extent to which each an area is affected by flood waters, depends on rice production, and incapability to manufacture enough food to feed itself during flood years are taken together to classify areas into different levels of precedence. Two major types of flood were identified in Cambodia: Flash floods which result from heavy downpours upstream on the Mekong River which affect the provinces along the Mekong River and in the southern areas of the country. Central area floods are large floods that result from a combination of runoff from the Mekong and heavy rains around the Tonle Sap Lake. The waters affect the areas around the lake, but also flow heavily down the Tonle Sap River and the lower portion of the Mekong to flood the southern provinces. The first priority area is rigorously affected by any type of flood, the second a rea is only affected by the big central area floods, and the third area is only affected by flash flooding of the Mekong. These three priority areas are shown in figure 2. Figure 2: Flood Prone Communes image7_02.png The method applied to define areas vulnerable to drought is similar to that discussed ealier. The concern evaluate include: drought affected areas, rice dependency, and food security. Areas were defined as highly rice dependent if more than 80 percent of households are fully engaged in rice production. Food insecurity was measured as above for the drought year of 1998. Definitions for three levels of priority were again developed. First priority areas are defined as those with low precipitation and NDVI, high rice dependence, and food insecurity in 1998. These are areas where droughts are likely, and where they will have the most terrible consequences. Second priority areas have the same criteria as the first priority communes, but were not food insecure during the 1998 drought year. Third priority communes have low precipitation and NDVI, and are thus drought prone, but are neither highly rice dependent nor food insecure. The three levels of priority communes are presented in figure 3. Figure 3 Drought Prone Communes image7_03.png Vulnerability well-meant is the exposure and sensitivity to livelihood shocks and risks. Risks are the combination of the probability or frequency of occurrence of a defined hazard and the magnitude of the consequences. Natural hazards often cannot be prevented, and if they materialize, can generate a shock that affects households and communities in both predictable and unpredictable ways. Vulnerability is only to some extent determined by the type of hazard, while it is mainly determined by social systems and power (Wisner et al. 2006). The degree of vulnerability depends on the nature of the risk and a householdà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s resilience, or ability to recover after shocks. Vulnerability can be lessened by reducing exposure to risks of shocks that affect many people (e.g., frequent droughts) or shocks that affect individuals or households (e.g., the death of the household head) and increasing the householdà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s ability to manage sho cks. However, chronically food-insecure households often are not resilient to shocks and are continuously vulnerable. The government in Cambodia has initiated poverty reduction policies that attempts to reduce poverty, increase food security and thus reduce vulnerability of poor households. The concept of vulnerability links the relationship that people have with their environment to social forces and institutions and the cultural values that sustain or contest them. Vulnerability refers to the totality of relationships in a given social situation producing the formation of a condition that, in combination with environmental forces, produces a disaster. Disaster, risks and outcomes are socially produced at the intersection of a complex and dynamic range of hazard and vulnerability patterns, associated with underlying social, economic, territorial and political processes operating in specific locales. The concept of vulnerability links general political economic conditions to very particular environmental forces to understand how basic conditions such as poverty or racism produce susceptibilities to very specific environmental hazards. Vulnerability, thus, integrates not only political economic, but environmental forces, defined in terms of both biophysical and socially constructed risk. The working definition provided by Blaikie et al. is currently among the most utilized: By vulnerability we mean the characteristics of a person or group in terms of their capacity to anticipate, cope with, resist, and recover from the impact of a natural hazard. It involves a combination of factors that determine the degree to which someones life and livelihood is put at risk by a discrete and identifiable event in nature or in society(1994:9). The DIPECHO project was implemented in partnership with three local NGOs for the period of 15 months (from 15/02/2007 to 14/05/2008) in three operating provinces. The project activities centre of attention primarily is on the poorest and most excluded community members, identified as being particularly vulnerable to disaster, including women and children, poor farmers, fishery communities, landless people, ex-Khmer rouge soldiers, displaced people, wage labourers, people living with or at risk from HIV and AIDS, Vietnamese minority groups, and people with disability. The total number of direct beneficiaries identified through the project was recorded as 15153, (ActionAid International, 2006). The project aim is to build the capacity of community members and local authorities in 48 target villages in the project areas in the three provinces to better understand and prepare for recurring flood and drought by implementing the following strategies: Organise and build competence of the local community Create and strengthen institutional systems at the village and commune level Working in alliance with other actors and government on disaster risk reduction programmes Advocating on Disaster Risk Management (DRM) issues and influencing the concerned officials and institutions Capacity building of the existing institutions, communes and the various organs of the National committee on disaster management at commune, district, province level Conducting a detailed vulnerability analysis, developing village level disaster plans and formulating commune disaster risk management plans The following were the outcomes on the completion of the project: The capacity of Commune Committees for Disasters Management and Village Development Committees was enhanced to analyse their vulnerability and actively prepare their communities for the risks of flood and drought. Increased availability of Disaster Preparedness knowledge and skills across community members in target villages. Reduced vulnerability to disaster through small-scale disaster preparedness and mitigation initiatives carried out at the village community level. Formal structures and network of partnerships for community-based disaster risk management in Cambodia (CBDRM) comprise of an approach that builds upon existing capacities and coping systems of communities to jointly plan and apply appropriate and durable reduction and disaster preparedness plans. The strategy involves the participation of local actors, particularly vulnerable communities, who actively work to identify causes of vulnerability and actions to mitigate the impact of vulnerability from these natural disasters. Furthermore, the strategy aids communities towards long term capacity to adapt. With recurring drought and flooding and threats from other natural disasters in Cambodia, CBDRM is seen as a pacesetter in reducing massive loss of life, property and livelihood. The Cambodian government considers CBDRM as an essential part of its rural development program to alleviate poverty (ActionAid International, 2006). The major purpose of sustainable development is to generate and preserve flourishing ecological, social and economic systems. There exists an intimate link between these systems as humans can transform the ecological system and they also depend on it for food, wealth and security. Human actions can severely affect the ability of the ecosystem to perform its natural functions with adverse consequences for vulnerability, human life and security. Several case studies have helped shed more light on the connection between resilience, sustainability of social ecological systems and diversity (Berkes and Folke, 1998). Resilience basically refers to the degree of shock that concerned system can endure and stay within a given state. It can also be the degree to which the system concerned can organize itself or build capacity for learning and adaptation. It has been argued that two components of any given system affect its resilience, one being its adaptive capacity which is directly related to its heterogeneity and broadly equivalent t the diversity of its institutions and assets available in social systems. The second is its robustness and this refers to the properties of a given system that allow it accommodate disturbance without additional adaptation. Resilience and robustness refer to the capacity of the system to accommodate disturbance without losing functionality. Disaster management style or procedure can destroy or build resilience depending on how the community concerned organises itself in response to management actions. Building societal resilience requires understanding of ecosystems that incorporates knowledge of local users (Olsson and Folke, 2001). Structured Scenarios and active adaptive management have been recognized as fundamental to building resilience. Circumstances are used to envisage option future scenarios. Applying this action, resilience building strategies can be acknowledged and applied within the framework of sustainable development. The probability of sustainable development is improved by management for resilience in a dynamic world full of astonishments. Sustainable development is a pattern of resource use aimed at meeting human needs while preserving the environment so that these needs can be met not only in the present but also for future generations. It brings together the concern for carrying capacity of natural systems and social challenges faced by humanity. It is now clear that sustainable development that regard the impact of manà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s activities on the natural environment and attempts to reduce damage to the natural environment is the key to poverty reduction, environmental security and management and mitigation of weather and water related hazards. It basically targets resource poor and landless communities especially in the coastal regions because of population density, rapidly declining natural resources, work and income security and a high level of vulnerability to these hazards. With the understanding that environmental degradation can be tackled by knowledge and technological empowerment of the resource poor, illiterate rural man and women, the major aim of these programmes is to blend technological frontier with local knowledge in order to provide an integrated orientation to technological development and dissemination. As local communities confront the impacts of glacial melting, rainfall fluctuation, flooding and drought, they will need support to strengthen their capacity to withstand these changes and increase their resilience to the effects of a changing climate on international waters. Rivers, lakes and coastal ecosystems are increasingly being impacted by deforestation, land degradation, poor water management, and aquatic species loss as well as changes in fisheries habitats, water scarcity and floods or droughts precipitated or exacerbated by climate change, making communities more socially, economically and physically vulnerable. Local communities have shown, through ecosystem restoration, integrated water resources and coastal management and development that these activities can help communities associated with international waters increase their resilience to climatic variability and future effects of climate change. While in some cases it may be too early to gauge the adaptation success of local projects since it may entail preparing for future climate events and impacts, this publication provides some examples of how communities have successfully conserved their resources, restored their ecosystems, reduced their vulnerability and improved their livelihoods and increased their resilience to environmental threats and climate change in international waters. Resilient communities are far less vulnerable to hazards and disasters than less resilient places. For this assumption to be validated and useful, knowledge of how resilience is determined, measured, enhanced, maintained, and reduced is vital (Klein et al., 2003). It is not obvious what leads to resilience within coupled humanà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬environment systems or what variables should be utilized to measure it. Because of the multidimensional nature of resilience and its different component parts, a broad model of resilience has yet to be empirically tested at the community level (Cumming et al., 2005). CONCLUSION The existence of a growing incidence in the occurrence of natural hazards can be accredited to a multifaceted world where increase in population is present. Vulnerability are ever-increasing in communities due to human activities. However, climate change and sea level rise may be accountable for augmented occurrence of some of these hazards. Globalization also spreads the cost of natural hazards going beyond the borders of the country directly affected. Technological and science based progress in our pursuit to understand natural hazards, applications and technological responses have clearly been insufficient. Response to disaster happen mostly after the event and so much is required to be put in place to sustain research and draw up programmes for risk assessment, recommend countermeasures, build and strengthen resilience in communities at risk. Researchers and disaster managers need to work hard to ensure vigorous knowledge takes a essential role in policy development. In this, loc al communities will be more resilient to natural and environmental hazards

Ghost :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  The fondest memories of my youth include hitting people with sticks and throwing people out of trees. I was probably only about 8 years old when I started masquerading in the woods as a Robin Hood type character. Along with me I had about 7 other outlaws. Daily we would go into the woods and change teammates on our different Klan’s. Someday's we even had up to 12 kids parading through the woods on missions to free friends and seek vengeance for unjust acts that had been committed in our territory. Literally jumping 30 feet in the air from one tree to the next was no large task, it was done almost automatically when a foe approached and was gaining fast on you. Especially when you carry a wound from a battle, the adrenaline will make you do crazed things. Without hesitation or second thought we commonly committed feats which would have caused our parents to banish us from the woods. Trees were used to cut down and turn into weapons. There were throwing stic ks, swords, staffs, and an entire array of undecipherable weapons that were used. Going into battle included tying sticks to your shins so sword blows wouldn't hurt and using sap to thicken the skin on your hands so when the sword went uncontrollably smashing into your hands it wouldn't hurt as bad. I proudly wore the title of king of the mountain. When there was no snow we climbed a steep hill that went straight down about 12 feet into a grass field. Uppercuts and hooks were not uncommon ways of getting a nemesis off of the mountain. I even had a special attack where I would squat, jump, slap the victim in the face, land, and sweep there legs out as I hit them in the knees and stepped on their feet. This would inevitably cause them to crash into the ground. It was almost every time someone was hit off the cliff that we had the wind knocked out of us. If a blow were too forceful then other people would hit you with sticks. At the end of the day we outlaws would be covered with dirt and blood with several abrasions. I loved those woods and think fondly of them whenever I reminisce upon my early childhood. One of the Greatest adventures we had when the entire group of us was together as one Klan occurred when I was in 3rd grade.

The Horse Dealer?s Daughter: Love Essay -- essays research papers

In the story â€Å"The Horse Dealer’s Daughter†, author D.H. Lawrence represents a type of love metaphor that is truly an example of how powerful love can be. His two main characters, Dr. Jack Fergusson and Mabel Pervin undergo such a dramatic experience, its almost impossible not to pick up his story and read it for a second time. But can something this imaginative and so farfetched actually happen? Well, love does work in mysterious ways and there have been a number of fascinating events that have happened to people. Love is unpredictable, exciting, and probably one of the greatest feelings people can experience during a lifetime. Love is just one of those things that can’t be explained. Since scientists truly can’t find out the meaning of it or why it happens, it allows authors like D.H. Lawrence to create intense and dramatic scenes that keep the reader on the edge of their seat. In this story, Lawrence’s character Mabel finds love at a time where she least expects it. Mabel was one of two girls in a family of five children. Her brothers, all of which were older than her, didn’t think much of Mabel and really didn’t have too much respect for her. When she was fourteen, her mother had passed away, which left Mabel heartbroken and depressed. Her father, whom she had loved very much, remarried to another women and left Mabel with the feeling of insecurity. He also eventually passed away leaving the family in debt. It was all of these events that lead to her deep depression, whi...

Family Ethnicity :: essays research papers

Name:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Title:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The impact of ethnicity on my family Subject:  Ã‚  Ã‚  Ã‚  Ã‚   Due Date:  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Growing up, my family consisted of my mother, father, and my three brothers. My father was of German decent and my mother was of Irish. There was a stigma attached to being a German American back in the late 1940’s and as a result, my father would have nothing to do with this German heritage. He changed his name from Willie to William and as a great disappointment to my grandparents, refused to learn the German language. Even with his attempts to keep his ethnicity out of his life, my father retained many of the German traits of his parents. He is extremely hardworking and thrifty. The thought of going into dept makes him physically sick to his stomach. He would never own a credit card. To make a major purchase such as a car or appliance, he would take a 2nd and sometimes a 3rd job so he could pay cash for the items. I like to think that I inherited my father’s work ethics. But I know for a fact that I don’t have an ounce of his thrifty ways, nor do my daughter. I miss the German foods that my Grandmother used to make. Now that she is gone, I wish I had some of her recipes. The only German foods I can make are potato pancakes and German Potato salad, which my daughters love, or at least they say they do so they don’t hurt my feelings.   Ã‚  Ã‚  Ã‚  Ã‚  I hardly knew my mothers parents. They both died before I started kindergarten. My grandfather loved beer and died of cirrhosis. I suppose that this could go along with his Irish ethnicity. My mother is a strong catholic and had plans to become a nun before she met my father. As long as I can remember, my mother would give up a pleasure in her life and spend time praying for something to happen or not happen to one of her sons. Examples are:  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  She gave up wine and prayed that I wouldn’t be drafted during the Viet Nam war. I received a medical exemption for a back problem.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  She gave up between meal snacks and prayed that my brother, Kevin would marry his live-in girlfriend. Kevin is in his mid 40s now and is still living with Patty. Mom doesn’t pray for this anymore since Kevin is the only of her 4 sons that hasn’t been divorced yet.

English paper

Title Will Durant, a U. S author and historian, writes, â€Å"Education is a progressive discovery of our own ignorance. † This means that all the knowledge people once had is misleading to what the truth really is. Similarly, in Plato's â€Å"Allegory of the Cave† and Frederick Douglass's â€Å"Learning to Read and Write† a painful process of gaining knowledge through all the ignorance is described. Plato describes a prisoner going on a Journey to gain knowledge that is behind him, after he was stuck staring at a wall of shadows his whole life.He goes back to tell the other prisoners of his iscoveries and they want to kill him. Douglass is a slave who learns to read and write, going through stages to achieve each step. As he begins gaining knowledge he finds the truth about slavery which startles him. Socrates' idea that gaining knowledge is a difficult Journey to undertake because by doing so it changes the way people see the world, as proven by Douglass' exper iences. In Plato's â€Å"Allegory of the Cave†, Socrates illustrates a metaphorical story about attaining knowledge.He describes a cave with men who are chained, prisoners of the cave. They face a wall; that is all they can see because they cannot move their heads. They cannot even look behind them to see a walkway and a fire. As a person passes on the walkway, a shadow is projected onto the wall in front of the prisoners; this is all they know. Only the shadows are what is real to them because it's all they have ever known. Socrates says, â€Å"How could they see anything but the shadows if they were never allowed to move their heads? † (Plato 479).The main point is that people cannot understand anything except what is being projected right in front of them. Socrates' point is that society has a limited understanding of knowledge, and is ignorant about what is beyond the surroundings. To acquire knowledge of the truth beyond the cave, one prisoner is freed. As his eye s adjust to the light, he starts to see the real objects from the images that are projected onto the wall. He understands how the shadows were a false truth and Just an illusion and he feels bad for the other prisoners still stuck in the cave.He understands that they are not seeing the truth. Socrates states, â€Å"What he saw before was an illusion† (Plato 480). So the prisoner returns to tell the others about his knew knowledge, but they couldn't understand what they were being told. The other prisoners will not accept the knowledge the escapee has learned and my even put him to death. But the chained prisoners don't understand that the whole world outside the cave is more real than the false illusions, or the shadows being projected onto the walls. Society doesn't want to accept knew knowledge; people often resist changing what they know.Socrates' prisoner goes through stages or the process of knowledge, which is also shown in Douglass. In the allegory, when the prisoner f irst leaves the cave he stares at the sun and cannot see; it takes time to get accustomed to the brightness. Socrates describes, â€Å"And first he will see the shadows best, next the reflections of men and other objects in the water, and then the objects themselves† (Plato 480). In time the prisoner will begin to understand the â€Å"realities † (Plato 480) that ne is tacing by going through the stages.This is shown in Douglass as well. Douglass is first taught to read by Mistress Hugh, but then she refuses to teach him. So Douglass turns to kids that e makes friends with to finish teaching him to read. Douglass Sates, â€Å"The light broke in upon me by degrees† (Douglass 73); in other words, education is being achieved in stages. This is like the prisoner going through a process of gaining knowledge. Once Douglass is introduced to reading, he teaches himself to write by tricking the white boys into helping him learn.The process endured outside the cave by the prisoner- or the process endured by Douglass- will be â€Å"tedious† (Douglass 74), and take time, but steps must be taken to gain any knowledge. The process of gaining nowledge can be painful; Socrates idea of pain by being enlightened is played out in Douglass. When the prisoner is in a cave he is comfortable with the shadows on the wall and his surroundings, but if the prisoner is freed he will feel pain: â€Å"And if he is compelled to look straight at the light, will he not have a pain in his eyes which will make him turn away to take refuge in the objects of visions which he can see† (Plato 480).The new knowledge that he will gain is so different than what he is used to. This can be seen likewise in Douglass as well. When Douglass learns to read he learns the ruth of slavery which â€Å"tormented† (Douglass 71) him. He writes, â€Å"It opened my eyes to the horrible pit, but no ladder upon which to get out† (Douglass 72). This is similar to the pri soner leaving the cave. He understands slavery and his rights are taken away, they ways that they are taken from their homes and made into nothing is so cruelly wrong.This causes him great pain; the only thing he has to look forward to is the hope of being freed. Because becoming enlightened is a painful process, many will resist or challenge what they believe, as illustrated by Socrates and Douglass. After the prisoner goes on his Journey of being enlightened, he goes back to the cave to tell his friends what he has learned, but they reject him. Socrates says, â€Å"If any one tried to lose another and lead him up to the light, let them only catch he offender, and they would put him to death† (Plato 482).The other prisoners think he is being â€Å"ridiculous† (Plato 481) and want to put him to death for his story about life outside the cave. They don't understand that they are the ones trapped in ignorance and the freed prisoner is telling them the truth. This also pl ays out in Douglass. Mistress Hugh began by being a caring lady and teaching Douglass how to read, but slavery soon made a big impact on her. â€Å"l have had her rush at me with a face made all up of fury, and snatch from me a newspaper, in a manner that fully revealed her apprehension† ( Douglass 70).The violence she projected toward Douglass when snatching the paper from him shows the resistance she now has toward him being educated. Many will resist being enlightened because society doesn't like to change what they already know. While society tends to resist enlightenment, those who are enlightened cannot eturn to their former ignorance, and pities others who are stuck there; which is shown in Plato and Douglass. English paper Ago then plans to backstab Othello and ruin his love with Desman. Based on Shakespearean focus on the character and his actions that developed the plot, it is shown he believes that freewill directs our lives. He does so by using development of the antagonist and sequencing of events. Shakespeare starts off with the story with the development of direct characterization of Ago as the antagonist who seeks revenge on Othello.In Act 1, Scene 1, lines 54-56; we have Ago start off speaking and Introducing his evil plan to sabotage Othello for not promoting him, yet instead promoting some new kid. Ago states, â€Å"These fellows have some soul, and such a one do I profess myself. For, sir, It is as sure as you are Ordering, Were I the Moor, I would not be Ago. In following him, I follow myself; Heaven is my judge, not I for love and duty. † From this quote, we see that Shakespeare directly develops Ago as an antagonist character.After reading what Ago has said, we learn exactly that he's actually doing everything for his own benefits and that he could really care less about others. Ago does not try to curve or seem to attempt to hide anything from the audience, so the sense of selfishness peaks out to the audience and the message Is conveyed pretty clearly that he will do anything In his will to be In the position of higher power as well as take over those who are In the way. In Act 1, Scene 3, and line 12; we have Ago complaining and speaking towards the audience again.This time he says, â€Å"Cassia's a proper man: let me see how: To get his place and to plume up to my will. In double-knowing?How, how? Let's see?after some time, to abuse Othello ear, that he is too familiar with his wife. After some time, to abuse Toeholds ear. † Ago shares his plot to destroy Othello tit the audience. Since Othello is so gullible, Ago manipulates that fact and will make him believe that Desman is having an affair with Cassia. This is all happening due to a result of l agans choice to sabotage Othello and get him back.The direct characterization of Ago as an antagonist is showing how he plans on using one of Toeholds weak point?such as his love shared with Desman?to help revenge Othello and ruin him due to the fact that he did not promote him but instead, promoted Cassia. He also gets back at Cassia as well, by Incorporating Cassia Into his Lana to make It seem Like Desman Is cheating on Othello. Shakespeare then continues to use direct characterization as a development of Ago is thinking of another one of his mini plans to help get back at Othello.He is thinking of using the handkerchief that Othello had gave to Desman and place it in the hands of Cassia in order to convince Othello that Desman has truly been cheating. â€Å"Trifles light as air, Are to the Jealous confirmations strong, as proof of holy writ: this may do something. † Shakespeare develops Ago as an antagonist using erect characterization by having him purposely plan out thi s evil plan of killing Adhesion's and Othello love life and having Ago saying exactly to the audience what he believes shows a direct characterization.Another example that supports the idea that Shakespeare uses direct characterization to help support the idea of freewill is in ACTA, scene 3, line 12. Here, he is specifically saying what he truly feels towards the Moor (Othello), â€Å"l hate the Moor: And it is thought abroad, that twixt my sheets, He has done my office: I know not fit be true;† With Ago directly saying that e hates the Moor shows a direct characterization that he is the antagonist because with him directly announcing that he hates the Moor, we can Just tell from that statement that he is our antagonist.This supports the idea of free will, because this quote also shows that although he hates the more, he is purposely going to play nice to him in order to get back at Othello. Shakespeare then uses sequencing of events to help support the idea of freewill. In the beginning of story, Shakespeare starts off with Ago planning to purposely tell on Desman and Othello and how they have ran off.In ACTA scene 1 and line 5 Ago says, â€Å"Call up her father, Rose him: make after him, poison his delight, Proclaim him in the streets; incense her kinsmen,† With Ago purposely putting himself out there as the person whose responsible for telling on Othello and Adhesion's relationship, and agreeing to Adhesion's father that he will bring back Desman we see that with the book beginning with Ago depicted as being a 2-faced person that this is only the beginning and that his characteristics as an antagonist will strengthen as we progress through the story.Because he was one of Othello men, and by him being unload and running to tell about their relationship shows that he Just wants to sabotage Othello and isn't being faithful to Othello at all. At the end of the book, where it is the last time Ago speaks in the play, his freewill is yet still empha sized. Othello has captured him as a prisoner after he found out what Ago had did to him and demands that Ago tells him why he did what he did. Ago says, â€Å"Demand me nothing: what you know, you know: From this time forth I never will speak word. (5. 2. 1) Lagos intentions was to completely revenge and ruin Othello life and make him feel the pain and disappointment that he has gone through when he was not promoted. By having Othello still not knowing why Ago did what he did, even at the end of the story shows how the freewill of Ago was really meant to Just put Othello in great pain. Even though there were many events that supported the idea that Shakespeare believes in freewill, fate on the other hand can also play a role in directing our lives.In ACTA, science, page 15 Ago eventually ended up getting caught in his own plan ND did eventually get captured as a prisoner by Othello. We see this through the stage directions, â€Å"(enter Ladylove, Montana, Cassia carried in a chai r and officers with Ago, prisoner) By having Shakespeare use stage directions to clarify that Ago is now situations his ending result is still for him to fail in life again which was how he felt like he was when he wasn't promoted. In conclusion, Shakespeare starts off the story with Ago introducing his hatred for Othello to show how his freewill will pullout later through the story.We see how his revenge and all the situations he's gone through in order for himself to succeed in his own plan was freewill. How he decided to ruined Adhesion's and Othello love life was freewill. By looking at Shakespearean main emphasis on the development of the antagonist, Ago and sequencing of events it is shown how Shakespeare believes that freewill directs our lives. One lesson that can be taken by this story is to not put in too much trust and high expectations for someone, because once they slip up it'll hurt you lox more. English Paper Ambition In human beings is positive, but like most things else, It can be taken too far, and the results can compromise a person's happiness. When people AR e most ambitious, problems can occur because less time is spent doing the things that they I Eve, social Interactions are affected or physical Injuries can occur, thus compromising happiness In this poem by Des Walsh, a man has fallen victim to poverty because he took his ambition too far. This man is thinking back to how he got to where he Is, and he rime members a happy, glorified life.He remembers reading books and then imagines writing a book where he was not so ambitious and where his life was different. Somewhere In this mans' life, h e was over ambitious and this was the cause of his poverty. When people strive to achieve goals, they often do not know their own limits and therefore, can fall into a pothole in the road of life. Some people experience such a life of hopelessness caused by ambition that they fear to make ago Is, Hereford they need help from other's to hit the survivable that ambition has thrown t heir way.Ambition also affects the social Interactions that take place within society, If a person is striving 1 OFF The result is that he will degrade others and will push others down if it means that he can climb higher toward his goal. This only creates a path that over time, will close in on him. Each per son that is pushed away from him will eventually fall back upon him, crushing him and ending h is hope to achieve such goals. The result, happiness is compromised. Another way of thinking of this social concept is if one imagines throwing a rock up into the air, down a hill.The rock will go up, resisting gravity which represents other people. Eventually the rock will begin to fall a s the gravity pulls it down and it will land, lower than it started from. The result is a short time off leaning like he is on top of everyone else, then a long time of depression caused by loneliness. By less seeing goals and maintaining a healthy social life, happiness will be maintained while goals can still be achieved, only over more time. It would be like the rock rising very slowly from the grog undo, but instead, using gravity to assist it in its climb.I understand that this is a bit off unreal cystic comparison, but it works, right? There is one other result of ambition however, this on e I have experienced. When people are too ambitious, physical harm can be caused. People will stop at nothing to achieve goals and that includes ignoring body signals and pushing their b dies to the points of injury. Every year, many baseball pitchers need to go for â€Å"Tommy John† surge ere cause they have goals to throw the ball harder each time, pushing out past the pay sisal limits of a human being.Fielders collide and end careers because of a determination to run down that fly ball. Everyone has experienced bodily harm from pushing their bodies too hard. R inners pull hamstrings, fo otball players throw themselves into risks of concussions, all because t hose people will not consider the risks that are between them and their goals. For me how ever, one time when ambition harmed me was when I was younger. I was at the park with some