Richard the Second free essay sample

For further information regarding the critical and stage history of Richard II, see SC, Volumes 6, 24, 39, 52, 58, and 70. INTRODUCTION Richard II (ca. 1595) is the first drama of Shakespeares second historical tetralogy, a sequence of chronological narratives based on events in the late fourteenth and early fifteenth centuries that chronicle the ascent of the Lancastrian line to the throne of England. In the play, Richard, an ineffectual monarch and the last of the Plantagenet kings, is deposed and imprisoned after his cousin Henry Bolingbroke launches a successful coup to usurp the English crown. Following Richards assassination, Bolingbroke becomes King Henry IV, the subject of the following two plays in the sequence. Written entirely in verse, Richard II features what numerous critics perceive as Shakespeares most brilliantly realized rhetorical tragedy, a work centered on the poetic, introspective persona of King Richard II. Devoid of the spectacular battles, much of the violence, and the epic sweep of Shakespeares subsequent historical works, the play has sometimes been faulted for dramatic unevenness, but is nevertheless highly regarded for its moments of superbly crafted and penetrating poetic dialogue. We will write a custom essay sample on Richard the Second or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Dorothy C. Hockey (1964) compares the dramatic language of Richard II to Shakespeares later dramas, noting that while his later dramas use a masterful plain style that seamlessly incorporates prose and verse, the ornate and elevated rhetorical manner of Richard II elegantly matches the plays high style and regal subject. Character-based study of Richard II has overwhelmingly focused on its title figure, and on the relationship between Richard and his usurping rival, Henry Bolingbroke. In general, Richard has been viewed in sharp contrast with Shakespeares other English kings. Louise Cowan (1981) characterizes Richard II as a dignified but brooding monarch whose irresponsibility as a ruler is an affront to his hereditary authority. His political mistakes and personal disloyalty lead to his downfall, according to this reading, making Richards abdication the only means of restoring both personal dignity and historical balance. Raphael Falco (1999) focuses on the concept of charisma in his comparative analysis of Richard II and Henry Bolingbroke. For Falco, both men possess this unmistakable mark of leadership, but in very different forms. Bolingbroke challenges and subverts existing authority; he is a revolutionary and defiant hero who, Falco acknowledges, is paradoxically drawn to seek the royal power he will destroy with Richard. Falco notes that Richards authority derives from heredity; as the last king of the Plantagenet dynasty he links himself with permanence, tradition, and the corporate power of many individuals as one. In two complementary discussions of character in Richard II, Charles R. Forker (2001, 2002) examines the sources and tragic consequences of Richards destabilized, mutable personal identity and the results of Shakespeares deeply ambivalent rendering of both Richard and Bolingbroke in the drama. Forker first illuminates a central dichotomy between Richards self-indulgent, despotic rule and Bolingbrokes courageous and expeditious capacities as a natural leader who positions himself as Englands savior. The critic continues by probing the ways in which Shakespeare subverted this simplified opposition in order to expand his play into not merely the representation of two sorts of individuals, but of two complex approaches to power. The story of Richard II, therefore, relates the clash of competing ideological doctrines as personified by their respective standard bearers. Although there are many challenges to a successful staging of this play—such as the elaborate verse, complex political themes, and interpretation of Richards character—Richard II has proved to be popular in recent years and has been revived frequently on the stage. Carol Chillington Rutter (1997) reviews a 1995 production of Richard II directed by Deborah Warner that featured a female lead in the title role. Rutter contends that Warners Richard II—a significant one in Rutters estimation despite much critical denunciation—played effectively with the feminization of Richard and highlighted the emotional undercurrents of the work, including the grief-laden relationship between this declining monarch and his usurping cousin. Reviewing Director Jonathan Kents 2000 staging of the drama with the Almeida Theatre, featuring film star Ralph Fiennes, Ben Brantley (2000) maintains that Fienness scowling interpretation of Richard, while probing and powerful, was perhaps a bit overdone. Although intellectually stimulating, it lacked emotion and pathos in Brantleys appraisal. Offering a different view of the production, Richard Hornby (2000) admires Fienness skill with Shakespearean verse, as well as his flippant and petulant characterization of the deposed monarch. However, Hornby contends that the supporting casts inability to reach the evel of Fiennes severely weakened the project. Sheridan Morley reviews Tim Carrolls 2003 all-male production of Richard II at the Globe in London. Morley praises the casting, especially Mark Rylances exceptional interpretation of Shakespeares â€Å"weak, callow, and ultimately defeated king,† but faults the production for failing to marshal a strong Bolingbroke or other cas t members to support Rylances subtle and majestic Richard. Elvis Mitchell (2001) reviews director John Farrells modern-dress, ninety-minute film adaptation of Richard II. Mitchell finds little merit in this adaptation, citing weak individual performances and a lack of directorial vision, and claims that it â€Å"stands meekly in the shadow of film versions that have come before. † The subject of kingship has attracted a large share of scholarly comment on Richard II. Maynard Mack, Jr. (1973) outlines the antiquated notions of sovereignty professed by the major figures in Richard II, from the ordered, traditionalist views of York and Gaunt to Richards divinely authorized and idealized, but irrevocably weakened, ruling ideal. In Macks appraisal, Shakespeare opened such archaic perspectives to scathing criticism by consistently foreshadowing Richards abdication and the ascent of Bolingbroke. Henry E. Jacobs (1986) also examines the role of kingship in the play. For Jacobs, Richard II dramatizes a theoretical shift from medieval and feudalistic ideals of primogeniture, succession, and divine authority in favor of Renaissance realpolitik—power politics in the terms of Machiavelli. In his analysis, Jacobs summarizes the ways in which Shakespeare depicted the transition from an old ethos to a new one using prophecy as his principle dramatic device. Thomas F. Berninghausen (1987) views the metaphorical relationship between gardening and kingship dramatized in Act III, scene iv of Richard II as the thematic touchstone of the drama. Berninghausen contends that Richard II â€Å"derives its frame, rhetoric, and vocabulary from the myth of the origin of history described in Genesis,† including the stories of the Garden of Eden and Cain and Abel. Thus, according to Berninghausen, the drama reenacts the Christian theme of the Fall by introducing the sins that Henry IV and his son, Henry V, must expiate through their future stewardship of the English people. Kenneth C. Bennett (1988) evaluates the dramatic structure of Richard II and contends that it depicts the two parallel tragedies of Richard and Bolingbroke, who are â€Å"tied ultimately by their underlying prideful errors, their failures to set limitations on their powers. †

The Federalist Papers by Hamilton, Madison, and Jay essays

The Federalist Papers by Hamilton, Madison, and Jay essays Between October 1787 and August 1788, James Madison, Alexander Hamilton, and John Jay wrote and submitted eighty-five seemingly persuasive essays to various New York newspapers. Their essential goal was to convince the people of New York to support the new Constitution that was drafted in Philadelphia in 1787. If they could not sway the people of New York the new country would have been split in half therefore welcoming tension between the two sides as well as foreign invaders. Their success resulted in the uniting of a single power under which we still stand today. The authors were all but subtle in the introduction of the essays. They put the fate of the new Constitution in the hands of one of the bigger, more populous states as well as one of the three most important states. They sought federalism, the mixture of unitary and confederate governments, thus granting the states local power, but also a strong centralized power. They believed that between individual freedom and social order and between a tyrannical government and a government too weak to be effective was a middle ground in which the new Constitution would settle. (Gilbert-Rolfe, 1). The Federalist Papers are probably the most important documentation of the road traveled to the ratification of the new Constitution. This is in fact where we originated as a country. They play such an important role in American history, without them there may well have not been a United States. In America: Past and Present, Divine, one author, points out some of the more important papers written. In paper no. 10, Madisons first contribution, he states the problem with the influence of factions or political groups, which is especially relevant to political problems faced today. (Gilbert-Rolfe, 10). He believes the new Constitution will solve this problem and that is another reason to vote for it. Today in America we have the same prob...

The Top Prep Books for ACT English

The Top Prep Books for ACT English SAT / ACT Prep Online Guides and Tips You’ve decided to use a book to study for ACT English, but do you know which books out there will actually help you reach your goals? In this article, I will give you an overview of the best ACT English prep books on the market today, and which ones you should choose depending on what score you're aiming for. These books can be found at bookstores, the library, or online. Focus on using these books with high quality practice and review, and you'll be sure to improve your English score. Who Should Use These Books? Books are a great way to study – but only if you are a certain kind of student. Before you start studying or buying anything, you should take some time to consider how you study best. Can you track your own progress and understand where you've made mistakes?Can you keep yourself motivated to study a certain amount every week? Ordo you tend to need reminders for study sessions and want answers explained in different ways? In order to make good progress studying from a book, you need to be serious about your prep and be able to motivate yourself. You will need to be able to understand brief explanations and be willing to put in the effort to find answers on your own to fill in any knowledge gaps. You'll also need to make a serious time investment. Remember that just buying a book isn't enough – you actually have to use it! Most students will need at least ten hours of prep on just ACT English to fully master this portion of the test. So if you're looking to invest a good deal of time and want to make a significant improvement in your ACT English score, read on to see which books can help you! Foundational Books There are two books that all students should have before taking the ACT. I call these books â€Å"foundational† because they're the best books on the market for practice questions and ACT strategy. However, neither of these books is sufficient on its own for ACT English prep, which I will explain in more detail below. You should combine these two books with at least one of the other books listed, depending on what kind of score you're aiming for. The Real ACT Prep Guide from the makers of the ACT Price: $11.99 on Amazon It’s very important that when you study, you're using real questions that have actually appeared on the ACT. Why? Many test prep companies have people who don’t really understand the test writing their practice questions. There's a good chance that if you only study questions written by prep companies, you won't be seeing questions that test grammar the same way that the ACT does. Furthermore, many test prep books will only give you isolated grammar questions. To get the real ACT English experience, you should be working with passage-based questions. This book provides those in abundance. The Real ACT Prep Guide provides you with 5 full-length practice tests with answer explanations. For the English section, that’s 375 multiple choice questions to practice with. Additionally, many of the books I'll mention below make references to the questions in this book as examples. However, this is not a complete prep book on its own. This book is not the best at explaining concepts or strategy, which is why you should pair it with one of the books listed below. After all, the makers of the ACT don’t want to give away all their secrets, or the test would simply become too easy! ACT Prep Black Book by Mike Barrett. Price:$19.79on Amazon. This book is critically important because it teaches you how to think about the ACT. The Black Book takes apart the exam on a fundamental level to teach strategy. It teaches students that they can always figure out the answer without guessing. Importantly, it emphasizes that ACT English is a standardized test, and asks the same kinds of questions about the same grammar concepts over and over again. Instead of teaching tricks, this book teaches students how to think like the makers of the ACT so that they can effectively attack each question. For the English section, this book gives good explanations for questions from The Real ACT Prep Guide and also includes a useful grammar appendix that explains basic concepts found on the test. Unfortunately, this book is also not a complete guide on its own. First of all, the Black Book must be used alongside The Real ACT Prep Guide because it has no practice questions of its own. Also, many students will need more detailed grammar instruction. While this book is great for strategy, you will need to pair it with both Prep Guide and one of the books below for the full prep experience. So what books should you use to learnall the detailed grammar you need to master ACT English? That depends on what kind of score you're hoping to get. The Best ACT English Books for High Scorers (29 - 36) The Complete Guide to ACT English by Erica Meltzer Price:$22.00 atAmazon. Meltzer is great at explaining grammar, and in this book she goes into detail on each concept that appears on ACT English. She starts at the beginning by explaining parts of speech and builds from there, so it’s good even for students who need to review the basics before mastering the complex ideas. There are a lot of things that I like about this book and that make it a great pick. Meltzer teaches grammar from the beginning. This guide is extremely comprehensive. Have you forgotten the grammar you learned in English class last year? How about what you learned in 8th grade? With Meltzer, this isn’t a problem. She holds your hand through the most basic concepts if you need it, and progresses logically through every grammar concept that you will need to know for ACT English. After introducing each grammar rule, she also gives good example sentences, in which she shows both the correct and incorrect ways to use the grammar rule. This is very helpful for students because it shows how common mistakes can be corrected. The practice exercises are varied and useful. At the end of every lesson, Meltzer gives ample practice â€Å"drills† to just test one or two concepts. I like these because she does them in the style of short passages, which makes them very similar to the questions that you will actually see on the ACT. These are followed every few lessons by combined drill passages. Therefore, she covers all the bases: you get to practice each concept individually to test comprehension, but also get a lot of practice testing multiple grammar concepts at once, which will help you learn to recognize different grammar concepts out of context. This skill is vital for doing well on ACT English. The end of the book has two very well-written tests with longer passages that are very similar to the passages that you'll see on the ACT. These are great extra practice you can use in addition to the tests inThe Real ACT Prep Guide. Meltzer also givesdetailed explanations for the answers to each of the questionsonthese tests. It gives useful extra study tools. Meltzer doesn’t just stop at teaching grammar. She also gives great tricks and strategies for approaching questions, and teaches students the easiest ways to find answers. For example, she points out that the answer choices will often give away a question about subject-verb agreement. Finally, the book includes an extremely useful appendix, which breaks down the questions in The Real ACT Prep Guide by grammar concept. This is a great resource for students, who can use this as a guide for understanding what kinds of questions they are missing on the practice tests. Also, if you need extra practice on a certain grammar concept, you can use this appendix to easily find practice questions in the official tests. Though this is a great and very thorough book, there are some ways that it could be improved. First of all, at over $20, this book is going to be expensive for many students, especially considering that it only covers one section of the ACT. Meltzer’s writing is very thorough, but it is also very dense and it could be difficult – or downright boring – for many students to read. This book is definitely aimed at high scorers. Those who only need or want a mid-range score will probably find this book too detailed and may have problems figuring out what is most important to learn. Barron’s ACT 36: Aiming for the Perfect Score by Alexander Spare et al. Price:$3.99 onAmazon. This book actually covers all sections of the ACT, but it really shines in the advice it gives for ACT English. ACT 36 assumes that you are already a high-achieving test taker and that you're shooting for a perfect score. To that end, it focuses on reviewing concepts and strategies that will help students attack the most difficult questions on ACT English. This book takes a very different approach to Meltzer’s guide, but there is still a lot that I like about it. It doesn't waste time teaching what you already know. First, it gets straight to the point about what strategies are most useful to achieve a high score. The test-taking advice is great for students who have already pretty much mastered the grammar, and need to refine their strategy to get a great score. While this book does teach some grammar concepts, it doesn’t do so in the comprehensive – and at times exhausting – way that Meltzer does. ACT 36onlydiscusses the difficult grammar points that students struggle with the most, such as diction errors and prepositional idioms. It also highlights important strategic tips on how to recognize different types of questions and how to approach the test, including talking about what kinds of questions you will never see. It's easy to read. Unlike Meltzer’s book, ACT 36 is written in a style that most students will find engaging and to-the-point. The practice questions prepare you for the toughest test questions. Finally, many students like this book because the practice tests are designed to be more challenging than those you will find on the real ACT (all the questions have detailed answer explanations). The practice tests just focus on the most difficult question types, whereas the normal ACT has questions that range in difficulty. If you get the book with the CD, you’ll get an additional full-length test that’s quite similar in difficulty levels of the ACT to practice with, as well as additional high-difficulty practice questions. Once again, this can be a great benefit to students who want a perfect score and only need to practice the most difficult question types the ACT has because they have already mastered everything else. Keep in mind, though, that this book will not be for everyone. One problem this book has that could create a big issue for some students is it frequently encourages students to â€Å"use their ear† to see if something is correct or incorrect. In general, this is very bad advice on ACT English, because most students have poorly-trained ears for grammar. ACT 36 is assuming that you already have a very solid foundation in grammar. Going along with this, there is very little coverage of the most frequently-tested concepts on ACT English. Because the most common grammar concepts are relatively simple ones, this book assumes you will have already mastered them. If you need help with the basics, this would be a very poor choice. As mentioned above, the practice questions you will see will on the whole will be more difficult than what appears on the ACT. This is good for some students who only need to practice difficult questions, but it can be very bad for other students who are trying to get a general idea of what ACT English is like. This book presents a very skewed view of the question difficulty and content. In conclusion, you should only use this book to refine your knowledge of difficult grammar concepts, not as a general guide to ACT English. Best ACT English Book for Mid-range Scorers (16 - 28) Barron’s ACT English, Reading, and Writing Workbook by Linda Carnevale Price:$11.78 on Amazon This book is good value because it covers both the English and Reading sections of the test, and also gives good tips for the optional Writing test. There are several reasons I think this is a solid choice for students who want a mid-range score. A well-written diagnostic test prepares you for study. First, it starts with a diagnostic test. You can easily create a diagnostic test on your own, but this one has pretty good questions with explanations for every answer. Using it will save you some time and will help you understand what kind of questions you are struggling with. It explains the structure of the test. Barron’s gives a good overview of the ACT English test, including how it is structured and formatted, and gives tips on pacing your timing per question and how to practice. This will be very helpful for students who are less familiar with the test and need a good overview before they begin to master the details of the grammar. It clearly teaches the grammar and concepts that you need to know. This book also gives concise explanations of the most commonly-tested grammar and punctuation concepts that will appear on ACT English. This should cover everything that you need to know for a mid-range score. Because it doesn’t focus on the more obscure and complex subjects, students will be able to focus in on the ideas they are most likely to see over and over. It also includes a great list of concepts that you will not be tested on. While other test prep books include this, many don’t do it as clearly. This is great for students to limit their studying to just the concepts that matter. Each grammar concept is drilled individually first, and then they are tested together with a complete English practice test. As with the Meltzer book, this means that you can see how your comprehension of individual concepts is, and then can test your ability to spot different grammar errors in the full test. Finally, in addition to the grammar concepts, it has a good section on how to interpret author tone and mood. But this book is not ideal for many test takers. Here is why: You should have at least a basic understanding of grammar before using this book. It doesn’t go into a lot of background detail on things like parts of speech, so if you’re lacking fundamental grammar knowledge, you may want to work on that before using this book. There are not a lot of practice questions, so you should use this grammar guide in conjunction with The Real ACT Prep Guide in order to get the best results. This would be a bad choice for students who are aiming for a high score because it does not cover complex grammatical concepts. So only use this if you are aiming for something mid-range, or you may end up being disappointed. Best ACT English Books for Low Scorers (15 and below) If you're getting a very low score on ACT English, it may be because you're a non-native speaker of English, or are otherwise missing a fundamental understanding of how English grammar works. It’s important to understand the basics of grammar before moving on to study the specific grammar concepts that are covered in ACT English. I recommend using a book that is not specifically aimed at the ACT to give you this kind of basic knowledge. English Grammar in Use by Raymond Murphy Price:$23.20 on Amazon This book gives considerable attention to different verb tenses and their uses and special constructions. It also includes lessons on trickier subjects such as â€Å"may† vs. â€Å"might," idiomatic preposition use, relative clauses, and participles. Each illustrated one-page lesson is written in easy-to-understand English, and is followed by a page of exercises. This book is praised by students who are learning English as a second language, but would be great for any student who struggles with basics such as exactly when to use which tense. Easy Grammar Plus by Wanda C. Philips Price:$26.99 onAmazon This book gives a thorough overview of the parts of speech and how sentences should be structured. Where it really stands out is the extensive amount of practice exercises that are given for each concept (several pages for each). The book is written with a 4th grade vocabulary, but covers complex grammatical concepts, so it is ideal for people who find the wording of other grammar books to be difficult to understand. How to Use These Books Mid-range and high scorers should start out by reading the Introduction and English sections in the Black Book. (You don’t have to read through the answer explanations, though – save those for later!) This book is great for getting you in the mindset for taking a standardized test, and will also specifically teach you a lot of the tricks and logic behind the design of the ACT. After you've started to build your test-taking strategy, move on to take a diagnostic test. You can either take one in the prep book you have chosen (if it includes one) or you can create your own. To do this, take a practice English test from The Real ACT Prep Guide. Score your test, and make a note of every question you either got wrong or had to guess for. When you go through the answers, mark down what kind of question it was and what grammar concept it was testing. You can use the answer key or Meltzer’s book for this. Focus your studying around the concepts that you missed in your practice test. Use your chosen prep book(s) to beef up your grammar knowledge where you need it most. Also take some time to go over the concepts you feel comfortable with to see if you can improve on them any further or if there are any test-taking tips or strategies you hadn’t thought of before. While it’s never a good idea to rush, you want to feel as comfortable as possible with the easy material so that you can save time for the more difficult questions. Keep in mind that ACT English has 75 questions in 45 minutes, and many students struggle with timing! Keep taking practice tests in The Real ACT Prep Guide to check how you're improving. If you're a low-range scorer, start studying a long time in advance (at least 6 months). Ideally, you should cover the material in the foundational books and then move on to one of the other books that focuses specifically on the ACT. Once you've given yourself time to get the basics down, follow the steps above. What’s Next? If you're not sure that book studying is for you, check out our test prep program. PrepScholar starts with a diagnostic test and then helps you focus your studying on what you need the most work on. Also check out our free resources to start prepping for the test. Start with our complete guide to ACT English, which will point you to articles onevery grammar concept you will find on ACT Englishas well as general strategies for each section. Aiming high? Look at these 9 strategies to score a 36 on ACT English, written by a perfect scorer. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this English lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Capstone Essay Example | Topics and Well Written Essays - 2000 words

Capstone - Essay Example The products offered by the company primarily include micro turbine units, components, subassemblies and different types of machineries associated with it. Other types of accessories offered by the company include rotary gas compressors having digital controls, and various heat recovery equipments for Combined Heat and Power (CHP) applications. The stocks of Capstone are traded in NASDAQ with the ticker symbol "CPST" (Capstone Turbine Corporation, 2012a). This study entails about the detailed analysis of the internal and external environmental factors associated with Capstone Turbine Corporation. Based on the internal strengths and weaknesses and external opportunities and threats experienced by the company some of the strategic recommendations have been provided in this study which could help it to compete effectively in the market and increase its profitability position. External Environmental Analysis The external environmental factors having an impact on the operational effective ness of Capstone have been analyzed in this section. The mission and vision of the company and its effectiveness on the overall success of the company have been analyzed. Porter’s Five Forces analysis tool has also been used to assess the impact of the various industrial factors affecting the company. Mission and Vision of the Company The mission and vision of the company is to become the leading producer of low emission micro turbine systems in the world (Capstone Turbine Corporation, 2012c). The primary stakeholders of the company include its employees, company management team, the suppliers, the consumers and the investors. The company has managed to utilize its available resources in an effective manner which is indicated through its increase in profitability in the recent years. Capstone management is committed towards the growth and expansion of the company. There has been a significant rise in the revenue generated by the company for the fiscal year 2012 as compared to the year 2011. There has been a consistent increase in revenue generation of the organization for the past 20 quarters. The growth strategies of Capstone are mainly designed to achieve profitability, increase cash flow generation and improve the gross margin of the company. The company is mainly focused on the reduction in costs through various energy efficient means. Porter’s Five Forces Analysis Porter’s five forces model helps an organization to assess the competitive forces which exists within the industry (Hill & Jones, 2012, p. 49). The forces which help out in the process are named as a) threat of new entrants, b) threat from the substitute products or services, c) bargaining power of the suppliers, d) bargaining power of the consumers and finally e) competition within the industry (Society for Human Resource Management (U.S.), 2006, p.38-39). The five industrial forces having an impact on the industrial equipment industry in which Capstone operates its busines s activities is described below: a. Buyer Power: The industrial equipment industry can be adjudged to be highly fragmented in nature because it consists of many segments and sub-segments. Significant number of large and medium sized

The Effects of Global Warming Research Paper Example | Topics and Well Written Essays - 750 words

The Effects of Global Warming - Research Paper Example From this paper it is clear that  global warming is likely to cause an increase in temperatures, which results in flooding along the coast. Researchers show that the sea level has risen by around four to eight inches in the 20th century alone. The increase in sea level results from the expansion of sea water. Also, experts feel that global warming will result in a massive increase in vector-borne diseases. Pathogens reproduce very fast when in warm temperatures. Some of the most significant diseases include rodents and mosquitoes.This study highlights that  the consequences of global warming result in a lot of damages to the environment and will likely lead to adverse outcomes for the future generations. Some of the outcomes include deadly heat waves, rising of the sea level and flooding, droughts and wildfires. Also, global warming will result in an increase in diseases such as malaria. Moreover, the ecology of the earth will become imbalanced because of the melting ice and moun tain glaciers.  Global warming plays a huge role in the change of the planet’s ecology. Most of the causes of global warming are human activities. For example, production activities and energy production activities result in a release of gases into the atmosphere that traps the planet’s heat before it gets fully radiated. Therefore, it is important to conduct a study of the causes of global warming and the likely solutions to the problems that result from the phenomenon.

Causes and spread of infection Essay Example for Free

Causes and spread of infection Essay Bacteria. These organisms are made up of just one cell. They have the power to divide so can multiply on their own. Some bacteria are harmless and can be of use in the aid of digestion and are found in the intestines. Other bacteria can be the cause of diseases. These bacteria have to find a way in to the body to be of harm and can make their way through the skin or be digested and attack our immune system. Viruses. These micro-organisms are very tiny. They invade living normal cells and use these cells to multiply and produce other viruses like themselves. Eventually this kills off the normal cell and can make you ill. Parasites. These are micro-organisms that live off other organisms or a host so they are able to survive. Some parasites don’t affect the host. But others grow, reproduce, or can even give off toxins that make the host sick resulting in a parasitic infection. They include; protozoan, fungi, and multi-cellular organisms. Fungi. These are single celled organisms a little bigger than bacteria. They do not make their own food so they get their food from absorbing the nutrients from their surroundings. Common illnesses and infections causes. Bacteria: Acute Rheumatic Fever Anthrax, Bacterial Vaginosis, Botulism, Brucellosis, Cholera. Diptheria. Gastroenteritis. Legionnaires Disease . Listeriosis. Meningitis Salmonella. E.Col. Staphylococcus Aureus Infection. Tetanus. Toxic Shock Syndrome.. Tuberculosis Typhoid . Whooping Cough (Pertussis) Viruses. Measles Mumps Rubella Influenza Polio Hepatitis A+B Herpes 1+2 HIV Noro Virus Parasites Sleeping sickness Thread, Hook and Tape worms Scabies Malaria Head Lice Elephantiasis Fungi: Aspergillosis, Blastomycosis, Candidacies, Warts, Athletes Foot, Thrush Ring Worm Tinia Capitis. Infection is when the the body is invaded with micro-organisms that multiply these can be bacterial, viruses and parasites which are not normally found in the body. Colonisation is the presence and multiplying of micro-organisms and can be found on or in an individual; the individual can be a carrier of the infection but may have no signs or symptoms of illness, although they can infect others. Systemic infection this means that the infection is widespread throughout the body and must be assumed to be in all organs. Localised infection. This means that an infection caused by bacteria is limited to a certain area. Bacteria invade the body at a specific point and remain there, multiplying, until treated. Infection can enter the body by breathing it in, ingesting it by eating contaminated food. And absorption through the skin or via an open wound Poor practice that may lead to the spread of infection can be; Poor personal hygiene, not washing hands correctly, not using PPE. The incorrect disposal of rubbish and waste materials. not storing or cooking foods properly, not cleaning your surroundings, not covering your nose or mouth when sneezing or coughing, direct contact with bodily fluids not following policies or reporting outbreaks or episodes of disease, Conditions needed for growth of micro-organisms include: Moisture: micro-organism need water to grow. Water must flow freely in and out of cells for the transfer of nutrients and waste products. Appropriate Temperature: The majority of human pathogens are Mesophilic. These can grow between a wide range of temperatures 5-63*C –Body temperature is 37 degrees; this is the ideal temperature for these bacteria to multiply. If it is too cold then the bacteria can remain dormant. And too hot a temperature can slow the growth down. Nutrients: All microorganisms need a food source. The  food sources can vary, but the organisms extract nutrients from substances such as proteins, fats and carbohydrates. Every micro-organism needs a mixture of carbon, nitrogen, phosphate, sulphur, water and vitamins. Proper pH: Most human micro-organisms are within the acidophilus group; this means that they prefer a pH or 0.0-5.4 Gases: Most micro-organisms require an environment of 5-10% CO2. Time: bacteria can multiply in 10-20 minutes in these conditions. In the correct conditions micro-organism are able to grow, respire, and reproduce. Sources of infection and how they enter the body: Food all bacteria need food to grow. Vegetables and raw meat from any animal are significant sources of contamination. Bacteria are always present in animal intestines. These can spread through meat products during slaughter or when a product is minced. . The bacteria can then get carried through the food chain. If the meat product is not cooked properly then the bacteria enter the body through the mouth and are absorbed through the digestive system once we have eaten them. Water: Stored, untreated or incorrectly treated sources of drinking water carry pathogenic micro-organism like rivers, lakes and reservoirs which can cause infections. These enter the body by the mouth and enter the digestive system once we have drunk the contaminated water. Soil: Dirt: there are many bacteria living in soil. These can cause infection if food is not washed properly in clean water and any food preparation surfaces that have been used need to be cleaned well. These bacteria can be then carried through the food chain and then enter the body through the mouth and again are absorbed through the digestive system when we eat. These bacteria can also be transmitted through touch and we can then ingest these as it is easy for our hands to become contaminated and if we put our hands in or near our mouths then we can ingest them. Also if our hands are not clean and we touch un contaminated food it can easily end up becoming contaminated. People: Healthy people carry pathogenic bacteria this can be found in the mouth .nose. Skin, hair ears throat, cuts and spots. If suffering with an infection, diarrhoea and or vomiting you should not handle food. Infection can be transferred by touch. Some diseases like scabies and herpes can be transferred by direct skin to skin contact. People who have an infection  like a cold and who then touch inanimate objects can leave germs these germs may be survive for a certain length of time, if another person touches these objects the germs can be passed on to them. Disease can also be passed on from person to person through coughing and sneezing. Droplets can be sprayed into the air and these can enter a person’s body through inhalation when they breathe. Sexual contact and the exchange of bodily fluids like seamen can carry infections like HIV. Air, Dust, Dirt Food Waste: dust and dirt are carried through the air and these contain millions of microscopic particles of dead skin, food and other debris that are covered in pathogenic bacteria. These bacteria can enter the body via the nose and lungs when we breathe. As they can also be found in the surroundings around us these can be transmitted and enter the body via touch. Animals Pests: insects and animals all carry harmful micro-organisms on and in their bodies. (You only need to think of the activities of a fly and what it lives and lands on). Their droppings, eggs, fur, nest materials, mites, and dead bodies can all cause contamination As animals are mobile these are transmitted very easily and infection can be spread where ever they go .some enter the body directly in to the blood stream like the spread of malaria via the mosquito. Others can leave the surroundings that are contaminated and spread through touch. These can enter the body when we touch ourselves or our food. Sewage: contamination from this is dangerous it contains many pathogens and allergens that fester in sewage and are responsible for a great number of infections. Airborne infections can be caused by sewage these can enter the body via inhalation. These pathogens can also be present in the water supply and food in surrounding areas and can enter the body via ingestion. Infection can also be spread by touch and animals. RISK: A person is more likely to pick up an infection if they have a poor immune system. The frail and elderly, babies and young children, people on immune suppressant medication as it compromises their immune system. People with long-term illnesses, cancer patients who are undergoing chemotherapy. People who are convalescing, pregnant women and their unborn baby. There are also people who come into regular contact with infectious agents; these people  have a higher risk of picking up an infection. For example; care workers, people who deal with infectious waste, medical staff. Sewage plant workers

Abortion :: essays research papers fc

Abortion is defined as the termination of pregnancy before the fetus is capable of independent life. Abortions must be conducted before the end off six months, or the fetus will leave the womb and it would be considered a premature birth.There are two types of abortions. One is spontaneous and the other is induced. If the fetus ways less than 18oz or is less than 20 weeks into the pregnancy, it is usually considered an abortion. Spontaneous abortions are known by another name, miscarriages. These usually occur during the first three months of pregnancy. It is estimated that 25% of all pregnancies end in spontaneous abortion.The second form of abortion is induced abortion. This is the deliberate termination of the fetus. There are four main types of induced abortions. The first takes place up to 12 weeks. It is called vacuum aspiration. This is where a tube attached to a vacuum is inserted into the uterus and sucks out the embryo and all other material. The second type takes place after the 15th week and is called saline infusion. Here, the doctors replace a little fluid with a salt solution. This causes the uterus to contract. The fetus is then expelled. The third type is a hysterotomy. This is a similar procedure to a cesarean section. The only difference is, in this operation, is that the cut is smaller and lower. The fourth type is available in the first fifty days. It is a drug called RU-486. It was developed in France and approved for sale there in 1988. Clinical trials in the United States began in 1994.When performed under proper conditions, the sooner the person has the baby, the less risk she is at. The likelihood of complications increase as the woman gets farther into the pregnancy. Although, an abortion has less of a risk of injury than does actually delivering the baby.Abortion is one topic that has been heavily debated. Many cases have gone to court over an abortion. Perhaps the most famous case was Roe vs. Wade. It was a case that was settled in 1973 under Justice Blackman. The Supreme Court ruled that they could not ban abortions in the first six months of the pregnancy. After six months, the states can ban an abortion except in cases in which the woman's health is at risk.I think that there is a lot that can be done.

Islamization Under Zia Ul Haq Essay

When General Zia-ul-Haq took over as the Chief Martial Law Administrator on July 5, 1997, Islamization was given a new boost. General Zia-ul-Haq was a practicing Muslim who raised the slogan of Islam. The Islamic sentiment has always been fully alive in Pakistan. Various governments have used this to their benefit. There are people who doubt Zia’s reasons for raising the Islamic Slogan; whether it was for political purposes to counter balance Bhutto’s appeal or was it to enforce Islam in its true sense. In his first address to the nation, he declared that Islamic laws would be enforced and that earnest attention would be devoted towards establishing the Islamic society for which Pakistan has been created. General Zia wanted to bring the legal, social, economic and political institutions of the country in conformity with the Islamic principles, values and traditions in the light of Quran and Sunnah, to enable the people of Pakistan to lead their lives in accordance to Is lam. On December 2, 1978, General Zia-ul-Haq delivered a nationwide address on the occasion of the first day of theHijra calendar. He did this in order to usher in an Islamic system to Pakistan. In the speech, he accused politicians of exploiting the name of Islam, saying that â€Å"many a ruler did what they pleased in the name of Islam.† After assuming power and arresting former leader Zulfiqar Ali Bhutto on charges of murder, the task that the government was facing was how to gain legitimacy. Since the Islamist parties were already against Zulfiqar Ali Bhutto, they had the most influence on Zia-ul-Haq’s government. It was announced the government would enforce Nizam-e-Mustafa (Islamic System), a 180 degree turn from Pakistan’s predominantly parliamentary law, as a preliminary measure to counter what he saw as a lack of true Islam in Pakistan. Sharing the ideology of the Wahabi sect, Zia advocated purging Islam of what he considered to be impurities and innovations. He wanted to create a hard line Sunni Islamist state. His reforms were popular with Hanafi and Shia sects who faced widespread discrimination and human rights abuses during his rule. Significant and systematic changes aimed at Islamizing the legal system were initiated in 1979 and carried out under General Zia-ul-Haq. This process not only introduced religious and gender biases in Pakistan’s laws but also brought about far-reaching institutional changes in the country’s judicial system. Zia’s Islamization drive was ardently supported by religious parties,  particularly the Jamaat-i-Islami (JI), which emerged as one of his regimes key coalition partners. JI’s founder, Maulana Abul Ala Maududi, endorsed Zia’s Islamization efforts and described them â€Å"as the renewal of the covenant between the government of Pakistan and Islam† (Haqqani, 2005, p.139). In turn, Zia’s support and patronage of the JI allowed the party to gain a foothold in the government so much so that crucial ministries, such as the Ministry of Information, were allocated to JI nominees. However, state sponsored Islamization intensified sectarian divisions between the Sunnis and the Shias 1 who opposed the application of the Hanafi fiqh in areas such as Zakat (Islamic tax) rather than Ja’fari fiqh, which they follow. The Tehrik-e-Nifaz-e-Fiqh-e- Jafari (INJF-Movement for the Establishment of the Shia Fiqh) was formed in 1979 and led Shia opposition to some of the measures instituted by Zia (Talbot, 2005). The Islamic conservatism and the Islamic state became Zia’s primary policy of his military government. Intensified Islamic Policies to radicalize the country had the West worried. The secular socialist orientation and socialist economics process was an attempt to upset to Pakistan’s order of operation on a routine life, as Zia maintained. General Zia rejected Bhutto’s philosophy and was reported to highly hostile of Bhutto’s philosophical rationale, â€Å"Food, Clothing, and Shelter.† General Zia defended his policies in an interview in 1979 given to British journalist Ian Stephens, as he puts it. â€Å"The basis of Pakistan was Islam. The basis of Pakistan was Muslims in the subcontinent are a separate culture. It was the Two-Nation Theory that carved out of the subcontinent as Pakistan. Mr. Bhutto’s way of flourishing way of this Society was by eroding its moral fiber. Mr. Bhutto eroded the moral fiber of the society by pitching students against teachers, children against their parents, landlord against tenants, workers against mill owners. Pakistanis not incapable of economic productions. It is because Pakistanis have been made to believe that one can earn without working. We are going back to Islam not by choice but by the force of circumstances. It is not I or my government that is imposing Islam. It was the 99 percent of people wanted; the street violence against Bhutto reflected the people’s desire of wanting just as the campaign for Pakistan Movement. I am just giving the people what they want.† In 1983, Nusrat Bhutto reasoned General Zia’s policies as she puts it: â€Å"The (scream) and the horrors of 1971 war†¦.  are (still) alive and vivid in the hearts and the minds of people of [Pakistan]†¦. Therefore, General Zia insanely†¦. used the â€Å"Islam [card]†Ã¢â‚¬ ¦.. to ensure the survival of his own regime†¦Ã¢â‚¬  The Government of Zia-ul-Haq took a number of steps to eradicate non-Islamic practices from the country. He introduced the Zakat, Usher, Islamic Hadood and Penal code in the country. Prohibition Order Drinking of wine (i.e. all alcoholic drinks) was not a crime at all under the Pakistan Penal Code. In 1977, however, the drinking and selling of wine by Muslims was banned in Pakistan and a sentence of imprisonment of six months or a fine of Rs. 5000/-, or both, was provided in that law. Under the Prohibition Order, these provisions of law were replaced by the punishment of eighty stripes, for which an ijma of the companions of Muhammad ever since the period of the Second Caliph Omar was cited. However, the law does not apply to non-Muslims, who can possess a license to drink and/or manufacture alcoholic beverages from the government. Prayer timings Instructions were issued for regular observance of prayers and arrangements were made for performing noon prayer (Salat Al Zuhur) in government and quasi-government offices and educational institutions, during office hours, and official functions, and at airports, railway stations and bus stops Reverence for fasting Ordinance An â€Å"Ehtram-e-Ramazan† (reverence for fasting) Ordinance was issued providing that complete sanctity be observed during the Islamic month of Ramazan, including the closure of cinema houses three hours after the Maghreb (post-sunset) prayers. Definition of Muslim By amending the constitution, General Zia also provided the following definition of a Muslim and a non-Muslim * (a) â€Å"Muslim† means a person who believes in the unity and oneness of Almighty Allah, in the absolute and unqualified finality of the Prophet hood of Muhammad, the last of the prophets, and does not believe in, or recognize as a prophet or religious reformer, any person who claimed to be a prophet in any sense of the word or of any description, whatsoever, after Muhammad. * (b) â€Å"Non-Muslim† means  a person who is not a Muslim and includes a person belonging to the Christian, Hindu, Sikh, Buddhist, or Parsi community, a person of the Qadiani Group or the Lahori Group [i.e. Ahmadis] or a person belonging to any of the scheduled castes. A Federal Shariah Court was established to decide cases according to the teachings of the Holy Quran and Sunnah. Appeals against the Lower and High Courts were to be presented before the Shariah Court for hearing. Blasp hemy of the Holy Prophet (S. A. W.) would now be punishable by death instead of life imprisonment. Zia-ul-Haq selected his Majlis-i-Shoora in 1980. It was to be the Islamic Parliament and act as the Parliament of Pakistan in place of the National Assembly. Most of the members of the Shoora were intellectuals, scholars, ulema, journalists, economists and professionals belonging to different fields of life. The Shoora was to act as a board of advisors for the President. A number of other Islamization programs were carried out including the teaching of Islamic Studies and Arabic, which were made compulsory. Pakistan Studies and Islamic Studies were made compulsorily for B. A., B. Sc., Engineering, M. B. B. S., Commerce, Law and Nursing students. For professional studies, extra marks were given to people who were Hafiz-e-Quran. General Zia-ul-Haq wanted to make Pakistan the citadel of Islam so that it could play an honorable and prominent role for the Islamic world. The steps taken by General Zia were in this direction and had a long-term impact; the Zakat tax introduced by General Zia still holds and so does many of his the other laws. On the other hand Islamization was sometimes used as a political process. Zia’s interpretation of Islam may have contributed to the rise of fundamentalism, obscurantism and retrogression. Since the death of General Zia in 1988, inconsistency and instability has prevailed in Pakistani laws. Instability means that the law is frequently changing or is under threat of change because of differences of opinion among the ruling factions. Three of the most obvious inconsistencies in Zia’s Islamic law are: * Those between legal norms and socially observed norms; * Those between statutory legal norms and the norms applied in practice in the courts (e.g. Hadd is difficult to implement as confession, retraction of confession and strict standards of proof make it difficult to execute); *  Those between different formal legal norms (e.g. non-compliance with the Muslim Family Laws Ordinance is compromised by the courts but is strictly punished under the Zina Ordinance). Another example of this contradiction is that the constitution assures women equal status on the one hand but, on the other hand, they are greatly discriminated in criminal law. http://www.dailytimes.com.pk/default.asp?page=2008316story_16-3-2008_pg3_3 http://ijazulhaq.com/zia/biogrophy1.html http://www.rationalistinternational.net/Shaikh/blasphemy_laws_in_pakistan.htm

Explain Child Protection Within the Wider Concept of Safeguarding Children and Young People

All those working with children have a professional responsibility to safeguard and protect children. Child Protection is a highly emotive subject, evoking strong feelings in most people. In order to provide the most effective support and help for vulnerable children and their families, all staff managing services and involved in working directly with children need to be able to acknowledge their feelings and examine their different values and beliefs. Every child can be hurt, put at risk of harm or abused, regardless of their age, gender, religion or ethnicity.Safeguarding legislation and government guidance says that safeguarding means protecting children from maltreatment, preventing impairment of children’s health or development, ensuring that children are growing up in circumstances consistent with the provision of safe and effective care.Child protection is a part of safeguarding and promoting welfare. This serves to protect specific children who are suffering or are at risk of suffering significant harm. Safeguarding the welfare is clearly important and involves quite a lot including promoting their interests, keeping them safe and protecting their interests.The ‘Staying Safe’ action plan published by the government in 2008 highlighted a number of key points which include:Road safety and safety on the streetsBullyingSafety while using the internet and other technologyYoung runaways and missing childrenSubstance misuse by young peopleGuidance for safeguarding disabled childrenIt is very important that everyone that works with children and young people be aware of the safeguarding procedures and know how to respond to any concerns about the children’s welfare and safety.All children and young people have the right to grow up in safety and adults have a duty to protect them from being harmed or abused in any way. Where parents fail to ensure a child’s safety and are unable to protect their children, the local authorities se e it fit to step in and provide protection for the child on the basis of the Children Act 1989. This act forms the legal framework for child protection and is the key legislative document for children and families.

Cal essays

Cal essays Cal: He is a typical 19-year-old Irish boy. He has had a hard life because his mother died when he was 8. Now he is living together with his father Shamie. But the relation between them is not like a father and son relation, they are more like friends. Cal is a person you can persuade very easily and fast. He isnt very self-confident. His friends Crilly and Skeffington boss him around and Cal isnt very happy with this situation, but he doesnt know how to fight back. His friends are strictly catholic and they force him to join the IRA. He starts to become their driver when they commit crimes. Cal is looking for somebody, who loves him. He hasnt been given any real love since his mother died. Fortunately, he finds Marcella who is nine years his senior and he falls in love with her. He met her first in the library where Marcella works as a librarian. Cal starts going there regularly just to meet her. Finally, Marcella, who is more mature and who has already a daughter, falls in love wi th Cal, too. Cal is a very poor boy who doesnt have a lot of luck in his life. He thinks a lot and has many nightmares about the murder of Marcellas husband. He feels guilt about the murder of Marcellas husband who was shot by one of Cals friends when he was the driver. He feels sorry but there is no possibility to show it because Marcellas doesnt know anything about his secret. Marcella: She is a very unhappy woman in her late twenties. She lost her husband in an attack of the IRA. During the story you find out that she didnt love her husband anymore in the end. Now she is living together with the parents of her husband and especially her mother-in-law bosses her around. Marcella doesnt have any friends and she would like to get to know people. She is desperately looking for a job. Eventually, she gets the job in the library. Marcella has very weak personality. Cal is a kind of ...

Quotes About Being Nice from Famous People

Quotes About Being Nice from Famous People It is important to be nice. But sometimes being nice can be misconstrued as being weak. Should you be nice to everybody? Should you be nice only when others are nice to you? Do nice guys and gals finish last? Here are some interesting views and quotes about being nice.   Dave Barry A person who is nice to you, but rude to the waiter, is not a nice person. Garrison Keillor You taught me to be nice, so nice that now I am so full of niceness, I have no sense of right and wrong, no outrage, no passion. Dag Hammarskjold It is easy to be nice, even to an enemy from lack of character. Addison Walker Its not true that nice guys finish last. Nice guys are winners before the game even starts. Wilson Mizner Be nice to people on your way up because you’ll meet them on your way down. Phyllis Diller Always be nice to your children because they are the ones who will choose your rest home. Fay Weldon Young women especially have something invested in being nice people, and it’s only when you have children that you realize you’re not a nice person at all, but generally a selfish bully. Bill Gates Be nice to nerds. Chances are you’ll end up working for one. Lord Hanson Always be nice to bankers. Always be nice to pension fund managers. Always be nice to the media. In that order. Drew Barrymore Weve got to learn hard things in our lifetime, but its love that gives you the strength. Its being nice to people and having a lot of fun and laughing harder than anything,  hopefully, every single day of your life. Michael Arlen It is amazing how nice people are to you when they know youre going away. Richard Simmons Everyone in this world is somehow connected. So why not just be nice to everybody. Robert De Niro The hardest thing about being famous is that people are always nice to you. Paul Arden Everybody wants to be good, but not many are prepared to make the sacrifices it takes to be great. To many people, being nice in order to be liked is more important. Theres equal merit in that, but you must not confuse being good with being liked. Kirk Douglas Virtue is not photogenic. What is it to be a nice guy? To be nothing, thats what. A big fat zero with a smile for everybody. Muhammad Ali At home, I am a nice guy: but I dont want the world to know. Humble people, Ive found, dont get very far. Lillie Langtry No person in the world ever lost anything by being nice to me. John Templeton It is nice to be important, but its more important to be nice. Bryan Cranston Weve been trained since kindergarten: Be nice, be kind, share, put on a smile. So were conditioned to squash our natural selfish instincts, and thats the right thing for society.

Are early intervention programs like Early Head Start worthwhile Essay

Are early intervention programs like Early Head Start worthwhile - Essay Example The four areas are cognitive development, physical development, social development, and emotional development. Catering to the four areas enhances the poor child’s learning capacity. The early intervention programs like IDEA and Early Head Start are worthwhile endeavors (Currie, 2001). The Early Head Start program is defined as the early intervention learning strategy of our government. The program helps families equip their child for their first entry into the formal school classroom environment. The program caters to families having children within the three years old or younger age group. Likewise, the program includes mothers who are currently pregnant. The program trains the parents ensure the child learning experiences are maximized (Currie, 2001). B. The Disabilities Education Act (IDEA) intervention program is worthwhile (Duncan, 2010). The Early Learning Program cooperates with other education programs that are being implemented by our United States government. The IDEA program focuses on helping the disabled members of North American society improve their learning capabilities. The IDEA program includes a specialized learning program that is fitted for the disabled person. For example, the Braille learning system is used for the blind learning child. Sign language is used as a medium of learning instruction in a classroom of deaf-mute students. Further, the IDEA program is divided into several areas of child learning specialization. One area is reading comprehension. Another area is disabled child learning progress tracking. A third area is child learning accommodations. A fourth area is child learning assessment. A fifth area is child behavior improvement leading to better learning capacity. The IDEA program states the United States government prioritizes learning programs that are tailored to fit each disabled person’s learning situation (Duncan, 2010). C. Use of play materials early