One of the major characteristics that Beowulf and Hamlet Essay Example for Free

One of the major characteristics that Beowulf and Hamlet Essay One of the major characteristics that Beowulf and Hamlet share is the fact that they both rid Denmark of a treacherous monster who poses a serious threat to the land. Beowulf uses his warrior-like skills to fight and conquer a physical monster who literally haunts the swamps outside the state and plagues it with murderous acts. Hamlet’s monster is also one who commits murderous acts, though this is in the form of his uncle Claudius who kills the King (Hamlet’s father) and usurps the Danish throne. The two men, Hamlet and Beowulf, are thrown into these battles as youth, and both take on the challenge willingly. In fact, Beowulf travels from Geatland specifically to meet the challenge of fighting Grendel. Hamlet too takes it upon himself to kill Claudius as soon as he finds out that this man has been the agent of his father’s death. Another characteristic that both Hamlet and Beowulf share is their death and the method in which this occurs. Both are defeated in their final efforts at ridding their homelands of the evil that had infiltrated. In fact, both die though their efforts are successful. Beowulf dies at the hand of the final monster (the dragon) whom he succeeds in slaying, but who also deals Beowulf a deathly blow that eventually kills him. Hamlet also has a similar experience in that, while he is able to slay Claudius by the end of the play, he is caught with a poisoned sword and eventually expires after all his enemies have died. The two characters die by peripheral (yet fatal) blows given them during the melee. Both show bravery by continuing to fight even while they are mortally wounded. Eventually, both succumb to the serious wounds they have acquired, yet they die in the victory of knowing they have defeated their enemies. Beowulf and Hamlet also differ in many ways, one of which is the character that they show throughout the play. While Beowulf displays a warrior-like character, Hamlet shows himself to be fearful and awkward in acting out the desires of his heart. Beowulf is eager to come to the aid of the King of Denmark, and he pauses only to partake of the feast given in his honor before he sets out to kill Grendel. When he encounters the monster, he loses no time in indecision but immediately performs the actions necessary to kill the beast. In fact, Beowulf fights three ferocious beasts throughout the story with the same vivacity and fierceness. Hamlet differs from Beowulf in his character, and he displays the tendency to employ a much more subdued and stealthy course of action. Though he too determines to defend the honor of Denmark’s (former) king by killing his murderer, he demonstrates a greater portion of dalliance and indecision than does Beowulf. When he gets his first chance to kill Claudius, his idle thoughts concerning the condition of Claudius’ heart (while praying) leads him to forfeit that chance and allow Claudius to live. He fails in his pursuits far more than Beowulf does too, because in his second attempt to kill Claudius, he ends up killing Polonius instead. In these ways, Hamlet shows himself to lack self confidence in a manner that is vastly different from Beowulf the ready warrior. Beowulf and Hamlet show differences in the tenure of their lives and the fulfilment of their royal destinies. Hamlet, unlike Beowulf, fails to ascend to the throne to which he is heir. He dies before the throne falls vacant and also fails to prove King Claudius a usurper in any effort to gain his rightful place on the throne. Beowulf, on the other hand, is able to spend fifty years as ruler of his Geat kingdom. In addition to this, Beowulf differs from Hamlet in his ability to live out his live and to attain old age. He is able to demonstrate his strength as a ruler for many years and to gain the respect of his subjects. Hamlet, who dies young, is unable to do any of this. He is never able to command the subjects over whom he was destined to rule precisely because of the fact that his life ends tragically in his youth. Therefore, while both men perform in the role of princes during their youth, Beowulf becomes promoted to the level of king while Hamlet dies with all his potential. Works Cited Beowulf. The Harvard Classics, Volume 49. Frances B. Grummere (Trans. ) 1910. P. F. Collier Son, 1993. Shakespeare, William. Hamlet. London: Penguin, 1994.

Causes and Effects of Tuberculosis

Causes and Effects of Tuberculosis Tuberculosis is a chronic, infectious and deadly disease caused by Mycobacterium Tuberculosis. Tuberculosis often attacks lungs but it is also known for attacking other parts of the body (extrapulmonary tuberculosis). The infection site of extrapulmonary tuberculosis includes the central nervous system, the lymphatic system particularly in the neck, genitourinary system and bones and joints. People with active tuberculosis often show some of these symptoms: Mycobacteria are found abundantly in habitats such as pond and soil. However, a few are intracellular pathogens to animals and humans. Tuberculosis is transmitted through aerosol route but the transmission can also occur via gastrointestinal route. Coughing, sneezing and spitting by people with active tuberculosis releases droplet nuclei containing the germ which is known as bacilli into the air. The droplet nuclei can remain suspended in the air for up to several hours. Infection only occurs when someone inhales the droplet nuclei. A person needs only to inhale a  treated with existing drugs and medications. To make the condition even worse, new tuberculosis germ (XDR-TB) that is extremely resistant to drugs has been found in US. Now, the governments are focusing more on the preventive measure and at the same time, searching for a possible drug or vaccine that could eliminate the problem once and for all. So, to address this issue, I have focused my research on this question What are current available treatments for tuberculosis? Current Possible Solution With the advancement of technology, mankind had the power in combating with deadly diseases. Tuberculosis, which had killed millions of people in the nineteenth century, was brought under control by using vaccines and drugs. Drug treatments are used extensively in treating people with active tuberculosis. Latent tuberculosis, however, does not require intensive care but merely prescribed medication for several months. Vaccines, on the contrary, are used as preventive measures in areas of higher tuberculosis risk. Apart from that, vaccines are used by healthcare workers, newborns, and travelers who are at constant risk of getting infected by the disease. One of the most commonly used vaccine in prevention of tuberculosis, the BCG vaccine, is discussed below. But, first, I will discuss about the drug treatments. Tuberculosis treated with drugs has a mortality rate of less than 5%. This shows that the current available drugs for tuberculosis are quite effective in treating the disease. Among the common drugs used in tuberculosis treatment are isoniazid, rifampicin, pyrazinamide, and ethambutol. These drugs aim at inhibiting the bacterial activity thus improving the patients conditions. Anti-tuberculosis drugs are classified into three major categories. They are the first line drugs, the second line drugs and the third line drugs. These drugs are classified according to their effectiveness in treating the disease and their availability. The first line drugs are as follows: Ethambutol-EMB or E, Isoniazid-INH or H, Pyrazinamide-PZA or Z, Rifampicin-RMP or R, Streptomycin-STM or S (802 words) There are six classes of second line drugs. These drugs are classified second class because they may be less effective than first line drugs (p-aminosalicylic acid), they may have harmful side-effects (cycloserine) or they may not be available in the developing countries (fluoroquinolones). aminoglycosides: e.g.-amikacin(AMK), kanamycin(KM); polypeptides: e.g.-capreomycin, viomycin, enviomycin; fluoroquinolones: e.g.-ciprofloxacin(CIP), levofloxacin, moxifloxacin(MXF); thioamides: e.g.-ethionamide, prothionamide; cycloserine(the only antibiotic in its class); p-aminosalicylic acid(PAS or P). Other drugs (third line drugs) that may be useful, but are not on the WHO list: rifabutin macrolides: e.g.-clarithromycin(CLR); linezolid(LZD); thioacetazone(T); thioridazine; arginine; vitamin D; R207910. Tuberculosis treatments are often done as combination therapies (except for latent tuberculosis where only one type of drug is prescribed to the patient) because single drug therapy would result in rapid development of resistance which would lead to the failure of the treatment. Besides that, there are other reasons to support the combination therapy. Different drugs have different form of action. For example, PZA is a weak bactericidal but is very effective against bacteria located in acidic conditions. On the other hand, INH is very effective against replicating bacteria. RMP is a good bactericidal and at the same time, has sterilizing effects. This proves that, using combination therapy is effective to counter the disease and at the same time, it would prevent the mutation of the bacteria into drug resistant. Upon infection, tuberculosis bacteria are taken up by the alveolar macrophages and are carried to the lymph nodes where it may be spread to other parts of the body (this is the basis of extrapulmonary tuberculosis). Two to eight weeks after infection, hypersensitivity and cell-mediated immunity develops and suppression of the infection will result in people with good, healthy immune system. People, who are immunocompromised, will develop inflammatory immune response which eventually leads to lung damage. These drugs functions by confining the bacteria and at the same time, since it has antibiotic effects, it will kill the bacteria, thus, improving the patients condition. It would usually take about six months or more for full (1153 words) recovery with 2-3% of relapse rate. Continuation of medication would be recommended by the physician to avoid the problem form reappearing. Isoniazid is one particular type of the drug which is commonly used due to its effectiveness in treating tuberculosis. This medication is best taken on an empty stomach 1 hour before or 2 hours after meals. But it may be taken with food or milk if stomach upset occurs. Take as directed. Do not stop taking this medication without your doctors approval. Stopping therapy early may result in ineffective treatment and the infection could recur. Vitamin B6 (pyridoxine) supplements may be prescribed in addition to this medication to prevent numbness and tingling. Extracted from MedicineNet.com- Isoniazid ORAL (Niazid) side effects, medical uses and drug interaction. Figure 1 Fgure4- Effect of aspirin or ibuprofen administered in combination with isoniazid on lung(a) and spleen(b) log10 CFU in murine tuberculosis. ASP only, aspirin(20 mg/kg of body weight); IBU only, ibuprofen(20 mg/kg); INH only, isoniazid(25 mg/kg); ASP+INH, aspirin and isoniazid(20 and 25 mg/kg, respectively); IBU+INH, ibuprofen and isoniazid(20 and 25 mg/kg, respectively). There is reliable and concrete evidence that isoniazid is effective in curbing the disease. The graph shows clearly that when isoniazid is administered to a patient with murine tuberculosis, it effectively inhibits the progress of the disease. This can be seen when there is zero tuberculous bacterium count when INH is administered. The drug acts in the same way in both liver and spleen. Other drugs, such as ibuprofen and aspirin are used to compare the relative effectiveness of each individual drug. Ibuprofen seems not to interfere with the INH mechanism while aspirin reduces the effectiveness of INH. So, aspirin should be avoided when using drug regime containing INH to prevent it from interfering with INH mechanism. (1447 words) Benefits and Risks of Drug Treatment As with all forms of medications, tuberculosis drugs also pose some side-effects which may cause uneasiness to the patient. The benefits of tuberculosis drug treatments are well known. It effectively reduces symptoms of the disease upon the administration of the medication and in most cases; the drug cures the disease with 2-3% of relapse rate. Drug treatment also decreases the mortality rate significantly; reducing it to less than 5%. This means number of people dying from tuberculosis or tuberculosis related diseases is falling every year. On the other hand, the risks of drug treatments are severe but only in remote cases. This is usually due to the aggravation of the side-effects by the risk factors such as alcohol abuse, history of hepatitis, diabetes mellitus and HIV infection. Increasing age is also a risk factor for the noncompliance to the treatment. The severe forms of side-effects are drug-induced hepatitis, arthralgia, central nervous system toxicity and exanthema. The drug treatments also pose some rather common adverse-effects. These include nausea, abdominal pain, fever, diarrhea and fluid (saliva, tears and urine) discolouration. Table1-Number of side-effects due to isoniazid, rifampin or pyrazinamide followed by final termination of  one of the drugs (n=519) Side-effect Isoniazid Rifampin Pyrazinamide Total Hepatotoxicity 19(4) 8(1.5) 28(5) 55(11) Arthralgia 1(0.2) 12(2) 13(2) Exanthema 6(1.2) 27(5) 33(6) CNS toxicity* 8(1.5) 8(1.5) Nausea 5(0.9) 5(0.9) Others# 7(1.4) 7(1.4) Total 34(7) 8(1.5) 79(15) 121(23) Values are present as absolute number, and percentage in  parenthesis. *:including peripheral neuropathy(n=6) and  seizure(n=2); #:including leucopenia(n=1), fever(n=3) and  severe hyperuricaemia(n=3). CNS: central nervous system. After evaluating both pros and cons of the drug treatment, I feel that the benefits of drug treatment outweigh the risks. Therefore, the risks should not discourage the patient from continuing the medication. The completion of the medication is vital for the full recovery from the disease. Social and Economic Implications of the Disease Tuberculosis is the worlds largest endemic with one third of world population being infected with the disease. And tuberculosis remains the greatest terror in developing nations. This is because the disease causes unbearable social and economic implications to the one infected with the disease. The substantial non-treatment costs of TB are borne by the patients and their  families. These are often greater than the costs of treatment to the health sector.   The largest indirect cost of TB for a patient is income lost by being too sick to work. Studies suggest that on average three to four months of work time are lost, resulting  in average lost potential earnings of 20% to 30% of annual household income. For the families of those that die from the disease, there is the further loss of about  15 years of income because of the premature death of the TB sufferer. Extracted from the Stop Tb Initiative by WHO It is very clear that tuberculosis, left untreated, would result in loss in terms of financial support. Therefore, it is vital for the authority to provide necessary treatment to the patients and, at the same time, they should also work on preventive measures such as awareness campaigns and vaccinations to prevent the spread of the disease. The World Health Organization (WHO) have cited TB treatment as one of the most cost-effective health interventions accessible at a cost of only $10 for every year of life gained. Effectively treating TB will not solve the worldwide AIDS crisis, but it will significantly reduce its burden Dr Piot, Executive Director, Joint United Nations Program on HIV/AIDS On the other hand, a person with tuberculosis would have to live as an outcast. This is very true in the poorer nations of the world where the people do not have enough knowledge about the disease thus exiling the patient from their community. This would result in the patient losing moral support and faith which may ultimately lead to suicide. (2093 words) Alternative Solution Ayurvedic treatment Ayurveda, traditional Indian medication, is also proven to be effective in combating against tuberculosis. Current tuberculosis drug treatments induce unfavourable side-effects such as decreased appetite and liver inflammation. On the long run, it could lead to permanent liver damage. Therefore, combined with ayuvedic medication such as Kutki (Picrorrhiza kurroa), Guduchi (Tinospora cordifolia), Sharapunkha (Tephrosia purpurea) and Kalmegh (Andrographis paniculata) would prevent any damage to the liver and would result in increased efficiency in treating the disease. Tuberculosis of the lymph glands also could cause serious problems. Ayurvedic medicines like Kancnnaar (Bauhinia variegata), Kanchnaar Guggulu and Triphala Guggulu can increase the bodys immune response towards the disease. These ayurvedic medicines when combined with correct drug regimes would effectively fight off the disease and prevent it from relapsing. Ayurvedic medicines are known to increase immune response signi ficantly, thus, making the body to be able to fight the infection. Prevention Methods Vaccination Besides drug treatments, there is another practical approach to eradicate the endemic worldwide. This solution aims at preventing the disease. Vaccination is the best, available solution for most of the contagious disease. For tuberculosis, Bacillus Calmette Guerin (BCG) is the current available vaccine. This vaccine is actually an attenuated strain of live mycobacterium bovis which has lost its virulence after being carefully cultured artificially for many years. This vaccine works by providing natural passive immunity in which the infection with bovine tuberculosis would protect against infection with human tuberculosis. This is the result of memory cells in our body being able to recognize the same type of infection and providing instant protection against the disease. BCG is found to be very effective in giving protection primarily in children aged 3 and below and teenagers aged 14-20. Efficiency of BCG also differs according to geography. The first large scale trial evaluating the efficacy of BCG was conducted from 1956 to 1963 and involved almost 60,000 school children who received BCG at the age of 14 or 15; this study showed an efficacy of 84% up to 6 years after immunization. However, a US Public Health Service trial of BCG in Georgia and Alabama published in 1966 showed an efficacy of only 14%, and did much to convince the US that it did not want to implement mass immunization with BCG. A further trial conducted in South India and published in 1979 (the Chingleput trial), showed no protective effect. Extracted from Bacillus_Calmette-Guerin_Wikipedia-the_free_encyclopedia. Reducing exposure Tuberculosis is directly dependent on the degree of exposure. The more a person comes into contact with the disease, the higher is the chance to suffer from active tuberculosis. Generally, inhalation of minute amount of the bacilli would result in the immune response which immediately inactivates the disease thus preventing it from progressing. However, a direct exposure to a relatively high amount of the bacilli would result in the immune system to be unable to wall off the disease fast enough. This would result in the person developing active tuberculosis although he may not have the history of the disease before. Therefore, visit to places with a high incidence of tuberculosis should be avoided. Furthermore, we should also avoid close contact with people infected by the disease. Apart from that, personal hygiene, and the practice of wearing mask should be cultured in the society to prevent the spread of the disease. On top of that, self-quarantine should be practiced by individual s if they are suspected to carry the infection. Evaluation For the research on this issue, I have used a number of sources ranging from websites to newspaper articles and books. The World Health Organisation official webpage; http://www.who.int/en/ is one of the sources that I have used in my research. I find that this website provides loads of information regarding tuberculosis. This source is definitely trustable as it is the official webpage of a world-recognized organization which is committed to the welfare of the people. The facts and information obtained from this website is valid and reliable under any circumstances because they are up to date. Moreover, WHO have also organized research on this issue and the findings have been reviewed by experts from all over the world. One such research is the Economic Impacts of Tuberculosis. On top of that, I found that a lot of other websites such as http://en.wikipedia.org/wiki/Tuberculosis, http://www.plospathogens.org/article/info:doi%2F10.1371%2Fjournal.ppat.1000600 and http://www.wrongdiagn osis.com/t/tuberculosis/stats.htm have cited WHO in their websites. This proves that WHO is a reliable source of information for this issue. Furthermore, I have evaluated another source http://www.mayoclinic.com/health/tuberculosis/DS00372/DSECTION=treatments-and-drugs and found that there are similarities in terms of facts presented in the website with other renowned websites such as http://en.wikipedia.org/wiki/Tuberculosis_treatment, http://familydoctor.org/online/famdocen/home/common/infections/common/bacterial/120.html, and http://www.nlm.nih.gov/medlineplus/tuberculosis.html. Similar information was also found in the journal Risk factors for side-effects of isoniazid, rifampin and pyrazinamide in patients hospitalized for pulmonary tuberculosis from the European Respiratory Journal. This source, therefore, is trustable because it has a lot of correspondence with other sources.

Perceptions of Reading for Pleasure in Boys Methodology

Perceptions of Reading for Pleasure in Boys Methodology Methodology. Design approach To address the challenge of boys perceptions of reading for pleasure and referring to relevant literature, I decided to approach the research using triangulation so that cross examination of findings could be achieved within a relatively short space of time. A mixed method research approach was used to answer my research question so that in carrying out a questionnaire, follow up interviews and observations could take place to answer further underlying causes and questions. Cresswell at al. (1993) describes the mixed method approach as collecting, analysing and integrating both qualitative and quantitative data through a single or multiple studies. In doing this Kettley (2012) writes that it allows for the analysis of both patterns and causes of behaviour which can heighten the reliability of results. However, Laws (2003) challenges this view, stating that a variety different research perspectives may not match tidily as there could be contrast and conflict between findings. Laws (20 03) recommends that a researcher should critically analyse any contrasts in findings so to make meaning from them. What researchers have used it- why is it good Triangulation- what is it (ive used this method but show some insight) Sampling-300 words Morse and Niehaus (2009) observe that sampling methods are intended to maximise the efficiency and validity of research results. This research involved using a purposeful sample, a technique which is widely used so that individuals or groups of participants are especially knowledgeable or experienced in ones line of inquiry (Palinkas et al., 2013). For this research, two year three classes both from independent schools were chosen to explore the challenge of boys reading for pleasure. My main interest for this research was to see how perceptions of reading differed between classes which had members that were thought to read more for pleasure (such as in a mixed setting) in comparison to a class where the class was all boys and were stereotyped to be disinterested to read in their free time. These schools were chosen as the number of boys in each year group were similar and were of contrast in terms of single sex or mixed. Both schools were from the same county of Oxfordshire, and all members of staff in each year group were female. The two groups of pupils were, although determined on school establishment type, not based on predetermined viewpoints on reading for pleasure. Patton (2002) highlights that the use of a purposeful sample is to capture major variations through the analysis of results rather than to identify a common core. Due to the lack of single sex primary schools, a private mixed school was chosen as the contrast so that in terms of types of schools these were the same. If I were to carry out this research again, I would involve more single sex and mixed schools in my research so that my results were not generalised Observation Observational data is an attractive form of data collection as it allows the researcher to gather evidence from real-life situations (Cohen et al., 2000). At the beginning of each week in the schools, I observed the children in their learning environment, concentrating especially on the daily routine and how English was taught. I chose to use observations as one of my research methods as it allows you direct access to social interactions which can be of focus to the research interest (Simpson and Tuson, 1995) whilst also viewing and analysing the physical, human, interactional and programme setting (Cohen at al., 2000). Using a semi-structured observation approach allowed me to immerse myself in the situation so that I could understand how reading for pleasure was promoted within the classroom and how children reacted to reading in the classroom environment. As I was comparing two different year groups from different schools, using the unstructured approach allowed for elements of th e observational situation speak for themselves, rather than preparing an observation schedule (Cohen et al., 2000). Thomas (2009) states that although an unstructured observation may be easier in comparison to structured, it involves a great deal of preparatory work so that one is able to become part of the situation and requires sensitivity, thought and commitment to analyse the findings meaningfully. Punch (1998) highlights other difficulties stating that in terms of recording data, the flexible nature of observational methods, the recording of data can potentially become flexible also. To overcome this potential barrier, simply noted characteristics from each category in terms of the physical environment, the links to literacy in lessons, childrens behaviour and finally teachers strategies. All observational methods have advantages and disadvantages, however with careful preparation, they can be powerful tools in gaining valuable research evidence. Questionnaire A questionnaire was decided to be used to find out the childrens viewpoints on reading for pleasure, as well finding out what other hobbies they like to do in their free time and how often they engaged in reading for pleasure in their free time. Gray (2004) recommends that questionnaires are used when working with a large audience where standardised questions are required. Using questionnaires as a research method allows an analytical approach which can be used to explore relationships between variables. Gillham (2000) highlights that there are a few advantageous aspects of a questionnaires which has led to it being a popular choice of research method. Some of these factors include low cost, quick data retrieval and the fact that questionnaires can be sent to a large scale of people in little time. Gillham (2000) also highlights that anonymity can be assured whilst using a questionnaire however he also points out that on a small scale, researchers may be aware of characteristics of r espondents and therefore able to identify answers based on a character profile. Like many research methods, questionnaires have their drawbacks. Gillham (2000) advises that if a questionnaire is to be intrinsically motivating for participants, the length should range between four and six pages. Robson (2011) further highlights that the motivation of a participant could affect the data leading to a less valid result. To overcome these barriers, I chose 12 questions, many of which were closed questions which required little thinking time. Two open questions were used to find out their view point on why they enjoyed or disliked reading, and what would motivate them to read more for pleasure. Due to the anonymity of questionnaires, researchers are unable to identify misleading or flippant answers, and if no further follow-up observations or interviews are involved, researchers may not be able to detect true representations. As I used two other research methods alongside questionnaires, I was able to identify a more valid representation of children and teachers viewp oints in comparison to just using one method alone. Using the same standardised questions which have been piloted and altered if necessary, it is possible to gain a high reliability of response (Robson, 2011). Prior to the research taking place, I emailed the questionnaires to both schools and tested the questions for clarity with an external 8-year-old boy so that the questions were clear and the vocabulary was age appropriate. Interview I decided to use semi structured interviews with both the teachers of year three from both schools and a selection of 4 boys who were deemed reluctant readers by their teachers. This was so that my research could be further supported and a deeper understanding of both teachers and boys could be achieved. Arksey and Knight (1999) comment that the method of interviewing allows participants to express their feelings and perceptions of the world around them. This further agreed by Cohen and Marion (1997) highlighting that one of the fundamental reasons for using interviews as part of a research approach is to gather information on an individuals knowledge, value and attitude which can be used in conjunction with other methods such as a survey. These interviews were undertaken after they had completed the questionnaire, so that I was able to gain more insight into what motivated boys to read in the classroom and at home, and what would motivate them further to read for pleasure. Although the questions for each student was the same, a semi-structured approach was used so that answers could be clarified further and I could gain a more transparent understanding. Using semi structured interviews when researching childrens viewpoints is ideal, especially when used alongside child-friendly language and meeting in places in which the child is familiar with (Graham et al., 2012). Each class teacher was also questioned on which strategies they used to promote reading for pleasure. As half of the teachers were from the mixed school, the questions were worded slightly differently as I wanted to find out how they motivated the boys. All of the interviews with each student was recorded rather than making notes on what was being said. This was so that I could concentrate on their body language and verbal response at the same time rather than concentrating primarily on just verbal feedback. It has been reported that taking notes during an interview can distract the interviewer from the focus of the conversation which can result in a loss of critical information (Britten, 1995) therefore using a high quality recorder alongside note taking on the participants body language and emotions can significantly decrease the likelihood of error or misconceptions during data analysis (Fernandez and Griffiths, 2007). As the majority of the interviews were with the children, it was important that the children could see that I had their full attention, and that by listening to what they had to say we were showing respect (McCrum and Hughes, 1998). A researcher needs to be aware that not all respondents may be willing to participa te in an interview, and if uncomfortable about the interview being recorded may inhibit honest responses (Bell, 2010). Prior to each interview, the children were asked about whether they would be willing to take part, and were assured that all information would be purely for research purposes and kept anonymous. Speer and Hutchby (2003) see this as an essential part of social sciences, so that a researcher can investigate impeccably what a participant is doing whilst they are being recorded. Using semi structured interviews allows for further probing of opinions and view when it is ideal that individuals answers are expanded upon (Gray, 2004). Ethics Due to the nature of this research being held in two schools involving students, ethics was taken into consideration prior to any research taking place. It has been highlighted that children from an early age are able to speak for themselves on a range of experiences, their views and their surrounding environment (James, Jenks and Prout, 1998) therefore if they are to be directly involved in research, they should be made aware of what is to be expected and the option whether participate or not (Cohen and Emmanuel, 1998). Prior to any research taking place, I emailed both schools stating the aims of the research and what information I was wanting from each child. Once in the school, informal meeting were arranged with the Heads of school, so that no further consent from the childrens parents was needed. UK Data Protection Act ? (1988)? How could my sample have been better? Bigger sample size in terms of using more than one single sex school and one mixed school Using state schools as well as private schools How was the quality of data? References: Arksey, H. and Knight, P. (1999) Interviewing for Social Scientists. London: SAGE Bell, J. (2010) Doing your research project: A guide for first-time researchers in education, health and social science. 5th edn. Maidenhead: McGraw-Hill Professional Publishing. Britten, N. (1995) Qualitative research: Qualitative interviews in medical research. British Medical Journal, 311(6999), pp. 251-253 Cohen, J. and Emmanuel, J. (1998) Positive Participation: Consulting and Involving Young People in Health Related Work. London: Health Education Authority. Cohen, L., Manion, L., Morrison, K. and Cohen, P.L. (2000) Research methods in education. 5th edn. London: Taylor Francis. Fernandez, R.S. and Griffiths, R. (2007) Portable MP3 players: Innovative devices for recording qualitative interviews. Nurse Researcher. 15(1), pp.7-15 Gillham, B (2000) Developing a Questionnaire. London: Continuum. Graham, A., Powell, M.A., Fitzgerald, R., Taylor, N.J and Moulat, B. (2012) Draft Ethical Research Involving Children. International Charter and Guidelines. Florence: UNICEF, Office for Research. Innocenti Kettley, N.C. (2012) Theory building in educational research. London: Continuum International Pub. Group. Laws,S.D., Harper, C. and Marcus, R. (2003) Research for development: A practical guide. Thousand Oaks, CA: SAGE Publications. Morse, J.M. and Niehaus, L. (2009) in Kettley, N.C. (2012) Theory building in educational research. London. Continuum International Pub.Group. Palinkas, L.A., Horwitz, S.M., Green, C.A., Wisdom, K. (2013) Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Adminstration and Policy in Mental Health and Mental Health Services Research, 42(5), pp.533-544 Punch, K.F. (1998) Introduction to Social Research: Quantitative and Qualitative Approaches. London: Sage Publishing. Pages 184-90 Simpson, M. and Tuscan, J. (1995) Using observations in small-scale research: A beginners guide. Edingburgh: SCRE, The Scottish Council for Research in Education. Thomas, G. (2013) How to do your research project: A guide for students in education and applied social sciences. Los Angeles: SAGE Publications

Quest for Self-Determination in I Know Why The Caged Bird Sings and Lak

Quest for Self-Determination in I Know Why The Caged Bird Sings and Lakota Woman      Ã‚  Ã‚   During their growing up years, children struggle to find their personal place in society. It is difficult for children to find their place when they are given numerous advantages, but when a child is oppressed by their parents or grandparents, males in their life, and the dominant culture, the road to achieving self-identity is fraught with enormous obstacles to overcome. Maya Angelou's I Know Why The Caged Bird Sings and Mary Crow Dog's Lakota Woman depict the two women's "triumph over formidable social obstacles and [their] struggle to achieve a sense of identity and self-acceptance" (Draper 1).    Both women grew up in segregated societies: Mary Crow Dog on the Rosebud Sioux Indian Reservation in South Dakota, and Maya Angelou in the black community of Stamps, Arkansas. As is common with minority children, they spent most of their childhood living with their grandparents. Both women also experienced oppression by their parents and grandparents, who are the first contact with other people that children have. Even though Mary's mother and grandmother spoke the Lakota language, they refused to teach it to Mary. They told her that "speaking Indian would only hold you back, turn you the wrong way" (Crow Dog 22). They wanted Mary to have a "white man's education" (Crow Dog 22).    In contrast, Maya was denied a white man's education, not only by the dominant culture but also by her grandmother. Maya attended the Lafayette County Training School, which was the school for blacks. In addition, Maya's grandmother forbade her from reading books by white authors. This restriction is exemplified in the following passage:    Bail... ...e barriers blocking their chosen path and achieve the power to lead their lives as they see fit.      Works Cited Angelou, Maya. I Know Why The Caged Bird Sings. New York: Bantam, 1993. Crow Dog, Mary. Lakota Woman. New York: HarperPerennial, 1991. Draper, James P., ed., et al. Contemporary Literary Criticism, Vol. 77. Detroit: Gale Research Inc., 1993. Mahtowin, "Mary Crow Dog: Real Life Hero." New Directions for Women, Vol. 21, No.2, March-April, 1992, p. 28. Narins, Brigham, and Deborah A. Stanley, eds., et al. Contemporary Literary Criticism, Vol. 93. Detroit: Gale Research Inc., 1996. O'Neale, Sondra. "Reconstruction of the Composite Self: New Images of Black Women in Maya Angelou's Continuing Autobiography." Black Women Writers (1950-1980): A Critical Evaluation, edited by Mari Evans, Anchor Press/Doubleday, 1984, pp. 25-37.    Quest for Self-Determination in I Know Why The Caged Bird Sings and Lak Quest for Self-Determination in I Know Why The Caged Bird Sings and Lakota Woman      Ã‚  Ã‚   During their growing up years, children struggle to find their personal place in society. It is difficult for children to find their place when they are given numerous advantages, but when a child is oppressed by their parents or grandparents, males in their life, and the dominant culture, the road to achieving self-identity is fraught with enormous obstacles to overcome. Maya Angelou's I Know Why The Caged Bird Sings and Mary Crow Dog's Lakota Woman depict the two women's "triumph over formidable social obstacles and [their] struggle to achieve a sense of identity and self-acceptance" (Draper 1).    Both women grew up in segregated societies: Mary Crow Dog on the Rosebud Sioux Indian Reservation in South Dakota, and Maya Angelou in the black community of Stamps, Arkansas. As is common with minority children, they spent most of their childhood living with their grandparents. Both women also experienced oppression by their parents and grandparents, who are the first contact with other people that children have. Even though Mary's mother and grandmother spoke the Lakota language, they refused to teach it to Mary. They told her that "speaking Indian would only hold you back, turn you the wrong way" (Crow Dog 22). They wanted Mary to have a "white man's education" (Crow Dog 22).    In contrast, Maya was denied a white man's education, not only by the dominant culture but also by her grandmother. Maya attended the Lafayette County Training School, which was the school for blacks. In addition, Maya's grandmother forbade her from reading books by white authors. This restriction is exemplified in the following passage:    Bail... ...e barriers blocking their chosen path and achieve the power to lead their lives as they see fit.      Works Cited Angelou, Maya. I Know Why The Caged Bird Sings. New York: Bantam, 1993. Crow Dog, Mary. Lakota Woman. New York: HarperPerennial, 1991. Draper, James P., ed., et al. Contemporary Literary Criticism, Vol. 77. Detroit: Gale Research Inc., 1993. Mahtowin, "Mary Crow Dog: Real Life Hero." New Directions for Women, Vol. 21, No.2, March-April, 1992, p. 28. Narins, Brigham, and Deborah A. Stanley, eds., et al. Contemporary Literary Criticism, Vol. 93. Detroit: Gale Research Inc., 1996. O'Neale, Sondra. "Reconstruction of the Composite Self: New Images of Black Women in Maya Angelou's Continuing Autobiography." Black Women Writers (1950-1980): A Critical Evaluation, edited by Mari Evans, Anchor Press/Doubleday, 1984, pp. 25-37.   

How can one truly define love :: essays papers

How can one truly define love Love is a wonderful thing; a wise man once said that to me. Although this statement leaves sparse room for argument, it does little to define what love is beyond the vague realm of wonderful. It is my duty as a stanch romantic to embark upon the seemingly tricky task of defining love by looking at the history, explaining what love is not, and investigative the uses of love and the results of which it brings. The origin of the word is probably the most understandable place to start. As with many words in the English language, love is a derivative of the Latin word "notquitesurewhatimdoing" which means "You think you want it when don’t have it, but when you have it your not sure if you want it." The word was created to explain the phenomenon that existed when certain couples came into contact with each other and either stayed together forever throughout the end of time, or went about their lives miles apart down separate roads of travel. Regardless of the outcome, the relat ionship was usually attributed of throat lumps, knotted stomachs, weak knees, speech impediment, sweaty palms, nausea, sneezing, and occasional runny nose. Quarrelsome insanity also resulted. History clearly defines this. Can we ever forget the face that launched a thousand ships? Federally expressing Van Gough's ear; Eric Clapton stealing away George Harrison’s first wife? When Ronnie left Jessie for Susie, then found out that Jessie had already left Ronnie for Karen, on â€Å" Days of our Lives†. All of these were results of love and love lost. Ill-fated lovers have stated that love is not hand nor foot nor any part belonging to a man. Matrimonial ceremonies also claim that love is not jealous or boastful. Let it be stated hear that love also is not a gourmet dish, a domesticated animal, or a latest trend. Love is neither a premeditated security instrument nor the most hidden secret at the Pentagon. Love is not another seasoning to bottle and stick on the dust-lined shelves of the spice rack. Love is not to be confused with adhesive tape. Instead, love is a great complement to late, evening thunderstorms on warm June nights. Love goes well with chicken soup and the sniffles. Love is cold, wet sand between bare toes.

Reward and Motivation Essay -- essays research papers

The purpose of this paper is to write about roles of reward systems in the 10th Security Forces Squadron (SFS) located at the United States Air Force Academy. I will discuss whether I believe in the current reward system and whether the reward system motivates employees to achieve the unit’s organization goals. Moreover, from my opinion, I will discus whether employees are satisfied with the current reward system and what I would do to improve the current system to make more effective.   Ã‚  Ã‚  Ã‚  Ã‚  Currently, the 10th Security Forces Squadron has many reward systems in place. One of which is a 100 percent tuition assistance program (TA) for all active duty military members who attend college. Tuition assistance helps motivate all types of active duty military members to complete their college degree with hardly any out of pocket expenses to the military member. Even though the TA program is widely disseminated throughout the Air Force Academy, not many members in the 10 SFS take advantage of TA. Many of the members at the 10th SFS work 12 to 14 hour shifts and these shifts vary every week creating the issue of not having set days off, therefore, creating schedule conflicts. Moreover, when reading further into TA, what’s not widely disseminated is that there is a capitation for the cost of college that the government will pay. Beginning October 1, 2002, TA will be capitated at $3,400, meaning if an active duty military member uses the complete total of $3,400 in less than one year, that military member will have to find a way to pay for the rest of his or her college until the next fiscal year, which is from October to October. Many employees in the 10th SFS are young troops that live in the dorm. The question has been asked at dorm meeting why the troops do not take advantage of TA and the response that troops do not want to pay any out of pocket expense because they cannot afford books and tuition, has been overwhelming. The second reason for not going to college and using TA was shift work that most troops have to endure. Most of the troops flight chiefs will work with a school schedule; however, the flight chief cannot guarantee that the military member can be let off work to attend every class. Therefore, most troops feel that TA and college is too much trouble and do not want to bother with it. A second form of reward is fringe comp... ...A and complete a college program.   Ã‚  Ã‚  Ã‚  Ã‚  The fringe benefit of time could not be better. Making recommendations on improving the system would be difficult at this point and time. Since, the program is new and working very well, it is very hard to say what would make the system work better. As of now, the people in the 10th SFS are showing better customer service base wide, increased work production, decreased stress on day-to-day issues and increase quality of work. Currently, I could not make any recommendations to make the system better.   Ã‚  Ã‚  Ã‚  Ã‚  Throughout this paper we’ve discussed two different types of benefits that the 10th SFS offers to their employees, how these benefits work with the unit and how the reward affect the people in the unit. I have made recommendation on bettering one system but could not make any suggestions for the other. I hope this paper has been able to give the reader a clear understanding of the 10th SFS reward and motivation program that are offered. Reference   Ã‚  Ã‚  Ã‚  Ã‚  Martoccho, J. (2001). Employee Motivation and Compensation. Upper Saddle River, New Jersey, Prentice-Hall.

Modern Irony Essay

Since the beginning of time, man has attempted to unravel the seemingly infinite mysteries of life. The English playwright Tom Stoppard has written plays that address the existence of â€Å"fate† (or a predestined outcome for every human being) and controlling one’s own destiny. His plays also deal with the many other uncertainties that arise during a normal person’s life; such as sex, how we know things, etc. (Tom Stoppard) Stoppard’s utilization of satire and drawn parallels mirror the image of life’s faults and intricacies. His plays serve to show people the humor and irony that life presents. During the time that Stoppard wrote his first play, Rosencrantz and Guildenstein, society was experiencing a social upheaval. The late sixties was a time of experimentation and existentialism. People were asking questions about their very existence in a way never before seen. In this climate, Stoppard saw the opportunity to begin writing plays that dealt with the issues of the time (Overview of Tom Stoppard). He took a whimsical spin though, on the method in which he delivered it. He embarked on the continuing journey of a great literary tradition, but diverged from its path by ridiculing it. His desire to write plays was not a spontaneous venture; during this era, many people wanted to express their thoughts and feelings, and plays were a common medium. Stoppard observed this and pondered if success and knowledge could be his as well. The general question being asked around this time was â€Å"Why are we here? † Man has always sought an answer to this question, but now more than ever was it expressed in literature and plays. Stoppard’s craft shows a propensity for humor, which offers a more light-hearted viewpoint of this previously serious and mundane subject. Stoppard asks the question of not only â€Å"Why are we here? † but also â€Å"How are we here? † as well. He explores the intricacies of life in an attempt to derive a meaning. His comical touch alleviates the heavy association of philosophy though. Whether or not his question is answered is secondary to the method in which we view it. In Stoppard’s eyes, it is more important â€Å"to live† rather than to comprehend â€Å"why we live. † This approach brought fanfare to Stoppard, as society saw his style as fresh; and a tangible device to which they could relate. Literary history has had a heavy impact on Stoppard’s method and conceptual presentation. He admits to being swooned by such masterpieces as Waiting for Godot by Samuel Beckett, and ‘The Love Song of J. Alfred Prufock† by T. S. Elliot. The ideas that he extracted from these artists and their works helped him divulge his own style to which he could further literature. A parallel may be drawn between Waiting for Godot and Stoppard’s â€Å"Rosencrantz and Guildenstein are Dead. † Both works feature two men, and their journey in existentialism. Beckett’s version has them waiting for a surreal character (Godot) that, in the end, never appears. The characters are portrayed as confused, and the play takes on an air of severe depression. The play is very much an appeal to the audience, as they too are overcome by this depression. The characters slowly fade away, emotionless and unexcitable. Stoppard’s â€Å"version† though has his characters embark on a journey; a fruitless journey, but a â€Å"goal† to meet none the less. Beckett disarms his audience, while Stoppard embraces them into his play; making the audience feel at home and comfortable. Stoppard diffuses the rather â€Å"heavy† atmosphere belied by Beckett with satire and a whimsical wit. For example, In â€Å"Rosencrantz and Guildenstein are Dead,† Stoppard portrays the idea of â€Å"death† as a game. He does this in an attempt to show the audience that it is not to be feared. He achieves this by his satirical depiction of the internal â€Å"play† within â€Å"Hamlet† by Shakespeare. The characters in the â€Å"play† perish, and then the actual characters die in the exact same manner. The audience can identify with death, as all humans are concerned with their own demise. They take away though, a much less serious approach in viewing it. The other author, Elliot, often depicted his characters as stumbling and indecisive. One of his most famous works, The Love Song of J. Alfred Prufrock, deals with a man who is enamored with the variables and uncertainties of approaching a woman that he admires. In the poem, Prufrock realizes that only he cares about his decision, and whether he chooses to pursue her or not, will not matter. He sees himself as part of his own world; in which he is the â€Å"sole occupant. † He, sadly, is only coherent enough in his â€Å"world† though to realize how much he is potentially missing by not being completely immersed in it. He cannot solve this problem though, and continues wandering and pondering till the end of time. Stoppard took away from Elliot a similar stance to character development. He portrays his characters as aware, but not completely in tune with their surroundings. The effect is one of dismay, but comical as well. Stoppard’s portrayal is more humorous in nature, displaying them as bungling and unresponsive. This is exemplified in his play, Rosencrantz and Guildenstein are Dead. His characters attempt to divulge the plan and their â€Å"purpose† as designated by the King (Claudius), but are unable to fully grasp its meaning. These literary greats do not contribute the fabulous humor that Stoppard has developed though. His humorous elements can best be equated to his passion for the â€Å"Theatre of the Absurd. † This type of theater came into popularity during the 1950s and 1960s; and was applied to plays that portrayed the human situation without purpose and with absurd plot elements. This form was a reemergence of an attempt towards awareness of man’s purpose in life; the sense of wonder that man has always had concerning how things work and why. In some respect, it was anti-theater, as it went against the basic premise of regular theater. It was illogical and usually had very little or no plot (Culik). Stoppard’s fascination with this art form had a profound impact on his own personal style. Sigmund Freud, a proponent of the Absurd, said, â€Å"In trying to burst the bounds of logic and language, the absurd theater is trying to shatter the enclosing walls of the human condition itself. â€Å"(Culik) This confirms the spatial concepts that the theater was attempting to portray, and Stoppard’s comedic element is based upon this illogical and removed nature. The play Rosencrantz and Guildenstein are Dead is a satirical look upon the much more staunch play Hamlet. It delves into the lives of two supporting characters named â€Å"Rosencrantz† and â€Å"Guildenstein. † The characters ‘ unimportance is exemplified in the play by their lack of understanding and baffling thought patterns. This play shows Stoppard’s portrayal of â€Å"artificiality of theater. † The performance is not about the actual play, but the context of the play; the idea of attending the performance. The characters appeal directly to the audience, instead of becoming immersed in its story and plot. The effect is comical, as the play begins with them merely spinning coins and making bizarre implications towards the audience. Rosencrantz has spun the coin and received â€Å"heads† nearly 85 times. His humorous portrayal of the â€Å"law of averages† is his â€Å"justification† for his luck. This is the play’s first look into why things happen. The characters are unable to come to a proper conclusion though; and the path that Rosencrantz begins upon (the law of averages) cannot be farther removed from the truth. The play continues with these hilarious situations, finally having the pair receive their mission from Claudius the King. The pair ponders why they have received the mission, and why they must complete it. Stoppard constantly asserts that a â€Å"play is being read. ;† instead of allowing the reader to delve into a story. He makes the reader think of Hamlet, and its tragic implications; and applies a humorous tone to it. In the end of the play, Rosencrantz and Guildenstein are supposedly murdered (the English king is instructed to execute them, but their actual deaths are not witnessed), but instead of a grand exit, they merely fade away. Stoppard shows through this that the characters had served only a menial and insignificant purpose. The reader is unable to sympathize with the characters’ demise, as the play is portrayed with a comical tone. This disservice to death with satire is both eye widening and thought provoking. A person is assaulted with the moral implications of death, instead of offering a deaf sympathy to the character’s grief. Stoppard’s ability to allow the playgoers to analyze what they feel is his greatest achievement in the work; not the story itself. Stoppard’s play Arcadia is another intelligent play that provokes the reader to appraise man’s life long debacles. In the play, the characters attempt to grasp the mysteries of sex, and a path towards knowledge that leads to an understanding of the future. The latter is portrayed as an equation developed by Thomasina, in an attempt to control her own destiny. Her professor, Septimus, also contributes to the equation by way of a lesson to his student, Thomasina. He explains to her that the loss of knowledge isn’t the end of the world; as it is rediscovered eventually in the future. This subject is an explanation of humanity’s technological progression and our knowledge. The play attempts to allow the reader to grasp the many unknown or misunderstood concepts in life. â€Å"Mysteries† such as sex can only be acquired through practice and progression of time. Stoppard appeals to the general public that things cannot be instantly understood; they must be studied and experimented with to fully grasp the full meaning. These mysteries will eventually be solved, but it shall take time and patience; nothing is instantaneous in life. Stoppard’s inclusion of Thomasina’s â€Å"equation† is both humorous and practical in its implication. Thomasina’s goal was to create an equation that could more or less tell the future. It is humorous to surmise that a simple equation can predict the future with numbers. The limitless variables and uncertainties in life will forever impede such an â€Å"advancement. † Stoppard attempts to explain that life itself is intangible; it can neither be predicted nor reduced to a simple equation. Stoppards’ plays contain many useful outlooks on how a person should view their life on earth. People are always concerned with the future and their own death (and when it will occur). Stoppard believes that man shouldn’t view life with such a critical eye; and instead should accept certain facts to be true. Man is powerless concerning the ability to control life. There are many uncertainties in life that are both humorous and infinitely escapable to the human mind. His plays show inept characters driven into the ground by their consumption of the â€Å"study of life. † Stoppard suggests through his characters’ comical adventures that life is for living, and the consequence of a life spent longing and pondering equates to a life disenfranchised of pulp and meaning. The â€Å"meaning† which man longs for cannot be quantified; it must be experienced to break the surface of significance. Works Cited Stoppard, Tom. Arcadia. Stoppard, Tom. Rosencrantz and Guildenstern Are Dead. â€Å"Tom Stoppard. † DISCovering Biography. Online Edition. Gale, 2003. Student Resource Center. Thomson Gale. 17 January 2005  http://galenet.galegroup.com/servlet/SRC