Ode to the west wind †questions and answers Essay

What is the tone of Stanza I? Explain. Stanza I has a tone of calm and sensuality created in it. The poet is only depicting the real image he sees in front of him, explain the monotony of an Autumn Day â€Å"conversing† with the Wind. There are no feelings involved in the depiction of the nature. How is the wind both destructive and preserver? Shelley characterizes it as a destructive and fearsome force, yet it is also a harbinger of the inevitable coming of Spring. It is, therefore, both Destroyer and Creator, and Shelley sees the West Wind as a symbol of the regeneration which will follow the destruction and â€Å"death† of Winter. The West Wind is celebrated as a harbinger of new creation, manifested in Spring, and also feared for its destructiveness and great power. Æ’Ã ¦What is the tone of Stanza II? How does the author describe the clouds? In Stanza II we find the poet to be rather uncertain and concerned with the violence and terror of air storms. This would also be the tone of this stanza. Shelley seeks to emphasize the terrifying darkness of the storm scene, with its darkness and associations with death. The clouds are described as being dark, stormy, foreshadowing a bad, ill – tempered mood or aura. Why is the poet using the imagery of waves in this poem about the Wind? What is the relationship between the Wind and the waves? The waves are powerful just like the winds are. They forcefully hit anything they encounter. The Wind and the waves disturb the monotony of nature, annoying and disturbing it, sharing this way one similar characteristic. The waves’ power is similar to the one that the Wind has. What is the author asking for in Stanza IV? Shelley likes himself, to a leaf, a cloud, and a wave, subject to the force of the West Wind, and asks to be borne aloft with it. He is asking, in effect, for a return to the raw power and energy he felt and knew as a child. In other words, Shelley is asking the force that provides inspiration to act through him. How does Shelley want to be used by the wind in Stanza 5? What should his role in society be? How do you feel about this poem? At this point Shelley makes the direct connection with his need to be inspired by seeing the wind’s force, and the impact made by the wind on forests, creating harmonies in his own mind and verse. The wind as a form of inspiration will enable him to spread his message across the universe. He hopes that radical social change or rebirth of personal inspiration could be accomplished without violence. I agree with him about accomplishing things without violence, but I am not so sure about the way he describes or wants to achieve it. The final effect of the poem is ambivalent, a mixture of depression and hope. I notice a certain degree of uncertainty in him. He characterizes the wind and the clouds as being violent, spreading terror, and dangerous, while I think that is a very preposterous opinion he has, and should make it obvious that that is just his opinion, and it is not necessarily true because other people might think differently. I sense insecurity in him, and with his poem is transmitting it to the reader. Natural phenomenon has nothing to do with his capabilities as a person. He is getting old, and that is life! I believe he is being very stubborn and unreasonable to ask for power, force, and energy from the Wind, and at the same time give negative qualities to it.

Ethical Arguments for Wal-Mart

Wal-Mart went public in October of 1970. Their IPO was 3,000 shares at a price of $16. 50 per share. By having a smart business model and keeping cost low though a variety of tactics including low employees wages and benefits, Wal-Mart has been able to sustain an incredible rate of growth. Since their IPO Wal-Mart has undergone eleven full 2-1 stock splits. That means that just one share of their IPO has turned into 2,048 current shares. The current market value of Wal-Mart stocks on the NYSE is $62. 0 per share. If an investor bought just one share in 1970 for $16. 50, today that investment would be worth $127,590. 40. In addition to rising stock value, investors receive a quarterly cash dividend payment that was paid out at $0. 2725 per share as of July 2009. People start and invest in businesses to make money. Wal-Mart should concentrate on serving their shareholders by producing profits because the business would not exist in the same capacity without their investment.They have c ertainly done this, keeping their expenses low by paying minimum wage and limiting employee benefits in addition to a number of other influential factors has allowed Wal-Mart to recognize large profits, which serve its shareholders well. By paying employees low wages and limiting benefits in addition to savvy business planning Wal-Mart has grown into an incredibly profitable company. In 2010 they had revenues totaling $408,214,000,000 and more importantly they recognized a profit of $14,335,000,000.Some of this profit is paid out to shareholders in the form of dividends but the vast majority is retained by Wal-Mart and reinvested. These retained earnings allow them to expand and open up stores all over the world. As they expand their operations they will employ more and more people. Wal-Mart has been known to open up stores in rural areas where unemployment rates happen to be especially high. By opening stores in these areas they are lowering unemployment and putting cash into the h ands of people who desperately need it.They currently operate more than 9,600 retail units in 28 countries around the world. They employ 2. 1 million people globally, including almost 1. 4 million in the United States alone. By generating an astounding amount of revenue and keeping there expenses as low as they can make them i. e. paying employees minimum wage and limiting benefits, Wal-Mart is able reinvest profits and open up new retail units that will employ lots of people who desperately need employment.

Training And Development Essay Example | Topics and Well Written Essays - 500 words

Training And Development - Essay Example It can convert speech into text in real time for deaf or hard hearing students to read what is taught in the classroom. Training and development of CART needs skilled typists who also possess good auditory and verbal skills and need to be familiar with different operations of computers. Trainer must also be familiar with the course material. In training, the text is displayed in real time for deaf or hard hearing students to read on monitor or display. When the class is finished, the text is saved in a word file, which can be copied, edited, printed and disseminated to the students. Two different techniques are used in the training and development of CART to wrap as much information as possible. First is to use computerized abbreviation system to lessen keystrokes and second is the text condensing strategy to allow the transcriber to add fewer number of words devoid of losing verbal information (Ross & Marion 119). As long as the text is readable to the deaf or hard of hearing learners, it can be demonstrated in a number of different ways. If the training is provided to a solitary student, a subsequent laptop or computer can be used for a display. However, if there is not a single student but infect a group of deaf or hard of hearing students that are to be trained, a big TV or protrusion screen is a good idea to use.

Summary on The Awakening by Kate Chopin Essay Example | Topics and Well Written Essays - 500 words - 1

Summary on The Awakening by Kate Chopin - Essay Example The Awakening tells the saga of Edna Pontellier, a married woman and mother of two, who lives in the 18th century Victorian era. During that time, the world in itself was patriarchal and suppressed the species of women altogether, thus not providing women with the chance to neither express themselves, nor even think about their needs and wants. Edna faced similar situation in her life, as she had to conform to the society’s envisioned role for her, and take care of her family rather than acknowledging her needs and desires. However, throughout the book, Edna’s character undergoes significant change and she develops into something more than a mere puppet of the society. Edna’s awakening is depicted at various instances through the story, for example, when she tells Robert that she is â€Å"no longer one of Mr. Pontellier’s possessions† (113) and when she is at sea and she feels like a â€Å"new-born creature† (120). Though Edna stops conformin g to the general role of women cast by the society, and although she engages in a lot of rebellion, in the end she commits suicide, and it is left for the reader to think of this act as either representative of cowardice or her last rebellion. Through the awakening that Edna undergoes she tries to reverse the duality of life- â€Å"outward existence which conforms, the inward life which questions,† which she has known since her childhood (18). That is, she not only physically rebels against the conformations of the society, but also she brings to surface all the questions she has stifled throughout her life. Edna’s character transforms when she finds herself vacationing with her family in Grand Isle, where she meets different people, each of whom have something new to teach her. Thus, in the process she learns three new languages, namely, verbal, artistic and sexual languages. She learns about the verbal language, that is, expressing

Strategic Project Assignment (Nanotech) Research Paper

Strategic Project Assignment (Nanotech) - Research Paper Example The resources being identified in the resource based view in an organization can generally be defined as all assets, organizational functions, organizational processes, firm competitive advantages, information and knowledge.2 I studied that there exists three main types of organizational structures; a functional structure that is set up according to the purpose of each department in the organization. For example in Nanotech, there would be a software engineering department and a marketing or sales department. This structure is best for small businesses and would not be efficient for Nanotech particularly because it does not favor communication between departments across the organizational boundary i.e. the production department in the US and correspondent production department in China. A divisional structure is another type of organizational structure where the organization’s framework is grouped into smaller divisions all equipped with the necessary resources. This structure may be appropriate for Nanotech as the firm can be categorized on a geographical basis i.e. a US and a China division. However, just like the functional structure, it does not cover the effective communication process which is mandatory. A third organizational structure, the matrix structure, is the best for a foreign operation such as Nanotech. This is because it is suitable for multinational companies. The matrix structure divides the organization’s resources by both function and product, and has double management by appointing a project manager to supervise project processes and a functional manager hence balancing organizational procedures. Nanotech can implement this structure and have one of its managers primarily responsible for launching its products into the Chinese market while another one provides technical knowledge like the market potential for their products. The functional manager can delegate responsibilities to the junior mangers who report to him. The forei gn operation can be performed by effectively and efficiently defining the supply chain which is overseen by a project and functional manager after the implementation of the matrix structure in the Nanotech organization. A supply chain is effective when its resources and capabilities are fully explored. These resources can be divided into internal and external capabilities of the firm. Internal capabilities include procurement, logistics and manufacturing, supply chain planning and customer service management. Material flow, information flow and interpersonal relationships form the external capabilities. All these resources need to be valuable and sustainable to the organization.3 The factor of transportation of these products from Nanotech headquarters in the US to the new base in China is an internal process that will depend on the logistics and manufacturing capability of the firm. This will be covered in the project scope after looking at the activity resource estimation, the pro ject time estimations and the estimation of the project cost. Once the aspects of the project management i.e. scope, time and cost have been discussed, options

Practice reflections essay Example | Topics and Well Written Essays - 4000 words

Practice reflections - Essay Example An acute ward is a relatively chaotic place with rapid turnover and different levels of psychotic intensity that needs every sane attempt to engage closely with madness. So we can see and hear different behaviors and different stories in a variety of communication patterns. The only thing that an acute nurse maintains is tact and respect to the patient's person to maintain order and avoid abuse in any form. I was struck by the variety of scenes and hope these people will get back to reality and live a normal healthy life. My third placement was at an elderly care where most of them are sick of Alzheimer or Korsakoff syndrome. It was a different scene then. Everything seems to be quite and we seem to get the cooperation of the patients. But we have to make sure we attend to their personal needs and really have to monitor their medications and activities. Alzheimer's disease affects their control for thought, memory, and language and so they have trouble remembering recent events or the names of familiar people or things in their lives. Even the simple tasks of combing their hair or brushing their teeth or even taking a bath are being forgotten by them. They have problems speaking and understanding that they just wander or sit still when their moods are not being aggressive or anxious. I can just smile recalling the repetitive inquiries for my name. I can just smile recalling giving multiple and same line of introductions to these patients. It is like taking care of big babies. The most unpleasant part is cleaning them after they defecate. For sure the smell is not the same as those of the babies. Taking every scene I encountered lightly and with openness of heart and mind will make me want to help them and express forms of sympathy to their medical conditions. I wouldn't want to be a member of these wards, by the grace of God, no. It is too much to bear being a patient and too much emotion of hurt and stress thinking about the provision of care for these patients in the part of the family or relative. Korsakoff's disease level with Alzheimer's in memory loss due to dietary deficiency of Thiamin or Vitamin B1. It creates damage to several brain areas that is critical to memory. All the same they tend to ask your name every encounter. There were numerous staff approaches in maintaining therapeutic treatment and in establishing therapeutic relationship. We have to get their trust and maintain a friendly atmosphere between us so they cannot be too aggressive or violent whenever they dislike something especially with patients placed in the acute wards. I have noted and cared for some patients from the time of their admission until their discharge. In my four weeks assignment placement, I can see that some have come back and was readmitted again. We are being listed for reflections sessions as part of the placement under practice facilitators. At the wards, we also have mentors and been given Practice Based Assignments (PBA) papers. Here we discuss and reflect what we have seen and learned from the ward, an open forum in cases of clarifications of some issues until they get to sign our individual PBA's. For their respective care delivery, we are just observers and taking notes of the medications and techniques on how to inject

Health and Stress Essay Example | Topics and Well Written Essays - 1000 words

Health and Stress - Essay Example However, this paper aims to discuss gender differences and racial differences in terms of health behaviors. It has been observed that various races face identical stress and health problems. White and black are the most common and the basic classifications of races. However, in proper classification several names come. There are quite a few studies on stress and health behaviors and its impact on stress and health. This paper aims to find out if the gender and racial disparities exit. In case these do, what are the consequences? This paper also tends to identify if group of black citizens are healthier or stronger than the group of white people or vice versa. Does a race or gender impact one’s health behavior? If not, then what could be the reason behind such differences? Older Hispanics and Asian Islanders came across cultural blend by the mean of cross cultural weddings. Health behavior and stress impact on individual are based on different patterns where age, race, mental level, education and gender. It is said that black mortality curve crises over whites (Martin & Soldo, 1997). Different races have different health states. As per an investigation, inferior mental health and self perceived health have been reported in African Americans. Research found out that health and stress are not directly linked to race; however, it depends on the body strength, age, gender and in many cases, marital status also impacts the health behavior. Research clearly indicated that if the earnings and studies are managed, robust racial changes in health and stress are not observed (Williams, Yu, Jackson, & Anderson, 1997, pp. 243-250). Several studies have been conducted to find out the disparities among races, behaviors, genders, ages, physical progress, educational level, job descriptions, income and their body and mental behaviors. The term health and stress disparities remained hot topic for researcher throughout in differentiating the

Pre Maritial Genetic Screening Essay Example | Topics and Well Written Essays - 750 words

Pre Maritial Genetic Screening - Essay Example Genetic diseases will occur when there is an alteration in the DNA and it is well known that substances present in smoke, tobacco or radiation from the sun can easily alter the materials in the cells. Inherited diseases are usually caused by mutated genes which are inherited by an individual from either of the parents and in the thousands of genes we possess in our cells, the faulty gene might just be one of the thousands (Commmittee on Publication Ethics 218). Since the genetic diseases vary greatly there are several different methods that can be applied based on the type of the disease? There are four types of genetic disorders found to exist these are; single gene, multifactorial, chromosomal and mitochondrial. A gene can be mapped as one of the methods to deal with the conditions. The genes position within the chromosomes can be determined by mapping either physically or genetically (Schork N. 103) With the position established, then it becomes possible to tell of any possible links between the genes. Gene testing is another simple way to determine whether the person contains the genes that cause genetic disorders. A chemical method known as gene splicing can be used which involves the cutting out part of the DNA in the gene and replacing it with a new piece. Alternatively genes can also be silenced by geneticists to prevent harmful effects of the gene (Ishak 273-286). Premarital genetic screening first of all is very important for couples as it will help them determine their compatibility. This testing will allow the couples to determine the presence of any genetic disease, strategize on the management measures and seek treatment for the same (Zi 637-638). By undergoing this test the designate couple will be well informed about their predisposition to certain diseases and the odds of their passing on those diseases to their unborn children. If the couple is expecting a baby, then proper utilization of genetic screening will allow

Overview of the UK Sugar Market From the Case Study Assignment

Overview of the UK Sugar Market From the Case Study - Assignment Example The main source of revenue for UK confectionery market is jellies and gum sector, which accounted for over 28% of the market values. In terms of value, this sector amounted to $ 633 millions worthiness in the year 2003. Despite being a leading position, both gum and jellies segments outperformed by medicated sector. On the other hand, hard-boiled sweets segment generated the second largest revenue reaching $528 billions, which was equivalent to 23% of the overall market value. In the UK, sugar confectionary sector is fragmented, with two companies winning a market share in double figure. Nestle UK and Cadbury Trebor Bassett which are the market leaders, where as Master-foods, Adams, Dunhill’s, Haribo confectionery and Bendicks, all are in stronger positions. John Foster Ltd manufactures a range of products ranging from the basic ingredients to complete meals, which are savory, dietetic, sweet and infant foods. The company also has growing interest in pet care, pharmaceuticals and beverages. In addition, John Foster Ltd other brands in the market include, Fruit gums, Jelly-tots, Raw-trees, and polo as well as fruit pastilles. Even with the emergence of sweeteners in the entire market, sugar has remained to be the most widely consumed caloric food in this country. Its exceptional value for improving health becomes so evident everyday, especially when it is being used in the refined form. The economies of scale which is afforded by international resources of this leading sugar industry makes it increasingly hard for smaller national players to compete effectively in terms of distribution, price marketing spend and range of product. According to Euromonitor (2003) he attributes this increase to leading... This paper stresses that the art of forecasting for the future has always been a human attribute as human beings are thinking individually. In essence, a project can easily be captured on the paper with a few elements i.e. the commencement date, termination date, the tasks that must be undertaken and when should they be finished bas well as some ideas of resources which will be required during the course of the project. This essay makes a conclusion that control is therefore, referred to a device mechanism that is used to guide or regulate the operation of the system. All organizations including sugar firms use controls to regulate their individual business processes which include finance, production and distribution. This control helps the organization to correct and restrain a typical behavior, reduce and prevent the spread of errors. Control is described as solitary of the four fundamental functions of the management that includes planning, organizing and coordinating Merchant and Kenneth (2011). It is used to evaluate performance and monitor progress of the entire business. Controls are implemented through technology, internal controls, culture and social structure. It is the corporate structure that establishes appropriate internal process management and financial control. In addition, board of directors of the company has to set out corporate governance guidelines so as provide framework in or der for management as well as the board to operate efficiently and effective together to achieve the stated company objective.

Principles of Assessment Essay Example for Free

Principles of Assessment Essay Question 1: Define the key concepts and principles of assessment We should always consider what the assessment experience of assessment is like for our learners. Considering key principles in the designing of our assessments will keep our views fresh and reflective. Key principle 1: Put the learner at the heart of the assessment. The assessment experience should be a motivational one for our learners. It is only by developing the learners understanding of the function of assessments and enabling their development as a learner that a motivational experience is facilitated. Learners often feel detached or on the periphery of assessment because they perceive it as something that is forced upon them rather than a tool that they can use to aid their development. In order to achieve this, assessment needs to be an ongoing process that the learner can take ownership of by highlighting their own areas for development. Subsequently the learner feels a greater sense of autonomy which helps develop confidence in their own ability. Key principle 2: Assessment needs to provide a view of the whole learner. Assessment should reflect our objective of developing the whole learner. In order to achieve this, a broader picture should be painted, both for the learner and the assessor. To achieve this we need the learner to draw on experiences that are external to the learning environment. Developing links with the community, peers and family members will enable the learner to make connections between skills that are gained in the classroom and relate them to situations and skills in life. This can only be positive as an increase in motivation and relatedness will inevitably be enjoyed. Key principle 3: Assessment is integral to teaching and learning. Embedding assessment in teaching and learning is essential to creating personalised learning. In order for this embedding to be successful, we need to recognise the signs that learning is being achieved and by integrating multi-modal experiences and activities, we can generate a multitude of evidence that learning is taking place. Making assessment the focal point of a session facilitates differentiation and highlights individual learners’ needs and potential pathways to future learning. However, assessment needs to be planned carefully and in detail so that most assessment activities can be learner led with minimal input from the tutor/assessor. Key principle 4: Assessment includes reliable judgements about how performers are performing related, where appropriate, to national standards. Linking assessment is essential for consistency, tracking progress and evaluating the impact of the assessments. National standards ensure consistency within the specific educational establishment and across various institutions, which is a minimum entitlement of all learners. Evidence can be shared by tutors and assessors within a department, a college and within an entire sector in order to share best practice and gain confidence. Through national standards, learners have the opportunity to track their progress and compare it with other learners and institutions. Question 2: Explain the responsibilities of the assessor. First and foremost, assessors should be the guardians of standards by not comparing the work of one individual to the work of another’s. Using the assessment cycle will add structure to the tutor and enable them to integrate a continuous process of assessment throughout the curriculum. Stage 1: Assessment design – quality assessments should be planned to give the learners the opportunity to engage with formative tasks. They should also get the chance to undertake summative tasks to demonstrate their learning. The use of realistic, authentic experiences will help energize the learners. Stage 2: Communication – this phase is where the standards and content of the assessment is communicated to the learners. Parameters of assessment outcomes are set. Stage 3: marking – marking is not just about providing a grade. Techniques and activities should be introduced so that learners and peers can actively take part in the grading process. This can assist students in the understanding of the task and also inform future learning. Stage 4: Analysis of results – consistency in marking is essential to help keep learners motivated. If inconsistencies are seen in a group, maintaining positivity becomes difficult. Learners should explore results and be offered the opportunity to comment on their grading. Stage 5 – Feedback – possibly the most important element of the assessment cycle. Supportive, informative and constructive feedback should be offered to enable students to see how they performed. The feedback should include advice on how to improve their learning and future performances (feed-forward feedback). Feedback should be offered continuously and in a cyclic manner. Question 3: identify the regulations and requirements relevant to assessment in your own area of practice. Regulations †¢ It is a requirement that centres provide CYQ with the following: †¢ List of named assessors with signatures †¢ Details of all assessors’ qualifications and experience (CVs). †¢ Copies of all relevant certificates †¢ Clear specification of the assessment roles and responsibilities †¢ A well planned assessment process from induction to final assessment day plan †¢ A valid and reliable assessment of knowledge and skills that is appropriate to the CYQ syllabus and aligned to the national standards †¢ Evidence of Assessor/internal quality assurer meetings to review and standardise assessment practice to meet national standards †¢ Centre policy and practice in relation to fair assessment provision for any individual assessment needs of learners Requirements. †¢ Carrying out assessments in accordance with CYQ assessment specifications and assessment documentation †¢ Ensuring evidence provided by learners is sufficient to meet CYQ requirements †¢ Providing feedback to the learner about performance and achievement †¢ Devising and agreeing an assessment action plan with the learner as appropriate †¢ Completing all relevant assessment forms and returning them to the internal quality assurer/Centre Contact †¢ Providing feedback to the internal quality assurer †¢ Upholding the standards of the award http://www. cyq. org. uk/files/role-of-the-assessor. pdf Question 4: Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners. |Assessment method |Strengths |Limitations |Meeting individual needs | |Group work |-Seeing peoples’ point of view. |-Learners with more introverted |-Social loafers can be put into groups | | |-Learn from one another. |personalities may be uneasy in a |that include environmental influencers | | |-Improves social interaction. |group situation. |to ensure an even workload. | |Peer and self-assessment |-Increased autonomy. |-Validity can be reduced due to |-Can inform summative marking by | | |-Encourages self reflection. |self-grading. |assessing individual contributions. | | | |-Reliability can be reduced due | | | | |to peers grading each other. | | |Patchwork texts |-Help contribute to an holistic |-Intensive prep time to produce |-Embedding literacy helps achieve level| | |understanding of content. |resources. |2 content. | | | |-Complexity of task means less |-Encourages diversity through | | | |able learners need additional |interaction with many people | | | |guidance. |continuously. | http://www. reading. ac. uk/web/FILES/eia/AZ_of_Assessment_Methods_FINAL_table. pdf Question 5: Summarize key factors to consider when planning assessment. Disability Adequate provision must be made for students who have disabilities and / or special educational needs when designing and planning assessments. Legislation requires learners’ needs to be anticipated (The Equality Act 2010). This is so that measures are in place to meet needs before they are actually required. These measures can potentially be beneficial for all learners. Know what you are assessing Criterion-referenced assessment is the most commonly used method of assessment. We must ensure that assessment criteria are clearly defined so that learners are fully aware as to what is expected of them. This will also keep the feedback specific to the assessment and specific to the learning outcomes, enabling learners to highlight potential future learning pathways. Timing your assessments If you conduct formative assessments at too late a stage, constructive feedback cannot be acted on, making the assessment pointless. Conversely, summative assessments being conducted too early will take away the learners ability to develop their knowledge and can lead to reduced confidence. You must make an effort not to over assess. Too much assessment can mean less time to reflect, feedback and act on areas for development. Question 6: Summarize the types of risks that may be involved in assessment in your own area of responsibility. Health safety – the suitably of the environment must be considered during the planning stage of assessment. Maximum utilization of preventative measures should be observed e. g. risk assessments should be carried out to minimize risk of injury. Equipment checklists should be completed to ensure that any equipment being used is fit for purpose. First aid kits should be available if required as well as communication to relevant health and safety officers and assigned first aiders. Timescales – particular attention should be paid to timescale parameters in assessment. Every effort should be made to ensure that adequate time is provided for the assessment to be completed and for feedback to be provided to the learners. It is essential that time parameters are realistic and achievable for ALL learners. Learning impairment – any learners with visual, hearing or any other learning impairment should be considered during assessment. Different levels of differentiation should be utilized to ensure that ALL learners’ needs are adequately provided for. For example, you could provide larger print or zoom for learners with a visual impairment or writing with different coloured markers on a whiteboard for learners with dyslexia. Technology – when using assessments that include the use of technology, it is always a possibility of technological failure. Weather – if planning practical assessments in an outside environment, you are always planning against the elements, particularly in this country. Question 7: explain how to minimise risks during the planning process Adequate preparation of the assessment environment is essential to the provision of the safety of the learners. A risk assessment should always be carried out before the assessment begins. The appropriateness of the environment is also a major consideration. The assessment environment should suit the type of assessment that you are carrying out. For instance, when planning practical assessments in the gym, it is down to me as the assessor to ensure that the environment is fit for purpose i. e.the equipment in the gym must be regularly safety checked and maintained. There should be documented evidence that safety checks and maintenance has taken place that can be checked by Internal and External Quality Assurers. Any repairs that are required should be carried out within a reasonable timescale and documented so as not to disrupt the smooth running of the programme. Assessment should always assess what is meant to be assessed, in accordance with the curriculum and awarding body specifications. Failure to adhere to these guidelines will mean that the assessment will be invalid. Consistently meeting the set standards of the awarding body and the institution will make the assessments reliable. This means that the assessments will be reliable and consequently, any external or independent assessors or IQA/EQA can make judgements at any given time. Keeping learners informed as to the time, place and nature of their assessment will enable them to prepare adequately for it. It will also act as a timetable for us as tutors/assessors to enable us to prepare adequately and make sure that there is sufficient quality and relevance in delivery prior to the assessment taking place. It is always a good idea to share your assessment ideas with colleagues before submitting them to learners. Sharing ideas and information with peers is a great way discovering and enabling best practice. Question 8: Summarise the types of information that should be made available to learners and others involved in the assessment process The course planner is made available to learners from day zero of the course. The course planner contains all key information as gleaned from the scheme of work. Key information would include; session topics, aims and objectives, activities and assessment methods. The course planner is available on moodle so that learners can access it. In the sessions I make the session aims and objectives available to learners from the moment they walk through the door. Immediately, the learner is aware what is required of them in the session. Leading from the aims and objectives, the learners are made aware of the activities that they will be doing and how these activities relate to the objectives. I will usually do this through a prezi. All prezi’s are subsequently embedded onto moodle. I embed web links into the relevant moodle page so that learners can research relevant information from credible sources. It is crucial that timescales are made available on the course planner and assignment deadlines are reiterated constantly throughout the duration of the course. Learners are always made aware of the, methods of assessments that will be taking place. This enables the learner to prepare themselves for the assessment and fill any gaps in their knowledge that may exist. Question 9: Explain how peer and self assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning |Peer assessment |Self assessment | |Strengths |limitations |Strengths |limitations | | | | | |.

Discovery in the Theories of Evolution

Discovery in the Theories of Evolution Prologue Throughout his childhood and adult life, Siddhartha Mukherjee, physician and author of The Gene: An Ultimate History, has been troubled by his family history of mental illnesses. His two uncles, Rajesh and Jagu, have suffered from mental illness, and so does his cousin Moni. If mental illness was genetic as recent studies showed, could he be a carrier as well and pass the illness to his two daughters? If his cousins mental illness was genetic, then why had this father and sister been spared? How much of the mental illness arose from nature (i.e., genes that predisposed to mental illness) versus nurture (environmental triggers such as upheaval, discord, and trauma)? Similar unresolved questions arose in his scientific work as a cancer biologist. Many forms of cancer arise from gene mutations that occur during a persons lifetime. Should we be concerned if we have a family history of such diseases? And could we pass these diseases to our children? Genetic engineering has advanced so much that we can treat some of these diseases by using gene therapies. Imagine that if technologies were available to change our genetic codes, resulting in altered identity or sexuality or behavior. Who would control such a technology, and who would ensure their safety for our society, our children, and ourselves? This chapter chronicles the fascinating history of discovery in the theories of evolutions and heredity from early Greek philosophers to the theories developed at the end of the 19th century. It also covers the history of eugenic movements in the late 19th and early 20th centuries. Key concepts covered: Darwins theory of evolution explains why species change. Mendels laws of heredity explain why species stayed the same. Eugenic movements in the late 19th and early 20th centuries were based on a faulty understanding of genetic science. They used phenotypes (physical or mental attributes) as genetic traits. Early Ideas about Heredity and Evolution Since the earliest times, human has recognized the influence of heredity and has applied its principles to improve crops and domestic animals. In around 530 BC, Pythagoras (570-495 BC), the Greek scholar, proposed one of the earliest theories to explain the similarity between parents and their children. The core of his theory was that male semen carried all the hereditary information. Once inside the womb, semen matured into a fetus via nourishment provided by the mother. A century after Pythagorass death, Aristotle (384-322 BC), A Greek philosopher, rejected the notion that heredity was carried solely in male semen. In around 350 BC, he proposed that male semen carried the instructions to build a child while female contributed the physical raw material for the fetus. The transmission of heredity was essentially the transmission of information. Aristotle was wrong in his partitioning of male and female contributions into message and material, but he had captured one of the essential truths about heredity. No new ideas were introduced in the next two millennia until the 18th century when the idea of preformation was introduced. Using microscopes, scientists imagined that they could see miniature replicas of humans inside human sperms. In 1809, Jean-Baptiste Lamarck (1744-1829), a French biologist, introduced the inheritance of acquired characters as a model for evolution. According to Lamarck, organisms evolve due to two forces: (1) Simple organisms emerge and then evolve to become more complex; and (2) Organisms adapt to their environments by changing their characteristics. He believed giraffes developed long necks because, over many generations, they had to keep stretching their necks to reach higher foliage. Lamarckism fell from favor after August Weismann (1834-1914), a German embryologist, performed an experiment in 1883 showing that changes from use and disuse were not heritable. In that experiment, Weismann had cut off the tails of five generations of mice, then bred the mice to find out if the babies would be tailless. But the babies were all born with their tails intact, not even marginally shorter.

My Experience in the Student Leadership Program Essay -- student leader

My experience in the student leadership program was interesting and informative. These are two descriptive words that stand out in my mind about the whole program. There were times in the student leadership program when I questioned myself about being part of the class, but I overcame this once I reflected on the many things that we have learned. From the guest speakers to the projects, the class has always kept me thinking. First, the program was very informative. I took in so much information over the course of the semester that I sometimes feel overwhelmed, but in a good way. From learning how to speak in public to overcoming the potential barrier of diversity, the class informed me on how to become a successful leader in today's society. The key word is successful. Â   Anyone can attempt to lead a group, but personal and group success is what makes a great leader. A leader must be satisfied with himself and the outcome of the group to be a successful leader. Â   The class was extremely interesting. Who knew that so many speakers could impact the way a person like myself thinks. The way the class was set up is interesting in itself. The half circle that we sat in enabled us to hear each other and speak without having to completely turn, but rather just move our heads. The way that each student could express his/her own opinion is another thing that is interesting. With so many ideas f... ...ure leadership position for me. I will be heading the advertising campaign for a literacy program at Johnson Elementary School. Their plan is to use my experience and education with leadership and advertising to spread the program to hundreds of elementary schools in Kentucky. This will definitely test my leadership skills of public speaking and group cooperation. These are just two of the many leadership experiences that I have planned in my life. Â   I plan to attend the University of Kentucky and the the student leadership program has helped me prepare for this adventure. I believe that the future holds great leadership positions for me and I will not be afraid to express my skills to the world.

P.g. Wodehouse, His Life, And His Works :: essays research papers

Does an artist create a masterpiece without a source of inspiration? Does an architect construct a building without first looking at a blueprint? As with all great minds, writers also need a source of inspiration or a "Blueprint" for their literature. In the short story, "The Truth About George", author P.G. Wodehouse uses his own life experiences as a blueprint for creating George and the other characters in the story. There are influences from Wodehouse's childhood and his formative years in "The Truth about George", the story about a man named George struggling to find a cure for his speech impediment in order to win the affections of a woman. P(elham) G(renville) Wodehouse, "Plum" to his friends(Babuser 1248). Was born to a well-to-do family in Surrey, England on Ocotber 15, 1881 in Guildford, England. He was educated at Dulwich, London and started writing at a young age. By the end of his life, PG Wodehouse turned out more than ninety stories and fifty other miscellaneous pieces of works such as film scripts, etc. (Jasen 1). During his childhood P.G. Wodehouse was abandoned by his parents and lived with various relatives. Although, as David Damrosch notes, Wodehouse "always insisted that he had a happy childhood, including a relationship with a father who was 'normal as rice pudding'"(Damrosch 453). He moved from England to Hong Kong and to the United States. He was introduced and brought up by a variety of aunts, uncles, nannies, and schools. (Damrosch 453). He went through many things such as being captured by the Germans during WWII, where he made radio broadcasts in which he described his experiences as a prisoner and ridiculed his captors. (Bassett 1). After the war, Wodehouse moved to the United States, which he calls "the romance capital of the world" where he met his wife, Ethel Rowley (Babuser 1248). and settled, becoming a citizen in 1955. (Jasen 2). He lived out the rest of his life in Southampton, New York, where he wrote farces, short stories, and many other works of literature until his death on February 14, 1975. Wodehouse would later use his vast experiences to write his enormous collection of prose,etc. Wodehouse wrote many works of literature based on his life. He based his characters and stories around his own imagination. Evelyn Waugh writes that Wodehouse's characters are "creations of pure fancy" and that "it is all Mr.

The Genome Revolution :: Genetics Biology Argumentative Essays Papers

The Genome Revolution As one of our most precious national heroes, Neil Armstrong, set foot upon the moon he said the following, â€Å"this is one small step for man, one giant leap for mankind.† Throughout the years, deep investigations in the scientific area and modern technological advances have lead us to create the building blocks necessary for us to take yet another â€Å"giant leap for mankind.† The genome revolution has come along way, with many discoveries leading it to the road it’s on today. This development will affect us in many different aspects creating many opportunities and risks as well. It will not only concern us here in our safe little haven we call the Rio Grande Valley, but will affect us on a whole larger scale, by changing everyone who is a citizen of this earth. One of the most recent accomplishments of the Genome Revolution includes the collaborative research of scientists worldwide known as the Human Genome Project. This investigation began in order to better understand the composition of all the genes in the human body. This goal was completed this year, two years ahead of schedule and at a much cheaper cost that expected. The project involved understanding the genomes of various organisms like mice in order to understand our genetic makeup. It also includes a backbone for the improvement of human healthcare. Now that we have a blueprint for the genomes, we can learn how they play a role in creating gene products such as proteins. The world of medicine contains many mysteries, with doctors constantly working as detectives trying to decipher the secrets of deadly genetic disorders. Human genetic research discovered by the Human Genome Project provides the research to help enhance human health. As a matter of fact, about 30% of pediatric patients and 12% of adult admissions into hospitals are due to genetic problems. Gene therapy can correct genetic disorders and contribute to the fight against incurable diseases. An example of a genetic disorder that can be corrected by using genetic engineering is the blood cell disease that can be treated by cultivating the patient’s cells, correcting the abnormal gene, and transferring it back into the patient’s bone marrow.

Swot Red Bull

STRENGTH – Leadership position The company â€Å"Red Bull† is considered like the â€Å"leader† of the energy drinks market in the world with 70% of market share in 2012. – Marketing strategy * A lot of sports events, promotions and campaigns (like street marketing) * Sponsorship (F1 Red Bull Team, Felix Baumgartner, Shaun White†¦) * Original communication strategy and efficient (http://www. redbull. fr/cs/Satellite/fr_FR/Video/Le-nouveau-clip-du-Monde-de-Red-Bull-au-cinema-021243076490242) -Innovation * Innovating recipe of energy drink containing â€Å"Taurine† – Loyal customers * The creation of an universe encouraged customer loyalty Strong Brand identity and trendy brand – Strong financial position * Turnover of 3,27 Billion of Euros. – Single product Weaknesses – Average price – Lack of product innovation Nowadays, there are a lot of competitors in the market owned by famous brands like Coca-Cola (Burn) or Pepsi (Dark Dog) – Lack of patent on Red Bull’s recipe means anyone can copy it – High logistics costs – Profits linked to exchange rates – High sunk cost (marketing, Advertising) Opportunities – Red bull has opportunities to expanding the target markets as well as product lines extension * Extension of product line can help to retain market share Increase market share with increased opportunities in emerging markets through being trendy * Sunk cost can provide future growth in emerging markets due to a trendy image – Consumer recognition through sponsorship of sports events so can expand product with a loyal customer base * Overcome higher prices than competitors with product expansion and diversification – New ventures like partnership with Facebook – Product and services expansion – International manufacturing opportunities * Manufacturing Internationally can decrease exchange rate risks Keep substantial mar ket share with international operations * High logistics costs can be decreased with decentralized production in emerging markets Threats – Competition * Major competitors such as Coca Cola (burn) and Pepsi (dark dog) are continually seeking to regain market share of Red Bull – Negative publicity * Various media reported that Red Bull is harmful for one’s health * The caffeine levels in Red Bull can be dangerous if consumed by children/teenagers * Red Bull has gone to the extremes of seeking scientific proof that its product is safe for consumption (cost of scientific research) Inability to move forward with the product * The product could be in danger of becoming stale by shunning conventional advertising methods * Large investment in extreme sport events the question is what will be their next step to keep on being innovating and attracting – Ability to gain new customers and retain current customer loyalty * Red Bull’s target market currently ai med at youngsters: so this generation will continue to drink ‘energy drink? * the next upcoming generation accept this product ?

Nick as reliable narrator Essay

â€Å"I am one of the few honest people that I have ever known†. Discuss. Nick Carraway, the narrator of the great American novel The Great Gatsby written by F. Scott Fitzgerald, is often heralded as one of the greatest narrators of all time. However, whether Nick was a reliable narrator is an issue that is up for debate, with my personal belief being that Nick was not a reliable narrator, due to his fondness for exaggeration and contradiction, and his obvious idolization of Jay Gatsby. Firstly, Nick is predisposed with a theatrical and exaggerated nature. This is visible from the very quote being discussed in this essay: Nick states that he is â€Å"one of the few honest people [he knows]†. This shows clearly how Nick does not put much in store by modesty or restraint or objectivity, even when discussing his self. These theatrics furthermore lead to inconsistencies and further contradictions within the narrative—Nick states at one point that â€Å"sometimes [pa rty guests] came and went [to Gatsby’s parties] with a simplicity of heart† but that he, actually, â€Å"was invited†¦ the honor would be entirely Gatsby’s†¦ if I would attend his ‘little party’†. However, it’s seen later on in the narrative that despite Nick’s posturing, Gatsby does not recognize Nick at his own party. This therefore shows how Nick’s theatrical and exaggerated nature occasionally compromises the objectivity of his narrative, and therefore, with his history of being contradictory (as evidenced in the previous paragraph) this therefore shows clearly that Nick’s objectivity is not to be trusted, and that he is an unreliable narrator whose vanity supercedes his honesty. Furthermore, Nick exhibits his tendency toward contradiction through various points in the text. He states very early off in the text that he’s â€Å"inclined to reserve all judgment†, when he, in fact, does nothing but pass (negative) judgment on other people repeatedly throughout the text: he describes George Wilson as â€Å"a spiritless man† and Jordan Baker as being â€Å"incurably dishonest†, Tom as â€Å"pathetic† and Mr McKee as â€Å"feminine†. However, Nick lauds himself as being â€Å"one of the few honest people [he knows]†Ã¢â‚¬â€something his clearly judgmental behavior proves him not to be. This, in and of itself, is indicative of Nick’s contradictory nature. The fact that Nick is so given to contradiction therefore casts doubts on whether his narrative is completely trustworthy. It is also important to note that Nick, as a narrator, does not seem to be intentionally malicious in making judgments of other peopleâ⠂¬â€these judgments instead seem to  integrate themselves effortlessly into the narrative in a way he seems not to notice (except in the case of Gatsby, as will be expounded upon later on in this essay). His contradictory nature kicks in mostly in his expansive descriptions of himself (his tendency toward exaggeration/theater, as explained above), in his describing himself as â€Å"honest† and, later, as an esteemed invitee of Gatsby’s party, to name a few examples. This ambiguous contradiction therefore blurs the line between fact and fiction as the reader, led through the story through Nick’s perspective, is caught in the ambiguity of Nick’s judgments and is unable to detach himself to decide whether they are, as unconscious as they seem, truth or scathing fiction. In other words, the reader is made uncertain if Nick’s contradictory narrative is purely a result of his exaggeration and his conceit, or whether a grain of truth lies in his judgments. Therefore, we can see how Nick’s contradictory nature and his tendency toward ambiguity clearly makes Nick Carraway not an unbiased and objective narrator who is reliable in any way. Finally, Nick is an unreliable narrator due to his obvious partiality toward Gatsby. Nick states clearly at one point that â€Å"[Gatsby] represents everything for which [he has] an unaffected scorn†, and repeatedly expresses his good opinion of Gatsby through favorable descriptions of him and his actions (â€Å"elegant young rough-neck†). He also opens the novel with a line that seems to beg the reader’s good opinion of Gatsby, beseeching the reader to â€Å"remember that all the people in the world haven’t had the advantages that you’ve had†. This impartiality is evident throughout the text, where Nick will repeatedly disregard right and wrong or the feelings of others to benefit Gatsby: as evidenced by his assisting Gatsby with getting into Daisy’s favor. This shows clearly the extent of Nick’s dedication to Gatsby, and the degrees to which Nick will go to protect him. This obvious and unflagging dedication to Gatsby therefore forces the reader to see the story through Nick’s eyes of idolatry. Where the more ambiguous and offhand contradictions may at least provide the reader space to speculate, it is almost impossible to imagine a story without Gatsby as how Nick portrays him: a tragic, righteous hero—and thus we can see that, in narrating Gatsby’s story, Nick Carraway cannot be an objective narrator. Therefore we can see how, through various intervals in the text, Nick Carraway is actually not an unbiased and â€Å"honest† narrator as he is influenced variedly  by his contrad ictory and theatrical nature, as well as his obvious idolization of Gatsby.

Animation

Research Hameed Khan Topic: Animation: A way of introducing literature and moral values to children at adolescence by comparing William Shakespeare’s ‘Hamlet’ and ‘The Lion King’ Animation Long Term Paper on ‘Preparing a Research Proposal ’ Title: Animation: A way of introducing literature and moral values to children at adolescence by comparing William Shakespeare’s ‘Hamlet’ and ‘The Lion King’ Animation . There is no doubt that today's entertainment has lost most of its touch with the more classical influences of its predecessors.However, in mid-1994, Walt Disney Pictures released what could arguably be the best animated feature of all time in The Lion King. With a moral base unlike most of the movies released at the time, The Lion King placed a children's facade on a very serious story of responsibility and revenge. However, this theme is one of the oldest in history, and it is not the least apparent in one of the oldest works of literature by The Bard himself, William Shakespeare.The work that Disney's The Lion King parallels is none other than Hamlet: Prince of Denmark and the film shadows this work so closely, that parallels between the main characters themselves are wildly apparent. This very close comparison has led critics â€Å"to compare the movie to Hamlet in the importance of its themes†. But with a closer inspection of the characters themselves do we see just how apparent these similarities are.The movie addresses in one way or another all of the important contemporary dilemmas: bravery, responsibility, vulnerability, preparedness, stewardship, faith, science, the importance of history, family and the environment. In these days of personal uncertainty and political cynicism, The Lion King provides clear moral guidance wrapped up in an entertaining and wholesome shell. Introduction: In The Lion King, the role of the young prince whose father is murdered is played by a cub named Simba, whose naivety procures him more than his fair share of hardships and troubles.By the acts in the story alone, one can see that Simba is a direct representation of Shakespeare's Hamlet Jr. , but not only that, each of them shares similar actions in the play. Interpretations if Simba's actions are as profound as Hamlet's, particularly of why Hamlet delayed in exacting vengeance for his father's death (Harrison 236). Both Simba and Hamlet Jr. â€Å"delay† their action of retribution for their respective father's deaths. The loss of their paternal companion leaves Hamlet incredibly melancholy and Simba without a royal teacher and father during his tender years.Each of them runs from their responsibility, although inside themselves they know what must be done: Hamlet attempts to validate his suspicions while Simba hides from his past. However, some have attempted to theorize that Hamlet's delay is due to his mental instability, his madness over the death of h is father. Eliot refutes this, calling the characterization â€Å"a simple ruse, and to the end, we may assume, understood as a ruse to the audience† .Simba exhibits this same behavior, venting his feelings in mournful retaliation against responsibility, most notably when his childhood friend Nala attempts to persuade him to return to the Pride Lands. This delay between our characters adds a more haunting effect between the two works. It's surprising that today's audiences can be so moved by themes that were first implemented in literature almost four hundred years before. Similarly, the characters of Hamlet Sr. and Mufasa bear a striking resemblance to one another, not only in their actions, but their meanings as well.Hamlet Sr. , the once king of Denmark, ruled his kingdom in peace and prosperity, evident in the conversations in Act I, Scene I between Marcellus and Horatio about the creations of implements of war in Denmark under the new king, Claudius. Mufasa, too, ruled p eacefully over the Pride Lands, only worrying about his son and his responsibilities. But, after their deaths, they each become more than the kings they once were. They become the heralds for their sons, compelling them to avenge their deaths and take responsibility for what their uncles have done. Each deceased king pproaches his son in the same way: via an apparition that gives a direct, if not opaque, monologue driving their princes to action and each ghost leaves the interpretation of their messages open to their sons. Neither Hamlet Sr. nor Mufasa tell their respective sons directly to destroy their murderers, although Hamlet Sr. does name the perpetrator directly, it is Hamlet that decides that action must be taken. It is this direct allusion of one major character with an integral part in advancing the work to another that helps solidify Shakespeare's influence as a writer of great literature.But it isn't just the protagonists that allude to one another; the villains in both The Lion King and Hamlet can be directly and similarly compared to one another. Both Scar, from The Lion King and Claudius, from Hamlet, are brothers of the king, murder their sibling to usurp the throne, and take their brother's wife as their queen (There is no direct proof of this conjecture for Scar, but since Scar calls upon Sarabi, the former mate of King Mufasa, in The Lion King to report on the status of the Pride Lands, it stands to reason that she is Queen of Pride Rock. . It is not so much the characterizations of the characters in this instance than the actions that provide proof of how Shakespearean literature invokes writers today. Claudius, at first, appears satisfied by his deeds, enjoying the life of a king, parading around to view his belongings, wedding his own brother's wife, and holding banquets in his own honor, all the while preparing for war with a neighboring Scandinavian country.Scar revels in his ill-gotten spoils as well, allowing his hyannic henchmen to h unt the Pride Lands to practical defoliation while he reclines in the pride's cave, tormenting his majordomo Zazu and eating more than his fair share of the kills. Scar, like Claudius, grossly exploits his new-found power and drives his kingdom into war. But here is where the similarity begins to diverge. In Hamlet, we see Claudius repenting for his sins against his brother, repealing the fact that he committed that heinous deed and begging forgiveness from his Lord.Scar, on the other hand, never once doubts his actions, and goes with them to their final conclusion. Scar even goes as far as to taunt the prince, Simba, has he hangs of the precipice of Pride Rock: â€Å"And now here's my little secret. I killed Mufasa! † One could argue that the act of confessing to the crimes is an additional parallel between the characters, but their motives for doing so are not alike. Claudius is making an attempt to repent for the sin cast upon his soul, while Scar is bawdily declaring his cleverness over his kind-hearted yet naive brother.With the major characters in both works aside, the similarities between secondary characters in The Lion King and Hamlet are still quite striking. The insight of one work in another is so deep that The Lion King goes as far to allude Hamlet's Rosencrantz and Guildenstern with Timon and Pumbaa. A comparison here, if not the greatest comparison, is the fact that both pairs of characters in both works are provided as relief from the main focus of the stories.Timon and Pumbaa provide a welcome resort from his responsibilities and hauntings of his past by introducing him to the carefree life of â€Å"Hakuna Matata†, while Rosencrantz and Guildenstern allow the audience to know that Prince Hamlet does enjoy a life outside of the royal house, mingling with fellow scholars-to-be and friends. However, Hamlet's friends are charged by his nemesis, Claudius, to bring Hamlet before the King on numerous occasions. There is no direct eviden ce that Timon and Pumbaa are in the employment of Scar, nevertheless, the sidekick pair in The Lion King provide a very similar function, whether they realize it or not.Rosencrantz and Guildenstern are a constant reminder to Hamlet about the revenge that must be exacted upon Claudius by being messengers to the mournful prince whenever Claudius needs them to be. By locating Hamlet and announcing that the king wishes to have court with him, they play an important role in the foreward progress of the play, and the downward spiral of Hamlet's sadness. Timon and Pumbaa, similarly, at one time attempt to procure their leonine friend's past from his memory. Simba falters, at first, his carefree life shattered by the memories of what brought him to the jungle in the first place.But when he finally gives in and tells them when his own father entrusted him too, Timon and Pumbaa laugh uproariously, disbelieving what they hear. But it is this jogging of Simba's memory at the prodding of Timon a nd Pumbaa that moves the story onward, and brings Simba's melancholy back to him. And when the past finally becomes fully clear to Timon and Pumbaa with the arrival of the lioness Nala, they not only attempt to bring Simba to his senses in their own blunt, of not comical, way, they attempt to confront him and make him face his past.They fail in this, but they still bring to Simba's mind the events in his childhood, and the pain that it brought to him. Although Timon and Pumbaa had no intention of doing so, they performed the same act of reminding the main character of their responsibility to their father, and to their kingdoms that Rosencrantz and Guildenstern did to Hamlet Jr. Another secondary character to the protagonist and antagonist are the respective queens of each work, Sarabi from The Lion King and Gertrude from Hamlet: Prince of Denmark.Each of them are nearly complete mirror images of one another, each having the same place in the social hierarchy, equal amounts of power over their kingdoms, and emotional ties to the main protagonists of the stories. Sarabi is the Queen of Pride Rock, leader of the lionesses since the reign of King Mufasa. Although she is not the reason Scar usurped the throne from his brother, it is a near certainty that she has stayed on as Queen because she is quite adept at her duties. Gertrude, likewise, is adept at her duties as well, although they take on a quite different task than Sarabi.She is mainly for show, for Claudius to own and adorn with his newly gotten wealth. Both Sarabi and Gertrude are Queens, but both show little or no power over their subjects. Sarabi is nearly killed by Scar when she dares to question one of his decisions, which shows the place of the lionesses in the pride: pawns in Scar's quest for power. Any deviation from being simple huntresses results in pain, and perhaps death at the paws of Scar and his multitude of hyenas. Gertrude, too, never appears to order anyone, although she certainly has the capacity to do so.She instead plays the weakened queen, doing as her husband bids her and plaintively bending to Claudius's will. But even though these similarities are surprisingly close for non-primary characters, it is their emotional connection to their sons that spurns the stories along. Gertrude's marriage to Claudius enrages Hamlet to no end, driving him more and more out of his delay to act upon his father's death. It is her willing forgetfulness of her former husband that pushes Hamlet to the brink, their emotional bond that pains them both to ends that he must act on, and she tries deeply to hide.Sarabi, too, has such an effect on her son Simba. When Nala finds Simba, and realizes that he is not dead, as Scar had said, she is enthralled and wonders aloud about the feelings of his mother. This has a noticeable affect on Simba. He recoils, the responsibility that he believes is his is once again thrust upon him, and the thought of his mother's feelings towards his past deeds sends him further into sadness, furthering the story. And when Simba does return to Pride Rock, he is enraged when he sees how Scar is treating his mother, just as Hamlet is enraged at how Claudius treats his mother as well.In a way, it is the queen in each work that adds to the deep melancholy of the main characters and drives them to action. This movie both reflects and shapes our cultural consciousness about contemporary social and political change, speaking forcefully to the question of who should hold power and how people should acquire it. The movie reinforces hierarchy, especially primogeniture, in nearly all of its 26 scenes, either through what the characters say, how they are displayed, or both.The message presented at every turn is that we are better off with our traditional leadership, that those individuals are both wise and benevolent, protecting the health and welfare of all members of the group, even the most vulnerable. At the same time, the movie attacks those out side the traditional group of leaders who rise to power â€Å"illegitimately,† showing us how they are inherently unfit to hold positions of authority and can bring disaster down upon all of us.The Lion King, even though it is an American movie, does not promote what we might have come to think of as â€Å"American† values, those which support meritocracy and democracy. Finally, the movie reinforces the submissive and passive role of the citizen. At a time when we might consider democracy to be challenged, The Lion King doesn't make a strong case for inclusion, diversity and broader political participation. In fact, it does just the opposite, arguing essentially from an aristocratic position for the return to old-fashioned values and maintenance of the status quo.Purpose of Study: The main agenda behind doing this research is to highlight the fact that modern entertainment media is a very powerful source to teach literature and moral values to students when they are at a turning point in life. The time when they learn what life is all about. Although much of modern entertainment may look like new entertainment on the surface, if we probe deeply enough, we can find connections to some of the greatest literature of all time.Shakespeare is probably one of the most influential writers of all time, if not all time, and his greatest works, not limited to Hamlet: Prince of Denmark, are the basis of many stories written today. His plays are continuously redone and reperformed, his sonnets quoted in many a song and story, his histories the basis of many school lessons, and his influences are more than profound in many cases, and in the case of The Lion King, those influences are the basis of the story, not only of the main protagonist and antagonist, but of secondary characters as well.All these Dramas, Poetry and Stories do impart Value education to children in many ways. I intend to research on to what extent does entertainment is of any use in teaching literature to students looking forward to take literature as a subject for specialization and of be any use to keep the moral values of these students intact? Review of Literature: There has been research on comparison between literature and Animation earlier. But my research mainly deals with the factor that had been left untouched yet, that both Hamlet and The Lion King show similarities in plot and characterization.The cinematic adaptation appeals to the children as well as the adults. Whereas Hamlet only circles around literature students. Doing a complete analysis of the film adaptation gives us a detailed structure of what amount of principles and beliefs that influence the behavior and way of life of the future generation can be extracted from this modern media of value education through entertainment and detailed knowledge of how literature can be thought to students at pre-graduation level. * Hierarchy and LegitimacyScene 1 of the movie depicts all the animals on the Afric an savannah gathering to pay tribute to the new heir, Simba. The lyrics of â€Å"The Circle of Life† present life as overwhelming, explaining why we need our traditional leaders: â€Å"There's more to see than can ever be seen/More to do than can ever be done. . . . /It's the Circle of Life/And it moves us all/Through despair and hope/Through faith and love/Till we find our place/On the path unwinding. † One by one, the critical characters are introduced and their â€Å"places† are identified. Mufasa, the ajestic patriarch, watches from the point of Pride Rock while his loyal subjects gather below for the presentation of his new-born son. Zazu, the horn-bill, appears first and clarifies his role, first as the most-loyal subject by bowing low, and then as Mufasa's trusted advisor, allowing him unusual familiarity with the king, although he always refers to him as â€Å"sire. † While the assembled zebras part and bow down, making a path for Rafiki, the old shaman, he is embraced by Mufasa, treated with the deference and respect usually accorded a society's senior priests.His first action is to anoint the young Simba, to validate him as the heir apparent, and to present him to the crowd assembled below. As in many of the scenes in The Lion King, the music and visuals carry messages as important as the dialogue. In this first scene, for example, there is no conversation. Instead the message of class difference is conveyed through the different levels on which characters appear. Throughout the movie, those with power appear above those who are powerless; for example, the most powerful characters are usually up on ledges, and those who are vulnerable are down on the valley floor.Mufasa gazes down upon the mass of animals gathering below him; Pride Rock, his â€Å"throne,† is the highest point in the Pride Lands. Camera angle also tells us about power relationships, close-up for those in power, panoramas and long shots for the mass of undifferentiated animals who have no status. The change in the complexity of the musical arrangement, the drop from a full orchestral arrangement, in which there is little differentiation between instruments, to a instrumental solo as the scene moves from the group of subjects to the single important character, identifies to whom we should shift our attention.In this first scene, lest the youngest among us miss all these clues, Simba is highlighted by a sunbeam as Rafiki holds him up before the mass of animals, who then, cued by this natural sign of individuation, howl and stamp their feet in approval and bow down in a mass display of obeisance. The problems of hierarchy, legitimacy, and power are explored in Scene 2 in which Scar is introduced. His first line, and ironically the first piece of dialogue, may be thought of as a basic premise of the movie: â€Å"Life's not fair, is it? (Much of what currently upsets conservatives are attempts to achieve social, political and econo mic â€Å"fairness† by such legislative means as affirmative action, guaranteed health insurance, easier voter registration, the minimum wage, and a host of additional government regulations. ) The scene explores the sources of â€Å"unfairness:† differences in physical size or strength, differences in lineage or position, and differences in cleverness or intelligence. Obviously, the mouse is vulnerable in this scene because he is small, but he is saved by a Zazu whose power derives initially from his ability to distract Scar.When Zazu is threatened in turn, he is rescued by Mufasa, who just orders Scar to drop the bird. Mufasa's authority comes from his position as king, which Scar questions by not attending Simba's presentation, but his power comes, according to Scar, from â€Å"Brute Strength. † Scar's power, by his own admission, derives from his â€Å"brains. † Some critics have argued that Scar's accent, tone of voice, appearance, movement and word choice (â€Å"curtsy,† â€Å"shallow end of the gene pool†) suggest that he is homosexual, and that his role as supreme villain attests to powerful strains of homophobia in our cultural consciousness.Those who have focused on these features of his characterization point out that Scar rises to power through unnatural means, including deceit and fratricide, and that his â€Å"administration† results in the near-destruction of the Pride Lands and the potential extinction or exile of all the animals. They also point to Zazu's sympathetic comment to Mufasa that â€Å"there's one in every family,† and lambaste his (albeit mocking) suggestion that Scar be reduced to a useless ornament (â€Å"a handsome throw rug†) which would permit Mufasa to â€Å"take him out and beat him . . . henever he gets dirty. † Some viewers have argued that this interpretation resides â€Å"in the eye of the beholder† and not â€Å"in the movie,† but cultura l critics would point out that texts reflect as well as shape our cultural consciousness and can invoke an audience as well as address one already identified. Adding another dimension to the question of legitimacy, it is curious that although they are brothers, Mufasa speaks with an American accent and Scar's is clearly identifiable as British (hence â€Å"illegitimate† or â€Å"foreign† in contemporary American society). The Role of Nature Scene 3 follows to remind us that Simba is the legitimate heir by virtue of his class and lineage, that he has been presented to his subjects and then anointed in a public ceremony, with the event now recorded for posterity in a cave painting (the movie's version of a public record or historical document). What follows (in Scene 4) is another argument for hierarchy and patriarchy, this time derived from nature.In this father-son encounter (Sarabi recedes into the background here; women clearly are secondary yet numerous, generally u nnamed, and lacking influence in this culture), Mufasa explains how what they â€Å"own† is defined and measured by natural processes (â€Å"Everything the light touches is our kingdom. † â€Å"A king's time as ruler rises and falls like the sun. â€Å"). Just as we can infer from Scene 2 that illegitimate power is unnatural, so we learn here that legitimate power is organic, harmonious, predictable and regular, attuned with the natural order of birth and death and based on respect for all species.The succession, to occur in some distant future, is already determined, and in this father-son colloquy, Mufasa emphasizes the orderliness of it all. The movie makes use of our cultural knowledge of nature. There are numerous references to being higher or lower on the food chain, and selection of animals and their characterizations make use of the actual qualities of the animals. The warthog, for example, is an ugly African pig that usually travels in small family groups (m uch like the trio of Pumbaa, Timon and Simba). They are indiscriminate eaters and often use the burrows created by other animals.Hyenas, in addition to having a weird howl, are scavengers, feeding on the carrion left behind by other animals. Even the weather in this movie reflects what is going on in the plot: clouds stream across the sky when conflict threatens, the winds of change blow when the plot turns, and the sunrises and sunsets flash by in rapid succession to signal the passage of time. The movie also depends on our knowledge of human development, especially the behavior of the young. The jaunty â€Å"I Just Can't Wait to Be King† (Scene 7) shows just how immature and incomplete the young Simba's understanding of the responsibilities of leadership is.To him, preparation for kingship is limited to â€Å"brushing up on looking down† and â€Å"working on his ROAR,† and the primary benefits of the job are being able to ignore orders from others, being free to â€Å"run around all day† and â€Å"do it all his way. † Coupled with â€Å"Hakuna Matata† (Scene 14), another bouncy carpe diem number that emphasizes just how alienated from work and his adult responsibilities Simba has become as he drifts around the African plains with Pumbaa and Timon, we can see how unsuited Simba is for the role of king.Even Nala recognizes (in Scene 20) that the older Simba is somehow less mature than she expected he would be, and yet she falls in love with him anyway, restoring â€Å"the perfect harmony† alluded to in the lovely ballad, â€Å"Can You Feel the Love Tonight? † While a psychological interpretation of the movie would move through these scenes, showing how Simba eventually comes to take his leadership responsibilities more seriously, a cultural analysis finds them more problematic, for these are the songs we hum as we leave the theater and the lyrics we sing under our breath without thinking about the values they promote.The context may be ironic in the movie, but we forget that quickly enough. * The Importance of Borders In Scene 4, Mufasa carefully explains to his son that there is land beyond their authority, an area to the north that Simba calls â€Å"the shadowy place,† and one role of the king is to make sure the borders are not breached. The Pride Lands are economically healthy and ecologically sound in part because the scavenging hyenas (â€Å"those slobbering, mangy, stupid poachers†) are excluded, relegated to the colorless Elephant Graveyard where there is neither sufficient food nor water to sustain them.When they take over the Pride Lands in league with Scar, they destroy the â€Å"balance of nature† and the land withers; their presence nearly destroys the entire society. Some critics have suggested that selecting Whoopi Goldberg, Cheech Marin, and Jim Cummings as the voices of Shenzi, Banzai, and Ed, the three speaking hyenas, reflects a variety of rac ist and ethnic biases; Mark Leeper notes, â€Å"Outwardly the film has a love of African rhythms and language and yearns for a united world–everyone but hyenas united.But the core is just a bit ugly and scary. † The Pride Lands has, in effect, its own Proposition. While its borders are not impermeable, the hyenas are prevented from any role but that of scavenger. Perhaps Scene 10 (‘Be Prepared') presents the most troubling picture of the hyenas and their pact with Scar. Set in the hyena cave where it is dark and gray, the scene opens with Shenzi, Banzai, and Ed licking their wounds (both figuratively and literally) after Mufasa has saved Simba from their clutches in the Elephant Graveyard.They clearly are out of control: Ed is laughing hysterically and chewing on his own back leg, unaware that it is his own, and Banzai and Shenzi are castigating lions in general and boosting their own morale in the process. They are momentarily startled when Scar appears, but unl ike Mufasa, he presents no threat to them because he has no real power. Indeed, during this scene he reveals to the hyenas and to the viewers his general plan to kill Mufasa and Simba and assume the throne himself. The song's refrain â€Å"Be Prepared! ironically echoes the Boy Scout motto as hundreds of hyenas, singing â€Å"in tight, crisp phrasing and enunciation,† goose-step past in tight military formation, fires casting their eerie shadows against the walls of the cave and a crescent moon (looking at first like a hammer and sickle) appearing high above the cavern walls. Obviously Scar views the hyenas as â€Å"thick,† â€Å"crude and unspeakably plain,† with deficient â€Å"powers of retention† and â€Å"vacant expressions,† yet he promises them that if they support him in his efforts to wrest power from Mufasa, they will â€Å"never go hungry again. Scar has contempt for his accomplices, even while he enlists their aid. Contrasting these m iscreants with the wise, patient patriarch stacks the deck. * Religion Not surprisingly, The Lion King makes use of many religious images and echoes, affirming faith and folklore while rejecting science. Beginning with the baptism of Simba in the opening scene, the movie is full of familiar rituals. In Scene 9, for example, just after Mufasa has chastised Simba for disobeying him, he explains the mystery of the stars to his son: â€Å"The great kings of the past look down on us from those stars. . . Just remember that those kings will always be there to guide you. And so will I. † Indeed, Simba repeats this explanation to Timon and Pumbaa at the end of Scene 16 (although Timon translates it into â€Å"You mean a bunch of royal dead guys are watching us? † and dismisses Simba's explanation in favor of his own, that the stars are fireflies â€Å"stuck up on that big bluish-black thing. â€Å"), although he is troubled by the memories of his father's promise. After Nala finds Simba and urges him to return to save the Pride from sure destruction, Simba bitterly addresses the stars and his father, â€Å"You said you'd always be there for me. This crisis of faith, in Scene 20, continues until Rafiki forces him to look in the pool where he sees the face of Mufasa emerge from the clouds. Mufasa says sadly, â€Å"Simba. You have forgotten me. † When Simba cries that he is not who he used to be, Mufasa admonishes him, â€Å"You are my son, the true king. † Finally, after Simba vanquishes Scar and the Pride Lands are consumed by fire and then cleansed by the rains, Mufasa appears again in the heavens with a single word, â€Å"Remember. In fact, Simba has become the savior, restoring the Pride Lands and saving the lives of the animals. Even Christianity seems to support the restoration of â€Å"The Circle of Life. † * Conclusion Of course, this is not the way an allegory of the modern egalitarian and inclusive society should conclude . The story should end, as Scar implies it will in Scene 12, with the lions and hyenas coming together â€Å"in a great and glorious future,† one in which everyone has enough to eat, a role to play, and an equal say in the governance of the Pride.In the new society, the border between the Pride Lands and the Elephant Graveyard would disappear, the hyenas would be transformed into productive members of a global society, contributing their efforts in promoting the welfare of the whole group, and Scar would learn how to be a wise leader, making sure that no one was taxed beyond his or her ability or left needy. Future leaders would emerge from the Pride based on merit, not birth. Some readers will object to this analysis, arguing that The Lion King is a children's movie after all and shouldn't be interpreted as speaking to adult issues.But what is a children's movie, if not one that transmits the dominant values of the culture to young children in an entertaining manner, while a t the same time confirming those values for adults. This movie addresses an important social issue that affects children, in their schools, churches, parks and neighborhoods. Unfortunately, it suggests that excluding people because their appearance or their heritage or their habits differ from those of the people in power is an acceptable social and political policy, one supported by tradition, history, and religion.The Lion King sugar-coats a bitter and powerful message about patriarchy, legitimacy and hierarchy. Hypothesis: On the basis of this detailed analysis, my hypothesis is that The Lion King is a shadowed representation of Hamlet, taking what is presentable to the young minds but enough to interest students into literature. The conclusion I drew out of it is that entertainment is not mere enjoyment but a very powerful and effective media to spread the teachings of literature among the young minds of future. Methodology:My research method will include a detailed study of Ham let text and the movie from every angle related to literature and its appeal to the audience, especially the novice level students of arts and literature. I will also concern this factor with the respective experts of both fields Literature and Cinema. Research Limitations: This study is limited by the study of a single literary text and a movie that resembles the similar plot, characters and moral values. A similar significant phenomenon can be observed in other works too but to study the comparison and representation in detail they have been excluded.Significance: As previously given this study will help the future development of literature learning and widen the scope of limited medium of learning. The study is limited to only a single comparison so as to keep the study in detailed spectrum. Tentative Chapterization: 1. Introduction: 2. Comparison between Plot and Characters: Tentative plan: The Lion King, though very much based on Hamlet, has many different elements that we can make comparisons with Shakespeare’s work. It begins with the birth of Simba, the young cub of the King, Mufasa. This introduces the importance of the natural cycle.As Mufasa says, â€Å"We are all connected in the great Circle of Life. † The death of one King leads to the rise of another. This is also what happens in Hamlet. Simba is born to be the successor of the King and he cannot deny his destined role. As a carefree cub, Simba â€Å"just can't wait to be king,† his attitude is quite different from Hamlet, who is also carefree in the beginning of the story, but does not want to be King. Similar to the plot in Hamlet, Mufasa’s spirit appears to Simba, and reminds him of his duty, and repeatedly tells Simba to â€Å"Remember† him when Simba runs away after thinking that he had caused the death of Mufasa.This is similar as in Hamlet, the Ghost of old Hamlet appears to him and asks his son to take revenge on Claudius. Also there is comparison betwe en secondary characters. 3. Detailed study of The Themes in the movie * Hierarchy and Legitimacy * The Role of Nature * The Importance of Borders 4. Influence of entertainment on Literature learners. Tentative Plan: A detailed study about how entertainment industry has influenced the younger generations and how it can help to expand the scope of learners of literature around the world. 5. CriticizingThere have been arguments that this kind of cultural analysis in fact, any close analysis at all ruins the entertainment value of the movie, forcing us to confront all kinds of unpleasant truths when we are expecting merely to be entertained. Granted that I see more layers of meaning every time I view the movie or listen to the music or read the script, but I still find the musical score stirring, the animations fanciful, and the antics of Timon and Pumbaa engaging. Just because we become aware of the multiple levels of meaning doesn't mean that we have to deny the aesthetic appeal of th is creation.Bibliography: Shakespeare, William. Hamlet: The New Variorum Edition. 2 vols. 1877. Ed. Horace Howard Furness. New York: Dover Publications, 2000. Shaw, George Bernard. â€Å"Shakespeare: A Standard Text. † Times Literary Supplement. 18 Mar. 1921. rpt. in Shaw on Theatre. Ed. E. J. West. New York: Hill and Wang, 1958. Rowse, A. L. , ed. Hamlet. 1978. By William Shakespeare. The Annotated Shakespeare. New York: Greenwich House, Crown Publishers, Inc. , 1988. Harrison, G. B, ed. â€Å"The Tragedy of Hamlet, Prince of Denmark. † Major British Writers.Harcourt, Brace, & World, Inc. : New York, 1959. Adams, Joseph Quincy. A Life of William Shakespeare. Boston: Houghton Mifflin Company, 1923. Asimov, Isaac. Asimov's Guide to Shakespeare. 2 vols. New Jersey: Random House Value Publishing, Inc. , 1970. Eliot, T. S. â€Å"Hamlet. † Elizabethan Essays. Haskell House: New York, 1964. Brandes, Georg. â€Å"The Classic Tendency of the Tragedy. † Willia m Shakespeare, A Critical Study. 1898. Frederick Ungar Publishing Co: 1963. Taymor, Julie. The Lion King: Pride Rock on Broadway. Hyperion: New York, 1997.

A Rose for Emily: Homer Is The Victim Essay

In William Faulkner’s well-known short story, â€Å"A Rose for Emily†, the townspeople of a rural Mississippi town share their thoughts and views of the late 19th century upper class through tales of the lonely Miss Emily Grierson. Miss Emily is a fallen symbol of wealth and prestige who has become a recluse within her own home after the death of her father. Due to her peculiar ways, the citizens living in her hometown develop a curiosity regarding her life. Through the citizens, Faulkner shows Miss Emily cannot adhere to society’s expectations. A house reveals a person’s life without exactly knowing their past or background. To an extent, the appearance of a person’s house forms how neighbors view each other, especially someone as reluctant to visitors as Miss Emily. Because the townspeople do not know much about their inquisitive neighbor, they judge her based on her disheveled home. Describing it as â€Å"an eyesore among eyesores,† their disapproval of the Grierson estate â€Å"that had once been white, decorated with cupolas and spires and scrolled balconies in the heavily lightsome style of the seventies, set on what had once been our most select street† was a concern among the townspeople (Faulkner). Her neighbors viewed the house as a run down building that caused embarrassment to the town. Miss Emily’s lack of landscaping for her property made her an outcast among the townspeople. Other complaints were filed due to Miss Emily’s house reeking of a pungent smell. The town was so annoyed with the vile scent they decided to douse the outskirts of her home with lime. This showed the occupants of the town were disapproving of her lifestyle, like an American would be annoyed with the hygienic habits of a French citizen, whose culture differs from the United States. In society, there is a certain standard people must meet to be respected by others. One significant standard is staying up to date with their tax payments. According to Miss Emily, she did not have to adhere to tax notices like the rest of the town because her father loaned money to the town decades ago, which still equates to her remittal of taxes. However this changed, â€Å"When the next generation, with i ts more modern ideas, became mayors and alderman, this arrangement created some little dissatisfaction† (Faulkner). They began to mail her tax notices with many going unattended too. Eventually, they surrender to Miss Emily’s stubbornness. If it had been any other citizen in town, there would be repercussions to one omitting their taxes and not being a servile citizen. However, Miss Emily is able to get away with this because she is difficult to deal with and will not conform to the towns wishes. The town believes she has an unstable mind and makes exceptions due to her diverse behaviors. Because of Miss Emily’s resistance to her civil duty, the townspeople were disappointed in Miss Emily and wondered why she was so obstinate. They disapprove of her actions, but reluctantly give in to her wishes because there is no way to reason with Miss Emily. Another way Miss Emily did not act as the others was her denial of her father’s death. It took Miss Emily three days to adjust to her father’s passing and truly acknowledge her father was deceased. Although it is customary for people to grieve, the exceeded amount of time Miss Emily clung to her dead father bemused the townspeople. When they visited to offer their condolences, Miss Emily did not act like an average person. They were uncomfortable because Miss Emily held onto her father’s cadaver and did not bury it like typical people do. Because of Miss. Emily’s extended amount of time with her father’s deceased body, she was not accepted among the townspeople. It created an enigma in their mind and they did not give plaudits of her actions. Due to this, Miss Emily bewildered the townspeople which created friction between them. Since the townspeople could not pinpoint Miss Emily’s personality, they believed she was an unusual person who could not represent the rest of society well, due to the fact she was dissimilar to their clichà © ways. Because Miss Emily was â€Å"a tradition, a duty, and a care; a sort of hereditary obligation upon the town,† the townspeople had an obvious expectation of Miss Emily (Faulkner). This did not seem to have an effect on Miss Emily because she showed no desire to conform. Miss Emily knew she was not popular among the townspeople; however, it did not concern her. Unfortunately, Miss Emily did not meet them through her unkempt house, disregard for taxes and peculiar way of grieving. Miss Emily was perceived as an odd character; she was not accepted among the townspeople for her individual way of handling situations and viewing life, mainly due to the fact they differ from society’s.

Environmental Regulation and Business Strategy in UK and Scotland Essay

Environmental Regulation and Business Strategy in UK and Scotland - Essay Example The plan also espouses the maximization of the remaining waste by utilizing its energy through waste-to-energy incineration plants. Electrical/and or heat energy can be produced by burning or incineration of wastes (Scottish Environment Protection Agency, 2011). This is an aspect of concern because the burning of solid and liquid material will produce mixtures of solid and gaseous emission like heavy metals, dioxins, particulates, ash residues, and acidic gases. An incineration plant refers to the technical unit and equipment that are dedicated for the purpose of burning or thermal treatment of waste material and in so doing, produce combustion heat (Council Directive 2008/1/EC of the European Parliament and of the European Council ). The definition for the incineration plant includes the site, incineration lines, waste reception, waste storage, fuel and air supplies, post-treatment areas for exhaust gases, waste and wastewater, and all other facilities and devices for control and mo nitoring the operations in incineration. Incineration of waste is achieved by oxidation, pyrolysis, and gasification. Strictly speaking, the energy produced by the incineration of waste materials cannot be considered renewable energy, but it can replace and supplement the energy that is sourced from fossil fuels like oil and coil, natural gas, and other renewable sources. As stated by the Scottish Planning Policy 6 on renewable energy, the energy derived from waste can help Scotland meet its targets for increasing electricity derived from renewable energy sources (Scottish Development Executive Department, 1997). Energy from waste is therefore considered a part of the response to climate change towards sustainable development. The Renewables Obligation gives incentives to suppliers of electricity to obtain electrical energy from renewable sources (Renewables Obligation, 2007). In Scotland, the Renewables Obligation, and the Renewables Obligation Order were enforced on April 2002. Th e schemes were introduced by the Scottish Executive and the Department of Enterprise and Trade, and are administered by the Gas and Electricity Markets Authority. The Renewable Orders set the amount of electricity from renewable sources to 5.5% and 6.7% in 2005-2006, and 2006-2007 respectively. In 2009, the Scottish government published the Renewables Action Plan, which committed the country to achieving 20% energy coming from renewable sources by 2020, which also meant that there must be a large increase in the energy derived from the heat (11% increase) and transport sectors (10% increase) (The Scottish Government, 2009). In the Renewables Obligation (Scotland) Amendment Order of 2011 which was enforced in April 2011, waste materials were already included as renewable energy sources. According to SEPA, incineration can be considered compatible with high recycling rates, which is also highly dependent on the segregation of wastes. Energy can be recovered from residual waste that ca nnot be recycled due to economic and technical reasons. Despite the economic crisis, the practice of waste incineration has risen worldwide (ecoprog/Fraunhofer UMSICHT, 2010). In the last decade, the annual global capacity of the incineration plants increased from 180 to 350 million tonnes. This can further rise by 20% in the next five years. It is further expected that with landfill sites decreasing, new plants will be