The Eve of St. Agnes Essay Example

The Eve of St. Agnes Essay Example The Eve of St. Agnes Paper The Eve of St. Agnes Paper Stanza XIX shows the voyeurism of Porphyro into to Madelines room; which was to lead him, in close secrecy, even to Madelines chamber, and there hide him in a closet By the reader being old that he has to hide it fuels the awareness of nervousness we are feeling for Porphyro and his safety. The fact that Angela tells him to be patient in stanza XX enables us to again intuit his growing excitement. Restlessness and thrill are two emotions that are reflected from Keats addressing the concealed Porphyro alerting him to the arrival of Madeline Now prepare, young Porphyro, for gazing on that bed; she comes, she comes gain, like ring-dove frayd and fled. Up to this point the reader has been made to feel all those emotions associated with tension; anticipation, restlessness, eagerness, danger, and anxiety, yet it is added to further in stanza XXIII with the added emotion of distress. Angela has arrived back she panted no uttered syllable, or, woe betide! Her heart paining as though a tongueless nightingale should swell in her throat in vain, and die, heat-stifled The next scene is that of seduction. Porphyro describes Madeline like a mermaid. These were creatures linked to temptation and enticement, and link the poem back to the earlier atmosphere of passion and ardour. We are being shown an ever growing picture of just how deep his love runs for Madeline. Combine this with the danger and eagerness and you can gain a real impression of the tension that Keats has created. Suspense is relived as Porphyro watches Madeline while she is in her dream-like state. In an attempt to wake her he takes her lute and plays an ancient ditty close to her ear. She then opens her eyes whilst remaining half awake and half asleep. A melancholy tone is taken as at which fair Madeline began to weep and moan forth whilst Porphyro watches fearing to move or speak. The following two stanzas are sumptuous with descriptions of desire O leave me not in this eternal woe, for if thou diest, my Love, I know not where to go. And the sapphire heavens deep repose; into her dream he melted, as the rose blendeth its odour with the violet. as they consummate their relationship. Suddenly the atmosphere changes to that of deception and urgency in stanza XXXVIII No dream, alas! Alas! And woe is mine! Cruel! What traitor could thee bring hither? You could almost imagine their hearts quickening with anticipation. Again urgency is sustained through the use of short spilt sentences, for example Arise-arise! My Madeline! Sweet dreamer! Lovely bride! He has become frantic and frenzied in his speech. The reader soon begins to realise that if their love is to be authenticated, they must leave the protection of Madelines warm and dreamy room and go out to face the growing storm. When the lovers finally make their escape, there is again a suggestion of haste and urgency. They glide like phantoms, into the wide hall By using the metaphor of the movement of a phantom it helps the reader establish just how quick yet cautious they had to be in their escape, thus aiding the sensation of tension. In stanza XLI Keats says how the wakeful bloodhound rose These are dogs that are associated with hunting, and in the context of the poem we can relate this to Porphyro. We can feel his apprehending danger. The last stanza is very significant in helping form my opinion on the statement in the question. Porphyro and Madeline have finally made it out of the house yet we are left with a slight sense of danger. This is resulting from the use of negative wording, such as warrior, witch, demon, coffin, nightmared and ashes. Depending on your interpretation of the text, you could form the view that this ending does live up to the immense tension that is built up throughout the poem. We know that they managed to get away from the house, yet all the negative connotations almost crate a sense of doom: you are left wanting to know what happens to the lovers. If you look at the ending in a different way then I think it is possible to believe that it is not a very dramatic departure from them; there is no celebration from them or any real indication of what happens to them. Some resolution is given by Angela and the Beadsman, but it is not to the level that you would expect.

3 Personal Branding Tips for Enhancing Your Elevator Speech

3 Personal Branding Tips for Enhancing Your Elevator Speech Dorothy Tannahill-Moran over at CareerRealism, has some great tips for presenting  yourself  in a succinct, persuasive and professional manner!1. Develop Your  Email SignatureAlas the days of clipart and ~~~~~~+~~~~~~+~~~~+ are gone (or should be, seriously), but if you arent taking advantage of your email clients signature function to end every email with your name, job title, and contact info (including any networking-friendly social media profiles), youre missing an opportunity. Tannahill-Moran recommends using a signature as a venue for your elevator pitch; Id say keep it short and sweet like a resume objective line.2. Use Your Business Card as a Sales ToolI love this tip- I have a book project in the works and I actually made separate business cards for it, with an image and title on the front and a description in the back. You could condense your elevator pitch onto the back of your business cards or distill it down into a line between your name and contact info.3. Linked In ProfileThis is an obvious one- you can decide whether you include your elevator pitch like a mini cover letter or feature it as the first comment in the summary section. This allows recruiters and hiring managers to quickly scan your profile and identify what you have to offer and what youre looking for.  How To Extend Your Personal Brand With An Elevator Speech  Read More at Careerealism

The Roots of Koreas Deep Division Essay Example | Topics and Well Written Essays - 2000 words

The Roots of Koreas Deep Division - Essay Example The imperial occupation of Korea by Japan from 1905-1945 sowed the seeds of future division and provided an incubator for rival factions to flourish and energize. After Japan was defeated and Korea liberated in 1945, Soviet-American agreements exploited the divisions that had sprung up during the previous decades. Fueled by old resentments, nationalistic movements, and cold war politics, the Soviet-American actions drove a wedge between North and South Korea, precipitated the Korean War, and erected a lasting wall dividing a country that 50 years earlier had been united. The seeds of division began to be sowed with the arrival of Japanese influence in the Korean peninsula. The 1876 treaty of Ganghwa between Japan and Korea was negotiated to open up trade between the two nations. However, the technically disadvantaged and militarily weaker Korea succumbed to a treaty that greatly favored the Japanese. It limited China's relatively innocuous influence, which setup Korea as a target for future imperialism. Russia, with imperialistic intentions, attempted to exert power over Korea during the 1890s. Japan and Russia, the biggest influences in Korea during this period, could not reach an agreement over the division of the spheres of influence. After negotiations broke down in 1904, Japan successfully defeated the Russians by initiating an attack on Russian ships harbored at Port Arthur (Cumings, 141). The agreement, negotiated by President Theodore Roosevelt, was little more than a U.S. trade off with Japan in which the U.S. got the Philippines and Japan was rewarded with Korea. This would be the beginning of 40 years of imperial rule by Japan and sweeping social and political changes. After 1905 Japan enjoyed a great latitude of control over Korea. They had been successful in defeating the Chinese and the Russians and had the silent approval of both the Americans and the British (Cumings, 142). This control began to reshape Korea and in doing so began to splinter the society. The beginnings of communism in Korea had their roots in the 1920s as rifts between the left and right began to manifest. Woodrow Wilson's assurances of self-determination had not been realized in Korea. On March 1, 1919, an uprising against the Japanese, demanding independence, resulted in a months long violent revolt. The suppression of the rebellion by Japanese authority left citizens divided with many turning to communist organizations for support. The division was split along left-right lines and mirrored the policies of Wilson and Lenin. The new policy of "gradualism" had resulted in a greater freedom of speech and encouraged the formation of several nationalistic, communist, and sociali st groups. Occasionally these groups would be encouraged by the Japanese as a method to, "corral, co-opt, or simply moderate independence activist on left and right" (Cumings, 156). By the end of the 1920s, the communists were the main group leading the call for independence. Communism appealed to many Koreans as Dae-sook Suh writes, "The haggard appearance of the communists suffering from torture, their stern and disciplined attitude toward the common enemy of all Koreans, had a far reaching effect on the people" (qtd. in Cumings, 158). The geographical proximity of China favored the communists in the north and the resistance groups that this created would later become

Energy efficiency rating Math Problem Example | Topics and Well Written Essays - 500 words

Energy efficiency rating - Math Problem Example In comparing the means for both groups, using a 1% significance level, the two-tailed P value, at a 99% confidence interval, equals 0.6543. Thus, there is a 65.43% probability that the observed difference between the salaries between private and GOH nurses are actually more extreme than their true differences. At a 1% level of significance, this implies that there is not enough statistical evidence to indicate that the salaries in private hospitals are greater than those in GOH. b. Comparing the means between the previous and current salaries, the previous salaries' mean is higher than the current salaries. At a 99% confidence interval, the two-tailed p-value equal to 0.4699 indicates that there is no reason to conclude that the means have a significant difference. In addition, the lower confidence limit of -3739.9893 indicates a large decrease in the lower limit coupled with a large increase in the upper confidence limit of 2033.3093. Thus, there is no conclusive evidence that the previous salaries are significantly lower than current ones.

Professional Growth Essay Example for Free

Professional Growth Essay Developing Ethical Practice Part I   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In any industry, business or work, morality is a sensitive issue that needs to be personally and professionally addressed. Individuals have moral convictions as much as companies have their moral values where usually their corporate culture is based. Thus, t is important for companies to look at their moral background as this will influence the moral values of their employees. Equally, employees should share the right moral values for their company and colleagues.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Yet where before professional development revolved around trainings and educational achievements for a person to be able to propel forward in his career, today professional development embodies different aspects of growth. Apart from training, professional development now requires goal setting, research, action plans, improvements, and a never-ending learning process. Each one is a pre-requisite of the other to qualify that a person is really growing professionally and developing in his chosen industry. Moral values are integral aspects of this. (Litke, 1996) Before, planning is a job for firm administrators. They dictate where the company is going, and where the people in it go as well. This exemplifies how the values of a company help shape the individual values of the employees. This has widely changed. Effective planning is now a personal decision of the employees. It is now their prerogative. Thus, moral values have now become an individual choice as well. In effect, these individual ethics make up the ethics in which the company dwells in. (Rennekamp, nd) Education   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   My educations influenced my ethical upbringing in a variety of ways. Throughout my school years, I had my share of challenges on my moral and ethical values. Specifically, interaction with other students tested my ability to uphold my ethical beliefs. While other students indulge in what can be considered forms of cheating, speaking ill about others, and the likes, I tried my best to avoid doing such. It is undeniable that it is not only once when I experienced such occurrences. There were also times when I failed fighting these temptations. Yet most importantly, those experiences taught me the value of friendship and camaraderie—when it is right and wrong, honesty, dignity, and strength of values.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Education has been a big part of my ethical development. My formal education and training where starting points on the way I performed and moved through my career. I received my professional certification upon passing the licensure examination of Canada in 1991, the same year after receiving my diploma in Associate Arts in Nursing. Also in the same year I was employed as a clinical nurse for the medical respiratory-cardiac unit of a hospital until 1994.   After this assignment I received a position as a critical care nurse in an intensive care unit. Until now, I have been handling this type of job for intensive care units while also holding a position as an e-Nurse. All these roles challenge my morality every day. All of these also create new ethical principles to live by. Yet school was also the one who started on building the foundation for good moral values. Teachers and instructors as well as inspiring mentors who exhibit impressive values and proper ethics in their work and in their classes are the forefront ways in which students like me learned good values. I believe that if students did not learn, then the teachers did not teach. If teachers are able to encourage their students to do and say the right things through deliberate didactic teaching and through practice and good example, then students will have a good moral foundation that they will carry on at work. Luckily, my educational experience provided me this. Work environment At work, moral values are continually put to a test as well. Colleagues who are practicing unethical decisions at work are rampant. Patients and clients may also encourage unethical practices if its end favors them. At these times, the ethics I learned from school, from mentors, and from my colleagues during the times that I was still in school teaches the right thing to do. It takes analysis to decide how to go about the situation, but the bedrock values one learns will always reign. In the few instances when temptation to do the immoral and unethical was too strong, the inspiration of ethical people at work also helps. When there are people in my side approving of the right action that I want to take, it is easier to choose what is right from wrong. In the same way, when more people choose what is wrong, it is harder to indulge on what is right. It takes rooted values to fight these temptations.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As a nurse, though, it is easy to choose the ethical. Varcoe et al. explains that because nurses are moral agents, their practice of ethics and values become more important than with other professions. (Module 4A, page 7) When a nurse knows this, it is harder for him to choose things that are contrary to what values dictate. Being ethical is always the thing to do. This expectation on me as a nurse created a culture of moral, ethical, and virtue-driven focus. Thus, I have instilled in me a deep understanding of the values I have to undertake in my role as a nurse and in setting my priorities in and out of my profession. This created an identity that is unique to me, brought about by the many influences that I receive in my practice. Doane proves this. He states that identity emerges from a series of social relations. Thus, people learn their values by listening or telling stories on how one has been moral or immoral in his actions. (Module 4A, page 8, 10) Doanne states that nurses are relational and narrative beings. Thus, nurses often learn from other people and from outside sources such as literature. He suggests that nurses should pay attention to the relationships that they maintain, the conflicts that they encounter, the feelings that they develop towards every event that they go into, and the values that they engage or disengage in. In their way they develop their role as nurses and become ready for bigger challenges in their practice. They are also encouraged to narrate their experiences to others as it will bring them forward as moral agents. (Module 4A, page 12) I have proven these true. In fact, many of my values which I learned from work were based on the ethical principles of other people. They were mentors, colleagues, and patients who have shared their stories on how they fought the unethical and upheld their principles. As much as they inspired me and my other colleagues, they also strengthened the values that we already learned in school. They gave the reassurance that doing the right thing is the right thing. Self-reflection Maintaining good values was also brought about by reflection. Just the same, self-awareness and self-definition became possible through reflection. Reflecting on everyday activities at work are good indications of one’s work values and attitudes. It will also help if a person will be able to watch or listen to recordings of own work performance which will harness an identification of faults—of strong and weak points—where improvements will be available. This is also how I was able to gauge my performance at work and how I enhanced my skills. (Continuous assessment and professional growth, nd) According to Rennekamp (nd), professional development has several stages. In all these stages there are values inherent to an employee. There is the entry stage, the period when the employee is new to his industry and is still developing the faculties that he needs to sharpen and use in his job. Much of the ethics in this stage come from the school and the family. The second stage is the colleague stage. This is the point when the entry-level employee has mastered his surroundings and the scope of his job. At this stage the employee is an active part of the problem-solving team and no longer the passive listener or follower. He has also found his way around several ethical standards in the company which he may have adapted. (Rennekamp, nd)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   After the colleague stage is the counselor role. Here, the employee takes on a new role as a mentor to others. Leadership roles are prevalent at this stage. Apart from their regular assignments, employees in the counselor stage may take on additional tasks in leading others. They are now sharing their values to others. (Rennekamp, nd)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Finally, there is the advisor stage. In this stage the employee is no longer just an employee but an essential part in strategic planning of organizations. The employee in the advisor stage is more influential and is now a holder of more responsibilities. He also sets standards of practice rather than just encouraging others to do them. (Rennekamp, nd).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Currently, I would presume that I am in the counselor role. I have mastered my job as a critical care nurse and have created networks. I have also established myself as a nurse and have been helping others achieve as well. However, I am in the colleague stage of my e-Nursing and nursing informatics career. I have just entered this role, but I now have taken leadership roles. Despite this difference in my stages in the two job matrices that I am in, I am in the counsellor stage of my moral and ethical life at work. I learn principles every day and teach them as much to others. Conclusion   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There are many factors in which ones moral values are founded. Doane claims that moral identity comes from layers of influences, including the self, others, and the culture or environment in which one is in. Socialization empowers morals and ethics as much as they may disempower them. It is important for a person to have the freedom to choose how he wants to decide about a situation. Ethics cannot be practiced by mechanically teaching employees how to act, speak, or think. It takes proper integration of ethical principles and living by example to enable ethical values to be learned. (Module 4A, page 10)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Overall, ethics is an important part of work in any industry. Where there is no ethics, proper social relations is impossible. It is inevitable to be in situations calling for the unethical practices to be made. However, if the ethical is feasible, then it shall be made. Part II   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Ethics is often tested at work. There was a time when a patient who was terminally ill and was diagnosed to have just several days more to live consulted me if she should seek medical intervention for giving her earlier death. She was not in any pain only because she was practically living on pain killers. Despite her medical insurance, she also cannot sustain the monetary requirements of her illness.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The family feels otherwise. They know that every centavo that they are spending is worth it. They are confident that she will survive. She has not told them about her thoughts.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I am personally against euthanasia. Even though there are instances and occasions when it is needed, I prefer the natural way for death. It was painful to hear a patient decide that way. It was not surprising, though. Before the conversation, she has always been complaining about her medicines, her family, her illness, her life, and her finances. She was sharing that her family wants her gone. She wanted to end the pain and the pain killers. I was not able to help but share this conviction with my patient. I told her that first, she is not in real pain and that even though her pain is only subsided because of pain killers, it should give her hopes of living; secondly, I shared her several things about life that can encourage her to go on. I told her, despite the onset of her disbelief, that there is a right time for everything. I left her room, and I know that she is dismayed.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The patient lived for almost another year. She even managed to be discharged from the hospital. After our conversation, the topic was never raised again. The family never knew about that conversation, nor did the other nurses I was working with. Yet I felt that the attending physician had to know, and so I told him, and to my relief he shared my convictions. He likewise helped the patient recover from the psychological turmoil that was pushing her to the edge. In the end, the patient proved herself wrong. Becoming a moral agent   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The patient’s story impacted my values a lot. When I heard that she died, I felt sad but victorious that I did what I and the physician thought was the right thing. I became a catalyst of her change of mind and heart. I knew I did the right thing because she outlived the deadline that was given to her life by the doctors. Whether she realized that we made the right thing or not did not matter anymore. The heart of the matter is that I was able to win over this morally distressing situation and get out of it the right way.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I was a moral agent, and my moral agency stressed on me that the right thing to do is allow her to live some more. It was my duty to prolong others’ life as much as I could. It would have been an exactly different feeling if I decided otherwise, against my moral principles. Nursing, I subscribe, is a job that entails moral responsibilities. Lessons learned After this situation, I became extra sensitive to the psychological and emotional needs of the patients especially those with terminal cases. I read about positive psychology and shared my learning to other nurses. I was also able to magnify cues that may lead to the same situation as well. When I identify them, such as when the patient is verbalizing thoughts that the family wants her gone or that she should not be living anymore, I try to console her and share my thoughts on life and her health. There are times when the patient will lash out on me with disagreement, but this does not make me bend my convictions. I stayed on believing, because of that patient who survived, that when I make the right choices the right things will happen. In the process, my ethics and morality is also nurtured. Raines assert that there are four antecedents to the occurrence of a moral agency. First is the modeling. In the situation, the patient showed signs of discontent and giving up. She was practically moving away from all other choices but death. Secondly there is the coming of the ethical dilemma. This was when the patient verbalized what she really wanted, which was to cheat on death by ending it earlier. The third stage, the alternatives, caught me in the situation. I was torn between the choice of the patient and my personal ethics; my beliefs or the patient’s beliefs. (Module 4A, page 15) Lastly, my decision was based on information. I gathered all the facts that I have instilled in me to be able to encourage the patient to live longer and have hope. I believe that all these four antecedents take integral roles in accomplishing an act of moral agency. A moral agent cannot be so if there is no ethical dilemma at hand, posed by modeling of the impending dilemma. Alternatives and information, likewise enabled the solution of the dilemma, thus were equally important. (Module 4A, page 15) It is likewise important to have alternatives. Raines assert that nurses should consider that there are always alternatives to a situation. This will put them off the pressure to being gullible followers of a single choice which may not be right. In doing so, ethical values may be put in jeopardy. Gathering and giving information, as well, is important. (Module 4A, page 15) Other factors Communication is another important skill in this. I should still try to learn more about communication processes and skills. Growth can be enhanced by being updated with new policies and guidelines in the skills being developed and the work itself. (Continuous assessment and professional growth, nd) I can do this by attending trainings about effective communication skills, effective listening, and customer support. This does not only benefit my communication with patients and their caregivers, it will also give me the ability to communicate with the other members of my team more effectively which in effect will give me more chances to deliver better and ethics-based patient care in behalf of the company, my team, and myself.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Ethics and values should be part of the highly complex goal-setting strategy of a person. They are as important as any other aims. Interestingly, Cooper (nd) states that 87% of people do not have goals. These people were found to have difficulties coping with the demands of their jobs. They also found it difficult to excel in their fields. In the contrary, 3% of people have clearly defined goals which are written down. These people were found to be achievers, accomplishing their goals and developing in their careers at 50 to 100 percent of the time. While it is not a requirement, employees should write down their ethical and moral resolutions and read them a couple of times periodically. This will instill in them these resolutions. Through all this process of planning, Rennekamp (nd) instills that flexibility is an important element. While being focused on goals and achievements is important, preparations for unexpected events should be considered. In my personal practice, for instance, I usually encounter many dilemmas that challenge my values. It is hard to please everybody, and the moral thing is not always the good thing to do. There will be times when the unethical may bring the good for the more number of people, and it can be sometimes the right choice. References BCIT Document, Specialty Nursing. 2007. Developing ethical practice. Module 4A.    BCIT Document, Specialty Nursing. 2007. Developing ethical practice. Module 5.    Continuous assessment and professional growth. nd. Retrieved November 4, 2007, from http://www.wested.org/online_pubs/Chapter6.Carlson-Final-Pdf-4.pdf Cooper, T. nd. An action plan for growth and success. Retrieved November 4, 2007, from http://teachersnetwork.org/NTNY/nychelp/Professional_Development/growth.htm Litke, C. 1996. Professional growth in changing times: challenges and choices. Retrieved November 4, 2007, from http://www.ucalgary.ca/~cll/resources/litke.html Rennekamp, R. nd. Professional growth: a guide for professional development. Retrieved November 4, 2007, from http://www.ca.uky.edu/agpsd/stages.htm

Atropa belladona: The Deadly Nightshade :: Botany

Atropa belladona: The Deadly Nightshade What might a person bothered with intense gas, or flatulence to be blunt, do in today's society? Perhaps they would visit a type of "health food store" for a type of common natural remedy. Often, the mangers at such stores recommend that comphrey tea be taken to relieve the problem. However, after taking just such a concoction of the tea powder and water, one man became light-headed, agitated, confused and had problems urinating. His pupils became dilated, he had a rapid heartbeat and warm dry skin. After admitting himself to the hospital, the doctors concluded that his comphrey tea was "contaminated" by Atropa belladona.....the deadly nightshade.(11) This very poisonous plant acquired its name from Theophrastus back in the third century B.C. It has been termed "the Mandragora of Theophrastus." It's English name, Dwaule, is derived from a Dutch word dwaul, meaning to wander or to be delirious.(1) It is a perennial herb, and one of the more important species of the nightshade family. Because it is so poisonous it was given the name Atropos, which is the Greek word for inflexible. Another meaning is that it refers to "one of three Fates who cut the thread of life."(2) Taxonomically, Atropa belladona is classified in the Solanaceae, a family that also includes the common potato, tobacco and chile pepper. This species probably came originally from southern Europe and Asia, but is today naturalized in many parts of the world. The plant itself stands between two and six feet in height. Its green berries change to a shiny purplish-black as the plant matures. Some people say the berry is sweet and others say its bitter tasting, but all agree that the size is like the common cherry. To many, the entire plant has a very nauseating odor. The plant also has a thick root, a five-lobed calyx, leaves that are simple, ovate and alternate, and solitary bell shaped flowers. Today, belladona is a very important plant to science and the medical field because of its chemical content. Dioscorides knew of the active constituent of this species in the first century, but it wasn't "discovered" for another eighteen hundred-years. In 1809, the chemical was isolated and by 1819 it was classified an "alkaloid." Today, we know that belladona contains atropine, scopolomine and hyoscyamine. According to the U.S. Pharmacopoeia, "atropine is extremely poisonous."(2) It is so potent that a dilution of only 1 part in 130,000 parts water is sufficient to dilate the pupil of a cats eye.

Illustrate the case for reading the poem as (in part) a study in becoming Roman Essay

To both modern and ancient readers alike perhaps one theme of the Aeneid has generally been perceived most strongly, that of the poem’s glorification and aetiological justification of the values and society of the Imperial Rome in which its poet, Vergil, lived. In contrast to the Hesiodic concept of the decline of society from a bygone Golden Age, Vergil implicitly argues in the Aeneid for the constant evolution of society as having produced in Rome the very pinnacle of civilisation. However, this does not mean that his view is universally rose-tinted: Vergil, also, manages to portray the pathos of those who give their lives for this end (e.g. the self-sacrifices of Dido in book IV and Nisus and Euryalus in book IX [at whose plight Vergil says siquid mea carmina possunt, nulla dies umquam memori vos eximet aevo1]). Like Augustus, Vergil tends to relate the present to mos maiorum, so that innovation is given the guise of conservatism (as Rome was, after all, a generally conservative society). In this essay, I shall discuss the ways in which the poem expresses the development of such a Roman identity. From the outset the poem explains that Aeneas’ struggles (with which we are first met) are not in vain: his descendants are, famously, to obtain imperium sine fine, in the words of Jupiter (1.277). By book XII, that goal is within clear sight. The fact that the all-powerful father of the gods programmatically and teleologically tells of such future greatness so early in the poem gives the reader no option but to focus subsequently on how Aeneas achieves this fated goal. Vergil tends not to involve the gods as directly in the narrative of human affairs as does Homer, but uses them to great effect symbolically and to give such weighty pronouncements. Another programmatic feature of the first book involves its emphasis on kingship: to give just two examples, at line 265 we are told, by Jupiter, that Aeneas will reign over Latium and he is soon after described as king of the fugitive Trojans by Ilioneus (544). Dido ‘is [termed] regina eleven times’ in book I.2 This may not be particularly surprising considering that kingship was the traditional form of government in epic poetry and the heroic world, but such emphasis could be said not only to foresee the supreme power of Augustus (though he did not, due to the negative connotations, style himself as rex or dictator) but also to legitimise it. Augustus may be seen as a benevolent dictator in the mould of Hellenistic kings. To become truly Roman it follows that Aeneas must, equally, become less Trojan, and we can see this process occurring in the poem. Due to the high esteem of Homer’s epics (and the relative paucity of other accounts), the Trojan world is, for both Vergil and ourselves, a predominantly Homeric one; accordingly, some critics have seen in the poem of a gradual rejection of Homeric values. For example, the Aeneas that we see in book II can be said to be ‘rash, implusive, brave [and] seeking when all is lost the glorious death’3: all perfectly Achillean attributes, which, one could argue, slowly recede as the poem progresses. In the second half of the poem (i.e. the ‘Iliadic half’), Turnus is a clear foil to Aeneas (n.b. his bellicose words to Pandarus at the end of book IX: ‘You will soon be able to tell Priam that here too you found an Achilles!’). The Roman way of life involves, arguably, a reliance on debate and compromise more than the manliness and aggression of Homeric heroes. However, this analysis cannot be treated too simplistically as there are points, even towards the poem’s dà ¯Ã‚ ¿Ã‚ ½nouement, where Aeneas is just as ruthless and cold as ever: for example, at many points during book X he rejects pleas for mercy and jeers at those who are on the point of death. Anchises’ prophetic statement in the underworld of book VI has, also, been seen by critics as important in showing both us and Aeneas how to ‘become Roman’, whilst also sanctioning the power of the Roman state: Your task, Roman, and do not forget it, will be to govern the peoples of the world in your empire. These will be your arts — and to impose a settled pattern upon peace, to pardon the defeated and war down the proud. (6.851-3) It is important to note the context, for Aeneas is now starting to act very much like the good king, by acting in accordance with the gods when he leads his men to the Sibyl; whilst in the underworld, Aeneas sees a number of his descendants and successors, many of whom are rulers, and by doing so his right to rule is implicitly confirmed. The speech of Anchises, however, sets Rome within a firm tradition: it was well accepted by many Romans that Greek culture was superior in many respects. If we look at the lines above in which Anchises mentions the Greek arts of sculpture, oratory and astronomy, he can surely be said to define Rome against Greece by tacitly accepting their superiority in these realms, but he implies that the arts of Rome, the arts of peace and war, are what really matter. Though this may seem like an exceptionally aggressive mission, the extent to which clemency (a famous virtue of Augustus) and ultimate peace are emphasised must be noted. In the light of these ideals, Aeneas’ Achillean anger towards Turnus seems ‘in this light disturbing’.4 Perhaps the ideals are too idealistic to reflect reality truly. However, whether they were actually achieved or not, the ideals seem to have been held dearly in historical Rome, if we read what Claudian wrote (albeit with some degree of bias) four centuries after the time of Augustus: This is the only nation which has received conquered people in her embrace, and protected the human race under a common name like a mother not a tyrant, has called those whom she defeated her citizens, and has united the distant parts of the world in a bond of affection for her.5 One has to consider, however, that Roman bravado is often tempered in the poem. The many Trojan deaths throughout the poem are often glorified to emphasize the individual sacrifice for the communal goal. For example, Vergil’s apostrophe to Lausus: ‘harsh death’s misfortune and your noble deeds †¦ I shall not indeed leave unsung, nor you, O unforgettable youth’. 6 Such apostrophes seem to be based upon formulae deriving from Homeric invocations of the Muse, however, which might imply that the sentiment is not so personal as it seems.7 Dido, too, is seen as merely another obstacle which needs to be overcome for Rome to flourish (though she is repeatedly described, perhaps in Vergil’s own voice, as ‘pitiable’). Indeed, in one startling way she could be said to resemble a disgraced Homeric warrior: she falls on her own sword. Aeneas’ ‘escape’ from her thus further represents his retreat from Homeric values. To look at one final such death, the final two lines of the poem focus on the death of Turnus: The limbs of Turnus were disolved in cold and his life left him with a groan, fleeing in anger down to the shades. (12.951-2) The coldness of Turnus’ body may recall in our minds the first storm scene in which we meet Aeneas at sea, and may reiterate the degree to which Aeneas has reversed his despair (turning it into the despair of his main adversary). These lines thus emphasize both the pathos of the death and the certainty of Aeneas’ victory. It recalls, and is based upon, Homer, i.e. the deaths of both Hector and Patroclus (Iliad 16.857 & 22.363).8 The sadness of his death is thereby emphasised, since he is equated with such heroes on either side of the Trojan war. His death was a natural end to the poem (though perhaps an unnatural end for him). It may now be useful to look closely at a part of the poem that is, undoubtedly, looking forward to Rome perhaps more explicitly than any other: the ecphrasis towards the end of book VIII (626-728) focusing on the shield of Aeneas wrought for him by Vulcan as a foresight of the coming Roman glory. However, the crucial intertext on which this scene was modelled is that of the ecphrasis on Achilles’ shield at Iliad 18.478ff, so Vergil is still using a Homeric model to emphasise Rome’s greatness; Greek epic has such gravitas as a genre that, if Rome is to be such a towering civilisation, Roman epic needs to look back to its Greek antecedent. Indeed, in Homer Achilles has a desperate need for new armour (with the loss of his own after the killing of Patroclus), whereas it seems that Vergil includes this scene merely to show ‘before the full-scale fighting begins, what is to be achieved by it’. 9 The final, and (both literally and symbolically) central, scene of the shield shows Augustus’ celebrations after the battle of Actium (31 BC) in which he gained imperium from M. Antonius. Indeed, the shield itself is reminiscent of the shield that was hung in the Curia to commemorate Augustus’ virtues in 27 BC; such virtues (i.e. virtus, clementia, iustitia and pietas) surely apply equally to the Roman imperator and Aeneas (especially pietas, since Aeneas’ pietas was proverbial and pius is a common epithet applied to him throughout the poem). The two men are poetically conflated, thereby giving heroic prestige to the emperor. Most pertinent, however, is that the scene shows numerous and various peoples of the earth (e.g. Nomads, Scythian Gelonians, Gaulish Morini etc.) offering Augustus gifts: the implication is clearly that virtually everyone throughout the world is universally thankful for the arrival of pax Romana. The message is not quite so clear-cut and confident, however, since the theme of war is also almost always present in this vignette. Quite obviously, the theme of ‘war is apt both for the Shield as a martial instrument and for the circumstances of its delivery’,10 however, it moreover emphasizes the extent to which Roman peace relies upon the willingness to fight, however counter-intuitive that might seem. Virgil is certainly patriotic, but he nevertheless neither shies from or tries to obscure the realities of the early-Imperial political situation. In conclusion, the Aeneid can clearly be seen as a study in becoming Roman. Aeneas’ divine mission is reiterated throughout the poem with increasing intensity, especially throughout religious symbolism and prophecy: Aeneas is well aware that he must become Roman. The poem appears to move towards Roman values as it progresses, values such as pietas and clementia, in the face of Homeric impulses and aggression. However, such an analysis needs to be tempered: most notably because of such incidents as Aeneas’ rage against and murder of Turnus when he sees him wearing Pallas’ sword belt. Moreover, the poem continuously looks forward to a Rome to come, especially the Augustan Rome of Vergil’s era. Some have seen the poem as a mere propaganda piece, but it is clear that Vergil’s implicit praise for the Augustan rà ¯Ã‚ ¿Ã‚ ½gime is sophisticated and not blind to the woes of war and those who are killed to make way for the Roman superpower: to use the phrase of the Aeneid, sunt lacrimae rerum. Through imitation (and innovation), Vergil also looks back to Homer. Perhaps the best summary of the message of the Aeneid is given by the ancient commentator Servius: ‘Virgil’s intention is to imitate Homer and to praise Augustus by means of his ancestors.’11 Vergil may, ultimately, have succeeded in his aim, when we consider that the poem was considered a seminal text in Roman civilisation and acquaintance with the poem was a primary method of teaching ancient children not only Latin but also the ‘Roman way of life’. Bibliography Cairns, F. (1989). Virgil’s Augustan Epic. Cambridge. Hardie, P.R. (1986). Virgil’s Aeneid: Cosmos and Imperium. Oxford. Lyne, R.O.A.M. (1987). Further Voices in Vergil’s Aeneid. Oxford. Williams, R.D. (1985). The Aeneid of Virgil: A Commentary. London. Williams, R.D. (1990). ‘The Purpose of the Aeneid’ in Oxford Readings in Vergil’s Aeneid (ed. S.J. Harrison), Oxford. 1 Aeneid 9.446-7. 2 Cairns (1989), 2. 3 Williams (1990), 28. 4 Lyne (1987), 112. 5 Cairns (1989), 205. (De Consolatu Stilichonis, 3.150-3.) 6 Aeneid 10.791-3. 7 Lyne (1987), 235. 8 Lyne (1987), 135-6. 9 Williams (1985), 90. 10 Hardie (1986), 347. 11 Williams (1990), 21.

Travelling

Because it was located at the tip of a productive elevated region, and because it was ear the sea, settlers from Papaya, ‘locos Norte came here by sailboat in 1883 to farm, hunt and fish. They were the Negro, McKay, Sciatica, Merman and Vacation families. Other immigrants followed but only after they heard of the easy life these settlers enjoyed within so short of time. The present day inhabitants are also a conglomeration of natives, so with their occupation, distinct characteristics and outlook towards life.What makes them a bit different is their outward hospitality. Guests are usually served with â€Å"bandanna†(ark it nip wine), â€Å"Killeen† roasted chicken and barbeques fish. Their chief products are coffee, rice, lumber and coconuts. The official founding of Sanchez Mira was August 20, 1894,a day after the fiesta of Maillot, a barrio of Pomona. The town was named in honor of Manuel Sanchez Mira, a Spanish Brigadier General assigned in the Canaan Valley, u pon a strong recommendation of Hilarious Pulled and Fray Santiago Jugular.Actually, Maillot (Now Sanchez Mira) was declared a town by virtue of Royal Decree on September 14, 1894. For his civic spirit, Hilarious Pulled was appointed gubernatorial. He effected many reforms in the newly created municipality, inning for him and his office the people's esteem for General beautification of Sanchez Mira was also credited to him. In 1895, he was succeeded by Boliviano Irrational whose administration was characterized by unrest because of the Philippine Revolution against America.Captain Catalina Pulled, son of Hilarious Pulled, took over the reigns of the town government sometime in 1898. Among his achievements was the maintenance of peace and order because the people were still cold and unresponsive to the policies introduced by the newly arrived Americans. Also worthy in mentioning in this regard ere the men who followed after Captain Catatonia's term. They were municipal presidents Vick ie Aquinas (1901), Circle Bengal, Corsair Vacation and Salvation Pulled (1904). It was during the Polio's term that the town hall and church were burned.In spite of this unfortunate incidents, the town progressed steadily under him. Also the townspeople remembered him for his sound Judgment. Sometime in 1910, Don Paulo Galatia, an energetic administrator, had his term too. It was through his untiring efforts that all barrios under Sanchez Mira were raised a bit room the equal and filth they suffered since the early Spanish regime. Another stand out leader was Don Eastern Negro, elected in the 1929 elections. His administration built a semi-concrete school building, which he dedicated on August 30, 1930. T was also through him that the monument of Dry. Jose Racial was erected in the town plaza. The rest of the towns leader who did their share for the towns people's good are as follows: Antonio Chaperon, (1932); Eastern Sciatica (1935), Haploid Valuable (1936); Juan Argonne (appointed military mayor by the late President Manuel Rosa on June 15, 1946). Don Cosmos Merman, ex- representative, was mayor when the war broke out on December 5, 1941. Last but not the least was Mayor Ambrosia Brain, another outstanding leader.During his term, the town saw the rise of a prefecture center and the digging of artesian wells. Sanchez Mira was one of the first towns to be liberated after World War II. No incident of note place here during the Japanese occupation except for the execution of acting Mayor Venation Cigarillo who collaborated with the enemy. 2. GEOGRAPHY 2. 1 LOCATION; The Municipality of Sanchez Mira is situated in the northwestern part of the province f Canaan. It approximately 1 57 kilometers from Autograph, the capital town.

Sample Example Paragraph - Junk Food Junkie

Sample Example Paragraph - Junk Food Junkie One way to make our writing more vivid and interesting is to add examples that support a main point. The following student  paragraph is clearly organized and effectively developed with specific examples. The one thing the paragraph lacks is a satisfactory concluding sentence. Respond to the questions that follow Junk Food Junkie, and see if you can come up with a good ending for the paragraph. Junk Food Junkie I confess: I am the worst junk food junkie in this great gluttonous galaxy of sugar, salt, and fat. You can keep your lentils, granola, and prunes. I want calories and carbohydrates, burgers and fries. Within minutes after waking up grouchy and puffy eyed in the morning, I stumble to the kitchen and pour myself a tall glass of ice cold Pepsi. Ahh! My tongue tingles and my eyes pop open. I then have the energy to eat. I rummage through the refrigerator, push aside the yogurt and apples, and there it is: a slice of congealed pepperoni pizza. Thats enough to get me off to school and through my first class. Of course, I then head to the store on my first break for a Snickers bar and a Diet Mountain Dew. The lite soft drink, you see, compensates for the calories in the candy. An hour or two later, for lunch, I gobble down a row of Golden Double Stuf Oreos and a peanut butter sandwich, all sloshed down with a pint of chocolate milk. Later in the afternoon I stop at Five Guys to devour a do uble bacon cheeseburger and a monster order of sodium-loaded fries. Finally, before going to bed, I knock off a bag of Philly Cheese Steak Rippled Potato Chipsdripping with onion dip. Study Questions The writer uses chronological order to organize her examples. List the time transitions that you find in the paragraph.  (See  Cohesion Strategies: Transitional Words and Phrases.)Identify the short sentences used by the writer to guide us from the Pepsi example to the pizza example.What sentence does the writer use to guide us from the pizza example to the next example?Create a sentence that you think would conclude this sentence effectively. For sample responses to these study questions, go to page two. Here are sample responses to the study questions that accompany the student paragraph developed with examplesJunk Food Junkieon page one. (1) The time transitions in this paragraph include Within minutes after waking, then, An hour or two later, Later, and Finally.(2) and (3) These sentences should be easy to spot:- Ahh! My tongue tingles and my eyes pop open. I then have the energy to eat.- Thats enough to get me off to school and through my first class.Note that complete sentencesas well as individual words and phrasescan be used to make smooth transitions in a paragraph.(4) Various answers are possible. Heres the concluding sentence that appeared in the students original paragraph: Only then do I drift off to sleep, counting onion rings in the deep fry and hot dogs on the grill. See also: Sample Example Paragraph: Confessions of a Slob.

How to Bounce Back From a Lay-off

How to Bounce Back From a Lay-off Are you still reeling from an abrupt end to your last job? Is your box of office flotsam glaring at your from across the room? It’s a stressful time, and after you’ve taken some time for deep-breathing and appropriate wallowing, you’ll need to prepare for what’s coming next. Here are some concrete steps to help you get back on your feet, courtesy of  career consultant and certified life coach Phyllis Mufson. One of the most stressful elements of unexpected unemployment is financial status. Take an unflinching look at your finances–do you have enough between savings, severance and unemployment to maintain your current expenses for three months? Six? A year? Make a detailed budget and figure out what expenses you can cut right away.Depending upon your age and previous employment history, it may make sense to speak with a financial advisor, hire a recruiter, or seek out temporary employment agencies for an interim job.  Particularly for older job s eekers, choices about whether to opt-in to Social Security benefits or consider opportunities with larger chains that are offering part-time employment with benefits, should be carefully reviewed. Professional career coaches or advisors can help you assess your skills, identify unexpected opportunities, and craft a narrative that will help you stand out form the crowd.Remind yourself daily that, as Mufson puts it, your job search is likely to be a marathon, not a sprint. Find fellow job-seekers to be your â€Å"running buddies†Ã¢â‚¬â€œcheck in with one another daily or weekly. Perhaps you can assemble for periodic group visits with like-minded peers or even former colleagues who are in the same boat. And don’t forget to blow off steam. Especially as summer approaches, there are likely to be free or low-cost leisure activities in your town or city. Set yourself a schedule for job-hunting activities and be sure you leave frequent breaks in it to go for a walk, get some e xercise, see friends, and spend time on hobbies you had before the lay-off that probably threw you off your axis.Being laid off can feel like a judgment on your worth as a person or your merits as an employee, but as the last decade has shown, it can happen to practically anyone in any industry–and the people who bounce back are the ones who realistically assess their finances, their skill-sets, and their network of peers. So rest up, and dive in–there’s no time like the present!

The history of Yoga Essay Example | Topics and Well Written Essays - 750 words

The history of Yoga - Essay Example The practice did not take long to gain popularity as within a century it had already become a method of both mental and physical exercise in the Western world. There have also been several researches that have been carried out in an attempt to verify the psychological mechanism of action during yoga practice (De Michelis, 55-60). In addition, there has also been an attempt to use this practice as an alternative and complementary therapeutic intervention for patients suffering with psychological disorders such as schizophrenia, or other as you have chronic diseases such as heart disease, cancer or asthma. This paper will however focus on the history of this practice and how it has developed over the years. As mentioned above, yoga was practiced in several ancient cultures and it could be said that it is just as old as civilization. However, physically there is no evidence to support this theory and the earliest archaeological findings of yoga practice dates back to approximately 3000 BC (De Michelis, 55-60). However, some scholars have disapproved this theory and dates yoga back to Shamanism in the Stone Age. These scholars believe it was a key practice in therapeutic intervention during this period. ... The main characteristic features of yoga practice as stated in these readings includes ceremonies and rituals that were performed in order to perform certain actions that were physiologically limited by the mind. In this period, the practice was taught by rishis which were also educators on living a harmonious life. They were presumed to have the gift and ability to foresee past reality to their deep practice of spiritual rituals (Samuel, 12-23). Pre-Classical Yoga This period begins with the formation ofUpanishads, which contain 200 Scriptures (Samuel, 12-23). These describe internal perception of reality that is altered and intensified by one’s dedication to Brahman. There are three main principles that were explained in the Scriptures and they include Brahman, Atman and the interrelation between the two entities (Samuel, 12-23). In addition, the Scriptures give further insight on the teachings of the Vedas. In Buddhism, yoga can be traced back to the sixth century BC. In th is period, Buddha began spreading teachings on the religion and his main emphasis was meditation. Gautama was the first to practice yoga among all Buddhists and was able to gain enlightenment by the time was 35 years old (Samuel, 12-23). Around approximately 500 BC a text known as Bhagavad-Gita was formulated and is considered as the oldest documentation of yoga Scripture. In addition, it does not involve other aspects and is mainly focused on yoga. It emphasizes on activity as a form of being alive and importance of our actions exceeding our egos (Samuel, 12-23). Classical Period This phrase possesses another entity of Yoga known as Yoga Sutra. It is believed to have been written