Primark Strategic Analyses Assignment Example | Topics and Well Written Essays - 2000 words

Primark Strategic Analyses - Assignment Example Primark was first established in 1969 in Ireland as Penneys, and is currently operating a total of 154 stores in the UK, Spain and Ireland. Primark has become a leading player in the UK fashion industry, showing huge growth while other players were finding it hard to maintain their income stream, with some even closing the doors of some unprofitable stores. The latest company results showed a increase of 30% in annual profits, with sales 17% up reaching the 1 billion. With great successes with some of its fashions such as its rage of military jackets, with more than 250 thousand sales up to date. With the UK fashion market becoming stagnant and consumers having less money to spend due to increasing interest rates, high house prizes and rising utility cost. Primark is offering high fashion and low prices to bargain hunting consumers. Yet Primark does not only provide consumers with low cost fashion, it has developed the ability to quickly turning out designs inspired by the catwalk and red carpet. Giving its consumers access to generic fashions developed from high label brands. This strategy seem This strategy seems to not only be paying of in the UK, but also in Spain and Ireland. Primark opened its second shop in Spain on the 20th of September, and planning to open an additional 15 stores by the March 2007, expanding its business internationally. Currently they are employing over 18,400 people, which will increase to over 24000 by end of 2007. Analyses and Evaluation In order to analyse and evaluate Primark's position within the fashion market, we need to look at internal and external factors influencing its operations. Maybe the most basic, but effective tool that can be used is the SWOT analyses. This will give us a very good indication of Primark's current success as a fashion retailer. The strength and weakness part of the model look at the internal factors of an organization, and the opportunities and threats analyse the external factors that effects the companies ability to function successfully within a market. Internal Factors Strengths From the Primark website it is possible to derive some of its strengths such as: Full range of high quality, low priced fashion merchandise Generic fashion products reflecting high fashion world trends Established customer base Localised recruiting practices within international organisation Computerised Custom Clearance System Dedicated warehouse and distribution service From the above derived from Primarks website it is possible to see why this organization have the ability to undercut its competitors in the UK fashion industry. By manufacturing their merchandise in countries such as China and India with low labour costs, and then importing the goods via a very effective custom clearance system, and distributing it via a very efficient distribution system, gives them the ability to price their competitors out of the market. With a six week period from design to shop, they have the ability

Issues in Second Language Learning Essay Example for Free

Issues in Second Language Learning Essay People today live in a â€Å"global village† – people correspond with each other from around the globe regularly through the Internet, modern transportation enables a person to travel from Africa to Europe in a matter of hours, products are bought and sold with increasing ease from all over the word, services are provided anytime, anywhere in the world, and real time coverage of major international news events is taken for granted. Thus, it seems that learning second language is a requirement in today’s highly globalised environment. However, second language learning (SLL) is a long and difficult process, and is a big task for anyone. After all, learning a first language is a process that involves much of a young child’s day, and ESL students in universities must work even harder in order to learn and acquire a second language. The learning process can be emotionally difficult for university students to take the step into a new language and culture. Adult learners, perhaps even more than children and adolescents, can be shy and embarrassed around others when trying out beginning language skills. Learners acquire a second language in many different ways. There are many similarities in how a second language is learned, but there are also differences based on individual student characteristics and language background. For example, outgoing students may begin to imitate phrases and expressions very early and try them without worrying about making mistakes. Conversely, other learners may not use their new language for some time. Usually, at the outset, learners may experience cultural shock as they are exposed to a new language, therefore, a whole new culture. This common experience, described as uprooting, is the abrupt transition from a familiar cultural milieu to an alien one. In the beginning of every SLL program, many learners experience a so-called honeymoon period, during which students are enchanted with the alien language without a true understanding of them. As time progresses, it is common for students to become almost hostile toward learning new language. Second language learners often suffer greater rates of anxiety, depression, and psychosomatic complaints. Furthermore, given the stresses SLL students face, a student struggling with language issues may lack the physical, emotional, or financial resources to tend to basic needs. After this stage, the learners are transitioned to so-called improved adjustment. In the last stage, the stage of bilingualism, the learners incorporate the norms of the language and culture that they have acquired and learned into their own lifestyle and their own value set. Cultural Issues Many students of SLL are struggling with learning a new language. These struggles stem above all from linguistic and cultural differences. Often, they experience the â€Å"language shock† phenomenon wherein learners confront anxiety when first entering a community in which they do not speak, or are not proficient in, the dominant language. It is a common occurrence in schools, where, despite their desire to speak the dominant language fluently, students must struggle for months or several years before they understand everything that is being said. This feeling of anxiety is aggravated by the ignorance of others. Consider the following example reported by Li (1999): When a Chinese mother went to pick up her daughter from school, she began to ask her some questions about her day, but in Chinese. The girl became upset with her mother and later explained that her classmates would laugh at her in those situations. Moreover, whenever the teacher in her school inquired as to who had made a particular mistake, one of her classmates would point to her and say, The Chinese girl, when it was usually not so. In addition to the language shock that occurs on entering a new environment, many students experience another kind of struggle. Because of the types of ordeal described above, second language learners have negative associations with speaking their native language. Yet when they go home, that is the language in which their parents communicate. Moreover, their parents insist that they too maintain the use of the native language as a connection to their homeland and heritage. But many second language learners, especially those who immigrated to English-speaking countries, associate proficiency and fluency in English with becoming American and so they want to give up their native language. These learners are caught in a battle: while at home, they are expected by their parents to speak their first language; at school they are pressured to speak the second language. Another important challenge that many second language learners face is understanding the curriculum and pedagogy used in the classroom. Western classrooms are largely Euro-centric and America-centric. Carger (1996) recounts the story of a Mexican American boy, who was a student in a predominantly Latino Catholic middle school in Chicago. While the teachers and administrators never openly stated that they believed their students were inferior, they treated them as if they were. The boy’s homeroom teacher often used a demeaning tone when she spoke to her students. She did not allow them to ask questions, nor did she encourage them to think on their own. Most of her assignments included content to which her students could not relate. For example, one task that the students were asked to complete was to describe the experience of going to the dentist. However, many of the students had never been to a dentist. Pedagogical Issues A major problem confronting learners is the failure of the teachers to appreciate different learning strategies and styles among SLL students. Increased interest in student-centred learning approaches amongst language educators has led to numerous studies investigating individual language learning strategies and their relationship to achievement in learning second/foreign languages. Studies have indicated support for appropriately applied language learning strategies on second/foreign language achievement (e. g. , Griffiths and Parr, 2001). The consensus of the research is that although all learners, regardless of success with language learning, consciously or unconsciously employ a variety of learning strategies; successful language learners engage in more purposeful language learning and use more language-learning strategies than do less successful ones. Overall, findings indicate that both the frequency with which learners apply language learning strategies and the strategies they choose are distinguishing characteristics between more successful and less successful learners. Learning strategies are strategies that contribute to the development of the language system which the learner constructs and which affect learning directly. They are steps taken to facilitate the acquisition, storage, retrieval, and use of information. In addition learning strategies are the special behaviours or thoughts that individuals use to help them learn, comprehend, or retain new information. Furthermore, it can be argued that learning strategies can foster learners’ autonomy in language learning. Strategies can also assist second language learners in promoting their own achievement in language proficiency. Learning strategies, therefore, not only help learners become efficient in learning and using a language, but also contribute to increasing learners’ self-directed learning. Whether as a result of heredity, educational background, situational requirements, age, or other factors, Sudanese learners of the English language understand and process information differently. While one individual prefers a particular learning style over another, such a preference reflects a personal inclination for how to learn in a particular situation. As personalities change, so too may their learning style preferences after exposure to different learning/teaching situations. Early research into language learning strategies was mostly concerned with investigating what language learning strategies learners used, without attempting to address the links between strategy use and success. Recent research has focused on determining the connections between strategy use and language proficiency. Such studies have shown that proficient language learners employed more strategies in language learning than less proficient language learners. Other findings have exposed a relationship between students’ perceptions of their language proficiency and strategy use. Oxford and Nyikos (1989) affirmed that greater strategy use accompanied perceptions of higher proficiency, while Wharton (2000) demonstrated a significant correlation between the two factors, indicating the higher a student’s language proficiency self-rating, the more frequent strategy use was. Long lists of learning strategies have been identified by a number of studies over the past thirty years Oxford (1993) reported that there were at least two dozen different classifications. Generally, these learning strategies fall under four broad categories, i. e. strategies that enable learners to: (1) comprehend, store, retrieve and use information; (2) manage and direct their learning through reflection and planning; (3) control their emotions; and (4) create opportunities to practice the target language with other people. Learning strategy system can be direct or indirect. Basically, direct learning strategies require mental processing of the target language. There are three major groups of direct strategies, each processes the language differently and for different purposes: memory, cognitive, and compensation. Memory learning strategies, also called mnemonics, involve mental processes used in arranging information in order, making associations, and reviewing. Cognitive learning strategies involve the processing of the target language so that meaning becomes clear through processes like reasoning and analyzing. Lastly, compensation learning strategies enable second language learners to make up for gaps in their knowledge and skills, by, for example, guessing meanings and using gestures. On the other hand, indirect strategies support and manage language learning often without involving the target language directly. The metacognitive, affective, and social learning strategies belong to the groups of indirect learning strategies. In essence, metacognitive learning strategies enable second language learners to plan, coordinate, evaluate, and direct their own learning as well as to monitor errors. Affective learning strategies, on the other hand, help learners gain control over their emotions, attitudes, and motivation through self-encouragement, self-reward, and reduction of anxieties. Finally, social learning strategies are ways of involving other people in enhancing learning through questions, cooperation and increased cultural awareness. Another pedagogical issue is that many SLL teachers do not generate environment that will foster learners’ understanding of making the essential mental construction. The current research proposes that students need to construct their own understanding of their learning. Constructivism provides a way of understanding teaching and learning and offers information for developing various ways of teaching, because the challenge in teaching is not to lecture, explain, or otherwise to attempt to transfer knowledge, but to create circumstances and experiences that engage the students and support their own explanation and application of language models needed to make sense of these experiences. The focus of constructivism is not unique to psychology; it also has roots in several areas, such as linguistics. Constructivism is primarily a theory of human development that in recent years has been applied to learning. The learning or meaning-making theory proposes that people create their own meaning and understanding, combining what they already know and believe to be true with new experiences with which they are confronted. The theory views knowledge as temporary, developmental, social and cultural. Lambert et al. (1995) described constructivism as the primary basis of learning where individuals bring past experiences and beliefs, as well as their cultural histories and world views, into the process of learning; all of these influence how we interact with and interpret our encounters with new ideas and events (p.xii). Guided by theories of constructivism, teachers must recognize that: learning is a search for meaning; meaning requires an understanding of the whole as well as its parts; in seeking meaning, they must understand the mental representations that students use to interpret the world and the assumptions they make to strengthen those representations; and the goal of learning is for the SLL student to develop his or her own understanding. Hence the students’ cultural-social and historical contexts are of importance in their learning. Social constructivist concepts have important implications in teaching strategies. Social constructivists believe that reality is constructed through human interactivity. Members of a society together construct the properties of the world. For them, reality does not exist prior to its social invention, thus it cannot be discovered. Also, social constructivism holds that knowledge is also a human product and is socially and culturally constructed, which suggests that individuals establish meaning by interacting with each other and with their environment. Additionally, social constructivism proposes that learning does not occur only within an individual, but is a social process; meaningful learning among SLL students happens when they are involved in social activities. Teachers can design instructional models based on the social constructivist perspective. These models promote collaboration among learners and with practitioners in the society. According to Lave and Wenger (1991) a society’s practical knowledge is positioned in relations among practitioners, their practice and the social organization and political economy of communities of practice. This suggests that learning should involve such knowledge and practice.

Placement Reflection On Caring For The Dying Nursing Essay

Placement Reflection On Caring For The Dying Nursing Essay When I told people that I was going to do my practicum with people who are dying I felt like an alien. And yet death is a part of the life process. Death is something that touches every individual and family but the reality is that we live in a contemporary death denying culture. To confirm this fact, numerous expressions are used to describe dying. To conceal fear of death people use euphemisms like, gone to meet his or her maker, gone on to a better place, passed on and numerous other expressions that do not engage the word died. The idea of doing my practicum at a hospice excited me because it was a new domain for me. I was ready and eager to apply theories learned into a practical setting. My placement experience provided me insight that as a social worker one is never better prepared to deal with death of a client or even ones impending death. I watched clients grapple with mental and emotional turmoil that comes with having a terminal illness and my religious perspective shifte d. While working with individuals who are dying can be complicated and stressful, it provided potential to bring countless personal and professional rewards which helped me challenge my own mortality. Philip Aziz Centre is a home hospice created as an alternative discourse addressing service users needs beyond gender or medical diagnosis. Services provided include practical, physical, emotional and spiritual support for people living with HIV/AIDS, cancer and other life threatening illnesses. Because bureaucracy is one of the tools of development that organizes and structures operations of any efficient agency, my placement is no exception. Autonomy of both worker and client is carefully regulated in relation to specific rules of behaviour. Hence, the importance of analyzing the potential impact organizations may have to exert power and influence on employees and clients (Handy, 1997). My placement agency like any other hierarchical bureaucracy provides both social care and social control. During my first few weeks, I recall being sceptical and uncomfortable about the spiritual component. This was because of an incident that happened a few weeks into my placement. I was assigned to work with the Chaplain to organize a retreat for a group of terminally ill clients who access spiritual care services from the agency. I started to increasingly feel uncomfortable when the Chaplain started to make unreasonable demands on me; that she wanted to pray for me. Ogbor (2001) contends corporate culture can be used to reinforce informal norms and can become an expectation on the part of employees that would be otherwise lost (p.594). Indeed, I felt lost in this religious dilemma and felt like I was in what Ogbor refers to as psychic prison. A mechanism often constructed by individuals to protect against internal tensions. It occurred to me that I was not only losing my sense of self but my identity was being manipulated through the prayer rituals. Couzen (2005) citing Foucault states that through norms individuals can be programmed by social institutions. This is because once there is dominance normalization makes dominance invisible. Hence, I found myself assimilating into the assigned organizational religious cultural values and norms. When I reflected on the theories of corporate hegemony, I became aware of the intersections of whiteness and the cultural imposition that was taking place. Why was I succumbing to what appeared as religious indoctrination? Was I being manipulated? Institutional patterns operate as techniques of power and domination (Ogbor, 2001). The imbalance of power was emotionally unsettling. Using Foucaults work to examine self-regulation, I take full responsibility for self-regulating and being complicit in my own domination. My failure to be critical about ideological practices that went against my personal beliefs and values gave the Chaplain permission to legitimize and enforce the prayer rituals. Thu s, techniques of domination intersect with self to produce what Foucault describes as governmentality. . The self-imposed surveillance constituted a form of internalized panopticon (Ogbor, 2001). As a result, self-oppression and conformity was hindering my project of freedom. My consciousness was provoked by this realization. The harboured angry feelings turned me into an ugly person. Unable to contain the anger, the situation exploded into a nasty confrontation with the Chaplain. Imagining that the Chaplain perceived me as a transgressor requiring to be saved by religion, I became what Zimbardo (1971) describes as a dangerous prisoner. I lashed out at the Chaplin; yelling and accusing her of trying to be self-righteous and ethnocentric. I regret this verbal altercation because it was not professional on my part. In retrospect, I realize that the factors influencing my angry reaction ran deeper and were political. I felt that as a person of colour, the Chaplain was using the historical colonial weapon of religion to save me from myself. I grew up during the apartheid and religion was sh oved down my throat from childhood until high school. Religion then was used as an ideological tool to teach Africans morals and civility. Thus, the very idea that the Chaplain may have been reproducing my painful colonial past made my blood churn. It is through such learning processes that my individual colonial past and fears manifest into a defence mechanism. This defence mechanism often times projects the deep colonial scars that lie deep inside. Now, I am aware that the residue of what happened in the past can mar my social interactions. For the most part, I have spent my life focussing on my painful colonial experiences of being treated as the Other and reacting negatively. I am aware that when a white person speaks I find myself analyzing every single word just to ensure that there are no racial connotations. This is a problem because it means that I enter into this conversation with strong biases and prejudice. I realize the need to look beyond my physical and psychological trauma in order to move forward. Nonetheless, I am encouraged by Bell Hooks (1990) thesis in Choosing the margin. Through practice, I have learned that we choose our marginal identities but are not confined to these rigid positions. I admit that I ha ve to change the way I speak. My language should not bind or fence in my dominator. Because words have meaning, I have to engage in meaningful and respectful dialogue. When the conflict with Chaplain escalated, I recalled the words of one of my professors in College that: conflict was healthy and a normal part of any human relationship. I knew that allowing conflict to escalate can limit opportunities to engage in open and respectful dialogue. But, for some strange reason, I allowed the conflict to fester for too long. I lost the learned key conflict resolution principles of using the I statements rather that you statements. In fact, I cast blame on the Chaplain and turned myself into a victim; a principle we learned in the first year that it did not exist because power is everywhere. A fact I later disproved by exercising negative power through yelling at the Chaplin. Lessons from Foucault came into focus that power is not always repressive because it is relational. Eventually, I took ownership of my role in this particular conflict, an opportunity that enabled me to step back from the emotional attachments that went with the religious disagreemen t. This introspection allowed me to seek help from my Faculty Field Supervisor. It was after my meeting with my Faculty Supervisor that I began to reflect on my own behaviour in the whole process. I took ownership and apologized to the Chaplain for behaving in an unprofessional manner. I was able to convey to her my feelings about the situation and the matter was resolved amicably. She in turn apologized because she had not realized the implication of her behaviour. She immediately stopped bringing the idea of praying for me in our work relationship; a decision that I appreciated because it allowed my individuality and growth in my practicum. I must admit that this conflict was a driving force for my improved performance in my practicum. My relationship with the Chaplain turned into a healthy and positive experience which led to better team decisions and more creative ideas. My Faculty Adviser helped me realize the importance of taking a step back before reacting. In our meeting, I recall him advising me to use a critical reflective approach as a tool to resolve practice dilemmas in a constructive way. This useful advice was turned a somewhat poisoned environment into an amenable situation. Through dialogue this situation was resolved and my relationship with the Chaplain became cordial. In fact, she became one of the people I sought advice from as I encountered my clients struggling with the meaning of life after a terminal diagnosis. Through this experience, I gained insight into my workplace, my colleagues and myself. I was able to identify my own assumptions and biases about religion which was interfering with my professional practice. I have learned that spirituality is an essential component of the bio-psycho-social framework particularly in palliative care. Identifying spiritual assets and strengths can help clients cope with or solve problems. The conflict with the Chaplain was pivotal in my self-awareness and consciousness raising as I pursued my journey with Grace, a fifty year old woman battling terminal cancer. My journey with Grace (pseudonym) gave me prose to think about the meaning of life. As a social worker, my client taught me that when a life threatening illness such as cancer confronts us, it is the realities of death and questions about life that prompt us to step back from our lives including theory. Ironically, my perspective on realities of implications of a terminal illness emerged from spiritual and philosophical orientation. It became evident that the end of life was one of the most important times for a social worker to address spirituality. In this process, I discovered that spirituality is an essential yet undeveloped component of cultural competence. My interaction with my client led me to examine spirituality as a form of cultural competence. Spirituality represents a potential influence on emotional well-being of the cancer patient as well as the family members or caregivers. As Graces cancer progressed she confronted me with a myriad of questions. When Grace said why me? Why now? My social work textbooks could not provide practical solutions. What do you tell someone asking you why she is dying? At that moment, I realized that cancer causes not only physical but mental, emotional and spiritual suffering. I discovered that some clients find safety in discussing spiritual issues with a social worker because of the professions lack of alignment with a specific religious or spiritual base (Healy, 2001). However, as a social worker, I felt challenged because my training does not incorporate the topic of spirituality as part of service provision. But, through our interactions, Grace was able to teach me that spirituality was in fact a significant part of ones cultural identity and can be a source of healing. Healy (2001) provides helpful account of benefits of spirituality in palliative care. My experience at Philip Aziz made me aware of the importance of spirituality in social work practice. Healy argues spiritual issues are often apparent in palliative care and require social work to extend practice which may at times be limiting because of opposition by some proponents who argue that religious and spiritual care are incompatible with the image of modern profession (p.85). The incident described above, allowed me to reflect on my own practice and confusion arising from my failure to understand the difference between spirituality and religion. Working with Grace raised my consciousness in understanding that spirituality refers to search for meaning and mutually fulfilling relationships. Religion on the other hand is often an organized activity for the expression of faith. This distinction helped me to be reflexive and draw on social work theory to come up with creative solutions to help my client. I was able to explore a broad range of practice options for my client. For example, conducting a needs assessment helped to identify my clients strengths and capacities that were evidently invisible because of my resistance to spirituality as a form of intervention. Despite the fact that cancer was ravaging her body, Grace was able to let me know that her priority need was working on spiritual distress she was experiencing. Integrating spirituality in my work practice presented incredible effective cross cultural communication techniques in palliative care. Using the strength perspective framework, she was able to articulate her hopes for the future in our relationship. I discarded my idea of seeking to remedy her personal cancer pathology and focussed on her need. Our relationship blossomed until Grace died peacefully on February 26, 2010. Because Grace was Jewish, I had the honour to be invited by the family to what is called a Shiva, an occasion for family and close friends only. I learnt that in Judaism, a person mourns for a relative in seven stages. The mourners sit on low stools throughout that period to symbolize the mourners awareness that life has changed. The low chairs shows desire to be close to the earth in which the loved one was buried. Finally, I concluded that social work and spirituality had much to learn from each other. I learnt that death is central to the meaning of human life and provides a backdrop against which life is lived. Throughout this process, my greatest learning outcome came from understanding that as a social worker my role is not to work miracles but to provide support and actively listen. To help people discover their own strength rather than an attitude of rescuing them. I will value taking fifteen minutes of my every day to reflect on how my actions negatively or positively impact everyone I come into contact with. This reflective process will enable me to avoid pointing fingers to other but at myself and find ways to change whatever needs to be improved.

cloning :: essays research papers

Cloning. It looks as if the variant of manipulating nature based on the idea of multiplying human beings is coming within the reach of modern science quickly. Today's scientists have already been able to clone a sheep. The living result is Dolly: a normal ewe, alive and kicking, she's just an exact copy of her celldonor. When more of less the same technique would be used on humans, that would mean the solution of many problems. Infertile and gay couples could have a baby by having themselves cloned. Serious diseases like Alzheimer and Parkinson could be cured by transplanting unaffected cells (donated by an embryo that is a clone of the patient himself) into the brain. Donor organs would no longer have to come from outsiders, but could be produced with stemcells (cells that carry the potency to develop into any part of the human body) from the copy of the patient. This process prevents the organ from being rejected by the patient's body, because it is built out of the same tissue. So what's all the fuss about? In order to create a kidney for instance, first a complete embryo (a clone of the patient) has to be 'produced' in order to donate the kidney cells. After the embryo has fulfilled its task, it will be aborted. But even 'producing' the embryo by cloning already raises a lot of problems. If cloning is practiced on humans in order to provide children it will cause huge infant mortality. When cloned children grow up they'll probably have to face an identity crisis, because they'll exactly resemble one of their parents. Another disadvantage of cloning is that it can easily be used for a lot of questionable aims, like in the book 'The Boys from Brazil'. My opinion. I admit cloning human beings to grow spare organs is a very tempting idea. On the other hand aborting your own clone sounds awful. I'm absolutely not against 'normal' abortion, but in relation to cloning I feel it's somehow wrong. cloning :: essays research papers Cloning. It looks as if the variant of manipulating nature based on the idea of multiplying human beings is coming within the reach of modern science quickly. Today's scientists have already been able to clone a sheep. The living result is Dolly: a normal ewe, alive and kicking, she's just an exact copy of her celldonor. When more of less the same technique would be used on humans, that would mean the solution of many problems. Infertile and gay couples could have a baby by having themselves cloned. Serious diseases like Alzheimer and Parkinson could be cured by transplanting unaffected cells (donated by an embryo that is a clone of the patient himself) into the brain. Donor organs would no longer have to come from outsiders, but could be produced with stemcells (cells that carry the potency to develop into any part of the human body) from the copy of the patient. This process prevents the organ from being rejected by the patient's body, because it is built out of the same tissue. So what's all the fuss about? In order to create a kidney for instance, first a complete embryo (a clone of the patient) has to be 'produced' in order to donate the kidney cells. After the embryo has fulfilled its task, it will be aborted. But even 'producing' the embryo by cloning already raises a lot of problems. If cloning is practiced on humans in order to provide children it will cause huge infant mortality. When cloned children grow up they'll probably have to face an identity crisis, because they'll exactly resemble one of their parents. Another disadvantage of cloning is that it can easily be used for a lot of questionable aims, like in the book 'The Boys from Brazil'. My opinion. I admit cloning human beings to grow spare organs is a very tempting idea. On the other hand aborting your own clone sounds awful. I'm absolutely not against 'normal' abortion, but in relation to cloning I feel it's somehow wrong.

Ap World History Chapter 26 Notes

Chapter 26 Notes: Ottomans and Arabs Ottomans: Factors of Decline * Competition between elite * Weak rulers * Increasingly powerful Janissary corps * Increased competition from European merchants * Military challenges from the West * Ottomans vs. Russia (result: loss of Serbia, Greece, and most of Balkans) Survival * Played European rivals against each other * Selim III: reformed bureaucracy, new army and navy.Killed by janissaries in 1807 * Mahmud II: slaughtered Janissaries, families and religious allies, reforms based on Western influence (angered conservative religious leaders) * Tanzimat Reforms (1939-1876): series of Western influenced reforms in education, government, newspapers, and constitution. Introduction of railroad and telegraph systems (effect: communication increased, minority groups increased power) * Consequences: artisans negatively effected (thank you, Britain), women ‘s status remained stagnant Backlash to Reforms Conflict between old and new orders * Abdul Hamid: attempted to return to despotic governing.. nullified constitution, removed Westerners in power, continued SOME Western policies * Coup 1908: Ottoman Society for Union and Progress (Young Turks) fought for return to 1976 constitution, Sultan remained as figurehead. * War in North Africa: Ottomans lost Libya * Young Turks vs. Arabs * World War I: Turkey sided with Germany†¦. Arab Heartlands Fertile Crescent, Egypt, North AfricaIdentified with Ottoman rulers as Muslims, disliked Ottoman rule * Fear of Western rule Muhammad Ali, Westernizing Europe * Napoleon invades Egypt (1798): example of Western military power, eventually defeated by the British * Western reforms introduced (military, agriculture) little accomplished in the long-term * Khedives: Muhammad’s descendants, ruled Egypt until 1952 Issues and European Help * Cotton: solely dependent on export * Misuse of money by the elite Indebted to European powers * Suez Canal: introduces power struggle b/w European powers and Egypt (France and Britain) * Conservative Muslims resented Western presence * Liberal Muslims borrowed from West * Skirmish between Britain and Khedival army results in British domination (Egypt is NOT colonized) Egypt in Sudan * Sudan exploited, forced to reform slave trade * Jihad called against Egyptian rulers and Britain * Sudan successful in maintaining independence until 1896 * Western technology vs. Eastern technology

Types of Plagiarism Essays

Types of Plagiarism Essays Types of Plagiarism Essay Types of Plagiarism Essay Have you ever shared a really clever joke with a group of people who laugh hysterically, and then someone from that audience retells your joke and gives you no credit? Without any effort, that person made themselves look funny, when really they’re a thief.Plagiarizing is a lot like the joke thief. Plagiarism occurs when a writer uses information other people have produced, without giving credit to the original sources. A student can test an essay for plagiarism and see how it looks like on the real example. All jokes aside, statistics show that 50% of students admit to cheating whether it be homework, a test or plagiarizing a paper.One out of three high school students admit to plagiarizing a paper (What is Plagiarism?). The Merriam-Webster Dictionary defines plagiarism as â€Å"stealing† and â€Å"committing literary theft.†Many try to water down the seriousness of plagiarism by referring to it as â€Å"borrowing† or â€Å"copying† but the offense should not be taken so lightly.What constitutes as plagiarism? Most people would assume it is as black and white as copying and pasting from the internet into a word document. In addition copying words or ideas from someone else without giving the person credit, failing to put the quotation in quotation marks, giving incorrect information about the source, changing the words but copying the sentence structure without giving credit, and it might even be where you copy so much of a sources work that it makes up the majority of your paper even if you give credit (What is Plagiarism?) Many of these rules most people would not think that they would be plagiarism, even though it can be prevented by simply looking up in an encyclopedia or on the internet. â€Å"There are different types of plagiarism; direct plagiarism, self plagiarism, mosaic plagiarism, and accidental plagiarism. Direct plagiarism is when you copy someones work word-for-word and do not give that person any type of credit. Self plagiarism is when you turn in some of your own work that you have used in the past.

ESL Beginning Opposites Lesson Plan

ESL Beginning Opposites Lesson Plan Learning new vocabulary often requires hooks - memory devices that help students remember the words they have learned. Here is a quick, traditional and effective exercise focusing on pairing opposites. The opposites have been divided into beginner, intermediate and advanced level lessons. The exercise can be done as a matching exercise, or, for a greater challenge, students can be asked to come up with the opposites themselves. Both types of exercises are included in the resource section of this lesson. Aim: Improving vocabulary through the use of opposites Activity: Matching opposites Level: Beginner Outline: Divide students into small groups and distribute the opposites worksheet. Ask students to either match the opposites (exercise 1) or write the opposites (exercise 2). If you have more time, you can ask students to first match the opposites and then write out the opposites individually. Alternatively, you could give exercise as follow-up homework. Correct in class. Expand the exercise by asking students to provide synonyms. Exercise 1 - Match the Opposites boyspeakoldrightfarfootsisterwifeblackcoolbuycleansmallwomanbegindrinkfullfatstand upfathershorthardcoldlight big, largebrotherdark, heavydirtyeatemptyendgirlhead, handhothusbandleft, wronglistenlong, tallmanmothernear, closenew, youngsellsit downsoft, easythinwarmwhite Exercise 2 - Fill in the Opposites boyspeakoldrightfarfootsisterwifeblackcoolbuycleansmallwomanbegindrinkfullfatstand upfathershorthardcoldlight Intermediate Level Opposites Advanced Level Opposites Back to lessons resource page

Robert Edward Lee Essays - Fitzhugh Family Of Virginia, Free Essays

Robert Edward Lee Essays - Fitzhugh Family Of Virginia, Free Essays Robert Edward Lee They say you had to see him to believe that a man so fine could exist. He was handsome. He was clever. He was brave. He was gentle. He was generous and charming, noble and modest, admired and beloved. He had never failed at anything in his upright soldier's life. He was born a winner, this Robert E. Lee. Except for once. In the greatest contest of his life, in a war between the South and the North, Robert E. Lee lost (Redmond). Through his life, Robert E. Lee would prove to be always noble, always a gentleman, and always capable of overcoming the challenge lying before him. Robert Edward Lee was born on January 19, 1807 (Compton's). He was born into one of Virginia's most respected families. The Lee family had moved to America during the mid 1600's. Some genealogist can trace the Lee's roots back to William the Conqueror. Two members of the Lee family had signed the Declaration of Independence, Richard Lee and Francis Lightfoot. Charles Lee had served as attorney General under the Washington administration while Richard Bland Lee, had become one of Virginia's leading Federalists. Needless to say, the Lees were an American Political dynasty (Nash 242). Lee's father was General Henry Light-Horse Harry Lee. He had been a heroic cavalry leader in the American Revolution. He married his cousin Matilda. They had four children, but Matilda died in 1790. On her death bed she added insult to injury upon Henry Lee by leaving her estate to her children. She feared Henry would squander the family fortune. He was well known for poor investments and schemes that had depleted his own family's fortune (Connelly 5). Henry Lee solved his financial problems by marrying Robert's mother Anne Carter, daughter of one of Virginia's wealthiest men (Nash 242). Henry Lee eventually spent his family into debt. Their stately mansion, Stratford Hall, was turned over to Robert's half brother. Anne Lee moved with her children to a simple brick house in Alexandria. Light Horse Harry was seldom around. Finally, in 1813 he moved to the West Indies. His self-exile became permanent, and he was never seen again by his family (Thomas). Young Robert had other family problems. His mother became very ill. At the age of twelve he had to shoulder the load of not only being the family's provider, but also his mother's nurse. When time came for Robert to attend college, it was obvious his mother could not support him financially. She was already supporting his older brother at Harvard and three other children in school. In 1824 he accepted an appointment to the United States Military Academy. During his time at West Point Lee distinguished himself as a soldier and a student. Lee graduated with honors in 1829 (Nash 245). His graduation was dampened by a call to the bedside of his ailing mother. When he arrived home he found his fifty-four year old mother close to death. A death caused by struggles and illnesses of her difficult life. Robert was always close to his mother. He again attended to her needs until her death. On July 10, 1829, Anne Lee died with Robert, her closest son, at her side. Forty years later Robert would stand in the same room and say, It seems but yesterday that his beloved mother died (Connelly 6). While awaiting his first assignment, Lee frequently visited Arlington, the estate of George Washington Parke Custis. Custis was the grandson of Martha Washington and the adopted son of George Washington. After Martha's death Custis left Mount Vernon and used his inheritance to build Arlington in 1778. Arlington was set on a hill over looking the Potomac river and Washington D.C. (NPS Arlington House). Custis had only one daughter, Mary Anna Randolph. Mary had been pampered and petted throughout her life. Lee's Courtship with Mary soon turned serious, before long they were thinking of marriage. However, before Robert could propose he was assigned to Cockspur Island, Georgia. Robert returned to Arlington in 1830. He and Mary decided to get married. The two were married on June 30, 1831(Nash 248). Shortly there after the Lees went to Fort Monroe. Mary was never happy here. She soon went back to Arlington. Mary hated army life. She would, for the most part, stay at Arlington throughout the rest of Robert's time in the United States Army. The fact that he was separated from his family, and that he was slow to move up in rank, left Lee feeling quite depressed a great deal of

'Short and harsh'. Is this a fair description of life for the majority Essay

'Short and harsh'. Is this a fair description of life for the majority of 'ordinary' rural Scots between 1300 and 1500 - Essay Example It was essentially a pandemic which had severe social and drastic economic consequences therefore a discussion of these effects becomes very important when we are dealing with the social issues of the time. The Plague came to Europe from the East through trade routes that had ships which carried the Bubonic Plague. It hit Europe during an economic recession and only caused the economy to go down further (Bolton, 1970). Anyone struck with the plague would be dead within three to five days and some towns lost as much as 90% of their population within a matter of months. The rural areas were also affected by the plague even though the extent of the disease was comparatively lower. It was indeed a horrible experience as major European cities such as Venice and Pisa lost more than 70% of their population. Modern estimates show us that 25 million people died in Europe within a period of just five years between 1347 and 1352. The reaction to so many people dying at once was naturally one of fear and hatred. Fear of the wrath of god which started the Flagellant Movement and the fear of the outsider such as Jews who were blamed for having caused the plague. Artists also created works of art to deal with the huge number of dead and dying they saw around them and saints were made of individuals such as St. Roch and St. Sebastian who took it upon themselves to help the sick in those times. While Scotland was already in trouble before the plague, the coming of the plague only made matters worse (Hale et. al., 1965). The agricultural system in particular suffered greatly since the output was not high enough during those years to create food surpluses. In this manner, the plague only lowered the standard of living for many Scots. The church which was present in Scotland and across Europe was simply unable to deal with the disease and

INTRODUCTION TO LAW FOR ACCOUNTANTS Case Study Example | Topics and Well Written Essays - 750 words

INTRODUCTION TO LAW FOR ACCOUNTANTS - Case Study Example In reference to the case given, the concerned law is the ‘law of tort’. Tort can be defined as a civil wrong for which the remedy is a common law action for liquidated damages, and is not exclusively the breach of a contract. The case before me falls under the law of tort. Therefore, negligence means the breach of duty caused by the omission to do something, which a reasonable person would do or doing a thing which a reasonable person would not do. In order for a victim to succeed in a case of negligence, he/she has to prove three things. One of the key aspects to prove is that, there was an unlawful act or omission by the defendant, also known as tortfessor. Secondly, there must be a legal damage to the victim/the plaintiff, and finally, the wrong must be of such a nature as to give rise to a legal remedy in the form of an action for damages (Bromwich and Hopwood, 1992, p. 56). Failure by Rodney to slow down was a commission of an act that a prudent person ought to have avoided. As a result, Daisy suffered physical injuries; further, the migraine, which she had been suffering from started re-occurring more frequently, and more severely. Therefore, it is advisable for Daisy to institute a civil suit against Rodney for damages caused, as a result of his actions/inactions. Zahid, Rodney’s friend, who also suffered physical injuries as a result of the accident, is also entitled to legal remedy. This is because Rodney had a duty to drive slowly, but chose to over speed thus causing an accident. Awais, who was being rushed to hospital, could have been saved had he arrived in time; however, the accident caused by Rodney caused a heavy traffic that delayed Awais from making it to the hospital in time, and thus his legal right to access medical attention promptly was infringed. If Rodney could have exercised ordinary care and skill, the accident would not have occurred. In my opinion, therefore, Awais is entitled

Intellectual Property Law (Trade marks) Essay Example | Topics and Well Written Essays - 2000 words

Intellectual Property Law (Trade marks) - Essay Example In the absence of these marks, substandard quality or other manufacturing defects might not be traced to their manufacturer. Thus trademarks on the one hand ensure and maintain the reputation of the manufacturer and on the other hand they make the seller liable for the quality of the goods made or sold. The fundamental feature of the Trade mark law is to defend the consumer's investment in respect of the goods or services purchased, from unfair and misleading advertising by immoral competitors. Most of the courts have made it mandatory for trade marks to be non- descriptive of the goods to which they are applied. All goods and services are classified into 45 internationally recognized classes for the purpose of identifying a company's rights in respect of goods or services. As such the trademark registration will be done only for these groups. Again, the trademark application shall describe in detail as to which goods or services of a category being applied for. Thus trademark registration would disqualify applications claiming all goods in a class. Trademarks must be protected and used more frequently compared to copyrights and patents. The holder of a patent or copyright may inhibit its usage by keeping the creation for himself, where as a company obtaining a trademark and failing to use it, or failing to look after it from being used in the breach, is likely to loose the right to it. In the event of a trademarked term becoming generic out of common use or in the event of a consumer failing to recognize it as a trademark or a court ruling to that effect, makes it null and void1. The reasons for rejection or acceptance for registration of trademarks under the Trade Marks Act, 1994 and the registrability of certain type of marks are discussed here under. The smell of roses applied to Rambling Rose Dolls. In the U.K., several scent registrations have been issued as a result of the amendment to the U.K. Trademark Act in 1994. Subsequently, the registration of the smell of roses was done in respect of car tyres in the United Kingdom2. This trend is visible in other European countries also, where applications for scent marks have been filed and the OHIM has accorded permission for the registration of a mark incorporating "The Smell of Fresh Cut Grass" for tennis balls3 and similarly in the case of Benelux4. The intention is to enhance product esteem. Smell marks are registrable if they are already being used or will be used in the future as a trademark. It must be a supplementary component produced by the manufacturer and it should not be a part or arising from the goods or services or the consumer should particularly associate the smell with that product5. The public has been associating the smell of roses with car tyres and this has b een registered so the third clause of registrability is inapplicable to rambling dolls. Registrability of the exterior form of a tin of baked beans produced by Gusto Ltd. The canister of beans in this case, is similar to that used by another prominent manufacturer which though not registered as a trademark was being used for 30 years. This shape will be provided legal protection on the basis of reputation or goodwill. The efforts of a competitor to use a name similar to that being used by a small business which had been doing business from many years without a registered trademark will be

On Leadership Essay Example | Topics and Well Written Essays - 750 words

On Leadership - Essay Example The king was put into a difficult situation, without adequate resources to recruit new people and the current regime of fighting soldiers was devoid of nourishment, adequate clothing, and even pay for their previous wartime efforts. The king needed to rally support without expressing that difficulties that were currently plaguing the king at the economic level and in terms of his current human resources capabilities. Like a regular company, these are sometimes going to be real-life situations that prevent being able to simply replace or renew the existing organizational culture through new recruitment efforts. The goal is to help retain employees and Henry V does an excellent job by appealing to their personal vanity, as a more of a transformational leader than one that simply barks commandments. The soldiers in his army already have some of the symptoms of burnout commonly found in businesses, especially those with more rigid hierarchies of control. For example, manufacturing facilities where people have specialized job roles might have a leadership structure that puts more restrictions on workers and the job design does not allow for a great deal of personal creativity, ingenuity or autonomy. In this type of environment, without offering certain rewards, either physical or psychological, the end result can be less satisfaction and commitment to meeting organizational goals. Henry V realizes that this is occurring due to his current limitations as king, yet at the same time he does not want to create negative motivation by constantly citing that there are both economic and HR-related problems with his current leadership structure. He builds motivation effectively by creating a more unified organizational culture where people are treated much like equals. This type of rhetoric is very effective as such speeches remind the subjects of Henry V that they are valued and that they will, indeed, earn a reward for

American experience in Vietnam Essay Example | Topics and Well Written Essays - 1250 words

American experience in Vietnam - Essay Example But as it is with politicians they give their citizens what they want to hear. This is what Kennedy was doing to convince his listeners and lure those who were not in his support. The vice president by then, though it took them long to notice and admit admitted that they had been ignorant of all that had happened in Vietnam. All those taking part in war had their own reasons for fighting, but did not include lands, resources nor dominations but freedom was the justice they were seeking in their quest neither did their want to lose their colonies in the southern east Asia. Greed and selfishness is a much greater drive for to those with interest to grab what they want. Being involved in a soviet union war meant that they were not in only in a battle of superiority, but were competing for ideas. Winthrop’s John myth citing the idea of a new America that was godlier would vanquish their numerically stronger enemies. They had dismissed the thought of having a stronger warrior squad that would outdo those of their enemies citing it as ancient. The Vietnam presidents by now relied more on virtue but not power in order to carry the day by winning the war. (Westheider 2008) 2 Industrialization got a boost from the farmers from the eighteenth century. This fueled the power of Americans in terms of their organization, and no other a power could outdo them. This proved that they were militarily invisible and after what took place in Hiroshima it was more evident that they were morally superior but the most powerful country in history. In their mind, they knew nobody could beat them in war even if nations joined to fight against them. This is where they went wrong and so writes Miller Arthur, that he believed in America and believed they had technology till the mid 1960’s when he thought they would never accept defeat as they had technologically advanced. The thought of American’s military being conquered in the battlefield with the advanced technology, grown industrialization and technology ability made them think they would never have been insufficient for war and its purposes. With the Soviet Union exploding a bomb as the Americans were not expectant off. Their aim was entirely to come up with means to fight as they avoided nuclear technology. Its premise was that soviets and their team were to indulge in small wars and without provoking or unlocking nuclear energy. In 1945 as they marked the end of the World War 2, Vietnam was left with vivid memories of subordination caused by Japanese and French authority replacing de facto. The moral lessons were western colonialism wasn’t omnipotent, and no name would replace imperialism as it was all the same from all round and equally dangerous.( Sevy 1989) American both political and leaders in businesses had an agreement that they needed to breathe both life and energy from the world system, and the only country 3that had the capacity to see them done was America. The key role w ould be played by political entrance to enact the law through the help of police men. There was a need for coordination of world affairs in the whole worlds system. Britain withdrew in the 19th century. This made Americans eager on taking on the lead as they believed they were able. Their main task was to restore expansiveness in their economy in their quest to increase their productivity as it was devastated by war. However, the imbalance within the system of the world was the major issue. Despite Americans capitalism being so strong, it didn’t quite matter as that of others countries was too weak. (Dougan,1988) But why all this, there were no raw materials in Vietnam to exploit neither were there strategic interests, it’

Write an essay on globalisation of trade related to economic

Write an on globalisation of trade related to economic globalisation - Essay Example Among the many movements, globalisation had and is also having a major impact on the people worldwide. Globalisation literally means the transformation of local phenomena into a global one. Globalisation is a practice of interacting and mixing or assimilation among people, companies and governments of different countries whose significant feature is international industrial and financial business structure. Globalisation may be thought of as the widening, deepening and speeding up of worldwide interconnectedness in all aspects of contemporary social life, from the cultural to the criminal, the financial to the spiritually. More formally, globalisation can be categorized as a process that embodies a transformation in the spatial organization of social relations and transactions (Wiley, Nandi & Shahidullah 1998, p. 21). Hyperglobalism conceive globalisation as a new age of economic integration that is characterized by open trade, global financial flows as well as multinational corporations. Hyperglobalism is driven by capitalism, communications and transportation technology, integration into one world market and it is increasingly eroding state power and legitimacy. Howe ver another perspective is, in the past few years, more and more people have been complaining that the new liberty in the form of globalisation have gone too far, giving rise to a hypercapitalism (Roberts and Hite 2007, p.263). Probably the largest body of opinion - and one that spans the entire politico-ideological spectrum - consists of what might be called the hyper-globalists, who argue that we live in a borderless world in which the national is no longer relevant (Dickens 2008, p. 6). The so said social relations and transactions are assessed in terms of their extensitivity, intensitivity, velocity and impact and the rate at which they generate transcontinental or interregional flow and networks of activity, interaction and exercise of power. The purpose of this study is

On Leadership Essay Example | Topics and Well Written Essays - 750 words

On Leadership - Essay Example The king was put into a difficult situation, without adequate resources to recruit new people and the current regime of fighting soldiers was devoid of nourishment, adequate clothing, and even pay for their previous wartime efforts. The king needed to rally support without expressing that difficulties that were currently plaguing the king at the economic level and in terms of his current human resources capabilities. Like a regular company, these are sometimes going to be real-life situations that prevent being able to simply replace or renew the existing organizational culture through new recruitment efforts. The goal is to help retain employees and Henry V does an excellent job by appealing to their personal vanity, as a more of a transformational leader than one that simply barks commandments. The soldiers in his army already have some of the symptoms of burnout commonly found in businesses, especially those with more rigid hierarchies of control. For example, manufacturing facilities where people have specialized job roles might have a leadership structure that puts more restrictions on workers and the job design does not allow for a great deal of personal creativity, ingenuity or autonomy. In this type of environment, without offering certain rewards, either physical or psychological, the end result can be less satisfaction and commitment to meeting organizational goals. Henry V realizes that this is occurring due to his current limitations as king, yet at the same time he does not want to create negative motivation by constantly citing that there are both economic and HR-related problems with his current leadership structure. He builds motivation effectively by creating a more unified organizational culture where people are treated much like equals. This type of rhetoric is very effective as such speeches remind the subjects of Henry V that they are valued and that they will, indeed, earn a reward for

Write an essay on globalisation of trade related to economic

Write an on globalisation of trade related to economic globalisation - Essay Example Among the many movements, globalisation had and is also having a major impact on the people worldwide. Globalisation literally means the transformation of local phenomena into a global one. Globalisation is a practice of interacting and mixing or assimilation among people, companies and governments of different countries whose significant feature is international industrial and financial business structure. Globalisation may be thought of as the widening, deepening and speeding up of worldwide interconnectedness in all aspects of contemporary social life, from the cultural to the criminal, the financial to the spiritually. More formally, globalisation can be categorized as a process that embodies a transformation in the spatial organization of social relations and transactions (Wiley, Nandi & Shahidullah 1998, p. 21). Hyperglobalism conceive globalisation as a new age of economic integration that is characterized by open trade, global financial flows as well as multinational corporations. Hyperglobalism is driven by capitalism, communications and transportation technology, integration into one world market and it is increasingly eroding state power and legitimacy. Howe ver another perspective is, in the past few years, more and more people have been complaining that the new liberty in the form of globalisation have gone too far, giving rise to a hypercapitalism (Roberts and Hite 2007, p.263). Probably the largest body of opinion - and one that spans the entire politico-ideological spectrum - consists of what might be called the hyper-globalists, who argue that we live in a borderless world in which the national is no longer relevant (Dickens 2008, p. 6). The so said social relations and transactions are assessed in terms of their extensitivity, intensitivity, velocity and impact and the rate at which they generate transcontinental or interregional flow and networks of activity, interaction and exercise of power. The purpose of this study is

Beowulf and Illiad Essay Example for Free

Beowulf and Illiad Essay Stories like Beowulf and the Iliad seem hard to believe, far-fetched, and exaggerated even though they can relate to a cultures past. Even so, both stories have great examples of fighting, victory, and glory. â€Å"Now though I may win my perfect glory†¦Ã¢â‚¬  (Line 64 Homer) This quote helps show the desire Achilles has for glory. â€Å"I’ve never known fear, as a youth I fought in endless battles. I am old, now, but I will fight again, seek fame still, if the dragon hiding in his tower dares to face me. (Line 607-611 Beowulf Poet) This quote shows Beowulf has a similar desire for fame and glory, along with the confidence to be victorious. Both relate the tales of a hero, and as we follow them, we learn about them in the process. The story of Beowulf seems too good to be true in a sense. As you read, you notice that every woman is beautiful, every warrior is good and every cause is worth risking life and limb for. What is realistic is that every human being wants to be loved and accepted while also being the hero. King Hrothgar is a fatherly example that deserves the love that Beowulf has for him. Hail, Hrothgar! My youth have been filled with glory. Now Grendel’s name has echoed in our land: Sailors have brought us stories of Herot, the best†¦When the moon hangs in skies the sun had lit, light and life fleeing together. † (Line 140-148 Beowulf Poet) This quote shows the fondness that the king and Beowulf have for each other, and it shows a comparison of light and life. In the case of Achilles in the Iliad, everything is a bit more believable. The theme of life and death is brought to the reader’s attention when Patroclus is killed. As a result, Hector is also killed because of Patroclus’s death. Achilles isn’t perfect, along with other characters such as Hector and King Agmemmon. These faults make this story more realistic and believable, while also adding truth to the story. Bad decisions are made, such as Achilles allowing his good friend, Patroclus, to enter battle and be killed. â€Å"My greatest friend is gone: Patroclus, comrade in my arms, whom I held dear above all others- dear as myself – now gone, lost; Hector cut him down, despoiled him of my own arms, massive and fine, a wonder in all man’s eyes. (Line 13-18 Homer) In this quote is an example of life and death and how it made Achilles wants revenge on Hector. This also gives Achilles a type of â€Å"power† to choose whether to take Hector’s life. Beowulf is humble, and although he has the personality of a hero more than Achilles, he does not see his own value or his own significance. Achilles, on the other hand, could not be more proud. His awareness and consideration of his own skills and his own value are an obvious difference to the humility and mildness of Beowulf. Do not attempt to keep me from the fight, though you love me; you cannot make me listen. † (Line 70 Beowulf Poet) This quote shows an example of Achilles attitude toward himself and others when it comes to a fight. This also shows how Beowulf has more good in him then Achilles. Beowulf having a personality with great goodness, makes the decision to fight the greatest evil (Grendel) with only his hands. â€Å"My hands alone shall fight for me, struggle for life against the monster God must decide who will be given to deaths cold grip. (Line 172-175 Beowulf Poet) This quote supports Beowulf’s fight against evil, and how the fight will determine life and death. Beowulf and the Iliad are stories of great heroes. They take us through their stories and battles while teaching the reader about them along the way. The Iliad is easier to believe, while Beowulf seems too good to be true. Both stories relate to the cultures past and teach us about each character. Beowulf and the Iliad battle through evil and relate to each other through life and death.

Investigation of Oral Contraceptives

Investigation of Oral Contraceptives Oral Contraceptives Made by LAB GROUP: C2 Lab Instructors: A.L/ Ahmed Refaat Spring 2015 Oral Contraception: Contraception can be defined as the method of prevention of pregnancy also referred to as Birth Control medication. Mainly contraceptives are composed of hormones thus, referred to as hormonal contraceptives they consist of synthetic sex hormones female based hormones such as estrogen or progestin. Their mechanism of action is to block the process of ovulation hence, preventing pregnancy. Methods of contraception: There are a lot of contraception methods theyre mainly divided into physical-mechanical or chemical methods. Physical-mechanical methods include: Caps: it is a thin soft silicone prevents sperm penetration by covering the cervix. Male and female condoms Contraceptive Implants: flexible and small forty mm long tube. A trained professional usually inserts the implant; it stops the release of eggs from the ovary. Diaphragms: placed inside the vagina before intercourse, it covers the cervix as well. IUD: T-shaped intrauterine device placed inside the womb by a specialized professional; it terminates sperms and eggs in the fallopian tube or womb. IUS: plastic T-shaped intrauterine system placed inside the womb by a physician, it releases progestogen (steroid) that thickens the mucus in the cervix making it impossible for a sperm to penetrate it. Vaginal ring: a plastic soft and ring shaped placed inside the vagina, releases as well progestogen with the same effects as the IUS. Natural family planning Chemical methods include: Combined pills Contraceptive patches Progestogen pill Contraceptive injection There are permanent methods of contraception such as: Vasectomy in males Sterilization or sealing of the fallopian tube in females Classification of drugs is mainly based on the type of chemical or active ingredient. Oral contraceptives are classified into 3 categories: Combination (estrogen/progestin) oral contraceptives Progestin only based oral contraceptives Effects of different oral contraceptives Oral contraceptive Drugs: Ortho Micronor (Norethindrone): Drug class: It is a First generation Progestin. It is less androgenic than second generation progestin such as levonorgestrel. Mechanism of action: Ortho Micronor is a progestin-only contraceptive oral pill. It is designed for the prevention of pregnancy by suppressing ovulation in nearly half of the users, thickening the cervical mucus to prevent sperm penetration, and the reduction of LH midcycle tops FSH, it slows the motility of the ovum altering the endometrium and the fallopian tubes. Pharmacological action: Progestin oral contraceptives are used for the prevention of pregnancy. Pharmacokinetics: Serum progesterone levels peak after oral administration in about two hours, then through distribution and rapid elimination. In 24 hours after drug intake, serum levels are close to the base line, which makes the efficiency depends on rigid adherence to the dosage. There are wide variations between individual users in serum levels. The results of the progestin administration lower the levels of serum progesterone balance and a shorter half-life of the concomitant administration with estrogens. Contraindications: Carcinoma of the breast suspected pregnancy Hypersensitivity to any component of this product liver disease Drug interactions: Thyroxine concentrations inevitably decrease eventually, because there is a decrease in main binding thyroid globulin The efficacy of pills that are progestin based only is reduced by the (HEID) or hepatic enzyme-inducing drugs for example carbamazepine, anticonvulsants phenytoin, and the antituberculosis drug rifampin and barbiturates. Side-effects: Vomiting, Nausea, bloating, Vaginal bleeding, headache Plan B (levonorgestrel): Drug class: Second Generation progestin. Used worldwide and FDA approves as plan B. It has high androgenic effects. Pharmacokinetics: No particular examination of irrefutably for the bioavailability of plan B (levonorgestrel) in people has been directed. Be that as it may, writing demonstrates that levonorgestrel is quickly and totally assimilated after oral organization (bioavailability around 100%) and is not subject to first pass digestion system. After a solitary measurements of Arrangement plan B (levonorgestrel) (0.75 mg) regulated to 16 ladies under fasting conditions, greatest serum centralizations of levonorgestrel are 14.1  ± 7.7 ng/mL (mean  ± SD) at a normal of 1.6  ± 0.7 hours. Pharmacological action: Plan B is proposed to avert pregnancy after known or suspected prophylactic disappointment or unprotected intercourse. Mechanism of action: Crisis contraceptives are not successful if the lady is now pregnant. Plan B (levonorgestrel) is accepted to go about as a crisis prophylactic essentially by avoiding ovulation or preparation (by modifying tubal transport of sperm and/or ova). Whats more, it may hinder implantation (by modifying the endometrium). It is not successful once the methodology of implantation has started. Side effects: Nausea Headache Breast tenderness Fatigue Vomiting Abdominal pain Diarrhea Contraindications: It is not prescribed for utilization in the accompanying conditions: Known or suspected pregnancy Hypersensitivity to any segment of the drug Drug interactions: Hypothetically, the adequacy of low-measurement progestin-just pills is diminished by hepatic catalyst instigating medications, for example, the anticonvulsants carbamazepine, phenytoin, anti- tuberculosis and barbiturates. Yasmin (drospirenone/ethinyl estradiol): Drug class: Third generation oral contraceptive. It is mostly disliked due to dangerous side effects. Pharmacokinetics: Irrefutably the bioavailability of DRSP from a solitary element tablet is around 76%. Unquestionably the bioavailability of EE is pretty nearly 40% as a consequence of presystemic conjugation and first-pass digestion system. Indisputably the bioavailability of Yasmin, which is a mix tablet of EE and DRSP, it has not been assessed. Serum convergances of DRSP and EE arrived at top levels inside 1-2 hours after organization of Yasmin. Pharmacodynamics: Pharmacodynamic studies were not conducted specifically with Yasmin. Therapeutic use: Yasmin is demonstrated for utilization by ladies to avert pregnancy. Mechanism of action: COCs bring down the risk of getting to be pregnant basically by smothering ovulation. Other conceivable components may incorporate cervical bodily fluid changes that restrain sperm entrance and endometrial changes that decrease the probability of implantation. Side effects: Irregular uterus bleeding Headache Nausea Liver disease Breast tenderness Contraindications: Dont endorse Yasmin to ladies who are known to have the accompanying: Renal impedance Adrenal deficiency Hypertension Have breast cancer Have coronary vein illness Have thrombogenicvalvular or thrombogenic mood illnesses of the heart (for instance, subacute bacterial endocarditis with valvular malady, or atrial fibrillation) Have Diabetes mellitus Drug interactions: Substances reducing the viability of COCs: Medications or home grown items that incite certain chemicals, including cytochrome P450 3A4 (CYP3A4), may diminish the adequacy of COCs or build achievement dying. Effects of Joined Oral Contraceptives on Different Medications COCs containing EE may hinder the digestion system of different mixes. Potential to Build Serum Potassium Focus: There is a potential for an increment in serum potassium fixation in ladies bringing Yasmin with different medications. Mircette (desogestrel/ethinyl estradiol and ethinyl estradiol): Second generation Mechanism of action: The mechanism of action of it works over four directions: suppression of the gonadotropins alteration changes in the mucus which make it hard and difficult to the sperm to entire the uterus The endometrial changes that reduce the likelihood of the implantation process inhibition of ovulation from happening Pharmacokinetics: The substance desogestrel is completely and fast absorbed then converted to the active form which is etonogestrel after taking the oral route of administration the bioavailability was measured and found approximately 100%; by taking serum levels of etonogestrel . Therapeutic uses: It is used to prevent the pregnancy. Side effects: Vomiting Gastrointestinal symptoms (such as abdominal cramps and bloating) Nausea problems in menstruation process Breast changes:, enlargement, tenderness , and secretion Contraindications: Past problems concerning deep vein Thrombophlebitis  or thromboembolic disorders If there is any predication for breast carcinoma or current one Drug interactions: Increase in factors ix ,vii,viii,x and prothrombin levels this will cause increase in nor adrenline induced platelets aggregation Increase in other binding proteins in serum levels Increase in the levels of thyroid binding globulin References: Contraceptives. (2015, February 17) Drugs.com Available at:  http://www.drugs.com/drug-class/contraceptives.html (Accessed: 5 March 2015) Contraception. Division Of Reproductive Health. (2015, February 24) CDC Available at: http://www.cdc.gov/reproductivehealth/unintendedpregnancy/contraception.htm  (Accessed: 5 March 2015) Types Of Oral Contraceptives. (2010, December 12) OralContraceptives.com Available at: http://www.oralcontraceptives.com/about_types.asp (Accessed: 5 March 2015) Contraception Guide. (2015, February 2) nhs.uk Available at: http://www.nhs.uk/Conditions/contraception-guide/Pages/contraception.aspx  (Accessed: 5 March 2015) Plan B. (2007, May 24) rxlist.com (Drug index) Available at:  http://www.rxlist.com/plan-b-drug.htm  (Accessed: 5 March 2015) Yasmin. (2012, April 23) rxlist.com (Drug index) Available at:  http://www.rxlist.com/yasmin-drug.htm  (Accessed: 5 March 2015) Ortho Micronor. (2008, July 24) rxlist.com (Drug index) Available at: http://www.rxlist.com/ortho-micronor-drug.htm  (Accessed: 12 March 2015) Mircette. (2012, July 27) rxlist.com (Drug index) Available at:  http://www.rxlist.com/mircette-drug.htm (Accessed: 12 March 2015)

Principles of good customer service Essay -- Business and Management S

Principles of good customer service It is very important to give excellent customer service when out in resort working as a rep. customer service can be given by one person or alternatively it can be given out as a team. This is to ensure that the customers get the best from there holiday, and so that they build a rapor with you to gain trust for them to come back time and time again. Seeing the customer happy also benefits you as a rep and gives you good job satisfaction. There are many different types of giving good customer service: Body language When dealing with a customer you must always use positive body language. Giving lots of eye contact is always good because the customer feels that you are giving them you full attention and that you are developing an understanding of there needs. Also facial expressions reveal opinions, emotions and moods better than any of the other body parts. The way that your face expresses feelings i.e. smiling or frowning will always allow the customer to discover how you are feeling towards them. First Impressions First impressions count in any business, particularly overseas where dealing with people is such an important part of the work. You need to understand that the way you and your organisation present themselves to customers has a direct influence on their enjoyment, your job satisfaction and the future success of the organisation that employs you. In particular when meeting a customer for the first ...

Howards End :: essays research papers

Young, pretty Helen has left her London home to visit the Wilcox family estate, Howards End. (Helen and her sister Margaret met Mr. Wilcox and his wife while traveling in Germany.) Margaret was also invited to Howards End, but stayed home to care for their 16-year-old brother Tibby who has hay fever. From Howards End, Helen sends Margaret several letters describing the beautiful estate and the energetic, materialistic Wilcoxes. Her last letter sends a shock through Margaret when she reads it: Helen has fallen in love with Paul the youngest Wilcox son. When Mrs. Wilcox dies not long afterward, she leaves a handwritten note behind asking that Howards End be given to Margaret. But her pragmatic husband,Henry, a prominent businessman, and her greedy son Charles, a struggling businessman, refuse to act on the matter and never mention it to Margaret. One night, Margaret and Helen run into Henry, and they discuss the case of Leonard Bast; Henry warns them that Leonard's insurance company is doomed to failure, and they advise him to find a new job. But poor Leonard, who associates the Schlegels with all things cultural and romantic--he reads constantly, hoping to better himself--resents this intrusion into his business life and accuses them of trying to profit from his knowledge of the insurance industry. Margaret and Henry develop a halting, gradual friendship. When the lease expires at Wickham Place, the Schlegels begin looking for another house (their landlord wants to follow the general trend and replace their house with a more profitable apartment building). Henry offers to rent them a house he owns in London, and when he shows it to Margaret, he suddenly proposes to her. She is surprised by her happiness, and after considering the proposal, she accepts. Shortly before Margaret and Henry are scheduled to be married, Henry's daughter Eviemarries a man named Percy Cahill; the wedding is held at a Wilcox estate near Wales. After the party, which Margaret finds quite unpleasant, Helen arrives in a disheveled state, with the Basts in tow. She declares indignantly that Leonard has left his old company, found a new job, and been summarily fired; he is now without an income. Helen angrily blames Henry for his ill-considered advice. Margaret asks Henry to give Leonard a job, but when he sees Jacky Bast, he realizes that he had an affair with her 10 years ago, when she was a prostitute in Cyprus. Margaret forgives him for the indiscretion--it was before they even met--but she writes to Helen that there will be no job

Renaissance Humanism Essay

The Northern European and Italian renaissance period was a time of rebirth of Greek and roman studies, arts, and culture. The people of this time period were call humanists or people who studied Greek and Roman classics and works. The humanism movement not only influenced culture, but it also influenced how the individual was perceived. Humanists encouraged finding oneself whether it is through art, sports, learning and teaching, sciences or mathematics, and they believed one individual could achieve anything they put their minds to. (DOC. 3) The humanists of the Renaissance greatly valued religion even thought they were more focused on the study of human nature and values (DOC. 9). Humanists took it upon themselves to be devoted members of the church and make religion a crucial aspect of their everyday lives. By becoming a more religious individual, they benefited themselves and it was encouraged of humanists to use their connection to the Church to strengthen their relationships with others. One of the most important aspects of the Renaissance that the humanism movement influenced was art. People all over the world began to express themselves and their talents through art and the humanists’ beliefs greatly emphasized Greek and Roman art technique as well. For example, Michelangelo’s sculpture of David emulated the Greek and Roman’s grasp for the physical beauty of the human body and humans’ perfect strength and symmetry (DOC. 1). Leonardo da Vinci’s drawing of the muscles in human arms also emphasized and shed more light on the function, look and anatomy of the human arms, thus making it easier to study and visualize the human body (DOC. 7). Additionally, the population of humanism during the Renaissance influenced the way art became more lifelike. In paintings such as Marriage of the Virgin by Raphael (DOC. 4), the artist utilized aspects such as realism and perspective to give more depth to the painting. There is also a sense of the Roman and Greek admiration of the beauty of the human body in this painting, which was painted with new materials and on new mediums, that were invented during he Renaissance. Humanism greatly influenced scientific and secular studies of the Renaissance as well. One example is the improvement of the telescope in Europe (the telescope was originally invented by the Muslims), which greatly increased the flourishing of science during the Renaissance (DOC. 5). With the help of the telescope, it became easier to study astronomy and view the planets and the rest of outer space. Additionally, the printing press invented by Johann Guttenberg greatly contributed to the increase of learning during the humanist movement because more books were produced and became available (DOC. 10) In conclusion, humanism during the Renaissance transformed the lifestyle of people in Europe and influenced interrelated characteristics of culture such as science, art, and principles of the time period. Because he humanists became enthralled with the world around them and were detersmined to express themselves, the course of history for the Modern Ages was definitely changed for the better.

Odysseus and Aeneus: Travels to the Dark Side Essay

Ancient Greece’s Odysseus from Homer’s The Odyssey and ancient Troy’s Aeneus from Virgil’s The Aeneid are both heroes who struggle with identity and purpose, and these identities and purposes are tied up into the concepts and symbolism revolving around female versus male and pagan versus Christian-like influences. In comparing Odysseus’ travel to the underworld and Aeneus’ decent to the land of the dead, one can relate these journeys to the main philosophical plots of both works of ancient literature. Although both men return from Hades alive, the two men’s initial approaches to the dead are slightly different, Odysseus performing sacrifices at the direction of the female goddess Circe and Aeneus praying to the male God Appollo and led to the gates by the priestess Sybil. The variance in how the heroes enter the spirit worlds lends significant insight into how their experiences in the underworld play out and mirror the entire themes of both tales. The heroes’ experiences with the dead are not unlike the major plots of both works, Odysseus focusing more on a successful return to his wife and Aeneus centering more on a successful honoring of God and country. The more mortal, pagan, and female experiences of Odysseus’ journey contrast to the more immortal, Christian-like, and male voyage of Aeneus. A main difference in the drive of the two men is that Odysseus is driven by the recommendations of the Goddess Circe and Aeneus is empowered by the guidance of the God Appolo. Here one can see the divine gender differences and the contrast of abiding by the rule of an immortal woman or the power of an immortal man. Leadership positions are of great significance in The Odyssey and The Aeneid, because Ithaca and Troy were in bitter battles for power and influence during this time. In calling attention to modern day Christian theology, it can be stated that perhaps Aeneus displays the most leadership capacity, given that he takes heed of the influence of male figures. However, in refuting modern day Christian mentality, one can suppose that Odysseus may be correct in placing his trust and ability to be guided in the hands of a woman, accepting the idea of womanly power and the feminine energy which can be useful to and benefit male figures. The fact that the tale of Odysseus was born several hundred years before Christian theology contrasts with the story of Aeneus, written only a couple decades before Christ’s birth, on the cusp of Christian influence. The communication of the ghosts to both heroes gives insight to the similarities and differences of their experiences in the underworlds. At the River of Ocean in the land of the Cimmerians, the spirits themselves come to Odysseus, giving him a more rooted or female positioning, Elpenor one of the first to greet Odysseus, begging him to return to Circe’s island and give him a proper burial. In Dis, the land of the dead, Charon delivers souls to Aeneus from across the river Acheron, and Sybil explains to Aeneus that the souls of the dead must remain on the other bank. However, upon showing his golden branch, Aeneus is able to be ferried across and he moves into the underworld, granting him an entering and more male positioning. Further communication with the spirits reveal to both men the end goals or purposes of their expeditions. For Odysseus, in the counsel of the ghost prophet Tiresias, he is informed that the Achaeans are being punished by Poseidon for the blinding of his son Polyphemus and foresees that Odysseus will have a successful journey culminating in the return to his wife, the banishment of her eager suitors, and the future engagement in another trip to appease Poseidon. The goal for Aeneus is also revealed in the land of the dead by the spirit of his father Anchesis, that Romulus will found Rome, a Caesar will eventually come from the line of Ascanius, and Rome will reach a Golden Age of rule over the world. Here, one notes that for Odysseus, a return to Penelope is a large part of his purpose, while Aeneus appears to be on a mission revolving fighting solely for the fatherland. The relative physical nearness of Odysseus to the spirits contrasts the distance of Aeneus to the ghosts they both encounter, Odysseus seemingly swarmed by the souls and Aeneus travelling to the spirits throughout Hades. The shades of the dead are immediately able to interact with and influence Odysseus, while Aeneus is separated from the spirits by the river and must be shuttled across by the gate keeper, Charon. Also, the concept of levels of purgatory is not readily apparent in Odysseus’ experience in the underworld, while Aeneus experiences the movement through stages of Hell, from the suicide victims in the Fields of Mourning to the innocent spirits in the Blessed Groves. One can distinguish between the more ancient belief of Odysseus being directly submerged with the spirit world, souls coming to him directly, and Aeneus’ more Christian-like orientation of being classified in steps away from the divine or away from eternal joy according to the level of preoccupation with sin and death, journeying through the various areas of what could be termed a kind of purgatory in Hell, perhaps just short of divine life or mortality in Heaven. Two former soldier spirits communicate to the men that they would like to be buried properly, which serves to align the tales of Odysseus and Aeneus more closely together. Both Elpenor’s plea to Odysseus and Aeneus’ spotting of Palinurus within the area for spirits having received improper burials bring sadness to the hearts of the heroes, perhaps knowing that the deceased did not receive the most appropriate and respectful honor from them. The quick and dirty nature of battle is called to mind for both of the men as they express regret at their ineffectiveness in having paid proper respects to their lost friends. Here, Odysseus and Aeneus are seen as more similar, both either guilty or saddened by the lost chance to truly honor the dead at the time of their passing. This experience serves for both men a time of self reflection on their own actions, deliberating on whether or not they had made the right choices and calling to mind the concepts of sin and regret due to possibly mistaken actions. In comparing Odysseus’ marriage to Penelope to Aeneus’ sighting of Dido in the land of the dead, one is struck by the sharp contrast in the men’s relationships with women. While Odysseus is faithful to Penelope and keeps her as a driving force in his quest, a goal and treasure to which he wants to return and defend, Aeneus is shocked by seeing his former love in the Fields of Mourning, having killed herself and married a ghost in the afterlife. Aeneus’ incapacity at sustaining a relationship is a very important point to consider in the comparison of both heroes. Perhaps Odysseus’ clinging to the more female part of existence and divine life lends power to his ability to hold his marriage together, giving support and honor to the idea of family life. Although both men are soldiers on journeys to defend their home countries, Odysseus does not make the complete break from home in the way that Aeneus does. The splitting of Aeneus and Dido is a deep and telling fracture which can lend insight into the Trojan way of thinking regarding marriage and family. In this way, Aeneus’ masculinity works against him in that he is effectively separated from romantic love, and Odysseus’ pact with the feminine keeps him bound closer to family and home life. Also touching on the concept of family members as they relate to gender differences is the fact that Odysseus is visited by his mother in the underworld and Aeneus seeks out his father. The coming of Odysseus’ mother Anticleia is again a more female orientation visitation and perhaps another impetus for Odysseus to return home to his wife Penelope, as his mother confesses to have died of grief in waiting for his return to Ithaca. Aeneus’ conversation with his father is again a more male oriented interaction. Anchises explains how the spirits move about in Dis, illustrating more clearly the Christian-like concept of purgatory and gaining insight on how the ghosts are able to reach the Fields of Gladness, as well as gaining insight on the future role of Trojans in Rome and the expansion of the Roman Empire, lending support to the ideas of hierarchy and patriarchy. In paying attention to the sensation of what it was like to have been in the two underworlds, one notes that the experience of the souls in Odysseus’ underworld is nothing less than suffering and that the experience of the spirits in Aeneus’ land of the dead is more variable, some suffering and some happiness. Odysseus’ departure from the underworld in being swarmed by the souls is one of fright and fleeing, while Aeneus leaves the land of the dead courageously. The distaste which Odysseus holds for the dead ghosts is apparent, and he expresses the fact that he wants nothing to do with knowledge of the dead. The encounter with his mother Anticleia may have also invoked fear in Odysseus that his wife Penelope may also surrender to sadness and death. Aeneus is more curious of the afterlife, the positive aspects and negative aspects being grouped separately, and he demonstrates a desire to learn about now to gain access to the nicer areas of the spirit world. The energy he receives from the encouraging conversation with his father regarding the positive aspects of purgatory and the future goal of his triumph in Italy enables Aeneus to leave his visit to the land of the dead with confidence. The notions of judgment and peace are also themes in Odysseus and Aeneus’ visits to the afterworld. In Odysseus’ underworld experience, the dead are not really judged, yet they are all unhappy. In this case, there is no peace for the dead and no judgment of death other than a negative one. To Odysseus, the underworld is black and unfortunate place, hopefully avoidable, yet certainly not avoidable for Odysseus given his own mortality. There is a blanketed negativity in Odysseus’ concept of the afterlife, no room for positive judgment and no room for peace. However, in looking at Aeneus’ experience in the land of the dead, one notes that there are various judgments of the spirits and various areas of suffering and bliss, correlating to the judgment of their life choices before death, Minos handing out judgments to the recently deceased. Although there are suffering souls, there are also ghosts who enjoy happiness and peace in the afterlife, concepts resembling the purgatory of Christianity during this pre-Christian area. In Aeneus’ experience, one is able to glean a sense of hopefulness from the spiritual world, while Odysseus’ encounter with the dead is mostly frightful and perhaps even unhelpful. These two experiences can be viewed in two ways. Perhaps it is positive that Aeneus sees joy in death, granting him extra courage to face the afterlife, however, perhaps this makes Aeneus closer to death, while Odysseus may be made safer by aiming to avoid death completely. In considering the two men and their two tales, it is illuminating to study the two midpoint travels of the heroes into the underworlds. Odysseus as a hero is somewhat more woman led, depending on Circe, interaction with his mother, and yearnings for Penelope, and this thread of female orientation is present throughout Odysseus’ journey. He is even warned by Tiresias to not touch the flocks of the sun, a metaphor which rings a sense of warning to resist the urge of being overly male oriented. Odysseus’ fear of death can be viewed in two different ways. Perhaps he is cowardly, or perhaps he is more attached to life and desires to be in the land of the living. Odysseus’ desire to return to Ithaca and reclaim his wife Penelope is always a drawing factor, and Odysseus’ flight from the spirit world may simply correlate to his desire to return home to his family. The hero Aeneus is more man led, valuing the prayers to Appollo, the conversation with his father, and letting go of his woman Dido, placing the voyage and battle ahead of his family life, remaining more male oriented. The letting go of his relationship with Dido and her subsequent death supports the idea that Aeneus is able to cut ties, however, one cannot be sure if the ability of Aeneus to cut ties is a positive ability or if he wrongly fractures his romance and family bonds. The concepts of opposing and complimentary genders, divine mortal and immortal influence, and pagan and Christian-like theologies and belief systems all contribute to the development of the tales The Odyssey and The Aeneid as well as place meaning and focus on the heroes Odysseus and Aeneus and their travels down into the realm of the dead, giving each character definition and shape in the similarities and contrasts between the two men and their unique yet related voyages. If Odysseus is a more ancient pagan with closer ties to the feminine and Aeneus is a more modern Christian-like figure with closer ties to the masculine, one wonders if something was gained in this historical transition†¦ or if something was lost. Works Cited Homer. The Odyssey, circa 800 BC Virgil. The Aeneid, circa 20 BC