Crucial Scene in Macbeth: The Dagger Soliloquy Essay

So far, the play has hurdled through seven scenes of mounting tension and now  tithers on the threshold of regicide. At this point, Shakespeare freezes the action. In the tension of silence, both character and play develop on new levels. For Macbeth, this soliloquy, in A.C. Bradley’s words: â€Å"is where the powerful workings of his imagination rises to a new level of visible intensity as his conscience manifests itself as an air-drawn dagger.† This is the first glimpse of a vigorous imagination from which stems the guilt-inspired hallucinations that will torment him. Bradley concludes that â€Å"his imagination is a substitute for conscience†, but this isn’t all. This soliloquy expresses macbeth’s most profound fears and hopes, and the dagger symbolises the fulfilment of his black desires. It conveys his internal struggle to divest himself of fear and scruples to become wholly committed to murder. His attempt to grab the dagger indicates his desperation to accomplish the deed before any regrets. Yet the past tense in â€Å"the way I was going† suggests that realisation of his desires has blunted blind courage. Macbeth’s difficulty in overcoming his conscience demonstrates that murder goes against his person, and he has to fight his own nature to carry it out. This soliloquy halts the action for us to absorb this crucial element in his characterisation. His struggle also alerts us to his suffering and heroism. The â€Å"heat-oppressed brain† and his confusion as his eyes and touch contradict each other emphasises his tortured, conflicting mind. Macbeth seeks the reassurance of reality, drawing his own dagger in fear and frustration of confusion. He ultimately rejects the illusion, attributing it to the ‘bloody business’. S.T. Coleridge suggests that macbeth â€Å"mistranslates the recoiling of conscience into selfish reasonings due to his cowardice.† From then on, there’s a grim acceptance of the deed and Macbeth bids the earth to â€Å"hear not his steps†. According to Samuel Johnson, â€Å"that Macbeth wishes to escape the eye of providence is the utmost  extravagance of determined wickedness†, yet Bradley interprets Macbeth’s aligning himself with evil as â€Å"frightfully courageous†. From such varied analysis emerge a humanly complex man driven by his internal turmoil to the point where survival requires that courage straddle fear. On the play’s level, this scene guarantees Duncan’s death. The dagger is a symbol of Macbeth’s resolution, turning its handle toward his hand, spurring him to ‘clutch’ it. The personification of ‘withered Murder† gives the deed a concrete tangibility. And Macbeth’s final words â€Å"whiles I threat, he lives† show his cold determination. In confirming Ducan’s death, it marks a turning point in the play, as Macbeth fulfils the witches’ prophecy. Another turning point is in Macbeth. He lets the dagger marshal him toward the deed, pursuing the illusory rewards offered by evil. In David Elloway’s words: â€Å"He’s entered a world of deceptive dreams and moves through it with the mindlessness of a sleepwalker.† Macbeth expresses his fear of the ‘sure and firm-set earth’, which is a symbol of reality. This shows his tendency to take meaning at face-value, justifying his blind confidence in the witches later. The soliloquy’s dark imagery enforces the magnitude of Macbeth’s crime, and foreshadows its consequences. Blood appears both on the blade and handle of the dagger, insinuating that he cannot emerge cleanly from the deed. Associates of night and evil are evoked to set the scene for murder. The apparent death of nature during night connotes the unnaturalness of the deed. Coleridge believes that â€Å"the dimensions of murder are expressed in the portrayal of its movement.† Murder moves in three ways: stealthily, as that of a trained assassin. Then, with Tarquin’s ravish, equating it with rape. And, like that of a ghost’s, a mindless wraith â€Å"alarumed† to fulfil his sole purpose. By portraying the diverse facets of murder, Shakespeare demonstrates its profound unnaturalness, and the magnitude of its consequences. Also, this crucial scene reinforces the themes and motifs of the play, extending upon their importance. Primarily, it illuminates the conflict between appearance and reality. Despite the apparent solidity of the dagger, Macbeth cannot grasp it. This dramatises the deceptive nature of appearance. The latent meanings of many lines epitomise the idea that the full truth is hidden by face value. The phrase: â€Å"dagger of the mind† doesn’t merely mean an imaginary weapon, but also the bane of the mind – a rancour in his peace. Only both meanings together can convey Macbeth’s turmoil and the depth of his thoughts. The image of blood in ‘gouts’, the darkness of night, and the non-restriction of action to merely human agencies are potent elements of this soliloquy. These are what create the ominous ambience of the play. According to Bradley, â€Å"macbeth gives the impression of a black night broken by flashes of light and colour.† Here, the glimmering dagger and the potent colour of blood create this effect. Such vivid and violent imagery are what characterises Macbeth. Shakespeare’s pre-eminence as a dramatist is due to his capacity to create vivid images that embody powerful human emotions. This soliloquy brims with such imagery and symbolism, and is imperative in promoting Macbeth, the simplest of Shakespearean tragedies, to be the most broad and massive in effect.

Demand, Supply and Market Equilibrium

Demand, Supply and Market Equilibrium Every market has a demand side and a supply side and where these two forces are in balance it is said that the markets are at equilibrium. The Demand Schedule: The Demand side can be represented by law of downward sloping demand curve. When the price of commodity is raised (ad other things held constant), buyers tend to buy less of the commodity. Similarly when the price is lowered, other things being constant, quantity demanded increases. The above figure shows quantity demanded at different prices.Here we can observe that the quantity demanded increases as the price decreases and vice versa keeping other things constant. This happens basically due to factors namely Income effect and substitution effect. Demands for any quantity is determined by three factors namely want for the commodity, will to buy the same and ability to buy the same. A whole array of factors determines how much would be the quantity would be demanded at a given price i. e. the other factors that are mentioned above: 1. Average income of the consumer 2. Size of the market . Prices and availability of related goods 4. Tastes and preferences of the consumer 5. Special influences Shift in demand curve Vs Movement along Demand Curve or Change in Demand Vs Change in Quantity Demanded A change in demand occurs when one of the elements underlying the demand curve shifts. For example if a person likes Pizzas and his income increases. So as his income increases he will demand more of pizzas even if the prices of pizzas do not change. In other words, higher income level has resulted in higher demand for pizzas i. e. here are a shift n the demand curve or change in demand. Again if the price of pizzas fall and other things viz. income of the consumer remains same. Again there would rise in quantity demanded. This increase in quantity demanded is due to decrease in price. This change represents movement along demand curve or change in quantity demanded. Further th is can be explained by the following graph. Here we can observe that with increase in income level the consumer shifted to series 2 and with decrease in price of the commodity he would move along the same demand curve in series one.The Supply Schedule: Supply schedule shows the amount of a commodity that the seller would like to offer for sell at various prices. Supply curves are drawn on assumption of constant technology, and input or resources (labour, land and capital) prices. The above curves shows amount of commodity that a supplier would like to sell at various prices. For example at a price of Re. 1 he does not wish to sell any quantity and at a price of Rs. 5 he would like to sell 18 units of the commodity. There are various factors effecting supply curve they are stated as follows: 1. Technology . Input Prices 3. Prices of related goods 4. Government Policy 5. Special influences Shifts of Curves Vs Movement along the curves As is the case with the demand curve, supply curve s also follow the same principal. Change in any of the above mentioned factors would cause a shift in curves and any change occurs due to change in price it is called movement along the curve. The same is shown below: Equilibrium of Supply and Demand The market equilibrium comes at that price and quantity where the forces of supply and demand are in balance. At the equilibrium price amount that the uyer wants to buy is just equal to the amount that seller wants to sell. The reason we call this equilibrium is that when the forces of supply and demand are in balance, there is no reason for price to rise or fall, as long as other things remain unchanged. In economics equilibrium means that the different forces operating on a market are in balance, so the resulting price and quantity reconcile the desires of purchases and suppliers. Equilibrium can be shown and explained by the below mentioned graphical representation. The above graph shows at a price of Rs. 0, quantity demanded and sup plied is 19 units. Any increase (or decrease) in price would result in fall (or rise) in demand, keeping the other things constant. Further the relationship between demand curve and supply curve are discussed as below: | Demand and Supply Shifts| Effect on Price & Quantity| If Demand rises| Demand curve shifts to the right| Price , Quantity | If Demand falls| Demand curve shifts to the left| Price , Quantity| If Supply rises| Supply curve shifts to the right| Price , Quantity| If Supply falls| Supply curve shifts to the left| Price , Quantity |When there is excess demand or excess supply, the market by determining the equilibrium price and quantities, allocates or rations out the scares goods among the possible uses. The market place through its interaction of supply and demand does the rationing. This is rationing by the purse. When cell phones was launched in India cost of both handsets and call rates were high, infact even incoming calls were charged exuberantly. Then came Relian ce with its dream of handing cell phones to each Indians.They came out with the concept of no charges for incoming calls and also came out with lower call rates as compared to the existing players it created an instant demand for its connections and hence captured major products and as a result all the existing players had to lower their tariffs matching to that of Reliance. Again the handsets were costly but Nokia came into the market with wide range of handsets and was instant hit. It captured the market initially. Recently we see Samsung coming out with lower ranged handsets with all the applications and features combined in its handsets at a lower price and creating a demand for its products.There are some exception to the theory of price and demand. There are few players in this industry which are exceptions viz. Blackberry and Apple’s i-phones. I-phones acts as an exception because of its features and the status and brand value it commands in the market. While Blackberr y has a feature called BBM and its image as business phones due to which it acts an exception to the law of demand as irrespective of its price business class still demands it. We can say that the market works on the demand and supply structure but still there are some exceptions to these rules also as discussed above.

Jeffrey Skilling Essay

In 1975 Jeffrey Skilling received his B. S. from Southern Methodist University in applied science, and in 1979 received his M. B. A. from Harvard. He was hired by McKinsey & Company as a consultant and in 1987 began working with Enron to help create a forward market in natural gas (wikipedia. org). Ken Lay hired Skilling in 1990 as chairman and chief executive officer of Enron Finance Corp. and in 1991 he became the Chairman of Enron Gas Services Co. Also, he was appointed CEO/managing director of Enron Capital & Trade Resources. Skilling was promoted to second highest position in the company, president and chief operating officer in 1979. By pushing an aggressive investment strategy, Skilling helped Enron to become the biggest wholesaler of gas and electricity (biography. com). On February 12, 2001 he was named the new CEO of Enron, replacing Ken Lay. Later in 2001, during the energy crisis in California; Skilling resigned on August 14 and shortly after he sold off large blocks of his shares of Enron. Enron declared bankruptcy in December 2001. The Federal Bureau of Investigations indicted Skilling on 35 charges, which he pleaded not guilty on February 19, 2004(wikipedia. org). His trial began on January 30, 2006 and lasted four months. On May 25, 2006 he was found guilty on one count of conspiracy, one count of insider trading, five counts of making false statements to auditors, and twelve counts of securities fraud; and not guilty on nine counts of insider trading(wikipedia. org). October 23, 2006 Skilling was sentenced to 24 years and 4 months in a federal prison and was fined 45 million dollars. Skilling began serving his prison term on December 13, 2006 at a low security federal prison in Littleton, Colorado. His release date is scheduled for February 21, 2028 according to the Federal Bureau of Prisons.

Platon's Allegory of the Cave. Reaction Essay Example | Topics and Well Written Essays - 500 words

Platon's Allegory of the Cave. Reaction - Essay Example According to the allegory tells of a story where there are prisoners put in a cave chained together from childhood each of them facing the wall. Behind them is a huge fire that causes shadows to be formed on the wall. Therefore the prisoners only see the shadow and according to the allegory the prisoners come to accept the shadow is real since they are unable to grasp the whole picture. They basically accept what they are accustomed to seeing. The shadows represent the messages given to the society by politicians, people in business and the media who control how we perceive things. There are many chains holding people prisoners in a cave for fear of cultural acceptance for instance when a political leader wants to spread propaganda. Many people would want just to believe â€Å"the shadow† projected to them rather than see the actual objects. After a while one of the prisoners is escapes captivity and this forces him to see the bigger picture of the cave. He is also made to move out of his familiar cave into the light which he painfully does. He is able to see the object casting the shadows these represents the things that influence our perceptions and sense of judgment. They include people in politics, media, and business, religious and educational leaders. Our leaders tell us what to believe they pass on to us their own ideologies for example our political leaders. Most people do not want to formulate their own opinions and would rather depend on what is projected for them Being accustomed to living in the cave moving out into the light is not easy. He has to adjust to bright sunshine light. His eyes slowly open up to accommodated the light and in parallel to accommodate a fundamental view of the world. The prisoner has a newer view of reality and is transformed. In the light the prisoner comes to see a deeper, clearer and a truthful reality influenced by reason. The sun refers to the good that comes with the beauty and is so eager to share this

Getting goods on to the market Essay Example | Topics and Well Written Essays - 2000 words

Getting goods on to the market - Essay Example Under licensing, the licensor does not have to forego the ownership of the property (the brand name etc); hence its usefulness lies in a situation where the owner is not willing to lose his ownership. Also, the responsibilities of marketing, investing and manufacturing rests on the firm receiving the license. Franchising is another form of contractual arrangement between parties concerning the use of a firm’s brand name, logo, trademark etc. In case of franchise, the owner firm (franchiser) backs up the firm acquiring rights (franchisee) in all the standardised marketing and management activities against the payment of some royalty for permanent time period (Roof, 1994). Exporting is of three kinds, viz. direct, indirect and own. Direct exporting connotes a firm or a manufacturer reaches the market and sells its product with the help of an intermediaries or middlemen. On the contrary, indirect exporting implies a firm selling its products and maintaining direct relationship with the customers in the foreign markets. Own exporting refers to a firm that reaches its customer internationally without any involvement of middlemen in the trade. All the three exporting methods do not imply any sort of ownership and manufacturing in the international market (Czinkota et al, 1992). The success of exporting largely depends upon availability of proper distribution channels in the foreign market. Agency and distribution both are necessary elements in conducting export trade. An exporter can opt for any one of the agent or distributor to sell its products in a foreign market. Agent will not be financially involved in the purchase of the product; he will just get the product form the firm and sell it to the customers. Distributors on the other hand, first purchase the product from exporter and then sell it to the customers. The commercial factors that are likely to influence a firm’s choice concerning the marketing arrangement

Violence in the book of The Farming Bones by Edwidge Dantica and John Essay

Violence in the book of The Farming Bones by Edwidge Dantica and John Crow's Devil, by Marlon James - Essay Example John Crow’s devil is set against a religious backdrop in a fictional town of Gibbeah in Jamaica, which is known to be a very religious society. The plot revolves around two main protagonists; the first is an alcoholic priest, who is referred to in the story as the â€Å"Rum preacher†, whereas the other character is the exact antithesis of the â€Å"Rum preacher† in his teachings and beliefs, and is called the â€Å"Apostle York†. The events of the story takes place five years before the Jamaicans finally got independence and clearly sheds light on the violent aspect of society which was motivated by religious matters. The story is told from the perspective of two young women, Lucinda and a widow; both these women have strange soft corners for the Young apostle York and the um Preacher, respectively. The Rum Preacher, who appears to be highly sinful on the surface as a result of his alcoholism, is later evicted from the church by the Apostle York, who is on a mission to tear down the kingdom of Satan. He referred to the Rum preacher as a ‘spawn of the devil’. ... The violence that erupts as a result of the Apostle York’s preaching can be deemed psychological as well. This is vastly because the fear that had been instilled in them resulted in dire circumstances for all of then as there was no concept of redemption amongst the people, the society became highly dichotomized into sinners and the righteous. (James, 2005) The violence sheds light on Jamaican society as well and the rampant superstitious ideology that pervades the mind of almost every Jamaican individual. There are various ideas about witchcraft and devilry, and similar to the events that transpired during the notorious ‘Salem witch hunt’, many people were slaughtered under the suspicion of partaking in witchcraft or fraternizing with the devil. At one point, the rum preacher, who had sworn vengeance against the Apostle, is confronted by angry villagers with a mission to exterminate all that are known to be transgressing the commands of the lord, which were actua lly triggered by individuals suffering form internal conflicts of their own as they were struggling to find their sexual identity. Marlon James added a beautiful psychological perspective to this in the light of Freudian conflicts that individuals face at certain points in their life. The author has given a new dimension to carnage and religious fanaticism to explain the behavior and the violent acts that were carried out by the people against the sinners. The book carries number of references to the actual 1970’s massacre that took place in Jamaica and hundreds of thousands of people lost their lives in the violent surge that shook the country and its people. However, the

Individual Reflective Summary of the Project - How the reflection has Essay

Individual Reflective Summary of the Project - How the reflection has helped you in your learning about knowledge management in - Essay Example The conclusion of this procedure is evident in transformed conceptual viewpoints (Boyd and Fales, 1983). Boyd and Fales concentrated more on self actualisation. Here refection not only enhances the existing information, but challenges the theories and belief systems that are accepted. Atkins and Murphy (1994) improved on this concept by proposing that for reflection to have real effect on the people who practice it, it has to be followed by an intention to act according to the information acquired from reflection. The only issue that is not comprehensively addressed by these different observations of reflection is that they do not address the significance of having action come after reflection. Reflection refers to the dynamic, continual and careful assessment of any kind of knowledge on the basis of its supporting premises and any potential conclusions (Dewey, 2009). Reflection is indicative of the fact that a concept is disbelieved or believed because of some data, evidence, or bas is for that belief. Dewey (2009) stated that there are some three qualities that are evident in most reflective people: liberalism, wholeheartedness, and responsibility. Open-mindedness or being liberal denotes having the capacity to listen and accept more than one explanation of an issue (Hislop, 2009). It also means listening to different perspectives, and acknowledging the fact that even the accepted facts can be questioned. Responsibility refers to the desire to dynamically seek for truth and use the facts that have been revealed in particular problem situations (Fitzgerald 1994). Wholeheartedness is suggestive of the fact that a person can conquer his or her uncertainties and fears by making significant changes, as well as by assessing him or herself and the society at large (Samter and Burleson, 1984). Dewey observed that there were five stages of reflective thought: 1. Suggestion: A challenging situation is construed as being problematic, and a number of proposals are created and viewed as being potential solutions. 2. Intellectualisation: The consequences of the problem have been experienced, and are intellectualised so that the difficulty may be resolved. 3. Guiding Concept: One proposal after another is employed to be a potential solution, or hypothesis; the primary proposal can actually be perceived as a working hypothesis to start and direct observation as well as other functions in the gathering of factual material. 4. Reasoning: Reasoning connects all past and present concepts and contributes towards elaborating on the fact that the reflective inquiry has revealed 5. Hypothesis Testing: The refined concept is agreed upon, and the examination of this hypothesis commences (Dewey, 2009). Dewey viewed reflection as a kind of liberty from the practice of routine behaviour. He affirmed that reflection frees people from impulsiveness as well as routine behaviour. It allows them to direct our actions through foresight, and makes it possible for them to m ake preparations according to the purposes they reached through their deliberations (Dewey, 2009). Donald Schon's ground breaking views on concepts like, 'double-loop learning', 'the learning society', and 'reflection-in-action' grew to be accepted in educational practices. In the 70s, Schon, along with Chris Argyris, came up with the concept of double-loop and single-loop learning (Schon, 1984). Single-loop learning

Starbucks and Foreign Exchange Rate Risk Essay Example | Topics and Well Written Essays - 500 words

Starbucks and Foreign Exchange Rate Risk - Essay Example During its first years in the Philippines, one dollar is equivalent to fifty pesos. Thus, a cup of coffee has priced at around Php150. This pricing has barely changed through the years. Starbucks have continuously opened stores in the country especially when the business processing industry boomed making specialty coffee shops really popular. Though the Philippine operation is just small in comparison to the whole system of Starbucks in the world, it does contribute to the company's sales and profits. Since prices are denominated in Philippine pesos, the end of year revenues is converted into US dollar at the prevailing exchange rate which has important implications for the company. During 2005, the Philippine peso has steadily depreciated reaching Php55/US$1 (BSP 2008). So, for instance, if Starbucks revenue is Ps5.5 million, it can be converted into $100,000 during the period. However, recently the currency has been strengthened through the continuous inflow of remittances from Filipinos working abroad who are supporting their families in the Philippines. Thus, the exchange rate appreciated to Php45/US$1 (BSP 2008). In this situation, the Php5.5 million income can now be converted into US$122,222 higher than when the peso is weaker. This illustration just summarizes the exchange rate risks faced by a multinational business organization in operating in other countr

Why are ethics in sex research important Essay Example | Topics and Well Written Essays - 500 words

Why are ethics in sex research important - Essay Example For example, confidentiality is a key issue in sex research and it is enhanced when ethics are observed during the data collection process (McLaughlin 69). Ethics in sex research also help in gaining the support of the public for the research being conducted. Ethical behavior ensures that researchers observe integrity and conduct high quality research, as a result of which the public can fund such an initiative since it is being conducted with adherence to the set standards. Adherence to ethics in sex research is also important since it contributes to the promotion of social and moral values. While conducting sex research, it is essential to respect human rights, observe the law, as well as be socially responsible. In addition, it is important to ensure that the health and safety of the subjects being used in the research are guaranteed. When there are ethical lapses during sex research, the human subjects taking part in the research will be harmed and this is morally wrong (Ritzer and Ryan 546). Ethics in research are also vital since they help researchers to avoid discriminating their subjects. As an ethical obligation, researchers should treat all subjects equally and avoid discriminating some subjects when conducting research. Observing the code of ethics is also crucial in sex research since it enables researchers to abide by the law. Moreover, adherence to norms of research is an indication that the researchers are competent and the research results are valid and reliable. Respect for ethics is a prerequisite for professionalism and competence when conducting research. When researchers observe ethics during sex research, they manage to respect the dignity of humans, autonomy, as well as privacy of the subjects involved in research. In addition, ethical conduct enables researchers to take the necessary precautions, especially when dealing with vulnerable subjects (McLaughlin 70) When conducting sex research, there are a number of

Assess Crowdsourcing in a Globalizing Market place Essay

Assess Crowdsourcing in a Globalizing Market place - Essay Example Various models are considered in addressing the concept and its implication to the intended purposes. The major models considered for this paper are PeoplePerHour and crowdflower (Knowles, 2012). In this case, PeoplePerHour is an instance of a facilitator while crowdflower is an instance of an aggregator. The type of labor used in the two cases is also considered with respect to Castell’s typology of generic labor and self programmable labor. In the paper, crowdsourcing is found to be important and very useful in developing low income countries (Knowles, 2012). Crowdsourcing can be defined as the practice, in which aspects like needed services, contents, or ideas are obtained through solicitation of various contributions, usually from large groups of people. This practice is especially done from the online community instead of traditional suppliers or employees. The process is applied in subdividing tedious work or in fund-raising startup charities and companies (Munro, 2012). Mostly, the process is an online task, but it can take place offline depending of the prevailing conditions of business. Crowdsourcing combines the efforts of many volunteers who are self-identified. Each own initiative contributor adds at least a predetermined portion to the final result, making its greater than it could have been. Unlike outsourcing, crowdsourcing has its work coming from a public, which is undefined instead of being commissioned from within a specific and a named group (Munro, 2012). How Crowdsourcing Works Crowdsourcing applies to many and different activities. It can involve the division of labor especially for those tasks that are tedious. These tasks are split to in way that they use outsourcing techniques that are crowd-based. The concept can as well apply to certain requests, which in this case have to be specific. Some of the applicable requests include crowdvoting, solutions, crowdfunding, broad-based competition, as well as in the general search for cer tain answers or missing individuals. With crowdsourcing, obtaining needed services, ideas, or contents becomes easier than ever before (The WritePass Journal, 2012). The concept is critically important in representing a company’s or institution’s act in taking functions after they had been previously performed by employees (Doan, et al., 2011). The company or institution in this case initiates this practice by outsourcing the given tasks to certain networks of people, which are usually undefined. These networks are typically in the form of open calls, and they can assume the form of production especially when the job has been performed in a collaborative manner. The tasks can also be undertaken by individual persons. The main idea of employing crowdsourcing as a concept is to help in exposing problems to many unknown solvers. The many reason is there the creation of solutions to business related problems. With crowdsourcing, problems are usually broadcast to usually un known groups of problem solvers. These problem solvers are usually open for any call for solutions to related problems. Users in this case are referred to as the crowd (Castells, 2000). These users submit solutions, which on the other hand are owned by the organization or entity that is responsible for broadcasting the problem. The entity, which broadcasts the

Relationship Between Depression and Addiction Essay Example for Free

Relationship Between Depression and Addiction Essay Depression is a psychotic disorder marked especially by sadness, inactivity, difficulty thinking and concentrating, loss of appetite, sleeplessness, and low self-esteem. I’m going to show how it all can affect each other. Depression can be both genetically inherited and brought on by a traumatic experience either as a child or adult. â€Å"Community studies have estimated the 24% of women and 15% of men will at some point in their lives is clinically depressed. † (Zautra. Emotions, Stress, and Health, pg. 133). Depression is an extended period of disturbance in both positive and negative affect systems. A black period in a person’s life can have a lot of negative emotion and very little positive emotions. You could have a great day and then next thing you know you’re in a depressive state. This can be attributed to various stressful events or small instances that can set a depressive state into motion. Everyday emotions or stressors can lead to feelings of hopelessness and low self-esteem. â€Å"Large depression is the stuff of breakdowns. † (Solomon. The Noonday Demon, pg. 17). Depression is like a building rusting over the years but with grief and insecurities that eventually collapse. There are two models of depression: The first is the dimensional: it is on a continuum with sadness that represents an extreme version. The second is the categorical: this describes depression as an illness separate from other emotions. Within depression one of the first things to go is happiness, but soon after your other emotions follow. Some of these other emotions are sadness, your sense of humor, and your belief in and capacity for love. Depression is highly dramatic and visibly different. Depression exists in time. Depression also doubles the risk of heart attacks. It’s insipid, fogs the days, disables the color in each day and weakens ordinary action. It leaves you tired, bored and self-obsessed. It takes away trust in any relationship, you start to think that people are talking about you or they don’t love you. You start to think that they don’t care. Some people are so debilitated that they shut down and push everybody away. Depression is an intense dark place; it causes uncertainty and loss of control. When you have an episode you can’t find your balance to right it. When it comes it degrades one’s self and ultimately eclipses the ability to give or receive affections. You end up going along the gradual path or a sudden trigger of emotion that brings you to a place that’s generally different than reality. You feel you are turning into something feeble, like a child that more and more of you will just blow away in the wind. It makes you feel less and less than normal. It makes you feel insignificant and you start to doubt your worth. It’s not the consequence of a reduced level of anything we can measure. It hits people in different ways. Some are predisposed to resist or battle through it; some are helpless in its grip. According to recent research, about 3% of Americans – some 19 million – suffer from chronic depression. More than 2 million of those are children. †(Solomon. The Noonday Demon. Pg. 25). Depression claims more years than war, cancer and AIDS. Pills and love are 2 ways forward. It now exists as a personal and a social phenomenon. In order to treat depression you need to understand the experience of a breakdown, the mode of action, medication, and the most common talking therapy. Intelligent treatment requires close examination on specific variants of depression. Children, elderly and gender are some of these variants. Substance abusers form a very large subcategory of their own. They disguise the depressive illness by self-medicating with alcohol and drugs. Depression and substance abuse form a cycle. People who are depressed abuse substances in a way to free themselves from feeling depressed. Some people who abuse substances disrupt their lives to the point that they become depressed. Drug and alcohol addiction can be classified as genetic. Addiction is also considered an illness. Some people abuse drugs and alcohol to escape the horrors of their family and work situations. Some use because they were abused physically and mentally. Other because of losing their children, employment or marital breakdowns. Substance abuse results in enormous costs to the abuser and their families. As in depression, feelings of loneliness and lack of positive emotion are a source of why addiction starts. I found as an addict myself that to control my emotions; I would use cocaine to escape. I abused drugs to survive through my emotions. This avoidance of pain, combined with the misinterpreting of the feeling of wanting may be what underlines the treadmill of addiction. Cocaine seems to block dopamine uptake, so that you have more floating around in your brain; morphine causes the release of dopamine. Research shows that if the brain is constantly flooded with dopamine it will develop a resistance to the drug. It’s why we as addicts need more and more to get high. When addicts go into recovery, they no longer have the excessive release of dopamine. They start to feel flat and depressed. Others with family histories of addiction tend to have lower levels of endorphins than those who are genetically and inclined to addiction. A depressed individual is likely to become addicted more rapidly than a person who isn’t depressed. Caffeine, nicotine and alcohol are the legal substances abused. Alcohol can do a great job of drowning out the pain. Cocaine is an expensive drug that causes a major crash after 48-72 hrs. It consistently depletes your neuron stores. This causes the crash. When you finally crash you have major fatigue, agitation and depression. Cocaine is considered to be a long term depression augmenter. Depression enables addicts. Depression weakens you and weakness is the surest path to addiction. Alcoholics Anonymous and other 12 step programs provide supportive settings in which people can safely share about their experiences with alcohol, depression and their own fears. With a sponsor and a therapist you can start on the path to healing yourself. Realizing what you need to change about yourself gives you the power to move on and eventually help others. It one of the hardest processes admitting that you are an addict. I know for me going back will kill me. Depression for me depletes my energy and causes me not to care about anything.

Citizenship Education Essay Example for Free

Citizenship Education Essay About the Citizenship Foundation The Citizenship Foundation is an independent educational charity that aims to empower individuals to engage in the wider community through education about the law democracy and society. We focus, in particular, on developing young people’s Citizenship skills, knowledge and understanding. Our work includes Citizenship resources for a wide audience from teachers to young offenders, national projects for primary schools, active learning initiatives for secondary schools, nationwide training programmes, and community-based projects to develop citizenship education as a collective responsibility beyond school and college boundaries. Theme 1 – Purposes and Values At the Citizenship Foundation we believe that the primary phase presents an important opportunity for children to make sense of the changing society and the shrinking world they live in. While primary school teachers have never found it difficult to think about what kind of citizens they would like their children to become, the opportunities for developing the children’s knowledge have, in recent years, been squeezed by the need to deliver the core subjects and the pressure of SATs. There are, at best, limited opportunities for teachers in English schools to cover social topics such as family or crime because, unlike the situation in many continental countries, there is no tradition of a social studies curriculum for this age group. B. B. 1. B. 2. The findings of the recent UNICEF report i underline the need to attend to pupils’ social well-being. For example the UK had the lowest proportion (43. 3%) of 11 and 13 year olds who described their friends as kind and helpful. We consider it of vital importance to cultivate in primary aged children a concern to act fairly, responsibly and with compassion. B. 3. We believe that Citizenship Education is essential to individual empowerment. Not only should it be statutory, it should be a core element of the primary  curriculum, integrating taught and experiential learning in a coherent way leading towards a full understanding of what it means to be a member of the community with rights and responsibilities. As part of our submission to the Education and Skills Select Committee’s investigation into Citizenship Educationii, we have called for the current joint PSHE and Citizenship non-statutory framework to be accorded statutory status The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007. 1 B. 4. ‘Every Child Matters’iii and the Education Act 2002 make it a duty to consult children. Children therefore need to be systematically taught and given opportunities to develop the necessary skills, language and confidence to enable them to participate fully in decision making processes. Citizenship Education provides an opportunity for broadening cultural, social and political horizons, particularly in respect to developing a sense of identity, and an appreciation of the diversity of our society. These important functions of a broad social education should not be relegated to the margins or the ‘optional’, as they are within the non-statutory programme of study. With the lowering of the age of criminal responsibility, it is important that children have the opportunity to establish a sense of social and moral responsibility and develop a clearer understanding of the nature of their legal and moral rights and responsibilities. Changing societal conditions and the earlier onset of adolescence have made it urgent for primary schools to do more by way of explicit social and moral education. For example, children are exposed to the media, and have access to the internet in a way that was not the case even at the time of the introduction of the National Curriculum. In 2003 the OECDiv placed the UK at the bottom of a league table of young people’s risk behaviours, which included drinking, smoking, bullying and sexual activity. At the Citizenship Foundation we believe that the primary curriculum should be broad enough to provide an intellectual foundation for choice, affording children the ability to make responsible decisions at later stages of their education. Citizenship Education supports children in their personal development, equipping them to investigate the wider social and economic world, and to develop personal aspirations for it. In addition it lays the foundations for their political literacy and promotes the skills of community engagement. It provides them with an early introduction to financial literacy and agencies offering welfare support, providing them with knowledge of where to go for help which is essential, in an increasingly complex world, to the economic well-being, both of the individual and the nation as a whole. B. 5. B. 6. Theme 2 – Learning and Teaching B. 7. We know that spoken language is a vital part of human learning in the first ten years of life, and that it is a strong determinant of children’s ability to handle the written word. Citizenship Education is a vital component in any holistic approach to literacy and oracy, providing children with opportunities to analyse, compare, evaluate, reason, argue and justify. The work of psychologists such as Mercerv demonstrates the educational importance of exploratory talk to address shared problems. Citizenship issues are rich in such potential because they are real and relevant. Dunnvi has shown that attitudes and social concepts are shaped from an early age. From Key Stage 1 Citizenship Education provides an opportunity for teachers to nurture the development of this understanding in the context of a variety of issues salient to the young people themselves, developing understanding and fostering empathy before attitudes become entrenched. B. 8. The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007. 2 It offers a context through which children can develop critical thinking skills and emotional literacy in a coherent, integrated way. B. 9. Current educational practice, and the emphasis on target setting has led to more individualised learning, yet Vygotskyvii has identified learning as a social, interactive process that requires discussion, exchange and the sharing of perspectives. Citizenship learning provides opportunities for participation and active involvement. It is characterised by social thinking, and cannot be isolated or atomistic, as typified by much of the learning that currently takes place. Activities involving teamwork and enquiry skills, using Wallace’sviii TASC (Thinking Actively in a Social Context) model for example, build a sense of interdependence and community. B. 10. Recent research shows that children’s peers can be a powerful influence on their receptivity and motivation to learn. We also know that profound knowledge is acquired through the practical application of knowledge: we learn best through doing. Citizenship is rich in opportunities for discussion and dialogue between young people, and for applying their knowledge to make a difference to the world around them. The most effective Citizenship Education is built around pedagogical approaches that place active learning at the core. B. 11. Researchers such as Margaret Donaldsonix suggest that concepts presented in familiar contexts enable children to grasp ideas more readily than when they are concept free, yet there is still a tendency to teach the core subjects in a vacuum. The notion of curriculum breadth needs to be critically revisited, such that breadth is defined through a range of learning experiences rather than simply a collection of subjects. We also know that children are more likely to recall matters which are important to them. Citizenship Education can satisfy both these characteristics of learning, firstly by presenting a real life framework, or ‘big picture’, to help children make sense of new knowledge, and secondly by tackling issues of relevance and value to them such as fairness, bullying and responsibility for the environment. Indeed, Citizenship Education can provide a meaningful context for much of the primary curriculum, particularly aspects of learning in Literacy, History and Geography. It can also afford children opportunities to demonstrate their abilities across a wide range of intelligences, including inter-personal and intra-personal, which are currently not recognised and assessed through SATs. Theme 3 – Curriculum and Assessment B. 12. At the Citizenship Foundation we believe that primary education should try to achieve ‘Excellence and Enjoyment’ x across all subjects. Currently there is a tendency to focus on ‘excellence’ in the core subjects while restricting ‘enjoyment’ to the foundation subjects in the wider curriculum, as tends to be implied by the Primary National Strategy (PNS)xi. A more holistic, coherent and enriched approach is needed, with the children’s personal experiences, and their place and future in society, as a key focus. The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 3 B. 13. During the primary phase children develop an increasing awareness of social and environmental issues. They are entitled to opportunities to develop more informed, reflective and balanced views on these issues. The curriculum needs to be constructed in a way which promotes a higher level of interaction and cognitive engagement, as opposed to teaching with low cognitive engagement leading to pre-determined answers. Citizenship, with its emphasis on oracy, active learning, and emotional literacy can play an important role in redressing the imbalance of an overly narrow curriculum, and in providing children with the opportunities to apply their knowledge in areas such as peer mediation, school democracy and community involvement. B. 14. Citizenship Education fosters social development and nurtures the social self, thus enriching the school community. ‘Citizenship-rich’ primary schools (where practices such as peer mediation, students as researchers and school councils are embedded) offer social learning activities which are shown to have maturational and behavioural benefits to the individual and for the whole school. These benefits have the potential to become widespread across all schools if Citizenship is made statutory. B. 15. Citizenship Education is currently under-recognised and under-developed in the primary phase. This is especially the case in Key Stage 2 where issues such as bullying, stealing, the role of the police, respect for law, and community cohesion issues are commonly addressed but not always from a Citizenship perspective or in a consistent manner. Yet this is the time when attitudes to authority figures are being shaped. Moreover, the risk is that key issues are overlooked. For example, whilst young people are criminally responsible by age ten, this significant fact and its implications, are not systematically communicated to primary school pupils as part of the statutory curriculum. B. 16. We believe that the core concepts and skills associated with Citizenship should be more precisely mapped and strengthened, and that there should be a clear pathway of progression, with identified cross-curricular links, from the Foundation Stage through to Year 6, bringing Citizenship Education into line with and providing a sound foundation for Key Stages 3 and 4. B. 17. With regard to formative assessment we believe that the most appropriate method of assessment at this stage of learning is one based on ‘success criteria’xii which leads to more focused teaching, and enables and motivates children to judge and improve their own performance in relation to the specific learning objectives which will have been identified above, for example objectives associated with enquiry and communication skills. B. 18. We are currently working with the QCA to develop an appropriate eight point assessment scale to support the teaching of Citizenship across the primary and secondary phases. This will be based as much as possible on the empirical work of developmental psychologists, including their work on concept and empathy development. The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 4 Theme 5 – Diversity and Inclusion B. 19. In his recent review of Diversity and the Citizenship Curriculumxiii, Sir Keith Ajegbo highlighted the need to promote understanding between communities, and the importance of combating intolerance and religious extremism. He suggests that teachers should be prepared to tackle controversial topics such as immigration and the legacy of the British Empire, and that Citizenship lessons are the appropriate forum in which children can ‘discuss and debate their identities’. Whilst his focus was the secondary curriculum, we believe that this work should begin in the primary phase. B. 20. Indeed, from April 2007, upon the implementation of the Education and Inspection Act (2006), all schools, primary and secondary, have a statutory duty to promote social cohesion. Citizenship Education provides the logical curriculum response to this duty. B. 21. Citizenship Education is the subject which provides the most natural forum for discussion of issues relating to equal opportunities, diversity, faith and culture. Work around topics such as ‘similarity and difference’ and ‘rights and responsibilities’ helps children develop empathy, deepens understanding and builds greater confidence to express personal views. It supports them in developing a sense of who they are, what they can do, and how they belong. Thus it helps create social cohesion, which is essential for our personal well-being, and the maintenance of strong communities. Theme 8 – Beyond the School B. 21. Every staff and governing body needs to reflect on the purpose of their school, and its wider relations with the community. Active community engagement is central to the Citizenship Education programme. Citizenship Education has the capacity for building links between home, school, and the community in which they are situated. Parents and their children belong to the same neighbourhood, national and global communities, and Citizenship Education can promote meaningful intergenerational activities. When children participate in projects aimed at making a difference to their community, or become engaged in research about the views and responsibilities of people from a variety of social strata and professions, they begin to see themselves as active members of wider society Theme 10 – Funding and Governance B. 22. When Citizenship Education is appropriately represented within the primary curriculum, it will need to be resourced and funded accordingly. At the Citizenship Foundation we believe there to be a need for a coherent National Strategy for Teaching and Learning in Citizenship, fully endorsed by the DfES and QCA, and that this can only be implemented with proper training for headteachers and their staffs. This analysis is now supported by the report of the Select Committee. Equipped with the professional expertise, teachers will be enabled to recognise, nurture and develop The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 5 particular interests, talents and capacities to make it possible for each individual to flourish in our society. B. 23. We recommend that every school be required to establish a school council constituted largely of pupil representatives, and that pupil representatives should be invited to become associate members of their school governing bodies, in line with the new governing body regulations introduced in 2003. C. Conclusion C. 1. Citizenship Education has the potential to create more effective learners by promoting a reflective approach, enabling connection of knowledge, developing greater facility for shared learning with others, and increasing engagement and self-direction. Above all, Citizenship Education can play an important part in developing engaged and responsible citizens. The Citizenship Foundation has always argued that the failure to make Citizenship Education statutory in primary schools was a missed opportunity and results in developmental delay in this area. There are examples of excellent Citizenship practice in the primary phase on which to build but we argue that that current provision (based on a non-statutory joint framework for PSHE and Citizenship) is inadequate, and deserves a much higher profile. We recognise that primary schools and practitioners will need support for the implementation of the above developments, and in the light of this the Citizenship Foundation is campaigning for: †¢ A designated co-ordinator in every school, supported by an LA adviser; †¢ Citizenship to feature in a revised primary SEF form; †¢ NCSL primary programmes to include a primary dimension; We will be pleased to discuss any aspect of this submission with the review team. C. 2 C. 3. C. 4. The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 6 References: i UNICEF Report on Child Well-Being in Rich Countries (2007) Education and Skills Select Committee Report on Citizenship Education TSO (2007) Every Child Matters DfES (2003) ii iii iv OECD League Table of Young People’s Risk Behaviour. Programme of International Studies Assessment (PISA) (2003) Mercer, N. (2000) Words and Minds: How We Use Language to Think Together. Routledge. Dunn, J.  (1988). The Beginnings of Social Understanding, Blackwell Publishing. Vygotsky, L. S. (1962) Thought and Language Cambridge,MA:MIT Press v vi vii viii Wallace, B. Maher. J. et al (2004) Thinking Skills and Problem Solving – An Inclusive Approach David Fulton Publishers Donaldson, M. (1978) Children’s Minds. Fontana Press ‘Excellence and Enjoyment’ DfES (1993) Primary National Strategy (PNS) DfES (2003) ix x xi as advocated by Shirley Clarke in Enriching Feedback in the Primary Classroom. (2003) Hodder Stoughton xiii xii Ajegbo, Sir K. Diversity and Citizenship Curriculum Review (2007) The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 7 About the Authors Marguerite Heath is an experienced Primary Headteacher who now directs the Go-Givers programme at the Citizenship Foundation. Go-Givers is a major new resource for teaching and learning about Citizenship in primary schools which is to be launched in June 2007. Don Rowe is Director, Curriculum Resources at the Citizenship Foundation and a co-founder of the Foundation. He has published and advised widely on Citizenship Education in Primary and Secondary schools. Tony Breslin is Chief Executive at the Citizenship Foundation and has published and advised widely on Citizenship Education and in a range of related educational fields. Ted Huddleston is a Project Manager at the Citizenship Foundation, and currently leads on the Citizenship Manifesto programme. He has published and advised widely on Citizenship Education. Elizabeth Griffiths is an experienced primary practitioner working on the development of Go-Givers at the Citizenship Foundation. Contact: Marguerite Heath The Citizenship Foundation, 63 Gee Street, London EC1V 3RS Tel: 020 7566 4148 Email: marguerite. [emailprotected] org. uk The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 8 The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 9.

Research: Sustainability Policy for EU Islands

Research: Sustainability Policy for EU Islands EU Island-Friendly Policymaking – Malta’s case Charlon Joseph Abela For us small island developing States, the question of sustainability is not an abstruse, arcane concern. It is rather a matter that affects the very nature of our existence. H.E. Mr L.Erskine Sandiford Prime Minister of Barbados[1] Table of Contents Abstract European Union policy is not considered to be one which well reflects the sustainability challenges which islands continuously face. The EU policy approach as regards sustainability issues has been regarded as an incremental and a fragmented one. This paper seeks to identify the main sustainability challenges faces by EU islands and strives for the achievement of their awareness. The current definition of islands is also noted. Here, the problem lies on the fact that the definition of islands is rather restrictive and consequently excludes island states. Additionally, one should also not the fact that both insularity as well as peripherality fall within any of the categories of the Union’s Impact Assessment guidelines. One of the main problems which put European islands at a disadvantage is that since they are found in different administrative strata of the EU, a lack of harmonisation vis-à  -vis statistical data and other elements exists. This hinders the efficient monitoring of sustainable development. Malta’s role in stressing these problems as suffered by European islands will be considered in the light of the European Union’s policy-making. Keywords: European Union, Sustainability Challenges, Definition, Impact Assessment guidelines, Harmonisation, Policy-Making. Research Question Starting off from the theories of the main proponents on the subject of Sustainable Development the author of this paper seeks to discover how European Union (EU) policy making is addressing sustainability challenges in island states and how this is seen from the perspective of the concerned stakeholders. In this context, a case study would be the best general method to observe the impact of these policies. Malta’s Mistra case will be analysed. Literature Review One may ask why the issue of sustainable development is found in political science and not within ecosystem theory or human ecology. The reason for this is that most academic debate is led and dominated by economic theories which reflect the preference for economic capital and monetary valuation. Cost-benefit analysis and normative policy theory also fall within these theories. (e.g. Vatn and Bromley, 1994; Victor, 1991; Gutà ©s, 1996; Munda, 1996; Gowdy, 2003). The 1992, action plan of the United Nations about sustainable development, more famously known as Agenda 21, called for the countries’ development of National Sustainable Development Strategies (NSDSs). This plan recognized the need that key decisions had to be taken at a national level together with stakeholders. Before delving deeply into the challenges of Sustainable Development one has to look at various scholars (and organisations) who discussed this subject and observe their definitions and believes. The roots of sustainable development challenges come from the concepts of economical and social sound developments that in sum demands a drastic change in one’s methods of production, innovation, decision-making, scientific understanding and problem-oriented research (Ashford, 2002; Rammel, 2003; Funtovicz and Ravetz, 1994). According to the Malta Environment and Planning Authority (MEPA) sustainable development results from the â€Å"concern over the social and environmental impacts of economic development† and â€Å"aims to achieve progress through ‘win-win-win’ solutions based on the integration of environment, economic and social policy objectives†.[2] Discussing sustainable development one has to look at the Conventional forms of development and at the Sustainable development model. Approaches of a conventional nature say that in line with globalisation modernization will take place. According to David Pepper (1996) modernization and progress of society depends on two variables that are, how much structurally specialised it is and how differentiated it is. This theory closely relates to an ego-centric growth and one’s personal advance. However, one of the impacts of modernization is the devastating effect on nature. This includes wilderness transformation to natural parks, deforestation and river harnessing for energy generation. According to Thomas C. Bell from the U.S Water News, in the context of hydropower dams these have been the cause of negative impacts on the rivers’ ecosystems.[3] According to Walt Whitman Rostow (1960), within the Conventional model, the society is seen to pass from various stages of economic growth which he splits up into five categories, that are, 1)Traditional Society; 2) Preconditions for take-off; 3) Take-off; 4) Drive to maturity; and 5) Age of high mass consumption. With ‘Take-off’ there is the emergence of new industries and new entrepreneurial classes while during the ‘maturity’ stage economic growth exceeds population growth. At the final state, the society’s mass consumption allows the introduction of social welfare (Pepper 1996).[4] Such a model proposes a linear development which presents the necessity for Third World societies to reach development of a Western style. However, in opposition to this idea of linear development John Barry (1999) believes that there is no such development which may be guaranteed for modern society and such development is not to be necessarily harmonious between countr ies. A number of models of environmental development have been created in order to replace the previous development paradigms. According to Mark Roseland (2000) these new models consider social change, the advancement of social equity, the expansion of organisational effectiveness and the building to human and technical capabilities aiming at sustainability. Within these new models, sustainability, asks for the protection of the base of natural resources upon which further development lies. This environmental development model is not solely directed towards the protection of nature but also at the creation of an ecological society that lives harmonized with nature. Such a society, demands that economic activity and human progress by no means necessitate the ruin of nature. According to Susan Baker (2006) â€Å"Sustainable development is part of new efforts, albeit tentative to integrate environmental, economic and (more recently) social considerations into a new development paradigm.†[5] Aims The following are the main aims of the study: What are the interpretations and ways of implementation of the policy in the national context? What are the main sustainability issues, policy design, implementation ideas and resultant changes to land use? How sustainable are the criteria? What is the impact on the 9 Land Use Functions (LUF)? What are the sustainability framework indicators? Methodology The methodology used in this study is based on the general principles of the SENSOR protocol. This protocol was established to carry out surveys in 4 SENSOR[6] sensitive areas, mainly: Coastal regions Post-industrial regions Mountainous regions Island regions Because of the lack of direction and missing documented examples of participatory approaches to the Impact Assessment, a methodological framework for the involvement of stakeholders in the Sustainability Impact Assessment (SIA) is analyzed in the background of the policies developed as part of the SENSOR project, especially as regards the use of European land. [7] The Framework Programme for Participatory Impact Assessment (FoPIA) design enables the assessment of policy effects that are considered to be sensitive to national, regional and local sustainability concerns by gathering and connecting the expertise of the national, regional and local stakeholders who do play a vital role in the analysis process. Situations within the SENSOR project allude to potential variation in European policy as a result of perceived sustainable development challenges. Scenarios which possibly may involve a blend of policy instruments including legislation, subsidies and taxes, are thoroughly comparatively studied in a counterfactual or baseline setting for the exhibition of situations in which the policy is not implemented. These settings are then made subject to the Sustainability Impact Assessment (SIA) which involves the selection and investigation of the sustainability criteria and indicators that reflect main concerns related to the sustainability of land use. Impact assessments and sustainability limits are acknowledged by the stakeholders’ knowledge of the present socio-economic and environmental status of the region. Now that a basic understanding of the FoPIA has been delivered, one can delve into its various stages. These stages will be the main methodology through which information will be gathered for this study. The FoPIA is founded on 5 blocks within the European Environment Agency, that are, the Driver; Pressure; State; Impact; and Response. Driver, refers to sustainability issues that drive / generate interest in a particular policy. Pressure, refers to variations in the use of land as a result of changes in policy. State and Impact, refer to the resultant changes in the spheres of society, economics and environment. Finally, Response, refers to the policy makers’ final decisions according to their knowledge from information gathered from the assessment’s technical output. Normally, this final category is seen to be outside of the Sustainability Impact Assessment Tool (SIAT). For effective data gathering, the FoPIA is based on a Stakeholder-approach. This method is divided into two phases. The first phase consults stakeholders in semi-structured interviews while in the second phase the stakeholders are gathered and participate in a Sustainability Impact Assessment (SIA) workshop. The FoPIA approach presents ue with a methodological journey from problem definition to the stakeholders’ feedback. Figure 1 illustrates the logical structure of the FoPIA. Figure 1 The following sections show how this method can be applied in detail. Phase 1. This phase commences with the critical study of the policy’s national interpretations and ways of implementation in the context of the main sustainability issues and difficulties. This is achieved through semi-structured interviews with the concerned policy makers who operate both at national level as well as those who represent the national interest at an EU level. Generally, these are representatives coming from the government’s departments. However, members of working groups and members of specifically-set advisory panels are also interviewed. Another set of interviews is done with regional stakeholders. These interviews focus on the change of land use that will take place when the policy is implemented. These stakeholders are chosen from government departments and those involved in decision making, which are specifically concerned with the policy in question. Interviewed stakeholders may also be chosen from the ‘land’ representatives and interest groups. The method used for these interviews is that of Snowball Sampling and is to be done through email correspondence or by telephone. Each interview is based on a topic guide asking questions on sustainability issues, policy design and implementation as well as the resultant changes in land use. All interviews have to pass through three stages: Recording Transcription Analysis Content analysis involves the highlighting of the key themes mentioned and the results are to be used as the foundation for draft of possible scenarios. This information is to be forwarded to the Sustainability Impact Assessment (SIA) workshop. Phase 2. This phase involves the SIA workshop, which brings together all the stakeholders in Phase 1. Throughout the workshop, the stakeholders execute analysis of sustainability criteria. Additionally an assessment of the consequent changes resulting from the policy in question, within the social, environmental and economic indicators is done. Any new indicator values are contrasted with the sustainability limits laid down by the stakeholders. Finally, criteria are reassessed in order to highlight the stakeholders’ preferences. In the beginning of the SIA workshop the team leading the study presents a prà ©cis of the findings discovered from the interviews in the first phase. Stakeholders, then discuss these points and if an agreement is achieved the points may be amended to reflect more precisely any possible recent policy development. Following is a definition and assessment of the main sustainability criteria in the context of the land use. This stage requires a moderated discussion and a scoring exercise which are followed by another discussion in order to achieve agreement on the criteria scores. The discussion on sustainability criteria is based in nine Land Use Functions (LUF) which are to be presented by the moderator. These 9 LUFs are categorised as follows:[8] Social functions: Cultural Health and Recreation Provision of work Economic functions: Residential and non land-based industries and services Land-based production Infrastructure and mobility Environmental functions: Provision of abiotic resources Provision of habitat Maintenance of ecosystem processes Each of these nine functions are passed through a process of scoring ranging from ‘1’ to ‘10’. A score of ‘1’ shows low importance while that of ‘10’ signifies extremely high importance. After the scoring phase, the stakeholders can defend or reconsider their scores as a result of new information/understanding from other participants. This enables ‘social learning ‘(Henkens et al. 2007). An average of the scores is drawn, however, if any participant changes his/her score the average can only be amended by consensus from all participants. Following, definition and agreement on sustainability framework indicators are sought. These are then used for an impact assessment of each policy scenario. These Land Use Function Criteria Indicators (LUFCI) are obtained from the previous stage. This stage, seeks to link impacts and sustainability issues brought up by the stakeholders. Stakeholders agree on a list of LUFCIs in the previous stage. In this stage they agree upon LUFCIs are used for the performance of an impact assessment on each policy scenario. Again, the participants have to provide a score on each LUFCI ranging from -3 to 3. ‘-3’ denotes a strong negative impact, while a ‘+3’ denotes a very positive impact. These predictions are to be made on a time period of 25 years. As in previous stages, an average score is worked out. Stakeholders discuss together the average of the LUFCIs which enables social learning on a basis of the differences between their opinions. During this stage, acceptability of the resultant impacts is assessed. Each LUFCI is set a minimum standard (also referred to as a ‘sustainability limit’) which again after individual scoring is followed by discussion. Participants should assess each LUFCI and choose whether their approach is sustainable or unsustainable. Again score vary from -3 to +3. Now, stakeholders should again analyse the LUFC in the background of the impact assessment in order to extract the stakeholders’ preferences for the policy scenarios. This stage is highlighted by the consideration of trade-offs which might result both from positive and negative impacts. Participants are again asked to provide a score which ranges from 1 to 9, whereby a score of ‘1’ denotes the least importance. As before, an average score is calculated, discussed and amended only if all agree. This final session involves another discussion of both the process as well as of the final results of the SIA. This allows all participants to reflect on the output and to consider the providing of feedback on the methods used, materials and research inputs adopted. This session is divided as follows: A presentation of the summary of the workshop results The stakeholders discuss results Participants should highlight any point with which they agreed or disagreed throughout the running of the study including the methodological aspect This includes the highlighting of parts which required further clarifications The participants should provide their feedback on whether they believe that this FoPIA based study is efficient in within the set context and whether they believe that there will be any analytical and political achievements. Finally, participants should point out if they enjoyed the study’s methodological part and if they believe that there were any setbacks. They should also suggest any possible improvements. References Blewitt John, Understanding Sustainable Development, TJ International, 2008 Baker Susan, Sustainable Development, Routledge, 2006 Sustainable Development Strategies: A Resource Book, Organisation for Economic Co-operation and Development, Paris and United Nations Development Programme, New York, 2002 Sustainable Development: New Research, Abate Gugsa et al. Maples D. Alexander (Editor), Nova Science Publishers, Inc. 2005 Trade, Climate Change and Sustainable Development: Key Issues for Developing Countries; International Centre for Trade and Sustainable Development (http://ictsd.net/downloads/2008/08/mauritius-complete-policy-paper.pdf) (accessed on 20th December 2013) Pierce Roger, Research Methods in Politics: a practical guide, TJ International Ltd, 2008 Morris Jake, Sustainability Impact Assessment: Tools for Environmental, Social and Economic Effect of Multifunctional Land Use in European Regions. Session 3: FOPIA – A new methods engaging regional stakeholders in Impact Assessment. Accessed from http://tran.zalf.de/home_ip-sensor/newsevents/brussels/09_Tabbush_SNESOR_final_policy_day.pdf (accessed on 22nd December 2013) Morris Jake Berton, Tassone Valentina, De Groot Rudolf, Camilleri Marguerite and Moncada Stefano, A Framework for Participatory Impact Assessment: Involving Stakeholders in European Policy Making, a Case Study of Land Use Change in Malta, Ecology and Society 16(1): 12, Published under the license by the Resilience Alliance http://www.mepa.org.mt/sustainabledevelopment (accessed on 22nd December 2013) http://www.timesofmalta.com/articles/view/20131030/local/ngo-insists-proposed-mistra-deveopment-is-unacceptable.492552#.UsPN0_RDt_Q (accessed on 23rd October 2013) 1 [1] Opening statement to the UN Global Conference on the Sustainable Development of Small Island Developing States. Barbados, 26 April – 6 May 1994. [2] http://www.mepa.org.mt/sustainabledevelopment (accessed on 21st December 2013) [3] Bell Thomas C. , U.S. Water News, 1995 [4] Baker Susan, Sustainable Development, Routledge, 2006 [5] Baker Susan, Sustainable Development, Routledge, 2006 [6] SENSOR project: Sustainability Impact Assessment: Tools for Environmental, Social and Economic Effects of Multifunctional Land Use in European Regions. This is an integrated project funded under the European Commission’s sixth Framework Programme, that is, a Framework Programme for Participatory Impact Assessment (FOPIA). The FoPIA is a set of research methods that altogether facilitates the understanding of the involvement of national, regional and local stakeholders as regards the assessments of policy impacts on European land use. [7] Morris Jake Berton, Tassone Valentina, De Groot Rudolf, Camilleri Marguerite and Moncada Stefano, A Framework for Participatory Impact Assessment: Involving Stakeholders in European Policy Making, a Case Study of Land Use Change in Malta, Ecology and Society 16(1): 12, Published under the license by the Resilience Alliance [8] Morris Jake, Sustainability Impact Assessment: Tools for Environmental, Social and Economic Effect of Multifunctional Land Use in European Regions. Session 3: FOPIA – A new methods engaging regional stakeholders in Impact Assessment. Accessed from http://tran.zalf.de/home_ip-sensor/newsevents/brussels/09_Tabbush_SNESOR_final_policy_day.pdf (22nd December 2013) Why was Captain Jack Famous Across the Nation? Why was Captain Jack Famous Across the Nation? Name: Jacob J. Ervine Kintpuash was a Modoc Indian Chief, but it was easier for white settlers from Yreka to call him Captain Jack. Captain Jack was famous across America and the world because of the huge impact he and his band of freedom fighters had fighting against the Army for their tribal lands. This small group of Modocs held off against the might of the U.S. Army that spent hundreds of thousands of dollars and almost a year perusing them. The Modoc War last between 1872 and 1873 and was a desperate struggle for the Modocs. The life and death of Captain Jack is important when understanding the fame behind this modern day folk hero. The Ben Wright massacre was highly influential on Kintpuash. Ben Wright and his men from Yreka killed more than thirty Modoc Indians under a flag of truce. Captain Jack saw his father murdered during the massacre in 1852. The Modoc Indians never forget this atrocity and would influence Kintpuash on the broken promises and deceitfulness of settlers. In 1864 a treaty was signed with the Klamath, Modoc, and Yahooskin Indians to give up their lands to live on a shared Indian Reservation east of Klamath. The problems that plagued the Modocs on the Klamath Reservation stemmed from both the infighting of the other tribes and the ratification being stalled. The Modocs were ill-treated and abused by the Klamath Indians, The Klamath ceaselessly annoyed them with threats and insults. Alfred B. Meacham. The tribes were hard-pressed to cooperate and supplies were often late. In 1865 Kintpuash appealed to the Offices of the Reservation, but was ignored. Kintpuash angrily lead his people back to Modoc Lands. When they returned the discovered that their ancestral homelands were being taken over by white settlers. To earn money to survive, several Modocs worked on farms as hands and Kintpuash rented his lands and worked in Yreka where he got his nickname, Captain Jack. In 1869 Soldiers brought the Modocs back to the Reservation, but nothing had changed so the Modoc returned to their lands once again. In 1872 the Army was called to return the Modoc to the reservation, forcibly if needed. Captain Jack wanted to avoid conflict, but the situation intensified when they were asked to drop their weapons. Scar Face Charlie and Lieutenant Botell shot at each other, but missed. Both sides retaliated and this skirmish was known as The Lost River Battle. The Modocs retreated to the modern-day lava beds. The militia attacked a separate Modoc Camp lead by Hooker Jim, and in response the Modocs lead by Hooker Jim killed over a dozen settlers. Afterwards Hooker Jim and other Modocs joined Captain Jacks Stronghold in the Lava Beds. The war against the Indians was highly publicized throughout the country as conflict often is. It was expected that the Modoc would be quickly defeated by the Army. Considering how outnumbered the Modoc were. War was not favored by all people, but these were mostly humanitarian and religious groups. President Grant said he would use a peace policy. However, the policy demanded that Indians remain on reservations, but the Modoc would not return to the Klam ath Reservation. There were approximately fifty-five Modoc men and their families in Captain Jacks Stronghold. The Stronghold is one of the most if not the most defensible places in the United States. The Stronghold was fortified and small skirmishes ensued until the first battle. In January 17, 1873, the U.S. Army outnumbered the Modocs six to one and attempted to advance on the Stronghold. Aided by the fog the Modocs killed 40 soldiers including five officers. The Modocs had no casualties and this prompted a Peace Commission. Captain Jack was insulted by his own people for negotiating and opting for peace. They forced him to wear womens clothing during meetings. The Modocs thought if the American leaders were killed they would leave. Captain Jack agreed if their demands werent met. On April 11, 1873 negotiators, General Canby, and Reverend Thomas were killed on Captain Jacks alleged command and all peace talks ended. The fighting continued in the Second Battle, the Battle of Sand Butte, and The Battle of Dry Lake where the War turned against the Modoc. On May 10, 1973, the Modoc attacked a U.S. Army Camp at Dry Lake. The Army defended themselves and rushed the Modoc killing five Modocs including Ellens Man, a famous member of the group, which lead to the fracture of the Modoc groups. The Modoc had to flee the Stronghold and were in desperate need of water and food. The dissent caused Hooker Jim to surrender and agree to capture Captain Jack in exchange for Amnesty. On June 1, 1873 Captain Jack surrendered after fighting the U.S. Army for 7 months. In Fort Klamath Captain Jack was tried as a war criminal. Captain Jack was translated for and told that he only wanted peace. 6 men were found guilty of breaking laws of war for murder, breaking 7 laws. Throughout the nation sympathizers of Captain Jack asked for clemency. President Grant allowed two men to served prison sentences at Alcatraz Prison. Ca ptain Jack, Boston Charlie, Black Jim, and Schonchin John were sentenced to hang. For months, they were interviewed by reporters and pictures of the condemned were sold. The Fort became a tourist attraction and the execution was highly publicized. The purpose was to make an example of them for other Indians to reflect on. On October 3, 1873, after the hanging, the men were decapitated and sent to Washington D.C. Alfred B. Meacham went on to produce an Indian lecture tour that defended the Modoc that tried to kill him. Meacham was a friend to the Indians and a Humanitarian who wanted to shed a new light onto the plight of the Modoc. Whether famous or infamous the news across the country surrounded Captain Jack and The Modoc War. His impact was felt worldwide as stories reached England and beyond. The chapter in our national history which tells our dealings with the Indian tribes will be one of the darkest and most disgraceful in our annuals. Alfred B. Meacham. Captain Jack was famous across the nation because he and his band of Modocs defied the odds and took on the U.S. Army that outnumbered them and had superior equipment. The resourcefulness of the Modocs and the use of the highly defensible lava flows and caves allowed them to hold out for 7 months. Humanitarians saw the Modocs as fighting for a righteous cause against overpowering opposition. Captain Jack had always opted for peace, and in the trial, he said that he was opposed to murder of the two Peace Commissioners. Because he didnt speak English the translations were thought to be speculative. The Modoc War was so famous that it attracted tourism and memorabilia. It showed the wrongdoings of the settlers and government in the public idea that started a paradigm shift. That perhaps the Indians were not the aggressors, but the victims. BIBILIOGRAPHY RESEARCH LISTS Books Landrum, Francis S. Guardhouse, Gallows, and Graves: The Trial and Execution of Indian Prisoners of the Modoc Indian War by the U.S. Army, 1873. Klamath Falls, Or: Klamath County Museum, 1988. Eyewitness Accounts The Modoc War . TV | OPB. Television, Radio News for Oregon and Southwest Washington . Home | OPB. n.d. http://www.opb.org/television/programs/oregonexperience/segment/the-modoc-war-/. Recent Online Sources Most, Stephen. The Treaty of 1864. Oregon History Project. Last modified 2003. https://oregonhistoryproject.org/narratives/nature-and-history-in-the-klamath-basin/inhabiting-the-land/the-treaty-of-1864/#.WM87DqK1uUk. Kintpuash New World Encyclopedia. Info:Main Page New World Encyclopedia. Last modified May 29, 2013. http://www.newworldencyclopedia.org/entry/Kintpuash. CAPTAIN JACK, Modoc Indian Warrior Battle of Lost River Klamath Reservation. CALIFORNIA INDIAN EDUCATION CALIE Educational Tribal Website of Calif Native American Indians Families Reservation and Urban Communities of North America USA Southern CA. Accessed March 19, 2017. http://www.californiaindianeducation.org/famous_indian_chiefs/captain_jack/. Mark, Stephen. Modoc War. The Oregon Encyclopedia. Accessed March 19, 2017. https://oregonencyclopedia.org/articles/modoc_war/#.WM9teqK1uUk. IMPROVEMENT I tried to write the facts I saw in my own words on the previous discussion. The material was limited even on the Audubon Society website so I didnt have a lot to work with. I tried harder to make sure it wasnt just copy and paste.

The Main Themes of Journeys End Essay -- Journeys End R.C. Sherriff

The Main Themes of Journey's End Sheriff showed a lot of themes in this book, which made it very effective. The main themes were: Heroism, The reality of war Grief/mourning Irony of the play Cowardice/fear Hopelessness of war The cross section of types of people/officers The coping of the pressure of war. Duty In heroism, in this text, we clearly see that Raleigh tries to be a hero but fails. Raleigh (excitedly): "I say Stanhope's told me about the raid". This suggests that Raleigh had a set picture of war (go and kill the enemy and be a hero), but he didn't know the reality of it (death). In the text, we see a quiet hero shown in Osborne. Osborne: "my names Osborne. Second in command of the company. You can call me 'sir' in front of the men". This suggests that Osborne went day in and day out for his country and did his duty, even though he knew he was going to die for a hopeless cause. He was also very level headed, and was referred by everyone by 'uncle', so he made a great hero. In the text, we see that Stanhope is nearly everyone's hero (Raleigh's the most). Raleigh: he was skipper of rugger at Barford, and kept wicket for the eleven". This suggests to us that he was a born leader, as he led school teams, making him a great leader and is also admired by a lot of his collies, as he is very committed to his job. In the reality of war, in the text, we see from Raleigh it is very quiet. Raleigh: "I've never known anything so quiet". This suggests Raleigh is very inexperienced, and he is learning the reality of war in this aspect. In the text, we see that the expectations of Raleigh about the war are very different. Raleigh: "it seemed so frightfully quiet and uncanny... ...o cope; this must be very effective that's why he's coped so long with the war. In the theme of the coping of the pressure of war, each person has his own way of coping with this pressure, some pretend life at war is like life at home. In Duty, we see Osborne not complain about the raid. Osborne: Oh (pause) Why Raleigh"? This shows us that Osborne is ready to die for his country, and doesn't try to find a way out. This also shows he's very honorable to his country as he's been in the war long, always doing his duty. In the text, we see Hibbert try to waste time. Stanhope: you're just wasting time as much as you can". This shows Hibbert is not bothered to do his duty; he'd rather die not being a coward, than going out there and dieing for your country. In conclusion, all the themes above where used to great effect in this play, by R.C Sherriff.

The Brain and The Origins Of Violence Essay -- Biology Essays Research

Is The Brain To Blame? Searching For The Origins Of Violence From the dawning of man, violence has always been one of the defining characteristics of humankind. Throughout all of history we see evidence of man's tendencies toward acting violently in response to his emotions - everything from anger, fear, to just plain enjoyment. But to where can we trace the true origin of violence, the place where it all begins? Does the root of violence stem from societal and cultural values or can we point the finger at a deeper cause, one with a neurobiological basis? Can we successfully predict the violent tendencies in individuals, and if so, how? And if there is a biological basis for violent behavior, where does that leave our society and our methods of control? These were the questions I sought to have answered. Before we can begin to answer these questions, however, we must first recognize that not all acts of violence are the same. Certainly the child that throws his toys across the room in anger does not compare to the serial rapist who takes pleasure in attacking women. However since we are primarily interested in tracing the roots of violent behavior, it would be most helpful to look back to the time when our thoughts and actions were only beginning to be shaped, when our minds were impressionable and constantly curious - our childhood. And so we will examine the three main categories of violence observed in childhood - community and school violence, media-related violence, and violence in the home (1) - so that we may begin to paint a picture of the environment in which the violent individual is born. It is no secret that violence in the schools and community has frighteningly been on the rise in America. In fact, from ... ... to no signs of violence at all. I have also learned that though we cannot as a just society judge people on the basis of what they may or may not do, we can use the various studies conducted to help in developing ways to control the violence that already exists. Perhaps in doing so, we can restructure our society to be one that is less violent, less threatening, and more fit for our future generations. WWW Sources 1)Violence and Childhood: How Persisting Fear Can Alter the Developing Child's Brain http://www.bcm.edu/cta/Vio_child.htm 2) Incubated in Terror: Neurodevelopmental Factors in the 'Cycle of Violence' http://www.bcm.edu/cta/incubated1.htm 3)Brain Study Sheds Light on Impulsive Violence , on the Science Daily website http://www.sciencedaily.com/ 4)Caution Urged for Brain Research on Violence http://hoinguoivietmi.20m.com/August.htm

Pepsi and Heineken Commercials: Promoting American Devotion and Compas

Pepsi and Heineken Commercials: Promoting American Devotion and Compassion Today’s commercials cloud the viewers’ brains with meaningless ritzy camera angles and beautiful models to divert viewers from the true meaning of the commercials. The advertisers just want consumers to spend all of their hard-earned money on their brand of products. The â€Å"Pepsi† and â€Å"Heineken† commercials are perfect examples of what Dave Barry is trying to point out in his essay, â€Å"Red, White and Beer.† He emphasizes that commercial advertisements need to make viewers think that by choosing their brands of products, viewers are helping out American society. As Rita Dove’s essay â€Å"Loose Ends† argues, people prefer this fantasy of television to the reality of their own lives. Because viewers prefer fantasy to reality, they become fixated on the fantasy, and according to Marie Winn in â€Å"Television Addiction,† this can ultimately lead to a serious addiction to television. But, one must admit that the cle ver tactics of the commercial advertisers are beyond compare. Who would have thought the half naked-blondes holding soda cans and American men refusing commitment would have caught viewers’ attention? Try to visualize a slim blonde at the ripe age of nineteen coming in closer and closer on the television screen. She’s wearing a tube top and hip hugger jeans with a belly ring that reads â€Å"Pepsi.† She slowly spins around, grabs a can of Pepsi and drinks it in slow motion while her diamond bracelet glistens in the lights. The music stops. She turns to the camera, smiles, winks at you, and tells you to go out and try a nice cool refreshing can of Pepsi Cola. The next commercial to come on shows a man sitting down on the couch with his girlfriend s... ...ics television advertisements. When such a significant line is blurred when do we draw it back on? Do we wait until we see the serious effects of this problem? When do we deem television addiction as serious? Advertisers want viewers to spend their hard-earned money on their brands. Therefore, they have devised elaborate commercials to lure consumers into their trap and once they have gotten their patronage, it is hard to say if they will ever let them go. So, watch out. Works Cited Barry, David. â€Å"Red, White and Beer† The McGraw-Hill Reader. 8th ed. Ed. Gilbert Muller, New York: McGraw-Hill, 2003. 519-521 Dove, Rita. â€Å"Loose Ends† The McGraw-Hill Reader. 8th ed. Ed. Gilbert Muller, New York: McGraw-Hill, 2003. 503-504 Winn, Marie. â€Å"Television Addiction† The McGraw-Hill Reader. 8th ed. Ed. Gilbert Muller, New York: McGraw-Hill, 2003. 505-507

Othello Commentary Essay

Shakespeare’s Othello is a play about love, jealousy and racism. Othello is a Moor, who is kidnapped as a child and brought to Venice, where he grows up, becomes a mercenary and through his bravery rises to the rank of General of the Venetian army. Othello is in love with the beautiful Desdemona, daughter of a senator and is secretly married to her. Iago, his junior, jealous of his success attempts to destroy Othello and Desdemona and through his machinations obliterates love, honour and beauty. This passage marks the beginning of Act 1 Scene 2, and we see Iago come from badmouthing Othello to Roderigo and in this scene, he badmouths Roderigo to Othello. As in the first scene, the reader is sort of a voyeur, listening in to people’s conversations and making judgements or opinions of the characters based on the conversations we hear. Iago is a clever speaker and has a way with words. He has spoken of Othello to Roderigo in the first scene and called him all kinds of insulting names and adjudged him to be a criminal and bestial man. This scene begins with Iago, Othello and some attendants making their entrance. Iago recounts his supposed conversation with Roderigo to Othello and tells him that Roderigo has insulted Othello and Iago had been very upset with him and had tried everything to save Othello’s honour. He had also told Roderigo that despite his experience in battle, he had been overlooked for the job of Othello’s deputy. In his conversation with Othello, he uses â€Å"trade of war† to demonstrate his experience as it his trade and he is an able soldier having killed many men in battle, but though Roderigo insulted Othello, it was only because of his conscience that he had been able to stop himself from stabbing Roderigo. In this manner he is able to show the goodness of his heart and also question Othello, if he remembers that he is an experienced soldier. His use of conscience and â€Å"contrived murder† attempt to show Othello that it would have been like murder, which is planned, and not the right thing to do, though he was very angry with Roderigo and would have liked to stab him, â€Å" Nine or ten times. † By using the number of times he would have liked to stab Roderigo and also â€Å"yerked him here, under the ribs† he portrays his anger but also his indecisiveness. We also see that Iago’s use of â€Å"conscience†, at this time in the play leads to the audience’s knowledge of the reality of his lack of a conscience. Othello is happy that Iago has not taken any undue action and tells him its better that things are as they remain. Iago on the other hand, continues his tirade against Roderigo and tells Othello that Roderigo kept repeating himself, he â€Å"prated† or went on and on insulting Othello and spoke â€Å"such scurvy and provoking terms†. Shakespeare’s use of alliteration â€Å"such scurvy† only emphasise the point that Iago is trying to make that Roderigo used very contemptible terms, which were an insult to Othello’s honour. Iago then tries to show that he is a compassionate man, saying, â€Å"with the little godliness I have†, in an attempt to place himself in Othello’s good books. The use of the words,† full hard forbear him† once again are an attempt to portray Iago in a good light, as he says that it took all of his control not to attack Roderigo. full† and â€Å"hard† both have similar meanings, and are used to show the amount of control it took Iago not to do anything. The next line is an abrupt departure from the subject of Roderigo and Iago suddenly asks Othello, â€Å"Are you fast married? † perhaps this is an attempt by Iago to surprise Othello in to disclosing whether he is really married to Desdemona and the word, †fast† is us ed to suggest whether this marriage has been consummated, as if it has not been then perhaps it could still be annulled. He also suggests that Desdemona’s father is a very powerful man, â€Å"Magnifico†, a word that was used for the most powerful men in Venice. He also implies that the senator is so powerful that he commands more power than the Duke of Venice and will be able to get Desdemona divorced and Othello punished very severely. Shakespeare’s use of â€Å"a voice potential† signifies a power that is extremely strong and that no one will be able to against the voice of the Magnifico. Moreover he will be able to use all the might of the law to destroy Othello, as he is also an outsider and Venetian law favoured the Venetians. Othello, on the other hand, is not cowed by Iago’s words and tells him that he is not afraid and the Magnifico can do as he pleases. He believes that his service to the state and the rest of the wealthy citizens of Venice will be enough to protect him. He believes that his services will â€Å"out tongue† his complaints meaning that his services are worth more than another’s words, even a Magnifico’s. Othello tells Iago that he shall only boast of his descent when it is necessary and will tell the world that he too is a prince and his deficiencies or â€Å"demerits† can speak for themselves when he is in front of men of a lineage as regal as his. He also tells him that it is his good fortune that he has been able to win the hand of someone as gentle as Desdemona. He compares her to the treasures of the ocean, as pearls and other sunken treasure litter the sea floor. This comparison to treasure shows the measure of his love for Desdemona and he is willing to sacrifice everything for her. Othello and Iago are surprised to see some men entering and Iago counsels Othello to hide. He tells him that Desdemona’s father and his friends have come to seek him and suggest he hide. Not surprisingly, Othello refuses as he is a honourable man and has nothing to hide, declaring, â€Å" Not I, I must be found†. The use of repetition, â€Å"I† portrays the strength and self-respect that Othello possesses. In the next line he once again repeats, â€Å"My parts, my title and my perfect soul† the repetition of the word â€Å"my† is once again used to portray the nobleness of his soul and is indicative of his honour. To his question if it is really the senator, Iago replies swearing,† By Janus, I think no. † Shakespeare uses classical allusion her by referring to Janus, the two headed Roman god, signifying Iago’s duplicity. They are met by Cassio, Othello’s lieutenant and some guards, who bid him accompany them, as the Duke wants an audience with him. Cassio uses the words, â€Å"haste-post-haste† signifying the urgency with which Othello is required to accompany them to the Duke. Othello departs while questioning Cassio to the urgency of this command. This passage lays the groundwork and shows the duplicity of Iago and the lengths he is willing to go to integrate himself with Othello, while plotting his downfall. It also becomes evident that Iago and Othello are diametrically opposite characters. Iago, who is willing to do or say anything to achieve his ambitions, while Othello is a honourable man, who is willing to do anything for his love Desdemona and is proud of his achievements and his lineage.