Hamlet Essays (1398 words) - Characters In Hamlet, King Lear

Hamlet And King Lear Shakespeare has many overlapping themes that seem to correlate throughout his different works of literature. However, there are many themes that conflict as well. King Lear and Hamlet are two works of literature that can be both compared and contrasted. Hamlet and Lear seem to be complete opposites on the surface. Hamlet is a young prince who is lost in a world of confusion and deception. His father is brutally murdered by his uncle and he then must face him as his new father-in-law when he marries his mother. Lear is an elderly man who is past his prime and is trying to raise his daughters in a world of vanity and live with the Renaissance's preoccupation with appearances. As conflicting as these two characters seem they also have to deal with many of the same pressures and they surprisingly handle certain situations similarly. One such circumstance is that they are both forced the verge of madness. But this isn't the only thing that is coincidental between the two character's situation. They both have ?methods to their madness.' Hamlet goes through many trials and tribulations throughout this play. He must live though his father's untimely death, his uncles hasty marry to his mother, Ophelia's refusal to see him or except his love letters, and the conspiracies that he sees planned against him. This alone is enough for any reader to understand why he has gone mad and to sympathize with. But Hamlet is stronger than he lets on to anybody. He is only pretending to be as mad as he is so that people will not become suspicious when he snoops around the house and acts irrationally toward his mother and step-father. His madness becomes the obsession of the house and King Claudius actually brings his old friends, Rosencranz and Guildenstern, to the house to find out what is causing him to loose his sanity. He asks them, "Something have you heard/of Hamlet's transformation?" Everybody ends up with his or her own personal explanation to why Hamlet has gone mad. Queen Gertrude feels that it is simply his father's death and her marriage that has caused him to cross the line between sanity and insanity. Polonius believes that it was his refusal to let Hamlet see his daughter, Ophelia, that has made him mad. Ophelia can not find a reason for his madness, and feels it is the pressure of society and his new family that has changed him so dramatically. Whatever the reason, most of Hamlets friends and family were set on the fact that Hamlet was no longer in his right mind. However, Hamlet used this tactic of pretending to be out of his wits to fool his enemies into underestimating his plans of revenge until the moment of attack, and then, of course, it would be too late. King Lear also was accused of going mad. He divided his kingdom into three parts so that each one of his daughters could share in his wealth. He had each daughter battle against each other to see who could flatter him the most. Goneril and Reagan both fought ruthlessly to attain the better division of land. When his youngest daughter (who was also his favorite) told him that she loved him like a daughter should love a father and that one day she would have a husband that she would also love, he became frenetic. He disowned her from the family, leaving the property to his other two daughters. Lear is shunned by his two daughters later on in the play, and is kicked out onto the streets where he becomes delirious. Although this display of daft behavior is more genuine than Hamlet's, I believe that Lear ranted and raved because he was used to getting attention. Social status was very crucial in the renaissance era. Many people would judge a person by how many followers and possessions they held. Now that Lear was on his own and not surrounded by his followers he felt that he was worth nothing if he had nothing. For the first time in his life, he had to face his true self worth. I think this frightened him more so than anything else did. So instead of facing this awakening thought he began to act mad, so that he would not have to face the inevitable truth. I do not believe that this alone was the cause of his deliriousness, or that he was faking his madness. But I believe that this pushed him to the

Navigating Professional Contexts

Navigating Professional Contexts Children are Citizens The City of Port Phillip, an inner local government city in Melbourne Australia, has developed strategies that will challenge the traditional view of children as citizens of the state by theorising children as major actors in the society who have a valid and important understanding of the world in general and can be able to contribute to the development of the society (City of Port Phillip, 2005).Advertising We will write a custom assessment sample on Navigating Professional Contexts specifically for you for only $16.05 $11/page Learn More These strategies have been developed as a result of the little recognition children receive when it comes to voicing their opinions or getting their voices heard. Children also lack equal opportunities in the adult world in cases where they are faced with poverty, cultural diversity or disabilities (Smith et al, 2008). The development of the strategies will ensure that the City of Port Phillip has a t heoretical and practical framework that will be used to create awareness to the adult community in the city that children should be regarded as citizens who deserve equal opportunities and also to be listened to. The strategies will be used to develop a children’s plan that will reflect on issues such as embedding the concept of children as citizens in the constitution, developing policies and frameworks that will be used to support children’s activities in civic duties within the city and structures of citizenship that will represent the needs of children in Port Phillip (City of Port Phillip, 2009). The decision to include children as citizens of the state arose out of a gap in the Municipal Early Years Plan (MEYP) that did not involve children in its formulation stage. The MEYP was an initiative by the State Government of Victoria which required all councils in Australia to develop a plan for children that would be used in developing strategies that would coordinate the educational, health care and early childhood development activities of children living in Australia. The City of Port Phillip recognised this gap and decided that a broader approach was needed in dealing with aspects that affected children and promoted new ways of thinking about children’s opportunities in the adult world.Advertising Looking for assessment on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The new way of thinking challenged the State of Victoria’s policies on service delivery to children by proposing that their rights and interests should be considered before any strategic frameworks are developed (City of Port Phillip, 2009). MEYP did not involve any consultation or input from children during the formulation stages of the plan which would create certain gaps when the plan would be used for early childhood development programs and healthcare delivery services for young children (Smith Smale, 2007). The various councils involved in the MEYP plan realised that they did not have the relevant skills and knowledge to develop strategies that are meant for children. The City of Port Phillip took the initiative to consult with children when developing the municipal plan especially during the implementation phase by analysing their ideas and opinions (City of Port Phillip, 2009). To develop a plan that had the incorporation of children’s ideas, the council of Port Phillip analysed the ideas that council staff and community members had about children being viewed as citizens. Most of the staff interviewed were those who had a direct or indirect interaction with children in the community. Their opinions about children were based on the images they had on children and how these images affected their day to day duties. The three images that the council staff and community members had of children were that adults viewed children as objects that could be developed and co nstructed by developing policies and procedures to be used in their developmental activities. The other image was that children were seen to be apprentices who could be developed and educated to become future citizens instead of current day citizens. Policies and procedures were developed towards gearing children to become future citizens. These policies were formulated by adults based on their observations on children. The third image about children was that they were viewed as social actors as well as citizens who had valid knowledge about their surrounding community and the world in general. This image represented the fact that children were present day active citizens who were allowed to participate in decision making activities (Smith et al, 2008).Advertising We will write a custom assessment sample on Navigating Professional Contexts specifically for you for only $16.05 $11/page Learn More The assessment carried out by the City of Port Phillip showed that children were able to express their views and opinions on matters that affected them when they were given an opportunity to do so; there were hierarchies for citizenship that included children in the society. There was a need for members of the community to view children as citizens who deserved equal opportunities and rights. People who worked in organizations or communities that mostly dealt with children were required to view them as equal opportunity members while they carried out their work. There was also a need to develop a culture that would ensure the participation of children in community developmental activities (Smith et al, 2008). The strategies that were developed by the City of Port Phillip that would be used in recognising children as citizens included championing the cause with influence by involving people in authoritative positions such as politicians, members of parliament and councillors. The endorsement of children to be viewed as citizens by these people in authoritative positions would ensure that community members would also see the benefits of having children as equal opportunity members of the society. These authoritative figures also had access to state and government funds that could be channelled to awareness activities of viewing children as citizens. The other strategy developed by the council of Port Phillip was to assess the educational opportunities on offer in the city and what the contents of the education system were. This entailed conducting a critical reflection process on the council member’s image of children which required that they should identify and support responsibilities that were targeted towards ensuring children were involved in decision making activities (City of Port Phillips, 2009). The other strategy involved developing protocols that would see children’s views and opinions being used in community development activities. Children’s views and consent would be used in developing pr ograms and theoretical frameworks that would not only affect them but the adults in the society as well.Advertising Looking for assessment on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Developing these protocols would involve designing tools that would be used in consulting with children in policy and procedure formulation processes. Some of the tools that have been used by the City of Port Phillip include individual interviews where children are interviewed by adults and also by other children, group discussions, and artistic work such as drawing, photographs, painting and videography (City of Port Phillip, 2009). The City of Port Phillip is focused on developing a children’s plan that will incorporate the views of all the children in the city. According to statistics, the past four years have seen more than 400 children who are aged between 0 to 12 years contributing their ideas and opinions on ways of improving the living and learning conditions of Port Phillip. As a result, the information will be used by the local council authorities to develop a MEYP plan that will incorporate the views and needs of children in relation to policy formulation and proce dures (City of Port Phillip, 2009). Children deserve a challenging and safe learning environment The Government of Australia has developed an early learning framework for children in Australia that will be used by child educators to enrich their lives by providing education that prepares them for adult life. The framework is also meant to provide a smooth transition for the children during the various stages of their educational life. The framework is based on the vision that all children have the right to access the best opportunities that will enable them to start their lives on a good note and create a good future for themselves. The framework was developed after gathering input from various sectors such as the early childhood educators, children in early educational programs and the state, territorial governments of Australia (Commonwealth of Australia, 2009). The early childhood framework was developed to ensure that children received quality education and learning experiences that would develop them in the later stages of their lives. The framework outlines learning outcomes that will be used to gauge the skills, knowledge and abilities that children should have once they have complete the educational programs. The learning outcomes that have been outlined include teaching children to have a strong sense of identity and wellbeing, educating children to be connected to the world by equipping them with skills they can use in contributing to the development activities in their communities, and teaching children to be confident and effective communicators (Commonwealth of Australia, 2009). The type of learning that will take place in relation to the outcomes will be influenced by the children’s capabilities and learning preferences, the techniques that the educator uses to teach the children, the learning environment and the integration of the learning practices with learning outcomes. The framework recognises the fact that learning is a continuous pr ocess that is not always predictable and certain.Each child progresses towards the learning outcomes in their own specific way and educators are expected to design their learning programs to meet each child’s specific needs (COA, 2009). The learning outcome that requires children to have a strong sense of identity involves teaching them to be themselves and developing their confidence levels. While they learn about themselves, children build their own identities based on the social settings of the community and their families. Their identities are also based on the types of relationships they have with family members and people that live in their surroundings. Developing a strong sense of identity will involve providing a learning environment that is safe and challenging. Children learn and grow more quickly when they are in a safe and secure environment (COA, 2009). A safe learning environment will ensure that children are able to build secure relationships with their peers, family members, educators and their community members. Safe and secure learning environments will also ensure that they have a sense of belonging in the learning environment as well as enable them to communicate their needs and demands to the people concerned. Safe learning environments allow children to express their feelings and ideas freely without any fear of being reprimanded. Children can also be able to initiate conversations with other people as well as respond to the suggestions offered by other people (HM Government, 2005). The early years learning framework also outlines that children deserve to have a learning environment that is challenging and allows them to develop interdependency skills as well as a sense of resiliency in their lives. A learning environment that is challenging allows children to have an increasing awareness to the needs of their peers as well as allow them to be open to any challenges that might arise while they are learning. Learning programs that are challenging allow children to develop persistency and critical thinking to their learning tasks as well as ensure they have confidence when approaching new and difficult situations (COA, 2009). The educational program should be designed in a way that ensures children are inspired and challenged after completing the learning program. Children who are exposed to a culture of reading and studying only without experiencing any extra curriculum activities such as music, sports and social activities are more likely to develop a negative attitude towards learning. Children should therefore be challenged academically to ensure they are inspired to perform learning tasks to the best of their abilities (Association for Supervision and Curriculum Development, 2010). Children are capable learners whose perspectives should be listened to, respected and integrated into the learning environment This statement is exemplified under the learning outcome of developing a strong sense of identity in the Early Years Learning Framework developed for the educational sector in Australia (Commonwealth of Australia, 2009). Children who are capable learners have a broad variety of ideas, opinions and perspectives on different learning activities. They deserve to have an opportunity to have these perspectives listened to and respected for their value. For children to be viewed as capable learners they should feel recognised and respected for who they are by educators, their peers, their family members and the society. They are also able to share aspects of their upbringing, cultural backgrounds and religion with their friends during the learning process. Integrating children’s perspectives into the learning environment will ensure that they are able to develop a strong foundation in the family setting and also the community setting as well as enable them to reach out for assistance and companionship (State of Victoria, 2009). Enacting the Value Statements into Practice It is im portant to view children as important contributors to the society by ensuring that their voices and opinions are heard when it comes to developing programs that will benefit them in the long term. Children should therefore be accorded citizenship in their respectable communities or societies a fete that can be achieved by incorporating their ideas into educational programs and developing strategies that will ensure they are involved in the formulation of governmental policies and procedures (UNCRC, 2006). Creating a safe and challenging environment for learning will allow children to develop confidence skills and capabilities that will mould them into leadership positions. Having their perspectives and opinions listened to will also ensure that they can become leaders at the later stages of their life. This can be achieved by creating educational programs that have social learning activities which will allow children to demonstrate their leadership abilities and skills like the Mast er in School Leadership (MSL) program developed for all educational schools in Victoria. The program builds a child’s capacity for leadership opportunities within the school and also in the outside world (Matthews et al, 2007). References Association for Supervision and Curriculum, Development (ASCD) (2010). Educating the whole child: the new learning compact. Web. City of Port Phillip (2005). Municipal Early Years Plan- creating a child friendly Port  Phillip: a framework for action and three year implementation plan 2005-2009. Web. City of Port Phillip (2009). Children’s participation in urban settings: respecting children  as active citizens. Melbourne: City of Port Phillip. Commonwealth of Australia (COA) (2009). The early years learning framework for  Australia. Australian Government: Department of Education, Employment and Workplace Relations for the Council of Australian Governments. HM Government (2005).Working together to safeguard children: a guide to i nter-agency  working to safeguard and promote the welfare of children. Web. Matthews, P., Moorman, H., Nusche, D., (2007). School leadership development  strategies: building leadership capacity in Victoria, Australia. Victoria: OECD, Directorate for Education. Smith, K., MacNaughton, G., Alexander, K., (2008). Respecting children as active  citizens: participation in policies and services. Melbourne: University of Melbourne. Web. Smith, K., Smale, J., (2007). Listening to children: local government respecting  children’s rights to citizenship. Brussels: Diversity in Early Childhood Education and Training (DECET). State of Victoria (2009). Victorian early years learning and development framework: for  all children from birth to eight years. Victoria, Australia: Department of Education and Early Childhood Development. United Nations Committee on the Rights of the child (UNCRC) (2006). A guide to  general comment 7: implementing child rights in early childhood. T he Hague: Bernard van Leer Foundation.

Abortion are unethical and should be iilegal Essay

Abortion are unethical and should be iilegal - Essay Example Since the law enforces what is good for the members of society, would it be proper to declare it illegal. However, different societies have different ethical and moral values. States also have different laws on abortion. Furthermore, different theoretical frameworks have their own arguments that support or attack abortion. Jones et al. (6-16) mentioned in â€Å"Abortion in the United States: Incidence and Access to Services† that in the US, 1.21 million abortions occurred in 2005, 100,000 less than in 2000 (Incidence par. 3). The same paper stated that 45 million legal abortions occurred from 1973 to 2005 (par. 3). Jones, Darroch and Henshaw (226-235 qtd. in par. 4) reported that around 2 percent of women from 15 to 44 years old underwent abortion every year and that 47 percent had a minimum of one abortion previously. Using the data from countries where abortion is legal (2003 national data) and WHO estimates from countries where it is illegal, the study revealed that around 20 million unsafe abortions occurred every year with 67,000 deaths resulting from it (Rosenthal pars. 10-11). It was said that when abortion was a criminal act from the later part of 1800 to 1973, millions of women underwent the procedure with around 15,000 deaths annually based on a 1932 study (When Abortion pars. 7-8). Ethics can be understood in two viewpoints: a) it refers to the established â€Å"standards of right and wrong† that set out the â€Å"rights, obligations, benefits to society, fairness,† etc., and b) as a field of study on the standards of ethics (Velasquez pars. 8-9). Viewing abortion from utilitarianism perspective, abortion is ethical as it provides medical and social health benefits that gives happiness to the greatest number of people (Rice pars. 1-2). This approach does not consider the fetus as an individual that loses happiness (have no cognition) but rather considers the happiness of the whole society (par. 11). Abortion of fetus more than 24

RFPs and Proposals disscusinon reply Essay Example | Topics and Well Written Essays - 250 words

RFPs and Proposals disscusinon reply - Essay Example Through analysis of the second RFP design, it appears well formatted, articulated and intended for an easy read. The second design of the RFP begins with a table of content that can direct a reader to a particular area of interest. Nevertheless, I feel the RFP could be made better with adjustments of sections in the document like following the work with the guidelines of the work to ensure easy comparison and comprehension of the information. Inferring to the proposal, the document is written in response to the RFP in an articulate manner. The proposal directs the reader to specific sections of the RFP which allows the reader to access easily and understand the specific information. The proposal is equally written in a persuasive tone making it an ideal inference of an RFP (T&D, 234). The writing of a proposal in a persuasive tone is meant to woe the clients that the company has the necessary capability to offer the required

Three reasons why I attend college Essay Example | Topics and Well Written Essays - 750 words

Three reasons why I attend college - Essay Example Lastly, college education helps in contributing towards the nation’s prosperity. A few people have the privilege to access a college degree because of several economic and social reasons; it is due to these three reasons that college is important. One of the most evident benefits of college education-â€Å"and one of the reasons why I attend college†- is gaining access to employment opportunities. According to a 2013 report by the College Board dubbed â€Å"Education Pays†, people with higher education levels are more likely to be employed. In the report, Baum, Ma & Payea (p. 5) note that in the year 2011 the unemployment rate for college degree holders aged between 25 years and 34 years was 7.1 percentage points less than that for high school diploma holders. Additionally, the rate of unemployment for individuals with associate degrees and individuals who attended college but lack a degree was 4.0 and 1.6 percentage points less than that for high school diploma holders, respectively Baum et al (p. 5). Although some people may argue that the leg up for recent college graduates on their lesser educated counterparts is not a particularly comely leg currently (Bruni (n.p), a comparison of the unemployment rates bet ween college degree holders and high school diploma holders clearly reveals that college graduates have an easy time in finding jobs. Another reason why college is important is it helps to gain access to higher paying jobs. In most cases, individuals who have a college degree earn more than their less educated counterparts. According to Baum et al (p. 5), the median incomes of individuals with a bachelor’s degree but who lack advanced degrees and are employed on a full time basis in 2011 was $56,500, which is $21,100 greater than the median incomes of high school diploma holders. Additionally, high school diploma holders who were working on a full time basis earned 14 percent less than

Neurobiological Mechanisms that Cause Aggression

Neurobiological Mechanisms that Cause Aggression Review of the Neurobiological Mechanisms Which Underpin Reactive Aggression in Humans: a Closer Look at Monoamine Oxidase A (MAOA) Module 1: Prosocial and antisocial behaviours across the lifespan Violent acts have a significant toll on human societies: annually over 1.6 million deaths worldwide occur due to human violence (Viding Frith, 2006). Although acts of aggression have an important adaptive purpose, when overexpressed, they may result in destructive consequences. Conventionally, aggression has been defined as an intentional action with a purpose to inflict physical damage on another individual (Nelson Trainor, 2007). Currently two forms of aggression have been recognized in humans: controlled aggression instrumental subtype, and reactive aggression impulsive subtype (Vatiello Stoff, 1997). Instrumental aggression, also referred to as premeditated and predatory, is generally planned and goal-oriented and has often been linked to psychopathy (Blair, 2001). This kind of aggression is thought to be regulated primarily by higher cortical systems and is characterized by diminished amygdala response (Nelson Trainor, 2007). Reactive aggression on the other hand, is depen dent on the limbic and hypothalamic systems, and is characterized by high autonomic arousal (Siever, 2008). Impulsive aggression generally represents a direct response to stimuli and accounts for the majority of violent acts. Individuals with borderline personality disorder, intermittent explosive disorder, or ADHD are particularly prone to reactive aggression and impulsivity. Previous research on the neurobiology of aggression pointed out that for such individuals, repetitive acts of aggression are often influenced by the underlying neurobiological susceptibility (Nelson Trainor, 2007). Indeed, one remarkable feature of aggression is its apparent heritability. Twin and adoption studies suggest that genetic factors account for between 40% and 50% of population variance in risk of antisocial aggression (Buckholtz Meyer-Lindenberg, 2008). However, the relationship between aggression and the underlying neurobiology is far from being simple (Nelson Trainor, 2007; Siever, 2008). Previous research in individuals prone to impulsivity and reactive aggression as well as a number of studies based on animal models identified numerous genetic loci and neurotransmitters associated with reactive violence, including, but not limited to, Dopaminergic genes (DRD4, DRD5, and DAT1), Serotonergic genes (5HTT, HTR1B), and genes responsible for encoding enzymes involved in regulating the levels of these neurotransmitters, particularly catechol-O-methyltransferase (COMT), and Monoamine Oxidase A (MAOA), often referred to as â€Å"the warrior gene†. However, the association between genotype and phenotype of aggression is only beginning to be properly understood (Caspi, McClay, Moffitt, Mill, Martin, Craig, Taylor, Poulton, 2002; Nelson Trainor, 2007; Siever, 2008). While there have been many studies showing the association between different genes and aggression, results were often mixed and inconclusive. Currently, the best candidate gene with the most supportive evid ence appears to be Monoamine Oxidase A (see: Brunner, Nelen, Breakefield, Ropers, van Oost, 1993; Byrd Manuck, 2014; Cases, Seif, Grimsby, Gaspar, Chen, Pournin, Muller, et al.,1995; Caspi, et al., 2002). The MAOA gene, located on the X chromosome, is a functional polymorphism with high activity (MAOA-H) and low activity (MAOA-L) variants, which encodes the MAOA enzyme, responsible for breaking-down neurotransmitters such as serotonin, dopamine, and norepinephrine (Shih, Chen, Ridd, 1999; Viding Frith, 2006). Previous research using animal models as well as humans demonstrated an association between aggression and genetic deficiency in MAOA activity (Rowe, 2001). Transgenic mice without the gene encoding MAOA had higher amounts of brain serotonin (5-HT), dopamine (DA), and norepinephrine (NE), and displayed increased aggression (Cases, et al., 1995). After restoring MAOA activity, mice aggression was stabilized (Shih Thompson, 1999). In humans, point mutation in the MAOA gene led to MAOA deficiency and was found to be associated with reactive aggression in several men from the Dutch family. Moreover, across generations, these men with MAOA knockout also showed frequent violent outb ursts, particularly in response to mild provocation, and impulsive antisocial behaviour such as assault, rape, and attempted murder. (Brunner, et al., 1993). This condition, however, is quite uncommon and is unlikely to explain much variation in human violence and aggression. Findings of the studies that only looked at levels of MAOA activity and antisocial outcomes in adulthood have been mixed and thus problematic to interpret since both MAOA-H and MAOA-L were linked to reactive aggression (Ficks Waldman, 2014; Nelson Trainor, 2007; Siever, 2008). The study that produced very robust findings in that area and has later proven seminal was conducted by Caspi and colleagues (2002). This study was the first to look at the effects of MAOA activity in combination with childhood maltreatment on reactive aggression in adulthood. Indeed, adverse childhood experiences were found to affect the development and functioning of neural pathways involving the neurotransmitters metabolised by MAOA which can potentially result in increased aggression (Caspi, et al., 2002). Thus, Caspi and colleagues (2002) hypothesised that childhood maltreatment can predict reactive aggression in adulthood, and that this relationship is moderated by levels of MAOA expression. Results of this study demonstrated the dose-response effect of childhood maltreatment on the aggressive behaviour in adulthood, which was consistent with prior findings. However, this effect was much smaller in participants with the high-activity version of the MAOA gene as compared to men with low MAOA activity, suggesting the protective property of MAOA-H (Caspi et al, 2002). Moreover, as levels of maltreatment increased, so did the protective effect of the MAOA-H variant. A low-activity MAOA gene combined with a history of childhood maltreatment increased the risk of aggressive behaviour in adulthood sevenfold. These results supported the predicted hypothesis that MAOA activity would act as a moderator of the effects of childhood maltreatment on antisocial outcomes in adulthood. This study paved the way to a number of subsequent studies looking at gene and environment interaction. A recently published meta-analysis, which looked at 27 peer-reviewed studies on adverse childhood experiences, MAOA genotype, and aggressive and antisocial behaviour showed that results across 20 male cohorts (11064 participants) were largely consistent with findings from the original study by Caspi and colleagues (2002) (Byrd Manuck, 2014). These findings remained robust even after removing each study individually. However, the question remains, how does low activity MAOA gene in combination with childhood stressors translate to antisocial behaviours in adulthood? Several theories have been proposed to answer this question. On one hand, the association between low activity MAOA gene and aggression appears paradoxical, since MAOA-L leads to increased levels of serotonin, which has been found to be positively correlated with impulse control and negatively correlated with aggression (Manuch, Flory, Ferrell, Mann, Muldoon, 2000; Siever, 2008). However, MAOA also plays a role in regulating dopamine and norepinephrine, which were shown to lower thresholds for violent response to perceived threat (Manuch, et al., 2000). High levels of DA and NE, resulting from MAOA dysfunction, would activate a fight or flight response, and indirectly enhance aggression (Volavka, Bilder, Nolan, 2004). Indeed, previous studies showed a similar association between COMT gene (also responsible for breakdown of NE and DA ) and aggression (Siever, 2007; Volavka, et al., 2004). Therefore the elevated levels of NE and DA, due to low expression of MAOA, would be consistent with the results of previous studies, showing an association between low activity MAOA gene and aggression. Nevertheless, this theory does not account for the role of childhood maltreatment on aggression, and as it was mentioned previously, results of studies looking solely at MAOA activity and aggression are mixed and inconclusive, showing both high and low activity MAOA gene being associated with impulsive aggression (Ficks Waldman, 2014; Nelson Trainor, 2007; Siever, 2008). Another theory that sheds more light on the mechanism through which MAOA deficiency in combination with childhood maltreatment influences aggression in adulthood relies on the findings that high concentrations of intracellular serotonin have been associated with increased reactivity to stress and elevated anxiety (Seif De Maeyer, 1999, Viding Frith, 2006). Therefore, it is possible that MAOA deficiency might predispose individuals to neural hyper-reactivity to a threat (maltreatment). While genetic predisposition alone rarely results in adverse outcomes in adulthood, when combined with childhood stressors, it might potentially have consequences on brain function (Meyer-Lindenberg, Buckholtz, Kolachana, Hariri, Pezawas, Blasi, Wabnitz, et al., 2006). Previous findings in populations prone to impulsive violence demonstrated functional and structural abnormalities in brain areas associated with perception and regulation of emotions, particularly in the amygdala, orbitofrontal cortex, and the interconnected regions (Davidson, Putnam, Larson, 2000). Neuropsychological functions associated with these brain regions were also compromised in the aforementioned populations (Blair, Peschardt, Budhani, Mitchell, Pine, 2006). Previous work using animal models and clinic samples seems to suggest that maltreatment negatively affects the functioning of the neural structures involved during an individual’s reaction to threat (i.e., pariaquaductal gray and amygdala) and the regulation of the triggered threat response (i.e., orbitofrontal cortex and anterior cingulate). Therefore, the genetic risk (MAOA-L) along with childhood maltreatment may result in changes to brain function, and subsequently increases the risk of impulsive aggression (Viding Frith, 2006). These speculations imply that there is no one clear explanation for the findings we currently have regarding genetic variation and its effect on aggression. The human brain and the effects of genetic and environmental factors on its development are too complex to assume that one specific gene, or neurotransmitter levels are responsible for aggression. More likely, it is the gradual change in neural pathways that regulate aggression. As of this moment, it still remains unclear if aggression in adulthood that is observed in many of the aforementioned studies is due to developmental change in neural circuits or to a change in neurotransmitter function. Moreover, the effects of these changes for adults are very different than for children. Therefore, it is possible that low MAOA activity resulted in compensatory changes which transformed the organisation of the nervous system in children during the sensitive period of brain development, and was later reflected in antisocial outcomes in a dulthood (Lesch Merschdorf, 2000). Attempts to replicate Caspi et. al. (2002) findings in female populations yielded significantly different results. Recent meta-analysis that looked at 11 studies with female samples produced inconclusive results: even though MAOA activity had a significant association with adverse childhood events, high, as opposed to low, MAOA activity in combination with childhood maltreatment was associated with antisocial behaviour in adulthood. Moreover, this interaction was weaker, and after removing a few individual studies, it lost its significance (Byrd Manuck, 2014). Replicating Caspi and colleagues’ study using female cohorts has proven to be significantly more complicated for two main reasons. First of all, dividing females into two groups based on MAOA activity is challenging due to uncertain inactivation of heterozygous alleles. Secondly, severe personality disorders and antisocial outcomes are quite rare in women, thus it is difficult to get a large enough sample to demonstrate dose-response relationships. In sum, taking into account findings from previous studies it is unclear what relationship MAOA activity plays in antisocial outcomes in women, and calls for further investigation (Caspi, et al., 2002; Byrd Manuck, 2014). In attempts to understand the relationship between genes, environment, and aggression, the study by Caspi and colleagues (2002), as well as numerous studies that came out afterward, certainly advanced our understanding in the field. However, it is important to point out the limitations that characterise many of the research studies investigating the relationship between gene-environment interaction and adult antisocial behaviour. First of all, lack of published articles reporting null findings due to publication bias still remains a big problem in the field. As a result, published findings seem more robust than they actually are (Duncane Keller, 2011). Secondly, the samples of many studies, primarily those with female subjects, are often too small resulting in inadequate statistical power (Byrk Manuck, 2014). Indeed, negative findings had larger sample sizes compared to positive ones. These limitations make it difficult to correct for potential false-positive results (Duncan Kelle r, 2011). This is especially the case in replication attempts using female populations, and in neuroimaging studies. Finally, due to the difficulty recruiting participants for these studies, samples are often not easily comparable and consist of individuals with many comorbid psychiatric conditions, making it difficult to tease apart effects of certain genetic variations and maltreatment on specific psychopathology (McCrory, DeBrito, Viding, 2010). While there is strong evidence to suggest that genotype, particularly variants of the Monoamine Oxidase A gene, in combination with childhood maltreatment, plays an important role in reactive aggression in human adulthood, the exact underlying mechanism remains unclear. The aforementioned controversies call for caution when making any strong conclusions regarding the effects of genetic variation on antisocial outcomes. Further research, including longitudinal studies, genome-wide association studies, gene-environment-sex and gene-gene interaction studies, and neuroimaging studies, is necessary to better understand the underlying neurobiological mechanisms which underpin reactive aggression in humans. References: Blair, R. J. (2001). Neurocognitive models of aggression, the antisocial personality disorders, and psychopathy. Journal of Neurology, Neurosurgery and Psychiatry, 71, 727-731. Blair, R. J. R., Peschardt, K. S., Budhani, S., Mitchell, D. G., Pine, D. S. J. (2006). The development of psychopathy. Journal of Chid. Psychology and Psychiatry and allied disciplines, 47(3-4), 262-276. Brunner, H. G., Nelen, M., Breakefield, X. O., Ropers, H. H., van Oost, B. A. (1993). Abnormal behaviour associated with point mutation in the structural gene for monoamine oxidase A. Science, 262(5133), 578-580. Buckholtz J. W. Meyer-Lindenberg, A. (2008). MAO and the neurogenetic architecture of human aggression. Trends in Neuroscience, 31(3), 120-129. Byrd, A. L. Manuck, S. B. (2014). MAOA, Childhood Maltreatment, and Antisocial Behavior: Meta-analysis of a gene-Environment Interaction. Biological Psychiatry, 75(1), 9-17. Cases, O., Seif, I., Grimsby, J., Gaspar, P., Chen, K., Pournin, S., Muller, U., et al. (1995). Aggressive behaviour and altered amounts of brain serotonin and norepinephrine in mice macking MAOA. Science, 268(5218), 1763-1766. Caspi, A., McClay, J. Moffitt, T. E., Mill, J., Martin, J., Craig, I. W., Taylor, A., Poulton, R. (2002). Role of Genotype in the Cycle of Violence in Maltreated Children. Science, 297(2), 851-853. Davidson, R. J., Putnam, K. M., Larson, C. L. (2000). Dysfunction in the neural circuitry of emotion regulation- a possible prelude to violence. Science, 289(5479), 591-594. Duncan, L. Keller, M. (2011). A critical review of the first 10 years of candidate gene-by-environment interaction research in psychiatry. The American Journal of Psychiatry, 168, 1041-1049. Ficks, C. Waldman, I. (2014). Candidate Genes for Aggression and Antisocial Behavior: A Meta-analysis of Association Studies of the 5HTTLPR and MAOA-uVNTR. Behavioral Genetics, 44(5), 427-444. Lesch, K. P. Merschdorf, U. (2000). Impulsivity, aggression, and serotonin: A molecular psychobiological perspective. Behavioral Sciences and the Law, 18, 581-604. Manuch, S. B., Flory, J. D., Ferrell, R. E., Mann, J. J., Muldoon, M. F. (2000). A regulatory polymorphism of the monoamine oxidase- A gene may be association with variability in aggression, impulsivity, and central nervous system serotonergic responsivity. Psychiatry Research, 95, 9-23. McCrory, E., De Brito, S. A., Viding, E. (2010). Research Review: The neurobiology and genetics of maltreatment and adversity. The Journal of Child Psychology and Psychiatry, 51(10), 1079-1095. Meyer-Lindenberg, A., Buckholtz, J. W., Kolachana, B., Hariri, A. R., Pezawas, L., Blasi, G., Wabnitz, A., Honea, R., Verchinski, B., Callicott, J., et al. (2006). Neural mechanisms of genetic risk for impulsivity and violence in humans. Proceedings of Natlional Academy of Sciences of the United States of America, 103(16), 6269-6274. Nelson, R. J., Trainor, B. C. (2007). Neural mechanisms of aggression. Nature, 8, 536-546. Shih J. C. Thompson, R. F. (1999). Monoamine oxidase in neuropsychiatry and behaviour. American Journal of Human Genetics, 65(3), 593-598. Seif, I. De Maeyer, E. (1999). Knockout corner: Knockout mice for monoamine oxidase A. International Journal of Neuropsychopharmacology, 12, 241-243. Shih, J. C., Chen, K., Ridd, M. J. (1999). Monoamine Oxidase: from genes to behaviour. Annual Review of Neuroscience, 11, 197-217. Siever, L. J. (2008). Neurobiology of Aggression and Violence. American Journal of Psychiatry, 165, 429-442. Vatiello, B., Stoff, D. M. (1997). Subtypes of aggression and their relevance to child psychiatry. Journal of American Academy of Child and Adolescent Psychiatry, 36, 307-315. Viding, E. Frith, U. (2006). Genes for susceptibility to violence lurk in the brain. Proceedings of the National Academy of Sciences of the United States, 103(16), 6085-6086. Volavka, J., Bilder, R. J., Nolan, K. (2004). Catecholamines and aggression: The role of COMT and MAO polymorphism. Annals of the New York Academy of Sciences, 1036, 393-398.

Hitlers Rise To Power :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  As most people on this planet know, World War II has been over for more than 50 years. The ideals of Hitler, a man wanting to eliminate all Jews and minorities, are views that can be questioned. Most people have difficulties accepting failure, and when failure arises people look elsewhere to blame someone else for their shortcomings. In society these people are called scapegoats. The question that comes to mind is Who was Hitler and what were his thoughts?   Ã‚  Ã‚  Ã‚  Ã‚  Most prominent leaders that can be thought of as great dictators were extremely forceful. Julius Caesar and Napoleon both rose up during troubling times of their country. They did this by going to war and winning, they would take over a country, set up a government, and then move on. Hitler was the exact opposite, he was a barbarian who ruled by striking fear into people. â€Å"They regard me as an uneducated barbarian. Yes, we are barbarians! We want to be barbarians! It is an honorable title.† (Rauschning, Hermann. The Voice of Destruction New York, 1940, p.80) The government that Hitler proposed had no real law. The people were to follow what they were told by those who were ranked above them, thus always leading back to Hitler. Hitler taught children to spy on their parents, and then report their wrong doings. He wanted people to hate their neighbors. He wanted those people of different, and for that matter â€Å"wrong† religions, political party, and/or race to be eliminated. A lot of the time when people look at history books and see a leader such as Hitler they might think that it was a long time ago, or that people were not that smart. Hitler rose to power in a time when people were literate, a majority of people were fairly smart, and none the less it was a mere 50 years ago.   Ã‚  Ã‚  Ã‚  Ã‚  As most people across the globe will agree Hitler had unsightly political views. He preached that before a government can reach a victory or a happy state it must first undergo a change. This is why the nazi movement was necessary. Hitler preached propaganda, the information that today would be found in The National Enquire. What he preached was what people wanted to hear, it was an easy route out of all of their troubles. He was able to relay his message across the people in Germany and draw more than a third of a vote in a free contested election.

All you need is love Essay

â€Å"All you need is love†, it’s perfectly described by the Beatles, and indeed it is. Love, the greatest gift of all, the most important thing for every single one of us. Loving your friends, your family, your pets, or, especially, that precious boy or girl, man or woman. It’s the phenethylamine that makes us fall in love and gives us that incredible feeling when we see a special person. After a few years our body gets used to that hormone and the endorfines in our brain take over. They give us the warm, calm, safe feeling with a person. However we live in a society where we can all fall in love with the person we want, there are still places in the world where people can’t. Forbidden love or arranged marriages, it sounds way too outdated to us, but it unfortunately still exists today. When we say love, hate isn’t far away. It’s mostly considered as the opposite of love, but we have to see it badly enough as a synonym. Lots of relationships go wrong and end up in hating each other or in very few cases it ends up in harming each other or even killing each other, which is called a crime of passion. Why does it go wrong? Wasn’t love the most precious thing on earth? Well, with love comes crave to be with a person, jealousy, fear to lose that person and discussions with that person, which leads often to distrust. When you are loved and have everything you need, it’s apparently not so difficult for too many people to flirt with others or even cheat. For many couples, the fourteenth of February is the day to prove their love, but for others it’s exactly the same average day. Every Valentine’s day tons of flowers and tons of chocolate are sold all around the world, not speaking of the incredible amount of money that is spent on that day. For the happy singles in the world, there is Singles Awareness Day (SAD), also on the fourteenth of February. Valentine’s day or not, we should prove our love also every other day of the year. There can be concluded that without love the world would not survive, we have to make love not war. Every person should be able to love the one he wants, without being judged, being harmed or being forced to. The Beatles are absolutely right: â€Å"Love is all you need†.

Research Paper on Technology

Research Paper on Technology Over the past decade, new technologies have come about having astronomically powerful impact on the economy. The leaps and bounds that the technology industry has taken weren’t always for the better. The downsides to all of these victories in man vs. machine have come with their problems and a price. These downfalls are far from over and we can expect a global conflict at the hands of technology in the near future. Technology has been used as a theft device in many respects, from jobs to copyrighted property. With unrestricted sources such as the internet, the ways to slow down this moral massacre are few and far between. Many companies fear technology more than they embrace it. Taking the giant leap into the twenty-first century has frightened some veteran companies to enough to keep them from attempting anything as simple as a corporate website. In 1999, there were over 4,000 lawsuits against technologies. All of these claims were staked on the theory that these new technologies were a threat to the companies’ clients and profits (Economic Evaluation). Such technologies included handheld devices for stock market observation or software that stored passwords to important restricted files. Devices such as these were originally designed to simplify the process of purchasing and trading stocks. Like-wise, such programs were developed to quicken access to files that may be time-crucial in monetary factors (U.S. Securities and Exchange Commission). Morality can also be weighed in as a large factor in the decision to integrate newer technologies into your personal corporate empire. Many business owners in their middle ages feel it down-right immoral to recruit machines as field workers (Atlas of U.S. Economy). A product still in beta-stage is one of a new breed of concepts. It is considered part of a new line of ‘smart technologies.’ This particular device has its user fill out a list of preferences and once completed, it acts as its user’s stock broker. It does all the bidding necessary according to its owner’s financial position and risk-taking preferences. However, this device may remain unreleased longer than originally anticipated due to strong protests by professional stock brokers and financial conservatives alike (Hugh Watson). White-collar jobs aren’t the only district of profession that have been and will continue to be greatly affected by new technologies. The music industry has grown by leaps and bounds, especially in the last two years, with the advancement of a technology known as pro-tools. Pro-tools allow you to digitally record, edit, and duplicate your own music into a professional sounding project. Digital cut and paste techniques have simplified the recording process by enabling audio enhancements that older recording engineers would salivate over (Kelin J. Kuhn). The use of pro tools can turn any aspiring garage musician into the next record chart topper by opening the doors to any within a middle-class budget. However, many feel that this is perhaps a door that should have remained closed to these new arrivals. These technologies make much of the talent once needed to create these aural masterpieces obsolete (Impact Fall). Even communication has been revolutionized time and time again by today’s advancements. The ever-growing fad of cell phones manages to multiply itself at an incredible rate year after year. With their introduction to society in the 1980’s, cell phones were rarely used. They were bulky and considerably expensive to maintain. Twenty years later, that same concept built off the idea of mobile communication can not only be found in the hands of corporate executives, but the children of part-time dishwashers. The resources needed to obtain and activate a cell phone have drastically decreased and continue to do so as the technology becomes more and more available (James M. ONeill). Headset devices and microphones simplify the already childishly easy protocol of talking on the cell phone by freeing up the speaker’s hands. Around the bend for this phenomenon is a headset and microphone much like the ones available now, difference being the lack of central device. The act ual phone part of this pocket communication network will but cut out all together. The receiver for the orbiting satellites will be in the earpiece of the device and dialing will be voice activated. The only thing keeping this advancement from release is a potential health risk that is still being investigated by health boards from possible radiation leaking from the receiver which would be located right next to the aural cavity (Kelin J. Kuhn). Perhaps in the most literal interpretation of theft, piracy is a fast-growing phenomenon among adults and children alike. A face the music industry would like to (but never will) soon forget is that of a man named Shawn Fanning. Shawn Fanning created a program named Napster named after a nickname given to him by his friends. Napster made it possible for users to ‘share’ music files on their computer with other people simply by putting it in a folder that could be browsed by another computer outside the LAN. This angered many artists including a man named Lars Ulrich. Ulrich best known as the drummer for Metallica, sued Fanning and several frequent Napster users for illegally downloading Metallica MP3 files. This spelled the end for Napster. This pioneer gnutella program would eventually release a subscription version of its originally free program. However this release went ignored by a public now hooked on the file sharing frenzy (The Arizona Office of Public Affairs). The main gravitation of people flowed to another program known as Morpheus for their file sharing needs. Two key differences between Morpheus and Napster were that Morpheus didn’t just offer music, but additionally offered videos, documents, and software to any of its non-paying members. Also, it delivered the ability to download these media files from multiple users simultaneously, thus increasing download speeds drastically. Morpheus was the merged product of two sponsor-supported companies known as Music City and Kazaa. In the midst 2001 and all of Morpheus’ success, Music City made the overall fatal decision to follow suit with Napster and become a pay service. After this, Kazaa divided from the Morpheus merge to form its own program. Since many users agreed with Kazaa’s decision, the file sharing was not slowed at all. Kazaa’s rise in popularity couldn’t have come at a better time for the frequent internet user, this being because the rise of broadband internet subscribers was flourishing. Broadband internet (which is now used by 65% of CT residents and 47% of the total U.S. residents) increases internet interaction speed by exponential amounts. The simple act of downloading the newest Hollywood hit which would have taken days on dial-up internet can now be completed in a time window as small as an hour or two (Bob Jacobson). The world leader in computer technologies, going by the name of Microsoft Inc. was subjected to an attack of piracy upon the release of their recent popular operating system Windows XP. The ‘Professional’ version of this software was pirated so massively that its product code had to be disabled from windows updates on the Microsoft site. Furthermore, one month before the scheduled legal release of this OS, it was already installed and running on 30,000 computers nationwide. This is a perfect example of one of the biggest known piracy problems. The ability to obtain and/or exploit a technology before it’s even supposed to be available to the general public. There’s a trial scheduled to commence on the piracy issue as a whole in early 2004 (Hugh Watson). These issues cannot be solved with one simple solution. They come with many consequences attached no matter what is decided. Advancement is inevitable and can be very beneficial to any business. However, many developers of newer technologies see it fit to design their product for stealing or destroying. Regulation is most likely one of the best possible solutions to this problem. Many businesses could flourish if only they’d give into the obstacle of technology and accept it. Perhaps they wouldn’t be so apprehensive to do so if so many people weren’t developing their ideas only to hurt others morally and financially.

buy custom Emily Dickinson’s Interpretation of Death through Her Poetry essay

buy custom Emily Dickinson’s Interpretation of Death through Her Poetry essay Introduction Emily Dickinson uses rhyme, tone, metaphors and imagery to communicate her concepts about the ambiguity of death through her famous poem I Heard a Fly Buzz - When I died- (Cameron 275). People often formulate mixed beliefs, thoughts and conceptions about death depending on the culture of their communities. The topic of this poem portrays the experience of anxiety, fear and uncertainty as to the things to expect after death. At some point in life, every person is interested in acquiring about death and dying after the death of a family member, a friend or a spouse. Death is a part of life that all living things must go through but the notion put on death makes the last moments of life hard for the departing souls including the people left behind. This poem draws the attention of a reader because it is not directed to the people in the poem but the audience reading it. This means that the poem gives the reader a glimpse of the different feelings people experience when they are dying an d how uncertain they are about eternal life. Emily Dickinson uses a fly as a figure to represent dying and death. Flies are always associated with decaying matter but in deeper meaning, it represents the angel of death or the grim-ripper who comes to take the soul of the dying writer. The poem is from the perspective of a death poet and implying that everyone will end up in the same situation at the end of life. Thesis statement: This poem will discuss the deeper meaning of the metaphors and words in Emily Dickinsons poem, the modern concepts of death and the reality of death. Interpretation of the Poem In the poem, Emily Dickinson uses 16 lines which are divided into four stanzas to describe her final moments on the earth. The poet uses past tense in describing what the speaker experienced during the dying process. The death in this poem is painless but the notions placed on death and life after death make the process of dying more dreadful. The first line of the poem introduces the fly and death, both of which play principal role throughout the entire poem. The Stillness in the Room- (line 2) describes the description of the environment where the speaker is dying. The speaker is in a quiet somber setting dying on her deathbed (Cameron 275). In the next two lines, she compares the mood in her room as that of a storm that shakes the environment. The heaves used in the poem suggest that great turmoil will ensue the moment of dying and that more confusion will follow. The stillness in the room shows how the people are watching her during the dying moment is silent. The eyes beside had wrung them dry- (line 5) describes the mood of the people around her. They are exhausted and overwhelmed with grief from witnessing the speaker dies on her deathbed. In line 6, the watchers of the dying speaker are holding their breaths waiting for the moment of death. For that Last Onset, when the King- (line 7) suggests that the speaker and her watchers are preparing for death, which is the end of life (life) and according to Christianity, death signifies a new beginning in eternal life (Onset) (Ed. Stanford 118). The king refers to God, death or Christ who comes to take away the soul of death as indcated in line 8. In the third stanza, the speaker accepts her situation on the reality of death and is ready to die. I willed my Keepsakes, Signed away (line 9) suggests that the speaker cuts all her attachments to her family and friends and draws to the climax of death. As the speaker is waiting for an extravagant entrance of God or Christ, a fly that could suggest Satan or death interrupts her line of thoughts or concepts on death. In-depth meaning could suggest that the fly often associated with death and decay has presented itself to take the soul of the speaker to the underworld where it belongs or it could literally mean that an annoying fly interrupted her thoughts about the dying moment. The last stanza indicates the last moments of the speaker using the fly as a figure of death. With Blue, uncertain stumbling Buzz (line 13) suggests that the speaker is confused, uncertain and insecure about life after death because she confuses the colour of the fly (Ed. Stanford 118). The angel of death tak es center stage of the last moment of dying by coming between life and death. Eyes are always considered the windows of the soul in human life, so when the speaker said that the windows failed, it implies that her eyes closed, shutting the light of the day and life out of her life. Modern Concepts of Death in Relation to the Poem Writers in the 19th century lived in the society where Christianity was the dominant religion. This contributes to the form of writing Emily Dickinson and other famous poets adopted when referring to death (Cameron 275). They all believed in life after death due to their faith in religion. The modern world has evolved and people are divided in terms of religion, race and culture. Christians have maintained their stiff belief in life after death where people are advised to be practice righteousness so that when they are in their deathbeds, Gods angels will take their souls and they will ascend to heaven. The sinners are sent to the underworld where Satan will subject them to eternal suffering. Scientists believe that the death of a person signifies the end of life both in physical and spiritual form. Most scientists and believers of science contribute to the enhancement of the science by donating their organs or the whole body after death. Egyptians and other African cultures believe in reincarnation where the body of death is restored in its usual form because a newborn in the community is believed to have risen form the dead in form of a new and young body of a child. The Indian community believes that cremation will make the dead occupy the seas and oceans after their ashes from the incinerators are spread across water bodies. Reality of Death in Contemporary Society Emily Dickinson interpreted the reality of death in every human being through most of her poems but the famous one is I Heard a Fly Buzz - When I Died as she addresses the audience from beyond the grave about her struggle with death (Cameron 275). The fear of the unknown is what makes death a dreadful experience for people who are dying and those witnessing the ordeal. Cessation of life whether it is painful or painless creates an illusion of heaven and hell. People who are about to die receive prayers from religious elders because they believe that the journey to the afterlife is filled with trials and tribulations. Psychologists on the other hand have enjoyed a prosperous career in therapy and counseling people who are in grief because of the death of a loved one. People attend therapy to deal with impending death of a spouse in cases of terminal illness or fatal casualties in an accident, victims of violent crime or natural disasters. Some people want to know how to handle their own impending death in existence of long-term illnesses. Emily Dickinson shows how death brings grief in the community because people will not see, talk or touch the dead, which is a clear indication of what will happen to each human being alive (Cameron 275). The reality of death is now a common topic in the contemporary society. Causes of death include diseases, crimes, accidents, suicide and natural catastrophes that claim many lives in few hours. It is important for the reader to know what to expect when a member of the family, a friend or a spouse dies. The reaction to the loss of a loved one includes deep sorrow and denial but therapy before and after the loss of a loved one equips a person with self-supporting tools to handle any situation relating to death. Therapists advise their clients to view death as a rite of passage in all living things and to accept the reality of good and bad, happiness and sadness and finally life and death. Therapy on reality of death allows a person to develop a high emotional intelligence that acts as a life-support for all problems both internal and external which cause emotional pain that might lead to depression and suicide (Rogers 59). Accepting the reality of death is living in harmony with the environment, because if human beings were given immortality, the whole universe would be in turmoil in maintaining order and justice, creating living space and fending for food and water. Many people do not understand the concept of death in human life but it is as important as life because for the population to balance in the ecosystem, people must be born and die concurrently. When people accept the reality of death, they continue living even after experiencing great loss and accept that both life and death create uncertainty (Rogers 70). People create wills that will benefit the people who are left behind and it has become a common case where parents and spouses sign wills. This is beca use people have accepted the reality of death and that it can happen at any moment in time, just as the speaker in Emily Dickinsons poem did when she cut all her attachments from the world and allocated her possessions to her watchers. Conclusion Emily Dickinson used poems to interpret her view of death. In the poem I Heard a Fly Buzz When I Died, she shows the audience the mood of the people around her when she was dying, the ideas and thoughts about the uncertainty of death. The poem is relevant to every person in the contemporary society because it shows how life and death are still ambiguous. Death is an unpleasant fact that every person must pass undergo and the only way to embrace nature at its best is to accept that it will claim all human beings at different periods. This poem shows that both life and death are vague and to live happily, people must accept the uncertainty. Buy custom Emily Dickinson’s Interpretation of Death through Her Poetry essay

Leadership Assignment Example | Topics and Well Written Essays - 250 words - 14

Leadership - Assignment Example He travelled the world spreading his teachings, which were to bring equality in the world. Similarly, Prophet Muhammad was also one of the leaders that displayed utter diligence in leadership during his tenure. Prophet Muhammad, as a leader, traveled across the world spreading Islamic teachings. His deeds, actions and manner of expression made it possible to relate to a large number of people across the world. In fact, Malcolm X was considered the most influential leader after Prophet Muhammad. Leadership is essentially a social interaction tool where one person is in control while the others extend support in achieving a common objective. Leaders have to provide direction in ensuring the common objective is achieved. Leadership entails a person that is straight forward and has the influence to effectively control the other people (Lussier and Achua, 2009). Such leaders are able to control organizations, manage resources despite concentrating on their personal issues. Leaders should, therefore, initiate projects, have positive influence on others, protect the rights of the people they lead and encourage peaceful living. Leaders that display such characteristics often leave adorable

Taxation Coursework Example | Topics and Well Written Essays - 2500 words

Taxation - Coursework Example There are many reasons why taxation is practiced by the government in any country. One of the main reasons is to pay expenditures for the government. The expenditures includes, paying for the public expenditures that happen in the daily life like cleaning the environment and maintenance of the cities. All this is managed by the government and catered for by the revenues the citizens are taxed. The country may lack enough revenues and decide to borrow which is not a secure act. It is good for the country to maintain its economy by using more of the taxation money for such expenses in order to avoid dangers like inflation. By doing so, the public goods produced in the country and the merits can be well be provided from the taxation fee than borrowing the fee from outside country which may affect the country very heavily. The current UK budget can clearly show how the taxation is utilized by introducing austerity measures which raise the VAT and cut the costs of the public services. Rec ently, billions of cash was cut from the budget of the new coalition government of the UK. All the departments except the health and oversee aid cut their spending to over 25 percent where by it created a chance of making 750, 000 new jobs (Finney 2005). This looks because the government has created new job opportunities in the country. Another reason for taxation is for the government to correct the market failure. The government has the right to intervene into the individual markets in the country to govern them and correct them by lowering or raising their taxes. This is majorly to increase or decrease the demand of the goods and services. The demand of demerits goods such as cigarette can be reduced by increasing its taxes. This is for the better of the country by discouraging the citizens not to be taking the cigarettes and polluting the environment. On the other hand, products like books and educational goods can be exempted from raising the taxes and