Illegal Immigration into The United States of America :: Immigration Immigrants Persuasive Essays

Movement, lawful or something else, is a colossal issue at this moment. Discussions rage about what number of outsiders ought to be permitted into the nation and how passionately we should monitor our fringe from unlawful interlopers. To a point, these individuals are right, unlawful movement is something that ought to be halted. Individuals ought to not cross the fringe unlawfully or exceed on visits. The significant inquiry is, in any case, does unlawful migration merit the huge measure of consideration it gets? No, it doesn't. By taking a gander at the regarded outsiders of the past furthermore, considering the issues in a reasonable and target way, it gets evident that illicit migration (and lawful movement, so far as that is concerned) isn't as crucial an issue the same number of believe it to be. A key point in this conversation is that a large number of the individuals who are fervently contradicted to unlawful movement are additionally restricted to a lot of legitimate migration too. These meagerly concealed plans imply that regularly the discussion on unlawful movement can't be isolated from the discussion on lawful migration. As indicated by Negative Population Growth (which is a speculate source), Americans are immovably have confidence in extreme laws against illicit outsiders and that 70% of Americans need close to 300,000 lawful settlers to enter the U.S. every year. Indeed, N.P.G. says that 20% of Americans need migration totally halted. Accepting these numbers as reality, obviously America feels that we have such a large number of migrants. Such an abhorrence of migration is fascinating considering the achievement of past migration. Numerous individuals would state that the present foreigners are by one way or another not the same as those of the past. Notwithstanding, actually the likenesses between the migrants of today and those of the past are various. Their purposes behind resulting in these present circumstances nation are regularly comparable. A significant number of the outsiders of the late nineteenth and mid twentieth hundreds of years were constrained to leave their homes by the quickly changing nature of their nations. In the Europe of the nineteenth century, this implied rapidly developing populace and a quickly industrializing economy. In countries like Mexico and Vietnam, something very similar is happening today, they are experiencing the equivalent convulsive segment and financial interruptions that made vagrants out of such a significant number of nineteenth century Europeans (Kennedy p.64). The individuals who are against the migration of the 1990's additionally state that the European workers of the past were socially like Americans, and that they were additionally ready to absorb and become American. Neither of these things are valid. Old foreigner gatherings like the Italians and might be viewed as conventionally white and American presently, yet when they initially started moving to the

Smoking in public Essay Example | Topics and Well Written Essays - 750 words

Smoking openly - Essay Example Pope Urban vii prohibited tobacco utilization in yard ways and church, where he didn't permit any type of utilization of the said sedate. This was through biting, sniffing, and in particular smoking, which is the fundamental worry here (Trex). To end open smoking, the punishment was expulsion from the congregation, and this is the first and soonest recorded occurrence of worry over open smoking. Ruler James, who hoped to set up a sans smoke England because of what he marked as a raunchy practice, brought further worries up in England. Ruler James named smoking as a custom of servile Indians that was odious to the eye, disdainful to the nose and perilous to the lungs, just as unsafe to the cerebrum (Trex). The lord additionally proceeded to raise assessments and duties on tobacco to accomplish his fantasy of a sans tobacco England. In latest occasions, concerns have been brought over smoking up openly, which has prompted the boycott of tobacco use, out in the open, in numerous urban c ommunities over the globe. There are two rival sides on the boycott of smoking out in the open, where there are the individuals who concur with the boycott and those that are against it. Those that don't concur with prohibiting of smoking in broad daylight places have various convictions that are supported by strong proof. To the individuals who are against the boycott, denying smokers the option to smoke openly is a type of oppression a minority. This is thinking about that those that smoke are a minority of the worldwide populace, though non-smokers make the main part of the populace. By not permitting open smoking, smokers are denied equivalent rights to take part in their pleasurable exercises voluntarily and unreservedly. They additionally see as a type of segregation thinking about that it is an exceptionally modest number of individuals that settle on choices on the prohibition on open smoking. Furthermore, they are of the sentiment that there are more awful conditions out th ere on the planet than smoking. Accordingly, they see it as an exercise in futility forbidding smoking as opposed to taking care of different conditions, that exploration depicts as hazardous and as a plague, for example, heftiness and liquor misuse. Forbidding smoking in broad daylight is seen as a decrease in majority rule government and resistance in the general public, where the two should work connected at the hip to benefit the general public (Mallon). All things considered, the privileges of the minority smokers are encroached because of promulgation that smoking is awful for one’s wellbeing while it is one’s decision to either smoke or not smoke. Those contradicted against smoking out in the open contend that restricting smoking out in the open bears various medical advantages. Contentions are that it diminishes dangers of coronary episodes in more youthful people and those that don't participate in smoking exercises. This is on the grounds that coming into con tact with smoke raises the odds of respiratory failures by 26% as specialists state. For non-smokers, prohibiting smoking in broad daylight is said to improve their wellbeing as presentation to auxiliary smoke will in general make the blood clingy; in this way, expanding the odds of enduring a coronary failure (â€Å"Banning Smoking In Public Places†). Moreover, for those that might want to stop smoking, the boycott is welcome. This is on the grounds that the boycott forestalls the impulse to smoke, which brings about their stopping of the smoking propensity. The outcomes of smoking in broad daylight, particularly following the boycott are high; in this manner go about as an obstruction against smoking, which makes it simple for smokers to

Welcome to Maseeh!

Welcome to Maseeh! As you may or may not know, Im a Maseehdonian (aka I live in the new castle, Maseeh). Since its the newest dorm on campus, I dont really think the world knows much about Maseeh, so Im going to give an e-tour! Yep. Maseehs pretty right? Aside from the amazing facilities, what are some reasons why I love Maseeh? 1. Location, Location, Location Since its started SNOWING already in November (what is this?!?), its extremely convenient that I literally just have to cross the street to get to class. 2. Communication Communication at Maseeh is easy. We have corkboards on every floor so clubs can advertise about events and new opportunities. We also have white boards EVERYWHERE. Each dorm room has their own small whiteboard under their room number, and each hall in Maseeh has 2 large whiteboards. You can often find people using the white boards to pset (work on problem sets) which shows that the white boards really help people communicate and share here! 3. People Yes, I know I say this so much that its starting to get cliche, but I love the people here! I definitely feel that Maseehdonians are extremely friendly and open to meeting new people since were a new dorm. The culture at Maseeh is also unique. Each dorm at MIT has a distinct culture and feel (which is why MIT allows the students to pick the dorm where they would like to live). But since the upperclassmen are from different dorms on campus, we have a culture that is a blend of the other dorms cultures here. The diversity is definitely why I love living here! And that concludes our short tour of Maseeh. Hope youve enjoyed it! Post Tagged #Maseeh Hall

Biography of Hans Bethe

German-American physicist Hans Albrecht Bethe (pronounced BAY-tah) was born on July 2, 1906. He made key contributions to the field of nuclear physics and helped to develop the hydrogen bomb and the  atomic bomb used in World War II. He died on March 6, 2005. Early Years Hans Bethe was born on July 2, 1906 in Strasbourg, Alsace-Lorraine. He was the only child of Anna and Albrecht Bethe, the latter of whom worked as a physiologist at the University of Strasbourg. As a child, Hans Bethe showed an early aptitude for mathematics and often read his fathers calculus and trigonometry books. The family moved to Frankfurt when Albrecht Bethe took a new position at the Institute of Physiology at the  University of Frankfurt am Main. Hans Bethe attended secondary school at Goethe-Gymnasium  in  Frankfurt until he contracted tuberculosis in 1916. He took some time off school to recover before graduating in 1924. Bethe went on to study at the University of Frankfurt for two years before transferring to the University of Munich  so that he could study theoretical physics under German physicist Arnold Sommerfeld. Bethe earned his PhD in 1928. He worked as an assistant professor at the University of Tubingen and later worked as a lecturer at the University of Manchester after immigrating to England in 1933. Bethe moved to the United States in 1935 and took a job as a professor at Cornell University. Marriage and Family Hans Bethe married Rose Ewald, the daughter of German physicist Paul Ewald, in 1939. They had two children, Henry and Monica, and eventually, three grandchildren. Scientific Contributions From 1942 to 1945, Hans Bethe served as the director of the theoretical division at Los Alamos where he worked on the Manhattan Project, a team effort to assemble the worlds first atomic bomb. His work was instrumental in calculating the bombs explosive yield. In 1947 Bethe contributed to the development of quantum electrodynamics by being the first scientist to explain the Lamb-shift in the hydrogen spectrum.  At the beginning of the Korean War, Bethe worked on another war-related project and helped to develop a hydrogen bomb. In 1967, Bethe was awarded a Nobel Prize in Physics for his revolutionary work in stellar nucleosynthesis. This work offered insight into the ways in which stars produce energy. Bethe also developed a theory related to inelastic collisions, which helped nuclear physicists understand the stopping power of matter for fast charged particles. Some of his other contributions include work on solid-state theory and a theory of the order and disorder in alloys. Late in life, when Bethe was in his mid-90s, he continued to contribute to research in astrophysics by publishing papers on supernovae, neutron stars,  black holes. Death Hans Bethe retired in 1976 but studied astrophysics and served as the John Wendell Anderson Emeritus Professor of Physics Emeritus at  Cornell University  until his death. He died of congestive heart failure on March 6, 2005 at his home in Ithaca, New York. He was 98 years old. Impact and Legacy Hans Bethe was the  head theoretician on the Manhattan Project  and was a key contributor to the atomic bombs that killed more than 100,000 people and wounded even more when they were dropped on Hiroshima and Nagasaki during  World War II. Bethe also helped to develop the hydrogen bomb, despite the fact that he was opposed to the development of this type of weapon. For more than 50 years, Bethe strongly advised caution in using the power of the atom. He supported  nuclear nonproliferation treaties and frequently spoke out against missile defense systems. Bethe also advocated for the use of national laboratories to develop technologies that would lower the risk of nuclear war rather than weapons that could win a nuclear war. Hans Bethes legacy lives on today. Many of the discoveries that he made in nuclear physics and astrophysics during his 70 year career have stood the test of time, and scientists are still using and building upon his work to make progress in theoretical physics and  quantum mechanics. Famous Quotes Hans Bethe was a key contributor to the atomic bomb used in World War II as well as the hydrogen bomb. He also spent a significant portion of his life advocating for nuclear disarmament. So, it is really no surprise that he was often asked about his contributions and the potential for nuclear war in the future. Here are some of his most famous quotes on the topic: When I started participating in thermonuclear work in the summer of 1950, I was hoping to prove that thermonuclear weapons could not be made. If this could have been proved convincingly, this would of course have applied to both the Russians and ourselves and would have given greater security to both sides than we can now ever achieve. It was possible to entertain such a hope until the spring of 1951, when it suddenly became clear that it was no longer tenable.If we fight a war and win it with H-bombs, what history will remember is not the ideals we were fighting for but the methods we used to accomplish them. These methods will be compared to the warfare of Genghis Khan who ruthlessly killed every last inhabitant of Persia.Today the arms race is a long-range problem. The Second World War was a short-range problem, and in the short range I think it was essential to make the atomic bomb. However, not much thought was given to the time after the bomb. At first, the work was too absorbi ng, and we wanted to get the job done. But I think that once it was made it had its own impulse - its own motion that could not be stopped.Today we are rightly in an era of disarmament and dismantlement of nuclear weapons. But in some countries nuclear weapons development still continues. Whether and when the various Nations of the World can agree to stop this is uncertain. But individual scientists can still influence this process by withholding their skills.  Accordingly, I call on all scientists in all countries to cease and desist from work creating, developing, improving and manufacturing further nuclear weapons - and, for that matter, other weapons of potential mass destruction such as chemical and biological weapons.   Hans Bethe Fast Facts Full Name:  Hans Albrecht Bethe  Occupation: PhysicistBorn: July 2, 1906 in  Strasbourg, Germany (now Strasbourg, France)Died: March 6, 2005 in Ithaca, New York, USAEducation: Goethe University Frankfurt,  Ludwig Maximilian University of MunichKey Accomplishment: Received the Nobel Prize in Physics in 1967 for his work in  stellar nucleosynthesis. Served as head theoretician on the Manhattan Project.  Spouses Name: Rose EwaldChildrens Names: Henry Bethe,  Monica Bethe Bibliography Broad, William J. â€Å"HANS BETHE CONFRONTS THE LEGACY OF HIS BOMB.†Ã‚  The New York Times, The New York Times, 11 June 1984, www.nytimes.com/1984/06/12/science/hans-bethe-confronts-the-legacy-of-his-bomb.html?pagewantedall.Broad, William J. â€Å"Hans Bethe, Prober of Sunlight and Atomic Energy, Dies at 98.†Ã‚  The New York Times, The New York Times, 8 Mar. 2005, www.nytimes.com/2005/03/08/science/hans-bethe-prober-of-sunlight-and-atomic-energy-dies-at-98.html.Gibbs, W. Wayt. â€Å"Hans Albrecht Bethe, 1906-2005.†Ã‚  Scientific American, 1 May 2005, www.scientificamerican.com/article/hans-albrecht-bethe-1906-2005/.â€Å"Hans Bethe.†Ã‚  Atomic Heritage Foundation, 2 July 1906, www.atomicheritage.org/profile/hans-bethe.â€Å"Hans Bethe - Biographical.†Ã‚  Nobelprize.org, www.nobelprize.org/nobel_prizes/physics/laureates/1967/bethe-bio.html.Irion, Robert. â€Å"A Towering Physicists Legacy Faces a Threatening Future.†Ã‚  Science, American Asso ciation for the Advancement of Science, 7 July 2006, science.sciencemag.org/content/313/5783/39.full?rss1.

Essay Topics International Relations Options

Essay Topics International Relations Options Up in Arms About Essay Topics International Relations? Make certain you fully understand the subject of your essay. It's extremely important to read carefully essay services reviews, because you wish to avoid low high quality services. Essay in international relations is a bit of writing which covers a huge quantity of topics. There are several essay writing services that think they're the very best, and therefore don't be cheated and check the genuine list of the very best. Get the Scoop on Essay Topics International Relations Before You're Too Late The objective of the business alone makes this one of the greatest essay services. Your list is only going to supply you with a headache if you don't locate a remedy to end your problems. You should definitely take this service into account if you're new to the internet writing businesses. The primary problem is there are many scam businesses, and you need to steer clear of these. Speaking about realism, it's important to choose what sphere of life you will analyze through realistic ideas. In anarchy system there isn't any higher controlling power over and over the state. Nuclear power is the largest cause of mass destruction and it ought to be stopped by every nation. 1 day in the life span of Adolf Hitler. Essay Topics International Relations for Dummies Folks have a tendency to purchase these types of goods due to the fact that they think that it have a more high high quality standard for a result, the fall of local purchasing. It is possible to also become a variety of discounts on our site which will help you to save some more money for future orders or anything you want to spend them on. This writing company makes sure their papers are all the terrific quality and all the customers are happy. You are able to even check out several reviews and pick the business which best suits your requirements and inexpensive budget. What Is So Fascinating Abo ut Essay Topics International Relations? Since you'll be writing on international relations the key facts will already be known by the reader. however, it is the minute details concerning the characters and your plot that you are going to have to explore. This way it's possible to receive all the information and express your creativity at the very same moment. You might choose to research mass publics since they affect foreign-policy. You are able to leave your ideas and comments below. The capability of contemporary IR discourse to spell out the relations of these several types of states is disputed. The intricacy of these issues forced scholars to create distinctive varieties of theories, every one of which provides a distinctive explanation of world politics on the grounds of various assumptions. You can also analyze the problem by means of a combination of different theoretical perspectives. Go over both opinions and provide your own opinion. Some say it has enhanced the gap between developed and developing countries, thus creating a larger gap in the stream of money from one nation to another. Some individuals argue that it's vital for financial increase, though other claim it damages Local industries. Worldwide trade, in a big way impacts the GDP of the country and also features an influence on the social and political issues of a nation. Foreign people should not be allowed to get accessibility to our economic resources which could put our nation on bankrupt. The Lost Secret of Essay Topics International Relations United Nations hence plays an extremely pivotal part in the global relations to guarantee international cooperation in the social and financial locations. In the present times, many nations share cultural, economic, military and strategic relationship that's of wonderful importance. Global cooperation is of extreme value to cope with global issues like pollution, global warming, and other climate troubles. 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A Game of Thrones Chapter Forty-four Free Essays

string(107) " no one came forward, so he gave this Yoren his pick of the king’s dungeons and sent him on his way\." Sansa He wouldn’t send Ser Loras,† Sansa told Jeyne Poole that night as they shared a cold supper by lamplight. â€Å"I think it was because of his leg.† Lord Eddard had taken his supper in his bedchamber with Alyn, Harwin, and Vayon Poole, the better to rest his broken leg, and Septa Mordane had complained of sore feet after standing in the gallery all day. We will write a custom essay sample on A Game of Thrones Chapter Forty-four or any similar topic only for you Order Now Arya was supposed to join them, but she was late coming back from her dancing lesson. â€Å"His leg?† Jeyne said uncertainly. She was a pretty, dark-haired girl of Sansa’s own age. â€Å"Did Ser Loras hurt his leg?† â€Å"Not his leg,† Sansa said, nibbling delicately at a chicken leg. â€Å"Father’s leg, silly. It hurts him ever so much, it makes him cross. Otherwise I’m certain he would have sent Ser Loras.† Her father’s decision still bewildered her. When the Knight of Flowers had spoken up, she’d been sure she was about to see one of Old Nan’s stories come to life. Ser Gregor was the monster and Ser Loras the true hero who would slay him. He even looked a true hero, so slim and beautiful, with golden roses around his slender waist and his rich brown hair tumbling down into his eyes. And then Father had refused him! It had upset her more than she could tell. She had said as much to Septa Mordane as they descended the stairs from the gallery, but the septa had only told her it was not her place to question her lord father’s decisions. That was when Lord Baelish had said, â€Å"Oh, I don’t know, Septa. Some of her lord father’s decisions could do with a bit of questioning. The young lady is as wise as she is lovely.† He made a sweeping bow to Sansa, so deep she was not quite sure if she was being complimented or mocked. Septa Mordane had been very upset to realize that Lord Baelish had overheard them. â€Å"The girl was just talking, my lord,† she’d said. â€Å"Foolish chatter. She meant nothing by the comment.† Lord Baelish stroked his little pointed beard and said, â€Å"Nothing? Tell me, child, why would you have sent Ser Loras?† Sansa had no choice but to explain about heroes and monsters. The king’s councillor smiled. â€Å"Well, those are not the reasons I’d have given, but . . . † He had touched her cheek, his thumb lightly tracing the line of a cheekbone. â€Å"Life is not a song, sweetling. You may learn that one day to your sorrow.† Sansa did not feel like telling all that to Jeyne, however; it made her uneasy just to think back on it. â€Å"Ser Ilyn’s the King’s Justice, not Ser Loras,† Jcyne said. â€Å"Lord Eddard should have sent him.† Sansa shuddered. Every time she looked at Ser Ilyn Payne, she shivered. He made her feel as though something dead were slithering over her naked skin. â€Å"Ser Ilyn’s almost like a second monster. I’m glad Father didn’t pick him.† â€Å"Lord Beric is as much a hero as Ser Loras. He’s ever so brave and gallant.† â€Å"I suppose,† Sansa said doubtfully. Beric Dondarrion was handsome enough, but he was awfully old, almost twenty-two; the Knight of Flowers would have been much better. Of course, Jeyne had been in love with Lord Beric ever since she had first glimpsed him in the lists. Sansa thought she was being silly; Jeyne was only a steward’s daughter, after all, and no matter how much she mooned after him, Lord Beric would never look at someone so far beneath him, even if she hadn’t been half his age. It would have been unkind to say so, however, so Sansa took a sip of milk and changed the subject. â€Å"I had a dream that Joffrey would be the one to take the white hart,† she said. It had been more of a wish, actually, but it sounded better to call it a dream. Everyone knew that dreams were prophetic. White harts were supposed to be very rare and magical, and in her heart she knew her gallant prince was worthier than his drunken father. â€Å"A dream? Truly? Did Prince Joffrey just go up to it and touch it with his bare hand and do it no harm?† â€Å"No,† Sansa said. â€Å"He shot it with a golden arrow and brought it back for me.† In the songs, the knights never killed magical beasts, they just went up to them and touched them and did them no harm, but she knew Joffrey liked hunting, especially the killing part. Only animals, though. Sansa was certain her prince had no part in murdering Jory and those other poor men; that had been his wicked uncle, the Kingslayer. She knew her father was still angry about that, but it wasn’t fair to blame Joff. That would be like blaming her for something that Arya had done. â€Å"I saw your sister this afternoon,† Jeyne blurted out, as if she’d been reading Sansa’s thoughts. â€Å"She was walking through the stables on her hands. Why would she do a thing like that?† â€Å"I’m sure I don’t know why Arya does anything.† Sansa hated stables, smelly places full of manure and flies. Even when she went riding, she liked the boy to saddle the horse and bring it to her in the yard. â€Å"Do you want to hear about the court or not?† â€Å"I do,† Jeyne said. â€Å"There was a black brother,† Sansa said, â€Å"begging men for the Wall, only he was kind of old and smelly.† She hadn’t liked that at all. She had always imagined the Night’s Watch to be men like Uncle Benjen. In the songs, they were called the black knights of the Wall. But this man had been crookbacked and hideous, and he looked as though he might have lice. If this was what the Night’s Watch was truly like, she felt sorry for her bastard half brother, Jon. â€Å"Father asked if there were any knights in the hall who would do honor to their houses by taking the black, but no one came forward, so he gave this Yoren his pick of the king’s dungeons and sent him on his way. You read "A Game of Thrones Chapter Forty-four" in category "Essay examples" And later these two brothers came before him, freeriders from the Dornish Marches, and pledged their swords to the service of the king. Father accepted their oaths . . . â€Å" Jeyne yawned. â€Å"Are there any lemon cakes?† Sansa did not like being interrupted, but she had to admit, lemon cakes sounded more interesting than most of what had gone on in the throne room. â€Å"Let’s see,† she said. The kitchen yielded no lemon cakes, but they did find half of a cold strawberry pie, and that was almost as good. They ate it on the tower steps, giggling and gossiping and sharing secrets, and Sansa went to bed that night feeling almost as wicked as Arya. The next morning she woke before first light and crept sleepily to her window to watch Lord Beric form up his men. They rode out as dawn was breaking over the city, with three banners going before them; the crowned stag of the king flew from the high staff, the direwolf of Stark and Lord Beric’s own forked lightning standard from shorter poles. It was all so exciting, a song come to life; the clatter of swords, the flicker of torchlight, banners dancing in the wind, horses snorting and whinnying, the golden glow of sunrise slanting through the bars of the portcullis as it jerked upward. The Winterfell men looked especially fine in their silvery mail and long grey cloaks. Alyn carried the Stark banner. When she saw him rein in beside Lord Beric to exchange words, it made Sansa feel ever so proud. Alyn was handsomer than Jory had been; he was going to be a knight one day. The Tower of the Hand seemed so empty after they left that Sansa was even pleased to see Arya when she went down to break her fast. â€Å"Where is everyone?† her sister wanted to know as she ripped the skin from a blood orange. â€Å"Did Father send them to hunt down Jaime Lannister?† Sansa sighed. â€Å"They rode with Lord Beric, to behead Ser Gregor Clegane.† She turned to Septa Mordane, who was eating porridge with a wooden spoon. â€Å"Septa, will Lord Beric spike Ser Gregor’s head on his own gate or bring it back here for the king?† She and Jeyne Poole had been arguing over that last night. The septa was horror-struck. â€Å"A lady does not discuss such things over her porridge. Where are your courtesies, Sansa? I swear, of late you’ve been near as bad as your sister.† â€Å"What did Gregor do?† Arya asked. â€Å"He burned down a holdfast and murdered a lot of people, women and children too.† Arya screwed up her face in a scowl. â€Å"Jaime Lannister murdered Jory and Heward and Wyl, and the Hound murdered Mycah. Somebody should have beheaded them.† â€Å"It’s not the same,† Sansa said. â€Å"The Hound is Joffrey’s sworn shield. Your butcher’s boy attacked the prince.† â€Å"Liar,† Arya said. Her hand clenched the blood orange so hard that red juice oozed between her fingers. â€Å"Go ahead, call me all the names you want,† Sansa said airily. â€Å"You won’t dare when I’m married to Joffrey. You’ll have to bow to me and call me Your Grace.† She shrieked as Arya flung the orange across the table. It caught her in the middle of the forehead with a wet squish and plopped down into her lap. â€Å"You have juice on your face, Your Grace,† Arya said. It was running down her nose and stinging her eyes. Sansa wiped it away with a napkin. When she saw what the fruit in her lap had done to her beautiful ivory silk dress, she shrieked again. â€Å"You’re horrible,† she screamed at her sister. â€Å"They should have killed you instead of Lady!† Septa Mordane came lurching to her feet. â€Å"Your lord father will hear of this! Go to your chambers, at once. At once!† â€Å"Me too?† Tears welled in Sansa’s eyes. â€Å"That’s not fair.† â€Å"The matter is not subject to discussion. Go!† Sansa stalked away with her head up. She was to be a queen, and queens did not cry. At least not where people could see. When she reached her bedchamber, she barred the door and took off her dress. The blood orange had left a blotchy red stain on the silk. â€Å"I hate her!† she screamed. She balled up the dress and flung it into the cold hearth, on top of the ashes of last night’s fire. When she saw that the stain had bled through onto her underskirt, she began to sob despite herself. She ripped off the rest of her clothes wildly, threw herself into bed, and cried herself back to sleep. It was midday when Septa Mordane knocked upon her door. â€Å"Sansa. Your lord father will see you now.† Sansa sat up. â€Å"Lady,† she whispered. For a moment it was as if the direwolf was there in the room, looking at her with those golden eyes, sad and knowing. She had been dreaming, she realized. Lady was with her, and they were running together, and . . . and . . . trying to remember was like trying to catch the rain with her fingers. The dream faded, and Lady was dead again. â€Å"Sansa.† The rap came again, sharply. â€Å"Do you hear me?† â€Å"Yes, Septa,† she called out. â€Å"Might I have a moment to dress, please?† Her eyes were red from crying, but she did her best to make herself beautiful. Lord Eddard was bent over a huge leather-bound book when Septa Mordane marched her into the solar, his plaster-wrapped leg stiff beneath the table. â€Å"Come here, Sansa,† he said, not unkindly, when the septa had gone for her sister. â€Å"Sit beside me.† He closed the book. Septa Mordane returned with Arya squirming in her grasp. Sansa had put on a lovely pale green damask gown and a look of remorse, but her sister was still wearing the ratty leathers and roughspun she’d worn at breakfast. â€Å"Here is the other one,† the septa announced. â€Å"My thanks, Septa Mordane. I would talk to my daughters alone, if you would be so kind.† The septa bowed and left. â€Å"Arya started it,† Sansa said quickly, anxious to have the first word. â€Å"She called me a liar and threw an orange at me and spoiled my dress, the ivory silk, the one Queen Cersei gave me when I was betrothed to Prince Joffrey. She hates that I’m going to marry the prince. She tries to spoil everything, Father, she can’t stand for anything to be beautiful or nice or splendid.† â€Å"Enough, Sansa.† Lord Eddard’s voice was sharp with impatience. Arya raised her eyes. â€Å"I’m sorry, Father. I was wrong and I beg my sweet sister’s forgiveness.† Sansa was so startled that for a moment she was speechless. Finally she found her voice. â€Å"What about my dress?† â€Å"Maybe . . . I could wash it,† Arya said doubtfully. â€Å"Washing won’t do any good,† Sansa said. â€Å"Not if you scrubbed all day and all night. The silk is ruined.† â€Å"Then I’ll . . . make you a new one,† Arya said. Sansa threw back her head in disdain. â€Å"You? You couldn’t sew a dress fit to clean the pigsties.† Their father sighed. â€Å"I did not call you here to talk of dresses. I’m sending you both back to Winterfell.† For the second time Sansa found herself too stunned for words. She felt her eyes grow moist again. â€Å"You can’t,† Arya said. â€Å"Please, Father,† Sansa managed at last. â€Å"Please don’t.† Eddard Stark favored his daughters with a tired smile. â€Å"At last we’ve found something you agree on.† â€Å"I didn’t do anything wrong,† Sansa pleaded with him. â€Å"I don’t want to go back.† She loved Mng’s Landing; the pagaentry of the court, the high lords and ladies in their velvets and silks and gemstones, the great city with all its people. The tournament had been the most magical time of her whole life, and there was so much she had not seen yet, harvest feasts and masked balls and mummer shows. She could not bear the thought of losing it all. â€Å"Send Arya away, she started it, Father, I swear it. I’ll be good, you’ll see, just let me stay and I promise to be as fine and noble and courteous as the queen.† Father’s mouth twitched strangely. â€Å"Sansa, I’m not sending you away for fighting, though the gods know I’m sick of you two squabbling. I want you back in Winterfell for your own safety. Three of my men were cut down like dogs not a league from where we sit, and what does Robert do? He goes hunting.† Arya was chewing at her lip in that disgusting way she had. â€Å"Can we take Syrio back with us?† â€Å"Who cares about your stupid dancing master?† Sansa flared. â€Å"Father, I only just now remembered, I can’t go away, I’m to marry Prince Joffrey.† She tried to smile bravely for him. â€Å"I love him, Father, I truly truly do, I love him as much as Queen Naerys loved Prince Aemon the Dragonknight, as much as Jonquil loved Ser Florian. I want to be his queen and have his babies.† â€Å"Sweet one,† her father said gently, â€Å"listen to me. When you’re old enough, I will make you a match with a high lord who’s worthy of you, someone brave and gentle and strong. This match with Joffrey was a terrible mistake. That boy is no Prince Aemon, you must believe me.† â€Å"He is!† Sansa insisted. â€Å"I don’t want someone brave and gentle, I want him. We’ll be ever so happy, just like in the songs, you’ll see. I’ll give him a son with golden hair, and one day he’ll be the king of all the realm, the greatest king that ever was, as brave as the wolf and as proud as the lion.† Arya made a face. â€Å"Not if Joffrey’s his father,† she said. â€Å"He’s a liar and a craven and anyhow he’s a stag, not a lion.† Sansa felt tears in her eyes. â€Å"He is not! He’s not the least bit like that old drunken king,† she screamed at her sister, forgetting herself in her grief. Father looked at her strangely. â€Å"Gods,† he swore softly, â€Å"out of the mouth of babes . . . † He shouted for Septa Mordane. To the girls he said, â€Å"I am looking for a fast trading galley to take you home. These days, the sea is safer than the kingsroad. You will sail as soon as I can find a proper ship, with Septa Mordane and a complement of guards . . . and yes, with Syrio Forel, if he agrees to enter my service. But say nothing of this. It’s better if no one knows of our plans. We’ll talk again tomorrow.† Sansa cried as Septa Mordane marched them down the steps. They were going to take it all away; the tournaments and the court and her prince, everything, they were going to send her back to the bleak grey walls of Winterfell and lock her up forever. Her life was over before it had begun. â€Å"Stop that weeping, child,† Septa Mordane said sternly. â€Å"I am certain your lord father knows what is best for you.† â€Å"It won’t be so bad, Sansa,† Arya said. â€Å"We’re going to sail on a galley. It will be an adventure, and then we’ll be with Bran and Robb again, and Old Nan and Hodor and the rest.† She touched her on the arm. â€Å"Hodor!† Sansa yelled. â€Å"You ought to marry Hodor, you’re just like him, stupid and hairy and ugly!† She wrenched away from her sister’s hand, stormed into her bedchamber, and barred the door behind her. How to cite A Game of Thrones Chapter Forty-four, Essay examples

Management Problem in Health Care free essay sample

Management Problem in Health Care Worldwide health care organizations are faced with problems everyday. Motivation is one of the many management problems in health care organizations today. Health care organizations are always working together to come up with ideas and strategies to make their organizations more successful and better for everyone to work in as well. Problem solving is an on going process in health care organizations, which have been bringing positive results for everyone working in the health care organizations. Motivation is a state of feeling or thinking in which one is energized or aroused to perform a task or engage in a particular behavior. This definition focuses on motivation as an emotional or cognitive state that is independent of action. This focus clearly distinguishes motivation from the performance of a task and its consequences. Notice, too, that motivation can be a state of either feeling or thinking, or a combination of the two. We will write a custom essay sample on Management Problem in Health Care or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page For some individuals, motivation is more a matter of feeling than thinking, while, for others, the reverse is true (Shortell Kaluzny, 2006). Motivating the people who are working under management can be a difficult task at times. Everyone is unique, none of us are the exact same and each person needs something different to become motivated and that is where the challenge comes in for the managers, finding the right motivator for the right employee. Knowing and caring about the employees needs, will help managers know what type of rewards to offer as a way to motivate their employees. Management Problem 3 The success of any organization, especially health care organizations solely depends on the skills of managers and how they present the work environment for their employees. When employees are motivated they tend to be more satisfied with their jobs and will stay with the organization much longer as a result of their satisfaction. According to a recent survey from the Healthcare Information and Management Systems Society offers some ideas on how to keep them happy. First, pay a decent salary, that came through loud and clear in the survey, says Linda Hodges, executive vice president of search firm Hersher Associates, which conducted the survey with HIMSS. Salary was identified by the surveys 361 respondents as one of the main factors they use to evaluate job satisfaction or a job offer. Forty percent of those surveyed said they dont believe they are paid market value (Greene, 2002). According to Lynn, if your program examination indicates that you have done everything right but the results were not there, it is time to talk with people one-on-one. Ask each employee why the program did not have the impact you were looking for. They may have been trying as hard as they could, but only delivering a marginal performance. It is possible they are battling obstacles you cannot see. To find out what is getting in their way, ask them how you can help them improve (Lynn, 2001). Asking these questions are important when it comes to keeping your employees involved in everything, always getting their opinions on how they think it should be done and work together as a team to come up with the best solutions. This is what a good manager is made of, including his employees in everything that has to do with the job. Management Problem 4 Maslows theory was unique because he believed that each person had five needs and each need had to be met before they could go on to the next need. As the process went on, each old need lost motivational value as the new need was met. According to Shortell and Kaluzny, Maslows hierarchy of needs assumes there are five need levels that must be satisfied sequentially. 1. The physiological needs, these needs include things like air, water, food, warmth, shelter, and sex, the basic survival needs. 2. The security needs include a secure physical and emotional environment, examples include the need to be free from worry about money and job security. 3. Belongingness needs involve social processes, they include the need for love and affection and the need to be accepted by ones peers. 4. Esteem needs are actually composed of two different set of needs: the need for a positive self-image or self-respect and the need for recognition and respect from others. 5. Self-actualization needs, at the top of the hierarchy, involve realizing ones potential for continued growth and individual development (Shortell Kaluzny, 2006). Although, Maslows hierarchy of needs theory seems too simple for the human body, which is very complex, this is the perfect theory of motivation for us. This theory touches every aspect of our lives and how one feels about themselves and their surroundings. People who are in management positions will be wise to use this theory when it comes to motivating their employees, in any industry health care or otherwise. It does not matter which theory you think may be best to follow, interesting work and employee pay are the two biggest motivators. Management Problem 5 After identifying the motivation problems with the employees, managers need to start right away working on a plan to overcome these problems. They can start with talking with each individual employee and ask them questions. Making the employees feel like they have a part in finding the solution is a big part in motivation too. Everyone needs to feel like they are helping in some way or another. In conclusion, even though motivating your employees is a difficult task, it must be done in order to keep them happy and to keep things running smoothly. Keeping your employees happy can only bring success to their organization. The employees will love doing their jobs and they will do them well, they will come to work everyday and this will result in a cost effective organization, because the turnover rates will be less in each organization and the organizations will not have to worry about training new employees.

Profile of George Washington Plunkitt, Politican

Profile of George Washington Plunkitt, Politican George Washington Plunkitt was a  Tammany Hall politician who wielded clout in New York City for decades. He amassed a fortune by engaging in various schemes which he always claimed had been honest graft. When collaborating  on an eccentric book about his career in 1905 he brazenly defended his long and complicated career in machine politics. And he suggested his own epitaph, which became famous:  He seen his opportunities and he took em.   During Plunkitts political career he held a variety of patronage jobs. He boasted of having held four government jobs in one year, which included a particularly prosperous stretch when he was paid for three jobs simultaneously. He also held elected office in the New York State assembly until his steady seat there was taken from him on a very violent primary election day in 1905. After Plunkitt died at the age of 82 on November 19,  1924, the New York Times published three substantial articles about him within four days. The newspaper essentially reminisced about the era when Plunkitt, generally seated on a bootblack stand in a courthouse lobby, dispensed political advice and handed out favors to loyal supporters. There have been skeptics who claimed that Plunkitt greatly exaggerated his own exploits and that his political career was not nearly as flamboyant as he later claimed. Yet theres no doubt he had extraordinary connections in the world of New York politics. And even Plunkitt exaggerated the details, the stories he told of political influence and how it worked was very close to the truth. Early Life The New York Times headline announcing Plunkitts death noted that he had been born on Nannys Goats Hill. That was a nostalgic reference to a hill that would eventually be within Central Park, near West 84th Street. When Plunkitt was born on November 17,  1842, the area was  essentially a shanty town. Irish immigrants lived in poverty, in ramshackle conditions in what was largely a wilderness far removed from the growing city farther south in Manhattan.   Growing up in a rapidly transforming city, Plunkitt  went to public school. In his teens, he worked as a butchers apprentice. His employer helped him start his own  business as a butcher at Washington Market in lower Manhattan (the sprawling market along the Hudson River was the future site of many office buildings including the World Trade Center). He later went into the construction business, and according to his obituary in the New York Times, Plunkitt built many of the docks on Manhattans Upper West Side. Political Career First elected to the New York State Assembly in 1868, he also served as an alderman in New York City. In 1883 he was elected to the New York State Senate. Plunkitt became a power broker within Tammany Hall, and for nearly 40 years was the undisputed boss of the 15th Assembly District, a heavily Irish bastion  on Manhattans West Side. His time in politics coincided with the era of Boss Tweed, and later Richard Croker. And even if Plunkitt  later exaggerated his own importance, theres no doubt  he had witnessed some remarkable times.   He was eventually defeated in a primary election in 1905 which was marked by violent eruptions at the polls. After that, he essentially retreated from day-to-day politics. Yet he still kept a public profile as a constant presence in government buildings in lower Manhattan, telling stories and regaling a circle of acquaintances. Even in retirement, Plunkitt would stay involved with Tammany Hall. Every four years he was appointed to make the travel arrangements as New York politicians traveled by train to the Democratic National Convention. Plunkitt was a fixture at the conventions and was deeply disappointed when ill health a few months before his death prevented him from attending the 1924 convention.   Plunkitts Fame In the late 1800s, Plunkitt became quite wealthy by habitually buying up land which he knew the city government would eventually need to buy for some purpose. He justified what he did as being honest graft. In Plunkitts view, knowing something was going to happen and capitalizing on it was not corrupt in any way. It was simply smart. And he openly bragged about it. Plunkitts openness about the tactics of machine politics became legendary. And in 1905 a newspaperman, William L. Riordon, published a book Plunkitt of Tammany Hall, which was essentially a series of monologues in which the old politician, often hilariously, expounded on his life and his theories of politics.  His lively accounts of how the Tammany machine operated may not have been well-documented, but they give a solid sense of what it must have been like it New York City politics in the late 1800s. He always steadfastly defended his own political style and the workings of Tammany Hall. As Plunkitt put it: So, you see, these fool critics don’t know what they’re talkin’ about when they criticize Tammany Hall, the most perfect political machine on earth. Sources George W. Plunkitt Dies At 82 Years, New York Times, 20 Nov. 1924, p 16. Plunkitt of Tammany Hall, New York Times, 20 Nov. 1924, p. 22. Plunkitt, Champion of Honest Graft, New York Times, 23 Nov. 1924, p. 177.

How to Write a PhD Personal Statement

How to Write a PhD Personal Statement How to Write a PhD Personal Statement A person might be required to write a personal statement when he or she is completing a PhD application. Professionals in this area have specific guides that need to be followed when completing the application process. The reader is supposed to understand what type of PhD program is being sought and the reasons behind the student’s preference to study in the proposed university. The reader must understand clearly what is of most interest to the customer in the specific field of study. A good PhD personal statement should have all of these details, and the writer should be able to provide a background of their earlier academic credentials and empirical experience which may highlight his or her interest in the specific area of study. When applying for a PhD, experience and prior knowledge is very important to help convince the board that one actually qualifies for the program. This is the highest level of study and hence professionalism and integrity applies at all times. As such, the skills and experience acquired by the applicant are vital in the process of transition from the undergraduate program to the postgraduate program. This also guarantees the level of success in the area of study. One may not want to apply the same statement to every application, and instead make each application unique based on the area of interest and the person who will be reading it. In addition, it is of great use to a writer if they conduct thorough research on the University that offers the program that they are applying to. Grammar and type of vocabulary used must be well thought out. Very long sentences with repetition should be avoided at all cost. The sentences should be short and precise and the tone of the statement should be positive and enthusiastic. The word limit should also be adhered to. The statement should be structured with an introduction, main body and a conclusion. The purpose of the introduction is to captivate the reader and make them interested in reading the statement to the end. The reasons for choosing that particular institute of learning must be explained and the individual’s strength and personal skills should also be highlighted. The ability to communicate effectively and work as part of a team should be brought out by the writer. What’s more, the relevance of the undergraduate program to the PhD study should be described to demonstrate the foundation which was laid for further research and study. The career aim should be exemplified to demonstrate the intended c ontribution to society. One must try to make their statement unique; it must stand out among the rest. Professional personal statement help at is provided by academic experts. They can write a custom personal statement paper starting at $13/page. High quality and on-time delivery guarantee!

Working with people and organisations Essay Example | Topics and Well Written Essays - 1000 words

Working with people and organisations - Essay Example Furthermore preventative strategies and dilemmas were encountered. When considering student social work one of the overarching aspects is the consideration of the welfare of the individuals involved. Indeed, Ollsen (2008) has indicated the tenuous nature of such circumstances on the children involved, â€Å"Unaccompanied minors often face severe trauma during their preflight lives as well as during the course of their migration. These traumatic experi- ences can have negative psychosocial impacts on the minors† In many instances one understands the cases and the level of support that they require, but still rely heavily on supervision for the best outcome. I have relied on supervision and have found it extremely necessary as working so closely with your cases means one must maintain an appropriate professional boundary. I have found that foster children and their birth families often in conversation slip something to you, hoping that it will not be reported. I am constantly aware of safeguarding and always advise them it must be noted. That information could be apparent later on and could put someone’s life at risk or cause personal danger. †¨Ã¢â‚¬ ¨ As a Student Social Worker I have been assigned nine foster children to support. Some foster carers currently have no placements, but still require regular support, advice and training. Unlike working with a local authority, my foster carers could be 60 miles round trip away from our offices. As a lot of our placements are from different local authorities, our foster carer’s home addresses can span all boroughs. I was trained to use social e-care and also carried out general office based duties usually carried out by a duty worker in the day to day processes of dealing with referrals from local authorities in placing looked after children with well matched foster carer’s. I was professional at all times, particularly when taking referrals

Ponzi Schemes And Madoff's Fraud Essay Example | Topics and Well Written Essays - 750 words

Ponzi Schemes And Madoff's Fraud - Essay Example 5. Although some investors were not aware that their money was put in Madoff's funds, they must also be considered victims because their money was invested for the purpose of achieving high returns, yet this did not materialize.5. Although some investors were not aware that their money was put in Madoff's funds, they must also be considered victims because their money was invested for the purpose of achieving high returns, yet this did not materialize.6. Investors with Bernard Madoff should have checked out his claims of providing high returns by getting advice from multiple money managers. This would have ensured that an honest opinion could be formed as a result and possibly the money would never have been invested in Madoff's scheme.Summary of "How Madoff Did It: Victims' Accounts"An Unending Performance Madoff was the type of person who could display self-control yet was able to intimidate other people into giving him what he wanted. The reason that he was able to fool people for so long is due to his mastery of impression management. Madoff was a controlling figure who liked to keep the distance from his victims; this explains how he was able to conceal his crimes for so long. Madoff's sometimes random behavior only added to his intrigue because it made people wanted to invest so they could be considered privileged.Accumulated Advantage Although it is well-documented that many people lost money as a result of Madoff's scheme, there were some people who made quite a lot of money.

The availability of International Business opportunities in Uzbekistan

The availability of International Business opportunities in Uzbekistan International trade is exchange of goods, services and capital across the borders of different nations. No country in the world has all the natural resources present in sufficient quantity to sustain continuous development. So the countries trade with each other by exporting those goods or products which they have in abundance while importing those which they are deficient in. International trade tends to be generally more costlier than domestic as most countries imposes additional tariffs or duties on the goods travelling through their borders. International trade between two countries comprises both the trade between 2 companies present in different country and trade between the government of a country and the business firm present in other country. The main objective of this audit is to analyze the availability of International Business opportunities present in the Uzbekistan. The report starts with examining the countrys attitude to international trade. Then a brief analysis of the countrys Cultural, Political and Economic Environments is done. After that the countrys business environment is analysed using some of the proposed theories of international trade and also Porters diamond model of national competitiveness. Finally recommendations based on the above analysis are offered. An Overview of Uzbekistan Uzbekistan or Republic of Uzbekistan (Ozbekiston Respublikasi) is a country which is part of Central Asia having largest population within the region. Uzbekistan became an independent state on September 1, 1991, from former Soviet Union. Uzbekistan elected Islom Karimov as its president who continues his office till date. Uzbekistan is a land locked country surrounded by Kazakhstan, Kyrgyzstan, Tajikistan, Afghanistan and Turkmenistan. Uzbekistan Essential Facts: Government Republic; Authoritarian Presidential Rule Capital Tashkent Geographic Area 447,400 sq km Population 27,865,738 Literacy Rate 99.3% Labour Division Agriculture: 44%, Industry: 20%, Services: 36% Budget Revenue: 10.54 Billion, Expenditure: 10.48 Billion (2009 estimates) GDP (GDP Growth) $77.55 Billion (6.7%) GDP Per Capita $2,800 Inflation 14.1% Industries Textiles, Food Processing, Machine Building, Metallurgy, Gold, Petroleum, Natural Gas, Chemicals Source: CIA World Fact Book (https://www.cia.gov/library/publications/the-world-factbook/geos/uz.html) Uzbekistan attitude to International Trade Uzbekistan joined United Nations in 1992 as fully fledged member and cooperates with 8 UN agencies including The World Bank which supports Uzbekistan in its national reform efforts (United Nations, n.d.). Currently Uzbekistan has foreign diplomatic relations with about 124 countries of the world (Ministry of Foreign Affairs Uzbekistan, n.d.). Uzbekistan has membership in numerous, more than 33, International Organizations including Asian Development Bank (ADB), Commonwealth of Independent States (CIS), International Finance Corporation, International Monetary Fund, Islamic Development Bank, Shanghai Cooperation Organization and World Trade Organization (observer status) (Library of Congress, 2007). The main purpose of these organizations is to promote and facilitate international trade among various countries. Commonwealth of Independent States (CIS) countries are the biggest trade partners of Uzbekistan. Russian secures first place as foreign trade partner of Uzbekistan. Other countries like Ukraine, Kazakhstan and Afghanistan etc. are also heavy trade partners. Uzbekistan has very active trade relations with European Union. Bilateral trade between Germany and Uzbekistan amounted to 470 million USD in 2008. France, UK and Spain are other major trade partners (Ministry of Foreign Affairs Uzbekistan, n.d.). Figure 1: Major Trade Partners of Uzbekistan (2009) Source: http://www.buyusainfo.net/docs/x_6613529.pdf Business Environment of Uzbekistan Culture of Uzbekistan Figure 2: Ethnic Group Composition Source: https://www.cia.gov/library/publications/the-world-factbook/geos/uz.html Figure 3: Major Religions Source: https://www.cia.gov/library/publications/the-world-factbook/geos/uz.html Figure 4: Spoken Languages Source: https://www.cia.gov/library/publications/the-world-factbook/geos/uz.html Uzbekistan since ancient time was the home of Arab Muslims and Turks. And then in Mid-Nineteenth century, Russia seeing the regions potential captured Uzbekistan. That is why there are traces of Russian language and ethnicity can be found in the country dominated by Uzbeks. Islam being the major religion (about 88%) the culture of country is bit conservative. For both Men and Women conservative business suits are expected, casual clothes like jeans, t-shirts etc are considered inappropriate. While greeting someone it is common for handshake between same sexes but simple hello is done between opposite sex. During a meeting it is important to go and speak to the most important person in the room first. These local customs must be observed in order to forge good business relationship in the country (Culture Crossings, n.d.). Political Civil Environment of Uzbekistan When Soviet Union broke in 1991, Uzbekistan gained its independence and appointed Islom Karimov as the Presidential head (Angus Reid Public Opinion, 2008). Since then Karimov have led an autocratic rule by extending his term of office in 2000 and 2007 in a series of democratic election that has come into fierce criticism from the international community (Harding, 2007). Next elections are scheduled to be held in 2014. In almost all international political and civil parameters Uzbekistan has shown downward trends indicating its worsening of the situation overtime. Figure 5: Uzbekistan Political Indicators. Source: Author Uzbekistan also has extremely high level of corruption. According to recent Transparency Internationals Corruption Perception Index (CPI), Uzbekistan ranks among the bottom of the 180 countries at rank 174. It has extremely poor confidence range of 1.5 1.8 (Transperency International, 2009). Figure 6: CPI Index 2009 Source: http://www.transparency.org/policy_research/surveys_indices/cpi/2009 Due to this firms frequently have to pay informal payments (bribes) to government to get the things done. About 67% percent of the firms are expected to make these payments to get things done (Enterprise Surveys, 2009). Figure 7: Informal Payments Statistics Source: http://www.enterprisesurveys.org/documents/CountryNotes/Uzbekistan_09.pdf Economic Structure of Uzbekistan Uzbekistan when it got freedom had relatively slow economic growth rate for first 12 years. Uzbekistan GDP, between 1994 to 2003, grew at average rate of 3.9% per year. But from 2005 onwards the country witnessed average growth of 8.2% (Asian Development Bank, 2010). Although the official data is doubtful as it probably overstates the level of economic growth. The U.S. Department of State Background Note for Uzbekistan states that many observers believe that employment growth and real wage growth have been stagnant (U.S. Department of State Background Notes, 2009). The poverty is quite prevalent in the country with 76.7% of population living below $2 a day (United Nations Development Programme, 2009). Although government is taking some positive steps to ramp up the economy. Policies like Anti-Crisis Program for 2009-2012 that government adopted in 2008 to combat the global recession had quite beneficial impact on Uzbekistan economy. Part of the policy was to promote foreign investment, for which government established free industrial economic zones in 2008, which provided foreign investors with tax and custom preferential facilities. Due to this government was able to tie up with 37 foreign investors for $500 million investment. This resulted in huge increase of 80% in foreign investment in 2009. Uzbekistan also observed very high import growth rate of 25.8% in 2009, mainly in infrastructure development, indicates governments acceptance to allow foreign investment in the country (Asian Development Bank, 2010). Figure 8: Uzbekistan Import/Export Indicators Source: http://www.adb.org/Documents/Books/ADO/2010/UZB.pdf Petroleum, Gold, Natural Gas and Cotton are the main 4 exports products of the Uzbekistan. According to the IMF estimations, energy products (Petroleum and Natural Gas) comprised about 26.3% of total exports in 2008 followed by gold at 15.7% and cotton at 13.1% (International Monetary Fund, 2008). International Trade of Uzbekistan International Trade Theory Framework is all about analysing from a countrys perspective about with whom they should trade and what products to trade. According to Daniels, Radebaugh and Sullivan (2010), there are five theories which try to explain a countrys advantage in International Trade. Figure 9: Theories of International Trade The advantage in international trade of Uzbekistan will be explained using two theories Natural Advantage and Factor Proportion Theory. Natural Advantage in case of Uzbekistan According to this theory a country produces those goods in which it has some natural advantage by way of its climate, people, resources etc. Uzbekistan has substantial advantage over most of the countries in the world in production of cotton due to favourable climatic conditions and availability of low cost labour. Climate in Uzbekistan is generally hot which is suitable for cotton growth. Hence Uzbekistan is the worlds 6th largest Cotton producer and 3rd largest Cotton exporter (National Cotton Council of America, 2010). Figure 10: World Cotton Export Rankings (2009) Source: Author Also the country has abundant energy resources. Uzbekistan is a major producer and exporter of Natural gas. Natural gas production was 2,387 billion cubic feet in 2008 ranking it at 14th place in the world. Out of this Uzbekistan exported about 22.20%, i.e. 530 bcf of natural gas (US Energy Information Administration, 2010). Factor Proportion Theory According to this theory different countries have different level of endowment of land, labour and capital. And the factor which is in more abundance will have lower costs than other factors. So the country tends to take advantage of this in the international trade by exporting those products that utilize the abundant factor and importing products that requires utilization of deficient factor. Uzbekistan has the advantage of low cost and skilled labour. It also has relatively low land. The country has very high literacy rate of 99.3% in 2003. There is lack of substantial capital or high level technology present in the country. Therefore Uzbekistans export mainly comprises of agricultural products, mined natural resources, services or low tech industrial products like chemical, plastic etc. Figure 11: Percentage Distribution of Total Exports Source: http://www.statistics.uz/data_finder/128/ On the other hand the country is severely lacking in the modern infrastructure and necessary technology or capital required to develop it. Therefore the bulk of its import, almost 50% comprised mainly of machinery and equipments. Figure 12: Percentage Distribution of Total Imports Source: http://www.statistics.uz/data_finder/128/ Porters Diamond of National Competitiveness Figure 13: Extended Porters Diamond Model of National Competitiveness Source: Porter (1990) Michael Porter introduced a diamond shaped model to analyze the areas of strength or weakness that gives a country a competitive advantage or disadvantage. This model includes four interconnected key elements: Figure 14: Key elements of Porters Diamond Factor Conditions: Uzbekistan has inconsistent infrastructure development. Main roads in the capital Tashkent and other major cities are relatively maintained outside the cities their conditions are poor. Suppliers have trouble in transporting goods from one place to another. The country has extensive rail network but only 17% is electrified. Although government recently announced big plans to improve both its national highway and rail network. Literacy in the country is very high at 99.3% for 15 years and up. The country also has abundant energy resources. The country is able to almost meet its coal requirement and produces enough natural gas that it manages to export 22% of it. Firm Strategy or Rivalry: Almost all the Industrial firms in the Uzbekistan are government owned and as such there is little to no competition among them. There are only few industries like energy, gold, foodstuff etc. present in the country which have some foreign investment. Most foreign investing companies are only allowed to invest by creating joint venture with state owned company in which the government owns majority stakes. Related and Supporting Industries: One of the most important supporting industry to establish a firm is financial sector which is seriously underdeveloped in Uzbekistan. It is dominated by state-owned banks and lacks competition. The government banks give loans to state owned companies at subsidized rate and for all else the interest rate is very high. Due to this private investors rarely take loans from local credit market. The whole country has access to electricity but the infrastructure is quite old and need modernizations. And as such there are frequent power outages. Demand Conditions: Due to widespread poverty of 76.7% there is not much demand of products apart from basic need like food, clothes, energy needs etc. And in these basic need the country is self-sufficient hence demand never exceeds supply. The government of Uzbekistan is the major importer of goods and services. Most of the imports comprises of equipments in energy, telecommunication and Information Technology hardware and software. Role of Government The government did not liberalise the economy sufficiently enough since freedom. It owns all major companies, strictly regulates foreign trade and follows the policy of import substitution. Monopolistic environment created by state-owned companies stifle the development of private sector. Recommendations for Uzbekistan The following are the recommendations the Uzbekistan government should implement for sustained growth of the country: Improving Business Climate: Government should stop pursuing the policy of import substitution and make it easier for foreign investment to invest in the country. Sustaining Macroeconomic Stability: Need improved macroeconomic policies to control inflation, eliminate restrictions on currency conversion, better regulation of financial sector would help in maintaining high economic growth rates. Boosting Agriculture Productivity: Better agricultural reforms, abolition of state dictated crop production, more power to farmers and investment in modern machinery would raise per capita income and reduce poverty. Improve Accountability and Transparency: The country ranks very poor in Transparency International Index at 174 of 180 nations. Corruption is rampant and Firms are frequently subjected to pay bribes. The government must put efforts in improving transparency for the firms to have any confidence in doing business in the country. Promote Open Competition: Government should end the policy of controlling all industries and creating monopolistic environment. Government should allow free control of industries by private sector. This will create more competition, promote innovation and would improve overall efficiency of the industries and boost economy.

Objective of Education Is Learning

‘The Objective of Education Is Learning' *'The Objective of Education Is Learning, Not Teaching'* *In their book,** *Turning Learning Right Side Up: Putting Education Back on Track*, authors Russell L. Ackoff and Daniel Greenberg point out that today's education system is seriously flawed — it focuses on teaching rather than learning. â€Å"Why should children — or adults — be asked to do something computers and related equipment can do much better than they can? † the authors ask in the following excerpt from the book. â€Å"Why doesn't education focus on what humans can do better than the machines and instruments they create? * â€Å"Education is an admirable thing, but it is well to remember from time to time that nothing that is worth learning can be taught. † — Oscar Wilde Traditional education focuses on teaching, not learning. It incorrectly assumes that for every ounce of teaching there is an ounce of learning by those who are taught. However, most of what we learn before, during, and after attending schools is learned without its being taught to us. A child learns such fundamental things as how to walk, talk, eat, dress, and so on without being taught these things. But are there intrinsic barriers to learning?Adults learn most of what they use at work or at leisure while at work or leisure. Most of what is taught in classroom settings is forgotten, and much or what is remembered is irrelevant. In most schools, memorization is mistaken for learning. Most of what is remembered is remembered only for a short time, but then is quickly forgotten. (How many remember how to take a square root or ever have a need to? ) Furthermore, even young children are aware of the fact that most of what is expected of them in school can better be done by computers, recording machines, cameras, and so on.They are treated as poor surrogates ; for such machines and instruments. Why should children — or adults, for that m atter — be asked to do something computers and related equipment can do much better than they can? Why doesn't education focus on what humans can do better than the machines and instruments they create? When those who have taught others are asked who in the classes learned most, virtually all of them say, â€Å"The teacher. † It is apparent to those who have taught that teaching is a better way to learn than being taught. Teaching enables the teacher to discover what one thinks about the subject being taught.Schools are upside down: Students should be teaching and faculty learning. After lecturing to undergraduates at a major university, I was accosted by a student who had attended the lecture. After some complimentary remarks, he asked, â€Å"How long ago did you teach your first class? † I responded, â€Å"In September of 1941. † â€Å"Wow! † The student said. â€Å"You mean to say you have been teaching for more than 60 years? † â€Å"Ye s. † â€Å"When did you last teach a course in a subject that existed when you were a student? † This difficult question required some thought. After a pause, I said, â€Å"September of 1951. â€Å"Wow! You mean to say that everything you have taught in more than 50 years was not taught *to* you; you had to learn on your own? † â€Å"Right. † â€Å"You must be a pretty good learner. † I modestly agreed. The student then said, â€Å"What a shame you're not that good a teacher. † The student had it right; what most faculty members are good at, if anything, is learning rather than teaching. Recall that in the one-room > schoolhouse, students taught students. The teacher served as a guide and a resource but not as one who force-fed content into students' minds. *Ways of Learning*There are many different ways of learning; teaching is only one of them. We learn a great deal on our own, in independent study or play. We learn a great deal interactin g with others informally — sharing what we are learning with others and vice versa. We learn a great deal by doing, through trial and error. Long before there were schools as we know them, there was apprenticeship — learning how to do something by trying it under the guidance of one who knows how. For example, one can learn more architecture by having to design and build one's own house than by taking any number of courses on the subject.When physicians are asked whether they leaned more in classes or during their internship, without exception they answer, â€Å"Internship. † In the educational process, students should be offered a wide variety of ways to learn, among which they could choose or with which they could experiment. They do not have to learn different things the same way. They should learn at a very early stage of â€Å"schooling† that learning how to learn is largely their responsibility — with the help they seek but that is not impose d on them. The objective of education is learning, not teaching.There are two ways that teaching is a powerful tool of learning. Let's abandon for the moment the loaded word teaching, which is unfortunately all too closely linked to the notion of â€Å"talking at† or â€Å"lecturing,† and use instead the rather awkward phrase explaining something to someone else who wants to find out about it. One aspect of explaining something is getting yourself up to snuff on whatever it is that you are trying to explain. I can't very well explain to you how Newton accounted for planetary motion if ; I haven't boned up on my Newtonian mechanics first.This is a problem we all face all the time, when we are expected to explain something. (Wife asks, â€Å"How do we get to Valley Forge from home? † And husband, who does not want to admit he has no idea at all, excuses himself to go to the bathroom; he quickly Googles Mapquest to find out. ) This is one sense in which the one who explains learns the most, because the person to whom the explanation is made can afford to forget the explanation promptly in most cases; but the explainers will find it sticking in their minds a lot longer, because they struggled to gain an understanding in the first place in a form clear enough to explain.The second aspect of explaining something that leaves the explainer more enriched, and with a much deeper understanding of the subject, is this: To satisfy the person being addressed, to the point where that person can nod his head and say, â€Å"Ah, yes, now I understand! † explainers must not only get the matter to fit comfortably into their own worldview, into their own personal frame of reference for understanding the world around them, they also have to figure out how to link their frame of reference to the > world view of the person receiving the explanation, so that the explanation can make sense to that person, too.This involves an intense effort on the part of th e explainer to get into the other person's mind, so to speak, and that exercise is at the heart of learning in general. For, by practicing repeatedly how to create links between my mind and another's, I am reaching the very core of the art of learning from the ambient culture. Without that skill, I can only learn from direct experience; with that skill, I can learn > from the experience of the whole world. Thus, whenever I struggle to explain something to someone else, and succeed in doing so, I am advancing my ability to learn from others, too. Learning through Explanation* This aspect of learning through explanation has been overlooked by most commentators. And that is a shame, because both aspects of learning are what makes the age mixing that takes place in the world at large such a valuable educational tool. Younger kids are always seeking answers from older kids –sometimes just slightly older kids (the seven-year old tapping the presumed life wisdom of the so-much-more- experienced nine year old), often much older kids.The older kids love it, and their abilities are exercised mightily in these interactions. They have to figure out what it is that they understand > about the question being raised, and they have to figure out how to make their understanding comprehensible to the younger kids. The same process occurs over and over again in the world at large; this is why it is so important to keep communities multi-aged, and why it is so destructive to learning, and to the development of culture in general, to segregate certain ages (children, old people) from others.What went on in the one-room schoolhouse is much like what I have been talking about. In fact, I am not sure that the adult teacher in the one-room schoolhouse was always viewed as the best authority on any given subject! Long ago, I had an experience that illustrates that point perfectly. When our oldest son was eight years old, he hung around (and virtually worshiped) a very brilliant 1 3-year-old named Ernie, who loved science. Our son was curious about everything in the world.One day he asked me to explain some physical phenomenon that lay within the realm of what we have come to call â€Å"physics†; being a former professor of physics, I was considered a > reasonable person to ask. So, I gave him an answer — the â€Å"right† answer, the one he would have found in books. He was greatly annoyed. â€Å"That's not right! † he shouted, and when I expressed surprise at his response, and asked him why he would say so, his answer was immediate: â€Å"Ernie said so and so, which is totally different, and Ernie knows. It was an enlightening and delightful experience for me. It was clear that his faith in Ernie had been developed over a long time, from long experience with Ernie's unfailing ability to build a bridge between their minds — perhaps more successfully, > at least in certain areas, than I had been. One might wonder how on eart h learning came to be seen primarily a result of teaching. Until quite recently, the world's great teachers were understood to be people who had something fresh to say about something to people who were interested in hearing their message.Moses, Socrates, Aristotle, Jesus — these were people who had original insights, and people came from far and wide to find out what those insights were. One can see most clearly in Plato's dialogues that people did not come to Socrates to â€Å"learn philosophy,† but rather to hear Socrates' version of philosophy (and his wicked and witty attacks on other people's versions), just as they went to other philosophers to hear (and learn) their versions. In other words, teaching was understood as public exposure of an individual's perspective, which anyone could take or leave, depending on whether they cared about it.No one in his right mind thought that the only way you could become a philosopher was by taking a course from one of those g uys. On the contrary, you were expected to come up with your own original worldview if you aspired to the title of philosopher. This was true of any and every aspect of knowledge; you figured out how to learn it, and you exposed yourself to people who were willing to make their understanding public if you thought it could be a worthwhile part of your endeavor.That is the basis for the formation of universities in the Middle Ages — places where thinkers were willing to spend their time making their thoughts public. The only ones who got to stay were the ones whom other people (â€Å"students†) found relevant enough to their own personal quests to make listening to them worthwhile. By the way, this attitude toward teaching has not disappeared. When quantum theory was being developed in the second quarter of the twentieth century, aspiring atomic physicists traveled to the various places where different theorists were developing their thoughts, often in radically differen t directions.Students traveled to Bohr's institute to find out how he viewed quantum theory, then to Heisenberg, to Einstein, to Schrodinger, to Dirac, and so on. What was true of physics was equally true of art, architecture†¦ you name it. It is still true today. One does not go to Pei to learn â€Å"architecture†; one goes to learn how he does it — that is, to see him â€Å"teach† by telling and showing you his approach. Schools should enable people to go where they want to go, not where others want them to. *Malaise of Mass Education* The trouble began when mass education was introduced. It was necessary To decide what skills and knowledge everyone has to have to be a productive citizen of a developed country in the industrial age – To make sure the way this information is defined and standardized, to fit into the standardization required by the industrial culture – To develop the means of describing and communicating the standardized infor mation (textbooks, curricula) – To train people to comprehend the standardized material and master the means of transmitting it (teacher training, pedagogy) – To create places where the trainees (children) and the trainers (unfortunately called teachers, which gives them a status they do not deserve) can meet — so-called schools (again a term stolen from a much different milieu, endowing these new institutions with a dignity they also do not deserve) – And, to provide the coercive backing necessary to carry out this major cultural and social upheaval In keeping with all historic attempts to revolutionize the social order, The elite leaders who formulated the strategy, and those who implemented it, perverted the language, using terms that had attracted a great deal of respect in new ways that turned their meanings upside down, but helped make the new order palatable to a public that didn't quite catch on. Every word — *teacher, student, school, disc ipline,* and so on — took on meanings diametrically opposed to what they had originally meant. Consider this one example from my recent experience. I attended a conference of school counselors, where the latest ideas in the realm of student counseling were being presented.I went to a session on the development of self-discipline and responsibility, wondering what these concepts mean to people embedded in traditional schooling. To me, self-discipline means the ability to pursue one's goals without outside coercion; responsibility means taking appropriate action on one's own initiative, without being goaded by others. To the people presenting the session, both concepts had to do solely with the child's ability to do his or her assigned class work. They explained that a guidance counselor's proper function was to get students to understand that responsible behavior meant doing their homework in a timely and effective manner, as prescribed, and self-discipline meant the determina tion to get that homework done. George Orwell was winking in the back of the room.Today, there are two worlds that use the word *education* with opposite meanings: one world consists of the schools and colleges (and even graduate schools) of our education complex, in which standardization prevails. In that world, an industrial training mega-structure strives to turn out identical replicas of a product called â€Å"people educated for the twenty-first century†; the second is the world of information, knowledge, and wisdom, in which the real population of the world resides when not incarcerated in schools. In that world, learning takes place like it always did, and teaching consists of imparting one's wisdom, among other things, to voluntary listeners.

Essay about The National Dry Law The Prohibition Time

Throughout the history of America, many would argue that the 1920’s were the craziest and wildest times in our history. The world had just gotten out of the First World War, and as Americans, we were done with hard times and were itching to have a good time. Americans were ready for a good time and a good party, but right before this could happen a law was passed that dramatically changed the course of history. The law was the national â€Å"dry† laws which would prohibit the production, distribution, and possession of alcohol. â€Å"Dry† laws had been passed in some states, but it did not go into effect nationally until January 17, 1920. Although many people, mostly Protestants, supported the new laws at the beginning. After a few years many people†¦show more content†¦Other influential people like John Adams and James Madison drank every day and owned stills. For example, George Washington owned one of the most prosperous whiskey distilleries in Virgin ia . After the birth of our nation in 1776, Congress passed a law to tax whiskey. Since whiskey making and drinking was a large business for Americans, this caused uproar among the people. A small army of whiskey makers and tax protesters went on a rampage against anything that had to do with taxes. This became known as the â€Å"Whiskey Rebellion† and was quickly ended by George Washington, but this showed that whiskey and alcohol not only are importantly culturally, but also economically. During the earlier 1800s, Americans were drinking more than five gallons of alcohol per person per year . This is the highest level that it has ever reached and retains that status even today. This time period was the start of westward expansion and with it, Americans brought their alcohol. This led to the creation of the saloon. The saloon has been a symbol of American drinking since it was created. At the end of the 19th century, the Anti-Saloon League started to pick up steam resulting in the saloons and alcohol coming under attack. These actions culminated into the beginning of what would be known as the Temperance movement. Even in the face of Americans who liked their liquor, the Anti-Saloon League wasShow MoreRelatedThe Prohibition Of The Nineteenth Century885 Words   |  4 Pagesbegun a 13 years’ nationwide prohibition on alcohol. The reason for such serious legislation was due to gambling, drug addiction and alcoholism problem during the nineteenth century. However, the power of eighteenth amendment had exclude medical and religious purposes alcohol. Therefore, the law created a loophole for home production and medical alcohol. Despite the fact that manufacture of wine, malt liquor and distillery had significantly decreased after prohibition started in 1920; there were noRead MoreReligious Communities and The Consumption of Alcohol1338 Words   |  6 Pagesboost a moral and righteous America however and was not expected to affect the economy however; the country responded in a polar way; corrupting officials, hurting the economy and American people, and even dividing the country and its politics. The Prohibition was put in place to benefit America; to do away with drunkenness and make America more productive and healthy. Although the intentions of the legislations were good natured a sleeping demon was awakened and America was thrown into disarray. TheRead MoreEssay on prohibition1665 Words   |  7 Pages Prohibition, which was also known as The Noble Experiment, lasted in America from 1920 until 1933. There are quite a few results of this experiment: innocent people suffered; organized crime grew into an empire; the police, courts, and politicians became increasingly corrupt; disrespect for the law grew; and the per capita consumption of the prohibited substance—alcohol—increased dramatically, year by year. These results increased each of the thirteen years of this Noble Experiment, and they neverRead MoreProhibition in America1214 Words   |  5 Pagesalcoholic beverages.† (bill of rights amendment 18) Prohibition was most likely a direct cause to the Temperance movement. The Temperance union thought that alcohol ruined people’s lives and they were not wrong. Although alcohol made the americans citizens look uncivilized and hundreds of millions was being spent on it every year, but taking it aw ay made everything worse. The expectations of prohibition were large. 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Whether beer at the baseball game, wine from Napa Valley, or bourbon from Kentucky, alcohol has shaped American culture. The rise in immigration during the late 1800s and early 1900s led to towns establishing saloons in order to lure in potential customers and boost the local economy. By 1900, there wereRead MoreA Sociological And Humanistic Perspective1714 Words   |  7 Pagespurpose of this essay is to analyze a law, whether it be legislative, administrative, case law, or constitutional, from a sociological and humanistic perspective. A sociological perspective is defined as taking into account the social forces at play surrounding the creation of the law. A humanistic approach is based on the belief that law is a human construct, in other words law is the product of human emotions, desires, thoughts, and actions. To analyze a law from a social and humanistic perspectiveRead MoreProhib ition During The Era Of 1920-1933 Essay814 Words   |  4 PagesProhibition Essay: By: Savannah Crawford During the era of 1920-1933 could best be characterized as the path to a sober nation. This time of history consisted of the eighteenth amendment which was passed on October 28th 1919; Volstead Act. The Volstead act was created to carry out the movement of prohibition. In addition, Prohibition is the legal prohibiting of the manufacture and sale of alcoholic drinks for common consumption according to dictionary.com. Furthermore, this amendment concurs thatRead MoreTemperance And Prohibition Propaganda845 Words   |  4 PagesTemperance and Prohibition movement. The Second Great Awakening was a Protestant revival that started around the1800’s in the United States. The revivals attracted hundreds of new followers to the Protestant denomination. Massachusetts passed a Temperance law in 1838. If the alcohol where in quantities less than 15 gallons it was banned, The Temperance law was repealed two years later.   In 1846 Maine  passed the one of the first state prohibition law . Many other states followed by the time the Civil War

William Shakespeare s Romeo And Juliet - 1304 Words

Shakespeare has been known for the use of old English and deeper meanings between the lines of all of his work. He is most known for Romeo and Juliet, the Tragedy of Othello, and especially his one hundred and fifty four sonnets. Sonnets are a 14-line poem that rhymes in a particular pattern. The sonnet, like any other work of Shakespeare, is very difficult to interpret and even more difficult for the poet to write himself due to the restrictions of length. Sonnets 1-126 start off with the affection the poet feels for another young man and how it becomes corrupt and unhealthy. Sonnets 127-154 then have to do with the poet and a new love interest, that just like the first one, doesn’t end up well. The sonnets weren’t published until 1609†¦show more content†¦But since she prick d thee out for women s pleasure, Mine be thy love and thy love s use their treasure.† (Shakespeare, Sonnet 20) Sonnet 20 is one of the most important poems within all 154 sonnets because many people believe that Shakespeare is actually expressing his homosexuality which was looked down upon and so he expressed it in a way in which it was difficult to fully comprehend. He also used â€Å"he† for the first half of the sonnets and then went on to say â€Å"she† to have us believe he was in fact talking about a woman. Analyzing the sonnet line by line, it appears that he is talking about a woman who is beautiful but can also change for she took the shape of a man even though she was intended to be a woman, and by adding one extra thing, nature has defeated him and because nature added that one thing, it prohibits the poet to love the young man, because he was meant for the pleasure of a woman and not another man. In fact, lines 1-126 involves the relationship that the poet has or better yet desires with this young man. Almost all of Shakespeare’s playwrights have to do with selfishness, desire and even betrayal. And some of these themes are seen happening consistently as the sonnets progress and the issue Shakespeare is trying to convey is becoming more apparent. In sonnet 1, â€Å"From fairest creatures we desire increase, That thereby beauty s rose might never die, But as the riper should by time decease, His tender heir