How might ‘Naturlism’ be defined within theatrical context

How might ‘Naturalism' be defined within theatrical contexts? Movement in theatre developed late 19th century, presenting ordinary life as accurately as possible, influenced by novelists and playwrights such as Ibsen and Emile Zola. The idea of naturalistic plays was to portray harsh and gritty subject matters, which would emphasize the wrongs in contemporary life which would often be frowned upon and alienate 19th-century audiences. However, by seeing the wrongs in society there is a believe that people will try and better themselves. Naturalism existed only in it's historical momentsTheatre imitating life. Naturalism brought science into the game, with more electricity in theatres, removal of audience, putting them in the dark as if they were eavesdropping. Importance of everyday and ordinary. Potential tool for improving humanity by showing the wrongs. Brought in the fourth wall, analytical distance. extending the idea to the imaginary boundary between the audience and the s tage. Character is more important than plot/action. The model of theatre as scientific ideas and the idea that human beings are distinguished by society, like showing the ubject as a product of social forces.Playing around with that idea, like Emile Zola did in his play â€Å"Miss Julie† dropping a high class girl into a test tube with a servant (lower class) of particular type/ character and see what happens. Playwrights tried to get as far away from the theatrical side of plays, by using techniques such as making real time and fictional time the same. It would always be very accurately documented, especially social detail. Lineage or Heredity always played a big part and were controlled by the environments which would explain the ehavior and status of the characters.Naturalism showed a slice of life as it really is, without putting up a show for the audience you see a gritty unpleasant side of life which pays very close attention to detail and behavior, often including batt le of sexes, Heredity or Lineage and lots of psychological detail about why the characters are doing what they are doing taking their past and course through life to this point in time into consideration. Which leaves the audience to study the characters outside of what they see in front of them. Reveals the private side of life.Naturalism played a great role in later theatre evolving to Hypernaturalism and symbolism. Theatre of Naturalism will open up new perspectives for anyone interested in theory or theatre, whether scholars or the wider theatre-loving or performing public. Naturalism is a torm ot Realism, but was a more scientific approach than realism which is interested in cause and effect – both inherited and environmental Human psychology Has true view of the outside world but only focuses on what's going on the inside even though characters come and go

Teaching phrases and sentences

Phrases and SentencesYou are familiar with the English alphabet.There are 26 letters of the alphabet which include 5 vowels and 21 consonants.amazonaws.com/aaimagestore/essays/1215081.002.png%22">Example vowels consonants We use these letters to do words.Wordss are used to do phrases and sentences. What is a phrase?Read the two groups of words.These group of words do non give a complete significance. Such groups of words are called phrases.What is a sentence?Read the group of words.This group of words convey complete significance. Such a group of words is called a sentence. A sentence begins with a capital missive. It ends with a full halt (.) exclaiming grade (!) or a inquiry grade (?)Types of sentencesA revealing sentence ( declaratory sentence ) makes a statement and ends with a period ( . ) .ExampleThe narrative is interesting.I saw the koyna dike.An inquiring sentence ( interrogative sentence ) asks a inquiry and ends with a inquiry grade ( ? ) .ExampleIs the narrative interesting?Have you seen the Koyna Dam?An emphatic sentence shows strong emotion and ends with an exclaiming point ( ! )ExampleWhat a deadening narrative!What a beautiful topographic point! Let’s Exercise 1. Circle the complete sentences.The door is unfastened.Near the large basketDo you like apples?long green foliagelittle dusty autoThe male child was angling.2. Use the phrases to do complete sentences. a ) in the cave †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦ . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦ B ) little, unhappy male child †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦ †¦ . degree Celsiuss ) on the bullock cart †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦kind vitamin D ) sort, intelligent physician †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3. Read and set in the right punctuation grade at the terminal of each sentence.It is really hot to play out-of-doorssStop! We are on the incorrect routeRun! The house is on fireDid you work out the mystifier yetCareful! The spectacless will fallShe gave me a fantastic giftThere is ice pick in the iceboxThe physician gave me some medical specialtiesHave you shut the window4. Write a few sentences to depict the sundown or dawn you witnessed. Use all the types of sentences in your description †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. B. Question words There are two types of inquiries.Yes or no inquiriesWh inquiriesQuestion words are besides called wh inquiries because they include the letters ‘W ‘ and ‘H ‘ . There are 6 different WHquestion words. Question words Ask about Example and 1. Fill in the right inquiry word for the given replies a ) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ is standing behind you? Rita is standing behind me. B ) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦ does the yoga category Begin? The yoga category begins at 8.00 o'clock. degree Celsius ) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . is the eating house? The eating house is in forepart of the park. vitamin D ) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. is the conditions in your town. The conditions is really cold in my town. vitamin E ) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. are you making now? I am doing sandwiches now. 2. Write the right inquiry for the given replies. a ) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦ I eat rice and dekaliter for tiffin. B ) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. I am happy because I won the spelling competition. degree Celsius ) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ The museum opens at nine o'clock on Sundays. vitamin D ) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Mrs. Patil is our English instructor. vitamin E ) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . I want to purchase the bluish bag. C.Capable and PredicateA sentence has two parts – The topic and the predicateThe topic of the sentence Tells who or what the sentence is approximately. It is normally found in the beginning of a sentence. It can include pronouns and nouns with adjectives that describe the topic.The Predicate is the action portion or it tells what the topic is or does. It contains the verb.Examples a )The immature adult male is rinsing the auto.Who is the sentence about?the immature adult male.‘The immature man’is the topic of the sentence.What does the sentence state us about the immature adult male?is rinsing the auto‘is rinsing the auto ’is the predicate of the sentence. B )The small miss from the small town won the completion.Who is the sentence about?The small miss from the small town‘The small miss from the small town’is the topic of the sentence.What does the sentence state us about the small miss?won the competition‘won the competition’is the predicate of the sentence. degree Celsiuss )They are standing in a waiting line Who is the sentence about?They The pronoun ‘they’ is the topic of the sentence. What does the sentence Tell about the ‘they’ ?are standing in a waiting line vitamin DThe train arrived at the station. What is the sentence about?The train ‘The train’ is the topic of the sentence. What does the sentence Tell about ‘The train’ ?arrived at the station Let’s Exercise 1. Underscore the topics in each of the undermentioned sentences. a ) Tina and her friends are happy. B ) We reached the airdrome early. degree Celsius ) The buzzer rang aloud. vitamin D ) The auto was parked in the garage. vitamin E ) She goes for a walk every forenoon. degree Fahrenheit ) The work forces are purchasing railroad tickets 2. Make the words from each column to organize 6 complete sentences. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3. Look at the images and finish the sentences. a ) The squirrel †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . B ) The husbandman †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦ degree Celsius ) Ravi and Sunil †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . vitamin D ) The worker †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦ vitamin E ) Tara and her grandma †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . degree Fahrenheit ) The kids †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . g ) Sara and her male parent †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..

European colonialism is often depicted as a force of greed that Essay

European colonialism is often depicted as a force of greed that exploited the African people for financial gain however, one cou - Essay Example Europeans used guns and bombs. This was described as spiritual or religious war, as the Africans hoped for immunity from the bullets, offered to them by their gods. However, the evils of the war have been discussed over and over, with little focus on the benefits the war had on Africans and the Europeans. This paper seeks to find out the benefits of the war to both Africans and Europeans, especially through moral changes. As earlier noted, Africans used bows and arrows, swords and shields to wage their war against the American soldiers. However, during the progressive days of the war, they adopted the Europeans style of fighting, and embraced the use of guns and bullets. Although these arms were not legally acquired as the African militants staged ambush on the American army and stole away their guns and ammunition, they helped improve their fight against the American soldiers significantly. The realization that their forms of fighting could not be comparable to that of the Americans quashed their naivety and they started embracing the importance of modernized forms of fighting. To this modern day, the Africans import guns and ammunition for war and internal security. The African disorganized form of fighting always gave advantage to the Europeans soldiers. They did have any form of training in fighting skills. This made the European army to have an advantage over the Africans. With time, they learnt the art of organized fight which greatly improved in their fighting tactics. At times they surprise that Americans soldiers and won in a number of battles. Most of the African and European gains from colonization were long term. Various changes were experienced by Africans, but also enjoyed by the Europeans. Effects of colonialism are felt in the African continent even to this day, years after the rule ended and the continent became independent. The Europeans gained economically through the raw materials that they acquired from Africa. The Europeans borrowed the sh ield used by the Africans in the war to form a basis for a number of games played by the Europeans. Some of the African games were adopted by the Europeans with minimal changes to suit the European children. Other games played by the European children based their ideas from the African games. Although most of the Africans consider the colonial rule to have been bad, evidence shows that they benefited handsomely from the rule. Some countries that were not been colonized when they lagged behind other countries that had undergone the colonial rule, they attributed this to the lack of the colonial rule in their country. An example is Ethiopia, a country that was not colonized by and foreign power. Emperor Haile Selassie declared that at one time, the county was too poor because it had not experienced the colonial rule like its African counterparts. For example, most of the Africans before the colonial era were culturists. They did not have a formal religion and mostly thought that their gods lived in the forests, in caves or in the mountains. However, with colonization, Europeans brought religion to the Africans. They taught them the values of Christianity and the importance of the bible. The Europeans introduced Christianity to the Africans, and thus changed their way of life and understanding of Christianity. Many at times, the Africans would offer rituals and sacrifices to their gods, but when the Europeans

Analysis, Comparison of Two Articles Essay Example | Topics and Well Written Essays - 1250 words

Analysis, Comparison of Two Articles - Essay Example The article by Tannen on the divide in communication across genders posits the thesis that men and women communicate differently, and that there is a need for both sexes to understand where the other is coming from from a communication point of view to foster greater understanding among men and women, especially in the intimate context of heterosexual relationships, marriages ,and pair bonds. The rest of the essay undertakes an analysis of these two less, and undertakes to compare them from various contexts aligned with the subject of gender differences, communication between the sexes, the power hierarchies between and among the genders, and the implications of language, word usage, and word choice in everyday relational contexts between men and women, and in such things as items of clothing, on perceptions of what how men and women form relationships and interact with each other. In Smith’s article there is an exploration of the social and gender implications of the use of the name wife-beater to refer to a piece of undershirt that has gained popularity among young people, and among men and women. The issue is not so much the undergarment itself, which is also worn on its own, a T-shirt in essence. The issue has to do with the use of the name wife-beater to refer to the shirt. The shirt has become a staple among even the most famous and popular apparel brands, from Gap to the iconic names of high fashion. Moreover, the author notes that young people, those below 25 years of age, seem to relish wearing the shirt with no qualms about its name and the social and gender, cultural implications of the name. On the other hand, the author herself has serious reservations and objections about the name wife-beater.

How to design fashion psychologically Dissertation - 1

How to design fashion psychologically - Dissertation Example There has always been a perceived connection between the designer clothing associated with individuals and their status in the society as well as their identity. There is also the notion that the connection between these aspects decreases with an increase in maturity, nevertheless, designer fashion still influences the views of status. Hypotheses will be tested through gathering literature from research that has been carried out by other people as well as conducting a new experiment.   This research aims at creating a better understanding of how designer fashion influences the social standing of women especially psychologically and physically. This research is particularly important as it is inevitable for people to avoid being judged based on their clothing and will aim at understanding the influence of materialism on status of people of different ages. Problem statementThe main aim of this research is to understand how fashion created by different designers all over the world aff ects the social status and development of an identity particularly in women.   Humans have different ways of differentiating between each other and conforming to societal norms, including the use of clothes. Clothing, especially fashion assists people in identifying themselves with their peers and acts as a method of distinguishing people. Clothing can be easily used in the identification of the form of character and cues that indicate particular stereotypes. These stereotypes may be useful in appreciating the social status.

HRM Part of a module in a Business degree Assignment

HRM Part of a module in a Business degree - Assignment Example After the candidates appear for tests and interviews, the best amongst them is chosen for the job under consideration. This person then gets hired with either a contractual job or a fixed one. In essence, the recruitment and selection procedures entail of the different norms that take place from the starting to the finish. The procedures comprise of all the tasks which are deemed as significant in the selection process (Smith & Robertson, 1993). It must be understood here that the selection processes are very cumbersome at times because they involve a lot of thinking on the part of the selection committees within the workplace domains. They have to work towards completion of tasks as well as solve the problems related with hiring the best individual for the said position. It is indeed a headache for some of the organizations in the time and age of today, and quite rightly so, due to a host of factors involved with the eventual recruitment process. Selection procedures include the dif ferent selection tools which are the interviews, the exams, the psychological and stress related tests, medical exams and so on. The manner in which these exams and interviews come about depends a great deal on the way the selection processes are aligned within the domain of the organization itself. ... In fact the human resources department has the most important role in the selection process because it has to forward the soundest individual to the top management for the sake of interview, after he/she has cleared the exam and medical test. Hence the ideological basis of the human resources department is of utmost essence within the related scheme of selection processes that work to good effect in producing viable results in recruitment and selection domains. The selection processes work towards building the core competencies of the individuals as well as detailing them with regards to what is deemed as the most significant rationale for the organization with respect to these employees. It is pertinent to understand that these selection processes will bring in the much touted results and there would not be any problems in the wake of hiring the right people for the right jobs. Recruitment and selection are taken of as being the most significant yardsticks for discerning how sound t he strategic human resource management will shape up within any organization. What this implies is the fact that reasonably adequate individuals are recruited and selected for the jobs as this shall bring in the goals and objectives which have been envisaged by the organization in the past. There is a great deal of learning which shapes up the strategic human resource management; and how the same is dealt with has to be given proper consideration as well. This is because recruitment and selection matters discuss how well people are suited to perform their jobs and what best they can do to bring out solid results for the sake of the organization that is under discussion. The top management

Managing Change- Strategies for mergers and acquisition AOL and TIME Essay

Managing Change- Strategies for mergers and acquisition AOL and TIME WARNER - Essay Example In both the cases of mergers and acquisitions, two separate entities decide to come together; a change is certain to happen in the new amalgamated set-up. The change is expected in the company policies, management hierarchy, and customer relations among other major things. And if the merger is that of the largest merger till date, we can understand the proximity of the change. Merger of Time Warner with America Online proves the fact. Beginning its journey with the name of Quantum Computer Services, America Online (popularly known as AOL) has been one of the most successful brands in the world of internet. Proving the fears of many experts wrong, AOL was successful even after the free internet service providers entered the market. AOL also successfully survived the dotcom bust when many of its competitors had to shut their business. For a long time Time Warner has been a part of various mergers and acquisitions. The company, Time Warner, was formed in 1990 when Time, Inc and Warner Communication decided to merge together. It has a wide array of business initiatives ranging from producing films, publishing books, broadcasting, etc. Some of its leading brands are Time, CNN, Warner Brothers. It was early January of the year 2000 when the biggest corporate merger was announced as an all stock transaction. But there were certain issues to be settled before the deal saw day’s light. After about a year, on 11th January 2001, with the approval of FCC, the deal was signed of making AOL Time Warner, the largest media and entertainment company in the world. Though, both the companies claimed it was ‘a merger of equals’, but actually AOL shareholders owned 55% stake of the new company and the remaining 45% stake of AOL Time Warner belonged to the shareholders of Time Warner (McCullagh D., December 2000). The new company initially traded at the New York Stoke Exchange with

Business Planning-The Twist Kettle Assignment Example | Topics and Well Written Essays - 1750 words

Business Planning-The Twist Kettle - Assignment Example Twist Kettle was basically designed to address these problems and introduce in the mainstream market a more improved kettle. The product is designed along the lines of eco products; preventing energy waste while at the same time is distinguished by the ease of use. According to Blackwell, pricing is normally a very vital aspect of any product.T he market price of the twist kettle makes it affordable for the average household, thus providing adding value. The project is extremely competitive and the commercialization process is expected to gain significant market share. This was after intensive market research was conducted investigating consumer attitudes to sustainable products with the intention of knowing what exactly consumers had in mind in regard to a sustainable kettle that could appeal to the wider market rather than just environmentalists. An aspect that Rogers recommended greatly in his written works about innovations. Before venturing into any business, in one's plan, ther e must be a rationale to as why they have decided to venture to that said business. The group sat down and came up with a design that embodied sustainable features but within a conventional kettle form which the content of this report is about. Â  Here is a brief summary of some of the key elements in this Twist Kettle business plan devised by our group. It largely talks about our product which is the kettle and of what importance and benefits it has over what has been on the market. The whole concept of marketing it and the concerned team and not forgetting other closely related aspects like the financing.

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

Ethanol - Research Paper Example The study involved 19 American Corn producing states and the effect of corn farming for ethanol production were analyzed based on 12 environmental factors. The study also considered the factors known as ‘eutrophication’ that is simply described as "an increase in the rate of supply of organic matter in an ecosystem" (Evans). Based on their study, it is revealed that E85 (blend of 85% ethanol and 15% of gasoline) fuel causes worse environmental impact than pure unblended gasoline. To be precise, E85 shows, on average, 23% higher impact in relation to gasoline. Moreover, if greenhouse gas emissions from land use are taken into account, the impact on environment is found to be 33% higher than gasoline. The researchers in their findings used the Greenhouse Gases, Regulated Emissions and Energy Use in Transportation (GREET) model developed by Argonne National Laboratory. The model determines "the amount of fuel required for the average gasoline and flex-fuel vehicle over a di stance of about 0.62 miles (1 kilometer)" (Evans). E85's benefits and drawbacks are compared with gasoline that is produced from imported crude oil and refined in the country. The authors point out that in previous studies the impact of irrigation, fertilizer uses, and pesticide application for feedstock growth has not been taken into account and without that real impact of ethanol on environment cannot be estimated accurately (Yang et al.). On land-use change, Searchinger et al. argues that when American farmers divert corn for ethanol production that means some other land within the US or outside must cultivate corn required as feed stock for human consumption assuming total consumption remains stationary. It can be construed that bio-fuel production is bound to drive agriculture in some other parts of the world. With new areas converting to agricultural use, a carbon debt is bound to occur. Searchinger et al. estimate emissions using agricultural model of land-use change and they have found that corn-based ethanol production enhances green house emission by 100% over 30 years. Authors conclude that as long as biofuel is grown on farmland, it can not imporve our carbon foot print (Searchinger, 2008). It is important to note that the Federal government in the US is providing large subsidies to farmers so that corn-based ethanol production could be enhanced. The objective is to reduce gasoline consumption by 20 percent. Does that mean that the US government is providing subsidy to worsen the environment instead of improving it? Michael Grunwald argues that bio-fuels take away the agricultural land and destroy the forests, and grasslands that are storehouse of huge amounts of carbon. In Indonesia, in a bid to grow palm oil trees for bio-diesels people have reduced wilds to such an extent that the country has been now third largest emitters of carbon. Same is the case with Malaysia where palm oil farming for bio-fuel production has taken surge reducing agricultu ral land for human consumption. In the US, 20 percent of corn is sold to ethanol production creating scarcity of corn for human and cattle feed consumption (Grundwald).

Strategic HRM Essay Example | Topics and Well Written Essays - 2500 words - 1

Strategic HRM - Essay Example een the purpose of human resources to the strategic objectives in an organization aiming to improve and sustain the organization’s performance (Gratton et al 1999, p. 28). Strategic human resource management works on an ideology that management of human resource of an organization depends on the organization developing a unique culture of its own, distinct from other cultures present in the industry under its jurisdiction. To this essence, it requires an organization to develop consistent policies and programs or strategies aligned well for the achievement of its strategic objectives. The chief aim of every organization is to position itself as the best among other firms – building a competitive advantage. Among the several perspectives of building a competitive advantage in business environment, resource-based view of human resource management looks promising to many organizations perhaps due to its centralization on the internal strength of the organization (Radcliffe, 2005, p. 51). The objective of this essay is to evaluate how the adoption of resource-based view (RBV) model of strategic management can lead to achievement of competitive advantage of a business and the shortcomings of this model to a business organization. To improve an organization’s performance strategic human resource management (SHRM) acts as a supervision practice that connects the organizational role of human resource to the managerial predetermined objectives. The improved performance of an organization will bring its competitive advantage in the line of business operation. There are different perspectives of strategic human resource management (Radcliffe, 2005, p. 52). . For example, universalistic perspective, contingency perspective and the resource based perspective. All of these perspectives describe how merging the strategic objectives of a business to the administrative functions can lead to organizations competitive advantage. The proponents of universalistic

Farmer Boldwood throughout the novel Essay Example for Free

Farmer Boldwood throughout the novel Essay This illustrates that he is completely obsessed; he worships the ground she walks on. The news of Troys death has once again disturbed Boldwoods equilibrium, and new hope burns within him. In chapter forty-nine, following the complete ruining of his crops due to his neglectful behaviour, Boldwood appoints Oak to look after his farm. A great hope had latterly germinated in Boldwood, whose unreasoning devotion to Bathsheba could only be characterized as a fond madness which neither time nor circumstance, evil nor good report, could weaken or destroy. In this sentence the Author describes Boldwoods obsession with Bathsheba, and proves to us that although Boldwoods hopes could be temporarily subdued, his true feelings were always there. It seems as if his feelings for Bathsheba will last his entire life. Boldwoods hopes are encouraged when, after talking to Liddy he finds that Bathsheba mentioned remarrying in six years, giving him something to cling onto. Throughout the novel Boldwood thinks constantly about the best possible outcome of a situation. Liddy saying that Bathsheba once mentioned remarrying slowly evolves in his head into him believing that Bathsheba will marry him in six years. He always tries his best to keep himself hopeful. His waking hours once again become devoted to thinking about Bathsheba. In chapter fifty-one Bathsheba goes on a ride with Boldwood in his cart to Weatherbury after finding herself unable to refuse because Oak, her usual driver, was too busy and Boldwood her only alternative. After awkwardly chatting about mutual interests, Boldwood, unable to resist, bluntly asks Mrs. Troy, you will marry again some day? She is taken aback and a long pause ensues before she says she has not seriously thought of such a subject. Boldwood continues to press her, and is clutching for reassurance when he says, You never liked me. Bathsheba then talks about seriously regretting her treatment of him, and Boldwood is desperate and shameless enough to say to her Bathsheba, suppose you had real complete proof that you are what, in fact, you are-a widow-would you repair the old wrong to me by marrying me? These are the words of a truly desperate man; he does not care at all if Bathsheba loves or even likes him, but just wants her to marry him. His current mental state is worse than ever before. He keeps pressuring her about marrying him in six years time and when it seems as if she might decline, he prays on her ill treatment of him in the past, a desperate and dishonourable act. But do give it, remember the past and be kind Bathsheba eventually ends up being telling Boldwood she will tell him of her decision at Christmas. This act of Bathshebas subdues Boldwood, and as before in this situation he leaves her alone until the promised time because those simple words of hers are enough to comfort him into believing that she will eventually marry him. It is as if his life itself is centred around Bathsheba, but I think Bathsheba only promised to consider his proposal because she feared for his sanity. In chapter fifty-two Boldwood holds a grand Christmas party, something that is, evidently from the Authors words, extremely out of character. But Boldwood has sunk so fast towards insanity that his character itself has changed dramatically. Boldwood is very expectant of Bathshebas answer, and deliriously happy in the build-up to the party. Bathsheba fears the party and having to give Boldwood an answer, and deliberately wears mourning clothes to it. Boldwoods cheerful disposition will not be dampened, even when Oak tries to make him more realistic about the situation, to stop him getting his hopes up. But, as has been consistent throughout the novel, Boldwoods moods and feelings are completely uninfluenced by anyones words but Bathshebas. Because of Boldwoods cheerful mood, he increases Oaks salary, this is mainly due to his knowledge of Oaks interest in Bathsheba and seems to me like a consolation prize, because through the mental haze that obscures his judgement, he truly believes Bathsheba is his. It is in chapter fifty-three that Boldwood is finally pushed over the edge. After being verbally beaten into submission, Bathsheba gives her word to marry Boldwood in six years if Troy does not return. Still, this is not quite enough for Boldwood and he requests that she wear a ring he bought for her. The demonic force that appears to be gripping Boldwood as he almost forces the ring onto her finger is too much for Bathsheba, and she begins to cry. Soon after this, Troy arrives at the house and tries to take Bathsheba away and it is at that moment that Boldwood simply erupts he shoots troy with one of the guns on his gun rack. The old Boldwood is now completely gone replaced by a hysterical madman. When Bathsheba had cried out in her husbands grasp, Boldwoods face of gnashing despair had changed. The veins had swollen, and a frenzied look had gleamed in his eye. Able to take no more, Boldwood readies himself to commit suicide with the same gun, but is prevented by Samway. In chapter fifty-five the true extent of Boldwoods obsession with Bathsheba is revealed. He had bought a large number of gifts for he labelled Bathsheba Boldwood and dated six years in advance. His very soul was completely consumed with the idea of marrying her. Boldwood is sentenced to life imprisonment. This novel describes the degeneration of a quiet, reserved and proud man into a crazed, violent and obsessive maniac. Throughout Boldwoods life a certain equilibrium was preserved, and Bathshebas arrival and sending of the valentine disturbed it. He truly was in extremity at once. His mental state became more and more unstable until he finally exploded and shot Sergeant Troy. I believe this was the end of Boldwoods equilibrium, and he would remain mentally ill and preoccupied with the woman he would never have.

Tradition and the Individual Talent Analysis

Tradition and the Individual Talent Analysis Tradition and the Individual Talent was originally published across two instalments of the Egoist in 1919 and later, in 1920, became part of T.S. Eliots full length book of essays on poetry and criticism, The Sacred Wood. Literary modernism is visible throughout the essay in the self-consciousness Eliot writes of with regards to writing poetry. The Waste Land, like much literature of the modernist era breaks away from traditional ways of writing and uses Eliots own understanding of tradition, literary allusion, in a unique way. This essay will be focusing on the arguments made by Eliot, with regards to literary tradition, in Tradition and the Individual Talent and how The Waste Land relates to those arguments. Eliot begins Tradition and the Individual Talent by arguing it is the poets treatment of their position within the historic context of literature that demonstrates talent. The essay asserts that the poet should use their knowledge of the writers of the past to influence their work. He states that we shall often find that not only the best, but the most individual part of his work may be those in which the dead poets, his ancestors, assert their immortality most vigorously. Eliot explains that to write with tradition in mind does not mean imitating, as this would lead to repetition and novelty is better than repetition. He defines tradition as something only to be gained by the labour of knowing literature of the past and by being critically aware of what techniques and content is of value. The poet should be aware of the simultaneous order of literary tradition, dating back to the classics. Tradition is the accumulated wisdom and experience of literature through the ages and is, according to Eliot, essential for great achievements within poetry. Eliot argues that no writer or piece of literature has value or significance when isolated from the literary cannon. In order to judge a work of art or literature it must be compared to works of the past. He believes that tradition is constantly changing due to adding new work to the literary cannon. He suggests that the author should conform to literary tradition and be informed by the past, but that by doing so the work of the author modifies the work they have been informed by. It is important for the poet to be aware of their own position within the present but also their relevance in relation to literature of the past. The modern author adds meaning to the traditional text by incorporating its influence into their work. Eliot acknowledges that the new work of art, when original, modifies the literary tradition in a small way. The relationship between past and present is not one-way, the present can alter the past, just as the past informs the present. Eliot then acknowledges that knowledge of the past as a whole would be impossible. In order to gain a good sense of tradition one must critically examine the past, focusing on works of art that are considered to be of high value. He explains that the definition of a sense of tradition is to be critically aware of trends and techniques which became typical of a particular age, movement or even author, and to have the ability to recognise deviation from this. An author with a good sense of tradition should also be aware that the main literary trends do not come, solely, from the most recognised poets, but they must be aware of trends set by poets of lesser recognition. Although the work of present poets is compared and contrasted to poets of the past, it does not determine whether the work of the present is better than the work of the past. Standards and principles are recognised to have changed. The comparison is made in order to analyse the new work, creating a deeper understanding of the text. It is only through this comparison the traditional and the individual elements can be determined. Eliot claims that art never improves. He argues that, despite changes in thinking, great writers such as Shakespeare and Homer remain relevant. He recognises that artists work with different materials and their art is a product of different eras, therefore it would be impossible to measure a qualitative improvement in any school of art. Eliot is aware that questions will be asked about the great level of knowledge that would be required of any one poet in order to meet his understanding of tradition. The essay will be criticised on the basis that there are great poets who did not have the level of education that Eliot is claiming is required. Eliot goes on to argue that it should be the duty of every poet to build their knowledge of the past for the duration of their career. He believes that it is knowledge of tradition that encourages and strengthens the poets ability to write great work. Eliot recognises that, at the start of a poets career, individuality will assert itself, but he notes that it is the sign of an immature poet and that as they continue to write one should lose the sense of the poets personality within the work they create. The poet should become objective with maturity. This therefore makes it irrelevant who wrote the poem under analysis, the relevance lies in the poems delivery of literary tradition. Eliot notes the necessity of the poet experiencing new situations and emotions without any changes being visible in their poetic voice. He states the more perfect the artist, the more completely separate in him will be the man who suffers and the mind which creates. He notes that the personality of the poet should not be expressed in their work but should remain unchanged by external factors. Eliot expresses that poetry may be formed from singular or various feelings, emotions or a combination of the two. He argues that poetry is in fact the organisation of emotions and feelings rather than inspiration. He believes that the quality of the poetry is not determined by the intensity of feelings or emotions but the intensity of the process of creating and ordering those feelings as part of poetic composition. The more pressure involved in the creative process the better the quality of the end product. Eliot goes on to note the difference between personal emotions of the poet and the emotion of poetry itself. While personal emotions may be simple, the expression of these emotions may be complex. While it is not the role of the poet to express new emotions, the poet should express ordinary emotions in new ways. Eliot then goes on to reject Wordsworths theory of poetry that is has its origin in emotions recollected in tranquillity. He believes that the composition of poetry does not require emotion, recollection or tranquillity, but that original poetry results from concentration on experiences. He also argues that this concentration should not be deliberate but passive. Poetry should be an escape from the poet, not a reflection of them. Eliot is not denying the poet personality but is declaring that the impersonality required to create good poetry can only be achieved when the poet surrenders themselves to the poetry they create. In part three of the essay, Eliot concludes that the poet is only capable of surrendering themselves to their work if they have acquired a good sense of tradition. And he is not likely to know what is to be done unless he lives in what is not merely the present, but the present moment of the past, unless he is conscious, not of what is dead, but of what is already living. By this he means that the poet should be conscious not only of their position within the literary cannon of the past but also where they belong in the literature of the present and how their poetry is relevant as a statement of the world in which it is created. The arguments made by Eliot suggest he is of the didactic school of poetic literary theory, believing that poetry should educate as well as entertain. Tradition and the Individual Talent sets out rules to be a great poet. Although he does not go to the extreme of being a neo-Classical critic, his theories do bear some resembalance in that he speaks of the classics being as relevant to poetry now as ever. This suggests that Eliot believes alluding to classical poets can improve the quality of the poetry. While Tradition and the Individual Talent does argue for originality it does so in a way that relies upon literature of the past. This still fits with the understanding of literary modernity as suggested by Ezra Pounds statement Make it new as, rather than making something completely original, Eliot is suggesting you take the traditional and make that new by attributing new meanings to what has been expressed. Eliot does not allow for the expression of new emotions. The arguments Eliot makes for the absence of the individuals experiences within their poetry is limiting the originality and uniqueness of poetry. While Eliot allows for originality in the way in which poets react and respond to the literary and historic tradition, he limits free expression of the self. Whilst the poet often takes influence from the past there should be unlimited freedom for expressing new ideas and emotions relating to the new material and the world in which they live. The ideas expressed in Tradition and the Individual discourages poets who are less well educated and therefore could discourage naturally talented poets from creating truly unique poems. Overall the essay is flawed not in the expression of Eliots arguments but in the rigidity of rules he places on a creative process, which should be free from rules and allowing for complete creative freedom. In Tradition and the Individual Talent, Eliot stated that the most individual parts of [the authors] work may be those in which the dead poetsassert their immortality most vigorously. When placing this alongside his argument that the experienced and mature poets converse with literary tradition in their work, it is hardly surprising that The Waste Land is full of literary allusions. The way Eliot alludes to literary tradition is in itself a source of originality, fitting with his arguments, however, emotions, personality and the personal experience of T.S. Eliot are disguised within The Waste Land. These aspects become clear when studied from a biographical perspective. The Waste Land is often read as an attempt to put the ideas of Tradition and the Individual Talent into practice, but the remaining part of this essay will focus on how Eliot fails to separate his personal experiences from the creative process. The Waste Land was written in 1922 during a period when T. S. Eliot was under orders from his physician to take three months rest. It is generally believed that this was due to a nervous breakdown. As a result of this Eliot was treated for neurasthenia[1] under the care of Dr. Vittoz in Lausanne, Switzerland. Because the majority of The Waste Land was composed during the period of Eliots treatment, the poem can be viewed as representative of Eliots psychological condition and his healing. It is due to this that Eliots emotions and personality are visible in the themes, structure, language and even grammar of the poem. This is something which Tradition and the Individual Talent claims should be absent in the work of a great poet. It is perhaps due to Eliots belief that poetry is not a turning loose of emotion, but an escape from emotion; it is not the expression of personality, but an escape from personality there have been relatively few critics to study Eliots poetry alongside biographical examinations of the poet. Lyndall Gordon states that the more that is known of Eliots biographical life the clearer it seems that the impersonal faà §ade of his poetry-the multiple faces and voices-masks an often quite literal reworking of personal experience.[2] Eliot claimed that Tiresias is the most important personage in the poem, uniting all the rest it is therefore likely that Tiresias, as the main consciousness of The Waste Land, represents Eliot in his struggle to gain brain control. Tiresias fits Vittozs understanding of the neurasthenic as living very little in the present and his thoughts always turn to the past or the future.[3] Tiresias figured in this sense can be understood as throbbing between two lives (l. 218) where the lives represent the two different aspects of his mind, the conscious and the subjective. Tiresias can be assigned the role of the characterisation of Eliots illness as the positive driving force of inspiration within the poem. Eliot himself wrote on the theory of the impact of illness on art in a positive light: it is a commonplace that some forms of illness are extremely favourable, not only to religious illumination, but to artistic and literary composition.[4] Eliot took a rest break in Margate in October 1921 which proved unsuccessful: On Margate Sands. I can connect Nothing with Nothing. (l. 300-302) This demonstrates the symptom of hopelessness. There are no connections to be found between the speakers thoughts. The conscious and subjective aspects of the mind are unable to communicate with one another. There are multiple references in the poem to blindness, deafness, muteness and difficulties with the sensation of touch. Vittoz has stated that the neurasthenic often looks without seeing and listen[s] without hearing (p. 44). The narrator, whether it is considered to be Tiresias, Eliot or another refers to all of these issues: I could not Speak, and my eyes failed, I was neither Living nor dead, and I knew nothing, Looking into the heart of the light, the silence.'(l. 38-41) It is the neurasthenic condition that could be preventing the speaker from connecting emotions to senses which results in further hopelessness. This is followed by a quotation from Tristran and Isolde, Oed und leer das Meer (Desolate and empty the sea) which again furthers the state of despair associated with neurasthenia. Along with the narrator and Tiresias there appears to be another character who, as Vittoz would describe, looks without seeing and listen[s] without hearing: My nerves a bad to-night. Yes, bad. Stay with me. Speak to me. Why do you never speak. Speak. What are you thinking of? What thinking? What? I never know what you are thinking. Think. (l. 110-113) The reference to nerves in line 110 should be attributed to insomnia, another symptom of neurasthenia. This furthers the argument that Eliots neurasthenia has impacted the poem greatly. Here we also see a lack of control in Eliots writing, he writes the question Why do you never speak without a question mark and the incomplete sentence What thinking? There is a severe lack of control in the poem so any semblance of narrative becomes blurred along with the sense of time, characters and their voices. The poem does seem to progress towards a sense of peace. It is in this way that it can be understood as Eliots process of recovery. In order to progress from this state of confusion Eliot must go through Vittozs therapy in order to reach the point of shantih. Vitozz wrote that several times a day the patient should repeat ideas of calm three times, this can explain the closing line Shantishantishanti (l. 434). In the manuscript version this movement can also be seen from the poem beginning with the horror, the horror to ending with the words still and quiet. In What the Thunder Said the tone of the poem begins to find its direction, or demonstrates the narrator approaching brain control. DA Damyata: The boat responded Gaily, the hand expert with sail and oar The sea was calm, your heart would have responded Gaily, when invited, beating obedient To controlling hands (l. 418-423) At this point in the poem Eliot is approaching a point of recovery. The poem has moved from the uncontrolled nature of neurasthenia to a calmer state of mind thanks to controlling hands. When linked to Vittozs technique of placing his hands on his patients temple in order to feel brain activity this passage is clearly in appreciation of his therapy. He spent time in the mountains recovering the symptoms of insomnia, hopelessness and confusion, In the mountains, there you feel free./I read, much of the night, and go south in winter (l. 17-18). These repeated references to symptoms, treatments and Eliots own experience of recovery certainly suggest neurasthenia is central to The Waste Land. This argument does not dispute the understanding of The Waste Land as a reflection on modern society. T.S. Eliots neurasthenia was a product of the financially focused post World War Britain in which he lived. The Waste Land can be seen as reflective of the sensibility of the time in Britain, struggling between the wars and trying to gain control, the poem could therefore be understood as diagnosing the society in which he lived. Whichever interpretation one believes, The Waste Land was composed as a result of T.S. Eliots mental health problems, whether it be an awareness of neurasthenia in order to diagnose society with or the expression of his internal struggle. This is clear through the fragmented nature of the text. The unannounced changes in speaker, time and location are as a result of Eliots mental state and yet have been studied in great depth without considering the biographical aspects of the context of the poem. The reason for neglecting this way of reading the text is lik ely to be a result of Eliots own arguments in Tradition and the Individual Talent, that The emotion of art is impersonal. The emotion of The Waste Land however is very personal to the poet, T.S. Eliot. [1] The symptoms of neurasthenia were notoriously vague-they included headaches, noises in the ear, bad dreams, insomnia, flushing, and fidgetiness, flying neuralgia, spinal irritation, impotence and hopelessness. Gold, M. K. 2000. The Expert Hand and the Obedient Heart: Dr. Vittoz, TS Eliot, and the Therapeutic Possibilities of The Waste Land. Journal of Modern Literature, 23 (3), pp. 519533. [2]Lyndall Gordon, Eliots Early Years (Oxford University Press, 1977), p. 2. [3] Roger Vittoz, Treatment of Neurasthenia by Means of Brain Control, trans H.B. Brooke (London: Longmans, Green and Co., 1921). P. 19. [4] Eliot, T. S. and Kermode, F. 1975. Selected prose of T.S. Eliot. New York: Harcourt Brace Jovanovich. pP. 237.

Reflecting on Individual Professional Practice with Gibbs cycle

Reflecting on Individual Professional Practice with Gibbs cycle For the purpose of this essay, I will use Gibbs (1988) Reflective Learning Cycle to reflect on an aspect of individual professional practice, which requires development in preparation for my role as a Registered Nurse. Gibbs (1988) Reflective Learning Cycle encourages a clear description of a situation, analysis of feelings, evaluation of the experience and analysis to make sense of the experience to examine what you would do if the situation arose again. To keep within the Nursing and Midwifery Council (NMC) Code of Professional Conduct guidelines (2008a) and to maintain confidentiality the use of names or places will not be used throughout this essay. Description Whilst on placement working on a general ward during my third year I was asked to research a drug I was unsure about by my mentor. On my way to research the drug I was approached by a health care assistant who asked me if I could assist her with a patient who was lying in a soiled bed. I chose to help the health care assistant as I thought this was priority as I could look up the drug at any point in the day as it was for my own learning and development and wasnt urgent. After I had helped the health care assistant, my mentor asked if I had researched the drug. I explained that I had gone to help the health care assistant and would now look up the drug, which I then did. My mentor then told me that I needed to improve on my time management, as I had not looked up the drug when she asked me to. She carried on explaining that when I become a Registered Nurse I would need to know drugs and what they are used for. This situation left me questioning which was the priority, the patients ne eds or my own professional learning and development. Feelings I automatically assisted the health care assistant in making the patient comfortable as I felt that this was the priority over researching the drug. I remember thinking that I could do this at home if the ward became busy. I felt annoyed with myself for not speaking up to my mentor about the issue as I had thought I had made the right decision to help the patient. I was concerned about the patients comfort and felt I could not justify leaving the patient lying in a soiled bed because I had to research a drug. Nurses need to be able to justify the decisions they make (NMC 2008a). After the incident, being told by my mentor that I needed to improve on my time management skills because I chose to assist the health care assistant confused me a little. This practice experience made me feel as though I needed to learn and develop more regarding my time management skills. I decided I would have to research into the meaning of time management as I thought that my time management skills were fine. I was always on time for my shift and I would make a list of the jobs I needed to do and prioritise them. This experience made me question how I was prioritising my workload at present. Evaluation I chose to assist the health care assistant in ensuring the patient was clean and comfortable and felt that this was the priority in this situation. As an accountable practitioner the NMC (2008a) states you must make the care of people your first concern, treating them as individuals and respecting their dignity which I did. I could understand what my mentor was explaining to me, that as a Registered Nurse I must be able to know what different drugs are and what they are used for. As an accountable practitioner, I must have the knowledge and skills for safe and effective practice when working without direct supervision, recognize, and work within the limits of my competence. I must also keep my knowledge and skills up to date throughout my working life and I must take part in appropriate learning and practice activities that maintain and develop my competence and performance (NMC 2008a). Post-registration education and practice (Prep) is a set of Nursing & Midwifery Council standards and guidance, which is designed to help you provide a high standard of practice and care. Prep helps you to keep up to date with new developments in practice and encourages you to think and reflect for yourself. It also enables you to demonstrate to the people in your care, your colleagues and yourself that you are keeping up to date and developing your practice. Prep provides an excellent framework for your continuing professional development (CPD), which, although not a guarantee of competence, but is a key component of clinical governance (NMC 2008b). Following this experience my concern was which is the priority and which was not and that if I had have researched the drug I would have been leaving the patient in a soiled bed until I had done it. Analysis As Individuals, we do not invent the concept of time, but we learn about it, both as a concept and a social institution, from childhood onwards. In the Western world, time has been constructed around devices of measurement, such as clocks, calendars and schedules (Elias 1992). A study by Waterworth (1995) explored the value of nursing practice from the viewpoint of practitioners, she identified that time with patients is important, but raises the question of how nurses manage their time. The importance of time management will strike me at some point in my career as a Registered Nurse. I will be inundated with work and I will need to evaluate how to manage my time effectively. Time management is a dynamic process. It is constant actions and communications between you and your goals and dealing with changing situations (Brumm 2000). Time management tends to go hand in hand with good prioritisation skills, which mean managing your time, deciding upon priorities and planning accordingly, this can be one of the most difficult skills to acquire (Hole 2009). Managing time appropriately will reduce stress and increase productivity. There are three basic steps to time management. The first step requires time to be set aside for planning and establishing priorities. The second step requires completing the highest priority task whenever possible and finishing one task before you start another. In the final step the nurse must reprioritise what tasks will be accomplished based on new information received (Marquis and Huston 2009). We use planning in all aspects of our lives. In nursing, we often call it a care plan, and nurses use this process to guide their practice. The nursing process, or Assess, Plan, Implement and evaluate (APIE), can be used successfully as a time management tool. APIE is a systematic, rational method of planning and providing care but if you change, the meaning to read it is a systematic, rational method of planning and accomplishing a workable time management plan this can be a great tool for nurses to use to manage their time effectively (Brumm 2000). Assess/Analyze Collect and organise data and form a statement of actual or potential time management needs. Plan/Prioritize Formulate your plan. This involves devising goals and expected outcomes, setting priorities, and identifying interventions to help reach the goals. Implement/Intervene Put your plan into action. Evaluate Assess your outcomes and see how you measure up against your goals. There will be constant demands on my time and attention and it may be difficult to identify exactly what my priorities should be. In patient care, priorities can change rapidly and I will need to be able to constantly re-assess situations and respond appropriately. Priority setting is the process of establishing a preferential sequence for addressing nursing interventions. The nurse begins planning by deciding which intervention requires attention first, which second and so on. Instead of rank-ordering interventions, nurses can group them as having high, medium, and low priority. Life threatening problems such as loss of respiratory or cardiac function are designated as high priority. Health-threatening problems, such as acute illness and decreased coping ability, are assigned medium priority because they may result in delayed development or cause destructive physical or emotional changes. A low-priority problem is one that arises from normal developmental needs or that requires only minimal nursing support (Kozier et al 2008). The assumption is that priorities can be determined, and decisions made as to what is most important, and that this can be followed by appropriate nursing actions. To establish priorities is to question what will be the consequence if this is not done immediately. During this experience questioning what will be the consequence of not helping the health care assistant? The patient would have had to wait whilst I researched the drug and would have been left lying in urine and faeces. This could cause skin excoriation to the patient and they would have been left uncomfortable and undignified. I would not have been providing a high standard of practice and care as stated in the NMC (2008a) and I could be held accountable for this as a Registered Nurse. Urinary incontinence and faecal incontinence should be managed in a manner that is unobtrusive, reliable, and comfortable. The patient will need to be attended to quickly, in order to prevent skin damage, relieve discomfort and restore dignity. Nurses need to be aware of the potential skin problems that may result from incontinence (Baillie 2005). The presence of moisture from urine and sweat increases friction and shear, skin permeability and microbial load (Jeter and Lutz 1996). If a patient has been incontinent of urine and faeces, their interaction can result in the formation of ammonia, leading to a rise in pH and an increase in the activity of faecal enzymes that damage the skin (Baillie 2005). The importance of changing a soiled product promptly in cases of faecal incontinence to prevent skin excoriation has also been emphasised by Gibbons (1996). I must act at all times to identify and minimise risk to patients and clients (NMC 2008a). A research article and news story about student nurses and bedside care produced a phenomenal response on nursingtimes.net. The study authors Helen Allan and Pam Smith (2010) speak out  saying that given the current pressures, qualified nurses are unable to deliver bedside care. The perception is that technical care is valued over and above bedside care as a source of learning for students future roles, leaving them feeling unprepared to be registered nurses. Their research showed that students conceptualize nursing differently to qualified staff because of an intensified division of labour between registered and non-registered nursing staff. As students, we often observe health care assistants performing bedside care and registered nurses undertaking technical tasks. The absence of clear role models leads students to question bedside care as part of their learning and to put greater value on learning technical skills. In relation to my reflective experience my mentor suggested the technical task in researching the drug was the priority in relation to the bedside care of the patient therefore it is not surprising to find that student nurses are unclear as to what is a source of learning in preparation for our roles as Registered Nurses. Helping patients with personal hygiene is one of the most fundamental and crucial relationship-building skills available to nurses, regardless of their seniority and clinical experience, student nurses should embrace these opportunities while we do not have the other time pressures and we can then reflect on our experiences. These skills will prove invaluable in delivering, overseeing and evaluating meaningful, holistic care (Bowers 2009). Registered Nurses hold a position of responsibility and other people rely on them. They are professionally accountable to the Nursing and Midwifery Council (NMC), as well as having a contractual accountability to their employer and are accountable to the law for their actions. The NMC (2008a) code states that As a professional, you are personally accountable for actions and omissions in your practice and must always be able to justify your decisions. The NMC (2008a) code outlines the standards that I must work according to, what is expected of me as a registered professional by colleagues, employers, and members of the public. It also outlines what my professional responsibilities and accountabilities are. I may sometimes be faced with situations, which will require me to challenge, and question things that they are asking me to do if I feel that these things are unsafe or are not in the best interests of the patient or organisation. It is well recognised that it can be difficult to address these issues due to factors such as fear of the consequences, embarrassment, and lack of support like in my experience as mentioned above. Semple and Kenkre (2002) point out that the UKCC (2001) [now the NMC] reported the research of Moira Attree, which highlighted that fact that nurses are often reluctant to raise concerns about standards of care because they feared either inaction or retribution from employers. Nurses may also be inhibited b y fears of being ostracised by the team if deciding to speak out against poor practice. This is another aspect of my individual professional practice, which requires development, and I will try to question situations in the future if I feel they are not in the best interests of the patient. Being overwhelmed by work and time constraints will lead to increased errors, the omission of important tasks and general feelings of stress and ineffectiveness. Time management is a skill, which is learned and improves with practice (Marquis and Huston 2009). Literature on time management in nursing is mainly unreliable, providing a number of tips on how to manage time, along with descriptions of processes or strategies. The order for thinking about the process varies, ranging from setting objectives as the first step to working out how time is being used with the aid of time logs (Waterworth 2003). Determining the importance of tasks or priorities is part of the process, although the stage at which this should occur varies between authors. The main theme in literature is that nurses need to think about their own time management, with the main message being that individual nurses can manage their time. The reality of time management in nursing practice has been subject to experimental investigations, although studies on nurses work organization have found time management problematic, with nurses compensating for lack of time by developing strategies in an attempt to complete their work (Bowers et al. 2001). Conclusion Time management is a dynamic process and tends to go hand in hand with good prioritising skills. If you cannot prioritise you, will waste time and be inefficient. This can cause stress to yourself and your fellow team members, as well as causing potential harm to your patients. An efficient way to organising your time can be to use the nursing process as explained in the essay to Analyze, Prioritize, Intervene and evaluate. After my research into time management and prioritising, I believe that my mentor was wrong to question my time management skills. I had thought about which was the greater priority in this situation and I still believe that the patient was. The patient would have been at risk from skin excoriation and would have been left uncomfortable and undignified. As a Registered Nurse, I will be accountable for my actions and in the future, if the same situation arose again I feel that I would not do anything different other than to speak up and justify my decisions. I identified and minimised risk to that patient and as a Registered Nurse, I will hold a position of responsibility and other people will rely on me. Although saying this, my priorities as a Registered Nurse may be different to those as a student nurse and my continuing professional development will be extremely important. I must make the care of my patients my first concern at all times, treating them as individuals and respectin g their dignity (NMC 2008a). Action Plan With the increasing emphasis on efficiency and effectiveness in health care, how I manage my time will be an important consideration. Time management is recognized as an important component of work performance and nursing practice. As a newly qualified Registered Nurse, I will have to have excellent time management skills and be able to prioritise care appropriately. To achieve this I will: Break down my day to find out how long it takes me to do certain tasks. Using the nursing process as a tool, I will write a list in priority order and cross of tasks as they are completed and I will keep evaluating my list during the shift. I will delegate tasks to other members of the team where necessary. Through the reflection of this experience, I am now aware that I also need more development to challenge and question things that I feel are not in the best interests of the patients. To achieve this I will: I will speak up and justify my actions at all times. I will research more into assertiveness and confidence skills. Word Count: 2867.

Genocide Essays -- essays research papers

Genocide is a reality that no one can ever conquer or vanish if they are working alone or do not look at the consequences upon taking choices of action. We as Americans feel it is our duty to only take a course of action if we know and are fully aware of the actions being made against the people, or if we are being affected directly. If it does not affect us and we do not know about it then obviously we cannot do anything about it.   Ã‚  Ã‚  Ã‚  Ã‚  We feel that if we know what is going on and it is not directly affecting us then we will tell them to stop what they are doing and give them a â€Å"false† threat to hopefully scare them into stopping whatever they are doing. We also feel that if we are not being directly attacked and we know what is going on we will wait for surrounding UN countries to take action before sending our troops into something we are not excited about getting into. If the UN troops fail, we will jump in and try our best to stop whatever is going on. However, if they succeed then we will not intervene with the process of any clean up of the genocide or after activities.   Ã‚  Ã‚  Ã‚  Ã‚  Our first priority on our country today is the citizens living inside of it. We have millions of troops in our army, marines, navy, and air force that would be going over and risking their lives for something we aren’t apart of. If the other countries can handle it then why should we be involved?   Ã‚  Ã‚  Ã‚  Ã‚  We also need to respe...

Jazz: Still Got the Blues? :: essays research papers fc

  Ã‚  Ã‚  Ã‚  Ã‚  The interaction between Blues and Jazz can be discerned when the origins of both music are scrutinized. The development of one is hidden in the roots of one another and both use similar sound patterns for instance. In this paper the readers will be presented a brief history of Blues & Jazz within the similarities of the two.   Ã‚  Ã‚  Ã‚  Ã‚  If we trace back to the history of Blues music, the impact of African-American tradition is seen quite apparently. Blues music evolved from the songs sung by West African griots, the southern Black American songs of sadness and despair, and more hopeful Christian spirituals. It originated in the rural Mississippi Delta region at the beginning of 20th century. Similarly, Jazz music emerged as a blend of African-American rituals; the features carried from West African Black folk music developed in the Americas, joined with European music of the late 18th and 19th centuries and turned out to be the minor voicing characteristics of the Blues. Jazz emerged in New Orleans and was characterized by strong but flexible rhythms. Blues had its most brilliant years in America by the end of WWI. The American troops brought the Blues home with them, which they learned from the Southern Whites who had been exposed to the blues. After WWII, Blues had a different experience by the well-known Blues musicians as B.B. King and Buddy Guy by â€Å"amplifying guitar† and â€Å"emphasized drums†; thus created intensified sounds in Blues, the collection of which later called to be the â€Å"Electric Blues†.(Herman) This kind of Blues had a great deal of resemblance to Jazz music due to the increased drum beats. Unlike Blues, Jazz music, experienced hard times during 1970’s. While Blues rose owing to the contributions of Elvis Pressley and Bill Halley who transformed rhythm & Blues into Rock’n Roll, Jazz stayed so far away from this frenzy and faced several troubles, which gave way to the foundation of the new Fusion School of Jazz. Today, Blues has developed into a major force in contemporary music through the rock-edge style of Robert Cray, as well as roots-oriented jazz by musicians associated with Wynton Marsalis, the zydeco sound, and some rap groups. Likewise jazz music has had its impact on modern music and it maintains its role as a universal music over its interaction with different music. This interaction has formed several genres like Ragtime, Soul Jazz, Fusion, Acid Jazz, Groove, Smooth Jazz, and Post Bop.

Kanye West :: essays research papers

Singer/Songwriter for this Era He may just seem like another rapper to you but if you actually listen to his lyrics you can see he’s not like any rapper out there. His name is Kanye West and he was born in Chicago Illinois. He grew up in the â€Å"ghetto† and learned to appreciate life. He didn’t learn to really, truly appreciate life until October of 2002. Driving back to his hotel late one night after a recording session, the new-coming rap/hip-hop artist was involved in a devastating, near fatal car accident. The crash left him with a broken jaw in three places and an appreciation for life. Just weeks after being released from the hospital he recorded his first major hit, â€Å"Through the Wire,† with his mouth still wired shut. He records every song like its going to be his last song and that makes every song better than the last. He’s not only a rap artist but also a producer. He has been responsible for being behind songs like Jay-Z’s Izzo, Girls, Girls, Girls, The T akeover, and 03 Bonnie and Clyde. â€Å"Through the Wire† was his first hit and it hit hard. With lyrics like: I must got a angel/ Cuz look like death missed his ass/ Unbreakable/ What you thought they call me Mr. Glass/ I look back on my life like the ghost of Christmas past/ Toys R Us where I used to spend that Christmas cash/ And I still won't grow up/ I'm a grown ass kid/ So I should be like other stupid s**t that I did/ But I'm a champion/ So I turned tragedy to triumph/ Make music that's fire/ Spit my soul through the wires. Read the lyrics and you’ll see why its so universal. If you listen to the â€Å"beats† and the rhythm you’ll really understand. One of his most controversial songs came later in his career, it was titled â€Å"Jesus Walks,† many people didn’t want this song to be played but radios did it any way and so did MTV. There is one verse of the song that makes you appreciate his work: To the hustlers, killers, murderers, drug dealers, even us crippers.../(Jesus walks with them!)/To the victims of welfare feel we living in hell here, hell yea.../(Jesus walks with them!)/Now hear ye hear ye wanna see thee more clearly/I know He hear me when my feet get weary/Cause we're the almost nearly Kanye West :: essays research papers Singer/Songwriter for this Era He may just seem like another rapper to you but if you actually listen to his lyrics you can see he’s not like any rapper out there. His name is Kanye West and he was born in Chicago Illinois. He grew up in the â€Å"ghetto† and learned to appreciate life. He didn’t learn to really, truly appreciate life until October of 2002. Driving back to his hotel late one night after a recording session, the new-coming rap/hip-hop artist was involved in a devastating, near fatal car accident. The crash left him with a broken jaw in three places and an appreciation for life. Just weeks after being released from the hospital he recorded his first major hit, â€Å"Through the Wire,† with his mouth still wired shut. He records every song like its going to be his last song and that makes every song better than the last. He’s not only a rap artist but also a producer. He has been responsible for being behind songs like Jay-Z’s Izzo, Girls, Girls, Girls, The T akeover, and 03 Bonnie and Clyde. â€Å"Through the Wire† was his first hit and it hit hard. With lyrics like: I must got a angel/ Cuz look like death missed his ass/ Unbreakable/ What you thought they call me Mr. Glass/ I look back on my life like the ghost of Christmas past/ Toys R Us where I used to spend that Christmas cash/ And I still won't grow up/ I'm a grown ass kid/ So I should be like other stupid s**t that I did/ But I'm a champion/ So I turned tragedy to triumph/ Make music that's fire/ Spit my soul through the wires. Read the lyrics and you’ll see why its so universal. If you listen to the â€Å"beats† and the rhythm you’ll really understand. One of his most controversial songs came later in his career, it was titled â€Å"Jesus Walks,† many people didn’t want this song to be played but radios did it any way and so did MTV. There is one verse of the song that makes you appreciate his work: To the hustlers, killers, murderers, drug dealers, even us crippers.../(Jesus walks with them!)/To the victims of welfare feel we living in hell here, hell yea.../(Jesus walks with them!)/Now hear ye hear ye wanna see thee more clearly/I know He hear me when my feet get weary/Cause we're the almost nearly

Calox Case

Business Marketing CALOX CASE Section 1 Overview: The main player is Mike Brown who is the international sales manager for Calox Machinery Corporation. Brown’s situation is to decide between staying with his current New Zealand distributer Glade Industries or to switch to Calox New Zealand, Ltd. The main player for the new company is Geoff Wiggins who created G. W Diggers which he then sold and is now called Glade. Mr. Wiggins is now in charge of the new company Brown is highly considering to switch to. * Decision on which company to go with.Glade has â€Å"gotten its act together† offers a new team of 3 sales executives opposed to Geoff Wiggins â€Å"one man show† * Legal risks * If the new company fails than Calox is basically screwed. Section 2: Since both companies are battling for your business then a smart marketing ploy would be to try to get the best deal/package out of them. See what each company is willing to do so you keep them around. Alternating the prices to benefit your company and see which one is willing to accept. Give Glade a call and have them pitch to you how they’re new team is going to increase sales and how they plan to market.Wiggins on the other hand resume speaks for himself but you can call him and ask how can he market better than Glade’s 3 members. Lastly, another option would be favorable contract negotiation. Try to get a guarantee that the distributer will remain in business with Calox for x amount of years and see who’s most willing. Section 3: facts 1. After Colax sent a letter that they were dropping Glade, Glade came back saying the restructured their sales staff with 3 new skilled employees and have already commenced targeting Wescot’s (major competitor) employees.On the other hand Mike Brown met face to face with Geoff Wiggins. What Brown got out of the interview was that Geoff is very affable, technically knowledgeable, and an excellent marketing person. Also Geoff founded what is now Glade and during his reign had about a 50% share of the New Zealand market. 2. Legal risks- â€Å"sole distributer agreement† is what Glade and Colax had. However, in the case it is unclear of the potential severity of the legal risk. If the relationship is terminated and Glade sued than the amount of the case would probably be 10,000.With that being said it’s still a problem and it isn’t guaranteed they won’t get sued for a lot more. Section 4: My recommendation to this case is to switch with Mr. Wiggins company. Clearly, Glade is in a downfall. Their company is a mess and can’t market Colax’s products effectively. Wiggins on the other hand knows the market extremely well. Colax has had business with him in the past when he originated what is Glade’s today. During Wiggins reign he had about a 50% share of the New Zealand market. Once Wiggins left Glade, the company has been in a downwards spiral.For these reasons I would terminate my agreement with Glade give them their 60 day termination notice and then sign the deal with Wiggins. The legal aspect of it is tricky. But, after reading the case and what the lawyers said was there was not really a probable claim since the agreement was signed when Wiggins was in charge and Glade’s was called G. W. Diggers. The lawyers are not a 100% sure but they are likely that Colax could be threatened to pay approximately 10,000 dollars. With all this being said, Wiggins and Calox New Zealand, Ltd. would be the move I would recommend. Case closed! Enjoy your Labor Day vacation Mr. Brown.

The Hunters: Moonsong Chapter Three

Bonnie fluffed her red curls as she hurried across Dalcrest's great lawn. It was so pretty here. Little flagstone paths bordered the lawn, leading off to the various dorms and classroom buildings. Brightly colored flowers – petunias, impatiens, daisies – were growing everywhere, by the sides of the path and in front of the buildings. The human scenery was pretty awesome, too, Bonnie thought, surreptitiously eyeing a bronzed guy lying on a toWellnear the edge of the lawn. Not surreptitiously enough, though – the guy lifted his shaggy dark head and winked at her. Bonnie giggled and walked faster, her cheeks warm. Honestly, shouldn't he be unpacking or setting up his room or something? Not just lying around half naked and winking at passing girls like a big †¦ flirt. The bag of stuff Bonnie had bought in the campus bookstore clinked gently in her hand. Of course, she hadn't been able to buy books yet, as they wouldn't sign up for classes until the next day, but it turned out the bookstore sold everything. She'd gotten some great stuff: a Dalcrest mug, a teddy bear wearing its own cute little Dalcrest T-shirt, and a few things that would come in handy, like an efficiently organized shower caddy and a col ection of pens in every color of the rainbow. She had to admit she was pretty excited about starting col ege. Bonnie shifted the bag to her left hand and flexed the cramping fingers of her right. Excited or not, al this stuff she'd bought was heavy. But she needed it. This was her plan: she was going to become a new person at col ege. Not entirely new; she liked herself fine, for the most part. But she was going to become more of a leader, more mature, the kind of person who people said, â€Å"Ask Bonnie,† or â€Å"Trust Bonnie,† rather than, â€Å"Oh, Bonnie,† which was completely different. She was determined to step out of the shadows of Meredith and Elena. They were both terrific, of course, her absolute best friends, but they didn't even realize how terrifyingly in charge they were al the time. Bonnie wanted to become a terrific, ful y in-charge person in her own right. Plus maybe she'd meet a real y special guy. That would be nice. Bonnie couldn't actual y blame Meredith or Elena for the fact that al the way through high school, she'd had plenty of dates but no serious boyfriends. But the simple fact was that, even if everyone thought you were cute, if your two closest friends were gorgeous and smart and powerful, the kind of guy who was looking to fal in love might find you a little bit †¦ fluffy †¦ in comparison. She had to admit, though, that she was relieved that she and Meredith and Elena were al living together. She might not want to be stuck in their shadows, but they were stil her best friends. And, after al †¦ Thud. Someone crashed into Bonnie's side and she lost her train of thought completely. She staggered backward. A large male body lurched into her again, briefly crushing her face against his chest, and she tripped, fal ing against someone else's side. There were guys al around her, shoving one another back and forth, joking around and arguing, paying no attention to her as she was jostled among them, until a strong hand suddenly steadied her in the midst of the turmoil. By the time she found her feet, they were moving off again, five or six male bodies swiping and shoving at one another, not stopping to apologize, as if they hadn't even noticed her as anything more than an inanimate obstacle in their path. Except for one of them. Bonnie found herself staring at a worn blue T-shirt and a slim torso with Well-muscled arms. She straightened up and smoothed her hair, and the hand gripping her arm let go. â€Å"Are you al right?† a low voice asked. I'd be better if you hadn't almost knocked me down, Bonnie was about to say snippily. She was out of breath, and her bag was heavy, and this guy and his friends seriously needed to watch where they were going. Then she looked up, and her eyes met his. Wow. The guy was gorgeous. His eyes were a clear, true blue, the blue of the sky at dawn on a summer morning. His features were sharply cut, the eyebrows arched, the cheekbones high, but his mouth was soft and sensual. And she'd never seen hair quite that color before, except on the youngest kids, that pure white-blond that made her think of tropical beaches under a summer sky†¦ â€Å"Are you okay?† he repeated more loudly, a frown of concern crinkling his perfect forehead. God. Bonnie could feel herself blushing right up to the roots of her hair. She had just been staring at him with her mouth open. â€Å"I'm fine,† she said, trying to pul herself together. â€Å"I guess I wasn't watching where I was going.† He grinned, and a tiny zing! shot right through Bonnie. His smile was gorgeous, too, and it lit up his whole face. â€Å"That's nice of you to say,† he said, â€Å"but I think maybe we should have been watching where we were going instead of shoving each other al over the path. My friends sometimes get a little †¦ rowdy.† He glanced past her, and Bonnie looked back over her shoulder. His friends had stopped and were waiting for him farther down the path. As Bonnie watched, one of them, a tal dark guy, smacked another on the back of the head, and a moment later they were scuffling and shoving again. â€Å"Yeah, I can see that,† said Bonnie, and the gorgeous white-blond guy laughed. His rich laugh made Bonnie smile, too, and pul ed her attention back to those eyes. â€Å"Anyway, please accept my apology,† he said. â€Å"I'm real y sorry.† He held out his hand. â€Å"My name's Zander.† His grip was nice and firm, his hand large and warm around hers. Bonnie felt herself blushing again, and she tossed her red curls back and stuck her chin bravely in the air. She wasn't going to act al flustered. So what if he was gorgeous? She was friends – sort of, anyway – with Damon. She ought to be immune to gorgeous guys by now. â€Å"I'm Bonnie,† she said, smiling up at him. â€Å"This is my first day here. Are you a freshman, too?† â€Å"Bonnie,† he said thoughtful y, drawing her name out a little like he was tasting it. â€Å"No, I've been here for a while.† â€Å"Zander†¦ Zander,† the guys down the path began chanting, their voices getting faster and louder as they repeated it. â€Å"Zander†¦ Zander†¦ Zander.† Zander winced, his attention slipping back toward his friends. â€Å"I'm sorry, Bonnie, I've got to run,† he said. â€Å"We've got sort of a†¦Ã¢â‚¬  He paused. â€Å"†¦ club thing going on. But, like I said, I'm real y sorry we almost knocked you over. I hope I'l see you again soon, okay?† He squeezed her hand once more, gave her a lingering smile, and walked away, picking up speed as he got closer to his friends. Bonnie watched him rejoin the group of guys. Just before they turned past a dorm, Zander looked back at her, flashed that gorgeous smile, and waved. Bonnie raised her hand to wave back, accidental y clunking the heavy bag against her side as he turned away. Amazing, she thought, remembering the color of his eyes. I might be falling in love. Matt leaned against the wobbly pile of suitcases he'd stacked by the entrance to his dorm room. â€Å"Darn it,† he said as he jiggled the key in the door's lock. Had they even given him the right key? â€Å"Hey,† a voice said behind him, and Matt jerked, tumbling a suitcase down onto the floor. â€Å"Whoops, sorry about that. Are you Matt?† â€Å"Yeah,† Matt said, giving the key one last twist and, just like that, the door final y opened. He turned, smiling. â€Å"Are you Christopher?† The school had told him his roommate's name and that he was on the footbal team, too, but the two of them hadn't gotten in touch. Christopher looked okay. He was a big guy with a linebacker build, friendly smile, and short sandy hair that he scrubbed at with one hand as he stepped back to make way for the cheerful middle-aged couple fol owing him. â€Å"Hi there, you must be Matt,† said the woman, who was carrying a rol ed-up rug and a Dalcrest pennant. â€Å"I'm Jennifer, Christopher's mom, and this is Mark, his dad. It's so nice to meet you. Are your folks here?† â€Å"Uh, no, I just drove up by myself,† Matt said. â€Å"My hometown, Fel ‘s Church, isn't too far from here.† He grabbed his suitcases and lugged them into the room, hurrying to get out of Christopher's family's way. Their room was pretty smal . There was a bunk bed along one wal , a narrow space in the middle of the room, and two desks and dressers crammed side by side on the other wal . The girls and Stefan were no doubt living in luxury, but it hadn't seemed quite right to let Stefan use his Power to get Matt a good housing assignment. It was bad enough that Matt took someone else's slot as a student and someone else's space on the footbal team. Stefan had talked him into doing just that. â€Å"Look, Matt,† he'd said, his green eyes serious. â€Å"I understand how you feel. I don't like influencing people to get what I want either. But the fact is, we need to stay together. With the lines of Power that run through this whole part of the country, we have to be on our guard. We're the only ones who know.† Matt had to agree, when Stefan put it like that. He'd turned down the plush dorm room Stefan had offered to arrange for him, though, and taken what the housing office assigned him. He had to hang on to at least a shred of his honor. Plus if he was in the same dorm as the others, it would have been hard to say no to rooming with Stefan. He liked Stefan fine, but the idea of living with him, of watching him with Elena, the girl Matt had lost and stil loved despite al that had happened, was too much. And it would be fun to meet new people, to expand his horizons a bit after spending his whole life in Fel ‘s Church. But the room was awful y smal . And Christopher seemed to have a ton of stuff. He and his parents went up and down the stairs, hauling in a sound system, a little refrigerator, a TV, a Wii. Matt shoved his own three suitcases into the corner and helped them bring it al in. â€Å"We'l share the fridge and the entertainment stuff, of course,† Christopher told him, glancing at Matt's bags, which clearly contained nothing but clothes and maybe some sheets and towels. â€Å"If we can figure out where to put it al .† Christopher's mom was prowling around the room, directing his dad on where to move things. â€Å"Great, thanks – † Matt started to say, but Christopher's dad, having final y managed to wedge the TV on top of one of the dressers, turned to look at Matt. â€Å"Hey,† he said. â€Å"It just hit me – if you're from Fel ‘s Church, you guys were the state champions last year. You must be some player. What position do you play?† â€Å"Uh, thanks,† Matt said. â€Å"I play quarterback.† â€Å"First string?† Christopher's dad asked him. Matt blushed. â€Å"Yeah.† Now they were al staring at him. â€Å"Wow,† Christopher said. â€Å"No offense, man, but why are you going to Dalcrest? I mean, I'm excited just to play col ege bal , but you could have gone, like, Division One.† Matt shrugged uncomfortably. â€Å"Um, I had to stay close to home.† Christopher opened his mouth to say something else, but his mother gave a tiny shake of her head and he closed it again. Great, Matt thought. They probably thought he had family problems. He had to admit it warmed him a little, though, to be with people who acknowledged what he'd given up. The girls and Stefan didn't real y understand footbal . Even though Stefan had played on their high school team with him, his mind-set was stil very much that of the Renaissance European aristocrat: sports were enjoyable pastimes that kept the body fit. Stefan didn't real y care. But Christopher and his family – they got what it meant for Matt to pass up the chance of playing for a top-ranked col ege footbal team. â€Å"So,† Christopher said, a little too suddenly, as if he'd been trying to think of a way to change the subject, â€Å"which bed do you want? I don't care whether I take top or bottom.† They al looked over at the bunk beds, and that's when Matt saw it for the first time. It must have arrived while he was downstairs helping with Christopher's luggage. A cream-colored envelope sat on the bottom bunk, made of a fancy thick paper stock like a wedding invitation. On the front was written in cal igraphy â€Å"Matthew Honeycutt.† â€Å"What's that, dear?† Christopher's mom asked curiously. Matt shrugged, but he was beginning to feel a thrum of excitement in his chest. He'd heard something about invitations certain people at Dalcrest received, ones that just mysteriously appeared, but he'd always thought they were a myth. Flipping the envelope over, he saw a blue wax seal bearing the impression of an ornate letter V. Huh. After gazing at the envelope for a second, he folded it and slipped it into his back pocket. If it was what he thought it was, he was supposed to open it alone. â€Å"I guess that's fate tel ing us the bottom bunk's yours,† Christopher said amiably. â€Å"Yeah,† Matt said distractedly, his heart pounding hard. â€Å"Excuse me for a minute, okay?† He ducked out into the hal , took a deep breath, and opened the envelope. Inside was more thick fancy paper with cal igraphy on it and a narrow piece of black fabric. He read: Fortis Aeturnus For generations, the best and brightest of Dalcrest College have been chosen to join the Vitale Society. This year, you have been selected. Should you wish to accept this honor and become one of us, come tomorrow night at eight o'clock to the main campus gate. You must be blindfolded and dressed as befits a serious occasion. Tell no one. The little pulse of excitement in Matt's chest increased until he could hear his heart pounding in his ears. He sank down along the wal and took a deep breath. He'd heard stories about the Vitale Society. The handful of Well-known actors, famous writers, and great Civil War general that Dalcrest counted among their alumni were al rumored to have been members. To belong to the legendary society was supposed to ensure your success, to link you to an incredible secret network that would help you throughout your life. More than that, there was talk of mysterious deeds, of secrets revealed only to members. And they were supposed to have amazing parties. But they were just gossip, the stories of the Vitale Society, and no one ever straight-out admitted to belonging to it. Matt always figured the secret society was a myth. The col ege itself so vehemently denied any knowledge of the Vitale Society that Matt suspected the admissions people might have made the whole thing up, trying to make the col ege seem a little more exclusive and mysterious than it real y was. But here – he looked down at the creamy paper clutched in his hands – was evidence that al the stories might be true. It could be a joke, he supposed, a trick someone was playing on a few of the freshmen. It didn't feel like a joke, though. The seal, the wax, the expensive paper; it seemed like a lot of effort to go to if the invitation wasn't genuine. The most exclusive, most secret society at Dalcrest was real. And they wanted him.