The Wrath of Deceit in Hamlet Essays -- GCSE English Literature Course

The Wrath of Deceit in Hamlet There are many instances in life, where individuals are encouraged to deceive or be dishonest with each other. In a competitive world, people may turn to dishonest means to be successful, especially when the stakes are high. In the world of the Danish court, Hamlet is often a victim of deceit and dishonesty. In turn, this dishonest lifestyle leads Hamlet directly to his ultimate demise. At the beginning of the play, the first act of deception is Old Hamlet's description of his brother's treachery. Secondly, Claudius the master of deception seduces Gertrude; by becoming her husband, he cleverly becomes king. Lastly, it is proven that Hamlet himself is not dishonest or deceitful. Claudius admits this to Laertes as they prepare for the sword fight scheme. Hamlet only uses deceit when he is playing the game. The outcome of the play proves that being deceitful and dishonest with people can have tragic results. The first act of deceitfulness in the game, is the discovery of Claudius' brutal murder of his brother, Old Hamlet. We see this, when Old Hamlet's ghost comes back from the afterlife. Hamlet has a suspicious feeling about the ghost's visitation, "My father's spirit in arms? All is not well. I doubt some foul play, foul deeds will rise." (I, ii, 255-259). We later find out, the spirit of Hamlet’s father has come back to explain the circumstances surrounding his tragic death, " 'tis given out that, sleeping in my orchard, a serpent stung me. So the whole ear of Denmark is by a forged process of my death rankly abused." (1, v, 35-38). Old Hamlet reveals to Hamlet the truth that resulted in his death, "The serpent that did sting thy father's life now wears his crown." (1, v, 3... ...word fight. Hamlet only uses deceit against Claudius to expose him instead of hurting him. In a sense, Claudius’ use of deceit and treachery for his own gain ruined him in the end. Instead of Claudius having a great time as king, he ended up driving Hamlet to kill him. In addition, this proves that the deceitful behavior and lifestyle at court drives Hamlet directly to his ultimate demise. The outcome of the play proves that a dishonest lifestyle can be detrimental. In the real world, people who are dishonest may excel at first but this behavior will eventually harm them in the end. People should try to have more sincere relationships with each other in order to remain successful, and not use negative means to achieve their goals. This is because deceit distorts your perceptions and it may lead you to loosing what you truly value in your life!

A Bend in the Road :: essays research papers

A Bend in the Road   Ã‚  Ã‚  Ã‚  Ã‚  In Nicholas Sparks’s novel A Bend in the Road, the main character, Miles Ryan, allows himself to be tormented by the killing of his wife, Missy. By assuming that it was cold blooded murder, Miles spent two years on the case, trying to find the possible â€Å"killer† of the hit and run, only to find that it was indeed an accident and nobody was at fault. After finding that the death of his wife was indeed an accident, Miles realized that by living in the past for the last two years of his life he was not able to be the person that he really was.   Ã‚  Ã‚  Ã‚  Ã‚  At the beginning of the novel, the author states, ‘He (Miles) was tired of being alone, of waking up in an empty bed, though the feeling surprised him. He hadn’t felt that way until recently. In the first year after Missy’s death, He couldn’t even begin to imagine loving another woman†¦ Even after he weathered shock and grief strong enough to make him cry every night, his life felt wrong somehow.’   Ã‚  Ã‚  Ã‚  Ã‚  The first impression that I got after reading this quote was that he was beginning to feel the need to move on. But as I read on I realized that he is so worked up about the case even two years later that he was not able to move on. As if there was something inside stopping himself. I can feel the great amount of hurt and sorrow that he is producing, a couple of weeks after her death Miles took up smoking, though he denies it. He says he is ready to move on, but his heart is not.   Ã‚  Ã‚  Ã‚  Ã‚  At one point in the story, Miles was at a bar and overheard a drunk talking about a guy named Otis and how he ran over Miles wife, and because Miles and Otis are not on each others good side, Miles rushes in and arrests Otis on the spot, pointing his gun at his head, ready to shoot when Otis gave any sign of struggle. Taking Otis in, Miles thought, ‘I don’t care. Otis is going to jail, no matter what happens to me. Otis will rot away in prison like he made me rot for two years.’ Miles has so much anger and depression from the death of his wife that if he hears anything about the person who killed Missy, even if it is from a drunk guy, that he will just rush in and take the guy down.

African Folktales Essay

In the actual Nigeria tribe African folktales, form a very important part of the African culture. There are different ways in how those folktales affect the African culture in general; one of this ways is that it’s used as a way of communicating. There is a rich, fertile legacy of folklore from Africa. On this vast continent, folk tales and myths serve as a means of handing down traditions and customs from one generation to the next. The storytelling tradition has thrived for generations because of the absence of printed material. Folk tales prepare young people for life, as there are many lessons to be learned from the tales from the history of this large continent, this includes the forceful transplanting of the people into slavery on other continents. In addition to the folk tales, there are myths, legends, many proverbs, tongue twisters, and riddles. In the African folk tales, the stories reflect the culture where animals abound; consequently, the monkey, elephant, giraffe, lion, zebra, crocodile, and rhinoceros appear frequently along with a wide variety of birds such as the ostrich, the secretary bird, and the eagle. The animals and birds take on human characteristics of greed, jealousy, honesty, loneliness, etc. Through their behavior, many valuable lessons are learned. Also, the surroundings in which the tales take place reveal the vastness of the land and educate the reader about the climate, such as the dry season when it hasn’t rained for several years, or the rainy season when the hills are slick with mud. The acacia trees swaying in a gentle breeze, muddy streams that are home to fish, hippos and crocodiles, moss covered rocks, and giant ant hills that serve as a â€Å"back scratcher† for huge elephants, give the reader a sense of the variety of life in this parched or lush land in this part of the world. There is wealth of folktales in the African culture of different kinds some examples of them are: Uncle Remus Tales, Tortoise and the Hare, Crocodile Tales, The voice of the Drums, The Kind of Lion, String Tales, The Sacred Vulture, Anansi, and Dilemma Tales. Those kinds of tales above are just some examples of the huge African folktales repertory, and the subcategories which take a major role in the African and Nigerian culture and society, reflecting the animals that abound there. In conclusion, I can say that folktales plays an important role in the African Society, even more than books or other kind of source, this is because in Africa are very few resources of written history, so they know more about their history via these folktales; without folktales, African history may be inexistent CITATIONS: Achebe, Chinua. Things Fall Apart. New York: Random house, Inc., 1995 http://www.teachervision.fen.com/folk-tales/resource/3716.html?page=1&detoured=1

Complex Project Management: Historical Background, Problems and Approaches Essay

Managing a project that has cross-cultural team members is a very involving task, which calls for application of appropriate leadership styles and approaches (Arbaugh, 2007, p. 569). The applicability of theories, models and approaches of management in the Belbin Consultancy Project can be deeply elaborated with clarity, to demonstrate the understanding of the topic. Since managing and leading cross-cultural teams in such projects does not just happen, as the monitor and shaper, I comprehensively applied the necessary aspects of leadership and management as I deemed appropriate. Below is a presentation of the report of Belbin Consultancy Project that my team and I, as the monitor and shaper, undertook. Project management             Project management is a comprehensive undertaking by project managers which involves several steps from inception to completion, and which guarantees the success of the project (Klimenko, 2014, p. 13). As I experienced during the Belbin Project execution, these activities have to be carefully organized and precisely planned for execution. Project Processes             During the management of the project, I applied 5 fundamental processes as shown in the appendix 1. The first process was initiation, which involved determining the nature and range of the project (Daft & Lane, 2005, p. 337). All the requirements ranging from analysis, goal setting, current operations review and feasibility were considered at this stage. The second process that we carried out was planning which involved the setting of appropriate time for each activity, considering the costs involved and the resources required. We also did a risk planning activity that was geared towards tackling uncertainties. The third process was executing, which involved following all the activities of the project as outlined during the planning stage. This was geared towards meeting all the set deadlines of the set milestones. The fourth process involved monitoring the progress and controlling the execution, noting of any deviations from the plan and taking the appropriate managerial actions (Stewart and Powell, 2004, p. 37). At this stage, I verified and validated the activities and their execution as per the allocated resources and timelines. It is at this stage that the quality of the activities that different team members were involved in was considered. The last process of the project involved the closing out of the project after its completion (Xie and Zhang, 2013, p. 725). The final product that the team developed was accepted having delivered to the best of our ability. Management Approaches             For effective execution of the processes mentioned above, I applied several management approaches. These approaches assisted in carrying out the processes in a planned manner, towards realizing the requirements. The first approach I utilized was the traditional method, which involved the execution of all the processes in a sequence. In this approach, some processes were recursively extended to support the cycle of development of the project (Collyer & Warren, 2009 p. 359). The second approach was event chain approach, which involved the identification and management of proceedings and the chains of proceedings attached to the project schedule. This approach helped me in managing the negative effects, and allowed for modeling of uncertainties that were foreseeable as was outlined in the project schedule (Symonds, 2014, p. 2). The third approach was scrum methodology, whose goal was to improve the productivity of the team by removing every possible hurdle. The fourth methodology was crystal approach in which I directed the team away from focusing on the processes. It was thus crucial to focus more on the skills of the team members, interactions, communication and people. This way, every member was able to deliver in their allocated part. Organizing and Structuring Teamwork             At this stage, the central focus is given on the capabilities of team members. As defined by Scarnati (2001. P. 5), teamwork is a cooperative procedure that assists normal people to accomplish surprising results. It, therefore, called for effective allocation of tasks on individual members. We generated a commitment oath of the team and developed shared goals. The team focused on providing quality results as opposed to achieving individual personal satisfaction that might have interfered with the achievement of objectives. Similarly, I facilitated and nurtured positive relationships that were cooperative as a way of motivating the team members towards achieving the final goal. The issues of interdependence among the team members were put into consideration (Schneider & Barsoux, 2003, p. 137). The creation of a positive attitude in the members through inspiring examples was thus vital. When experiencing difficulties, team members were enthusiastic to help out their peers, regardless of their backgrounds (Symonds, 2014, p. 2). Whenever deviations resulted from the unwillingness of some members to ask for assistance, a quick meeting was convened to remind them of their interdependence responsibilities. During the allocation of tasks, interpersonal skills were put in consideration a step that allowed for proper allocation of tasks. I encouraged open communication as well as positive feedbacks as a way of improving relationships among team members. This way, the team had an understanding that discussing problems was healthy for their interdependence. Similarly, as an overall manager, I worked hard to ensure that the teams had the appropriate composition, by carefully considering the skills of each member and the kind of personality that each possessed. After careful consideration, the team members were allocated tasks that matched their profile. On the same note, commitment to the processes of the team and accountability were highly emphasized. Respect for every member was exceedingly regarded and especially on the response towards several individuals who took leadership roles (Wateridge, 2001, p. 191). To ensure effective and efficient implementation of the project activities, elect ronic tools were highly utilized and whenever the tools were not enough for use on a particular task, the available tools were shared. This highly facilitated the process of implementation of the project activities. Project Execution             During the project execution, my vital role was to control the process. At this point, practicing MBWA (management by walking around) was necessary. There were some instances where the project activities carried out by the team members veered from the plan. These deviations resulted from the inability of some members to fully comprehend what is expected of them during certain activities. This was so because of the diversified back grounds of the team members, which prevented them from consulting or asking for assistance. It was thus necessary for me to carry out the proper monitoring role, to match the activities with the plan and to assure quality. To do this, I convened several emergence meetings to remind the team members on their roles as team players. During the completion stage when the project was nearing the close out phase, one of the team members got seek and had to fly back home. Because of the limitation of time, the tasks were allocated to some members of the team. It was unfortunate because the delivery time of the added tasks was late for the reason of failure to understand the tasks. This made it necessary for convening an abrupt meeting to brief the affected members on what is expected of them. For this reason, the delivery of the tasks allocated to the ailing member did not go in accordance with the plan. Team Working and Leadership Cross-cultural Teams             During the initiation stage, the team rules as shown in appendix 2, as well as the roles of every member were developed. To facilitate this, discussions on the cultural dissimilarities that were easily perceivable and their effects on behavior of the members and performance were established. This was geared towards creating an open discussion that inspired mutual trust and obligation (Chung et al., 2013 p. 194). After the discussion, the cultural differences that emanated from understanding the background of every team member helped in developing appropriate ways of addressing the issues accordingly. This was done after knowing where these differences emanated from through assessing the situation from individual member’s perspective. This helped in changing the stereo-typed perceptions and improvement on value-based assumptions. To solve some of the cross-cultural issues that arose during implementation of the setout activities, I as the leader worked hard for reconciliation as opposed to compromising. I thus created new ways of perceiving and settling the differences. This encouraged the combining of strengths among the team members as opposed to picking disagreements. Intensive communications, feedbacks and procedures were highly regarded to minimize the risks involved. Changing Roles             The aspect of changing roles was not utilized so as to facilitate the aspect of specialization in tasks. This worked to our disadvantage when one of the team members go sick and had to fly back home. The tasks were allocated to several team members who had almost similar tasks. Because of inadequacy of specialization on the added tasks, the members delivered the tasks late. This prompted me to convene an impromptu meeting to brief the members on their new added tasks. Because of this reason, the delivery of the tasks was out of time plan. Motivation             To motivate the team members, the contributions made by each were highly regarded every time a scheduled meeting was convened as shown in appendix 3. Similarly, the diverse views of different individuals were encouraged and incorporated in the decisions made after a comprehensive discussion (Wateridge, 2001, p. 161). To motivate the team members, I kept reminding them of their capabilities and how appreciated their contributions were. Also, different needs of individual members were identified for easy fulfillment. When members felt that their needs are catered for and their views are incorporated in making decisions pertaining to the execution of the project activities, they delivered to their capability (Wright, 2002, p. 121). To encourage harmony within the team, I encouraged communication among the members (Malinowski, 2011, p. 234). This served as a way of understanding the problems that different members are experiencing at particular instances. After the communication of the problems, the issues were addressed accordingly to the satisfaction of all members. This guaranteed harmony among the members through free and unrestricted interactions, characterized by free flow of thoughts (Seteroff, 2003, p. 43). This free flow of thoughts and effective communication facilitated generation of new ideas pertaining to the implementation of activities of the project (Marc & Picard, 2000, p. 38). To get most out of the team members, the same technique of free flow of information and welcoming the contribution of every team member was utilized. Leadership Roles and Styles             During the implementation of the project, several individuals took up the role of leadership. The members who became leaders were chosen by the majority of the team members. The act of leading further boosted the confidence of the chosen members towards obtaining the set goals (Pearce & Sims, 2000, p. 131). I had been previously chosen as the overall manager of the project from the start to the end, to oversee the implementation of activities. This was a good experience that educated me on how cross-cultural teams operate .In the process, different leadership styles as discussed below were utilized. Transactional Leadership             The first type of leadership that different members who took leadership roles utilized was transactional leadership (Lowe & Gardner, 2011, p. 460). This style operated on the basic ground that because the team members agreed on the leadership of a particular member, they must obey the directions he or she gives. This type of leadership led to clarification of the roles played by every member of the team. Similarly, the members were expected to follow the agreed upon rules failure to which one would be ejected out of the team. Transformational Leadership             In this leadership, the leader inspired and motivated team members to transform the issue at hand from worst to best (Sashhin, 2004, p. 171). The means of motivation are as discussed above with encouraging individual members on their capabilities, free flow of information and effective communication at the top of the list (Ashkanasy & Tse, 2000, p. 223). The inspiration and motivation given by the team leaders were genuine, a situation that facilitated the implementation of the planned activities. Participative Leadership             This kind of leadership entails the involvement of team members in decision-making process (Langton & Robbins, 2007, p. 389). Through this kind of leadership, the understanding of the underlying issues of implementation by individual members was enhanced. They thus became more committed to the activities of implementation (Pearce, 2007, p. 357). Under this leadership, people became more collaborative as opposed to competitive and worked on joint team goals. Situational Leadership             In this type of leadership, the leader applies the best action depending on the array of factors of the situation at hand (Northouse, 2004, p. 78). This type of leadership is as a result of several forces namely; the circumstances, the followers and the leader. This style focused more on the behaviors adopted by the leader under different situations (Parry & Bryman, 2006, p. 456). The leader with the most excellent ability of making better decisions had an upper hand in applying the style. Conclusion             In conclusion, managing the activities of a project is a long process more so when dealing with cross-cultural teams. It calls for the manager to understand the different backgrounds of these members. This is done through the application of several techniques as such as the understanding of the cultural differences, their cause, how to change the perception to a common goal of the team and how to motivate individual members bearing in mind the aspect of different backgrounds. This way, he or she is able to inspire the followers to make the best team under a common goal of implementing the activities of the project successfully. On the leadership issue, it is vital that the leader understands the best type of leadership to apply on the team members (Osborn et al., 2002, p. 811). Recommendations             After carrying out all the activities of the project, it became necessary to develop some recommendations based on the lessons learnt. The following are the recommendations that I would implement if I was to undertake the project again as the monitor. To reduce the risk involved when engaging members from different cultural backgrounds in a team, it is essential to apply a flexible approach of management that allows for effective communication, reporting and actions on the raised issues. To change project processes so as to accommodate cultural differences, establishing good relationships with key members of the team is a must. This is geared towards winning their trust which in turn helps the project execution process smooth. To effectively implement the activities of the project, the manager is obliged to know what motivates the team members into doing good job, their specific skills and know-how and their respective communication styles. The combination of participative leadership and transformational leadership is the best option in a project implementation. This is so because participative leadership involves the members in decision-making process and hence motivating them. On the other hand, transformational leadership involves the leader inspiring and motivating his followers. References Arbaugh, J. (2007). Introduction: Project Management Education: Emerging Tools, Techniques, and Topics. Academy of Management Learning & Education, 6(4), pp.568-569.Ashkanasy, N. M., & Tse, B. (2000). Transformational leadership as management of emotion: A conceptual review. In N. M. Ashkanasy, C. E. J. Hà ¤rtel & W. J. Zerbe (Eds.). Emotions in the workplace: Research, theory, and practice (pp. 221-235) Chung, J., Wai, Y., Lau, D. and Songip, A. (2013). Teamwork – A Success Factor of Knowledge Management for Faculty Development: A Case Study. International Journal of Information and Education Technology, pp.192-195.Collyer, S. and Warren, C. (2009). Project management approaches for dynamic environments. International Journal of Project Management, 27(4), pp.355-364.Daft, R. and Lane, P. (2005). The leadership experience. Mason, Ohio: Thomson/South-Western. Industrial/organizational psychology (pp.235-278). Klimenko, O. (2014). Complex Project Management: Historical Background, Problems and Approaches, 3(3), pp.4-13. Langton, N., & Robbins, S. (2007). Leadership. In N. Langton & S. Robbins. Organizational behavior: Concepts, controversies, applications Toronto: Prentice Hall, (pp.386-426). Lowe, K. B. &, Gardner, W. L. (2001). The years of the leadership quarterly: Contributions and challenges for the futures. Leadership Quarterly, 11(4), 459–514. Malinowski, M. (2011). Essential project management skills. Project Management Journal, p.n/a-n/a. Marc, E. & Picard, D. (2000). Relations communications inter-personnel [Relationships and interpersonal communications]. Paris: Dunod. Northouse, P. (2004). Leadership. Thousand Oaks, Calif.: Sage. Osborn, R. N., Hunt, J. G., & Jauch, L. R. (2002). Toward a contextual theory of leadership. The Leadership Quarterly, 13(6), 797-837. Parry, K. W., & Bryman, A. (2006). Leadership in organization. In S. T. Clegg, C. Harry, T. B. Lawrence & W. R. Nord. The Sage handbook of organization studies (pp. 447-468). Pearce, C. L. (2007). The future of leadership development: The importance of identity, multilevel approaches, self-leadership, physical fitness, shared leadership, networking, creativity, emotions, spirituality and on-boarding processes. Human Resource Management Review, 17(4), 355-359.Pearce, C. L., & Sims, H. P. (2000). Shared leadership: Toward a multi-level theory of leadership, Advances in Interdisciplinary Studies of Work Teams, 7, 115-139. Sashhin, M. (2004). Transformational leadership approaches: A review and synthesis. In J. Antonakis, A. T. Cianciolo & R. J. Sternberg (Eds.). p. 171 Scarnati, J. (2001). On becoming a team player. Team Performance Management: An International Journal, 7(1/2), pp.5-10. Schneider, S. and Barsoux, J. (2003). Managing across cultures. Harlow, England: Financial Times Prentice Hall. Seteroff, S. S. (2003). Beyond leadership to followership. Victoria: Trafford. Stewart, B. and Powell, S. (2004). Team building and team working. Team Performance Management: An International Journal, 10(1/2), pp.35-38. Symonds, M. (2014). Managing Cross-cultural Project Teams. Leadershipwatch. [online] Available at: http://blog.parallelprojecttraining.com/project-management-articles/managing-cross-cultural-project-teams/ [Accessed 29 Nov. 2014]. Wateridge, J. (2001). Successful Project Management. International Journal of Project Management, 19(3), p.191. Wojciech Macek, W. (2011). Methodologies of Project Management. Contemporary Economics, 4(4), p.121. Wright, J. (2002). Effective Project Management. International Journal of Project Management, 20(8), p.633. Xie, H. and Zhang, A. (2013). Approaches and Processes of the Project Management. AMR, 790, pp.724-727. Source document

Discuss the Following Segments

Discuss the following segments: (1)What does Dahl mean by â€Å"Ideal Democracy† in Part 1 of his book â€Å"On Democracy†? Define and summarize Dahl’s more significant points. (2)Using what you have learned in Part 1 of the Dahl book (through Chapter 7), discuss whether or not the founding of our United States (the Articles of Confederation, creation of the US Constitution)seems to have been â€Å"democratic†? If it was, to what extent was it democratic? How well do you think the early United States,duringour founding years,would measure up to Dahl’s framework of â€Å"ideal democracy†?Discuss any arguable democratic deficiencies (or shortcomings) that you may perceive to have existed during those early years. Consider the creation and effects of the Constitution. Relate to Dahl. (3)In your view, how well did the United States measure up to Dahl’s â€Å"ideal democracy†after the founding(consider the 1800s, post-Civil War Amend ments and their arguable impacts, etc. ) and through the more recent era of the 1950-1960’s push for civil rights? Again, discuss any democraticdeficiencies, or shortcomings (according to Dahl’s framework). Do you notice any improvements during these many years,from the founding to the 1960s?Was there any development of our American â€Å"democracy†, any imperfections or flaws as of the 1964/1965 Civil Rights legislation that was passed? Relate to Dahl’s framework. 4) Are any of our civil rights and /or liberties at risk today? Consider Justice Scalia’s comments about voting and racial entitlements (end of February 2013). In addition, you may consider other important matters. Argue you points. Be sure to relate to Dahl’s framework. What should be done, and by who? Your letter to an official should focus on this segment of current matters, threats to our democracy.KEEP IN MIND:As you work on this paper, consider Dahl’s concept of †Å"ideal democracy† and aim to identify any democratic deficiencies (and any arguable tradeoffs) that you perceive to have existed during these times of our country’s development. Always argue for your points. Think about what is significant. Aim to learn something about our country’s political and social development since birth through the 1960’s civil rights era. Use and cite any evidence you wish. Cite everything used, even if from the text, even if paraphrased. Due to the fairly short length of this paper and the need to imit scope of your material and points, you will need to make an outline and hit the more significant or major points. You will decide and argue for your positions on what seems to be significant to the development of democracy in the United States. Think critically. Relate to the Dahl book. SPECIFIC HINTS on the topic: You may consider the founding of the United States, including the Articles of Confederation, the Philadelphia Conventi on, the resulting United States Constitution and any relevant issues or problems that became evident in society, and what we have covered in the course through civil rights and liberties.Regarding issues and events related to civil rights and liberties, did the post-Civil War Amendments and legal decisions (you may consider this as a â€Å"first† civil rights movement) make any difference to our level or degree of â€Å"democracy†, as defined under Dahl’s framework? You may consider anypolitical-social-economic problems that led up to the more recent â€Å"civil rights movement† of the 1950s and 1960s. How close to Dahl’s â€Å"ideal democracy† did these civil rights movements bring our country?Submit: —Brief OUTLINE (1page max, bullet point style is fine). What will you plan to discuss? PAPER and letter: 5 to 7 pages in length of paper. This includes a one-page LETTER TO AN OFFICIAL of your choice. What suggestions or demands would y ou like to make? Also, add title page and reference page at the back (no matter how few materials are utilized). Double-spaced, 1† margins, and some normal font style and size (such as 12). No Wikipedia. CITE EVERYTHING borrowed from other sources, even if paraphrased.You may use parenthetical citations, footnotes or endnotes where applicable. You choose the style. Note: Preserve your academic integrity and do your own work, give others credit when due. You are responsible for reading and understanding the college’s policy on academic dishonesty / plagiarism (see our college website, and see me if you have any questions). Late â€Å"FIRST PAPERS† will be lowered one full letter grade for each day late. Save all parts of the paper All in ONE FILE and post online under the proper discussion for these papers.

Personal Goals Statement Example | Topics and Well Written Essays - 500 words

Goals - Personal Statement Example of work, I need to be able to understand people and their diseases and the best background to this information is having knowledge of their surroundings. This Master’s degree is my ticket to be able to interact more with people in the health care field and connect with them on a different level by first understanding where they come from, the pressures they face and in the end find effective short and long term solutions. The program will put me in a leadership position as well and especially with both theoretical and practical aspect by understanding health care administrations. The knowledge will give me the insight knowledge into the health care field from a leadership position. This information and knowledge I hope will put me in a position of connecting with not only the patients but the employees and my colleagues on a deeper level as I will be able to relate with them. All of this matters because it has always been my dream to be people’s person and in an administrative position for that matter but still hold the element of care and concern. I have always wanted to help people without any prejudice and the health field was the best opportunity. Having to fulfil this dream by gaining a Master’s degree where there are chances that I can be an administrator will be one of my greatest life’s achievements. I will be able to help the patients through good interaction, communication and motivation of the health care staff being an administrator. When the needs of the employees are taken care of, then they can in turn assist the patients and a large number of them without any worries or reservations (Martin, Charlesworth and Henderson, 2010). The Master’s programs will also enable me understand the existing health care policies and why they were formulated and to what extent they are helping or not helping the people and especially the target audience. I will not only be able to understand these policies but also be able to change them or at least be

Pollution Caused By War Research Proposal Example | Topics and Well Written Essays - 1000 words

Pollution Caused By War - Research Proposal Example Radioactivity, toxic chemicals, unexploded devices, and unsanitary health conditions will continue to scar the war zone for decades into the future. The human cost of this pollution is enormous and little is being done to hold the warring parties responsible for repairing the damage left behind. Landmines litter the playgrounds, toxins invade the food chain, and a plethora of health problems arise to further burden civilian population in the previously occupied lands. Recent decades have seen an explosion in wartime pollution and little has been accomplished to gain international agreement on the treatment and cleanup of affected areas. Wars have always left behind some form of pollution, usually in the form of unexploded ordinance that littered the landscape. During the US Civil War smoke was a major pollutant, but its effects were temporary as the smoke would clear and nature would reclaim the landscape scarred with craters. However, Vietnam would change that as "It is generally accepted that the extensive use of environmental destruction as a strategic practice in war dates from the use of defoliants during the war in Southeast Asia" (McCally 278). The forests in Vietnam were cleared with a chemical agent known as Agent Orange, a deadly herbicide that denied the enemy of food and cover. The amounts left behind in the soil and food chain had the greatest effects on the civilian population, which had little protection from the Geneva Convention or similar international agreements. Modern warfare had taken a leap and could no longer control the devastating effects of the pollution left behind. Another devastating pollutant has recently come in the form of depleted uranium (DU), a highly dense metal used for armament and armor plating in military applications. DU illegally litters the battlefields in Kosovo and Iraq and is spread throughout the environment after a contamination event. "Over the days and years following such an event, the contamination normally becomes dispersed into the wider natural environment by wind and rain. People living or working in affected areas may inhale contaminated dusts or consume contaminated food and drinking water" (Depleted Uranium). The effects of exposure to DU can range from kidney problems to lung cancer, and the World Health Organization warns that, "Small children could receive greater exposure to DU when playing in or near DU impact sites. Their typical hand-to-mouth activity could lead to high DU ingestion from contaminated soil" (Depleted Uranium). The United Nations Environment Programme (UNEP) has been active in attempting to c lean up DU contaminated sites, but Henk van der Keur of the Laka Foundation1 contends that the use of DU is in direct violation of international law (A Day to Prevent Environmental). Cleaning up the damage may come to late for many that have already been exposed, and international groups are calling for an outright ban on DU. While the effects of Agent Orange and DU may linger unnoticed as an odorless and colorless poison, the effects of oil pollution in the Mideast have been more profound. The widespread fires from the ignited oil wells after the Kuwait War could be seen for miles, and "Iraq's release of about 10 million barrels of Kuwaiti oil into Gulf waters caused great stress to an ecosystem already suffering from decades of abuse" (McCally 278). At the time, there was little international