The Congo Essay Example | Topics and Well Written Essays - 1250 words

The Congo - Essay Example The independence did not solve all the problems of Congo, and problems started arising in the province of Katanga, which was enriched with mines. The province was under the control of Moise Tshombe, who in July 1960 supported the Belgium mercenaries and the Belgium Mining company named Union Minere. After having this support, he declared Kantanga independence. Due to this treachery to the Congo government, Lumumba requested United Nations to look into the matter and resolve all the upcoming issues and probable Civil War. The Lumumba's government requested UN military assistance "to protect the national territory of the Congo against the present external aggression which is a threat to international peace." There was no request to restore internal stability. However, Secretary-General Hammarskjold recommended to the Security Council the establishment of a peace-keeping force to assist the government of the Congo in maintaining law and order until, with technical assistance from the UN, the Congolese national security forces were able to meet these tasks. The Security Council authorized the Secretary-General to take the necessary steps for this purpose and called on Belgium to withdraw its troops from the territory. Thus began what, until the operation in Cambodia, was the largest UN peacekeeping operation (reaching a peak of 20,000 troops plus a large civilian corps) and one with a profound influence on internal developments in a member state. The Secretary-General was fully aware of the sensitivity of the action that the UN was undertaking in the Congo, both in terms of the attitudes of the foreign countries having a strong interest in the course of events in the Congo, and of the resistance of the Congolese government to any seeming. UN Peace Keeping Mission in Congo -Congo Crisis (MONUC) The secretary-general thus faced a government clearly desperately searching for assistance, and the possibility that outside powers might fill the resulting vacuum if the UN did not. Acting under Article 99 of the charter for the first time in the organization's history, the secretary-general called for a Security Council meeting to discuss the issue. In doing so, Hammarskjold set in motion the UN involvement in the Congo. That involvement took the form of an operation that, until the 1990s, was the largest UN peacekeeping operation on record. It was also an involvement that prompted a crisis so deep and an experience so devastating for the United Nations that once the UN operation in the Congo was officially over the UN did its best not only to put the experience behind it but also to forget it altogether. The willingness to use force in the Congo was a first for the United Nations and it came in the early days of UN experience with peacekeeping. Some of the logistical and communication problems associated with the operation, therefore, can be attributed to a general lack of experience and procedures. Command and control problems, for example, such as those associated with the final unexpected push into Jadotville that surprised UN headquarters, fall into this category. It remains possible, though, that the Jadotville example, like the murky background to Operation Morthor, is an example of a disconnect between decision making in the field and decision making at UN headquarters, either

Paris Is Burning Case Study Essay Example for Free

Paris Is Burning Case Study Essay 1.I would argue that the group of poor gay minorities, like the people in the ball, is a subculture in itself. This group is a subculture of the gay culture. The distinguishing aspects of the group are that they are poor, gay, and minorities. Another distinguishing aspect is that members of this subculture are typically outcasts. They have been rejected by family members, friends, and American society as a whole. â€Å"It’s hard to imagine a more outcast group in American society than black and Hispanic homosexuals,† (Levy). I identified this group of poor, gay, minority men who participate in balls as a microculture. This microculture’s distinguishing aspects are that these men all seem to live for balls, with dreams of fame and fortune, â€Å"The balls are our fantasies of being superstars,† (Pepper Labeija). This group also has an extreme love for, and competitive drive to be successful at vogeuing. Another trait this group shares is a love for fashion. They use fashion and style in order to appear â€Å"real.† This subculture wants to appear to be authentically white, straight, and female (Levy). This is depicted throughout the film Paris is Burning. Another microculture that I identified in the film is the transvestite microculture. This microculture defines itself by dressing up like the opposite sex, in this case men dressing as women, but who do not wish to become women. They could be considered androgynous, (Solomon, 186). While they do not identify with females, they wish to look female. The third microculture I identified in the film is the transvestite microculture. This group’s ideal self (Solomon, 177) is female. They identify with females and wish to eventually become female. 2.The goal of this subculture is to become a â€Å"real† female, if not to transform completely, to at least look like a real female. They are motivated by the celebrities they see in magazines and on TV. Straight, white, females are this group’s comparative influence, (Solomon, 409). There are a few gay masculine men in this film; their goal would be to look authentically masculine and straight. The whole point of the balls is for members of this group to act out their fantasies. Nearly everyone in the film was pretending to be someone that they were not. Competing in the balls was â€Å"achieving in fantasy what the world had denied in [their] reality,† (Green). Acting out this fantasy allows the people in this film to compensate for dissatisfaction with their actual selves, (Solomon, 172). They desire to look like the beautiful celebrities in the magazines, (Venus Xtravaganza), so this group is doing whatever it can to make themselves more like these women. Sadly, usually the most they can do is pretend, by dressing and acting like these women. This subculture does not â€Å"wish to replace dominant culture, they long to be members of the society they imitate,† (Levy). Part of achieving their goal is purchasing clothing, make-up, shoes, even hormones and female body parts to look the part of a â€Å"real woman†. Without the possibility of consumption, it would not be possible for this group of people to achieve their goals and dreams. They wake up in the mornings as men, and leave their house in the afternoons as women because of the products they consume. They look at their reference group, (Solomon, 404) of straight females, and strive to look like them by purchasing the same products that these women use. To achieve their desired social identity they are acting out the symbolic self-completion theory, (Solomon, 176) by acquiring the clothes, hair, softer features, etc. that they see on women who are their ideals of beauty (Solomon, 196). In my opinion this is very similar to the actions of mainstream culture. â€Å"The movie is a successful attempt by outsiders to dramatize how success and status in the world often depend on props you can buy, or steal, almost anywhere – assuming you have the style to know how to use them,† (Ebert). I have observed that the common belief in mainstream culture seems to be that a person has to look a certain way to be successful. The more fashionable and beautiful a person looks, the more successful and therefore desirable they are perceived to be. Mainstream culture consumers spend millions every year attempting to make themselves look more successful and beautiful than everyone else around them. This is similar to the drag queen subculture portrayed in the movie in many ways. Both groups are trying to appear one way by purchasing clothing, plastic surgery, make-up, nice homes, etc. Both groups are desperate to be accepted by mainstream culture and both groups use style and purchasing power to try to achieve this dream they have of popularity and acceptance. There is a huge difference though. Main stream culture is constantly consuming goods and services in an attempt to fit in with each other. Drag queen subcultures are consuming these same goods to try to fit in with main stream culture. They dream of the fame and fortune that comes with being a beautiful, straight, stylish woman. â€Å"Livingston blames the advertisements they see in the media for fostering their unrealistic yearnings,† (Levy). They are competing with a completely different group of people. Not only is their competition different, it is nearly impossible to compete with. â€Å"The models compete to see who could pass in worlds that are almost completely closed to gays and blacks especially, gay blacks,† (Ebert). The balls are this group’s opportunity to flaunt their consumptions, and practice for the â€Å"real world.† The winners are those who exhibit the most style, and often those who can afford to spend the most on their costumes, (Dorian Corey). Sadly, this group is competing with â€Å"members of a society that will never accept them,† (Levy). 3.Not surprisingly, this subculture faces many conflicts in their daily lives. These conflicts include dealing primarily with prejudices, money shortages, and abandonment. Conflicts are handled in many different ways. Prejudice is a problem all over the world and will probably never cease to be a problem. It is not depicted much in the film how this group of people handles this problem except to ignore it for the most part since there is really nothing that can be done about it. â€Å"I am white so I have the ability to write those grants and push my little body through whatever door I need to get it through. If [drag queens] wanted to make a film about themselves they would not be able, I wish that weren’t so, but that’s the way society is structured,† (Green). This subculture has very little, if any, power with anyone but themselves because of prejudices. This problem causes the other main conflicts they are faced with, money shortages and abandonment. Many of the people in this subculture have no other way to make money but to become â€Å"hussies†. They will use their physical tools to get what they want and need. â€Å"Hes taking me out for dinner later this evening, or for cocktails after midnight. I know hell give me some money just for me to maybe buy some shoes and a nice dress, so that the next time he sees me, hell see me looking more and more beautiful, the way he wants to see me. But I dont have to go to bed with him, or anything like that. At times they do expect sexual favors, but that is between myself and them, so I dont want to talk about that any further,† (Venus Xtravaganza). It is later discovered that Venus was found dead in a motel. She always did what she wanted to get what she wanted, such as getting into cars with men. Sadly, that is the life of a transsexual living in New York City, (Angie Xtravaganza). Money shortages give this group a risky shift, (Solomon, 267), distinguishing aspect of resorting to dangerous alternatives to make money, such as becoming prostitutes. This group also steals to get food as well as acquire props and clothing for their ball competitions. â€Å"Faggots,† or gay young men, are the best at â€Å"playing pranks† or stealing, (Freddie Pendavis). Many of the drag queens featured in this film have been abandoned by their families because they are homosexuals. To resolve this, this subgroup has formed its own families, or â€Å"houses,† as they are referenced to in the movie. Each house has a mother and a father. While these are not literal houses, it is a small community that offers support to its members. Family members assist each other with ball competitions, stealing, and encouraging each other when times are tough. 4.This subculture is very similar to mainstream culture. Both groups of people have a longing to be accepted. Both groups put a huge emphasis on how stylish a person is. The big difference is that the drag queen subculture is daring to be different to be who they want to be and fit in with whom they want to fit in. They could easily live in New York as straight men. They could live everyday pretending to be someone they were not and living a life they were not happy with to avoid the hardships that come along with being drag queens. â€Å"Beatings, violence and rejection are daily realities for men who want to pass as women, and so there is a certain courage exhibited by their choice,† (Ebert). Mainstream culture, however, is not so brave. Many people who are considered â€Å"mainstream† most likely have interests and tastes that are not considered the norms, (Solomon, 429). Some examples are a boy who enjoys dancing rather than football, or a female teacher who enjoys listening to metal rather than mainstream music. Both examples go against the stereotypes. While I personally believe many Americans, if they let their true selves show, would have personality traits that go against the stereotype that is associated with them, they will not let these traits show. They are not brave enough to go against mainstream culture and be the people they truly want to be. This drag queen subculture has dared to step out of the norm and try to become the people they really want to be. In most cases, this dream they have will be impossible to achieve. Mainstream culture influences this drag queen group completely. The drag queen subculture is striving to actually become part of the mainstream culture. Members of this group want to be like mainstream culture in every way. This is why they are pretending to be this mainstream group of people who will never accept them, (Ebert). Mainstream culture affects how this subculture looks, dresses and lives; nearly every aspect of their lives is determined by what mainstream culture does. However, the drag queen subculture has very little impact on mainstream culture. The only part mainstream culture has plucked from the drag queen subculture is â€Å"voguing.† Popular celebrities like Madonna got voguing into mainstream culture. Ironically, while mainstream culture was learning how to â€Å"vogue† it â€Å"began to copy a subculture that was copying it,† (Green). This is a very small influence that the drag queen subculture had on the mainstream culture, however, compared to the impact mainstream culture has on their lives. 5.Mainstream culture is the trends, attitudes, living styles, etc. that are made popular by the media. I do not think it is a collection of subcultures. I think that the media can pick certain aspects from subcultures and make them become mainstream culture, but I truly believe it is the media that affects what we call mainstream culture. The media controls trends by having celebrities endorse certain products. I think that we look at celebrities, see their beauty and/or success and assume they must know what the best product is. We want to be lovely and successful like them, so we try to imitate them. This catches on because everyone in mainstream culture wants to be accepted, and since what is considered acceptable and desirable is what the celebrities are endorsing, which is what we all do and buy. We also have the need to be accepted by our mainstream peers. If our peers believe what the celebrities are endorsing is what is most desirable, we will come to think it is desirable, in order to be accepted and desired.

Paeadise Lost :: Essays Papers

Paeadise Lost In John Milton’s Paradise Lost, we can see that there are the two ideas damnation and salvation through the characters of Satan and Adam & Eve, respectively. It is Satan’s sin of pride that first causes him to fall from God’s grace and into the depths of hell. This same pride is also what keeps him from being able to be reconciled to God, and instead, leads him to buy into his own idea of saving himself. With Adam & Eve, we see that although they too, disobeyed God, they repented of their sin, and were reconciled to the Divinity through the saving judgement of the Son. It is their ability to admit their wrong doings to God that allow them to have the promise of returning to Paradise; something that Satan was not able to do. In the fourth book in Paradise Lost, we see Satan wrestling with himself over what has happened, his fall, and what it is he is about to do, his completely setting himself against God. He is able to recognize that God’s forgiving nature extends even to himself, "I could repent and could obtain By Act of Grace, my former state", and is if only for a moment, unsure as to "which way I shall fly"? However, Satan knowingly chooses to cling to his foolish pride, and is unwilling to ask and receive the forgiveness of God, "is there no place left for repentance†¦ none left†¦ disdain forbids me". It is important to understand that Satan fully comprehends the sin he is about to commit as he is well aware of the consequences for his actions. He allows his pride to completely remove him from ever regaining his "former state", and so damns himself and the other fallen angels to the hell set aside for them. This idea of his last and lost chance to reconcile himself to the Divinit y is seen when he declares "So farewell Hope†¦ Farewell Remorse: all Good to me is lost". This demonstrates his complete sense of despair, and thereby, his complete rejection of both God and His love. When we look at Adam & Eve, we see what might be considered tragic "heroes" in the sense that they also knowingly doom themselves to be removed from Paradise, and subjected to the harsh, new world as well as death, and yet persevere with the hope for a better future.

Film and Literature Essay

Literature and film feed at the same breast, considering the affinities between them. Since its very beginning, Hollywood has used works of fiction as source material for films. One of the most discussed adaptations is Francis Ford Coppola’s Film Apocalypse Now (1979) based on Joseph Conrad’s novel Heart of Darkness (1902). This paper compares and contrasts these works of art, arguing that while there are obvious differences, the film generally general remains true to the core meaning of the novel. One can say that Coppola’s film is a thematic and structural analogue to Conrad’s novel. Differences On the surface it seems that Apocalypse Now deviates largely Heart of Darkness. The differences can be seen in settings, events, characters, and other snippets of information such as quoted lines and strange actions of the major characters. The settings of the two stories are different and written in different periods of time. The setting of Conrad’s late nineteenth century novel is the Belgian Congo in the 1890s. By contrast, Coppola’s 1979 film takes place in Southeast Asia in the 1960s during the Vietnam War. In addition, the novel centers on Charles Marlow, a British sailor employed by a European trading company as captain of one of their steamboats, whereas the film focuses on an American army officer, Benjamin Willard. Another major difference is that the ivory traders are in the Congo of their own greed and free will, whereas the American soldiers are drafted into Vietnam and engage in the war against their will. At the first glance, there seem to be character differences in the novel and film – Copolla’s Willard is nothing like Conrad’s Marlow. In the novel, Marlow is very eager to meet Kurtz and perhaps gain knowledge about the secrets of the ivory trade in the former Zaire. On the other hand, Willard seems to have a death wish. Copolla portrays Willard as a depressed human, having a soldier’s killer instinct, throughout the entire film. The effectiveness of point of view also differentiates the novel and the film. While it is true that Willard remains on the screen more than anyone else in Apocalypse Now, and his comments are often heard on the film’s sound track, viewers still do not see others completely from his perspective as readers do in Heart of Darkness. Hence, the film is robbed of some of the emotional intensity that one feels when one reads the novel. This is simply because the narrator in the novel communicates his subjective reaction to the episodes from the past. In the film, the audience does not grasp the extent to which the narrator is profoundly affected by Kurtz’s tragedy. Many of Marlow’s sage reflections about Kurtz’s life and death are absent in the film. Moreover, while Coppola successfully creates a staggering experience of the war’s madness, he seems to confuse the moral issues. This is perhaps because of his view of personalizing the novel. The director identifies so strongly with Kurtz that he modifies the issue of power and disturbs the delicate balance between Conrad’s story and the subject of Vietnam. Apocalypse Now succeeds in making its viewers experience the horror of the war and to realize their own complicity in it, but it fails to highlight the nature of Kurtz’s horror illuminated in Heart of Darkness. Coppola’s failure to combine Conrad’s story and the Vietnam War in this respect points largely to The film’s adaptation of Kurtz. In the novel, Kurtz is corrupted by his isolation in the wilderness, resulting in an obsession with power and unfolding frightening truths about himself: I think it had whispered to him things about himself which he did not know, things of which he had no conception till he took counsel with his great solitude-and the whisper had proved irresistibly fascinating. It echoed loudly within him because he was hollow at the core. (133) in the film, Coppola tries to resonate Kurtz’s â€Å"hollowness† by having the character recite The Hollow Men by T. S. Eliot. But this can be seen as more of an emblematic solution that does not somewhat applies in the Vietnam War context. Parallels While the settings, backgrounds, characters, and approaches of the novel and film are somehow different, the narration, structure, and that theme are similar. The following paragraphs summarize some of the essential parallels between Conrad’s Heart of Darkness and Coppola’s Apocalypse Now. In the novel, Marlow introduces his narrative with a passage about â€Å"devotion to efficiency†, the idea behind how the ivory trade makes profit, justifying cruel exploitation (Kinder 16). This statement is also applicable to the Vietnam War context as they are both in the stages of Western imperialism: The conquest of the earth, which mostly means the taking it away from those who have a different complexion or slightly flatter noses than ourselves, is not a pretty thing when you look into it too much. What redeems it is the idea only. An idea at the back of it; not a sentimental pretence but an idea: and an unselfish belief in the idea-something you can set up and bow down before, and offer a sacrifice to. (70) Coppola does not retain this speech in the film, but it becomes the groundwork for the dramatic events that unite Kurtz and Williard: the former’s recounting of the inoculation story and the latter’s murder of a wounded Vietnamese woman. The two are driven into a situation in which â€Å"military efficiency is totally undermined, yet they have been trained to worship it and to internalize it as the source of their own personal pride† (Kinder 16). In the novel, although Kurtz embodies all of Europe, he can be viewed as a â€Å"universal genius† who shows what lies ahead for those who take the challenge to look into the abyss. Despite the shortcomings in the handling of Kurtz, Copolla’s conception of film remains a masterful work that complements the power of Conrad’s vision. The novel and the film embody the theme of insanity and madness and insanity caused by the evil of imperialism. Madness in the novel is the result of being removed from ones normal environment and how people cope with their new environment. The same theme is explored in the film. Many soldiers who are drafted into Vietnam are barely 18 or 19-year-olds. Their mental stability is shaken when they are thrown into a harsh environment, where their lives hang on by the minute. Soldiers such as Lance and Chef are ready to snap at any moment due to the shock and realization of what kind of situation they are in or what is the purpose of fighting fellow men. They also fear the fact that they do not know where they are headed. Copolla and Conrad literally and metaphorically confront the madness and insanity brought about by Western imperialism and colonialism. Through Kurtz and the American soldiers, Copolla is able to portray what war is like for them, and why so many of them suffered from Post Traumatic Stress Syndrome. The film suggests that wars are an imperialist tool that drives the weak into their destruction. On the other hand, Conrad exposes how the imperialist agenda leads to the exploitation of foreign lands and its people, leaving the imperialist agents themselves deranged and empty (Papke 583). Both the novel and the film also give rise to a race discussion. Conrad and Coppola portray White men as the dominant. They not only rule over their respective crews; they also dominate the local peoples. Marlow and Willard look at the native people as if are the savage culture and White men are the civilized one. But it is interesting to note that each of the two main characters see a little of himself in Kurtz, a degenerated savage White man. Coppola’s take on Conrad’s Heart of Darkness has gained much attention from film scholars. In â€Å"The Power of Adaptation in ‘Apocalypse Now’†, Marsha Kinder states that â€Å"Coppola rarely hesitates to change Conrad’s story-setting, events, characters-whenever the revision is required by the Vietnam context. † (14) Moreover, the dialogues in the film, especially Willard’s voice-over narration, have been attacked by several film critics for sounding more like a parody of author Raymond Chandler than an adaptation of Conrad’s novel. But a deeper look suggests that Willard’s character and tone are not intended to be Marlow’s. To suit the Vietnam context, Willard has been totally transformed into a trained assassin, whose life has been drained of all meaning. Coppola retains Conrad’s focal image of the river. In the film, just as in the novel, each of the main characters embarks on a literal and metaphoric central journey. Marlow’s description of the Congo is an enormous snake uncoiled that fascinates him as a snake would a bird. The film’s structure is controlled by the image of the river â€Å"that snaked through the war like a main circuit cable,† carrying Willard to Cambodia. The novel and the film begin with the protagonists’ explanation of how they got the appointment which necessitated their excursion upriver. Marlow is dispatched to steam up the Congo in to find Mr. Kurtz, while Willard is mandated to journey up the Mekong River in a navy patrol boat to find Col. Kurtz. Moreover, while they travel up a primeval river to fulfill their respective assignments, they speculate about the character of the man they are seeking, with the help of the information they have pieced together about him. In both novel and film, the river eventually leads Marlow and Willard to Kurtz and his dying words of horror (Kinder 15). This final destination for both men is their soul-altering confrontation with Kurtz. Overall, it is an expedition of discovery into the dark heart of man. It is also a close encounter with man’s capacity for evil. Coppola agrees with this observation and stated that he also saw Willard’s voyage upriver as a representation for the journey of life that people take within themselves and during which they decide which side to take: good or evil. The horror of the world dominated by hollow men is at the center of both Heart of Darkness and Apocalypse Now. Kurtz, in his god-like acousmatic voice and morally terrifying manifestation, is invested with much greatness: He fully understands existence in all its repugnance. Repelled and terrified Kurtz pushed himself to go into the very heart of darkness, to fully engage in the dualism (good and evil) of Being. To call Kurtz heroic or rapacious or good or evil, is to miss the point entirely. He is forever shaped by a dark satori, by an understanding of the omnipresent nature of darkness. Marlow and Willard are arguably Kurtz’s spiritual sons, and they experience the same realization. Both of them look full face at the great condemnation, at the dark obscurity of Being. Each of them faces moral terror in the shape human conduct forced beyond decent limits; and each of them is profoundly transformed by this experience. In her book, Double Exposure: Fiction Into Film, Joy Could Boyum states that â€Å"in substituting Willard for Marlow, a madman for a sane one,† Coppola creates a character incapable of â€Å"any shock of recognition,† a man unable to â€Å"know evil when he sees it† (114). Boyum also argues that there is no discovery for Willard; he is a â€Å"murderer confronting a murder, a madman face to face with madness-it amounts only to a tautology. † Thus, Copolla’s Apocalypse Now can be argued as a movie that has no moral center. Unlike Willard, Marlow returns from the river experience with intact moral perspective and sanity, inviting the reader’s trust and identification. But one can also say that, like Apocalypse Now, Conrad’s Heart of Darkness, itself, is a novel that has no moral center. The book suggests that Marlow’s great realization is that existence itself has no moral heart. The character has not sustained the river journey with his intact moral perspective unchanged. Towards the end of the novel, Marlow is a transformed man, largely isolated and very different from those people aboard the Nellie. He is alienated forever in his wisdom. Willard, too, in the end, is vastly separated by his new knowledge. While many critics see Willard as immoral, insane, and unchanging, Kurtz’s view of him is more fitting. In the film, Kurtz describes Willard when he sees him for the first time as â€Å"an errand boy sent by grocery clerks to collect a bill. † But in the end, Willard becomes wiser. He has been transformed, humbled by his face-to-face confrontation with the darkness natural in Kurtz, in himself, in existence. Therefore, the separate stories of Willard’s and Marlow’s river experiences follow a similar narrative pattern and arrive at a similar truth. Apocalypse Now is a thematic and structural analogue to Heart of Darkness. This is perhaps because, Copolla, in his authorial wisdom, fully understood that theme and technique, meaning, and structure are inseparable entities. To tell a story differently is to tell a different story. It seems that, ultimately, Copolla and Conrad tell the same story. Conclusion This paper looks at the differences and parallelisms between Conrad’s Heart of Darkness and Coppola’s Apocalypse Now. In comparing and contrasting the novel and the film, this paper suggests that the film has some significant deviation from the novel. Despite this, however, Apocalypse Now generally remains true to the core of Heart of Darkness. Both the novel and the film follow the same story line but Conrad and Copolla have different ways of presenting this story. This results in surface differences. But a deeper and closer reading of both the novel and the film reveals that they complement each other. This is one of the most important things in adapting a work of literature into a film. Works Cited Boyum, Joy Gould. Double Exposure: Fiction Into film. New York: Universe Books, 1985. Conrad, Joseph. Heart of Darkness. New York: New American Library, 1950. Kinder, Marsha. â€Å"The Power of Adaptation in ‘Apocalypse Now’†. Film Quarterly 33. 2 (1979-1980): 12-20. Papke, David Ray. â€Å"Joseph Conrad’s Heart of Darkness: A Literary Critique of Imperialism. † Journal of Maritime Law and Commerce 31. 4 (2000): 583-592.

Othello as a Tragic Hero Essay

One of the most obvious focal point of disagreement about Othello is whether Othello was a tragic hero or not according to the classic conception of a tragic hero; whether his characterization, personal attributes make him fall into the domain of Aristotelian concept of tragic hero; Whether or not he possessed a tragic flaw. To Swinburne, Othello was â€Å"the noblest man of man’s making†. (Swinburne)But T. S. Eliot, on the other hand spoke unfavorably of his â€Å"cheering himself up†, (153) and came out with a celebrated critical term â€Å"Bovarysme†. Robert H.  Heilman (1956) comes very close to restating the Eliot position when he says; â€Å"Othello is the least heroic of Shakespeare’s tragic heroes. † (p. 166) The identification of Othello’s hamartia differs from reader to reader and from critic to critic. Some critics are of the view that excessive Egotism and self-confidence of Othello remain the main cause of his tragedy. He harbors unjustified suspicions against Desdemona. He had a trustful nature and he is thorough in his trust of Iago. (Bradley, 1965. p. 213. Jealousy overpowers him and he lacks self-control. It is hardly likely that even a combination of all these would be equal to what Aristotle considered to be a serious hamartia, and he exhibited any of the failing mentioned above. It would hardly be logical to say that the Othello was punished for crime in the yes of the divine. Another view is that the present failings of Othello may be taken to means that he was he was always like that, and his tragedy comes due some inherent or innate unsoundness in his character. However we get no indication of this in the play. The conception of the tragic hero that we gather from Aristotle’s Poetics is that he is a highly esteemed and prosperous man who falls into misfortune because of some serious hamartia i. e. tragic flaw. Aristotle gives the example of Oedipus and Thyestes, which means that according to him, it was Oedipus’ hamartia that was directly responsible for his fall. Although the meaning of hamartia is far from certain, its most frequent applications is in the sense of false moral judgment, or even purely intellectual errors. Among Greeks no sharp distinction between the two existed. It is generally believed that according to Aristotle the hamartia off Oedipus consists in some moral faults and it has been tried to identify various moral faults in Oedipus. Othello also possessed these moral flaw and his tragedy only comes due to these moral flaws, So according to Aristotelian conception, Othello is a tragic hero as he is a larger than life character and has tragic flaws that bring his destruction. Distinguished Professor Butcher has identified four possible range of meaning of Aristotle‘s Hamartia i. . tragic flaw. The foremost of these connotations is an error due to unavoidable ignorance of circumstances whereas an error caused by unawareness of conditions that might have been identified and for that reason to some extent morally blameworthy is another manifestation of the sense in which the term hamartia was used by Aristotle. The third sense is â€Å"A fault or error where the act is conscious and intentional, but not deliberate. Such acts are committed in anger or passion. Where as fourth one is â€Å"A fault of character distinct, on the one hand, from an isolated error, and, on the other, from the vice which has its seat in the depraved will†¦a flaw of character that is not tainted with a vicious purpose. † This essay will try to analyze all these manifestation of tragic flaws present in the character of Othello to manifest that he was a tragic hero. The character of Othello possesses an aura of personality that makes him distinguished as well naive and unrefined as compared with other characters in the play and other Shakespearean protagonists. That is the sole reason that why he fell a prey to Iago’s plot. Iago told Roderigo, â€Å"O, sir, content you. I follow him [Othello] to serve my turn upon him â€Å"(I, i lines 38-9). Iago explains that only follow Othello to certain extent. A rudimentary supposition is that as the murder of Othello’s wife Desdemona is the result of deceitfulness of Iago, so himself remained a victim to the evil genius of Iago. Othello’s wrath was a product of his impulsiveness, the inherent flaw in his character, but that was utilized and triggered by the machination of Iago. The offense of Iago – to conspire the demise of the Moor – is worse since it is embedded in a shrewd mind with organized attempt whereas the wrongdoing of Othello was the result of his naivete. He was blindfolded by a thorn in the heart and mind. But his sin can not be justified only on this ground as there were various methods to check the blameworthiness. However, it can be illustrated that Othello permitted himself to be influenced by Iago’s proposition of the unfaithfulness of Desdemona. Iago only provides a justification that was needed by Othello. Some critics are of the view that Desdemona’s murder is an outcome of Othello’s excessive arrogance and his impulsiveness to decision-making. A. C. Bradley ponders over the dispositions and nature of Othello and says in this regard; â€Å"The sources of danger in this character are revealed but too clearly by the story. In the first place, Othello’s mind, for all its poetry, is very simple. He is not observant. His nature tends outward. He is quite free from introspection, and is not given to reflection. Emotion excites his imagination, but it confuses and dulls his intellect. On this side he is the very opposite of Hamlet, with whom, however, he shares a great openness and trustfulness of nature. In addition, he has little experience of the corrupt products of civilised life, and is ignorant of European women. † (p. 217) Despite this major flaw, he possessed some distinct personality traits. His has the capacity to build positive and reciprocal relationships and to take a number of steps to persuade. He possesses the capability to tailor an approach to appeal to the needs of a particular audience and an example of this relationship building is his genuine companionship with Iago. But again this trait of Othello is used against him as Iago takes advantage of his trust and design more evil plots against him. Although Othello possesses some evil propensities but he is capable of preventing these base and evil instincts to dominate him. In order to locate the degree and gravity of his sins, his motives fro his evil actions must be taken into consideration. It can be argued that his sins are product of weak mental faculties and some inherent flaws in his character. It was further enhanced by the manipulation of Iago instead of his pride. His action of murdering Desdemona was also not due to deficiency of confidence as he was a strong leader as manifested by his ability to command military and various other states affairs. But his leadership does not mean that he was forfeited against personal fantasies and whims of imagination. Othello’s basic dilemma was that he was in a totally new socio-cultural milieu. He was in a new city with a new bride who was graceful and young. Furthermore, Othello was in deep love with her does not know her well. He was uncertain about Desdemona decision to select him as her husband, and can only comprehend one clarification, â€Å"She lov’d me for the dangers I had pass’d. † (I,iii,167) He is aware of the prevailing environment of prejudice and bias in Venice and without doubt must inquire why Desdemona would against her own norms and values and associate white Venetians by marrying an outsider. All these added suspicion in his minds before Iago begins his conniving plot. Although Desdemona was an epitome of love and care for her, but his preconceived notions cannot enable him to believe in her love unreservedly. His response to his skeptic mind is to put Desdemona on a pedestal, making her an â€Å"emblem of purity and trustworthiness† ‘Tis not to make me jealous/ To say my wife Is fair, feeds well, loves company, Is free of speech, sings, plays, and dances well. / Where virtue Is, these are more virtuous. Nor from mine own weak merits will I draw/ The smallest fear or doubt of her revolt, For she had eyes, and chose me. (3. 3. 180) Othello arrived at the conclusion that Desdemona’s consideration and virtue only capacitated her to feel affection for the unlovable — an unstable culmination originating from his low self-worth. When Iago cast away this fictitious idealism with his evil designs, he is merely strengthening what Othello considers profoundly to be thoroughly possible i. e. that Desdemona could love another man. Iago is on hand to verify Othello’s primary doubts: Ay, there’s the point! as (to be bold with you)/ Not to affect many proposed matches/ Of her own clime, complexion, and degree, / Whereto we see in all things nature tends †¦ Her will, recoiling to her better judgement,/ May fall to match you with her country forms, / And happily repent. (3. 3. 228) So all these facts, arguments and supported evidence clearly manifest that Othello was a lager than life character and his tragic flaw contributes toward his tragedy. It is both an amalgam of self-infliction and circumstances beyond his control. He is a noble character but when things go wrong and pressures builds up, Othello’s inadequacies are revealed like the cracks in the dam. This makes him a tragic hero according to very conception of Aristotle. A. C. Bradley refutes the point of view that Othello was not noble and has no characteristics of a tragic hero. He is of the view; This character is so noble, Othello’s feelings and actions follow so inevitably from it and from the forces brought to bear on it, and his sufferings are so heart-rending, that he stirs, I believe, in most readers a passion of mingled love and pity which they feel for no other hero in Shakespeare, and to which not even Mr Swinburne can do more than justice. Yet there are some critics and not a few readers who cherish a grudge against him. They do not merely think that in the later stages of his temptation he showed a certain obtuseness, and that, to speak pedantically, he acted with unjustifiable precipitance and violence; no one, I suppose, denies that. (p. 221)

Spring Break Guide for College Students

Spring Break Guide for College Students Spring break- that last little bit of time off before the end of the academic year. Its something everyone looks forward to because its one of the few times in college you truly get a break from the grind. At the same time, a week goes by fast, and you dont want to head back to class feeling youve wasted your free time. No matter what year you are in school, your budget or your vacation style, here are several ideas for what you can do to make the most out of your spring break. 1. Go Home If you go to school away from home, taking a trip back can be a nice change of pace from college life. And if youre one of those students who isnt great at setting aside time to call Mom and Dad or keeping up with friends at home, this is a great opportunity to make up for it. This can be one of your most affordable options, too, if youre trying to save money. 2. Volunteer See if any service-oriented campus organizations are putting together a volunteer-based spring break trip. Service trips like that offer a great opportunity to see a different part of the country (or the world) while helping others. If youre not interested in traveling far or cant afford a trip, ask organizations in your hometown if they could use a volunteer for a week. 3. Stay on Campus Whether you live really far away or youre just dont want to pack up for a week, you may be able to stay on campus during spring break. (Check your schools policies.) With most people gone on break, you can enjoy a quieter campus, rest up, catch up on school work or explore parts of town youve never had time to visit. 4. Revisit Your Hobbies Is there something you enjoy doing that you havent been able to continue doing at school? Drawing, wall climbing, creative writing, cooking, crafting, playing video games, playing music- whatever it is you love to do, make some time for it during spring break. 5. Take a Road Trip You dont have to drive across the country, but think about loading up your car with snacks and a couple of friends and hitting the road. You could check out some local tourist attractions, visit state or national parks or do a tour of your friends hometowns. 6. Visit a Friend If your spring breaks line up, plan to spend time with a friend who doesnt go to school with you. If your breaks dont fall at the same time, see if you can spend a few days where they live or at their school so you can catch up. 7. Do Something You Dont Get to Do at School What dont you have time for because of the busyness of class and extracurricular activities? Going to the movies? Camping? Reading for fun? Make time for one or more of those things you love to do. 8. Go on a Group Vacation This is the quintessential spring break. Get together with a bunch of your friends or classmates and plan a big trip. These vacations can cost more than many other spring break options, so do your best to plan in advance so you can save up. Ideally youll be able to save a lot by carpooling and sharing lodging. 9. Take a Family Trip When was the last time your family took a vacation together? If youd like to spend more time with your family, propose a vacation during your spring break. 10. Make Some Extra Cash You probably cant find a new job for just a week, but if you had a summer job or worked in high school, ask your employer if they could use some help while youre home. You could also ask your parents if theres any extra work at their jobs that you could help with. 11. Job Hunt Whether you need a summer gig, want an internship or are looking for your first post-grad job, spring break is a great time to focus on your job hunt. If youre applying to or attending grad school in the fall, spring break is a good time to prepare. 12. Catch Up on Assignments It may feel like youll never make up the work if youve fallen behind in class, but you might be able to catch up during spring break. Set goals for how much time you want to dedicate to studying, so you dont get to the end of break and realize youre farther behind than you were before. 13. Relax The demands of college will intensify after you get back from break, so make sure youre ready to face them. Get plenty of sleep, eat well, spend time outside, listen to music- do whatever you can to make sure you get back to school refreshed.

The Crucible society Essays

The Crucible society Essays The Crucible society Essay The Crucible society Essay Mrs Putnam was jealous of Rebecca Nurse. This was because Rebecca had a large healthy family with all living children whereas all but one of Mrs Putnams children had died. Mrs. Putnam had seven babies that each died within a day of its birth. You think it Gods work you should never lose a child, nor grandchild either, and I bury all but one? said Mrs Putnam who channelled her anger into blaming Rebecca for their deaths as she was convinced that Rebecca used witchcraft to murder them. This eventually lead to Rebeccas death because as Rebecca was Mrs Putnams midwife and seven of Mrs Putnams babies died, Rebecca was wrongly charged with being a witch and that accusation was believed. Abigail wanted Elizabeth Proctor dead. This was because following her and Proctors affair, all she wanted was to be with John Proctor. She hoped that if his wife was out of the way she could have John. Betty accused Abigail saying: You did, you did! You drank a charm to kill John Proctors wife! You drank a charm to kill Goody Proctor! Abigails vanity also led her to believe that John Proctor would want her to be his wife rather than Elizabeth. This makes her think that if Elizabeth was out of the way she could have Proctor. She thinks to dance with me on my wifes grave. Also Abigail was found with a needle stuck in her stomach. She accused Elizabeth of using a poppet as a sort of voodoo doll to stick the needle in her. Cheever told Proctor, when Elizabeth showed him the poppet that Mary had made for her earlier that day stuck two inches in the flesh of her belly, he draw a needle out. And demandin of her how she come to be so stabbed, she testify it were your wifes familiar spirit pushed it in. Cheever wouldnt have thought that Abigail would stab herself and that made him believe Abigails untrue story that Elizabeths spirit pushed the needle in and therefore was a witch. Dancing was entirely forbidden and was linked with the Devil. When the girls were caught casting spells whilst dancing they blamed others so they wouldnt be punished. In one scene, all the girls screamed that they had seen other women from the village with the Devil as a diversion that sought to draw the attention away from the girls themselves, I saw Sarah Good with the Devil! I saw Goody Osburn with the Devil! I saw Bridget with the Devil! People were more that willing to accept witchcraft so were easily able to believe stories told to them. Parris was willing to accept that his daughter Bettys illness was unnatural rather that risk his reputation. The unknown illness was considered linked to the Devil as there was no cure and it followed the night of dancing and casting spells. Pride in his scholarship and his belief in witchcraft makes Hale willing to accept the girls accusations (of innocent women) as genuine. Even though he quite likes the Proctors, the girls have accused Elizabeth of witchcraft, which makes him question the Proctors faith, I thought, sir, to put some questions as to the Christian character of this house, if youll permit me. But in the end Hale does come to question the girls accusations following his interrogations of Abigail and later he returns to the town to try and stop the trials because he becomes deeply troubled, claiming that if Rebecca Nurse is tainted, there is nothing to stop the whole world from burning. The two judges Danforth and Hathorne had so much pride that they couldnt accept that the girls had manipulated them with false accusations. They were too interested in being strict in court and asking question after question until the accused person broke down and confessed to save their own life (or deny and be killed). Even after Abigail had vanished, Danforth and Hathorne found it very difficult to believe that the girls had been lying and they still hung John Proctor and Rebecca Nurse. Danforth cried Hang them high over the town! Instead of believing what Proctor says about the girls being fakes, the judges condemn him to death. However, the judges did begin to doubt the truthfulness of the girls stories when Abigail takes all of Parris money and runs away with Mercy but their doubt came too late to save the life of Rebecca Nurse and John Proctor. Proctors pride also leads to his death as he would not falsely confess to witchcraft to save his own life. Once the girls denounced the women it was very difficult to retract their accusations. This was because so many villagers believed the accusations and the girls were frightened of what the court might do when they were discovered to be liars. When one of the girls, Mary, confessed none of the other girls support her and it back fired because the other girls accused her of witchcraft. In the end the easiest way out for Mary was to withdraw her confession. (Pointing at Proctor): Youre the Devils man! The girls accusations were believed because circumstances in Salem allowed people to have revenge upon others to hide their own wrongdoings, for example, when Abigail shouted I saw Sarah Good with the Devil! This took the focus away from her. Conclusion All these factors in Salem society allowed the girls stories to be believed and taken so seriously that innocent lives were taken. After John Proctor had been imprisoned, Abigail found that it was all too much. She couldnt retract her accusations and she could continue with them so she fled. Parris said My niece, sir, my niece- I believe she has vanished. Once the girls had accused other women in the village of witchcraft and the executions had begun, it was very difficult for those involved to admit that dreadful mistakes had been made. But there are three main reasons why the girls stories were readily believed. One is the fact that there wasnt a really strong leader in the town although Parris was supposed to be a leader. Two, Salems court system seems faulty especially as there was no hearing for the victim, even if they were really innocent they had two choices of either confessing or being put into jail or denial which got them executed. Once they were accused they couldnt win. Land and cattle also became available when people were hung after being accused of witchcraft too. Three, people were not allowed to have beliefs and views that were different. When the girls lied about dancing in the woods, they did it to protect themselves and their families. The girls said that they saw members of the town standing with the devil as they believed they could put the blame on to others and not be held responsible for their own sins. Although Abigail and the other girls started the accusations, the responsibility for the deaths of many innocent people lies with the whole community which broke down.

How To Write A Cause And Effect Essay Outline, with Examples

How To Write A Cause And Effect Essay Outline, with Examples Cause And Effect Essay Outline Good Example on What causes children to rebel against their parents? Bad Example on What causes children to rebel against their parents? Tips concerning introduction writing In the introduction section of the cause and effect essay, there is an emphasis on a scope with the aim of providing a proper background for the chosen subject matter. Consequently, the issues are set out in the introduction part of the essay. Depending on how one articulates the argument, the writer needs to identify the aim of the essay in the introduction section. Furthermore, in the introduction and conclusion synthesizing the information is crucial as this provides context to the readers who know what to expect as expounded in the body paragraphs. Since the introduction sets the tone for the other paragraphs it ought to be interesting rather than just relying on plain stating the topic sentence. Tips on thesis writing To write an effective thesis, writers ought to be concise and thorough and avoid being vague. Ideally, the thesis statement of the perfect cause and effect essay should appear in the last sentence of the introduction. The thesis focuses on the topic explored in the body and includes the causes and effects with focus on the relation between these. The main details of the thesis are contained in the body paragraphs. In the case when writer is using key terms in the paper, it is essential to define them, if there is an intention to use them to link the causes and effects. Tips on body paragraphs After the introduction, there are body paragraphs, which contain the main ideas and the supporting points or evidence. The body paragraphs are effective when there is an elaboration, while the writer may choose to use in each of the body paragraphs. There should be a seamless transition from one paragraph to the next to support the logical flow of ideas and link them. When the writer researches about the cause and effect essay, they are better placed to use textual evidence. The length of the body paragraphs depends on the length of the essay. Tips on conclusion writing When writing the conclusion the writer considers the important details and points explored in the previous section. Rather than merely summarizing the main points, you need to synthesize the information. The writer ought to leave an impression on the audience who relate to the written essay. At other times, the conclusion may include the way forward and provide the next steps, as the readers are challenged to look and read the essay more keenly and understand its contents and the usefulness of such an essay. Example of outline on a given topic â€Å"What causes children to rebel against their parents?† Rebellion refers to acts of open resistance, violence and resisting authority, while it is closely tied to disobedience, defiance and insubordination. The children are likely to rebel against their parents when seeking to exert their independence and at times provoking them. Poor communication Children need to be understood, and when there is an open communication they are more likely to listen to their parents. Children may also be resentful when they feel that they are not loved in an environment that impedes communication. Children communicate what they feel, think or need, and they may result to using force to get their way. Unmet needs Children have their needs that require to be met and parents should support, love and respect to make it easier for them to understand what their children need. Similar to the lack of communication, when there is no freedom to grow there are no opportunities to grow.   Harsh and demanding rules are counterproductive as children rebel to show their disapproval, while being permissive, may result in feelings of being neglected. Parents are inconsistent Rules are necessary for children, but when there is no relationship, love and warmth, the children face difficulties in understanding what is expected of them. When disciplining, the children consistency should be applied, and failure to do this results in children testing boundaries. The children may overexpress their emotions or remain aloof when dissatisfied that their needs are unmet. Another (bad) example of outline on a given topic â€Å"What causes children to rebel against their parents?† The cause and effect essay outline ought to highlight both the causes and effects with supporting evidence to support the main points. There are various reasons as to why children rebel. The following example of outline is not as effective as the previous one, and the essay outlining mainly focuses on the main ideas causing children rebelling with inadequate emphasis on the effects. Expressing anger Children also express their anger and aggression by rebelling, and the impulsive acts to rebel depends on the home environment, the parents’ behavior and even their personality. Communication Rebellion is reflected through attempts at communicating the childs thoughts, feelings and needs, and even when the children know what they want they rebel to draw attention as their way of communicating. Unmet needs Sometimes rebellious tendencies are beneficial in achieving some form of independence, and if the parents do understand their expectations to meet their needs. At other times, they’re alienated when they feel alienated and their needs are unmet. Parent inconsistent When the parents exhibit inconsistent behavior while disciplining and interacting with their children, there is a risk of the children testing out behavior to identify what standards are acceptable or understand the control that the parents exert.

Horror movie review Example | Topics and Well Written Essays - 250 words

Horror - Movie Review Example When the family moved in, they experienced horrible experiences such as having falling picture frames, a clapping hand that is really scary. Such circumstances that sciences often do not accept as existent; make the story intriguing. Moreover, the characters express fears and other emotions common to viewers which make them relate to what is happening in the story. Such features of the aforementioned movie make the storytelling very effective, influencing the viewers as intended. Movies are often more powerful in their effects than written stories because the producers and actors help bring to life the characters and images described by the storyteller. When one is simply reading a story, he has to have an active imagination to really bring to life the written text. Although reading allows the reader boundless horrible images, experiences and knowledge tend to limit the imagination. On the other hand, watching movies is more powerful because one does not simply see the scenes but he also hears the sounds that help viewers imagine themselves witnessing the scenes as they happen in real

International Relation- PED Essay Example | Topics and Well Written Essays - 1500 words

International Relation- PED - Essay Example growth of the political economy of development enables the exposure of the interconnected topics, ideas and the role played by such ideas towards shaping a country’s development aspects. The assignment is put together in order to provide an understanding platform of the existing literature on economic development studies. The work is organised in a way that will elaborate more on the Post-war consensus that took place from 1950s and in the 1960s. During this period, the ideas portrayed in the literature indicate that they were focused on the theory of classical dualism. This particular theory led to the development of policies that were concentrated more on the creation of the suitable pre-conditions to facilitate development. The study will shed light on the event of increasing awareness, and the role played by advancing ideas. The ideas were resulting from the reducing reliance on the state of developmental and the increasing dependence on structural adjustment lending that will be assayed. In reference to Ranis (2004), the previously ignored sub-field of development economics was reinvented between the 1950s and the 1960s. During the time, the current models of the economy were deemed only to offer insights that were rather limited towards solving the challenges facing the third world. The Keynesian, Solow, and Harrod-Domar were the dominant economic models at the time. However, the ideas in these theories have little relevance for most societies. In accordance with Cairney (2012), the ideas incorporated in this literature are more of connected to the business cycles and other steady-state properties. In a more specific tone, the contemporary development models are viewed as related to the advanced countries. The Keynesian theory, for instance, has an abstract theoretical construct that abides by the abundant assumptions portrayed by the macro- theory of neo-classics. Contemporary development ideas also focused on full employment, perfect competition, and

Marketing Management Project wk4 Essay Example | Topics and Well Written Essays - 500 words

Marketing Management Project wk4 - Essay Example This target market saves business owners from wasting time and money, among other resources, while trying to sell their products to people who do not require them. All businesses need a marketing strategy so as to concentrate their efforts to the right channels of generating income. A good marketing strategy is important in ensuring that the target market is fully captured and purchases the presented product or service. To understand a market and the impact of a product or service on it, several methods can be applied in studying a business. These methods create a situation analysis. The situation analysis is a key component of a marketing plan and should be carefully thought on and done. For the service in question, which involves the supply of textbook-like content to students online, a large portion of the target market is made up of school children, and specifically those who have access to a computer with an internet connection. This market constitutes children and young adults who have the desire to read textbooks but have little or no access the hard copies. This site will be open to anyone, meaning that the market will not be limited to a specific geographical region. The strengths of the service are that it can serve a large population regardless of geographical location and contains relevant academic content that would only be available in academic textbooks. Its weakness lies in the fact that anyone can copy this idea and create their own version of it, probably even an improved one. The opportunities that lie within this service include the addition of professional academic materials that can be supplied to universities and colleges at a fee. Finally, threats such as already existing knowledge sites, among them Wikipedia, are known to many students who heavily rely on them. Threats of new entrants into the business sector are also to be considered (Wood, 2005). The main competitors of such an online

Criminal law Coursework Example | Topics and Well Written Essays - 750 words

Criminal law - Coursework Example Sally complies and provides information. Denise, using this information, robs Victoria and also accidently fires a gun shot on her shoulder. This paper will discuss the liabilities and defence for both the defendants- Denise and Sally. It is clear that Denise knowingly went to rob Victoria. She had the attention to rob Victoria and had gained the necessary information from Sally to commit the crime. Denise was self-motivated. Robbery is taking money or goods forcefully from a person without the owners consent in his presence1. Denise is guilty of this charge. Moreover, Denise also went to the alley carrying a gun. The gun was loaded and Denise pointed it at Victoria while committing the robbery. This constitutes as violence. In this case, Denise cannot avoid being charged with armed robbery and violence. She would have to plead guilty of this charge. During their encounter, Denise fired a gunshot at Victoria which struck her on the shoulder and wounded her. Thus, Denise would also be charged for carrying and using an offensive weapon. For this, Denise is liable to being sentenced to prison. Denise could use the defence that she had no intention of wounding Victoria. The gunshot wound was not premeditated and was not intentional. Even though, Denise would still be charged for robbery and also wounding Victoria, she may be able reduce her sentence when she pleads guilty of robbery and unintentional weapon discharge. Sally is an accessory to the crime. An accessory to the crime is a person who is not the chief actor the felony or present at the time of the felony but rather helped commit the felony in a certain capacity. In this case, Sally is an accessory before the fact. An accessory before the fact is someone who helps or commands the chief actor of the felony before the felony is committed. The accessory to the fact either aids or encourages the principal to commit the crime. Sally was aware that Denise was going to use the information to

Innovative Change Paper Research Example | Topics and Well Written Essays - 750 words

Innovative Change - Research Paper Example There is need for these stakeholders to communicate and collaborate effectively for there to be efficient innovative change in the sector. The US Department of Department has taken centre stage in supporting the ‘Flagship Initiative, Collaboration: Open Innovation Web Portal’. This is an online initiative that allows identification of areas of need in the education sector, suggests improvements to solutions and areas that need funding (Open Government Plan: Department of Education, 2012). Through this initiative the Department seeks to create an infrastructure that promotes transformative innovations that are aimed ensuring that every student has the opportunity to get world class education that the system should rightful provide (ED. Gov., n. d.). The initiative aims to provide more insight into the decision making process in the education sector. Additionally, the strategy aims to promote the participation of the public and other stakeholders in the decision making pro cess (Open Government Plan: Department of Education, 2012). ... Redefining the curricula entails the vast expansion of technology and schools are starting to acknowledge the need for modernization in the sector (Hobcraft, 2012). Innovative technologies open the doors to creative applications within the education field (ED. Gov., n. d.). Owing to this, re- imaging of the traditional education system is indispensable. There are educational experts who hold on traditional values. If any change is implemented in the system, the impact will be felt by the students and will lead to improved efficiency in the learning process. Success as an Innovative Change In October 2009, Secretary Duncan announced that there will be a $650 million grant that will be directing towards funding of new promising ideas that are aimed at benefiting all students across the country (ED. Gov., n. d.). In March 29, 2010, the initiative had over 2850 members, 76 innovative ideas had been submitted and most of them have received positive response (ED. Gov., n. d.). In 2011, the budget for the Fiscal year 2011, President Obama and Secretary Duncan requested a $500 million grant to fund the ideas that did not get funding in the previous year (ED. Gov., n. d.). Additionally, an active network is operational and has received immense publicity over time. The Department of Education is motivated by the early success of this initiative. This investment represents the most significant investment that has been made to the Department of education to date. Yet, the department acknowledges that sustaining efficient innovation in the education sector requires more than successful grant completion but also how the innovation is implemented (ED. Gov., n. d.). It is clear successful implementation of innovative ideas in the education sector is affected by lack of a

The Evolutionary Origins of Smallpox Essay Example | Topics and Well Written Essays - 1000 words

The Evolutionary Origins of Smallpox - Essay Example Smallpox is caused by the Variola virus, a member of the orthopox virus family and one of the many pox viruses that have been infecting a range of animal species throughout the world for millennia. Orthopox viruses include cowpox and chicken pox. Humans can be infected by some of these pox viruses, but none are as deadly as smallpox (Peters, 2004). When seen under an electronic microscope, Variola looks like a brick-shaped or elliptical classic form consisting of two strands of DNA (Barnes, 2007). They represent the largest and the most complex of the pathogenic viruses. It is one of the largest and most complicated viruses known, thus, so lethal and difficult to combat. When the Variola invades the human cell it, is forced to reproduce the virus until there are hundreds of thousands of viruses within the cell. When the cell can no longer contain the viruses, the cell bursts. The viruses shower onto other cells infecting them (Glynn & Glynn, 2004). Then the process begins all over ag ain. Unlike most DNA viruses that replicate within the nucleus of the host cell, pox viruses manage to replicate outside the nucleus within the cytoplasm of the infected cell. The virus sheds its double membranous coat once it gains entry into the host cell and slowly begins to absorb particular nutrients from the cytoplasm needed for its replication (Barnes, 2007). Origins of the disease The question of the origin and evolution of human smallpox virus was difficult to address. No one definitely knows when, where or how the first occurrence of the smallpox virus on earth happened. Even within documented human history, it is difficult to trace the forms of smallpox origins and ascertain its development completely. All kinds of plagues, rashes and pox diseases, as well as other diseases, were mentioned interchangeably. The earliest unscientific descriptions of the symptomatology do not sufficiently differentiate various kinds of ailments (Koplow, 2004). Even in the modern era, particu lar differential diagnosis has continued to pose a challenge as smallpox can evolve as numerous distinct types of diseases from time to time, until laboratory findings confirm the innitial clinical impressions. There are several explanations which have been expressed in attempt to explain the origins or beginning of the human version of the virus. Peters (2004) claims that the Variola virus can be traced back to prehistoric times. In its early form it was a virus that primarilry infected rodents. However, prehistoric humans hunted rodents for food or came into conatct with them in other ways, and at some point the virus may have jumped from rodents to humans. Koplow (2004) suggests that the small pox virus might have originated from arbitrary mutation of some other less virulent and even older subspecies of unknown virus. This might have happened most probably around 10,000B.C, somewhere in the bountiful Ganges River plain in India. He insinuates that some moderately minor disease a gents instinctively adapted and modified themselves from

Innovative Change Paper Research Example | Topics and Well Written Essays - 750 words

Innovative Change - Research Paper Example There is need for these stakeholders to communicate and collaborate effectively for there to be efficient innovative change in the sector. The US Department of Department has taken centre stage in supporting the ‘Flagship Initiative, Collaboration: Open Innovation Web Portal’. This is an online initiative that allows identification of areas of need in the education sector, suggests improvements to solutions and areas that need funding (Open Government Plan: Department of Education, 2012). Through this initiative the Department seeks to create an infrastructure that promotes transformative innovations that are aimed ensuring that every student has the opportunity to get world class education that the system should rightful provide (ED. Gov., n. d.). The initiative aims to provide more insight into the decision making process in the education sector. Additionally, the strategy aims to promote the participation of the public and other stakeholders in the decision making pro cess (Open Government Plan: Department of Education, 2012). ... Redefining the curricula entails the vast expansion of technology and schools are starting to acknowledge the need for modernization in the sector (Hobcraft, 2012). Innovative technologies open the doors to creative applications within the education field (ED. Gov., n. d.). Owing to this, re- imaging of the traditional education system is indispensable. There are educational experts who hold on traditional values. If any change is implemented in the system, the impact will be felt by the students and will lead to improved efficiency in the learning process. Success as an Innovative Change In October 2009, Secretary Duncan announced that there will be a $650 million grant that will be directing towards funding of new promising ideas that are aimed at benefiting all students across the country (ED. Gov., n. d.). In March 29, 2010, the initiative had over 2850 members, 76 innovative ideas had been submitted and most of them have received positive response (ED. Gov., n. d.). In 2011, the budget for the Fiscal year 2011, President Obama and Secretary Duncan requested a $500 million grant to fund the ideas that did not get funding in the previous year (ED. Gov., n. d.). Additionally, an active network is operational and has received immense publicity over time. The Department of Education is motivated by the early success of this initiative. This investment represents the most significant investment that has been made to the Department of education to date. Yet, the department acknowledges that sustaining efficient innovation in the education sector requires more than successful grant completion but also how the innovation is implemented (ED. Gov., n. d.). It is clear successful implementation of innovative ideas in the education sector is affected by lack of a

Unethical Business Behavior (Monastato company) Essay

Unethical Business Behavior (Monastato company) - Essay Example Unethical Business Behavior (Monastato company) This can be furthered with the ideologies of libertarians or Aristotle, specifically which helps to develop a deeper understanding of what the moral and ethical problems are within a company. When analyzing Monsanto, an agricultural company, there is an understanding of the deeper problems of ethics as well as why this becomes important to alter with the company. Background of the Problem: The company Monastato was chosen because it is recognized as the top unethical company in the world. The company is located in Missouri and offers agricultural products to grocery stores. The company is known for providing genetically modified foods and seed to the world as well as agricultural products that are used to change the quality of foods. The company is known for being unethical first because of the approach taken to competition. If there is a farmer that is working ethically or which provides organic food, then Monsanto will try to sue them for offering the wrong products. The company’s strategy isn’t one based on winning or losing the suit, but instead of driving the farmers out of business because of the amount of money that is spent on putting them through court.The company moves beyond this with the foods and weed killer that is used. The particular company was chosen because of the current controversy which they are under as well as the controversies that are associated with the food and agriculture, both politically and in society. There are several that are now pressuring companies to begin altering the way in which food is provided with the concept of processing food and other components being difficult with those that are looking at the different processes for agriculture. The current health issues which many are facing and which are causing difficulties are leading to problems in becoming more renowned in political and social groups. Examining the different layers of Monsanto and the unethical behaviors that are associated with this then builds a deeper understanding of why it is important to pay attention to the problems that the company currently is sending to others while developing a deeper understanding of how ethics in terms of agricultural reform need to be reconsidered with this particular company as an example (Cesca, 2010: 1). Theories on Ethics The concepts that are associated with Monsanto relate directly to theories on ethics and the association which this creates with how the corporation needs to alter policies specifically for ethics. The first concept which can be looked into in terms of reform for ethics is the libertarian point of view. According to this viewpoint, every individual should have rights while restricting the political or corporate affiliations that are linked to this. More important, there needs to be a sense of independence and freedom that is associated with how one is able to maintain their own needs and concepts within society. This moves into the understanding that each individual has specific rights and expressions that are associated with the individual while creating the understanding that there needs to be a sense of balance with different needs. The belief is that this will associate with changes with class struggle as well as understanding wha t one’s natural rights are within society (Sandel, 2009: 60). The libertarian viewpoint is one which is looked at with the different policies and practices of Monsanto. The first is with

Computers in Healthcare Essay Example for Free

Computers in Healthcare Essay In all aspects of life—home, work, socially—a basic understanding of computer operation is by and large a necessity. Even the medical field has become dependent on computers, both to record vital patient information, but also for billing, researching maladies, and prescribing medicines. This report takes a look at how and why health care professionals use computers, where computers are used in the health care system, and how all this new technology is affecting the medical field for both the patient and provider. Health Care Professionals use computers because they boost productivity. Health care staff, for instance, can more easily keep and access medical records. Specific computer programs also allow physicians to analyze patient data both statistically and mathematically, which leads to the creation of multimedia patient records. A multimedia file is an image, text file, a video clip or audio fileanything that can be displayed or played on computer monitors or speakers. An example, a cardiologist can use a computer to scan a patient’s EKG strip, and then attach that image to the patient’s permanent record for future reference (Spekowius and Wendler 38-39). The ability to store patient data on a computer hard drive reduces paperwork, and the number of staff members needed to maintain that paperwork. Having a patient’s file just a few computer clicks away also cuts down on the time it takes a physician to locate the necessary information. Beyond simplifying office paperwork, computers also open lines of communication between the patient and physician. Physicians who engage in emailing can easier answer patient questions, and cut down on phone calls. Computers are used throughout the Health Care System. Clerical staff relies on computers for reports, memos, patient records, billing, statistics, insurance claims, as well as charting and researching graphics. Nursing stations depend on computers for reports, patient records, along with hospital information systems. And computers are critical in the operation of patient monitors, medication delivery systems and lab equipment (Spekowius and Wendler 76). Also, in medical education, computers are essential for Computer Aided Instruction, Computer Managed Instruction, and Interactive Multi-media systems (Forman and Pomerantz). Beyond all of these uses, the computer has become increasingly necessary for diagnosis, research, publication retrieval (National Library of Medicine), and automated patient interview and history. Computers have become increasingly vital to Pharmacies. With the use of computers, pharmacists can fill prescriptions, control the dispensing, and talk with the patients through a video hookup. People living in remote areas also may use computers to order and receive their prescriptions without having to make a special trip into town or even leave their home. This is a particularly valuable tool for the elderly. Also, physicians now are able to type prescriptions into computers and email them to pharmacists, cutting down on errors because of sloppy doctor handwriting. Computers have become commonplace in Radiology. Radiologists use computers to prepare and store patient case histories, prepare conference talks, and to examine images. Computers are especially important when examining images; radiologists depend on digital radiography, computed tomography, magnetic resonance imaging, nuclear medicine, and ultrasonic imaging (Trovato). Computers can also enable a radiologist to view an emergency case from home, reducing the response time when dealing with a crisis situation. In radiology it is imperative that the computer system be powerful enough to observe very fine images; faulty screen imaging could lead to a false analysis, and possibly compromise patient health (Leach). Computers are also used in surgery to produce a three-dimensional image of the organ that is being operated on. This technology is especially useful to young surgeons, small clinics and developing countries where such sophisticated imagery has previously been unavailable. In addition, this type of surgery is less invasive on the patient, so recovery time and cost are reduced. Genetics is another area of medicine in which the use of computers has been increasingly useful. Pharmacogenomics, for instance, helps determine what drugs are compatible with a patient’s gene type. Gene information obtained from a patient blood sample is entered into the computer, which then determines which drugs may not be compatible before dispensing. In the future doctors may be able to use a similar method to determine the most effective type of chemotherapy for a cancer patient. This could save a patient from having a series of unnecessary and ineffective treatments (Mandel). Computers also allow access to the Internet, which can be a very useful tool when trying to run an office. Connecting to the World Wide Web can help lower costs, improve patient/member service and assist in the delivery of better-coordinated care. The physician is able to compile and analyze data from a single or multiple number of sources, reveal health problems, and even gains a better understanding of a treatment’s financial performance. Also, the Internet is a great marketing tool for a physician’s medical practice. The Internet is awash with medical information, which is both useful for patients and possibly detrimental. Some patients who should see a doctor instead try and self-diagnose using information gleaned from computer research. So many medical sources exist on computers—much of it valid, good information—that a person might read the symptoms and believe they have a particular disease and try to treat themselves. Faulty treatment of a medical problem could lead to more serious medical problems down the road. Another pitfall to consider is how web sites allow a person to seek medical advice by querying a so-called physician online. The problem: That advice may be coming from an accredited medical personor someone pretending to be a physician. So now with all this talk about how computers can be very beneficial to the medical field, one may wonder if computers do a better job than humans. The answer: Yes, due to a computer’s flawless memory. Even though physicians have the desire to be efficient and thorough when it comes to their patients, they are human and they occasionally make mistakes. Computers accurately remember vast amounts of information, which is especially important these days given all the emerging medical information and technology in the world today (Spekowius and Wendler 439). In conclusion, it is obvious that the medical field has benefited greatly since the advent of computers. Without computers the world would not be as advanced as it is today. New discoveries might never have been made, unnecessary tests and treatments would have been performed, and lives would have been lost. Computers are propelling the medical world into a new dimension where literally anything is possible—including increased longevity, cures for cancer and paralysis reversal. It is indeed a win-win situation for physicians and patients. Works Cited Forman, Lloyd J. and Sherry C. Pomerantz. Computer-Assisted Instruction: A Survey on the Attitudes of Osteopathic Medical Students. JAOA Medical Education (2006): 572-575. Leach, Michelle. Computed Radiography Vs. Digital Radiography. n.d. ehow. February 2013 http://www.ehow.com/about_6836650_computed-radiography-vs_-digital-radiog

Sports Leadership And Communication Physical Education Essay

Sports Leadership And Communication Physical Education Essay This research is based in Sports Leadership and communication. The specific area to be investigated is the question following: Different coaches will have different leadership and communication styles. How will you determine the most appropriate style for you to use? The Coaches leadership and communication style can affect the athletes psychology. Im investigating this area on my class paper because as a sports coach, I would like to know how to be a leader of my team and communicate with my athletes. Based on that problem statement, I have to answer the questions: What is Leadership? What is Communication? From these two basic questions, I should answer more focused questions. What is leadership and how is connected with psychology? What are the leadership traits? How communication skills can be use in sports psychology? How can you send and receive messages more effectively to athletes psychology? These questions are made into sections which can be: Definitions of leadership The Leadership traits Communication Send and receive messages Definition of leadership in Sports psychology Leadership might broadly be considered the behavioral process of influencing individuals and groups towards set goals. This definition is useful because it encompasses many dimensions or leadership. In sport and exercise, these dimensions include making decisions, motivating participants, giving feedback, establishing interpersonal relationships, and directing the group or team confidently. (Weinberg, 2007) A leader knows where the group or team is going and provides the direction and resources to help it get there. Coaches who are good leaders provide not only a vision of what to strive for but also the day-to-day structure, motivation, and support to translate vision into reality. Coaches, teachers, and exercise specialists are leaders who seek to provide each participant with maximum opportunities to achieve success. And successful leaders also try to ensure that individual success helps achieve team success. (Weinberg, 2007) Leadership is simply this: First its knowing how to chart a course, to give others direction by having a vision of what can be. A team without a leader is like a ship without a rudder. Second, leadership is developing the social and psychological environment-what business calls the corporate culture and Ill call team culture-to achieve the goals the leader has charted. This culture consists of selecting, motivating, rewarding, retaining, and unifying members of your team-players, assistants, everyone who helps your organization. Excellent coaches-leaders-give the team vision, and know how to translate this vision into reality. Coaches, in their leadership roles, seek to develop an environment whereby each and every athlete has the maximum opportunity to achieve success, and in so doing achieve team success. The coach is concerned not only with the physical environment, but the psychological and social environments as well. . (Martens, 1987) Leadership formally defined, is the action of an individual to influence others toward set goals. It is often confused with management. Management consists of planning, organizing, staffing and recruiting, scheduling, budgeting, and public relations. Leaders perform these functions, or delegate them to others, but they also do more. Leaders determine the direction for the future, and then marshal the resources within the organization to pursue that vision. Managers simply handle the routine, never questioning whether the routine should be done. This distinction is significant in sport, for too many teams are over managed and underled. (Martens, 1987) Leadership emphasizes interpersonal relationships and has direct impact on motivation, whereas management necessarily does not. Tom Peters and Nancy Austin write in A Passion for Excellence: Coaching is face-to-face leadership that pulls together people with diverse backgrounds, talents, experiences and interests, encourages them to step up to responsibility and continued achievement, and treats them as full-scale partners and contributors. Coaching is not about memorizing techniques or devising the perfect game plan. It is about really paying attention to people-really believing them, really caring about them, really involving them. (1985, p. 326) While reading through the massive literature on leadership, I gained two impressions. First, the leadership literature in psychology, including sport psychology, contains pounds of pulp and ounces of information. Never have so many said so much to tell us so little. And second, the essence of leadership, what sets it apart from other human processes, is ill conceived in psychology. (Weinberg, 2007) Leadership Style There are two leadership styles democratic and autocratic. As you might expect, the coach with a democratic style is typically athlete centered, cooperative, and relationship oriented. Conversely, the autocratic style is usually win oriented, tightly structured, and task oriented. A coach need not act entirely one way or the other. Coaches can effectively integrate and blend democratic and autocratic leadership styles. Different leadership behaviors are more optimal in various situations, as you have seen through the multidimensional model of sport leadership and LSS. The challenge is determining what style best suits the circumstances and whether individuals and flexible enough to adapt their dominant style to a particular leadership situation. The appropriate coaching style depends most on situational factors and member characteristics. (Weinberg, 2007) One aspect of style that has been researched is how decisions are made by coaches. In fact, coaching effectiveness largely depends on making good decisions and the degree to which those decisions are accepted by athletes. Chelladurai and others have developed a model of decision making that applies in sport. Five primary styles of decision making are used in sport: Autocratic style. The coach solves the problem herself using the information available at the time. Autocratic-consultative style. The coach obtains the necessary information from relevant players and then comes to a decision. Consultative-individual style. The coach consults the players individually and then makes a decision. The decision may or may not reflect the players input. Consultative-group style. The coach consults the players as a group and then makes a decision. The decision may or may not reflect the players input. Group style. The coach shares the problem with the players; then the players jointly make the decision without any influence from the coach. (Weinberg, 2007) To the above figure we can see the different types of coaching leadership style: (Martens,1987) Section II Trait Approach In the 1920s, researchers tried to determine what characteristics or personality traits were common to great leaders in business and industry. They considered leadership traits to be relatively stable personality dispositions, such as intelligence, assertiveness, independence, and self-confidence. Proponents of the trait theory argued that successful leaders have certain personality characteristics that make it likely they will be leaders no matter what situation they are in. This would mean, for example, that Michael Jordan would be a great leader not only on the basketball court but also in other areas of life such as business and community affairs (or as part owner of the Washington Wizards). Or that Winston Churchill, Gandhi, or Martin Luther King, Jr., would have similar personality characteristics that helped make them effective leaders. (Weinberg, 2007) The trait approach lost favor after World War à Ã‹Å", when Stogdill reviewed more than 100 trait theory studies of leadership and found only a couple of consistent personality traits. Although certain traits might be helpful for a leader to have, they are certainly not essential for successful leadership. Because common leadership traits among coaches, exercise leaders, and performers have not been found, little sport research today uses the trait approach to leadership theory. Leaders have a variety of personality traits. There are no specific traits that make a leader successful. (Weinberg, 2007) Interactional Approach Trait and behavioral approaches emphasize personal factors at the expense of considering the interaction between people and their situational constraints. Many researches in industry and general psychology have proposed interactional models of leadership. These interactional theories have important implications for effective leadership in sport and exercise settings. As we have seen, no one set of characteristics ensures successful leadership. Investigators believe that great leaders have had in common personality traits appropriate to leadership role and distinct from nonleadership roles. However, leaders have not been predicted solely by their personality traits. Effective leadership styles or behaviors fit the specific situation. Coaches have been fired from team positions, for example, when administrators thought they werent providing effective leadership, only to be hired by another team where they were immediately successful. These coaches probably did not suddenly change their leadership styles or the way they coached-rather, their leadership styles and behavior fit better in the new settings. Leadership styles can be changed. If you hear someone say, Some people just have what it takes, dont believe it. In fact, coaches and other leaders can alter their styles and behaviors to match the demands of a situation. Two examples of leadership styles are presented as well as how they might change to fit a situation. For example, relationship-oriented leaders develop interpersonal relationships, keep open lines of communications, maintain positive social interactions, and ensure that everyone is involved and feeling good (their style is analogous to the consideration function described earlier). On the other hand, task-oriented leaders primarily work to get the task done and meet their objectives (their style is analogous to the initiating structure function described earlier). A relationship-oriented leader focuses on developing and maintaining good interpersonal relationships; a task-oriented leader focuses on setting goals and getting the job done. People can change from a relationship-oriented style to a task-oriented style and vice versa, depending on the situation. According to Fiedlers research as he developed his contingency model of leadership, the effectiveness of leadership depends equally on the leaders style of interacting with the group and on the situation. Specifically, Fiedler argued that a task-oriented leader is more effective in either very favorable or unfavorable situations; a relationship-oriented leader is more effective in moderately favorable situations. A physical education teacher in an inner-city school that lacks facilities, leadership, and community support might have to be seen as very unfavorable. Getting things done and setting goals would override developing positive interpersonal relations. In contrast, a physical education teacher in a lower-middle-class school where the facilities are poor but the community support is good (moderately favorable situation) might be more effective as a relations hip-oriented leader. Thus, sport and exercise professionals need to be flexible in leadership styles, tailoring them to meet the demands of situation. If a coach feels more comfortable with one type of leadership style than another, she should seek out situations in which this style would be more effective. Highly skilled players are typically already task oriented, and coaches who have a more relationship-oriented style appear to be more effective with these players. Conversely, less skilled players need more continuous instruction and feedback, and a task-oriented coach would be more appropriate for them. This does not mean than less skilled individuals do not need or want a caring, empathic coach or that more highly skilled participants do not need specific feedback and instruction. It is a matter of what should be emphasized. The effectiveness of an individuals leadership style stems from matching the style to the situation. (Weinberg, 2007) In Finding a Way to Win, Bill Parcells, successful football coach what he believes to be the keys to successful leadership: Integrity. A leaders philosophy must have a sound structure, must be rooted in the leaders basic values, must be communicated and accepted throughout the organization, must be resistant to outside pressure, and must remain in place long enough to allow for success. Flexibility. Traditions are made to be broken. If youre doing something just because its always been done that the way, then you may be missing an opportunity to do better. Loyalty. The first task of leadership is to promote and enforce collective loyalty, also known as teamwork. Confidence. If you want to build confidence in your players and coaching staff, give them responsibility and decision-making capabilities and support them in their attempts. Accountability. Accountability starts at the top. You cant build an accountable organization without leaders who take full responsibility. Candor. When sending a message, its not enough to be honest and accurate. The impact of the message will hinge on whos receiving it-and what the recipients are willing to take in at that time. Preparedness. Well-prepared leaders plan ahead for all contingencies, including the ones they consider unlikely or distasteful. Resourcefulness. At its most basic level, resourcefulness is simply resilience, a refusal to quit or give in even when all seems bleak. Self-discipline. There is always a way to compete, even against superior forces, but strict adherence to a calculated plan is required. Patience. Patience is rarest-and most valuable-when an organization is performing poorly. Its not enough to know what changes must be made; its equally important to decide when to make them. (Weinberg, 2007) Section III: Communication The relationship that exists between a coach and an athlete has been extensively researched, and can be both extreme and powerful (panel). A coach has tremendous influence on the physical and psychological development of their athletes. Sophia Jowett has defined a positive coach-athlete relationship as a state reached when coaches and athletes closeness (eg, interpersonal feelings of trust, respect, and appreciation), commitment (eg, interpersonal thoughts and intentions that aim to maintain the relationship over time), and complementarity (ie, interpersonal behaviours of cooperation, such as responsiveness, easiness, and friendliness) are mutually and causally interconnected. The main responsibility of the coach is to enable their athletes to attain levels of performance not otherwise achievable. Coaches therefore need to motivate athletes and establish the right conditions for learning. Effective coaches have many skills. They should, for instance, be good communicators and have a working knowledge of the learning processes, and of the teaching methods, training principles, and assessment procedures associated with their sport. (Sandra E Short, Martin W, 2005) These skills enable a coach to fulfil five defined roles-those of teacher, organiser, competitor, learner, and friend and mentor. 1. Teacher: This role is the most immediately recognisable function of a coach. Quality training or practising provide opportunities for coaches to display their knowledge and skills to help prepare athletes for competition. Training involves the provision of tuition about physical, tactical, technical, and mental aspects of the sport. Although some coaches also teach their athletes psychological skills (such as mental imagery or relaxation techniques) to help them learn and perform new skills, and effective strategies to improve their self confidence and regulate arousal and anxiety levels, many hire psychologists to work with their teams on these aspects of mental training. 2. Organiser: Typically the least enjoyable or rewarding part of being a coach involves the work that is done behind the scenes-the organisation of practices and competitions, and the scheduling, planning, and transportation of athletes-that makes for a successful season. Organisation, however, helps a coach to prepare for training and for competition, and is a crucial variable for success in all sports. A coach must have an explicit plan or vision, especially in team sports. It is vital for a coach to begin every season by outlining the steps necessary to achieve success. Related to the role of the coach as an organiser is the recognition that they often have to work within certain constraints. There are issues specific to places and contextual factors like scholarship allotment and budgets that can affect a coachs win-loss record. 3. Competitor: Throughout the day of competition, the coach must attend to various tasks. These tasks differ from sport to sport. Coaches of teams play a more active part in competitions than do coaches who work in individual sports; having to make athlete substitutions, call time-outs, and interact with officials. Individual sport coaches are often passive observers during competitions. Coaches in team sports also tend to be more emotional than those in individual sports, in that they are more likely to experience the same emotions as many of their athletes. This emotional response, coupled with perceptions of how the team played and the outcome of the contest, interact to affect the content and focus of the post-competition meeting with athletes. 4. Learner: A coach should be continually learning about their sport and improving their abilities as a trainer. 5. Friend and mentor: Coaches have the opportunity to develop strong relationships with their athletes and to take on the role of friend and mentor. This process involves being a positive role model, discussing problems, sharing successes, offering support when needed, and even providing counselling when necessary. This aspect of coaching can have a strong positive or negative effect on the athlete and affects their feelings of satisfaction with the coach-athlete relationship. An important research finding is that successful coaches seek to improve athletes lives both inside and outside of sport. Results of research into the characteristics of coaches indicate that there are some differences between those who work in individual sports and those who work in team sports. The same is true for athletes. Irrespective of the type of sport, however, both parties view the structure and function of the coach-athlete relationship in the same way. It is noteworthy, though, that athletes in individual sports often feel closer and more committed to their coaches than do team players. What seems to be more important than the individual sport versus team sport distinction is the expectation that a coach has for their athletes. The expectancy theory, or the self-fulfilling prophecy, describes the situation in which coaches perceptions of their athletes affect their behaviour towards them, consequently encouraging actions from the athletes that are consistent with the initial judgment. In sport, the expectancy model comprises four stages. First, coaches form expectations of their athletes bas ed on the athletes personal cues-eg, physical appearance, ethnic origin, and sex-and performance information-eg, practice behaviour, past performances, and skill tests. Second, the expectations made by the coaches affect their behaviour towards the athletes with respect to the frequency and quality of interactions, quality and quantity of instruction, and type and frequency of feedback. Third, over time, the coaches behaviour affects the athletes performances by causing lowexpectancy athletes to perform to poor standard because they have received less reinforcement and playing time, have less confidence, and believe their ability is limited, compared with high-expectancy performers, who typically excel. The cycle is complete when the athletes performance confirms the coachs expectancy. If a coach is wrong, a gifted athlete might never achieve his or her potential. Coaching is an art as well as a science. A coach has to assimilate a vast amount of information and scientific data about their sport, and translate it into practical coaching and training programmes. The success or failure of this process relies heavily on the coachs experience, availability of resources, knowledge of the event or sport, and their relationship with the athletes that they are coaching. By understanding the scientific principles that surround their sport, a well designed training programme can be developed that will help an athlete reach their full potential. The art of coaching is in the understanding and application of the science. (Sandra E Short, Martin W,2005) Sending and receiving messages These are guidelines for sending effective verbal and nonverbal messages (Martens, 1987b): 1. Be direct. People who avoid straightforward communicating assume that others know what they want or feel. Rather than expressing their message directly, they hint at what they have in mind-or they tell a third person, hoping the message will get to the intended recipient indirectly. 2. Own your message. Use I and my not we or the team, when referencing your messages. You disown your messages when you say, The team feels or Most people think you are.. . What youre saying is what you believe, and using others to bolster what you have to say implies cowardice in expressing your own megs.. 3. Be complete and specific. Provide the person to whom you are speaking with all the information he needs to fully understand your message. 4. Be clear and consistent. Avoid double messages. I really want to play you, Mary, but I dont think this is a good game for you. I think youre a fine athlete, but youll just have to be patient. This is an example of a double message-acceptance and rejection-and it probably leave Mary confused and hurt. Double messages send contradictory meanings, and usually the person sending them is afraid to be direct. 5. State your needs and feelings clearly. Because our society frowns on those who wear their emotions on their sleeves, we tend not to reveal our feelings and needs to others. Yet to develop close relationships, you must share your feelings. 6. Separate fact from opinion. State what you see, hear, and know, and then clearly identify any opinions or conclusions you have about these facts. You say to your son when he returns home late one night, I see youve been out with the Williamson kid again. In the context in which you say it, your son will receive the message but not be certain of what exactly your concern is about the Williamson boy. A better way to send this message would be to say, That was the Williamson kid, wasnt it? (verifying a fact) and then, Im concerned that you spend time with him. Im afraid hell get you into trouble (stating your opinion). Although your son may not be pleased with your opinion, at least hell understand it. 7. Focus on one thing at a time. Have you ever begun discussing how to execute a particular skill and abruptly switched to complaining about how the team hasnt been practicing well? Organize your thoughts before speaking. 8. Deliver messages immediately. When you observe something that upsets you or that needs to be changed, dont delay sending a message. Sometimes holding back can result in your exploding later about a little thing. Responding immediately also makes for more effective feedback than a delayed response. 9. Make sure your message does not contain a hidden agenda, which means that the stated purpose of the message is not the same as the real purpose. To determine if your message contains a hidden agenda, ask yourself these two questions: Why am I saying this to this person? Do I really want the person to hear this, or is something else involved? 10. Be supportive. If you want another person to listen to your messages, dont deliver them with threats, sarcasm, negative comparisons, or judgments. Eventually the person will avoid communicating with you or simply tune you out whenever you speak. 11. Be consistent with your nonverbal messages. Perhaps you tell a player it is okay to make an error, but your body gestures and facial expressions contradict your words. Conflicting messages confuse people and hinder future communication. 12. Reinforce with repetition. Repeat key points to reinforce what you are saying. However, dont repeat too often, because this causes the other person to stop listening. You can also reinforce messages by using additional channels of communication-show a picture or video along with explaining a skill, for example. 13. Make your message appropriate to the receivers frame of reference. Messages can be much better understood if you tailor them to the experiences of the person with whom you are communicating. It is inappropriate, for example, to use complex language when speaking to young athletes. They do not have the vocabulary to understand what youre saying. 14. Look for feedback that your message was accurately interpreted. Watch for verbal and nonverbal signals that the person to whom you are speaking is receiving the message you intended. If no signal is given, ask questions to solicit the feedback: Do you understand what I am telling you, Susan? or Are you clear about what you should do? Athletes and Coaches behaviour has the most important role in their communication to the follow article we see some studies about players and coaches behaviour. Relevance of several factors to players aggressive behavior has been extensively studied. Sport-related factors were studied in the framework of context-personality (Isberg, 1985, 1986, 1989) or context-gender (Rainey, 1986; Kemler, 1988; Bond Nideffer, 1992) relationship. Teams moral atmosphere, team norms regulating aggressive acts, and players perception of these norms are mentioned to be important in this circumstance (Stephens Bredemeier, 1996). Difficulty of the task (McGowan Schultz, 1989) and use of anabolic steroids (Lefavi, Reeve, Newland, 1990) also appear to be relevant to aggression in sport. The relevance of communicating factors was also studied (Hanin, 1980) and practically discussed (Hanin, 1992). Coach-related factors are also of importance in this context. Coaching includes decision-making processes, motivational techniques, giving feedback, establishing interpersonal relationships and directing the team confidently. Good coaches provide not only a vision of what to strive for, but also the day-to-day structure, motivation, and support to translate vision into reality. Because of the importance of coaches behaviors and its possible relation to players behaviors, it seems that our understanding about the significance of this relationship needs improvement. Having studied coaches behaviors extensively, some investigators tried to categorize coaching behaviors. Tharp and Gallimore (1976) after studying the behavior of the most successful NBA coach emphasized the importance of instruction and demonstration behaviors and their significant effects on players success. At the same time, sport specific questionnaires were also developed. Danielson, Zelhart, and Drake (1975), revised the Leadership Behavior Description Questionnaire to classify coaching behaviors into eight categories. On the other hand, researchers trying to develop guidelines for training coaches (Smith, Smoll, Hunt, 1977; Smoll, Smith, Curtis, Hunt, 1978) needed a proper tool to observe and classify coaches behaviors; therefore, the Coaching Behavior Assessment System (CBAS) was developed for coding and analyzing the behaviors of coaches in natural field settings (Smoll Smith, 1984). This system which was applied in the present study, divides coaches behavior into twelve categories as follows: Reinforcement Nonreinforcement Mistake-contingent encouragement Mistake-contingent technical instruction Punishment Punitive technical instruction Ignoring mistakes Keeping control General technical instruction General encouragement Organization and General communication According to Smoll and Smith (1984), distributions in the CBAS categories indicated that nearly two-thirds of coaches behaviors were found to be positive, falling into the categories of: a) positive einforcement, b) general technical instruction, and c) general encouragement. Players who played for coaches, who frequently used encouragement, instructions, and reinforcement, demonstrated greater self-esteem at the end of season. They rated their teammates and their sport more positively. According to Weinberg and Gould (1995) these players reported that: they liked their teammates more, felt their coaches were knowledgeable, rated their coaches better as teachers, had a greater desire to play again the next year, and had higher levels of enjoyment comparing to other young players (p. 208). Having considered the association between coaches and players behaviors (Tharp Gallimore, 1976; Danielson, Zelhart, Drake; 1975), one may consider that some players unwanted or negative actions may also be related to coaches behaviors. Aggressive behaviors are among the most problematic behaviors in sport setting and reported to be somehow related to coaching behaviors. Isberg (1985) reported that coaches encouraged players to commit aggressive acts to win the game; such acts were often rewarded by coaches and teammates. Stephens and Light-Bredemeier (1996) observed that the power of context in elite level of competition, forced young soccer players to act aggressively even if they had different orientation. Special stress on relating players aggressions to coaches behaviors would be explained by Social Leaming Theory (Bandura, 1973), which emphasizes the important role that significant others have on the development or control of aggression (Smith, 1988). Therefore, the main objec tive of the present study was to investigate the reality and the amount of possible correlations among coaches behaviors and players aggressive acts in natural field settings. (S. M. VaezMousavi, M. Shojaei, 2005) Conclusion Leadership is the process that one individual set some goals and is trying to support them and accomplish them with the help of others. A Leader is a person who rules others and he is trying to guide and inspire them. As a Coach you have to have the strength to lead your players or athletes. There are different types of coach-leaders but is good to borrow from other coaching-leaders if you want to improve your coaching and leadership skills. The most important traits of a leader are honesty, integrity, to be a good person and to be positive. Exhibiting these traits will decrease your leadership. A coach influences the physical and psychological development of his athletes. Some important roles of a coach are teacher, organizer, competitor, leader, friend and mentor. The characteristics of a coach are different depending on who he is coaching. When he is sending some messages he must be direct, complet