The thoughts of King Corn Essay Example | Topics and Well Written Essays - 250 words

The thoughts of King Corn - Essay Example The argument is supported by other biologist in the movie. These biologists cover the several issues that have been highlighted in the movie. Actually, the major challenge of obesity in the American population is control of overconsumption of beef and corn products. This challenge can be addressed effectively by researching on the impact of genetically modified corn on the health of humans and animals especially cattle (Cheney and Ellis). Overconsumption of corn in the movie and the inclusion of corn in the diet of both animals and humans are illustrated effectively using the resultant health effects of the action. Genetically modified foods are an issue of great concern for the society today due to the increasing obesity and animal deaths. The movie captures the problem effectively through the agricultural journey of the two friends. In addition, the inclusion of the different perspectives of the interviewed biologist illustrates the impact of corn agriculture in America. Consequently, the increase in obesity among the American population has been linked with the excessive consumption of corn by humans and cattle. Both the direct and indirect overconsumption of the corn is considered the main threat to positive and good

Math essay Example | Topics and Well Written Essays - 1000 words

Math - Essay Example The first example is from Physics. Suppose that we are given three objects, one with a known mass of 2 kg, and are asked to find the unknown masses. Suppose further that experimentation with a meter stick produces these two balances. Since the sum of moments on the left of each balance equals the sum of moments on the right (the moment of an object is its mass times its distance from the balance point), the two balances give this system of two equations (Hefferon). The second example of a linear system is from Chemistry. We can mix, under controlled conditions, toluene C7H8 and nitric acid HNO3 to produce trinitrotoluene C7H5O6N3 along with the byproduct water (conditions have to be controlled very well, indeed-trinitrotoluene is better known as TNT). In what proportion should those components be mixed Our next example is about solving a riddle. There are two groups of people X and Y having certain number of persons in each group. If a person from X leaves to join Y then Y becomes double of X. If a person leaves Y to join X then they both become equal to each other. How many persons are there in each group The objective is to determine if such system of linear equations has a solution or not. That is to find out if there exist values of x1 to xn which when fed into these equation will simultaneously satisfy all the equations. If true then the system is said to be consistent or else it is inconsistent (Matthews). MATRICES The above system of equations can also be briefly written as, The matrix is called the coefficient matrix of the system of equations as it only has the coefficients of variables listed in it. If this matrix were also to include the constants involved in the equations then it would be called an augmented matrix of the system and would be written as, Three elementary row operations can be performed on matrices which do not affect the solution of linear equations. 1. Interchanging two rows 2. Multiplying a row by a non-zero number 3. Adding a multiple of one row to another We will try to solve the following equations with the help of a matrix and then applying any or all of the appropriate elementary row o

Impacts Of Leadership On Nurses Nursing Essay

Impacts Of Leadership On Nurses Nursing Essay This essay will analyses leadership and how it impacts on organisational culture and the effects on nursing staff, this paper will show the difference between leadership and management, consider the impact and influence of organisational culture on patients and their outcomes, this essay will explore the theories of leadership and show the elements required to have an effective sustainable culture for better patient outcomes. Organisational culture effects the environment in which nurses work and patient care (Lok Crawford 2003, p.321). Studies have reported that when employees are dissatisfied with the organisational culture there is higher staff turnover, less commitment and patient care outcomes are poorer (Meterko et al 2004, p. 492). Many hospitals within Australia are governed by a bureaucratic organization, where there is structure, goals, and staff are managed systematically with formal leadership things are done this way attitude, this makes change very difficult and nurses feel they are in an oppressed group (Crookes et al 2008, p.p 97-98). To change this form of culture nurses need to become leaders (Meterko et al 2004, p. 493). Day et al (2008) identified five cultures within the Australian health care system 1. Culture of blame this is where staff are dissatisfied with the organization, there is poor communication, there is conflict among staff and the union is often involved (Day et al 2008, p. 72). 2. Culture of reaction this is where management is trying to resolve ongoing staff issues and trying to improve communications (Day et al 2008, p. 72). 3. Culture of consolidation this is where there is always change and staff verbalize they are tired of change (Day et al 2008, p. 72). 4. Culture of ambition this is where staff look for new better ways of doing things there is a risk of having too many projects that can cause the projects to fail or not be completed (Day et al 2008, p. 72). 5. Culture of success this is where staff think about the future and where they are heading, are proactive in problem solving, are close knit, focused and effective workers (Day et al 2008, p. 72). Organisational culture is built by its members; they exhibit common values, beliefs and perceptions of the organization (Day et al 2008, p. 73). To be an effective leader the nurse must learn certain skills, to be more self aware and understand their weakness and strengths, this will in turn build self confidence (Dierckx de Casterle et al 2008, p. 758). They need to become an effective communicator inspiring as well as listening, have a clear vision, but being able to be flexible to change the vision with the nursing staff and the organisation (Dierckx de Casterle et al 2008, p. 761). Leadership within nursing may relate to specific activities or behaviours and may be both supported and limited by the organisation and its culture, but there is also a myriad of professional cultures as well, all of which impact upon the culture of the organisation (Mullins 2006, p.6). This relates to the ways in which individuals and groups interact within the structure of the organisation (Mullins 2006, p.6). McCormack and McCance (2006) argue that for nurses to deliver person-centred outcomes, account must be taken of the prerequisites and the care environment that are necessary for providing effective care through the care processes, (p.472). Chiok Foong Loke (2001, p. 193) highlights five distinct practices that leaders use to affect performance in nurses and the organisation. These practices include challenging the process, inspiring a shared vision, enabling others to act, modelling the way and encouraging the heart (Chiok Foong Loke 2001, p. 193). The study conducted by Chiok Foong Loke (2001, p. 200) explored the relationship between the five leadership behaviours, their findings suggests that the five leadership behaviours should be introduced by administrators to nursing staff and constantly encouraged as leadership is an observable and learnable set of practices (Chiok Foong Loke 2001, p. 200). Leadership can contribute to the success or failure of an organisation (Lok Crawford 2003, p. 324). Leadership as a concept is considerably complex, and theories of leadership are multiple and often opposing or challenging each other. There are the theories of innate or trait leadership, in which people are said to be born leaders possessing natural abilities in this field, which are countered by theories that state people can learn leadership attributes, knowledge and abilities, and so occupy leadership positions (Day 2000). However, it is important here to distinguish between leadership and management, because leaders can be transformational leaders, and tend to be followed because they inspire others by their behaviours, while managers are those that occupy formal positions of power or authority within the organisational hierarchy (Day 2000). Of course, leaders can be managers, and some argue that anyone in a leadership role should best have innate leadership traits, while others suggest that these leadership abilities can be acquired (Green 2003). Effective leadership however depends on the ability to work within the organisational culture and to mediate between the organisation and the employee (Green 2003). Often, because of the way that the health care service and the healthcare unit is structured, leadership strongly relates to the leadership of teams, in which often leadership is conferred by support and acceptance, rather than by the authority of an individuals position (Grint 2005). This however can only occur if there is an underlying culture which allows individuals to express their leadership traits or skills (Grint 2005). Lok Crawford (2003, p. 324) states that leadership styles have been extensively studied. There are many types of leadership but the most effective for change is transformational leadership, nurses who had exhibited leadership behaviours were higher in organisational commitment and increased job satisfaction (Wong 2007). These nurses were also more likely to stay in their job longer (Wong 2007). They are agents of change to promote and sustain the quality of patient care including patients mortality rate (Wong 2007). Studies have shown that leadership behaviours in nurses correlate to positive effects on job performance, job productivity, and job satisfaction, which may lead to patient satisfaction and quality care (Wong 2007). Leadership has been accepted as the key factor of a workers job satisfaction and organisational effectiveness. Research suggests that nurses who demonstrated behaviours of contemporary theory model often benefit patients, their employers, and themselves (Wong 2007). This in turn impacts on other nursing professionals in a positive way, leadership behaviours are important to encourage productive nurses, giving them the confidence to act and make their own decisions, helping nurses to see the shared vision of the organisation and empowering them to change practice for better patient outcomes (Chiok Foong Loke 2001, pp.199-200) Leadership within nursing has emerged over time to impact upon the way that care is delivered and managed, and this can provide us with one example of how leadership can impact upon organisational culture. Over the last twenty years, the role and scope of nurses has expanded to include a significant movement into advanced practice, and nurses within advanced practice roles are expressing significant leadership power and position. Advanced practice nurses act as assessors of health care, individual and group needs, and provide management and clinical leadership (Walsgrove and Fulbrook, 2005). The difference between leadership and management is leadership means lead and management means manage (Grimm 2010, p. 74). Leadership is a complex entity and is often describe as an art, effective leaders must have certain traits, they must have confidence and confidence is built over time and experience (Grimm 2010, p. 75), purpose leaders must have a purpose know which direction they wish to take the organisation and discuss this with staff with openness and honesty (Grimm 2010, p. 75). They need to have moral courage which requires the leader to have integrity and know their beliefs and values and stand by them (Grimm 2010, p. 75). They require ethical fitness, knowing what is right and wrong and have the courage to take a stand reflecting on their morals and values to ensure they have made the right decision (Grimm 2010, p. 75). Setting priorities is an important trait, trying to only have 3 to 5 issues to deal with at a time (Grimm 2010, p. 75). Leaders motivate people, empower staff and encourage practice development (Manley 2000, p. 34). The most effective form of leadership is transformational leadership, these leaders transform people and organisations encouraging and effecting necessary change (Crookes et al 2008, p. 101). Managers control, have an assigned position, carry out functions, duties, responsibilities, manipulate people, money, time and aspire to organisational goals and have willing and unwilling subordinates (Covey Drucker 2009, p. 31). Managers have contributed to the poor image of management and have come to be perceived as organizers, planner and controllers (McKenna et al 2010, p. 130). Therefore as stated before those in leadership positions lead and those in management positions manage. Organisational culture plays a big part in patient care, when organisational culture is dysfunctional patients and nursing staff are the ones that suffer (Meterko et al 2004). Functional organisational cultures that have transformational leaders and teamwork have better outcomes, patient care and low nurse turnover (Meterko et al 2004, p. 492). Wong Cummings (2007, p. 517) suggests that new organisational models have changed the process in nursing; due to the change leadership in nursing is having better patient outcomes. Patient outcomes were changed through work context and nurse behaviours that enhanced patient care (Wong Cummings 2007, p. 517). Wong Cummings (2007, pp.517-518) study showed four areas of leadership and patient outcomes. 1. Patient satisfaction showed a significant increase with positive leadership behaviours and a decrease in transactional leadership style (Wong Cummings 2007, p. 517). 2. Patient mortality reduced mortality rates were contributed to experienced staff, effective leadership and staff being retained in the role (Wong Cummings 2007, p. 517). 3. Patient safely outcomes: adverse events, a strong relationship between leadership and patient outcomes was evident here, there was a decrease in patient falls, medication errors, increase in patient safety to due positive leadership practices (Wong Cummings 2007, p. 518). 4. Patient safety outcomes: complications, a reduction of pneumonia and urinary tract infections were attributed to positive leadership practices (Wong Cummings 2007, p. 518). The study concluded that the culture of transformational nursing leadership increased patient satisfaction, reduced patient adverse events and complications (Wong Cummings 2007, p. 520). Leadership theories go back to the 1900s where man were leaders and born to be leaders this was called the great man theory, similar to the great man theory was the trait theory it was assumed that people inherit certain traits this made them better leaders (Cherry 2010, p.1) The 1940 to the 1980s bought behavioural, contingency and situational theories these theories were about the authoritarian, democracy and laissez-faire according to these theories no situations are the same and different leadership styles were called for (Cherry 2010, p. 1). The 1980s to present bought about contemporary theories, transactional leaders who are usually managers and transformational leaders are nurse leaders (Cherry 2010, p. 1). According to Wong Cummings (2007, p. 520) transformational leadership increased positive patient outcomes, increased patient satisfaction and reduced compilations. Nurses are leaving the profession in large numbers due to job dissatisfaction (Joyce Crookes 2007, p. 18). This is happening all over the world, health authorities need to make a change to keep nursing staff and increase better patient outcomes (Joyce Crookes 2007, p. 18). Magnet hospitals were established in the United States in the early 1980s there is evidence that magnet hospitals retain staff, produce better outcomes for patients and produce quality patient care (Joyce Crookes 2007, p. 18) The health care system has the need to address these problems in Australian hospitals to retain staff, produce better patient care and outcomes (Joyce Crookes 2007, p.23). Lewins Theory of change is one way an organization could make changes that are staff and patient focused (Crookes et al 2008, p. 104). Lewins Theory was to unfreeze, move and refreeze (Crookes et al 2008, p. 104). By unfreezing the current environment and exploring the need for change, what needs to be changed, where and why (Crookes et al 2008, p. 105). The organisation can move into the second phase moving, this is where change is identified and everybody is consulted from management to staff to share their values and beliefs and affect the change (Crookes et al 2008, p. 105). The third stage is refreezing, the new change takes place promoting sustainable culture and positive patient outcomes as seen in the magnet hospital system and those hospital that have transformational leadership (Crookes et al 2008). Conclusion Organisational Culture effects the environment in which nurses work and patient care. There are many types of culture in the health care system and the most effective culture would be a culture of success were staff and the organisations have a shared vision, common values and beliefs, think about the future, have patient centred care goals and effective leaders. The multiple disciplines, specialities and professions involved within healthcare delivery require effective management and organisation, but furthermore, the complexities of patient needs require appropriate individualised responsiveness from the organisation. Leadership has a great effect on organisational culture it can mean success and failure of the organisation, effective leadership is known as transformational leadership and has the best outcomes for patient care and job satisfaction. It is evident that culture plays a part in patient care and transformational leaders have an influence on positive patient outcomes. When there is a dysfunctional organisational culture there is a need for change, by using Lewins Theory of Leadership, unfreezing, moving and refreezing, change can take effect, having a sustainable culture improves nursing practice productivity, improves patient outcomes and quality of care.

The Effect of Temperature on Air Pressure :: science

The Effect of Temperature on Air Pressure DESCRIPTION: My project consists of a series experiments to determine the effect of air pressure in a given environment at various temperatures. The experiments I chose to conduct are: 1) Heat an ordinary pop can on a hot plate and then putting the can upside down in cold water to see the effect of a fast change in temperature. 2) Partially full milk jug with hot water, put the cap on tightly, and let it sit for one hour to see the effect of a slow change in temperature. 3) Setting a small piece of paper on fire and then putting it inside a plastic bottle. Before the flame goes out, a pealed hard-boiled egg will be placed over the opening. PROBLEM: The problem is to determine the effects of air pressure at different temperatures. Since we cannot see air, we will attempt to determine if air exerts a force? HYPOTHESIS: My hypothesis for: 1) the experiment with the pop can is that the can will crush because of a drastic change in temperature. 2) the experiment with the milk jug and the hot water is that the milk jug will remain the same. 3) the experiment with the egg and the bottle is that the egg will not be sucked in the bottle. PROCEDURE: For the first experiment the procedure is: 1) Heat an ordinary pop can on a hot plate. 2) After about fifteen minutes take the can off the hot plate and put it upside-down in a pan of cold water. 3) Record my observations on a piece of paper. 4) Write my conclusions in my science fair logbook. For the second experiment my procedure is: 1) Get an empty gallon milk jug at room temperature. 2) Heat to water to just before the boiling point on a hot plate. 3) Fill the milk jug about quarter of the way with hot water. 4) Put the lid on tightly 5) Wait one hour and record my observations and conclusions. For the third experiment my procedure is: 1) Get a medium sized bottle. 2) Peel a hard boiled egg. 3) Light a small piece of paper on fire and put it inside the bottle. 4) Before the flame goes out put the pealed egg over the opening of the bottle. 5) Record my observations on a piece of paper.

Inside Islam notes Essay

Islam means Peace and Submission (The peace that comes from submission, the attention to God that comes from peace.) Allah Akbar means â€Å"God is great.† Sunni = 85% of Muslim population; Shia = 10%; Sufi less than 5% Islam is not only a religion of the Middle East: largest population of Muslims is in India. Largest Islamic country is Indonesia. Of same faith tradition as both Christians and Jews Muslims & Jews are both monotheistic, differ only on mainly messianic theology Places of worship differ yet can coexist; Spain fostered all three Abrahamic faiths during pre-Ferdinand and Isabella era (pre-1492) Part 2 of 9: Pre Muslim Mecca, Quraish tribe, Muhammad’s early years & first vision, Qur’an, 1st pillar shahadah, and start of 2nd pillar prayer: http://www.youtube.com/watch?v=KtFkhC7DIIo Muslims descended from Hagar and Ishmael, who fled to the desert Abraham, according to Muslim legend, built Ka’ba Quraysh tribe controlled Mecca as trading city. Later put icons and statues of various tribal Gods inside Ka’ba so Mecca would become even more important as a pilgrimage site. Muhammad was born several generations later in 570 AD into a wealthy family. His dad died, his grandfather sent him to live with trading caravans. As a young man he became a talented caravanier, married Khadijah Muhammad illiterate, so others recorded his recitations Qur’an means â€Å"recitation,† a mix of poetry, stories, admonitions, advice and warnings. Part 3 of 9: 2nd pillar (prayer) continued, Muhammad gains followers, conflict with Meccans, Hijra, to Ummayad dynasty; beginning of 3rd pillar: http://www.youtube.com/watch?v=5h4bcCSsc9A&NR=1 Muhammad gave sermons against polytheism to pilgrims arriving at the Ka’ba in Mecca; was persecuted by Quraish Muhammad had no strong political ally, few followers initially. Journeyed to Yathrib (later named Medina, â€Å"City of the Prophet†) to arbitrate dispute between city states. Became year 0 in Islamic calendar, 622 CE. Set up first Islamic community (Ummah) Meccans were enraged, attacked Medina to destroy Muslims. Battle of Badr, outnumbered by Meccans, yet Medinans won Muslims triumphed 630 AD Muslims returned to Mecca Cleansed Abraham’s sacred temple (Ka’ba) of idols of pilgrims, kept the Ka’ba (lit. â€Å"cube†) as the central expression of monotheism Offered Meccans freedom for peace, many converted Arab tribes came to pay tribute to Muhammad and convert Umayyads 1st dynasty 750 Within a century of Muhammad’s death Muslims controlled more land than the Roman Empire—Turkey to parts of China. Jews and Christians were exempt from conversion to Islam 3rd pillar: Charity is heavily emphasized in the Qur’an, even more than the subordinate status of women Part 4 of 9: 3rd pillar, charity, continued; 4th pillar, Ramadan, Abbasid dynasty; Crusades; Mongols: http://www.youtube.com/watch?v=ZKsm3O23Itg&NR=1 3rd Pillar: Charity: From everything you own you give 2.5% All money collected must be given to those in need One must follow the fast during the month of Ramadan as the 4th pillar Fast lasts from sunrise till sunset Exceptions are made for the sick, weak, children, and the mothers who are expecting It’s a time to intensify your efforts to build your relationship with God The festival of the great Eid (Lit. festival) of the breaking of the fast Shia split from the Sunni after the death of Hussein (680 AD) There was a discrepancy of how leaders should be put in place Shia believed that leaders should be direct descendants of Muhammad Sunni believed leaders should be elected democratically 8th century golden age in Iraq, Abbasid dynasty arose in Bagdad Abbasids valued learning, Greek philosophy and natural science. Algebra invented, decimals, exponents. Medicine developed, orthopedics, mental illness treatment, surgery. Crusades: Jerusalem is 3rd most sacred city for Muslims 1099: Christians slaughter 30k Muslims 1258 Genghis Khan’s grandson & his Mongols plundered Bagdad Part 5 of 9: Mongol era: 5th Pillar, Hajj; in Spain, interfaith cooperation: http://www.youtube.com/watch?v=KXWJDY8AsFo&feature=related The Mongol Khan becomes a Muslim, Lesser pilgrimage can be taken to Mecca at any time of the year (min 0:30) Hajj, the greater pilgrimage, occurs only once a year a. Ihram1 = 2 white cloths in which you will be buried are worn during Hajj, significance is equality, Ihram2 is also = peaceful demeanor to accept all as brothers & sisters. b. Ablution (ritual washing) leads to first stage: circumambulation 7 times God is the axis of one’s life c. 2nd step is to march between 2 hills representing Hagar’s search for water for Ismael; represents one’s struggle in life d. Next day they travel to the plain of Arafat. Pilgrims walk in quiet prayer confessing sins at Mount of Arafat. e. Next, to Mina to throw stones at 3 pillars representing Satan, sins are forgiven f. Last event prayer service at Ka’ba Muslim scholars preserved writings from hordes 711 CE: Muslims arrive at Gibraltar a. Called Moors, dwelled in Andalusia, cities of Cordoba & Seville b. Horticulture, math, navigation developed c. Muslim, Jewish & Christian scholars worked together became a source for the Renaissance Part 6 of 9: Spain, Ottoman Empire; place of women; Colonialism: http://www.youtube.com/watch?v=6olUPtXRC6U&NR=1 Reconquista, Christian re-conquest of Spain expelling Moors and forcing conversion or expulsion of Jews 1492 the Moors were kicked out of Spain 1453 Greek Constantinople fell to Muslim troops; name changed to Istanbul = â€Å"Islam in Abundance† Sultan was the ruler of Islamic Ottoman society. Sultan means ruler Sultan’s Harem (Haram – forbidden, taboo)– group of concubines, in Western eyes they are dens of iniquity, but in Islamic practice they were centers of protection for women and sources for caucusing about political power Islamic polygamy: all wives need to be treated equally Part 7 of 9: Suez Canal; France colonizes Algeria; WWI; colonialism; Wahabism, Jihad: http://www.youtube.com/watch?v=IH2lGUr7eJ4&NR=1 Colonial sense of superiority disparaged Muslims France took over northern Africa and the northern part of the Middle East, discouraging Arabic language and Islamic faith. England expanded into Egypt after creating the Suez Canal, also taking the Sinai Peninsula, Palestine, and Iraq. Ottomans sided with Germany in WWI, so England & France took Muslim lands when Germany lost (min 2:40) Muslim Brotherhood arose in Egypt in 1928 Some Muslim states encouraged western style central authoritarian dictatorships; Muslim Brotherhood resisted these. Following WW2 Muslims throughout European colonies rose up, demanding release from the European counties. Mohammad ibn Abdul Wahab – became a leader in the Islamic world, preaching an ascetic, puritanical form of Islam Created Wahabism, founded Saudi State, merging desert warrior spirit with puritanical reform. Very fundamental and radical form of Islam Was supported by Saud family, who would become rulers of Saudi Arabia Oil gave Saudis great wealth allowing them to expand Wahabist beliefs. Giving the money to organizations has caused an even more radical group of beliefs to arise Jihad = â€Å"struggle.† The greater jihad is the struggle of one’s will against one’s passions and weaknesses, an inner struggle. The lesser jihad is a defensive war, using just war criteria. Some groups called for a radical Jihad –war against western nations The end justifying the means leads to terrorism. Osama Bin-Laden in particular Part 8 of 9: Malcolm X; Israel; Iran hostage crisis, Iraq: http://www.youtube.com/watch?v=cKHuc0ehFPc Malcolm X: â€Å"We (blacks) did not land on Plymouth Rock; the rock was landed on us† Walhid Farad formed the Nation of Islam Elijah Poole joined him; changed name to Elijah Muhammad & took charge in 1934 Malcolm Little heard about Nation of Islam in Prison, changed name to Malcolm X Malcolm X: â€Å"What was your name before you lost it?† Malcolm X came back from hajj inspired to join Nation of Islam to traditional Islam; Gunned down By 1975, Elijah’s son brought about Malcolm X’s dream: changed name to World Community of Islam Louis Farrakhan continued in old ways of separation Israel made a state in 1948. In 6 Day War in 1967 tensions increased with Muslims 1978 Iran’s Shah fell to Shiite Ayatollah Khomeini; US cast as â€Å"Great Satan† Students took US embassy workers in Tehran as hostages for 444 days Sadat in Egypt assassinated; he had signed a peace treaty with Israel. Saddam Hussein invaded Kuwait in 1990; coalition lead by US stopped him, imposed no-fly Zone Part 9 of 9: Suicide bombing; Islamic hell & heaven; wrap up: http://www.youtube.com/watch?v=egTCPablawQ&NR=1 9/11 made people aware not only of radical fringe of Islam, but also of the peaceful Muslim neighbors. Even in heaven one cannot see God Pleas for peace Few stable & fair Muslim governments have replaced colonial governments Part 1 of 9: Intro and basic facts: http://www.youtube.com/watch?v=hAjsu1ATrts Part 2 of 9: Pre Muslim Mecca, Quraish tribe, Muhammad’s early years & first vision, Qur’an, 1st pillar shahadah, and start of 2nd pillar prayer: http://www.youtube.com/watch?v=KtFkhC7DIIo Part 3 of 9: 2nd pillar (prayer) continued, Muhammad gains followers, conflict with Meccans, Hijra, to Ummayad dynasty; beginning of 3rd pillar: http://www.youtube.com/watch?v=5h4bcCSsc9A&NR=1 Part 4 of 9: 3rdpillar, charity, continued; 4th pillar, Ramadan, Abbasid dynasty; Crusades; Mongols: http://www.youtube.com/watch?v=ZKsm3O23Itg&NR=1 Part 5 of 9: Mongol era: 5thPillar, Hajj; in Spain, interfaith cooperation: http://www.youtube.com/watch?v=KXWJDY8AsFo&feature=related Part 6 of 9: Spain, Ottoman Empire; place of women; Colonialism: http://www.youtube.com/watch?v=6olUPtXRC6U&NR=1 Part 7 of 9: Suez Canal; France colonizes Algeria; WWI; colonialism; Wahabism, Jihad: http://www.youtube.com/watch?v=IH2lGUr7eJ4&NR=1 Part 8 of 9: Malcolm X; Israel; Iran hostage crisis, Iraq: http://www.youtube.com/watch?v=cKHuc0ehFPc Part 9 of 9: Suicide bombing; Islamic hell & heaven; wrap up: http://www.youtube.com/watch?v=egTCPablawQ&NR=1

“Piano” by D.H Lawrence Poem Analysis Essay

Which aspects of relationships are presented in the three poems we studied? References to â€Å"Piano† by D.H Lawrence, â€Å"Do not go gentle into that good night† by Dylan Thomas and â€Å"Hal-past two by U.A Fanthorpe In the three poems we have studied: Sonnet 116 â€Å" Let me not to the marriage† by William Shakespeare ; â€Å"My last Duchess† by Robert Browning; â€Å"If† by Rudyard Kipling, different aspects of relationships and love are explored in different forms: power, pride, eternity, love as a guiding force and paternal care. These poets use language, images, and structure to make their messages about love more clear and evident. The first poem I am going to analyze is â€Å"My Last Duchess†. It portrays the tragic epilogue of a loveless marriage between the strict, severe Duke of Ferrara, who chose â€Å"never to stoop†; and the sweet, outgoing, naive Duchess privileged by the noble honor of being given her husband’s â€Å"nine-hundred-years-old† name. The poem investigates issues that can be involved in relationships where power and ego takes over. The Duke wields an exaggerated oppressive power, which contracts with the friendly attitud e of the Duchess towards inferior classes’ people. This became the central cause problem in the relationship: he disapproved of the Duchess â€Å"smiles† and blushes which â€Å"went everywhere†. He expected her to behave with the same tremendous dignity as himself. The Duke wants to see his wife behaving in a way befitting her noble place in society. Perhaps even an obscure and sinister jealousy triggered by the Duchess’ constant kindness, which he did not expect from a character, who should have been entirely of his possession: â€Å"since none puts by the curtain I have drawn for you, but I†. The quotation illustrates how after her death he kept her smile and blush exclusively for himself- perhaps this was what he wanted while she was alive. The fact that she talked with men and â€Å"thanked† them the same way she treated the Duke himself obsessed him. His supremacy was totally put at same level of a peasant’s: â€Å"somehow-I know not how- as if she ranked My gift of a nine-hundred-years-old name With anybody’s gift†. In fact, the duke is a person who loves control, and who is perfectly conscious about the fact of his superior so cial class. He wants everything to be under his possession- this can be seen by the fact that he likes and admires a bronze sculpture of Neptune taming a sea-horse. He enjoys anything involving control and power. A point that can also be  connected to the teacher of â€Å"Half-past two† by U.A Fanthorpe trying to tower over the student. The structure of the poem is composed by a strict and elegant iambic pentameter, which help the reader realize about the terrific sense of control the Duke possesses. It is fixed in well-ordered system of riming couplets, yet the poem is full of enjambments which help the poem flow like a conversation. In fact, Robert Browning set the poem out as a dramatic monologue- it was intended to be performed to an imagined listener. This creates a very fluent tone, capable to indicate immediately any change of the speaker’s state of mind. For example, his growing irritation, even rage, with his former wife becomes clear with the caesura to slow down the tone, when in the 43rd verse he states† And I choose Never to stoop. Oh sir†¦Ã¢â‚¬  The pause takes the poem into and angry edge. In fact when the Duke â€Å"gave commands†, the threat was very potent. The diction instantly points the change of tone: a recurrent assonance of the letter â€Å"s† comes out as an angry, sinister hiss and provides a sibilant sound. This transition with angry diction yet factual words also gives an image of the Duke as if he possessed no guilt and transmitting and unemotional shock. Browning also uses a As a result of this, as predicted, loveless marriages with no connection of † true minds† like in the Sonnet 116 of William Shakespeare would have never become the typical love story with a happy ending. The Duke juxtaposed a vivid hint about her death with negotiation about marrying his next â€Å"object†. Therefore it all ended when† [he] gave commands†; and â€Å"all smiles stopped together†. The second poem I am going to analyze is â€Å"If† by Rudyard Kipling. It illustrates a solution to life’s problems into one unique inspirational piece. This poem is a beautiful, personal goal for thoughtful readers who wish to be better people. It is an attempt to give a lesson in how to live: from the point of view of a father guiding his beloved son to become a â€Å"Man†. Naturally, we can also look at it coming from the point of view of any older man to a younger man- an emotional or spiritual father-son relationship. We can also deduce that the author wrote this poem directly to his children. Kipling was born in Bombay, India, in 1856. Although more than a hundred years passed since those wise phrases in â€Å"If† were penned, they can be applied even now and from a greater audience than the one  originally intended. People, that nowadays, is less and less aware of their responsibilities and taken over by a society of greed and indifference. People that if could strive to do even half of the things mentioned in the poem, would be far better people. â€Å"If† is a didactic poem, a work meant to give instruction. It has a rigid and controlled structure. It is written in iambic pentameter: an elegant construction of 11-syllable lines, with an extra, unstressed syllable. All of this tied up in four stanzas of eight rhyming lines, according to the pattern abab, cdcd; each referring to several specific traits to possess in different circumstances. This makes it easy to read and facilities memorization. The first section is about self-integrity and developing the proper attitudes about things. Kipling tries to teach us not to look down on ourselves, just because the others do: â€Å"if you can trust yourself when all men doubt you†. One will always find people who think differently from him, underestimate him or misjudge him. If millions of men are convinced about a foolish idea, it does not cease to be stupid. Th erefore the quotation conveys one to have faith and confidence in himself and do what he think is right and just. Imagine having the serenity of being subject to criticism and stay calm and relaxed until the very end: â€Å"†¦being lied about, don’t deal in lies, or being hated, don’t give way to hating†. Imagine one having to face all the injustice that trying to overwhelm him, to lose control. Kipling, with this statement reminds not to let others provoke us in doing something we know is wrong. Do not be easily influenced. Understand our value, but do not turn into arrogant. Pause and notice what Kipling does grammatically here: from the start. He composes the poem from a single repetition of â€Å"if†. The natural pattern for English is to state a condition thus, â€Å"if A, then B†. But Kipling is stating, â€Å"if A, if B, if C†. He’s piling on the conditions while delaying the consequence in a single long sentence. He builds up tension deliberately. That may also be the reason he calls the poem â€Å"If†. The second section is about overcoming the obstacles one encounters during his way. It is about following his dreams, fight for them, and strive to reach his goal. Whether he like it or not we are the cause of himself; he needs to move on, thi ngs are not going to get done by themselves- â€Å"if you can dream- and not make dreams your master†. The quotation also implies that we have to seize our opportunities when we have the chance, do not let it escape. Distinguish and understand  the right balance between being a thinker and a â€Å"Man†. Here the author has a really vivid imagination. He utilizes personification to promote caution against â€Å"impostors† such as â€Å"Triumph and Disaster†- capitalizing both words. He associates them to people who engage in deception under an assumed identity, charlatans. Unconsciously, both of them convince one to stop trying far more often than he usually expect. Frequently defeats can discourage his hopes and victories make him conceited and he permits them to influence him. Kipling reminds us that the world is not all a bed of roses. It is in fact, a miserable and despicable place and states that† if you can bear to hear the truth you’ve spoken twisted†¦ or watch the things you gave your life to, broken..†. If one consent the world to influence him, it will get him on his knees and leave him with nothing forever. It can hit harder than anyone els e. Hence, it is not a matter of how hard a person hits, but is a matter of how he can withstand adversities, resist and to have the strength to rise again after being beaten into the ground. It shows a hard work ethic. Consequently Kipling introduces us to the section, that could be retained the most valuable. He starts off by writing an extended metaphor, similar in characteristics, but different in meaning to the last quotation:† If you can make one heap of all your winnings†¦Ã¢â‚¬  Substantially the counsel it brings is that life is to be enjoyed, whether money is to be spent. Take risks; make mistakes and break rules, the world is there to be experienced. Stay hungry; stay foolish as a remembrance of Steve Jobs’ wise words. Afterwards, the main advice that is conveyed by the sequent verse:† if you can force your heart and nerve and sinew To serve your turn long after they are gone† is to never give up and strive to overcome your limits. Kipling could have just written â€Å"your body†, everybody know that it has a heart, nerves and muscles. However, by listing each one, he gives us a clear image of its member as if they were all united as a team with a common objective. However the real message that the author wants us to conceive is to be determined. Something that when our physical strengths abandon us, give us the force to â€Å"Hold on†. It can be the â€Å"Will† to reach a goal; or the Desire to win; or even the contempt of losing. Something that prevents us from stopping, ignoring the consequences. By capitalizing the word will, he conveys the reader that about its strength and power . Finally each verse of the last stanza contributes to consolidate the long-awaited conclusion. It  starts by speaking about being able to work with anyone: from â€Å"Kings† to â€Å"Crowds† and not changing who one is and what he stands for. Being able to keep some distances and qualities tha t he only possesses; without being influenced by his surroundings. And â€Å"if neither foes nor loving friends can hurt you† underlines the lesson that often the people, who one loves most, are the one who can hurt him more deeply. Major qualities as independence and self-supporting are advocated by the statement:† if all men count with you, but none too much†. Kipling creates a blueprint for personal integrity. It is about what a teenager might call â€Å"maturity†- acting like a grown-up and seeing the real value of things; without being dependent to anyone. Conclusively the author uses the metaphor:†if you can fill the unforgiving minute with sixty seconds’ worth distance run† to instruct the reader to fulfill every moment of his life in as enthusiastic and energetic way as possible. He suggests making every seconds of one’s life memorable; having no regrets. This aspect can also be referred to â€Å"do not go gentle into that good night† of Dylan Thomas, where men strive to fulfill their remaining time with their very best. And finally, he comes to the long-awaited consequence and reveals that if all the aspects had been covered, â€Å"Yours is the Earth and everything that’s in it, And-which is more- you’ll be a Man, my son!† â€Å"If† is also a poem of imagination. Kipling tries to find the perfection in the human being, where nothing can harm it. A stage where the one truly gains everything; and Kipling wishes that for his son. In sonnet 116, William Shakespeare explores the true nature of love, trying to work out both what real love is and is not. He says that this feeling is eternal, not affected by time, alterations and life’ troubles that couples need to combat. Sonnet 116 is presented with the ordinary fourteen lines made up of three quatrains and concluding with a challenging couplet. It is written in iambic pentameter with a rhyme scheme of abab cdcd efef gg. William Shakespeare frames its discussions of the passion of love within a restrained and disciplined rhetorical structure. The tone of the poem is also very fluent and smooth, filled with various enjambments. Moreover the simplicity of the language and poetic devices act as if wanting to draw the reader deeper into the theme. In the opening lines the speaker defines what the ideal love would be, by referring it as a â€Å"marriage of true minds†. It  is a relationship based on trust and understanding, which has come to a stage w here minds are entirely tied together. The writer describes it as being perfect and constant, even if it encounters changes in the loved one. He denies that love is true, when it â€Å"alters when alteration finds† or â€Å"bends with the remover to remove†. In choosing to describe love as this kind of force Shakespeare is able to convince the reader that love is indeed strong enough to fight the departure of a lover or a simple alteration. Yet, in the second quatrain he positively defines what real love is, whether the first one was based on what it was not.. The metaphor: â€Å"it is an ever fixed mark that looks on tempests and is never shaken†, represents it as an unshakeable guiding light to its â€Å"wandering barks†. The tempests portray the life’s troubles and people will experience, much the â€Å"winter† of â€Å"Piano† by D.H Lawrance. Shakespeare compares it to a seamark that navigators use to conduct their course- The North Star- whose altitude, or â€Å"height† has been measured although its value in indefinite. It is presented as an inestimable entity, whose force is tremendous and capable to give a channel to the lost ones. In the third quatrain William Shakespeare again describes what love is not: it is not subject to time although â€Å"rosy lips ad cheeks† have to face the â€Å"bending sickle† of time- which is also utilized as a synecdoche referring to death. Furthermore time is personified by referring it as â€Å"him† and compare also to Death. In fact the author wants to demonstrate that true love remains constant and does not alter â€Å"with brief hours and weeks† and survives â€Å"even to the edge of doom†- the Doomsday. To conclude the poem, with absolute conviction William Shakespeare challenges the readers to disprove his interpretation of love. He insists that this is the ideal of â€Å"true† love- and if love was mortal, changing and, temporary then â€Å"no man ever loved† or he would deny what he has written and the existence of it. By employing this paradox he strengthens the theme cleverly. What really gives Sonnet 116 its stimulating power is not its complexity; instead, it is his linguistic and emotional confidence.